The New Curriculum at MIHS - PowerPoint Presentation

1. The New Curriculumat MIHSPerfection is not attainable, but if we chase perfection, we can catch excellence.”

2. A little it about us…Rhys Corcoran overseeing Teaching & Learning alongside the curriculumSituated in Cardiff ElyHave four Feeder Primary SchoolsTake from over 20 other Primary Schools40% FSM

3. Our Starting Point…

4. What we came up with….

5. Use God given gifts, qualities & talents to achieve  Have goals, aspirations & high standards  Build up knowledge, skills & undertake research  Communicate effectively using both Welsh and English   Explain the ideas and concepts you are learning about  Are original & progressive; whilst being in awe at the God given beauty that surrounds us.  Express ideas through different media.  Have confidence to participate in performance.   Provide innovative ideas Use imagination to produce excellent work. Overcome adversity, are strengthened by it using the church as guidance.  Take on leadership roles   Take initiative to take control of progress.  Are committed & strive to improve to reach success whilst taking feedback.  Take pride in your work and ensure it’s of a high quality  Have concern for yours & others wellbeing; understanding life & health are gifts from GodDisplay a positive approach to learning.Build mental & emotional wellbeing through  confidence, resilience & empathy.  Know how to keep safe & make correct decisions  Take part in physical activity. Demonstrate faith, values & beliefs in a way that brings others with them.  Are keen to face & overcome challenges  Display a curious manner & ask questions about your learning.  Are enthusiastic about learning & develop further knowledge of subjects. Have core values in line with the Gospel. Demonstrating beliefs through action; by striving for good.   Look at different viewpoints to make informed decisions & understand consequences.   Understand human & democratic rights.   Are knowledgeable about culture, community, society & the worldShow commitment to sustainability.Apply Entrepreneurial skills to faith in action work & develop as ethical leaders  Connect & apply knowledge and skills to create ideas & products  Creatively problem solve   Identify & grasp opportunities but also take measured risks  Lead & play different roles in teams  

6. Faculty Versions

7. What is our vision for Key Skills?We develop a curriculum that is rich in knowledge and skills equallyKeep our subjects as they areIt’s bespoke to our pupilsSkills are spaced across the curriculum and developedPowerful Knowledge(Subject Content)Key Skills(Literacy, Numeracy & DCF)Core Purposes(Balance)Progress++=

8. We have already startedBalanceKey Skills Mapping Exploring Desirable DifficultiesTrialling Spacing and Sequencing current curriculum

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10. The curriculum is a story…Each subject is a sub plot or an episodeEach year is like a seasonWith clear links and relationshipsAll culminates in the finished articlePupils making progress

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12. Our Vision

13. 1 Term3 Term1 Term

14. The 3 I'sIntentWhat are the aims of the curriculum and what is meant to be learntImplementationHow we plan to deliver the curriculumImpactHow effective was the implementation e.g. Results

15. Curriculum VisionThe curriculum of Mary Immaculate:"Will provide opportunities develop pupils' knowledge and the ability to apply knowledge using key skills confidently in a local and global context.Our curriculum will raise pupil aspirations and ensure pupils gain valuable experiences that develop features of BALANCE and develop cultural capital. This is enabled through a curriculum that has value, breadth, depth and provides context for our pupils. Our curriculum ensures coherence within subjects and explicitly between subjects allows pupils to achieve and progress. Our curriculum will support the National Mission to develop a better Wales"

16. We believe our curriculum should:allow pupils to develop powerful knowledge that can be transferred within subjects and across the curriculum. be coherent and sequential so that new knowledge and skills build on what has been taught, to secure strong pupil outcomes. Our curriculum should be based around the application of cognitive science and leading educational researchbe planned backwards from the subject as a discipline underpinned by key concepts. Subjects should provide a broad and balanced curriculum that develops a narrative over time; focusing on depth.Allow opportunities to develop Literacy, Numeracy and Digital Competence in each subject to allow for pupil transfer across the curriculum.  be underpinned by the key features of BALANCE; pupils should have opportunities to develop all features within subjects.allow opportunities for pupils to value  the subject & our curriculum on a local, national and global context. our curriculum should develop pupils understanding of the world in order to thrive and appreciate it.provide pupils with learning experiences that allows them to apply their learning and raise their aspirations in order to succeed. Learning experiences within the curriculum will create opportunities for pupils to develop their cultural capital.Curriculum Intent

17. IntentImplementationImpactMary Immaculate High School CurriculumVision"Will provide opportunities develop pupils' knowledge and the ability to apply knowledge using key skills confidently in a local and global context.Our curriculum will raise pupil aspirations and ensure pupils gain valuable experiences that develop features of BALANCE and develop cultural capital. This is enabled through a curriculum that has value, breadth, depth and provides context for our pupils. Our curriculum ensures coherence within subjects and explicitly between subjects allows pupils to achieve and progress. Our curriculum will support the National Mission to develop a better Wales"ConceptsPowerful KnowledgeLiteracyNumeracyDigital CompetenceMathsEnglishScienceGeographyHistoryREPEWelshFrenchICTDramaMusicArtPHSEDTCultural CapitalCognitive Science- long term memoryPlanned Backwards- NarrativeBroad, Deep and BalancedLearning ExperiencesLocal, national and Global contextsRaise aspirationsHigh ExpectationsValueLiteracyNumeracyFood & Nutrition Clear Assessment Map and Progression PointsStandards:Features of Balance:Pupil VoiceLearning WalkBook SampleLesson ObservationSelf EvaluationProgress ReviewMonitoringCurriculum Review:

18. Curriculum Planning Plan

19. The Design Process

20. Design Departments (Vertical)Subjects to outline what they want pupils to know by end of each yearOutline what the core concepts of the subject as a disciplineWhat subject discipline knowledge they needMatch the concept to WM statementThen topics to the concept- create curriculum plan where Knowledge and skills are mapped outProgress descriptors for each topic related to WM and Progress Code is outlinedAssessment map is added for each departmentWorking with partner primary schools

21. Design Whole School (Horizontal)Create whole school mapReview departments- refine and ensure there is sequencing and spacing. Find out why topic X is here and why topic Y is there?Look for genuine links and use curriculum leads to supportExplore crossover of conceptsMake those links explicit with Skill and Knowledge (referenced within lessons)Ensure that WM are being answered and find how we can 

22. Curriculum Design Steps

23. Concepts

24. Whole School ConceptsLLCMaths & NumeracyHumanitiesExpressive ArtsHealth & WellbeingEnglishContextComprehensionAnalysisCommunicationPerspective, Impact, Cause and Effect, Bias & GenreVocabulary & Decode, Locating, selecting & retrieving Character, Perspective, Inference, Structure Literacy, Structure, Format, Evidence, Technique, PurposeWelshGrammarTenseWord OrderInfinitivesCognatesNegativesComparisonsMasculine/FeminineFrenchGrammarTenseWord OrderInfinitivesCognatesNegativesComparisonsMasculine/FeminineMathsNumber Algebra Geometry and Measure Statistics Problem SolvingRERevelationChurchCelebrationChallenges and Responses to Faith (Life)Life and DeathGood and EvilHistoryCause and ConsequencesHistorical EmpathyHistorical Interpretation/PerceptionsHistorical Investigation & enquirySignificanceComparisonGeographySpace & PlaceHuman EnvironmentsPhysical EnvironmentsSustainabilityScaleCultural UnderstandingInterconnectionInvestigation and enquiryScience & TechnologyScienceScaleEnergyMovementSystemsInteractionsTheoriesOrganisationsTomorrow’s WorldDigital TechnologyCitizenshipSoftwareCommunicationProgrammingHardwareComputation Creative Digital PracticesDTHealth & safetyDesign ProcessModellingAnalysisScaleSustainabilityCommunicationMusicSolo PerformanceElements of MusicEnsemble PerformanceArrangingCompositionICT and MusicAppraisingDramaPhysical PerformanceVocal PerformanceSet/Costume DesignLighting/Sound DesignTheatrical AnalysisDevisingArtLineShapeColourTextureCreateAnalysisPEPerformanceTactics & StrategyAnalysis & EvaluationHealth, Fitness & WellbeingLeadershipCreativityPhysiologySocio-cultural issuesWhat Matters Statements

25. Whole School ConceptsLLCMaths & NumeracyHumanitiesExpressive ArtsHealth & WellbeingEnglishContext (1LLC)Comprehension (2LLC)Analysis (3LLC)Communication (4LLC)Perspective, Impact, Cause and Effect, Bias & GenreVocabulary & Decode, Locating, selecting & retrieving, literacy Character, Perspective, Inference, Structure Literacy, Structure, Format, Tone,  Evidence, Technique, PurposeWelshGrammar(5LLC) Tense(6LLC)Word Order(7LLC)Infinitives(8LLC)Cognates(9LLC)Negatives(10LLC)Comparisons(11LLC)Masculine/Feminine (12LLC)FrenchGrammar (31LLC)Tense (14LLC)Word Order (15LLC)Infinitives (16LLC)Cognates (17LLC)Negatives(18LLC)Comparisons (19LLC)Masculine/Feminine (20LLC)MathsNumber (1M)Algebra (2M)Geometry and Measure (3M)Statistics (4M)Problem Solving(5M)RERevelation(H1)Church (H2)Celebration (H3)Challenges and Responses to Faith (Life) (H4)Life and Death (H5)Good and Evil(H6)HistoryCause and Consequences (H7)Historical Empathy (H8)Historical Interpretation/Perceptions (H9)Historical Investigation & enquiry (H10)Significance (H11)Comparison (H12)GeographySpace & Place (H13)Human Environments (H14)Physical Environments (H15)Sustainability (H16)Scale (H17)Cultural Understanding (H18)Interconnection (H19)Investigation and enquiry (H20)Science & TechnologyScienceScale(ST1)Energy (ST2)Movement (ST3)Systems (ST4)Interactions (ST5)Theories (ST6)Organisations (ST7)Tomorrow’s World (ST8)Digital TechnologyCitizenship (ST9)Software(ST10)Communication (ST11)Programming (ST12)Hardware (ST13) Creative Digital Practices (ST14)DTHealth & safety (ST15)Design Process (ST16)Modelling (ST17)Analysis (ST18)Scale (ST19)Sustainability (ST20)Communication (21)MusicSolo Performance (EA1)Elements of Music (EA2)Ensemble Performance (EA3)Arranging (EA4)Composition (EA5)ICT and Music (EA6)Appraising (EA7)DramaPhysical Performance (EA8)Vocal Performance (EA9)Set/Costume Design (EA10)Lighting/Sound Design (EA11)Theatrical Analysis (EA12Devising (EA13)ArtLine (EA14)Shape (EA15)Colour (EA16)Texture (EA17)Create (EA18)Analysis (EA19)PEPerformance (HW1)Tactics & Strategy (HW2)Analysis & Evaluation (HW3)Health, Fitness & Wellbeing (HW4)Leadership (HW4)Creativity (HW5)Physiology (HW6)Socio-cultural issues (HW7)What Matters Statements

26. What Matter Statements and ConceptsWhat Matters StatementsConceptsLanguage connect us Understanding languages is key to understanding the world around us Expressing ourselves through languages is key to communication Literature fires imagination and inspires creativity The number system is used to represent and compare relationships between numbers and quantities Algebra uses symbol systems to express the structure of mathematical relationships Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world Statistics represent data, probability models chance, and both support informed inferences and decisions Enquiry, exploration and investigation inspire curiosity about the world, its past, present and future Events and human experiences are complex, and are perceived, interpreted and represented in different ways Our natural world is diverse and dynamic, influenced by processes and human actions Human societies are complex and diverse, and shaped by human actions and beliefs Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action Being curious and searching for answers is essential to understanding and predicting phenomena Design thinking and engineering offer technical and creative ways to meet society’s needs and wants The world around us is full of living things which depend on each other for survival Matter and the way it behaves defines our universe and shapes our lives Forces and energy provide a foundation for understanding our universe Computation is the foundation for our digital worldExploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals EA14, EA15, EA16, EA17,EA19EA8,EA9,EA10,EA11,EA13EA1,EA3,EA4,EA5,EA6,EA7Responding and reflecting, both as artist and audience, is a fundamental part of learning in the expressive arts EA19EA12EA2,EA7Creating combines skills and knowledge, drawing on the senses, inspiration and imagination EA14, EA15, EA16, EA17,EA18EA10,EA11,EA13EA2,EA4,EA5, EA6Developing physical health and well-being has lifelong benefits h16How we process and respond to our experiences affects our mental health and emotional well-being Our decision-making impacts on the quality of our lives and the lives of others How we engage with social influences shapes who we are and affects our health and well-being Healthy relationships are fundamental to our well-being 

27. Knowledge and Curriculum Mapping

28. Example Science  Balance

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30. What knowledge should we include?

31. Simple termsCORE- The key knowledge and factsHINTERLAND- The story and wider knowledge that brings the Core to lifeDISCIPLINARY- How the core was foundPROCEDURAL- Subject specific skillsNOT Lit/DCF/NUM

32. Core ExamplesEnglishGeographyREHistoryCharacters of a storyGrammarPoetry devicesFeatures of a riverCase study facts- FloodingGreenhouse EffectWho is JesusParts of a religious ceremonyKey TermsBattle of HastingsTreaty of VersailesArtDramaWelshScienceMathsWho painted whatType of Arte.g. ImpressionismCore techniquesKey features or plotsKey TermsSpellingVocabularyGrammarEvolution and etymology of EnglishRhetoricNon-fiction genresCellsPhotosynthesisPythagoras is...AreaQuadratic Equations

33. Hinterland ExamplesEnglishGeographyREHistorySub plotsWider meaning from poetryGreenhouse gasesNames of rivers and wider areaParts of case study that tell the storyWider characters within the story of Jesus BirthInformation about William and HaroldArtDramaWelshScienceMathsStory of the artistsInterpretationsReasons behind the artHow a technique can be adaptedSub plotsDramatic features not coreContentWider vocabularyStory of how X was foundScientistsStory of theoremWider reasons for methodsWhat it can lead to

34. COREX- GeographyX- MathsX- Music

35. ExamplesSubjectDisciplinaryREInterpretation GeographyFieldworkHistorySource analysisScienceInvestigation, variables, experimentsMathsReal life experiences, HypothesisWelshApplication, art of languageEnglishAnalysisArtsInterpretation, Influences

36. How does this look?

37. Our instructions…Each topic builds upon the next (Sequenced)SpiralledSpaced Knowledge and Key Skills to allow for Long Term MemoryBe creative

38. Half Term Curriculum MapY7TermHT1HT2 -HT3HT4 HT5 -HT6 - TopicBeginning ScienceCellsParticles/atoms /elements Electricity (Static)EnergyEnergy transfer Photosynthesis Respiration Endo/Exothermic CombustionThe Body CirculatoryDigestionRespiratory System ReproductionPhysical Environment  Acids/Alkalis Acid Rain Movement & Forces  The Natural World  Food chains Plant reproduction Earth Sampling  Our Place in the Universe  Global Warming Light Space   Key Skill(Pick 1-2)Measuring Writing Representing data Reading Interpreting dataExtended writing Measuring ReadingInterpreting dataWriting Oracy -Collaborative talk Producing Concepts(list the concepts that will be covered in this topic)ScaleEnergy Movement Systems Interactions OrganisationEnergy Movement Systems Interactions OrganisationScaleEnergy Movement Systems Interactions OrganisationEnergy Movement Systems Interactions Theories OrganisationScaleEnergy Movement Systems Interactions Theories OrganisationTomorrow’s worldScaleEnergy Movement Systems Interactions Theories OrganisationTomorrow’s worldPotentialExperience CERN   We the curiousTechniquest, @Bristol, We the curious, sea side sampling, ViridorBALANCEAmbition, Resilient, Confident Ambition, Resilient, Confident, Ethical Ambition, Resilient, Confident, Healthy, Ethical  Ambition, Resilient, Confident, Ethical Ambition, Resilient, Confident, Ethical, Enterprising Ambition, Resilient, Confident, Ethical, Enterprising, Creative

39. Curriculum Links

40. “We will provide opportunities to develop pupils’ mathematical knowledge and the acquisition of key skills, creating coherence within mathematics and between numeracy-rich subjects, supporting pupils to achieve and make progress. Our curriculum will raise pupil aspirations ensuring pupils gain valuable experiences and exposure to maths that develop the features of balance and their cultural capital, this will be embedded through a curriculum that has breadth, depth and provides a local and global context. Creating an environment where there is no failure, just opportunities to build resilience and further learning, to alleviate Maths anxiety. Our Curriculum will support the National Mission to develop a better Wales”A love, passion and curiosity for mathematics and its functionality.Allow pupils to develop skills and knowledge that can be transferred within concepts across the curriculum. Be coherent and sequential so that new knowledge and skills build on what has been previously taught, to secure strong pupil outcomes. Utilising our knowledge of cognitive science and leading educational researchTo be planned and underpinned by key concepts and the continual development of skills. Topics and content should provide a broad and balanced curriculum that develops a narrative over time; focusing on depth and pupil confidence is applying their skills.To be underpinned by the key features of BALANCE; pupils should have opportunities to develop all features throughout their time within maths.To allow opportunities for pupils to value maths, its properties and its applications within our curriculum on a local, national and global context.To provide pupils with learning experiences that allows them to apply their learning and raise their aspirations in order to succeed. Learning experiences within the maths curriculum will create opportunities for pupils to develop their cultural capital.7Running a businessThe World Around MeAm I Average?Cracking the codeFayre ground fun!The need for Speed!Designing a Theme ParkGet Lost!Planning a holidayCarnival GamesThe Stock ExchangeNot equal?8MathsVisionConceptsIntentCurriculum JourneyNumberProblem SolvingAlgebraGeometry & MeasureStatistics

41. To provide opportunities for pupils to make new discoveries and increase their sense of awe and wonder about the world around them. Our curriculum will be broad, in depth and cohesive and provide opportunities to develop and apply pupils’ knowledge in a local and global context. We will encourage pupils to become resilient, independent and analytical learners who can make conclusions and evaluations based on available data. We encourage pupils to become stewards of their community and the wider world, which will further develop the gospel values and their sense of Welsh belonging. We will provide opportunities and skills to allow pupils to develop their passion for science into further education and the world of work through raising aspirations by facilitating experiences through STEM. Our curriculum will support developing scientists of the future. The science curriculum will be a broad and balanced curriculum underpinned by key scientific concepts that increase in conceptual understanding as pupils progress through the curriculum. Develop powerful knowledge that can be transferred within science and across the curriculum. To develop a coherent and sequential curriculum that new knowledge and skills will be built upon to ensure strong pupil outcomes designed around the application of cognitive science and educational research Develop opportunities for LNF and DCF within science and across the curriculum through both traditional and technological pathways.  Provide opportunities to develop and apply pupils’ knowledge in a local and global context. Creating opportunities to emphasise the application of the content they are learning to Wales through a variety of enrichment activities both within and outside of the classroom. Provide pupils with valuable learning experiences that allows them to apply their learning and raise their aspirations in order to succeed. Learning experiences within the curriculum will create opportunities for pupils to develop their cultural capital. Develop their personal understanding of their role as stewards of the earth in line gospel values and to apply their God given talents to a range of contexts for example to understand their impact on the world around them and how they can be guardians of the future environment.  Allow pupils to develop all areas of BALANCE across all 3 sciences developing resilient, ambitious and ethical pupils who are confident to apply their knowledge and skills both theoretically and experimentally.  7EnergyPhysical EnvironmentBeginning ScienceThe BodyNatural WorldHealthTransfer of InformationReactivityPlanet EarthMovement of SubstancesTomorrows World8ScienceVisionConceptsIntentCurriculum JourneyOur place in the Universe

42. SubjectHT 1HT 2HT 3HT 4HT 5HT 6EnglishTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceMathsTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceScienceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceRETopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceGeographyTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceFrenchTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceHistoryTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceICTTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceDTTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalancePETopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceArtTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceMusicTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceDramaTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalanceTopicKey SkillConceptExperienceBalance

43.  Year 7Year 8SubjectHalf Term 1Half Term 2Half Term 3Half Term 4Half Term 5Half Term 6Half Term 1Half Term 2Half Term 3Half Term 4Half Term 5Half Term 6EnglishHorror  Descriptive Writing & Comprehensive Reading ​Ambitious ​Creative ​Healthy War Poetry ​Analytical Reading & ​Digital CompetenceEthical ​Resilient ​Harry Potter Creative Writing & Analytical ReadingHut 9 Island Farm Bridgend  ​Creative ​Ethical Culture & IdentityOracy ​Writing Text TypesHarry Potter WorldEthical ​Confident   ​Shakespeare Analytical ReadingResilient ​Ambitious  ​Climate Oracy ​Techniquest Confident ​Ethical ​Healthy Sci-Fi Descriptive Writing & Comprehensive readingAmbitious ​Creative Race through Poetry Analytical Reading ​DCF Ethical ​Resilient ​Creative ​HealthyHarry PotterCreative Writing & Analytical WritingHarry Potter WorldCreative ​Ethical  Myths of the Modern World Analytical Reading and Creative WritingResilient ​Creative ​Ambitious ShakespeareAnalytical Reading ​& Writing  Resilient ​Ambitious ​Confident Social InjusticeOracy ​DCF  Confident ​Resilient ​Ethical ​Healthy MathsAm I average?Number, Data Eco ShopAmbition Confidence Ethical​Running a businessNumberRecipesConfidentEnterprising Cracking the code!Number, DataLiteracy-ReadingBank VisitCreativityEthical​The world around meMeasuring (Distance and angles), DataPost office daily mail visit.EnterprisingCreativity Fayre ground fun!Data Literacy-ReadingSocial media algorithmsEnterprising ResilientHealthy ​The need for speed!MeasuringTechniquestAmbitionPlanning a holidayDataLiteracy - ReadingFamily lifeAmbitious Confidence Ethical Designing a theme parkNumberMixing it Confident Enterprising The stock exchangeLiteracy – Reading NumberRetail expereince Creativity Ethical Get lost! MeasuringFamily life II Enterprising Creativity Carnival gamesDataLiteracy - ReadingSurvey and ArtEnterprising Resilient Healthy Not equal?MeasureSpeedy MathsAmbitious ScienceBeginning ScienceMeasuring WritingCERNAmbition, Resilient, ConfidentEnergy Representing data ReadingAmbition, Resilient, Confident, Ethical The Body Interpreting dataExtended writingAmbition, Resilient, Confident, Healthy, Ethical Physical EnvironmentMeasuring ReadingAmbition, Resilient, Confident, EthicalThe Natural Worldinterpreting dataWritingWe the curiousAmbition, Resilient Confident, Ethical, Enterprising Our Place in the UniverseOracy -Collaborative talk ProducingTechniquestAmbition, Resilient, Confident, Ethical, Enterprising, CreativeReactivityWritingInterpreting dataSteelworks Ambition, Resilient, Confident, EthicalHealthWriting Interpreting DataProducingGuest speaker – Smoking/NHSUniversity lab – Aseptic techniquestAmbition, Resilient, Confident, Healthy, Ethical Movement of SubstancesReading Representing dataAmbition, Resilient, ConfidentTransfer of InformationReading MeasuringAmbition, Resilient, Confident CreativePlanet EarthWriting/Oracy Representing dataAmbition, Resilient, Confident, Ethical, Enterprising, Creative Tomorrows WorldOracyProducing/collaborativeTechniquest, @Bristol, We the curious, Seaside samplingAmbition, Resilient, Confident, Ethical, Enterprising, CreativeRECreation and CovenantReading Comprehension;Oracy: Speaking CAFOD guest speakerEthicalProphecy and PromiseReading Comprehension;Numeracy: Data analysis (mass attendee numbers)Retreat Day including ‘Year Mass’Ambitious​ResilientFrom Galilee to JerusalemWriting: Catholic Social Teaching Persuasive Letter;DCF: Producing (webpage for charity)Missionaries of Charity Speaker / SVP centre visit​Ethical​CreativeFrom Desert to GardenComputational Thinking: Events of Jesus’ trial, death and resurrection flowchartReading ComprehensionCreation of MIHS Stations of the cross Ethical​CreativeTo the Ends of the EarthOracy: Discussion regarding alternate Eucharist beliefsWritingConfidentDialogue and EncounterTBCCreation and CovenantReading Comprehension;Oracy: SpeakingSynagogue visit​Reconciliation Service Ethical​HealthyProphecy and PromiseReading Comprehension;Numeracy: Data analysis Advent LiturgyAmbitious​ResilientFrom Galilee to JerusalemWritingMissionaries of Charity SpeakerEthical​CreativeFrom Desert to GardenOracyReading ComprehensionAmbitious ​ConfidentTo the Ends of the EarthDCF – Computational ThinkingWriting ‘Celebrate’ session / retreatAmbitiousDialogue and EncounterTBCWelshTBCTBCTBCTBCTBCTBCTBCTBCTBCTBCTBCTBCFrenchTBCTBCTBCTBCTBCTBCTBCTBCTBCTBCTBCTBCGeographyRaging Rivers Measuring Interpreting data Writing Fieldwork/Investigation: How do I conduct a river fieldwork enquiry? Margam Discovery CentreAmbitious Creative Confident Population and migration Reading Interpreting data Writing Investigation: How can I investigate my local school environment? Creative Resilient Confident Restless Earth; Earthquakes Interpreting data Producing Oracy- Collaborative Talk Creative Confident Development; Comparing Countries Interpreting data Writing Ethical Ecosystems; What are ecosystems and how are they important? Reading Interpreting dataEthical Confident Globalisation and chocolate Oracy- Collaborative Talk Producing Investigation: How do I investigate ethical consumer choices? Fieldtrip:Cadburys Birmingham-Ethical Consumerism Ethical Confident Healthy Flood Disaster Reading Writing Natural Resources Wales Enterprising Settlements; decline and regeneration Interpreting data writing How can I investigate my local high street? Big Pit/Cardiff Bay/ Creative industries: Dragon studios Media/ Drama Confident Resilient Super Volcanoes; Volcanoes, impacts Management Supervolcanoes Reading Producing/ Collaborative Natural Resources Wales Ethical Creative Tackling the development  divide Oracy Writing Investigation Ethical Consumerism Charity Speaker/School Ethical Enterprising Weather, Climate Change and Me Measuring Interpreting data Producing Fieldwork: What is the microclimate of our school? Confident Resilient On the Brink! Threshold and Extinction  Oracy Producing/ Collaborative  Investigation Charity Speaker/School LiaisonEnterprising Confident HistoryMedieval Wales Reading Oracy DCF- ProducingCosmeston medieval village CASTLE TRIP ST FAGANS Ambition Confident WWI Data DCF- interacting/collab Oracy/ writingBATTLFIELD TOUR IWM VisitorsAmbition Enterprising Resilient Slavery  Oracy/ writingVisitor Slavery museum in Liverpool Ambition Ethical Slavery and Impact on Humanity Reading/ writingDataVisitor Slavery museum in Liverpool Ambition Ethical Industrial Wales Numeracy- Data Literacy-Reading DCF- Producing Big pit Records office Exploration of Cardiff docks Rhonnda heritage park Ambition Confident WWII  Oracy/ writing DCF- CollaborationBATTLFIELD TOUR IWM Armoury museumAmbition Enterprising Holocaust Literacy -reading and oracy Poland? IWM Ambition Ethical Holocaust and Impact on Humanity ​Literacy - writingInternational court of human rightsAmbition Resilient ICTOnline Safety & Word Processing DCF – Citizenship ​Oracy Creation of resources to be shared on school e-safety and social media channel to advise school community of how to stay safe online. Confident, resilient and ethicalComputer Architecture & Presentations DCF – Producing ​Writing Visit to the national museum of computingCreative, confident and ambitious. Python ProgrammingDCF – Computational Thinking Technocamps workshopResilient, confident and ambitious.  Digital Product Development - Creation of a Computer Game DCF – Computational Thinking Numeracy – Data Analysis Confident, creative and resilientOnline Safety ​& ​Graphic Design DCF – Citizenship ​Oracy Creation of resources to be shared on school e-safety and social media channel to advise school community of how to stay safe onlineConfident, resilient and ethicalComputer Architecture ​& ​Web Design DCF – Producing ​Writing Visit to Bletchley Park. Creative, confident and ambitiousPython Programming ​DCF – Computational Thinking​Technocamps workshopResilient, confident and ambitious Digital Product Development ​& Mobile App Design DCF – Computational Thinking ​Numeracy – Data Analysis Talk and Q&A session with mobile app developerConfident, creative and resilientDT(Resistant Materials)Risk assessmentLiteracy: Reading & writing Collecting data DCF : Citizenship Lego Challenge Ambition Design communicationLiteracy: writing DCF: processing data Financial literacy Creative Ethical Resilience Development and testingLiteracy: writing Representing data Measuring Creative Ambition Production methodsMeasuring Accuracy Interpreting data Creative Resilient Testing and evaluationLiteracy: Writing Ambition resilient Managing and mitigating risksLiteracy: Reading Writing Data collection College master class trip Ambition Problem-solvingLiteracy: Writing Financial literacy Creative Ambition Application of skillsMeasuring Ambition Creative Resilience Design solutionsComputational Thinking (Flow Charts)Ambition Resilience Production MeasuringComputational ThinkingResilience Investigative skillsWriting and ReadingResilience DT (CAD)Introduction to the design process Reading & writing Collecting data DCF: Interacting and collaborating Dyson Analysis project Ambition Innovative SolutionsWriting Interacting and collaborating Creative Ambition Developing and testingMeasuring DCF: Creating Evaluating and improving Financial literacy Creative Ambition Introduction to Computer aided designDCF: Data and computational thinking Numeracy: extracting numerical information Creative Resilient ObservationsLiteracy: Writing Resilient ambition Environment impact on designReading and writingFurther educational VR workshops Healthy Ethical User‑centred designNumeracy DCF: Data and computational thinking Financial literacy CreativeAmbition Mathematical ModellingDCF Numeracy: strategic competence Creative Ambition Development and production processesMeasuring Resilience Creative Design and shape innovative  solutions.Measuring OracyAmbition Reflection PracticeLiteracy: WritingResilience Food TechFood groups Oracy Healthy Fruit and VegetablesOracy MeasuringAllotment Healthy Confident FatsOracy MeasuringBakery visit Trip to chocolate workshop Healthy Confident Carbohydrates Oracy MeasuringCreative Bakery Visit Healthy Confident Protein Oracy MeasuringVisit to the butchers BBQ Cooking for MAT Healthy Confident Dairy Oracy MeasuringIce cream van to school Healthy Confident Creative British Oracy MeasuringRestaurant visit Confident Europe Oracy MeasuringRestaurant visit Creative ​Confident AsiaOracy MeasuringRestaurant visit Creative ​Confident North America Oracy MeasuringRestaurant visit Creative ​Confident South America Oracy MeasuringRestaurant visit Creative ​Confident AfricaOracy MeasuringRestaurant visit Creative ​Confident DramaIntroduction to Performing Skills Oracy Watching recorded live performancesCreative, Ambitious, Confident and Resilient Greek Theatre WritingPupils to work with professional costume designs  Creative, Ambitious, Confident and Resilient The Aberfan DisasterWriting  Historians visit for the pupils Creative, Ambitious, Confident and Resilient The Island of MysteryOracy  Creative, Ambitious, Confident and Resilient Our Day out Reading Watch a live recorded performance Creative, Ambitious, Confident and Resilient Romeo and Juliet Oracy Creative, Ambitious, Confident and Resilient Audio Plays Oracy Watch a live recorded performance Creative, Ambitious, Confident and Resilient ​Blood BrothersReading Creative, Ambitious, Confident and Resilient MusicClassical MusicOracyWatch streamed orchestral concertResilient Sea ShantiesOracyResilient, Confident, CreativePop music ProducingSong writing workshopResilient, Confident, ​Creative, Ambition Afro-Carribean music OracyConfident, Creative, Ambition ​Music for stage and screen Producing Watch streamed concert Resilient, Confident, Ambition Music of Wales Oracy Welsh performance workshop Resilient, Confident Rap music ProducingVisiting Rap workshop Creative, Confident, Ambition PEThe Value of PEOracy, Computational Thinking Retreat Days alongside transition​Visits to major sporting events- BBL, WRU, FAW.Ambitious and resilientThe Value of PEOracyClub links.​HealthySelf-worth and ConfidenceOracyOpportunity to compete at regional level in gymnastics and trampolining. ​Club linksConfident and CreativeLeadershipOracyLink with Rubicon Dance.​Volleyball Wales to deliver fundamentals workshop within lessons, where appropriateEthical and EnterprisingMotivation OracyMeasuring SkillsLiaising with Baseball Wales, Athletics Wales to provide masterclass of each area.ResilientAnalysis of PerformanceOracyReadingExploration of non-traditional summer sports e.g. Danish Long BallConfidentPerformanceOracySports Journalism​Visits to major sporting events- BBL, WRU, FAWAmbitious and resilientLeading a Healthy LifestyleOracyVisit to leading sports Universities to see latest sport and exercise physiology equipmentHealthySelf-Worth and ConfidenceOracyExternal gymnast to deliver masterclass within trampoliningConfident and CreativeLeadership and Effective Teams OracyExternal delivery of Volleyball from Volleyball Wales- upskill staff and pupils. ​Competitive OAA Ethical and EnterprisingMotivation and PsychologyOracyLiaising with Baseball Wales, Athletics Wales to provide masterclass of each area. Aspirations visits to NIACConfident, HealthyAnalysis of PerformanceOracyExploration of non-traditional summer sports e.g. Danish Long BallResilientArtTBCTBCTBCTBCTBCTBCTBCTBCTBCTBCTBCTBC

44. What happens now?Rules:Can make a link with anyoneCan link Concept, Knowledge or ExperienceCan only be made from previous learning e.g. Geog learn about climate change and then Science make link in future

45. Assessment

46. Assessment MapModerationReporting to Pupils and ParentsAssessment, Tracking and Moderation

47. Assessment Map- GeographyHalf Term 1- RiversKnowledge: Subject specific knowledge (Core, Hinterland, Disciplinary and Procedural)Key Skill:OracyNumeracy: MeasuringConceptsPlacePhysical Environments ScaleInvestigation & EnquiryAssessmentPeer Assessment(Waterfall Explanation)Self Assessment(Erosional Processes- Retrieval Practice)Whole Class Feedback(Ox Bow Lake)Summative Test(End of Topic Test)

48. SubjectProgressATLATTHWProgressEnglishEmerging3344GeographyEmerging4344FrenchExpected2222MathsExpected2112HistoryExcelling1111Overall Attendance/Literacy&Numeracy/Behaviour PointsName: Joe Bloggs Form:7BK

49. Whole School ProgressSubjectEmergingExpectedExcellingATLATTHWEnglish21%65%14%233.4Geography38%33%29%22.32.5French14%75%11%2.51.81.6Maths32%66%2%311History26%29%45%112

50. End of Year ReportGeographyExcellingATL/ATT/HWWhat went wellSpecific comments on what Joe knows and can do taken from curriculumNOT broad comments e.g. Joe is able to describe and explain in GeographyJoe is able to explain how a waterfall is made and how erosional processes create themEven Better ifSpecific Elements from the curriculum that Joe does not know or cannot doName: Joe Bloggs Form:7BK

51. Next Steps...

52. What are doing currently?Creating Schemes of work and resourcesCarrying out a review processTrialling elementsUsing self-evaluation to explore impact on learning and how pedagogy may change

53. Schemes of Work

54. SOW DocumentEach department has a fileOne Word document for you to populate that is saved centrallyYou can also put any associated curriculum resources in that file e.g. PPTsPre populated for you to an extent

55. How to completeInsert the WM Copy and paste from Curriculum Planning DoTake straight from your Knowledge TablesShort paragraph outlining what topic is about and learning intentionsThe explicit skills from LNF & DCFWhich BALANCE areas and howExplicitly when and how you will assessOutline the links with other subjects and topics that can be explored

56. Example

57.

58. Pre Curriculum Review

59. What is it?Allows a deeper understanding of the curriculum plansIntroduce connections to departments and discussionsProvide clear feedback and actionsOutline next steps to support whole school

60.

61. Plans for Teaching

62. Typical Lesson (50 Mins)Starter- Retrieval/recall prior learning/Do Now activity (5 minutes)Learning Objectives- Big Question with differentiated success criteria Part 1- What are they going to learn? (You) How are they going to learn it? (Them)Progress Check- Linked to Big QuestionPart 2- What are they going to learn? (You) How are they going to learn it? (Them)Progress Check-Linked to Big QuestionPart 3- What are they going to learn? (You) How are they going to learn it? (Them)Plenary

63. Strategy 1:Lesson Start

64.

65. Lesson StartDo Now Activity- Retrieval PracticeGreen Q- What you learned last lessonAmber Q- What you learned last week/MonthRed Q- What you learned last topicPurple Q- How does it link to another subject?Introduce learning ObjectivesBig Picture Slide

66. Geog your Memory….What causes low Birth Rate?What is the structure for an ‘Explain’ paragraph in Geography?What type of people are migrating away from urban areas in the UK and why?How could elderly populations link to other subjects across the curriculum?

67. Ageing PopulationYou will be able to Describe & Explain Impacts of an ageing populationYou will be able to Describe what is an ageing populationApply understanding to a GCSE exam questionWhat happens if the population gets old?ConceptsInterconnectionSustainability Contextv

68. Big PictureAgeing PopulationEffects of Counter UrbanisationY7Year 8 EnglishAgeism

69. Strategy 2:Lesson End

70. Reflect on Big QuestionPupils outline RAG they have achievedHow they have achieved itOutline what BALANCE area they have developedExplain how this links to other topics

71. Example

72. What a pupil could do?What have you learned about the big Question and what colour did you achieve and how?How did you develop Creativity as part of BALANCE today?How does this link to other topics in Art or other subjects in school?

73. Exit Ticket- ArtI learned that Andy Warhol used primary colours for the main features on his portraits. For example, he used Red for lips and yellow for hair. I achieved the amber as I know the primary and secondary colours but am unsure about tertiary.I developed Creativity today as I was able to explore shades of secondary colour by mixing primary colours.I think this connects to propaganda posters in history in WW2 when they used primary colours to show the key messages.

74. If you have any questions…Contact me through emailrcorcoran@maryimmaculate.cardiff.sch.uk