--- title: "New Build All Subject Areas KS3" description: "new build subject areas" url: "https://westlancs.lancs.sch.uk/our-school/curriculum/new-build-subject-areas" school: "West Lancashire Community High School" --- # Key Stage 3 Subject Information ## ![](https://westlancs.lancs.sch.uk/images/KS3CurriculumPage/tech.jpg) ![](https://westlancs.lancs.sch.uk/images/KeyStage3/IMG_1511.JPG) Key Stage 3 curriculum offers a combination of discrete learning experiences and topic-based learning in the broader curriculum. The five core subjects that are taught discretely are; - **Communication, Literacy and Language (CLL).** - **Maths** - **Careers** ![](https://westlancs.lancs.sch.uk/images/KeyStage3/32cfbcaf-04f5-4708-b9ac-8fc297148072.jpg) ![](https://westlancs.lancs.sch.uk/images/KeyStage3/IMG_0191.JPG) The wider curriculum does not follow formal discrete subject sessions but collaborative approaches across curriculum areas following a topic-based approach. The broader curriculum is organised as follows; - **My Body - PE, Personal and Social Development (PSD) and Sex and Relationships. (SRE).** - **Creative Arts - Music, Art and Design.** - **My World - Humanities, RE and International Studies. (MFL)** - **Science and Technology - Science, Computing and Design Technology.** **![](https://westlancs.lancs.sch.uk/images/KS3CurriculumPage/ambulance.jpg)** Below, you will find all of the information for all areas of learning within Key Stage 3. --- - Click for Long Term Plans - Click for Medium Term Plans #### **Long Term Planning for Key Stage 3 Curriculum** Long-term planning sets out the focus for learning across several terms. For Key Stage 3, the cycle of learning is over 3 academic years. This is because our students are placed in classes by need rather than age. This allows students to access learning that is right for their needs. - Communication, Literacy and Language (CLL) - Math - Science and Technology - My Body - Expressive Arts - My World - Careers ## Communication, Literacy and Language (CLL) - Long-Term Plan | **COMMUNICATION, LITERACY & LANGUAGE CONTEXT** | |---| | *Communication, Literacy and Language is a timetabled subject in KS3 and KS4. Students in KS3 access 4 x 50 minute reading and writing sessions in addition to 3 x 30 minute discrete spelling, grammar and handwriting lessons, all of which are streamed based on ability and need. KS3 follow a thematic approach to CLL whereby each class has access to a focused text, which provides a stimulus for the termly topic focus.* | | **Key Stage 3** | | **INTENT** | **IMPLEMENTATION** | **IMPACT** | | ***What is the intention of teaching and learning?*** Students will build the foundation skills needed to be able to access future accreditations, curriculum content and functional skills for life. All topics will provide opportunities for developing and reinforcing reading, writing and spoken language skills. This approach intends to ensure that CLL at KS3 meets student’s holistic needs, including their Personal Learning Goals and EHCP outcomes. | ***How will it be implemented?*** Students will have access to: 12. a systematic, synthetic phonics programme; 13. discrete handwriting, spelling and grammar sessions; 14. access to motivating and engaging texts that develop a love of reading and writing 15. access to a tiered vocabulary approach to develop living language 16. Use of Oxford Reading Buddy to support reading skills at home and school | ***How will we measure or monitor impact of teaching and learning?*** Students are baselined in phonics, reading age and spelling age within the first 4 weeks of the academic year. Phonics assessments are undergone termly, with reading and spelling ages completed annually. Students will be assessed against the WLCHS CLL Branch Maps, which are a working document that is updated regularly by the class teacher. PLG work towards EHCP outcomes that is supported within CLL sessions will be documented via Evidence for Learning. | | **SKILLS BUILDER** | | **Speaking** | **Listening** | **Creativity** | **Problem Solving** | **Aiming High** | **Staying Positive** | **Teamwork** | **Leadership** | | **Speaking in pairs, small groups and whole class context. Asking and answering questions. Developing tone, expression and gesture. Adapting speech to suit the listener.** | **Listening to others. Clarifying information. Responding to others. Summarising information. Listening and responding to questions. Critical listening.** | **Generating ideas for stories through mind maps, creative writing and storytelling.** | **Following instructions. Finding relevant information.** | **Opportunities to recognise what they need to do to succeed. High expectations and encouragement to take pride in work. Setting goals to achieve.** | **Support to cope with difficulties. Opportunities to edit and improve work and accept mistakes.** | **Group work. Exposure to literature from other cultures and beliefs. Listening to other’s ideas.** | **Managing tasks in small groups. Working together to reach shared decisions.** | | **LOtC** | **Visits linked to theme/topic e.g. farm visit, theatre trips, community trips, zoo visit, churches, museums.** | | | | | | | | | | | | **3 Year Long Term Overview KS3** | **Communication, Literacy and Language** | **Autumn Term Theme** | **Spring Term Theme** | **Summer Term Theme** | |---|---|---|---| | **Cycle 1** | **Celebrations** **Poems on a theme** Poems about famous celebrations e.g. Bonfire night, Chrismas, Halloween. Reading and analysing poems and writing own poems. | **My Environment** **Creative writing** Visiting a range of settings in the environment as a stimulus for writing. Focus on descriptive writing. | **Space** **Non-fiction texts** Non-fiction space texts exploring features of non-fiction texts: glossaries, index, contents, photos, diagrams, labels, facts, headings and subheadings. | | **Cycle 2** | **Around the world** **Storytelling** Retelling stories through speaking and listening, writing composition skills, using storytelling traditions and methods from around the world as a stimulus for writing. | **Farm to Fork** **Reading and writing instructions** Reading and writing recipes, shopping lists, food labels and packing, instructions for operating machinery and planting, safety procedures. | **Lights, Camera, Action!** **Drama and role play** Reading and exploring features of plays, theatre, spoken word, script writing, expressive language skills and performance skills. | | **Cycle 3** | **Best of British** **Poetry** Reading and analysing famous British poems, spoken and written verse, rhyming, poem structures. | **Looking After Me** **Autobiographies & Biographies** Writing in first person, famous people, chronology, memory and recall of information. | **Animal Kingdom** **Fiction texts** Class fiction text including animal characters. Features of fiction, personification, settings and characters. | ## Mathematics Long-Term Plan | **Subject** **Maths** | **Autumn Term Theme** | **Spring Term Theme** | **Summer Term Theme** | |---|---|---|---| | **Year 1** | ***Celebrations*** Number and place value Money | ***My Environment*** Measurement Statistics | ***Space*** Geometry Time | | **Year 2** | ***Around the World*** Number and place value Geometry | ***Farm to Fork*** Measurement Time | ***Lights Camera Action*** Money Statistics | | **Year 3** | ***Best of British*** Number and place value Money | ***Looking After Me*** Measurement Time | ***Animal Kingdom*** Geometry Statistics | ## Science and Technology - Science, Computing and Design Technology | **SCIENCE AND TECHNOLOGY – COMPUTING/DT/SCIENCE CONTEXT** | | | | | | | | |---|---|---|---|---|---|---|---| | *Computing is a timetabled subject in both Key Stage 3 and 4. Within Key Stage 3 all students access a range of thematic topics that develop knowledge, skills, and character development. Subject planning focusses on both plugged and unplugged learning opportunities with a focus on concept understanding and application rather than use of technology. All students in Key Stage 3 have access to Computing Science elements to ensure they have a functional understanding of programming and algorithms.* *In Key Stage 4 students’ access ELC 3, L1 and L2 accreditation OCR Functional Skills. There are also opportunities for students to access AQA Unit Awards. Some students will also access ASDAN Transition Challenge.* *Design Technology is a timetable subject that sits within Science and Technology in Key Stage 3 and is an optional subject at Key Stage 4. The Key Stage 3 curriculum allows students opportunities to explore and engage with existing products and begin to develop an understanding of how things are made. Students will be encouraged and given opportunities to explore designs and talk about what works and doesn’t work. Students will be given opportunities to design and make a range of products including following recipes to produce snacks and meals. In Key Stage 3 and 4, students can undertake an enterprise task through our annual Christmas Markets event. In Key Stage 4, students will explore enterprise and work towards an extended project and apply skills developed in Key Stage 3.* Students follow a broad and varied science curriculum which aims to: - develop scientific knowledge and conceptual understanding through biology, chemistry and physics - develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer questions about the world around them - equip students with the scientific skills required to understand the uses and implications of science, today and for the future. We aim to deliver science in a fun and engaging way so that students are excited and curious about phenomena and events in the world around them. We understand that it is important for lessons to have a skills-based focus and wherever possible linked to real life experiences. Students learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world. | | | | | | | | | **Key Stage 3** | | | | | | | | | **INTENT** | **IMPLEMENTATION** | **IMPACT** | | | | | | | | | ***What is the intention of teaching and learning?*** *All students to develop functional understanding of ICT, Computing and life related technology at a level that is right for their current pathway (Explorer, Engager and Challenger).* *All students to develop an understanding of how to be safe online and apply this is each weekly learning opportunity and in situations beyond computing at a level that is right for their current pathway (Explorer, Engager and Challenger).* *All students to access experiences with and without technology to embed understanding of concept that support cross curricular experiences.* *All students to be able to apply skills functionally across other areas of learner and beyond the classroom in a way that is appropriate to their current pathway (Explorer, Engager and Challenger).* *Classroom teachers to access CPD that will further develop ICT and Computing curriculum and experiences.* *In Design Technology, students will* *Develop their understanding of existing products that serve a particular purpose or need.* *They will explore materials used and evaluate their effectiveness in relation to durability and strength.* *They will plan, design and test a range of makes evaluate them.* *They will use tools and materials to make a product from a given brief.* *Development of knowledge and understanding* *Development of practical skills* *Transfer of skills and knowledge into real life* *Development and transfer of numeracy and literacy skills* | ***How will it be implemented?*** *Weekly sessions delivered by a teacher.* *Access to appropriate technology, including laptops, iPad and programmable technology.* *Access to a curriculum that is plugged and unplugged.* *Access to experiences that build on previous learning and place concepts and skills into a wider context of learning.* *Staff will implement knowledge and skills gained from CPD into their teaching and learning of the subject.* *Students will access learning alongside Art and Design and Music under Expressive Arts. Students will have a half termly sequence of learning under a curricular theme including access to Food Technology sessions.* *Weekly sessions* *Opportunities for practical investigations* *Relevant, real-life contexts* *Opportunities for problem solving activities that allow students to apply their knowledge and find out answers for themselves.* *Lessons planned to provide appropriate challenge to all learners.* *Opportunities for learning to be extended outdoors.* *Educational visits (e.g. museums, farms, different environments, or habitats)* *Annual Science Week* | ***How will we measure or monitor impact of teaching and learning?*** *Branch Maps to track progress journey of all students, considering movement between pathways (Explorer, Engager and Challenger)* *Self-assessment by students within the classroom setting.* *Teacher feedback within classrooms.* *Impact of Computing with EfL and EHC Plan outcomes.* *Work scrutiny and QA of planning.* *CPD has a positive impact on learning through lesson observations, QR sessions and subject improvement.* *Evaluations and assessments (Peer to Peer/Self/Teacher)* *Evidence for Learning and relevant PLGs* *Regular moderation of work.* *Branch Maps.* *Termly topic outcomes (assessments within subjects)* *Students develop scientific knowledge.* *Students develop practical skills.* *Students develop independence in planning and carrying out investigations.* *Annotated photographic evidence.* | | | | | | | | | | | | | | | | | | | **3 Year Long Term Overview KS3** | **Subject** **Computing** | **Autumn Term Theme** | **Spring Term Theme** | **Summer Term Theme** | |---|---|---|---| | **Cycle 1** | ***Celebrations*** ***COMPUTING*** ***Finding Information and Presenting using appropriate applications.*** ***Safely Searching for Information*** *(Information Technology and Digital Literacy)* ***DESIGN TECH*** *Christmas Markets Preparations.* *Research, design, make.* ***SCIENCE*** *Materials and Properties, Energy and Earth’s Resources* | ***My Environment*** ***COMPUTING*** ***Algorithms and programming*** ***Keeping Your Information Safe*** *(Computer Science and Digital Literacy)* ***DESIGN TECH*** *Impact of Design Technology on the environment.* *Design and Make – Bug Houses* ***SCIENCE*** *Weather, Climate Change, Water Cycle.* | ***Space*** ***3D Digital Art/Animation*** ***Cyberbullying*** *(Information Technology and Digital Literacy)* ***FOOD TECH*** *Food for Astronauts* *Dehydrated/Freeze Dried Foods* *Creating recipes using specific ingredients.* *Exploring nutritional value of foods.* ***SCIENCE*** *Earth and Beyond, Solar System* | | **Cycle 2** | ***Around the World*** ***COMPUTING*** ***Using Data in a Functional Way*** ***Using Social Media Safely*** *(Information Technology and Digital Literacy)* ***DESIGN TECH*** *Christmas Markets Preparations.* *Research, design, make.* ***SCIENCE*** *Rocks, Rock Cycle, Fossils, Evolution* | ***Farm to Fork*** ***COMPUTING*** ***Understanding Computing processes*** ***Grooming*** *(Information Technology and Digital Literacy)* ***FOOD TECH*** *Food Provenance relating to fruits and vegetables.* *Range of recipes using ingredients natural to UK* *Jam Tarts* *Vegetable Soup* *Fruit Salad* ***SCIENCE*** *Diet and Nutrition, Digestion, Food Chains* | ***Lights Camera Action*** ***COMPUTING*** ***Using Digital Media*** ***Hacking and Viruses*** *(Information Technology and Digital Literacy)* ***DESIGN TECH*** *Musical Instruments* *Design and make a range of instruments to be used to create a theme tune for an imaginary programme.* ***SCIENCE*** *Light, Sound and Electricity* | | **Cycle 3** | ***Best of British*** ***COMPUTING*** ***PowerPoint Presentation*** ***Data Security*** *(Information Technology and Digital Literacy)* ***DESIGN TECH*** *Christmas Markets Preparations.* *Research, design, make.* ***SCIENCE*** *Forces, Gravity, Speed, Magnets, Friction, Air Resistance, Buoyancy* | ***Looking After Me*** ***COMPUTING*** ***Algorithms and Programming*** ***File Sharing*** *(Computer Science and Digital Literacy)* ***DESIGN TECH*** *Research existing frame styles* *Research materials used.* *Photograph frames linked to artist. Frames to link to self-portraits.* ***SCIENCE*** *The Human Body* | ***Animal Kingdom*** ***COMPUTING*** ***Using Word Processing Software and Emails*** ***My Online Identity*** *(Information Technology and Digital Literacy)* ***DESIGN TECH*** *Bird Hides/Bird Houses* *Research different designs* *Evaluate and reflect on designs to support prototypes* *Design and Make using given materials.* ***SCIENCE*** *Classification and Variation, Life Cycles and Plants* | | **SKILLS BUILDER** | |---| | **Speaking** | **Listening** | **Creativity** | **Problem Solving** | **Aiming High** | **Staying Positive** | **Teamwork** | **Leadership** | | Contributions to class discussions Q&A | Following instructions. Various media sources. Peer and group work. | Developing and creating documents, digital content, files, projects from a given brief. Combining researched elements into own designs. Developing and creating investigations and scientific projects. Creating and developing improvements from analysis and conclusions. | Algorithms. Debugging Solution focussed projects. Adapting to materials used. Designing investigations from a given hypothesis. Analysing and evaluating to draw conclusions and suggest improvements. | Progression though Branch Map to achieve accreditation. Opportunities for success in all learning experiences. Progression through Branch Map and record of progress to achieve accreditation. | Coping with challenging situations. Taking feedback from others. | Collaborative opportunities working with peers on given projects. | Taking the lead in group tasks with assigned roles. | | **LOtC** | Photography sessions allow students time outside of the classroom to choose subjects for their projects. Exploring technology within their local environment. Using technological devices in wider contexts outside of the classroom. *Visits to shops to explore products.* *Visits to factories to explore manufacturing.* | ## My Body (PE/PSD/SRE) Long-Term Plan | **MY BODY CONTEXT** | |---| | **Key Stage 3** | | **INTENT** | **IMPLEMENTATION** | **IMPACT** | | ***What is the intention of teaching and learning?*** To allow students to take part in competitive sports and other physically demanding activities. To promote health and fitness and embed value such as fairness and respect. To give students access to a range of physical activities. To develop the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and potentially work in modern Britain. To develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. Living in the wider world – To develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions about alcohol to succeeding in their first job, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. Health and wellbeing - To achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships. To develop skills and aptitudes - like teamwork, communication, and resilience - that are crucial to navigating the challenges and opportunities of the modern world. SRE - To equip young people to make safe choices, navigate the online world with a critical eye and help them to understand where to go for support regarding sex and relationship education. | ***How will it be implemented?*** Swimming sessions across the school year. Delivery of MOVE and MATP. Access to a range of activities including bikes, wellbeing sessions and sessions led by WACT. Access to a wide range of sports and activities. Discrete PSHE & SRE session weekly as part of My body afternoon Yearly rolling programme to ensure information is shared at the right time for pupils based on understanding and development. | ***How will we measure or monitor impact of teaching and learning?*** Use of learning outcomes to track development of knowledge and skills. Measure character development. Self-assessment of students. Work scrutiny and QA of planning. Students receive a broad and balanced curriculum. Branch Maps to track progress journey of all students, considering movement between pathways (Explorer, Engager and Challenger) Self-assessment by students within the classroom setting. Teacher feedback within classrooms. Impact of learning on EHC Plan outcomes. Work scrutiny and QA of planning. CPD has a positive impact on learning through lesson observations, QR sessions and subject improvement. | | **Key Stage 4** | | **INTENT** | **IMPLEMENTATION** | **IMPACT** | | ***What is the intention of teaching and learning?*** To allow students to take part in competitive sports and other physically demanding activities. To promote health and fitness and embed value such as fairness and respect. To give students access to a range of physical activities. To develop knowledge and skills to keep them selves healthy and safe throughout their lives. To develop the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and potentially work in modern Britain. To develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. Living in the wider world – To develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions about alcohol to succeeding in their first job, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. Health and wellbeing - To achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships. To develop skills and aptitudes - like teamwork, communication, and resilience - that are crucial to navigating the challenges and opportunities of the modern world. SRE - To equip young people to make safe choices, navigate the online world with a critical eye and help them to understand where to go for support regarding sex and relationship education. | ***How will it be implemented?*** Students will access learning through discrete learning sessions for both PSHE and PE. All pupils will have weekly discrete PSHE lessons. Any knowledge and skills developed through lessons will be reinforced throughout the curriculum and social times. All pupils will access PE in a relevant format, MOVE, MAPT, or sessions led by Wigan Athletic. Some pupils will choose to access extra Sport sessions as part of options and will work with PNE to achieve accreditation completing both academic and practical work. Where appropriate delivered in single sex groups to support pupils confidence accessing curriculum Yearly rolling programme to ensure information is shared at the right time for pupils based on understanding and development. | ***How will we measure or monitor impact of teaching and learning?*** Use of learning outcomes to track development of knowledge and skills. Branch Maps to track progress journey of all students, considering movement between pathways (Explorer, Engager and Challenger) Self-assessment by students within the classroom setting. Measure character development. Self-assessment of students. Students receive a broad and balanced curriculum. Teacher feedback within classrooms. Impact of learning on EHC Plan outcomes. Work scrutiny and QA of planning. CPD has a positive impact on learning through lesson observations, QR sessions and subject improvement. | **KS3 3 Year Long Term Overview PE** | **Subject** **My Body** | **Autumn Term Theme** | **Spring Term Theme** | **Summer Term Theme** | |---|---|---|---| | **Cycle 1** | ***Celebrations* | ***My Environment* | ***Space*** | | ***MATP*** ***Netball*** | ***MATP*** ***Tennis skills*** | ***MATP*** ***Orienteering*** | ***MATP*** ***Boccia & Kurling*** | ***MATP*** ***NASA Training Programme*** | ***MATP*** ***Athletics*** | | **Cycle 2** | ***Around the World* | ***Farm to Fork* | ***Lights Camera Action* | | ***MATP*** ***Football skills*** | ***MATP*** ***Dance*** | ***MATP*** ***Health related fitness*** | ***MATP*** ***Gymnastics*** | ***MATP*** ***Rounders*** | ***MATP*** ***Athletics*** | | **Cycle 3** | ***Best of British*** | ***Looking After Me*** | ***Animal Kingdom*** | | ***MATP*** ***Cricket Skills*** | ***MATP*** ***Yoga*** | ***MATP*** ***Dance*** | ***MATP*** ***Health related fitness*** | ***MATP*** ***Athletics*** | ***MATP*** ***Rounders*** | ## Expressive Arts (Art and Design/Music) Long-Term Plans | **(EXPRESSIVE ARTS) CONTEXT** | | | | | | | | |---|---|---|---|---|---|---|---| | *Music is a timetabled subject in Key Stage 3 and Expressive Arts an option in KS4. Within Key Stage 3 all students access a range of thematic topics that develop knowledge, skills and character development. Subject planning focusses on listening, composing, performing and appraising music.* *In Key Stage 4 the students can opt to follow a bespoke curriculum that builds on the curriculum from KS3 and includes pupil specific PLG’s.* *Art is a weekly timetabled session within Key Stage 3 and an optional subject within Key stage 4. Throughout the Key Stage 3 curriculum pupils will have the opportunity to research a wide range of artists who use different mediums and inspiration for their work. They will then be encouraged to recreate pieces and use the skills and inspiration to produce their own pieces of art. All areas link to the current KS3 curriculum themes.* *Within Key Stage 4 those pupils who choose to take art as an option have an afternoon a week with the opportunity for a weekly intervention session if required to support learning. Pupils work towards accreditation ranging from AQA Unit awards to GCSE. They are encouraged to increase their range of skills and evaluate and develop their work.* | | | | | | | | | **Key Stage 3** | | | | | | | | | **INTENT** | **IMPLEMENTATION** | **IMPACT** | | | | | | | | | ***What is the intention of teaching and learning?*** *To develop a functional understanding music through performing, listening, appraising and composing.* *To learn with and without technology to ensure understanding of concept.* *To apply knowledge and skills functionally and within a themed/topic based interconnected curriculum.* Art sessions enable pupils to share and develop their creativity. Sessions will engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. | ***How will it be implemented?*** *Weekly sessions delivered by a teacher following detailed planning by the subject lead.* *Access to appropriate resources including instruments, music, visual aids such as colour coded music and ICT.* Weekly art sessions will be delivered with the use of appropriate resources. Pupils encouraged to develop their evaluation skills and processes as they progress. Topics linked to termly theme to increase purpose and engagement. | ***How will we measure or monitor impact of teaching and learning?*** *Use of learning outcomes to track development of knowledge and skills.* *Measure character development.* *Self-assessment of students.* *Work scrutiny and QA of planning.* Use of ongoing assessments School marking policy Regular moderation Self-assessment | | | | | | | | | | | | | | | | | | | | **SKILLS BUILDER** | |---| | **Speaking** | **Listening** | **Creativity** | **Problem Solving** | **Aiming High** | **Staying Positive** | **Teamwork** | **Leadership** | | **Contributions to class discussions.** | **Following instructions.** | **Developing and creating Art.** | **Solution focused projects.** | **Progression through Branch Maps.** **Opportunities for success in all learning experiences.** | **Coping with challenging situations.** **Taking feedback from others.** | **Collaborative opportunities working with peers on given projects.** | **Taking the lead in group tasks with assigned roles.** | | **LOtC** | **Trips to arts venues and concerts.** **To take part in the Christmas production, Talent Show and Choir.** **Trips to arts venues.** **To produce artwork for the Christmas production and art exhibitions.** **Visits to museums and exhibitions (Science and Industry)** | **3 Year Long Term Overview KS3** | **Expressive Arts** **Music** **Art and Design** | **Autumn Term Theme** | **Spring Term Theme** | **Summer Term Theme** | |---|---|---|---| | **Cycle 1** | **Celebrations** **MUSIC** Steel bands Bob Marley and Reggae Music for games, religion and work **ART AND DESIGN** Exploring and experiencing the use of colour/mark making and tonal work. Developing skills in using paint/pencil/pen/charcoal and graphite Explore the works of Harriet Powers and Sayaka Ganz | **My Environment** **MUSIC** The Beatles Folk songs **ART AND DESIGN** Students will work together to express themselves through artwork inspired by Andy Goldsworthy and based around the story ‘The Dot’. They will use their artwork to promote mental health week by displaying their work around their local community (home, school, local businesses, and places within the environment). | **Space** **MUSIC** The Planets by Gustav Holst A Journey into Space **ART AND DESIGN** To develop pupils’ awareness of surrealism, use a range of materials and methods to record ideas. Choose a favoured medium giving reason where possible. Research artist Tang Yau Hoong and use their work to influence their own work. Create a final piece of work. | | **Cycle 2** | **Around the World** **MUSIC** African Drumming Indian Ragas Samba from Brazil **ART AND DESIGN** Exploring and experiencing the use of colour/mark making and tonal work. Developing skills in using paint/pencil/pen/charcoal and graphite European Art – Mondrian (Colour, Pattern and Shape) | **Lights Camera Action** **MUSIC** Film Music Musicals **ART AND DESIGN** 3D Sculpture (Clay) and Printing Still Life – Paul Cezanne (Drawing) | **Farm to Fork** **MUSIC** Musical Journeys Ma Vlast The Seasons **ART AND DESIGN** Film Art (stencil) (Drawing and colour skills including digital media) | | **Cycle 3** | **Best of British** **MUSIC** Young Persons Guide to the Orchestra British Folk and Pop Music **ART AND DESIGN** Exploring and experiencing the use of colour/mark making and tonal work. Developing skills in using paint/pencil/pen/charcoal and graphite David Hockney (Painting) LS Lowry (Drawing and Sketching) | **Looking After Me** **MUSIC** Music to inform, educate and entertain **ART AND DESIGN** Picasso and Henri Matisse – self portraiture (Drawing) | **Animal Kingdom** **MUSIC** The Carnival of the Animals **ART AND DESIGN** Steve Brown (Oil Pastels) Alan M Hunt (Pencil and Water Colour Animals Masks (Modelling and Sculpture) | ## My World (Humanities/RE/MFL) | **Subject:** **My World** | **Autumn Term** **Theme** | **Spring Term** **Theme** | **Summer Term** **Theme** | |---|---|---|---| | **Year 1** | **Celebrations** History focus: Transatlantic Slave Trade, Liverpool docks. Geography focus: Map Skills Africa, Location, Weather – Food Production, Farming, UK Comparison (COCOA/BANANA) and Fair Trade | **My Environment** Geography Focus: Local Environment – Compare to Overseas, Population and Settlements RE - Exploring the religion in our environment and places of worship around us and meaningful symbols. | **Space** History Focus: Skills – Story of the Landing on the Moon Chronology, Source Information, Ordering, How Technology Has Changed Overtime RE- Who is god? Who do people pray to? Why do people pray? What is heaven? | | **Year 2** | **Around the World** Geog focus Natural disasters Volcanoes, Tsunami, Earthquakes RE - World religion and key beliefs | **Farm to Fork** History - of how farming has changed over time RE - How food is used in culture and celebration festivals – meaning of foods | **Lights Camera Action** History – Using sources and evidence to build up accurate knowledge and understanding of the events leading to the sinking of the Titanic. Geog – Tourism and its affected famous film locations ‘The beach’, ‘New Zealand’ ‘Alnwick Castle’ | | **Year 3** | **Best of British** History – History of the British holidays Geog British Tourism Country/Seaside/City | **Looking after me** History of me and my family RE – How mediation, mindfulness and relaxation can help my well-being. | **Animal Kingdom** Geog - Aquatic, Tundra, Savannah RE – Does how we treat the world matter? Caring for our planet | | **SUBJECT:** **My World - RE** | **Autumn Term Theme** | **Spring Term** **Theme** | **Summer Term Theme** | |---|---|---|---| | **Year 1** | ***Fair Trade*** ***Islam- What is expected of a person in following a religion or belief?*** | ***My Environment*** Sikh Dharam - what builds the community? Christianity - who is my neighbour? | ***Space*** Christianity and Humanism - created or chance? ***Judaism - How do people keep faith in difficult times?*** | | **Year 2** | ***Around the World*** ***World Faith- who is God?*** | ***Farm to Fork*** | ***Lights Camera Action*** Buddhism - can meditation make a difference? Celebrities who meditate | | **Year 3** | ***Best of British*** **Hindu Dharma - where do we see signs of belonging?** | ***Looking After Me*** **Islam, Christianity and Humanism -** **What happens when we die?** ***Hindu dharma - What is a good life?*** | ***Animal Kingdom*** What is special about our world? | | **SUBJECT:** **My World – International Studies** | **Autumn Term Theme** | **Spring Term** **Theme** | **Summer Term Theme** | |---|---|---|---| | **Year 1** | ***Fair Trade*** SMSC- African culture and its influences on the UK. Why should we buy Fair trade products? Language- French food and drink | ***My Environment*** SMSC- cultural diversity within Skelmersdale. **Language- Ma ville, ma maison** | ***Space*** SMSC- **Language- maps and directions** | | **Year 2** | ***Around the World*** SMSC- respecting a diverse world, appreciating different cultures and celebrations. **Language- holidays** | ***Farm to Fork*** SMSC- developing understanding of where our food comes from, how it is produced and harvested. **Language- seasons** | ***Lights Camera Action*** SMSC **–** **Language- hobbies, French cinema** | | **Year 3** | ***Best of British*** SMSC- what are British traditions? **Language- jobs and transport** | ***Looking After Me*** SMSC- understanding of different families and homes. **Language- my family and body** | ***Animal Kingdom*** SMSC- life in **Language- animals** | ## Careers Long-Term Plan | **Careers CONTEXT** | |---| | General statement putting the teaching and learning in context of the heading e.g. teaching and learning whole school. - Providing a platform for delivering careers information for all students to build on learning through experiences and opportunities linked to realistic aspirations and goals. - A programme for students in Years 7 to 14 which covers real life experiences - Accessible to all students - Learning which helps explores P16 and P19 pathways - Comprehensive, impartial information on all social care, employment, and academic routes - Every P16 and P18 provider profiled with full course information - Impartial information on all study options P16 and P18 - Action plan tools to support all students in their transition year including vocational profiling - Employer-led information linking subject knowledge application in work - Learning opportunities to help promote classroom skills-learning to employability through the Skills Builder Programme - Employer profiles offering an insight in to work and employment - Advice to help prepare for and make the most of work placements and visits - Action plan tools to manage the process of securing work experience - Learning opportunities and experiences follow the Gatsby Benchmarking for all students | | **Key Stage 3** | | **INTENT** | **IMPLEMENTATION** | **IMPACT** | | *What is the intention of teaching and learning?* - To identify realistic aspiration and goals through vocational profiling - To recognise how subjects and personal interests link to future careers choices - To recognise and understand different job profiles - To recognise the use of maths and English in the real world - To recognise skills and qualities and build on these through the Skills Builder Programme - Be willing to try new things - Be able to manage transition - Be able to communicate needs and wants - To learn from set back and challenges. - *How will it be implemented?* - *E*xploring future options - Linking interest and subjects to realistic careers choices – understanding different job profile - Visiting industry places and recognising job roles | - Exploring careers – visiting the world of work and interviewing people who work through employer engagement opportunities - Experiences and opportunities to make choices - Experiences and opportunities to use maths and English the real world – community visits - Planned sessions through the Raising Aspirations Programme | *How will we measure or monitor impact of teaching and learning?* - Students have the information to make informed choices - Students are aware of themselves, their skills, and qualities - Students understand their career pathway - Students choose appropriate ‘options’ at the end of key stage 3 - To experience the use of maths and English in the real world using functional skills required in the community. | | **Careers Events** | Enterprise - Christmas Markets | Educational Visits linked to termly theme and Skill Builder | Guest Speakers as part of National Careers Week. | | **SKILLS BUILDER** | | **Speaking** | **Listening** | **Creativity** | **Problem Solving** | **Aiming High** | **Staying Positive** | **Teamwork** | **Leadership** | | EHCP review and student voice Guest speakers Work experience opportunities Career presentations Interview opportunities Employer engagement LOtC visits Residential | Health and Safety in the work place LOtC visits Career talks Work experience Residential | CV writing Personal statement writing Residential Duke of Edinburgh | Learning about course options and pathway routes Learning new skills LOtC in the community Public transport training Residential | Work placement opportunities Develop new skills Business engagement Guest speakers Interview experience Residential CV writing | Work experience Interview experience Learning new skills Developing independence Learning in the community Residential Job applications | Work experience Whole class activities Residential | Work experience Whole class and group activities Residential | | **LOtC** | Educational visits – business engagement, asking employees about the jobs they do and skills & qualities needed. Guest speakers Work experience Residential and adventurous activity days Visits to local colleges/college links | | | | | | | | | | | **KS3 - 3 Year Long Term Overview** | **Subject** | **Autumn Term Theme** | **Spring Term Theme** | **Summer Term Theme** | |---|---|---|---| | **Cycle 1** | ***Celebration*** ***Awareness of the Working World*** ***Section 2 –*** *Jobs in my Community* ***Section 6 –*** *Visiting a workplace* ***Being Independent*** ***Section 4 –*** *Making a drink or a snack* | ***My Environment*** ***Engaging in the Community*** ***Section 1 –*** *Places I visit* ***Section 4 –*** *The environment* ***Being Independent*** ***Section 6 -*** *Dangers* | ***Space*** ***Looking after Myself*** ***Section 4 –*** *Feelings* ***Section 3 –*** *Personal hygiene* **Being Independent** ***Section 5 –*** *Using Technology* | | **Cycle 2** | ***Around the World*** ***Looking after Myself*** ***Section 6 –*** *Choosing clothes* ***Section 2 -*** *Eating Healthy* ***Being Independent*** ***Section 2 –*** *Jobs I do at home* | ***Farm to Fork*** ***Awareness of the Working World*** ***Section 4 –*** *Working outdoors* ***Section 5 –*** *Equipment used at work* ***Being Independent*** ***Section 4 –*** *Making a drink or a snack* | ***Lights Camera Action*** ***Engaging in the Community*** ***Section 3 –*** *Clubs & Events* ***Section 5 –*** *Helping others* ***Being Independent*** ***Section 5 –*** *Using Technology* | | **Cycle 3** | ***Best of British*** ***Engagement in the Community*** ***Section 2 –*** *Help and support* ***Section 6 –*** *Travel and transport* ***Being Independent*** ***Section 3 –*** *Using kitchen appliances* | ***Looking After Me*** ***Looking after Myself*** ***Section 1 –*** *Being Active* ***Section 5 –*** *Local health services* ***Being Independent*** ***Section 1 –*** *Personal information* | ***Animal Kingdom*** ***Awareness of the Working World*** ***Section 1 –*** *Jobs my family and friends do* ***Section 4 –*** *Working indoors* ***Being Independent*** ***Section 6 -*** *Dangers* | #### **Medium Term Planning for Key Stage 3 Curriculum** Medium Term planning sets out the sequence of learning for each subject area. Each subject will set out an experienctial journey under a focus topic for that particular term. This creates a sense of connection between all subjects and the potential to apply skills that have been developed across the broader curriuclum. - Communication, Literacy and Language (CLL) CYCLE 1 - Mathematics CYCLE 1 - Science and Technology - Science CYCLE 1 - Science and Technology - Computing/Design Tech CYCLE 1 - My Body CYCLE 1 - Expressive Arts CYCLE 1 - My World CYCLE 1 - Careers CYCLE 1 #### Autumn Term Sequence of Learning ### KS3 CLL MTP 2023 Communication, Literacy and Language (CLL) Autumn Term CYCLE 1 102 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/CLL_MTP_Autumn_2023_Celebrations.docx) #### Spring Term Sequence of Learning ### Communication, Literacy and Language (CLL) Spring Term CYCLE 1 CLL Spring Term - My Environment 104 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/CLL_MTP_Spring_2024_My_Environment.docx) #### Autumn Term Sequence of Learning ### KS3 Maths MTP 2023 Mathematics Autumn Term CYCLE 1 67 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/Medium_term_plan_Maths_Autumn_2023.docx) #### Spring Term Sequence of Learning ### KS3 Maths MTP 2024 KS3 Maths Spring Term CYCLE 1 80 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/Mathematics_KS3_MTP_Spring_2024_My_Environment.docx) #### Autumn Term Sequence of Learning CYCLE 1 ### KS3 Science MTP 2023 Science Autumn Term CYCLE 1 57 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/KS3_Science_Celebrations_-_Autumn_Term_Year_1.docx) #### Spring Term Sequence of Learning CYCLE 1 ### KS3 Science MTP 2024 KS3 Science Spring Term CYCLE 1 58 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/KS3_Science_My_Environment_-_Spring_Term.docx) #### Autumn Term Sequence of Learning CYCLE 1 ### KS3 Computing and Design Technology 2023 KS3 Computing and Design Tech Autumn Term CYCLE 1 66 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/Celebrations_-_COMPUTING_and_DT_Autumn_Term_Year_1.docx) #### Spring Term Sequence of Learning CYCLE 1 ### KS3 Computing and Design Technology 2024 KS3 Computing and Design Tech Spring Term CYCLE 1 192 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/My_Environment_-_COMPUTING_and_DT_Spring_Term_Year_1.docx) #### Autumn Term Sequence of Learning CYCLE 1 ### KS3 My Body MTP 2023 My Body Autumn Term CYCLE 1 207 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/Medium_term_plan_My_Body_KS3_2023.docx) ### KS3 PSHE MTP 2023 PSHE Autumn Term CYCLE 1 63 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/KS3_and_KS4_PSHE_Autumn_2023_Medium_term_plan(1).docx) #### Spring Term Sequence of Learning CYCLE 1 ### KS3 My Body MTP 2024 KS3 My Body Spring Term CYCLE 1 292 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/MTP_My_Body_KS3_Spring.docx) ### KS3 PSHE MTP 2024 PSHE Spring Term CYCLE 1 64 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/KS3_and_KS4_PSHE_Spring_Medium_term_plan.docx) #### Autumn Term Sequence of Learning CYCLE 1 ### KS3 Expressive Arts MTP 2023 Expressive Arts Autumn Term CYCLE 1 893 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/Expressive_Arts_Autumn_term_Y1_Celebrations.docx) #### Spring Term Sequence of Learning CYCLE 1 ### KS3 Expressive Arts MTP 2024 KS3 Expressive Arts Spring Term CYCLE 1 99 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/Spring_2024-_MTP-EXPRESSIVE_ARTS_-KS3.docx) #### Autumn Term Sequence of Learning CYCLE 1 ### KS3 My World MTP 2023 My World Autumn Term CYCLE 1 195 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/Medium_term_plan_Autumn_2023_My_World.docx) #### Spring Term Sequence of Learning CYCLE 1 ### KS3 My World MTP 2024 KS3 My World Spring Term CYCLE 1 387 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/Cycle_1_My_Environment_Medium_term_plan_Spring_2023_KS3.docx) #### Autumn Term Sequence of Learning CYCLE 1 ### KS3 Careers MTP 2023 Careers Autumn Term CYCLE 1 56 KB [Open for printing](https://files.schudio.com/west-lancashire-community-high-school/files/documents/KS3_Medium_term_Careers_Autumn_Cycle_1.docx) #### Spring Term Sequence of Learning CYCLE 1 ### Careers MTP 2024 Careers Spring Term 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