Year 9 Curriculum Guide - Information for Students, Parents and Carers - Small Heath Leadership Academy
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Year 9
Curriculum Guide
Information for Students,
Parents and Carers
1
Contents
Introduction ........................................................................................................................................................... 3
Small Heath Leadership Academy Curriculum Offer and Overview ..................................................................... 4
Curriculum Intent ............................................................................................................................................... 4
Educational Excellence ................................................................................................................................... 4
Character Education ....................................................................................................................................... 4
Community Service ......................................................................................................................................... 4
Curriculum Overview ............................................................................................................................................. 5
Core Curriculum Offer ........................................................................................................................................ 5
English Baccalaureate Offer ............................................................................................................................... 5
Technical and Creative Offer ............................................................................................................................. 6
Personal, Social, Health, Spiritual and Cultural Education including Citizenship (PSHRSCE) Offer ................. 7
Outside the Classroom ....................................................................................................................................... 7
Curriculum Overview ............................................................................................................................................. 8
English Language and English Literature ............................................................................................................... 9
Mathematics ........................................................................................................................................................ 11
Science .................................................................................................................................................................. 13
Geography ............................................................................................................................................................ 15
History .................................................................................................................................................................. 16
French ................................................................................................................................................................... 17
Spanish ................................................................................................................................................................. 18
Urdu ...................................................................................................................................................................... 19
Creative I Media ................................................................................................................................................... 21
Computer Science ................................................................................................................................................ 22
Art- Core Curriculum ............................................................................................................................................ 23
Art and Design ...................................................................................................................................................... 24
Textiles ................................................................................................................................................................. 26
Health and Social Care ......................................................................................................................................... 28
Sports Studies ...................................................................................................................................................... 29
Physical Education ............................................................................................................................................... 30
Religious Studies .................................................................................................................................................. 31
PSHRSCE ............................................................................................................................................................... 32
Key Staff for Year 9 .............................................................................................................................................. 33
2
Introduction
The Academy’s vision is underpinned by three core elements: character, educational excellence and
community service.
The aim of this document is to provide you with an overview of the Year 9 curriculum for your child.
Our curriculum has been designed following the key principles of providing:
• Strong foundation for further learning and any chosen career path.
• Traditional learning to best equip our students with the knowledge and skills they need.
• Ambition so that all students aspire to achieve their best.
• Rigorous curriculum that offers breadth and depth in developing knowledge and skills.
Through our curriculum, we aim to promote our core values of STAR which are:
• Service
• Teamwork
• Ambition
• Respect
3
Small Heath Leadership Academy Curriculum
Offer and Overview
Curriculum Intent
Educational Excellence
• We aim to secure exceptional standards of educational achievement and prepare students well for their
next stage in education, employment or training.
• We aim to improve the life chances of young people in areas regardless of social and economic
background.
• We deliver a knowledge-based rich and academically rigorous curriculum that has the highest ambition
for all. We want our students to be able to access top universities such as Oxford, Harvard and Yale. We
want our students to be able to access high level apprenticeships and pursue any career of their choice.
• We place a strong emphasis on the English Baccalaureate. We recognise that studying a language
enables our students to compete for the top jobs on a global platform.
• We aim to promote equality by encouraging students to take up STEM subjects and provide extra-
curricular provision to promote a love of learning.
• We aim to ensure fantastic outcomes and progress to FE/HE.
Character Education
• We promote the development and nurturing of young leaders.
• We give students a practical and more successful understanding of their rights and responsibilities in
society.
• We promote the physical, emotional, and social wellbeing of students.
• We promote democracy and leadership with the implementation of our Academy Leaders, Academy
Mentors and Academy Council Programmes.
• We encourage creativity, social and cultural capital across all aspects of Academy life.
• We promote the development of resilience and challenge.
• We use the Learning Pit as a tool to develop soft skills and student character.
Community Service
• We aspire to shape students into active British citizens, with a sense of responsibility for their actions.
• We aspire for our students to contribute positively to their local and wider community.
• We raise awareness of key events including Black History Month, Mental Health Awareness Week and
Holocaust Memorial Day as examples.
• We promote Anti-Bullying Week as an opportunity to raise awareness and eliminate bullying.
• We raise funds for charities through events such as MacMillan Coffee Morning.
• Our Student Leader system aspires to develop leaders to act as Academy Prefects, elected Academy
Council members, Mentors and Bully Buddy Leaders.
4
Curriculum Overview
Core Curriculum Offer
All students will study English Language, English Literature, Mathematics and Science.
English Language English Literature Mathematics Science
English Baccalaureate Offer
All students will study Geography and History. All students will study at least one language.
Geography History Languages
5
Technical and Creative Offer
All students will study Design Technology, Art, Music and Computer Studies until the end of Year 9.
Design Technology Art Music Computer Studies
Additionally, all students will study a minimum of one of the courses listed below. Most students will study
two.
Health and Social Care Creative I Media Sports Studies Statistics
Art and Design Computer Science Textiles
6
Personal, Social, Health, Spiritual and Cultural Education including
Citizenship (PSHRSCE) Offer
All students will study Physical Education, PSHRSCE and Religious Studies.
Physical Education PSHRSCE Religious Studies
Outside the Classroom
We also promote student character development and cultural capital through our:
1) Form Time Programme
2) Academy Assemblies
3) Academy Council Opportunities
4) STAR Diploma
5) STAR Reader Programme
6) Charity Projects throughout the Year
7) Workshops led by External Agencies
8) Mentoring
9) Extra-Curricular Clubs
10) Whole Academy Initiatives
7
Curriculum Overview
The next pages will provide an overview of the key content and skills that will be covered for each
subject area in the Academy. The subjects are:
1) English Language and Literature
2) Mathematics
3) Science
4) Geography
5) History
6) French
7) Urdu
8) Spanish
9) Computer Science
10) Art
11) Design Technology
12) Music
13) Textiles
14) Creative I Media
15) Sports Studies
16) Health and Social Care
17) Physical Education
18) Religious Studies
19) PSHRSCE
8
English Language and English Literature
Curriculum Intent
The study of English is essential, not only in terms of helping individuals make sense of who they are, how to relate to others and access the rich literary world around us, but also in
learning how to communicate successfully with the world. English Literature teaches a great deal about life, history and society and fosters tolerance and understanding, which is a
vital part of a balanced education. Reading, spoken language and writing are the cornerstones of success and we aim to equip our students with the skills to read with understanding,
critically, confidently and for pleasure; to be articulate in their spoken language; and to write effectively with style and accuracy for a wide range of purposes and audiences.
Overview of Topics SMSC and British Values
English Language English Literature • Relationships are crucial to teaching and learning: modelling of respect in lessons (how we speak
• 19th Century Fiction and Non- • 20th Century Play: Journey’s and listen).
Fiction Texts. End.
• Creative Writing – Constructing • War Poetry: Armitage, Sassoon, • Our students learn about the development of political thought in Britain through key texts that
and Analysing Narratives. Owen and Hardy. explore the values that comprise our nation.
• Non-Fiction (writing) – • 19th Century Novella: A
Christmas Carol. • Learning about human rights agenda explicitly in PSHE but also through cross curricular
Perspectives on War.
• Romantic Poetry: William opportunities in English.
• Preparing a Personalised
Blake.
Presentation.
• Shakespeare: Macbeth.
• Debating and Persuasion.
• Approaches to Unseen Poetry.
How are students assessed?
Students will be assessed through a series of formative class assessments
throughout the academic year which are based around AQA Language and
Literature exam questions. We aspire to assess student’s debating, analytical
and creative writing skills. We assess their ability to present arguments and
effectively compare and analyse literary texts.
9
English Language and English Literature
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Opportunities in lessons for students to: take defined leadership roles when English Language English Literature
engaged in group work; make presentations to peers; take responsibility for www.aqa.org.uk www.aqa.org.uk
researching aspects of a topic; create resources and contribute to displays. https://www.teachitenglish.co.uk/ https://www.senecalearning.com/
• Opportunities to reflect on the leadership skills of pioneers, thinkers, leaders https://www.senecalearning.com/ https://www.bbc.co.uk/bitesize/examspecs/zcbchv4
https://www.bbc.co.uk/bitesize/examspecs/zcbchv4 https://www.youtube.com/user/mrbruff
and experts in the subject.
https://www.youtube.com/user/mrbruff
• Opportunities beyond lessons to become a subject ambassador; provide
support during Academy open evenings and subject events; represent the
Academy in subject-related events such as debates.
10Mathematics
Curriculum Intent
Mathematics is diverse, engaging and essential in equipping students with the right skills to reach their future destination, whatever that may be. Our aim is to enable students to build
a secure framework of mathematical reasoning, which they can use and apply with confidence. Our Maths curriculum allows students to develop fluent knowledge, skills and
understanding of mathematical methods and concepts. They acquire, select and apply mathematical techniques to solve problems and reason mathematically, making deductions and
inferences, and drawing conclusions. We set challenging targets in conjunction with high expectations for all students; targets which we hope to achieve through a variety of teaching
and learning practices to engage and motivate students.
Overview of Topics SMSC and British Values
• Working with numbers • Relationships are crucial to teaching and learning: modelling of respect in lessons (how
• Algebraic manipulation, expressions and formulae we speak and listen).
• Graphs, tables and charts • We cover important themes such as tax, profits, personal finance etc.
• Fractions, ratio and percentages • We teach students about the use of statistics particularly in the context of newspaper
• Angles and trigonometry articles and news stories.
• Graphs • We teach students about bias and ensuring objectivity in data collection methods.
• Transformations and constructions • We aspire for all students to understand that learning Mathematics is a life skill.
• Perimeter, area and volume • We aim for students to recognise their personal strengths and how this affects their self-
confidence and self-esteem.
How are students assessed?
Students will have formative class assessments throughout the academic year. Mini
assessments based on topics taught will be given every fortnight. Half-term
assessments and end of term assessments will test their cumulative understanding
based on fluency, reasoning and problem solving.
11What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Opportunities in lessons for students to take defined leadership roles when Maths Watch www.vle.mathswatch.com
engaged in group work; make presentations to peers; take responsibility
for researching aspects of a topic; create resources and contribute to My Maths www.mymaths.co.uk
displays. Kerboodle www.kerboodle.com
• Opportunities beyond lessons to become a subject ambassador; provide
support during Academy open evenings and other opportunities Just Maths www.justmaths.co.uk
throughout the academic year.
Mr Barton Maths www.mrbartonmaths.com
• Our students tutor and support each other in readiness for upcoming
assessments and examinations.
12Science
Curriculum Intent
The aim of our Science curriculum is to enable students to understand, enjoy and marvel at the world around them, through enquiry-based lessons that challenge their thinking. We
aim to encourage our students to develop a positive and practical approach to Science. We also seek to develop key scientific skills, combine knowledge with practical application and
establish cross-curricular links, where appropriate. We build understanding of the ‘Big Ideas’ in Science that are relevant to students lives during and beyond. Science is a core subject
as well as an essential requirement for most Science-based career routes. All students will study key aspects of Biology, Chemistry and Physics, but students taking Separate Sciences
will follow a more in-depth and intensive programme of study. Through the study of Science, students will develop the following skills: communication, prediction, analysis, evaluation
and problem solving.
Overview of Topics SMSC and British Values
• Key concepts • Relationships are crucial to teaching and learning: modelling of respect in lessons (how
• States of Matter we speak and listen).
• Methods of separation and purifying substances • Learning about different beliefs and values. For example, with evolution, we teach
• Motion students that there are different views but all views must be respected.
• Cells and control • In Science, we explore organ transplantation and we consider the ethics and cultural and
religious perspectives.
• Atomic structure
• We teach about global topics including climate change.
• Periodic table
• We teach students about healthy lifestyles including nutrition. We also teach about
• Forces and Motion healthy relationships including family planning.
• Genetics • Students are taught about key historical scientists.
• Ionic bonding • Students are taught about ethics when considering specific scientific practices such as
• Covalent bonding GM crops.
How are students assessed?
Students will undertake formative class assessments throughout the academic year.
Students will be assessed on their ability to evaluate practical experiments, conduct
scientific analysis. Students will also be assessed on their ability to construct graphs
and charts, to interpret data and make scientific inferences.
13Science
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Leadership responsibilities in class and during events such as British www.edexcel.com
Science Week. www.kerboodle.com
• In Science, we have lead technicians during practical experiments. https://app.tassomai.com/login
• Subject Ambassador Opportunities. https://www.savemyexams.co.uk/
https://www.freesciencelessons.co.uk/
http://www.biologyinfo.co.uk/ , http://www.chemistryinfo.co.uk/
http://ww.physicsinfo.co.uk/
14Geography
Curriculum Intent
Whilst studying Geography, students will learn about current global affairs as well as future global prospects. Students will have the opportunity to go on field trips with their class
mates in both a rural and urban setting. Geography allows students to develop skills including the ability to discuss and debate large-scale problems (e.g. global warming, poverty,
pollution, water shortages and natural hazards). Geography teaches students about environmental responsibility. Students also learn to appreciate the complexity of our world and the
diversity of its environments, economies and cultures. Through Geography, students develop an understanding of the global political issues that occur between countries, cultures,
cities and their hinterlands, and between regions within countries.
Overview of Topics SMSC and British Values
• Russia • We cover important SMSC themes such contraception, health and wellbeing and the
• The Development Gap importance of education in our Geography topics.
• Economic Development • Learning about different cultures and practices.
• UK Economy • Students explore social and moral dilemmas about the use of money, (including how the
• Transport Links and Economy choices young people make as consumers affect others’ economies and environments).
• Tropical Rainforest and Hot Deserts • Comparing cultural factors such as family sizes, religions, traditions, and governing styles for
• Tectonic and Climat example; China, Nigeria and Brazil.
How are students assessed? • We teach about global topics, interconnected, interdependence between countries.
Students will undertake formative class assessments throughout the academic year. • We aspire for all students to understand that learning Geography is a life skill which will
Students are assessed in Geography on their ability to read maps and analyse data. A support their interpretation, appreciation, and participation in a multi-cultural society.
compulsory aspect of assessment involves geographical enquiry where students are • Students will learn about rights and responsibilities at work (including their roles as workers,
expected to collect data in a field environment in order to investigate a geographical and the roles and responsibilities of employers). Students will learn how rights of employees
hypothesis. Students will also be assessed on their ability to evaluate geographical contradict based upon the country in which an employer is based.
contexts.
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Fieldwork opportunities. BBC Bitesize Geography https://www.bbc.co.uk/bitesize/subjects/zrw76sg
• Subject Ambassador. Ordnance Survey https://www.ordnancesurvey.co.uk/mapzone/
• Students learn about different countries, continents and cultures. Royal Geographical Society http://www.rgs.org/HomePage.htm
• Students will learn how to read maps. National Geographic http://www.nationalgeographic.com
• Students will learn about globalisation. Cool Geography http://www.coolgeography.co.uk
• Students learn about changing patterns of employment (local, national,
European and global); about different types of business, how they are
organised and financed.
15History
Curriculum Intent
History provides students with an understanding of different people, cultures and the events that have helped to shape the world as it is today. History covers a wide range of time
periods, societies and concepts. Students will learn to deal confidently with chronology, change and continuity across time, and the idea of historical significance. They will develop
critical analysis skills, learning to assess sources and infer meaning. History provides our students with the skills that are needed to distinguish between fact and opinion, the ability to
structure an argument, and knowledge of how to present their ideas in different formats. Understanding past events and people and their significance gives students a better insight
into the world around them. We believe in the importance of not just learning history, but also learning from history.
Overview of Topics SMSC and British Values
• Medicine in Medieval England • Learning about different cultures and practices.
• The Medical Renaissance in England • Students explore social and moral dilemmas linked with historical events that have
• Medicine in 18 and 19 Century Britain
th th occurred across the world.
• Medicine in Modern Britain • History unpicks key topics including freedom, slavery, equality, discrimination, human
• The British sector of the Western Front, 1914–18: injuries, treatment and rights and more.
the trenches • We teach about global topics and interdependence between the historical periods.
• Knowledge, selection and use of sources for historical enquiries • We teach about the diversity of History across the world.
How are students assessed? • In History, we promote an environment in the classroom where everyone feels confident
Students will undertake formative class assessments throughout the academic year to express themselves.
based on the Edexcel examination papers. Students are assessed on a wide range • Students involved in teamwork tasks develop respect and service skills.
of historical skills: enquiry, cause and consequence, interpretations, inference and • The students in the medicine unit study look at all three areas and how the government
the usefulness of sources. tries to promote a healthy lifestyle.
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• History trains the mind to assemble, organise and present facts and BBC Bitesize History https://www.bbc.co.uk/bitesize/subjects/zk26n39
opinions which is very useful in many walks of life and careers.
• History also helps students to understand the world in which they live Active History www.activehistory.co.uk
today. Johndclare.net www.johndclare.net
• Students will be analysing historical evidence which will help them see
beyond the surface and help them understand why evidence is really
produced.
16French
Curriculum Intent
The study of Languages helps to develop students cultural awareness, teaches them the fundamentals of communicating effectively in a foreign language, and equips them with the
skills they need to progress to a global marketplace. Students will learn how to convey vital information about themselves, their families and their lives, and will also master essential
phrases, such as how to ask for directions, order food and organise social engagements. Pronunciation and grammar will be key components of the course, ensuring students are able
to communicate through both spoken and written mediums. As a department, we are committed to making language learning a positive, enjoyable experience through a variety of
teaching and learning activities.
Overview of Topics SMSC and British Values
Friends and Leisure Celebrations Local area • Relationships are crucial to teaching and learning: modelling of respect in lessons (how
family we speak and listen).
• A good friend • Sports • Food and • Places in • We cover important SMSC themes such as food and nutrition in our Language topics.
• Family • Social meals for a town • Learning about different cultures and practices.
relationships media special • Describing • Comparing cultural factors such as food and education in France to the British context.
• Arranging to • Books occasion your town • We teach about global topics, interconnected, interdependence between countries.
go out • Music • Clothes and and region • We teach about the diversity of Languages across the world.
• Describing a • Television what to wear • Discussing • We aspire for all students to understand that learning a language is a life skill which will
night out with • Arranging a • Describing activities in a support their interpretation and participation in a multi-cultural society.
friends night out festival town
with friends traditions • Weather
How are students assessed?
Students will undertake formative class assessments throughout the academic
year in the four key skills (Reading, Writing, Speaking and Listening).
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• There are opportunities for students in lessons to take defined leadership
roles when engaged in group work; make presentations to peers; take BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/zgdqxnb
responsibility for researching aspects of a topic; create resources and
contribute to displays. Babbel https://www.babbel.com/french-vocabulary
• There are opportunities beyond lessons for students to become a subject
ambassador; provide support during Academy open evenings and other
opportunities throughout the academic year.
17Spanish
Curriculum Intent
The study of Languages helps to develop students cultural awareness, teaches them the fundamentals of communicating effectively in a foreign language, and equips them with the skills
they need to progress to a global marketplace. Students will learn how to convey vital information about themselves, their families and their lives, and will also master essential phrases,
such as how to ask for directions, order food and organise social engagements. Pronunciation and grammar will be key components of the course, ensuring students are able to
communicate through both spoken and written mediums. Students will also learn a variety of valuable transferrable skills whilst undertaking a Language, such as communication,
problem-solving, creativity, ICT, literacy, numeracy and performance skills.
Overview of Topics SMSC and British Values
My life My free time My school My family and My city • Relationships are crucial to teaching and learning: modelling of respect in
friends lessons (how we speak and listen).
• Greetings • Weather • School • Describing • Places in • We cover important SMSC themes such as food and nutrition in our Language
• Describing • Sports subjects family town topics.
yourself • Leisure • School members • Ordering in a • Learning about different cultures and practices.
and Activities day in • Describe café • Comparing cultural factors such as food and education in Spain to the British
others • Christmas Spain where you • Plans for a context.
• Family in Spain and in live special • We teach about global topics, interconnected, interdependence between
members England weekend countries.
and pets • We teach about the diversity of Languages across the world.
• We aspire for all students to understand that learning a language is a life skill
which will support their interpretation and participation in a multi-cultural
How are students assessed? society.
Students will undertake formative class assessments throughout the academic year in the four
skills (Reading, Writing, Speaking and Listening).
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• There are opportunities for students in lessons to take defined leadership roles when
engaged in group work; make presentations to peers; take responsibility for www.linguascope.com
researching aspects of a topic; create resources and contribute to displays.
• There are opportunities beyond lessons for students to become a subject ambassador; www.languagesonline.org.uk
provide support during Academy open evenings and other opportunities throughout
www.studyspanish.com
the academic year.
18Urdu
Curriculum Intent
The study of Languages helps to develop students cultural awareness, teaches them the fundamentals of communicating effectively in a foreign language, and equips them with the skills
they need to progress to a global marketplace. Students will learn how to convey vital information about themselves, their families and their lives, and will also master essential phrases,
such as how to ask for directions, order food and organise social engagements. Pronunciation and grammar will be key components of the course, ensuring students are able to
communicate through both spoken and written mediums. Students will also learn a variety of valuable transferrable skills whilst undertaking a Language, such as communication,
problem-solving, creativity, ICT, literacy, numeracy and performance skills.
Overview of Topics SMSC and British Values
Friends and family Leisure Celebrations Local area • Relationships are crucial to teaching and learning: modelling
of respect in lessons (how we speak and listen).
• A good friend • Sports • Food and meals for • Where you live
• We cover important SMSC themes such as food and nutrition
• Family relationships • Social media a special occasion • Places in town
in our Language topics.
• Arranging to go out • Books • Clothes and what to • Describing your
• Learning about different cultures and practices.
• Describing a night • Music wear town and region
• Comparing cultural factors such as food and education.
out with friends • Television • Describing festival • Discussing activities
• We teach about global topics, interconnected,
• Arranging a night traditions in a town
interdependence between countries.
out with friends • Weather
• We teach about the diversity of Languages across the world.
How are students assessed? • We aspire for all students to understand that learning a
language is a life skill which will support their interpretation
Students will undertake formative class assessments throughout the academic year in the four key skills and participation in a multi-cultural society.
(Reading, Writing, Speaking and Listening).
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• There are opportunities for students in lessons to take defined leadership roles when engaged in group
work; make presentations to peers; take responsibility for researching aspects of a topic; create http://www.bbc.com/urdu
resources and contribute to displays.
• There are opportunities beyond lessons for students to become a subject ambassador; provide support http://www.akhbar-e-jehan.com/
during Academy open evenings and other opportunities throughout the academic year.
19Computer Studies- Core Curriculum
Curriculum Intent
Our curriculum for computing aims to ensure that all students can understand and apply the fundamental principles and concepts of computer studies, including abstraction, logic,
algorithms, and data representation. We aim to ensure that students can analyse problems in computational terms and have repeated practical experience of writing computer
programs in order to solve such problems. We aim for all students to be able to evaluate and apply information technology, including new or unfamiliar technologies, analytically to
solve problems. Essentially we want all of our students to be responsible, competent, confident and creative users of information and communication technology.
Overview of Topics SMSC and British Values
• Programming techniques • We promote the rule of law via copyright and data protection laws and intellectual
• Spreadsheet skills property.
• Data manipulation, presentation & interpretation • We promote an environment in the classroom where everyone feels confident to
• System security express themselves
• User interfaces.
• Animation
• Software
How are students assessed?
Students will have formative class assessments throughout the academic year. They
are assessed on their understanding of the topics listed above which forms the
fundamental knowledge required for future study.
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Report Writing
• Use of software https://www.khanacademy.org/
• Group work
• Presentations https://www.codecademy.com
• Students Ambassador Opportunities https://hourofcode.com/uk/learn
20Creative I Media
Curriculum Intent
The Creative I Media and ICT curriculum forms part of the Academy vision that all students should experience a broad, balanced and academically rich curriculum. Our key values include:
diversity, empathy, respect, tolerance and celebrating differences. We are confident that our Creative I Media and ICT curriculum contributes to students academic learning and personal
growth. We also aim to use Creative I Media and ICT as a tool to contribute to students’ acquisition of cultural capital. Computing and computer technology are part of just about
everything that touches our lives from the cars we drive, to the movies we watch, to the ways businesses and governments deal with us. Understanding different dimensions of computing
is part of the necessary skill set for an educated person in the 21st century.
Overview of Topics SMSC and British Values
• Introduction to • Spiritual education within Creative iMedia enables students to reflect on the amazing advances in Creative iMedia technology today.
Creative I Media Students participate in competitions and group work to enhance their self-worth and develop an understanding of where they ‘fit’
• Pre- Production Skills within society. Students also gain an understanding of how computers sometimes can perform better than humans with certain
• Digital Graphics activities.
• Developing Digital Games • Moral education involves scenarios where students put themselves in real life situations to reflect on the morality behind them.
Students also reflect on the issues surrounding the misuse of Creative iMedia, both inside and outside of school. Moral education
How are students assessed? within Creative iMedia allows students to investigate their perceptions of certain topics within the media and then develop them
where necessary.
Students will undertake formative • Social development within Creative iMedia is prominent when encouraging group activities and social interaction. Students are able to
class assessments throughout the express themselves effectively and need to work collaboratively to succeed within projects and collect effective research. Finally,
academic year. students are encouraged to empathise with certain groups within society and try to develop better Creative iMedia solutions for them.
• Cultural development allows students to explore cultural barriers and to develop ways around this through Creative iMedia. Students
create new opportunities through Creative iMedia and investigate the possibility of email and contact throughout the world.
What skills and leadership Websites and Independent Study Resources
opportunities will students acquire?
• Report Writing Code Club https://codeclub.org/en/
• Use of software School of Coding https://www.schoolofcodinguk.com/youth-work/
• Group work Computational Skills https://y4y.ed.gov/computer-science
• Presentations
• Students Ambassador
Opportunities
21Computer Science
Curriculum Intent
Our curriculum for computing aims to ensure that all students can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic,
algorithms, and data representation. We aim to ensure that students can analyse problems in computational terms and have repeated practical experience of writing computer programs
in order to solve such problems. We aim for all students to be able to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Essentially, we want all of our students to be responsible, competent, confident and creative users of information and communication technology.
Overview of Topics SMSC and British Values
• Algorithms • We promote the rule of law via copyright and data protection laws and intellectual
• Programming Techniques property.
• Producing robust programs • We promote an environment in the classroom where everyone feels confident to express
• Computational Logic themselves.
• Data Representation • Students participate in competitions and group work to enhance their self-worth and
• System Architecture develop an understanding of where they ‘fit’ within society.
• Systems Software • Students are able to express themselves effectively and need to work collaboratively to
• Networks succeed within projects and collect effective research.
• Ethical, Legal and Cultural Concerns
How are students assessed?
Students will undertake formative class assessments throughout the academic year.
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Report Writing
• Use of software Code Club https://codeclub.org/en/
• Group work School of Coding https://www.schoolofcodinguk.com/youth-work/
• Presentations
• Students Ambassador Opportunities
22Art- Core Curriculum
Curriculum Intent
Students will develop a working knowledge of the materials, practices and technology of art, craft and design, along with the skills to investigate, analyse and experiment using practical
and imaginative dexterity to express their ideas, feelings and meanings. They will also develop an understanding of the language, functions and place of art in history and in society. The
specific practical skills students will develop include a broad range of drawing, painting, printmaking and 3D techniques such as ceramics. Our Creative Art Department encourages
students to develop an adventurous and enquiring approach to the subject and acquire the skills to express themselves through a range of artistic mediums. Students will develop an
understanding of both historical and contemporary art and design and be able to produce a personal response to a range of ideas and starting points.
Overview of Topics SMSC and British Values
• Rose Electra Harris -Mixed media oil pastel, water colour • Art teaches tolerance of those with different faiths and beliefs, freedom of speech,
• Jordan Gray- Multi-layer press print individual liberty.
• Sarah Graham - Pencil crayon /paint • Art promotes individual liberty; mutual respect for and tolerance of those with different
faiths and beliefs and for those without faith.
• Silke Werzinger - Mixed media drawing
• In Creative Arts, we promote an environment in the classroom where everyone feels
• Annegret Soltau - Mixed media collage confident to express themselves.
How are students assessed? • Students involved in teamwork tasks develop respect and service skills.
Students will receive formative class assessments throughout the academic year. • Students are given the opportunity to evaluate their own personal strengths and areas
for development and to use this to inform goal setting.
• Students are given the opportunity to recognise their personal strengths and how this
affects their self-confidence and self-esteem.
• Creative Arts encourage the consideration of similarities, differences and diversity
among different race, culture, ability, disability, sex, gender identity, age & sexual
orientation, impact of stereotyping, prejudice, bigotry, bullying, and discrimination on
individuals & communities.
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Students have the opportunities in lessons to take defined leadership roles http://www.art2day.co.uk/
when engaged in group work; make presentations to peers; take http://www.studentartguide.com
responsibility for researching aspects of a topic; create resources and http://www.bbc.co.uk/education/subjects/z6hs34j
contribute to displays. http://www.artscouncil.org.uk/
• Students have the opportunities beyond lessons to become a subject http://www.art2day.co.uk/
ambassador; provide support during Academy open evenings and other http://www.studentartguide.com
opportunities throughout the academic year.
23Art and Design
Curriculum Intent
Students will develop a working knowledge of the materials, practices and technology of art, craft and design, along with the skills to investigate, analyse and experiment using practical
and imaginative dexterity to express their ideas, feelings and meanings. They will also develop an understanding of the language, functions and place of art in history and in society. The
specific practical skills students will develop include a broad range of drawing, painting, printmaking and 3D techniques such as ceramics. Our Creative Art Department encourages
students to develop an adventurous and enquiring approach to the subject and acquire the skills to express themselves through a range of artistic mediums. Students will develop an
understanding of both historical and contemporary art and design and be able to produce a personal response to a range of ideas and starting points.
Overview of Topics SMSC and British Values
• Rose Electra Harris / mixed media oil pastel, water colour • Art teaches tolerance of those with different faiths and beliefs, freedom of speech,
• Jordan Gray / multi-layer press print individual liberty.
• Sarah Graham / pencil crayon /paint • Art promotes individual liberty; mutual respect for and tolerance of those with different
faiths and beliefs and for those without faith.
• Silke Werzinger / mixed media drawing
• In Creative Arts, we promote an environment in the classroom where everyone feels
• Annegret Soltau / mixed media collage confident to express themselves.
How are students assessed? • Students involved in teamwork tasks develop respect and service skills.
Students will receive formative class assessments throughout the academic year. • Students are given the opportunity to evaluate their own personal strengths and areas
for development and to use this to inform goal setting.
• Students are given the opportunity to recognise their personal strengths and how this
affects their self-confidence and self-esteem.
• Creative Arts encourage the consideration of similarities, differences and diversity
among different race, culture, ability, disability, sex, gender identity, age & sexual
orientation, impact of stereotyping, prejudice, bigotry, bullying, and discrimination on
individuals & communities.
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Students have the opportunities in lessons to take defined leadership roles http://www.art2day.co.uk/
when engaged in group work; make presentations to peers; take http://www.studentartguide.com
responsibility for researching aspects of a topic; create resources and http://www.bbc.co.uk/education/subjects/z6hs34j
contribute to displays. http://www.artscouncil.org.uk/
• Students have the opportunities beyond lessons to become a subject http://www.art2day.co.uk/
ambassador; provide support during Academy open evenings and other http://www.studentartguide.com
opportunities throughout the academic year.
24Design Technology- Core Curriculum
Curriculum Intent
Our curriculum at falls under the Art and Design specification. Students will develop a working knowledge of the materials, practices and technology of textiles design, along with the skills to
investigate, analyse and experiment using practical and imaginative dexterity to express their ideas, feelings and meanings. They will also develop an understanding of the language, functions and
place of textiles design and art in history and in society. The specific practical skills students will develop include a broad range of textiles techniques as well as drawing, painting, printmaking. Our
Creative Art Department encourages students to develop an adventurous and enquiring approach to the subject and acquire the skills to express themselves through a range of artistic mediums.
Students will develop an understanding of both historical and contemporary Art and Design and be able to produce a personal response to a range of ideas and starting points.
Overview of Topics SMSC and British Values
• Introduction to Textile Design Project • Textiles design teaches tolerance of those with different faiths and beliefs,
• Structure and Recycling Sustainability Research freedom of speech, individual liberty.
• Project Development • Textiles promotes individual liberty; mutual respect for and tolerance of those with
• CAD development focusing on Warhol different faiths and beliefs and for those without faith.
• Fabric Print Designs • In Creative Arts, we promote an environment in the classroom where everyone
• Primary and Secondary Source Image Collection feels confident to express themselves.
• Texture Skill Building • Students involved in teamwork tasks develop respect and service skills.
• Testing and Trialling Fabric Techniques • Students are given the opportunity to evaluate their own personal strengths and
• Introduction to Sustained project areas for development and to use this to inform goal setting.
How are students assessed? • Students are given the opportunity to recognise their personal strengths and how
Students will receive formative class assessments throughout the academic year as well as regular this affects their self-confidence and self-esteem.
low stakes assessments. • Creative Arts encourages the consideration of similarities, differences and diversity
among different race, culture, ability, disability, sex, gender identity, age & sexual
orientation, impact of stereotyping, prejudice, bigotry, bullying, and discrimination
on individuals & communities.
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Students have opportunities in lessons to take defined leadership roles when engaged in https://hearttohome.wordpress.com/2015/02/23/50-british-textile-designers-websites-for-
group work; make presentations to peers; take responsibility for researching aspects of inspiration/
a topic; create resources and contribute to displays. www.62group.org.uk
• Students have opportunities beyond lessons to become a subject ambassador; provide http://www.studentartguide.com
support during Academy open evenings and other opportunities throughout the http://www.bbc.co.uk/education/subjects/z6hs34j
academic year. http://www.artscouncil.org.uk/
• Opportunities to take part in textiles-based competitions- quilt show, product in tin.
25Textiles
Curriculum Intent
Our curriculum at falls under the Art and Design specification. Students will develop a working knowledge of the materials, practices and technology of textiles design, along with the skills to
investigate, analyse and experiment using practical and imaginative dexterity to express their ideas, feelings and meanings. They will also develop an understanding of the language, functions and
place of textiles design and art in history and in society. The specific practical skills students will develop include a broad range of textiles techniques as well as drawing, painting, printmaking. Our
Creative Art Department encourages students to develop an adventurous and enquiring approach to the subject and acquire the skills to express themselves through a range of artistic mediums.
Students will develop an understanding of both historical and contemporary Art and Design and be able to produce a personal response to a range of ideas and starting points.
Overview of Topics SMSC and British Values
• Introduction to Textile Design Project • Textiles design teaches tolerance of those with different faiths and beliefs,
• Structure and Recycling Sustainability Research freedom of speech, individual liberty.
• Project Development • Textiles promotes individual liberty; mutual respect for and tolerance of those with
• CAD development focusing on Warhol different faiths and beliefs and for those without faith.
• Fabric Print Designs • In Creative Arts, we promote an environment in the classroom where everyone
• Primary and Secondary Source Image Collection feels confident to express themselves.
• Texture Skill Building • Students involved in teamwork tasks develop respect and service skills.
• Testing and Trialling Fabric Techniques • Students are given the opportunity to evaluate their own personal strengths and
• Introduction to Sustained project areas for development and to use this to inform goal setting.
How are students assessed? • Students are given the opportunity to recognise their personal strengths and how
Students will receive formative class assessments throughout the academic year as well as regular this affects their self-confidence and self-esteem.
low stakes assessments. • Creative Arts encourages the consideration of similarities, differences and diversity
among different race, culture, ability, disability, sex, gender identity, age & sexual
orientation, impact of stereotyping, prejudice, bigotry, bullying, and discrimination
on individuals & communities.
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Students have opportunities in lessons to take defined leadership roles when engaged in https://hearttohome.wordpress.com/2015/02/23/50-british-textile-designers-websites-for-
group work; make presentations to peers; take responsibility for researching aspects of inspiration/
a topic; create resources and contribute to displays. www.62group.org.uk
• Students have opportunities beyond lessons to become a subject ambassador; provide http://www.studentartguide.com
support during Academy open evenings and other opportunities throughout the http://www.bbc.co.uk/education/subjects/z6hs34j
academic year. http://www.artscouncil.org.uk/
• Opportunities to take part in textiles-based competitions- quilt show, product in tin.
26Music- Core Curriculum
Curriculum Intent
Our curriculum aims to expose students to a wide range of musical genre. We aim to offer all students the opportunity to perform, compose and listen to a wide range of musical
influences. Our curriculum also aims to develop vocal and/or instrumental fluency, accuracy and expressiveness. We aspire for students to understand musical structures, styles, genres
and traditions, identifying the expressive use of musical dimensions. We aim to use technology to allow students to appreciate and understand a wide range of musical contexts and
styles.
Overview of Topics SMSC and British Values
• Soundscape and singing • We teach students to respect cultural
• The Blues diversity and musical genres.
• Classical Music • We teach students of the historical
• Keyboard Instrument Music Composition and Performance significance of specific musical genres and the
• Music in Media subsequent cultural associations.
• We teach students to respect and show
How are students assessed? tolerance to other performers.
• We promote tolerance, freedom of speech,
Students are assessed by their musical performances, recording and in class assessments. Students will have the opportunity expression.
to show their understanding of a wide range of musical genres and showcase their talents throughout the academic year. • We promote diversity and respect of Music
across the world.
What skills and leadership opportunities will students acquire? Websites and Independent Study Resources
• Students will have the opportunity to perform solo or in groups. https://www.bbc.co.uk/bitesize/subjects/zmsvr82
• Students will learn how to use instruments and appropriate technology in order to perform Music. https://www.youthmusic.org.uk/opportunities
• Students have opportunities beyond lessons to become a subject ambassador; provide support during Academy open https://www.mfy.org.uk/about/our-work/
evenings and other opportunities throughout the academic year. https://www.a-y-m.org.uk/youth-music-
• Enrichment Week Activities. opportunities-board/
• Students can perform at Academy events such as Open Evenings and Parent’s Evenings. https://www.makingmusic.org.uk/beneficiary-
type/young-people
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