Spring Term 2019-20
Art and Design
Entry Levels 1,2 and 3 Certificate in Art and Design
Pupils in Elm will be working towards achieving one of the above accreditations, depending on their levels and abilities, through developing skills, knowledge and understanding, and exploration of different media and techniques/processes. The Internally Set Project for the first year pupils is Cells Under The Microscope or Natural Forms. This term and including the summer term, the year 1 group will plan their work in response to the topic and reflect on the previous term’s experimentation of processes and techniques. They will follow the structure of the course to research, plan, design, make, evaluate and present a completed art work, based on their choice of medium.
Year 2 pupils will be completing the Externally Set Task of their choice, following the same structure requirements as the year 1 group. Their work will be internally moderated in April and then sent off for external moderation in May 2020.
As part of accreditation work, Elm class will plan, create and evaluate a multi-media website covering e-safety for children aged 9-13. Their website will contain at least 5 pages and include different interactive features, including hyperlinks and video clips. The group will continue to explore how copyright constraints effect how they use information, especially from the internet, along with identifying what file types are most appropriate for saving content. Additionally, pupils will look at what editing and formatting will help their young audience access the website content and what navigation methods would be the most appropriate. Finally, the group will check web pages meet the needs of their audience, making corrections where necessary before testing their website to make sure all the features are working.
This term, Elm will be looking at the topic of ‘Education’ as they work towards completing AQA ELC Step Up to English. All students will read a selection of literary and non-literary texts. Elm will use these texts to learn how to infer, comment on language and structure and compare ideas and perspectives. They will also learn how to plan, write, edit and proof-read a story.
Elm will be completing modules from the NOCN Independent Living course. Over the course of the year, pupils will work on different units to support the development of their life skills. They will look at home management and food preparation. They will begin with a unit based around clothing and shopping followed by a unit on heathy eating and a unit on drug awareness. Pupils will have the opportunity to visit local amenities to support their learning. They will begin to learn about budgeting to increase their numeracy skills.
AQA entry level certificate
Elm will be completing work towards their entry level accreditation in Maths which aims to provide them with opportunities for investigative and practical maths, embedding the key skills required for everyday life.
Elm class will complete the money component early in spring term. This requires the pupils to be confident with all coins and notes – they will be asked to calculate using amounts in both pounds and pence. Pupils will be making amounts, working out change and converting between pounds and pence. Their knowledge and understanding will then be applied to different problems and investigations.
Later in the term, Elm will focus on measures; students will look at what units we use to measure length, weight and capacity. They will develop their ability to estimate weight, height and capacities in a real-life context and complete problem solving activities involving measures.
Towards the end of the term, Elm class will begin component 8, statistics, where students will be investigating and analyzing data as well as looking at the best ways to display data.
AQA GCSE foundation
GCSE students will be focusing on the same topics as the entry level students, but extending their understanding further.
RSL Music Practitioners Level 1:
Learners will prepare for a specific live performance over a defined period of time. They must prepare the music performance through a series of rehearsals and take responsibility for the organisational aspects associated with any performance. As such, their ability to communicate requirements is important. Finally, the response to feedback in the many ways it reaches performers is important, so an early understanding of feedback mechanisms needs to develop. The key areas the students will focus on during the units are:
- Performance location
- Preparation of performance
- Range of feedback
*Personal, Social, Health & Citizenship Education (PSHCE)
This term, the focus of PSHCE will be around Health and Wellbeing. The title of the module is ‘Who am I?’ and will support learners to think about themselves and others, both physically and emotionally. The pupils in Elm will identify and reflect on their feelings, lifestyles and relationships, and develop strategies for self-regulation of their emotions. Lessons will cover personal strengths, self-esteem, mental health issues, friends, family, eating disorders and sexual orientation. We will liaise with our Emotional Health and Wellbeing professional and our school nurse in case our learners need emotional support. The pupils will be working towards an AQA accreditation in Personal and Social Education.
*Physical Education (PE)
In PE this term, Elm will be working towards the OCR Entry Level Certificate in Physical Education and/or the Cambridge National in Sports Studies. This term the focus is on lacrosse and tag rugby and learning how the body works.
During the first half of the spring term, the pupils will consider views on marriage and/or romantic partnerships from the 5 main world religions: Christianity, Hinduism, Islam, Buddhism and Sikhism. The pupils will be given time to explore the ideas and beliefs on marriage from all of the religions, comparing and contrasting them throughout the term. We will explore how people of different religions find partners and whether there is any involvement of the wider community when choosing a spouse. We will look at marriage ceremonies and the promises and vows that people make to each other, briefly discussing the difference between religious and civil weddings. Pupils will look at the ‘roles’ of the spouses within marriage according to each of the religions. They will then consider how people within each of the relationships may feel and why, and consider what they feel are important features of a successful and happy marriage. Pupils will be given numerous opportunities to share their own ideas and beliefs and to ask questions about the different approaches to marriage and relationships.
During the second half of the term, learning will focus on Christianity, and the Easter Story. We will start by exploring what the pupils already know about the Easter story. We will then complete work around the main events of the Easter story: the period of Lent and Palm Sunday, the Last Supper, the Crucifixion and the Resurrection. Each week, we will reflect on the actions of the people within the story and begin to explore why they behaved in a particular way and think about how we might have felt or behaved in that situation. We will think about why the Easter story is the most important event to Christians and look at how Christians celebrate Easter today.
In the spring term, Elm will be continuing their work towards their first unit, Using Equipment to Make Scientific Observations and Measurements, for their Pearson BTEC Level 1 qualification in Applied Science. The aim of this unit is to give learners the knowledge, skills and understanding required to make observations and measurements in order to undertake scientific explorations safely and effectively using the relevant equipment. Pupils will become familiar with a range of accessible observation and measurement scenarios and techniques.
The unit will include practical work, and the pupils will work to build up their portfolio of work to submit to BTEC for accreditation later in the year.
Towards the end of the spring term,we will begin work on our second unit Forensic Detection. This unit aims to develop learners’ skills, understanding and knowledge of scientific procedures by applying biological, chemical and physical analytical techniques to forensic science case studies. In this unit, learners are provided with the opportunity to learn about different types of biological, chemical and physical forensic evidence, how evidence is detected, collected and documented at the crime scene, and how to use scientific techniques to detect and identify evidence in the laboratory.