Foundation
Art
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
7 |
Sweet Art Skills
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Sweet Art Skills |
Pop Art
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Pop Art
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Egyptians
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Egyptians |
8 |
Selfies
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Human Body’s
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Oceans
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Oceans
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Sculpture |
Sculpture
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9 |
Day of the Dead
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Day of the Dead
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Street Art
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Street Art
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Fantastic
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Strange
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10 |
Entry Level Certificate in Art & Design
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Entry Level Certificate in Art & Design
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ELC/GCSE Art - Food
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ELC/GCSE Art – Food
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ELC/GCSE Art – Food
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ELC/GCSE Art – Food
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11 |
ELC/GCSE Art – Food |
ELC/GCSE Art – Food |
ELC/GCSE Art
COMPONENT 2 |
ELC/GCSE Art
COMPONENT 2
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ELC/GCSE Art
COMPONENT 2
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Computing
Autumn Term | Spring Term | Summer Term | ||||||||
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Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 | |||||
Year 7 |
Digital Literacy - Online Safety |
Searching the Internet |
Introduction to programs |
Communication – using email |
Skills | FMS Logo | ||||
Use technology safely, respectfully and responsibly; recognise acceptable / unacceptable behaviour; identify a range of ways to report concerns about content and contact. | Develop effective search strategies to locate information. |
Switching a computer on/off, Logging on/off, Saving work, |
Use email and messaging tools safely and respectfully | Students will learn how to use a specific software programs such as Microsoft Word, Publisher, PowerPoint and Excel | Using the FMS Logo program, students will learn specific coding language to create letters and shapes. | |||||
Year 8 | Online Safety and Security | Searching the Internet | Digital Publishing | Interactive Presentations | Mission Control | Introduction to Programming using Scratch | ||||
Cyberbullying and social media |
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Students will use Microsoft Publisher to design and create publications that could be used for digital marketing | Students will know the difference between a traditional book and an e-book. Students will create their own “E-Book” by adding animations to a stories, voice recordings, music, adding backgrounds and copying and pasting pages | Students use algorithms and controls to programme a character through a series of events | Students will be able to design an algorithm carefully, thinking about what I want it to do and how it can be turned into code, identifying errors and using a variety of command codes | |||||
Year 9 | Programming Using HTML | Researching Skills | Collecting and Presenting Information | Creating Pictures | Sound Project | Pivot Animation | ||||
An introduction to creating websites using HTML Code |
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Students will learn to format a cell, make conversions, use simple formulas and use a spreadsheet to model a real-life situation using Microsoft Excel |
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Students will be developing sound stories using Audacity | Students will be able to create an animation using stop frame skills | |||||
Year 10 |
BTEC Level 3 Award for IT Users |
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Word Processing Software Level 3 6 Credits |
Using the Internet Level 3 5 Credits |
Using Email Level 2 3 Credits |
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Year 11 (SLD Option Group) |
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Using Office Equipment in a Business Environment - OCR (K2 - Entry 3) |
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Students evidence correct use of hardware and software of Computer Systems | Students will find information from an ICT based source via an electronic device | Students will learn to produce text document, edit it and present it in an appropriate format. | Students develop knowledge and skills to complete routine tasks in a business | Students will develop their knowledge and skills to use office equipment in a business envrionment | ||||||
Year 11 (MLD Option Group) |
BTEC Level 1/Level 2 First Certificate in Information & Creative Technology | |||||||||
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Unit 1 - External Exam The Online World |
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Physical Education
All students in Key stage 3 & 4 participate in P.E. during the school week. The focus of the curriculum is for students to develop competence to excel in a broad range of physical activities. Become physically active for sustained periods of time. Engage in competitive sports and activities. Lead healthy, active lives.
Students in Key Stage 3
Students in years 7 and 8 receive two hours and 30 minutes a week of PE, in year 9 they receive one hour and 40 minutes. Students build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.
Students are taught to:
- Use a range of tactics and strategies to overcome opponents in direct competition through team and individual games. This is achieved at Hednesford Valley through basketball, cricket, football, rounders, and table tennis
- Develop their technique and improve their performance in other competitive sports. This is achieved at Hednesford Valley through athletics and gymnastics.
- Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group. This is achieved at Hednesford Valley through orienteering and teambuilding activities
- Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best. This is achieved at Hednesford Valley through all activates covered with a particular focus in gymnastics and athletics.
- Take part in competitive sports and activities outside school through community links or sports clubs. Hednesford Valley has some school links and students are encouraged to participate in sport outside of school. For example Stafford Town FC Dragons www.pitchero.com/clubs/staffordtown/.
The topic for each term is as follows
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Year 7 |
Year 8 |
Year 9 |
Explorer (see also, Sensory at the bottom of the page) |
Autumn Term 1 |
Base lining/ Football |
Football/ Basketball |
Football/ Basketball |
Base lining/ Basketball |
Autumn Term 2 |
Basketball/ Gymnastics |
Basketball/ Gymnastics |
Basketball/ Gymnastics |
Benchball/ Gymnastics |
Spring Term 1 |
Fitness training/ Table Tennis |
Fitness training/ Table Tennis |
Fitness training/ Table Tennis |
Fitness training/ Table Tennis |
Spring Term 2 |
Table Tennis/ Team Building |
Table Tennis/ Orienteering |
Table Tennis/ Orienteering |
New Age Kurling/ Team building |
Summer Term 1 |
Rounders/ Athletics |
Rounders/ Athletics |
Rounders/ Athletics |
Dodgeball/ Athletics |
Summer Term 2 |
Cricket/ Athletics |
Cricket/ Athletics |
Cricket/ Athletics |
Cricket/ Athletics |
Students in Key Stage 4
Students receive one hour and 40 minutes a week of PE. They work on the level 1 Qualification in Sports Leadership which is includes the key focuses listed. Student complete 2 units of working including:
- Establishing Leadership Skills
- Plan, assist in leading and reviewing sports/activity
More information on Sports leaders can be found on their website:
https://www.sportsleaders.org/qualifications-programmes/sports-leadership
Demonstration of Leadership
In order for learners to complete their Level 1 Qualification in Sports Leadership they must complete one hour demonstration of leadership. This element of the qualification is part of Unit 2.
At Hednesford valley the course is broken down across the two years in key stage 4.
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Year 10 Unit 1: Establishing leadership skills |
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Year 11 Unit 2: Plan, assist in leading and reviewing sports/activity |
Autumn term |
1.2, 1.3: Learn how a successful leader should behave. |
Autumn term |
1.1, 2.1 Planned session Task 2.1 Activity……………………………… |
2.1: Complete audit of leadership skills Task 1.3 |
5.1: Session 1 reviewed |
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2.2: Plan/lead a simple warm up. |
1.1, 2.1, 3.1: Planned session 2 Task 2.1 Activity………………………………………… |
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2.2: Lead a skill practice. Showing improvements in leadership skills. |
5.1: Reviewed session 2 |
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Spring term |
1.1, 1.3: Understand different forms of non-verbal communication. |
Spring term |
1.1, 2.1,3.1: Planned session 3 Task 2.1 Activity………………………………………… |
1.1, 1.3: Understand different forms of verbal communication. |
3.1 Describe how activities can be adapted to meet the needs of others. |
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1.1: Learn how to manage behaviour appropriately and ways to motivate participates. |
4.2 Demonstrate use of Verbal-communication. |
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1.1 Learn how to organise a session. |
4.3 Demonstrate use of non-verbal communication. |
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1.1-5, 2.2 Complete Task 1.1 on Leadership skills and behaviours. |
4.4 Demonstrate ways to motivate participants. |
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2.3: Work as part of a group to complete a problem solving task. Task 1.2 |
Autumn term |
4.1: 20 minutes of leadership. |
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Summer term |
3.1 Understand the roles of an Official. |
4.1: 40 minutes of leadership. |
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3.1 Complete set of rules for sport of their choice. |
Spring term |
4.1: 60 minutes of leadership. |
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3.1 Take the role of an official for 15 minutes Task 1.4 |
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Sensory students
Students receive one hour and 40 minutes a week of PE. They take part in Rebound therapy at Chase Leisure Centre. The focus is to improve understanding of basic movements and be able to sustain exercise on the trampoline. Students work through the Winstrade program of study each tailored to their individual needs and pace they can achieve.
Further information on Rebound therapy and Winstrade grades can be found at
http://www.reboundtherapy.org/