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Our Curriculum

Our Curriculum2023-02-09T08:13:38+00:00

Subjects

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

Year 7

Year 7
 Unit: Using Computers Safely, Effectively and Responsibly/ Functional Skills    Unit: Flowol   Unit: Scratch   Unit: E-Safety   Unit: Multimedia Product  
 Progression:

Sending Receiving Emails Phishing (Year 8 Cybercrime and Security) 

Typing Effectively (Across all units, all years) 

File Explorer (Year 8 &9) 

 Progression:

Problem Solving (Year 8 &9) 

Basic Visual (Year 8 Kodu) Text Base (Year 8 Html and Year 9 Python) 

Understanding Computers (Year 9) 

 Progression:

Operators (= + -) (Year 8 Small Basic) 

Sequencing (Year 8 Kodu) 

Game Making Basic (Year 8 Kodu) 

 Progression:

Staying Safe online (Year 8 Cybercrime and Security) 

Social Media (Year 8 Cybercrime and Security) 

 Progression:

Serif – (Year 8 Creating a multipage website)  

Multimedia Product – (Year 10/11 iMedia) 

Year 8

Year 8

 Unit: Understanding computers   Unit: Small Basic  Unit: Cybercrime and security  Unit: KODU Unit: Serif Website building 
 Progression:

Input and Output Devices – Networks. (Year 9 Networks) 

Binary – (Year 10 Computer science) 

Encryption- (Year 9 Cryptography) 

Hardware and Software (Year 10 iMedia) 

 Progression:

Text Base Programming 

Variables – Python (Year 9 and Computer science) 

 Progression:

Virus/ 

Hacking 

Protecting Data 

(Year 9 and Years 10 and 11 Computer Science) 

 Progression:

Advanced Game Making – Python 

Variables –Python 

(Year 9) 

 Progression:

Editing Graphics for Webpages (Year 9 Graphics) 

Creating a Multipage Website (Year 10/11 iMedia) 

Year 9

Year 9

 Unit: Cryptography/Encryption   Unit: Introduction to Python Programming   Unit: Creating Graphics Unit: E-Safety   Unit: Computational Thinking 
 Progression:

Binary – (Year 10 and 11 Computer Science) 

Network Security ( Year 10 Computer Science) 

 Progression:

Algorithms 

Syntax – Decomposition  

( Years 10 and 11 Computer Science) 

 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) 

Year 7, 8 and 9

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

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

Year 7
Unit 1 (12 weeks – ends 25.11) 

Introduction to the Victorian period of Power and Politics 

Using ‘The Ruby in the Smoke’ by Philip Pullman and pre & post century extracts to explore Victorian society, values and beliefs and their impact on writers and readers) 

Fortnightly writing tasks to alternative between: 

  1. Description of character 
  2. Intro to WHW – composing an analytical response

Nouns (proper, concrete abstract), verbs, adjectives and adverbs.

 Unit 2 (9 weeks  

– ends 10.02 ) 

Poetry Through the Ages 

(I.e. Beowulf, Chaucer, Shakespeare, Donne, Behn, Anne Bradstreet, Blake, Keats/Wordsworth*, Owen, Sassoon, Eliot, Duffy, Zephaniah, slam poetry)  

*linking Wordsworth’s romanticism to the natural imagery of Indian epic

  1. Write a poem
  2. Narrative 

Capital letters and full stops 

 Unit 3 (8 weeks – ends 28.04 ) 

Renaissance Literature 

 (Exploring Renaissance literature: Spenser, 

Shakespeare, Jonson, Marlowe etc) 

  1. Letter formal and informal
  2. A WHW paragraph using FITU and concise quotes. 

Conjunctive adverbs and adverbials 

Analytical openings 

 

 Unit 4 (8 weeks) 

The Voice 

 (Exploring the art of effective persuasion through the works of persuasive/gifted speakers. I.e. Dickens, Sojourner Truth, Churchill, Luther King, Malala, Mandela, and others reflective of students’ own cultural heritage) 

  1. Speech 
  2. Article/ blog

(use cross over skills)  

Conjunctive adverbs and adverbials 

Analytical openings 

 (2 weeks) 

Stretch or secure. 

Revision.  
 Progression:

Starting with the foundational concept that CONTEXT SHAPES MEANING AND UNDERSTANDING. This will be introduced through the Victorian context.

 Progression:

Snowballing the knowledge of context from prior learning and developing students’ understanding of the concept that LANGUAGE IS A CONSCIOUS CONSTRUCT (language, form and structure) 

 Progression:

Once students are aware that language is a conscious construct, they are better prepared to delve deeper into how LANGUAGE HAS LAYERS OF MEANING (through identification of multiple layers of meaning, allusions, symbols, motifs and subtexts)

 Progression:

Prior learning (the Modern Novel and Poetry) has equipped students with the tools to tackle the non-fiction. Here learners will be equipped with strategies to ask the right/meaningful questions of the texts in front of them. This will develop the concept that DEEPER INSIGHTS ARE GAINED WHEN QUESTIONS ARE ASKED. 

 Progression:

Secure or stretch skills/ concepts that need to be understood this year. 

Year 8

Year 8

 Unit:

Unit 1 (12 weeks – ends 25.11) 

Dystopian Worlds 

(‘Animal Farm’ and thematically linked extracts; ‘1984’, ‘The Handmaid’s Tale’, ‘The Hunger Games’ and non-fiction extracts) 

Fortnightly writing tasks to alternative between: 

  1. Analytical
  2. Description – Focus on dystopian setting.

Revision of previous years and proper nouns, verbs, sentences starting with nouns and verbs, imperatives, adjectives and adverbs.

 Unit 2 (6 weeks  

–ends 20.01) 

Protest Poetry 

(Blake, PB Shelley, Brutus, Dunbar, Angelou etc.) 

  1. Writing to argue
  2. Write a response to a poem, using STILTS, and building in analytical paragraphs (A W H W paragraph using FITU and concise quotes).

Revision of previous years and proper nouns, verbs, sentences starting with nouns and verbs, imperatives, adjectives and adverbs. 

 Unit 3 (11 weeks – ends 28.04) 

Romeo and Juliet 

  1. Transactional/article
  2. Script/narrative 

Revision of previous year, plus: compound-complex sentences, noun appositive phrases, conjunctive adverbs, semi colons 

 Unit 4 (8 weeks) 

Wondrous World 

(Exploring topical issues/texts connected to planet Earth) 

Transactional writing 

Revision of previous year, plus: compound-complex sentences, noun appositive phrases, conjunctive adverbs, semi colons 

 Unit:

(2 weeks) 

Stretch or secure. 

Revision of previous year, plus: connections between sentences, proofreading, drafting and rewriting. 
 Progression: Building on prior learning around how CONTEXT SHAPES MEANING AND UNDERSTANDING (Modern Novel and the Media unit – The Voice) by exploring the more challenging contextual aspects of how the political context, writer’s and audience’s contexts and form (fable/allegory) affect meaning and understanding.   Progression: Building on themes introduced in ‘Animal Farm’ (equality, dreams, hopes, oppression) to enhance students’ understanding of LANGUAGE AS A CONSCIOUS CONSTRUCT. Students will study language, form and structure and develop their own use of this in their poetry writing.  Progression: Reading a more complex play (in its entirety) to enhance knowledge of the concept that LANGUAGE HAS LAYERS OF MEANING (exploration of allusions, symbols, motifs and subtexts).  Progression: Prior learning of context and how language unlock meaning have bled into this challenging threshold concept: DEEPER INSIGHTS ARE GAINED WHEN QUESTIONS ARE ASKED. In this unit students will write/study more complex non-fiction extracts as well as write for specific audiences and purposes. They will have to ask questions of themselves as writers, as well as readers.  Progression: Secure or stretch skills/ concepts that need to be understood this year

Year 9

Year 9

Unit 1 (9 weeks – ends 04.11) 

The Gothic Genre 

(Poe, R. Louis Stevenson, Shelley, Susan Hill, relating 

the struggle between good and evil presented in ‘Jekyll and Hyde’ to the golem of Jewish folklore.) 

Fortnightly writing tasks to alternative between: 

  1. Creative 
  2. Evaluative 

Revision of previous years and abstract nouns, verbs, sentences starting with nouns and verbs, imperatives, adjectives and adverbs. 

 Unit 2 (11 weeks – ends 03.02) 

It’s a Tragedy… 

(‘Othello’ and thematically linked poems.) 

  1. Script [soliloquies]
  2. Analytical 

Revision of previous years and abstract nouns, verbs, sentences starting with nouns and verbs, imperatives, adjectives and adverbs. 

  

Unit 3 (7 weeks –             ends 31.03) 

Ruling with Rhetoric 

(Exploring the power of the spoken word, slam poetry, campaigns, speeches, letters etc.) 

  1. Transactional

Revision of previous years, plus: restrictive and non-restrictive clauses, colons, hyphens, punctuating speech. 

 Unit 4 (10  weeks) 

‘Of Mice and Men’ 

  1. Creative writing 
  2. Analytical Response 

(Lang and structure) 

Revision of previous years, plus: restrictive and non-restrictive clauses, colons, hyphens, punctuating speech. 

 (2 weeks) 

Stretch or secure

Revision of previous years, plus: text purpose and audience. 
 Progression:

Year 9 students will delve into how the more challenging context of gothic SHAPING MEANING AND UNDERSTANDING (why/how it is a subgenre of horror, presentation of vulnerable heroines, employment of melodramatic narrative devices, how mystery, terror and tension can be counterbalanced with elements of romance etc.) 

 Progression:

Year 9 students will delve into how the more challenging context of gothic SHAPING MEANING AND UNDERSTANDING (why/how it is a subgenre of horror, presentation of vulnerable heroines, employment of melodramatic narrative devices, how mystery, terror and tension can be counterbalanced with elements of romance etc.) 

 Progression:

Having explored how writers convey viewpoints and perspectives in ‘The Voice’, ‘Protest Poetry’ and ‘Wondrous World’, students will cultivate their understanding of how OPINIONS THAT ARE SUPPORTED, JUSTIFIED AND SUBSTANTIATED ARE MORE POWERFUL by exploring this in persuasive texts. They will also learn that THE ABILITY TO COMMUNICATE WELL WILL EMPOWER through consciously crafting their own rhetoric. 

 Progression:

All Threshold concepts to this point have led learners to confidently explore the impact and importance of context and language. They will further enhance their ability to use this to form OPINIONS THAT ARE SUPPORTED, JUSTIFIED AND SUBSTANTIATED. They will approach tasks such as ‘To what extent is Eddie Carbone a Tragic Hero? /To what extent is Curley’s wife a victim?’ holistically and critically.

 Progression:

Secure or stretch skills/ concepts that need to be understood this year.

Year 10

Year 10

Unit 1 (8 weeks) Poetry/Creative (ends 28.10) 

Use the P&C Anthology as a basis to initially teach Unseen Poetry approaches and to refine students’ confidence and ability to write about one poem, before making comparisons (x3 lessons a week) 

& 

Descriptive/narrative (x2 lessons a week) 

NB: Build in weekly extended GCSE writing practice 

 Unit 2 (10 weeks) 

(ends 20.01) 

‘A Christmas Carol’ with Eng Lang P1 opportunities built in (x3 lessons a week) 

& 

Power and Conflict Anthology (x2 lessons a week) 

NB: Build in weekly extended GCSE writing practice 

  

Unit 3 (8 weeks)  

(ends 24.03) 

English Language (Paper 2) 

& 

Power and Conflict Anthology (x1 lessons a week) 

NB: Build in weekly extended GCSE writing practice

 Unit 4 (2 weeks) 

(ends 21.04) 

P2 Qu5/Spoken Language Endorsement  

NB: Use this as a basis to teach rhetoric 

 Unit 5 (10 weeks) 

‘An Inspector Calls’ (x4 lessons a week) 

& 

Transactional writing (x1 lesson a week) 

NB: Build in weekly extended GCSE writing practice 
 Progression:

Here students will synthesise the skills acquired from previous poetry units (linked poetry to ‘Othello’, Protest Poetry and Poetry through the Ages). They will blend the threshold concepts taught in these units to exemplify GCSE assessment objectives 1, 2 & 3. Furthermore, students will apply their knowledge of LANGUAGE BEING A CONSCIOUS CONSTRUCT and how GRAMMAR CONVEYS PRECISE MEANING when crafting descriptions and narratives. 

  Progression:

Students’ prior learning of Victorian CONTEXT, LANGUAGE and JUSTIFYING/ SUPPORTING OPINIONS will feed into GCSE Assessment Objectives 1, 2 & 3 (‘ACC’).  These deal directly with the impact of context and language choices and supporting/ substantiating interpretations and writing with accuracy and fluency. 

 

Here students will synthesise the skills acquired from previous poetry units (linked poetry to ‘Othello’, Protest Poetry and Poetry through the Ages). They will blend the threshold concepts taught in these units to exemplify GCSE assessment objectives 1, 2 & 3.

  Progression:

The skills students learned about LANGUAGE EXPLORATION, ASKING THE RIGHT QUESTIONS and SUPPORTING OPINIONS will be revisited and refined for Assessment Objectives 1-4. 

 

Here students will synthesise the skills acquired from previous poetry units (linked poetry to ‘Othello’, Protest Poetry and Poetry through the Ages). They will blend the threshold concepts taught in these units to exemplify GCSE assessment objectives 1, 2 & 3.  

  Progression:

Having explicitly been taught about ASKING THE RIGHT QUESTIONS of a text, the impact of CONTEXT on understanding, the multifaceted nature of LANGUAGE ANALYSIS and how to JUSTIFY/ SUBSTANTIATE OPINIONS, students are well placed to tackle AOs 1, 2, 3 & 4. Here’s where these skills will be polished and deepened for the Literature GCSE. 

For transactional writing students will apply their knowledge of LANGUAGE BEING A CONSCIOUS CONSTRUCT and how GRAMMAR CONVEYS PRECISE MEANING when crafting descriptions and narratives. 

  Progression:

The skills students learned about LANGUAGE EXPLORATION, ASKING THE RIGHT QUESTIONS and SUPPORTING OPINIONS will be revisited and refined for Assessment Objectives 1-4. 

 

Here students will synthesise the skills acquired from previous poetry units (linked poetry to ‘Othello’, Protest Poetry and Poetry through the Ages). They will blend the threshold concepts taught in these units to exemplify GCSE assessment objectives 1, 2 & 3. 

Year 11

Year 11

Unit 1 (7 weeks – ends 14.10) 

Revision of English Language paper 2 and English Literature Paper 2 (‘AIC’ and Poetry) 

& 

Weekly GCSE writing task (x1 lesson a week) 

NB: formal assessments in November – Eng Lang P2 & Eng Lit P2 (‘AIC’ & Poetry)

 Unit 2 (8 weeks – ends 16.12) 

‘Macbeth’  

& 

Weekly GCSE writing task (x1 lesson a week)

 Unit 3 (7 weeks – ends 17.02) 

Revision of English Language Paper 1 and English Literature Paper 1 (‘Macbeth’ and ‘ACC’) 

& 

Weekly GCSE writing task (x1 lesson a week) 

NB: formal assessments in February – Eng Lang P1 & Eng Lit P1 (‘Macbeth’ and ‘ACC’)

 Unit 4 (2 weeks –  

ends 10.03) 

Spoken Language Endorsement  

& 

Weekly GCSE writing task (x1 lesson a week)

 Unit 5 (10 weeks) 

Interleaved revision of all questions and exams. 

& 

Weekly GCSE writing task (x1 lesson a week) 

 
Progression: Students will apply, more expertly, the knowledge and skills to be able to combine and refine ALL the threshold concepts taught across KS3. This will enable learners to confidently approach and tackle all components and Assessment Objectives across both the English Language and Literature courses. Students will also have the necessary skills to carry out effective independent revision and know how to be critical thinkers, stepping outside of their own work and self-evaluating their writing/analysis objectively, in a bid for continued improvement. Progression: Students will apply, more expertly, the knowledge and skills to be able to combine and refine ALL the threshold concepts taught across KS3. This will enable learners to confidently approach and tackle all components and Assessment Objectives across both the English Language and Literature courses. Students will also have the necessary skills to carry out effective independent revision and know how to be critical thinkers, stepping outside of their own work and self-evaluating their writing/analysis objectively, in a bid for continued improvement. Progression: Students will apply, more expertly, the knowledge and skills to be able to combine and refine ALL the threshold concepts taught across KS3. This will enable learners to confidently approach and tackle all components and Assessment Objectives across both the English Language and Literature courses. Students will also have the necessary skills to carry out effective independent revision and know how to be critical thinkers, stepping outside of their own work and self-evaluating their writing/analysis objectively, in a bid for continued improvement. Progression: Students have been previously equipped for skills needed here during ‘Ruling with Rhetoric’, as well as the work on SUPPORTING, JUSTIFYING AND SUBSTANTIATING OPINIONS. These concepts are further honed to meet the requirements of AOs 7, 8 & 9.  Progression:  Students will apply, more expertly, the knowledge and skills to be able to combine and refine ALL the threshold concepts taught across KS3. This will enable learners to confidently approach and tackle all components and Assessment Objectives across both the English Language and Literature courses. Students will also have the necessary skills to carry out effective independent revision and know how to be critical thinkers, stepping outside of their own work and self-evaluating their writing/analysis objectively, in a bid for continued improvement. 

Year 7

Year 7

Unit: Formal Elements Unit: Natural Forms Print making 

Skill – Surrealism Y9, Pop Art Y9, Lino Y9, Y10,  

Art History – Abstract Expressionism Y8

3D sea creatures

Skill – Art of Sport Y8, Cubist
Progression:

Skill – all projects – Formal Elements of line, tone, shape, colour, texture, pattern,  

Art History – Cubist masks Y8, Art of Sport Y8,  

Students understand the importance and the visual language of the formal elements of art.  Students understand the importance of taking pride in their work and the importance of responding to given feedback and refinement.  

 Progression:

Progression of student – responsive teaching responds to students working beyond or below.  

  • Understanding – moving from copying teacher/artist exemplar work to developing ideas that are different from the teachers.  
  • Experimenting – attempts at refinement/improvements are clear to see.  Application of given materials are used with less mistakes.  
  • Observations – a sharp pencil, used with the right amount of pressure is used to record/draw.  Annotations are in full sentences.  
  • Outcome – students have a sense of pride in what they made – they are looking to improve the final quality of their work.  

Year 8

Year 8

Unit: Cubist Masks – Ceramics Unit: Art of Sport   Unit: Abstract Expressionism  
Progression:

Skill – Art of Sport Y8, Pop Art Celebrity Y9, Surrealism Y9.  

Art History – Abstract Expressionism Y8, Geometric Lino Y9, Surrealism Y9  

 Progression:

Skill – Cubist masks Y8, Geometric Lino Y9,  

Art History – Geometric Lino Y9 

  Progression:

Skill – Geometric Lino Y9, Y10/11 projects  

Art History – Geometric Lino Y9, Cubist masks Y8, Pop Art Y9, Surrealism Y9. 

Year 9

Year 9

Unit: Geometric Lino   Unit: Pop Art – Celebrity   Unit: Surrealism  
Progression:

Skill – Pop Art Y9, Surrealism Y9, Y10/11  

Art History – Surrealism Y9, Pop Art Y9

 Progression:

Skill – Pop Art Y9, Surrealism Y9, Y10/11 

Art History – Surrealism Y9, Pop Art Y9

  Progression:

Skill – Pop Art Y9, Surrealism Y9, Y10/11 

Art History – Surrealism Y9, Pop Art Y9

Year 10

Year 10

Unit: Arrangements – introductory project (for portfolio)   Unit: Major sustained project for portfolio 
Progression

  • Develop – creative development of work demonstrates understanding of the visual language – imaginative and personal piece that shows your full understanding of given artist and or theme.    
  • Refine – using feedback from project own artistic goals are set.  Time is spent to think about how materials and techniques are being used.  Are they relevant?  What should they master?  
  • Record – the formal elements are always considered i.e. use of tone, mark making, as well as the control and application of materials. Imagery is as detailed as possible.  Written annotations are to include own ideas and opinions with clear justification.  
  • Present – design ideas are refined; ideas have been sampled previous work in project is referred to (including artist) in final outcome. Work is being developed in a personal manner.
 Progression:

  • Develop – creative development of work demonstrates understanding of the visual language – imaginative and personal piece that shows your full understanding of given artist and or theme.    
  • Refine – using feedback from project own artistic goals are set.  Time is spent to think about how materials and techniques are being used.  Are they relevant?  What should they master?  
  • Record – the formal elements are always considered i.e. use of tone, mark making, as well as the control and application of materials. Imagery is as detailed as possible.  Written annotations are to include own ideas and opinions with clear justification.  
  • Present – design ideas are refined; ideas have been sampled previous work in project is referred to (including artist) in final outcome. Work is being developed in a personal manner.

Year 11

Year 11

Unit: Major sustained project for portfolio Unit: Terminally set Exam  
Progression: Skills best identified in preparation for terminal exam.  Students are to focus on mastery of specific materials and techniques.   Progression:

Year 7

Year 7

Unit 1:- The Olympics (2 weeks) 

Skills Taught: – Technical performance skills, Learning how to choreograph a dance, History of the Olympic games and values 

Context: – Creativity, Team work, fitness and stamina, basic biology and the effects of exercise on the body. 

 Unit 2:- Robotic rhythm (2 weeks) 

Skills Taught: – Robotic movement and dynamic quality. 

Context: – Performance techniques, composure, maturity, confidence, leadership qualities and team work. 

History of robotic dance – links to Thriller and Michael Jacksons dance style 

 Unit 3:- Hairspray (1 to 2 weeks) 

Skills Taught: – 1960’s swing dance, performance skills, understanding of dance styles 

Context:- Segregation, racism, sexism,  
Progression:

  • Choreographic devices  
  • Warming up and cool downs – correct terminology for Biology (muscles)  
 Progression: Through to Street Dance – movement styles & discipline of limbs  Progression: Progression to year 8 Street dance links to clip from “Save the last dance” racism and cultural divides within the dance community  

Year 8

Year 8

Unit 1:- Street dance (2 weeks)  

Skills Taught: – creativity, street dance movement vocabulary, musicality 

Context: – Creativity, fitness and stamina, basic biology and the effects of exercise on the body. 

 Unit 2:- Swansong(2 weeks) 

Skills Taught: – Contemporary dance, body language, characterisation, understanding themes and issues in dance 

Context:- Bullying, human rights, isolation  

 Unit 3:- Thriller(2 weeks) 

Skills Taught: – Characterisation, body language, facial expression, applying a narrative through movement. 
Progression: Progression through fitness and preparedness for year 9 Capoeira Progression:

Progression and links from year 7 Drama as well as year 7 Hairspray 

Direct link to professional piece (year 10)  

 Progression: Direct link to professional piece (year 10) 

Year 9

Year 9

Unit 1:- 5 Soldiers(2 weeks) 

Skills Taught: – Professional dance piece – working with a theme or stimulus, understanding constituent features of the piece, the effects of elements on the audience 

Context:- Creativity, Independence 

 Unit 2:- Capoeira(2 weeks) 

Skills Taught: -Martial Arts, control, strength, team work, co-ordination 

Context:- History of capoeira, links to martial arts and dance 

 Unit 3:- Stomp/ Greatest Showman (2 weeks) 

Skills Taught: – Understanding the context of a theme of learning how to apply this to a choreographed piece.  
Progression: Threshold concepts through year 9 are met and students are able to able to work more creatively and independently in order to develop BTEC work in year 10 Progression: Progression:

Year 10

Year 10

Unit: Component 1  

3 professional works to be studied (teacher chosen)– works must contrast in style  

 Unit: Component 2  

Live performance (teacher chosen) of professional repertoire and review of skills 
Progression: Individual styles and creativity are recognised and refined in order to continue with course in year 11.  Students work is more personalised, fitness levels are higher and choreography is more polished and professional.  Progression: Individual styles and creativity are recognised and refined in order to continue with course in year 11.  Students work is more personalised, fitness levels are higher and choreography is more polished

Year 11

Year 10

Unit: Component 1  

3 professional works to be studied (teacher chosen)– works must contrast in style  

 Unit: Component 2  

Live performance (teacher chosen) of professional repertoire and review of skills 
Progression: Individual styles and creativity are recognised and refined in order to continue with course in year 11.  Students work is more personalised, fitness levels are higher and choreography is more polished and professional.  Progression: Individual styles and creativity are recognised and refined in order to continue with course in year 11.  Students work is more personalised, fitness levels are higher and choreography is more polished

Year 7

Year 7

Unit: 1 (2 1/2 weeks) Bullying  

Skills taught:- Contrast, climax, atmosphere, hot seating,  

Context:- Creativity, Risk taking, Leadership, Trust, Concentration 

 Unit: 2 ( 2 1/2 weeks) Physical Theatre and surrealism

Skills Taught: – Characterisation, Mime, Physical theatre, Still image, Narration, Sensitivity, Voice projection. 

Context: – Control of body language, Confidence, Voice sensitivity, team work, recognising emotions
Progression: Beginning to explore the world through Drama – This SOW builds on basic KS2 drama skills but also introduces drama in a more mature context.  Pupils will learn how to respond, develop and evaluate through drama movement, techniques and skills.  ‘Exploring Through Drama’ enables pupils to negotiate situations both in and out of role by engaging in a range of fun and challenging, dramatic activities pupils develop their understanding of the world around them.    Progression: Develop awareness (sensitivity) and enjoyment of the ways groups work (e.g. decision-making, problem solving, negotiation), willingness to be a team. Pupils will develop understanding of characterisation and will develop skilled voice projection and use of body language.  Use the incorporation of the mediums music, props and costumes to enhance performance.

Year 8

Year 8

Unit: Slavery (2 ½ weeks) 

Skills taught:- Rhythm patterns, Using staging, Chanting, Narration, still image  

Context:- British/World history, ‘British Values’, compassion 

 Unit: The Island (2 ½ weeks) 

Skills taught:- Abstract work, comedy, movement and mime, slow motion, physical theatre, role play, thought tracking, still images, monologues and newspaper reports 

Context:- English cross-curricular links (Lord of the Flies), team work, skills building 
Progression: Leading on from year 7 explorative strategies will be threaded into their work and skills of communication, creativity, confidence, group work and collaboration will be studied through response, creation, development, performance and evaluation.   Progression: English cross-curricular links (Lord of the Flies)  

Year 9

Year 9

Unit: Masks (2 ½ weeks)

Skills taught: –  mime and movement, states of tension 

Context:- Creativity, Risk taking, Concentration, history of theatre (ancient Greece, Commedia Dell’Arte) 

 Unit: European Theatre (currently World Theatre but needs renaming) (2 ½ weeks)

Skills taught:-  Realism (role play: facial expressions, body language, space, levels), Abstract Theatre (physical theatre, juxtaposition, choral speaking) Script work 

Context:- Creativity, Risk taking, Concentration, team work, history of European theatre 
Progression: Leading on from year 7&8 students develop characterisation in order to prepare for year 10/11 BTEC work.  Progression:

Year 10

Year 10

Unit: Component 1 – BTEC TECH AWARD 

3 professional works to be studied (teacher chosen)– works must contrast in style.

 Unit: Component 2  

Live performance (teacher chosen) of professional repertoire and review of skills.
Progression: Individual styles and creativity are recognised and refined in order to continue with course in year 11.  Students work is more personalised, fitness levels are higher and performances are more polished and professional.  Progression: Individual styles and creativity are recognised and refined in order to continue with course in year 11.  Students work is more personalised.  

Year 11

Year 11

Unit:

Component 3 

Performing to a brief 

AO1: Understand how to respond to a brief 

AO2: Select and develop skills and techniques in response to a brief 

AO3: Apply skills and techniques in a workshop performance in response to a brief 

AO4: Evaluate the development process and outcome in response to a brief 

Year 7

Year 7

Unit: Wind Ensemble (Yamaha Project), Music Notation, Introduction to Keyboard  Unit: Introduction to all Elements of Music, African Drumming Ensemble Performance 
Progression:

Skills 

Ensemble Performance – Melody – woodwind and brass playing skills (changed to pitched percussion playing skills during pandemic).  Ensemble Performance progresses from the Model Music Curriculum at KS2 WCET (Whole Class Ensemble Teaching) which some students have had at KS2. 

Solo Performance, electronic keyboard skills. 

Understanding 

Basic notation, procedural skills for playing each instrument used. 

Performing in Unison  

Elements of Music – Pitch and Timbre (instrumentation).  

Introduction of performance roles in the Music Industry 

 Progression:

Skills 

Rhythm (Djembe) hand percussion skills. 

Ensemble Performance progresses from the Model Music Curriculum at KS2 WCET (Whole Class Ensemble Teaching) which some students have had at KS2. 

Understanding  

Elements of Music – Duration, Dynamics, Pitch, Tempo, Texture, Timbre, Silence and Structure. 

West African Djembe drumming procedural skills and roles. 

Year 8

Year 8

Unit: 12 Bar Blues Performing and Composing.  Unit: Indian Music – Ragas, Bhangra and Bollywood – Indian Music Composition.
Progression:

Skills  

Ensemble Performance (Pitched Percussion, Electronic Keyboard with Bass Guitar and Drum Kit). Melody composition with Blues chords and bass accompaniment.  

Performance in harmony and different parts together. 

Understanding 

C Major Scale, Triad chords, 7ths. Bass line 

African American genres and styles 

Elements of Music – Texture, Structure and Harmony. 

Introduction of composing roles in the Music Industry

 Progression:

Skills 

Developing keyboard and rhythm skills. 

Composition within a given genre and structure 

Understanding 

Ragas (scales) Drone, Pakad, Dhol beats. 

Indian genres and styles. 

Elements of Music – Tempo, Texture and Structure

Year 9

Year 9

Unit: Developing Musical skills and understanding Unit: Reggae and Hip Hop 
Progression:

Skills 

Building on instrumental skills – e.g. Pitched Percussion, Electronic Keyboard, Bass Guitar and Drum Kit. 

Understanding 

Scales C major, F major, G major, major and minor chords, bass, dotted notes, ties, time signatures. 

Composers – Beethoven, Grieg, M Nyman.

 Progression:

Understanding 

Elements of Music – Duration/Rhythm, off beat rhythms 

Production and recording roles in the Mu

Year 10

Year 10

Unit 1 – The Music Industry Unit 4 & 5 – Introducing Music Performance/ Introducing Music Composition 
Progression:

Understanding  

Performance, venues, audience, genre and style. 

Roles and organisations in the Music Industry.  

Composing, production, recording. 

Building on roles/careers in KS3 

 Progression:

Skills  

Performance skills and Personal management skills 

Understanding 

Preparation, Practice, Rehearsal and Performance 

Audition 

Building on KS3 Performance skills 

Skills 

Composing skills, application of music theory  

Understanding 

Use of music and sound to communicate – mood, atmosphere, emotions etc

Year 11

Year 11

Unit 1 – The Music Industry Unit 2 – Managing a Music Product 
Progression:

Understanding  

Relationship between roles and organisations in the industry 

Management, media and promotion. 

 Progression:

Skills  

Recording, composing and performing 

Teamwork 

Understanding 

Planning and developing a musical product 

Building on Year 10 Composition skills 

Year 7

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

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

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

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

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

Year 7

Unit 1: The Development of Democracy 

Students are introduced to the idea of class structure and the feudal system in medieval society. They will investigate the notion of ‘absolute power’ by examining the shifting relationship between monarchs and their subjects, and will study the significance of the Magna Carta in negotiating the limits of monarchical power. They will then look at the creation of Parliament and how this established the foundation of our modern democratic principles. 

 Unit 2: The history of intolerance  

Students will explore different types of intolerance including religious, racial, class and gender. They will explore the reasons for these differing types of intolerance and the treatment that resulted from them. They will also explore the impact of these different types of intolerance upon the individuals involved and upon the societies they were part of ultimately crafting the view that intolerance benefits no one.   

 Visit to Parliament (arranged through the Education Service – applications open from 5 August 2019) 
Progression:

  • Students will develop an understanding of the transition from absolute monarchy to democracy. They will produce a timeline to consider how this transition developed over time, which will link to their prior use of timelines at KS2 and their understanding of change/continuity as concepts 
  • They will develop and build upon an understanding of how power is shared and negotiated in society e.g. from monarchy, to feudal system, to the primacy of Parliament and the rise of the working-class movements during the Industrial period – this will link to their prior understanding of social structures at KS2 via the study of Ancient Egypt or the Greek civilisation 
  • This module will also preface the consideration of the limits of democracy in later periods e.g. the English Civil War, the failure of the Chartist movement and struggle for universal suffrage- each module will start with a overview of how it links to what has come before and what will come next.  
  •  Students will also explore the limits of democracy and the use of violence/terrorism to achieve political goals – they will explore this in greater detail in Year 9 when they look at causes of conflict, including sectarian conflict and civil war in the 20th century   
 Progression:

  • Students will consider how these examples of intolerance link to their first unit- are these people who are being treated in these ways being treated democratically? And if not why not?  
  • These ideas of intolerance will be revisited throughout rest of KS3 and KS4 including: 
  • The treatment of the lowest classes during the industrial revolution 
  • Extreme racism displayed through the transatlantic slave trade 
  • The treatment of Jewish minorities in Europe throughout the Holocaust 
  • The fight for women’s rights in 1960s Britain  

During GCSE history this theme continues to arise with: 

  • The treatment of Catholics and the poor in Elizabethan England 
  • The treatment of Black Americans, immigrants and Native Americans in USA in the 1920s. 
  • The treatment of various minorities within Nazi Germany  
 Progression: Students will visit Parliament to ‘see’ democracy in action (small group at first to familiarise and test suitability). This will familiarise themselves with the home of democracy in Britain and the current role and function of Parliament in Britain today 

Year 8

Year 8

Unit 1: Empire and Colonisation 

Students will study the creation of Empire in the context of England’s role as a global power. They will consider the central role Empire has played in the trajectory of Britain’s economic and political development over time (this links to Geography and students’ understanding of migration/global trade). Students will also explore how the relationship between coloniser/colonised shaped the idea of democracy and freedom at home and in different colonial settings. 

In addition, students will also study the slave trade, including the slave triangle, slave experiences and why the slave trade was finally abolished (this will encourage them to evaluate the significance of different political movements). This links to the central theme of democracy and how this concept has been contested over time. 

 Unit 2: Industrial Britain  

Students will consider the development of Britain during the 18th and 19th centuries. They will apply their understanding of Empire and how the material wealth and trade generated abroad allowed for the rapid industrialisation of Britain. Students will examine the different ways industrialisation shaped society in this period, from the emergence of a wealthy industrial class to the immiseration of the newly formed working-classes. This will build on their understanding of class in the medieval period.  

Students will also address the shifting nature of government in this period. They will evaluate the government’s responsibility for public health and the improvement of industrial conditions, to the campaigns for increased political representation of the working-classes led by the Chartist movement (this expands on their understanding of political movements in widening the scope of democracy over time). 
  1. Visit to the Slavery Museum in Liverpool
  1. Visit to the Black Country Museum
Progression:

  • Students will develop a deeper understanding of the limits of democracy/freedom in a global context 
  • Students will develop an understanding of power and how this was exercised by states to subjugate other countries/peoples 
  • Students will consider the importance of slavery to the economic, social and cultural development of Britain, which they will explore further in Unit 2 when they investigate the connection between empire and the industrial revolution 
  • Students will develop their understanding of social movements as a catalyst for political change e.g. the similarities between the chartist movement in the 1800s and the abolitionist movements in this same period)
 Progression:

  • Students will develop on their understanding of empire and slavery and consider the political, social and economic impact this had on Britain 
  • They will develop their understanding of society and consider how the industrial period fashioned a new social order, replacing the feudal system with a new, wealthy industrial class and the emergence of a working-class movement  
  • They will deepen their knowledge of social movements and will build upon their understanding of the chartist movement and how these political struggles shaped parliamentary democracy in this period – the failure/success of this movement links to the peasants’ struggle and abolitionist movements in previous modules 
  • Students will explore the power of Parliament and the growing responsibility of government to its people e.g. reforms to public health and working conditions. This is a precursor to the Britain module in Year 9 which looks at the role of government in the post-war period in responding to the demands of a changing society e.g. creation of NHS/liberalisation of laws 
 Progression:

Students will visit the slavery museum to see how port cities like Liverpool were a central hub in the transatlantic slave trade. 

 

They will also visit the Black Country Museum to experience how towns were transformed during the industrial revolution. 

Year 9

Year 9

Unit 1: Conflict in the 20th century  

Students will apply their understanding of sources of conflict from Year 7 and Year 8 and will study the various conflicts of the 20th century. They will study the application of democracy in this period across different geographies e.g. Rwandan Genocide (ethnic conflict), ideological conflict during the Cold War e.g. Vietnam War, to the process of decolonisation in Africa and the Indian sub-continent after WWII e.g. the partition of India. This will broaden their understanding of how democracy has developed in different contexts, as well as the different challenges faced by newly formed democracies and the societies they represent. 

 Unit 2: Britain after 1945 

Students will study the development of British society after 1945. They will examine the impact of the affluent society and how this shaped ideas of class identity (this will build on their understanding of class structures in the medieval and industrial periods). They will also examine the significance of mass immigration from Britain’s former colonies, the challenges faced by newly arrived communities and their wider contributions to British society (this will develop their understanding of the intimate relationship between coloniser/colonised). Moreover, students will analyse how permissive legislation e.g. decriminalisation of homosexuality helped fashion a more inclusive and pluralistic society (this builds on students’ understanding of the legislative power of Parliament and the significance of political movements) 
  1. Visit to the Imperial War Museum  
  1. Visit to Black Cultural Archives 

Study of post 1945 through local history e.g. race riots in Highfields in 1980/arrival of Ugandan Asians in 1970s 
Progression:

  • Students will consider the reasons for conflict in the 20th century and will be able to make links to the failures of democratic processes to avoid these conflicts  
  • They will also make connections to their previous study of Empire to consider how the dissolution of Empire resulted in the independence and ethno-religious conflicts of the 20th century, as well as the English civil war in the 17th century  
  • In addition, students will examine how war has often facilitated sweeping social, political and economic changes in societies and will contrast these changes with the relatively peaceful and gradual evolution of democracy in Britain (Year 7). They will develop an understanding of ideologies (Capitalism and Communism) and will develop this understanding in greater detail during GCSE study at KS4 
  • Students will also be able to make judgements on the extent to which conflicts of the 20th century have been resolved, either through successful transitions to democracy or agreements between countries that have solidified peace 
 Progression:

  • Students will explore how the lives of communities linked to a particular profession e.g. miners began to change in the post-1945 period, as affluence and the collapse of industries changed ideas and feelings of class. This will develop their understanding of class in the Elizabethan and Industrial periods and the emergence of a more socially fluid society after 1945 
  • Students will make connections between Britain’s colonial history and the impact of immigration from its former colonies – this will build on their understanding of colonisation/decolonisation as a process which linked the peoples of Empire together (e.g. slavery/trade, the contribution of colonial troops in WWI/WW2 which they study in Unit 1) 
  • Students will gain a deeper understanding of Parliament’s role in the making of modern Britain, from the creation of the NHS to the recognition of different class, gender and racial identities which links to their study of public health during the Industrial period or the recognition of different religious identities during Elizabeth I’s reign 
 Progression:

Students will visit the Imperial War museum to see the technologies used in war and how conflict continues to divide the world today. 

 

Students will visit the Black Cultural archives to document the contribution of peoples from Britain’s former colonies  

 

Students will explore the history of Leicester after 1945 through the study of primary sources 

Year 10

Year 10

Unit 1: The Elizabethan Age, 1558-1603  

Students will continue to develop their understanding of the role of Parliament by studying the importance of legislation in tackling issues such as religious division and growing poverty during Elizabeth’s reign. Furthermore, they will study the home threats of Catholic and Puritan radicalism and the different responses to this growing unrest. Moreover, students will study the Spanish Armada and how the competition for Empire – and religious differences – between Spain resulted in war. Students will also consider how popular entertainment shaped ideas of class and created a common thread of culture in England (this will develop their understanding of the move towards a multicultural society after 1945)

 Unit 2: Medicine Through Time 

Students will consider how the scientific and cultural developments of the world have influenced the trajectory and progression of medicine over time. They will examine the shifting role of government across time, and the evolution of the state from laissez-faire to the modern institutions that underpin society today e.g. the creation of the NHS and the wide-reaching nature of the welfare state. This will develop their understanding of government/Parliament as a significant factor for change across time e.g. the Liberal and Labour governments of the 20th century. Moreover, students will appreciate the interconnectedness of world history by considering how the Renaissance/Scientific Revolution shaped the development of medicine, and how thinkers across time have preserved, refined and disseminated knowledge which has underpinned human progress. 

 Visit to Burghley House – links to William Cecil, Elizabeth I’s main Privy Councillor. Also will allow students to appreciate the social and cultural differences in the Tudor period 
Progression:

  • Students will deepen their understanding of the rule of Elizabeth I, building upon prior knowledge of religious division in this period. Students will learn about the provisions of the religious settlement in greater detail, including the raft of legislation that was passed to deal with the growing Catholic and Puritan threats 
  • Students will embellish their understanding of this period through a greater focus on Elizabethan society, including the lifestyles of different classes, the attempts to deal with growing poverty (which can be contrasted with other periods e.g. Victorian period) as well as the importance of popular entertainment (they will reflect on how a sense of popular/common culture can help unite a nation e.g. life under the Nazis/popular culture in 1960s Britain) 
  • Students will also study the rule of a single monarch in greater detail, exploring the different methods Elizabeth employed e.g. the Privy Council, Parliament, Royal Court to remain in power  
 Progression:

  • Students will develop an understanding of the intimate links between government, scientific study, technological change and the development of medicine and society across time 
  • It will build upon their understanding of Empire and Trade as they consider how scientific ideas have disseminated across different civilisations and how these ideas have cross-pollinated across geographical and temporal distances, showing the interconnectedness of historical thought and progress 
  • The study of medicine will get students to grapple with the idea that progress is not linear, and that human societies have developed as well as regressed in different historical periods – this links to their study of conflict in Year 9, as well as their study of Germany in Year 11, where students reflect on the impact of war on different societies and how it has often acted as a catalyst for change 
  • Students will build upon their understanding of the state, and will consider how the role of government across different periods has led to considerable improvement in public health, welfare and the provision of healthcare, building on their understanding of public health in the 19th century 
 Progression: Students (numbers to be confirmed) will visit Burghley House, the grandest Tudor home of this period. They will be able to experience how the lives of the nobility – and those closest to Elizabeth – lived in comparison to others from this period. 

Year 11

Year 11

Unit 1: USA: A Nation of Contrasts, 1910-1929 

Students will examine the contradictions of democracy in America, from the limits of tolerance towards immigration, the suspicion of different political ideas (Communism and Anarchism) and the treatment of African-Americans and Native American peoples. This will allow them to compare the experiences of minority groups in Britain after WWII and the attitudes towards immigration in this period. Furthermore, students will consider the failure of prohibition and what this suggests about the limits of legislation in changing societal attitudes, which will build on their understanding of the reactions in Britain to changing social and cultural mores e.g. homosexuality and abortion. Finally, students will consider the ascendancy of America as the global superpower in this period, examining reasons for the economic boom and the subsequent global effects of the Wall Street Crash (this builds on the affluence/austerity years in Britain). 

 Unit 2: The Development of Germany, 1918-1991 

Students will study how conflict e.g. WWI had significant and lasting ramifications on the political trajectory of Germany following the signing of the Treaty of Versailles. They will examine the challenges of the Weimar Government, the weaknesses of the Weimar constitution and how the global impact of the Wall Street Crash of 1929 created the necessary conditions for the rise of Hitler and the Nazi party in the 1930s. They will study how Hitler reshaped the roles of women, children and workers, how the suspension of democracy led to the dictatorship of the Nazi party and the curtailing of rights and political opposition. They will also study the persecution and genocide of Jews which develops their understanding of genocide in different contexts. Finally, students will compare the differences of East and West Germany after WWII within the wider context of the Cold War, further highlighting that much of the 20th century was influenced by the battle between Capitalism and Communism. 

 The National Holocaust Centre and Museum – links to the study of Nazi Germany and other genocides of the 20th century e.g. Rwandan genocide
Progression:

  • Students will apply their understanding of Britain after 1945 to consider the changes to American society from 1910-1929 – they will develop an understanding of America’s attitude towards immigration, as well as consider how the experiences of African-Americans were different due to the legal basis of racial segregation in the American south and the white supremacist violence of the KKK 
  • Students will also see how intolerance towards different political ideas e.g. Communism and Anarchism called into question the idea of a tolerant and democratic society – this will link to the development of Germany and the study of the Cold War in Unit 2, as well as the backlash against the ‘permissive society’ in the Britain after 1945 module 
  • Students will also consider the wide-reaching changes fashioned by the economic boom of the 1920s – from the changing role of women to the rise of popular entertainment and cinema in this era. This will link to their prior understanding of changing class and gender roles in Britain after 1945 
  • Students will also consider the ramifications of the Wall Street Crash, which will link to their study of Nazi Germany in Unit 2 and the impact economic depression can have on the political stability of different countries 
 Progression:

  • This module will deepen students’ understanding of the impact of WWI and WW2 on Germany, including the transition to democracy and the collapse and rise of the Nazi dictatorship. It will encourage students to consider the fragility of democracy and the rapidness with which government and society can descend towards extremism in times of economic collapse. It will also impress on students what can happen when democratic freedoms are suspended e.g. separation of law/independence of the police and judiciary/the representation of different political parties which will link back to the Development of Democracy module in Year 7 
  • Students will consider how the role of women, children and workers were transformed by the Nazi regime to support their ideals of a racially pure, ideologically unified Germany – this will contrast with their understanding of the the treatment of Jews and their persecution and extermination will link to their prior study of genocide in Year 9 – students will also draw parallels to the racial theory and treatment of African-Americans from Unit 1 to see how ideas of racial superiority can often lead to violence/genocide 
  • Students will also consider how the future of post-war Germany after 1945 was shaped by the ideological struggle of the two world superpowers, the USSR and USA which links to the Conflict module in Year 9. 
 Progression:

Year 7

Year 7:

Unit:  How did we get here? 

The start of creation seems like a great place to start our learning! A study into theories of creation, both religious and scientific in order to launch an investigation into whether science and religion are in conflict.  

  • Creation Stories 
  • Creationism 
  • Soul 
  • Big Bang 
  • Evolution 
  • Science vs Religion 
 Unit:  How did we get here? 

Building on the previous topic we will investigate the role of humans on earth from a variety of religions. Students will study how these religious beliefs are practiced.  This will then lead to a study into ethical and philosophical debate around religious responsibility towards a sustainable world and towards the care of animals. 

  • Stewardship vs Dominion 
  • Environmental Rights 
  • Ahimsa  
  • Greenpeace 
  • Animal Rights 
  • Halal 
 Unit:  How should we treat other people? 

After considering the role of humans on earth this topic will consider how this stewardship transpires to other humans. We will look across the religions to consider different teachings and practices which encourage kindness and equality and how these are practiced within religion.  

  • Equality 
  • Discrimination 
  • Prejudice 
  • Langar  
  • Good Samaritan  
  • Ahimsa 
  • Human Rights 
  • Amnesty International 
  • Zakat  
 Unit:  How does religion shape our community?

Learners should be aware that Britain has a diverse range of religious and non-religious traditions and beliefs in Great Britain today that also includes Christianity, Buddhism, Hinduism, Judaism, Sikhism, Humanism and Atheism, but that the main religious tradition in Great Britain is Christian and an understanding of how Christianity impacts the laws, holidays, business hours etc of our country.   

Local: Leicester – diversity, use of holy places 

National: Make up of UK, law etc 

International: impact of religion across world e.g. charities such as ISKON, TEARFUND, ISLAMIC RELIEF  

  • The Church 
  • Community  
  • The Ummah 
  • The Khalsa 
  • Pluralism 
  • Diversity 
  • Influence 
  • Place of Worship 
  • British Values 
  • Law 
  • 10 Commandments 

 
 Progression:

This unit builds on knowledge students will have from KS2 where they will have learnt about and asked questions of the origins of human life. A building block to create a foundation of knowledge of creation and therefore the role of God and of humans. Students will gain an understanding of the special relationship between humans and God. This will lead to future learning concerning the sanctity of life, discrimination and stewardship throughout KS3 & 4  

  • Yr8 Topic 2 – sanctity of life 
  • Y7 Topic 2& 3 – stewardship 
  • Y9 Topic 2 – Religion and peace 
  • KS4 – Topics 1,3,4,7,8 
 Progression:

Whilst progressing through the KS2 curriculum students will have developed an understanding of fairness, compassion and green issues and begun to link these issues with the way some religious believers are then influenced to behave a certain way in relation to the earth. Students will build on this knowledge of stewardship in order to develop skills of interpretation and debate around ethical issues within religion. This will lead into debate, analysis and evaluation skills used throughout future topics.   

  • Y7 Topic 1 – Ensoulment 
  • Y7 Topic 4 – community  
  • Y7 Topic 5 – Charity 
  • KS4 – Topics 1,4 & 5 
 Progression:

Through following, the Leicester SACRE agreed syllabus, students will have applied their understanding of morality, poverty and inequality to how issues within their own community of Leicester can be addressed. This topic will then build on this and prepare them for a more in-depth study of morals in yr8. It will also link to SMSC and British values. This knowledge will lead them into yr9 study of conflict and peace within religion..  

  • Y7 Topic 1 – Ensoulment, Soul 
  • Y7 Topic 2 – Stewardship, ahimsa, stewardship 
  • Y8 Topic 1 – Moral 
  • KS4 – Topics 2,4,6,7,8 
 Progression:

During KS1 and KS2 students will link their knowledge of different religious beliefs to how their community of Leicester is shaped. At KS£, Students will continue to develop their cultural capital and find examples of stewardship within religion. They will develop and understanding of British values and how these tie in with Religion. Religion has a major position in public life so it is crucial that young people are educated to understand and to engage critically with religions and beliefs, and their representation in the media. 

  • Yr 9 Topic 2 – Personal conviction, peace.  
  • Yr8 Topic 1 – moral codes, guidance 
  • Yr 7 Topic 2&3 – Stewardship, equality, Tearfund 

KS4 Topics – 2,6,4,8,

Year 8

Year 8:

  1. What are moral codes? 

An investigation into religious moral codes and how people are influenced by them. Where do people learn their morals? Do all people see these moral codes in the same way? Students will debate literal and liberal views while gaining a knowledge of scriptures and their use within religion as well as their influence 

  • Holy books 
  • Moral 
  • Relative and Absolute Morality 
  • Literal  
  • Liberal 
  • Law 
  • Scriptures 
  • Parable 
  • Guidance 
    1. Who are we? 

    The students will apply knowledge of key religious morals to issues concerning sanctity of life.  

    • Sanctity of Life 
    • Morals 
    • Quality of Life 
    • Abortion 
    • IVF 
    • Ensoulment 
    • Medical Ethics
  1. What happens when we die? 

After considering religious morals and sanctity of life students will investigate religious views on eschatology. They will be taught key beliefs about life after death and judgement. This will then be applied to key issues and the way religious groups and individuals are influenced by these beliefs (funerals and euthanasia) 

  • Heaven 
  • Hell 
  • Reincarnation 
  • Resurrection 
  • Sanctity of Life 
  • Judgement 
  • Funeral/Burial/Cremation  
  • Euthanasia 
  • Eschatology 
    1.  Should the death penalty be introduced in the UK? 

    Students will consider how religious teachings can be applied to the issue of the death penalty. They will look at countries where the death penalty does exist, to look at the current legal system, its failings and successes and then apply religious teachings to state if it should or should not be made part of the penal system.  

    • Death Penalty  
    • Judgement 
    • Literal/liberal 
    • Relative and Absolute Morality  

 
Progression: This unit develops students understanding of morality from KS2 and year 7. This unit provides an invaluable understanding of religious morals, key texts and teachings in order to hang future learning. These moral codes will be continually called upon within all topics as they are what we will use to debate philosophical and ethical issues Progression:

Students will build on the previous topic’s knowledge and those studied in year 7 for example, how did we get here and their foundational knowledge from KS2 on the journey of life and death. This topic will develop skills of evaluation of ethical issues. An opportunity to consider medical ethics. It will be an opportunity to discuss the various career opportunities linked with PRE as well as developing a base of knowledge for GCSE.  

  • Y7 Topic 1 – Ensoulment, Soul 
  • Y7 Topic 2 – Stewardship, ahimsa, stewardship 
  • Y8 Topic 1 – Moral 
  • KS4 – Topics 2,4,6,7,8 
 Progression:

This unit builds on the knowledge they will have learnt in year 8 – Who are we and continues to build on their foundational knowledge from KS2 on the journey of life and death.  

  • Y7 Topic 1 – ensoulment, sanctity of life, quality of life 
  • Y8 Topic 1 – Moral code, scriptures 
  • Y8 Topic 2 – Quality of life, medical ethics 
  • KS4 – Topics 1,2,4,5,& 6
 Progression:

An opportunity to expand and apply knowledge of eschatology and how beliefs influence practices and the laws. They will develop cultural capital by comparing laws around the world; consider the influence religion has on laws as well as our British values.  They will draw on knowledge from previous units to debate whether it is ever acceptable to take a life. They will retrieve skills already developed to debate literal and liberal views. 

  • Y7 Topic 3 – Human rights, equality  
  • Y8 Topic 1 – Moral codes 
  • Y8 Topic 2 – Sanctity of life, ensoulment 
  • KS4 – Topics 4,7 & 8

Year 9

Year 9:

  1. Can religion be dangerous? 

A study broken into 3 sections. Local, national and international religious conflicts.  

e.g.  Catholics Vs Protestants in Ireland. #NOTINMYNAME Vs ISIS, Crusades, Hindu, the Crusades, Jerusalem.  

  • Peace 
  • Conflict 
  • War 
  • National 
  • Denominations 
  • #notinmyname 
  • ISIS 
  • Terrorism 
  • Local, National, International 
  1. Religion and peace  BFI 

After studying conflict within religion a revisit into morals around religion, particularly into the promotion of peace. Students will look at house leaders and others as examples of religious groups and individuals promoting peace.  

  • peace 
  • personal conviction 
  • morals 
  • equality 
  • forgiveness 
  • retribution 
  • Human rights
  1.  Religion and peace  BFI 

After studying conflict within religion a revisit into morals around religion, particularly into the promotion of peace. Students will look at house leaders and others as examples of religious groups and individuals promoting peace.  

  • peace 
  • personal conviction 
  • morals 
  • equality 
  • forgiveness 
  • retribution 
  1. Human rights
  1. Religious tolerance

Is the UK a Christian country? We will look at the makeup of the UK and the concept of a plural society. Students will consider the challenges for faiths in England. We will look at historical and current religious persecution – UK and nationally and look at religious attitudes to tolerance and intolerance 

  • Tolerance 
  • persecution 
  • British values 
  • Christian country 
  • Pluralism  
  • House of Lords 
  • Islamophobia 

The Roots of the six main faiths
Students will have studied causes of prejudice linked to religion and therefore how we can make our local community a more respectful place. Students will develop this prior knowledge and learn relevant skills based on historical and modern conflicts. Considering our demographic, it will also be an interesting investigation into religious stereotypes.  

  • Y7 Topic 3 – discrimination, prejudice 
  • Y8 Topic 2 – Morals 
  • Y8 Topic 3 – Sanity of life 
  • Y9 Topic 3 – persecution, Islamophobia  
  • KS4 – Topics 7&8 
 This topic will build on their study of conflict and how religion fights prejudices and promotes peace. It will equip them with knowledge of how religious morals are practices within communities and individuals to prepare them for ethical issues in KS4 

  • Y7 Topic 3 – discrimination, prejudice 
  • Y8 Topic 2 – Morals 
  • Y8 Topic 3 – Sanity of life 
  • Y9 Topic 3 – Tolerance, Persecution 
  • KS4 Topics – 1,5,7, & 8 
 Students will develop skills to debate how religion has promoted religious tolerance. It will equip them with knowledge of how religious morals are practices within communities and individuals to prepare them for ethical issues in KS4. It will build on the knowledge from KS2 of religious stories and how these influence character and moral values.  

  • Y7 Topic 3 – discrimination, prejudice 
  • Y8 Topic 2 – Morals 
  • Y8 Topic 3 – Sanity of life 
  • Y9 Topic 3 – Tolerance, Persecution 

KS4 Topics – 1,5,7, & 8

Year 10

Year 10:

  1. Christian Beliefs and Teachings 

The compulsory nature of this component ensures that learners know and understand the fact that the religious traditions of Great Britain are, in the main, Christian, but also diverse and include the following religious and non-religious traditions: Christianity, Buddhism, Hinduism, Islam, Judaism, Sikhism, Humanism and Atheism. This knowledge may be applied throughout the assessment of the specified content Learners must know, understand and express common and divergent views and the basis for beliefs, teachings and practices. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. 

  • Omnipotent    
  • Omnibenevolent     
  • Trinity       
  • Incarnation         
  • Atonement        
  • Resurrection 
  1. Christian Practices 

Building on knowledge of Christian beliefs students study how these beliefs are practiced.  This knowledge may be applied throughout the assessment of the specified content Learners must know, understand and express common practices and make references to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts to support their description and analysis of these practices.  

 

  • Sacraments 
  • Evangelism 
  • Church
  1. Islam Beliefs and Teachings 

Learners should be aware that Islam is one of a diverse range of religious and non-religious traditions and beliefs in Great Britain today that also includes Christianity, Buddhism, Hinduism, Judaism, Sikhism, Humanism and Atheism, but that the main religious tradition in Great Britain is Christian. This knowledge may be applied throughout the assessment of the specified content. Learners must know, understand and express common and divergent views and the basis for beliefs, teachings and practices. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. 

  • Tawhid 
  • Risalah 
  • 6 Articles of Sunni Faith/ 5 Roots of Shi’a Islam 
  • Sharia 
  • Ummah 
  1. Islam Practices 

Building on knowledge of Muslim beliefs students study how these beliefs are practiced.  This knowledge may be applied throughout the assessment of the specified content Learners must know, understand and express common practices and make references to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts to support their description and analysis of these practices.  

  • Halal 
  • Haram 
  • Greater/Lesser Jihad 
  • Mosque 
  • 5 Pillars of Sunni Islam 

10 Obligatory Acts 
Progression:

Develops learners’ knowledge and understanding of religious beliefs and teachings, sources of wisdom and authority, including through their reading of key religious texts and scriptures.

Year 11

Year 11:

    1. Relationships 

    This theme requires learners to consider characteristics of relationships, marriage and family life. Through a study of beliefs and teachings, questions relating to issues of relationships in the twenty-first century will be considered, including same sex relationships and gender roles 

    • Adultery 
    • Dvorce 
    • Cohabitation 
    • Commitment 
    • Contraception 
    • Gender Equality 
    • Responsibilities 
    • Roles 
  1. Life and death  

This theme requires learners to consider religious and non-religious beliefs about the nature of life and death and the origins and value of the universe and human life. Learners are expected to make relevant references to scripture and other sources of authority as well as the beliefs of Humanists and Atheists 

  • Environmental sustainability 
  • Afterlife 
  • Euthanasia 
  • Evolution 
  • Abortion 
  • Quality of Life 
  • Sanctity of Life 
  • Soul 
    1. Good and evil 

    This theme requires learners to consider philosophical questions concerning the origins and nature of good and evil. Through a study of teachings and beliefs, questions relating to the causes of crime and attitudes towards the aims of punishment and treatment of criminals will be considered. 

    • Good 
    • Evil 
    • Forgiveness 
    • Free Will 
    • Justice 
    • Morality 
    • Punishment 
    • Sin 

    Suffering 
      1. Human rights 

      This theme considers contemporary issues of human rights and social justice and their relationship with religion and belief. Learners will be expected to consider specific issues of wealth and poverty, racial prejudice and discrimination. 

      • Relative and Absolute Poverty 
      • Censorship 
      • Discrimination 
      • Extremism 
      • Human Rights 
      • Personal Conviction 
      • Prejudice 
      • Social Justice 

 
Progression: Develops learners ability to construct well argued, well informed written arguments demonstrating their breadth and depth of understanding the subject Progression: Provides an opportunity for learners to engage with questions of belief and attitudes in the light of what they have learnt and contributed to their preparation for life in an adult pluralist society.  Progression: Provides an opportunity for learners to engage with questions of belief and attitudes in the light of what they have learnt and contributed to their preparation for life in an adult pluralist society. Progression: This topic will deepen their understanding of religions and their effect on society. It will develop learners competence in a wide range of skills and approaches and enable young people to become religiously informed and thoughtful engaged citizens 

Year 7

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

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

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

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

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

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

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

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

Year 7

Unit: Basic Number   Unit: Working with Numbers 

 

  Unit: Fractions, Decimals and Percentages  Unit: Ratio   Unit: Measures 
 Progression: Foundation of all maths  Progression: Being able to manipulate and use the properties of maths is key. BIDMAS needed for the four operations if applied all at once. Factors required to cancel down fractions and ratios  Progression: Fundamental concepts used in real-life.  Also applies to work with most other concepts such as area, perimeter and volume, ratio and proportion, solving equations  Progression: Links nicely to fractions. Will lead into scale drawings.  Progression: A break from number. Needed for geometry 1 as perimeters/lengths could be given in a variety of units. 
 Unit: Geometry 1   Unit: Algebra  Unit: Equations and Formulae   Unit: Angles   Unit: Sequences 
Progression: Links to Measures and a break from all of the number work we have done so far. Progression: This is needed to start our work on angles and solving equations  Progression: Setting up and solving equations is common in angle problems Progression: These will be the foundation for other angle problems, circle theorems and Trigonometry in later years.  Progression: BIDMAS used to help to generate sequences. Number properties could be used to identify sequences. 
 Unit: Graphs   Unit: Understanding real-life charts and data  Unit: Probability 
Progression: Sequences, negative numbers are all important for students to be able to draw their axes.  Progression: Graph work will help students to draw their charts and graphs.   Progression:

Experimental probability. 

Year 8

Year 8

 Unit: Working with Numbers  Unit: Fractions, decimals and percentages   Unit: Rounding Numbers   Unit: Algebraic Notation and conventions  Unit: Geometry 
 Progression: Moving on from basic number/working with numbers section from Year 7. Progression: Some more fundamental number work which will used in rounding, geometry when calculating areas and volumes, transformations when doing fractional enlargements. Progression: Leads to circle calculations Progression: Missing lengths and areas  Progression: Similarity, Circle theorems, Volumes of spheres and pyramids 
 Unit: Solving Equations  Unit: Angles   Unit: Graphs   Unit: Transformations   Unit: Ratio and proportion
Progression: Angles, Graphs, Simultaneous equations  Progression: Circle theorems Pythagoras Theorem And Trigonometry Progression:Equation of lines Solving simultaneous equations graphically. Acceleration graphs  Progression:

Leads to similarity.Congruent and similar shapes. Enlargement with centre. Fractional and negative scale factor enlargement. 

 Progression: Direct and indirect proportion Converting currency Best buys problems. Good foundation for problem solving.
 Unit: Data Handling   Unit: Probability 
Progression:Links to histograms, Frequency polygons, Boxplots, Estimating the mean  Progression: Probability of events not happening. Tree diagrams 

Year 9

Year 9

 Unit: Fractions, Decimals and Percentages   Unit: Ratio and proportion   Unit: Algebraic Manipulation   Unit: Perimeter, Area and Volume   Unit: Right – Angled Triangles 
 Progression: From multiplier to compound interest Progression: Leads to pressure and direct and inverse proportion  Progression: Leads to solving quadratics, completing the square, quadratic formula  Progression: Leads to spheres and provides a platform   Progression: Leads to 3d trigonometry 
 Unit: Transformations   Unit: Number   Unit: Angles  Unit: Statistics   Unit: Probability 
Progression: Leads to fractional and negative scale factors  Progression: Leads to bounds and limits of accuracy  Progression: Circle Theorems  Progression: Median from frequency tables.  Cumulative frequency, box plots, histograms  Progression: Probability with Venn diagrams 

Year 10 Foundation

Year 10 Foundation

 Unit: Basic Number   Unit: Number Properties   Unit: Rounding and Estimation   Unit: Fractions and Decimals   Unit:Basic Percentages 
 Progression: Basic topics that are foundation for all maths  Progression: Basics required for manipulating fractions. Factors needed for factorising.  Progression: When apply maths need to have a system for checking its accuracy. Also useful particularly in circle problems and trigonometry.  Progression: Foundation for percentages. Fraction out of 100. Also required for ratio.  Progression: Logical progression from fractions as percentages are fractions out of 100. 
 Unit: Algebraic Manipulation 1   Unit: Angles   Unit: Algebraic Manipulation 2   Unit: Measures   Unit: Perimeter and Area 
Progression: Break from number. Can use BIDMAS to be able to substitute. Being able to solve equations will help with solving angle problems.  Progression: Foundation for work involving sectors, congruency and similarity.  Progression: Often used in area problems.  Progression: Area, perimeter and volume problems may require the conversion of units to be able to solve problems.  Progression: Formula needed to work our volumes and surface area. 
 Unit: Ratio 1   Unit: 3D Shapes  Unit: Number and Sequences 
Progression: Ratios used in trigonometry  Progression: Leads to volume calculations involving density.  Volume and surface area of spheres. 

Year 10 Higher

Year 10 Higher

 Unit: Basic Number  Unit: Fractions, Decimals and Percentages   Unit: Ratio   Unit: Sequences   Unit: Algebraic Manipulation 1 
 Progression: Leads to four ops and fractions.  Progression: Compound interest and reverse percentages  Progression: Supports volume  Progression: Graphs drawing  Progression: Used in angles, volume and graphs 
 Unit: Angles   Unit: Algebraic Manipulation 2   Unit: Length, Area and Volume   Unit: Constructions and Loci   Unit: Linear Graphs 
Progression: Circle theorems  Progression: Solving quadratics, turning points in graphs  Progression: Density problems. Similarity  Progression: Simultaneous equations algebraically. Progression: Frustums 
 Unit: Similarity   Unit: Right-angled Triangles 
Progression: Trigonometric graphs  Progression: Application questions linked to concepts such as population density 

Year 11 Foundation

Year 11 Foundation

 Unit: Linear Graphs   Unit: Transformations   Unit: Powers and Standard Form   Unit: Compound Measures   Unit: Percentages 2 
 Progression: Perpendicular lines. Acceleration on velocity time. Graphs. Tangents and equations of circles  Progression: Enlargements with a negative scale factor.  Progression: Application questions linked to concepts such as population density. Progression: Curved shapes and pyramids. Leads to similar shapes.  Progression:
 Unit: Constructions and Loci  Unit: Curved Shapes and Pyramids   Unit: Statistics – Charts, Tables and Graphs   Unit: Probability   Unit: Similarity 
Progression: Progression: Trigonometry  Progression: Box plots. Cumulative frequency. Histograms  Progression: Tree diagrams for dependent events.  Progression:
 Unit: Right-angled Triangles   Unit: Simultaneous Equations and Inequalities 
Progression: 3d trigonometry  Progression: Simultaneous equations when one is linear and the other is non linear

Year 11 Higher

Year 11 Higher

 Unit: Equations and Inequalities   Unit: Accuracy, Powers and Surds   Unit: Quadratic equations   Unit: Properties of Circles   Unit: Variation 
 Progression: Progression: Progression: Progression: Progression:
 Unit: Triangles  Unit: Algebraic Fractions and Functions   Unit: Statistical Diagrams   Unit: Probability   Unit: Vectors 
Progression: Progression: Progression: Progression: Progression:
 Unit: Graphs   Unit:
Progression: Progression:

Year 7

Year 7

Unit: Bases 

Know phonics and phrases for classroom interactions. 

Sounds & spelling: Know how to accurately pronounce and spell. 

High frequency:  Topic: numbers, classroom phrases, greetings 

 Unit: Me Introduce myself 

Sounds & spelling:  All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary:  High frequency: connectives, opinions (like, dislike) 

Topic: age, family, personality 

Grammar:  Questions, have/be, articles, agreement adjectives

 Unit:Routine  Talk about my daily routine. 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

High frequency: connectives, opinions (likes, dislikes),  

Topic: sequence, time, daily routine, subjects, justifications 

Grammar:  Time indicators, present ER/go/do I/he/she, negative 

 Unit: Hobbies  Talk about my pass-times. 

Sounds & spelling:  All retrieved in starters, reading aloud, transcription, dictation 

High frequency: connectives, opinions (likes, dislikes) 

Topic: social media, films, sports, justifications 

Grammar: Time indicators, present, perfect, near future ER/go/do I/he/she, negative 
Progression: Sounds & spelling: all in other words 

Vocab: numbers  

 Progression: Sounds & spelling: all in other words 

Vocab: justifications 

Grammar: other agreements, whole paradigm of have/be 

 Progression: Sounds & spelling: all in other words 

Vocab: other justifications 

Grammar: other time indicators, whole paradigm of ER verbs, go, do, negatives in other tenses 

 Progression: Sounds & spelling: all in other words 

Vocab: other connectives 

Grammar: present, perfect, near future with other verbs    

Year 8

Year 8

Unit:In town  Go into various shops and buildings in town. 

Sounds & spelling:  All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: connectives, opinions (likes, dislikes), adjectives 

Topic: locations, buildings, prepositions, adjectives 

Grammar:  Questions, verb + infinitive, present ER/model verbs whole paradigm, negative

 Unit: Health  Go to the doctors, pharmacy 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: connectives, opinions, adverbs 

Topic: body parts, aches & injuries 

Grammar: Prepositions gender/number, negative, time indicators

 Unit: Holidays  Plan, go on and blog about a holiday 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: connectives, opinions, justifications 

Topic: weather, transport, accommodation, activities 

Grammar: Time indicators, present, perfect, near future ER/go/do whole paradigm, negative, 
Progression: Sounds & spelling: all in other words 

Vocab: other adjectives, comparatives, superlatives 

Grammar: other verb + infinitive   

 Progression: Sounds & spelling: all in other verbs 

Vocab: other adverbs  

Grammar: other prepositions  

 Progression: Sounds & spelling: all  

Vocab: point of views 

Grammar: other tenses  

Year 9

Year 9

Unit: Relationships  Talk about relationships with family and friends 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: connectives, opinions 

Topic: family (R), friends, marriage 

Grammar: Negatives, time indicators, have / be in present, near future, possessive (R), comparative / superlative, reflexive vb? adjective agreement (R) / position, future, object pronouns 

 Unit: Technology Discuss the place of technology in everyday life 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: connectives, opinions  

Topic: online, social media (R), mobile technology 

Grammar:  Negatives (R), time indicators (R), present ER verb (R), present common irregular (R),

 Unit: Customs Talk about festivals at home and in TL speaking countries  

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: connectives, opinions 

Topic: Celebrations, festivals 

Grammar: Negatives, time indicators, perfect (R), perfect with be/reflexive, imperfect 

 Unit: Free-time 

Talk about music, cinema, TV, eating out and sports 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: connectives, opinions 

Topic: Tv, music, film, food, sport, adverbs frequency 

Grammar: Negatives(R), time indicators (R), present (R), perfect (R), conjugated verb + infinitive (R), subordinate
Progression: Sounds & spelling: all  

Vocab: in GCSE papers 

Grammar: applied to GCSE skills 

 Progression: Sounds & spelling: all  

Vocab: in GCSE papers 

Grammar: applied to GCSE skills 

 Progression: Sounds & spelling: all  

Vocab: in GCSE papers 

Grammar: applied to GCSE skills   

 Progression: Sounds & spelling: all  

Vocab: in GCSE papers 

Grammar: applied to GCSE skills   
Unit: Home  Talk about where I live 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: connectives, opinions 

Topic: locations, furniture, chores, home, town, surroundings, prepositions 

Grammar: Negatives (R), time indicators, adjective agreement & position (R),

 Unit: Tourism Talk about travels at home in TL countries 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: connectives, prepositions, opinions 

Topic: weather, destinations, activities, Target language countries 

Grammar: Negatives, time indicators, sequence, perfect (R), imperfect (R
Progression: Sounds & spelling: all  

Vocab: in GCSE papers 

Grammar: applied to GCSE skills   

 Progression: Sounds & spelling: all  

Vocab: in GCSE papers 

Grammar: applied to GCSE skills   

Year 10

Year 10

Unit: Social & Global issues  Discuss charities, voluntary work, healthy living, the environment and poverty 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary:  High frequency: connectives, opinions 

Topic: charities, healthy eating, environment, inequalities   

Grammar: Negatives, time indicators, modal verbs + infinitive, en + present participle, imperfect (R), pluperfect, si clause, verb possibility

 Unit: School & Post-16  Talk about school, studies and jobs 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: connectives, opinions 

Topic: school, subjects, rules, studies, jobs  

Grammar: Negatives, time indicators, adverbs, perfect (R), comparative & superlative (R), modal verbs(R), ce que/qui, si clause (R) 

 Unit: 4 GCSE skills 

Applied vocabulary and grammar to Listening, Speaking, Reading, Writing 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary: High frequency: all from GCSE vocabulary lists 

Topic: all from GCSE vocabulary lists 

Grammar:  All from GCSE specifications 
Progression: Sounds & spelling: all  

Vocab: in GCSE papers 

Grammar: applied to GCSE skills   

 Progression: Sounds & spelling: all  

Vocab: in GCSE papers 

Grammar: applied to GCSE skills

 Progression: Sounds & spelling: all  

Vocab: in GCSE papers 

Grammar: applied to GCSE skills

Year 11

Year 11

Unit: Speaking Conversations  Applied vocabulary and grammar to Speaking 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary:  High frequency: all from GCSE vocabulary lists 

Topic: all from GCSE vocabulary lists 

Grammar: Questions, all from GCSE specifications

 Unit: 4 GCSE skills  Applied vocabulary and grammar to Listening, Speaking, Reading, Writing 

Sounds & spelling: All retrieved in starters, reading aloud, transcription, dictation 

Vocabulary:  High frequency: all from GCSE vocabulary lists 

Topic: all from GCSE vocabulary lists 

Grammar: All from GCSE specifications 
Progression: AS  Rôle du bénévolat  Progression: AS  Listening, Reading & Writing, Speaking 

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Year 7

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

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

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

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

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

E: office@crownhills.leicester.sch.uk | T: 0116 2736893 |

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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