Curriculum Intent

The curriculum is one of the ‘4 corners of Calder’ through which we aim to meet the vision of The Calder Learning Trust. We intend to equip our students with the skills, resilience and confidence to achieve excellence in academic, creative and sporting activities and to develop their cultural appreciation and acceptance, so they are ready to succeed in an ever-changing world.

From EYFS to Key Stage 3, students learn and develop the basic skills, knowledge, concepts and values that will support them as they move through and beyond the primary phase and into secondary. Students follow the national curriculum and staff provide topical, high quality experiences that allow children to investigate, challenge, consolidate and apply their learning. Opportunities are given across academic subjects, the arts, technology and PE for pupils to practice and build upon prior learning so that key concepts become embedded into long term memory. Links are made across the curriculum to ensure transferable, real-life skills are taught with reading at the heart of this so that students can independently access the whole curriculum at an age-appropriate level.

Alongside our drive for quality first teaching and engaging lessons is a comprehensive personal development programme. This supports our students in building the confidence and courage needed as they move through the Key Stages and grow as individuals, ready for the next stage of their education. Our extensive enrichment and extra-curricular programme augments the taught curriculum providing a richness of experience and engagement with our local community.

In Key Stage 4, students continue to follow national curriculum expectations and have access to the entitlement areas of the arts, technology, humanities and modern foreign languages. Maintaining our commitment for students to develop their character and support the government’s EBacc ambitions, students select a ‘Core +’ option (history, geography or MFL) and have free choice of 3 further options. Our CIAG supports students in selecting options that facilitate good progress and prepares them for later life. To ensure that all students have access to sustained education, employment or training, we aim to personalise the curriculum and enrichment offer as well as providing links with local employers.

Across The Calder Learning Trust, we strive for everybody, everyday to be and do their very best and provide a curriculum that will help them to realise their dreams and aspirations.

Further Questions  

For any further questions regarding the curriculum at Calder High please use the parent enquiry section in 'contact us'.

English

“The English curriculum aims is to develop independent, resilient and confident students who have a love of the subject and a love of learning more generally. We will instil powerful knowledge; enable the development of skills and understanding to critically analyse a broad range of texts, to construct accurate writing across genres and communicate confidently and securely in a range of contexts; provide exposure to a breadth of high level and challenging texts; we will provide exposure to a wide range of vocabulary to close the vocabulary gap whilst embedding the foundations of retrieval practice, memory recall and grammar.

There is a strong focus on promoting resilience and confidence in considering their own interpretations and personal responses when exploring the wide range of high level and challenging texts they are exposed to across the English curriculum. As students mature, they can analyse, infer, and evaluate at the highest levels.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Introduction to Literature through the story of English

 

Middle English

Mystery Plays

Shakespeare and the Renaissance

Evolution of poetry

Descriptive/narrative writing

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

The Gothic

Victorian – A Christmas Carol

Macbeth

Viewpoints and Perspectives: linking the themes
and ideas from across the curriculum to 20th Century

Blood Brothers

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Dystopia Reading

Non-Fiction Writing

Narrative and Descriptive Writing

Speaking and Listening

Black Roses Poetry

Green Writing Competition

Of Mice and Men

An Introduction to Unseen Poetry

Language Paper 1 Section A

An Inspector Calls

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Power and Conflict Poetry

Narrative & Descriptive Writing

 

Language Paper 1 Section A

Power and Conflict Poetry

Speaking and Listening

Romeo and Juliet

 

Power and Conflict Poetry

Non-fiction Writing

Speaking and Listening NEA

Power and Conflict

An Inspector Calls

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Dr Jekyll & Mr Hyde

Language Paper 2 & Revision

The MASTER CLASS sessions

GCSE Revision

GCSE Revision

Maths

 “Students at Calder High need to know more, do more and remember more than ever before to be successful in mathematics.  To do this we will fundamentally change the way Mathematics is taught across the Calder Learning Trust.  Ultimately through delivery of a Mastery approach to teaching and learning across KS2-4. We provide  all students with a deeper understanding of Mathematics, develop problem solving skills and the ability to apply Mathematics understanding through quality first teaching.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Algebraic Thinking

Place Value and Proportion

Applications of Number

Directed Numbers and Fractional Thinking

 

Lines and Angles

Reasoning with Number

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Proportion and Reasoning

Representations

Algebraic Techniques

Developing Number

 

Developing Geometry

Reasoning with Data

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

F1 – Developing Number

F2 – Algebraic Techniques

 

 

 

 

 

H1 – Developing Number

H2 – Algebraic Techniques

F3 – Graphs, table s and charts

F7 – Averages and Range

F4 – Fractions and Percentages

F6 – Angles

 

H3 – Interpreting and Representing Data

H4 – Fractions, Ration and Proportions

H5 – Angles and Trigonometry

F5 – Equations, inequalities and sequences

F8 – Perimeter, area and volume

 

 

 

H9 – Equations And Inequalities

H7- Area and Volume

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

F10 – Transformations

F9 – Graphs

F11 – Ratio and Proportion

F14 – Multiplicative reasoning

 

 

 

H8 – Transformation and constructions

H6 – Graphs

H11 -  Multiplicative reasoning

F12 – Right angles triangles

F13 – Probability

F16 – Quadratic equations and graphs

 

 

 

 

H13 –More trigonometry

H10 -  Probability

H15- Equations and Graphs

F15 – Constructions, loci and bearings

F17 – Perimeter, area and volume 2

F18 – Fractions, indices and standard form

 

 

H12 – Similarity and congruence

H14 – Further statistics

H16 – Circle Theorems

 

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

F19 – Congruence, similarity and vectors

F20 – More algebra

 

H17 – More Algebra

H18 – Vectors And Geometric Proof

GCSE Revision

 

 

 

H19 – Proportion and Graphs

GCSE Revision

GCSE Revision

 

 

 

GCSE Revision

Science

“The Science Faculty at Calder Learning Trust aims to provide students with a vertically integrated Science curriculum which builds on prior knowledge in a logical, progressive sequence throughout their school career. It provides an understanding of the natural phenomena that surrounds us whilst seeking to instil a curiosity in students to ask questions about the world around them. Students will develop an appreciation of the massive contribution Science has made to the world they know and an understanding of the relevance of Science to their lives. In providing a range of skills that can be applied to other curriculum areas, students will have an understanding of how the Science curriculum feeds into the wider school curriculum. This leads to a curriculum which nurtures an enjoyment of Science and a positive attitude to the subject.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Introduction to Science

Organisms – Cells, Movement

Matter – Particle Model, Separating mixtures

Forces – Speed, Gravity

Ecosystems – Interdependence, Plant reproduction

Reactions-  Acids and Alkalis, Metals and non-metals

Electricity – Voltage and resistance, current.

Genes – Variation, Human Reproduction

The Earth – Rocks, the Universe.

Energy – Costs and Transfers

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Organisms – Breathing and Digestion

Matter – The periodic table, elements

Forces – contact forces, pressure

Processes – Respiration, Photosynthesis

Reactions-  Chemical energy, types of reaction

Magnetism – Magnets, electromagnets

Genetics – Evolution, Inheritance

The Earth –Climate, Earth’s resources

Energy –Work, Heating and Cooling

Waves – Sound and Light waves

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Science Skills

Cell Biology

Atomic Structure and the Periodic Table

Particle Model of Matter

Organisation – Plants and Animals

Bonding, Structure and the Properties of Matter

Atomic Structure

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Infection and response

Chemical changes

Waves

Forces

Bioenergetics

Quantitative Chemistry

Energy changes

Forces  2

Homeostasis

Chemical changes

Energy changes in a system

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Inheritance, variation and evolution

Organic Chemistry

Chemical analysis

Electricity

Ecology

Chemistry of the atmosphere

Using Resources

Magnetism and electromagnetism

Space

Revision

 

Art

“The intention of the Expressive Arts Faculty at Calder High School is to ensure that students gain access to a highly creative curriculum that links to a range of styles, genres and artist/practitioners that are relevant to the modern day world that they live in. The curriculum will equip students with the necessary knowledge, skills and understanding to create practical work that is creative and developed through collaboration.
Alongside the quality first teaching and engaging lessons we also aim to offer enrichment opportunities for all students that engage their interest in the subject but also support the development of their understanding of the past.” 

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Foundation Skills

Insects

Steampunk Insects

 

Music Inspired Art

Pop Art Guitar Design

Nicky De Saint Phalle

Nana 3D Construction

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Skull Drawing

Farid Rueda

Day of the Dead

Nichose Making ( 3D/relief)

Printmaking Techniques

LGBTQ+ Bunting
(Happy Vally pride community project)

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Svenje Jodicke

Picasso cubism project

Roa street art

Animal printmaking

Surreal development

Visual Communication –

Poster Design (personal theme)

Realise Intentions

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Introduction to development of skills/
GCSEArt and Design

 

Fantasy Face project

 

Personalisation of project

Abstract /Art – Mini-Project

Collections – Personal Project

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Collections – Development of Media
and Ideas

 

 

Externally set GCSE Assessment

Externally set GCSE Assessment

Computing and ICT

“We aim to deliver an ICT/Computing curriculum that promotes equal opportunity for students of all abilities and all backgrounds. Our curriculum has been designed to ensure learners have sufficient knowledge to stay safe online and use computers safely in life. It will embed skills and knowledge in a wide range of ICT capabilities including digital literacy skills using, presentation, publishing and spreadsheet software to allow students to demonstrate their understanding of audience and purpose. Our computing curriculum embeds skills and knowledge in a wide range of Computing capabilities including programming and computing theory, enhancing computational thinking skills using programming and problem solving.
We want our students to develop an appreciation of the massive contribution ICT/Computing has made to the world they live in and how and an understanding of the relevance of ICT/Computing to their lives. It will ensure that all learners develop ICT/Computing capability that is directly transferable, to other subjects, to the KS4 curriculum but also to their future lives beyond school.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

E-safety and website design

 

Spreadsheets

Small Basic

 

Small Basic

Scratch programming

 

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Enhancing spreadsheet use

ICT Theory

 

ICT Theory

Python programming

Python programming

Kodu programming

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Advanced spreadsheets

Computing Theory

 

 

Computing Theory

Web Design Skills

 

Python programming

Skills Builder – linked to enterprise.

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

ICT –

Exploring User Interfaces

 

 

Computer Science –

Computational Thinking principles

Designing, creating and refining algorithms

Programming fundamentals

ICT –

Exploring User Interfaces

 

 

Computer Science –

Computational Thinking-  additional
programme techniques, data types

Defensive design

ICT –

Effective Digital Working Practices

 

Computer Science –

Computational Thinking –

Testing, Booleanlogic

Languages

The integrated Development Environment

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

ICT – Effective Digital Working Practices

 

 

Computer Science –

Computer Systems – Architecture of the CPU,
CPU performance,Embedded
systems, units, data storage.

Characters

 

ICT – Collecting and Presenting Data

External Examination

 

Computer Science –

Computer Systems – compression

Networks and topologies

Network protocols and layers

Threats to systrems and networks,
identifying and preventing vulnerabilities

Operating systems, Utility software

ICT – Collecting and Presenting Data

Resit opportunity

 

Computer Science –

Revision and final exam.

Drama

“The intention of the Expressive Arts Faculty at Calder High School is to ensure that students gain access to a highly creative curriculum that links to a range of styles, genres and artist/practitioners that are relevant to the modern day world that they live in. The curriculum will equip students with the necessary knowledge, skills and understanding to create practical work that is creative and developed through collaboration.
Alongside the quality first teaching and engaging lessons we also aim to offer enrichment opportunities for all students that engage their interest in the subject but also support the development of their understanding of the past.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Introduction to Drama

Pantomime

Alice in Wonderland

Soap Opera

The Lion King

Charlie and the Chocolate Factory

 

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Melodrama

I’m a Celebrity, Get Me Out of Here!

 

Macbeth- Witches

Improvisation

Matrix

Exploring a Script

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

John Godber

Script - DNA

Movies

Frantic Assembly

Theatre – Staging, roles and responsibilities

Careers

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Introduction to GCSE Drama

Devising Theatre (mock)

Blood Brothers

Live Theatre

Theatre in Practice (mock)

 

Devising Theatre

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Developing Theatrical Skills

Theatre in Practice

GCSE Revision

 

 

Design Technology

“Children’s creativity is used alongside their developing technical and practical expertise in the Design Technology curriculum so that they design, make and evaluate a range of products.
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.” 

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Taught as part of a 9/10 week rotation

 

Resistant Materials- Woodworking Skills

Graphic Design – ‘Pop Up Design’

 

Autumn Term -  Year 8

Spring term -  Year 8

 

Taught as part of a 9/10 week rotation

 

Motion and Levers

CAD/CAM manufacturing

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Taught as part of a 12/13 week rotation

 

Working on a Design Brief

Sustainability

Exploring Materials – Timbers, Polymers and Metals

Product Manufacture

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Metals

Polymers

Timbers

Textiles

Impact of new and emerging technology

 

Mechanical Devices

Electronic Systems

Designers

Lifecycle analysis

Controlled assessment tasks

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Controlled Assessment –

Research

Design Specification and Brief

Design Ideas

Development of Design

 

Final Design

Manufacturing

Exam Practice

GCSE Revision of core content

Engineering

“Children’s creativity is used alongside their developing technical and practical expertise in the Design Technology curriculum so that they design, make and evaluate a range of products.
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Not taught in Year 7

 

 

Autumn Term -  Year 8

Spring term -  Year 8

 

Not taught in Year 8

 

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Taught as part of a 12/13 week rotation

 

Health and Safety

Metal Working Skills

CAD/CAM manufacturing

Toolbox Project

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Engineering Sectors

 

Exploring Engineering Skills

 

 

Exploring Engineering Skills

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Investigate an Engineered Product

Exam Revision

 

Investigate an Engineered Product

External exam

 

 

Resit of exam as necessary

 

Enterprise

 “Our curriculum will help shape students and inspire them to enter into the world of business.
We aim to produce students with high aspirations, resilience and independence so that they can maximise the opportunities they are given to progress. Independent learning plays a greater part within the course as students have to plan, apply their knowledge and assess a number of different assignment tasks that are set throughout the course. During the course we ensure that students are fully equipped with transferable skills that allow them an easy transition on to a level 3 course, an apprenticeship or employment e.g. organisation, presentation, meeting deadlines and effective researching.
Enrichment opportunities help them become responsible citizens who can make a positive contribution to society. School trips to both long standing businesses and new enterprises to expose students to real-world environments. We invite local entrepreneurs to come in and speak to our students to give them an understanding of the attributes required to be a successful businessperson.
Students create their own realistic business models and deliver presentations on their proposed business, whilst they also receive detailed financial education looking at all aspects of business finance, preparing them for the rigours of entrepreneurship. Students are taught how to use Microsoft Office elements, as well as other industry relevant software. They are taught the art of a successful presentation and are required to deliver a professional presentation as part of their course.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Not taught in Year 7

 

Autumn Term -  Year 8

Spring term -  Year 8

 

Not taught in Year 8

 

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Not taught in Year 9

 

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Exploring enterprises:

What is an enterprise?

Types and characteristics of SMEs

The purpose of Enterprises

Entrepreneurs

 

Exploring enterprises:

Customer Needs

Market Research

Understanding competitors

External Factors

Situational Analysis

Planning and Pitching an Enterprise Activity

 

Promotion and Finance for Enterprise:

The Promotional Mix

Targeting and Segmenting the Market

 

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Promotion and Finance for Enterprise:

Financial Documents

Payment Methods

Sources of Revenues and costs

Statements of Income and Financial position

Profitability and Liquidity

Using cash flow data

 

Promotion and Finance for Enterprise:

Suggesting improvements to cash flow problems

Break-even analysis

Sources of business finance

 

Planning for and Pitching an Enterprise Activity

Planning for and Pitching an Enterprise Activity:

 

Using Feedback and Review

 

French

“We aim to develop language learners who are passionate, resilient, independent learners, confident speakers of French who have a strong awareness of the culture of French-speaking countries and have a sound understanding of grammar. They should be inquisitive, proud linguists; able to progress readily to the next stage of their language learning.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Not taught in Year 7 or 8

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Not taught in Year 7 or 8

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Media/Technology

All about me.

Direct object pronouns

Verb +infinitive structures

Adjective agreement

Present tense verb conjugation

Use pronouns me, te and se

Use modal verbs

Imperative (tu form)

Imperfect tense

Health

Customs and Festivals

Travel and Tourism

The pronoun en

Future tense

Conditional +infinitive

Perfect tense with être

Negatives ne…jamais…ni…ni

Present tense ir verbs

Simple future with si and quand

Perfect and imperfect tenses

Use a range of tenses

Home

Jobs

Y / present tense with depuis

Regular –re verbs in the present tense

Si clauses and imperfect tense/conditional

Masculine and feminine

Revision of the imperfect and forming the conditional

Si clauses and tense revision

Quand with different tenses

Use a range of tenses

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Me, my family  and friends

Technology in everyday life

Using avoir and être

Present tense of regular verbs

Adjectival agreement and position

Using possessive adjectives

Using the immediate future tense.

Present tense irregular verbs

Using the perfect tense of regular verbs

It and that

Pronouns moi/toi/lui

Free time activities

Customs and festivals

Using aimer and “ce que”

Revising the regular present tense

Adverbs of frequency

Forming regular adverbs

Using faire and jouer in the present tense

Perfect tense with être

Reflexive verbs

Recognising the imperfect tense

 

Home, town and region

Social issues

Plurals of nouns

Adjective agreement

Using c’est and il y a

Using demonstrative adjectives and prepositions

Learning about verbs that are followed by the infinitive

Using je voudrais/j’aimerais

Expressions with il faut

Imperfect tense of être, avoir and faire

Recognising pluperfect

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Global issues

Travel and Tourism

Using si + present/future

Revise devoir/pouvoir +infinitive

The imperative

Verbs of possiblility

Using negatives

Using depuis / y

Revision of the perfect tense

 

 

Life at school and college

Jobs, career choices, ambitions

Revising comparatives and superlatives

Using adverbs

Revision of the perfect tense

Revising il faut

Revising si clauses

Using intensifiers and pronouns ce qui/ce que

Using verbs of like/dislike and the conditional

 

Using a variety of tenses

Revision of comparatives and superlatives

REVISION and Past paper practice

 

Geography

“In Geography, our intent is for the curriculum to promote a curiosity about the world for our students. The curriculum will enable students to be confident to understand and ask questions about the world around them, with a particular focus on people and their societies, economies, cultures and the environment at both a local and global scale. Promoting this curiosity should help enable students to appreciate the need to live in balance with an increasingly fragile environment and recognise their role in contributing to improving local and global environments.”
Geography is to be learned inside and outside of the classroom. If students do not opt to continue with the study of Geography at GCSE, we want them to take a responsible attitude towards the world and adopt a life-long learning approach. We will support students to develop skills that are transferable across all subjects and employment in later life. The application of knowledge, demonstrated across all year groups, is a key focus and aims to show that our students are equipped to ‘think like a geographer’.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Development

Map Skills

Living World

Coasts

Africa

Landscapes

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Tectonics – Volcanoes, Earthquakes and Tsunamis

Rivers

Megacities – Opportunities and Challenges

 

Challenges and Opportunities in the UK

Tropical Rainforests

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

A Sustainable World

Baking Planet

Dark Tourism

 

 

GCSE – Living World

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

GCSE – The Development Gap

NEE Case Study - Nigeria

GCSE – UK Physical Landscapes

River processes and landscapes

 

GCSE  - Coastal processes and landscapes

 

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

GCSE – Tectonic Hazards

 

GCSE – UK Economic World

LIDC city case study – Mumbai

UK city case study – Leeds

Resources

Fieldwork

Pre-release preparation

Revision

Health and Social Care

“Through the study of Health and Social Care our mission is to give students the ability to develop and learn more about individuals in society. Students study particular units such as Human Lifespan Development, Health and Social Care Services and Values and finally, Health and Wellbeing. This enables students to develop an understanding of it through the eyes of health practitioners (doctors, nurses and social workers etc) and it provides students with a greater awareness of health. Students learn and understand the roles and functions of a health practitioner and are able to apply this knowledge throughout the 2 year course.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Not taught until Key Stage 4

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Not taught until Key Stage 4

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Not taught until Key Stage 4

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Component 1:Human
lifespan development – Task 1

Component 1:Human
lifespan development – Task 2

Component 3: Health
and Wellbeing

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Component 2: Health and Social
Care Services and Values – Task 1

 

Component 3: Health
and Well being.

Component 3 Examination

 

Component 2: HSC Services
and Values – Task 2

Revision for resit if required.

History

“The History department at Calder High school aims to provide a chronological and coherent curriculum that builds on prior knowledge and builds an understanding of historical second order concepts. We aim to build a curriculum that celebrates the diversity within the school, promotes equal opportunities for all and can be accessed by students of all abilities. We aim to equip students with an appreciation of theirs and other’s cultural backgrounds, to be perceptive and ask questions, and to be able to make substantiated judgements in their future based on balanced evidence. We aim to integrate every opportunity to develop and embed the core skills of literacy and numeracy. Our ultimate aim is that students have an enjoyment of History, a positive attitude to the subject and an appreciation of how History can support them in their future career and daily life.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Historical skills and the Vikings in Britain.

Why did William win the Battle of Hastings?

 

Did the Norman conquest really change England?

The changing landscape of power

(Plantagenet kings)

 

How did London change through time?

England’s relationship with
the wider world 1066-1509

 

Project – How did church, state and
society change in Britain from 1066 – 1509?

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

How important were the Tudors?

Causes of the English Civil War and Cromwell

 

How did the Tudors and Stuarts impact society? -
Witchcraft, Glorious Rev, Jacobean rebellion?

Industrial Revolution with a local
site study of Quarry Bank Mill

 

The slave trade and the American Civil War

 

The British Empire

 

Project – How did ideas, political power,
industry and empire change 1745 – 1901?

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Causes of WW1

Trenches and Suffragettes

 

 

Rise of the Nazis

World War Two & The Holocaust

 

 

USA in the 20th century

 

Project – Challenges for Britain,
Europe and the wider world 1901 – present day

 

Crime and Punishment in
Britain 1066 – the present day

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Crime and Punishment in
Britain 1066 – the present day

 

Viking expansion 750 – 1050 C.E

History around us – Skipton Castle

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Crime and Punishment in
Britain 1066 – the present day

The Elizabethans 1580 – 1603

Viking expansion 750 – 1050 C.E -Consolidation

Revision

Hospitality and Catering

“Children’s creativity is used alongside their developing technical and practical expertise in the Design Technology curriculum so that they design, make and evaluate a range of products.
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Taught as part of a 9/10 week rotation

Health and Safety
Accident Prevention
Personal Hygiene
Preparing food safely and hygienically
The 4 C’s
Storage  of food ingredients
Making and evaluating a range of different dishes

Autumn Term -  Year 8

Spring term -  Year 8

 

Taught as part of a 9/10 week rotation

Health and Safety
Accident Prevention
Personal Hygiene
Preparing food safely and hygienically
Seasonal food
Food Miles and Fair Trade, GM foods
Healthy Eating  and Special Diets
Careers (Introduction)
Making and evaluating a range of different dishes

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Taught as part of a 12/13 week rotation

Health and Safety
Accident Prevention
Personal Hygiene
Preparing food safely and hygienically
Healthy Eating and Nutrition
Success and failure factors of H+C businesses
Careers – Job roles
Making and evaluating a range of different dishes

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Unit 1 – The hospitality and Catering Industry

The environment in

Which hospitality and

catering providers operate

 

How hospitality and catering

Provision meets health

and safety requirements

 

How food can

cause ill health

 

 

Propose a

hospitality and catering

provision to meet specific

requirements

 

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Importance of nutrition when

planning menus

 

Use techniques in preparation of Commodities

 

Assure quality of commodities to be used in food preparation

Exam Revision

Music

“The intention of the Expressive Arts Faculty at Calder High School is to ensure that students gain access to a highly creative curriculum that links to a range of styles, genres and artist/practitioners that are relevant to the modern day world that they live in. The curriculum will equip students with the necessary knowledge, skills and understanding to create practical work that is creative and developed through collaboration.Alongside the quality first teaching and engaging lessons we also aim to offer enrichment opportunities for all students that engage their interest in the subject but also support the development of their understanding of the past.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Introduction to Music

Feel the Beat

Pitch It

Ukulele Time

Fur Elise

Band Challenge 1

 

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

12 Bar Blues

Reggae

 

Passport around the world

Hooks and Riffs

Four chords

Band Challenge 2

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Film/Game music

Hip Hop/Rap

 

Song Writing

Solo Artist

Looping and Sampling

Band Challenge 3

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Introduction to RSL Music

Musical Knowledge

 

Musical Knowledge

Instrumental Study

Instrumental Study

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Live Lounge

External Assessment Preparation

 

Live Music Performance

Project X

Resit if required

PE

“The Physical Education Faculty at Calder Learning Trust aims to provide an inclusive curriculum that builds on the prior knowledge, skills and understanding of all students. We deliver active and engaging lessons to ensure students are adequately challenged to achieve their potential. We encourage students to take responsibility for their own learning and develop their independence. We create opportunities to develop a range of skills which can be applied across the whole school curriculum and into everyday life, such as leadership, communication and confidence. Through competition, we promote the values of resilience and respect whilst also looking at the impact of sporting events within the UK and the wider world. We aim to give students a love of sport, exercise and physical activity that still remains long after their time at the Calder Learning Trust.”

Please Note - PE activities can change due to facilities available, the weather and current Covid restrictions.

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Introduction to PE

Invasion Games

Gymnastics

Healthy Bodies

Athletics

Striking and Fielding

 

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Invasion Games

Leadership

OAA

Healthy Bodies

Athletics

Striking and Fielding

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Invasion Games

Leadership

Healthy Bodies

Athletics

Striking and Fielding

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Core – Invasion Games

 

GCSE PE –

Health Fitness and Well-being

Sport Psychology

Core – Invasion Games

 

GCSE PE –

Health Fitness and Well-being

 

Core - Athletics

Striking and Fielding

 

GCSE PE –

Socio-cultural influences

Personal Exercise Programme

 

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Core – Invasion Games

 

GCSE PE – Applied Anatomy and Physiology

Core – Invasion Games

 

GCSE PE – Applied Anatomy and Physiology

Movement Analysis

 

Core - Athletics

Striking and Fielding

 

GCSE PE - Revision

Photography

“The intention of the Expressive Arts Faculty at Calder High School is to ensure that students gain access to a highly creative curriculum that links to a range of styles, genres and artist/practitioners that are relevant to the modern day world that they live in. The curriculum will equip students with the necessary knowledge, skills and understanding to create practical work that is creative and developed through collaboration.
Alongside the quality first teaching and engaging lessons we also aim to offer enrichment opportunities for all students that engage their interest in the subject but also support the development of their understanding of the past.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Not taught until Key Stage 4

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Not taught until Key Stage 4

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Not taught until Key Stage 4

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

 

WARHOL’S POLAROIDS

Photo Shop essential skills project

 

LIQUID AND BUBBLES

Desk based photography

 

TBC

HUMAN FIGURE / WEIRD AND
WONDERFUL / FANTASTICAL

 

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

 

DOUBLE EXPOSURE

Photo Shop

(could be linked/combined
with HUMAN FIGURE)

 

LIGHT AND SHADOW

Desk based photography project

 

DISTORT AND DISGUISE

Personalised extended project

 

Refinements

PSHE

“A coherent and well-planned PSHE curriculum should meet the needs of all students, preparing them both for life now and for their next steps in the future. At Calder Learning Trust our curriculum is a comprehensive and thoroughly planned programme which
Is delivered in curriculum time, tutor time, assemblies and drop down days, when external providers take responsibility for the provision of more complex or specialist areas. The programme culminates in the summer term with our annual Calder Carnival. Our Carnival Day celebrates the school’s links with numerous external providers, promotes the development of cross-curricular learning and stresses our commitment to topical issues through working with individuals and organisations within our local community.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Transition

Health and Wellbeing

 

Everybody is different

Relationships

 

 

Challenging Stereotypes

Living in the Wider World

 

Puberty and Changes

Health and Wellbeing

 

 

 

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Resilience

Health and Wellbeing

 

Feelings

Relationships

 

Career Pathways

Living in Wider World

 

Drugs and Alcohol

Health and Wellbeing

Finance

Living in Wider World

 

Sexual Consent

Relationships

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Physical & Mental Health

Health and Wellbeing

 

Intimacy and Sex

Relationships

 

Social Action

Living in the Wider World

 

Sexual Intimacy

Relationships

 

Risk

Health and Wellbeing

Relationships

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Resilience & Self Esteem

Health and Wellbeing

 

Intimacy and Influences

Relationships

 

Sex Education

Health and Wellbeing

Relationships

Support in Relationships

Health and Wellbeing

Relationships

 

Responsibilities

Relationships

 

Influence

Living in the Wider World

 

Awareness

Health and Wellbeing

Relationships

 

Handling Difficult Situations

Relationships

 

 

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Control

Relationships

 

Types of Relationships

Relationships

Negative Experiences

Relationships

 

Responsible Lifestyle

Health and Wellbeing

Revision

Living in the Wider World

 

RS

“RS aims to teach students about religion, community, British society and the wider world whilst exploring personal beliefs; considering the similarities and differences that exist between religions and individuals. Learning considers the beliefs and practices of religious people and links are made to religious teachings and scriptures. Students will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues. Students will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. Within the study of RS, students will have a greater awareness of the 6 key world religious: Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as other religious and non-religious beliefs such as atheism and humanism. Philosophical concepts are explored and linked to current issues our community and wider world.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Philosophy

Judaism

Equality

 

Christianity

Faith

 

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Life after death

Islam

 

Hindusim

Other religions

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Buddhism

Good and Evil

Sikhism

 

Philosophy

Jesus

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Christianity – Beliefs and Teachings

Christianity - Practices

Islam – Beliefs and Teachings

Islam – Practices

 

Religion, relationships and families

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Religion and Life

 

Religion, Peace and Conflict

 

Religion, Crime and Punishment

 

Revision

 

Revision

Sociology

“Through the study of Sociology our mission is to give students the ability to develop and learn more about British Society and to develop an understanding of it through the eyes of key thinkers and their theories. Within the study of sociology, students will have a greater awareness of class, gender, age and ethnic diversity and will be able to appreciate and understand the roles and functions of key institutions within our society.
GCSE Sociology helps students to gain knowledge and understanding of key social structures, processes and issues through the study of families, education, crime and deviance and social stratification.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Not taught until Key Stage 4

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

Not taught until Key Stage 4

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Not taught until Key Stage 4

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

 

Introduction to sociology/
research methods

 

Research methods

 

Families and households

 

 

Education

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

 

Social Stratification

 

 

Crime and Deviance

 

Revision and Exams

Spanish

“We aim to develop language learners who are passionate, resilient, independent learners, confident speakers of Spanish who have a strong awareness of the culture of Spanish-speaking countries and have a sound understanding of grammar. They should be inquisitive, proud linguists; able to progress readily to the next stage of their language learning.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Spanish speaking world

All about me.

Understanding word order and verb endings

Introducing the verb tener

Agreement of colours.

Understanding masculine, feminine and plural nouns.

 

Family

Free time

Adjective endings.

Tener in the present tense

Ser in the present tense.

Important adverbs of frequency.

Jugar and Hacer

Regular Present tense

Social media and entertainment

Home and area

IF and WHEN constructions.

Using QUE to make longer sentences.

The comparative más and menos.

Vivir in the present tense.

The definite article.

Prepositions of place with estar.

Basic conditional expressions.

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term  - Year 8

My Town

Rural and urban environments

Hay with singular and plural nouns

IR in the present tense.

The comparatives tan and tan…como.

key expressions in the imperfect tense.

School

Future plans

The verb estudiar.

Exclamations with ¡qué!

Se puede and se debe.

Antes de and después de

Future expressions.

Food and eating out

Health and healthy eating

Comer and beber

Forming negative expressions

Using tú and usted.

Doler in the present tense

Using the imperative.

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Holidays

Ir with prepositions

the verb Soler

Preterite tense of regular and irregular verbs

Revisit the near future

Internet and Social Media

Future Jobs

Negative expressions

Forming acabar de

Using mejor and peor

Making comparisons with preferir…a…

Using ser and estar

Future tense of regular verbs

Fashion and Shopping

 

Demonstrative adjectives

The present continuous

Indefinite adjectives

Cardinal and ordinal numbers

Direct object pronouns

Forming the conditional

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Me, my family  and friends

Technology in everyday life

Using tener and ser

Present tense of regular verbs

Adjectival agreement and position

Possessive adjectives

The immediate future tense.

Comparisons with más que and menos que

The perfect tense of regular verbs

Using por and para

Estar and the present continuous tense

Free time activities

Customs and festivals

Using gustar and encantar

Revising the regular present tense

Learning about radical changing verbs

Forming regular adverbs

Hacer and jugar in the present tense

Learning the regular preterite tense

Using ser and ir in the preterite

Recognising the imperfect tense

Recognising verbs in the imperfect

Home, town and region

Social issues

Using hay, ser and estar

Using prepositions to say where things are

Using puedo and se puede

Demonstrative adjectives and pronouns

Learning about verbs that are followed by the infinitive

Using me gustaria

Expressions with tener

 

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Global issues

Travel and Tourism

Using me preocupa(n) and similar expressions

Using if sentences

Using the words algo and alguien

Using reflexive constructions such as se debe, se puede + infinitive

Expressions of sequence

Using estar and the past participle

 

Life at school and college

Jobs, career choices, ambitions

Revising comparatives and superlatives

Using the imperative

Using quantifiers and intensifiers, mucho,poco, bastante, demasiado

Revising se debe, hay que, tener que

Revising si clauses

Using lo +que and lo + adjective

Using quisiera

Using a variety of tenses

REVISION and Past paper practice

Grammar recap

 

Textiles

“Children’s creativity is used alongside their developing technical and practical expertise in the Design Technology curriculum so that they design, make and evaluate a range of products.
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.”

Autumn Term -  Year 7

Spring term -  Year 7

Summer Term  - Year 7

Taught as part of a 9/10 week rotation

 

Health and Safety

Analysing Textile Work

Textile Skills

 

Autumn Term -  Year 8

Spring term -  Year 8

Summer Term – Year 8

Taught as part of a 9/10 week rotation

 

Animal Design

Mark Making

Comparing and Contrasting Textile designers

Textile Skills

 

 

Autumn Term -  Year 9

Spring term -  Year 9

Summer Term  - Year 9

Taught as part of a 12/13 week rotation

 

Developing Techniques

Free Machine Embroidery

Felt Making

Bondaweb printing

Wax Trappings

 

Autumn Term -  Year 10

Spring term -  Year 10

Summer Term  - Year 10

Natural Form drawings

Using Sequins

Machine embroidery

Heat Transfer techniques

Collage

Photo composition

 

Claire Coles

Free machine embroidery

Photo manipulation techniques

Analysis of artists work

Individual Projects

Autumn Term -  Year 11

Spring term -  Year 11

Summer Term  - Year 11

Completion of design ideas for final piece

 

External exam preparation

Completion of final design piece.