Art, Design & Technology (ADT)
Half Term 1 (Sept-Nov)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
Half Term 1 (Sept-Nov)
Art
Focus and Topic
- Andy Warhol – Blotted Line
- Artist research page on Andy Warhol’s Blotted Line technique
- Experimentation in his style
- Annotation to explain your ideas, intentions and observations
- Research page on something personal to you
- Experimentation with colour, fomr, line, composition, materials, media etc.
- Personal Response
- Artist Research page on Laura Benjamin – Sweet Wrappers
- Experimentation in her style – enlargements in different mediums
- Annotation to explain your ideas intentions and observations
- Research page on something personal to you
- Experimentation with colour, form, line, composition, materials, media etc.
- Personal Response
Core Knowledge
- Historical/cultural/societal context
- Why did the artist produce the work they did?
- What was happening in the world at that time
Core Skills
- Student will use the following techniques and mediums throughout this project –
- Blotted line technique
- Inks
- Pencil
- Pencil crayon
- Charcoal
- Oil Pastels
- Watercolour
- Acrylic
- Collage
- Photography
Assessment
- AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3: Record ideas, observations and insights relevant to intentions as work progresses.
- AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Peer assessed and summative assessment at the end of each mini project within
Business, Enterprise and Marketing
Focus and Topic
Enterprise and Marketing R068 coursework task 1
Core Knowledge
- Complete market research to aid decisions.
- Understand the differences and uses of primary and secondary research methods available
Core Skills
- Carry out market research by creating three market research tools which you will use to gain the views of others, in order to develop your proposal in later tasks
Assessment
Controlled assessment- R068 task 1 completion.
Design Technology
Focus and Topic
- Material properties
- PC administration
- Research methods
- Assembly methods and motion
Core Knowledge
- Selecting materials
- Setting up template sheets
- Mind maps
- Wood joints
- Motions and levers
Core Skills
- IT proficiency
- Design processes
- Cardboard modelling and hand tools
Assessment
- Practical wooden finger joint.
- Motions and levers presentation.
Design Engineer Construct
Focus and Topic
Forces
Core Knowledge
- Forces acting on a structure: tension, compression, shear, torsion and bending.
- Bracing.
- Static and active loads.
- Joists, members, strain, stress.
- Tension/compression.
- Types of structure: beam, truss, arch, suspension, cable-stayed.
Core Skills
- Analysis of forces acting on a structure.
- Methods of modelling and testing to understand how loads act on a structure.
- Demonstrating how static and active loads act upon a structure.
- Design and construction skills.
- Workshop skills.
- Testing to destruction and analysis of reasons for failure of the models.
Assessment
- AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
- AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Half Term 2 (Nov – Dec)
Art
Focus and Topic
- Roy Lichtenstein – Painting
- Research page on Roy Lichtenstein and his work
- Experimentation in his style – enlargements in different mediums
- Annotation to explain you ideas, intentions and observations
- Research page on something personal to you
- Experimentation with colour, form, line, composition, materials, media etc.
- Personal Response
- Andy Warhol – Pot noodle
- Artist research page on Andy Warhol’s Sooup Cans
- Experimentation in the artists style
- line cut of a Pot Noodle
- Experimenting with Prints
- Annotation to explain your ideas, intentions and observations
- Research page on something personal to you
- Experimentation with colour, form, line, composition, materials, media etc.
- Personal Response
Core Knowledge
- Historical/cultural/societal context
Core Skills
- Students will use the following mediums:
- Pencil
- Pencil crayon
- Oil pastel
- Charcoal
- Watercolour
- Acrylic paint
- Collage
- Projection
- Grid enlargements
- Lino cutting
- Lino block printing
Assessment
- AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3: Record ideas, observations and insights relevant to intentions as work progresses.
- AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Peer assessed and summative assessment at the end of each mini project within
Business, Enterprise and Marketing
Focus and Topic
- Enterprise and Marketing R068 coursework task 2 and 3
Core Knowledge
- Understanding market segmentation focusing on: age, gender, occupation, income, geographic and lifestyle.
Core Skills
- Use your market research findings to identify your customer profile.
- You are required to create a design for your product.
Assessment
- Controlled assessment- R068 task 2 and 3
Design Technology
Focus and Topic
- Drawing including CAD, picture frame project introduction, revision resources, design history and printing.
Core Knowledge
- 2D Design
- Isometric drawings
- Picture frame
- CAD
- Knowledge organisers
- Mechanisms
- Design movements
- Sublimation printing
Core Skills
- Hand drawing and 2D Design
- Revision techniques to extract information required
- Cardboard modelling and research methods
Assessment
- Practical card mechanisms.
- Hand drawing and CAD proficiency.
- Efficient revision strategies.
Design Engineer Construct
Focus and Topic
- Recording studio Project
Core Knowledge
- Precedent study: location; venue history.
- Original plans/elevations/layout; renovated and modernised plans/elevations/layout.
- Site map: location/infrastructure/accessibility.
- End users.
- Rooms/spaces/corridors.
- Floor plan development; layout.
- Schedule of accommodation.
- Solar analysis. Accessibility. Lifecycle.
- Sustainability; Forces.
- Scale: hand cut scale model.
- CAD: SketchUp; Floorplanner.
- CAD: 2d Design.
- CAM: laser cut model construction.
- Interior views: materials, aesthetics, end user, accessibility, fitness for purpose.
- Post occupancy.
Core Skills
- Primary research and analysis: location, transport infrastructure/accessibility.
- Site. Floor plans; elevations.
- Schedule of accommodation – rooms, rooms, spaces and corridors (dimensions and usage).
- Materials analysis and application.
- Floor plans drawn by hand.
- Use of CAD/CAM to design and develop the site.
- 3d modelling.
- Confident, accurate and effective use of architectural symbols, measurements, dimensioning and scale.
- Understanding massing of the site for solar analysis, location, transport infrastructure and accessibility.
- End user and post occupancy analysis.
- Relevance, effectiveness and creativity of the architectural plans; justification of the final proposal.
Assessment
- AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
- AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Half Term 3 (Jan – Feb)
Art
Focus and Topic
- Andy Warhol – Manipulated images
- Research page on Andy Warhol’s Marylin Monroe paintings
- Manipulate an image of a celebrity you admire
- Paint a small version of this image
- Annotation to explain you ideas, intentions and observations
- Research page on something personal to you
- Experimentation with colour, fomr, line, composition, materials, media etc.
- Personal response
Core Knowledge
- Historical/cultural/societal context
Core Skills
- Students will use the following mediums:
- Inks
- Pencils
- Pencil Crayon
- Charcoal
- Oil Pastels
- Watercolour
- Acrylic
- Collage
- Photoshop
Assessment
- AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3: Record ideas, observations and insights relevant to intentions as work progresses.
- AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
- Peer assessed and summative assessment at the end of each mini project.
Business, Enterprise and Marketing
Focus and Topic
- Enterprise and Marketing R068 coursework task 4
Core Knowledge
- Understand how to use feedback to modify a product and describe the impact of the changes made
Core Skills
- Develop a product proposal. Produce a self and peer assessment on your product designs.
Assessment
- Controlled assessment- R068 task 4
Design Technology
Focus and Topic
- Researching a design movement, the environment and design considerations, advanced materials and their properties.
Core Knowledge
- 2D Design Pop Art
- Ben Day Dots and inverted images for sublimation printing
- Sustainability and the 6 R’s
- Modern and smart materials
Core Skills
- Design ideas influenced by the work of others
- Manufacturing process to add a surface finish using sublimation printing
- Environmental factors considered when designing a product and how to use smart materials appropriately.
Assessment
- Practical sublimation mug design and manufacturing for a chosen design movement.
- Smart materials study and presentation.
Design Engineer Construct
Focus and Topic
- Recording Studio Project (continued)
Core Knowledge
- Precedent study: location; venue history.
- Original plans/elevations/layout; renovated and modernised plans/elevations/layout.
- Site map: location/infrastructure/accessibility.
- End users.
- Rooms/spaces/corridors.
- Floor plan development; layout.
- Schedule of accommodation.
- Solar analysis. Accessibility. Lifecycle.
- Sustainability; Forces.
- Scale: hand cut scale model.
- CAD: SketchUp; Floorplanner.
- CAD: 2d Design.
- CAM: laser cut model construction.
- Interior views: materials, aesthetics, end user, accessibility, fitness for purpose.
- Post occupancy.
Core Skills
- Primary research and analysis: location, transport infrastructure/accessibility.
- Site. Floor plans; elevations.
- Schedule of accommodation – rooms, rooms, spaces and corridors (dimensions and usage).
- Materials analysis and application.
- Floor plans drawn by hand.
- Use of CAD/CAM to design and develop the site.
- 3d modelling.
- Confident, accurate and effective use of architectural symbols, measurements, dimensioning and scale.
- Understanding massing of the site for solar analysis, location, transport infrastructure and accessibility.
- End user and post occupancy analysis.
- Relevance, effectiveness and creativity of the architectural plans; justification of the final proposal.
Assessment
- AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
- AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Half Term 4 (Feb – March)
Business, Enterprise and Marketing
Focus and Topic
- Enterprise and Marketing R068 coursework task 5
Core Knowledge
- Understanding the costs of producing products/services: An introduction to the concept of break-even including definition and how to calculate.
- How profit is calculated in units and output.
Core Skills
- Using the financial information provided in the scenario, you need to produce realistic costings, calculate break-even and recommend a pricing strategy for your business proposal.
Assessment
- Controlled assessment. R068 task 5
Design Technology
Focus and Topic
- Product Design
- CAD/CAM
- Workshop Practicals
Core Knowledge
- Picture frame ideas / mood board and design
- Varied drawing techniques using 2D Design
- TinkerCAD 3D Design
- Injection moulding
- Vacuum forming
- Drilling holes and tapping threads
- Sanding
- Line bending.
Core Skills
- Design development and drawing techniques
- CAD/CAM using 3D printing and laser cutting
- Making fasteners safe for the end user
- Forming sustainable plastics (thermoplastics)
- The application of taps and dies
- Jigs and fixtures
- Forming materials using electric current and surface preparation
Assessment
- Life cycle of a picture frame.
- 3D Keyring manufacture.
- Manufacturing processes to produce and assemble a photo frame and its packaging, including graphic design.
Design Engineer Construct
Focus and Topic
- Facade Project
Core Knowledge
- Analytical Study: Architects
- Mood Board: texture, scale, contrast, form, line, shape, colour.
- Primary research – existing structures.
- Sketching and rendering techniques: use of line, tone, pattern, colour and texture.
- Use of CAD: 2d Design to develop the building façade.
- Use of CAM: laser cutting to construct the façade before rendering.
Core Skills
- Analysis of architectural movements. Primary research – existing structures.
- Understanding of texture, scale, contrast, form, line, shape, colour in architecture.
- Sketching and rendering techniques: use of line, tone, pattern, colour and texture.
- Use of CAD: 2d Design to develop the building façade.
- Use of CAM: laser cutting to construct and then render the façade.
Assessment
- AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
- AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Half Term 5 (April – May)
Business, Enterprise and Marketing
Focus and Topic
- Enterprise and Marketing R068 coursework task 6
Core Knowledge
- Understanding external factors that can affect a business
Core Skills
- You should carry out an assessment of the risks and challenges that are associated with producing your product.
Assessment
- Controlled assessment- R068 task 6
Design Technology
Focus and Topic
- Numeracy
- Revision
Core Knowledge
- Packaging, nets and seating design.
- Revision:
- Products in society, powering systems, product sustainability, selecting materials, paper board and timber, electronic systems, mechanical systems, textiles, manufactured boards, production of materials, technology in manufacturing, quality control, product sustainability and social issues, design briefs and specifications, shaping materials (Hand Tools & Power and Machine Tools), working safely, understanding user needs, production systems (CAD/CAM), more on drawing techniques, drawing techniques, properties of paper and board, mathematics (Volume, Area, Addition, Multiplication and Total product cost)
Core Skills
- Understanding how to orientate graphical information onto a net for product packaging. Legal information requirements on packaging, for a variety of products.
- Revision topic understanding and techniques.
Assessment
- Mock exam revision questions.
Design Engineer Construct
Focus and Topic
- Shelter Project
Core Knowledge
- Research: Kandinsky.
- Sketching techniques.
- Modelling.
- CAD: (SketchUp): developed ideas.
- CAD: (TinkerCAD): final 3d model design.
- CAM: 3d printed scale models.
- CAD: (Photoshop).
- Analysis and feedback: suitability for the end user (post occupancy analysis).
Core Skills
- Research and analysis.
- Modelling and construction.
- Using CAD to develop ideas.
- Using CAM to realise ideas.
- Analysis and understanding of materials, aesthetics, end user, accessibility and fitness for purpose.
Assessment
- AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
- AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Half Term 6 (May – July)
Business, Enterprise and Marketing
Focus and Topic
- Enterprise and marketing R067 examined unit
Core Knowledge
- Developing practical skills and knowledge for the business and enterprise sector
Core Skills
- Covering characteristics of successful entrepreneurs, market research, financial visibility, the marketing mix and business planning and development.
Assessment
- mock exam- past paper questions
Design Technology
Focus and Topic
- GCSE coursework introduction
- Revision
Core Knowledge
- Contextual design challenges
- Design Brief
- Client Questionnaire
- Mathematics Revision
Core Skills
- Managing coursework requirements and producing A3 worksheets
- Core mathematics
Assessment
- Mock Examination
Design Engineer Construct
Focus and Topic
- Exam
Core Knowledge
- Exam questions (Externally set assignment)
- AO1: Research investigations – analytical studies; photos of relevant buildings and spaces.
- AO2: Ideas and experimentation – image/mood boards; hand sketching skills and techniques; hand drawn floor plan ideas; hand modelling techniques.
- AO3: Development – CAD: floor plans/elevations; CAM: laser cut/3d printed models.
- AO4: Personal response – final floor plan/models; analysis.
Core Skills
- Exam questions: analysis and understanding of the questions set.
- Analysis techniques: analytical studies; primary sources.
- Hand sketching skills.
- Hand drawn ideas/modelling techniques.
- CAD skills: floor plans/elevations/rendering/interior views.
- CAM skills: 3d printing/laser cutting.
- Personal analysis and iteration skills.
Assessment
- AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
- AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Creative Arts
Half Term 1 (Sept-Nov)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
Half Term 1 (Sept-Nov)
Drama
Focus and Topic
- Introduction to Drama & GCSE Skill
- Theatre Makers and Spaces
Core Knowledge
- Understand the meaning and differences between style, genre and form.
- Recognise and describe key dramatic elements through spontaneous improvisation and working from a stimulus.
- Identify and explain the characteristics of performance spaces including end-on, traverse and in-the-round.
- Know the responsibilities of key theatre makers such as performers, directors, designers and technicians.
Core Skills
- Demonstrate energy, focus, creativity and leadership in rehearsals.
- Use improvisation, physicality and voice to shape characters with clarity.
- Collaborate effectively, give and receive constructive feedback, reflect on audience response and refine performance through rehearsal.
- Use research to understand theatre roles and spatial design.
Assessment
- Practical: 40 minute practical workshop exploring characterisation, physical and vocal skills, creativity use of form and positive collaboration
- Theory: 300 word ‘Workshop Evaluation Essay’
Music
Focus and Topic
- Music Theory – DR T SMITH: The Basics
- Introduction to AoS1: Musical Forms and Devices
Core Knowledge
- Key musical elements: melody, harmony, tonality, texture, dynamics, structure, rhythm, metre
- Reading/writing treble and bass clefs (simple/compound time)
- Roman numerals and chord symbols (major key I–vi)
- Key signatures up to 6 sharps/flats
- Vocabulary for AoS1 and DR T SMITH terms
Core Skills
- Notation fluency (treble/bass clef)
- Chord identification and construction
- Listening and applying DR T SMITH terms to analysis
- Aural memory and dictatio
- Musical literacy and vocabulary use
Assessment
- Theory quizzes
- Listening and short written responses (AoS1 focus)
- Baseline theory assessment
Half Term 2 (Nov – Dec)
Drama
Focus and Topic
- Theatre Practitioners
- Stanislavski and Brecht
Core Knowledge
- Recognise the historical, social and political background of Stanislavski and Brecht.
- Understand the aims and techniques of realism and epic theatre, such as naturalistic characterisation, fourth wall, direct address, montage and alienation.
- Know rehearsal methods and their influence on performance.
- Understand the key stylistic differences between both practitioners.
Core Skills
- Apply practitioner-specific rehearsal strategies such as hot-seating, objectives, actioning, gestus and narration.
- Develop and perform short scenes in contrasting styles with vocal and physical distinction.
- Analyse effectiveness of performance choices.
- Communicate artistic intention through both performance and written articulation.
Assessment
- Practical: 6 minute performance exploring contrasting realistic and epic theatre conventions.
- Theory: Mood boards/fact sheets showing understanding of both practitioners.
Music
Focus and Topic
- AoS1: Musical Forms and Devices
- Free Composition Start
Core Knowledge
- Principal features of Baroque, Classical, and Romantic music
- Cadences, sequences, repetition and contrast in forms (binary, ternary, rondo)
- Introduction to free composition planning
- Use of stylistic features
Core Skills
- Score analysis and stylistic comparison
- Composition planning and idea generation
- Developing motifs and musical structure
- Drafting melodic/harmonic ideas using DAW or manuscript
Assessment
- Listening test (AoS1 comparison question)
- First composition ideas draft and plan
- Theory: cadences and modulations quiz
Half Term 3 (Jan – Feb)
Drama
Focus and Topic
- Component 1: Understanding Drama
- Blood Brothers
- Introduction to Set Text
Core Knowledge
- Understand the play’s context, genre, structure, form and themes
- Identify how character motivation, mood, atmosphere, pace and rhythm contribute to meaning.
- Recognise how socio-political context influences character decisions and relationships.
Core Skills
- Rehearse and perform key moments from the play using voice, movement and facial expression to convey mood, emotion and relationships.
- Use improvisation and hot seating to deepen character understanding.
- Respond to SCHP context in performance.
- Evaluate own work critically to improve realism and intention.
Assessment
- Performance: 5 minute stylised scene from Blood Brothers.
- Reflection: Complete a short written task linking SCHP context to character actions and intentions in your chosen scene.
Music
Focus and Topic
- AoS1 Continued
- Free Composition Development
Core Knowledge
- Continue applying AoS1 to composition
- Deeper understanding of harmonic progression, texture and phrasing
- Compose using contrast, repetition and balanced structure
Core Skills
- Melodic and harmonic development in composition
- Self-assessment and refinement of draft work
- Further understanding of musical features in listening
Assessment
- Composition draft 1 due (minimum 45 seconds)
- Practice 8-mark extended response on AoS1 work
Half Term 4 (Feb – March)
Drama
Focus and Topic
- Component 1: Understanding Drama
- Blood Brothers – Performance and Interpretation
Core Knowledge
- Know how Freytag’s Pyramid structure applies to Blood Brothers and can be used to analyse character arc and plot development.
- Understand the deeper motivations and psychological complexity of key characters.
- Recognise the use of dramatic irony, juxtaposition and contrast in the script.
- Identify how staging, proxemics and subtext can enhance interpretation.
Core Skills
- Use spatial awareness, blocking and proxemics to enhance visual storytelling.
- Rehearse with intention and apply subtext.
- Annotate scripts with acting, technical and emotional cues.
- Create stage maps and use Freytag’s Pyramid to track rising tension and plot structure.
Assessment
- Performance: Present a 5 minute polished extract showing effective blocking, use of proxemics and clear character intention.
- Theory: Submit an annotated script and stage map to demonstrate understanding of structure, objectives and relationships
Music
Focus and Topic
- AoS2: Music for Ensemble
- Free Composition Completion
Core Knowledge
- Texture types: monophonic, homophonic, polyphonic, melody & accompaniment
- Ensemble types: jazz trio, string quartet, musical theatre, choral
- Roles within ensembles
- Complete and refine free composition
Core Skills
- Listening analysis of texture and instrumentation
- Ensemble writing for composition (if chosen)
- Refining composition and preparing rationale
Assessment
- Listening questions on AoS2 textures and ensembles
- Final free composition submission (with rationale)
Half Term 5 (April – May)
Drama
Focus and Topic
- Component 1: Understanding Drama
- Blood Brothers – Exam Preparation
Core Knowledge
- Understand the structure and mark scheme of Section B of the GCSE Drama exam.
- Know how to justify acting, set, costume, lighting and sound choices using appropriate terminology. Recognise how design and performance choices communicate meaning.
- Understand examiner expectations for clarity, structure, and use of evidence.
Core Skills
- Interpret written exam questions and plan detailed responses.
- Use subject-specific terminology to explain acting and design choices.
- Practise timed writing, self-mark using success criteria, and refine structure using feedback.
- Compare exemplars and model answers for progression.
Assessment
- Mock Exam: 60 minute paper including Section A and B.
- Demonstrates understanding of Blood Brothers and acting skills.
Music
Focus and Topic
- AoS4: Popular Music
- Start Performance Portfolio
Core Knowledge
- Features of pop, rock, film, and musical theatre
- Recognising production techniques, chord progressions, riffs, hooks
- Begin solo performance practice and selection
Core Skills
- Analysing popular music features
- Practising chosen solo performance piece
- Discussing genre-specific features in listening
Assessment
- Listening test: AoS4 short and long-answer
- Initial solo performance recording (in-class assessment)
Half Term 6 (May – July)
Drama
Focus and Topic
- Component 2 – Devising Drama
- Creating from Stimulus
Core Knowledge
- Understand the difference between scripted and devised drama.
- Know how to generate, refine and structure ideas using a stimulus.
- Identify and apply drama conventions and techniques used in devising such as non-linear narrative, symbolic content and stylised physical theatre.
- Understand how to document and evaluate the devising process using a portfolio.
Core Skills
- Generate original ideas collaboratively from a stimulus.
- Use symbolic and non-linear structures to communicate meaning.
- Apply dramatic conventions like still image, narration, slow motion, soundscape and direct address.
- Rehearse and refine scenes through experimentation and peer review.
- Evaluate process and creative decisions with insight.
Assessment
- Practical: 5 minute devised performance. Show creativity in how you use voice, movement, space and structure to communicate a message.
- Theory: Submit a written log clearly explaining your response to stimulus and research and development of ideas.
Music
Focus and Topic
- AoS4 Continued
- Performance and Listening Skills
Core Knowledge
- Develop performance fluency and confidence
- Understand genre-specific playing styles
- Recap and consolidate vocabulary across AoS1, AoS2, and AoS4
- Introduction to comparison and unfamiliar listening
Core Skills
- Interpretation and fluency in solo performance
- Listening comparison skills across AoS
- Feedback and goal-setting for Y11 coursework
Assessment
- Final HT6 listening exam (across AoS1, 2, 4)
- Mock performance exam with feedback
English
Half Term 1 (Sept-Nov)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
Half Term 1 (Sept-Nov)
Classical Civilisation
Focus and Topic
- The Gods and The Universal Hero
Core Knowledge
- Olympian gods including their iconography.
- Study of Heracles’ 12 labours.
- Story of Caucus, Nessus, Acheleous and his apotheosis as told by Virgil and Ovid.
Core Skills
- Identification of the key gods in ancient sources.
- Analysis of the relationships between gods and mortals.
- Close reading of visual sources ‘metopes’ and extracts from literary texts Aeneid and Metamorphoses.
Assessment
- Why were the gods important to the everyday lives of the Greeks and Romans? (8)
- Was Heracles more important to the Romans or the Greeks? Justify your response. (8)
English Language
Focus and Topic
- Paper 1, Questions 1 & 2: Writer’s Use of Language
- Paper 1, Question 5: Narrative Writing
Core Knowledge
- Understanding explicit and implicit meanings in texts (AO1)
- Recognising and analysing how writers use language for effect (AO2)
- Structuring creative and narrative writing effectively (AO5, AO6)
Core Skills
- Identifying and interpreting key details within a text
- Writing analytically with precision and clarity
- Crafting imaginative narratives with varied vocabulary and sentence structures
- Using accurate spelling, punctuation, and grammar for effect
Assessment
Practice exam-style responses for Paper 1, Questions 1 & 2
Timed narrative writing task assessing clarity, creativity, and technical accuracy
English Literature
Focus and Topic
- The 19th Century Novel
- Power and Conflict Poetry: London
- Checking Out Me History
Core Knowledge
- Understanding of plot, character development, and major themes in the 19th-century novel
- Explanation and analysis of writer’s methods, including narrative structure and style (AO2)
- Use of relevant subject-specific terminology to enhance literary analysis (AO2)
- Evaluating the historical and social context of the Victorian period, exploring its impact on themes, characters, and events (AO3)
- Poetic analysis of London, My Last Duchess, and Checking Out Me History—examining key themes, imagery, and structure
Core Skills
- Identifying and discussing authorial intent within a novel
- Applying subject terminology to analyse character arcs, themes, and literary techniques
- Exploring the effects of structural choices in poetry and prose
- Comparing poems in relation to power, conflict, and identity
- Recognising contextual influences on texts and their significance
Assessment
Formative classroom assessment such as:
- Quick Retrieval Tasks – Flash quizzes on plot, themes, and terminology.
- Live Questioning – Cold-calling or hinge questions to assess understanding.
- Mini Essays & Paragraph Responses – Short analytical tasks focused on AO2 and AO3.
- Comparison Grids – Mapping similarities and differences across texts.
- Annotation Challenges – Focused annotation tasks exploring writer’s methods.
- Verbal Debates – Class discussions on interpretations and context impact.
- Structured Writing Frames – Guided scaffolding to develop analytical responses.
Dual-Coding Exercises – Visual representations of themes, structure, and context.
Half Term 2 (Nov – Dec)
Classical Civilisation
Focus and Topic
- Temples and Sacrifice
Core Knowledge
- Temples and their use, including the position of the altar & temple layout.
- The purpose and rituals of sacrifice.
Core Skills
- Explore visual material of the Parthenon, Temple of Zeus at Olympia, Temple Fortuna Virilis (Portunus) and The Pantheon.
- Read source material on the role of sacrifice in Greek and Roman society.
Assessment
- Use source material of Parthenon and Temple of Zeus.
- Explain which temple is more impressive and why. (8)
English Language
Focus and Topic
- Paper 2, Question 2: Summary of Information (Two Texts)
- Paper 2, Question 5: Writing to Express a Viewpoint (Prison Essay)
Core Knowledge
- Identifying and interpreting explicit and implicit information (AO1)
- Selecting relevant details and conveying them concisely (AO1)
- Structuring and developing a persuasive argument effectively (AO5, AO6)
Core Skills
- Summarising and synthesising information with clarity
- Selecting and using evidence in structured responses
- Writing persuasively with a clear viewpoint
- Using a range of vocabulary and sentence structures for precision
Assessment
Practice summary tasks comparing two non-fiction texts
Timed persuasive writing task on prison reform (Paper 2, Q5)
English Literature
Focus and Topic
- The 19th Century Novel continued
- Power and Conflict Poetry: The Prelude
- The Charge of the Light Brigade
Core Knowledge
- Exploring the novel’s themes, characters, and plot in depth
- Understanding and analysing the writer’s methods, including narrative techniques and style (AO2)
- Using subject-specific terminology accurately when discussing literary techniques (AO2)
- Evaluating the Victorian period’s influence on themes, characters, and events within the novel (AO3)
- Analysing Exposure and Storm on The Island—examining their perspectives on conflict, environment, and survival
Core Skills
- Developing insightful interpretations of the novel’s themes and character motivations
- Applying relevant terminology to analyse authorial intent and literary structure
- Identifying contextual influences and explaining their impact on meaning
- Comparing poetic techniques and perspectives within the Power and Conflict cluster
Assessment
- Analyse how Dickens/Conan Doyle presents a key character or theme in A Christmas Carol /Jekyll & Hyde using both a given extract and references from the novel as a whole.
- Example question: “Starting with this extract, how does Dickens present Scrooge as an outsider to society?”
Half Term 3 (Jan – Feb)
Classical Civilisation
Focus and Topic
- Myth and the City: Foundation Stories
Core Knowledge
- Ancient Greek and Roman belief about how Athens and Rome were founded by their
- associated heroes, including how and why the myths are depicted as they are.
Core Skills
- Analyse visual material: pediment, kylix.
- Read extracts from Roman writers Livy and Plutarch to understand the importance of Aeneas and romulus to the ancient Romans,
Assessment
Using Kylix and extract from Livy, explain how important heroes were to Greece and Rome (6)
English Language
Focus and Topic
- Paper 1, Question 3: Structure in Texts
- Paper 1, Question 5: Writing Descriptively (Photograph Prompt)
Core Knowledge
- Understanding how writers structure texts to influence the reader (AO2)
- Using correct subject-specific terminology when analysing structure (AO2)
- Crafting descriptive writing that is vivid and engaging (AO5, AO6)
Core Skills
- Identifying and commenting on structural techniques in prose
- Recognising shifts in focus, perspective, and time within a text
- Writing descriptively with precise imagery and varied sentence structures
- Organising ideas logically to enhance impact
Assessment
Analytical response discussing structural choices in a literary extract (Paper 1, Q3)
Descriptive writing task using a photograph as a stimulus (Paper 1, Q5)
English Literature
Focus and Topic
- Text Study/Revision: Macbethby William Shakespeare
- Power and Conflict Poetry Study: Storm on the Island, Remains
Core Knowledge
- Understanding plot, character development, and key themes in Macbeth
- Explanation and analysis of Shakespeare’s methods, including language, structure, and dramatic techniques (AO2)
- Using accurate subject terminology to enhance literary discussion (AO2)
- Exploring the historical context of 1050s Scotland and 1606 England, including its influence on themes, characters, and events in the play (AO3)
- Poetic analysis of Charge of the Light Brigade and Tissue—examining their commentary on power, conflict, and resilience
Core Skills
- Analysing Shakespeare’s use of language, structure, and dramatic devices
- Identifying key themes and character motivations within the play
- Recognising contextual influences and explaining their significance
- Analysing Shakespeare’s use of language, structure, and dramatic devices
- Identifying key themes and character motivations within the play
- Recognising contextual influences and explaining their significance
- Comparing poetic techniques and perspectives within the Power and Conflict cluster
Assessment
Formative classroom assessment such as:
- Quick Retrieval Tasks – Flash quizzes on plot, themes, and terminology.
- Live Questioning – Cold-calling or hinge questions to assess understanding.
- Mini Essays & Paragraph Responses – Short analytical tasks focused on AO2 and AO3.
- Comparison Grids – Mapping similarities and differences across texts.
- Annotation Challenges – Focused annotation tasks exploring writer’s methods.
- Verbal Debates – Class discussions on interpretations and context impact.
- Structured Writing Frames – Guided scaffolding to develop analytical responses.
Dual-Coding Exercises – Visual representations of themes, structure, and context.
Half Term 4 (Feb – March)
Classical Civilisation
Focus and Topic
Festivals and Symbols of Power
Core Knowledge
- Greek and Roman festivals, including the origins of the festival; officials; sacrifice; the programme; the participants.
- Links between myth and portrayal of power, including how and why myth might be presented in art to demonstrate power
Core Skills
- Study the four festivals: The City Dionysia and The Great Panathenaia; The Lupercalia and Saturnalia
- Use the artwork and sculpture to explore the propaganda surrounding each image:
- The Centauromachy, the Amazonomachy, the Prima Porta of Augustus and the Ara Pacis of Augustus.
Assessment
Who had more enjoyable festivals, the Greeks or the Romans? Justify your response. [15]
In what different ways would the Prima Porta statue and the Ara Pacis have conveyed Augustus’ message about the kind of leader he was? (8)
English Language
Focus and Topic
Paper 2, Question 3: Language in Speeches
Paper 2, Question 5: Writing to Express a Viewpoint (Speech)
Core Knowledge
- Explaining, commenting on, and analysing how writers use language to influence and engage readers (AO2)
- Recognising rhetorical techniques and persuasive strategies in speeches (AO2)
- Communicating a viewpoint clearly, effectively, and imaginatively (AO5, AO6)
Core Skills
- Identifying and analysing persuasive techniques in speeches
- Evaluating how writers shape meaning through language choices
- Structuring and delivering a compelling speech with a clear argument
- Using varied vocabulary, sentence structures, and accurate SPaG to enhance persuasion
Assessment
Analytical response evaluating language techniques in a speech extract (Paper 2, Q3)
Timed speech-writing task on a contemporary issue (Paper 2, Q5)
English Literature
Focus and Topic
- Text Study/Revision: Macbeth by William Shakespeare
- Power and Conflict Poetry Study: Ozymandias, War Photographer,
- My Last Duchess
Core Knowledge
- Understanding the plot, character development, and major themes in Macbeth
- Explanation and analysis of Shakespeare’s methods, including structure, imagery, and dramatic devices (AO2)
- Using relevant subject-specific terminology accurately in literary analysis (AO2)
- Evaluating the historical contexts of 1050s Scotland and 1606 England, exploring their impact on themes, characters, and events in the play (AO3)
- Revisiting Remains, War Photographer, and Ozymandias—analysing their portrayal of power, conflict, and human experience
Core Skills
- Developing close analysis of Shakespeare’s use of language and structure
- Applying subject terminology effectively to examine dramatic techniques
- Exploring contextual influences on themes and character motivations
- Comparing poetic techniques and perspectives within the Power and Conflict cluster
Assessment
Students will analyse how Shakespeare presents a key character or theme in Macbeth, using both a given extract and references from the play as a whole.
Example question: “Starting with this extract, how does Shakespeare present Macduff as a hero?”
Half Term 5 (April – May)
Classical Civilisation
Focus and Topic
Death and Burial
Core Knowledge
- Practices and beliefs surrounding death and burial.
Core Skills
- Use visual and written material to explore, understand and analyse four different aspects of death and burial in ancient Greece and Rome: the preparation of the body, the procession, the burial and the festivals for the dead.
Assessment
Using source A Athenian grave stele and Source B extract from Suetonius (page 123 textbook) Explain how funerals could vary depending on wealth and importance. (6)
English Language
Focus and Topic
Paper 1, Question 4: Evaluation; Dystopian Fiction
Paper 1, Question 5: Narrative/Descriptive Writing
Core Knowledge
- Evaluating texts critically and supporting points with textual references (AO4)
- Understanding how writers shape meaning and influence reader response (AO4)
- Communicating ideas effectively and imaginatively in creative writing (AO5, AO6)
Core Skills
- Constructing balanced and well-supported evaluative responses
- Identifying and explaining key aspects of dystopian fiction
- Writing descriptively with varied sentence structures and vocabulary
- Organising ideas logically to enhance narrative impact
Assessment
Critical evaluation of an extract from dystopian fiction (Paper 1, Q4)
Narrative or descriptive writing task using a dystopian theme (Paper 1, Q5)
English Literature
Focus and Topic
- Text Study: An Inspector Calls by J.B. Priestley
- Power and Conflict Poetry Study: Bayonet Charge, Kamikaze, Poppies.
Core Knowledge
- Understanding the plot, character development, and major themes in An Inspector Calls (AO1)
- Exploring the social and political messages within the play
- Analysing Priestley’s use of dramatic structure and dialogue (AO2)
- Using accurate subject terminology when discussing literary techniques (AO2)
- Evaluating the historical and social context of the early 20th century and its impact on themes and characters (AO3)
- Poetic analysis of Poppies and The Émigree—examining their exploration of memory, conflict, and identity
Core Skills
- Identifying and discussing key themes and character motivations
- Applying relevant terminology to analyse dramatic techniques
- Exploring how context influences meaning and audience interpretation
- Comparing poetic perspectives on personal experience and conflict
Assessment
Formative classroom assessment such as:
- Quick Retrieval Tasks – Flash quizzes on plot, themes, and terminology.
- Live Questioning – Cold-calling or hinge questions to assess understanding.
- Mini Essays & Paragraph Responses – Short analytical tasks focused on AO2 and AO3.
- Comparison Grids – Mapping similarities and differences across texts.
- Annotation Challenges – Focused annotation tasks exploring writer’s methods.
- Verbal Debates – Class discussions on interpretations and context impact.
- Structured Writing Frames – Guided scaffolding to develop analytical responses.
Dual-Coding Exercises – Visual representations of themes, structure, and context.
Half Term 6 (May – July)
Classical Civilisation
Focus and Topic
Journeying to the Underworld
Core Knowledge
- Persephone and Demeter as told in the Homeric Hymn to Demeter 1–104, 301–474
- Orpheus and Eurydice as told by Ovid, Metamorphoses, 10: 1–64s
Core Skills
- Close reading of the set extracts to understand myths about journeys to the underworld, as told by Greek and Roman authors, including details of the myth and its plot; portrayal of characters; portrayal of the underworld; depiction of ancient culture.
Assessment
Mock Exam
English Language
Focus and Topic
Paper 2, Question 4: Comparison of Views and Methods (Two Texts)
Paper 2, Question 5: Writing to Express a Viewpoint – Magazine Article
Core Knowledge
- Comparing writers’ ideas and perspectives across multiple texts (AO3)
- Evaluating how different writers convey meaning and viewpoint (AO3)
- Structuring and presenting a balanced viewpoint effectively in a magazine article (AO5, AO6)
Core Skills
- Identifying similarities and differences in viewpoints and methods
- analysing how writers shape meaning through language and structure
- Writing persuasively in a clear and engaging style for a magazine audience
- Using varied vocabulary and sentence structures for clarity and effect
Assessment
Comparative analysis of two texts, focusing on perspectives and methods (Paper 2, Q4)
Magazine-style article expressing a viewpoint on a relevant issue (Paper 2, Q5)
English Literature
Focus and Topic
- Text Study: An Inspector Calls by J.B. Priestley
- Power and Conflict Poetry Revisit: Exposure, Tissue
Core Knowledge
- Exploration of plot, themes, and character development in An Inspector Calls
- Explanation and analysis of Priestley’s methods, including structure and dramatic techniques (AO2)
- Using accurate subject terminology when discussing literary features (AO2)
- Evaluating the historical and social context of 1912, examining its impact on themes, characters, and events in the play (AO3)
- Poetic analysis of The Prelude, Kamikaze, and Bayonet Charge—examining their commentary on power, conflict, and individual experience
Core Skills
- Identifying and interpreting key themes and character motivations within the play
- Applying relevant terminology to analyse dramatic techniques and narrative choices
- Exploring contextual influences on meaning and audience reception
- Comparing poetic techniques and perspectives within the Power and Conflict cluster
Assessment
Students will write an essay exploring how a theme or character is presented in An Inspector Calls, using evidence to support their analysis. Example question: “How does Priestley present the theme of responsibility?”
European Languages
Half Term 1 (Sept-Nov)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
Half Term 1 (Sept-Nov)
French
Focus and Topic
Module 1
Popular culture,, communication and the world around us
Core Knowledge
- Vocabulary:
- Free time and online activities
- TV shows, films, and leisure pursuits
- Places to go out
- Invitations and celebrations in the Francophone world
- Grammar:
- Present tense of regular and irregular verbs
- Near future tense
- Perfect tense (including avoir/être and irregular past participles)
- Using aimer + infinitive
- Forming and answering questions
- Cultural knowledge:
- Understanding Francophone festivals and events
- Participation in international events like Les Jeux de la Francophonie
Core Skills
- Speaking about hobbies and online activity
- Expressing future intentions and past actions
- Listening for key information and transcription practice
- Forming role-plays and asking/responding to questions
- Reading comprehension using familiar and new vocabulary
- Writing short paragraphs using a range of tenses
- Accurate pronunciation of key verb endings and sounds (e.g., é, er, ez)
Assessment
Grammaire 1 & 2: (Pages 20, 22) Focused practice on the tenses and grammatical structures introduced in the module.
Contrôle de lecture et d’écoute: (Page 24) Comprehension assessment using reading and listening tasks.
Contrôle oral: (Page 26) Speaking assessment – likely a role-play or prepared answers on free-time topics.
Contrôle écrit: (Page 28) Written assessment using the present, future and past tenses on relevant topics.
Vocabulaire: (Page 30) Vocabulary test or review task based on the module’s key terms and phrases.
Spanish
Focus and Topic
Módulo 1 – ¡Diviértete!
Themes: Popular Culture; Communication and the World Around Us
Core Knowledge
- Spanish-speaking sports stars
- Online activities, sports, free time
- Making plans and expressing preferences
Core Skills
- Listening and reading for detail
- Saying what you do online
- Arranging to go out
- Using preferences and time expressions
Assessment
- Grammar: Present tense, near future, opinions
- Speaking: Making plans
Writing: Describing your free time
Half Term 2 (Nov – Dec)
French
Focus and Topic
Module 1
Popular culture,, communication and the world around us
Core Knowledge
- Vocabulary:
- Free time and online activities
- TV shows, films, and leisure pursuits
- Places to go out
- Invitations and celebrations in the Francophone world
- Grammar:
- Present tense of regular and irregular verbs
- Near future tense
- Perfect tense (including avoir/être and irregular past participles)
- Using aimer + infinitive
- Forming and answering questions
- Cultural knowledge:
- Understanding Francophone festivals and events
- Participation in international events like Les Jeux de la Francophonie
Core Skills
- Speaking about hobbies and online activity
- Expressing future intentions and past actions
- Listening for key information and transcription practice
- Forming role-plays and asking/responding to questions
- Reading comprehension using familiar and new vocabulary
- Writing short paragraphs using a range of tenses
- Accurate pronunciation of key verb endings and sounds (e.g., é, er, ez)
Assessment
Grammaire 1 & 2: (Pages 20, 22) Focused practice on the tenses and grammatical structures introduced in the module.
Contrôle de lecture et d’écoute: (Page 24) Comprehension assessment using reading and listening tasks.
Contrôle oral: (Page 26) Speaking assessment – likely a role-play or prepared answers on free-time topics.
Contrôle écrit: (Page 28) Written assessment using the present, future and past tenses on relevant topics.
Vocabulaire: (Page 30) Vocabulary test or review task based on the module’s key terms and phrases.
Spanish
Focus and Topic
- Módulo 2 – ViajesThemes: Communication and the World Around Us; Popular Culture
Core Knowledge
- Holidays and travel experiences
- Describing festivals and past trips
Core Skills
- Preterite tense
- Imperfect tense
- Superlative and comparative
- Using me gusta(n) / me gustaría + infinitive
- se puede(n) for what you can do
Assessment
- Grammar: Past tenses, superlatives
- Speaking: Describing a trip
Writing: Giving opinions in the past
Half Term 3 (Jan – Feb)
French
Focus and Topic
Core Knowledge
- Vocabulary:
- Family members and weekend activities
- Identity, personality traits, and friendships
- Celebrations and special occasions
- Descriptions of celebrities and role models
- Grammar:
- Reflexive verbs in the present tense
- Sequencing using time expressions and connectives
- Adjective agreement and position
- Using emphatic pronouns
- Present and perfect tenses revision
- Direct object pronouns
- Cultural Knowledge:
- How people express identity in Francophone cultures
- The significance of celebrities and role models in French-speaking countries
Core Skills
- Talking about yourself, your family, and relationships
- Giving and justifying opinions
- Describing people in detail using a range of adjectives
- Writing and translating passages about personal identity
- Describing a photo in detail
- Listening and reading for detail in descriptions and stories
- Using past and present tenses accurately
- Using more complex sentence structures and connectives
Assessment
- Grammaire 1 & 2: (Pages 44, 46) Grammar focus on verb tenses, adjective use, and pronouns
- Contrôle de lecture et d’écoute: (Page 48) Reading and listening tasks on family, identity, and role models
- Contrôle oral: (Page 50) Speaking assessment – likely describing people, opinions, and events
- Contrôle écrit: (Page 52) Written task combining present and past tenses with descriptive detail
- Vocabulaire: (Page 54) Vocabulary quiz or activity focusing on identity, family, and celebrations
- Révisions de grammaire: Modules 1–2: (Page 56) Grammar revision and consolidation across both modules
Spanish
Focus and Topic
- Módulo 3 – Mi gente, mi mundo
- Themes: People and Lifestyle; Popular Culture; Communication and the World Around Us
Core Knowledge
- Families, friendships, and identity
- Famous people and giving advice
- Celebrations and helping others
Core Skills
- Possessive adjectives
- Present continuous
- Reflexive verbs
- estar for emotions
- para, podrías, deberías, indirect object pronouns
- Different preterite forms
Assessment
- Grammar: Present, preterite, and modal verbs
- Speaking: Advice, identity
Writing: Family and relationships
Half Term 4 (Feb – March)
French
Focus and Topic
Core Knowledge
- School subjects, opinions, and reasons
- School rules and routines
- Describing school life in Francophone countries
- Childhood memories and school experiences
- Future ambitions and language learning
- Grammar:
- Giving opinions with justifications
- Using impersonal structures (e.g., il faut, il est interdit de)
- Using verbs in the present, perfect, and imperfect tenses
- Recognising and forming negatives
- Using a wider range of connectives and structures for progression
- Cultural Knowledge:
- Comparing school systems in French-speaking countries
- Reflecting on the importance of languages and future aspirations
Core Skills
- Talking and writing about school subjects and daily routines
- Expressing and justifying opinions
- Describing past school experiences using the imperfect tense
- Comparing school life in the past and present
- Talking about hopes for the future using a range of tenses
- Translating accurately between English and French
- Listening and reading for gist and detail
- Pronouncing challenging sounds (e.g., “oi”, “oy”)
Assessment
- Contrôle oral: (Page 76) Speaking assessment on past and present school experiences and aspirations
- Contrôle écrit: (Page 78) Writing task using multiple tenses to describe school life and ambitions
- Vocabulaire: (Page 80) Vocabulary assessment based on school, education, and the future
Spanish
Focus and Topic
- Módulo 4 – Mi estilo de vida
- Theme: People and Lifestyle
Core Knowledge
- Food, health, illnesses, and wellbeing
- Daily routines and future health plans
Core Skills
- Adjectives of nationality
- Indefinite adjectives and pronouns
- Direct object pronouns
- Reflexive verbs (present and preterite)
- The imperfect tense
- Future tense and “si” clauses
- Expressions like debes, tienes que, necesitas
Assessment
- Grammar: Pronouns, tenses, si clauses
- Speaking: Health and food
- Writing: Future health goals
Half Term 5 (April – May)
French
Focus and Topic
Core Knowledge
- Vocabulary:
- Food, meals, and partitive articles (du, de la, des)
- Mental and physical health
- Healthy lifestyle and changes
- Future plans and lifestyle improvements
- Grammar:
- Using the vous-form imperative
- Modal verbs (devoir, vouloir, pouvoir)
- Reflexive verbs in the present tense
- Simple future tense
- Combining tenses: present, future, and imperfect
- Recognising small grammatical words that change meaning
- Cultural Knowledge:
- How health and wellness are discussed in Francophone countries
- Advice and information on healthy living
Core Skills
- Giving and understanding advice
- Taking part in role-play dialogues
- Writing and speaking about routines and lifestyle changes
- Understanding how tense impacts meaning
- Listening for tense clues
- Using modal verbs and imperatives correctly
Assessment
Grammaire 1 & 2: (Pages 92, 94) Focus on tense accuracy and grammar manipulation
Contrôle de lecture et d’écoute: (Page 96) Comprehension tasks on health and lifestyle
Contrôle oral: (Page 98) Speaking task on giving advice and discussing changes
Contrôle écrit: (Page 100) Writing assessment on health habits and future plans
Vocabulaire: (Page 104) Vocabulary check on food, health and wellbeing
Spanish
Focus and Topic
- Módulo 5 – ¡A clase!
- Theme: People and Lifestyle
Core Knowledge
- Life at school in Spain
- Opinions about school life and improvements
- Describing trips and people in school
Core Skills
- Absolute superlatives
- Relative pronouns (que, donde, cuando)
- Opinions and negatives
- Conditional tense
- Impersonal verbs with infinitives
- Adjectives and adverbs
Assessment
- Grammar: Conditionals, relative pronouns
- Speaking: Describing school life
- Writing: School trip or improvement ideas
Half Term 6 (May – July)
French
Focus and Topic
Core Knowledge
- Vocabulary:
- Holidays and dream destinations
- Booking accommodation
- Festivals and staycation activities
- Weather and holiday routines
- Grammar:
- Using voudrais + infinitive
- Question formation with inversion
- Using il faut, il vaut mieux
- Using the perfect and imperfect tenses together
- Simple future tense
- Relative pronouns (qui, que)
- Cultural Knowledge:
- Francophone festivals and traditions
- Travel habits in the French-speaking world
Core Skills
- Talking and writing about ideal and past holidays
- Booking and reviewing accommodation
- Giving and justifying opinions about holiday preferences
- Using a variety of tenses in context
- Listening and reading for opinion and tone
- Writing more complex sentences using relative clauses
Assessment
- Grammaire 1 & 2: (Pages 122, 124) Grammar on tense work and opinion structures
- Contrôle de lecture et d’écoute: (Page 126) Reading/listening on holiday activities and plans
- Contrôle oral: (Page 128) Speaking task on dream holidays and travel experiences
- Contrôle écrit: (Page 130) Writing task using multiple tenses
- Révisions de grammaire: Modules 1–5 (Page 132): Consolidation of grammar taught so far
Spanish
Focus and Topic
- Módulo 6 – Mi barrio y yo
- Theme: Communication and the World Around Us
Core Knowledge
- Life in Colombia and urban change
- Shopping and preferences about where to live
- Cultural exchange and future plans
Core Skills
- Demonstrative adjectives
- Perfect tense
- Prepositions of place
- Present and imperfect tense comparison
- Direct object pronouns (revision)
- Subjunctive with cuando
- Comparisons and future time phrases
Assessment
- Grammar: Demonstratives, comparisons, subjunctive
- Speaking: Your area and preferences
- Writing: Cultural exchange and future living choices
Health
Half Term 1 (Sept-Nov)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
Half Term 1 (Sept-Nov)
CNAT Sport
Focus and Topic
Core Knowledge
- Watch and view sports in the media
Core Skills
- Analyse sports in the media
Assessment
- Three coursework tasks:
- Analyse which media platform is best for your selected club
- Look and discuss the positives of the selected sport and media
- Look and discuss the negatives of the selected sport and media
Food and Nutrition
Focus and Topic
Core Knowledge
A good basic understanding about vitamins and minerals, protein, carbohydrates. Some basic food science vocabulary and principles. A range of technical skills and food safety and hygiene.
Core Skills
- Understanding macronutrients & micronutrientsI
Assessment
- Knowledge assessments at the end of each topic
- Ongoing practical assessments every week
Health & Social Care R033
Focus and Topic
Core Knowledge
- Introduction to supporting individuals through life events
Core Skills
- Describing growth and development of the individual through the life stage, using PIES.
Assessment
- R033 1a completion
GCSE Physical Education
Focus and Topic
- Skeletal and Muscular systems
Core Knowledge
- foundational understanding of some core human biology.
Core Skills
- Location and functions of the bones and muscles.
Assessment
- Label 21 bones & 11 muscles, know 6 functions of the skeleton and the movements muscles create..
Half Term 2 (Nov – Dec)
CNAT Sport
Focus and Topic
Core Knowledge
- Complete the research tasks in class
Core Skills
- Analyse sports in the media
Assessment
- Three coursework tasks:
- Analyse which media platform is best for your selected club.
- Look and discuss the positives of the selected sport and media
- Look and discuss the negatives of the selected sport and media
Food and Nutrition
Focus and Topic
Core Knowledge
- A much deeper understanding of Macronutrients and Micronutrients
- Understanding of hydration, balanced diets
Core Skills
- Food science – heat transfer, cooking methods and chemical properties.
Assessment
- Knowledge assessments at the end of each topic
- Ongoing practical assessments every week
Health & Social Care R033
Focus and Topic
Core Knowledge
- Introduction to supporting individuals through life events
- Impacts of life events
Core Skills
- Explain how the growth and development of the individual has been affected by two specified factors.
- Describing life events and the life stage they occurred in.
Assessment
- R033 1b completion
- RO33 2a completion
GCSE Physical Education
Focus and Topic
- Movement Analysis
Core Knowledge
- foundational understanding of what is needed to make the body move.
Core Skills
- Planes, levers & axes
Assessment
- Identify and explain three planes, levers and axes, linking them to practical examples.
Half Term 3 (Jan – Feb)
CNAT Sport
Focus and Topic
Core Knowledge
- Know and play 1 sport. Including skills, tactics and practices
Core Skills
- Analysing own skills in a select sport
- Coaching – designing a 6 week training programme on how to improve.
Assessment
- Coursework task: identify strengths and weaknesses in the sport, analyse own skills.
- Discuss tactics in the sport. Create drills to improve two of your weaknesses.
Food and Nutrition
Focus and Topic
Core Knowledge
- Be able to make more advanced practical decisions.
- Be able to conduct simple food experiments and log information
Core Skills
- Principles of food safety and food choice.
Assessment
- Knowledge assessments at the end of each topic.
- Ongoing practical assessments every week
Health & Social Care R033
Focus and Topic
Core Knowledge
- Impact of a life event
Core Skills
- Explain the impact of the life event using PIESF
- Explain the needs of the individual, support available and justify how support will meet the needs of the individual and apply person centred values in recommending personalised support.
Assessment
- R033 Task 2 completion and overall R033 submission
GCSE Physical Education
Focus and Topic
- Cardio-Respiratory system
Core Knowledge
- foundational understanding of the role of the heart and lungs.
Core Skills
- Know the chambers and vessels in the heart. Know the structure of the lung.
Assessment
- Label the heart & lungs and know the function of each part.
Half Term 4 (Feb – March)
CNAT Sport
Focus and Topic
Core Knowledge
- Know and play 1 sport. Including skills, tactics and practices
Core Skills
- Analysing own skills in a select sport
- Coaching – designing a 6 week training programme on how to improve.
Assessment
- Coursework task: identify strengths and weaknesses in the sport, analyse own skills.
- Discuss tactics in the sport. Create drills to improve two of your weaknesses.
Food and Nutrition
Focus and Topic
Core Knowledge
Thinking and cooking for others and their needs and preferences
Core Skills
- British and international cuisines. Sensory analysis.
Assessment
- Knowledge assessments at the end of each topic
- Ongoing practical assessments every week
Health & Social Care R033
Focus and Topic
Core Knowledge
- Have an understanding of the rights of service users in health and social care settings
Core Skills
- Define both health care and social care and differentiate between health care and social care settings. Identify rights and be able to provide examples and explain the examples.
Assessment
- Use past exam questions on 1.1, 1.2 and 1.3
GCSE Physical Education
Focus and Topic
- Effects of exercise on the body systems
Core Knowledge
- foundational understanding of what happens to the body when we start to exercise.
Core Skills
- Effects exercise has on the heart, lungs and muscles.
Assessment
- To explain the short & long term effects exercise has on the systems using correct terminology.
Half Term 5 (April – May)
CNAT Sport
Focus and Topic
Core Knowledge
- Have an understanding of practices to use in a selected sport
Core Skills
- Creating a session plan for a selected sport. Warm up, main session and cool down.
- Make the event safe using a risk assessment
Assessment
- Coursework task: Session plan and risk assessment
Food and Nutrition
Focus and Topic
Core Knowledge
Be able to carry out and record sensory evaluations
Have an understanding about British and international cuisines.
Core Skills
- Food providence – environmental impact and sustainability of food.
Assessment
- Knowledge assessments at the end of each booklet.
- Ongoing practical assessments every week
- Knowledge boosters throughout the course
- On the spot questioning
- Re-visiting practical techniques as and when needed
- Weekly exam style questions
Health & Social Care R033
Focus and Topic
Core Knowledge
- Have an understanding of the rights of service users in health and social care settings.
Core Skills
- Identify person-centred values and examples of how they can be applied by service providers in health and social care settings. Know the meaning of the 6Cs and how service practitioners use them to inform and deliver person-centred values.
Assessment
- Use past exam questions on 2.1, 2.2 and 2.3
GCSE Physical Education
Focus and Topic
- Physical Training
Core Knowledge
- foundational understanding of different areas of fitness.
Core Skills
- Components of fitness & principles of training
Assessment
- Define 10 components of fitness & explain how to use principles when making a fitness program.
Half Term 6 (May – July)
CNAT Sport
Focus and Topic
Core Knowledge
- Play and keep a diary of sport
Core Skills
- Listing sporting events including fixtures, results and notes
Assessment
- Coursework tasks: Log book of participation for 1 sport and 6 week training programme
Food and Nutrition
Focus and Topic
Core Knowledge
A good understanding about all the theory needed for GCSE food and nutrition.
Core Skills
- Food preparation and cooking techniques.
Assessment
- Mini NEA introduction
Health & Social Care R033
Focus and Topic
Core Knowledge
- Have an understanding of effective communication in health and social care settings
Core Skills
- Identify and describe the benefits of verbal and non verbal communication skills and explain how they could be used in different care settings. Identify active listening skills and special communication methods that could be used within health and social care settings.
Assessment
- Use past exam questions on 3.1, 3.2, 3.3, 3.4 and 3.5
GCSE Physical Education
Focus and Topic
- Preventing injury in physical activity and training
Core Knowledge
- foundational understanding of to reduce the chances of injury in sport.
Core Skills
- Hazards, risks and injury prevention
Assessment
- Be able to identify hazardards. Explain what can be done/used to reduce the risk of injury in different sports.
Humanities
Half Term 1 (Sept-Nov)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
Half Term 1 (Sept-Nov)
Geography
Focus and Topic
The Living World
Core Knowledge
- Ecosystems
- Tropical Rainforests:
- deforestation, causes, impacts & sustainable management
- Hot Deserts:
- characteristics,
- development opportunities & challenges
- Desertification causes & reduction
Core Skills
- AQA GCSE Geography assessment tests a wide range of essential geographical skills across the course. These include:
- Cartographic skills: Interpreting and using various maps, understanding coordinates, scale, and direction, and analyzing distributions and features.
- Graphical skills: Constructing and interpreting different types of graphs and charts to present and analyze data.
- Numerical skills: Applying mathematical concepts like proportion, ratio, and frequency, and drawing conclusions from numerical data.
- Statistical skills: Using statistical measures like mean, median, and range, and identifying relationships in data.Communication skills (SPaG): Spelling, punctuation, and grammar are assessed throughout the papers.
Assessment
The Living World
History
Focus and Topic
- America, 1920–1973: Opportunity and inequality
- Part one: American people and the ‘Boom’
Core Knowledge
- The ‘Boom’: benefits, advertising and the consumer society; hire purchase; mass production, including Ford and the motor industry; inequalities of wealth; Republican government policies; stock market boom.
- Social and cultural developments: entertainment, including cinema and jazz; the position of women in society, including flappers.
- Divided society: organised crime, prohibition and their impact on society; the causes of racial tension, the experiences of immigrants and the impact of immigration; the Ku Klux Klan; the Red Scare and the significance of the Sacco and Vanzetti case.
- Part two: Bust – Americans’ experiences of the Depression and New Deal
- American society during the Depression: unemployment; farmers; businessmen; Hoover’s responses and unpopularity; Roosevelt’s election as president.
- The effectiveness of the New Deal on different groups in society: successes and limitations including opposition towards the New Deal from Supreme Court, Republicans and Radical politicians; Roosevelt’s contribution as president; popular culture.
- The impact of the Second World War: America’s economic recovery; Lend Lease; exports; social developments, including experiences of African-Americans and women.
- Part three: Post-war America
- Post-war American society and economy: consumerism and the causes of prosperity; the American Dream; McCarthyism; popular culture, including Rock and Roll and television.
- Racial tension and developments in the Civil Rights campaigns in the 1950s and 1960s: Segregation laws; Martin Luther King and peaceful protests; Malcolm X and the Black Power Movement; Civil Rights Acts of 1964 and 1968.● America and the ‘Great Society’: the social policies of Presidents Kennedy and Johnson relating to poverty, education and health; the development and impact of feminist movements in the 1960s and early 1970s, including the fight for equal pay; the National Organisation for Women, Roe v Wade (1973), the Supreme Court ruling on equal rights (1972) and opposition to Equal Rights Amendment.
Core Skills
- How do interpretations differ about…?
- Why might the interpretations differ about…?
- Which interpretation is the most convincing about…?
- Describe…
- In what ways were… affected by…?
- Which of the following was most important/had a greater impact/ was most responsible for…?
Assessment
End of Unit assessment
PSHE
Focus and Topic
Human Relationships
Core Knowledge
- Resilient Relationships
- Healthy Boundaries
- Relationship characteristics and parental responsibility
- Big sticky beliefs and relationships
- Identifying big sticky beliefs
- BSBs and human connections
- BSBs and Planning for the Future
Core Skills
Recognising human connections and appropriate expectations. E.g. trust.
Assessment
Before and After Mindmap Task
RE
Focus and Topic
What beliefs are central to Christianity?
Core Knowledge
- The nature of God, Tawid.
- Islamic expressions of God, architecture and calligraphy.
- Sources of wisdom and guidance
- Subhanallah
- What really matters to me?
Core Skills
- Recall of information
- Vocabulary focus
- Understanding community
- Connecting ancient teachings to modernity.
- Thinking about what is important to them
Assessment
Knowledge based assessment, a blend of small to medium scoring questions
Sociology
Focus and Topic
- Research Methods (refreshed)
- What are the different research methods?
- What data do they produce?
- What are the strengths and limitations of these methods?
- Social Differentiation and Stratification (Continued)
- Life Chances
Core Knowledge
- Sampling Processes
- Methods of Research
- The value of different data types in comparison to one another.
- Introduction to strata
- Sociological perspectives
- Weber
- The New Right
- What is power and authority?
- The Media
Core Skills
- Applied methods of sociological enquiry
- Analyse and evaluate information and evidence presented in different written, visual and numerical forms
- Knowledge building
- Skills development, analysis and evaluation
Assessment
- Knowledge based assessment, a blend of small to medium scoring questions
- Extended writing assessment (essay based)
Half Term 2 (Nov – Dec)
Geography
Focus and Topic
The Living World
Core Knowledge
- Ecosystems
- Tropical Rainforests:
- deforestation, causes, impacts & sustainable management
- Hot Deserts:
- characteristics,
- development opportunities & challenges
- Desertification causes & reduction
Core Skills
- AQA GCSE Geography assessment tests a wide range of essential geographical skills across the course. These include:
- Cartographic skills: Interpreting and using various maps, understanding coordinates, scale, and direction, and analyzing distributions and features.
- Graphical skills: Constructing and interpreting different types of graphs and charts to present and analyze data.
- Numerical skills: Applying mathematical concepts like proportion, ratio, and frequency, and drawing conclusions from numerical data.
- Statistical skills: Using statistical measures like mean, median, and range, and identifying relationships in data.Communication skills (SPaG): Spelling, punctuation, and grammar are assessed throughout the papers.
Assessment
The Living World
History
Focus and Topic
- Part two: Bust – Americans’ experiences of the Depression and New Deal
Core Knowledge
- Part two: Bust – Americans’ experiences of the Depression and New Deal
- American society during the Depression: unemployment; farmers; businessmen; Hoover’s responses and unpopularity; Roosevelt’s election as president.
- The effectiveness of the New Deal on different groups in society: successes and limitations including opposition towards the New Deal from Supreme Court, Republicans and Radical politicians; Roosevelt’s contribution as president; popular culture.
- The impact of the Second World War: America’s economic recovery; Lend Lease; exports; social developments, including experiences of African-Americans and women.
Core Skills
- How do interpretations differ about…?
- Why might the interpretations differ about…?
- Which interpretation is the most convincing about…?
- Describe…
- In what ways were… affected by…?
- Which of the following was most important/had a greater impact/ was most responsible for…?
Assessment
End of Unit assessment
PSHE
Focus and Topic
- Mental Illness Investigated
Core Knowledge
- Defining mental health
- The science of mental illness
- Understanding mental illness
- Triggers, protective factors & promoting well-being
- Mental illness spotting and supporting,
Core Skills
- Able to be aware of their thought patterns and if/when they need help, or recognise others who do.
Assessment
Before and After Mindmap Task
RE
Focus and Topic
- What matters most in Islam?
Core Knowledge
- The nature of God, Tawid.
- Islamic expressions of God, architecture and calligraphy.
- Sources of wisdom and guidance
- Subhanallah
- What really matters to me?
Core Skills
- Recall of information
- Vocabulary focus
- Understanding community
- Connecting ancient teachings to modernity.
- Thinking about what is important to them
Assessment
Knowledge based assessment, a blend of small to medium scoring questions.
Sociology
Focus and Topic
- Social Differentiation and Stratification
- Stratas
- Begin Crime and Deviance
- Social construction of conecpts of crime and deviance
- Social control
- Patterns of criminal and deviant behaviour
Core Knowledge
- Poverty
- Social class
- Age
- Ethnicity
- Gender
- Disability
- Sexuality
- What is crime? What is deviance?
- Historical and cultural variations
- Social construction of crime and deviance.
- Informal and formal social control
- Unwritten rules agencies of informal social control
- Sanctions
- Formal social control
- Social class
- Structuralism, subcultural, interactionist and feminist
Core Skills
- Knowledge building
- Skills development, analysis and evaluation
Assessment
Knowledge based assessment, with medium scoring questions.
Half Term 3 (Jan – Feb)
Geography
Focus and Topic
- Urban Issues and Challenges
Core Knowledge
- Urban world:
- Urbanisation & causes
- Social and economic opportunities & challenges
- improvement of city environments and
- squatter settlement managements
- Urban change in the UK:
- UK population distribution
- Social, economic and environmental opportunities and challenges in a named UK City
- Sustainable urban development and management strategies.
Core Skills
- N/A
Assessment
Summative Assessment 2
- Urban Issues and Challenges
History
Focus and Topic
- Part three: Post-war America
Core Knowledge
- Post-war American society and economy: consumerism and the causes of prosperity; the American Dream; McCarthyism; popular culture, including Rock and Roll and television.
- Racial tension and developments in the Civil Rights campaigns in the 1950s and 1960s: Segregation laws; Martin Luther King and peaceful protests; Malcolm X and the Black Power Movement; Civil Rights Acts of 1964 and 1968.
- America and the ‘Great Society’: the social policies of Presidents Kennedy and Johnson relating to poverty, education and health; the development and impact of feminist movements in the 1960s and early 1970s, including the fight for equal pay; the National Organisation for Women, Roe v Wade (1973), the Supreme Court ruling on equal rights (1972) and opposition to Equal Rights Amendment.
Core Skills
- How do interpretations differ about…?
- Why might the interpretations differ about…?
- Which interpretation is the most convincing about…?
- Describe…
- In what ways were… affected by…?
- Which of the following was most important/had a greater impact/ was most responsible for…?
Assessment
End of Unit assessment
PSHE
Focus and Topic
- Human Relationships
Core Knowledge
- Contraception including condom and the pill
- pregnancy and miscarriage
- abortion and sources of help.
- Relationships and sex education including healthy relationships and consent
- The risks of STIs
- sexting and pornography.
- FGM
- Tackling homophobia
- Transphobia and sexism
Core Skills
- Understanding safe behaviour and how certain choices can impact people.
- The law.
- Being aware of the needs of others.
Assessment
Before and After Mindmap Task
RE
Focus and Topic
- How shoudl we make moral decisions? (Christianity: Jesus and Church – and Humanism)
Core Knowledge
- Where Do Our Morals Come From?
- What Did Jesus Teach About Right and Wrong?
- How Do Christians Make Moral Decisions Today?
- How Do Humanists Decide What Is Right?
- Can Christians and Humanists Agree on Morality?
Core Skills
- Reasoning skills
- Balancing out ideas
- Comparing a range of different beliefs
- Literacy focus
- Extended writing ability.
Assessment
- Extended Writing Assessment
- ‘Religion is the only way to make moral decisions’. To what extent do you agree with this view? Create a balanced argument before reaching a conclusion.
- Application of SPaG – literacy focus
Sociology
Focus and Topic
- Crime and Deviance
- Sociological perspectives
- Different social groups
- Statistics and systems
Core Knowledge
- Ethnicity
- Age
- Gender
- Labelling and Interactionism
- Prison Systems
- The problem of statistics
Core Skills
- Knowledge building
- Skills development, analysis and evaluation
- Comparison/contrast
Assessment
Extended writing assessment (essay based)
Half Term 4 (Feb – March)
Geography
Focus and Topic
- Urban Issues and Challenges
Core Knowledge
- Urban world:
- Urbanisation & causes
- Social and economic opportunities & challenges
- improvement of city environments and
- squatter settlement managements
- Urban change in the UK:
- UK population distribution
- Social, economic and environmental opportunities and challenges in a named UK City
- Sustainable urban development and management strategies.
Core Skills
- N/A
Assessment
Summative Assessment 2
Urban Issues and Challenges
History
Focus and Topic
- Conflict and tension: the First World War, 1894–1918
- Part one: The causes of the First World War
Core Knowledge
- The Alliance System: The Triple Alliance; Franco-Russian Alliance; relations between the ‘Entente’ powers; the crises in Morocco (1905 and 1911) and the Balkans (1908–1909), and their effects on international relations.
- Anglo-German rivalry: Britain and challenges to Splendid Isolation; Kaiser Wilhelm’s aims in foreign policy, including Weltpolitik; colonial tensions; European rearmament, including the Anglo-German naval race.
- Outbreak of war: Slav nationalism and relations between Serbia and Austria-Hungary; the assassination of Archduke Franz Ferdinand in Sarajevo and its consequences; the July Crisis; the Schlieffen Plan and Belgium; reasons for the outbreak of hostilities and the escalation of the conflict.
Core Skills
- Source A gives … viewpoint on … How do you know?
- How useful are sources B & C to a historian studying…?
- Write an account of….
- How far do you agree with the statement?
Assessment
End of Unit assessment
PSHE
Focus and Topic
- Mental Health and Emotional wellbeing
Core Knowledge
- Body image.
- Managing change and loss including grief and bereavement.
- Road safety.
- Understanding signs of illness and factors which impact these such as sun, sleep, hygiene, germs, bacteria, immunisation
- Vaccines
Core Skills
- Reflecting on safety, personal health, physical and mental.
Assessment
Before and After Mindmap Task
RE
Focus and Topic
- What is faith? (Christianity: God)
Core Knowledge
Core Skills
Assessment
Sociology
Focus and Topic
- Crime and Deviance and begin revision
- Finalising Crime and Deviance
- Revision
Core Knowledge
- The influence of the media
- Youth offending and punishment.
- Violent crime and sentencing.
Core Skills
- Knowledge building
- Skills development, analysis and evaluation
Assessment
Extended writing assessment (essay based)
Half Term 5 (April – May)
Geography
Focus and Topic
- Uk Physical Landscapes (Coasts & Rivers)
Core Knowledge
- UK – relief & landscapes
- Coastal Landscapes:
- waves, weathering & mass movement
- Coastal erosion & landforms
- Coastal management:
- hard and soft engineering and managed retreat.
- Case study: coastal management
- River Landscapes:
- Rivers processes and landforms
- Flooding and flood risk factors
- hard and soft engineering and managed retreat.
- Case study: flood management
Core Skills
Assessment
Summative Assessment 3 – Project:
- Year 10 summer mock:
- Living World &
- Urban Issues and Challenges
History
Focus and Topic
- Part two: The First World War: stalemate
Core Knowledge
- The Schlieffen Plan: the reasons for the plan, its failure, including the Battle of Marne and its contribution to the stalemate.
- The Western Front: military tactics and technology, including trench warfare; the war of attrition; key battles, including Verdun, the Somme and Passchendaele, the reasons for, the events and significance of these battles.
- The wider war: the war on other fronts; Gallipoli and its failure; the events and significance of the war at sea, including Jutland, the U-Boat campaign and convoys.
Core Skills
- Source A gives … viewpoint on … How do you know?
- How useful are sources B & C to a historian studying…?
- Write an account of….
- How far do you agree with the statement?
Assessment
End of Unit assessment
PSHE
Focus and Topic
- Resilience Revisited
Core Knowledge
- Optimistic thinking
- WoBbLe
- Assertive communication
- Moving on
- Empathy & resilience planning
Core Skills
- Communicating well with others and developing resilient and empathetic behaviours.
Assessment
Before and After Mindmap Task
RE
Focus and Topic
- How might faith inspire people? (Thematic)
Core Knowledge
- What Does It Mean to Be Inspired by Faith?
- How Does Christian Faith Inspire Service and Justice?
- How Does Islam Inspire Courage and Commitment?
- How Does Buddhist Belief Inspire Peace and Compassion?
- How Do Different Faiths Inspire People to Change the World?
Core Skills
- The ability to produce a piece of work which reflects their learning and then verbalise this information.
Assessment
Project and presentation; How might faith inspire people?
Sociology
Focus and Topic
- Final Exam Preparation
Core Knowledge
- Final Exam Preparation
Core Skills
- Knowledge recall
- Decoding
- Essay skills
- Essay writing
Assessment
Extended writing assessment (essay based)
Half Term 6 (May – July)
Geography
Focus and Topic
- Uk Physical Landscapes (Coasts & Rivers)
Core Knowledge
- UK – relief & landscapes
- Coastal Landscapes:
- waves, weathering & mass movement
- Coastal erosion & landforms
- Coastal management:
- hard and soft engineering and managed retreat.
- Case study: coastal management
- River Landscapes:
- Rivers processes and landforms
- Flooding and flood risk factors
- hard and soft engineering and managed retreat.
- Case study: flood management
Core Skills
Assessment
Summative Assessment 3 – Project:
Urban Issues and Challenges
Year 10 summer mock:
Living World &
History
Focus and Topic
- Part three: Ending the war
Core Knowledge
- Changes in the Allied Forces: consequences of the Bolshevik Revolution and the withdrawal of Russia on Germany strategy; the reasons for and impact of the entry of the USA into the war.
- Military developments in 1918 and their contribution to Germany’s defeat: the evolution of tactics and technology; Ludendorff the German Spring Offensive; the Allied advance during The Hundred Days.
- Germany surrenders: impact of the blockade; abdication of the Kaiser; armistice; the contribution of Haig and Foch to Germany’s defeat.
Core Skills
- Source A gives … viewpoint on … How do you know?
- How useful are sources B & C to a historian studying…?
- Write an account of….
- How far do you agree with the statement?
Assessment
End of Unit assessment
PSHE
Focus and Topic
- From School to Life
Core Knowledge
- Being part of a group & my adult self
- Positive and negative role models
- Bucket list and timelines
- Timelines continued
- Actions
- Possible selves
- Adult possible selves
- Solving everyday problems
- Looking forward
Core Skills
- Looking to the future, fun and careers.
Assessment
Before and After Mindmap Task
RE
Focus and Topic
- What matters in the journey of Life? (Hindu dharma)
Core Knowledge
- Life as a journey — Hindu perspectives on samsara
- Dharma — Duty, ethics, and responsibility
- The ultimate aim — Moksha
- The four ashramas — stages of life
- What really matters? Personal meaning and global relevance
Core Skills
- Recall of information
- Vocabulary focus
- Understanding community
- Connecting ancient teachings to modernity.
Assessment
Knowledge based assessment, a blend of small to medium scoring questions.
Sociology
Focus and Topic
Core Knowledge
Core Skills
Assessment
Mathematics
Half Term 1 (Sept-Nov)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
Half Term 1 (Sept-Nov)
Mathematics – Higher
Focus and Topic
Geometry and Measure
Core Knowledge
- Angles, bearings and scale diagrams
- Basic Number
- Algebra and Graphs
Core Skills
- Draw/calculate bearings, angle facts and scale factors.
- Apply four operations (integers/decimals/fractions), understand inverse operations, use product rule for counting and approximation.
- Collect like terms, expand brackets, solve geometric problems (graph), use y=mx+c
Assessment
- Bearings and scale diagrams
- Product of Prime Factors (LCM/HCF)
- Equation of a line/perpendicular lines
- Expanding and factorising
- Expanding triple brackets
Mathematics – Foundation
Focus and Topic
Geometry and Measure
Core Knowledge
- Angles and scale diagrams
- Basic Number
- Algebra and Graphs
Core Skills
- Use angle facts, scale factors, scale diagrams and maps.
- Apply four operations (integers/decimals/fractions), understand inverse operations, apply systematic listing and approximation.
- Collect like terms, expand brackets, solve geometric problems (graph), use y=mx+c
Assessment
- Angles in parallel lines
- Angle Facts
- Map scales and scale diagrams
- Fraction problems
- Fraction arithmetic
- Arithmetic (including decimals)
- Equation of a line
- Simplifying expressions
- Expanding and factorising
- Equation of a line
Computer Science
Focus and Topic
System Architecture, Memory and Storage, Network, Network Security (Component 1)
Core Knowledge
- CPU Architecture
- CPU Architecture: The role of the CPU and its key components: ALU (Arithmetic Logic Unit), CU (Control Unit), and Registers.
- Fetch-Execute Cycle: The detailed steps the CPU follows to execute an instruction: Fetch → Decode → Execute.
- Performance Factors: How Clock speed, Cache size, and the number of cores affect the CPU’s performance.
- Embedded Systems: The concept of an embedded system and examples of its application (e.g., in washing machines, cars).
- Memory and Storage
- Primary vs. Secondary Storage: The difference between them (e.g., Primary is volatile/non-volatile, Secondary holds data long-term).
- RAM and ROM: The purpose and characteristics of RAM (Random Access Memory – volatile) and ROM (Read-Only Memory – non-volatile).
- Cache Memory: The purpose of Cache (fast memory near the CPU) and its different levels (L1,L2,L3).
- Storage Types: The characteristics and suitability of the three main types of secondary storage: Magnetic (HDDs), Optical (CDs, DVDs), and Solid State (SSDs).
- Units of Data: The hierarchy of data capacity: Bit, Nibble, Byte, Kilobyte, Megabyte, Gigabyte, Terabyte, Petabyte, and the conversions between them (1 KB=1024 Bytes).
- Networks
- Network Types: The difference between a LAN (Local Area Network) and a WAN (Wide Area Network).
- Connectivity: The difference between Wired (Ethernet) and Wireless (Wi-Fi) connections.
- Network Hardware: The function of common devices: Router, Switch, NIC (Network Interface Card), WAP (Wireless Access Point), and Transmission media (cables).
- Network Topologies: The structure, advantages, and disadvantages of Star and Mesh topologies.
- Protocols: The role of protocols and knowledge of common ones: TCP/IP, HTTP/HTTPS, POP3, IMAP, SMTP (for email).
- IP and MAC Addressing: The purpose and difference between MAC addresses and IP addresses.
- Network Security
- Threats: Specific types of threats and attacks: Malware (e.g., viruses, spyware), Phishing, Brute Force, Denial of Service (DoS/DDoS), and Social Engineering.
- Prevention: The purpose and operation of security measures: Firewalls, Encryption, Strong passwords, Access Levels, and Anti-malware software.
- Penetration Testing: The concept and purpose of penetration testing (ethical hacking).
- Data Protection: An understanding of the need for data backup and disaster recovery.
Core Skills
- Understanding the structure and function of a computer system, including the CPU (Central Processing Unit) and its components (ALU, CU, Registers). Skills include analysing the fetch-execute cycle and evaluating how different architectural features (like clock speed, cache size, number of cores) impact performance.
- Distinguishing between different types of memory (RAM, ROM, Cache) and their purpose. Skills include comparing the characteristics (volatility, speed, capacity, cost) of various storage media (HDD, SSD, optical) and calculating data storage requirements (e.g., bit, nibble, byte, KB, MB, GB, TB).
- Explaining the role of common network hardware (e.g., routers, switches, WAPs) and protocols (e.g., TCP/IP, HTTP, HTTPS, POP, IMAP, SMTP). Skills include analysing the advantages and disadvantages of different network topologies (star, mesh) and comparing wired vs. wireless and LAN vs. WAN technologies.
- Identifying and explaining various threats to network security (e.g., malware, phishing, brute force attacks, Denial of Service – DoS). Skills include evaluating the effectiveness of common security measures like firewalls, encryption, user access levels, and strong passwords. This involves understanding the ethical and legal implications of security breaches.
Assessment
- Interactive “low stakes” multiple choice assessment online for instant feedback at the end of topics.
- Exam questions taken from the examboard matching each section from Core Skills column.
Half Term 2 (Nov – Dec)
Mathematics -Higher
Focus and Topic
- Number and Statistics
Core Knowledge
- Rounding, decimals and percentages
- Sequences
- Collecting and representing data
Core Skills
- Decimals (four operations).
- Ordering and comparing decimals.
- Round numbers to a certain degree of accuracy.
- Use inequality notation to specify error intervals.
- Apply/interpret limits of accuracy.
- Understand percentages as fractions.
- Compare using percentages and decimal multipliers.
- Generate sequences.
- Identify types of sequences.
- Calculate the nth term of a sequence including quadratic sequences.
- Interpret/construct charts, tables and diagrams.
- Interpret/analyse/compare distributions of data.
- Identify types of data.
Assessment
- Error intervals
- Upper and lower bounds
- Ordering decimals
- Percentage change (decimal multipliers and worded problems)
- Sequences (term to term rules, position to term rules, generating from nth term, finding nth term, types of sequences)
- Sampling methods
- Histograms
- Box plots and comparing data
- Cumulative frequency
- Frequency tables
Mathematics -Foundation
Focus and Topic
- Number and Statistics
Core Knowledge
- Rounding, decimals and percentages
- Sequences
- Collecting and representing data
Core Skills
- Decimals (four operations).
- Ordering and comparing decimals.
- Round numbers to a certain degree of accuracy.
- Use inequality notation to specify error intervals.
- Apply/interpret limits of accuracy.
- Understand percentages as fractions.
- Compare using percentages.
- Generate sequences.
- Identify types of sequences.
- Calculate the nth term of a sequence.
- Interpret/construct charts, tables and diagrams.
- Interpret/analyse/compare distributions of data.
- Identify types of data.
Assessment
- Rounding (nearest 10,100,100, integer, dp and significant figures) including calculations
- Upper/Lower bounds and arrow intervals
- Calculating percentage change
- Sequences (term to term rules, position to term rules, generating from nth term, finding nth term, types of sequences)
- Bar charts
- Pictograms
- Frequency tables
- Sampling methods and comparing data
Computer Science
Focus and Topic
- Algorithms, Programming Fundamentals (Component 2)
Core Knowledge
- Computational Thinking: The concepts of decomposition and abstraction. Standard Constructs: Knowledge of how to use Sequence, Selection, and Iteration in algorithm design. Algorithm Types: The mechanics of common searching algorithms (e.g., Linear Search, Binary Search) and sorting algorithms (e.g., Bubble Sort, Merge Sort).
- Data Types: The fundamental types: Integer, Real/Float, Boolean, and Character/String. Data Storage: The difference between, and correct use of, variables and constants. Data Structures: The structure and use of arrays (or lists) for storing multiple items.
- Control Flow: How to implement: Sequence (instructions in order), Selection (IF/ELSE, CASE statements), and Iteration (FOR loops, WHILE/REPEAT loops). Operators: The use of arithmetic (+,−,∗,/), relational (>,<,==,=), and Boolean (AND, OR, NOT) operators. Sub-programs: The concept of procedures and functions (subroutines) and how they are used to make code modular.
- Error Types: The difference between syntax errors (grammar/spelling mistakes), logic errors (program runs but produces the wrong output), and runtime errors. Testing: The purpose of testing and the use of different test data categories: Normal, Boundary, and Erroneous/Invalid
Core Skills
- Decomposition (breaking problems down). Abstraction (focusing on essentials). Design (creating flowcharts and pseudocode). Analysis (following, interpreting, and debugging existing algorithms).
- Coding (writing syntactically correct and efficient code). Testing and Debugging (systematically fixing errors). Data Handling (using and manipulating variables and arrays). Control Flow (implementing sequence, selection, and iteration).
- Logic and Reasoning (applying logical thought to predict outcomes and evaluate efficiency).
Assessment
- Interactive “low stakes” multiple choice assessment online for instant feedback at the end of topics.
- Online self-guided interactive coding challenges.
- Exam questions taken from the examboard matching each section from Core Skills column.
Half Term 3 (Jan – Feb)
Mathematics – Higher
Focus and Topic
- Problem Solving with Shape and Graphs
Core Knowledge
- Perimeter, circumference and area
- Real life graphs
- Ratio and Proportion
Core Skills
Assessment
N/A
Mathematics – Foundation
Focus and Topic
- Problem Solving with Shape and Graphs
Core Knowledge
- Perimeter, circumference and area
- Real life graphs
Core Skills
- Identify properties of 3D shapes.
- Calculate perimeter and area of 2D shapes/composite shapes.
- Calculate the surface area of pyramids.
- Use formulae to find the area of 2D shapes.
- Identify properties of circles.
- Calculate arc lengths, angles and areas of sectors.
- Plot and interpret graphs.
- Calculate speed, distance and acceleration.
- Interpret the gradient of straight line graphs as rates of change.
Assessment
- Area and Perimeter of 2D Shapes
- Area and Circumference of Circles
- Circles and Sectors
- Properties of 2D Shapes
- Properties of 3D Shapes
- Surface Area
- Straight Line Graphs
- Real Life Graphs
Computer Science
Focus and Topic
Core Knowledge
Core Skills
Revisit of:
- I. CPU and Architecture
- CPU Role & Components
- Fetch-Execute Cycle
- Performance Factors
- Embedded Systems
- II. Memory and Storage
- Primary vs. Secondary Storage
- RAM and ROM
- Cache Memory
- Storage Types
- Units of Data
- III. Networks
- Network Types (LAN/WAN)
- Connectivity (Wired/Wireless)
- Network Hardware
- Network Topologies
- Protocols
- IP and MAC Addressing
- IV. Network Security
- Threats
- Prevention
- Penetration Testing
- Data Protection
Assessment
Half Term 4 (Feb – March)
Mathematics – Higher
Focus and Topic
- Shape, Number and Algebra
Core Knowledge
- Properties of polygons
- Equations
- Standard form, surds and indices
- Analysing data with averages
Core Skills
Assessment
N/A
Mathematics – Foundation
Focus and Topic
- Shape, Number and Algebra
Core Knowledge
- Properties of polygons
- Equations
- Standard form and indices
Core Skills
Assessment
- Properties of Polygons
Computer Science
Focus and Topic
Core Knowledge
Core Skills
Assessment
Half Term 5 (April – May)
Mathematics – Higher
Focus and Topic
- Transformations and Number
Core Knowledge
- Transformation of shapes
- Congruence and similarity
- Plans and elevations
- Percentages
Core Skills
Assessment
N/A
Mathematics – Foundation
Focus and Topic
- Transformations and Statistical Measures
Core Knowledge
- Transformation of shapes
- Congruence and similarity
- Analysing data with averages
Core Skills
Assessment
N/A
Computer Science
Focus and Topic
Core Knowledge
Core Skills
Assessment
Half Term 6 (May – July)
Mathematics – Higher
Focus and Topic
- Construction and Measures
Core Knowledge
- Construction and loci
- Statistical measures
Core Skills
Assessment
Mock – past exam paper
Mathematics – Foundation
Focus and Topic
- Measures, Shape and Probability
Core Knowledge
- Area and volume
- Plans and elevations
- Basic Probability
Core Skills
Assessment
Mock – past exam paper
Computer Science
Focus and Topic
Core Knowledge
Core Skills
Assessment
Science
Half Term 1 (Sept-Nov)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
Half Term 1 (Sept-Nov)
Focus and Topic
- Homeostasis and the nervous system
- Atomic structure
- Stretching, Hooke’s law, and elastic potential energy
Core Knowledge
- Homeostasis is the regulation of internal conditions tot manage factors like body temperature, blood glucose levels, and water balance.
- A simple model of the atom including the nucleus and shells, symbols, electronic charge and isotopes
- Stretching an object involves applying forces that change its shape, and if the object returns to its original form, it’s said to be elastically deformed. Hooke’s Law states that the extension of an elastic object is directly proportional to the force applied, up to the limit of proportionality.
Core Skills
- Understand that these systems use nervous or hormonal responses to restore balance when conditions deviate from the ideal.
- Calculate the number of protons, neutrons and electrons using a periodic table. Recall mass and charge of subatomic particles and calculate relative mass of isotopes
- Elastic potential energy is the energy stored in a stretched or compressed object and can be calculated
Assessment
- Checking for understanding throughout using mini whiteboards. End of topic assessment using past paper questions.
Half Term 2 (Nov – Dec)
Focus and Topic
- The endocrine system
- Bonding and Properties
- Speed, velocity, and acceleration
- Distance-time and velocity-time graphs
Core Knowledge
- The endocrine system is a network of glands that secrete hormones directly into the bloodstream to regulate bodily functions over time.
- Atoms bond by transferring or sharing electrons to achieve stable electron configurations, forming ionic, covalent, or metallic bonds. The type of bonding and structure determines a substance’s properties—like melting point, conductivity, and solubility.
- Speed is how fast an object moves, while velocity includes both speed and direction—making it a vector quantity. Acceleration is the rate at which velocity changes, and it can be positive (speeding up) or negative (slowing down).
Core Skills
- This system often works more slowly but lasts longer than nervous responses.e.g. the pituitary (master gland), thyroid
- For example, ionic compounds have high melting points and conduct electricity when molten, while covalent molecules tend to be low-melting and poor conductors.
- Use distance-time graphs show how far an object travels over time, with the gradient representing speed, while velocity-time graphs reveal changes in velocity, where the gradient indicates acceleration and the area under the graph shows distance travelled.
Assessment
- Checking for understanding throughout using mini whiteboards. End of topic assessment using past paper questions
Half Term 3 (Jan – Feb)
Focus and Topic
- Reproduction
- Quantitative Chemistry
- States of matter and changes of state
Core Knowledge
- The biological process by which new individuals are produced. It can occur through sexual reproduction, involving the fusion of gametes and leading to genetic variation, or asexual reproduction, which produces genetically identical offspring.
- Quantitative chemistry focuses on measuring substances and interpreting chemical equations to understand reactions. It includes concepts like conservation of mass, relative formula mass, and using moles to calculate amounts of reactants and products.and identify limiting reactants.
- States of matter include solids, liquids, and gases. Changes of state like melting, boiling, freezing, and condensation are physical changes caused by energy transfer, where particles gain or lose internal energy without altering their chemical identity.
Core Skills
- Key concepts include meiosis, DNA and the genome, genetic inheritance, inherited disorders, and sex determination
- Unit conversion using prefixes such as kilo.
- Rearranging equations and reporting answers to the correct number of significant figures.
- These transitions occur at specific temperatures, and mass is conserved throughout, as the number of particles remains constant
Assessment
- Checking for understanding throughout using mini whiteboards. End of topic assessment using past paper questions
Half Term 4 (Feb – March)
Focus and Topic
- Meiosis and the genome
- Chemical Changes
- Energy Changes
- Particle arrangement and motion
- Pressure in gases
- Internal energy and specific heat capacity
Core Knowledge
- Meiosis is a two-stage cell division process that produces gametes with half the number of chromosomes, introducing genetic variation through the random assortment and crossing over of genes.
- The reactivity series helps predict how metals behave, and methods like reduction with carbon are used to extract less reactive metals. Electrolysis is used for more reactive metals and involves breaking down compounds using electricity.
- In gases, pressure is caused by particles colliding with container walls, and it increases with temperature due to faster particle motion. Internal energy is the total energy stored in a system’s particles, and specific heat capacity tells us how much energy is needed to raise the temperature of 1 kg of a substance by 1°C.
Core Skills
- During fertilisation, these gametes combine to form a zygote with a full set of chromosomes.. The genome is the entire genetic material of an organism.
- Use temperature change data to identify if a reaction is exothermic or endothermic. Draw reaction profiles and label activation energy and energy change.
- Specific heat capacity calculations.
Assessment
- Checking for understanding throughout using mini whiteboards. End of topic assessment using past paper questions
Half Term 5 (April – May)
Focus and Topic
- Genetic inheritance
- Rate and Extent of Chemical
- Change
- Speed, velocity, and acceleration
- Distance-time and velocity-time graphs
- Thinking about stopping distances and reaction times
Core Knowledge
- Genetic inheritance explains how traits are passed from parents to offspring through genes located on chromosomes. Each gene can exist in different forms called alleles, which may be dominant or recessive, and the combination of alleles (genotype) determines the observable characteristics (phenotype).
- Rate of reaction refers to how quickly reactants are converted into products, and it can be measured by tracking changes in mass, volume, or concentration over time. Some reactions are reversible, and when they occur in a closed system, they can reach dynamic equilibrium.
- Distance-time graphs show how far an object travels over time. Velocity-time graphs reveal how velocity changes, with the gradient representing acceleration and the area under the graph showing distance travelled. Stopping distances combine thinking distance (how far a vehicle travels while the driver reacts) and braking distance.
Core Skills
- Inheritance patterns can be predicted using Punnett squares, and some traits are influenced by a single gene (monogenic), while others involve multiple genes (polygenic)
- Predict how factors like temperature, concentration, pressure, surface area, and the use of catalysts affect the rate by influencing how often and how energetically particles collide.
- Recall that straight lines mean constant speed, and curved lines indicate acceleration or deceleration.
- Recall that both affected by speed, road conditions, and reaction time, which can vary due to tiredness, distractions, or substances.
Assessment
- GCSE Mock exam
Half Term 6 (May – July)
Focus and Topic
- Classification, Evolution
- Organic Chemistry
- Structure of the atom
- Radioactivity and types of radiation
- Half-life and uses/dangers of radiation
- Nuclear fission and fusion
Core Knowledge
- Classification is the process of grouping organisms based on shared characteristics, using systems like the Linnaean hierarchy and three-domain model to reflect evolutionary relationships. Evolution explains how species change over time through natural selection
- Organic chemistry explores compounds based on carbon, especially hydrocarbons found in crude oil, which are separated by fractional distillation.
- Radioactivity occurs when unstable atomic nuclei release energy by emitting alpha particles, beta particles, or gamma rays, each with different penetration and ionising powers. The half-life of a radioactive isotope is the time it takes for its activity to halve, which helps determine its uses (like medical tracers)
Core Skills
- Fossils, genetic evidence, and observations like antibiotic resistance in bacteria support the theory of evolution and help trace the development of life on Earth.
- Recall the structure and names and properties and reactions of alkanes and alkenes, and how organic compounds serve as fuels and feedstock in industry.
- Nuclear fission splits large nuclei (e.g. uranium) to release energy and neutrons, while nuclear fusion joins small nuclei (e.g. hydrogen) under extreme conditions—both are powerful energy sources, but fusion remains experimental.
Assessment
- Checking for understanding throughout using mini whiteboards.
- End of topic assessment using past paper questions