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Yr 7/8/9

Key Stage 3


The KS3 curriculum has been created to provide a secure and wide ranging base from which students can make a confident transition to the KS4 course in Year 9. Learning opportunities allow students to develop problem solving and analytical skill sets whilst also allowing them to explore the wider context of Mathematical processes and links between curriculum areas and possible career pathways. The aim is to build up prior knowledge for the GCSE content with a mastery and explorative approach.

The scheme of Learning is based around developing the skills necessary for them to take on the framework required for the New GCSE syllabus in Year 9 onwards. The SOL is designed to develop mastery within the following modules: Number, Algebra, Ratio and Proportion, Geometry and Statistics and computing and IT within Mathematics

Year 7 groups will be taught in mixed ability groups of 2 classes and a new SOL has been created this year to help narrow the gap with KS2 due to learning lost in year 6 with a greater emphasis placed on basic numeracy skills which is the foundation of other topics.

Year 8 groups will be taught in mixed ability groups of 2 classes.

Homework is to be set weekly from Homework Booklets. We are incorporating a ‘Homework’ lesson this year for all groups. This will run biweekly alongside assessments and will be a feedback and development lesson on the work set for homework. This will ensure 100% completion of all homework and will ensure that support and/or extension for each homework task is provided for every student.

Students are set an assessment question weekly to ascertain their progress and to ensure high quality and consistent teaching and learning. This is generally just a starter question or a plenary based on an exam question.

There is a numeracy assessment every two weeks to reinforce basic numeracy. This includes an emphasis on proficient use of basic arithmetic. Students are expected to be confident in working with decimals, fractions and percentages without the use of calculators. This progresses with difficulty throughout each year to provide depth and challenge and may lead to more topic based assessments as numeracy mastery progresses.

There is a module assessment at the end of each half term which supports preparation for linear examinations. This is a holistic assessment rather than topic based. Class teaching staff assess these and feedback to a nominated staff member for each year group. Assessments are formulated using AQA topic tests and cumulate topics over the years. These are 35 minute long assessments to fit in with the reduced lesson times and will include more worded questions as the year progresses which have been identified as area which needs to be improved due to levels of literacy.

The tracking sheet will be used to identify where there may be gaps on knowledge and/or misconceptions and retrieval opportunities will be available to help fill in these identified gaps.

The curriculum follows in-depth learning of Number, followed by Algebra, Ratio and Proportion, Probability and Statistics, in line with the prior learning required for the new GCSE syllabus. This is designed so that the Year 8 SOL builds upon prior learning from Year 7. The design of the SOL allows staff to extend upwards or downwards to extend HAPs or to provide support for LAPs, as required. Extension of topics and challenge questions lead to good progress for our HAPs whilst scaffolding of problems support our LAPs. The Year7 and Year 8 curriculum has a strong emphasis on problem solving and each module includes an exploratory problem solving task for students. These are designed to instil the problem solving skills required in the new rigour of the new style GCSE examinations. Each yr 7 & yr 8 class class will undertake a computing lesson each week to support and extend their knowledge of the wide-ranging use of Mathematics. Lessons will include work on: binary code, algorithms, coding, data analysis and representation, statistics and future career pathways. There will also be enrichment and career opportunities that feature within this part of the SOL. This will be led by our lead teacher for computing.

Targets and assessments focus on Skills within the AO1 – AO3 of the new GCSE Syllabus, with students updating their assessment trackers within their assessment folders. RPR is scheduled for every bookmark, with a key comment and target question set for each student. This is encouraged to occur once a week. STAR is scheduled for every numeracy assessment and module assessment. This leads to the following breakdown:

                      RPR – 6 times a term

                      STAR – 3 times a term

This is as a minimum.

Assessments to commence post October Half Term to allow for settling period and catch up following 6 month gap


In French students will be taught the key grammatical concepts so that they are able to have a foundation base of key grammatical phrases and vocabulary to enable them to succeed at GCSE. The topics studied at KS3 have been designed to address the four main components of skills assessed in French: Listening, Speaking, Reading and Writing. General language skills, including grammar, cultural awareness and translation are also developed and assessed in the new assessments. Students are assessed after each topic and assessments include translation, vocabulary, listening and reading after each module, followed by either a speaking or writing after each term. 

Units covered over KS3 include greetings, personal information (name, age, birthday, where they live), school subjects, nationality, present tense, likes and dislikes, snacks, times, family, physical description, opinions, basic linking words, house and rooms. Personality, physical description, comparisons, sports, music, daily routine, present tense, food and drink, future tense, clothes and future plans.

Career provisions are explored through translation activities; likes and dislikes; geography for future travel plans and wider cultural knowledge.

KS3 Computing:

The KS3 curriculum has been designed to teach pupils the principles of computational thinking, the ability to use information technology creatively, and digital literacy.

The scheme of learning has been updated for each year group and is based around developing necessary knowledge needed to go on and study the subject further, there is a large focus on problem solving and providing pupils with the digital competence required in the modern work place. The SOL across both year groups includes the following topics: Networks, Hardware & Software, Systems Architecture, Systems Security, Boolean Logic, Algorithms, Programming, and e-Safety. Pupils will also complete a creative project that requires them to collect and analyse data and create software meeting the ends of a target user. Year 8 SOL builds upon prior learning from Year 7 as well as highlighting future career paths in the computing industry, such as: Network Manager, Software Engineer, Business Analyst, Ethical Hacker, Information Security Expert, and many more. The KS3 curriculum has an overall aim of sparking a passion for technology and recruiting pupils to study the subject for GCSE.

Both year 7 and 8 are taught in mixed ability groups.

Homework is set once a fortnight and ranges in activity type. Homework is built upon in lessons, allowing content to be explored in more depth with teacher input and peer support.

Pupils are assessed after the completion of each topic, this takes place at the end of each half term. At the end of each term pupils are assessed on all topics covered previously. This supports pupil development across all subject matter and begins to prepare them for examination.

In year 9 students get a taste of the GCSE Computer Science course which builds on year 7 and 8 but also extends to explore in depth several key topics including systems architecture and network security programming python and data protection. They can then make the best choice when they choose their GCSE options around May half term. 


This year Business Studies is offered to all students as a taster subject with all students having access to the lesson up to the end of the May half term, at this stage students will make their options.

A new SOL has been designed which enables students to receive 32 lessons to help students gain the basic concepts of the business world of which they are a stakeholder of as they are all customers. Students are encouraged to research current business news stories which make the subject relevant and help build up a good understanding of the theory which will b delivered in lesson. The impact of how Covid has forced businesses to adapt to change to survive will be discussed throughout the course which shows that businesses need to be dynamic to survive and these updates are ever changing meaning that the subject matter being discussed will be meaningful.

The course will start with the students given the opportunity to show their creative side by completing their own ‘Dragon’s Den’ project where they can create their own product or service and present this to the class. This task will teach the students about numerous topics such as entrepreneurship and marketing. During the course other topics such as costs and profits, cashflow, stakeholders and the economy will be covered and at the end of the course the students will be given a second chance to produce a project which will use all of the knowledge they have gained over the past year.

The new SOL has ben designed to encourage students to chooses Business Studies as a GCSE option through making the taster sessions as relevant and up to date as possible which will also encourage them to discuss the business news developments with parents and guardians at home to help enrich conversations and deepen understanding.


Yr 10 / 11

Key Stage 4


The design and delivering of the KS4 SOL allows for each student to aim to achieve above target grade. Support, guidance and intervention is bespoke and data driven.

Students follow a SOL based around the framework required for the New GCSE syllabus. The exam board followed is EDEXCEL (1MA1) for Higher Tier students and AQA (8300) for Foundation Tier Students. The option is available for students following the Edexcel course to sit the Foundation paper if that best fits their needs. This is assessed on an individual student basis.

The Year 10 SOL is built upon the foundations and skills acquired from the KS3 SOL, with the aim of completion by the end of Year 10. Year 10 students sit mock exams at the end of Year 10, which enable us to group students effectively in Year 11 and design individual SOL for each Year 11 class.

Year 11 SOL are bespoke and fit each group. Students are given a breakdown on areas they need to revise/relearn/focus on. Areas for development are built into the SOL and opportunities for support and guidance are highly effective at this stage.

Intervention is data driven and invite only to ensure that students do not miss areas that they need to develop and that they acquire the appropriate level of support.


Current Year 11 SOL reflect recap of primary topics to achieve at GCSE and covering of some topic areas taught under lockdown. Year 11 to complete early assessment in late September which will further guide SOL prior to mock exams.

Year 11 complete exam style assessments every two weeks which highlight these areas for development and allow lessons to be individualised for each student.  This will commence post October half term.


All groups at KS4 are set according to target data this year due to lack of Year 10 mock exam. There will be increased fluidity in terms of teaching groups and tier of entry.

Students are given an assessment question weekly to ascertain their progress and to ensure high quality and consistent teaching and learning. These are in line with the group and the student’s targets and current working grade.

Year 10 do an exam style assessment every two weeks, these increase in difficulty and content as the year progresses. There is an exam style assessment every six weeks which will provide data in line with the exam. This is monitored by one staff member and used to inform intervention needs, with students being asked to attend intervention to improve areas requiring further development. This will commence post October half term.

DOL to monitor progress and interventions of Years 9 and 10 and 11.

Assessments are corrected and resat by all students to ensure progress by consolidating skill acquisition. Data is used to inform future teaching, this is particularly pertinent for Year 11 groups – where bespoke learning is taking place. This is based on target grades for all groups. Set 1 are working towards Higher, inclusive of Grades 6 to 9, Set 2 are Foundation working towards Grades 3,4 and 5.

Homework is set weekly for Year 9 and twice weekly for Year 10 and 11. Homework is focused on consolidation and an opportunity for students to work independently on their weaker areas. Students have a workbook provided in Year 10 and a revision guide and exam practice book for Year 11. There is a strong focus on students identifying when and if they need support and being equipped to access this. 

Year 11 will complete a GCSE style exam every two weeks which will be assessed and feedback given, leading to bespoke intervention for students who require it. Intervention for year 11 to be informed and led by this data and monitored by DOL. This will commence post October half term. Students are strongly encouraged to build strategies for acquiring support through online resources and teacher support.

Targets and assessments focus on Skills within the AO1 – AO3 of the new GCSE Syllabus, with students updating their tracker boards and staff updating the students’ assessment books/folders. All data is kept centrally by the department to allow for efficient monitoring and intervention.

RPR is scheduled for every bookmark, with a key comment and target question set for each student. This is encouraged to occur once a week. STAR is scheduled for every numeracy assessment and module assessment. This leads to the following breakdown:

                      RPR – 6 times a term

                      STAR – 3 times a term

This is as a minimum.


The new SOL follows Ofqual recommendations of skills needed in KS4 French and Spanish. Students in Years 10 will follow the AQA GCSE French (8658) and in Year 11 AQA Spanish (8698).

Students will be assessed equally in reading, speaking, writing, translation and listening. The topics covered are prescribed and divided into 3 themes containing the topics of ‘identity and culture’; ‘local, national, international and global areas of interest’; ‘current and future study and employment’. Each theme will be covered in Years 10 and 11 at least once annually in the syllabus. Students work to develop their competence in the 4 key language areas of reading, writing, speaking and listening with an equal amount of time devoted to each of these skills in lessons. Students will develop transferable skills, relevant to further study and the world of work through French lessons. The range of topics within the curriculum on offer aims to inspire students who are interested in French culture and French speaking countries.

Career opportunities are explored in theme 3 as a full module of work where students have the opportunity to write a CV, explore job applications and interview process, students can talk about their experience and skills for the work place in the context of French lessons which are transferable to life skills; they practice interview skills and question asking; explore rights and identities; describe job roles and human rights issues and continue to use translations on a daily basis.

The Department has also launched a greater focus on mastery of grammar which has been very successful in ensuring that students are able to work more independently.

Computer Science:

Years 9-11 follow OCR GCSE Computing (QAN 601/8355/X)

The KS4 curriculum has been designed to teach pupils the principles of computational thinking, the ability to use information technology creatively, and digital literacy.

The scheme of learning is based around developing necessary knowledge needed to successfully complete examination and go on and study the subject further at KS5.  The SOL is broken down to focus on the two different examination papers: Computer Systems and Computational Thinking, Algorithms & Programming. Computer systems includes the following topics: Systems Architecture, Memory & Storage, Topologies/Layers/Protocols, Wired & Wireless Networks, Systems Security, Systems Software, and Legal/Cultural/Ethical/Environmental Issues. Computational Thinking, Algorithms & Programming covers: Algorithms, Programming, Computational Logic, and Data Representation. Pupils are recommended to complete a Programming Project to put all of the skills learnt into practice.


Support for students is available through several avenues including extra online resources via that help pupils build confidence in their knowledge. Some off these resources are offline and can support scaffolding of knowledge gaps. All of year 10 and 11 have been issued with a comprehensive workbook and revision guide including a glossary at the back to help fill in any knowledge gaps. All lesson resources will be available in Google Classroom. Schemes of learning have been adjusted to incorporate the assessment gaps identified in the summer assessment. Schemes of Learning have been reformed to address the gap when students did not have access to school computing facilities.

All KS4 year groups are taught in mixed ability groups.

Homework is set once a week and ranges in activity type. Homework is built upon in lessons, allowing content to be explored in more depth with teacher input and peer support.

Pupils are assessed throughout the term using exam style questions at any point in a lesson, ensuring high quality teaching and learning with an exam focus weekly. Pupils are formally assessed after the completion of each topic, this takes place at the end of each half term. At the end of each term pupils are assessed using exam papers. Giving a clear indication of where the pupil has gaps missing in their knowledge.

Written feedback is provided 6 times a half term. This is a combination of targeted questions in books, and on assessments. Pupils will use RPR after each piece of written feedback.

SOL has been redesigned for all year groups with particular focus on years 10 and 11 to fill in any knowledge gaps due to the lock down period. A new online resource package will be selected during the first half term and purchased to help support all learners.

Students will be encouraged to use Google Classroom to help offer blended learning.      

Business Studies:

Years 9-11 follow Edexcel GCSE Business Studies QAN: 603/0121/1. The course is assessed by two exams at the end of Year 11.

Year 9, students study Theme 1 - ‘Investigating Small Business’ and look at what makes someone a successful enterpreneur.

Year 10, after completion of theme 1 after the first half term, students focus on Theme 2 ‘Building a Business’ which is completed in year 11.

‘Building a Business’ is where the students learn the systems, models and theories which govern successful businesses. 

External assessments of both Theme 1 (Paper 1: 1BS0/01) and Theme 2 (Paper 2: 1BSO/02) are equally weighted worth 50% each.

The SOL for year 11 has been adjusted to reteach some topics which missed face to face teaching due to the lockdown. Numerous retrieval time has been scheduled and due to the course being over 3 years it will result in the complete course being delivered in full by the start of the mock exams in December. This will then give time to go back over the course highlighting any gaps identified from the resulting mock exams covering Theme 1 and 2.

All year 11 students have been supplied with a CGP revision guide to support them in lessons, particularly with the acquisition and normal use of subject specific vocabulary. In addition, each student has also been issued with their CGP workbook in class. This will develop their familiarity with completion of both short and long answer questions. It also has guidance available to them on exam technique and of particularly importance, command words, to foster independent skill based improvement in progress.

Internal assessments are given at the end of each unit within theme 1 and 2, these are from Tutortu. In addition all years have an end of year assessment based on GCSE papers to record their progress through the syllabus. Year 11 will sit a Theme 1 paper at the end of September (in the class room, not in the exam room) to help identify any gaps in learning and, exam technique or issues with time management.

Homework is bespoke as per the needs of the group and/or student. All students are on Seneca and will join their new classes and assignments are created to guide their acquisition of knowledge, this will help embed knowledge, particularly for the LAP’s in the cohort.

Students maintain a folder of their assessments over time so that they are aware of their progress and any gaps that need to be addressed, this has proved invaluable in past years. Their progress is also tracked per department by both teachers delivering classes and this is shared with the DOL and with parents with a view to improving progress through collaborative input with students.

Intervention will be dependant on Covid guidance and whether a catch up session is scheduled. If so, HAP’s will be targeted to further develop their writing technique in order to aim for the grades 7-9, and knowledge retrieval along with calculation formulas will be the target for those students identified as struggling to a achieve grades 3-4.

Key transferable skills gained through studying Business Studies include team work, problem solving, organisation, numeracy, communication, literacy, customer service and financial planning.

Studying Business Studies provides knowledge of business and business processes can be useful in many different jobs including roles within the, accountancy, banking and finance, retail sales and customer services. It will also be useful if you are thinking about setting up your own business or being self-employed in the future.



Yr 12 / 13

Key Stage 5


Students in Year 13 will continue to follow the new Edexcel A Level course with linear exams at the end of Year 13. Year 12 and Year 13 students are being taught together to build in extra consolidation time for Year 13 students. Working alongside Year 12 provides revision and an opportunity for improving on prior learning. Students are strongly encouraged to increase their independent learning and to acquire effective techniques for tackling work independently.

Students in Year 12 will follow the new Edexcel A Level course with linear exams at the end of Year 13. 

Assessments will follow each teaching section and will be in line with the exam. Year 13 to sit an exam in late September to assess progress and align SOL in the absence of Year 12 mock exams.

Students will be expected to attend weekly consolidation sessions where they can practise their skills and complete homework alongside this. This will be led by the lead teacher for Year 12/13 KIN.

Business: AQA A Level Business (7132). Year 12 Students learn a range of topics to prepare for unit 1 ‘What is Business’. Further to this they learn to analyse data within Business for the second unit of study. Finally, students explore case studies requiring analysis covering the first 6 topics of the first year of a-level. The skills developed on the GCSE course are further consolidated at A level, however as last year most of the students did not study Business as GCSE level and are new to the subject. Numerous opportunities of retrieval have been written into the new SOL including MCQ’s and constant checks with regards to financial formula, calculations and analysis.

Year 13 continue the course completing topics 6-10 of the AQA Business course with the SOL being adapted to ensure there is enough time planned to reteach the earlier topics. Numerous retrieval points are incorporated into the SOL which will enable the students to combine their learning of all topics offer the most comprehensive answers they can. Students will be given additional opportunities to initially practice assessments on year 12 topics with the head of sixth form KIN.

All examinations take place in Year 13 and are equally weighted.

Paper 1: Multiple-choice questions, short answer and two essays. (33.3%)

Paper 2: Three compulsory data response questions. (33.3%)

Paper 3: One compulsory case study consisting of six questions. (33.3%)





In School External Trips

Computer Science:

KS4: Currently students are supported through extra resources of the workbook/revision book and the Teach-ICT online resource.

Year 11 bespoke targeted intervention available at significant points within the year – such as The September assessment and prior to mock exams.

GCSE Pod to be looked at in February to see how it can best be utilised.

KS3: Potential Computer Club (possibly Wed 1.45) dependant on timetable / tutor-time slots


KS3: In year 9 a 2 week internal Dragon’s Den competition runs, to introduce students to Business. A similar project will run in the final week of the taster session with students making presentations from each group and acting out their adverts. This is to ascertain improvement in knowledge and skills to encourage them to choose Business as a GCSE option.

This took place with all 4 small sized BS taster classes; presentations were completed individually due to COVID restrictions either with posters or PowerPoint. Creativity was seen in all classes which was noted in the BS taster videos for yr 9.

KS4: Current intervention will include extra support resources to be given to students where they are experiencing difficulties or in need of further practice

GCSE Pod to be looked at in February to see how it can best be utilised to help support students working from home.

KS5: Students have been given extra exam papers to work on independently and receive feedback on and they will also sit with KIN to improve time management skills.

The Wednesday afternoon sessions proved successful in improving time management skills and building confidence of the students who showed continued topic knowledge. These will continue through the Spring Term. Year 12 and Year 13 split into 2 separate groups following Year 13 need for bespoke work.

A school trip to Bletchley Park was planned for last year before the lockdown stopped this from happening and will be rearranged dependant on Government regulations. This will be an opportunity where pupils can be inspired by the great work carried out by Alan Turing during WW2, and the birth of Modern Computing. Other enrichment opportunities include career talks from professionals working in the Computing industry allowing pupils to uncover what careers are available.

Yr 11 BS students will sat through a recorded GCSE booster event in January on marketing with further planned in the coming weeks.

Further enrichment opportunities are proposed including for year 9 Business Studies GCSE, a trip to Thorpe Park to attend a Marketing workshop in Summer 2021.

KS5 – Business A-level grade booster event usually held at Westfield – may have to be virtual event this year?

Yr 12 & 13 BS students sat through a recorded a-level booster event in January on marketing with further planned in the coming weeks. The students found this very useful with the year 12 class motivated to attend a live event once permitted. Year 12’s had just been taught this unit and will help them prepare for their unit assessment in early Feb.

HUR arranged and ran a virtual school trip for year 8’s looking at the history of computers including a virtual tour highlighting how computer games have developed over time. It was very interesting to see how the students were really impressed with the standard of the early games despite the graphics being basic compared to what they are used to now.