At Restormel Academy, English will enable students to access the breadth of the English language, through reading, writing, speaking and exploring a full range of texts and mediums. We want fluent and confident readers and communicators who can adapt as necessary to their audience. At Key stage 3, students follow a broad and varied curriculum, embedding the key reading and writing skills. We use a thematic approach which allows the students to explore fiction, non-fiction, poetry, speaking and listening every half term through varied topics.

At Key Stage 4, students study GCSE English Literature, GCSE Language and Functional Skills, following the AQA syllabus. Through GCSE English Language, students gain the knowledge, skills and understanding to explain, evaluate and analyse how writers use language and structure to achieve effect and influence readers. Students also learn how to craft their own imaginative and effective writing, adapting tone, style and register for different forms, purposes and audiences. Students learn the importance of editing and redrafting their work to ensure they use accurate and effective spelling, vocabulary, punctuation and sentence structures.

The GCSE English Literature qualification allows students study a range of forms of writing: poetry, plays and novels. These texts cover Shakespeare, Power and Conflict Poetry, 19th century novels and modern texts. The course encourages analytical reading to identify themes, characterisation, plot devices and use of imagery. Exposure to classic and modern writing is intended to help students to become creative in themselves.

The Functional Skills qualification teaches students to communicate with confidence and independence and offers excellent preparation for not only their GCSE but employment and further education.

KS3 – We will be completing our work on the digestive system including practical activities to test for different food groups in a variety of common foods. We will then be moving on and looking at the structure and function of the breathing system.

Yr10 – Year 10 will be learning about infectious diseases and how the immune system of the Human body protects you from disease. We will then be covering the topic of non-communicable diseases which includes work on diseases such as Cancer, Heart Disease and Diabetes.

Yr11 – Year 11 need to start getting ready for their GCSE exams in the Summer Term. The main focuses of their work this half term will be on the topics of communicable and non-communicable diseases followed by some work on genetics. We will also be completing practical work including a heart dissection which will support the work that they have completed on the circulatory system. In relation to their upcoming GCSE exams, I will be providing them with as many opportunities as I can to practice past paper GCSE exam questions on a range of topics. I would also like them to complete a mock exam when I find an appropriate slot in the timetable as I know that the experience will be beneficial and will help the students get used to what is expected of them during their exams.

In Humanities we study both Key Stage 3 Geography and Key Stage 3 History.

In our Geography sessions we look at the Structure of the Earth and the Tectonic Activity associated with it. We look at how the surface of the Earth is constantly shifting and study the dynamic, often catastrophic, effects of this constant movement.  We analyse the way in which volcanoes are formed and predicted, how earth occur and are unpredictable, and how volcanoes and earthquakes can cause. These three tectonic events can, and often do, have a devastating effect on nearby settlements and environments. Students have the opportunity to analyse and compare case studies of tectonic related events in both developed and less developed countries.

In our History sessions we initially look at the birth of the Industrial Revolution and how it led to Britain building its empire. We look at the factory systems and working conditions at the time, and the improvements implemented to reduce illness and injury especially in children working in the mills and factories.  We study the slave trade; the causes, effects and, ultimately, its abolition. Studying the British Empire leads us on to the causes and effects of World War One. We analyse the flashpoint that triggered the war but also the strengthening and the worsening of relationships leading to mounting mistrust between countries that contributed to the flashpoint.  We then go on to research the “Joining up” campaign, the conditions in the trenches, the weapons and equipment and, finally, the end of the war.

In Years 10 and 11 it is necessary to focus on the future and the workplace.  Applying for a job can be a daunting experience; from completing application forms and creating CVs to identifying the key elements of a job advertisement, knowing the difference between employment contracts and what an employment contract must contain. BTEC Work Skills is a suite of BTEC qualifications designed to equip students with the essential skills for job success and career development. The main purpose is to develop students’ employability skills. The structure of BTEC Work Skills is flexible and designed to support programmes that are student-led. We have chosen two units that best suit our programme and fit into the qualification that is the right size. The two units are internally assessed, and the assessments undertaken in a way that suits each student. Our BTEC Work Skills programme is designed to give students confidence when looking at job adverts and application forms, together with gaining an understanding of the important differences between employment contracts.

Unit 2: Selecting and Applying for a Job.

The aim of this unit is for students to consider how to find suitable job opportunities that match their skills and interests. The students will also explore how to present themselves and their skills in different types of application documents. Different employers in different job sectors will recruit people in a range of ways and this can be confusing. In applying for full, part-time or voluntary jobs, apprenticeships or placements students will need to know how and where these employers advertise their vacancies. It is also important to understand the key information that they should include when applying for different job opportunities and how to present this information in the right way to help them to be considered for the next stage in the recruitment process.

In this unit students will: identify their relevant skills and interests; know where job opportunities are advertised; identify the key information needed for an application; and how to present themselves, their experience and their skills in an application document.

By the end of the unit students should be: confident in identifying their own skills, qualities and experience; be able to efficiently search and select relevant job advertisements; present personal information and complete job application documentation.

Unit 3: Recognising Types of Employment Contract

The aim of this unit is for students to explore different ways employees can be contracted and consider the impact on individuals in the workplace.

There are many different types of employment contracts to reflect different employment statuses and it is important to know the key similarities and differences between them. Students need to be aware of their entitlements as an employee and the level of employment protection each type of contract provides. It is also important to consider how different ways of working will have an impact on the student’s life outside of work and how they might help them achieve long-term and short-term career goals. In this unit students look at different employment statuses, explore the benefits and potential issues of each and consider the types of contractual options that they might prefer.

In this unit students will: research different contracts and working patterns; analyse the advantages and disadvantages of different work opportunities and contracts; identify how work patterns can impact on mental and physical wellbeing.

By the end of the unit students should be developing skills in: establishing information when looking at adverts and employment contracts; information handling when comparing advertisements and employment contracts; appropriate communication skills when making enquiries regarding vacancies and employment contracts.