BGE Curriculum
An overview of our S1-S3 BGE course timelines.
Literacy, Drama & Languages
S1. The stories we tell—about ourselves and others—shape our understanding of who we are and the world around us | ||||
How does telling stories help us learn about ourselves? | How do stories/poems encourage us to empathise with those in challenging situations? | How do our stories help us to make meaningful connections with others? | Novel Q - specific to text being taught | How do the words that we, and others, use shape ideas and influence others? |
Pupils undertake a unit looking at autobiography writing. Final outcome: autobiography personal essay. | Pupils study a section of the powerful poem Home about the refugee experience. Through this we discuss and learn about the challenges facing refugees and try to build empathy. Final outcome: critical essay. | Pupils study the film Up and engage with the narrative of the film to investigate how our stories can connect us to others in the world. Final outcome: Solo Talk | Across the department pupils will study a range of novels/texts such as: Wonder, Harry Potter and the Cursed Child, Chandra, I am Malala in order to understand the story and analyse the text. All classes will have a question focused on the overarching year big idea that will shape their learning. Final outcome: critical essay. | Pupils will work as a class to investigate and interrogate a number of current world issues. Pupils will look at how language is used to manipulate and persuade. Final outcome: persuasive essay.
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S2. Through engagement with a range of texts we will build understanding of each other's emotions, perspectives and experiences. | ||||
How does understanding other people's emotions and perspectives help us to empathise with them? | How do stories help us understand different emotions and perspectives? | How can we use storytelling to explore and express different emotions and perspectives? | Novel Q - specific to text being taught | Novel Q - specific to text being taught |
Pupils study the film Damsel through this we encourage pupils to consider how experiences and actions shape and influence people and in turn how this leads us to empathise with someone. Final outcome: film analysis poster | Pupils will study a short story such as Lamb to The Slaughter where they will consider how the writer uses language to enable the reader to consider how a character is feeling and how this may influence their actions. Final outcome: critical essay | Pupils use their knowledge of language and character built over the previous units to create a short story with a character who provokes emotion in the reader. Final outcome: creative story | Pupils study the poem A Life in Protest - through this they will engage with a range of social issues raised in the and undertake activities and discussions linked to this. Pupils will revisit the idea of language of persuasion to create their own persuasive text. Final outcome: persuasive essay and talk | Across the department pupils will study a range of novels/texts such as: They Both Die in the End, A Monster Calls, The Giver, Holes etc in order to understand the story and analyse the text. All classes will have a question focused on the overarching year big idea that will shape their learning. Final outcome: critical essay. |
S3. Our experiences shape our identity and our view of the world. | ||||
How can texts create connections that help us to explore the identities of characters? | How are texts socially, historically, culturally, and geographically constructed in order to comment on society? | How can understanding the experiences of others in your community shape your perspective on them and inspire you to create change through philanthropy? | How can our understanding of social issues help us shape ideas and influence others? How do the words that we, and others, use shape ideas and influence others? | Novel Q - specific to text being taught |
Pupils study the film The Hunger Games through this we encourage pupils to consider how experiences connect us. Final outcome: film analysis poster | Pupils will study a short story such as the Lottery or The Pedestrian where they will consider how the context and message of the text makes a wider comment on society. Final outcome: critical essay | Pupils work with the Youth Philanthropy Project to investigate social issues in their local environment and create a group presentation on behalf of a chosen charity as a pitch to win their charity £3000. Final outcome: Group Presentation | Pupils will use the social issues investigated as part of YPI as a starting point to consider what matters to them. Pupils will look at how language is used to manipulate and persuade. Final outcome: persuasive essay
| Across the department pupils will study a range of novels/texts such as: To Kill a Mockingbird, Macbeth, Northern Lights, An Inspector Calls and The Hate U Give in order to understand the story and analyse the text. All classes will have a question focused on the overarching year big idea that will shape their learning. Final outcome: critical essay. |
Term | S1 | S2 | S3 |
August- October | Introduction to Drama- Mime. Focusing on non verbal communication skills. | Role play- Road trip unit. Pupils will dvise a realistic performance based on a cr trip utilising relationship building and idea generating skills. Courtroom Drama unit where they will learn about the roles within the justice system and create their own court case based on fairytales. | Murder Mystery unit. Pupils will act as detective to solve a murder case, deciphering clues whilst sustaining a realistic character. Production Skills unit. Pupils will participate in weekly workshops dedicated to a selected production skill. Thins such as lighting, sound, SFX make-up, costume and props will be explored. |
Family Learning: parent/child learning activities | Film Genre Bingo! (PDF, 522 KB)(opens new window) | Film Genre Bingo! (PDF, 522 KB)(opens new window) | Film Genre Bingo! (PDF, 522 KB)(opens new window) |
October - December | Robert Burns- exploration unit. Adapting his writings to modern day language. Utilising imagination and problem solving. Improvisation unit, learning about the different types of improvisation in real life context. | Production skills - Darkwood mannor. Within this unit pupils will learn about production skills (lighting, sound) that can help create mood and atmosphere as well as solving a paranormal mystery. Short Pantomime unit. Learn about the roles within famous pantomimes and re-create the telling of a fairytale classic utilising traditional pantomime style. | The Sceance- Script unit. Pupils will create a performance based on a short script extract utilising prior knowledge of production skills to create an eerie mood and atmosphere. |
January - March | Broken window- Conventions unit. Investigate the mystery of a broken window at school. Exploring the different types of conventions used in T.V and theatre today to enhance performances and to highlight the truth about the broken window. | The apocalypse unit. Pupils will learn about SFX and how they can help enhance a performance. We will use T.V shows like 'The last of us' as guidance. | Eco Theatre - Social Issues. Within this unit pupils will create a performance designed to educate an audience on an issue they feel passionate about. Research, sensitivity and empathy all have to be highlighted throughout the unit. |
March - April | Stimulus / You're Late | Script unit- Pupils will create a performance based on a short script extract. | Script (Curious Incident) Pupils will create a performance based on a short script extract. They will take on the role as wither actor or production designer to create a full production utilising all prior knowledge from previous units. |
Term | S1 (French) | S2 (French) | S3 (French) |
May - June | Cat in Paris Film Study | Introducing myself to other people in France · Personality adjectives · Description · Family members · Pets /likes and dislikes Grammar -être , avoir,agreement of adjectives,aimer etc. | Health French speaking countries/ MCF research) (English - 1 period)
Theme: Health and Equity |
August- October | School:
Listening Assessment | Film review
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Family Learning: parent/child learning activities | Family Learning menu (Word doc, 20 KB)(opens new window) | S2 FAMILY LEARNING MENU Visit www.french-games.net or www.spanish-games.net and choose a level (beginner / intermediate) and a topic of your choice Use your vocab booklet to quiz a member of your family on your current topic. | S3 FAMILY LEARNING MENU Visit www.french-games.net or www.spanish-games.net and choose a level (beginner / intermediate) and a topic of your choice Use your vocab booklet to quiz a member of your family on your current topic. |
October - December | Food:
Speaking Assessment | Francophonie
| Health Which diet is more sustainable? Lifestyles
Theme: Health and Equity Reading and Listening Assessments |
January - March | Geography of France · Describing town/what does a French town have · Describing house / typical French houses · What there is to do in town · Grammar - prepositions,modal verbs,use of on
Writing Assessment | Holidays:
Reading Assessment | Film study leading to human rights
Theme: Interconnectedness Writing Assessment Human rights
Theme: Rights, Social justice |
March - April | Sports and hobbies:
Reading Assessment | Media:
Listening Assessment | Fashion
Theme: Rights, Social justice Speaking Assessment |
Term | S2 (Spanish) | S3 (Spanish) |
May - June | Survival Spanish:
| Travel and Holidays:
Grammar: near future Theme: Travel Reading and Listening Assessments |
August- November | Family and descriptions:
Talking and Reading Assessments | |
Family Learning: parent/child learning activities | S2 FAMILY LEARNING MENU Visit www.french-games.net or www.spanish-games.net and choose a level (beginner / intermediate) and a topic of your choice Use your vocab booklet to quiz a member of your family on your current topic | S3 FAMILY LEARNING MENU Visit www.french-games.net or www.spanish-games.net and choose a level (beginner / intermediate) and a topic of your choice Use your vocab booklet to quiz a member of your family on your current topic |
December - February | School
Writing and Talking Assessments | Media:
Grammar: Present tense Theme: Interconnectedness Writing on Film Assessment |
March - May | Shopping for food and eating out
Listening Assessments
| Town:
Theme: Identity Speaking Assessments |
March - April | Health:
Theme: Health and Equity |
