Subjects
To look at our curriculum maps please use the tabs along the left hand side.
Unit: Using Computers Safely, Effectively and Responsibly/ Functional Skills | Unit: Flowol | Unit: Scratch | Unit: E-Safety | Unit: Multimedia Product |
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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
Unit: Understanding computers | Unit: Small Basic | Unit: Cybercrime and security | Unit: KODU | Unit: Serif Website building |
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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
Unit: Cryptography/Encryption | Unit: Introduction to Python Programming | Unit: Creating Graphics | Unit: E-Safety | Unit: Computational Thinking |
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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) |
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. |
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 |
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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 |
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) |
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 |
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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 |
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:
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
Capital letters and full stops |
Unit 3 (8 weeks – ends 28.04 )
Renaissance Literature (Exploring Renaissance literature: Spenser, Shakespeare, Jonson, Marlowe etc)
Conjunctive adverbs and adverbials Analytical openings
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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)
(use cross over skills) Conjunctive adverbs and adverbials Analytical openings |
(2 weeks)
Stretch or secure. Revision. |
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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
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:
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.)
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
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. |
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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
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:
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.)
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.)
Revision of previous years, plus: restrictive and non-restrictive clauses, colons, hyphens, punctuating speech. |
Unit 4 (10 weeks)
‘Of Mice and Men’
(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. |
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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
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 |
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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
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)
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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
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 |
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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.
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Year 8
Unit: Cubist Masks – Ceramics | Unit: Art of Sport | Unit: Abstract Expressionism |
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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
Unit: Geometric Lino | Unit: Pop Art – Celebrity | Unit: Surrealism |
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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
Unit: Arrangements – introductory project (for portfolio) | Unit: Major sustained project for portfolio | |
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Progression
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Progression:
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Year 11
Unit: Major sustained project for portfolio | Unit: Terminally set Exam | |
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Progression: Skills best identified in preparation for terminal exam. Students are to focus on mastery of specific materials and techniques. | Progression: |
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, |
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Progression:
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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
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. |
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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
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. |
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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
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 |
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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 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 |
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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
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 |
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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
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 |
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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
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 |
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Progression: Leading on from year 7&8 students develop characterisation in order to prepare for year 10/11 BTEC work. | Progression: |
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. |
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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
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 |
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Year 7
Unit: Wind Ensemble (Yamaha Project), Music Notation, Introduction to Keyboard | Unit: Introduction to all Elements of Music, African Drumming Ensemble Performance |
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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
Unit: 12 Bar Blues Performing and Composing. | Unit: Indian Music – Ragas, Bhangra and Bollywood – Indian Music Composition. |
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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
Unit: Developing Musical skills and understanding | Unit: Reggae and Hip Hop |
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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
Unit 1 – The Music Industry | Unit 4 & 5 – Introducing Music Performance/ Introducing Music Composition |
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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
Unit 1 – The Music Industry | Unit 2 – Managing a Music Product |
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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
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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Progression:
Extends the scale from local to national to global through map skills. Link from water cycle from What lies beyond Leicester. Knowledge of climate leads into study of desert environments. |
Progression:
Students will continue to consider sustainability and the conflicts which arise from the use of the biome. They will also explore the effects of climate change on the biome. Allows for comparison between hot and cold deserts. |
Progression:
Students will continue to consider sustainability and the conflicts which arise from the use of the biome. They will also explore the effects of climate change on the biome. This will link to study of ecosystems and climate at GCSE. |
Year 9
Unit: Global development
-Types of development (SEE) -Development Indicators -Uneven development (causes, consequences, responses) -Case studies: UK, India, Nigeria used as examples throughout Opportunity to link with life skills / citizenship developing a fair trade campaign around schoo |
Unit: Hazards
-Types of hazard -Drought (Case Study: The Sahel region) -Tectonic Theory & Earthquakes (Case Study: Nepal, 2015) -Conflict Over Water (Case Study: Middle East) -Disease (Case Study: various, epidemic & pandemic) |
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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
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) |
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Progression:
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Progression:
During GCSE history this theme continues to arise with:
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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
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). |
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Progression:
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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
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) |
Study of post 1945 through local history e.g. race riots in Highfields in 1980/arrival of Ugandan Asians in 1970s |
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Progression:
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Progression:
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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
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 |
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Progression:
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Progression:
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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
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 |
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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.
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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.
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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.
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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
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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
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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.
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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..
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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.
KS4 Topics – 2,6,4,8, |
Year 8:
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
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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)
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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.
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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.
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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.
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Year 9:
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.
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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.
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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.
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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
The Roots of the six main faiths |
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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.
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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
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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.
KS4 Topics – 1,5,7, & 8 |
Year 10:
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.
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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.
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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.
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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.
10 Obligatory Acts |
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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. |
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Year 11:
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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
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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:
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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: 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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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:
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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:
|
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:
|
Year 7
Unit: Basic Number | Unit: Working with Numbers
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Unit: Fractions, Decimals and Percentages | Unit: Ratio | Unit: Measures |
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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 |
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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 | ||
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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
Unit: Working with Numbers | Unit: Fractions, decimals and percentages | Unit: Rounding Numbers | Unit: Algebraic Notation and conventions | Unit: Geometry |
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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 |
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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 | |||
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Progression:Links to histograms, Frequency polygons, Boxplots, Estimating the mean | Progression: Probability of events not happening. Tree diagrams |
Year 9
Unit: Fractions, Decimals and Percentages | Unit: Ratio and proportion | Unit: Algebraic Manipulation | Unit: Perimeter, Area and Volume | Unit: Right – Angled Triangles |
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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 |
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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
Unit: Basic Number | Unit: Number Properties | Unit: Rounding and Estimation | Unit: Fractions and Decimals | Unit:Basic Percentages |
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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 |
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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 | ||
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Progression: Ratios used in trigonometry | Progression: Leads to volume calculations involving density. Volume and surface area of spheres. |
Year 10 Higher
Unit: Basic Number | Unit: Fractions, Decimals and Percentages | Unit: Ratio | Unit: Sequences | Unit: Algebraic Manipulation 1 |
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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 |
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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 | |||
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Progression: Trigonometric graphs | Progression: Application questions linked to concepts such as population density |
Year 11 Foundation
Unit: Linear Graphs | Unit: Transformations | Unit: Powers and Standard Form | Unit: Compound Measures | Unit: Percentages 2 |
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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 |
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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 | |||
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Progression: 3d trigonometry | Progression: Simultaneous equations when one is linear and the other is non linear |
Year 11 Higher
Unit: Equations and Inequalities | Unit: Accuracy, Powers and Surds | Unit: Quadratic equations | Unit: Properties of Circles | Unit: Variation |
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Progression: | Progression: | Progression: | Progression: | Progression: |
Unit: Triangles | Unit: Algebraic Fractions and Functions | Unit: Statistical Diagrams | Unit: Probability | Unit: Vectors |
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Progression: | Progression: | Progression: | Progression: | Progression: |
Unit: Graphs | Unit: | |||
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Progression: | Progression: |
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 |
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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
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, |
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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
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 |
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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 |
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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
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 |
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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
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 |
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Progression: AS Rôle du bénévolat | Progression: AS Listening, Reading & Writing, Speaking |
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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 |