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Restormel English Curriculum

Restormel Reading Approaches

Restormel Science Curriculum

Restormel PSHE Curriculum.2

In Humanities we study both Key Stage 3 Geography and Key Stage 3 History.

In our Geography sessions we look at the Structure of the Earth and the Tectonic Activity associated with it. We look at how the surface of the Earth is constantly shifting and study the dynamic, often catastrophic, effects of this constant movement.  We analyse the way in which volcanoes are formed and predicted, how earth occur and are unpredictable, and how volcanoes and earthquakes can cause. These three tectonic events can, and often do, have a devastating effect on nearby settlements and environments. Students have the opportunity to analyse and compare case studies of tectonic related events in both developed and less developed countries.

In our History sessions we initially look at the birth of the Industrial Revolution and how it led to Britain building its empire. We look at the factory systems and working conditions at the time, and the improvements implemented to reduce illness and injury especially in children working in the mills and factories.  We study the slave trade; the causes, effects and, ultimately, its abolition. Studying the British Empire leads us on to the causes and effects of World War One. We analyse the flashpoint that triggered the war but also the strengthening and the worsening of relationships leading to mounting mistrust between countries that contributed to the flashpoint.  We then go on to research the 鈥淛oining up鈥� campaign, the conditions in the trenches, the weapons and equipment and, finally, the end of the war.

In Years 10 and 11 it is necessary to focus on the future and the workplace.  Applying for a job can be a daunting experience; from completing application forms and creating CVs to identifying the key elements of a job advertisement, knowing the difference between employment contracts and what an employment contract must contain. BTEC Work Skills is a suite of BTEC qualifications designed to equip students with the essential skills for job success and career development. The main purpose is to develop students鈥� employability skills. The structure of BTEC Work Skills is flexible and designed to support programmes that are student-led. We have chosen two units that best suit our programme and fit into the qualification that is the right size. The two units are internally assessed, and the assessments undertaken in a way that suits each student. Our BTEC Work Skills programme is designed to give students confidence when looking at job adverts and application forms, together with gaining an understanding of the important differences between employment contracts.

Unit 2: Selecting and Applying for a Job.

The aim of this unit is for students to consider how to find suitable job opportunities that match their skills and interests. The students will also explore how to present themselves and their skills in different types of application documents. Different employers in different job sectors will recruit people in a range of ways and this can be confusing. In applying for full, part-time or voluntary jobs, apprenticeships or placements students will need to know how and where these employers advertise their vacancies. It is also important to understand the key information that they should include when applying for different job opportunities and how to present this information in the right way to help them to be considered for the next stage in the recruitment process.

In this unit students will: identify their relevant skills and interests; know where job opportunities are advertised; identify the key information needed for an application; and how to present themselves, their experience and their skills in an application document.

By the end of the unit students should be: confident in identifying their own skills, qualities and experience; be able to efficiently search and select relevant job advertisements; present personal information and complete job application documentation.

Unit 3: Recognising Types of Employment Contract

The aim of this unit is for students to explore different ways employees can be contracted and consider the impact on individuals in the workplace.

There are many different types of employment contracts to reflect different employment statuses and it is important to know the key similarities and differences between them. Students need to be aware of their entitlements as an employee and the level of employment protection each type of contract provides. It is also important to consider how different ways of working will have an impact on the student鈥檚 life outside of work and how they might help them achieve long-term and short-term career goals. In this unit students look at different employment statuses, explore the benefits and potential issues of each and consider the types of contractual options that they might prefer.

In this unit students will: research different contracts and working patterns; analyse the advantages and disadvantages of different work opportunities and contracts; identify how work patterns can impact on mental and physical wellbeing.

By the end of the unit students should be developing skills in: establishing information when looking at adverts and employment contracts; information handling when comparing advertisements and employment contracts; appropriate communication skills when making enquiries regarding vacancies and employment contracts.

Restormel AP Maths Curriculum