Key Stage 5
Autumn Term 2015
VBC A
Ms Y. Bouabdallah
Literacy
Topic: People who help us
Teacher: Ms Gosha Treska
Skills students will be developing:
 Fine motor skills and handwriting
 Reading skills, including comprehension and functional reading
 Speaking and listening skills, including role play and communication
boards
 Working as part of a group / turn-taking
 Accessing the written text in the environment
Brief description of activities:
 Using non-fiction books and the internet as a source of information about people who
help us
 Looking at functional text in real life situations
 Learning who can help us and when
 Learning how to access the correct place
 Functional reading-learning how to read words that can be found in their
environment
Subject vocabulary:
 Fire-fighter, police, ambulance crew, doctor, nurse, post man, receptionist,
waiter, teacher, dentist, hairdresser, shop assistant, returns desk, customer support,
gym instructor, help
Numeracy
Topic: Number, Time, Measurement, Money
Teacher: Ms Gosha Treska
Skills students will be developing:
 Application of number and money
 Simple Addition/ subtraction
 Experience time
 Measuring length
Brief description of activities:
 Total amounts and give correct amounts in order to pay for items
 Strategies for simple mental addition and subtraction/with visual aid
 Using number lines to add and subtract
 Partitioning numbers into hundreds, tens and units using real money
 Experience time from analogue and digital clocks (12 hour and 24 hour clocks)
 Create timetables for activities e.g. tuck shop opening times
 Measure length using standard units for practical purposes e.g wrapping presents,
creating a garden, creating tablecloths
Subject vocabulary:
 Hundreds, tens, units, more, pounds, pence, hundred square, o’clock, half past, quarter
past, quarter to, analogue clock, digital clock, timetable, centimetres, budget, price,
ordering, stock
R.E
Topics: Myself and My Family / Celebrations
Teacher: Mrs Priya Perera
Skills students will be developing:
 Recognising characteristics of themselves
 Listening, speaking and turn taking involved in group discussions
 To understand things different families may do.
 What is a celebration?
 To take part in celebrations
 Celebrating festivals of Light
 Finding out about Diwali
 To participate in the Posada tradition
 Advent preparations
 Celebrating Christmas
 Recognising the cues for prayer and reflection time and responding to these cues
appropriately
Brief Description of Activities:
 Singing and signing songs about ‘Me’.
 Creating art work to show how important and special their name is and how uniquely they
have been created
 Activities involving Family/Family tree
 Art and craft activities to reinforce the student’s understanding of the celebrations,
including Diwali and Christmas
 Dressing up and looking and exploring special costumes for different celebrations
 Using a variety of resources to learn about celebrations/festivals of light
 Art and craft activities related to the colours and meaning of Advent
 Making a poster of The Christmas Story and designing Christmas cards
 Prayer and reflection time at the end of every lesson
Subject vocabulary:
 Myself, me, family, family tree, sister, brother, mummy, daddy, friend, pray
 Celebrate, celebration, light, festivals, Diwali, Advent, Christmas
VBC Options
Topic: ICT Project
Teacher: Mr Wayne McCullough
Skills students will be developing:
 Development of formatting skills.
 Internet safety.
 Research skills.
 Teamwork.
 A flexible, creative and independent approach to tasks.
 Development of creative work in writing, audio-visuals and other electronic media.
 The awareness of media equipment
 Decision making skills.
 Communication skills.
Brief description of activities:
 Accessing information on the Internet.
 Downloading Images from the Internet.
 Saving work appropriately.
 Making logos, letterheads, posters.
 Developing animation skills with support.
 Using media equipment.
 Learning how data can be protected.
Subject vocabulary:
 Internet, data, graphics, text, animation, video, sound, safe, protect, file, folder,
multimedia, layout.
PSHE/C
Topic: Knowing my Rights
Instructor: Ms Yasmine Bouabdallah
Skills students will be developing:
 To identify their rights and of the others at school.
 To identify their rights and others outside school.
 To listen to others.
 Communication skills.
 Self- confidence.
Brief Description of Activities:
Students will participate in;
 Circle time discussion and games focusing on the topic.
 Role play activities. Students will learn through role play their rights and of others.
 Peer feedback. Students will assess each other’s work and will offer critique as to how it
could have been improved, such as during role play, is there anything they would have
done differently?
Subject vocabulary:
 Human rights, personal space, social skills, communication skills,
strategy.
Independent Living Skills
Topic: Household Shopping
Instructor: Ms Yasmine Bouabdallah
Skills students will be developing:
 Awareness of local shops
 Knowledge of local shops
 Listening to a set of short instructions
 Pair work in the classroom
 Importance of making a list to purchase items
 Waiting at the till safely
 Knowledge of aisles in shops to look for items
 Importance of keeping safe in shops
 Use of trolley or basket to carry items
 Money skills in shops when buying items
 Knowledge of customers rights id unhappy with an item
Brief Description of Activities:
 Name shops, point at shops, identify shops
 Plan shopping trips from given situations
 Take part in shopping trips
 Use money to purchase items
 Use trolley or carry bags to carry/ pack items
 Locate selected aisles to purchase items
 Identify staff who may be able to help in the shops
 Keep receipt safe
 Return items that are not suitable to the shop
Subject vocabulary:
 Household shopping, purchase, local shops, items, change, receipts, customers’ services,
aisles, trolley, baskets, packing, shopping trip, supermarket, Tesco, Sainsbury, Lidl, Aldi,
Asda, Morrisons, Iceland, Poundland, Waitrose
Community Skills
Topic: Getting about Safely
Instructors: Ms Anushka Arora and Ms Yasmine Bouabdallah
Skills students will be developing:
 Communication Skills
 Working with others
 Recognising public information signs.
 Problem solving skills
 Thinking Skills
 Decision Making Skills
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Improving Own Learning and Performance.
Brief description of activities:
 Awareness of countryside.
 Prepare for a countryside walk.
 Understand the benefits of walking in the countryside.
 Know the countryside rules.
 Use of Pedestrian crossings
 Role Play, Group Discussions
Subject vocabulary:
 Stay Safe, Road Signs, risks, countryside, Pedestrian crossing, journey, Comment.
Textiles
Teacher: Ms Claudette De Aguiar
The Textile option is a half year rotation option based in arts and handicrafts. The Textiles
Option builds upon the DT National Curriculum KS3 programmes of study to develop a working
knowledge of textiles, a further understanding of the design process and of a variety of textile
materials and components. At the start of the options, students will continue to develop the
manufacturing and fabric enhancement skills that will help to support their NOCN accreditation
in KS5. Students will also have the opportunity to do some creative design using a variety of
decorative techniques. A distinguishing feature of the textile option is its practical nature. By
the end of the option rotation students will have learned and developed skills such as:
Skills students will be developing:
 Show awareness of the vocational area.
 Interact with others in an appropriate way.
 Show a development in textile skills such as:
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Embellishing techniques
Appliqué
Patchwork
Applying colour – dyeing fabric / paper
Fabric cutting
Hand sewing
Ironing fabrics
Washing fabrics
Health and safety
Sewing machine skills
Brief Description of Activities:
 Creating design templates.
 Identify appropriate equipment for set tasks; 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.
 Communicate with peers and tutors.
 Demonstrate ability to work effectively individually or with a partner
 Identify suitable fabrics and threads.
 Identify equipment to be used.
 Identify appropriate techniques used in textiles and textile design.
Subject vocabulary:
Template, design, Cutting, strips, recycled, Sew, needle, sewing machine, tack, scissors, thread,
and tape measure.
Sport and Leisure
Instructor: Mr Chris Moore
Leisure aims to develop skills for recreation. It helps in maintaining and enhancing health and
improves the quality of life. There are different types of Leisure; engaging in sports and or
outdoor games, passive recreation, which involves activities such taking nature walks, and
activities such as bowling, miniature Golf etc. Leisure will support student’s development of
interpersonal skills in a social environment encouraging students to enjoy the company of friends
in an appropriate manner.
Skills students will be developing:
 Interpersonal skills
 Speaking and Listening skills
 Working as part of a group / turn-taking.
 Researching using books and the Internet.
 Show awareness of the activity.
 Show development in a Leisure Activity.
 Health and safety awareness- indoor and outdoor activities.
Brief description of activities:
 Students will participate in: Football, Boccia, Bowling, Golf, Outdoor Activities.
 Develop ability to work effectively individually, with a partner, or within a group.
 Identify appropriate equipment for set tasks; for example – Cones, Ball & Racket.
 Demonstrate awareness of the correct use of equipment.
 Identify appropriate techniques in participation.
Subject vocabulary:
 Bowling, Fun, Golf, Team, Individual, Sports, Clothing, Equipment, Ball, Rules, Fair Play,
Safe, Technique, Kit, Confidence, Play,
VCB Option: Ceramics
Teacher: Ms Maria Escribano
Skills students will be developing:
 This module is an introduction to pottery as a distinct genre of art practice.
 Students will participate in activities, developing hand-building techniques such as
pinching/coiling/slab building and other construction techniques.
 Students will look at and replicate historical pottery forms. They will also be looking it’s
use and function, sculpt animals and ornaments.
 They will develop critical, technical and manual skills as well as verbal and observational
skills. This module also provides students the opportunity to mix their own clay and load
and fire electric kilns.
Brief
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Description of Activities:
Types of clay.
Health and safety.
Preparing clay.
Shaping the clay.
Decorating the clay.
Drying and firing the clay.
Four basic techniques for shaping the clay, each with a project:
Pinching
Coiling.
Solid modelling.
Slab making.
Subject vocabulary:
 Ceramic, clay, earthenware, stoneware, kiln, glaze, pinching, coiling, slab.
Music Production
Topic: Folk Music of the British Isles
Teacher: Mrs Sadie Hallchurch
Skills students will be developing:
 Singing/signing/vocalising - social skills, promote self-expression, communication skills.
 Instrument specific skills – Tuned/untuned percussion, African drums, Microphone
technique, Piano keyboards, Ukulele, Guitar.
 Listening with awareness, identifying instruments and salient features.
 Performance skills – individually and as an ensemble, developing self-esteem.
 Learning how to read and play following a graphic score using letters and colours – literacy
skills.
 Making choices through composition and improvisation tasks.
Brief description of activities:
 Rhythmic circle activities using percussion and African drums, incorporating, call and
response, creating their own rhythms, revising the musical elements, tempo, dynamics,
pitch, timbre.
 Studying the context, history and different styles of folk music in the British isles through
listening, watching recorded performances, discussing and performing traditional and
contemporary folk music.
 Learning how different cultures celebrate Christmas around the world, through listening,
watching recorded performances, discussing and performing.
 Listening to extracts of Folk music and Christmas music, identifying musical instruments
and elements through questions and selecting options.
 Singing/signing/vocalising and performing traditional and contemporary folk songs and
Christmas music.
 Practicing and performing folk music independently on instruments and as an ensemble.
 Composing tasks – choosing notes from the Pentatonic and Dorian mode scales to create
short melodies and patterns, using colour coded worksheets, improvising rhythms and
contributing ideas for lyrics.
Subject vocabulary:
 Instruments: Hurdy Gurdy, Banjo, Ukulele, Mandolin, Violin, Tin Whistle, Flute, Accordion,
Harmonica, Bagpipes, Boom-whacker,
 Musical elements: Pitch, tempo, dynamics, melody, call and response, rhythm, performance,
chord, melody, bass-line, drone.
 Folk Music: English, Irish, Scottish, Welsh, Celtic, Fusion, Traditional, Pentatonic, Dorian.
 Christmas around the world: Names on the world map.
 Colours (visual notation support), letters (musical alphabet) and numbers (counting).
Horticulture Enterprise (Option)
Instructor: Ms Rosemarie Gleeson
Skills students will be developing:
 Health & Safety routines in the garden re: clothing/tools
 Identifying plants
 Understanding & tending plants (weeding; feeding; watering; protecting)
 Choosing & using garden tools e.g. Fork; Spade; Rake; Wheelbarrow to
 Understanding what helps plants to grow & what makes plants weak
 Developing vocabulary of Horticulture
Brief description of Activities:
 Planting & maintaining fruit & vegetables
 Clearing & preparing soil beds for planting
 Growing plants from seed
 Learning about wildlife & the seasons
Subject vocabulary:
 Tool, plant, growing, soil, poly-tunnel, weeding, feeding, watering and protection.
Drama and Stage Production
Instructor: Mr B Richardson
The Drama Ethos consists of developing the following attributes through its practice;
Skills students will be developing:
 The ability to work together as a team
 Speech development and listening skills
 Co- ordination; physical fitness and flexibility
 Spatial awareness, the development of empathy
 The stimulation of the imagination; the processing of rituals and
rites of passage; respect for and appreciation of the work of
others
 The building of confidence and self-esteem development of verbal
and non-verbal communication skills.
Brief description of activities:
 Elements realising this ethos include: "ice-breaker" games; warm up exercises; drama
games; improvisation; action and movement songs; building a character and the art of
storytelling.
Expressive Arts
Dance Movement Therapist: Ms Natasha Sackey
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The role of Arts and Culture in our school plays a major
part in how we diversify our students lives. Pield Heath House
works not only to educate our students but aims to enhance all
students’ well-being, confidence and motivation to reach their
own full potential.
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Our unique approach to expressive arts is underpinned by
a creative and therapeutic framework that fundamentally
understands the interconnectedness of our mind, body and movement. Expressive arts
students are encouraged to explore and work with their own individual need, selfexpression and creativity.
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Expressive arts students will participate in dance, movement, performance and project
work. Alongside the performing arts (dance) exploration, the programme aims to support
students personal development by building self-awareness, body awareness, verbal &
nonverbal communication, and promotes individual choices & self-regulation. Within the
KS4 and 6th form, the benefits also include enhanced interpersonal, communication and
relationship skills.