Going Beyond
Vision and Key Strands of Our Going Beyond Programme
Each week our pupils take part in a rolling programme of activities which are designed to enhance their learning experience beyond the classroom, to encourage them to explore opportunities for enriching their education and to enable them to enjoy working together. The TKA Going Beyond programme will expand our pupils’ horizons through a variety of different activities, projects and pursuits. It will provide us with the opportunity to get to know our pupils’ strengths and areas for development, and to ensure that they feel known and valued.
The TKA Going Beyond programme is designed to:
- build confidence in developing and enhancing a range of skills
- develop tolerance, understanding and awareness of others
- enhance leadership attributes in our pupils
- complement our academic curriculum
- develop Growth Mindset and our core values of Resilience, Integrity, Generosity, Fulfilment and Creativity.
Running through the Going Beyond programme will be 5 key strands to deliver objectives that “Go Beyond” our academic curriculum and develop the whole person. All GB activities will have an objective of delivering aspects of one or more key strand. The programme is designed to develop all aspects of the 5 key strands in our pupils. The 5 key strands are:
| Going Beyond strand | Aspect A | Aspect B | Aspect C | Aspect D |
| 1.Physical and mental wellbeing | Fitness, diet and healthy lifestyle | Preserving mental health | Physical skills | Self discipline |
| 2. Community and culture | Contribution to wider society | Environmental awareness | Appreciation of cultures | Citizenship, British values and political awareness |
| 3. Personal skills for life | Leadership, collaboration and teamwork | Developing independence and initiative | Communication skills | Empathy for others |
| 4. Work related learning | Enterprise | Financial awareness | Careers guidance | STEM experiences |
| 5. Creative expression | Artistic expression | Musical expression | Dramatic expression |
The aims and objectives of the Going Beyond programme were developed following consultation with TKA staff in May 2017.
Year 7 Going Beyond Programme
In Y7 pupils take part in 4 Going Beyond activities in their Houses over the course of the year. They spend 8 weeks on each activity. The schedule is:
| Cycle | Curie | Lovelace | Berners-Lee | Hawking |
| 1 (8th Sept till 10th Nov) | Dance | Outdoor activities | Karate | Conservation |
| 2 (17th Nov till 19th Jan) | Outdoor activities | Karate | Conservation | Dance |
| 3 (26th Jan till 20th April) | Karate | Conservation | Dance | Outdoor activities |
| 4 (27th April till 29th June) | Conservation | Dance | Outdoor activities | Karate |
| Activity (Provider) | What pupils are doing | GB Strand |
| Outdoor activities (Thames Young Mariners) | Week 1: Problem solving challenges
Week 2: Challenge course – low level climbing Weeks 3 – 6: On a carousel of 4 different activities (archery, canoeing, climbing wall and ‘catch the flag’ team activity) Week 7: Orienteering House Challenge Week 8: Reflection |
1a: Fitness, diet and healthy lifestyle
1b: Preserving mental health 1c: Physical skills 1d: Self discipline 3a: Leadership, collaboration and teamwork 3b: Developing independence and initiative 3c: Communication skills 3d: Empathy for others |
| Dance (Step into Dance) | Modern dance programme designed to develop dance skills and creativity through team challenges. | 1a: Fitness, diet and healthy lifestyle
1c: Physical skills 3a: Leadership, collaboration and teamwork 3c: Communication skills 5a: Artistic expression 5c: Dramatic expression |
| Karate (London Karate School) | Basic Kyo Rei Shukokai karate course | 1a: Fitness, diet and healthy lifestyle
1b: Preserving mental health 1c: Physical skills 1d: Self discipline 3a: Leadership, collaboration and teamwork |
| Conservation | External conservation: Working with Kingston Council’s Green Spaces contractor to develop and improve local park space, through litter picking, clearing weeds, and planting flowers and shrubs.
Internal conservation: Making items such as bird feeders, nature clay sculptures and flower pots, in order to engage pupils in the importance of conservation. |
2a: Contribution to wider society
2b: Environmental awareness 3a: Leadership, collaboration and teamwork 3d: Empathy for others |
Year 8
In Y8 pupils take part in 6 Going Beyond activities in their Byte classes over the course of the year. They spend 6 weeks on each activity. At the end of the activity they are assessed on their progress by teachers delivering the Y8 Going Beyond programme at either Basic, Bronze, Silver or Gold level. These grades are recorded in an electronic Going Beyond Pupil Passport and lead to an overall grade for Y8 Going Beyond. The schedule is:
| Cycle | Giga | Kilo | Mega | Exa | Peta | Tera |
| 1 (8th Sept till 13th Oct – 6 weeks) | Art | Debating | Life skills | School magazine | Campcraft /Navigation | First aid |
| 2 (20th Oct till 8th Dec – 6 weeks) | First aid | Art | Debating | Life skills | School magazine | Campcraft/Navigation |
| 3 (15th Dec till 2nd Feb – 6 weeks) | Campcraft /Navigation | First aid | Art | Debating | Life skills | School magazine |
| 4 (9th Feb till 20th April – 6 weeks) | School magazine | Campcraft/Navigation | First aid | Art | Debating | Life skills |
| 5 (27th April till 8th June – 5 weeks) | Life skills | School magazine | Campcraft/Navigation | First aid | Art | Debating |
| 6 (15th June till 13th July – 5 weeks) | Debating | Life skills | School magazine | Campcraft/Navigation | First aid | Art |
Year 9
In Y9 pupils select an option to participate in each term. At the end of the activity they are assessed on their progress by teachers delivering the Y9 Going Beyond programme at either Basic, Bronze, Silver or Gold level. These grades are recorded in an electronic Going Beyond Pupil Passport and lead to an overall grade for Y9 Going Beyond. The schedule is:
Term 1
| Activity | What pupils are doing | GB Strand |
| 1. Coding and lego robotics | Pupils complete the following activities:
Assessment: Ability to write and evaluate code. Ability to code for specific functions |
1c: Physical skills
3a: Leadership, collaboration and teamwork 4d: STEM experiences |
| 2. Music | Pupils will be working together in groups to devise, write and record a podcast. The theme must be musical, however it can take various forms, including a Desert Island Discs format or the recording of some of their own performances.
Assessment: Ability to collaborate to create an effective and creative podcast, that brings about musical discussion and encourages musical curiosity. |
1c: Physical skills
3a: Leadership, collaboration and teamwork 5b: Musical expression |
| 3. Drama | Pupils will be working in small groups to create their own short radio drama focusing on expression and tone of voice. They will also be focusing on creating atmosphere through the use of SFX and music. In the second part of the term they will then go on to create a short sketch, which will be filmed to be a part of the “Going Beyond Sketch Show”. |
3a: Leadership, collaboration and teamwork
3c: Communication skills 5c: Dramatic expression |
| 4. Sports leadership | Pupils complete the following activities:
Assessment:
|
1a: Fitness, diet and healthy lifestyle
1c: Physical skills 2a: Contribution to wider society 3a: Leadership, collaboration and teamwork 3b: Developing independence and initiative 3c: Communication skills |
| 5. Cultural exchange | Pupils will be collaborating with pupils from other countries to explore the theme of nationality and sense of belonging. Topics will cover customs, culture, traditions and hobbies. Assessment: Ability to compare and contrast different cultures and demonstrate good teamwork with their foreign group members. |
2c: Appreciation of cultures
2d: Citizenship, British values and political awareness 3a: Leadership, collaboration and teamwork 3d: Empathy for others |
| 6. Volunteering / charity fundraising | Pupils will use their creativity to create and participate in a range of fundraising activities for themselves and the rest of the school community. Pupils will also visit and teach a an elderly person day centre to teach digital literacy to aid those in the community. Assessment: Students will work as a team to create an effective fundraising activity for their peers or themselves to take part in and to teach a digital literacy skill to a group or pensioners to help engage them in the wider world. |
2a:Contribution to wider society
2d: Citizenship, British values and political awareness 3a: Leadership, collaboration and teamwork 3b: Developing independence and initiative 3c: Communication skills 3d: Empathy for others 4a: Enterprise 4b: Financial awareness |
| 7. STEM for girls | Pupils will have opportunities to make connections with interesting role models from STEM fields. They will undertake a variety of activities and will develop engineering skills while finding creative, practical solutions to real life STEM challenges. Assessment: Ability to contribute to their team while tackling STEM challenges and developing engineering habits of mind. |
3a: Leadership, collaboration and teamwork
3b: Developing independence and initiative 3c: Communication skills 4c: Careers guidance 4d: STEM experiences |