Content under construction

Curriculum Intent

Confident Mathematicians, Creative Problem Solvers

At All Saints, we believe that every student can be successful in mathematics. We reject the idea that some students “just can’t do maths” and instead promote a culture of high expectations, hard work and resilience.

Our aim is to develop confident mathematicians who have the knowledge and skills to solve problems, reason mathematically and apply their learning in unfamiliar situations. We want every student to leave All Saints with the mathematical understanding and qualifications they need to take their next steps with confidence.

What Makes Mathematics at All Saints Special?

Mathematics at All Saints has been on a strong journey of improvement, driven by high expectations for every student and a belief that prior attainment should not place a ceiling on future success.

Our experienced team includes a number of GCSE examiners, giving our teachers an excellent understanding of the demands of GCSE Mathematics and what students need to do to be successful. This expertise informs our teaching throughout Years 7–11, helping students to develop strong mathematical foundations alongside the problem-solving, reasoning and examination skills they will need later.

We are ambitious for all of our students. Those who need additional support are given opportunities to strengthen their mathematical foundations, while students who grasp concepts quickly are challenged to think more deeply, make connections and tackle increasingly complex problems.

Our Curriculum

Students follow a carefully sequenced five-year spiral curriculum from Year 7 to Year 11, providing full coverage of the National Curriculum and beyond.

Rather than teaching topics once and moving on, important mathematical ideas are deliberately revisited throughout the five years. Each time students return to a concept, they build upon their previous knowledge and develop a deeper and more connected understanding of mathematics.

Our curriculum is designed so that students:

• continually revisit and strengthen previous learning;
• see connections between different areas of mathematics;
• develop secure and consistent mathematical methods;
• have the prerequisite knowledge needed before encountering new concepts;
• develop fluency alongside mathematical reasoning and problem-solving; and
• are challenged to apply their knowledge in increasingly complex and unfamiliar situations.

Lessons routinely begin by revisiting previous learning. This regular retrieval helps students retain important knowledge over time and ensures that new learning is built upon secure foundations.

Assessment

Assessment is used throughout the curriculum to identify what students know what they have remembered and where further teaching or support is needed.

Students regularly complete retrieval activities and low-stakes checks within lessons alongside more formal assessments at key points during the year. As students progress towards GCSE, examination practice and mock examinations become an increasingly important part of this process.

Teachers use assessment information to identify gaps in knowledge, adapt future teaching and plan appropriate intervention. Students receive feedback that helps them understand their strengths and, importantly, what they need to do next to improve.

Homework

All students complete regular mathematics homework using Sparx Maths.

Sparx provides students with personalised practice that is appropriate to their current level of understanding while continually revisiting previous learning. This supports our spiral curriculum by helping students strengthen recall, practise important mathematical skills and address gaps in their knowledge outside the classroom.

Regular homework is an important part of becoming a confident mathematician. We encourage students to work independently, persevere when questions are challenging and seek support from their teachers when they need it.

Support and Intervention

We recognise that students arrive at All Saints with different experiences and levels of mathematical confidence. Our aim is to ensure that every student has the foundations they need to access the curriculum and make progress.

Alongside support within mathematics lessons, identified students may receive additional opportunities to develop their mathematical fluency and confidence.

These include targeted mathematics work during tutor time, access to DoodleMaths, and additional support through our foundational tutor programme. 

Challenge and Enrichment

We want students to see mathematics as a subject to explore and enjoy, as well as a qualification to achieve.

Students have opportunities to take part in Maths Challenge tutor groups and mathematical competitions, such as TWT Exeter Maths Challenge, allowing them to tackle unfamiliar problems, develop their reasoning and experience mathematics beyond the classroom curriculum.

For students who demonstrate a particular strength and interest in mathematics, our curriculum also provides opportunities to study GCSE Statistics and Further Mathematics, extending their mathematical knowledge and helping to prepare them for further study.

Through Axiom Maths, mathematical challenges and our wider curriculum, we aim to develop students who are curious, resilient and willing to tackle problems even when the solution is not immediately obvious.

Preparing Students for Their Next Steps

Ultimately, our ambition is for every student to leave All Saints believing that they can do mathematics.

For some students, mathematics will lead to A Levels, further study and careers involving mathematics, science, technology or engineering. For others, it will provide the essential numeracy, reasoning and problem-solving skills they need for their next stage of education, employment and everyday life.

Whatever their starting point or future destination, we want our students to leave us as confident mathematicians and creative problem solvers, equipped with the knowledge, skills and resilience to succeed.

Curriculum Intent:

The curriculum is much more than just lessons. It includes the ethos, attitudes and relationships which create a high quality of life in all of our schools. Our aim is to provide a broad, balanced and rigorous curriculum that meets the needs and aspirations of every young person and leaves them well-prepared for their future. 

The Religious Studies curriculum ensures all students are systematically prepared for the spiritual and intellectual challenges of living in a world with diverse religions and beliefs as well as non-beliefs. That as members of society, they can confidently and coherently articulate their beliefs, ideas and values. Whilst demonstrating mutual respect, tolerance and appreciation of all aspects of diversity.

The curriculum intends: 

• To encourage students to explore their own world-view (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses. 
• To develop students’ knowledge and understanding of Christianity and other principal religions, fostering personal reflection and spiritual development 
• To enable students to build their sense of identity and belonging, to help them flourish within their communities and as citizens in a diverse society. 
• To challenge stereotypes and build resilience to anti-democratic or extremist narratives. 
• To cultivate respect for others, including people with different faiths and beliefs, to challenge prejudice. 
• To consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.

 

Curriculum Map

Curriculum Intent

At All Saints Academy, we believe that science helps students to understand the world around them and their place within it. Our curriculum is designed to develop knowledgeable, inquisitive and confident young people who can think critically, ask questions and use evidence to reach informed conclusions.

Rooted in our values of Bravery, Love and Legacy, the science curriculum encourages students to embrace challenge, show curiosity and develop the resilience needed to succeed. We want students to be brave enough to question ideas, learn from mistakes and persevere when faced with complex scientific concepts.

Through the study of biology, chemistry and physics, students build a secure understanding of key scientific principles whilst developing the practical skills required to work scientifically. Knowledge is carefully sequenced so that students can build on prior learning, make meaningful connections between topics and retain important concepts over time.

We foster a love of science by providing engaging lessons, practical investigations and opportunities for students to explore how science affects their everyday lives. Students learn about significant scientific discoveries, the contributions of scientists from a range of backgrounds and the role science plays in tackling issues such as climate change, healthcare and sustainability.

We are committed to creating a lasting legacy for our students. Our curriculum equips them with the scientific literacy, problem-solving skills and confidence they need to progress into further study, employment and an increasingly scientific and technological world. Whether pursuing careers in STEM or applying scientific thinking in other fields, students leave All Saints Academy prepared to make informed decisions and contribute positively to their communities.

By the end of Key Stage 4, students will have developed the knowledge, skills and character needed to embody the values of Bravery, Love and Legacy, enabling them to succeed in further education, future employment and life beyond All Saints Academy.

Curriculum Map

Content under construction

Curriculum Intent

The curriculum is much more than just lessons. It includes the ethos, attitudes and relationships which create the high quality life in all of our schools. Our aim is to provide a broad, balanced and rigorous curriculum that meets the needs and aspirations of every young person and leaves them well-prepared for their future. 

The Modern Foreign Language curriculum is planned to ensure that students acquire a variety of competences in communication and a knowledge of other cultures. They will also develop confidence and motivation towards a brighter future. 

Les langues offrent une variété de compétences dans la communication et dans la connaissance d’autres cultures. Elles développent l’inspiration, la confiance et la motivation pour un futur plus prometteur.

The curriculum intends: 

• To foster positive attitudes, interest, and enthusiasm for languages 
• To give awareness of the cultures of the countries of the languages studied
• To raise awareness of the nature of language and the process of language learning 
• To achieve communicative confidence and competence in the language 
• To offer students a range of activities to explore language 
• To provide enjoyment and intellectual stimulation, which may encourage students to continue their study of the language 
• To ensure that all students make minimum expected progress from Year 7 to 11 (where applicable)
• To encourage students in their whole school career

MFL Extra-Curricular Offer: 

• All Year 7 students are given the opportunity to take part in a residential trip to Paris to immerse themselves in the French language and culture. Students spend four days in the French capital experiencing the wonders of the city and learning about its heritage and influence.
• GCSE students have the opportunity to attend the Paris trip as part of their work experience, where they are expected to support younger students on the trip as well as communicate in French with local people as well as service providers.

 

Curriculum Map

 

Curriculum Intent

The Geography curriculum is designed to provide a broad, balanced, and ambitious education that develops students’ understanding of the world and their place within it. Through a knowledge-rich and carefully sequenced curriculum, students gain a deep understanding of physical and human geography, global interdependence, and the relationships between people, places, and environments.

At Key Stage 3, students build secure foundational knowledge and geographical skills, including map work, data interpretation, and fieldwork, fostering curiosity about diverse places and landscapes. At Key Stage 4, students extend and apply this knowledge to complex geographical issues, developing critical thinking, informed decision-making, and an understanding of contemporary global challenges.

The curriculum equips students with the geographical knowledge, skills, and cultural awareness needed to succeed in further education, employment, and life as informed and responsible global citizens.

The curriculum intends: 

• To foster positive attitudes, interest, and enthusiasm for Geography 
• To give awareness of the cultures of the countries and processes of the world
• To understand enquiry is an approach to teaching and learning geography and not simply a set of investigative skills.
• To provide students with an understanding of learning and how they learn is inextricably linked.
• To understand that students' learning is influenced by the knowledge they bring to the classroom – students have their own varied personal geographies.
• To offer students a range of activities to explore both human and physical Geography.
• To provide enjoyment and intellectual stimulation, which may encourage students to continue their study of Geography. 
• To ensure that all students make minimum expected progress from Year 7 to 11 (where applicable).
• To encourage students throughout their whole school career.

 

Curriculum Map

 

Curriculum Intent

What do we do?

History is the study of how historians use sources to construct a picture of the past. Through this process, students develop critical thinking and an appreciation for the contested nature of historical knowledge. Our curriculum fosters this disciplinary understanding while helping pupils make sense of the world around them. By exploring how societies, institutions, and ideas have changed over time, students gain insight into their identities as local, national, and global citizens.

What skills and cultural capital do students gain in history?

Our curriculum develops students’ historical literacy, including critical thinking, evidence evaluation, and the ability to construct and critique interpretations. They engage with second-order concepts such as causation, change, and significance, learning to think like historians. Exposure to a wide range of scholarship and diverse global narratives builds cultural capital, challenges stereotypes, and broadens perspectives – fostering a deeper understanding of identity, society, and democracy.

How is the history curriculum designed?

Our KS3 curriculum follows a broadly chronological structure, helping students understand change and continuity over time. Key substantive concepts (such as revolution, empire, and the Church) are revisited across different contexts to build deep, residual knowledge. Rather than frontloading GCSE content, we focus on cultivating the disciplinary habits of historians. This approach prepares students not only for academic success but also for critical engagement with the world around them.

 

Curriculum Map

 

Curriculum Intent

At All Saints Academy, our Physical Education curriculum is designed to inspire all students to lead healthy, active and fulfilling lives through meaningful engagement in physical activity, sport and physical recreation. We believe that Physical Education plays a vital role in developing the whole child and provides students with the knowledge, skills and attitudes required to thrive both within and beyond school.

Our curriculum is underpinned by the PE Scholar Move, Think, Feel and Connect model and informed by the work of Oak National Academy. This framework recognises that high-quality Physical Education extends far beyond physical performance and should support students' physical, cognitive, social and emotional development. Through carefully sequenced learning experiences, students develop not only competence in movement but also the ability to think critically, regulate emotions, build positive relationships and understand the lifelong benefits of participation in physical activity.

Move

Students develop a broad range of movement skills, physical competencies and tactical understanding across a variety of activity areas. They are encouraged to improve their fitness, coordination, balance, agility and overall physical literacy, enabling them to participate confidently and successfully in a range of sports and activities.

Think

Students are challenged to make decisions, solve problems, analyse performance and apply strategies within competitive and non-competitive environments. Through reflection and evaluation, they develop resilience, creativity and an understanding of how knowledge can be transferred across different physical contexts.

Feel

Physical Education provides opportunities for students to develop confidence, self-esteem, determination and emotional resilience. Students learn how physical activity can positively impact mental wellbeing and are encouraged to embrace challenges, cope with setbacks and celebrate personal progress.

Connect

Students learn the importance of teamwork, communication, leadership, empathy and respect. Through collaborative experiences, they build positive relationships with others and develop the social skills necessary to contribute successfully to their communities both now and in the future.

Our curriculum is broad and balanced, ensuring students experience a diverse range of activity areas including invasion games, net and wall games, striking and fielding activities, athletics, gymnastics, dance, fitness and outdoor learning experiences where appropriate. This breadth enables students to discover activities they enjoy while developing competence across multiple domains of physical education.

In Years 7 and 8, students are taught in mixed-sex Physical Education groups. This reflects our commitment to equality, inclusion and mutual respect. Learning together helps to challenge gender stereotypes, promotes positive social interaction and enhances communication and collaboration skills between students. Through shared experiences, students learn to value individual strengths and support one another's development.

As students’ progress into Years 10 and 11, they are provided with greater choice through two distinct pathways:

• Competitive Pathway: Designed for students who enjoy traditional sports and competitive performance, providing opportunities to refine skills, tactics and game understanding within a range of competitive activities.
• Alternative Pathway: Designed for students who may prefer participation-focused, health-related or lifestyle activities, helping them develop confidence, enjoyment and long-term engagement in physical activity beyond school.

Through both pathways, all students continue to develop the knowledge, skills and confidence required to maintain active and healthy lifestyles into adulthood.

Ultimately, the Physical Education curriculum at All Saints Academy Plymouth aims to develop physically literate, emotionally resilient, socially responsible and confident young people who understand the value of physical activity and are equipped with the motivation, competence and knowledge to participate in sport and physical activity throughout their lives.

Curriculum Map:

Year 7:

Term	Unit	Knowledge and Skills
Term 1	Invasion Games / Donor Sports (Football, Netball, Handball, Basketball)	Improve consistency, quality and use of basic skills. Identify and implement basic principles of attack and defence. Start to develop confidence in officiating. Celebrate the success of others.
Term 2	FUNS & Fitness (Progression to Sports Hall Athletics)	Develop agility, balance and coordination. Understand the short-term effects of exercise and how to warm up effectively.
Term 3	Net and Wall Games (Pickleball/Badminton)	Develop hand-eye coordination and recovery to a ready position following shots. Develop an understanding of space and how to use it to outwit opponents.
Term 4	Problem-Solving	Select and apply skills in isolated and small-group situations. Identify and implement basic strategies. Reflect by showing honesty and integrity. Develop teamwork and cooperation.
Term 5	Striking and Fielding (Rounders and Cricket)	Develop manipulative skills and coordinate movements to handle objects effectively. Develop knowledge of basic rules. Develop emotional control when facing difficulty or losing.
Term 6	Gymnastics	Develop stability through dynamic and static balance. Evaluate personal strengths and weaknesses. Communicate with others, develop ideas and provide feedback.

Year 8:

Term	Unit	Knowledge and Skills
Term 1	Multi-Sports through Invasion Games	Develop consistent and effective performance under pressure. Apply core skills and basic strategies. Demonstrate resilience, sportsmanship and ethical behaviour in competitive situations.
Term 2	Athletics and Fitness	Develop cardiovascular fitness. Understand short and long-term responses to exercise. Perform effective warm-ups. Demonstrate determination, resilience and encouragement of others.
Term 3	Gymnastics	Develop, apply and refine techniques including flight gymnastics. Evaluate personal and others' performances effectively. Show determination to improve while supporting others.
Term 4	Net and Wall Games (Pickleball, Badminton, Table Tennis)	Develop knowledge of space and use it to outwit opponents. Link a range of shot types together and develop confidence in shot selection.
Term 5	Striking and Fielding (Rounders and Cricket)	Select and apply skills individually and in small groups. Implement strategies to outwit opponents. Demonstrate honesty, integrity, sportsmanship and celebrate success.
Term 6	Sport Education: Inclusive Sports	Perform skills individually and in small groups. Apply the STEP principle to adapt activities for inclusivity and progression. Develop coaching confidence through planning, evaluation and feedback.

Year 9

Term	Unit	Knowledge and Skills
Term 1	Invasion Games (Contact Sports) Rugby and Football	Refine and execute technical skills in competitive situations. Apply attacking and defensive principles to outwit opponents while demonstrating pride and supportive behaviours.
Term 2	Athletics (Indoor or Outdoor)	Perform components of fitness to improve performance. Analyse the body's response to exercise. Set goals to increase motivation and demonstrate leadership.
Term 3	Gymnastics, Parkour, Vaulting and Trampolining	Develop and execute techniques independently and collaboratively. Set goals, evaluate performance and provide constructive feedback while showing emotional awareness of others.
Term 4	Outdoor Adventurous Activities (OAA)	Lead and coordinate with others during orienteering challenges. Apply skills to overcome problems. Celebrate success and demonstrate leadership that motivates others.
Term 5	Striking and Fielding (Softball, Danish Longball, Alternative Rounders and Cricket)	Apply developed skills independently and within groups. Use strategies and communication to improve group outcomes and celebrate success.
Term 6	Health and Wellbeing through Table Tennis and Leadership	Refine skills through reflection and evaluation. Set realistic individual and group goals to support motivation, enjoyment and leadership development.

Year 10

Curriculum Theme Structure:

Term	Theme
Term 1	Move Think
Term 2	Move Feel
Term 3	Move Connect
Term 4	Move Connect
Term 5	Move Think
Term 6	Move Feel

Pathway 1: Competitive:

Term	Activity
Term 1	Table Tennis
Term 2	Volleyball
Term 3	Flag Football
Term 4	Pickleball
Term 5	Striking and Fielding
Term 6	Striking and Fielding Leadership (Creative Cricket)

Pathway 2: Alternative:

Term	Activity
Term 1	World Games
Term 2	Trampolining
Term 3	Kimball / Tchoukball
Term 4	Outdoor Adventurous Activities
Term 5	Ultimate Frisbee and Golf
Term 6	Target Games

Pathway 3: Combination:

Term	Activity
Term 1	Target Games
Term 2	Health and Wellbeing: Personalised Training Plan
Term 3	World Games
Term 4	Table Tennis
Term 5	Volleyball
Term 6	Pickleball

Year 11

Curriculum Theme Structure:

Term	Theme
Term 1	Move Feel
Term 2	Think Connect

Pathway 1: Competitive:

Term	Activity
Term 1	Touch Rugby
Term 2	Student Choice Taster Session

Pathway 2: Alternative:

Term	Activity
Term 1	Yoga, Pilates and Mindfulness
Term 2	Couch to 5K and Mindful Walking

 

Curriculum Intent – PSHE and RSE

At All Saints Academy, our Personal, Social, Health and Economic (PSHE) and Relationships, Sex and Health Education (RSHE) curriculum is designed to develop knowledgeable, resilient and compassionate young people who are equipped to flourish in modern Britain and beyond. Through a broad, ambitious and inclusive curriculum, we prepare students for the opportunities, responsibilities and challenges of adult life whilst supporting their personal development, wellbeing, character and academic success. The curriculum is informed by the 2026 PSHE Association Programme of Study for PSHE Education (Key stages 3–4), and reflects the statutory requirements for Relationships, Sex and Health Education alongside the wider principles of safeguarding, citizenship, economic wellbeing and personal development.

Our curriculum is carefully sequenced from Years 7 to 11, enabling students to revisit, deepen and apply their learning as they grow in maturity, independence and confidence. Through a spiral curriculum, students develop the knowledge, skills and attributes required to make informed decisions, manage risk, build positive relationships and contribute positively to society. The curriculum is designed to respond to the realities of young people's lives today, including the influence of social media, artificial intelligence, online misinformation, financial pressures, exploitation, unhealthy relationships and evolving societal issues.

We believe that PSHE and RSHE education should empower all students to:

• Develop a positive sense of self, recognising their strengths, values, aspirations and potential.
• Understand and maintain positive mental health and emotional wellbeing, developing strategies to cope with challenge, adversity, loss and change.
• Make informed decisions about their physical health, including healthy lifestyles, substance misuse, sexual health and personal safety.
• Build healthy, respectful and positive relationships founded upon kindness, consent, equality, trust and mutual respect.
• Recognise, challenge and report harmful behaviours, including bullying, discrimination, sexual harassment, coercive control, exploitation and violence against women and girls.
• Understand and respect diversity in all its forms and contribute positively to a tolerant, inclusive and equitable society.
• Navigate the online world safely and critically, understanding online relationships, misinformation, deepfakes, artificial intelligence, digital manipulation and the risks associated with social media.
• Recognise the dangers of exploitation, county lines, extremism, radicalisation, knife crime and other safeguarding risks, knowing when and how to seek support.
• Develop financial literacy and economic wellbeing, enabling them to make informed decisions about money, budgeting, debt, scams, fraud and future financial responsibilities.
• Develop employability skills and explore future education, training and career pathways, challenging stereotypes and raising aspirations for their future.
• Understand democracy, rights, responsibilities and active citizenship, enabling them to contribute positively to their local, national and global communities.

Our PSHE and RSHE curriculum reflects the Christian values of dignity, respect, compassion, justice and service. We recognise the inherent worth of every individual and seek to create a culture where all students feel valued, respected and included. Through learning about different experiences, beliefs and perspectives, students develop empathy, understanding and respect for others within our diverse society.

We are committed to creating a safe learning environment where students can discuss sensitive issues respectfully, challenge misconceptions and develop the confidence to seek support when needed. Learning is adapted to meet the needs of our students and is informed by safeguarding priorities, local context, student voice and emerging societal issues. Through close partnership with families, external agencies and the wider community, we aim to ensure that all students receive high-quality, relevant and meaningful PSHE education.

Curriculum Principles

Our PSHE and RSHE curriculum is:

Inclusive

We celebrate diversity and ensure that all students feel represented, respected and valued. The curriculum reflects a broad range of experiences and promotes equality, inclusion and belonging.

Knowledge-Rich

Students are taught accurate, up-to-date and evidence-informed knowledge that enables them to understand themselves, others and the world around them.

Safeguarding-Focused

Students develop the knowledge and skills required to recognise risk, stay safe, seek help and support the wellbeing of themselves and others.

Responsive

Our curriculum evolves to reflect emerging issues affecting young people, including online harms, artificial intelligence, exploitation, financial wellbeing and changing social influences.

Preparing for Adulthood

Students develop the resilience, character, employability, financial capability and decision-making skills required to thrive in further education, employment and adult life.

Intended Impact

By the time students leave All Saints Academy, they will be resilient, informed and respectful young adults who understand how to maintain positive relationships, manage risks, make informed decisions and contribute positively to society. They will be equipped with the knowledge, character, confidence and life skills needed to lead healthy, safe and fulfilling lives, embrace diversity, pursue ambitious futures and successfully transition into further education, employment and adulthood.

YEAR 7
Cycle 1	Health and wellbeing	Programme of Study references – PSHE Association
Theme	Growing Up – Friendships, identity and safety
Lesson 1	What makes me unique?	RR3, RR5
Lesson 2	How does peer pressure affect choices?	PS2, PS3, RR2
Lesson 3	How do people show assertiveness?	RR5, RR8
Lesson 4	Why should people stay safe online?	OSA1, OSA4, OSA6
Lesson 5	Online Safety: Public vs Private Spaces	OSA4, BS1
Lesson 6	Why do I fall out with my friends?	RR7, RR5
Lesson 7	What makes a good friend?	RR1, RR2
Lesson 8	Anti-Bullying	RR6, RR9
Cycle 2	Relationships and Sex Education	Programme of Study references – PSHE Association
Theme	Puberty and Relationships (see RSE Medway)
Lesson 1	Puberty	DB1, DB2, DB3
Lesson 2	Menstrual wellbeing	DB3
Lesson 3	Healthy and unhealthy relationships	RR1, RR3
Lesson 4	Managing family conflict	F8, RR5
Lesson 5	Introducing consent	RR8, BS1
Cycle 3	Living in the Wider World	Programme of Study references – PSHE Association
Theme	Parliament, British Values and Staying Safe
Lesson 1	Parliament, government and role of citizens	RR2, RR4
Lesson 2	Elections and voting	RR2, RR4

 

YEAR 8
Cycle 1	Health and wellbeing	Programme of Study references – PSHE Association
Theme	My Peers – Peer pressure and dangers
Lesson 1	What are peer influences, and how do I recognise them?	PS2, PS3, RR2
Lesson 2	How does the need for peer approval affect decisions?	PS2, PS3
Lesson 3	Risks of underage drinking	DATV3, DATV4
Lesson 4	Risks of smoking and vaping	DATV6, DATV7
Lesson 5	County Lines – Child Exploitation	PS6, BS11, PS4
Lesson 6	How can substances affect people's future?	DATV1, DATV2
Lesson 7	What are the dangers of sexting?	OSA4, OSA5, OSA6
Lesson 8	AI, Deepfakes and Online Manipulation	OSA3, OSA7, OSA15, WO5
Cycle 2	Relationships and Sex Education	Programme of Study references – PSHE Association
Theme	Identity and relationships (see RSE Medway)
Lesson 1	Relationship values	RR1, RR3
Lesson 2	Influences on relationship expectations	RR11, RR12, WO2
Lesson 3	Sexual orientation and gender identity	RR1, RR3
Lesson 4	Importance of consent	RR8, BS1
Lesson 5	Introduction to contraception	ISR6, ISR12
Cycle 3	Living in the Wider World	Programme of Study references – PSHE Association
Theme	Media literacy and democracy
Lesson 1	Misinformation and disinformation	WO5, OSA3
Lesson 2	Political influence online	WO5, RR12
Lesson 3	Online scams and financial exploitation	OSA14, WO6

 

YEAR 9
Cycle 1	Health and wellbeing	Programme of Study references – PSHE Association
Theme	Drugs, alcohol and mental health
Lesson 1	Classification of drugs and the law	DATV1, DATV2
Lesson 2	Alcohol and binge-drinking	DATV3, DATV4
Lesson 3	Alcohol and personal safety	DATV3, PS1, PS3
Lesson 4	Mental Health Conditions	MW1, MW4, MW5
Lesson 5	Mental Health Strategies	MW6, MW7
Lesson 6	Prescription drugs	DATV5
Lesson 7	Basic first aid	BFA1, BFA2, BFA3
Cycle 2	Relationships and Sex Education	Programme of Study references – PSHE Association
Theme	Intimate relationships (see RSE Medway)
Lesson 1	Respectful relationship behaviours	RR1, RR2, RR3
Lesson 2	Sexual Harassment and Sexual Violence	BS5, BS6, BS7, BS8
Lesson 3	Freedom and capacity to consent	RR8, BS1
Lesson 4	Sexual health	ISR8, ISR9, ISR12
Lesson 5	Contraception	ISR6, ISR12
Lesson 6	Misogyny and VAWG	RR9, RR10, RR12
Lesson 7	Managing ending of relationships	RR7, MW6
Cycle 3	Living in the Wider World	Programme of Study references – PSHE Association
Theme	Extremism and radicalisation
Lesson 1	Extremism – Far Right, Far Left and Islamist	RR12, RR4
Lesson 2	Terrorism and Radicalisation	RR12, RR4
Lesson 3	Knife Crime and Conflict Resolution	PS3, PS4, PS5, PS6

 

YEAR 10
Cycle 1	Living in the Wider World	Programme of Study references – PSHE Association
Theme	Careers
Lesson 1	South West job market	Careers 14, 15
Lesson 2	What jobs am I interested in?	Careers 10, 11
Lesson 3	How do I find jobs? Types of contracts	Careers 15, 16, 17
Lesson 4	Preparing for a job application	Careers 18
Lesson 5	Challenging gender career stereotypes	Careers 19
Lesson 6	Positive and negative workplace environments	Careers 7, 16
Lesson 7	Managing a wage	Economic Wellbeing 9
Lesson 8	Managing Money, Online Fraud and Financial Decisions	Economic Wellbeing 7, 8, 9, 10, 11 plus OSA14
Cycle 2	Relationships and Sex Education	Programme of Study references – PSHE Association
Theme	Intimate relationships (see RSE Medway)
Lesson 1	Role of intimacy and pleasure	ISR1
Lesson 2	FGM, Forced Marriage and Hymenoplasty	BS12, BS13
Lesson 3	Pornography, Online Influences and Relationships	RR11, RR12, OSA11
Lesson 4	Pressure, Persuasion and Coercion	BS2, RR10
Lesson 5	Managing relationship conflict and breakups	RR7
Lesson 6	Domestic Abuse and Coercive Control	BS9, RR10, ISR11
Cycle 3	Living in the Wider World	Programme of Study references – PSHE Association
Theme	Rights, Law and the Citizen
Lesson 1	Criminal vs Civil Law	RR2, RR9
Lesson 2	Workplace rights and protected characteristics	RR2, RR9, Careers 7, 15, 16

 

YEAR 11
Cycle 1	Health and wellbeing	Programme of Study references – PSHE Association
Theme	Health decisions and prevention
Lesson 1	Cosmetic surgery	HPP4
Lesson 2	Tattoos and piercings	HPP4
Lesson 3	Cancer, screening and prevention	HPP4
Lesson 4	Blood, organ and stem cell donation	PHF4
Lesson 5	Bereavement and loss	MW6, F6
Cycle 2	Relationships and Sex Education	Programme of Study references – PSHE Association
Theme	Families (see RSE Medway)
Lesson 1	Family conflict	F8, RR5
Lesson 2	Long-term commitment	F1, F3, F4
Lesson 3	Fertility, Reproductive and Gynaecological Health	DB3, DB4, HPP7
Lesson 4	Pregnancy outcomes	ISR7, HPP7
Lesson 5	Abortion	ISR7

 

 

Content under construction

 

 

ICT at KS3

Curriculum Intent:

With ICT playing a key part in student’s lives, they will be taught how to become digitally literate,  through being taught how to become aware of their digital footprint and how to manage it. Students will learn basic ICT skills using a range of software applications which they will develop across the key stage, leading to becoming independent users of ICT. Students will be encouraged to become responsible, positive and safe users of ICT, leading to an enthusiasm for creating a range of digital media products and wanting to continuously develop their ICT skills.

The curriculum intends:

• to provide a high quality ICT education that equips students to become digitally literate in order to be able to use, express themselves and develop their ICT skills across a range of software applications

• to enable students to become aware of their digital footprint, to enable them to make informed decisions on their use of ICT

• to help raise students' awareness of the use of ICT within society in order to enable them to develop an understanding of the benefits/drawbacks and the need for continued development of ICT to keep pace with user demands

• to equip students with the skill set and confidence to independently develop their ICT skills through the creation of a wide range of digital media products for a specified purpose and target audience

 

Curriculum Map

 

Year Group	Unit / Focus	Key Knowledge	Key Skills Developed	Assessment
Year 7	Digital Literacy and Online Safety	Computer networks; email and digital communication; e-safety; cyberbullying; computer hardware; input and output devices; health and safety when using technology.	Using email effectively; identifying computer components; understanding network connections; safe and responsible online behaviour; recognising online risks; digital citizenship.	Knowledge checks, practical tasks and end-of-unit assessment.
Year 8	Digital Media and ICT in Society	Types and purposes of digital media; target audiences; design principles; the role of ICT in education, communication and e-commerce; benefits and drawbacks of the Internet.	Creating digital media products; selecting appropriate formats and designs; identifying audience needs; evaluating digital content; analysing the impact of technology in society.	Digital media project, knowledge assessments and practical design activities.
Year 9	Digital Media Production and Client Briefs	Client requirements; planning techniques; design processes; digital media product development; evaluation and refinement of products.	Responding to client briefs; planning and designing media products; independent decision-making; creative thinking; producing and evaluating digital media content; project management.	Practical project based on a client brief and evaluation of final product.

 

Curriculum Intent

The OCR Cambridge National in Child Development curriculum provides students with a broad and engaging understanding of child development from pre-conception through to five years of age. The course combines academic study with practical application, allowing students to develop knowledge, skills and understanding relevant to the childcare, education, health and social care sectors.

Through the study of child development, students gain an appreciation of the importance of supporting children’s physical, intellectual, social and emotional development. Learners explore how positive environments, nutrition, health promotion and effective care contribute to successful outcomes for children and families. The curriculum encourages students to become reflective, compassionate and responsible individuals who can apply their learning to real-life situations while developing transferable skills such as research, planning, evaluation, communication and problem-solving.

Our intent is to:

• Develop a secure understanding of child development from conception to five years.
• Enable students to understand the factors that influence healthy growth, development and wellbeing.
• Equip learners with the knowledge and practical skills required to create safe, stimulating and nurturing environments for children.
• Foster independence and confidence through planning, researching and evaluating coursework tasks.
• Encourage critical thinking and informed decision-making through the exploration of health, nutrition, safety and developmental needs.
• Inspire students to consider future pathways within childcare, education, health and social care professions.
• Promote the values of safeguarding, inclusion, equality and respect when working with children and families.

Curriculum Journey and Timeline

Year 10: September to April

R058: Create a Safe Environment and Understand the Nutritional Needs of Children from Birth to Five Years

Students begin the course by developing practical knowledge and skills through the coursework unit. They will:

• Explore the nutritional requirements of children from birth to five years.
• Understand the importance of healthy eating and balanced diets.
• Investigate safety considerations within indoor and outdoor environments.
• Design safe and stimulating environments that support children's development.
• Develop research, planning and evaluative skills.
• Complete coursework tasks under OCR assessment requirements.

This unit provides a strong foundation for understanding children's needs and introduces students to vocational-style assessment.

Year 10: May to Year 11 December

R059: Understand the Development of a Child from One to Five Years

Students build upon their understanding of child development by studying:

• Physical development milestones.
• Intellectual and cognitive development.
• Social and emotional development.
• Factors that influence development.
• Play and its role in learning and development.
• Methods used to observe and support children's progress.

Through coursework, students apply their knowledge to realistic childcare scenarios while developing analytical, evaluative and organisational skills.

Year 11: January to Summer Examination Series

R057: Health and Well-being for Child Development

In the examined unit, students study:

• Pre-conception health and reproduction.
• Antenatal care and preparation for birth.
• Choices available for birth.
• Postnatal checks and care.
• Childhood illnesses and prevention.
• Creating conditions that support healthy development.
• Factors that affect the health and wellbeing of children.

Students consolidate their learning through revision, retrieval practice, examination technique and mock examinations, preparing them for the final assessment.

Impact

By the end of the course, students will have developed a secure understanding of the health, wellbeing and development of children from conception to five years. They will be able to apply theoretical knowledge to practical situations, demonstrate effective research and planning skills, and understand how safe, nurturing environments support positive outcomes for children. Students will be well-prepared for further study in Health and Social Care, Early Years Education, Childcare and related vocational pathways, as well as future careers working with children and families.

Curriculum Intent

The Creative iMedia curriculum is planned to ensure that students are enriched with a range of digital skills to be successful in life, beyond school. Students will leave us with the confidence to access and use a whole range of digital media and software applications. The Creative iMedia curriculum is designed to build upon and challenge student’s knowledge, skills and understanding of digital media concepts. Creative iMedia actively promotes innovation, creativity and strives to build independent learners. Students will study three units which aim to take students through the process of learning, developing, applying and evaluating.

The curriculum intends: 

1. To equip our students with practical digital media skills through assignments of real-world scenarios. These will enable our students to gain the essential transferable digital media skills and knowledge to enhance their employability within the digital media industry. The curriculum will encourage independent learning, creativity, research and digital media product creation.

2. To explore how digital media is used within our society for a wide range of purposes and target audiences. 

3. To equip our students with an array of critical skills which include effective research, interpretation, planning, development, analysis and evaluation.

4. Through all of this, to cultivate a love of the subject that propels students towards a future interest in the creative digital media industry.

 

Curriculum Map

 

Year Group	Unit / Focus	Key Knowledge	Key Skills Developed	Assessment
Year 10	Creating Interactive Digital Media Products	Interactive digital media products across games, websites and apps; audience needs and purpose; planning and design principles; media asset creation; testing and evaluation.	Planning digital media products; image editing; audio editing; video editing; animation creation; interactive design; testing and evaluation.	Coursework Assignment 1
Year 11	Visual Identity and Digital Graphics	Importance of branding and visual identity; client requirements; graphic design principles; colour, typography and layout; creating original digital graphics.	Graphic design; logo creation; image manipulation; branding development; presenting and refining design ideas; meeting client briefs.	Coursework Assignment 2
Year 11	Creative iMedia in the Digital Media Sector (Examination Unit)	Job roles within the media industry; planning documentation; target audiences; media codes and conventions; file formats; hardware and software; copyright; intellectual property; health and safety; legal and ethical considerations.	Analysing media products; interpreting briefs; applying industry terminology; evaluating media products; understanding technical requirements; exam techniques.	External Examination

 

 

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Curriculum Intent

The OCR Cambridge National in Health and Social Care curriculum provides students with the knowledge, understanding and practical skills needed to explore how individuals grow, develop and access support throughout their lives. The course enables learners to investigate the health and social care sector, develop an awareness of the factors that influence health and wellbeing, and understand how care services meet the needs of different individuals within society.

Through a combination of examined and coursework units, students develop transferable skills including research, analysis, communication, problem-solving, evaluation and independent learning. The curriculum encourages students to become compassionate, informed and reflective individuals who recognise the importance of promoting equality, diversity, inclusion and person-centred care.

Our intent is to:

• Develop students' understanding of health and social care services and their role in supporting individuals.
• Enable learners to understand human growth and development across the life stages.
• Equip students with the knowledge and skills to apply person-centred values when considering care provision.
• Foster analytical and evaluative thinking through the investigation of real-life health and social care scenarios.
• Develop independent learning, research and organisational skills through vocational coursework.
• Promote awareness of equality, diversity, safeguarding and anti-discriminatory practice.
• Inspire future careers and further study within health, social care, nursing, childcare, education and allied health professions.
• Encourage students to become responsible citizens who understand the factors influencing physical, emotional, social and intellectual wellbeing.

Curriculum Journey and Timeline

Year 10: September to April

R033: Supporting Individuals Through Life Events

Students begin the course by exploring how significant life events can impact individuals and the support available to help them adapt and maintain wellbeing.

Students will study:

• Life stages and development.
• Expected and unexpected life events.
• The impact of life events on physical, social, emotional and economic wellbeing.
• Sources of support available to individuals.
• The role of health, social care and voluntary services.
• Coping strategies and resilience.

Throughout the unit, students develop analytical skills by considering case studies and applying their knowledge to realistic scenarios that individuals may experience.

Year 10: May to Year 11 December

R035: Health Promotion Campaigns

Students undertake the coursework unit, applying their understanding of health and wellbeing to the planning and creation of a health promotion campaign.

Students will:

• Investigate public health issues and priorities.
• Research target groups and health concerns.
• Analyse existing health promotion initiatives.
• Plan and design a health promotion campaign.
• Produce campaign materials.
• Evaluate the effectiveness of their campaign and justify decisions made throughout the process.

This unit develops valuable vocational skills including research, communication, project management, creativity and evaluation.

Year 11: January to Summer Examination Series

R032: Principles of Care in Health and Social Care Settings

Students complete the examined unit, developing a strong understanding of the values and principles underpinning effective care.

Students will study:

• The rights of service users.
• Person-centred values.
• Effective communication in care settings.
• Equality, diversity and inclusion.
• Safeguarding and protection.
• Infection prevention and control.
• Factors affecting health and wellbeing.

Students consolidate learning through retrieval practice, examination preparation, mock examinations and targeted intervention to develop confidence and success in the final assessment.

Impact

By the end of the course, students will have developed a secure understanding of how health and social care services support individuals throughout their lives. They will understand the principles of effective care, the impact of life events and the importance of promoting health and wellbeing within communities. Students will be able to apply their knowledge to real-world contexts, communicate effectively and demonstrate the analytical and organisational skills needed for further study and careers within health, social care, nursing, childcare, education and related professions.

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Curriculum Intent

The OCR Cambridge National in Sport Studies curriculum provides students with the opportunity to develop a broad understanding of the contemporary sports industry, the importance of participation in physical activity, and the factors that influence sporting performance. The course combines theoretical knowledge with practical application, enabling students to explore sport from both a participant and leadership perspective while developing valuable transferable skills.

Students gain an understanding of the role sport plays in promoting physical, mental and social wellbeing, whilst also examining issues such as participation, performance, leadership and safety. Through coursework and examination units, learners develop research, analytical, communication and evaluation skills that prepare them for progression to further study and careers within sport, coaching, fitness, physical education and the wider leisure industry.

Our intent is to:

• Develop students' understanding of the sporting sector and the impact of sport on individuals and society.
• Equip learners with the knowledge and skills required to participate in, lead and promote sporting activities.
• Foster confidence, resilience, teamwork and leadership through practical and theoretical learning.
• Enable students to understand the factors that affect participation, performance and engagement in sport.
• Develop analytical and evaluative skills through the investigation of sporting issues and case studies.
• Encourage lifelong participation in sport and physical activity to promote health and wellbeing.
• Prepare students for further study and careers within sport, coaching, fitness, teaching and leisure industries.
• Promote values of inclusion, fair play, respect, safeguarding and positive sporting behaviour.

Curriculum Journey and Timeline

Year 10: September to April

R187: Increasing Awareness of Outdoor and Adventurous Activities

Students begin the course by developing an understanding of the opportunities and benefits associated with outdoor and adventurous activities.

Students will:

• Explore different types of outdoor and adventurous activities.
• Investigate organisations that provide outdoor activity experiences.
• Examine the physical, social and psychological benefits of participation.
• Understand safety requirements and risk management procedures.
• Consider barriers to participation and ways to increase engagement.
• Develop research and analytical skills through vocational assessment tasks.

This unit helps students appreciate how outdoor activities contribute to personal development, teamwork, leadership and healthy lifestyles.

Year 10: May to Year 11 December

R185: Performance and Leadership in Sports Activities

Students complete the coursework unit, applying their practical sporting knowledge and leadership abilities.

Students will:

• Develop skills and techniques within selected sporting activities.
• Analyse their own sporting performance.
• Plan and lead sporting activities for others.
• Demonstrate effective communication and leadership skills.
• Evaluate the effectiveness of leadership and performance.
• Identify strengths, areas for development and methods of improvement.

This unit provides opportunities for students to demonstrate leadership, organisation, decision-making and reflective practice while gaining practical experience within sport.

Year 11: January to Summer Examination Series

R184: Contemporary Issues in Sport

Students complete the examined unit by exploring a range of current issues that impact participation and performance in sport.

Students will study:

• Factors affecting participation in sport and physical activity.
• The values and benefits of sport.
• The role of national governing bodies and sporting organisations.
• Participation initiatives and strategies to increase involvement.
• The impact of hosting major sporting events.
• Performance-enhancing drugs and ethical issues in sport.
• Sport, media and emerging contemporary developments.

Students consolidate their understanding through retrieval practice, examination technique, mock examinations and targeted intervention in preparation for the final assessment.

Impact

By the end of the course, students will have developed a secure understanding of the opportunities, challenges and contemporary issues within the sporting world. They will be able to apply theoretical knowledge to practical sporting contexts, demonstrate leadership and communication skills, and analyse factors influencing participation and performance. Students will leave the course as confident, reflective and informed learners, well-prepared for further study in Sport, Physical Education, Coaching and related vocational pathways, as well as careers within the sport and leisure industry.

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