Our Curriculum

Curriculum

The best for everyone, the best from everyone

Mission

At South Shore Academy we believe that all students should learn to be the best version of themselves, so that they leave school after five years as happy, caring and knowledgeable young people ready to contribute as global citizens. This is a school designed to support develop it’s local community and driven by our three values of respect, ambition and resilience.

Overarching principles

Education is the entitlement to powerful knowledge that takes students beyond their experiences. The curriculum at South Shore Academy is designed to enable students to acquire knowledge, understanding, skills and behaviours that take them beyond their context. This is knowledge that our students may not have had access to before.

Social and cultural mobility are the keys to securing high quality, lifelong, positive academic outcomes for our students and allow them to be the best versions of themselves.

Our non-academic curriculum teaches students how to behave, present themselves and represent their community.

Running throughout this is a relentless desire to support the wellbeing of our students. We believe in challenge with compassion: every student will be given the opportunity to achieve academic success in a supportive and creative environment.

Key Stage 3 (Year 7, 8 & 9)

The introductory curriculum builds on students’ achievements in Year 6 to develop the breadth and depth of their knowledge, understanding, skills and behaviours. Students study a range of subjects in Years 7, 8 and 9. The curriculum comprises of English language, English literature, mathematics, science, PE, religious studies, Spanish, history, geography, computer science, art, drama, music, design and food technology The Key Stage 3 curriculum is designed to introduce and develop powerful knowledge through high quality teaching by subject experts. This knowledge is the

first step in taking students beyond their current experiences and learning the best which has been thought and said in the world. Throughout Key Stage 3 student learning will build on this powerful knowledge that is worthwhile in itself Alongside this, the curriculum will reinforce learning skills, establish and maintain high expectations, develop students’ enthusiasm for learning, raise the level of challenge and develop self-regulation by providing them with a wide range of learning opportunities including social, moral, spiritual and cultural enrichment.

The functionality of this area of the website is being improved and the detailed curriculum plans are available from Subject Leaders.

Whole School Reading Curriculum: Register and Read

At South Shore Academy we believe in promoting a love of reading and stories. It is also well researched and a proven fact that literacy ability directly affects academic success.

Three mornings a week students read a story with their form tutor in form time. This provides them with the opportunity to grow their literacy skills in a relaxed and supportive environment, explore other worlds and contexts, consider big ideas and important debates.

“A reader lives a thousand lives before he dies” G. R. R. Martin

Year 7:

Stone Cold, Robert Swindells

The Island at the End of Everything, K. M. Hargrave

The Graveyard Book, Neil Gaiman

Chinese Cinderella, Adeline Yen Mah

You Are a Champion, Marcus Rashford

Peter Pan, J. M. Barrie

Year 8:

A Monster Calls, Patrick Ness

The Curious Incident of the Dog in the Night, Mark Haddon

My Sister who Lives on the Mantelpiece, Annabel Pitcher

Hunger Games, Suzanne Collins

Chinese Cinderella Part 2, Adeline Yen Mah

Year 9:

Moonrise, Sarah Crossman

Noughts and Crosses, Malorie Blackman

Pigeon English Stephen Kelman

Never Let Me Go, Kazuo Ishiguro

The Giver, Lois Lowry

1984, George Orwell

Year 10:

The Book Thief, Markus Zusak

I am Malala, Malala Yousafzai

To Kill a Mockingbird, Harper Lee

Lord of the Flies William Golding

Year 11: GCSE Revision

English

Year 7:

Big ideas- Poor Law, class system, exploitation, the effects of poverty- unsafe working environment, disease, education, The effects of greed, fatal flaw, strength VS weakness, Omens, Seven Deadly Sins, Power, corruption, moral message, Supernatural, leadership, power, role of women, patriarchy, colonialism, marriage, stagecraft., Man VS God, science, technological revolution, ethics, fallibility, ambition, immortality, power, Man VS God, science, technological revolution, ethics, fallibility, ambition, immortality, power,

Selection of texts: Extracts from: Oliver Twist, A Christmas Carol, Jane Eyre, Great Expectations, Mythos, Tales of the Greek Heroes, The Tempest Extracts from: Frankenstein, Jekyll and Hyde, Edward Scissorhands, An anthology containing: Blessing, Half Caste, Daffodils, Checking Out Me History, Ozymandias (Horace Smith), ‘An die Soldaten des Grossen Krieges (To the Soldiers of the Great War),

Examples of knowledge and skills:

Knowledge– What life was like in Victorian England, What were the differences between the rich and poor, key information about Charles Dickens, what schools were like in Victorian England, Oral and literary traditions of the ancient Greeks concerning their gods and heroes and the nature and history of the cosmos. The creation of the gods and the world, the struggle among the gods for supremacy, the love affairs and quarrels of the gods, the effects of their adventures and powers on the mortal world, including their link with natural phenomena such as thunderstorms or the seasons. Shakespeare’s times and theatre, stagecraft, colonialism, Jacobean beliefs of Supernatural, Christian beliefs about creation, Great Chain of Being, how technology is evolving, how morality can influence technological advances, ideas driving the romantic era of literature, who the key literary writers were, what their influence was on English Literature. Colonialism, slavery, immigration, the causes of World War I, who the great war poets were and their influence on English Literature.

Skills– Reading comprehension, identifying social, cultural, and historical detail in a text, writing to describe, comparison of 19^th Century and modern text, writing to show not tell. selecting and analysing textual evidence, identifying poetic voice, evaluating writer’s message, making links between texts, applying keys concepts to the text, locating and retrieving text, identifying key themes, recalling details of character and plot, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge, reading comprehension, selecting and analysing textual evidence, showing an understanding of key concepts, establishing viewpoint on key concepts, building an argument based on evidence from a text, writing to describe, Identifying poetic voice, analysing various structures of a poem, comparing contrasting ideas in poetry, applying social, cultural and historical knowledge to a text, exploring impact of language with a focus on imagery.

Year 8:

Big Ideas: Morality, punishment, savagery, religion, nature vs nurture, Patriotism, fear, religion, morality, genocide, prejudice, racial antisemitism Communism, control, technology, survival, loss of innocence, loss of individualism, totalitarianism, anarchy, boundaries, respect, law, morality, fear, gothic troupes, pathetic fallacy, Stagecraft, tragedy and tragic hero, hamartia, Elizabethan context, love and conflict, nobility, marriage, patriarchy, role of women, religion, power

Selection of texts: Extracts and articles: Dexter trailer, V for Vendetta, Jack the Ripper, Non-fiction case studies on Derek Bentley and Ruth Ellis, Lord of the Flies, William Golding Essay on Nature VS Nurture, Oliver Twist, Charles Dickens’ essay on Victorian Prisons, Diary of Anne Frank, Poem- Education for Leisure, Hitcher, Extracts from: War Horse, Anne Frank’s Diary, Poems- Charge of the Light Brigade, Animal Farm, Romeo and Juliet

Examples of knowledge and skills:

Essential Knowledge– What impact did the Gunpowder Plot have on James I’s reign? Freud’s theory of personality. What are society’s expectations and moral values around murder? How has crime and punishment changed since Victorian times? What are the three different elements of rhetoric and how are they used? See key vocabulary list for essential vocabulary list, Causes and effects of WWI and WWII, conscription, effects of propaganda, effects of The Holocaust (genocide), Cause and effect of the Russian Revolution 1917, how literature presents ideas of dystopia, how propaganda can be used to influence, Shakespeare’s times and theatre, stagecraft, Courtly Love, Elizabethan beliefs of fate, new key vocabulary.

Skills: Reading comprehension, locating and retrieving, exploring specific quotations, identifying viewpoint, analysing poetry, writing to inform, writing to persuade,, identifying ideas of patriotism and propaganda, zooming in and exploring the impact of specific language choices, identifying viewpoint, analysing poetry, writing to persuade with an introduction to rhetoric/ propaganda techniques. identifying persuasive devices, zooming in and exploring the impact of specific language choices, identifying viewpoint, analysing poetry, continuing to explore rhetoric. Understanding the conventions of a play, identifying key themes, understanding character and plot, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge.

Year 9:

Big ideas– power, nature, religion, gothic troupes , gender expectations, role of women, patriarchy, subversion, religion, conflict, power, control, fear, Elizabethan and Jacobean context, royal lineage, leadership, treason, regicide, Supernatural, superstition, role of women, Leadership, supernatural, gender roles, regicide, treason, Divine Right of Kings, natural order, masculinity, power, loyalty, nature, medieval conventions

Examples of knowledge and skills:

Knowledge- What gothic conventions are, the impact the industrial revolution had on Britain, What life was like in Victorian England, the differences between rural and urban settings when influencing literature, gender roles. What life was like in 1920’s America, what was the Wall Street Crash, 1930’s Great depression, Suffragettes- cause and effect, who the IRA are, role of women and how this has evolved through history, what the puritan movement was, Elizabethan England- key concerns regarding Elizabeth being a strong leader, role of women- femininity, marriage, motherhood, Jacobean England- United Kingdom, witchcraft, Catholicism. Jacobean England and the influence James I had over beliefs (witchcraft), stereotypical gender roles (masculinity), Scottish Tanistry, views on women and the influence Elizabeth I had on this,

Skills: Identifying gothic tropes, analysing language- in particular pathetic fallacy, depiction of female and male archetypes, identifying poetic voice, writing a narrative, Reading comprehension, locating and retrieving, identifying language devices, zooming in and exploring the impact of specific language choices, identifying viewpoint, analysing non-fiction text. Understanding the conventions of a play, locating and retrieving text, identifying key themes, understanding the impact of character development, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge. Understanding the conventions of a play, locating and retrieving text, identifying key themes, understanding character and plot, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge.

Art and Textiles

Year 7 – The first half term of students’ secondary art education will focus on developing a secure skills base on the formal elements (Line, Shape, Form, Tone, Colour). Students will complete a baseline project to enable teachers to identify students’ prior knowledge and understanding of the visual arts. Students experiences of Art and Design at KS2 are inconsistent, this project provides students with the fundamental skills required to successfully access the subject at KS3. The fine drawing skills that students hone during the basic skills project are put to good use in all projects studied throughout KS3.

When students have developed understanding on the fundamentals, we move on to cultural exploration of the Mexican festival known as Día de Muertos, or Day of the Dead. Within this project, pupils will build upon their drawing skills, utilising their understanding of colour theory as well as the opportunity to create three dimensional outcomes. This project provides students with the opportunity to explore cultural traditions that influence art. Throughout the project we introduce students to the works of Kandinsky, Thaneeya McCardle, Grayson Perry and Picasso to develop critical and contextual understanding of historical and contemporary artists. As students’ progress through Year 7, they move on to study organic forms. They will develop their 2D skills through painting and drawing, as well as building upon their knowledge of photography. Throughout this project, we introduce students to the works of a range of artists including Helen

Wells, Karl Blossfeldt, Georgia O’Keefe, Paul Cezanne, as well as critical studies, shaping them into reflective and creative practitioners.

Throughout each project students will develop their visual and written language, they will be introduced to a wide range of tier 2 and 3 vocabulary and key threshold questions to develop their literacy, technical and critical writing skills.

Year 8 – The first half term of year 8 students re-visit and retrieve knowledge gained from year 7 basic skills project. The learning tasks are designed to build on the formal element skills taught in year 7 with greater breadth and depth. This project enables teachers to assess progress made in year 7 and identifies any learning misconceptions.

The first project is a thematic study of “Portraiture,” which focuses on and retrieves knowledge in photography, drawing, painting, and mixed media. Students will learn the fundamentals of how to draw a portrait accurately, including the creation of detailed facial features and the mathematical proportions of the face. Students will explore their creativity through the theme of ‘identity’. Students will further develop both their artistic and practical skills learnt in previous projects and will have the opportunity to work with wide range of media, employing an increasingly broad range of techniques with confidence. Practical investigations and structured research will inspire students as they work towards designing and realising a digital and painted outcome.

In the next project students embark upon a thematic study entitled “Birds and Insects.” Students develop creativity with colour and fine line work, as well as a range of less conventional drawing practices and print making techniques to develop their technical expertise. Students consolidate the skills learnt throughout the project through the creation of a textile based mixed media outcome inspired by Sue Brown. Students are encouraged to edit, refine, and reflect upon research undertaken into the work of other contemporary artists such as Millie Marotta, Christopher Marley, Jennifer Agnus, Lucy Arnold.

Year 9 – The first half term of year 9 students re-visit and retrieve knowledge gained from year 7 and 8 basic skills projects. The learning tasks are designed to build on the formal element skills taught in year 8 with greater breadth and depth. This project enables teachers to assess progress made in year 8 and identifies any learning misconceptions.

Students’ third year of secondary visual arts education begins with a thematic study entitled “Architecture.” They will explore a range of different architecture from around the world, considering the different influences that sit behind the buildings that have been created across the ages. They will develop skills in all aspects of perspective drawing and technical photography such as composition, viewpoint, rule of thirds and aperture. They also further develop painting and mixed media skills through the completion of a final outcome inspired by Ian Murphy. Throughout the project they will study the work of historical and contemporary artists and architects such as Gaudi, Lucy Jones, Rob Wilson, Zara Hadid.

The next project has another thematic focus, this time entitled “Cultures.” Building on their Día de Muertos work in year 7, students are encouraged to research and subsequently emulate the style favoured by a particular culture (Aboriginal, African, Indian, Aztec). Alongside their now embedded 2D practical skills, students will employ the art form of textiles, which allows further stretch and breadth to their creative endeavours. They will continue to use a variety of materials and techniques to inspire both 2D and 3D outcomes, and are becoming increasingly competent, self-critical artists.

This year will see an increased emphasis on the role of the artist within society, and students will be encouraged to express their views on the works of a range of influential artists such as; Lucian Freud, Julian Opie, Leonardo Da Vinci, Jose Romussi, Brno Del Zou, Alana Dee Haynes.

Students will continue to develop their visual and written language and will be introduced to a wider range of tier 2 and 3 vocabulary and key threshold questions to develop their literacy, technical and critical writing skills.

The projects are designed to prepare students for KS4 and beyond should they wish to study the visual arts further. They provide a broad and thorough understanding of the subject and develop competency in a range of mediums and disciplines.

Music

Year 7:

Autumn Term: Introduction to Music

Pupils beginning at SSA transition from multiple primary schools within the local area. Pupils have differing levels of musical education throughout KS1 and KS2. This topic will ensure that all pupils have a clear understanding of the skills and knowledge needed to successfully study music at KS3. Throughout the ‘Introduction to Music’ lessons, pupils will develop music notation reading skills and explore key musical concepts/elements (instrumentation, melody, rhythm, dynamics, tempo and structure). Lessons will create a plethora of vocal and keyboard performance opportunities. High expectations will be established, and pupils will learn how to use the musical instruments and equipment correctly, safely and responsibly. The summative assessment will develop pupils’ performance technique by practising and performing ‘We Will Rock You’ by Queen in pairs and as a whole-class ensemble.

Spring Term: Jazz Music

Pupils will be introduced to the historical/cultural context of early 20^th-century jazz music, addressing its links to the slave trade and the Black Communities across North America. The topic will discuss jazz music as a fusion of European/classical and Traditional African music and, through listening to/analysing the key stylistic features, pupils will begin to understand jazz music as the predecessor of contemporary pop music. The topic purposefully recaps pupils’ prior learning by revisiting important musical concepts, such as melody, rhythm, dynamics, tempo and structure. Pupils will be introduced to up to five new musical concepts – call and response, improvisation, a pentatonic scale, a jazz melody line and swing rhythms. For their summative assessment, pupils will be required to work in pairs to arrange/compose a piece of jazz music on the keyboard. Pupils will learn ‘C Jam Blues’, a famous jazz melody line, and further develop their music notation reading skills. They will strive to improvise using a pentatonic scale, follow an ABACA structure (jazz melody – improvisation – jazz melody – call and response – jazz melody), experiment using a backing beat/swing rhythm and make expressive use of dynamics and tempo throughout their compositions.

Summer Term: Samba, Traditional African Music and Percussion

Pupils will be introduced to samba music and study its key stylistic features, linking to Traditional African music previously studied during the ‘Jazz Music’ topic. Pupils will learn different performance techniques and the historical/cultural context of South American/Traditional African music. This topic has been chosen to boost pupils’ cultural capital whilst further developing their understanding and sense of rhythm. Pupils will perform using different Brazilian/African percussive instruments and continue to develop their understanding of call and response and improvisation whilst learning new concepts, such as syncopation and polyrhythms. This will support their ability to successfully perform as part of a whole class/small group samba band. Pupils will begin by performing pieces of samba music as a class before progressing to work in small groups, eventually composing original rhythms/polyrhythms. The summative assessment will re-establish the concept of structure and musical form as pupils will need to notate/document their compositions, which will typically follow an ABAB or ABACA structure. This topic will also allow pupils to function as their band’s leader, further developing leadership, communication and teamwork skills.

Year 8:

Autumn Term: Blues Music

Pupils will revisit/recall their prior learning and the knowledge studied in Year 7 before introducing the ‘Blues Music’ topic. Throughout the topic, pupils will learn about the history/context of blues music and further develop their performing, composing and keyboard skills. Students will progress from performing simple melodies to performing chords, understandingthe difference between major and minor harmony and composing using homophonic texture (a melody line accompanied by chords). The key stylistic features of blues music include the 12-bar blues chord progression, a walking bassline, a blues scale, call and response, improvisation, dissonant harmonies, syncopation, vocal melismas/riffs and flattened ‘blue’ notes. The topic’s summative assessment will show pupils’ ability to compose and perform an original piece of blues music on the keyboard in pairs and begin exploring emotive lyric writing, analysing the AABA lyric structure used within blues music. This will help pupils gain a greater understanding of storytelling through song, strengthening their understanding of and connection to blues music and its origins.

Spring Term: Reggae Music and Protest Songs

During the ‘Reggae Music and Protest Songs’ topic, pupils will continue to develop their performance, composition and listening skills. Pupils will be taught the history/culture of reggae music and research the genre’s important musical artists, such as Bob Marley, Bunny Wailer and Peter Tosh. They will learn to recognise the key stylistic features of reggae music, focusing on syncopated rhythms, a concept previously studied during the Year 7 ‘Samba Music’ topic, and strophic form/structure (repeated verse and chorus). Pupils will be introduced to the concept of time signatures and begin to understand the difference between 2/4, 3/4 and 4/4. They will learn that, like most contemporary pop songs, reggae music is written using a 4/4 time signature. Throughout this topic, pupils will use ukuleles, with the potential to progress onto acoustic guitar or bass guitar for higher-ability pupils. As this will be their first time using these instruments, lessons will begin by teaching and modelling the specific performance techniques needed for the instruments to ensure pupils can play accurately and fluently prior to the topic’s performance/composition tasks. Pupils will learn ‘Three Little Birds’ by Bob Marley and the Wailers and, after learning about the genre’s links to protest music, will continue to develop their lyric writing skills, composing their own protest song in small groups to the melody/chords of ‘Three Little Birds’ by Bob Marley and the Wailers.

Summer Term: Film Music/Sound Production

The ‘Film Music/Sound Production’ topic will enable pupils to begin listening emotively and holistically by analysing famous composers’ musical choices and discussing why certain instruments/musical elements have been used and for what effect. They will learn about the history of film music and the development of music/sound production technology. Throughout the topic, pupils will compose multiple pieces of music for provided scenes/scenarios and will develop the skills needed to work as a session musician/film music technician (Foley artist). They will compose their pieces of film music whilst working in pairs or small groups. The topic has four big questions/summative assessment points: Can pupils create an emotive/atmospheric piece of music? Can pupils create a soundscape? Can pupils recognise the difference between diegetic and non-diegetic sounds? Can pupils recreate non-diegetic sound effects? Performance and composition skills will continue to be developed, along with the pupils’ understanding of the musical elements. They will also be introduced to three stylistic features of film music – leitmotif, ostinato and drone/pedal.

Year 9:

Autumn Term: Western Classical Tradition Throughout this topic, pupils will explore three eras within the Western Classical Tradition period – the Baroque era, the Classical era and the Romantic era. They will learn about the development of music across Europe during the early 1600s to late 1800s, and begin to understand how the progression of both musical and scientific technology inspired the European composers of the time. Through studying great composers from the Baroque era (e.g. Vivaldi, Bach, Handel), the Classical era (e.g. Mozart, Beethoven) and the Romantic era (e.g. Chopin, Wagner, Liszt), pupils will begin to recognise the key stylistic features of each era. They will learn that 20^th century

and contemporary 21^st century composers have been inspired by the music created during these eras, recalling knowledge learnt during the Year 8 ‘Film Music’ topic. Lessons will focus on listening tasks, which will further develop pupils’ musical analysis skills and solidify their understanding of the musical elements (melody, articulation, dynamics, tempo/time signatures, structure, harmony, instrumentation, rhythm and texture). This will be essential for those pupils choosing to study music at KS4. Pupils will continue to develop their performance skills on the keyboard, learning one of these selected Western Classical pieces: ‘Twinkle, Twinkle Little Star’ by Mozart (lower ability), ‘Spring Theme’ (from The Four Seasons) by Vivaldi (higher ability) or ‘Moonlight Sonata’ by Beethoven (higher ability). The topic’s summative assessment will include a written/listening test and a solo class performance, which will focus on pupils’ increasing technical ability, accuracy and fluency.

Spring Term: Pop Music History/Cover Songs

Following on from the ‘Western Classical Tradition’ topic, pupils will explore the history and origins of pop music by listening to and analysing selected popular music styles/musicians from the 50s/60s, the 70s/80s and the 90s to present. Introducing popular music in this way will support those pupils choosing to study music at KS4. In Component 1 of the BTEC Tech Award in Music Practice, all music is separated into seven distinct ‘groups’, the first three relating specifically to popular music styles: group 1 – 50s/60s (e.g. rock ‘n’ roll, British invasion, folk revival, Motown and soul, psychedelic); group 2 – 70s/80s (e.g. heavy metal, prog, punk, disco, reggae, synth-pop, hip-hop, post-punk, hardcore); group 3 – 90s to present (e.g. grunge, Britpop, rave, techno, house/techno, drum and bass, nu-metal, pop punk, dubstep, reggaeton, grime, trap). A primary style will be chosen from each of the three popular music groups (e.g. rock ‘n’ roll, hip-hop and Britpop) and pupils will learn about the key stylistic features of each style. Throughout this topic, pupils will work both independently and in small groups to complete tasks and discuss/workshop the key stylistic features of the three chosen popular music styles. This mimics the SoL/lesson plans followed throughout Component 1 of the BTEC course, allowing pupils to gain a greater understanding of the expectations at KS4 prior to choosing their options. For this topic’s summative assessment, pupils will work together to produce summary posters for all three primary styles studied. They will also begin working in bands to learn a provided song from one of the primary styles studied, rehearsing for a final performance.

Summer Term: Video Game Music/Music Technology

The ‘Video Game Music/Music Technology’ topic will develop pupils’ understanding of video games/consoles and the importance of music in gaming. They will recall knowledge of composers’ ability to create emotive/atmospheric music and the musical concepts call and response, ostinato and leitmotif, previously studied in Year 7 and during the Year 8 ‘Film Music’ topic. Pupils will be introduced to the key stylistic features of video game music and music technology. They will begin using a digital audio workstation (DAW) to create/record their compositions. As this will be the pupils’ first experience with DAW software, teachers will continually model and demonstrate how to use the software correctly to limit the development of misconceptions. Music technology and production have become essential skills for contemporary musicians. Pupils studying music at KS4 will be required to use DAW software within all three components of the BTEC course, so it is important that they understand the basics prior to Year 10. The summative assessment for this topic will require pupils to compose a short, original piece of video game music using a DAW. The pupils’ compositions will include five key stylistic features of video game music (fanfare, ostinato, leitmotif, call and response and sequence) and will make use of the musical elements to support their ability to create emotive/atmospheric music. Pupils who have chosen to study music at KS4 will be provided with resources/work to complete over the summer holidays to prepare them for Year 10.

Food Technology

Year 7:

In Key stage 2 students will have had access to key concepts of nutrition, food safety, hygiene and designing, making and evaluating food. Therefore, the focus for year 7 will be to develop and enhance skills gained at KS2. This includes peeling and chopping skills, using the grill and hob. As there will have been some use of this, there will be an assessment on the independence of the students before more complex skills are introduced. Baseline assessments of knowledge will also be conducted to ascertain levels of knowledge of food safety and nutrition of each student to allow for adaptation and develop the curriculum accordingly to the needs of the students. Following on from the baseline assessment pupils will build on prior knowledge exploring the Eatwell guide as a whole, before exploring each food group in turn. Students will also build skills in cooking through the preparation of a deli salad, vegetable soup and a savoury crumble. In term 2 students build on this when exploring factors that impact on food choice. Pupils will look at allergy and intolerance and learn how to adapt recipes that ensure the main nutrients can be consumed in the diet. Pupils will conduct sensory analysis, product analysis and explore food choice from the perspective of nutritional value, cost, religion, medical needs and advertising. Students will link this to their knowledge of the Eatwell guide and apply it to their own diet. Student will also build skills through the preparation of pizza toast, lemon and herb goujons and breakfast muffins. In term 3, students will build on previous information to consider the nutritional needs of teenagers and compare it to the needs of adults and younger children. As the term progresses the students will plan and prepare a meal to fit the nutritional needs of teenagers. Students will also build on skills through the preparation of stir fry, vegetable curry and Koftas culminating in their final project of cooking their meal for a teenager.

YEAR 8:

During the first term of year 8, students will revisit the principles of the Eatwell guide as well as Food Safety and hygiene, Year 8 will explore food related ill health and be introduced to some of the causes of food poisoning. To build on knowledge of carbohydrates protein and fat, students will explore, in more detail the functions and sources of these nutrients as well as explore excess and deficiency. Students will also build on skills as well exploring the effect cooking has on food through the production of savoury rice, mini carrot cakes and frittatas. In term 2, year 8 will explore micronutrients, vitamins. The role they play in our health, how they are absorbed and sources of key vitamins. Students will also explore, in more detail, factors effecting food choice, this will include looking at food provenance, religion, health, allergies and intolerances, students will also explore food hygiene ratings and how they impact on food choice. Students will build on cooking skills through the preparation of fruit scones, tuna pasta bake, chilli con carne and Rogan josh, student will adapt recipes to suit individual dietary needs. In term 3 year 8 will explore the functions of ingredients in bread. They will explore the science relating to key ingredients and conduct experiments to consolidate understanding. In addition to this, students will take part in a project to plan and prepare a meal that would be served at a leisure centre. This will bring together the knowledge of the year and consolidate the skills they have been developing.

YEAR 9: During term 1 in year 9 students will secure their previous knowledge of nutrition, they will explore closely the nutritional requirements at different life stages and how these impacts on health. Students will explore diet related health issues such as cancer and diabetes and how diet affects our overall health. Student will also secure skills developed in the previous year and look at adapting recipes according to health, religious and food choice factors. During term 2 students will further explore food provenance, the impact on the environment and develop plans to ensure sustainability withing school. Students will also explore school food provision, food regulations and the law relating to food, this begins the transition to KS4 Hospitality and catering where considerations relating to law, and operational factor are learnt. Term 3 focuses on meal planning; this is conducted via 2 projects that involve independent planning. The first project consists of planning a meal for a festival where previous learning from years 7, 8 and 9 relating to the Eatwell guide, food provenance and food related health comes together when the students cook their planned meal. The second project the students explore current food trends (recipe) kits. They will plan a recipe kit based on a given specific need and produce a guide to cooking the dish, legally required labelling as well as demonstrate cooking the dish themselves.

Geography

Year 7

In Year 7 students begin to investigate the world around them by studying a variety of Human and Physical Geography topics. The first unit students study is Geographical Skills, which introduces them to maps on a variety of scales, including OS maps. Students develop an understanding of how to read and utilise maps effectively. This unit is revisited throughout the curriculum, in order to embed skills and deepen understanding. Students then study a unit linked to World Development. This core content creates a foundation for many other units in Geography. The unit exposes students to development indicator data in order for them to identify global inequalities. The unit also considers how these inequalities could be reduced. Students will then study a Rivers unit, which provides students with core content relating to physical landscapes and the processes linked to the creation of landforms. In addition, students will consider how human activity influences coastal processes and how coastal processes influence humans, in different areas of development. Students will develop an understanding about The Economy, on a global scale, in order to understand the transition of countries through stages of development. Lastly, students will engage in Fieldwork studies, in order to understand the importance of collecting and analysing geographical data, in order to reach conclusions which are linked to geographical theory.

Welcome to Geography (physical, human and environmental geography)
Maps – UK, Europe, Continents and Oceans
Geographical skills – compass points, grid references, scale, height and relief, longitude and latitude.
The UK – physical and human geography of the UK
Employment
World population
Weather and climate change
Sustainability fieldwork

Year 8 Year 8 Geography builds directly on the core content exposed to students in Year 7. The first unit is Coasts, which has direct links to Rivers. Students develop their understanding of physical processes further through the application of this knowledge to a different context. Students also learn how coastal management is used to defend the human environment. Students further develop links to World Development through their understanding of Population and Migration. In our globalised world, this is becoming more important. Students also reflect on different population structures and how this impacts countries at different stages of development. In order to understand how the human and physical environments interact in a more hazardous way, students will explore the unit of

Tectonics. This includes the study of earthquakes and volcanoes. Students begin to understand the factors affecting the impacts of natural hazards and how humans work to mitigate against these risks. Students then explore two of the most significant Biomes on the planet- Hot Deserts and Tropical Rainforests. Students embed further their skills from Year 7. Lastly, students will engage in Fieldwork studies, in order to understand the importance of collecting and analysing geographical data, in order to reach conclusions which are linked to geographical theory. This builds on the work from Year 7.

Tectonics – earthquakes, tsunamis and volcanoes
Weather hazards and climate change
The development gap
Development in Africa
Urbanisation
Urbanisation case study – London
Rivers
Coasts
Plastic pollution fieldwork

Year 9

By Year 9, students have a strong knowledge of core content and skills. Throughout Year 9, students learn to develop their geographical thinking to more advanced level. Students begin Year 9 studying Climate Change – one the most well-known issues facing humanity today. Students gain an understanding of the evidence, causes (natural and human) and management of climate change, whist debating the key issues. Students then study Life in an Emerging Economy and Issues of Urbanisation. These units focus on issues that arise in urban areas with LICs, NEEs and HICs, as a result of population changes. These units also refer to the economy and the links to development (linking to Year 7 and 8 content). Students then consider the issue of providing resources to a growing population, with a focus on Energy. Lastly, students will engage in Fieldwork studies, in order to understand the importance of collecting and analysing geographical data, in order to reach conclusions which are linked to geographical theory. This builds on the work from Year 7 and Year 8.

Ecosystems
Nigeria vs Japan
Earthquake case studies (comparison between high and low income countries)
Weather hazard case studies (comparison between high and low income countries)
Globalisation and world relationships
Tourism
Coasts
Climate change
Australia
Fieldwork skills and design

KS3 Religious Education

At KS3 the study of RE provokes challenging questions about the meaning and purpose of life, beliefs about God, rights and wrongs and what it means to be human. Students will learn about and from religions in the local, national and global contexts in order to explore and discover different answers to these questions.

Our students study a variety of religious and worldwide views so they can describe, explain and analyse beliefs and practices.

Year 7

What does it mean to be a person of faith?
· What does it eman to be Jewish?
· What do Jews believe about God?
· What does it an to be a Christian?
· What do Christians believe about God?
· How do Christians express their beliefs?
· Why is Jesus important to the Christian faith?
· What are the Ten Commandments and why are they important to Christians?

Spring Term

· What does it mean to be a Muslim?
· What doe Muslims believe about God?
· How do Muslims express thei beliefs about God?
· What doe Muslims believe about Muhammad? Pbuh
· What does it mean to be a Hindu?
· What are the key beliefs of Hinduism?
· What do Hindu’s believe about God?

Summer Term

· What does it mean to be a Sikh?
· What do Sikhs believe about God?
· How do Sikhs express their beliefs about God?
· What is the Langar?
· What does it mean to be a Buddhist?
· What are they key beliefs of Buddhism?
· How do Buddhists express their beliefs?

Year 8

Autumn Term

How does the media portray Isalm?
· What is the meaning of the term Islam
· What is the Quran?
· What does it mean to be Muslim in Britian today?
· How is Islam portrayed in the media?
· Why do people link the religion of Islam with terrorism? What does Islam teach about violence?

Is it fair? (Spring Term)

· How do we assess someones worth?
· How should we treat people , how did Jesus treat people?
· Was Jesus a rebel? Was he right to eat with sinners?
· Jesus and the Samaritan woman.
· How might Jesus’ behaviour affect the actions of Christians today?
· Do Christians have a responsibility to ensure everyone is valued?
· Do we need to be radical to bring about fairness for all?
· Can one person change the way people treat others?

Summer Term

Is death the end?
· Is death the end?
· What do Christians believe about life after death?
· What do Muslims believe about life after death?
· What do Jews believe about life after death?
· What do Hindu’s believe about death and rebirth?
· Does everyone believe in life after death? What do Humanists believe?

Year 9

What is the impact of difference and diversity within faith communities.
· What is Buddhism and what are they key beliefs? (Recap)

· How diverse is the Buddhist religion?

· What are the four noble truths and the noble eightfold path?
· What impact does diversity have on the religion of Buddhism?
· How does Buddhism influence modern society today?
· How has Buddhism become so diverse?
· Is Buddhism a religion of peace?

How can religion play a part in reducing racism?

· What can be done to reduce the harmful impact of racism today?
· What is the story of the two statues in Bristol?
· How and why did Martin Luther King stand up against racism?
· How and why does Stormzy stand up against racism?
· Who is Malcolm X?
· Who is Hany El Banna, how did he stand up against racism and why?

Should we commemorate the Holocaust?

· Who are the Jews and what are their key beliefs? (Recap)
· What was it like to be Jewish before the war?
· What was the Holocaust?
· Why is Kristallnacht important?
· After the Holocaust what did liberation look like?
How do we and should we commemorate the Holocaust?

Computer Studies

YEAR 7:

Our curriculum is designed to further the core content of KS2 and to set the foundations of knowledge for both keeping safe online, understanding how misinformation is spread and how computers work. It is important for pupils to be aware of the dangers they may face over social media and other forms of online communication due to the speed of which issues can escalate. Computers are often used for social activities but without a greater knowledge of technology that is required, which serves as starting point for all at ICT/Computer Science. The natural progression goes from what they are to what computers can understanding and in what order. Therefore, Algorithms and Data Representation are a natural fit. Computer Science can be often largely theory based, so the following academic year addresses this with various interactive and creative units. We look to further the Computer Science interests of pupils by completing the year with programming in various IDLE environments.

Ordering of the units was taken into careful consideration, fundamental tasks such as conveying messages and Computers are paramount to further topics and must be covered. Units relating to how computers use data, and the sequencing of the tasks are important themes to be aware of, which is highlighted in the National Curriculum. Due to the content being challenging, we then deliver more practical units in poster making and Programming to apply some of the prior concepts and promote creativity.

Setting up a slide master, design, template Create digital artefacts (font manipulation, image editing, copping, import/export) Applying conditional formatting. How to stay safe and act responsible online. Use Office 365 and Teams Save and retrieve work effectively using suitable file names and folder structures. Apply ‘task’ to an intended audience. Design and develop computer systems Link between hardware and software Use concepts of networking to perform specific tasks Processes and protocols that enable transmission (Internet) Apply and utilise programming concepts – decomposition and abstraction. Visual level. Implementing a repeat in a programming language. Visual level. Create, interpret, correct, complete, and refine algorithms Analyse data. Demonstrate spreadsheet tools.

Tools and technologies to create digital artifacts. Principals of good design Features of unreliable content Computer architecture-Hardware and software components Semaphores Concepts of networking Transmission of information (Internet) Data representation What algorithms are and how they are used in programming Programming concepts – decomposition and abstraction Basic sorting and searching algorithms. Programming constructs (variable, iteration, selection, sequence) Write and debug simple programs using programming languages. Visual level. Programming syntax Spreadsheet formulae – Commonly used formulae within spreadsheet software in addition to frequently used methods such as sorting, filtering, and charting data.

YEAR 8 and 9:

In years eight and nine we have added units looking at the implications for people and businesses in using ICT and possible threats related to this. We revisit Algorithms and increase the challenge in content by looking at scripted code (Python) and how it links back to Year 7 Algorithms and can also be used to successfully code a solution. Data representation is covered in more detail as its content is universal to Computer Science and ICT knowledge. Handling data is further explored, and this is very useful in future life. We also look at concepts related to game creation and APP making, which links to future desired careers. We will aim to embed careers into the lesson planning so that pupils can envisage a future in an ICT / computer science profession. All through KS3 we are preparing the students for a smooth transition into KS4 if the students choose to do so.

Apply Programming concepts – decomposition and abstraction How Boolean logic (AND, OR, NOT) can be implemented at the circuit level. Implementing a repeat in a programming language (textual) Create, interpret, correct, complete and refine algorithms (PRIMM) Add and amend syntax How to use programming languages and tools, data processing techniques, data visualization, and model selection evaluation. Maintain secure systems Debate Emerging technologies Applying conditional formatting. Create digital artefacts (font manipulation, image editing, copping, import/export)

Programming concepts – decomposition and abstraction Programming constructs (variable, iteration, selection, sequence) textual. Sorting and searching algorithms. Programming syntax (textual) Write and debug simple programs using programming languages (textual) The purpose and function of different logic gate. Data structures, statistical concepts, machine learning algorithms, and programming languages. Features of unreliable content Emerging technologies Principals of effective multimedia design

English KS3

Our aim is to provide a curriculum that enables all students, whatever their starting point, to successfully navigate the world around them by being strong communicators: readers, writers, orators and thinkers. The function of English Literature and Language is to provide students with powerful knowledge, that can often be hidden from view or distorted in the mainstream, and to give them a sound skills base with which to express themselves.

Year 7:

Victorian Education:

Text- Extracts from: Oliver Twist, A Christmas Carol, Jane Eyre, Great Expectations, non-fiction texts on Education
Poem- William Blake London

Big ideas- Poor Law, class system, exploitation, the effects of poverty- unsafe working environment, disease, education

Knowledge- What life was like in Victorian England, What were the differences between the rich and poor, key information about Charles Dickens, what schools were like in Victorian England

Skills- Reading comprehension, identifying social, cultural, and historical detail in a text, writing to describe, comparison of 19^th Century and modern text, writing to show not tell.

Myths and Legends

Text- Extracts from: Mythos, Tales of the Greek Heroes,
Poem- Selection from The World’s Wife

Big ideas- The effects of greed, fatal flaw, strength VS weakness, Omens, Seven Deadly Sins, Power, corruption, moral message,

Knowledge- Oral and literary traditions of the ancient Greeks concerning their gods and heroes and the nature and history of the cosmos. The creation of the gods and the world, the struggle among the gods for supremacy, the love affairs and quarrels of the gods, the effects of their adventures and powers on the mortal world, including their link with natural phenomena such as thunderstorms or the seasons.

Skills- Reading comprehension, selecting and analysing textual evidence, identifying poetic voice, evaluating writer’s message, making links between texts, applying keys concepts to the text

Shakespeare:

Text- The Tempest

Big ideas- Supernatural, leadership, power, role of women, patriarchy, colonialism, marriage, stagecraft.

Knowledge- Shakespeare’s times and theatre, stagecraft, colonialism, Jacobean beliefs of Supernatural,

Skills- locating and retrieving text, identifying key themes, recalling details of character and plot, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge.

Mad Science:

Text- Extracts from: Frankenstein, Jekyll and Hyde, Edward Scissorhands,
Poem- Robot Boy

Big ideas-Man VS God, science, technological revolution, ethics, fallibility, ambition, immortality, power,

Knowledge- Christian beliefs about creation, Great Chain of Being, how technology is evolving, how morality can influence technological advances, ideas driving the romantic era of literature, who the key literary writers were, what their influence was on English Literature.

Skills- reading comprehension, selecting and analysing textual evidence, showing an understanding of key concepts, establishing viewpoint on key concepts, building an argument based on evidence from a text, writing to describe

Poetry from other Cultures:

Text- An anthology containing: Blessing, Half Caste, Daffodils, Checking Out Me History, Ozymandias (Horace Smith), ‘An die Soldaten des Grossen Krieges (To the Soldiers of the Great War),

Big ideas- conflict, nature, identify, discrimination, inner conflict, memories, race, traditional values,

Knowledge- Colonialism, slavery, immigration, the causes of World War I, who the great war poets were and their influence on English Literature.

Skills- Identifying poetic voice, analysing various structures of a poem, comparing contrasting ideas in poetry, applying social, cultural and historical knowledge to a text, exploring impact of language with a focus on imagery.

Year 8

War:

Text- Extracts and articles: Dexter trailer, V for Vendetta, Jack the Ripper, Non-fiction case studies on Derek Bentley and Ruth Ellis, Lord of the Flies, William Golding Essay on Nature VS Nurture, Oliver Twist, Charles Dickens’ essay on Victorian Prisons, Diary of Anne Frank,
Poem- Education for Leisure, Hitcher

Big ideas- Morality, punishment, savagery, religion, nature vs nurture

Essential Knowledge- What impact did the Gunpowder Plot have on James I’s reign? Freud’s theory of personality. What are society’s expectations and moral values around murder? How has crime and punishment changed since Victorian times? What are the three different elements of rhetoric and how are they used? See key vocabulary list for essential vocabulary list.

Skills- Reading comprehension, locating and retrieving, exploring specific quotations, identifying viewpoint, analysing poetry, writing to inform, writing to persuade,

Crime and Morality:

Text- Extracts from: War Horse, Anne Frank’s Diary,

Poems- Charge of the Light Brigade

Big ideas-Patriotism, fear, religion, morality, genocide, prejudice, racial antisemitism

Knowledge-Causes and effects of WWI and WWII, conscription, effects of propaganda, effects of The Holocaust (genocide)

Skills- Reading comprehension, locating and retrieving, identifying ideas of patriotism and propaganda, zooming in and exploring the impact of specific language choices, identifying viewpoint, analysing poetry, writing to persuade with an introduction to rhetoric/ propaganda techniques

Dystopia and Abuse of Power:

Text- Animal Farm

Big ideas- Communism, control, technology, survival, loss of innocence, loss of individualism, totalitarianism, anarchy, boundaries, respect, law, morality, fear, gothic troupes, pathetic fallacy.

Knowledge-Cause and effect of the Russian Revolution 1917, how literature presents ideas of dystopia, how propaganda can be used to influence,

Skills- Reading comprehension, locating and retrieving, identifying persuasive devices, zooming in and exploring the impact of specific language choices, identifying viewpoint, analysing poetry, continuing to explore rhetoric.

Shakespeare

Text- Romeo and Juliet

Big ideas- Stagecraft, tragedy and tragic hero, hamartia, Elizabethan context, love and conflict, nobility, marriage, patriarchy, role of women, religion, power

Knowledge- Shakespeare’s times and theatre, stagecraft, Courtly Love, Elizabethan beliefs of fate, new key vocabulary.
Skills- Understanding the conventions of a play, locating and retrieving text, identifying key themes, understanding character and plot, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge.

Year 9

Gothic:

Text- Extracts from: Dracula, Wuthering Heights, Northanger Abbey, A Christmas Carol, Woman in Black, Jane Eyre, Tell Tale Heart, The Raven, Great Expectations
Poem- Havisham

Big ideas- power, nature, religion, gothic troupes

Knowledge- What gothic conventions are, the impact the industrial revolution had on Britain, What life was like in Victorian England, the differences between rural and urban settings when influencing literature, gender roles.
Skills- Identifying gothic tropes, analysing language- in particular pathetic fallacy, depiction of female and male archetypes, identifying poetic voice, writing a narrative,

Power:

Text- Extracts from: The Great Gatsby, Macbeth, The Scarlett Letter, Newspaper article on The Brighton Bombing,

Big ideas- gender expectations, role of women, patriarchy, subversion, religion, conflict, power, control, fear.

Knowledge-What life was like in 1920’s America, what was the Wall Street Crash, 1930’s Great depression, Suffragettes- cause and effect, who the IRA are, role of women and how this has evolved through history, what the puritan movement was

Skills- Reading comprehension, locating and retrieving, identifying language devices, zooming in and exploring the impact of specific language choices, identifying viewpoint, analysing non-fiction text.

Shakespeare themes:

Text- Extracts from: The Tempest, Hamlet, King Lear, Macbeth

Big ideas- Elizabethan and Jacobean context, royal lineage, leadership, treason, regicide, Supernatural, superstition, role of women

Knowledge-Elizabethan England- key concerns regarding Elizabeth being a strong leader, role of women- femininity, marriage, motherhood, Jacobean England- United Kingdom, witchcraft, Catholicism.

Skills- Understanding the conventions of a play, locating and retrieving text, identifying key themes, understanding the impact of character development, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge.

Macbeth:

Text- Macbeth

Big Ideas-Leadership, supernatural, gender roles, regicide, treason, Divine Right of Kings, natural order, masculinity, power, loyalty, nature, medieval conventions

Knowledge-Jacobean England and the influence James I had over beliefs (witchcraft), stereotypical gender roles (masculinity), Scottish Tanistry, views on women and the influence Elizabeth I had on this,

Skills- Understanding the conventions of a play, locating and retrieving text, identifying key themes, understanding character and plot, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge.

KS3 History

By the end of Year 9, learners will be able to address the following thematic questions in an educated matter which we believe will serve as a foundation becoming informed, active citizens. In each enquiry, learners will need to utilise the skills of a historian to evaluate evidence and to interrogate interpretations. They will build up their knowledge towards each one through focused enquiries in every year they are at South Shore Academy:

1)How has political power developed in Britain since 1066?

What was the political legacy of the Norman Conquest? (Year 7)
What was the impact of Henry VII’s win at Bosworth? (Year 7)
Did Elizabeth I Succeed in a man’s world? (Year 8)
How revolutionary was the Industrial Revolution? (Year 8)
How and why did women gain the right to vote? (Year 9)

2) How have oppressed groups gained their rights?

How have indigenous population been affected by discrimination? (Year 7)
What is the link between Slavery and Racism? (Year 8)
What has been the catalyst for changing attitudes towards LGBTQ+ peoples? (Year 9)

3) What unites and divides peoples?

What was the importance of the Reformation? (Year 7)
How have ideologies changed our world? (Year 8)
How was the Kingdom United? (Year 8)
Which ideology dominated the Spanish Civil War? (Year 9)

4) How connected is our world’s history?

How has migration shaped the British Isles? (Year 7)
How important was Europe in World History (Year 8)
What was the cost of the British Empire? (Year 9)

5) How has society developed since antiquity?

How has Ancient Rome influenced modern society? (Year 7)
How measly was the Middle Ages? (Year 7)
What does the treatment of “witches” tell us about attitudes in Early Modern Britain? (Year 8)
What impact did WWI have on the British People? (Year 9)
How did Blackpool become the nation’s pleasure beach? (Year 9)

6) What has been the impact of discrimination in society?

What is the link between slavery and racism? (Year 8)
Why and how did the Holocaust happen? (Year 9)

KS3 Science

YEAR 7

Welcome to Science
Particle model
Introduction to cells
Introduction to forces – speed and gravity
Separating mixtures
Movement
The Universe
Human reproduction
Science week – rotation each year we look at science careers in these areas, Biology – Hospital, Physics – Space station, Chemistry – Plastics.
Energy – power and transfer
Reactions – acids and alkalis, metals and non-metals
Sound
Ecosystems – interdependence and plant reproduction

YEAR 8

Light
Earth structure
Variation
Electricity
Elements and the periodic table
Breathing
Contact forces
Digestion and diet
Climate and Earth
Science week – rotation each year we look at science careers in these areas, Biology – Hospital, Physics – Space station, Chemistry – Plastics.
Energy – work and heating
Introduction in respiration and photosynthesis
Electromagnet
Pressure
Types of reactions

YEAR 9:

Evolution
Wave effects and properties
Chemical energy
Inheritance
Planning an investigation
Conservation and dissipation of energy
Energy transfer of heating
Energy resources
Science week – rotation each year we look at science careers in these areas, Biology – Hospital, Physics – Space station, Chemistry – Plastics.
Development of the atom
Separating techniques
The periodic table
Cell structure
Cell specialisation
Cell transport

KS3 Spanish

At South Shore Academy we aim to provide a positive experience of learning a language which equips pupils with the necessary knowledge, skills, confidence and cultural awareness to succeed.

At SSA, our intention is to provide all pupils with an accessible, creative & engaging experience of learning a language, equipping them with the knowledge and skills they need to become resilient & competent linguists.

Our Curriculum is designed based on evidence-based research, imitating authentic “real world” language learning as far as possible in a classroom setting with limited time, consequently all content is carefully selected and the sequence of learning is planned meticulously, with the aim of maximising retention of the phonology, vocabulary and grammar points which are taught.

We aim to make language lessons challenging, productive and meaningful in order to develop confident communicators in the Target Language across a variety of contexts and modalities; consequently, lessons are designed to promote pupils’ development of skills in reading, listening, writing and speaking.

Alongside developing linguistic confidence, our objective is to raise awareness of the wider world, developing both linguistic and cultural awareness and understanding, in order to create outward thinking global citizens.

Year 7 & Year 8:

¿Cómo estás? – How are you?

Mis asignaturas – My subjects

Al colegio – At school

Mis profesores y el uniforme – My teachers and uniform

Me presento – Introducing myself

Mi familia y yo – My family and myself

Mi tiempo libre – My free time

Year 9:

La música española – Spanish music

El cine y la televisión – Cinema and TV

Mi pueblo – My town

Las vacaciones – Holidays

KS3 Physical Education

As a knowledge-focused curriculum we believe that knowledge underpins and enables the application of skills. We provide a curriculum model which is both broad and ambitious. Learning opportunities arise every lesson and we use this to inform precision planning and improve student knowledge, performance, and resilience. As a department we define the powerful knowledge our students need and help them to use, apply, and retrieve this knowledge to be used now or in the world of work and further education. We teach students skills that will positively impact on their future. We aim to deliver teaching and learning opportunities that inspire all students to succeed in Sport and performance. The skills taught in physical education improve students’ performance, sharpen their

knowledge of strategy and tactics, and help them to transfer knowledge from one context to another, including sport, recreational, and outdoor activities. Cooperation and collaboration with others, as part of a team, understanding fairness, resilience and equity of play are life-long values we embed. Students will also strive to achieve their personal best in fitness activities.

Pupils will build on and apply the fundamental skills developed at KS2, and these will be further developed into sport specific practices.

· Pupils will develop skills, knowledge and performance techniques across a range of sports and outdoor activities.

· Pupils will develop tactical and regulation principles, applying these in competitive situations.

· Pupils will improve their health and fitness, recognising the role of physical activity contributing to their physical, social and mental wellbeing.

· Pupils will develop into team players who cooperate and demonstrate respect for their fellow team player, opposition and officials.

· Pupils will develop leadership skills; learning the roles and qualities of an effective leader.

The four pillars of learning: Motor Competence, rules, strategies and tactics, healthy participation are taught throughout Key Stage 3 across different sporting activities. Our pedagogy is underpinned by:

· Clear modelling of specific skills/concepts and high-quality teacher instruction.

· Using errors as a learning opportunity and building resilience.

· The importance of students’ regular opportunities to improve their work.

· Students to understand what they are doing well and how they need to improve.

· A range of strategies to deepen knowledge so that it is committed to the long-term memory.

Year 7	Term 1-2	Team Sports – Basketball, Netball, Football, Individual Sports – Trampolining, badminton, Table Tennis Fitness and Dance
Year 7	Term 2-3	Striking and Fielding – Rounders and Cricket Athletics Fitness and Dance
Year 8	Term 1-2	Team Sports – Basketball, Netball, Football, Individual Sports – Trampolining, badminton, Table Tennis Fitness and Dance
Year 8	Term 2-3	Striking and Fielding – Rounders and Cricket Athletics Fitness and Dance
Year 9	Term 1-2	Team Sports – Basketball, Netball, Football, Individual Sports – Trampolining, badminton, Table Tennis Fitness and OAA
Year 9	Term 2-3	Striking and Fielding – Rounders and Cricket Athletics Fitness and OAA

Key Stage 4

Our Key Stage 4 curriculum is broad so that students can experience a range of opportunities across the curriculum; balanced because it is unwise for students to narrow down their options before the age of 16; relevant to students’ individual needs and to the demands of a rapidly-changing world; and personalised so that the level and type of work are suited to the ability and learning style of each individual student. English language, English literature, mathematics and science are compulsory for all students. All the other subjects studied at Key Stage Three are available options for students to pursue at GCSE, as well as new choices such as childcare, travel and tourism and business.

Art and Design GCSE:

Art and Design equips students with the skills to enjoy, produce and engage with the visual arts throughout their lives, and it has immense value as a GCSE subject. GCSE Art and Design provides the opportunity for students to:

explore both contemporary and historical sources of art, craft, and design first hand through, for example:
visiting museums, galleries, art shows and fairs
experiencing audio-visual productions, including still, and moving imagery
their surroundings and environments.
take an individual approach to their art, craft and design making.
develop the skill of selecting their best and most appropriate work for presentation.

60% is coursework based.

40% is an externally set 10 hour exam

Our specification – Edexcel GCSE Art and Design (2016) | Pearson qualifications

Art And Design Textiles GCSE:

Textile design is defined here as the creation of designs and products for woven, knitted, stitched, printed or decorative textiles that might have a functional or non-functional purpose.

Areas of study In Component 1 and Component 2

students are required to work in one or more area(s) of textile design, such as those listed below:

art textiles
fashion design and illustration
costume design
constructed textiles
printed and dyed textiles
surface pattern
stitched and/or embellished textiles
soft furnishings and/or textiles for interiors
digital textiles
installed textiles.

60% is coursework based.

40% is an externally set 10 hour exam

OUR SPECIFICATION – AQA | Art and Design | GCSE | Art and Design

KS4 Music Offer

BTEC Tech Award in Music Practice (Level 1/2)

The Tech Award gives learners the opportunity to develop sector-specific applied knowledge and skills through realistic vocational contexts. The main focus is on four areas of equal importance, which cover the:

development of key skills that prove learners’ aptitude in music, such as responding to a musical brief using musical skills and techniques
processes that underpin effective ways of working in the music sector, such as the development of musical ideas, and using skills and techniques for rehearsal, creation, production and performance to respond to a music brief
attitudes that are considered most important in the music sector, including personal management and communication
knowledge that underpins effective use of skills, processes and attitudes in the sector, such as musical skills and styles.

This Tech Award complements the learning in GCSE programmes by broadening experience and skills participation in different types of musical techniques for different musical styles. The Tech Award gives learners the opportunity to apply knowledge and skills in a practical way through exploration and development of techniques and styles Our specification – Music Practice (2022) | BTEC Tech Awards | Pearson qualifications

KS4 Food Technology

Level 1/2 Vocational Award Hospitality and Catering (Technical Award)

The Vocational Award in Hospitality and Catering has been designed to support learners in schools who want to learn about this vocational sector and the potential it can offer them for their careers or further study. It is most suitable as a foundation for further study. This further study would provide learners with the opportunity to develop a range of specialist and general skills that would support their progression to employment.

Our specification – Level 1/2 Vocational Award in Hospitality and Catering (wjec.co.uk)

KS4 English

Year 10 & 11

A range of non-fiction extracts, comparing 19th and 20th century sources.
A Christmas Carol
Writing a in a range of forms for an appropriate audience using various rhetorical devices.
Shakespeare’s ‘Macbeth’
reading a 20th Century fiction extract, and analysing and evaluating the use of language and structure.
Unseen Poetry
An Inspector Calls
Power and Conflict Poetry

KS4 Geography

Once students reach GCSE Geography they will have already gained the Geographical Skills and core content needed in order to be successful at GCSE. Therefore, the teaching for GCSE aims to challenge students to further develop their geographical understanding within a variety of different contexts. Students continue to embed their skills and understanding. Students achieve marks in GCSE Geography for their Knowledge (K), their Understanding (U) and their Application (A) to familiar and unfamiliar contexts.

(Paper 1 – Physical Geography)

Year 10 and Year 11

The GCSE is divided into three papers. Below is a summary of the core content:

Paper 1 (35%) – Living with the Physical Environment (1.5-hour exam)

· The Challenge of Natural Hazards.

Students develop their understanding of earthquakes, volcanic eruptions, tropical storms, extreme weather events and climate change. Students focus on a similar structure for each: causes, impacts and management (supported by specific case studies).

· The Living World.

Students study the distribution of major biomes and their characteristics. They also study ecosystems and the impact of human activity upon the delicate balances within a food web. Students study Hot Deserts and Tropical Rainforests in depth, focusing upon distribution, climate, animal and plant adaptations, deforestation (causes, effects, management), desertification (causes, effects and management) and three case studies (Amazon Rainforest, Mojave Desert and The Sahel).

· Physical Landscapes of the UK.

Students will study marine and fluvial landscapes within the UK. These complement one another and focus on processes of erosion, weathering, transport, deposition and mass movement. The unit explores the landforms created by these processes and considers how management can reduce the impacts of natural processes on the human environment.

Paper 2 (35%)- Challenges of the Human Environment (1.5-hour exam)

· Urban Issues and Challenges

Students study this unit through two major case studies: Rio and Leeds. Students explore the opportunities and challenges faced by each city, as well as the ways in which the challenges are being managed. There is a focus on sustainability and what the future may hold. The case study nature of the unit allows students to study the unit in a more holistic and challenging way.

· The Changing Economic World

Students consider the unequal nature of our world, focusing on the difference in country development. Students develop a deeper understanding of development indicators (for example, their reliability), causes of uneven development and ways in which the development gap is being reduced. Students study the country of India as an example of a developing NEE. Students will also study the economy of the UK.

· The Challenge of Resource Management

Students study three resources: Food, Water and Energy. Students reflect on the uneven distribution of these resources and the impact on social and economic well-being. Students then study the Food Option unit in more depth, learning about factors affecting food supplies and how we can increase food supplies in the future, in a sustainable way.

Paper 3 (30%)- Geographical Applications (1.5-hour exam)

· Issues Evaluation

In the March of each year, a pre-release material is issued to schools, presenting to us a geographical issue. Students will study this issue and then be examined on this in their Paper 3 exam.

· Fieldwork

Students will undertake fieldwork at GCSE, focusing on two contrasting environments. Students will study longshore drift and the impacts of tourism. The learning from this fieldwork is examined in the Paper 3 exam.

Natural hazards
Plate tectonics
Earthquake case studies (Nepal vs Chile)
Weather theory and formation of tropical storms
Weather case studies (Typhoon Haiyan vs Storm Desmond)
Climate change
Ecosystems
The rainforest
Cold environments (Svalbard case study)
Rivers (UK case study)
Coasts (Holderness case study)
Fieldwork (field trip in preparation for Paper 3)

Year 11 (Paper 2 – Human Geography)

Urbanisation
Rio case study
Manchester case study
Sustainable urban development
Development
India case study
UK and employment
Resource management – water
Pre-release study (issued 12 week prior to the exam by AQA for Paper 3)
Revision and final prep for exams

Our Specification – AQA | GCSE | Geography | Specification at a glance

KS4 Computer Science

It is the aim of the department to enable students to develop skills and knowledge in computer science and digital technologies to prepare them for a future in a world where the use of this technology is fully embodied. We wish to enthuse students to have an understanding far deeper than the interface that they currently operate.

We aim to enable students to develop a love of learning for the subject and an understanding that there are no limits to their own development in programming and Information technology. An important life skill for anyone is to problem solve, develop transferable skills and become resilient. Using the strands of computational thinking will aid learners with their Computer Science studies and, as it is embedded within everyday life activities, they will understand that they cannot run before they can walk. Students will be given guidance on how to work safely on-line (national policy) so that it will be second nature to carry out all the necessary steps for their own safety as well as those around them.

At KS3 students will be given the opportunity to develop their computer coding through the teaching of sequence, selection and iteration (cornerstones), whilst developing their digital technology skills, through an interleaving curriculum. Learning the language of code is an important bonus as students who develop their coding skills will be able to grasp the magic behind the computers. This will allow them to take their studies onto KS4 and to Further and Higher education if they desire and ultimately secure a career within a large range of industries.

In Computer Science we are committed to fulfilling the whole school literacy drivers. Including, improving reading comprehension and vocabulary enhancement.

Our specification – – GCSE – Computer Science (9-1) – J277 (from 2020) – OCR

KS4 Business

The NCFE Level 1/2 Technical Award in Business and Enterprise is designed for learners who want an introduction to business and enterprise that includes a vocational and project-based element. The qualification focuses on an applied study of the business and enterprise sector and learners will gain a broad knowledge and understanding of working in the sector.

This qualification has been designed to sit alongside the requirements of core GCSE subjects and is appropriate for learners who are motivated and challenged by learning through hands-on experiences and through content which is concrete and directly related to those experiences.

It is distinct from GCSE Business Studies, as it encourages the learner to use knowledge and practical enterprise tools to prepare them for business.

It is an important subject as it supports local community needs, along with inspiring young people to become self-employed.  Further, it will prepare students for higher education, apprenticeships, and the world of work.

In Business, we are committed to fulfilling the whole school Literacy drivers. Including, improving reading comprehension and vocabulary enhancement.

Our specification – Business and Enterprise (ncfe.org.uk)

KS4 Child Development

The Pearson BTEC Level 1/Level 2 Technical Award in Child Development is for learners who want to acquire sector-specific applied knowledge through vocational contexts by planning, developing and adapting play opportunities suitable for young children across five areas of development as part of their Key Stage 4 learning.

The early years sector focuses on the learning, development and care of children in the UK. There were approximately 1.7 million Ofsted registered childcare places for children offered by many different types of early years settings in England in 2019, ranging from childminders and nannies to nurseries, crèches and preschools. Knowledge of child development is important in a variety of occupations outside of childcare and teaching, for example, in healthcare roles such as paediatricians, psychologists, occupational therapists, and speech and language therapists.

Students develop knowledge and understanding through applying their learning to work related contexts and gain the skills they need for further study and employment.

In Child Development, we are committed to fulfilling the whole school Literacy drivers. Including, improving reading comprehension and vocabulary enhancement.

Our specification – https://qualifications.pearson.com/en/qualifications/btec-tech-awards/child-development-2022.coursematerials.html#filterQuery=Pearson-UK:Category%2FTeaching-and-learning-materials

The Pearson BTEC Level 1/Level 2 Technical Award in Health and Social Care is for learners who want to acquire sector-specific applied knowledge through vocational contexts by studying human lifespan development, health and social care services and values, and health and wellbeing as part of their Key Stage 4 learning.

Health and social care is one of the fastest growing sectors in the UK with demand for both health and social care employees continuously rising. Social care employees, such as care assistants and social workers work with individuals to support them to be as independent as possible in their own homes, in care homes or nursing homes. Healthcare employees, such as doctors, pharmacists, nurses, midwives, healthcare assistants and physiotherapists, work with individuals to enhance their quality of life by improving their health. Approximately 3 million people are currently employed in the sector.

Students develop knowledge and understanding through applying their learning to work related contexts and gain the skills they need for further study and employment.

In Health and Social Care, we are committed to fulfilling the whole school Literacy drivers. Including, improving reading comprehension and vocabulary enhancement.

Our specification – https://qualifications.pearson.com/en/qualifications/btec-tech-awards/health-and-social-care-2022.coursematerials.html#%2FfilterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments

KS4 Travel and Tourism

The Pearson BTEC Level 1/Level 2 Technical Award in Travel and Tourism broadly focus on the same core areas of the Travel and Tourism industry; customer service, T&T destinations and external factors that impact on the industry. The sector is the UK’s third largest employer, accounting for 9.5 per cent of total employment.

Travel and Tourism is offered to students in year 10 as part of their option choices. The combination of units studied gives the right balance between challenge and engagement but also delivers practical knowledge and skills that can be built on further at level 3.

Within this programme, learners look at the UK Travel and Tourism industry and further extend their knowledge on the UK as a destination. Learners will explore some of the key areas within the sector, including accommodation, tourism development and promotion, transport and visitor attractions. They will also have the opportunity to explore the importance of the Travel and Tourism sector to the UK, as well as investigate different types of customers and UK destinations.

The curriculum gives learners the opportunity to develop key skills, such as research, report drafting and writing/presentation skills, not only embedding the skills that modern businesses desire in employees but also giving learners an academic challenge to overcome. The intent of the course is to provide all our learners with the skills they would need to be successful in the world of Travel and Tourism.

In Travel and Tourism, we are committed to fulfilling the whole school Literacy drivers. Including, improving reading comprehension and vocabulary enhancement. Our specification – https://qualifications.pearson.com/en/qualifications/btec-tech-awards/travel-and-tourism-2022.coursematerials.html#%2FfilterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments

GCSE English Language and Literature

A range of non-fiction extracts, comparing 19th and 20th century sources.
A Christmas Carol
Writing a in a range of forms for an appropriate audience using various rhetorical devices.
Shakespeare’s ‘Macbeth’
Reading a 20th Century fiction extract, and analysing and evaluating the use of language and structure.
Unseen Poetry
An Inspector Calls
Power and Conflict Poetry

KS4 Religious Studies

GCSE – Full Course

Course – AQA Specification A

100% Exam

Two papers worth 50% each.

In GCSE Religious Studies students will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues.

Students will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. All these skills will help prepare them for further study. Students should consider different beliefs and attitudes to religious and non-religious issues in contemporary British society. They should be aware that the religious traditions of Great Britain are, in the main, Christian, and that religious

traditions in Great Britain are diverse. They include Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as other religious and non-religious beliefs such as atheism and humanism.

There are two components.

Component 1- The study of religions, beliefs, teachings and practices.
Component 2- Thematic Study

Component 1

At South Shore Academy we study the religions of Christianity and Judaism.

Christianity

Beliefs and teachings

Key beliefs

The nature of God:
- God as omnipotent, loving and just, and the problem of evil and suffering
- the oneness of God and the Trinity: Father, Son and Holy Spirit.
Different Christian beliefs about creation including the role of Word and Spirit (John 1:1-3 and Genesis 1:1-3).
Different Christian beliefs about the afterlife and their importance, including: resurrection and life after death; judgement, heaven and hell.

Jesus Christ and salvation

Beliefs and teachings about:
- the incarnation and Jesus as the Son of God
- the crucifixion, resurrection and ascension
- sin, including original sin
- the means of salvation, including law, grace and Spirit
- the role of Christ in salvation including the idea of atonement.

Practices

Worship and festivals

Different forms of worship and their significance:
- liturgical, non-liturgical and informal, including the use of the Bible
- private worship.
- Prayer and its significance, including the Lord’s Prayer, set prayers and informal prayer.
- The role and meaning of the sacraments:
  - the meaning of sacrament
  - the sacrament of baptism and its significance for Christians; infant and believers’ baptism; different beliefs about infant baptism
  - the sacrament of Holy Communion/Eucharist and its significance for Christians, including different ways in which it is celebrated and different interpretations of its meaning.
- The role and importance of pilgrimage and celebrations including:
  - two contrasting examples of Christian pilgrimage: Lourdes and Iona
  - the celebrations of Christmas and Easter, including their importance for Christians in Great Britain today.
- The role of the church in the local and worldwide community
- The role of the Church in the local community, including food banks and street pastors.
- The place of mission, evangelism and Church growth.
- The importance of the worldwide Church including:
  - working for reconciliation
  - how Christian churches respond to persecution
  - the work of one of the following: Catholic Agency For Overseas Development (CAFOD), Christian Aid, Tearfund.

Judaism

Beliefs and teachings

Key beliefs

The nature of God:
- God as one
- God as Creator
- God as Law-Giver and Judge, loving and merciful.
The divine presence (Shekhinah).
Beliefs about life after death, including judgement and resurrection.
The nature and role of the Messiah, including different views on the role and importance of the Messiah.

The Covenant and the mitzvot

The promised land and the Covenant with Abraham, Genesis 12:1-3.
The Covenant at Sinai and its importance including the role of Moses and the Ten Commandments, Exodus 20:1-17.
Key moral principles including justice, healing the world, charity and kindness to others.
The importance of the sanctity of human life, including the concept of ‘saving a life’ (Pikuach Nefesh).
The relationship between free will and the 613 mitzvot.
Mitzvot between man and God and mitzvot between man and man, including the difference between them and their importance.
Practices
The synagogue and worship
The synagogue and its importance.
The design and religious features of synagogues including bimah (reading platform), aron hakodesh (ark), ner tamid (ever burning light) and associated practices; differences between Orthodox and Reform synagogues.
Public acts of worship including:
- synagogue services in both Orthodox and Reform synagogues
- the significance of prayer, including the Amidah, the standing prayer.
Shabbat in the home and synagogue and its significance.
Worship in the home and private prayer.
Tenakh (the written law) and Talmud (the oral law), and their study, use and significance in daily life.
Family life and festivals
Rituals and their significance:
- ceremonies associated with birth including Brit Milah.
- Bar and Bat Mitzvah
- the marriage ceremony
- mourning rituals.
Dietary laws and their significance, including different Jewish views about their importance.
- kosher and trefah
- separation of milk and meat.
Festivals and their importance for Jews in Great Britain today, including the origins and meaning of:
- Rosh Hashanah and Yom Kippur
- Pesach.
- Component 2- Thematic Studies
- Four thematic topics will be studied.
- Theme A: Relationships and families
- Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.
- They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:
- Contraception.
- Sexual relationships before marriage.
- Homosexual relationships.
- Sex, marriage and divorce
- Human sexuality including: heterosexual and homosexual relationships.
- Sexual relationships before and outside of marriage.
- Contraception and family planning.
- The nature and purpose of marriage.
- Same-sex marriage and cohabitation.
- Divorce, including reasons for divorce, and remarrying.
- Ethical arguments related to divorce, including those based on the sanctity of marriage vows and compassion.
- Families and gender equality
- The nature of families, including:
  - the role of parents and children
  - extended families and the nuclear family.
- The purpose of families, including:
  - procreation
  - stability and the protection of children
  - educating children in a faith.
- Contemporary family issues including:
  - same-sex parents
  - polygamy.
- The roles of men and women.
- Gender equality.
- • Gender prejudice and discrimination, including examples.
- Theme B: Religion and life
- Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.
- They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:
- • Abortion.
- • Euthanasia.
- • Animal experimentation.
- The origins and value of the universe
- • The origins of the universe, including:
- o religious teachings about the origins of the universe, and different interpretations of these
- o the relationship between scientific views, such as the Big Bang theory, and religious views.
- • The value of the world and the duty of human beings to protect it, including religious teaching about stewardship, dominion, responsibility, awe and wonder.
- • The use and abuse of the environment, including the use of natural resources, pollution.
- • The use and abuse of animals, including:
- o animal experimentation
- o the use of animals for food.
- The origins and value of human life
- • The origins of life, including:
- o religious teachings about the origins of human life, and different interpretations of these
- o the relationship between scientific views, such as evolution, and religious views.
- • The concepts of sanctity of life and the quality of life.
- • Abortion, including situations when the mother’s life is at risk.
- • Ethical arguments related to abortion, including those based on the sanctity of life and quality of life.
- • Euthanasia.
- Beliefs about death and an afterlife, and their impact on beliefs about the value of human life.
- Theme D: Religion, peace and conflict
- Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.
- They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:
- Violence.
- Weapons of mass destruction.
- Pacifism.
- Religion, violence, terrorism and war
- The meaning and significance of:
  - peace
  - justice
  - forgiveness
  - reconciliation.
- Violence, including violent protest.
- Terrorism.
- Reasons for war, including greed, self-defence and retaliation.
- The just war theory, including the criteria for a just war.
- Holy war.
- Pacifism.
- Religion and belief in 21 st century conflict
- Religion and belief as a cause of war and violence in the contemporary world.
- Nuclear weapons, including nuclear deterrence.
- The use of weapons of mass destruction.
- Religion and peace-making in the contemporary world including the work of individuals influenced by religious teaching.
- Religious responses to the victims of war including the work of one present day religious organisation.
- Theme E: Religion, crime and punishment
- Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.
- They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:
- Corporal punishment.
- Death penalty.
- Forgiveness.
- Religion, crime and the causes of crime
- Good and evil intentions and actions, including whether it can ever be good to cause suffering.
- Reasons for crime, including:
  - poverty and upbringing
  - mental illness and addiction
  - greed and hate
  - opposition to an unjust law.
- Views about people who break the law for these reasons.
- Views about different types of crime, including hate crimes, theft and murder.
- Religion and punishment
- The aims of punishment, including:
  - retribution
  - deterrence
  - reformation.
- The treatment of criminals, including:
  - prison
  - corporal punishment
  - community service.
- Forgiveness.
- The death penalty.
- Ethical arguments related to the death penalty, including those based on the principle of utility and sanctity of life.

GCSE Religious Studies

Short Course

AQA Specification A
100% Exam

Students will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own values and attitudes towards religious issues.

There are two components.

Component 1- The study of religion beliefs and teachings.
Component 2- Thematic studies

Component 1

Studying Christianity and Judaism

Key beliefs

The nature of God:
- God as omnipotent, loving and just, and the problem of evil and suffering
- the oneness of God and the Trinity: Father, Son and Holy Spirit.
Different Christian beliefs about creation including the role of Word and Spirit (John 1:1-3 and Genesis 1:1-3).
Different Christian beliefs about the afterlife and their importance, including: resurrection and life after death; judgement, heaven and hell.

Jesus Christ and salvation

Beliefs and teachings about:
- the incarnation and Jesus as the Son of God
- the crucifixion, resurrection and ascension
- sin, including original sin
- the means of salvation, including law, grace and Spirit
- the role of Christ in salvation including the idea of atonement.

Judaism

Key beliefs

The nature of God:
God as one
- God as Creator
- God as Law-Giver and Judge, loving and merciful.
The divine presence (Shekhinah).
Beliefs about life after death, including judgement and resurrection.
The nature and role of the Messiah, including different views on the role and importance of the Messiah.
The Covenant and the mitzvot
The promised land and the Covenant with Abraham, Genesis 12:1-3.
The Covenant at Sinai and its importance including the role of Moses and the Ten Commandments, Exodus 20:1-17.
Key moral principles including justice, healing the world, charity and kindness to others.
The importance of the sanctity of human life, including the concept of ‘saving a life’ (Pikuach Nefesh).
The relationship between free will and the 613 mitzvot.
Mitzvot between man and God and mitzvot between man and man, including the difference between them and their importance.
Component 2
Theme A: Relationships and families
Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.
They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and a contrasting belilef:
Contraception.
Sexual relationships before marriage.
Homosexual relationships.
Sex, marriage and divorce
Human sexuality including: heterosexual and homosexual relationships.
Sexual relationships before and outside of marriage.
Contraception and family planning.
The nature and purpose of marriage.
Same-sex marriage and cohabitation.
Divorce, including reasons for divorce, and remarrying.
Ethical arguments related to divorce, including those based on the sanctity of marriage vows and compassion.
Families and gender equality
The nature of families, including:
- the role of parents and children
- extended families and the nuclear family.
The purpose of families, including:
- procreation
- stability and the protection of children
- educating children in a faith.
Contemporary family issues including:
- same-sex parents
- polygamy.
The roles of men and women.
Gender equality.
Gender prejudice and discrimination, including examples.
Theme B: Religion, peace and conflict
Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.
On the following three issues they must be able to explain a belief from the main religious tradition in Britain (Christianity) and a contrasting belief:
Violence.
Weapons of mass destruction.
Pacifism.
Religion, violence, terrorism and war
The meaning and significance of:
- peace
- justice
- forgiveness
- reconciliation.
Violence, including violent protest.
Terrorism.
Reasons for war, including greed, self-defence and retaliation.
The just war theory, including the criteria for a just war.
Holy war.
Pacifism.
Religion and belief in 21 st century conflict
Religion and belief as a cause of war and violence in the contemporary world.
Nuclear weapons, including nuclear deterrence.
The use of weapons of mass destruction.
Religion and peace-making in the contemporary world including the work of individuals influenced by religious teaching.
Religious responses to the victims of war including the work of one present day religious organisation.

KS4 History:

In Years 10 & 11, learners undertake their GCSE through the exam board AQA with the following topics selected building on their knowledge and enquiry skills developed since Year 7:

Year 10

Health and the People c1000- to the Present Day – AQA Paper 2

Elizabethan England c1568-1603 – AQA Paper 2

Year 11

Conflict & Tension, 1894-1918 (First World War) – AQA Paper 1

Germany 1891 -1945- Democracy and Dictatorship – AQA Paper 1

The course is 100% exam based with no coursework element. In-depth but clear breakdowns of the content and knowledge of each topic can be sent directly to parents on request.

Our Specification – GCSE History Specification Specification for first teaching in 2016 (aqa.org.uk)

GCSE Science

Year 10

Biology

Cell division
Organisation and the digestive system
Organising animals and plants
Communicable disease
Preventing and treating disease
Non-communicable disease
Photosynthesis

Chemistry

Structure and bonding
Chemical calculation
Chemical changes
Electrolysis
Energy changes

Physics

Energy resources
Electricity circuits
Electricity in the home
Molecules and matter
Radioactivity

Year 11

Biological response
The rate and extend of chemical changes.
Waves
Chemical analysis
Inheritance, variation, and evolution
Chemistry of the atmosphere
Forces
Ecology
Magnetism and electromagnetism
Using resources
Crude oil and fuels

Revision and final prep for exams

Our specifications – AQA | Subjects | Science

KS4 Spanish

At South Shore Academy we aim to provide a positive experience of learning a language which equips pupils with the necessary knowledge, skills, confidence and cultural awareness to succeed.

Year 10:

La personalidad – Personality

Las relaciones – Relationships

La tecnología – Technology

Mi tiempo libre – My free time

Las vacaciones – Holidays

Las vacaciones y fiestas – Holidays and festivals

KS4 Physical Education

Key Stage 4 – OCR Sports Studies

Units of Study

Contemporary Issues in Sport

This is the main theory element of the course and is assessed through a formal written exam. Key areas of study are user groups, barriers and solutions to participating in sport, sporting values, the Olympics, performance enhancing drugs, hosting major sporting events, the role of national governing bodies and Technology in sport.

Performance and Leadership This unit is mainly practical and focuses on individual and team sports. You will be required to improve your skill level both in practice and game situations. You will develop the skills to analyse

your performance and keep a record of the activities you complete. You will also develop your knowledge of rules and tactics in both activities.

This unit develops your understanding of a range of leadership roles and the qualities required to become an effective leader in sport. You will also gain knowledge and experience in how to plan, perform and evaluate through becoming a young leader.

Increasing awareness of Outdoor and Adventurous Activities

You will gain knowledge about the wide range of outdoor activities available and experience the activities of orienteering and Hight Ropes. You will gain an understanding of the equipment required to participate and benefits of participating in outdoor activities. You will also gain knowledge of how to plan an outdoor activity successfully.

Cambridge National Sports Studies

R184 – Contemporary Issues 40% Written paper (75 Minutes)

R185 – Performance and Leadership 40% Course work – With a mixture of practical and theory

R187 – Outdoor Adventurous Activities 20% Coursework – With a mixture of practical and theory

		OCR Sports Studies Sequencing
Year 10	Term 1	R187 – Increasing awareness of outdoor and adventurous activities R185 – Topic Area 1 Key components of performance
	Term 2	R185 – Topic 3 Organising and planning a sports activity session R185 – Topic 4 Delivering a sports activity session
	Term 3	R185 – Topic Area 5 Reviewing your own performance in planning and leading a sports activity session R185 – Topic Area 1 Key components of performance
Year 11	Term 1	R185 – Topic 2 Applying practise methods to support improvement in a sporting activity R184 – Contemporary Issues (Exam Unit) Topic 1 – Issues which affect participation in Sport R184 – Topic 2 The role of sport in promoting values
	Term 2	R184 – Topic 3 The implications of hosting a major sporting event R184 – Topic 4 The role of National Governing Bodies
	Term 3	R184 – Topic 5 – The role of Technology in Sport Revision and Exam (May)

Our Specification – OCR Level 1/Level 2 Cambridge National in Sport Studies specification

Enrichment

Equally important to our taught curriculum is the portfolio of experiences to enable personal and social development, develop citizenship and community work and present challenge.

These include, work experience at Key Stage 4, trips, a wide range of well attended extra-curricular clubs, including D of E, fundraising events, supporting others, mentoring and representing the school across a range of activities. All have the aim of helping our student to develop their identity, so they are ready and equipped to fully engage with life beyond school.

Our Curriculum

Whole School Reading Curriculum: Register and Read

English

Art and Textiles

Music

Food Technology

Geography

KS3 Religious Education

Computer Studies

English KS3

KS3 History

KS3 Science

KS3 Spanish

KS3 Physical Education

Key Stage 4

Art and Design GCSE:

Art And Design Textiles GCSE:

KS4 Music Offer

KS4 Food Technology

KS4 English

KS4 Geography

KS4 Computer Science

KS4 Business

KS4 Child Development

KS4 Health and Social

KS4 Travel and Tourism

GCSE English Language and Literature

KS4 Religious Studies

Christianity

Judaism

GCSE Religious Studies

KS4 History:

GCSE Science

KS4 Spanish

KS4 Physical Education

Enrichment