2013-­‐2014  

 

                                       

Key  Stage  4  Curriculum  (Y9  –  Y11)      

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Voca&onal  Learning  

Hor&culture  

Drama  

Media  

Small  Animal  Care  

Woodwork  

Sports  Leadership  

Catering  

Music  

Art  

Dance  

Languages  

Vehicle  Maintenance  

Hair  and  Beauty  

Photography  

Vocational Learning is part of the 14-19 Foundation Learning Programme that aims to give students more awareness of the world of work and give them key skills for building on when they move on to independent living, college or employment. Students select courses that are of interest to them along with discussion with their parents or carers. As well as course specific skills students learn about relationships in the workplace, timekeeping and safety.

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A  range  of  suitable  ASDAN  units  are  available  for  those  students  who  are  not  able  to  reach  the  level  required  to  attain  Entry  level  qualifications.  Individual  programs  will  be  tailored  for  students  depending  upon  their  vocational  choices  and  in  relation  to  the  ASDAN  units  that  are  available  for  study  in  6th  form.  Individual  units  will  be  grouped  together  with  units  completed  with  form  tutors,  English  maths  and  PSHE  related  units,  in  order  for  students  to  achieve  an    award  and  certificate  in  KS4.  

 English  ASDAN  Certificate  of  Personal  Progress  

Autumn  Term   Spring  Term   Summer  Term  P  Levels  Developing  communication  skills.  Listen  and  respond  to  other  people.  Speak  or  use  other  means  to  communicate  with  others  Developing  reading  skills  Show  some  interest  in  reading.  Developing  writing  skills  Trace,  overwrite  and  copy  key  vocabulary.  Select  appropriate  symbols  or  signs  to  convey  meaning  

P  Levels  Developing  communication  skills.  Making  sentences  to  comment  on  situations.  Developing  reading  skills  Pointing  at  words  to  indicate  understanding  of  what  is  being  read.  Matching  objects  to  symbols  letters  or  words.    Developing  writing  skills  To  be  able  to  write  their  name.  Form  letters  correctly  and  group  them.    Being  able  to  leave  space  between  words.    

P  Levels  Developing  communication  skills.  Share  ideas  of  preference.  Developing  reading  skills  Distinguish  between  words  pictures  and  symbols.  Developing  writing  skills  Make  a  shopping  list  using  symbols  or  words.  Writing  sentences  to  comment  on  thematic  images.  

         

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     AQA  GCSE  &  Entry  Level  Certificate  Autumn  Term   Spring  Term   Summer  Term  Drama  Reading  and  Writing  (Macbeth)  Entry  1  Make  simple  comments  on  the  plot  of  a  play  e.g.  identify  some  key  features  or  talk  about  the  main  event  of  the  play  communicate  meaning  using  simple  words  and  phrases  e.g.  identify  some  events  in  a  play  or  devise  a  poster  advertising  the  play    Entry  2  Read  an  extract  from  the  play  and  show      understanding  of  what  happens  write  about  one  character  and  his/her  actions    Entry  3  Show  some  understanding  of  how  this  extract  fits  into  the  play  as  a  whole  produce  a  more  extended  piece  of  writing,  e.g.  a  synopsis  of  the  plot,  or  a  review  of  the  performance  or  a  theatre  programme.      

Reading  for  Pleasure  Entry  1    Identify,  from  one  short  prose  passage  or  one  poem,  something  s/he  likes,  e.g.  the  storyline  or  a  character  Entry  2  Read  additional  material  from  the  other  genre  and  express  opinions  on  some  key  features  of  the  material  read,  e.g.  the  opening  or  ending  Entry  3  Show  some  understanding  of  the  main  points  and  express  preferences,  e.g.  show  some  awareness  of  the  writer’s  use  of  vocabulary  for  effect  

Story  writing  Entry  1  re-­‐tell  a  story  in  cartoon  form,  using  simple  words  and  phrases  (in  captions)  to  anchor  the  meaning  of  the  story  Entry  2  produce  a  plan  for  a  story  for  a  selected  audience  Entry  3  produce  a  written  version  of  a  story  for  a  selected  audience  

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Autumn  Term   Spring  Term   Summer  Term  Speaking  and  Listening  Students  will  take  part  in  a  range  of  activities  that  will  boost  their  skills  in  speaking  in  front  of  small  groups  on  topics  that  are  relevant  and  of  interest  to  them.  Students  will  also  be  asked  to  part  in  class  discussions  or  role-­‐play  on  various  themes  including  Shakespeare,  work,  storytelling  and  other  areas  that  interest  them.  GCSE  students  will  be  asked  to  research  on  a  topic  and  present  to  a  small  group.      

 

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Autumn  Term   Spring  Term   Summer  Term  Unit  3a  Shakespeare  (Macbeth)      Students  will  be  expected  to:    Read  and  understand  texts,  selecting  material  appropriate  to  purpose    Develop  and  sustain  interpretations  of  writers’  ideas  and  perspectives    Explain  and  evaluate  how  writers  use  linguistic,  grammatical,  structural  and  presentational  features  to  achieve  effects  and  engage  and  influence  the  reader    Understand  texts  in  their  social,  cultural  and  historical  contexts.    Unit  1  Understanding  Non  Fiction  Texts  Students  will  be  expected  to:  Read  and  understand  texts,  selecting  material  appropriate  to  purpose.    Explain  and  evaluate  how  writers  use  linguistic,  grammatical,  structural  and  presentational  features  to  achieve  effects  and  engage  and  influence  the  reader.    Write  to  communicate  clearly,  effectively  and  imaginatively,  using  and  adapting  forms  and  selecting  Vocabulary  appropriate  to  task  and  purpose  in  ways  that  engage  the  reader    Organise  information  and  ideas  into  structured  and  sequenced  sentences,  paragraphs  and  whole  texts,  Using  a  variety  of  linguistic  and  structural  features  to  support  cohesion  and  overall  coherence  Use  a  range  of  sentence  structures  for  clarity,  purpose  and  effect,  with  accurate  punctuation  and  spelling  

Unit  3a  Diff.  Cultures    Students  will  be  expected  to:    Read  and  understand  texts,  selecting  material  appropriate  to  purpose    Develop  and  sustain  interpretations  of  writers’  ideas  and  perspectives    Explain  and  evaluate  how  writers  use  linguistic,  grammatical,  structural  and  presentational  features  to  achieve  effects  and  engage  and  influence  the  reader    Understand  texts  in  their  social,  cultural  and  historical  contexts.    Unit  3a  Literary  Heritage  Students  will  be  expected  to:    Read  and  understand  texts,  selecting  material  appropriate  to  purpose    Develop  and  sustain  interpretations  of  writers’  ideas  and  perspectives    Explain  and  evaluate  how  writers  use  linguistic,  grammatical,  structural  and  presentational  features  to  achieve  effects  and  engage  and  influence  the  reader    Understand  texts  in  their  social,  cultural  and  historical  contexts.    

Unit  3b  Creative  writing:  Prompts  &  Re-­‐creations  Students  will  be  expected  to:  Write  clearly,  effectively  and  imaginatively,  using  and  adapting  forms  and  selecting  vocabulary  Appropriate  to  task  and  purpose  in  ways  that  engage  the  reader  Organise  information  and  ideas  into  structured  and  sequenced  sentences,  paragraphs  and  Whole  texts,  using  a  variety  of  linguistic  and  structural  features  to  support  cohesion  and  overall  coherence  Use  a  range  of  sentence  structures  for  clarity,  purpose  and  effect,  with  accurate  punctuation  and  spelling.      Unit  3b  Creative  writing:  Moving  Image  Students  will  be  expected  to:  Write  clearly,  effectively  and  imaginatively,  using  and  adapting  forms  and  selecting  vocabulary  Appropriate  to  task  and  purpose  in  ways  that  engage  the  reader  Organise  information  and  ideas  into  structured  and  sequenced  sentences,  paragraphs  and  Whole  texts,  using  a  variety  of  linguistic  and  structural  features  to  support  cohesion  and  overall  coherence  Use  a  range  of  sentence  structures  for  clarity,  purpose  and  effect,  with  accurate  punctuation  and  spelling.  

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Mathematics  ASDAN  Certificate  of  Personal  Progress  Autumn  Term   Spring  Term   Summer  Term  P Levels Developing number skills Joining in rote counting to 5. Recognise use and identify numerals one to five. Position Understanding direction of movement. Inside outside in on. Shape Recognise and name 2D shapes Measure Bigger and smaller Money Identify money from other items

P Levels Developing number skills Order numbers 1- 10 Adding and subtracting to10 or 20. Position Understanding direction of movement. Forward backwards up and down. Shape Recognise and name 3D shapes Measure Short and tall Money Identify uses of money  

P Levels Developing number skills Counting in intervals of 5. Adding and taking away tens and units. Position Understanding direction of movement. Above below front back. Shape Identify and select shapes to make simple models. Measure Use a ruler Money Use money in realistic situations  

AQA  Entry  Level  Certificate  Entry  1   Entry  2   Entry  3  

Learners  use  mathematics  as  an  integral  part  of  classroom  activities.    They  represent  their  work  with  objects  or  pictures  and  discuss  it.    

Learners  select  the  mathematics  they  use  in  some  classroom  activities.    They  discuss  their  work  using  mathematical  language  and  are  beginning  to  represent  it  using  symbols  and  simple  diagrams.    

Learners  try  different  approaches  and  find  ways  of  overcoming  difficulties  that  arise  when  they  are  solving  problems.    They  are  beginning  to  organise  their  work  and  check  results.  

They  recognise  and  use  a  simple  pattern  or  relationship.  Learners  count,  order,  add  and  subtract  numbers  when  solving  problems  involving  up  to  10  objects.  

They  explain  why  an  answer  is  correct.  Learners  count  sets  of  objects  reliably,  and  use  mental  recall  of  addition  and  subtraction  facts  to  10.    

Learners  discuss  their  mathematical  work  and  are  beginning  to  explain  their  thinking.    They  use  and  interpret  mathematical  symbols  and  diagrams.    

They  read  and  write  the  numbers  involved.  When  working  with  2-­‐D  and  3-­‐D  shapes,  learners  use  everyday  language  to  describe  properties  and  positions.    

They  begin  to  understand  the  place  value  of  each  digit  in  a  number  and  use  this  to  order  numbers  up  to  100.    They  choose  the  appropriate  operation  when  solving  addition  and  subtraction  problems.    

Learners  show  that  they  understand  a  general  statement  by  finding  particular  examples  that  match  it.  Learners  show  understanding  of  place  value  in  numbers  up  to  1000  and  use  this  to  make  

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Entry  1   Entry  2   Entry  3  approximations.    

They  measure  and  order  objects  using  direct  comparison,  and  order  events.  Learners  sort  objects  and  classify  them,  demonstrating  the  criterion  they  have  used.  

They  use  the  knowledge  that  subtraction  is  the  inverse  of  addition.  They  use  mental  calculation  strategies  to  solve  number  problems  involving  money  and  measures.    

They  begin  to  use  decimal  notation  and  to  recognise  negative  numbers,  in  contexts  such  as  money  and  temperature.    Learners  use  mental  recall  of  addition  and  subtraction  facts  to  20  in  solving  problems  involving  larger  numbers.    

  They  recognise  sequences  of  numbers,  including  odd  and  even  numbers.  Learners  use  mathematical  names  for  common  3-­‐D  and  2-­‐D  shapes  and  describe  their  properties,  including  numbers  of  sides  and  corners.      

They  add  and  subtract  numbers  with  two  digits  mentally  and  numbers  with  three  digits  using  written  methods.    They  use  mental  recall  of  the  2,  3,  4,  5  and  10  multiplication  tables  and  derive  the  associated  division  facts.      

  They  distinguish  between  straight  and  turning  movements,  understand  angle  as  a  measurement  of  turn,  and  recognise  right  angles  in  turns.      They  begin  to  use  everyday  non-­‐standard  and  standard  units  to  measure  length  and  mass.    

They  solve  whole-­‐number  problems  involving  multiplication  or  division,  including  those  that  give  rise  to  remainders.    They  use  simple  fractions  that  are  several  parts  of  a  whole  and  recognise  when  two  simple  fractions  are  equivalent.    

  Learners  sort  objects  and  classify  them  using  more  than  one  criterion.  When  they  have  gathered  information,  pupils  record  results  in  simple  lists,  tables,  and  block  graphs,  in  order  to  communicate  their  findings.    

Learners  classify  3-­‐D  and  2-­‐D  shapes  in  various  ways  using  mathematical  properties  such  as  reflective  symmetry  for  2-­‐D  shapes.    They  use  non-­‐standard  units,  standard  metric  units  of  length,  capacity  and  mass  and  standard  units  of  time,  in  a  range  of  contexts.    

    Learners  extract  and  interpret  information  presented  in  simple  tables  and  lists.    They  construct  bar  charts  and  pictograms,  where  the  symbol  represents  a  group  of  units,  to  communicate  information  they  have  gathered,  and  they  interpret  information  presented  to  them  in  these  forms.  

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Personal,  Social  &  Health  Education  AQA  Entry  Level  Certificate  

Autumn  Term   Spring  Term   Summer  Term    Action  Planning  Entry  1,2,3  Be  able  to  recognise  some  of  own  strengths,  weaknesses  and  areas  for  improvements.  Be  able  to  identify  a  personal  target  for  improvement  Entry  2  Be  able  to  carry  out  basic  action  planning.  Entry  3  Be  able  to  carry  out  action  planning  and  review.  

Healthy  Living  Entry  1,  2,  3  Know  what  is  needed  for  a  healthy  body  Know  about  the  importance  of  protection  from  the  sun  and  how  to  achieve  it  Know  that  there  are  different  healthcare  services  and  where  one  can  be  found  Entry  2  Know  about  the  roles  of  some  given  healthcare  services  Entry  3  Know  about  organisations  which  offer  support  in  respect  of  specific  health-­‐related  problems  Be  able  to  apply  the  Danger  Response  Airway  breathing  Circulation  (DRABC)  rule  in  relation  to  first  aid  Know  about  the  main  features  of  anorexia  and  bulimia        

Sex  and  Relationships  Education  Entry  1,  2  To  communicate  about  relationships  that  they  know.  To  recognise  changes  in  relationships.  To  recognise  a  sexual  relationship.  To  recognise  appropriate  body  space  in  close  and  formal  relationships.  Recognise  body  changes  in  males  and  females  at  puberty.  To  know  about  fertilisation  and  from  which  part  of  the  body  a  baby  is  born.  Entry  2.  Know  about  one  method  of  contraception.    To  recognise  appropriate  methods  of  contraception  for  a  healthy  young  couple  in  a  stable  relationship.  To  understand  how  sexually  transmitted  infections  can  be  prevented.  Entry  3    Know  how  relationships  between  children  and  parents  change  from  childhood  to  adulthood.  Understand  about  good  parenting.  Recognise  the  difference  between  appropriate  and  inappropriate  physical  contact.  Know  the  legal  age  of  consent.  Locate  and  name  the  parts  of  the  male  and  female  reproductive  systems.  Outline  the  main  stages  of  reproduction  and  birth.  Know  and  describe  3  types  of  contraception  and  their  effectiveness.  

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Autumn  Term   Spring  Term   Summer  Term  Make  decisions  about  contraception  in  three  different  contexts.  Outline  the  work  of  an  organisation  where  advice  on  relationships  and  contraception  can  be  obtained.  State  the  symptoms  and  treatment  for  3  different  STIs.  Indicate  how  STI  transmission  can  be  prevented.    

As  well  as  these  topics  students  will  also  work  on  specific  social  and  independent  skills  such  as  road  safety,  community  access,  communication,  friendship  skills  or  expression  through  drama.    

     

Science  OCR  Entry  Level  Certificate  

  Autumn  Term   Spring  Term   Summer  Term  

 

Cooking  and  Cleaning  Fooling  your  senses  Body  Wars  Final  Frontier  Colours  and  Smells  Full  Spectrum  Medical  Rays  

Deep  Impact  Casualty  What’s  added  to  your  food?  Healthy  Eating  Extinction  Babies  My  Genes  

How  Fast?  How  Slow?  Gasping  for  Breath  Fibres  and  Fabrics  Control  Systems  Driving  Along  Body  Wars  

Pushes  and  Pulls.  Sorting  Out  Strong  Stuff  Dead  or  Alive  CSI  Plus  Alternative  energy  

Hot  Stuff  Restless  Earth  Heavy  Metal  Creepy  Crawlies  Food  Factory  Acid  and  Alkalines  

Our  Electricity  Supply  Let  There  be  Light.  Getting  the  Message  Attractive  Forces  Nuclear  Power/    

 Dependent  on  class  and  year  students  will  follow  at  least  two  of  these  topics  per  half  term.  Over  their  time  in  Key  Stage  4  they  will  cover  all  of  the  topics.    

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Students  are  encouraged  to  question,  investigate  and  explore  the  world  around  them  through  science.    

 Physical  Education  

OCR  Entry  Level  Certificate  Autumn  Term   Spring  Term   Summer  Term  

Football      Basketball  

Health  and  Fitness    Tag  Rugby    

Athletics    Cricket  

Additional  physiotherapy  and  hydrotherapy  activities  take  place  as  an  integrated  and  personalised  programme  according  to  individual  needs  

 ICT  

 OCR  Entry  Level  Certificate  Autumn  Term   Spring  Term   Summer  Term  

Using  ICT-­‐  Practical  Communication    Students  should  have  a  knowledge  and  understanding  of:  •  input,  output,  storage  and  communication  devices  and  their  appropriate  use.  Students  should  have  a  knowledge  and  understanding  of  the  following  and  be  able  to:  •  use  different  types  of  commonly  used  software  applications,  eg  word  processing,  

Digital  Imaging  Skills    Candidates  should  be  able  to:  •  use  appropriate  hardware,  eg  digital  camera,  camera-­‐phone  •  use  appropriate  software  applications,  eg  graphics  package  or  an  image  processor.  Candidates  should  be  able  to:  •  capture  a  digital  image  using  an  appropriate  device,  eg  digital  camera,  camera-­‐phone  •  transfer,  store  and  retrieve  the  image  

Use  video  editing  skills    .  Candidates  should  be  able  to:  •  use  an  appropriate  software  package.  Candidates  should  be  able  to:  •  import  stills  and  video  clips  •  save  and  retrieve  a  video  file  •  edit  video  sequence,  eg  adding/moving  clips,  splitting/  trimming  clips  •  enhance  the  video  sequence,  eg  titles,  credits,  transitions,  sound,  special  effects  

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presentation,  desktop  publishing  software  or  graphics  software  •  identify  the  advantages  and  disadvantages  of  different  software  applications.  Students  should  be  able  to:  •  identify  safe,  secure  and  responsible  working  practices  when  using  ICT.  Students  should  be  able  to:  •  combine  text  and  graphics  into  a  document  or  presentation  •  use  a  range  of  software  features,  eg  copy,  paste,  format,  move,  crop,  rotate,  resize,  flip,  layout  •  use  ICT  tools  to  check  work  for  accuracy,  eg  spell  check.  Students  should  be  able  to:  •  demonstrate  good  working  practice  when  storing  and  retrieving  files  and  folders.  Students  should  be  able  to:  •  send  and  receive  an  email.  Students  should  have  knowledge  and  understanding  of:  •  other  different  forms  of  electronic  communication,  eg  SMS,  instant  messaging,  online  discussion  forums,  social  networking.      

•  produce  a  hard  copy  of  the  image  •  edit  the  image  using  software  tools,  eg  cut,  copy,  crop,  paste,  rotate,  flip,  resize,  colour  and  colour  adjustment,  brightness,  contrast.  Candidates  should  have  knowledge  and  understanding  of:  •  input,  output  devices  and  their  appropriate  use  

•  export/publish  a  video  file  in  a  standard  format.  Candidates  should  have  knowledge  and  understanding  of:  •  input,  output  devices  and  their  appropriate  use    

     

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Religious  Education  AQA  Entry  Level  Certificate  

Autumn  Term   Spring  Term   Summer  Term  Buddhism-­‐  In  this  unit  students  will  study  the  life  of  Buddha,  the  Sangha  and  life.  Students  will  also  learn  about  how  Buddhists  worship  and  their  festivals    Worship  and  Key  Beliefs.  In  this  unit  students  will  study  different  religious  attitudes  to  worship,  pilgrimage,  places  of  worship,  and  practices  and  belonging.      Students  will  study  these  units  over  the  year,  developing  their  coursework  and  sitting  externally  set  papers.    

Those  students  not  completing  a  Entry  Level  Certificate  will  follow  the  below  program.  Autumn  Term   Spring  Term   Summer  Term  

Rituals   Heroes   Religious  Texts  The  celebrations  and  festivals  of  various  religions  are  explored  throughout  the  year.