Curriculum
The aim of the curriculum is to ensure that all students have the opportunity to engage in a variety of learning experiences that allow them to develop their breadth of knowledge and raise their aspirations. We want to encourage our students to develop their ability to think deeply and become increasingly independent thereby developing their communication, literacy and numeracy skills.
We recognise that motivation, positive engagement and high challenge are fundamental in creating confident, successful learners who are able to fulfil their aspirations and goals. Our curriculum aims to recognise that all of our students are individuals with differing needs and interests and therefore a variety of pathways and bespoke interventions are offered within Key Stage 3 and Key Stage 4.
Year 7 and Year 8
Students follow a balanced and inclusive curriculum. All students study:
- English
- Maths
- Science
- French (*supported route)
- History
- Geography
- Morals and Ethics (including Religious Education)
- Technology
- ICT
- Music
- Drama
- Dance
- Art
- PE
* A supported route allows students who join Poltair School with below average Key stage 2 attainment, to study additional literacy and numeracy lessons. This develops their reading, writing and numeracy skills, which gives them access to a broader curriculum.
At the start of Year 7, students are placed into classes based on their KS2 attainment.
In English, Humanities and French Year 7 students are set as according to ability:
- Bronte (set one)
- Shackleton (set two)
- Pasteur (set three)
- Attenborough (set four)
- Zephaniah (set five)
In Mathematics and Science Year 7 students are set as follows:
- Hawking (set one)
- Turing, Franklin and Winston (mixed ability)
- Nobel (set five)
In all other subjects, students are taught within their mixed ability tutor groups.
The setting of students is reviewed regularly and if a student requires further challenge or additional support, set changes can be made at any time during the academic year in consultation with Curriculum Team Leaders.
In Year 8, students are placed into classes based on their KS2 attainment and progress made during Year 7.
In English, Humanities and French Year 8 students are set as according to ability:
- Hugo (set one)
- Shackleton (set two)
- Hardy (set three)
- Chanel (set four)
- Drake (set five)
In Mathematics and Science Year 8 students are set as follows:
- Einstein (set one)
- Newton, Cune, and Darwin (mixed ability)
- Hubble (set five)
Year 7
Subject | Number of Periods per fortnight | Notes |
---|---|---|
English | 7 | Including Drama within English lessons |
Maths | 7 | |
Science | 5 | |
History | 3 | |
Geography | 3 | |
Technology | 3 | |
ICT | 1 | |
Music | 1 | |
Art | 2 | |
PE | 4 | |
Moral and Ethics (including RE) | 1 | |
French | 3 | Some students have fewer French lessons in favour of lessons focussing on developing literacy. |
Year 8
Subject | Number of Periods per fortnight | Notes |
---|---|---|
English | 7 | Including Drama within English lessons |
Maths | 7 | |
Science | 5 | |
History | 3 | |
Geography | 3 | |
Technology | 3 | |
ICT | 1 | |
Music | 1 | |
Art | 2 | |
PE | 4 | |
Morals and Ethics (including RE) | 1 | |
French | 3 | Some students have fewer French lessons in favour of lessons focussing on developing literacy. |
During the spring term of year 8, students will select their option subjects; KS4 will cover three years (9 - 11) with year 9 as a Foundation year; the emphasis on the acquisition of skills and knowledge that are required for GCSE courses.
KS4 (present years 9 – 10)
The curriculum in Key Stage 4 is personalised; 3 pathways have been created to ensure that the needs of all students are fully met and enables access to a wide variety of post 16 courses and training.
English Baccalaureate Route (EBACC)
The English Baccalaureate route is aimed at students who have the potential to study A levels and who may wish to enter Higher education. The curriculum ensures breadth and balance by including a range of creative and expressive art courses. Students following this pathway have access to the following subjects:
- English Language
- English Literature
- Combined Science
- Triple Science
- French
- Geography
- History
- Media Studies
- Food Technology
- Art
- Photography
- Resistant Materials
- BTEC Sport
- BTEC Performing Arts (Acting)
- BTEC Performing Arts (Dance)
- BTEC Hospitality
- BTEC Travel and Tourism
Level Two Route
This route is aimed at students who wish to study a mixture of GCSE and vocational courses, again it is important to ensure that our students are given every opportunity to achieve and exceed their potential therefore breadth and balance is very important.
Students following this pathway have access to the following courses:
- English Language
- English Literature
- Combined Science
- French
- Geography
- History
- Media Studies
- Food Technology
- Art
- Photography
- Resistant Materials
- Creative iMedia
- BTEC Sport
- BTEC Performing Arts (Acting)
- BTEC Performing Arts (Dance)
- BTEC Hospitality
- BTEC Travel and Tourism
Vocational Route
The vocational route is aimed at learners who benefit from learning in more practical 'hands-on' courses and will suit students who may be more likely to study Level 2 – 3 BTECs and vocational courses post 16.
Students following this pathway have access to the following courses:
- English Language
- English Literature
- Combined Science
- French
- Geography
- History
- Media Studies
- Food Technology
- Art
- Photography
- Resistant Materials
- NCFE Craft
- Creative iMedia
- BTEC Sport
- BTEC Performing Arts (Acting)
- BTEC Performing Arts (Dance)
- BTEC Hospitality
- BTEC Travel and Tourism
A structured guidance programme ensures that option choices meet the needs of every individual student; therefore it is important to fully involve teachers, students and parents. This includes a careers fayre, parent and carer information evening and one to one meetings with senior members of staff.
Year 9, 10 and 11
Subject | Number of Periods per fortnight | Notes |
---|---|---|
English | 7 | |
Maths | 7 | |
Science | 7 | |
PE | 2 | |
Option A | 4 | Courses start in Year 9 and continue until the end of Year 11 |
Option B | 4 | |
Option C | 4 | |
Option D | 4 | |
Morals and Ethics (including RE) | 1 |
Poltair +
We believe that all students should have access to enrichment opportunities beyond the traditional timing of the school day. Every term, a Poltair + programme is published to all students
Poltair + Timetable Summer 2017
Day | Club | Information | Staff/Room |
---|---|---|---|
Mon to Fri Both Breaks | Maths Homework support | All years | Run by prefects - S18 |
Chess/board games & Construction Games | All Years | Library | |
3.10 - 4.10 | Maths Homework Club | All Years | Maths Department - S18 |
Science Revision & Intervention | Year 11 (invite only) | Science Department | |
Spelling Club | All Years | Mrs Pomeroy - Student Services | |
Table Tennis | All Years | PE Department | |
Tues Break 2 | Computing Catch Up | All Years | Mr Renshaw - E7 |
Elite Choir | Invite Only | Music Department | |
3.10 - 4.10 | GCSE Computing Revision/Catch up | Years 9 - 11 | Mr Renshaw - E7 |
Design Technology -Robotics Club | Years 8 & 9 | Mr Turpin - Design Technology Department | |
Maths Revision | Year 11 only (pupils to go to their Maths Teacher) | Maths Department | |
Controlled Assessment Clinique | Year 11 (invite only) | Miss Obet - E4 | |
Fitness/Circuits | Years 7 - 8 | PE Department | |
Fitness/Circuits | Years 9 - 11 | Miss Waters | |
Football | Years 7 & 8 | Mr Adams | |
Football | Year 9 | Mr Marshall | |
WED Break 2 | Ukulele Club | All Years welcome | Mr Jones - Music |
3.10- 4.10 | Netball | Years 7 - 8 invite only (up to 10 March 2017) | PE Department |
GCSE Revision Workshops (Art & Photography) | Years 10 & 11 | Mrs Pearson/Mrs Whitbread-Abrutat - T11 | |
THURS Break 2 | Choir | All Years | Music Department |
3.05 - 5.00 | Ten Tors | Years 9 & 10 (commencing 9 February) | Miss Blackburn - T1 |
3.10 - 4.10 | English Language Intervention | Year 11 (selected pupils) | English Department |
Knitting & Sewing Club | All Years | Mrs Pomeroy - Library | |
Fitness Suite | All Years | Mr Foster | |
Hockey Mixed | Years 7 - 9 | PE Department | |
GCSE Revision Workshops (Art & Photography) | Years 10 & 11 | Mrs Pearson/Mrs Whitbread-Abrutat - T11 | |
FRI Break 2 | Computing Catch Up | All Years | Mr Renshaw - E7 |
3.10 - 4.10 | GCSE Statistics | High Starters (invite only) | Mrs Kellow - S17 |
Humanities Revision | Open to all Year 11 History and Geography students | Humanities Department W2, W3, W4 & W5 | |
Media Revision & Controlled Assessment | All Years | Miss Sullivan - E8 | |
Fitness Suite | All Years | PE Department | |
Hockey Mixed | Years 10 & 11 | Miss Owens | |
Please see the music department board for the Poltair+ activities | |||
Please see the PE staff for Autumn term fixtures | |||
Enhancement buses - run on Monday to Friday at 4.30 pm (from the front of school) | |||
Don't forget your Orange bus slip (Remember that you get 10 Vivos for attending an after school club from the teacher who runs the club.) |
In addition to extra-curricular opportunities at the end of the school day, students are given the chance to participate in field study and enrichment visits to broaden our students’ experiences. In the last academic year, this has included:
- History visit to Berlin to learn about World War Two
- Art visit to London to visit the National Portrait Gallery and Tate Modern
- PE visit to watch high level sport at Plymouth Raiders
- Geography visit to Bristol to learn about urban regeneration
- English and Art visit to Wheal Martyn to complete an enrichment programme called, Pit, Paper and Porcelain for gifted and talented students
- PE and DT visit to Marjons University to visit the Sports Science Lab
If you require further information about the curriculum, please contact Miss C White, Deputy Headteacher at cwhite@poltair.cornwall.sch.uk
Art
Curriculum Team Leader: Mrs E Pearson
Aim of the Curriculum:
To provide pupils with the opportunity to explore and generate ideas through research, observation, perception and aspiration. Art encourages learners to demonstrate knowledge that reflects greater depth, context and understanding through experimenting with a range of materials, techniques and processes that inform final outcomes. In addition, learners are supported to evaluate and reflect on their work and the work of others to create independence.
Year 7
Term | Scheme of Work |
---|---|
Autumn One | Observational drawing test. Baseline. Mark Making. Line, tone, texture & pattern. Using a range of media to create an imaginative response. |
Autumn Two | Mark Making. Line, tone, texture & pattern. Using a range of media to create an imaginative response. |
Spring One | Observational drawing test. Colour. Colour wheel knowledge, Painting skills & technique, composition development, imagination. |
Spring Two | Colour. Colour wheel knowledge, Painting skills & technique, composition development, imagination. |
Summer One | Observational drawing test. Composition Fundamental principles of composition to create a personal response / imaginative. |
Summer Two | Composition Fundamental principles of composition to create a personal response / imaginative. |
Year 8
Term | Scheme of Work |
---|---|
Autumn One | Observational Drawing test. WW1 Using WW1 as the source you will investigate and generate ideas to create an original and personal response. |
Autumn Two | WW1 Using WW1 as the source you will investigate and generate ideas to create an original and personal response. |
Spring One | Observational drawing test. Form / Space Perspective. Colour, depth, form, shape. Close Observation. |
Spring Two | Form / Space Perspective. Colour, depth, form, shape. Close Observation. |
Summer One | Observational drawing test. Team Work Co-operative interaction to create large scale or individual work. |
Summer Two | Team Work Co-operative interaction to create large scale or individual work. |
Year 9
Term | Scheme of Work |
---|---|
Autumn One | Observational drawing test. Observation. Continue to develop drawing skills using a range of materials and techniques. |
Autumn Two | Observation. Continue to develop drawing skills using a range of materials and techniques. |
Spring One | Observational drawing test. GCSE Project. Develop resource, research and experimentation of materials skills. Presentation in sketchbook. |
Spring Two | GCSE Project. Develop resource, research and experimentation of materials skills. Presentation in sketchbook. |
Summer One | Observational drawing test. Team Work Co-operative interaction to create large scale or individual work. |
Summer Two | Team Work Co-operative interaction to create large scale or individual work. |
Year 10
Term | Scheme of Work |
---|---|
Autumn One | Observational drawing test. Detailed drawing with traditional approach- looking at textures, form and heavy artist link. Emphasis on A01-A04 |
Autumn Two | Detailed drawing with traditional approach- looking at textures, form and heavy artist link. Emphasis on A01-A04 |
Spring One | Observational drawing test. Detailed Research, Artists, Materials and Techniques and Process. Self- image/experiences representing, 3D, print, clay, painting photography |
Spring Two | Detailed Research, Artists, Materials and Techniques and Process. Self- image/experiences representing, 3D, print, clay, painting photography |
Summer One | Observational drawing test. Completion of design project. |
Summer Two | GCSE 2017 EXAM QUESTION Ass 5 Imaginative study |
Year 11
Term | Scheme of Work |
---|---|
Autumn One | Observational drawing test Coursework review. Each Year 11 will review all work with EP and JM to identify areas for improvement. |
Autumn Two | Mock Exam Hand out paper and start to research Mock exam responses. Develop ideas, Experiment with materials. |
Spring One | Final Exam Paper Hand out and prepare for final exam. Using AO1-4 |
Spring Two | Exam Preparation and Coursework completion deadline. |
Summer One | Final Exam. |
Summer Two |
Extra-Curricular Opportunities
- St Austell Torch Light Carnival (Year 7 & 10)
- KS3 London Visit
- KS4 London Visit (overnight)
- Eden Visit for Mock Exam prep Year 11
- Art department open doors every night till 4. Year 11 focus on Monday and Friday.
- KS3 Art club with JM in January 2018.
Computing, ICT & Digital Media
Curriculum Team Leader: Mr C Renshaw
Aim of Curriculum
To equip pupils with the skills to be able to use Computational Thinking, Programming and Applications Software to work safely, efficiently and solve problems in this digital age. Our KS3 Scheme of Learning includes Computing, Digital Literacy and Information & Communication Technology, preparing for two distinct KS4 options: GCSE Computer Science and OCR National in Creative iMedia.
Year 7
Term | Scheme of Work |
---|---|
Autumn One | Network Introduction, Validity & Bias, Spreadsheet Modelling |
Autumn Two | Scratch Game Design, Multi-media Advent Calendar |
Spring One | DTP & Mail Merge |
Spring Two | Data Handling: ICT Survey |
Summer One | eSafety, RSI |
Summer Two | Coding with Python and HTML |
Year 8
Term | Scheme of Work |
---|---|
Autumn One | HTML Web Design |
Autumn Two | Programming the BBC Micro:Bit |
Spring One | GCSE Tasters Binary Numbers |
Spring Two | Data Representation |
Summer One | DVD Database |
Summer Two | Coding with Python |
KS 4 Computer Science
Year 10 | |
---|---|
Term | Scheme of Work |
Autumn One | Data Representation |
Autumn Two | Logic & Languages, Computer Systems |
Spring One | Networks & Security |
Spring Two | Practice NEA Programming Project |
Summer One | Practice NEA Programming Project |
Summer Two | Theory Revision & Exam Preparation |
Year 11 | |
Autumn One | Data Representation, NEA Project |
Autumn Two | Logic & Languages, NEA Project |
Spring One | Computer Systems, NEA Project |
Spring Two | Networks & Security, Environmental, Legal & Ethical Concerns |
Summer One | heory Revison & Exam Preparation |
Summer Two | Exams: 14 May 17 May |
KS iMedia
Year 9 | |
---|---|
Term | Scheme of Work |
Autumn One | Course Intro, Digital Brochure |
Autumn Two | New Biome Team Project, Corporate ID & Planning Docs |
Spring One | Web Design Skills, Web Campaigning & Graphics |
Spring Two | Copyright, Graphics (Paint.net, Photoshop & Inkscape) |
Summer One | Graphics Practice Project |
Summer Two | Theory Exam Revision and Prep |
Year 10 | |
Autumn One | Comic Strip Skills & Project |
Autumn Two | Comic Strip Project |
Spring One | Graphics Skills & Project |
Spring Two | Graphics Project |
Summer One | Graphics Project & Exam Theory |
Summer Two | Theory Exam, Graphics Project |
Year 11 | |
Autumn One | Graphics Project, Comic Strip Skills |
Autumn Two | Comic Strip Project, Theory Revision |
Spring One | Web Design Project |
Spring Two | Web Design Project |
Summer One | Web Design Project |
Summer Two | Project Deadline 18 May |
Extra-Curricular Opportunities
- Lunchtime open access Computing Club – come along to E7 any lunchtime to catch-up, complete homework, or work on your own computer-based projects.
- After-school Computing / iMedia support & intervention
Design Technology
Curriculum Team Leader: Mr M Turpin
Aim of the Curriculum
The aim of our curriculum is to provide students with a range of knowledge and experiences in which the skills for designing, making and exploring ideas are the key. We provide an opportunity to for students to investigate how we live in a world which is designed, engineered and manufactured using a huge range of materials, components, systems and ingredients. We want our students to become competent in a range of creative and technical skills so that they can be active participants and adapt to the technological world in which they will live and work.
Year 7
Design Technology | |||||
---|---|---|---|---|---|
Mini Torch (intro to circuits) (CAD)- Autodesk Inventor- basic skills- Introduction to materials and workshop processes. Introduction to communicating design ideas. | Textile toy- Materials and construction techniques- Smart and modern materials. Different uses of textile materials…Sails, armour, protection etc. Alternative joining techniques, sources of materials. Environmental considerations | ||||
Food & Nutrition | |||||
Basic food prep skills and Eat well guide , nutrition. | Food prep skills, Sensory analysis. Intro to food science. Conducting experiments and adapting recipes for different people | Food prep skills, Commodities, Provenance and sensory techniques. Food safety during storage preparation and serving. |
Year 8
Design Technology | ||
---|---|---|
Lighting - wood, metal and plastic. Introduction to design for others- Design process- card modelling leading to CAD modelling. Electronics components- Electronic values and modelling using computers. | Storage project - wood core material. Students develop own design criteria. User centred design so specific investigation into form developed from function. | Graphics project - branding/vinyl cutting. CAD |
Food and Nutrition | ||
Hazards and dietary requirements, Macro and micro nutrients | Food science - gelatinisation and raising agents. Nutrition and food skills. | Food prep skills, Commodities, Provenance and sensory techniques. Food safety- meat cookery |
Year 9
Design Tecnology | |||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
Shelving storage Including 3D skills (including Computer aided design- CAD Inventor). Focus on accuracy of measurement and communicating design details. | F1 car (CAD) iterative process- demonstrate testing strategy linked to improvements. Presentation of results. | Microcontroller programming -Input/output and context students own brief- Actuators where possible. | Casting project- (CAD focus) Lathe and milling machine- Application of CNC for creation of Mold | ||||||||
Hospitality | |||||||||||
Communication Skills in Hospitality - Team working and job roles. Basic food service skills | Hospitality legislation and food hygiene. Systems for managing food and commodities. Basic food preparation techniques. | Food preparation skills. Working in the hospitality industry- job roles and careers. Communication skills and customer service. Basic food preparation techniques. | |||||||||
Food and Nutrition | |||||||||||
Meat eggs and poultry - food function - eg denaturing / coagulation | Cereals - provenance, Starches, energy, Processing methods and staple foods. Allergies | Dairy foods - Provenance, processing, Food miles. HACCP. Traceability | Fats and Oils, Food provenance, Fairtrade. Dietary requirements. Food related illnesses. The effects of cooking on foods | Sugars and syrups Dextrinization and caramelisation. Ethical production. Food related illness. Sugar alternatives | Proteins and processing. Ethical sourcing. Food miles. The effects of cooking on food. Nutrition and Dietary requirements. |
Year 10
Design Technology | |||||||||||||||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Mini Lighting (Design and designers)- Electronics. Designing for others- CAD design. Understanding Polymers- Properties of materials. | 3D Nature (Bug hotels etc . Including inventor 3D modelling) . Technical drawing and graphic communication.,/td> | F1 Car including effective modelling and prototyping. Forces and measurement. Application of mathematical concepts. Iterative design. | Design for Early years - Ergonomics and human factors. Investigation of design context. | ||||||||||||||||||||||||
Food and Nutrition | |||||||||||||||||||||||||||
Fruit and Vegetables commodities. Ethics in food- Food banks, fair trade etc | Milk cheese and yoghurt - Sugar investigation. Caramelisation | Cereals, flour, bread and pasta. Carbohydrates, energy requirements. Baking | Meat, Fish, Poultry and Eggs- Protein, Denaturing . Sources nutritional contribution. Cooking processes. | Butter oils, margarine. Saturated/unsaturated fats. Frying techniques | Soya, tofu, beans, nuts, seeds. Alternative food sources. | Fruit and Vegetables commodities. Ethics in food- Food banks, fair trade etc |
Design Technology | ||||
---|---|---|---|---|
Human factors , ergonomics, design influences and sustainability. | Materials, manufacturing, joining and production techniques, Including material properties. Health and safety. | Quality assurance, ICT and manufacturing control systems. CAD- CAM. Systems and Control | Industrial practices- design process including market, client requirements and design processes | Review of revision materials and focus on areas that need reinforcing. Exam techniques. |
Food and Nutrition | ||||
Commodities, effects of cooking on Food. Nutrition | Ethical food. Fair trade. Food miles, Sources of food. Primary and secondary processing. Commodities. | Nutritional contributions of ingredients. Healthy lifestyles, special diets, dietary requirements. Food related illness | Food science terminology. Cooking processes. Adapting recipes and techniques. Alternative food sources. | Exam preparation and revision. |
Extra-Curricular Opportunities
- Enrichment activities.
- Weekly robotics club at lunch time taking part In the Tomorrows Engineers Robotics Challenge.
- Weekly Green power racing, designing, building and racing a Green power electric car in regional and national competitions.
- Future chef competition taking part in the Regional and national cooking competition.
- Regular drop in and open workshop sessions for students to complete their own projects.
English Language & English Literature
Curriculum Team Leader:Ms L Chamberlain
Aim of the Curriculum:
English Language
Through the study of English Language students will develop their spoken language, reading, writing and vocabulary, which is an integral component of all subjects studied. Fluency in the English language is an essential foundation for success in all subjects.
Students will learn how to identify and interpret explicit and implicit information and ideas. Alongside this students will learn how to critically evaluate texts through their ability to explain, comment, and analyse how writers use language and structure effectively.
Students will also develop their ability to communicate accurately, effectively and imaginatively adapting their tone and style for an intended audience and employing a range of vocabulary and sentences for effect.
English Literature
Through the study of English Literature students will be given the opportunity to read, understand and respond to a wide range of texts. Students will develop their ability to analyse the language, form and structure employed by a writer using relevant subject terminology. Alongside this students will explore the relationship between texts and their contexts.
Year 7
Autumn One | We Shall Remember Them Students will study the text Private Peaceful and a selection of War Poetry allowing them to develop their comprehension and analytical skills. Students will also read a range of non-fiction texts. Students will also complete a range of creative and non-fiction written work. Students will also develop their verbal communication skills through a number of speaking and listening activities. |
---|---|
Autumn Two | |
Spring One | Tales from Other Times Students will study a number Pre-1914 texts to develop their confidence and ability to read challenging fiction texts from writers such as: Dickens. Students will also develop their narrative writing abilities through the opportunity to construct their own stories and descriptions. |
Spring Two | |
Summer One | Gods & Goblins Students will study Shakespeare’s masterpiece ‘A Midsummer Night’s Dream’ and develop their understanding of the wider world of literature through an investigation into Myths and Legends. Students will continue to develop their written work through the production of creative and non-fiction texts. |
Summer Two |
Year 8
Autumn One | The Gothic Students will study the works of Sir Arthur Conan Doyle whilst developing an understanding of literature in Victorian England. Students will strengthen their analytical skills whilst also developing their ability to produce creative texts with a focus on character and atmosphere. |
---|---|
Autumn Two | |
Spring One | Shocking Shakespeare Students will continue their study of Shakespeare through the exploration of a selection of Shakespearian classics. Students will consider these texts in context and explore related issues. Students will also continue to develop their creative writing skills. |
Spring Two | |
Summer One | The Big Issues Students will read ‘Stone Cold’ and explore social issues such as homelessness. Students will investigate this and similar issues through exposure to a range of non-fiction texts that deal with ‘Big Issues.’ Students will also write a number of non-fiction texts such as speeches, articles and leaflets. |
Summer Two |
Year 9
English Language | |
---|---|
Autumn One | Creating Worlds Students will read ‘Of Mice and Men’ and explore the issues covered in the text. Students will continue to develop their analytical skills whilst also developing empathy skills. Students will continue to develop essential skills required for success in their GCSEs. Students will also continue to develop their writing skills through the production of a range of texts. This unit also allows students to develop their skills of debate and oracy. |
Autumn Two | |
Spring One | Battles & Leaders Students will study Shakespeare’s ‘Macbeth’ in full and will investigate famous speeches delivered by leaders in a variety of contexts. Students will continue to develop their own oracy through the writing and delivery of their own speeches. |
Spring Two | |
English Literature | |
Summer One | Vile Victorians In preparation for their GCSE Literature examination students will complete and in-depth study of Stevenson’s novella: ‘The Strange Case of Dr Jekyll & Mr Hyde’. Students will learn how to respond to exam style questions and begin to develop a critical understanding of literature. Students will also study the context behind the novella through an exploration of Victorian England. |
Summer Two |
Year 10
English Language | |
---|---|
Autumn One | Non-Fiction Reading: Students will study a range of short, non-fiction texts from different times and contexts whilst developing their ability to understand explicit and implicit meaning; analyse writers’ techniques and critically compare texts. |
Autumn Two | Transactional Writing: Students will apply techniques studied in previous units to construct engaging transactional texts. |
Spring One | Creative Worlds: Students will study a range of short, fictional texts around the theme of power and conflict whilst developing their ability to understand explicit and implicit meaning; analyse writers’ techniques and critically evaluate opinions. |
Summer One | Creative Writing: Students will apply techniques studied in previous units to construct engaging narratives and descriptions. |
Summer Two | Creative Texts: Students will consolidate their understanding of effectively reading and writing fictional texts. |
English Literature | |
Autumn One | An Inspector Calls: Students will study Priestley’s classic text – exploring the themes of responsibility and the social context whilst continuing to develop their analytical skills. |
Autumn Two | An Inspector Calls: Students will study Priestley’s classic text – exploring the themes of responsibility and the social context whilst continuing to develop their analytical skills. |
Spring One | Poetry Anthology: Power & Conflict: Students will study a range of poems concerned with the theme of power whilst continuing to develop their ability to critically evaluate and compare texts and writers’ methods. |
Summer One | Romeo & Juliet: Students will complete and in-depth study of Shakespeare’s play. Continuing to develop a critical understanding of literature and the methods writers employ to convey meaning. |
Summer Two | Romeo & Juliet: Students will complete and in-depth study of Shakespeare’s play. Continuing to develop a critical understanding of literature and the methods writers employ to convey meaning. |
Year 11
English Language | |
---|---|
Autumn One | Reviewing Reading Skills - Fiction |
Autumn Two | Reviewing Creative Writing Techniques |
Spring One | Reviewing Reading Skills – Non-Fiction |
Spring Two | Reviewing Transactional Writing Techniques |
Summer One | Exam Preparation |
Summer Two | |
English Literature | |
Autumn One | Romeo & Juliet Review & Revision |
Autumn Two | Jekyll & Hyde Review & Revision |
Spring One | An Inspector Calls Review & Revision |
Spring Two | Poetry Anthology Review & Revision |
Summer One | Unseen Poetry Review & Revision |
Summer Two | External Examinations |
Extra-Curricular Opportunities
- KS3 Homework Club
- Opportunity to participate (in YR9) in a reading mentor programme
- KS4 Intervention Classes
- Opportunity to participate in the ST Austell Spoken Language Festival; assorted creative writing competitions.
- KYBA Book Awards Reading Club
French
Curriculum Team Leaders
Aim of the Curriculunm
A Modern Foreign Language prepares pupils to participate in a rapidly changing world in which work and other activities are often carried out in languages other than English. The rise of international commerce means that pupils need to be equipped with the skills needed by the international workplace. It also provides students with opportunities to reflect upon their own culture and open up to new ones. Increased capability in the use of MFL promotes initiative, confidence and independent learning and encourages diversity within society.
Year 7
Autumn One | Meeting and greeting people. Saying how old we are. Saying when our birthday is. Saying what there is in our schoolbag and classroom. Saying what we like |
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Autumn Two | Talking about animals. Talking about family. Saying where you live. Saying what you eat and drink. Talking about nationalities and countries. Talking about the weather. |
Spring One | Talking about likes and dislikes. Talking about your survival kit. Describing yourself (understanding adjective agreement). Talking about other people (using the 3rd person). Describing a musician. |
Spring Two | Talking about school subjects. Giving opinions. Describing our timetable. Describing our school day. Talking about what you eat in school. |
Summer One | Talking about computers and mobiles. Talking about sports. Talking about activities. Describing what other people do. |
Summer Two | Talking about our town/village. Giving directions. Talking about where we go. Inviting someone to go somewhere. Saying what you can do in your town. |
Year 8
Autumn One | Talking about TV programmes. Talking about films. Talking about books. Talking about what we do online. |
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Autumn Two | Talking about what we can do in Paris. Asking tourist information. Talking about what we did in Paris. |
Spring One | Talking about personality. Talking about friends. Talking about music. Talking about clothes. Talking about last weekend. |
Spring Two | Talking about where we live. Talking about our home. Talking about meals. Talking about organising food for a party. Talking about a forthcoming event. |
Summer One | Talking about talent and ambition. Saying what you must and can do. Telling someone what to do. Describing people’s personality. |
Summer Two | Research projects: French speaking countries in the world. The French Revolution. Science in French. |
Year 9
Autumn One | Talking about Facebook. Giving an opinion about someone. Arranging to go out. Describing a date. Describing a music event. |
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Autumn Two | Learning parts of the body. Talking about sports. Talking about healthy eating. Making plans to get fit. Describing levels of fitness. |
Spring One | Describing jobs. Discussing learning languages. Saying what you used to do. Discussing your future and past. Talking about your job. |
Spring Two | Discussing holidays. Imagining an adventure holiday. Talking about what you take on holiday. |
Summer One | Describing what happened on holiday. Visiting a tourist attraction. Describing an ideal holiday. |
Summer Two | Discussing what you are allowed to do. Explaining what is important to you. Talking about things you buy. Describing what makes you happy. |
Year 10
Autumn One | Revising family members and describing people. Talking about what makes a good friend. Taking about family relationships. Talking about going out. |
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Autumn Two | Talking about a night out. Talking about when you were younger. Discussing role models. |
Spring One | Revising music and technology. Talking about sports. Talking about life online. Talking about reading |
Spring Two | Talking about TV programmes. Talking about films and actors. Talking about food and meals. Talking about daily life. |
Summer One | Talking about meals. Describing family celebrations. Describing festivals and celebrations. |
Summer Two | Describing a region. Talking about our town. Describing what to see and do. Discussing plans. |
Year 11
Autumn One | Revising what you normally do on holiday. Talking about an ideal holiday. Booking a hotel. Ordering in a restaurant. |
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Autumn Two | Talking about travelling. Talking about buying souvenirs. Talking about holiday disaster. |
Spring One | Revising school subjects. Talking about your school. Comparing schools in UK and France. Discussing school rules. |
Spring Two | Discussing career choices. Discussing plans. Applying for jobs. |
Summer One | Discussing problems facing the world. Talking about the environment. Talking about volunteering. |
Summer Two | Revision. Exams. |
Geography
Curriculum Team Leader: Ms C Willis
Aim of the Curriculum:
Poltair's geography team aim to ensure that students leave us with the skills necessary to become global citizens. Students are taught to enquire and question issues facing the world today as well as understand the fundamental cartographic and statistical skills that form the basis of geography.
At Key Stage 3 we are ambitious about knowledge and cover the following skills:
- Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
- Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
- Are competent in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes.
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Geography is a very popular choice for students at key stage. At Key stage 4, GCSE students study the new AQA specification. This consists of 3 exams:
- Paper 1-Living with the physical environment-1hr 30mins exam- 35% of GCSE
- Paper 2- Challenges in the human environment -1hr 30 mins exam-35% of GCSE
- Paper3 – Geographical applications-1hr 15mins-30% of GCSE
As part of this course there are two compulsory fieldtrips; one human and one physical.
Year 7
Autumn One | Exploring wild China |
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Autumn Two | Map skills and settlements |
Spring One | Rivers and glaciation |
Spring Two | Extreme climates |
Summer One | Development in Africa |
Summer Two | Ecology and ecosystems |
Year 8
Autumn One | Tourism and the middle east |
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Autumn Two | India and international development |
Spring One | Tectonic hazards |
Spring Two | Tectonic hazards |
Summer One | The coastal environment |
Summer Two | Global environment issues |
Year 9
Autumn One | Migration and global conflict |
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Autumn Two | Core GCSE and fieldwork skills |
Spring One | The energy gap and sustainable energy |
Spring Two | Geography of the UK |
Summer One | AQA GCSE Coastal environments |
Summer Two | AQA GCSE Coastal environments |
Year 10
Autumn One | Ecosystems and the tropical rainforest |
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Autumn Two | Cold environments |
Spring One | UK physical landscapes |
Spring Two | Natural hazards |
Summer One | Urban challenges in LICS |
Summer Two | Urban challenges in HICS |
Year 11
Autumn One | Weather Hazards |
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Autumn Two | Resource management |
Spring One | Changing economic world |
Spring Two | Changing economic world |
Summer One | AQA Issue evaluation |
Summer Two |
Extra-Curricular Opportunities
- Year 7 - Visit to Newquay Zoo to explore ecosystems (cross-curricular with French)
- Year 8 - Visit to a coastal area to collect primary data (cross-curricular with Mathematics)
- Year 9 - Visit to The Eden Project to explore the impacts of climate change.
- GCSE –Two compulsory fieldtrips
- Human fieldwork to Bristol City Centre
- Physical fieldwork to Marazion beach
- Autumn 2: Geography Leaders open to KS3
History
Curriculum Team Leader: Mrs C Price
Aim of the Curriculum:
The Poltair history department aims to provide a thought-provoking and well-rounded study of local, national and international history. Teaching will give students the tools to ask questions about the past and the present, and to critically evaluate information through different perspectives and starting points. History lessons at Poltair School help students to understand the lives of the peoples that they study, as well as their own identity and the challenges of the 21st Century. We look at what changes over time and what stays the same, focusing on the lives of Kings and lives of peasants as equally important in our understanding of the world.
Year 7
Autumn One | Study of Cornish History |
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Autumn Two | The Celts and the Romans |
Spring One | 1066-1509 The Medieval Period |
Spring Two | |
Summer One | 1509- 1745 The Early Modern Period |
Summer Two |
Year 8
Autumn One | The impact of Empire |
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Autumn Two | The Industrial Revolution |
Spring One | World War One |
Spring Two | World War Two |
Summer One | The Holocaust |
Summer Two | The Cold War |
Year 9
Autumn One | Politics and History |
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Autumn Two | Highlights of History |
Spring One | GCSE Paper 3 Weimar and Nazi Germany |
Spring Two | |
Summer One | |
Summer Two |
Year 10
Autumn One | GCSE Paper Two Superpower Relations and the Cold War |
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Autumn Two | |
Spring One | |
Spring Two | GCSE Paper One Crime and Punishment |
Summer One | |
Summer Two |
Year 11
Autumn One | GCSE Paper One Crime and Punishment: Whitechapel |
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Autumn Two | GCSE Paper Two Early Elizabethan England |
Spring One | |
Spring Two | Revision for GCSE Examinations |
Summer One | Examintations |
Summer Two |
Extra-Curricular Opportunities
We offer a variety of revision sessions, and aim to run trips to different sites of Historical Interests. In 2017, this included a visit to Berlin to study the sites of World War Two.
Mathematics
Curriculum Team Leader: Mrs J Kellow
Aim of the Curriculum:
The Mathematics faculty aim to bring to life mathematics across the curriculum, equipping the pupils with a maths knowledge and understanding that makes sense to them, is relevant for all their studies and enhances their life chances. The curriculum aims are to ensure all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
- make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects
Year 7
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Year 9
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Year 10
Autumn One |
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Autumn Two |
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Year 11
Autumn One |
Foundation
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Autumn Two |
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Spring One |
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Summer One |
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Extra-Curricular Opportunities
- Year 7 & 8 Breakfast club to catch up to expected level
- Years 7 - 10 UKMT Mathematics challenge
- Year 9 Mathematics Master classes
- Year 10 Exeter School of Mathematics Easter school
- Homework club
- Year 10 GCSE Statistics
- Year 11 Further Maths
Media Studies
Curriculum Team Leader: Ms L Chamberlain
Aim of the Curriculum:
Year 9 & 10
GCSE Media Studies seeks to develop students understanding of four key concepts:
- Media language
- Media representations
- Media industries
- Media audiences
Together these four key concepts help students to demonstrate knowledge and understanding of the theoretical framework and media contexts and their influence on media products and processes.
Students also develop their ability to analyse media products using the theoretical framework of media, in relation to their contexts, in order to make judgements and draw conclusions.
Media Studies students will also create a range of media products for an intended audience, by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Year 11 (this year only)
GCSE Media Studies uses four major concepts which form the basis of the subject content:
- Media Language: forms and conventions
- Institutions
- Audience
- Representation
Through the study of GCSE Media Studies students develop skills of recall, select and develop their ability to communicate their knowledge and understanding of media products and the contexts in which they are produced and consumed.
Students are also required to demonstrate research, planning and presentation skills. As well as constructing and evaluating their own products using creative and technical skills.
Year 9: Foundation Year
Autumn One | An introduction to the four key Media Concepts through the exploration of the medium of FILM. |
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Autumn Two | |
Spring One | A theoretical and practical exploration into Action Adventure Film. |
Spring Two | |
Summer One | A theoretical and practical exploration into Crime Drama. |
Summer Two |
Year 10: Year One
Autumn One | A theoretical and practical exploration of all four Media Concepts through the theme of PRINT - specifically newspapers and magazines. |
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Autumn Two | A theoretical and practical exploration of the MUSIC INDUSTRY; considering the concepts of language, audience and, social, cultural and political contexts. |
Spring One | A theoretical and practical exploration of ADVERTISING and MARKETING; considering the specific conventions of language, representation and, social, historical, cultural and political contexts. |
Spring Two | A theoretical and practical exploration of all four Media Concepts through the medium of TELEVISION. Opportunity for students to complete a ‘mock’ NEA Project (formally Controlled Assessment) |
Summer One | |
Summer Two | A theoretical and practical exploration of all four Media Concepts through the theme of ONLINE and SOCIAL Media (inc. VIDEO GAMES) |
Year 11: Year Two
Autumn One | Planning and completion of the NEA Project (formally Controlled Assessment) Subject and Topic determined by the examination board. |
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Autumn Two | |
Spring One | A theoretical and practical exploration of all four Media Concepts through the theme of FILM. |
Spring Two | A theoretical and practical exploration of all four Media Concepts through the theme of RADIO. |
Summer One | Examination Pre-Release is made available to students. Students embark on supervised individual research and preparation before the completion of the exam. Exam Topic: Serial TV Drama |
Summer Two |
Year 11: This Academic Year Only
Autumn One | Controlled Assessment – Brief 3: The Practical Production. Students apply their understanding of the four key concepts through the creation and promotion of a Music Video. Mock Examination: The Music Industry. |
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Autumn Two | |
Spring One | The study of the four key Media Concepts centred around the examination topic for 2018: Serial TV Drama. |
Spring Two | |
Summer One | Examination Pre-Release is made available to students. Students embark on supervised individual research and preparation before the completion of the exam. Exam Topic: Serial TV Drama |
Summer Two |
Moral & Ethics
Curriculum Team Leader: Mrs C Willis (KS3) & Mrs C Price (KS4)
Aim of the Curriculum:
This is a non-examined subject which students study once every fortnight. The key focus is on the Fundamental British Values, which are:
- democracy
- the rule of law
- individual liberty
- mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.
This is combined with Religious Education to provide students with a thought provoking, relevant and challenging morals and ethics curriculum.
Lessons provide opportunity for discussion and project based learning, and allow students to explore controversial interesting topics that support and extend their learning in their other subjects.
Year 7
Autumn One | World Religions and Beliefs |
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Autumn Two | Human rights and democracy |
Spring One | Christianity in the UK |
Spring Two | Sikhism in the UK |
Summer One | Equal opportunities |
Summer Two | Cornish Religion and culture |
Year 8
Autumn One | Judaism in the UK |
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Autumn Two | Animal rights and religion |
Spring One | Finance in the future |
Spring Two | Christianity in the UK |
Summer One | Islam in the UK |
Summer Two | Health and Wellbeing |
Year 9
Autumn One | Capital Punishment |
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Autumn Two | Christianity in the UK- the big questions |
Spring One | Impact of conflict on children |
Spring Two | Poverty in the UK |
Summer One | Euthanasia |
Summer Two | Finance |
Year 10
Autumn One | Politics |
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Autumn Two | Extremism |
Spring One | Human trafficking |
Spring Two | Health and Wellbeing |
Summer One | Resilience |
Summer Two | Christianity in the UK |
Year 11
Autumn One | Identity |
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Autumn Two | Christianity and big questions |
Spring One | Sexuality and the law |
Spring Two | Independent revision |
Summer One | Examinations |
Summer Two |
PE and BTEC Performing Arts (Dance)
Curriculum Team Leader: Mr P Marshall
Aim of the Curriculum:
Within Physical education and Sport we have four key aims with which the curriculum is designed around:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives.
Year 7 & 8
Lessons in Key Stage 3 follow a course which emphasises three main areas:
- Practical ability (AF1)
- Health and fitness (AF2)
- Evaluating and improving (AF3)
The three key areas form the bases from which the students at Poltair will be taught. Activities will be picked depending on the class and abilities of the pupils.
Activities that could be taught:
- Rugby
- Netball
- Basketball
- Football
- Multi skills
- Dance
- Cricket
- Rounders
- Athletics
- Fitness
- Hockey
- Volleyball
- Dodgeball
- Trampolining
- Circuits
- Badminton
- Handball
- Softball
Year 9-11 Entry Level Core PE
All students, regardless of whether they select PE as an option subject, will have at least 2 hours per week of Core PE. These lessons will give students the opportunity to continue to engage in physical education and sport over a wide range of different sports. They will all be entered for an accredited physical education award. (OCR entry level PE – R462) This is 90% practical with a 10% element of analysing and improving. This qualification is externally assessed but build upon the skills learnt in year 7 and 8.
Key Stage Four BTEC Sport
Options that can be chosen in years 9-11:
Level 2 Btec First Award in Sport – 120GLH
Designed to provide a specialist qualification in the Sport and Leisure industry, and allows students to develop the skills, experiences and knowledge in this field. The main sections covered will be:
- Practical Sports Performance
- Training for Personal Fitness
- Health and Fitness for Sport
- Leading Sports Activities
- The Mind and Sports Performance
- The Sports Performer in Action
Students will take various combinations depending on the pathway of the class. Students will be completing written assignments as assessments and also an online exam (25% of final grade)
Level 2 Btec First Award in Performing Arts – Dance – 120GLH
The course is designed to build upon learning that has taken place at Key Stage 3. It has been developed to give an engaging and stimulating introduction to the world of Performing Arts. It also provides an excellent base on which to build upon for learners as they move into post 16 education. The main sections covered will be:
- Individual showcase
- Preparation, performance and production
- Dance Skills
Pupils will be completing written assignments as well as an online exam (between 10%-25% of final grade)
Extra-Curricular Opportunities
Details of this can be found within the Poltair+ calendar
Performing Arts (Acting)
Curriculum Team Leader: Ms L Chamberlain
Aim of the curriculum:
The BTEC Tech Award for Performing Arts gives all learners the opportunity to develop specific skills and knowledge in a vocational and practical learning environment. Students are given the opportunity to:
- Develop key skills that prove their aptitude in performing arts such as reproducing repertoire or responding to stimuli
- Develop an effective understanding of ways of working in the performing arts, such as the development of ideas, rehearsal and performance
- Develop essential personal management and communication skills
- Develop a detailed knowledge that underpins effective use of skills, process and attitudes in the Performing Arts sector, such as roles, responsibilities, performance disciplines and styles
Year 9: Foundation Year
Autumn One | An Introduction to BTEC Performing Arts: During this unit students will begin to develop the skills required of an actor through exploring and responding to given stimulus material. |
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Autumn Two | |
Spring One | Acting Skills: During this unit students will continue to develop the skills required of an actor through participating in workshops and rehearsals. |
Spring Two | |
Summer One | Professional Practitioners: During this unit students will begin to investigate and explore the work of existing theatre practitioners. |
Summer Two |
Year 10: Year One
Autumn One | An Introduction to BTEC Performing Arts: During this unit students will begin to develop the skills required of an actor through exploring and responding to given stimulus material. |
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Autumn Two | |
Spring One | |
Spring Two | Developing Skills & Techniques in the Performing Arts: During this component students will develop skills and techniques for performance; apply skills and techniques in rehearsal and performance; alongside this students will also review their own development and performance. During this component students will take part in a performance. |
Summer One | |
Summer Two |
Year 11: Year Two
Autumn One | Performing to a Brief: During this component students will consider how practitioners adapt their skills for different contexts and implement this into a performance. They will participate in classes and workshops to build on their rehearsal and performance skills. Students will also be encouraged to develop their ability to reflect and evaluate their performance skills. |
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Autumn Two | |
Spring One | |
Spring Two | Release of external assessment set task. The set task will ask students to develop creative ideas and rehearse for a workshop performance. Students will work in groups of between 3 and 7 to develop a performance based on this brief. |
Summer One | |
Summer Two | External Assessment |
Extra-Curricular Opportunities
- Opportunities to attend live theatre performances.
- Opportunities to participate in the School Musical: FAME
Photography
Curriculum Team Leader: Mrs E Pearson
Aim of the Curriculum:
Photography provides students with the opportunity to explore and generate ideas through research, observation, perception and aspiration. Students are expected to demonstrate knowledge that reflects greater depth, context and understanding throughout the course. They have opportunities to experiment with a range of materials, techniques and processes that inform final outcomes. Throughout the course, learners are supported to evaluate and reflect on their work and the work of others to create independence.
Year 9
Autumn One | Analyse & Evaluate Image test. Intro into photography Practical & quick skills. Intro into composition view points Developing process of research investigation Technique/style |
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Autumn Two | Animation project. Photo shop development and recording documenting work/investigation |
Spring One | Analyse & Evaluate Image test. Animation project. |
Spring Two | Textures. Exploration of objects through lens Links to creative photography through perspective, scale view points |
Summer One | Analyse & Evaluate Image test. Summer Sun project |
Summer Two | Year 9 exam Distortion & Reflection. |
Year 10
Autumn One | Analyse & Evaluate Image test. Collections.Building foundation skills to explore KS4 collections and imaginative study. Extending A01-A04 understanding. Investigation of photographers. Extending Pandora’s Box Ass3 |
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Autumn Two | Urban Landscape GCSE project 1. KS4 exam questioning- breaking down project identifying research-investigation- practical and personal response through to final investigation |
Spring One | Analyse & Evaluate Image test. Shadows. |
Spring Two | Shadows & Reflections. |
Summer One | Analyse & Evaluate Image test. |
Summer Two | Year 10 exam – Reflections. Landscape and Street photography Ass5 Environments |
Year 11
Autumn One | Analyse & Evaluate Image test. Coursework Review. |
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Autumn Two | Mock exam prep |
Spring One | Coursework Completion. |
Spring Two | Final exam prep |
Summer One | Exam |
Science
Curriculum Team Leader: Ms J Westley
Aim of the curriculum:
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, as such, all pupils are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
At KS3 (Years 7 - 8):
The principal focus of science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding.
Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.
At KS4 (Years 9-11):
Sciences during key stage 4 continue with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics.
For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.
Year 7
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Year 8
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Year 10
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Year 11
Autumn One |
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Autumn Two | |
Spring One | Review, revisit, revise, and further develop knowledge, skills, and understanding in preparation for GCSE exams |
Spring Two | |
Summer One | Review, revisit, revise, and further develop knowledge, skills, and understanding in preparation for GCSE exams |
Summer Two |
More detailed information on the National Curriculum for Secondary Science can be accessed via the links below:
KS3 science National curriculumKS4 science National curriculum