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Hinde House

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: 

  • Provides highly positive, memorable experiences and rich opportunities for high quality learning that are appropriate and relevant to our students.  

  • Prioritises the development of well-rounded individuals who develop an understanding and appreciation of the world we live in.

  • Fosters thought, curiosity and a desire for learning in all students, regardless of their backgrounds, strengths and needs.

  • Is evidence informed and designed to provide opportunities for students to commit knowledge to their long-term memory through carefully planned opportunities to practice.  

  • Will strive to bridge the gap between theoretical knowledge and real-world application.

  • Will encourage students to appreciate cultural diversity and become responsible global citizens with a sense of responsibility for their actions. 

  • Will be the key to open a gateway of opportunity and maximise the academic achievement and attainment of all learners.

  • 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.

  • Promotes literacy and numeracy across all subject areas.

  • Encourages students to analyse, evaluate, and solve problems independently, fostering a lifelong skillset that promotes innovation and adaptability.

  • 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.

  • 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..

  • 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. 

Curriculum Statement 2023-24

Early Years

Early Years Page

Primary

 Phonics programme

We use the Ruth Miskin Read Write Inc Scheme.

The sounds and words we teach in our Phonics lessons can be found in the following links. (Red words are tricky)

Please use the following RWI book guide to see which set your child is currently learning.

  • RED Books - Set 1 
  • GREEN, PURPLE books - Set 2 
  • PINK, ORANGE, YELLOW, BLUE, GREY books - Set 3 

 Reading

Project X and Oxford Reading Tree books are used for reading at Hinde House Primary

Information on the content of the wider curriculum at Hinde House (at KS1 and KS2), please click the links below:

Art & Design

 

 

Autumn Term 

Spring Term 

Summer Term 

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 

Y1 

Drawing 

Kathe Kollwitz  

Line, tone, shape and form 

Painting 

David Hockney 

Colour, tone and texture 

3D 

Antony Gormley  

Form, space and texture  

 

Y2 

Drawing 

Christopher Wren  

Line, tone, shape and form 

Painting 

Wassily Kandinsky  

Colour, tone and texture 

 

3D 

Alberto Giacometti  

Form, space and texture  

 

Y3 

Drawing 

Stephen Wiltshire  

Line, tone, shape and form 

Painting 

Vincent Van Gogh  

Colour, tone and texture 

3D 

Barbara Hepworth  

Form, space and texture  

Y4 

Drawing 

Toulouse-Lautrec  

Line, tone, shape and form 

Painting 

William Turner  

Colour, tone and texture 

3D 

Jason Heppenstall  

Form, space and texture  

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  

Y6 

Drawing 

Pablo Picasso  

Line, tone, shape and form 

Painting 

Jill Pelto 

Colour, tone and texture 

3D 

Henry Moore  

Form, space and texture  

Computing

 

 

Autumn Term 

Spring Term 

Summer Term 

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  

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 

Y3 

Online Safety 

Digital Literacy  

Unit 3.2  

Presenting with PowerPoint 

Information 

Technology  

Unit 3.9  

Email 

Digital Literacy  

Unit 3.5  

Touch Typing 

Information 

Technology  

Unit 3.4 

Coding 

Computer Science  

Unit 3.1  

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   

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 

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  

Design & Technology

 

Autumn Term 

Spring Term 

Summer Term 

Y1 

 

How do you make  
sandwiches? 
 

Cooking - Picnic in Local Area  

Sandwiches, Fruit Skewers and Lemonade 

How do you join two materials together? 

 
Textiles - Weaving 

 
How do you build a model?   
 

Construction –  
Ship Model 

Junk Modelling 

Y2 

How do you sew a stitch? 

 
Textiles – Designing a Jumper 

Sewing jumper designs and patterns onto coloured pieces of Binca. 

 
How do you add mechanisms to a model? 

 
Construction - 

Shoebox cars   
Exploring wheels and axles. 

 

How do you make biscuits? 

 
Cooking - Rationing Recipe  
Carrot Biscuits 

 

Y3 

 
How do you sew a backstitch? 

 

Textiles - Sewing a Seascape 
Sewing waves on to fabric – could sew on pieces of plastic to show plastic waste. 
 

 
What can we learn from Ancient Egyptian engineers? 
 

Construction – Shaduf 

Look at pyramids and shadufs (hand-operated device for lifting water). Example of a lever. 

How do you bake bread? 

 

Cooking - 
Greek Flatbread 

Y4 

How do you make a pie? 

 

Cooking – Apple Pie 

 

 
How can you add decoration to your 

textiles? 

 
Textiles – Sewing Anglo-Saxon Arms 

(7 arms of the  

Heptarchy) 

 

What can we learn from the inventor of the lightbulb? 
 

Electronics – Design a light. 
Focus on inventor of lightbulb (could explore controversy around Thomas Edison - introduces ideas of copyright). 

Y5 

What can we learn from the designer Vivienne Westwood? 

 

Textiles - Designing a t-shirt. 

How do you add movement to a model? 

 
Construction – Pulleys 

  

How do you make a traditional dish? 
 

Cooking- Compare 

 traditional dessert to modern day.  

 Luqaimat (fried sweet dumplings) and modern-day banana muffins. 

Y6 

Are you Hinde House’s next MasterChef? 

 

Cooking – Mexican Bean Burger 

 

Can you sew a product to use in everyday life? 

 
Textiles – Make a small pillow.  

 

 

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. 

 

Geography

geography on a page.pdf

 History

history on a page.pdf

Modern Foreign Languages

mfl on a page.pdf

Music

music on a page.pdf

PE

pe on a page.pdf

 

PSHE

pshe on a page.pdf

RE

re on a page.pdf

Science

science on a page.pdf

 

 

 

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.

English

Term 

Y7 

Y8 

Y9 

Y10 

Y11 

Ancient Origins  

18th Century short stories  

Lord Of the Flies  

Paper one: reading 

An Inspector Calls  

Poetry: Relationships  

Poetry: War  

Reading and Writing skills  

Macbeth 

Interleaved language 

Creative Writing- Fantasy  

Creative Writing- Dystopia  

Creative Writing- Gothic 

Paper one: Creative Writing 

Interleaved literature  

A Midsummer’s Night Dream 

Romeo and Juliet  

Othello  

A Christmas Carol 

Revision 

Non-fiction writing and reading  

Non-fiction writing and reading 

Non-fiction  

Paper two 

GCSE Exams 

To Kill A Mockingbird 

Of Mice and Men 

Poetry: Power  

Speaking and Listening  

 

 

GCSE exam board specification: AQA

 

 

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.

Maths

Term 

Y7 

Y8 

Y9 

Y10 

Y11 

Sequences and Algebra 

Proportional Reasoning 

Reasoning with Algebra 

Representations of Number 

Representations of Number 

Place Value and Proportion 

Representing graphs and data  

Constructing in 2 and 3 dimensions 

Representing Data 

Representing Data 

Applications of Number 

Algebraic techniques 

Reasoning with Number 

Sequences and Algebra 

Sequences and Algebra 

Directed number and Fractional thinking 

Developing Number 

Reasoning with Geometry 

Geometry 

Geometry 

Lines and Angles 

Developing Geometry 

Reasoning with Proportion 

Proportion and Probability 

GCSE Preparation 

Reasoning with Number 

Reasoning with Data 

Probability 

Extending Geometry and Algebra 

GCSE Preparation 

 

GCSE exam board specification: Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Mathematics  

Specification: Level 1/2 GCSE (9-1) in Mathematics (pearson.com)  

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.

Science

 Term

Y7 

Y8 

Y9 

Y10 

Y11 

Passport to science 

Matter 1 

Organisms 1 

Matter 2 

Organisms 2 

Reactions 2 

Organisms 3 

Matter 3a 

Reactions 3 

Matter 4a 

Reactions 4a 

 

Matter 5 

Organisms 5 

Genes 5a 

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 

Genes 1  

Electromagnets and electricity 2 

Earth 3 

Electromagnets and electricity 3 

Earth 4 

 

Earth 5 

Genes 5b 

Earth 1 

Electromagnets and electricity 1 

Waves 2  

Ecosystems 2 

Waves 3 

Ecosystem 3 

Electromagnets and electricity 4 

Ecosystems 4 

Ecosystems 5 

Forces 5 

Waves 1  

Ecosystem 1  

Forces 2 

 

Forces 3 

Matter 3b 

Reactions 4b 

Matter 4b 

Bespoke revision for GCSE  

Forces 1 

 

Investigation skills  

Investigation skills 

Forces 4 

 

Bespoke revision for GCSE 

GCSE exam board specification:

AQA Combined Science: Trilogy 8464 

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.

Child Development

Term 

Y10

Y11

Component 1 -

Children’s Growth and Development.

Focus on growth and measure

Component 3 -Supporting Children to Play, Learn and Develop 

Individual needs

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

Component 1 -

Children’s Growth and Development.

PSA 1

Component 3 -Supporting Children to Play, Learn and Develop

Adapting activities and resources

Component 2 -  Learning Through Play

Types & structure of play

Component 3 -Supporting Children to Play, Learn and Develop

Exam preparation

Component 2 -  Learning Through Play

Planning play activities

Component 3 -Supporting Children to Play, Learn and Develop 

External assessment

Component 2 -  Learning Through Play

PSA2

 

 

Child Development (2022) | BTEC Tech Awards | Pearson qualifications

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 disciplinesOur 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.

 Computing & ICT 

 Term

Y7 

Y8 

Y9 

Y10 
Computing 

Y10 
BTEC IT 

Y11 
Computing 

Y11 
BTEC IT 

E-safety 

Algorithms & flowcharts 

Networking architecture 

System Architecture 
Algorithms 

User Interfaces 

Computational Logic 

Cyber Security 

Hardware and software 

Graphics and image types 

Modern technologies 

Memory & Storage 

Project Management 

Programming Languages & IDE 

Impact of Technology 

Hardware & Software 

The internet and world wide web 

Programming principles (python) 

Networks 
Programming Fundamentals 

Reviewing and Applying 

Programming Project 

Data Diagrams 

Finding & presenting information 

Modelling data & spreadsheets 

Cyber security 

Security 
Producing Robust Programs 

Modern Technologies 

Revision 

What is Data/data 

Introduction to networks 

Programming principles 

APP Design 

System Software 

Modern Technologies and Their Impact 

Revision 

Exam prep 

3D Modelling & design 

Database 

APP Design 

Impacts on Society 

 

 

 

 

 

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

 Term

Y7 

Y8 

Y9 

Y10 

Y11 

Project 1

Native American Art  

Project 1

  Hundertwasser and abstraction  

Project 1 

Sheffield Artists - graffiti, murals, and lettering.  

Project 1

The Sheffield Environment and Robert Delaunay Term 1 

Project 2

Botanical Gardens and Georgia O‘Keeffe - (continuation) Term 1 

Project 2

Picasso and Cubism  

Project 2

Pattern development - geometric techniques of a ¼, ½ and ¾ turn.  

Project 2

Pattern development and extended geometric abstraction 

Project 1

The Sheffield Environment — (continuation)

Project 3

Self-portrait.  

The externally set assignment.  

 

 

 

Project 2 Botanical Gardens and Georgia O‘Keeffe. Term 3 

Project 3 Self-portrait (continuation) Term 2/3  

 

 

 

 

 

 

AQA | Art and Design | Subject content | Fine art 

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

 Term

Y7 

Y8 

Y9 

Y10 

Y11 

13-week rotation  

Project 1a: How can we create movement with mechanisms 

13-week rotation 

Unit 1: How to design for a target market 

13-week rotation Unit 1: Technical Drawing  

Industry and Enterprise 

Completion of NEA 

Project 1b: A message with movement 

Unit 2: Computer Aided Design Skills 

Unit 2: Computer Aided Design Skills 

Energy & Storage 

Project 2: Iconic Designers 

 

Unit 3: Practical skills – Photo Frame 

 

Unit 3: Practical Skills – Pewter Keyring 

Mechanical Systems 

 

 

 

Material Properties 

Preparation of final Exam 

 

 

 

Iterative Design 

 

 

 

 

Section A of NEA 

 

 

GCSE exam board specification: 

AQA Design & Technology  

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 valuesPupils 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.

Food

 Term

Y7 

Y8 

Y9 

Y10 

Y11 

Learners will develop basic understanding of nutrition and culinary skills

Learners will develop confidence of cooking a range of dishes and make informed decisions about food choice.  Learn about food from around the world.

Building on Y7 & 8.

Learners will get a feel for the course

Food Safety and food poisoning.

Nutrition and healthy eating.

Diet related diseases.

Special Diets understand and apply the principles of nutrition and health

Nutrition

NEA 1 Food Investigation task 

Food Provenance

NEA 2 Food preparation task 

Introduction and research 

Cooking and food preparation

NEA 2 Food preparation task 

Planning  

Skill requirements

NEA 2 Food preparation task 

Practical exam 

Mock NEA 1

Written Exam practice and preparation  

Mock NEA 2

 

 

GCSE exam board specification:

EAL

Our vision of the EAL department is to enable EAL pupils to access the national curriculum in all subjects by: developing the students’ skills in English, helping students to become independent learners, assisting students in gaining knowledge and skills which will enrich their personal and professional lives, helping them to integrate fully into the new community. Building their confidence in the mainstream classroom. EAL department offers support to students with varying levels of proficiency in the English Language, aiding in accessibility and promoting achievement and independence.

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

 Term

Y7 

Y8 

Y9 

Y10 

Y11 

Introduction to the study of religions 

Ethical rules 

Ethics and stewardship 

Medical Ethics 

Christian Beliefs 

Religion and life 

Ultimate questions 

Big questions about existence 

Non-religious philosophy 

Paganism 

Muslim Beliefs 

Peace and conflict 

Buddhism 

Sikhism 

Judaism: stories and practices 

Christian Practices 

Crime and punishment 

Jesus and his teachings 

Life of Jesus 

Development of Christianity 

Christian denominations and practices 

Muslim Practices 

Revision 

Muhammad 

Living as a Muslim today 

Early Islam 

Muslim practices and beliefs 

Relationship and families 

Revision 

Holy books 

Diverse religious leaders 

Social Justice 

Preparation for GCSE 

Relationship and families 

 

 

GCSE exam board specification:

AQA Specification A Christianity and Islam. 

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

Drama

Term 

Y7 

Y8 

Y9 

Y10 

Y11 

First drama skills – mime, body language 

Devising drama 2 

Devising drama 3 

Component 3 – Inspector Calls 

Component 1 – Devised 

First drama skills - Staging 

Theatre History 1 

Christmas Carol 

Component 3 – Inspector Calls 

Component 1 – Devised Exam 

Devising drama 1 

Theatre History 2 

Theatre History 3 

Component 1 - Devised  

Component 2 - Script 

Using a script 1 

Horror 

Script – refugee boy 

Component 1 – Devised 

Component 2 – Script Exam 

Shakespeare 1 

Shakespeare 2 

Modern play 

Component 2 - Script 

Component 3 – Inspector Calls 

Script 2 

Modern play 

Modern play 

Component 2 - Script 

Component 3 – Inspector Calls Exam  

 

GCSE exam board specification: 

Edexcel Level 1/Level2 GCSE (9-1) in Drama 

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.

Music

 Term

Y7 

Y8 

Y9 

Y10 

Y11 

Elements of Music 

MIDI drawing 

Instruments of the Orchestra 2 

Composition and Performance 

Performing Arts in Progress and Performance 

Instruments of the Orchestra 

Blues 

Gamelan/Graphic Scores 

Composition and Performance  

Performing Arts in Progress and Performance 

Keyboard Skills 

70s 80s 90s 

Research Project/Keyboard Skills 3 

Composition and Performance 

Performing Arts in Progress 

Form and Structure 

Minimalist/Keyboard Skills 2 

World Rhythms 

Composition and Performance 

Performing Arts in Progress 

Using your voice 

Ukulele Skills 

Video games/Rap music 

Composition and Performance 

Performing Arts in Progress 

Programme Music 

Dance Music/Fusion 

Choose your own learning 

Performance 

COURSE FINISHED 

Level 2 Vocational exam board specification:

Level 1/2 Vocational Award in Performing Arts

 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    

 Term

Y7 

Y8 

Y9 

Y10 

Y11 

Geography of the UK 

Migration 

Getting GCSE ready 

River processes and landscapes 

How humans interact and benefit from ecosystems + fieldwork  

Fascinating places 1 

Africa 

Current world issues 

Flooding and flood management 

Water supply and demand   

Fascinating places 2  

Weather and climate 

UK variations in quality of life 

Coastal processes and management  

Desertification  

Natural Hazards 

Ecosystems 

Retail + Urban and Rural Leisure 

Extreme Weather  

Coral reef management 

Climate change 

Prisoners of Geography  

Globalisation/Patterns of migration 

Patterns of weather and climate   

Revision 

Water world 

Tourism and coastal environments 

Mumbai/Sydney/Development/Aid 

Climate change + fieldwork  

Exam period 

GCSE exam board specification:

Eduqas B

Hair and Beauty

Our Hair and Beauty Curriculum is intentionally designed to guide learners through an immersive exploration of design skills and techniques crucial to the industry. Through this curriculum, they will refine their abilities in planning, conducting research, and effectively presenting design brief ideas, preparing them for practical challenges. Beyond the creative aspects, our curriculum delves into the business dimension of the hair and beauty sector, offering learners an opportunity to investigate the principles of marketing and how entrepreneurship bolsters the industry. This includes the art of selecting and crafting promotional strategies and materials to engage target audiences effectively. Our curriculum serves as a platform for learners to cultivate a comprehensive understanding of the sector and related industries.

Hair & Beauty

Term

Y10 

Y11 

UCO90 - Business and entrepreneurship in the hair and beauty sector 

LO1 Understand the structure and concept of hair and beauty businesses 

 

UCO91 – Anatomy, physiology and cosmetic science 

LO1 Understand the role of cosmetic ingredients 

UCO92 Design in the hair & Beauty sector 

LO1 Understand design briefs in the hair and beauty sector 

LO2 Know how to plan and develop a design brief project 

UCO91 – Anatomy, physiology and cosmetic science 

LO3 Understand the development of hair and beauty products 

UCO90 - Business and entrepreneurship in the hair and beauty sector 

LO1 Understand the structure and concept of hair and beauty businesses 

 

UCO91 – Anatomy, physiology and cosmetic science 

LO1 Understand the role of cosmetic ingredients 

UCO92 Design in the hair & Beauty sector 

LO3 Know how to present and review a design brief project 

 

UCO91 – Anatomy, physiology and cosmetic science 

External Exam Preparation 

UCO90 - Business and entrepreneurship in the hair and beauty sector 

LO2 Understand enterprise and entrepreneurship in the hair and beauty sector 

UCO91 – Anatomy, physiology and cosmetic science 

LO2 Understand the structure and function of the integumentary system 

UCO92 Design in the hair & Beauty sector 

Synoptic assessment 

 UCO91 – Anatomy, physiology and cosmetic science 

External exam  

UCO90 - Business and entrepreneurship in the hair and beauty sector 

LO2 Understand enterprise and entrepreneurship in the hair and beauty sector 

 UCO91 – Anatomy, physiology and cosmetic science 

LO2 Understand the structure and function of the integumentary system 

UCO91 – Anatomy, physiology and cosmetic science 

Eternal exam preparation (2nd Window) 

UCO90 - Business and entrepreneurship in the hair and beauty sector 

LO3 Understand marketing and its role in the promotion of hair and beauty products and services 

UCO91 – Anatomy, physiology and cosmetic science  LO3 Understand the development of hair and beauty products 

UCO91 – Anatomy, physiology and cosmetic science 

Eternal exam (2nd Window) 

 

UCO90 - Business and entrepreneurship in the hair and beauty sector 

LO3 Understand marketing and its role in the promotion of hair and beauty products and services 

UCO91 – Anatomy, physiology and cosmetic science 

LO3 Understand the development of hair and beauty products 

 

 

 

VTCT Hair & Beauty qualification link 

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

Term

Y7 

Y8 

Y9 

Y10 

Y11 

Impact of Norman Conquest 

Transatlantic Slave trade 

Impact WW1 on Germany 

c1250–c1500: Medicine in medieval England 

Early tension between East and West and the development of Cold War 

Medieval England 

Industrial Revolution 

Rise of the Nazis 

c1500–c1700: The Medical Renaissance in England 

Cold War crises, 1958–70 

Ottoman Empire  

Fight for women’s suffrage 

Third Reich 

1700–c1900: Medicine in eighteenth- and nineteenth-century Britain 

Attempts to reduce tension between East and West 

The Tudors 

WW1 

The problem of religion in Elizabethan Age 

c1900–present: Medicine in modern Britain 

Revision 

Power - Monarchy from the Middle Ages to Modernity 

Early C20th 

Elizabeth I’s relationship with Spain 

The British sector of the Western Front, 1914–18: surgery and treatment 

Revision 

British Empire 1745-1901 

Late C20th 

Elizabethan Exploration  

The British sector of the Western Front, 1914–18: surgery and treatment 

Revision 

 

GCSE exam board specification: 

Pearson Edexcel GCSEs

History (9–1) from 2016

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

Term

Y7

Y8

Y9

Y10

Y11

1

All about me + free time

Where I live

Family and Relationships

School, Education post 16 and future plans

Social and Global issues

2

Family

Holidays

Cinema, TV and Technology

Where I live

Revision Theme 1

3

School

Food and drink

Healthy Living

Travel and Tourism

Revision Theme 2 + 3

GCSE exam board specification: AQA 
AQA | GCSE | Spanish | Specification at a glance

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.

PE

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.

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.

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.

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.

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.

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.

GCSE exam board specification

Cambridge National Sports Studies

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.

 PSHE and RSE  

 Term

Y7 

Y8 

Y9 

Y10 

Y11 

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) 

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) 

 

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 

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 

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 

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 

 

 

GCSE exam board specification: 

N/A 

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.