Enrichment & Intervention 2021-2022

ENRICHMENT &

INTERVENTION

2021-2022

Welcome Welcome to our ‘Enrichment and Intervention’ curriculum programme. During period 6 every Thursday afternoon, we will be offering our pupils opportunities that will enrich their education by building relationships through community involvement, volunteering and achieving success in areas other than curriculum subjects. Each project has been linked to one of our school values: opportunity, health, resilience, responsibility, respect, relationships. Many of the activities offered are not available in any other North Devon school. Many are certificated, or competition based which will enhance future CVs and college/job applications. The variety of offers should provide something for everyone whatever their interests. Fundamentally, we want our pupils to become independent, resourceful, and responsible citizens of the future with broad experiences that enhance their GCSE achievements to give them the widest opportunity for future careers and life-long learning.

How to choose your activities

Across the school year there will be three terms of enrichment and intervention. Activities will run for 10-12 weeks, and you will need to choose an option for each term. Some may run over more than one term, please be aware of this when choosing your activities. Intervention will also happen during this time and some pupils will be selected by curriculum areas to receive additional help and support with individual subjects. This will take priority over enrichment choices. All Year 11 pupils will be allocated 6 weeks of intervention in terms 1 & 3 to help them recover any lost learning due to Covid and help them to prepare for their GCSE examinations. You are strongly encouraged to choose a variety of activities. You cannot opt for the same activity each term, it will count as 1 choice (unless it goes across 2 terms!) We suggest that you read through all the offers first before making your selections. Not all the offers are repeated across all the terms so please make your selections carefully. You also need to complete the Microsoft Forms link (see below) with your first choice and two reserve choices for each term by Thursday 9th September. You will be given your allocations by Thursday 23rd September when the first E&I session begins. Wherever possible we will endeavour to ensure that you receive your first or reserve choices. https://forms.office.com/Pages/ResponsePage.aspx?id=MvsAjPRK50K8fPpadfr2f6KRm88lRX5Bn0SvIq06HJBUOTZGWUk1UkVHMkgzVFo1VjI0RVRWV1RLTi4u

https://forms.office.com/Pages/ResponsePage.aspx?id=MvsAjPRK50K8fPpadfr2f6KRm88lRX5Bn0SvIq06HJBUOTZGWUk1UkVHMkgzVFo1VjI0RVRWV1RLTi4u

https://forms.office.com/Pages/ResponsePage.aspx?id=MvsAjPRK50K8fPpadfr2f6KRm88lRX5Bn0SvIq06HJBUOTZGWUk1UkVHMkgzVFo1VjI0RVRWV1RLTi4u

Available Activities Autumn Term Spring Term Summer Term

Babysitting (AQA Unit Award 80619 (Entry Level))

3D Modelling with Creo Parametric 7 Software


Back to the 80s: Musical Babysitting (AQA Unit Award 80619 (Entry Level))

British Sign Language

Back to the 80's: the chorus Back to the 80's: Music Band Chess

Climbing Back to the 80s: Musical Conservation E+I

Couch to 5k Back to the 80's: the chorus Couch to 5k

Cultural Studies – what countries in the world would you love to know about?

British Sign Language Cultural Portrait Painting Course

Day of the Dead Chess Cultural Studies - what countries in the world would you love to know about?

Design and make polymer jewellery

Climbing Culture Club

Designing a Nature Aquarium Couch to 5k Design and make polymer jewellery

ECDL Level 2 – Year 10. Cultural Portrait Painting Course

Designing a Nature Aquarium

Employability & Career Planning Skills

Cultural Studies - what countries in the world would you love to know about?

Drama Club

First Aid Culture Club ECDL Level 2 – Year 10.

Fitness Suite Design and make polymer jewellery

Everyday Cooking

Football Designing a Nature Aquarium Exploring Greek Mythology and its link to modern culture.

GreenPower Car Destination Latin America First Aid

Incredible Ink! Art prints-Collagraph & Dry Point/mini business set up.

Drama Club GreenPower Car

Latin and ancient Roman life Duke of Edinburgh Illustration

Literacy Leaders ECDL Level 2 – Year 10. Incredible Ink! Art prints-Collagraph & Dry Point/mini business set up.

Netball KS3 Everyday Cooking Latin and ancient Roman life

Polymath & the Power of 5. Exploring Greek Mythology and its link to modern culture.

Learn to DJ

Reading for Pleasure First Aid Literacy Leaders

Robotics - Intermediate Fitness Suite Maths in Art

Sustainable development warriors

Football Maths Puzzles

Autumn Term – cont. Spring Term -cont. Summer Term – cont.

'Three Little Birds' Art Installation

GreenPower Car Meditation/Yoga

Wave Rangers _ Eco Environmental Volunteering

Hockey MFL Ambassadors

Weather/MET E+I Illustration Photography for beginners

Woodworking - hand tools Incredible Ink! Art prints-Collagraph & Dry Point/mini business set up.

Plastic Model Kit Making

Young Chef Introduction to programming - WE-DO and Edbot

Polymath & the Power of 5.

Introduction to trampolining Robotics - Advanced

Latin and ancient Roman life Rounders

Literacy Leaders Summer Concert Band

Maths in Art Surf School

Maths Puzzles Sustainable development warriors

Meditation/Yoga Taiko for Beginners

MFL Ambassadors 'Three Little Birds' Art Installation

Plastic Model Kit Making Upcycle mural project - hands-on skills and the importance of helping the local environment.

Polymath & the Power of 5. Veterinary nurse experience

Robotics - Advanced Volleyball

Robotics - Intermediate Wave Rangers _ Eco Environmental Volunteering

Rugby Windsurfing


Year 7 & 8 Cricket

Taiko for Beginners Year 11 intervention


Veterinary nurse experience


Weather/MET E+I

Woodwork crafts

Woodworking - hand tools

Young Chef


Who is running it?

Mr Grundy

Which key stage is this activity for?

Both Key Stage 3 and 4

During which terms can you do this activity?

Autumn Spring Y Summer Y

Which GTS Values does the activity promote?

Resilience;Opportunities;

Can I use this activity for my Duke of Edinburgh Award?

Y

Does this activity include Community, volunteering, or citizenship opportunities?

N

Will I need to pay to do this activity?

What will you have learnt after a term experiencing the activity?

How to use specialized modelling software to make virtual designs that could in theory (and in the future!) be 3D printed. It’s very relevant to how products today are designed and manufactured and promotes STEM. It will stretch the more able who naturally like this sort of software and allows others who have been introduced to it in DT, the extra time they need to develop their skills further. I have successfully trialled it with some KS3 classes and they really enjoy it once they get used to it. It will also enable non DT specialist students the opportunity to develop their skills, who enjoy using this sort of software or who have an interest in modelling, 3D printing, tech products, vehicles and engineering.

What will I be doing each week? Week 1 Introduction to basic modelling skills

Week 2 Continue with the basic modelling functions e.g. creating new planes and working to precise measurements and patterning

Week 3 How to multiple assemble designs with more than one part to them Week 4 How to apply colour and photos to 3D shapes

Week 5 Develop a design of their choice that use the skills they have learned in weeks 1,2&3

Week 6 Retro designs development- looking at retro product designs and using skills learned so far to develop their own design

Week 7 How to create Helical sweeps/ springs Week 8 Start a final design (vehicle or product with springs in it) to incorporate their

new skills from last week Week 9 Continue with their final vehicle design, reinforcing their knowledge of the

new skills they are learning Week 10 Show and practice how to render designs and display them (create a wall

display with their work printed out)

How will I be assessed?

By outcome mainly- From no knowledge to complex models possibly being displayed for others to see.

Babysitting (AQA Unit Award 80619 (Entry

Level)) Who is running it?

Mrs Whiterod




Autumn Y Spring Y Summer


Opportunities;Relationships;Health;Respect;Responsibility;


Y


Y


What will you have learnt after a term experiencing the activity? To understand the skills and responsibilities afforded to a babysitting role.

What will I be doing each week? Week 1 Introduction to the course, expectations, and outcomes.

Week 2 the information a babysitter needs about where the parents are going and what time they will return

Week 3 the information a babysitter needs about the young child/children Week 4 the action a babysitter should take in the event of a young child sustaining a

burn or scald to the hand Week 5 the action a babysitter should take in the event of a young child falling

downstairs sustaining a possible broken bone Week 6 the action a babysitter should take in the event of a young child choking on a

sweet Week 7 the action a babysitter should take in the event of a young child swallowing a

household chemical.

Week 8 the information parents/ carers would want to have before employing a babysitter

Week 9 what is a reasonable and unreasonable request of a babysitter Week 10 Ensure completion of all the above activities, ensure all is evidenced.

How will I be assessed? AQA Unit award check sheet

Back to the 80's: Music Band

Who is running it?

Mr Westhorp




Autumn Spring Y Summer


Resilience;Opportunities;Relationships;Health;Respect;Responsibility;


Y


N


What will you have learnt after a term experiencing the activity? Pupils will be able to perform the songs needed to support the school production - Back to the 80's and in doing this will have learnt key musical performance and rehearsal techniques such as; Count ins, arrangements, structure, solos, communication, music reading and notation amongst others.

What will I be doing each week?

Week 1 Introduce project aims and timeline. Build relationships and perform easy musical pieces to establish relationships and build team.

Week 2 Blocking and rehearsal of Act 1 scenes 1-4


Week 4 Blocking and rehearsal of Act 1 scenes 9-12 Week 5 Blocking and rehearsal of Act 2 scenes 1-4


Week 8 Technical Rehearsal

Week 9 Dress Rehearsal

Week 10 Performance


Self evaluation using video and audio recordings.

Back to the 80s: Musical

Who is running it?

Mr Pluckrose








Y


Y


What will you have learnt after a term experiencing the activity? How to prepare, rehearse and perform in front of an audience, developing skills such as acting, singing and dance.


Week 1 Understand context and characters of the play Week 2 Blocking and rehearsal of Act 1 scenes 1-4




Week 8 Technical Rehearsal Week 9 Dress Rehearsal

Week 10 Performance


Audience reaction to performance

Back to the 80's: the chorus

Who is running it?

Mr Robilliard


Key Stage 3






Y


Y


What will you have learnt after a term experiencing the activity? Reading a vocal score, to sing in parts, balance, tuning and intonation. Some harmony vocabulary such as interval, major, minor. Confidence to be heard, to work with others and have the resilience to preform in a musical

What will I be doing each week? Week 1 Listen to some of the songs from the musical, divide into high and medium

voices. Warm ups, confidence building and harmony games Week 2 Each week we will consolidate prior learning and then learn one or 2 more

songs. By week 10 we will be able to sing all chorus songs

Week 3 Each week we will consolidate prior learning and then learn one or 2 more songs. By week 10 we will be able to sing all chorus songs








How will I be assessed? You will hear this in the performance before Easter.

British Sign Language

Who is running it?

Miss Neve-Scott






Opportunities;Relationships;Health;Respect;


Y


Y



BSL conversational basics, confidence in communicating


Week 1 Alphabet and introducing yourself Week 2 Numbers, time and age

Week 3 Describing people and places

Week 4 Conversation practice Week 5 Learning a song/poem/performance piece

Week 6 Learning a song/poem/performance piece Week 7 Learning a song/poem/performance piece

Week 8 Learning a song/poem/performance piece

Week 9 Learning a song/poem/performance piece Week 10 Performance

How will I be assessed? Quality and confidence of performance (possibly filmed or in front of an audience)

Chess

Who is running it?

Mr Klingenstein







Y


N



Pupils will have significantly improved their ability to play chess - whether they are beginners or quite good already. They will also learn about the history of chess and the culture surrounding it.


Week 1 How good are you? Assess pupil's current standard Week 2 L - How the Rook, Bishop and Queen move. M - The Italian Opening, H -

Sovling chess puzzles

Week 3 L - How the Knight, King and Pawn move, M - Lawnmower Mate, H - Endgames - Pawn and King

Week 4 L - Checkmate, M - Kiss of Death Mate, Scholar's Mate, H - Polish Opening

Week 5 L - Castling and En Passant, M - Queen and King Mate, H - Good bishops and bad bishops

Week 6 L - Different stages of the game M - Spanish Opening, H - Outposts Week 7 L - Basic Checkmate patterns, M - Rook and King Mate, H - The Opera Game

Week 8 L - Pins, M - Chess puzzles, H - Open columns

Week 9 L - Forks, M - King's Indian Defence, H - Queen's Gambit

Week 10 L - Common errors, M - Two Knight Defence, H - Fischer vs Spasskey


Pupils will be enroled on Chesskid.com. Their games on the website will generate a rating. Pupils should make a minimum improvement of 500 ELO (chess rating)

Climbing

Who is running it?

Miss Colwill/Ms Anstee






Resilience;Health;Responsibility;


Y


N



By the end of the activity students should be able to responsibly belay a partner up a climb on 2 different devices. Pupils should be able to tie a variety of knots and know how to put on a harness. Pupils will be able to climb a variety of different routes using different holds and features.

What will I be doing each week? Week 1 Traverse wall. Learn how to put on a harness and how to belay as well as

learning how to tie in. Week 2 Focus on belaying skill. Students climbing will be able to climb using any

colour holds. Week 3 Students to climb only using focused routes of only 1 colour. Be able to tie a

figure of 8, figure of 8 on bite, half hitch and how to coil a rope Week 4 Belay using a bug. Focus on rocking over

Week 5 Focus on flagging Week 6 Focus on climbing a overhang

Week 7 Focus on using features- Hand and foot jams Week 8 Climbing making no noise and communicating with belayer

Week 9 Students to create their own routes using holds on the wall. Week 10 Try out each others routes from last week

How will I be assessed? By the end students should be able to belay using 2 types of plates. They should be able to tie in by themselves and can climb a variety of routes while using features. They should be comfortable with climbing terminology and use it to communicate with partner.

Conservation E+I

Who is running it?

Mr Rawle




Autumn Spring Summer Y


Opportunities;Relationships;Respect;Responsibility;


Y


Y


What will you have learnt after a term experiencing the activity? How to measure and compare the biodiversity of three sites- GTS, Torrington Common and Meeth Wildlife reserve


Week 1 The focus of the activity and practice of the lab techniques Week 2 Practice of the sampling techniques outdoor at GTS- quadrats and use of keys

Week 3 Sample the GTS site- plant diversity, soil pH Week 4 Process soil samples, write up results in Science lab

Week 5 Sample Torrington Commons site- plant diversity, soil pH

Week 6 Process soil samples, write up results in Science lab Week 7 Sample Meeth site- plant diversity, soil pH

Week 8 Process soil samples, write up results in Science lab Week 9 Compile results, write up CREST award booklets

Week 10 Complete CREST award booklets


CREST award booklet answers and write up evidence

Couch to 5k

Who is running it?

Miss Withecombe/Mrs Dodwell




Autumn Y Spring Y Summer Y


Health;Resilience;


Y


N



Pupils to improve their fitness and ability to run a reasonable distance and to explore the link between running and well-being and mental health.

What will I be doing each week? Week 1 A brisk 5 min walk followed by alternate 1 minute running, 1 1/2 minutes

walking. We will start and end the session by discussing the benefits of running/walking on mental health.

Week 2 Pupils share their experiences from last week - then 5 minutes walk followed by 1 1/2 minutes running and 2 mins walk for half an hour

Week 3 Continue to share our experiences of running - then a brisk 5-minute walk, then 2 repetitions of 1-and-a-half minutes of running, 1-and-a-half minutes of walking, 3 minutes of running and 3 minutes of walking.

Week 4 Continue to share our experiences of running - a brisk 5-minute walk, then 3 minutes of running, 1-and-a-half minutes of walking, 5 minutes of running, 2-and-a-half minutes of walking, 3 minutes of running, 1-and-a-half minutes of walking and 5 minutes of

Week 5 Continue to share our experiences of running: a brisk 5-minute walk, then 8 minutes of running, 5 minutes of walking and 8 minutes of running.

Week 6 Continue to share our experiences of running: a brisk 5-minute walk, then 10 minutes of running, 3 minutes of walking and 10 minutes of running.

Week 7 Continue to share our experiences of running: brisk 5-minute walk, then 25 minutes of running.

Week 8 Continue to share our experiences of running: brisk 5-minute walk, then 28 minutes of running.

Week 9 Continue to share our experiences of running: a brisk 5-minute walk, then 30 minutes of running.

Week 10 Run 5K with no walking or stopping! Ask pupils to evaluate their fitness and the impact of activity and running on their well-being

How will I be assessed? Completion of the 5K run

Cultural Portrait Painting Course

Who is running it?

Mrs Kevern


Key Stage 4




Resilience;Opportunities;Health;Responsibility;


Y


N



This course is designed for students who want to develop their art skills, learn about the colour palette by mixing skin tones. Celebrating our diverse cultural world, students will paint a portrait that will embrace the human race. KS4 Students will be able to include this work in their GCSE art portfolios. Open to any student who wants to develop their art, drawing and painting skills. There will be an expectation to complete the portrait by the end of the course.


Week 1 Introduction to Course. Expectations and learning opportunities. Look at Cultural faces from around the world. Students select their portrait

Week 2 Preparing canvas. Gridding portrait and canvas

Week 3 Observational line drawing of potrait Week 4 Introduction to acrylics. Mixing colour. How to create skin tones from primary

colours. Week 5 Begin painting own canvas. Blocking colours

Week 6 Continue blocking colours Week 7 Continue blocking colours

Week 8 Eyes. Painting tutorial on how to paint realistic eyes Week 9 Painting development

Week 10 Students will be taught painting techniques throughout the development of the portrait for the duration of the course (20 sessions

How will I be assessed? By the visual outcome. Hopefully the body of work will be exhibited.

Cultural Studies - what countries in the world

would you love to know about?

Who is running it?

Mrs Tillier






Relationships;Health;Respect;Resilience;Responsibility;



N



The pupils will pick a country they are interested in and learn all about that society. There will be specific area to look at and they will build a portfolio of work. Specific areas of study will include: geography; religion; entertainment; the arts; language; business such as fashion in France; education and food.

What will I be doing each week? Week 1 An overview of the course and model what I would expect them to achieve

by the end of the course. Create a front page for their display folder. Week 2 they would research their country - the geography of that country - map

studies/capital city/major cities/rivers etc. Week 3 Entertainment - what do the people who live in their country enjoy doing in

their spare time? Do they have famous musicians, actors, artists for example?

Week 4 Business - how does their country make money - what are their prime exports? Language of the country.

Week 5 Food - what food is popular in their country of choice? How is it made?

Week 6 Religion and festivals - what do they celebrate and why? Week 7 Begin to put together their display folder of work and first thoughts about a

short presentation in Week 10. Week 8 Continue to put their portfolios together and think about their presentation.

Week 9 Finish their portfolio work and their presentation. Week 10 Present what they have learned to their class and hand their display folders

in.


From their presentation and display folders

Culture Club

Who is running it?

Mrs Sparrow






Relationships;Respect;Opportunities;


N


Y



Pupils will have had an experience of several different cultures and an opportunity to explore their own identity through food, art activities, crafts and festival traditions from different religions. I would like to encourage pupils to participate in community activities , such as the Rosemoor christmas tree competition and nativity plays / carol singing at local nursing homes / OAP cream tea afternoon teas, Morris dancing, harvest festival, Guru Nanak's birthday, Ramadan, Diwali and Sukkoth, Samhain, etc.


Week 1 An exploration of their own culture and cultural influences. A living map to show where pupils were born, family members, places they would like to visit etc. 'This is me' posters.

Week 2 A calendar based festival

Week 3 A visitor based 'cultural champion visit

Week 4 A food experience Week 5 An Arts and Crafts activity

Week 6 A community visit / visitor Week 7 a calendared festival

Week 8 A cultural champion style visit Week 9 Art and craft activity

Week 10 Festivals and food


Pupil feedback, community engagement and feedback, quizzes, improvement in self-confidence

Day of the Dead

Who is running it?

Mrs Miller


Key Stage 3


Autumn Y Spring Summer


Relationships;Respect;Responsibility;


N


N



Festivals are such an important part of culture but are often something that is taken for granted. Pupils will have the opportunity to think about how important festivals are and how they differ around the world. They will gain an in depth knowledge of the Day of the Dead festival, through study of the Disney film Coco, and think about how it compares to Halloween. They will also improve their Spanish and have the opportunity to create things.


Week 1 Introduction to Day of the Dead and the film 'Coco'. Week 2 Symbology - what is it and how does it feature in Coco? Calaveritas - design

your own. Week 3 Families, revision of Spanish vocabulary for describing people. Matriarchal

families - how are they portrayed in the film? Week 4 Mexican folk art - Alebrijes. Should they have been used in the film as they

are not connected to DoD? Is it ok for people to tell stories from outside of their culture?

Week 5 Clothes, revision of Spanish vocabulary for colours and clothes. Traditional dress - what is it and who wears it and why?

Week 6 Food, revision of Spanish vocabulary for food. La ofrenda. Papel picado - makeyour own papel picado.

Week 7 Character study, revision of Spanish vocabulary for describing character. Week 8 Discussion of the main themes in the film and review in Spanish

Week 9 Creation of a display. Week 10 Creation of a display.

How will I be assessed? Through regular AfL throughout the sessions and through the creation of the display about Day of the Dead at the end.

Design and make polymer jewellery

Who is running it?

Mrs Scott






Opportunities;Responsibility;Relationships;


Y


N



Students should understand the properties of polymers. Students should work on their design and accomplishment skills. Students develop business skills by selling their products.

What will I be doing each week? Week 1 Talk through the aim of the project, show students some pre-made polymer

clay items, go through the chemistry of polymers. Week 2 Practice with the polymer clay- students to use the polymer clay to see how it

works and how it will dry before they design their product to sell.

Week 3 Design- students to use the tablets to research and plan their designs and produce a professional design idea.

Week 4 Design- students to use the tablets to research and plan their designs and produce a professional design idea.

Week 5 Make session 1- students to produce their polymer clay objects (draft 1)

Week 6 Make session 2- Paint and look at their designs, re-draft to make improvements

Week 7 Make session 3- Create their re-drafted polymer clay items ready for selling. Week 8 Make session 4- ensure polymer clay items are finished and ready to sell.

Week 9 Work in small groups to choose a charity who they would like to raise money for. Students put resources together to advertise their polymer items to sell.

Week 10 Produce a stall to sell their polymer products.


Students will have made some accomplished items from polymer clay and will have sold their objects to raise money for charity. This could be used for a CREST Bronze Award.

Designing a Nature Aquarium

Who is running it?

Mr Nicholls






Responsibility;Resilience;


N


N



How to create an aquarium biotope that will support a range of aquatic plant and animal life.

What will I be doing each week? Week 1 Look at some established AquaScapes on-line / Youtube etc to see what can

be achieved. Week 2 Water Quality: Investigate Biological and Chemical Filtration. Look at

aquarium filters and discover how they remove impurities from water.

Week 3 Water Quality: Chemical test kits. What chemicals need to be monitored? Why and how? Where do potentially dangerous chemicals in aquarium water come from?

Week 4 Lighting: What wave lengths of light are important for health plant (and livestock) growth in aquariums?

Week 5 Photosynthesis: what do plants need? CO2 injection and how this can be achieved in aquariums.

Week 6 What nutrients do plants need? how can they be provided to aquarium plants? Substrate options and chemical dosing.

Week 7 Design: What HardScape options are available? What type of design styles are used? What makes a successful AquaScape?

Week 8 Food Webs: How do plants and animals interact? Trophic Levels, Producers and Consumers.

Week 9 Live Stock Options: What species of Plant and Animals should we put in the aquarium in order for it to be sustainable ?

Week 10 Trip to Plymouth Marine Aquarium ?


By Submitting an anotated Aquarium Design. This could be used for a CREST Bronze Award.

Destination Latin America

Who is running it?

Mrs Mounce


Key Stage 3




Opportunities;Respect;Relationships;


N


N



Pupils will have gained knowledge of the geography, culture and environment of 4 areas of Latin America. Through virtual field trips and activities, pupils will discover the incredible diversity South America has to offer and plan a future trip.


Week 1 Exploring Cuba - geography, politics, history, economy and culture. Week 2 Volunteering in Cuba - what are the opportunities?

Week 3 The Mayans - the legacy of a great civilisation.

Week 4 Backpacking Mexico - planning a route.

Week 5 Galapagos Islands - a zoological adventure.

Week 6 Taking part in a conservation project in the Galapagos Islands - is it worth it? Week 7 Amazon Rainforest - people and threats

Week 8 Amazon Rainforest - the animals Week 9 Can eco tourism save the Rainforest?

Week 10 The trip of a lifetime display

How will I be assessed? Through final ‘trip of a lifetime’ display. AQA Unit Awards are available.

Drama Club

Who is running it?

Miss Maltby/Mr Pluckrose


Key Stage 3




Relationships;Resilience





They will have learnt skills in working with others, communicating and responding to situations to produce a short piece of Drama.

What will I be doing each week? Week 1 Drama games (to build relationships)

Week 2 Drama games and move to smaller group based games (build relationships and independence);

Week 3 Games, group work, park bench (progressing to performing in front of others)

Week 4 Games, group work, introducing physical theatre (developing specific drama skills)

Week 5 Games, physical theatre mini pieces and performance in groups (developing confidence)

Week 6 Games, watch clip of physical theatre, replicate groups (building Spiritual, Moral Social & Cultural Development and performance skills)

Week 7 Physical theatre and mime skills

Week 8 Stimulus and then using skills learnt to create a short piece of drama

Week 9 Rehearsal

Week 10 perform


By the Final performance and progress made in the skills studied. AQA Unit Awards are available.

Duke of Edinburgh

Who is running it?

Miss Colwill


Key Stage 4




Resilience;Responsibility;Health;


Y


Y



Students should be set to start their bronze Duke of Edinburgh Award and know what is needed for the expedition part of the award.

What will I be doing each week? Week 1 Students will have their log in details for the DofE website and will come up

with ideas for what they will do for the four sections. Week 2 Students will have the 4 sections sorted out and will upload information on to

website. Look at Navigation skills to help with the expedition part of award

Week 3 Navigation Skills- 4 point Grid references and Map symbols

Week 4 Navigation skills- 6 point grid Pacing and compass bearings Week 5 Navigation skills- Orienteering

Week 6 Navigation skills- Creating and completing a route

Week 7 Expedition essentials- Learning what you need to take with you on expedition Week 8 Tent Erecting- Learn how to put up a tent

Week 9 Outdoor Cooking- How to cook on a trangia Week 10 Update pages on the 4 sections and a final exercise that uses everything you

have learnt.

How will I be assessed? During the last week they will partake on an exercise where they have to choose what items to take with them, erect a tent, cook and complete a small route using a map and compass.

ECDL Level 2 – Year 10.

Who is running it?

Ms Royse


Key Stage 4




Opportunities;Resilience;Responsibility;


Y


N



Level 2 ECDL Certificate - qualification (This will require 2 terms to complete the full certificate)

What will I be doing each week? Week 1 Introduction to ECDL – Focus on EXCEL & recap worksheet

Week 2 Excel Practice test. Week 3 Test / worksheet depended in results of last lesson.

Week 4 Excel work Sheet / Word worksheet

Week 5 Excel practice test. Word Practice test Week 6 Test / worksheet depended in results of last lesson.

Week 7 Test / worksheet depended in results of last lesson. Either Excel, Word of PowerPoint depending on results of tests.

Week 8 Excel, Word, PowerPoint Practice test Week 9 Test / worksheet depended in results of last lesson.

Week 10 Final Tests. AQA award sheets for those that have completed none of the modules.

How will I be assessed? Results from practice tests & final results from ECDL.

Employability & Career Planning Skills | Skills

you need Who is running it?

Mrs Leonard


Key Stage 4




Resilience;Opportunities;Responsibility;





Pupils will learn and understand about Employability and Career Planning skills and why they are important and how they are important to help apply for jobs and apprenticeships

What will I be doing each week? Week 1 Introduction & talk about employability skills. Start CV & cover letter

Week 2 Complete CV & cover letter and introduction to LinkedIn Week 3 Be able to recognise suitable jobs or training opportunities. Identify sources

of careers advice and guidance. Given an example of a career option relevant to own interests. Outline likely task that you would undertake in this career option.

Week 4 Apprenticeships and how do I sign up. What an apprenticeship means.

Week 5 Telephone Skills Week 6 Add to your CV/ application - E learning Course Sudden Cardiac Arrest with

Sport England & St Johns Ambulance (4o mins) Week 7 Understand how to apply for jobs or training opportunities. - Complete an

application form.

Week 8 Health & Safety in the workplace and workplace Etiquette. Code of Ethics. Know how to prepare for an interview. Identify appropriate behaviour and clothing for an interview. Identify, and prepare responses, to questions that you may be asked in an interview.

Week 9 Mock interviews.

Week 10 Create Your Career Action Plan. Reflection & Evaluation. Presentation of completing the course.


End of Enrichment evaluation and completing the tasks each week. AQA unit awards/Princes Trust employability units comlpeted.

Everyday Cooking

Who is running it?

Mrs Fisher






Resilience;Opportunities;Relationships;Health;Responsibility;


N


N


What will you have learnt after a term experiencing the activity? To learn how to cook quickly and efficiently healthy foods on a budget.

What will I be doing each week? Week 1 Students will look at the cost of ingredients and how to plan simple nutritious

meals for minimal time and cost. Week 2 Using Eggs to produce filling meals for a low cost.

Week 3 Using Rice to produce filling meals for a low cost. Week 4 Using potato to produce filling meals for a low cost.

Week 5 Using pasta to produce filling meals for a low cost.

Week 6 Using noodles to produce filling meals for a low cost. Week 7 Utilising canned convenience foods to produce low cost meals

Week 8 Students will be provided several very widely available cheap ingredients to develop meals that meet their own needs.



How will I be assessed? Students will be able to confidently select and prepare ingredients with limited adult intervention.

Exploring Greek Mythology and its link to

modern culture. Who is running it?

Miss Couch






Opportunities;


N


N



To expand students' cultural capital, through exploring Greek mythology. By the end of the E&I sessions students should be able to explain the main features of Greek mythology and be able to identity and explain some of the links between Greek mythology in cultural heritage and modern culture. Students will also be exposed to extracts from Homeric Epics and Roman post republican poets such as Virgil and Ovid.


Week 1 Students will study the location and culture of Ancient Greece. Students will be introduced to the concept of Polytheism.

Week 2 Students will study and explore the Ancient Greek beliefs of the formation of Earth and the titans.

Week 3 Students will learn the origin of the Greek gods and how they succeeded the Titans.

Week 4 Students will explore the relationship between Hera and Zeus and their roles within Olympus.

Week 5 Students will explore how Hera and Zeus were portrayed in various Greek and Roman Epics. The focus will be on their relationships with humans and

the concept of godly favoritism. How the Greek gods were as flawed as humans.

Week 6 The story of Pandora will be taught and then compared to the modern use of the phrase 'Pandora's box'. It will also be compared to the idea of women bringing tragedy to the world through the idea of Lilith and Eve.

Week 7 Students will learn the story of Narcissus and Echo from Ovid's Metamorphosis . They will then explore it's presentation in Salvador Dali's Metamorphosis of Narcissus.

Week 8 Students will learn about the oracle of Delphi and compare this to the classical and modern presentation of witches.

Week 9 Students will learn the tale of Odysseus and Calypso. The modern use of the term Calypso will be explored.

Week 10 Students to show their understanding in the form or a mini essay, a poem or a piece of art work.


Depending on the ability, Key Stage and inclinations of the students it will be a piece of art work, a poem or a mini essay.

First Aid

Who is running it?

Miss Booth






Resilience;Relationships;Opportunities;Health;Respect;Responsibility;


Y


Y


What will you have learnt after a term experiencing the activity? How to do basic First Aid and how to save a life

What will I be doing each week? Week 1 What do you know about First Aid leading onto questions and answers, why

have they chosen First Aid. DRABC Week 2 Asthma, different inhalers, watch a video from St Johns. Questions and

answers Week 3 Heart attack, Angina, the difference between the two, symptoms, watch a

video. Questions and answers Week 4 Strokes, symptoms, meaning of FAST, what to do, watch a video then

questions and answers Week 5 Anaphylactic shock, causes, and what to do watch a video. What else could

cause someone go into shock. Week 6 Burns, breaks, fractures, sprains, strains. practical, ( if covid allows) videos

questions and answers

Week 7 Head injuries, concussion what to do, what to look out for. different video's, questions and answers

Week 8 Primary and Secondary survey difference between the two. when to use. watch a video.

Week 9 CPR. check for dangers. Practical ( if Covid allows) videos, which survey ( from lesson 13) would they do and why? videos

Week 10 Round up what pupils have learnt by making a booklet/ poster about First Aid - do's and don'ts

How will I be assessed? Each week pupils will be questioned on what they learnt the week before, participation of questions, poster/ booklet they produce

Fitness Suite

Who is running it?

Mr Rhymer/Mr Young








Y


N


What will you have learnt after a term experiencing the activity? Identify the physical, mental and social benefits of a sustained period of physical activity, gaining confidence and competence within a fitness suite environment


Week 1 Equipment Induction Week 2 Baseline fitness testing

Week 3 Thresholds of training Week 4 Planning a training programme

Week 5 Week 1 of training programme

Week 6 Week 2 of training programme and adaptations Week 7 Week 3 of training programme

Week 8 Week 4 of training programme and adaptations Week 9 Week 5 of training programme

Week 10 Week 6 of training programme and programme reflection


Programme reflection will indicate whether pupils have met their intended goals.

Football

Who is running it?

Mr Bolton/Mr Cooke


Both Key Stage 3 and 4; Pupils will be grouped on experience and age






Y


N


What will you have learnt after a term experiencing the activity? A better grasp and understanding of the Head, Heart, Hands PE assessment and gameplay in a football setting.


Week 1 Gameplay - Head (setting up a small sided game with formation knowledge). Appropriate warm up/cool down independently.

Week 2 Gameplay - Head, tactics and formations, responding to differing game scenarios (attacking)

Week 3 Gameplay - Head, tactics and formations, responding to differing game scenarios (defending)

Week 4 Gameplay - Head, tactics and formations, responding to differing game scenarios (set plays at restarts).

Week 5 Gameplay - Hands, attacking skills and techniques

Week 6 Gameplay - Hands, attacking skills and techniques week 2 Week 7 Gameplay - Hands, defending skills and techniques

Week 8 Gameplay - Hands, defending skills and techniques week 2

Week 9 Gameplay - Heart; effort levels, resilience, teamwork, sportsmanship, leadership co-operation and competitivity.

Week 10 Gameplay - Heart; effort levels, resilience, teamwork, sportsmanship, leadership co-operation and competitivity.

How will I be assessed? Classroom observation, Q+A. AFL.

GreenPower Car

Who is running it?

Mr Beams








Y


Y



General Engineering Principles, Power generation, Sustainability


Week 1 Introduction to GreenPower Challenge Week 2 Introduction to electrical systems and circuits, (incl. dc motors)

Week 3 Layout of car (Hands on)

Week 4 Build 1 Week 5 Principles of steering, braking and drive chain

Week 6 Build 2 Week 7 How a combustion engine works

Week 8 Bodywork Fabrication (incl. glass fibre + carbon fibre)

Week 9 Build 3 Week 10 Testing

How will I be assessed? Built and raced a GreenPower Car.

Hockey

Who is running it?

Ms Miller-Marshall










What will you have learnt after a term experiencing the activity? Skills, strategies and tactics associated with hockey. Working with others in both co-operative and competitive situations..


Week 1 Basic control skills, dribbling, passing and receiving in game situations. Week 2 Passing games looking at keeping possession and use of space.

Week 3 Tackling skills introduced and added to games to increase the need for passing accuracy and quick decision making.

Week 4 Dodging a player to keep individual possession to avoid being tackled. Continued small games.

Week 5 How do we score? Shooting at goal and creating the space to do so. Week 6 Game play; starting to look at attack and defence - roles and responsibiliies.

Week 7 Square and through passes. Incorporating them in game play to encourage the use of width of the pitch to switch play from side to side.

Week 8 Penalty Corners -set piece play, rules of how to attack and make the mots of this set piece.

Week 9 Penalty Corners -set piece play, rules of how to defend and gain back possession for counter attack.

Week 10 Tournament for final lesson.


Pupils involvement will demonstrate the skills we learn along the way as they incorporate them in to games and competitive situations set up each lesson. They will also be confident in the rules of the game and able to officiate for each other to ensure games can run smoothly. They will be able to work together in teams supporting and encouraging each other.

Illustration

Who is running it?

Mrs Furness






Relationships;Health;Resilience;Opportunities;Respect;Responsibility;


N


N


What will you have learnt after a term experiencing the activity? A range of different cultural and historical styles of illustration and a personal style which suits their literary tastes.


Week 1 Explore a selection of picture books for younger children, analysing different styles of illustrative storytelling. Have a go at imitating a chosen style.

Week 2 Explore a selection of picture books for older children / adults - as above. Week 3 Explore a selection of manga style / comic book illustrative styles - as above.

Week 4 Bring a chosen book that they plan to illustrate and select extracts, plan ideas, select a preferred style.

Week 5 Begin working on their illustrations in first draft form - mood boards / planning / sketching.

Week 6 continue working on their illustrations either draft or final version. Week 7 Work on their final illustrations

Week 8 Work on their final illustrations

Week 9 Work on their final illustrations

Week 10 Finish final illustrations.


A portfolio of their research and planning / practice work - followed by outcome. Possibly also pupil feedback form.

Incredible Ink! Art prints-Collagraph & Dry Point/mini business set

up. Who is running it?

Mrs Witney






Relationships;Opportunities;Responsibility;


Y


Y


What will you have learnt after a term experiencing the activity? Pupils will have had an introduction to different printmaking techniques, exploring different methods, materials, composition and layout. Pupils will have been introduced to famous print makers and their work. Entrepreneurship-mini business set up- link to Gatsby. Pupils will have gained knowledge into starting a small business, making product to sell, costing their work with a challenge to sell product.

What will I be doing each week? Week 1 Overview of project and intro to printmaking as an art technique. Brief

history. Basic print technique. Week 2 Intro to Collagraph and preparing a plate.

Week 3 Taking prints from prepared Collagraph. Week 4 Intro to Dry point and using the printing press. Photographing objects as

primary resource to print. Week 5 Preparing drypoint print. Print with press.

Week 6 Small business set up own. Costing product, marketing, brainstorm options to sell. Logo/name set up.

Week 7 Continue creating prints, making improvements. Create products for business.

Week 8 Continue printmaking. Week 9 continue prints. Advertising. Packaging. Sales

Week 10 Advertising. Packaging. Sales


Pupils will have designed and created a small range of artwork to sell. Pupils will have designed packaging and business identity. Pupils will have tried to sell their artwork to recoup the outlay. Success does not necessarily mean they have to sell an item, but pupils will have a clear business identity and product.,

Introduction to programming - WE-DO

and Edbot Who is running it?

Mrs Bryant


Key Stage 3




Resilience;Relationships;Respect;


N


N



Using the Lego WEDO pupils are introduced to programming. Pupils will be able to gain confidence on creating and coding. Starting with WE-Do pupils will use the given instructions to understand how the kits work. Once they are confident, they will be able to create their own moving creations. Pupils will then be introduced to Edbot and given the opportunity to programme him too. Photos of creation and invention will be taken to have a record of what pupils do.


Week 1 Introduction to WE-DO ‘What’s in the box’ and the rules of using the kits. Overview of the sessions.

Week 2 Create a WE-DO of their choice

Week 3 Create another WE-DO of their choice Week 4 Class Presentation 1 – the good, the bad and the new…

Week 5 Pupils given opportunity to create their own WE-DO moving creation. Week 6 Pupils finish creations and prepare for recording of them.

Week 7 Presentation of creations. Introduction to Edbot. Week 8 Pupils given choice of new/improved WE-DO or Edbot programming

Week 9 Complete creations/ programming Week 10 Final Presentation – Which work best? Why? Peer assess best

designs/programms.


Pupils will be confident in their ability to programme WE-DO and to create their own.

Introduction to trampolining

Who is running it?

Mrs Frickleton






Resilience;Health;Respect;Responsibility;


Y


N



Pupils to learn about health and fitness through trampolining


Week 1 Introduction to the trampoline, basic bounce, spotting as well as Health and Safety and setting up/putting away of trampolines.

Week 2 Develop basic bounces and shapes. Begin to introduce twists Week 3 What is kipping? Seat landings from standing and from bounce.

Week 4 What are swivel hips? How do we perform them?

Week 5 Consolidate swivel hips and intro to front landing Week 6 Front landing and peer feedback

Week 7 10 bounce routine intro Week 8 10 bounce routine and peer feedback

Week 9 Back bounce introduction

Week 10 Individual bounce routines.


Pupils will be observed throughout and assessed through peer and staff obs plus Q&A.

Latin and ancient Roman life

Who is running it?

Mrs Fawcitt








Y


N



Some Latin, an understanding of grammatical features and being able to use this knowledge to help their English studies. Also some knowledge of ancient Roman life and customs is clearly our aim.


Week 1 This is an independent learning programme. They are introduced to a fabulous online course, (the Cambridge Latin Course) where they are introduced to Latin grammar and vocabulary through stories, short documentaries and quizzes based around a household i

Week 2 After a 'Do Now' type activity each week students continue their individual learning at their own pace.

Week 3 Each week follows a similar pattern and will be varied by non-screen activities, usually on classical civilisation themes or revising a vital grammatical points.

Week 4 See above

Week 5 See above Week 6 See above

Week 7 See above Week 8 See above

Week 9 See above Week 10 Our Big Latin Quiz and party!

How will I be assessed? Achieving the Cambridge University Latin Certificates.

Learn to DJ

Who is running it?

Mr Anderson








Y


N


What will you have learnt after a term experiencing the activity? Learn how to use DJ equipment and understand some basic skills including beat matching, use of equipment, using EQ, building a set, scratching, spinbacks. This activity would have to be limited to 16 people I would say.

What will I be doing each week? Week 1 Introduction to using the kit, brief history of dance / electronic music /

getting started Week 2 Recap, practice beat matching / understanding tempo / when to fad in / out

Week 3 Recap, practice beat matching / understanding tempo / when to fad in / out Week 4 Recap, practice beat matching / understanding tempo / when to fad in / out /

use of EQ and effects Week 5 Recap, practice beat matching / understanding tempo / when to fad in / out /

use of EQ and effects Week 6 Recap, practice beat matching / understanding tempo / when to fad in / out /

use of EQ and effects

Week 7 Continue to work on beat matching, incorporate other techniques such as spinbacks and scratching

Week 8 Start putting together a 20 minute set Week 9 Practice set

Week 10 Perform set and get feedback


In groups, they will review each others performance. This could also build towards pupils taking a KS4 qualification in music, as DJ decks are now recognised as a musical instrument in the RSL Music Perfromance course.

Literacy Leaders

Who is running it?

Mrs Furness/Mrs Ward








Y


Y


What will you have learnt after a term experiencing the activity? How to sensitively and positively support emerging readers to become more confident in their reading and to nurture a love of reading.


Week 1 Receive training in the skills and attributes for becoming an effective reading mentor.

Week 2 Receive training in the skills and attributes for becoming an effective reading mentor.

Week 3 Listen to their mentee read aloud, either as an individual or in pairs, pausing strategically to discuss comprehension and offer praise / encouragement.








How will I be assessed? Survey feedback and observational judgement from the adults involved.

Maths in Art

Who is running it?

Mrs Sargeant






Resilience;Respect;Responsibility;


N


N



to create art through mathematics

What will I be doing each week? Week 1 Tessellations explore Escher: create template to create tessellating pattern

Week 2 Forming curves on paper: looking at patterns on a circle including creating a cardioid

Week 3 Graph sketching creating patterns with functions: use of autograph to plot graphs and create patterns to colour

Week 4 Curves of pursuit: creating patterns from polygons

Week 5 Celtic knotwork, creating knot patterns and looking at origins

Week 6 Creating impossible objects inspired by Escher compass constructions

Week 7 Insect geometry, looking at symmetry in nature or Fibonacci spirals

Week 8 Mazes and Labyrinths creating mazes

Week 9 Islamic designs introducing basic rules of Islamic design

Week 10 Constructing a snowflake looking at fractals


artwork produced, pride taken in work, ability to follow instuctions

Maths Puzzles

Who is running it?

Miss Broadhurst






Resilience;Opportunities;Relationships;Responsibility;Respect;


N


N


What will you have learnt after a term experiencing the activity? An opportunity to practise and talk about maths in a relaxed atmosphere and where students can develop the skills they need to tackle problems and learn from shared discussion between their peers and the teacher.

What will I be doing each week? Week 1 Sudoko Puzzle

Week 2 Pyramid Puzzle Week 3 Car Park Puzzle

Week 4 Triangled Hexagram Week 5 River crossing

Week 6 Prime square

Week 7 Multitude Week 8 Olympic Rings

Week 9 Jugs Week 10 Code Cracker

How will I be assessed? That they are willing to give a maths problem a go and have enjoyed it.

Meditation/Yoga

Who is running it?

Miss Maltby






Health;Respect;Resilience





The sessions will build up their ability to complete beginner yoga movements and understand how to meditate and how it individually works for them.

What will I be doing each week? Week 1 what experience they have of yoga/mediation - what it means to them,

preconceptions - letter to themselves about how they feel in themselves (any worries/concerns/anxieties etc) short guided yoga movement

Week 2 yoga session

Week 3 yoga session with short meditation

Week 4 yoga session with short meditation Week 5 walking meditation/guided mediation

Week 6 yoga session and longer meditation

Week 7 outside yoga/meditation (weather permitting) Week 8 building and deepening poses

Week 9 yoga and meditation Week 10 final yoga and meditation - new letter to themselves to see if there treatment

of themselves is kinder and more in tune.

How will I be assessed? Pupils will have developed Yoga and meditation skills that they can use independently.

MFL Ambassadors

Who is running it?

Mrs Miller


Key Stage 3




Opportunities;Relationships;Respect;Responsibility;Resilience;


Y


Y


What will you have learnt after a term experiencing the activity? Pupils will have a more open mind on the world and will have more knowledge of the French and Spanish worlds. They will also have a good knowledge of the careers they can aspire to with a language.

What will I be doing each week? Week 1 Preparation for the European day of Languages

Week 2 Preparation for the European day of Languages Week 3 Study of the Spanish Speaking World- history of how the language is spoken

outside of Europe and human and physical geography Week 4 Study of the Spanish Speaking World- history of how the language is spoken

outside of Europe and human and physical geography Week 5 Study of the French Speaking World - history of how the language is spoken

outside of Europe and human and physical geography Week 6 Study of the main French Speaking World- history of how the language is

spoken outside of Europe and human and physical geography Week 7 MFL and careers

Week 8 MFL and careers Week 9 Creation of display and resources for MFL and careers

Week 10 Creation of display and resources for MFL and careers


From the displays and resources created

Netball KS3

Who is running it?

Mrs Frickleton/ Miss Withecombe


Key Stage 3




Respect;Relationships;Responsibility;Health;Resilience;


Y


N


What will you have learnt after a term experiencing the activity? Pupils to develop the skills and knowledge to participate and begin to umpire in full size netball matches.


Week 1 Introduction to ball handling skills Week 2 Positions on the court and jobs in those positions.

Week 3 Introduction into through court attack Week 4 Developing through court attack.

Week 5 Introduction into shooting

Week 6 Development of shooting and movement inside the d. Week 7 Introduction to the 3 phases of defence.

Week 8 Developing 3 phases of defence. Week 9 Selecting the right play at the right time.

Week 10 Putting skills into match play.


Pupils will be observed each session and the next session planned accordingly.

Photography for beginners

Who is running it?

Mrs Bryant


Key Stage 3




Resilience;Opportunities;Responsibility;


N


N



Pupils will be given the opportunity to learn the basics of how a digital camera works. They will learn how to create portfolios and how to improve the photos that they take and be given the opportunity to learn different compositional techniques. This can lead to an AQA Award at Entry Level, Level One and Level Two. Cross curriculum links with digital art, iMedia and drama.


Week 1 Pupils learn about different types of digital camera. (DSLR and Compact). How to store images and how to transfer from a camera to a computer.

Week 2 Pupils will be given a topic to take pictures of (topic will be dependent on the time of year/covid - could be advertising the school, still life photography etc) Given a camera to take photos.

Week 3 Pupils taught about different compositions techniques. Use cameras to take photos that fit a selection of techniques.

Week 4 Pupils taught about the settings that can be changed to improve images – white balance, ISO/Aperture /shutter speed. Change settings on cameras to improve previous images.

Week 5 Pupils given project – competition/scenario to create a portfolio of images. Pupils plan the images they want to take and any resources they may need.

Week 6 Pupils take images and sort them into folders. Week 7 Pupils taught naming conventions and apply them to their work. Then

evaluate previous images and state improvements. Week 8 Pupils improve images by retaking them.

Week 9 Pupils re-evaluate images and begin to select and create final portfolios. Week 10 Prepare and submit portfolios.

How will I be assessed? Pupils will have evidence to gain the AQA awards at entry level, level one and/or level 2.

Plastic Model Kit Making

Who is running it?

Mr Cloke






Resilience;Responsibility;Opportunities;


Y


N



Pupils will learn the skills, patience, dexterity and attention to detail that is required to build an 'Airfix' style scale model.. At the end of the E&I they will have at least one completed model that they can keep, or they will have contributed to building a larger or more complex model as part of a group.

What will I be doing each week? Week 1 NOTE: This is the basic breakdown. Some pupils will complete more than one

model and be guided at their own pace, but for a medium complexity kit Mr Cloke will demonstrate building techniques in the following sequence. In week one pupils would learn how t

Week 2 In week two pupils will learn about preparing paints and how small parts can be painted prior to construction. There may also be advice on researching their model subject in order to achieve a more realistic finished item (if they are aiming for realism!)

Week 3 In week three pupils will continue painting parts, but also be introduced to the basics of construction including safely and tidily removing parts from the

molding frames ('sprues') and how to use polystyrene cement to attach them together.

Week 4 In week 4 pupils will continue using the skills studied in weeks 1-3 to continue constructing their kits.

Week 5 In week 5 pupils will continue construction following a demonstration of filling/sanding techniques for a neater finish.

Week 6 In week 6 pupils will learn about preparing a model for painting and how this is done.

Week 7 In week 7 pupils will most likely be finishing construction, or continuing with the main painting of models

Week 8 In week 8 pupils will learn how to apply waterslide transfers/decals to their painted model, assuming painting is complete!

Week 9 In week 9 pupils would complete the application of transfers/decals and any finishing touches to the model

Week 10 Pupils complete their models EXTENSION: Pupils who have otherwise finished their models will be shown basic 'weathering' techniques to make their completed kits look more like the real thing, with convincing exhaust staining, dirt and chipped/worn paintwo


By the standard of their completed/partially completed models.

Polymath & the Power of 5.

Who is running it?

Mr Parry






Resilience;Opportunities;Health;Relationships;Respect;Responsibility;


N


N


What will you have learnt after a term experiencing the activity? The links between Art, Science and Civilization and how these three entities interplay with one another impacting our lives.


Week 1 Relationships between early counting and calculating systems, the stars and planting and harvesting seasons.

Week 2 How procession of the constellations has been portrayed, experienced and expressed by the ebb and flow of societies.

Week 3 The inception of Sacred Geometry and the concept of ideal states of matter and philosophy. (How this impacted both Art and Politics).

Week 4 How sacred geometry is hidden in and encoded within the works of religious chroniclers, artists, philosophers and political thinkers.

Week 5 The links between solar eclipses, the human hand, the cult of the Vestal Virgins of Ancient Rome, the Pomegranate eaten by Persephone and the orbit of Venus.

Week 6 How the Harmony of the Spheres relates to music scales, Buddhism, Christianity and ideas of political and social utopia.

Week 7 Ideas of the Great Year, the Great Work and how alchemy led to the development of modern science.

Week 8 The development of the scientific principle and modern medicine. Week 9 Drugs, antibiotics, space travel and the internet.

Week 10 Why 1.618 is the most useful and beautiful number in science and art, and how the obsessions of the ancients have shaped our present day lives.

How will I be assessed? The workbook will be reviewed and assessed at the end of this program of study.

Reading for Pleasure

Who is running it?

Miss Neve-Scott


Key Stage 3




Opportunities;Relationships;Health;Respect;


N


N



An ability to explore their books and texts in more depth and appreciation of genres and books beyond their usual scope.

What will I be doing each week? Week 1 What do you like to read? Is what you are reading currently enjoyable?

Would you recommend it? Trip to the library. Week 2 Retell the story, or part of the story, in pictures (aim for no more than ten!)

Support each one with at least one quotation from the book.

Week 3 The reading game- with RW

Week 4 Whats in the book charts? Do we agree? Whats your favourite genre and why?

Week 5 Trying something different. Library visit. Week 6 Did you enjoy your something different- Summarise the story in one short

paragraph, being careful not spoil the best bits! Would you recommend it? Why?

Week 7 Author study, how do they develop their stories? Opportunity to meet an author- maybe to coincide with Appledore book festival?

Week 8 Write your own. Stimulus: Use a character from current read about whom the author doesn’t give much information (e.g. a mysterious character or a minor character). Create a past life for them, including details about their family, friends, childhood, home

Week 9 Finish writing your own/ reviewing each others- a share!

Week 10 Celebration- top book recommendations shared with the rest of the school.

How will I be assessed? Engagement in the process, trying something new.

Robotics - Advanced

Who is running it?

Mr Bryant


Key Stage 4




Resilience;Opportunities;Relationships;Responsibility;


Y


N


What will you have learnt after a term experiencing the activity? This will be aimed at KS4 students that have a passion for engineering, robotics, inventing or computing. The goal of the E&I will produce a range of practical, functioning robots that can be used to enter local / national contests. This will aim to raise our students experience in these fields as well as challenge them to come up with practical function solutions to current issues.


Week 1 Introduction to the Royal Academy of Engineers challenge for a practical robot as well as the Plymouth university 150 gram contest and other relevant national contests. Students will be encouraged to look at real world problems and try and design a functioning Robot.

Week 2 Form groups or individually start constructing their solution to the problem. Test, refine and improve their bots. Depending on robot kit they are using they will have access to different programming languages.

Week 3 Groups or individually start constructing their solution to the problem. Test, refine and improve their bots. Depending on robot kit they are using they will have access to different programming languages

Week 4 Groups or individually start constructing their solution to the problem. Test, refine and improve their bots. Depending on robot kit they are using they will have access to different programming languages.

Week 5 Demonstration of the industrial bots. Peer review of projects. Opportunity to start a new project or combine projects. Review the Lego Challenge, Vex IQ challenge and other local / national robotics / robotic solution contests.

Week 6 Develop their solutions and program the bots / system to be as automated as possible.



Week 9 Final testing and development stages. Prepare to show final projects off or enter then into the relevant contests.

Week 10 Demonstrate the final products. Open up the robots for peer review or demonstration. Enter the contests if requirements are met.


At the end of the E&I students will have produced something that functions and meets some sort of challenge. The aim for this E&I is firstly to give them this hands on experience to improve there STEM knowledge, however they are all challenged to meet some of the requirements of the various national contests. So a functioning solution that can enter one of these contests is the ultimate goal. Digital badges / certificates will be rewarded if requirements are met.

Robotics - Intermediate

Who is running it?

Mr Bryant






Resilience;Opportunities;Relationships;


Y


N



This is an intermediate level designed for students with some experience with Lego technic or programming. By the end of this topic students will have further expanded upon their understanding of robotics, engineering and programming. They will have learnt how to break down a challenge, design a solution, build a unique robot to complete the solution and finally programmed it to carry out the task.


Week 1 Introduction. Students will be instructed on the robotic resources available at the school. The group will be instructed to the possible challenges with a break down of difficulties. What is a robot and how its used in the real world.

Week 2 Demonstration and replication of robotics using Edison Bots. Line follow, light reactions and sound.

Week 3 Introduction to Lego mindstorm. Students will be able to choose to work in teams with mindstorm or focus on Eidson bots.

Week 4 Introduction to VEX IQ – Students will have the choice to work on this new robotic system or continue with past ones.

Week 5 Introduction to the Lego League challenge, vex IQ challenge or if they choose to they can develop their own project for a real world solution.

Week 6 Students can work on Lego League challenge, vex IQ challenge or in a final project.




Week 10 Demonstrate their final projects / solutions.


Completed Lego League requirements regardless of solution kit picked as objectives will have been completed. Certificates will be rewarded as authorised by Robotics League.

Rounders

Who is running it?

Ms Anstee/ Ms Miller-Marshall


Key Stage 3






Y


N


What will you have learnt after a term experiencing the activity? Experience game play, umpiring and organising and running a tournament.

What will I be doing each week? Week 1 Organise a warm up for themselves, organise teams and practice basic skills

ready for game play - throwing short and distance. Catching high and low. Game play.

Week 2 Warm up for the team. Develop further accuracy when throwing and more consistency when catching. Devise a team catching and throwing practice for future lessons. Game play.

Week 3 Team skills warm up. Practice and development of fielding techniques. Help coach eachother to improve performance. Devise a team fielding warm up. Develop tactics for fielding. Game play.

Week 4 Refine and practice bowling technique in order to improve consistency. Understanding of the rules. Game play.

Week 5 Practice and refine batting skills. Further understanding rules, develop tactics for batting. Game play.

Week 6 Practice bowing, backstop second basic. Develop an increased tactical awareness, for fielding individual batters. Game play.

Week 7 Experience different fielding positions and tactics. Practice and refine as a team working together and different positions. Game play.

Week 8 Organise, run and play a tournament. Different types of tournament and officials and umpires roles.

Week 9 Tournament and Officiating skills Week 10 Final round of tournament, winners declared .

How will I be assessed? Pupils able to WWW and EBI own, others and team performances. Participate, organise and officiate a tournament successfully.

Rugby

Who is running it?

Mr Cooke/Mr Poorman/Mr Bloodworht/Mr Atkinson


Both Key Stage 3 and 4. Pupils will be based on age and experience






Y


N



Developed core rugby skills and ability to effectively apply strategies and tactics.


Week 1 Basic principles - go forward, support and continuity

Week 2 Developing confidence in contact - tower of power and tackling technique Week 3 Refining tackling technique

Week 4 Developing ruck skills and principles Week 5 Games to develop and apply contact skills - tackling and rucking.

Week 6 Develop the maul

Week 7 Applying pressure in defence - different defensive systems Week 8 Conditioned games for understanding

Week 9 Game play - releasing conditions Week 10 Game play without conditions

How will I be assessed? Session observations, Q&A

Summer Concert Band

Who is running it?

Mr Westhorp








Y


N


What will you have learnt after a term experiencing the activity? Pupils will be able to perform the songs for the school summer concert and in doing this will have learnt key musical performance and rehearsal techniques such as; Count ins, arrangements, structure, solos, communication, music reading and notation amongst others.


Week 1 Introduce project aims and timeline. Build relationships and perform easy musical pieces to establish relationships and build team.

Week 2 Selection of songs and rehearsal

Week 3 Rehearsal

Week 4 Rehearsal Week 5 Rehearsal

Week 6 Rehearsal Week 7 Rehearsal

Week 8 Technical Rehearsal

Week 9 Dress Rehearsal

Week 10 Performance


Self evaluation using video and audio recordings.

Surf School

Who is running it?

Mrs Whiterod








Y


N


What will you have learnt after a term experiencing the activity? Learning to surf with qualified instructor. Developing board skills, water confidence and how to stay safe in the water.


Week 1 Surf and Water safety training delivered by a qualified Surfing Instructor. Week 2 Surf and Water safety training delivered by a qualified Surfing Instructor.


Week 5 Surf and Water safety training delivered by a qualified Surfing Instructor.



Week 10 Surf and Water safety training delivered by a qualified Surfing Instructor.


- British Surfing Association Surf Award


Who is running it?

Miss Stephens






Respect;Responsibility;Health;Opportunities;


Y


Y



Students will have learnt the human causes for the degradation of our planet. They will have the knowledge to make an impact to reduce our ecological footprint, and to encourage peers to do the same. They will have made significant changes to the ecological footprint of GTS.

What will I be doing each week? Week 1 Students will learn about the sustainable development goals. They will start

with goal 14 (life below water). They will look at the impacts of single use plastic on our earth. They will create a art piece from pieces of plastic I have found around the school.

Week 2 Responsible consumption- goal 12. Food. Students will look at our consumption of food and how this is leading to degradation of land. Students create a plan for carbon neutral 3 course meal.

Week 3 Alternative energy- goal 7. Students will look at how we use energy around school and how we can reduce our consumption. Students will go an look at the solar panel readings and will think of new ways to reduce our energy consumption around the school.

Week 4 Life on land- goal 15. Students will learn about the effects of deforestation. Once students know the importance we will plant trees on the school ground (through the free trees initiative for the queens jubilee).

Week 5 Sustainable cities and communities- goal 11. Students will learn about what makes an area sustainable. They will then work in teams to write a letter to the Mayor of Torrington to suggest some ways to improve the sustainability of the town.

Week 6 Reduce inequalities (culture)- goal 10. Students will have some discussions about different cultures across the world. They will try different foods and look at different artifacts from different cultures.

Week 7 Promote good health and wellbeing- goal 3. Students will learn about how to stay healthy and look after their mental health (my mother is a mental health first aider so plan on asking her for a video). Students will then create a video.

Week 8 Climate action- goal 13. Students will look at climate change and how we are impacting our world. They will create banners and signs to complete a peaceful protest on the school grounds to spread awareness.

Week 9 Climate action- goal 13. Students will watch the David attenbough documentary on climate change to use for the final lesson.

Week 10 Students will be given a goal each (in pairs) to create a slide for a powerpoint. This powerpoint will then be shown in assembly when time fits.


Final PowerPoints.

Taiko for Beginners

Who is running it?

Miss Davey-Wright






Resilience;Health;Respect;Responsibility;


Y


N



Pupils will learn the basic art of Japanese Taiko drumming and embrace the 4 Taiko principles: Ki - energy; Kata - movements; Attitude - positively responding to challenge; Technique - how to play the drums.


Week 1 Technique - how to hold the sticks, hit the drums, basic rhythms and stance. Also learn about the history of Taiko drumming.

Week 2 Learning notation and more simple rhythms

Week 3 Learning Japanese chants and their meanings, and incorporate these with the rhythms

Week 4 Jiuchi and teamwork

Week 5 Learning a tradition Taiko piece of music Week 6 Learning a tradition Taiko piece of music

Week 7 Learning a tradition Taiko piece of music

Week 8 Learning a tradition Taiko piece of music Week 9 Compose a piece of music as a group

Week 10 Performance of all the pieces learnt

How will I be assessed? A successful performance


Who is running it?

Mrs Witney






Relationships;Health;


Y


Y



How to create an Art installation. Sculpture, linking art to emotion (therapeutic art) How to work from a brief to produce a finished piece to exhibit.

What will I be doing each week? Week 1 Introduction to project. Given brief for installation. Introduce music as

inspiration for artwork ( 3 little birds-Bob Marley) Discuss art and emotion. Brainstorm ideas.

Week 2 Learn techniques for sculpture, design, experiment and make a maquette/s.

Week 3 Continue to finish maquette. Make any design changes, based on maquette outcome. Select best design.

Week 4 Begin to cut all pieces needed for final design, and begin assembly.

Week 5 Continue assembly of final sculpture. Week 6 Complete sculpture to a highly accomplished base shape, begin papier

mache. Week 7 Continue layering up paper mache to final structure., and paint base layer.

Week 8 Design surface decoration.

Week 9 Apply surface decoration.

Week 10 Complete individual sculpture and attach wire. Site installation in Quad garden.

How will I be assessed? Art installation will be visual record of learning. Students will have successfully created an individual piece to form part of installation.

Upcycle mural project - hands-on skills and the importance of helping the local environment.

Who is running it?

Mr Walsh






Relationships;Respect;Responsibility;


Y


Y


What will you have learnt after a term experiencing the activity? Pupils will have significantly improved their understanding of the importance of upcycling. They will investigate the impact of waste materials on wildlife and raise awareness across the school and the local community. They will collectively make a mural for display.

What will I be doing each week? Week 1 6Rs of sustainability - Refuse, Rethink, Reduce, Reuse, Repair, Recycle,

Week 2 Research similar projects undertaken across the world. Brainstorm outcome - what will be the purpose of the mural?

Week 3 Identifying and collection of materials - contacting local businesses for support.

Week 4 Manufacturing - repurposing pallets to form the 'base' layer to the mural. Pupils will consider and resolve transport issues i.e. ease of movement from one area to another (possibly making in sections)

Week 5 Generating the scene (template) and start place waste materials on the mural.

Week 6 Continue to manufacture.

Week 7 Continue to manufacture. Identify location for final piece - discussion with SLT.

Week 8 Complete manufacture of mural. Week 9 During this lesson the pupils will draw together a presentation - why?,

purpose, and hoped for impact. Make any final additions to the mural. Week 10 Unveiling - presentation to peers, staff and locals. Photographs and inclusion

on social media.


Success and understanding will be seen through the completion of the mural. In addition the pupils presentation at the unveiling will clearly show their understanding of the issues surrounding our need to care for the environment and our use of materials.

Veterinary nurse experience

Who is running it?

Miss Ridley






Relationships;Resilience;Respect;Responsibility;Opportunity


N


N


What will you have learnt after a term experiencing the activity? To understand the role of a veterinary nurse in different work places.


Week 1 Pupils will learn about the skills and role of a veterinary nurse. Week 2 Introduction to the job of a Vet nurse and meet a real verterinary nurse.

Week 3 Research into the needs of domestic pets. Week 4 Petroc animal care centre.

Week 5 Designing a Careplan for a domestic animal.

Week 6 Research in to the needs of one livestock animal. Week 7 Visit to Duchy College.

Week 8 Designing a guide for caring for Livestock. Week 9 Research in to the needs of one exotic animal and complete final care plan.

Week 10 Visit from Exmoor zoo.

How will I be assessed? Pupils will be able to present a careplan for 3 different types of animals and understand the role of a veterinary nurse in different contexts.

Volleyball

Who is running it?

Mr Rhymer








Y


N


What will you have learnt after a term experiencing the activity? Skills, strategies and tactics relating to volleyball

What will I be doing each week? Week 1 Gameflow

Week 2 Passing Week 3 Setting

Week 4 Serving

Week 5 Linking passing and setting Week 6 Attacking

Week 7 Blocking Week 8 2v2 strategies

Week 9 6v6 strategies Week 10 Tournament


Observation and questioning


Who is running it?

Mrs Leonard/ Miss Gavin






Health;Respect;Responsibility;Opportunities;Resilience;Relationships;


Y


Y


What will you have learnt after a term experiencing the activity? Through this project they will develop their envirnomental awareness, help tackle climate change, volunteer in community projects, have fun and make new friends and discover new areas of where we live. Part of the project will be to record volunteering projects around home i.e litter picks etc to make up to 25 hours. outdoors Short Film: https://drive.google.com/file/d/18sMHWSuEYl8hBvO7qmlQylOFdtt8vXrs/view


Week 1 Explanation of the Project - Talk from 2 Wave Rangers #2minutelitterpick in school. Mini survey study of grounds and discuss/plan to do the following weeks project.

Week 2 Build a woodland project with school grounds to encourage wildlife.

Week 3 Northam Burrows - Exploring Northam Burrows and do the Burrows Centre School activity pack school activity. Quick #2minutelitterpick.

Week 4 Churchyard Survey on Lichens, meet the Churchwarden/Revernd https://www.britishlichensociety.org.uk/activities/churchyards-and-churchyard-survey.

Week 5 Torrington Park/Town area Volunteering tidy up sections - talk to Doug Smith (Mayor & Governor) about any particular area #2minutelitterpick.

Week 6 Meeth wildlife survey. Week 7 Water Conservation - Great Torrington Water Forum (Gill Clayton & Doug

Smith) - Using water wisely. Encourage Home audit on how to use save water and record what they do differently.

Week 8 Torrington Commons - River survey Meet Ranger Big Al. Week 9 Torrington Commons. Meet Ranger Big Al, #2minutelitterpick Tree plant or

tidy up area. Week 10 To compile all their evidence for a display - Book presentation of certificates

from Wave Rangers of the John Muir Award and book Surfing session (surfing sesion is funded by WR).

How will I be assessed? A record sheet/booklet that the fill in each week to show the activity took place. Photos added to demonstrate the work carried out By taking part and doing additional volunteering to make up to the 25 hours. Complete 25 hours they are rewarded with a surfing session.

Weather/MET E+I

Who is running it?

Mr Rawle


Key Stage 3




Opportunities;Relationships;Responsibility;


Y


N



First hand experience of collecting meteorological data with equipment they have made, and see how this data can be used to generate forecasts

What will I be doing each week? Week 1 Intro to weather forecasting, making of rain gauges, placing them in the GTS

garden to collect water for the week. Week 2 Collect rain water data, present this data, compare to seasonal averages.

Week 3 Making of Stevenson temp gauges, placing them in the GTS garden to take temperatures.

Week 4 Present this data, compare to seasonal averages. Week 5 Making of anemometers, placing them in the GTS garden to take readings.

Week 6 Present this data, compare to various weather forecasts, discuss the differences.

Week 7 Making of barometers, take readings, look at what air pressure is.

Week 8 Look at secondary data on air pressure and see how this is used in generating forecasts.

Week 9 Compile all the primary data collected into individual reports.

Week 10 Generate a class report to use in application for MET Mark from MET office


Monitoring of progress in practical activities and the individual report

Windsurfing

Who is running it?

Miss Colwill






Resilience;Opportunities;Health;


Y


N



Students will gain youth windsurfing stage 1


Week 1 What PPE they will need and how to fit it. The parts of a windsurf board and how to tack and self rescue

Week 2 Learn how to set up equipment and how to go across the wind Week 3 Focus on sailing across the wind turning around and coming back to shore

Week 4 How to sail upwind as well as learning about different wind conditions

Week 5 How to sail downwind Week 6 How to gybe and what the difference between a Tack and Gybe

Week 7 Be able to sail a triangle course Week 8 How to gain speed

Week 9 Fast tacking

Week 10 Learn how to race

How will I be assessed? Students should be able to do all requirements to receive their Stage 1 RYA Windsurfing certificate

Woodwork crafts

Who is running it?

Mr Walsh






Relationships;Resilience;Respect;Responsibility;


Y


N



Understanding of small scale manufacturing working to close tolerances. Independence and planning to produce high quality products suitable for commercial sales. Development of fine woodworking skills and knowledge of finishing techniques.


Week 1 Pupils will research and manufacture a number of craft projects including chessboards and wooden sweet dispensers.

Week 2 Discuss and ensure pupils are aware of their responsibility for health and safety in the workshop (health and safety passport). Demonstration of the use of workshop tools and machines.

Week 3 Pupils will plan and mark out component parts. They will support and guide each other as skill levels will vary across age groups.

Week 4 Manufacturing item one (chess board or sweet dispenser)

Week 5 Continue to manufacture. Week 6 Complete manufacture and apply appropriate finish.

Week 7 Manufacturing item two (chess board or sweet dispenser) Week 8 Continue to manufacture.

Week 9 Continue to manufacture. Week 10 Complete manufacture and apply appropriate finish. Forms activity -

evaluation and test of knowledge.


By outcome of product and successful completion of forms assessment evaluative quiz.

Woodworking - hand tools

Who is running it?

Mr Klingenstein






Resilience;Opportunities;Responsibility;Respect


Y


N



Pupils will learn basic woodworking techniques: measuring, cutting/sawing, some basic joints like butt joints but more complex ones can be considered, possibly some mitre joints (depending on previous skills + speed of learning)


Week 1 Decided on a wood work project - some sample instructions from "instructables" will be provided. Own internet search allowed - ideally use of IT room/laptops/tablets for this first session. Drawing some own plans - either copying from existing ones, or dr

Week 2 Create a cut list and start measuring and cutting materials. Week 3 Potentially complete cut list from previous week. Start building project -

joining pieces. Fine sanding (hand tools!)/cutting for exact fit. Week 4 Continue project 1.

Week 5 Continue project 1. Week 6 Some/most pupils will have completed building project 1 now. Start selecting

a more complex project from sample provided. Start the same process as before - drawing plans, no IT, own plans to be drawn.

Week 7 Project 2. Create own cut list, start completing cut list. Week 8 Build project 2.

Week 9 Build project 2. Week 10 Complete project 2. Review process. Plan for next step in woodworking.

How will I be assessed? Completed 1 or 2 simple projects. Quality of fit and finish.

Year 7 & 8 Cricket

Who is running it?

Mr Cooke


Key Stage 3






Y


N


What will you have learnt after a term experiencing the activity? Pupils will learn and develop skills, strategies and tactics and the rules of the game of cricket. In doing so, they will be able to effectively participate in a game of cricket.


Week 1 Bowling - line Week 2 Bowling - length

Week 3 Basic batting principles Week 4 Forward defence / front foot drive

Week 5 Refining throwing and catching

Week 6 Ground fielding Week 7 Pull shot

Week 8 Small sided games to develop application of skills and strategies and tactics Week 9 2 games on bigger pitches to stretch ability to apply skills, strategies and

tactics to different concepts Week 10 Round robin tournament

How will I be assessed? Session observations, Q&A

Young Chef

Who is running it?

Mr Anderson






Resilience;Opportunities;Health;Respect;Responsibility;Relationships;


Y


Y


What will you have learnt after a term experiencing the activity? Put together a three course meal for two people, learning how to cook different dishes along the way.


Week 1 Brief introduction but ideally cooking a dish of their choice as long as I have been able to tell them to bring in ingredients.

Week 2 Cooking a dish of their choice Week 3 Cooking a dish of their choice

Week 4 Cooking a dish of their choice Week 5 Cooking a dish of their choice

Week 6 Cooking a dish of their choice/ refining / planning menu , costings and timings

Week 7 Cooking a dish of their choice/ refining / planning menu , costings and timings Week 8 Cooking a dish of their choice/ refining / planning menu , costings and timings

Week 9 practicing their chosen dishes Week 10 practicing their chosen dishes

How will I be assessed? There is an external competition run by the rotary club. If this isn't possible, we could judge internally.

Documents

Enrichment & Intervention 2021-2022