天美传媒

A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. We aim to provide our learners with not only the knowledge of maths within our world but also the real life experiences to allow them to become citizens who are able to live and work within our society.  

At Glendinning Academy, we take a subject-specific approach for teaching mathematics. We use the White Rose Maths scheme of learning throughout every key stage, including key stage 4. This allows us to provide our students with consistency in their learning through the use of concrete, pictorial and abstract methods. The scheme of learning also provides students with the opportunity to build on previous learning by sequencing similar units together throughout the year. These units will be built on further in the following years in the same way which allows learning to be stretched further and revised to encourage higher levels of understanding and retaining of knowledge.

Our students have four sessions of maths a week at 45 minutes each.

In key stage 2, lessons are tailored to each student鈥檚 level and ability. Lessons are taught by the class teacher in small groups or individually which allows for a deeper learning experience.

In key stage 3 and 4, students learn in larger groups. Lessons begin with a chance for students to individually revise and practise fundamental mathematics (addition, subtraction, word problems etc.). They then move on to the main learning objective for the lesson which includes recapping previous knowledge that is relevant to the topic and examples of different styles of questions. Students then work on individual tasks which have been differentiated to their ability in order for them to all achieve the learning objective successfully. Extension work is provided in the form a 鈥榞o further鈥� activity which aims to challenge the students to use their new knowledge and skills in different contexts, and many times give reasons for their answers.

At the end of each unit in key stage 3 and 4, each student is given chance to respond to feedback and marking in their books. This allows them to revisit concepts and correct any work before having their final assessment.

Throughout every key stage, the students are assessed at the beginning of a topic to baseline what they already know and at the end of the topic to determine what they have learned and retained. We also make use of the Sandwell Early Numeracy Test to help determine a more specific maths level in relation to each child鈥檚 age, when needed.

Students are also provided with opportunities to build their confidence with maths through a weekly maths challenge. The questions take the form of word problems which include multiple steps which allow the students to practise maths skills without pressure (and with a fun prize for correct answers!). We also encourage students to engage with maths literacy (the understanding and use of mathematical terms) through the use of displays in the classroom and word games.

Within all sessions students have access to a range of resources to support them in learning new and different concepts. These include interlocking cubes, Numicon, multiplication grids and many more. We encourage our students to be independent and choose resources that they feel most comfortable using in order to give them a sense of achievement and improved confidence in the subject.

Maths_Subject_Snake_Glendinning.pdf

At Glendinning Academy we believe that English is vital for communicating effectively and is a fundamental life skill so that students can speak, listen, read and write to the best of their ability so they are prepared to interpret and actively engage with the community around them.  Through reading a wide range of genres, students develop emotional literacy, and we hope to inspire a love of reading which allows them to become empowered citizens and access wider opportunities in the world around them.

These beliefs are embedded across our English lessons and the wider curriculum.  By using a wide range of quality texts and resources we hope to motivate and inspire our students to succeed in the future.  English is taught as a discrete subject within KS2 in mixed age classes where teaching and learning is adapted to meet the needs of the individuals.  In KS3 English lessons are taught in year groups and we follow a rigorous and well organised curriculum to meet the needs of our students.   

Using the Read Write Inc materials students are taught phonics through daily sessions in KS2 and where appropriate through daily intervention slots in KS3.   Daily spelling sessions using the RWI spelling materials ensure a consistency between the students phonic learning and application in their writing.  In KS3 daily sessions which focus on spelling pattern investigation, grammar terminology and vocabulary extension continue to ensure that students communication is as meaningful and clear as possible.

The Accelerated Reader programme is used across the school to guide and develop students鈥� reading ability. 

Within KS2 our students are working towards achieving a secure knowledge base in English which follows a clear pathway of progression as they advance through the primary curriculum.  Students are exposed to a range of age-appropriate texts and revise the features of different text types by returning to them throughout their primary learning. 

In KS3 the students are offered a rich and varied selection of texts from across the years , which will both inform and engage them, while teaching them about people, settings, situations and issues, enriching their cultural understanding and increasing their empathy for others. 

In KS4 all students are entered for GCSE English Language and English Literature and there are also opportunities throughout Year 10 & 11 to gain a qualification in Functional Skills Level 1.

Reading spine Glendinning

English subject snake

Reading Approaches Glendinning Academy

At Glendinning Academy, we believe that in Science, all students should be provided with the opportunity to gain a better knowledge of how and why things work, as well as a better understanding of the world around them. At Key Stage 2, it is our intention to recognise the importance of science in every aspect of daily life, both the knowledge of biology, chemistry and physics, but also the transferable skills that pupils will learn through scientific enquiry that will prepare them for independence later in life. This will develop the natural curiosity of the pupils, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence. Our science curriculum will enable children to become enquiry-based learners with an awareness of how science will affect their lives as they grow up.

 By using the 鈥淭he Big Ideas principle鈥�, students will complete KS3 with knowledge and understanding of the following areas; Forces, Electromagnetism, Energy, 天美传媒s, Matter, Reactions, Earth, Organisms, Ecosystems and Genes. They will be able to apply their knowledge to unfamiliar contexts.  We believe this is how students learn to see the world analytically, to explain phenomena and make predictions 鈥� all the skills necessary for their next stage of scientific learning. Scientific enquiry is divided into the areas of: Analysing, communicating, enquiring and solving. These skills are developed throughout the KS3 programme of study. At KS4, our students will study the GCSE Combined Science (Trilogy) a double award which builds on the Key Stage 3 curriculum and encourages students to explore, explain, theorise and model in science and develops a critical approach to scientific evidence. 

At KS2

A full KS2 curriculum is taught over a 4-year rolling program with lessons adapted for pupil needs and abilities. Science lessons are part of a wider topic-based approach to learning with a science unit fitting into most half terms. Students are exposed to key scientific vocabulary in order to understand and easily apply to their verbal, written and mathematical communication of their skills, with an expectation that most will use this in verbal and written work.  Students will use a range of resources, including the indoor and outdoor learning environments.  Students will be able to build on prior knowledge and link ideas together, enabling them to question and become enquiry-based learners.

At KS3 and KS4

Science delivery at KS3 and KS4 becomes subject specific. Year 7 and 8 have two 45-minute lessons per week, whilst Year 9 and 10 have 4. Lessons are held in a fully equipped laboratory and practical resources are prepared by the Science technician. Our students benefit from hands-on activities and are given regular opportunities to access practical resources.   Units of work are sequenced in such a way that students regularly experience all three Sciences, covering the Big Ideas, which are then revisited and built upon throughout KS3 and into KS4. Our students develop an understanding of a Big Idea by multiple interactions with the concepts within the idea. Scientific enquiry is divided into four areas; Analyse, Enquire and Solve. Our KS3 units are sequenced as suggested in the AQA KS3 specification.

Students begin KS4 with a solid level of proficiency upon which they will build their knowledge, understanding and skills. They will be able to apply this knowledge to unfamiliar contexts. Working scientifically encompasses all that scientists do and so at GCSE, pupils will carry out a number of investigations including, 21 required practicals, developing their skills in investigating, observing, experimenting and testing and considering ideas.

The Science curriculum is delivered in line with the best practice we have developed in-house to meet the needs of our learners. High staff-to-pupil ratios allow for significant support to be provided to learners, particularly during practical work, increasing their confidence and proficiency when handling scientific equipment and enabling them to appreciate the importance of fair testing and working accurately. Working together to complete practical tasks will not only help to build skills and confidence but will also improve students鈥� ability to communicate effectively with each other and problem-solve together. Likewise, students who thrive working in isolation and find social interaction daunting have the opportunity to approach tasks independently, which can bring with it a great sense of achievement. Many of our students have excellent memories and a systematic approach to learning and processing new information. Science can be very appealing to those who thrive on organisation.  Careful consideration is given to those students who struggle to filter noise, smells and other stimuli so that their discomfort is minimised, sometimes by means of distraction or provision of alternative tasks. Demonstrations and visual prompts are used to help students recall steps in instructions. It is important for tasks to be broken down into small units and resources to be provided which maximise learning time by minimising unnecessary time spent on extensive written tasks.

Students will retain knowledge that is pertinent to science with a real life context, including being able to name scientists and scientific roles in the workplace. They will be able to question ideas and reflect on knowledge and work collaboratively and practically to investigate and experiment critically. Students will be able to explain the process they have taken and be able to reason scientifically. They will use and understand scientific vocabulary appropriate to the unit they are working on and this will not be limited to use in science lessons. They will gradually develop the transferable skills of; observing, recording, investigating and concluding. They will be encouraged to; try new things, improve, concentrate, imagine, persevere, push themselves, understand others and work hard.

Studying GCSE Combined Science will allow students to develop scientific knowledge and understanding, develop understanding of the nature, processes and methods of Science, develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory and in other learning environments and develop their ability to evaluate claims based on science through critical analysis. It will allow students to develop curiosity about the natural world, insight into how science works, and appreciation of its relevance to their everyday lives. Our student鈥檚 Science studies will not only play a vital part in developing their ability to interpret and engage with their environment but will also allow them to access further education and employment opportunities.

Science Subject Snake

At Glendinning Academy, our art and design curriculum focuses on balancing the development of practical skills whilst nurturing creativity and exploring a diverse range of artistic styles, allowing students to experiment and express themselves through their art. Students are encouraged to develop their appreciation and evaluation of art, building their understanding of how they, and others, interpret the world. In exploring their own individuality through creativity, students will gain confidence in their ability to express themselves, building on the range of skills they will need to engage with the world.

In KS2, Art and Design is taught in blocks, lasting a week or more, each half term as well as occasional days linked to seasonal activities. The content is linked to the overall topic theme, allowing students to make learning links with English, Science, History and Geography within their art sessions.  In KS3 and 4, art lessons are delivered weekly and, whilst links are made where possible to other learning, are taught as a stand-alone subject.

The art curriculum at Glendinning has been designed to give students a broad understanding of what art means. Within each unit of work, students will be introduced to the life and work of an artist, allowing them to consider their opinions, and those of others, supporting their social and communication skills, as well as developing analytical skills, and an appreciation of art. The range of artists studied has been chosen specifically to support students understanding of diversity, with artists from a diverse cultural background, and showcasing a wide range of artistic styles and mediums. Students will then be given the opportunity to experiment, exploring the skills which link to the medium they are working in, as well as emulating the artistic style of the artist. At the end of each unit, the students will have the opportunity to plan and create a final piece, based on the learning throughout the unit. This format of building knowledge, practicing skills and planning and creating an independent piece, prepares the students for the transition into the KS4 curriculum and the AQA syllabus.

As with all our learning at Glendinning, our art curriculum takes into account the children鈥檚 individual needs and is designed to be flexible and adaptable. In KS2, our curriculum supports this by providing adapted objectives for children to work to.  The focus is on fostering an enjoyment of art and facilitating creativity and exploration. In KS3 this continues to be the focus and allows the students to explore the own personal creative style through experimentation.

We have a well-equipped, purpose build art room available, stocked with a range of drawing, painting and printing media, as well as resources for 3-D and digital art work. The art room is used for all sessions in KS3 and 4. Each KS2 classroom has a range of artistic media available and art lessons are delivered either in the classroom or using the outside spaces.

The key focus for our Art curriculum is for students to develop an appreciation and enjoyment of art and for them to have the opportunity to explore their own creativity and self-expression. Our curriculum is designed to allow students to build on and revisit skills to increase confidence and accuracy with mark-making. All students have the opportunity to engage with and gain GCSE qualifications in this subject area, building up a portfolio of work and providing opportunity for further study in Art and design in the future.

Art and Design Subject Snake

  At Glendinning Academy, Physical Education is centred around the diverse needs of our pupils. Our vision is to broaden the understanding our pupils have on what physical education is and what it can look like in the real world. We aim to embed positive interactions through scaffolded teaching to support our young people鈥檚 understanding of winning, loosing and competition in engaging activities that inspire and motivate.  

 We aim to prepare our pupils for a healthy adult life and develop their communication skills through paired and group activities, providing opportunities for our learners to discover new ways to express themselves through physical education. 

 In KS2 we aim to develop fundamental skills alongside learning behaviours (Personal, Social, Cognitive, Creative, Physical, Health and Fitness) that allow for a holistic learning approach. These skills are built upon over our 4-year rolling curriculum, allowing the pupils to develop confidence and skill alongside their resilience and perseverance within their physical education journey.  

 In KS3 and KS4 pupils continue to further develop these fundamental skills and learning behaviours, applying them to team games and activities. We aim to provide opportunities for enrichment for our students, utilising the environment in the surrounding areas of our school that may lead to hobbies and interests in their future.  

Physical Education is taught in class groups across the school. It is taught as a stand alone subject following set units and themes throughout each year group from year 3 鈥� 11. The curriculum has been designed in a way that skills are developed upon each year, allowing individualised progression of our students.  

In KS2 students have access to our indoor hall space and outdoor MUGA. PE is taught by the class teachers using Real PE units that alternate each half term. Alongside this, there is an outdoor PE unit and Dance unit that are taught over a termly basis.  

In KS3 and 4 students also have access to both indoor and outdoor spaces. PE lessons are taught by class teachers for years 7 and by one PE teacher in the upper year groups, providing continuity in the teaching and learning provided. Alongside units of work that focus of team games, fundamental skills, dance, athletics and gymnastics, KS3 and 4 have opportunities to learn and develop their physical education off site. With support of our Outdoor Learning Instructor, year 7 access climbing lessons, year 8 access water sports and year 9 have weekly hiking training in preparation for Ten Tors. As our students enter years 10 and 11, they have the opportunity to sign up for Duke of Edinburgh and to continue their Ten Tors journey.  

Within KS2, pupils have 3 lessons of PE a week and access both indoor and outdoor provision. This is the same for years 7 and 8. In years 9 and 10, pupils have access to 2 PE sessions and also land based study sessions that are focused on Duke of Edinburgh and Ten Tors training. 

KS2 teachers have access to the Real PE platform which has weekly lesson plans with videos to support them in their delivery in the subject. KS3 have access to units of work with resources to support their learning. KS4 have our Vocational Lead delivering training for Ten Tors and Duke of Edinburgh.  

The PE curriculum has been planned in a way where year on year, skills are built upon and developed. In KS2 pupils begin to learn the basics of team sports which are then used within team games in KS3. Fundamental skills are so important for our students and all lessons are delivered in a way where our pupils can access the learning at their level and build on their personal development. KS3 and 4 link through their Duke of Edinburgh and Ten Tors journeys, building on their experiences and developing their skills in these awards.  

PE can be a huge barrier for some students due to their previous experiences and their personal ability in lessons. Our aim is to build on their confidence in themselves and show them that Physical Education is so much more than team sport and winning. Our units of study are chosen to support both physical development and emotional progression. Pupils learn to communicate in paired work before progressing to small group and team activities. Each lesson is pitched by the teacher, having a wealth of knowledge of each student in their class and activities are chosen in a way that all can access at their own level. Teaching assistants are then used to further support the pupils and allow them to feel confident and comfortable to access the learning.  

In KS2, the platform Real PE is being used to adapt learning for all, building on fundamental skills at all levels. This allows for students to work on personal targets that can be used in skill application activities at their own level within each lesson. KS3 and 4 lessons are adapted through planning and the teacher鈥檚 knowledge of their students.   

At Glendinning Academy pupils develop confidence and skill alongside their resilience and perseverance within their physical education journey.  As they move through the school students further develop these fundamental skills and social communication behaviours, applying them to team games and activities. Through utilising the environment in the surrounding areas of our school we aim to provide access to physical opportunities which may lead to hobbies and interests in their future.  

PE Subject Snake

At Glendinning Academy, our PSHE curriculum equips children with experiences that are meaningful and relevant, supported through a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. We aspire to ensure PSHE is immersed into every area of our student鈥檚 personal and learning development as they work towards a better understanding of themselves and diagnoses. By doing so it allows our students to learn and accept their individuality and blossom into confident, independent, reflective and responsible members of the ever changing society around them

PSHE is taught as a separate subject in every year group twice a week.  

For Key Stage Two, the classes complete two PSHE lessons a week; one lesson follows a National PSHE programme of study called 鈥楯igsaw鈥� and the second lesson will either be used to recap the Jigsaw lesson if needed or be used as a personalised PSHE lesson for that specific class covering a particular area to support the students further.  

For Key Stage Three and Four, the classes complete two PSHE lessons a week; one lesson follows the Jigsaw programme and the second lesson follows a 鈥楥areer鈥� programme set by the school.  

As a school we follow the Jigsaw programme which includes a range of resources linked to the learning objectives, and we are building links with the local community to provide opportunities for the students to visit or be visited by different establishments/professionals. The Jigsaw programme sequences the learning effectively across the year groups to ensure a smooth transition between year groups as well as Key Stages continually building upon prior learning.  

We personalise PSHE to the needs of the students to ensure any gaps in learning are covered whether this be due to a transition from another school, home-schooling or long-term absence from education. Every teacher will ensure the lessons are tailored to their students based on their learning preferences, academic level and using additional resources where required. 

PSHE encompasses and develops social, emotional, communication and interaction skills for every student through the carefully delivered Jigsaw programme where the students learn about the wider community which can include trips and visitors, and developing the emotional language needed to communicate and interact effectively in different situations and environments. 

At Glendinning Academy, we have high expectations that the students will progress, achieve and secure in-depth knowledge across the PSHE curriculum. From engaging in the subject, every student will have a better understanding of who they are as a person and by the time they reach the of the Key Stage Four they will know where they fit in the world. Each student will be equipped with the emotional language needed to convey how they are feeling, as well as how to be empathetic to others which will support their own mental and physical health. Skills and knowledge in PSHE are continually built upon each year through the Jigsaw programme and Careers programme (Key Stage Three and Four) leading to a successful integration into society and a better idea of what direction the student would like to go in as they enter adulthood. 

RSHE at Glendinning Academy

Relationships, Sex and Health Education (RSHE) is usually taught in the summer term each academic year. However, there is flexibility for individuals or classes to cover the relevant objectives earlier in the year if required.

To ensure the families around the students have up to date knowledge and understanding of the RSHE curriculum, as well as an opportunity to share their views and ask questions, we hold an annual meeting/workshop in school within the first term of a new school year (between October and December). This can also be accessed virtually for those that can鈥檛 attend in person as well as an accessible electronic copy of what it鈥檚 covered at the meeting. 

PSHE_1.pdf

PSHE_2.pdf

PSHE_3.pdf

PSHE subject Snake

Please find a link to a copy of our Relationship and Sex Education policy  here

At Glendinning Academy, our Food Technology curriculum aims to prepare our children for safe and independent living through rich and varied experiences. Children will have an understanding of health and nutrition, the skills with which to prepare meals and the ability to budget for food shopping. Every child will be given opportunities to immerse in recipes from around the world giving them an appreciation of other cultures. Our aim is for every child to be safe in the kitchen and be able to prepare food independently. 

Food Technology is delivered in bi-weekly sessions as a stand-alone session. 

For KS2, the students have access to a mobile kitchen unit that compromises of an oven, grill, hob and power sources for further kitchen equipment such as blenders or electric whisks. For KS3 and above, students use our fully equipped Food Technology room made up of 4 accessible bays fitted with their own oven, grill, hob and range of kitchen utensils. 

Our units of work provide a solid foundation of kitchen basics such as knife skills, measuring and safety. From there, the curriculum builds on recipes that grow in complexity and encourage a range of taste experiences from around the world as we progress through the key stages. They have been chosen to encourage independence for our children, giving them the confidence to find a healthy, balanced diet with an understanding of nutrition and how the food has arrived on their plate. At Key Stage 4, the children are able to complete a BTEC qualification in Home Cooking. 

The scheme of learning is adapted to allow all of our students to access the learning. Classroom based activities are adapted for access and the practical cookery sessions are supported by staff to ensure safety and enhance their understanding and experience. While tasting and eating our food is encouraged, it is not a requirement of the sessions, allowing students the opportunity to explore new tastes without feeling pressured. Cookery sessions are delivered in small groups, providing time for social interaction and friendship bonding as the food is prepared and cooked. 

The aim of our Food Technology curriculum is to prepare our students for safe, independent living after they leave Glendinning Academy. The children will have an understanding of how to budget and shop for their food, prepare balanced meals and consider the impact of how food arrives on our plate. 

Our Food Technology curriculum builds over the key stages through a mix of kitchen skill workshops, being immersed in recipes from across the globe and exploring the science behind food production and the way in which it affects our bodies. 

Food Tech Subject Snake

In outdoor learning we aim to connect our students to their natural environment through forest school skill acquisition, animal care, horticulture and play. Within sessions, we encourage students to engage with nature and use their natural curiosity to discover and interpret the world around them. Learning about our local environment can help to connect students to where we learn and respect it. It also inspires students to take responsibility for their environment, empowering and preparing them to become active citizens in society.

Outdoor learning is taught to each class once a week for an hour and a half. We work on site using the resources we have around us, and also take trips to other natural environments in the local area. Starting from KS2, students are building knowledge and understanding of the environment and how it provides for us and the other animals around us. We achieve this through an exploratory learning approach, then as students move up the key stages they focus on enhancing skills learnt through differentiated activities and awards such as Duke of Edinburgh Bronze, the National Navigation Award Scheme and Land Based Studies Btec. 

Time spent in nature provides students with opportunities to see how nature affects them. They can start to see how being outdoors can help to shift their mood and improve their feelings of wellbeing. The feelings of connection and wellbeing when they are in nature, leads students to want to protect and learn more about it. Outdoor play and learning naturally connects students to each other. While playing and working outdoors there is more collaboration and communication between students. They need to work together to accomplish tasks, organise play, or simply move heavy things. As the students gain experience working together, they start to build their relationships with each other. Also, while they are outdoors, they are making discoveries, describing what they have found, persuading their friends to come see, and just generally spending more time talking, which is beneficial for language development. Outdoor learning and outdoor play naturally lend themselves to students doing things that they perceive to be hard or challenging. As they work to complete these challenges they are in turn building their resilience and creating the foundation to continue to do hard things in other areas of their life. As students do hard things, overcome obstacles, and start to test their own limits, their self-confidence soars. Engaging in physical challenges outdoors means that students not only begin to understand their own capabilities, but they start to find ways that they can continue to grow these capabilities. As students start to see themselves as capable, they start to understand their own unique talents and try to find ways to build on these skills.

Religious Education at Glendinning Academy will help prepare students to be well-rounded participants in the modern, multi-cultural, global world of the 21^st Century.  

By providing a broad, varied and high-quality curriculum, Religious Education at Glendinning Academy will help students to develop an awareness of the variety of faiths and beliefs practised by people both in the UK and the wider world.鈥�鈥� Through this awareness, students will develop an understanding of how someone鈥檚 religious beliefs may impact their appearance, behaviour or culture, which will in turn, help students to develop sensitivity and consideration towards others; whose beliefs, appearance and customs may be different from their own.鈥� 

By studying important elements of both major global religions and lesser-known faiths, students will further develop their understanding and sensitivity, being able to recognise the religious symbols and practices of those faiths. This understanding will be further reinforced by visiting different places of worship, helping students to deepen their knowledge and understanding of different faiths through first-hand experience.鈥�鈥� 

Through debates, discussion and the questioning of different religious viewpoints, students will develop the ability to articulate clearly and confidently their personal beliefs, ideas, values and experiences. Empowering students to develop a well-rounded opinion, built upon a breadth and depth of understanding.

Religious Education is taught across all year groups and Key Stages once a week.  In Key Stages 2 and 3, Religious Education at Glendinning Academy follows the Devon and Torbay Agreed Syllabus. As such, the detailed curriculum units are designed to develop a coherent understanding of religions and worldviews through the exploration of key questions and core concepts, with each year of study building upon that of the previous year. At Key Stage 4, students will have the opportunity to explore a range of topics that are designed to meet their needs and also provide an opportunity for cross-curricular learning.   

The aim of studying Religious Education at Glendinning Academy is to help pupils develop their own understanding of the world and how to live, in the light of their learning, developing understanding, skills and attitudes.  

It is hoped that it will make a significant contribution to pupils鈥� spiritual, moral, social and cultural development, as well as providing important opportunities for exploring British values. 

RE_SUBJECT_SNAKE_092023.pdf

At Glendinning Academy, our music curriculum aims to provide students with access to a wide range of tuned and untuned instruments and music technology, as well as opportunities to listen to, appreciate and appraise music from a wide range of composers, genres and cultures throughout history. Students are encouraged to explore their own emotions, creativity and expression through music, as well as using it as a tool to express their uniqueness in order to boost their confidence and self-esteem. 

Music is taught across Key Stage 2 and Key Stage 3 by music specialists. 

It is taught on a weekly or fortnightly basis with additional opportunities for music making with outside agencies, such as the Bournemouth Symphony Orchestra and the English National Opera, as well as visiting local music charities. 

We have access to whole-class instruments sets on termly loan from Babcock (Devon Music Education Hub) and also own several other sets of instruments, ranging from djembes, samba, Gamelan, ukuleles, steel pans, keyboards and other percussion instruments. 

Our units of work alternate between whole class ensemble tuition (WCET), listening, composing and performing and are taken from the world-renowned Charanga teaching program. This follows a clear progression from Year 3 to Year 9 and builds upon prior knowledge through each of the main areas of learning and links directly to the Key Stage 2 and Key Stage 3 National Curriculum objectives for music.  

Music also gives students the opportunity to interact socially, listen to each other, explore and appreciate each others鈥� creativity and practice turn-taking, as well as enjoy playing music together. 

We also cater for individual students who have a particular interest in music by providing bespoke intervention programmes which help them to grow in confidence and improve their musicality.  

Students will have the opportunity to explore their creativity in a safe environment. They will learn to express their feelings and thoughts around different genres of music and explore how listening to music can have a positive impact on their mental health and emotional wellbeing. 

Music Subject Snake

Glendinning School music development plan summary

Computing is a vital skill for our students to learn and to enable them to engage successfully in the modern world.  Computing is a practical, creative and knowledge rich subject which is taught across Key Stage 2, 3 and 4. 

Throughout Key stage 2 and 3 our students develop their knowledge of computer programming.  Our spiral curriculum supports students in becoming skilled and critical users of technology. Choosing tools which help them to achieve their goals while developing safe and acceptable online behaviours.  Students have fortnightly Computing lessons in Key Stage 2 and weekly lessons in Key Stage 3. 

In Key Stage 4 our students study the BTEC Level 2 Esports programme.  Esports is the term given to competitive online gaming and the course explores the industry behind it.  The BTEC in E-Sports puts emphasis on the development of skills needed to be successful in the Esport industry and wider digital world. These skills include entrepreneurship, innovation, teamwork, communication, leadership skills, confidence building, decision-making, reaction times, reading comprehension skills, cyber skills, dexterity and concentration.

Within Key Stage 2 and 3 students are taught within their classrooms using laptops and a range of software and hardware.  In Key Stage 4 a purpose built gaming suite has been developed which enables students to access a higher level of technical specification required to access the Esports curriculum.

Computing_Subject_Snake.pdf

Geography is, by nature, an inquiry-based subject. At Glendinning Academy, we give our children and young people the chance to develop those key inquiry skills and subject knowledge to understand the world around them, their place within it, and the impact they have on it.

One of our key aims is to inspire children to develop a fascination about the world and its people which will remain with them for the rest of their lives; to promote the children鈥檚 interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth鈥檚 key physical and human processes. Current issues, such as climate change, war in Europe and the global energy crisis, that fall under the geography umbrella are more important for our children to be aware of, learn about and respond too, than ever before.

A high-quality geography curriculum is delivered in Key stage 2 through topic lessons set out on a 4-year rolling program. This cross-curricular approach allows children to make direct links from geography to other subjects including literacy, history, art, outdoor learning, and DT. In KS3, geography is taught as a separate subject building on those key inquiry skills learnt earlier.

Learning outcomes for units of work will be clear and understandable for learners and show a progress in knowledge and use of subject specific vocabulary. Short quizzes will be used to help transfer newly learnt knowledge into long term memory within units of work.

In both key stages, staff will assess children to ensure the lessons are delivered at the appropriate level and allow children to make the best progress in their learning.

Outcomes in topic (KS2) and geography (KS3) books evidence a broad and balanced geography curriculum and demonstrate children鈥檚 acquisition of identified key knowledge and vocabulary. The skills they learn in geography will be transferrable to other subjects in school and help their understanding of the world around them and the role they have in it.

At Glendinning Academy the history curriculum empowers learners to become curious, to develop their own opinions and to build a deeper understanding of the present by engaging with and questioning the past. The history curriculum helps students to understand social and cultural diversity and develop the ability to reach substantiated judgements based on a considered assessment of different arguments. The history curriculum provides students with the opportunity to develop and to learn from the past in order to promote the values of tolerance and respect.

Through Key Stage 2 students explore the achievements of early civilisations and their influence on the Western World.  The students consider the origins of the United Kingdom and how through invasion and conquest the country has developed and changed.  Throughout Key Stage 3 the curriculum develops an understanding of the concepts of 鈥榩ower鈥� and 鈥榩rotest鈥� over time, as well as causation and consequence.   It supports an understanding of the experiences of minorities through history, as well as their role in shaping change.  The students are supported in developing the skills of the historian: thinking, researching, analysing and communicating.

The history curriculum is delivered in Key stage 2 through topic lessons set out on a 4-year rolling program. This cross-curricular approach allows children to make direct links from history to other subjects including literacy, history, art, outdoor learning, and DT. In KS3, history is taught as a separate subject building on those key skills learnt earlier.  The curriculum is structured chronologically to support the students with identifying how events through history have impacted on the next.  Key enquiry questions are used to frame the unit of study and to provide a key focus to explore.

The outcomes of studying history link clearly with the intent of our PIECES curriculum.  Students are prepared for the world by understanding the experiences which have formed the country which we live in today. Through history students will be able to interpret the world, communities and cultures around them.  Through analysing historical events and the lives of people in the past students will develop skills to engage in the world with respect and tolerance for those around them.

History Subject Snake 2024_2025

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