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History Curriculum Plan

Year 7

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Introduction to History and the Battle of Hastings 1066	Medieval Kings	Life in the Medieval Period	Tudors	Tudors	Stuarts 1603-1714
Knowledge & Skills	Knowledge The first half of year 7 focuses on understanding the knowledge of historical events from the medieval period. We begin with the year 1066 and William conquering England and how that shaped England’s history forever. The second half of year 7 we focus on studying the Tudor period and the change and impact that different monarchs had on the country. Finally, we finish with the Stuarts and the early 1700 period. Skills · Understanding and knowledge · Explain and analyse · Analyse and evaluate sources · Analyse and evaluate interpretations
Homework	Students will be set a project every half term to complete. The project set will related to what they are studying in class to enhance and develop their knowledge further.

Year 8

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Industrial Revolution 1750-1900	British Empire and Slave Trade 1750-1900	Russian Revolution 1890-1918	World War One 1914-1918	World War Two 1939-1945 Local study – Maidenhead	The Holocaust 1939-1945
Knowledge & Skills	Knowledge We begin year 8 in the 1700s as that is the year the students finished studying in year 7. The first two terms look specifically at the 1750-1900 period and we study the impact of the industrial revolution. We also explore important two important topics: empire and the slave trade to give students a deeper understanding of issues that are still relevant in today’s society. Next, we study the Russian revolution where we focus on why there was a revolution and the impact of Lenin and Stalin’s rule on the people of Russia. The final half of year 8 we study World War One, World War Two and the Holocaust. In these units we look at different battle strategies, question leadership tactics and we look at the impact of war on civilians. Skills · Understanding and knowledge · Explain and analyse · Analyse and evaluate sources · Analyse and evaluate interpretations
Homework	Students will be set a project every half term to complete. The project set will related to what they are studying in class to enhance and develop their knowledge further.

Year 9

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Post World War 2 – USA Civil Rights	Fighting for Rights – Women, Ghandi, Mandela	Humanities countries unit	Germany 1890-1945 Part 1 & 2	Germany 1890-1945 Part 3	Germany 1890-1945 Part 4
Knowledge & Skills	Knowledge In the first two terms, students study civil rights in America and focus on the different events which led to the Civil Rights Act being passed in 1964. Students progress beyond America in term 2 and study the fight for rights in countries such as India, South Africa and Great Britain. After Christmas, students study a humanities unit where they learn about historical events in 6 different countries. In geography, students also study the same 6 countries which provides an excellent cross curricular opportunity. The final half of the year involves students studying German 1890-1945 where students look at the rise and fall of the Kaiser, the new Weimar Republic, The Golden years 1923-1929, the rise of Adolf Hitler and the experience of living in Germany during Hitler’s reign. Skills · Understanding and knowledge · Explain and analyse · Analyse and evaluate sources · Analyse and evaluate interpretations
Homework	Students will be set a project every half term to complete. The project set will related to what they are studying in class to enhance and develop their knowledge further.

Year 10

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Health and the people: c1000 to the present day	Health and the people: c1000 to the present day	Health and the people: c1000 to the present day	Norman England, c1066–c1100 Part 1	Norman England, c1066–c1100 Part 2	Norman England, c1066–c1100 Part 3
Knowledge & Skills	Health and the people: c1000 to the present day This thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the periods during which they took place. Although the focus of this study is the development of medicine and public health in Britain, it will draw on wider world developments that impacted on the core themes. Students will have the opportunity to see how some ideas and events in the wider world affected Britain and will promote the idea that key themes did not develop in isolation, but these ideas and events should be referenced in terms of their effects on the core theme for Britain and British people. Norman England, c1066–c1100 Part 1 This option allows students to study in depth the arrival of the Normans and the establishment of their rule. The depth study will focus on major aspects of Norman rule, considered from economic, religious, political, social and cultural standpoints of this period and arising contemporary and historical controversies. Part one: The Normans: conquest and control Causes of Norman Conquest, including the death of Edward the Confessor, the claimants and claims. Military aspects: Battle of Stamford Bridge; Battle of Hastings; Anglo-Saxon and Norman tactics; military innovations, including cavalry and castles. Establishing and maintaining control: the Harrying of the North; revolts, 1067–1075; King William’s leadership and government; William II and his inheritance. Part two: Life under the Normans Feudalism and government: roles, rights, and responsibilities; landholding and lordship; land distribution; patronage; Anglo-Saxon and Norman government systems; the Anglo-Saxon and Norman aristocracies and societies; military service; justice and the legal system such as ordeals, ‘murdrum’; inheritance; the Domesday Book. Economic and social changes and their consequences: Anglo-Saxon and Norman life, including towns, villages, buildings, work, food, roles and seasonal life; Forest law Part three: The Norman Church and monasticism The Church: the Anglo-Saxon Church before 1066; Archbishop Lanfranc and reform of the English Church, including the building of churches and cathedrals; Church organisation and courts; Church-state relations; William II and the Church; the wealth of the Church; relations with the Papacy; the Investiture Controversy. Monasticism: the Norman reforms, including the building of abbeys and monasteries; monastic life; learning; schools and education; Latin usage and the vernacular.
Homework	Students will complete a series of GCSE style questions and research projects

Year 11

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Norman England, c1066–c1100-Part 4 And Conflict and tension: the inter-war years, 1918–1939	Conflict and tension: the inter-war years, 1918–1939	Revision	Revision	Revision	Final summer Exams
Knowledge & Skills	Part 4 – the historic environment Students will be examined on a specific site in depth. This site will be as specified and will be changed annually. The site will relate to the content of the rest of this depth study. It is intended that study of different historic environments will enrich students’ understanding of Norman England. Review, revise and perfect examination skills and techniques. Conflict and tension: the inter-war years, 1918–1939 This wider world depth study enables students to understand the complex and diverse interests of different individuals and states including the Great Powers. It looks at concepts such as national self-determination, ideas of internationalism and the challenges of revising the peace settlement. It focuses on the causes of the Second World War and seeks to show how and why conflict occurred and why it proved difficult to resolve the issues which caused it. This study also considers the role of key individuals and groups in shaping change, as well as how they were affected by and influenced international relations.
Homework	Students will complete a series of GCSE style questions and tasks in revision guides

Year 12

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	In search of the American Dream, the USA: 1917-96 and South Africa, 1948-94; from apartheid state to ‘rainbow state’	In search of the American Dream, the USA: 1917-96 and South Africa, 1948-94; from apartheid state to ‘rainbow state’	In search of the American Dream, the USA: 1917-96 and South Africa, 1948-94; from apartheid state to ‘rainbow state’	In search of the American Dream, the USA: 1917-96 and South Africa, 1948-94; from apartheid state to ‘rainbow state’	In search of the American Dream, the USA: 1917-96 and South Africa, 1948-94; from apartheid state to ‘rainbow state’	Revision for mocks and start the coursework module
Knowledge & Skills	America Overview This option comprises a study in breadth, in which students will learn about the dramatic political, economic and social transformation of the USA in the twentieth century, an era that saw the USA challenged by the consequences of political, economic and social inequalities at home and of its involvement in international conflict. The focus of study is on developments and changes over a broad timescale and so the content is presented as themes spanning a significant duration: 1917-80. This option also contains a study in depth of historical interpretations on a broad question, which is contextualised by, and runs on from, the themes: what impact the Reagan presidency had on the USA in the years 1981–96. South Africa Overview This option comprises a study in depth of South Africa during its transition from white minority rule to the free elections of 1994, a long, and at times, dramatic process in which South Africa changed from an apartheid state into a multi-racial democracy. Students will gain an in-depth understanding of the creation and consolidation of the apartheid regime by the National Party and the response and methods used by their political opponents in the struggle to overthrow apartheid, as well social, economic and cultural changes that accompanied this process
Homework	Students will be set work to complete in their timetabled study period every week Students to complete an exam question every 2 weeks

Year 13

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	The British Experience of warfare 1790-1918 and coursework module	The British Experience of warfare 1790-1918 and coursework module	The British Experience of warfare 1790-1918 and Revision	The British Experience of warfare 1790-1918 and Revision	Final summer exams	Final summer exams
Knowledge & Skills	British Experience of warfare Overview: This option comprises two parts: the Aspects in breadth focus on long-term changes and contextualise the Aspects in depth, which focus in detail on key episodes. Together, the breadth and depth topics explore the British experience of war in different aspects of major overseas conflicts and the changing relationship between the state and the people as the government attempted to create an effective fighting machine and prepare the people for war. Within the primarily military focus on the experience of warfare, this option also gives students the opportunity to explore its political, social and economic dimensions and their part in generating pressure for change. Coursework overview: The purpose of this coursework is to enable students to develop skills in the analysis and evaluation of interpretations of history in a chosen question, problem or issue as part of an independently researched assignment. The focus is on understanding the nature and purpose of the work of the historian. Students will be required to form a critical view based on relevant reading on the question, problem or issue. They will also be specifically required to analyse, explain and evaluate the interpretations of three historians. The coursework will be assessed using a centre-set assignment. Assignments must meet the requirements detailed below. An assignment framework is provided to support the development of individual assignments.
Homework	Students will be set work to complete in their timetabled study period every week Students to complete an exam question every 2 weeks

Geography Curriculum Plan

Year 7

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	What is a geographer?	How does ice change the world?	How coasts have shaped our lives?	Paradise lost	Introduction to meteorology and climatology	Prisoners of Geography – Global issues
Knowledge & Skills	Extend their locational knowledge and deepening their spatial awareness of the world’s countries. Investigations into interactions between people and physical environment. Time of year is appropriate weather wise to introduce cold environments. Investigations into interactions between people and physical environment. Why the land is shaped like it is. UK landscapes. Tourism – develop understanding of human geography – builds confidence with reference to places. Recap of map skills. Extend their locational knowledge and deepening their spatial awareness and how and why we track weather and climate changes. Developing their knowledge application outside of the classroom.
Homework	Students will complete a series of projects and fieldwork activities to assist their learning in the classroom.

Year 8

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Microclimates, Ecosystems and human interaction with the environment	Global passport – Countries and culture.	What are natural resources?	What makes places impossible?	Tectonics and mass movement.	Multiculturalism and migration.
Knowledge & Skills	Communicate geographical information in a variety of ways. Extend their locational knowledge and deepening their spatial awareness of the world’s countries. Ethical views on resource use and waste. Timed between Christmas and Easter to get students thinking about the global impact of their actions. Preparation for Earth Day Extend their locational knowledge and deepening their spatial awareness of arid and semi-arid environments. To understand how key physical and human processes bring about spatial variation and change over time. Building on from Paradise Lost unit, looking at population movement – human topic.
Homework	Students will complete a series of projects and fieldwork activities to assist their learning in the classroom.

Year 9

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Globalisation (is the world getting smaller?)	What will make us extinct?	Joint Humanities project	How does a river change from source to mouth?	Global issues and challenges: Case study - Rio	UK issues and challenges : Case study - Bristol
Knowledge & Skills	Examine why urban areas are growing and the impact this is having. How has communication changed the world? To understand how key physical and human processes bring about spatial variation and change over time. To understand how key human processes bring about spatial variation and change over time. Extend their locational knowledge and deepening their spatial awareness of the world’s countries. To understand how poverty is created as a result of urbanization and how that can be resolved. To understand a range of urban issues created as a result of urbanization as well as how those issues can be resolved
Homework	Students will complete a series of projects and fieldwork activities to assist their learning in the classroom.

Year 10

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Hazards - Tectonics	Hazards - weather	Economic World	Development	Coasts/Rivers	Rivers/Fieldwork skills
Knowledge & Skills	Communicate geographical information in a variety of ways. Extend their locational knowledge and deepening their spatial awareness of the world’s countries. To investigate the conflicts between development and poorer communities. To investigate the challenges facing Nigeria and how they are overcoming these. Examine different global biomes and extend their locational knowledge, deepening their spatial awareness and how and why we track weather and climate changes. To investigate the impacts of tourism in a coastal resort – Bournemouth, and the effectiveness of coastal defences in stopping the process of long-shore drift.
Homework	Students will complete a series of GCSE style questions and research projects

Year 11

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Living world: Biomes; Tropical rainforests; Hot deserts	Resources/Water insecurity	Revision	Revision	Revision	Exams
Knowledge & Skills	Examine the natural process of extreme environments Understand the importance to humans and animals of a key biome Understand human impact on the envrionment Review, revise and perfect examination skills and techniques.
Homework	Students will complete a series of GCSE style questions and research projects

Technology Curriculum Plan

Year 7 –* Students spend 1 ½ terms across the year in each subject area, rotating between Food Technology and Product Design. *

Term	Rotation 1	Rotation 2
Topic title	Design - Students will have the opportunity to develop key skills across all technology subjects. To equip the students with the knowledge skills and understanding needed to make a practical outcome independently. The skills rotation aims to engage the students through a variety of hands on maker centred lessons that introduce a wide variety of progressive skills.	Food - Students will cover the following topics across the terms that they study this subject: Health and safety, food and nutrition; Practical skills, sensory analysis, evaluation; Developing cooking skills; Designing and making.
Knowledge & Skills	Design & Technology · Fostering Creativity- Manipulate ideas and shapes for creative solutions. · Problem Solving- generate imaginative ideas, questioning assumptions and extending thinking. · Team Work- organise roles and responsibilities according to the strengths of the group. · A wide range of practical skills including: Applique, pewter casting, creating wood joints, vacuum forming and cutting, drilling and shaping metal. Food Technology · Nutrition, Hygienic & Safe Practices in the kitchen · sensory analysis & food descriptors · equipment and preparation skills,
Homework	The students will be set a variety of homework tasks related to the project they are studying. The homework will aim to consolidate what has been covered in lessons and prepare students for future learning. · Research · Planning · Ideas · Ingredients/materials · Analysis · Evaluation

Year 8 –* Students spend 1 ½ terms across the year in each subject area, rotating between Food Technology and Product Design. *

Term	Rotation 1	Rotation 2
Topic title	Design - Students will cover the following topic across the terms that they study this subject: Product Design- Creating a sustainable world- Research, designing and developing; Creating a sustainable world- Practical skills, making and evaluating; Product Design- CAD;	Food - Students will cover the following topic across the terms that they study this subject: A sustainable world- Health and safety, time management, annotated sketches, plan, design and make. The students will learn a wide range of practical skills. They will also complete three practical dishes.
Knowledge & Skills	Design & Technology · Fostering Creativity- Manipulate ideas and shapes for creative solutions. · Problem Solving- generate imaginative ideas, questioning assumptions and extending thinking. · Team Work- organise roles and responsibilities according to the strengths of the group. · The students use mathematical skills developing their understanding of the nature of 3D shapes and materials. Along the way they will not only focus on the core mathematics skills that they need for this challenge, but will also learn about the skills needed to be a successful product designer. Food Technology · Nutrition, Hygienic & Safe Practices in the kitchen · Sensory analysis & food descriptors · Food contamination prevention skills · Food hygiene skills · Equipment and preparation skills · Comparison and evaluation skills
Homework	The students will be set a variety of homework tasks related to the project they are studying. The homework will aim to consolidate what has been covered in lessons and prepare students for future learning. · Research · Planning · Ideas · Ingredients/materials · Analysis · Evaluation

Year 9 –* Students spend 1 ½ terms across the year in each subject area, rotating between Food Technology and Product Design. *

Term	Rotation 1	Rotation 2
Topic title		Food- Students will learn how to prepare foods from around the world, giving some understanding to the ingredients, nutrition and the techniques used to make dishes
Knowledge & Skills	Food Technology · Nutrition, Hygienic & Safe Practices in the kitchen · Sensory analysis & food descriptors · Food contamination prevention skills · Food hygiene skills · Equipment and preparation skills · Adapting a recipe and presentation techniques Comparison and evaluation skills
Homework	The students will be set a variety of homework tasks related to the project they are studying. The homework will aim to consolidate what has been covered in lessons and prepare students for future learning. · Research · Planning · Ideas · Ingredients/materials · Analysis · Evaluation

Year 10 – GCSE Design & Technology

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Materials and their properties		Tools Equipment and processes	New and emerging technologies	Controlled Assessment - research
Knowledge & Skills	• Designing • Making • Evaluating • Analysing • Researching • Range of practical skills in metal, wood and timber, papers and boards, polymers and textiles.
Homework	Over the course of the year the students will receive a number of homework tasks to consolidate what has been learnt in lessons related to the topics listed below. 1. Properties of materials 2. Papers and boards 3. Timbers 4. Metals 5. Polymers 6. Textiles 7. New materials 8. Scales of manufacture 9. Manufacturing processes 10. Measurement and production aids 11. Ensuring Accuracy. 12. Impact on society and the environment.

Year 10 – Hospitality and Catering

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	LO1 Understanding the environment in which hospitality and catering providers operate.	LO2 Understanding how hospitality and catering provision operates.	LO3 Understanding how hospitality and catering provision meets health and safety requirements.	LO4 Knowing how food can cause ill health.	LO5 Being able to propose a hospitality and catering provision to meet specific requirements. Revision of all topics in prep for exam.	Meeting customer requirements: Mini coursework brief
Knowledge & Skills	Including food preparation and cooking skills, analysis, research, decision-making, organisation, time management, planning, communication, problem solving
Homework	• Information relating to all homework can be found on EDULINK In addition on-going meal and menu research, design, planning and preparation.

Year 11 – GCSE Design & Technology

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Identifying and investigating design possibilities. Producing a design brief and specification.	Generating design ideas. Developing design ideas. Revision and exam practice.	Realising design ideas, Analysing and evaluating. Revision and exam practise	Revision and Exam Practice
Knowledge & Skills	• Designing • Making • Evaluating • Analysing • Researching • Range of practical skills in metal, wood and timber, papers and boards, polymers and textiles.
Homework	Over the course of the year the students will receive a number of homework tasks to consolidate what has been learnt in lessons related to the topics listed below. 1. Properties of materials 2. Papers and boards 3. Timbers 4. Metals 5. Polymers 6. Textiles 7. New materials 8. Scales of manufacture 9. Manufacturing processes 10. Measurement and production aids 11. Ensuring Accuracy. 12. Impact on society and the environment.

Year 11 – Hospitality & Catering

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	LO1 Understanding the importance of nutrition when planning menus	LO1 Understanding the importance of nutrition when planning menus	LO2 understanding menu planning	LO3 being able to cook dishes use techniques in preparation of commodities assure quality of commodities to be used in food preparation use techniques in cooking of commodities complete dishes using presentation techniques Unit 2: NEA Controlled Assessment	Revising Unit 1 learning objectives: External assessment LO3 being able to cook dishes use techniques in preparation of commodities assure quality of commodities to be used in food preparation use techniques in cooking of commodities complete dishes using presentation techniques use food safety practices
Knowledge & Skills	Including food preparation and cooking skills, analysis, research, decision-making, organisation, time management, planning, communication, problem solving
Homework	• Information relating to all homework can be found on EDULINK In addition on-going meal and menu research, design, planning and preparation.

Music Curriculum Plan

Year 7:

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Rhythm and Vocal Skills		Pitch and Melody		Roots: Reggae and Samba
Knowledge & Skills	· Keeping a pulse. · Aural skills – rhythmic repetition. · Rhythm notation. · Rhythmic and melodic composition. · Group work. · Rhythm techniques, e.g. Polyrhythms. · Cultural understanding. · More independent group work. · Identifying polyrhythm, unison, call & response. · Leadership skills. · Reading notation – treble clef (bass clef HPA). · Learning a melody. · Exploring different sonorities. · Study of tonality. · Understanding the layout of the orchestra. · Identifying and analysing. · Learning chords and playing in a reggae style. · Creating a riff. · Band work. · Background – Caribbean Music. · Advanced rhythm – syncopation. · Whole-class work, including call & response, groove and break.
Homework	· Rhythm composition. · Cultural research. · Layout of the orchestra. · Listening-based homework.

Year 8:

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	The Blues		Adding Depth. (Bass clef, tonality, Musical Letters).		Theme and Variation World Music
Knowledge & Skills	· History of The Blues. · Analysis and application: Blues lyrics. · 12 Bar Blues – keyboard. Chord structure. · Improvisation. · Band work and independent roles. · Learning and understanding the bass clef and / or ensemble skills. · Coordinating treble and bass clef lines. · Writing and performing a bass line. · Literacy; writing a letter as a voiceover. · Studying use of musical elements to convey mood for an underscore. · Use of BandLab. · Writing a melody using a chord sequence. · Analysing variations; understanding embellishment and tonality. · Varying a melody. · Leadership skills; working as a group to recreate music from another culture.
Homework	· Artist research and analysis. · Bass clef (HPA chord) recognition adaptive theory homework. · Underscore analysis. · BandLab – creating a motif. · Cultural research.

Year 9:

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Music in the Media		The Music Industry		Fusion
Knowledge & Skills	· Background / history of music in film. · Film music techniques. · Analysis of a film scene / theme. · Short composition tasks; Mickey Mousing. · Understanding how music can represent a theme. · Identifying and analysing programme music. · Planning and composing programme music to suit one of four pictures. · Persuasive writing / marketing for voiceover. · Analysing underscores. · Creating an underscore. · Creating a jingle. · Application of prior knowledge of the blues in order to understand jazz. · Background of hip-hop and popular styles from 1950 onwards. · Identifying separate genres in fusion music. · Application of two genres in a small group. · Leadership and independent work: Musical Futures.
Homework	· Analytical – Film Music. · Planning a composition. · Research – Programme Music. · Self-assessment and DIRT. · Jazz / hip-hop artist research.

Year 10:

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Jazz & Blues and Film Music		Popular Music	Set Work “Africa” by Toto & Musical Theatre and Chamber Music.		Fusions and Bhangra / Summer Exam Prep.
Knowledge & Skills	· Solo and / or ensemble performances each half term. · Composition skills: MuseScore basics, minimalism, motifs, chord sequences. · Understanding links within eras between music, fashion, art and architecture. · Understanding and identifying different eras of music using elements. · Understanding different ensembles. · Analysing for purpose: Baroque coronation anthems. · Following and analysing a score. · Note-taking. · Keywords for writing about musical elements. · Aural skills: Identifying intervals, cadences and texture. · Understanding and identifying musical forms. · Applying forms to short composition tasks. · History of jazz and blues. · Group analysis and presentations of jazz sub-genres. · Individual analysis of music theatre. · Writing efficiently about music. · Fusions: Identifying elements of traditional music (including understanding of traditional music) from modern popular music.
Homework	· Home learning; often research-based. · Analysis – writing up plans from lesson-based activities. · Presentation preparation. · Small composition tasks. · Practice. · Composition coursework. · Listening skills: Cadences, intervals, texture, sonority and dictation.

Year 11:

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Musical Forms and Devices.	Set work: “Badinerie” – J.S. Bach.	Revision: AoS 1 & 2	Revision: AoS 3 & 4	X	X
Knowledge & Skills	· Film Music Devices. · Analysis: Writing about music in detail. · Listening skills recall. · Composing to a brief. · Performance skills – refining solo and ensemble performances. · Revision techniques.
Homework	· Home learning; often research-based. · Analysis – writing up plans from lesson-based activities. · Presentation preparation. · Small composition tasks. · Practice. · Guided revision.

Year 12:

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Baroque Solo Concerto: Purcell, Vivaldi and Bach.	Baroque Solo Concerto: Purcell, Vivaldi and Bach.	Optional Area of Study 1	Optional Area of Study 1	Romantic: The Music of Chopin, Brahms and Grieg.	Romantic: The Music of Chopin, Brahms and Grieg.
Knowledge & Skills	· Close analysis of scores. · Gaining an understanding of the development within the Baroque era, including German and Italian influences. · Contextual understanding of optional AoS. · Writing a 30-mark answer for the A Level paper. · Listening skills: Analyses of cadences, sonority, harmony, rhythm, melody and gaining an ability to dictate melody and rhythm together.
Homework	· Instrument practice and composition expectations are part of homework. · Exam-style questions. · Research.

Year 13:

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	The Operas of Mozart	Optional Area of Study 2	Optional Area of Study 2	Revision & Exam Prep
Knowledge & Skills	· Independent analysis of scores. · Understanding of Mozart’s operas and analysing for meaning. · Contextual understanding of optional AoS and using whichever means appropriate to analyse. · Listening skills continued. · Revision techniques.
Homework	· Instrument practice and composition expectations are part of homework. · Exam-style questions. · Research.

Drama Curriculum Plan

Year 7 – Drama

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Stage Craft – Intro into drama rules and performance techniques and focusing on the key physical and vocal skills		The Director – Using scripts. (Improvisation off script, directing, blocking and looking at plot)		Staging and structure – Different staging, flashback, split stage etc.
Knowledge & Skills	Techniques – Still Image, Thought tracking, flashback, Role – play, hot seating, direct address, structuring a piece of drama Skills – Facial expression, gestures, dialogue, body language, vocal skills, movement skills, use of space. Focus, group work, problem solving, communication and active listening.
Homework	2 Self-marking quiz using teams per term Learning a script

Year 8 – Drama

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Characterisation and relationships – Using scripts to create three dimensional characters

Devising from a stimulus – Developing the use of poems, objects and pictures as a starting point for drama

History of theatre – approaching a story through a variety of genres

Knowledge & Skills

Techniques – Still Image, Thought tracking, role on the wall, hot seating, improvisation skills, role play, Direct address, Narration, story telling, improvisation, responding to a stimulus.
Skills – characterisation, vocal skills, movement skills, dialogue, facial expression, gestures, use of space,
Focus, group work, rehearsal time, problem solving.

Homework

2 Self-marking quiz using teams per term

Year 9 – Drama

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Comedy – using improvisation and scripts to explore a range of comedic styles: physical, spoof, slapstick etc.		Advanced script work – units of action, language, subtext, character motivation		Community Theatre – exploring a chosen key socio-political issue
Knowledge & Skills	Techniques – Still image, thought track, hot seating, flashback, marking the moment, role on the wall, role play, page to stage, structure. Skills – characterisation, physicalising, movement skills, vocal skills, dialogue, facial expression, body language, gestures.
Homework	2 Self-marking quiz using teams per term

Year 10 – GCSE Drama

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Theatre practitioner – Mini devising (comp 1) – Set Text (comp 2)		Scripted performance (Comp2) – and live performance analysis		Devising Assessment
Knowledge & Skills	Understanding of practitioners' methods and ideas. Development and understanding of key devising skills required to create an effective piece of drama. Development on how to explore a set text and how to take it from the page to stage. Writing skills and techniques for the written components of the course.
Homework	Self-marking quizzes on Teams Research on Theatre Practitioner and other topics Learning lines

Year 11 – GCSE Drama

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Set Text – An Inspector Calls (Comp 3) and Live production analysis

Exam Skills

Exam preparation (component 3)

Exams

Knowledge & Skills

Development and understanding of key devising skills required to created an effective piece of drama.
Development on how to explore a set text and how to take it from the page to stage.
Writing skills and techniques for the written components of the course.
Rehearsal development to ensure the piece of exam ready.

Homework

Self-marking quizzes on Teams

Research on Theatre Practitioner and other topics

Learning lines

Analysing live performance

Year 12 – A Level Drama & Theatre Studies

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Practitioners and devising Set Text A = Antigone Set Text B = Our Country’s Good	Practitioners and devising Set Text A = Antigone Set Text B = Our Country’s Good	Live review Script extract 1 and Reflective Report	Preparation for the devising assessment	Completion of devising and working notebook	Revising Antigone and Our Country’s Good
Knowledge & Skills	Development of how to approach the practical demands of a text Development of a creative overview and understanding of S.H.C Development of performance skills to communicate meaning. Approach to a stimulus used to create an artistic intention. Design fundamentals Development ideas and approach to research to create meaning.
Homework	Self-marking quizzes on Teams Research tasks Analysing live theatre

Year 13 – A Level Drama & Theatre Studies

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Exploration of Set Text B and Script extract 2 and Reflective Report	Exploration of Set Text B and Script extract 2 and Reflective Report	Exploration of extract 3 in preparation for the exam	Exploration of extract 3 in preparation for the exam	Revision and exam prep	Revision and exam prep
Knowledge & Skills	Development of how to approach the practical demands of a text Development of a creative overview and understanding of S.H.C Development of performance skills to communicate meaning. Approach to a stimulus used to create an artistic intention. Design fundamentals Development ideas and approach to research to create meaning.
Homework	Self-marking quizzes on Teams Research tasks Analysing live theatre

Year 12 – Pearson BTEC Level 3 National Extended Certificate in Performing Arts (equivalent in size to one A level)

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Unit 1: Investigating Practitioners’ work Unit 2: Developing Skills and Techniques for Live Performance	Unit 1: Investigating Practitioners’ work – Mock assessment Unit 2: Developing Skills and Techniques for Live Performance	Unit 1: Investigating Practitioners’ work - Unit 2: Developing Skills and Techniques for Live Performance - Preparation for the assessment	Unit 1: Investigating Practitioners’ work - Preparation for the assessment Unit 2: Developing Skills and Techniques for Live Performance - Assessment	Unit 1: Investigating Practitioners’ work – Assessment	Unit 3: Group Performance Workshop Unit 19: Acting Styles
Knowledge & Skills	Development of how to approach the practical demands of a text Development of performance skills to communicate meaning. Approach to a stimulus used to create an artistic intention. Development ideas and approach to research to create meaning. Develop understanding of how context can influence the development of a performance.
Homework	Self-marking quizzes on Teams Research tasks

Year 13 – Pearson BTEC Level 3 National Extended Certificate in Performing Arts (equivalent in size to one A level)

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Unit 3: Group Performance Workshop Unit 19: Acting Styles	Unit 3: Group Performance Workshop Unit 19: Acting Styles – Assessment	Unit 3: Group Performance Workshop-Mock Assessment	Unit 3: Group Performance Workshop - Preparation for the assessment	Unit 3: Group Performance Workshop - Assessment
Knowledge & Skills	Development of how to approach the practical demands of a text Development of a creative overview and understanding of S.H.C Development of performance skills to communicate meaning. Approach to a stimulus used to create an artistic intention. Development ideas and approach to research to create meaning. Develop understanding of how context can influence the development of a performance.
Homework	Self-marking quizzes on Teams Research tasks

Year 12 – Pearson BTEC Level 3 National Diploma in Performing Arts (equivalent in size to two A level)

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Unit 1: Investigating Practitioners’ work Unit 2: Developing Skills and Techniques for Live Performance Unit 5: Individual Performance Commission Unit 5: Individual Performance Commission	Unit 1: Investigating Practitioners’ work – Mock assessment Unit 2: Developing Skills and Techniques for Live Performance Unit 5: Individual Performance Commission - Mock assessment	Unit 1: Investigating Practitioners’ work - Unit 2: Developing Skills and Techniques for Live Performance - Preparation for the assessment Unit 5: Individual Performance Commission – Mock Assessment	Unit 1: Investigating Practitioners’ work - Preparation for the assessment Unit 2: Developing Skills and Techniques for Live Performance – Assessment Unit 5: Individual Performance Commission	Unit 1: Investigating Practitioners’ work – Assessment Unit 5: Individual Performance Commission - Assessment	Unit 3: Group Performance Workshop Unit 19: Acting Styles
Knowledge & Skills	Development of how to approach the practical demands of a text Development of performance skills to communicate meaning. Approach to a stimulus used to create an artistic intention. Development ideas and approach to research to create meaning. Develop understanding of how context can influence the development of a performance.
Homework	Self-marking quizzes on Teams Research tasks
Homework	Self-marking quizzes on Teams Research tasks

Year 13 – Pearson BTEC Level 3 National Diploma in Performing Arts (equivalent in size to two A level)

Term	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Topic title	Unit 3: Group Performance Workshop Unit 19: Acting Styles Unit28: – Variety Performance	Unit 3: Group Performance Workshop Unit 19: Acting Styles –Assessment Unit28: – Variety Performance -Assessment	Unit 3: Group Performance Workshop-Mock Assessment Unit 19: Acting Styles –Assessment Unit 6: Final Live Performance	Unit 3: Group Performance Workshop - Preparation for the assessment Unit 6: Final Live Performance	Unit 3: Group Performance Workshop – Assessment Unit 6: Final Live Performance	Unit 6: Final Live Performance
Knowledge & Skills	Development of how to approach the practical demands of a text Development of a creative overview and understanding of S.H.C Development of performance skills to communicate meaning. Approach to a stimulus used to create an artistic intention. Development ideas and approach to research to create meaning. Develop understanding of how context can influence the development of a performance.
Homework	Self-marking quizzes on Teams Research tasks

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