reference e.g. on debate and the ability for pupils enquiry and research student and teacher. – to ask and answer questions both Increased focus on asking ‘why’, and amongst themselves, with staff or in and ‘how’ “selecting as well a reflective and independent an ‘where’ applying” as manner. appropriate method, ‘what’? SOW KS3 (OPD), KS4 (Throughout) rather than simply The philosophy section of KS4 is following an heavily synoptic, and encourages algorithm. links between previous learning as MFL (SS): well as key teachings and ideas. Differentiation of SOW KS4 (Philosophy 1, Philosophy materials 2) RE(HM): The Exam technique resources for philosophy section of Philosophy and key teachings KS4 is heavily resources synoptic, and The Pupils are pushed to identify topic Religion and causation and deeper ideas within community cohesion all key stages. This is particularly encourages links effective in the philosophy elements between previous of the course. SoW KS3 (OPD), KS4 learning as well as (Philosophy 2), KS5 (Unit 1) key teachings and English (CR) - We encourage open ideas. and frank discussion in a safe and - SoW KS4 supportive classroom environment. (Philosophy 1, Pupils creating questions is an Philosophy) integral part of all SOWs. - Exam technique Art (JS)- Recently through the resources for outreach of the OTIP programme Philosophy and key within the school (disseminated teachings resources. within the art dept. from JS, with Iii) Pupils are pushed to impact being felt.) identify causation and Business (JC) - Varied lessons, Use deeper ideas within all of exam question structure sheet to key stages. This is enhance evaluation skills. Business particularly effective in and the wider environment studied the philosophy elements both small and local businesses Believing in God unit of investigated a well s worldwide and the course. global and their impact as well as SoW KS3 (OPD), what impacts on them. KS4 (Philosophy 2 DT KS5 (SW)- A range of learning Believing in God), styles are used in lessons to KS5 (Unit 1) engaged students. Students always Business (JC): Use encouraged to use questioning and of writing frames for thinking time is implemented. exam questioning Specific thinking skills and Use of starter where questioning techniques are taught. students write their Students are encouraged to explore own questions to ask questioning through different task others
reference – e.g. asking ‘why’, ‘how’ and ‘where’ as well as ‘what’? on debate and the ability for pupils to ask and answer questions both amongst themselves, with staff or in a reflective and independent manner. SOW KS3 (OPD), KS4 (Throughout) The philosophy section of KS4 is heavily synoptic, and encourages links between previous learning as well as key teachings and ideas. SOW KS4 (Philosophy 1, Philosophy 2) Exam technique resources for Philosophy and key teachings resources Pupils are pushed to identify causation and deeper ideas within all key stages. This is particularly effective in the philosophy elements of the course. SoW KS3 (OPD), KS4 (Philosophy 2), KS5 (Unit 1) English (CR) - We encourage open and frank discussion in a safe and supportive classroom environment. Pupils creating questions is an integral part of all SOWs. Art (JS)- Recently through the outreach of the OTIP programme within the school (disseminated within the art dept. from JS, with impact being felt.) Business (JC) - Varied lessons, Use of exam question structure sheet to enhance evaluation skills. Business and the wider environment studied both small and local businesses investigated a well s worldwide and global and their impact as well as what impacts on them. DT KS5 (SW)- A range of learning styles are used in lessons to engaged students. Students always encouraged to use questioning and thinking time is implemented. Specific thinking skills and questioning techniques are taught. Students are encouraged to explore questioning through different task enquiry and research student and teacher. Increased focus on “selecting and applying” an appropriate method, rather than simply following an algorithm. MFL (SS): Differentiation of materials RE(HM): The philosophy section of KS4 is heavily synoptic, and The topic Religion and community cohesion encourages links between previous learning as well as key teachings and ideas. - SoW KS4 (Philosophy 1, Philosophy) - Exam technique resources for Philosophy and key teachings resources. Iii) Pupils are pushed to identify causation and deeper ideas within all key stages. This is particularly effective in the philosophy elements Believing in God unit of the course. SoW KS3 (OPD), KS4 (Philosophy 2 Believing in God), KS5 (Unit 1) Business (JC): Use of writing frames for exam questioning Use of starter where students write their own questions to ask others
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