Key Stage 5
Spring Term 2014
VBC A
Ms McKenzie
Literacy
Teacher: Mrs Schnackenberg
Skills students will be developing:
 Fine-motor skills including threading, weaving, cutting and pencil control.
 Handwriting, with a focus on own name and high-frequency words.
 Phonics, spelling and grammar skills.
 Learning about different methods of communication.
 Learning about the different ways we can give messages.
 Giving relevant messages to appropriate people.
 Categorising methods of communication.
Brief description of activities:
 Looking at different methods of communication, including speaking, listening, telephone and email.
 Choosing appropriate methods of communication for different circumstances.
 Writing letters.
 Writing shopping lists.
 Writing notes.
 Giving a message using a telephone.
 Giving a message using an email account.
 Receiving messages in a variety of formats.
Subject vocabulary:
 Message, communication, letter, email, telephone, text, mobile phone, write, speak, listen, shopping list,
send, post, address, stamp, post office.
Possible outings:
 Local post office.
ICT: Data logging
Teacher: Mr G. Farrell
Skills students will be developing:
 Mouse and keyboard skills
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Using a data logger
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Recording data
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Interpreting data
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Using data to create graphs/charts
Brief description of activities:
 Using graphs/charts to answer questions
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Learning how to use a data logger
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Recording measures of temperature, light and pulse
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Organising the readings
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Creating graphs/charts
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Comparing readings from different times of the day
Subject vocabulary:
 Data, record, log, temperature, light, pulse, graph, chart
Maths
Teacher: Mr Doherty
Skills students will be developing:
 Numbers , comparing numbers, counting, using numberlines to count on and back, number bonds,
recognising numbers to 100
 Measuring weight
 Measuring height/length (continued from last term)
 Shape, space and measure – position and direction, 2D and 3D shapes
Brief description of activities:
 Begin to learn number bonds to 5 e.g. 3+2 and 10 e.g. 6 + 4
 Playing games on numberlines – involving counting on and back
 Using numberlines to add and takeaway numbers
 Reading numbers to 100 and beyond in numerals and words
 Comparing numbers to 100
 Compare length and height and use appropriate vocabulary
 Measure length using non standard units e.g. strides
 Measuring weight using non standard units and balance scales
 Comparing weights (heavier/lighter)
 Position and direction – use and understand vocabulary associated with position e.g. describing the
position of an object.
 Using vocabulary associated with direction e.g. forwards, backwards, left right, up, down
 2D and 3D shape – naming and identifying properties of 2D and 3D shapes e.g. faces, corners
Subject vocabulary:
 add, takeaway, count on, count back, numberline, length, longer, shorter, taller, wider, grams, heavier,
lighter, balance, scale, on, under, next to, beside, below, right, left, forward, backward, up, down, cube,
cylinder, pyramid, cone, cuboid, corners, edges, faces, curved, flat, round
PSHE/C
Teacher: Miss McKenzie
Skills students will be developing:
Students will be developing personal skills based on the three key themes we aim to look at within PSHE/C this
term;
 Our relationships with ourselves. (Sense of self, Self Esteem, Self Confidence)
 Our relationships with others. (Feelings, Empathy, Social Awareness)
 Our skills to manage ourselves and our relationships.(Communication skills,
Assertion, Consent, Choice and decision making, Negotiation.)
Brief Description of Activities: Students will;
 Engage in group discussions about themselves, their bodies and their feelings.
 Participate in circle time games to help them identify good qualities of themselves and others.
 Learn about consent and practice appropriate touching through a range of practical games.
 Develop a greater understanding of the physical and emotional effects of puberty.
 Develop knowledge of reproduction according to Catholic teaching that it occurs in loving and stable
relationships.
 Identify some appropriate ways of starting conversations and maintaining conversations in a range of
social situations such as discos, or youth clubs, or parties or going somewhere with friends.
Subject vocabulary:
 Qualities, compliment, relationship, consent, knowing, liking, loving, trusting, assertive, friendship.
Body parts, used in context, spoken, signed or using objects of reference or symbols.
These lessons will develop depending upon the needs and the knowledge of the students in each class. Some
students may require more specific or individualised SRE input which is available to us. Also if parents have any
specific concerns or issues they would like to highlight they are very welcome to contact us.
Option - Expressive Arts
DANCE: Students will experience a range of dance activities which will
include performances in school. Dance is used to express emotions, tell stories or to celebrate events. It can
encourage self expression and promote health and well being as well as increase self confidence.
DRAMA: This develops speaking and listening skills and gives students the
ability to communicate effectively in different situations.
Drama provides a controlled environment where students are encouraged
to develop skills and strategies to help them solve problems which they
could face in real life situations.
Students are provided with the opportunity to develop their thinking skills, processing the information given to
them to create imaginary scenarios for themselves and their peers.
Students will be working towards an end of term presentation. They will decide the theme.
RE
Teacher: Miss McKenzie
Skills students will be developing:
 Engagement with their own and others’ beliefs and values.
 Recognising different Holy books due to their symbols
 Developing an understanding of how these books are used by religious people.
 Understanding that Holy books are very special and important to religious believers.
Brief Description of Activities:
 In this module Students will explore and learn about the different books we use at home and in school.
 They will learn that some books are very special and are called, “Holy Books”.
 They will learn that each religion has a special Holy book.
 They will learn that the Christian Holy book is the Bible.
 Students will begin to explore how Christians use the Bible and the stories found within it.
Subject vocabulary:
 Book, Scripture, Lectern, Gospel, Bible, New Testament, Old Testament, Genre, Thurible, Missal,
Church, Parish Family.
Option - Multi-Media Studies
Teacher:
Skills
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students will be developing:
Designing with Ms Expression Design4.
Continuing development of formatting skills.
Research skills.
Decision making skills.
Explore printing skills.
Developing Digital Photography /Video Skills
Developing Audio Skills and editing skills.
Brief description of activities:
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By accessing information on the internet.
Designing Posters of New Year and Cyber Bullying.
Design an I-phone and then make a poster on I Phone 5 features.
Using camera to take pictures and make videos.
Design Valentine card.
Saving work in JPEG format.
To import and export images from Ms Expression Design4.
Subject vocabulary:
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Internet, import, export, text, photo, video, sound, safe, protect, file, folder, Ms Expression Design 4.
Option - Ceramics
Teacher: M. Escribano
Students will be developing:
 Development of Ceramics skills.
 Knowledge of the vocational area.
 Cooperation with others.
 Ability to work independently.
Brief
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description of activities:
Preparing clay.
Shaping the clay.
Decorating the clay.
Drying and firing the clay.
Solid modelling.
Slab making.
Application of art techniques used in Ceramics.
Demonstration safe practice with media.
Demonstrate awareness of the correct use of equipment.
Subject vocabulary:
 Ceramic, clay, earthenware, stoneware, kiln, glaze, slab, solid modelling
Project:
 Animals (Solid modelling).
Option - Textiles: Spring KS 5
Teacher: Claudette De Aguiar
Skills students will be developing:
 Show awareness of the vocational area.
 Show a development in textile skills.
 Show a development in using equipment safely.
Brief Description of Activities:
 Experiencing techniques used in textiles and textile design.
 Application of art techniques used in textiles.
 Identification and experiencing appropriate equipment used in textiles; recognise basic tools and fabric
requirements for each project.
 Demonstrate awareness of the correct use of equipment, for example, scissors, templates, fabrics,
needles, sewing machine, pins and ironing.
 Communication with peers and tutors.
 Demonstrate ability to work effectively individually or with a partner
 Exploration and identification of suitable fabrics and threads.
 Demonstration safe practice with equipment.
 Application of art techniques used in textiles.
 Fabric care like washing and ironing.
Subject vocabulary:
 Recycle, Seam, tack, overstitch, running stitch, fray, patch.
Projects:
 VBC A and B: recycling fabric: patchwork flower and a tote bag.
Home Management
Household Cleaning
Teacher: Yasmine Bouabdallah
Skills students will be developing:
 Knowledge of what needs cleaning and when to clean
 Awareness of products used for cleaning
 Awareness of equipment used for cleaning
 Keep a log book of cleaning tasks
 Identify different areas in the house that need cleaning
 Health and safety awareness when cleaning
Brief description of activities:
Students will be shown how to:
 Use equipment to clean various areas in school
 Wash the floor using a mop
 Wash and squeeze mop before cleaning the floor
 Fill in the bucket with warm water and floor cleaner
 Use the cap to measure soap
 Dispose of dirty water and wash the mop
 Handle equipment safely
 Handle products safely
 Select appropriate products before cleaning
 Turn nozzle on safely
 Use spray safely whilst cleaning
Subject vocabulary:
 Germs, dust, mop, bucket, spray, cloth, wash, sweep, broom, hoover, switch on, plug, unplug, rinse, dry
areas, utensils, aprons, hygiene
Personal Care
Personal Care and Hygiene
Teacher: Miss Yasmine Bouabdallah
Skills Students will be developing:
 Understand the need for personal hygiene
 Know the uses of toiletry products
 Regular changes of clothes
 Importance of oral health, washing face, washing hands and washing hair
 Awareness of keeping hair clean and tidy
 Use hair care products
 Need to change underwear regularly
Brief description of activities:
 Recognise and name products used for personal hygiene
 Experience uses of skincare products
 Select appropriate products and items to wash face
 Take part in practical activities to wash face, brush teeth and hands
 Explore use of a wide range of toiletry products
 Brush hair in pairs or using models, washing and styling hair
 Use hair dryer safely with adult support
 Experience oral care products
Subject vocabulary:
Hygiene, brush, teeth, wash face, bar of soap, flannel, towel, dry, rub, lather, comb hair, hair dryer, underwear,
change
Option - Enterprise: Horticulture
Teacher: Tomasz Kacperski
Skills students will be developing:
 Safety in the garden and using protective clothing
 Using garden tools including, fork, spade, rake and wheelbarrow, safely
 Identifying plants
 Tending plants as they grow including, weeding, watering, fertilising and protecting against disease and
pests
 Keeping work areas tidy
 Learning what affects plant growth
 Soil maintenance, enrichment, pH, structure
 Crops rotation
 Self Assessment Skills
Brief Description of Activities:
 Making a safe environment to work,
 Developing skills of working safely
 Requesting a tool for a purpose.
 Planting and maintaining fruits and vegetables
 Growing plants from seeds
 Making compost and mixing with the top soil
 Growing plants in the polytunnel
 Planning which plants to grow
 Learning about wildlife and seasons
 To develop their own diary of activities
Subject vocabulary:
 Horticulture, Spade, fork, rake, hoe, wheelbarrow, compost bin, water, seed, bulb, plant, weed, pruning,
gardening, polytunnel, watering can, crop, harvesting, overalls, boots, gloves, pot, fertilizer, crops, ripe
KS5
Music: Opera
Teacher: Mr G. Farrell
Skills students will be developing:
 Performing music
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Creating/composing music
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Listening attentively to the music of others
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Listening to music and making improvements
Brief description of activities:
 Singing familiar songs and learning new ones
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Playing instruments with control of speed and volume
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Learning some of the elements of opera – coro, aria and recitative
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Creating a mini opera
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Listening to extracts from operas
Subject vocabulary:
 Fast, slow, loud, coro, aria, recitativo,
Vocational Education
Teacher: Tomasz Kacperski
As part of Vocational Learning offered in KS5, students will have opportunities to access Work Experience
This term students from groups VBC A and B will be working within the Schools Grounds Keeping environment.
They will be:
 Recycling
 Undertaking basic grounds maintenance
 Gardening
Skills students will be developing:
 An awareness of the world of work
 An awareness of their own skills and strengths
 Communicating and working with others
 Ability to following instructions
 Following and completing routine tasks
 Following health and safety guidelines
Brief description of activities:
 Students will be working in small groups or individually with support
 Work experience support will be presented through verbal reminders and visual job descriptions,
allowing students can take ownership of their work and develop independence
 Students will be given a demonstration of expected tasks and they will carry out various tasks on a
weekly basis
 Students will keep a diary of the tasks they have been set and the skills they are developing
Subject vocabulary:
 Work, job description, skills, task, duties, instructions, working safely, keeping safe, helping others,
equipment, environment, routine
Community Skills
Teachers Ms Escribano and Ms Bouabdallah
Eating Out
Skills students will be developing:
 Knowledge of various places to eat out
 Knowledge of type of food eaten in those places
 Make appropriate choices when choosing a meal
 Make appropriate choices when choosing places to eat out
 Awareness of food served in those places
 Communication skills when asking for a meal
 Appropriate use of cutlery when eating out
Brief Description of Activities:
 Recognise and name various places to eat out in our community
 Identify and recognise logos of various places to eat out
 Identify food to eat out in selection of places
 Label and name various food to eat out
 Complete a survey on favourite food and favourite places to eat out
 Take part in role play cafe situation asking and serving food
 Use of appropriate language when asking for a meal
 Set up tables before eating food
 Read the menu before ordering food
 Identify cutlery used for various type of meals
 Take a trip out to local cafe’/ restaurant
Subject vocabulary:
Eat out, food, snack, hot food, cold food, fast food, restaurant, cafe, menu, logos, cutlery, meals, napkins,
serviettes, drinks, favourite, survey, table manners,
Social Skills
Speech & Language Therapists: Caroline Lacey and Neera Bhanshaly
Speech & Language Therapy Assistant: Reshma George
Skills students will be developing:
 Awareness of emotions
 Attention and Listening skills
 Vocabulary related to ‘shopping’ and ‘food’
 Social interaction with peers
 Basics of body language (from A. Kelly Social Communication Books)
Brief description of activities:
 Expressing how they are feeling and understanding the feelings related to different scenarios
 Developing listening skills by playing a range of motivating games e.g. Simon Says, true and false.
 Understanding range of words related to shopping and food from visual cues shown
 Using adjectives to describe items i.e. clothes
 Carrying out various memory games e.g. “I went shopping and I bought a.....”
 Demonstrating ability to work in a pair i.e. compiling a picture shopping list together.
Subject Vocabulary:
 Emotions (happy, sad, excited, angry), adjectives to describe objects (long, short, beautiful, big, small,
colours), Vocabulary related to shopping (shopping trolley, shopping basket, bags, money, toys, clothes,
food, cheap, expensive) etc.
Leisure
Teacher:
In the spring of 2014 Leisure will be an engagement of multi sports and activities, including passive recreation.
Skills students will be developing:
 Interpersonal skills.
 Speaking and Listening skills.
 Working as part of a group / turn-taking.
 Show development in a Leisure Activity.
 Health and safety awareness- indoor and outdoor activities.
Brief description of activities:
 Students will participate in: Indoor and Outdoor Activities, Multi Sports, Boccia, Rounders, New Age
Curling, Bowling, Youth Club Activities, and Golf.
 Develop ability to work effectively individually, with a partner, or within a group.
 Identify appropriate equipment for set tasks; for example.
 Demonstrate awareness of the correct use of equipment.
 Identify appropriate techniques in participation.
Subject vocabulary:
 Bowling, Rounders, Fun, Golf, Team, Individual, Sports, Clothing, Equipment, Ball, Racket, Bat, Rules, Fair
Play, Safe, Technique, Kit, Confidence, Play, Youth Club.