Overton School



7855608427400Curriculum HandbookContentsCurriculum Statement3Curriculum Policies 7English15Maths 25Science 34Computing39Art50Universal Learning54PE57PHSE60Vocational EducationDesign TechnologyHorticultureCitizenshipVocational LearningVocational Studies Diploma (Level 1 & Entry 3)EnterpriseSkills for Independence & Work Diploma (Entry 2)Public ServicesDuke of Edinburgh AwardWoodland Garden66Key Stage 5 77An Introduction to the Curriculum at Overton SchoolMission StatementAt Overton School we nature active, creative minds. Students will be encouraged to achieve their full academic and academic potential and will experience success. They will develop confidence in their personal, social and emotional skills enabling them to move on equipped to make a positive contribution in society.?The curriculum at Overton School reflects the vision, values & aims of our school; it is a flexible, knowledge led and skills engaged framework designed to accommodate the varying and specific learning needs of our young people through clearly designed personalised pathways planned by our teaching team. We believe that at all stages of development, learning should be structured and stimulating, enjoyable and a worthwhile experience in its own right. Our curriculum provides our learners with opportunities for enjoyment and achievement through a rich, broad, balanced and personalised curriculum matched to ages, ability, interest and individual needs.When planning a curriculum, our key driver has been firmly rooted in the particular context of our school. Overton is a residential school, providing placements for young people with autistic spectrum conditions (ASC) and co-occurring needs such as additional needs including ADHD, dyslexia, anxiety disorder, emotional difficulties and attachment conditions. The home provides accommodation for fifteen young people whilst Overton School is registered for thirty young person’s providing fifteen ‘day only’ placements. We believe that without the correct support, young people with autism can find education extremely challenging. In addition to this, when young people are welcomed into Overton School, they often arrive having been placed in care and having been traumatised by the failure of previous placements or foster homes. These traumatising experiences frequently leave young people feeling disempowered and with a diminished sense of self-worth and self-esteem. Coupled with their autism these feelings can manifest themselves in behaviours that are socially unacceptable and present a considerable barrier to learning. In addition to this, young people have often had their education disrupted and are therefore understandably anxious about re-entering education.Hence our school has a student body who require a carefully planned curriculum which is bespoke to each individual. Our approach is holistic and places emphasis on developing the whole child through a therapeutic approach. Staff have a clear understanding of the individual needs of our students and the barriers to their learning, we recognise that our learners need a sense of developing their personal and social skills, valuing themselves, and developing aspirations for their future and for their community. Our curriculum thus takes account and supports the following individual needs of our learners;Social communicationSocial interactionSensory processingListening and understandingBeing with othersUnderstanding and expressing own sensory needsExpressive communicationPositive relationships (adults)Responding to interventionsConversationsPositive relationships and friendships (peers)Increasing tolerance of sensory inputGroup activitiesSocial imagination and flexibilitySensory processingLearning1. Coping with change 1. Understanding and expressing own sensory needs1. Organisation and independent learning2. Transitions2. Responding to interventions2. Motivation and engagement3. Special interests3. Increasing tolerance of sensory input3. School routines and expectations4. Play4. Evaluating own learning5. Problem solving and thinking skillsEmotional understanding and self-awarenessIndependence and community participation1. Understanding and expressing own emotions1. Independent living2. Managing emotions and behaviour2. Personal safety3. Understanding others’ emotions / intentions3. Road safety and travel4. Self-awareness4. Keeping healthy5. Developing confidence and self esteem5. Personal care 6. LeisureStudents’ spiritual, moral, social and cultural development is developed in each lesson. We encourage our learners to be deep thinkers, to consider the feelings and actions of others, seeing points of views and beliefs other than their own and prepare them for life in modern Britain. In recognising the development of the whole child the pastoral support is given to every student through weekly tutorials to provide them with the opportunity to discuss issues, emotional literacy support and to plan strategies to deal with the specific issues which they face. Our school has various other systems which support emotional and mental well-being, there is clear sign posting of information and this is a strong feature if our PSHE curriculum. Emotional and mental wellbeing is also greatly enhanced by sport. Sport has remained central to both our curriculum and extra-curricular provision. We also believe the pedagogy of P.E. in sport affects other areas of the curriculum and really enhances learning, physiologically allowing better learning to happen, as well as learning skills such as listening, problem solving, team work and resilience. We have invested heavily with the P.E. and sport provision, with a range of opportunities available for our learners.Careers advice often features within the curriculum with visitors invited to school and community based learning opportunities designed to expose our learners to life outside school, providing them with ideas for their future. Students also receive a careers interview where they can explore and develop aspirations. We are passionate that our learners have a positive contribution to make in society and can play an active and positive part in it. We also plan opportunities for the children to know about keeping safe, linked to the KCSiE document. We also plan for and promote British values, (Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those of different faiths and beliefs) ensuring that children are aware of their rights and responsibilities as a UK citizenThe curriculum is designed to ensure: deep learning, with focus made on extending those who are working at a greater depth within the curriculum areas; engagement with their learning and initiating the direction of the units of study, particularly in the foundation subjects along with breadth and balance. We provide students with an entitlement curriculum which is broadly based around a modified National Curriculum, adapted to meet the needs of the individual young people and groups. Equality of access and of opportunity underpins our provision and we offer augmented and modified learning opportunities which support personal and social skills outlined above. These skills are the core of the curriculum and students are encouraged to communicate through listening and expression of speech, they are given time to complete tasks, encouraged to put forward their views, problem solve and to keep safe. Throughout the school our learners engage with their own learning and develop personal and social skills transferable across lessons into wider life. The curriculum is framed within six key areas of learning, to which the subjects of the National Curriculum have been assigned. Students succeed through personalised and progressive therapeutic, academic and vocational routes. We have designed our termly curriculum to provide a breadth of experience within a subject area, drawing on outside speakers, involvement of community based learning experiences. The curriculum factors a clear progression route for pupils as they advance through the school. Not only do staff review the actual curriculum regularly, but also the principles for learning and teaching. At each key stage, students are encouraged to become involved in the community by engaging in well planned and purposeful learning opportunities that take place in a variety of contexts within the community. The aim of this is to equip students with the skills necessary to achieve as much independence as possible both within the school and moving forward into adult life, as appropriate to their individual needs. They may visit outdoor gyms, cafes, shops, leisure centres and local attractions, either on foot, using school transport or by using public transport. Key Stage 3 CurriculumKey Stage 3 acts as a bridge between the primary curriculum and a more academic/vocational curriculum. Whilst students participate in the full complement of national curriculum subjects, we believe that subject knowledge is not learned in isolation. The program is an adapted national curriculum and students learn a combination of curriculum areas linked together by a common topic which draws upon cross curricular links. This is known as a cross-curricular thematic curriculum. The thematic approach enables a more creative curriculum that better meets the needs and interests of students and allows teachers more autonomy to plan for this. Pupils are thus better equipped to use the knowledge, skills and understanding acquired to generalise their learning and development of their problem solving skills. Key Stage 4 CurriculumThe Key Stage 4 curriculum builds upon learning in Key Stage 3 and supports next steps transition with a focus on both academic and vocational elements of the curriculum. The current arrangements allow for a two year rolling programme where students acquire nationally recognised qualifications in line with their peers. Maths and English have an increasingly practical context to support functional life skills and independence and students have the opportunity to gain GCSE and Functional Skills qualifications. Students are able to make option choices in technological (food technology/design and technology), humanities, academic and vocational areas of the curriculum, whilst continuing to follow curricula in PE and PSHE. Our flexibility offers breadth and supports a bespoke pathway for all students to meet their particular needs, interests, aptitudes and aspirations. Work experience is introduced in key stage 4, with students offered opportunities to participate in work related learning experiences, furthermore each students receives independent careers advice information and guidance from our careers advisor who gives each students an action plan to support them as they move forward in the short and medium term.We have an assessment policy and marking policy and staff regularly review and assess the impact that the curriculum is having. We do this through a variety of avenues including regular summative and formative assessments, against the relevant frameworks across the breadth of the curriculum, questionnaires to the students and parents and carers. We ensure that students are aware of their targets and our marking policy ensures that they know what they have to do in order to improve are regularly assessed. We regularly scrutinise the work of student’s including coding within books or the level of independence and verbal feedback being issued to support the learning. Curriculum Policy Introduction and principles of curriculum intent, design and impact General points for all years Academic progressPersonal and Social ProgressPSHE and Careers3. Years 7 to 9Subjects taught in Years 7 to 94. Year 10 and 11Core SubjectsOptional Subjects5. Links with parents INTRODUCTION AND PRINCIPLES OF CURRICULUM INTENT AND DESIGNOverton School offers a broad and balanced curriculum with plans and schemes of work that take into account the ages, aptitudes and needs of all young people, including those with an EHC plan; and it does not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. All young people have equal access to the whole curriculum. The breadth of curriculum gives young people appropriate experience in linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative education. Young people acquire listening, literacy and numeracy skills, taught discretely and through a cross curricular approach. The range of subjects for all young people , regardless of age, is appropriate to both age and needs so that all young people have the opportunity to learn and make progress and is effective preparation for the opportunities, responsibilities and experiences of life in British Society, whether that is in further education, vocational training or employment. Further to this, across the curriculum, but especially in PSHE and the Humanities curriculum, young people are encouraged to focus on democracy, diversity, mutual respect and managing debate of contentious issues.Overton school has an Independent status and thus the National Curriculum is not a legal requirement. We will, however, incorporate the National Curriculum and apply it as appropriate. Where appropriate, students will be able to access programmes which will lead to nationally recognised qualifications. It is recognised that the National Curriculum is only part of the curriculum required by young people with autism, with the emphasis on an inclusive curriculum that is broad, balanced, and relevantly developed to meet the needs of each individual young person. The syllabus taught within each subject is based on National Curriculum guidelines but allow flexibility to teach subject in the most appropriate manner. Overall, the staff / young person ratio of about one to three enables a great deal of individual attention to support those who require help and to stimulate the more able. We aim to fully engage all students in learning through:Addressing behaviours that limit learning Working with motivators, to meet need, interest and aptitudeFocusing on students wellbeing and mental health Overton School has a clear vision driven by an individual need’s and a young person centred approach relating to what young people need to gain knowledge, skills and understanding of, and how we are going to teach it. Whilst the National Curriculum provides us with an important benchmark, the content and structure of knowledge and how this is delivered is determined by Overton. The key driving factor is the particular context of our school and our students’ needs, interest and aptitudes. We do not narrow the curriculum at key stage 3 and nor do we teach to the test. Our curriculum offers a rich web of knowledge and provides the capacity for young people to learn and develop their understanding. At Overton we recognise that knowledge and skills are intrinsically linked and cannot be separated. Knowledge and the capacity it provides to apply skills and deepen understanding are, therefore, essential curriculum elements of our curriculum design. We offer a broader and in-depth content across a subject area which promotes a deep knowledge and understanding of subjects and clearly map the subject specific knowledge and subject specific skills. The curriculum also provides a vehicle to teach personal and social skills and this again is clearly mapped out referencing the key aspects relating to our young people’s needs including: social communication, social interaction, social imagination, emotional understanding and self-awareness, learning and finally participation and independence and community participation.Our curriculum is implemented through well-taught and appropriately sequenced content, thoughtfully designed assessment practice and consideration of an appropriate model of progression. Attainment and qualifications of our young people will always remain important as one measure of a school’s effectiveness and of course is hugely important to our young people themselves. We believe that a well-constructed, well-taught curriculum will lead to good results because those results will be a reflection of what young people have learned.Curriculum IntentWe have a unique curriculum design and intend our curriculum to:Include the provision of the curriculum over a 24-hour period in our residential educational settings Relate to the context of the school and the variety of our young people’s presenting needs.Be knowledge led and skills engaged we believe that these are not mutually exclusive and do not perceive a tension between knowledge and skills. We teach skills alongside knowledge, ensuring that both are explicitly developed. Focus on developing key skills which improve learning and performance in education, work and life, and will include participation for all young people in community-based activities. For young people with autism and associated difficulties these skills are fundamental to participation and achievement in the curriculum and personal development. These skills include Social communication (including literacy)Social interaction working with others Social imagination and flexibility of thoughtImproving learning, performance, and problem solving. Independence and community participation Emotional understanding and self-awarenessGive young people the knowledge or skills that that may have been lacking in their home environments as a core principle for their curriculum and tailored the approach accordingly. Acquire skills in literacy, numeracy and listeningAcquire subject specific knowledge and skills.Bridge gaps in learning and build upon the strengths of the young people.Provide young people with subject-specific vocabulary and knowledge that allow them to build links and enhance their learning across other subjects. To have a strong emphasis on cross-curricular teaching to support our young people with social generalisation skills. This is important for making the curriculum relevant and meaningful to young people and for putting knowledge into context. Be regularly reviewed to ensure sequential, layered knowledge acquisition. Use the curriculum knowledge and skills to as the vehicle to address social disadvantage offer new experiences and opportunities.Curriculum Design and Implementation:Factors a 24-hour curriculum: All aspects of a young person’s day are seen as learning opportunities with wide ranges of additional areas being taught including personal, social, and behavioural and self-help skills. Teaching methods will focus on individual and small group approaches with emphasis on learning for independence, with progress systematically recorded and reviewed. Jointly planned by school staff, parents and residential staff if appropriate, to provide a consistent approach in a variety of settings whilst supporting young people to generalise and transfer knowledge and skills across groups of people or from one environment to another over a 24-hour period. Short-term achievable objectives matched to individual need form part of education and care plans. A full range of teaching strategies will be set in the context of the SPELL framework and will include TEACCH, behaviour as a reflective process that centres on planning a proactive approach for each young person.Approaches will vary according to the needs of the individual and will be regularly reviewed, with new ideas considered and introduced where appropriate. Teaching will be structured, with the clear sequencing of activities and timetables where the content is conveyed by objects of reference/ photographs/ symbols and written representation of start and finish as appropriate. Residential staff actively contribute and support young people with their education within the residential provision. They will be familiar with and aware of the educational needs and progress of young people they are supporting and will communicate with school staff to promote and encourage each young person’s personal, social and educational development. Equal Opportunities teaching approaches and resources will reflect the diversity in modern Britain and will enable all young people to have equal opportunities to participate in the curriculum of the school regardless of their culture, gender or religion. Layered sequential learning factors, clear progressive pathways, subject-specific progression models focus on progression through the content to be learned.Teachers plan regular retrieval through intelligent repetition of content to promote acquisition of core knowledge and efficient recall.Define the personal and social skills and map young people’s progress in developing these skills. Teachers plan a secure way of knowing whether young people have acquired the defined skills and knowledge through carefully constructed lesson planning with success criteria which defined knowledge, skills and understanding applying the concept of mastery, generalised skills across the curriculum and application of knowledge. Teachers use both formative and summative assessment for capturing young people’s progression across the curriculum. Assessment is linked to the use of ‘flight paths’ linked progress to subject-related targets and ongoing assessment to check young people understands of the main curriculum elements. Assessment is used not only for identifying gaps in young people’s knowledge, skills and depth of understanding, but also to inform and improve on future curriculum design.Distributed leadership allows subject coordinators a degree of autonomy to structure and plan their teaching of the curriculum because of the knowledge and expertise they have in their subject and their in depth understand of the young peopleThe outcomes of lower-attaining young people and their access to the breadth and depth of the academic curriculum is limited by starting behind their peers. The priority to improve english and mathematics and uses intervention models that take their starting points into account, this is not to the expense of a broad balanced curriculum.Regular curriculum evaluations to plan, monitor and regularly review curricula, ensure they are inclusive, set suitable learning challenges, respond to young people’s diverse learning needs, include all young people by overcoming potential barriers to learning and assessment, provide a stimulus to revisit and revise existing schemes of work and or provide a basis for the development of new ones. Revision and development will take account of any changes in legislation and guidance.2. GENERAL POINTS FOR ALL YEARS 2.1 Academic/ Vocational ProgressEach young person in the school has a tutor who supports and encourages academic/vocational and personal and social progress. Progress is carefully and closely monitored through merits for outcomes, engagement and behaviour and quality of work as described in the Student Friendly Behaviour Policy for each lesson. These are reviewed with the tutor to both allow young people to be recognised for their good work, and enables any problems to be identified quickly. Attainment grades based on formative/summative assessments at the end of each half term are monitored against target grades, a process which enables teachers to discuss relative progress with young people and offer formal feedback to complement the informal feedback, which takes place in lessons. The school supports this process by reviewing the data with teachers and implementing swift interventions where a young person is not achieving the expected attainment.At the end of each term, prizes are awarded for both academic excellence and effort and for achievement across the curriculum.The school has a whole school marking policy and work is regularly scrutinised against this. 2.2 Personal and Social ProgressPersonal and social skills development is inextricably linked to the taught and wider curriculum. The curriculum provides a vehicle to teach personal and social skills this is clearly mapped out referencing the key aspects relating to key aspects of our young people’s needs including: social communication, social interaction, social imagination, emotional understanding and self-awareness, learning and finally participation and independence and community participation.In addition targets are carefully planned at the beginning of each term focus on developing key skills which improve learning and performance in education, work and life, and will include participation for all young people in community-based activities. For young people with autism and associated difficulties these skills are fundamental to participation and achievement in the curriculum and personal development. Targets for each young person are monitored for each young person with strategies carefully planned and evaluated at the end of each term.2.3 PSHE and Careers All young people follow a programme of Personal, Social, Health and Economic Education (PSHE) and further information on this is available in the detailed PSHE policy document and framework which: Reflects the school’s aims and ethosEncourages respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010(a). Recognises the need to build resilience to radicalisation by teaching young people to manage risk, resist pressure, make safer choices and seek up if necessary. gives accurate, up to date careers information, advice and guidance that: - is presented in an impartial manner enables young people to make informed choices about a broad range of career options helps to encourage young people to fulfil their potential 2. 4 Young people with Special Requirements For young people who have a Statement of Educational Need/EHCP, An annual review meeting is held with the awarding authority. All teachers contribute to this process. Young people who have EAL requirements are timetabled EAL lessons at the same time as MFL in Years 7 to 9 and may choose it as one of their GCSE options in Years 10 and 11. A register of the more able young people exists to enable the monitoring of those young people judged to demonstrate advanced abilities and aptitudes in one or more subject areas.A whole School policy and departmental handbooks detail differentiated teaching strategies and extra-curricular opportunities to stretch the more able. Key Stage 3 Young people who join the School in Years 7 to 9 are taught a wide range of subjects, which provides them with a wide breadth of knowledge and experience. The provision of creative, artistic, practical and academic routes throughout the curriculum helps to ensure that young people’s varied talents are nurtured as much as possible and their full potential developed. During Year 9 a process of consultation with young people and parent and carers begins, to enable an informed choice of GCSE and BTEC subjects. English, Mathematics and Science continue to be ‘core’ subjects and the programme for most young people includes a modern foreign language, at least one humanities subject and a creative or technological subject. In addition, all young people follow a PSHE and Physical Education is also taught. To enable young people to make an informed choice we publish an options booklet, which outlines which courses which they can opt to study in addition to the mandatory subjects. We also factor an individual tutorial discussion and a Parents’ Conference. 3.1 Subjects taught in Years 7 to 9 Art Design and Technology Universal Learning (comprising of French Geography History, RE) Computer Science PSHE, Mathematics, Science. ?Year 7Year 8Year 9?Mathematics555?English555?Science555Humanities(Universal Learning including History, Geography, MFL, Music, Citizenship and RE)333Computing 111Art222Duke Of Edinburgh2PSHE / Citizenship / RE*111Vocational?( Enterprise)22Food Technology 222PE / Games / FS222Tutorial 111Horticulture111Years 10 and 11?Year 10Year 11Mathematics (Inc. Functional Skills)44English (Inc. Functional Skills)44Science (Combined/ IGCSE)44ICT Functional Skills22Hospitality & Catering22PE22Duke of Edinburgh 22Life Skills / PSHE / Careers / RE11Plus 3 Options subjects from:GeographyHistoryREPsychologyComputer ScienceCitizenshipArt and DesignTechnical Award EnterpriseVocational StudiesHospitality and cateringCreative Information TechnologyLinks with parents The tutor maintains close links with the parents/carers of his/her tutees, not only on academic matters but also on a variety of issues which might arise. Parents and carers are able to meet teaching staff at the end of each term at a Parents’ and Carers’ Consultations as well as on less formal occasions such as showcase events and a number of other school functions. Individual appointments can be arranged should this be necessary.33593172369600Welcome to English English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society and so pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.A fundamental aspect of our English curriculum is reducing the barriers which our students present as a result of their autism, especially around social communication and social interactions and social imagination and generalisation of ideas. The key to this is in ensuring that the curriculum is adapted to individual needs through the implementation and approach of delivery and also in ensuring it meets student interest and aptitude. Key Stage 3Curriculum IntentionThe overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and informationacquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.Curriculum ImplementationKey Stage 3Creative writing?– Students will build and develop their creative writing skills, exploring character, description of people and setting and the art of story writing. They will study the structure and characterisation from a variety of sources to use as a stimulus for a writing assessment. Students will have a chance to develop reading strategies, whilst developing sentence and word skills.We use 7 key methods to increase attainment in students from years 7-9:Make a link between the grammar being introduced and how it works in the writing being taught. Explain the grammar through examples, not lengthy explanations. Build in high-quality discussion about grammar and its effects. Use ‘creative imitation’ to offer model patterns for students to play with and then use in their own writing. Use authentic examples from authentic texts to link writers to the broader community of writers. Select activities which support students in making choices and being designers of writing. Include language play, experimentation, risk-taking and games.We implement these theories by using a high quality curriculum designed to engage and enthuse our students. We will study areas such as: Writing and the World, Spy Fiction, Dystopias, and News Writing.7Alter Egos IntroductionAlter Egos AimsAlter Egos Skills focus: Writing The World IntroductionWriting The World AimsWriting The World Skills focus:In this unit students will explore texts that are based around the concept of alter egos. We will look at characters with split identities in texts such as the witches, cirque du freak, and twilight. Students to discover how authors:Create pace and tension.Engage the reader by creating vivid imagery in their writing.Use narrative voice and viewpoint to portray a sense of split identity.The texts and activities in this unit will help students to develop writing skills to create an alter ego.Focus on students using an increasing range of accurate spelling, punctuation and vocabulary.Recognise an increasing range of text forms and their conventions. Identify the writer’s likely overall intention.In this unit, students will explore how people write about the world of nature. Students will look at nature documentaries and campaigns about the environment to understand how nature is described and presented in popular media.Students will learn to:Use language that makes them sound like an expert on the natural world.Use language that persuades people to take action to protect the environment.Use the skills learned from the texts and activities in this unit to write their own persuasive text.Explore how writers use description, language and humour to convey different ideas.Build resilience for dealing with unseen text.Analyse unseen text.Build a toolkit to help analyse unseen texts.8Spy Fiction Introduction Spy Fiction Aims Spy Fiction Skills Focus: Explain Introduction Explain Aims Explain Skills Focus: In this unit students will explore the elements that make an engaging spy story. Students will learn how to submerse the reader in a world of mystery, action, danger, and create realistic characters who jump off the page.Students will:Write extracts of their own spy stories in which their hero takes on a secret mission.Students will write their own complete short spy story, drawing on all the language skills they have built up.Consider different writing styles.Consider the impact of contrasting viewpoints.Evaluate a text’s success in conveying the central messages and ideas.Build upon unseen toolkit developed in Year 7.Students encouraged to read a full text. In this unit, students will learn how to write to inform and explain for different audiences by exploring some of the unusual activities some people carry out in their spare time. The texts and activities will help students to:Make language choices about how to convey information.Structure information.Alter the tone they use in order to explain, inform.Entertain in their own writing.Students will produce their own writing, focusing on:Using a range of sentence types and lengths.Writing accurately to continue to improve students’ skills of writing.Writing for different audiences and purposes.Students be given lots of opportunities to explore unseen texts.9News Writing IntroductionNews Writing Aims News Writing Skills Focus: Dystopias Introduction Dystopias Aims Dystopias Skills Focus In this unit, students will explore how news is written about and portrayed, to engage the reader. Students will look at the key features of newspaper reports and how headlines are created for maximum impact. Students will learn: How language choice can imply a point of view and influence the reader’s opinion. How to condense large amounts of information. How to write their own news report using a range of language features to convey and strengthen their ideas.Use key rhetorical devices to argue their own points in their own articles.Written tasks include writing a newspaper report.Continue to improve students’ skills of writing for different audiences and purposes.Critical analysis of nonfiction text.Understanding of how to identify fact, opinion and bias.In this unit students will learn about the dystopia genre. Students will explore a number of great dystopian novels, looking at established classics such as 1984, Animal Farm and Brave New World, as well as more recent novels such as The Hunger Games and Gone. Students will:Discover how authors of these successful novels create settings and histories for their dystopias.Explore contemporary issues through fictional worlds.Control the pace of action in their narratives.Build a sense of fear within their readers.Write their own dystopian short story.The texts and activities will help students to develop their creative writing skills to write their own dystopian short story to improve students’ skills of writing for different audiences and purposes. Students will explore different characters, ideas and settings in dystopian fiction and consider the language used. Develop students’ confidence to analyse unseen texts.Key Stage 4Curriculum Intention Links to NC curriculum & qualification: At Key Stage 4 pupils are prepared for GCSE English Language and Functional Skills.Pupils are entered for external examinations to suit their level of ability and performance.In all English programmes of study pupils have the opportunity to read a selection of literary and non-literary material across a selection of genres and to write in a variety of styles for different purposes and audiences. Theatre and cinema visits are planned to aid pupils' appreciation of texts studied. Writing competitions are also encouraged.The aims and objectives of the GCSE (9–1) in English Language are to enable students to: read a wide range of texts fluently and with good understanding read critically and use knowledge gained from wide reading to inform and improve their own writing write effectively and coherently using Standard English appropriately use grammar correctly, punctuate and spell accurately acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language listen to and understand spoken language, and use spoken Standard English effectively. Spoken language will be reported as a separate grade on the student’s certificate.Curriculum Implementation GCSE English LanguageEnglish LanguageAutumn Y10Transactional WritingUnseen reading (non-fiction and Literary non-fiction)SpringY10Non-fiction and literary non-fiction text comparisonIntroduction to exam paper format/ mock questionsSummerY1019th-century unseen fiction readingImaginative writingAutumnY11Reading unseen non-fiction textsWriting skillsSpringY11Language paper 1 and Paper 2 practice exam questions SummerY11RevisionCurriculum Implementation Functional SkillsA key aim for Functional Skills English specifications is that they should enable the student to develop confidence and fluency in, and a positive attitude towards, English. Students should be able to demonstrate their competence in English by using it in real-world situations as well as demonstrating a sound grasp of basic English knowledge and skills. The qualifications give learners the opportunity to: demonstrate the ability at an appropriate level to read, write, speak, listen and communicate in English apply this knowledge and these skills in familiar situationsachieve a foundation for further studyQualification aims and outcomes The qualifications give learners the opportunity to: listen, understand and respond to verbal communication in a range of familiar contexts acquire an understanding of everyday words and their uses and effects, and apply this understanding in different contexts read with accuracy straightforward texts encountered in everyday life and work, and develop confidence to read more widely write straightforward texts and documents with clarity and effectiveness, and demonstrate a sound grasp of spelling, punctuation and grammar. TermSpring 1Spring 2Summer 1Summer 2Autumn 1Autumn 2 Formal Discussion preparation, assessment and reflectionInformal Discussion preparation, assessment and reflectionIntroduction to Functional Skills Instructive Writing with focus on emails Persuasive Writing with focus on job application lettersDescriptive Writing with punctuation focusPlanning to WriteInformative Writing with focus on articlesReview writing with focus on grammarInternet Discussion with focus on spelling skillsMock Writing exam weekWriting examSkimming & ScanningDeveloping Reading SkillsDetailed ReadingRecap of Purposes of Text and Features of Text.Fact and OpinionBooks and ReadingReading ComprehensionReading examMop Up / Writing re-sit preparationRecap formal letters and persuasive techniques Reading comprehensionWord Types and Sentence StructuresWord Order, Tenses and PunctuationRecap of Punctuation and ConjunctionsPunctuation, Similes and ParagraphsReading Skills ConsolidationHomophone Recap and Creative WritingMop up exam week (as required) or Synonyms and Persuasive TechniquesAdjectives and AlliterationCourse Summary and ReviewPurpose of Functional Skills English for Entry Levels: a qualification to demonstrate the ability at an appropriate level to read, write, speak, listen and communicate in English, and to apply this knowledge and these skills in familiar situations. Achievement of these qualifications can provide the basis for further study at Levels 1 and 2. Learning aims and outcomes at Entry Level Functional Skills English qualifications at these levels indicate that students should be able to speak, listen, communicate, read and write with increasing clarity, accuracy and effectiveness at each level. They should be able to: Listen, understand and respond to verbal communication in a range of familiar contexts; Acquire an understanding of everyday words and their uses and effects, and apply this understanding in different contexts; Read with accuracy straightforward texts encountered in everyday life and work, and develop confidence to read more widely; and Write straightforward texts and documents with clarity and effectiveness, and demonstrate a sound grasp of spelling, punctuation and grammar. Students should, with some direction and guidance, be able to apply these functional skills to informal and some formal contexts, in familiar situations. Purpose of Functional Skills English for Level 1 and Level 2: a qualification for work, study and life. Achievement of the qualification demonstrates the ability at an appropriate level to read, write, speak, listen and communicate in English, and to apply these skills effectively to a range of purposes in the workplace and in other real life situations. Learning aims and outcomes at Levels 1 and 2 Functional Skills English qualifications at these levels indicate that students should be able to speak, listen, communicate, read and write clearly, accurately, confidently and with effectiveness. They should be able to: Listen, understand and make relevant contributions to discussions with others in a range of contexts; Apply their understanding of language to adapt delivery and content to suit audience and purpose; Read a range of different text types confidently and fluently, applying their knowledge and understanding of texts to their own writing; Write texts of varying complexity, with accuracy, effectiveness, and correct spelling, punctuation and grammar; and Understand the situations when, and audiences for which, planning, drafting and using formal language are important, and when they are less important. Students should be able to use these functional skills autonomously, applying them to a range of formal and informal contexts, in the workplace and in real life. A key aspect of developing knowledge and skills in English, at Level 1 and Level 2, is to be able to communicate with confidence, effectiveness and with an increasing level of independence.Formative/Summative Assessment & ModerationWe measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:Track and monitor pupils social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through termly projects Provides evidence that pupils attain 21st century knowledge, skills and dispositions Provide evidence pupils will learn transferable literacy skills that could be used across the curriculumAt the end of each term pupils will either have a quiz paper, a project to complete, or indeed you will be asked to present your findings in a presentationWe will:Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needsDevelop reciprocity and cooperation among pupilsAppreciate the uses and limitations of these strategies Make evidence-based assessment against relevant criteriaAssess pupil performance against relevant benchmarking dataUnderstand the relationship between assessment, setting pupil targets and progression;Use assessment information to make teaching more effective42976801460500Welcome to Maths Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history's most intriguing problems. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject.?Many of our learners have a natural ability and affinity for maths. Studies have indicated that this is as a result of particular neurological development in autistic children. Key Stage 3Curriculum IntentionWorking mathematically pupils are taught skills within the following areas: fluency in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately reasoning mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language solving problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Subject content is organised into apparently distinct domainsNumber Algebra Ratio, proportion and rates of change Geometry and measures Probability Pupils Statistics Curriculum ImplementationPupils need to generalise their skills in maths across the curriculum by applying their mathematical knowledge in science, geography, computing and other subjects. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on. Decisions about progression should be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through by being offered rich and sophisticated problems before any acceleration through new content in preparation for key stage 4.Year 7Autumn 1Analysing & Displaying Data1.1 Tables and Pictograms1.2 Bar Charts1.3 Grouped Data1.4 Mode and modal class1.5 Range and median1.6 MeanStrands: StatisticsCalculating2.1 Adding2.2 Subtracting2.3 Multiplying2.4 Dividing2.5 Multiplying and dividing by 10, 100 and 10002.6 Using the four operations2.7 Positive and Negative numbersStrands: NumberAutumn 2Expressions, functions and formulae3.1 Using functions3.2 Function machines3.3 Simplifying expressions3.4 Writing expressions3.5 STEM: Using formulae3.6 Writing formulaeStrands: AlgebraGraphs4.1 Real-life graphs4.2 Coordinates4.3 Graphs of functions4.4 STEM: Scientific graphsStands: AlgebraSpring 1Factors and Multiples5.1 Number rules and relationships5.2 Multiples5.3 Multiplication5.4 Division5.5 Solving Problems5.6 Factors and Primes5.7 Common Factors and multiplesStands: NumberDecimals and measures6.1 Estimates and measures6.2 Decimal numbers6.3 Metric Units6.4 Adding and subtracting decimals6.5 Rounding6.6 Multiplying and dividing decimals6.7 FINANCE: Calculating with moneyStrands: NumberSpring 2Angles and Lines7.1 Right angles and lines7.2 Measuring angles 17.3 Measuring angles 27.4 Drawing and estimating angles7.5 Putting angles togetherStrands: Geometry and MeasuresSummer 1Measuring and Shapes8.1 Shapes8.2 Symmetry in shapes8.3 More symmetry8.4 Regular polygons8.5 Perimeter8.6 AreaStrands: Geometry and MeasuresFractions, decimals and percentages9.1 Comparing fractions9.2 Equivalent fractions9.3 Calculating with fractions9.4 Adding and subtracting fractions9.5 Introducing percentages9.6 FINANCE: Finding percentagesStrands: Number, RatioSummer 2Transformations10.1 Reflection10.2 Translation10.3 Rotation10.4 STEM: CongruencyStrands: Geometry and MeasuresYear 8Autumn 1Number, Properties and Calculations1.1 Adding and subtracting with larger numbers1.2 More calculations1.3 Negative numbers1.4 STEM: Writing ratios1.5 Using ratios to solve problems1.6 Multiplicative reasoningStrands: Number, RatioShapes and Measures in 3D2.1 3D solids2.2 Nets of 3D solids2.3 Surface area2.4 Volume2.5 Working with measuresStrands: Number, Ratio, Geometry and MeasuresAutumn 2Statistics3.1 Data collection sheets3.2 Interpreting bar charts3.3 Drawing bar charts3.4 STEM: Pie chartsStrands: StatisticsExpressions and Equations4.1 Simplifying expressions4.2 Functions4.3 Solving equations4.4 Using bracketsStrands: AlgebraSpring 1Decimal Calculations5.1 Adding and subtracting decimals5.2 Multiplying decimals5.3 Ordering and rounding decimals5.4 STEM: Problem-solving with decimalsStrands: Number, Ratio, Geometry and MeasuresAngles6.1 Measuring and drawing angles6.2 Vertically opposite angles6.3 Angles in triangles6.4 Drawing triangles accurately6.5 Designing netsStands: Geometry and MeasuresSpring 2Number Properties7.1 Squares, cubes and roots7.2 Calculating with brackets and indices7.3 LCM and HCF7.4 Prime factor decompositionStrands: NumberSummer 1Sequences8.1 Generating sequences8.2 Extending sequences8.3 Special sequences8.4 Position-to-term rules8.5 Finding the nth termStrands: AlgebraFractions and percentages9.1 Comparing fractions9.2 Fractions of amounts9.3 Adding and subtracting fractions9.4 Fractions and percentages9.5 Calculating percentages9.6 STEM: Percentages and proportionStrands: Number, RatioSummer 2Probability10.1 The language of probability10.2 Outcomes10.3 Probability calculations10.4 Experimental probability10.5 FINANCE: Comparing probabilitiesStrands: ProbabilityYear 9Autumn 1Number calculations1.1 Adding and subtracting1.2 Multiplying1.3 Dividing1.4 Multiplying and dividing negative numbers1.5 Squares, cubes and roots1.6 More powers1.7 CalculationsStrands: NumberSequences and equations2.1 Algebraic expressions2.2 Using the nth term2.3 Finding the nth term2.4 Solving equationsStrands: AlgebraAutumn 2Statistics3.1 Planning a survey3.2 Statistics from tables3.3 Comparing data3.4 Tables3.5 Pie charts and scatter graphs3.6 FINANCE: Misleading graphs3.7 Writing a reportStrands: StatisticsFractions, decimals and percentages4.1 Equivalent proportions4.2 Recurring decimals4.3 Adding and subtracting fractions4.4 Multiplying fractions4.5 Dividing fractions4.6 Comparing proportions4.7 FINANCE: Percentage changeStrands: Number, RatioSpring 1Geometry in 2D and 3D5.1 Angles5.2 Maps and scales5.3 Constructions5.4 3D solids5.5 MODELLING: Pythagoras' theoremStrands: Geometry and MeasuresAlgebraic and real life graphs6.1 Reading graphs6.2 Plotting graphs6.3 Distance - time graphs6.4 Midpoints6.5 Intercepts and gradientsStrands: AlgebraSpring 2Multiplicative reasoning7.1 STEM Using ratios7.2 Using proportions7.3 Problem-solving with proportions7.4 Measures and conversionsSummer 1Strands: Ratio, Geometry and MeasuresAlgebraic and geometric formulae8.1 Substituting into formulae8.2 More complex formulae8.3 Formulae in geometry8.4 Compound shapes8.5 CirclesStrands: Algebra, Geometry and MeasuresProbability9.1 Probability experiments9.2 Sample space diagrams9.3 MODELLING: Two-way tables9.4 Tree diagramsStrands: ProbabilitySummer 2Polygons and transformations10.1 Quadrilaterals10.2 Triangles10.3 Transformations10.4 Enlargement10.5 Congruent shapesStrands: Geometry and MeasuresKey Stage 4Curriculum Intention Working mathematically pupils are taught skills within the following areas: Develop fluency Reason mathematically Solve problems Subject content includes the following areas pupils are taught:Number Algebra Ratio, proportion and rates of change Geometry and measures Probability Pupils Statistics Curriculum ImplementationWe use the Pearson exam board for all our qualifications, including Maths GCSE. Their GCSE (9-1) Mathematics qualification specification is straightforward and the assessments are written in clear and simple language making them accessible to all students, to give them every chance to show their mathematical ability and reach their potential.Year 10Autumn 1Number1.1 Calculations1.2 Decimal numbers1.3 Place value1.4 Factors and multiples1.5 Squares, cubes and roots1.6 Index notation1.7 Prime factorsStrands: NumberAlgebra2.1 Algebraic expressions2.2 Simplifying expressions2.3 Substitution2.4 Formulae2.5 Expanding brackets2.6 Factorising2.7 Using expressions and formulaeStrands: Number and AlgebraAutumn 2Graphs, tables and charts3.1 Frequency tables3.2 Two-way tables3.3 Representing data3.4 Time series3.5 Stem and leaf diagrams3.6 Pie charts3.7 Scatter graphs3.8 Line of best fitStrands: Geometry and Measures, StatisticsFractions and percentages4.1 Working with fractions4.2 Operations with fractions4.3 Multiplying fractions4.4 Dividing fractions4.5 Fractions and decimals4.6 Fractions and percentages4.7 Calculating percentages 14.8 Calculating percentages 2Strands: Number, Ratio and StatisticsSpring 1Equations, inequalities and sequences5.1 Solving equations 15.2 Solving equations 25.3 Solving equations with brackets5.4 Introducing inequalities5.5 More inequalities5.6 Using formulae5.7 Generating sequences5.8 Using the nth term of a sequenceStrands: Number and AlgebraAngles6.1 Properties of shapes6.2 Angles in parallel lines6.3 Angles in triangles6.4 Exterior and interior angles6.5 More exterior and interior angles6.6 Geometrical problemsStrands: Geometry and MeasuresSpring 2Averages and range7.1 Mean and range7.2 Mode, median and range7.3 Types of average7.4 Estimating the mean7.5 SamplingStrands: StatisticsPerimeter, area and volume 18.1 Rectangles, parallelograms and triangles8.2 Trapezia and changing units8.3 Area of compound shapes8.4 Surface area of 3D solids8.5 Volume of prisms8.6 More volume and surface areaStrands: Number, Ratio, Geometry and MeasuresSummer 1Graphs9.1 Coordinates9.2 Linear graphs9.3 Gradient9.4 y=mx+c9.5 Real-life graphs9.6 Distance-time graphs9.7 More real-life graphsStrands: Number, Algebra, RatioTransformations10.1 Translation10.2 Reflection10.3 Rotation10.4 Enlargement10.5 Describing enlargements10.6 Combining transformationsStrands: Ratio, Geometry and MeasuresSummer 2Ratio and Proportion11.1 Writing ratios11.2 Using ratios 111.3 Ratios and measures11.4 Using ratios 211.5 Comparing using ratios11.6 Using proportion11.7 Proportion and graphs11.8 Proportion problemsStrands: Number, RatioRight-angled triangles12.1 Pythagoras' theorem 112.2 Pythagoras' theorem 212.3 Trigonometry: the sine ratio 112.4 Trigonometry: the sine ratio 212.5 Trigonometry: the cosine ratio12.6 Trigonometry: the tangent ratio12.7 Finding lengths and angles usingStrands: Number, Ratio, Geometry and MeasuresYEAR 11 Autumn 1Probability13.1 Calculating probability13.2 Two events13.3 Experimental probability13.4 Venn diagrams13.5 Tree diagrams13.6 More tree diagramsStrands: Number, ProbabilityMultiplicative reasoning14.1 Percentages14.2 Growth and decay14.3 Compound measures14.4. Distance, speed and time14.5 Direct and inverse proportionStrands: Number, Ratio, Geometry and MeasureAutumn 2Constructions, loci and bearings15.1 3D solids15.2 Plans and elevations15.3 Accurate drawings 115.4 Scale drawings and maps15.5 Accurate drawings 215.6 Constructions15.7 Loci and regions15.8 BearingsStands: Ratio, Geometry and MeasuresQuadratic equations and graphs16.1 Expanding double brackets16.2 Plotting quadratic graphs16.3 Using quadratic graphs16.4 Factorising quadratic expressions16.5 Solving quadratic equations algebraicallyStrands: Number and AlgebraSpring 1Perimeter, area and volume 217.1 Circumference of a circle 117.2 Circumference of a circle 217.3 Area of a circle17.4 Semi Circles and sectors17.5 Composite 2D shapes and cylinders17.6 Pyramids and cones17.7 Spheres and composite solidsStrands: Number, Geometry and MeasuresFractions, indices and standard form18.1 Multiplying and dividing fractions18.2 The law of indices18.3 Writing large numbers in standard form18.4 Writing small numbers in standard form18.5 Calculating with standard formStrands: NumberSpring 2Congruence, similarity and vectors19.1 Similarity and enlargement19.2 More similarity19.3 Using similarity19.4 Congruence 119.5 Congruence 219.6 Vectors 119.7 Vectors 2Strands: Ratio, Geometry and MeasuresMore algebra20.1 Graphs of cubic and reciprocal functions20.2 Non-linear graphs20.3 Solving simultaneous equations graphically20.4 Solving simultaneous equations algebraically20.5 Rearranging formulae20.6 ProofStrands: Algebra, RatioFunctional SkillsFunctional Skills qualifications provide reliable evidence of a learner’s achievements against demanding content that is relevant to the workplace. The qualifications assess learners’ underpinning subject knowledge and their ability to apply this knowledge to different contexts. They provide a foundation for progression to employment and further technical education, and they help learners to develop skills for everyday life.For those students who are following a more vocational path, we offer Entry Level and Level 1 and 2 Functional Skills through Pearson. Entry 2 covers;Unit 1: NumberUnit 2: MoneyUnit 3: Graphs, tables and chartsUnit 4: Addition and SubtractionUnit 5: TimeUnit 6: Sorting and ClassifyingUnit 7: Multiplication and DivisionUnit 8: MeasurementsUnit 9: Rounding Unit 10: FractionsUnit 11: ShapesUnit 12: Positional LanguageEntry 3 covers;Unit 1: NumberUnit 2: Money and RoundingUnit 3: Graphs, tables and chartsUnit 4: Addition and SubtractionUnit 5: TimeUnit 6: Interpreting Graphs, Charts and TablesUnit 7: Multiplication and DivisionUnit 8: MeasurementsUnit 9: Organising DataUnit 10: Number SequencesUnit 11: Shape and Positional LanguageUnit 12: Decimal Numbers Level 1 and 2 expand on these topics which are split into 3 sections; Using numbers and the number system – whole numbers, fractions, decimals and percentages, Using common measures, shapes and space and Handling information and data.Curriculum ImpactWe measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:Track and monitor pupils social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through termly projects Provides evidence that pupils attain 21st century knowledge, skills and dispositions Provide evidence pupils will learn transferable mathematical skills that could be used across the curriculumWe will:Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needsDevelop reciprocity and cooperation among pupilsAt the end of each term pupils will either have a quiz paper, a project to complete, or indeed you will be asked to present your findings in a presentation415211225224900Welcome to Science The study of science fires pupils’ curiosity about phenomena in the world around them and offers opportunities to find explanations. It engages pupils at many levels, linking direct practical experience with scientific ideas. Experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative thought. Pupils learn how knowledge and understanding in science are rooted in evidence. They discover how scientific ideas contribute to technological change – affecting industry, business and medicine and improving quality of life. They trace the development of science worldwide and recognise its cultural significance. They learn to question and discuss issues that may affect their own lives and the future of the world.As a department we strive to present Science as a way of understanding nature, as a challenging and satisfying intellectual study, a coherent body of knowledge and, through its manipulation of natural forces, a means of improving people's lives. Our aim is simple; to inspire, enthuse and excite students of all ages, abilities and interests. To broaden students’ understanding and appreciation of science in our ever-evolving technological world by not just teaching to the specification but allowing students to express their ideas, providing them with a platform to both ask and find answers to their own thought-provoking questions. We inspire students to be?responsible?learners by improving their literacy skills and their ability to be effective and efficient learners, helping all students understand what it takes to be an independent learner by developing their problem solving skills, communication, team building & reasoning skills. We aim to bring the subject alive, whilst also supporting the cross curricular learning & underpinning their self-esteem, confidence & exposing their underlying potentialKey Stage 3Curriculum IntentionWorking scientifically across all 3 disciples (biology, chemistry and physics) pupils are taught:Scientific attitudesExperimental skills and investigationsAnalysis and evaluationMeasurementBiologyPupils are taught about:Structure and function of living organismsMaterial cycles and energyInteractions and interdependenciesGenetics and evolutionChemistryPupils are taught about:The particulate nature of matterAtoms, elements and compoundsPure and impure substancesChemical reactionsEnergeticsThe periodic tableMaterialsEarth and atmospherePhysicsPupils are taught about:EnergyMotion and forcesWavesElectricity and electromagnetismMatterSpace physicsCurriculum ImplementationBIOLOGYCHEMISTRYPHYSICSYear 7Cells, tissues, organs and systems sexual reproduction in animalsMuscles and bones EcosystemsMixtures and SeparationAcids and basesThe particle modelAtoms, elements and compoundsEnergyCurrent ElectricityForcesSoundYear 8Food and digestionSexual reproduction in plantsBreathing and respirationUnicellular organismsCombustionThe Periodic TableMetals and their usesRocksFluidLightEnergy transfersThe Earth and SpaceYEAR 9RevisionKS4Genetics and EvolutionGrowing our foodRevising KS3 BiologyPreparing for GCSE BiologyMaking materialsReactivityRevising KS3 ChemistryPreparing for GCSE ChemistryForces and motionElectricity and magnetismRevising KS3 PhysicsPreparing for GCSE PhysicsKey Stage 4Curriculum Intention Link to NC curriculum & qualification: Working scientifically across all 3 disciplines, pupils are taught so that they develop understanding and first-hand experience of:The development of scientific thinkingExperimental skills and strategiesAnalysis and evaluationVocabulary, units, symbols and nomenclatureBiologyBiology 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. Biology is used to help humans improve their own lives and to understand the world around them. These ideas include: Living organismsCell biologyTransport systemsHealth, disease and the development of medicinesCoordination and controlphotosynthesis EcosystemsEvolution, inheritance and variationChemistryChemistry 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. These ideas include:Atomic structure and the periodic tableStructure, bonding and the properties of matterChemical changesEnergy changes in chemistryRate and extent of chemical changeChemical analysisChemical and allied industriesEarth and atmospheric sciencePhysicsPhysics 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. These ideas include:EnergyForcesForces and motionWave motionElectricityMagnetism and electromagnetismThe structure of matterAtomic structureSpace physicsCurriculum ImplementationBIOLOGYCHEMISTRYPHYSICSRevisionBaseline AssessmentGenetics and EvolutionGrowing our foodRevising KS3 BiologyPreparing for GCSE BiologyMaking materialsReactivityRevising KS3 ChemistryPreparing for GCSE ChemistryForces and motionElectricity and magnetismRevising KS3 PhysicsPreparing for GCSE PhysicsYear 10B1 - Cells, Genetics, Inheritance and ModificationCB3 - GeneticsB2 - Health Disease and the Development of MedicinesCB4 - Natural Selection and Genetic ModificationPreparation for your ExamC1 - Atoms Compounds and States of MatterC2 - Separating MixturesCC2- Purifying SubstancesC3 - Acids and MetalsCC3 - Atomic StructurePreparation for your ExamP1 - Forces, Movement and EnergyP2 - Waves and RadiationP3 - Electricity and MagnetsCP3 - Conservation of EnergyCP5 - Light and their Electromagnetic SpectrumPreparation for your ExamYear 11B3 - Plants and EcosystemsCB6 - Plant Structure and Their FunctionsB4 - Human BiologyCB7 - Animal Coordination, Control and HomeostasisPreparation for your ExamC4 - Elements and ChemicalReactionsCC8 - Acids and AlkalisC5 - Fuels and the Earth’s AtmosphereCC9 - Calculations Involving MassesPreparation for your ExamCP4 - WavesP4 - Energy and ParticlesCP6 - RadioactivityCP7 - Energy-Forces doing WorkCP8 - Forces and their EffectsCP9 - Electricity and CircuitsPreparation for your ExamCurriculum ImpactWe measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:Track and monitor pupils social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through termly projects Provide evidence that pupils attain 21st century knowledge, skills and dispositions Provide evidence pupils will learn transferable scientific skills that could be used across the curriculumAt the end of each term pupils will either have a quiz paper, a project to complete, or indeed you will be asked to present your findings in a presentationWe will:Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needsWelcome to ComputingThe increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. Computing capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. Computing capability is fundamental to participation and engagement in modern society.323278510160Computing can be used to find, develop, analyse and present information, as well as to model situations and solve problems. ICT enables rapid access to ideas and experiences from a wide range of people, communities and cultures, and allows pupils to collaborate and exchange information on a wide scale. Computing acts as a powerful force for change in society and citizens should have an understanding of the social, ethical, legal and economic implications of its use, including how to use ICT safely and responsibly. Increased capability in the use of computing supports initiative and independent learning, as pupils are able to make informed judgements about when and where to use ICT to enhance their learning and the quality of their work.Key Stage 3Curriculum Intention:The curriculum provides opportunities for pupils to:design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching] use logical reasoning to compare the utility of alternative algorithms for the same problem use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays] design and develop modular programs that use procedures or functions understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal] understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability Understand a range of ways to use technology safely, respectfully, responsibility and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concernsPupils will develop a range of computing skills which will include:Learning two different programming languages – Scratch and PythonUnderstand and explain algorithmsUnderstand the legal aspects around computing and copyrightPupils’ personal and social skills around computing will be developed by using the AET Framework; this will also prepare them for any future learning. Curriculum Implementation:At Key Stage 3 pupils will undertake the following Units of work to build and develop their current computing skills:These topics cover the 6 main areas of the computing curriculum:AlgorithmsProgramming & DevelopmentData & Data RepresentationHardware & ProcessingCommunications & NetworksInformation TechnologyPupils will work on a new unit(s) each half term where they will receive feedback and be set new targets through:Marking of pupils workEvaluation of their workEnd of unit assessment/challengePeer and self-assessmentsGroup work and discussionKey Stage 4Curriculum Intention:The curriculum provides opportunities for pupils to:Develop their capability, creativity and knowledge in computer science, digital media and information technologyDevelop and apply analytic, problem-solving, design and computational thinking skillsUnderstand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns make choices about when and where it is appropriate to exploit technology to support them in other areas of learning and everyday lifework creatively and collaboratively, taking different roles in teamsbe independent, discriminating and reflective when choosing when to use technologyuse ICT to manage themselves, their work and their learningapply ICT to real-world situations when solving problems and carrying out a range of tasks and? enquiriesuse initiative to find out about and exploit the potential of more advanced or new ICT tools and information sourcesevaluate their experiences of using ICT, considering the range of its uses and its significance to individuals, communities and societyuse ICT in other subjects and areas of learning with contexts that are relevant and interesting to themFunctional Skills Information and Communication Technology (ICT) provide pupils with:The skills to function confidently, effectively and independently in education, work and everyday life The tasks are based on improving skills and learning problem-solving techniquesHelp pupils work more confidently in their chosen field after leaving school.Prepares pupils with skills that employers require within employmentPupils’ personal and social skills around computing will be developed by using the AET Framework; this will also prepare them for any future learning.Curriculum Implementation:Entry LevelLevel 1Level 2Using ICTInteract with and use ICT systems to meet given needsStore informationFollow safety and security practicesIdentify the ICT requirements of a straightforward taskInteract with and use ICT systems to meet requirements of a straightforward task in a familiar contextManage information storageFollow and demonstrate understanding of the need for safety and security practicesPlan solutions to complex tasks by analysing the necessary stagesSelect, interact with and use ICT systems safely and securely for a complex task in non-routine and unfamiliar contextsManage information to enable efficient retrievalFinding & Selecting InformationUse simple searches to find informationSelect relevant information that matches requirements of given taskUse search techniques to locate and select relevant informationSelect information from a variety of ICT sources for a straightforward taskUse appropriate search techniques to locate and select relevant informationSelect information from a variety of sources to meet requirements of a complex taskDeveloping, presenting & communicating informationEnter and develop different types of information to meet given needsBring together different types of informationUse ICT-based communicationsEnter, develop and refine information using appropriate software to meet the requirements of straightforward tasksUse appropriate software to meet requirements of straightforward data-handling taskUse communications software to meet requirements of a straightforward taskEnter, develop and refine information using appropriate software to meet requirements of a complex taskUse appropriate software to meet the requirements of a complex data-handling taskUse communications software to meet requirements of a complex taskPupils will learn ICT skills that will enable them to produce a range of useful documents such as:Searching for information and using keywordsProducing letters, posters, flyers, newsletters, leafletsCommunicate using emailUse a spreadsheet to calculate and display information graphicallyFunctional Skills pupils must undertake practical tasks under controlled assessment conditions (2 hours). Key Stage 4 – Computing Optional Subjects OCR Entry Level Certificate in Computer ScienceCurriculum Intention:The curriculum provides opportunities for pupils to:understand and apply the fundamental principles and concepts of Computer Science, including problem solving, logic, algorithms, and programminganalyse problems in computational terms, and have exposure to practical experience of writing computer programs in order to solve such problemslearn about, discuss and evaluate both new and unfamiliar technologiesbecome responsible, confident and creative users of Computer Science and related technologiesunderstand the components that make up digital systems, and how they communicate with one another and with other systemsunderstand the impacts of digital technology to the individual and to wider society Curriculum Implementation: This qualification will enable learners to develop:Valuable thinking and programming skills that are extremely attractive in the modern workplaceAn understanding of computational thinking and how to apply it through chosen programming languagesthe ability to have confidence in discussing Computer Science within the wider world and the implications it may have Pupils will undertake a practical programming project which will be 20% of the total Entry Level Certificate and the following tests which are 40% for each Topic test of the total Entry Level Certificate:· Computer Systemso Test 1 – Computer hardware & softwareo Test 2 – Computer memory & storage, Moral, legal, cultural & environmental concerns· Computational thinking, algorithms and programmingo Test 1 – computational logic & algorithmsoTest 2 – programming techniques & data representation OCR GCSE Computer ScienceCurriculum Intention:The curriculum provides opportunities for pupils to:understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representationanalyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programsthink creatively, innovatively, analytically, logically and criticallyunderstand the components that make up digital systems, and how they communicate with one another and with other systemsunderstand the impacts of digital technology to the individual and to wider societyapply mathematical skills relevant to Computer Science Curriculum Implementation: This qualification will enable learners to develop:valuable thinking and programming skills that are extremely attractive in the modern workplacea deep understanding of computational thinking and how to apply it through a chosen programming language Pupils will undertake a practical programming project and 2 external written examination papers of 1 hour and 30 minutes on:Computer systemsComputational thinking, algorithms and programming BTEC First Information Creative TechnologyCurriculum Intention:The curriculum provides opportunities for pupils to:inspire and enthuse pupils to become technology savvy – producers of technology products and systems and not just consumersgive pupils the opportunity to gain a broad understanding and knowledge of the Information Technology sector and some aspects of the creative industries e.g. electronic publishing or multimedia productionallow for a flexible choice of units to meet the needs of pupils with different interests and inclinationsencourage personal development, motivation and confidence, through practical participation and by giving pupils responsibility for their own projectsencourage pupils to develop their people, communication, planning and team-working skills by having the opportunity to select from optional units available in the qualification structure Curriculum Implementation: This qualification will enable learners to develop:gain a broad understanding and knowledge of a vocational sectorinvestigate areas of specific interestdevelop essential skills and attributes prized by employers, further education colleges and higher education institutions Pupils will undertake two core units:The Online World (Exam unit) A Digital Portfolio Optional units include:o Creating Digital Animationo Creating Digital Graphicso Website DevelopmentCurriculum Impact:We measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:Track and monitor pupils social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through termly projects Provides evidence that pupils attain 21st century knowledge, skills and dispositions Provide evidence pupils will learn transferable computing skills that could be used across the curriculumAt the end of each term pupils will either have a quiz paper, a project to complete, or indeed you will be asked to present your findings in a presentationWe will:Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needsDevelop reciprocity and cooperation among pupils426238332889Welcome to Art and Design In art, craft and design, pupils explore visual, tactile and other sensory experiences to communicate ideas and meanings. They work with traditional and new media, developing confidence, competence, imagination and creativity. They learn to appreciate and value images and artefacts across times and cultures, and to understand the contexts in which they were made. In art, craft and design, pupils reflect critically on their own and other people’s work, judging quality, value and meaning. They learn to think and act as artists, craftspeople and designers, working creatively and intelligently. They develop an appreciation of art, craft and design, and its role in the creative and cultural industries that enrich their lives.Key Stage 3Curriculum IntentionThe curriculum provides opportunities for pupils to:work in, and across, the areas of fine art, craft and design, including both applied and fine art practices??????????????????????????????????????????????????????????????????????????????explore a range of media, processes and techniques in 2D, 3D and new technologiesstudy of a range of artefacts from contemporary, historical, personal and cultural contextsgain understanding of art, craft and design processes, associated equipment and safe working practices.produce creative work, exploring their ideas and recording their experiencesbecome proficient in drawing, painting, sculpture and other art, craft and design techniques, such as:mark making techniques in drawing and painting; printing such as poly-block and linoclay construction techniquescolour mixingusing Photoshop and Illustratorsilver clay jewellery makingevaluate and analyse creative works using the language of art, craft and designknow about great artists, craft makers and designers and understand the historical and cultural development of their art forms.Curriculum ImplementationThe curriculum will be implemented via over-arching projects which cover half of the year (3 half terms) and are split into 3 units of work to support students to work their way through a systematic creative process: design, research, analysis and final outcome, which they will need if they decide to continue their study into Key Stage 4, Further Education and/or employment. 1524026098500Key Stage 4Curriculum IntentionThe curriculum should provide opportunities for students to:encourage personal development through practical participation in a range of art and design disciplines gain a wider understanding and appreciation of art and design through a broad and balanced introduction to the core skills and knowledge necessary for work or further education in art and design develop their people, communication, planning and team working skills by having the opportunity to select from optional units available in the qualification structure progress to other qualifications such as the Edexcel BTEC Level 3 Nationals or A-levels in Art and Design, and, in due course to progress to the employment sector develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life explore a range of specialist disciplines before deciding on their preferred specialist pathway. Curriculum ImplementationStudents have a choice of BTEC First Award Level 1 and 2 Art and Design or following a vocational pathway with units in Art including:Exploring ArtExplore 2 DimensionsDiscovering 3 DimensionsBTEC First Award Level 1 and 2 Art and DesignStudents who choose Art and Design as one of their options for Key Stage 4 will be studying for the BTEC Firsts Award Level 1/2 Art and Design, where students will complete 4 units, 3 of which will be internally set and 1 set by the awarding body (Pearsons). Two of these units are compulsory (Unit 1 and 2, 2 being an externally set brief with an element undertaken under exam conditions), a unit everyone will sit (Unit 5) and a choice of 2 units (Unit 3 or 4). Students will have the opportunity to implement and develop the skills they have learnt in Key Stage 3 whilst steering the projects and outcomes in a more individualised direction as they look to the future. Curriculum ImpactWe measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:Track and monitor pupils social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through overarching projects lasting half a year (3 half terms) in Key Stage 3 and completion of BTEC units in Key Stage 4. Provides evidence that pupils attain 21st century knowledge, skills and dispositions Provide evidence pupils will learn transferable artistic skills that could be used across the curriculumWe will:Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needsDevelop reciprocity and cooperation among pupils43922951524000Welcome to Universal Learning / Humanities Our students participate in the full complement of national curriculum subjects, however, we believe that subject knowledge is not learned in isolation. The Universal learning program is an adapted National Curriculum and students learn a combination of curriculum areas linked together by a common topic which draws upon cross curricular links. This is known as a cross-curricular thematic curriculum. The thematic approach enables a more creative curriculum that better meets the needs and interests of students and allows teachers more autonomy to plan for this. Pupils are thus better equipped to use the knowledge, skills and understanding acquired to generalise their learning and development of their problem solving skills. In Geography we will stimulate a sense of awe and wonder at the world around us and answer some of those frequently asked questions, such as “why do the weather forecasters get it wrong?” , We will also work on map skills and find out where the places are that you discuss, but then take it further to explore them, understand the people of those places, the natural features, the environmental problems, how they all interact and the ways that we can investigate for ourselves in order to predict the future.In History we will capture the imagination and explore areas of interest, but also to develop skills used in history that can be applied to life in general.By combining Religious Education into the topics it will provoke challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human.??It will develop students’ knowledge and understanding of Christianity, and other principal religions, other religious traditions and other worldviews that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances students’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as the influence of religion on individuals, families, communities and cultures.Key Stage 3Curriculum IntentionLinks to National Curriculum and our cross curriculum approach incorporates the following and provides opportunities for pupils for:CitizenshipThe development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch.The operation of Parliament and voting.The nature of rules and laws; including the role of the police.The roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their Wall Munities, including opportunities to participate in school-based activities GeographyExtend locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities.Place, Human and Physical Geography, as well as Geographical skills.REReligions and worldviews:Christian, Buddhist and/or Muslim, and non-religious worldviews e.g. HumanistUse research and exploration, such as the study of different cultures, to identify and understand user needs.Places of worship, and world viewsHistoryThe development of churches through the ages from 1066Renaissance and Reformation in EuropeChallenges for Britain, Europe and the wider world 1901 to the present dayThe industrial revolution, and challenges for Britain.In addition to studying the Holocaust, this could includeICTMaking a Presentation Using Images in a Presentation Improving the quality of a Presentation Evaluating a PresentationCurriculum ImplementationYear 1 TopicsCivil RightsFestivals and celebrationHealthy LifestylesEnvironment and Eco - schoolsScotlandCreation Year 2 TopicsExtreme EarthTerrible TudorsChinaWalesBritish Society CastlesYear 3 TopicsGlobal CitizenshipNomadsRural and UrbanPolitics and GovernmentPlanning for and taking part in a visitCommunication ExperiencesAs mentioned above these subjects incorporate the National Curriculum subjects as well as embedding Literacy and Numeracy throughout, and also link to Personal and social skills, and cognitive skills.Curriculum ImpactWe measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:Track and monitor pupils social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through termly projects Provides evidence that pupils attain 21st century knowledge, skills and dispositions Provide evidence pupils will learn transferable skills that could be used across the curriculumAt the end of each term pupils will either have a quiz paper, a project to complete, or indeed you will be asked to present your findings in a presentationWe will:Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needsDevelop reciprocity and cooperation among pupilsAll assessments will be tracked on the assessment framework tracker - which has been specifically devised for Universal Learning.4344419000Welcome to PE A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It will provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active livesCurriculum IntentionWhilst we take a creative and personalised approach to PE to ensure all students engage in PE. Pupils are taught to: use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis] develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics] perform dances using advanced dance techniques within a range of dance styles and forms take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs Key Stage 4 Pupils are taught to: use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis] develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics], or other physical activities [for example, dance] take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.Curriculum ImplementationKey stage 3Key stage 4TermsYear 7, 8 & 9Year 10 & 11Autumn 1BadmintonRounders’FootballVolleyballAthleticsSwimming & Table tennisPlus all the other subjects offered for KS 3Autumn 2Swimming & Table tennisPlus all the other subjects offered for KS 4FootballRoundersAthleticsBadmintonVolleyballSpring 1Athletics (Jumping)FootballRoundersBasketballBadmintonTrampolining & Table tennisPlus all the other subjects offered for KS 3Spring 2FootballBadmintonBasketballTrampolining & Table tennisPlus all the other subjects offered for KS 4Athletics ( Jumping)RoundersSummer 1Athletics (Throwing)TennisRoundersBadmintonCross country / athletics runningSwimming & Table tennisPlus all the other subjects offered for KS 3Summer 2FootballRoundersCross country / athletics runningSwimming & Table tennis Plus all the other subjects offered for KS 4Athletics (Throwing)TennisCurriculum ImpactWe measure pupil progress through impact and outcomes using a range of measures. Teachers use formative and summative assessment to:Track and monitor pupils social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through activities Provides evidence that pupils attain 21st century knowledge, skills and dispositions and understand the importance of healthy lifestylesWe will:Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning need369443015721700Welcome to PSHE Curriculum IntentionPSHE education develops the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepare for life and work in modern Britain. At Overton, our PSHE curriculum has been written by our teaching staff to ensure that it meets the needs of our learners. It supports social, moral, spiritual and cultural education which are key themes throughout the programme and thus our programme has an impact on both academic and non-academic outcomes for our learners.It is underpinned by The PSHE Association evidence-based principles of good practice in PSHE educationWe determine where our young people are: find out what they already know, understand, are able to do and are able to say. For maximum impact we involve them in the planning of the PSHE education programme. Our ‘spiral programme’ which introduces new and more challenging learning, while building on what has gone before, which reflects and meets the personal developmental needs of the children and young people.We take a positive approach which does not attempt to induce shock or guilt but focuses on what children and young people can do to keep themselves and others healthy and safe and to lead happy and fulfilling lives.We offer a wide variety of teaching and learning styles within PSHE education, with an emphasis on interactive learning and the teacher as facilitatorWe provide information which is realistic and relevant and which reinforces positive social norms.We encourage young people to reflect on their learning and the progress they have made, and to transfer what they have learned to say and to do from one school subject to another, and from school to their lives in the wider community.We recognise that the PSHE education programme is just one part of what a school can do to help our learners to develop the knowledge, skills, attitudes and understanding they need to fulfil their potential. We link the PSHE education programme to other whole school approaches, to pastoral support, and provide a setting where the responsible choice becomes the easy choice. There is a focus on involving staff, families and the wider We embed PSHE education into wider school life and take a holistic approach to ensure our young people have positive relationships with adults, feel valued and where those who are most vulnerable are identified and supported. We provide opportunities for our young people to make real decisions about their lives, to take part in activities which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions.We provide a safe and supportive learning environment where our young people can develop the confidence to ask questions, challenge the information they are offered, draw on their own experience, express their views and opinions and put what they have learned into practice in their own lives.Through our PSHE education we aim to develop skills and attributes such as resilience, self-esteem, risk-management, team-working and critical thinking in the context of learning grouped into three core themes:health and wellbeingrelationships living in the wider world (including economic wellbeing and aspects of careers education). By teaching pupils to stay safe and healthy, and by building self-esteem, resilience and empathy, our PSHE programme helps to tackles barriers to learning, raise aspirations, and improve the life chances of our learners. We address issues such as teenage pregnancy, substance misuse, unhealthy eating, lack of physical activity, and emotional health. We develop essential skills and attributes, such as self-esteem, managing risk and resisting peer pressure which pupils can apply to a range of areas and which addresses related factors such as alcohol and drugs, staying safe online, online pornography, media literacy, relationships and sex education (RSE) and equality and prejudice. SRE is taught as part of a broader PSHE curriculum, to help pupils to develop the skills, knowledge and personal attributes they need to manage their lives.ImplementationPSHE education is taught in discrete lessons, supported by other learning opportunities across the curriculum, includingenhancement dayslearning opportunities in other curriculum subjects ( our PSHE education provision integrated within other subjects)whole school and extended timetable activitiescross-curricular projectsone-to-one or small group support and guidance on specific areas of learning and developmentlearning through involvement in the life of the school and wider communityOur PSHE programme is planned, coordinated, assessed, monitored and evaluated in line with our school policies and our students are key to this process, influencing provision from the start as well as having a say in how learning develops. To be successful independent learners, our young people are given regular opportunities to reflect on and identify what they have learned, what needs to be learned next and what they need to do to continue their learning. Please see appendix A for details of the programme of study Curriculum ImpactAssessment is an integral part of the teaching and learning in all subjects, including PSHE education. However, the personal nature of PSHE education means that it cannot be assessed in the same way as most other subjects and it would be inappropriate for assessment in PSHE education to imply passing or failing ‘as a person’. It is however possible to recognise and evidence progress and attainment in the knowledge, understanding, skills and attributes PSHE strives to develop.We measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:Track and monitor pupils’ social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through activities Provides evidence that pupils attain 21st century knowledge, skills and dispositions and understand the importance of healthy lifestylesWe will:Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needFor each new topic, module, or series of lessons, carry out an initial activity that gauges pupils’ starting point in terms of their existing knowledge, skills, attitudes and beliefs.? This is used to inform the teacher’s planning for that module. At the end of the topic, module, or lesson an activity is carried out which allows pupils to demonstrate the progress they’ve made since doing the baseline activity.For example, pupils do a ‘mind-map’ of everything they know, think or believe and questions they have about the new topic, then at the end of the module they take a different coloured pen and revisit their original mind-map, adding to it, correcting previous misconceptions, answering their original questions and so on. This will demonstrate the progress they have made and can also be used to measure attainment against a set of success criteria identified by the teacher.?44224252421800Welcome to Design and Technology Design and technology is an inspiring, rigorous and practical subject. As part of their work with food, pupils are be taught how to cook and apply the principles of nutrition and healthy eating. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. At Overton we recognise that instilling a love of cooking in pupils opens a door to one of the great expressions of human creativity, however first and foremost for many of our learners they may experience challenges around sensory processing and thus have a restricted repertoire of foods which they are willing to tolerate. Key Stage 3Curriculum IntentionThe national curriculum for design and technology aims to ensure that all pupils: understand and apply the principles of nutrition and learn how to cookcook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes] understand the source, seasonality and characteristics of a broad range of ingredients. Curriculum ImplementationYear 1Healthy eatingHealthy snacksHealthy lunchesHealthy DinnersHealthy dessertsEat well plateSeasonal cookingPlanning a well-balanced personal diet planYear 2 Foods from around the worldOrientalIndiaMexicoItalianSpanishGreekYear 3The Great British Bake OffKey Stage 4Curriculum Intention At key stage 4 students will be able to follow accredited courses at level 1 and level 2. Currently we offer Hospitality & Catering. This aims to give young people the basic skills to be able to feed themselves and their families in a healthy, cost-effective way and is available in two levels. The Level 1 course will focus on giving learners the skills to prepare nutritious home-cooked food from fresh ingredients as well as understanding the value of passing on cooking knowledge. Level 2 will develop the students’ ability to plan and prepare a series of nutritious home-cooked meals for breakfast, snacks, lunch and dinner, and help them understand how to cook economically. The courses also cover other essential basics including how to equip a kitchen and how to shop cleverly to save money. Additional topics include food safety and hygiene throughout preparation and cooking, fridge management and food rotation, how to write a shopping list, and how to read and understand confusing food labels. Curriculum ImpactWe measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:Track and monitor pupils social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through termly projects Provides evidence that pupils attain 21st century knowledge, skills and dispositions Provide evidence pupils will learn transferable scientific skills that could be used across the curriculumAt the end of each term pupils will either have a quiz paper, a project to complete, or indeed you will be asked to present your findings in a presentationWe will:Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needsDevelop reciprocity and cooperation among pupils377328013567100Welcome to Horticulture In Horticulture, pupils have an opportunity to explore visual, tactile and other sensory experiences whilst developing practical skills that can be used across the curriculum. Students thrive in the outdoor environment and benefit from a wide range of learning opportunities which are embedded in this subject. Horticulture supports many government priorities like sustainability, healthy eating, food in schools and Eco schools. Contact with the natural world can be nurturing for young people, as they learn about the cyclic nature of the seasons, and gain a better understanding of where their food comes from. Students who find that they learn best kinaesthetically can really shine in this subject. Key Stage 3Curriculum IntentionThis curriculum should give learners the opportunity toDemonstrate their ability to recognise the parts of a plant and their functions.Gain the knowledge, skills and understanding needed to demonstrate assisting in the potting of rooted cuttings, large seedlings or plugs by hand and also the preparation and clearing up before and after potting.Learn about common plant pests and diseases and beneficial insects that are found in the garden.Learn the skills required to undertake basic lawn care, for example mowing, feeding, edging.Understand the effects of the changing seasons on plant growthUnderstand the skills required to prick out seedlings singly.Curriculum ImplementationIn Key Stage 3, students will take part in the RHS School Gardening Awards. The curriculum will consist of 5 levels. Key Stage 4Curriculum IntentionThis curriculum gives learners the opportunity to:Learn how to plant and establish plansPrepare and plant a containerLearn about the propagation of plantsLearn about vegetative propagation of plantsPlant bulbsLearn about sustainability Curriculum ImplementationIn Key Stage 4, students will work towards Entry 2 Skills for Independence & Work. Pupils can progress onto Entry 3 and Level 1 Diploma in Vocational Studies. · Curriculum ImpactWe measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:Track and monitor pupils social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through overarching projects in Key Stage 3 and completion of BTEC units in Key Stage 4.Provides evidence that pupils attain 21st century knowledge, skills and dispositionsProvide evidence pupils will learn transferable skills that could be used across the curriculum We will:Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learningCollaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needsDevelop reciprocity and cooperation among pupils3631784244651Welcome to Citizenship Citizenship Studies is about how people take an active part in democratic politics and work together for a better society, locally, nationally and globally. Pupils will learn about power, democracy, the operation of government and the legal system, and the role of the UK in the wider world. They will explore and learn about different controversial and topical issues with political, social, ethical, economic and environmental dimensions in local to global contexts. They will experience taking citizenship action and learn from trying to make a difference themselves. Key Stage 4Curriculum Intention:The aims and objectives of this curriculum are to enable pupils to: a) know and understand what democracy is, how parliamentary democracy operates within the constituent parts of the UK, how government works and how democratic and nondemocratic systems of government are different beyond the UKb) know and understand the relationship between the state and citizens, the rights, responsibilities and duties of citizens living and working in the UK and how people participate in democracyc) know and understand the role of the law in society, how laws are shaped and enforced and how the justice system works in England and Walesd) know and understand how taxes are raised and spent by governments, and how national economic and financial policies and decisions relate to individualse) use and apply knowledge and understanding of key citizenship ideas and concepts, including democracy, government, justice, equality, rights, responsibilities, participation, community, identity and diversity, to think deeply and critically about a wide range of political, social, economic and ethical issues and questions facing society in local to global contextsf) use and apply knowledge and understanding as they formulate citizenship enquiries, explore and research citizenship issues and actions, analyse and evaluate information and interpret sources of evidenceg) use and apply citizenship knowledge and understanding to contribute to debates, show understanding of different viewpoints, make persuasive and reasoned arguments, and justify and substantiate their conclusionsh) use and apply citizenship knowledge, understanding and skills in order to participate in responsible actions to address citizenship issues aimed at improving society and positively contributing to democracy and public life, as individuals and in collaboration with others Pupils will gain knowledge and understanding in Citizenship Studies from 5 themes:A. Living together in the UKB. Democracy at work in the UKC. Law and justiceD. Power and influenceE. Taking citizenship action Pupils’ personal and social skills around computing will be developed by using the AET Framework; this will also prepare them for any future learning. Curriculum Implementation: At Key Stage 4 pupils will undertake the following themes to build and develop their current understanding of citizenship in the UK: Citizenship studies involve pupils undertaking 2 written exam papers: Paper 1 – 1 hour and 45 minsSection A Theme A: Living together in the UKSection B Theme B: Democracy at work in the UKSection C Theme C: Law and justiceSection D Extended-response questions related to two or more of specification Themes A–C Paper 2 - 1 hour and 45 minsSection A Theme E: Taking citizenship actionSection B Theme D: Power and influenceSection C Theme D: Power and influence AND One question will also link to content in one of Themes A–C Pupils will work on themes each half term where they will receive feedback and be set new targets through:● Marking of pupils work● Evaluation of their work● End of unit assessment/challenge● Peer and self-assessments● Group work and discussion Curriculum Impact: We measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to: ● Track and monitor pupils social and emotional skills using the AET framework● Assess skills development, mastery and acquisition through termly projects● Provides evidence that pupils attain 21st century knowledge, skills and dispositions● Provide evidence pupils will learn transferable citizenship skills that could be used across the curriculum and the wider community● At the end of each term pupils will either have a quiz paper, a project to complete, or indeed you will be asked to present your findings in a presentation We will:● Use a variety of methods to assess what each pupil has learned and what can be done to improve pupils’ learning● Collaborate with colleagues to monitor pupil performance and make instruction responsive to cultural differences and individual learning needs● Develop reciprocity and cooperation among pupils 361564734625000Welcome to Vocational Learning Vocational education offers an alternative to traditional academic subjects normally taken at A-level or GCSE. Vocational education is education that prepares students for work in a specific trade, e.g. craft vocations –?such as jewellery making, or metalwork. Training is usually based on manual or practical activities and is traditionally non-academic, but related to a specific trade or occupation. In Overton School we prepare our learners for adulthood by working with individuals, parents and carers as well as local authorities to ensure that the curriculum offered meets needs, interests and aptitudes. For some young people this may be a vocational pathway or a mixture of vocational and academic education. Our Vocational offer includes, but is not limited to the followingBTEC Level Entry level 3/ level 1 : Diploma in Vocational Studies which will incorporate units for:EmployabilityFood TechnologyHorticultureEnterprise EducationBTEC Entry level 2: Skills for Independence an Work BTEC Public Services 333223923648200Entry Level 3 and Level 1 Diploma in Vocational StudiesThe Diploma in Vocational Studies qualification is work-related from Entry to Level 3 in a range of sectors. Each unit of work give students the knowledge, understanding and skills they need to prepare for employment in a specific occupational area; provides career development opportunities. Students will undertake the following vocational areas:MandatorySelf-AssessmentCareer ProgressionEmployabilityInvestigating Rights & Responsibilities at WorkWorking in a TeamSelf-Management SkillsManaging your Health at WorkPreparing for an InterviewInterview SkillsFoodUsing Kitchen EquipmentIntroduction to Healthy EatingPreparing & Serving DrinksBasic Food Preparation & CookingEncouraging Children to Eat HealthyFood ServiceHorticultureAssist with Planting & Establishing PlantsPrepare & Plant a Container for DisplayAssist with the Propagation of Plants from SeedAssist with the Vegetative Propagation of PlantsPlant Flower Bulbs for Naturalisation or BeddingProject in Sustainability385254517335500Welcome to the Enterprise Education Enterprise education embraces an introduction to the world of work through enterprise education. Enterprise education develops students’ capability to succeed in being enquiring, deep learners, and contributes to making them successful to face the challenges of their future lives. Students have the opportunity to participate in three programmes. At Key stage 3Pupils are introduced to Enterprise through two National initiativesTenner ChallengeTycoon Challenge ProgressionWe use Young Enterprise Employability Competency Framework to capture and evaluate the progression of participants across the eight key competencies, for Key stage 3 Enterprise:CommunicationThe ability to listen, write and speak effectively to present and exchange information and ideas in a clear and concise manner.ConfidenceThe self-motivation and ability to generate and retain strong self-belief in personal skills, capabilities and likelihood of success.Financial capabilityThe ability to analyse financial information, manage money well, and make informed decisions to plan for a successful financial future.InitiativeThe ability to take decisions, evaluate and calculate risks, and do more than is required in the pursuit of successful anisationThe ability to effectively manage tasks, plan and prioritise actions within a time schedule, and set smart goals.Problem solvingThe ability to collect and examine information, think creatively, and analyse situations to generate solutions to problems.ResilienceThe ability to persist when facing setbacks whilst adjusting to pressure and adapting to changes in varying circumstances.TeamworkThe ability to build team engagement, collaborate, share knowledge and explain ideas to others whilst managing personal feelings.In addition to skills development, Enterprise education provides an opportunity for students to gain real world experience and to become active citizens within their local community and serves to promote cohesion in the local community. We encourage our students to give something back to the local community by donating a proportion of their profits to a charitable cause of their choice.Key Stage 4 BTEC First EnterpriseThe Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on the knowledge, understanding and skills required to research, plan, pitch and review an enterprise idea that includes: development of key skills that prove aptitude in planning an enterprise activity, including market research, planning, carrying out financial transactions, communication and problem solving knowledge that underpins effective use of skills, such as the features and characteristics of enterprises and entrepreneurs, and the internal and external factors that can affect the performance of an enterpriseattitudes and ways of working that are considered most important for enterprise, including monitoring and reflecting on performance of an enterprise idea and own use of skills. Impact:The qualification consists of three components that give learners the opportunity to develop broad knowledge and understanding of the enterprise sector, and relevant skills such as research, planning, problem solving and communication at Levels 1 and 2.Internal assessment Components 1 and 2 are assessed through internal assessment. Internal assessment for these components has been designed to relate to achievement of application of the conceptual underpinning for the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice. The components focus on: the development of core knowledge and understanding, including the range of enterprises and the key features and factors that contribute to an enterprise’s level of success the development and application of skills such as analysing research, information, planning and financial forecasting, communicating and problem solvingreflective practice through pitching an idea for an enterprise activity that allows learners to reflect on their own communication skills and the viability of their enterprise activity following feedback Internal assessment is through assignments that are subject to external standards verification. External synoptic assessment: There is one external assessment, Component 3, which provides the main synoptic assessment for the ponent 3 builds directly on Components 1 and 2, and enables learning to be brought together and applied to realistic contexts. Component 3: Promotion and Finance for Enterprise requires learners to analyse and interpret information in relation to an enterprise and to make recommendations on strategies to use to improve the performance of the enterprise. The external assessment is based on a context that requires learners to demonstrate that they can identify and use effectively an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole qualification in an integrated way. The design of this external assessment ensures that there is sufficient stretch and challenge, enabling the assessment of knowledge and understanding at the end of the learning period. The external assessment takes the form of a set task/external assessment taken under supervised conditions, which is then marked and a grade awarded by Pearson. Learners are permitted to resit the external assessment once during their programme by taking a new assessment. The external assessment comprises 40 per cent of the total GLH of the qualification and is weighted accordingly in the calculation of the overall qualification grade. This component should be delivered and assessed at the end of the course of study. 2969610-525500Welcome to Skills for Independence and Work The programme of study supports development of functional life skills. Students can follow a course at Entry Level Award/Certificate/Diploma which incorporates units for:ArtExploring ArtExploring 2D DimensionsExploring 3D DimensionsProducing a Product FoodBasic Food PreparationBasic CookingHygiene & Safety in the Kitchen HorticultureGrowing PlantsHelping to Maintain a GardenUsing & Maintaining Hand Tools for Gardening Life SkillsPersonal Safety CommunityShopping for Daily LivingFood Preparation & Cooking at HomeParticipating in an Enterprise Activity Welcome to Public Services 35966401714500 Public Services is a Key stage 4 BTEC qualification, which has a core of underpinning knowledge, skills and understanding, and a range of options to reflect the breadth of pathways within public services. This gives learners the opportunity to: ● gain a broad understanding and knowledge of a vocational sector ● investigate areas of specific interest ● develop essential skills and attributes prized by employers, further education colleges and higher education institutions. This suite of qualifications provides opportunities for learners to progress to either academic or more specialised vocational pathways. The rationale for the BTEC in Public Services is to: ● inspire and enthuse learners to consider a career in the public service sector ● give learners the opportunity to gain a broad knowledge and understanding of, and develop skills in, the public service sector ● support progression into a more specialised Level 3 vocational or academic course or into an apprenticeship ● give learners the potential opportunity, in due course, to enter employment within a wide range of junior job roles across the public service sector, for example entry level jobs within the armed services or non-uniformed services ● provide opportunities for the development of transferable skills related to study and vocational application that provide a platform for success both within the public services and elsewhere. The specific aims of the Pearson BTEC Level 1/Level 2 First Award in Public Services are to: ● enable learners to develop a broad and comprehensive understanding of the public service sector ● provide relevant and appropriate public services content for 14?16 year olds. The core units within this qualification ensure that all learners will develop: Unit 1: The Role and Work of the Public Services ● Knowledge that underpins learning in other units in the qualification Unit 2: Working Skills in the Public Service Sector. ● Practical and vocational skills Unit 3: Employment in the Public Serviceslearners look at a range of different public services, their role and purpose, the various job opportunities available, conditions of the service, and the application and selection processes for various public services Unit 4: Public Services and Community Protection, learners explore the key organisations involved in the protection of communities, gain an understanding of the hazards and risks posed to individuals and communities, and how the public services deal with them. Curriculum Implementation:The Pearson BTEC Level 1/Level 2 First Award in Public Services includes one externally assessed unit. This will assist learners as they progress either into higher levels of vocational learning or to related academic qualifications, by providing independent assessment evidence of learning alongside the portfolio-based assessment. This approach will also assist learners in developing a range of transferable skills, and in applying their knowledge in unfamiliar contexts. The remaining units are internally assessed. Internal assessment enables learners to develop a wider range of skills and provide evidence towards meeting the unit assessment criteria. Evidence for assessment can be generated through a range of activities, including role play, practical performance and verbal presentations. Delivery strategies should reflect the nature of work within the public service sector by encouraging learners to research and carry out assessment in the workplace, or in simulated working conditions, wherever possible. It will be beneficial to learners to use local examples, wherever possible, and for your centre to engage with local employers for support and input. This allows a more realistic and motivating basis for learning and can start to ensure learning serves the needs of local areas. Learners should be encouraged to take responsibility for their own learning and achievement, taking account of industry standards for behaviour and performance. Progression opportunities: The Pearson BTEC Level 1/Level 2 First Award in Public Services provides the knowledge, understanding and skills for Level 2 learners to progress to: ● other Level 2 vocational qualifications ● Level 3 vocational qualifications, such as BTEC Nationals, specifically the Pearson BTEC Level 3 in Public Services (QCF) ● related academic qualifications ● employment, in due course, within junior roles across the public service sector, for example entry-level posts in the armed services, other uniformed services or non-uniformed services. Learners who achieve the qualification at Level 1 may progress to related Level 2 vocational or academic qualifications, such as BTECs or GCSEs. English and mathematics English and mathematics are essential for progression into further education and employment. The Pearson BTEC Level1/Level 2 First Award in Public Services supports the development of Level 2 English and mathematics knowledge and skills.. This will give learners the opportunity to enhance and reinforce skills related to these areas in naturally occurring, relevant, work-related contexts. Developing employability skills One of the main purposes of BTEC qualifications is to help learners to progress ultimately into employment. The vast majority of employers require learners to have certain technical skills, knowledge and understanding to work in a particular sector, but they are also looking for employability skills to ensure that employees are effective in the workplace. Unlike technical skills, which may become outdated over time, employability skills enable learners to adapt to the ever-changing roles needed to survive in the global economy. These skills include: self-management, teamworking, customer awareness, problem solving, communication, basic literacy and numeracy, a positive attitude to work, and the use of IT. Throughout the Pearson BTEC Level 1/Level 2 First Award in Public Services, learners should develop a range of employability skills, engage with employers and carry out work-related activities. These opportunities are signposted in the suggested assessment task outlines at the end of each unit. For example, across the optional specialist units learners develop: ● research and independent-learning skills, through units such as Unit 3: Employment in the Public Services ● communication and teamwork skills, through units such as Unit 2: Working Skills in the Public Service Sector, in which learners apply working skills, including speaking, listening and body language skills, in a range of simulated public service situations ● customer awareness, through units such as Unit 2: Working Skills in the Public Service Sector, in which learners consider who the key internal and external customers are for the public services, and how best to interact with them. Curriculum ImpactWe will measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:Track and monitor pupils social and emotional skills using the AET frameworkAssess skills development, mastery and acquisition through assignments set.We will:Use a variety of methods to assess what each pupil has learnt and what can be done to improve pupils learning.Collaborate with colleagues to monitor pupil performanceDevelop reciprocity and cooperation among pupils.375729517841300Duke of Edinburgh The Duke of Edinburgh’s International Award is a non-competitive, internationally recognized program designed to encourage young people to develop positive skills and lifestyle habits. The Award is about personal challenge and development and is adaptable according to each participant’s interests and abilities. It presents young people a balanced, not-competitive program of voluntary activities which encourages personal discovery and growth, self-reliance, perseverance, responsibility to themselves and service to their community. The unique flexibility of the Award makes it ideally suited to easy adaptation and integration into different cultures and societies. The basic principles of the Award remain the same but at Overton, we adapt the activities and delivery so they continue to evolve to suit the changing demands of modern society and the varying needs of our young people. The Award is an international program recognized and used by organizations working with young people throughout the world.We begin the award in year 9, where we start with the bronze award and then young people can progress to the silver and gold awards. Activities for each D of E section take a minimum of one hour a week over a set period of time. Student are required to complete four elements: volunteering, developing a physical skill, learn a new skill and complete an expedition. Bronze timescales:Volunteering section: 3 monthsPhysical section: 3 monthsSkills section: 3 monthsExpedition section: 2 days/1 nightYou also have to do 3 more months in one of the Volunteering, Physical or Skills sections.Silver timescales:Volunteering section: 6 monthsPhysical and Skills sections: One section for 6 months and the other section for 3 monthsExpedition section: 3 days/2 nightsIf you didn't do Bronze, you must undertake a further 6 months in either the Volunteering or the longer of the Physical or Skills sections.Gold timescales:Volunteering section: 12 monthsPhysical and Skills sections: One section for 12 months and the other section for 6 monthsExpedition section: 4 days/3 nightsResidential section:?Undertake a shared activity in a residential setting away from home for 5 days and 4 nights.The impact of the Duke of Edinburgh is measured throughImproved educational attainmentImproving young people's attendance at school and college, their commitment to education and their achievement levels. Outcome for young people: Confidence.Improving young people's employability levels and ability to support themselves financially when they need to do so. Outcome for young people: Ability to manage their feelings.Increasing young people's physical fitness, and their own sense of emotional and mental well-being.? Outcome for young people: Resilience and determinationIncreasing young people's involvement in volunteering and community activities and their participation in the social and political life of their community. Outcome for young people: Building relationships and leadership.Improving community integration and acceptance of individual differences, and increasing the access of all young people to development opportunities. Outcome for young people: Creativity and adaptability.Increasing young people's awareness of environmental issues, and involvement in sustainability initiatives. Outcome for young people: Planning and problem-solving.Bridging the gender gap and empowering marginalised young women, building their self-worth and enabling them to demonstrate their potential. Outcome for young people: Civic & intercultural competence.Reducing inter-and intra-group conflict and violence, and building dialogue and co-operation within communities. Outcome for young people: Personal and social well-being. Welcome to Woodland Garden4139388655600Woodland Garden is a targeted intervention that brings together extra-curricular opportunities, social, moral, spiritual elements and emotional literacy. It offers an alternative curriculum pathway and opportunities to teach the curriculum creatively through experiential learning. In Woodland Garden sessions students will explore the opportunities of being in an outdoor classroom for both structured and unstructured activities. Taking students out of the traditional classroom setting they will get the chance to impact and develop the environment to suit their needs but also support the wildlife and nature already inhabiting or using the space. They will be able to guide elements of the sessions by their responses and interactions with the environment and tools provided. They will also learn to assess and manage risk through a range of activities and explorations, specifically around using tools, creating and managing a small fire and exploration of an outdoor environment through play. Curriculum IntentThese sessions will provide opportunities to:use a range of tools to produce different outcomes such as art/craft outcomes; modifications to the environment, such as animal shelters or adaptations to the space such as seating, ladders and bridges etc… this will give students access to a DT curriculum taster; opportunities to assess risk and implement safety procedures and experience successprepare and share food and drink with and for the group, enhancing social skills and highlighting some positive impacts of being part of a groupdevelop a shared space around a fire, entrusting students with the responsibility of behaving appropriately around a firelearn skills such as knot tying and building a fire, to increase independence and self esteemassess and manage risks around using tools, building and using fires and adding shelters and adaptations to the environment develop team working and leadership skills through working together to make the most of the woodland garden space develop communication skills as they explore the space and their capabilitiesacquire and nurture an appreciation of wildlife and the environment by working alongside the wildlife and nature that they share the space with and adapting the environment respond appropriately to accidents by implementing simple first aid and health and following health and safety procedures set out by the leaders Curriculum ImplementationWoodland garden sessions will run as a half term block with one session a week. The groups will be mixed ages and abilities with a maximum of 5 students per group, supported by a Tutor and TA. The six week plan will be delivered outside and will include tool based activities aiming to develop student confidence and practical skills as well as developing team working and students ability to assess and manage risk. When deciding on the final activities the abilities and mix of the group will be taken into account. Students will also have an opportunity during the first session to share their interests and what they want to get out of the sessions. Each session will have some free time where students will be given the opportunity to explore the space or continue developing the skills they have been shown during the session. PHSE LONG TERM PLANSession 1Session 2Session 3Setting out the rulesExploring the spaceMaking it their ownDiscussing projectsActivity: Building an adventure playgroundSkills focus: knot tyingActivity: geometric pattern making, tin can lantern, printing with flowers and leavesSkills focus: using a hammerSession 4Session 5Session 6Activity: feather sticksSkills focus: whittling for functionActivity: popcorn makingSkills focus: using a fire steelActivity: shrunken head apple or a bird or a group of foxes or spoon.Skills focus: whittling for art/craftActivity: bug hotelSkills focus: hand drill and sawConclude the projects by reviewing what has been achieved. Curriculum ImpactThe impact on the student will be measured using the AET framework as a way of demonstrating progression of personal skills, in particular in the areas of:Social communication and interaction as students work with both peers and adults to develop and maintain the space for themselves and the wildlife they share the space with, whilst also using the space to complete activities, explore and to enjoy sustenance.Social imagination and flexibility as students develop the space for their wants and needs; interact with the environment and also have to respond with resilience to the environment and how it changes and is used by others. Independence and community participation as students develop the self-esteem and confidence to feel safe in the space to interact with it independently; become part of a group who share this space together and part of a bigger picture about appreciating and protecting nature. Key Stage 5 Curriculum Introduction Overton School has a clear curriculum vision driven by an individual needs and a young person centred approach relating to the specific knowledge, skills and understanding which young people require and how we implement it. Whilst the National Curriculum provides us with an important benchmark, the content and structure of knowledge and how this is delivered is determined by Overton. The key driving factor is the particular context of our school and our student’s needs, interest and aptitudes. We aim to fully engage all students in learning through:· Addressing behaviours that limit learning· Working with motivators, to meet need, interest and aptitude· A focus on student wellbeing and mental health At Overton we recognise that knowledge and skills are intrinsically linked and cannot be separated. Knowledge and the capacity it provides to apply skills and deepen understanding are, therefore, essential curriculum elements of our curriculum design. We offer a broader and in-depth content across a subject area which promotes a deep knowledge and understanding of subjects and clearly map the subject specific knowledge and subject specific skills. The curriculum also provides a vehicle to teach personal and social skills and this again is clearly mapped out referencing the key aspects relating to our young people’s needs including: social communication, social interaction, social imagination, emotional understanding and self-awareness, learning and finally participation and independence and community participation Key stage 5 provision We offer a bespoke key stage 5 provision for students who require additional time in the school to prepare for their next step. The overarching aim is to prepare the young person for their next step, whether that be further education, traineeship, employment and supported living. We therefore do not prescribe a particular curriculum, instead this is determined by the school, young person and parent or carer at transition planning meetings from year 10 onwards to allow for sufficient time to create a personalised learning package. Our work at key stage 5 is a community based learning model which includes opportunities to practice functional life skills including for example, work experience, independence skills, accessing community facilities, understanding rights and responsibilities etc. We work closely with locally based community learning providers such as Hereford and Ludlow College and other trainers to ensure that we factor alternative provisions into the curriculum thereby ensuring a broad range of learning opportunities with an appropriate peer group. These are fully quality assured and supported Overton School and also ensure that our young people can access a broad range of learning opportunities. Curriculum intentOur underlying curriculum principles remain the central and provide continuity for our students. We have a unique curriculum design and intend our curriculum to: Include the provision of the curriculum over a 24- hour period in our residential educational settings Be knowledge led and skills engaged we believe that these are not mutually exclusive and do not perceive a tension between knowledge and skills. We teach skills alongside knowledge, ensuring that both are explicitly developed. Focus on community based learning opportunities with functional life skills where the young person has every opportunity to take their learning into the community Focus on developing key skills which improve learning and performance in education, work and life. For young people with autism and associated difficulties these skills are fundamental to participation and achievement in the curriculum and personal development. These skills includeoSocial communication (including literacy)oSocial interaction working with othersoSocial imagination and flexibility of thoughtoImproving learning, performance, and problem solving.oIndependence and community participationoSensory processingoEmotional understanding and self-awareness Acquire skills in literacy, numeracy and listeningAcquire subject specific knowledge and skillsBridge gaps in learning and build upon the strengths of the young peopleProvide young people with subject-specific vocabulary and knowledge that allow them to build links and enhance their learning across other subjects.To have a strong emphasis on cross-curricular teaching to support our young people with social generalisation skills. This is important for making the curriculum relevant and meaningful to young people and for putting knowledge into context. Use the curriculum knowledge and skills to as the vehicle to address social disadvantage offer new experiences and opportunities Curriculum Design and Implementation: Our curriculum is implemented through well-taught and appropriately sequenced content, thoughtfully designed assessment practice and consideration of an appropriate model of progression. Attainment and qualifications of our young people will always remain important as one measure of a school’s effectiveness and of course is hugely important to our young people themselves. We believe that a well-constructed, well-taught curriculum will lead to good results because those results will be a reflection of what young people have learned. Factors a 24-hour curriculum: All aspects of a young person’s day are seen as learning opportunities with wide ranges of additional areas being taught including personal, social, behavioural and self-help skills. Teaching methods will focus on individual and small group approaches with emphasis on learning for independence, with progress systematically recorded and reviewedJointly planned by school staff, parents and carers if appropriate, to provide a consistent approach in a variety of settings whilst supporting young people to generalise and transfer knowledge and skills across groups of people or from one environment to another over a 24-hour period. Short-term achievable objectives matched to individual need form part of education and care plans.A full range of teaching strategies will be set in the context of the SPELL Framework (please refer to prospectus for further details) and will include a reflective process that centres on planning a proactive approach for each young personApproaches will vary according to the needs of the individual and will be regularly reviewed, with new ideas considered and introduced where appropriate. Teaching will be structured, with the clear sequencing of activities and timetables where the content is conveyed by objects of reference/ photographs/ symbols and written representation of start and finish as appropriate.Residential staff actively contribute and support young people with their education within the residential provision. They will be familiar with and aware of the educational needs and progress of young people they are supporting and will communicate with school staff to promote and encourage each young person’s personal, social and educational development. Equal Opportunities: teaching approaches and resources will reflect the diversity in modern Britain and will enable all young people to have equal opportunities to participate in the curriculum of the school regardless of their culture, gender or religion.Layered sequential learning factors clear progressive pathways, subject-specific progression models focus on progression through the content to be learned.Teachers plan regular retrieval through intelligent repetition of content to promote acquisition of core knowledge and efficient recall.Define the personal and social skills and map young people’s progress in developing these skills. Teachers plan a secure way of knowing whether young people have acquired the defined skills and knowledge through carefully constructed lesson planning with success criteria which defined knowledge, skills and understanding applying the concept of mastery, generalised skills across the curriculum and application of knowledge Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2Yr7TransitionsFrom previous school to OvertonTargets for OvertonMaking new friendsTeam building activitiesOrganisationRSEPubertyHealthy relationships and different types of relationships e.g. friendships and relationshipsPeer pressureLegal age of sex and consentMenstrual cycle, pregnancy and menopauseTeenage pregnancyGlobal thinking How personal items are made and ethical values of sweat houses.animal testing on cosmeticsPalm Oil and FairtradeRecognising upcycling that people throw outthe impact of not recyclingElectionspolitical parties that run for general and local elections which party means the most to themunderstanding electionsset up their own political party and know what they stand forSubstance misuse recognising illegal drugsside effects of smoking and alcohol misuserecognising the different classifications of drugs.long term health implications of taking drugs and initial signs of potentially problematic situations e.g. grooming, cyberbullying smokingOnline safetyYr8Spending and saving:Pay slipsBudgetingPayment methodsDebt/interestBullying, stereotypes and diversity:Bullying including cyberbullyingStereotyping and prejudicePositive self-imageHealthy friendships and relationships:Family valuesHealthy and unhealthy relationshipsPeer pressureDomestic violenceRights and responsibilities in relationshipsRSE:Expectations of normality within pubertyMedia influences on self-image Sexual orientation and gender identityMarriage and civil partnershipsTolerance and appropriate behavior under British law.Safer sex and contraceptionOnline safetyCrime and Punishment:Types of crime Reasons why people commit crimesTypes of punishmentsAims of punishmentsEffectiveness of punishmentsYr 9Enjoying a Healthy and Active LifestyleShopping for a healthy lifestylePersonal hygieneEating healthilyThe benefits of exerciseThe hazards of smoking The effects of drugs on the body RSE:Changing relationships and how to copeMasturbation and sexual arousalHow to decide about having sex and what consent is/how you give/get itHow drugs and alcohol can affect your decision making and behaviors.Managing My MoneyDebtInterest and borrowingRepaymentsUnderstanding FraudFraudLandlord ProblemsCareers and the World of WorkHow do we find out about the world of work?Career qualities and skillsThe laws surrounding workConflict at workThe law regarding workExploring alcoholAlcohol knowledgeAttitudes, effects and risks of drinkingAttitudes towards drinking and risksPeer pressure and drinkingOnline safetyYr 10Diversity in UK:RespectEqualityDiscriminationDifferent religions, cultures/ethnicities in BritainDifferent sexual orientations and gender identificationDealing with stress and depression:StressAnxietyDepressionSpecific links to gender identification and sexual orientationHow to get help and help yourself or othersUnhealthy and abusive relationships:Recognising the signs of an unhealthy relationshipForced marriageConsentRapeHonour based violence Who/where can helpCareers Development:Breaking down career stereotypesPersonal qualities and skillsJob qualities and skillsCV writingPlanning for career progressionRSE:Conflict resolution and communication skillsSigns of an abusive relationshipPositive and negative influences including peer pressureContraception and STI’sCultural and religious views on sexual relationshipsYr 11Consequences of substance abuse & misuseDifferent kind of drugs & alcoholEffects of drugs & alcoholIn the news drugs & alcoholAnti-social behaviorWhat is anti-social behaviorImpact on anti-social behavioranti-social law & policeGetting supportLong term effectsRSE:Role and responsibilities of being a parentChoice available when a woman is pregnantAlternative ways of having childrenFamily break up and bereavementPornography How drugs and alcohol affect decision making and behavior.Stereotyping and stigmatismExam PreparationGetting organisedRevision techniques part 1 & 2Dealing with exam stressExam toolsOnline safetyYr 7 Online safety Online relationshipshow and why people who I communicate with online may try to influence others negatively e.g. grooming; radicalisation; coercionstrategies for assessing the degree of trust in people or organisations online. describe the initial signs of potentially problematic situations e.g. grooming, cyberbullyingassess action and explain what to do if I am concerned about an online relationshipSelf-image and Identity: how online content can influence the way that people behave; impact.online bullyinghow online content can be shaped to influence behaviour and body image (e.g. fashion, pornography, lifestyle sites).examples of media which influence behaviour.artificial intelligence (AI); assess how AI may affect my present and future life e.g. career Online reputationAssess the benefits and the potential risks of sharing information online. Appropriate to say and do in different online settings/ platforms (e.g. opinions, values, information, shares, ‘likes’, ‘forwards’).Online bullyinghow bullying may change as we grow older and recognise when it is taking place onlineDifferent bullying types and behaviours and assess when these are occurring (e.g. homophobic, racist, gender, exclusion).Identify and demonstrate actions to support others who are experiencing difficulties onlineHealth, wellbeing, and lifestyle recognise and can discuss the pressures that technology can place on and how/ when to respond. examples of those pressures (e.g. immediate response on social media and messaging apps; always available; invasive; rapid engagement) Strategies to identify and assess when peers may need support and describe ways to assist peers who may be experiencing difficulties.Recognise need for support to control my use of technology and who might provide that support.Managing online infoHow online ‘market places’ can enable small businesses or individuals to do business within a global market.benefits and limitations of online commerceConnectivity’: the capacity for connected devices (‘internet of things’) to collect and share information about me with or without my knowledge (including microphones, cameras and geolocation). Describe how this can affect me. Various additional tools to refine my searches (e.g. search filters: size, type, usage rights etc.)Search effectively and use examples from my own practice to illustrate this. When I publish online content, I am aware of how that content can be interpreted by othersw ‘liking’, ‘sharing’ or ‘forwarding’ online content can change people’s opinions of me (e.g. contribute to my online reputation). Privacy and security copyright and ownershipEnsure I make safe and secure online payments. Online services have terms important. and conditions that govern their use. Examples from some common online services that illustrate how they impact on a user and analyse these to make informed choices.malware is and give some examples of how it operates and what the impact could be on a device or usert cookies are and can give examples of how my online browsing can be tracked and used by others commercial content and scams (e.g. pop-ups, spam) and can discuss simple strategies to manage such contentHow my internet use is often monitored (e.g. by my school or internet service provider).Copyright and access commercial online content can be viewed, accessed or downloaded illegally Illegal access (e.g. illegal streaming, pirate sites, torrent sites, peer-to peer sharing) and the associated risks. Define the concept of plagiarism. evaluate my own use of online sources YR 8 Online safetyOnline relationshipsBenefits of communicating with a partner online.How relationships can safely begin (online dating), develop, be maintained, change and end online.Examples of how to make positive contributions to online debates and discussions.Examples where positive contributions have effected change in an online community (e.g. Gamergate, gaming communities, social media).Self-image and Identity Reflect on and assess the role that digital media plays in my life and give clear examples of where it benefits my lifestyle. How presenting myself in different ways online carries both benefits and risks and describe and assess what these could be. Strategies to reduce potential risks. Online reputation Give examples of how what I write online can also affect my school, family or social group, or future opportunities. strategies to manage and protect my ‘digital personality’Online bullying Recognise online bullying can be different to bullying in the physical world and can describe some of those differences. Demonstrate how I would intervene (and how I would assess if this should be directly or indirectly) to support others who are experiencing difficulties online. Examples of effective strategies which might help myself or others.Managing online information Navigate online content, websites or social media feeds using more sophisticated tools to get to the information I want (e.g. menus, sitemaps, breadcrumb-trails, site search functions). How search engine rankings are returned and can explain how they can be influenced (e.g. commerce, sponsored results). How social media can amplify, weaken or distort the apparent strength, validity, or popularity of an idea, belief or opinion by being shared between and reinforced by like-minded individuals; (e.g. an ‘echo-chamber’). How online anonymity may permit some people to express extreme views or abusive comments; assess how social media may create the impression that more people hold these views than actually do. How contributors to social media may be ‘social bots’.Health, wellbeing, and lifestyleAssess the benefits of and potential problems with sites or apps that intend to promote positive well-being (e.g. wellness apps, fitness trackers, meditation/ relaxation apps). Demonstrate criteria for assessing and differentiating between health sites that offer unbiased, accurate and reliable health information from those promoting a product or agenda. Describe the criteria I would use to help me evaluate the benefit technology and apps may have to me.Privacy and security How to manage security software (e.g. anti-virus, security patches, and adware blockers) on my devices and understand why regular updates are that online services have terms important. Demonstrate ways in which change my browser settings to make my online browsing more secure (e.g. cookie permissions, do-not-track-me, password storage, incognito). App permissions and analyse them to make informed choices on which apps I use. How the security of devices connected to the internet may be compromised e.g. webcams, monitors, phones or toys - demonstrate actions take to minimise such compromise (e.g. covering cameras on computers when not in use).copyright and ownershipThe concept of software and content licensing.The principles of fair use and apply this to case studies. identify the potential consequences of illegal access or downloading and how it may impact me and my immediate peers Why controlling copyright of my content may be limited when using social media, website and apps.Yr 9 Online safetyOnline relationships Identify the challenges raised by both unhealthy and healthy online sexual behaviour. What is meant by sharing explicit images, the different terms used for this, and a range of possible outcomes? Examples of how harmful online sexual behaviour can occur and can critically assess the potential harm. Demonstrate strategies to gain help and report concerns for myself and others.Self-image and Identity How online images can help to reinforce stereotypes. Describe some of the pressures that people can feel when they are using social media (e.g. peer pressure, a desire for peer approval, ‘FOMO’). How personal images can be photo manipulated. Online reputation Monitor my online reputation and can take clear steps to ensure that it promotes a positive image. Identify some of the key laws governing online behaviour and reputation and the potential criminal implications of breaking them. online bullying How cruelty and unpleasant comments can escalate quickly online. The concept of disinhibition online and can explain how this can be problematic. And assess a variety of routes to report bullying both in school and at home that include: social reporting, peer support, anonymous routes and helpline services. Describe some of the laws that govern online behaviour and bullying and the potential implications of breaking them. What actions take if I believe these laws have been broken.Managing online informationRefine search phrases with additional functions (e.g. +, AND, “ “, NOT, * wildcard). Use a range of features to quality assure the content I access online (e.g. hits, likes, comments). Analyse and evaluate the reliability and validity of online information based on content as well as appearance.Health, wellbeing, and lifestyle Identify online content and/or groups that promote unhealthy coping strategies (e.g. suicide, eating disorders, self-harm). Identify and assess some of the potential risks of seeking help or harmful advice from these sites. Identify who I would talk to if I thought someone was at risk of being influenced by such sites. Privacy and security Assess how secure sites are that store my content and can identify appropriate sites to inform my choices (e.g. https, Verisign). How and assess when more secure use may require more advanced password management (e.g. dual-factor authentication, regular rolling, security questions, captcha, biometrics). How to manage and report issues if I discover or suspect a device has been compromised or I (or someone I know) are the victim of a scam (e.g. phishing, identity theft, ransomware). copyright and ownershipCreative Commons Licensing protocols.Demonstrate simple ways in which protect my own work from copyright theft.Evaluate the possible impact of legal and illegal downloading on those people who create online content and the consequences for the wider community. Yr 10 Online safetyOnline relationships: describe how online technology allows access to and communication with culturally diverse communities beyond my immediate social group; examples of how I adapt my behaviour to engage positively with those groups taking into account gender, cultural sensitivity, political and religious beliefs etc.; assess when the use of technology has become controlling (e.g. using location apps to monitor and manipulate). Why this is abuse, what I would say and do, and how I could get support. Self-image and Identity: how online content can influence the way that people behave; evaluate different factors and their impact; how online content can be shaped to influence behaviour and body image (e.g. fashion, pornography, lifestyle sites); examples of media which are designed to influence behaviour; what is meant by artificial intelligence (AI); assess how AI may affect my present and future life (including my career choices).Online reputation: The importance of my online reputation (especially to my future career) and can describe ways of managing this; describe how to effectively challenge content that influences my reputation negatively. What the limitations of this can be. Online bullying: my criteria for distinguishing between online bullying and good-natured teasing (banter) online. Offer examples to differentiate between them; identify and assess behaviours that might be seen as bullying in different online contexts (e.g. close friend groups vs public forums) and adjust my own behaviour accordingly.Managing online information: recognise when and analyse why online content has been designed to deliberately mislead or misinform (e.g. fake news or propaganda); differentiate between genuine news sites and fake (or imitation) news sites with similar web addresses; recognise and assess why some online content can be potentially harmful and can identify illegal content; demonstrate the appropriate routes if I need to report illegal content.Health, wellbeing, and lifestyle: From my own research, identify and assess features that might indicate that a site or social group could negatively impact on wellbeing; offer strategies to identify and evaluate help from established respected sites or organisations that may be more helpful.Privacy and security: Undertake informed debate concerning the conflict between national security and personal privacy; describe how data drawn from users of online services can be used or sold to inform other services and organisations. Examples of this; demonstrate additional ways to protect and manage data on my devices (e.g. “find my phone”; remote access; remote data deletion). copyright and ownership:Apply Creative Commons Licensing to my own work; apply the principles of fair use to my own work and that of others; examples of where I have done this.Yr 11Online safetyOnline relationshipsDescribe the laws that govern online behaviour and how they inform what is acceptable or legal (e.g. sexting (and related terminology), trolling, harassment, stalking). examples from my own media research of historical cases to support my understanding Describe actions I could take if I or someone else experiences or is targeted by illegal online behaviour. Self-image and Identity Demonstrate ways use the internet and social media for positive self-promotion including enhancing employment prospects. Recognise, assess and if necessary challenge the social norms and expectations that influence how I represent myself online (e.g. profile pictures, shared content) and how it might differ according to gender, culture or social group.Appropriately challenge negative comments or expectations concerning my online identity.Make positive contributions to other’s self-identity, where appropriate (e.g. avoiding negative comments or positive commentary on profile pictures).Online reputation Build an online presence using a range of technologies that provide a positive representation of who I am, listing attributes others may find valuable (e.g. job/university application profiles). online bullyingIdentify bullying behaviours in a variety of online contexts (including the workplace) and can work cooperatively with others online to challenge those behaviours and prevent them recurring.Managing online information Identify and describe some of the laws governing online illegal content and that they may vary from country to country. Examples from my own media research of incidences when those laws have been broken. What is meant by ‘big data’ and ‘data analytics’ and how political parties, commercial and other organisations use these? Evaluate the ethics of such use. Assess and manage how and what I contribute to ‘big data’. Assess how my developing ‘digital personality’ might affect (focus or limit) the type of information returned to me in a search or on a social media stream. How and why I could be targeted for sophisticated information or disinformation intended to influence my beliefs, actions and choices (e.g. gas lighting, information operations). Strategies I would use to analyse and evaluate the validity and credibility of information I receive. Health, wellbeing, and lifestyle Describe the laws around age related access to certain types of online content (e.g. gaming; gambling; alcohol/drugs related; sexual content) and assess their benefits and limitations. Privacy and security How the security of data in a network can be compromised internally or externally and give examples of how this might occur (e.g. DDOS, proxy-bypass, distro, hacking). Describe actions that can minimise risks. Why networks require secure management and can give examples of services that support this (e.g. firewalls, VPN, user monitoring). The value of regular data backup in system recovery, and can give examples of and demonstrate effective practice in how this might be achieved (e.g. removable media, cloud).copyright and ownershipDemonstrate how protect my own work from copyright theft. The effects of plagiarism within my own work and assess the impact it can have on accrediting achievement. ................
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