Brentford School for Girls Curriculum Guide 2020-2021
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Due to the current guidelines on educational
establishments and the time in lockdown, there may be
slight differences in the scheduling of subjects this
academic year. However, we have tried to adapt within
the guidleines to ensure that all the current curriculum has
been maintained as best as possible.
Brentford School for Girls
Curriculum Guide
2020-2021Brentford School for Girls Vision Brentford School for Girls Curriculum Aims
IMAGINE THE FUTURE BRENTFORD GIRL... To engage all students, developing / providing inquisitive and
reflective learning.
She thrives on challenge and has a desire to fulfill her learning To provide flexible approaches allowing students to be
potential; ambitious, courageous and confident in their learning.
she is able to think independently and is confident in her social To provide personalised provision for all students on a formal
and academic capability; and informal basis.
she is emotionally aware and emotionally intelligent; To provide a breadth of learning experience for all students.
she is capable and dependable; To provide girls with skills for life.
she is resourceful and inquisitive; Inspire a thirst for learning
she embraces the technological world as a global village and is Allow girls to follow appropriate pathways to achieve their
ready to interact with others in the local and worldwide desired goal
community; Provide a breadth of learning experience reflecting the multi-
she accepts the welfare of others as her responsibility; cultural and technological world
she understands the need for sustainable living both locally and Enable students to become skilled 21st century citizens
globally;
she is ready for life in the future – whatever that may be.
She is the centre of our vision and will remain the very core of
our being and purpose.
The 3-Year GCSE – a Rationale
At BSfG we start GCSEs in Year 9. The objectives of this decision were: -
To enable more time to develop the necessary skills and knowledge to enable students to fulfil their potential with increased challenge
To enable opportunities to interleave, consolidate knowledge and develop deeper learning experiences for students
Opportunity for early entry to exams e.g. English LiteratureOverview
Curriculum Year Age between Sept-Aug Key Stage Assessment/Grading
7 12 3 Flight paths 1-9
8 13
9 14 4 GCSEs: 1-9
10 15 BTEC: Pass, Merit, Distinction, Distinction*
11 16
12 17 5 A level: A*-E
13 18 BTEC: Pass, Merit, Distinction, Distinction*
Curriculum Model 2019-20
Key Stage 3 lessons Key Stage 4 lessons
Year 7 Year 8 Year 9 Year 10 Year 11
Art 1 lesson Art 1 lessons English 5 lessons English 5 lessons English 5 lessons
Technology 2 lessons Technology 2 lessons Maths 5 lessons Maths 5 lessons Maths 5 lessons
Drama 1 lesson Drama 1 lesson Science 6 lessons Science 6 lessons Science 6/7 lessons
PSCHE 1 lesson PSCHE 1 lesson RE 2 lessons RE 2 lessons RE 2 lessons
English 4 lessons English 4 lessons PE 2 lessons PE 2 lessons PE 1 lesson
Geography 2 lessons Geography 2 lessons PSCHE 1 lesson PSCHE 1 lesson PSCHE 1 lesson
History 2 lessons History 2 lessons Option A 3 lessons Option A 3 lessons Option A 3 lessons
Maths 5 lessons Maths 5 lessons Option B 3 lessons Option B 3 lessons Option B 3 lessons
MFL 3 lessons MFL 3 lessons Option C 3 lessons Option C 3 lessons Option C 3 lessons
Music 1 lesson Music 1 lesson Total 30 lessons Total 30 lessons AC Mentoring 1/0 lesson
PE 2 lessons PE 2 lessons Total 30 lessons
Science 4 lessons Science 4 lessons
RE 1 lesson RE 1 lesson
Library (AR) 1 lesson Library (AR) 1 lesson
Total 30 lessons Total 30 lessons
In Year 12 and Year 13, students will generally choose 2-3 Level 3 courses each allocated six periods per subject. Students will also be allocated
periods on their timetable for study sessions in the Sixth Form Centre.Academic Mentoring
Curriculum Intent
To provide support and guidance for all students to ensure student wellbeing and preparation for GCSE exams and the pressures of year 11
Term Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 7
Year 8
Year 9
Year 10
Introduction to AC Lessons Preparing Revision Materials Preparing for PPE 2 Preparing Revision Materials Preparing Revision Materials
Why we have AC lessons Planning for effective use of Revisiting forming
and what how they help AC lessons Revision Timetables Planning for effective use of AC Planning for effective use of
support Consolidating learning Revisiting learning styles lessons AC lessons
and how to revise Consolidating learning Consolidating learning
Preparing for PPE 1 Revising coping with
Forming Revision pressure of PPEs
Timetables
Year 11
Understanding learning
styles and how to revise
Coping with pressure of
PPEs
Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning
Writing Revision Timetable Producing a portfolio or Writing Revision Timetable Producing a portfolio or revision Producing a portfolio or
VAK Learning Styles Testing revision materials Organisation Skills materials revision materials
Wellbeing
Year 12
Year 13Art Curriculum Intent Education in Art is essential to the development of humankind. This development refers to progress in physical, emotional, intellectual and social behaviours and understanding. Creation is what sets the human race apart from all other species. The reward and significance art making is based in creation of something which has never existed before. This is made possible by fostering the desire to create and developing the skills that are needed. In Art and Design lessons students will gain skills, knowledge, inspiration, and enjoyment whilst being exposed to the work of artists, new media, techniques and themes. As Henri Matisse said, “Creativity takes courage”. With this in mind, lessons are planned to include INQUISITVE discussions and research into Art history. Projects are developed to include REFLECTIVE checkpoints. Students will learn that failure is a natural part of the creative process and they will review and refine techniques until they are successful. The ability to be FLEXIBLE and to think around different situations will help to build independent thinking and the ability to broaden their practical skills. AMBITIOUS efforts and projects are celebrated. As a result, CONFIDENT students move closer to developing and appreciating the COURAGOUS attitude that artists need. KEY STAGE 3 ART & DESIGN The Key Stage 3 curriculum within Art & Design will provide students with a broad set of skills by exploring the Formal Elements of Art through different subject matter and media. A wide range of artists and contexts are investigated and analysed through research, discussions and practical work. Students will work on recording and presenting their skills in sketchbooks. As they evaluate, review and refine their work, they develop ideas and vocabulary that equip them for interactions beyond the Art Room. Introductions to processes, keywords, research, drawing, painting, 3D, Printmaking and Photography provides all students with a solid foundation on which to build at Key Stage 4. KEY STAGE 4 ART & DESIGN Art & Design at Key Stage 4 level builds on the foundation of knowledge and skills gained in Key Stage 3. Sustained projects that are thematic (versions of Still Life, Graphics and Portraiture) will allow them to learn to use a variety of media as well as develop more individual ideas and explore their own choice of subject matter. This provides all students with a solid foundation on which to build at Key Stage 5. KEY STAGE 5 ART & DESIGN As students will come with a range of experiences from studying GCSE: Art/ Photography/ Textiles, or without skills having given up Art at the end of year 8, the beginning of the course is very structured. Students undertake an intensive number of sessions to develop skills and different approaches to drawing, painting and printmaking. In Art & Design at Key Stage 5 students will investigate their own ideas. Through their choice of theme, bespoke support in research and guidance will help them to broaden their knowledge and create independent sustained projects of a personal nature. This provides all students with a solid foundation on which to build if they pursue a career in the Arts
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
The Formal Elements of Art
Year 7 Art lessons are divided and structured to develop understanding of the Formal Elements: colour, pattern, line, shape, texture, line, tone.
Projects are based on learning from a range of Artists: Piet Mondrian, Henry Moore, Henri Matisse, Vincent van Gogh, Niki de Saint Phalle and Wassily Kandinsky
Students respond to the above artists through research, analysis, discussions, comparisons, copies and responses.
Year 7
Practical tasks over a range of activities to develop skills in planning, composing, drawing, painting, 3-Dimensional work, and printmaking.
Deeper Learning
Research the work of different artists. Consider their influences. Articulate your own observations. Compare them to similar and different artists.
Recreate their art to explore their technique and style.
Create a response where you take the researched artist as a starting point and develop your own artwork.
Still-Life Portraiture Typography
Students will learn about the work of the Cubist Students will learn about the work of the Fauvist Students will learn about the history and evolution of
Artists through research and analysis. Artists through research and analysis. typography.
They will produce still-life observational drawings They will produce a copy as a preparatory and skill They will learn about grids, proportion and perspective
using a range of techniques and media. building exercise. as important drawing techniques.
Composing and planning techniques will be learnt They will revise the colour theory learnt in Year 7 and Copying and restructuring a range of styles help to
and practiced. develop their understanding by looking at the symbolic inspire and inform and designing of monograms.
Learning and skill development will be presented in and dimensional use of colours. 2 and 3-Dimensional projects help to develop and
a final Cubist inspired artwork. Drawing skills will be developed by exploring consolidate the skills and understanding gained through
Ongoing self, peer and formative assessment will techniques that make Fauvist work different to other the project.
Year 8
help students manage and track their progress. movements. Drawing and planning skills will also be
learnt by using enlargement grids.
Learning and skill development will be presented in a
final Fauvist inspired self-portrait.
Ongoing self, peer and formative assessment will help
students manage and track their progress.
Deeper Learning
Creating a time-line to understand the context and circumstance surrounding the development of artworks.
Exploring the impact different artists and artworks had.
Comparing different artworks with deep understanding and insight.
Still Life Pop Art
To develop skills when: To gain an understanding of how to develop a long term thematic project
Carrying out research To complete research into the influences, context and significance of the art movement
Analysing an image To research the protagonists of the art movement
Recording ideas and observations To copy and respond to a range of artworks and as a result develop skills and confidence in a range of
Exploring a range of media and techniques media
Year 9
Producing outcomes To learn to record observations and understanding in annotations and written tasks
To gain knowledge of how to plan and compose a picture
To create a final outcome that is informed and a suitable response to the theme
Deeper Learning
Creating a time-line to understand the context and circumstance surrounding the development of artworks.
Exploring the impact different artists and artworks had.
Comparing different artworks with deep understanding and insight.Pop Art Portraiture
Completion of the project started in Year 9 To explore the potential and diversity of portraiture
To explore a range of artists and approaches that relate to the theme
To gain insight into the influences, contexts and significance of different portrait artists through research.
To show transferable knowledge and observations in analysis
To develop an understanding of the proportions of the face and practical skills to use this to enhance drawings skills.
Year 10
To copy and respond to a range of artworks and as a result develop skills and confidence in a range of media
To learn to record observations and understanding in annotations and written tasks
To gain knowledge of how to plan and compose a picture
To create a final outcome that is informed and a suitable response to the theme
Deeper Learning
Investigate the theme of Portraiture by looking at the development of portraiture as a genre and how it developed and changed over time.
Choose a collection to compare in terms of intention, style, composition, technique, and use of the Formal Elements.
Consolidation of Pop Art and Portraiture Projects. Externally Set Assignment
FIT tasks and revisiting of old work. Hand out exam paper set by the exam board
Completion of any outstanding work Set tasks as lead up to different questions. Students will follow the same procedure for deeper learning as that covered in years 7-10 and
Skills development through practice individually carry out task which are regarded as deeper learning
Year 11
Deeper Learning
Individual Students will research an artists or art movements with their theme.
They will carry out analysis and research that is based on multiple sources.
Annotation and exploration demonstrated understanding and meaningful insights.
Gallery visits will help build appreciate and understanding of the significance of artists and artworks.Transition – confidence building when working in a large capacity (A3) drawing skills
Students will experiment with media whilst developing observational skills. They will complete a number of tasks using a variety of media. This will develop the following sketchbook skills:
How to research and analyse
How to record and develop ideas
How to incorporate your own ideas or feelings into your work
Artist study & colour theory
Drawing techniques including: Blue drawing, Chalk drawing
Own observed painting
Students must visit a gallery or museum (often done as a whole year trip to the Tate Modern and St Pauls)
Introduction to research, INDIVIDUAL PROJECT FOCUS INDIVIDUAL PROJECT FOCUS INDIVIDUAL PROJECT FOCUS INDIVIDUAL PROJECT FOCUS
practical skills and To decide upon a project Carry out own responses Use work by artists and research you have carried out to create Research based essay
Consolidation of Artist research
Year 12
processes intent – focus. to artists discovered. your own ideas ready for printmaking
Consolidating a range of Begin research on chosen Take photos and drawings Relief Printmaking Scaffold and Development
skills by visiting the themes topic. Options provided to record observations Research Collagraph, Linoprintmaking and Polyprinting Planning Documents used to
Vanitas, Surrealism and based on previous exam Annotate, analyse and processes. Look at Printmakers for inspiration for styles and consolidate arguments and
Impressionism tasks. Eg Messages, Detail, recreate example colour schemes (examples include Sarah Ross Thompson, Kim comparisons.
Rhythm, Construction etc. artworks to develop Herringe, Gail Brodhalt, Cyril Power, Edward Bawden, and Analysis and ‘double bubbles’
Visual and conceptual analytical and writing Angie Lewin) used to guide comparisons
exploration through Group skills. Monoprinting Keyword and terminology lists
Discussions/Mood board/ Research photographic mono, photographic screen-printing, constructed with reference to
Mind map based tasks and impression based monoprinting processes. Look at sketchbook work
printmakers for inspiration (examples include Kathe Kollwitz, Essay developed and written
Henry Moore and Andy Warhol)
Use processes to further explore visual representation of
individual themes
INDIVIDUAL PROJECT FOCUS Exam Preparation
Practical work Plan for exam
Painting/drawing/construction of final outcomes Choose a theme
Carry out research
Year 13
Research and writing based work Make artist studies looking at technique, composition
Frist draft of essay submitted Ensure that observational drawing is embedded into projects
Begin to develop your own ideas
Explore various media and begin to experiment with media
Examination prep for final workBusiness Studies
Curriculum Intent
The Business Studies department encourages students to be inquisitive, reflective and challenged by following a broad, coherent, satisfying and worthwhile course of study, thereby gaining an insight into the wide
world of business, employment and the economic environment in which students live and will grow into as 21st century citizens.
The department prides itself on allowing students to develop academically and, more importantly, helps to foster and grow transferable skills which can later be applied to further education and the work
environment.
The department aims to develop students who:
actively engage in the study of business to develop as effective and independent students and as critical and reflective thinkers with enquiring minds;
use an enquiring, critical approach to distinguish facts and opinions, to build arguments and make informed judgements;
develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts;
appreciate the range of perspectives of different stakeholders in relation to business and economic activities;
Term Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 7
Year 8
Year 9 Transition
(Eduqas) Organisation of folders
Glossary of Business Terms
Business Activity Business Activity Marketing Business Operations
Business Enterprise Types of Ownership Target Markets Methods of Production
Providing Goods & Business Aims & Objectives Market Segmentation Quality
Services Business Growth Market Research Supply Chain
Business Location Marketing Mix Sales Process
Customer Service
Deeper Learning Deeper Learning Deeper Learning Deeper Learning
Dragons Den Business Plan Stage 1 The impact of “Supersize Me on McDonalds Production Game – Making Paper Dice
Competition Brand vs Own Brand Taste Testing Costs vs Ethics – Using Manufacturers Overseas Investigation
Investigation into an Business Plan Stage 2 Business Plan Stage 3
entrepreneur Customer Service Role Play ActivitiesHuman Resources Influences on Business
Recruitment & Selection Technological Influence on Business Activity
Training Ethical Influence on Business Activity
Motivation Environmental Influence on Business Activity
Organisational Structures Economic Influence on Business Activity
Year 10
The Impact of Globalisation on Businesses
(Eduqas)
The impact of Legislation on Business
Deeper Learning Deeper Learning
Career Process Competition Benefits and Negatives of EU membership for the UK
“Black Gold” and investigation into Fair Trade
Finance Revision/Exam Preparation Business/Exam Preparation
Sources of Finance
Revenue & Costs Business Activity Human Resources
Profit & Loss Accounts Marketing Influences on Business
Cash Flow Business Operations Finance
Year 11 Financial performance Analysis
(Eduqas)
Deeper Learning
Business Plan Final Stage – Forecasting Financial
Performance
Business Plan Displays
Year 12
Year 13Drama
Curriculum Intent
In Drama we aim to:
Develop resilience through group work, taking risks and developing an understanding of their own personal values and abilities.
Understand a variety of theatre and its forms.
Reflect on their own work and that of others and become astute in analysing theatre and its dramatic forms.
Develop an understanding for society and the issues arising in a modern society through a safe and focused drama led exploration.
Gain confidence and build self-esteem enabling them to present themselves in a positive manner in any situation.
Develop an appreciation for Drama and its place in society and the curriculum.
Be inquisitive and engaged in theatrical developments through time.
At Year 7 and 8 Drama is a compulsory subject with a clear focus on developing their presentation, storytelling, comprehension, personal confidence and expressive skills. At GCSE and A-Level their learning becomes
far more specialised and covers stagecraft, production, naturalistic and non-naturalistic performance styles.
Alongside our co-curricular school productions, theatre trips and drama clubs, we believe our programme enriches our students by giving them the opportunity to explore their own creativity, challenging them to
become independent thinkers and promoting a greater understanding and appreciation of the arts.
Term Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Transition: Baseline asses prior learning
Introduction to Drama – key The Ship- Devising Theatre review- Shrek the Ernie’s Incredible illucinations- Shakespeare introduction: playwright /genre
terms and rehearsal Explore storytelling through Musical play
techniques the use of drama. To understand the To explore the use of Plays explored: Macbeth, Twelfth Night, Midsummer Night’s dream,
To explore drama through Apply a variety of drama creation of theatre narration and other The Tempest.
a variety of stimuli. strategies within a To evaluate and drama strategies
To develop understanding performance. analyse a To stage the play with a Explore the life and works of Shakespeare.
of rehearsal techniques Consider technical theatre in performance. consideration for the style. To understand the language and performance style of
Year 7 and the basics on drama. creating a performance. Introduction to Shakespearean theatre.
To evaluate the process of Develop skills in creativity theatre To reflect upon the relevance of Shakespeare’s plays in
creating drama and and the development of a performance and today’s society
rehearsing. performance. performance forms
Reflect upon the creation of Links to GCSE
character. written examination
Deeper learning
Theatre visitTransition: Baseline assess Identity- Devising Theatre review- The Railway Naturalism- theatre style and ASBO- play Horror: Genre
prior learning Children practitioner
Explore a variety of stimuli To understand social issues To understand the style and
Explorative strategies and through group work, To understand the creation Explore Stanislavski’s style and through performance genre of horror.
rehearsal techniques- explorative strategies and of theatre techniques To stage and explore the To use the techniques of horror
rehearsal techniques. To evaluate and analyse a Apply techniques to a script. themes and issues within the within a performance.
To explore the use of Explore social issues through performance. play. To develop understanding of the
explorative strategies drama exploration. To evaluate and analyse the Impact on the audience. role of a designer and the impact
Year 8
with a workshop. use of staging and set in Role of a director in a on a performance
To use rehearsal relation to the play performance To devise a horror performance
techniques to develop a Evaluate the dramatic forms using the conventions of the
piece of theatre. Impact on the audience genre.
Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning
Research on own identity Memorizing lines Research local area Anti-
/ heritage social behaviour
Transition: check prior learning and refresh
Let Him Have it- Devising Theatre review Too Much Punch for Judy-TIE Monologue unit. Blood Brothers-Drama
Introduction to GCSE-
Course requirements Exploring through stimuli Evaluating a performance Study of a full play Explore performing a Exploring a text
Using rehearsal techniques using all performance Explore the role of the director monologue. Understanding the societal
to develop a piece of drama. techniques and the vision Explore the use of voice, influence of a play
To develop an understanding Analysis of director’s Understanding the influence of body language and creating Performing from a text
of the historical influences decisions and impact. a variety of theatre. a character.
Year 9 on a piece of theatre. Understand the impact of Devising own TIE on the issue Evaluating own performance
To make critical judgements the audience of a of drink driving. and justify creative
on factors in society. performance. decisions.
Deeper Learning Deeper learning Deeper learning
Developing key skills: Right and wrong opinion Characterisation and
Team building project monologue project
Performance skills
Devising skills
Written responsePrep for component one: Duologue Theatre review Study of set play: DNA
Devising (40% of grade) Explore performing a Evaluating a performance using Study of a play’s themes and issues
duologue. all performance techniques Study of writer’s intentions and influences
Creation from stimulus and process diary. Explore the use of voice, Analysis of directors’ decisions Exploration of personal vision for performance
body language and creating and impact. Exploration of designer, director and actors’ roles
Year 10 c/w: 1500-2000-word written document
a character. Understand the impact of the Critical evaluation of the performance’s forms.
Make creative decisions audience of a performance.
based on the knowledge and Introduction of practitioner
research of character. design influence.
Understanding of staging and
set
Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning
Component 2: performance of a text Recap of set text: Recap of Theatre review: Exam Preparation
Evaluating a performance using
Explore and stage the play Study of a play’s themes and all performance techniques
Reflect on use of characterisation and development issues Analysis of directors’ decisions
Explore the use of performance skills within the play Study of writers’ intentions and impact.
Analyse the intent for performance for each character. and influences Understand the impact of the
Exploration of personal audience of a performance.
Year 11 vision for performance Introduction of practitioner
Exploration of designer, design influence.
director and actors’ roles Understanding of staging and
Critical evaluation of the set
performance’s forms.
Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning
Transition: Practitioner exploration: Devising unit: Explore set text:
Prior knowledge and Stimulus given and students begin to create a performance for Explore Woyzeck and That Face in preparation for written examination
development on KS4 skills Exploration of the key examination. in year 13
practitioners in theatre
Baseline assessment: and the influence of their
Key skills: work of theatre of today.
Year 12 Team work Using key techniques of
Research practitioner
Critical thinking
Evaluation
Creativity and development of
theme/issue.
Component 1 Component 3 Component 2 Component 2 Component 3 Component 3
Year 13
Mop up Practical exploration of ‘That Scripted text/monologues Monologues/scripted text Exam technique Revision
Face’/woyzeckEnglish
Curriculum Intent
English Curriculum Intent:
To explore reflection on the human experience, to better understand themselves, others and the world around them – developing their empathetic, cultural and emotional awareness;
To develop their own moral compass through the exploration of different views, values and experiences;
Providing a space in which students feel their voice / opinion / interpretation is valued, important and relevant through lively, respectful and challenging debate and discussion;
To develop an appreciation for the arts and great writers from the literary canon through study of literature and language through the ages;
To develop critical, analytical and independent thinkers through an intellectual engagement with texts and others;
To develop a love and use of language which enables them to communicate effectively and confidently;
To develop a questioning, inquisitive, reflective and curious approach to their learning;
To create personalised learning experiences for all learning styles, also encouraging students to develop their own flexibility, accountability and a range of transferrable skills;
To develop skills that will enable them to achieve their potential and be successful and happy in the future.
Term Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Transition Period – lessons as introduction to AOs
Guidance on key vocabulary, how to structure paragraphs and how to use the Learning Passports.
Gothic Horror + Frankenstein (Optional) Exploring Shakespeare Fairy Tales + Alice in Wonderland
(as Transition Unit) (providing a taste of several plays) (Taught from w.b.: 6/5 = 7 weeks)
DP1 Assessment on Gothic Horror (Taught from w.b.: 3/1 = about 12 weeks)
Assessment writing – w.b.: 24/9 In class assessment w.b.: 24/6
Data collected 16h October 2018 In class assessment (w.b.: 4/2) Assessment on an extract from ‘Alice in Wonderland’.
Analysis of an extract from ‘The Man Who Killed Darren Shan’. A letter written in character to express the ‘love at first sight’ that Literature AO1, 2, 3 and 4
LANGUAGE TECHNIQUE FOCUS. Romeo experiences upon meeting Juliet. Language A05 & 6
Literature AO1, 2 and 4 NOT AO3 Language A05 & 6
Spoken Language - Role play DP3 Assessment on ‘Romeo and Juliet’??? Performance Poetry
DP2 Assessment on ‘Frankenstein’ Revision 11th- 15th March (Taught from w.b.: 1/7 = about 2 weeks)
th
Revision 26 - 30 th November Assessment writing – w.b.: 18/3
Year 7 Assessment writing – w.b.: 3/12 Assessment - How does Shakespeare use structural techniques to
Analysis of an extract from ‘Frankenstein’. LANGUAGE present the relationship between Hamlet and his mother, Gertrude?
TECHNIQUE FOCUS. STRUCTURAL TECHNIQUE AND CONTEXT FOCUS.
Deeper learning Deeper learning Deeper learning Deeper learning
Exploring genre through a range of extracts before a Exploring Shakespeare through a range of play extracts before Investigate satire, non-sense Project leading up to own
deeper dive into one text (‘Frankenstein’). a deeper dive into one text (‘Hamlet’). texts, archetypes, and other performance of a poem.
Project exploring the Romantic period, the Gothic Socratic method of discussion and teaching to explore the generic conventions. Spoken Language – dramatic
tradition and female writers during this time. writer’s viewpoints and how this has been influenced by Study of Victorian era with performance.
Spoken Language – role play. contexts. links to History curriculum.
Whoosh of ‘Hamlet’ and other drama activities to explore the Philosophical enquiry about
play in performance. awe and wonder.
Spoken Language
presentation.Romeo & Juliet English Language Writing Unit Of Mice and Men
DP1 Assessment DP2c Assessment (Spring 1) DP4c – collected 22nd May 2017
Revision 24th– 28th September Create new assessment? Exam style question analysing an extract from ‘Of Mice and Men’. STRUCTURAL TECHNIQUE AND CONTEXT
Assessment writing – w.b.: 17th September Writer’s Viewpoints and FOCUS.
Data collected 16h October 2018 Perspectives Literature AO1, 2, 3 and 4
Newspaper article on a scene from the play. (Similar to Paper 2, Section B)
Language A05 & 6 Write a variety of styles such Poetry Ballads
Spoken Language - Role play as travel, blogs, newspaper
articles. In class assessment (Summer 2)
In class assessment Literature AO1, 2, 3 and 4 Analysis of a ballad.
Revision 26th-30th November Language A05 & 6 Literature AO1, 2, 3 and 4
Assessment writing 3rd-7th December
Analysis of the language used in Act 3, Scene 5 (lines 1-42)
Literature AO1, 2, 3 and 4 *Preparation for Year 8 exam.
Year 8 Deeper learning Deeper learning Deeper learning Deeper learning
Development of revision and study skills (flip learning, Dragon’s Den Development of revision Investigation into the historical context and life of a
consolidation and revision of texts for assessment). competition, using and study skills (flip highwayman.
Mask displays created to explore symbolism, persuasive language. learning, consolidation and Debate about bias and the presentation of criminals /
characterisation and key themes. Develop writing about a revision of texts for glamorisation of criminality.
Investigation into Elizabethan England and relevant viewpoint using current assessment). Ballad writing competition.
contexts, such as marriage, religion and the role of affairs. Wider reading of Socratic method of
women. relevant sources and discussion and teaching to
different forms of writing. explore the writer’s
viewpoints and how this
has been influenced by
contexts.
Philosophical enquiries into
the American Dream, race,
gender, disability, ageing
and other key themes.Transition Period/Induction Week (WB 3rd September) Revision of techniques, looking at exam style questions and how the GCSEs link to previous KS3 topics. Use the Learning Passport and Course Overview.
An Inspector Calls (WB Sep 10th – Dec 7th) Unseen Poetry Writing Unit EoY9 Exam
English Literature Paper 2 Section A English Literature Paper 2 English Language Paper 1 Section A – An Inspector Calls
Modern texts: students will answer one essay question from a Section C Section B Only (WB 25th Section B – Unseen Poetry
choice of two on their studied modern prose or drama text. Unseen poetry: Students will February - 8th March, and after
answer one question on one the Unseen Poetry Assessment) Love and Relationships Poems
Unseen Poetry unseen poem and one 1 extended writing question (24 English Literature Paper 2 Section B
English Literature Paper 2 Section C (WB December 10th – question comparing this poem marks for Poetry: students will answer one comparative question on one named
December 20th) with a second unseen poem. content, 16 marks for technical poem printed on the paper and one other poem from their chosen
accuracy) AO5&6 anthology cluster.
Provide links to Language Paper 2:
Q1: Locating Information/Facts Paper 1 = Explorations in Creative
Q2: Summary Skills; Reading and Writing – Narrative
Q3: Language techniques and analysis; and Descriptive Writing
Year 9
Q5: Writing to Explain/Argue/Persuade
Unseen Poetry
English Literature Paper 2
Section C (WB March 4th – March
20th)
Unseen poetry: Students will
answer one question on one
unseen poem and one question
comparing this poem with a
second unseen poem.
Deeper Learning Deeper Learning Deeper Learning:
Research project about the Context. Create a Revision Research context for each poem (additional ideas) and present
Create presentations in groups to teach the class. resource/booklet about to the class, as well as teach the class to enhance their
forms of poetry. understanding.
Jane Eyre Macbeth REVISION WEEKS Language Writing Skills Paper
English Literature Paper 1 Section B English Literature Paper 1 Section A An Inspector Calls English Language Paper 1 Section B
The 19th-century novel: students will answer one question on Shakespeare: students will answer one question on their play of Unseen Poetry
their novel of choice. They will be required to write in detail choice. They will be required to write in detail about an extract from Love and Relationships Explorations in Creative Reading
about an extract from the novel and then to write about the the play and then to write about the play. Anthology/Poetry and Writing
novel. Jane Eyre
Macbeth Question 5 – Creative Writing
Deeper Learning Deeper Learning Deeper Learning Deeper Learning
Year 10 Role-play, presentations and hot seating to show the Compilation of revision games and resources to track first and Creating revision cards Reading Logs – read two
development of Jane’s character. altered impressions of main characters. and using revision games novels. Create a bank of story
Create and add to a revision resource about the form Presentations to the class. to consolidate learning. openings and comment on
(bildungsroman) for each chapter. Further research on context and evidence of linking these Create a bank of the writers’ use of language
Debate whether Jane has grown at the end of each key ideas to analysis (colour-code books). resources which include and structural features (set as
section (based on setting). Debate whether Macbeth and Lady Macbeth are likeable. iceberg analysis. ongoing homework).
Further research about the context and group Use of the PIXL APP. Revision drop-down
presentations. Revision Games. sessions.
Use of the PIXL APP. Use of the PIXL APP.Language Reading & Writing English Language Paper 2 English Language Paper 2 (Revise) English Language Revision Focus – English (AQA)
Skills Section A & B (Sources 1-4) Section A & B (Sources 1-4) Language Paper 1 Section A & B Sections A and B:
(Sources 6-9) Paper 1: Explorations in
English Language Paper 1 Writers’ Viewpoints and Writers’ Viewpoints and Creative Reading and
Sections A & B (Sources 1-5) Perspectives – two linked Perspectives – two linked texts Spoken Language – Link to Paper Writing
texts 2 Section B Paper 2: Writers’ Viewpoints
Explorations in Creative Provide opportunities to practise. and Perspectives
Reading and Writing
Year 11
Deeper Learning Deeper Learning Deeper Learning
Walking Talking Mock Walking Talking Mock Revision Conference
with AFL on exemplars with AFL on exemplars Walking-talking mock with
from AQA (prior to from AQA (prior to PPE1). AQA exemplars.
PPE1). Research and create
Research and create revision resources for
revision resources for genre and style
genre and style
Transition
Transition activities will take place within the first six weeks of Year 12 – Introduction to AO3 and AO5.
DL: How to research effectively.
Teacher: Miss Downton
Component 2 Sec B Component 2 Sec B Component 3 Sec A - Unseen Prose
Tennessee Williams: A Streetcar Named Desire (Penguin John Webster: The Duchess of Malfi (Methuen) – closed book Component 3 Sec B - Unseen Poetry
Year 12 Modern Classics) – closed book
Teacher: Mrs Kearns
Component 1 Sec A
Component 4 Component 4 John Donne: Selected Poems (Penguin Classics) – open book
Jean Rhys: Wide Sargasso Sea (Penguin Classics) – coursework Ian McEwan: On Chesil Beach – coursework
Component 3 Sec A - Unseen Prose (for PPE)
Component 3 Sec A - Unseen Prose (for PPE)Teacher: Miss Downton
Component 1 Sec B REVISION:
Carol Ann Duffy: Mean Time (Picador) – open book Component 2 Sec B A Streetcar Named Desire and The Duchess of Malfi
Philip Larkin: The Whitsun Weddings (Faber) – open book Component 1 Sec B Mean Time and The Whitsun Weddings
Component 3 Sec A - Unseen Prose
Component 3 Sec B - Unseen Poetry
Year 13
Teacher: Mrs Kearns
Component 2 Sec A REVISION:
Component 1 Sec A Shakespeare: King Lear Component 2 Sec A - King Lear
John Donne: Selected Poems (Penguin Classics) – Component 1 Sec A - John Donne
open bookFilm Studies
Curriculum Intent
The study of film is an opportunity to engage with the dominant art form of the last 100 years: an art form that has spread to every corner of the globe and reflects the cultures, stories and representations of human
existence.
Studying film is a powerful experience that can be emotional, thrilling, illuminating and challenging. Students experience a range of responses as they are drawn into characters, their narratives and the issues films
raise. The root of that power is the immersive audio-visual experience film offers – one which can exploit striking cinematography, composition and locations, powerful music and sound structured through the
editing which focuses and directs the attention of the spectator.
Studying film develops critical thinking through analysis of films, including:
the ways in which meanings and responses are generated through film
a contrasting, culturally diverse range of films from different national contexts
film as an aesthetic medium
how films reflect the social, cultural and political contexts in which they are made
the relationship between film and film technology over time
to apply knowledge and understanding of film to filmmaking or screenwriting
Film Studies promotes global learning through study of diverse films from a range of cultures. It deepens historical knowledge of culture and technology and develops emotional intelligence. Alongside the critical
responses, students are encouraged to explore their creativity through screenwriting and film-making. They develop independence and responsibility through planning, producing and editing filmed productions.
Alongside this, they develop real world skills in writing, filming, editing and collaborating.
Term Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 7
Year 8
Introduction to film studies History of Hollywood: Hitchcock study: The Birds Component 2: Global Film: Component 2: Global Film: global Component 3: Non-examined
and film form Developing knowledge and (1961) English language global film film in foreign language assessment (NEA)
Understanding aesthetics understanding of chronology Analysis of film using key Studying global film made in Analysis of key sequences Screenplay writing
and developing confidence of technological and cultural elements of film form English Representations, contexts and Production skills
in language of film form developments within film. Focus on aesthetics, aesthetics Group Mini-shoot
Applying aesthetics to Component 2: Global Film: narrative and analysis of key Revision cards
analysis of key sequences Silent film era documentaries British Film (example 1) sequences REVISION OF THREE FILMS
and scenes Visions of Light Studying British film Exploration of film contexts STUDIED
Year 9 Understanding meaning Editing documentary Understanding aesthetics Creating revision cards
(Eduqas) and response and applying and developing confidence
to analysis Age suitable extracts from: in language of film form
Understanding context and Skyfall Applying aesthetics to
representation and Rabbit Proof Fence analysis of key sequences
developing ways of analysis Tsotsi and scenes
through the use of the The Impossible Understanding meaning and
language of film form Delicatessen response and applying to
Exploration contexts Psycho analysis
History of film The Godfather Saving Private Ryan Understanding context and
Practical skills training Atonement representation and
Developing skills in And others as necessary developing ways of analysis
screenwriting this through the use of the
Developing skills in filming Opening sequences from language of film form
– lighting, camera angles, various films to explore the Exploration of British film
use of mise-en-scene format and conventions of contexts
Understanding of basics of opening sequences. Creating revision cards
editing, use of sound
Or
Component 1: Hollywood 1961-
1990 (example 1)
Applying key elements of
film form
Exploring contexts
Genre and narrative
Representations
Deeper Learning Deeper Learning Deeper learning Deeper Learning
Focus on diverse range Exploring film genres Studying global film made Viewing and study of global
of film texts from a and how these are in English film in a foreign language
range of cultures and established.
traditions.
UK film: Submarine (2010) NEA: screenwriting Sci-Fi option: NEA: production Revision
Focus on aesthetics + key Shooting scripts Invasion of the Body Snatchers (1952) + ET (1983) PPE1:
elements of film form, Understanding genres: Or Planning and pre-production
contexts Teen Crime/Thriller option NEA:
Crime Rear Window (1954) Production
Global film: Horror Witness (1985) First edits
Wadjda (2012) Sci-Fi
Or War Focus on comparison: genre, narrative and context in addition to
Let the right One In (2008) Musical key elements of film form.
(Horror option)
Year 10 NEA (Component 3) Completing Screenplays/Shooting Scripts –
Revision: Slumdog Millionaire
Focus on key elements of film Focus on key elements of film re-drafts
form, social and cultural form, narrative and context
context, representations
Deeper learning
Developing awareness and
understanding of social and
cultural contexts and how
they relate to film
production, film narratives
and representationsUS independent film: Me Earl Completion of Component 3: Revision of Component 2: Planning of original TV series Revision and exams (2 x 1.5 hours)
and the Dying Girl (2014) film production edit/final UK, English language and global drama ideas including Submission of NEA (Component
(Teen option) screenplay/shooting script films in another language. promotion 3)
(20%) Re-screenings: Pitching of Series ideas and
Writing evaluations (10%) Submarine feedback
Slumdog Millionaire DEVELOPING REVISION
Year 11 Wadjda CARDS
Analysis and test questions
Controlled Assessment catch-
up and completion
Deeper learning
Developing critical
thinking in relation to
specialist writing.
Year 12 NO CLASS CURRENTLY
CP1
Screening: Extracts from films Revision for CP1 PPE Plan in response to review of Essay TBC Revision: essay questions and Exam 3rd June 2019
Revise: core elements Review PPE - FIT PPE - developing exam skills After school screenings of all model answers
Essay 1 - auteur Revisiting core, narrative, films.
Essay 2 - ideology, spectatorship, auteur.
ideology/spectatorship Essay TBC
Revise: core elements, After school screenings of all
narrative, ideology and films.
auteur
Essay 3 - narrative/ideology
CP2
Research world cinema Screening: Silent cinema - Review of CP2: After school screenings of all Revision: essay questions and Exam 7th June 2019
Revise: aesthetics, core elements Extracts from all films. films. model answers
representation and context Research and presentation Essay planning.
Presentation - aesthetics Screening: Documentary film Essay 4: core and aesthetics - PPE2
Year 13
Screening: Experimental film - critical debates world comparison
- auteur/narrative. Research and presentation Essay 5: auteur/narrative - FIT Tasks based on PPE results
Research and presentation experimental
(on camera) Revision for CP2 PPE
Essay 6: core - silent
Essay 7: critical debates – doc
CP3
Pre-production: Post-production: Evaluation: Complete NEA folders Submit NEA from
Storyboard, script Edit and sound Draft 2 April 27 – May 15 2019
breakdown, schedule Evaluation: linking of research
Production: to own film Revisit final films and make any
Filming Post-production: additional changes
Evaluation: Final mix, grade and delivery Evaluation re-drafts
Re-watching of shorts, notes Evaluation:
and planning Draft 1French
Curriculum Intent
Through studying a modern foreign language, students develop their ability, confidence and ambition to communicate with others. Through their learning, students become inquisitive about how language works
and demonstrate the flexibility of their linguistic skills. Learning a new language broadens students’ horizons and encourages them to step beyond familiar cultural boundaries and develop new ways of seeing the
world. Students become able to express their ideas and thoughts in the target language and are equipped with a plethora of skills which better prepare them for a globalised world of work.
Term Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Transition: KS2 – KS3
As many pupils have not studied French at primary school/ have no background in the subject, the Y7 course starts with the basics – greetings/ numbers/ the alphabet etc.
Within the first lesson we have some discussion/ activities related to the importance of languages – why and how we learn them. Pupils are also given a quiz relating to France/ French in which they can show
any prior knowledge they already have.
Expo 1 Module 5: C’est Expo 1 Module 5: Famille et Chez Moi On va en Ville Expo 2 (V) Module 2: Temps Preparation for end of year exams
Parti! Copains • Unité 1 Où habite-tu? • Unité 1 Au centre – ville Libre • Film project “les choristes”
• Unité 1 Bonjour! • Unité 1 Frères et sœurs • Unité 2 Ma maison • Unité 2 Où est le parc? • Unité 4 J’aime bien ca!
• Unité 2 Dans mon sac • Unité 2 Ma famille • Unité 3 Ma chamber • Unité 3 Où es-tu? Où vas-tu? • Unité 5 Au snack bar
Year 7
• Unité 3 Quel âge as-tu? • Unité 3 Tu as un • Unité 4 Le soir
• Unité 4 Bon anniversaire! • Unité 4 Je me présente • Unité 5 Quelle heure est-il?
• Unité 5 En classe • Unité 5 Portraits
• Unité 6 Les couleurs
Deeper learning Deeper Learning Deeper Learning Deeper Learning
What are the key facts What can you find in a Ordering at a French Pupils are shown the film ‘les
about France? French town? snack bar – group role choristes’ pupils then learn
Group quiz task. Finding your way around play task. one of the songs off by heart.
and asking for directions.
Expo 1 Module 5: Ma Expo 1 Module 6: On s’amuse Expo 2 (V) Module 1: Famille Expo 2 (V) Module 1: Famille et Expo 2 (V) Module 2: Temps Expo 2 (V) Module 2: Temps libre
journée Unité 1: Le sport et les jeux et Domicile Domicile libre Unité 4: Le télé
Unité 1: le matin Unité 2: Tu joues d’un Unité 1: Salut! Fait-il? Unité 4: Où habitant-ils? Unité 1: Le week-end Unité 5: Le week-end dernier
Unité 2: Mes matières instrument? Unité 2: Mon album de Unité 5: Quel temps fait-il? Unité 2: Que fais-tu comme
Unité 3: Pourquoi? Unité 3: Qu’est-ce que tu famille sport?
Unité 4: Mon emploidu aimes faire? Unité 3: Au boulot Unité 3: Micro-trottoir
Year 8
temps Unité 4: Je me présente
Unité 5: Après le collège Unité 5: Portraits
Deeper Learning Deeper Learning Deeper Learning
What is school like in What sports/ hobbies do What do the French like to
France? young French people watch on TV?
have?Transition from KS3 – KS4
Y8 Pupils given summer holiday homework to consolidate the basic grammar principles of the language. Pupils are then given a quiz at the start of Y9 to check they have grasped these concepts. If pupils fail the
quiz, parental contact will be made.
Within the first lesson of Y9 pupils are given questionnaires relating to French – their strengths/ weaknesses/ why they chose the subject etc. Pupils are also spoken to about how they can ensure that they make
excellent levels of progress throughout KS4 as well as what the course entails and how their work will be assessed and marked.
The first term will focus on pupils forming a solid knowledge of the foundations of the language and developing the key skills necessary to success. Pupils will be assessed on their speaking, listening, reading and
writing skills at the end of each module.
Module 1: Qui suis-je? Module 2: Le temps deloisirs Module 3: Jours ordinaires de fête
Unité 1: Point de départ Unité 1 Point de départ Unité 1 Point de départ
Year 9
Unité 2: A comme amité Unité 2: Tu es plutot foot, tennis ou basket? Unité 2: C’est bientot dimanche?
Unité 3: C’est de famille! Unité 3: Ma vie d’inernaute Unité 3: Vous faites quelle taille?
Unité 4: On va voir un spectacle? Unité 4 Lecture et musique! Unité 4 C’est la fete!
Unité 5: Une sortie Unité 5: Mes émissions préférées Unité 5: Qu’est ce-qu’on va manger?
Unité 6: La personne que j’admire Unité 6: Une soirée entre amis Unité 6: Félicitations!
Deeper Learning Deeper Learning Deeper Learning
Who are the role models of young people in French- French music – discovering different genres of music/ artists French festivals/ celebrations.
speaking countries? and giving opinions on them.
Who are the prominent figures of French society? French film/ TV programmes – what do people watch?
Module 4: de la ville à la campagne Unit 5: Le grand large Module 6: Au college
Unité 1: Point de départ Unité 1: Point de départ Unité 1: Point de départ
Unité 2: Ma region est top! Unité 2: les hotels, mode d’emploi Unité 2: Au bahut
Unité 3: C’est pour un renseignement Unité 3: En route! Unité 3: L’école chez nous, l’école chez vous
Unité 4: S’il fait beau… Unité 4: Mes vacances Unité 4: Liberté, égalité, fraternité
Unité 5: Ville de reve ou ville de cauchemar? Unité 5: Bon appétit! Unité 5: Ville de reve ou ville de cauchemar?
Year 10 Unité 6: C’était catastrophique!
Deeper Learning Deeper Learning Deeper Learning
Learning about French speaking cities – what places are Students learn about the main sights/ landmarks/ transport/ Learning about the French school system and comparing this
there? accommodation and food in French-speaking cities. with the UK school system. Students shown the film ‘la classe’.
Role play group tasks: Booking a hotel room/ ordering in a
restaurant/ finding the way around a city/ going shopping.Module 7: Bon travail Module 8: Un oeil sur le Speaking Exam Preparation Revision & Consolidation – listening, reading and writing exams.
monde
Unité 1: Point de départ
Unité 2: Qu’est-ce que tu voudrais faire? Unité 1: Point de départ
Unité 3: Mon avenir Unité 2: Notre planète
Unité 4: Les langues sont un atout! Unité 3: Protégere
Unité 5: Mon petit boulot l’environnement
Unité 6: C’était une bonne experience? Unité 4: D’où vient ton tee-
shirt?
Unité 5: Je suis solidaire
Year 11 Unité 6: Les grands
événements
Deeper Learning Deeper Learning
Why are languages important? How can we use German in Festivals and events in
our futures? French speaking
Applying for jobs French-speaking countries countries.
World-wide events/
bringing the world
together
Year 12
Year 13Geography
Curriculum Intent
Geographers at Brentford will develop a broad range of skills that will encourage them to be inquisitive of the world around them and to be able to reflect on real life experiences, locations and issues. They will be
able to confidently explain a range of geographical phenomena and apply their classroom understanding to wider field work contexts. Regardless of whether students choose Geography for GCSE or A level, they will
develop an understanding of the world around them that will be relevant and have real life applicability.
Term Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
INDUCTION TOPIC Fantastic Migration Rainforests Rivers Africa Coastal Landscapes
Places - Who are the British? - Rainforest locations - The drainage basin - Physical features - What is a coastline?
- Continents and Oceans - Reasons for population growth - Rainforest layers - Erosion, transportation, - Food connections - Waves
- British Isles - Densely/sparsely populated - Animal adaptations deposition - Long term vs short term aid - Erosion, headlands and
- Compass directions regions of the UK - Soil and nutrients cycle - Upper course landforms - Top down vs bottom up bays
- Atlas skills - Push and pull factors for - Importance of the rainforest - Middle course landforms development - Erosional landforms
- 4 and 6 figure grid references migration - Deforestation of the Amazon - Lower course landforms - Female education in Sub - Transportation and
Year 7 - Analysing photographs - Attitudes to migration - Causes of river flooding Saharan Africa deposition
- Syria asylum seeker case study - Kenyan Development - Depositional landforms
- Kibera Slum case study - Coastal recession
Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning
Student connections to Rainforest children’s story Send a cow charity
migration explored. book creation project
Tectonics Development and Globalisation Climate Change Our Urban World Weather Conflict
- Layers of the earth - Development indicators - Climate change and global - Human and physical - Atmospheric circulation - Reasons for conflict and war
- Plate margins - Global development warming – what are the features - Climatic zones - Piracy
- Earthquakes - Global wealth inequality differences and - Regeneration - Types of rainfall, cloud and - Blood diamonds
- Earthquake case study - Quality of life misconceptions - Rural to urban migration wind direction - Dancing in the danger zone
Year 8 - TNC factories
- - Volcanoes - Future risks of climate change - City structure and function - Measuring weather - Heroin trail
- Globalisation of product - Greenhouse effect - - Sustainable cities - - Extreme weather - - Mapping conflict
manufacturing - Wonky vegetables
- - Coffee cups
Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning
Volcano project Coffee cup campaign Weather forecastingYou can also read
