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
- Illustration
- Research page on illustration and illustrators from the UK
- Experimenting with storytelling through the use of composition and form
- Children’s information illustration about insects – combining images and text
Core Knowledge
- Historical/cultural/societal context
- What is illustration
- Illustrators
- Chris Moore (Burnley)
- Ralph Steadman
- Mary Tourtel
- Alex Scheffler
- History of children’s books and illustrations
- Composition and planning of elements for effectiveness
Core Skills
- Understanding the work of other artists
- Using effective annotation to record ideas, observations and insights.
- Drawing
- Writing
- Voice recording
- Film
- Students will use the following mediums:
- Pencil
- Pencil crayon
- Oil pastel
- Charcoal
- Watercolour
- Acrylic paint
- Ink
- Collage
- Layout of work for maximum effectiveness
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
Design Technology1
Focus and Topic
- Lamp Project
- Sublimation Mug Project
Core Knowledge
- Lamp Project
- Health & Safety
- Biomimicry and the relevance of the Haka (tribal culture)
- CAD/CAM
- Electronics using LEDs
- Acrylic and wood
- Sublimation Mug Project
- Pop Art and Roy Lichtenstein
- Ben Day Dots and the printing process (including sublimation)
- 2D Design and the reason for inverting an image
Core Skills
- Lamp Project
- Using nature to influence design ideas
- Hand drawn ideas
- 2D Design and laser cutting
- Sanding
- Bonding
- Soldering
- Sublimation Mug Project
- Research design movements and the work of others
- 2D Design
- Sublimation printing
Assessment
- Lamp Project
- Successfully produce hand drawn designs and realise one using CAD/CAM to produce a lamp influenced by nature
- Manufacturing, assembly and testing
- 2D Design tutorial
- Sublimation Mug Project
- Pop Art presentation
- 2D Design tutorial
- Sublimation mug manufacturing process
Design, Engineer, Construct1
Focus and Topic
Pavilion Project
Core Knowledge
- Client/end user
- Location/infrastructure/accessibility
- Site
- Solar analysis
- Construction
- HVAC/lighting
- Sustainability
- Building services; facilities management
- Structural elements
- Construction materials and techniques; site redevelopment
- Environmental factors
- Social factors
Core Skills
- Measurement, Proportion and scale (LxWxH; 1:25; 1:50)
- Architectural design – hand drawn and computer (CAD) drawing skills (floorplanner; Cesium)
- Floor plans; elevations
- Landscape design
- Architectural presentations
- Application of STEM
Assessment
- Relevance, effectiveness and creativity of the architectural plan
- Justification of the final proposal
- Floor plan development
- Suitability for the end user
- CAD and 3D modelling/analysis
- Confident, accurate and effective use of architectural symbols, measurements and scale
Half Term 2 (Nov – Dec)
Art
Focus and Topic
Bees
- Bee’s and their links to Manchester
- Research page – Keystone Species
- Irish Mythology
- Pyschedeli 1960’s Posters and Art Neuvo
- Illustration promoiting Bees abd their importance as a species
Core Knowledge
- Historical/cultural/societal context
- Manchester’s working class heritage
- Irish mythology and it’s understanding of biodiversity in modern times
- Art Neuvo as the inspiration behind the psychedelic art movement of the 1960’s
- Wes Wilson, Victor Moscoso, Rick Griffin, Stanley Mouse, Alton Kelley, Bonnie MacLean, Bob Masse, and Bob Schnepf
Core Skills
- Understanding the work of other artists
- Using effective annotation to record ideas, observations and insights
- Students will use the following mediums:
- Pencil
- Pencil crayon
- Oil pastel
- Charcoal
- Watercolour
- Acrylic paint
- Ink
- Collage
- Layout of work for maximum effectiveness
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
Half Term 3 (Jan – Feb)
Art
Focus and Topic
- Scheeles Green
- Coalbrookdale by night – water colour
- Research page on Constable and Romanticism
- Landscape drawing
- Scheels green and it’s preverlance in Art and Design
- Skulls
- William Morris research
- Scientist Thomas Midgley
- Creating wallpaper
Core Knowledge
- Historical/cultural/societal context
- The birth of the industrial revolution
- The industrial Revlution’s impact on Art
- Class struggle and perceptions
- Man made colours and their toxic qualities
- Health and safety legislation and it’s importance
Core Skills
- Understanding the work of other artists.
- Using effective annotation to record ideas, observations and insights.
- Drawing
- Writing
- Voice recording
- Film
- Students will use the following mediums:
- Pencil
- Pencil Crayon
- Oil Patel
- Charcoal
- Watercolour
- Acrylic Paint
- Ink
- Collage
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.
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
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
Polished Improvisation – Scenarios
Core Knowledge
- Understand key theatre terminology such as scene, setting, character, dialogue and props
- Recognise the structure of a short, improvised scene including beginning, development and end
- Know how vocal and physical skills create and sustain character
- Understand how audience awareness and proxemics shape meaning
Core Skills
- Collaborate with focus and energy
- Use voice, gesture and movement to develop character. Improvise scenes using spatial awareness
- Evaluate work using subject-specific vocabulary
- Perform with commitment and conviction
Assessment
- 3 minute refined, polished improvisation
- Google Form evaluation of performance and skills
Music
Focus and Topic
Musical Identity & Listening Skills
Core Knowledge
- Understanding musical identity and how personal experience shapes listening preferences
- Introduction to active listening and musical analysis
- Recognising musical elements across genres (rhythm, pitch, structure, timbre, texture)
Core Skills
- Listening and analysis
- Describing music using correct terminology
- Identifying genre and structure
- Discussion and reflection
Assessment
- Listening journal: analysis of personal and peer-selected music choices
- Short written listening tasks identifying musical elements
Half Term 2 (Nov – Dec)
Drama
Focus and Topic
- Script Work
- Complex scripts (accents, overlapping, non-chronology)
Core Knowledge
- Understand how to interpret a script, including subtext and character motivation.
- Know how to block a scene using stage directions and proxemics.
- Recognise elements of dramatic structure including climax, contrast and pace.
- Understand techniques for line learning such as chunking and repetition.
- Know how vocal skills such as accent, projection and intonation create character.
Core Skills
- Analyse a script and identify its dramatic potential.
- Learn and deliver lines effectively.
- Use online support to learn and refine a range of accents
- Use rehearsal time effectively to refine work.
- Use character motivation to inform blocking.
- Perform with clarity and conviction.
- Evaluate rehearsal strategies and acting choices.
Assessment
- 5 minute scripted performance.
- Analysis and evaluation of performance.
Music
Focus and Topic
- School of Rock – Band Skills & Songwriting
Core Knowledge
- Popular music features: instruments, structure, harmony, lyrics, rhythm
- Instrument roles and ensemble balance
- How to write a song collaboratively (structure, melody, chords, lyrics)
Core Skills
- Instrumental skills on keyboard/guitar/ukulele/drums
- Group rehearsal and band leadership
- Songwriting (lyrics, structure, harmony)
- Time management and feedback integration
Assessment
- Compose and perform a band song as a group
- Lyrics, structure and instrumental elements assessed
- Peer/self-evaluation using musical vocabulary
Half Term 3 (Jan – Feb)
Drama
Focus and Topic
- Theatre Spaces
- Traverse, In-the-Round, Reverse End-on, Grotowski perspectives
Core Knowledge
- Know the features and function of different stage configurations.
- Understand how staging affects audience engagement, movement and design choices. Recognise key principles of Grotowski’s performance approach, including minimalism and actor-audience connection.
- Understand how vocal and physical skills must adapt to space.
Core Skills
- Explore scenes in different staging formats.
- Plan performances for a specific audience viewpoint.
- Use rehearsal time effectively to polish work.
- Shape and develop ideas collaboratively.
Assessment
- 2 minute performance adapted to a specific stage layout.
- Online quiz on theatre spaces and their dramatic effects.
Music
Focus and Topic
- Solo Performance Development
Core Knowledge
- How to rehearse and refine a solo piece for performance
- Understanding how to project and interpret musical expression
- Music theory reinforcement: rhythm, notation, structure
Core Skills
- Solo rehearsal planning and tracking
Expressive performance technique
Building confidence and stage presence
Reading sheet music or tabs
Assessment
- Solo performance of a chosen piece
- Reflection log and performance planning sheet
Half Term 4 (Feb – March)
Drama
Focus and Topic
- Frantic Assembly Physical Theatre
- Chair Duets, Round-by-Through, Telling Stories
Core Knowledge
- Understand how to use movement to communicate meaning and emotion.
- Know the choreographic principles of space, time, energy and form.
- Recognise the signature techniques of Frantic Assembly’s physical theatre style.
- Understand how physical expression can replace spoken dialogue.
Core Skills
- Create physical sequences using Frantic Assembly techniques.
- Collaborate and rehearse effectively.
- Use facial expression, body language and gesture to communicate story.
- Take creative risks and reflect on impact.
Assessment
- 1-2 minute physical theatre sequence using Frantic Assembly techniques.
- Google Form quiz on techniques and terminology.
Music
Focus and Topic
- Music for Adverts – Composition & Branding
Core Knowledge
- Music in advertising: jingles, slogans, underscoring, brand identity
- Using DAWs to create sound for visual media
- Working to a client brief and identifying target audience
Core Skills
- Creative use of loops, samples, and recorded sound
- DAW production skills (structure, balance, effect)
- Teamwork and time-based task management
- Adapting music to brand/audience needs
Assessment
- Create a multimedia advert including audio underscore
- Planning documents and presentation for target market
Half Term 5 (April – May)
Drama
Focus and Topic
- Page to Stage
- ‘DNA’ by Dennis Kelly
Core Knowledge
- Understand the structure and features of a performance text including genre, dialogue, stage directions and characterisation.
- Know the social, cultural, historical and political (SCHP) context of the play.
- Recognise how meaning is communicated through acting and technical design.
- Understand how themes and relationships are explored through rehearsal.
Core Skills
- Read and interpret the script with tone, mood and intention.
- Explore character motivations through rehearsal techniques.
- Use blocking and staging to enhance meaning. Justify acting and design choices based on text and context.
Assessment
- 4-5 minute performance of a scripted extract.
- Verbal or written reflection on interpretation and rehearsal process.
Music
Focus and Topic
- Musical Futures & Remixing
Core Knowledge
- Music production trends in remixing, mashups, sampling
- Analysis of musical structure for remix adaptation
- Legal and ethical understanding of reuse in media
Core Skills
- Digital editing and slicing
- Beat-matching, looping, re-harmonising
- Critical listening and arrangement
- Creativity in transforming original works
Assessment
- Create a remix or mashup of a known song using a DAW
- Process evaluation and design statement
Half Term 6 (May – July)
Drama
Focus and Topic
- Devising from a Stimulus ‘Balloon Girl’, ‘Dismaland’, ‘Devolved Parliament’ – Banksy
Core Knowledge
- Understand the purpose and features of devised drama, including non-linear structure and symbolic content.
- Know how to use a visual or thematic stimulus to generate ideas.
- Recognise the role of drama conventions such as still image, narration, slow motion and thought tracking. Understand how to develop meaning and communicate a message to an audience.
Core Skills
- Collaborate to shape and refine original material. Use voice, movement and space to communicate a theme.
- Apply conventions creatively to build dramatic moments.
- Present ideas clearly and evaluate the development process.
Assessment
- Google Slides project with annotated stimulus.
- Devised performance 2–3 minutes.
Music
Focus and Topic
- Fusion Music – Global Influences
Core Knowledge
- Fusion genres: Afrobeat, Tango, North Indian Classical, Bhangra
- Identifying and combining musical features from multiple styles
- Creating original music with global inspiration
Core Skills
- Cultural awareness in composition
- Advanced DAW composition and layering
- Team project planning and creativity
- Evaluation of stylistic blend and originality
Assessment
- Compose a group fusion piece using chosen influences
- Annotated composition and final peer feedback session
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)
Focus and Topic
Of Mice and Men – A literary exploration of John Steinbeck’s novella, focusing on historical context, characterisation, and how marginalised voices are represented during the Great Depression in America.
Core Knowledge
- America in the 1920s and 1930s: the Great Depression, Dust Bowl, migrant workers, and social hierarchies
- Steinbeck’s purpose and the historical influences on his writing
- Gender and racial inequality during the era
- Introductions to key characters and their relationships
- First impressions of Curley’s Wife and her role within the text
Core Skills
- Applying historical and socio-cultural context to literary analysis
- Making inferences and deductions from character behaviour and dialogue
- Analysing character development and relationships
- Exploring the writer’s craft and purpose through close reading
- Structuring responses to character-based essay questions
Assessment
Character essay – Focus: Curley’s Wife
Respond to a character question based on first impressions and wider thematic significance
Half Term 2 (Nov – Dec)
Focus and Topic
Of Mice and Men (continued) A continued investigation into Steinbeck’s narrative craft, focusing on how structure, grammar, and language contribute to character development and thematic impact.
Core Knowledge
- Structural devices and narrative flow in Chapter 3
- Use of imperatives and declaratives to convey tone, power, and tension
- Presentation of marginalised characters, particularly Crooks
- Key themes: the American Dream, loneliness, segregation, and the role of women
- Character development and symbolic moments (e.g. Candy’s dog, Curley’s hand)
Core Skills
- Analysing sentence types and grammatical choices for impact
- Exploring how tension is crafted through structure and language
- Understanding and interpreting the emotional and social function of sympathy in characterisation
- Thematic exploration and synthesis through mind mapping
- Preparing for thematic essay writing using planning tools
Assessment
Theme question – Focus options may include: The American Dream, loneliness, segregation, the role of women etc.
Half Term 3 (Jan – Feb)
Focus and Topic
Power of Persuasion (Homelessness) A unit focusing on the ethical, emotional, and political dimensions of homelessness. Students explore how persuasive writing and speech can advocate for social justice and prompt civic engagement.
Core Knowledge
- Classical and modern rhetoric: persuasive devices and strategies
- PAF (Purpose, Audience, Format) and its impact on language choices
- The structure and language of charity appeals and public speeches
- Issues surrounding homelessness: causes, societal perceptions, policy debates
- Evaluating and constructing counterarguments with empathy and logic
Core Skills
- Identifying and analysing rhetorical techniques in speech and writing
- Crafting persuasive texts with clarity, structure, and emotional appeal
- Accurately applying PAF to suit purpose and audience
- Proofreading for SPaG to refine argument and voice
- Engaging in debates with balanced reasoning and respectful dialogue
Assessment
Manchester’s homeless crisis is about to get much, much worse, yet the government is cutting the budget for provision for homeless people. Write a speech to deliver at your town hall giving your opinion on this.
Half Term 4 (Feb – March)
Focus and Topic
Macbeth A study of power, ambition, and psychological unraveling in Shakespeare’s tragedy Macbeth, with a focus on dramatic methods, character contrasts, and shifts in tension and authority.
Core Knowledge
- Key elements of Shakespearean tragedy: tragic hero, fatal flaw, supernatural influences
- Opening impressions of Macbeth: prophecy, ambition, and inner conflict
- Lady Macbeth’s initial presentation, including analysis of her soliloquy
- Use of dramatic tension, symbolism, and shifting power dynamics throughout the play
- Language techniques and structural choices that shape audience response
Core Skills
- Analysing Shakespeare’s methods (e.g. soliloquy, motif, dramatic irony)
- Comparing character development and contrasts (e.g. Macbeth vs. Lady Macbeth)
- Mapping tension and power changes visually and interpretively
- Selecting and integrating quotations into analysis
- Using colour coding or layers to represent quote, context, and interpretation
Assessment
Formative assessment through Key Pieces of Work:
- Explore Macbeth’s Opening Presentation – Analyse his character based on the witches’ prophecies, imagery, and early dialogue
- Lady Macbeth’s First Soliloquy – How does Shakespeare make her surprising and compelling? Focus on ambition, gender roles, and manipulation
- Tension/Power Graph – Trace shifts in control and emotional intensity across key scenes, incorporating colour-coded quotes, context, and analysis for challenge
Half Term 5 (April – May)
Focus and Topic
Macbeth (continued) A reflective and analytical unit drawing together the play’s key themes, particularly the conflict between appearance and reality. Students are encouraged to challenge interpretations and explore deeper contextual influences on characters and meaning.
Core Knowledge
- The theme of appearance vs. reality as central to the play’s moral ambiguity
- Macbeth’s transformation: ambition, guilt, paranoia, downfall
- Social and historical context: kingship, divine right, gender roles
- Patterns of deception, illusion, and mistaken perception in the text
- Revision and recall of key scenes, quotes, and characters
Core Skills
- Analysing how themes are constructed through language and dramatic devices
- Tracking a character’s development and motivation
- Evaluating how context shapes meaning and audience reception
- Challenging conventional readings and offering original interpretations
- Creative revision through visual and comparative techniques (e.g. Top Trumps)
Assessment
Starting with a given extract, explore how Shakespeare presents the theme of appearance and reality in Macbeth.
Half Term 6 (May – July)
Focus and Topic
Introduction to Power and Conflict Poetry – A thematic study of war, memory, identity, and internal conflict through a curated selection of poems. Students explore contrasting poetic voices, techniques, and contexts to interpret the human cost of conflict.
Core Knowledge
- The context, message, and tone of each selected poem: War Photographer, Remains, Exposure, Kamikaze, Emigree, Poppies, Charge of the Light Brigade
- Key themes: emotional and physical impact of war, memory, national identity, conflict between duty and personal conscience
- Poet background and intention
- Structural and linguistic features used to shape meaning
- Differing responses to conflict from individuals and institutions (e.g. public vs. editor vs. soldier)
Core Skills
- Making sophisticated comparisons across texts
- Analysing language, structure, and poetic devices for layered meaning
- Exploring alternative perceptions and interpretations
- Understanding and evaluating the effect of context on poetic themes
- Crafting extended analytical responses with advanced commentary
- Synthesising ideas across poems to build revision tools and thematic overviews
Assessment
How do poets present the reality of war in ______ and one other poem that you have studied? (Students to select and compare relevant poems studied)
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
School
Core Knowledge
- Favourite school subject
- French school system
- Describing a teacher
- Trips and extra curricular
- School rules
- School uniform
Core Skills
Students learn to talk about their favourite school subjects, giving reasons using verbs like aimer and préférer. They practise reading and listening for subject names, opinions, and frequency expressions, and write simple descriptions of their school day.
For the French school system, pupils develop skills to compare schools, understand vocabulary about school structure and routines, and describe teachers using adjectives and phrases like il est/elle est. They also discuss trips and extracurricular activities by naming activities and expressing likes or dislikes.When covering school rules and uniform, students practise vocabulary to describe what they must or mustn’t do (il faut, il ne faut pas), and describe their school uniform. Speaking, reading, writing, and listening tasks help pupils understand and express rules and clothing descriptions clearly.
Assessment
Writing assessment
Favourite School Subject:
Write about your favourite subject at school. Explain why you like it, how often you study it, and what you do in lessons. You can also mention if you find it easy or difficult.
Describing a Teacher:
Write about one of your teachers. Describe their appearance and personality. Say what you like or don’t like about them and why.
School Rules:
Explain the school rules in your school. Say what you have to do and what you are not allowed to do. Give your opinion about the rules.
School Uniform:
Describe your school uniform. Say what you wear and how you feel about it. You can also compare it with uniforms in other schools or countries.
German
Focus and Topic
School
Core Knowledge
- Role models
- Past tense: Talking about experiences
- Body parts
- Overcoming misfortune
Core Skills
Students learn vocabulary to describe role models (mein Vorbild ist…, berühmt, stark, mutig), body parts (der Kopf, der Arm, das Bein) and health-related issues (ich habe mir den Arm gebrochen).
They practise using the perfect tense to talk about past experiences (ich habe geholfen, ich bin gefallen), and expressing admiration or sympathy when talking about challenges and overcoming difficulties (Er hat viel durchgemacht, aber…).
Listening skills focus on identifying key details, sequencing events, and recognising emotions or tone in spoken texts.
Assessment
Listening Assessment
Students listen to audio clips featuring people talking about their role models, past events, injuries, or challenges they’ve faced. They answer comprehension questions that test their understanding of the past tense, body part vocabulary, and emotional content. Tasks include identifying who is being talked about, what happened, and how the person overcame the situation.
Spanish
Focus and Topic
Going to Spain
Core Knowledge
- Body parts
- Illnesses
- Spanish foods
- Healthy eating
- Spanish festivals and traditions
Core Skills
- Body Parts: Learning the names of different parts of the body and how to say when something hurts.
- Illnesses: Describing common health problems and practising useful phrases for visiting the doctor.
- Spanish Foods: Exploring traditional Spanish dishes, drinks, and tapas culture.
- Healthy Eating: Talking about healthy and unhealthy foods, giving advice, and learning how to make positive lifestyle choices in Spanish.
- Spanish Festivals & Traditions: Discovering key celebrations in Spain, their cultural importance, and how they are celebrated.
Assessment
Reading Assessment
Students will read short texts linked to:
- Descriptions of body parts and illnesses.
- Menus and food reviews about Spanish dishes
- Advice texts about healthy eating.
- Festival descriptions and traditions in Spain.
They will answer comprehension questions to show understanding of key vocabulary and main ideas.
Half Term 2 (Nov – Dec)
French
Focus and Topic
- World of work
Core Knowledge
- Why learn a language?
- Jobs
- Languages in the work place
- Future plans and aspirations
Core Skills
- Students learn to express reasons for learning languages using phrases like parce que, c’est important, and ça m’aide à…. They practise giving opinions, understanding simple explanations, and writing short paragraphs about the benefits of language learning.
- For jobs and languages in the workplace, pupils develop vocabulary related to professions and workplaces. They describe what people do, ask and answer questions about jobs, and understand how languages are useful in different careers through reading and listening tasks.
- When discussing future plans and aspirations, students practise using the near future tense (je vais…, je voudrais…), talk about their ambitions, and describe hopes for work and travel. They develop speaking, reading, writing, and listening skills to communicate their goals clearly.
Assessment
Writing and Translation Assessment
- In this writing and translation assessment, students write short paragraphs about why learning languages is important, describe jobs and workplace language use, and explain their future plans using the near future tense. They also translate simple sentences between French and English, demonstrating understanding of vocabulary, grammar, and sentence structure related to careers and aspirations.
German
Focus and Topic
- Music, celebrations
Core Knowledge
- Music
- Playing in a band
- Music festivals
- Key festivals and celebrations in Germany
Core Skills
- Students learn vocabulary related to music and performance (Musik, die Band, das Instrument, singen, spielen), as well as cultural festivals (Oktoberfest, Karneval, Weihnachten, Musikfestival).
- They practise talking about musical interests, describing experiences of playing in a band or attending festivals, and expressing opinions (Ich finde Musik toll, weil…).
- Grammar includes present and past tense for talking about events, modal verbs (möchten, können) for making plans, and time expressions (letztes Jahr, am Wochenende). Cultural knowledge is developed through exposure to major German celebrations and traditions.
Assessment
Reading Assessment
- Students read short texts such as blog posts, festival descriptions, and personal accounts about playing in a band or attending music events. They answer comprehension questions that test their understanding of key vocabulary, opinions, past experiences, and cultural knowledge. Tasks focus on both identifying main ideas and picking out specific details in familiar contexts
Spanish
Focus and Topic
- World of work
Core Knowledge
- Why learn a language
- Part time jobs
- Jobs and other professions
- Plans for the future
Core Skills
- Why Learn a Language: Understanding reasons for studying languages (travel, work opportunities, meeting new people, cultural awareness).
- Part-time Jobs: Learning vocabulary for common student jobs, describing responsibilities, hours, and opinions.
- Jobs and Professions: Exploring different career options and the skills/qualities needed for them.
- Plans for the Future: Talking about future ambitions, study plans, and career goals using future tenses.
Assessment
- ¿Por qué es importante aprender un idioma? – Why is it important to learn a language?
- ¿Qué haces para ganar dinero? – What do you do to earn money?
- ¿Cuáles son tus planes para el futuro? – What are your plans for the future?
- For a speaking task, students should aim to:
- Give full sentences with reasons or examples.
- Use present tense for current activities (trabajo, estudio, hago…).
- Use future tense when talking about plans (voy a estudiar, quiero trabajar…).
Half Term 3 (Jan – Feb)
French
Focus and Topic
- Environment
Core Knowledge
- Environmental issues
- Protecting the environment
- Volunteering
- Community projects
Core Skills
- Students learn to identify and describe common environmental issues such as la pollution, le réchauffement climatique, and les déchets. They practise giving opinions and suggesting simple solutions using modal verbs like il faut and on doit.
- When learning about protecting the environment, pupils develop skills to talk about eco-friendly actions (e.g. je recycle, j’éteins la lumière) and write or speak about what individuals and communities can do to help the planet, using the present tense and opinion phrases.
- In the topics of volunteering and community projects, students build vocabulary to describe helping others and taking part in local initiatives. They use verbs like aider, participer, organiser, and develop reading, writing, listening, and speaking skills to explain involvement and express future intentions (e.g. je vais aider…, je voudrais participer à…).
Assessment
Listening Assessment
- Students hear short recordings about environmental problems, eco-friendly actions, volunteering, and community projects. They answer questions to show understanding of key vocabulary, actions, opinions, and future intentions. The task develops their ability to identify main ideas and specific details in spoken French.
German
Focus and Topic
- Careers
Core Knowledge
- Jobs
- Languages and jobs
- Future plans
- German in business
Core Skills
- Students learn vocabulary for jobs and careers (der Arzt, die Lehrerin, der Ingenieur), workplace activities (arbeiten, verdienen, helfen), and the importance of languages in the workplace (Man kann mit Sprachen reisen / mehr Geld verdienen).
- They practise expressing future plans using werden and möchten (Ich möchte Lehrer werden, Ich werde an der Uni studieren), and giving reasons using weil.
- Grammar focus includes the future tense, modal verbs, and word order with subordinating conjunctions.
Assessment
Speaking Assessment
- Second, they complete a read-aloud exercise, where they read a short text (40–60 words) about someone’s job or future plans, focusing on pronunciation, fluency, and clarity.
- Students complete a two-part assessment. First, they give a 1-minute presentation answering prompts such as: Was ist dein Traumberuf? Warum? Welche Sprachen sprichst du? Warum sind Sprachen im Beruf wichtig? Was wirst du in der Zukunft machen? They must express opinions, future intentions, and use topic vocabulary accurately.
Spanish
Focus and Topic
- Environment
Core Knowledge
- Introduction to the environment
- Global issues
- Man made v natural issues
- Helping out in our local area.
- Protecting the environment
Core Skills
- Introduction to the Environment: Learning key vocabulary about nature, ecosystems, and environmental concepts.
- Global Issues: Understanding worldwide problems like pollution, climate change, deforestation, and endangered species.
- Man-Made vs. Natural Issues: Identifying the difference between human-caused problems (e.g., plastic pollution) and natural events (e.g., floods, earthquakes).
- Helping Out in Our Local Area: Talking about community actions, volunteering, and initiatives to improve the local environment.
- Protecting the Environment: Learning ways to reduce harm, recycle, save energy, and adopt sustainable habits.
Assessment
Listening Assessment
- Students will listen to short audio clips on:
- Descriptions of environmental issues, both global and local.
- Examples of man-made vs. natural problems.
- People explaining actions they take to help or protect the environment.
- They will answer questions to:
- Identify key vocabulary.
- Understand main ideas and details.
- Recognize differences between causes and solutions.
Half Term 4 (Feb – March)
French
Focus and Topic
- GCSE and exam techniques
Core Knowledge
- The speaking exam
- Describing a photo card
- Role play
- General conversation
Core Skills
- Describing a Photo Card:
- Students develop skills to describe what’s happening in a picture using present tense verbs (e.g. il y a, ils sont en train de…). They practise giving short, clear descriptions, using opinion phrases, weather, and location language to add detail.
- Role Play:
- Pupils practise responding to short prompts using appropriate vocabulary, questions, and answers. Key skills include understanding the context, using polite phrases (e.g. je voudrais, s’il vous plaît), and forming simple questions and answers in a realistic scenario.General Conversation:
- Students build confidence to answer open-ended questions on familiar topics (e.g. school, holidays, hobbies) using full sentences. They work on using different tenses (present, past, future), giving opinions with reasons, and extending answers with connectives and justification.
Assessment
Speaking Assessment
- First, they describe a photo card, identifying people, actions, and setting using simple present tense phrases (e.g. il y a…, ils jouent…).
- Next, they take part in a role play, responding to prompts with questions or answers in a set scenario (e.g. in a shop, at school).
- Finally, they do a read-aloud activity, focusing on accurate pronunciation and intonation of a short French passage to build fluency and phonics awareness.
German
Focus and Topic
- Environment
Core Knowledge
- Environment
- Recycling
- Public transport
Core Skills
- Students learn vocabulary related to the environment (die Umwelt, die Verschmutzung, das Klima), recycling (recyceln, der Müll, die Flasche, trennen) and public transport (der Bus, die Bahn, das Fahrrad, umweltfreundlich).
- They practise understanding and using phrases to describe environmental problems and solutions (Man sollte Müll trennen, Ich fahre mit dem Bus, weil es besser für die Umwelt ist).
- Grammar includes modal verbs (sollen, müssen, können), present tense for routines, and future plans with werden.
Assessment
Reading and Listening Assessment
- Students read texts and listen to audio clips about environmental issues, recycling habits, and how people use public transport. They answer comprehension questions to show understanding of key vocabulary, opinions, suggested actions, and specific details.
- Questions focus on identifying environmental problems, personal routines, and sustainable choices, drawing on both gist and detailed comprehension.
Spanish
Focus and Topic
- Describing people
Core Knowledge
- Physical characteristics
- Hair and eyes
- Clothes
- Describing a photo
Core Skills
- Physical Characteristics: Height, build, age, distinguishing features.
- Hair and Eyes: Colour, style, and adjectives to describe them.
- Clothes: Types of clothing, colours, and fashion preferences.
- Describing a Photo: Putting all vocabulary together to describe people and what they are wearing or doing in a picture.
Assessment
Role Play Activity
- Students will describe a photo to the teacher.
- They must use vocabulary for appearance, hair, eyes, and clothing.
- Skills assessed: Using descriptive adjectives, speaking in full sentences, and giving details clearly.
Half Term 5 (April – May)
French
Focus and Topic
- Using French abroad
Core Knowledge
- Places in the town
- Directions
- Ordering food in a restaurant
- Counting 1-100, playing for things
Core Skills
- Students learn to name common places in town (e.g. la bibliothèque, le parc) and understand vocabulary related to asking for and giving directions using phrases like tournez à gauche and allez tout droit. They practise speaking and listening skills to navigate a town.
- When ordering food in a restaurant, pupils develop key phrases such as Je voudrais…, s’il vous plaît and learn to ask for the bill or make polite requests. They practise role plays, listening, and reading dialogues to build confidence in practical situations.For counting from 1 to 100 and paying for things, students master number vocabulary and use it in contexts like shopping or games. They practise listening for prices or scores, reading numbers, and writing simple transactions or scores, improving their fluency with numbers and everyday phrases.
Assessment
N/A
German
Focus and Topic
- Using German abroad
Core Knowledge
- Using German abroad
- Travel and tourism in Germany
- Opportunities to work and study in Germany
- Directions
- Ordering food
- A summer in Germany
Core Skills
- Students develop vocabulary for real-life situations abroad (der Urlaub, das Hotel, die Sehenswürdigkeiten, das Essen bestellen, die Richtung), and practise understanding and translating key phrases used when travelling, working, or studying in Germany.
- They learn how to ask for and understand directions (Wo ist…? Gehen Sie geradeaus…), order food politely (Ich hätte gern…), and describe plans or past travel experiences (Ich habe Deutschland besucht, Ich werde in Deutschland arbeiten).
- Grammar includes present, perfect, and future tenses, modal verbs, and word order.
Assessment
Translation Assessment
- Students are given short passages (3–5 sentences each) in German covering everyday travel situations, such as ordering food, asking for directions, or describing experiences in Germany. They must accurately translate the texts into English, showing understanding of vocabulary, tenses, and common phrases used in German-speaking countries. The assessment focuses on meaning, fluency, and correct interpretation of grammar and structure.
Spanish
Focus and Topic
- Spanish geography and Tourism
Core Knowledge
- Regions of spain
- Costa del Sol
- Barcelona
- Project work
Core Skills
- Topics Covered:
- Regions of Spain: Learning about different regions, their culture, landmarks, and geography.
- Costa del Sol: Exploring this coastal area, its beaches, attractions, and tourist activities.
- Barcelona: Studying the city’s famous sites, culture, food, and festivals.
- Project Work:
- Students will research a Spanish region or city and create a presentation or poster highlighting key attractions, culture, and reasons to visit.
- Skills assessed: Researching, summarising information, and presenting it clearly in Spanish.
Assessment
- Task Overview:
- Students will research a tourist destination in Spain.
- They will gather information about:
- Location and key attractions
- Activities and local culture
- Food, festivals, and traditions
- Students will then advertise it as a holiday destination, creating a presentation, poster, or brochure.
- Skills Assessed:
- Using descriptive vocabulary and persuasive language.
- Presenting information clearly in Spanish.uding cultural and practical details to attract tourists.
Half Term 6 (May – July)
French
Focus and Topic
- Culture
Core Knowledge
- Boules project
- Design and promote a boules team
- Organise a tournament
German
Focus and Topic
- Project Willkommen in Rossendale!
Core Knowledge
- Tourism in Rossendale: Research
- Design a tour for a group of people from Bocholt
- Create a marketing campaign for your tour
- Give a presentation to a tourism provider
Core Skills
- In this project, students take on the role of young tour planners, working together to promote tourism in Rossendale to visitors from our German partner town, Bocholt. They begin by researching Rossendale’s attractions, transport, and local culture.
- Using this knowledge, they design a personalised tour itinerary for a group of German visitors. Students then create a marketing campaign—this could include posters, social media posts, or leaflets—designed to promote their tour to a German-speaking audience.
- The project ends with a formal presentation, where students pitch their tour in English to a mock tourism provider, developing both their communication and teamwork skills.
- The project combines geography, languages, creativity, and real-world speaking experience, and helps students see how German can be used beyond the classroom.
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)
Physical Education
Focus and Topic
Games:
- Football (X/Y1)
- Netball (X/Y2)
- Cricket (X/Y3)
Core Knowledge
- Football
- Team concepts and application
- Tactical understanding and impact on the game
- Set pieces and creativity
- Netball
- Positioning and roles
- Spatial awareness
- Team tactics
- Cricket
- Team concepts and application
- Tactical understanding and impact on the game
- Range of techniques applied
Core Skills
- Football
- Off the ball movement
- Touch into space
- Skill application
- Netball
- Off the ball movement
- Attacking
- Defensive team play
- Cricket
- Differing types of bowling and batting
- Pace and Spin bowling
- Attacking
- Defensive batting
Assessment
- Football
- Be able to show correct application of skills previously learnt.
- Apply a tactical understanding and application into a game situation.
- Netball
- Be able to show a correct application of skills previously learnt.
- Applying knowledge of team tactics positioning and roles into a competitive game environment.
- Cricket
- Be able to show a correct application of previously learned skills in a competitive environment.
- Use and apply different types of bowling/batting.
Food and Nutrition1
Focus and Topic
Overall Theme – Protein
Core Knowledge
Pulling from Year 7 & 8 curriculum students should now have a deeper understanding of nutrition and be more skillful using different equipment in the kitchen. Their understanding of carbohydrates should be more in depth and have some basic food science understanding.
Core Skills
- What is protein
- Why do we need it
- Food choices – vegetarian/celiac/muslim/vegan/Jewish/ Hindu
- Shaping, cooking meat correctly
- Using a temperature probe, filleting, layering, folding, setting, butterfly, using a probe
- Cooking two dishes to be ready for the same time, evaluating, heat transfer
Assessment
- Pretzel challenge
- Frying sausages to eat
- Making a mexican chicken burger
- Making a lentil or meat bolognese sauce
- Making fish fingers
- Making a cheesecake
- Making a tofu stir fry
- Chicken wing challenge
- Making Spanish meatballs
- 20 Question assessment – end of rotation
Half Term 2 (Nov – Dec)
Physical Education
Focus and Topic
- Badminton (X/Y1)
- Fitness (X/Y2)
- Orienteering(X/Y3)
Core Knowledge
- Greater game concepts. How to control the court using different types of shots.
- An overall understanding of fitness and the gym space. Understanding fitness programmes and how to use equipment suitably and effectively.
- Basic map reading, using a key, orienting the map in the correct fashion. Picking out points on a map.
Core Skills
- Differing shot types and applying it in game.
- Overhead clear, drive, drop shot, differing serves.
- Fitness programme. Applying concepts into your training such as progressive overload, workout splits. Understanding of what exercises can benefit specific aspects of fitness.
- Finding and marking points on a map. Planning a course for peers to find. Showing an understanding of the terrain shown on a map and how it may affect running a course.
Assessment
- Applying game concepts and differing shots to a competitive game situation. Making appropriate and correct decisions.
- To be able to apply knowledge of core skills to set and achieve realistic goals. To make progress throughout the course of a 6 week block within the gym. Creating and achieving unique targets.
- To be able to orient, find and mark points on a map. Apply these skills into a competitive race activity.
Half Term 3 (Jan – Feb)
Physical Education
Focus and Topic
- Rugby (X/Y1)
- Cricket (X/Y2)
- Fitness (X/Y3)
Core Knowledge
- Understanding of the game. Using rules and tactics to your advantage and applying previously learned skills into a game situation.
- Understanding of game rules and tactics. Core concepts such as bowling, batting and fielding.
- An overall understanding of fitness and the gym space. Understanding fitness programmes and how to use equipment suitably and effectively.
Core Skills
- Creating set plays from a tackle or penalty. Applying creativity into attacking play. Setting up defensively and using your team to the best of your ability.
- Core skills. Bowling – Line and length with correct action. Batting – Attacking and defensive shots, picking appropriate shots at the correct time. Fielding – One/Two handed pickup and throw, fielding with intensity.
- Fitness programme. Applying concepts into your training such as progressive overload, workout splits. Understanding of what exercises can benefit specific aspects of fitness.
Assessment
- Apply knowledge and set plays effectively into a competitive game situation. Reflect on success afterwards and appropriately apply changes in the next game.
- Apply core skills and knowledge into a game situation. Be successful in all aspects of the game such as bowling, batting and fielding.
- To be able to apply knowledge of core skills to set and achieve realistic goals. To make progress throughout the course of a 6 week block within the gym. Creating and achieving unique targets.
Half Term 4 (Feb – March)
Physical Education
Focus and Topic
- Fitness (X/Y1)
- Badminton (X/Y2)
- Basketball (X/Y3)
Core Knowledge
- An overall understanding of fitness and the gym space. Understanding fitness programmes and how to use equipment suitably and effectively.
- Greater game concepts. How to control the court using different types of shots.
- Team tactics and positioning. Applying key skills into a game situation.
Core Skills
- Fitness programme. Applying concepts into your training such as progressive overload, workout splits. Understanding of what exercises can benefit specific aspects of fitness.
- Differing shot types and applying it in game.
- Overhead clear, drive, drop shot, differing serves.
- Core skills. Shooting – Correct form. Passing – a range of passes. Defending – Effective defensive work.
Assessment
- To be able to apply knowledge of core skills to set and achieve realistic goals. To make progress throughout the course of a 6 week block within the gym. Creating and achieving unique targets.
- Applying game concepts and differing shots to a competitive game situation. Making appropriate and correct decisions.
- Apply core skills and knowledge into a competitive environment effectively.
Half Term 5 (April – May)
Physical Education
Focus and Topic
- Athletics (X/Y1)
- Athletics (X/Y 2)
- Athletics (X/Y 3)
Core Knowledge
- Understand fundamental movement skills.
- Understand unique movements that tie into specific events.
Core Skills
- Running form, jumping with momentum, throwing form.
- Showing an understanding of the effects of correct form and technique.
Assessment
- Be able to perform a run, a jump and a throw successfully.
- Reflect on performance and try to apply knowledge and skills to improve performance.
- Improve scores through practice and continued skill acquisition.
Half Term 6 (May – July)
Physical Education
Focus and Topic
- Rounder (X/Y1)
- Rounders (X/Y 2)
- Rounders (X/Y 3)
Core Knowledge
- Game concepts of a striking & fielding game.
- Tactical awareness and application to a game situation.
- Understanding of tactical approaches to differing results.
Core Skills
- Catching, throwing, stumping, batting.
- Accurate throws, strategic fielding positions, anticipating batters movements.
- Planning and setting a field.
- Aggressive/Defensive fielding and batting
Assessment
- To be able to perform a batting, fielding and bowling role within a game.
- Apply tactical awareness in a game situation to give you an advantage.
- Be able to explain and present knowledge of wider team tactics to react to stimuli within a game.
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
Middle East and Russia
Core Knowledge
For both areas:
- Location
- Climate
- Natural features
- Culture
- Resources
- Conflict
- Polar deserts – Siberia
Core Skills
- Atlas work
- Interpreting maps
- GIS e.g. satellite imagery
- Climate graphs
Assessment
Summative Assessment 1 – Extended Writing Task
- Q1: The 2022 World Cup in Qatar has benefited the country and been a catalyst for positive change –
To what extent do you agree with this statement? - OR Q2: Russia is a vast nation: discuss it’s cultural richness, heritage and diversity.
- OR Q3: For either Russia or the Middle East, assess the challenges and opportunities of life in the region.
- Application of SPaG – literacy focus
History
Focus and Topic
The First World War
Core Knowledge
- Challenges for Britain, Europe and the wider world 1901 to the present day
- The Causes of First World War
- Recruitment
- Life in the trenches
- Weapons of the First World War
- The main battles
- The Christmas Truce
- The end of the war
Core Skills
- Evidence
- Cause and effect
- Significance
- Empathy
Assessment
Summative Assessment – Trench Letter
RE & PSHE
Focus and Topic
What might Hindus learn through celebrating festivals and stories? (Hindu Dharma)
Core Knowledge
- Community
- Brahman and the Trimurti
- Hindu ‘gods’ and stories
- Puja and Mandirs
- Diwali
Core Skills
- Recall of information
- Vocabulary focus
- Understanding community and tradition
Assessment
Knowledge based assessment, a blend of small to medium scoring questions
Half Term 2 (Nov – Dec)
Geography
Focus and Topic
- Natural Hazards (tectonic)
Core Knowledge
- What are natural hazards?
- Plate tectonics
- Volcanoes (types, impacts, responses)
- Earthquakes (features, measuring, impacts, responses)Case study for both of the above
Core Skills
- GIS e.g. distribution of tectonic hazard events
- Sketch and annotate geographic features
- Describing and understanding patterns of plate tectonics
Assessment
Summative Assessment 2 (Mock Exam):
- Understanding tectonic processes.
- Applying processes to formation of tectonic landforms.
- Reducing the impacts of tectonic hazards (short/long term responses).
- Understanding causes, responses and management of a non-tectonic natural hazard
History
Focus and Topic
- Peacekeeping after the end of the war
Core Knowledge
- Challenges for Britain, Europe and the wider world 1901 to the present day
- The aftermath of the FWW
- The Treaty of Versailles
- German reaction to The Treaty of Versailles
Core Skills
- Evidence
- Continuity and change
- Cause and effect
- Significance
- Empathy
Assessment
Formative Assessment
RE & PSHE
Focus and Topic
- PSHE
- Careers
Core Knowledge
- Planning and carrying out an enterprise project??
- Rights and responsibilities in the community
- Discrimination
- Data presented in search engines and selective information
Core Skills
- Consider the rights that they have and their responsibilities to others.
- Careful internet use.
Assessment
Before and After Mindmap Task
Half Term 3 (Jan – Feb)
Geography
Focus and Topic
- Natural Hazards (other)
Core Knowledge
- What are tropical storms?
- Formation and structure of tropical storms
- Impacts and responses to tropical storms
- Study of other natural hazards e.g. tornado, wildfire
Core Skills
- N/A
Assessment
Summative Assessment 2 (Mock Exam):
- Understanding tectonic processes.
- Applying processes to formation of tectonic landforms.
- Reducing the impacts of tectonic hazards (short/long term responses).
- Understanding causes, responses and management of a non-tectonic natural hazard
History
Focus and Topic
- Nazi Germany
Core Knowledge
- Challenges for Britain, Europe and the wider world 1901 to the present day
- Hitler’s rise to power
- Life in Nazi Germany- The Youth and women
- Nazi control- propaganda
- Nazi control- Fear and Terror
- The Holocaust
Core Skills
- Evidence
- Continuity and change
- Significance
- Empathy
Assessment
Holocaust Memorial – creative task
RE & PSHE
Focus and Topic
- Religious Education
- Why might the existence of evil and suffering be a problem for Theists?
Core Knowledge
- Good and Evil, how can God exist with so much suffering?
- The Fall of Lucifer
- Moral and Natural Evil
- Religious responses to suffering
- The story of Job
Core Skills
- The ability to produce a piece of work which reflects their learning and then verbalise this information.
- Persuasive language
- Analysis and evaluation
Assessment
Project and presentation; ‘If God exists, why does suffering?’
Half Term 4 (Feb – March)
Geography
Focus and Topic
- China
Core Knowledge
- Where is China?
- -Climate
- -Natural features
- -Secondary industry
- -History and trade
- -Demographics
- -Culture
- -Urban and rural contrasts
Core Skills
- Atlas work
- Interpreting maps
- GIS e.g. satellite imagery
- Population pyramids
- Statistics e.g. birth and death rates, GDP
Assessment
N/A
History
Focus and Topic
- The Second World War
Core Knowledge
- Challenges for Britain, Europe and the wider world 1901 to the present day
- Why was there a Second World War?
- Dunkirk
- The Battle of Britain
- Pearl Harbor
- The Homefront
- D-Day
- The Atom Bomb
- The End of the Second World War
Core Skills
- Evidence
- Continuity and change
- Cause and effect
- Significance
- Perspectives
- Empathy
Assessment
Formative Assessment
RE & PSHE
Focus and Topic
- PSHE
- Living in the Wider World
Core Knowledge
- Peer pressure; illicit substances.
- The risks of drug and alcohol abuse and addiction
- The influence of role models
- Evaluating the social and emotional risks of drug use. Impact on behaviour ie: pregnancy.
- Gang crime.
- Dieting, lifestyle balance.
- Unhealthy coping strategies and eating disorders.
- Coercive behaviour.
- Age appropriate material.
Core Skills
- Being able to think about healthy choice making and the impact of unhealthy choices.
Assessment
Before and After Mindmap Task
Half Term 5 (April – May)
Geography
Focus and Topic
- Independant Project
Core Knowledge
- Pupils choose a geographical interest to investigate. The chosen topic is researched and presented to the class.
Core Skills
- A range of skills are likely to be demonstrated including:
- Research
- Independent study
- Select and present a range of resources
Assessment
Summative Assessment 3 – Project:
- IGP Individual Geography project)
- Communicate a chosen geographical topic to be assessed.
- Considerations to include:
- target audience
- detailed geographical content
- presentation and creativity
- sense of place and scale
- Application of SPaG – literacy focus
History
Focus and Topic
- USA Civil Rights
- Formative
- Assessment
Core Knowledge
- Study of a significant society or issue in world history and its interconnections with other world developments
- Position in 1945 and Federal v State laws
- Introduction to the Civil Rights Movement
- How significant was the Montgomery Bus Boycott?
- What happened in Little Rock?
- The role of Martin Luther King
- Malcolm X The Black Power movement
- To what extent has the position of Black Americans improved?
Core Skills
- Evidence
- Continuity and change
- Cause and effect
- Significance
- Perspectives
- Empathy
Assessment
Formative Assessment
RE & PSHE
Focus and Topic
- Religious Education
- Who was Jesus? (Christianity – Jesus – and non-religious responses)
Core Knowledge
- Who was Jesus to Christians?
- Incarnation and a ‘leap of faith’.
- Jesus inspired acts; Oscar Romero
- The Chronicles of Jesus
- Who is Jesus to non-Christians
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.
Half Term 6 (May – July)
Geography
Focus and Topic
- India
Core Knowledge
- Where is India?
- -Climate
- -Natural features
- -Significance of the Ganges
- -Culture
- -Urban and rural contrastsCase study of Dharavi, Mumbai
Core Skills
- Comparing contrasting landscapes using photographs/maps.
- Development including understanding of measures and demographic transition model.
- Assessing the success of the one-child policy.
Assessment
N/A
History
Focus and Topic
- 20th-21st Century Disputes
- Summative Assessment – Self-framed Enquiry
Core Knowledge
- Challenges for Britain, Europe and the wider world 1901 to the present day
- Ireland- The Troubles
- Battle for the Vote
- South Africa- Apartheid
- Black Lives
Core Skills
- Evidence
- Continuity and change
- Cause and effect
- Significance
- Perspectives
- Empathy
- Contestability
- Chronology
- Investigation
Assessment
Summative Assessment – Self-framed Enquiry
RE & PSHE
Focus and Topic
- PSHE
- Physical Resilience
Core Knowledge
- Exercise and Mental Health
- Nutrition and Mental Health
- Sleep and The Adolescent Brain
- Facts and Common Beliefs About Sleep
- Sleep Routines
Core Skills
- Reflecting on their own routines and how it can impact their daily lives.
Assessment
Before and After Mindmap Task
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
Focus and Topic
Number, Geometry and Measures
Core Knowledge
- Properties of number
- Percentages
- Area and Volume
Core Skills
- Factors, multiples and prime numbers
- Using product of primes and venn diagrams to find highest common factor/lowest common multiple
- Introduction to real, rational numbers and surds
- Percentage increase/decrease
- Calculating with and without a calculator
- Simple/compoound interest
- Repeated percentage change
- Area and circumference of a circle
- Area of 2D shapes
- Nets, volume and surface area of prisms
- Volume of cones, pyramids and spheres
Assessment
- Identify integers, primes, multiples, factors, HCF and LCM
- Complete venn diagrams and simplify surds
- Calculate percentage increase/decrease
- Calculate simple and compound interest. Percentage worded problems
- Area and volume assessment info to follow
Computer Science
Focus and Topic
Binary Business!
Core Knowledge
- How computers store data as binary storage
- Data Representation (Binary as numbers, soundwaves, pixels, LEDs)
- Physical Computing (Programmable device)
- Embedded Systems
- Entrepreneurial technologies
Core Skills
- Binary maths
- Representing data (Conversion from computer to user)
- Programming skills
- Presentation/Communication (Dragon’s Den pitch)
Assessment
- Convert binary code to denary values
- Represent data as information
- Program LEDs to represent data
- Design and promote a business product that incorporates programmable LEDs as an embedded system
Half Term 2 (Nov – Dec)
Mathematics
Focus and Topic
- Algebra, Number and Ratio
Core Knowledge
- Equations, Inequalities and Formulae
- Fractions
- Rates
- Standard Form
Core Skills
- Solve equations/inequalities with brackets.
- Substitution into formulae.
- Changing the subject and rearranging formulae.
- Add/subtract/multiply/divide fractions.
- Fractions of amounts.
- Speed, distance, time calculations, rates of change.
- Convert numbers from ordinary to standard.
- Compare numbers in standard form.
- Calculations with standard form.
Assessment
- Solve linear equations.
- Solve linear inequalities.
- Solve with x on both sides.
- Substitute into a formula.
- Change the subject.
- Fractions of amounts.
- Multiply and divide fractions.
- Divide mixed numbers.
- Midpoints on a number line.
- Perimeter (fractions and algebra).
- Worded problems (fractions of amounts).
- Matching times.
- Speed/Distance/ Time calculations and from a graph.
- Average rates of a container filling.
- Average speed calculations.
Computer Science
Focus and Topic
- Digital Literacy and the Impacts of Technology
Core Knowledge
- Online Safety.
- Legal and Ethical frameworks.
- Global and cultural impacts of technology.
Core Skills
- Safety and security management.
- Reasoning skills based on ethics and morality.
- Media literacy.
Assessment
- Explain what the impacts of technology are.
- Have well reasoned opinions based on research with regards to ethical and legal issues in computing and IT.
Half Term 3 (Jan – Feb)
Mathematics
Focus and Topic
- Number and Algebra
Core Knowledge
- Maths and Money
- Straight Line Graphs
Core Skills
- Understanding spending, bank accounts, saving, borrowing, budgeting, running a house/house, investing, insurance and spending overseas.
- Explore gradients, y-intercept and y=mx+c,
- Find the equation of a line.
- Rearrange y=mx+c.Inequalities on graphs.
Assessment
N/A
Computer Science
Focus and Topic
- Website Design and Development
Core Knowledge
- Computational Thinking
- Boolean Logic
- Graphic Design principles.
- Categorising content and Search Engine Optimisation.
Core Skills
- Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.
Assessment
- Design and create a website by using computational thinking and logical structures to fulfill a design brief scenario.
- (Scenario to be negotiated during research)
Half Term 4 (Feb – March)
Mathematics
Focus and Topic
- Ratio, Proportion, Algebra and Geometry
Core Knowledge
- Ratio and Proportion
- Geometric Notation
- Constructions and Congruence
- Similarity
- Algebraic Manipulation
Core Skills
- Direct and Inverse proportion (including graphs).
- Draw/measure angles/scale drawings.
- Construct triangle (ASA, SAS, SSS), angle/ perpendicular bisector.
- Congruent figures and triangles.
- Recognise enlargement and similarity.
- Workout unknown lengths and angles.
- Similar triangle problems.
- Expand, simplify and factorise singe/double brackets.
- Expand triple brackets.
- Factorise quadratic expressions.
Assessment
N/A
Computer Science
Focus and Topic
- Python Programming
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)
Core Skills
- Problem solving using Computational Thinking.
- Analytical thinking.
- Programming algorithms using text based language, Python.
Assessment
- Program algorithms with Python:
- Create
- Debug
- Sequence
- Selection
- Inputs
- Outputs
Half Term 5 (April – May)
Mathematics
Focus and Topic
- Geometry, Algebra and Probability
Core Knowledge
- Pythagoras
- Non-linear Graphs
- Probability
Core Skills
- Solve equations with squares/square roots.
- Identify the hypotenuse.
- Use pythagoras theorem (hypotenuse/any length).
- Use pythagoras on graphs and 3D shapes.
- Substitute into quadratic expressions.
- Draw/ quadratic/cubic graphs.
- Interpret roots and turning points.
- Identify and represent sets.
- Union, intersect and complement of a set.
- Relative frequency.
- Expected outcomes and independent events.
- Probability from a Venn diagram.
Assessment
N/A
Computer Science
Focus and Topic
- Cyber Security
Core Knowledge
- Data value.
- Social Engineering.
- Malware.
- Hacking.
- Vulnerabilities.
- Mitigation of security concerns.
- What biometrics are and how they are used.
- Encryption methods.
- Ethics and the law.
Core Skills
- Critical thinking skills.
- Risk management.
- Application of security measures.
- Computational Thinking.
- Ethical reasoning.
Assessment
- Identify and explain:
- Data value.
- Social Engineering.
- Malware.
- Hacking.
- Vulnerabilities.
- Mitigation of security concerns.
- What biometrics are and how they are used.
- Encryption methods.
- Ethics and the law.
- Give opinions on the above.
Half Term 6 (May – July)
Mathematics
Focus and Topic
- Algebra and Geometry
Core Knowledge
- Transformations
- Simultaneous Equations
- Trigonometry
Core Skills
- Enlargement (positive/negative/fractional scale factor).
- Rotation, translation and reflection.
- Describe a transformation.Introduction to simultaneous equations.
- Simultaneous equations using graphs.
- Solving simultaneous equations (substitution, manipulation and elimination).
- Identify the hypotenuse, adjacent and opposite sides.
- Use tangent, sine and cosine to find missing sides and angles.
- Trigonometry in 3D shapes.
Assessment
N/A
Computer Science
Focus and Topic
- Digital Citizenship
Core Knowledge
- Legal IssuesData Protection: Principles of how personal data must be handled (GDPR/Data Protection Act).
- Computer Misuse: Understanding illegal activities like hacking, unauthorised access, and spreading malware (Computer Misuse Act).
- Copyright: Protection of digital creations (software, music, images) and the illegality of piracy and unlicensed use.
- Ethical Issues Algorithmic Bias: How AI and automated systems can perpetuate unfairness or discrimination based on biased data.
- Moral Dilemmas (e.g., AI): Debating the ‘right’ course of action when technology makes critical decisions (e.g., self-driving cars, job automation).
- Privacy vs. Surveillance: The ethical balance between mass data collection (by governments or corporations) and an individual’s right to privacy.
- Social & Cultural ImpactsThe Digital Divide: Recognizing the uneven access to technology and internet services across different groups and regions.
- Online Identity & Footprint: Understanding the permanent record of online activity and how to manage and protect one’s personal reputation and privacy settings.
- Changes to Work: Analyzing how new technologies create job opportunities while automating and displacing others.
- Environmental ImpactsE-Waste: The problem of disposing of toxic electronic waste and the need for proper recycling.Energy Use: The high energy consumption associated with data centres, cloud computing, and digital systems.
Core Skills
- Critical Thinking and Evaluation Skills
- Critical Evaluation
- Ethical and Legal Reasoning
- Risk Assessment and Management
- Systems Thinking
- Technical Application and Protection Skills
- Application of Security Measures
- Understanding Authentication
- Algorithmic Thinking (in Security)
- Responsible Conduct & Reporting
Assessment
- Explain each subtopic from Core Skills section.
- Have informed, reasoned and researched opinions on subtopics.
- Be able to put each subtopic into real-world context based on research.
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
- Cellular respiration
- Materials
Core Knowledge
- Cellular respiration is the process by which cells release energy from glucose, usually using oxygen. This energy is essential for life processes such as movement, growth, and repair.
- Materials have different properties like strength, flexibility, and conductivity that determine their uses. They can be natural or synthetic and exist in solid, liquid, or gas states. Changes like melting or boiling are physical changes that do not create new substances.
Core Skills
- Link glucose + oxygen → carbon dioxide + water to releasing energy
- Explain how organisms get energy from food and why breathing and circulation are vital
- Knowing material properties helps choose the right material for different tasks and products
- Structuring facts about substances into an evaluation
Assessment
- Checking for understanding throughout using mini whiteboards
- Recall assessment based on the knowledge organiser to inform next steps in learning
Half Term 2 (Nov – Dec)
Focus and Topic
- The particle model (physics)
- Earth and atmosphere
Core Knowledge
- The particle model explains that all matter is made up of tiny particles that are constantly moving. In solids, particles are tightly packed and vibrate in place, while in liquids they move more freely, and in gases they move quickly and spread out.
- The structure of Earth and it’s atmosphere as a layer of gases that surrounds the planet and protects living things from harmful radiation. It is made up mainly of nitrogen and oxygen, with smaller amounts of other gases like carbon dioxide.
Core Skills
- Changes in state, like melting and boiling, happen when particles gain or lose energy. This model helps us understand properties of materials and how matter changes state.
- Compare early atmosphere data with modern day composition.
- Predict consequences of climate change and actions that we can take to avert climate change.
Assessment
- Three topic assessment: This requires pupils to retrieve their knowledge from earlier topics to build long term memory.
Half Term 3 (Jan – Feb)
Focus and Topic
- Relationships in an ecosystem
- Space
Core Knowledge
- An ecosystem consists of living organisms and their physical environment interacting together. Organisms depend on each other for food, shelter, and survival, forming food chains and food webs. Producers like plants make their own food, while consumers eat other organisms..
- The Earth orbits the Sun once a year, while the Moon orbits the Earth roughly every 28 days. Day and night are caused by the Earth’s rotation, and the seasons are due to the tilt of the Earth’s axis. The solar system includes the Sun, planets, moons, and other objects like asteroids and comets. Gravity is the force that keeps planets in orbit and causes objects to fall to Earth
Core Skills
- Understanding these relationships helps explain how energy flows and how ecosystems stay balanced. Links to biodiversity.
- Predict how changes in a food web will impact the other organisms.
- Recall the order of planets.
- Predict the season based on observations such as relative position of the Earth to the Sun, or shadow length.
Assessment
- Checking for understanding throughout using mini whiteboards.
- Recall assessment based on the knowledge organiser to inform next steps in learning.
Half Term 4 (Feb – March)
Focus and Topic
- Inheritance, chromosomes and genes
- Atomic structure and periodic table
Core Knowledge
- Inheritance is the process by which genetic information is passed from parents to offspring through genes. Genes are sections of DNA that determine specific traits like eye colour or blood type. Organisms inherit two copies of each gene, one from each parent, which can lead to variation in traits.
- Atoms are the basic building blocks of matter, made up of protons, neutrons, and electrons. The periodic table organises elements based on their atomic number and properties. Elements in the same group have similar chemical behaviours due to having the same number of outer electrons.
Core Skills
- Understanding inheritance helps explain how traits are passed on and why offspring resemble their parents.
- Linking atomic structure and the periodic table helps explain how elements react and form compounds.
- Compare early versions of the periodic table with the modern one.
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.
Half Term 5 (April – May)
Focus and Topic
- Energy
Core Knowledge
- Energy is the ability to do work and can exist in different forms such as kinetic, potential, thermal, and chemical energy. Energy cannot be created or destroyed, only transferred or stored, following the law of conservation of energy. Energy transfers occur in processes like heating, movement, and electrical work. Understanding energy helps explain how systems work and how energy efficiency can be improved.
Core Skills
- energy=power×time
- Interpreting and drawing energy transfer diagrams to show how energy moves between stores
- Analyzing data to evaluate energy efficiency and understand energy conservation in different systems
Assessment
- Checking for understanding throughout using mini whiteboards.
- Recall assessment based on the knowledge organiser to inform next steps in learning.
Half Term 6 (May – July)
Focus and Topic
- Cellular biology
Core Knowledge
- Cells are the basic units of life and can be animal, plant, or bacterial, each with specific structures and functions. Key organelles include the nucleus, cytoplasm, cell membrane, mitochondria, and, in plants, chloroplasts and a cell wall. Cells carry out vital processes such as respiration, growth, and reproduction.
- Understanding cellular biology helps explain how living organisms function and interact at a microscopic level.
Core Skills
- Using microscopes to observe and identify cell structures in plant and animal cells.
- Explaining the functions of different cell organelles and comparing plant, animal, and bacterial cells.
- Designing and carrying out experiments to investigate processes like osmosis and diffusion in cells.
Assessment
- Checking for understanding throughout using mini whiteboards.
- Recall assessment based on the knowledge organiser to inform next steps in learning.
1 The following subjects are on a ten week block carousel, meaning students will be rotated between the three subjects throughout the course of a year:
- Design Technology
- Design, Engineer, Construct
- Food Nutrition