Curriculum
Curriculum Intent
Welcome to our Academy, where we pride ourselves on offering a truly unique and seamless learning journey for students aged 2 to 16. Our curriculum has been carefully crafted to ensure a continuous, cohesive, and progressive educational experience that spans from the early years through to Year 11.
At the core of our curriculum lies our belief that education is about teaching children the knowledge, skills, values, and attitudes they require to thrive and lead successful and happy lives. As such, the curriculum has been thoughtfully designed to provide abundant opportunities for academic, social, and personal growth, encompassing moral, economic, and ethical explorations.
Our curriculum reflects the academy vision of 'Creating Excellence Together, through a culture of care' and is designed to empower all students to develop as creative, confident, and ambitious individuals well-prepared for life in modern Britain. We ensure equality of access, where every student receives the support they need to engage with a curriculum that is creative, broad, enriching, experiential, and ambitious, surpassing the requirements of the National Curriculum Programmes of Study.
The values of respect, resilience, responsibility, tolerance, integrity, and acceptance are at the heart of all that we do, and our curriculum embodies our steadfast belief that every child, regardless of their starting point, should aspire to achieve their very best and strive for excellence.
Our curriculum has been designed to instil a genuine love of learning in our students, cultivating conscientious citizens who can reflect, adapt, and make informed decisions in a complex and ever-evolving world.
Above all, through our curriculum, we are committed to positively changing and enhancing the live chances of students under our care.
Strategic intent
To develop and refine a whole school curriculum which:
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Provides highly positive, memorable experiences and rich opportunities for high quality learning that are appropriate and relevant to our students.
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Prioritises the development of well-rounded individuals who develop an understanding and appreciation of the world we live in.
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Fosters thought, curiosity and a desire for learning in all students, regardless of their backgrounds, strengths and needs.
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Is evidence informed and designed to provide opportunities for students to commit knowledge to their long-term memory through carefully planned opportunities to practice.
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Will strive to bridge the gap between theoretical knowledge and real-world application.
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Will encourage students to appreciate cultural diversity and become responsible global citizens with a sense of responsibility for their actions.
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Will be the key to open a gateway of opportunity and maximise the academic achievement and attainment of all learners.
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Empowers students with the necessary skills and abilities to play a full and inclusive role within society, consistent and comfortable with their beliefs and principles.
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Promotes literacy and numeracy across all subject areas.
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Encourages students to analyse, evaluate, and solve problems independently, fostering a lifelong skillset that promotes innovation and adaptability.
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Instils a love for learning and a growth mindset, fostering a curiosity-driven approach that inspires students to become lifelong learners, adapt to new situations, and embrace continuous personal and professional development.
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Prioritises student’s well-being by integrating social-emotional learning, mindfulness, and physical health initiatives into the curriculum, promoting resilience, self-reflection, holistic personal growth and equipping students with tools to navigate challenges..
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Is designed with flexibility to adapt to evolving educational needs. It will be regularly reviewed and refined. Continuous assessment and feedback mechanisms will be implemented to ensure the curriculum's effectiveness and relevance.
Curriculum Implementation:
The implementation of the school's curriculum is aided by:
High quality teaching from subject specialists: Our teachers are empowered to maintain and develop a deep and fluent knowledge and flexible understanding of the subject they teach including common student misconceptions and sticking points. They understand the importance of curriculum sequencing and employ varied curriculum activities to engage students in their learning. Our sustained programme of professional development ensures teachers at all levels are supported in implementing the curriculum with expertise.
An inclusive and supportive environment. Every child is supported to access the curriculum every day. We are sensitive to individual needs, emotions, cultures and beliefs and all interactions are based on mutual respect, care, empathy and warmth. We create a climate of high expectations with high challenge and high trust so that all students feel confident to ‘have a go’. Our SEND provisions are extensive and bespoke to ensure our most vulnerable students are not left behind.
Excellent behaviour. Routines, rules, expectations and consequences for behaviour are clear and consistently applied to ensure students can work in a calm, motivating environment. Positive student behaviours and efforts are celebrated and reinforced, and students are explicitly taught character traits that help them develop as valuable citizens and good, honest people.
Enrichment opportunities. All students participate in high-quality enrichment activities that help to develop their creativity, expression, and athleticism. We run educational visits, university trips and a wide variety of careers days to help break down any barrier to student aspirations and achievement.
High quality Learning Materials and Resources: All student have access to quality learning materials and resources including online educational platform (Sparx Maths, Educake, GCSEPod and Seneca Learning) reading books and a knowledge organiser book containing the crucial knowledge for the year across all subjects.
Assessment: All students are given actionable feedback through a process of live marking to guide their learning. Formative and summative assessments are used to identify areas of improvement to move learning forward and inform subsequent instructional strategies. Regular evaluation and feedback loops are used to help make necessary adjustments to the curriculum. Students are given tasks that embed and reinforce learning requiring them to practice until learning is fluent and secure with a focus on daily retrieval practice to ensure that once learnt material is reviewed and revisited to prevent forgetting.
Curriculum Review and Adaptation: Ongoing curriculum review and adaptation are crucial for ensuring its relevance and effectiveness. This involves gathering feedback from teachers, students, parents, and other stakeholders to identify strengths, weaknesses, and areas for improvement. Yearly curriculum review cycles are conducted to help keep our curriculum current, incorporate emerging trends, changes in educational standards, and advancements in knowledge and technology.
Please read our 2023-24 Curriculum Statement for our current curriculum model to find out more about our approach.
Early Years
Primary
Phonics programme
At Hinde House, we prioritise equipping all our students with a robust foundation in reading and spelling from the outset of their educational journey. This journey commences in FS1, where our young learners begin to develop phonemic awareness and grasp the fundamentals of sounds, laying the groundwork for their transition into FS2. Phonics instruction is a core component of our curriculum, offered to all students from FS2 to Y1, with additional support available for pupils in Y2 to Y5 identified through our ongoing assessment processes as needing further assistance with decoding and fluency.
Beyond the classroom, both students and parents have access to phonics teaching videos through the Ruth Miskin website, providing a valuable resource for further enhancing reading skills at home.
To deepen our students' understanding of phonics and its direct application to spelling, students in Y2 to Y6 follow the RWI spelling scheme. This structured approach ensures a consistent and comprehensive learning experience across all year groups.
For parents interested in exploring more about the phonics program we follow, we encourage visiting the parent pages on the Ruth Miskin Training website at:
https://www.ruthmiskin.com/en/find-out-more/parents/
Reading
Children across school have the opportunity to take 1 book at their decodable level and 1 for reading for pleasure or sharing with an adult.
Writing
Information on the content of the wider curriculum at Hinde House (at KS1 and KS2), please click the links below:
Art & Design
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Autumn Term |
Spring Term |
Summer Term |
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FS2 |
Picasso Leonid Afremov Drawing Painting Printing 3D Collage |
J. Vincent Scarpace Toshihiko Hosaka Drawing Painting Printing 3D Collage |
Georgia O’Keeffe Robert Bradford Drawing Painting Printing 3D Collage |
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Y1 |
Drawing Kathe Kollwitz Line, tone, shape and form |
Painting David Hockney Colour, tone and texture |
3D Antony Gormley Form, space and texture
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Y2 |
Drawing Christopher Wren Line, tone, shape and form |
Painting Wassily Kandinsky Colour, tone and texture
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3D Alberto Giacometti Form, space and texture
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Y3 |
Drawing Stephen Wiltshire Line, tone, shape and form |
Painting Vincent Van Gogh Colour, tone and texture |
3D Barbara Hepworth Form, space and texture |
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Y4 |
Drawing Toulouse-Lautrec Line, tone, shape and form |
Painting William Turner Colour, tone and texture |
3D Jason Heppenstall Form, space and texture |
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Y5 |
Drawing Cath Hodsman Line, tone, shape and form |
Painting Georgia O’Keefe Colour, tone and texture |
3D Anna Collette Hunt Form, space and texture |
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Y6 |
Drawing Pablo Picasso Line, tone, shape and form |
Painting Jill Pelto Colour, tone and texture |
3D Henry Moore Form, space and texture |
Computing
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Autumn Term |
Spring Term |
Summer Term |
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Y1 |
Online Safety Digital Literacy Unit 1.1
and
Technology Outside School Digital Literacy Unit 1.9 |
Pictograms Information Technology Unit 1.3 |
Lego Builders Computer Science Unit 1.4 |
Animated Stories Information Technology Unit 1.6 |
Coding Computer Science Unit 1.7 |
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Y2 |
Online Safety Digital Literacy Unit 2.2 |
Making Music Information Technology Unit 2.7 |
Coding Computer Science Unit 2.1 |
Effective Searching Digital Literacy Unit 2.5 |
Spreadsheets Information Technology Unit 2.3 |
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Y3 |
Online Safety Digital Literacy Unit 3.2 |
Presenting with PowerPoint Information Technology Unit 3.9 |
Digital Literacy Unit 3.5 |
Touch Typing Information Technology Unit 3.4 |
Coding Computer Science Unit 3.1 |
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Y4 |
Online Safety Digital Literacy Unit 4.2 |
Effective Search Information Technology Unit 4.7 |
Coding Computer Science Unit 4.1 |
Logo Computer Science Unit 4.8 |
Spreadsheets Information Technology Unit 4.3 |
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Y5 |
Online Safety Digital Literacy Unit 5.2 |
Databases Information Technology Unit 5.4 |
Coding Computer Science Unit 5.1 |
Game Creators Computer Science Unit 5.5 |
3-D Modelling Information Technology Unit 5.6 |
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Y6 |
Online Safety Digital Literacy Unit 6.2 |
Quizzing Information Technology Unit 6.7 |
Coding Computer Science Unit 6.1 |
Text Adventures Computer Science Unit 6.5 |
Spreadsheets Information Technology Unit 6.5 |
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Design & Technology
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Autumn Term |
Spring Term |
Summer Term |
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Y1 |
How do you make Cooking - Picnic in Local Area Sandwiches, Fruit Skewers and Lemonade |
How do you join two materials together? |
Construction – Junk Modelling |
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Y2 |
How do you sew a stitch? Sewing jumper designs and patterns onto coloured pieces of Binca. |
Shoebox cars
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How do you make biscuits?
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Y3 |
Textiles - Sewing a Seascape |
Construction – Shaduf Look at pyramids and shadufs (hand-operated device for lifting water). Example of a lever. |
How do you bake bread?
Cooking - |
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Y4 |
How do you make a pie?
Cooking – Apple Pie
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textiles? (7 arms of the Heptarchy) |
What can we learn from the inventor of the lightbulb? Electronics – Design a light. |
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Y5 |
What can we learn from the designer Vivienne Westwood?
Textiles - Designing a t-shirt. |
How do you add movement to a model? |
How do you make a traditional dish? Cooking- Compare traditional dessert to modern day. Luqaimat (fried sweet dumplings) and modern-day banana muffins. |
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Y6 |
Are you Hinde House’s next MasterChef?
Cooking – Mexican Bean Burger
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Can you sew a product to use in everyday life?
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What can we learn from the inventor Alan Turing? Electronics - Design a spy device that conceals itself when it senses motion. Focus on Alan Turing and Turing Machine. Then link to designing a device for British intelligence. |
English
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Y1 |
Class Novel/Book Study |
Picture Book Pathway |
Picture Book Pathway |
Picture Book Pathway |
Picture Book Pathway |
Anna Hibiscus
Traditional Tales |
The Owl Who Was Afraid of the Dark
Traditional Tales |
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Writing Outcome |
Transcription Mastery: Autumn Model
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Transcription Mastery: Autumn Model
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Transcription Mastery: Spring Model
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Transcription Mastery: Spring Model
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Re-tell simple narratives |
Innovate simple stories |
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Y2 |
Class Novel/Book Study |
The Hundred Mile an Hour Dog by Jeremy Strong
The Diary of a Killer Cat by Anne Fine |
The Legend of Kevin: A Roly Poly Flying Pony Adventure by Philip Reeve
Harry’s Mad by Dick King Smith |
Mr Majeika by Humphrey Carpenter
Wigglesbottom Primary: The Magic Hamster by Pamela Butchart |
The Bolds In Trouble by Julian Clary |
A Bear Called Paddington by Michael Bond
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The Valley of Lost Secrets by Leslie Parr |
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Written Outcome 1 |
Text type: Fiction Form: Narrative recount Purpose: To retell
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Text type: Non-narrative, non-fiction Form: Instructions Purpose: To explain
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Genre: Simple narrative Form: Setting description Purpose: For creative expression
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Genre: Simple narrative Form: Character description Purpose: For creative expression |
Text type: Traditional Tale Form: Innovated narrative ending Purpose: To entertain
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Text type: Non-narrative, non-fiction Form: Letter Purpose: To persuade (one side) |
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Written Outcome 2 |
Text type: Non-narrative, non-fiction Form: Simple fact file Purpose: To inform
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Text type: Literary non-fiction Form: Diary Purpose: To entertain
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Oracy: Voicing opinions through using language structures |
Text type: Non-narrative, non-fiction Form: Letter Purpose: To inform |
Text type: Traditional Tale (other versions) Form: Innovated short narrative Purpose: To entertain
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Y3 |
Class Novel/Book Study |
The Iron Man by Ted Hughes
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Charlotte’s Web by E.B. White
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The BFG by Roald Dahl
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Fortunately, The Milk by Neil Gaiman |
Peanut Jones and the Illustrated City by Rob Biddulph |
Just So Stories by Rudyard Kipling
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Written Outcome 1 |
Text type: Literary non-fiction Form: Diary Purpose: To entertain
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Text type: Fiction Form: Narrative recount Purpose: To retell
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Genre: Fantasy narrative Form: Setting description Purpose: For creative expression
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Genre: Fantasy adventure narrative Form: Two chapters Purpose: For creative expression
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Text type: Non-narrative, non-fiction Form: Letter Purpose: To persuade (one side) |
Fables -Full narrative Just So Stories… Genre: Fables narrative Form: Short narrative Purpose: For creative expression
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Written Outcome 2 |
Text type: Non-narrative, non-fiction Form: Explanation paragraph Purpose: To explain
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Text type: Non-narrative, non-fiction Form: Fact file Purpose: To inform
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Genre: Fantasy narrative Form: Character description Purpose: For creative expression
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Text type: Non-narrative, non-fiction Form: Letter Purpose: To inform |
Poetry
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Text type: Non-narrative, non-fiction Form: Persuasive leaflet Purpose: To persuade
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Y4 |
Class Novel/Book Study |
The Great Chocoplot by Chris Callaghan |
Firework Maker’s Daughter
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Crater Lake by Jennifer Killick
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The Lion, The Witch and the Wardrobe by C.S. Lewis
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Kensuke’s Kingdom by Michael Morpurgo |
The Boy At The Back of the Class by Onjali Q Rauf
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Written Outcome 1 |
Text type: Literary non-fiction Form: Diary Purpose: To entertain |
Text type: Fiction Form: Narrative recount Purpose: To retell
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Genre: Horror narrative Form: Setting description Purpose: For creative expression
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Text type: Non-narrative, non-fiction Form: Information leaflet Purpose: To explain
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Text type: Non-narrative, non-fiction Form: Letter Purpose: To persuade (one side)
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Genre: Myth narrative Form: Short narrative Purpose: For creative expression
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Written Outcome 2 |
Text type: Non-narrative, non-fiction Form: Chronological report Purpose: To inform
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Poetry |
Genre: Horror narrative Form: Character description Purpose: For creative expression
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Genre: Magical portal narrative Form: Two chapters (either side of the portal) Purpose: For creative expression
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Text type: Non-narrative non-fiction Form: Biography page Purpose: To inform/to entertain |
Text type: Non-narrative, non-fiction Form: Holiday brochure Purpose: To persuade
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Y5 |
Class Novel/Book Study |
The Highland Falcon Thief by M.G.Leonard
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The Wizards of Once by Cressida Cowell
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The Girl Who Stole an Elephant by Nizrana Farook
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Running on the Roof of the World By Jess Butterworth |
The Nowhere Emporium By Ros McKenzie |
Beowulf – Seamus Heaney version
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Written Outcome 1 |
Text type: Literary non-fiction Form: Diary Purpose: To entertain
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Genre: Fantasy narrative Form: Setting description Purpose: For creative expression
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Genre: Adventure narrative Form: Story opening (explore one type) Purpose: For creative expression
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Genre: Adventure narrative Form: Short story Purpose: For creative expression
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Genre: Fantasy adventure narrative (portal) Form: Short story Purpose: For creative expression
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Genre: Legend narrative Form: Short narrative Purpose: For creative expression
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Written Outcome 2 |
Text type: Non-narrative, non-fiction Form: Short information book Purpose: To inform
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Genre: Fantasy narrative Form: Character description Purpose: For creative expression
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Biography
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Text type: Non-narrative, non-fiction Form: Persuasive letter Purpose: To persuade (one side) |
Genre: Legend narrative Form: Ending Purpose: For creative expression
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Text type: Non-narrative, non-fiction Form: Letter Purpose: To persuade/discuss (balanced argument) |
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Y6 |
Class Novel/Book Study |
The Good Thieves by Katherine Rundell |
Skellig |
Holes by Louis Sachar
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Private Peaceful by Michael Morpurgo
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Running Out of Time by Simon Fox
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Written Outcome 1 |
Genre: Range Form: Setting description Purpose: For creative expression
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Genre: Suspense Form: Descriptive narrative section Purpose: For creative expression |
Genre: Mystery/Magical realism Form: Short narrative (from different perspectives) Purpose: For creative expression
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Text type: Non-narrative non-fiction Form: Persuasive speech (one side) Purpose: To persuade
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Genre: Historical narrative Form: Short narrative (past/present structure) Purpose: For creative expression |
Genre: Horror narrative Form: Full narrative Purpose: For creative expression
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Written Outcome 2 |
Text type: Non-narrative non-fiction Form: Biography page Purpose: To inform/to entertain
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Genre: Range Form: Story openings (explore different types) Purpose: For creative expression
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Text type: Non-narrative, non-fiction Form: Letter Purpose: To persuade/discuss (balanced argument)
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Text type: Non-narrative, non-fiction Form: Holiday brochure Purpose: To persuade
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Geography
History
Maths
maths scheme of learning overview year 1 6.pdf
Modern Foreign Languages
Music
PE
PSHE
RE
Science
Secondary
To access the curriculum plan for a specific subject please click on the relevant link below.
English
The English Curriculum has been meticulously designed to foster a deeper understanding of language and literature among students, grounded in the belief that well-informed and contemplative readers can unlock substantial knowledge and influence through the written word. Our curriculum focuses on nurturing a diverse set of reading skills, with an emphasis on perceptive close reading and the interconnectedness of language and literature skills. We aim to instil confidence and a sharp sense of critical literacy analysis, particularly when encountering challenging and captivating literary works. Moreover, our goal is to develop skilled writers proficient in both narrative and transactional forms, honing their capacity to effectively utilize language and structure for expressing their ideas. We stress the significance of students becoming deliberate creators through the drafting and editing process, thus refining their writing abilities.
In addition to this, our commitment extends to exposing students to a rich variety of novels, plays, and poems spanning the literary canon and contemporary global literature. This exposure enables students to grasp the evolution of literature and societal perspectives over time, using literary and non-fiction works as conduits for delving into profound themes and concepts, expanding their cultural knowledge, and aiding their interpretation of new texts. Building upon students' foundational knowledge from Key Stage 2, we equip them with a robust Grammar for Writing toolkit, fostering confident application in their own written compositions. Concurrently, we foster the development of subject-specific terminology proficiency through a scholarly approach, prioritizing the comprehension and application of key subject knowledge, including Tier 2 and Tier 3 vocabulary. We actively encourage critical thinking about the written word and the cultivation of articulate spoken communication skills. Furthermore, our curriculum places a strong emphasis on regular skill practice, integrating departmental strategies, teacher feedback, and self-assessment to facilitate continuous improvement. Striking a harmonious balance between the teaching of fiction and non-fiction, we also actively seek to create meaningful connections between the two. Ultimately, our English curriculum aspires to ignite a love for learning and foster a culture of reading.
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English |
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Term |
Y7 |
Y8 |
Y9 |
Y10 |
Y11 |
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1 |
Ancient Origins |
18th Century short stories |
Lord Of the Flies |
Paper one: reading |
An Inspector Calls |
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2 |
Poetry: Relationships |
Poetry: War |
Reading and Writing skills |
Macbeth |
Interleaved language |
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3 |
Creative Writing- Fantasy |
Creative Writing- Dystopia |
Creative Writing- Gothic |
Paper one: Creative Writing |
Interleaved literature |
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4 |
A Midsummer’s Night Dream |
Romeo and Juliet |
Othello |
A Christmas Carol |
Revision |
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5 |
Non-fiction writing and reading |
Non-fiction writing and reading |
Non-fiction |
Paper two |
GCSE Exams |
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6 |
To Kill A Mockingbird |
Of Mice and Men |
Poetry: Power |
Speaking and Listening |
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GCSE exam board specification: AQA
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Maths
Our secondary mathematics curriculum is designed to provide students with a robust and versatile mathematical education. We aim to foster a deep understanding of mathematical principles while instilling problem-solving skills that are valuable both within and beyond the classroom. Our curriculum encourages critical thinking and real-world application, ensuring that students grasp the relevance of mathematics in various contexts. It is structured in a progressive manner, building upon foundational concepts and progressively challenging students as they advance. We embrace technology to enhance learning experiences and regularly assess students' progress to offer meaningful feedback. Our inclusive approach caters to diverse learning needs, supporting every student on their mathematical journey. Ultimately, our curriculum equips students with the mathematical confidence and proficiency needed for future educational pursuits and successful careers while nurturing a genuine appreciation for the subject.
Science
We believe that science has something to offer every student. The study of science provides the foundations for understanding the world around us. Students will be taught essential aspects of the knowledge, methods, processes and uses of science. They will be helped to appreciate how the complex and diverse phenomena of the natural world can be described in terms of a number of key scientific ideas which are both inter-linked and are of universal application.
We aim to spark curiosity and inspire a lifelong love of science. Our curriculum is designed to be both rigorous and accessible, accommodating learners of various abilities and backgrounds. We prioritize hands-on experiences and real-world applications to make scientific concepts tangible and relevant. Through our curriculum, students will not only acquire a solid foundation in key scientific disciplines but also develop critical thinking and problem-solving skills. We aim to equip students with a sound scientific skills base to be able to observe, predict, plan, analyse, evaluate and to be curious and excited by the process of understanding how science works.
Ultimately, our goal is to empower students to think like scientists, fostering their scientific literacy and enabling them to engage with the complexities of our world and contribute to future advancements in science and technology.
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Science |
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Term |
Y7 |
Y8 |
Y9 |
Y10 |
Y11 |
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1 |
Passport to science Matter 1 Organisms 1 |
Matter 2 Organisms 2 Reactions 2 |
Organisms 3 Matter 3a Reactions 3 |
Matter 4a Reactions 4a
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Matter 5 Organisms 5 Genes 5a |
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2 |
Reactions 1 Energy 1 |
Energy 2 Genes 2 Earth 2 |
Energy 3 Genes 3 |
Organisms 4 Energy 4 Genes 4 |
Reactions 5 Waves 5 Electromagnets and electricity 5 |
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3 |
Genes 1 |
Electromagnets and electricity 2 |
Earth 3 Electromagnets and electricity 3 |
Earth 4
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Earth 5 Genes 5b |
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4 |
Earth 1 Electromagnets and electricity 1 |
Waves 2 Ecosystems 2 |
Waves 3 Ecosystem 3 |
Electromagnets and electricity 4 Ecosystems 4 |
Ecosystems 5 Forces 5 |
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5 |
Waves 1 Ecosystem 1 |
Forces 2
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Forces 3 Matter 3b |
Reactions 4b Matter 4b |
Bespoke revision for GCSE |
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6 |
Forces 1
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Investigation skills |
Investigation skills |
Forces 4
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Bespoke revision for GCSE |
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GCSE exam board specification: |
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Childcare
Our secondary child development curriculum is thoughtfully designed to provide students with a comprehensive understanding of child development and the skills needed to support and nurture the well-being of children. Through this curriculum, students will explore various aspects of child growth, from physical and cognitive development to emotional and social milestones. We aim to cultivate a deep sense of empathy and compassion in our students, helping them comprehend the unique needs and challenges that children face at different stages of development.
Practical experiences, such as visits to local primary schools offer students a chance to apply their theoretical knowledge in real-world settings, enriching their learning journey. Our curriculum also emphasizes the importance of effective communication, teamwork, and problem-solving skills, which are essential in caring for and educating children. Ultimately, our intent is to equip students with the knowledge and skills necessary to make a positive impact on the lives of children, whether through future careers in education, healthcare, or other child-focused professions, or as informed and responsible caregivers in their personal lives.
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Child Development |
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Term |
Y10 |
Y11 |
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1 |
Component 1 - Children’s Growth and Development. Focus on growth and measure |
Component 3 -Supporting Children to Play, Learn and Develop Individual needs |
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2 |
Component 1 - Children’s Growth and Development. Focus on development milestones |
Component 3 -Supporting Children to Play, Learn and Develop Safe environments to support play |
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3 |
Component 1 - Children’s Growth and Development. PSA 1 |
Component 3 -Supporting Children to Play, Learn and Develop Adapting activities and resources |
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4 |
Component 2 - Learning Through Play Types & structure of play |
Component 3 -Supporting Children to Play, Learn and Develop Exam preparation |
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5 |
Component 2 - Learning Through Play Planning play activities |
Component 3 -Supporting Children to Play, Learn and Develop External assessment |
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6 |
Component 2 - Learning Through Play PSA2 |
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Child Development (2022) | BTEC Tech Awards | Pearson qualifications |
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Computing
Our secondary computing curriculum is designed to empower students with the knowledge and skills necessary to thrive in an increasingly digital world. We believe that a comprehensive understanding of computing is essential as this will enable students to think computationally and apply this knowledge in other disciplines. Our curriculum reflects this by covering a range of topics that encompass computer science, information technology, and digital literacy. Fundamentally we aim to instil in students not only the technical aspects of computing but also critical thinking, problem-solving, and ethical considerations. Our curriculum is designed to be adaptable, keeping pace with the rapid advancements in technology, and to be inclusive, catering to students of varying abilities and interests. Ultimately, our goal is to prepare students to be confident and responsible digital citizens who can leverage technology effectively in their academic and professional pursuits.
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Computing & ICT |
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Term |
Y7 |
Y8 |
Y9 |
Y10 |
Y10 |
Y11 |
Y11 |
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1 |
E-safety |
Algorithms & flowcharts |
Networking architecture |
System Architecture |
User Interfaces |
Computational Logic |
Cyber Security |
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2 |
Hardware and software |
Graphics and image types |
Modern technologies |
Memory & Storage |
Project Management |
Programming Languages & IDE |
Impact of Technology |
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3 |
Hardware & Software |
The internet and world wide web |
Programming principles (python) |
Networks |
Reviewing and Applying |
Programming Project |
Data Diagrams |
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4 |
Finding & presenting information |
Modelling data & spreadsheets |
Cyber security |
Security |
Modern Technologies |
Revision |
What is Data/data |
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5 |
Introduction to networks |
Programming principles |
APP Design |
System Software |
Modern Technologies and Their Impact |
Revision |
Exam prep |
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6 |
3D Modelling & design |
Database |
APP Design |
Impacts on Society |
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Creative Arts - Art
Our secondary Art curriculum is designed to nurture creativity, artistic expression, and a deep appreciation for visual arts in our students. We aim to provide a comprehensive and enriching learning experience that fosters artistic skills, critical thinking, and cultural awareness. Through our curriculum, students develop a strong foundation in various art forms, techniques, and media, allowing them to explore their individual artistic voices. We prioritize creativity, self-expression, and the development of a discerning eye, encouraging students to not only create but also analyse and appreciate art in its various forms. Our commitment extends to fostering an inclusive and supportive environment where students can flourish as artists, whether they aspire to pursue a career in the arts or simply find joy and enrichment in the creative process.
art curriculum information for website.pdf
Creative Arts - Design & Technology
Our secondary Design Technology curriculum prepares our students for a rapidly evolving world where technology and design play pivotal roles. Our curriculum equips students with the technical skills and knowledge required to confidently engage with a diverse range of design and technology tools and processes. Beyond technical proficiency, we aim to foster a culture of creativity and innovation, nurturing students' abilities to think critically, explore novel ideas, and innovate in their design projects. Sustainability is also a key pillar of our curriculum, with a focus on instilling an understanding of the environmental impact of design and technology choices and encouraging students to incorporate sustainable practices into their work. Moreover, we emphasize collaboration, communication, and real-world application, bridging the gap between theory and practice, and preparing students not only for educational pursuits but also for future career opportunities. Inclusivity and diversity are woven throughout our curriculum, promoting empathy and an awareness of the broader societal implications of design decisions.
d t curriculum information for website.pdf
Creative Arts - Food
Food is an inspiring, rigorous, and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Pupils learn how to take risks, becoming resourceful, innovative, enterprising, and capable citizens. Through the evaluation of past and present dishes, they develop a critical understanding of its impact on daily life and the wider world. Our Secondary Food curriculum is to educate and empower our students in the essential aspects of food preparation, nutrition, and culinary skills. Our curriculum is crafted to provide students with a comprehensive understanding of the importance of food choices and their impact on personal health and well-being. We aim to equip students with practical culinary skills, fostering their ability to plan, prepare, and cook a wide variety of nutritious and delicious meals. In addition, our curriculum emphasizes the significance of sustainable and ethical food practices, instilling an appreciation for responsible sourcing and consumption. By encouraging exploration, experimentation, and creativity in the kitchen, we seek to not only develop proficient cooks but also cultivate a lifelong passion for healthy eating and culinary excellence. Ultimately, our intent is to empower our students with the knowledge and skills needed to make informed food choices, promote wellness, and contribute positively to their communities.
Ethics
Our secondary ethics curriculum is designed to empower students to explore and comprehend religion and worldviews across time and diverse communities, while considering cultural, geopolitical, and historical contexts. We aim to foster a deep appreciation for the complexities of belief, belonging, culture, and identity. Our approach seeks to inspire students to join us on a journey towards a greater understanding and tolerance of the rich tapestry of diverse cultures, belief systems, and moral values. We are dedicated to not only nurturing academic excellence but also cultivating strong cultural, moral, and social capital in our students. By challenging prejudices, discrimination, and misconceptions about Religious Education, we aim to build both their religious knowledge and their ability to critically engage with and learn from various belief systems. We believe that Religious Education plays a pivotal role in shaping informed and empathetic global citizens, and we encourage our students to embrace this essential aspect of their education.
ethics curriculum information for website.pdf
Expressive Arts - Drama
Our secondary drama curriculum is designed to foster creativity, self-expression, and personal growth in our students through the transformative power of theatre and dramatic arts. Our curriculum aims to cultivate a deep understanding and appreciation of the dramatic arts, encouraging students to explore a diverse range of theatrical forms, styles, and traditions. We strive to nurture their ability to communicate, collaborate, and empathize with others, developing essential life skills such as effective communication, teamwork, and self-confidence. Through engaging in a variety of dramatic experiences, from acting and directing to scriptwriting and technical production, our curriculum provides students with opportunities to discover their unique artistic voices and harness the art of storytelling. Moreover, it promotes an inclusive and supportive environment where students can explore complex social and emotional themes, fostering empathy and critical thinking. Ultimately, our intent is to inspire a lifelong love for drama, instilling in our students the skills, creativity, and resilience needed to thrive not only in the theatre but in all facets of their lives
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Drama |
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Term |
Y7 |
Y8 |
Y9 |
Y10 |
Y11 |
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1 |
First drama skills – mime, body language |
Devising drama 2 |
Devising drama 3 |
Component 3 – Inspector Calls |
Component 1 – Devised |
|
2 |
First drama skills - Staging |
Theatre History 1 |
Christmas Carol |
Component 3 – Inspector Calls |
Component 1 – Devised Exam |
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3 |
Devising drama 1 |
Theatre History 2 |
Theatre History 3 |
Component 1 - Devised |
Component 2 - Script |
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4 |
Using a script 1 |
Horror |
Script – refugee boy |
Component 1 – Devised |
Component 2 – Script Exam |
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5 |
Shakespeare 1 |
Shakespeare 2 |
Modern play |
Component 2 - Script |
Component 3 – Inspector Calls |
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6 |
Script 2 |
Modern play |
Modern play |
Component 2 - Script |
Component 3 – Inspector Calls Exam |
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GCSE exam board specification: Edexcel Level 1/Level2 GCSE (9-1) in Drama |
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Expressive Arts - Music
Our secondary music curriculum is designed to nurture individuality and empower students to explore and express their unique voices through music. We prioritize creativity and critical thinking, encouraging students to develop their musical identities and confidently communicate through sound. In addition, our curriculum promotes collaborative skills as students discover their role in group performances, recognizing the significance of each member in creating harmonious music together. Through practical performances, composition projects, and immersive listening experiences, students gain a broader perspective of music from diverse cultures and historical periods, fostering an appreciation for musical diversity beyond their everyday encounters. We provide students with access to industry-standard computing equipment commonly used in recording studios, actively encouraging them to explore music technology, enhancing their technological literacy and creative potential. Our curriculum aspires to empower students to embrace music as a means of self-expression and a bridge to understanding and celebrating the rich tapestry of global musical traditions.
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Music |
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Term |
Y7 |
Y8 |
Y9 |
Y10 |
Y11 |
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1 |
Elements of Music |
MIDI drawing |
Instruments of the Orchestra 2 |
Composition and Performance |
Performing Arts in Progress and Performance |
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2 |
Instruments of the Orchestra |
Blues |
Gamelan/Graphic Scores |
Composition and Performance |
Performing Arts in Progress and Performance |
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3 |
Keyboard Skills |
70s 80s 90s |
Research Project/Keyboard Skills 3 |
Composition and Performance |
Performing Arts in Progress |
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4 |
Form and Structure |
Minimalist/Keyboard Skills 2 |
World Rhythms |
Composition and Performance |
Performing Arts in Progress |
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5 |
Using your voice |
Ukulele Skills |
Video games/Rap music |
Composition and Performance |
Performing Arts in Progress |
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6 |
Programme Music |
Dance Music/Fusion |
Choose your own learning |
Performance |
COURSE FINISHED |
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Level 2 Vocational exam board specification: |
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Geography
Our secondary geography curriculum is designed to foster geographical knowledge, critical thinking, and a deep appreciation for the complex interplay between physical and human processes. Through thematic exploration, real-world examples, and in-depth case studies, we empower students to apply their knowledge, make informed geographical decisions, and think like geographers. By examining continents and regions like Africa, Russia, and China, we broaden students’ global perspective, encouraging them to recognize the interconnectedness of our world. Our curriculum, rich in knowledge and designed for deep thinking, not only prepares students for academic success but also equips them to engage with future and alternative geographies, promoting a lifelong passion for understanding the Earth's diverse landscapes and environments.
geography curriculum overview.pdf
Health & Social care
Our Secondary Health and Social Care Curriculum is purposefully designed to provide students with a strong foundation in sector-specific knowledge and essential life skills. It aims to deepen their understanding of healthcare practices and social support systems while cultivating skills such as effective communication and critical thinking. Our intent is to foster empathy, teamwork, and ethical responsibility, preparing students for the demands of healthcare and social care professions and inspiring them to make a positive impact on individuals and communities.
History
Our secondary history curriculum is designed to foster a deep understanding of the past, cultivate critical thinking skills, and promote an appreciation for historical context and significance. Through immersive exploration of diverse historical narratives and themes, we aim to empower students to think critically, analyse evidence, and construct well-reasoned arguments. We emphasize the interconnectedness of history with contemporary issues, celebrate diversity in historical perspectives, and encourage in-depth historical inquiry. Our curriculum not only equips students with valuable historical knowledge but also provides them with transferable skills essential for academic success and informed citizenship, preparing them for a dynamic and ever-evolving world.
history curriculum information for website.pdf
Languages
Our secondary Spanish curriculum is driven by the intent to foster linguistic proficiency and cultural appreciation. We aim to provide students with a comprehensive learning experience that not only equips them with language skills but also deepens their understanding of the rich and diverse cultures of Spanish-speaking countries. Our curriculum emphasizes effective communication, linguistic accuracy, and cultural competence. We encourage students to explore real-world contexts, engage in authentic communication, and appreciate the global significance of Spanish as one of the world's most widely spoken languages. Through our curriculum, students not only acquire the ability to communicate in Spanish but also develop a global perspective and a strong foundation for further language study and cultural exploration.
spanish curriculum information for website.pdf
PE
Our secondary Physical Education curriculum is planned to promote holistic physical development and instil a lifelong appreciation for health and fitness. We aim to cater to the diverse needs and interests of all our students, providing a range of activities that not only develop physical prowess but also promote teamwork, problem-solving, and resilience. Through our curriculum, students acquire fundamental motor skills and knowledge that are not only essential for a healthy lifestyle but also applicable to various future career options. We prioritize the development of physical literacy and an understanding of the importance of well-being. Our commitment extends beyond the classroom with a rich offering of extracurricular activities and clubs, encouraging students to actively engage in physical pursuits for pleasure.
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PE |
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Term |
Y7 |
Y8 |
Y9 |
Y10 |
Y11 |
|
1 |
Netball, football, handball, OAA and dodgeball. |
Netball, football, handball, OAA and dodgeball. |
Netball, football, handball, OAA and dodgeball. |
Netball, football, handball, OAA and dodgeball. |
Netball, football, handball, OAA and dodgeball. |
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2 |
Football, fitness, basketball, handball and trampolining. |
Football, fitness, basketball, handball and trampolining. |
Football, fitness, basketball, handball and trampolining. |
Football, fitness, basketball, handball and trampolining. |
Football, fitness, basketball, handball and trampolining. |
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3 |
Invasion games, multi-sports, dance, gym, fitness, badminton and rugby. |
Invasion games, multi-sports, dance, gym, fitness, badminton and rugby. |
Invasion games, multi-sports, dance, gym, fitness, badminton and rugby. |
Invasion games, multi-sports, dance, gym, fitness, badminton and rugby. |
Invasion games, multi-sports, dance, gym, fitness, badminton and rugby. |
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4 |
Badminton, rugby, cheer and invasion games. |
Badminton, rugby, cheer and invasion games. |
Badminton, rugby, cheer and invasion games. |
Badminton, rugby, cheer and invasion games. |
Badminton, rugby, cheer and invasion games. |
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5 |
Rounders, athletics, volleyball and tennis. |
Rounders, athletics, volleyball and tennis. |
Rounders, athletics, volleyball and tennis. |
Rounders, athletics, volleyball and tennis. |
Rounders, athletics, volleyball and tennis. |
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6 |
Tennis, OAA, cricket and athletics. |
Tennis, OAA, cricket and athletics. |
Tennis, OAA, cricket and athletics. |
Tennis, OAA, cricket and athletics. |
Tennis, OAA, cricket and athletics. |
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GCSE exam board specification Cambridge National Sports Studies |
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PSHCE & RSE
Our PSHCE and RSE curriculum has been planned around the PHSE association framework, DFE’s statutory recommendations and the needs of our cohort to empower students with the knowledge, skills, and attitudes needed to lead healthy, fulfilling, and socially responsible lives. We aim to provide a comprehensive education that encompasses personal well-being, relationships, physical and mental health, and citizenship. Through our curriculum, students will develop a deep understanding of essential life skills, including emotional intelligence, resilience, decision-making, and effective communication. Our intent is to foster a culture of empathy, inclusivity, and respect for diversity, enabling students to navigate the complexities of the modern world with confidence and compassion. Ultimately, our PSHCE and RSE Curriculum seeks to equip students with the tools to make informed choices, build positive relationships, and contribute positively to their own well-being and that of their communities.
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PSHE and RSE |
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Term |
Y7 |
Y8 |
Y9 |
Y10 |
Y11 |
|
1 |
Health and Wellbeing (Transition and safety): Mental Health; Resilience; Friendships; Bullying; Safety; |
Health & Wellbeing (Drugs/Alcohol): Medicinal/ Recreational; Influences |
Health & Wellbeing: Peer influence; Substance Use; gangs |
Health & Wellbeing (Mental Health): Adolescence; Negative thinking |
Living in the Wider World (Careers/Sheffield Progress) |
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2 |
Relationships (Diversity): Equality; Discrimination/ Prejudice; Homophobia; Racism |
Relationships (Discrimination): Sex & Gender; Sexism, Homophobia |
Relationships: Positive Relationships at home; Resolving Conflict; Significant Events; Support |
Living in the Wider World (Financial Decision Making): Pay slips; Gambling/ Debt |
Living in the Wider World (Careers/Sheffield Progress)
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3 |
Living in the Wider World (Developing Skills and Aspirations): Enterprise; Careers; Workplace Stereotypes |
Living in the Wider World (Community and Careers): Employment Laws; Expectations |
Living in the Wider World (Setting Goals): Career Pathways; Aspirations; Post-16 |
Relationships (Extremism): Equality Act; Social Media; Challenging Discrimination |
RSE: Relationships (Communication): Gender/Sexuality; Unwanted Attention |
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4 |
Health and Wellbeing (Health and Puberty): Lifestyle choices; Smoking/Vaping; Personal Hygiene; Puberty; Inappropriate Contact |
Health and Wellbeing (Emotional): Mental Health; Managing Emotions; Digital Resilience |
Health & Wellbeing (Healthy Lifestyles): Choices; Body Image; Physical / Mental Health |
Health & wellbeing (Influence): Role Models, Peer/ Media Influence; Drugs/ Alcohol |
RSE/Health & Wellbeing (Families): Pregnancy; Parenthood; Forced Marriage |
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5 |
RSE: Relationships (Building Relationships): Self-Worth; Positive/Unhealthy Relationships; Media; Consent |
RSE: Relationships (Identity & Relationships): Consent; Healthy Relationships; Contraception |
RSE: Relationships (Intimate Relationships): Consent; Safe sex; Expectations |
Living in the Wider World (Work Experience): Data; Employment Rights; WE Prep |
Health & Wellbeing (Building for the Future): Managing Stress; Exam Techniques |
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6 |
Living in the Wider World (Financial Decision Making): Financial Choices; Ethical/Unethical businesses; Saving/Budgeting |
Living in the Wider World (Digital Literacy): Communication; Grooming; Financial |
Living in the Wider World (Employability): Skills; Feedback; Digital footprint |
RSE: Relationships (Healthy Relationships): Values; Online Relationships; Attitudes; Consent |
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GCSE exam board specification: N/A |
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Careers guidance
Careers guidance is also a critical part of the curriculum across all key stages, but even more so in key stage 4, as we prepare students for the next step along their journey as life-long learners
View our Careers guidance provision here.