Curriculum

Curriculum

Our curriculum is based around the National Curriculum 2014.

Overview

The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

Follow this link to the Department of Education website.

Please use the links below to find out what our children will be taught.

 

Our Curriculum

please expand the topics below for more information

Art and Design

British Values

Business Studies

Design and Technology

Design and Technology has recently been reintroduced to Forest Moor and allows pupils from KS2- KS4 access to a fully equipped workshop. Pupils will work with a variety of resistant materials (wood, metal and plastic) and different tools and machines to produce outcomes that match a given brief or their own creation. Projects follow the full design process research, specification, generating ideas, development, planning, making and evaluation. The actual briefs may change throughout year to meet pupils’ interest or what is happening in school or the wider community. They well learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team. Pupils are expected to work in a safe manner, following the rules of the workshop; this allows them to work independently with the resources on offer.

Examples of individual projects include: Minecraft characters, clocks, wooden boxes, electronic steady hand games, moving cars, photo frames, metal casting, plastic moulding and lots more.  

Drama / Performing Arts

English

Key Stage 3

English is a vital subject for all pupils and, therefore, at Forest Moor there is a great deal of focus placed on all aspects of English. English lessons are taught through an individualised learning approach, where possible, focusing on areas of student interest.  

We also teach our students about the joys and entertainment of literature. We know our learners very well and, as such, we are able to select literature which suits our students’ interests, these can range from texts such as ‘A Sound of Thunder’ by Ray Bradbury to ‘The Tell Tale Heart’ by Edgar Allan Poe.

Specific attention in school is given to spelling, reading, punctuation and grammar, with all of KS3 having access to targeted interventions to address any gaps in learning or areas where a student may have fallen behind their peers.

Pupils are assessed at the end of every half term with a piece of composition and a piece of comprehension work based around the topic they have been studying. The assessed piece of writing varies in styles; such as newspaper reports; story writing; instructions, etc. We also look at a variety of question types within the reading task focusing on concepts such as text extraction, multiple choice, inference, etc. These assessments are then marked and moderated by a variety of the teaching staff to ensure accurate levels for all pupils.

We strive to have all of our students undertaking a relevant and achievable qualification in English once they move up to their Key Stage 4 education. All of the skills and strategies taught at KS3 level are in place in order to give our students the foundations to go on to great success in their English education.

Skills to be achieved:

Spoken English:

Pupils will be able to

  • use Standard English confidently in a range of formal and informal contexts, including classroom discussion giving short speeches and presentations, expressing their own ideas and keeping to the point
  • participate in formal debates and structured discussions, summarising and/or building on what has been said

Reading:

Pupils should be able to:

  • develop an appreciation and love of reading, and read increasingly challenging material independently through: reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors, including high-quality works from English/American literature
  • choose and read books independently for challenge, interest and enjoyment
  • reread books encountered earlier to increase familiarity with them and provide a basis for making comparisons
  • understand increasingly challenging texts through: learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
  • make inferences and refer to evidence in the text
  • knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
  • checking their understanding to make sure that what they have read makes sense
  • read critically through:
    • knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
    • recognising a range of poetic conventions and understanding how these have been used
    • studying setting, plot, and characterisation, and the effects of these
    • understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
    • making critical comparisons across texts
    • studying a range of authors, including at least 2 authors in depth each year

Writing:

Pupils should be taught to:

  • write accurately, fluently, effectively and at length for pleasure and information through: writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
  • summarise and organise material, and supporting ideas and arguments with any necessary factual detail
  • apply their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
  • draw on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing
  • plan, draft, edit and proofread through:
  • consider how their writing reflects the audiences and purposes for which it was intended
  • amend the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
  • pay attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in the key stage 1 and 2 programmes of study for English

Grammar and Vocabulary:

Pupils should be taught to:

  • consolidate and build on their knowledge of grammar and vocabulary through: extending and applying the grammatical knowledge set out in the key stage 1 and 2 programmes of study to analyse more challenging texts.
  • study the effectiveness and impact of the grammatical features of the texts they read
  • draw on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • know and understand the differences between spoken and written language, including differences associated with formal and informal registers, and between standard English and other varieties of English
  • use standard English confidently in their own writing and speech
  • discuss reading, writing and spoken language with precise and confident use of linguistic and literary terminology

Examples of topics and skills covered:

Year 7/8:

Changing

  • Reading Comprehension Questions – inference and extraction from texts
  • Writing Skills – brainstorming, descriptive writing, characterization and storyboards.
  • Viewing/reading to understand – magazines, booklets, and documentaries.
  • Speaking and Listening skills – responding to questions, discussions and debates.
  • ‘The Tell Tale Heart’ and ‘A Sound of Thunder’ – focusing on changing circumstances, character, plot and setting.

(all work is subject specific and tailored to each student).

Identity – looking at our histories

  • What’s in a name – research and discovery task.
  • Writing skills – narrative writing: characterization, setting and plot.
  • Speaking and Listening skills – responding to questions, discussions and debates.
  • Reading to understand – textbooks, biographies and encyclopaedias.

Year 8:

New Pastures

  • Reading Comprehension Questions – inference and extraction from texts
  • Writing Skills – brainstorming, descriptive writing, characterization and storyboards.
  • Viewing/reading to understand – magazines, booklets, and documentaries.
  • Speaking and Listening skills – responding to questions, discussions and debates.

(all work is subject specific and tailored to each student).

Literature

  • Short stories – two week texts: focus on character, setting and plot through analysis.
  • Writing skills – reviews and analysis.
  • Speaking and Listening skills – responding to questions, discussions and debates.
  • Reading to understand – using a variety of texts focusing on stories selected. 

Year 9:

Heroes

  • Airsoft / cars – debate, research and poster design.
  • Response to texts – adverts, articles, news extracts.
  • Documentaries and responses to media.
  • Speaking and Listening skills – responding to questions, discussions and debates.
  • Donald Trump – a case study – research project and analysis of ideas.
  • Writing skills – creating an editorial newspaper article and/or speech writing.

(all work is subject specific and tailored to each student).

Criminality

  • Crime – what is it? Why is it done? – legal jargon
  • Punishment – does this work? – case studies
  • How does education affect crime? – research
  • Case study
  • Crime – focus on texts.
  • Constructing a narrative with descriptive elements. (2 weeks)

Food Technology

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.

Aims

The national curriculum for design and technology aims to ensure that all pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook.

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts [for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion].

When designing and making, pupils should be taught to:

Design

  • use research and exploration, such as the study of different cultures, to identify and understand user needs
  • identify and solve their own design problems and understand how to reformulate problems given to them
  • develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
  • use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses
  • develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools

Make

  • select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
  • select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties

Evaluate

  • analyse the work of past and present professionals and others to develop and broaden their understanding
  • investigate new and emerging technologies
  • test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups
  • understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

Technical knowledge

  • understand and use the properties of materials and the performance of structural elements to achieve functioning solutions
  • understand how more advanced mechanical systems used in their products enable changes in movement and force
  • understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
  • apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers].

Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to:

  • understand and apply the principles of nutrition and health
  • cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
  • become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
  • understand the source, seasonality and characteristics of a broad range of ingredients.

Geography

History

ICT / Computer

Maths

KS3 Maths teaching at Forest Moor is based around the National Curriculum. All classes supplement teaching with hands-on, interactive and problem solving activities. Whatever the starting point or experience students arrive at Forest Moor with it is important that all are given the opportunity to develop numerical understanding and skills. 

The teaching of Maths at Forest Moor enables each pupil to develop within their capabilities; not only the mathematics skills and understanding required for later life, but also enthusiasm and fascination about Maths itself. We aim to increase confidence to enable expression of ideas using the language of Maths with confidence and assurance.

For pupils that may have fallen behind their expected level, Forest Moor offers targeted Maths interventions that aim to rapidly improve a pupils Maths skills. This one to one work often rapidly advances students at twice the expected rate of progress.

Pupils are assessed at the end of every term in the form of an Alfie test which is an on line assessment tool designed to accurately track an individual’s progress. Alternatively pupils complete a written unit test that is then marked and moderated by a variety of the teaching staff to ensure accurate levels for all pupils.

Modern Foreign Languages

Music

Personal ,Social, Health, & Citizenship Education (PSHCE)

Physical Education

Physical Education (PE) is designed to help our children gain much needed exercise whilst making the process fun at the same time.

Physical education, as well as promoting healthy exercise and healthy living, also aims to promote team building and working as a member of a team. Games such as football, cricket and badminton where the use of teams are a must aim to help the students build a rapport with their peers and also show how they can win – or at least play to their best – whilst working as a unit.

Many of the sports undertaken through Physical Education allow for personal development as well and going some way to helping the individual realise his or her potential when it comes to carrying out a particular task. Perseverance is another key attribute to be learned and enhanced through Physical Education; this is all the more important in those students who would normally have no interest or lack motivation in the subject.

The overall aim of PE at Forest Moor is to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives.

Curriculum

Key Stage 2

Key Stage 3 topics:

Swimming

Net/wall games (table tennis, tennis & badminton)

Invasion games (basketball, football, rugby)

Gymnastics (incl trampolining)

Key Stage 4:

Students follow the AQA GCSE ‘Short course’ syllabus, which includes a combination of two controlled assessments and an end of year exam.

Topics include;

  • The body; skeleton, muscles and how they are used in sport
  • Diet & healthy lifestyle
  • Types of training
  • Factors affecting performance
  • Opportunities in sport
  • Media and sport

Controlled assessment – practical activities

Students are assessed in two activities, from a list including table tennis, badminton, boccia, mountain biking, climbing, trampolining and circuit training.

Students choose one activity as a player/performer and another activity as an official.

Assessment

KS3 students are assessed at the end of each unit.

KS4 students are assessed during unit work, through exam practice questions, in addition to teacher assessment.

Enrichment and Extracurricular

As part of the North Yorkshire Special Schools Sports Partnership, pupils get opportunities to take part in a range of sports competitions, including football, badminton, boccia, athletics & cricket.

Pupils get an opportunity to access a range of clubs and activities at break and lunchtimes, including football, trampolining and biking. Some activities are also offered as part of the weekly pupil enrichment (reward) programme.

All pupils are encouraged to take part in competitive sports and activities outside school through community links or sports clubs.

Religious Education

Science

Why Study Science?

Everyone studies science at Forest Moor School.  It is vital in understanding the world around us.  Where did we come from?  What else is out there?  Why do chemicals react together?  How do we digest our food?  What causes magnetism?  All of these questions will be answered, so actually…why NOT study science?!

Curriculum

KS2 science topics:

Follow the national curriculum through a primary classroom model.

KS3 science topics:

  • Be Reactive
  • Systems for Survival
  • What are things made of?
  • Rocks and their uses
  • Staying Alive
  • Earth, Space and Beyond
  • Light and Sound
  • Why are we different?
  • What’s in a reaction?
  • Using Energy
  • Environmental Chemistry
  • How do we stay healthy?
  • Exploring Electricity and Magnetism
  • How do living things interact?
  • How things move?

KS4 science topics:

Students do not follow a GCSE syllabus and instead follow a BTEC syllabus which leads to qualifications equivalent to Grade C or better.  The BTEC syllabus is also made up of Biology, Chemistry and Physics topics which cover similar topics to the GCSE syllabus but in a more applied setting. The topics include:

Unit 1 (Exam)

* Explore cells, organs and genes

* Explore the roles of the nervous and endocrine systems in homeostasis and communication

* Explore atomic structure and the periodic table

* Explore substances and chemical reactions

* Explore the importance of energy stores, energy transfers and energy transformations

* Explore the properties and applications of waves in electromagnetic spectrum

 

Unit 2 Chemistry and our earth (coursework)

Chemical Reactivity & Bonding

Investigate how uses of chemical substances depend on their chemical & physical properties

Investigate the factors involved in the rate of chemical reactions

Understand the factors that are affecting the Earth and it’s environment

 

Unit 3 Energy and our universe (coursework)

* Understand ionising radiation, its uses and sources

* Know how electrical energy is produced from different sources and can be transferred  

   through the national grid to homes and industry

* Know the components of the solar system, the way the universe is changing and the

  methods we use to explore space

 

Unit 4 Biology and our environment (portfolio)

* Investigate the relationships that different organisms with each other & their environment

* Demonstrate an understanding of the effects of human activity on the environment and how

   these effects can be measured

* Explore factors that affect human health

Assessment

KS3 students are assessed during each topic by using a levelled assessment sometimes called a “badger task” or a by doing an end of topic test. 

KS4 students are regularly assessed throughout each topic due to their portfolio work being submitted as part of the course to the examining board. Students will also sit an exam mid-way through their courses and there is an opportunity for a re-sit to raise their grades if needed.

Enrichment and Extracurricular

Science trips may be run each year and many activities in outdoor education and reward activities include cross curricular elements of science content.