the secondary grange curriculum

Belong Believe Achieve

The Secondary Grange Curriculum

The secondary curriculum is delivered in distinct subject areas that include English, Maths,

Science, ICT, Performing Art, Physical Education, Art, Food technology, Design and Technology,

Relationship and Sex Education, Life Skills, Topic (Geography, History and Religious Studies),

Horticulture and work experience. Many of these subjects follow accredited courses which are

offered at a range of different levels to match different students’ abilities and to support our

students with preparation for their next steps post 16.

Each term we have a theme across the department which allows for a flexible cross-curricular

approach to fully embed learning. The long term planning is set on a 3 year rolling programme

but is flexible to cater for students needs and interests.

Through our curriculum we hope to:

✓ Develop our pupil’s cognitive abilities in line with their academic needs

To develop the appropriate subject specific knowledge, skills and understanding, so that

our pupils can flourish, reach personal targets and exceed their potential academically

in all five areas as outlined within their EHCPs.

✓ Develop the characteristics of our pupils

To encourage our pupils to have a holistic set of core values ALOGNISDE THE British

Values, Grange Values and UNICEF Rights Respecting articles, that prepares them for life

in the modern world in a diverse and ever changing community. To inspire pupils to want

to learn and allow them to show resilience and experience success.

✓ Develop behaviours and habits to become effective learners

To develop the behaviours that pupils need to succeed in school and within the wider

community such as resilience, concentration, perseverance, imagination, co-operation,

the enjoyment of learning, independence and curiosity.

✓ Develop the key life skills and spirituality of our pupils

As a UNICEF Rights Respecting School, we encourage our pupils to become aware of

the needs and feelings of themselves and others and develop key social skills. To learn

new life skills that enhance our pupils’ ability to engage in opportunities in a range of

environments and contexts outside the classroom.


English

Intent

In English our intention is to develop reading, writing and communication through functional

application. To use a wide range of texts (both fiction and non-fiction) to stimulate interest and

to prompt verbal and written responses in order to develop core skills that will enable them to

become more fluent readers, coherent writers and confident speakers. We hope to enter our

pupils for appropriate assessments that may enable them to take the desired courses at post 16

establishments of their choosing. For those pupils who are not able to do this, we hope to

develop their literacy skills so that they can function in the real world with growing

independence.

In English there is a focus in the following areas: reading – (fiction and non-fiction and poetry),

writing, media and speaking and listening in all units across the year. In all writing there is

bespoke support to improve pupils’ ability to use appropriate phonic strategies, grammar and

punctuation. Literacy workshop is an individualised phonics programme that is used to ensure

that all children develop bespoke spelling strategies. There is also a guided reading programme

in place to develop reading and comprehension skills.

Implementation:

In Secondary the curriculum has to be flexible depending on cohort interest and individual

pupils’ needs. Staff use a range of strategies to encourage, support and enable pupils to

remove barriers and make progress. Staff are well versed in pupils’ needs and ECHP targets;

these are embedded in all areas of the curriculum where possible. Progress is monitored and

measured regularly through marking, the Grange Steps and formal assessments to ensure that

all progress is acknowledged and celebrated. Intervention is implemented swiftly for pupils

making less than expected progress or for pupils who need additional support to achieve

qualifications. The English coordinator meets with teacher regularly to check on progress and

carries out book scrutinise and drop is to triangulate progress.

Long Term Overview KS3

Year 1 Term 1 Term 2 Term 3

Different Lives Magic and Mystery Inspiration

Letters*

Character study

Comparison for lifestyles

Speech(bubbles/script/dire

ct speech)

Narrative of additional

scene/chapter

Play script*

What I would do If I were

magic

Comprehension

News report of magic

Diaries

Persuasive writing*

Design a gadget/ weapon/

game

Plan an adventure

Describe an adventure-

sequencing

Book review



Journeys World of Work Survival/ The Environment

Instructions*

Writing about how tension is

created

Newspaper report

Persuade a character to do

something

Advice

Poster to advertise

production

Narrative/ story*

Poetry

Writing in character

Speech (bubbles/ script/

direct speech)

Character study/ Compare

characters

Comprehension

Diaries*

Postcards/ Letters

Reports

Fact files

Travel log

Description


Relationships Animals War/ Conflict

Description to create

atmosphere*

Language analysis

Speech

(bubbles/script/direct

speech)

Magazine article

Writing to explain

Animal information text*

Zoo/ wildlife leaflet

Letter informal/formal)

Description of animal

Argument of animal issue

Newspaper report*

Diary/ journal

Writing to advise

Analysis of text

Book review


Year 10 Term 1 Different Lives Term 2 Magic and Mystery Term 3 Inspiration

Functional

Skills/ GCSE

Text: To support the theme

Baseline Testing: Functional

Skills Paper

Component 1 Reading:

• Using exam pens

• Identify the main

points and ideas and

texts. How they are

presented in a

variety of texts R1.1

• Read and

understand texts in

detail R1.2

Component 2 Writing:

• Planning answers-

logical sequence

• Constructing a

paragraph

• Audience and

purpose

• Spelling/ punctuation

Component 3 Speaking and

Listening:

1 x Discussion

1 x Presentation



• Utilise information

contained in texts

R1.3

• Identify suitable

responses to texts

R1.4


• Linking paragraphs

• ‘voice’

• tenses

• Spelling/ punctuation


Listening:

1 x Discussion

1 x Presentation



Practice Papers to time


Practice Papers to time


Listening:

1 x Discussion

Functional Skills Exam

(June)

Post Exam:

GCSE: Speaking and

Listening Assessment

Poetry


Entry Level 3


EL Unit 4: Developing

Reading Skills

EL Unit 6: Alphabetical

Order


EL Unit 1: Listening and

Responding

EL Unit 7: Essential Writing

Skills


EL Unit 8: Essential Spelling

and Handwriting

Entry Level 2



Reading Skills

EL Unit 6: Alphabetical

Order



Responding


Skills


EL Unit 8: Write and Spell

Words and Phrases

Entry Level 1 Text: To support the theme


Reading Skills

EL Unit 1: Listening to

Information



Responding


Skills



Words and Phrases

Year 11 Term 1 Journeys Term 2 World of Work Term 3 Survival/ The

Environment

Functional

Skills/ GCSE

Component 1: Writing

Creative Prose

Component 1: Reading 20th

Century Literature

Component 2: Reading 19th

and 21st Century Non -

Fiction

Component 2: Writing -

Transactional

Exam technique

Timed exam practice

GCSE exam (June)

Post exam: CVs/ letters of

application


Entry Level 3


EL Unit 2: Discussing with

Others

EL Unit 8: Essential Spelling

and Handwriting


EL Unit 5: Reading to

Understand

EL Unit 3: Speaking to be

Understood



Skills


EL Unit 2: Discussing with

Others


Words and Phrases


EL Unit 5: Reading to

Understand

EL Unit 3: Speaking to be

Understood



Skills


EL Unit 3: Speaking with

Others

EL Unit 7: Writing and

Spelling Words


EL Unit 5: Reading Words

EL Unit 3: Speaking with

Others



Skills

Impact

Each child is treated as an individual and motivation levels, aspirations, ability levels will

determine the pathway that each student is put on. There will always be a desire to help pupils

to develop an understanding of implicit and explicit meanings in texts; improve their speaking

and listening skills; develop their reading and comprehension and enable pupils to write

creatively in a variety of ways. Pupils will develop skills that will enable them to function more

independently and to meet their needs in the real world. The impact of teaching and learning

at Grange Academy will be measured by pupils’ love of reading, ability to progress through the

Grange Steps or secure an accredited outcome such as entry levels 1-3, level 1 or 2 functional

skills or GCSE in English Language. It will also be measured on student ability to attend an

appropriate post 16 placement and where appropriate, function well in a work placement.


Maths

Intent

We want our mathematicians to take risks and strive be independent learners with inquisitive

minds. We want them to have secure mathematical foundations and an interest in self-

improvement. With this in mind, maths at Grange is a journey and the long-term goal is

achieved through exploration, clarification, practice and application over time. At each stage

of learning, pupils are expected to demonstrate a conceptual understanding of the topic both

in their written work and their practical application of maths in everyday living skills. We aim to

develop and build on their skills over time. We intend to do this by ensuring that our pupils have

access to a high quality maths curriculum that is both challenging and enjoyable. We will

provide our pupils with a variety of mathematical opportunities, which will enable them to

make the connections in learning needed to enjoy greater depth in learning.

Implementation:

The termly themes are used as a topic discussion point and where possible key vocab will be

brought into the unit. In addition to this we teach maths through the celebration of different

cultures and annual events such as maths days, celebration days and Charity Events. Maths

lessons are taught with life skills in mind utilising the local community facilities and the skills are

reinforced through other subjects. There are clear long term and medium term plans and the

learning objective and success criteria for each lesson are identified in the short term plans.

Where necessary bespoke support and intervention will be put in place. There is rigorous

assessment system in place both through Grange Steps and individual qualifications in different

modules. The Maths lead will carry out moderation to triangulate progress and assessment for

learning and there will be a series of book looks, opportunities for pupils to talk about their

learning and drop ins to review progress over time.

Grange Secondary Themes

Term 1 Term 2 Term 3

Year 1 Different lives Magic and mystery Inspiration

Year 2 Journeys The World of Work Survival/ The Environment

Year 3 Relationships Animals War and Conflict

Whole School


Areas of focus Shape, space and measure Time and Data Money, Algebra and

problem solving Step 20

onwards.

Number- number and place value, addition and subtraction, multiplication and division, fractions

(including decimals & percentages as pupils’ progress),

The Long term and medium term plan remains the same but those pupils that can achieve

Entry Level will begin the assessments for these in year 9.



Areas of focus Shape, space and measure Time and Data Money, Algebra and

problem solving Step 20

onwards.

Entry Level 1, 2 and 3- Set 1/2

Areas of focus

Externally

assessed

Component 1: Properties of

Number

Component 6: Measure

Component 5: The

calendar and time

Component 2: The four

operations

Component 4: Money

Component 8: Statistics


(including decimals & percentages)


Functional Skills/ GCSE- Step 19 and above

Areas of focus Number

Geometry & measure

Statistics

Algebra

Revision

Practice papers

Timed practice papers

Functional Skills Exam



Entry Level 1 , 2 and 3- Set 1/ 2

Areas of focus

Externally

assessed

Component 7: Geometry

Component 3: Ratio

Component 5: The

calendar and time

Component 2: The four

operations

Component 4: Money




Functional Skills/ GCSE- Step 19 and above

Areas of focus Number

Geometry & measure

Statistics

Algebra

Revision

Timed Practice papers

Exam



Entry Level 1 , 2 and 3- Set 2/3

Areas of focus

Externally

assessed

Component 1: Properties of

Number

Component 6: Measure

Component 8: Statistics

Component 7: Geometry

Component 3: Ratio

Complete any missing

components in the set



Impact: As with English, the pupil’s ability levels will determine the pathway that each student is

put on. Progress will be measured in the first instance through the Grange Steps. If a student is

able to achieve an Entry Level or Functional skills qualification they will be put on the relevant

pathway. All students are expected to have some recall of facts and procedures and they will

be encouraged to recognise relationships and make connections in mathematics that are

both relevant to the assessment that they will be entered for as well as their ability to use and

apply maths to solve every day mathematical problems. By the time our pupils leave we want

them to achieve to the best of their ability and have gained the skills to succeed in everyday

life.


SCIENCE

Intent

In science we want to expose our pupils to a wide range of ‘hands on’ practical investigations,

experiments and observations that will stimulate a natural interest and curiosity in the world

around them, leading to a greater understanding of their health and their surroundings.

We believe that learning through inquiry enables children to ask more questions and to develop

their own explanations, as well as being able to draw conclusions. In Science we will focus in

the following areas: The body, keeping ourselves healthy, understanding body systems, every

day chemicals their dangers and uses and how our ways of living impact on the environment.

Practical physics is based on problem solving with a focus on everyday situations and life skills.

In all lessons there is bespoke support to improve pupils’ ability to extract information and draw

conclusions from their observations and investigations. Literacy, mathematics, technology and

life skills are embedded throughout all units of study.

Implementation:

In Secondary although the curriculum is outlined in the long term and medium term plans, it has

to be flexible depending on individual pupils’ needs. Progress is monitored and measured

regularly through marking, the Grange Steps and formal assessments to ensure that all progress

is acknowledged and celebrated. Entry level assessments are completed when the students

are ready, at the end of each topic, helping to keep them motivated.

Impact

It is hoped that all pupils will develop skills that will enable them to function more independently

and to meet their needs when they leave Grange Academy. The impact of teaching and

learning of Science at Grange Academy will be measured by pupils’ ability to secure an

accredited outcome such as Entry levels 1-3 or combined science GCSE (AQA synergy). It will

also be measured on student ability to attend an appropriate post 16 placement and where

appropriate, function well in a work placement.

KS3 Curriculum overview

Year 1 Intention: To develop scientific knowledge of the world around us. To explore the

organisation of living organisms, cells, tissue, organs, organ systems. The structure and function

of the human skeletal and digestive systems. To explore how sound travels, how we hear and

process sounds. To explore light and dark, how light travels through different mediums. To

discover acids and alkalis in our everyday lives, their uses and dangers.

Year 1


Related Qualification

links:


KS3

Grange steps

5 - 11

‘The Healthy Human’

cells/digestion/move

ment

‘Waves’

Sound and Light

‘Reactions’

Acids and Alkalis/

metals and non-

metals

‘Speed and Gravity’

Sporting Hero’s

‘Digestion and

breathing’.

‘Energy and

Electricity’


Year 2

Year 2 Intention: To develop scientific knowledge of the world around us. To explore how living

organisms are interdependent on other living organisms around them and their environment. To

understand how different plants and animals reproduce, including how variation in inherited

characteristics leads to changes and evolution. To explore heating and cooling. To understand

the structure of the Earth and the rock cycle.


Related

Qualification

links:

Journeys World of Work Survival/ The

Environment

KS3

Grange steps

5 - 11

‘Interdependence and

plant reproduction’

‘Particle model and

separating mixtures’.

‘Work, heating and

cooling’

‘Evolution and

inheritance’

Earth's structure and

rocks’

‘Variation and

reproduction’

Year 3

Year 3 Intention: To develop scientific knowledge of the world around us. To explore different

types of materials, metals and non-metals, how they react with other elements. Understand

how properties of different materials dictate their usefulness in our everyday lives. To understand

where these materials come from and how their use can sometimes cause problems in the

environment. To explore different solutions using technology and natural processes to relieve

environmental problems.


Related

Qualification

links:


Grange steps

5 - 11

‘Metals and non-metals,

types of reaction’

Contact forces and

pressure’

‘Climate and Earths

resources’

‘Photosynthesis and

respiration’

‘Materials’

Periodic table of

elements

‘Magnets and

electromagnets’

KS4 Curriculum Overview

Year 1 Intention: (from Year 9) To develop scientific knowledge of the world around us. To

explore the organisation, co-ordination, and health of the human body. To explore materials,

we use, investigating their properties, how they are made up from elements, mixtures, and

compounds. Exploring the nature and uses of energy, forces and nuclear radiation.


Related

Qualification

links:


AQA ELC/

foundation

GCSE

Biology Component 1

‘The Human body’

Chemistry Component 3

‘Elements compounds

and mixtures’

Physics Component 5

‘Energy forces and the

structure of matter’


Year 2 Intention: To develop scientific knowledge of the world around us. To understand how

life on Earth depends on Photosynthesis. How organisms are adapted to their environments and

that interactions between organisms have shaped how life on Earth has evolved via natural

selection. To understand how knowledge of acids and alkalis helps to preserve environments.

To explore how burning fossil fuels creates acidic gases and how we can preserve the balance

of the Earth’s atmosphere. To understand how electricity is made and used to transfer energy in

our homes, the uses and make up of magnets and electromagnets, and the uses and dangers

of waves as part of the electromagnetic spectrum.



links:


Environment

AQA ELC/ foundation

GCSE

Component 2

Environment, evolution

and inheritance

Component 4

Chemistry in our world

Physics Component 6

Electricity magnetism

and waves

Year 3 Intention:

Year 11 students, this year is for consolidating learning in the 6 components of the entry level

certificate. There are 6 TDA (practical investigations) to complete and write up. For the more

able there will be extension activities and required practicals for GCSE requirements.



links:


AQA ELC/ foundation

GCSE

Biology

ELC TDA (practical)

assignments and

improvements/ resits

of ESA

GCSE extension

Components 1 and 2

Chemistry

ELC TDA (practical)

assignments and

improvements / resits

of ESA

GCSE extension

Components 3 and 4

Physics

ELC TDA (practical)

assignments and

improvements/ resits

of ESA

GCSE extension

Components 5 and 6

KS4 Science for life (Palm)

Intention year 1: Science for life is focussed on learning life skills via science, how to look

after ourselves our environment, our homes.



links:


Environment

Grange steps Interdependence and

Environment

Separating Mixtures

Climate and weather

Energy and Electricity

Plants and food

Materials in our lives



links:


Grange steps Keeping the body

healthy

Light and Seeing

Acids and alkalis in our

homes

Earth and Space

Reproduction and

variation

sound and hearing


ICT

Intent

We want our pupils to be confident users of information technology and to be able to use it to

support their learning with increasing speed and knowledge. We want them to enjoy a range

of experiences and use different computer programs to produce different documents. We

want all of our pupils to understand the relevance of the computing skills they are learning and

how they can apply them their everyday lives.

Implementation

Every class will have a designated ICT lesson each week. We will teach ICT in 4 strands: 1: What

is a computer (Using ICT Systems), 2: Communication and multi media, 3: Communication and

Data and 4: Programming and algorithms. Pupils will be taught through practical real life tasks

that prepare them for ICT use in the future, where possible we will link ICT to Off timetable days,

Values or Articles of the week and links to topics/ themes in the curriculum.

Impact

Pupil progress will be measured through progression thought the ICT Grange Steps, the ability to

present work using different packages in Microsoft Office and the ability to use the internet to

research and support learning. Where appropriate pupils may work towards functional skills

awards at Entry level 1, Entry level 2 and Entry level 3. They may progress to Functional Skills

Level 1, Level 2.


Themes Different lives Magic and mystery Inspiration

Strand 1:

Using IT

systems

Explore, recognise and

use technology (digital

devices, camera, tablet,

touch screen etc.

Recognise use and

explain the basic parts

of a computer (mouse,

screen, keyboard etc.)

Recognise and use

basic parts of the

keyboard (space bar,

numbers, letters, caps

lock etc.)

Understand that

you can access

the same content

on different

devices.

Strand 2:

Communication

and multi

media

Operate a digital

device with support to

fulfil a task, e.g. take a

photograph

Select basic options in a

familiar application, e.g.

colour of pen

Demonstrate a

preference for digital

content e.g. choose a

video to watch

Create simple digital

content, e.g. mark

making in a paint

program

Understand you can

control multimedia

content, e.g. play and

stop video and audio

Choose media from a

selection to convey

information, e.g.

image for a poster


Strand 3:

Communication

and Data

Access content in

different formats, e.g.

image, video, audio

Collect data on a topic

(eye colour, pets etc.)

Find out similar

information in different

formats, e.g. text, video,

audio

Explain how different

formats communicate

information and their

benefits

Recognise content in a

range of formats, e.g.

text, image, video,

audio

Answer basic questions

about information

displayed in images, e.g.

more or less

Can distinguish

between text, image,

video and audio

content

Recognise charts,

tables or branching

databases and

understand why we

use them

Identify an object

using a branching

database

Identify an object by

asking yes/no

questions

Strand 4:

Programming

and Algorithms

Make something

happen with technology

Expect an outcome

from an action

Repeat an action with

technology to trigger a

specific outcome

Control technology for a

purpose

Recognise the success

or failure of an action

Follow simple instructions

to control a digital

device

Identify the steps of a

known task

Try alternative

approaches to

achieve a goal

Input a short

sequence of

instructions to control

a device

Can order 2 or 3 steps

of a known task

Recognise patterns in

groups of objects

PSE/ Life Skills

Intent

We are a rights respecting school and as such we believe that PSE and life skills play a central

role in communicating and understanding these rights.

In addition, our Grange values, which are separated into 3 categories: Belong, Believe and

Achieve underpin our PSE/ RSE/ Life Skills programme which has been developed from these

core values.

We want our pupils to believe in themselves, acknowledge their strength and develop

strategies to help them deal with any personal challenges. We want them to feel that they

belong and know that they are a valuable member of the school and also of the wider

community. We want our pupils to be tolerant, accepting of other cultures so that we can

encourage a strong sense of self-worth in each of them and so that we can encourage our

pupils take their place in their community by working with others to contribute as good citizens.

We will support our pupils to build and sustain fulfilling and meaningful relationships and help

them to be aware of and manage potential problems in a kind, restorative way. We will also

encourage them to understand the world around them including potential risks to their health,


wellbeing and safety and actively teach them skills to recognise, understand, address and get

help when needed. We will help them to recognise, adopt and maintain a healthy lifestyle and

to manage the practicalities of home life by developing their core life skills. Above all, we will

strive to ensure that all of our pupils are happy and emotionally resilient so that they can cope

with the challenges that modern living presents to them.

Implementation

Although pupils have designated lessons in these subjects at Grange Academy we ensure that

these skills are re-enforced across the curriculum and the school day; all staff at Grange are

pastoral advocates. Individual needs are also taken into account and where relevant, personal

targets are set so that pupils have a bespoke support plan to develop and grow. Lessons are

largely practical and discussion is used to encourage participation from all. Learning will often

take place outside the classroom in the form of visits and trips e.g. to the shops, cafes, journeys

on public transport. Work experience, mental health days and charity events also support and

celebrate learning.

Progress is monitored and measured regularly through discussions, verbal feedback, marking,

the Grange Steps and reviews. Individual accomplishments and progress is acknowledged and

celebrated.


Grange

Themes

Different lives Magic and mystery Inspiration

Life Skills* In the Community

Self Care

Home

Leisure

In the Community

Leisure

PSE** Personal Safety (unit 10)

Personal Finance (unit 4)

Drugs Education (unit 2)

Healthy Lifestyles (unit 6)

Personal Safety (unit 10)

ECHP All students will work towards their individual ECHP targets both during PSE/ Life skills

lessons and in form time.


Grange

Themes

Journeys World of work Survival/ The Environment

Life Skills* In the Community Home

Self Care

Leisure

Self Care

PSE** HL= Healthy Lifestyles (unit 6)

DE= Drugs Education (unit 2)

PF=Personal Finance (unit 4)

HL= Healthy Lifestyles (unit 6)





Grange

Themes

Relationships Animals War and Conflict

Life Skills* In the Community

Leisure

Home

Self Care

Self Care

Leisure

PSE** Healthy Lifestyles (unit 6)


Drugs Education (unit 2)






Impact

The impact of teaching and learning at Grange Academy will to be measured by pupils’ ability

to progress through the Grange Steps and for some, secure an accredited outcome such as

entry levels 1-3, or a level 1 award in these subjects. At present we use the OCR Life Skills

Certificate and the AQA PSE Award but this is under review. Most importantly, progress will be

measured on our pupil’s ability and confidence to deal with personal challenges and become

as independent as possible in their relationships, work and personal lives.

Relationships and Sex Education (RSE)

Intent

We want all of our children to grow up healthy, safe and able to manage the opportunities of

Modern Britain. That is why, from September 2020, all children will be taught Relationships and

Health Education as part of the Curriculum.

We have designed our curriculum with appropriate subject knowledge, skills and understanding

to fulfil the three strands of Health and wellbeing, relationships and living in the wider world.

It is hoped that our curriculum will enable our children to become healthy, independent and

responsible members of society. It aims to help them understand how they are developing

personally and socially, and tackles many of the moral, social and cultural issues that are part

of growing up. We provide our children with opportunities for them to learn about rights and

responsibilities and appreciate what it means to be a member of a diverse society.

Our children are encouraged to develop their sense of self-worth by playing a positive role in

contributing to school life and the wider community.

Implementation

RSE is taught to all secondary classes once a week. Although there is a core curriculum,

relevant issues that are affecting the students will also be covered. Some students may be

given additional small group work or 1:1 support to cover some topics in more detail. There is a

real focus on keeping yourself safe in many different contexts.

Progress is monitored and measured regularly through discussions, verbal feedback, marking,

the Grange Steps and reviews.

The Planning is organised into six sections:

1. Self-Awareness (Me, who I am, my likes, dislikes, strengths and interests)

2. Self-care, Support and Safety (Looking after myself and keeping safe; aspects of Relationships

and Sex Education.)

3. Managing Feelings (Understanding feelings, and that how I feel and how others feel affects

choices and behaviour; aspects of Relationships

and Sex Education)

4. Changing and Growing (How I and others are changing; new opportunities and

responsibilities; aspects of Relationships and Sex Education)

5. Healthy Lifestyles (Being and keeping healthy, physically and mentally)

6. The World I Live in (Living confidently in the wider world)


Each of the six sections is subdivided into topic areas, as set out below. (There may be some

overlap between the topic areas and sections, for example, mental health and online safety

are explicitly covered in some topic areas but are also integrated throughout all six sections

where appropriate.)

Impact

Progress at Grange is fluid in these areas and students may move both back and forwards

between them depending on personal circumstances. The learning ladders have been written

with the following progress in mind:

• Encountering effective engagement in the learning process

• Foundation underpinning learning

• Core fundamental learning elements

• Development increasing understanding of learning

• Enrichment deepening of application of learning

• Enhancement applying learning in different contexts

This means that staff will choose the best fit learning ladders to use with a particular class at that

moment in time.

Opportunities will be presented for pupils (where appropriate/possible) to:

• Experience taking and sharing responsibility.

• Feel positive about themselves and others.

• Reflect on their perceptions and experiences.

• Develop the understanding, language, communication skills and strategies required to

exercise personal autonomy wherever possible.

• Carry out or take part in daily personal living routines.

• Make real decisions (with support where necessary so that they can act upon them).

• Take part in group activities and make contributions.

• Develop and maintain positive relationships and interactions with others.

• Recognise and celebrate their achievements and successes.

It is not enough to simply teach pupils about the issues covered in the framework; it is vital they

have the opportunity to explore, recognise and understand the subject content. This will help to

ensure pupils develop the essential skills and attributes identified in the Framework, including

key communication skills, vocabulary, strategies and the confidence to help manage issues

when they encounter them (knowing how to seek help when necessary). Like all children and

young people, pupils with SEND live in an increasingly ‘connected’ world. They are not always

able to recognise or separate the ‘offline world’ from the ‘online world’; therefore, all topics

should be explored within the context of both.

Section Key stage 1 and 2 Topic areas are and are repeated on an annual basis and

tentatively linked into the termly topic where possible.


Term Topic Key Learning within topic in

Primary

Key Learning within topic in

Secondary

Autumn 1

Self-

Awareness

(SA)

Identify things we are good at

Understand Kind and Unkind

behaviors

Understand how to play and work

with others

Identify people who are special to

us

Understand how to get on with

others

Identify our Personal strengths and

some of our personal challenges

Understand our skills for learning

Identify and discuss prejudice and

discrimination

Exploring ways of managing

pressure

Autumn 2

Self-Care,

Support

and Safety

(SSS)

Understand how to take care of

ourselves

Understand how to keep ourselves

safe

Understand what is meant by trust

Understand how to keep ourselves

safe online

Understand the difference

between public and private

Identify symptoms of feeling

unwell and know what to do

about it

Recognizing gf feelings of

fright/worry

Identifying and responding to

accidents and risk

Understanding how to keep safe

online

Recognizing and responding to

emergency situations

Exploring public and private

situations

Understanding what gambling is

and exploring the impact that it

can have.

Spring 1 Managing

Feelings

(MF)

Identify and express feelings

Managing strong feelings

Exploring self-esteem and unkind

comments

Recognizing and copying with

strong feelings

Understanding romantic feelings

and sexual attraction

Exploring expectations of

relationships and recognizing

abusive situations.

Spring 2

Changing

and

Growing

(CG)

Identify and explain the

differences and changes from

baby to adult

Understand changes at puberty

Describe and explain how to deal

with touch

Identify and understand different

types of relationships

Exploring and talking about

puberty and what impact it has

on our physical and emotional

states.

Exploring friendship issues and

understanding how to respond to

different situations.

Understanding healthy and

unhealthy relationship behaviour

Identifying intimate relationships,

consent and contraception

Exploring long-term

relationships/parenthood

Summer 1

Healthy

Lifestyles

(HL)

Identify and describe a healthy

diet

Identifying the elements of a

healthy lifestyles



our physical health

Recognise how to keep ourselves

well

Exploring mental wellbeing and

strategies that we can use to deal

with stress and other mental

health issues.

Recognizing ways of keeping our

selves fit and active and

demonstrate that we are able to

do these.

4. Healthy eating

5. Body image

6. Medicinal drugs

7. Drugs, alcohol & tobacco

Summer 2

The World I

Live In

(WILI)

Respect the difference between

people

Identify different jobs people do

Identify different rules and laws


the environment

Describe what it means to belong

to a community

Understand money

Exploring diversity/rights and

responsibilities

Understanding how to manage

online information

Exploring ways of taking care of

the environment

Understanding how to prepare for

adulthood

Exploring ways of managing

personal finances

ART

Intent:

In art we strive to teach through the creative process how to take risks, how to become

connected with our emotions, thoughts and intentions and how to express them. We want our

pupils to connect with the wider community and creative establishments to enrich teaching and

learning and to provide opportunities to understand Art’s historical and cultural context. We

endeavour to explore the world through Art. We want to teach pupils, both technical

competence and manipulative skills in order realise their creative intentions so that they have an

awareness of the broad cultural and social context we live in. We also want to develop a

targeted approach in terms of art therapy and deliver experiences for those pupils who would

benefit most from it.

Implementation

We use emotions as starting points for investigations. We provide opportunities for personal

discovery and imaginative enquiry through the inventive use of materials and learning about

new techniques. We regularly incorporate visits to galleries and museums into our schemes of

work. Artists and crafts people are explored in school so that pupils can gain an understanding

about the real lives of artists and their contemporary practice.

We teach a wide range of skills using different media including traditional skills and new

technologies E.g. drawing, painting, mixed media, printing and sculpture. (ceramics, digital

media, CAD/CAM, photography) Our projects include a wide range of starting points including;

imagination, personal, cultural and social both past and present, political, the urban


environment and the natural world. This reflective process creates a solid personal foundation in

which can then feel safe therefore explore and make sense of the wider world. Art enriches

and informs all areas of learning in the curriculum and we encourage an integrated approach

across the whole school. Pupils are given opportunities in their lessons to develop the following

skills:

• How to ask questions

• Develop arguments

• Make comparisons and understand difference

• Pupils are encouraged to express their views, ideas and feelings using specialist Art and

Design vocabulary

• When studying the work of artist and designers they are taught precise technical terms for

different materials, skills and processes.

Pupils spelling, punctuation and grammar is monitored carefully. Pupils written work is given a

structured plan and questions to follow for research work. Pupils in each year group are given

opportunities to use appropriate and accurate use of art vocabulary through class

presentations; ‘show and tell’ exercises. Pupils reading skills are developed through a variety of

means as Class reader, Individual Research in projects using a range of sources, Books,

magazines, Internet. Within Art pupils demonstrate their understanding of citizenship concepts

in the following ways:

• By practising the Grange values

• Developing an understanding and respect of other people’s cultures’ and beliefs through

studying their art and crafts

• Working together safely during group projects

• Working collaboratively

• Safe and responsible use of materials and equipment

Pupils are encouraged to display their art work around the school.

A number of pupils learn specialist display skills and help with creating informative and artistic

displays around the school.

Impact:

The reflective process creates a solid personal foundation in which pupils can then feel safe

therefore explore and make sense of the wider world. This process develops the capacity for

empathy and improves communication skills. Through these experiences our pupils experience

and discuss life outside of school, improving their communication skills independence and

confidence in different life contexts. Pupils gain confidence in their practical skills and through

developing technical skills and the inventive use of materials and techniques. High level of skill

acquired and exam grades improve.


Year 1

Term Autumn Spring Summer

Theme/Topic Different Lives Magic & Mystery Inspiration

Art Movement Pop Art

Surrealism

Fantasy and Dreams

Gothic architecture

Mediums Graphics

Using marker pens,

Paint

Collage

Paint

pencil

coloured pencil, pastels

Print

relief, lino, poly-print,

collagraph

Artists Andy Warhol

Claus Oldenburg

Roy Lichtenstein

S. Dali

R. Magritte

Women artists

Gaudi

Graham Sutherland

Year 2


Theme/Topic Journeys World of Work Survival/The

Environment

Art Movement Other cultures.

Aboriginal Art

Expressionism Abstraction

Photography

Mediums Mixed media

plaster casting

Card engineering

Pastels

Pop up book/paints

Collage

textiles

recycled materials

watercolours

Artists Aboriginal artists

& crafts people

Modern & traditional.

Jeanne Baker

Van Gogh Claude Monet,

John Piper

Year 3


Theme/Topic Relationships Animals War and Conflict

Art Movement Modernism – sculpture

Figures;

Haida Art

Exploring the culture of

the Hiada People.

Portraiture/

Cubism

Expressionism

Mediums Sculpture

Pen & ink

clay

Screen Print

relief, lino, poly-print,

collagraph

Oil pastel and painting

Relief collage

Artists Henry Moore

Mary Cassatt

Bill Reid

Charles Edenshaw

The weeping woman –

Pablo Picasso

Frida Kahlo


DT

Intent

Design Technology is a vital subject to students across all ability levels. We believe that all of our

pupils benefit hugely through inspiration, discussion, teaching and access to practical activities.

At every stage of learning, our pupils will develop and demonstrate their knowledge and skills.

We want all our pupils to be on a continuous journey of exploration of product design, making

and refining through a variety of different topics. We will therefore provide opportunities for

learning in a real life context. SMSC is interwoven through the topics studied and students will

develop an understanding of the world around them whilst still developing the practical skills

needed to progress in this subject. Taking responsibility for their learning encourages

independence and this follows through to other subjects and pupil’s home-life.

Implementation

All teaching of DT will follow a design, make and evaluate cycle. Each step will be rooted in

technical knowledge and vocabulary. In Secondary, we use the termly topics to inspire and

develop ideas. These are used as a starting point to begin class discussions, creating a deeper

understanding and developing ideas for project work. There are clear long term and medium

term plans which clearly follow these topics. The learning objective and success criteria for

each lesson are shared with the students, to expand their learning and make clear the

expectations of them. This also reinforces their responsibility to take own ownership of their

learning. All work is differentiated to support but still challenge our students at their individual skill

level in this subject. While making, our pupils will be given a choice and a range of tools to use.

Regular assessment for learning will enable our pupils to continue to develop and improve their

work. This will be done through verbal feedback, the DT Grange steps or where appropriate,

against specific course criteria. Where there are gaps in understanding and key skills these will

be addressed through appropriate scaffolding. More able students will also be challenged and

stretched academically and practically. Students will learn to evaluate at every stage of their

learning through peer assessment, self-reflection and teacher feedback.

Impact

Through the study of Design Technology, Grange students will learn life skills that they can use

both in their personal lives as well as college courses. They will be able to use hand tools safely

in their home and also have the skill and confidence to explore and produce their own

projects. The skills that they learn will develop dexterity and motor skills.

Students are regularly assessed through the Grange steps and in KS4 and KS5 will follow the

study route either to an entry level or level 1 qualification, which can lead to further

appropriate courses at college.

KS3 Long Term Planning

Year 1

Theme Topic Relationships Animals War and conflict

Technology focus Mechanisms

Story Books

Resistant materials Textiles


Year 2

Theme Topic Journeys World of Work Survival/ The

Environment

Technology focus Art

2 Dimensions

Resistant materials Textiles

Year 3

Theme Topic Relationships Animals War and Conflict

Technology focus Mechanisms Wheels

and axles

Art

3 Dimensions

Textiles

KS4 Long Term Planning

Year 1

Theme Topic Relationships Animals War and conflict

Year 10

Entry level

Focused practical Task: Salad Tongs/mobile phone

holder

Design and Make Assignment (DMA);

Book Ends

Resistant materials

Health and safety

Planning

History of the bicycle

Graphics project prep

for year 11

Year 11

Entry level

Design and Make Assignment (DMA);

Desk tidy

Skills working with wood and plastics

H &S

Planning

Graphics project

Year 2

Theme Topic Journeys World of Work Survival/ The Environment

Year 10

Entry level

Resistant Materials;

Health and safety

Planning

Pencil box

Folder/ Graphics project

prep for year 11

Year 11

Entry level

Resistant materials;

Desk tidy

Graphics Project

Year 3

Theme Topic Relationships Animals War and Conflict

Year 10

Entry level

Resistant materials/electronics;

Health and safety

Planning

Night light

Folder/ Graphics

project prep for year

11

Year 11

Entry level

Resistant materials Graphics project


FOOD TECHNOLOGY

Intent

At Grange we believe that making positive food choices helps us maintain a healthy weight

and it is essential in human physical development. It is essential to help combat illness and

disease and is also important for concentration, mental health and wellbeing. We want our

pupil to have a good understanding of this as well as understand how to feed themselves and

their family on a budget whilst minimising food waste. To this end, our pupils will be provided

with a variety of opportunities to enable them to engage in activities which allow them to make

connections from food technology into their everyday lives as well cross curricular activities. We

will strive to make the pupils confident learners who are ready to take risks and strive to fully

develop as independent learners who have an interest in self-improvement, pupils will be free

to voice their own aspirations and wishes for the future, opportunities to further study and

working in the catering environment will be available.

The overarching concepts for Food Technology at Grange Academy are:

• Being independent and self-sufficient

• Understanding food safety and safe working practices

• Understanding healthy living and nutrition

• Preparing a balanced diet and making good food choices

• Preventing food waste

• Feeding a family, cooking for themselves and others

• Knowing how to budget for meals

• Knowing where our food comes from

• Knowing how to use a range of ingredients in different ways

We intend to teach our students how to use weighing, measuring and equipment to prepare

meals. We will teach them how to use the correct cooking times, knife skills - including: fruit,

vegetables, meat fish or alternatives to prepare fruit and vegetables for cooking. We will teach

them how to using the cooker including the hob, grill and oven and also how to use of

equipment like: blenders, food processors and microwave ovens. We will also teach them how

to use different cooking methods including: steaming, boiling, simmering, poaching and frying

and how to make sauces, dough, cakes, biscuits. We want our pupils to be able to able to

prepare a range of meals both for themselves, their families and friends and possibly cook as a

career.

Implementation

Food technology is a journey through from primary to secondary, aspirations are achieved

through exploration, practice and application of skills over time. Success and failure is treated

as a learning process and is both acknowledged and celebrated as such. At each stage of

learning pupils are expected to demonstrate understanding of theory modules as well as safe

demonstration of skills. These range from fully supported to working independently. This

understanding will be evidence in both written work as well as demonstration of practical skills

and end products.

Termly themes and assessment criteria are used as topic discussion points and there is an

ongoing assessment system in place through Grange steps, unit awards and qualifications.

Pupils are encouraged to review their own learning progress over time.


Impact

Pupils’ aptitude, progress, motivation levels and ability in this subject will determine the pathway

that they put on. Progress is measured in the first instance through the Grange steps. If a pupil is

able to achieve unit awards or a NCFE qualification they will be put onto the pathway that will

allow them to do so. The curriculum is designed to be both challenging and enjoyable and

where possible students are given the opportunity to develop their skills in a real environment

like the school kitchen or a local catering business. It is hoped that those students with a keen

interest will continue to study catering at their post 16 placement.




Multicultural foods:

Cultures/countries

Religions

Rich/poor

Fairtrade

Dietary choices

Allergies

Age

Food science experiments:

Bread making

Use of eggs in cooking

Shortening experiment

Food spoilage/oxidation

Inflating balloons (yeast)

Ice cream in a bag

PH experiment

Inspiring food

ideas/creativity

Celebrity chefs:

Jamie Oliver

Delia Smith

Nadiya Hussain

Cake

decorating/designing

Bake off competition


Journeys World of Work Survival/ The Environment

Foods from around the

world:

Recipes from different

countries:

England

India

China

Mexico

Africa

Spain

Jobs/carers in food

industry:

Researching different jobs

within the food industry:

Manufacturing jobs

Grocery stores

Serving jobs

Chefs

Importation/deportation

Farming/agriculture:

Living off the land

Factors that affect food

availability

How seasons affect food

availability

Foods grown in the

UK/shipped abroad



How does food bring

people together:

Family meal times

Eating out

Catering for special

occasions

Cooking at home

Where does food com

from:

Plant/animal

Meat from different animals

UK farming

Advantages/disadvantage

s of eating meat

Dietary choices

Wartime recipes:

Looking at ration books –

comparison now and then:

Pear crumble

Rock buns

Spam hash

Oat muffins

Hash browns

Vegetable stew




NCFE

food

and

cookery

level 1/2

Unit 1

Component 1:

potential hazards and risks:

food safety: hazards: e.g.

contamination by

bacteria risks: e.g. poor

hygiene

personal safety: hazards

e.g. incorrect use of knives

risks: e.g. cuts

Component 2:

selection of ingredients:

e.g. considering freshness,

use-by dates, suitability for

purpose, temperature

Component 3:

cooking skills:

egg weighing, measuring,

peeling, chopping,

creaming, rubbing in,

simmering, boiling, baking,

stir-frying, grilling, shallow-

frying and microwaving

Themes covered –

Survival/Environment

Unit 2

Component 1:

main food groups:

refer to the Eatwell plate

Component 2:

Food sources:

e.g. grown, reared,

caught, processed

Factors affecting food

choice:

e.g. social, environmental,

cost and sensory

Component 3:

Preparation of given

dishes:

e.g. pasta dish, fruit dish,

meat dish

Reviewing final dishes:

e.g. cost, taste,

appearance, smell, texture

Themes covered –

Survival/environment

Animals

Journeys

Different lives

Unit 3

Component 1:

Balanced diet:

definition, water, nutrients,

Reference Intake (RI) and

Guideline Daily Amount

(GDA)

Nutrients:

protein, carbohydrates,

fat, vitamins, minerals

Foods within Eatwell

Guide:

primary foods (meat, fish,

eggs, dairy foods, nuts and

pulses, fruit and

vegetables, butter, oils,

cereals, sugar)

Healthy factors of recipes:

salt, sugar, NSP (fibre), fat

(saturated and total fat),

water, protein

Food labelling:

food labels, traffic light

system, allergies

Themes covered –


Animals

Different lives

AQA

Unit

awards

Basic food hygiene:

Food poisoning

Personal hygiene

Safe food storage

Kitchen hygiene

.

Making an afternoon tea:

Preparation of tea and

cake

Working safely

Hygiene

Cooking skills

Following recipes

Safe food storage

Themes covered -

Relationships

Making a traditional salad

from around the world:

Discussion

Selection of ingredients

Cooking skills

Following recipe

Safety

Hygiene

Themes covered –

different lives, journeys

AQA

Unit

awards

Vegetarian foods and

diets

Identifying ingredients

Planning

Evaluating

Balanced diet

Chocolate cookery

Safety and hygiene

Selection of ingredients

Presentation

Investigation

Baking course

Researching

Planning/time planning

Cooking skills

Identifying cooking

techniques

Learning outside of the

classroom

Taste testing


Year 11 Term 1

Continuation/adaptation

of unit 1 to meet

assessment criteria fully

(self-assessment,

improvements.)

Term 2

Continuation/adaptation

of unit 2 to meet

assessment criteria fully (self

and peer assessment,

improvements)

Term 3

NCFE

Food

and

cookery

level

1/2

Unit 1

Component 1:

potential hazards and risks:

food safety: hazards: e.g.

contamination by bacteria

risks: e.g. poor hygiene

personal safety: hazards

e.g. incorrect use of knives

risks: e.g. cuts

Component 2:

selection of ingredients:

e.g. considering freshness,

use-by dates, suitability for

purpose, temperature

Component 3:

cooking skills: egg

weighing, measuring,

peeling, chopping,

creaming, rubbing in,

simmering, boiling, baking,

stir-frying, grilling, shallow-

frying and microwaving

Themes covered –

survival/environment

Unit 2

Component 1:

main food groups: refer to

the Eatwell plate

Component 2:

Food sources:

e.g. grown, reared,

caught, processed

Factors affecting food

choice: e.g. social,

environmental, cost and

sensory

Component 3:

Preparation of given dishes:

e.g. pasta dish, fruit dish,

meat dish

Reviewing final dishes:

ego cost, taste,

appearance, smell, texture

Themes covered –


Animals

Journeys

Different lives

Unit 4

Component 1:

Planning: e.g. timings,

ingredients, equipment,

utensils, health and safety

considerations.

Component 2:

Adaptation: Healthy

eating, serving amounts.

Component 3:

Presentation: Table layout,

creative presentational

skills

Themes covered –


Inspiration

World of work

Relationships

AQA

Unit

awards

Seasonal cooking:

Costing

Selection of

ingredients/utensils

Identifying seasonal

produce

Presentation

Following recipes

Kitchen hygiene

Themes covered –


Cake decorating:

Presentation skills

Annotations

Themes covered –

Inspiration

World of work

Magic and mystery

Picnics and buffets:

Research

Preparation

Attending a function

Organising for specific

event

Themes covered –

World of work

Different lives

Journeys

AQA

Unit

awards

Comparing processed and

homemade foods

Discussion

Food experiments

Designing

Preparation

Researching/surveys

Sensory analysis

Evaluation

Themes covered – Magic

and mystery

Inspiration

Creating and making a

themed cake

Research

Baking

Decorating

Presentation

Evaluation

Themes covered –

Inspiration

World of work

Catering for a specific

function

Discussion

Safety

Hygiene

Research

Preparation

Sensory analysis

Themes covered – Different

lives

Relationships


Horticulture

Intent

In Horticulture the purpose is to introduce pupils to an area of learning that is both a life skill

equipping them with the skills and knowledge to care for their own gardens as adults in the

future, but additionally also introducing them to a practical career pathway in Horticulture and

its many related areas. The pupils are encouraged to work in small groups as independently as

possible developing teamwork, leadership and problem-solving skills as they carry out

gardening tasks around the school grounds.

Implementation

Pupils work towards an ABC award or certificate at Entry Level 3 or Level 1. At KS3 work is started

on Entry Level 2 units, to build up foundational knowledge. As pupils progress through the

school, they work at higher level units, showing more depth of knowledge, understanding and

independence.

Lessons are taught around units of work, are seasonal in nature and alternate between

practical and theory.

Impact

Pupils enjoy the practical nature of Horticulture lessons, working outside and many groups work

for short periods of time independently. This is actively encouraged because it builds

awareness, self-esteem and teamwork. They are challenged to be able to self-select

equipment and use strategies to complete a task. They are encouraged to take pride in their

outside spaces and have the opportunity for creativity in their individual displays. They learn

how to use hand tools and power tools safely. They also learn to respect their tools and look

after them correctly. Pupils will increase their knowledge of where food comes from, the

processes for growing your own food and the importance of healthy eating.

Pupils will be working towards a qualification at either entry level, 2, entry level 3 or level 1. The

ability to achieve this practically led course will increase their chances and prospects in

pursuing further education courses or job opportunities.

Long Term Overview

ABC Award unit overview KS3/ ASC - Entry Level 2 & Entry Level 3


Year 1 Different Lives

EL2

Magic and Mystery

EL2

Inspiration

EL2

2. Recognise use and

care for tools used in

horticulture A/502/0525

8. Weed a planted area

J/502/0527

1.Recognise plants

(mandatory) D/502/0617

(Year 7)

6. Introduction to sowing

seed indoors in containers

L/600/0287

3. Introduction to

cultivating plant cuttings

T/502/3990

4. Introduction to the

propagation of plants

L/502/3994


Year 2 Journeys

EL2

World of Work

EL2 & EL3

Survival/The

EnvironmentEL3

7. Prepare and plant an

area

F/502/0526

9. Fill plant containers

L/502/0528

1.Recognise plants

(mandatory) D/502/0617

(Year 7)

5. Introduction to potting

up rooted cuttings, large

seedlings or plugs by hand

H/600/0277

6. Introduction to


R/504/5334

8. Sow seed outdoors in

drills by hand H/504/5340

Year 3 Relationships

EL3

Animals

EL3

War And Conflict

EL3

5. Introduction to ground

preparation F/504/5331

1.Recognise parts of a

plants (mandatory)

K/502/0617 (Year 8 & 9)

4. Identification of pests

and diseases

J/504/5329

2. Identify plants

Y/600/0289

3. Developing practical

skills for maintaining plants

R/502/4550

7. Prick out seedlings singly

M/504/5339

ABC Award unit overview KS4 Entry Level 3 & Level 1


Year 1 Different Lives

EL3

Magic and Mystery

EL3

Inspiration

EL3

Year 9/

ASC/

New to

school/

LA

5. Introduction to ground

preparation F/504/5331

4. Identification of pests

and diseases J/504/5329

1.Recognise parts of a

plants (mandatory)

K/502/0617

2. Identify plants

Y/600/0289

6. Introduction to


R/504/5334

3. Developing practical

skills for maintaining

plants R/502/4550


drills by hand H/504/5340

7. Prick out seedlings

singly M/504/5339

Year 2 Journeys

Level 1

World of Work

Level 1

Survival/The Environment

Level 1

6. Care for a planted

area

R/504/0148

1.Prepare ground for

sowing or planting under

supervision (mandatory)

J/504/0003

8. Sow seed indoors in

containers

A/504/0158

4. Principles of the

preparation of growing

media K/502/4036

5. Plant container grown

plants

L/504/0004

Year 3 Relationships

Level 1

Animals

Level 1

War And Conflict

Level 1

7. Prune hedges by hand

Y/504/0149

2. Maintain the safety of

self and others in the

workplace R/600/0291


drills by hand

T/504/0157

3. Assist with the

maintenance of grass

surfaces D/502/4177


PE

Intent

In PE we want our pupils to develop an understanding of a healthy lifestyle, balanced diet,

positive growth mind set and resilience to persevere with activities that they may have found

too difficult. Our aim is to develop our student’s understanding of sport, develop core skills and

improve their fitness levels to allow them to participate in personal challenges and team

games. We want to provide opportunities for our pupils to become physically confident in a

way that supports their health and fitness. We use the information in their EHCPs to target

/improve fine and gross motor skills, listening skills and enable our pupils fully participate in PE.

We also encourage students to show sportsmanship in PE which includes honesty, manners and

teamwork. The aim of PE at Grange Academy is to give pupils the skills and knowledge to enjoy

fitness activities, team games and enable them to achieve qualifications at Entry Level as well

as an “I can lead “qualification and Unit awards. We hope that this will allow some students to

be able to access PE or Sports at college and then work in the Sports industry.

Implementation

Although the curricular is outlined in this booklet, it has to be flexible depending on cohort

interest and individual pupils’ needs, this may change depending on outside events that will

support the pupils learning and understanding of a certain sport. All pupils have access to 2

lessons of PE every week. Lessons are divided into different parts. This includes changing and

organising personal equipment, a theory section to discuss skills and strategies and also a

practical element to practice skills and play team games. There is time for reflection and an

opportunity to acknowledge good practice and celebrate shared values personal

achievements. The topic themes are interwoven into lessons to provide opportunities to expand

of key vocabulary and link into sport in real life. Opportunities for pupils to participate in

extracurricular clubs and outside sporting events will be planned into the school calendar as

well as fun sporting days and competitive house activities.

Impact

There will always be a desire in PE to encourage our students to improve both their sporting

knowledge and their skills by taking part in competitive events whilst representing the school. All

our pupils are unique and are treated as individuals. Some pupils will progress through the PE

Grange Steps whilst others may go on to complete Unit awards or an Entry Level qualification.

The impact of teaching and learning at Grange will be measured by the number of pupils

achieving either or both unit awards or Entry level qualifications. It will also be measured by

pupils participating in personal fitness challenges, outside of school sporting events and by the

number of students that take up a post 16 placement with a sporting background. Ultimately,

the impact of our teaching will be seen by our pupils ability to play games together, be tolerant

of each other’s strengths and weaknesses and ability to recognise and celebrate

achievements whilst maintaining a healthy state of mental and physically wellbeing.


Long Term Overview

Year 1


Grange

Themes

Different lives Magic and mystery Inspiration

Areas of

focus

We will look at

the lives of 3

Para-

Olympians and

how they have

overcome their

disabilities, comparing

them to our own needs

and how we can turn

ourselves into Olympians.

We will look at

amazing

things that

have

happened in

the World of Sport, are

these things amazing

feats of talent or is there

something else

happening.

We will look

at our

sporting

heroes, what

do we

admire about them and

how we can model

ourselves around our

heroes.

Sport 1 Football Gymnastics Tennis

Sport 2 Hockey Basketball Athletics/Team Games

Extra

Curricular

Events

SSC Inclusive Competition

(various different sports)



FA People’s Cup



Summer Games

Sports Day

Fitness

An ongoing programme that looks at how we look after our bodies through

Physical Education.

Will incorporate the effects that a bad diet, smoking and drugs can take on our

bodies, we will promote a healthy lifestyle to include regular physical activity that

includes use of the fitness suite, 1-1 boxing pad work, cardio vascular activities

that include the Cooper Run and 2 minute rowing challenge.

Year 2


Grange

Themes

Journeys World of work Survival/ The Environment

Areas of

focus

We will look at

what it takes to

become a

Superstar in

your chosen

sport, looking

at backgrounds, racial

tension and other key

factors that could hinder

you to for filling your true

potential.

We will

look at

the

world

of

amateur sport and how

you overcome

balancing a job to

participating in the sport

you love, what key

factors play a part?

We will look at

how weather

affects the

sports we

watch. What

happens when

rain stops play? Or the

World Cup in 2022 which

will be played in 50

degree heat?

Sport 1 Netball Hockey Athletics/Team Games

Sport 2 Gymnastics Football Tennis

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Extra

Curricular

Events



SSC Inclusive

Competition (various

different sports)

FA People’s Cup

SSC Inclusive

Competition (various

different sports)

Summer Games

Sports Day

Fitness


Physical Education.





Year 3


Grange

Themes

Relationships Animals War and Conflict

Areas of

focus

We will

look at

Sporting

Couples

and how they were

successful, also looking at

the role of a coach and

how important is it that

you find the right one?

Who helps sportsman

throughout their career.

We will look

at what

sports have

animals in

them. How have animals

affected Sport? Are they

the star or is it the person

that assists them?

We will

take you

back to

World War

1, the

game of the trenches on

Christmas Eve, why did

they stop fighting to play

a game of football?

Fairplay. UNICEF right to

play in war torn countries.

Sport 1 Basketball Tag Rugby Athletics/Team Games

Sport 2 Football Gymnastics Tennis

Extra

Curricular

Events





FA People’s Cup



Summer Games

Sports Day

Fitness


Physical Education.





https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwjnusKB0vDiAhU1A2MBHQTeC2YQjRx6BAgBEAU&url=https://atlanta.cbslocal.com/2016/07/13/top-5-all-time-nba-playercoach-duos/&psig=AOvVaw3B_3Vj9WLNZjBLo54i9TXC&ust=1560865158555503

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TOPIC

Intent

Topic is a subject rich in powerful knowledge of global, national and local events which have

shaped the social and cultural world around us. This broadens our student’s understandings of

the complexity of people’s lives, the process of change over time and its links to modern

society as well as unravel the diversity within society and the relationships between different

groups.

Where possible, Topic will encourage pupils to become critical thinkers and to question the

world around them in the context of society and environmentally. It will equip them with the

ability to observe and question injustices (politically, socially, environmentally) and reasons

behind developments and progress.

Core skills that will be taught will include research, communication; sharing opinions and

presenting viewpoints, increasing awareness of local, regional, national and global issues and

its impact on their lives now and in the future. We want our students to show empathy for the

world around them, this includes global issues and knowledge of different communities locally

and further afield, as well as the human impact on natural resources and materials.

Core Skills will be developed in Enquiry, Knowledge, Literate, Analysis and Communication.

• Enquiry: exploring, researching and examining information.

• Knowledge: broad and deep content, making connections and developing skills.

• Literate: opportunities to develop key technical vocabulary.

• Analyse: develop deeper critical thinking and questioning.

• Communication: sharing their knowledge through informed discussions about enquiry

Implementation

Topic will be covered through a 3 year rolling program. Students will have one hour a week for

KS3 and KS4 were relevant. The emphasis of teaching will be on discussion, sharing of views and

opinions and developing knowledge of issues in the context of cultural, social and

environmental issues.

Impact

Pupils will be equipped with knowledge of the world in the context of History, Geography and

RE in order to enable them to take this knowledge with them into adult life. We hope to give

them the skills to lead responsible lives in a diverse world, to be good citizens showing empathy

to different communities.


Long Term Overview

Year 1


Year 1 Different Lives Magic and Mystery Inspiration

Prejudice and

discrimination against

people

The Rainforest Religious Festivals and

celebrations

Pupils will gain an

understanding of how

and why religious

festivals are

celebrated.

Year 2


Year 2 Journeys World of Work Survival/ The

Environment

Taking a Role in Society

in the UK 2018

Working towards goals

with a particular focus

on the workplace,

Careers and Aspirations

RE Focus - Ramadan

Year 3


Year 2 Relationships Animals War and Conflict

Bedford through the

ages

Geography – Extreme

environments, their

locations and

adaptations

RE Focus: Judaism

PERFOMING ARTS

Intent

We have included performing arts in out curriculum offer to allow our pupils to gain access to a

range of experiences of music and drama. We want to develop their confidence and self-

esteem within themselves. We want them to be able to talk about their emotions, opinions and

support each other. We hope to develop their tolerance for different situations and also enable

them to perform in different scenarios. We want to challenge them and develop their skills not

only to enable them to be confident in a range of situations but be able to use strategies to

develop resilience, reduce stress and anxiety when faced with challenges.


Implementation

All lessons are practical to enable pupils to experience, positive, enthusiastic and creative

performances. There is a real focus on developing skills like: Respect, resilience, and

independence. We actively teach the student how to present as more confident and

cooperative communicators and encourage them to explore their interests and talents. There is

a booklet that student use to evaluate their progress.

Impact

The impact of this subject is measured in the pupils levels of engagement and confidence. We

access their ability to work independently, and as part of a team as well as their participation in

clubs, performances and opportunities to use the skills taught.

Long Term Overview

Year 1

Term 1 Different Lives Term 2 Magic and Mystery Term 3 Inspiration

Focus Lion King Disney songs Creating our own lyrics

WJEC

Unit

Ensemble

Performance 5

Credits

To perform and

appraise pieces as

part of an

ensemble on an

instrument/ voice

Ensemble

Performance 5

Credits

To perform and

appraise pieces as

part of an

ensemble on an

instrument/ voice

Appraising Music 5

Credits

To know building

blocks + expressive

elements of music

and know the

stylistic features of

different genres.

Composing Music 4

Credits

To create +

organise musical

ideas to produce

compositions. To

appraise their own

compositions

Year 2

Term 1 Journeys Term 2 World of Work Term 3 Survival/ The

Environment

Focus Journeys through life The Music Business Changing the World

WJEC

Unit

Solo Performance 4

Credits

Be able to perform

solo pieces on an

instrument/ voice.

Be able to appraise

the solo

performances

Appraising Music 5

Credits

To know building

blocks + expressive

elements of music

and know the


different genres.

Composing Music 4

Credits

To create +

organise musical

ideas to produce

compositions. To

appraise their own

compositions

Ensemble

Performance 5

Credits

Be able to perform

and appraise

pieces as part of an

ensemble on an

instrument/ voice

Year 3

Term 1 Relationships Term 2 Animals Term 3 War and Conflict

Focus Solo to Duet

WJEC

Unit

Solo Performance 4

Credits

Be able to perform

solo pieces on an

instrument/ voice.

Be able to appraise

the solo

performances

Appraising Music 5

Credits

To know building

blocks + expressive

elements of music

and know the


different genres.

Composing Music 4

Credits

To create +

organise musical

ideas to produce

compositions. To

appraise their own

compositions

Ensemble

Performance 5

Credits

Be able to perform

and appraise

pieces as part of an

ensemble on an

instrument/ voice


WORK EXPERIENCE

Intent

It will be challenging for our pupils to gain employment without support. We hope that by

developing aspirations throughout the school and getting them to explore opportunities they

will aspire to study further, be employed and contribute to their community in whatever way

they can. We therefore want to help our pupils develop the following life skills through our work

experienced program:

• Be able to build positive relationships with adults

• Take responsibility and be accountable for personal actions

• Believe in their own skills and abilities

• Be resilient to cope with frustrations, let downs and find solutions to problems

• Be reflective and find ways of making personal improvements

• Understand that getting things wrong is ok and part of the learning journey

• Have an understanding of their own strengths and weaknesses

• Be able to present themselves well and talk about themselves confidently

• Follow instructions and carry out tasks

• Work independently and as part of a team

Implementation

Not all of our pupils will be suited to a work placement and many of these skills will be taught

and developed through form time, assemblies and off timetable days. For the more able KS4

class, 2 hours per week will be set aside to teach the above mentioned skills. Speakers will be

invited in to talk to the pupils, work will be carried out to help pupils understand themselves

better, they will be encouraged to research college placements and talk about different

opportunities available to them. They will look at enterprise and have the opportunity to meet

people from different business background both in the local environment and through guest

appearances. We will also engage our year 11 pupils in the National Citizenship program to

help prepare them for transition.

Impact

Pupils who attend a work placement will be successful and enjoy it. Their will have raised

aspirations and attend open days at colleges. Our pupils will leave Grange Academy as

confident young people with the skills to develop relationships, follow instructions and

contribute to the society that they live in.

the secondary grange curriculum

Documents