Curriculum Intent
At Hurworth School, we believe that education transforms lives. Our curriculum is designed to develop knowledgeable, ambitious, and confident young people who are equipped to succeed in school and beyond. Through carefully planned learning experiences, students build deep subject knowledge, develop essential skills, and grow in character, enabling them to become resilient, independent, and responsible members of society.
It is our aim to provide a broad, balanced, and challenging curriculum that ignites students’ love of learning and successfully unlocks the true potential of each individual. We believe that students are empowered by what they know and that, if immersed in a knowledge-rich curriculum, they are more likely to become the best versions of themselves.
Curriculum at Hurworth
At Key Stage 3 students study the following subjects:
English, Maths, Science, Spanish, Design and Technology, History, Geography, Religious Studies, Music, Art, Computing, Physical Education and PSHCE.
At Key Stage 4 our offer extends to include:
Health and Social, Creative iMedia, DT & Engineering VCert, Enterprise and Marketing, Hospitality & Catering and Dance.
The information for each subject is categorised as follows:
- Topics: this is an overview of the topics our students will be covering this half term.
- Assessment: this explains how students will be assessed on their understanding of this topic.
- How I can support my child: this gives suggestions of how you can offer your child support, as well as ways students can explore this area in more detail if they wish.
- Students will be using computers in these lessons.
Our Music Development Plan is attached below:
For further information regarding the curriculum or, if you require this information in a different form (e.g. paper), please contact school office direct on 01325 720424 or via email: enquiries@hurworth.nalp.org.uk.
Curriculum Documents 25/26
Art
Half Term 1
| Year 7 – Art | Year 8 – Art | Year 9 – Art | Year 10 – Art | Year 11 – Art | Year 10 – Photography | Year 11 – Photography | |
| Topic | The Formal Elements of Art: To know, describe and identify the formal elements of art. To improve observational drawing skills through an understanding of the formal elements. | Portraiture: To understand the proportions of the face. Develop tonal and observational drawing. Understand how to draw facial features correctly. | Under the Sea: A project that develops and deepens knowledge of the formal elements and key observational skills. It also explores and experiments with a variety of different media through a series of short workshops. | Natual Form: This will be a theme studied throughout the year as a sustained project. Students will develop their observarion skills, learn to explore and experiment with different applications and mediums. | Students main focus will be researching and developing ideas based on the work of of their chosen artisits and interest. | Introduction to photography, what makes a good photo? Students will learn howto use the settings on a DSLR camera, tipod, lighting and the exposure triangle. | Students will develop a new personal project based on the exam paper set from the previous year. This will give students a chance to understand a self-guided project and expectations relating to their own ESA. |
| Assessment | Baseline assessment and classroom assessment to monitor observational drawing skills. | Drawing assessment and classroom assessment at the end of the project to monitor observational drawing skills and portraiture knowledge. | Drawing assessment, Homework to monitor independent work. Unit assessment at the end of each artist workshop to monitor their understanding of each new skill. | Assessment is ongoing throughout GCSE, students will be given regular targets on how to improve their work and presentation. Work will be assessed holistically using the AQA marking scheme. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | The Formal Elements of Art: To understand how to build up tone using a range of application techniques. To understand the grid technique to assist observational drawing. | Portraiture: To be able to use their developing skills and knowledge of facial features to produce a detailed portraiture study using pencil. | A more focused study on presentation and compositions wiht students creating work in the style of Duncan Cameron and Amiria Gale. | Close Ups: Introducing the work of other artists to inspire and develp skills. Over this term students will understand the importance of looking at artists and how they inspire personal art development. Chris Gryder will influence clay work and Sarah Graham will assist with colour application and composition. | Identity: Students will experiment, refine and design a final outcome linked to the theme Identity. Produce a final piece based on their final design. |
| Assessment | Classroom assessment to check understanding of process. End of term drawing assessment. | Classroom assessment to check understanding of process. End of term drawing assessment. | Classroom assessment to check understanding of process. End of term drawing assessment. | Ongoing classroom assessment. Ten-hour Identity mock exam and portfolio deadline (Natural Form and Identity projects), the portfolio assessment is worth 60%. Students will have a short period of time to revisit their coursework after the externally set 12-week project | Ongoing classroom assessment. Ten-hour Identity mock exam and portfolio deadline (Natural Form and Identity projects), the portfolio assessment is worth 60%. Students will have a short period of time to revisit their coursework after the externally set 12-week project |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Colour in Landscape: An understanding of the colour wheel and colour theory. Students will explore the artist Hundertwasser whilst developing paint application and mixing skills. | Exploring Animals. A series of short artist studies that explore the style of individual artists and how they represent animals in art. Julie Rhodes – Tonal and observation and Christal Langan – Ink and resist. | Continuing with the theme Under the Sea. Students will produce a 3D piece inspired by the ceramic work of Lisa Stevens. Students will learn about various clay techniques, including coils, slabs, modelling and glazing. | Close Ups: To conclude their project ‘Close-Ups’, with a final piece based inspired by their coursework and understanding of their chosen artist. | Externally Set Assignment: Develop a 12-week project based on an individual theme selected from the ESA paper. |
| Assessment | Classroom assessment to check understanding of process. End of term drawing assessment. | Ongoing assessment with regular feedback and targets for improvement. On completion of the project Students will be awarded a final mark using the AQA mark scheme. | Progress checks through deadlines. |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Colour in Landscape: Showing their understanding of colour theory and the artist Hundertwasser, students will create their own A3 landscape painting. | Text in Art: Mel Bochner – Multimedia Richard Long – sensory exploration of a journey. Using words to create a piece of art. Barbra Kruger – Conceptual art using photography and Photoshop. | Behind the Mask: Explore masks from different cultures through experimentation of mediums and applications. Students will question what a mask is and how they have been used throughout history. | Personal Project -Students will start their own project with a starting point of Natural Form or Identity. This priject will be self guided and become the main project for their 60% coursework. Student’s will be supported and introduced to new techniques as their ideas and work develop. | Externally Set Assignment: Develop a 12-week project based on an individual theme. |
| Assessment | Classroom assessment to monitor technical understanding. End of topic assessment of product created. | End of topic assessment of that looks holistically at the Text in Art project. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | Progress checks through deadlines. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Art with a difference? Explore line and pattern through landscape and question, what is art? Students will work on a 3D surface inspired by the work of Cheeming Boey. | Text in Art: A series of workshops that explore different medium and artists that use text in the art. Jasper Johns – acylic paint application. Mark Langan – Cardboard relief and knife skills. Graffiti – colour theory and colour blending. | Working individually or in pairs Students will concluding their project by designing and making a cardboard sculptural mask influenced by the work of Dag Weiser and the cultural masks studied at the start of the project. This will be a personal response collating the things that intrest them. | Natural Form or Fantastic and Strange: Students main focus will be researching and developing ideas based on the work of of their chosen artists. | Completion of their ESA with a 10- hour independent study period. Revisit coursework: To complete any unfinished work and annotations from the Close ups, Natural Form and Identity project. |
| Assessment | Weekly classroom assessment and end of topic assessment. | End of topic assessment of that looks holistically at the Text in Art project. | Weekly classroom assessment to track progress. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | All work will be marked on the 17th and 18th May to the AQA Art and Design marking structure. 60% – Coursework. 40% – ETA |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Clay Critters: Experimenting and exploring with clay to create a clay alien that express emotions and character through colour theory. | Text in Art: Mel Bochner – Multimedia Richard Long – sensory exploration of a journey. Using words to create a piece of art. Barbra Kruger – Conceptual art using photography and Photoshop. | Food: A short project on looking at how Still Life has been represented in Pop Art. Students will create an individual piece showcasing popular food including the key features of the Pop Art movement. | Natural Form or Identity: Students will continue to explore their chosen theme and develop an independent and personal project exploring different artists, mediums and application techniques. | |
| Assessment | Classroom assessment to monitor understanding of application and medium. End of topic assessment of product created. | End of topic assessment of that looks holistically at the Text in Art project. | Classroom assessment to monitor understanding of application and medium. End of topic assessment of product created. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. |
Exam Specification
https://filestore.aqa.org.uk/resources/art-and-design/specifications/AQA-ART-GCSE-SP-2016.PDF
How can I support my child?
Encourage your child to draw at home, they can also increase their subject knowledge by watching tutorials on YouTube on the techniques they are learning in lessons.
Business
Half Term 1
| Year 10 | Year 11 | |
| Topic | Unit 1: Business in the real world | Unit 4: Human resources |
| Assessment | Regular low stakes knowledge tests | Regular low stakes knowledge tests |
Half Term 2
| Year 10 | Year 11 | |
| Topic | Unit 1: Business in the real world | Unit 5: Marketing |
| Assessment | Regular low stakes knowledge tests. End of Unit 1 assessment | Regular low stakes knowledge tests. Paper 1 assessment. |
Half Term 3
| Year 10 | Year 11 | |
| Topic | Unit 2: Influences on business | Finishing Unit 5: Marketing and starting Unit 6: Finance |
| Assessment | Regular low stakes knowledge tests | Regular low stakes knowledge tests |
Half Term 4
| Year 10 | Year 11 | |
| Topic | Unit 2: Influences on business followed by Unit 3: Operations. | Finishing Unit 6: Finance and starting revision. |
| Assessment | Regular low stakes knowledge tests and an End of Unit 2 assessment | Ongoing in-class assessments and Mock Papers |
Half Term 5
| Year 10 | Year 11 | |
| Topic | Unit 3:Operations | Revision on all topics |
| Assessment | Regular low stakes knowledge tests. End of Unit 3 assessment | Ongoing in-class assessments and Mock Papers |
Half Term 6
| Year 10 | Year 11 | |
| Topic | Finishing Unit 3: Operations and starting Unit 4: Human Resources | |
| Assessment | Regular low stakes knowledge tests |
Exam Specification
https://filestore.aqa.org.uk/resources/business/specifications/AQA-8132-SP-2017.PDF
How can I support my child?
Testing students at home using digital copy of the GCSE Business textbook on Teams. Discuss current affairs relating to Business.
Computing
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Digital Literacy | Computer Hardware | Computer Networks | Systems Architecture and Memory and Storage | Programming fundamentals and Creating robust program |
| Assessment | Multiple choice on-screen assessment. | Multiple choice assessment. Creation of a computer system to meet the requirements of a client brief. | Multiple choice assessment. Creation of a computer network diagram to meet the requirements of a client brief. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions. |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Online safety | Spreadsheets | Pre-production documents | Memory and storage and Networks | Programming fundamentals and Creating robust programs |
| Assessment | Multiple-choice assessnent. Creation of an online safety booklet to meet the requirements of a client brief. | Multiple-choice assessment. Creation of an automated spreadsheet model to meet the requirements of a client brief. | Multiple-choice assessment. Creation of a set of pre-production documents to meet the requirements of a client brief. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions. |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Digital Identity | Security | Programming using Python | Software & Security | Algorithms |
| Assessment | Multiple-choice assessnent. Creation of a set of business documents to meet the requirements of a client brief. | Multiple-choice assessment. Creation of a security “how to guide” to meet the requirements of a client brief. | Summative assessment based upon the completion of a text adventure game which meets the requirements of a client brief and demonstrates the knowledge and skills acquired. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions. |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Algorithms (using interactive flow charts) | Digital Graphics | Programming using Python | 1.6 Ethical, legal, cultural and environmental impacts of digital technology | Component 1: Computer Systems – knowledge retrieval and practice. |
| Assessment | Multiple-choice assessment. Creation of a flowchart to control a train level crossing. | Multiple-choice assessnent. Creation of a digital graphic (game cover) to meet the requirements of a client brief. | Summative assessment based upon the completion of a text adventure game which meets the requirements of a client brief and demonstrates the knowledge and skills acquired. | Formative assessment every five lessons, summative assessment at end of unit. | Formative multiple-choice assessment for every area of component 1. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Programming using Python (foundation): Recognise the syntax to input and output data. Understand the syntax for selection statements and create a series of programs to solve problems. | Programming using Python (intermediate): Remember the syntax to input, output and select instructions. Understand the syntax for iteration and create a series of programs to solve problems. | Inspiring Digital Enterprise Award (IDEA) Bronze. The digital equivalent of the Duke of Edinburgh Award which is ran by Buckingham Palace. | 2.5 – Programming languages and Integrated Development Environments | Revision |
| Assessment | Multiple choice assessment based on programming knowledge. Working solutions to small problems every lesson. | Multiple choice assessment based on programming knowledge. Working solutions to small problems every lesson. | Each badge has assessments-built in. 250 required for bronze award. | Formative assessment every five lessons, summative assessment at end of unit. | Formative multiple-choice assessment for every area of component 1. |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Digital Literacy. | Programming using Python (intermediate) | Inspiring Digital Enterprise Award (IDEA) Silver. The digital equivalent of the Duke of Edinburgh Award which is ran by Buckingham Palace. | 2.2 – Programming fundamentals | |
| Assessment | Digital Literacy. | Summative assessment based upon the completion of a text adventure game which meets the requirements of a client brief and demonstrates the knowledge and skills acquired. | Each badge has assessments-built in. All citizen, worker, entrepreneur & gamer badges required to be awarded silver. | Formative assessment every five lessons, summative assessment at end of unit. |
Exam Specification
OCR (9-1) Computer Science J277
How can I help my child?
- Encourage students to watch knowledge videos on Microsoft OneNote and read attached key information. This could be used to create a model map to develop understanding. Download the free software “Thonny” to practice programming at home.
- Ensuring that notes are created before lessons based on watching video or reading relevant knowledge in revision guide.
Creative iMedia
Half Term 1
| Year 10 | Year 11 | |
| Topic | R094 – Visual identity | R098 Digital Imaging Non-Examined Assessment (NEA). Digital photography in manual mode. Digital video production |
| Assessment | Non-Examined Assessment (NEA) will take place October to January | NEA worth 35% of qualification |
Half Term 2
| Year 10 | Year 11 | |
| Topic | Visual identity Non-Examined Assessment (NEA) | R098 Digital Imaging Non-Examined Assessment (NEA). Digital photography in manual mode. Digital video production |
| Assessment | Non-Examined Assessment (NEA) worth 25% of qualification | NEA worth 35% of qualification |
Half Term 3
| Year 10 | Year 11 | |
| Topic | R098 Digital Imaging – Photography | R093 – Creative iMedia in the media industry knowledge |
| Assessment | Non-Examined Assessment (NEA) will take place June to December | Formative assessment every 5 lessons |
Half Term 4
| Year 10 | Year 11 | |
| Topic | R098 Digital Imaging – video | R093 – Creative iMedia in the media industry knowledge |
| Assessment | Non-Examined Assessment (NEA) will take place June to December | Formative assessment every 5 lessons |
Half Term 5
| Year 10 | Year 11 | |
| Topic | R098 Digital Imaging – Pre-production documents | R093 – Creative iMedia in the media industry knowledge |
| Assessment | Non-Examined Assessment (NEA) will take place June to December | Practice exam paper |
Half Term 6
| Year 10 | Year 11 | |
| Topic | R098 Digital Imaging Non-Examined Assessment (NEA). Digital photography in manual mode. Digital video production | |
| Assessment | NEA worth 35% of qualification |
Exam Specification
OCR Level 1 /2 Cambridge National in Creative iMedia J834
How can I support my child?
Encourage students to meet deadlines and to complete all homework tasks.
DT – KS3
Students will study DT & Engineering for half the year and Food Technology for half the year
| Year 7 | Year 8 | Year 9 | |
| Topic – DT | Isometric Drawing Rationale: To reinforce pupils’ understanding of the difference between 2D and 3D design. To make pupils aware there is a range of 3D drawing techniques that can be used to present ideas. To introduce pupils to isometric drawing. | Mini Light Rationale: To develop pupils’ understanding of logos and packaging. To develop pupils’ ability to use existing products to inspire design. To develop pupils’ ability to design in 2D and use 2D Design. To develop pupils’ modelling skills. To develop pupils’ ability to evaluate. | Clock Rationale: To introduce pupils to a number of new materials, tools, equipment and machinery used in the workshop and reinforce their understanding of those used previously. To introduce pupils to different types of wood joint. To develop pupils’ ability to evaluate. |
| Topic – DT | Wall Mirror Rationale: To introduce pupils to a range of materials, tools, equipment and machinery. To teach pupils how to use existing products to design. To develop pupils’ ability to design in 2D. To teach pupils how to evaluate their work and what they have learnt. | Night Light Rationale: To introduce pupils to the basic principles of electricity – current, voltage etc. To develop pupils’ understanding of how developments in electronics can impact everyday life. To introduce pupils to a range of basic components and the soldering process. | Mobile Phone Holder Rationale: To introduce pupils to a number of new materials, tools, equipment and machinery used in the workshop and reinforce their understanding of those used previously. To develop pupils’ ability to evaluate their work and what they have learnt. |
| Topic – Food Technology | Food Technology – Food Safety and Hygiene Rationale: To introduce pupils to good safety and hygiene practice in the food rooms. To teach pupils how to weigh ingredients and use different parts of the cooker safely to prepare and cook dishes. To develop pupils’ ability to work independently and as part of a team. | Food Technology – Eatwell Guide Rationale: To introduce pupils to the Eatwell Guide and develop safety and hygiene practice in the food rooms. To develop pupils understanding of different ingredients used to prepare and cook dishes. To develop pupils’ ability to work independently and as part of a team. | Food Technology Rationale: To develop pupils’ understanding of the Eatwell Guide. Develop safety and hygiene practice in the food rooms. To develop pupils understanding of different ingredients used to prepare and cook dishes. To develop pupils’ ability to work independently and as part of a team. |
Assessment
Four key tasks in each area of DT (DT & Engineering/Food) which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered.
How I can support my child?
Discuss your topics and encourage research into skills and production techniques.
DT & Engineering VCERT
Half Term 1
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | Drawing Techniques. Controller – Part 1 Investigating & Designing. | Students undertake their Synoptic Project. | Orthographic Drawing and an Introduction to Model Engineering (practical metalwork project/fabrication – stealth fighter plane). | Students undertake their Synoptic Project. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. | Key tasks which assess pupils’ ability to draw by hand and using CAD make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. |
Half Term 2
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | Controller – Part 2 Modelling, People, Culture & Society, Smart materials and Prototype development. | Students undertake their Synoptic Project. | Introduction to Model Engineering (practical metalwork project/fabrication – stealth fighter plane). | Students undertake their Synoptic Project. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. |
Half Term 3
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | USB – Material categories and properties. | Students undertake their Synoptic Project. | TechSoft Design (CAD) and Sectional Drawing. | Students undertake their Synoptic Project. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. |
Half Term 4
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | Multi-Storage Unit: To introduce students to ‘Product Design’. | Students undertake their Synoptic Project. | Isometric Drawing by hand and Grand Prix racing car – practical metalwork project (fabrication and turning). | Students undertake their Synoptic Project. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. |
Half Term 5
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | To introduce students to a range of materials, tools, equipment and machinery used in KS4 Design Technology. | Revision on all topics – exam prep. | Grand Prix racing car – practical metalwork project (fabrication and turning). | Revision on all topics – exam prep. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation. | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation. |
Half Term 6
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | To introduce students to the Synoptic Project format. | Grand Prix racing car – practical metalwork project (fabrication and turning) and Sketch Up (CAD). | ||
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. |
Exam Specification
| Year 10/11 VCert DT | Year 10/11 VCert Engineering | |
| Specification | NCFE Level 1/2 Technical Award in Creative Design and Production | NCFE | NCFE Level 1/2 Technical Award in Engineering (1) | NCFE |
How can I support my child?
Discuss your child’s homework and help them with any issues that they find. Encourage students to revisit knowledge organisers to help embed skills and knowledge taught in the classroom. Students have been provided with read and watch list and knowledge organisers to aid revision.
English
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Origins of Literature – Greek, Roman and modern mythology. | Dystopian Literature: including an understanding of a wide selection of dystopian texts including: Noughts and Crosses, 1984, I Am Legend, The Bees and Dr Who in addition to ‘The Hunger Games’. | Gothic Literature including the study of a range of Gothic texts including: ‘Castle of Otranto,’ ‘Frankenstein,’ ‘Dr Jekyll and Mr Hyde’ in addition to ‘The Woman in Black’. Various Romantic poems by Blake, Wordsworth and Shelley. | J. B. Priestley’s ‘An Inspector Calls’: A whole text study and analysis of ‘An Inspector Calls’. Building on students’ prior knowledge of how writers present character and ideas in literature. Developing prior knowledge of social and historical significance of context. Building on students’ prior knowledge of how texts present different themes; exploration of the class system in early twentieth century Britain | Conflict and Unseen Poetry – Literature Paper 2, Section B: Developing an understanding of how poets communicate their feelings and ideas about conflict through the creative use of form, language & structure. questioning: What different forms can conflict take? Why does conflict occur and how can/have views/ideas and approaches to conflict change over time? Studying and comparing a range of conflict poetry from the Edexcel Poetry Anthology and a range of unseen poems. |
| Assessment | Origins of Literature end of term Writing assessment. Weekly spellings and vocabulary checks. | Dystopian Literature end of half term Writing Assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Gothic Literature end of half term writing assessment. Weekly spelling and vocabulary checks. | Verbal feedback/low stakes assessment, live marking, end of assessment GCSE style question on character or theme in the play. Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation | Verbal feedback/low stakes assessment, live marking, end of assessment GCSE style question on character or theme in the play. Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Origins of Literature – Greek, Roman and modern mythology. | Dystopian Literature: including the whole text study of Suzanne Collins’s ‘The Hunger Games’ | Gothic Literature including the whole text study of Susan Hill’s ‘The Woman in Black’ | Language Paper 1: 19th Century Fiction & Imaginative Writing: Improving the students’ reading and writing skills to produce personalised and analytical responses to the texts. To read a wide range of texts fluently and with good understanding. Read critically and use knowledge gained from wide reading to inform and improve their own writing | Charles Dickens’s ‘A Christmas Carol’ Literature paper 2 section A |
| Assessment | Origins of Literature end of term reading assessment. Weekly spellings and vocabulary checks. | Dystopian Literature end of half term writing Assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Gothic Literature end of half term reading assessment. Weekly spelling and vocabulary checks. | Verbal feedback/ low stakes assessment. End of assessment GCSE style question on two of the conflict poems Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation | Verbal feedback/ low stakes assessment. End of assessment GCSE style question on two of the conflict poems Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Non-fiction – The Art of Rhetoric: An understanding of the power of speech. We will be building on the students’ knowledge of etymology and morphology, harnessing a deeper understanding of the origins and impact of language. | Non-fiction Writing – Global Adventures (Travel writing through the ages): Building on the students’ prior knowledge of non-fiction texts – travel writing is another key non-fiction form that students will encounter throughout their learning journey in English. An understanding of how the World is conveyed through the written form from writers such as David Livingstone and Charles Darwin right through to modern day travel writers such as Carol Drinkwater and Bill Bryson. | The Black Flamingo – Exploring diverse cultural representation through the novel The Black Flamingo by Dean Atta. We will explore culture, analyse diversity in society, racial and gender bias, bias based on sexual orientation and gender identity. We will also examine the controversies sometimes caused through media sources and how best to ensure we read widely on a subject before drawing our own conclusions. | Language Paper 2: Modern Non-fiction & Figurative Writing: Improving the students’ reading and writing skills to produce personalised and analytical responses to the texts. To read a wide range of texts fluently and with good understanding. Read critically and use knowledge gained from wide reading to inform and improve their own writing | Revision of Edexcel Language Papers 1 & 2. Key reading and Writing skills. Revision of AO” (Analytical interpretations of the texts and AO4 Evaluative skills. |
| Assessment | Writing assessment on a set non-fiction text. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Non-fiction Reading- Global Adventures (Travel writing through the ages) end of half term Reading assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Writing assessment linked to the novel. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Verbal feedback/ low stakes assessment. End of assessment GCSE style question on two of the conflict poems Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation | Verbal feedback/ low stakes assessment. End of assessment GCSE style question on two of the conflict poems Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Non-fiction – The Art of Rhetoric: An understanding of the power of speech. In preparation for KS4 and beyond – students will develop an appreciation of the language and structural devices utilised to produce a range of inspirational non-fiction texts. Development of writing and grammar skills with opportunities to challenge and improve their writing styles and techniques will also be a key learning outcome. | Non-fiction Writing – Global Adventures (Travel writing through the ages): Building on the students’ prior knowledge of non-fiction texts – travel writing is another key non-fiction form that students will encounter throughout their learning journey in English. An understanding of how the World is conveyed through the written form from writers such as David Livingstone and Charles Darwin right through to modern day travel writers such as Carol Drinkwater and Bill Bryson. | The Black Flamingo – Reading Focus . Aims and Learning Outcomes: Students will discover how diversity influences society as a whole, as well as individual lives. They will explore language and structural techniques are deliberately used to present ideas, groups, feelings or people in a certain light. | Literature Paper 1: William Shakespeare’s Macbeth: A whole text study and analysis of William Shakespeare’s ‘Macbeth’. Building on students’ prior knowledge of how writers present character and ideas in texts – students will develop their own personalised responses and interpretations of the text. Developing prior knowledge of social and historical significance of context. | Revision of all Edexcel Literature Texts: ‘A Christmas Carol’, ‘An Inspector Calls’, ‘Macbeth’ and the ‘Anthology Poetry’. Revision of key skills for Edexcel Language Paper 1 and 2. |
| Assessment | Reading assessment on a set non-fiction text. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Non-fiction Writing – Global Adventures (Travel writing through the ages) end of half term Reading assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Reading assessment on a set extract of the novel. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | A range of low stakes assessments: understanding key texts, language and structural analysis skills, retrieval of key quotations and understanding of character, plot and key themes. Summative assessment: Literature Paper 2 sample papers. | Verbal feedback/ low stakes assessment. End of assessment GCSE style questions and mini mocks. Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | William Shakespeare’s Romeo and Juliet: An understanding of the context and language of William Shakespeare’s’ Romeo and Juliet will be developed through a range of reading and drama lessons. | William Shakespeare’s ‘A Midsummer Night’s Dream’: An understanding of the context and language of William Shakespeare’s’ ‘A Midsummer Night’s Dream’ will be developed through a range of reading and drama lessons. Students will develop their reading skills including how to deconstruct, analyse and write critically about playscripts, using a wide range of apt evidence. | William Shakespeare’s ‘Shakespeare’s Villains’: An understanding of the context and language of William Shakespeare’s villains in a range of Shakespearian texts will be developed through a range of reading and drama lessons. Students will develop their reading skills including how to deconstruct, analyse and write critically about playscripts, using a wide range of apt evidence. I | Literature Paper 1: William Shakespeare’s Macbeth: A whole text study and analysis of William Shakespeare’s ‘Macbeth’. Building on students’ prior knowledge of how writers present character and ideas in texts – students will develop their own personalised responses and interpretations of the text. Developing prior knowledge of social and historical significance of context. | Revision of all Edexcel Literature Texts: ‘A Christmas Carol’, ‘An Inspector Calls’, ‘Macbeth’ and the ‘Anthology Poetry’. Revision of key skills for Edexcel Language Paper 1 and 2. |
| Assessment | Reading assessment on William Shakespeare’s Romeo and Juliet. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | ‘A Midsummer Night’s Dream’ end of half term Reading assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Shakespeare’s Villains’ – Writing assessment – that focuses on vocabulary, comprehension and language and structural analysis of an extract from Macbeth. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | A range of low stakes assessments: understanding key texts, language and structural analysis skills, retrieval of key quotations and understanding of character, plot and key themes. Summative assessment: Literature Paper 2 sample papers. | A range of low stakes assessments: understanding key texts, language and structural analysis skills, retrieval of key quotations and understanding of character, plot and key themes. Summative assessment: Literature Paper 2 sample papers. |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | William Shakespeare’s Romeo and Juliet: Students will develop their reading skills including how to deconstruct, analyse and write critically about playscripts, using a wide range of apt evidence | William Shakespeare’s ‘A Midsummer Night’s Dream’: In preparation for KS4 and beyond – students will develop an appreciation of character, themes and motifs. Development of writing and grammar skills with opportunities to challenge and improve their writing styles and techniques will also be a key learning outcome. | William Shakespeare’s ‘Shakespeare’s Villains’: students will develop an appreciation of character, themes and motifs. Development of writing and grammar skills with opportunities to challenge and improve their writing styles and techniques will also be a key learning outcome. | “Literature Paper 1: Poetry: A study and analysis of the Edexcel Anthology Poetry: Conflict section and a range of Unseen poems. Building on students’ prior knowledge of how writers present themes, character and ideas in texts – students will develop their own personalised responses and interpretations of the text. Developing prior knowledge of social and historical significance of context of the set poems.” | |
| Assessment | Writing assessment on William Shakespeare’s Romeo and Juliet. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | ‘A Midsummer Night’s Dream’ end of half term Writing assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Shakespeare’s Villains’ – Reading assessment – that focuses on vocabulary, comprehension and language and structural analysis of an extract from Macbeth. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | A range of low stakes assessments: understanding key texts, language and structural analysis skills, retrieval of key quotations and understanding of character, plot and key themes. Summative assessment: Literature Paper 2 sample papers. |
Exam Specification
Edexcel GCSE English Literature
How I can support my child?
Utilise the English Knowledge Organisers to support understanding of key vocabulary, themes and key knowledge. At KS3: Support with reading: Student’s library book and via ReadingPlus. At KS4: reading and researching a range of Literature texts that help support work on: Macbeth, An Inspector Calls and A Christmas Carol.
Health and Social
Half Term 1
| Year 10 | Year 11 | |
| Topic | Principles of care in health & social care settings | Supporting individuals through life events |
| Assessment | End of topic tests and verbal feedback/low stakes assessment | Verbal feedback and live marking of research and written NEA |
Half Term 2
| Year 10 | Year 11 | |
| Topic | Principles of care in health & social care settings | Supporting individuals through life events & Principles of care in health & social care settings |
| Assessment | Verbal feedback, live marking and practice exam questions will be used to test and refine knowledge and improve exam technique | Verbal feedback and live marking of research and written NEA, practice exam questions will be used to test and refine knowledge and improve exam technique in readiness for Mock examinations |
Half Term 3
| Year 10 | Year 11 | |
| Topic | Principles of care in health & social care settings | Creative Activities & Principles of care in health & social care settings |
| Assessment | Verbal feedback, live marking and practice exam questions will be used to test and refine knowledge, exam technique and exam preparation | Verbal feedback and live marking of research and written NEA, practice exam questions will be used to test and refine knowledge and improve exam technique in readiness for Mock examinations |
Half Term 4
| Year 10 | Year 11 | |
| Topic | Supporting individuals through life events | Creative Activities |
| Assessment | Verbal feedback and live marking of research in preparation for NEA | Verbal feedback and live marking of research and written NEA |
Half Term 5
| Year 10 | Year 11 | |
| Topic | Supporting individuals through life events | Creative Activities |
| Assessment | Verbal feedback and live marking of research and written NEA | Verbal feedback and live marking of research and written NEA |
Half Term 6
| Year 10 | Year 11 | |
| Topic | Supporting individuals through life events | |
| Assessment | Verbal feedback and live marking of research and written NEA |
Exam Specification
https://www.ocr.org.uk/qualifications/cambridge-nationals/health-and-social-care-level-1-2-j835
How I can support my child?
Encouraging students to complete retrieval tasks, testing key vocabulary and key knowledge, reading newspaper articles related to health and social care settings which cover how service users are looked after, watching service-based documentaries (e.g. Ambulance, 24 hours in A & E, Hospital, Childrens’ Ward) and watching documentaries regarding life changing events e.g. The Billy Monger Story, Matt Willis Story, Katie Piper Story
Enterprise and Marketing
Half Term 1
| Year 10 | Year 11 | |
| Topic | Market Research | Planning & completing a pitch |
| Assessment | Coursework (R068) | Coursework (R069) |
Half Term 2
| Year 10 | Year 11 | |
| Topic | Product design & Product development | Reflection on pitch/business proposal |
| Assessment | Coursework (R068) | Coursework (R069) |
Half Term 3
| Year 10 | Year 11 | |
| Topic | Business Finance | Entrepreneurs, Market Research, Business Finance |
| Assessment | Coursework (R068) | End of topic assessments (R067) |
Half Term 4
| Year 10 | Year 11 | |
| Topic | Factors influencing the success of new products | The marketing mix, Forms of ownership, Sources of capital |
| Assessment | Coursework (R068) | End of topic assessments (R067) & Mock exam |
Half Term 5
| Year 10 | Year 11 | |
| Topic | Branding & Promotion | Revision on all topics |
| Assessment | Coursework (R069) | Past papers |
Half Term 6
| Year 10 | Year 11 | |
| Topic | Promotional campaigns | |
| Assessment | Coursework (R069) |
Exam Specification
OCR Level 1 /2 Cambridge National in Enterprise & Marketing J837
How I can support my child?
Supporting coursework tasks at home. Testing students using revision guide (provided). Discuss current affairs relating to Business.
Geography
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Geographical Skills | Ecosystems | Development: Students will investigate the challenge that population growth places on development globally and explore the global imbalance of wealth (development gap). | Challenge of Natural Hazards | Geographical Applications and Fieldwork/Living World. |
| Assessment | Baseline assessment following introductory lessons. Spelling Test on key words. Inspire research tasks. | Mid-point assessment to focus on substantive knowledge – key vocabulary, models, naming features and completing diagrams and key spellings. | Mid-point assessment to focus on substantive knowledge – key vocabulary, models, naming features and completing diagrams. Spelling test on key words set for homework. | Year 10 assessment week. Seneca ILT quizzes, end of topic walk through assessment followed by End of topic formal assessment | Year 11 assessment week. Seneca ILT quizzes, end of topic walk through assessment followed by End of topic formal assessment |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Geographical Skills | Ecosystems | Development | Hazards and Economic World | Living World and Resources |
| Assessment | Baseline assessment after introductory lessons, Spelling test on key words set for homework and End of unit assessment | Baseline assessment after introductory lessons, Spelling test on key words set for homework and End of unit assessment | Baseline assessment after introductory lessons, Spelling test on key words set for homework and End of unit assessment | Seneca homework quizzes, End of topic walk through assessment followed by End of topic formal assessment | Year 11 assessment week. Seneca homework quizzes, end of topic walk through assessment followed by End of topic formal assessment |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Weather – extreme weather events and climate change: Students will be looking at a range of extreme weather focussing upon tropical storms but also extreme heat. | Global Issues – Geopolitics and Globalisation: Students will be exploring a range of issues occurring globally and for each will be assessing the impacts and evaluating the responses/impact of them across the different countries. | Hazards (Extreme Weather, Storm Desmond, Climate Change): explore the impacts of other hazards caused by extreme weather. They will assess the causes and impacts of Storm Desmond in the U.K. along with evaluating the success of the responses to this event. | Changing Economic World | Uk Physical Landscapes – Coastal landscapes in the UK |
| Assessment | End of topic assessment, formative assessment and refection tasks. | End of topic assessment, formative assessment and refection tasks. | End of topic assessment, formative assessment and refection tasks. Seneca homework. | Seneca ILT quizzes, End of topic walk through assessment followed by End of topic formal assessment |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Weather – Students will be assessing the impacts of these events on different locations and comparing the impacts and evaluating responses. Students will be looking at the natural and human causes of Climate Change and how this is impacting the world. | Global Issues – Geopolitics and Globalisation: Students will be exploring a range of issues occurring globally and for each will be assessing the impacts and evaluating the responses/impact of them across the different countries. | Hazards (Extreme Weather, Storm Desmond, Climate Change): explore the impacts of other hazards caused by extreme weather. They will assess the causes and impacts of Storm Desmond in the U.K. along with evaluating the success of the responses to this event. Students will also explore Climate Change as a hazard and how it impacts certain countries. | U.K. Physical Landscape & River Landscapes in the U.K. | Contributes a critical thinking and problem-solving element to the assessment structure. The assessment will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue(s) derived from the specification using secondary sources. |
| Assessment | End of topic assessment, formative assessment and refection tasks. | End of topic assessment, formative assessment and refection tasks. | End of topic assessment, formative assessment and refection tasks. Seneca homework. | End of unit assessment (Changing economic world) | Seneca ILT quizzes, end of topic walk through assessment followed by End of topic formal assessment |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | U.K: Students will be exploring and describing the distribution of both the physical and human landscapes of the U.K. along with explaining the links the U.K. has to the wider world. Students will also be researching the Northeast region. | Geomorphology: Students will be learning to explain how a river changes from source to mouth, including defining erosion, transportation and deposition processes and explaining where these occur along a rivers course along with the explanation of landforms created due to these processes. Students will be assessing the reasons for flooding across a rivers course. | Urban issues and Challenges: Students will take a look into the impact human settlement is having on the planet. As the population grows towards 10 billion people we look into how this impact the cities and landscape around us. Students will look at two contrasting locations one in HIC and one in an LIC/NEE. | Geographical Applications and Fieldwork | Geographical Applications (pre-release material) |
| Assessment | End of topic assessment, formative assessment and refection tasks. | End of topic assessment, formative assessment and refection tasks. | End of topic assessment, formative assessment and refection tasks. | End of unit assessment (Geographical Applications) | Seneca ILT quizzes. End of topic walk through assessment followed by End of topic formal assessment |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | U.K: Students will continue to explore the U.K. focussing upon the differing employment in the U.K. and describing and evaluating the distribution of this. Students will also be assessing the impact that tourism, crime and Government has upon different areas within the U.K. | Geomorphology | Urban issues and Challenges: Students will take a look into the impact human settlement is having on the planet. As the population grows towards 10 billion people we look into how this impact the cities and landscape around us. Students will look at two contrasting locations one in HIC and one in an LIC/NEE. | Geographical Applications and Fieldwork | |
| Assessment | Extended writing piece in exercise books | Extended writing piece in exercise books | People of the Planet assessment in class. | End of unit assessment (Geographical Applications) |
Exam Specification
https://filestore.aqa.org.uk/resources/geography/specifications/AQA-8035-SP-2016.PDF
How I can support my child?
- Encourage students to access the read and watch lists. Encourage students to complete the optional additional challenge homework. Ask students to explain which plants and animals have adapted to different ecosystems.
- Ensure students are signed into Seneca. Ensure students are following the department Instagram for all the additional subject reading/sign posting/reminders about deadlines!
History
Hospitality and Catering
Half Term 1
| Year 10 | Year 11 | |
| Topic | Unit 1 LO1 – Understanding the Environment in which Hospitality and Catering Providers Operate. | |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Key tasks which assess students’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. |
Half Term 2
| Year 10 | Year 11 | |
| Topic | Unit 1 LO2 – Understand How H&C Providers Operate and Unit 1 LO4 – Know How Food Can Cause Ill Health. | |
| Assessment | Key tasks which assess students’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Key tasks which assess students’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. |
Half Term 3
| Year 10 | Year 11 | |
| Topic | Understand how the kitchen and the front of house operates in a hospitality provider. Understand how hospitality providers met the need of different clients. | Students complete their mock Non-Examined Assessment (NEA) and prepare the menu for the actual Assessment. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Key tasks which assess students’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. |
Half Term 4
| Year 10 | Year 11 | |
| Topic | Analyse Job requirements in the hospitality industry. Describe different working conditions in different job roles and explain different factors that effect the success of establishments in the industry. | Students undertake their Non-Examined Assessment (NEA). |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The NEA is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. |
Half Term 5
| Year 10 | Year 11 | |
| Topic | Revision on all topics – exam prep. | |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation. |
Half Term 6
| Year 10 | Year 11 | |
| Topic | ||
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. |
Exam Specification
Level 1/2 Vocational Award in Hospitality and Catering (wjec.co.uk)
How I can support my child?
Discuss your child’s homework and help them with any issues that they find. Encourage students to revisit knowledge organisers to help embed skills and knowledge taught in the classroom. Students have been provided with read and watch list and knowledge organisers to aid revision.
Maths
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Transition activities. Presenting and interpreting data. | Angles and Algebraic graphs. | Fractions and Decimals. | Angles & Circle Theorems and Ratio & Proportion. | Quadratic Equations. |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Algebraic expressions and Fractions. | Transformations and Pythagoras. | Algebraic expressions and Construction. | Probability, Formula & sequences and Surds (H) | Trigonometry and revision for Mock Exams. |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Sequences and Decimals. | Construction and Inequalities | Percentages and Presenting Data. | Pythagoras, Trig (H) and Presenting data | Simultaneous Equations and Vectors. |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | 2D Shapes | 3D Shapes and Ratio & Proportion. | 2D Shapes | 3D Shapes | Transformations of graphs (H only). Revision for final exams including past paper practice. |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Equations and Percentages. | Indices & standard form | Equations and Number. | 3D Shapes and Algebraic graphs | Revision for final exams including past paper practice |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Sparx homework will continue to be due each Wednesday and will be revision. |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Probability and Enrichment Activities. | Measures and Functional Skills (1). | Transformations and Functional Skills (2) | Inequalities and Similar Shapes (H) | |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. |
GCSE Specification
Edexcel (9-1) Mathematics 1MA1 F/H
How can I support my child?
Encourage and support your child to complete their homework tasks to the best of their ability; this may involve watching help videos, making notes and having multiple attempts at a question.
KS4 Revision Materials
Maths Genie • Learn GCSE Maths for Free
https://corbettmaths.com/contents/
https://www.onmaths.com/
Music
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Baseline Unit – ‘Getting to know you’ unit to assess the students’ current knowledge of music, aural awareness and basic composition and performance skills. | ‘Musical ABCs’ – learning how to read music from staff notation and perform music on the keyboards. | ‘Film Music’ – Developing the ability to use the elements of music to describe a piece of music and be able to discuss the impact that this has on the film. Learning the techniques used by film composers to create different effects and moods. | ‘Introduction to GCSE Music’: Learning the basics of composition: notation, chord sequences, melody writing, adding harmony. Familiarisation with Sibelius software and how to use it. Begin work on composition 1 – controlled assessment. | Composition work to continue, Performance work to continue and Listening and Appraising: Consolidation of knowledge of keywords and study pieces |
| Assessment | 3 classroom assessments: Current knowledge/aural awareness/Composition and Performance. | Ongoing individual teacher assessments will take place throughout the lessons to ensure students are making progress throughout the different steps. | Listening assessments throughout the unit – identifying instruments, identifying musical features used, ability to describe the elements and the effect this has on the mood. | COMPOSITION: Students will complete a task sheet with a series of exercises to build up relevant composition skills and to familiarise themselves with Sibelius software. PERFORMANCE: Students will be required to do one musical performance throughout the first half term to show their current standard and ability. | PERFORMANCE: Students will be required to do one musical performance of their choice throughout the first half term. LISTENING: Monitoring knowledge and understanding of keywords and study pieces |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Unit 2 – ‘Animal Crackers’ – Instruments, Elements and Ensembles | ‘Musical ABCs’ (continued from Half Term 1) | Film Music (continued from Half Term 1) | Composition work, Listening work – keywords, Listening work – Mozart’s Clarinet Concerto and Little Shop of Horrors and Performance work | Composition work. Listening revision – keywords and Little Shop of Horrors study pieces |
| Assessment | Verbal feedback in class to check understanding and address and misconceptions. Written test on the elements of music. | Students are required to perform a piece of music which has various stages of difficulty. This will be monitored throughout the lesson and verbal feedback will be offered. | Verbal feedback in class to check understanding and address and misconceptions. Aural awareness – listening quizzes/tests. Performance skills (keyboard) | Past listening paper and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work | Past listening papers and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Animal Crackers’ – Instruments, Elements and Ensembles | ‘Musical ABCs’ (continued from Half Term 1). Focus will be trying to use 2 hands together and progressing from this to improvisation. | Film Music (continued). Focus will be identifying the effects of the various elements on a piece of music. | Composition work (composition 1 to be started), Listening work – keywords, Listening work – Mozart’s Clarinet Concerto and Little Shop of Horrors and Performance work | Composition work – finishing composition 1 and focussing on composition 2, Listening work – keywords, Listening work – Mozart’s Clarinet Concerto and Little Shop of Horrors and Performance work (to be completed by start of March 2024). |
| Assessment | Verbal feedback in class to check understanding and address and misconceptions. Written test on the elements of music and listening work. | Ongoing individual teacher assessments will take place throughout the lessons to ensure students are making progress throughout the different steps. | Verbal feedback in class to check understanding and address and misconceptions. Aural awareness – listening quizzes/tests. Performance skills (keyboard) based on various leitmotifs from various films. | 2022 listening paper to be completed in 3 stages to cover the keywords and the study pieces. Performances will be heard to ensure progress is being made. 1:1 feedback and support with composition work. | 2023 listening paper to be completed as aprt of the mock GCSE exams. Performances will be heard to ensure progress is being made ready for recording in March 2024. 1:1 feedback and support with composition work. |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Animal Crackers’ Then ‘Feel the Beat’ : Knowledge of the instruments of the orchestra and voice types. Elements of Music – timbre, tempo, dynamics, pitch, duration and texture. In Feel the Beat, students will gain knowledge on how to read simple rhythms using staff notation. Create a rhythm performance in groups which will be enhanced using the elements of music. | Musical ABCs and Stomp: Understanding and knowledge of how to read music and use this to perform on the keyboards. Understanding of rhythm and how to use this (combined with the elements of music) to create a performance. | Film Music (continued). Group composition ‘It’s behind you’ – students to create a piece of horror film music using set techniques. | Composition techniques and Listening skills | Composition work; listening and appraising; performance: Students will be recording both of their performance pieces for their final exam. Composition 2 will be completed ready for final marking. Keywords and knowledge of each of the study pieces will be covered. |
| Assessment | Keyword understanding and listening assessments | Understanding and knowledge of how to read music and use this to perform on the keyboards. Understanding of rhythm and how to use this (combined with the elements of music) to create a performance. | Group performance of the composition | Past listening paper and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. | Past listening papers and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Feel the Beat’ Whole-class rhythm work. Writing rhythms to fit with words. | STOMP: Understanding and knowledge of rhythm and how to use this (combined with the elements of music) to create a performance in the style of STOMP. | African Music: Students will gain the knowledge of the main features of African music. They will be able to work together in groups to create both melodic and percussive compositions to reflect the different stylistic features | Composition skills and Listening skills | Final completion of performing/composing coursework; Listening work |
| Assessment | Whole-class performance of rhythms; knowledge of rhythm writing | Opportunity to go to any live performance or encouragement to listen to a wide variety of musical styles. | Listening tasks and group performances. | Past listening paper and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. | Past listening papers and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Feel the Beat (performance work) | STOMP: Continued understanding and knowledge of rhythm and how to use this (combined with the elements of music) to create a performance in the style of STOMP. | African Music: Students will gain the knowledge of the main features of African music. They will be able to work together in groups to create both percussive and melodic compositions using the Djembe drums and keyboards to reflect the different stylistic features. | Composition skills (how to develop the music and how to add a contrasting section); Listening skills | |
| Assessment | Group work rhythm performance: combining layers of rhythms whilst considering structure. Use of the elements of music to enhance the performance. | Group STOMP performance – layering of rhythms linked to a STOMP theme. Use of the elements of music to enhance. | Group African Performance | Past listening paper and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. |
Exam Specification
How can I support my child?
Listening to a variety of live or recorded pieces of music to watch how players perform and how mood is created. Participation in any live music even (choir/orchestra)Use the knowledge organiser to quiz key knowledge. Read and watch list and online music lessons.
PE
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sports Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | Football: Develop basic skills of passing and receiving, dribbling, turning shooting and heading to participate in small sided games. To gain an understanding of the basic laws of the game. | Football: Broaden and develop the range of skills used in a competitive match and know how and when to use attacking and defensive tactics effectively. | Football: Embed basic skills and techniques with an emphasis on developing attacking and defensive principles when in and out of possession, including set plays and formations. | Health, Fitness & Well-Being: Students should develop knowledge and understanding of health, fitness and well-being and their effect on performance in physical activity and sport. | Physiology : Students should develop knowledge and understanding of the key body systems and how they impact on health, fitness and performance in physical activity and sport. Socio-Cultural | ALS | R186 Sport and the Media: Topic Area 1:The different sources of media that cover sport. |
| Topic | Handball: Develop basic skills of passing, dribbling and shooting, to participate in small-sided games. To gain an understanding of the basic laws of the game. | Handball: Broaden and develop the range of skills used in a competitive match, know how and when to apply attacking and defensive tactics effectively. | Handball: Embed basic skills and techniques with an emphasis on developing developing attacking and defensive principles when in and out of possession, including set plays and formations. | Physical Training Part 1: Students should develop knowledge and understanding of the principles of training and different training methods in order to plan, carry out, monitor and evaluate personal exercise and training programmes. | Influences : Socio-Cultural Influences: Students should develop knowledge and understanding of the socio-cultural factors that impact on physical activity and sport, and the impact of sport on society. | ALS | OCR set assignment briefs |
| Topic | ALS – Netball | ALS – Netball | ALS – Netball | ||||
| Assessment | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | ALS | OCR set assignment briefs |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sport Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | Table Tennis: Develop basic skills of grip, ready position, backhand push, forehand push and the serve in order to hold a rally. To gain an understanding of the basic laws of the game. Endurance Running: Undergo a range of fitness tests to establish strengths and weaknesses. Participate in a range of training methods e.g. Continuous, Interval and Fartlek to understand how to improve certain components of fitness. ALS – Trampoline | Table Tennis: Broaden the range of shots used in a competitive match by developing the forehand and backhand drive shots. know how and when to use a variety of serves effectively. Gain an understanding of doubles rules and scoring systems. Endurance Running: Undergo a range of fitness tests to establish strengths and weaknesses. Participate in a range of training methods e.g. Continuous, Interval and Fartlek to understand how to improve certain components of fitness. ALS – Trampoline | Table Tennis: Embed basic skills and shots with an emphasis on developing technique by introducing spin on shots. Develop the lob and smash advanced shots. Endurance Running: Undergo a range of fitness tests to establish strengths and weaknesses. Participate in a range of training methods e.g. Continuous, Interval and Fartlek to understand how to improve certain components of fitness. ALS – Trampoline | Physical Training Part 2: Students should develop knowledge and understanding of the principles of training and different training methods in order to plan, carry out, monitor and evaluate personal exercise and training programmes. | OCR set assignment briefs | ALS | R186 Sport and the Media: Topic Area 2: Positive effects of the media in sport and Topic Area 3: Negative effects of the media in sport |
| Assessment | Table Tennis Game Play – Top Table Format, application of shots taught in a competitive rally, first to 11 points wins and moves up the ladder. Scores achieved in fitness tests, quality and intensity of work rate whilst completing training exercises. | Table Tennis Game Play – Top Table Format, application of shots taught in a competitive rally, first to 11 points wins and moves up the ladder. Scores achieved in fitness tests, quality and intensity of work rate whilst completing training exercises. | Table Tennis Game Play – Top Table Format, application of shots taught in a competitive rally, first to 11 points wins and moves up the ladder. Scores achieved in fitness tests, quality and intensity of work rate whilst completing training exercises. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | R185: Performance and Leadership. Develop skills as a performer in two different sporting activities. You will also learn how to lead sporting activity sessions. Also, you will analyse your own performance to help improve your own skills in sport. | ALS | OCR set assignment briefs |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sport Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | HRF – Engage in a diverse range of health-related fitness (HRF) activities, including cardiovascular exercises, resistance training, stretching routines, and various methods, emphasizing coordination and teamwork to foster lifelong habits for a healthy and active lifestyle. Dodgeball: Develop basic skills of catching, throwing and dodgeing, to participate in small-sided games. To gain an understanding of the basic laws of the game. ALS – Dance | HRF – Engage in a diverse range of health-related fitness (HRF) activities, including cardiovascular exercises, resistance training, stretching routines, and various methods, emphasizing coordination and teamwork to foster lifelong habits for a healthy and active lifestyle. Dodgeball: Broaden and develop the range of skills used in a competitive match, know how and when to apply varying tactics effectively. ALS – Dance | HRF – Engage in a diverse range of health-related fitness (HRF) activities, including cardiovascular exercises, resistance training, stretching routines, and various methods, emphasizing coordination and teamwork to foster lifelong habits for a healthy and active lifestyle. Dodgeball: Embed basic skills and techniques with an emphasis on developing developing attacking and defensive principles, including set plays and formations. ALS – Dance | Sports Psychology: Students should develop knowledge and understanding of the key psychological factors and how they impact on health, fitness and performance in physical activity and sport. | Moderation Prep | ALS | R184 Contemporary issues in sport: Topic Area 1: Issues which affect participation in sport and Topic Area 2: The role of sport in promoting values |
| Assessment | Quality and intensity of exercise, increasing heart rate to approprite training zone. Gameplay: Application of skills and tactics in a competitive game. | Quality and intensity of exercise, increasing heart rate to appropriate training zone. Gameplay: Application of skills and tactics in a competitive game. | Quality and intensity of exercise, increasing heart rate to appropriate training zone. Gameplay: Application of skills and tactics in a competitive game. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | Practical Moderation | ALS | End of topic area assessment |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sport Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | Futsal: Incorporate basic skills from Football Learning Journey, encouraging using the sole of the foot when receiving the ball. To gain an understanding of the basic laws of the game. Rugby: Develop basic skills of passing, tackling, ball carrying and rucking, to participate in small-sided games. To gain an understanding of the basic laws of the game. Volleyball: Develop basic skills of the volley / set, dig, spike and underarm serve, to participate in a small-sided game. To gain an understanding of the basic laws of the game. | Futsal: Incorporate range of skills from Football Learning Journey, develop attacking and defensive tactics. Rugby: Broaden and develop the range of skills used in a competitive match to include kicking, scrummaging and mauling and know how and when to use attacking and defensive tactics effectively. Volleyball: Further develop the dig, spike and serve to allow students to compete in a more demanding environment. To develop the block shot. | Futsal: Embed skills and techniques from Football Learning Journey, experimenting with different formation. Rugby: Embed basic skills and techniques with an emphasis on developing developing attacking and defensive principles when in and out of possession, including set plays and formations. Volleyball: Embed basic skills and shots with an emphasis on developing defensive and attacking tactics with full rotations so students have a greater range of strategies to outwit their opponents. | Socio-Cultural: Students should develop knowledge and understanding of the key socio-cultural factors and how they impact on health, fitness and performance in physical activity and sport. | Revision | ALS | R184 Contemporary issues in sport: Topic Area 3: The implicatiopns of hosting a major sporting event for a city or country and Topic Area 4: The role NGBs play in the development of their sport |
| Assessment | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | Exam Questions | ALS | End of topic area assessment |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sport Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | Basketball: Develop basic skills of passing, dribbling and shooting, including the lay-up, to participate in small-sided games. To gain an understanding of the basic laws of the game. Athletics: Develop basic skills in a variety of runs, throws and jumps, to participate in mini competitions. Follow all safety guidelines and understand basic rules when competing in athletics. | Basketball: ALE Athletics: Broaden the range of skills and techniques executed in a variety of runs, throws, and jumps, to participate in mini competitions. Follow all safety guidelines and understand basic rules when competing in athletics. | Basketball: ALE Athletics: Embed basic skills with an emphasis on developing technique in a range of runs, throws and jumps. Follow all safety guidelines and understand basic rules when competing in athletics. | Anatomy : Students should develop knowledge and understanding of the key body systems and how they impact on health, fitness and performance in physical activity and sport. | Revision | ALS | R184 Contemporary issues in sport: Topic Area 5: The use of technology in sport. |
| Assessment | Gameplay: Application of skills and tactics in a competitive game. Times and distances of events. | Gameplay: Application of skills and tactics in a competitive game. Times and distances of events. | Gameplay: Application of skills and tactics in a competitive game. Times and distances of events. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | Exam Questions | ALS | End of topic area assessment |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sport Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | Striking & Fielding: Develop basic skills of bowling, batting, fielding, catching, and throwing in Rounders, Cricket and Softball, to participate in competitive match play. To gain an understanding of the basic laws of these activities. | Striking & Fielding: Broaden the range of bowling, batting, and fielding techniques used in a competitive match play and know how and when to use these skills effectively. Gain an understanding of tactical play and scoring systems. | Striking & Fielding: Embed basic skills of bowling, batting, and fielding with an emphasis on developing technique and introducing more advanced tactical play. Transfer these skills to competitive Softball games. | NEA: Performance Analysis Assessment (PAA) | ALS | ||
| Assessment | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | PAA Assessment | ALS |
GCSE Specification
- AQA (9-1) GCSE Physical Education 8582
- OCR Level 1/Level 2 Cambridge National in Sport Studies specification
How can I support my child?
- Check understanding of rules/laws of the game and scoring systems. Encourage to watch live sporting events and the reading of sport articles. Promote and participate with physical activity at home.
- Encourage use of Century Tech PE – online learning platform. Use the exam question booklets and test them. Encourage them to read their revision guide – ClearRevise.
- Encourage deadlines are met.
IGNITE PSHCE
Our PSHE curriculum is designed to support students as they develop the knowledge, skills and confidence needed to manage their health and wellbeing, build positive relationships, stay safe and prepare for life beyond school. Themes are revisited throughout Key Stages 3 and 4 in an age-appropriate way, allowing students to build on their prior learning as they mature.
The overview below identifies the main themes covered during each half term. Individual lessons within these themes may respond to students’ age, needs and wider safeguarding or pastoral priorities.
How I can support my child?
Parents and carers can support their child’s PSHE learning by:
- Talking openly at home about the themes being explored in PSHE, encouraging questions and discussion without judgement.
- Taking an interest in their learning by asking what they have discussed in PSHE and what they found interesting or thought-provoking.
- Encouraging healthy habits around sleep, exercise, diet, mental wellbeing and managing stress.
- Discussing healthy relationships, including respect, consent, boundaries, friendships and how to seek help if something does not feel right.
- Supporting safe and responsible use of technology, including conversations about social media, online relationships, privacy, digital footprints and inappropriate content.
- Talking about the wider world, including equality, diversity, discrimination, British Values and respectful disagreement.
- Developing independence and financial awareness through age-appropriate conversations about budgeting, spending, saving, careers and future choices.
- Letting your child know that support is available and encouraging them to speak to a trusted adult at home or in school if they have concerns.
- Contacting school if a PSHE topic raises questions or if you would like further information about what is being taught.
RS
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | The Island. Understanding the key concepts of religious communities – rites, values, laws and stories. | This term our big question is ‘What does it mean to be Jewish?’. We will be looking at key beliefs in the Jewish faith as well as different ways these beliefs might be interpreted. | Our big question this term is ‘What happens to us when we die?’ During this half term we will focus on arguments to support/oppose the existence of a life after death as well as Christian, Jewish and Muslim perspectives on the question. | Paper 1: Christian Beliefs. This topic focusses on the main beliefs of Christianity. This includes the nature of God, the Trinity and the life and death of Jesus. | Theme F: Human Rights and Social Justice, Christian Practices. This topic focuses on how religious people promote social justice and the themes of racism, sexism and homophobia. |
| Assessment | Students complete assessed questions once every half term. We use an assessment strategy which focusses on reducing cognitive leading to support students who feel anxious about assessments. | Students complete assessed questions every Thursday of Week 1. We call this ‘Blue Thursday’ as we complete all assessed questions on blue paper. We use an assessment strategy which focusses on reducing cognitive leading to support students who feel anxious about assessments. |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Does it make sense to believe in God? | Jewish Practices including laws and diversity within different traditions. | Beliefs about life after death with a focus on Hindu Traditions. | Paper 1: Islamic beliefs. This topic focusses on the main beliefs in Islam. This includes beliefs about Allah, Prophethood and Revelation. | Paper 1: Christian Practices. This topic focusses on how Christians live their lives including worship, festivals and pilgrimage. |
| Assessment | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | How do religious people describe God? How do they believe that God has revealed themselves to the world? | The Holocaust and the impact this has on Jewish beliefs about G-d. | How do religious beliefs affect decisions made about ethical dilemmas? | Theme A: Religion and the Family | Paper 1: Islamic Practices. This topic focusses on how Muslims live their lives including the Five Pillars and Jihad. |
| Assessment | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | How do religious people describe God? How do they believe that God has revealed themselves to the world? | How do people worship? | How do religious beliefs affect decisions made about ethical dilemmas? | Theme B: Religion and Life | We have now completed the course and will be revising the content. |
| Assessment | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Hindu Traditions- Key Beliefs | How do people worship? | What is social justice and how do religious people work for this? | Theme E: Religion, Crime and Punishment | We have now completed the course and will be revising the content. |
| Assessment | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Hindu Traditions- Festivals and Practices | Rites of Passage: Marriage | What is social justice and how do religious people work for this? | Religion, Human Rights and Social Justice | |
| Assessment | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support |
Exam Specification
https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-8062/specification
How I can support my child?
- Help to quiz them on their key vocabulary and check their Quiz Books each week.
- Students have assignments on Seneca every week- this is set and due on a Thursday.
Right to Withdrawal from Religious Education
We recognise and respect the right of parents to withdraw their children from Religious Education (RE) if they wish. This right is enshrined in UK law, specifically under the Education Act 1996 and the School Standards and Framework Act 1998.
While we encourage all students to participate in our RE curriculum (called Religious Studies at Hurworth) , which is designed to promote understanding and tolerance of different faiths and beliefs, we understand that some parents may prefer their children not to take part in these lessons. If you are considering this option, we invite you to discuss it with us so we can understand your concerns and provide any necessary support. For more information on the right to withdraw from RE, please refer to the Department for Education’s guidance.
If you have any questions or would like to discuss this further, please do not hesitate to contact us. We are here to support you and ensure that every child’s educational experience is positive and inclusive.
Science
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Science Lab Licence Cells, tissues, organs and systems. | Science Lab Licence Food and Nutrition | Science Lab Licence Microscopes and Cells | Science Lab Licence Genetics | Science Lab Licence Ecosystems and Material Cycles Animal Coordination, control and Homeostasis | Science Lab Licence Ionic bonding. Covalent bonding and Types of substance | Groups in the Periodic Table, Rates of Reaction and Heat Energy Changes in Chemical Reactions | Science Lab Licence Waves | Magnetism and the Motor Effect and Electromagnetic Induction | Science Lab Licence, Genetics, Ionic bonding, Covalent bonding, Types of substance Waves | Ecosystems and Material Cycles, Control and Homeostasis, Fuels, Earth and Atmospheric Science, Magnetism and the Motor Effect |
| Assessment | Introduction to Science Assessment Cells, tissues, organs and systems end of unit assessment. | Science introduction assessment. Food and Nutrition end of unit assessment | Microscope and cells end of unit assessment | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Tests | End of Unit Tests |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Cells, tissue, organs and systems Mixtures and Separation | Metals and their Uses Light | Methods of Separation and Purifying Substances Motion | Natural Selection and Genetic Modification | Animal Coordination, Control and Homeostasis Exchange and Transport in Animals | Acids and Alkalis | Hydrocarbons, Alcohols and Carboxylic Acids and Polymers. Qualitative Analysis: tests for ions, Bulk and Surface Properties of Matter | Light and the Electromagnetic Spectrum | Particle Model, Forces and Matter | Natural Selection and Genetic Modification Acids and Alkalis Light and the Electromagnetic Spectrum Natural selection and genetic modification | Exchange and Transport in Animals Chemistry Revision Particle Model, Forces and Matter |
| Assessment | Cells, tissue, organs and systems end of unit test Mixtures and Separation end of unit test | Metals and their Uses end of unit test | Methods of Separation and Purifying Substances end of unit test Motion end of unit test | End of Unit Test | Year 11 Assessments End of unit test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Tests | End of Unit Tests |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Forces Sexual Reproduction | Light Breathing and Respiration | Enzymes and Nutrition Forces and Motion | Health, Disease and the Development of Medicines | GCSE Biology Revision | Calculations Involving Masses Electrolytic Processes, Obtaining and Using Metals, Reversible Reactions and Equilibria, Transition Metals, Alloys and Corrosion | Qualitative Analysis: tests for ions, Bulk and Surface properties of Matter | Radioactivity | Physics Revision | Natural Selection and Genetic Modification Calculations involving masses Radioactivity | Biology Revision Chemistry Revision Physics Revision |
| Assessment | Forces end of unit test | Light end of unit test Breathing and Respiration end of unit assessment | Enzymes and Nutrition end of unit test Forces and Motion end of unit assessment | End of Unit Tests | Progress check assessments throughout the revision period | End of Unit Tests | End of Unit Tests | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Tests | Progress check assessments throughout the revision period |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Sexual Reproduction Acids and Alkalis | The Periodic Table Energy | Transporting Substances Atomic Structure and the Periodic Table | Health, Disease and the Development of Medicines Plant Structures and their Functions | GCSE Biology Revision | Electrolytic processes, obtaining and using metals, reversible reactions and equilibria, transition metals, alloys and corrosion. | Chemistry Revision | Astronomy | Physics Revision | Health Disease and the Development of Medicine Electrolytic Processes, Obtaining and Using Metals, Reversible Reactions and Equilibria Energy Forces Doing Work, P8 Forces and their Effects | Biology Revision Chemistry Revision Physics Revision |
| Assessment | Sexual Reproduction end of unit test Acids and Alkalis end of unit assessment | The Periodic Table end of unit test Energy end of unit assessment | Transporting Substances End of unit test Atomic Structure and the Periodic Table end of unit test | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Tests | Progress check assessments throughout the revision period |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Electricity Ecosystems | Plants and their Reproduction Combustion | Cells and Control | Plant Structures and their Functions | Quantitative analysis, dynamic equilibria, calculations involving gases, chemical and fuel cells. Groups in the periodic table, Rates of reaction, heat energy changes in chemical reactions | Energy – Forces Doing Work, Forces and their Effects Electricity and Circuits | Plant Structures and their Functions Electrolytic processes, obtaining and using metals, reversible reactions and equilibria. Electricity and Circuits | ||||
| Assessment | Electricity end of unit test | Plants and their Reproduction end of unit test | Cells and control end of unit test | End of Unit Tests. Year 10 Assessment | End of Unit Tests. | End of Unit Test | End of Unit Tests and Year 10 Assessment |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Ecosystems Energy | Combustion Earth and Space | Conservation of Energy | Ecosystems and Material Cycles | Fuels, Earth and Atmospheric Sciences, Electrolytic Processes and Obtaining and Using Metals | Electricity and Circuits and Static Electricity | Ecosystems and Material Cycles Groups in the periodic table, Rates of reaction, heat energy changes in chemical reactions Electricity and Circuits | ||||
| Assessment | Ecosystems end of unit test Energy end of unit assessment | Combustion end of unit test Earth and Space end of unit assessment | Conservation of Energy end of unit test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test |
Exam Specification
- Edexcel (9-1) Biology 1B10 F/H
- Edexcel (9-1) Chemistry 1CH0 F/H
- Edexcel (9-1) Combined Science 1SC0 F/H
How can I support my child?
- Discuss your child’s Homework tasks and help them with any issues that they find. Ask for a description of the learning outcomes covered within Science lessons.
- Direct your child to YouTube clips from educational provides such as fuseschool, freesciencelessons and cognito. Discuss the learning outcomes with your child and ask them to teach you the content they have been learning.
Revision Resources
GP Revision Guides are provided to all students at the start of Year 10. YouTube Videos, Freesciencelessons, FuseSchool, Cognito, BBC Bitesize, Physicsand mathstutor.com
Spanish
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 cohort sitting exam in summer 2025 | Y11 cohort sitting exams in summer 2026 | |
| Topic | Stage 1 How are you? What is your name? How do you spell it? Where are you from? Where do you live? What is your nationality? How old are you? When is your birthday? What is your personality? | Stage 4 Where do you live? What is your house like? What is your opinion of it? What is your town like? What is your opinion of it? What do you do in your free time? What are you going to do this weekend/next week? | Stage 7 Describe your diet (what you (usually) eat/drink/don’t/never eat/don’t/never drink/avoid and how often and why). Say what activities you (usually) do to stay healthy. What did you do last week to be healthy? What are you going to do in the future to be healthy? What should we (not) do to be healthy? | Free time and technology (Module 1) | Cohort sitting exams in summer 2025: Town and region Hispanic festivals/celebrations. | Where I live (Module 6) |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 cohort sitting exam in summer 2025 | Y11 cohort sitting exams in summer 2026 | |
| Topic | Stage 1 continued How are you? What is your name? How do you spell it? Where are you from? Where do you live? What is your nationality? How old are you? When is your birthday? What is your personality? | Stage 4 continued Where do you live? What is your house like? What is your opinion of it? What is your town like? What is your opinion of it? What do you do in your free time? What are you going to do this weekend/next week? | Stage 7 continued Describe your diet (what you (usually) eat/drink/don’t/never eat/don’t/never drink/avoid and how often and why). Say what activities you (usually) do to stay healthy. What did you do last week to be healthy? What are you going to do in the future to be healthy? What should we (not) do to be healthy? | Holidays (Module 2) | Future study and work | Where I live (Module 6) |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 cohort sitting exam in summer 2025 | Y11 cohort sitting exams in summer 2026 | |
| Topic | Stage 2 How many people are there in your family? Describe your family members. (name /age /birthday/physical/personality). Describe your pets/ wild animal fact files (including which country they come from/ traits/ habitat). | Stage 5 What did you do during the holidays? Describe a past holiday (including your opinions with reasons). What is the town/country/place like? What can you do there? | Stage 8 Describe your family members and friends. Describe your relationships with your family members/friends. Who is your role model and why? What should we do/not do to protect the environment? What issues worry you? | My friends, family and role models (Module 3) | Social issues/global issues Health | A better world for everyone (Module 7) |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Mock exams |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 cohort sitting exam in summer 2025 | Y11 cohort sitting exams in summer 2026 | |
| Topic | Stage 2 continued How many people are there in your family? Describe your family members. (name/age/birthday/physical/personality). Describe your pets/ wild animal fact files (including which country they come from/ traits/ habitat). | Stage 5 continued What did you do during the holidays? Describe a past holiday (including your opinions with reasons). What is the town/country/place like? What can you do there? | Stage 8 continued Describe your family members and friends. Describe your relationships with your family members/friends. Who is your role model and why? What should we do/not do to protect the environment? What issues worry you? | My lifestyle (Module 4) | Exam preparation | Exam preparation |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 cohort sitting exam in summer 2025 | Y11 cohort sitting exams in summer 2026 | |
| Topic | Stage 3 What is your school like? (What do you like/dislike and why?) Describe a typical school day. What is your opinion of your school subjects and why? | Stage 6 Where will you go this summer and what will you do during your holiday? Where would you go for your dream holiday and what would you do? Last couple of weeks before summer: How can I help? (holiday Spanish scenarios such as shop/market/bar/restaurant/reception desk) *give them vocab practice on numbers/foods/drinks/shop items | Stage 9 What job would you like to do in the fuutire and why? What are your ambitions? | My lifestyle (Module 4) | Exam preparation and exams | Exam preparation and exams |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | External exams | External exams |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 cohort sitting exam in summer 2025 | Y11 cohort sitting exams in summer 2026 | |
| Topic | Stage 3 continued What is your school like? (What do you like/dislike and why?) Describe a typical school day. What is your opinion of your school subjects and why? | Stage 6 continued Where will you go this summer and what will you do during your holiday? Where would you go for your dream holiday and what would you do? Last couple of weeks before summer: How can I help? (holiday Spanish scenarios such as shop/market/bar/restaurant/reception desk) *give them vocab practice on numbers/foods/drinks/shop items | Stage 9 continued What job would you like to do in the fuutire and why? What are your ambitions? | School (Module 5) | Exams | Exams |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | External exams | External exams |
GCSE Specification
https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF
How I can support my child?
KS3: Encourage him/her to engage fully with his/her homework tasks. As a family you could take part in learning Spanish alongside your child using DuoLingo which offers you lots of conversational Spanish and gives daily goals and stats so there can be an element of competition. Ecah half term we offer optional enrichment activities that your child could take part in, please encourage this. When your child brings his/her book home, ask him/her to talk you through the work they have completed and the feedback he/she has been given.
KS4: Encourage him/her to engage with his/her homework tasks. Encourage him/her to regularly complete vocab revision from Memrise or Blooket (or the paper lists of vocab per module). Offer to test your child on module vocabulary. Offer to practise the speaking questions with your child.
Curriculum 26/27
Art
HALF TERM 1
| Year 7 | Year 8 | Year 9 | Year 10 – Art | Year 11 – Art | Year 10 – Photography | Year 11 – Photography | |
|---|---|---|---|---|---|---|---|
| Topic | The Formal Elements of Art: To know, describe and identify the formal elements of art. To improve observational drawing skills through an understanding of the formal elements. | Portraiture: To understand the proportions of the face. Develop tonal and observational drawing. Understand how to draw facial features correctly. | Under the Sea: A project that develops and deepens knowledge of the formal elements and key observational skills. It also explores and experiments with a variety of different media through a series of short workshops. | Natual Form: This will be a theme studied throughout the year as a sustained project. Students will develop their observarion skills, learn to explore and experiment with different applications and mediums. | Students main focus will be researching and developing ideas based on the work of of their chosen artisits and interest. | Introduction to photography, what makes a good photo? Students will learn howto use the settings on a DSLR camera, tipod, lighting and the exposure triangle. | Students will develop a new personal project based on the exam paper set from the previous year. This will give students a chance to understand a self-guided project and expectations relating to their own ESA. |
| Assessment | Baseline assessment and classroom assessment to monitor observational drawing skills. | Drawing assessment and classroom assessment at the end of the project to monitor observational drawing skills and portraiture knowledge. | Drawing assessment, Homework to monitor independent work. Unit assessment at the end of each artist workshop to monitor their understanding of each new skill. | Assessment is ongoing throughout GCSE, students will be given regular targets on how to improve their work and presentation. Work will be assessed holistically using the AQA marking scheme. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. |
HALF TERM 2
| Year 7 | Year 8 | Year 9 | Year 10 – Art | Year 11 – Art | Year 10 – Photography | Year 11 – Photography | |
|---|---|---|---|---|---|---|---|
| Topic | The Formal Elements of Art: To understand how to build up tone using a range of application techniques. To understand the grid technique to assist observational drawing. | Portraiture: To be able to use their developing skills and knowledge of facial features to produce a detailed portraiture study using pencil. | A more focused study on presentation and compositions wiht students creating work in the style of Duncan Cameron and Amiria Gale. | Continues project development includes, printing, photography, ceramics, silk painting, painting and drawing. | Students will refine and conclude their project this term, with a final piece that will help summerise their thoughts, ideas and journey throughout the Natural Form project. | Continue to learn about the camera and techniques assosiated with photography – composition, mode settings, shutter speed, light painting, rule of thirds, depth of field, Photoshop, presentation | Students will refine and conclude their project this term, with a final piece that will help summerise their thoughts, ideas and journey throughout their personal project. |
| Assessment | Classroom assessment to check understanding of process. End of term drawing assessment. | Classroom assessment to check understanding of process. End of term drawing assessment. | Classroom assessment to check understanding of process. End of term drawing assessment. | End of project assessment based on the AQA marking criteria. | End of project assessment based on the AQA marking criteria. |
HALF TERM 3
| Year 7 | Year 8 | Year 9 | Year 10 – Art | Year 11 – Art | Year 10 – Photography | Year 11 – Photography | |
|---|---|---|---|---|---|---|---|
| Topic | Colour in Landscape: An understanding of the colour wheel and colour theory. Students will explore the artist Hundertwasser whilst developing paint application and mixing skills. | Exploring Animals. A series of short artist studies that explore the style of individual artists and how they represent animals in art. Julie Rhodes – Tonal and observation and Christal Langan – Ink and resist. | Contined theme. | Developmet of Natural Form project | Externally Set Assignment: Develop a 12-week project based on an individual theme.ESA title will be available from the 2nd January 2027 Explore AO1/2/3/4 Research, record, experiment, refine, present, observe and record, skill build, develop strengths and understanding, evaluate and refine, presentation development, artist research,artist influence. | Big World:Creating fun and imaginary scenarios with the camera exploring composition, lighting and imagination. Based on the photoraphy of David Gilliver. | Externally Set Assignment: Develop a 12-week project based on an individual theme.ESA title will be available from the 2nd January 2027 Explore AO1/2/3/4 Research, record, experiment, refine, present, observe and record, skill build, develop strengths and understanding, evaluate and refine, presentation development, artist research,artist influence. |
| Assessment | Classroom assessment to check understanding of process. | Work from the project will be marked holistically, considering different application skills, experimentations and drawings. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | End of project assessment based on the AQA marking criteria. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. |
HALF TERM 4
| Year 7 | Year 8 | Year 9 | Year 10 – Art | Year 11 – Art | Year 10 – Photography | Year 11 – Photography | |
|---|---|---|---|---|---|---|---|
| Topic | Colour in Landscape: Showing their understanding of colour theory and the artist Hundertwasser, students will create their own A3 landscape painting. | Exploring Animals. Continuing with short artist studies students will explore the work of Peter Clarke, creating a collage of their own pet or favorite animal. | Continuing with the theme Under the Sea. Students will produce a 3D piece inspired by the ceramic work of Lisa Stevens and Diane Martin. Students will learn about various clay techniques, including coils, slabs, modelling and glazing. | Developmet of Natural Form project | Continued personal development of ESA topic. | Double Exposure: portraiture and landscape photography digitally manipulated using photoshop to create double exposed portraits. | Continued personal development of ESA topic. |
| Assessment | Classroom assessment to monitor technical understanding. End of topic assessment of product created. End of term drawing assessment. | Classroom assessment to monitor technical understanding. End of topic assessment of product created. | Classroom assessment to monitor technical understanding. End of topic assessment of product created. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | End of project assessment based on the AQA marking criteria. |
HALF TERM 5
| Year 7 | Year 8 | Year 9 | Year 10 – Art | Year 11 – Art | Year 10 – Photography | Year 11 – Photography | |
|---|---|---|---|---|---|---|---|
| Topic | Art with a difference? Explore line and pattern through landscape and question, what is art? Students will work on a 3D surface inspired by the work of Cheeming Boey. | Behind the Mask: Explore masks from different cultures through experimentation of mediums and applications. Students will question what a mask is and how they have been used throughout history. | Architecture in Print. Students will produce drawn studies from a range of architecture with a focus on close up features in the style of Ian Murphy. Work will be developed into mono prints, looking at mark making and texture. | Students will start to develop their own studies based on the theme Natural Form. They can use the one of the the following subheadings to help focus their interests.Portraits, Flora and Fauna, Identity, Endangered, Pattern and Structure, Decay. | Continued personal development of ESA topic and 10hr personal response. | Fragments – This will be a theme studied as a sustained project. Students will be led in photographer inspired workshops for the term, learning new ways of working, manipulating and understanding the work of others. | Continued personal development of ESA topic and 10hr personal response. |
| Assessment | Weekly classroom assessment and end of topic assessment. | Weekly classroom assessment. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | All work will be marked to the AQA Art and Design marking structure. 60% – Coursework. 40% – ETA | All work will be marked to the AQA Art and Design marking structure. 60% – Coursework. 40% – ETA |
HALF TERM 6
| Year 7 | Year 8 | Year 9 | Year 10 – Art | Year 11 – Art | Year 10 – Photography | Year 11 – Photography | |
|---|---|---|---|---|---|---|---|
| Topic | Clay Critters: Experimenting and exploring with clay to create a clay alien that express emotions and character through colour theory. | Working individually or in pairs Students will concluding their project by designing and making a cardboard sculptural mask influenced by the work of Dag Weiser and the cultural masks studied at the start of the project. This will be a personal response collating the things that intrest them. | Students will deepen their print making skills by producing a callograph print, inspired by Glen Alps and Ian Murphy. | Students main focus will be researching and developing ideas based on the work of of their chosen artisits and interest. | Fragments – Students will start to develop the project in a personal direction, finding photographers and artists to influence their journey. | ||
| Assessment | Classroom assessment to monitor understanding of application and medium. End of topic assessment of product created. | Weekly classroom assessment and end of topic assessment. | Weekly classroom assessment and end of topic assessment. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. |
Art Framework
1a
| Yr1 – Foundation | Yr2 – Foundation | Yr3 – Foundation |
|---|---|---|
| Portraits – Painting | Land Art | Behind the Mask – Observation Drawing and Clay |
| A self-portraiture project where students will explore different artists/movements and produce work looking at the key features of the artwork. | Students will think about how artwork can be presented in the environment or inspired by the things they observe using all of their senses. | What is a mask and how/why have they been used by different cultures throughout history., students will learn about different masks, and media whilst developing their observational skills. |
| Pop Art – Lichtenstein Apply colour carefully within shapes using bright, bold colours. Create bold outlines using thick black lines to define features. Develop fine motor skills through controlled colouring, drawing and brush/pen use. Use pattern by adding repeated dots inspired by Pop Art. | Andy Goldsworthy – Natural sculpture Explore natural environments through walking and sensory observation. Notice textures, colours, sounds and patterns in nature. Collect natural materials such as leaves, stones and sticks. Construct sculptures by arranging and balancing found objects. Develop fine motor skills through placing, stacking and positioning materials. Explore, shape, texture and form by crreaing temporary ourdoor artworks. Record experiences through simple photographs, marks or discussion. | Chinese – Colour application – Block colour Create symmetrical designs using tracing paper to mirror both sides of a mask. Develop fine motor skills through careful drawing, tracing and colouring. Use block colour to fill shapes evenly and clearly. Develop control skills by staying within lines and defined areas. Explore pattern and design inspired by traditional Chinese mask styles. |
| Chuck Close Apply coloured pencil using controlled shading and layering. Develop observation skills by drawing facial features carefully. Develop fine motor skills through controlled pencil grip and detailed colouring. Use pattern and shape by creating a portrait using a grid or repeated sections. | Richard Long Experience a walk outdoors and focus on what they can see, hear, feel and smell. Record observations in writing or symbols to describe the journey. Develop descriptive language skills to communicate sensory experiences. Recall and sequence events from the walk in order. | African – Tonal Create a mask design inspired by African patterns and symbolism. Apply basic tone using light and dark shading to show depth and contrast. Develop fine motor skills through drawing, shading and colouring. Explore pattern and shape using repeated and bold designs. Build control skills by carefully shading within defined areas. |
| Cubism – Picasso Apply paint using brushes to create bold areas of colour. Experiment with colour to express mood and creativity. Develop fine motor skills through controlled brush movements. Explore shape and line by creating a portrait inspired by Cubism. | Nils-Udo Select and gather natural materials safely from the environment. Build and construct forms by arranging sticks, leaves and other found objects. Develop fine motor skills through placing, bending and fitting materials together. Explore shape, structure and balance by creating a nest-like sculpture. | Self -portrait – Expressionism Create a self-portrait using shapes, lines and colours instead of realistic drawing. Use oil pastels to apply bold, expressive colour and texture. Explore emotion through colour by choosing tones to represent feelings. Develop fine motor skills through controlled blending, layering and mark-making. Develop self-expression skills by identifying and showing personal emotions in artwork. |
| George Condo Apply paint using brushes to create bold colours and expressive features. Experiment with shape and line by combining and exaggerating facial features. Develop fine motor skills through controlled brush movements. Use creativity and imagination to create an abstract portrait inspired by George Condo. | Hamish Fulton Experience walking as art by taking part in a guided journey. Observe and describe the environment using simple words, symbols or drawings. Record experiences through notes, marks, photographs or spoken reflection. Develop awareness of place and movement by focusing on the journey rather than an object. | Kimmy Cantrell – Colour Create expressive face drawings using exaggerated shapes and features. Use colour boldly to show emotion and create impact. Develop fine motor skills through controlled drawing, colouring and mark-making. Explore distortion and abstraction by changing proportions and facial features. Combine line, shape and pattern to build a strong visual design. |
| Arcimboldo Create a collage by arranging and sticking images to form a portrait. Develop fine motor skills through cutting, placing and gluing materials. Explore shape and composition by combining objects to create facial features. Use creativity and observation to design a portrait inspired by Arcimboldo. | Gargoyles – Drawing Design imaginative gargoyle forms using shape, line and simple structure. Develop fine motor skills through controlled pencil work and detailing. Use shading and tone to create basic light and dark areas for form. Explore proportion and expression by creating bold facial features and poses. Develop creativity and imagination by designing mythical characters. | |
| Mickalene Thomas Apply paint using brushes to create bold colours and patterns. Add beads by placing and gluing them carefully to decorate the portrait. Develop fine motor skills through painting, picking up and sticking small beads. Explore colour, pattern and texture to create a portrait inspired by Mickalene Thomas. | Clay mask Translate mask designs into clay forms by recreating shapes in 3D. Develop modelling skills through pinching, shaping and joining clay. Build structures in clay to form facial features such as eyes, nose and mouth. Develop fine motor skills through controlled handling and sculpting of clay. Explore form and expression by turning drawn ideas into 3D masks. |
2a
| Yr1 – Foundation | Yr2 – Foundation | Yr3 – Foundation |
|---|---|---|
| Printing – Natural Form | Clay – Under the Sea | Colour Theory |
| Press printing – with found nature objects Apply paint to natural materials using brushes or sponges. Create prints by pressing leaves and flowers onto paper. Develop fine motor skills through painting, placing and pressing materials. Explore colour, pattern and texture by repeating and arranging printed shapes. | Pinch pots Make simple pinch pots by shaping clay using hands and fingers. Develop fine motor skills through pinching, rolling and smoothing clay. Explore form and texture by creating basic 3D shapes inspired by sea creatures. Apply simple decoration by adding marks, patterns or features to their pots. Develop tactile awareness through handling and manipulating clay materials. | What is colour theory and why is important? Students will learn all about cololur whilst looking at the work of others, they will gain an understanding of mixing and develop their application skills. |
| Bubble printing Mix and apply paint/ink with soap solution to create bubbles. Create prints by transferring bubble patterns onto paper. Develop fine motor skills through blowing, handling tools and placing paper carefully. Explore colour, pattern and texture by observing and layering bubble effects. | Coil Pots Make coil pots by rolling clay into long coils and building up a form. Develop fine motor skills through rolling, joining and shaping clay. Construct 3D forms by layering and joining coils securely. Explore texture and pattern by smoothing or marking the clay surface. Apply simple decoration inspired by sea life (e.g., shells, waves, coral). | Mixing Colours Mix two primary colours together to create secondary colours (green, orange, purple). Explore different combinations of paint using brushes, fingers, or sponges. Observe and respond to changes when colours are mixed together. Match finished mixed colours to visual examples or colour cards. Develop fine motor skills through mixing, stirring, and applying paint. |
| Press printing Create marks and patterns by pressing into foam board to make an indent design. Apply ink or paint to the surface using rollers or brushes. Transfer prints by pressing paper onto the inked foam board. Develop fine motor skills through controlled pressing, rolling and handling materials. Explore pattern and texture through repeated printed designs. | Clay Tiles Make clay tiles by rolling and flattening clay to create a slab shape. Develop fine motor skills through rolling, pressing and shaping clay. Add texture and detail using tools, stamps or natural impressions. Explore pattern and design inspired by sea creatures and underwater themes. Apply simple decoration using marks, relief work or colour once dry. | Creating new shades – Josef Albers Explore colour by mixing different paints to create new shades. Develop fine motor skills through pouring, squeezing and stirring paint. Notice and compare changes in colour using simple descriptive language. Make choices about colours and use them to create a simple artwork. Record and communicate the colour-mixing process through discussion |
| Mono Print Apply paint or ink onto a smooth surface using brushes or rollers. Create marks and designs using fingers, tools or objects. Transfer prints by pressing paper onto the surface. Develop fine motor skills through controlled mark-making and handling materials. Explore pattern, texture and line through unique, one-off prints. | Mural – under the sea Create individual clay tiles as part of a shared “under the sea” mural. Develop fine motor skills through rolling, pressing, shaping and decorating clay. Explore texture, pattern and relief using tools and marks to add sea-inspired detail. Work collaboratively by contributing their tile to a larger group artwork. Understand composition by seeing how individual pieces join to form a bigger image. | Complementary colour – Matisse Explore complementary colours by identifying and pairing contrasting colours. Develop fine motor skills through cutting, arranging and sticking coloured shapes. Notice and compare how complementary colours make each other stand out. Make choices about colour and shape to create a simple collage. Record and communicate ideas through discussion or finished artwork. |
| Collagraph Printmaking Build a printing plate by sticking different textured materials onto a surface. Apply ink or paint using brushes, rollers or sponges. Create prints by using a printing press. Develop fine motor skills through cutting, sticking, inking and printing. Explore texture, pattern and composition through layered and relief surfaces. | Warm and Cold Colours – Carlos Cruz-Diez Explore warm and cold colours by sorting and selecting different colour groups. Develop fine motor skills through arranging, placing and sticking coloured materials. Notice and compare how warm and cold colours create different visual effects. Make choices about colour to create a simple artwork inspired by Carlos Cruz-Diez. Record and communicate ideas through discussion or finished artwork. | |
| Painting – James Turrell Explore light and colour by observing how light changes the appearance of paint and colour. Develop painting skills through using brushes and applying paint in different ways. Notice and compare how colours look different in light and shadow. Make choices about colour and placement to create a simple painting. Record and communicate ideas through discussion or finished a |
3a
| Yr1 – Foundation | Yr2 – Foundation | Yr3 – Foundation |
|---|---|---|
| Photography – Boyle Family | Drawing –Landscape | Food in Textiles |
| Students will work together to create an arial map of the village or the school, using the Boyle family for inspiration for their photographs. Observe carefully real environments, focusing on detail, texture and pattern. Take photographs using a camera or tablet with support as needed. Frame and compose images by choosing what to include in the shot. Record real places accurately to represent parts of the environment. Develop fine motor skills through handling devices, pointing, focusing and selecting images. Select and arrange images to create a simple visual map of the village. Develop fine motor skills through handling devices, printing and assembling work. Explore composition and space by linking images together to represent a place. | Van Gogh – Mark making Develop mark-making skills using different lines, strokes and textures to show movement and energy. Draw simple landscapes using observation and basic shapes. Apply colour and pencil work to build tone and atmosphere. Explore expressive drawing by showing feelings through marks and texture. Develop fine motor skills through controlled use of pencils, pens or paint tools. | Basic stitch Explore textiles by handling and investigating different fabrics and materials. Develop fine motor skills through threading, holding and pulling a needle safely. Learn basic stitching by practising simple running stitches. Make choices about fabric, thread and decoration to create a simple textile piece. |
| Cheeming Boey – Markmaking Draw simple landscape scenes onto a curved surface (cup template or real cup). Develop mark-making skills using line, pattern and texture to create detail. Use permanent pens or markers with control on a small, curved surface. Plan a design around a 3D object by thinking about how the image wraps around the cup. Develop fine motor skills through careful drawing, detailing and controlled hand movements. | Batik Explore pattern and colour by creating simple batik-inspired designs. Develop fine motor skills through applying wax-resistant materials and painting fabric. Experiment with resist techniques by observing how areas resist the paint or dye. Make choices about colours and patterns to create a simple textile design. | |
| Shara Hughes – Colour Draw simple landscapes using basic shapes, lines and outlines. Observe and record details from nature, photos or imagination. Develop mark-making skills using different lines, textures and patterns. Apply colour and shading to create atmosphere and depth. Develop fine motor skills through controlled drawing and colouring techniques. | Reverse appliqué Explore layers and pattern by combining different fabrics. Develop fine motor skills through cutting, placing and stitching fabric. Learn reverse appliqué techniques by revealing colours and shapes beneath the top layer. Make choices about fabric, colour and design to create a simple textile piece. | |
| Ted Harrision – line and Digital Colour Draw a landscape by hand using line, shape and simple composition. Develop observation skills by recording features such as hills, trees and buildings. Develop fine motor skills through controlled drawing and mark-making. Scan artwork into Photoshop to transfer hand-drawn work into a digital format. Apply digital colour using basic tools to fill, layer and enhance the drawing. | Weaving Explore pattern and texture by weaving different fabrics and materials together. Develop fine motor skills through threading, pushing and pulling strips of fabric. Learn basic weaving techniques by going over and under to create simple patterns. Make choices about colour, material and order to design a woven piece. | |
| Final Piece Explore texture and form by designing a doughnut or cupcake using textile materials. Develop fine motor skills through cutting, shaping, stuffing and stitching fabric. Use textile techniques such as stitching, appliqué or weaving to add decoration and detail. Make choices about colour, fabric and decoration to create a simple 3D textile piece. Record and communicate the making process through photographs, discussion or finished work. |
Photography
Overview of Skills
AO1 – Develop Ideas
- Research photographers, artists and relevant sources
- Analyse and compare photographic work
- Investigate themes, genres and concepts
- Gather visual references and inspiration
- Develop creative intentions and ideas
AO2 – Refine Work
- Experiment with camera settings and techniques
- Explore lighting, composition and viewpoint
- Refine image editing and post-production skills
- Select and improve images through testing
- Respond to feedback and develop ideas
AO3 – Record Ideas
- Capture images from direct observation
- Record using a range of photographic techniques
- Document experiments and developmental work
- Annotate images and explain decisions
- Collect and organise visual evidence
AO4 – Present a Personal Response
- Produce a coherent final photographic outcome
- Demonstrate technical control and creativity
- Present work in a clear and purposeful sequence
- Evaluate and reflect on the creative process
- Communicate personal ideas, intentions and meaning
| Terms |
| Term 1 – Introduction to Photography |
| Camera handling and safety Camera mode settings Composition Rule of thirds Shutter speed Light painting Depth of field Lighting techniques Exposure triangle Image quality and focus Digital image editing Adobe Photoshop techniques Presentation and layout of work Evaluation and reflection Use of photographic vocabulary |
| Term 2 – Big World |
| Macro photography techniques Composition Scale and proportion Perspective and viewpoint Creative use of everyday objects Manual camera settings Lighting techniques Selective focus Thoughtful Problem-solving and experimentation Image editing and refinement in Photoshop Presentation of a coherent photographic series Understanding and being inspired by the work of others Evaluation and reflection Use of photographic vocabulary |
| Term 3 – Double Exposure |
| Portrait photography Landscape photography Composition Exposure control Lighting techniques Framing and cropping Image selection Layering images Double exposure techniques Blending modes in Photoshop Masking and selection tools Combining digital images Creating visual narratives Exploring symbolism and identity Refining digital editing techniques Understanding and being inspired by the work of others Evaluation and reflection Use of photographic vocabulary |
| Term 4 – Fragments – Personal Project |
| Personal theme development Creative interpretation Research and investigation Developing and refining ideas Experimenting with photographic techniques Advanced camera control Composition Lighting techniques Image selection and sequencing Digital editing and manipulation Presenting a coherent body of work Analysing and evaluating outcomes Understanding and being inspired by the work of others Independent Use of photographic vocabular |
Business
HALF TERM 1
| Year 10 | Year 11 | |
|---|---|---|
| Topic | 1.1 Enterprise and Entrepreneurship | 2.2 Making marketing decisions |
| Assessment | MCQ Tests and End of Topic Assessments | MCQ Tests and End of Topic Assessments |
HALF TERM 2
| Year 10 | Year 11 | |
|---|---|---|
| Topic | 1.2 Spotting a Business Opportunity | 2.3 Making operational decisions |
| Assessment | MCQ Tests and End of Topic Assessments | MCQ Tests and End of Topic Assessments |
HALF TERM 3
| Year 10 | Year 11 | |
|---|---|---|
| Topic | 1.3 Putting a Business Idea into Practice | 2.4 Making financial decisions |
| Assessment | MCQ Tests and End of Topic Assessments | MCQ Tests and End of Topic Assessments |
HALF TERM 4
| Year 10 | Year 11 | |
|---|---|---|
| Topic | 1.4 Making the Business Effective | 2.5 Making human resource decisions |
| Assessment | MCQ Tests and End of Topic Assessments | MCQ Tests and End of Topic Assessments |
HALF TERM 5
| Year 10 | Year 11 | |
|---|---|---|
| Topic | 1.5 Understanding External Influences on Business | Mock Exams & Revision |
| Assessment | MCQ Tests and End of Topic Assessments |
HALF TERM 6
| Year 10 | Year 11 | |
|---|---|---|
| Topic | 2.1 Growing the business | Revision & GCSE Exams |
| Assessment | MCQ Tests and End of Topic Assessments |
Computer Science
HALF TERM 1
| Year 7 | Year 8 | Year 9 | Year 10 – Computer Science | Year 11 – Computer Science | |
|---|---|---|---|---|---|
| Topic | Digital Literacy | Computer Hardware | Computer Networks | Systems Architecture and Memory and Storage | 2.2 – Programming fundamentals |
| Assessment | Multiple choice on-screen asessment. | Multiple choice assessment. Creation of a computer system to meet the requirements of a client brief. | Multiple choice assessment. Creation of a computer network diagram to meet the requirements of a client brief. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions. | Formative assessment every five lessons, summative assessment at end of unit. |
HALF TERM 2
| Year 7 | Year 8 | Year 9 | Year 10 – Computer Science | Year 11 – Computer Science | |
|---|---|---|---|---|---|
| Topic | Online safety | Spreadsheets | Computer Networks | Storage & Software | Algorithms |
| Assessment | Multiple-choice assessnent. Creation of an online safety booklet to meet the requirements of a client brief. | Multiple-choice assessnent. Creation of an automated spreadsheet model to meet the requirements of a client brief. | Multiple choice assessment. Creation of a computer network diagram to meet the requirements of a client brief. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions. |
HALF TERM 3
| Year 7 | Year 8 | Year 9 | Year 10 – Computer Science | Year 11 – Computer Science | |
|---|---|---|---|---|---|
| Topic | Digital Identity | Security | Programming using Python | Networks | Computer Systems – knowledge retrieval and practice. |
| Assessment | Multiple-choice assessnent. Creation of a set of business documents to meet the requirements of a client brief. | Multiple-choice assessnent. Creation of a security “how to guide” to meet the requirements of a client brief. | Summative assessment based upon the completion of a text adventure game which meets the requirements of a client brief and demonstrates the knowledge and skills acquired. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions | Formative multiple-choice assessment for every area of component 1. |
HALF TERM 4
| Year 7 | Year 8 | Year 9 | Year 10 – Computer Science | Year 11 – Computer Science | |
|---|---|---|---|---|---|
| Topic | Algorithms (using interactive flow charts) | Digital Graphics | Programming using Python | Security | Programming – knowledge retrieval and practice. |
| Assessment | Multiple-choice assessnent. Creation of a flowchart to control a train level crossing. | Multiple-choice assessnent. Creation of a digital graphic (game cover) to meet the requirements of a client brief. | Summative assessment based upon the completion of a text adventure game which meets the requirements of a client brief and demonstrates the knowledge and skills acquired. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions | Formative multiple-choice assessment for every area of component 2. |
HALF TERM 5
| Year 7 | Year 8 | Year 9 | Year 10 – Computer Science | Year 11 – Computer Science | |
|---|---|---|---|---|---|
| Topic | Programming using Python (foundation): Recognise the syntax to input and output data. Understand the syntax for selection statements and create a series of programs to solve problems. | Programming using Python (intermediate): Remember the syntax to input, output and select instructions. Understand the syntax for iteration and create a series of programs to solve problems. | Inspiring Digital Enterprise Award (IDEA) Bronze. The digital equivalent of the Duke of Edinburgh Award which is ran by Buckingham Palace. | Ethics & programming languages | Examination practice |
| Assessment | Multiple choice assessment based on programming knowledge. Working solutions to small problems every lesson. | Multiple choice assessment based on programming knowledge. Working solutions to small problems every lesson. | Each badge has assessments-built in. 250 required for bronze award. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions | Past exam papers |
HALF TERM 6
| Year 7 | Year 8 | Year 9 | Year 10 – Computer Science | Year 11 – Computer Science | |
|---|---|---|---|---|---|
| Topic | Programming using Python (foundation) | Programming using Python (intermediate) | Inspiring Digital Enterprise Award (IDEA) Bronze. The digital equivalent of the Duke of Edinburgh Award which is ran by Buckingham Palace. | Component 1: Computer Systems – knowledge retrieval and practice. | |
| Assessment | Summative assessment based upon the completion of a text adventure game which meets the requirements of a client brief and demonstrates the knowledge and skills acquired. | Summative assessment based upon the completion of a text adventure game which meets the requirements of a client brief and demonstrates the knowledge and skills acquired. | Each badge has assessments-built in. 250 required for bronze award. | End of year assessment |
Exam Specification
https://ocr.org.uk/Images/558027-specification-gcse-computer-science-j277.pdf
Creative iMedia
HALF TERM 1
| Year 10 | Year 11 | |
|---|---|---|
| Topic | R094 – Visual identity | R098 Digital Imaging Non-Examined Assessment (NEA). Digital photography in manual mode. Digital video production |
| Assessment | Non-Examined Assessment (NEA) will take place October to January | NEA worth 35% of qualification |
HALF TERM 2
| Year 10 | Year 11 | |
|---|---|---|
| Topic | Visual identity Non-Examined Assessment (NEA) | R093 – Creative iMedia in the media industry knowledge |
| Assessment | Non-Examined Assessment (NEA) worth 25% of qualification | Formative assessment every 5 lessons |
HALF TERM 3
| Year 10 | Year 11 | |
|---|---|---|
| Topic | R098 Digital Imaging – Photography | R093 – Creative iMedia in the media industry knowledge |
| Assessment | Non-Examined Assessment (NEA) will take place June to December | Mock examination |
HALF TERM 4
| Year 10 | Year 11 | |
|---|---|---|
| Topic | R098 Digital Imaging – video | R093 – Creative iMedia in the media industry knowledge retrieval and intervention based on mock examination |
| Assessment | Non-Examined Assessment (NEA) will take place June to December | Past exam papers |
HALF TERM 5
| Year 10 | Year 11 | |
|---|---|---|
| Topic | R098 Digital Imaging – Pre-production documents | Examination practice |
| Assessment | Non-Examined Assessment (NEA) will take place June to December | Past exam papers |
HALF TERM 6
| Year 10 | Year 11 | |
|---|---|---|
| Topic | R098 Digital Imaging Non-Examined Assessment (NEA). Digital photography in manual mode. Digital video production | |
| Assessment | NEA worth 35% of qualification |
Exam Specification
https://www.ocr.org.uk/Images/610942-specification-cambridge-nationals-creative-imedia-j834.pdf
DT – KS3
Students will study DT & Engineering for 2 terms and Food Technology for 1 term
| Year 7 | Year 8 | Year 9 | |
|---|---|---|---|
| Topic | Isometric Drawing: Pupils will learn how to create three-dimensional drawings using an isometric grid. They will practise drawing a range of shapes and objects, before developing their presentation skills through rendering, fine lining and the use of weighted lines. | Cube Craft Figure: Pupils will explore existing Cube Craft figures and use them to inspire their own original character designs. They will develop 2D and 3D drawing skills before using nets, craft tools and card-modelling techniques to manufacture and assemble a completed Cube Craft figure. | Clock: Pupils will design and manufacture a working wooden clock while developing their workshop skills. They will learn how to measure and mark materials accurately, cut and assemble halving joints, use a range of tools and machinery safely, and apply decorative and finishing techniques. |
| Topic | Wall Mirror: Pupils will learn about workshop health and safety and how to use a range of tools, equipment and materials safely. They will research existing products, develop creative wall mirror designs and manufacture their chosen design using plywood, plastic mirror, paint finishes and workshop machinery. | Memphis Dog: Pupils will learn about design movements, with a particular focus on the Memphis Group and its distinctive use of bold colours, patterns and shapes. They will use this style to design and manufacture a model dog using MDF, a range of workshop tools and machinery, paint finishes and assembly components. | Perspective Drawing: Pupils will learn how to create realistic three-dimensional drawings using one-point and two-point perspective. They will use vanishing points, horizon lines and technical drawing equipment to produce a range of shapes, a house and a street, before developing their rendering and presentation skills. |
| Topic | Pneumatics: Pupils will learn what pneumatics is and how compressed air is used in everyday products. They will design and manufacture their own pneumatic rocket, before safely launching and testing it to investigate how its design, aerodynamics and quality of manufacture affect its performance. | Structures and Forces: Pupils will learn about different types of natural and manufactured, shell and frame structures and the forces that can act upon them. They will explore how structures can be strengthened using methods such as struts, ties and triangulation before working in teams to design and manufacture a model helicopter landing pad. | Enlargement and Reduction: Pupils will learn how to enlarge and reduce images accurately using the grid method. They will explore scale and grid references, then apply these techniques to produce enlarged and reduced drawings while developing their rendering, fine-lining and creative presentation skills. |
| Topic | Mechanisms: Pupils will learn how levers and linkages are used to create movement in everyday products. They will explore different types of lever and linkage, identify parts such as the effort, fulcrum and load, and manufacture working models, including a moving picture. They will also develop their rendering, craft and creative design skills. | Night Light: Pupils will learn the basic principles of electricity and electronics, including current, voltage and common electronic components. They will manufacture an acrylic night light, develop their practical skills using workshop tools and machinery, and learn how to solder and assemble a working electronic circuit safely. | Mobile Phone Holder: Pupils will manufacture an adjustable wooden mobile phone holder while developing their accuracy and confidence in the workshop. They will learn how to measure and mark out materials, use hand tools and machinery safely, join and assemble components, and evaluate their finished product. |
| Topic | Mini Light: Pupils will learn about logos, product design and packaging. They will research existing logos, design their own logo for a mini light, manufacture the product and use computer-aided design to create suitable packaging. They will also learn about vacuum forming and the safe use of practical equipment. | Jitter Bug: Pupils will reinforce their understanding of electricity while designing and making a moving Jitter Bug. They will develop creative 2D design skills, produce a final design to scale, protect and prepare their design for manufacture, and solder a simple motor circuit before assembling the finished product. | Perfume/Aftershave Packaging: Pupils will learn how packaging is designed to protect, preserve, promote and inform customers about a product. They will investigate existing packaging, explore branding, logos, typography, colour and layout, and learn how the 6Rs can be used to reduce environmental impact. Pupils will then design a visual identity and packaging for a luxury fragrance, use TechSoft Design to produce a professional logo, develop packaging concepts and manufacture their final packaging from a net. |
| Topic | Introduction to Food Technology: Pupils will learn how to work safely, hygienically and independently in the food room. They will study food hygiene, safe temperatures, seasonality, food provenance, sensory analysis, recipe costing, breakfast choices, bread making, eggs, religious dietary requirements and how recipes can be adapted for different needs. During the practical lessons, pupils will prepare and cook a range of dishes, including fruit salad, cakes, fruit crumble, breakfast muffins, cheese scones, bread, cheese omelette and chicken curry. They will develop skills in weighing and measuring, knife use, mixing, shaping, baking, using the hob and oven, following recipes, organising their work area and evaluating finished dishes. | Nutrition: Pupils will learn about healthy eating and the importance of a balanced diet. They will study the Eatwell Guide, energy and energy balance, protein, carbohydrates, fats, vitamins and minerals, food labels, allergies and intolerances, and the nutritional needs of different groups of people. During the practical lessons, pupils will prepare and cook carrot cakes, pizza, a Mediterranean tart, cheesecake, toad in the hole, chicken fajitas, chicken chow mein and chicken and bacon pasta. These lessons will help pupils apply their nutritional knowledge while developing skills in preparing ingredients, making doughs and pastries, using sauces, handling raw meat safely, controlling cooking temperatures and presenting completed dishes. | Hospitality and Catering: Pupils will learn about the hospitality and catering industry, including different types of provision, styles of food service, customer service, front-of-house roles, the kitchen brigade, chef uniforms, employment contracts, food safety inspections, hygiene ratings, sustainability and the factors that affect the success of a food business. During the practical lessons, pupils will prepare and cook cookies, Victoria sponge cake, Swiss roll, calzone, quiche, chicken burger, chicken parmo and chicken chow mein. They will develop increasingly demanding skills in baking, whisking, rolling, shaping, pastry making, preparing and cooking meat safely, assembling dishes and producing food to a suitable professional standard. |
| Assessment | Key Task 1: Technical Knowledge – H&S Info Page Key Task 2: Make – Wall Mirror Key Task 3: Evaluate – Wall Mirror Key Task 4: Design – Rocket Ideas Key Task 5: Technical Knowledge – H&S Info Page Key Task 6: Make – Apple Crumble Key Task 7: Evaluate – Cheese Scones | Key Task 1: Design – Cube Craft Ideas Key Task 2: Evaluate – Cube Craft Practical Key Task 3: Make – Memphis Dog Practical Key Task 4: Technical Knowledge – Electricity Information Page Key Task 5: Make – Pizza Key Task 6: Evaluate – Cheesecake Key Task 7: Technical Knowledge – Healthy Living Information Page | Key Task 1: Design – Clock Ideas Key Task 2: Make – Clock Practical Key Task 3: Technical Knowledge – Machinery Information Page Key Task 4: Evaluate – Mobile Phone Stand Practical Key Task 5: Technical Knowledge – New Food Service Rating System Key Task 6: Make – Victoria Sponge Cake Key Task 7: Evaluate – Chicken Parmo |
DT & Engineering VCERT
HALF TERM 1
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
|---|---|---|---|---|
| Topic | Learning to Draw: Develop confidence using sketching techniques, rendering, and annotation to communicate design ideas effectively. | NEA – Synoptic Project: Analysis and Research | Orthographic Drawing: Pupils will learn how to produce accurate orthographic drawings that show an object from different viewpoints. They will use drawing boards, T-squares, set squares and other technical drawing equipment to create correctly presented drawing sheets, including borders, title blocks and third-angle projection symbols. Pupils will also learn how to add dimensions in accordance with British Standards. | NEA – Synoptic Project: Research |
| Assessment | General classwork | NEA | Key Task: Hand Drawing – Orthographic Drawing of Block | NEA |
HALF TERM 2
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
|---|---|---|---|---|
| Topic | Controller: Design and manufacture a model of a controller while developing practical andmodelling workshop skills. | NEA – Synoptic Project: Development and Planning | Introduction to Model Engineering: Pupils will be introduced to model engineering and will learn about different metals, their properties and the forms in which they are available. They will develop precision marking-out skills and learn how engineers use part drawings, datum points and quality-control checks. During the practical element, pupils will manufacture a model stealth fighter using tools and machinery such as pillar drills, centre lathes, tin snips, files, press brakes and pop-rivet guns. They will also produce a production plan and Gantt chart. | NEA – Synoptic Project: CAD/Hand Drawings and Planning |
| Assessment | Key Task – Make (Controller Practical) and Evaluation (Controller Practical) | NEA | Key Task: Practical – Stealth Fighter Plane Practical and Key Task: Evaluate – Stealth Fighter Plane Practical | NEA |
HALF TERM 3
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
|---|---|---|---|---|
| Topic | USB: Design and manufacture a personalised USB casing, focusing on accuracy, CAD/CAM, and quality of finish. | NEA – Synoptic Project: Practical and Evaluation | Isometric Drawing: Pupils will develop their ability to create accurate three-dimensional drawings using isometric projection. They will draw increasingly complex geometric shapes, apply rendering, tonal shading and weighted lines, and learn how to construct isometric circles and cylinders using crating and compasses. They will then apply these skills independently to produce a detailed isometric drawing of a car. | NEA – Synoptic Project: Practical and Evaluation |
| Assessment | Key Task – Design (USB Ideas) and Evaluate (USB Practical) and Technical Knowledge (USB PowerPoint Presentation) | NEA | Key Task: Hand Drawing – Isometric Drawing of Car | NEA |
HALF TERM 4
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
|---|---|---|---|---|
| Topic | Lamp: Design and manufacture a functional lamp, applying knowledge of electronics, materials, and manufacturing processes. | Exam Revision | Techsoft Design: Pupils will learn about computer-aided design and manufacture, including CAD, CAM and CNC. They will use TechSoft Design to produce isometric and orthographic drawings, add dimensions accurately, apply colour and textures, and prepare designs for laser cutting. Pupils will also design and manufacture a personalised acrylic key ring. SketchUp: Pupils will learn how to use SketchUp to create realistic three-dimensional CAD models. They will follow a series of video tutorials and complete increasingly challenging tasks while developing their understanding of 3D modelling tools, commands and techniques. | Exam Revision |
| Assessment | Key Task – Design (Lamp Ideas) and Technical Knowledge (Design Movements PowerPoint Presentation) | Revision for written exam. | Key Task: CAD Darwing – Techsodt Design Orthographic Drawing Key Task: CAD Drawing – SketchUp 3D Modelling of Pirate Ship | Revision for written exam. |
HALF TERM 5
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
|---|---|---|---|---|
| Topic | Multi Storage Unit: Design and make a practical storage solution that meets a user’s needs while demonstrating high-quality manufacturing skills. | Exam Revision | Passive Amplifier: Pupils will learn how a passive amplifier can increase the sound from a smartphone without using electricity. They will manufacture a wooden amplifier from several accurately made components, using engineering drawings and a range of workshop tools and machinery. Pupils will develop skills in marking out, sawing, drilling, filing, sanding, joining, assembling and applying a surface finish. They will also learn how sectional drawings are used to show the internal construction of a product. | Exam Revision |
| Assessment | Key Task – Make (Multistorage Unit Practical) | Revision for written exam. | Key Task: Evaluate – Passive Amplifier Practical | Revision for written exam. |
HALF TERM 6
| Year 10 VCert DT | Year 11 VCert DT | Year 10 VCert Engineering | Year 11 VCert Engineering | |
|---|---|---|---|---|
| Topic | Trial NEA: Complete a practice Non-Exam Assessment to experience the full design cycle before the final assessment in Y11. | F1 Racing Car: Pupils will learn how engineering drawings are used to manufacture accurately sized components. They will use detailed part drawings to produce the body, scoop, wheels and axles for a model F1 racing car. During the practical work, pupils will develop skills in marking out, centre punching, drilling, cutting and filing sheet metal, folding components accurately, removing sharp edges, and joining parts using rivets. | ||
| Assessment | Trial NEA | Key Task: Make – F1 Racing Car Practical |
Exam Specification
English
HALF TERM 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | The Origins of Literature – Greek, Roman and more recent mythology. Creative writing. | Dystopian Literature: The Evolution of the Dystopian Genre. Creative writing. | Writers’ Craft: Love, Loss and Obsession. Creative writing. | Literature Paper 2: An Inspector Calls | Literature Paper 2: Power and Conflict poetry (Hub 3). |
| Assessment | Creative writing (Description / narrative) | Creative writing (Description / narrative) | Creative writing (Description / narrative) | In-class assessments derived from past exam papers: character/theme based question. | In-class assessments derived from past exam papers: character/theme based question. |
HALF TERM 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | SHAKESPEARE: A Midsummer Night’s Dream. Through reading the play, we will explore characters and how stories are structured. We will learn about Shakespeare’s world, and the choices he made when he was writing. We will learn to compare points of view about the play, and discuss wider ideas about relationships, gender and power. What we learn here will set up skills of analysis we will need when studying poetry that runs across our units and extracts from a range of fiction and non-fiction texts, but also our study of Shakespeare plays in Year 8 and beyond. | SHAKESPEARE: Othello Building on our experience of Shakespeare’s plays in Year 7, we will explore how characters are constructed and how plays are structured, as well as Shakespeare’s language. We will learn more about Shakespeare’s life and times, explore points of view about the play, and discuss wider ideas about relationships, racial identity, gender and power, building on themes from Year 7 when considering texts such as Noughts and Crosses. Skills and knowledge here all build on Year 7, but also set up the work for Year 8, and future study of Shakespeare’s plays. | SHAKESPEAREAN VILLAINS: Building on our studies of Shakespeare in Years 7 and 8, we will explore the fascinating world of Shakespearean villains across a range of his plays. We will investigate how Shakespeare creates memorable antagonists through characterisation, language and dramatic structure, considering plays such as Romeo and Juliet and the Merchant of Venice. We will examine their motives, methods and impact on those around them, while exploring wider themes such as ambition, power, manipulation, revenge and morality. This also introduces Macbeth’s villainous behaviour that we explore in Year 10. | Power and Conflict poetry (Hub 1 and 2) | Literature Paper 1: ‘A Christmas Carol’ . |
| Assessment | Reading: Topic knowledge text and extract analysis: AMSND | Reading: Topic knowledge text and extract analysis: Othello | Reading: Topic knowledge text and extract analysis: The Merchant of Venice | Literature Paper 2 | In-class assessments derived from past exam papers: character/theme based question and past exam papers. |
HALF TERM 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | VICTORIAN LITERATURE: Dickens, Oliver Twist. We will explore how Victorian novels work, and how writers use characterisation and structure to explore themes and issues. We will learn about Victorian society and Dickens’ style, discussing wider ideas about Victorian society and Dickens’ style, discussing wider ideas about poverty, childhood, industrialisation and the city. | VICTORIAN LITERATURE: GOTHIC FICTION Building on our work on Oliver Twist in Year 7, we will explore how different kinds of Gothic stories and poetry work, and how writers create characters and settings and shape how we see them. We will discuss wider ideas about gender, appearance and consequence. This builds on our work from Year 7 and on analysis and context from Year 8 Autumn term 1 and also sets up our work on non-fiction in our Spring term, and Victorian literature in Year 9 and beyond. | VICTORIAN LITERATURE – Victorian Literature: Frankenstein Building on our understanding of Gothic Literature from Year 8 we will move to read a whole text surrounding the themes of family, society and isolation, ambition and fallibility, revenge, prejudice and Romanticism and nature. We will continue to study Victorian Literature with A Christmas Carol in KS4. Voice: Exploring Identity through ‘The Black Flamingo’ (Reading Cannon) | Language Paper 1 | Revision in literature and language. |
| Assessment | Reading: Topic knowledge text. Thematic essay question. | Reading: Topic knowledge text. Unseen gothic extract – Evaluation | Reading: Topic knowledge text. Thematic essay question. | AQA English language Paper 1. | In-class assessments derived from past exam papers: character/theme based question and past exam papers. |
HALF TERM 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | NON-FICTION: Climate Change Anthology Through reading speeches, autobiographies and articles about different times and places, we will explore how kinds of non-fiction work. We will learn about how authors present their thoughts and experiences, comparing people, places and points of view, and discussing wider ideas about action and consequence, responsibility and the wider world. We will build on our analytical skills from our previous terms as well as set up non-fiction analysis for Year 8 to develop our understanding of the inspirational voices of Greta Thunberg, Amanda Gorman and Sir David Attenborough, and beyond. | NON-FICTION: Inspirational Voices Anthology Building on our work on climate change in Year 7, we will be exploring Inspirational Voices from across the ages. We will learn about how writers convey their thoughts and messages to their audiences through non-fiction genres, discussing ideas about conflict, gender and society. In addition to developing our learning from Year 7, we will build on our analytical skills from previous terms and non-fiction analysis for Year 9 and beyond. | Non-fiction: Diversity in Society / (Writing) Changing the World Building on the analytical skills we applied in our first Autumn term, we will be learning how to understand and analyse extracts from 19th century and modern non-fiction texts, and how to write about them, a subject we return to in Year 10. We will also apply the learning from our second Spring term in Year 7 and Year 8, developing our understanding of how to plan and produce transactional writing in different genres. | Language Paper 2: Writers’ Viewpoints & Perspectives | Revision in literature and language. |
| Assessment | Transactional writing | Transactional writing | Transactional writing | AQA English language 2. |
HALF TERM 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | MODERN FICTION: The Hunger Games and Creative writing. Through studying the story, we will learn about kinds of writing and the effects that language choices can have. We will explore how characters and their points of view change throughout a text, making links to life in the twentieth and twenty-first centuries, and to wider ideas about identity, society and consequence. We will also explore extracts from Shakespeare such as Romeo and Juliet and Sonnet 130 as well as Lord of the Flies and Nineteen Eight-Four. We will apply our analytical skills and understanding of genres, in Year 8, and beyond. | MODERN FICTION: Noughts and Crosses and Creative Writing. Through studying the novel, we will learn about modern texts, structure, and the effects of language choices. We will explore how our views of characters and contexts change throughout a text, making links to life in the twentieth century, and to wider ideas about the kindness and cruelty of society, responsibility and the power of words. We will apply our analytical skills and understanding of genres from Year 7 in the Summer terms, as well as exploring ideas and features we will use in Year 9, and beyond. | MODERN FICTION: Blood Brothers Through studying the play, we will learn about modern texts, structure, and the effects of language choices. We will explore how our views of characters and contexts change throughout a text, making links to life in the twentieth century, and to wider ideas about social class, friendship and loyalty, fate and suspicion, coming of age, nature versus nurture and violence. | Mock Revision. Spoken Language | Revision in literature and language. |
| Assessment | Creative writing (Description / narrative) | Creative writing (Description / narrative) | Reading analysis – To consider how a character develops across the text. | Assessment/exam papers derived from past exam papers: character/theme based question and past exam papers. Presentation to an audience based on a topic of choice. | Assessment/exam papers derived from past exam papers: character/theme based question and past exam papers. Presentation to an audience based on a topic of choice. |
HALF TERM 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | MODERN FICTION: The Hunger Games and transactional writing Through studying the story, we will learn about kinds of writing and the effects that language choices can have. We will explore how characters and their points of view change throughout a text, making links to life in the twentieth and twenty-first centuries, and to wider ideas about identity, society and consequence. We will also explore extracts from Shakespeare such as Romeo and Juliet and Sonnet 130 as well as Lord of the Flies and Nineteen Eight-Four. We will apply our analytical skills and understanding of genres, in Year 8, and beyond. | MODERN FICTION: Noughts and Crosses and transactional writing Through studying the novel, we will learn about modern texts, structure, and the effects of language choices. We will explore how our views of characters and contexts change throughout a text, making links to life in the twentieth century, and to wider ideas about the kindness and cruelty of society, responsibility and the power of words. We will apply our analytical skills and understanding of genres from Year 7 in the Summer terms, as well as exploring ideas and features we will use in Year 9, and beyond. | Modern Fiction: Blood Brothers and LANGUAGE – Identity. Through the voices and experiences of writers from LGBTQ+ and Black, Asian and Minority Ethnic (BAME) communities, we will examine how identity is shaped by factors such as culture, heritage, race, gender, sexuality, family and personal experiences. We will consider different perspectives, discuss issues of belonging, representation and equality, and explore how writers use language and structure to express their unique identities and viewpoints. | Macbeth | |
| Assessment | Reading analysis – To consider how a character develops across the text. Transactional writing | Reading analysis – To consider how a character develops across the text. Transactional writing | Reading analysis – To consider how a character develops across the text. Transactional writing | AQA English literature. Paper 1, section A. |
Exam Specification
| Years 7 to 11 | |
|---|---|
| Exam Specification | https://www.aqa.org.uk/subjects/english/gcse/english-8700/specification |
Enterprise and Marketing
HALF TERM 1
| Year 11 | |
|---|---|
| Topic | Topic Area 3: Plan and pitch a proposal |
| Assessment | Coursework (R069) |
HALF TERM 2
| Year 11 | |
|---|---|
| Topic | Topic Area 4: Review a brand proposal, promotional campaign and professional pitch |
| Assessment | Coursework (R069) |
HALF TERM 3
| Year 11 | |
|---|---|
| Topic | Topic Area 1: Characteristics, risk and reward for enterprise & Topic Area 2: Market research to target a specific customer |
| Assessment | End of topic assessments (R067) |
HALF TERM 4
| Year 11 | |
|---|---|
| Topic | Topic Area 3: What makes a product financially viable & Topic Area 4: Creating a marketing mix to support a product |
| Assessment | End of topic assessments (R067) & Mock exam |
HALF TERM 5
| Year 11 | |
|---|---|
| Topic | Topic Area 5: Factors to consider when starting up and running an enterprise |
| Assessment | Past papers |
HALF TERM 6
| Year 11 | |
|---|---|
| Topic | Revsion & GCSE Exam |
| Assessment |
Exam Specification
Geography
HALF TERM 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Where in the world? | Why is Africa one of the most amazing and diverse places on Earth? | Development – Why is the world not equal? | Changing Economic world | The living world |
| Assessment | Baseline assessemnt at start of the year. Mid topic assessment at end of half term. | End of topic assessment | End of topic assessment | Walk and talk assessment followed by an end of topic assessment. | Walk and talk assessment followed by an end of topic assessment. |
HALF TERM 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Where in the world? | China – Why is it considered a superpower? | What makes the ground move? | Changing Economic world | Changing Urban Environments |
| Assessment | End of topic assessment | End of topic assessment | End of topic assessment | Walk and talk assessment followed by an end of topic assessment. | Walk and talk assessment followed by an end of topic assessment. |
HALF TERM 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Weather- Why does it rain on me? | What Journey does the River Tees take? | What shapes our coastline? | The challenge of natural hazards | Coastal landscapes in the UK |
| Assessment | Mid topic assessment at end of half term. | End of topic assessment | End of topic assessment | Walk and talk assessment followed by an end of topic assessment. | Walk and talk assessment followed by an end of topic assessment. |
HALF TERM 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Asia – How has India changed? | How do we power the world? | Climate? what is in store? | The challenge of natural hazards | Geographical applications – Issue evaluation |
| Assessment | End of topic assessment | End of topic assessment | End of topic assessment | Walk and talk assessment followed by an end of topic assessment. | Walk and talk assessment followed by an end of topic assessment. |
HALF TERM 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Asia – How has India changed? | Asia – The middle east the world of opportunity? | Russia – How goes geography shape a country? | The challenge of resource management | Revision |
| Assessment | Mid topic assessment at end of half term. | End of topic assessment | End of topic assessment | Walk and talk assessment followed by an end of topic assessment. |
HALF TERM 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | UK – What is it like where we live? | Pole to pole – Is it the worlds fastest changing environment? | The Anthropocene- What has our impact been? | River landscapes in the UK | Revision |
| Assessment | End of topic assessment | End of topic assessment | End of topic assessment | Walk and talk assessment followed by an end of topic assessment. |
Health and Social
HALF TERM 1
| Year 10 | Year 11 | |
|---|---|---|
| Topic | Supporting individuals through life events: Lifestages, devlopment split in to PIES and Factors effecting growth and development. | Creative and Therapeutic activities: Evaluating the delivery of your creative activities |
| Assessment | RO33 Coursework (30% of overall grade) – Task 1. | RO34 Coursework (30% of overall grade) – Task 3. |
HALF TERM 2
| Year 10 | Year 11 | |
|---|---|---|
| Topic | Supporting individuals through life events: expected and unexpected life events an identifying individuals needs. | Theropies and their benefits. |
| Assessment | RO33 Coursework (30% of overall grade) – Task 2. | RO34 Coursework (30% of overall grade) – Task 4. |
HALF TERM 3
| Year 10 | Year 11 | |
|---|---|---|
| Topic | Supporting individuals through life events: Individuals needs and personalised support. Sources of support and support roles. | RO32: Types of care settings, Rights of the service user, Benefits of the service user, person-centred values and Efffects of not applying perseon centred values. |
| Assessment | RO33 Coursework (30% of overall grade) – Task 3. | MCQ, Scenario questions and end of topic assessments. |
HALF TERM 4
| Year 10 | Year 11 | |
|---|---|---|
| Topic | Supporting individuals through life events: finishing all above topics coursework. | RO32: Different types of communication and what is effective communication. |
| Assessment | RO33 Coursework (30% of overall grade) – Tasks 1, 2 and 3. | MCQ, Scenario questions and end of topic assessments. |
HALF TERM 5
| Year 10 | Year 11 | |
|---|---|---|
| Topic | Creative and Therapeutic activities: Creative activities and their benefits, planning and creating your activity. | RO32: safeguarding procedures and training, DBS, infection prevntion and cleanliness, personal hygiene, PPE, saftey measures, |
| Assessment | RO34 Coursework (30% of overall grade) – Tasks 1. | MCQ, Scenario questions and end of topic assessments. |
HALF TERM 6
| Year 10 | Year 11 | |
|---|---|---|
| Topic | Creative and Therapeutic activities: Delivering your creative activities | Revision & GCSE Exams |
| Assessment | RO34 Coursework (30% of overall grade) – Tasks 1 and 2. |
Exam Specification
| Year 10 and Year 11 | |
|---|---|
| Exam Specification | https://www.ocr.org.uk/qualifications/cambridge-nationals/health-and-social-care-level-1-2-j835/ |
History
HALF TERM 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | What is history? A historical skills unit | How did Tudor rule affect the people of England? | World War One – causes and trenches | Conflict and Tension 1918-39 (Treaty of Versailles and the League of Nations) | Health and the People 1000 – present day (Industrial and modern) |
| Assessment | Baseline assessment | Religion in the Tudor period | How far was the assassination of Franz Ferdinand the main cause of World War One? | Homework tasks: Treaty of Versailles and end of unit assessment League of Nations | Year 11 assessment week. Paper 1 Conflict and Tension. Paper 1 Germany, plus assessment questions Paper 2 Health and the People |
HALF TERM 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Impact of Roman rule on Britain | When and why did Kings lose control? The English Civil War and Oliver Cromwell | How were ordinary people’s lives affected by World War One? | Conflict and Tension 1918-39 (The causes of World War Two) | Complete above and then Paper 2 The Normans 1066-1100 |
| Assessment | Roman army assessment – training and skills | Was Oliver Cromwell a hero or a villain? | Who affected people’s lives the most in Britain? The Germans or the British government? | End of unit assessment: Paper 1 The causes of World War Two | End of unit assessment. Paper 2 Health and the people |
HALF TERM 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | The events of 1066 and the Battle of Hastings | A time of change? Life in early modern England | The Inter-War period. What challenges faced Britain and the world? | Germany 1890-45 (Part 1) | The Normans and the historic environment |
| Assessment | Why did William win the Battle of Hastings? | Knowledge based quiz | If Hitler was an evil dictator, why did people support him? | Paper 1 Conflict and Tension 1918-39 | Mock Examinations. Paper 1 Conflict and Tension. Paper 1 Germany, and Paper 2 Health and the People. Paper 2 The Normans (if finished) |
HALF TERM 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | All change? Life in the Middle Ages | How and why did Britain become the workshop of the world? The Industrial Revolution | How and why did the Holocaust happen? | Germany 1890-45 (Part 2) | Revision |
| Assessment | Were the Middle Ages so bad? | Factory life interpretations | Jewish persecution from 1933 -45 | Paper 1 Germany questions | Revision |
HALF TERM 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Who won the power struggle in the Middle Ages? | Should we feel guilty or proud of the British Empire? Empire to Slavery | Key turning points of World War Two | Germany 1890-45 (Part 3) | Revision and examinations |
| Assessment | How useful? Sources | Sources assessment | Paper 1 Germany | Revision and examinations |
HALF TERM 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | A local study. Who won the power struggle in the Middle Ages? A study of Durham Cathedral | How did women win the struggle for the vote? | The Cold War | Health and the People 1000 – present day (Middle Ages and Renaissance | Examinations |
| Assessment | Presentations: Durham Cathedral | Comparison of the Suffragists and Suffragettes. | Sources assessment | End of Year 10 exam. Paper 1 Conflict and Tension. Paper 1 Germany | Examinations |
Exam Board
AQA History 8145
Hospitality and Catering
HALF TERM 1
| Year 10 | Year 11 | |
|---|---|---|
| Topic | AC 1.1 Hospitality and catering provision. Practical: Focaccia, Apple Pie, Calzone, Burger and Bun, Banoffee Pie and Cheesecake. | AC 2.3 The skills and techniques of preparation, cooking and presentation of dishes and AC 2.4 Evaluating cooking skills. Practical: Thai Fish Cakes, Rough Puff Pastry, Fruit Tarts, Mini Meringues and Butternut Squash and Coconut Soup. |
| Assessment | Key Tasks: Plan – Non Bake Cheese Cake. | General classwork |
HALF TERM 2
| Year 10 | Year 11 | |
|---|---|---|
| Topic | AC 1.2 How hospitality and caterers operate. Design and Make a mini Xmas Pudding. Practical: Debone/Segment a Chicken, Stuffed Chicken (Kiev), Sticky Chicken, Torta di Mele, Scotch Egg and Mini Christmas Cake with Icing. | NEA. Practical: Mediterranean Roasted Vegetable Tart, Fruit Chutney, Brandy Snap Basket, Banana Bread, Ice Cream and Christmas Log. |
| Assessment | Key Tasks: Technical Knowledge – FoH and Kitchen Brigade Jobs | NEA |
HALF TERM 3
| Year 10 | Year 11 | |
|---|---|---|
| Topic | AC 1.2 How hospitality and catering providers operate. Practical: Short Crust Pastry, Lemon Meringue Pie, Fresh Pasta, Pasta all’Amatriciana, Choux Pastry, Chickien Parmo and Chocolate Tart. | NEA. Practical: NEA Practice an element of chosen dishes. |
| Assessment | Key Tasks: Make – Chocolate Tart and Evaluate – Chocolate Tart | NEA and practice practical |
HALF TERM 4
| Year 10 | Year 11 | |
|---|---|---|
| Topic | AC 1.3 – Health and safety in hospitality and catering and AC 1.4 Food Safety in Hospitality and Catering. Practical: Shepherd’s Pie, Deep Fried Chips, Chelsea Buns, Lasagne and Dauphinoise Potatoes. | NEA and Practical Exam. Revision. |
| Assessment | Key Tasks: Technical Knowledge – The Role of the EHO. | NEA and revision for written exam. |
HALF TERM 5
| Year 10 | Year 11 | |
|---|---|---|
| Topic | AC 2.1 The Importance of nutrition. Practical: Chickpea Curry and Flat Breads, Salt and Pepper Chicken, Samosas, Thai Green Curry and Egg Fried Rice. | Exam Revision |
| Assessment | Key Tasks: Plan – Salt and Pepper Chicken. | Revision for written exam. |
HALF TERM 6
| Year 10 | Year 11 | |
|---|---|---|
| Topic | AC 2.2 Menu panning. Practical: Scones, Jam, Cakes and Caramel Sauce, Mayonnaise and Potato Rostis/Oven Chips, Brownies and Free Choice Dish . | |
| Assessment | Key Tasks: Make – Scones and Evaluate – Scones |
Exam Specification
| Year 10 and Year 11 | |
|---|---|
| Exam Specification | https://www.wjec.co.uk/qualifications/level-12-vocational-award-in-hospitality-and-catering/#tab_keydocuments |
PSHCE
HALF TERM 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Personal, Social, Health and Citizenship Education. ‘Being Me’. Developing skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking. | Personal, Social, Health and Citizenship Education. ‘Being Me’. Developing skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking. | Personal, Social, Health and Citizenship Education. ‘Being Me’. Developing skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking. | Social, Moral, Spiritual and Cultural Education. ‘Being Me’. Developing skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking. | Social, Moral, Spiritual and Cultural Education. ‘Being Me’. Developing skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
HALF TERM 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | ‘Relationships’. Developing skills such as negotiation, managing conflict and dealing with pressure. | ‘Relationships’. Developing skills such as negotiation, managing conflict and dealing with pressure. | ‘Relationships’. Developing skills such as negotiation, managing conflict and dealing with pressure. | ‘Relationships’. Developing skills such as negotiation, managing conflict and dealing with pressure. | ‘Relationships’. Developing skills such as negotiation, managing conflict and dealing with pressure. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
HALF TERM 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Risk’. Developing skills such as identifying and managing risk, seeking support and staying safe. | Risk’. Developing skills such as identifying and managing risk, seeking support and staying safe. | Risk’. Developing skills such as identifying and managing risk, seeking support and staying safe. | Risk’. Developing skills such as identifying and managing risk, seeking support and staying safe. | Risk’. Developing skills such as identifying and managing risk, seeking support and staying safe. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
HALF TERM 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Health’. Developing the skills and knowledge needed to make healthy choices and manage our health care. | Health’. Developing the skills and knowledge needed to make healthy choices and manage our health care. | Health’. Developing the skills and knowledge needed to make healthy choices and manage our health care. | Health’. Developing the skills and knowledge needed to make healthy choices and manage our health care. | Health’. Developing the skills and knowledge needed to make healthy choices and manage our health care. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
HALF TERM 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Diversity’. Learning about the range of diverse identifies which exist in the world, prejudice and discrimination. | Diversity’. Learning about the range of diverse identifies which exist in the world, prejudice and discrimination. | Diversity’. Learning about the range of diverse identifies which exist in the world, prejudice and discrimination. | Diversity’. Learning about the range of diverse identifies which exist in the world, prejudice and discrimination. | Diversity’. Learning about the range of diverse identifies which exist in the world, prejudice and discrimination. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
HALF TERM 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Wider World’. Preparing students to live in the world beyond Hurworth; considering topics like sustainability, human rights and charity work. | Wider World’. Preparing students to live in the world beyond Hurworth; considering topics like sustainability, human rights and charity work. | Wider World’. Preparing students to live in the world beyond Hurworth; considering topics like sustainability, human rights and charity work. | Wider World’. Preparing students to live in the world beyond Hurworth; considering topics like sustainability, human rights and charity work. | Wider World’. Preparing students to live in the world beyond Hurworth; considering topics like sustainability, human rights and charity work. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
Maths
HALF TERM 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Number Foundations (multiples, factors, primes, etc) and Algebraic Notation | Manipulating Algebra and Representing and Interpreting Data | Number Review and Expanding and Factorising | Indices, Surds (H), Equations and Inequalities | Quadratic Equations. |
| Assessment | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students to complete weekly exam papers |
HALF TERM 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Representing and Interpreting Data, Rounding and Estimation | Fractions and Decimal Operations and Equations and Inequalities | Percentages, Compound Interest and Equations | Ratio and Proportion, Approximation and Bounds | Trigonometry and revision for Mock Exams. |
| Assessment | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students to complete weekly exam papers |
HALF TERM 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Linear Equations and Fractions, Decimals and Percentages | Angles Relationships and Probability | Sequences and Graphs | Pythagoras, Trig (H) and Presenting data | Simultaneous Equations and Vectors. |
| Assessment | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students to complete weekly exam papers |
HALF TERM 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Area and Perimeter and Sequences | Coordinate Geometry and 3D Shapes | Transformations and Probability | Solving and Manipulating Quadratics, Transformations | Transformations of graphs (H only). Revision for final exams including past paper practice. |
| Assessment | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students to complete weekly exam papers |
HALF TERM 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Angles and Probability | Compound Measures and Indices and Standard Form | Ratio and Proportion, Representing and Interpreting Data | Sequences, Formula and Iteration (H), Angles and Circle Theorems (H) | Revision for final exams including past paper practice |
| Assessment | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students to complete weekly exam papers |
HALF TERM 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Ratio and Proportion and Transformations | Scale Drawing, Constructions and Pythagoras Theorem | Pythagoras and Trigonometry, Area and Volume | Graphs and Algebraic Fractions | |
| Assessment | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. | Students will complete a multiple choice quiz at the beginning of each unit to assess prerequisite knowledge. Students will complete an End of Topic Assessment after each unit, with lessons allocated to review gaps and misconceptions. Sparx homework is set every Wednesday which covers content from lessons and give pupils additional opportunities for retrieval. Students will also complete a half-termly assessment to monitor progress. |
GCSE Specification
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| GCSE Specification | Edexcel (9-1) Mathematics 1MA1 F/H | Edexcel (9-1) Mathematics 1MA1 F/H | Edexcel (9-1) Mathematics 1MA1 F/H | Edexcel (9-1) Mathematics 1MA1 F/H | Edexcel (9-1) Mathematics 1MA1 F/H |
Music
HALF TERM 1
| FOUNDATIONS: Year 7 Music introduces the building blocks of music through listening, performing and composing. Students develop core musical knowledge and practical skills, building confidence in rhythm, pitch, graphic notation and ensemble performance to prepare them for more independent learning in Years 8 and 9. | DEVELOPING: Year 8 Music builds upon the foundations of Year 7 through more advanced performance, composition and ensemble work. Students develop greater confidence in melody, harmony, structure and musical decision-making. | INDEPENDENCE and APPLICATION: Year 9 Music applies and refines the skills developed across KS3. Students make increasingly independent musical choices through performance, composition, listening and analysis, exploring how music creates meaning, mood and style. | Year 10 Music – all composition lesson require computers | Year 11 Music – all composition lesson require computers | |
|---|---|---|---|---|---|
| Topic | Baseline Assessment: My Musical Starting Point | Musical ABCs 1: music theory – pulse and rhythm using staff notation. Navigating the keyboard | Film Music 1: Soundtracks and Storytelling – understanding musical features of different genres. Explore how music creates mood and meaning. | ‘Introduction to GCSE Music’: COMPOSITION – Learning the basics of composition: notation, chord sequences, melody writing, adding harmony. Familiarisation with Sibelius software and how to use it. Students will be issued with all key revision material required for the listening paper (keywords and study pieces). | COMPOSITION – Composition 1 ongoing with focus on final musical detail. Start composition 2. LISTENING – continue with all keywords and answers. Recap of all study pieces on rotate. PERFORMANCE – ongoing (it will be expected that students have chosen both of their final performance pieces at this stage). |
| Assessment | Assessing current knowledge, aural awareness, improvisation/performance skills and identifying current strengths and targets in Music | Performing and writing rhythms | Listening and performance tasks demonstrating understanding of film music features. | Students will complete a composition task sheet with a series of exercises to build up relevant composition skills and to familiarise themselves with Sibelius software. | Composition 1 to be completed. Performance will be ongoing with 1:1 feedback. Listening – exam style questions will be covered. |
HALF TERM 2
| FOUNDATIONS: Year 7 Music introduces the building blocks of music through listening, performing and composing. Students develop core musical knowledge and practical skills, building confidence in rhythm, pitch, graphic notation and ensemble performance to prepare them for more independent learning in Years 8 and 9. | DEVELOPING: Year 8 Music builds upon the foundations of Year 7 through more advanced performance, composition and ensemble work. Students develop greater confidence in melody, harmony, structure and musical decision-making. | INDEPENDENCE and APPLICATION: Year 9 Music applies and refines the skills developed across KS3. Students make increasingly independent musical choices through performance, composition, listening and analysis, exploring how music creates meaning, mood and style. | Year 10 Music – all composition lesson require computers | Year 11 Music – all composition lesson require computers | |
|---|---|---|---|---|---|
| Topic | Music Toolkit: The Building Blocks of Music – Instruments of the orchestra, world music and the elements of music | Musical ABCs 2: melody performance – Understanding how to read notes using staff notation | Film Music 2: Understanding leitmotifs – Students explore how the elements of music can be combined and adapted to create different effects in film. They learn about leitmotifs and how composers use music to reflect characters, emotions and on-screen action, helping to enhance storytelling and audience engagement. | COMPOSITION – decide on theme and continue to work on skills. LISTENING – introduction to common keywords, PERFORMANCE: Students will be required to do one musical performance throughout the first half term to show their current standard and ability. | COMPOSITION – Composition 2 set by the exam board to be underway with first section completed. LISTENING – Recap of all study pieces on rotate and revision of keywords. PERFORMANCE – One performance to be recorded as part of the coursework to be submitted. |
| Assessment | Understanding keywords, and listening activities identifying musical elements | Practical performance tasks: reading a melody using staff notation demonstrating accuracy and fluency | Listening and performance tasks demonstrating understanding of film music features. | Continue to work on listening keywords and common answers supported with musical examples. Composition skill development will continue to be monitored to ensure there is a clear understanding. Students will do one performance of their choice – 1:1 verbal feedback given using examboard criteria. | Full listening paper to be completed in exam conditions. One performance to be recorded in exam conditions to be submitted later in the course. One composition to be finished in detail to be submitted later in the course. |
HALF TERM 3
| FOUNDATIONS: Year 7 Music introduces the building blocks of music through listening, performing and composing. Students develop core musical knowledge and practical skills, building confidence in rhythm, pitch, graphic notation and ensemble performance to prepare them for more independent learning in Years 8 and 9. | DEVELOPING: Year 8 Music builds upon the foundations of Year 7 through more advanced performance, composition and ensemble work. Students develop greater confidence in melody, harmony, structure and musical decision-making. | INDEPENDENCE and APPLICATION: Year 9 Music applies and refines the skills developed across KS3. Students make increasingly independent musical choices through performance, composition, listening and analysis, exploring how music creates meaning, mood and style. | Year 10 Music – all composition lesson require computers | Year 11 Music – all composition lesson require computers | |
|---|---|---|---|---|---|
| Topic | Finish Music Tookit. Start Animal Anthems 1 – reinforcing the elements of music in listening tasks. Understanding the role of a conductor | Musical ABCs 3: adding harmony – building texture and playing with 2 hands together through use of chords | Film Music 3 – Building the Fear: Horror film music composition – Go through the motions of behind the scene work in the film music industry. Designing own storyboard for film scene/trailer and composing a structured horror soundtrack using musical elements and specific techniques to build the tension throughout. | COMPOSITION – Begin work on composition 1 – controlled assessment. LISTENING – continue with common keywords and answers. Introduction to Beethoven, ‘Symphony No 1 in C, Op.21, 1st Movement’. PERFORMANCE – ongoing. | COMPOSITION – Ongoing with focus on contrast and development of ideas. LISTENING – Recap of all study pieces on rotate and revision of keywords. PERFORMANCE – Focus on perfecting second performance piece. |
| Assessment | Understanding keywords, and listening activities identifying musical elements | Perform with both melody and chords to create fuller musical textures | Ongoing composition work and final performance demonstrating structure, development and mood. | Past listening exam paper questions will be covered to cover the keywords and the study pieces.1:1 feedback and support with composition work. | Full listening paper to be completed in exam conditions. 1:1 work with second performance piece. 1:1 feedback with composition. |
HALF TERM 4
| FOUNDATIONS: Year 7 Music introduces the building blocks of music through listening, performing and composing. Students develop core musical knowledge and practical skills, building confidence in rhythm, pitch, graphic notation and ensemble performance to prepare them for more independent learning in Years 8 and 9. | DEVELOPING: Year 8 Music builds upon the foundations of Year 7 through more advanced performance, composition and ensemble work. Students develop greater confidence in melody, harmony, structure and musical decision-making. | INDEPENDENCE and APPLICATION: Year 9 Music applies and refines the skills developed across KS3. Students make increasingly independent musical choices through performance, composition, listening and analysis, exploring how music creates meaning, mood and style. | Year 10 Music – all composition lesson require computers | Year 11 Music – all composition lesson require computers | |
|---|---|---|---|---|---|
| Topic | Animal Anthems 2 – understanding how composers use musical elements to achieve a specific effect. Song composition task | Stomp – Understanding how elements can be used to improve a performance and add interest. | Film music – end of topic review. Introduction to Layers of Africa 2 | COMPOSITION – Ongoing with focus on structure and development. LISTENING – continue with common keywords and answers. Introduction Queen study piece 1. PERFORMANCE – ongoing. | COMPOSITION – Composition 2 will need final details only. LISTENING – Recap of all study pieces on rotate and revision of keywords. PERFORMANCE – Record second performance piece for submission to exam board. |
| Assessment | Application of knowledge – using the elements and musical structure to create a piece of music | Awareness of the impact of musical elements on a performance. | Whole-class performance work | Past listening paper questions will be used to learn exam techniques and monitor knowledge and understanding. These will continue to be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. | Past listening papers and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for second composition. Performance 2 to be recorded and assessed according ot exam board criteria. |
HALF TERM 5
| FOUNDATIONS: Year 7 Music introduces the building blocks of music through listening, performing and composing. Students develop core musical knowledge and practical skills, building confidence in rhythm, pitch, graphic notation and ensemble performance to prepare them for more independent learning in Years 8 and 9. | DEVELOPING: Year 8 Music builds upon the foundations of Year 7 through more advanced performance, composition and ensemble work. Students develop greater confidence in melody, harmony, structure and musical decision-making. | INDEPENDENCE and APPLICATION: Year 9 Music applies and refines the skills developed across KS3. Students make increasingly independent musical choices through performance, composition, listening and analysis, exploring how music creates meaning, mood and style. | Year 10 Music – all composition lesson require computers | Year 11 Music – all composition lesson require computers | |
|---|---|---|---|---|---|
| Topic | Graphic Scores – understanding how to read and write using different forms of musical notation | Stomp continued – Develop ensemble skills through layered rhythm and body percussion in a group composition and performance. | Layers of Africa 2: Djembe Beats – understanding traditional djembe drumming techniques and how to combine rhythm and melody. | COMPOSITION – Ongoing with focus on structure and contrast of ideas. LISTENING – continue with common keywords and answers. Introduction Queen study piece 2. PERFORMANCE – ongoing. | COMPOSITION coursework (x2) and PERFORMANCE pieces (x2) to be submitted to the examboard for marking. LISTENING – exam questions will be revisited for both sections includng the study pieces in preparation for final exam. |
| Assessment | Performance and composition | Application of knowledge culminating in group performance | Ongoing rehearsal checks and final group performance demonstrating timing, structure and coordination. | Past listening paper and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. | Past listening papers and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas before the final exam. |
HALF TERM 6
| FOUNDATIONS: Year 7 Music introduces the building blocks of music through listening, performing and composing. Students develop core musical knowledge and practical skills, building confidence in rhythm, pitch, graphic notation and ensemble performance to prepare them for more independent learning in Years 8 and 9. | DEVELOPING: Year 8 Music builds upon the foundations of Year 7 through more advanced performance, composition and ensemble work. Students develop greater confidence in melody, harmony, structure and musical decision-making. | INDEPENDENCE and APPLICATION: Year 9 Music applies and refines the skills developed across KS3. Students make increasingly independent musical choices through performance, composition, listening and analysis, exploring how music creates meaning, mood and style. | Year 10 Music – all composition lesson require computers | Year 11 Music – all composition lesson require computers | |
|---|---|---|---|---|---|
| Topic | Feel the Beat – understanding note values and learning how to read rhythms from staff notation | Layers of Africa 1: Marimba Melodies – Create layered compositions using pentatonic patterns and repetition. | Sounds of the Decades: 1950 to the present day – exploring how music has changed over time by analysing styles, technology and musical features across different decades. | COMPOSITION – Ongoing with focus on development and musical detail. LISTENING – continue with common keywords and answers. Introduction Queen study piece 3. PERFORMANCE – ongoing. | |
| Assessment | Group rhythm compositions and performance | Ongoing practical tasks and final composition demonstrating layering and structure. | Ongoing listening tasks and final presentation. | Past listening paper and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. |
Exam Specification
| FOUNDATIONS: Year 7 Music introduces the building blocks of music through listening, performing and composing. Students develop core musical knowledge and practical skills, building confidence in rhythm, pitch, graphic notation and ensemble performance to prepare them for more independent learning in Years 8 and 9. | DEVELOPING: Year 8 Music builds upon the foundations of Year 7 through more advanced performance, composition and ensemble work. Students develop greater confidence in melody, harmony, structure and musical decision-making. | INDEPENDENCE and APPLICATION: Year 9 Music applies and refines the skills developed across KS3. Students make increasingly independent musical choices through performance, composition, listening and analysis, exploring how music creates meaning, mood and style. | Year 10 Music – all composition lesson require computers | Year 11 Music – all composition lesson require computers | |
|---|---|---|---|---|---|
| Exam Specification | AQA GCSE Music: https://www.aqa.org.uk/subjects/music/gcse/music-8271/specification | AQA GCSE Music: https://www.aqa.org.uk/subjects/music/gcse/music-8271/specification | AQA GCSE Music: https://www.aqa.org.uk/subjects/music/gcse/music-8271/specification | AQA GCSE Music: https://www.aqa.org.uk/subjects/music/gcse/music-8271/specification | AQA GCSE Music: https://www.aqa.org.uk/subjects/music/gcse/music-8271/specification |
PE
HALF TERM 1
| Year 7 | Year 7 | Year 7 | Year 8 | Year 8 | Year 8 | Year 9 | Year 9 | Year 9 | Year 10 – GCSE PE | Year 11 – GCSE PE | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Topic | Football: Develop basic skills of passing and receiving, dribbling, turning shooting and heading to participate in small sided games. To gain an understanding of the basic laws of the game. | Handball: Develop basic skills of passing, dribbling and shooting, to participate in small-sided games. To gain an understanding of the basic laws of the game. | Netball: Develop basic skills of passing, footwork and shooting, to participate in small-sided games. To gain an understanding of the fundamental rules and positions of the game. | Football: Broaden and develop the range of skills used in a competitive match and know how and when to use attacking and defensive tactics effectively. | Handball: Broaden and develop the range of skills used in a competitive match, know how and when to apply attacking and defensive tactics effectively. | Netball: Broaden and develop the range of skills used in a competitive match, and understand how and when to apply attacking and defensive tactics effectively. | Football: Embed basic skills and techniques with an emphasis on developing attacking and defensive principles when in and out of possession, including set plays and formations. | Handball: Embed basic skills and techniques with an emphasis on developing developing attacking and defensive principles when in and out of possession, including set plays and formations. | Netball: Embed basic skills and techniques with an emphasis on developing attacking and defensive principles both in and out of possession. Focus on movement off the ball, marking, intercepting, and introducing set plays and positional strategies within team formations. | Physical Training Part 1: Students should develop knowledge and understanding of the principles of training and different training methods in order to plan, carry out, monitor and evaluate personal exercise and training programmes. | Sports Psychology: Students should develop knowledge and understanding of the key psychological factors and how they impact on health, fitness and performance in physical activity and sport. |
| Assessment | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions). Exam Question Homework Booklet | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions). Exam Question Homework Booklet |
HALF TERM 2
| Year 7 | Year 7 | Year 8 | Year 8 | Year 9 | Year 9 | Year 10 – GCSE PE | Year 11 – GCSE PE | |
|---|---|---|---|---|---|---|---|---|
| Topic | Table Tennis: Develop basic skills of grip, ready position, backhand push, forehand push and the serve in order to hold a rally. To gain an understanding of the basic laws of the game. | Trampoline: Develop basic skills including straight jump, tuck jump, seat drop, and half twist to perform simple routines. To gain an understanding of basic safety rules and technique. | Table Tennis: Broaden the range of shots used in a competitive match by developing the forehand and backhand drive shots. know how and when to use a variety of serves effectively. Gain an understanding of doubles rules and scoring systems. | Trampoline: Broaden the range of skills used in a routine by developing more advanced moves such as swivel hips, front drop, and back drop. Know how and when to link skills effectively for fluid performance. Gain an understanding of routine composition, scoring, and judging criteria. | Table Tennis: Embed basic skills and shots with an emphasis on developing technique by introducing spin on shots. Develop the lob and smash advanced shots. | Trampoline: Embed basic skills with an emphasis on improving technique, control, and height. Begin to develop more advanced moves such as swivel hips, turntable, and combinations like seat drop to front drop. Focus on refining execution and linking skills with fluency. | Physical Training Part 2: Students should develop knowledge and understanding of the principles of training and different training methods in order to plan, carry out, monitor and evaluate personal exercise and training programmes. | Socio-Cultural: Students should develop knowledge and understanding of the key socio-cultural factors and how they impact on health, fitness and performance in physical activity and sport. Health, Fitness & Well-Being: Students should develop knowledge and understanding of health, fitness and well-being and their effect on performance in physical activity and sport. |
| Assessment | Table Tennis Game Play – Top Table Format, application of shots taught in a competitive rally, first to 11 points wins and moves up the ladder. | Trampoline Routine Practice – Perform a short routine incorporating key skills such as straight jump, tuck jump, seat drop, and half twist. Focus on control, technique, and safe landings. Routines can be judged on form, consistency, and progression of skills. | Table Tennis Game Play – Top Table Format, application of shots taught in a competitive rally, first to 11 points wins and moves up the ladder. | Trampoline Routine Development – Perform a more advanced routine incorporating linked movements such as front drop to seat drop, half twist to tuck jump, and swivel hips. Focus on fluency, control, height, and precise transitions. Routines should show progression, creativity, and adherence to safety and judging criteria. | Table Tennis Game Play – Top Table Format, application of shots taught in a competitive rally, first to 11 points wins and moves up the ladder. | Trampoline Routine Performance – Refine and perform a full routine of 10 linked skills, incorporating advanced elements such as front and back landings, twists, and complex transitions. Emphasis on execution, height, form, and control throughout. Routines should demonstrate creativity, technical difficulty, and meet judging standards for competition. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions). Exam Question Homework Booklet | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions). Exam Question Homework Booklet |
HALF TERM 3
| Year 7 | Year 7 | Year 7 | Year 7 | Year 8 | Year 8 | Year 8 | Year 8 | Year 9 | Year 9 | Year 9 | Year 9 | Year 10 – GCSE PE | Year 11 – GCSE PE | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Topic | Futsal: Incorporate basic skills from Football Learning Journey, encouraging using the sole of the foot when recieving the ball. To gain an understanding of the basic laws of the game. | Basketball: Develop basic skills of passing, dribbling and shooting, including the lay-up, to participate in small-sided games. To gain an understanding of the basic laws of the game. | Dance: Develop Basic Movement Skills – Learn and perform basic dance actions such as travel, turn, jump, gesture, stillness, and levels. Focus on timing, spatial awareness, and control. Assessment can be based on accuracy, effort, and ability to repeat and refine movements. | Gymnastics: Develop basic skills of travelling, rolling, jumping and balancing in order to create a simple sequence. Pupils will gain an understanding of safe technique, body tension, extension, control, levels, pathways and the safe use of mats and apparatus. | Futsal: Incorporate range of skills from Football Learning Journey, develop attacking and defensive tactics. | Basketball: Broaden and develop the range of skills used in a competitive match, including lay-ups, jump shots, and defensive footwork. Know how and when to apply attacking tactics such as fast breaks and screen plays, as well as defensive strategies like man-to-man and zone marking. | Dance: Embed Performance Skills – Build on fundamental techniques by developing body tension, expression, and musicality. Begin to apply choreography and perform short phrases individually or in groups. Assessment focuses on timing, fluency, control, and performance quality. | Gymnastics: Broaden the range of skills used in a sequence by developing more advanced balances, rolls, jumps, turns and travelling movements. Pupils will begin to link skills with greater fluency and use compositional ideas such as levels, direction, speed, timing and partner work. | Futsal: Embed skills and techniques from Football Learning Journey, experimenting with different formation. | Basketball: Embed basic skills and techniques with an emphasis on developing attacking and defensive principles in game situations. Focus on movement off the ball, marking, rebounding, and applying set plays and team formations effectively during possession and transition phases. | Dance: Explore Choreography and Structure – Create and perform short dance routines using choreographic devices such as canon, unison, mirroring, and formation changes. Explore theme-based dances. Assessment includes creativity, structure, and the ability to communicate ideas through movement. | Gymnastics: Embed core skills with an emphasis on technical accuracy, control, fluency, creativity and performance quality. Pupils will develop more advanced individual, pair and group movements, including counterbalances, counter-tension, flight, rotation and apparatus work where appropriate. | Anatomy: Students should develop knowledge and understanding of the key body systems and how they impact on health, fitness and performance in physical activity and sport. | Moderation Prep |
| Assessment | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Refine and Perform – Rehearse and perform a complete dance routine with a focus on precision, expression, and stage presence. Evaluate own and others’ performances using key terminology. Assessment should consider fluency, expression, technical accuracy, and the ability to perform to an audience. | Sequence Practice: Apply basic skills in a short individual or paired sequence, focusing on control, tension, extension, safe technique and clear linking movements. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Refine and Perform – Rehearse and perform a complete dance routine with a focus on precision, expression, and stage presence. Evaluate own and others’ performances using key terminology. Assessment should consider fluency, expression, technical accuracy, and the ability to perform to an audience. | Sequence Development: Apply a broader range of skills in a more developed pair or group sequence, focusing on fluency, timing, levels, pathways, creativity and effective transitions. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Refine and Perform – Rehearse and perform a complete dance routine with a focus on precision, expression, and stage presence. Evaluate own and others’ performances using key terminology. Assessment should consider fluency, expression, technical accuracy, and the ability to perform to an audience. | Routine Performance: Apply advanced skills and compositional ideas in a competitive or performance-based routine. Pupils demonstrate technical accuracy, complexity, control, group timing, use of apparatus, feedback and evaluation of performance. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions). Exam Question Homework Booklet | Practical Moderation |
HALF TERM 4
| Year 7 | Year 7 | Year 7 | Year 8 | Year 8 | Year 8 | Year 9 | Year 9 | Year 9 | Year 10 – GCSE PE | Year 11 – GCSE PE | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Topic | Rugby: Develop basic skills of passing, tackling, ball carrying and rucking, to participate in small-sided games. To gain an understanding of the basic laws of the game. | Hockey: Develop basic skills of grip, stance, dribbling, push passing, stopping and shooting in order to maintain possession and begin to attack the goal. Pupils will gain an understanding of basic safety rules, including safe stick use, tackling, use of the flat side of the stick and game restarts. | Basketball: Develop basic skills of passing, dribbling and shooting, including the lay-up, to participate in small-sided games. To gain an understanding of the basic laws of the game. | Rugby: Broaden and develop the range of skills used in a competitive match to include kicking, scrummaging and mauling and know how and when to use attacking and defensive tactics effectively. | Hockey: Broaden the range of skills used in competitive situations by developing passing and receiving on the move, dribbling at speed, changing direction, tackling and shooting under pressure. Pupils will begin to apply simple tactics including creating space, supporting the player on the ball and defending as a team. | Basketball: Broaden and develop the range of skills used in a competitive match, including lay-ups, jump shots, and defensive footwork. Know how and when to apply attacking tactics such as fast breaks and screen plays, as well as defensive strategies like man-to-man and zone marking. | Rugby: Embed basic skills and techniques with an emphasis on developing developing attacking and defensive principles when in and out of possession, including set plays and formations. | Hockey: Embed core skills with an emphasis on technical accuracy, tactical awareness and decision-making. Pupils will develop advanced attacking and defensive skills, including elimination skills, interceptions, defensive positioning, powerful passing and accurate shooting in competitive situations. | Basketball: Embed basic skills and techniques with an emphasis on developing attacking and defensive principles in game situations. Focus on movement off the ball, marking, rebounding, and applying set plays and team formations effectively during possession and transition phases. | Physiology: Students should develop knowledge and understanding of the key body systems and how they impact on health, fitness and performance in physical activity and sport. | Revision |
| Assessment | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions). Exam Question Homework Booklet | Exam Questions |
HALF TERM 5
| Year 7 | Year 7 | Year 8 | Year 8 | Year 9 | Year 9 | Year 10 – GCSE PE | Year 11 – GCSE PE | |
|---|---|---|---|---|---|---|---|---|
| Topic | Net / Wall Activities: Develop basic skills of grip, ready position, movement, serving, returning and rallying in order to maintain a simple rally. Pupils will gain an understanding of basic rules, scoring and court boundaries across a range of net / wall activities. | Athletics: Develop basic skills in a variety of runs, throws and jumps, to participate in mini competitions. Follow all safety guidelines and understand basic rules when competing in athletics. | Net / Wall Activities: Broaden the range of shots used in competitive situations by developing more controlled serves, returns, volleys, drives, clears, drops and smashes where appropriate. Pupils will begin to understand how to apply simple tactics to move an opponent and attack space. | Athletics: Broaden the range of skills and techniques executed in a variety of runs, throws, and jumps, to participate in mini competitions. Follow all safety guidelines and understand basic rules when competing in athletics. | Net / Wall Activities: Embed core skills with an emphasis on technical accuracy, decision-making and tactical awareness. Pupils will develop advanced attacking and defensive shots and apply them effectively in singles and doubles situations. | Athletics: Embed basic skills with an emphasis on developing technique in a range of runs, throws and jumps. Follow all safety guidelines and understand basic rules when competing in athletics. | Movement Analysis: Students should develop knowledge and understanding of the basic principles of movement and their effect on performance in physical activity and sport. | Revision |
| Assessment | Game Play: Apply basic skills in modified games using a top court / ladder format. Pupils focus on maintaining rallies, serving accurately, scoring correctly and demonstrating fair play. | Times and distances of events. | Game Play: Apply a broader range of shots in conditioned games, focusing on placement, movement, recovery and tactical choices. Pupils begin to take more responsibility for scoring, rules and officiating. | Times and distances of events. | Game Play: Apply advanced skills and tactics in competitive singles and doubles tournament formats. Pupils demonstrate effective shot selection, communication, positioning, umpiring and evaluation of performance. | Times and distances of events. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions). Exam Question Homework Booklet | Exam Questions |
HALF TERM 6
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE | Year 11 – GCSE PE | |
|---|---|---|---|---|---|
| Topic | Striking & Fielding: Develop basic skills of bowling, batting, fielding, catching, and throwing in Rounders, Cricket and Softball, to participate in competitive match play. To gain an understanding of the basic laws of these activities. | Striking & Fielding: Broaden the range of bowling, batting, and fielding techniques used in a competitive match play and know how and when to use these skills effectively. Gain an understanding of tactical play and scoring systems. | Striking & Fielding: Embed basic skills of bowling, batting, and fielding with an emphasis on developing technique and introducing more advanced tactical play. Transfer these skills to competitive Softball games. | NEA: Performance Analysis Assessment (PAA) | |
| Assessment | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | PAA Assessment |
GCSE Specifications
| Year 10 – GCSE PE | Year 11 – GCSE PE | |
|---|---|---|
| GCSE Specifications | AQA (9-1) GCSE Physical Education 8582 | AQA (9-1) GCSE Physical Education 8582 |
RS
Curriculum Enquiry:
| Year 7 – Where do beliefs come from? | Year 8 – How do beliefs shape lives? | Year 9 – How should humans live? | Year 10- GCSE RS | Year 11 GCSE RS | |
|---|---|---|---|---|---|
| Curriculum Enquiry: | Where do beliefs come from and how do we decide what is true? | How do beliefs influence identity, behaviour and community? | How should humans respond to suffering, injustice and moral dilemmas? | What are the core beliefs of Christianity and Islam and how do they influence their approach to morality? | How do Christians and Muslims put their faith into action? |
Half Term 1
| Year 7 – Where do beliefs come from? | Year 8 – How do beliefs shape lives? | Year 9 – How should humans live? | Year 10- GCSE RS | Year 11 GCSE RS | |
|---|---|---|---|---|---|
| Half Term 1 | Topic: Why do communities need rules? (The Island) | Topic: How do Hindu beliefs shape life? (Beliefs) | Topic: How should humans respond to evil? (Includes study of the Holocaust) | Paper 1: Christian Beliefs. This topic focuses on the main beliefs of Christianity. This includes the nature of God, the Trinity and the life and death of Jesus. | Religion, Human Rights and Social Justice including religious responses to racism, sexism, homophobia and poverty |
| Enquiry Questions | Assessment: Extended response: “Can a community survive without rules?” | Assessment: Knowledge and concepts assessment on dharma, karma, samsara, moksha and atman. | Assessment: Source analysis and explanation of causes and consequences of prejudice. Assessment: Evaluation: “Can faith survive suffering?” | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. |
Half Term 2
| Year 7 – Where do beliefs come from? | Year 8 – How do beliefs shape lives? | Year 9 – How should humans live? | Year 10- GCSE RS | Year 11 GCSE RS | |
|---|---|---|---|---|---|
| Half Term 2 | Topic: Does it make sense to believe in God? | Topic: How do Hindus live their beliefs? (Practices) | Topic: What happens when we die? (Part 1) | Paper 1: Islamic beliefs. This topic focuses on the main beliefs in Islam. This includes beliefs about Allah, Prophethood and Revelation. | Paper 1: Christian Practices. This topic focuses on how Christians live their lives including worship, festivals and pilgrimage. |
| Enquiry Questions | Assessment: Philosophical argument: “Is belief in God reasonable?” | Assessment: Extended explanation: “How do Hindu practices reflect Hindu beliefs?” | Assessment: Comparison of religious and non-religious beliefs about the afterlife. Evaluation: “Is there good evidence for life after death?” | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. |
Half Term 3
| Year 7 – Where do beliefs come from? | Year 8 – How do beliefs shape lives? | Year 9 – How should humans live? | Year 10- GCSE RS | Year 11 GCSE RS | |
|---|---|---|---|---|---|
| Half Term 3 | Topic: How do religious people talk about God? | Topic: How do Jewish beliefs shape identity? (Beliefs) | Topic: How should we make decisions about life and death? (Medical Ethics) | Theme A: Religion and the Family including religious responses to marriage, divorce and contraception. | Paper 1: Islamic Practices. This topic focuses on how Muslims live their lives including the Five Pillars and Jihad. |
| Enquiry Questions | Assessment: Interpretation task analysing symbols, metaphors and analogies. | Assessment: Explanation of covenant, Torah and Jewish identity. | Assessment: Evaluation of an ethical issue using religious and non-religious perspectives. | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. |
Half Term 4
| Year 7 – Where do beliefs come from? | Year 8 – How do beliefs shape lives? | Year 9 – How should humans live? | Year 10- GCSE RS | Year 11 GCSE RS | |
|---|---|---|---|---|---|
| Half Term 4 | Topic: Can revelation be trusted? | Topic: How do Jews live out their beliefs? (Practices) | Topic: How should we make decisions about life and death? (Medical Ethics) | Theme B: Religion and Life including religious responses to abortion, euthanasia and animal testing. | We have now completed the course and will be revising the content. |
| Enquiry Questions | Assessment: Evaluation: “Should sacred texts be trusted?” | Assessment: Extended writing: “How do Jewish practices build identity and community?” | Assessment: Evaluation of an ethical issue using religious and non-religious perspectives. | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. |
Half Term 5
| Year 7 – Where do beliefs come from? | Year 8 – How do beliefs shape lives? | Year 9 – How should humans live? | Year 10- GCSE RS | Year 11 GCSE RS | |
|---|---|---|---|---|---|
| Half Term 5 | Topic: Year 7 Synoptic Enquiry – Where do beliefs come from? | Topic: Why do people worship and marry? (Comparative study across religions) | Topic: How should we make decisions about life and death? (Medical Ethics) | Theme E: Religion, Crime and Punishment including religious responses tot he death penalty, criminals and forgiveness. | We have now completed the course and will be revising the content. |
| Enquiry Questions | Assessment: End-of-year disciplinary assessment requiring comparison of authority, belief and revelation. | Assessment: Comparative essay: “How do worship and marriage strengthen religious communities?” | Assessment: Evaluation of an ethical issue using religious and non-religious perspectives. | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. |
Half Term 6
| Year 7 – Where do beliefs come from? | Year 8 – How do beliefs shape lives? | Year 9 – How should humans live? | Year 10- GCSE RS | Year 11 GCSE RS | |
|---|---|---|---|---|---|
| Half Term 6 | Topic: Year 7 Philosophy Project – Big Questions About God and Belief | Topic: Year 8 Synoptic Enquiry – How do beliefs shape lives? | Topic: What does justice require? (Social Justice) | Religion, Human Rights and Social Justice including religious responses to racism, sexism, homophobia and poverty | |
| Enquiry Questions | Assessment: Independent enquiry presentation or essay. | Assessment: End-of-year essay drawing together Hinduism, Judaism and comparative religion. | Assessment: End-of-KS3 disciplinary essay: “What do humans owe one another?” | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. | A range of assessment questions are used throughout the course to check students’ understanding of key concepts, knowledge and skills. These assessments reflect the style and demand of GCSE questions, helping students to develop confidence and prepare effectively for future examinations. |
Science
HALF TERM 1
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Topic | Science Lab Licence Cells, tissues, organs and systems. | Science Lab Licence Food and Nutrition | Science Lab Licence Microscopes and Cells | Science Lab Licence Genetics | Science Lab Licence Ecosystems and Material Cycles Animal Coordination, control and Homeostasis | Science Lab Licence Ionic bonding. Covalent bonding and Types of substance | Groups in the Periodic Table, Rates of Reaction and Heat Energy Changes in Chemical Reactions | Science Lab Licence Waves | Magnetism and the Motor Effect and Electromagnetic Induction | Science Lab Licence, Genetics, Ionic bonding, Covalent bonding, Types of substance Waves | Ecosystems and Material Cycles, Control and Homeostasis, Groups in the periodic table, Rates of reaction, heat energy changes in chemical reactions, Magnetism and the Motor Effect |
| Assessment | Introduction to Science Assessment | Science introduction assessment. Food and Nutrition end of unit assessment | Microscope and cells end of unit assessment | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Tests | End of Unit Tests |
HALF TERM 2
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Topic | Cells, tissue, organs and systems Mixtures and Separation | Metals and their Uses Light | Methods of Separation and Purifying Substances Motion | Natural Selection and Genetic Modification | Animal Coordination, Control and Homeostasis Exchange and Transport in Animals | Acids and Alkalis | Hydrocarbons, Alcohols and Carboxylic Acids and Polymers. Qualitative Analysis: tests for ions, Bulk and Surface Properties of Matter | Light and the Electromagnetic Spectrum | Particle Model, Forces and Matter | Natural Selection and Genetic Modification Acids and Alkalis Light and the Electromagnetic Spectrum | Exchange and Transport in Animals Fuels, Earth and Atmospheric Science, Particle Model, Forces and Matter |
| Assessment | Cells, tissue, organs and systems end of unit test Mixtures and Separation end of unit test | Metals and their Uses end of unit test Light end of unit test | Methods of Separation and Purifying Substances end of unit test Motion end of unit test | End of Unit Test | Year 11 Assessments End of unit test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Tests | End of Unit Tests |
HALF TERM 3
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Topic | Forces Sexual Reproduction | Breathing and Respiration | Enzymes and Nutrition Forces and Motion | Health, Disease and the Development of Medicines | GCSE Biology Revision | Calculations Involving Masses Electrolytic Processes, Obtaining and Using Metals, Reversible Reactions and Equilibria, Transition Metals, Alloys and Corrosion | Qualitative Analysis: tests for ions, Bulk and Surface properties of Matter | Radioactivity | Physics Revision | Health Disease and the Development of Medicine Calculations involving masses Radioactivity | Biology Revision Chemistry Revision Physics Revision |
| Assessment | Forces end of unit test | Breathing and Respiration end of unit assessment | Enzymes and Nutrition end of unit test Forces and Motion end of unit assessment | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Tests | End of Unit Tests | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Tests | Progress check assessments throughout the revision period |
HALF TERM 4
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Topic | Sexual Reproduction Acids and Alkalis | The Periodic Table Energy | Transporting Substances Atomic Structure and the Periodic Table | Health, Disease and the Development of Medicines Plant Structures and their Functions | GCSE Biology Revision | Electrolytic processes, obtaining and using metals, reversible reactions and equilibria, transition metals, alloys and corrosion. | Chemistry Revision | Astronomy | Physics Revision | Health Disease and the Development of Medicine Electrolytic Processes, Obtaining and Using Metals, Reversible Reactions and Equilibria Energy Forces Doing Work, P8 Forces and their Effects | Biology Revision Chemistry Revision Physics Revision |
| Assessment | Sexual Reproduction end of unit test Acids and Alkalis end of unit assessment | The Periodic Table end of unit test Energy end of unit assessment | Transporting Substances End of unit test Atomic Structure and the Periodic Table end of unit test | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Tests | Progress check assessments throughout the revision period |
HALF TERM 5
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Topic | Electricity Ecosystems | Plants and their Reproduction Combustion | Cells and Control | Plant Structures and their Functions | Quantitative analysis, dynamic equilibria, calculations involving gases, chemical and fuel cells. Groups in the periodic table, Rates of reaction, heat energy changes in chemical reactions | Energy – Forces Doing Work, Forces and their Effects Electricity and Circuits | Plant Structures and their Functions Electrolytic processes, obtaining and using metals, reversible reactions and equilibria. Electricity and Circuits | ||||
| Assessment | Electricity end of unit test | Plants and their Reproduction end of unit test | Cells and control end of unit test | End of Unit Tests. Year 10 Assessment | End of Unit Tests. | End of Unit Test | End of Unit Tests and Year 10 Assessment |
HALF TERM 6
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Topic | Ecosystems Energy and Sound | Combustion Earth and Space | Conservation of Energy | Ecosystems and Material Cycles | Fuels, Earth and Atmospheric Sciences, Electrolytic Processes and Obtaining and Using Metals | Electricity and Circuits and Static Electricity | Ecosystems and Material Cycles Electrolytic processes, obtaining and using metals, reversible reactions and equilibria. Electricity and Circuits | ||||
| Assessment | Ecosystems end of unit test Energy and Sound end of unit assessment | Combustion end of unit test Earth and Space end of unit assessment | Conservation of Energy end of unit test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test |
Exam Specification
Spanish
HALF TERM 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Vocabulary – Introducing Myself Grammar – Key verbs in the present tense, Adjective agreement. Phonics – a,e,i,o,u, ll Cultural Focus – The Spanish Speaking World | Vocabulary – Where I live Grammar – Indefinite Articles, The verb ‘estar’, Adjective agreement. Phonics – a,e,i,o,u, ll Cultural Focus – Towns and Cities in Spain. | Vocabulary – Personal Wellbeing Grammar – the present tense, reflexive verbs. Phonics – a,e,i,o,u, ll, h Cultural Focus – Spanish lifestyle habits. | Identity and Relationships with others Grammar – Present tense of key verbs, Reflexive verbs, Common irregular verbs, Possessive adjectives Phonics – ce, ci, ñ, z Cultural Focus – Aspects of Hispanic life | Travel, Tourism and Places of Interest Grammar – Conditional tense, Past continuous, Passive voice, Object pronouns Phonics – I, ge, gi Cultural Focus – Hispanic Tourist Destinations. |
| Assessment | Listening and reading assessment | Listening and reading assessment | Listening and reading assessment |
HALF TERM 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Vocabulary – More About Myself Grammar – Indefinate articles, Adjective agreement, Key verbs in the present tense. Phonics – soft c /hard c / j Cultural Focus – Festivals | Vocabulary – Where I live Grammar – Present tense of regular and irregular verbs, Future tense. Phonics – soft c /hard c / j Cultural Focus – Towns and Cities in South America. | Vocabulary – Personal Wellbeing Grammar – Modal verbs and Future tense. Phonics – soft c /hard c / j | Healthy Living and Lifestyles Grammar – Future tense, Questions words, Subject pronouns, Radically changing verbs Phonics – ll, gue, gui Cultural Focus – Aspects of Hispanic Life | Media and Technology Grammar – Perfect tense and Irregular past participles, Present subjunctive Phonics – h Cultural Focus – Technology in the Spanish Speaking World |
| Assessment | Writing assessment | Writing assessment | Writing assessment | Listening, reading, writing and speaking | Listening, reading, writing and speaking |
HALF TERM 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Vocabulary – Hobbies and Interests Grammar – Infinitive verbs and Present tense. Phonics – r,rr, h Cultural Focus – Food in the Spanish Speaking World. | Vocabulary – Media and Technology Grammar – Present tense Phonics – r,rr, h Cultural Focus – Music in the Spanish Speaking World. | Future Ambitions Vocabulary – Future Ambitions Grammar – Modal verbs, the Present tense, Adjectival agreement Phonics – r,rr, ch Cultural Focus – Careers with Languages | Education and Work Grammar – Negative expressions, Comparative adjectives, using the Infinitive, using the verb ‘gustar’, Lo + adjective Phonics – que, qui, cu + vowel Cultural Focus – Aspects of Hispanic life | The Environment and Where People Live Grammar – Imperative and Adverbs of place Phonics – v Cultural Focus – Environmental Campaigns in the Spanish Speaking World. |
| Assessment | Listening and reading assessment | Listening and reading assessment | Listening and reading assessment | Mock exams |
HALF TERM 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Vocabulary – Hobbies and Interests Grammar – Present tense and Irregular verbs. Phonics – ge.gi Cultural focus – Sport in the Spanish Speaking World. | Vocabulary – Media and Technology Grammar – Preterite tense of regular and irregular verbs and Comparatives. Phonics – ge.gi Cultural Focus – Cinema in the Spanish Speaking World. | Vocabulary – Future Ambitions Grammar – Conditional and Future tense. Phonics – ge.gi Cultural Focus – Influential Role Models in Spanish Speaking Countries. | Free Time Activities Grammar – Present continuous, Verbs with prepositions, Preterite tense, Superlatives, Demonstrative adjectives, Adverbs of frequency. Phonics – g Cultural Focus – Leisure in the Spanish speaking World | Revision for GCSE exams |
| Assessment | Speaking assessment | Speaking assessment | Speaking assessment | Listening, reading, writing and speaking |
HALF TERM 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Vocabulary – My School Grammar – Definite articles, Present tense and Opinion verbs Phonics – ñ, z, Cultural focus – Schools in the Spanish Speaking World | Vocabulary – Holidays and Travel Phonics – ñ, z Grammar – Present tense and Infinitive verbs. Cultural focus Summer festivals in Spain. | Vocabulary – Protecting our planet Grammar – Present and Imperfect tense. Phonics – ñ, z | Customs, Festivals and Celebrations Grammar – Irregular preterite tense verbs, Past tense time phrases, Prepostional pronouns, Present participle after seguir / continuar. Phonics – r, ch Cultural Focus – Festivals in the Spanish Speaking World. | Revision for GCSE exams |
| Assessment | Listening and reading assessment | Listening and reading assessment | Listening and reading assessment |
HALF TERM 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
|---|---|---|---|---|---|
| Topic | Vocabulary -My School Grammar Present tense, Future tense. Phonics – v, b Cultural focus – Spotlight on Mexico | Vocabulary – Holidays and Travel Phonics – v, b Grammar – Preterite tense of regular and irregular verbs Cultural focus – Spotlight on Colombia. | Vocabulary – Protecting our Planet Grammar – Modal verbs, Present and Future tense Phonics – v,b Cultural Focus – Spotlight on El Salvador | Celebrity Culture Grammar – Imperfect and Preterite tense, using three time frames, Soler + infinitive. Phonics – a,e, I, o, u Cultural Focus – Hispanic Idols | |
| Assessment | Writing assessment | Writing assessment | Writing assessment | Mock exams – listening, reading, writing and speaking |
GCSE Specification
| Level | Specification |
|---|---|
| GCSE Specification | AQA Spanish 8692 – https://www.aqa.org.uk/subjects/spanish/gcse/spanish-8692/specification |
