Curriculum Map

Personalising the Curriculum

At Barbara Priestman we understand that the learner is the most important person in the school, therefore;

The curriculum will Educators will Assessment will Progress will Be organised around the needs of the learner. Listen to the voice of the learner and encourage students to collaborate in their learning provision. Students have the ability and the right to negotiate aspects of their learning along with parents and teachers. Be creative, flexible and exciting.

Encourage students to direct their own learning. Be responsive to the individual needs and contexts of each learner. Listen to students’ opinions, needs and choices in managing the context and process in which they learn and demonstrate progress. Plan with the student and their parent/carer to ensure the best learning pathways.

Focus on each student’s learning and provide effective, prompt, individualised feedback. Be carried out with the student, for the student reviewing learning to date and discussing next steps.

Measure progress against previous attainment. Be measured against appropriate stage/level descriptors in line with the curriculum.

Learning should:

Be organised around the needs of the learner.

Listen to the voice of the learner and encourage students to collaborate in their learning provision.

Students have the ability and the right to negotiate aspects of their learning along with parents and teachers.

Be creative, flexible and exciting

Thinking School

At Barbara Priestman we value the Thinking Skills Approach to learning, which encourages and supports students in their independent thinking skills. The Academy is well respected and known for its work relating to Thinking Skills. It is an Advanced Thinking School, accredited by the University of Exeter. The whole school approach to thinking is a huge part of the ethos of the academy and we encourage all to be lifelong learners.

We use a range of strategies, rooted in research evidence, to support the development of student’s skills. These skills are used across the curriculum to support students in accessing, recalling and applying learning.

Thinking Maps

Many of our students are visual learners and the concrete strategy of the Thinking Maps enable more abstract concepts to be transferred across the curriculum. Students are explicitly taught to use the maps when they first come to the Academy and then they are used across the curriculum to help students to visually organise their thinking.

Thinking Hats

The Six Thinking Hats is a system designed by Edward de Bono which describes a tool for group discussion and individual thinking involving six coloured hats. The "Six Thinking Hats" and the associated idea parallel thinking provide a way for students to plan thinking processes in a detailed and concrete way. They support students to address a question in different ways rather than in a single minded way.

Philosophy for Children

P4C encourages dialogic thinking and learning to take place in classrooms; students think and enquire together and these sessions help students to form their own ideas and enable them to shape their views. This is used across the school and helps to support not only students dialogic thinking but also their speaking and listening within a motivating and engaging format.

Dramatic Enquiry

Dramatic Enquiry is a fusion of drama and Philosophy for Children. In Dramatic Enquiries learners are placed in the centre of a fictitious dilemma and they have to decide for themselves about the questions they need to ask and the rights and wrongs of the given situation.

We run a Dramatic Enquiry session every term with staff and students in role enquiring together. Different areas of the curriculum can be brought together rather than trying to teach them separately and current issues can be addressed in an active, engaging way.

English

Read for informastion and understanding.

Make inferences based on the text they are reading

Read and understand a range of texts

Explain and comment how

writers use language and structure to achieve and

influence readers

Give opinions on texts and support

with textual references

Communicate clearly, effectively,

neatly and imaginatelve when

writing

Organise ideas and information with

correct grammatical features and

cohesion

Construct sentences for

clarity, purpose and effect, with

accurate spelling and punctution.

Demonstrate presentation skills

Listen and respond to spoken

langauge, including questions and

feedback

Phonetically decode words to blend them for

reading.

Throughout the English curriculum students will develop skills in

relation to Reading, Writing and Spoken Language. Work will be

differentiated to meet the needs of learner as well as supporting their

progression through suitable accreditation.

In Years 7 and 8 students will follow

a more thematic approach, developing their skills through texts

that follow set themes. Where needed, some students will follow a

phonetic approach to developing their reading skills.

Students in Years 9, 10 and 11 will be working towards accreditation

appropriate to them. They will have the opportunity to work towards and English language GCSE or a Step

Up to English certificate, as appropriate.

If students move on to 6th Form the

focus moves to continuing to develop skills where necessary,

and for others embed skills already developed into functional

application. Students in 6th Form will have the opportunity to re-sit

GCSE’s where necessary or work towards a Function Skills Certificate

in English.

Maths

Number-calculations,

number properties, algebra, ratio ,

fractions

Shape / Geometry-properties in the environment, 3D,

2D

Ratio, Proprtion and rates of chage

Space / Geometry-patterns, area,

perimeter

Measure- money, time, length,

volume, weight, distance

Using and Applying / Problem Solving -

Putting the skills they have learned

into practice

Statistics- asking questions, recordning

answers, creating and understanding

graphs

Throughout Maths students will work towards developing key skills including

Confidently apply maths in everyday situations and across the curriculum.

Ability to solve problems, present solutions and interpret results.

Confidence to experiment, make mistakes and persevere when working in maths.

An understanding of mathematical principles.

Ability to reason logically, classify generally and to prove.

In Key Stage 3 students will work in ability based groups and follow a curriculum based on the Mathematics Framework. As students move to Key Stage 4 they will follow a more individualised program that will give them the opportunity to access GCSE’s Entry Level Certificates or Functional Skills in Maths, as appropriate. If students move on to 6th Form they will have the opportunity to either re-sit GCSE’s or work towards a higher Functional Skills qualification in maths. The focus over Key Stage 4 and 5 I around

Representing

Analysing

Interpreting Students can embed their skills through the online homework system of Conquer Maths.

The PSHE curriculum is based on the suggested learning opportunities contained within the PSHE Programme of Study and SRE guidance documents.

The 3 core themes covered are:

1. Health and Wellbeing

2. Relationships

3. Living in the Wider World

The PSHE Curriculum is aimed at developing key skills that relate to students personal and social development. Through these lessons students will learn how to;

Build and sustain relationships

Keep themselves safe.

Interact with the world around them

Live a healthy and happy lifestyle.

Through the PSHE Curriculum we specifically aim to develop student’s awareness and skills in British Values as well as spiritual, moral, social and cultural understanding Students develop these skills not only through PSHE but are woven through all elements of the curriculum and everyday life at school.

PSHE

Road Safety

Personal Hygiene

Myself and Growing up

Friendships / Relationships

Sex and Relationship

safety and awareness.

British ValuesPersonal

Budgeting

Being Safe- at home, at

school, in the community and online

Drug Awareness

Equality and Diversity

Careers Education

We are committed to ensuring that the statutory duties related to career education are fulfilled at Barbara Priestman. We ensure that independent guidance is;

Presented in an impartial manner

Includes information on the range of education and option choices

Is given in the best interest of the young person.

The Careers program includes careers education sessions, careers fays, career guidance activities (group work and individual reviews with a Connexion’s Personal Advisor), information and research activities. The Careers curriculum follows the core aims of the Careers Development Institute (CDI)

Developing yourself through careers, employability and enterprise education.

Learning about careers and the world of work

Developing your career management, employability and enterprise skills.

The curriculum is key stage appropriate and will be differentiated to meet the needs of each student.

Careers

Self Awareness

Self Determination

Working Life

Exploring Careers

Work Safety

Understanding Busniss and

Inductry

Preparing for Employability

Showing Initiative and

EnterpriseInvestigating

Jobs

Building a Personal Career

Portfolio

Managing Changes and Transitions

Making the most of Careers

Guidance

Identifying Choices and

Opportunitues

Handling Applications

and Interviews

Planning and Deciding

Practical Work Experience

In Science every student will have the opportunity to access a curriculum that is stimulating, exciting and at a level that is appropriate to them, allowing them to achieve their full potential and make measurable progress. A range of topics are covered including Chemistry, Physics and Biology that is at a level appropriate to each student. Learning will cover a school based curriculum which is based around the National Curriculum criteria. Where possible learning will be enquiry based and cover a variety of scientific topics in an immersive, experiential manner. A key focus will be on how science impacts the life of each individual student, generalising learning and applying it to the real world. If appropriate to the individual, students will have an opportunity to access a GCSE at Years 10 and 11.

Science

Humans

SeasonalChanges

Plants

Habitats

Light and Sound

Materials and their

PropertiesMagnets

Electricity

Separating Materials

Investigations

Science Around Us

Physical Education

Healthy Bodies and lifestyles Rebound

Therapy (Trampoline)

General Gym fitness

Running -Cross country

Raquet Sports - tennis,

badminton, table tennis

Athletics

Cycling

Tennis skillsCricket Skills

Sports in the Community-

Beacon of Light

Movement -Linked with

OT

Swimming in the

Community

Canoeing and Kayaking

Skiing

Climbing

When students leave Barbara Priestman Academy, the PE departments aims are that the student;

Will have a good level of physical fitness and be able to lead a healthy lifestyle.

Will understand competition (winning and loosing)

Will be able to communicate effectively, an appropriately with teammates.

Will have a level of motor skills that enables them to participate in sport and complete everyday task.

Will feel empowered and have a sense of achievement

Will find their own niche and have an interest in a sport or activity that they will continue after school and in their own leisure time.

As well as learning skills through sports students will learn to work cooperatively and reflectively.

Forrest School and

Outdoor Learning

Bush Craft

Exploratory play

Outdoor Games

Tool work

Art

Camp Fire Cooking

Archery

Horticulture

Animal Care

Residentials -local, nationally, internationally

Duke of Edinburgh

Award

John Muir Award -

Conservation

The Barbara Priestman Forest School is an ongoing project for pupils to design, create and build an external learning environment. The philosophy of Forest School is to “encourage and inspire individuals of any age through positive outdoor experiences” Students will participate in a range of sessions throughout the key stages which will aim to engage them and develop emotional intelligence and resilience. By focusing on learning through play and learner led activities students will be able to develop self-awareness, self-regulation, communication skills and self-esteem. Forest School promotes the development of the 5 R’s within individuals;

Reflection

Responsibility

Resourcefulness

Reasoning

Resilience Students have the opportunity to achieve a John Muir Award- which promotes the conservation of the environment. A key part of the 6th Form offer is the Duke of Edinburgh where student have the opportunity to develop the 5R’s through a structured award.

ICT, Computing & Creative

Media

Computer basics

Microsoft software

Video software

Audio software

Modern/new technology

Coding

E-Safety

Using software and

technology in real life

Alternative software

Animation

Presentation software

Technology Industry

IT and Computing equips students to use computational thinking and creativity to understand and the developing technological world and the part they play in using the technology and developing it themselves as they get older. The ultimate aim is for students to be able to evaluate and apply technology, including new or unfamiliar technologies, analytically to solve problems whilst being responsible, competent, confident and creative users of information and communication technology. We offer accreditation at Entry level, iGCSE and up to Level 3 in Computing and Creative Media across the school.

Humanities-Geography, History, R.E and Society.

How the UK is changing-Physical /

Human Geography

How the World is Changing-

Physical /Human

Geography.

Restless earth-Tectonic Plantes,

Earthquakes and Volcanoes.

Directions and Maps

Weather and Climate

Farming in the UK and around

the World.

European Geogrpahy

The Environment

1750-1900 History

Tudors and Stewards

1066 - 1500 History

History and Culture of countries.

Diversity UK

Through Humanities students will have the opportunity to learn about the world around them through the teaching of RE, History, Geography and Society. In Key Stage 3 students will experience the cross –curricular model of Open Minds, which uses the international Primary Curriculum to explore five key areas; 1. Citizenship 2. Learning 3. Managing Information 4. Relating to people 5. Managing Situations

In Key Stage 4 students will study Humanities at either a GCSE or Entry Level. This will cover a range of topics from RE, Geography and History. Students in Key Stage 4 and 5 also have the opportunity to study Geography and History as an option unit at Entry or GCSE level.

Languages-German

Saying Hello

Describing -Colours, self, personality

Numbers, days, months and Birthdays

Classroom Vocabulary-objects and

subjects

Expressing and opinion

Food and clothing

Family and pets

The community-town, cafe, shopping,

menus, money

Hobbies, sports and

preferences

House and home

prepositions

Travel -weather,

countries, places to stay,

holidays

German offer students the opportunity to develop a language and to explore cultural aspects of German speaking countries. Our aim is to make lessons lively and enjoyable, with an emphasis on communication. Students will learn the language via a range of activities, including songs, game and ICT. Leaning a language has been proven to benefit the learner in many ways;

Creativity

Critical Thinking

Culture

Use of English as the mother tongue

ICT skills

Values and

Lifelong Learning.

De

Music

Appraising

Composing with classroom

instruments and ICT

Evaluating own work and the

work of others

Music of other cultures and

traditions

Improvisation

Confidence building

Individual, paired and group work

Peripatetic tuition on guitar and

drums

Recognising musical styles

Performing

- this includes singing and instrument

work

Listening

Music encompasses an understanding of culture, develops listening skills and personal creativity. It encourages expression, raises self-esteem, builds confidence, enhances and enriches and ultimately provides the framework for the whole child. At Barbara Priestman the importance of music throughout all key stages is described as the ‘bringing together of intellect, feeling, personal expression and emotional development’. Throughout all key stages, students will experience music from the perspective of hands-on instrumental work and listening to a wide variety of music of different styles, cultures and traditions. Here at Barbara Priestman Academy, we strive to develop the students’ ability to feel music, to understand music, to play music, to invent music and most importantly to enjoy music. At key stage 3 students follow the National Curriculum for Music, studying a variety of musical styles, genres and traditions. Students concentrate on four key areas of music: performing, composing, listening and evaluating music. At the end of KS3, students can progress to formal study towards nationally recognised qualifications, if they choose to do so. These include NOCN Entry Level Performance Skills at KS4 and NCFE Level 1 or 2 in Performance Skills at KS5.

Art

Expressiive mark making

Formal elements

linear drawing

colour theory

Printmaking

2D relief3D Sculpture

Photography

Outdoor art

Digital art

Illustration

Art at Barbara Priestman Academy is a vital part of pupils emotional, social and academic well-being. It enables pupils of all abilities to engage, express themselves and achieve. Art in education is about more than painting and drawing. It has the ability to strengthen problem solving and critical-thinking skills, as well as provide every pupil with a voice; no matter their age or academic ability. During KS3 pupils focus heavily on expressive mark making and the formal elements. Pupils are encouraged to be creative, whilst lessons are still heavily structured in order to provide every pupil with an outcome they are proud of. As their confidence develops, pupils are able to begin to develop their own ideas and explore their own interests.

If pupils opt to take art in KS4 they are given the opportunity to pursue an accredited course that is suitable for their needs and personal strengths. These courses are tailored for each individual in order to reach their full potential in whatever area of art and design they prefer.

The Arts

Music

Dance

Drama

Stage performances

at local venues in the

north-east

Artsmark and Arts Award

Community spirit

Partnerships with venues

and arts practitioners

Multi-cultural

Shakespeare Schools

Foundation

National Theatre

Connections

Art

At Barbara Priestman Academy we are committed to providing all students with the opportunities to engage and succeed in the Arts, regardless of background, language, gender or special educational needs, through high quality, differentiated teaching. Our ethos is about raising standards of achievement and the quality of learning for all our students; nurturing within our students a lifelong passion for, and appreciation of the arts. Within the Arts we aim to: -Implement a strategic and coordinated approach to arts education, including effective arts partnerships. -Engage all our students in a range of high quality arts experiences and cultural opportunities to explore values, attitudes, feelings and meanings. -Raise standards of achievement in the Arts for all students. -Raise the profile of the Arts within the Academy and the wider community, as well as within our link primary, secondary and further education establishments. At KS3, Music, Art and Dance are taught as discrete subjects and all students receive one 50-minute lesson per week of each of these Arts subjects. Students begin KS4 options in Year 10 and can select an art or music option. Drama is taught using a cross curricular approach through English. At KS4 and KS5, students can choose from a range of differentiated arts based qualifications so they can personalize their learning route. This ensures they can maximise their achievement, creativity and enjoyment in the Arts providing the best foundation for further/higher education or employment.

Design Technology

Practical skills in Textiles, Resistant materials,

Graphics and Food technology.

Technical Drawing

Generating Design Ideas

Specialist Tools, Equipment and

Machinery

Materials

Health and Safety

CAD/CAM

Scales of Production

Sustainability

SMART Materials

The Design Process

At Barbara Priestman Academy the DT department aims to equip students with a range of valuable practical and technical skills, geared to develop independence and creativity. In KS3 Design and Technology is taught on a carousel and includes:

Resistant Materials

Graphics

Textiles

Food and Nutrition

Students who wish to carry on DT in KS4 will study GCSE or Entry level Art and Design, specialising in product design. This involves using the design process to explore materials, processes and design a final product. We offer a Construction course to KS5 students at Entry level or Level 1 where students learn about woodwork joints, specialist tools and possible careers in the industry.