Aspiration Ambition Achievement

Aspiration • Ambition • Achievement

ContentsBusiness Studies 2-3

Creative Art & Design 4-5

Drama 6-7

English 8-9

Geography 10-11

History 12-13

Maths 14-15

Modern Foreign Languages 16-17

PSHCE 18-19

Physical Education 20-21

Religious Education 22-23

Science 24-25

1

The High Weald Academy

Cranbrook, Kent TN17 2PJ01580 712754 | www.highwealdacademy.kent.sch.uk

The Business department at High Weald Academy aims to ensure every student is able to confidently explore and prepare their business ideas in a well-researched and planned way.

All students will learn how to conduct marketing research to identify business opportunities and plan for successful promotion campaign to launch the new business idea. We want to produce the next generation of entrepreneurs!

Message From Mrs Hubbard, Teacher of Business Studies• Teacher specialism is very strong with many years’ experience teaching BTEC Business successfully.

• The curriculum is vocational based which draws on skills that are recognised by employers and Universities alike.

• The department aspires to be able to teach BTEC Business at level 3 in sixth form to a growing demand of students wanting to study it at a higher level.

• The course is delivered in a well-resourced computer suite using the latest computer packages to engage the students. There are lots of online resources that have been put in student areas to allow plenty of opportunities to compete work at home or after school if desired.

BUSINESS STUDIES

2

TERM CURRICULUM OVERVIEWYear Group Term 1 Term 2 Term 3 Term 4 Term 5 Term 610 What is an

entrepreneurCreating new business ideas

Promotional skills for creating a promotional campaign

Financial skills to create a secure business plan

Creating the perfect pitch to deliver to an investor

Evaluating what a successful pitch looks like and adapting the business plan

11 How businesses attract customers

Types of business ownership and their impact

The importance of marketing research to understand customers

Impact of internal factors such as costs and customer satisfaction

External pressures on a business and their impact

The reason businesses are successful and how to measure it

Extra-curricular opportunities

Visits from local entrepreneurs to share their expertise and skills

which made them a success

Opportunity to visit a local enterprise in the tertiary sector

Use of real investment literature and paperwork when learning

about business planning

Opportunity to use school based facilities to create

their own promotion for their business ideas created in their

coursework

3

Within Creative Arts and Technology at High Weald Academy we strive to give students an engaging and enjoyable experience across the curriculum. We believe students should be supported to be able to become excited about technology and the arts and have the knowledge to be able to become independent and unique within their chosen areas of study.

Within Art and Design we will be learning the key skills of being an artist. Then over time refining and improving these whilst learning about different art movements, disciplines, materials and cultures. Art and Design offers students the opportunity to be creative and make their own visual statements. It develops the student’s ability to make judgements about their own and others’ works of art. This is applied across Art and Design in year 7, 8 and 9. In Key Stage 4 this is taught across both Fine Art and Photography GCSE’s.

Design Technology is a practical and valuable subject for students. It enables learners to think creatively and problem solve about the well-being of their community and the wider world. It gives

them the opportunity to develop real life solutions and innovations to design across a huge range of

industries. Students are encouraged to think outside the box when using the

design process to create products. Learning key skills with both

traditional methods and new technologies. Students will learn a wide range of practical skills alongside a wide range of theoretical knowledge including sustainable and ethical practices. Design and Technology is taught across all year groups in Key Stage 3 and offered as a GCSE in Key stage 4.

Food Technology is a hugely important subject for all students to learn. The basis of the curriculum is set out into three different areas. To be able to work safely and hygienically in the kitchen, to understand the importance of healthy eating and nutrition and the knowledge to be able to create mouth-watering dishes. This skills learnt across the curriculum are vital as lifelong skills to put into practice.

Message from Mr Whelan, Head of Creative Arts & TechnologyThe Creative Arts and Technology departments are a real hive of activity at The High Weald Academy. We offer opportunity to be creative in endless ways and strive to design our curriculum around our students, developing our way of working to suit their interests and career paths. Over the coming months and years plans are already in place to expand the area to introduce different specialisms to wider the opportunities of our students. We currently offer a curriculum of art, photography, product design and food technology.

We have great facilities including a well-equipped Design Technology workshop set up for both wood work and metal work. Design Technology has its own ICT suite with two 3D printers and specialist food room. Within art we are have three brand new studios. This includes a spacious 2D and 3D room with lots of traditional equipment including a ceramic kiln. We are also luckily

enough to have our own photographic studio with a bank of Digital SLR Camera’s and a fully functioning studio lighting system.

CREATIVE ARTS & TECHNOLOGY

4

ART AND DESIGN - TERM CURRICULUM OVERVIEWYear Group Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

7 Portraits Portraits Colour Colour Landscapes Landscapes

8 Sweet Art Sweet Art Graffiti Graffiti Logos & Branding Logos & Branding

9 Art of the World Art of the World Still life Still life Natural Forms Natural Forms

10 Landscape Landscape Landscape Landscape Food Art Food Art

11 Food Art Food Art Externally set assignment

Externally set assignment



London Galleries (Art and Design)

Harry Potter World (Set Design

Chessington World of Adventures (Design and Construction)

Drawing at the Farm

Key Stage 3 Art Club

GCSE Art – Coursework Development

GCSE Photography - Coursework Developement

GCSE Product Design - Coursework Development

5

PHOTOGRAPHY - TERM CURRICULUM OVERVIEWYear Group Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

10 Toy Photography

Toy Photography

Toy Photography

Toy Photography

Manipulating reality


11 Manipulating reality





DESIGN AND TECHNOLOGY - TERM CURRICULUM OVERVIEWYear Group Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

7 Balanced Diet Food

Balanced Diet Food

Balanced Diet Food

Toy Car Project DT

Toy Car Project DT

Shrinkle Project DT

8 Money Box Project

Money Box Project

Phone Stand Project DT

Healthy Lifestyle Food



9 Speakers Project DT

Speakers Project DT

Clocks DT

Block-Bot DT

On the Move DT

Mock NEA Task DT

10 Sustainability Wildlife DT

Nightlight - Electronics DT

Plastics - the work of others DT

Casting - Jewellery/Keyring DT

Food Art NEA Task DT

11 NEA Task DT

NEA Task DT

NEA Task DT

Core technical Principles DT

Specialist Technical Principles DT

Due to the practical nature of lessons within Creative Arts and Technology these curriculum plans are subject to change if and when is needed to comply with Covid-19 guidance. Throughout KS4 the exam board specifications are subject to change from originally planned and our curriculum will have to adapt to reflect this.

The Drama department at High Weald Academy aims to ensure that every child is able to become aware of the importance of team work.

This is through a multi-sensory curriculum, allowing them to express and develop their ideas in a social context. Every student will have ideas welcomed in lessons. Various forms of Cultural and Dramatic Skills will be learnt, as well as disciplines developed.

Message from Mrs Whelan, Head of DramaThe department makes use of a new state of the art multi-purpose studio set with lighting and staging so that students can put on professional productions and learn a host of skills from script writing performance, critique and staging.

Our curriculum works thematically through important social and cultural topics to ensure our work is always relevant. We know that drama is so often a hyperbolised version of real life and so aim to express this realism and naturalism in our works and productions.

As we develop the curriculum, we aim to bring in more culturally diverse and enriching stimuli for students to manipulate and perform as well and continuing to hone our professional skills in order to grow the actors and actresses of the future

DRAMA

6

TERM CURRICULUM OVERVIEWYear Group Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

7 Introduction to Performing Arts (Physical Focus)

Introduction to Performing Arts (Physical Focus)

The Island (Masks)

The Island (Masks)

Melodrama (Acting/Written Focus)

Melodrama (Acting/Written Focus)

8 Streets of my Hometown (Reading/Written Focus)

Streets of my Hometown (Reading/Written Focus)

Burning Everest (Reading Focus)

Burning Everest (Reading Focus)

Commedia Dell’Arte (Acting/Written Focus)

Commedia Dell’Arte (Acting/Written Focus)

9 The Story of Charles (Reading Focus)

The Story of Charles (Reading Focus)

Lord of the Flies (Acting Focus)

Still life Devising Skills (Performance/Written)

Devising Skills (Performance/Written)


Trip to the threatre

Creating our own pop videos, adverts, news reports

Cinema trips

Creating writing competitions

7

The English department at High Weald Academy aims to ensure every child is able to read, write and communicate to an exceptionally high standard.

We provide students with a range of reading materials and activities that foster a love of literature and build their skills in the manipulation, analysis and evaluation of both written and oral language,

structures and forms.

Message from Miss Chatten, Head of English• Our department are experts at bringing texts to life for students. Our engaging and diverse activities

means that all students develop a love of literature and learning. We encourage discussion and debate and ensure that our lessons enable students to express their ideas in a scholarly way. We encourage

exceptional literacy in all areas by teaching literacy specific lessons that stand apart from our English lessons and by embedding reading into our English, Literacy and Tutor sessions.

• Our curriculum is unique in that it looks closely at the contextual influences behind the writing of texts and works chronologically from the Renaissance through to Victorian Gothicism. Unlike other schools, we also embed a creative writing unit into each Key stage which ensures that students are honing their writing skills and written accuracy throughout their school careers. This also enables us to teach a huge array of modern texts as students are given the opportunity to study Modern Gothicism, Fantasy and Thriller genres.

• As we develop the curriculum we aim to diversify even further by introducing more texts from other cultures, Modernist and Post-modernist poetry and mini units of mediaeval literature.

• The English department often use the class visualizer to display example of students work. Our students value the comments of their peers and are keen to develop their analytical and writing skills via the process of students live feedback. Due to the cross over with Drama and English, we often use the drama space and a range of drama specialist techniques to support

students in discovering hidden layers in texts and experiencing drama from a different perspective.

ENGLISH

8

ENGLISH TERM CURRICULUM OVERVIEW

Year Group Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

7 Expressions of Self

Writing Focus

The Gothic Genre

Reading Focus

The Art of Story

Writing Focus

Drama: Romeo and Juliet

Reading Focus

Poetry: The Natural World

Reading Focus

Writing for Purpose: Rhetoric and Form

(Writing/Oracy Focus

8 Martyn Pig

Reading Focus

The Art of Story

Writing Focus

Drama: The Twelfth Night

Reading Focus

The Hunger Games

Reading Focus

Poetry: Voices and Perspectives Reading Focus


Writing/Oracy Focus

9 Frankenstein

Reading Focus

A Christmas Carol

Writing Focus

Drama: the Tempest

Reading Focus

The Art of Story

Writing Focus

Poetry: Creativity and Creation

Reading Focus


Writing/Oracy focus

10 Poetry: Power and Conflict

Literature Paper 2

Unseen Poetry

Literature Paper 2

Blood Brothers

Literature Paper 2

Romeo and Juliet

Literature Paper 1

Jekyll and Hyde

Literature paper 1

Speaking and Listening

11 Poetry: Power and Conflict

Literature Paper 2

Language paper 1

Unseen Poetry

Literature Paper 2

Language Paper 2

Blood Brothers

Literature Paper 2

Language Paper 2

Macbeth

Literature paper 1

Language paper 1 and 2

Question 5

Literature Paper 1 and 2 Revision

Language Paper 1 and 2 Revision

Literature paper 1 and 2 Revision

Language paper 1 and 2 Revision


Trips to the theatre

Speaking competitions

Outdoor writing classes

Poetry Seminars

9

The Geography department at High Weald Academy aims to ensure every student is able to foster a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

The curriculum will equip learners with knowledge about diverse places, people, resources and natural and human environments, together with a deep appreciation of the Earth’s key physical and human processes. As students’ progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Students are encouraged to investigate the world through increasingly complex geographical enquiry and challenge bias when thinking critically about different viewpoints. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Message from Mr Slowey, Head of HumanitiesThe biggest strength of the Geography Department is sound subject knowledge development which

can be particularly difficult within geography where subject knowledge is continually developing. A way we do this is by incorporating real-world data – maps, photographs, statistics, graphs,

text – into most lessons. As these become embedded within the curriculum students become more comfortable and confident in interrogating and critiquing it. Something

that is unique within the Geography Department is the fact that we have introduced the concept of “fertile questions” to each topic, which will be introduced to students at the start of each topic and continuously referred to throughout the scheme of learning to guide students’ thinking, and ultimately will be answered at the end of each unit. We will look to improve opportunities to support and consolidate our learning beyond the classroom by building on conducting fieldwork allowing students the prospect of investigating various environments and enquiries.

GEOGRAPHY

10


Trip to Olympic Stadium, Stratford

Coastal Fieldwork

11


7 What is aGeographer?

Is Earth running out of natural resources?

What is weather and climate?

What is weather and climate?

What is an economy from local to global?

What is Russia like?

8 What is development?

What happens where the land meets the sea?

Will we ever know about the hazardous earth enough to live safely?

Will we ever know about the hazardous earth enough to live safely?

How is Asia being transformed?

One planet, many people: How is population changing?

9 What are the challenges and opportunities facing Africa?

Why are rivers important?

Why is the Middle East an important world region?

Why is the Middle East an important world region?

What is the future of our planet? A geographer’s view

Our local area

10 Development Dynamics

Challenges of an Urbanising World

People and the Biosphere - Forests under Threat

People and the Biosphere - Forests under Threat

The UK Physical Landscape - Coasts

Hazardous Earth - Climate

11 UK Evolving physical Landscape - Coasts

Hazardous Earth - Tectonics



UK Evolving Human Landscape

The History department at High Weald Academy aims to ensure every student is able to ask questions summoning their curiosity and know more about Britain’s past at local and national level and that of the wider world.

History is a subject that forms the bedrock of our understanding of the culture in which we live as well as the wider world around us. Students should be encouraged to cultivate a chronological framework of British history that will enable them to make sense of the new knowledge they acquire. The curriculum created has been designed to be challenging and provide students with essential knowledge for our students to be educated citizens that is useful for students after schools and helps answers current issues we see in the world today. This will also allow them to understand the process of change, to see how we arrived ‘here’ and help them to make sense of the present. History’s unique concepts help students to construct and develop arguments and support them to become analytical citizens who can question human incentive and society with skill and confidence.

Message from Mr Slowey, Head of HumanitiesThe strength of the History department is a quality history education which will help students gain a coherent and comprehensible knowledge and understanding of Britain’s past and that of the wider world and closer to home. We believe it is necessary to inspire students’ curiosity to know more about the past. The teaching of history in The High Weald Academy equips students to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement which mirrors skills they will need at KS4 . Our curriculum is logical with clear links to the GCSE specifications. Schemes of work have thought provoking questions that provide a hook for students. History helps students to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. We will look to improve opportunities to support and consolidate our learning beyond the classroom by building on our annual trips to the WWI Battlefields by bringing History to life in front of our students’ eyes.

HISTORY

12

TERMLY CURRICULUM OVERVIEWYear Group 1 2 3 4 5 6

7 Norman Conquest Norman Conquest / Medieval Religion

Medieval Religion Black Death Black Death / Migration Migration

8 Challenges to the Catholic Church

Challenges to the Catholic Church / English Civil War

English Civil War British Empire British Empire / Industrial Revolution

Industrial Revolution

9 The Fight to Vote Women fighting for the right to vote / World War I

World War I World War II Holocaust The Cold War

10 Medicine 1250 – 1500 / 1500 -1700

Medicine 1500 – 1700 / Medicine 1700 - 1900

Medicine 1700 – 1900 / Medicine 1900 - Present

Medicine 1900 – Present / Medicine in World War I

Henry VIII and Wolsey Henry VIII and Cromwell

11 The Weimar Republic / Hitler’s Rise in Power

Hitler’s Rise in Power / Life in Nazi Germany

Life in Nazi Germany / Origins of the Cold War

Origins of the Cold War / Cold War Crises

Cold War Crises / End of Cold War


Trip To Senlac Hill and Hastings

WWI Battlefields

Cranbrook Museum

13

The maths department at High Weald Academy aims to ensure every child is able to fully enjoy and appreciate the Mathematics that surrounds them.

We believe that every child can learn Mathematics and by giving them the appropriate resources, support and challenge that they can progress and believe in their abilities to develop their own mathematical thinking. Through the development of a challenging and rewarding curriculum our aim is to develop students who have the resilience, confidence and character to overcome any problems and challenges that they will face in their lifetimes.

We want students to think like mathematicians and not just DO the maths.

Message from Mr Kent, Head of MathsAs a department our strengths lay in our ability to create an environment to enable students to enjoy mathematics and not to fear it. It is OK to make mistakes, it is how we learn. In KS3 we use Maths-Whizz, an intuitive and interactive program, to increase the numeracy levels of our students. We then have MathsWatch which encompasses video clips and interactive questions to further challenge

our KS3 and KS4 students. By basing our curriculum around a retrieval and revisit model we aim to increase the progress of students in KS3 and ease their transition into KS4. Looking to the future, we

intend to include a variety of trips and extra-curricular activities for every year group to promote and further stimulate an interest in the maths in the world around them

MATHS

14

15


7 Four operations Directed number Order of operations Place Value Area and Perimeter of rectangles and squares Square and cube numbers Introduction to fractions

Four operations with fractions Fractions of amount. Basic need to know FDPDividing by a decimal

Function machines with numberFunction machines with algebraWriting and ordering algebraSimplifying expressionsExpanding single brackets

Factors, multiples and primesSubstitutionFormulaeIntroduction to percentages

SequencesSolving equationsAngle properties

Basic probabilityIndex notationIndex lawsCo-ordinatesPlotting graphs

8 Index notationIndex LawsFactorising single bracketsSurds (simplifying, four operations)Reading and writing inequalities (using number lines)Area and circumference of a circleAngle PropertiesSequences

Solving Equations by readingExpanding double bracketsFactorising double bracketsPercentagesSolving by balancing, unknowns on one side

Solving using balancing.RatioFormalised plotting, all types of functionsUnderstanding shapes of functionsReal life graphs. Introducing gradient and y-intercept

Rearranging formulaedirect and inverse proportionPythagoras TheoremBasic ProbabilityCo-ordinatesPlotting graphs

y=mx+cConversion graphsKinematic graphsspeed = distance/timeSolving linear inequalities

Names and properties of 3D shapesVolume and S.A of prismsProportional increase/decrease.

9 Solving linear inequalitiesExpanding triple bracketsSolving quadratics using factorisingEstimating and approximating Names and properties of 3D shapesspeed = distance/timeKinematic graphs

Simplifying algebraic fractions. Linear simultaneous equationsArea of a trapezium, parallelogram, circles and other compound shapesProportional increase/decreaseRatio/proportion

Quadratic formulaCompound interestRepeated percentage changeVolume and S.A of prisms

Setting up quadratic equations to solve problemsStandard form and powers of 10Rationalising SurdsDensity and other compound measuresCompound units e.g cm sqr to m sqr

Equations of parallel lines.Formally finding midpointsFinding the equation from two points2D and 3D similar shapesTwo way tables

Upper and lower bounds (basics)Inequalities on graphsAverages and frequency tablesTransformations

10 F ProbabilityCircumference and area of circles, half and quarterAlgebra and perimeter problemsArea of quadrilateralsMultiplying decimals Dividing by a decimal

Area and algebra problemsSimplifying algebra Expanding bracketsTables and charts

InequalitiesCo-ordinates and plottingWorded percentagesPythagoras’ theoremSolving quadratics

Angle factsAngles on parallel linesPolygons SequencesBearings and scale drawingsPlans and elevations

Trigonometry, TransformationsSurface area of prismsVolume of prismsVolume problems - include capacity

Corrections and GAP analysis from end of yearAverages, including from a table

10 H ProbabilitySurdsIndex notationCircumference and area of circles, half quarter and sectorsAlgebra and perimeter problemsArea of quadrilateralsMultiplying decimals Dividing by a decimals

Area and algebra problemsSimplifying algebra Expanding bracketsTables and chartsFactorise quadraticsRearranging FormulaeExpressions and IdentitiesSimple and Compound InterestTransformationsTrigonometry Solving using graphs

InequalitiesCo-ordinates and plottingWorded percentagesPythagoras’ theoremSolving quadraticsCompound interest

Angle factsAngles on parallel linesPolygonsTessellationsCircle theorems SequencesBearings and scale drawingsPlans and elevations

Trigonometry, TransformationsSurface area of prismsVolume of prismsVolume problems - include capacityLinear simultaneous equations

Corrections and GAP analysis from end of yearAverages, including from a tableY=mx+cEquations of parallel and perpendicular lines

11 F RatioCo-ordinatesPlotting all graphsLinear InequalitiesUnit Conversions. Compound UnitsReal life graphs, interpreting gradient and y-intercept Surface area and volume of prisms

Rearranging FormulaeExpressions and IdentitiesSimple and Compound InterestTransformationsTrigonometry Solving using graphs

y=mx+cEquations of parallel linesVectorsSpeed, Density and PressureCircle Properties Venn Diagrams (Set notation)Comparing lengths, areas and volumes using ratio notationError Intervals, Basic Bounds

Constructions and LociPlans and ElevationsMaps, Scale Drawings and BearingsLinear simultaneous equations2D Similar ShapesCongruency in TrianglesDirect and Inverse Proportion

Past papers and revision Study leave

11 H Coordinates and graphsExpanding triple bracketsFactorising and solving quadratic equationsLinear and quadratic simultaneous equationsLinear and quadratic inequalitiesRoots, intercepts, turning pointsMultiplicative reasoningUnit conversions and compound measuresVolume and surface area

RatioTransformations3D shapes, plans and elevationsSimilarity and congruence in 2D and 3DRecurring decimals - fractionsBounds

Graphs of trigonometric functionsAdvanced trigonometry Algebraic fractionsChanging the subject of the formulaAlgebraic proofCircle Theorem - ProofsDirect and inverse proportionFunctionsConstructions and loci

VectorsIterationExponential functionsGradient of a curve, area under a curve Equation of a circle and tangentGraph transformations

Past papers and revision Study leave

The Modern Foreign Languages department at High Weald Academy aims to ensure every student is able to develop tolerance, critical thinking and the basics of the Spanish language.

Each student will have the opportunity to deepen their cultural knowledge of Spanish speaking countries and will have the chance to rediscover their own language through the acquisition of a new one.

Message from Mr Ifrah, Modern Foreign Languagues TeacherThe MFL department at The High Weald Academy uses modern resources based on current events happening in Spanish speaking countries all over the world. The cultural aspect is reinforced by the presence of a native speaker of two languages (French and Spanish) to strengthen pronunciation and engagement. The grammatical approach around the curriculum puts it at the heart of the content. It serves the new vocabulary and allows pupils to see purpose in the new structures and language techniques that they learn.

MODERN FOREIGN LANGUAGES

16


7 Around me What I like to do School Life My family In my town Overview and Revision

8 What I do on holidays

Leisure time Food Frenzy What are we doing? Plans Plans Plans! Overview and Revision

9 My life as a teenager

Intro to working Healthy habits Young people in (social) action

City Trip Overview and Revision

10 Life on Holidays What happens in school

Family and friends Leisure and interests

Town Life Culture and Festivities

11 The World of Work Environment Overview and Revision


Residential trip to Spain (Destination to be confirmed)

“Cooking days”: Students will be able to cook Hispanic food to discover new flavours and also

new ways to eat

Murder mystery at Europa Centre with native language

speakers to immerse pupils in the target language

17

The PSHCE department at High Weald Academy aims to ensure every student is encouraged to live healthy, safe, productive, capable, responsible and balanced lives.

Students are encouraged to shine by being supported in making effective decisions, positive learning, career choices and in achieving economic wellbeing. Students are provided with opportunities to reflect on, clarify their own values and attitudes, and explore the complex and conflicting range of values and attitudes encountered now and in the future. Our curriculum focuses on students’ health and wellbeing, the complexity and variety of relationships and understanding the wider world we live in. Students will also develop inter and intra personal skills allowing them to develop team work and personal skills ensuring they shine and are not hidden. PSHCE has an important role in supporting the school in developing our students as global citizens, by understanding the world around us and building tolerance and an understanding of diversity.

Message from Mr Slowey, Head of Humanities

The biggest strength of the PSHCE Department is the fact that we have an array of experienced teachers who focus on core concepts in lessons, ‘Health and Wellbeing’, ‘Relationships’ and ‘Living in the Wider World’. These key themes allow students to explore these topics whilst showing students how to take care of themselves in the outside world. A growing body of research shows that students who are emotionally healthy do better at school. PSHE education helps children and young people to achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships. PSHE education also helps students to develop skills and aptitudes - like teamwork, communication, and resilience - that are crucial to navigating the challenges and opportunities of the modern world, and are increasingly valued by employers. Plans for the Department’s future is look for some extra-curricular events or speakers that would help us consolidate students’ learning in the classroom.

PERSONAL SOCIAL HEALTH AND CITIZENS EDUCATION

18


7 Health and Wellbeing Relationships Living in the Wider World Health and Wellbeing 2 Relationships 2 Support the Environment Project

8 Health and Wellbeing - Addiction

Relationships 3 Be safe and responsible in the wider world

Healthy mind and body Diversity and Equality in relationships

Charity Organisation Project

9 Health and Wellbeing 4 An understanding around sex and consent

Aspirational goal setting for the future

Health and Wellbeing 5 Relationships 3 Apprentice Project

10 A deeper look at addiction Relationships 4 Right and Wrong Choices Life and Further Study Skills

Skills and Qualities The Perfect Job Project

11 World of Work UCAS Planning Applying to UCAS UCAS Progress

The PE department at High Weald Academy strive to promote a healthy active lifestyle through a varied and creative curriculum.

We believe the best influence for young people is to share our passion for physical education to allow students to learn to love an active lifestyle, if they do not already. Through the BTEC Sport curriculum we further develop fitness and training but promote leadership within PE to give students the skills and knowledge to succeed in a range of careers in the sports industry.

Message from Mrs Coleman, Teacher of PEWe are a passionate department that work in collaboration to promote exciting and engaging lessons, ensuring all students achieve and experience success. We have a broader spectrum than most secondary schools of sports and activities due to our range of facilities such as sports hall, outside courts, field and access to Angley Woods. We also introduce students to different sporting roles to suit all such as officiating and coaching as well as participating. We strive to deliver a curriculum that suits the needs of our students in and outside of school, and aspire to promote a range of careers in PE and Sport through our teaching, to encourage further education in the sport industry. We have access to fitness testing equipment such as hand grip dynamometers and skin fold callipers which promotes the pathway to level 2 BTEC Sport in key stage 4.

PHYSICAL EDUCATION

20


7 OAA (Team building) / Skill acquisition

Netball / Basketball

Gymnastics / Rugby

HRE / Short Tennis

Athletics Cricket / Rounders

8 Netball / Basketball

OAA / Badminton Gymnastics / Rugby

HRE / Handball Athletics Cricket / Rounders


Alternative sports / Badminton

Handball / Leadership

HRE / Volleyball / Hockey / Rugby

Athletics Cricket / Rounders / Softball



Handball / Hockey / Rugby

HRE / Volleyball Athletics Cricket / Rounders / Softball

11 Netball / Football / Handball


HRE / Volleyball Options


University visits to study fitness testing and sport science

Extra-curricular sports club visits including Basketball

championships and Women’s FA cup finals

Skiing weeks in Italy

21

The Religious Education (RE) department at High Weald Academy aims to ensure every student is engaged, inspired, challenged and encouraged and that they are equipped with the knowledge and skills to answer challenging questions.

Religious Education enables students to ask deep and often searching questions about their own faiths and beliefs, and the beliefs, faiths and opinions of others regarding relevant contemporary moral issues. Students will be able to deepen their understanding of God. The teaching of RE makes links and comparisons between the beliefs, practices and value systems of a range of faiths and world-views studied. The RE curriculum will help to develop responsibility and respect for all aspects of diversity, whether it be social, cultural or religious, and prepare pupils well for life in modern Britain.

Message from Mr Slowey, Head of HumanitiesThe biggest strength of the RE Department is the fact that students are expected to study of range of different religions, religious leaders, and other religious and moral themes. This allows our students to explore the subtle similiarites and differences between these religions whilst also building up tolerance and a respect for diversity around them. Our curriculum aims to provides essential information and understanding about each of these religions. Religious studies also enables the development of crucial aptitudes -- critical thinking, communication competence, interpersonal awareness, and intercultural literacy through applying our knowledge and understanding of different religion to various enquiries -- necessary for success in a global society.

RELIGIOUS EDUCATION

22


7 Looking for God Looking for God / Islam

Islam / Buddhism Buddhism / Sikhism

Buddhism / Sikhism Sikhism / Christianity

Christianity

8 Judaism Judaism / Hinduism Hinduism Moral Issues Moral Issues / Alternative Religions

Alternative Religions

9 Religion & War Religion and War / Science v Religion

Science v Religion End of Life End of Life / Equality Equality


Visits to various Churches / Temples and Synagogues

23

The science department at High Weald Academy aims to ensure every student is able to look at the world around them and to have the fundamental knowledge to understand how it works.

The curriculum focuses on fostering students’ natural curiosity of the world, engaging them through the use of practical work and extracurricular activities leading to a lifelong love of science.

Science is not just about learning in the classroom but it is also about applying ideas contextually into day to day living, our aim is for our students to understand the implication of Science today and in the future. The curriculum will allow students to obtain the knowledge and skills which will enable them to think like scientists and to develop an understanding of scientific processes.

Our curriculum will challenge pupils and encourage them to develop skills for science and life. Many of these skills will equip them for a variety of careers, opening opportunities to them for

their future. It is key that we develop students who are confident in their skills and knowledge allowing them to develop into successful future scientists.

Message from Miss Woodcock, Head of ScienceStudents benefit from having an extremely well-resourced science department, providing a

plethora of practical experience allowing them to develop their ‘hands on’ scientific skills. We are really proud of our 8 modern science laboratories. Two of which are specialist

laboratories for teaching each of the three disciplines, Biology, Chemistry and Physics which the learning experience for our students. Our curriculum focuses on ‘powerful knowledge’ these are the knowledge and skills which will allow students to access success in science combined with excellent teaching and subject knowledge across our team. We are a rural school and embrace the farm in our studies. Students in years 7 and 8 have the opportunity to study animal husbandry alongside the science curriculum. As a department we will continue to explore new

possibilities which will enhance the development of every student in science in order for them to experience the best that science has to offer!

SCIENCE

24


Bedgebury pinetum

Herstmonceux planetarium

Big bang science fair

25


7 Science Starts Here

Particles

Energy

Cells

Periodic Table 1

Chemical Reactions 1

Revision for mid-year exams

Reproduction

Genetic variation and evolution

Space Physics

Plant Biology

Ecology, Organisms and their relationships in ecosystems

Revision for end of year exams

8 Periodic table 2

Producing energy for organisms

Drugs and health

Forces

Climate and earth’s resources

Energy 2

Revision for mid-year exams

Chemical reactions 2

Electricity and magnetism

Waves The microbial world

The world of engineering

Revision for end of year exams

9 Biology: Cells and organisation

Chemistry: Atomic structure

The periodic table

Biology: Cell division

Organisation and the digestive system

Chemistry: Structure and bonding

Physics: Conservation and dissipation of energy

Chemistry: Chemical changes

Physics: Energy transfer by heating

Energy resources

Chemistry: Chemical changes continued

Biology: Organisation and the digestive system continued

Physics: Electric circuits

Biology: Organising animals and plants

Physics: Electricity in the home

10 Biology: Communicable disease

Chemistry: Chemical calculations

Electrolysis

Physics: Molecules and matter

Biology: Preventing and treating disease

Non communicable diseases

Chemistry: Energy changes

Physics: Radioactivity

Forces in balance

Biology: The human nervous system

Chemistry: Rates of reactions

Physics: Motion

Biology: Hormonal coordination

Chemistry: Crude oil and hydrocarbons

Physics: Force and motion

Biology: Photosynthesis

Respiration

Chemistry: Earth’s Atmosphere

Physics: Wave properties

Chemistry: Chemical analysis

Physics: Electromagnetic waves

11 Biology: Adaptations, interdependence and competition

Organising an ecosystem

Biodiversity and ecosystems

Physics: Electromagnetism

Biology: Reproductions

Variation and evolution

Genetics and evolution

Chemistry: Earth’s resources

Revision and consolidation

Revision and consolidation

The High Weald Academy

Cranbrook, Kent TN17 2PJ01580 712754 | www.highwealdacademy.kent.sch.uk

Aspiration Ambition Achievement

Documents

Transcript of Aspiration Ambition Achievement