Brentford School for Girls Curriculum Guide 2020-2021

Brentford School for Girls Curriculum Guide 2020-2021
Due to the current guidelines on educational
  establishments and the time in lockdown, there may be
     slight differences in the scheduling of subjects this
  academic year. However, we have tried to adapt within
the guidleines to ensure that all the current curriculum has
             been maintained as best as possible.

   Brentford School for Girls
                     Curriculum Guide
Brentford School for Girls Vision                                  Brentford School for Girls Curriculum Aims

    IMAGINE THE FUTURE BRENTFORD GIRL...                                        To engage all students, developing / providing inquisitive and
                                                                                 reflective learning.
        She thrives on challenge and has a desire to fulfill her learning      To provide flexible approaches allowing students to be
         potential;                                                              ambitious, courageous and confident in their learning.
        she is able to think independently and is confident in her social      To provide personalised provision for all students on a formal
         and academic capability;                                                and informal basis.
        she is emotionally aware and emotionally intelligent;                  To provide a breadth of learning experience for all students.
        she is capable and dependable;                                         To provide girls with skills for life.
        she is resourceful and inquisitive;                                    Inspire a thirst for learning
        she embraces the technological world as a global village and is        Allow girls to follow appropriate pathways to achieve their
         ready to interact with others in the local and worldwide                desired goal
         community;                                                             Provide a breadth of learning experience reflecting the multi-
        she accepts the welfare of others as her responsibility;                cultural and technological world
        she understands the need for sustainable living both locally and       Enable students to become skilled 21st century citizens
        she is ready for life in the future – whatever that may be.
        She is the centre of our vision and will remain the very core of
         our being and purpose.

The 3-Year GCSE – a Rationale

At BSfG we start GCSEs in Year 9. The objectives of this decision were: -

       To enable more time to develop the necessary skills and knowledge to enable students to fulfil their potential with increased challenge
       To enable opportunities to interleave, consolidate knowledge and develop deeper learning experiences for students
       Opportunity for early entry to exams e.g. English Literature

    Curriculum Year          Age between Sept-Aug            Key Stage      Assessment/Grading
            7                         12                         3          Flight paths 1-9
            8                         13
            9                         14                        4           GCSEs: 1-9
           10                         15                                    BTEC: Pass, Merit, Distinction, Distinction*
           11                         16
           12                         17                        5           A level: A*-E
           13                         18                                    BTEC: Pass, Merit, Distinction, Distinction*

Curriculum Model 2019-20

                              Key Stage 3 lessons                                                                          Key Stage 4 lessons
                 Year 7                             Year 8                                      Year 9                              Year 10                      Year 11
             Art           1 lesson             Art             1 lessons               English           5 lessons         English         5 lessons     English        5 lessons
        Technology         2 lessons       Technology           2 lessons               Maths             5 lessons         Maths           5 lessons      Maths         5 lessons
           Drama           1 lesson           Drama             1 lesson               Science            6 lessons        Science          6 lessons     Science      6/7 lessons
           PSCHE           1 lesson           PSCHE             1 lesson                  RE              2 lessons           RE            2 lessons        RE          2 lessons
           English         4 lessons          English           4 lessons                 PE              2 lessons           PE            2 lessons        PE          1 lesson
        Geography          2 lessons       Geography            2 lessons               PSCHE             1 lesson          PSCHE           1 lesson      PSCHE          1 lesson
           History         2 lessons          History           2 lessons              Option A           3 lessons        Option A         3 lessons    Option A        3 lessons
           Maths           5 lessons          Maths             5 lessons              Option B           3 lessons        Option B         3 lessons    Option B        3 lessons
            MFL            3 lessons           MFL              3 lessons              Option C           3 lessons        Option C         3 lessons    Option C        3 lessons
           Music           1 lesson           Music             1 lesson                 Total           30 lessons          Total         30 lessons   AC Mentoring    1/0 lesson
             PE            2 lessons            PE              2 lessons                                                                                  Total        30 lessons
          Science          4 lessons         Science            4 lessons
             RE            1 lesson             RE              1 lesson
        Library (AR)       1 lesson        Library (AR)         1 lesson
            Total         30 lessons           Total           30 lessons

In Year 12 and Year 13, students will generally choose 2-3 Level 3 courses each allocated six periods per subject. Students will also be allocated
                                      periods on their timetable for study sessions in the Sixth Form Centre.
Academic Mentoring
 Curriculum Intent

 To provide support and guidance for all students to ensure student wellbeing and preparation for GCSE exams and the pressures of year 11

Term                  Term 1                            Term 2                            Term 3                            Term 4                             Term 5                Term 6
Year 7
Year 8
Year 9
Year 10
           Introduction to AC Lessons       Preparing Revision Materials      Preparing for PPE 2             Preparing Revision Materials         Preparing Revision Materials
            Why we have AC lessons          Planning for effective use of    Revisiting forming
             and what how they help            AC lessons                        Revision Timetables           Planning for effective use of AC    Planning for effective use of
             support                         Consolidating learning           Revisiting learning styles      lessons                              AC lessons
                                                                                 and how to revise             Consolidating learning              Consolidating learning
           Preparing for PPE 1                                                 Revising coping with
            Forming Revision                                                    pressure of PPEs
Year 11
            Understanding learning
             styles and how to revise
            Coping with pressure of
           Deeper Learning                  Deeper Learning                   Deeper Learning                 Deeper Learning                      Deeper Learning
           Writing Revision Timetable       Producing a portfolio or          Writing Revision Timetable      Producing a portfolio or revision    Producing a portfolio or
           VAK Learning Styles Testing      revision materials                Organisation Skills             materials                            revision materials
Year 12
Year 13

Curriculum Intent

Education in Art is essential to the development of humankind. This development refers to progress in physical, emotional, intellectual and social behaviours and understanding. Creation is what sets the human
race apart from all other species. The reward and significance art making is based in creation of something which has never existed before. This is made possible by fostering the desire to create and developing the
skills that are needed.

In Art and Design lessons students will gain skills, knowledge, inspiration, and enjoyment whilst being exposed to the work of artists, new media, techniques and themes. As Henri Matisse said, “Creativity takes
courage”. With this in mind, lessons are planned to include INQUISITVE discussions and research into Art history. Projects are developed to include REFLECTIVE checkpoints. Students will learn that failure is a
natural part of the creative process and they will review and refine techniques until they are successful. The ability to be FLEXIBLE and to think around different situations will help to build independent thinking and
the ability to broaden their practical skills. AMBITIOUS efforts and projects are celebrated. As a result, CONFIDENT students move closer to developing and appreciating the COURAGOUS attitude that artists need.


The Key Stage 3 curriculum within Art & Design will provide students with a broad set of skills by exploring the Formal Elements of Art through different subject matter and media. A wide range of artists and
contexts are investigated and analysed through research, discussions and practical work.

Students will work on recording and presenting their skills in sketchbooks. As they evaluate, review and refine their work, they develop ideas and vocabulary that equip them for interactions beyond the Art Room.
Introductions to processes, keywords, research, drawing, painting, 3D, Printmaking and Photography provides all students with a solid foundation on which to build at Key Stage 4.


Art & Design at Key Stage 4 level builds on the foundation of knowledge and skills gained in Key Stage 3. Sustained projects that are thematic (versions of Still Life, Graphics and Portraiture) will allow them to learn to
use a variety of media as well as develop more individual ideas and explore their own choice of subject matter. This provides all students with a solid foundation on which to build at Key Stage 5.


As students will come with a range of experiences from studying GCSE: Art/ Photography/ Textiles, or without skills having given up Art at the end of year 8, the beginning of the course is very structured. Students
undertake an intensive number of sessions to develop skills and different approaches to drawing, painting and printmaking.

In Art & Design at Key Stage 5 students will investigate their own ideas. Through their choice of theme, bespoke support in research and guidance will help them to broaden their knowledge and create independent
sustained projects of a personal nature. This provides all students with a solid foundation on which to build if they pursue a career in the Arts
Term 1                          Term 2                           Term 3                            Term 4                            Term 5                            Term 6
         The Formal Elements of Art
         Year 7 Art lessons are divided and structured to develop understanding of the Formal Elements: colour, pattern, line, shape, texture, line, tone.
         Projects are based on learning from a range of Artists: Piet Mondrian, Henry Moore, Henri Matisse, Vincent van Gogh, Niki de Saint Phalle and Wassily Kandinsky
         Students respond to the above artists through research, analysis, discussions, comparisons, copies and responses.
Year 7

         Practical tasks over a range of activities to develop skills in planning, composing, drawing, painting, 3-Dimensional work, and printmaking.
         Deeper Learning
                    Research the work of different artists. Consider their influences. Articulate your own observations. Compare them to similar and different artists.
                    Recreate their art to explore their technique and style.
                    Create a response where you take the researched artist as a starting point and develop your own artwork.
         Still-Life                                                         Portraiture                                                          Typography
                     Students will learn about the work of the Cubist                Students will learn about the work of the Fauvist                 Students will learn about the history and evolution of
                      Artists through research and analysis.                           Artists through research and analysis.                             typography.
                     They will produce still-life observational drawings             They will produce a copy as a preparatory and skill               They will learn about grids, proportion and perspective
                      using a range of techniques and media.                           building exercise.                                                 as important drawing techniques.
                     Composing and planning techniques will be learnt                They will revise the colour theory learnt in Year 7 and           Copying and restructuring a range of styles help to
                      and practiced.                                                   develop their understanding by looking at the symbolic             inspire and inform and designing of monograms.
                     Learning and skill development will be presented in              and dimensional use of colours.                                   2 and 3-Dimensional projects help to develop and
                      a final Cubist inspired artwork.                                Drawing skills will be developed by exploring                      consolidate the skills and understanding gained through
                     Ongoing self, peer and formative assessment will                 techniques that make Fauvist work different to other               the project.
Year 8

                      help students manage and track their progress.                   movements. Drawing and planning skills will also be
                                                                                       learnt by using enlargement grids.
                                                                                      Learning and skill development will be presented in a
                                                                                       final Fauvist inspired self-portrait.
                                                                                      Ongoing self, peer and formative assessment will help
                                                                                       students manage and track their progress.
         Deeper Learning
                   Creating a time-line to understand the context and circumstance surrounding the development of artworks.
                   Exploring the impact different artists and artworks had.
                   Comparing different artworks with deep understanding and insight.
         Still Life                                                                                      Pop Art
         To develop skills when:                                                                          To gain an understanding of how to develop a long term thematic project
                   Carrying out research                                                                 To complete research into the influences, context and significance of the art movement
                   Analysing an image                                                                    To research the protagonists of the art movement
                   Recording ideas and observations                                                      To copy and respond to a range of artworks and as a result develop skills and confidence in a range of
                   Exploring a range of media and techniques                                              media
Year 9

                   Producing outcomes                                                                    To learn to record observations and understanding in annotations and written tasks
                                                                                                          To gain knowledge of how to plan and compose a picture
                                                                                                          To create a final outcome that is informed and a suitable response to the theme
         Deeper Learning
                   Creating a time-line to understand the context and circumstance surrounding the development of artworks.
                   Exploring the impact different artists and artworks had.
                   Comparing different artworks with deep understanding and insight.
Pop Art                                                           Portraiture
          Completion of the project started in Year 9                        To explore the potential and diversity of portraiture
                                                                             To explore a range of artists and approaches that relate to the theme
                                                                             To gain insight into the influences, contexts and significance of different portrait artists through research.
                                                                             To show transferable knowledge and observations in analysis
                                                                             To develop an understanding of the proportions of the face and practical skills to use this to enhance drawings skills.
Year 10

                                                                             To copy and respond to a range of artworks and as a result develop skills and confidence in a range of media
                                                                             To learn to record observations and understanding in annotations and written tasks
                                                                             To gain knowledge of how to plan and compose a picture
                                                                             To create a final outcome that is informed and a suitable response to the theme
          Deeper Learning
                   Investigate the theme of Portraiture by looking at the development of portraiture as a genre and how it developed and changed over time.
                   Choose a collection to compare in terms of intention, style, composition, technique, and use of the Formal Elements.
          Consolidation of Pop Art and Portraiture Projects.                 Externally Set Assignment
                    FIT tasks and revisiting of old work.                   Hand out exam paper set by the exam board
                    Completion of any outstanding work                      Set tasks as lead up to different questions. Students will follow the same procedure for deeper learning as that covered in years 7-10 and
                    Skills development through practice                     individually carry out task which are regarded as deeper learning
Year 11

          Deeper Learning
                   Individual Students will research an artists or art movements with their theme.
                   They will carry out analysis and research that is based on multiple sources.
                   Annotation and exploration demonstrated understanding and meaningful insights.
                   Gallery visits will help build appreciate and understanding of the significance of artists and artworks.
Transition – confidence building when working in a large capacity (A3) drawing skills
          Students will experiment with media whilst developing observational skills. They will complete a number of tasks using a variety of media. This will develop the following sketchbook skills:
                      How to research and analyse
                      How to record and develop ideas
                      How to incorporate your own ideas or feelings into your work
                      Artist study & colour theory
                      Drawing techniques including: Blue drawing, Chalk drawing
                      Own observed painting
                      Students must visit a gallery or museum (often done as a whole year trip to the Tate Modern and St Pauls)
          Introduction to research,        INDIVIDUAL PROJECT FOCUS          INDIVIDUAL PROJECT FOCUS INDIVIDUAL PROJECT FOCUS                                                     INDIVIDUAL PROJECT FOCUS
          practical skills and              To decide upon a project         Carry out own responses        Use work by artists and research you have carried out to create      Research based essay
                                                                                                                                                                                    Consolidation of Artist research
Year 12

          processes                            intent – focus.                  to artists discovered.        your own ideas ready for printmaking
          Consolidating a range of          Begin research on chosen         Take photos and drawings Relief Printmaking                                                          Scaffold and Development
          skills by visiting the themes        topic. Options provided          to record observations         Research Collagraph, Linoprintmaking and Polyprinting                 Planning Documents used to
          Vanitas, Surrealism and              based on previous exam         Annotate, analyse and             processes. Look at Printmakers for inspiration for styles and        consolidate arguments and
          Impressionism                        tasks. Eg Messages, Detail,      recreate example                 colour schemes (examples include Sarah Ross Thompson, Kim            comparisons.
                                               Rhythm, Construction etc.        artworks to develop              Herringe, Gail Brodhalt, Cyril Power, Edward Bawden, and           Analysis and ‘double bubbles’
                                            Visual and conceptual              analytical and writing           Angie Lewin)                                                         used to guide comparisons
                                               exploration through Group        skills.                       Monoprinting                                                          Keyword and terminology lists
                                               Discussions/Mood board/                                         Research photographic mono, photographic screen-printing,             constructed with reference to
                                               Mind map based tasks                                             and impression based monoprinting processes. Look at                  sketchbook work
                                                                                                                printmakers for inspiration (examples include Kathe Kollwitz,       Essay developed and written
                                                                                                                Henry Moore and Andy Warhol)
                                                                                                               Use processes to further explore visual representation of
                                                                                                                individual themes
          INDIVIDUAL PROJECT FOCUS                                           Exam Preparation
          Practical work                                                      Plan for exam
           Painting/drawing/construction of final outcomes                   Choose a theme
                                                                              Carry out research
Year 13

          Research and writing based work                                     Make artist studies looking at technique, composition
           Frist draft of essay submitted                                    Ensure that observational drawing is embedded into projects
                                                                              Begin to develop your own ideas
                                                                              Explore various media and begin to experiment with media
                                                                              Examination prep for final work
Business Studies
  Curriculum Intent

  The Business Studies department encourages students to be inquisitive, reflective and challenged by following a broad, coherent, satisfying and worthwhile course of study, thereby gaining an insight into the wide
  world of business, employment and the economic environment in which students live and will grow into as 21st century citizens.

  The department prides itself on allowing students to develop academically and, more importantly, helps to foster and grow transferable skills which can later be applied to further education and the work

  The department aims to develop students who:

             actively engage in the study of business to develop as effective and independent students and as critical and reflective thinkers with enquiring minds;
             use an enquiring, critical approach to distinguish facts and opinions, to build arguments and make informed judgements;
             develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts;
             appreciate the range of perspectives of different stakeholders in relation to business and economic activities;

 Term                    Term 1                            Term 2                              Term 3                              Term 4                               Term 5                           Term 6
 Year 7
 Year 8
 Year 9       Transition
(Eduqas)          Organisation of folders
                  Glossary of Business Terms
              Business Activity               Business Activity                   Marketing                                                               Business Operations

                  Business Enterprise         Types of Ownership                    Target Markets                                                         Methods of Production
                  Providing Goods &           Business Aims & Objectives            Market Segmentation                                                    Quality
                   Services                    Business Growth                       Market Research                                                        Supply Chain
                                               Business Location                     Marketing Mix                                                          Sales Process
                                                                                                                                                             Customer Service
              Deeper Learning                  Deeper Learning                    Deeper Learning                                                         Deeper Learning
                 Dragons Den                     Business Plan Stage 1             The impact of “Supersize Me on McDonalds                               Production Game – Making Paper Dice
                  Competition                                                        Brand vs Own Brand Taste Testing                                       Costs vs Ethics – Using Manufacturers Overseas Investigation
                 Investigation into an                                              Business Plan Stage 2                                                  Business Plan Stage 3
                  entrepreneur                                                                                                                               Customer Service Role Play Activities
Human Resources                                          Influences on Business
             Recruitment & Selection                                Technological Influence on Business Activity
             Training                                               Ethical Influence on Business Activity
             Motivation                                             Environmental Influence on Business Activity
             Organisational Structures                              Economic Influence on Business Activity
 Year 10
                                                                     The Impact of Globalisation on Businesses
                                                                     The impact of Legislation on Business
           Deeper Learning                                          Deeper Learning
              Career Process Competition                                Benefits and Negatives of EU membership for the UK
                                                                         “Black Gold” and investigation into Fair Trade

           Finance                                                  Revision/Exam Preparation                                  Business/Exam Preparation
               Sources of Finance
               Revenue & Costs                                         Business Activity                                        Human Resources
               Profit & Loss Accounts                                  Marketing                                                Influences on Business
               Cash Flow                                               Business Operations                                      Finance
 Year 11       Financial performance Analysis
           Deeper Learning

               Business Plan Final Stage – Forecasting Financial
               Business Plan Displays

Year 12

Year 13
Curriculum Intent

In Drama we aim to:

            Develop resilience through group work, taking risks and developing an understanding of their own personal values and abilities.
            Understand a variety of theatre and its forms.
            Reflect on their own work and that of others and become astute in analysing theatre and its dramatic forms.
            Develop an understanding for society and the issues arising in a modern society through a safe and focused drama led exploration.
            Gain confidence and build self-esteem enabling them to present themselves in a positive manner in any situation.
            Develop an appreciation for Drama and its place in society and the curriculum.
            Be inquisitive and engaged in theatrical developments through time.

At Year 7 and 8 Drama is a compulsory subject with a clear focus on developing their presentation, storytelling, comprehension, personal confidence and expressive skills. At GCSE and A-Level their learning becomes
far more specialised and covers stagecraft, production, naturalistic and non-naturalistic performance styles.

Alongside our co-curricular school productions, theatre trips and drama clubs, we believe our programme enriches our students by giving them the opportunity to explore their own creativity, challenging them to
become independent thinkers and promoting a greater understanding and appreciation of the arts.

Term                    Term 1                             Term 2                           Term 3                            Term 4                            Term 5                               Term 6
             Transition: Baseline asses prior learning
             Introduction to Drama – key       The Ship- Devising                Theatre review- Shrek the       Ernie’s Incredible illucinations-   Shakespeare introduction: playwright /genre
             terms and rehearsal                Explore storytelling through    Musical                         play
             techniques                          the use of drama.                        To understand the                To explore the use of   Plays explored: Macbeth, Twelfth Night, Midsummer Night’s dream,
              To explore drama through         Apply a variety of drama                  creation of theatre               narration and other     The Tempest.
               a variety of stimuli.             strategies within a                      To evaluate and                   drama strategies
              To develop understanding          performance.                              analyse a             To stage the play with a                     Explore the life and works of Shakespeare.
               of rehearsal techniques          Consider technical theatre in             performance.          consideration for the style.                 To understand the language and performance style of
Year 7         and the basics on drama.          creating a performance.                  Introduction to                                                     Shakespearean theatre.
              To evaluate the process of       Develop skills in creativity              theatre                                                            To reflect upon the relevance of Shakespeare’s plays in
               creating drama and                and the development of a                  performance and                                                     today’s society
               rehearsing.                       performance.                              performance forms
                                                Reflect upon the creation of             Links to GCSE
                                                 character.                                written examination

                                              Deeper learning
                                                 Theatre visit
Transition: Baseline assess     Identity- Devising                Theatre review- The Railway     Naturalism- theatre style and        ASBO- play                       Horror: Genre
         prior learning                                                    Children                        practitioner
                                          Explore a variety of stimuli                                                                          To understand social issues     To understand the style and
         Explorative strategies and        through group work,              To understand the creation     Explore Stanislavski’s style and     through performance              genre of horror.
         rehearsal techniques-             explorative strategies and        of theatre                      techniques                          To stage and explore the        To use the techniques of horror
                                           rehearsal techniques.            To evaluate and analyse a      Apply techniques to a script.        themes and issues within the     within a performance.
            To explore the use of        Explore social issues through     performance.                                                         play.                           To develop understanding of the
             explorative strategies        drama exploration.               To evaluate and analyse the                                         Impact on the audience.          role of a designer and the impact
Year 8
             with a workshop.                                                use of staging and set in                                           Role of a director in a          on a performance
            To use rehearsal                                                relation to the play                                                 performance                     To devise a horror performance
             techniques to develop a                                        Evaluate the dramatic forms                                                                           using the conventions of the
             piece of theatre.                                               Impact on the audience                                                                                genre.

         Deeper Learning                  Deeper Learning                  Deeper Learning                 Deeper Learning                      Deeper Learning                  Deeper Learning
                                               Research on own identity                                      Memorizing lines                    Research local area Anti-
                                                / heritage                                                                                          social behaviour
         Transition: check prior learning and refresh
                                          Let Him Have it- Devising        Theatre review                  Too Much Punch for Judy-TIE          Monologue unit.                  Blood Brothers-Drama
         Introduction to GCSE-
         Course requirements               Exploring through stimuli       Evaluating a performance       Study of a full play                Explore performing a            Exploring a text
                                           Using rehearsal techniques       using all performance          Explore the role of the director     monologue.                      Understanding the societal
                                            to develop a piece of drama.     techniques                      and the vision                      Explore the use of voice,        influence of a play
                                           To develop an understanding     Analysis of director’s         Understanding the influence of       body language and creating      Performing from a text
                                            of the historical influences     decisions and impact.           a variety of theatre.                a character.
Year 9                                      on a piece of theatre.          Understand the impact of       Devising own TIE on the issue       Evaluating own performance
                                           To make critical judgements      the audience of a               of drink driving.                    and justify creative
                                            on factors in society.           performance.                                                         decisions.

         Deeper Learning                 Deeper learning                                                                                        Deeper learning
         Developing key skills:             Right and wrong opinion                                                                               Characterisation and
          Team building                     project                                                                                                monologue project
          Performance skills
          Devising skills
          Written response
Prep for component one:                                             Duologue                          Theatre review                       Study of set play: DNA

          Devising (40% of grade)                                              Explore performing a             Evaluating a performance using        Study of a play’s themes and issues
                                                                                duologue.                         all performance techniques            Study of writer’s intentions and influences
          Creation from stimulus and process diary.                            Explore the use of voice,        Analysis of directors’ decisions      Exploration of personal vision for performance
                                                                                body language and creating        and impact.                           Exploration of designer, director and actors’ roles
Year 10   c/w: 1500-2000-word written document
                                                                                a character.                     Understand the impact of the          Critical evaluation of the performance’s forms.
                                                                               Make creative decisions           audience of a performance.
                                                                                based on the knowledge and       Introduction of practitioner
                                                                                research of character.            design influence.
                                                                                                                 Understanding of staging and
          Deeper Learning                    Deeper Learning                  Deeper Learning                   Deeper Learning                      Deeper Learning                         Deeper Learning

          Component 2: performance of a text                                  Recap of set text:                Recap of Theatre review:             Exam Preparation
                                                                                                                 Evaluating a performance using
             Explore and stage the play                                       Study of a play’s themes and      all performance techniques
             Reflect on use of characterisation and development                issues                           Analysis of directors’ decisions
             Explore the use of performance skills within the play            Study of writers’ intentions      and impact.
             Analyse the intent for performance for each character.            and influences                   Understand the impact of the
                                                                               Exploration of personal           audience of a performance.
Year 11                                                                         vision for performance           Introduction of practitioner
                                                                               Exploration of designer,          design influence.
                                                                                director and actors’ roles       Understanding of staging and
                                                                               Critical evaluation of the        set
                                                                                performance’s forms.

          Deeper Learning                    Deeper Learning                  Deeper Learning                   Deeper Learning                      Deeper Learning                         Deeper Learning

                   Transition:               Practitioner exploration:        Devising unit:                                                         Explore set text:
          Prior knowledge and                                                 Stimulus given and students begin to create a performance for          Explore Woyzeck and That Face in preparation for written examination
          development on KS4 skills           Exploration of the key         examination.                                                           in year 13
                                               practitioners in theatre
          Baseline assessment:                 and the influence of their
          Key skills:                          work of theatre of today.
Year 12   Team work                           Using key techniques of
          Research                             practitioner
          Critical thinking
          Creativity and development of

          Component 1                        Component 3                      Component 2                       Component 2                          Component 3                             Component 3
Year 13
          Mop up                             Practical exploration of ‘That   Scripted text/monologues          Monologues/scripted text             Exam technique                          Revision
Curriculum Intent

English Curriculum Intent:

            To explore reflection on the human experience, to better understand themselves, others and the world around them – developing their empathetic, cultural and emotional awareness;
            To develop their own moral compass through the exploration of different views, values and experiences;
            Providing a space in which students feel their voice / opinion / interpretation is valued, important and relevant through lively, respectful and challenging debate and discussion;
            To develop an appreciation for the arts and great writers from the literary canon through study of literature and language through the ages;
            To develop critical, analytical and independent thinkers through an intellectual engagement with texts and others;
            To develop a love and use of language which enables them to communicate effectively and confidently;
            To develop a questioning, inquisitive, reflective and curious approach to their learning;
            To create personalised learning experiences for all learning styles, also encouraging students to develop their own flexibility, accountability and a range of transferrable skills;
            To develop skills that will enable them to achieve their potential and be successful and happy in the future.

Term                     Term 1                            Term 2                         Term 3                               Term 4                              Term 5                              Term 6
             Transition Period – lessons as introduction to AOs
             Guidance on key vocabulary, how to structure paragraphs and how to use the Learning Passports.
             Gothic Horror + Frankenstein (Optional)                         Exploring Shakespeare                                                     Fairy Tales + Alice in Wonderland
             (as Transition Unit)                                            (providing a taste of several plays)                                      (Taught from w.b.: 6/5 = 7 weeks)
             DP1 Assessment on Gothic Horror                                 (Taught from w.b.: 3/1 = about 12 weeks)
             Assessment writing – w.b.: 24/9                                                                                                           In class assessment w.b.: 24/6
             Data collected 16h October 2018                                 In class assessment (w.b.: 4/2)                                           Assessment on an extract from ‘Alice in Wonderland’.
             Analysis of an extract from ‘The Man Who Killed Darren Shan’.   A letter written in character to express the ‘love at first sight’ that   Literature AO1, 2, 3 and 4
             LANGUAGE TECHNIQUE FOCUS.                                       Romeo experiences upon meeting Juliet.                                    Language A05 & 6
             Literature AO1, 2 and 4 NOT AO3                                 Language A05 & 6
             Spoken Language - Role play                                     DP3 Assessment on ‘Romeo and Juliet’???                                   Performance Poetry
             DP2 Assessment on ‘Frankenstein’                                Revision 11th- 15th March                                                 (Taught from w.b.: 1/7 = about 2 weeks)
             Revision 26 - 30  th November                                   Assessment writing – w.b.: 18/3
Year 7       Assessment writing – w.b.: 3/12                                 Assessment - How does Shakespeare use structural techniques to
             Analysis of an extract from ‘Frankenstein’. LANGUAGE            present the relationship between Hamlet and his mother, Gertrude?
             TECHNIQUE FOCUS.                                                STRUCTURAL TECHNIQUE AND CONTEXT FOCUS.
             Deeper learning                                                 Deeper learning                                                           Deeper learning                     Deeper learning
                  Exploring genre through a range of extracts before a           Exploring Shakespeare through a range of play extracts before        Investigate satire, non-sense        Project leading up to own
                   deeper dive into one text (‘Frankenstein’).                     a deeper dive into one text (‘Hamlet’).                               texts, archetypes, and other          performance of a poem.
                  Project exploring the Romantic period, the Gothic              Socratic method of discussion and teaching to explore the             generic conventions.                 Spoken Language – dramatic
                   tradition and female writers during this time.                  writer’s viewpoints and how this has been influenced by              Study of Victorian era with           performance.
                  Spoken Language – role play.                                    contexts.                                                             links to History curriculum.
                                                                                  Whoosh of ‘Hamlet’ and other drama activities to explore the         Philosophical enquiry about
                                                                                   play in performance.                                                  awe and wonder.
                                                                                                                                                        Spoken Language
Romeo & Juliet                                                   English Language Writing Unit     Of Mice and Men

         DP1 Assessment                                                   DP2c Assessment (Spring 1)        DP4c – collected 22nd May 2017
         Revision 24th– 28th September                                    Create new assessment?            Exam style question analysing an extract from ‘Of Mice and Men’. STRUCTURAL TECHNIQUE AND CONTEXT
         Assessment writing – w.b.: 17th September                        Writer’s Viewpoints and           FOCUS.
         Data collected 16h October 2018                                  Perspectives                      Literature AO1, 2, 3 and 4
         Newspaper article on a scene from the play.                      (Similar to Paper 2, Section B)
         Language A05 & 6                                                 Write a variety of styles such    Poetry Ballads
         Spoken Language - Role play                                      as travel, blogs, newspaper
                                                                          articles.                         In class assessment (Summer 2)
         In class assessment                                              Literature AO1, 2, 3 and 4        Analysis of a ballad.
         Revision 26th-30th November                                      Language A05 & 6                  Literature AO1, 2, 3 and 4
         Assessment writing 3rd-7th December
         Analysis of the language used in Act 3, Scene 5 (lines 1-42)
         Literature AO1, 2, 3 and 4 *Preparation for Year 8 exam.
Year 8   Deeper learning                                                  Deeper learning                   Deeper learning                    Deeper learning
              Development of revision and study skills (flip learning,      Dragon’s Den                     Development of revision           Investigation into the historical context and life of a
               consolidation and revision of texts for assessment).           competition, using                and study skills (flip             highwayman.
              Mask displays created to explore symbolism,                    persuasive language.              learning, consolidation and       Debate about bias and the presentation of criminals /
               characterisation and key themes.                              Develop writing about a           revision of texts for              glamorisation of criminality.
              Investigation into Elizabethan England and relevant            viewpoint using current           assessment).                      Ballad writing competition.
               contexts, such as marriage, religion and the role of           affairs. Wider reading of        Socratic method of
               women.                                                         relevant sources and              discussion and teaching to
                                                                              different forms of writing.       explore the writer’s
                                                                                                                viewpoints and how this
                                                                                                                has been influenced by
                                                                                                               Philosophical enquiries into
                                                                                                                the American Dream, race,
                                                                                                                gender, disability, ageing
                                                                                                                and other key themes.
Transition Period/Induction Week (WB 3rd September) Revision of techniques, looking at exam style questions and how the GCSEs link to previous KS3 topics. Use the Learning Passport and Course Overview.
          An Inspector Calls (WB Sep 10th – Dec 7th)                      Unseen Poetry                       Writing Unit                       EoY9 Exam
          English Literature Paper 2 Section A                            English Literature Paper 2          English Language Paper 1           Section A – An Inspector Calls
          Modern texts: students will answer one essay question from a    Section C                           Section B Only (WB 25th            Section B – Unseen Poetry
          choice of two on their studied modern prose or drama text.      Unseen poetry: Students will        February - 8th March, and after
                                                                          answer one question on one          the Unseen Poetry Assessment)      Love and Relationships Poems
          Unseen Poetry                                                   unseen poem and one                 1 extended writing question (24    English Literature Paper 2 Section B
          English Literature Paper 2 Section C (WB December 10th –        question comparing this poem        marks for                          Poetry: students will answer one comparative question on one named
          December 20th)                                                  with a second unseen poem.          content, 16 marks for technical    poem printed on the paper and one other poem from their chosen
                                                                                                              accuracy) AO5&6                    anthology cluster.
          Provide links to Language Paper 2:
                     Q1: Locating Information/Facts                                                          Paper 1 = Explorations in Creative
                     Q2: Summary Skills;                                                                     Reading and Writing – Narrative
                     Q3: Language techniques and analysis;                                                   and Descriptive Writing
Year 9
                     Q5: Writing to Explain/Argue/Persuade
                                                                                                              Unseen Poetry
                                                                                                              English Literature Paper 2
                                                                                                              Section C (WB March 4th – March
                                                                                                              Unseen poetry: Students will
                                                                                                              answer one question on one
                                                                                                              unseen poem and one question
                                                                                                              comparing this poem with a
                                                                                                              second unseen poem.
          Deeper Learning                                                 Deeper Learning                                                        Deeper Learning:
               Research project about the Context.                            Create a Revision                                                     Research context for each poem (additional ideas) and present
               Create presentations in groups to teach the class.              resource/booklet about                                                 to the class, as well as teach the class to enhance their
                                                                                forms of poetry.                                                       understanding.
          Jane Eyre                                                       Macbeth                                                                REVISION WEEKS                        Language Writing Skills Paper
          English Literature Paper 1 Section B                            English Literature Paper 1 Section A                                    An Inspector Calls                  English Language Paper 1 Section B
          The 19th-century novel: students will answer one question on    Shakespeare: students will answer one question on their play of         Unseen Poetry
          their novel of choice. They will be required to write in detail choice. They will be required to write in detail about an extract from  Love and Relationships              Explorations in Creative Reading
          about an extract from the novel and then to write about the     the play and then to write about the play.                               Anthology/Poetry                    and Writing
          novel.                                                                                                                                  Jane Eyre
                                                                                                                                                  Macbeth                             Question 5 – Creative Writing
          Deeper Learning                                                 Deeper Learning                                                        Deeper Learning                       Deeper Learning
Year 10        Role-play, presentations and hot seating to show the           Compilation of revision games and resources to track first and        Creating revision cards              Reading Logs – read two
                development of Jane’s character.                                altered impressions of main characters.                                and using revision games              novels. Create a bank of story
               Create and add to a revision resource about the form           Presentations to the class.                                            to consolidate learning.              openings and comment on
                (bildungsroman) for each chapter.                              Further research on context and evidence of linking these              Create a bank of                      the writers’ use of language
               Debate whether Jane has grown at the end of each key            ideas to analysis (colour-code books).                                 resources which include               and structural features (set as
                section (based on setting).                                    Debate whether Macbeth and Lady Macbeth are likeable.                  iceberg analysis.                     ongoing homework).
               Further research about the context and group                   Use of the PIXL APP.                                                  Revision drop-down
                presentations. Revision Games.                                                                                                         sessions.
               Use of the PIXL APP.                                                                                                                  Use of the PIXL APP.
Language Reading & Writing         English Language Paper 2           English Language Paper 2               (Revise) English                     Language Revision Focus –        English (AQA)
          Skills                             Section A & B (Sources 1-4)        Section A & B (Sources 1-4)            Language Paper 1 Section A & B       Sections A and B:
                                                                                                                       (Sources 6-9)                         Paper 1: Explorations in
          English Language Paper 1           Writers’ Viewpoints and            Writers’ Viewpoints and                                                       Creative Reading and
          Sections A & B (Sources 1-5)       Perspectives – two linked          Perspectives – two linked texts        Spoken Language – Link to Paper        Writing
                                             texts                                                                     2 Section B                           Paper 2: Writers’ Viewpoints
          Explorations in Creative                                                                                     Provide opportunities to practise.     and Perspectives
          Reading and Writing
Year 11
                                             Deeper Learning                    Deeper Learning                        Deeper Learning
                                                Walking Talking Mock              Walking Talking Mock                  Revision Conference
                                                 with AFL on exemplars              with AFL on exemplars                 Walking-talking mock with
                                                 from AQA (prior to                 from AQA (prior to PPE1).              AQA exemplars.
                                                 PPE1).                            Research and create
                                                Research and create                revision resources for
                                                 revision resources for             genre and style
                                                 genre and style
          Transition activities will take place within the first six weeks of Year 12 – Introduction to AO3 and AO5.
          DL: How to research effectively.

          Teacher: Miss Downton

          Component 2 Sec B                                                     Component 2 Sec B                                                           Component 3 Sec A - Unseen Prose
          Tennessee Williams: A Streetcar Named Desire (Penguin                 John Webster: The Duchess of Malfi (Methuen) – closed book                  Component 3 Sec B - Unseen Poetry
Year 12   Modern Classics) – closed book
          Teacher: Mrs Kearns
                                                                                                                                                            Component 1 Sec A
          Component 4                                                           Component 4                                                                 John Donne: Selected Poems (Penguin Classics) – open book
          Jean Rhys: Wide Sargasso Sea (Penguin Classics) – coursework          Ian McEwan: On Chesil Beach – coursework

          Component 3 Sec A - Unseen Prose (for PPE)
                                                                                Component 3 Sec A - Unseen Prose (for PPE)
Teacher: Miss Downton

          Component 1 Sec B                                              REVISION:
          Carol Ann Duffy: Mean Time (Picador) – open book               Component 2 Sec B A Streetcar Named Desire and The Duchess of Malfi
          Philip Larkin: The Whitsun Weddings (Faber) – open book        Component 1 Sec B Mean Time and The Whitsun Weddings
                                                                         Component 3 Sec A - Unseen Prose
                                                                         Component 3 Sec B - Unseen Poetry
Year 13
          Teacher: Mrs Kearns
                                                               Component 2 Sec A                            REVISION:
          Component 1 Sec A                                    Shakespeare: King Lear                       Component 2 Sec A - King Lear
          John Donne: Selected Poems (Penguin Classics) –                                                   Component 1 Sec A - John Donne
          open book
Film Studies
  Curriculum Intent

  The study of film is an opportunity to engage with the dominant art form of the last 100 years: an art form that has spread to every corner of the globe and reflects the cultures, stories and representations of human

  Studying film is a powerful experience that can be emotional, thrilling, illuminating and challenging. Students experience a range of responses as they are drawn into characters, their narratives and the issues films
  raise. The root of that power is the immersive audio-visual experience film offers – one which can exploit striking cinematography, composition and locations, powerful music and sound structured through the
  editing which focuses and directs the attention of the spectator.

  Studying film develops critical thinking through analysis of films, including:

                  the ways in which meanings and responses are generated through film
                  a contrasting, culturally diverse range of films from different national contexts
                  film as an aesthetic medium
                  how films reflect the social, cultural and political contexts in which they are made
                  the relationship between film and film technology over time
                  to apply knowledge and understanding of film to filmmaking or screenwriting

  Film Studies promotes global learning through study of diverse films from a range of cultures. It deepens historical knowledge of culture and technology and develops emotional intelligence. Alongside the critical
  responses, students are encouraged to explore their creativity through screenwriting and film-making. They develop independence and responsibility through planning, producing and editing filmed productions.
  Alongside this, they develop real world skills in writing, filming, editing and collaborating.

 Term                   Term 1                             Term 2                              Term 3                            Term 4                               Term 5                                 Term 6
 Year 7
 Year 8
            Introduction to film studies       History of Hollywood:               Hitchcock study: The Birds       Component 2: Global Film:           Component 2: Global Film: global       Component 3: Non-examined
            and film form                      Developing knowledge and            (1961)                           English language global film        film in foreign language               assessment (NEA)
             Understanding aesthetics         understanding of chronology         Analysis of film using key        Studying global film made in       Analysis of key sequences             Screenplay writing
              and developing confidence        of technological and cultural       elements of film form              English                            Representations, contexts and         Production skills
              in language of film form         developments within film.                                             Focus on aesthetics,                 aesthetics                           Group Mini-shoot
             Applying aesthetics to                                               Component 2: Global Film:          narrative and analysis of key      Revision cards
              analysis of key sequences        Silent film era documentaries       British Film (example 1)           sequences                                                                REVISION OF THREE FILMS
              and scenes                       Visions of Light                     Studying British film           Exploration of film contexts                                             STUDIED
 Year 9      Understanding meaning            Editing documentary                  Understanding aesthetics        Creating revision cards
(Eduqas)      and response and applying                                               and developing confidence
              to analysis                      Age suitable extracts from:            in language of film form
             Understanding context and         Skyfall                            Applying aesthetics to
              representation and                Rabbit Proof Fence                   analysis of key sequences
              developing ways of analysis       Tsotsi                               and scenes
              through the use of the            The Impossible                     Understanding meaning and
              language of film form             Delicatessen                         response and applying to
             Exploration contexts              Psycho                               analysis
             History of film                   The Godfather
 Saving Private Ryan            Understanding context and
          Practical skills training         Atonement                       representation and
           Developing skills in           And others as necessary           developing ways of analysis
            screenwriting                                                    this through the use of the
           Developing skills in filming   Opening sequences from            language of film form
            – lighting, camera angles,     various films to explore the     Exploration of British film
            use of mise-en-scene           format and conventions of         contexts
           Understanding of basics of     opening sequences.               Creating revision cards
            editing, use of sound

                                                                           Component 1: Hollywood 1961-
                                                                           1990 (example 1)
                                                                            Applying key elements of
                                                                             film form
                                                                            Exploring contexts
                                                                            Genre and narrative
                                                                            Representations
          Deeper Learning                  Deeper Learning                                                   Deeper learning                  Deeper Learning
               Focus on diverse range        Exploring film genres                                            Studying global film made       Viewing and study of global
                of film texts from a           and how these are                                                 in English                       film in a foreign language
                range of cultures and          established.
          UK film: Submarine (2010)        NEA: screenwriting              Sci-Fi option:                                                     NEA: production                   Revision
          Focus on aesthetics + key        Shooting scripts                Invasion of the Body Snatchers (1952) + ET (1983)                                                    PPE1:
          elements of film form,           Understanding genres:           Or                                                                 Planning and pre-production
          contexts                             Teen                       Crime/Thriller option                                                                                NEA:
                                               Crime                      Rear Window (1954)                                                                                   Production
          Global film:                         Horror                     Witness (1985)                                                                                       First edits
          Wadjda (2012)                        Sci-Fi
          Or                                   War                        Focus on comparison: genre, narrative and context in addition to
          Let the right One In (2008)          Musical                    key elements of film form.
          (Horror option)
Year 10                                                                     NEA (Component 3) Completing Screenplays/Shooting Scripts –
                                           Revision: Slumdog Millionaire
          Focus on key elements of film    Focus on key elements of film     re-drafts
          form, social and cultural        form, narrative and context
          context, representations
          Deeper learning
           Developing awareness and
            understanding of social and
            cultural contexts and how
            they relate to film
            production, film narratives
            and representations
US independent film: Me Earl     Completion of Component 3:        Revision of Component 2:            Planning of original TV series   Revision and exams (2 x 1.5 hours)
          and the Dying Girl (2014)        film production edit/final        UK, English language and global      drama ideas including             Submission of NEA (Component
          (Teen option)                    screenplay/shooting script        films in another language.           promotion                          3)
                                           (20%)                             Re-screenings:                      Pitching of Series ideas and
                                           Writing evaluations (10%)              Submarine                      feedback
                                                                                  Slumdog Millionaire           DEVELOPING REVISION
Year 11                                                                           Wadjda                         CARDS
                                                                             Analysis and test questions
                                                                                                               Controlled Assessment catch-
                                                                                                                up and completion
          Deeper learning
               Developing critical
                thinking in relation to
                specialist writing.
          Screening: Extracts from films   Revision for CP1 PPE              Plan in response to review of      Essay TBC                          Revision: essay questions and        Exam 3rd June 2019
          Revise: core elements            Review PPE - FIT                  PPE - developing exam skills       After school screenings of all     model answers
          Essay 1 - auteur                                                   Revisiting core, narrative,        films.
          Essay 2 -                                                          ideology, spectatorship, auteur.
          ideology/spectatorship                                             Essay TBC
          Revise: core elements,                                             After school screenings of all
          narrative, ideology and                                            films.
          Essay 3 - narrative/ideology
          Research world cinema            Screening: Silent cinema -        Review of CP2:                     After school screenings of all     Revision: essay questions and        Exam 7th June 2019
          Revise: aesthetics,              core elements                     Extracts from all films.           films.                             model answers
          representation and context       Research and presentation         Essay planning.
          Presentation - aesthetics        Screening: Documentary film       Essay 4: core and aesthetics -     PPE2
Year 13
          Screening: Experimental film     - critical debates                world comparison
          - auteur/narrative.              Research and presentation         Essay 5: auteur/narrative -        FIT Tasks based on PPE results
          Research and presentation                                          experimental
          (on camera)                                                        Revision for CP2 PPE
                                                                             Essay 6: core - silent
                                                                             Essay 7: critical debates – doc
          Pre-production:                  Post-production:                  Evaluation:                        Complete NEA folders               Submit NEA from
          Storyboard, script               Edit and sound                    Draft 2                                                               April 27 – May 15 2019
          breakdown, schedule              Evaluation: linking of research
          Production:                      to own film                       Revisit final films and make any
          Filming                          Post-production:                  additional changes
          Evaluation:                      Final mix, grade and delivery     Evaluation re-drafts
          Re-watching of shorts, notes     Evaluation:
          and planning                     Draft 1
Curriculum Intent

Through studying a modern foreign language, students develop their ability, confidence and ambition to communicate with others. Through their learning, students become inquisitive about how language works
and demonstrate the flexibility of their linguistic skills. Learning a new language broadens students’ horizons and encourages them to step beyond familiar cultural boundaries and develop new ways of seeing the
world. Students become able to express their ideas and thoughts in the target language and are equipped with a plethora of skills which better prepare them for a globalised world of work.

Term                 Term 1                           Term 2                           Term 3                               Term 4                              Term 5                                  Term 6
          Transition: KS2 – KS3
          As many pupils have not studied French at primary school/ have no background in the subject, the Y7 course starts with the basics – greetings/ numbers/ the alphabet etc.

          Within the first lesson we have some discussion/ activities related to the importance of languages – why and how we learn them. Pupils are also given a quiz relating to France/ French in which they can show
          any prior knowledge they already have.
          Expo 1 Module 5: C’est           Expo 1 Module 5: Famille et         Chez Moi                          On va en Ville                     Expo 2 (V) Module 2: Temps           Preparation for end of year exams
          Parti!                           Copains                             • Unité 1 Où habite-tu?           • Unité 1 Au centre – ville        Libre                                • Film project “les choristes”
          • Unité 1 Bonjour!               • Unité 1 Frères et sœurs           • Unité 2 Ma maison               • Unité 2 Où est le parc?          • Unité 4 J’aime bien ca!
          • Unité 2 Dans mon sac           • Unité 2 Ma famille                • Unité 3 Ma chamber              • Unité 3 Où es-tu? Où vas-tu?     • Unité 5 Au snack bar
Year 7
          • Unité 3 Quel âge as-tu?        • Unité 3 Tu as un                  • Unité 4 Le soir
          • Unité 4 Bon anniversaire!      • Unité 4 Je me présente            • Unité 5 Quelle heure est-il?
          • Unité 5 En classe              • Unité 5 Portraits
          • Unité 6 Les couleurs
          Deeper learning                                                                                        Deeper Learning                    Deeper Learning                      Deeper Learning
               What are the key facts                                                                               What can you find in a              Ordering at a French               Pupils are shown the film ‘les
                about France?                                                                                         French town?                         snack bar – group role              choristes’ pupils then learn
               Group quiz task.                                                                                     Finding your way around              play task.                          one of the songs off by heart.
                                                                                                                      and asking for directions.
          Expo 1 Module 5: Ma              Expo 1 Module 6: On s’amuse         Expo 2 (V) Module 1: Famille      Expo 2 (V) Module 1: Famille et    Expo 2 (V) Module 2: Temps           Expo 2 (V) Module 2: Temps libre
          journée                           Unité 1: Le sport et les jeux     et Domicile                       Domicile                           libre                                 Unité 4: Le télé
           Unité 1: le matin               Unité 2: Tu joues d’un             Unité 1: Salut! Fait-il?         Unité 4: Où habitant-ils?         Unité 1: Le week-end                Unité 5: Le week-end dernier
           Unité 2: Mes matières            instrument?                        Unité 2: Mon album de            Unité 5: Quel temps fait-il?      Unité 2: Que fais-tu comme
           Unité 3: Pourquoi?              Unité 3: Qu’est-ce que tu            famille                                                               sport?
           Unité 4: Mon emploidu            aimes faire?                       Unité 3: Au boulot                                                  Unité 3: Micro-trottoir
Year 8
             temps                          Unité 4: Je me présente
           Unité 5: Après le collège       Unité 5: Portraits
          Deeper Learning                                                                                                                           Deeper Learning                      Deeper Learning
               What is school like in                                                                                                                    What sports/ hobbies do            What do the French like to
                France?                                                                                                                                    young French people                 watch on TV?
Transition from KS3 – KS4
          Y8 Pupils given summer holiday homework to consolidate the basic grammar principles of the language. Pupils are then given a quiz at the start of Y9 to check they have grasped these concepts. If pupils fail the
          quiz, parental contact will be made.

          Within the first lesson of Y9 pupils are given questionnaires relating to French – their strengths/ weaknesses/ why they chose the subject etc. Pupils are also spoken to about how they can ensure that they make
          excellent levels of progress throughout KS4 as well as what the course entails and how their work will be assessed and marked.

          The first term will focus on pupils forming a solid knowledge of the foundations of the language and developing the key skills necessary to success. Pupils will be assessed on their speaking, listening, reading and
          writing skills at the end of each module.
          Module 1: Qui suis-je?                                                Module 2: Le temps deloisirs                                           Module 3: Jours ordinaires de fête

             Unité 1: Point de départ                                            Unité 1 Point de départ                                                 Unité 1 Point de départ
Year 9
             Unité 2: A comme amité                                              Unité 2: Tu es plutot foot, tennis ou basket?                           Unité 2: C’est bientot dimanche?
             Unité 3: C’est de famille!                                          Unité 3: Ma vie d’inernaute                                             Unité 3: Vous faites quelle taille?
             Unité 4: On va voir un spectacle?                                   Unité 4 Lecture et musique!                                             Unité 4 C’est la fete!
             Unité 5: Une sortie                                                 Unité 5: Mes émissions préférées                                        Unité 5: Qu’est ce-qu’on va manger?
             Unité 6: La personne que j’admire                                   Unité 6: Une soirée entre amis                                          Unité 6: Félicitations!

          Deeper Learning                                                      Deeper Learning                                                          Deeper Learning
             Who are the role models of young people in French-                   French music – discovering different genres of music/ artists          French festivals/ celebrations.
              speaking countries?                                                   and giving opinions on them.
             Who are the prominent figures of French society?                     French film/ TV programmes – what do people watch?
          Module 4: de la ville à la campagne                                  Unit 5: Le grand large                                                   Module 6: Au college

             Unité 1: Point de départ                                            Unité 1: Point de départ                                                Unité 1: Point de départ
             Unité 2: Ma region est top!                                         Unité 2: les hotels, mode d’emploi                                      Unité 2: Au bahut
             Unité 3: C’est pour un renseignement                                Unité 3: En route!                                                      Unité 3: L’école chez nous, l’école chez vous
             Unité 4: S’il fait beau…                                            Unité 4: Mes vacances                                                   Unité 4: Liberté, égalité, fraternité
             Unité 5: Ville de reve ou ville de cauchemar?                       Unité 5: Bon appétit!                                                   Unité 5: Ville de reve ou ville de cauchemar?
Year 10                                                                           Unité 6: C’était catastrophique!

          Deeper Learning                                                      Deeper Learning                                                          Deeper Learning
             Learning about French speaking cities – what places are             Students learn about the main sights/ landmarks/ transport/             Learning about the French school system and comparing this
              there?                                                               accommodation and food in French-speaking cities.                        with the UK school system. Students shown the film ‘la classe’.
                                                                                  Role play group tasks: Booking a hotel room/ ordering in a
                                                                                   restaurant/ finding the way around a city/ going shopping.
Module 7: Bon travail                                       Module 8: Un oeil sur le         Speaking Exam Preparation   Revision & Consolidation – listening, reading and writing exams.
             Unité 1: Point de départ
             Unité 2: Qu’est-ce que tu voudrais faire?                Unité 1: Point de départ
             Unité 3: Mon avenir                                      Unité 2: Notre planète
             Unité 4: Les langues sont un atout!                      Unité 3: Protégere
             Unité 5: Mon petit boulot                                 l’environnement
             Unité 6: C’était une bonne experience?                   Unité 4: D’où vient ton tee-
                                                                       Unité 5: Je suis solidaire
Year 11                                                                Unité 6: Les grands

          Deeper Learning                                             Deeper Learning
             Why are languages important? How can we use German in      Festivals and events in
              our futures?                                                French speaking
             Applying for jobs French-speaking countries                 countries.
                                                                         World-wide events/
                                                                          bringing the world

Year 12
Year 13
 Curriculum Intent

 Geographers at Brentford will develop a broad range of skills that will encourage them to be inquisitive of the world around them and to be able to reflect on real life experiences, locations and issues. They will be
 able to confidently explain a range of geographical phenomena and apply their classroom understanding to wider field work contexts. Regardless of whether students choose Geography for GCSE or A level, they will
 develop an understanding of the world around them that will be relevant and have real life applicability.

Term                      Term 1                               Term 2                               Term 3                              Term 4                            Term 5                            Term 6
          INDUCTION TOPIC Fantastic             Migration                             Rainforests                          Rivers                            Africa                             Coastal Landscapes
          Places                                - Who are the British?                - Rainforest locations               - The drainage basin              - Physical features                 -     What is a coastline?
          - Continents and Oceans               - Reasons for population growth       - Rainforest layers                  - Erosion, transportation,        - Food connections                  -     Waves
          - British Isles                       - Densely/sparsely populated          - Animal adaptations                 deposition                        - Long term vs short term aid       -     Erosion, headlands and
          - Compass directions                  regions of the UK                     - Soil and nutrients cycle           - Upper course landforms          - Top down vs bottom up                   bays
          - Atlas skills                         - Push and pull factors for          - Importance of the rainforest       - Middle course landforms         development                         -     Erosional landforms
          - 4 and 6 figure grid references      migration                             - Deforestation of the Amazon        - Lower course landforms          - Female education in Sub           -     Transportation and
Year 7    - Analysing photographs               - Attitudes to migration                                                   - Causes of river flooding        Saharan Africa                            deposition
                                                 - Syria asylum seeker case study                                                                            - Kenyan Development                -     Depositional landforms
                                                                                                                                                             - Kibera Slum case study            -     Coastal recession
          Deeper Learning                       Deeper Learning                       Deeper Learning                      Deeper Learning                   Deeper Learning                    Deeper Learning
                                                   Student connections to               Rainforest children’s story                                             Send a cow charity
                                                    migration explored.                   book creation                                                            project

          Tectonics                             Development and Globalisation         Climate Change                       Our Urban World                   Weather                            Conflict

          -   Layers of the earth               -   Development indicators            - Climate change and global          - Human and physical              - Atmospheric circulation          -   Reasons for conflict and war
          -   Plate margins                     -   Global development                  warming – what are the               features                        - Climatic zones                   -   Piracy
          -   Earthquakes                       -   Global wealth inequality            differences and                    - Regeneration                    - Types of rainfall, cloud and     -   Blood diamonds
          -   Earthquake case study             -   Quality of life                     misconceptions                     - Rural to urban migration          wind direction                   -   Dancing in the danger zone
Year 8                                          -   TNC factories
          -   - Volcanoes                                                             - Future risks of climate change     - City structure and function     - Measuring weather                -   Heroin trail
                                                -   Globalisation of product          - Greenhouse effect                  - - Sustainable cities            - - Extreme weather                -   - Mapping conflict
                                                    manufacturing                     - Wonky vegetables
                                                                                      - - Coffee cups
          Deeper Learning                       Deeper Learning                       Deeper Learning                      Deeper Learning                   Deeper Learning                    Deeper Learning
             Volcano project                                                              Coffee cup campaign                                                 Weather forecasting
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