Kindness Excellence Wellbeing Welcome to the Sir John Colfox Academy 2026-27 We want everyone to enjoy school
We want everyone to enjoy school. Colfox is for everyone - if your child has a particular aptitude or passion, our Colfox Scholars programme allows them to pursue it. We believe in listening to our students’ academic interests and introducing the courses they want, most recently Latin, Classical Greek, Ancient History and Astronomy. If your child ever needs support we have invested in exceptionally strong services to help them flourish, including our strong SEN Team, Forest School, Social & Emotional Learning Centre and our Support Hub. We are proud of our excellent exam results but believe education is about much more - every child deserves an education filled with extracurricular opportunities and cultural enrichment. Whether through drama, sport, art, music, public speaking, trips, activities, clubs – we want all our students to find their passions and pursue them. We believe in working together with our valued families - you will always be listened to at Colfox. School is about more than education, it is about children, families and our community. We are very proud of our school and welcome visitors all year round, book a visit here: colfox.org/visit I look forward to meeting you. Adam Shelley, Headteacher Dear Students, Parents and Carers,
Welcome to Colfox! We want everyone to enjoy school. We believe in kindness and prioritising student wellbeing. We listen to and empower students. We are proud of our students and our excellent exam results.
Our Values - Enjoying School We believe in making learning fun We Love ....... Colfox Classics Hub Science Week Shows Maths Feasts & hosting tournaments School concerts with our orchestra, choir Jazz Collective & school bands School shows House competitions & cups History immersion workshops Languages enrichment days Putting on art exhibitions in local galleries Rag Week Allowing students to run our Library Free 30+ extra-curricular clubs (hobbies & sports) Celebrity chef visits Artist-led sessions Bank of Dreams & Nightmares creative writing workshops Field trips Learning outside Author visits, our Readathon & World Book Day Fun Hosting BridLit events Duke of Edinburgh Awards & camping School pets & animal visitors School trips & visiting speakers Sports, games & including everyone Colfox Scholars - allowing students to pursue any academic passions STEM - Robotics, Lego Club & Astronomy
The Sir John Colfox Academy is a Good School “Colfox is ambitious for its pupils. What pupils learn is more than just preparation for exams. “Pupils are polite and attentive. They value the strong relationships they have with adults. “Pupils are well prepared for the future.” OFSTED OFSTED
Enjoying opportunities outside the classroom “Colfox prides itself on the range of opportunities for pupils to broaden their experiences beyond the classroom. “Pupils talk proudly about the range of extra-curricular opportunities available. House events and competitions are particularly popular. “Pupils describe their school as tolerant and respectful.” OFSTED
Academic Excellence & Ambition “Curriculum changes reflect the schools ambition for its pupils to achieve highly. All pupils including those with special educational needs or disabilities learn effectively.” OFSTED “It was great to come to Colfox and meet and encourage so many students who are enthusiastic about applying to top universities” Rosie Gough, Downing College, Cambridge University
Colfox Scholars When our Year 7 students achieve adult reading ages they can now join our new Colfox Scholars scheme instead of reading lessons & pursue any academic interest or passion. A wide range of projects are currently underway on a huge variety of topics including the cold war, forensic science and space to name just a few. The projects are assessed by Exam Board AQA who issue the awards - well done to all students who’ve achieved an award this year and thank you to our Sixth Formers who have advised on projects. Allowing our students to pursue their academic passions
Colfox Classics Hub We believe in meeting our students’ changing academic interests Colfox’s Classics Hub has expanded learning opportunities in classical studies. It offers students the chance to study Latin, Greek, Ancient History and the Classical World. It is led by Dr Neil Allies, who said: "Our students are increasingly interested in Classics, and I am delighted that we are now able to offer new Latin GCSE, Ancient History GCSE, Classical Greek Intermediate Certificate and Ancient History A Level. Our younger students have also enjoyed studying Latin, classical texts and the ancient world through our Reading Curriculum. Our Classics Hub has expanded our students’ horizons and inspired in them a love for learning and for the classical world, by introducing them to a huge range of fascinating and fun topics including everything from gladiators to mosaics, archaeology, myths and more." “It is brilliant news that the Sir John Colfox Academy has launched a Classics Hub so pupils have the chance to learn Greek, Latin and Ancient History, I so enjoyed speaking at the academy and meeting students interested in the ancient world.” Daisy Dunn, classicist and author of ‘The Missing Thread, a New History of the Ancient World Through the Women Who Shaped it’
Our Values - Enjoying School We love drama, shows and including everyone! "The Sir John Colfox Academy students showed incredible creativity, dedication, and talent during National Theatre Connections. It was a pleasure to work with such enthusiastic and committed young performers and see their show come to life on a professional stage!" Jacob Blackburn, Youth Development Producer, Exeter Northcott Theatre
Our Values - Enjoying School We love our bands, choir, orchestra & jazz collective, concerts & recitals We love Music at Colfox, we enjoy holding regular informal concerts alongside our Spring Concert and Christmas Carol Concert, so everyone gets a chance to perform if they want to. We are very proud of our growing bands, orchestra, choir and jazz collective. We also love welcoming internationally acclaimed musicians to Colfox for student master classes and our Colfox Recitals. We enjoy inviting other schools and home learners to join our thriving musical scene, most recently as part of our new Colfox Music Club where our students help and support younger enthusiasts.
Our Values - Enjoying School We love going on trips near and far, to learn and have fun “Colfox prides itself on the range of opportunities for pupils to broaden their experiences beyond the classroom.” OFSTED
Our Values - Enjoying School We enjoy reading and get any book or magazine our students request! "Pupils at Colfox enjoy reading and talk enthusiastically about books they have read. Colfox has prioritised reading.” “Visiting authors love giving talks at Colfox, its been great to host events there for students and the public to enjoy together. Students have been wonderfully enthusiastic and visiting is always a pleasure.” OFSTED Joanna Jacobson, Bridport Literary Festival Our students are in charge of our library and can buy any book, manga, graphic novel or magazine they like. Each year group has £1,000 to spend on whatever they’d like to read, our borrowing rates have rocketed since we gave students control of our library and its budget. We have 100+ Student Librarians. Everyone has access to SORA online reading platform so accessing books, magazines and audio stories is also easy in the holidays. We celebrate World Book Day, our Christmas Readathon and many other festivals that our students suggest.
Our Values - Enjoying School We love sport, games and including everyone! We have been awarded the School Games Gold Mark, a Government-led award scheme with the Youth Sport Trust, it recognises schools that develop competition in their school and community. “Many pupils enjoy sports clubs and competitions. Colfox prides itself on the range of opportunities beyond the classroom.” OFSTED
Our Values - Enjoying School We love taking part in House Competitions and Cups! “House events and competitions are particularly popular. Staff ensure all pupils take part. They encourage pupils to try something new.” OFSTED
Our Values - Enjoying School We encourage everyone to enjoy a free extra-curricular club or activity! We run around 30 clubs and are keen to set-up new ones that our students want. “Pupils talk proudly about the range of extra curricular opportunities available to them.” OFSTED Colfox.org /clubs Well done Blue Ocean Club, Colfox is now an Ocean Friendly School! Duke of Edinburgh Award Expeditions We encourage students to start any other club they like, most recently crochet & creative writing clubs have been started.
Our Values - being part of our community We believe in joining community projects and welcoming speakers to Colfox Bridport has many creative events and festivals, which we love being invited to and included in. “Pupils learn about the wider world and other cultures. Pupils, including those in the sixth form, enjoy learning from visiting speakers.” OFSTED
Careers at Colfox We believe in working with our community to improve opportunities We recently launched Cradle to Career, a 10-year whole community approach to raising young people's life chances. It’s a community-led, place-based approach designed to support children and young people through every stage of life, from birth through to adulthood and employment. The programme involves schools, businesses, local councils, community groups, charities, health and other public services uniting around a shared vision of creating a place where every child and young person can thrive. More information: Colfox.org/cradletocareer Our annual careers fair welcomes more than 60 companies, further education and apprenticeship providers to showcase opportunities. We also hold fortnightly Careers Talks and are very grateful to so many people who have come in to discuss their work, if you’d like to visit please contact: office@colfox.dorset.sch.uk Our Careers Service has attained all the Gatsby Benchmarks for Careers Education. “Pupils are well prepared for the future through the careers programme. The school works closely with local employers and ensures pupils in all year groups are prepared for the world of work. Pupils are well informed about the range of opportunities available to them.” OFSTED Cradle to Career - our community based mission to boost opportunties
We care about our students. We believe in nurture. Prioritising our students’ wellbeing is at the heart of all we do. We believe in working together and listening to our valued families. “Colfox has responded well to increased challenges following the pandemic. For example, it has improved the range of pastoral care available to pupils and supported teachers.” OFSTED Our Values - Prioritising Student Wellbeing Our students know they can take any problem to our Hub, it is always open to look after our young people. Our caring team are brilliant at sorting a huge range of things and reducing student worries. Student Support Hub We have very high expectations of all students. We take a therapeutic approach, this means we prioritise strong relationships, emotional regulation and support over punishments. We believe children don’t behave better if you make them feel worse. Our specialist team in our Social Emotional Learning Space helps students thrive. Social Emotional Learning Space Forest School We have a fully-resourced Forest School in our school grounds, where our specialist leaders offer extra support during sessions outside throughout the year.
We prioritise wellbeing by welcoming specialist support into our school Our Values - Student Wellbeing We have delivered extra wellbeing support for our young people, by working with valued partners: NHS Social Prescribers from Ammonite Health Partnership NHS Mental Health Support in Schools Team Dorset Mind Dorset Council Targeted Youth Service Prout Bridge Leonardo My Time We also believe in encouraging students to join our free clubs, as well as activities, hobbies, support groups, local clubs, sport, music, drama, voluntary work and anything else they can! We believe that getting involved makes you feel great! We were delighted to host the social prescribers ‘Get Involved and Feel Great’ fair and our students were brilliant at promoting the things they are part of to their peers and supporting each other to try something new.
Quality first teaching – all teaching takes into account specific learning needs Small group literacy and or maths support where needed A fully-resourced Forest School to support emotional wellbeing A dedicated behaviour specialist who supports students to be successful A ‘Friendship group’ every lunch with activities that foster trust A weekly Lego Therapy group Key adults available for daily check ins for those with a high level of SEN needs A dedicated SEN room where students can go at break and lunch. EAL specialist who supports students to access the curriculum Two Speech and Language trained specialists We have a therapy dog and other animals We offer sensory boxes, keyrings, lanyard timetables, noise-cancelling headphones, laptops, social stories and comic strip conversations as needed We care about everyone’s needs and including everyone “Pupils with SEND are accurately identified and teachers know them well. Colfox works effectively with these pupils . Pupils are well informed about the range of opportunities available to them. Pupils with SEND and those who are disadvantaged receive additional support when needed.” OFSTED Our Values -Student Wellbeing SEN Support - what we offer “My commitment to students with SEN is deeply personal. Having struggled through the education system with dyslexia, I know what it feels like to face barriers that others may not see or understand. It has led to many challenges throughout my own education and professional life, often having to adapt and find ways around obstacles every day. This experience has shaped me and is one of the reasons I fight so strongly for every child, because I know that with the right support, belief and opportunities, their future can be secure.” Adam Shelley, Headteacher
We believe in listening to students and encouraging them to lead Students decided they wanted more casual and comfy summer uniform so we introduced it. They also decided they wanted more picnic benches, so we did some fundraising and got them. Our Values - Empowering Students We were proud to be one of the first secondary schools in the Southwest to achieve UNICEF’s Gold Rights Respecting Award, which recognises that students’ rights are valued and their voices are heard at Colfox. UNICEF - Rights Respecting Gold Anti-Bullying Ambassadors Bullying is not tolerated at Colfox. Ofsted have praised our approach. As well as robust policies, one of the ways we work to promote kindness and continually strengthen our antibullying culture is to empower our students. We’re very proud of our team of specially trained Anti-Bullying Ambassadors. We encourage students to make a real difference to our school environment and experiences. Our Student Council feeds into to our Senior Leadership Team to make this happen. Students give their ideas into the Student Council, via Tutor Forums, House Councils, and our suggestion box. Student Councils
Our Curriculum - Learning Journeys at Colfox We are proud to offer a rich, broad and balanced curriculum that supports every student to thrive – academically, socially and personally. Our curriculum is designed to challenge and inspire, while fostering curiosity, creativity and confidence in all learners. From Year 7 to Year 11, we build strong foundations for lifelong learning and success. Every student at Colfox embarks on a carefully planned learning journey, uniquely designed by each subject team. These journeys are built around the core threads of knowledge that students need to develop in order to thrive in that subject. These threads ensure learning is sequenced with purpose, so that students build their understanding over time, revisit key concepts, and make meaningful connections across the curriculum. These learning journeys help students know more, remember more, and apply their knowledge in increasingly complex ways. Our aim is for all students to enjoy their subjects, achieve highly, and leave with both the qualifications and confidence they need for the future. We are committed to fostering strong relationships across our school community, between students, staff, and parents. This foundation of trust and support greatly enhances every student's learning experience.
At Key Stage 4, students follow a more personalised curriculum, choosing from a wide range of subjects alongside a core academic programme. This allows them to pursue their passions and prepare for their future goals, whether academic, vocational or creative. Learning journeys at KS4 build on KS3 knowledge threads and deepen understanding through increasingly complex and subject-specific study. Teachers guide students to make informed choices and to develop the skills to excel in their chosen paths. Key Stage 3 - Years 7, 8 & 9 In Years 7 to 9, students experience a wide range of subjects that lay the groundwork for future study and personal development. We provide a strong academic core while also encouraging creativity, physical development and cultural understanding. Each subject’s learning journey at Key Stage 3 ensures students gain a broad base of knowledge and discover their passions at an early stage. Key Stage 4 - Years 10 & 11 Strong Relationships and Community Focus As noted by Ofsted, “Pupils at Sir John Colfox value the strong relationships they have with adults in the school”. Relationships that ensure students feel safe, heard, and supported as they progress through their learning journeys . These connections are at the heart of our curriculum design and delivery, enhancing every lesson, project, and school experience.
Post 16 Destination YEAR 8 YEAR 9 YEAR 7 YEAR 10 YEAR 11 Review/modify and refine – Development of portfolio – responding to feedback Concepts Abstraction Distortion Communicating to an audience 3D making skills Drawing for purpose – figurative clay sculpture Investigating artists - Shona Sculpture and contemporary Investigating Henry Moore/Hepworth - analysis Cellular Art Analysis and drawing Responding to artists – mixed media Layers Final Outcome Photography & practise pieces Planning personal Layers Responding to artists - colour and abstraction Outcome/Annotation Painting - expressive mark making - monochrome Selection/Organisation of portfolio Drawing for purpose and from observation Symbolism 3D making skills- clay Design Painting Skills Aboriginal Art- Journeys Aboriginal Painting Creative mind map 2 Day Art Exam Own responses based on photography Painting skills - communicating to an audience Mixed media Marking making Responding to Artists Developing ideas through collage - Symbolism Skeletal Form Artists Research Art External Assignment Developing ideas - image and text - cut outs Drawing for purpose - design Colour theory Exploration Project- Alien Eggs Clay Egg skills/Colour Theory Responding to artists - mixed media Personal and considered mixed media outcomes - composition/layered imagery Drawing skills - tonal - boats Drawing skills- Grid/tonal Portraiture Expressive - Drawing and painting skills Visual elements Communicating Ideas/Typography Drawing skills - detailed / linear (botanical) Colour Theory Re-visit and consolidate – FINAL Final planning and 2 day mock portfolio OUTCOME Painting Skills / Investigating artists Drawing (observation) Self Image Portraiture Self Portrait Drawing and Painting Collage techniques - responding to artists based on photography Collage techniques and mark making - artist study MOCK - Personal Development – responding to brief Own practical response linked to artist Outsider Art - Analysis - multiple artists - focus on personal thoughts lino/mono Development Extension Drawing skills Visual Element/obser vation Painting Printmaking - Abstracted Form - Sculpture “We believe that Art matters. It changes lives, reflects experiences and shows us worlds and perspectives other than our own.” Art External Assignment – Exam Surrealism HUMAN CONDITION– Coursework (2) Image & Text/Mixed media Review and Personal Development Abstracted Form - Sculpture Identity Natural Form Cellular Art/Skeletal Form/Portraiture/OutsiderArt Layers Project - Coursework (1) Themes: Out to Sea – Boats – Natural forms – Surroundings - Art Learning Journey
Art “Art gives you the freedom to express who you are, to communicate beyond words, and to see the world in new and creative ways. “Studying Art isn’t just about making pictures — it’s about telling stories, exploring emotions, and sharing your unique perspective with the world.” Meet Louise Burgess, Head of Art Colfox.org/art
Business Learning Journey
Business "Business is the art of turning ideas into impact, it is exciting because every lesson can spark a venture, solve a problem, or change the world.” Meet Kerri David, Business Lead Colfox.org/business
YEAR YEAR YEAR YEAR 10 8 YEAR 12 YEAR 13 7 9 YEAR 11 Types of Processor CS Data Types DIAL Data Representation DIAL Vector Graphics CMET Boolean Algebra Input/Output Devices CS Physical Computing CS PG DD Programming Pt 1 - Sequence Revise for and sit GCSE exams Thinking Abstractly Layers of Computer Systems Modelling Data ETDI Cyber secur ity Algorithms PGAL Programming Essentials in Scratch 1 Cybersecurity Storage Programming Essentials in Scratch 1 PG Stacks & Queues Programming Project ALPG Developing for the Web Representation DI CM IT Programming Pt 2 – Selection Go to university Start a and get a degreedegree level appr enticeship Revise Computational for and sit A2 exams Methods DDALPG Using Media Databases and SQL Data Structures Data Science Computer Systems CSAL Representations Compression, Encryption & Hashing ALDI Thinking Ahead Networks NW DISS Networks NW Networks NW Animation CMET Mobile App Development DDPG Programming Pt 3 -Iteration Impact of Technology Clear Messaging in Digital Media Web Technologies NWPG Programming Sequences in Python Programming Pt 4 –Subroutines PGAL Introduction to Python Programming Consider summer internship and voluntary work to enhance your learning DD ALPG Object Oriented DI Databases and Normalisation Application Generation Project Complete Programming Assembly Language & the LMC ALPG Standard Algorithms AL System Big O Complexity Thinking Software Software CS Notationof AlgorithmsLogicallyDevelopment Thinking Procedurally Thinking Concurrently Programming Pt 6 –Dictionaries and Data Files PGAL Programming Techniques Programming Pt 5 –Strings and Lists Legal Issues Moral & Cultural Issues ALDI PGAL ALPG CS DI ET PG DI SS NW IT NW IT SS CSDI CMDI IT PGAL AL DI CS PGDI DI ETSSCM DD AL PG DI ALPG CM DI ET IT ALPG AL PGAL ALPG ITCS ALPG ETSSCM DD PGAL PGAL ALPG DDAL PG AL PG AL IT SS Continue your lifelong love of learning and personal development Programming Project Start Computer Science Learning Journey Golden Threads
Computer Science "Computer Science is the study of how we use logic, algorithms, and technology to solve problems, create intelligent systems and shape the digital world around us." Meet Rebecca Pearce, Computer Science Lead Colfox.org/computer-science
Intro Revisit H & S Design Brief Specifications Make, Test & Evaluate Client needs plus design Intro Refresh Health & Safety Timbers/Materials Evaluate & Testing Make Pull along Toy Technical Drawing Computer Aided Design: Begin to master 2D CAD, and experiment with 3D. Design: Designing for users, CAD design development, creativity and YEAR 8 Welcome! Settling in, equipment Baseline Assessment: Gauging and then banding prior learning Materials: Investigating material properties and sources Product Analysis: What makes a product suitable, or desirable? How can we learn from others? Make: Measuring, make cam toy, use of hand tools and some machinery. Metalwork: Understanding material properties and honing fine motor skills. Iterations Developing a wide range of designs. Motions, movements & levers: How things move and mechanical Evaluate: Does your product work? How can you fix problems? CAD: Develop independence in CAD using 2D & 3D design software to make complex design ideas. Evaluate: At each stage, how can you improve your product’s performance? Sustainabili ty: Environmen tal and moral needs of product design. CAD: Appling CAD to designs Design Theory: Inspired by key design movements, and iconic products Design: Mastering Isometric and rendering skills, iterating designs. Craft Skills: Addition processes & wood joints. Using skills to develop high quality craftsmanship products. A: Investigate Profiling users, analysing products, gathering research data. C: Generating & Develop Ideas: Develop your ideas through sketches and models communicating ideas. E: Realising ideas: Manufacturin g your product using a range of skills and processes. F: Evaluate & Test: Reflecting on how your product meets your design brief and specification through practical testing. Core theory & specialist knowledge: Exam technique, and mock exam papers. Information retrieval techniques. CAD: Assembling parts together, creating orthographic drawings and 3D printing. Learning about foundation principles in the design and manufacture of products for specific users. Design and make a cam toy associated skills and theory. Modelling: Develop your design through iterative modelling. YEAR 7 YEAR 10 YEAR 11 WHAT IS MOVING MECHANISUIMS Health & Safety: Workshop introduction s & D&T - Timbers Evaluate DESIGN SKILLS 3d Drawing & one point perspective ILLUMINATIONS CAD & ELECTRONICS Make Broadening knowledge of materials and mechanisms. Project in year 8 build on the foundations of year 7, but increase the fluency of skill and design. A greater depth of knowledge is required, and more theoretical concepts are introduced. Graphics: Drawing for purpose and for explanation (isometric) Electronics: Circuits, what components do and, resistance theory using Tinkercad. Learning about foundation principles in the design and manufacture of products for specific users. Experience of multiple material areas with associated skills and theory. YEAR 9 Testing: Using modelling techniques to test and trial ahead of manufacture Users (UCD): User centered design, and creativity techniques. Materials: Working properties and joining materials. CORE KNOWLEDGE TIMBERS KNOWLEDGE MINI NEA NEA INVESTIGATE, DESIGN & MAKE NEA DESIGN & MAKE EXAM FINAL EXAM Resistant Materials: Manufacturing a mixed material Coaster for a key user. Graphics: Developing drawing skills. Socioecono mics: Investigating into the influences on product design. Investigate possibilities : What is the design context? What research can you carry out to gather ideas?. B: Specificatio n Developing a brief and specificatio n for your product. D: Modelling Modelling, testing and defining a manufacturin g plan
Design & Technology - Timbers "Timbers at Colfox is taught in amazing facilities by passionate teachers who are driven to look at traditional and new technologies. Students are allowed the opportunity to learn through experimentation and failure in their design journey. Students produce high quality outcomes at all year levels using a range of machinery and techniques to achieve this. Timbers is not just about the make but about the materials, the design and the evaluation that accompanies a successful outcome. Timbers at Colfox looks at traditional skills such as wood joints and finishes, but this is coupled with CAD design and laser cut outcomes to ensure our students are set for the next stages in their design journey.” Meet Caroline Price, Head of Design & Technology Colfox.org/dt
BUCKET HATS DESIGN AND MAKE OVERLOCKERS HEALTH & SAFETY GARMENT CONSTRUCTION DOES YOUR HAT WORK?. FASHION POLLUTION WHAT IS WRONG IB THE FASHION INDUSTRY? DT HOUSE CHALLENGE ‘EQUIPMENT STORAGE’ PROJECT MACHINE HEALTH AND SAFETY SEWING MACHINES AND IRONS MAKE & EVALUATE DID YOIR PRODUCT WORK? MATERIAL TYPES MANMADE & NATURAL FABRIC DECORATION TIE DYE & STENCILS CAD Design: CAD design developmen t and use of the laser cutter on fabric to create decoration Materials: Investigating material properties and Sewing Samples: Samples to develop skills and understanding on the Bernina sewing machines. Straight line, h Iterations Developing a wide range of designs. CAD: Develop independence in CAD using 2D design software to create stencils. UCD: Designing for specific users using feeedback and ergonomics. Craft Skills: Using skills to develop high quality craftsmanship products. A: Investigate Profiling users, analysing products, gathering research data. Core theory & specialist knowledge revision: Exam technique, and mock exam papers. Information retrieval techniques. Learning about foundation principles in the design and manufacture of products for specific users. Experience of textile and associated skills and theory. Modelling: Develop your design through iterative modelling. ‘HEALTH & SAFETY’ SAMPLES AND WORKSHEETS EVALUATION OUTCOME AND PEER EVALUATION ‘CARRY ME’ PROJECT WHAT MAKES A GOOD BAG? RESEARCH TEXTILE TECHNIQUES MAKE FABRIC DESIGN AND BAG CONSTRUCTION Broadening knowledge of materials. Project in year 8 build on the foundations of year 7, but increase the fluency of skill and design. A greater depth of knowledge is required, and more theoretical concepts are introduced. Learning about foundation principles in the design and manufacture of products for specific users. Experience of multiple material areas with associated skills and theory. Users (UCD): User centered design, and creativity techniques. CORE KNOWLEDGE DT EDEXCEL TEXTILES KNOWLEDGE MINI NEA ‘SLEEPWEAR’ NEA EDEXCEL DT NEA CONTINUED EXAM FINAL EXAM Fashion Illustration: Developing fashion drawing techniques including CAD. YEAR 8 Welcome! Settling in and DT rules Machinery: Bernina sewing machine knowledge and application Make: Basic paper patterns and sewing techniques to construct a bag. Materials: Working with calico, fabric pens, embroidery thread. Model: Using calico to test techniques Evaluate: Does your product work? How can you fix problems? Evaluate: At each stage, how can you improve your product’s performance? Sustainabili ty: Environmen tal and moral needs of product design. Design Theory: Inspired by key design movements, and iconic products C: Generating & Develop Ideas: Develop your ideas through sketches and models communicating ideas. D&T - Textiles E. Realising ideas: Manufacturin g your product using a range of skills and processes. F: Evaluate & Test: Reflecting on how your product meets your design brief and specification through practical testing. Creativity: Design develop and improve ideas. The 6R’s: Looking at the world of fashion and how it is affecting the environment. YEAR 7 YEAR 10 YEAR 11 Health & Safety: Workshop introduction s Processes: Tie Dye, Stenciling, Zips YEAR 9 Testing: Using modelling techniques to test and trial ahead of manufacture Materials: Working properties and joining techniques in fabric. Investigate possibilities : What is the design context? What research can you carry out to gather ideas?. B: Specificatio n Developing a brief and specificatio n for your product. D: Modelling Modelling, testing and defining a manufacturin g plan Make: Construct your bag. Samples: Pockets, zips, collars, seams,. Surface Decoration: Heat transfer, screen printing, dyeing.
Design & Technology - Textiles “Vivienne Westwood said that ‘Fashion is the language of the people, expressing the cultural shifts of the time’. At Colfox we are aiming to offer Students the historical and contemporary side of fashion and textiles using traditional craft such as felting and embroidery but alongside this looking at specialist textiles machinery, laser cutting, 3D printing and CAD embroidery. Textiles is a diverse and creative subject that allows students a different avenue to explore fine motor skills and remain grounded in key skills. Textiles at Colfox is forward thinking and inclusive and promotes all of the ideas related to the creative industries, that many of our young people may go on to have careers in.” Meet Caroline Price, Head of Design & Technology Colfox.org/dt
Drama Learning Journey Your learning journey in Drama, through KS3, GCSE and A Level focuses around 3 core elements – Devising / Scripted performance / Written analysis Every year group echoes this layout and these skills in different levels of depth Golden Threads
Drama "Drama is an amazing subject which not only allows someone to become a talented actor, but teaches core skills such as teamwork, creativity and communication. The aim of our department is to have students be inspired by Drama and be able to go out into the world, confident of themselves.” Meet Emma Holder, Head of Drama Colfox.org/drama
9 7 8 11 10 English Learning Journey S.Q.I. S.Q.I. + M.Q.E. +C. M.Q.E. From KS2 6th form Nature Poetry Detective reading Spoken Language Literature p1 My Voice Detective writing Literature p2 Bildungsroman Journeys EXAMS: Language Paper 1 & 2 Literature Paper 1 & 2 Literature p1: Canonical texts Language p1: Language Change Identities poetry Revision Journeys Context, history, big ideas Statement, quote, inference Literature p2 th Purpose & Perspective Transformations Relationships poetry AO3: C. –Why? MOCKS: MOCKS: Language p1 Literature p1 19thCentury Language p2 Allegory Revision Literature p2 Shakespeare Spoken Language Societies S.Q.I.+ Spoken Language Method,quote,effect AO1: S.Q.I. –What? AO2: M.Q.E. –How? : Shakespeare Text : Poetry Anthology : Narrative Writing Modern Text Non Fiction Texts : Narrative Reading for Mocks: Language p1 Literature p1 : 19 CenturyTexts Language p2 Literature p2 themes : Contemporary Texts for Mocks: Language p2 Literature p2 : Unseen Poetry Assessment
“For me, language is a freedom. As soon as you have found the words with which to express yourself, you are no longer incoherent, you are no longer trapped by your own emotions, by your experiences; you can describe them, you can tell them, you can bring them out of yourself and give them to somebody else. These words, by Jeanette Winterson, are our mission statement.” Meet Lucy Wright, Head of English Colfox.org/english English
Food and Nutrition “Food and Nutrition at Colfox is a way to learn about cultures, nutrition and to gain enjoyment making high quality products. Food and Nutrition is much bigger now than the subject used to be with an emphasis on nutritional values, society and culture all learnt through the practical element and enjoyment of ingredients and food. Food is a subject that encompasses all of the main ideas we are looking to embed into our young people’s lives, with family values around sharing a meal and then the value it brings to our bodies and minds. Our dedicated food teachers strive, at all year levels, to produce excellent results with their classes, that allow students to become equipped with keys skills for life outside of school.” Meet Caroline Price, Head of Food & Nutrition Colfox.org/dt
YEAR 7 YEAR 8 Year 11 Revision Bristol Urban Issues Resource Management What is Geography? Economic World What are physical like in our local Physical landscapes show information on How and why is India changing and what are the effects? landscapes like in the between people and the environment? What sort of jobs do people do? rain in the U.K? West Bay Bristol fieldtrip Tectonic What are human landscapes like The Living World What are the causes and effects of tectonic hazards? What are the challenges and opportunities of living in Kenya? about climate change ? and challenges: TheChallengeof TheChanging landscapes area? maps? in the U.K How can we Climate U.K? What are Familiar and unfamiliar fieldwork. What are the links Why does it always seem to fieldtrip How can the Earth give us the resources we need? in the U.K? hazards Whatisthetruth How and why is the population of the U.K changing? YEAR 9 and weather hazards Geography Learning Journey
Geography "No one will protect what they don't care about; and no one will care about what they have never experienced." - Sir David Attenborough “Geography helps students make sense of the world around them and their place within it. Through developing geographical skills and exploring the relationships between people, places and environments, students gain a deeper understanding of both local and global issues. Geography encourages curiosity, critical thinking and informed decision-making, equipping young people with the knowledge they need to understand our changing world and the confidence to help shape its future.” Meet Chloe Ellison, Head of Geography Colfox.org/geography
7 8 10 11 9 From KS2 Golden Threads of Learning in History Knowledge Significance Change Continuity Chronology Evidence and Interpretations Causes Consequences 6ᵗʰ form How did the Norman Invasion change Britain? Why did the Plantagenet monarchs struggle with power? Who was the most gangster Tudor Monarch? Why was the world turned upside down in the 17ᵗʰ Century? How was Bridport affected by the Industrial Revolution? We are studying Power! Why were the African Kingdoms so successful? How and why did Slavery change over time? We are studying Edexcel GCSE History! EXAMS: Paper 1: Medicine Through Time Paper 2: Early Elizabethan England + Superpower Relations Paper 3: Germany We are studying Rights! Why did the Native American way of life disappear? What impact did the British empire have on the colonies? To what extent did women achieve equal rights? Who are the unsung heroes of Civil Rights? The Holocaust: what was it, who did it affect and how do we remember? Was life in Mao’s china an aMAOzing experience of communism or a fascist regime? When did the tide turn in World War Two? How did one man ruin a democracy? Why did the world go to war? Was the Russian Revolution a revolution? Paper 1: Medieval Medicine Paper 1: Renaissance Medicine Paper 1: Industrial Medicine Paper 2: Elizabethan Society Paper 2: Elizabeth’s Threats from Home and Abroad Paper 2: Elizabeth’s Ascension Paper 1: Site Study of Western Front Paper 1: Modern Medicine Paper 3: Weimar Germany Mock Exams Paper 3: Hitler’s Rise to Power Mock Exams Paper 3: Life in Nazi Germany Paper 2: End of the Cold War Paper 3: Nazi Control and Dictatorship Revision Paper 2: The Origins and Flashpoints of the Cold War How do Nursery Rhymes help to explain History? We are studyin g Democr acy! History Learning Journey
History “As a true Historian, I am going to quote another. In the words of Dan Snow ‘History is a reservoir of stories, examples, warnings, explanations, jokes and inspirations. It is the most interesting things that have ever happened to anyone that has ever lived. “Love History and you can gossip about the world's most outrageous characters, laugh at the strangest events and quake with horror at mankind's most appalling experiences. The past creates the present. It is utterly impossible to understand or navigate the world unless you understand History." Meet Lucy Cleak, Head of History Colfox.org/history
7 8 11 10 Sequences and graphs Charts and averages Angles Measures, perimeter and area Expressions and formulae Reflection, rotation and symmetry 3D shapes Ratio and proportion Ratio and proportion Working with fractions Intro to graphing Representing data Probability Probability Equations and inequalities Linear sequences Working with indices FDP Finer details in algebra Angles Further work with FDP Statistics Equations Further measures and area Decimal calculations Expressions and formulae Pythagoras and trigonometry Powers and roots Sequences Transformations Reasoning and angles Calculations Expressions Angles and Polygons FDP Working in 2D Collecting, processing and representing data Formulae, brackets and identities Factors, powers, roots 9 Measures and accuracy Interpreting and analysing data Area Further graphing Ratio and proportion Volume and SA Probability Graphs 2 Summarising data, scatter diagrams and time series Working in 3D Calculations 2 Transformations and vectors Index numbers and probability distributions Revision and exam strategies Core Maths Financial Studies Maths A-Level Sequences Pythagoras and Trigonometry Ratio and Proportion Circles Equations and Inequalities Graphs 1 Probability Further Maths A-Level GCSE Maths GCSE Statistics Extended Maths Certificate (FM) Exams: KS5 Maths Learning Journey
“Mathematics is the language of numbers; it lets us describe, interpret, and connect ideas across every field, from science and engineering to art and philosophy, making sense of the world in a universal way. Like any skill, maths needs time to be nurtured and practised—no one is born fully equipped with all the knowledge of any given subject. Each year, we dive into the big, thought-provoking questions like “Is maths discovered or invented?”And reflect on why making mistakes helps us learn in the classroom… and why we often can’t make mistakes when it comes to adventures like space travel!” Meet Emma Taylor, Head of Maths Colfox.org/maths Maths
Music plays a vibrant and inclusive role at Sir John Colfox Academy. Our wide-ranging music provision supports students of all abilities, nurturing creativity, confidence and a lifelong enjoyment of music through both curriculum and extracurricular opportunities. The music curriculum is thoughtfully designed to be ambitious, inclusive and sequential, enabling students to develop musical knowledge, skills and understanding over time. Students have a timetabled music lesson for an hour per week through Years 7, 8 and 9 and the opportunity for further study at GCSE and A level. Students will study a range of topics starting in Y7 with Notation Basics – moving onto Anthems and the Orchestra (Ode to Joy) Blues, Four Chords, Reggae, Film Music, EDM (Electronic Dance Music). Throughout all of these topics, students will have the opportunity to foster creativity through composition, gain instrumental skills through performance and analyse with listening, placing them ready to study music further at GCSE and A level or finish with a good understanding of music and its place in our society. Through listening, performing and composing, students build cultural awareness, technical proficiency and expressive confidence, while developing transferable skills that support progress across the wider curriculum. Students benefit from access to a wide range of specialist instrumental teachers who visit the academy to provide weekly one-to-one instrumental tuition. This provision is further strengthened through support from Dorset Music Hub, to enable wider musical opportunities for all students. Students have regular opportunities to perform throughout the year, including monthly informal concerts, the Christmas Carol Concert, Spring Concert, masterclasses, and a range of summer events. These experiences strengthen resilience, teamwork and self-belief, and provide meaningful opportunities to apply learning beyond the classroom. We offer a broad programme of extra-curricular clubs, which enables students to extend their musical interests, work collaboratively and engage fully in the musical life of the school. Our Music Clubs and Ensembles include: Orchestra Choir Djembe Club Hand Chimes Club Ukulele Club Music Theory Club Year 9 Music Club The Colfox Music Club CMC (after-school provision, for primary and secondary aged students) Music at Sir John Colfox Academy is open to all, and participation is actively encouraged to support both personal development and academic success. Why Study Music? Listening to and participating in music engages every part of the brain, strengthening focus, memory, coordination and creativity — skills that support learning, wellbeing and achievement across the curriculum. For more information please contact Ali Davies, Head of Music: daviesa@colfox.dorset.sch.uk Music at Colfox - Ali Davies Head of Music
“Music unlocks creativity, confidence, and connection, giving every student a voice that resonates beyond the classroom. “Through music, we don’t just learn notes and rhythms; we learn empathy, expression, and the power to inspire the world.” Meet Alison Davies, Head of Music Colfox.org/music Music
The Elements of Music Baseline Assessments Treble Clef Staff Notation Sharps and Flats Simple Time Signatures Note Durations Ostinato Rhythm Grid Notation Cyclic and Polyrhythms Performing as an Orchestral Ensemble Brass Instruments Timbre and Sonority Percussion Instruments Popular Song Structure Instruments, Timbres and Sonorities in Songs Melodic Motion: Conjunct, Disjunct, Range Hooks and Riffs Riffs Ostinato Hooks – Melodic, Rhythmic & Verbal Repetition Q&A/Call and Response Phrases Binary Form (AB) Rondo Form (ABACADA..) Texture - Melody, Drone and Ostinato Treble Clef Pitch Notation (Listening, Performing & Composing) Texture – Melody, Chords and Bass line Syncopatio n Off Beats Creating a Reggae Arrangement Hooks and Bass Line Riffs Texture and Layers Reggae Song Lyrics Ground Bass Counter Melody Melody/ Theme Augmentation Diminution Variation Form Pedal 12-Bar Blues Blues Scale Blues Chord Sequence Types and Styles of Jazz Chords I, IV & V and I7, IV7 & V7 Improvisation Ostinato, Riffs Fills & Solos Chord Vamps Modal Jazz & Modes Frontline Instruments (Solos) Rhythm Section Chords – Root, Third and Fifth Bass Line Patterns: Walking Bass, Bass Line Riffs, Alberti Bass, Broken Chord, Arpeggio, Pedal Bass Clef Musical Instruments Bass Clef Staff Notation African Musical Instruments Djembe Performance Technique – Bass, Tone & Slap Master Drummer Q&A/Call and Response Syncopation Textures - Cyclic and Polyrhythms Improvisation Dance Music from different times and places Rhythms in Dance Music Texture – Melody and Accompaniment Orchestration Timbre Sonority Leitmotif/ Sequencing Musical Clichés Dissonance MickeyMousing Diegetic Non-Diegetic Character Theme Motif Soundtrack Sound Effect Jumping Bass Line Syncopation Ground Theme Staccato Articulation Metamorphosis Minimalism, Expressionism, Serialism Hexachords Additive Melody Motif/Cell Cyclic Rhythms Latin-American Percussion Q&A/Call and Response Ostinato Performing as an Ensemble Pulse, Beat & Rhythm Instruments of Folk Music Chords as an Accompaniment: Keyboard, Guitar, Ukulele Texture – Melody, CounterMelody, Hooks/Riffs, Chords, Accompaniment, Bass Line Simple and Compound Time Signatures Note/Tone Rows Notation – Lead Sheets Inversion Retrograde Augmentation Diminution The Elements of Music Roles and Responsibilitie s GCSE music A level Music Technology Voice works Singing Unison Ensemble Harmony Be Ready • Be Encouraging • Be Respectful • Be Supportive 8 YEAR 7 YEAR Graphic Notation & Graphic Scores Effective Keyboard Performance Technique Melody and Chords (Triads) Pulse/Beat String Instruments Woodwind Instruments Lyrics and Song Words Melody and Counter-Melody Treble & Bass Clefs Ternary Form (ABA) Christmas Performance 9 YEAR Chords I, II, IV & V Major & Minor Swing/Swung Rhythms Textures and Layers Blues Song Structure Blues Songs Lyrics The Bass Guitar Ostinato Accompaniment Patterns in Dance Music Chromaticism Phase Shift Phase In/Out Improvisation Polyrhythms Syncopation Creating a Musical Arrangement Cover Version Creating a Folk Song Arrangement I IV V I7 VI7 V7 Primary Chords I IV V V7 I II IV V Canon Round Inversion Retrograde Harmony: Intervals Notation – Lead Sheets Ragtime Folk Song Accompaniments: Pedal, Drone, Ostinato, Alberti Bass, Broken Chord, Arpeggio, YEARS 10 11 The music curriculum aims to nurture and inspire all students, regardless of ability, in a fun and friendly environment. Students quickly learn that it’s ok to make mistakes and celebrate these as just the first steps to success. In Music we journey together through music from many different genres and styles while exploring the multicultural roots that underpin most music today. During this journey students have opportunities to develop their understanding of notation, singing, instrumental skills and they use the latest music technology to instill a lifelong love of music. Music Learning Journey -Year 7, 8 & 9
NEA – PERFORMANCE – Solo and Ensemble NEA – COMPOSITION Composition to a brief & free Composition NEA – Finalise coursework for submission Year 11 Year 10 Treble Clef Staff Notation Back to basics – Theory and Elements of music Baseline Assessments DR T SMITH Dynamics Rhythm Texture Structure Melody Instrumentation Tempo Harmony & Tonality Sharps and Flats Texture Structure & Form Harmony & Tonality Timbre & Dynamics Binary Form (AB) Rondo Form (ABACADA..) Cyclic and Polyrhythms Note Durations Chords I, IV & V and I7, IV7 & V7 Setworks Brandenburg Concertos, Music for a while & Release JS Bach Purcell Setworks - Defying Gravity, Pathetique Sonata & Killer Queen Setworks - Starwars & Samba Em Preludio Esperanza Spalding Solo Performance / Free Composition Ensemble Performance / Composition using notation Exam Preparation Revision / exam techniques AOS 1 – INSTRUMENTAL MUSIC 1700-1820 AOS 2 – VOCAL MUSIC AOS 3 – MUSIC FOR STAGE AND SCREEN AOS 4 – FUSIONS Pathetique sonata Music for a while Killer Queen Brandenburg Concertos Defying Gravity Star Wars Release Samba Em Preludio Composition Song Writing Composition using technology A Level Music Technology Year 12/13 Note Durations Simple Time Signatures Roles and Responsibilitie s GCSE MUSIC Listening, Performing & Composing Melody and Chords (Triads) Pulse/Beat Year Rhythm & Metre Ternary Form (ABA) Schwartz Afro Celt Sound System Queen Beethovem Year 1 John Williams The music curriculum aims to nurture and inspire all students, regardless of ability, in a fun and friendly environment. Students quickly learn that it’s ok to make mistakes and celebrate these as just the first steps to success. In Music we journey together through music from many different genres and styles while exploring the multicultural roots that underpin most music today. During this journey students have opportunities to develop their understanding of various forms of notation, singing, instrumental skills and use the latest music technology as we hope to instil a lifelong love of music. Recording Performances Finishing compositions Revisit Set works, practice exam questions Setworks Recap Music Learning Journey Year 10, 11 & Sixth Form
Health & Wellbeing Contraception YEAR 9 Three core themes: Health & Wellbeing Relationships Living in the wider world YEAR 7 PRIMARY SCHOOL YEAR 8 YEAR 11 YEAR 10 6 Extremism Community cohesion Communities Relationships Health & Wellbeing form Diet, exercise & healthy choices Financial decision making Living in the wider world Equality of opportunities in careers Living in the wider world Introduction to contraception Role models Media First aid Gambling Sexual images Debt Equality act Impacts of gangs Radicalisation College Sex education Gender identity Personal safety Transition to secondary school Impact of advertising Relationships Drugs, alcohol and tobacco Exploring influences Fraud and Cybercrime Goodbye Year 11 Diversity Prejudice Substance misuse Relationships Impacts of drugs Health & Wellbeing Basic first aid Pornography Apprenticeship Coping strategies Emotional wellbeing Bullying Families Impacts of the media Changing relationships Changing adolescent body Mental wellbeing Living in the wider world Myths & challenges Healthy eating Financial decision making Forced marriage Pleasure Marriage Conflict resolution Saving & borrowing Pregnancy Respectful relationships Budgeting Healthy & unhealthy friendships Gang exploitation Parenting Relationship Living in the changes wider world Types & patterns of work Life choices Consent Body image Mental health Relationships Gambling hooks Relationships Internet safety & harms Health & Wellbeing Media reliability Health & Wellbeing Sex Relationships expectations Online Safety Career options Different families Healthy routines Parental responsibilities Future opportunities Self Efficacy Being safe Readiness for work Digital Literacy Influences on health Setting goals Goal setting Health & Stress Ambition & Wellbeingmanagementunrealistic expectations Puberty Living in the wider world Preparation for work experience Relationships Physical health and fitness Career pathways Diet Unwanted contact Families & People that care Balancing time online. Manage influences & risk of body alternations Discrimination Blood & Organ donation Healthy self concept Living in the wider world GCSE Health & Exercise Options Wellbeing Lifestyle balance Living in the wider world Prejudice Next steps Access to health services Self worth Post 16 options Healthy choices First aid Stereotyping Relationships Transition & change FGM Relationships Romance Pressure relating to drugs and alcohol. Application process Friendships, including online Drugs Misuse Stigma Relationships Alcohol Emergency First Aid skills Safeguarding health Evaluating strengths & weaknesses Mental health Relationships boundaries Careers Cancer awareness & self examination Responsible health choices Harassment Employment Skills for future education Career progression Online presence STI’s Consent Ill health Raising aspirations Manage risk & Safety Living in the wider world Health & Wellbeing Health & Wellbeing Health & Wellbeing Communication Relationships Teamwork Realistic goals Unwanted attention Enterprise skills Unhealthy relationships Employability skills Living in the wider world Attitudes to pornography Contraception Gender identity, expression and sexual orientation th PSHE Learning Journey
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