Curriculum Breakdown – Year 7

Focus and Topic

• Purple –
  • Shading Cubes, Spheres and Pyramids
  • Language Mastery
  • Drawing and Shading Lobster Claws
  • Drawing an Ortolan Bird
  • 3 Colour Faces
  • Watercolour of Rubens Painting

Core Knowledge

• Historical/cultural/ societal context.
• The history of indentured servants during the colonisation of America
• Understanding of the history and origins of the color purple via Greek mythology
• Reading on:
  • Artist: Rubens
  • Movement: Baroque

Core Skills

• Understanding of depth and tone using a range of mediums:
  • Pencil
  • Pencil Crayon
  • Oil Paster
  • Charcoal
  • Watercolour

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.

Focus and Topic

• DT Woodworking
  • Clock Project
• DT Graphics
  • Keyring Project
• DEC
  • A Healthy Home Project

Core Knowledge

• DT Woodworking
  • Health & Safety
  • Bauhaus, Art Nouveau, Art Deco, design movements
  • Use of materials (woods)
  • How to bond, drill and finish surfaces.
• DT Graphics
  • Health & Safety
  • Understanding of clients and themes
  • 3D CAD use
  • Understanding of thermoplastics (recycled materials)
  • Effective packaging
• DEC
  • Client; end user.
  • Defining ‘A Healthy Home for Everyone’. Accessibility. Inclusivity. Environment.
  • Passive house. EPC ratings.
  • Architectural design – floor plans and architectural symbols.
  • Construction materials and aesthetics.
  • Utilities and renewable energy sources.

Core Skills

• DT Woodworking
  • Designing and marking out
  • Hand crafting with a coping saw
  • Using a pillar drill
  • Using water based paints.
• DT Graphics
  • Rapid prototyping
  • Vacuum forming
  • Graphic design and craft knife skills
  • Using safety equipment.
• DEC
  • Measurement (1mm, 1cm, 1 metre, 1 square metre).
  • Proportion and scale (1:50).
  • Architectural design – hand drawing and computer (CAD) drawing skills (floor planner/SketchUp).
  • Hand modelling skills.
  • Architectural presentation on slides. Application of STEM.

Assessment

• DT Woodworking
  • The design clearly reflects the Bauhaus Design Movement
  • All parts have been evenly and thoroughly painted.
  • Accurately cut and sanded geometric shapes
  • All sheets completed
• DT Graphics
  • The design clearly reflects the chosen client and theme
  • All processes completed – graphic design, vacuum forming, craft knife skills and CADCAM.
  • Accurate construction of the final product
  • Quality of display
• DEC
  • Quality of the presentation.
  • Justification of how the project links to ‘A Healthy Home’.
  • Floor plan development.
  • 3D modelling/analysis.
  • Demonstrating confident and correct use of architectural symbols, measurements and scale.

Focus and Topic

• Red –
  • Research page about Cochineal
  • Crosshatch an Insect
  • Research page – Mosaic
  • Mosaic Centaur
  • Research page – Acrylic and Aztec Gods
  • Drawing your own Gods
  • Painting your final image with acrylic

Core Knowledge

• Historical/cultural/ societal context:
  • Spanish colonization of America
  • History of Cochineal insects and dye manufacture
  • Aztec Gods
  • Artist -various Illustrators

Core Skills

• Understanding of depth and tone using a range of mediums:
  • Acrylic
  • Ink
  • Collage
  • Different Shading techniques – Crosshatch cell shading

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 smmative assessment at the end of each mini project.

Focus and Topic

• DT Woodworking
  • Clock Project
• DT Graphics
  • Keyring Project
• DEC
  • A Healthy Home Project

Core Knowledge

• DT Woodworking
  • Health & Safety
  • Bauhaus, Art Nouveau, Art Deco, design movements
  • Use of materials (woods)
  • How to bond, drill and finish surfaces.
• DT Graphics
  • Health & Safety
  • Understanding of clients and themes
  • 3D CAD use
  • Understanding of thermoplastics (recycled materials)
  • Effective packaging
• DEC
  • Client; end user.
  • Defining ‘A Healthy Home for Everyone’. Accessibility. Inclusivity. Environment.
  • Passive house. EPC ratings.
  • Architectural design – floor plans and architectural symbols.
  • Construction materials and aesthetics.
  • Utilities and renewable energy sources.

Core Skills

• DT Woodworking
  • Designing and marking out
  • Hand crafting with a coping saw
  • Using a pillar drill
  • Using water based paints.
• DT Graphics
  • Rapid prototyping
  • Vacuum forming
  • Graphic design and craft knife skills
  • Using safety equipment.
• DEC
  • Measurement (1mm, 1cm, 1 metre, 1 square metre).
  • Proportion and scale (1:50).
  • Architectural design – hand drawing and computer (CAD) drawing skills (floor planner/SketchUp).
  • Hand modelling skills.
  • Architectural presentation on slides. Application of STEM.

Assessment

• DT Woodworking
  • The design clearly reflects the Bauhaus Design Movement
  • All parts have been evenly and thoroughly painted.
  • Accurately cut and sanded geometric shapes
  • All sheets completed
• DT Graphics
  • The design clearly reflects the chosen client and theme
  • All processes completed – graphic design, vacuum forming, craft knife skills and CADCAM.
  • Accurate construction of the final product
  • Quality of display
• DEC
  • Quality of the presentation.
  • Justification of how the project links to ‘A Healthy Home’.
  • Floor plan development.
  • 3D modelling/analysis.
  • Demonstrating confident and correct use of architectural symbols, measurements and scale.

Focus and Topic

• Polished Improvisation
  • Simon and the Headteacher

Core Knowledge

• Key skills needed to explore and create drama.
• Stage positions.
• Basic theatre terminology.
• The structure and elements of a play (Aristotle).

Core Skills

• Work collaboratively during rehearsals offering focus, commitment and energy. Shape and adapt material with a clear intention and understanding of audience. Use voice, movement and gesture to communicate a character and narrative. Use key performance skills to engage an audience. Evaluate work using subject-specific vocabulary and Standard English.

Assessment

• Online terminology quiz.
• 2 minute rehearsed improvisation.

Focus and Topic

• Find Your Voice

Core Knowledge

• Vocal ensemble techniques and types
• Vocal care, warm-ups, posture, projection
• Understanding ensemble singing (unison, harmony, call & response)
• Voice classification and identification through listening
• Confidence and preparation for public performance

Core Skills

• Collaboration
• Vocal enunciation, projection, intonation
• Active listening and recall
• Performance technique
• Rehearsal discipline and peer evaluation

Assessment

• Small vocal group performance
• Students assign roles and perform a known piece with vocal accuracy and expression
• Written peer/self-evaluation

Focus and Topic

• Prose as stimulus
  • ‘Woman in Black’, ‘Private Peaceful’

Core Knowledge

• How to analyse and interpret prose.
• How to shape prose into a performance script.
• How to use research to develop ideas.
• The function and terminology of narration, choral work, and wordscape.
• Ways to interpret and communicate meaning in live drama.

Core Skills

• Use vocal skills to create atmosphere and communicate character.
• Analyse and interpret prose as dramatic stimulus.
• Work collaboratively to develop and shape material.
• Rehearse effectively to polish performance.
• Perform with clarity and conviction

Assessment

• Online knowledge quiz.
• 2 minute prose based performance

Focus and Topic

• Sonority in Western Classical Music (Part 1)

Core Knowledge

• Introduction to orchestral families: strings, woodwind, brass, percussion
• Recognising instruments aurally and visually
• Understanding why instruments are grouped into families
• Introduction to Baroque and Classical period features and composers (e.g., Bach, Mozart)
• Using appreciation vocabulary to describe instrumentation and musical elements

Core Skills

• Instrument identification (aural and visual)
• Listening with musical vocabulary
• Memory recall of period features and layout of orchestra
• Introduction to group performance using orchestral voices

Assessment

• Aural identification quiz: instruments and families
• Short written task: describe a Classical piece using musical terminology

Focus and Topic

• Practitioners: Stanislavski and Melodrama
  • ‘The System’

Core Knowledge

• The meaning of genre and acting style.
• Basic understanding of Stanislavski’s ‘System’ including imagination, magic if, given circumstances, tempo-rhythm.
• The historical context of Stanislavski and melodrama.
• The value of practical workshops in skill development.

Core Skills

• Use acting skills to perform in the style of melodrama.
• Demonstrate focus and concentration in workshops.
• Use imagination to explore roles and scenarios.
• Reflect on acting progress and technique.

Assessment

• 50 minute practical workshop.
• Online Stanislavski quiz.

Focus and Topic

• Sonority in Western Classical Music (Part 2)

Core Knowledge

• Understanding Romantic period development
• Comparing instrumentation across Baroque, Classical, and Romantic music
• Key composers and innovations (e.g., Beethoven, Tchaikovsky)
• Keyboard ensemble performance using orchestral voices
• Application of musical appreciation vocabulary in writing and performance

Core Skills

• Keyboard fluency and ensemble skills
• Rehearsing with others in time and in tune
• Applying historical context to performance choices
• Using aural memory and visual reference for feedback

Assessment

• Keyboard ensemble performance using orchestral voices
• Written test on instrument families and historical features

Focus and Topic

• Script work
  • Monolgues and Duologues

Core Knowledge

• How to analyse and interpret a script using character and stage directions.
• How to use character motivation to inform blocking/directing
• Key elements of script and dramatic potential.
• How to interpret a character through voice, movement and language.

Core Skills

• Recognise and use key script features to explore dramatic potential.
• Use the chunking method to learn lines.
• Block movement with audience awareness.
• Use voice and movement to communicate character. Rehearse and perform confidently.

Assessment

• 2 minute scripted performance.

Focus and Topic

• Accompaniment Techniques (Part 1)

Core Knowledge

• Major and minor chords: building from root using tones/semitones
• Introduction to lead sheets and chord symbols
• Understanding vamping and rhythmic accompaniment
• Listening to accompaniment in popular music (piano/guitar)

Core Skills

• Chord construction and fluency
• Using rhythmic patterns in accompaniment
• Reading chord symbols and lead sheets
• Confidence in creating backing to a simple melody

Assessment

• Chord-building practical test (written + performance)
• Lead sheet interpretation mini-task

Focus and Topic

• Exploring a Play Text
  • ‘Grimm Tales’ or ‘Our Day Out’

Core Knowledge

• The social, historical and cultural context (SCHP) of the play.
• Characteristics of the text: genre, structure, style, stage directions.
• How meaning is communicated through performance and design.
• Acting techniques including blocking, improvisation and characterisation

Core Skills

• Discuss the SCHP context and author’s intentions.
• Read aloud with tone, mood, volume and silence.
• Explore the text practically to identify key features.
• Justify and apply design decisions.
• Rehearse using a range of techniques.

Assessment

• Costume set or costume design – sketches or mood boards.

Focus and Topic

• Accompaniment Techniques (Part 2)

Core Knowledge

• Playing and performing with a singer using lead sheet
• Timing, balance, and dynamics in accompaniment
• Creating stylistically appropriate accompaniments (e.g., ballad, pop, folk)
• Revisiting notation, chords, and vamping in context

Core Skills

• Accompanying a peer confidently with chord patterns
• Timing and sensitivity to another performer
• Final performance confidence and rehearsal discipline
• Musical decision-making: dynamics, tempo, and expression

Assessment

• Keyboard/guitar performance accompanying a singer
• Evaluation of accompaniment choices
• Peer feedback with checklists

Focus and Topic

• Stylistic Imitation:
  • The Gothic Genre

Core Knowledge

• Literary features of the gothic
• How features and methods create effects
• How writers build tension and suspense

Core Skills

• Use of varied sentence structures/types
• Deliberately varied vocabulary to create effects
• Use of typical ‘gothic’ writing features
• Effective use of literary devices

Assessment

• Plan and write the opening chapter of a gothic novel

Focus and Topic

• Oracy and Class reader:
  • engage in discussions, listen actively, and express views respectfully

Core Knowledge

• How vocabulary choice, articulation, register and grammar & syntax contribute to effective verbal expression
• How writers present character, themes and ideas
• The plot, main characters and context of the novel

Core Skills

To prepare an oral presentation and demonstrate some effective use of:

• Vocabulary choices
• Grammar and syntax
• Register
• Articulation
• Rhetorical techniques

Assessment

• To prepare and deliver an oral presentation based on a theme, idea, chapter or character in the class reader.

Focus and Topic

• Hard Times and 19th Century Society – Introduction to Dickens and 19th Century Context
  • ‘HardTimes’: The Life and Times of Chalres Dickens

Core Knowledge

• How writers (in particular Dickens) provide commentary on society through their presentation of characters, themes, use of narrative tone and employment of literary devices
• 19th century English society: poverty, education, oppression, class system

Core Skills

Demonstrate use of:

• Inference/ deduction
• Quotations
• Comments on language methods, sentence forms and structure
• Contextual/societal impact

Assessment

• How does Dickens present 19th century society through a given text/extract?

Focus and Topic

• Poetry (Setting , Culture, Nature)

Core Knowledge

• How to annotate texts in order to extract meaning
• Poetic conventions i.e. rhythm, rhyme scheme, alliteration, caesura, imagery, metaphor, simile, symbolism.

Core Skills

Demonstrate use and analysis of:

• Inference and deduction
• Language methods
• Vocabulary focus
• Structural features
• Context/society

Assessment

• Write your own poem, using the features studied in one of the poetry topics : setting, culture or nature. Annotate and evaluate your own poem to explain choices.

Focus and Topic

• The Tempest
  • Shakespeare – The Tempest

Core Knowledge

• Understanding themes, character relationships, and Shakespearean language

Core Skills

• Reference to context
• Using appropriate quotations
• Annotation and analysis
• Justification of ideas

Assessment

• Starting with the extract, explore how Shakespeare presents the relationship between Prospero and Caliban.

Focus and Topic

• French Language basics

Core Knowledge

• Greetings and introducing yourself
• Numbers 1-30
• Days of the week and months of the year
• When is your birthday?
• Pets

Core Skills

• Greetings and introductions
  • Focus on the ability to say hello and goodbye, ask and answer simple questions such as ‘What is your name?’ and ‘How are you?’, and give basic personal information like your name and age. This builds confidence in using key phrases in everyday conversation.
• Numbers, days, and months
  • Develop the skill of recognising and using numbers 1-30, saying dates, and understanding the calendar in French. Pupils learn to say their age, give their birthday, and talk about days of the weeks and months of teh year in context.
• Talking about birthdays and pets
  • Helps students express personal details. They learn to say when their birthday is, ask others about theirs, and describe pets using simple nouns and adjectives. This supports sentence-building and vocabulary retention related to home and family.

Assessment

Speaking Assessment

• 30-second speaking assessment: to build confidence in basic conversation skills. In this task, they will answer four key questions in French:
  • What is your name? (Comment tu t’appelles?)
  • How old are you? (Quel âge as-tu?)
  • When is your birthday? (Quelle est la date de ton anniversaire?)
  • Do you have a pet? (As-tu un animal?)
• This assessment helps pupils practise pronunciation, recall key vocabulary, and form simple sentences aloud.

Focus and Topic

• German Language basics

Core Knowledge

• Greetings and introducing yourself
• Numbers 1-30
• Days of the week and months of the year
• When is your birthday?
• Pets
• Culture: Oktoberfest and Karneval

Core Skills

• Listening
  • Understand simple greetings and introductions in spoken German.
• Speaking
  • Confidently say hello, goodbye, ask ‘How are you?’ and respond
• Pronunciation
  • Accurately prounounce key phrases and names
• Vocabulary
  • Learn and recall basic personal information (name, age, where you live).
• Grammar
  • Use correct very forms of heißen (to be called), sein (to be), and kommen (to come).

Assessment

Speaking Assessment

• Prepare and deliver a short spoken presentation in German (30 seconds). You should include:key questions in French:
  • Your name – Wie heißt du?
  • Your age – Wie alt bist du?
  • Your birthday – Wann hast du Geburtstag?
  • If you have a pet – Hast du ein Haustier?

Focus and Topic

• Spanish Language basics

Core Knowledge

• Greetings and introducing yourself
• Numbers 1-30
• Days of the week and months of the year
• When is your birthday?
• Pets

Core Skills

• Greetings and introductions focus on the ability to say hello and goodbye, ask and answer simple questions such as “What is your name?” and “How are you?”, and give basic personal information like your name and age. This builds confidence in using key phrases in everyday conversation.
• Numbers, days, and months develop the skill of recognising and using numbers 1–30, saying dates, and understanding the calendar in Spanish. Pupils learn to say their age, give their birthday, and talk about days of the week and months of the year in context.
• Talking about birthdays and pets helps students express personal details. They learn to say when their birthday is, ask others about theirs, and describe pets using simple nouns and adjectives. This supports sentence-building and vocabulary retention related to home and family.

Assessment

Speaking Assessment

• 30 second speaking assessmetn to build confidence in basic conversation skills. In this task, they will answer four key questions in Spanish:
  • What is your name ¿Cómo te llamas?
  • How old are you? ¿Cuántos años tienes?
  • When is your birthday? ¿Cuándo es tu cumpleaños?
  • Do you have a pet? ¿Tienes una mascota?
• This assessment helps pupils practise pronunciation, recall key vocabulary, and form simple sentences aloud.

Focus and Topic

• Family and friends

Core Knowledge

• Members of the family
• Describing personality
• Hair and eyes physical descriptions
• The person you admire

Core Skills

• Learn to name Family members (e.g. ma mère, mon frère) and say who is in their family using possessive adjectives (mon, ma, mes). They practise listening and reading for family vocabulary and writing short paragraphs about the family.
• When describing personality, pupils use adjectives like drôle, gentil, sportif with correct agreements. They develop speaking and writing skills to give opinions and describe what people are like using verbs such as être and avoir.
• For hair, eyes, and physical descriptions, students use phrases like il a les cheveux bruns and elle a les yeux bleus. They build towards describing someone they admire, combining physical traits, personality, and reasons for admiration using present and past tense structures.
  

Assessment

Listening Assessment

• Students hear short recordings about family members and descriptions of people’s personality and appearance. They answer questions to show understanding of key vocabulary (e.g hair/eye colour, adjectives, family terms) and identify details about someone the speaker admires, practising comprehension of familiar spoken French.

Focus and Topic

• Describing yourself, family and friends.

Core Knowledge

• Family and friends
• Personal characteristics
• Physical descriptions
• Culture: Christmas in Germany

Core Skills

• Developing key vocabulary (e.g., family members, adjectives for personality and appearance, festive terms)
• Building confidence in speaking full sentences to describe yourself and others (e.g., Das ist meine Schwester. Sie ist nett und hat braune Haare.).
• Listen for key details in descriptions, read short texts about people or cultural traditions, and write basic sentences or short paragraphs.
• Grammar focuses on using correct articles, possessive pronouns (mein/meine), adjective agreement, and the verbs sein and haben.
• Cultural learning involves gaining an understanding of German Christmas customs, comparing them with their own, and recognizing key elements such as Advent calendars, Christmas markets, and St. Nicholas Day.

Assessment

Reading Assessment

• Read short German texts describing a family, their personalities, and physical features, including how they celebrate Christmas. Answer comprehension questions using key vocabulary and full sentences.

Focus and Topic

• Family and Friends

Core Knowledge

• Members of the family
• Describing personality
• Hair and eyes physical descriptions
• The person you admire

Core Skills

• Students learn to name family members (e.g. mi madre, mi hermano) and say who is in their family using possessive adjectives (mi, mis). They practise listening and reading for family vocabulary and writing short paragraphs about their own families.
• When describing personality, pupils use adjectives like divertido, amable, deportista with correct agreements. They develop speaking and writing skills to give opinions and describe what people are like using verbs such as ser and tener.
• For hair, eyes, and physical descriptions, students use phrases like tiene el pelo castaño and tiene los ojos azules. They build towards describing someone they admire, combining physical traits, personality, and reasons for admiration, using present and past tense structures.

Assessment

Listening Assessment

• Students hear short recordings about family members and descriptions of people’s personality and appearance. They answer questions to show understanding of key vocabulary (e.g. hair/eye colour, adjectives, family terms) and identify details about someone the speaker admires, practising comprehension of familiar spoken Spanish.

Focus and Topic

• School

Core Knowledge

• School Subjects
• Classroom items
• The school day
• Morning routine

Core Skills

• Students learn to name school subjects and give opinions using expressions like j’aime, je déteste, c’est intéressant. They practise reading and listening for subject names, opinions, and reasons, and write short sentences to describe their timetable.
• For classroom items, pupils use vocabulary such as un stylo, une trousse, un cahier, with il y a / il n’y a pas de structures. They practise identifying objects in texts and audio, and writing simple descriptions of what’s in their bag or classroom.
• When learning about the school day and morning routine, students practise using time phrases and reflexive verbs (e.g. je me lève, je me brosse les dents) to describe what they do and when. They develop skills in listening, speaking, reading, and writing to describe daily routines and school schedules clearly.

Assessment

Writing assessment

• In this writing assessment, students write a paragraph about their school life. They describe their favourite subjects with opinions and reasons, list classroom items using il y a / il n’y a pas de, and explain their school day and morning routine using time phrases and reflexive verbs. The task focuses on sentence structure, vocabulary recall, and accurate use of present tense verbs.

Focus and Topic

• Free time

Core Knowledge

• Sports
• Hobbies and interests
• Technology

Core Skills

• Develop vocabulary for common sports, hobbies, and technology-related terms (e.g., Fußball spielen, lesen, Handy, Computer).
• Build speaking skills by expressing likes, dislikes, and opinions using phrases like Ich mag…, Ich spiele gern…, Ich interessiere mich für….
• Improve listening comprehension by understanding spoken German about activities, free time, and digital habits.
• Strengthen reading skills through short texts, timetables, or online profiles about hobbies and tech use.
• Practice writing simple sentences or paragraphs describing your interests, favorite sports, and technology use.
• Use key grammar structures, such as verb position (e.g., Ich spiele gern Tennis), modal verbs (kann, möchte), and the correct verb endings for different subjects.

Assessment

Listening assessment

• Listen to short excerpts and answer questions in English.

Focus and Topic

• School

Core Knowledge

• School subjects
• Classroom items
• The School day
• Morning routine

Core Skills

• Students learn to name school subjects and give opinions using expressions like me gusta, odio, es interesante. They practise reading and listening for subject names, opinions, and reasons, and write short sentences to describe their horario escolar (timetable).
• For classroom items, pupils use vocabulary such as un bolígrafo, un estuche, un cuaderno, with hay / no hay structures. They practise identifying objects in texts and audio, and writing simple descriptions of what’s in their mochila (bag) or clase (classroom).
• When learning about the school day and morning routine, students practise using time phrases and reflexive verbs (e.g. me levanto, me cepillo los dientes) to describe what they do and when. They develop skills in listening, speaking, reading, and writing to describe daily routines and school schedules clearly.

Assessment

Writing assessment

• In this writing assessment, students write a paragraph about their vida escolar (school life). They describe their asignaturas favoritas (favourite subjects) with opiniones and razones, using phrases like me gusta and porque es interesante. They list materiales escolares (classroom items) using hay / no hay, and explain their día escolar and rutina de la mañana using frases de tiempo and verbos reflexivos (e.g. me levanto, me cepillo los dientes).
• The task focuses on sentence structure, vocabulary recall, and accurate use of present tense verbs in Spanish.

Focus and Topic

• At home

Core Knowledge

• Rooms in the house
• Bedroom
• Different types of houses
• Dream house (conditional tense)

Core Skills

• Students learn to name and describe rooms in the house using vocabulary like la cuisine, le salon, la chambre and the structure il y a / il n’y a pas de. They practise listening and reading for location language and writing simple descriptions of their home.
• When describing their bedroom and types of houses, pupils use prepositions (e.g. sur, sous, à côté de) and adjectives to describe furniture, size, and style. They build sentences using j’habite dans… and practise speaking and writing about where they live.
• To talk about their dream house, students are introduced to the conditional tense (e.g. je voudrais une grande maison avec…). They combine vocabulary and imagination to describe ideal features, developing their ability to write creatively and use extended structures in French.

Assessment

Reading Assessment

• In this reading assessment, students read short texts describing different rooms, bedrooms, and types of houses. They answer questions to identify key vocabulary, understand descriptions using prepositions and adjectives, and recognise conditional tense phrases about dream houses. The task develops their ability to find specific information and understand descriptive language in context.

Focus and Topic

• School

Core Knowledge

• School subjects
• The school day
• Morning routine
• The school building
• Ectra Curricular activities

Core Skills

• Learn and use vocabulary related to school subjects (e.g., Mathe, Deutsch), daily routines (e.g., aufstehen, frühstücken), parts of the school building (e.g., die Turnhalle, das Klassenzimmer), and extracurricular activities (e.g., der Chor, der Sportverein).
• Develop speaking skills by describing your school day, timetable, morning routine, and what clubs or activities you take part in.
• Strengthen listening comprehension by understanding spoken German about school schedules, routines, and facilities.
• Practice reading short texts, timetables, and descriptions of school life or buildings in German-speaking countries.
• Improve writing skills by composing short paragraphs about your school day, routine, or favorite subjects and clubs.
• Apply relevant grammar, including separable verbs (aufstehen, mitkommen), word order (especially time-manner-place), and present tense verb endings.
• Build intercultural awareness by comparing the school day and extracurricular life in Germany with your own experiences.

Assessment

Writing Assessment

• Write a 50-60 word essay on the following topics we have looked at.
  • School subjects
  • The school day
  • Morning routine
  • The school building
  • Extra curricular activities
• There will be the opportunity to write up a draft version in class, have it checked by a class teacher, then a one week window to learn by heart. Students will not be able to use pre prepared material in the classroom assessment.

Focus and Topic

• At home

Core Knowledge

• Rooms in the house
• Bedroom
• Different types of houses
• Dream house (conditional tense)

Core Skills

• Students learn to name and describe rooms in the house using vocabulary like la cocina, el salón, el dormitorio, and the structure hay / no hay. They practise listening and reading for location language and writing simple descriptions of their casa (home).
• When describing their dormitorio (bedroom) and tipos de casas (types of houses), pupils use prepositions (e.g. sobre, debajo de, al lado de) and adjectives to describe muebles (furniture), tamaño (size), and estilo (style). They build sentences using vivo en… and practise speaking and writing about dónde viven (where they live).
• To talk about their casa ideal (dream house), students are introduced to the conditional tense (e.g. me gustaría una casa grande con…). They combine vocabulary and imagination to describe características ideales, developing their ability to write creatively and use extended structures in Spanish.

Assessment

Reading Assessment

• In this reading assessment, students read short texts describing different rooms, bedrooms, and types of houses. They answer questions to identify key vocabulary, understand descriptions using prepositions and adjectives, and recognise conditional tense phrases about dream houses. The task develops their ability to find specific information and understand descriptive language in context.

Focus and Topic

• French Speaking world

Core Knowledge

• French-Speaking Countries
• Festivals and Celebrations
• Food and Mealtimes
• Music and Dance

Core Skills

• Students learn where French is spoken around the world, identifying countries, capitals, and nationalities while using map skills and exploring cultural facts.
• They explore popular French-speaking festivals such as La Fête de la Musique and Le Carnaval de Nice, learning related vocabulary and creating short cultural presentations.
• They discover traditional French dishes and eating habits, learning food vocabulary, expressing opinions, and practising ordering food in a café.
• They investigate music styles like chanson, rap français, and Zouk, describe music using opinions, and create simple festival posters or reviews in French.

Assessment

Project based task

Focus and Topic

• Going on holiday

Core Knowledge

• Countries
• Culture: Swakopmund, Namibia
• Holiday activities
• Souvinirs
• Counting to 100
• Food

Core Skills

• Swakopmund, Namibia: Understand its location and cultural significance; read and understand short texts about the town; appreciate local life and languages; compare with students’ own towns; describe a visit using relevant tenses.
• Holiday Activities: Expand vocabulary for holiday-related verbs and nouns; use present, past, and future tenses; practice speaking and listening about holiday experiences; write simple texts like postcards or diaries; ask and answer questions about holidays.
• Souvenirs: Learn vocabulary for typical souvenirs; use shopping language and polite phrases in dialogues; understand and use numbers for prices; role-play real-life buying situations; recognize cultural relevance of souvenirs.
• Counting to 100: Read, write, and pronounce numbers up to 100 accurately; understand spoken numbers in real-life contexts (e.g. dates, money); apply numeracy skills in tasks like giving prices or ages.
• Food: Build vocabulary for food and drink; express likes, dislikes, and opinions; use key grammar structures (e.g. partitive articles, verb conjugations); engage in conversations in food-related contexts; understand and compare eating habits across cultures.

Assessment

End of year assessment. Listening and reading.

Focus and Topic

• Spanish speaking world

Core Knowledge

• Spanish speaking countries
• Festicals and Celebrations
• Food and Mealtimes
• Music and Dance

Core Skills

• Students learn where Spanish is spoken worldwide, identifying countries, capitals, and nationalities while using map skills and exploring cultural facts.
• They explore popular festivals like Día de los Muertos and La Tomatina, learning related vocabulary and creating short cultural presentations.
• They discover traditional Spanish dishes and compare eating habits, learning food vocabulary, expressing opinions, and practising ordering food in a café.
• They investigate music styles such as flamenco and salsa, describe music using opinions, and create simple festival posters or reviews in Spanish.

Assessment

Project based task (in lesson).

Focus and Topic

• Basketball (X/Y1)
• Fitness (X/Y2)
• Orienteering (X/Y3)

Core Knowledge

• Making tactical decisions
• Warm ups & cool downs
• Problem solving

Core Skills

• Shooting (set shot), keeping possession, rebounds.
• Pulse raiser, mobility, stretches.
• Map orientation

Assessment

• Make tactical decisions and use a set shot conditioned game.
• Lead a warm up to a partner/small group.
• Orientate the map effectively to place & find cones.

Focus and Topic

• Rugby (X/Y1)
• Dance(X/Y2)
• Fitness(X/Y3)

Core Knowledge

• Outwitting an opponent
• Counting beats of music.
• Warm ups & cool downs

Core Skills

• Dodging, passing backwards, basic tackling.
• Movement in time to beats.
• Pulse raiser, mobility, stretches.

Assessment

• Play a game of tag/touch rugby.
• Perform a short, basic dance sequence.
• Lead a warm up to a partner/small group.

Focus and Topic

• Fitness (X/Y1)
• Football (X/Y 2)
• Basketball (X/ 3)

Core Knowledge

• Warm ups & cool downs
• Basic concepts of an invasion game
• Making tactical decisions

Core Skills

• Pulse raiser, mobility, stretches.
• Basic passing, dribbling, shooting techniques
• Shooting (set shot), keeping possession, rebounds.

Assessment

• Lead a warm up to a partner/small group.
• Ability to perform in a small sided conditioned game.
• Make tactical decisions and use a set shot conditioned game.

Focus and Topic

• Athletics(X/Y1)
• Athletics(X/Y 2)
• Athletics (X/Y3)

Core Knowledge

• Understand fundamental movement skills

Core Skills

• Running, jumping, throwing.

Assessment

• Be able to perform a run, a jump and a throw successfully.

Focus and Topic

• Rounder (X/Y1)
• Rounders (X/Y2)
• Rounders (X/Y3)

Core Knowledge

• Basic concept concepts of a striking & fielding game.

Core Skills

• Catching, throwing, stumping, batting

Assessment

• To be able to perform a batting and fielding role within a game.

Focus and Topic

• Rivers

Core Knowledge

• River processes
• River landforms
• Flooding (causes, impacts, responses)
• Flooding (management)Case study of flooding management

Core Skills

• Annotating landform diagrams.
• Sketching from photographs.
• OS map skills.
• Local river fieldwork (sketching & velocity

Assessment

N/A

Focus and Topic

• Migration to Britain c.4000 to 1066 C.E.

Core Knowledge

• Stone Age – Celts
  • Roman Britain
  • Anglo-Saxons to Vikings
• Norman Invasion and Control
• Contenders to the Throne
  • Battle of Hastings
  • Consolidation of power
  • Castles

Core Skills

• Evidence
• Continuity and change
• Cause and effect Significance

Assessment

Formative assessment:

Extended writing on ‘Why William Won?’

Focus and Topic

• PSHE
  • Resilience

Core Knowledge

• Harnessing positive emotion
• Connecting the brain
• Emotions & thought
• Introducing Gremlin Beliefs
• Optimism and evidence
• WoBbLe
• Resilience planning

Core Skills

• Recognising how we can and have to be resilient and the skill of figuring out how to have a balanced approach.

Assessment

• Before and After Mindmap Task

Focus and Topic

• Environmental Issues

Core Knowledge

What are environmental issues?

• Carbon footprint
• A range is taught including causes, impacts and solutions:
  • -Endangered species
  • -Oil spills
  • -Pollution
  • -Overfishing

Core Skills

• GIS e.g. deforestation, Aral Sea depletion
• Statistics e.g. % change
• Graphical skills e.g. analysis, construct

Assessment

Summative Assessment 2 –

• For an EI you have studied, discuss the causes, impacts and assess the human responses to the issue.
• Application of SPaG – literacy focus

Focus and Topic

• Power and Church

Core Knowledge

Why was the Medieval church so important?

The development of Church, state and society in Medieval Britain 1066-1509

Ideas about heaven and hell

• Becket Enquiry
• The murder of Thomas Becket

Core Skills

• Evidence
• Significance
• Empathy
• Investigation

Assessment

• Becket Enquiry

Focus and Topic

• Religious Education
  • Caused or Chance? Ideas about the origins of the Universe

Core Knowledge

• Where did everything come from?
• Genesis 1
• The Big Bang Theory and Evolution
• What is Humanism?

Core Skills

• Being able to offer balanced comparisons between religious and non-religious beliefs, including their own thoughts expressed with respect. Learning how to extend writing in a balanced argument.
• Justification of ideas.
• Persuasive writing.

Assessment

Extended Writing

• Assessment 1
  • “Can science and religion work together?”
  • Application of SPaG – literacy focus

Focus and Topic

• Coasts

Core Knowledge

• Coastal processes
• Coastal landforms
• Coastal management
• Case study of coastal management

Core Skills

• Annotating landform diagrams.
• Sketching from photographs.
• OS map skills.
• GIS e.g. coastal erosion

Assessment

N/A

Focus and Topic

• Tudors Part 1

Core Knowledge

• The development of Church, state and society in Medieval Britain 1066-1509
  • Introduction to the Tudors
  • Henry VIII
  • Break with Rome
  • 6 Wives

Core Skills

• Evidence
• Continuity and change
• Cause and effect Significance

Assessment

Formative Assessment

Focus and Topic

• PSHE
  • Careers

Core Knowledge

• An introduction to careers and finance, including ethical spending.

Core Skills

• Developing the ability to think forward about themselves and be able to think about finance and spending

Assessment

Before and After Mindmap Task

Focus and Topic

• Population & Cities

Core Knowledge

• Population change
• Population distribution
• Migration
• Urbanisation (causes)
• Problems of urbanisation
• World cities
• Case study of a world city

Core Skills

• Analyses graph (choropleth, dot, proportional symbols, line)
• Population pyramids

Assessment

Summative Assessment 3 –

• Extended Writing Task:
  • “Push factors are the biggest cause of urbanisation”. Discuss this statement.
  • Application of SPaG – literacy focus

Focus and Topic

• Tudors Part 2

Core Knowledge

• Elizabethan England
• Elizabeth 1 & Armada

Core Skills

• Evidence
• Continuity and change
• Cause and effect Significance

Assessment

Formative Assessment

Focus and Topic

• Religious Education
  • How are Jewish people reminded of their faith?

Core Knowledge

• The Covenant
• The Torah
• Shema
• The prophets
• The Sabbath

Core Skills

• Recall of information
• Vocabulary focus
• Understanding community

Assessment

• Knowledge based assessment, a blend of small to medium scoring questions.

Focus and Topic

• UK & Europe

Core Knowledge

• What is the UK? (GB, UK, British Isles)
• Where do people live?
• What jobs do we do?
• Lake District National Park (glaciation)
• What is the EU?
• Europe country focus

Core Skills

• Location of European human and physical geography
• Debating
• Independent study – analysis and presentation of information
• Atlas work

Assessment

N/A

Focus and Topic

• The English Civil War
  • Enquiry – Cromwell- hero or Villain?

Core Knowledge

• The development of Church, state and society in Britain 1509-1745
  • Causes of the English Civil War
  • Weapons of the English Civil War
  • Battles of the English Civil War
  • Who won the English Civil War?
  • The trial of Charles I
  • Cromwell- Hero or Villain?

Core Skills

• Evidence
• Continuity and change
• Cause and effect
• Empathy
• Contestability
• Investigation

Assessment

Formative Assessment

Focus and Topic

• PSHE
  • Living in the Wider World

Core Knowledge

• Managing puberty
• unwanted contact
• The risks of alcohol, tobacco, vaping and other substances
• The law on possession and supply of illegal substances
• Diet, exercise and how to make healthy choices, Self Care, Hygiene , Tooth Decay, blood , organ and stem cell donation

Core Skills

• Being aware of their own body
• Analysing the risks and evaluating appropriate behaviour and responses.

Assessment

• Before and After Mindmap Task

Focus and Topic

• Algebraic Thinking

Core Knowledge

• Understand Sequences
• Understand algebraic notation
• Understand expressions and equations
  

Core Skills

• Describe and continue both linear and non-linear sequences
• Explain term to term rules for linear sequence
• Find missing terms in a linear sequence
• Be able to use inverse operations and “operation families”
• Be able to substitute into single and two step function machines
• Find functions from expressions, Form sequences from expressions
• Represent functions graphically
• Form and solve linear equations
• Understand like and unlike terms
• Simplify algebraic expressions

Assessment

• Draw/continue sequences.
• Identify linear sequences.
• Generate a sequence.
• Complete function machines.
• Substitution and expressions.
• Solve linear equations.
• Simplify expressions.
• Expand and factorise single brackets.

Focus and Topic

• ‘What is History?’My Digital World’ (Digital Citizenship)

Core Knowledge

• Understanding how the internet and WWW works.
• Understanding online safety and what to do when encountering online problems.
  

Core Skills

• Describing the dangers and categories of online activity.
• Describing what to do if online dangers happen.
• Analyse websites and assess their trustworthiness.
• Understanding and using search engines in an optimal way.
• Recognising the difference between the internet and the World Wide Web.

Assessment

• Identify online dangers and categorise them.
• Explain what to do when online dangers happen.
• Assess the trustworthiness of websites.
• Explain how to “smart search” using search engines.
• Describe what the Internet and the World Wide Web are and the difference between them.

Focus and Topic

• Numbers and Statistics

Core Knowledge

• Place value
• Ordering integers and decimals
• Estimation
• Four operations
• Averages and range

Core Skills

• Understand place including decimals
• Order numbers and use a number line for positive and negative integers, fractions and decimals
• Use the symbols =, ≠, ≤, ≥,
• Terminating decimals and their corresponding fractions
• Round numbers
• Describe, interpret and compare data distributions using the median and range

Assessment

• Write numbers.
• Compare numbers (inequality signs).
• Order numbers.
• Numbers on a number line.
• Multiplication, division, addition and subtraction (integers and decimals).
• Worded problems (money).
• Identify correct calculations.
• Multiply and divide decimals.
• Calculate the mean, median, mode and range.
• Mode from a table.
• Calculate the mean (algebraic).

Focus and Topic

• What is Computer Science? (Computational Thinking)

Core Knowledge

• Understanding of the pillars of Computer Science; Abstraction, Decomposition and Pattern Recognition. (Algorithmic thinking)

Core Skills

• Being able to identify the pillars of Computer Science and describe how Computational Thinking helps solve problems in the real world.

Assessment

Identify and define Abstraction, Decomposition and Pattern Recognition.

• Use Abstraction, Decomposition and Pattern Recognition to recognise and solve problems.

Focus and Topic

• Applications of Number and Statistics

Core Knowledge

• Graphing data
• Fractions, decimals and percentages

Core Skills

• Solve problems in context of tables and bar charts, line charts, scatter graphs, dual bar charts, correlation and lines of best fit.
• Understand fractions as diagrams and on number lines. Convert fractions decimals and percentages. Understand fractions and equivalence.

Assessment

N/A

Focus and Topic

• ‘Thinking Like a Computer’ (Algorithms)

Core Knowledge

• Understanding algorithms
• Computational thinking

Core Skills

• Understanding, recognising and making algorithms.
• Understanding the importance of sequence, selection and iteration in algorithms.
• Understanding the components of flowcharts (diagrams of algorithms)

Assessment

• Define and identify the following:
  • Algorithm
  • Sequence
  • Selection
  • Iteration
• Identify and draw the components of a flowchart.
• Be able to take a written algorithm and turn it into a flowchart.

Focus and Topic

• Number, Geometry and Measures

Core Knowledge

• Operations and equations with directed numbers
• Calculating fractions and percentages of amounts
• Perimeter and Area

Core Skills

• Perform calculations that cross zero
• Add/Subtract/Multiply/Divide directed numbers.
• Compare and order directed numbers.
• Fractions and percentages of amounts.
• Percentage increase/decrease.
• Convert metric units.
• Perimeter of polygons and compound shapes.
• Area of rectangles, triangles, parallelograms and a trapezium.

Assessment

N/A

Focus and Topic

• MicroBit (Programmable Computational System)

Core Knowledge

• Algorithms: Understanding that an algorithm is a set of precise and unambiguous instructions for solving a problem, and that programs are implementations of algorithms
• Programming: The purpose and function of fundamental programming constructs such as sequence, selection (conditionals like IF/THEN/ELSE), repetition (loops), and variables. Data & LogicThe principles of abstraction, logic (including simple Boolean logic like AND/OR/NOT at KS3), and data representation (e.g., how text, images, and numbers are stored in binary)
• Systems: How hardware and software components work together in a computer system, and the concepts of input, process, and output (I/O).

Core Skills

• Problem solving using Computational Thinking.
• Analytical thinking.
• Programming algorithms.
• Programming a physical device.

Assessment

• Program algorithms:
  • Create
  • Debug
  • Sequence
  • Selection
  • Inputs
  • Outputs

• Transfer digital software to physical systems

Focus and Topic

• Numbers and Measures

Core Knowledge

• Speed, Distance and Time
• Properties of Number

Core Skills

• Convert time measurements.
• Solve problems involving time/timetables and calendars.
• Calculate speed, distance and time.
• Interpret/draw distance-time graphs.
• Identify and use factors, multiples, primes, HCF/LCM, square numbers, square roots, cube numbers and triangular numbers.

Assessment

N/A

Focus and Topic

• Data Representation

Core Knowledge

• How computers store data.
• Binary, Denary and Hexadecimal number systems.
• Binary and denary conversion.
• Representing characters, pixels and soundwaves.
• The ASCII table and its uses.

Core Skills

• Maths skills. (Data conversion)
• Terminology of units. (Bit, Nybble, Byte)
• Character encoding.
• Multimedia encoding.

Assessment

• Convert between binary, denary and hexadecimal number systems
• Use conversions of number systems to identify characters, pixels and soundwaves.

Focus and Topic

• Cells and organisation
• The particulate nature of matter

Core Knowledge

• All living things are made of cells,
  • Animal and plant cells have key structures e.g. nucleus.Specialised cells are adapted to perform specific functions. Cells -> Tissues -> organs -> organ systems
• All matter is made of tiny particles that are arranged and behave differently in solids, liquids, and gases. Changes of state (melting, freezing, boiling, condensing) happen when energy is transferred, affecting how particles move and interact.
  

Core Skills

• Labelling the structures in plants and animal cells.
  • Using a microscope to see tissues and cells.
  • Recalling that diffusion is how substances move into and out of cells
• Using the particle model helps explain properties of materials and changes of state.
  • Recalling that diffusion is the movement of particles

Assessment

• Checking for understanding throughout using mini whiteboards.
• Recall assessment based on the knowledge organiser to inform next steps in learning.
  

Focus and Topic

• Energy
• Investigative skills

Core Knowledge

• Energy is the ability to do work and exists in many forms, including kinetic, potential, thermal, chemical, and electrical. Energy cannot be created or destroyed (the law of conservation of energy).
• Developing students’ ability to plan and carry out scientific investigations. Pupils learn to ask scientific questions, make predictions, and identify variables. They gain experience in selecting appropriate methods, using equipment safely and accurately, and recording observations and measurements.

Core Skills

• Predict energy transfers which occur when one object or system passes energy to another, such as heat flowing from a hot object to a cooler one. Energy can be released through processes like burning fuel or moving an object.
• Interpret data, identify patterns, and draw evidence-based conclusions. They also learn to calculate a mean, evaluate the reliability of their results and suggest improvements to their methods.

Assessment

• Three topic assessment: This requires pupils to retrieve their knowledge from earlier topics to build long term memory.
• Checking for understanding throughout using mini whiteboards.
  • Recall assessment based on the knowledge organiser to inform next steps in learning.

Focus and Topic

• The skeletal and muscular system
• Speed

Core Knowledge

• Bones support the body, protect organs, and allow movement. Muscles work in antagonistic pairs (e.g., biceps and triceps) to move bones by contracting and relaxing. Tendons connect muscles to bones, while ligaments connect bones to other bones at joints.
• Speed is a measure of how quickly an object moves, calculated using the formula: speed = distance ÷ time. A distance-time graph can be used to show how speed changes over time.

Core Skills

• Relate the structures of the skull, spine, ribcage, and limbs, with the organs they protect
• Accurately measure the distance travelled and the time taken. Rearrange the equation to find missing values
  • Reading information off of a graph using scales

Assessment

• Checking for understanding throughout using mini whiteboards.
• Recall assessment based on the knowledge organiser to inform next steps in learning.

Focus and Topic

• Atoms, elements and compounds
• Forces

Core Knowledge

• All substances are made from atoms, which are the smallest particles of matter. An element is a pure substance made of only one type of atom, and each element is listed on the periodic table.
  • Compounds are formed when atoms of different elements chemically join together in fixed ratios. These chemical bonds result in new substances with different properties from the original elements.
• Forces are pushes or pulls that can change the speed, direction, or shape of an object. Common types of forces include gravity, friction, air resistance, and upthrust.
  • Balanced forces result in no change in motion, while unbalanced forces cause an object to accelerate, decelerate, or change direction.

Core Skills

• Label where protons, neutrons and electrons are in an atom.
  • Draw the arrangement of electrons in an atom when given the atomic (proton) number.
  • Identify the types of element and how many there are from a formula.
• Measure forces using a newton meter in newtons (N).
  • Use force diagrams help show the size and direction of forces acting on an object.
  • Calculate resultant force.

Assessment

• Three topic assessment: This requires pupils to retrieve their knowledge from earlier topics to build long term memory.
• Checking for understanding throughout using mini whiteboards.
  • Recall assessment based on the knowledge organiser to inform next steps in learning.

Focus and Topic

• Nutrition and digestion
• Pure and impure substances

Core Knowledge

• The importance of a balanced diet and how the body takes in and uses food for energy, growth, and repair. Digestion is where food is broken down into smaller molecules. These molecules are absorbed into the bloodstream through the small intestine and transported to cells. Enzymes play a key role in speeding up the breakdown of food during digestion.
• A pure substance contains only one type of particle, such as a single element or compound. Impure substances, or mixtures, contain two or more different particles that are not chemically bonded. Pure substances have fixed melting and boiling points, while mixtures melt and boil over a range of temperatures.

Core Skills

• A balanced diet is made up of: carbohydrates, proteins, fats, vitamins, minerals, fibre, and water, each with specific roles in keeping the body healthy, and in the correct proportions.
  • Identify how the small intestine is adapted for diffusion of nutrients.
• Use separation techniques to distinguish a mixture from a pure substance.
• Mixtures can be separated using physical methods like filtration, distillation, and chromatography.

Assessment

• Checking for understanding throughout using mini whiteboards.
• Recall assessment based on the knowledge organiser to inform next steps in learning.