Our Curriculum

Our Curriculum2023-10-05T11:36:52+01:00

Subjects

To look at our curriculum maps please use the tabs along the left hand side.

Year 7:

Unit: British Values and CHCC values  Unit:

How CHCC is governed (hierarchy and volunteer governors 

Micro democracy 

Unit: The roles of citizens, Parliament and the monarch and parliamentary democracy Unit: Human rights and children’s rights.  Unit: The rule of law, rules laws and the justice system 
Progression: Knowing British Values/CHCC values and understanding their importance Progression:

  • Influencing decision making through the democratic process 
  • The role of student councillors 
  • The role of volunteer governors
Progression:

  • Operation of parliament constitution 
Progression:

  • Child labour 
  • Human trafficking 
Progression:

  • Difference between rules and laws 
  • Debate 

 

Unit: Active Citizenship  Recycle, reuse and reduce-eco schools project  Unit: Economy and finance
Progression:

  • Charities 
  • Eco schools project 
Progression:

  • Function and use of money 
  • Savings 
  • Banks 
  • Budgeting pocket money 
  • Consumer rights  

Year 8:

Unit: British Values  and CHCC values  Unit:

How Leicester city is governed 

Local democracy

Unit: Power of Parliament-making laws  Unit: Civil liberties- Equality Act, Human rights, political rights Unit:

Rules laws and the justice system- young offenders and their rights 

Laws on possession, supply and intent 

Progression: ntroduction & how Rule of Law protects citizens/essential to wellbeing and safety Progression:

  • Representation of Councillors/MPs/ 
  • PM/PCC/Mayor
Progression: Voting and elections Progression:

  • Institutionalised racism 
  • Religious intolerance 
  • Right of refugees 
  • Freedom of assembly/speech/dissen
Progression:

  • Role of the police 
  • The role of Appropriate Adults 
Unit: Active Citizenship The work of charities and the voluntary sector  Unit: Economy and finance II
Progression: Speaker from voluntary groups  Progression:

  • Borrowing  
  • Loan sharks 
  • Debt 
  • Wages 
  • NI 
  • Tax  
  • Trade unions 

Year 9:

Unit: British Values and CHCC values  Unit:

How the UK is governed. 

Understanding the House of Commons/Lords 

National democracy 

Unit: The executive, legislature and judiciary and a free press to challenge Parliament  Unit:

Civil liberties  

safety vs security 

freedom of speech/expression vs/free press vs moral responsibilities 

Unit: Rules, laws and the justice system 
Progression: Introduction & understanding that freedom to choose and hold other faiths/beliefs is protected in law  Progression:

  • Monarch V republic 
  • Modernisation of the House of Lords. 
Progression:

  • Role of political parties 
  • Role of lobbyists 
  • Role of pressure groups and NGO’s 
  • Different political systems
Progression: Controversial issue- Guantanamo Bay/Terrorism  Progression: Courts and tribunals 
Unit: Active Citizenship Unit: Economy and finance III 
Progression: Community projects  Hospital charity/HAP Progression:

  • Managing risk 
  • Money pay lenders 
  • Gambling 
  • Scams  
  • Phishing 
  • Mortgages 
  • insurance 

Year 10:

Unit: British Values  and CHCC values  Unit: Alternative to UK gov (dictatorships/communist state is governed)  Government and Politics International democracy  Unit: Different electoral systems in/beyond the UK, actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond Parliament  Unit:

Civil liberties 

The role of a free media (roles and responsibility, freedom of speech/expression)

Unit: Miscarriages of justice
Progression: Introduction and identifying and combating discrimination  Progression:

  • Representation & accountability. 
  • The role of MP’s. 
  • Women in politics 
  • Quotas for BME 
  • Holding those in power to account 
Progression: Preparing for elections/voting  Progression: Progression: Dealing with legal problems 
Unit: Young people and politics, young mayor, UKYP  Voting at 16  Unit: Economy and finance IV 
Progression: NCS  Progression:

  • Income 
  • Expenditure 
  • credit  
  • debt 
  • insurance, and pensions, financial 
  • products and services, and how public money is raised and spent. Income 
  • Expenses 
Year 7 and 8
 Unit: Graphics/ Communication -Rain Forest Rescue  (14-16 weeks) 
Sustainable and Ecological Design linked in some areas to Inspirational Icons of Modern Design (additional focus). Rob Ryan – Cut work, Charley Harper- minimalist design / simplification Lisa Lloyd- 3D paper sculpture
 Unit: Textiles/ Design-   

South America- The place, the people the culture via the artwork of Edo 

Exploring formal elements, textiles as a non functional vehicle- textiles based art, textile portraits ( sewing machine, applique, block printing, batik wax resist etc) 

Unit: Graphics/ Functional Products-Record Breaking Geometric Race Cars (14-16 weeks)

Focus around design for client with some additional facets including sustainable design and Problem Solving Through Design -The Iterative Process. Cultural links to geometric Islamic pattern art and the Dacca 500 endurance car race.  

Unit:Photography  

Grab The Headlines  

Multi Media Doodle Photography art with Kervin Brisseaux 

Inspirational Icons of Modern Design. 

Design for Journalism and Multi Media  

 

Unit: 3D Design/ Timber and Man Made Boards- Vessels and Storage (14-16 weeks)

Problem Solving Through Design -The Iterative Process, Sustainable and Ecological Design 

 Progression:

Formal and tactile elements of design. Recording ideas in response to enrichment stimulus. Evidence experiments and testing with materials and processes   Quality, accuracy and personalisation of final outcome. Increased evidence of working without scaffolding to initiate personal insight and deeper understanding of other personally selected or additionally collected stimulus running through all work produced. 

Progression:

Formal and tactile elements of design. Recording ideas in response to enrichment stimulus. Evidence experiments and testing with materials and processes   Quality, accuracy and personalisation of final outcome. Increased evidence of working without scaffolding to initiate personal insight and deeper understanding of other personally selected or additionally collected stimulus running through all work produced. 

Progression:

Formal and tactile elements of design. Recording ideas in response to enrichment stimulus. Evidence experiments and testing with materials and processes   Quality, accuracy and personalisation of final outcome. Increased evidence of working without scaffolding to initiate personal insight and deeper understanding of other personally selected or additionally collected stimulus running through all work produced. 

Progression:

Formal and tactile elements of design. Recording ideas in response to enrichment stimulus. Evidence experiments and testing with materials and processes   Quality, accuracy and personalisation of final outcome. Increased evidence of working without scaffolding to initiate personal insight and deeper understanding of other personally selected or additionally collected stimulus running through all work produced. 

Progression:

Formal and tactile elements of design. Recording ideas in response to enrichment stimulus. Evidence experiments and testing with materials and processes   Quality, accuracy and personalisation of final outcome. Increased evidence of working without scaffolding to initiate personal insight and deeper understanding of other personally selected or additionally collected stimulus running through all work produced. 

 Unit:

Unit: 3D Design/ Metals & Polymers  Material Manipulation: Design and The Environment  (14-16 weeks) 

Client/ User centred design Inspirational Icons of Modern Design. Problem Solving Through Design -The Iterative Process, Sustainable and Ecological Design 

 Unit:

Unit: Food and Nutrition- Plan It Make It Eat It, Improve it  (14-16 weeks) 

Grounding in basic food hygiene, storage, preparation and cooking techniques concluding with sensory evaluation 

Unit:

Food Science: Scrumptious Science (14-16 weeks) 

Introduction to the scientific aspect of food The scientific reactions involved in the preparation of familiar favourites like bread, ice cream, scrambled eggs 

 Progression:

Formal and tactile elements of design. Recording ideas in response to enrichment stimulus. Evidence experiments and testing with materials and processes   Quality, accuracy and personalisation of final outcome. Increased evidence of working without scaffolding to initiate personal insight and deeper understanding of other personally selected or additionally collected stimulus running through all work produced

Progression:

Stand-alone unit covering the practical skills and knowledge needed to plan, execute and evaluate a range of dishes. The recipes covered each involve a unique set of key skills which are widely used in food preparation 

Progression:

Standalone unit covering the technical and scientific aspects of food design focusing on giving students an understanding of the complex skills used by the very best professional chefs in Michelin star restaurants e.g.  Molecular gastronomy 

Year 10

Unit: AQA Controlled Assessment Minor Project 1 and Major Project 2  MP1-Visual Identity and Symbols In Sport – The Art of Physical Advertising.  MP 1 Big Up Bio Diversity –Pattern, Print, Product! MP1 Concealment 
Builds on rain Forest rescue project and Y9 skills unit -extends skill set to include typography, info graphics extended use of CAD and technical hand drawing systems work on symbolism and use of line within graphical composition- symmetry, balance distance, ratio and proportion, minimalist / simplification ideas explored via work on Charley Harper built on by considering Origins of minimalism- The Bauhaus  Progression:

Graphics Creation 

(Years 10 and 11 iMedia) 

Data representation (Year 11 Computer Science) 

Progression:

Social Media 

(Years 10 and 11 iMedia) 

Progression:

Sequencing (Year 10 and 11 Computer Science) 

Digital Media 

(Years 10 and 11 iMedia)

 Unit: MP1 Have You Seen The Light? 

This project following the same route as the Modern Minimalism Furniture Project in Woods, Timbers and Man Made Boards. 

The object or artefact is a floor standing or table light. 

Students will be experimenting with metals and polymers to create different shapes and forms as well as colours and finishes. They will test how light interacts with these choices. 

Metal texturing via roll mill and heat treatments. 

Focus artists and art movements for inspiration are  

Ron Arad, Calder (to explore metal) 

Memphis (for colour, pattern and polymers) 

Initial sampling inspired by named designers and design movements 

Mood board research 

Initial design ideas 

Continued development using modelling and photograph 

Refinement of sampling 

Final justified design 

Prototype or finished product (recording making and designing with photograph to document in folder) 

Unit:

RECALL and DEVELOPMENT OF KS3 SKILLS KNOWLEDGE AND UNDERSTANDING 

Skills build through a series of set practical tasks. 

Theoretical knowledge Units are delivered around each of the skill builds to compliment, support, give context and deepen understanding. 

NEA 1 Preparation and Planning time 

Unit: Food and Nutrition- Plan It Make It Eat It, Improve it  (14-16 weeks) 

Grounding in basic food hygiene, storage, preparation and cooking techniques concluding with sensory evaluation 

 Progression:

Formal and tactile elements of design. Recording ideas in response to enrichment stimulus. Evidence experiments and testing with materials and processes   Quality, accuracy and personalisation of final outcome. Increased evidence of working without scaffolding to initiate personal insight and deeper understanding of other personally selected or additionally collected stimulus running through all work produced

Progression:

Stand-alone unit covering the practical skills and knowledge needed to plan, execute and evaluate a range of dishes. The recipes covered each involve a unique set of key skills which are widely used in food preparation 

Year 7

Unit: The study of Geography 

This unit focusses on: 

  • Introducing the types of Geography which students will encounter 
  • The value of maps and how these are constructed to be able to support students in answering questions such as ‘Are maps useful in the 21st Century?’ and ‘Is the way we view the world correct?’ 
  • How to use an atlas and the different types of maps which students encounter 
  • How to use longitude and latitude to describe the precise locations of places around the world 
  • Learning OS map skills such as grid references, scale, height and map symbols 
Unit: Where on Earth are you? 

Focuses on the local geography of our community. Geographical and map skills will be introduced and built upon through this first unit.  

– Crown Hills 

– Evington (impact of migration on community, fieldtrip?)  

– Leicester (Industry, trade and employment) (physical/human features, migration, diversity, challenges/solutions) 

Opportunity for virtual fieldwork

Unit: What lies beyond Leicester? 

What makes the UK unique and distinctive? 

Focuses on the processes in and interactions of human and physical landscapes and contemporary challenges on a national scale 

-Rivers and Coasts (West/East) 

-Mountains 

-National Parks 

-UK North/South divide 

Opportunity for fieldwork rivers/coasts in the summer term. Opportunity for more application of map skills.

Progression: This unit will retrieve and build on knowledge of the KS2 curriculum such as using an atlas and map skills by introducing complexity such as 6 figure references and scales on OS maps, whilst also introducing new types of maps such as relief and political along with changing their perception by showing differing projections of the world. A unit which will lay the foundation for these skills being called upon in all units from year 7 to 11 Progression: Starting local to build on their understanding of their local area and to embed this before we move onto a larger scale. Introduces more complex and the application of map skills which will be built on throughout KS3 (GIS, direction, scale, contours, types of maps) & Paper 3 GCSE Geographical skills. Progression: Building on the knowledge and skills from the first unit, which now moves to national geography with a continual link back to Leicester. Gives students an insight into contemporary challenges / conflicts, which form a theme within year 8 and 9. Human and physical interactions links to GCSE Geography Paper 1.  

Year 8

Unit: Climate 

Focuses on introducing students to the wider topic of climate change & ecosystems.  

-add continents & oceans 

-Latitudes 

-Atmospheric circulation (Polar/Hadley/Ferrel cells & High/low pressure) 

-Climatic regions – characteristics and mapped 

Causes of climate change 

Unit: Hot Desert

Focuses on the characteristics of the Hot desert biome and the processes, which exist within it.  

-Location, Climate 

-Values (flora, fauna, ways of life, resources, tourism) 

-Threats, Management, Sustainability 

Opportunity for skype in the classroom 

Unit: Cold Desert

Focuses on the characteristics of the Tundra biome and the processes which exist within it.  

-Location, Climate 

-Values (flora, fauna, ways of life, resources, tourism) 

-Threats, Management, Sustainability 

Opportunity for skype in the classroom 

Progression:

Extends the scale from local to national to global through map skills. Link from water cycle from What lies beyond Leicester. 

Knowledge of climate leads into study of desert environments.

Progression:

Students will continue to consider sustainability and the conflicts which arise from the use of the biome. They will also explore the effects of climate change on the biome.  

Allows for comparison between hot and cold deserts. 

Progression:

Students will continue to consider sustainability and the conflicts which arise from the use of the biome.  They will also explore the effects of climate change on the biome. 

This will link to study of ecosystems and climate at GCSE.

Year 9

Unit: Global development 

-Types of development (SEE) 

-Development Indicators  

-Uneven development (causes, consequences, responses) 

-Case studies: UK, India, Nigeria used as examples throughout 

Opportunity to link with life skills / citizenship developing a fair trade campaign around schoo

Unit: Hazards 

-Types of hazard 

-Drought (Case Study: The Sahel region) 

-Tectonic Theory & Earthquakes (Case Study: Nepal, 2015) 

-Conflict Over Water (Case Study: Middle East) 

-Disease (Case Study: various, epidemic & pandemic) 

Progression: Increasing scale of study further with global comparisons. Causes of uneven development builds on year 8 biome & climate study. Links to year 8 empire and slavery (history). Responses show how global issues can link to us and how we can show global citizenship. Also links into people of the planet topic at GCSE.  Progression: Focuses on a variety of physical and human hazards, building upon the convention of causes, effects, responses and introducing mitigation. Also builds on themes from previous development topic. They will have an appreciation for the earth’s natural processes and build upon their understanding of global issues, empathy and sustainability. Drought will build on climate topic from year 8 and will feed forward into environmental threats topic at GCSE

Year 10

Unit: Living in the UK today – Landscapes of the UK 

The UK has a very distinct natural landscape which has been shaped over millions of years by a core set of geomorphic processes.  

-river processes, landforms, management 

-coastal process, landforms, management 

Fieldwork for paper 3 will be linked to this aspect of the GCSE course

Unit: Living in the UK today – People of the UK

The UK has a unique position within the world, with complex global interconnections. The history of the UK has influenced its current political and economic power on a global scale and has produced a rich culture, contributed to by a number of ethnicities.  

-Trade, uneven development (causes and consequences) 

-Population – issues surrounding the UK’s changing population 

-National and international migration – causes, effects and consequences 

-Leeds & Salford case studies – economic decline/growth, contemporary challenges and ways of life 

Fieldwork for paper 3 will be linked to this aspect of the course.

Unit: Living in the UK today – UK Environmental Challenges

The UK faces many challenges through people’s interaction with the physical environment and the use of resources.  

-UK’s climate & flooding 

-Renewable and non-renewable energy sources – the future and sustainability 

-The UK’s future energy solutions – economic, political and economic factors 

Progression: This theme gives learners an understanding of the physical geography of the UK, its key landscapes and the geomorphic processes which have driven the changes to UK landscapes. Case studies will be used to contextualise how climate, geology and human activity work in combination with geomorphic processes to shape two landscapes in the UK. Develops students understanding of conflict and sustainability. Progression: This theme should develop an appreciation of the changes within UK society, its population and development. Case studies will be used to investigate the growth and/or decline of a place or region and to examine the character of a city in the UK, including the ways of life of the people who live in it. Build on their understanding of year 7 challenges and conflicts which exist in UK cities.  Progression: This theme investigates some of the environmental challenges faced by the UK. Learners will look at extreme weather events in the UK, in particular the links between extreme weather conditions and flooding. They will build upon their understanding of the climate from year 8. Learners will develop an understanding of the factors affecting the UK’s energy use and security, the decision makers involved, as well as sustainability and management. This develops student’s decision making skills, their understanding of sustainability and the ability to apply this understanding to new situations.

Year 11

Unit: The World Around Us – Ecosystems of the planet 

A variety of ecosystems are spread across the world and these have a number of interacting components and characteristics.  

-The major biomes of the world – location and characteristics 

-Case studies of the tropical rainforest and coral reef – values, threats and management

Unit: The World Around Us – People of the planet

Historically, the world has developed unevenly. This theme explores the causes of this uneven development and the differences between countries.  A country case study focuses on a number of interrelated factors affecting its economic development. 

-Development indicators, causes and consequences of uneven development 

-Ethiopia case study – economic development (location, climate, trade, economy, Rostow model) 

-Rapid urbanisation – consequences 

-Case study Rosario – contemporary challenges, ways of live, impacts of migration 

Unit: The World Around Us – Environmental threats to our planet

Climate change and extreme weather conditions cause many threats to both people and the environment.  

-Changes in climate from the quaternary period to know  

-Evidence of climate change, causes and consequences of climate change 

-Global air circulation 

-Extreme weather conditions 

-Case study – Australia Drought – Causes El Nino/La Nina, impacts, responses/adaptations.

Progression: This theme develops an appreciation of a number of these ecosystems, before focusing study on coral reefs and tropical rainforests. Both ecosystems will be examined in terms of their abiotic and biotic components, processes, cycles and their value to humans. Learners explore the sustainable use and management of these bio-diverse ecosystems. Students will build upon their understanding of map skills & climate and their knowledge of climatic regions in understanding the location of these two biomes. They can apply their knowledge of sustainability from KS3. Progression: Learners need to understand the causes and consequences of growth in urban areas, particularly related to the process of rapid urbanisation. Learners investigate a city in a low-income developing country (LIDC) or emerging and developing country (EDC) to examine its people and culture, and consider the influence they have on shaping the cities distinct ways of life and challenges. This links students understanding from year 10 by applying knowledge of city challenges and ways of life building on work from year 7 & year 8.  Progression: This theme develops understanding of these key environmental threats affecting countries and the world as a whole. Learners will explore the changing climate, including possible causes, and the current consequences. An introduction to the global circulation of the atmosphere leads to a study of extreme weather conditions and subsequent drought which can impact both people and the environment at a range of scales. This develops students’ knowledge from year 8 and 9 where they can build on their understanding of the global air circulation system and their knowledge of causes, effect, response of a hazard

Year 7:

Unit: Autumn 1 Health & wellbeing  
Transition to secondary school  

emotional and physical health and wellbeing. 

Diet, exercise  

healthy choices, obesity/BMI 

 

Unit: Autumn 2 Living in the wider world 
Enterprise skills and introduction to careers  

Challenging career stereotypes and raising aspirations  

Unit: Spring 1 Relationships  
Diversity, prejudice and bullying including cyber bullying  

Managing on- and off-line friendships  

Unit: Spring 2 Health & wellbeing MGH 
The risks of alcohol, tobacco/other substances  

Managing puberty and the issues of unwanted contact and FGM and personal hygiene 

Unit: Summer 1 Relationships   Unit: Summer 2 Living in the wider world  
Self-esteem, romance and friendships  

 

CSE 

 

Exploring family life  

Making ethical financial decisions  

 

Saving, spending and budgeting our money  

Progression: Knowing British Values/CHCC values and understanding their importance
  • Skills, qualities, qualifications 
  • Equality Act 2010 
  • Understanding power and inequality 
  • Different form of bullying 
  • Substance abuse 
  • Safeguarding 
  • The law 
  • Link to citizenship and economy

 

Year 8:

Safety-road/home safety  

First aid 

Alcohol and drug misuse and managing peer influence  

Rights and responsibilities in the community  

Tackling age and disability discrimination  

Tackling racism and religious discrimination, promoting human rights  

Online safety and digital literacy  

Mental health and emotional wellbeing, including body image  

Managing change and loss  

Intro to sexuality and consent  

CSE 

Intro to contraception including condom and the pill  

Year 9:

Peer pressure, assertiveness and risk, gang crime  

Dieting, lifestyle balance and unhealthy coping strategies

Understanding careers and future aspirations  

Identifying learning strengths and setting goals as part of the GCSE options process  

Managing conflict at home and the dangers of running away from home  

Tackling homophobia, transphobia and sexism  

Managing peer pressure in relation to illicit substances 

Assessing the risks of drug and alcohol abuse and addiction

Relationships and sex education including healthy relationships and consent  

CSE 

The risks of STIs, sexting and pornography  

Progression: Body image, obesity, dieting, weight loss 

Harassment, stalking, social media, risk of sharing images 

Progression: Recreational drugs, alcohol, cigarettes, vaping  Progression: Sexual ethics, domestic violence 

Year 10:

NMO Transition to key stage 4 and developing study habits  

Mental health and ill health, tackling stigma  

Promoting self-esteem and coping with stress Learning and revision skills to maximise potential 

Understanding the causes and effects of debt  

Understanding the risks associated with gambling  

Understanding the college application process and plans beyond school Skills for employment and career progression

Tackling relationship myths and expectations  

Managing romantic relationship challenges including break ups  

Personal values, assertive communication 

Domestic abuse and forced marriage 

Exploring the

CSE 

Understanding different families and learning parenting skills  

Managing change, grief and bereavement  

influence of role models  

Evaluating the social and emotional risks of drug use  

Preparation for work experience  

 

Evaluation of work experience and readiness for work  

British values, human rights, community cohesion  

Challenging extremism and radicalisation 

Year 7

Unit: Matter. Particle model & separating mixtures  Unit: Forces. Speed & Gravity Unit: Organisms. 
Movement & Cells
Unit: Electromagnets. 
PD/Voltage/Resistance 
Unit: Reactions. 
Acids/Alkalis  
Metals/Non metals
Progression: The periodic table Elements, compounds Chemical properties Displacement reactions  Particle diagrams, structure of polymers and properties of polymers  KS4 Combined and triple science C1 separating techniques C10 chemical analysis C3 states of matter P6 molecules and matter Triple science C15  Progression: Hookes Law Moments  Pressure  KS3 Math Rearranging formula (S=D/T) KS4 Physics Progression:Body systems – digestive, breathing Specialised cells (e.g. alveoli) KS4 biology combined science B1, B2, B4 Triple science B1, B2, B4 Progression: Electromagnets  Magnetism  KS4 Combined science P4, P5 Triple science P4 P5  Progression:Conservation of mass Writing word equations Using particle diagrams Combustion Thermal decomposition Balanced symbol equations Calculating masses Endothermic, exothermic, energy level diagrams and bond energies 
Unit:Ecosystems Interdependence/Plant reproduction Unit: Energy. 
Energy costs/transfers 
Unit:Genes Variation/Reproduction  Unit: Waves 
Sound/Ligh
Progression: KS4 combined science B15.4 B15.5  B16.1 B17.2 Triple science B16.4 B16.5  B17.1  B18.1  Progression: KS3 Energy transfers, work done, simple machines, energy transfer KS4 combined science P1 P3  Progression: Natural selection  Evolution  Extinction   DNA Punnet squares  KS4 combined science B12, B11.5- B11.8 B13.1 B15.6  SMSC ethics  Progression: KS3 Ultrasound Water waves and energy EM spectrum Modelling waves KS4 combined science P11 P12 Triple science P14 light 

Year 8

Unit: Forces 
Contact Forces/Pressure
Unit: Matter 
Elements/periodic table
Unit: Organisms 
Breathing/Digestion
Unit: Electromagnets 
Magnetism/Electromagnets
Unit: Waves 
Wave effects/properties
Progression: KS4 physics  P8, P9, P10 Progression: KS4 combined science and triple science C1 Atomic structure  C2 periodic table C3 structure and bonding   Progression: KS4 biology B3, B5, B6, B7 Triple science B3, B5, B6, B7  Progression: KS4 combined science P13  Triple science P15  Progression:KS4 combined science  P11 Wave properties P12 EM waves Triple science P12 P13 
Unit: Ecosystems 
Respiration/photosynthesis
Unit: Reactions 
Types/Chemical energy
Unit: Energy 
Work/heating & cooling
Unit: Earth 
Climate/Resources
Progression: KS4 combined science B8, B9   Triple science B8, B9 B16.2 B16.3   Progression: KS4 combined science and triple science C4 calculating Ar, Mr, calculating masses, concentration, Moles, Mr, mass – rearranging formula  C5 chemical changes C7 energy changes C8 equilibrium Progression: KS4 combined science P1 conservations and dissipation of energy P2 energy transfer by heating  Progression: Geography-water cycle  KS4 combined science C11 the earth’s atmosphere C12 The Earth’s resources C6 electrolysis  Triple science C13, C14, C6

Year 9

Unit: Cells & organisation Unit: Atomic structure Unit: Cell division Unit: Periodic table Unit: Organisation/digestive system
Progression: AS/ A level chemistry  Progression: AS particles and radiation and mechanics and materials  Particles, antiparticles and photons   Progression: AS/A level molecular biology  Progression: AS/ A level chemistry  Progression: AS/ A level Biological molecules Organisms exchanging substance 
Unit: Energy resources Unit: Structures & bonding
Progression: AS particles and radiation and mechanics and materials  Particles, antiparticles and photons  Progression: AS/ A level chemistry inorganic chemistry 

Year 10

Unit: Chemical calculations Unit: Communicable disease Preventing & treating disease/Non communicable disease Unit: Chemical change Electrolysis Unit: Electricity in the home Particle model of matter Unit: Respiration Photosynthesis
Progression: AS/ A level chemistry  Physical chemistry Amount of substance Progression: AS/ A level Biology  Progression:AS/A  Level chemistry  Progression: AS / A level   Physics, electronics and engineering  Progression: AS/ A level Biology
Unit: Energy changes Unit: Radioactivity Forces in balance Unit: Motion/Forces & motion Unit: Nervous system/Hormonal coordinatior Unit: Rates equilibrium
Progression: AS energetics /Hess’s  law  Progression: AS / A level physics mechanics and materials   Progression: AS / A level physics mechanics and materials  Progression: A level survival and response, receptors, nerve impulse, blood glucose concentration  Progression: AS/ A level chemistry kinetics Le Chatelier’s principle and K 

c 

Year 11

Unit: Wave properties/Electromagnetic waves Unit: Electromagnetism Unit: Chemical analysis Unit: Earth’s Atmosphere Unit: Earth’s resources
Progression: AS/ A level waves progressive and stationary waves  Refraction diffraction and interference Progression: KS4 maths rearranging formula algebra A level magnetic fields/ field flux  Electric fields  A level options astrophysics  Electronics, engineering Progression: AS/ A level chemistry  Progression: AS/ A level chemistry  Progression: AS/ A level chemistry 
Unit: Adaptations/competition Unit: Organising an ecosystem Unit: Biodiversity & ecosystems
Progression: AS/ A level chemistry  Progression: AS level  Progression: AS/ A level biology

Principal's welcome

I am delighted to welcome you to the Crown Hills Community
website. In the top 12% of schools nationally, Crown Hills
blends a 70 year history of inclusive education with an
innovative, forward-looking approach to providing a state
education like no other to 1500 students from the
inner-city backgrounds.

On this website, you will find all that you need to know
about our college: its history, its values and its vision
for the future. Aspiration, Commitment and Success are our
core values that underpin everything that we do and you will
see that our success is down how these values inspire all
that we do.

Farhan Adam

Principal

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