In Y7 and Y8 pupils follow a developmental curriculum pathway. Baseline data is collated on entry and the phase of learning identified. Each topic will be delivered in a logical, developmental pathway. In year 9 pupils will access either an Entry Level qualification or GCSE, dependent upon their prior attainment.
Subjects
Please click on the subjects below to find out about what we do at Barbara Priestman Academy.
Animal Care
Animal care is offered as an option to sixth form students who wish to pursue an interest in this area. Pupils study a Compass Education Level 2 Certificate or Diploma on the animal of their choice. Previous and current choices include canine, feline, bird, reptile, equine and even insect courses. Pupils take part in both theory and practical sessions. A number have progressed to further animal care studies at Houghall College.
The school currently houses a wide range of animals, including rabbits, guinea pigs, gerbils, degu, stick insects (two species), a snake, a bearded dragon, edible snails and giant land snails. Our collection varies according to both general needs and those of individual students. Previous residents include geckos, a horned frog, Jeffrey the emperor scorpion,Larry the tarantula, mice, Lizzie and Miss Daisy the sheep and ponies named Joey and Alvin.
Pupils of all ages are welcome to volunteer to help look after the animals during the school week. A photographic pet show allowed all students and staff to proudly show off their animals and further shows will be held.
Horticulture / Land based
An NOCN Level 1 Certificate in Horticulture can be the choice for sixth form students who enjoy practical work outdoors and don’t mind getting wet and muddy! Pupils are involved in producing a wide range of fruit and vegetables, covering all tasks from ground preparation to planting to harvesting. Much of our produce heads towards the school’s café and kitchens , so that the whole school can benefit from their hard work. Practical sessions are complemented with theory, giving students a fuller understanding of the process.
Vegetable beds and access to our two polytunnels (partially funded by Sunderland Rotary Club and kindly put up by the sixth form Duke of Edinburgh volunteer groups) are available to any student or tutor group with an interest in growing.
The school Horticultural Show has been very successful, including the hotly contested heaviest potato, funniest shaped carrot and biggest weed classes! Future shows are planned.
Art & Design
Art & Design at Barbara Priestman is designed to support learners with all aspects of the curriculum, as well as develop every pupils social, moral, spiritual and cultural understanding. It is inclusive for all regardless of academic ability.
By beginning our curriculum looking at expressive mark making, this provides pupils with the opportunity to express themselves and their individuality without feeling as though they have no artistic ability.
Pupils are encouraged to explore the mark making process via a variety of tools and techniques such as printing, painting, drawing, photography and 2D relief work .
During this process pupils begin to appreciate that they don’t have to have strong drawing based skills in order to enjoy art and this impacts greatly on confidence and self esteem.
As pupils move forward they discover a vast amount of ways to express themselves and their individuality, whilst being heavily supported and encouraged in order to succeed. They are challenged to question how art impacts their lives and the world around us. Using art they discover how colour can be used to convey mood and emotion and how it can also represent our personalities. We observe art in nature and how this links to Math and Science in order to provide cross curricular links to support whole school learning.
Once pupils reach KS4 they are provided with the opportunity to pursue art in order to achieve an accreditation ranging from NOCN, BTEC to GCSE. Courses are tailored to suit the individual learners needs and we believe that learning should be personalized in order to allow the young person to identify who they are and what working method suits them and their interests.
They will be encouraged to be creative, innovative and true to themselves.
Glass Beats
A group of sixth form girls from both Barbara Priestman and Portland Academies have completed a project with The National Glass Centre in Sunderland, funded by Youth Music as part of an Art & Design Project in the Skills section of Their Duke of Edinburgh Award. The project entitled Glass Beats saw the girls design ceramic instruments with a team of ceramic artists from Sunderland University under the guidance of Ceramicist and Lecturer Robert Winter and musician Matthew McGuire.
The girls then shared their new skills with our entire year 7 group at The Sunderland Museum and Winter Gardens where they planned and delivered a lesson in pot making.
After seeing musician Brendan Murphy provide the music for a presentation of The Tempest at The Northern Stage using glass instruments such as marimbas and tuned glasses the girls rehearsed at The National Glass Centre for two whole days. At the NGC the group joined with students from ESPA and composed several original pieces of music under the guidance of Matthew and Brendan.
The culmination of the project was a performance of the original new works at St Peters Church in Monkwearmouth in front of an audience of invited peers, family and friends.
The girls learned many new skills during the project and were able to submit their efforts as evidence towards their Arts Award Bronze portfolios.
Design and Technology
Design and Technology is offered throughout the school.
Design and Technology Resistant Materials
Pupils study Design and Technology Resistant Materials in the purpose built workshop. This is a combination of practical work and Computer Assisted Design (CAD) using programmes such as Google Sketch up.
During lessons for Key stage 3, pupils learn how to use various tools, e.g. tenor saws, coping saws, wood chisels, files etc while working with materials such as wood and acrylic.
In Years 10 onwards D&T Resistant Materials is an option subject, taken to GCSE level, and the pupils work on their own projects while learning to use more advanced tools such as electric hand held drills, sanders and saws. They also learn to use machinery such as pillar drills, sanders and vacuum formers. There is also a theory element to the course.
Other sixth form groups from Duke of Edinburgh and The Design Business often access the workshop to construct objects such as bird feeders and bird tables, planter tubs etc to sell to staff, parents and friends of the school. The Design Business students design and construct scenery and whole sets for the use of the Theatre Business
Design and Technology Food
All pupils are able to access Food technology. In Key Stage 3 pupils are offered Food technology for one term each year. The lessons allow pupils to develop a range of basic cooking skills, including methods such as rubbing in, creaming, basic vegetable preparation etc. All pupils learn the importance of health and safety in the kitchen and practice this through practical sessions. Pupils utilise these skills to produce a range of sweet and savoury dishes, developing further skills as they move through the key stage. We are able to use our own produce from our Forest school to cook with, helping students to understand where their food comes from.
At Key Stages 4 and 5 pupils are offered the opportunity to undertake Jamie Oliver’s Home Cooking Skills Award.
We teach qualifications at level 1 and 2. NVQ level 1 and 2 are taught within the context of our school meals service by our chef within the internship programme.
Design and Technology Graphics
In Key Stage 3 students study graphics as part of the Design Technology carousel. Students learn the design cycle from brief to ideas to final product and then reflect upon their progress. Briefs are discussed and agreed upon with students allowing them to exercise a degree of autonomy and choice. This autonomy and choice is supported by staff who guide and suggest a wide range of possible outcomes for the students to explore. Through this process students access a wide range of techniques from traditional drawing and design to the use of ICT, photography, and reprographic processes such as sublimation printing. Students discuss and expand their knowledge of the use of signs, symbols and images and their use in the world of communication.
Techniques and approaches to creativity are embedded allowing the students to become independent creative thinkers; this prepares them for the Art & Design BTEC courses studied in Key Stages 4 & 5.
Policy & Long term Planning
Design & Technology Vision Statement
Dance
We provide a key stage 3 Dance curriculum to offer students a broad range of subjects with the aim of developing confidence, co-ordination, gross motor, creative and artistic skills.
The dance curriculum also contributes to a healthy, balanced life style and promotes positive well-being.
Curriculum
Key stage 3 students participate in Dance lessons one a week.
Within these lessons students:
- Perform dance movements, using travel, direction, turn, jump, gesture, balance, size, shape, energy.
- Create and link movement together using key components
- Create phrases of movement using composition and choreographic devices such as dynamics, motif development and musicality.
- Identify key aspects of a range of styles
- Describe and evaluate own practice, identifying ways to improve
- Demonstrate relevant skills through participation in workshops, and performances
After completion of the dance curriculum at key stage 3 students can Progress further and Study an accredited Dance or Performing Arts course at key stage 4.
External Links
Outside of specific lessons, the academy explores the arts industry by participating in workshops and events external companies such a with Dance City. This year students learned two dance phrases in the style of commercial and contemporary dance and explored partner work developing their trust skills.
Opportunities
Students also have the opportunity to perform in dance and performing arts shows in school and within the community in which they experience performing to large audiences in professional venues and getting a chance to work with professional dancers and artists. This summer we are performing at Bede College in the new state of the art theatre alongside DanceInnovate Performance school and The Bunker Singing group.
Our dance group will shortly tour around school sin the trust and perform dance work to other students. Students will lead the tour by facilitating workshops and passing on their dance knowledge to others.
After School Club
Dance club is ran after school every Wednesday for all pupils. The club offers fun movement activities as well as a chance to learn dance routines in a range of styles and genres.
Dramatic Enquiry
This unique approach is a fusion of P4C (Philosophy for Children) and Drama-in-Learning that has been designed to develop creative, transferable thinking skills in learners.
Dramatic Enquiry is highly enjoyable, it’s challenging, it’s puzzling, it’s difficult, it’s frustrating, it’s fascinating and it provides all of the tools for making thinking visible.
In Dramatic Enquiries learners are placed in the centre of a fictitious dilemma and they have to decide for themselves about the questions they need to ask and the rights and wrongs of the given situation.
Dramatic Enquiry develops creative, responsible independent thinkers. It appeals to parents and educators who want a broad and balanced curriculum for their children, and it encourages us all to be motivated and questioning learners.
Since 2008 the school has worked with Gordon Poad to devise and develop part in Dramatic Enquiry events.
Duke of Edinburgh Award
The Duke of Edinburgh award scheme is a voluntary programme of activities that you can do in your spare time. There are different sections of activities that you can choose from. These are:
• Volunteering
• Gaining new skills
• Physical activities
• Taking part in an expedition
• Working away from home in a team
The scheme is open to anyone over the age of 14 and is divided into three different awards: a Gold award, a Silver and a Bronze. The type of scheme you can follow will depend on your age.
If you’ve not already taken the Bronze and Silver awards you can start at Gold, as long as you complete an extra six months in the skills or recreation areas and you are over 16.
A Duke of Edinburgh award will boost your CV and may help you in your chosen career. The awards take a high level of commitment and hard work, they have a good reputation among employers. It’s also a great way of meeting new people who are interested in the same things as you.
DOE Medium term planning 17-18
June & July 2017
Students from Barbara Priestman and Portland have completed their Bronze Duke of Edinburgh Award walking around Lake Ullswater, and a group completed their Silver award walking part of the Northumberland Coastal path, starting on Holy Island to Newton by the Sea.
10 Students from Barbara Priestman and 3 previous students from 19-25 Select Sunderland then completed their Gold Duke of Edinburgh Award, walking in the Lake District from How Town and finished at Threlkeld, taking in Thirlmere and Derwent Water along the way
The students who all do Duke of Edinburgh award as part of their 6th form curriculum had already completed the
expedition training, volunteering, physical and skills section on Mondays throughout the Autumn, Spring and Summer terms.
They have demonstrated during their award and in particular the expedition section resilience, team work and developing emotional intelligence.
The weather was a typical mix of sunshine and rain however everyone was up for the challenge and set up camp, cooked meals, walked, navigated and most importantly had lots of fun! Excellent effort from everyone involved.
The past few years Portland students have taken up the challenge and are hoping to achieve Gold next year 2018.
The joint expeditions have been great not only for to gain the award but for students and staff to mix and share the experience with each other.
A fantastic cross trust success well done everyone involved! We’re already planning for next year!
January 2017
March 2016
Our sixth form group have been practicing camp craft skills for upcoming expeditions. Some of the activities they practiced were:
Fire lighting with fire steels,
Cooking pizza and roasting marshmallows,
Making mugs of hot chocolate
Girls Expedition Training February 2016
Our Duke of Edinburgh girls went on a training expedition along the East Durham Coast. Despite the cold weather the girls had a brilliant time.
Gold Award Success!
Carolyn Barker and Dave Atkinson had the privilege of going to St James Palace in London yesterday to support our fabulous students who completed their Gold Duke of Edinburgh Award in 2014. The students were fantastic ambassadors for our school, all very smart and polite. They each had a guest with them as well and most were off out after the ceremony to enjoy various activities in the capital. There were 80 young people from north east England from a variety of schools, colleges, universities and centres. We had the biggest number there!
Much to our shock Carolyn had a role as VIP and had a tour of the palace and sat with the presenter Phil Brown (ex silver medal 400m relay runner at LA Olympics, and central England Regional Director for D of E), and with other dignitaries and celebs from Dragons Den!
Prince Phillip was on great form and he chatted with every group, several of our students spoke to him as well as Carolyn and Dave. The Prince has not missed a presentation since 1958! Amazing considering he is 94 now!
It was a lovely day and who would have thought 7 years ago when we started Duke of Edinburgh Award in school we would have 7 students achieving Gold. Another 7 students will get an invite next year as they achieved their gold this year, hopefully this is the start of a long line of successes not only for BPA but our links with students from Portland and Hope Wood!
A massive thank you to all staff who have been involved in D of E over the years without your support our young people would never get the opportunity to do these amazing things and have such wonderful experience’s.
Bronze Award 2015 -Northumberland
Our Duke of Edinburgh students enjoyed a two day expedition of the Northumbria coastline, camping at Warren Mill near Holy Island.
English
In KS3 and KS4 students have four periods of English per week and in KS5 students have 2 periods of English Basic Skills per week.
In KS3 students are grouped by ability for each strand of English – Big Writing, reading and spelling.
In KS4 pupils follow either an AQA Entry Level course or GCSE course in English Language, according to their ability. Each group has one skills lesson per week which incorporates independent reading, spelling and handwriting.
In KS5 pupils work on functional skills and emphasis is put on reading for pleasure.
Policy & Long term Planning
Year 10 Medium term planning Macbeth Year 10
Forest School & Outdoor Learning
At Barbara Priestman Academy we believe education is a right and is cherished throughout the world as we are tasked with guiding and nurturing students into adulthood. Teachers provide a substantial part of that development and they are the bedrock of academic achievement. But many young people respond more slowly and others find it hard to engage at all.
Forest Schools is aimed at those learners who find it really hard to benefit from teaching in a classroom setting. Forest School is learner led drawing on students interests and imagination.
Forest Schools are sessions designed to get students to learn outdoors, a programme that allows more freedom of expression and a philosophy that transforms the lives of those that are stimulated by things other than formulae and prescribed pedagogy.
The Barbara Priestman Forest School is an on going project for pupils to design, create and build an external learning environment.
The philosophy of Forest Schools is “to encourage and inspire individuals of any age through positive outdoor experiences”. It aims to develop:
We carry out a range of Forest School sessions throughout the key stages. Forest School engages students in the outdoors developing emotional intelligence and resilience. The focus on sessions is for students to learn through play and develop skills through learner led activities. This helps promote self awareness, self regulation, communication skills and self esteem.
Sessions include elements of bush craft, play, games, using tools, art work and camp fire cooking.
We are also in the process of building an archery range in Forest School and a paddock for ponies!
Situated at the rear of the main school building the area was overgrown with weeds and left for 20 years. The Forest School began in Easter 2009 with pupils, staff and volunteer groups such as Durham Wildlife Trust, Houghall College and Pennywell Youth Project all helping to reclaim the site.
This on going project has seen the creation of two ponds, two dipping platforms and a nature trail plus over 500 trees have been planted helping to create natural wild habitats. The pupils themselves design, create and build everything that is placed into the Forest School and they have begun to use the Forest School to complete their John Muir Award. In addition, the pupils are using the site to practice expedition camp craft skills for their Duke Of Edinburgh Award. Nature Trails have been created for walks, running and mountain biking. David Atkinson leads the outdoor learning in school and is a level 4 Forest School practitioner he is also an associate Forest School practitioner with Forest Schools Education and he delivers level 1,2 and 3 courses in Forest School for staff and Ascent Trust. Please see below more information regarding the Forest School training which Dave delivers.
Why we do Forest School?
Forest School encourages:
SPICES
Spiritual – awe and wonder of nature, wow moments, success, small achievable tasks, feel good about oneself
Physical – games, play, movement, gross and fine motor skills, using different muscle groups
Intellectual – review and reflection, problem solving, create games, play, story -telling, design and building things, creativity, imagination and thinking skills.
Communication – conversation, social skills, empathy, team work, listening skills, leadership skills, and developing a community ethos
Emotional – self regulation, self-awareness, self-motivation, feel good about oneself
Social – working together, turn taking, decision making, negotiation, decision making, supporting others, empathy
5 R’s
Readiness – Be on time and be ready for lesson
Resourcefulness – learning from and with others, learning in different ways
Resilience – Keeping going, managing feelings about learning with teachers, peers and resources
Responsibility – Self- awareness and empathy towards others
Reflectiveness – looking back, stop and reflect
Forest School 2017
Poly Tunnel
By the end of this summer term anyone venturing down to the Forest School should notice that a new structure will have appeared amongst the chicken runs and rabbit hutches; a 2 metre high, 4 metre wide, 8 metre long Poly-tunnel also known as a huge plastic greenhouse. It has taken since September 2013 to build and, upon completion, will have involved every sixth form student in its construction. The sixth form Duke of Edinburgh volunteering groups have spent a great deal of time and effort at every stage of the tunnel’s development including all of the following tasks:
- Levelling the ground
- Marking out and lining off the structure’s position
- Digging the foundation holes
- Mixing the concrete
- Assembling the individual frame structures
- Setting the frames in the foundations
- Back filling the foundation holes
- Joining the frames together with ridge poles and crop bars
- Constructing and installing the four doors and their frames
- Insulating the frames
- Attaching the Polythene skin to the structure
- Constructing and installing a potting table
- Chicken shooing and worm rescuing
The work was, at times, quite strenuous and the weather was not always as hospitable as we would have liked but every Monday a group of students could be seen striving to complete tasks that they had never previously attempted let alone successfully completed. Students learned new skills, built resilience and worked co-operatively, volunteering their services willingly so that the rest of the school could benefit from their endeavours. The poly-tunnel will be used by Lyn and her classes to grow a variety of food plants; it will enable an earlier start in the year in providing food for the school café and kitchen. Students involved in Land-based Studies and Horticulture courses will benefit from the structure as well as those classes participating in the school’s regular Horticultural show.
The Kitchen Garden
As part of our technology college status we have developed the school site to provide a Forest School where students experience outdoor learning in a range of curricular areas. We have a school cafe where students develop their work based skills on sheltered work experience placements.
During the spring term of 2011 Horticulturist Sue Hick worked with all pupils to develop part of the Forest School space into a kitchen garden. The pupils made raised beds, into which they planted vegetables and fruit, which when grown were to be used in the school kitchen.
The products planted included fruit trees and bushes, peas, beans and lettuce. By the summer term most of the produce was ready to be used in the school café to make sandwiches and salads. Sue Hick provided the staff with a list of products to buy and plant so there would be a continuous supply of food.
In response to the need for upkeep of the Forest school a new member of staff has been employed to manage the site. The member of staff will continue working with the pupils to plant and maintain the kitchen garden.
Policies & Long term Planning
Outdoor Education long term planning
Outdoor education medium term planning
Humanities
The Humanities Department is responsible for the teaching of RE, History, Geography, Culture and Society
.
We have recently written a new exciting and stimulating curriculum for Key Stage 3, this allows students to discover more about their local communities, see how their local area fits into the national picture and how Britain interacts with the rest of the world. In year 7 students work on key skills necessary to understand history and geography building their developing understanding of the world. In year 8 and 9 students study a variety of topics which further develop their skills
In Key Stage 4 the students all study elements of humanities at either GCSE or Entry Level, currently we offer ORC GCSE Geography B and OCR Entry Level history and OCR Entry Level Geography.
Policies & Long term Planning
Long Term Humanities KS3 Planning
ICT & Creative Media
Key Stage 3
In Key Stage 3 ICT we focus on key ict skills that students will need in order to help them to secure a job when the leave Barbara Priestman Academy.
We focus on developing student skills using Microsoft Office as this is currently industry standard. Students learn to use Word, Excel, PowerPoint and Publisher. Students also study E-Safety across all topics.
Key Stage 4
In Key Stage 4 we currently have 2 pathways – vocational (entry level and level 1) and IGCSE.The vocational pathway allows students to showcase and build on the skills that they have learned in key stage 3.
IGCSE
The IGCSE consists of two exams; one practical based, and one written.
For the practical exam students are given a list of tasks that they must complete using. The tasks they might be asked to complete are using Microsoft Word, Publisher, Excel, Access, image editing software and website development software.
For the written exam students will study, digital devices, connectivity, online communities and operating online.
Key Stage 5
At Key Stage 5 we have 2 different pathways; vocational (level 1, 2 and 3) and IGCSE.
For the vocational pathway (level 2 and 3) students are required to work independently to show case the skills they have learned in key stage 3 and 4.
We also develop new skills using different software such as image editing, video editing and Website development.
IGCSE
The IGCSE consists of 2 exams; one practical based, and one written.
For the practical exam students are given a list of tasks that they must complete using Microsoft Word, Publisher, Excel, Access, image editing software and website development software.
For the written exam students will study digital devices, connectivity, online communities and operating online.
Independence & Enterprise
7-2-18 As part of our skills and enterprise curriculum, students made valentines cards and gifts to sell during break time.
Next seasonal themed enterprise will be Mother’s Day gifts
09-03-17 – Students visit to the cafe in our local Asda, where they used their independence skills to purchase snacks, pay for them and check they received the correct change.
Policies & Long term Planning
Medium term planning independence hobbies
Medium term planning independence household expenses
Medium term planning independence household shopping
Medium term planning independence team work
Languages
German offers students the opportunity to develop a foreign language and explore cultural aspects of German speaking countries. Our aim is to make lessons lively and enjoyable, with the emphasis on communication. Pupils will learn the language via a range of activities, including songs, games, and ICT..
Why should we study a foreign language
We are now using Pearsons Active Learn in class and homework will be set on this website each term. Students in most classes will have the user name and password in their planners. Any problems with this, please speak to Julie or Gilda.
You might also like to look at the following:
http://gut.languageskills.co.uk/index.html (free after 4pm)
http://www.klar.co.uk/ (free after 4pm)
http://www.ashcombe.surrey.sch.uk/Curriculum/modlang/index.htm
www.digitaldialects.com/
http://www.bbc.co.uk/schools/11_16/languages.shtml
http://atschool.eduweb.co.uk/haberg/reallyusefulge/default.htm
http://german.about.com/homework/german/
Dictionaries
German to English and English to German
G.C.S.E Revision guide downloads
German revision guide (word format)
Maths
Maths at Barbara Priestman Academy is about more than just numbers. Students learn core life skills including independent enquiry, resilience, accuracy and problem solving.
We believe in the importance of mastery which starts with learning a concept but then challenging students to manipulate the concept to solve real life scenarios.
To support our learners we offer a variety of concrete, pictorial and abstract resources and strategies to enable them to grow in confidence and independence.
In Key Stage 3 students follow a mastery curriculum designed to fill gaps and build firm foundations.
In Key Stage 4 and 5 students work towards achieving a range of qualifications including GCSE’s and Functional Skills at Levels 1, 2 and Entry Level. If students are not ready to sit qualifications then they will continue to study at the appropriate level for them to progress.
Assessment
All students are assessed at the beginning of the year using the NFER tests. Students are assessed using APP on a termly basis.
Homework
All students following a GCSE course should receive 30 minutes homework per week. All other students should receive homework as and when it is appropriate in accordance with the school’s homework policy.
Schemes Of Work
Maths SOW Year 7 Lynn
Maths SOW Year 9
Maths SOW Year 9 Addition and Subtraction
Music
Music encompasses an understanding of culture, develops listening skills and personal creativity. It encourages expression, raises self-esteem, builds confidence, enhances and enriches and ultimately provides the framework for the whole child. At Barbara Priestman the importance of music throughout all key stages is described as the ‘bringing together of intellect, feeling, personal expression and emotional development’.
Throughout all key stages, students will experience music from the perspective of hands-on instrumental work and listening to a wide variety of music of different styles, cultures and traditions.
These areas will be broadly studied in order that students will be able to:
- develop performing skills;
- develop composing skills;
- appraise and review their own work as well as the work of others;
- develop listening skills and apply their knowledge.
Students will develop these skills in the context of individual, paired and group work.
In addition, students will be offered opportunities to participate in and further develop their musical work through:
- Annual academy talent show
- Academy band practice
- Visiting musicians
- Whole academy visiting shows
- In academy performances and also to other audiences in the region
- Visits to other professional, amateur and school productions in this region.
These activities will provide additional benefits in terms of the students’ social skills/awareness, their appreciation of music as a leisure pursuit and the independence required to access them. Students, who show a particular interest or skill level, will be given the opportunity to access a weekly guitar or drum lesson, with one of our two visiting tutors.
Here at Barbara Priestman Academy, we strive to develop the students’ ability to feel music, to understand music, to play music, to invent music and most importantly to enjoy music.
At key stage 3 students follow the National Curriculum for Music, studying a variety of musical styles, genres and traditions. Students concentrate on four key areas of music: performing, composing, listening and evaluating music.
Key Stage 3 – one 50 minute timetabled lesson per week.
At the end of KS3, students can progress to formal study towards nationally recognised qualifications, if they choose to do so. These include NOCN Entry Level Performance Skills at KS4 and NCFE Level 1 or 2 in Performance Skills at KS5.
Key Stage 4 – two 50 minute option sessions.
Key Stage 5 – three 50 minute option sessions.
Christmas Celebrations in the Mayor’s Chambers December 2016
On 16th December 2016, the 6th Form band were invited to perform as part of the Mayor’s Christmas celebrations. The event took place within the Mayor’s Chambers and included performers from local mainstream primary and secondary schools. The group performed ‘Run Rudolph Run’ by Chuck Berry, as well as the crowd pleaser ‘Merry Christmas Everybody’. Their performance was greatly received and had everyone on their feet, dancing in the aisles, even the Mayor himself! It was a fantastic way to end the autumn term and to begin the Christmas festivities. Well done to all involved.
Royal Philharmonic Orchestra Performance at Sunderland Empire
On Tuesday 28th March a group of staff and 6th Form students went to Sunderland Empire Theatre to watch a performance by the world renowned Royal Philharmonic Orchestra. They performed a variety of music repertoire, including classical masterpieces such as ‘Nimrod’ by Elgar and ‘Arrival of the Queen of Sheba’ by Handel, as well as well-known themes from blockbuster films such as Pirates of the Caribbean and ‘Star Wars’. The concert was planned and presented by a group of young producers from Sunderland and was delivered in partnership with Sunderland Music Hub, Orchestras Live, Sunderland Empire and the Royal Philharmonic Orchestra. A great time was had by all.
Policies & Long term planning
PE
A PE lesson class is just one avenue during a school day that provides the opportunity for physical activity.
Physical education programmes teach skills that students will need to participate in physical activity outside of the physical education class and skills they will need for a lifetime of physical activity. We assess students on entry and offer gross motor classes for students who need to develop body awareness, balance and coordination. This is done in partnership with the Occupational Therapist and the physiotherapist. We also have a range of outdoor and indoor equipment that encourage climbing, crawling and balancing.
We offer a wide range of individual and team sports such as swimming, trampolining, football, gymnastics, dance, mountain biking, basket-ball, table tennis and volley-ball. We also have a well-equipped gym where students can develop strength and fitness. Students access at least 3 hours of physical activity through the academy timetable, however, many take up extra sports through after school and lunchtime clubs. We offer swimming, trampolining, dance and football clubs.
We have our own football team and students are also encouraged to compete at inter-school competitions. we also host annual sports days for all key stages. The PE curriculum is complemented by a comprehensive outdoor education curriculum.
PE Aims/Ethos
When students leave BPA at age 19, the PE department’s aims are that the student:
* Will have a good level of physical fitness and be able to lead a healthy lifestyle.
* Will understand competition (winning/losing)
* Will be able to communicate effectively, and appropriately with teammates.
* Will have a level of motor skills that enables students to participate in sport and complete everyday tasks.
* Will feel empowered and have a sense of achievement.
* Will find their own niche and have an interest in a sport or activity that they will continue after school and in their own leisure time.
PE Assesment
* All students should be baseline assessed in the first 4 weeks using the movement chart.
* Teach the unit of work for the specific genre.
* When teaching, be aware of the assessment criteria for the stage and those above and below.
* Ensure that the students have sufficient opportunity to (play the game, perform the routine), so that they can demonstrate the skill level which they are working at.
* Highlight what they can do over a period of time, (i.e. you want to see that they can do this at least three times to make a sound judgement)
* Ensure that if you observe that children cannot demonstrate a particular strand, that you plan to teach this within your lessons.
* Use IPads etc to allow the children to self-assess and to evidence progress at the beginning and end of a topic.
* These criteria can be used for reporting to parents also.
Policies & Long term Planning
Science
Our aim is to provide a stimulating and exciting Science curriculum that all learners are able to access. Every learner will have the opportunity to study at a level that is appropriate to them and that allows them to achieve their full potential and make progress relative to their individual starting points. All learners will be taught by creative, knowledgeable staff in a safe environment. All learners will enjoy their experience and will cover a range of topics that cover Chemistry, Physics and Biology in equal measure. We aim to be a constantly evolving department that can adapt to our learners needs.
Science is able to provide many opportunities to generalise skills learnt in other lessons; extended writing and literacy skills are incorporated into lessons and maths skills such as graph work and measuring are frequently used.
In Science we have invested heavily in a range of resources that are ability and age appropriate and that will be provide appropriate levels of challenge to all learners within our classes. We teach in mixed ability groups and strive to provide experiences that are stimulating and accessible for all class members.
Learners will cover an internally devised curriculum based around the National Curriculum criteria. We will base our work around enquiry based learning. In Year 7 learners will follow a general science curriculum to give them a rounded overview of a variety of scientific topics.
Barbara Priestman Academy
Meadowside,
Sunderland,
Tyne and Wear,
SR2 7QN
Telephone 0333 999 1453
www.barbara-priestman.org.uk
Ascent Academies' Trust
Weymouth Road,
Chapelgarth,
Sunderland,
SR3 2NQ
Telephone 0333 999 1456
Email info@ascenttrust.org
www.ascenttrust.org
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