MYP Subject Information

Language acquisition

French & Spanish

DOL: Lucia Fernández Secades (Email)

2iC: Alice Walker-Smith (Email)

Intent

At Key Stage 3, the language acquisition curriculum is aligned to the MYP framework and includes all aspects of the National Curriculum.

The key objectives of MYP language acquisition are listening, reading, speaking and writing. The two receptive skills of listening and reading are assessed through the student’s understanding of key information in authentic texts, conventions and connections. The productive skills of speaking and writing are assessed through the student’s use of vocabulary, grammar, pronunciation, intonation and written communication.

For year 7, the Scheme of Work is organised through the use of the NCELP (National Centre for Excellence for Language Pedagogy) scheme of work and resources.

NCELP aims to take forward the recommendations of the ‘Review of MFL Pedagogy’ and support their implementation in schools. They drive, support, and monitor the work of a national collaborative network of Modern Foreign Language teachers and their schools to raise the standards of language teaching through the sharing of resources and good practice. This complements the MYP unit plan organisation and teaching approach to build balanced and well-rounded language students.

The scheme of work is centered on the teaching of vocabulary, grammar and phonics so that students are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

Schedule of Learning:

  • Module 1 & 2: Connecting the written and spoken word
  • Module 3 & 4: Understanding and manipulating our language
  • Module 5 & 6: Conventions in our communications

In year 8, the curriculum has been designed to build and develop French/Spanish linguistic knowledge, including vocabulary, grammar and phonics so that they are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

Schedule of Learning:

  • Module 1: Media and new technology
  • Module 2: Town
  • Module 3: Healthy Living
  • Module 4 & 5: Holidays
  • Module 6: Tourism

In year 9, the curriculum has been designed to build and develop French/Spanish linguistic knowledge, including vocabulary, grammar and phonics so that they are able to communicate in a variety of contexts. The scheme of work also focuses on increasing cultural awareness.

Schedule of Learning:

  • Module 1 & 2: Free-time
  • Module 3: Healthy Living
  • Module 4: Festivals
  • Module 5 & 6: Careers and future plans

Implementation

At Key Stage 3, unit plans are based on ensuring full coverage of the National Curriculum through the use of NCELP scheme of work (non topic based) and the MYP framework. The scheme of work aims to capture the interest of students and motivate and prepare them to have a solid grounding to begin their GCSE journey.

Impact

Throughout their Language Acquisition journey, students are encouraged to not only develop their linguistic knowledge and cultural awareness, but also skills such as problem solving, memorisation techniques, empathy, lateral thinking, risk taking and creativity. These skills enable our students to be prepared for the next stage of their education.

The implementation of the NCELP philosophy places importance on the teaching and learning of phonics, making our students better risk-takers, as they are more confident with the pronunciation of sounds in the foreign language. The teaching methods being used actively encourage the regular use and recycling of the most commonly used words in the foreign language, using the top 2000 words list. This enables our students to become better overall communicators, as they are more able to communicate using everyday vocabulary.

Students will be assessed under four different criteria:  

  • Criterion A: Listening  
  • Criterion B: Reading  
  • Criterion C: Speaking  
  • Criterion D: Writing 

All students in year 7 and 8 will be placed in phase 1, with the most able students aiming to be moved to phase 2 at the start of year 9. At the start of the academic year, most students in year 9 will be placed in phase 1, with a few students being placed in phase 2 of the MYP assessment continuum, depending on assessment data from the end of year 8.

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). Further guidance on MYP assessments can be found here: 

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Additional Resources:

Language and literature

English

DoL: Ciara Cardiff
2iC: Lillian Drysdale

Intent

In Year 7 our students are introduced to Year 1 of Language and Literature curriculum within the International Bachelorette’s Middle Years Programme. Students will focus on a variety of texts from different time periods and geographical locations. These texts are intended to help our students become more open and critically minded about the world around them and their place within it. The themes Year 7 students focus on are: Journeys/Growth, Identity and Belonging, Internal Conflict and “The Other’’.  

Much of our work originates in and leads to students developing their ability to communicate confidently and clearly through a range of individual and collaborative tasks; students are taught to use Standard English from Year 7. Using these texts we nurture students’ personal and collaborative development through their linguistic competence through writing in a variety of forms for a range of purposes and audiences, and to increase their awareness of the writing process itself – from planning to proofreading and correction. A strong emphasis is placed upon linguistic and structural text conventions and upon the accuracy and presentation of written work. The rigour and diversity of the work in these early years provides a solid foundation continuing the MYP programme and for examination in English Language and English Literature in Key Stage 4. Students can be helped to develop emotionally and intellectually through reading, and we encourage them to establish, from Year 7, a habit of regular and independent reading for pleasure. All students in Year 7, follow the Accelerated Reader Intervention Programme. We teach our students how to understand and evaluate the author’s craft and how to make an informed personal response to what they read. We aim to develop students’ ability to read, enjoy and analyse a wide range of texts: contemporary and classic literary texts from a variety of cultures and traditions, non-literary texts and moving image texts. Students are taught how to read for different purposes and to understand the way meanings are made. Equal Opportunities issues are addressed through reading, and we aim to encourage empathy so that each student approaches issues of race, culture, gender, ability and disability with tolerance and insight.

Schedule of Learning

  • Module 1: A Long Walk to Water by Linda Sue Park 
  • Module 2: Frankenstein by Mary Shelley (play adaptation by Phillip Pullman)
  • Module 3: The Little Prince by Antoine de St. Exupery 
  • Module 4: Whadja by Haifaa al Mansour (Film) 
  • Module 5: Harry Potter and the Philosopher’s Stone by J.K. Rowling 
  • Module 6: Harry Potter and the Philosopher’s Stone by J.K. Rowling (continued)

Implementation

Students will read: 

  • at least one translated text 
  • at least one contemporary text
  • at least one 19th Century text 
  • at least text from another country 

Reading comprehension and reading critically

  • literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation,
  • events and settings; distinguishing between what is stated explicitly and what is implied/inferred; explaining motivation, sequence of events, and the relationship between actions or events
  • critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text;
  • recognising the possibility of and evaluating different responses to a text; using an understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text
  • evaluation of a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language (including figurative language), structure, form and presentation contribute to quality and impact; 
  • using linguistic and literary terminology for such evaluation (such as, but not restricted to, phrase, metaphor, meter, irony and persona, synecdoche, pathetic fallacy)
  • comparing texts: comparing and contrasting texts studied, referring where relevant to themes, characterisation, context (where known),
  • style and literary quality; comparing two texts critically with respect to the above.

Writing

  • producing clear and coherent text: writing effectively about literature for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting and emphasising key points; using relevant quotations and using detailed textual references
  • accurate Standard English: accurate spelling, punctuation and grammar.

Intent

In Year 8 our students continue their second year of the Language and Literature curriculum within the International Bachelorette’s Middle Years Programme. Students continue to explore a variety of texts from different time periods and geographical locations. These texts are intended to broaden our students’ perspectives, helping them to question the world around them and their place within it. The themes Year 8 students focus on are: Conflict, Responsibility, The Roles of Power and Change/Becoming’.  

Much of our work originates in and leads to students developing their ability to communicate confidently and clearly through a range of individual and collaborative tasks; students are taught to use Standard English from Year 7 and continue this in Year 8. Using these texts we nurture students’ personal and collaborative development through their linguistic competence through writing in a variety of forms for a range of purposes and audiences, and to increase their awareness of the writing process itself – from planning to proofreading and correction. A strong emphasis is placed upon linguistic and structural text conventions and upon the accuracy and presentation of written work. The rigour and diversity of the work in these early years provides a solid foundation continuing the MYP programme and for examination in English Language and English Literature in Key Stage 4. Students can be helped to develop emotionally and intellectually through reading, and we encourage them to establish, from Year 7, a habit of regular and independent reading for pleasure. All students in Year 8 still follow the Accelerated Reader Intervention Programme. We teach our students how to understand and evaluate the author’s craft and how to make an informed personal response to what they read. We aim to develop students’ ability to read, enjoy and analyse a wide range of texts: contemporary and classic literary texts from a variety of cultures and traditions, non-literary texts and moving image texts. Students are taught how to read for different purposes and to understand the way meanings are made. Equal Opportunities issues are addressed through reading, and we aim to encourage empathy so that each student approaches issues of race, culture, gender, ability and disability with tolerance and insight.

Schedule of Learning

  • Module 1: Private Peaceful by Michael Morpurgo
  • Module 2: Private Peaceful by Michael Morpurgo (continued) 
  • Module 3: The Tempest by William Shakespeare 
  • Module 4: The Giver by Lois Lowry 
  • Module 5: The Giver by Lois Lowry (continued)
  • Module 6: Long Way Down by Jason Reynolds

Implementation

Students will read

  • at least one Shakespearean text 
  • at least one contemporary text 
  • at least text from another country 
  • One dystopian genre text 
  • One unit of poetry as prose 

Reading comprehension and reading critically

  • literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation,
  • events and settings; distinguishing between what is stated explicitly and what is implied/inferred; explaining motivation, sequence of events,and the relationship between actions or events
  • critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text;
  • recognising the possibility of and evaluating different responses to a text; using understanding of writers’ social, historical and cultural
  • contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text
  • evaluation of a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language (including figurative language), structure, form and presentation contribute to quality and impact; 
  • using linguistic and literary terminology for such evaluation (such as, but not restricted to, phrase, metaphor, meter, irony and persona, synecdoche, pathetic fallacy)
  • comparing texts: comparing and contrasting texts studied, referring where relevant to theme, characterisation, context (where known),
  • style and literary quality; comparing two texts critically with respect to the above.

Writing

  • producing clear and coherent text: writing effectively about literature for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting and emphasize key points; using relevant quotation and using detailed textual references
  • accurate Standard English: accurate spelling, punctuation and grammar.

Intent

In Year 9 our students complete their third year and final of the Language and Literature curriculum within the International Bachelorette’s Middle Years Programme before commencing their GCSE studies. Students continue to explore a variety of texts from different time periods and geographical locations. These texts are intended to broaden our students’ perspectives, helping them to question the world around them and their place within it. The themes Year 9 students focus on are: Relationships, Oppression/Equality, Stereotypes/Fairness and Growing Up.  

Much of our work originates in and leads to students developing their ability to communicate confidently and clearly through a range of individual and collaborative tasks; students are taught to use Standard English from Year 7 and continue this into Year 9. Using these texts we nurture students’ personal and collaborative development through their linguistic competence through writing in a variety of forms for a range of purposes and audiences, and to increase their awareness of the writing process itself – from planning to proofreading and correction. A strong emphasis is placed upon linguistic and structural text conventions and upon the accuracy and presentation of written work. The rigour and diversity of the work in these early years provides a solid foundation for continuing the MYP programme and for examination in English Language and English Literature in Key Stage 4. Students can be helped to develop emotionally and intellectually through reading, and we encourage them to establish, from Year 7, a habit of regular and independent reading for pleasure. We teach our students how to understand and evaluate the author’s craft and how to make an informed personal response to what they read. We aim to develop students’ ability to read, enjoy and analyse a wide range of texts: contemporary and classic literary texts from a variety of cultures and traditions, non-literary texts and moving image texts. Students are taught how to read for different purposes and to understand the way meanings are made. Equal Opportunities issues are addressed through reading, and we aim to encourage empathy so that each student approaches issues of race, culture, gender, ability and disability with tolerance and insight.

Schedule of Learning

  • Module 1: Night by Elie Wiesel 
  • Module 2: Romeo and Juliet by William Shakespeare 
  • Module 3: Transactional Writing 
  • Module 4: Boy Don’t Cry by Malorie Blackman
  • Module 5: Boy Don’t Cry by Malorie Blackman (continued) 
  • Module 6: Poetry- various poets from 18th century to contemporary  

Implementation

Students will read:

  • at least one Shakespearean text 
  • at least one translated text 
  • at least one contemporary text 
  • at least text from another country 
  • at least one unit of a poetry genre 

Reading comprehension and reading critically

  • literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation,
  • events and settings; distinguishing between what is stated explicitly and what is implied/inferred; explaining motivation, sequence of events, and the relationship between actions or events
  • critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text;
  • recognising the possibility of and evaluating different responses to a text; using an understanding of writers’ social, historical and cultural
  • contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text
  • evaluation of a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language (including figurative language), structure, form and presentation contribute to quality and impact; 
  • using linguistic and literary terminology for such evaluation (such as, but not restricted to, phrase, metaphor, meter, irony and persona, synecdoche, pathetic fallacy)
  • comparing texts: comparing and contrasting texts studied, referring where relevant to themes, characterisation, context (where known),
  • style and literary quality; comparing two texts critically with respect to the above.

Writing

  • producing clear and coherent text: writing effectively about literature for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting and emphasising key points; using relevant quotations and using detailed textual references
  • accurate Standard English: accurate spelling, punctuation and grammar.

Impact:

Students will be supported with a number of different types of assessment materials to ensure they reach their full potential in all three year course using each year’s respective Criterion within the Middle Years Program. They will be assessed for each criterion at least twice throughout the academic year: 

  • Criterion A- Analysing 
  • Criterion B- Organising 
  • Criterion C- Producing Text 
  • Criterion D- Using Language 

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6).

Individuals and societies

Geography

DOL: Miss. Hawkins (Email)

What does it involve at Key Stage 3?

Geography at Key Stage Three, focuses on developing the students’ knowledge of the world in which they live. Students follow the MYP program, and explore some of the key geographical issues facing our world through the study of a variety of countries – from climate change, over population and migration to coastal recession. Students develop knowledge throughout the KS3 program on map skills, fieldwork and interpretation of data, with spending time ‘out in the field’, which is key to our studies.

Intent

Our aim is to provide students with a curriculum that is engaging, but also develops students as world citizens.  As outlined by Michael Palin ‘So many of the world’s current issues – at a global scale and locally – boil down to geography, and need the geographers of the future to help us understand them’. It is therefore our aim, to not only develop students’ love for the subject, but also their ability to solve the world’s current issues. 

Our curriculum is constantly reviewed to not only ensure that the needs of all students are met, but to ensure that students are educated about the most recent geographical issues. 

Students in Year 7 follow the MYP Curriculum, where students are encouraged to consider their role within society, as well as exploring viewpoints and attitudes of others. 

Students gain the opportunity to travel the world with geography in Year 7 exploring local geography and the geography of the UK, as well as more exotic locations, such as Peru, Singapore and Greece. 

The department focuses on a number of world issues, from climate change, migration, the economy and our use of resources, as well as the more ‘traditional’ geography, from glaciation, to tectonics and weather hazards. 

Schedule of Learning:

  • Module 1: How sustainable is our school?
  • Module 2: Fantastic Places
  • Module 3: Climate Change
  • Module 4: Rainforest Ecosystems 
  • Module 5: Brazil
  • Module 6: Wild Weather

Students in Year 8 follow the MYP Curriculum, where students are encouraged to consider their role within society, as well as exploring viewpoints and attitudes of others. 

The department focuses on a number of world issues, from climate change, migration, the economy and our use of resources, as well as the more ‘traditional’ geography, from glaciation, to tectonics and weather hazards. 

Students gain the opportunity to travel the world with geography in Year 8 exploring the impacts of tectonic hazards around the world, Australia, River landscapes and a study of polar regions. 

Schedule of Learning:

  • Module 1 & 2: Tectonic Processes and Management (Earthquakes)
  • Module 3: Amazing Africa
  • Module 4: Coastal Landscapes
  • Module 5: Population Change
  • Module 6: Geography of Crime

Students in Year 9 follow the MYP Curriculum, where students are encouraged to consider their role within society, as well as exploring viewpoints and attitudes of others. 

Students gain the opportunity to travel the world with geography in Year 9 exploring the impacts of tectonic hazards around the world, Australia, River landscapes and a study of polar regions. 

The department focuses on a number of world issues, from climate change, migration, the economy and our use of resources, as well as the more ‘traditional’ geography, from glaciation, to tectonics and weather hazards. 

Schedule of Learning:

  • Module 1 & 2: Tectonic Processes and Management (Volcanoes) 
  • Module 3: Nigeria
  • Module 4: Prisoners of Geography
  • Module 5: Incredible India
  • Module 6: Antarctica

Implementation

MYP Geography provides students with the opportunity to develop a breadth of Geographical knowledge that challenges them academically. They are encouraged to consider how our world is ever changing and how this can impact us both globally and locally. The curriculum allows students to develop critical thinking, problem solving and creativity, linking to real world problems and the challenges that our world faces. 

Impact

Assessment practices in the MYP aim to ensure students have a breadth of geographical knowledge, focusing on both human and physical geography.Students work will be underpinned by geographical skills, as well as develop literacy and  numeracy skills, thus helping them to be successful in other disciplines. 

Students will be assessed under four different criteria:  

  • Criterion A: Knowledge and Understanding  
  • Criterion B: Investigation 
  • Criterion C: Communication  
  • Criterion D: Critical thinking 

Each criterion is divided into a number of achievement levels. The different levels within each criterion demonstrate the students’ achievement. At the lowest levels, the students’ achievement will be minimal. As the numerical score increases, the students’ achievement level increases. 

The criterion will be assessed and reported upon twice a year ( module 3 and 6). A final grade will be provided at the end of the year, during module 6. Further guidance on MYP assessments can be found here: 

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Exam Board Information

Additional Resources:

History

Intent

Our aim is to provide an engaging and inclusive History curriculum that allows all students to reach their full potential, develop a love of learning and understand how important history is to the world they live in today. As Marcus Garvey stated, “A person without knowledge of their past history, origin, and culture is like a tree without roots”. It is more important than ever to understand the events of the past, to engage in critical evaluation of sources and to make historical judgements.  Students gain the opportunity to travel through the past, learn why the world is the way it is today and become inquisitive, globally aware citizens. 

The History curriculum allows students to retain vital substantive knowledge, focus on second order concepts and master essential historical enquiry through source analysis, Interpretations and critical thinking. We want to equip our students with a curiosity of the world around them. The department focuses on a number of historical events and themes, from Migration over time, the rise of 20th century dictators across the globe, the British Empire as well as the key components of the National Curriculum such as what Britain was like before 1066, the Holocaust and a local study of dartford soldiers during WW1. 

Within the MYP, GCSE and IB curriculum, students are encouraged to reflect on the highs and lows of the past and use this to consider their role within society today. Our curriculum is constantly reviewed to ensure that it meets the National Curriculum, the needs of our current students and shapes them to be well rounded individuals that are knowledgeable and able to analyse and think independently about the world around them. 

Implementation

For MYP History, our unit plans are based on ensuring full coverage of the National Curriculum through the use of the MYP and embedded IB philosophy. The department puts a great emphasis on KS3 as we give students the opportunity to research and investigate topics within History and be independent and conscientious with their approach to the work they produce. We have a student-led History Society that is centered around the topics that interest the students to ensure that they continue to develop a lifelong love of learning and experience learning in a different environment. 

Schedule of Learning

  • Module 1: The British Empire and her colonies?
  • Module 2: The Transatlantic Slave trade
  • Module 3: Industrial Britain – How did industrialisation lead to an increase in crime in whitechapel?
  • Module 4: Why did a world war break out in 1914?
  • Module 5: Life and impact of WW1 – Including a local study. 
  • Module 6: Women’s suffrage

Schedule of Learning

  • Module 1: The British Empire and her colonies?
  • Module 2: The Transatlantic Slave trade
  • Module 3: Industrial Britain – How did industrialisation lead to an increase in crime in whitechapel?
  • Module 4: Why did a world war break out in 1914?
  • Module 5: Life and impact of WW1 – Including a local study. 
  • Module 6: Women’s suffrage

Schedule of Learning

  • Module 1: An Introduction to History – Historical skills and What was England like before 1060?
  • Module 2: The Norman Conquest
  • Module 3: The Crusades – Jerusalem, Islam and the Silk Roads
  • Module 4: What were the problems with Medieval monarchs?
  • Module 5: What was life like in Medieval England?
  • Module 6: Why are the Tudor family so famous?

Impact

The breadth and depth of the History curriculum will ensure that all students can be challenged in developing the disciplinary and substantive knowledge needed for them to be successful. This will ensure that they have the ability to access the next step in their education and in their lives. Skills include evaluating sources, weighing up evidence, determining the reliability of contemporary sources, debating and presenting both sides of an argument, analysing historical interpretations, student led enquiry and developing key literacy and numeracy skills, which are important not just for our subject but across multiple disciplines. This is evident in our excellent exam results at GCSE level, where our students achieved above national average, as well as IB grades in which 100% of students achieved a grade 5 or above. Students have gone on to pursue their passion for History at university level as well as other students being able to use their skills to gain apprenticeships in other sectors. 

Students will be assessed under four different criteria:  

  • Criterion A: Knowledge and Understanding  
  • Criterion B: Investigation 
  • Criterion C: Communication  
  • Criterion D: Critical thinking 

Each criterion is divided into a number of achievement levels. The different levels within each criterion demonstrate the students’ achievement. At the lowest levels, the students’ achievement will be minimal. As the numerical score increases, the students’ achievement level increases. 

The criterion will be assessed and reported upon twice a year (module 3 and 6). A final grade will be provided at the end of the year, during module 6. Further guidance on MYP assessments can be found here: 

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Morals & Ethics

DOL: Miss. Hathorn (Email)

Intent

Our aim is to provide a Morals and Ethics curriculum that exposes pupils to religious viewpoints on topics that affect our daily lives, develop knowledge and understanding of what their role in society is and will be through Citizenship topics, and recognise the importance of their own Personal, Social and Health Education (PSHE), in preparing them for life in the wider world beyond the Academy. Students’ Spiritual, Moral, Social and Cultural Education (SMSC) is explicit throughout and students also develop an appreciation for inherent British Values. Students are also given an experience and understanding of Health and Social Care issues. They are encouraged to present balanced arguments, debate and comment on current affairs and issues that directly affect them.

It is the intent of the Morals and Ethics department to ensure that all pupils learn to form their own opinion based on clear guidance and information. Students are shown how to ‘think outside the box’, consider points of view that may be dramatically different from their own and understand why people have different beliefs and values. We encourage all students to be curious and inquisitive and not be afraid to change their minds based on further evidence. 

Through the three years of the Middle Years Programme, students deal with increasingly challenging topics that cover religious viewpoints and fundamental beliefs, scientific approaches and social issues that require their knowledge in order to allow them to leave the Academy as well rounded citizens with a sense of responsibility and a drive to make a difference. We intend that students place value on integrity and be able to empathise or debate effectively. The Key Stage 3 programme is developed to enable students to experiment in a safe environment with presenting their opinions in a safe environment and develop their public speaking skills.

Schedule of Learning

  • Module 1: What is ‘Morals and Ethics’?
  • Module 2: How do I keep myself safe?
  • Module 3: What are British Values?
  • Module 4: How well do I know myself?
  • Module 5: What are my human rights?
  • Module 6: What is human lifespan development?

Schedule of Learning

  • Module 1: How does criminal responsibility work? Including: the age of criminal responsibility, the James Bulger case, arguments for and against the Death Penalty
  • Module 2: What are the matters of life and death? Including: arguments for and against: abortion, blood transfusions, organ donation, genetic engineering and euthanasia
  • Module 3: What is the impact of racism and discrimination? Including: racism, discrimination, stereotyping, prejudice, stop and search, Brixton Riots
  • Module 4: What do I know about mental health? Including: Social media, peer pressure, social anxiety, self-concept, positive mental health
  • Module 5: How do government and politics work? Including: the role of MPs, Houses of Parliament, Government, political system, voting and accountability
  • Module 6: What careers are available in Health and Social Care? Including: care related careers and what is expected in HSC professions, how to get there.

Year 9 is a very important year and with that in mind, it is the intent of the Morals and Ethics department to ensure that all pupils learn to form their own opinion based on clear guidance and information. Students are shown how to ‘think outside the box’, consider points of view that may be dramatically different from their own and understand why people have different beliefs and values. We encourage all students to be curious and inquisitive and not be afraid to change their minds based on further evidence. 

Schedule of Learning

  • Module 1: Equality and Social Justice. Including: Equality, social justice, what is race?, What is racism? and race biology
  • Module 2: What is white privilege? Including: white privilege, microaggressions, environmental microaggressions
  • Module 3: What is institutional racism? Including: institutional racism, categories, racism = violence and how harmful is racism?
  • Module 4: Year 9 MYP Community Project
  • Module 5: Year 9 MYP Community Project
  • Module 6: Windrush Generation and the response to racism? Including: What is the Windrush Generation? The impact of the immigration on both the immigrants and the country, Protests and riots against racism.

Implementation

We constantly reflect on the Morals and Ethics issues and topics we deliver to our students to ensure they are receiving current guidelines, up to the moment policies, research and information and meets the requirements of the National Curriculum. We fully believe that the students engaging with this programme are more empathetic, appreciative of other cultures, religions and belief systems as well as active citizens ready to play their part. Students are encouraged to debate, play ‘devil’s advocate’ and make up their own minds based on a balanced approach to delivering lessons. Students have the opportunity to get actively involved in the community and make a positive difference through the introduction of the Community Project in Year 9. 

Our unit plans for all three years of our Key Stage 3 programme, are based on the National Curriculum for Citizenship, PSHE, SMSC, Religious Education, Health & Social Care and British Values. While incorporating all of these vital subjects into our lessons, we  embed the IB learner profile traits and ensure students develop a reflective attitude to their own learning and progression. We are fully Key Stage 3 focused and students develop a balanced approach to their learning and understanding of the ever-changing world they live in. Through enquiry, research and investigation, students develop intellectual integrity and an understanding that research is undertaken with the enhancement of sources and referencing their materials is essential to form the balanced arguments they produce. We are introducing a student-led Debate Club for students interested in taking their skills further and enhancing their Morals and Ethics skills outside of the traditional classroom settings.

Impact

The impact of Morals and Ethics education is that students develop an understanding of the world around them, learning to enquire not just locally, but nationally and globally. This widens their perspective beyond their immediate situation and ensures students develop skills that are vital for them in the wider world. An interest in global issues and an understanding of the cultures they are likely to encounter will develop students into well rounded individuals that are more outgoing and an understanding of issues that will impact their lives and choices. Students are now keen to take this subject beyond Key Stage 3 and we will be introducing a GCSE qualification in Religious Education from 2021.

Students will be assessed under four different criteria:  

  • Criterion A: Knowledge and Understanding  
  • Criterion B: Investigation 
  • Criterion C: Communication  
  • Criterion D: Critical thinking 

Each criterion is divided into a number of achievement levels. The different levels within each criterion demonstrate the students’ achievement. At the lowest levels, the students’ achievement will be minimal. As the numerical score increases, the students’ achievement level increases. 

The criterion will be assessed and reported upon twice a year ( module 3 and 6). A final grade will be provided at the end of the year, during module 6. Further guidance on MYP assessments can be found here: 

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Relationships, Sex & Health Education

RSHE Lead: Miss. Hawkins (Email)

Intent

The Relationships, Sex and Health Education program is developed to help our students navigate our complex and changing world that we live in. The overall  aim is to develop healthy and happy students, who have developed knowledge and skills that will not only help them through their school years, but also during their adult life. Students will be educated about circumstances that they may face in the ‘real world’ as well as the ‘virtual world’ and explore methods of dealing with circumstances and emotions in a positive and protective way. Students, at the end of their education at Wilmington academy, will have the skills needed to help them develop resilience and begin to work out their place in the world. 

Schedule of Learning

Action Day Schedule
  • Day 1- In a world where you can be anything, be kind
  • Day 2- Our world
  • Day 3- 24 hours in A&E
Action Day schedule
  • Day 1- Fights, FOMO, friends and tattoos. 
  • Day 2- How can we create a healthy life?
  • Day 3- How can we create a happy life?
Action day schedule
  • Day 1- For better for worse, for richer, for poorer?
  • Day 2- Oh baby
  • Day 3- A snapchat story and beyond
Form
  • Module 1- Mindfulness and mental health
  • Module 2 – The dangers of alcohol and smoking
  • Module 3 – How can we be healthy? Links to personal hygiene and tooth decay
  • Module 4 – Celebrating diversity 
  • Module 5 –  Our impact on the world
  • Module 6 – What is your identity? How is it created? Why is it important? 

Implementation

Students are taught the 13 topics of RSHE through a spiralled curriculum, with knowledge built and developed as they progress throughout the school. Content is delivered during Action days and during form sessions on a weekly basis. The content, despite remaining similar, will change and be amended to suit the needs of the current cohort. 

Impact

Through lessons based on the 13 key elements of the framework, students will develop and build on knowledge gained, to help them develop the resilience, skills and knowledge that will help them to develop a healthy, happy and informed life.  Through the curriculum, students will be able to develop coping mechanisms to promote positive mental health, thus enhancing their experiences both socially and academically. 

Additional Resources:

Sciences

Science

Intent

Science in Key Stage 3 is taught in streamed sets to ensure by the end of Y7, everyone, regardless of their primary provision, is a competent science practitioner. In Year 9 the MYP curriculum content overlaps with some of the GCSE content so students are streamed according to ability to give them an idea of what their GCSE pathway will look like in Year 10.

Students learn the curriculum in an interleaved manner which mixes the three disciplines together so we are continuously learning about a topic, then testing on it. Then a little later, we revisit, recap and go on to build additional knowledge and understanding to embed prior learning. This enables students to retain a sound knowledge base of scientific keywords and concepts.

Students investigate, explore and model situations and find solutions to familiar and unfamiliar problems – skills which are applicable to a wide range of careers and to everyday life. Our studies often link with other academic disciplines, such as Mathematics, Physical Education, Geography and Health.

Year 7 Scheme of Learning

  • Module 1: Cells – structure & function, body systems & reproduction
  • Module 2: Atoms, elements, compounds & mixtures
  • Module 3: Forces & motion
  • Module 4: Acids & alkalis
  • Module 5: Chemical reactions
  • Module 6: Light, sound & space

Year 8 Scheme of Learning

  • Module 1: Electricity, magnetism & energy
  • Module 2: Periodic Table, metals, non-metals & acids
  • Module 3: Health & lifestyle
  • Module 4: Separating techniques
  • Module 5: Adaptations & ecosystems
  • Module 6: The Earth

Year 9 Scheme of Learning

  • Module 1: Cells, microscopy: atoms, elements, compounds, mixtures & separation techniques, electronic structure & isotopes: kinetic theory, density, pressure
  • Module 2: Speed, velocity, acceleration: Periodic Table, formation of ions, ionic bonding: health, diseases, cancer
  • Module 3: Energy, efficiency, power: covalent bonding, giant covalent structures, diamond, graphite, fullerenes: diffusion, osmosis, active transport, body systems,
  • Module 4: Treating pathogens; vaccines, drugs, ecosystems, adaptations, competition & interdependence: metallic bonding: human nervous system
  • Module 5: Earth’s atmosphere, gas testing: energy, GPE, acceleration
  • Module 6: Newton’s laws of motion, contact & non-contact forces, elastic energy, kinetic energy, revision for End-of-year assessment

Implementation

Students study science in the MYP via a practical-based approach in which they investigate and question the knowledge they have already learned. They develop their critical-thinking, problem-solving, decision-making and reflective skills. Every module their practical and analytical skills are tested. The MYP is entirely digital to allow students the flexibility to review topics whenever they wish. Years 7 & 8 study Science for 3 hours a week: Year 9 study Science for 4 hours a week.

Our aim for all students is to foster a sense of curiosity about the world around them as well as equip them with the knowledge, understanding and intellectual capability to access further science-based courses in Post 16, university, future career pathways and everyday life.

We aim to give students the realisation that science provides an important foundation for many jobs and careers worldwide today.

Impact

Assessment practices in the MYP aim to:

  • support student learning by providing consistent feedback on the learning process so they have a clear understanding for how to progress
  • provide opportunities for students to demonstrate transfer of skills across disciplines
  • develop critical and creative thinking skills
  • assign the most accurate achievement level for student performance, rather than averaging achievement levels over a given period of time
  • assess student understanding at the end of a course

Students will be assessed under four different criteria:

Criterion A: Knowledge and Understanding
Criterion B: Practical Application Skills
Criterion C: Analysis & Evaluation Skills
Criterion D: Real-world Application

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands.

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). Further guidance on MYP assessments can be found by clicking here.

Mathematics

Maths

DOL: Ms. Golemi (Email)

Subject Leader: Ms. Saeed (Email)

Intent

At Key Stage 3, Mathematics is taught in mixed ability sets. The curriculum is aligned to the MYP framework for Year 7. The MYP mathematics framework encompasses number, algebra, geometry, statistics and probability. 

Students in the MYP learn how to represent information, to explore and model situations, and to find solutions to familiar and unfamiliar problems. These are skills that are useful in a wide range of arenas, including social sciences and the arts. 

The objectives of MYP Mathematics encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation which students will be assessed on. 

Together these objectives reflect the knowledge, skills and attitudes that students need in order to use Mathematics in a variety of contexts (including real-life situations), perform investigations and communicate Mathematics clearly.

Year 7 Schedule of Learning:

  • Module 1 & 2: Place value – Addition, subtraction, multiplication and division  
  • Module 3: Geometry – 2D shape in a 3D world  
  • Module 4: Fractions  
  • Module 5: Basic Algebra
  • Module 6: Percentages and Pie Charts. Written assessment

Additional Resources

Useful websites 

  • Learning Journeys/Knowledge Organiser Links
  • Distance Learning Links

Year 8 Schedule of Learning:

  • Module 1: Prime Factors, Fractions, Percentages
  • Module 2: Sequences, Form and solve equations, Inequalities
  • Module 3: Transformations, Linear graphs, 
  • Module 4: Ratio and Proportions
  • Module 5: Statistics
  • Module 6: Geometry 1. Written assessment

Additional Resources

Useful websites

  • Learning Journeys/Knowledge Organiser Links
  • Distance Learning Links

Year 9 Schedule of Learning:

  • Module 1: Linear graphs, Proportion, Standard Form
  • Module 2: Rounding, Sequences, Algebra 1
  • Module 3: Geometry 2
  • Module 4: Congruency, Pythagoras’ theorem, Linear Equations
  • Module 5: Graphical solutions. Probability
  • Module 6: Handling Data. Written Assessment

Additional Resources

Useful websites 

  • Learning Journeys/Knowledge Organiser Links
  • Distance Learning Links

Implementation

MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their studies, workplaces and everyday life. Mathematics provides an important foundation for the study of sciences, engineering and technology, as well as a variety of applications in other fields.

Impact

Assessment practices in the MYP aim to:  support student learning by providing consistent feedback on the learning process  provide opportunities for students to demonstrate transfer of skills across disciplines  develop critical and creative thinking skills  assign the most accurate achievement level for student performance, rather than averaging  achievement levels over a given period of time  assess student understanding at the end of a course 

Students will be assessed under four different criteria:  

  • Criterion A: Knowledge and Understanding  
  • Criterion B: Investigating Patterns  
  • Criterion C: Communication  
  • Criterion D: Real-world Application 

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands. 

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). Further guidance on MYP assessments can be found here: 

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Arts

Art

Art Coordinator: Ms. Sampson (Email)

Intent

At Key Stage 3, visual art is taught in mixed ability groups. The curriculum is aligned to the Year 3 MYP framework for Year 7. The MYP visual arts framework encompasses knowing and understanding, developing skills, thinking creatively and responding to visual arts. 

Our aim is to encourage creativity, independence as well as confidence in every student.  Visual Arts will provide learners with opportunities to explore their own creative styles, explore and understand the work of others, and the importance of reflection. Throughout this process, students will become more creative, critical and reflective thinkers.

Schedule of Learning:

  • Module 1-3: Celebration 
  • Module 4-6: Natural Form 

Intent

At Key Stage 3, visual art is taught in mixed ability groups. The curriculum is aligned to the Year 3 MYP framework for Year 8. The MYP visual arts framework encompasses knowing and understanding, developing skills, thinking creatively and responding to visual arts. 

Our aim is to encourage creativity, independence as well as confidence in every student.  Visual Arts will provide learners with opportunities to explore their own creative styles, explore and understand the work of others, and the importance of reflection. Throughout this process, students will become more creative, critical and reflective thinkers. 

Schedule of Learning:

  • Module 1-3: Beauty of Landscape 
  • Module 4-6: Who Am I?

Intent

At Key Stage 3, visual art is taught in mixed ability groups. The curriculum is aligned to the Year 3 MYP framework for Year 9. The MYP visual arts framework encompasses knowing and understanding, developing skills, thinking creatively and responding to visual arts. 

Our aim is to encourage creativity, independence as well as confidence in every student.  Visual Arts will provide learners with opportunities to explore their own creative styles, explore and understand the work of others, as well as the importance of reflection. Throughout this process, students will become more creative, critical and reflective thinkers. 

Schedule of Learning:

  • Module 1-3: Celebration 
  • Module 4-6: Natural Form 

Implementation

The impact of the curriculum will be seen through obtaining knowledge and understanding as well as practical skills which will help prepare them for their extended studies, workplaces and everyday life. 

The impact is also evident in the future destinations of our students. Many of our students continue with their passion for visual arts through continuing art through further education. 

Impact

Assessment practices in the MYP aim to support student learning by providing consistent feedback on the learning process,  provide opportunities for students to demonstrate  and transfer skills across disciplines,  develop critical and creative thinking skills, and to develop their own creative style through responding with their own practical work.  

Students will be assessed under four different criteria:  

  • Criterion A: Knowledge and Understanding  
  • Criterion B: Developing Skills   
  • Criterion C:Thinking Creatively  
  • Criterion D: Responding 

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands. 

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6).

Further guidance on MYP assessments

Drama

Subject Leader: Miss. P. Wild (Email)

Intent

Our aim is to encourage creativity,  spontaneity as well as confidence in every student.  Drama will give learners self-discipline, acceptance of and positive response to criticism, and cooperation with others, pupils will become more creative, critical and reflective thinkers. 

At key stage 3 Drama will  address holistically students’ intellectual, social, emotional and physical well-being. It will  provide students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future. Drama helps to prepare students for further education, the workplace and a lifetime of learning.

Implementation

At Key Stage 3 Pupils will learn a variety of different skills including self- confidence, imagination, co-operation, concentration, reflection as well as having a good understanding of drama techniques and performance skills. 

Year 7 Schedule of Learning:

  • Module 1- Wonder
  • Module 2- Voice
  • Module 3- Greek Theatre          
  • Module 4- Commedia dell’arte
  • Module 5- Midsummer night dream
  • Module 6- Genres 

Additional Resources

Year 8 Schedule for Learning

  • Module 1- Advertising
  • Module 2- Missing
  • Module 3- Script writing
  • Module 4- Macbeth
  • Module 5- Blood Brothers
  • Module 6- Genres

Additional Resources

Year 9 Schedule of Learning:

  • Module 1- DNA -Naturalism
  • Module 2- Theatre in education
  • Module 3- Script work
  • Module 4- Script work
  • Module 5- Devising
  • Module 6- Devising

Additional Resources

Impact

The impact of the curriculum will be seen through obtaining life skills which they have acquired and will be able to use for the rest of their life, also pupils will have  gained extensive amounts of knowledge and skills which enable them to access the next steps in their education and life. This is evidenced through the encouraging  exam results at BTEC 100% achievement for grades 4-9. (2020)

The impact is also evident in the future destinations of our students. Many of our students continue with their passion for Drama by studying Drama at further education.

Students will be assessed under four different criteria:  

  • Criterion A: Knowledge and Understanding  
  • Criterion B: Developing skills 
  • Criterion C: Thinking creatively  
  • Criterion D: Responding 

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. 

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). Further guidance on MYP assessments can be found here: 

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Music

Coordinator: Mr. Blackmore (Email)

Students in the MYP learn the context, features and purposes of different styles and genres of music, developing performance, composition and notation skills, developing and interpreting music in a creative way and responding to the work of others through listening and evaluating. 

The objectives of MYP music encompass the process of development of music and skills and the understanding of the purpose of this.

Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation which students will be assessed on. 

Together these objectives reflect the knowledge, skills and attitudes that students need in order to perform, compose or evaluate music in a variety of styles and contexts.

Intent

At Key Stage 3, music is taught in mixed ability groups. The curriculum is aligned to the Year 1 MYP framework for Year 7. The MYP Music framework encompasses knowing and understanding, developing skills, thinking creatively and responding to music. 

Year 7 Schedule of Learning:

  • Module 1-3: Using music elements to telling stories
  • Module 4-6: The development of popular music through time.

At Key Stage 3, music is taught in mixed ability groups. The curriculum is aligned to the Year 1 MYP framework for Year 8. The MYP Music framework encompasses knowing and understanding, developing skills, thinking creatively and responding to music. 

Year 8 Schedule of Learning:

  • Module 1-3: Developing understanding of melody, harmony and rhythm through notation
  • Module 4-6: The role of musicals in helping is to communicate transcendent stories.

At Key Stage 3, music is taught in mixed ability groups. The curriculum is aligned to the Year 3 MYP framework for Year 9. The MYP Music framework encompasses knowing and understanding, developing skills, thinking creatively and responding to music. 

Year 9 Schedule of Learning:

  • Module 1-3: Understanding the contribution of African music to the wider musical world.
  • Module 4-6: Understanding how technological innovation has developed the music we dance to.

Implementation

MYP Music aims to equip all students with the knowledge, understanding and skills to address further courses in Music, as well as to prepare those students who will use creative thinking in their studies, workplaces and everyday life. Creative thinking has wide ranging benefits to future careers and enables students to be innovators and reflective practitioners.

Impact

Assessment practices in the MYP aim to:  support student learning by providing consistent feedback on the learning process, provide opportunities for students to demonstrate transfer of skills across disciplines, develop critical and creative thinking skills , assign the most accurate achievement level for student performance, rather than averaging  achievement levels over a given period of time and assess student understanding at the end of a course 

Students will be assessed under four different criteria:  

  • Criterion A: Knowing and Understanding  
  • Criterion B: Developing Skills 
  • Criterion C: Thinking Creatively 
  • Criterion D: Responding

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands. 

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). Further guidance on MYP assessments can be found here: 

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Physical and Health Education

Physical & Health Education

DOL: Mr. Priest (Email)

Subject Leader: Ms. Collinson (Email)

Intent

At Key Stage 3, PE and Health (PHE) is taught in mixed gender, mixed ability sets. This is to allow all pupils the chance to work with a variety of pupils, in mixed environments and learning different skills. All pupils get the opportunity to to experience a broad range of sporting activities and will be challenged to achieve highly. All pupils also experience a health, theory lesson each week which aims to specifically develop their knowledge and understanding of issues surrounding sport such as culture, first aid etc. 

PE aims to foster the development of knowledge, skills and attitudes in order to contribute toward students’ broad and balanced lifestyles. Through PHE students can also learn communication, collaborative and self-management skills alongside this knowledge and skill acquisition in order to develop confident and positive pupils both in and out of sporting situations. All pupils are taught through the MYP criteria ensuring a holistic approach to learning and personal development of the individual, not just sporting acquisition. 

Year 7 Schedule of Learning:

  • Module 1: Performance Skills in Aesthetic Activities
  • Module 2: Developing Skills, Roles and Techniques (winter) inc. team building
  • Module 3: Personal Improvement through Fitness
  • Module 4: Tactics and Strategies (winter)
  • Module 5: Developing Skills, Roles and Techniques (summer)
  • Module 6: Tactics and Strategies (summer)

Year 8 Schedule of Learning:

  • Module 1: Performance Skills in Aesthetic Activities
  • Module 2: Developing Skills, Roles and Techniques (winter) inc. team building
  • Module 3: Personal Improvement through Fitness
  • Module 4: Tactics and Strategies (winter)
  • Module 5: Developing Skills, Roles and Techniques (summer)
  • Module 6: Tactics and Strategies (summer)

Within Y9 specific links to the BTEC Tech Sport Award are made as an introduction to the course or pupils that wish to select this as a Y10 option as well as cross curricular links to other subjects e.g. Science that will benefit all students as they enter KS4

Year 9 Schedule of Learning:

  • Module 1: Performance Skills in Aesthetic Activities
  • Module 2: Developing Skills, Roles and Techniques (winter)
  • Module 3: Personal Improvement through Fitness
  • Module 4: Tactics and Strategies (winter)
  • Module 5: Developing Skills, Roles and Techniques (summer)
  • Module 6: Tactics and Strategies (summer)

Implementation

At Key Stage 3 pupils follow the MYP curriculum whereby they will experience themed modules encompassing a range of sports, opening doors to new activities. In addition, pupils will have practical and classroom-based lessons where they will learn about health and wellbeing, the body, cultures from around the world and fairness in sport. Pupils will be assessed in their knowledge, planning, application and reflective skills alongside their personal development i.e. the IB traits.

Impact

The impact of sustaining a healthy and active lifestyle is well documented yet many adults fail to participate in recommended activity levels. Through our curriculum we hope that students find not only an understanding of, but a passion for sport and exercise. Pupils enjoy PE and Health at Wilmington Academy and the curriculum is routinely adapted to reflect the global context at the time e.g. Olympics, World Cups. 

Through a theme based curriculum that encompass the holistic values and assessment criteria of the Middle Years Programme pupils learn the foundations of health, fitness and wellbeing as well as mastering skills, techniques and tactics in a range of sporting situations. We want pupils to become open-minded individuals, with a confidence not just in their abilities but in themselves.

Assessment

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands. 

Assessment is through the MYP criteria:

Criteria A: Knowledge and understanding

Criteria B: Planning for Performance

Criteria C: Application of skills

Criteria D: Reflection and Improvement

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). Further guidance on MYP assessments can be found here: 

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Additional Resources:

MYP subject guide links https://www.spps.org/site/handlers/filedownload.ashx?moduleinstanceid=38375&dataid=21229&FileName=p_e_health_guide_2014.pdf

MYP assessment criterion https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Design

Design & Technology

DOL: Mr. Newsum (Email)
Subject Leader: Mrs. Shaw (Email)

Intent

Students in the MYP learn how to research, analyse and communicate information, to explore and develop ideas, find solutions to new problems and evaluate the solutions they produce. These are skills that are useful in further education and any future careers. At its heart, MYP Design is centred upon developing skills in problem solving, one the most important life skills that our students will all be able to apply throughout their own lives. 

The value of MYP Design is realised in the way it helps students understand how to apply both practical and creative thinking skills to solve design problems. Encouraging each pupil to explore the role of design in both historical and contemporary contexts, whilst increasing awareness of their responsibilities for the design decisions they make and actions they take.

The objectives of MYP Design are set out as four core Criteria. Each criterion for Design contains four strands; a strand is an aspect or indicator of the learning expectation which students will be assessed on. 

Together these objectives reflect the knowledge, skills and learning characteristics that students need in order to apply the design criteria in a variety of contexts, including real-life projects and scenarios, carrying out practical inquiries and communicating their research and design ideas clearly, as well as producing their own solutions and evaluating the success of their outcomes.

At Key Stage 3, Design Technology is taught through the study of three core subjects; Catering, Design and Engineering. The curriculum follows the MYP framework for Year 7 and is underpinned by the National Curriculum for Design Technology. The MYP Design framework concentrates on Inquiry and Analysis, Developing ideas, Creating solutions and evaluating outcomes. At Wilmington Academy we believe that the learning characteristics we instil in our students can be as valuable as the subject specific knowledge that they learn. This is an approach that is at the heart of the IB program and is supported by James Dyson, who has stated, “Anyone developing new products and new technology needs one characteristic above all else: hope.” 

Year 7 Schedule of Learning:

Students spend every two-module cycle studying the A,B,C,D MYP Design criteria in one of the following three disciplines; Catering, Design, Engineering, on a rotation. 

  • Module 1: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 2: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.  
  • Module 3: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 4: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.  
  • Module 5: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 6: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.

Intent

At Key Stage 3, Design Technology is taught through the study of three core subjects; Catering, Design and Engineering. The curriculum follows the MYP framework for Year 8 and is underpinned by the National Curriculum for Design Technology. The MYP Design framework concentrates on Inquiry and Analysis, Developing ideas, Creating solutions and Evaluating outcomes. At Wilmington Academy we believe that the learning characteristics we instil in our students can be as valuable as the subject specific knowledge that they learn. An appreciation of the world we live in, is a value at the heart of the IB Design program and this approach is supported by Naoto Fukasawa, who has stated, “Great design is a multi-layered relationship between human life and its environment.” 

Year 8 Schedule of Learning:

Students spend every two-module cycle studying the A,B,C,D MYP Design criteria in one of the following three disciplines; Catering, Design, Engineering, on a rotation. 

  • Module 1: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 2: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.  
  • Module 3: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 4: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.  
  • Module 5: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 6: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.

At Key Stage 3, Design Technology is taught through the study of three core subjects; Catering, Design and Engineering. The curriculum follows the MYP framework for Year 9 and is underpinned by the National Curriculum for Design Technology. The MYP Design framework concentrates on Inquiry and Analysis, Developing ideas, Creating solutions and evaluating outcomes. At Wilmington Academy we believe that the learning characteristics we instil in our students can be as valuable as the subject specific knowledge that they learn. Developing independent thinking skills is at the heart of the IB program and is supported by Jonathan Ive, who has said, “The emphasis and value on ideas and original thinking is an innate part of British culture, and in many ways, that describes the tradition of design.” 

Year 9 Schedule of Learning:

Students spend every two-module cycle studying the A,B,C,D MYP Design criteria in one of the following three disciplines; Catering, Design, Engineering, on a rotation. 

  • Module 1: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 2: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.  
  • Module 3: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 4: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.  
  • Module 5: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 6: Criteria C – Creating the solution, Criteria D – Evaluating the outcome. 

Implementation

MYP Design aims to equip all of our students with the knowledge, understanding and intellectual capabilities to access further courses in Design Technology, including Catering, Design and Engineering courses. It also helps to prepare our students to apply the problem-solving skills and presentation techniques that they develop across a wide range of other subjects including science, mathematics, English and business, alongside future workplaces and in their lives beyond their place of work. MYP Design establishes a strong foundation for developing different strategies to solve problems and in this way, it has a wide range of applications beyond the classroom.

Impact

Assessment in the MYP is closely aligned with the written and taught curriculum. Each criterion has four strands that all correlate with the assessment criteria. The Design curriculum has a breadth and depth that supports students to develop their critical thinking skills, knowledge, design and communication skills, as well as their practical skills and the capability to accurately evaluate their outcomes. These skills all prepare students to study any of our Design options at Key stage 4 and Key stage 5. The impact of the curriculum is evident in our excellent exam results, where students have continued to achieve above the national average for our AQA Design GCSE, WJEC Vocational award in Catering and Pearson BTEC in Engineering. Our students go on to successfully study Design subjects at Key stage 5, after which many have gone on to pursue further study at university, whilst other students have secured successful apprenticeships and employment in related Design sectors in the Catering, Design, Engineering and Construction industries.

Students will be assessed under four different criteria:  

  • Criterion A: Inquiring and Analysing
  • Criterion B: Developing ideas  
  • Criterion C: Creating the Solution  
  • Criterion D: Evaluation 

Each criterion is assessed against a numerical range of achievement levels from 0 to 8. The level descriptors for each band describe a level of student performance against the four strands for each objective. At the lowest level, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater levels of achievement in each of the strands. 

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). Further guidance on MYP assessments can be found here: 

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

ICT - Digital Design

DOL: Mr. Marriott (Email)

Subject Leader: Mr. Marriott (Email)

Intent

Students in the MYP learn how to enjoy a design process, create a solution, apply technology, appreciate impact of design, and develop their effective working practices.  

The objectives of MYP design encompass inquiry and analysis, development of ideas, creation of solution and evaluation.

Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation which students will be assessed on. 

Together these objectives reflect the knowledge, skills and attitudes that students need in order to create a digital project from concept to end outcome.

At Key Stage 3, ICT is taught in class groupings. The curriculum is aligned to the MYP framework for Years 7. The MYP ICT Design framework enables students to develop not only practical skills but strategies  for creative and critical thinking.

Year 7 Schedule of Learning:

  • Module 1 & 2: E Safety 
  • Module 3: Understanding Computers
  • Module 4: Introduction to Programming
  • Module 5 & 6: Scratch Programming

At Key Stage 3, ICT is taught in class groupings. The curriculum is aligned to the MYP framework for Years 8. The MYP ICT Design framework enables students to develop not only practical skills but strategies  for creative and critical thinking.

Year 8 Schedule of Learning:

  • Module 1: E Safety 
  • Module 2 & 3: Graphic Design 
  • Module 4: High Level Language Coding – Python
  • Module 5 & 6: Python Programming Project

At Key Stage 3, ICT is taught in class groupings. The curriculum is aligned to the MYP framework for Years 9. The MYP ICT Design framework enables students to develop not only practical skills but strategies  for creative and critical thinking.

Year 9 Schedule of Learning:

  • Module 1: E Safety 
  • Module 2 & 3: Digital Animation
  • Module 4: Computing & Algorithmic Thinking
  • Module 5: Interfaces and Project Planning
  • Module 6: Application Design Project

Implementation

MYP ICT aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in ICT, Computer Science and Creative Media, as well as to prepare those students who will use ICTin their studies, workplaces and everyday life. ICT plays a key role in modern digital life and is a transferable skill across many facets of both Education and Society.

Impact

The MYP curriculum framework offers flexibility to determine engaging, relevant, challenging and significant content that meets local and national curriculum requirements. This inquiry-based curriculum explores factual, conceptual and debatable questions in the study of design.

Students will be assessed under four different criteria:  

  • Criterion A: Inquiring and analysing 
    • Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyse the need for a solution and conduct an inquiry into the nature of the problem. 
  • Criterion B: Developing ideas 
    • Students write a detailed specification, which drives the development of a solution. They present the solution. 
  • Criterion C: Creating the solution 
    • Students plan the creation of the chosen solution, then follow the plan to create a prototype sufficient for testing and evaluation. 
  • Criterion D: Evaluating 
    • Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience.

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands. 

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). Further guidance on MYP assessments can be found here: 

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Additional Resources:

Interdisciplinary Learning

MYP Interdisciplinary

Interdisciplinary Lead: Miss. Hawkins (Email)

Intent

Within the Middle Years program, students undertake interdisciplinary learning. In Years 7-9, students spend 3 days off timetable and are given the opportunity to spend time exploring our interconnected world, through a variety of disciplines. Students are encouraged to explore key issues through differing subject areas and apply knowledge gained within different disciplines, to help them solve problems and establish links. Students, as a consequence, are able to think critically and creatively, fostering intellectual rigour. 

Students are also encouraged to consider how their learning can have a positive impact on their community, both locally and globally. 

Schedule of Learning:

  • Year 7- Language Acquisition, Arts and Design
  • Year 8- Maths, Science and Physical Education 
  • Year 9- Individual and societies, Language and Literature and Community Project. 

Implementation

MYP Interdisciplinary encourages students to draw on knowledge from two or more disciplines, integrate knowledge and apply knowledge to  new content. Throughout the three days, students continue to develop knowledge within the disciplines, exploring how they link to an overarching theme. Students are given an opportunity to complete a final piece of work that draws the disciplines together, helping them to explore the issues addressed.

Impact

Assessment practices within MYP interdisciplinary encourage students to: 

  • Develop a deeper understanding of learning skills and apply them in meaningful contexts
  • Integrate conceptual learning, ways of knowing, and methods of inquiring from multiple disciplines
  • Inquire into compelling issues, ideas and challenges by creating products or explaining phenomena
  • Reflect on and communicate understanding of the interdisciplinary learning process -Experience the excitement of intellectual discovery—including insights into how disciplines complement and challenge one another.

Students will be assessed under four different criteria:  

  • Criterion A: Disciplinary Grounding   
  • Criterion B: Synthesising 
  • Criterion C: Communication  
  • Criterion D: Reflecting  

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands. 

The four MYP criteria will be summatively assessed and reported on at the end of the academic year.

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/

Additional Resources:

MYP Subject Guide 

Community Project (Year 9 Only)

MYP Community Project

Community Project Lead: Miss. Youdale (Email)

Intent

During Year 9, students take part in the MYP Community Project. This allows students to engage in service learning which requires them to have a positive influence on a community which is close to their personal interests. The community Project allows students to broaden their minds to the world beyond where they live. This encourages students to think creatively, be independent learners and globally minded. 

Schedule of Learning:

Year 9 – Community Project, taught through Individuals and Societies and Interdisciplinary learning.  

Implementation

MYP Community Project encourages students to draw on the skills they have learnt through MYP Years 1 and 2. Students put their prior learning into practice to demonstrate what they have learnt throughout the MYP process. Students complete a process journal throughout their community projects. This links together the thinking, investigating and planning that has gone during the process which allows for constant reflective practice. Tailored sessions are provided to students through their morals and ethics lessons as well as interdisciplinary days. Students are also required to communicate the journey of their projects in a presentation at the end of module 5. 

Impact

Assessment practices within MYP Community Project encourage students to: 

  • Develop a deeper understanding of service through learning
  • Participate in a sustained, self directed inquiry within a global context
  • Generate creative new insights and develop deeper understandings through in-depth investigation
  • Communicate effectively in a variety of situations
  • Appreciate the process of service learning and take pride in their accomplishments

Students will be assessed under four different criteria:  

  • Criterion A: Investigating  
  • Criterion B: Planning 
  • Criterion C: Taking Action  
  • Criterion D: Reflecting  

Each criterion is divided into various achievement levels. The highest level for each criterion is out of 8. These criteria are then added together to formulate an overall level out of 7.

The four MYP criteria will be summatively assessed and reported on at the end of the academic year.

https://wilmingtonacademy.org.uk/curriculum-and-assessment/assessment-recording-and-reporting/