We are currently reviewing all schemes of work and they will be published shortly once completed

 

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Careers in the Curriculum

Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

 

 

We are currently reviewing all schemes of work and they will be published shortly once completed

 

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

DEPARTMENT PHILOSOPHY & VISION

 

“Nobody cares if you can't dance well. Just get up and dance. Great dancers are not great because of their technique, they are great because of their passion." Martha Graham.

 

Our department’s philosophy has always been one of inclusion. Everyone is welcome to dance, no matter your experience. All we ask is students try their hardest, respond to our feedback and have a passion for dance. We create a dance family where students feel safe and secure to learn, make mistakes, try again and improve.

Not only does out subject aim to promote healthy lifestyles and develop practical skills it also has the ability to touch your soul, evoke feelings of pride and euphoria from both watching and performing. Students will always remember how they felt after performing dances, thus creating memories of school which will stay with them for a long time. 

Dance allows a freedom of expression, an understanding of how the body can move and tell a story without words. Dancers in our class will take ownership of their learning and creativity; thereby transitioning from learner to producer.

 

DANCE DEPARTMENT AIMS

 

• Pupils to develop their understanding and reproduction of physical, interpretive and stylistic dance skills in a variety of styles in preparation for their KS4 course.
• To acquire the skills needed to analyse professional dance works, understanding the constitutional features and how a piece is created.
• To enhance and develop their performance skills in preparation for their KS4 course, thus improving their confidence on stage
• To allow students the opportunity to understand choreographic devices and create their own dance material in response to a given stimuli.
• To develop rounded individuals who are confident, creative, cooperative, collaborative and considerate. 
• Promote a passion and interest in the Performing arts. 
• Where appropriate recruit students to continue study of Dance at GCSE and A-Level

 

WHAT DO THE DANCE COURSES OFFER?

 

KS3

Dance is offered in Year 9 as a GCSE bridging option. This allows the students the opportunity to experience the KS4 units of study with the Level 2 BTEC Tech Award in Performing arts (Dance) in a supported and developmental manner. During this year students will develop practical, interpretive and stylistic dance skills in a variety of styles as well as refining their movement memory. They will develop their knowledge and understanding of choreographic dance skills as well as how to evaluate their own and others strengths and weaknesses in dance. Alongside this they will add the new skills of learning professional repertoire, dance analysis and evaluation of practitioners work to their dance understanding. 

 

KS4

During KS4 our students follow the Level 2 BTEC Tech Award in Performing Arts course. The Award gives our students the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The course broadens experience and skills participation in different type of performance activities with the opportunity to practically apply their knowledge and skills, through project work such as developing ideas and performing for specific audiences. Our students will study three professional practitioners and their works from Jazz, Street and Contemporary dance as well as enhancing their own skills in Jazz dance. Alongside this they will reflect on their own strengths and weaknesses and set targets to improve upon in practical workshops. Finally, they will learn the skills required to choreograph their own dance pieces in response to a set theme chosen by the exam board. 

 

KS5

At KS5 we continue to work with BTEC to provide a clear progression. This qualification offers an engaging programme to support learners who want to pursue a career in dance. This size of qualification allows learners to study related and complementary qualifications alongside it, without duplication of content. It can prepare learners for a range of Apprenticeships in performance-related areas. When taken alongside further Level 3 qualifications, it supports access to a range of higher education courses in the performing arts sector. The BTEC Level 3 Extended Certificate in Performing Arts – Dance is the equivalent of a full A Level, providing students with the same UCAS points. Here, our students’ study four units over the course of two years, analysing professional practitioners and their repertoire, developing their practical dance skills and technique in Jazz, Ballet and Contemporary Dance as well as refining those performance skills our students have been developing since Year 9. Alongside this they will learn about the history of dance as well as bringing together all the skills learnt to choreograph a final group piece lasting 20 minutes, in response to a set theme chosen by the exam board.

 

DANCE BTEC TECH AWARD IN PERFORMING ARTS LEVEL 1/LEVEL 2

 

YEAR 10

Component 1: Exploring the Performing Arts

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. For students to develop as a performer and you will need a broad understanding of performance work and influences. This component will help you to understand the requirements of being a performer across a range of performances and performance styles. You will look at elements such as roles, responsibilities and the application of relevant skills and techniques. You will broaden your knowledge through observing existing repertoire and by learning about the approaches of practitioners, and how they create and influence performance material. 

Future Opportunities: This component will give you an understanding of practitioners’ work and the processes and practices that contribute to a range of performance styles. You will develop transferable skills, such as research and communication, which will support your progression to Level 2 or 3 vocational or academic qualifications

 

Component 2: Developing Skills and Techniques in the Performing Arts 

In this component, you will develop performing techniques. You will have the opportunity to specialise as a performer in dance. You will take part in workshops and classes where you will develop technical, practical and interpretative skills through the rehearsal and performance process. You will work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance or design elements of the work. Throughout your development, you will review your own progress and consider how to make improvements. Developing performance or design skills and techniques will enable you to consider your aptitude and enjoyment for performing arts, helping you to make informed decisions about what you study in the future.

Future Opportunities:  This component will help you to progress to Level 3 qualifications in performing arts, where skills and techniques are looked at in more detail. Alternatively, you may want to progress to other Level 3 vocational or academic subject areas. This component has many transferable qualities, for example communication skills and teamwork, which will be valuable whatever you decide to do.

 

YEAR 11

Component 3 Responding to a Brief 

You will be given a brief that outlines the performance requirements and that asks you to consider your target audience and to start the creative process by using the given stimulus included in the brief. Working as part of a group, you will develop your ideas for a workshop performance and apply your skills and techniques to communicate your creative intentions to your audience. The performance skills you will use will vary depending on features such as your selected performance discipline and the content of the work, your venue and target audience. The work may involve improvisation, vocal work, movement techniques or assisting with audience involvement. The group performance may involve some solo or small-group work or it may be an ensemble piece. You will have the opportunity to inform the performance using existing or newly developed skills, in performing and adapting them to suit the performance. 

Future Opportunities: This component will help you with progression to Level 2 or 3 vocational or academic qualifications. This component will also enable you to develop transferable skills, such as communication and teamwork, which will help you to progress onto further study.

 

YEAR 12

Unit 1: Investigating Practitioners’ Work 

Understanding the contextual factors that have influenced and informed the work of performing arts practitioners has an important role in developing your own professional practice and understanding of features, such as response to a theme, performance styles, genre and purpose. A personal evaluation of the work is important; judgements need to be based on effective research and secure critical analysis. In this unit, you will develop skills that allow you to investigate the work of influential performing arts practitioners. You will identify the contextual factors that influence their work and critically analyse key information, such as creative intentions, performance, production and repertoire in order to develop and communicate independent judgements. To complete the assessment tasks within this unit, you will need to draw on your learning from across your programme.

Future Opportunities: This unit will give you skills in research, critical analysis and extended writing that will support your progress to higher education. As a performing arts practitioner you will need to have a good understanding of the work of influential practitioners to inform your own work and professional practice.

 

Unit 2: Developing Skills and Techniques for Live Performance

You will participate in regular workshops, classes and exercises where you will acquire, practise and develop the necessary technical, practical and interpretative performance skills to help you succeed when performing live to an audience. You will consider the nature, skills and attributes of the performer’s role in your chosen discipline. You will work with existing performance works, analysing and interpreting the material in order to understand and apply the relevant skills and techniques appropriate to the style. In practical classes you will demonstrate the discipline, focus and commitment the role of the performer requires. Ongoing review and evaluation will allow you to monitor your progress and set targets for the development of your performance skills.

Future Opportunities: The skills you gain in this unit will prepare you for progression to further study, training or higher education by equipping you with practical and technical skills key to your development as a performer. The training and experience provided by this unit will also help prepare you for employment in the performing arts industry as the development of performance skills and techniques is fundamental to all live performance roles.

 

Unit 14: Choreography for Live Performance

After you have developed your choreographic skills through workshops you will then apply your knowledge to choreograph your own group piece based on a theme of your choice.  

You will lead rehearsals to develop your group choreography. You will be required to plan suitable activities for your dancers in solos, duos and trios and generate appropriate material for your dancers based on their strengths. You will then apply your knowledge of choreographic structures and devices through rehearsal to develop the piece.  

Your group choreography will be performed to a live audience. The performance of the choreography should demonstrate a clear understanding of the:- 

• stimulus and subject matter 
• use of the choreographic devices 
• use of motif development 
• use of compositional structures 
• the relationship between the choreography and accompaniment 

 

YEAR 13

Unit 3: Group Performance Workshop

In this unit, you will learn how to respond to a given stimulus as part of a group, using research, discussion and practical exploration to develop performance material and later present an informal presentation of the work to an invited audience. As a member of a team, you will contribute to the creative development and rehearsal process, shaping and refining the work and applying performance and teamwork skills. You will share responsibility for creative decisions regarding the nature and direction of the intended performance, and your individual contribution will reflect your own skills through the group’s interests and ideas. The workshop performance will be an opportunity to try out the work before an audience to invite discussion and evaluation of its potential. You will reflect on the development process, considering the success and potential of the work for further development, as well as evaluating your own contribution to the process and the product. To complete the assessment tasks within this unit, you will need to draw on your learning from across your programme. 

Future Opportunities: This unit will prepare you for progression to higher education as well as careers in the performing arts industry. The experience, skills and knowledge gained through this unit are applicable to a range of job roles, including performing, directing, choreography, devising, Theatre in Education (TIE) and project leadership. 

 

Unit 4: Performing Arts in the Community 

You will work as a member of a performance company to develop ideas for a community performance project. 

You will need to take part in initial discussions to consider the needs of the client/community group the performance work is intended to serve.  

You should consider 

• The purpose and focus of the project and theme(s) to be addressed; and its relevance to the client/community group  
• Practical issues including the type of venue, legal constraints and available resources 
• The theme(s), style and genre of the piece and whether it will be a piece of existing repertoire or devised by the company.  
• Role allocation, areas of responsibility and the production schedule.  

Throughout this initial period, you should keep a record of activities undertaken and decisions made in your unit log/blog. Video recordings of milestone sessions and teacher observation records will also be used for assessment purposes.  

 

Unit 10: Jazz Dance Technique 

Jazz dance is a popular and diverse dance form that is used in a variety of performances. Often associated with cabaret and musical theatre, its influence has broadened out into areas such as flash mobs, music videos and concerts. The skills that you will develop in this unit can make you a dancer who can work in a broad range of jazz contexts. In this unit, you will develop skills and techniques that will enable you to understand the key technical and stylistic features of jazz dance through participating in technique classes, rehearsals and performance work. By learning and watching different styles of jazz dance, you will develop an understanding of the diversity of this dance form and the practitioners who have influenced the development of the style. You will reflect on your progress as you develop skills and techniques, setting targets and reviewing your progress. 

Future Opportunities: The skills you develop in this unit will enable you to understand the key stylistic features of jazz dance and prepare you for performing or choreographing a wide range of jazz dance performances. This will help you when auditioning for dance, musical theatre and performing arts higher education courses. 

 

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

 

 

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Departmental Global Aims:

• To give all pupils a voice, both orally and in writing, to be able to communicate their ideas and feeling using a wide repertoire appropriate to situation and task
• For pupils to feel challenged by an ambitious and inclusive curriculum which excites and invigorates their experience of English
• For all pupils to be able to read and write in English to a level which is appropriate to their ability
• To enable our pupils to communicate their ideas and emotions clearly and with confidence
• For all pupils to habitually read for pleasure and information, and through reading broaden their insight and understanding of the diverse world that they are part of
• To expose our students to texts which develop cultural, emotional and social awareness and through English discuss issues facing them in a modern world openly and with integrity

 

Departmental Philosophy & Vision:

A team of passionate practitioners who are determined to provide a broad and balanced curriculum which will provide our students with the skills, knowledge and understanding they need to develop into well-rounded, informed individuals. The personal, professional and academic development of our students is at the heart of our philosophy and underpins everything we do in the classroom.

Through the exciting and diverse world of Literature we explore the depths of human emotions, opening up the imagination and experience to empathise with and comprehend the world. Through the teaching of Language we show pupils how to articulate their thoughts and opinions in strong and precise manners which helps them to communicate, both orally and in their writing, in a defined and competent way, allowing them to fully express themselves freely.

 

Support & Guidance

Homework: Homework is set on a regular basis to consolidate learning or to prepare for lessons. The

students will be set reading homework of the novel to help support and prepare them for their assessment.

Reading: Encourage students to conduct wider research online or in the school library. Read the novel at home with your son/daughter to help prepare them for the assessment.

Extra-Curricular: The students can join the Year 7 Writing Club on Wednesday 3:30-4:30pm.

Enrichment: Students can use the internet to support their learning and teachers will guide them on where to find useful information.

 

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We are currently reviewing all schemes of work and they will be published shortly once completed

Departmental Global Aims:

• Understand the importance of good food safety and hygiene, including knowing how to get ready to cook
• Gain knowledge and understanding regarding nutrition and healthy eating
• Develop and apply their cookery skills to enable them to prepare a range of high quality food products for themselves and others
• Select and use an appropriate range of small hand and electrical equipment, safely and efficiently
• Examine where and how a variety of ingredients are grown, reared, caught and processed, and consider sustainability and the impact of different food choices on the environment
• Evaluate and test their ideas and food products and the work of others, including carrying out sensory analysis
• Consolidate their literacy and numeracy skills by working within the subject of food

 

In addition, the Year 9 students who opt for this subject will:

• Select from and use a wider, more complex range of ingredients, taking into account their functional properties
• Develop the creative, technical and practical expertise needed to perform everyday food making tasks confidently
• Apply current healthy eating advice, and understanding of people’s needs, to develop diets for different individuals
• Recognise the wide range of factors involved in food and drink choice and how to achieve a healthy, balanced diet
• Perform nutritional analysis and use the results to plan recipes, meals and diets

 

Departmental Philosophy & Vision:

Learning to cook is an essential life skill that everyone should possess. Using knowledge about nutrition and healthy eating and being able to cook meals from scratch will help to contribute to a healthier lifestyle. Cooking for yourself and others is nurturing, it is sustenance, and it is helping keep you alive.

 

During Year 7 students learn how to cook a range of dishes safely and hygienically, using equipment and acquiring practical skills and techniques, such as fruit and vegetable preparation and the rubbing-in method. Students will learn about healthy eating through studying the Eatwell Guide, be encouraged to use the ‘eight tips for healthy eating’ and develop an understanding of the function and sources of the five main nutrients, water and fibre.  Pupils will develop a greater understanding of where their food comes from.

 

In Year 8 students will learn how to cook a range of, predominately savoury, dishes safely and hygienically. The recipes are designed so that pupils can acquire more advanced cookery skills and techniques in food preparation, such as sauce making, pastry making and bread making, with greater emphasis placed on finishing techniques for food presentation.  Pupils will apply their knowledge of nutrition and healthy eating and continue to develop an understanding of where their food comes from. It is hoped that pupils will be able to combine their acquired knowledge and skills to plan, prepare and cook for themselves and others now and in later life.

 

For those students who opt for the Year 9 food course they will deepen their knowledge and understanding of nutrition, healthy eating, energy requirements and the nutritional needs of different groups of people. They will build and apply a repertoire of cookery skills to make high-quality products for a wide range of users. Students will have the opportunity to achieve a qualification in Food Safety and take part in the Rotary Young Chef competition.

 

Extra-Curricular & Enrichment Activities

Staff are available at lunch time and after school to assist any student with their work.

 

Students can use the departments’ resources, including the computers, before school, at lunch time or after school.

 

Recipes will be provided for the food products made in school to enable students to make the dishes again at home.

 

Investigating where foods come from, whether it is grown, reared, caught or processed.

 

Support & Guidance

Homework: Parents can check Show My Homework and their child’s books to ensure homework

has been completed.

 

Students should be encouraged to prepare their own ingredients prior to a food practical lesson.

 

Be prepared to taste your child’s food products and provide them with feedback.

 

Encourage your child to cook at home and to experiment with new foods and recipes.

 

Reading: Provision of Reading Materials: newspaper articles, magazine articles – discussions

around where food comes from, healthy eating and diseases linked to diet

 

Provision of Recipes books

 

Revision: CGP Food Preparation & Nutrition for Eduqas – students will be provided with their

own copy during Year 11.

 

Assessment Preparation: Help your child to produce revision notes, revision cards, mind maps and

knowledge organisers and help test their knowledge.

 

Develop cookery skills at home and practise making different food products at home.

 

Watching television programmes together such as ‘Master Chef’, ‘Food Unwrapped’

and other cookery shows.

 

 

Careers in the Curriculum

Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Yr 10 2022-23 •Coasts •Urban rural •Rivers •Stratford Fieldwork	Yr 10 2023-24 •Urban rural •Rivers •Climate change •Stratford Fieldwork	Yr 10 2023-24 •Urban rural •Rivers •Climate Change •Stratford Fieldwork
Yr 11 2022-23 •Rivers •Water •Desertification •Weather & Climate •Component 3	Yr 11 2023-24 •Climate Change •Weather and climate •Water •Desertification •Component 3	Yr 11 2024-25 •Weather and climate •Desertification •Development •Component 3

 

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Learning plan:

	Year 12		Year 13
Autumn 1	UK Politics (Paper 1) Democracy and Participation	UK Government (Paper 2) The Constitution	UK Politics (Paper 1) Conservatism Socialism UK Government (Paper 3) Feminism
Autumn 2	UK Politics (Paper 1) Political parties	UK Government (Paper 2) Parliament	Government and politics of the USA (Paper 3) The Constitution Congress
Spring 1	UK Politics (Paper 1) Electoral systems	UK Government (Paper 2) PM and the executive	Government and politics of the USA (Paper 3) Presidency The Supreme Court
Spring 2	UK Politics (Paper 1) Voting behaviour and the media	UK Government (Paper 2) Relations between branches	Government and politics of the USA (Paper 3) Democracy and participation
Summer 1	UK Politics (Paper 1) Liberalism		Revision and exam preparation
Summer 2	Revision and PPE preparation		Exams

 

Departmental Global Aims:

• For students to understand their culture, heritage and how they fit into modern day society.
• To address the mistakes of the past and educate students on how to prevent them in the future.
• To analyse and debate the systems in place in the UK and consider alternatives (including comparisons with other countries).

 

Departmental Philosophy & Vision:

It is our aim to ensure that our students get the opportunity to investigate government and politics through a diverse and varied curriculum.

Our vision is to develop key skills including:

• Scrutiny of interpretations and comparison of arguments within an interpretation.
• The ability to recognise causes, consequences and significance with reference to specific events/scenarios/situations.
• Awareness of political ideologies, the extent of agreement between political theorists and application of ideas to specific scenarios.
• Comparison of key elements of government and politics with the structures in place in another country.

This enables our students to fulfil the requirements of the specification by creating:

• Comparative analyses of interpretations
• Evaluation of viewpoints and opinions
• Analysis of the extent of agreement within a political ideology
• Comparative evaluation of the extent of similarity between UK government and politics and that of the USA

 

Extra-Curricular & Enrichment Activities

Extra-Curricular: Students have the opportunity to participate in (and lead) our Debate Club.

Enrichment: Students are invited to attend an educational visit to the Houses of Parliament

 

Support & Guidance

Homework: 

This is divided into directed and guided independent study.

Directed independent study

• Homework – exam questions set by teachers
• Revision for assessments
• Independent tasks – these are short activities at the end of the PowerPoint for each lesson that we expect students to complete after the lesson.

Guided independent study

• Extra research – there are links at the end of the PowerPoints for each lesson to websites/articles/videos that would be useful to students
• Key debates/issues grids – these cover the key debates covered in each unit and students should be annotating them with evidence and analysis for each debate
• Extra exam questions and rewrites of marked exam questions

 

Reading: Students should be focused on current affairs and keeping a diary/log of what they read/see. Specific examples that are relevant to the specification are to be noted down to be used as evidence for debates/analyses.

We are currently reviewing all schemes of work and they will be published shortly once completed

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

 

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Medium Term Plan 

Careers in the Curriculum:

Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Careers in the Curriculum:Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Departmental Global Aims:

• Promote enjoyment in music through self-expression, participation and performance in both singing and instrumental activities

• Develop an analytical, creative, and intuitive understanding of the musical elements and appreciation of a wide variety of musical forms

• Promote confidence and skills mastery on a number of different platforms in both composition and performance

• Broaden musical interests and experiences, using their imagination to develop their creativity

• To fully prepare students for the transition between KS3 to GCSE / BTEC Music

 

Departmental Philosophy & Vision:

Music has been at the heart of human existence and is intrinsic to all our lives. It provides us with entertainment and a means of escape. It is a reliever of stress and a language of both personal and collective expression.

As composers, performers, and listeners we discover the place of music in history, culture and time so we can appreciate the significant impact of music in all our lives. Music surrounds us, embodies us and encapsulates our soul. It helps spark imagination or ignite a lifetime of passion. Music stimulates, challenges, and enriches all our lives.

 

Extra-Curricular & Enrichment Activities:

Within the department, the choir, and band clubs after school along with use of practice rooms will be offered to all students.

In addition, students can sign up for 1-1 tuition (via parent pay)

Students will have access to backing tracks via School Gateway and SHMW. Free vocal warm up links will be on Gateway from You Tube. Studying similar characters in other Musicals and drawing comparisons.

 

Support & Guidance:

Homework: Regular homework to consolidate learning or to prepare for lessons.

Active participation in chosen instrument/voice lessons outside of school.

Check the quality of work produced – completed in their own words?

Reading: Provision of Reading Materials: newspaper articles, magazine articles – discussions around music, soundtracks to films, musical theatre.

More resources will be added throughout the term

 

Year 7 

Week	Topic	PC deadline	Assessment
1	Introduction to Music – why we warm up?
2	Different types of musical theatre
3	Hakuna Matata characters & video
4	Role on the Wall		Assessment criteria
5	Assessment prep
6	Assessment prep / Assessment		Year 7 assessment week
7	Assessment		Hakuna Matata
October half term
8	Closing the loop	PC1a closes
9	Notation & Rhythm – music theory
10	Notation & Rhythm – treble clef
11	Recorder booklets and recorders given out
12	Recorder booklet – xmas carols
13	Recorder booklet – xmas carols
14	Recorder booklet		Assessment criteria
Christmas
15	Recorder booklet
16	Assessment prep/assessment		Year 7 assessment week
17	Assessment		Recorder Stretch & Challenge
18	Closing the loop/feedback	PC2a closes
19	Recorder booklet
20	Recorder booklet
February half term
21	Instruments of the orchestra		Room swap M2
22	Keyboard skills
23	Instruments of the orchestra		Room swap M2
24	Keyboard skills
25	Instruments of the orchestra		Room swap M2
26	Keyboard skills
Easter
27	Intro to cubase		Room swap to M2
28	Protest song
29	Intro to cubase		Room swap to M2
30	Protest song
31	Intro to cubase
32	Protest song – intro to project
May half term
33	Project		Year 7 EoY test
34	Project		Year 7 EoY test
35	Project performance		Project assessments
36	Project performance
37	Musical Elements	PC3b closes
38	Musical Elements
39	Musical Elements

Year 8

Week	Topic	PC deadline	Assessment
1	Music Theory
2	Music for Film
3	Music for Film
4	Music for Film
5	Music for Film
6	Music Theory in prep for assessment
7	Music Theory in prep for assessment		Assessment criteria
October half term
8	Assessment		Create a Leitmotif
9	Assessment		Create a Letmotif
10	Feedback for assessment	PC1a closes
11	Introduction to Cubase
12	Cubase
13	Cubase project
14	Cubase project
Christmas
15	12 Bar Blues
16	12 Bar Blues
17	12 Bar Blues
18	12 Bar Blues		Assessment on 12 bar blues
19	12 Bar Blues		Assessment on 12 bar blues
20	12 bar blues	PC2a closes
February half term
21	Ukulele
22	Ukelele
23	Ukelele
24	Ukelele
25	Ukelele
26	Ukelele
Easter
27	Keyboard Skills		Room swap to M2
28	Introduction to Chords (review 12 bar blues)
29	Keyboard Skills		Room swap to M2
30	Recap film music
31	Understanding Underscore
32	Introduction to Project
May half term
33	Project		Year 8 EoY test
34	Project – Teams quiz on film music		Year 8 EoY test
35	Project		Project assessments
36	Assessment Week		Project assessments
37	Assessment Week	PC3b closes
38	Musical Elements
39	Musical Elements

Year 9 

Year 9 – Phase 1	Silver Arts Pantomime
Year 9 – Phase 2 – Music theory/musical elements   Mastery Descriptors  I can read the notes of treble clef I can describe musical elements in music I can read the notes of bass clef I can name instruments from each orchestral  family	Music Theory Focus on Sound – Music Theory & Music for Film Week 1 – Recap on music theory Week 2 – Music for Film Week 3 – Instruments Week 4 – Voice – assessment via Focus on Sound Week 5 – Cubase Week 6 – Project work – Music industry Week 7 – Music Industry Week 8 – Music Industry Week 9-11 – Presentation of roles in the music industry
Year 9 – Phase 3 – Project Work	Composition & Performance   Form a Band and perform 3 cover songs Create 3 dance tracks for an EP Write a song using either Cubase or chosen instruments     Assessment will be a practical one

Year 10/11

Week	Lesson1			Lesson 2	Intervention	PC deadline	Assessment
1	Composition Refresh			Composition Refresh	Composition
2	Africa			Free Comp	Free Composition
3	Africa			Badinerie	Comp
4	Focus on Sound			Focus on Sound	Free Comp
5	Focus on Sound			Focus on Sound	Free Comp
6	Focus on Sound			8 marker question
7	Focus on Sound			Set Works	Set Brief title given out
			October half term
8	Musical Elements			Exam prep	Free comp
9	Africa			Badinerie	Free comp
10	Focus on Sound			Focus on Sound	Free Comp
11	Study Leave			Study Leave	Study Leave		PPE – Appraising Paper
12	Study Leave			Study Leave	Study Leave
13	Component 1 & 2			Component 1 & 2	Component 1 & 2	Pc1 closes
14	Component 1 & 2			Component 1 & 2	Finish early		Dates set for Recording
			Christmas
15	Free Compositions Paperwork and piece prep			Free Compositions prep	Free Compositions prep
16	Free composition paperwork & recording uploaded			Free composition paperwork & recording uploaded	Free composition paperwork & recording uploaded		Moderation of Comp 2 (free comp)
17	Ensemble / solo  Prep			Ensemble / solo  Prep	Ensemble / solo  Prep
18	Ensemble / Solo Prep			Ensemble / Solo Prep	Ensemble solo prep		Challenge moderation
19	Recording Week			Recording Week	Recording Week		Moderation of Comp 1
20	Love Lounge			Set brief prep	Set brief Prep
			February half term
21	Set brief prep			Set brief prep	Set brief prep		Challenge moderation
22	Set brief Recording			Set brief recording	Set brief recording
23	Recording Week			Recording Week	Recording Week
24	Clean up Week for absences			Clean up Week for absences	Clean up Week for absences		Moderation of Component 2 (set brief)
25	Prep for Component 3			Prep for Component 3	Prep for Component 3
26							Challenge moderation
			Easter
27	Prep for Component 3			Prep for Component 3	Prep for Component 3
28	Prep for Component 3			Prep for Component 3	Prep for Component 3
29	Prep for Component 3			Prep for Component 3	Prep for Component 3
30	Prep for Component 3			Prep for Component 3	Prep for Component 3
31	Prep for Component 3			Prep for Component 3	Prep for Component 3
32	Prep for Component 3			Prep for Component 3	Prep for Component 3
			May half term

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Departmental Global Aims:

• Pupils to develop their leadership and teamwork skills through a range of activities

• All pupils to be able to swim by the end of Year 9

• Pupils having the competence to excel in a broad range of physical activities

• Pupils to be physically active for sustained periods of time.

• Pupils to have the knowledge regarding leading a healthy active lifestyle (mainly through fitness unit)

 

Departmental Philosophy & Vision:

Physical Education and Sport bring communities together helping them to flourish and grow.

By promoting both healthy minds and healthy bodies, Physical Education and Sport – in tandem with competing, mastery and finally elite sports – improve individual and collectives’ lives.  Through play and practice, students develop character and morality in terms of resilience, discipline respect, leadership and team.

Through repetition and striving for mastery, as well as through an understanding of the science of the body, combined with Sport Psychology, students also develop lifelong habits that support physical and mental well-being.

Our whole curriculum is based around the influence of three people:

Vince Lombardi: Influence on modern day sport with a focus on elitism; Sport science; Commercialism.

Tom Brown: The influence of 19th Century Public Schools on developing games into sport; Foundations build on building character and life skills; Used to manage behaviour and develop well-being.

Baron Pierre De Coubertin: Vision of using sport to educate and bring people together; Founder of the modern Olympic Games which promoted playing or the love the sport

 

Support & Guidance:

Homework: Active participation in chosen sport outside of school.

Reading: Provision of Reading Materials: newspaper articles, magazine articles – discussions around Sport, fitness, healthy lifestyles.

 

 

Careers in the Curriculum:

Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Year 7 & 8

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Biology 

Chemistry 

Physics 

Careers in the Curriculum: Click here for information.

We are currently reviewing all schemes of work and they will be published shortly once completed

Psychology

Sociology 

Careers in the Curriculum:

Click here for information about Psychology.

Click here for information about Sociology.

We are currently reviewing all schemes of work and they will be published shortly once completed

Departmental Global Aims:

During Year 7 students will:

• Develop a basic understanding of fabrics and their properties

• Develop hand sewing and sewing machine skills

• Develop an understanding of how to use tools and equipment safely in Textiles

• Build and apply a repertoire of knowledge, understanding and skills in order to make good quality products for themselves

• Evaluate and test their ideas, products and the work of others

• Consolidate their literacy and numeracy skills by working within Textiles

Continuing into Year 8 students will:

• Deepen their knowledge and understanding of fabric and fabric properties

• Understand how fabric is constructed

• Continue to develop hand sewing and sewing machine skills

• Develop the skills and techniques required to embellish fabric

• Develop an understanding of how to use a wider range of tools and equipment safely in Textiles

• Develop their consumer awareness relating to textile products and the environment

• Build on and apply a repertoire of knowledge, understanding and skills in order to design and make high quality products for a wide range of users

• Develop the creative, technical and practical expertise needed to produce original products

• Evaluate and test their ideas, products and the work of others

• Consolidate their literacy and numeracy skills by working within Textiles

 

Departmental Philosophy & Vision:

In Year 7 students will focus on acquiring the knowledge and skills to enable them to learn about the essential role textile products play in our everyday lives. This will include designing and making products which include a number of techniques and processes such as joining fabric together – seams and inserting a zip. The projects are designed so that students acquire appropriate skills and techniques in order to make high quality functional products for themselves. The students will learn about fabrics and its properties while understanding the function and use of equipment. Health and Safety is taught as an integral part of textiles lessons to ensure individuals take a collective responsibility for maintaining a safe and organised working environment.

In Year 8 students build on their knowledge, skills and understanding from Year 7 Textiles. They will learn about a number of techniques such as tie-dyeing and processes such as neatening seams. The Year 8 projects are more challenging and designed so that students acquire further skills in order to make high quality functional products, such as cushion covers and bags, for themselves and others. The students will apply their knowledge of fabric, materials and equipment to the making tasks. Students will also consider the clothing and textiles industry’s impact on the environment and engage in projects to develop some possible solutions through reusing fabric to make new products. Health and Safety will continue to be an integral part of textiles lessons to ensure individuals take a collective responsibility for maintaining a safe and organised working environment.

 

 

Careers in the Curriculum:

Click here for information.