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Year 7 Curriculum
Year 7 Curriculum
The curriculum for Year 7 and 8 is designed to offer the building blocks for knowledge and skills in a range of subjects across the 25 hours of teaching time per week. English, Maths and Science have a greater share of time as Core subjects, but the Foundations subjects receive 2 hours per week and offer a range of subjects. In Design Technology students follow a rotation across the year, completing a series of lessons in Graphics, Textiles, Product Design and Food Technology. For some students Geography, History and RS are completed in a smaller group as part of the Nurture programme with the same teacher and classroom used for all lessons.
In Year 9 the range of subjects on offer continues, but with a sharpened focus on future aspirations and careers. Students make choices to specialise through the options process for GCSE as they move into Year 10 and 11.
The Curriculum map for the whole of Year 7 can be found here covering each subject. These maps outline the key knowledge and skills per subject that students are expected to learn and be able to complete for each unit/topic. This is then reported on with students 'Above', working at 'Expected' or 'Towards' this expected level of knowledge and skill as a Curriculum Expected Progress score.
For each subject curriculum leaders have also produced Knowledge Organisers. These offer students the crucial knowledge, facts and key information on a certain topic for each subject, and are easy to use due to their layout and are designed to support students with homework and revision. The expectation is that this information will be the minimum knowledge and understanding that students are able to recall and retrieve effectively. The Knowledge Organisers are available on the Student Intranet and hard copies are often shared with students as well, by class teachers. Examples for the following subjects are -
Maths Year 7 Term 1 - here Geography Year 7 Rivers - here Art Year 7 Colours- here
English forms part of the core curriculum at both KS3 and KS4, with groups organised into sets in all year groups. It is our belief that the study of both English Language and English Literature helps to create well-rounded individuals, who possess the key life skills enabling them to communicate with others and live happily in an ever-changing world. For more information click Here
Science forms part of the core curriculum at both KS3 and KS4, with groups organised into sets in all year groups. Science lessons are divided into Chemistry, Physics and Biology subjects with common skills and themes running through each lesson (eg enquiry, practical skills). For more information click Here
Design & Technology
Design & Technology
Design Technology is studied by all students during KS3 using a carousel system, rotating around Graphics, Resistant Materials, Fashion & Textiles and Food & Nutrition topics. For more information click Here
Art
Art
The Art and Photography area is found in the WG Block. The overriding intent of the Art course is to encourage passionate, personal interaction with the world of Visual and digital Art, craft and design whilst also introducing students to this vast, creative and constantly shifting industry. For more information click Here
Music
Music
Music is designed for the motivated, creative and those that enjoy studying music in all its forms. Students will develop their performing and composing skills as well as fine-tuning their ability to analyse and appreciate music of all styles. For more information click Here
Geography
Geography
Geography is studied by all students during KS3. The geography department aims to spark the interest of students so they develop awe and wonder about the place that they live and planet Earth as a whole. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. For more information click Here
History
History is studied by all students during KS3. Our curriculum is structured to nurture a love of History and understand the journey from medieval England to the emergence of the UK as a liberal democracy in the 19th and 20th centuries. For more information click Here
RS
RS
RS is studied by all students during KS3 and then Philosophy and Ethics is part of the options choice at KS4. RS provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions, and other world views that offer answers to these challenging questions. For more information click Here
Drama
Drama
The Drama Department at Sprowston Community Academy aims to develop individuality; to encourage students to think and express themselves with flair and confidence and to encourage tolerance and understanding. Students are given opportunities through practical role-play and written drama activities to experience the world around them and begin to appreciate situations from more than one perspective. Through drama, we encourage students to question and challenge their perception of the world, including challenging social/cultural issues and develop the soft skills employers seek. For more information click Here
PE
PE
The Physical Education facilities are found mainly in the centre of the school, off the main corridor. This includes a swimming pool, sports gymnasium, sports hall, fitness suite and changing facilities. Sprowston PE aims to provide an enjoyable and balanced programme enabling all students to develop physically, socially, emotionally and cognitively. The curriculum offers a broad, balanced and challenging offer to our students. All students are encouraged to participate and develop positive attitudes towards active involvement as performers, observers and officials. All students are encouraged to develop confidence, tolerance and appreciation of their own strengths and weaknesses and those of others. For more information click Here
MFL
MFL
Our Curriculum design aims to maximise opportunities and reflect the high expectations of all students in the MFL Faculty. We also recognise the broader development of students and the importance of learning both in and outside the classroom. For more information click Here
Personal Development
Personal Development
Personal Development is all about the foundations and skills needed to develop the personal, interpersonal, practical and social skills that are needed to help create successful wellbeing for now and the future. Learning through six core topics: life tools, community, governance, relationships, health and awareness, students apply and develop communication, research, analysis, debate, personal reflection and critical evaluation skills. Students explore research based factual information regarding issues, including their rights and responsibilities so that they gain functional understanding of the issues ahead of them. For more information click Here
Computer Science
Computer Science
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Powerful Knowledge in Computing is based on the ability to abstract and decompose a problem to produce a solution through thorough investigation. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. For more information click Here
Teaching and Learning Cycle at SCA
Teaching and Learning Cycle at SCA
All lessons at SCA follow the Teaching and Learning Cycle made up of 4 distinct parts to each learning experience. Teachers follow this approach that is based on cognitive and pedagogical research. Lessons are 'contexctualised' and linked to prior learning through questioning and focusing the learning for the lesson. Modelling is used where specialist teachers share with students th enew knowledge and skills in manageable chunks, that then leads into the Scaffolding part of the learning. Here students are supported in applying their new knowledge and/or skills. The final stage is to then work independently on tasks to make the learning deep and substantial.
All lessons at SCA follow the Teaching and Learning Cycle made up of 4 distinct parts to each learning experience. Teachers follow this approach that is based on cognitive and pedagogical research. Lessons are 'contexctualised' and linked to prior learning through questioning and focusing the learning for the lesson. Modelling is used where specialist teachers share with students th enew knowledge and skills in manageable chunks, that then leads into the Scaffolding part of the learning. Here students are supported in applying their new knowledge and/or skills. The final stage is to then work independently on tasks to make the learning deep and substantial.
Please click on the image to enlarge.
Please click on the image to enlarge.
Learning Questions and Outcomes
Learning Questions and Outcomes
As a part of the beginning of lessons teachers provide a Learning Question and Outcome for students for each lesson. These share with students the intention of the lesson and what they will know and be able to do by the end of the session.
As a part of the beginning of lessons teachers provide a Learning Question and Outcome for students for each lesson. These share with students the intention of the lesson and what they will know and be able to do by the end of the session.
Please click on the image to enlarge.
Please click on the image to enlarge.
Assessments and Feedback at SCA
Assessments and Feedback at SCA
Many subjects use end of unit assessments, as well as smaller assessments throughout a unit of work. These allow teachers to gauge progress and pick up on misconceptions, as well as having a summative idea of knowledge and skills form a unit. Assessments will often revisit previously learned units, encouraging retrieval of knowledge. These assessments take a number of forms to allow all types of learners to achieve and show their progress. The assessment data feeds into our reporting system, where we issue reports to parents three time a year, offering an Approach to Learning score (-2 through to 2 with ) being 'Expected') and a PPG (Professionally Predicted Grade) for the end of year in that subject. Students are given end of year targets based on their KS2 data for each subject based on national outcomes.
Many subjects use end of unit assessments, as well as smaller assessments throughout a unit of work. These allow teachers to gauge progress and pick up on misconceptions, as well as having a summative idea of knowledge and skills form a unit. Assessments will often revisit previously learned units, encouraging retrieval of knowledge. These assessments take a number of forms to allow all types of learners to achieve and show their progress. The assessment data feeds into our reporting system, where we issue reports to parents three time a year, offering an Approach to Learning score (-2 through to 2 with ) being 'Expected') and a PPG (Professionally Predicted Grade) for the end of year in that subject. Students are given end of year targets based on their KS2 data for each subject based on national outcomes.
Feedback is regularly provided to students during or following the completion of work. At SCA this takes a number of forms but always looks to reward and offer positive responses to students as well as actionable advice on how to improve. Using green pens to edit and enhance their work is an approach that across the school sees students revising and improving on their learning.
Feedback is regularly provided to students during or following the completion of work. At SCA this takes a number of forms but always looks to reward and offer positive responses to students as well as actionable advice on how to improve. Using green pens to edit and enhance their work is an approach that across the school sees students revising and improving on their learning.
Please click on the image to enlarge.
Please click on the image to enlarge.
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