Curriculum  Statements of Intent 2019
 Curriculum  Statement of Intent 2019
 Business Studies  Curriculum Intent
 Drama  Curriculum Intent
 Geography  Curriculum Intent
 Hospitality & Catering  Curriculum Intent
 Maths  Curriculum Intent Year 7
 Maths  Curriculum Intent Year 8
 Maths  Curriculum Intent Year 9
 Modern Foreign Languages  Curriculum Intent
 Music  Curriculum Intent
 Philosophy & Ethics  Curriculum Intent
Curriculum  Statement of Intent 2019
At Oasis Academy Brightstowe we will create an engaging, purposeful and exciting learning environment so that excellence is achieved by all.
We have a relentless focus upon supporting our students develop their character, skills and love of learning so that they can thrive and grow. Through personal growth our students will transform and enrich the communities in which they live.
We are committed to: excellent learning; excellent relationships; community at the centre
In line with the Oasis’ Education Charter, the curriculum is the heart of our academy’s educational provision. Through this  and our commitment to an exceptional climate for learning and great pedagogy  we make learning the foundation of every lesson. We have designed our curriculum to meet the needs of all, striving for personal as well as academic and vocational excellence. Through our curriculum we will achieve outcomes that drive social mobility and give everyone freedom of choice throughout their lives.
The Oasis ethos and 9 Habits are a foundation stone to the design and delivery of our curriculum. We know that the development of character doesn’t happen by chance but by purpose and intention: it is therefore an explicit part of our curriculum. We therefore work hard at preparing our students to be the best version of themselves not just for today but for their futures too.
We provide our students with information on careers and the world of work encouraging them to be aspirational and ambitious so that they can secure their dream job and enjoy fulfilling careers.
Our curriculum has been designed to ensure our young people thrive, achieve and flourish. It enables them to understand what it is to be human and equips them for life so that they become kind and model citizens. Our curriculum not only develops our young people academically but socially, emotionally, culturally, physically and spiritually.
Oasis Academy Brightstowe is a community that cultivates hope, learning and character development so that our students are inspired to excel in all areas of life. The curriculum reflects our passion to see every young person grow and flourish into their very best version of themselves. Whilst our knowledgerich curriculum is designed to ensure the very best academic outcomes for our young people using the latest research in how the brain and memory works, it is about so much more than simply securing great results. It is about our academy’s determination to achieve excellence with equity and integrity: where we bring advantage to the disadvantaged, where barriers to learning are successfully overcome and there are no limits to the achievement and ambition of our most able.
Our knowledgerich curriculum and our commitment to the Oasis ethos and Nine Habits is supported by our Trust’s policies on Learning and Behaviour for Learning and the work of our National Lead Practitioners and Leads for Learning Innovation.
We provide students with a broad and ambitious academic and vocational curriculum throughout Key Stage 3 and 4. In Year 7 and 8, our students have approximately 50% of curriculum time on the core subjects of English, Maths and Science. All students access creative and artistic subjects. The majority of students will study both French and Spanish in Key Stage 3. The exception is that for a small number of students additional curriculum time is provided to support the development of literacy. Our PSHE programme is an essential element of the academy curriculum and it includes personal, social and health education, careers, IT, eloquence and philosophy.
In Year 9, our students enter Key Stage 4. They choose their option subjects at the end of Year 8. All of our students will choose three options from a broad range of subjects and qualifications. We make every effort to ensure students have the widest range of options available to them and are provided with sound advice when selecting their option subjects. We ensure breadth of the curriculum at this point so that students can access creative and academic curriculum pathways. For example, music, drama, sport BTEC, art, photography, catering, product design, health & social care, travel and tourism and business enterprise are offered to students. As a commitment to that breadth and ambition, all our young people will have the opportunity to study History and/or Geography and a Language (French or Spanish) until they are 16. We continue to provide opportunities and raise the profile of modern foreign languages at KS3 to encourage more students to study a language at GCSE, moving the school loser to achieving the government target of 75% of students studying for the Ebacc. Our commitment to achieving this target is demonstrated through ensuring greater coverage of both Spanish and French at KS3, an increase in the number of students choosing a modern foreign language and the enrichment trips to France that have inspired our students. Studying a modern foreign language helps our students to develop their communication skills and build an understanding of the global community that they live in.
Our commitment to providing students with a wide range of extracurricular clubs (called ‘shine BRIGHT’) add depth and breadth to our provision and allow our students to follow their hobbies and interests outside of the formal curriculum. Our innovative and exciting enrichment offer ensures that we develop student leaders and that our students are challenged to grow and learn new skills every day. Our hope is that our students will develop their confidence and skills so that they can be leaders of the future who will transform the communities in which they live.
Business Studies  Curriculum Intent
Business Studies  Curriculum Intent
Technical Award Level 1/2  Business and enterprise
Who is this qualification for?
This qualification is designed for learners who want an introduction to business and enterprise and includes a vocational and projectbased element. The qualification will appeal to learners who wish to pursue a career in the business and enterprise sector or progress to further study. The course will introduce all the key aspects of business and includes the chance to work on a portfolio to design your very own business.
What will I study as part of this qualification?
This qualification shows learners how to understand:
· Entrepreneurial characteristics and business aims and objectives
· Legal structures, organisational structures and stakeholder engagement
· The marketing mix, market research, market types and orientation types
· Operations management
· Internal and external influences on business
· Research, resource planning and growth for business
· Human resource requirements for a business startup
· Sources of enterprise funding and business finance
· Business and enterprise planning
Unit 1 
Unit 2 
• External assessment (Exam) • 40% of total grade • November and March entry • 1 resit 
• Internal assessment (Coursework) • 60% of total grade • December release • March entry/May resubmit 
Year 9
Term 1 
Term 2 
Term 3 
Term 4 
Term 5 
Term 6 
Entrepreneurs 
Marketing mix 
Operations management 
Research, Resource planning 
Human Resources management 
Unit 1 revision 
Term 1 
Term 2 
Term 3 
Term 4 
Term 5 
Term 6 
Unit 1 revision 
Unit 1 Exam 
Enterprise funding 
Business and enterprise planning 
Business and enterprise planning 
Mock coursework 
Year 11
Term 1 
Term 2 
Term 3 
Term 4 
Term 5 
Term 6 
Revision 
Coursework released/Exam resit 
Coursework 
Coursework due 
Coursework catch up/resit 

Drama  Curriculum Intent
Drama  Curriculum Intent
Creativity  Confidence  Teamwork  Control
Vision
The Brightstowe drama curriculum is designed to ensure that our students leave school with the skills, confidence and understanding of drama to allow them to stand as equals in any circle. The drama department curriculum interweaves with Brightstowe extracurricular productions which plays a central role in the school and the wider community.
Knowledge
Students are enabled to study both practical and analytical skills within drama lessons along with critical evaluation. They will be able to work with a range of their peers to devise, improvise, perform and give reflective feedback within lessons. Combined, the aforementioned skills lay the foundation for those who go on to study GCSE, A Level and so on. For those who don’t go on to study the subject, drama will travel with students throughout their lives and enable students to be creative, work confidently in a range of settings and empathetic to the world around them.
Skills and CrossCurricular
The Drama Department aims to develop individuality; to encourage students to think and express themselves with flair and confidence and to encourage tolerance and understanding. Students are given opportunities through practical roleplay, devising workshops, written drama activities and studying key plays in order to experience the world around them and begin to appreciate situations from more than one perspective. Through drama, we encourage students to question and challenge their perception of the world and develop the soft skills employers seek that are often forgotten in our 21^{st} century technologically advanced society.
ExtraCurricular
The extracurricular activities offered by the drama department allow students opportunities to extend classroom learning, build confidence and experience both local and national productions through trips and live streaming events with the RSC and National Theatre. Many of our students choose to perform both inside and outside of Oasis Brightstowe and many are on bursaries at the Bristol Old Vic and other various amateur dramatic groups in the area.
Assessment
Formative assessment is paramount in being able to track our student’s progress. Students receive regular formative feedback throughout key stage 3 and 4. They also complete summative assessments based on their practical and theoretical skills during key stage three (Devising performances, scripted performances and designing). With a greater emphasis in key stage 4 on analysis and evaluation skills when studying scripts.
Geography  Curriculum Intent
Hospitality & Catering  Curriculum Intent
Hospitality & Catering  Curriculum Intent
We will educate students to make healthy choices whilst learning vital life skills; students will learn in a creative and practical way giving them the skills and knowledge to apply to their own lives and that of the largest Industry in the UK.
Our gift for learners is knowledge about being healthy, creative and having aspirational goals.
Healthy: students can make healthy choices
In catering, all students:
· Will cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet;
• Will understand the benefits of a healthy lifestyle and the consequences of a poor diet;
Creative: students can express their creativity
In catering, all students:
• Will be encouraged to adapt dishes to meet customer needs;
• Will produce dishes and present to a high standard;
• Will be able to plan and create menus;
Aspiration: everyone aspires to reach their full potential
In catering, all students:
• Will learn about the different job roles within the Hospitality and catering industry;
• Will look at the difference between a quality and a skill and what is required in the hospitality and catering industry;
• Will become resilient and understand that with hard work, determination that you can achieve anything.
Our subject supports the Oasis 9 Habits (compassion, patience, humility, joy, honesty, hope, consideration, forgiveness, and selfcontrol), especially patience and self control because sometimes dishes may not go the way we want the first time and with patience, resilience and selfcontrol you will get the desired outcome.
British values (democracy, the rule of law, individual liberty, and mutual respect for and tolerance of those with different or no faiths) also underpin our curriculum. In our subject, this especially comes through looking at different cultures, beliefs and diets the foods they eat and how dishes can be adapted to ensure their cultural beliefs are met.
How it is designed:
The curriculum is a 5year backwards planned curriculum, to ensure pupils can access the knowledge and skills on how to cook and apply the principles of nutrition and healthy eating. Instilling a love a cooking that will open the door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables students to feed themselves and others affordably and well, now and in later life.
We build forwards from the KS2 curriculum, where pupils have a grounding in the principles of a healthy and varied diet, where some students have cooked a variety of predominantly savoury dishes using a range of cooking techniques, understanding seasonality and know where and how a variety of ingredients are grown, reared, caught and processed. We are however, very aware that some Primary schools do this better than others due to funding and resources.
The content is interleaved and builds towards real expertise because at KS3 we have a predominantly practical approach where students cook most weeks as they build upon skills that start off with basic knife skills; these are repeated and improved week on week and students learn the theory alongside the practical lessons. The reason we have taken this approach is due to the high number of Pupil Premium
students and SEND students and ensuring that they have the life skills to feed themselves and others affordably well, now and in later life.
At KS4 we incorporate spaced practice and retrieval such as end of module tests, ‘Do now’ activities and the use of knowledge organiser where students can use their own revision techniques. The practical lessons focus on high skills dishes to enable all abilities to reach their full potential. At KS3 and KS4 Students keep a log with photograhs of their completed work. We have high ambitions for our PP and SEND students, recipes are differentitated with simplified steps or pictorial steps.
How it the curriculum ambitious for all learners:
We realise it is crucial to root learning in real life, in order to help pupils see the links between school and the world beyond our walls, as well as prepare them for life after Year 11. In our subject, we ensure that students achieve their full potential in a creative and innovative way. The subject encourages students to represent the school Locally and Nationally in competitions such as Future Chef. The subject will also develop understanding of the different aspirational career opportunities available in the hospitality and catering sector. We also encourage a range of employers to visit the department to run aspirational engaging cooking and theory based workshops. Where appropriate students will also be given the chance to visit a range of establishments to engage with employers.
In order to ensure pupils have the opportunity to continue study at Level 2 or 3 at KS5, or to access a subjectrelated apprenticeship, we ensure that our content relates to the industry and this is relevant with the Level 1/2 Vocational qualification in Hospitality and Catering .
For pupils with SEND, we ensure we maintain high expectations of their potential and progress by ensuring the recipes are broken down further and where appropriate pictorial recipe cards. For theory lessons work is differentiated to each students’ needs. The Food Technician is also aware of the students needs and will help and encourage during the practical lessons.
For pupils who are PP, we ensure we are supporting them to achieve their potential by providing the students with ingredients so they can access the curriculum and they are not disadvantaged.
All recipes can be adapted to ensure those students with allergies, special diets and religious needs can cook.
We ensure that pupils who come to us with high prior attainment and high aspirations are stretched and challenged to achieve their goals by ensuring they are encouraged to produce high skilled dishes which demonstrates various technical skills. Students are also encouraged to adapt recipes for specific dietary needs.
How we implement the curriculum for learning & progress:
We know subject expertise is crucial and use co planning and moderation between the local Oasis Secondary Academies to ensure all pupils have equality of provision.
The 4part lesson helps learners retrieve knowledge (Do Now), fit new understanding into their existing mental schema and make links to prior and future learning (exposition & why), and practise applying new knowledge expertly (application task). The 4part lesson plan is not applicable when there is a practical lesson. The focus of the practical lessons is always about developing cooking skills and developing an understanding about the functional properties of the ingredients.
We use discussion and talk to aid learning and where appropriate link this to the industry with case studies. Where applicable we will give exam style questions to answer in preparation for the examination.
In the lessons, teachers check understanding and address misconceptions by carrying out ‘Do Now activities’ at the start of the lessons. Teachers and technicians circulate during tasks and practical lessons and stopping learning to reteach and to carry our spot demonstrations, this is especially important in practical lessons.
We use knowledge organisers for each topic, where students have copies at home and in their folders. They are used to aid revision and homework is set using these.
We use assessment to check understanding regularly at KS4. There is an exam based test (this uses past exam questions) at the end of each Assessment objective which informs both teacher and student of misconceptions to aid the teaching and learning. This gives the teacher and students a clear idea of what needs to be retaught and the ‘Do Now’ activities and questioning can be embedded into the reteach lessons to check on students understanding.
Maths  Curriculum Intent Year 7
Maths  Curriculum Intent Year 7
Year: 7
Date: 201920
Term 
Topic 
Big Learning Question 
Assessment Outcome 
Autumn 1 
Making generalisations about the number system (1) 
What is a number? 
Unit 1 – numbers and numerals · Understand the value of different place value columns in base 10 number systems · Understand the multiplicative relationships between different columns in base 10 number systems · Recognise and name nine and tendigit numbers in base 10 · Understand a range of notation for quantities of time and time of day · Develop a sense of flexible number composition by solving problems involving time of day and quantities of time · Have an awareness of different numerical systems and their representation Unit 2 – axioms and arrays · Use arrays and area models to develop understanding of commutativity of multiplication · Use arrays and area models to develop understanding of associativity and distributivity · Make use of and generalise the commutative, associative and distributive properties · Use commutativity, associativity and distributivity to solve calculations efficiently · Compare and contrast scaling, area, repeated addition and grouping/sharing models for multiplication and division · Develop number sense and efficient calculation strategies Unit 3 – factors and multiples · Understand the terms factor and multiple · Recognise and define prime, square and cube numbers · Use the definitions of factors and multiples to find common factors and common multiples · Express an integer as a product of its factors • Interpret and create representations of integers that reveal their structure · Conjecture and make generalised statements e.g.:  Square numbers cannot be prime  The common multiples of 5 and 4 are always multiples of 20  Prime numbers greater than 3 are one more or one less than a multiple of 6 · Solve problems involving factors and multiples in unfamiliar contexts Unit 4 – order of operations · Understand the equal priority of addition with subtraction and multiplication with division in written calculations · Understand that operations of equal priority can be evaluated in any order · Understand that written calculations follow rules of ‘syntax’ determining the order of operations · Understand the higher priority of multiplication with division over addition with subtraction in written calculations · Interpret the order of operations from written calculations, function machines and worded descriptions · Form written calculations, function machines and worded descriptions correctly embedding the order of operations · Form and identify equivalent calculations based on distributivity, commutativity and the order of operations · Form and interpret expressions involving variables correctly embedding the order of operations 
Autumn 2 
Making generalisations about the number system (2) 
Why do we use y? 
Unit 5 – positive and negative numbers · Interpret negative numbers in a variety of contexts · Compare and order positive and negative numbers · Use positive and negative numbers to express change and difference · Understand the meaning of absolute value · Calculate using all four operations with positive and negative values · Form and manipulate expressions involving negative numbers · Use number lines to model calculations with negative numbers · Explore scaling with negative multipliers Unit 6 – introducing sequences, expressions and equations · Develop understanding of algebraic notation · Collect like terms to simplify expressions and understand that this is a result of the distributive property · Substitute numerical values into expressions and evaluate · Use the distributive property to identify equivalent expressions involving a single bracket and the expanded form · Develop understanding of the equality and inequality signs · Use different contexts, including sequences, to construct expressions, equations and inequalities · Represent algebraic expressions using a variety of models including arrays and bar models 
Spring 1 
2D Geometry 
How do I find missing angles? 
Unit 7 – angles · Draw and measure acute and obtuse angles reliable to the nearest degree · Estimate the size of a given angle · Know and use angle facts: angles at a point, angles at a point on a straight line, vertically opposite angles · Generalisations and reasoning – e.g. going beyond two angles · Define parallel and perpendicular lines · Use angle facts around corresponding, alternate and cointerior angles to find missing angles · Find unknown angles, form algebraic expressions, solve for unknowns on one side Unit 8 – classifying 2D shapes · Identify and define polygons · Classifying polygons by symmetry, regularity, intersection of diagonals, number of parallel sides · Classify triangles and quadrilaterals according to properties (angles, regularity, symmetry) · Know and use the angle sum of triangles and quadrilaterals · Generalise results for properties of special types of triangles and quadrilaterals · Form and solve equations from contexts arising from properties of triangles and quadrilaterals Unit 9 – constructing triangles and quadrilaterals · Construct triangles and quadrilaterals for given conditions using ruler, protractor and compasses · Explore constructions through use of dynamic geometry software · Explore and define the minimum conditions for constructing triangles · Become familiar with the different cases of minimum conditions for the construction of triangles · Recognise when two triangles are congruent using the criteria of minimum conditions · Explore the minimum conditions for defining two congruent quadrilaterals 
Spring 2 
The Cartesian plan 
What is area? 
Unit 10 – coordinates · Reading and writing coordinates of points in all four quadrants including noninteger coordinates · Solving geometric problems involving missing coordinates · Finding the midpoint of a line segment or two points · Using the midpoint and a point on the line to find the coordinates of another point on the line · Recognise and plot horizontal and vertical lines on a coordinate axis Unit 11 – area of 2D shapes · Develop understanding of counting strategies in arrays to using similar strategies to calculate the area of shapes · Finding the area of rectilinear shapes · Finding the area of other 2D shapes including triangles, and special quadrilaterals · Generalise formulae for finding the area of 2D shapes using the language of height, base, width, length etc. · Rearrange formulae to make a different subject · Reason about generalised statements of the relationship between area and perimeter Unit 12 – transforming 2D figures · Reflection of an object in a mirror line · Identify horizontal and vertical mirror lines and their equations · Rotation of an object using the centre of rotation · Translating shapes by a given number of units (positive or negative) · Combining transformations and which combinations can be expressed as a single transformation · Simple enlargements with positive scale factors · Exploring the ratios of sides lengths within and between shapes produced by an object being enlarged by a given scale factor · Recognise which transformations produce congruent shapes · Explore the ratios within and between similar shapes when an object is enlarged by a given scale factor 
Summer 1 
Fractions 
What is a fraction? 
Unit 13 – prime factor decomposition · Factors and multiples, square numbers, cube numbers, prime number, triangular · Write a number as a product of primes · Find the highest common factor and lowest common multiple using the prime factorisation · Determine LCM by prime factorisation · Find squares, square roots, cubes and cube roots using prime factorisation · Use indices to record repeated multiplication · Calculate with the use of a calculator, including squares, cubes, square roots and cube roots Unit 14 – equivalent fractions · Explore multiple representations of fractions · Represent fractions using area diagrams, bar models and number lines · Recognise and name equivalent fractions · Convert fractions to decimals · Convert terminating decimals to fractions in their simplest form · Convert between mixed numbers and improper fractions · Compare and order numbers (including like and unlike fractions) · Convert simple fractions and decimals to percentages · Express one quantity as a fraction of another Unit 15 – all operations acting on fractions · Find a fraction of a set of objects or quantity · Find the whole given a fractional part · Multiply and divide fractions by a whole number or fraction · Solve word problems involving multiplication of a fraction by a whole number or fraction using models and equations to represent the problem · Add and subtract fractions with like denominators · Add and subtract fractions with unlike denominators · Add and subtract fractions mixed numbers and improper fractions · Convert between improper fractions and mixed numbers · Calculate with decimals 
Summer 2 
Ratio and proportion 
What is ratio and when do I use it? 
Unit 16 – ratio · Understand the concept of ratio and use ratio language and notation · Connect ratio with understanding of fractions · Compare two or more quantities in a ratio · Recognise and construct equivalent ratios · Express ratios involving rational numbers in their simplest form · Construct tables of values and use graphs as a representation for a given ratio · Compare ratios by finding a common total value · Solve ratio and proportion problems in a variety of contexts Unit 17 – percentage · Understand percentages as a ratio of two quantities where one quantity is standardised to 100 · Understand percentages as a fractional operator with a denominator of 100 · Understand and interpret percentages over 100 · Interpret a percentage as a fraction and decimal · Express a quantity as a percentage of another · Compare two quantities using percentages · Find a percentage of an amount with and without a calculator · Increase and decrease a quantity by a given percentage · Find a quantity given a percentage of it 
Maths  Curriculum Intent Year 8
Maths  Curriculum Intent Year 8
Year: 8
Date: 201920
Term 
Topic 
Big Learning Question 
Assessment Outcome 
Autumn 1 
Prime numbers, factorisation and calculating with fractions 
What’s so special about prime numbers? 
Unit 1: Prime numbers and factorisation (2 weeks) · Find the factors and multiples of a number · Find prime numbers · Find the prime factors of a number · Determine HCF by prime factorisation · Determine LCM by prime factorisation · Find squares, square roots, cubes and cube roots using prime factorisation · Use indices to record repeated multiplication · Calculate, with the use of a calculator, including squares, cubes, roots and cub roots Unit 2/3: Addition and subtraction of fractions (3 weeks) · Use equivalent fractions · Add and subtract fractions with like denominators · Add and subtract fractions with unlike denominators · Add and subtract fractions, mixed numbers and improper fractions · Convert between improper fractions and mixed numbers · Add and subtract fractions, mixed numbers and improper fractions · Multiply and divide fractions · Calculate with decimals 
Autumn 2 
Algebra 
How do you solve an equation? 
Unit 4: Positive and negative numbers (2 weeks) · Represent and order positive and negative integers on a number line using the symbols >, < > and < · Show addition and subtraction on a number line · Apply the four basic operations on positive and negative integers · Calculate with rational and decimal numbers (including negative numbers) Unit 5: Sequences, expressions and equations (3 weeks) · Recognise and represent number patterns (including finding an algebraic expression for the nth term) · Translate simple realworld situations into algebraic expressions · Use letters to represent numbers · Distinguish between terms and coefficients in algebraic expressions · Distinguish between like and unlike terms in algebraic expressions · Add and subtract linear algebraic expressions · Expand simple linear equations · Solve linear equations in one unknown · Solve simple fractional equations that can be reduced to linear equations · Formulate a linear equation in one unknown to solve problems 
Spring 1 
2D Geometry 
How can you draw a perfect triangle? 
Unit 6/7: Draw accurate triangles and quadrilaterals and find unknown angles (including parallel lines) (3 weeks) · Measure and draw angles · Identify and name angles (e.g. POQ, x) · Define an equilateral, isosceles, and scalene triangle · Draw a triangle, given two angles and the side adjacent to the given angles · Draw a triangle, given two sides and the included angle, Construct a triangle given the length of two sides and the angle between them (accurate to 1mm and 1°) · Classify special quadrilaterals on the basis of their properties: define a parallelogram, rhombus and trapezium · Draw a square, given one side · Draw a rectangle, given its length and breadth · Draw a rhombus, given one side and one angle · Draw a parallelogram, given two adjacent sides and the included angle · Draw a trapezium with the parallel sides indicated, given two adjacent sides, the included angle and the angle adjacent to the included angle · Understand and use right, acute, obtuse and reflex angles, complementary and supplementary angles, vertically opposite angles, adjacent angles on a straight line, adjacent angles at a point, interior and exterior angles · Identify the different types of angles formed by parallel lines and a transversal such as corresponding angles, alternate angles and interior angles · Use the various properties of angles to find unknown angles · Find unknown angles in geometrical figures involving square, rectangle, parallelogram, rhombus, trapezium and triangle Unit 8/9: Length and area – units, parallelograms and trapeziums (2 weeks) · Convert between cm^{2} and m^{2} · Find the area and perimeter of a figure made up of: squares, rectangles, triangles · Find the areas of parallelograms and trapeziums · Find the areas and perimeters of composite plane figures · Solve word problems involving area and perimeter 
Spring 2 
Proportional Reasoning 
What’s maths got to do with my life? 
Unit 10: Percentage change (2 weeks) · Use percentages greater than 100% · Express one quantity as a percentage of another · Compare two quantities by percentage · Increase or decrease a quantity by a given percentage · Understand how to compare quantities using percentages · Reverse percentages: find the original quantity given a part of it and its percentage · Reverse percentages: find the original quantity when we know its final value after the percentage increase or decrease · Solve problems involving percentages and reverse percentages Unit 11: Ratio (equivalent, of a quantity) and rate (3 weeks) · Interpret a : b and a : b : c, where a, b and c are whole numbers · Compare two or more quantities by ratio · Relate ratios to fractions · Write equivalent ratios, and find the missing term in a pair of equivalent ratios · Express ratios involving rational numbers in their simplest form · Divide a quantity in a given ratio · Find the ratio of two or three given quantities · Find one quantity given the other quantity and their ratio · Express one quantity as a fraction of another, or how many times one quantity is as large as another given their ratio, and vice versa · Express one quantity as a fraction of another given the two quantities · Find the whole/ one part when a whole is divided into parts in a given ratio · Calculate average rate · Solve up to 2step word problems involving ratio · Understand and differentiate between the concepts of speed, average speed and uniform speed · Use the relationship between distance, time and speed · ∗ Distance = Speed × Time, · ∗ Speed = Distance ÷ Time, · ∗ Time = Distance ÷ Speed · Calculate speed, distance or time given the other two quantities · Write speed in different units such as km/h, m/min, m/s and cm/s · Convert from one unit of speed to another (e.g. km/h to m/s) · Solve up to 3step word problems involving speed, uniform speed and average speed 
Summer 1 
Statistics 
How does a journalist use maths? 
Unit 12: Collect and organise data (1 week) · Take measurements · Conduct surveys · Classify data · Read results of observations/outcomes of events Unit 13: Construct and interpret graphs (2 weeks) · Construct and interpret: tables, bar graphs, pictograms, line graphs, pie charts, histograms · Complete a table from given data · Read and interpret tables · Read and interpret line graphs · Read and interpret bar graphs in both horizontal and vertical forms · Read scales · Complete a bar graph from given data · Make picture graphs with scales · Read and interpret picture graphs with scales (exclude use of an incomplete symbol/picture) · Make picture graphs · Use of a symbol/picture to represent one object, · Read and interpret picture graphs in both horizontal and vertical forms (no scales) Unit 14: Interpret and compare statistical representations (2 weeks) · Recognise the purposes and use, advantages and disadvantages of the different forms of statistical representations · Draw simple inference from statistical diagrams · Solve problems using information presented in tables, line graphs, bar graphs and picture graphs 
Summer 2 
3D Geometry 
How does an architect use maths? 
Unit 15: Rounding, significant figures and estimation (1 week) · Round off a number to a required number of decimal places · Round off a number to a required number of significant figures · Estimate the answer to a given problem · Identify rounding and truncation errors Unit 16: Circumference and area of a circle (2 weeks) · Use formulae to calculate the area and circumference of a circle · Find the area and perimeter of a semicircle (half circle) and quarter circle · Solve word problems involving area and perimeter Unit 17: 3D shapes and their nets (1 week) · Recognise nets of 3D shapes · Build and name 3D shapes Unit 18: Surface area and volume of cuboids, prisms, cylinders and composite solids (2 weeks) · Find the surface area of cubes and cuboids · Find the surface area of prisms and cylinders · Find the volumes of cubes and cuboids · Find the volumes of prisms and cylinders · Find the surface areas and volumes of composite solids · Convert between cm^{3} and m^{3} 
Maths  Curriculum Intent Year 9
Year: 9 (Mathematics Mastery)
Date: 201920

Topic 
Big Learning Question 
Assessment Outcome 
Autumn 1

Coordinates, linear graphs, proportion and standard form

What’s the point of a graph?

Unit 1 – coordinates (1 week)
· Plot coordinates in all four quadrants
· Find midpoints and end points of line segments
· Solve problems using coordinate grids
Unit 2 – linear graphs (2 weeks)
· Identify the equations of horizontal and vertical lines
· Plot coordinates from a rule to generate a straight line
· Identify key features of a linear graph
· Make links between the graphical and the algebraic representation
· Identify parallel lines from algebraic equations
· Investigate perpendicular lines
· Interpret and analyse reallife linear graphs
· Consider the applications of linear graphs to reallife problems
Unit 3 – direct and inverse proportion (1 week)
· Recognise when two quantities are directly and inversely proportional to each other
· Recognise the graphical representation of a proportional relationship
· Solve proportion problems
· Understand and use scale factors
Unit 4 – scales and standard form (1 week)
· Use standard form to express very large and small numbers
· Convert between standard form and ordinary numbers
· Use standard form to solve simple problems
· Use scales to solve distance and area problems in context

Autumn 2

Algebraic expressions

Why don’t we change the subject?

Unit 5 – sequences (1 week)
· Recognise linear sequences and nonlinear sequences
· Find the rule for the nth term for a linear sequence
· Generate sequences from nth term formulae
· Explore simple nonlinear sequences
· Generate sequences from a given context
· Solve problems involving a variety of sequences
Unit 6 – expanding and factorising brackets (2 weeks)
· Multiply a term over a single bracket
· Expand two or more binomials
· Make links between area and perimeter and expanding brackets
· Factorise expressions into a single bracket
Unit 7 – changing the subject of a formula (2 weeks)
· Write expressions, equations and formulae to represent relationships given in context
· Use informal substitution to find the value of one variable given other values
· Make links between solving linear equations and rearranging formulae
· Apply “changing the subject” to equations of straight lines, including to identify parallel lines
· Manipulate familiar formulae such as known formulae for area and perimeter

Spring 1

2D geometry

What’s the difference between congruence and similarity?

Unit 8 – constructions (1 week)
Use the standard ruler and compass constructions for:
o perpendicular bisector of a line segment
o constructing a perpendicular to a given line from/at a given point
o bisecting a given angle
· Understand and use the perpendicular distance from a point to a line as the shortest distance to the line
· Construct triangles and quadrilaterals from
Unit 9 – congruence and similarity (2 weeks)
· Derive and use the conditions for congruent triangles
· Appreciate when any two shapes are congruent
· Enlarge shapes from a given centre, with and without coordinate grids
· Understand the difference between congruence and similarity
· Understand that the corresponding angles of similar shapes are equal
· Find missing sides in similar shapes
· Solve problems involving similar triangles
Unit 10 – triangles and quadrilaterals (1 week)
· Appreciate the symmetry properties of triangles and special quadrilaterals
· Investigate the properties of the diagonals of quadrilaterals and the angles formed when they cross
Unit 11 – angles in polygons (1 week)
· Derive the proof of the sum of the angles in a triangle
· Find the formula for sum of the angles of any polygon
· Understand and use the sum of the exterior angles of a polygon
· Understand the difference between regular and irregular polygons
· Solve problems involving the angles/number of sides in a regular polygons

Spring 2

Equations and Inequalities

How can you solve simultaneous equations?

Unit 12 – linear equations and inequalities (2 weeks)
· Form and solve linear equations and inequalities in one unknown, including those where the unknown appears on both sides
· Rearrange linear equations and inequalities given in any form, including those involving fractions and brackets
· Solve problems involving substitution into and rearrangement of formulae.
· Understand the links between the equation of a straight line and the solution of a corresponding set of linear equations.
Unit 13 – simultaneous equations (1 week)
· Form simultaneous equations
· Appreciate the links between the graphical and algebraic representations of equations
· Use graphs to find approximate solutions to linear simultaneous equations
· Understand that the accuracy of solutions can be checked through substitution into the original equations
Unit 14 – quadratic and other graphs (2 weeks)
· Draw quadratic graphs
· Solve problems using given quadratic graphs
· Solve problems using given reciprocal graphs
· Solve problems using given piecewise linear graphs
· Solve problems using given exponential graphs

Summer 1

Geometry

Who was Pythagoras?

Unit 15 – Pythagoras and trigonometry (2 weeks)
· Prove and use Pythagoras’ theorem to find missing sides in rightangled triangles
· Solve associated problems in other shapes where rightangled triangles
· Deduce whether a triangle is rightangled by considering its sides
· Investigate the trigonometric ratios in a 90, 60, 30 triangle
· Solve problems involving the 90, 60, 30 triangle
Unit 16 – transformations (2 weeks)
· Translate a shape by a given vector
· Reflect a shape in a line, including on coordinate axes
· Rotate a shape about a centre, including on coordinate axes
· Identify the type of transformation carried out by comparing an object and image
Unit 17 – probability (2 weeks)
· Understand and use the probability scale from 0 to 1
· Understand and use the language associated with probability
· Understand what is meant by “random”
· Appreciate the difference between experimental and theoretical probability
· Understand the relationship between relative frequency and theoretical probability
· Understand that different trials of an experiment may well produce different outcomes
· Systematically list outcomes using a variety of representations
· Use Venn diagrams and understanding the meaning of union and intersection

Summer 2

Statistics

What’s the average?

Unit 18 – simple proof (1 week)
· Know the difference between a demonstration and a proof
· Follow and understand a line of formal reasoning
· Use know results to develop simple geometric proofs
Unit 19 – mean from grouped data (1 week)
· Appreciate the difference between discrete and continuous data
· Understand why the exact mean cannot be found from grouped data
· Find an estimate of the mean from grouped data and continuous data
Unit 20 – comparing distributions (2 weeks)
· Interpret and draw stem and leaf diagrams, appreciating the need for a key
· Use a wide variety of representations and averages to compare a set of distributions
Unit 21 – scatter graphs (1 week)
· Plot scatter graphs
· Describe the type of correlation observed
· Interpret correlation in the context of the data set

Modern Foreign Languages  Curriculum Intent
Modern Foreign Languagues  Curriculum Content
Our curriculum gift for learners:
We currently have nearly 30 different languages spoken in Brightstowe and we celebrate this as much as possible. Pupils are encouraged to speak in foreign languages around the school and have the opportunity to participate in enrichment clubs and events throughout the year.
Assessment:
Units of learning are assessed every half term. In order to get an accurate picture of student attainment and progress, a receptive skill is paired with a productive skill each half term.

Autumn 1

Autumn
2

Spring
1

Spring
2

Summer 1

Summer 2

Speaking
Reading 
Writing
Listening 
SpeakingReading

Listening

Speaking
Reading

KS3: All 4 skills
KS4: 2 skills (past papers) 
Curriculum at a glance:
Year 
Topic (French or Spanish) KS3 
Year 
KS4 
7 
• Classroom questions • How are you & responses • Classroom rules • Agreement & disagreement • Opinions 
9 
· Holidays · Neighbourhood and region · My studies and life at school · Plans post 16 · Film: Voces Inocentes 
8 
· Birthdays and personal descriptions · Free time activities · Shops and clothes · Food · Film: Chica & Rita 
10 
· Social issues · Healthy and unhealthy living · Relationships with family and friends · Free time activities · Film: Diarios de motociccleta 


11 
· Travel and tourism · Social media and mobile technology · The environment · Exam practice and revision 
Music  Curriculum Intent
Music  Curriculum Intent
Creativity  Passion  Inclusivity
Vision
The Brightstowe music curriculum is designed to ensure that our students leave school with the skills, confidence and understanding of music to inspire them to excel. The music curriculum interweaves with Brightstowe’s extracurricular music making, which plays a central role in the music department and the wider school community.
Knowledge
Musicians will discover music in both practical and theoretical senses. They will be able to perform and improvise on a chosen instrument, understand how to compose, have the ability to analyse music and have practice in music technology. Combined, these skills lay the foundation for those who go on to study GCSE, A Level and develop a career in music. For those who don’t go on to study the subject, music will travel with students throughout their lives as a vocation, hobby or topic of conversation.
Skills and CrossCurricular
The music curriculum enlightens our students with the enjoyment and imagination involved in playing, listening and creating but also challenges new and existing musicians to think critically and ambitiously about their knowledge and musicianship. The curriculum lends students experiences to develop their ability to work in a group or alone and develop their communication and listening skills. The curriculum also links with History, Geography, Art, Maths and English through topics such as Blues, Bhangra and Programme Music.
ExtraCurricular
The music extracurricular activities offered allow students opportunities to extend classroom learning, build confidence and experience their musicianship in a live setting. The sessions cater to the interests of many different musicians including popular music, music technology, musical theatre, singing and the western classical tradition.
Assessment
Formative assessment is paramount in being able to track our musician’s progress. Students receive regular formative feedback throughout key stage 3 and 4. They also complete summative assessments based on their practical and theoretical skills during key stage three (performing, singing, improvising and composing). Theory is intertwined with practice throughout topics, keeping in line with the national curriculum and the ISM.
Philosophy & Ethics  Curriculum Intent
Philosophy and Ethics  Curriculum Intent
In Philosophy and Ethics, we encourage discussion and debate. We encourage our students to examine belief in its many forms, whether religious or nonreligious. We strive to develop critical thinkers and confident communicators with a wellrounded knowledge of world faiths and ethical issues. Our curriculum gives students knowledge of the diverse beliefs within our city, nation and world, enabling them to express ideas and insights about the nature, significance and impact of belief.
Our subject links to all of the Oasis Nine Habits in some form, though the most important is ‘considerate’; it is vital that the subject enables students to treat the opinions and beliefs of others with respect even though they may fundamentally disagree with them.