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
Paul Klee
- How seagulls explain exaggeration in Art
- Exaggeration in early human art
- Cave Painting
- Research page on Paul Klee
- One line faces
- Personal response
Core Knowledge
- Historical/cultural/ societal context
Core Skills
- Understanding the work of other artists
- How exaggeration is used to convey ideas and intentions
- 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
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 Technology
Focus and Topic
- Money Bug Project
- Food Packaging Project
Core Knowledge
- Money Bug Project
- Health & Safety
- Brief and specification
- Design ideas
- Hand drawing techniques (orthographic projection)
- Laser cutting
- Sustainable materials and using woods and plastics
- Food Packaging Project
- Health & Safety
- Nets
- 3D shapes
- Required information on food packaging
- Advertisement and marketing
- Scale
- Orientation and typography
Core Skills
- Money Bug Project
- Hand tools
- Vacuum forming using a plug and yoke
- Bonding and surface finishing
- Food Packaging Project
- Graphic design
- Cardboard modelling
- Cutting using scissors and bonding
- Local community and produce availability
- Considering the environment and carbon footprint
Assessment
- Money Bug Project
- The design meets the brief and specification.
- Time management
- End of project exhibition
- Food Packaging Project
- 3D modelling with relevant graphic details
- Considering legal requirements
- Menu design and presentation
- Creative business card and sandwich board
Design, Engineer, Construct
Focus and Topic
Restaurant Design Project
Core Knowledge
- Facilities management
- Materials and aesthetics
- Environment
- Utilities and renewable energy sources
- HVAC
- Lighting
- Sustainability
- Building services engineering
- EPC ratings
- Properties of materials
- Structural elements
- Construction techniques
- Redevelopment
Core Skills
- Measurement (1mm, 1cm, 1 metre, 1 square metre; cubic metre)
- Proportion and scale (LxWxH; 1:25; 1:50)
- Architectural design – hand drawing and computer (CAD) drawing skills (floorplanner; Cesium)
- Floor plans; elevations
- Architectural presentation
- Application of STEM
Assessment
- Relevance of the architectural presentation
- Justification of the final proposal
- Floor plan development and suitability for the end user
- 3D modelling/analysis
- Demonstrating confident and correct use of architectural symbols, measurements and scale
Half Term 2 (Nov – Dec)
Art
Focus and Topic
Gustav Klimt
- Research page on Gustav Klimt landscapes
- Pointilism
- Stippling
- Mixed media painting of a birch forest
- Research page on Gustav Klimt’s Gold Phase
- Local artists “We Fail”
- Personal response – final piece
Core Knowledge
Historical/cultural/societal context
Core Skills
- Understanding the work of other artists
- How exaggeration is used to convey ideas and intentions
- 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
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 Technology
Focus and Topic
- Money Bug Project
- Food Packaging Project
Core Knowledge
- Money Bug Project
- Health & Safety
- Brief and specification
- Design ideas
- Hand drawing techniques (orthographic projection)
- Laser cutting
- Sustainable materials and using woods and plastics
- Food Packaging Project
- Health & Safety
- Nets
- 3D shapes
- Required information on food packaging
- Advertisement and marketing
- Scale
- Orientation and typography
Core Skills
- Money Bug Project
- Hand tools
- Vacuum forming using a plug and yoke
- Bonding and surface finishing
- Food Packaging Project
- Graphic design
- Cardboard modelling
- Cutting using scissors and bonding
- Local community and produce availability
- Considering the environment and carbon footprint
Assessment
- Money Bug Project
- The design meets the brief and specification.
- Time management
- End of project exhibition
- Food Packaging Project
- 3D modelling with relevant graphic details
- Considering legal requirements
- Menu design and presentation
- Creative business card and sandwich board
Design, Engineer, Construct
Focus and Topic
Restaurant Design Project
Core Knowledge
- Facilities management
- Materials and aesthetics
- Environment
- Utilities and renewable energy sources
- HVAC
- Lighting
- Sustainability
- Building services engineering
- EPC ratings
- Properties of materials
- Structural elements
- Construction techniques
- Redevelopment
Core Skills
- Measurement (1mm, 1cm, 1 metre, 1 square metre; cubic metre)
- Proportion and scale (LxWxH; 1:25; 1:50)
- Architectural design – hand drawing and computer (CAD) drawing skills (floorplanner; Cesium)
- Floor plans; elevations
- Architectural presentation
- Application of STEM
Assessment
- Relevance of the architectural presentation
- Justification of the final proposal
- Floor plan development and suitability for the end user
- 3D modelling/analysis
- Demonstrating confident and correct use of architectural symbols, measurements and scale
Half Term 3 (Jan – Feb)
Art
Focus and Topic
Giacometti
- Research page on Giacometti
- Laguage Mastery – Poem – First theyCame
- Personal drawings of the Human Form
- Sculpture – wire work
- Links to contemporary society and how exaggeration influences politics
Core Knowledge
- Historical/Cultural/ societal context
Core Skills
- Understanding the work of other artists.
- How exaggeration is used to convey ideas and intentions.
- 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
- Wire
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
Design Technology 1
Focus and Topic
- Money Bug Project
- Food Packaging Project
Core Knowledge
- Money Bug Project
- Health & Safety
- Brief and specification
- Design ideas
- Hand drawing techniques (orthographic projection)
- Laser cutting
- Sustainable materials and using woods and plastics
- Food Packaging Project
- Health & Safety
- Nets
- 3D shapes
- Required information on food packaging
- Advertisement and marketing
- Scale
- Orientation and typography
Core Skills
- Money Bug Project
- Hand tools
- Vacuum forming using a plug and yoke
- Bonding and surface finishing
- Food Packaging Project
- Graphic design
- Cardboard modelling
- Cutting using scissors and bonding
- Local community and produce availability
- Considering the environment and carbon footprint
Design Engineer Construct1
Focus and Topic
Restaurant Design Project
Core Knowledge
- Facilities management
- Materials and aesthetics
- Environment
- Utilities and renewable energy sources
- HVAC
- Lighting
- Sustainability
- Building services engineering
- EPC ratings
- Properties of materials
- Structural elements
- Construction techniques
- Redevelopment
Core Skills
- Measurement (1mm, 1cm, 1 metre, 1 square metre; cubic metre)
- Proportion and scale (LxWxH; 1:25; 1:50)
- Architectural design – hand drawing and computer (CAD) drawing skills (floorplanner; Cesium)
- Floor plans; elevations
- Architectural presentation
- Application of STEM
Assessment
- Relevance of the architectural presentation
- Justification of the final proposal
- Floor plan development and suitability for the end user
- 3D modelling/analysis
- Demonstrating confident and correct use of architectural symbols, measurements and scale
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
Storytelling – Urban Myths/Darkwood
Core Knowledge
- Understand how to use vocal techniques (e.g. projection, pitch, pace) and physicality (e.g. gesture, posture, facial expression) to create character and tell a story.
- Know key performance terminology such as set, staging, character, dialogue and narrative structure.
- Recognise how blocking and spatial awareness affect audience engagement.
Core Skills
- Use voice, movement and gestures to show character and story.
- Rehearse with focus and energy.
- Use space and stage positions clearly.
- Evaluate your own and others’ performances using subject specific terminology
Assessment
- Perform a 2-minute scene using strong storytelling and characterisation.
- Complete an online quiz on theatre vocabulary.
Music
Focus and Topic
Samba
Core Knowledge
- Cultural and historical background of samba music
- Key instruments and techniques used in samba
- Structure of samba performance (groove, breaks, improvisation)
- Ensemble communication and leadership roles
- Identifying samba characteristics through listening
Core Skills
- Instrumental playing (samba drums)
- Polyrhythmic layering and pulse awareness
- Ensemble coordination and teamwork
- Improvisation and group creativity
- Evaluating samba performances using key terminology
Assessment
- Small group samba composition and performance
- Evaluation of group performance using samba vocabulary
Half Term 2 (Nov – Dec)
Drama
Focus and Topic
- Devising a Stimulus
- The Glass Castle, Fighting for Strangers
Core Knowledge
- Understand how to respond to a stimulus using drama conventions such as still image, slow motion, narration, thought tracking and mime.
- Know how to shape non-naturalistic material with symbolic movement and visual storytelling.
- Recognise the role of semiotics (gesture, costume, staging) in creating meaning.
Core Skills
- Use drama techniques to communicate theme and message.
- Collaborate to devise original scenes.
- Use expressive physical and vocal skills with control and clarity.
- Evaluate how your group developed ideas and responded to the stimulus.
Assessment
- Create a 40-minute group-devised scene. Present your process using Google Slides with annotations.
Music
Focus and Topic
- Music Technology
- EDM Composition
Core Knowledge
- Key stylistic features of EDM (structure, instrumentation, timbre)
- Understanding and using a DAW (Digital Audio Workstation)
- Layering drum patterns, chord sequences, loops and effects
- Using musical elements to build dynamic contrast and structure
Core Skills
- Using DAWs for music creation
- Beat programming, chord input and looping
- Applying production effects (EQ, reverb)
- Balancing and arranging multiple musical layers
- Listening analytically to identify features
Assessment
- Create a short EDM track using a DAW
- Peer and self-assessment of production and musicality
Half Term 3 (Jan – Feb)
Drama
Focus and Topic
- Script work
- Five minute scenes
Core Knowledge
- Understand how to explore subtext, character motivation and dramatic tension through script work.
- Know how to identify and use key structural elements such as climax, pacing, contrast and conflict.
- Understand how line learning, blocking and rehearsal techniques shape a performance.
Core Skills
- Learn lines using effective strategies. Block scenes using appropriate stage directions.
- Use vocal and physical skills to interpret character.
- Perform with energy and clarity, making choices that suit the text.
Assessment
- Perform a 2 minute scripted scene.
- Complete an online written evaluation of your performance choices.
Music
Focus and Topic
- Ukulele Skills
Core Knowledge
- Parts of the ukulele and correct playing technique
- Reading ukulele TAB and chord diagrams
- Basic strumming patterns and rhythmic control
- Playing melody and chords independently or in pairs
Core Skills
- Instrumental skills (fretting, strumming, posture)
- Reading TAB and chord symbols
- Rhythmic awareness and pulse control
- Building confidence in solo or pair performance
- Rehearsal planning and musical decision-making
Assessment
- Solo or paired ukulele performance using TAB
- Short quiz on TAB and chord reading
Half Term 4 (Feb – March)
Drama
Focus and Topic
- Epic Theatre – Brecht
Core Knowledge
- Understand the principles of Epic Theatre, including its non-naturalistic style and intention to provoke social and political awareness.
- Know and use techniques such as alienation (Verfremdungseffekt), direct address, placards, narration, montage and breaking the fourth wall.
- Recognise Brecht’s historical and political context.
Core Skills
- Use Epic Theatre techniques to create scenes. Demonstrate focus and discipline in workshops.
- Explore and communicate a clear social or political message.
- Evaluate how techniques impact the audience.
Assessment
- Perform a short group scene using Brechtian devices.
- Complete an online quiz on Brecht and Epic Theatre.
Music
Focus and Topic
- Film Music Composition
Core Knowledge
- Genre and function of film music (mood, character, action)
- Musical elements used in creating atmosphere
- Creating and following cue sheets for scene synchronisation
- Combining performance and composition using a keyboard
Core Skills
- Composition skills (theme, tension, dynamics)
- Teamwork in performance pairs
- Keyboard fluency to match visual cues
- Listening analysis of film music styles
- Use of musical devices: ostinato, leitmotif, texture
Assessment
- Compose and perform a film music cue in pairs
- Self and peer evaluation based on effect and technique
Half Term 5 (April – May)
Drama
Focus and Topic
- Page to Stage
- Teechers by John Godber
Core Knowledge
- Know the features of non-naturalistic and multi-role performance.
- Understand how to interpret a play text using physical theatre, stylised techniques and technical elements such as lighting and sound.
- Recognise themes, context and dramatic structure in the script.
Core Skills
- Read and perform with clarity and expression.
- Use stylised movement and voice to show multiple characters.
- Make creative design decisions to support meaning. Analyse how acting and technical choices affect interpretation.
Assessment
- Perform a 1–2 minute extract from Teechers.
- Write a reflection explaining how you developed and staged the scene.
Music
Focus and Topic
- The Blues
Core Knowledge
- Origin and evolution of blues music in context (African American history)
- 12-bar blues structure and common chord progression (I-IV-V)
- Call and response, improvisation, and swing rhythm
- How to apply blues scales on the keyboard
Core Skills
- Keyboard skills for chord progression
- Improvising short melodic phrases
- Understanding of musical form and stylistic features
- Performing as a duo with rhythmic accuracy and feel
- Identifying blues features in recordings
Assessment
- Paired performance of a 12-bar blues piece
- Listening test: identifying blues features
Half Term 6 (May – July)
Drama
Focus and Topic
- Improvisation
- ‘From Nothing to Something’ Exploring Devising Theatre Practitioners
Core Knowledge
- Understand how to use devising methods from Kneehigh, Theatre Complicité and Frantic Assembly.
- Know how to apply ensemble work, physical theatre, and visual storytelling.
- Recognise techniques such as chair duets (Frantic Assembly), chorus and ensemble movement (Complicité), and storytelling through symbolic objects or image-based scenes (Kneehigh).
Core Skills
- Use physical theatre techniques to devise original work. Collaborate using ensemble methods.
- Explore narrative through movement, music, and non-verbal storytelling.
- Reflect on how different devising styles influenced your performance.
Assessment
- Create an original group performance using Kneehigh, Complicité or Frantic Assembly style.
- Complete an evaluation explaining which techniques were used and why.
Music
Focus and Topic
- Video Game Music
Core Knowledge
- Role of music in games (looping, mood, interactivity)
- Developing character themes and background ambience
- Using a DAW to compose structured and layered music
- Musical features of retro and modern video game genres
Core Skills
- Composing character themes and looped layers
- Using DAW tools for structure and dynamics
- Advanced production techniques (automation, layering)
- Narrative and visual influence on composition choices
- Evaluating game music and thematic consistency
Assessment
- Create a short video game theme using a DAW
- Annotated planning sheet and peer evaluation
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
Mission Impossible – Action and thriller writing (The Spy Genre)
Core Knowledge
Understanding narrative tension, character dynamics, and effective pacing in action writing
Core Skills
- Characterisation
- Plot development
- Setting creation
- Tone and atmosphere
- SPaG (Spelling, Punctuation, and Grammar)
Assessment
Using the variety of writing skills covered in the unit and building on the Bourne opening, write a tense face-off between your villain and spy character.
Half Term 2 (Nov – Dec)
Focus and Topic
- Private Peaceful
- Exploration of themes, language, and moral perspectives in Private Peaceful by Michael Morpurgo, alongside poetry and propaganda from WWI.
Core Knowledge
- Historical context: Life in the 1900s and the impact of World War I
- Literary context: Authorial intent and character development in Private Peaceful
- Use of imperatives and declaratives in persuasive language
- Propaganda techniques used during wartime
- Comparative literature: Private Peaceful (“Gas” chapter) and Wilfred Owen’s Dulce et Decorum Est
Core Skills
- Analysing and applying contextual knowledge
- Developing character analysis and interpretation
- Making inferences and deductions from texts
- Understanding rhetoric and persuasive writing
- Exploring and applying grammatical structures for effect
Assessment
- How is the speaker successful in both engaging the crowd and making the war sound appealing?
Half Term 3 (Jan – Feb)
Focus and Topic
- Modern Drama
- A study of dramatic structure and social commentary through the play Our Day Out by Willy Russell, with a focus on the impact of socio-economic context and character development.
Core Knowledge
- Evolution of Liverpool: From poverty to cultural recognition
- Features and conventions of stage plays
- Teaching philosophies and values of Mr Briggs and Mrs Kay
- Themes of social inequality, education, and youth behaviour
- The role of debate and dialogue in exploring moral issues
Core Skills
- Drawing contextual links between setting, history, and characters
- Identifying and analysing stagecraft and play structure
- Comparing contrasting characters’ ideologies and methods
- Building structured, balanced arguments (including debate/oracy tasks)
Assessment
- How does the cliff scene show Mr Briggs’ development as a character over the text?
- Refer to two other key moments from the play in your answer.
Half Term 4 (Feb – March)
Focus and Topic
- Romeo and Juliet
- An in-depth exploration of Shakespeare’s language, characters, and dramatic conventions in his tragic love story, with links to poetry and Elizabethan values
Core Knowledge
- Features of a Shakespearean tragedy
- Shakespeare’s use of poetic and dramatic methods
- Structure and significance of a sonnet and prologue
- Character contrasts: Tybalt vs. Benvolio
- Thematic elements: love, conflict, fate, honour
- Influence of Elizabethan context on the characters and plot
Core Skills
- Analysing Shakespeare’s language, including figurative devices like oxymorons
- Comparing and contrasting characters’ traits and behaviours
- Interpreting key scenes using tension graphs and structured annotations
- Exploring themes through contextual and character analysis
- Developing a critical response supported by textual evidence
Assessment
- A student, having read this part of the text, said: “Romeo’s use of oxymorons here reveals how he struggles to make sense of his emotions.”
- To what extent do you agree?
Half Term 5 (April – May)
Focus and Topic
- Romeo and Juliet continued
- a deeper exploration into Shakespeare’s presentation of love, conflict, and family dynamics, with emphasis on literary evaluation and debate
Core Knowledge
- Shakespeare’s use of light imagery in the Balcony Scene
- Character motivations and culpability: Romeo vs. Tybalt
- Parental authority in Elizabethan society
- Thematic development of love, duty, and rebellion
- Continued features of Shakespearean tragedy and rhetorical devices
Core Skills
- Analysing metaphor and semantic fields in poetic language
- Evaluating character responsibility in key conflicts
- Structuring written analysis and extended responses
- Engaging in reasoned debate using oracy and persuasive skills
- Justifying interpretations with contextual and textual evidence
Assessment
- How is the theme of Love presented in Romeo and Juliet?
Half Term 6 (May – July)
Focus and Topic
- Power of Persuasion (Conservation vs. Cruelty)
- An exploration of non-fiction texts and ethical issues surrounding animal conservation, captivity, and environmental responsibility, with a focus on persuasive writing and debate.
Core Knowledge
- The ethical debate surrounding zoos: conservation, capitalism, or cruelty
- Language features used to present animals as villains or victims
- The structure and purpose of persuasive articles
- Threatened and endangered species: causes, impact, and preservation efforts
- Techniques for effective charity campaigning and environmental advocacy
Core Skills
- Analysing non-fiction texts for persuasive strategies
- Constructing well-supported arguments in written and spoken formats
- Conducting purposeful independent research
- Expressing viewpoints confidently through oracy and structured writing
- Evaluating differing perspectives on environmental and ethical issues
Assessment
- There are plans to open a new sea life park in Manchester.
- Write an article for a broadsheet newspaper giving your viewpoint on this issue.
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
Town and local area
Core Knowledge
- In my town
- In my region
- Disadvantages of the town
- Phonics
- Speaking assessment preparation
Core Skills
In the topics “In my town” and “In my region”, pupils learn to name places (e.g. un parc, une piscine) and describe what there is or isn’t using phrases like il y a and il n’y a pas de. They also begin expressing opinions with simple adjectives (e.g. C’est intéressant, bruyant) and can say what you can do using on peut….
When discussing disadvantages, students practise giving negative descriptions such as Il n’y a pas de magasins or C’est trop bruyant. They learn to give reasons using parce que and je pense que, and build more detailed opinions like Je n’aime pas ma ville parce que c’est ennuyeux. Phonics is embedded to support accurate pronunciation, focusing on nasal sounds (e.g. -on, -in) and silent letters. In preparation for a short speaking assessment, students practise forming full sentences, using opinion phrases, linking words (e.g. et, mais), and speaking clearly with good intonation and pronunciation.
Assessment
Speaking assessment
pupils give a 30-second presentation about their local area. They answer three key questions:
- Qu’est-ce qu’il y a dans ta ville?
- Qu’est-ce qu’il y a dans ta région?
- Quels sont les inconvénients de ta ville?
Students describe places in their town and region, say what there is to do, and give simple opinions about disadvantages. This task helps build confidence in speaking, pronunciation, and structuring short spoken responses.
German
Focus and Topic
Town and local area
Core Knowledge
- Culture: Switzerland, Wilkommen in Binningen
- Culture: German foods and restaurants
- Weather
- Clothes
Core Skills
Speaking and Listening:
Students practise introducing themselves and talking about where they live, linking to cultural knowledge about Switzerland and towns like Binningen. They take part in role-plays such as ordering in a restaurant or shopping for clothes, using key phrases like Ich möchte… and Wie viel kostet das? Listening activities include understanding weather forecasts and café conversations, helping them recognise vocabulary in context.
Reading and Writing:
Learners read short texts about Swiss culture, traditional foods, menus, and weather reports, identifying main points and specific details. They write simple paragraphs about themselves, what they like to eat, what the weather is like, and what they wear in different seasons. This helps them apply vocabulary and structures in practical ways.
Grammar:
Key grammar structures include the present tense of regular and some irregular verbs, correct word order (verb-second position), and the accusative case when using food or clothing vocabulary. Students also learn adjective endings when using colours (e.g. eine blaue Jacke) and begin using the future tense with werden (e.g. Ich werde Pizza essen).
Cultural Understanding:
Students explore cultural aspects such as the four languages spoken in Switzerland, traditional foods like Bratwurst or Apfelstrudel, and differences in clothing and weather across German-speaking countries. This cultural focus supports language learning by placing vocabulary and skills in real-world, meaningful contexts.
Assessment
Reading and listening
The reading and listening assessment includes short texts and audio clips about Swiss culture, German foods, weather reports, and clothing descriptions. Students answer multiple-choice and short-answer questions to demonstrate understanding of key details, vocabulary, and main ideas, applying comprehension skills in authentic, everyday contexts.
Spanish
Focus and Topic
Town and local area
Core Knowledge
- In my town
- In my region
- Disadvantages of the town
- Phonics
- Speaking assessment preparation
Core Skills
In the topics “En mi ciudad” and “En mi región”, pupils learn to name places (e.g. un parque, una piscina) and describe what there is or isn’t using phrases like hay and no hay. They also begin expressing opinions with simple adjectives (e.g. es interesante, ruidoso) and can say what you can do using se puede….
When discussing disadvantages, students practise giving negative descriptions such as no hay tiendas or es demasiado ruidoso. They learn to give reasons using porque and creo que, and build more detailed opinions like no me gusta mi ciudad porque es aburrida. Phonics is embedded to support accurate pronunciation, focusing on sounds such as the rolled r, soft b/v, and silent letters. In preparation for a short speaking assessment, students practise forming full sentences, using opinion phrases, linking words (e.g. y, pero), and speaking clearly with good intonation and pronunciation.
Assessment
Speaking Assessment
Pupils give a 30-second presentation about their local area. They answer three key questions:
- ¿Qué hay en tu ciudad?
- ¿Qué hay en tu región?
- ¿Cuáles son los inconvenientes de tu ciudad?
Students describe places in their town and region, say what there is to do, and give simple opinions about disadvantages. This task helps build confidence in speaking, pronunciation, and structuring short spoken responses.
Half Term 2 (Nov – Dec)
French
Focus and Topic
- Free time, sport and leisure
Core Knowledge
- Individual and team sports
- Being a good sports person
- TV
- Technology
- Reading techniques
Core Skills
- Pupils learn to talk about individual and team sports using verbs like jouer à and faire de, and give opinions such as j’aime le foot parce que c’est amusant. They practise reading and listening for sports vocabulary, time phrases, and opinions, and write short texts about what sports they do and when.
- In the topic Being a Good Sportsperson, students describe personality traits and habits using je suis… and il faut…. They read and listen for descriptive language and modal verbs, and write profiles of athletes or themselves using adjectives and justifications.
- When studying TV, technology, and reading, pupils speak and write about their preferences and habits (e.g. Je regarde les séries, je lis souvent), while practising opinion and frequency phrases. Reading and listening tasks focus on identifying key information, time expressions, and reasons for preferences.
Assessment
Writing Assessment
- 60 word essay on topics covered.
German
Focus and Topic
- Free time, Leisure
Core Knowledge
- Cinema
- TV
- Free time
- Reading
- Breakfast
Core Skills
- Students learn vocabulary related to entertainment (e.g. das Kino, der Film, der Fernseher, die Serie) and daily routines like breakfast foods (das Brot, der Kaffee).
- They practice talking about their free-time activities (Ich spiele Fußball, Ich lese gern), expressing preferences and opinions (Ich mag…, Ich finde… spannend), and describing habits using the present tense.
- Listening and reading focus on understanding descriptions of films, TV shows, hobbies, and breakfast routines. Grammar includes verbs in present tense, modal verbs (e.g. mögen, können), and time expressions (oft, manchmal).
Assessment
Writing Assessment
- Students write a short paragraph (about 80-100 words) describing their typical day with a focus on free-time activities, what they watch on TV or at the cinema, what they like to read, and their breakfast habits. They should include opinions, use time phrases, and apply present tense verbs correctly to demonstrate vocabulary and grammar skills in a coherent, personal text.
Spanish
Focus and Topic
- Free time, sport and leisure
Core Knowledge
- Individual and team sports
- Being a good sports person
- TV
- Technology
- Reading techniques
Core Skills
- Pupils learn to talk about individual and team sports using verbs like jugar a and hacer (e.g. jugar al fútbol, hacer natación), and give opinions such as me gusta el fútbol porque es divertido. They practise reading and listening for sports vocabulary, time phrases, and opinions, and write short texts about what sports they do and when.
- In the topic Ser un buen deportista, students describe personality traits and habits using soy… and hay que…. They read and listen for descriptive language and modal verbs, and write profiles of athletes or themselves using adjectives and explanations.
- When studying TV, technology, and reading, pupils speak and write about their preferences and habits (e.g. veo series, leo a menudo), while practising opinion and frequency phrases. Reading and listening tasks focus on identifying key information, time expressions, and reasons for preferences.
Assessment
Writing Assessment
- 60 word essay on topics covered.
Half Term 3 (Jan – Feb)
French
Focus and Topic
- Holidays and Adventure
Core Knowledge
- Countries
- Extreme sports
- Problems on holiday
- Describing a holiday
Core Skills
- Students learn to name and describe countries using basic vocabulary and expressions like Je viens de… or J’habite en…. They practise asking and answering questions about nationality and location, as well as reading and writing simple texts about different places.
- For extreme sports, pupils develop skills to talk about activities using verbs like faire and jouer à, describe what they like or dislike, and give reasons. Listening and reading focus on recognising sport names and opinions, while writing includes short descriptions and personal preferences.
- When covering problems on holiday and describing a holiday, students practise using past tense and phrases to explain issues (e.g. J’ai perdu mes clés, Il faisait beau). They learn to describe experiences, give opinions, and answer questions about their trips through speaking, reading, writing, and listening tasks.
Assessment
Listening Assessment
- In this listening assessment, students hear short dialogues and announcements about countries, extreme sports, and holiday problems. They answer questions to identify key details, understand opinions, and follow simple descriptions, demonstrating comprehension of familiar vocabulary and common phrases in French.
German
Focus and Topic
- Sport, Leisure
Core Knowledge
- Training
- Keeping fit and healthy
- Healthy eating
- Healthy lifestyle
Core Skills
- Students learn vocabulary related to exercise and fitness (trainieren, Sport treiben, das Fitnessstudio), healthy eating (Obst, Gemüse, Zucker, Fett), and lifestyle habits (gesund leben, viel schlafen, Stress vermeiden).
- They practise talking about routines and giving advice (Ich sollte mehr Wasser trinken, Man muss gesund essen), expressing preferences and reasons (Ich esse gern… weil…), and using modal verbs like sollen and müssen.
- Listening and reading tasks focus on understanding simple health tips, exercise descriptions, and balanced diets. Grammar includes present tense, modal verbs, and conjunctions to connect ideas (weil, aber).
Assessment
Speaking Assessment
- Students give a 1-minute presentation answering three questions:
- Was isst du, um gesund zu bleiben?
- Was machst du, um fit zu bleiben?
- Warum ist es wichtig, gesund zu sein?
- They should describe their eating habits and fitness activities, give reasons using simple connectors like weil, and demonstrate clear pronunciation and sentence structure within the time limit.
Spanish
Focus and Topic
- Holidays and Adventure
Core Knowledge
- Countries
- Extreme sports
- Problems on holiday
- Describing a holiday
Core Skills
- Students learn to name and describe countries using basic vocabulary and expressions like Soy de… or Vivo en…. They practise asking and answering questions about nationality and location, as well as reading and writing simple texts about different places.
- For extreme sports, pupils develop skills to talk about activities using verbs like hacer and jugar a, describe what they like or dislike, and give reasons. Listening and reading focus on recognising sport names and opinions, while writing includes short descriptions and personal preferences.
- When covering problems on holiday and describing a holiday, students practise using the past tense and phrases to explain issues (e.g. Perdí mis llaves, Hacía buen tiempo). They learn to describe experiences, give opinions, and answer questions about their trips through speaking, reading, writing, and listening tasks.
Assessment
Listening Assessment
- In this listening assessment, students hear short dialogues and announcements about countries, extreme sports, and holiday problems. They answer questions to identify key details, understand opinions, and follow simple descriptions, demonstrating comprehension of familiar vocabulary and common phrases in Spanish
Half Term 4 (Feb – March)
French
Focus and Topic
- Being Healthy
Core Knowledge
- Fruit and vegetables
- Unhealthy foods
- A good diet
- Body parts
Core Skills
- Students learn to name common fruits and vegetables and describe likes and dislikes using verbs like aimer and préférer. They practise reading and listening to food vocabulary and writing simple sentences about what they eat.
- For unhealthy foods and a good diet, pupils develop skills to discuss healthy and unhealthy eating habits using expressions such as il faut and il ne faut pas. They give opinions, reasons, and advice, and understand texts and spoken information about diet and nutrition.
- When studying body parts, students learn vocabulary to identify different parts of the body. They practise describing pain or conditions using phrases like j’ai mal à… and combine this with healthy lifestyle topics in speaking, reading, writing, and listening tasks.
Assessment
Reading and Listening Assessment
- In this reading and listening assessment, students engage with short texts and audio clips about healthy and unhealthy foods, diet advice, and body parts. They answer questions to identify vocabulary, understand key details, recognise opinions, and follow simple instructions, demonstrating comprehension of everyday health-related language in French.
German
Focus and Topic
- Going out
Core Knowledge
- Organising an outing
- Getting ready to go out
- Past tense: talking about an outing
Core Skills
- Students learn vocabulary for planning outings (der Treffpunkt, die Uhrzeit, das Taxi nehmen), getting ready (sich anziehen, die Jacke, die Schuhe), and describing past events using the perfect tense (ich habe… gemacht, ich bin… gegangen).
- They practise understanding spoken details about plans and past experiences, recognising time phrases (gestern, letztes Wochenende) and sequencing words (zuerst, dann, danach).
- Grammar focus is on the past tense (Perfekt) with haben and sein auxiliaries.
Assessment
Listening Assessment
- Students listen to short audio clips about someone organising and describing an outing—what they did to get ready and what happened during the trip. They answer multiple-choice and short-answer questions that test comprehension of key details such as times, activities, sequence of events, and past tense verbs, demonstrating their ability to follow everyday spoken German in context.
Half Term 5 (April – May)
German
Focus and Topic
- Media and Technology
Core Knowledge
- Media and technology
- Social media
- Phonics
- Revision of various topics throughout the year (teacher led)
Core Skills
- Students build vocabulary related to media and technology (das Handy, der Computer, das Internet), social media platforms (Instagram, Facebook, chatten), and key phonics sounds to improve pronunciation and decoding.
- They practise understanding texts and audio about technology use, online habits, and common digital activities.
- Revision covers a range of previously learned topics, reinforcing grammar (present tense, modal verbs), vocabulary, and comprehension strategies.
Assessment
Reading and Listening Assessment
- Students read short texts and listen to audio clips about media use, social media interactions, and everyday digital life. They answer questions that check understanding of vocabulary, main ideas, and specific details. The assessment also includes phonics-based listening tasks to test sound recognition, alongside revision questions covering grammar and vocabulary from across the year.
Half Term 6 (May – July)
French
Focus and Topic
- Festivals and Culture
Core Knowledge
- The French revolution
- Bastille day
- The game of Boules
- Project: research a French national holiday
Core Skills
Assessment
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
- Team concepts & tactical understanding.
- Positioning and roles.
- Concepts of game rules and tactics.
Core Skills
- Tackling, heading, ball control.
- Interception, marking, spatial awareness.
- Bowling, batting, fielding and tactical awareness.
Assessment
- Be able to tackle, head and control the ball in a game situation
- To be able to mark the correct player in a game situation.
- To be able to bowl, bat and field actively in a game situation.
Food and Nutrition1
Focus and Topic
- Health and Safety
- Chopping skills
- Eatwell Guide
- Using: hob, oven, grill, weighing scales
- Rubbing in method
- Food poisoning,
- The 4 C’s.
Core Knowledge
Pulling from the year 7 curriculum students should have a good basic knowledge of health and safety in the kitchen. Should have some good basic knowledge of nutrition and some good practical skills cooking with the hob and oven.
Core Skills
- What are carbohydrates/why do we need them
- Where flour comes from
- Food processing
- Staple foods
- Sensories
- Differences between shop bought and homemade products
- Add air into a mixture
- Reading food labels
- Rubbing in
- Weighing and measuring
- Equipment Identification
- Cutting
- Glazing
- Dicing
- Grating
- Glazing
- Using a rolling pin
- Shallow frying
- Using a fish slice
- Whisking
- Marbling
- Fermentation
- Kneading
Assessment
- Knife skills on onion and carrots
- Making scones
- Making cheese and onion triangles
- Making potato fritters
- Making chocolate orange cake
- Making Macaroni cheese
- Making pizza & a pizza box
- 20 Question assessment – End of rotation
Half Term 2 (Nov – Dec)
Physical Education
Focus and Topic
- Handball (X/Y1)
- Fitness (X/Y2)
- Orienteering(X/Y3)
Core Knowledge
- Concept of scoring by throwing the ball into the opponent’s goal
- An overall understanding of fitness and the gym space.
- Basic map reading, using a key, orienting the map in the correct fashion.
Core Skills
- Passing, catching, basic shooting techniques, simple attacking and defending movements.
- Components of fitness, Warm ups/Cool downs, Heart rate zones, goal setting.
- Finding and marking points on a map.
Assessment
- To be able to play a game of handball demonstrating learnt skills.
- To be able to apply knowledge of core skills to set and achieve realistic goals.
- To be able to orient, find and mark points on a map.
Half Term 3 (Jan – Feb)
Physical Education
Focus and Topic
- Rugby (X/Y1)
- Badminton (X/Y2)
- Fitness (X/Y3)
Core Knowledge
- Basic rules, scoring system and understanding of wider tactics.
- Basic rules and scoring system. Understanding of different shots and movement throughout the court.
- An overall understanding of fitness and the gym space.
Core Skills
- Passing (in a game situation), tackling, running effectively with the ball.
- Basic grip, Underarm and overhead shots, basic serve.
- Components of fitness, Warm ups/Cool downs, Heart rate zones, goal setting.
Assessment
- To be able to apply your knowledge and skills into a game situation. Reflecting on performance after.
- To be able to show appropriate shots, movement and serve in a game situation.
- To be able to apply knowledge of core skills to set and achieve realistic goals.
Half Term 4 (Feb – March)
Physical Education
Focus and Topic
- Fitness (X/Y1)
- Dance (X/Y2)
- Basketball (X/Y3)
Core Knowledge
- An overall understanding of fitness and the gym space.
- Counting beats of music. Understand different types of dance. Basic choreography.
- Court layout. Rules and scoring systems.
Core Skills
- Components of fitness, Warm ups/Cool downs, Heart rate zones, goal setting.
- Movement in time to beats. Exploring new styles of dance and applying moves from these into your choreography.
- Shooting (Layups), Possession and positioning (Offense and defense), Rebounding.
Assessment
- To be able to apply knowledge of core skills to set and achieve realistic goals.
- Create and perform your own short, basic dance sequence.
- 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.
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.
Half Term 6 (May – July)
Physical Education
Focus and Topic
- Rounder (X/Y1)
- Rounders (X/Y 2)
- Rounders (X/Y 3)
Core Knowledge
- Basic concept concepts of a striking & fielding game.
- Tactical awareness and application to a game situation.
Core Skills
- Catching, throwing, stumping, batting. Accurate throws, strategic fielding positions, anticipating batters movements.
Assessment
- To be able to perform a batting and fielding role within a game.
- Apply tactical awareness in a game situation to give you an advantage.
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
Weather and Climate
Core Knowledge
- What is the difference between weather and climate?
- How does the weather affect us?
- How do we measure the weather?
- Factors that affect climate
- Global climates
- Climate change (causes, impacts, management)
Core Skills
- Construct and interpret climate graphs
- Numeracy e.g. range, mean etc.
- GIS e.g. satellite images of weather systems
Assessment
N/A
History
Focus and Topic
The Industrial Revolution
Core Knowledge
- Ideas, political power, industry and empire: Britain, 1745-1901
- Britain in 1750
- The Domestic System
- The First Industrial Nation
- The Steam Engine
- Inventions
- Roads and Canals
Core Skills
- Chronology
- Evidence
- Bias
- Investigation
Assessment
Formative assessment
RE & PSHE
Focus and Topic
What does belonging mean to a young Muslim in the UK?
Core Knowledge
- The Ummah
- The Five Pillars of Islam
- Akhlaq
- Hajj
- Muhammad (PBUH)
Core Skills
- Recall of information
- Vocabulary focus
- Understanding community
- Recognising good deeds in themselves and others
Assessment
Assessment 1 – Extended Writing
- Assessment question: “We are all on the journey to become who we are (good character). In the end, our words and actions in life make all the difference.” 10 marks
- Application of SPaG – literacy focus
Half Term 2 (Nov – Dec)
Geography
Focus and Topic
- Ecosystems
Core Knowledge
- What is an ecosystem?
- Global distribution of biomes
- Food chains and food webs
- Tropical rainforests (TRFs) and tropical grassland (savanna): distribution, characteristics (including soils), adaptations and threats
- Management of TRFs
Core Skills
Assessment
Summative Assessment 1:
- Interactions between living and non-living.
- Location, characteristics and human pressure of global ecosystems.
- Importance of one biome (eg Tropical rainforest)
- Extended writing question to include SPaG..
History
Focus and Topic
- Local History Enquiry
- The Railways
- Child Labour
Core Knowledge
- Why Lancashire?
- Rossendale in the Industrial Revolution
- The Peterloo Massacre
- The Luddites
- The Cotton Famine
- Introduction to the railways
- Impact of the railways
- Worst Jobs
- Child Labour
- Workhouses
- Railways Assessment
Core Skills
- Continuity and change
- Cause and effect
- Significance
- Perspectives
- Bias
- Sources
- Evidence
- Significance
- Perspectives
- Empathy
- Bias
- Investigation
Assessment
- Local History Enquiry
- Formative Assessment
- Summative Source-based Assessment
RE & PSHE
Focus and Topic
- PSHE
- Media Navigator
Core Knowledge
- Introduction to media literacy and social media
- Fantasy and reality
- Advantages & disadvantages of social media & setting boundaries
- Benefits of social media, Creating identity maps
- Presenting social media
Core Skills
- Being skillful and sensible internet users.
Assessment
- Before and After Mindmap Task
Half Term 3 (Jan – Feb)
Geography
Focus and Topic
- Development
Core Knowledge
- What is development?
- Development indicators
- Inequality in development
- Demographic Transition Model (DTM)
- Reducing the development gap including aid
- Study of a NEE e.g. Bangladesh
Core Skills
- Analysis of statistical data
- Analysing stages of DTM
- Exploring the advantages & disadvantages of measures of development
Assessment
N/A
History
Focus and Topic
- The British Empire
Core Knowledge
- Ideas, political power, industry and empire: Britain, 1745-1901
- Challenges for Britain, Europe and the wider world 1901 to the present day
- Why did Britain want an Empire?
- How did Britain want an Empire?
- How did Britain benefit from her Empire?
- The experiences of those in the Empire- India
- Who was Gandhi and why is he famous?
- The End of British Rule in India
- The end of the Empire and Birth of the Commonwealth
- Was the Empire a force for good or evil?
- Empire Plate Assessment
Core Skills
Assessment
- Summative Assessment – Empire Plates
RE & PSHE
Focus and Topic
- Religious Education
- Faith and Justice – How should we treat our ‘neighbours’? (Christianity: Jesus)
Core Knowledge
- Who was Jesus?
- What is moral and how should we treat others?
- Agape and self-sacrifice
- Christianity and charity
- Stories from Christianity
Core Skills
- Recall of information
- Vocabulary focus
- Understanding community
- Linking Christian beliefs and traditions into peoples’ every day life and recognising the benefits of helping others.
Assessment
- Knowledge based assessment, a blend of small to medium scoring questions.
Half Term 4 (Feb – March)
Geography
Focus and Topic
- Africa
Core Knowledge
- Where is Africa?
- Overview of human and physical features including hot desert
- Challenging misconceptions
- Africa country focus – eg Kenya
Core Skills
- Atlas work
- Interpreting maps
- GIS e.g. satellite imagery
Assessment
Summative Assessment 2
- Project:
- Produce an African country study, to include
- Human factors
- Physical factors
- Other information (eg maps,images, charts)
- Produce an African country study, to include
- Application of SPaG – literacy focus
History
Focus and Topic
- Mughals
Core Knowledge
- Study of a significant society or issue in world history and its interconnections with other world developments
Core Skills
- Evidence
- Continuity and change
- Significance
- Chronology
Assessment
Formative Assessment
RE & PSHE
Focus and Topic
- PSHE
- Careers
Core Knowledge
- Understanding careers and future aspirations
- Transition to key stage 4 and developing good study habits.
Core Skills
- Pupils are further able to consider their futures, short and long term
Assessment
- Before and After Mindmap Task
Half Term 5 (April – May)
Geography
Focus and Topic
- Resource Management
Core Knowledge
- What is a resource?
- Fossil fuel formation
- Energy resources (renewable, non-renewable)
- Food (food miles)
- Water (scarcity)
Core Skills
- Geological timescale
- Energy mix graphs
- Debating issues around energy/water security.
Assessment
Summative Assessment 3 – Extended writing task
- Decision making activity
- ‘Providing renewable energy for Rossendale’
- Pupils will argue a case for their chosen renewable energy.
- Application of SPaG – literacy focus
History
Focus and Topic
- The Slave Trade
Core Knowledge
- Ideas, political power, industry and empire: Britain, 1745-1901
- Challenges for Britain, Europe and the wider world 1901 to the present day
- Triangular Trade
- The Capture of Slaves
- The Middle Passage
- What happened on the Zong?
- Slave Auctions
- Life on the Plantations
- The abolition of the Slave Trade
- Does slavery still exist today?
Core Skills
- Evidence
- Continuity and change
- Significance
- Empathy
- Bias
Assessment
Formative Assessment
RE & PSHE
Focus and Topic
- Religious Education
- What is the Church? (Christianity: Church)
Core Knowledge
- Belonging and Unity
- The start of the Church, early Christianity
- Are there different types of Baptism?
- Are there different types of Christians?
Core Skills
- Literacy focus
- Balanced arguments
- Consider ‘our place and role in the world’.
Assessment
Extended Writing Assessment
- Why should Christians care for the planet and the people in it?
- Application of SPaG – literacy focus
Half Term 6 (May – July)
Geography
Focus and Topic
- Fielfwork (local issue)
Core Knowledge
- Local urban planning decision making exercise
Core Skills
- Primary and secondary data collection
- Presentation of geographical information
- Analysis of geographical information
- Evaluation
Assessment
N/A
History
Focus and Topic
- The Indigenous People of North America
Core Knowledge
- Study of a significant society or issue in world history and its interconnections with other world developments
- Introduction to Native American
- Native beliefs
- The Buffalo
- Discovery of gold
- Westward Expansion
- Conflict- Battle of Little bighorn
- Life on Reservations
Core Skills
- Evidence
- Continuity and change
- Cause and effect
- Significance
- Perspectives
- Empathy
Assessment
- Project – Totem Poles
RE & PSHE
Focus and Topic
- PSHE
- Human Relationships
Core Knowledge
- Self-esteem
- romance and friendships
- Exploring family life.
- Coercive relationships
- Dysfunctional relationships
- Forced marriage
- Managing conflict at home and the dangers of running away from home
Core Skills
- Pupils being able to recognise how others impact them and how they impact others.
- Increased awareness of the dangers that others may face and the value of helping them.
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
Algebra, Ratio and Proportion
Core Knowledge
- Algebraic manipulation
- Coordinates
- Ratio, proportion and rates of change
Core Skills
- Simplify any given ratio
- Share an amount in a given ratio
- Solve ratio problems given a part and explain direct proportion
- Use conversion and proportion graphs
- Similar shapes
- Scale diagrams and scales on maps
- Form Expressions
- Expand and factorise single/double brackets
- Substitute with directed number
- Coordinates
- Parallel lines on graphs and tables of values
Assessment
- Write and simplify ratio
- Share ratio into a given amount
- Solve ratio problems
- Solve direct proportion problems
- Convert measurements (with and without a graph)
- Calculate lengths of similar shapes
- Solve map scale problems
- Simplify expressions
- Match expressions
- Expand and factorise expressions
- Substitution
- Expand multiple brackets (subtraction)
- Factorise quadratics
- Write an expression (shape problem)
Computer Science
Focus and Topic
“Back To The Future” (Historical Figures and Their Advancement of Computer Science)
Core Knowledge
- People from history important to computing
- Understanding computing is simple mathematics
- Understanding binary logic
- Understanding encryption
- Understanding debugging
- Understanding the World Wide Web
Core Skills
- Contextualising computing in a timeline
- Logical decision making. (Boolean Logic)
- Encrypting and decrypting data
- Being able to debug in order for logic to work
- Describing hyper-text transfer
Assessment
- Identify key figures from history and explain how they advance computer science
- Complete Truth Tables using logic gates
- Identify a “bug” in an algorithm and “debug”
- Explain hyper-text transfer
Half Term 2 (Nov – Dec)
Mathematics
Focus and Topic
- Algebra, Number, Geometry and Measure
Core Knowledge
- Algebra with graphs
- Multiply and divide fractions
- Symmetry and Rotation
Core Skills
- Recognise and use basic straight lines
- Identify positive and negative gradients
- Link linear graphs to sequences
- Plot y = mx + c graphs
- Identify positive/negative gradients
- Find the midpoint.
- Quadratic graphs.
- Multiply/divide fractions.
- Understand reciprocals.
- Introduction to algebraic fractions.
- Line and rotational symmetry.
- Reflect a shape in a horizontal, vertical or diagonal line.
- Describe a reflection.
Assessment
- Write coordinates.
- Write the equation of a line.
- Identify the correct equation of a line.
- Identify a proportional relationship.
- Complete a table of values.
- Plot and draw a straight line.
- Work out a gradient and midpoint.
- Multiply fractions.
- Identify reciprocals.
- Divide fractions.
- Area of a triangle (fractions).
- Worded problems.
- Calculations with mixed numbers.
- Simplify algebraic fractions.
- Draw lines of symmetry.
- Identify rotational symmetry.
- Reflect shapes in a line of symmetry.
- Reflect shapes on a graph.
- Describe a transformation.
Computer Science
Focus and Topic
- Computer Networks
Core Knowledge
- How to define “computer”.
- How to define “network”.
- How to define “network topology”.
- Categories of networks.
- Network topologies.
Core Skills
- Be able to describe and identify a network.
- Be able to identify various network topologies.
- Be able to describe and categorise networks as either Local Area or Wide Area networks.
Assessment
- dentify networks.
- Explain what hardware would be included in a network.
- Categorise a network as either a LAN or WAN.
- Understand the positives and negatives of:
- Bus Topology
- Ring Topology
- Star Topology
- Mesh Topology
Half Term 3 (Jan – Feb)
Mathematics
Focus and Topic
- Algebra, Geometry and Measures
Core Knowledge
- Area, Volume and Density
- Equations and Inequalities
Core Skills
- Identify 2D/3D shapes/prisms.
- Area of 2D and compound shapes.
- Volume of cuboids.
- Convert units of measure.
- Understand/solve problems with mass/volume/density.
- Solve/form one and two step equations (fractions and unknown on both sides).
- Understand/solve /form inequalities and represent on a number line.
Assessment
N/A
Computer Science
Focus and Topic
- RoboMind
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.
- Programming a physical device.
Assessment
- Program algorithms:
- Create
- Debug
- Sequence
- Selection
- Inputs
- Outputs
Half Term 4 (Feb – March)
Mathematics
Focus and Topic
- Number, Algebra and Statistics
Core Knowledge
- Percentages
- Indices
- Standard Form
- Interpret and represent data
Core Skills
- Percentage of an amount.
- Increase or decrease using multipliers
- Express an amount as a percentage
- Find percentage change.
- Laws of indices (addition and subtraction, powers of powers).
- Negative and fractional indices.
- Write and order numbers in standard form and as ordinary numbers.
- Use a calculator with standard form.
- Types of data, outliers and errors.
- Averages and range (grouped/ungrouped and from a table).
- Discrete and continuous data.
Assessment
N/A
Computer Science
Focus and Topic
- Artificial Intelligence
Core Knowledge
- Digital Literacy and the Impacts of Technology.
- Models of AI and how AI generates information.
Core Skills
- Problem solving using Computational Thinking.
- Analytical thinking.
- IT skills and use of specific AI software.
Assessment
- Define AI and how machine learning happens.
- Describe how data types and classification works.
- Use online software to provide AI with data and test the AI to accurately predict outcomes.
Half Term 5 (April – May)
Mathematics
Focus and Topic
- Probability and Geometry
Core Knowledge
- Angles in parallel lines and polygons
- Tables and probability
Core Skills
- Identify alternate angles/corresponding/co-interior angles
- Find the sum of interior angles in polygons/exterior angles in polygons.
- Probability scale and experiments.
- Calculate probability from sample space diagrams, two-way tables and frequency trees.
Assessment
N/A
Computer Science
Focus and Topic
- Coding (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 6 (May – July)
Mathematics
Focus and Topic
- Algebra, Geometry and Statistics
Core Knowledge
- Circles
- Graphs and charts
- Sequences
Core Skills
- Parts of a circle.
- Circumference/perimeter and area of a circle and parts of a circle.
- Perimeter and area of compound shapes with circles.
- Pictograms, bar charts, line charts, vertical line graphs and choosing appropriately.
- Draw/interpret pie charts.
Assessment
N/A
Computer Science
Focus and Topic
- Digital Citizenship
Core Knowledge
- Understanding how society uses data.
- How strong passwords and protocols work.
- Encryption and how/why governments use it.
- Understanding automation and its impacts.
- Net Neutrality and environmental impacts.
Core Skills
- Big picture thinking.
- Supporting opinions with knowledge.
- Applying ethics to laws.
- Application of security principles.
Assessment
- Create strong passwords.
- Explain the difference between laws, ethics and impacts of the technology sector.
- Explain what automation and artificial intelligence is and how it affects society.
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
- Forces 2 – Variation
Core Knowledge
Balanced forces result in no change in motion, while unbalanced forces cause an object to accelerate, decelerate, or change direction.
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.
Variation refers to the differences between individuals in a species. It can be caused by inherited genetic factors, environmental factors, or a combination of both. Continuous variation, like height or weight, shows a range of values, while discontinuous variation, like blood group, has set categories.
Core Skills
- Accurately measure the distance travelled and the time taken.
- Rearrange the equation to find missing values.
- Reading information off of a graph using scales.
- Accurately measuring and collating data into tables.
- Plotting and interpreting line graphs and bar charts.
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
- Chemical reactions
- Energy 2
- Earth and space
Core Knowledge
- Reactions occur when substances change to form new substances with different properties. During a reaction, atoms are rearranged but not created or destroyed, following the law of conservation of mass. Common types of chemical reactions include combustion, neutralisation, and displacement.
- 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.
- 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
- Recognise signs of a chemical reaction include colour change, temperature change, gas production, or the formation of a solid (precipitate).
- Construct word equations.
- Recall common energy stores and transfers
- 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
- 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 3 (Jan – Feb)
Focus and Topic
- Humans as organisms
- Matter
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.
- Changes of state (melting, freezing, boiling, condensing) happen when energy is transferred, affecting how particles move and interact.
Core Skills
- Relate the structures of the skull, spine, ribcage, and limbs, with the organs they protect
- Link energy changes with movement of particles and tempertaure.
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
- Purity
Core Knowledge
- 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
- Use separation techniques to distinguish a mixture from a pure substance.
- Mixtures can be separated using physical methods like filtration, distillation, and chromatography.
Assessment
- Three topic assessment: This requires pupils to retrieve their knowledge from earlier topics to build long term memory.
Half Term 5 (April – May)
Focus and Topic
- Materials
- Genetics and evolution
Core Knowledge
- This unit builds on earlier KS3 chemistry topics like atoms, elements, and compounds, deepening students’ understanding of element behaviour and interactions. It introduces material properties such as ceramics, polymers, and composites, linking to real-world applications.
- Evolution is the process by which species change over time through the gradual accumulation of small inherited changes. Natural selection explains how individuals with advantageous traits are more likely to survive and reproduce, passing those traits on. Over long periods, this can lead to the development of new species. Extinction occurs when a species can no longer survive in changing conditions or compete effectively, often due to environmental changes or human impact.
Core Skills
- By exploring the reactivity series, displacement reactions, and metal extraction, students deepen their knowledge of chemical reactions. Practical work reinforces skills like observation, data recording, and analysis, which are critical for GCSE practical.
- Modelling natural selection by using “beaks” to pick up different foods.
- Explore the importance of biodiversity, seed banks and gene banks.
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
- Waves and light
- Health
Core Knowledge
- Light is a type of transverse wave that travels in straight lines and can be reflected, refracted, and absorbed. It travels fastest in a vacuum and slower in materials like air, water, or glass. We see objects because light reflects off them into our eyes, and different colours are seen based on how light is absorbed or reflected.
- Health is affected by lifestyle choices such as diet, exercise, and sleep. A balanced diet and regular physical activity help maintain a healthy body and reduce the risk of diseases. Smoking, alcohol, and drug use can harm organs and lead to long-term health problems.
Core Skills
- Understanding light and waves helps explain phenomena like shadows, lenses, rainbows, and how we see.
- Understanding health helps students make informed choices and recognise how behaviours impact the body.
- Measure the impact of exercise on heart rate and link to respiration.
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.
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