Subjects
To look at our curriculum maps please use the tabs along the left hand side.
Year 7:
| Unit: British Values and CHCC values | Unit:
How CHCC is governed (hierarchy and volunteer governors Micro democracy |
Unit: The roles of citizens, Parliament and the monarch and parliamentary democracy | Unit: Human rights and children’s rights. | Unit: The rule of law, rules laws and the justice system |
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| Progression: Knowing British Values/CHCC values and understanding their importance | Progression:
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| Unit: Active Citizenship Recycle, reuse and reduce-eco schools project | Unit: Economy and finance | |||
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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 |
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| Progression: ntroduction & how Rule of Law protects citizens/essential to wellbeing and safety | Progression:
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Progression: Voting and elections | Progression:
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| Unit: Active Citizenship The work of charities and the voluntary sector | Unit: Economy and finance II | |||
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| Progression: Speaker from voluntary groups | Progression:
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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 |
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| Progression: Introduction & understanding that freedom to choose and hold other faiths/beliefs is protected in law | Progression:
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Progression: Controversial issue- Guantanamo Bay/Terrorism | Progression: Courts and tribunals |
| Unit: Active Citizenship | Unit: Economy and finance III | |||
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| Progression: Community projects Hospital charity/HAP | Progression:
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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 |
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| Progression: Introduction and identifying and combating discrimination | Progression:
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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 | |||
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| Progression: NCS | Progression:
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| 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
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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 |
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| 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. |
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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 |
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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 |
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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 |
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Formal and tactile elements of design. Recording ideas in response to enrichment stimulus. Evidence experiments and testing with materials and processes Quality, accuracy and personalisation of final outcome. Increased evidence of working without scaffolding to initiate personal insight and deeper understanding of other personally selected or additionally collected stimulus running through all work produced |
Progression:
Stand-alone unit covering the practical skills and knowledge needed to plan, execute and evaluate a range of dishes. The recipes covered each involve a unique set of key skills which are widely used in food preparation |
Progression:
Standalone unit covering the technical and scientific aspects of food design focusing on giving students an understanding of the complex skills used by the very best professional chefs in Michelin star restaurants e.g. Molecular gastronomy |
Year 10
| Unit: AQA Controlled Assessment Minor Project 1 and Major Project 2 | MP1-Visual Identity and Symbols In Sport – The Art of Physical Advertising. | MP 1 Big Up Bio Diversity –Pattern, Print, Product! | MP1 Concealment | |
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| 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) |
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Social Media (Years 10 and 11 iMedia) |
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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) |
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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 |
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| Progression:
Formal and tactile elements of design. Recording ideas in response to enrichment stimulus. Evidence experiments and testing with materials and processes Quality, accuracy and personalisation of final outcome. Increased evidence of working without scaffolding to initiate personal insight and deeper understanding of other personally selected or additionally collected stimulus running through all work produced |
Progression:
Stand-alone unit covering the practical skills and knowledge needed to plan, execute and evaluate a range of dishes. The recipes covered each involve a unique set of key skills which are widely used in food preparation |
Year 7
| Unit: The study of Geography
This unit focusses on:
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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. |
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| Progression: This unit will retrieve and build on knowledge of the KS2 curriculum such as using an atlas and map skills by introducing complexity such as 6 figure references and scales on OS maps, whilst also introducing new types of maps such as relief and political along with changing their perception by showing differing projections of the world. A unit which will lay the foundation for these skills being called upon in all units from year 7 to 11 | Progression: Starting local to build on their understanding of their local area and to embed this before we move onto a larger scale. Introduces more complex and the application of map skills which will be built on throughout KS3 (GIS, direction, scale, contours, types of maps) & Paper 3 GCSE Geographical skills. | Progression: Building on the knowledge and skills from the first unit, which now moves to national geography with a continual link back to Leicester. Gives students an insight into contemporary challenges / conflicts, which form a theme within year 8 and 9. Human and physical interactions links to GCSE Geography Paper 1. |
Year 8
| Unit: Climate
Focuses on introducing students to the wider topic of climate change & ecosystems. -add continents & oceans -Latitudes -Atmospheric circulation (Polar/Hadley/Ferrel cells & High/low pressure) -Climatic regions – characteristics and mapped –Causes of climate change |
Unit: Hot Desert
Focuses on the characteristics of the Hot desert biome and the processes, which exist within it. -Location, Climate -Values (flora, fauna, ways of life, resources, tourism) -Threats, Management, Sustainability Opportunity for skype in the classroom |
Unit: Cold Desert
Focuses on the characteristics of the Tundra biome and the processes which exist within it. -Location, Climate -Values (flora, fauna, ways of life, resources, tourism) -Threats, Management, Sustainability Opportunity for skype in the classroom |
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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. |
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Students will continue to consider sustainability and the conflicts which arise from the use of the biome. They will also explore the effects of climate change on the biome. This will link to study of ecosystems and climate at GCSE. |
Year 9
| Unit: Global development
-Types of development (SEE) -Development Indicators -Uneven development (causes, consequences, responses) -Case studies: UK, India, Nigeria used as examples throughout Opportunity to link with life skills / citizenship developing a fair trade campaign around schoo |
Unit: Hazards
-Types of hazard -Drought (Case Study: The Sahel region) -Tectonic Theory & Earthquakes (Case Study: Nepal, 2015) -Conflict Over Water (Case Study: Middle East) -Disease (Case Study: various, epidemic & pandemic) |
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| Progression: Increasing scale of study further with global comparisons. Causes of uneven development builds on year 8 biome & climate study. Links to year 8 empire and slavery (history). Responses show how global issues can link to us and how we can show global citizenship. Also links into people of the planet topic at GCSE. | Progression: Focuses on a variety of physical and human hazards, building upon the convention of causes, effects, responses and introducing mitigation. Also builds on themes from previous development topic. They will have an appreciation for the earth’s natural processes and build upon their understanding of global issues, empathy and sustainability. Drought will build on climate topic from year 8 and will feed forward into environmental threats topic at GCSE |
Year 10
| Unit: Living in the UK today – Landscapes of the UK
The UK has a very distinct natural landscape which has been shaped over millions of years by a core set of geomorphic processes. -river processes, landforms, management -coastal process, landforms, management Fieldwork for paper 3 will be linked to this aspect of the GCSE course |
Unit: Living in the UK today – People of the UK
The UK has a unique position within the world, with complex global interconnections. The history of the UK has influenced its current political and economic power on a global scale and has produced a rich culture, contributed to by a number of ethnicities. -Trade, uneven development (causes and consequences) -Population – issues surrounding the UK’s changing population -National and international migration – causes, effects and consequences -Leeds & Salford case studies – economic decline/growth, contemporary challenges and ways of life Fieldwork for paper 3 will be linked to this aspect of the course. |
Unit: Living in the UK today – UK Environmental Challenges
The UK faces many challenges through people’s interaction with the physical environment and the use of resources. -UK’s climate & flooding -Renewable and non-renewable energy sources – the future and sustainability -The UK’s future energy solutions – economic, political and economic factors |
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| Progression: This theme gives learners an understanding of the physical geography of the UK, its key landscapes and the geomorphic processes which have driven the changes to UK landscapes. Case studies will be used to contextualise how climate, geology and human activity work in combination with geomorphic processes to shape two landscapes in the UK. Develops students understanding of conflict and sustainability. | Progression: This theme should develop an appreciation of the changes within UK society, its population and development. Case studies will be used to investigate the growth and/or decline of a place or region and to examine the character of a city in the UK, including the ways of life of the people who live in it. Build on their understanding of year 7 challenges and conflicts which exist in UK cities. | Progression: This theme investigates some of the environmental challenges faced by the UK. Learners will look at extreme weather events in the UK, in particular the links between extreme weather conditions and flooding. They will build upon their understanding of the climate from year 8. Learners will develop an understanding of the factors affecting the UK’s energy use and security, the decision makers involved, as well as sustainability and management. This develops student’s decision making skills, their understanding of sustainability and the ability to apply this understanding to new situations. |
Year 11
| Unit: The World Around Us – Ecosystems of the planet
A variety of ecosystems are spread across the world and these have a number of interacting components and characteristics. -The major biomes of the world – location and characteristics -Case studies of the tropical rainforest and coral reef – values, threats and management |
Unit: The World Around Us – People of the planet
Historically, the world has developed unevenly. This theme explores the causes of this uneven development and the differences between countries. A country case study focuses on a number of interrelated factors affecting its economic development. -Development indicators, causes and consequences of uneven development -Ethiopia case study – economic development (location, climate, trade, economy, Rostow model) -Rapid urbanisation – consequences -Case study Rosario – contemporary challenges, ways of live, impacts of migration |
Unit: The World Around Us – Environmental threats to our planet
Climate change and extreme weather conditions cause many threats to both people and the environment. -Changes in climate from the quaternary period to know -Evidence of climate change, causes and consequences of climate change -Global air circulation -Extreme weather conditions -Case study – Australia Drought – Causes El Nino/La Nina, impacts, responses/adaptations. |
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| 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:
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| Progression: Knowing British Values/CHCC values and understanding their importance |
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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 |
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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 |
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| Progression: Body image, obesity, dieting, weight loss
Harassment, stalking, social media, risk of sharing images |
Progression: Recreational drugs, alcohol, cigarettes, vaping | Progression: Sexual ethics, domestic violence |
Year 10:
| NMO Transition to key stage 4 and developing study habits
Mental health and ill health, tackling stigma Promoting self-esteem and coping with stress Learning and revision skills to maximise potential |
Understanding the causes and effects of debt
Understanding the risks associated with gambling Understanding the college application process and plans beyond school Skills for employment and career progression |
Tackling relationship myths and expectations
Managing romantic relationship challenges including break ups Personal values, assertive communication Domestic abuse and forced marriage |
Exploring the
CSE Understanding different families and learning parenting skills Managing change, grief and bereavement influence of role models Evaluating the social and emotional risks of drug use |
Preparation for work experience
Evaluation of work experience and readiness for work British values, human rights, community cohesion Challenging extremism and radicalisation |
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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 |
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| 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 |
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| Progression: KS4 combined science B15.4 B15.5 B16.1 B17.2 Triple science B16.4 B16.5 B17.1 B18.1 | Progression: KS3 Energy transfers, work done, simple machines, energy transfer KS4 combined science P1 P3 | Progression: Natural selection Evolution Extinction DNA Punnet squares KS4 combined science B12, B11.5- B11.8 B13.1 B15.6 SMSC ethics | Progression: KS3 Ultrasound Water waves and energy EM spectrum Modelling waves KS4 combined science P11 P12 Triple science P14 light |
Year 8
| Unit: Forces Contact Forces/Pressure |
Unit: Matter Elements/periodic table |
Unit: Organisms Breathing/Digestion |
Unit: Electromagnets Magnetism/Electromagnets |
Unit: Waves Wave effects/properties |
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| 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 |
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| Progression: KS4 combined science B8, B9 Triple science B8, B9 B16.2 B16.3 | Progression: KS4 combined science and triple science C4 calculating Ar, Mr, calculating masses, concentration, Moles, Mr, mass – rearranging formula C5 chemical changes C7 energy changes C8 equilibrium | Progression: KS4 combined science P1 conservations and dissipation of energy P2 energy transfer by heating | Progression: Geography-water cycle KS4 combined science C11 the earth’s atmosphere C12 The Earth’s resources C6 electrolysis Triple science C13, C14, C6 |
Year 9
| Unit: Cells & organisation | Unit: Atomic structure | Unit: Cell division | Unit: Periodic table | Unit: Organisation/digestive system |
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| 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 | |||
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| Progression: AS particles and radiation and mechanics and materials Particles, antiparticles and photons | Progression: AS/ A level chemistry inorganic chemistry |
Year 10
| Unit: Chemical calculations | Unit: Communicable disease Preventing & treating disease/Non communicable disease | Unit: Chemical change Electrolysis | Unit: Electricity in the home Particle model of matter | Unit: Respiration Photosynthesis |
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| 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 |
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| Progression: AS energetics /Hess’s law | Progression: AS / A level physics mechanics and materials | Progression: AS / A level physics mechanics and materials | Progression: A level survival and response, receptors, nerve impulse, blood glucose concentration | Progression: AS/ A level chemistry kinetics Le Chatelier’s principle and K
c |
Year 11
| Unit: Wave properties/Electromagnetic waves | Unit: Electromagnetism | Unit: Chemical analysis | Unit: Earth’s Atmosphere | Unit: Earth’s resources |
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| 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 | ||
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| Progression: AS/ A level chemistry | Progression: AS level | Progression: AS/ A level biology |
