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Curriculum Intent and Information

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.

Please see our Equality and Diversity and SEN Policies for further information about how we ensure all pupils are able to fully access the curriculum and are supported in their learning to reach their full potential.

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 20^th 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

Art

Computing and ICT

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

Drama

Engineering

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

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

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

Hospitality and Catering

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

PE

Photography

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

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.

Curriculum