Curriculum Overview - Martin Bacon Academy
CurriculumOverviewKey Stage 3
Curriculum vision and missionAt Martin Bacon Academy children and young people will beplaced at the centre of all we do. This will focus around a coreoffer of a personalised curriculum. The underpinning ethos ofour school is to develop and celebrate eachindividuals’ qualities, making sure that we plan from where thelearner is (if we look/listen carefully enough they will show us).Each individual’s curriculum will centre on what we know aboutthem, what they want and need, and the knowledge, visionsand priorities of parents, carers and other professionals.Being in a very unique situation of a new Specialist Provisionsharing a site with a mainstream school, we pride ourselves inbeing able to offer your children and young people bespokecurriculums which meet their diverse individual needs;academic, emotional, social, communicational, interactional andphysical. Which may include aspects of work across both schoolsallowing all young people to draw from and contribute to thewider learning of all students and staff. (My Journey)‘My Journey’ is a personalised curriculum, with communicationat the core. Each individual’s curriculum must start from whatwe know about them, what they want and need, and theknowledge, visions and priorities of parents, careers and otherprofessionals. We think about future outcomes and put targetsand strategies in place to begin the journey of equipping themwith skills that will lead to a future where they can be happy,communicate as well as they can and be as independent aspossible.
Our curriculum is both skill and contextCurriculum Rationale(process) based and encourages activeengagement in learning. The curriculumfocuses on developing the key skills ofcommunication, cognition, physicaldevelopment and PSHE (Personal, social,emotional and health education) alltransferrable skills that equip children andyoung people for life beyond the school.Our curriculum strives to be proactive andreactive for each learner and build onindividual strengths and interests. A rollingplan is in place, which supports a balance ofstimulating contexts for learning throughdifferent learning experiences, themes andsubjects.
‘My Learning’A part of ‘My Journey’The Key Stage 3 curriculum aims to be a broad and balanced, delivered throughMBA learning experiences. The experiences enable us to best meet the needs ofeach individual, as part of their ‘My Learning’ journey.Class groups are set by educational and individual needs, with occasionally pupilsjoining other classes for part or the entire timetable. Some pupils may accessNorthstowe lessons, and some Northstowe pupils may join MBA for part of theirtimetable too.The four key strands of ‘My Communication’, ‘My Thinking’, ‘My Well-being’ and‘My body’, are the basis of all learning timetables and the learning across theseareas takes place throughout the day in every activity, environment and situation.The areas of learning and timetable weighting differ between experiences; howeverall allow for a mix of learning and coverage across the National Curriculum. Theseare as follows;My Communication (Expressive language, receptive language, social skills)My Thinking (English, Maths, Science, World Studies, Create, Perform andComputing)My Wellbeing (Life skills)My Body (PE, Swimming, Physio, Hydrotherapy)Learning lumSemi-formalcurriculumFormalcurriculum
Curriculum areasThe table below illustrates how the national curriculum subjects are taught through the learning experiences at MBA.MBA learningexperiencesDiscoverFunctional ld studiesWorld Boundariesto learningCMATExtendingBoundariesto learningNational curriculum subjects – statutory entitlement for all gesArt &DesignDTDrama*MusicComputingPSHE/RSEPE
Subject curriculum overviews
My CommunicationInstructional languageConstructionallanguageMy ThinkingCurriculum linksFunctional languageCommunication is at the core of our curriculum, using the principles of SCERTS, we are able to support the development of our pupils language and communication.Curriculum aims: The whyInstructional Supports helpremove educational orbehavioral stumbling blocks forall students in the regularclassroom.For pupils to be able to communicateeffectively, pupils need to develop anunderstanding of sentence structureand grammar.We understand the importance of pupils being able to communicatetheir basic wants and needs. Therefore, we ensure that we provide thesupport and guidance to provide a tool to develop each pupil's voice &functional language skills, reducing dependency on adults, inpreparation for adulthood.Curriculum content; The whatPupils will be supported todevelop their instructionallanguage through;Learning stations, task cards,interviewing, journaling,differentiated visual instructions,timetabling and social stories tobe able to access their learningenvironments.Pupils will be supported to developtheir construction of language,through explicitly teaching themabout sentence structure andgrammar.Pupils will be supported to develop their communication by exploringdifferent communication methods to supplement and enhance theirlearning, expanding their breathe of vocabulary to be able tocommunicate effectively with others.Curriculum Delivery; The howVisualsTimetablesSocial storiesCommunication in printColourful semantics -Sensory cues, AAC – switches, electronic devices/ talkersIntensive interaction - Intensive interaction is an approach for teaching communication skills tois a targeted approachto support children with their sentence building and toteach them about sentence structure.Communication in print - is a desktopchildren and adults who have autism, severe learning difficulties and profound and multiple learningdifficulties who are still at early stages of development.publishing program for creating symbol-supportedresources for printing. It is an excellent tool for anyonewanting to make accessible materials for their school,home, business or community. . This allows usto communicate with a child who is non verbal, orunable to sign.Objects of reference - Objects of Reference are objects used to represent a person, activity orSocial stories - Social Stories were devised as aMakaton - Makaton is a language programme that uses signs together with speech and symbols, totool to help individuals with ASD better understand thenuances of interpersonal communication so that theycould "interact in an effective and appropriate manner".enable people to communicate. It supports the development of essential communication skills such asattention, listening, comprehension, memory and expressive speech and language.event. When used, children will learn over time that the object represents an event, activity or a person.These objects are used to help a child to understand what is happening in their environment.TACPAC - Tacpac is a sensory communication resource using touch and music to align the senses anddevelop communication skills.PECS - The Picture Exchange Communication System, or PECS, allows people with little or nocommunication abilities to communicate using pictures.
EnglishMy ThinkingMathsMy ThinkingScienceCurriculum on-entry-level-science-r483.pdfCurriculum aims:The whyThe KS3 English curriculum at MBA will support our pupils tocommunicate their ideas and emotions to others and throughtheir reading and listening, others can communicate with them.We aim for all Pupils to be able to: Access reading , develop fluency and understanding. Have opportunity to access reading widely and often. Communicate clearly, accurately and coherently andadapt language and style for a range of contexts, purposesand audiences. Have opportunities to develop communication and listeningskills.In KS3 we strive to make Maths relevant, engaging and fun. Mathscan be found in every part of day to day life and is a fundamentalskill, that we need to support our pupils developing in preparationfor adulthood.The KS3 curriculum uses big ideas to support pupils in developingtheir knowledge and understanding, that Science is all around us.Using the big ideas principle, the generalisations, principles andmodels which connect concepts are at the heart of ourcurriculum. We believe this is how students learn to see the worldanalytically, to explain phenomena and make predictions – allskills they need for their next stage of scientific learning.Curriculumcontent; ThewhatPupils will engage with a wide range of fiction and non-fiction,including whole books, poems and plays.We teach the fundamental skills needed for future life. Followingthe National Curriculum we use the key subject content, to helpguide our learners of ‘What’ skills they need; these include;Number (properties of number, four ct content is covered throughout the year and pupils aresupported to apply their knowledge and skills, through exploringexternal assessment examples e.g. entry level maths, functionalskills, GCSE.In KS3 Science we will follow an adapted National Curriculumusing the key subject content, to help guide our learners todevelop an understanding of all three science disciplines ofBiology, Chemistry and Physics, with pupils touching on all threeevery year.We aim to root Maths in real world reasoning and empowerpupils with confidence and knowledge.Mathletics & Maths Seeds is a resource that is used to helpengage Pupils using an online platform that has a range ofactivities for all abilities.Understanding that all of our pupils are individuals and atdifferent points in their learning, we challenge pupils in line withtheir ability. This enables pupils to gain a wide understanding ofMaths and progress towards suitable qualifications.Typically, each scientific discipline and skill is carefully matchedwith the ‘learning theme’ for the term, culminating in a portfolioof evidence of each pupils progress. We aim to link Science inreal world environments and empower pupils with confidenceand knowledge.Pupils are encouraged to think about things practically and linkthis to real world experiences.Pupils will be taught to write in a variety of different styles;essays, stories, scripts, poetry and imaginative descriptive writing.They will learn how to enhance their writing through increasingknowledge of vocabulary and grammar and use literary and useof rhetorical devices.Pupils will have opportunities and be taught to use standardEnglish confidently in formal and informal contexts includingdiscussions, speeches, debates and presentations.CurriculumDelivery; ThehowThe curriculum is delivered through engaging and challengingactivities/lessons planed around the individual needs of the child.Texts have been specifically selected to promote acceptance,equality and diversity in a range of situations relevant to Pupils'experiences. Film and audio will support the Pupils intheir studies.At present, our curriculum provides a rich variety of topics thatcover all the core scientific disciplines and contexts that pupils canrelate to their everyday lives.
World achment data/file/239087/SECONDARY national curriculum - Geography.pdfCurriculumaims: ThewhyPupils will gain knowledge and understandingof Britain and the wider world. World Studieshelps pupils to understand the complexity ofpeople’s lives, the process of change, thediversity of societies and relationships betweendifferent groups, as well as their own identityand the challenges that the may k/government/uploads/system/uploads/attachment data/file/239075/SECONDARY national curriculum - History.pdfMy ThinkingMy -studyCreate provides pupils the opportunity toengage in creative and hands-on learningexperiences, which ensures pupils can makesomething to be proud of.Perform provides pupils the opportunity toengage in performing art disciplines, wherethey have the opportunity to perform a rangeof stylesIn KS3 we strive to make Computing relevant, engaging and fun, whilstteaching the 3 areas of Computing:Computer Science: To enable pupils to become confident using a range ofdevices, and to develop their understanding of technology and how it isconstantly evolving, and how it has already evolved since invention.Digital Literacy: To promote learning through the development of thinkingskills, learning to find and select information, and enabling pupils tounderstand and appreciate their place in the modern world.Information Technology: To enable a safe computing environmentthrough teaching appropriate computing behaviours, allowing pupils todevelop their skills in presenting and communicating information.Curriculumcontent;The whatWorld Studies covers Geography, History, PRE(Philosophy, Religion and Ethics) andLanguages. Pupils will be taught to be reflectiveand make connections about what they learnand how it affects their own identity.Pupils will understand the connectionsbetween local, regional, national andinternational themes. Topics will also supportlearning about cultural, economic, military,political, religious themes.Create covers Art & Design and DesignTechnology.CurriculumDelivery;The howTypically, each subject discipline will becarefully matched with the ‘learning theme’ forthe term, culminating in a portfolio of evidenceof each pupils progress.They use a range of materials and skills todesign and make pieces. Using clear subjectlanguage and knowledge,Pupils will respond to different artist’s,designer’s and professionals work, to developan and broaden their understanding of eachsubject specific area.Each topic varied to support the basic skills andunderstanding needed to succeed in worldstudies aims.Pupils develop a personalised portfolio in avariety of media and industrial contexts,evaluating and analysing personal andprofessional projects.Perform covers Music and Drama.Pupils learn how to express themselvescreatively, perform confidently, understandcommitment to their role and to others anddevelop life-long social skills such ascooperation and communication.Computing through all three strands shown in the 'Curriculumaims' will be taught within the classroom. Access will be given tocomputers, laptops and other devices as appropriate withinclass. Learning will involve a variety of well-planned, fun,structured and progressive activities, allowing pupils toexperience cross-curricular links to widen their knowledge of thecapability of computing including safe use of the Internet andother digital equipment. There will be many opportunities forpupils to recognise the value of ICT in their everyday lives,education, and their future working life as active participants ina digital world.Pupils will have the opportunity to studyvarious musical and drama genres, (historicaland cultural) and through these differentcultures and styles will explore, develop andrefine their skill set.Developing pupils understanding of technology and how it is constantlyevolving, and has evolved over time, through learning about the history ofcomputing, how a computer works internally and externally, crackingcyphers and codes, and learning how specific programmes and apps canbe used to aid us in everyday life.Allowing pupils to develop their computational thinking through exploringhow computer games work, finding and correcting bugs in programs, anddeveloping project management skills. Learning programming on screen,through animation, developing games (simple and interactive) anddeveloping simple apps and websites. Investigate editing images anddigital print creation using the Web, researching a topic, finding out howthe school network operates, editing and writing code, and planning thecreation of mobile apps.
My WellbeingMy Well-beingLife SkillsCurriculum -Lifeskills-2019-2020-Curriculum-Map.pdfCurriculum aims: The whyThe aim of Life Skills is to explore a range of topics that extend beyond the usual academic subjects. Students should studyand reflect on those areas of life which affect us all, developing knowledge, skills, understanding, resilience and reflection.The core curriculum is based around the PSHEE programme of study, including learning about Relationships, Sex and Health.There are a number of over arching themes: Health & Well-Being Living In The Wider World RelationshipsEvidence shows that well-delivered PSHE programmes have an impact on both academic and non-academic outcomes forPupils, particularly the most vulnerable and disadvantaged.Curriculum content; The whatOur programme of study aims to develop skills and attributes such as resilience, self-esteem, risk-management,teamworking and critical thinking in the context of learning grouped into three core themes: health and wellbeing,relationships and living in the wider world (including economic wellbeing and aspects of careers education).Curriculum Delivery; The howPupils work in PHSE lessons towards these topics but also have access to PHSE learning topics throughout the school day.Pupils will learn, throughout KS3, about particularly relevant topics which include; sex and relationship education, socialdiversity, bullying, puberty and crime.
PEMy BodyMy BodySwimmingCurriculum riculum aims: The whyPupils build on and embed the physical development and skills learned andbecome more competent, confident and expert in their techniques. Pupils areable to try and explore a wide range of sporting activities in order to extendtheir physical, mental and cultural wellbeingMBA pupils to develop water confidence, being able to swim competently andconfidently.Curriculum content; ThewhatPupils are take part in seasonal sport and PE activities throughout the yearincluding team games,
Curriculum Overview Key Stage 3. Curriculum vision and mission . The Key Stage 3 curriculum aims to be a broad and balanced, delivered through MBA learning experiences. The experiences enable us to best meet the needs of . English Maths Science History Geography PRE Languages Art & Design DT Drama* Music Computing PSHE/ RSE PE
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CONTENTS Unit 1: Development of Prose Writing through the Literary Ages 1 Unit 2: Francis Bacon—Of Studies: Introduction 23 Unit 3: Francis Bacon—Of Studies: Detailed Study and Critical Analysis 33 Unit 4: Francis Bacon—Of Truth: Detailed Study 40 Unit 5: Francis Bacon—Of Truth: Critical Analysis
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KS3 History curriculum overview 5 KS3 Latin and Class Civ at Chesterton 6 KS3 Maths at Chesterton 8 KS3 MFL curriculum overview 11 KS3 Music at Chesterton 12 KS3 PE Boys curriculum overview 13 KS3 PE Girls curriculum overview 14 KS3 RS curriculum overview 15 KS3 Science curriculum overview 16 .
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
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