Year Group: 7
In year 7 students study a range of novels alongside thematically linked poetry. Students have access to the Accelerated Reader scheme. Though library access is difficult during these uncertain times, we have endeavoured to create a safe remote library system within the academy and are proud to offer a range of physical and digital texts for students to read.
In year 7 students will study three in depth modules focusing on wider questions that apply to all literature and language study: 1. How do we use language to communicate with and understand others? 2.How can a literary text reveal issues in the wider world through character and place? 3. What is the history of the English cannon and how does it influence our understanding today?
The answers to these questions will provide students with the tools they need to embark on studying: a challenging classic literary text; a detailed genre study of the gothic era; a full Shakespeare text; and a full non fiction autobiography and media unit.
We are also delighted to work with King’s College London as a network member of their critically praised Let’s Think in English cognitive acceleration programme, offered to all year 7 and 8 students.
Year Group: 8
In year 8 all students maintain access to the Accelerated Read and myON digital reading platforms. Students will embark on a detailed genre study of the gothic tradition and a full Shakespeare text, The Merchant of Venice. Our focus concepts are of how writing can be used to give voices to the disadvantaged, as evidenced in both literary canon texts (Shakespeare, Of Mice and Men) and modern autobiography and other forms of nonfiction (I Am Malala). Students also continue their Let’s Think in English programme of study.
Year Group: 9
In years 9-11 the study of English language and English Literature are taught as discrete subjects in order to refine students’ understanding of each subject, but with each language module complimenting all literature units thematically. This provides further opportunities for interleaving knowledge and skills across both subjects, whilst supporting students to fully understand the expectations of the distinct subjects at GCSE. High quality cannon texts are again taught in the last stage of KS3(Y9, Lord of the Flies, Twelfth Night, Journey’s End) with our language units matching these with language units focusing on contemporary texts (Bias in the Modern Media, Gender and Identity in the Short Story, Gender in the Modern Media, Travel Writing and Dystopian Fiction and Scientific Exploration)
Year 7
Topics covered: Place value & General Arithmetic, Order of Operations, Directed Numbers, Algebraic Manipulation, Angles, 2D Shape, Area and Perimeter, Coordinates and Transformations, Prime Factorisation, Fractions, Ratio and Proportion, Percentages.
Year 8
Topics covered: Prime Factorisation, Fractions, Percentages, Sequences, Equations and Inequalities, Transformations, Linear Graphs, Ratio and Proportion, Data, Estimation, Circles and Composite Shapes.
Year 9
Topics covered: Coordinates, Linear Graphs, Proportion, Standard Form and Scale, Rounding, Sequences, Expanding and Factorising, Changing the Subject, Circles, 3D Shapes, Construction, Congruence, Pythagoras, Polygons and Angles, Linear Equations and Inequalities, Graphical Solutions, Probability, Data, Scatter Graphs.
Year Group: 7
Topics covered: Cells, structure and function of body systems, particles and their behaviour, elements, atoms and compounds, forces and motion, reproduction, chemical reactions, acids and alkalis, sound, light, space.
Year Group: 8
Topics covered: Periodic table, health and lifestyle, electricity, energy and magnetism, separation techniques, metals and acids, the structure of the Earth, climate change and recycling, processes of the ecosystem, adaptation and inheritance.
Year Group: 9
Topics covered in four Units;
Unit A – Cells, microscopes, atoms, mixtures and compounds, density and pressure
Unit B – Health and disease, periodic table, ions, ionic and metallic bonding, scalar and vector quantities, speed and acceleration, distance/ time graphs and forces
Unit C – Plant organisation, transport in plants, the nervous system, reflex reactions, covalent bonding, groups of the periodic table, energy, renewable and non-renewable resources, power and work done
Unit D – Human defence to disease, drugs and vaccines, the immune response, organisation of an ecosystem, the earth’s atmosphere, gas tests, Newton’s Laws, forces and elasticity
Year Group 7:
Topics covered:
History skills, use of historical sources, Grauballe and Tolland Man, Norman Conquest, Battle of Hastings, Castles, The Feudal System, Medieval Life, The Power of the Monarchy – Henry VIII
Year Group 8:
Topics covered:
Industrial Revolution, Slavery, Empire, First World War, Second World War, Holocaust
Year Group 9:
Topics covered:
Medicine Through Time from ancient times to the modern period.
Year Group: 7
Topics covered: Map skills, Eynsford fieldwork project, Brazil, Ecosystems
Year Group: 8
Topics covered: Hazards, World water and river flooding, Amazing places
Year Group: 9
Topics covered: The coastal environment. Our human world, Cold environments, Wild weather, The UK
Year Group: 7
Topics covered:
1) Individuals and Ideas in faith – Who were Jesus and the Buddha? What are the main things that Christians and Buddhist believe about these two people? What do Christians and Buddhists believe happens when we die?
2) Festivals – What are the main festivals celebrated by Christians, Jews, Hindus and Buddhists? What happens during these celebrations and what is their importance in the wider community?
Year Group: 8
Topics covered:
1) Prejudice and discrimination – What are the causes and impacts of prejudice and discrimination? Why does it exist in our society? What can we do to end it? What do religious believers think about it?
2) Religion and life ethics – What is the Sanctity of Life and should we abide by it? What do different religions believe happens when we die and can we affect this outcome by our actions when alive? A consideration of abortion and euthanasia – should we allow these things to happen? What are the religious perspectives on this and do we agree? Should we experiment on/ eat animals? Is this ok if it helps us to live?
Year Group: 9
Topics covered:
1) Beliefs in Buddhism – What is Buddhism? What are its main beliefs about suffering in the world, it’s cause and its cure? What do Buddhists believe happens when we die and can we control this?
2) Beliefs in Christianity – What is Christianity? What do Christians believe about the nature of God? Who was Jesus and what is his role in the life of an ordinary Christian? What do Christians believe happens when we die and can we control this?
3) Crime and Punishment – Why do people commit crimes? What punishments do we have, what are their aims and do they work? Can human nature be blamed for crime? Should we bring back the death penalty in the UK?
4) Practices in Christianity – What does it mean to be a Christian? How does a person’s faith impact on their lives? What festivals, acts of worship or rites of passage do Christians follow and what is the meaning and purpose of these?
5) Religion and families – What do different religious groups believe about divorce, same sex marriage, contraception, the role of parents etc and do I agree with their views?
6) Peace and conflict – What are the causes of war and conflict? Can the aims ever justify the means? Are nuclear weapons ever acceptable for use in conflict? What is a pacifist and what are their views on war and conflict? What inspires them to think this way?
Year Group: 7
This year the year 7s are experimenting a new methodology and way of learning a language by focusing on phonics and grammatical points.
French and Spanish:
Topics covered:
Module 1: Identities and relationships (Name, age, family members and friends, physical appearance, likes and dislikes)
Module 2: Local and international places (Where you live, your house, places in town, your region)
Module 3: In and out of school (School subjects, likes and dislikes, timetable, description of school)
Module 4: More school life (Description of teachers, likes and dislikes and reasons, school rules, after school activities)
Module 5: Traditions in different cultures (Important dates, celebrations and festivals, study of specific festivals/celebrations).
Module 6: Traditions in different cultures (Research on specific festivals, celebrations and customs).
Year Group: 8
French and Spanish:
During lessons, students experience and undertake various teaching techniques in order to practise their speaking, listening, reading and writing skills.
Topics covered:
Module 1: Media and new technologies (Likes and dislikes, opinions and preferences)
Module 2: The wider world (Where you live, your house, your region and community)
Module 3: Lifestyle and Healthy living. (Food and activities)
Module 4: Holidays and trips (Focus on the past tense)
Module 5: Holidays, dates, carnivals and festivals (focus on the past tense)
Module 6: Tourism and culture (Geography, typical facts, environment)
Year Group: 9
French and Spanish:
During lessons, students experience and undertake various teaching techniques in order to practise their speaking, listening, reading and writing skills.
Topics covered:
Module 1: Me and my social life (Describe yourself, talking about Facebook, Invitations, types of music)
Module 2: Me in the world (My rights and priorities, shopping, human rights issues)
Module 3: Healthy living (Parts of the body, sports, plans to get fit, levels of fitness)
Module 4: Festivals and celebrations. (Dates, festivals, likes and dislikes, buying food, a future trip)
Module 5: Future plans (The importance of languages, description of a job, my ambitions)
Module 6: Me and the world (Good and disastrous holidays, tourist attractions)
Year Group: 7
This year the year 7s are experimenting a new methodology and way of learning a language by focusing on phonics and grammatical points.
French and Spanish:
Topics covered:
Module 1: Identities and relationships (Name, age, family members and friends, physical appearance, likes and dislikes)
Module 2: Local and international places (Where you live, your house, places in town, your region)
Module 3: In and out of school (School subjects, likes and dislikes, timetable, description of school)
Module 4: More school life (Description of teachers, likes and dislikes and reasons, school rules, after school activities)
Module 5: Traditions in different cultures (Important dates, celebrations and festivals, study of specific festivals/celebrations).
Module 6: Traditions in different cultures (Research on specific festivals, celebrations and customs).
Year Group: 8
French and Spanish:
During lessons, students experience and undertake various teaching techniques in order to practise their speaking, listening, reading and writing skills.
Topics covered:
Module 1: Media and new technologies (Likes and dislikes, opinions and preferences)
Module 2: The wider world (Where you live, your house, your region and community)
Module 3: Lifestyle and Healthy living. (Food and activities)
Module 4: Holidays and trips (Focus on the past tense)
Module 5: Holidays, dates, carnivals and festivals (focus on the past tense)
Module 6: Tourism and culture (Geography, typical facts, environment)
Year Group: 9
French and Spanish:
During lessons, students experience and undertake various teaching techniques in order to practise their speaking, listening, reading and writing skills.
Topics covered:
Module 1: Me and my social life (Describe yourself, talking about Facebook, Invitations, types of music)
Module 2: Me in the world (My rights and priorities, shopping, human rights issues)
Module 3: Healthy living (Parts of the body, sports, plans to get fit, levels of fitness)
Module 4: Festivals and celebrations. (Dates, festivals, likes and dislikes, buying food, a future trip)
Module 5: Future plans (The importance of languages, description of a job, my ambitions)
Module 6: Me and the world (Good and disastrous holidays, tourist attractions)
KS3 Overview – Digital Design – MYP
In years 7, 8 and 9 we follow the Middle Years Program for digital design. Students will complete two extended projects each year which covers a range of ICT and Computer Science topics. Below is a breakdown of what is covered in each year group.
Year Group: 7
Students will be introduced to what it means to be a Longfield Learner. This will involve an introduction to their school usernames, passwords and Google classroom expectations. Students will also have the MYP – Digital Design curriculum explained to them and how this will look over the three year period of study. Students will then be introduced to their first project which is all about staying safe online. This project involves students creating their own e-safety presentation for a specific age range.
The second extended project focuses more on the Computer Science side of our curriculum. This introduces students to the new topic which is programming with Scratch. The project has a wider community theme to it and runs in conjunction with the Science Department and their work on reusing plastics. Students will be made aware of the impact that plastics are having on our environment, in particular the ocean and will create a small game that promotes this message.
Year Group: 8
In year 8 we continue to develop students’ understanding of both ICT and Computer Science. The first extended project that students will be introduced to for this year which will have a Computer Science theme. This will be the first time that students have experienced Python as a programming language. Students will develop their programming knowledge within Python and will create a GCSE grade converter for parents to use.
The second extended project focuses more on the ICT side of our curriculum. Students will be introduced to the new topic which is creating digital graphics in either Adobe Fireworks or Adobe Photoshop. Students will design and produce their own digital media to meet a client’s needs.
Year Group: 9
In year 9 we continue to develop students’ understanding of both ICT and Computer Science. However, due to the structure of the new curriculum, Business studies will be introduced into our extended projects. Students will be introduced to the first extended project for the year which will have both a Business and ICT theme. Students will learn about brand identities and will then design and create a series of digital media products which include;
Logo / strapline, celebrity endorsed event poster, a social media post, an animated banner, homepage for a website and the operating system home screen for a gaming console.
The second extended project focuses more on the Computer Science side of our curriculum. This introduces students to the new topic which is Algorithms. Students will have to solve a industry related problem using either Algorithms or Pseudocode and then produce a small application using either Python or MicroPython.
Year Group: 7
Modules 1 and 2: Introduction to Voice and Characterisation
Modules 3 and 4: Greek Theatre
Modules 5 and 6: Interdisciplinary unit with English: Shakespeare; Roles within Shakespeare’s plays (Romeo and Juliet and The Tempest)
Year Group: 8
Modules 1 and 2: Physical Theatre: Stage combat, Frantic Assembly, Devising.
Modules 3 and 4: Study of a Set Text: Too Much Punch for Judy.
Modules 5 and 6: Reimagining Shakespeare: Macbeth
Year Group: 9
Modules 1 and 2: Study of a Set Text: DNA
Modules 3 and 4: Devising: Aberfan, Introduction to practitioners: Brecht, Berkoff, Artaud.
Modules 5 and 6: Texts in Practice; Be My Baby, Of Mice and Men, Blood Brothers
Year Group: 7
Module 1: Introduction to music: Rhythm, Beat, Key terminology, Piano skills
Modules 2 and 3: Baroque music: Pachalbel’s Canon, Listening and composition skills on the piano.
Modules 4, 5 and 6: film music: Listening and composition, piano skills.
Year Group: 8
Module 1: Introduction to musical theatre: singing, creating storyline for a musical
Module 2 and 3: Blues – 12 bar Blues, keyboard skills
Module 4, 5 and 6: Pop music – ukulele skills. Listening and ensemble and solo performance skills.
Year Group: 9
Module 1, 2 and 3: World Music – Latin, African and Caribbean music, Reggae, Rhythm, Dictation, piano and drum skills.
Modules 4, 5 and 6: Jazz/World Fusion Music – Bass line and Bass guitar skills, piano skills, composition and listening skills. Solo and ensemble sk
Year Group: 7
Topics covered:
Modules 1 & 2 – Bugs. Students will be using visual art to create a project based on bugs to show their understanding of the principles & formal elements of Art. Students will create a piece, showing symmetry, pattern, form, space and colour. They will be looking at a range of art and artists to help understand the different ways others create their work and the contextual influences behind it. Students will create a visual art outcome, based on the idea of bugs.
Modules 3 & 4 – Greek masks. Students will learn about the history of the Greek theatre and how people wore masks to hide their status and identity. Students will learn about Greek culture by looking at the masks which reflect old Greek characters and costumes. The Greek masks will then be used in drama for performing Theseus And The Minotaur to celebrate individual and group identity and spiritual rituals through theatre and spectacles. Students will learn how traditional and modern masks are made using decoupage, embossing and embellishing techniques. Students will then design and make their own masks based on their research and skill development.
Modules 5 & 6 – Set Design for Romeo and Juliet or the Tempest. Students will explore set design and how people interact with it on stage. Students will look at elements such as water, colours and key scenes from the play and how these can be visualised in a set design. This project will be done in small groups and consist of three parts, a rendering, a stage diagram, and an explanation/presentation. Each group will read a play. The group is the design team and it will discuss the play after you read it and make decisions about what to do with the set design. Sudens will then design the set from the audience’s perspective, using proportion, have balance, contain elements of colour and contain elements of line. Students create a scaled model and present their set design to the class.
Year Group: 8
Topics covered:
Modules 1 & 2 – Portraits. Students will build on their knowledge of the formal elements focusing on patterns, lines and shapes to create stylised portraits. They will explore the focused formal elements through the exploration of zentangles and how they are used as a form of personal expression and mindfulness. Then move onto 2D and 3D shapes and how they are used in graphic design to create geometric style portraits through paper collage and/or digital methods.
Modules 3 & 4 – Visual words. Students will study a Set Text: Too Much Punch For Judy and the art movement Pop Art. Students will study typography and how words can visually represent sounds effects, movements and actions. Sounds are not merely described, they are very much experienced by the reader. Students will study a pop artist and comic book creation. Then generate Onomatopoeic words from Too Much Punch For Judy and create final outcomes by using sound effects that have connection to certain characters or certain moments in the set text.
Modules 5 & 6 – Reimagining Shakespeare: Macbeth Students look at caricature as a way to reflect aspects of the students’ personalities and to mask other parts based on Macbeth characters and costume design. Students will learn about how to create concept art for film/theatre. Students will then design and create concept art based on reimagining Shakespeare by providing a way to visually express an answer to the question, “Who am I in 2021?”.
Year Group: 9
During this year students will go through 3 topics that will give students a taste of GCSE courses offered at Key Stage 4. Projects will include elements of Graphic Communication, Photography and Art/Craft and Design.
Topics covered:
Modules 1 & 2: Skateboard project. Students will use visual art to create a project based on skateboards to show their understanding of the principles & formal elements of Graphic Communication. Students will create a piece, showing colour, image & typography. They will be looking at a range of art and artists to help understand the different ways others create their work and the contextual influences behind it. Students will create a visual outcome, based on a brief.
Modules 3 & 4: Food for thought. Food has always played a significant part in our social and cultural lifestyles. The depiction of food in art spans across cultures and all of recorded human history. Students will be studying typography in more detail and how to arrange type to create food artwork. Students will develop their work further by looking at Islamic calligraphy where they use scripts of poetry to create art which is frequently seen in art and architecture across the Islamic world. Students will create a final outcome using a chosen food poem, with typography to create their own original artwork.
Modules 5 & 6: Symbolism . This project will be a self-directed end-of-year assessment where students will be using visual art with written texts as a means to express people’s identity. They will be looking at a range of visual art and artists to help understand the different ways others create their work and the contextual influences behind it. Students will look at how objects are used in symbolic ways to identify groups and individuals. Students will create a visual art outcome, based on the idea of a self-portrait, but expressed through the use of objects that relate individually.
Year Group: 7
Topics covered:
Modules 1 & 2: CAD Pen.
Students will design a novelty CAD pen and research and investigate how it can promote local wildlife and the local nature reserve as a form of communication. Students will consider ergonomics in order to make it accessible for the end user.
Modules 3 & 4: Printed Textile Design
Students will be looking at surface patterns in a textile design scenario. Surface patterns can be applied to many types of surfaces and products through the technology of sublimation printing. Through this technology it enhances the form and function of products while still meeting aesthetic requirements. Students will look at current market trends which will help influence their designs and will look into upcycling.
Modules 5 & 6: Design takes action
People can improve the lives of others around them through developing innovative products through modern materials (plastics). Designers are needed now more than ever, whether by creating useful products or addressing immediate needs. Students will be conducting research, brainstorming ideas, building and testing prototypes to make a line bending product that will improve the lives of those in need.
Year Group: 8
Topics covered:
Modules 1 & 2: Maze project
The students will work through a client based project looking to sell a maze game at their gift shops and online on their english-heritageshop.org.uk website. They want this maze to appeal to 6 to 12 year olds. Students will design, develop and make one ball game in the form of a maze. They want it to have a historical theme based on English Heritage. Awareness and understanding of the material cardboard in your product and of the cost to the environment.
Module 3 & 4: Robo Rally
STEM based project where students will investigate ‘Vex Robotics’ who are looking for new competition ideas in the form of a racecourse called Robo Rally. Students will go through an engineering design process to design a construct of a race course that is appropriately challenging, feels fast and is fun. Students then will test out the course with a robot car. Vex robotics teams can have many different mathematical and proportional reasoning to maximise a team’s performance in competitions. Then teams will race each other on another team’s track and use maths to gain advantage over other teams to get the quickest time.
Modules 5 & 6: Sushi packaging
Packaging is what a consumer sees first, even before the product. The best packaging solutions serve a practical purpose, yet also carry a story and communicate a brand’s values. The world needs billions of packages every day and alternatives that reduce environmental impact, and reflect brand values, are becoming ever more important. Students will be creating a sushi net box packaging that is eco-friendly, optimises durability, recyclability, and decoration to represent Japanese culture. The net box has to be able to carry moist and greasy food which sets requirements to the material used. Material purity, hygiene, product safety and protection are important.
Year Group: 9
Topics covered:
Modules 1 & 2: Eco-Innovators.
Students will be participating in a national competition. The Government’s Office for Low Emission Vehicles (OLEV) is looking for students aged 7-19 to create a design for on-street electric vehicle (EV) charge points that is innovative, iconic and beautiful, as part of a national schools’ competition.
By 2040, the UK Government has said it will end the sale of new conventional petrol and diesel cars and vans. To support this, many more public charge points will be needed to meet the demand from electric vehicle users. It is crucial that these chargepoint designs use space efficiently, complement existing streetscapes and are user-friendly. Students will create technical designs and draw and use CAD software for a EV chargepoint for the local area.
Modules 3 & 4: Architecture Project
Nature offers the best design with work typically unseen or noticed daily. Despite all the differences between organisms and the complexity of ecosystems, in nature every factor is planned and executed in perfection with all resources maximized. Architecture has been inspired by natural processes to achieve a more sustainable building using Biomimicry.
But what would happen if we looked to nature as our inspiration for a more sustainable and efficient way to keep houses cool around the world as global temperatures rise? Students will be using biomimicry to design and model a sustainable building for urban communities to adapt to extreme heat and reduce the need for air conditioning.
Modules 5 & 6: Dyson Project
Students will have the opportunity to work with an innovation box provided by the Dyson company. Students will work through engineering tasks set by Dyson to help gain an understanding of what engineers do: disassemble and reassemble a real Dyson hoover , identifying design clues, to understand the engineering thinking behind how – and why – it works, understand the purpose of design briefs, product analysis and creating specifications for your own Dyson inspired product.
Year Group: 7
Topics covered:
Modules 1 & 2: Building blocks of meals
Students will be given guidance on planning for healthy eating – the Eatwell guide, the food groups, the job each does in our diet, sources of nutrients. They will be guided to link these foods to the ones grown and available locally and within the UK. The aim is that they can connect benefits of eating fresh, local produce to the impact on themselves – physical health and lifestyle – and others – local businesses/farmers in developing countries.
Students will learn how to implement basic food preparation techniques and tools, such as the bridge and claw technique, coloured chopping boards and basic hand and food hygiene.
They will make small, balanced food products using seasonal fruits and vegetables.
Modules 3 & 4: Innovation for Inclusion
Students will consider how the development of new food products happens. We will think about how new taste/textures/cooking processes/commodities are still to be found/invented, when the world is already full of these. Students will look at what drives the innovation of new products, new needs and demands, with a focus on fairness for those who need innovative products because they cannot consume existing/traditional produce (due to special diets). Students will use practical skills to trial basic ideas and make a range of vegetable based dishes.
Modules 5 & 6: Choices and needs
Students will be given guidance on a variety of special diets and the reasons consumers may follow them. This will include religious, health, allergy and ethical reasons. Students will explore their own thoughts, as well as others opinions, on the advantages and disadvantages of following a special diet – whether by choice or need. Students will be asked to form an opinion in response to the statement of enquiry – do special diets improve choice for all consumers? Can the majority benefit by catering for the minority? Students will use practical skills to make products which are suitable for chosen special diets – this should include using commodities.
Year Group: 8
Topics covered:
Modules 1 & 2: Energy needs for life
Students will explore the changes that occur throughout life – natural and chosen – that lead to our energy requirements to be a constantly evolving and shifting entity. Students will be adapting recipes for suitability based on lifestyles/diets for beliefs/choice. Students are formally assessed on their practical skills, time management and independence in the kitchen. To prepare and cook a main meal dish that demonstrates the use of starchy foods, such as savoury rice. Students need to demonstrate the safe use of the hob, sharp knives and other small equipment and apply the principles of food safety and hygiene when cooking.
Modules 3 & 4: What’s in your food?
Students will explore the effectiveness of the written communication on food labels. Students will be pushed to consider the implications of poor communication and whose responsibility it is. Students will plan and produce food products, influenced by appropriateness of dietary needs of groups of people. Students are formally assessed on their practical skills, time management and independence in the kitchen.
Module 5 & 6: Farm to Fork
Students will explore how choices made by brands – regarding ingredients, farming/production methods and marketing influence a culture of consumer loyalty. Students will plan and produce food products, using commodities from assurance schemes. Students are formally assessed on their practical skills, time management and independence in the kitchen. Students will be asked to analyse the strengths and weaknesses of sensory characteristics of the products they make and suggest modifications. Students will be asked to evaluate the possible impact/influence the ingredients used will have on consumer choice.
Year Group: 9
Topics covered:
Modules 1 & 2: Common Commodities
Students will explore how developments in science and technology link to innovation of food products – for example how scientific and technical innovations lead to us knowing more about the functions of ingredients, special diets, production of foods in controlled conditions and mass production.
Students will plan and practice using key, basic commodities to produce staple dishes that have vast development possibilities such as meatballs, fishcakes, fresh pasta and cheesecake.
Modules 3 & 4: Tricks or Treats?
Students will be challenged to create “treat” style foods with nutrition ingredients. They will have to be creative and experimental in order to successfully use unconventional ingredients, such as vegetables, to create appealing treats. Students will seek to use ingredients in innovative ways, using technical knowledge of how the ingredients will behave in a dish. Students’ practicals will have a scientific drive, as students investigate how alternative commodities lead to a varied outcome.
Modules 5 & 6: Production Planning
Students will be challenged to develop logical planning when creating food products for others. This will include; mathematical logic when exploring how to scale recipes up and down for varying portions and selecting ingredients for the inclusion of specific nutrients.
Students will have to adapt the existing recipes to alter quantities and nutritional content, while keeping the integrity of the original dish. Students will experiment with amounts of commodities (in response to scaling up and down) and with alternative/replacement commodities (to meet nutritional needs), in order to find successful solutions.
Year Groups: 7, 8 and 9
Topics covered:
- Developing skills, techniques and roles in sport through winter and summer sports.
- Performing in aesthetic activities.
- Developing and using tactics and strategies.
- Participating in problem solving challenges.
- Participate in competitive activities.
- Demonstrating personal improvement.
- Understanding personal health and fitness.
Sports covered within lessons:
| Football | Netball | Hockey | Dance | Trampolining | Softball |
| Rugby | Handball | Basketball | Gymnastics | Rounders | Cricket |
| Volleyball | Badminton | Table Tennis | Tennis | Athletics | Orienteering |