Xavier Centre Curriculum Plans

Art

Year A

Term	Topic	Key Concepts / Words
Autumn 1	Doodling (mindfulness) – Students explore different approaches to using line and use different materials to do this. Work on developing a doodle name using different line times and the role art can play in developing mindfulness.	Mindfulness Line Shape
Autumn 2	Colour Theory – Explore colour wheel and relationship between colours. Primary colours, secondary colours how these are mixed and used by artists.	Colour Primary & Secondary Complementary
Spring 1	Clay – Explore clay and tactile nature of the material. Look at rolling and joining clay (score and slurry) as well as hand building and create different mini-sculptures and tiles in response to topical theme.	Clay Slurry Score Ceramic
Spring 2	Painting & Nature – Artists who explore nature looked at with students also having an opportunity to work in nature and from natural forms. Explore watercolours and different approaches to using the medium including wet-on-wet and wet-on-dry.	Tone Texture
Summer 1	Still life drawing – Students to explore personal items and approaches to drawing from still life set ups. This includes experimental approaches and different ways of using line, shape and tone.	Line Shape Tone
Summer 2	Abstract Painting – Students explore emotions and how different colours, lines and shapes can be used in an abstract way to represent emotion.	Jackson Pollock Miro Action

Year B

Term	Topic	Key Concepts / Words
Autumn 1	Mark Making – Responding to music students mark make using different materials and explore the power of music and how it can lead artists to create. Also linked into mindfulness.	Yayoi Kusama Abstraction Kandinsky
Autumn 2	Christmas card making (seasonal, celebration) – In response to the Christmas season students look at different ways to create Christmas cards and create a series of cards to share with family.	Decorate Composition
Spring 1	Wax-resistance – Students learn the process of Batik and Wax resist create patterned work on fabric linked to traditional examples of Batik.	Wax Batik Fabric
Spring 2	Collage – Students look at image making where found images are reused and combined in different ways. Inspiration to come from popular culture such as games as TV.	Paper Layers Picasso & Dada
Summer 1	Mono-printing – Printmaking technique of mono-printing explored as students learn how to roll and blot ink before then creating mono-print. Importance of create strong contrast of tones explained.	Ink Tone Contrast
Summer 2	Portraiture – Students encouraged to look at a range of different approaches to portraiture before then creating a self-portrait bring prior ideas together. Linked to Julian Opie and other Pop Art approaches.	Lots of different artists and approaches explored.

Arts Award

Arts Award Explore (Entry Level 3) - Year 12 Students

Arts Award Section	What Young People Should Know	Evidence Required
Part A: Take Part	Participation in at least two arts activities What they have learnt about the arts through active participation	A record of taking part in more than one arts activity Identification of what they have learnt from taking part in these arts activities
Part B: Explore	An exploration of the work of at least one artist An exploration of the work of at least one arts organisation	A record of what they have found out about the work of artists A record of what they have found out about the work of the arts organisations
Part C: Create	Participation in an arts activity, leading to the creation of an artwork The application of arts skills through making artwork	A record of the process of creating their artwork A record of their final work
Part D: Share	Identification of personal enjoyment and/or achievement(s) Communication of enjoyment and/or achievement(s) to others	Identification of what has been enjoyed and/or achieved through completing the award A record of what was shared and how it was shared with others

Arts Award Bronze (Level 1) - Year 13 Students

Arts Award Section	What Young People Should Know	Evidence Required
Part A: Explore the arts as a participant	Participate in any art form Improvement in personal arts practice	A description of their arts activity Evidence of participating in their arts activity, e.g. through written/recorded diary logs, annotated photos, notes comments or feedback A summary of what they have learnt and how their interests, knowledge and skills have developed
Part B: Explore the arts as an audience member	Experience of one or more arts events/experience(s) Reflection on the quality of the arts event(s)/experience(s) Their opinion about the arts event(s)/experience(s) Communication of their reflection/views about the arts event(s)/experience(s)	Evidence of attending at least one arts event or experience, for example, programme, postcard, photographs, ticket Evidence of personal reflection on the event(s)/experience(s) and their creative impact Evidence of communicating/sharing personal reflection with at least one other person
Part C: Arts inspiration	Simple research into, and appreciation of, the work of an artist, craftsperson or arts practitioner What they have learnt from the research into the person’s arts practice, career, life and work	Evidence of their research, for example, notes, photographs or recordings A summary, in any format that others can understand, of why the person was chosen and what they learnt about that person’s arts practice, career, life and work
Part D: Art share - passing on arts skills to others	Discussion with their advisor or another arts professional about the plans for their arts skills share Delivery of their arts skills share How well they passed on their arts skills	An explanation of their arts skills share activity, why they chose it and the plans they’ve made Evidence of the activity and how they passed on their arts skills to others Reflection on how well they passed on their arts skills

Drama

Overview

The Drama curriculum for our Xavier Centre students seeks to provide them with a toolkit of interpersonal and performance skills that they can utilise during their time with us and eventually beyond our school in their social lives and employment. Students will engage in group work tasks, developing their abilities to talk in turn, interject, compromise, communicate and share their thoughts, feelings and opinions. The academic year culminates in a showcase event for parents, friends and family.

Year A

Term	Topic	Key Concepts / Words
Autumn	Social interaction and Interpersonal skills In this unit, students work on developing their interpersonal skills working in small groups or as a whole class. Vocational scenarios are used to allow students the opportunity to demonstrate their proficiency and develop their understanding of how this could be applied outside of the classroom in school or their lives outside school. There is an opportunity for the students to perform these scenarios to the class where students can evaluate how successful their use of the skills are and how they can be improved.	Eye contact Register Communication Gesture Proxemics Appropriate Language Questioning Time management Friendship Conversation
Spring	Script Work, Devising and Performance Skills In this unit, our students explore a variety of play texts through rehearsal and performance. Many of these texts are tailored to the variety of need and reading abilities of the groups and are differentiated where appropriate. Students are encouraged to perform their pieces to the class, to gain confidence and to build resilience and overcome nerves when performing/speaking in front of others. At the end of this unit, we will have selected a number of suitable scenes and plays that can be used in our showcase event in Term 3.	Volume Pace One Pitch Pause Tableau Body language Gesture In role Character
Summer	Xavier Showcase and Choral Performance In this unit, we teach the class a musical/choir number that is performed at the showcase. Students will develop their reading, performance skills, rhythm and musicality. Students will also prepare scenes for performance. These will either be duologues, monologues or in small groups. Roles are assigned based on student ability and confidence. All students are encouraged to take some part in the event and those who don’t wish to perform can operate sound, lights or assist with stage management. The year finishes with a showcase performance in front of an invited audience.	Rhythm Ensemble In Role Audience awareness Staging/proxemics Character

Term

Topic

Key Concepts / Words

Autumn

Social interaction and Interpersonal skills

In this unit, students work on developing their interpersonal skills working in small groups or as a whole class.

Vocational scenarios are used to allow students the opportunity to demonstrate their proficiency and develop their understanding of how this could be applied outside of the classroom in school or their lives outside school.

There is an opportunity for the students to perform these scenarios to the class where students can evaluate how successful their use of the skills are and how they can be improved.

Eye contact

Register

Communication

Gesture

Proxemics

Appropriate Language

Questioning

Time management

Friendship

Conversation

Spring

Script Work, Devising and Performance Skills
In this unit, our students explore a variety of play texts through rehearsal and performance. Many of these texts are tailored to the variety of need and reading abilities of the groups and are differentiated where appropriate.

Students are encouraged to perform their pieces to the class, to gain confidence and to build resilience and overcome nerves when performing/speaking in front of others.

At the end of this unit, we will have selected a number of suitable scenes and plays that can be used in our showcase event in Term 3.

Volume

Pace

One

Pitch

Pause

Tableau

Body language

Gesture

In role

Character

Summer

Xavier Showcase and Choral Performance
In this unit, we teach the class a musical/choir number that is performed at the showcase. Students will develop their reading, performance skills, rhythm and musicality.

Students will also prepare scenes for performance. These will either be duologues, monologues or in small groups. Roles are assigned based on student ability and confidence. All students are encouraged to take some part in the event and those who don’t wish to perform can operate sound, lights or assist with stage management.

The year finishes with a showcase performance in front of an invited audience.

Rhythm

Ensemble

In Role

Audience awareness

Staging/proxemics

Character

Year B

Term	Topic	Key Concepts / Words
Autumn	Presentation Skills and About Me In this unit, students will learn about effective presentation skills and how to write and create slides for a presentation on something that interests them or that they are passionate about. Students will develop, refine and rehearse the presentations ready to present to the rest of the group in the main studio.	Eye contact Formal/informal register Communication Gesture Appropriate language Questioning Slideshow Script
Spring	Performance Skills and Devising 2 This unit builds on the performance skills from the previous year and students will again prepare scripts for performance. Additionally, students will have greater creative input, using a variety of stimuli to develop their own pieces for performance. Groups will have creative control of their pieces, guided by staff to help structure and scaffold the narrative, script etc. This unit will culminate in a performance of their devised pieces to the rest of the class and invited staff.	Volume Pace One Pitch Pause Tableau Body language Gesture
Summer	Xavier Centre Showcase and Choral Performance As in Year A, in this unit students will prepare scenes for performance as well as a Year 12 and Year 13 choir piece. All students are encouraged to take some part in the event and those who don’t wish to perform can operate sound, lights or assist with stage management. Those Year 13 students who wish to take part will be encouraged to take on a larger role within the showcase and will often perform a poem as an ensemble, developing their reading and performance skills as well as their understanding or punctuation, clarity, diction and volume. As in Year A, these preparations will culminate in a form al performance in front of an invited audience.	Rhythm Ensemble In role Audience awareness Staging/proxemics Character Rehearsal Time management Directing Stage Management

Term

Topic

Key Concepts / Words

Autumn

Presentation Skills and About Me
In this unit, students will learn about effective presentation skills and how to write and create slides for a presentation on something that interests them or that they are passionate about.

Students will develop, refine and rehearse the presentations ready to present to the rest of the group in the main studio.

Eye contact

Formal/informal register

Communication

Gesture

Appropriate language

Questioning

Slideshow

Script

Spring

Performance Skills and Devising 2
This unit builds on the performance skills from the previous year and students will again prepare scripts for performance. Additionally, students will have greater creative input, using a variety of stimuli to develop their own pieces for performance. Groups will have creative control of their pieces, guided by staff to help structure and scaffold the narrative, script etc.

This unit will culminate in a performance of their devised pieces to the rest of the class and invited staff.

Volume
Pace
One
Pitch
Pause
Tableau
Body language
Gesture

Summer

Xavier Centre Showcase and Choral Performance
As in Year A, in this unit students will prepare scenes for performance as well as a Year 12 and Year 13 choir piece. All students are encouraged to take some part in the event and those who don’t wish to perform can operate sound, lights or assist with stage management.

Those Year 13 students who wish to take part will be encouraged to take on a larger role within the showcase and will often perform a poem as an ensemble, developing their reading and performance skills as well as their understanding or punctuation, clarity, diction and volume.

As in Year A, these preparations will culminate in a form al performance in front of an invited audience.

Rhythm
Ensemble
In role
Audience awareness
Staging/proxemics
Character
Rehearsal
Time management
Directing
Stage Management

English

Please note, that this is a rolling curriculum, students may start on Year 1 or Year 2.

Each term has a focus, but reading, writing and speaking & listening skills are practised and developed throughout the year. There is an emphasis on repetition and using skills learnt in different contexts.

Examples of specific topics and activities cover Entry Level 1 to Level 1 and not all students will master all the below skills.

Year A

Autumn 1

Writing – Key Skills: The alphabet; spelling

Saying and writing the names of letters, using both upper and lower case
Spelling strategies
Putting words in alphabetical order
Using a dictionary

Autumn 2

Reading – Key Skills: Understand the main point in texts; Identify different purposes of texts

Using texts such as short fiction or excerpts from stories, instructions (manuals, recipes, directions), articles and advertisements

Spring 1

Speaking & Listening – Key Skills: Identify relevant information from explanations; follow discussions

Listening to news reports, adverts, information from voice messages/announcements and extracting relevant information
Following and joining in discussions about subjects of interest and current affairs

Spring 2

Writing – Key Skills: Communicate information in writing; use compound sentences and conjunctions

Using writing to communicate in a number of different ways, e.g. text messages, emails, reports, articles, stories, lists
Extending sentences using: and; because; but; or; yet; so

Summer 1

Reading – Key Skills: Use strategies to find the meanings of words; understand presentational features

Strategies to work out the meanings of words such as dictionaries, the internet, working out meaning from context
Presentational features such as titles/headlines, subheadings, images and captions, fonts and paragraphs
Using texts such as newspapers and magazines

Summer 2

Speaking & Listening – Key Skills: Make requests and ask questions; respond appropriately to questions; express opinions

Role-play activities such as going to a café or shop or making a phone call and making a request
Make a phone call to ask a question. Respond appropriately to questions
Plan an end-of-term event, practising the above skills

Year B

Autumn 1

Writing – Key Skills: Using punctuation; plurals; subject/verb agreement

Full stops, question marks, exclamation marks, commas, apostrophes
Forming regular and irregular plurals
Subject/verb agreement (e.g. I am/We are…)
Using tenses correctly

Autumn 2

Reading – Key Skills: Understand the main point in texts; Identify different purposes of texts.

Using texts such as short fiction or excerpts from stories, instructions (manuals, recipes, directions), articles and advertisements

Spring 1

Speaking & Listening – Key Skills: Express information and communicate feelings about a topic; make relevant contributions to discussions

Do a presentation about a topic of interest
Take part in a debate

Spring 2

Writing – Key Skills: Complete forms asking for personal information; write using appropriate language for the audience

Completing forms, e.g. application forms or online shopping
Looking at formal and informal language

Summer 1

Reading – Key Skills: Make inferences from texts. Know the difference between fact and opinion

Inferring from pictures and texts what is happening/what will happen
Identifying what information from text is a fact and what is an opinion

Summer 2

Speaking & Listening – Key Skills: Turn-taking; listening to and responding to the views of others

Take turns in activities that involve turn-taking
Asking follow-up questions and making additional comments
Plan an end-of-term event, practising the above skills

For more detailed information about what your young person will be covering each term, please select the plan of their current level.

Food Skills

The students in Year 12 will learn the basics of safety and hygiene, the names and uses of different equipment and utensils and prepare a variety of mainly savoury recipes.

The Year 12 students will be learning to prepare a variety of different recipes. Examples will be -

Roasted Vegetable Moroccan Cous Cous
Rock Cakes
Sausage Rolls
Pizza
Scones
Turkey stir-fry
Sweet potato and chickpea curry

Students in Year 13 will learn to prepare and cook more complex dishes to both consolidate and develop their practical skills.

The dishes made will often be seasonal and /or may be for a particular event. E.g. preparing cakes for a fundraiser, snacks for their Outward Bound visit.

The students will learn about health, safety and hygiene in the kitchen. They will develop a clear understanding of -

Personal hygiene
How to wash and dry utensils and equipment
How to clean a kitchen area
How to use utensils and equipment safely
How to deal with accidents in the kitchen

The students will learn about how to maintain good health -

Foods that are important for good health
Foods that may contribute to health-related issues
Importance of exercise

Gardening

This is an OCR Life and Living skill area Horticulture Curriculum.

It is seasonal, depending on the weather and natural changes in the environment. Students improve their skills in years 12,13 and 14 working with different seeds and plants each year.

Autumn

The learner will be able to clear and prepare a planting site
The learner can:
1.1   Clear a site
1.2   Prepare a site ready for planting
1.3   Remove and dispose of debris appropriately

The learner will be able to plant up the prepared site
The learner can:
2.1 Plant the prepared site (planting spring flowering bulbs and plants such as garlic)

The learner will be able to work safely
The learner can:
3.1   Work in a way that minimizes risks to self and others
3.2   Wear the appropriate personal protective equipment (PPE)
3.3   Use tools safely and effectively when preparing the site

The learner will be able to clean tools after use
The learner can:
4.1 Clean tools after use

The learner will be able to store tools and equipment after use
The learner can:
Store tools and/or equipment appropriately after use

Spring

The learner will be able to insert plant material
The learner can:
1.1   Collect and prepare plant material for inserting (seeds, beans etc.)
1.2   Give a reason for handling plant material carefully
1.3   Choose tools and equipment and check they are safe to use
1.4   Carry out activities to insert plant materials
1.5   Provide immediate aftercare to plant
1.6   State the conditions needed for plants to grow
1.7   Use, clean and store PPE, tools and equipment safely

Summer

The learner will be able to care for plant material
The learner can:
1.1   Provide appropriate protection for plant material (propagators, netting, stakes etc.)
1.2   Water plant material as required (efficient watering techniques)
1.3   Check that appropriate care has been given (deadheading, weeding, protecting from pests)

The learner will be able to work safely
The learner can:
4.1 Use, clean and store PPE, tools and equipment safely

ICT

Year A

Term	Topic	Key Concepts / Words
Autumn 1 Autumn 2	Word Processing Skills (approx. 10 weeks) Students will take part in sessions looking at different skills in Microsoft Word. Those who work faster will also have an opportunity to practice touch typing. Project: Create a Poster using concepts learnt over the term.	Font Size Bold, Underline, Italic Colour Word Art Alignment Inserting Pictures Page Orientation Page Colour Border Typing
Autumn 2 Spring 1	Presentation Skills (approx. 8 weeks) Students will take part in sessions looking at different skills in Microsoft PowerPoint. Project: Create and present a PowerPoint about a topic of their choosing, using the skills learnt over the last term.	Slide Layout Design Inserting Shapes Inserting Text Boxes Formatting Shapes and Pictures Inserting videos Transitions Animations
Spring 2	Email Students will learn how to send an email using Gmail.	Email address Subject CC / BCC Attachment Signature Reply / Reply All
Summer 1 Summer 2	Online Safety Students will learn about digital citizenship, how to keep their information safe online and what to do if they experience cyberbullying.	Digital Citizenship Online Community Social Media Keeping Information Safe Cyber Bullying

Year B

Term	Topic	Key Concepts / Words
Autumn 1	Word Processing Skills Students will take part in sessions looking at different skills in Microsoft Word. Those who work faster will also have an opportunity to practise touch typing. Project: Create a Poster using concepts learnt over the term.	Tables Highlighting Strikethrough Line Spacing Find & Replace Bullets and numbering Header / Footer / Page Number
Autumn 2	Presentation Skills Students will take part in sessions looking at different skills in Microsoft PowerPoint. Project: Create and present a PowerPoint about a topic of their choosing, using the skills learnt over the last term.	Slide Layout Design Inserting Shapes Inserting Text Boxes Formatting Shapes and Pictures Inserting Videos Transitions Animations
Spring 1 Spring 2	Online Research Students will get used to researching a variety of topics online and deciding whether the sources are trustworthy. Students will practise how to shop online and compare prices.	Search Engine Web Page Address Bar Finding Trustworthy Sources Online Shopping Book Mark Favourites
Summer 1 Summer 2	Online Safety Students will learn about some of the risks of being online including viruses, hacking, spam and bot accounts. They will learn how to share information safely and keep details private. They will have an understanding of a digital footprint and how this can impact their later lives.	Virus Hacking Spam Bots Sharing information Digital Privacy Digital Footprint

Life Skills

Life Skills lessons are once per week. While there is a focus for the term, the below skills are practised at various times throughout the year and will be revisited both formally and informally on many occasions.

The order in which things are taught, how long is spent on each topic and the levels of independence expected to be shown will vary greatly depending on the needs of the group.

Personal Hygiene and Health

The importance of keeping body, hair and teeth clean
Different products to use
Basic first aid
Healthier eating, balanced diet
Human bones and organs and their functions

Money

Coin and note values
Using debit, credit cards and phone payments
Visit local shops for shopping challenges
Role-play ordering in café/restaurant

Road Safety

Finding safer places to cross, zebra and pedestrian crossing
Using stop, look, listen, cross instructions
Following basic directions out in the community

Public Transport

Planning a journey
Using bus/train timetables and apps
Dealing with unexpected situations when travelling

Household Chores

Making a hot drink/snack
Changing bedding
Using a washing machine/reading clothes washing instruction labels
Using a microwave, oven and kettle safely
Using a vacuum cleaner, dusting and cleaning surfaces
Washing/drying up

Online

Filling in forms
Emailing
Social Media, safety online, sharing personal details
Texting and WhatsApp groups with friends, when things go wrong

Socialising

Planning cinema visit
Planning a café/coffee shop visit using role play and then an actual visit
Planning a party
Dressing for different occasions/situations

Mathematics

Please note, that this is a rolling curriculum, students may start on Year A or Year B.

Each term has a focus, but functional numeracy skills are practised and developed throughout the year. There is an emphasis on repetition and using skills learnt in different contexts.

Examples of specific topics and activities cover Entry Level 1 to Level 1 and not all students will master all the below skills.

Year A

Autumn 1

Number – Key Skills: Read, write, order and compare numbers

Odd and even numbers
Using decimal places
Continue sequences
Recognise positive and negative numbers
Find fractions of whole number quantities

Autumn 2

Measure, Shape & Space – Key Skill: Money

Recognise coins and notes
Use the correct symbols (£, p)
Calculate money using pence and pounds
Round amounts of money to the nearest £1 or 10p
Calculate simple interest/discounts in multiples of 5%

Spring 1

Data Handling – Key Skills: Extracting information from lists, charts and tables

Read information from lists, tables, diagrams and bar charts
Read and draw charts including tally charts and block graphs
Take information from one format and show using another
Interpret information to make comparisons and record changes
Compare the probability of events
Find the mean and range of a set of quantities

Spring 2

Number – Key Skills: Addition and subtraction

Recognise and interpret the symbols +, - and = appropriately
Add and subtract numbers
Follow the order of operations
Approximate by rounding

Summer 1

Measure, Shape & Space – Key Skill: Time

Read 12-hour analogue and digital clocks (hours, half and quarters)
Name and sequence the days of the week, months and seasons
Know the number of hours in the day and weeks in a year
Read and measure time using am and pm
Use 24-hour clocks

Summer 2

Data Handling – Key Skill: Sort and classify objects

Sort and classify objects by one or two criteria
Organise and represent information in appropriate ways

Summer 2 is assessment preparation in their final year

Year B

Autumn 1

Number – Key Skill: Multiply and divide

Recognise and interpret the symbols x, ÷ and = appropriately
Multiply whole numbers from 0x0 to 12x12
Divide two-digit whole numbers by single-digit whole numbers
Be able to express remainders
Multiply and divide three-digit whole numbers
Use multiplication facts to use and make connections with division facts

Autumn 2

Measure, Shape & Space – Key Skill: Measurement and scales

Describe and make comparisons in words (longer, shorter, heavier, lighter, wider, narrower)
Use metric measures of length, weight, capacity & temperature
Read scales
Compare measurements
Convert between units of measurement in the same system

Spring 1

Data Handling – Key Skills: Extracting information from lists, charts and tables

Read information from lists, tables, diagrams and bar charts
Read and draw charts including tally charts and block graphs
Take information from one format and show using another
Interpret information to make comparisons and record changes
Compare the probability of events
Find the mean and range of a set of quantities

Spring 2

Number – Key Skills: Approximating & rounding; Fractions & decimals

Round numbers to the nearest 10, 100 or 1000 and use this to check results
Recognise simple fractions
Read, write and use decimals
Read, write, order and compare percentages

Summer 1

Measure, Shape & Space – Key Skill: Shapes & positional vocabulary

Identify 2D and 3D shapes
Describe the properties of different shapes
Use positional vocabulary such as left, right, in front, behind, inside, between & below
Identify lines of symmetry in different shapes
Know eight points of the compass
Make calculations around shapes, including perimeter, area and volume

Summer 2

Data Handling – Key Skill: Sort and classify objects

Sort and classify objects by one or two criteria
Organise and represent information in appropriate ways

Summer 2 is assessment preparation in their final year

For more detailed information about what your young person will be covering each term, please select the plan of their current level.

Music

The Music Curriculum focuses on four key areas: listening and concentration, awareness of self and others, motor control, and social skills. This is achieved through a two-year rotation of practical, musical activities.

Each topic involves activities that encourage creative thinking, improve coordination, promote teamwork and build confidence through performing. Xavier pupils will explore a breadth of musical styles, play various instruments, and compose using technology, such as iMacs and iPads.

Year A

Term	Topic - Activities	Key Skills / Concepts
Autumn 1	Boomwhackers Playing parts individually and as part of a group	Pitch Timing Listening Coordination Dynamics Reading/Following
Autumn 2	Christmas Songs Singing different parts and learning about dynamics	Pitch Harmonies Dynamics Breath Control Reading/Following Memory
Spring 1	Solkattu Develop rhythm and timing with traditional Indian clapping music	Rhythm Clapping Vocalising Beat Relationships Complex Rhythms Counting
Spring 2	Film Music 1 Identifying key features of film music and composing their own using Garageband loops	Listening Composing Structure Techniques Using Computers Dynamics
Summer 2	The Orchestra Learning about the orchestra and playing classical repertoire on keyboards	Instruments Sheet Music Structure Technique Keyboard Technique Listening
Summer 2	Ukulele 1 Playing riffs and chords, reading tab and performing songs	Riffs/Chords Tab Timing Coordination Singing Reading/Following

Year B

Term	Topic - Activities	Key Skills / Concepts
Autumn 1	Drumming Creating and reading rhythms and playing them on a drum	Rhythm Recognition Coordination Teamwork Improvisation Performing
Autumn 2	Christmas Songs Singing different parts and learning about dynamics	Pitch Harmonies Dynamics Breath Control Reading/Following Memory
Spring 1	Film Music 2 Identifying key features of film music and composing their own using Garageband loops	Listening Composing Structure Techniques Using iPads Dynamics
Spring 2	Singing and Rounds Learning to sing with confidence and as part of a group	Confidence Group Skills Conductor/Following Singing Timing Memory
Summer 1	Rhythm Grids Creating their own song in Google Song Maker and Garageband	Exploration Experimentation Creativity Composition Rhythm Using iPads
Summer2	Ukulele 2 Playing riffs and chords, reading tab and performing songs	Riffs/Chords Tab Timing Coordination Singing Reading/Following

Physical Education

We play Basketball, Football, Table Tennis, Multi-Sports, and Tennis.

Click here for details of the PE Curriculum

PSHE

Year 12

Term	Topic	Key Concepts / Words
Autumn 1	Positive Self Concept - recognise how idealised images of bodies and pressure to conform, can adversely affect body image and self-esteem; strategies to manage this pressure	Self-esteem; body image; pressure to conform
Autumn 2	Bullying Recognise and manage different forms of bullying; understand rights in relation to harassment and stalking (including online); know sources of support	Bullying; stalking; harassment
Spring 1	Financial Awareness Know where money comes from; know what people need to use money for; know different forms of payment; make a simple budget plan for an activity	Money; budget; credit card; debit card; online bank transfer
Spring 2	Forming and Maintaining Respectful Relationships (1) Managing friendships; managing personal safety in new relationships; different levels of intimacy; healthy and less healthy relationships; ending relationships	Friendship; romantic/sexual relationships
Summer 1	Media literacy and digital resilience Know how to use the internet safely, including: keeping your information safe; being kind online; the risks and benefits of social media; being a critical consumer of online information	Internet safety
Summer 2	Equality, Diversity & Inclusion - Introduction to EDI, including looking at equality/fairness, stereotypes, valuing diversity and how to treat people well.	Equality; Diversity; Stereotypes

Year 13

Term	Topic	Key Concepts / Words
Autumn 1	Mental Health and Emotional Wellbeing – Building positive mental health; recognising mental health difficulties and where to access help; strategies for building positive mental health	Stress, anxiety, depression, anger, eating disorders
Autumn 2	Equality, Diversity & Inclusion – Looking at different forms of discrimination and valuing diversity	Racism & Racial Equality; Sexism & Gender Equality
Spring 1	Equality, Diversity & Inclusion – Looking at different forms of discrimination and valuing diversity	Ableism/Disability Awareness; Homophobia, Transphobia and LGBTQ+ Rights
Spring 2	Sexual Health and contraception (delivered by a specialist sexual health nurse) – Sexual feelings & arousal; Masturbation; Sexual touching & intercourse with a partner; Contraception, STIs and pregnancy	Sex, masturbation, intercourse, contraception, consent
Summer 1	Forming and Maintaining Respectful Relationships (2) Understand the moral and legal responsibilities that someone seeking consent has, and the importance of respecting and protecting people’s right to give, not give, or withdraw their consent (in all contexts, including online)	Consent, keeping information private (including images/videos), pornography
Summer 2	Parenthood Awareness Understanding the implications of pregnancy and parenthood; understanding how to prevent unwanted pregnancies.	Pregnancy, parenthood, contraception

Social Moral Spiritual and Cultural

This is a weekly lesson that looks at a variety of topics, giving students a wider knowledge of the world and the opportunity for discussion.

Topics include:

Celebrations

New Year’s Eve
Chinese New Year
The story of St Valentine
Ramadan and Eid
Diwali
Easter
The Gunpowder Plot
Christmas

Our Planet

Endangered animals
Repair, Reuse, Recycle
Climate change
Renewable energy
Saving energy in our homes and at school
Pollution of land and seas
The Rainforests/deforestation
The British Isles
Pollination, Bees and Honey

Different Cultures, religions and traditions

Research a country of the student's choice
Presentation of project
Different religions
Different places of worship
Foods from around the world, with some taste testing
Celebrations, traditions and language

Other

Fundraising and Charity
Friendship – This includes the use of social media, texting, conversation starters, being a good friend, arranging to meet friends, and problems that can arise with friends. Work on this topic is discussion-based and role-play
The Government
Any relevant topics from BBC News that students express an interest in

Speech and Language Therapy

This is a plan of the topics that will be covered over two years. There will be times when the friendship skills covered will differ due to the needs of the group.

Year 12

Term	Topic	Key Concepts / Words
Autumn 1 Autumn 2 Spring 1 Spring 2	The Zones of Regulation The Zones: Blue – low arousal Green – calm, ready to work Yellow – increased arousal Red – high arousal, loss of control www.zonesofregulation.com	Expected and unexpected behaviour Good thoughts and uncomfortable thoughts Social behaviour mapping Body clues Triggers Calming tools The size of a problem Inner coach Inner critic
Summer 1	Memory Magic Activities divided into "Magic Tricks" that help young people discover how to support their working memory and learning.	Focus Rehearse Group Picture It Map Link
Summer 2	Talkabout for Teenagers – Friends To raise awareness of how we make and maintain friendships	Trust and responsibility Valuing others Being nice

Term

Topic

Key Concepts / Words

Autumn 1

Autumn 2

Spring 1

Spring 2

The Zones of Regulation

The Zones:

Blue – low arousal
Green – calm, ready to work
Yellow – increased arousal
Red – high arousal, loss of control

www.zonesofregulation.com

Expected and unexpected behaviour
Good thoughts and uncomfortable thoughts
Social behaviour mapping
Body clues
Triggers
Calming tools
The size of a problem
Inner coach
Inner critic

Summer 1

Memory Magic

Activities divided into "Magic Tricks" that help young people discover how to support their working memory and learning.

Focus
Rehearse
Group
Picture It
Map
Link

Summer 2

Talkabout for Teenagers – Friends

To raise awareness of how we make and maintain friendships

Trust and responsibility
Valuing others
Being nice

Year 13

Term	Topic	Key Concepts / Words
Autumn 1 Autumn 2	Growth Mindset Growth mindset describes a way of viewing challenges and setbacks. People who have a growth mindset believe that even if they struggle with certain skills, their abilities aren't set in stone. They think that with work, their skills can improve over time.	Growth mindset Fixed mindset Overcoming struggles
Spring 1	Friendship Skills – Empathy To raise awareness of how to empathise with others	Empathy Sympathy
Spring 2	Talkabout for Teenagers – Friends When friendships go wrong	Arguments Peer pressure Jealousy
Summer 1 Summer 2	Talkabout for Teenagers – Assertiveness To raise awareness of how to be assertive	Understanding assertiveness Expressing feelings Making suggestions Disagreeing Refusing Apologising Being Assertive

Travel Training

Travel training lessons are once per week. While there is a focus for the term, the below skills are practised at various times throughout the year and will be revisited both formally and informally on many occasions.

The order in which things are taught, how long is spent on each topic and the levels of independence expected to be shown will vary greatly depending on the needs of the group, as well as external factors such as the weather.

Road Safety

Demonstrate how to walk safely on the pavement
Find a safe place to cross a variety of different road types
Safely cross:

Side roads without a pedestrian crossing
Main roads with zebra crossings, pelican crossings and underpasses

Point out hazards to safety

Local facilities

Be able to find, know how to and why we use some of the following facilities:

Different types of shops
Cafes and restaurants
Doctor’s surgery/medical centre
Pharmacy
Optician
Library
Hair and beauty facilities
Leisure facilities
Religious buildings

Travel and Transport

Be able to plan a train or bus journey
Identify the correct bus stop, train station and platform
Be able to read an electronic sign with information
Identify the correct bus or train
Board and travel on the bus or train safely
Identify the correct stop or station to get off the bus or train
Using apps to plan and track a journey

Shopping

Write a shopping list
Find specific items in a shop
Identify the price of items
Know if they have enough money
Pay for an item using cash or a payment card
Know if you need to wait for change
Looking at product information (e.g. use by dates) and storage

Café

Read a menu and make a choice of item/s
Identify the price
Know if they have enough money
Order clearly using appropriate language
Pay for an item using cash or a payment card
Sit with peers and converse sensibly

Dealing with problems

Be able to say and role-play how to deal with a variety of different problems that may occur in the community
Be able to identify a ‘safer stranger’ they could ask for help if needed
Be able to use a mobile phone to call and ask for help, giving appropriate information
Know what to do in an emergency

Communication

Communicate appropriately with a variety of people in the community, including:

Staff and peers
Shop and café staff
Members of the public

Be able to use a mobile phone to communicate information via phone call or text message
Be responsible for ensuring phone has enough battery

Work Skills

OCR Life and Living Skills – The World of Work (Entry Level 3)

https://www.ocr.org.uk/qualifications/vocational-qualifications/vocational-qualifications-qcf-life-and-living-skills-entry-level-1-3/

Year 12

Topic	Learning Outcomes	Assessment Criteria
Autumn 1 Autumn 2	Preparation for Work Understand the skills and qualities needed for working life	Describe some personal skills and qualities which employees need Identify how their own skills and qualities compare with the skills and qualities employees need Identify areas for development
Spring 1 Spring 2	Investigate personal career opportunities	Find out about potential job roles which interest them Identify a suitable potential job role
Summer 1	Health and Safety Procedures at Work Understand what procedures are necessary to maintain health and safety at work	Identify simple health and safety procedures at own place of work Understand the meaning of safety signs used at own place of work Identify safety equipment used at own place of work State why identified safety equipment is used
Summer 2	Know how to respond to an accident or emergency at work	Identify the procedures to be followed in the event of a fire alarm being activated Identify the procedures to be followed in the event of discovering a fire Identify procedures to be followed in case of an accident at work Identify procedures to be followed in case of an accident at work Identify a different emergency situation that could occur at work and the relevant health and safety procedures to be followed

Year 13

Topic	Learning Outcomes	Assessment Criteria
Autumn 1 Autumn 2	Completing a Job Application Form Be aware of different methods of applying for a job Be able to complete a simple job application form	List different ways of applying for a job Identify the information necessary to complete a simple job application form Complete a simple job application form, with help
Spring 1 Spring 2	Effective Communication for Work Be able to communicate appropriately for the workplace Be able to choose a method of communication Know how to use communication to support the work of others Know how to follow instructions	Communicate information appropriately for the workplace Choose an appropriate communication method for a given purpose Share information with others using an appropriate method of communication Follow a given set of instructions accurately
Summer 1	Behaving Appropriately at Work Know what attitudes and behaviours will be expected from employees by employers	Identify expectations for appropriate attitudes and behaviours in the place of work Give one reason why it is important for employees to demonstrate appropriate attitudes and behaviours
Summer 2	Be able to demonstrate positive and confident attitudes and behaviours when working with others	Participate in an activity in which they demonstrate appropriate attitudes and behaviours in the place of work Give 2 reasons why the attitudes and behaviours they demonstrated are important, thinking about it from an employer's and a work colleague’s point of view

To be carried out at Work Experience, if appropriate:

Carrying out tasks at work

Learning Outcomes	Assessment Criteria
Be able to carry out tasks at work	Undertake various tasks at work
Be able to complete work to workplace standards	Review the standard of own work with an appropriate person Make any necessary changes
Be able to work safely	Work in a way that minimises risk to self and others Use appropriate personal and protective equipment (PPE) when required Use materials, tools and/or equipment safely