Curriculum Guide

Year 9

Vision and ValuesAchievement is for

all:be inspired by your school experience.Shared vision:

have a voice and access to leadership

opportunities.

Enjoyment for all:be happy and encouraged to

participate.

Well-being:feel safe, be supported and have a champion.

Personalised learning:

receive regular feedback on your progress and next steps guidance.

High standardsand expectations:

seek challenging, meaningful and

manageable learning.A pride and placein our community:take responsibility and act as role models and

good citizens.

Life-long learning:have guided future

pathways and develop independence and wider

employment skills.

Mutual respect:be polite, tolerant of others and celebrate

diversity.

Confidence:develop resilience, self belief and aspiration.

Grea

t in name, greatest together

Valued in our learning community

Curriculum Vision

Our mission is to ensure every student leaves Great Sankey articulate, resilient, compassionate and culturally aware. That they are inspired to contribute to society, are able to pursue careers they are passionate about and live, healthy, happy and fulfilled lives.

Our ten school values fall into three pillars of community, learning and self and these thread their way throughout our curriculum. We believe that if children understand the purpose of what they are learning and why they are learning it; not only will they be more engaged but they are much more likely to remember what they have learnt and be able to use it again in the future.

We also recognise the huge impact that learning beyond the classroom can have but appreciate we don’t know which moment at school will inspire a child or resonate with them later in their life. It could be the inspirational careers speaker, a museum or gallery visit, the Duke of Edinburgh’s Award expedition, a science experiment, or be on the sports field or theatre stage. What we do know is that if we ensure children seize as many opportunities as they can something has more chance to stick and act as a catalyst.

To achieve all of the above we have designed a knowledge based, word rich curriculum and we evaluate what knowledge and skills pupils have gained (at each stage) against expectations. The impact of innovations such as knowledge organisers and student self-selected KS4 target grades, will be reviewed regularly and remodelled to help all pupils perform well. We also won’t be shy about investing in our staff to ensure they are using the most effective techniques to help students secure what they learn in class is committed to their long term memory, regardless of their starting point. Furthermore, we understand that those extra important details such as careers guidance, RSE, PHSE, British Values and enrichment should not just be bolted on but play an integral part of ‘what we do’ as a school community. We are already the largest provider of the Duke of Edinburgh’s Award in the North West and the largest provider of the John Muir environmental award nationally and are planning to create a bespoke approach to encouraging and recording participation in extra-curricular provision.

All of these plans and actions are evidence-based and research-driven.

In short, our ambition is to create a dynamic learning culture and deliver a bold curriculum and personal development programme that ensures that both students and staff have the courage and determination to dare for greatness.

9What will my child study?Our curriculum is broad and balanced; we place great value on academic, creative and technical subjects. Therefore, all students study English, Maths, Science, a language, History, Geography, RS, PE and ICT/Computing but, in addition, we provide a broad performing arts offer for all students that includes Drama and Music as well as lessons in Art, Food and Design Technology. The following pages provide an overview of what students will be studying each term.

Students take their options in Year 9 and begin to study these in Year 10. In addition to the core subjects of English, maths, science, PE and PSHE students are able to select from a large range of options subjects. There is a comprehensive programme of guidance available to support students and parents through the options process.

How is the curriculum sequenced?Research around memory and how children best learn has been used to inform our curriculum planning. Subject specialist staff have thought carefully about the curriculum we deliver. Knowledge and skills are sequenced so that these are taught in a sensible order allowing for regular revisiting of knowledge and retrieval as complexity and depth build.

How will my child be assessed?Regular assessment and high quality feedback are essential for students to learn effectively. Students are given clear, regular feedback following each assessment they complete which consists of what went well, and areas that could be even better. Students then address the areas that could be better through Dedicated Improvement and Reflect Time (DIRT) opportunities This information should be clearly identified on green paper in student’s books.

Towards the end of each term students complete formal assessments at the end of each term. Crucially, these assess all of the knowledge and skills taught to students up to that point. For example, an assessment completed in the summer term of Year 9 could assess any of the curriculum content covered in Year 9. Each term teaching staff report an ‘on track for’ GCSE grade from 9-1.

HomeworkIn Ebacc subjects; English, Maths, Science, MFL, Geography, History and RS students will be set one homework activity per week. In all other subjects one homework per fortnight will be set.

How can I support my child?5 Top Tips1. Encourage students to regularly review knowledge using techniques such as read, cover, write, check.2. Attendance and punctuality directly relate to student attainment, avoid non-emergency medical appointments during the school day for example.3. Talk to your child about what they have been learning at school, this helps reinforce understanding.4. Download the SIMS app so you can monitor attitude to learning scores in lessons and homework deadline.5. Support us and your child by attending parent consultation evenings.

If you would like to know more about our curriculum please contact Mrs C Kane, Deputy Head, christina.kane@greatsankey.org

Curriculum overview – Year 9

ArtCurriculumVisionIntheArtdepartmentweaimtocreateanenvironmentinwhicheverychildcanfeelconfidentandsucceed.Toencourageindividualcreativityandnurtureapassionforthesubject.Weaimtoenableourlearnerstodevelopanunderstandingandappreciationofthediversitiesoflife,beitcultural,geographical,social,economicorskill.Ourschemesoflearningcoveravastarrayofinspirationalstartingpointsallowingourlearnerstocriticallyreflectandgainknowledge&understandingnotonlyfromthosearoundthembutfromthosewhohavegonebefore.Studentsareencouragedtotakethisknowledgeforwardwhilstproblemsolving,skilfullycreating,experimentingandfinallyproducingtheirpersonaloutcome.

Underpinningthepracticalelementofourteachingandlearningisafocusonbuildingself-confidence.Whenourlearnersparticipateinindividual,groupactivesorcriticalreviews,thefeedbacktheygivebuildsself-respectbyteachingthemtoacceptconstructivecriticismandpraisefromothers.Thisinturndevelopscharacter,acceptance,resilienceandsupportsgoodmentalhealth;invaluablelifeskillsourlearnerswilltakeforwardintoadulthood.TheRtHonJeremyWrightMPaddressedtheneedtoteachtheselifeskillstoALLinhis'ValueofCulture'speechinJanuary2019.

"Skillsofself-confidence,teamworkanddedicationareeminentlytransferable,andtheyarelearnedthroughtheopportunitiesartsandculturecanoffer"

(TheRtHonJeremyWright'sspeechJan2019.

Year9ArtCurriculumAimsDuringyear9pupilswillbeworkingthroughaseriesofGCSEworkshops,pupilswillworkthroughthefourassessmentobjectivesduringeachproject,theseobjectiveswillberevisitedthroughyears9to13.Assessmentobjective1-Artistanalysis,AO2-experimentingwithmaterials,AO3-Drawing,ideasandimages,AO4-Finaloutcomesandevaluation.Year9isaboutstrengtheningtheunderstandingofthetechniques,whilegainingmorecontrolofthematerialsandproducinghigherqualitywork.

Whatenrichmentopportunitiesareavailableandhowdothesesupportlearning?Artclubisavailableafterschool;pupilsneedtospeaktotheirteacherforfurtherdetails.Drawingchallengesaresetduringtheyeartoencouragepupilstopracticetheirskillsandearnextrahousepoints.Careerstask:https://www.unifrog.org/andhttps://www.ucas.com/

WherecanIvisittohelpwithmylearning?https://wmag.culturewarrington.org/whats-on/ https://www.whitworth.manchester.ac.uk/https://www.tate.org.uk/visit/tate-liverpool http://manchesterartgallery.org/https://www.liverpoolmuseums.org.uk/walker/

HeadofDepartment:MrsLornaPhilcock.

Year9ArtCurriculum

Topics KeyKnowledge

Term1 Settingupindependently.CareersintheArtsresearch.IndianCultureGCSEproject.

PupilsbeginwitharesearchpresentationtaskfocusedonacareerintheArts.Astheyaremakingbigdecisionsabouttheiroptionsitisimportantthattheyresearchthefactsfirst.OurfirstprojecthasbeeninspiredbyIndia,thislinksbacktotheworkcoveredinyear8butwefocusonmixedmedia,layeringandaddingmaturitytotheirdesigns.ThisGCSEprojectcanbeaddedtotheirportfolioshouldtheyoptforArtorTextiles.

Term2 CompletingtheirfinaloutcomesforIndia.Startingaseriesofworkshopsfocusedonknowledge,qualityandcontrol.

ThistermwillbeginwithproducingtheirfinaloutcomesfromtheirIndianproject.Pupilswillconsolidatetheirlearningandshowcasetheirskills,evaluatingthepieceagainsttheassessmentobjectsanddiscussingtheirprogress.PersonalisedtargetswillthenbesettoensuregreaterprogressaswestartourseriesofGCSEworkshops.ThesewillfocusonAO2,pupilswillspendmoretimeonthepracticalsideofourcourseimprovingcontrol,qualityandunderstandingreadyforGCSE.

Term3 Finalworkshopsandevaluations.Endofyearexamcoveringour4AO’s

Pupilswillcompletetheirfinalworkshops,evaluatingandsettingpersonalisedtargetsreadyforourfinalassessmentpiece.Ourendofyearexamcoversall4assessmentobjectives,pupilswillshowcasetheprogresstheyhavemadeinresearch,drawing,compositionandtone.

BEICTCurriculumVision:TopreparealllearnersatGreatSankeyHighSchoolforthechangingworldofworkthroughdevelopingengagingcurriculumandoutstandingteaching.

Year9ComputingCurriculumAims:Theyear9curriculuminComputingaimstoensureallpupilsareconfidentinusingarangeofsoftwarepackagessuch,presentationsoftware,wordprocessingsoftwareandspreadsheetsoftware.WeseektoconsolidatepriorknowledgeofusingarangeofdevicesathomeoratprimaryschoolwhilstintroducingstudentstonewconceptsacrossthestrandsofComputing;Programming,DigitalLiteracy,ComputerSkills,Finance,Economicawareness,EthicalandLegal,MarketingandBranding.Theyear9topicshavebeenchosenastobestrepresenttherangeofcoursesofferedwiththefacultyallowingpupilstomakeaninformeddecisionabouttheirfuture.

Whatresourcescanmychildaccessforsupport?YourchildwillhaveaccesstoonlineresourcesthroughTeach-ICThttps://www.teach-ict.com/forwhichpupilsareprovidedwithloginsforandBBCBitesizewww.bbcbitesize.com

Whatenrichmentopportunitiesareavailableandhowdothesesupportlearning?WehaveaverysuccessfulComputingclubrunonaThursdaysafterschoolwherestudentshavetheopportunitytolearnnewprogramminglanguagesandworkondifferentprojectssuchasMicroBits,GamesdevelopmentandRobotics.Thisallowsthestudentstolearnthroughcreativeprojectsoftheirownchoiceandinterests.Year9girlshavetheopportunitytotakepartintheBarclaysGirlsAllowedITtrip.ThisisafantasticopportunityforyoungwomentoseetheopportunitiesindifferentSTEMroles.Fromyear9upwardsweoffertheCyberDiscoverycompetition,wherestudentsareabletoputtheirinclassknowledgeofcyberthreatstothetestandcompletedifferentchallengesagainstotherstudentsacrosstheUK.StudentswhoprogressthrougheachroundwillcontinuetodevelopnewskillsbutalsohavetheopportunitytotakepartinalivesimulationdowninLondon.WestrivetopeakpupilsinterestinallareasoftheBEICTdepartmentthroughexperimentation,independentdesignandworkingwellasateam.Andit’sincrediblygoodfun!

HeadofDepartment: JulieBinksemail:Julie.Binks@greatsankey.org ExamboardOCRhttps://www.ocr.org.uk/qualifications/gcse/computer-science-j277-from-2020/

Year9ComputingCurriculum

Whatwillpupilsstudy? Whereandwhy?

Term1 WebdesignandarchitectureCyberSecurity

BuildingonpriorknowledgeofHTML,CSSandWebsitearchitecturefromyear8pupilswillbeintroducedtonewaspectsofWebdesign,creatingtheirownwebsiteusingAdobeDreamweaverandincorporatingimageeditingsoftwareforbuttonsananimationtobeplacedontheirwebsite

Term2 NetworksSpreadsheets

Buildingonpriorknowledgeofspreadsheetsandnetworksinyear8.StudentswillexplorehowtobuildanetworkusingthedifferenthardwareandlookintodetailabouttheOSImodelandhowthedifferentlayerslinktotheprotocolslearntinpreviousyears.Studentswillthenlookatabusinessmodelandusespreadsheetstodemonstratecashflow,financemanagementandbreakeven.Thiswillallbepresentedusingtoolslearntinpreviousyearsandlookingatdevelopingnewskillssuchaspivottables.

Term3 DatabaseMITappinventor

StudentswillbeusingAccessasoftwaretaughtinpreviousyeartosetuparelationaldatabase.Thiswillpreparethestudentsfortheworldofwork,thisunitlooksatpurchaseorders,managingstocklevelsandcustomerandemployeeinformation.Thefinalunitofyear9looksatMITAppinventor,thisyeasintroducedinyear8buildingontheirprogrammingknowledgestudentswillbegivenaspecificationandwillhavetoplan,design,developandtestanappbasedonthegivenscenario.ThisispreparingstudentsforcoursesatGCSEwithintheBEICTfaculty

Year9-DesignandTechnologyCurriculumVisionDesignandtechnologyisaninspiring,rigorousandpracticalsubject.Usingcreativityandimagination,pupilsdesignandmakeproductsthatsolverealandrelevantproblemswithinavarietyofcontexts,consideringtheirownandothers’needs,wantsandvalues.Theyacquireabroadrangeofsubjectknowledgeanddrawondisciplinessuchasmathematics,science,engineering,computingandart.Pupilslearnhowtotakerisks,becomingresourceful,innovative,enterprisingandcapablecitizens.Throughtheevaluationofpastandpresentdesignandtechnology,theydevelopacriticalunderstandingofitsimpactondailylifeandthewiderworld.High-qualitydesignandtechnologyeducationmakesanessentialcontributiontothecreativity,culture,wealthandwell-beingofthenation.

TheKeyStageThreeNationalCurriculumforDesignandTechnologyaimstoensurethatallpupils:developthecreative,technicalandpracticalexpertiseneededtoperformeverydaytasksconfidentlyandtoparticipatesuccessfullyinanincreasinglytechnologicalworldbuildandapplyarepertoireofknowledge,understandingandskillsinordertodesignandmakehigh-qualityprototypesandproductsforawiderangeofuserscritique,evaluateandtesttheirideasandproductsandtheworkofothers

Throughavarietyofcreativeandpracticalactivities,pupilsshouldbetaughttheknowledge,understandingandskillsneededtoengageinaniterativeprocessofdesigningandmaking.Theyshouldworkinarangeofdomesticandlocalcontexts[forexample,thehome,health,leisureandculture]andindustrialcontexts[forexample,engineering,manufacturing,construction,food,energy,agriculture(includinghorticulture)andfashion].Whendesigningandmaking,pupilsshouldbetaughtto:

Design-useresearchandexploration,suchasthestudyofdifferentcultures,toidentifyandunderstanduserneed.Identifyandsolvetheirowndesignproblemsandunderstandhowtoreformulateproblemsgiventothem.Developspecificationstoinformthedesignofinnovative,functional,appealingproductsthatrespondtoneedsinavarietyofsituations.Useavarietyofapproachestogeneratecreativeideasandavoidstereotypicalresponses.Developandcommunicatedesignideasusingannotatedsketches,detailedplans,3-Dandmathematicalmodelling,oralanddigitalpresentations.

Make-Selectfromandusespecialisttools,techniques,processes,equipmentandmachineryprecisely,includingcomputer-aidedmanufacture.Selectfromanduseawider,morecomplexrangeofmaterials,componentsandingredients,takingintoaccounttheirproperties

Evaluate-Analysetheworkofpastandpresentprofessionalsandotherstodevelopandbroadentheirunderstanding.Investigatenewandemergingtechnologies,test,evaluateandrefinetheirideasandproductsagainstaspecification,takingintoaccounttheviewsofintendedusersandotherinterestedgroups.Understanddevelopmentsindesignandtechnology,itsimpactonindividuals,societyandtheenvironment,andtheresponsibilitiesofdesigners,engineersandtechnologists.

SubjectContent-AtGreatSankeyHighSchoolstudentshaveonelessonperfortnightinDesignandTechnologysoovertheyearitisapproximately19lessonsperyear.InYearNinerulesandroutinesoftheworkshopareembeddedfromYearsevenandstudentsrepeattheseprocesses.ThematerialsfocusforyearNineisTimbers,studentswillproduceoneproject,asmallstoragebox,focussingonfollowingdetailedworkingdrawings,workingwitharangeofdifferenttimbersandlookingatconstructionmethods.TheprojectswillbemarkedateachstageusingtheQualityMarkedAssessmentsheets.(QMA)

Yourchildwillbeprovidedwithallofthematerialsandcomponentstheyneedtocompleteeachproject.

Whatresourcescanmychildaccessforsupport?Whencompletinghomeworkandresearchtaskswww.technologystudent.comisanexcellentresourceandtherearemanybooksintheLRCthatcanhelp.Whatenrichmentopportunitiesareavailableandhowdothesesupportlearning?StudentscantakepartinmanyafterschoolclubswithintheDesignandTechnologyDepartment,DTClub,YoungEngineersClub,LegoClubandVexRoboticsClub.AllYearsevenstudentstakepartinaNationalCompetitionRacefortheLine,theseactivitiesencourageteamworkandinspirestudentstocontinuewithDTatKeystagefourandbeyond.

HeadofDesignandTechnology–JulieAttwoodjulie.attwood@greatsankey.org

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Year9DT Topics ContentTerm1 RecapHealthandSafetyandroutineswithin

thedepartmentRe-introducetimbersindetailRepeattheuseofhandtoolsaccurately,safelyandindependentlyResearchdifferenttypesofboxesandconstructionmethodsPracticeconstructionofacombjoint

AtthestartofthetermstudentsareremindedoftheexpectationswithintheDesignandTechnologydepartment.HealthandSafetyisalwaysapriorityandstudentswillcontinuetoworksafetyinalllessons.Studentswillbere-introducedtoTimbersandtheywillcompleteafocusedpracticaltasktomakeaCombJoint,beforeusingaworkingdrawingtoconstructasmallwoodenbox.Theywillresearchconstructionmethodstounderstandandevaluatehoweffectiveeachmethodis.

Term2 HowtowriteaspecificationUserrequirementsandlookingattheworkofothersDesigncommunicationskillsMeasuringMarkingouttoolsConstructionofcombjointstomakeasmallwoodenstoragebox

Pupilswillconsidertheneedsofausertoproduceaspecificationfortherequirementsofthebox,theywilltakeintoaccounttheopinionofotherswhenproducingtheirdesignideas.TheywilldeveloptheirdesignskillstocommunicatetheirideaswithIsometricandProductionplandrawings.Theywillcontinuetodeveloppracticalskillsfocussingonaccuracyofmarkingoutandcuttingskillstoconstructthemainbox

Term3 CAD/CAMskillsHowtouse2Ddesign&thelasercutterRevisitadhesivesandsuitabilityofmaterialsFinishesfortimbersRevisitevaluationofaproduct

Pupilswillbetaught2Ddesignandhowtousethelasercuttertoaddsurfacedecorationtotheboxlid.Theywillresearchandconsidersuitablefinishesforthecompletedboxlookingathowtheycanbeusedfordecorativeandpreservationpurposes.Theywilluseevaluationmethodstoreflectontheworktheyhaveproducedtoinformfurtherprogress.Anendofyearexamwillassesswhattheyhavelearntattheend.

EnglishCurriculumVision:A‘GreatSankeyEnglishstudent’willhaveapassionforreadingforpleasure.Theywillappreciateawidevarietyoffictionalgenresandexploretheconventionsofeach,developingaclearunderstandingofhownarrative,charactersandthemesareconstructed,andwhyreaderempathyisevokedindifferentcontextsthroughauthorialintent.Studentswillbeabletousetheirknowledgeofliteraryanddramaticconventionstocrafttheirowncreativetexts,developingimaginativeextendedpiecesofwritingwhilstrefiningtheirtechnicalaccuracywithspelling,grammarandpunctuation.Studentswillexploreaplethoraofpoetryfromacrosstheages,rangingfrom16thcenturyShakespeareansonnetstothemostrecentworkofourpoetlaureate.Theywillalsohaveanappreciationofnon-fictiontexts,understandingtheirfunctioninsociety.Theywilldeveloptheirexpertiseinconstructingtransactionalpieces,suchasarticlesandletters,forarangeofpurposesandaudiences.Studentswillactivelyseektoeditandimprove,understandingthatskilledwriterswillalwaysreflectinaconstructivelycriticalmannerontheirwork.Theywillstrivetouseambitiousandprecisevocabularyinallareasofwrittenandverbalcommunication.Whenpresenting,studentswilladapttheirregister,toneandvocabularychoicesaccordinglyfortheaudienceandpurpose.Theywillunderstandthevalueofeffectivecommunicationthroughreading,writingandoracyasanintegralparttosuccessinanyfuturecareer.

Year9EnglishCurriculumAims:Throughoutyear9,studentswillcontinuetobuildontheirknowledgeofliterarydevices,languagetechniquesandwriter’scraftastheypreparethefoundationsfortheirGCSEEnglishLanguageandEnglishLiteraturecourses.

Year9EnglishCurriculum

Topics KeyKnowledge

Term1 UnseenPoetryAChristmasCarol

19thand21stcenturyNon-fictiontextsTransactionalwriting

InYear9,pupilsstarttheirGCSEcourseinbothEnglishLiteratureandEnglishLanguage.Thecourseistaughtasanintegratedcourseasanumberoftheskillsrequiredforbothqualificationsaretransferable.PupilswillbeintroducedtoGCSEEnglishLiteraturebyengagingwitharangeofunseenpoetry.Theywillanalysethepoeticfeaturesofthesetextsandmakeconnectionstothesocial,culturalandhistoricalcontext.

Pupilswillreadthe19thcenturyprosetext,AChristmasCarol.Pupilswillapplytheirpriorlearningofpovertytodevelopawiderunderstandingofthewriter’scraftandoverallintentions.Pupilswillalsofocusonthesequenceofthenovella,characters,themesandsetting.

IntheirintroductiontoGCSEEnglishLanguage,pupilswillanalysenon-fictionarticlesasastimulustocreatetheirownnon-fictionwriting.PupilswillexperimentwithfeaturesoftheEnglishlanguageandthefunctionsofpersuasivetechniques.Pupilswillengagewitharangeofdifferentthemesandculturalcontextstopreparetotheunseenextractsprovidedintheexamination.

Term2 AChristmasCarol

Narrativewriting20thcenturyreading

AnInspectorCalls

Pupilswillcontinuetoreadandanalysethenovella,focusingonlanguagefeaturesandstructure,makinglinksbetweenthetextandVictoriansociety.

Pupilswillworkontheirskillsofnarrativewriting;learninghowtousesophisticatedvocabulary,syntaxandstructureforeffect.

Pupilswillstudythepost-1914dramatextaspartoftherequirementforEnglishLiteraturecomponent2.Pupilswillcontinuetodeveloptheirpriorknowledgeofthethreadofsocialresponsibilityandapplytheirunderstandingoftheconceptgbyexploringthecomplexitiesofthemeinthetext.Pupilswillstudytheconventionsofdramawithaparticularfocusinunderstandingsubjectspecificterminology.

Whatresourcescanmychildaccessforsupport?YourchildwillhaveaccesstoGCSEpodonline.www.bbcbitesize.comWhatenrichmentopportunitiesareavailableandhowdothesesupportlearning?ThereareamultitudeofreadingandwritingcompetitionsrunningeachtermintheLRCtoencouragestudentstoactivelyreadwidely.TheEnglishdepartmentofferawebsiteclubforstudentswithaninterestinjournalismandthemedia,andthereisapopularDungeonsandDragonsclubprovidinganexcellentforstudentsofallyeargroupstoescapetoafantasyworldonceaweek.HeadofDepartment: KS3Leader: CurriculumLeader7-11: KS4Leader:LauraDouglas HelenCrowder NickiFellows RonVoseLaura.Douglas@greatsankey.org Helen.Crowder@greatsankey.org Nicki.Fellows@greatsankey.org Ron.Vose@greatsankey.org

Term3AnInspectorCalls

19thand21stcenturyNon-fictiontextsTransactionalwriting

Pupilswillcontinuetostudythepost-1914dramatextaspartoftherequirementforEnglishLiteraturecomponent2.Pupilswillfocusparticularlyonthesequenceofevents,characters,themesandthesignificanceofthesetting.

Pupilswillanalysenon-fictionarticlesasastimulustocreatetheirownnon-fictionwriting.PupilswillexperimentwithfeaturesoftheEnglishlanguageandthefunctionsofpersuasivetechniques.Pupilswillengagewitharangeofdifferentthemesandculturalcontextstopreparefortheunseenextractsprovidedintheexamination.

FoodTechnologyCurriculumVision:TheNationalCurriculumstatesthat‘Aspartoftheirworkwithfood,pupilsshouldbetaughthowtocookandapplytheprinciplesofnutritionandhealthyeating.Instillingaloveofcookinginpupilswillalsoopenadoortooneofthegreatexpressionsofhumancreativity.Learninghowtocookisacruciallifeskillthatenablespupilstofeedthemselvesandothersaffordablyandwell,nowandinlaterlife.’

Asaconsequenceofthismissionstatementthedecisionhasbeenmadetofocusinthemainonpracticalskills.Allassessmentswillbeofapracticalnatureacrossthekeystage.Weaimtoaddvaluetoeverydaylifetoo.Inrelationtofoodchoicebehaviour,theadvantagewouldbegoodhealth.Therefore,weaimtoeducateonhealthyeatingandmakingbalancedchoices,aswellasintroducing‘goto’recipesandinspiringaloveofcooking.Theseprocessesthenbecometheresourcesanindividualpossessesandemploystomakeahealthychoiceandgetaheadinlife.

Year9CurriculumAims:

StudentshaveasinglelessoneverytwoweeksinFoodTechnology.Theformatisverypracticalheavywitharatioof1theorylessonto4practicals.Studentswilldeveloptheirpracticalskillsevenfurtherandworkontimekeepingandorganisationalskills.Studentsareencouragedtoadaptrecipestogivethemanoriginaltwistandshowmoreskill.Withinthepracticals,functionalpropertiesofingredientswillbeexplored,alongwiththeroleofsensoryappeal.Groupchallengeswillalsobeincludedtohighlighttheimportanceofconsistencyandpresentationskills,linkedtoqualityandultimatelyachievingexcellence.

Allrecipeswillaimtodevelopthe12keypracticalskills.MulticulturalinfluencesplayabigpartintheYear9recipesaswetrytodevelopawiderepertoireofpredominatelysavourydishessothattheyareabletofeedthemselvesandothersahealthyandvarieddiet.Seasonality,animalwelfare,environmentalimpactandindividualdietaryneedsarealsoconsideredacrossthecourse.

Whatresourcescanmychildaccessforsupport?YourchildwillbeprovidedwithaYear9cookbook,withalltherecipestobeproducedthroughouttheyear.Ifpupilslosethiscookbookitcanbeprintedusingthefollowingattachment.Y:\FoodTech\Year9\Year92019\Year9RecipeBook2019.pdfPupilsareencouragedtocookorsupportcookingathome.TherearelotsoffantasticcookbooksintheLRCandareliablewebsiteiswww.bbcgoodfood.com

Whatenrichmentopportunitiesareavailableandhowdothesesupportlearning?WeconductanInterhousecompetitionwherepupilsarechallengedtoproduceatechnicaldish.Thepurposeofthisactivityistoencourageteamworkandinstila‘loveofcooking’.AnotheropportunityistocookaspartoftheDukeofEdinburghAwardscheme–thiswillcounttowardstheskillssection.Inthefinaltermwerunahigherlevelskillscourseafterschoolforselectedpupils.ThisgivesaninsightintothepracticalskillsneededatGCSE.

HeadofFood:VKnight vicky.knight@greatsankey.org

Year9FoodTechnologyCurriculum

Topics KeyKnowledge

Term1 MulticulturalinfluenceoneatinghabitsKnifeskillsandsafehandlingofhighriskfoodsSimplestarchbasedsauceproductionAchievingconsistencyWhiskedspongeproduction

Multiculturalinfluencesoneatinghabitswillbetheinitialfocus.Studentswillidentifystaplefoodsandtraditionalinternationaldishes.Theimpactofreligionwillalsobeconsidered.WewilllookatthetraditionalBritishdietandidentifyfactorsthathavedrivenchangesoverrecentyears.Hygieneandsafetyroutineswillberevisitedwithmoretechnicaldetailintroducedasweidentifyfoodpoisoningbacteriaandtheroleoftemperatureduringstorage,preparationandcooking.Asimplestarchbasedsaucewillbemadewithalookattheroleofgelatinisationonthesensoryqualityofdishes.StudentswillmakeatraditionalBritishbiscuit,withafocusonrollingandshapingtoproduceperfectlyconsistentproducts.Thefinalpracticaloftheterm,SwissRoll,willintroducethewhiskingmethodandrequirestudentstodemonstrateexcellentorganisationalskillstoensuresuccess.

Term2 SafetemperaturesGelatinisationCakemakingandsafeuseofelectricalequipmentHighlevelpresentationtechniques

Theimportanceoftemperatureswillberevisitedtoreinforcesafefoodhandling.Gelatinisationwillbeinvestigatedandthefunctionalpropertiesdiscussed,whilstmakingastarchbasedsauce.Electricalequipmentwillbeusedinsomepracticalstoprovidespeedandconvenience.Theroleofthesenseswillplayanimportantroleaswelookatpresentationtechniquesandidentify‘tricksofthetrade’.Studentswillthenbegivenarangeofingredientstodemonstratetheircreativity,astheygoheadtohead!Thisknowledgewillthenbeappliedtoanindividualdessertproduct,wherestudentswillbeencouragedtocreateanoutstandingfinish.

Term3 RevisitknifeskillsandthedifferentcutsChemicalraisingagentsAdaptingrecipesCoagulationanddenaturation.

KnifeskillswillberefinedtoproduceanadaptedRisotto.Studentswillthencarryoutatechnicalchallengewithanunseenrecipetotesttheirabilitytofollowinstructionsandretrievepreviousknowledge.Accuracyandconsistencywillbekeytosuccess.Functionalandchemicalpropertiesofraisingagentswillthenbestudiedandtheknowledgeappliedtoarangeofbakedproducts.Tocompletethecourse,studentswillcarryoutanOmeletteChallengeandapplythetheoryofcoagulationanddenaturation.

GeographyCurriculumVision:A‘GreatSankeyGeographer’isaninformedcitizenoftheWorldwithanunderstandingofhowtheirlivesareconnectedtoothersandshapedbytheenvironmentthatwelivein.AGeographerissomeonethatiscuriousabouttheWorldandthinksresponsiblyabouthowtheWorldaffectsusall.OurjobatGreatSankeyistocreateaGeographerwiththeknowledgeofplaceswithineverycontinentandthephysicalandhumanfeaturesthatcompriseeachplace.ForallyoungGeographers,itisimportanttohaveagoodunderstandingofthesocial,political,economicandenvironmentalfactorsthataffectplacesfromalocaltoaglobalscale.Geographyisafascinatingsubjectthatisalwayschanging.GeographyisclassedasaSciencewhereby‘Geo’meansearthand‘graphy’meansdescription.AGeographerissomeonethatstudiestheEarth.InthewordsofmyheroDavidAttenborough:“Itseemstomethatthenaturalworldisthegreatestsourceofexcitement;thegreatestsourceofvisualbeauty;thegreatestsourceofintellectualinterest.Itisthegreatestsourceofsomuchinlifethatmakeslifeworthliving.”―DavidAttenboroughGeographyisseparatedinto‘Human’and‘Physical’.TheHumangeographyisabranchofgeographythatdealswiththestudyofpeopleandtheircommunities,cultures,economies,andinteractionswiththeenvironmentbystudyingtheirrelationswithandacrossspaceandplace.ThePhysicalGeographyisthestudyofnaturalprocessesandpatterns.Theseincludetheatmosphere,hydrosphere,biosphereandgeosphere.Weliveinaworldofamazingbeauty,infinitecomplexityandrigorouschallenge.Geographyisthesubjectwhichopensthedoortothisdynamicworldandprepareseachoneofusfortheroleofglobalcitizeninthe21stcentury.Throughstudyinggeography,peopleofallagesbegintoappreciatehowplacesandlandscapesareformed,howpeopleandenvironmentsinteract,whatconsequencesarisefromoureverydaydecisionsandwhatadiverserangeofculturesandsocietiesexistandinterconnect.Geographyisasubjectwhichbuildsonyoungpeople’sownexperiences,helpingthemtoformulatequestionsabouttheEarth.Year9GeographyCurriculumAims:Year9pupilswillbetaughthowto:

Applymapreadingskillstoreal-lifeexamplesExploredifferentculturesaroundtheworldInvestigatecasestudiesbylookingatsocial,economic,environmentalopportunitiesandchallenges,aswellas,lookingatthedevelopmentofdifferentcountries.Local–National–Globalscaleaspectsofhumanandphysicalgeography.

Whatresourcescanmychildaccessforsupport?www.bbcbitesize.comwww.teachitgeography.co.uk/ks3www.geography.learnontheinternet.co.uk/ks3/index.htmlWhatenrichmentopportunitiesareavailableandhowdothesesupportlearning?InterventionafterschoolwiththeGeographyteacherifneededandaGeographyEcoClubonaThursdaynightinH10.GCSEPodisalsoavailableinyear9.HeadofDepartment:MrSElliottshaun.elliott@greatsankey.org

Year9GeographyCurriculum

Topics KeyKnowledge

Term1 CoastsNorthAmerica/USA

WestarttheyearwithCoastallandformsfocussingontheJurassiccoastintheUK.WelookatUKcoastallandformsandtheeffectofcoastalerosiononareasintheUK.WethenfocusonNorthAmericaandtheUSAlookingatresourcedeficitandsurplusissues.

Term2

ExtremeWeatherCaseStudiesSouthAmerica/Physicalfeatures

WefocusonextremeweatherbothintheUKmostrecentlyandHurricaneKatrinaintheUSAwhichledtoalargelossoflife.WethenlookatphysicalfeaturesincludingMountainsandRiversinSouthAmerica.WelookatbothArgentinaandBrazilasourcasestudyexamples.

Term3

TropicalRainforestHotDeserts

Thefinalterm,welookatEcosystemsingeneral.WefocusonTropicalRainforestcharacteristics,economicandenvironmentalimpactsandhowtheycanbemanagedtobesustainable.Welookatcharacteristicsofahotdesert,developmentofdesertenvironmentsandtheriskofdesertification.

HistoryCurriculumVision:Toprovideaneducationthatallowsstudentstodevelopagreaterunderstandingoftheworldweliveandwhyitisthewayitis.Itwillgivestudentstheskillsandconfidencenecessarytochallengewhattheyseeandaretoldinthewiderworld.BystudyinghistorystudentsareabletounderstandtheirplaceinthestoryofnotjustBritainbutthewiderworldview.Inaneverchangingworditisimportantforstudentstohavetheskillstobeabletoidentifyfactfromfiction,whysomeonemaywanttomisleadormanipulateaneventandhowtoidentifyandlearnfromlessonsinthepast.

Year9HistoryAims:Year9historylooksatthechangesandchallengescausedbywarinthe20thcentury.Westudytheriseofnewpoliticalideasandtheimpactofworldeconomicsinachangingworldorder.WestudytheendoftheBritishempire,thegrowthoftheUSA,theriseofthefarrightinEuropeanditseventualdefeat.

Whatresourcescanmychildaccessforsupport?Studentscanaccesscoreinformationwithintheirknowledgeorganisers,theILChasabroadrangeofreferencebooksandBBCbitesizeisanexcellentsourceofadditionalknowledge.

Whatenrichmentopportunitiesareavailableandhowdothesesupportlearning?Theisaks3debateclubthatrunsonceahalftermtheselookatkeyhistoricalquestionsacrossoutsideofthecurriculum.

HeadofDepartment:MarkFarrer Mark.farrer@greatsankey.org

Year9HistoryCurriculum

Topics KeyKnowledge

Term1 WhydidtheGreatWarstartandwhatweretheconsequences?

WhydidlifeinBritainchangebecauseofWar?

Intheautumntermwestudythecauses,eventsandconsequencesoftheFirstWorldWar.WestudythecomplexnatureofhowBritainwasbroughtintoawarandhowallsidesusedpropagandatogainpopularsupport.Westudykeybattlesandtechnologiesofthewarandtheimpactthishaddomestically.WealsostudytheconsequencesoftheendofthewarandwhatimpactthishadonBritainpolitically,sociallyandeconomically.WeinvestigatethechangesBritainwentthroughandhowthiscanbeinterpreted.Thecoreofourskillsfocusesonchangeandcontinuity,causation,sourceandanalysisandinterpretations.

Term2 WhydidlifeintheUSAchangeaftertheFirstWorldWar?

WhydidlifeinGermanychangeunderHitler?

InthespringtermwestudyhowtheUSAexperiencedandeconomicboomandagreatdepression.WestudythecausesandconsequencesoftheboomandhowthischangesUSsociety.WestudyhowAmericarecoveredfromaneconomicdepressionandwhatimpactthishadontherestoftheworld.WethenstudyhowthesameeconomiccrisiseffectedGermanyandtheriseoftheNaziparty.WestudythesocialandpoliticalimpactthattheNaziswereabletoenforceonGermany.Thecoreofourskillsfocusesonchangeandcontinuity,causation,sourceandanalysisandinterpretations

Term3 Whydidthenatureofwarfarechangeinthe20thCenturyandbeyond?

Whydidpeople’sliveschangeafterthe1960s?

InthesummertermwelookathowtheriseofthefarrightandleftledtoEuropeanconflict.Welookatthechangingnatureofwarfare,thehomefrontandtheholocaust.InthefinalparttheyearwestudyhowBritainchangedpost2ndWorldWar,westudytheimpactofthecoldwarandwhatthismeantforBritishsociety.Thecoreofourskillsfocusesonchangeandcontinuity,causation,sourceandanalysisandinterpretations

MathematicsCurriculumVision:Mathematicsisauniversallanguageandonethatourdepartmentiscompletelypassionateaboutatalllevels.Itisafundamentalskillthatisneededforeverydaylifeandforunderstandingtheworldaroundus.Keytoareassuchasfinance,science,technologyandengineering,itisvitallyimportantthatalearnerhasthebestpossiblegroundinginmathematicsfromtheireducation.Theyneedtounderstandthemathematicstheylearninordertoapproachproblemsthatneedtobesolvedcreatively,whilstshowingalevelofconfidenceandfluencyinusingandenhancingthemathematicalskillsthatarevaluedhighlyinindustryandhighereducation.

Buildinguponthetencorevaluesthatareattheheartofourschool,thedepartmentaretaskedwithdeliveringQualityFirstTeachingacrossallKeyStage.Regardlessoftheabilitytheyareteaching,theyencouragelearnerstodeveloptheirpotentialtothefullest.Thisiscoupledwithshowcasingtheirenthusiasmandknowledgeofourphenomenalsubjecttoengageandengrossallstakeholdersinourlearningcommunity.

Year9MathematicsCurriculumAims:MathematicsinYear9buildsupontheskillsdevelopedinthepreviousyeartocontinuetheextensionintheunderstandingofthecorestrandsofNumber,Algebra,GeometryandMeasure,Ratio,ProportionandProbabilityandStatistics.

Year9MathematicsCurriculum:Foundation

Topics KeyKnowledge

Term1

Placevalue,decimalsandnegativenumbersFactors,multiples,highestcommonfactorandlowestcommonmultiple.SquaresandCubeNumbersPrimenumbersandproductofprimefactorsIndicesandStandardFormWritingandManipulatingexpressionsincl.expandingbracketsSolvingequations

Thetermstartswithstudentsreviewingplacevalue,decimalsandnegativenumbers.Thisprogressesthroughtotypesofnumberandtheirapplicationsinarangeofmathematicalcontexts.ThefirstterminYear9concludeswithdevelopingandbuildinguponstudent’salgebraskillstostarttoextendtowardsaconsistentlevelofexpandingandsimplifyingexpressionsuptoandincludingquadratics.BeingproficientinAlgebraisacriticalskillaselementsofalgebraareneededinvariousactivitieseveryday,includingcookery,thepurchasingofitemsandtryingtoplaneventsbaseduponarangeofdifferentscenariosofpeopleattending.

Term2

SubstitutionintoformulasSequencesCoordinatesandMidpointsConstructingAnglesandShapesAnglePropertiesCongruenceandSimilarityAreaandPerimeterofrectilinearshapesAreaandcircumferenceofcircles.

Term2startswithacontinuationoftheAlgebrastrandbylookingatsubstitution,whichisasignificantskillneededacrossawiderangeofacademicsubjectsbutisalsokeyineverydaylife.DuringthetermthealgebraicdevelopmenttransitionsintoGeometryandMeasuresbyinitiallylookingatshapeidentificationandcalculatinganglesusingpropertieswhichwillbeneededthroughoutlifeinbothleisureandworkscenarios.TheworkonanglesmakeswayforthefinalelementsofthistermwhichlooksatAreaandPerimeterofarangeofshapes.Thisskillisnaturallyneededforarangeofdifferentsituations,frompaintingwallsthroughtounderstandingthedistanceneededtobeabletorunaroundarangeofdifferentshapedobjects.

Term3

RealLifeGraphsVelocity-TimeandDistance-TimeGraphsCalculatingmean,median,modeandrangeDisplayingandcomparingData

GraphsbeginthefocusforthefinaltermoftheFoundationPathwayinYear9.Theinterpretationanddrawingofagraphisafundamentalskillthatwillberequiredtimeandtimeagainthroughoutaperson’slife.Beingconfidentinthisiscritical.Thisiscoupledwiththecontinueddevelopmentofstatisticsbylookingatdevelopingstudentsintodatarichindividualswhoareabletouseandapplystatisticalcalculationsanddiagramstoarangeofdifferentcontexts.Theabilityforapersontounderstandstatisticscanformtheiropinionswhendecidingwhotovoteforinelections,todecidewhatmaybethepopularpreferenceinasurveyortoanalysedatainarangeofdifferentareas,includingsports,inordertodecidewhatthebestwayforwardis,forinstancewhendecidingapotentialFantasyLeaguetransferorifastockisperformingwellorlookingatdatatoseeifeffectsofpossibleclimatechange.

Whatresourcescanmychildaccessforsupport?ThedepartmentsubscribestoMathsWatchandencouragestheuseofGCSEPodforwhichstudentsareprovidedwithloginsforboth.StudentsalsohaveaccesstoKerboodlewhereourtextbookthatlinkstoourprogrammeofstudyarelocated.TheexcellentresourcesonCorbettMaths,includingthe5-a-dayquestions,worksheetsandexam-stylequestionsarealsoanexcellentresourcetouse,alongwithBBCBitesizeandSenecaLearningprovideadditionalsupportforstudents.

Whatenrichmentopportunitiesareavailableandhowdothesesupportlearning?Year10studentshavetheopportunitytoattendweeklysupportsessionsonThursdaysintheMathematicsDepartmentthatallowthemtodevelopandenrichtheirmathematicsskillsHigh-achievingstudentscanstartonapathwaywheretheyinYear10theylookatthecomponentsofGCSEStatisticsmovingontotheAQALevel2FurtherMathematicsQualificationinYear11.Inaddition,theyalsoareinvitedtosittheUKMTIntermediateMathematicsChallengeinFebruary.

HeadofDepartment HeadofKeyStage3 HeadofKeyStage4 Examboard

Year9MathematicsCurriculum:Higher

Topics KeyKnowledge

Term1

Placevalueandthefouroperationswithnumber,includingnegativenumbersFactors,multiples,primenumbers,HCF,LCMSquare,cubenumbersandtheirroots.ReciprocalsCalculatingwithfractionsEstimatingandroundnumbersRatioandproportionFraction,decimalandpercentageskillsWorkingwithpercentagesStandardformUpperandLowerbounds

Thetermstartswithstudentsreviewingplacevalue,decimalsandnegativenumbers.Thisprogressesthroughtotypesofnumberandtheirapplicationsinarangeofmathematicalcontexts.ThefirstterminYear9concludeswithdevelopingandbuildinguponstudent’salgebraskillstostarttoextendtowardsaconsistentlevelofexpandingandsimplifyingexpressionsuptoandincludingquadratics.Studentswillworktowardsthemoreadvancedelementsofnumberattheendoftheterm,includingstandardform,akeyelementofSTEMsubjects,andUpperandLowerBounds,whichareafundamentalelementofeverydaylifeasallowsstudentstounderstandhowerrorscanaffectdecisionsorhowaleewayinmeasurementsareusedintheapplicationofBritishStandardsonproductstoensurequalityandtoprotectourlives.

Term2

Simplify,expandandfactoriseexpressions.SetupandsolveequationsSequences:ArithmeticandGeometricProgressionsLinearandQuadraticGraphs.SimultaneousEquationsFactorisingquadraticsAnglespropertiesCongruenttriangles,lociandconstructions

Term2startswithreviewingandcontinuingtoembedthefundamentalskillsofalgebra,includingexpansionofbracketsupto3brackets,whichwilleventuallyleadtodevelopingtheunderstandingofBinomialexpansioninA-Level.WemoveontoSequencesandintroducetheideaofArithmeticandGeometricProgressionsanditerations,whichareafunandengagingpartofalgorithmsandprovidepeoplewithawaytoworkoutanswerstoproblemswheretheymaynotbeabletogetthesolutiontoagivenproblemusingananalyticalmethod.

Thesecondhalfofthetermfocusesonembeddingthemethodsinsolvingpairsofsimultaneousequationsandthefactorisingofquadratics,askillthatiscriticaltoastudentbeingsuccessfulatGCSEHigher.WefinishthetermwithbuildingupontheskillsofanglepropertiesthatbeganinKeyStage3andlinksintounderstandingabouthowanglesrelatetocongruenttrianglesandhowweconstructshapesandalocusofpoints.

Term3

Pythagorastheorem&trigonometryin2Dand3Dshapes.Areaofsimpleandcompositeshapes,Area/circumferenceofcircles,arc,sectorandsegments.Surfacearea/volumeofprisms,pyramids,spheresandconesSimilarShapes

ThefinaltermofYear9beginswithlookingatthecalculationsofsidesandanglesusingPythagorasandTrigonometry.ThecalculationsoftheseareaneededinPhysicsbutinlaterlifeisusedinarangeofsituations,especiallyinthecalculationmoderntheodolitesusetocalculatedistancesandangleswhichareusingalgorithmsbaseduponPythagorasandTrigonometrytocalculatetheheightordistance,whichcouldbecriticalindecidingwhatthenextstepwouldbe.WereturntoShapeandGeometrytocompletetheyear,withadvancedArea,PerimeterandvolumemethodslinkingintoSurfacearea,withallofthese4fundamentaltocalculationsofarangeofdifferentobjectswhicharekeyinDIYthroughtomachineengineering.

AQA8300MichaelHaymichael.hay@greatsankey.org

CathStarkey JamesBrophycatherine.starkey@greatsankey.org james.brophy@greatsankey.org

MFLCurriculumVision:A‘GreatSankeyLinguist’willhaveastrongdesiretobeabletocommunicateinanotherlanguage.Theywillappreciatetheconceptthat‘Englishisnotenough’andtheywillhaveadeepinterestinbroadeningtheirknowledgeoftheculturesofthepeoplewhospeakthelanguagetheystudy.Theywillbeopen-mindedandhaveadesiretolearnaboutthecustoms,traditionsanddailyroutinesincountriesaroundtheworld.Theywillberisk-takersandbewillingtotakeonthechallengeofcommunicatinginalanguageotherthantheirownnativetongue.Theywilldeveloptheabilitytoexpressthemselvesinadifferentlanguagethroughanincreasinglygrowingvocabularyandadeepeningknowledgeofgrammar.Theywillbecomemoreconfidentastheirfluencyandspontaneityincreaseandwilldevelopthelinguisticskillswhichcouldenablethemtopursuethestudyoffurtherforeignlanguages.Inourglobalsociety,wherethereisastronglikelihoodthatfutureemploymentwilltransporttoday’syoungpeopletodistanthorizons,theabilitytospeakaforeignlanguageisandwillcontinuetobe,amuchsought-afterskill.

Year9FrenchCurriculumAims:Theaiminyear9isforthepupilstocontinuetodeveloptheircommunicationskillsthroughlanguageacquisitionandtheunderstandingofawiderrangeofgrammaticalskillsbutwithaparticularfocusonpreparingforasmoothtransitionfromKS3toGCSE.Pupilswillcontinuetodevelopcompetenceinspeaking,listening,readingandwritingbutthetypeofexercisestheydoandstrategiesrequiredwillreflectthoseskillswhichwillbereinforcedatGCSElevel.Theywillre-visittopicareasfromyears7and8ingreaterdepthandbreadthandwillbeabletounderstandpersonalandfactualinformation.Bytheendofyear9theywillbeconfidentlinguistsandbereadytotakeonthenextlevelofchallengeatGCSE.

Whatresourcescanmychildaccessforsupport?YourchildwillhaveaccesstoonlineresourcesthroughKerboodleandtheirknowledgeorganiser.www.bbcbitesize.comwww.linguascope.comwww.quizlet.comHeadofDepartment: SecondinDepartment: PatriciaMellado SarahSinclairpatricia.mellado@greatsankey.org sarah.sinclair@greatsankey.org Examboard:www.aqa.org.uk

Year9FrenchCurriculum

Topics KeyKnowledge

Term1 Me,myfamilyandfriends:physicaldescriptionandcharacter,positiveandnegativerelationships,Home,town,neighbourhoodandregion:house,furniture,facilities,shopsandshoppingReinforcementofpresenttenseinall3languages.Grammar:êtreandavoir,adjectivalendings,s’entendre(reflexiveverbs)onpeut+inf.

Byconsolidatingtheiruseofregularandirregularverbsinthepresenttense,pupilswillbeabletogiveextendeddescriptionsinspeakingandinwritingaboutfamilymembers,relationships,friendships.Theywillbeabletodescribeboththeappearanceandcharacterofotherindividual(s)aswellastherelationshiptheyhavewiththem.Theywillbeabletodescribewheretheylive,thefacilitiesavailableandgivepositiveandnegativeviewpointsoftheirlocalarea.Theywillre-inforceskillsrequiredtotranslatetoandfromthetargetlanguagewhicharerequiredforfurtherstudy.

Term2

Currentandfuturestudy:opinionsofsubjects,schoolday,schoolfacilities,re-visittime,schoolrulesFree-timeactivities:hobbies,sports,cinemaandTV,musicgenresGrammar:plus/moins…que,adjectivalagreement,verbsofobligation(ilfaut+inf.),simplefuturetense,‘si’clauses(1stconditional)

Pupilswillbeabletospeakandwriteindetailaboutwhattheystudyandwhattheythinkaboutit.Theywillbeabletodiscussschoollifeandexpressopinionsaboutuniformandschoolrules.TheywillreinforceandextendtheirknowledgeabouthobbiesandsportandbeabletotalkandwriteaboutTVprogrammesanddifferentfilmgenres.TheywillbeabletounderstanddifferentviewpointsrelatingtoTVandfilmandexpresstheirpersonalpreferences.Theywillre-inforceskillsforthephotocardquestionwhicharerequiredfortheGCSEexam.Theywilllearnnewstructurestoaddcomplexitytotheirspeakingandwriting.Theywilllearnhowtoformthesimplefuturetensesanduse‘if’clauses.

Term3

Free-timeactivities:foodandeatingout,buyingfood,orderingatarestaurantCustomsandfestivals:familylifeandroutinesinFrench-speakingcountries,FestivalsinFrench-speakingcountries,IndividualresearchGrammar:revisionofperfecttensewithêtreverbsAllstudentswillstudyafilmprojectattheendoftheyear.

TheknowledgeofculturalcelebrationsandtraditionsisanexcitingpartoflearningalanguagebutalsothistopicisnowpartoftheGCSEspecificationsoexposuretodifferentculturaltraditionsisvital.Studentswillnowbeabletoidentifyanduse3timeframesconfidently.Intheirwritingtheywillbeabletousearangeofexpressionstoexpresspositiveandnegativeopinionsandwillbeabletogivereasonsfortheseviewpoints.Allstudentswillbeabletousethe1stpersonverbendingsofregularandkeyirregularverbs.Theywillknowhowtodistinguishbetweengenderofsingularandpluralnounsandtheneedtoapplythegrammaticalruleofadjectivalagreements.ThefilmprojectexploresaFrenchfilm.ThestudentscompleteastudyofthefilmandwillwriteareviewinFrench.ThestudyoffilmisacomponentoftheAlevelexaminMFL.

Year9GermanCurriculumAims:Theaiminyear9isforthepupilstocontinuetodeveloptheircommunicationskillsthroughlanguageacquisitionandtheunderstandingofawiderrangeofgrammaticalskillsbutwithaparticularfocusonpreparingforasmoothtransitionfromKS3toGCSE.Pupilswillcontinuetodevelopcompetenceinspeaking,listening,readingandwritingbutthetypeofexercisestheydoandstrategiesrequiredwillreflectthoseskillswhichwillbereinforcedatGCSElevel.Theywillre-visittopicareasfromyears7and8ingreaterdepthandbreadthandwillbeabletounderstandpersonalandfactualinformation.Bytheendofyear9theywillbeconfidentlinguistsandbereadytotakeonthenextlevelofchallengeatGCSE.

Whatresourcescanmychildaccessforsupport?YourchildwillhaveaccesstoonlineresourcesthroughKerboodleandtheirknowledgeorganiser.www.bbcbitesize.comwww.linguascope.comwww.quizlet.comHeadofDepartment: SecondinDepartment: PatriciaMellado SarahSinclairpatricia.mellado@greatsankey.org sarah.sinclair@greatsankey.org Examboard:www.aqa.org.uk

Year9GermanCurriculum

Topics KeyKnowledge

Term1 Me,myfamilyandfriends:physicaldescriptionandcharacter,positiveandnegativerelationships,Home,town,neighbourhoodandregion:house,furniture,facilities,shopsandshoppingReinforcementofpresenttenseinall3languages.Grammar:seinandhaben,adjectivalendings,mannkann+inf.

Byconsolidatingtheiruseofregularandirregularverbsinthepresenttense,pupilsinalllanguageswillbeabletogiveextendeddescriptionsinspeakingandinwritingaboutfamilymembers,relationships,friendships.Theywillbeabletodescribeboththeappearanceandcharacterofotherindividual(s)aswellastherelationshiptheyhavewiththem.Theywillbeabletodescribewheretheylive,thefacilitiesavailableandgivepositiveandnegativeviewpointsoftheirlocalarea.Theywillre-inforceskillsrequiredtotranslatetoandfromthetargetlanguagewhicharerequiredatGCSE.

Term2

Currentandfuturestudy:opinionsofsubjects,schoolday,schoolfacilities,re-visittime,schoolrulesFree-timeactivities:hobbies,sports,cinemaandTV,musicgenresGrammar:prepositionsseitandvor,reflexiveverbs,adjectivalagreement,separableverbs,futuretense

Pupilswillbeabletospeakandwriteindetailaboutwhattheystudyandwhattheythinkaboutit.Theywillbeabletodiscussschoollifeandexpressopinionsaboutuniformandschoolrules.TheywillreinforceandextendtheirknowledgeabouthobbiesandsportandbeabletotalkandwriteaboutTVprogrammesanddifferentfilmgenres.TheywillbeabletounderstanddifferentviewpointsrelatingtoTVandfilmandexpresstheirpersonalpreferences.Theywillre-inforceskillsforthephotocardquestionwhicharerequiredfortheGCSEexam.Theywilllearnnewstructurestoaddcomplexitytotheirspeakingandwriting.Theywillreinforcetheirknowledgeofseparableverbsandlearnhowtoformthefuturetense.

Term3

Free-timeactivities:foodandeatingout,buyingfood,orderingatarestaurantCustomsandfestivals:familylifeandroutinesinFrench-,German-,Spanish-speakingcountries,FestivalsinGerman-speakingcountries,IndividualresearchGrammar:revisionofperfecttensewith‘haben’and‘sein’Allstudentswillstudyafilmprojectattheendoftheyear.

TheknowledgeofculturalcelebrationsandtraditionsisanexcitingpartoflearningalanguagebutalsothistopicisnowpartoftheGCSEspecificationsoexposuretodifferentculturaltraditionsisvital.Inallthreelanguages,studentswillnowbeabletoidentifyanduse3timeframesconfidently.Intheirwritingtheywillbeabletousearangeofexpressionstoexpresspositiveandnegativeopinionsandwillbeabletogivereasonsfortheseviewpoints.Allstudentswillbeabletousethe1stpersonverbendingsofregularandkeyirregularverbs.Theywillknowhowtodistinguishbetweengenderofsingularandpluralnounsandtheneedtoapplythegrammaticalruleofadjectivalagreements.ThefilmprojectexploresaGermanfilm.ThestudentscompleteastudyofthefilmandwillwriteareviewinGerman.ThestudyoffilmisacomponentoftheAlevelexaminMFL.

Year9SpanishCurriculumAims:Theaiminyear9isforthepupilstocontinuetodeveloptheircommunicationskillsthroughlanguageacquisitionandtheunderstandingofawiderrangeofgrammaticalskillsbutwithaparticularfocusonpreparingforasmoothtransitionfromKS3toGCSE.Pupilswillcontinuetodevelopcompetenceinspeaking,listening,readingandwritingbutthetypeofexercisestheydoandstrategiesrequiredwillreflectthoseskillswhichwillbereinforcedatGCSElevel.Theywillre-visittopicareasfromyears7and8ingreaterdepthandbreadthandwillbeabletounderstandpersonalandfactualinformation.Bytheendofyear9theywillbeconfidentlinguistsandbereadytotakeonthenextlevelofchallengeatGCSE.

Whatresourcescanmychildaccessforsupport?YourchildwillhaveaccesstoonlineresourcesthroughKerboodleandtheirknowledgeorganiser.www.bbcbitesize.comwww.linguascope.comwww.quizlet.comHeadofDepartment: SecondinDepartment: PatriciaMellado SarahSinclairpatricia.mellado@greatsankey.org sarah.sinclair@greatsankey.org Examboard:www.aqa.org.uk

Year9SpanishCurriculum

Topics KeyKnowledge

Term1 Me,myfamilyandfriends:physicaldescriptionandcharacter,positiveandnegativerelationships,Home,town,neighbourhoodandregion:house,furniture,facilities,shopsandshoppingReinforcementofpresenttenseinall3languages.Grammar:serandtener,adjectivalendings,sepuede+inf.

Byconsolidatingtheiruseofregularandirregularverbsinthepresenttense,pupilswillbeabletogiveextendeddescriptionsinspeakingandinwritingaboutfamilymembers,relationships,friendships.Theywillbeabletodescribeboththeappearanceandcharacterofotherindividual(s)aswellastherelationshiptheyhavewiththem.Theywillbeabletodescribewheretheylive,thefacilitiesavailableandgivepositiveandnegativeviewpointsoftheirlocalarea.Theywillre-inforceskillsrequiredtotranslatetoandfromthetargetlanguagewhicharerequiredatGCSE.

Term2

Currentandfuturestudy:opinionsofsubjects,schoolday,schoolfacilities,re-visittime,schoolrulesFree-timeactivities:hobbies,sports,cinemaandTV,musicgenresGrammar:más/menosque,adjectivalagreement,verbsofobligation(tenerque),simplefuturetense,‘si’clauses(1stconditional)

Pupilswillbeabletospeakandwriteindetailaboutwhattheystudyandwhattheythinkaboutit.Theywillbeabletodiscussschoollifeandexpressopinionsaboutuniformandschoolrules.TheywillreinforceandextendtheirknowledgeabouthobbiesandsportandbeabletotalkandwriteaboutTVprogrammesanddifferentfilmgenres.TheywillbeabletounderstanddifferentviewpointsrelatingtoTVandfilmandexpresstheirpersonalpreferences.Theywillre-inforceskillsforthephotocardquestionwhicharerequiredfortheGCSEexam.Theywilllearnnewstructurestoaddcomplexitytotheirspeakingandwritingandtheywilllearnhowtoformthesimplefuturetensesanduse‘if’clauses.

Term3

Free-timeactivities:foodandeatingout,buyingfood,orderingatarestaurantCustomsandfestivals:familylifeandroutinesinFrench-,German-,Spanish-speakingcountries,FestivalsinFrench-,German-,Spanish-speakingcountries,Individualresearch.Grammar:revisionofpreteritetenseofregularverbsand‘ir’‘ser’Allstudentswillstudyafilmprojectattheendoftheyear.

TheknowledgeofculturalcelebrationsandtraditionsisanexcitingpartoflearningalanguagebutalsothistopicisnowpartoftheGCSEspecificationsoexposuretodifferentculturaltraditionsisvital.Studentswillnowbeabletoidentifyanduse3timeframesconfidently.Intheirwritingtheywillbeabletousearangeofexpressionstoexpresspositiveandnegativeopinionsandwillbeabletogivereasonsfortheseviewpoints.Allstudentswillbeabletousethe1stpersonverbendingsofregularandkeyirregularverbs.Theywillknowhowtodistinguishbetweengenderofsingularandpluralnounsandtheneedtoapplythegrammaticalruleofadjectivalagreements.ThefilmprojectexploresaSpanishfilm.ThestudentscompleteastudyofthefilmandwillwriteareviewinSpanish.ThestudyoffilmisacomponentoftheAlevelexaminMFL.

MusicCurriculumVision:A‘GreatSankeyMusician’ iscommitted,creativeindividualwithincreasingconfidence;theyarerolemodelsandambassadors forourGreatSankeymusicalfamily.AGreatSankeyMusicianwillbecomeaneffectivecommunicator,whilstalsodevelopingskillstolistenwithacriticalear,nurturingaplatformtocelebratesuccessandreflectionforfurtherimprovement(bothforthemselvesandalsoforothers).Ourmusiciansnaturallybecomeleaders,developingtheirteamworkskillstofruition,enhancingvaluessuchasinclusiveness,respect,andfairness.Ourmusiciansaretenacious,resilientanddisciplined;theyarededicatedtobothindependentandcollaborativelearning,understandingtheimportanceofprivatepracticeandalsothevitalityofcommitmenttoanensemble.Aboveall,ourmusiciansdevelophumanvaluessuchaslearningtolove,showempathyandcompassion,enthusiasm,passion,emotionalintelligence,beautyandgoodhumour.

Musicisauniversallanguagethatembodiesoneofthehighestformsofcreativity.OurmusiccurriculumiscertainlybroadandbalancedasitencompassesScience,Maths,Literacy,MFL,History,P.E.,researchskillsandaboveall,Art.Ourcarefullycraftedcurriculumwillengageandinspirepupilstodevelopaloveofmusicandtheirtalentasmusicians,andsoincreasetheirself-confidence,creativityandsenseofachievement.Aspupilsprogress,theyshoulddevelopacriticalengagementwithmusic,allowingthemtocompose,andtolistenwithdiscriminationtothebestinthemusicalcanon.Aboveall,ourcurriculumwillensureadevelopmentof“familyethos”;ourstudentswillhaveahomewheretheyfeelsafe,happy,valued,loved,trustedastheywillnaturallybeprovidedwithopportunitiestoleadandperformonaplatformforsustainedprogress.Ourstudentsareindividualsandourspiralcurriculumwillnurtureanddevelop“thewholechild”.WearealocalleadAmbassadorMusicSchool“Accent”(Warrington/Halton);exemplifiedbyourcurriculumandextra-curricularoffer.

Year9MusicCurriculumAims:Ourcurriculumissplitintohalf-termlyunits,whicharecoveredinacarousel.Eachunitencompasseskeylisteningtasksdeliveredasstarteractivities,inadditiontothemainassessmenttaskofeitherperformanceorcomposition;thesearethethreeareasofskillforGCSEMusic.Inaddition,studentswillcomplete“donow”tasksrelatedtodifferentunitsonthecarouseltoassistwiththedevelopmentoflongtermmemoryconcerningkeymusicalvocabularyinpreparationforthetotheKS4musicalcourses.ThroughoutYear9,studentswillcoverthefollowingtopics,butnotnecessarilyinthisorder:

Whatresourcescanmychildaccessforsupport?YourchildwillhaveaccesstoonlineresourcesthroughMoodleandtheGreatSankeyMusicwebsite:-www.sankeymusic.comorcheckoutourshowcaseofperformancesYouTubeChannelSankeyMusicWhatenrichmentopportunitiesareavailableandhowdothesesupportlearning?Weofferanextensiveprogrammewithatleasttwoensemblesrehearsingafterschooleachnightandaconcerteveryhalfterm.Ourensemblesinclude:-SankeySingers,Bellas&FellasAcapella,TheoryClub,TheHitMen,Y7DrumEnsemble,UkuleleEnsemble,StringEnsemble,YoungMusicians,RockBands&JuniorEnsemble.Ourprogrammeofconcertsinclude:-ChristmasConcert,GCSEMusicConcert,GreatSFactor,MATCollaborativeConcert,YoungMusiciansConcert&SummerConcert.HeadofDepartment: KS3CurriculumLead: ExamboardAQAJoanneFoster PaulBryan jo.foster@greatsankey.org paul.bryan@greatsankey.org https://filestore.aqa.org.uk/resources/music/specifications/AQA-8271-SP-2016.PDF

Year7MusicCurriculum

Topics KeyKnowledge

Unit1(HT1)

SoloPerformance Studentswillprepareasoloperformanceoneitherthekeyboard,aninstrumentoftheirchoice,orvocals.Thisbuildsonperformanceandkeyboardskillstheyhavedevelopedinpreviousyears,andgivesthemthechancetoshowcasetheirbuildingconfidenceasperformers.ThisalsolinkstoAoS1-4forGCSEMusicComponent1.

Unit2(e.g.HT2)

MusicTechnology StudentswillcreatearemixofAdele’ssong“RollingintheDeep”,takingthevocalpartandaddingnewmusictoit.Thisallowsthemtolearnanddevelopskillsinmusictechnologysuchassamplingandre-pitching,aswellasreinforcingtheirunderstandingofstructureandsongsectionslearntinpreviousyears.ThisunitlinkstoboththeKS4GCSEMusicCourse(AoS2forGCSEMusicComponent1)andalsotheKS4NCFEMusicTechnologyCourse.

Unit3(e.g.HT3)

EnsemblePerformance Studentswillputtogetheraperformanceofasonginsmallgroups.Thisgivesthemtochancetodeveloptheirteam/ensembleskills,astheylearntofitdifferentmusicalpartstogetherandkeepintimewitheachother.ThiswillbeamoredevelopedversionoftheirensembleperformanceinYear8,differentiatedbytask/instrumentaccordingtoability/choice.AnexcellentpreparationfortheensembleperformanceatKS4.

Unit4(e.g.HT4)

FilmMusic Studentswilllearnabouthowmusicisusedtoenhancefilmsandcommunicatethemestolisteners.Thisexpandstheirunderstandingofthepurposesandfunctionsofmusic,developingtheirlisteningskillsandtheirunderstandingoftheroleofacomposer.Theystudysomeof“thegreats”likeJohnWilliamsandHansZimmer,linkingtotheirculturalcapital.ThisunitpreparesstudentsforAoS4forGCSEMusicComponent1.

Unit5(e.g.HT5)

SoloPerformance2 Studentswillhaveafurtheropportunitytodeveloptheirsoloperformanceskills,thistimewithdifferentpiecesandmorecomplicatedrhythms.Thisbringstogetheralltheskillstheyhavedevelopedonthekeyboarduptothispoint,andshowshowtheyhaveprogressedinaccuracyandfluency.ThiswillbeamoredevelopedversionoftheirsoloperformanceatthestartofYear9.Studentswillhavehadtimetoactontheirfeedbackandmakeimprovements.

Unit6(e.g.HT6)

MusicTechnology2 StudentswillcreatetheirownsongusingtheBandlabEducationwebsite,withaparticularfocusonaddingeffectstochangethesoundoftracks.Thisallowsthemtoexplorethevarietyofwayssoundscanbemanipulatedusingtechnology,whilealsorecappingcomposingtechnique.ThiswillbeamoredevelopedversionoftheMusicTechnologyunitatthestartofYear9;.studentswillhavehadtimetoactontheirfeedbackandmakeimprovements,inadditiontocomposingtheirownsong,linkingtoboththeKS4GCSEmusiccourseandalsotheKS4MusicTechnologycourse.

PhysicalEducationCurriculumVision:TheintentofthePhysicalEducationprogrammeatGreatSankeyHighschoolisforstudentstoenjoyandengageinphysicalactivity,withtheambitiontodeveloptheskillsandknowledgerequiredtoallowalllearners,regardlessofbackgroundandability,toaccessarangeofsportsandphysicalactivitiesbothinschool,duringcurricularandextra-curricularactivities,aswellasoutsideoftheschoolenvironment.Thiscouldincludeaninterestinsportbothasaperformerorspectator.Iflearnershavetheseskillsandknowledgeandenjoyphysicalactivitytheywillconfidentlyadoptaphysicalhealthylifestylethattheywillmaintainintolaterlife.Theywillbeawareoftheimpactthatsportandphysicalactivityhasonoverallwellbeing.Year9PhysicalEducationCurriculumAims:Studentsshouldbuildonandembedthephysicaldevelopmentandskillslearnedinkeystages1and2,becomemorecompetent,confidentandexpertintheirtechniques,andapplythemacrossdifferentsportsandphysicalactivities.StudentsalsohavetheopportunitytoworktowardsthePhysicalandSkillssectionoftheirDukeofEdinburghBronzeAward.Foronelessonaweektheywilldeveloptheirfitnessandsportsleadershipskill.Year9CurriculumPlan:Activitiesaretaughtonarotationdependingontheavailabilityoffacilities.Thebroadandbalancedcurriculumbuildsuponthestudents’experienceinyear7&8.Revisitingthebasicknowledge,skillsandintroducingsomemorecomplexskillsandtacticsofarangeofgamesandotherphysicalactivities.Strikingandfieldinggamesandathleticsareagaintaughtinthesummermonths.Inyear9,50%ofthelessonsareusedtoworktowardsthephysical(fitness)andskill(sportsleadership)sectionsoftheirDofEBronzeawardsotherangeofactivitiesisrefinedtoreflecttheactivitiespopularinKS4examinationsaswellastheinterestofthestudentsWhatresourcescanmychildaccessforsupport?InformationandresourcesfordifferentsportscanbefoundintherelevantNationalGoverningBodywebsites.TheBBCSportsAcademywebsiteisalsoausefulresource:http://news.bbc.co.uk/sport1/hi/academy/default.stmFortheDukeofEdinburghawardschemeinformationcanbefoundonthestudent’spersonaleDofEaccountaswellasat:https://www.dofe.org/Whatenrichmentopportunitiesareavailableandhowdothesesupportlearning?Thereisanextensiveextra-curricularprogrammerunbythePEdepartment.Clubsareopentoallstudentsand(whereapplicable)competitiveteamsareselectedfromthosestudentswhoattendtheclubs.Thedepartmentalsorunsaregularinter-housecompetition,givingallstudentstheopportunitytorepresenttheirhouseinanorganisedcompetition.HeadofDepartment:AndrewGeeandrew.gee@greatsankey.orgKS3CurriculumLead:n/a Examboardn/a

Year9Boys

Year9Girls

Term1+2 Football

Games

Football Games

Handball

Handball

Handball

Handball

Badminton

Badminton

Badminton

Badminton

Term3 Athletics

Athletics

Strikingandfieldinggames Strikingandfieldinggames

PSHECurriculumVision:PSHEwillenablestudentstofeelpositiveaboutwhotheyareandtoenjoyhealthy,safe,responsibleandfulfilledlives.Throughactivelearningopportunitiesstudentswilllearntorecogniseandmanagerisk,takeincreasingresponsibilityforthemselves,theirchoicesandbehavioursandmakepositivecontributionstotheirfamilies,schoolsandcommunities.Studentswilllearntorecognise,developandcommunicatetheirqualities,skillsandattitudes.Theybuildknowledge,confidenceandself-esteemandmakethemostoftheirabilities.Studentswilllearntoidentifyandarticulatefeelingsandemotions,learntomanagenewordifficultsituationspositivelyandformandmaintaineffectiverelationshipswithawiderangeofpeople.OuraimthereforeforPSHEistoprovidestudentswith:

AccurateandrelevantknowledgeOpportunitiestoturnthatknowledgeintopersonalunderstandingOpportunitiestoexplore,clarifyandifnecessarychallenge,theirownandothers’values,attitudes,beliefs,rightsandresponsibilitiesTheskillsandstrategiestheyneedinordertolivehealthy,safe,fulfilling,responsibleandbalancedlives.AtGSHSweknowthatlearningandundertakingactivitiesinPSHEeducationcontributetoachievementofthecurriculumaimsforallyoungpeopletobecome:

Successfullearnerswhoenjoylearning,makeprogressandachieveConfidentindividualswhoareabletolivesafe,healthyandfulfillinglivesResponsiblecitizenswhomakeapositivecontributiontosociety

AtGSHSwewillcreateacomfortableclassroomclimatewherestudentsareconfidentanddiscusstheirhopes,fearsandsensitiveissues;developasetofgroundrulesforthePSHEclassroom;modelgoodpracticeinthewaywetalktostudents;provideenrichmentopportunitiesthatsupportanddevelopourstudentsemotionalandphysicalwellbeing;workwithexternalproviderstoprovidethebestpossibleexperienceandexpertiseforourstudents;remainflexiblewithourCurriculumandrespondtoissuesasandwhentheyarise.Studentswillrevisitcontentthroughoutthekeystagesdevelopingknowledgeandunderstandingwhichisageappropriate.AllstudentswillreceiveonehourofPSHEeachweek,deliveredbytheirformtutor.

Topics KeyKnowledgeTerm1

Peerpressure,assertivenessandrisk,gangcrimeDieting,lifestylebalanceandunhealthycopingstrategiesUnderstandingcareersandfutureaspirationsIdentifyinglearningstrengthsandsettinggoalsaspartoftheGCSEoptionsprocess

Itiscommonforfriendshipgroupstochangethroughoutourstudent’stimeatschool.Sessionswilldeveloplearningfromyears7and8onmanagingrelationshipsandwillfocusonmanagingchangingrelationships,whilstconsideringsafeandriskyorunsafesocialgroups,howtorecogniseandmanage‘group-think’.Theywilllearnaboutassertivenessandhowandwhenitisappropriatetobehaveassertively.Studentswillalsoconsidertherisksassociatedwithbeingpartofagangandwilllearnaboutthelegalandphysicalrisksofcarryingaknife.Withincreasingworkcommitmentsinyear9studentsbuildupontheirunderstandingofhealthylifestylebyconsideringhowtobalancework,leisureandexercise.Theywillalsoconsiderthedifferencebetweenabalanceddietanddietingastheybecomemorebodyconsciousandgainfurtherinsightintotheinfluencesoneatingchoicesandwaystomanagenegativeinfluences.Studentswillexploreunhealthycopingstrategiesincludingeatingdisordersandself-harmandwilllearnhealthycopingstrategiesandhowtoaccesssourcesofsupport.Studentswillcontinuetheirpersonalreviewoftheirstrengths,interests,qualitiesandambitionsandmakelinksbetweentheseandemployability.Theywillinvestigatethenatureofcareersanddevelopaspirationsforcareerchoiceandwillbesupportedtodevelopanunderstandingtherangeofpost16optionstoinformKS4optionchoices.

Term2

ManagingconflictathomeandthedangersofrunningawayfromhomeTacklinghomophobia,transphobiaandsexism

Buildinguponworkinyear7and8onmanagingrelationshipsandfamilylife,studentswillbesupportedindevelopingstrategiesformanagingconflictwithparentsandfamilymembersandexplorethecommoncausesofconflictbetweenyoungpeopleandtheirparents.Theywillalsolearnoftherisksassociatedwithrunningawayfromhomeandhowtoaccesssupportservices.Thestudentsworkonidentitywillberevisitedtodevelopamorematureunderstandingofidentify,whatmakessomeonewhotheyare,includingtheirprotectedcharacteristics.Theywilllearnaboutgenderidentityandhowthismaydifferfromgenderexpressionorsexassignedatbirthaswellasgenderstereotypingandtransphobia.Theywillanalysetheeffectsofhomophobiaandbiphobiaonindividualsandhowsocietyhaschallengedthem.

ManagingpeerpressureinrelationtoillicitsubstancesAssessingtherisksofdrugandalcoholabuseandaddiction

Thistopicwillberevisitedinordertorehearselearnedstrategiesformanagingpeerinfluence,andinordertolearnhowtomanagetherisksandminimisetheharmassociatedwithdrugoralcoholuse.Studentswillexplorethestereotypeof‘addict’anditsaccuracyandlearnmoreaboutservicesthatprovidesupportforthoseaddictedtodrugsoralcohol.

Term3

RelationshipsandsexeducationincludinghealthyrelationshipsandconsentTherisksofSTIs,sextingandpornographyReflectingonlearningskillsdevelopmentinkeystage3Planningandcarryingoutanenterpriseproject

Theworkdoneinyears7and8isfurtheredatamorematureleveltofurtherdevelopanunderstandingoftheimportanceofhealthy,respectfulrelationshipswithsexualorromanticpartners.Theywilldiscussthethoughtsandfeelingsyoungpeoplemayhaveaboutstartingsexualactivity,learnhowtomanagethepressurestostartsexualactivityandfurtherexplorewhatitmeanstobe‘ready’forsexualactivity.Studentswilllearnaboutthemeaningandimportanceinallsexualencounters,thelegalageofconsentandwhythisexistsandhowtoseek,recognise,given,notgiveandwithdrawconsent.Studentswilldevelopknowledgeofsexuallytransmitteddiseaseandtheconsequencesofunprotectedsexandwillevaluatethemedia’sinfluenceonsexualrelationships.Studentsrevisitonlinesafetywhilstconsideringthedangersofgroomingandhowtorecognisethewarningsignsandwilllearnaboutthelegal,emotionalandsocialconsequencesofsharingofexplicitimages.Studentswillreflecthowtheirenterpriseandemployabilityskillshavedevelopedthroughkeystage3,learnabouttheskillsneededtocreateanewenterpriseanddevelopenterpriseandteamworkskillsthroughworkingtogether.

LeadTeacher

LewisTwist Lewis.twist@greatsankey.org

RSCurriculumVisionInRSourintentionistoprovideacurriculumthatensuresvariedandenrichinglessonsthatpreparestudentsforlifeinaculturallydiversemodernworld.RSallowsstudentstounderstandthebeliefsandpracticesofthereligionsandworldviewsthatnotonlyshapetheirhistorybuttheirworldtodayandtoappreciatehowreligion,philosophyandethicsformthebasisofourculture.TheRScurriculumencouragesenthusiasminthestudyofotherpeople’sbeliefsandensuresstudentshaveanunderstandingandrespectfordifferentculturesandcommunitiesbyexploringwhatitmeanstobeapartofthatfaith.TheRScurriculumwidensastudent’sawarenessoftheirownsurroundings,reflectingonourever-changingworldandsocietyandawiderangeofissuesandbigquestionsthataffectsmillionsofpeoplearoundtheworlde.g.abortionandeuthanasia.TheRScurriculumallowsstudentstounderstandandunraveltheconceptstheyencounter,encouragingthemalwaystobechallengedintheirthinking.RSallowseachstudenttoexpresstheirownbeliefsandvalues,givingstudentstheopportunitytothinkaboutwhattheybelieveandreflectontheirownchoices,allowingthemtodeveloptheirownideasandopinions,whilstunderstandingwhysomeholdviewpointsandbeliefsthataredifferenttotheirown.StudyingRSwillallowpupilstoadoptanenquiring,criticalandreflectiveapproachtotheworldinwhichtheylive.Itwillencourageacriticalmindsetandallowsthedevelopmentofskillssuchastextualanalysis,criticalanalysis,synthesis,evaluationandempathy.RSpromotesmutualrespectinadiversesociety.

Year10RSCurriculumAimsInYear9studentsbegintheirGCSEinRSstudyingSpecificationAwithAQA.Thecourseconsistsoftwopapers.InthestudyofPaperOnestudentswilldeveloptheirknowledgeofthekeybeliefsandpracticesofChristianityandIslam,assessingwhatissimilaranddifferentbetweenthetworeligions.InPaperOnestudentswillbegiventheopportunitytounderstandwhatitmeanstobeamemberofeachofthesefaithcommunitiesbothintheUKandwiderworldtoday.InPaperTwostudentsinvestigatearangeofcontroversialsocialissuesfrombothreligiousandnon-religiousviewpoints.Studentsusethistohelparticulatetheirownviewpointonthesewidelydebatedissuesissues.

Whatresourcescanmychildaccessforsupport?Someusefulwebsitestosupportyourchild’slearningfurtherare:www.bbcbitesize.com,SAMlearning,SenecalearningandGCSEPodWhatenrichmentopportunitiesareavailableandhowdothesesupportlearning?ToensurestudentsareasengagedandasenthusiasticwiththeirlearningascanbethedepartmentoffersarangeoflearningopportunitiesoutsideoftheclassroomincludingtripstoAuschwitz,Romeandplacesofworship.ThedepartmentalsoholdsdeeperlearningdayssuchasHolocaustMemorialDayandWorldReligion’sDay.

HeadofDepartment: ExamboardAQAhttps://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062

LisaBaker Lisa.Baker@greatsankey.org

Year10RSCurriculum

Topics KeyKnowledge

Term1 CrimeandPunishment(Paper2) Studentsunravelsomeofthekeyconceptsinourjusticesystemsuchasaimsofpunishment,attitudestolawbreakersandcausesofcrimeconsideringarangeofdifferentperspectives,religiousandnon-religious.Studentsexplorein-depthdifferenttypesofpunishmente.g.capitalandcorporalpunishmentinvestigatingcontrastingattitudes.Thisunitenablesstudentstodiscusssomeofthekeyglobalissuesthatconfronthumanityinthe21stCenturyandarticulatetheirownviewpointontheseissueswhilstunderstandingwhysomemaydisagreewiththem

Term2

ChristianBeliefs(Paper1) Christianityisstillthemostfollowedreligionintheworldwithestimatesof2.4billionChristiansintheworldtoday.StudentsbuildonpreviouslearningonChristianitybyexploringsomeofthekeybeliefsofaChristiantodaye.g.theincarnation,trinityandsalvation.

Term3

PeaceandConflict(Paper2) Studentsconsidersomeofthekeyreligious,philosophicalandethicalargumentsrelatingtoreligionandbeliefasacauseofviolenceandconflictintheworld,theuseofweaponsofmassdestructionandpacifism.Thisunitenablesstudentstodiscusssomeofthekeyglobalissuesthatconfronthumanityinthe21stCenturyandarticulatetheirownviewpointontheseissueswhilstunderstandingwhysomemaydisagreewiththem

PAPERONE:ThestudyofReligions ChristianBeliefs ChristianPractices IslamBeliefs IslamPractices

PAPERTWO:ThematicStudies CrimeandPunishment PeaceandConflict ReligionandLife RelationshipsandtheFamily

ScienceCurriculumVision:A‘GreatSankeyScientist’isacuriousindividualwithaninquisitiveandenquiringmind.Theystriveforanswersabouthoworwhysomethingbehavesoractsthewayitdoes.Theyinvestigate,consideringallthefactorsthatcanaffecttheirresultsandthenevaluatetheirmethodsandstrivetoimprovewhattheyhavedone.Theycanmakeanopenmindedattempttoexplaintheworldaroundthemusingevidenceandfacts.Theyunderstandthevalueofevidenceoveropinion,canspottrendsindataandmakeconclusionsandlinkthemwithexplanationsandunderstandstheneedforpeerreview.Studentsarenotafraidtochallengeideas(inapositiveway.)Theyhavetheself-motivationtoreadaroundthesubjectandcontinuetheirlearningbeyondtheclassroom.Theythinkinalogical,systematicandrationalway.Theyarealsoabletouseabstractthinkingtolinkideasandconceptstogether.Theyareproblemsolvers(solutionfocussed)withgoodnumeracy,scientificliteracyandoracyskills.TheyhavetheabilitytolookatthecomplexsystemswithinBiology,ChemistryandPhysicsandexplainhowtheyworkintermsthatanyonecanunderstand.

Sciencesolvesproblemsthateffecteverybodyandalsoitenhanceslifewhereproblemsaren’tthereanyway.Scienceprovidestheeconomicgrowththiscountrydependson.Sciencehelppupilsunderstandtheworldaroundthemand‘howtheyfit’.Scienceprovidesknowledgeandunderstandingthatallowspupilstobetterengageinwidersociety.Forexample,pupilswillhaveamoreinformedviewpointonclimatechange,medicaltechniques,naturalconservation,recyclingofdifferentmaterials,ornuclearpower………….thelistisendless!Itmayevenleadthemtobecomeexpertsandleadersinthesecurrentissues;theycouldinturninfluencefutureculture.

Year9BiologyCurriculumAims:Theyear9curriculumbuildsonunitsofworkpreviouslystudiedinyear8.Bytheendofyear9pupilswillhavestudied4unitswhichwillunderpintheirknowledgeastheyprogressontoyear10andyear11.Thebasicprinciplesofcellsandorganisationdevelopedinyear7andyear8willbeginthesefoundationswhichleadsintoaspecificfocusonparticularorganisationsystemsacrossanimalsandplants.

Whatresourcescanmychildaccessforsupport?Yourchildhasakerboodleloginwheretheycanaccessthedigitaltextbookandchecklistsofcontent.www.kerboodle.comTheycanalsopurchasearevisionguidefromschoolwhichcoverstheabovecontentandisspecifictotheexamboard.Whatenrichmentopportunitiesareavailableandhowdothesesupportlearning?LearnerscanattendtheSTEMclubwhichisaweeklycluborganisedbymembersofthesciencedepartment.HeadofScience: HeadofBiology ExamboardAQAhttps://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464HelenStones ColletteRobertsonHelen.stones@greatsankey.org Collette.robertson@greatsankey.org

Year9BiologyCurriculum

Topics KeyKnowledge

Term1 CellStructureandTransportCellDivision

Cellstructureandtransportrecaptheknowledgeandunderstandingthatlearnershaveonbasiccellstructureanddevelopstoincludealloftheorganellesandtheirfunctions.CellDivisionintroducestheconceptsofthetwodifferenttypesofcelldivisionandtheiruses.

Term2

CellDivisionOrganisationandtheDigestiveSystemOrganisinganimalsandplants

Atthestartoftermtwolearnerscompletethecelldivisioncontentbyevaluatingtheissueofstemcells.Thythentaketheconceptslearntintermoneandapplythesetounderstandingthedigestivesystemandtheprinciplesofphysicalandchemicaldigestion.Towardstheendoftermtwotheseconceptsareappliedtoorganisationinanimalsandplantswhichinvolvesotherorganisationsystemssuchasthecirculatoryandrespiratorysysteminanimals.

Term3

Organisinganimalsandplants Thistermwillseethecompletionoftheorganisinganimalsandplantsunitwiththelatterpartconcentratingontheorganisationinplants.Learnerswillapplytheconceptsofcell,tissueandorgansthathavebuiltupthroughKS3tofullyunderstandthemovementofwaterandsugarsintheplant.

Year9ChemistryCurriculumAims:Allareasofthekeystage3nationalcurriculumarecoveredinyears7and8.Theaimoftheyear9curriculumistoextendsomeofthecoreconceptsandbuildupontheminpreparationforyears10and11.Theseincludeatomicstructure,theperiodictableandthechemistryoftheatmosphere.TheideaofatomstaughtfirstbyChemistrybutisextendedinPhysicsasthebasisforradiation.TheuseofsymbolequationsisalsousedinBiology.

Whatresourcescanmychildaccessforsupport?Yourchildwillhaveaccesstoonlineresources,includingtextbooks,podcastsandexercisesthroughwww.kerboodle.com.Theycanalsoaccessnationalcurriculumrevisionmaterialsatwww.bbcbitesize.com.Whatenrichmentopportunitiesareavailableandhowdothesesupportlearning?Inyear9pupilscanattendtheSTEMclubwhichacrosstheyearincludesaspectsofallthreesciencesHeadofScience: HeadofChemistry ExamboardAQAhttps://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464 HelenStones LouiseKwasnickiHelen.stones@greatsankey.org Louise.kwasnicki@greatsankey.org

Year9ChemistryCurriculum

Topics KeyKnowledge

Term1 AtomicStructureandthePeriodicTable. Atomsarethechemicalbuildingblocksofourworld.Theperiodictableorganisestheseatomsandtheelementstheymakeintoastructurethathelpsusmakesenseofourchemicalworld.Chemistshaveevidencethattheatomsthemselvesaremadeupofanucleuswithelectronssurroundingitinenergylevels.Thesearecoreideasthatarethecornerstoneofallchemistryandarebuiltoninyear10and11.Thistopicintroducesbalancingequations,arangeofseparationtechniquesandtheideathatscientifictheoriescanberevisedorreplacedbyneweronesinthelightofnewevidence.

Term2

GroupsandTrendsofthePeriodicTableandtheDevelopmentoftheEarth’sAtmosphere.

Theperiodictableisorganisestheelementsintoperiods(rows)andgroups.Understandingthisorganisationcanbeusedtoexplainatomicstructureandtoexplainhowelementsreactrelativetoeachother.ThisbuildsonAtomicStructureandextendsintohowatomscanbondtogetherwhichistaughtinyear10.Thedevelopmentoftheearth’satmospherecontinuesonfromKS3.Thetopicisextendedtoincludehowtheatmospherewasdevelopedandlinkstobiologyastheimportanceofphotosynthesisisanimportantfactor.

Term3

Greenhousesgases,climatechangeandatmosphericpollution.

Theearth’satmosphereisdynamicandalwayschanging.Someofthesechangesareman-madeandsometimespartofnaturalcycles.Scientistsandengineersaretryingtosolvetheproblemscausedbyincreasedlevelsofairpollutants.Thisbuildsontheideasofparticlesintheatomicstructureunitandlinkstotheteachingoffossilfuelsandsustainabilitytaughtinyear11.

Year9PhysicsCurriculumAims:Allareasofthekeystage3nationalcurriculumarecoveredinYears7and8.TheaimoftheYear9curriculumistousesomeofthecoreconceptsandbuildupontheminpreparationforYears10and11.EnergyandenergytransfersareusedthroughoutBiology,ChemistryandPhysicstoexplaineverydayobservations.TheparticlemodelofmatterisalsousedtodescribepropertiesofmaterialsinPhysics,butisalsousedinChemistrytoexplainratesofreactionsandinBiologytoexplainphenomenasuchasosmosis.

Whatresourcescanmychildaccessforsupport?Yourchildwillhaveaccesstoonlineresources,includingtextbooks,podcastsandexercisesthroughwww.kerboodle.com.Theycanalsoaccessnationalcurriculumrevisionmaterialsatwww.bbcbitesize.com.Whatenrichmentopportunitiesareavailableandhowdothesesupportlearning?WehaveaverysuccessfulSTEMclubandwehavenowreachedastagenowwherewecaterforarangeofabilitiesacrossallyeargroups.HeadofScience: HeadofPhysics ExamboardAQAhttps://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464HelenStones TonyGledhillHelen.stones@greatsankey.org Tony.gledhill@greatsankey.org

Year9PhysicsCurriculum

Topics KeyKnowledge

Term1 EnergyStoresandthelawofenergyconservation

ThelawofenergyconservationofenergyisacoreconceptthatrunsthroughoutPhysics,throughKeyStage3,4and5.Thestudentswilllearnaboutthestoreandtransfermodelofenergy,usingthistoexplaineverydaydayphenomena.Thetopicalsoprovidesopportunitytouseandmanipulatestandardequations,akeyskillthatformsasignificantpartofbothGCSEandAlevelexams.

Term2

ThermaltransferEnergyResources

Buildinguponthestoreandtransfermodelofenergy,studentswillinvestigatethewaysinwhichheatistransferred.Theideasbuilduponpreviousworkdoneinyear7and8,incorporatingideasaboutwavesandtheparticlemodelofmatter.Theideaofenergytransfersisthenusedtoevaluatemethodsofenergyproductionforuseinoureverydaylives.Withtheworld’sresourcesunderincreasingpressure,citizensofthefuturewillberequiredtomakesometoughchoices.Thisunitaimstoprovidesomeofthefactualknowledgetheywillneedtomakeinformeddecisions.

Term3

Particlemodelofmatter Inyear7studentsusedtheparticlemodelofmattertoexplainsomephysicalpropertiesofsolidsliquidsandgases.Interm2,theyagainusethismodeltodescribesomethermaltransfers.Inthismoduletheywillgofurtheranddescribechangesinstateintermsofparticlebehaviourandtheforcesbetweenthem.Theunitwillalsostarttointroducesomeofthekeyinvestigativeskillsrequiredgoingforwardthroughyears10and11.