Abbeyfield SchoolMiddle Years Curriculum (AMYC)

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Our aim - Abbeyfield Learner:

Reasons for developing AMYC

1. More explicit learning goals - Knowledge, Skills & Understanding (across all subjects)

KNOWLEDGE

SKILLSUNDERSTANDING

Reasons for developing AMYC

2. Design that links subjects and themes

Reasons for developing AMYC

3. Subjects are linked but not all the time (only when links are meaningful) - helping students’ brains make links

Reasons for developing AMYC

4. Big Ideas to give context

Reasons for developing AMYC

5. More coherent process of learning

Reasons for developing AMYC

6. Some increased teacher collaboration,

Reasons for developing AMYC

7. Teachers and student more aware of teaching in other subjects

How, what and why?

• The AMYC (Abbeyfield Middle Years Curriculum) is a curriculum that focuses foremost on student learning and has been carefully and thoroughly researched and planned. It is based on the International Middle Years Curriculum programme and tailored to the specific needs of students at Abbeyfield School, whilst still meeting the requirements of the National Curriculum.

• The planning phase involved using various external bodies and experts as well as teachers and students within our school to respond specifically to the needs of our youngsters following a thorough review of the existing curriculum model.

How, what and why?

• The AMYC provides independence and interdependence in student learning through discrete subject lessons based around termly themes. This encourages learning that helps them make connections that are relevant to their own lives as well as providing the essential skills to enable our students to reach their full potential at GCSE and beyond.

• The AMYC involves active, skills-based learning, group work, promotes self-reflection and the opportunity for students to make sense of their learning. In addition, it encourages students to use the very latest media platforms to present their learning and express their thinking.

Geography

History

Science

ICT

German

Music

Art

Technology

Philosophy

Current learning model:

What the learning experience should be like:

Term Topic Big Idea

1 RiskProgress involves exposing ourselves to, and considering the impact of, forms of danger,

harm, uncertainty or opportunity

2 Discovery Finding out new things is a human driver and affects things for better or worse

3 AdaptabilityAdaptability is demonstrated by the ability to

cope, alter or change with new circumstances or environments

4 Balance Things are more stable when different elements are in the correct or best possible proportions

5 Creativity Innovation happens when existing ideas are brought together or expressed in a new way

6 Structures Formal arrangements and relationships underpin or give organisation to complex issues

Connecting your learning at Abbeyfield School

Lesson Entry point

Lesson Exit Point

Big idea

Knowledge harvest

Lesson Learning goals

Research and record

learning activities

Reflection opportunities

Abbeyfield Learning Wheel Lesson planning

*inspired by IMYC curriculum model

TERM 1

Risk - The big idea

Progress involves exposing ourselves to, and considering the impact of, forms of danger, harm,

uncertainty or opportunity.

The big ideaProgress involves exposing ourselves to, and considering the impact of, forms of danger, harm, uncertainty or opportunity.

Abbeyfield Middle Years Curriculum (AMYC)Year 7 – Term 1

Geography

History

Languages

Philosophy & Ethics ICT

Art

Science

Where do we live?Students explore issues surrounding settlement provision and patterns in the UK and further afield and the risks involved in

satisfying housing needs now and in the future.

4.2 Know about the main physical and human features and environmental issues in particular localities

4.5 Know about the similarities and differences between particular localities

4.6 Know how the features of particular localities influence the nature of human activities within them

4.7 Know about recent and proposed changes in particular localities

4.13 Be able to use and interpret globes, maps, atlases, photographs, computer models and satellite images in a variety of

scales4.14 Be able to make plans and maps using a variety of scales,

symbols and keys4.16 Be able to use appropriate geographical vocabulary to

describe and interpret their surroundings as well as other countries and continents

4.18 Be able to explain the relationships between the physical characteristics and human behaviours that shape a region

OVERVIEW

LEARNING GOALS

Online safetyStudents learn about ICT safety in the classroom

and at home. Students create educational leaflets for youngerstudents in KS2 primary feeder schools

OVERVIEW

LEARNING G

OALS

Good and bad; right and wrong – how do I decide?Christian + one other religion. How do we make moral

decisions? Where do we get our morality from? What sources do Christians use? The Sermon on the Mount – what can this

tell us? Debate/ discussion of a contentious issue.

OVERVIEW LEARNING

GOALS

How does William control Britain?Finding out about the risks taken by all sides during the fight for the control of

England in 1066

OVERVIEW

LEARNING GOALS

 Taking a risk and learning to greet people

and introduce yourself in French and German.

LEARNING GOALS

OV

ER

VIE

W

Introduction to basic scientific principlesTissues and organs, periodic table, units and

measurementsHealth and safety

    Taking risks to increase knowledge

OVERVIEW

LE

AR

NIN

G G

OA

LS

4.3 Be able to use ICT safely, responsibly and respectfully 4.4 Be able to gather and interrogate information by framing questions appropriately

OVERVIEW

LEARNING GOALS

Students explore the use of 2D and 3D materials and application of processes in

response to the theme 'Animals'. Students are introduced to a variety of artists in order to

analyse the use and relationships of the formal elements in art. Students are encouraged to

develop personal, meaningful and imaginative outcomes.

Be able to create 'accidental' compositions Know about the work of different artists and

explain the differences and comparisons to their own art work

Be able to take risks with line, tone, shape, colour and form and develop mark-making and drawing

techniques Develop group work to create animation

outcomes Experiment with the properties of materials, their

potential and limitations, and explore the risk-taking element found within the art process.

Find out about the art movement 'Surrealism' and its application of risk and chance to make art

work. To develop surreal juxtapositioning images from found sources.

4.7 Be able to enquire into historical questions and their effects on people’s lives

4.8 Be able to describe how the countries studied have responded to the conflicts, social changes, political changes and economic developments that represent

their history4.9 Be able to describe aspects of the past from a

range of sources4.10 Be able to describe and identify the causes for and the results of historical events, situations and

changes in the periods they have studied4.16 Be able to describe how certain aspects of the

past have been represented andinterpreted in different ways

4.17 Develop an understanding of how historical sources can be different from and contradict one another and that they reflect their context of time,

place andviewpoint

L4 – Impact of religion on people’s lives. Apply ideas to others and own

lives.L5 – Explain how religious sources are

used to find answers to ethical questions. Express own views

L6 – Interpret significance. Impact of belief on society. Express insights into

own and other’s viewsL7 - Evaluate using evidence and

examples

Use scientific equipment correctly and safelyIdentify risks associated with practical work and suggest ways to minimise those risks

Identify dependent, independent and control variables in experimentsDescribe the basic structures within the body

Explain the difference between tissues, organs and organ systemsBecome familiar with using the periodic table

Describe the differences between atoms, elements and compoundsExplain how the particle structure of solids, liquids and gases affects their properties

Give examples of scientists who have taken risks to advance science

Be able to communicate with people who speak a Foreign

Language. Be able to reflect on your work

and improve it. Learn about other cultures and

compare them to your own

From here to here

Learning at Abbeyfield School

Reviewing the learning

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