LECA Curriculum Intent from Years 7 to11

LECA Curriculum Intent

Curriculum coverage at LECA

Key knowledge progression over time

Subject discipline and skills

Highlighting opportunities for cross curricular reinforcements

LECA Curriculum Intent from Years 7 to11

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LECA Curriculum Design Overview Designed to provide students with the knowledge, skills and cultural capital required for their future success.

Overview of the LECA Curriculum Intent, implementation and Impact

Learning Without Limits The essence of Learning Without Limits is independence. If we ‘feed’ students information, they may learn but they don’t learn how to think. With Enquiry-Based Learning, teachers take a back step having planned an activity (or series of activities) whereby students are stretched

because they have to think their way through a task. They have to connect their learning in other lessons to the one they are in, making cognitive links and deciding which approach suits the task best. Intelligence is not a static quota and can be grown given the right conditions. The conditions are created in lessons. All students are given the opportunity to be stretched and challenged and work is not set with a limit because of their prior attainment. Students are set challenging goals rather than do your

best goals.

Impact

We use the ‘Collage of Marking’ to assess

how students are improving over time.

This makes more use of peer, self and verbal

feedback to highlight strengths and areas for

improvement. Gaps in knowledge are quickly

identified and corrections and

improvements are promoted.

Immediacy is the key and students are part

of the assessment process and party to the

marking criteria.

To check for overall fluency and knowledge

retention students sit exams twice a year.

The exams demonstrate cumulative

knowledge over time. Once again, gaps are

identified and students work on their key

areas for development.

We aim for all students to have read widely

with fluency and comprehension.

We aim to close the ‘vocabulary gap’ for all

students and particularly those from

disadvantaged backgrounds.

We aim for all students to be successful and

meet their aspirations.

Intent

We are ambitious for all learners and use our

‘Learning without Limits’ approach which

aims to be fully inclusive.

Our curriculum has been designed to provide

all leaners with the knowledge, skills and

cultural capital needed to be successful in

the future.

Our curriculum is coherently planned and

sequenced over time from Years 7-11.

We aim to provide a full range of subjects for

all learners for as long as possible.

What type of Learners do we want?

Creative

Imaginative

Critical

Analytical

Motivated

Resilient

Responsible

Independent

Enterprising

Confident

Implementation

Teachers have excellent subject knowledge

for the subjects they teach and leaders have

created a culture of collaboration, where

expertise is shared and engagement with

research is encouraged. We aim to be

‘experts’ not just experienced practitioners.

The LECA pedagogy is centred on LWL

‘Learning without Limits’ and is a strong

feature in all lessons.

LWL focuses on surface and deep learning

techniques and HOT skills (High Order

Thinking) designed to promote stretch and

challenge.

Surface learning focuses on knowledge and

skills building and deep learning focuses on

application of the knowledge and steers

students towards more abstract and creative

thinking.

Developing a love of reading is a primary

focus at the Academy.

We are working on techniques to build

vocabulary.

Reducing teacher workload is at the heart of

all decision making.


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LECA Curriculum Intent Overview and Integration from Years 7 to11 Content at a Glance, Cross Curricular Reinforcements and Extended Curriculum Opportunities

Curriculum Communication Scientific World Practical Arts

Disciplines English Languages Maths Science IT History Geography RE PSHE Art Drama Music DT PE

An overview of key curriculum content in discrete subject disciplines. Focus on key knowledge strands. Identification of opportunities for cross curricular reinforcements.

Reading

Encourage reading

for pleasure. Read

and appreciate a

wide range of high-

quality,

challenging, classic

literature and

extended literary

non-fiction.

Exposed to a range

of forms, including

poetry, prose,

Shakespeare and

short stories.

Analytical

approaches to

texts.

Contextual

understanding.

Comprehension and fluency of reading. Writing

Fluent

communication

Writing for a range

of purposes and

audiences.

Grammar and

vocabulary

Ability to write

fluently and

accurately.

Wide vocabulary

bank.

Using terminology

explicitly in

grammar.

Spoken English

Discussion

Debate, Individual

presentation.

Reading Reading and understanding Spanish Understanding Hispanic culture. Writing Writing in Spanish. Speaking and Listening Listening and understanding Spanish Speaking in Spanish. Grammar, punctuation and spelling Acquire knowledge and understanding of Spanish grammar. Using terminology

explicitly in

grammar.

Number

Algebra

Geometry and measures

Ratio and proportion and rates of change

Probability

Statistics

Biology The Human body, plants and animals Cells Organisation Homeostasis and response Infection and response Ecology Inheritance variation and Evolution. Chemistry The atom and the periodic table Separation techniques Bonding, structure and the properties of matter Chemical changes Energy changes. Physics Forces Light Energy/ electricity Magnetism and Electromagnetism Waves Radiation Particle Model of Matter Earth and Space. Working Scientifically Skills Developing Scientific thinking Experimental skills Analysis and evaluation Scientific vocabulary and terms Apparatus and techniques.

Knowledge of a variety of software Packages for digital graphics and web site design e.g. Microsoft Office – word, PowerPoint, Excel DTP – Publisher MSW LOGO - coding Photoshop Adobe Dreamweaver File formats – DOC, XLS, Ppt., SVG, SWF, FLV, JPEG, GIF, PNG, TIFF, PDF, WAV, AIFF, and MP3. Research into software applications Investigating tools to achieve desired effects. Understanding properties and features of multipage websites. Using software to fulfil a brief. Planning and creating digital graphics Creating a digital graphic from a client brief. Checking and Reviewing Analysing software Evaluating outcomes Suggesting improvements and modifications.

Historical Knowledge Knowledge and understanding of specified key events, periods and societies in local, British and wider world history; and of the wide diversity of human experience. Engage in historical enquiry to develop as independent learners and as critical and reflective thinkers. To ask relevant questions about the past. Key Skills in History Chronology, Historical Vocabulary Analytical narrative Thematic history Enquiry Evidence Sources and historical context. Sources for a specific enquiry. Making inferences. Historical environments. Causation and Consequence Process of change Causation Impact of change Significance of cause/consequence. Change and Continuity Significance and patterns of change Interpretation Evaluation of interpretations in knowledge of historical context.

Geographical Knowledge Knowledge of locations, places, processes and environments. Understanding of concepts in relation to places, environments and processes. Interrelationships between places, environments and processes. Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements. Living with the Physical Environment: Glaciers, rivers, coasts, climate and weather, rocks and soil, volcanoes, tropical rainforests, hot deserts, cold environments. Challenges in the human environment: Population, urbanisation, growth, resource management, changing economic world, environmental issues. Geographical applications Investigate and communicate findings Fieldwork –data and context.

Learning about Religion and Belief Enquiring into, investigating and understanding religions and beliefs. Learning from religion and belief Questioning, exploring, reflecting upon and interpreting human experience in the light of religions and beliefs studied. RE and the Wider Context A holistic approach to Spiritual, Moral, Social and Cultural development, values, and community cohesion. Knowledge and understanding of Christianity, other religious traditions and secular world views. Developing awareness of the fundamental questions raised by human experiences, and of how religious teachings can relate to them.

Health and Wellbeing Healthy lifestyle. How to maintain physical, mental and emotional health and wellbeing. Manage risks to physical and emotional health and wellbeing. Keeping physically and emotionally safe. Managing change, including puberty, transition and loss. Making informed choices about health, wellbeing and to recognise sources of help. How to respond in an emergency. To identify different influences on health and well-being. Relationships How to develop and maintain healthy relationships Recognise and manage emotions. Recognise risky or negative relationships and how to respond and ask for help. Respect equality and diversity. Living in the wider world Economic wellbeing and citizenship.

Contextual research and analysis Looking at the work of artists through research, description and response. Art skills using a range of media Practical artistic skills refined over time using a variety of media and techniques. Recording and developing ideas Exploring themes and creative ideas through both written and visual methods. Planning, creating and reviewing final outcomes Using resources and connections with the overall project.

Practical How body language, facial expressions and voice portray mood, emotion. Exercises that develop physical and vocal techniques The creative process and how to structure a performance. Processes of set, costume, lighting and make-up. The similarities and differences of theatre, film and TV acting. Repertoire A wide range of performance styles, Genres and practitioners. The different roles within Theatre, Film and Television. Performance Developing physical and vocal techniques, interpretative devices and performance techniques. Demonstrate skills in rehearsal and performance. Creating Requirements and parameters for a workshop performance. Portfolio Time line of research, creation evaluation of a performance.

Performing

Performing skills individually and in groups to communicate musically with fluency and control of the resources used. Composing Develop composing skills to organise musical ideas and make use of appropriate resources Appraising

recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music Recognise contrasting genres, styles and traditions of music chronology Develop knowledge and understanding of musical elements, musical contexts and musical language.

Designing and

communication

of ideas

Responding to a

brief

Design and

develop

prototypes in

response to

client wants and

needs

Drawing up a

specification

Research

techniques.

Communication

of ideas using:

Sketching

drawing

techniques

Working

Drawings

Modelling

ICT – CAD/CAM Planning

practical

activities:

Quality control

Time factors

Material units

Tools,

equipment and

processes Safety

considerations.

Making

Experience

working with a

wide variety of

materials, tools

and equipment.

Testing and

Evaluation

Evaluation a

product using

specification

criteria

Testing and

quality control.

Healthy Active Lifestyle Making informed choices about Healthy Active Lifestyles Physical literacy across a range of activities. Improve performance To know and develop technique and improve performance Developing physical and mental capacity Making and applying decisions. Develop Skills Develop skills to solve problems To achieve their personal best through analysis of performance and demonstrating improvement Instilling independence The body’s response to physical activity Reducing the risk of sports injuries. Principles of Training Applying principles of training Technology in sport.

Cross Curricular Reinforcement Opportunities.

Communication Comprehension Reading and writing Extended writing Vocabulary Command words Letter writing. Spoken English and presentation skills.

Culture Communication Comprehension Reading /writing Vocabulary Spanish authors to compare text style and translation.

Numeracy Arithmetic Data handling, measurement Statistics Probability Rates of change Conversions Shape and space.

Health and wellbeing Scientific research Probability/statistics Properties of materials Sound and waves Climate, erosion, weathering.

IT software used across subjects to communicate, display, create, present information Problem solving IT safety.

Historical knowledge Critical thinking Patterns of change Chronology Sources Population and immigration

Environmental issues, cultures, cities. Resource management. Climate/weather Global warming Data and statistics Maps and position.

Belief systems across the world Cultural and historical context Fundamental questions on life and the universe Timelines, chronology.

Health and wellbeing Economic well-being Relationships Living in the wider world Citizenship.

Creativity imagination Culture Art appreciation Historical knowledge.

Cultural and historical context Arts appreciation Performance skills Well-being and confidence building.

Culture Appreciation of Music and the Arts Performance skills Pattern, frequencies and sequences.

Designing Creativity Problem solving 2D and 3D modelling. CAD/CAM.

Health and wellbeing Leadership skills Performance and training skills. Scoring Problem solving. Scientific knowledge.

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Curriculum Communication Scientific World Practical Arts Disciplines English Languages Maths Science IT History Geography RE PSHE Art Drama Music DT PE

Thinking Skills Across all subject disciplines.

Surface Thinking Skills Knowledge, facts skills comprehension and recall.

Deep Thinking Skills Application of the knowledge, and skills. For example to analyse, synthesise, create, compare.

High Order Thinking Skills HOT To Challenge thinking, promote more abstract thought and reasoning.

Maths Skills Across subjects.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Deep and Higher Order Thinking Skills and the application of knowledge: Assess Consider Discuss Justify Reasons for and reasons against Compare, Contrast Analyse Synthesise Evaluate.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Deep and Higher Order Thinking Skills and the application of knowledge: Assess Consider Discuss Justify Reasons for and reasons against Compare, Contrast Analyse Synthesise Evaluate.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Calculate Deep and Higher Order Thinking Skills and the application of knowledge: Solve Construct Evaluate Estimate Transform Tessellate Expand Simplify Factorise Make the subject Prove Show Fake/fact.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Calculate Deep and Higher Order Thinking Skills and the application of knowledge: Assess Consider Discuss Reasons for and reasons against Compare, Contrast Analyse Synthesise Evaluate Rank Estimate Solve Simplify.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Calculate Deep and Higher Order Thinking Skills and the application of knowledge: Assess Consider Discuss Reasons for and reasons against Compare, Contrast Analyse Synthesise Evaluate Solve Calculate.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Deep and Higher Order Thinking Skills and the application of knowledge: Assess Consider Discuss Justify Reasons for and reasons against Compare, Contrast Analyse Synthesise Evaluate Make links Order/rank.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Calculate Deep and Higher Order Thinking Skills and the application of knowledge: Assess Consider Discuss Reasons for and reasons against Compare, Contrast Analyse Synthesise Rank Evaluate Estimate.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Deep and Higher Order Thinking Skills and the application of knowledge: Assess Consider Discuss Reasons for and reasons against Compare, Contrast Analyse Synthesise Evaluate.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Deep and Higher Order Thinking Skills and the application of knowledge: Assess Consider Discuss Reasons for and reasons against Compare, Contrast Analyse Synthesise Evaluate Reflect.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Draw /sketch Deep and Higher Order Thinking Skills and the application of knowledge: Assess Consider Discuss Reasons for and reasons against Compare, Contrast Analyse Synthesise Evaluate Annotate.



Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Draw /sketch Calculate Deep and Higher Order Thinking Skills and the application of knowledge: Model Rank Assess Consider Discuss Reasons for and reasons against Compare, Contrast Analyse Synthesise Evaluate Annotate Estimate Construct Tessellate.

Comprehension and understanding. Knowledge and recall. Surface Thinking Skills: Give State Name Suggest Describe Outline Explain Calculate Deep and Higher Order Thinking Skills and the application of knowledge: Assess Consider Discuss Reasons for and reasons against Compare, Contrast Analyse Synthesise Rank Evaluate Estimate.

Extended Curriculum – trips, clubs, community links.

The Arts Award Subject Ambassadors Book club Newspaper club Reading Challenge DEAR - Drop everything and read Teachers sharing what they are reading Word of the day for all subjects. Shakespeare trip.

The Arts Award Subject Ambassadors Spanish club Spanish Pen pals Links with Madrid school Chinese Students visit Link with Melchior college.

The Arts Award Subject Ambassadors Maths Club Maths Adventurers club Space centre STEM activities Robot activities Maths Challenge.

The Arts Award Subject Ambassadors Space centre Science Club Astronomy Club STEM activities Institute of Physics group

The Arts Award Subject Ambassadors Robot activities Space centre E-safety assemblies

The Arts Award Subject Ambassadors History/Humanities club Space centre Princes Trust

The Arts Award Subject Ambassadors Ski trip Space centre

The Arts Award Subject Ambassadors Pop up Church

The Arts Award Subject Ambassadors Mindfulness Mondays Wellbeing Wednesdays Free time Friday – homework club to free up weekend and improve family time. LGBT club Careers fair E-safety assemblies Skills service Mental health training and awareness YMCA PASS – Pupil’s Attitudes to School and Self. Blue Smile. Centre 33 project for young carers.

The Arts Award Subject Ambassadors Art Club Sketchbook circle stretch and challenge group Kettle’s yard trip Photography exhibitions ClayDayz workshop Craft classes Arts mark Arts Award.

The Arts Award Subject Ambassadors Drama club Shakespeare trip Theatre trips Links with King’s Ely for performances. Shows and showcases.

The Arts Award Subject Ambassadors Music theory club Shows and showcases Choir Band Music lessons.

The Arts Award Subject Ambassadors Craft club Catering club STEM activities

The Arts Award Subject Ambassadors Team sports and clubs Football Basketball Rugby Table Tennis Netball Dodgeball Cricket Athletics Cross country Inter house and district, county and regional fixtures Ski trip.

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LECA Curriculum Intent for English from Years 7 to11

LECA Curriculum Intent – Curriculum coverage, knowledge progression, subject discipline and skills Key Knowledge and Skills Year 7 – Identity and Transformation Year 8 – Exploration and Adventure Year 9 – Conflict and Boundaries Year 10 – Freedom and Independence Year 11 – Innovation and Leadership

Reading – - Read and appreciate the depth and power

of the English literary heritage through:

reading a wide range of high-quality,

challenging, classic literature and extended

literary non-fiction, such as essays, reviews

and journalism. This writing should include

whole texts. - Exposed to a range of forms, including

poetry, prose, Shakespeare and short

stories. - Analytical approaches to texts and be able

to identify language and structural features

used for effect. - Understanding of social and historical

context of a text. -

Comprehension, fluency of reading. -

Reading for pleasure.

Reading for fluency and pleasure.

Broad Literature Introduction – understanding the chronology of work. For example, Beowulf, Chaucer, Shakespeare, Bronte, Dahl, Rowling, Dickens, Owen. Reading short stories and poetry in different

forms - for example, Haiku, sonnet, narrative.

Comprehension: information retrieval and knowledge to identify key ideas.

Knowledge of basic language and structural

terms:

Language

Adjective

verb

personal pronoun

Informal

personification

alliteration

metaphor

simile Structure

Paragraphs

Sentence structure

Repetition

Multi- clause sentences

Non-fiction to support contextual understanding.


Reading a range of texts: Shakespeare, 19th

Century and modern. Understanding contextual

links and impact. For example, Midsummer

Night’s Dream, The Tempest, Much Ado About

Nothing, Morpurgo, Blackman and Hardy.

Knowledge of how to begin to explain impact

and be able to analyse a text.

Build up embedded understanding of wider

terms.

Elizabethan language – soliloquy, dramatic

irony, foreshadowing within a text

Range of understanding of non-fiction purposes:

Inform

Explain

Describe

Persuade

Argue

Advise

Narrative voice and structural impact


Reading a range of texts: war poetry, 19th

Century, Drama, modern.

Shelley, Stevenson, Sassoon, Collins

Embed analysis and begin to evaluate a text:

characters

narrative voice

themes and ideas

language

structure

the effect on the reader

Higher level language and structure terms.

Exploring audience within non-fiction texts:

text type - FORM

audience – appeal to a target audience, consider effect on the reader

Purpose, – content, tone, structure, formal or informal – to entertain, persuade, advise, analyse, argue, describe, explain, inform, instruct.

Text type examples to explore - news article, a

self-help book, a letter asking for a charity

donation, an autobiography, a book review,

travel writing and exploring boundaries.


Shakespeare knowledge and understanding of

text and context. Romeo and Juliet, Macbeth.

Evaluate and compare texts.

Sophisticated exploration of a text. E.g. An

Inspector Calls, Jekyll and Hyde, A Christmas

Carol, Journey’s End.

Higher level language and structure terms

Original thought.

Non-fiction analysis and comparison:

feature articles

essays

travel writing

accounts of famous events

sketches (normally a fact file profile that gives key information about a person, place or event)

Autobiographies or biographies. Texts may be written by sportspeople, politicians, celebrities or other people who aren’t well-known.

Critical understanding.

Memorising quotes.


Knowledge of approaching range of texts and

their contextual impact.

Consolidate analytical skills.

Sophisticated exploration of texts.

Original thought.

Non-fiction analysis and comparison.

Critical understanding.

Memorising quotes.

Writing – - Emerging imagination and lack of fear

when writing. - Fluent communication and building of

character, setting and plot. -

Experimenting confidently with the

structure of a piece. - Writing for a range of purposes and

audiences. - Use of language devices in own writing for

effect.

Creative Writing basic level setting.

Writing in a range of non-fiction forms

considering:

the conventions of the form

the intended audience (reader)

the purpose of the writing

Basic language devices applied within own writing:

Simile

Metaphor

Personification

Onomatopoeia

Alliteration

Assonance

Writing own poetry exploring:

Themes

Form

Emerging imagination within character and plot

development.

Writing for a range of purposes - what the

writer wants to achieve. How writers use

language and structural features to deliberately

appeal to their intended audience.

Building up use of language devices within own

writing:

Simile

Metaphor

Personification

Onomatopoeia

Alliteration

Rhetorical question

Assonance

Oxymoron

Antithesis

Parenthesis

Experimenting with narrative voice and structural decisions. Foreshadowing. The 'I' or 'we' used by a narrator who is a participant in a narrative, in contrast to the third person - 'he', 'she' or 'they' - of a narrator who is not directly involved.

Writing own non-fiction texts for a range of audiences.

advertisements

reviews

letters

diaries and blogs

newspaper articles

information leaflets

magazine articles

Higher level language devices used confidently:

Non-fiction broadsheet tabloid

Extended writing and thought.

Sophisticated voice and story – imperatives,

personal pronouns, triples, emotive language,

flattery, hyperbole, oxymoron, pathetic fallacy,

statistics and figures, rhetorical questions.

Original thoughts, ideas and imagination in

writing.

Higher level structure and vocabulary:

imperative

slovenliness

specialist terms

polemical

polysyllabic

pun

rhetorical device

rhetorical question

decadent

emotive

Extended writing and thought.

Sophisticated voice and story - imperatives,

personal pronouns, triples, emotive language,

flattery, hyperbole, oxymoron, pathetic fallacy,

statistics and figures, rhetorical questions.

Original thoughts, ideas and imagination in

writing.

Higher level structure and vocabulary:

idiolect

jurors

inquest

anecdote

archaism

imperative

slovenliness

specialist terms

polemical

polysyllabic


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Language

Rhythm and rhyme.

salutation register sensationalised caricature chronological critic neutral first person Writing own poetry – considering context,

interpretation, theme, attitudes, form,

language, rhythm and rhyme.

Consolidating knowledge of non-fiction.

pun

rhetorical device

rhetorical question

Consolidating knowledge of non-fiction.

Grammar and vocabulary – - Ability to write fluently and accurately - Range of punctuation styles and sentence

constructions - Wide vocabulary bank - Use of paragraphing for effect

Consolidate Year 6 SPaG skills

Sentence styles: simple, compound

Basic range of punctuation

Capital letters

Vocabulary and spelling.

Consolidate Year 6 SPaG skills

Complex sentences

Basic punctuation range

Capital letters

Apostrophe use

Paragraphing


Writing accurately and consistently

Using complex sentence styles

Semi colon

Ellipsis




Using a whole range of punctuation

effectively and accurately




Using a whole range of punctuation

effectively and accurately


Spoken English – - Appreciation, discussion and evaluation of

texts - Group debate and discussion - Individual presentation and ideas

communicated and justified

Group presentations and discussion.

Paired presentations.

Debates in class.

Individual presentations.

Group discussions.

GCSE assessed piece: individual presentation.

Peer questions and answers – justify and

challenge opinions.

GCSE assessed piece: individual presentation.


challenge opinions.


challenge opinions.

Revision presentations in groups and pairs

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LECA Curriculum Intent for Maths from Years 7 to11

LECA Curriculum Intent – Curriculum coverage, knowledge progression, subject discipline and skills Knowledge and

Skills

Year 7 – Identity and Transformation Year 8 – Exploration and Adventure Year 9 – Conflict and Boundaries Year 10 – Freedom and Independence Year 11 – Innovation and Leadership

Number Calendar clock money+/- directed numbers

+ - x / decimals inc 10, 100, 1000

Square numbers

BIDMAS

Long/short division

+/- fractions mixed and improper

Fraction and % of quantity (calculator)

Money and measurement

Rounding and estimating

+ - x / fractions and integers

HCF and LCM

Prime Factors

Equations with brackets

Double sided equations

Rearranging equations

Powers of 10

Large numbers and rounding

Standard form – inc x numbers in standard form

Calculate % increase and decrease, change as %

Significant figures

Sequences – use flow chart, calc nth term

Order positive and negative integers

Use the symbols =, ≠, <, >, ≤, ≥

Apply the four operations, including formal written

methods, to integers – both positive and negative

Understand and use place value (e.g. when working

with very large or very small numbers, and when

calculating with decimals)

Recognise and use relationships between operations

including inverse operations (e.g. cancellation to

simplify calculations and expressions)

Estimate answers

Check calculations using approximation and

estimation, including answers obtained using

technology

Use the concepts and vocabulary of prime numbers,

factors (divisors), multiples, common factors, common

multiples, highest common factor, lowest common

multiple, prime factorisation, including using product

notation, and the unique factorisation theorem

Apply systematic listing strategies

Use conventional notation for priority of operations,

including powers, roots and reciprocals

Order positive and negative fractions


methods, to simple fractions (proper and improper)

and mixed numbers - both positive and negative

Calculate exactly with fractions

Order positive and negative decimals


methods, to decimals – both positive and negative

Understand and use place value (e.g. when calculating

with decimals)

Work interchangeably with terminating decimals and

their corresponding fractions (such as 3.5 and 7

2 or

0.375 and 3

8 )

Round numbers and measures to an appropriate

degree of accuracy (e.g. to a specified number of

decimal places or significant figures)

Use inequality notation to specify simple error

intervals due to truncation or rounding


with very large or very small numbers)

Calculate with and interpret standard form 𝐴 × 10𝑛

where 1 ≤ 𝐴 < 10 and 𝑛 is an integer

Use standard units of mass, length, time, money and

other measures (including standard compound

measures) using decimal quantities where appropriate

Use positive integer powers and associated real roots

(square, cube and higher)

Recognise powers of 2, 3, 4, 5

Calculate with roots and with integer indices

Interpret fractions and percentages as operators

Identify and work with fractions in ratio problems

Calculate exactly with multiples of 𝜋

Proof

Iteration

Review and reinforce numbers skills from year 9 and 10:


with very large or very small numbers)

Calculate with and interpret standard form 𝐴 × 10𝑛

where 1 ≤ 𝐴 < 10 and 𝑛 is an integer

Use standard units of mass, length, time, money and

other measures (including standard compound

measures) using decimal quantities where appropriate

Use positive integer powers and associated real roots

(square, cube and higher)

Recognise powers of 2, 3, 4, 5

Calculate with roots and with integer indices

Interpret fractions and percentages as operators

Identify and work with fractions in ratio problems

Calculate exactly with multiples of 𝜋


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Apply and interpret limits of accuracy

Algebra Function machines

Triangular numbers

Writing/using formulae

simplifying expressions

create, solve and find unknown in equations

solve more complex equations

sequences

coordinates and mapping linear graphs

Notation, like terms, brackets, expressions and index

notation.

Use vocab of expressions, equations, inequalities,

terms and factors

Simplify and manipulate. Collect like terms.

Multiply out a single bracket

Take out common factor

Expand products of 2 or more binomials

Rearrange and change subject of formulae

Graphs from linear, real-life graphs,

Model situations into algebra and solve equations.

Use all 4 quadrant coordinates for graphs. Sketch

using x and y

Use y = mx + c for gradient, constant and intercept.

Use graphs to estimate x and y in simultaneous

equations.

Use graphs to solve piece-wise linear, exponential and

reciprocal graphs

Recognise and use arithmetic and geometric

sequences inc. Fibonacci sequence

Use and interpret algebraic notation, including:

𝑎𝑏 in place of 𝑎 × 𝑏

3𝑦 in place of 𝑦 + 𝑦 + 𝑦 and 3 × 𝑦

𝑎2 in place of 𝑎 × 𝑎, 𝑎3 in place of 𝑎 × 𝑎 × 𝑎, 𝑎2𝑏 in

place of 𝑎 × 𝑎 × 𝑏

𝑎

𝑏 in place of 𝑎 ÷ 𝑏

coefficients written as fractions rather than decimals

brackets

understand and use the concepts and vocabulary of

expressions, equations, formulae, identities,

inequalities, terms and factors

Simplify and manipulate algebraic expressions by:

collecting like terms

multiplying a single term over a bracket

taking out common factors

Work with co-ordinates in all four quadrants

Plot graphs of equations that correspond to straight

line graphs in the co-ordinate plane

Generate terms of a sequence from either a term-to-

term or a position-to-term rule

Recognise and use:

sequences of triangular, square and cube numbers

simple arithmetic progression

Fibonacci type sequences

quadratic sequences

and simple geometric progressions (𝑟𝑛 where 𝑛 is an

integer and 𝑟 is a rational number > 0)

Substitute numerical values into formulae and

expressions, including scientific formulae

Solve linear equations in one unknown algebraically

including those with the unknown on both sides of the

equation

Substitute numerical values into formulae and

expressions, including scientific formulae



equation

Understand and use the concepts and vocabulary of

expressions, equations, formulae, identities,

inequalities, terms and factors (review of Year 9)

Simplify and manipulate algebraic expressions

(including those involving surds) by:

collecting like terms

multiplying a single term over a bracket

taking out common factors

Deduce expressions to calculate the nth term of a

linear sequence



equation (review of Year 9)

Use the form 𝑦 = 𝑚𝑥 + 𝑐 to identify parallel lines

Find the equation of the line through two given

points, or through one point with a given gradient

Identify and interpret gradients and intercepts of

linear functions graphically and algebraically

Solve two simultaneous equations in two variables

(linear / linear) algebraically

Find approximate solutions using a graph

Translate simple situations or procedures into

algebraic expressions or formulae; derive two

simultaneous equations

Solve the equations and interpret the solution

Plot and interpret graphs (including reciprocal graphs)

and graphs of non-standard functions in real contexts,

to find approximate solutions to problems such as

simple kinematics problems involving distance, speed

and acceleration

Simplify and manipulate algebraic expressions

(including those involving surds) by:

expanding products of two binomials

factorising quadratic expressions of the form

𝑥2 + 𝑏𝑥 + 𝑐 including the difference of two squares

simplifying expressions involving sums, products and

powers, including the laws of indices

Understand and use standard mathematical formulae

Rearrange formulae to change the subject

Know the difference between an equation and an

identity

Argue mathematically to show algebraic expressions

are equivalent, and use algebra to support and

construct arguments

Where appropriate, interpret simple expressions as

functions with inputs and outputs

Solve linear inequalities in one variable

Represent the solution set on a number line


Including those with the unknown on both sides of the

equation


Translate simple situations or procedures into

algebraic expressions or formulae; derive an equation

(or two simultaneous equations) and the solve the

equation(s) and interpret the solution

Recognise, sketch and interpret graphs of linear

functions, quadratic functions, simple cubic functions

and the reciprocal function 𝑦 = 1

𝑥 with 𝑥 ≠ 0

Solve quadratic equations algebraically by factorising


Recognise, sketch and interpret graphs of quadratic

functions

Identify and interpret roots, intercepts and turning

points of quadratic functions graphically

Deduce roots algebraically

Ratio and

proportion and

rates of change

Change between standard units of time, length, area,

volume/capacity and mass.

Fraction of another where the fraction is</> 1

Ratio Simplest form and ratio in 2 parts; part: part

part: whole

Use scale factors, diagrams and maps – congruence,

scaling, enlargements, shape and ratio, scales.

Link ratio and fractions

Proportion – direct and inverse

Use scale factors, scale diagrams and maps

Define percentage as ‘number of parts per hundred’

Interpret percentages and percentage changes as a

fraction or decimal and interpret these

multiplicatively

Solve problems involving percentage change,

including:

percentage increase / decrease problems

original value problems

simple interest, including in financial mathematics

Solve problems involving direct and inverse

proportion, including graphical and algebraic

representations

Understand that 𝑋 is inversely proportional to 𝑌 is

equivalent to 𝑋 is proportional to 1

𝑌

8

ratio linked to fractions and linear functions

Express one quantity as a percentage of another

Compare two quantities using percentages

Work with percentages greater than 100%

Express one quantity as a fraction of another, where

the fraction is less than 1 or greater than 1

Use ratio notation, including reduction to simplest

form

Divide a given quantity into two parts in a given

part:part or part:whole ratio

Express the division of a quantity into two parts as a

ratio

Apply ratio to real contexts and problems (such as

those involving conversion, comparison, scaling,

mixing and concentrations)

Express a multiplicative relationship between two

quantities as a ratio or fraction

Understand and use proportion as equality of ratios

Relate ratios to fractions and to linear functions

problems set in context

using a multiplier

Change freely between related standard units (e.g.

time, length, area, volume / capacity, mass) and

compound units (e.g. speed, rates of pay, prices,

density, pressure) in numerical and algebraic contexts

Use compound units such as speed, rates of pay, unit

pricing, density and pressure

Compare lengths using ratio notation

Interpret the gradient of a straight line as a rate of

change

Compare lengths, areas and volumes using ratio

notation

Make links to similarity and scale factors

Interpret equations that describe direct and inverse

proportion

Recognise and interpret graphs that illustrate direct

and inverse proportion

Compare lengths using ratio notation (Review of Year

10)

Make links to trigonometric ratios

Set up, solve and interpret the answers in growth and

decay problems, including compound interest

Geometry and measures

Perimeter and area of rectangles

Measuring angles Drawing angles Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles Properties of triangles and quadrilaterals Line symmetry Rotational symmetry of shapes Reflections of shapes Shapes and nets Faces, edges, vertices Using nets to construct 3D shapes (pyramids and prisms) 3D investigations Drawing on isometric paper

Area of a triangle Area of a parallelogram Area of a trapezium Compound rectangular shapes Surface areas of cubes and cuboids

The circle and its parts vocabulary Formula for the circumference of a circle Formula for the area of a circle

Angles in parallel lines properties The geometric properties of quadrilaterals

Identify and construct congruent triangles, and construct similar triangles

Congruent shapes

Understand and use the relationship between parallel lines and alternate and corresponding angles

Pythagoras theorem

Constructions

Use conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries

Use the standard conventions for labelling and referring to the sides and angles of triangles

Draw diagrams from written descriptions

Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles

Understand and use alternate and corresponding angles on parallel lines

Calculate the area and perimeter of a 2D shape and composite shapes

Identify and apply circle definitions and properties, including centre, radius, chord, diameter, circumference, tangent, arc, sector and segment

Know the formulae circumference of a circle = 2πr = πd and area of a circle = πr2

Calculate area and perimeter of fractions of circles and compound shapes including such

Identify, describe and construct congruent and similar shapes, on co-ordinate axes, by considering rotation, reflection, translation and enlargement (including fractional scale factors)

Describe translations as 2D vectors

Know the formula for Pythagoras' Theorem a2 + b2 = c2

Apply it to find any length in right angled triangles in two dimensional figures

Use the standard ruler and compass constructions:

perpendicular bisector of a line segment

constructing a perpendicular to a given line from / at a given point

bisecting a given angle

Know that the perpendicular distance from a point to a line is the shortest distance to the line

Use these to construct given figures and solve loci problems

Use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)

Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive results about angles and sides including Pythagoras’ Theorem and the fact that the base angles of an isosceles triangle are equal, and use known results to obtain simple proofs

Apply and use the concepts of congruence and similarity, including the relationships between lengths in similar figures, including simple proofs

Find the surface area of pyramids and composite solids

Solve geometrical problems on co-ordinate axes

Calculate surface area of spheres, cones and composite solids

Calculate arc lengths, angles and areas of sectors of circles

Derive and apply the properties and definitions of special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and

Know and apply the formulae to calculate the volume of cuboids and other right prisms (including cylinders)

Calculate the volume of spheres, pyramids, cones and composite solids

Know the exact values of sin θ and cos θ for θ =0°, 30° 45°, 60° and 90°

Know the exact value of tan θ for θ = 0°, 30°, 45° and 60°

Apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representation of vectors

Know and apply circle theorems

Solve geometrical problems on co-ordinate axes

Apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representation of vectors

Apply Pythagoras and/or trigonometry in multi-layer problems

Pythagoras in 3d

3D co-ordinates

Proof

9

Construct and interpret plans and elevations of 3D shapes

Know and use the trigonometric ratios

sinθ = opposite

hypotenuse , cosθ =

adjacent

hypotenuse

and tanθ = opposite

adjacent

Apply them to find angles and lengths in right-angled triangles in two dimensional figures

rhombus, and triangles and other plane figures using appropriate language

Derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons)

Apply and describe transformations on a 2d co-ordinate grid, including negative and fractional enlargement

Probability Record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0–1 probability scale Probability words Probability scales Experimental probability (dice, cards, counters, etc.) Understand that the probabilities of all possible outcomes sum to 1

Probability scales Mutually exclusive outcomes Using a sample space to calculate probabilities Theoretical and experimental probability Relative probability

Record, describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees

Apply the property that the probabilities of an exhaustive set of outcomes sum to one

Construct theoretical possibility spaces for single and combined experiments with equally likely outcomes and use these to calculate theoretical probabilities

Use and construct Venn Diagrams to solve probability problems

Use and construct tree diagrams

Know when to add and when to multiply two or more probabilities

Apply ideas of randomness, fairness and equally likely events to calculate expected outcomes or multiple future experiments

Relate relative expected frequencies to theoretical probability, using appropriate language and the 0 – 1 probability scale

Understand that empirical unbiased samples tend towards theoretical probability distributions with increasing sample size

Enumerate sets and combinations of sets systematically using tables, grids, Venn diagrams and tree diagrams

Calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions

Know when to add and when to multiply two or more probabilities

Statistics Mode, median and range Using data Grouped frequency Data collection Comparing data by median and range Statistical surveys Reading data from tables and charts Using a tally chart Reading Pie charts Construct tally tables, bar charts, pictograms

Grouped frequency tables Drawing frequency diagrams Comparing data Which average to use Creating pie charts Scatter graphs and correlation Creating scatter graphs

Interpret and construct tables, charts and diagrams including, for categorical data:

frequency tables

bar charts

pie charts

pictograms

vertical line charts for ungrouped discrete numerical data

tables and line graphs for time series data

know their appropriate use

including choosing suitable statistical diagrams

Interpret, analyse and compare distributions of data sets from univariate empirical distributions through appropriate graphical representation involving discrete, continuous and grouped data

know and understand the terms primary data, secondary data, discrete data and continuous data

Use and interpret scatter graphs of bivariate data

Recognise correlation and know that it does not indicate causation

Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through :

appropriate measures of central tendency (median, mean, mode and modal class)

spread (range, including consideration of outliers)

Apply statistics to describe a population

Infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling

Analysis the suitability of diagrams, recognise misleading diagrams

Calculate standard deviation

10

know and understand the terms positive correlation, negative correlation, no correlation, weak correlation and strong correlation

Draw estimated lines of best fit

Make predictions

Interpolate and extrapolate apparent trends whilst knowing the dangers of doing so

11

LECA Curriculum Intent for Science from Years 7 to11

LECA Curriculum Intent – Curriculum coverage, progression, subject discipline and skills

Key Knowledge and Skills Year 7 – Identity and Transformation Year 8 – Exploration and Adventure Year 9 – Conflict and Boundaries Year 10 – Freedom and Independence Year 11 – Innovation and Leadership

Biology

The Human body, plants and animals

Cells

Organisation

Homeostasis and response

Infection and response

Ecology

Inheritance variation and Evolution

B1.1 Cells

Observe cells, use microscopes, know the structure and

function of various animal and plant cells, know the

roles of specialised animal and plant cells. Explain the

process of diffusion in cells. Describe unicellular

organisms.

B1.2 structure and function of body systems

Define tissues, organs, organ systems and organisms.

Explain gas exchange in the lungs and the breathing

process. Know the skeleton and explain its role. Know

the structure and function of joints and muscles.

B1.3 Reproduction

Know the male and female reproductive systems. Know

the changes that take place during puberty. Know the

sex cells and explain the process of fertilisation and

implantation. Describe how a foetus develops. Describe

the menstrual cycle. Know the structure of flowers and

explain pollination. Know the process of fertilisation

and germination. Know the methods of seen dispersal.

B2.1 Health and Lifestyle

Know the components of a healthy diet. Explain the

role of each nutrient in the body. Be able to test for

sugar, starch, protein and fat. Know the structure and

function of the digestive system. Know how enzymes

and bacteria are used in the digestion process. Know

how drugs affect the body. Know the difference

between recreational drugs and medicines. Know how

alcohol affects health and behaviour. Know how

smoking affects the body and pregnancy.

B2.2 Ecosystem Process

Explain photosynthesis. Know the structure and

function of a leaf. Know the minerals that plants need

to be healthy. Explain chemosynthesis. Explain aerobic

and anaerobic respiration. Explain food chains and food

webs. Describe the interdependence of organisms, and

how toxic materials can build accumulate. Explain how

different organisms co-exist in an ecosystem.

B2.3 Adaptation and Inheritance

Describe resources that plants and animals compete

for. Describe how organisms adapt to their

environment. Describe the causes of variation within a

species, know the difference between environmental

and inherited variation. Know the difference between

continuous and discontinuous variation. Know what

DNA is and how characteristics are inherited. Describe

the process of natural selection and evolution. Know

what extinction is and give examples.

Cell Biology

Animal and plant cells. Know that animal cells have a nucleus, cytoplasm, membrane, mitochondria and ribosomes. Plant and algal cells have a cell wall and often have chloroplasts and a permanent vacuole. Functions of the organelles. Practical: Microscopy Cell specialisation. Cell differentiation. Stem cells – Know that Stem cells from human embryos and adult bone marrow can be cloned and made to differentiate into different cells, e.g. nerve cells. Stem cells may be used to treat paralysis and diabetes in the future. Plant and animal cells are eukaryotic cells which have a membrane, cytoplasm and a nucleus. Bacterial cells are prokaryotic cells. Know what a chromosome is and where chromosomes are found in the cell. DNA. Mitosis and the cell cycle, diffusion, osmosis and active transport.

Organisation

Principles of organisation. Cells the building blocks of living organisms. Tissues, organs, organ systems. The human digestive system, enzymes, biological catalysts, lock and key theory and collision theory. Practical: Investigate the effect of pH on the rate of reaction of amylase enzyme. Practical Food tests: for a range of carbohydrates, lipids and proteins. Benedict’s test for sugars; iodine test for starch; and Biuret reagent for protein. The heart and blood vessels. Artificial pacemakers correcting irregularities in heart rate. How the lungs are adapted for efficient gas exchange. Structure and function of arteries, veins and capillaries. Coronary heart disease, stents statins, cholesterol, faulty heart valves. Treatments for heart failure, heart and lung transplants, artificial hearts. Blood, plasma, red blood cells, white blood cells and platelets. Health the state of physical and mental well-being. Diet, stress and life situations and effect on physical and mental health. Diseases, the immune system, infectious disease. Viral infections, cancers, immune reactions allergies. Physical ill-health, depression and mental illness. Plant organs and Plant tissues - stems, roots and leaves. The leaf and photosynthesis. Leaf epidermis, palisade and spongy mesophyll, xylem, phloem, guard cells and stomata. How these tissues are adapted for their function. Plant transport systems, osmosis and diffusion, active transport, concentration gradient and respiration. Infection and Response Communicable diseases, pathogens such as viruses, bacteria, protists or fungi. Infect plants or animals Spread and prevention. Vaccination, viral, bacterial and fungal diseases in humans - measles and AIDS, caused by the HIV. Bacterial diseases - salmonella food poisoning and the sexually transmitted disease gonorrhoea. Humans infected with fungal diseases.

Bioenergetics

Photosynthetic reaction, Rate of photosynthesis Practical: photosynthesis Investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed. Uses of glucose from photosynthesis, aerobic

respiration, anaerobic respiration, fermentation. Response to exercise and metabolism. Ecology

Communities – ecosystems, the interaction of a community of living organisms with the non-living (abiotic) parts of their environment. Abiotic factors, biotic factors, adaptations and organisations. Photosynthetic organisms the producers of biomass for life on Earth. Feeding relationships, consumers and food chains. How materials are cycled – carbon cycle, water cycle, microorganisms and decay. Waste management, Pollution, sewage, fertiliser or toxic chemicals. In air, from smoke and gases such as sulphur dioxide, which contributes to acid rain. On land, from landfill and from toxic chemicals such as pesticides and herbicides. Land use, deforestation, global warming and

maintaining biodiversity.

Practical: Field investigations

Measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species.

Homeostasis and Response Importance of homeostasis, automatic control systems involving nervous or chemical responses. The structure of the nervous system and its functions. Receptors, neurones and the central nervous system CNS, the brain and spinal cord. How the CNS coordinates the response of effectors e.g. muscles contracting or glands secreting hormones. The reflex arc. Practical: Reflexes Plan and carry out an investigation into the effect of a factor on human reaction time. The endocrine system, glands, hormones and effects. The pituitary gland a ‘master gland’. Control of blood glucose concentration, pancreas, insulin, glucose, glycogen, blood glucose sugar levels, Type 1 and Type 2 Diabetes causes and treatments. Hormones in human reproduction - roles of hormones in human reproduction, the menstrual cycle, puberty and testosterone. Female reproductive hormones - follicle stimulating hormone (FSH) for maturation of an egg in the ovary. Luteinising hormone (LH) stimulates the release of the egg. Oestrogen and progesterone involved in maintaining the uterus lining. Contraception - hormonal and non-hormonal methods of contraception.

Inheritance, Variation and Evolution Reproduction – sexual and asexual. Meiosis, DNA and the genome, genetic inheritance, inherited disorders, sex determination. Chromosomes XX and XY. Variation, mutation and evolution. Selective breeding, genetic engineering and GM crops. Resistant bacteria - evolve rapidly, mutations produce new strains. MRSA resistant to antibiotics. The development of understanding of genetics and evolution – fossils, evidence for evolution and extinction. Classification of living organisms - structure and characteristics in a system described by Carl Linnaeus. Kingdom, phylum, class, order, family, genus and species. Organisms named by the binomial system of genus and species. New models of classification due to improvements in microscopes - a ‘three-domain system’ developed by Carl Woese: archaea (primitive bacteria usually living in extreme environments), bacteria (true bacteria) Eukaryota (which includes protists, fungi, plants and animals). Evolutionary trees - to show how organisms are related. Current classification data for living organisms and fossil data for extinct organisms.

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-ORG.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-INFECT.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-BIOEN.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-ECOL.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-HOME.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-IVE.DOCX


12

Protist diseases – malaria caused by a protist transmitted by mosquitos. Spread, control and prevention. Human defence systems - against the entry of pathogens. Bacteria and viruses and the immune system. White blood cells defence against pathogens - Phagocytosis, antibody production, antitoxin production. Antibiotics, e.g. penicillin, used to kill infective bacteria inside the body. The emergence of strains resistant to antibiotics. Painkillers and other medicines used to treat the symptoms of disease, not kill pathogens. Alexander Fleming discovery of penicillin from the Penicillium mould. Discovery and development of drugs. New drugs tested for toxicity, efficacy and dose. Preclinical testing in the lab, and clinical trials involving healthy volunteers and then patients. Double blind trial, and placebo.

Chemistry

The atom and the periodic table

Separation techniques

Bonding, structure and the properties of

matter

Chemical changes

Energy changes.

C1.1 Particles and their Behaviour

Know the particle model. Describe the states of matter

and know the transformations between them. Describe

and explain the energy changes that take place in

melting/boiling. Plot a cooling curve for steric acid.

Explain evaporation, condensation, diffusion and gas

pressure using the particle model.

C1.2 Elements, Atoms and Compounds

Know what an element is and how they are arranged in

the periodic table. Know what an atom is. Know what a

compound is and why it has different properties to the

elements that make it. Know how elements combine

and use formulae for simple compounds

C1.3 Reactions

Know the signs of a chemical reaction. Use word

equations for chemical reactions. Know the products

and reactants of combustion and thermal

decomposition reactions. Explain how mass is

conserved in chemical reactions. Know the terms

exothermic and endothermic.

C1.4 Acids and Alkalis

Know examples and properties of acids and alkalis.

Know the pH scale and a range of indicators used

monitor it. Explain neutralisation reactions. Know how

to make a salt and name various salts.

C2.1 The Periodic Table

Identify metals and non-metals on the periodic table.

Know that elements are organised into groups and

periods. Know the properties and reactivity of groups

1,7 and 0

C2.2 Separation Techniques

Know the difference between a mixture and a

compound. Explain the terms: solvent, solute, solution,

solubility. Explain what happens when something

dissolves. Compare the solubility of different

substances. Know how to use filtration, evaporation,

distillation and chromatography to separate mixtures.

C2.3 Metals and Acids

Compare the reactions of metals with acids. Know the

general formula for the reaction of acids with metals.

Know how metals react with oxygen and water. Explain

displacement reactions. Explain how metals are

extracted. Know the properties of ceramics, polymers

and composite materials.

C2.4 The Earth

Know the structure of the Earth and its atmosphere.

Know how sedimentary, igneous and metamorphic rock

was formed and its properties. Explain the rock cycle.

Explain the carbon cycle. Explain the causes and

impacts of global warming. Analyse the advantages and

disadvantages of recycling.

Atomic structure and the Periodic Table A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes. The names and symbols of the first 20 elements in the periodic table, the elements in Groups 1 and 7, and other elements. Compounds of these elements from given formulae or symbol equations. Separation using filtration, crystallisation, simple distillation, fractional distillation and chromatography. How and why the atomic model has changed over time. The different charges of the particles that make up an atom. Atomic number. The relative masses of protons, neutrons and electrons. The differences between metals and non-metals on the basis of their characteristic physical and chemical properties. How the atomic structure of metals and non-metals relates to their position in the periodic table. How the reactions of elements are related to the arrangement of electrons in their atoms and hence to their atomic number. Practical: Prepare a salt from an insoluble metal

carbonate or oxide.

Bonding, Structure and the Properties of Matter

The three types of strong chemical bonds: ionic, covalent and metallic. Recognise characteristics and structures in 2D and 3D. How bonding and structure are related to the properties of substances – The three states of matter solid, liquid and gas and the amount of energy needed to change state from solid to liquid and from liquid to gas. Structure and bonding of carbon - the properties of diamond and graphite in terms of structure and bonding. Graphene and its use in electronics and composites. The structure of fullerenes, carbon nanotubes and nanotechnology.

Chemical Changes

Reactivity of metals, reactions of acids and electrolysis.

Practical: Investigate the electrolysis of a solution.

Quantitative Chemistry

Conservation of mass and the quantitative

interpretation of chemical equations.

Use of amount of substance in relation to masses of

pure substances.

Practical: Use titration to investigate reacting volumes.

Organic Chemistry

Carbon compounds as fuels and feedstock – crude oil, hydrocarbons, alkanes such as methane, ethane and propane and butane. Fractional distillation in terms of evaporation and condensation. The conditions used for catalytic cracking and steam cracking. Petrochemical industry, such as solvents, lubricants, polymers, detergents. The fuels on which we depend for our modern lifestyle such as petrol, diesel oil, kerosene, heavy fuel oil and liquefied petroleum gases, are produced from crude oil.

Chemical Analysis Purity, formulations and chromatography. Identification of common gases – hydrogen, oxygen, carbon dioxide and chlorine. Practical: Calculate Rf values using chromotography.

Practical: Use chemical tests to identify unknown compounds.

Energy Changes

Exothermic and endothermic reactions. Distinguish between exothermic and endothermic reactions on the basis of the temperature change of the surroundings. Practical: Investigating temperature changes.

The Rate and Extent of Chemical Change

Calculate the mean rate of a reaction from given information about the quantity of a reactant used or the quantity of a product formed and the time taken. Draw and interpret graphs showing the quantity of product formed or quantity of reactant used up against time. Practical: Investigating the effect of concentration on rate of reaction. Draw tangents to the curves on these graphs and use the slope of the tangent as a measure of the rate of reaction. Calculate the gradient of a tangent to the curve on these graphs as a measure of rate of reaction at a specific time. Reversible reactions and dynamic equilibrium.

Chemistry of the Atmosphere The composition and evolution of the Earth’s atmosphere. Carbon dioxide and methane as greenhouse gases. Common atmospheric pollutants and their sources - how carbon monoxide, soot (carbon particles), sulphur dioxide and oxides of nitrogen are produced by burning fuels. Using Resources Using the Earth’s resources and obtaining potable water. Finite and renewable resources. Natural resources, supplemented by agriculture, for food, timber, clothing and fuels. Finite resources from the Earth, oceans and atmosphere processed to provide energy and materials. Potable and pure water and the differences in treatment of ground water and salty water. Sewage and treatments. Practical: Purify and test water.

Extraction of ore –mining, phytomining and bioleaching. Life cycle assessment and recycling - extracting and processing raw materials, manufacturing and packaging, use and operation during its lifetime and disposal at the end of its useful life, including transport and distribution at each stage.




http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-ATOMIC.DOCX



http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-QCHEM.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-ORGANIC.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-ANALYSIS.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-ECHG.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-RATE.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-ATMOS.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-RES.DOCX

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Physics

Forces

Light

Energy/ electricity

Magnetism and Electromagnetism

Waves

Radiation

Particle Model of Matter

Earth and Space.

P1.1 Forces

Explain what a force is and what is meant by an

interactive pair. Know about squashing and stretching

forces, explain Hooke’s law. Explain drag and friction.

Describe non-contact forces (gravity and magnetism).

Explain what happens when forces are balanced and

unbalanced.

P1.2 Sound

Know what transverse and longitudinal waves are.

Know how energy is transferred by sound. Compare the

speed of sound and light. Relate pitch and loudness to

the signal on an oscilloscope. Know the structure and

function of the ear. Explain how the ear can become

damaged and know some treatments. Explain echoes

and ultrasound.

P1.3 Light

Know the speed of light. Explain the terms opaque,

translucent and transparent. Explain the law of

reflection. Explain why light refracts. Explain the

structure and function of the eye and compare to a

camera. Know the primary colours of light and explain

how colour mixing works.

P1.4 Space

Describe the structure and scale of the universe.

Describe the components of the solar system compare

the conditions found on each planet. Explain why day

and night, and the seasons happen. Explain the phases

of the moon and eclipses.

P2.1 Electricity and Magnetism

Explain how objects can become charged with static

electricity. Explain current and potential difference in a

circuit. Know the difference between parallel and series

circuits. Explain resistance. Know how magnets

interact. Know how to represent a magnetic field. Know

how to construct an electromagnet. Know some uses of

electromagnets and motors.

P2.2 Energy

Compare the energy in foods. Know the principle of

conservation of energy. Know the difference between

heat and temperature. Explain the process of

conduction, convection and radiation. Explain how

electricity is generated. Be able to calculate power and

work done. Know about simple machines.

P2.3 Motion and Pressure

Know how to calculate speed. Be able to construct

distance-time graphs and speed –time graphs. Explain

pressure in gases, liquids and solids. Explain what the

moment of a force is and be able to calculate it.

Energy

Energy changes in a system, and the ways energy is stored before and after such changes. Conservation and dissipation of energy. The main energy resources available for use on Earth:

fossil fuels (coal, oil and gas)

nuclear fuel

bio-fuel

wind

hydro-electricity

geothermal

the tides

the sun

water

waves Distinguish between energy resources that are

renewable and energy resources that are non-

renewable.

Compare the ways that different energy resources are

used for transport, electricity generation and heating.

Practical: Determining the specific heat capacity. Practical: Investigating thermal insulators. Practical: Investigating how the properties of a surface affect the amount of infrared absorbed or emitted by a surface. Electricity

Current, potential difference and resistance.

How to draw circuits symbols and diagrams. Equation

for electric current as the rate of flow of charge.

Resistance and how potential difference, current and

resistance are linked.

Series and parallel circuits.

Domestic uses and safety - alternating and direct potential difference. Mains electricity supply. Electrical power and how it is calculated. The Energy grid.

Practical: Investigating resistance.

Practical: Investigating electrical components.

Particle Model of Matter Changes of state and the particle model. How to determine the density of a material. The differences in density between the different states of matter to be explained in terms of the arrangements of the particles. How substances change state (melt, freeze, boil, evaporate, condense or sublimate), mass is conserved. Internal energy and energy transfers. Internal energy of a system, heating and temperature, specific heat capacity, specific latent temperature. Particle model and pressure - Using the particle model of matter to explain motion of particles in a gas. How gases exert forces on the walls of their containers. How changing the temperature of a gas affects the pressure exerted. Practical: Calculating densities.

Atomic Structure and Radiation

Atoms and isotopes - an atom in terms of protons, neutrons and electrons. How to represent atoms. Atoms and radiation –radioactive decay, types of nuclear radiation, the penetration of alpha, beta and gamma radiation through different materials, determining half-life and how to handle radioactive sources safely to avoid contamination. The process and uses of irradiation.

Waves

Waves in air, fluids and solids. Transverse and longitudinal waves. Properties of waves. Equation linking the wave speed, frequency and wavelength. Electromagnetic waves - electromagnetic spectrum, from long to short wavelength (or low to high frequency) - radio, microwave, infra-red, visible light (red to violet), ultra-violet, X-rays and gamma-rays. Radio waves and electrical circuits. The effects of gamma rays, X-rays and ultraviolet waves on the body. Practical: Investigating plane waves in a ripple tank and

waves in a solid.

Practical: Investigate the reflection and refraction of

light.

Forces

Forces and their interactions. Scalar and vector quantities. Contact forces such as friction, air resistance, tension and normal contact force and non-contact forces such as gravitational force, electrostatic force and magnetic force. Weight and gravitational fields and calculating the weight of an object. Resultant force and free body diagrams and resolving a single force into two components. Calculating the work done when a force moves an object. Definition of a joule. Forces and elasticity - why a change in the shape of a stationary object (by stretching, bending or compressing) can only happen when more than one force is applied. Practical: Investigate the relationship between force and extension for a spring. Elastic and inelastic deformation. Hooke’s law - Equation relating the force applied to a spring and its extension. Forces and motion - Distance and displacement. The definition of speed, how it is calculated. Calculating the distance travelled by an object from its speed. Definition of velocity and the velocity of an object moving around in a circle. Distance-time graphs. Definition and calculation of acceleration. Velocity-time graphs. Equations of motion for uniform acceleration. Falling under gravity. Newton’s First Law and the consequences of it. Newton’s Second law. Inertial mass. Newton’s Third Law. Practical: Investigate the relationship between force and acceleration. Thinking distance, braking distance and stopping distance. Reaction times and thinking distance. Breaking distance and energy transfers when stopping. Momentum - definition and calculation of momentum and the principle of conservation of momentum.

Magnetism and Electromagnetism

Permanent and induced magnetism, magnetic, forces and fields. The forces magnets exert on each other. The differences between permanent and induced magnets. Magnets exerting forces on magnetic materials due to their magnetic fields. The difference between magnets and magnetic materials. The strength of a magnetic field depends on the distance from the magnet. Magnetic compasses point to the Earth’s poles due to the Earth’s magnetic field. The motor effect – How a wire carrying an electric current has its own magnetic field. The magnetic field around a solenoid. How motors rotate due to the interaction of magnetic fields and how the direction of rotation of a motor can be changed. Using Fleming’s left-hand rule to find out the direction of rotation of a motor. Factors that affect the size of the force on a conductor. Calculating the force on a conductor in a magnetic field.

Working scientifically

Carrying out experiments safely/Assessing

risk.

Placebo/ blind trials

Graph skills

Hypotheses/ conclusion/ evaluation

Working Scientifically Skills (WS) - Developing required

practical and investigation skills.

Maths Reinforcement - Graph standards, sorting data

Developing Scientific Thinking

Every day impact of science.

Evaluation of risk and understanding of the perception

of risk.

Importance of peer review.

Experimental Skills

Select appropriate techniques or apparatus.



Maths Reinforcement - Graph standards ,sorting data


Every day impact of science.


of risk.


Experimental Skills




Maths Reinforcement - Standard form and order of

magnitude calculations, averages, estimates,

probability.


Developing theories / Is there enough data to support a

theory?

Every day impact of science. Personal, social, economic

and environmental arguments.

Working Scientifically Skills (WS) - WS skills are

assessed through 16 Required Practical’s at KS4.

Maths Reinforcement - Data sorting and manipulation



theory?

Use or test a model e.g. Rutherford’s atom or interpret

diagrams e.g. the Particle model.

Ethical arguments and the power vs limitations of

science.

Working Scientifically Skills (WS) - WS skills are

assessed through 16 Required Practical’s at KS4.

Maths Reinforcement - Graph interpretation, using a

tangent, algebra,



theory?

Use or test a model e.g. Rutherford’s atom or interpret

diagrams e.g. the Particle model.



http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-ENERGY.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-ELEC.DOCX


http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-WAVES.DOCX

http://filestore.aqa.org.uk/resources/science/AQA-8464-SOW-FORCES.DOCX


14

Fair comparison

Independent/ dependent/ control variables

Accuracy of measurements and risk assessments.

Make and record observations.

Analysis and Evaluation

Plotting and interpreting data.

Describe patterns and make predictions from data.

Evaluating data.

Scientific Vocabulary and terms

Scientific vocabulary.

Use SI units (e.g. kg, m, s).

Apparatus and techniques

Use of appropriate apparatus to make and record a

range of measurements accurately.

Safe use of appropriate heating devices and techniques

including use of a Bunsen burner and a water bath or

electric heater.






Evaluating data.









electric heater.


of risk.


Experimental Skills

Use scientific theories to develop hypotheses.

Plan an entire experiment. (Procedure, variables,

techniques to use apparatus).




Evaluate methods and suggest improvements.



Convert between graphical and numerical forms.


Explain why the data does or does not support a

hypothesis.

Evaluating data.



Understand how scientific quantities are determined.


Use prefixs (e.g. tera: 1012, giga: 109, mega: million, kilo:

thousand, centi: 10-2, milli: 10-3, micro: 10-6, nano: 10-9).






electric heater.

Use of appropriate apparatus and techniques for the

observation and measurement of biological changes

and/or processes.

Use of microscopes, to make observations of biological

specimens and produce labelled scientific drawings.




of risk.


Experimental Skills






Representative samples.






Mathematical and statistical analysis. (Significant fig.s,

mean, freq. tables, change the subject of an equation,

find the slope and intercept of a line, tangent to a curve

is the rate of change, find the area under a curve).

Use the range of a set of measurements about the

mean as the uncertainty.



hypothesis.

Evaluating data.

Communication.







Convert units.

Correct significant figures.






electric heater.



and/or processes.

Safe and ethical use of living organisms (plants or

animals) to measure physiological functions and

responses to the environment.

Measurement of rates of reaction by a variety of

methods.

Application of appropriate sampling techniques to

investigate the distribution and abundance of

organisms in an ecosystem.



Use of qualitative reagents to identify biological

molecules and processes in more complex and

problem-solving contexts.

Ethical arguments and the power vs limitations of

science.




of risk.


Experimental Skills






Representative samples.






Mathematical and statistical analysis. (Significant fig.s,

mean, freq. tables, change the subject of an equation,

find the slope and intercept of a line, tangent to a curve

is the rate of change, find the area under a curve).

Use the range of a set of measurements about the

mean as the uncertainty.



hypothesis.

Evaluating data.

Communication.







Convert units.

Correct significant figures.






electric heater.



and/or processes.

Safe and ethical use of living organisms (plants or

animals) to measure physiological functions and

responses to the environment.

Measurement of rates of reaction by a variety of

methods.

Application of appropriate sampling techniques to

investigate the distribution and abundance of

organisms in an ecosystem.



Use of qualitative reagents to identify biological

molecules and processes in more complex and

problem-solving contexts.

15

LECA Curriculum Intent for History from Years 7 to11


Historical Knowledge Knowledge and understanding of specified key events, periods and societies in local, British and wider world history; and of the wide diversity of human experience. Engage in historical enquiry to develop as independent learners and as critical and reflective thinkers. To ask relevant questions about the past. To investigate issues critically, make valid historical claims using a range of sources in their historical context. Awareness of why people, events and developments have been accorded historical significance and why different interpretations have been constructed. Organise and communicate historical knowledge and understanding in different ways and reach substantiated conclusions.

What is history? What the academic subject of History

is, nature of historical evidence: primary and secondary

sources including interpretations. Chronology and

periods of time.

Norman Conquest. England before 1066, succession

crisis, battles of 1066, how William Conqueror took

control of England including changing castle design.

Religion in Middle Ages including Crusades: the

importance of religion in people’s lives, structure of

society and relationship between Church and State.

Life in Middle Ages including Black Death and

Peasants Revolt. Including trip to Framlingham Castle.

Migration: Thematic approach considering the

movement of people to and from Britain over time.

Push/pull factors and key dates in history of migration

to British Isles.

The Reformation: Henry VII and VIII, Break with Rome,

Elizabeth’s Middle Way and Armada, Gunpowder Plot.

English Civil War: Causes, nature, outcome, Charles I,

Restoration. Including some local history (Ely).

Slavery: Nature of Transatlantic Slave Trade, Britain’s

gains from slavery, Resistance, why it was abolished,

legacy of slavery with nod to modern-day slavery.

Industrial Revolution: what it was, conditions,

industrialisation, progress and improvement, links with

empire and slavery.

French Revolution and Votes for Women: wave of

change, suffrage movement, human rights etc.

First World War: Causes, nature, impact, inter-war

years.

Second World War: Causes, nature, impact –

Holocaust. Establishment of UN. Israel.

Cold War: Superpower relations post 1945, Cuba,

Vietnam. Black Civil Rights

Islamic History : Long-term causes of conflict in Middle

East, Terrorism, Gulf wars

Germany 1918-1945 (Paper 3)

Establishment of Weimar Republic

Early Crises (Hyperinflation, Putsch etc.)

Golden Years

Rise of Hitler

Nature of Third Reich

The Cold War or The American West (TBC) (Paper 2)

Grand Alliance

Potsdam/Yalta/Atomic Bomb

Truman Doctrine/Marshall Plan

Korean War

Cuba

Détente

Collapse of USSR

Anglo-Saxon and Norman England (TBC) (Paper 2)

Anglo-Saxon England

Succession Crisis

Stamford Bridge and Hastings

Normanisation of England including Lanfranc

Rebellions

William’s legacy

Medicine Through Time (Paper 1)

Greek, Roman and Medieval medicine

4 Humours

Black Death

Renaissance

Industrial Revolution

Jenner and Vaccination

Koch and Magic Bullets

DNA

Birth of NHS

Impact of lifestyle on health in C20 and C21

Genetic medicine

First World War and impact on surgery

Key Skills in History Chronology Historical Vocabulary Analytical Narrative Thematic History Enquiry

C: Knowledge of terms like year, decade or century in

their work and can apply them to historical situations

with which they are familiar.

C: Fit chronological knowledge into a simple structure

of historical understanding (e.g. ‘I know that 1536 was

in the sixteenth century during the reign of Henry VIII’).

Use an understanding of chronological terms to

construct timelines over short and long periods of

history.

HV: Remember a range of historically relevant

vocabulary within a given historical period (e.g. World

War Two) and can use it to describe the period.

AN: Understand what Analytical Narrative is in the

context of the story of Becket.

AN: Construct a narrative about the past that describes

what happened and use some information to support

the narrative.

TH: Understand what thematic history is and how the

approach differs from other approaches.

C: Confident in placing a new period or topic within

their own chronological reference and are beginning to

make links between periods that they have studied.

C: Timelines and other work show an appreciation of

the different scales of time and how they fit together.

HV: Remember and use historical vocabulary in their

work and are beginning to assimilate new words into

their current understanding. Understanding that

historical language is contextually relevant and

encouraged to ask questions about whether a term is

appropriate in a new period or country. Link categories

of causes to form a picture and begin to explain why

something happened in history.

AN: Construct a descriptive narrative of the past with

some development. Use factual information as support

throughout the narrative.

C: Develop a simple chronological picture into which

they can place new knowledge, although they may still

need some support. They are beginning to make

assumptions about periods because of knowledge that

they already have (e.g. ‘was everyone a Catholic

because this was before the Reformation?’).

HV: Use historical vocabulary correctly in their work

and it is becoming a feature of the way in which they

talk and write about history.

AN: Narrative accounts of the past include some

analytical thinking. Working on developing links to key

concepts and learning how to plan and organise

information accurately.

C: Recognise where they and other historians are

making generalisations about the past, although they

find it hard to challenge these with any accuracy.

AN: Narrative accounts include analysis and some

appreciation of the relevant historical concept (e.g.

constructing a narrative of a cause). Plan an answer

that builds an account and select relevant knowledge.

HV: A growing awareness of context and can begin to

explain why some historical language is relevant in one

period but not another (e.g. Leveller, Lollard,

Protestant).

HV: Understanding of the importance of context when

using historical vocabulary in different periods. There is

also an awareness that historical vocabulary may need

to be adapted within a period.

C: Use new knowledge and assimilate both ‘facts’ and

historical ideas into their own historical picture of the

past.

AN: Construct a narrative account which shows some

sound analysis and a basic understanding of how the

relevant historical concept should be linked to the

narrative. Organise an account so that it shows some

logic and an ability to plan.

Evidence Usefulness of sources Historical context used to analyse sources for a specific enquiry Making inferences Historical environments

Understand that sources are used by historians to find

out about the past.

Appreciate that historians need to interrogate sources

to work out what happened in the past.

Comment on the reliability of sources (‘biased’ may be

used as a catch-all term) but have little understanding

of how historians build an evidence picture.

Make generalised references to provenance (e.g.

‘sources from witnesses are more reliable’).

Distinguish between information about the past and

evidence that historians extract from sources through a

process of interrogation in order to support their

claims, i.e. I can suggest that X was important because

of evidence Y and Z.

Use sources to make simple inferences about the past

and are beginning to understand that historians gather

evidence by interrogating information with a particular

purpose.

Use a small group of sources together to make simple

inferences and present this as evidence.

Frame historically valid questions.

Make supported inferences about the past by using a

source and the detail contained within it.

Introduction to the idea of utility and what might make

a source useful to a historian for a specific enquiry.

Comment on the utility of a source as well as its

reliability.

Distinguish between ideas of utility and reliability, and

understand that historians use ‘unreliable’ sources as

valuable pieces of evidence. Learn to support

comments on sources by using source content and

sometimes by referencing the provenance of a source.

Use general contextual knowledge of the period

studied to support their comments.

To make judgements about sources and how they can

be used for a specified enquiry. Support the comments

by using precise content from sources and backing it up

with sound contextual knowledge.



valuable pieces of evidence.

Formulate historical questions and plan a line of

enquiry or select sources to use.



valuable pieces of evidence. Support comments on

sources by using source content and sometimes by

referencing the provenance of a source.

Use general contextual knowledge of the period

studied to support their comments.

Make judgements about sources and how they can be

used for a specified enquiry. Support comments by

using precise content from sources and backing it up

with sound contextual knowledge.

Confident in asking historical source questions and can

describe the types of sources which would be useful.

Judgement of provenance to becoming more of a

feature, so that ideas of nature, origin and purpose are

reflected in their answers.


16

Causation and Consequence Process of change (factors bringing it about, i.e. Causation) Impact of change (i.e. consequence) Significance of cause/consequence

Identify a number of causes of historical events and

understand that these are a result of relationships in

the past.

Identify a number of causes and categorise these into

different types or groups of causes, e.g. short-term and

long-term or ‘things to do with money’.

Understand consequence as the fixed result of all the

possible causes and may regard the idea of

consequences as inevitable or the only possible

outcome.

Understanding of significance and why a person or

event e.g. the founding of the Kingdom of Jerusalem,

might be significant or not.

Categorise causes and recognise that these groupings

of causal factors are interrelated, e.g. a poor harvest

can have effects on both the economy and society.

Use simple knowledge of the event or period to back

up their causal statements.

Link categories of causes to form a simple causal

picture and begin to explain why something happened

in history.

Starting to use simple knowledge of the event or period

to back up their statements.

Understand that events have consequences as well as

causes and can describe one or more of the

consequences of an event or development.

Link categories of causes to form a simple causal

picture to explain why something happened in history.

Challenging the belief that things happen because

people wanted them to.

Use knowledge of the event or period to back up

statements.

Confident in forming a picture using information given

to construct a sound explanation of why something

happened.

Becoming more selective when deploying historical

knowledge.

Construct and explain a causal argument using

historical knowledge. This argument will put forward a

case for defining the importance of particular causes or

groups of causes.

Recognition of the importance of selecting knowledge

to strengthen their points.

Explain why events had certain consequences and

recognise that one cause may have multiple or

conflicting consequences. Begin to see how causes and

consequences overlap and interact.

Use knowledge to construct a causal argument,

relevant to a question asked. Knowledge of how to

organise answers using a causal focus and to show

evidence of an argument forming

To place causal reasoning within a wider contextual

knowledge of the period or country studied.

Change and Continuity Similarity and difference Significance of change Why there was rapid/slow change/why change continued Nature and extent of change Patterns of change (including turning points/significance)

Describe change using features of the period or periods

that they are studying. Understand that change often

happens as a result of events or actions by individuals,

rather than being the event or individual themselves.

Use some of the language of change to talk simply

about the pace or extent of changes with which they

are familiar.

Use some of the language of change to talk simply

about the pace or extent of changes with which they

are familiar. Recognise that a change may be important

to one society or group of people but has little

historical significance in another context.

Use the language of change to talk about developments

and how they are measured in different ways (e.g.

political, economic, pace, extent).

Recognise that a change may be important to one

society or group of people but has little historical

significance in another context.

Use the language of change to talk about developments

and how they are measured in different ways (e.g.

political, economic, pace, extent). Understand that the

historical significance of changes differs depending on

the timescale used or the person looking at the change.

Communicate an understanding of changes by

identifying lines of development rather than just

individual changes.

Use the language of change and explain why some

changes are significant or seen as significant depending

on perspective.

Explain lines of development in which changes work

cumulatively in the same direction or pull in different

directions.

Link lines of development (e.g. religious, political, and

economic) to each other and not to see them as

discrete from each other.

To look at lines of development over a long period of

time and select some examples to support a simple

argument about change and continuity or significance.

Interpretation Interpretations – how they differ, why they differ Evaluation of interpretations in knowledge of historical context

Pick out simple differences in accounts of the past.

Recognise that the arguments that people have had

about the past are important to historical discipline and

that history is made up of different stories about the

past.

Descriptions of two opposing interpretations of an

event or person.

Select and describe the key features of a historical

interpretation and begin to talk about the messages

that it might send to the people viewing it.

Learners can select and describe the key features of a

historical interpretation and begin to talk about the

messages that it might send to the people viewing it.

They have a basic understanding that different

interpretations (e.g. films, paintings, songs) are made

to provide groups of people with a story about the past

but cannot explain purpose beyond this.

Select and describe the key features of a variety of

interpretations (e.g. visual, written, spoken) and

explain the reasons for their construction (e.g. to

entertain, to inform, to persuade). Understand that this

is linked to who made the interpretations, but will not

be able to go beyond simple statements. Regard

interpretations and formulate opinions as to their

validity and historical purpose.

Select and describe the key features of a variety of

interpretations (e.g. visual, written, spoken) and

explain the reasons for their construction (e.g. to

entertain, to inform, to persuade). They will understand

that this is linked to who made the interpretations.

Link the construction of different interpretations to the

use of different sources. Understand that historians can

explain the same event through different stories (e.g.

the abolition of the slave trade as an economic

argument, as the work of white abolitionists, or as a

story of slave revolts and resistance).

Explain how and why an interpretation may have been

constructed using points relating to purpose,

viewpoint, background, source availability and

selection. This may remain quite deterministic and

simplistic (e.g. ‘Historian X wrote this because he was

from France’).

Understand that interpretations can be tested for

validity, but will need a lot of support to begin to do

this.

Explain how and why an interpretation may have been

constructed using points relating to purpose,

viewpoint, background, source availability and

selection.

Make a case for or against an interpretation and use

some relevant contextual knowledge to support

evaluation.

17

LECA Curriculum Intent for Geography from Years 7 to11


Living with the physical environment

Knowledge of locations, places,

processes, environments and different

scales

Geographical understanding of concepts

in relation to places, environments and

processes

The interrelationships between places,

environments and processes

Apply knowledge and understanding to

interpret, analyse and evaluate

geographical information and issues to

make judgements.

The Earth – the story of the Earth, big bang theory,

timescales, fossils, place in the solar system, the

changing earth.

Maps and Mapping – Ordnance survey maps, grid

references, direction.

The UK – topography, weather, regions and cities.

Population, immigration, multicultural cities.

Glaciers - landforms shaped by erosion and deposition,

characteristics of glacial landforms. Glacial landforms

on maps.

Rivers – The Thames, water cycles, river landforms,

water supply, flooding and protection from flooding.

Africa – history, countries, population distribution,

physical features and Africa’s biomes.

The Horn of Africa – physical features, coffee farming

in Ethiopia, nomad life, working as salt miners, life on

the coast. Cities –Djibouti and Addis Ababa.

Coasts – waves and tides, landforms created by waves.

Warming Planet – Earths temperatures through the ages,

global warming, climate change, consequences and

impact.

Asia - history, countries and regions, population

distribution, physical features and biomes.

Southwest China – rise of China, China’s Southwest

region, Chongqing, Tibet. Rivers and dams, biodiversity.

Rock and Soil – weathering, rock types, rock cycle, rock

and landscapes in the UK, soil.

Earth’s resources – natural resources, water, soil,

desertification, renewable energy and oil.

Weather and Climate – causes of weather, measuring

weather, rain and clouds, air pressure, changeable

nature of weather, storms, influences of climate and

climates around the world.

Restless Planet – plate movements, earthquakes,

volcanoes, tsunamis. Case studies south west China

and Iceland.

Russia - history, regions, population distribution,

physical features, climate and biomes. European Russia

and Sakha.

The Middle East – physical geography, climate and

biomes. Arabian Peninsula, Israel and the State of

Palestine, people and conflict.

The challenge of Natural Hazards - Natural hazards

pose major risks to people and property.

Tectonic Hazards - Plate tectonics theory. Global

distribution of earthquakes and volcanic eruptions and

their relationship to plate margins. The effects of and

responses to a tectonic hazard vary between areas of

contrasting levels of wealth.

Weather Hazards - Global atmospheric circulation

helps determine patterns of weather and climate. Tropical storms (hurricanes, cyclones, typhoons)

develop as a result of particular physical conditions.

Tropical storms have significant effects on people and

the environment. Extreme weather events in the UK

have impacts on human activity.

Climate Change - Climate change is the result of

natural and human factors and has a range of effects.

Managing climate change involves both mitigation

(reducing causes) and adaptation (responding to

change).

The Living World – Ecosystems exist at a range of

scales and involve the interaction between biotic and

abiotic components.

Tropical rainforests - Tropical rainforest ecosystems

have a range of distinctive characteristics.

Deforestation has economic and environmental

impacts. Tropical rainforests need to be managed to

be sustainable.

Hot Deserts - Hot desert ecosystems have a range of

distinctive characteristics. Development of hot desert

environments creates opportunities and challenges.

Areas on the fringe of hot deserts are at risk of

desertification.

Cold Environments - Cold environments (polar and

tundra) have a range of distinctive characteristics.

Development of cold environments creates

opportunities and challenges. Cold environments are

at risk from economic development.

Physical Landscapes in the UK – Coastal, River, Glacial. The UK has a range of diverse landscapes.

The coast is shaped by a number of physical processes.

weathering processes – mechanical, chemical

mass movement – sliding, slumping and rock falls

erosion – hydraulic power, abrasion and attrition

transportation – longshore drift

deposition – why sediment is deposited in coastal areas.

Distinctive coastal landforms are the result of rock

type, structure and physical processes.

Different management strategies can be used to

protect coastlines from the effects of physical

processes.

Rivers - The shape of river valleys changes as rivers

flow downstream.

Distinctive fluvial landforms result from different

physical processes. Characteristics and formation of

landforms resulting from erosion: interlocking spurs,

waterfalls and gorges.

Formation of landforms resulting from erosion and

deposition: meanders and ox-bow lakes.

Formation of landforms resulting from deposition:

levées, flood plains and estuaries.

Different management strategies can be used to

protect river landscapes from the effects of flooding –

hard and soft engineering.

Glacial - Ice was a powerful force in shaping the

physical landscape of the UK.

Distinctive glacial landforms resulting from erosion –

corries, arêtes, pyramidal peaks, truncated spurs,

glacial troughs, ribbon lakes and hanging valleys.

Landforms resulting from transportation and

deposition – erratics, drumlins, types of moraine.

Challenges in the human environment

Knowledge of locations, places,

processes, environments and different

scales

Geographical understanding of concepts

in relation to places, environments and

processes

The interrelationships between places,

environments and processes

Apply knowledge and understanding to

interpret, analyse and evaluate

geographical information and issues to

make judgements.

Africa – history, countries, population distribution,

physical features and Africa’s biomes.

The Horn of Africa – physical features, coffee farming

in Ethiopia, nomad life, working as salt miners, life on

the coast. Cities –Djibouti and Addis Ababa.

Using GIS (Geographical Information Systems) – Dr John

Snow, GIS in fighting crime, data in geography.

Population – population of the UK, World populations,

impact on the planet, growth.

Urbanisation – growth of cities and towns. Urbanisation,

slums, city of the future.

Coasts and Us - holidays in Newquay, under threat from

the sea, how long can Happisburgh hang on, protecting

places from the sea.

Asia - history, countries and regions, population

distribution, physical features and biomes.

Southwest China – rise of China, China’s Southwest

region, Chongqing, Tibet. Rivers and dams, biodiversity.

Earning a living – UK at work, job types, changing

employment, factories. Case studies of Doncaster,

Bangladesh.

International Development – measuring and mapping

development, rich and poor world. Development gaps.

Malawi: a developing country, Singapore: a developed

country .How do development gaps grow? Escaping

from poverty.

Russia - history, regions, population distribution,

physical features, climate and biomes. European Russia

and Sakha.

The Middle East – physical geography, climate and

biomes. Arabian Peninsula, Israel and the State of

Palestine, people and conflict.

Challenges in the Human Environment

The Global Pattern of Urban Change.

Urban trends in different parts of the world.

Factors affecting the rate of urbanisation - migration

(push - pull theory), natural increase.

The emergence of mega-cities.

A case study of a major city to illustrate the location

and importance of the city, regionally, nationally and

internationally.

Causes of growth: natural increase and migration Social: access to services, health, education; access to resources -water supply, energy Economic: how urban industrial areas can be a stimulus for economic development. Managing Urban Growth - slums, squatter settlements providing clean water, sanitation systems and energy providing access to services - health and education, reducing unemployment, crime

The Changing Economic World

There are global variations in economic development

and quality of life.

Various strategies exist for reducing the global

development gap.

Some LICs or NEEs are experiencing rapid economic

development which leads to significant social,

environmental and cultural change.

Major changes in the economy of the UK have affected

and will continue to affect employment patterns and

regional growth.

The Challenge of Resource Management

Food, water and energy are fundamental to human

development

The changing demand and provision of resources in

the UK creates opportunities and challenges.


18

Managing Environmental Issues - waste disposal, air and water pollution, traffic congestion. Urban change in cities in the UK - leads to a variety of

social, economic and environmental opportunities and

challenges. Urban sustainability requires management

of resources and transport – features of urban

sustainability.

Food, Water and Energy - Demand for these resources

is rising globally but supply can be insecure, which may

lead to conflict. Different strategies can be used to

increase supply.

Geographical applications

Investigate questions and issues and

communicate findings

Fieldwork – respond to data and context

Maps - Maps skills and orienteering in the local area.

Mapping pedestrian flow around the school at

different times.

Micro-climate study - setting up a LECA weather

station.

Making maps to scale.

Maps - Maps skills and orienteering in the local area

Local area – is there a pattern to the local shops

Settlement pattern and change - project using google

maps and other GIS.

Wider area – fieldwork in Ely/Kings Lynn.

Species mapping – e.g. in local nature reserve.

Weathering study – e.g. in a local churchyard.

Fieldwork - two geographical enquiries using primary

data, collected as part of a fieldwork exercise. Link

between the geographical enquiries and the subject

content.

To be carried out in contrasting environments and

show an understanding of both physical and human

geography.

Expectation to show an understanding of the

interaction between physical and human geography.

The Process of Geographical Enquiry:

Suitable question for geographical enquiry

Selecting, measuring and recording data appropriate to the chosen enquiries

Selecting appropriate ways of processing and presenting fieldwork data

Describing, analysing and explaining fieldwork data

Reaching conclusions

Evaluation of geographical enquiry.

Critical thinking and problem-solving - the opportunity

to demonstrate geographical skills and applied

knowledge and understanding by looking at a

particular issues derived from secondary sources.

19

LECA Curriculum Intent for RE from Years 7 to11


Learning about Religion and Belief

Enquiring into, investigating and

understanding religions and beliefs. This

includes thinking about and interpreting

religious beliefs, teachings, sources,

practices, ways of life and ways of

expressing meaning with reference to the

specific beliefs and religions studied.

Christianity – understand that there are a range of

Christian Churches from those with a global presence

(e.g. Roman Catholic) to individual congregations.

The Trinity: how Christians tried to describe one God

known in three ways. Symbols and art depicting the

Trinity. Ask whether God can actually be depicted in

this way, or fully understood by us. Understand how

the term “incarnation” helps to explain the nature of

Jesus. Explore what Christians believe to be the role of

the Holy Spirit in the world today.

Know a broad outline of Old Testament history

including Exodus and exile and understand that for

Christians this is the first part of a salvation story which

leads up to the death and resurrection of Jesus in the

New Testament.

Explore some Biblical analogies, symbols or metaphors

which are used to try to explain who God is.

Judaism -know when Jewish people come to

Synagogues: (Friday evening – Kabbalat Shabbat to

welcome Shabbat, Saturday morning, Orthodox groups

also Saturday afternoon and evening, Yom Kippur all

day long prayers, and other Festivals throughout the

year). Know what the main roles are related to the

running of Synagogues: a rabbi, a warden (Gabbai), an

administrator.

Know the Jewish concept of Tikkun Olam – repairing of

the world, to make the world the best place possible

for everyone. Link it with environmental issues. Link it

with the problem of today’s political conflicts.

Shabbat and its central place in Jewish culture and

tradition. Shabbat in Israel and the diaspora. Life in the

diaspora (outside Israel) and a cultural concept of

“wandering Jew”.

Some historical facts: many expulsions, pogroms and

attacks on Jews happened on Shabbat – problem of

antisemitism and its different sources in the past and

today.

Stories of Christian and Muslim people saving Jews

during the Holocaust. „Who saves one life saves the

world entire” – says Talmud (part of the Oral Torah).

Judaism and its attitude to life. Know that Judaism

does not concentrate on an afterlife.

Know the first lines of the „ Shema” Prayer and their

meaning to Jewish people. (Also that the words are

kept inside Mezuzot and inside Tefillin/Phylacteries).

Know that in Jewish Talmudic tradition Torah can be

reduced to a single instruction: “What is hateful to

you, do not do to your neighbour: that is the whole

Torah while the rest is commentary; go and learn it.”

Difficult fragments in the Torah and how do we deal

with them today? Interpreting Torah in the spirit of

dialogue – scriptural reasoning groups.

Torah and problems with homosexuality. Different

approaches.

Hinduism - Explore key Hindu shrines and holy places

which are centres of pilgrimage, e.g. Varnasi, sites on the

Ganga, Ayodhya and/or the Kumbha Mela.

The reasons devotees go on pilgrimage, e.g. self-

purification, penance, thankfulness, moksha, and the

actions which are of importance to them, e.g. abstinence,

devotion, darshan.

Understand how a journey can be both spiritual and

physical.

Explore how Hinduism is diverse, takes many forms and

cannot be traced back to any single individual or teacher,

although many Hindus may choose to follow the example

and teaching of a particular guru.

Explore the basic principles of Hindu belief and practice

which are based on the scriptural teachings of the Vedas

(especially on the Upanisads).

Look at the various ways of understanding Brahman, both

in abstract ways (nirguna) and as God (saguna).

Explore the sacred syllable "Om" or "Aum" which

represents Brahman, and how it is used daily in Hindu life.

Explore the four Vedic ashramas or ideal stages of life

through which people pass: (designed originally only for

high caste men)

Brahmacharya – the student stage, gaining knowledge of

the Vedas.

Grihastha – the householder, earning a living, raising a

family, managing the home.

Vanaprastha – the time to retire and hand over

responsibilities, to live a simpler life and practice

detachment from worldliness

Samnyasa - renouncer stage, freeing oneself from all

attachments and relationships to prepare for the ultimate

objective of obtaining moksha.

Explore the Five Great Duties (Panch Mahayajna) and the

effect they have on daily living:

Brahmayajna – prayer and study

Dev Yajna – the protection of the environment

Pitri Yajna – the offering of respect to parents and elders,

including departed mentors

Atithi Yajna – hospitality and service to learned people and

visitors

Bhoot Yajna – doing good to all living beings, not just the

poor or sick humans, but also to animals who are believed

to have a soul in the same way humans do.

Buddhism - His Enlightenment - Prince Siddhartha

Gautama gave up everything in search of the way to end

suffering.

Buddhas - previous Buddhas, Bodhisattvas in the

Mahayana tradition.

Lifestyle of Buddhist monks and nuns (bhikkhu) - living by

the Ten Moral Precepts :

Vinaya - rules of monastic life

Stupa – visual representation of Buddha’s pure mind

Different collections of scripture for different traditions

(suttas) - Agganna Sutta Buddhist canons:

• Pali canon used by Theravada Buddhists is the Tripitaka

(three baskets)

• Pitaka (this is a Sanskrit word) canon used by Mahayana

Buddhists.

Islam- Understand the role of the Imam in the mosque.

Know the Quran guides Muslim.

Teaching religion in the mosque- how is this delivered?

Different mosques in the world – compare what is

different and what is similar

Look at the mosque in Medina- Prophet’s mosque.

Mosque in Jerusalem is also significant to Muslims.

What help is given through the mosque in giving food

and to those less fortunate? What are the beliefs

behind supporting those in need?

Link to Zakat- concept of giving- tax to support the less

fortunate

Link to Khums- concept of giving- yearly tax to support

the less fortunate

Know that he was sent from God to guide the people

and that there was no prophet after him.

Know that his teachings are a guide for Muslims and

this goes together with the Holy Book- Qur’an Muslims

also use the sayings and actions (Hadith) of Prophet to

help them lead their lives.

Understand that the Qur’an is translated in various

languages to help Muslims understand what they are

reciting.

Does the Qur’an help Muslims decide what is right and

wrong?

How do you treat a precious text? Muslims scared text

is the Qur’an = special respect.

Where do individuals go to when they need answers to

difficult questions or guidance during a time when they

feel in need?

Deciding between right and wrong. Understand the

significance for Muslims taking the journey of Hajj. Eid

ul Adha- Festival of sacrifice after the Hajj.

Awareness to Ashura and its significance to Muslims.

Sikhism - Sikhs believe in the concept of Reincarnation.

Explore what this might mean in daily life, and how

one treats others.

How did the Guru’s challenge the practice of Caste

Systems and Ritual practices of the time, and how may

this be applied today

How can the importance of Daswandh be applied to

the daily life of a Sikh family:

In school, at work, in the Community

How the 5k’s are not just symbols, and what do they

really mean and used for by an Initiated Sikh who has

received Amrit.

Explore how charitable work is an important part of

Sikh celebrations and ceremonies.

What do Sikhs believe about life after death, and how

are these beliefs reflected in the death ceremony

Explore why Guru Gobind Singh asked for 5 Heads at

the Vaisakhi Ceremony in 1699, and how the Birth of

the Khalsa is celebrated today.

How do Sikh live the advice shared by Guru NANAK:

NAAM JAPNA (remembering God) WAND KE SHAKNA

(sharing), KIRAT KARNEE (truthful living and earning).

The study of two different religions for example:

Beliefs, teaching and practices – Christianity

The nature of God - God as omnipotent, loving and just. The problem of evil and suffering. The oneness of God and the Trinity: Father, Son and Holy Spirit. Different Christian beliefs about creation - Christian beliefs about creation including the role of Word and Spirit: (John 1:1-3 and Genesis 1:1-3).

Different Christian beliefs about the afterlife and their importance - Resurrection and life after death Judgement, heaven and hell. The person of Jesus Christ: Beliefs and Teachings about the incarnation and Jesus as the Son of God. Beliefs and teachings about the crucifixion. Beliefs and teachings about the resurrection. Beliefs and teachings about the ascension. Beliefs and teachings about sin (including original sin) and the means of salvation, including law, grace and Spirit. Beliefs and teachings about the role of Christ in salvation including the idea of atonement. Worship and festivals: different forms of worship and their significance. Liturgical, informal (non-liturgical) and private worship. The Lord’s Prayer, set prayers and informal prayer. The meaning of sacrament. The rite of infant baptism and its significance for Christians. The rite of believers’ baptism and its significance for Christians. Eucharist/Holy Communion - Significance for Church of England/Roman Catholic Christians/Orthodox Christians/ Baptist and Pentecostal Christians. The role and importance of pilgrimage - Two contrasting examples of Christian pilgrimage: Lourdes and Iona. The role and importance of celebrations – Christmas, Easter. The role of the church in the local and worldwide community: In the local community - food banks, street pastors. The place of mission, evangelism and church growth. Working for reconciliation - ways that churches work for peace. How Christian churches respond to persecution. The work of Catholic Agency For Overseas Development (CAFOD), Christian Aid, Tearfund.

Beliefs, teaching and practices – Sikhism

The link between Sikh beliefs and practices - How the

belief in equality is linked with respect for men and

women and with family life.

Sikh belief in the oneness of humanity and in equality

- Avoidance of becoming man-centred (manmukh)

Elimination of pride and ego (haumai).

Examples of treating others equally (fairly) in the

stories of Guru Nanak and Guru Gobind Singh.

Introduction to the Guru Granth Sahib and what it says

about equality.

Sikh festivals (focusing on the Gurpurbs and including

the practice of “akhand path”).

The nature of God linked with the worship of God in

Sikhism - the Mool Mantra and how Sikhs pray and

meditate.

God as Creator – the understanding that in Sikh belief

God is separate from the universe (= transcendent) but

also that he is shown in and through the universe (=

immanent).

Human life as part of the cycle of reincarnation and

governed by the law of karma - Sikh beliefs about the

human condition and why we need liberating.

The nature of human life as an opportunity to unite

with God and the barriers that can prevent Sikhs from

uniting with God - Development of the Sikh virtues

(wisdom, truthful living, justice, temperance, self-

control, patience, courage, humility, contentment).

The five stages of liberation.

The five barriers to achieving mukti. (Illusion, self-

centredness etc.).

Sewa, its importance and why service to others is a

priority - reference to tan, man and dhan. The role of

Sikhs today in the community and the wider world.

The role and importance of the Sangat (religious

community) - Sikh beliefs and actions to gain liberation

with the next section on the gurdwara.

The features of the gurdwara and its role in the Sikh

community - the building’s design and function and

identify the main features, external and internal.

Worship in the Gurdwara - the significance of the

Guru Granth Sahib in worship and the role of music

(kirtan - musical accompaniment).

The Langar - understand that serving in the langar is an

important aspect of sewa and another aspect of

worship. It is also an expression of equality.

The Festival of Vaisakhi (Baisakhi) – the origin and

significance of Vaisakhi (Baisakhi) and the connection

to the birth of the Khalsa. Guru Gobind Singh and the

history of Sikhism (the threat to religious liberty at the

time).


20

Know that Israel as a state was created after WWII, in

May 1948, but that many Jews lived there since

ancient times.

Types and purpose of meditation:

• chanting, mantra recitation

• offerings of flowers, incense and light

• Retreats - opportunity for people to live with Buddhists

for a few days and to withdraw from distractions.

Key Beliefs:

• Wisdom and insight arise through the practice of

Mindfulness

• Nirvana - state of Enlightenment and ‘blowing out’ of the

fires of greed, hatred and ignorance

The Three Signs of Being:

• Anicca (impermanence)

• Dukkha (life involves suffering)

• Anatta (the notion of the soul is an illusion).

Taking refuge in the Three Jewels - Buddha, the Dharma

and the Sangha.

Living by the Five Moral Precepts (Buddhist Code of

Ethics) - abstain from: harming living things, stealing,

sexual misconduct, lying and intoxication.

Buddhist responses to social, moral and ethical issues:

peace movements and the work of important

contemporary figures such as Dalai Lama.

Sikhs believe in Equality, and how will a Sikh practice

this in their daily lives

How Sikhs celebrate. The drinking of amrit from the

same bowl, another example of equality.

The Sikh initiation ceremony (Amrit Sanskar) - the meaning and importance of the Khalsa and the five Ks, and the different perspectives of sahajdhari and amritdhari Sikhs. The use and significance of Singh and Kaur.

Sikh Birth and Naming Ceremonies - to understand

that these ceremonies are for thanksgiving, how the

name is chosen and why. The symbolic actions/objects

used in the ceremony.

The festival of Divali - to understand the origin and

significance of Divali. It is different from the Hindu

festival of the same name but is celebrated at a similar

time of year.

Visiting Sikh historical gurdwaras- the most famous

Gurdwara, the Harimandir Sahib and why it is

important to visit historical Gurdwaras.

Learning from Religion and Belief

Questioning, exploring, reflecting upon and

interpreting human experience in the light

of religions and beliefs studied. This includes

communicating reflections, responses and

evaluations about questions of identity,

belonging, diversity, meaning, purpose,

truth, values and commitments, making

increasingly insightful links to the specific

religions studied.

Christianity - Explore how Christians feel they have a

responsibility as God’s stewards of the earth, and what

this means in practical terms.

Explore how Christians come to terms with the belief

that God is loving and all-powerful, and yet there is

suffering throughout the world.

Discover which Churches can be found within an

agreed radius of your school and how they describe

their differences (which may be in terms of belief or

history). Understand that most Churches work

together through local ecumenical

Judaism - Did God allow the Holocaust to happen? –

know that many Jewish philosophers struggled with

this question.

Israeli-Palestinian conflict. Are religions helping the

peace process or making it more difficult. How can we

avoid religious conflicts?

Find out about the activities of the local Synagogue:

Mitzvah Day, Food Bank collections, running Shelters

for homeless people in winter.

Observe a Jewish man putting on his Tefillin. (In a

movie fragment or on-line instruction).

Find out about inter-faith events organised locally, try

to participate in one of them.

Humanists - What do humanists believe about the claims

of religion?

How does the absence of belief in a god affect the way

humanists live their lives?

Islam – What is it like being a Muslim in Britain?

How is the mosque helping the Muslim community?

Muslims follow the example of Prophet Muhammad.

What are key things that can be seen from his life?

Look at the first chapter of the Qur’an. What message

is being given?

What does it mean to be a Muslim? Personal life –

being able to give charity and sacrifice for those who

are less fortunate.

Sikhism - Why and how may Sikhs accept they have

responsibilities to care for the world in which we live

in? Explore how Sikhs have responded to Global and

local issues both in the past and present times

The Guru Granth Sahib promotes interfaith harmony;

how may this help a Sikh belong to a Society where his

or her external appearance may stand out.

What challenges may Sikhs face in practicing Gatka and

other arts during celebrations and activities outside of

the Gurdwara?

How does a Sikh learn to control their mind from

following bad thoughts and habits; and what may

these be today in society?

Thematic Studies – Relationships and Families

Sex, marriage and divorce - human sexuality including

heterosexual and homosexual relationships.

Sexual relationships before and outside of marriage -

religious attitudes towards sexual relationships before

marriage and outside of marriage.

Contraception and family planning - the attitudes to

contraception and family planning of the religions

being studied.

The nature and purpose of marriage - understand the

nature of marriage, including ideas of commitment,

responsibility, faithfulness etc. The variety of attitudes

towards marriage depending on religions studied.

Same-sex marriage and cohabitation - how

cohabitation is different to marriage. How religions

respond to cohabitation and religious attitudes

towards same-sex marriage.

Divorce, including reasons for divorce, and

remarrying - understand reasons for divorce and know

and understand the religious attitudes, beliefs and

teachings about divorce and the religions’ response to

remarriage. Ethical arguments related to divorce,

including those based on the sanctity of marriage vows

and compassion.

Families and gender equality - the role of parents and

children, extended families and the nuclear family.

The purpose of families - procreation, stability and the

protection of children, educating children in a faith.

Contemporary family issues - same-sex parents and

polygamy.

The roles of men and women - gender equality,

gender prejudice and discrimination including

examples.

Thematic Studies – Religion, Crime and the

causes of Crime

Good and evil intentions and actions - recognise the

difference between ‘good’ and ‘evil’ see both as

relative terms. Explore the idea of intention, and its

shaping of our attitude to actions. Whether it can ever

be good to cause suffering.

Views about people who break the law Reasons for

crime - including poverty and upbringing, mental

illness and addiction, greed and hate, opposition to an

unjust law.

Views about different types of crime - including hate

crimes, theft and murder.

The aims of punishment - including retribution,

deterrence and reformation.

The treatment of criminals - The treatment of

criminals, including religious attitudes.

Prison - Exploring this punishment and religious

attitudes to it.

Corporal punishment - Exploring this punishment and

religious attitudes to it, including contrasting views.

Community service - Exploring this punishment and

religious attitudes to it.

Forgiveness - understand the term forgiveness in

secular and religious contexts, the religious linking of

forgiveness and crime and recognise contrasting views

to forgiveness as an attitude and practice.

The death penalty - Ethical arguments related to the

death penalty, including those based on the principle

of utility and sanctity of life.

Exploring this punishment, and arguments for,

including religious arguments.

21

Thematic Studies – Religion and Life

The origins of the universe and life

The origins and value of the universe scientific

theories - The relationship between scientific views,

such as the Big Bang theory, and religious views.

Religious teachings about the origins of the universe,

the value of the world and the duty of human beings to

protect it, including stewardship, dominion,

responsibility, awe and wonder and the use and abuse

of the environment, including the use of natural

resources, pollution.

Religious teachings about the use and abuse of

animals, including animal experimentation and the use

of animals for food.

The origins and value of human life - The relationship

between scientific views, such as evolution, and

religious views. Religious teachings about the origins of

human life. The concepts of sanctity of life and the

quality of life and beliefs and attitudes about abortion,

including situations when the mother’s life is at risk,

euthanasia and death and an afterlife.

Thematic Studies – The Existence of God and

Revelation

Philosophical arguments for and against the existence

of God - The Design Argument, including its strengths

and weaknesses. The First Cause Argument, including

its strengths and weaknesses. The Argument from

Miracles, including examples of miracles. Evil and

Suffering as an argument against the existence of God.

Argument against the existence of God from science.

Different ideas about the divine - omnipotent and

omniscient, personal and impersonal, immanent and

transcendent.

Sources of knowledge about the divine - special

revelation including visions, experience and the

problems of different ideas about the divine arising

from the experience, enlightenment and scripture.

General Revelation - nature as a way of understanding

the divine. The value of general revelation as a source

of knowledge about the divine.

RE and the Wider School Curriculum

A holistic approach to Spiritual, Moral,

Social and Cultural development (SMSC)

British Values, and Community Cohesion

RE develops pupils' knowledge and

understanding of Christianity, other

religious traditions and secular world views

and explores their responses to life's

challenges.

Reference is constantly made to those who

live out their beliefs, insights and values in

their daily lives and within their own

communities.

Developing awareness of the fundamental

questions raised by human experiences, and

of how religious teachings can relate to

them.

The role of the Woolf Institute at Cambridge University

in building bridges between the three Abrahamic

faiths.

Judaism in culture – famous festivals of Jewish culture.

(Jewish Culture Festival in Krakow).

Cross-curricular reinforcements: PSHE – Health and wellbeing, relationships and living

in the wider world.

History – role of religion, politics, war, culture,

migration in the UK and the world.

Geography – world populations, migrations, biomes,

culture, language and conflict, boundaries and

religious belief.

English – culture and religious text

Maths - Islamic art, Fibonacci

Science – creation, the earth, ethics and medicine.

DT/Art/IT – religion art and culture

Drama – religion and culture

Music – religion and music

Catering - food and festival

PE – culture and sport, clothing and modesty.

Spanish – Language, culture, festivals, religion and

belief.

Wider school context – rewards, leadership, extra-

curricular participation.

Charity and working with the community.

Growth Mindset

British values.

Cross-curricular reinforcements: PSHE – Health and wellbeing, relationships and living in

the wider world.

History – role of religion, politics, war, culture, migration

in the UK and the world.


culture, language and conflict, boundaries and religious

belief.









Spanish – Language, culture, festivals, religion and belief




Growth Mindset

British values.

Public life – charities e.g. Muslim Aid, Muslim Council

of Britain.

Mosques in the world, how they support charities.

Islam in art – use calligraphy.

Arabic writings- to help develop a skill.


the wider world.





religious belief.










belief




Growth Mindset

British values.

Charity - The work of Catholic Agency For Overseas

Development (CAFOD), Christian Aid, Tearfund.


the wider world.





religious belief.










belief




Growth Mindset

British values.


the wider world.

History – role of religion, politics, war, culture, crime

and punishment, migration in the UK and the world

English – culture and religious text.



religious belief.






Catering - food and festivals



beliefs.




Growth Mindset

British values.

22

LECA Curriculum Intent for Music from Years 7 to11


Performing

Component 1

-develop performing skills individually and in groups to

communicate musically with fluency and control of the

resources used

-develop knowledge, understanding and skills needed to

communicate effectively as musicians

-reflect upon and evaluate their own and others’ music

-broaden musical experience and interests, develop

imagination and foster creativity



resources used

-recognise links between the integrated activities of

performing, composing and appraising and how this

informs the development of music





-develop awareness of a variety of instruments, styles

and approaches to performing and composing




resources used











-in preparation for recording final performances in Year

11, each student should undertake frequent

performances to class and teacher throughout the year

which are graded to GCSE criteria

-performances should be linked to different AOS

Area of study 1: Musical Forms and Devices

Area of study 2: Music for Ensemble

Area of study 3: Film Music

Area of study 4: Popular Music

Students to provide copies of music to assess accuracy.

-All pupils are required to perform a minimum of two

pieces of which at least one must be as part of an

ensemble performance lasting at least one minute. The

other piece(s) may be performed either solo and/or as

part of an ensemble. One piece must be linked to one

of the four areas of study. The use of music technology

and improvisation is accepted within both solo and

ensemble performances. These can only be recorded

on the year of sitting the exam.

-The standard of pieces selected for performance

should be broadly equivalent to grade 3 of the graded

music examinations.

. In all performances, learners will be expected to

display:

Technical control, expression and appropriate

interpretation, accuracy of rhythm and pitch,

appropriate pace and fluency, effective use of

dynamics, stylistic awareness, empathy (in ensemble

playing).

Portfolio evidence should be provided in the form of

recordings of copies of music

Composing

Component 2

-develop composing skills to organise musical ideas and

make use of appropriate resources



-develop awareness of music technologies and their

use in the creation and presentation of music

-develop as effective and independent learners with

enquiring minds


-begin to create and develop musical ideas in relation

to given and chosen briefs










-develop awareness of music technologies and their

use in the creation and presentation of music


enquiring minds



to given and chosen briefs.










-develop awareness of music technologies and their use

in the creation and presentation of music


enquiring minds



to given and chosen briefs.

-study compositional devices and musical elements

MAD TSHIRT

(Melody, Articulation, Dynamics, Tempo, Structure,

Harmony, Instruments, Rhythm, Texture)

Music theory basics: recap note reading of treble/bass

and alto clefs. Major key signatures up to 4 # and 4bs.

Chords using roman numerals and how to work them

out. Create a melody using composition techniques

including conjunct and disjunct movement, sequences

and broken chords. Using extended chords with

interesting rhythm patterns.

-A free composition. Learners will compose a piece of

music in a style of their own choice. Learners will set

their own brief for this composition. The brief itself is

not assessed; however, learners are assessed on their

musical response to the brief.

Composing log to be completed, outlining the process

of development and refinement, which must be

countersigned by the teacher to authenticate the

process.

- Pupils must submit two compositions with a total

playing time of between 3-6 minutes.

-pupils are encouraged to develop their knowledge and

understanding of music through composing. All

learners are required to create and develop musical

ideas in relation to given and chosen briefs.

- Learners will be expected to display: creativity in

response to the chosen brief development of musical

ideas technical control of musical elements and

resources musical coherence and understanding.

-complete composition which refers to given brief set

by exam board (The brief will be released during the

first week of September in the academic year in which

the assessment is to be taken)

One brief to be selected from a choice of 4 from the

different AOS

-final draft of Free composition to be submitted

Portfolio evidence should be provided of recording,

score and completed composition log for both

compositions.

Appraising

Component 3

Elements of Music (AO3)(AOS1)

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Area of study 1: Musical Forms and Devices Area of

study 2: Music for Ensemble Area of study 3: Film Music

Area of study 4: Popular Music.

Musical Contexts

-the purpose and intention of composers, performers

and those who commission music, the effect of the

occasion, audience and choice of venue on the way

music is composed and performed, how music is

Revision of all AOS for the final appraising exam (1hr

15mins) at the end of the course


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-recognise contrasting genres, styles and traditions of

music, and develop some awareness of musical

chronology


enquiring minds

- develop knowledge and understanding of musical

elements, musical contexts and musical language



chronology

-engage with and appreciate the diverse heritage of

music, in order to promote personal, social, intellectual

and cultural development.


enquiring minds

-develop knowledge and understanding of musical

elements, musical contexts and musical language

Mini listening tests throughout modules



chronology

-engage with and appreciate the diverse heritage of

music, in order to promote personal, social, intellectual

and cultural development.


enquiring minds

-Learners will develop knowledge and understanding of

musical elements, musical contexts and musical

language

Mini listening tests throughout modules

created, developed and performed in different social,

historical and cultural contexts

Musical Language

-reading and writing treble and bass clef staff notation

in simple time, reading treble and bass clef staff

notation in compound time, roman numerals for chords

I, ii, iii, IV, V and vi in a major key, contemporary chord

symbols for chords within a major key e.g. C, Dm, Em, F

G(7) and Am, reading and writing key signatures to four

sharps and flats, musical vocabulary related to areas of

study

Study of set works

-Eine Kleine Nachtmusik, Movement 3, Minuet: Mozart

(1787)

-Since You’ve Been Gone: Rainbow (released 1979)

Frequent mini listening tests to check understanding

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LECA Curriculum Intent for IT from Years 7 to11


Knowledge of a variety of software packages for

digital graphics and web site design e.g.

Microsoft Office – word, PowerPoint, Excel

DTP – Publisher

MSW LOGO - coding

Photoshop

Adobe

Dreamweaver

File formats – DOC, XLS, Ppt., SVG, SWF, FLV, JPEG,

GIF, PNG, TIFF, PDF, WAV, AIFF, and MP3.

Research into software applications

Investigating tools to achieve desired effects.

Understanding properties and features of

multipage websites

Introduction to network. The difference between PC

and iPads, hardware and software set ups.

UserID and password security.

Organisation in folders/ student dropbox

PowerPoint - Adding text, images and graphics plus the

use of slide templates, designs, animations and

transitions.

Formatting text – font style and size, bold, underline,

italic, alignment.

Word - Headers and footers – use of page numbering,

dates, filenames, heading styles.

Document layout – normal, print layout and outline.

Spreadsheets EXCEL - Formatting of text, numbers,

borders, shading.

Changing size of rows, columns. Use of formulae

Produce graphs and diagrams. Simple conditional

formatting.

Introduction to DTP software: Publisher

Introduction to Coding using MSW LOGO - Basic

commands – FD, BK, LT, RT

Audience awareness

Integrated use of different software packages,

especially PowerPoint, Word, Excel, and Publisher.

Use of internal and external hyperlinks.

Use of image files - gif, jpeg, png, and svg.

Use of hyperlinks from text and from an image.

Selection of relevant information.

Safety online SMART resources - consideration of

hackers, virus, worms, cyber bullying and text bullying

World Wide Web – consider differences between

printed material and web pages

Information – Reliability and Validity

Data Protection Laws

Collection and use of data by commercial organisations,

security of data and safeguards.

Integrated Applications - Using ICT in a variety of

formats to produce corporate images etc.

Photoshop

Knowledge of Photoshop to create digital graphics.

Cropping, Filters, Masks, Brightness/ Contrast, Editing

tools etc.

Investigating Digital Graphics

Research and investigate the different uses of graphics

and how their purpose will affect layout, styles, colour

use and resolution.

Understanding properties and features of multipage

websites

Knowledge of the different uses (retail, informational

and educational) for websites and the different

interactive elements that can be used to make them

engaging.

Understand why different interactive elements have

been used.

Dreamweaver

Knowledge of how to use Dreamweaver to create a

webpage and shown how to design and complete a test

table.

Investigating Digital Graphics

Research and investigate the different uses of graphics

and how their purpose will affect layout, styles, colour

use and resolution.

File Formats – SWF, FLV, JPEG, GIF, PNG, TIFF, PDF,

WAV, AIFF, and MP3.

Understand uses and be able to select.

Understanding properties and features of multipage

websites.

Research and investigate the different uses (retail,

informational and educational) for websites and the

different interactive elements that can be used to make

them engaging.

Explore digital game types and platforms

Research and investigate how different games

platforms and genres have changed over time.

Understanding the different characteristics and

objectives of different game types.

Understand the purpose and content of pre-

production/ Be able to plan pre-production

Pre-production skills.

Knowledge of copyright, trademarks, data protection,

privacy, defamation and certification and

classification.

Health and safety in the media industry.

Knowledge of different camera angles and laws that

relate to producing media products.

Using software to fulfil a brief

Planning digital graphics

Planning your digital graphic Consider search engines: different ones and benefits. Safety online SMART resources Internet research - reliable website decision making. Copy and paste of text and images. URL, Boolean operators. Exploring layout of spreadsheet and entry of data,

formatting data

Produce suitable graphs/charts

Use autosum Σ. Using cell addresses in formulae

Conditional formatting. Coding - Basic commands – FD, BK, LT, RT

Produce basic shapes – triangle, square, etc.

Commands - Repeat, Penup, Pendown and Clean

commands. Wait. Circle.

Web page design - consider desirable features of a web

page/site – do these depend on audience?

Design and plan a web site for a chosen subject.

Research book jackets: what information is required,

consider the appropriateness of the images.

Data Collection - Research the information that the

supermarket collects and the way that it makes use of

the data, data loyalty cards.

What is needed to collect and store the data?

Security of data –dangers involved in the handling of

personal data. Find out about legal safeguards.

Data Protection Act and the Computer Misuse Act

Planning a design using integrated Applications - Using

ICT in a variety of formats.

Planning your digital graphic

Compare different pre-production methods used to

design digital graphics - mood boards/ visualisation

diagrams/ mind maps/spider diagrams/storyboards.

Report on the different types of graphics.

Planning digital graphics

Study of the different pre-production methods used to

design digital graphics (mood boards/ visualisation

diagrams)

Planning the multipage website

Create visualisation diagrams for webpage drawing on

the skills developed.

Plan and design a digital game concept

Interpret a client brief to analyse what game is required

to be developed along with suitable objectives and

success criteria.

Be able to produce pre-production documents

Investigate which file formats are appropriate for

different media products and to review pre-production

documentation.

Format, style, clarity, colour scheme, content and

suitability for target audience.

Creating a digital graphic from a client brief Creating digital graphics

Examples of given briefs:

Presentation in PPT: Design and produce a presentation

about themselves: including family, hobbies and where

they live etc.

Poster using word or PPT. importing images, using

formatting e.g. text, layout, margins, backgrounds.

Spreadsheets used for stock taking and price

calculations etc.

LOGO programming to produce an animated

Create and save each module as a process

Combine processes to produce rocket and animate it.

Creating digital graphics

Examples of given briefs:

Produce a web site design for a chosen audience, plan

using Publisher template

Create a book or film jacket in software of their choice.

Using excel software to write and create a self-marking

quiz

Production of a variety of high quality items: adverts,

tickets, spreadsheet for finances, posters, leaflets etc.

Theme and matching items to reflect a corporate image

of the business.


Apply the skills to the completion of tasks.

Knowledge of how to store sources and document their

graphics production and review their final graphic

against the success criteria outline in their client brief.


Apply the skills to the completion of coursework tasks.

Knowledge of how to store sources and document their

graphics production and review their final graphic

against the success criteria outline in their client brief.

Creating multipage website

Knowledge of how to use Dreamweaver to create a

webpage and shown how to design and complete a test

table.

Producing a digital game proposal/ Reviewing the

digital game proposal

Develop a proposal for a game.

Outlining the development of the game from an initial

concept.

Create visualisation diagrams and identify opportunities

and constraints.

Checking and Reviewing

Analysing software

Evaluating outcomes

Suggesting improvements and modifications

Present their work to rest of class or peer assessment.

Checking the outcome against the original brief.

Identifying strengths and weaknesses.

Suggesting Improvements and or modifications.

Presenting work to an audience for feedback.

Checking the outcome against the original brief.



Checking and reviewing the digital graphic

Evaluate final graphic against the success criteria

outlined in a client brief.



Checking and reviewing the digital graphic Checking

and reviewing a multipage website created using

Dreamweaver.



Be able to review pre-production documents

Evaluate and review documentation created by others

and be able to suggest areas for improvement.


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LECA Curriculum Intent for DT from Years 7 to11


Designing – communication of ideas Responding to a brief - Design and develop

prototypes in response to client wants and

needs Drawing up a specification Research techniques – analysing the brief and

using research to inform ideas. Communication of ideas using:

• Sketching

• Drawing techniques

• Working Drawings

• Modelling

• ICT – CAD/CAM

Introduction to the design process Responding to a given brief and specification Research techniques – mood board and

questionnaires Designing: Thumbnail sketching One – Point Perspective Two point perspective Simple exploded view 3

rd Angle Orthographic drawing using scale and

dimensions. Example Money Box Brief – to design and make

a money box using MDF, acrylic and aluminium.

Dimensions set for carcass alongside

personalisation of design additions on backdrop

and sides.

The design process Responding to a given brief and drawing up a

specification – consider aesthetics, ergonomics,

function, safety, sustainability, costs and target

audience. Research techniques – existing products and

mood board. Designing: Thumbnail sketching and annotation Use techniques - One – Point Perspective Two point perspective, Isometric grids Exploded view in perspective or isometric 3

rd Angle Orthographic drawing using scale and

dimensions. Create final solutions and justify ideas. 3D picture frame focused Brief - MDF and

acrylic. Phone holder/mini storage open brief – MDF,

ply, acrylic, and aluminium.

Analysing a brief and using qualitative and quantitative research techniques to inform ideas. Draw up a design specification Develop, communicate, record and justify design ideas Use a range of appropriate techniques to personalise and produce a design portfolio: Freehand sketching, isometric and perspective

2D and 3D drawings ICT/CAD system and schematic diagrams annotated drawings that explain detailed development and stages of designing Detailed working drawing – assembly, orthographic, sectional and CAD modelling.

Sustainable products brief – recycled materials

Design Portfolio Analysing a brief and using qualitative and quantitative research techniques to inform ideas. Lighting Brief – open choice of materials Design and develop prototypes in response to client wants and needs. • satisfy the requirements of the brief • respond to client wants and needs • demonstrate innovation • are functional • consider aesthetics • are potentially marketable Develop, communicate, record and justify design ideas using a range of appropriate techniques such as: • freehand sketching, isometric and perspective • 2D and 3D drawings • System and schematic diagrams. Annotated drawings that explain detailed

development or the conceptual stages of

designing.

Design Portfolio Further develop, communicate, record and

justify design ideas using a range of

appropriate techniques such as: Scaling drawings Working drawings: 3rd angle orthographic, using conventions, dimensions and drawn to scale. Exploded diagrams to show constructional detail or assembly. • audio and visual recordings in support of aspects of designing: e.g. interviews with client or users • mathematical modelling • computer based tools • modelling: working directly with materials and components.

Planning for Making Using working drawings Planning out practical activities in a logical

sequence with consideration of: Quality control Time factors Material units Tools, equipment and processes needed Safety considerations

Planning for making Using a working drawing to make a cutting list Using a practical log or flow chart to

demonstrate steps in practical making Safety instruction and PPE Instruction on how to use a variety of hand

tools Introduction to jigs – drilling and assembly.

Planning for making Producing a scaled 3

rd Angle orthographic

working drawing and cutting list of parts Completing a practical log to detail equipment,

materials, time factors and QC checks during

stages of making. Safety instruction and PPE Instruction on how to use a variety of hand

tools, machine tools, jigs and surface finishes.

Planning for making Using a working drawing to make a cutting list Using a practical log or flow chart to

demonstrate steps in practical making Safety instruction and PPE Instruction on how to use a variety of hand

tools Introduction to jigs – drilling and assembly.

Planning for making Use angular measures e.g. tessellation of component parts. Calculating material area e.g. working out the quantity of materials required. SI units e.g. accurate use of appropriate units of measurement to calculate material requirements. Plan the use of data points and coordinates including the use of reference points, lines and surfaces, templates, jigs and/or patterns.

Planning Material Selection Appropriate materials and components to make a prototype. How to select and use materials and components appropriate to the task considering: functional need, cost, availability. SI units -identify appropriate commercially available stock forms and select appropriately. Composition of some important alloys - selecting appropriate metal alloys as required.

Working with materials and processes Experience working with a wide variety of

materials, tools and equipment Woods Metals Plastics Composites Paper and card Electronics and components Standard parts CAD/CAM processes – laser and 3D printer Safety considerations, PPE and risk assessment.

Working with materials and tools Safety instruction and demonstrations Marking out Sanding Drilling – using jigs for location Joining with pins and hammers, jigs to aid

accuracy of assembly Bending jigs and punches for aluminium Files, hand saws and sanding using different

grades of paper.

Working with materials, tools and equipment Safety instruction and demonstrations Marking out – try squares, scribers, bradawl,

callipers, Vernier. Sanding Drilling Joining techniques Line bending, vacuum forming Heat forming plastics Using buffing machine for acrylic. Introduction to laser cutting Surface finishes for wood - filing, sanding,

painting techniques.

Selecting materials, tools and equipment How to select and use specialist tools and

equipment, including hand tools, machinery,

digital design & manufacture, appropriate for

the material and/or task to complete quality

outcomes. Safety considerations and risk assessment -

How to use them safely to protect themselves

and others from harm.

Selecting materials, tools and equipment Able to select and use specialist tools, techniques and processes appropriate for the material and/or task and use them to the required level of accuracy in order to complete quality outcomes. How to use them safely to shape, fabricate and construct a high quality prototype, including techniques such as wastage, addition, deforming and reforming. Work accurately using tolerances. How a range

of materials are cut, shaped and formed to

designated tolerances. Why tolerances are

applied during making activities.

Understand surface treatments know that finishes are applied for functional and aesthetic purposes. How to prepare a material for a treatment or finish. How to apply an appropriate surface treatment or finish. Corrosion and oxidation e.g. how corrosion and/or oxidation affects different materials, how they can be protected through different surface treatments and finishes.

Testing and Evaluation Evaluation a product using specification criteria Testing and quality control Quality assurance Tolerances

Evaluation of the final product using original

specification criteria Gather feedback from peers on the design Suggest possible modifications and

improvements

Evaluation a the final product using original

specification criteria Gather feedback on the design Testing and quality control checks throughout

processes Tolerances – testing using measurement gauges

and tolerance bands. Suggest modifications and improvements

Critical Evaluation of the final product using

original specification criteria Testing and quality control checks throughout

processes Gather feedback from target audience Quality assurance procedures created Tolerances – testing using measurement gauges

and tolerance bands. Suggest modifications and improvements

Students should know and understand how to evaluate prototypes and be able to: • reflect critically, responding to feedback when evaluating their own prototypes • suggest modifications to improve them through inception and manufacture • assess if prototypes are fit for purpose. Test against the original specification criteria.

Evaluation and tolerance testing Reflect on the value of using measurement and marking out to create an accurate and quality prototype. Decide on tolerance range and consult working drawings to gauge accuracy of final outcome.


26

LECA Curriculum Intent for Art from Years 7 to11

LECA Curriculum Intent – Curriculum coverage, knowledge progression, subject discipline and skills

Key Knowledge and Skills Year 7 – Identity and Transformation Year 8 – Exploration and Adventure Year 9 – Conflict and Boundaries Year 10 – Freedom and Independence Year 11 – Innovation and Leadership

Contextual research and analysis –

Looking at the work of artists

through research, description and

response

Analysing portraiture through Chuck Close,

Pablo Picasso and Julian Opie. The history of

portraits and its relevance today with reference

to modern technology. Links to History.

Exploration of Japanese culture with reference

to Hokusai and traditional art forms. A modern

take looking at Manga and the work of Yayoi

Kusama.

Abstract artists Karen Kamenetsky and Clint

Fulkerson. Links to Science and Maths.

Exploring Mexican culture through Frida Kahlo

and The Day of the Dead festival. Symbolism.

Links to Spanish and History.

Exploration of natural forms with reference to

Kate Malone and Karl Blissfield. Links to Science.

Exploration of architecture and pattern

analysing the work of Antoni Gaudi, Brian Alfred

and Arthur Lugansk’s. Links to Technology and

Maths.

Project 1 theme: Man-made. Choice of

mechanical, architecture or everyday objects as

subtheme.

Relevant artists’ research and analysis.

Project 2 theme: Human form, portraits and

inspiring figures.

Relevant artists’ research and analysis.

Coursework unit 1: Relevant artists researched

and analysed through critical study writing.

Response to artists’ work using range of media.

Broader context explored through research and

artist mind-maps.

Coursework unit 2: The same as above but for

relevant unit theme and continuing into Year 11.

Possible Themes: Man-made, surfaces, human

form, natural forms. Reflection, together and/or

apart. Order and/or disorder, environment, My

surroundings or celebration.

Continue and complete coursework unit 2.

Exam unit: Relevant artists independently

researched and analysed through critical study

writing. Response to artists’ work using range of

media. Broader context explored through

research and artist mind-maps.

Art skills using a range of media –

Practical artistic skills refined over

time using a variety of media and

techniques

Drawing skills

Introduction to the formal elements of Art -

colour theory using watercolour paints, tone and

mark making using pencil and colour.

Proportion using the grid technique.

Silk painting inspired by Japanese culture. Links

to History. Hand embroidery onto silk.

Abstract design using printing and mixed media

techniques.

Interleaving photography and painting skills to

create a portrait demonstrating symbolism and

bold colour. Mixed media skills to create a

decorative 3D mask. A sustained pencil study of

a still life.

Oil pastel drawing in response to an artist.

Drawing from nature and using clay and glazes.

Use of bridge cameras and Adobe PhotoShop to

explore architecture, pattern and perspective.

Links to IT.

Project 1 and project 2: Drawing from life using

a variety of media. Drawing and painting from

primary and secondary sources.

Exploration of a range of media including

digital, further developing artists’ skills.

Coursework unit 1: A broad range of media

explored that is relevant to the overall unit

theme. These will include, but are not limited to,

acrylic paint, pencil, chalk, mixed media and clay.




Exam unit: A broad range of media explored that

is relevant to the overall unit theme. These will

include, but are not limited to, acrylic paint,

pencil, chalk, mixed media and 3D media.

Recording and developing ideas –

Exploring themes and creative ideas

through both written and visual

methods

Describing and reviewing links using the themes

of Portraiture, Japan and Abstract cells.

Creating mind-maps to explore each theme in

detail.

Recording and using both secondary and primary

source photography to develop ideas.

Describing and reviewing links using the

themes of Mexico, Natural forms and

Architecture and pattern.

Creating mind-maps to explore each theme in

more detail.

Recording and using both secondary and

primary source photography to develop ideas.

This includes recording a reviewing clay work as

part A of Bronze Arts Award.

Project 1: Relevant connections made to specific

theme using mind maps, annotation and

analysis. Primary and secondary photography

linking to theme.

Project 1: Relevant connections made to specific

theme using mind maps, annotation and

analysis. Primary and secondary photography

linking to theme.

Coursework unit 1: Recording and developing

ideas relevant to unit theme using mind-maps

and research as well as visual formats such as

mood-boards and primary source photography

from a school trip.




Exam unit 1: Recording and developing ideas

relevant to unit theme using mind-maps and

research as well as visual formats such as mood-

boards and primary source photography from a

school trip at the early stages of the project.

Planning, creating and reviewing

final outcomes – Using resources

and connections with the overall

project

Practising and completing a self-portrait with

links to an artist and also evidencing

understanding of the formal elements such as

tone and colour theory.

Planning and creating an embroidered silk

painting with clear influence from Japanese

culture research.

Planning and creating a mixed media abstract

artwork in relief using inspiration from Science

and Maths.

Planning and completing a decorative mask

with links to Day of the Dead, and also

evidencing understanding of using mixed media.

Planning and creating a 3D clay pot with clear

influence from nature. Designing and creating a

piece of work on PhotoShop incorporating

photography skills and influence from an artist.

Project 1: Final design ideas developed alongside

the theme and implemented in a final outcome

in 2D.

Project 2: Final design ideas developed alongside

the theme and implemented in a final outcome

in 3D.

Coursework unit 1: Final design ideas developed

and reviewed. Final outcome completed in a

mock exam of 5-10 hours.

Coursework unit 2: Final design ideas developed

and reviewed. Final outcome completed in a

mock exam of 5-10 hours.

Exam unit: Final design ideas developed and

reviewed. Final outcome completed in 10 hour

exam.


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LECA Curriculum Intent for PSHE from Years 7 to11


Health and Wellbeing: 1. What is meant by a healthy lifestyle. 2. How to maintain physical, mental and emotional health and wellbeing. 3. How to manage risks to physical and emotional health and wellbeing. 4. Ways of keeping physically and emotionally safe. 5. About managing change, including puberty, transition and loss. 6. How to make informed choices about health and wellbeing and to recognise sources of help with this. 7. How to respond in an emergency. 8. To identify different influences on health and well-being.

Identity - their personal qualities, attitudes, skills,

attributes and achievements and what influences

these; understanding and maintaining boundaries

around their personal privacy, including online.

You and Your Body – Drugs, Growing and Changing, Smoking.

Cross –curricular Reinforcements

English and Drama – character, emotions, alter ego,

mental health, mindset, identity

Maths and IT – symmetry, well-being

DT, Art, Catering – personal safety and risk, healthy

diet

PE – Fitness, exercise, training and diet

MFL – healthy lifestyles, sports and opinions.

Science – managing risk, team work

Humanities - Change in Britain after invasion

Local history – e.g. Hereward the Wake.

Power of religion in influences on health and wellbeing.

kosher food in Judaism

Geography of United Kingdom

Self- regulation – including promotion of a positive

mindset and managing strong emotions and impulses.

Personal wellbeing Developing your identity and image. Managing your emotions and mood. Changing relationships.

Keeping healthy Healthy eating Drinking and smoking Cross –curricular Reinforcements

English and Drama – risk and decision making

Maths and IT – money management, bills

DT, Art, Catering – routines, risk assessment. Benefits

of the arts for well-being

PE – Fitness, exercise, training and diet

MFL – healthy diet, work life balance, identity.

Science – managing risk, nutrition, metabolism and

exercise

Humanities - Slavery : methods of resistance

Change during Industrial Revolution

Change after slavery ends

Some local history - Cromwell

Geography of Food : impact of food miles,

vegetarianism

Waste: nappy debate, landfill etc.

Power of religion in influences on health and wellbeing

Change (as something to be managed) and resilience.

The skills, strategies and ‘inner resources’ we can draw

on when faced with challenging change or

circumstance.

Risk - identification, assessment and how to manage risk, rather than simply the avoidance of risk for self

and others.

Developing and maintaining a healthy self- concept,

including self-confidence, realistic self-image, self-

worth, assertiveness, self-advocacy and self-respect.


English and Drama – power and identity

Maths and IT - budgeting

DT, Art, Catering – routines, risk assessment. Safe use

of materials and equipment.

PE – Fitness, exercise, training zones and diet


exercise

Humanities - Emotional impact of war

Migration /globalisation

Tectonic Plates

Power of religion in influences on health and wellbeing

Religion and war – e.g. Quakers

A healthy including physically, emotionally and socially

balanced lifestyle (including within relationships, work-

life, exercise and rest, spending and saving and lifestyle

choices.

Managing risk and decision making – identification,

assessment and management of positive and negative

risk to self and others.


English and Drama – power and identity

Maths and IT – probability and risk, investment.



PE – Fitness, exercise, application of training and diet.

Sport psychology, drugs in sport


exercise

Humanities -

Self-improvement – constructive self-reflection,

seeking constructive feedback and goal setting.

Resilience – including self-motivation, perseverance

and adaptability.

Self-organisation including time management.

Making decisions.


English and Drama – mindfulness, resilience, balanced

lifestyle

Maths and IT - probability and risk, investment choices.



PE – Fitness, exercise, training and diet. Sport

psychology, drugs in sport


exercise

Humanities -

Relationships - including sexual education: 1. How to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts. 2. How to recognise and manage emotions within a range of relationships. 3. How to recognise risky or negative relationships including all forms of bullying and abuse. 4. How to respond to risky or negative relationships and ask for help. 5. How to respect equality and diversity in relationships.

Identifying unhelpful ‘thinking traps’ e.g.

generalisation and stereotyping.

Recognising and managing peer influence and the need

for peer approval including evaluating perceived social

norms.

Strategies to identify and access appropriate support.

Empathy and compassion – including impact on

decision making.

You and Other People – Bullying.


English and Drama – childhood, identifying unhelpful

stereotypes, relationships

Maths and IT – probability and risk

DT, Art, Catering – practical safety procedures

PE – working in teams, self-image and self-belief

MFL – Valuing different cultures – culture project

Science – reproduction

Humanities - Migration: positive impact of migration

and immigration.

Women in the Middle Ages – lack of suffrage/choice

Skills: source work, interpretation, bias

Relationships in religion (marriage etc.)

Awareness of world!

Relationships including different types and in different

settings, including online.

Keeping healthy. Safer sex and contraception.


English and Drama – empathy and compassion, social

media. Runaways project on staying safe.

Maths and IT – time management, work life balance,

Fibonacci series

DT, Art, Catering – team work, collaboration

PE – working in teams, self-image and self-belief,

etiquette and boundaries

MFL – pen pal project, valuing different cultures and

respecting diversity.

Humanities - Multi-cultural Britain thanks to empire

Diversity of religion in UK


Modern slavery


Inter-religion relationships / diversity of religion in UK

Power - how it is used and encountered in a variety of

contexts including online; how it manifests through

behaviours including bullying, persuasion, coercion and

how it can be challenged or managed through

negotiation and ‘win-win’ outcomes.

Safety - including behaviour and strategies to employ in

different settings, including online in an increasingly

connected world.


English and Drama – power and identity, expression.

Maths and IT – exponential growth

DT, Art, Catering – identity, symbolism, culture



MFL – cultural identity, diversity, identifying unhelpful

stereotyping and generalisation.

Humanities - Persecution of Jews (and other minority

groups) in Nazi Germany

Islam as a (wrongly) perceived extremist belief system

including Islam in the media post 9-11



Ethical issues in religion e.g. abortion

Identify links between values, beliefs, decisions and

actions.

Valuing and respecting diversity.


English and Drama – love, conflict, relationships

Maths and IT – cause and effect correlation, statistics

for separating fact and opinion

DT, Art, Catering – romantic themes, powerful

emotions



MFL – cultural identity, equality and diversity.

Science – contraceptive pill, hormones and IVF.

Humanities -

Diversity and equality in all its forms, with due regard

to the protected characteristics set out in the Equality

Act 2010.

Using interpersonal and social effectiveness skills and

attributes to build and maintain healthy relationships of

all kinds.


English and Drama – promoting self-thought and

appreciating opinions

DT, Art, Catering –powerful emotions, love, hate

conflict. Culture and diversity in the Arts.

Maths and IT – statistics of persuasion


etiquette, boundaries and leadership

MFL – cultural identity, equality and diversity.

Humanities -


28

Living in the wider world - economic wellbeing and being a good citizen: 1. About respect for self and others and the importance of responsible behaviours and actions 2. About rights and responsibilities as members of families, other groups and ultimately as citizens 3. About different groups and communities 4. To respect diversity and equality and how to be a productive member of a diverse community 5. About the importance of respecting and protecting the environment 6. About where money comes from, keeping it safe and the importance of managing it effectively 7. The part that money plays in people’s lives 8. A basic understanding of enterprise.

You and The Law - Children’s rights

You and Your Money - Consumers

You and Your Community

You and The Media – news and media

You and the World of Work

You and Global Issues


English and Drama – childhood, cultural influences,

imagination and genres.

Maths and IT – money management, sales, interest

rates, time management, data handling

DT, Art, Catering – world renowned designers and

artists

PE – rules and regulations, competition, sports

ambassadors, role models, moral integrity

winning/losing

MFL – identity in the local and global context

Science – environment, managing data

Humanities - The Norman Conquest and the making of

modern Britain. Including: Magna Carta, Christianity in

the UK Peasants’ Revolt.

Migration – the making of the UK as a diverse

community including religious and economic migration

and Windrush generation.

Where have I/we come from?

Historical environment – trip to castle, English Heritage

Africa case study – correcting misconceptions about the

continent and challenging stereotypes

Developing knowledge of religions including Humanism

and religious perspectives on moral issues

Economic and financial capability - Managing your money Financial businesses Enterprise challenge Review Social education Britain: A diverse society Human rights Challenging offensive behaviour Becoming and active citizen The law of the land It’s your government It’s your council Cross –curricular Reinforcements

English and Drama – culture, colonialism

Maths and IT – trip to national space centre

DT, Art, Catering – Art appreciation

PE – rules and regulations, competition, sports

ambassadors, role models, moral integrity

winning/losing


Science – pollution

Humanities - Reformation: Changing relationship of

Church in UK and power of monarchy

English Civil War : role of money in causing civil tension

Slavery: rights and responsibilities, prejudice, economic

motivations. Profit from exploitation. Modern-day

slavery.

British Empire – role of colonialism and trade in shaping

modern world.

Local history

Poverty and rise of government intervention (e.g.

Public Health Act)

Waste – recycling

Developing knowledge of religions including Humanism

and religious perspectives on moral issues

Career - including enterprise, employability and

economic understanding.

Skills for employability including, active listening, team

working, negotiation, flexibility, self- advocacy,

compromise within an awareness of personal

boundaries.

Rights - including the notion of universal human rights,

responsibilities including fairness and justice and

consent in different contexts.


English and Drama – travel, exploration, cultures and

diversity

Maths and IT – money management, sales, interest

rates, time management, data handling

DT, Art, Catering – careers in creative industry

PE – sportsmanship/gamesmanship, decency and

appropriateness.


Science – science careers, environment, alternative

energy

Humanities - War in 20th Century: nationalism, racism,

nature of dictators.

Cold War : role of economy in Europe

Modern warfare including Afghanistan and Gulf

Fight for women’s suffrage

Globalization

Sharia law

Developing knowledge of religions including g

Humanism and religious perspectives on moral issues

Clarifying own values – reflection on origins of

personal values and beliefs and to re-evaluate in the

light of new learning, experiences and evidence.

Recalling and applying knowledge creatively and in new

situations.

Respect for others’ right to their own beliefs, values

and opinions.

Discernment in evaluating arguments and opinions of

others including challenging ‘group think’.

Analysis to separate fact and reasoned argument from

rumour, speculation and opinion.


English and Drama – global performances

Maths and IT – money management, budgeting,

misleading data

DT, Art, Catering – design philosophy, context, politics

PE – self-organisation, risk and responsibility,

leadership, role models

MFL – rights and responsibilities in Spanish speaking

countries

Science – genetics, stem cells, drugs

Humanities -

Leadership skills

Presentation skills

Enterprise skills and attributes – aspiration, creativity,

goal setting, identifying opportunities and taking

positive risks.

Recognising, evaluating and utilising strategies for

managing influence.

Enquiry by formulating questions and learning to assess

the value of information.

Assessing validity and reliability of information.


English and Drama – enquiry, opinion, reflection.

Maths and IT – statistics of persuasion

DT, Art, Catering – great icons, critical analysis,

independent opinions

PE – self-organisation, risk and responsibility,

leadership, role models

MFL – rights and responsibilities in Spanish speaking

countries

Science – analysis of evolution and creation

Humanities -

29

LECA Curriculum Intent for Modern Foreign Languages from Years 7 to11


Reading

Reading and understanding

Spanish

Understanding Hispanic culture

Introduction to SPANISH

Personal introductions Character descriptions Brothers/sisters and ages Birthdays Animals Personal Information - ages and likes

Project Work – Pop and Disney songs.

Personal Information –

Past holidays

Weather on holidays

Likes and dislikes

Opinions about music and programmes

Project Work – Pop songs

Pen pal Project: Students will research about

Madrid

Dia de muertos: Students will research and

make posters about this Mexican

celebration.

Identity and Culture Who am I?

Review family and describing people

Identity and culture leisure activities.

Films and going to the cinema

Sport - using “since” with the present tense:

desde

Reading habits, music and negatives

TV shows and comparatives

Technology and irregular verbs in the

present tense.

Nights out with friends - the perfect tense

Routine days and holidays

Food and meals

Clothes and what to wear.

Local area, holiday and travel

Town and countryside

Where you live and what you can do there

Revising places in a town and asking for

directions.

The big wide world

Hotels

Travelling - comparatives

School All about School life.

Future aspirations, study and work

Review different jobs

Work preferences and the conditional

My future hopes, plans and wishes and

simple uses for will and shall

International and global dimension -

An eye on the world!

Our planet – weather and natural disasters

simple future tense

Protecting the environment

Writing

Writing in Spanish

Free time activities & opinions; ¿Qué haces

cuando llueve?

Los deportes

Los deportes, days and negatives

My School:

¿Te gustan las ciencias? What is there in

your school?

At break time:

Do you like your school?

Describing your school.

My town:

¿Qué hay en tu ciudad? Describing your

town.

Free time activities and opinions: ¿Qué te

gusta comer?

My last holiday - ¿Qué hiciste en tus

vacaciones?

Music and programmes: Using

comparatives.

Clothes: ¿Qué vas a llevar? Talking about

clothes

Food and restaurants.

Pen pal Project: Students will write letters

to a school in Madrid.

Describing their home town

Describing daily life with deber and poder

Shopping for clothes with this, that, these

and those

Festivals and traditions and asking

questions

Shopping for a special meal and present

and near future tenses

Family celebrations with the past, present

and future tenses.

Family and reflexive verbs in present tense

Going out and the near future tense

A Day Out and perfect tense.

Describing a region using superlatives

Hotels nosotros as well as our(s)

Travelling using comparatives

What you do/did on holiday and present

and perfect tenses

Holiday disasters and use of 3 time frames

School all about school life

Giving opinions using object pronouns

Rules and regulations - should, must and it

is prohibited

School extra-curricular activities and

imperfect tense.

Discussing the importance of languages -

adverb use

Experience of work using perfect and

imperfect tenses

Our planet – weather and natural disasters -

simple future tense

Discussing ethical shopping and the passive

Big events and use of 3 time frames

Volunteering and using emphatic pronouns.

Speaking and Listening

Listening and understanding Spanish

Speaking in Spanish

Basic introductions.

Talking about pets.

Hobbies and free time activities.

Eating and drinking using opinions.

Describing their past holidays using the

preterite.

Talking about music they like/dislike.

Discussing about television using

comparatives.

Opinions about food and drink.

Who am I? Talking about friends and using

regular present tense verbs -ar

Discussing role models

Talking about technology and irregular

verbs in the present tense

Reading habits, music and use of negatives

TV shows and use of comparatives

Nights out with friends in the perfect tense

Discussing clothes and what to wear.

Tourist information and asking questions

Discussing plans/weather and si clauses

Talking about your town, village or

neighbourhood and using negatives

Talking about your school and school in

Spain and the ellos form of verbs

Ordering in a restaurant

Talking about success at school and using

the past, present and future tenses.

Talking about earning money with present,

perfect and conditional.

Talking about volunteering and using

emphatic pronouns.

Grammar, punctuation and spelling

Acquire knowledge and

understanding of Spanish grammar

-ar verbs of frequency

Infinitives

Present tense

Definite and indefinite articles

(No) Me gusta + infinitive

Hay + indefinite article

No hay + no article

Ir verb

Near future tense

- ar verbs

Present tense

Preterite tense

Comparatives

Direct objects pronouns

Opinions and discussions

Present tense (regular and irregular)

Verbs of opinion

Preterite and imperfect tenses

Near future tense

Para + infinitive

Present continuous

Reflexive verbs

Suelo + infinitive

Perfect tense.

Tener ganas de + infinitive.

Se puede/se pueden.

Future tense.

Si + present, + future.

Using 3 tenses together (preterite,

imperfect + future)

Reflexive verbs.

Me gusta + infinitive

Acabar de + infinitive

Estar

Using past, present, future and conditional

tenses.

Emphatic pronouns.

If clauses.

Superlatives.

Se debería de + infinitive.


30

LECA Curriculum Intent for Physical Education from Years 7 to11


Making informed choices about Healthy Active Lifestyles Physical literacy across a range of activities To know and develop technique and improve performance Developing physical and mental capacity Making and applying decisions Develop skills to solve problems To achieve their personal best through analysis of performance and demonstrating improvement Instilling independence

Fitness, effects on the body, value of physical activity

on health, fitness and well-being, knowledge and

understanding of safety

Motivation to throw, catch, jump, run, etc. in a range of

activities including aesthetic, athletics, invasion games,

striking/fielding, net/wall, Outdoor Adventurous

Activities (OAA)

Know the technical points and develop the basic skills

in a range of activities from each area: athletics,

aesthetics, invasion games, net/wall, striking/fielding,

OAA

Through competition and performance in a range of

activities

Work to reach personal best, i.e. fitness, extracurricular

clubs and fixtures

Knowledge and application of key rules and regulations

for each activity

Understand and apply tactics and strategies to outwit

opponents in game play/competition

Team building and cooperation, knowledge of

leadership skills and qualities

Performance skills: Athletics – running, jumping, throwing Aesthetics – a range of key skills and linking to perform sequences in gymnastics Fitness – know and perform a range of Western Motor Ability testing

Lesson preparation including routines and taking a

proactive approach to setting up, taking down and

storing equipment and participation

Leading small groups in warm ups and cool downs,

umpire small sided games and activities using basic

rules for game play and performance

Evaluating self and peer performance and providing

feedback for improvement.

Know and apply training methods, nutrients, effects of

exercise on more than one body system, understanding

Confidence in throwing, catching, jumping and running,

etc. in a range of activities

Know the technical points and further develop basic

skills and some advanced skills in a range of activities:

athletics, aesthetics, invasion games, net/wall,

striking/fielding, OAA


activities


clubs and fixtures

Knowledge and application of some advanced rules

and regulations

Understand and apply some advanced tactics and

strategies to outwit opponents in game

play/competition

Team building and cooperation, Basic Sports Leaders

Award- knowledge and application of a range of

leadership skills and qualities

Performance skills: Athletics – running, jumping, throwing Aesthetics – a range of key skills and linking to perform sequences in gymnastics; performing basic and advanced skills in flight Fitness – understand purpose and perform a range of fitness testing

Lesson preparation, leading by example

Leading small groups in warm ups and cool downs,

umpire small sided games and activities using more

advanced rules for game play and performance

Evaluating self and peer performance and providing

feedback for improvement.

Use training methods and principles of training and

apply to a specific sport and their nutrient

requirements, effects on body systems, target setting

including SMART and goal setting

Confidence in advanced skills in a range of activities

including aesthetic, athletics, invasion games,

striking/fielding, net/wall, OAA

Know the technical points of and

develop advanced skills in a range of activities


activities


clubs and fixtures

Developing leadership role within all activities to

include roles of coach, leader, officiator

Understand and apply advanced tactics and strategies

to outwit opponents in game play/competition

Develop role of leader through a course of Young

Sports Leaders, knowledge of planning and

organisation: designing and delivering activities to small

size groups

Performance skills:

Athletics – performing and evaluating advanced skills

Aesthetics – performing advanced skills within routines;

range of advanced skills in flight

Fitness – know how to set up, conduct, record and

compare results in a range of fitness testing


Leading groups within drills, small group activities;

application of rules to officiating (scoring, refereeing,

umpiring, lines, etc.), making decisions in planning and

delivering activities within leadership

tasks/qualifications.

Create a fitness programme based on an area to

improve, using fitness tests, training methods and

principles of training, effects on body, applying SMART

target setting to sport

Competence in advanced skills across a range of

traditional and alternative activities

Know the technical points of and transfer a range of

skills to alternative activities and games, for example:

Ultimate Frisbee, Tchoukball, Softball/Baseball,

Volleyball, Speed Stacking, Boxercise, Quidditch,

Archery, Disc Golf

Through competition and performance in an

examination course, including officiating


clubs and fixtures

Develop leadership skills within specific activities,

developing and implementing detailed session plans

based on the needs of a group of participants

Sports Leaders Level 1/2 or equivalent, develop

leadership skills through one or more activities,

designing and delivering activities to larger groups,

including primary school students

Performance skills:

Athletics – perform and evaluate advanced skills

Aesthetics – perform and evaluate advanced skills in

flight and group acrobatics

Fitness – know how to set up, conduct, record,

compare results, evaluate reliability/validity of a range

of fitness tests, using as a guide in personal exercise

programming


Leading peer and younger groups in a range of activities

including application of rules and regulations for the

specific activity, through officiating.

Create a fitness and nutritional programme, knowledge

to plan for a range of sports and activities to improve

fitness and health, evaluate SMART targets on various

sports

Competence in advanced skills across a range of

traditional and alternative activities

Know the technical points and transfer a range of skills

to alternative activities and games

Through competition and performance in an

examination course, including officiating


clubs and fixtures

Use of knowledge of a range of activities/sports to

create new games and lead these games for peers, in

lessons and extracurricular clubs or during leadership

sessions

Sport Leaders Level 1/2 or equivalent, develop

leadership skills through one or more activities,

designing and delivering activities to larger groups,

including primary school students

Performance skills:

Athletics – perform and evaluate advanced skills

Aesthetics – perform and evaluate advanced skills in

flight and group acrobatics

Fitness – evaluate reliability/validity of a range of

fitness tests, comparing to the norms and using as a

guide in personal exercise programming; evaluating the

effectiveness of the PEP


Leading peer and younger groups in a range of activities

including application of rules and regulations for the

specific activity, through officiating.

The body’s response to physical activity Reducing the risk of sports injuries Applying principles of training Technology in sport

Reducing the risk of sports injuries: Understand different factors which influence the risk of

injury.

Understand how appropriate warm up and cool down

routines can help to prevent injury.

Know how to respond to injuries within a sporting

context.

Know how to respond to common medical conditions.

Applying principles of training: Know the principles of training in a sporting context

Know how training methods target different fitness

components

Be able to conduct fitness tests

Be able to develop fitness training programmes

The body’s response to physical activity: Know the key components of the musculo-skeletal and

cardio-respiratory systems, their functions and roles

Understand the importance of the musculo-skeletal

and cardio-respiratory systems in health and fitness

Be able to assess the short-term effects of physical

activity on the musculo-skeletal and cardio-respiratory

systems.

Be able to assess the long-term effects of physical

activity on the musculo-skeletal and cardio-respiratory

systems.

Technology in sport:

Know how technology is used in sport.

Understand the positive effects of sports technology.

Understand the negative effects of sports technology.

Be able to evaluate the impact of technology in sport.


31

LECA Curriculum Intent for Theatre, Film and Television from Years 7 to11


KS3

Students will become aware of:

how body language, facial expressions

and voice portray mood and emotion

practical exercises that develop physical

and vocal techniques

hidden interpretative devices through

semiotics

the creative process and how to structure

a performance

creative and dramatic intentions

a small range of performance styles and

genres

a small range of practitioners and

repertoire

the creative processes of set, costume,

lighting and make-up design

The similarities and differences of theatre, film and TV acting.

KS4

Repertoire

Students will have a sound understanding of:

a wide range and variety of performance

styles

a wide range and variety of performance

genres

a wide range and variety of practitioners

the social, historical and contextual

elements of a range of repertoire

the possible creator's intentions

the possible purpose of the repertoire

the different roles within Theatre, Film

and Television

what the responsibilities of each of the

roles are

what skills are required for each role

the inter relationships of each role/how

each role works together to produce a

performance

the processes used to rehearse a

performance

The techniques used to rehearse a

performance.

Performance


a wide range of physical techniques

a wide range of vocal techniques

a wide range of interpretative devices

the practical exercises that develop

physical and vocal techniques

a wide range of performance techniques

used during rehearsal

the procedures of producing the

repertoire

how to compile a portfolio of relevant

evidence of their professional and

personal development

Repertoire to be explored:

Cinderella (Pantomime)

Romeo & Juliet (Shakespeare)

Aladdin, Little Mermaid, The Lion King &

Hocus Pocus (Disney)

Styles/Genres to be explored:

Melodrama, Musical Theatre, Elizabethan & Mime

Purposes to consider:

To educate, entertain, celebrate.

Roles to explore:

Actor, dancer, singer, director, choreographer, writer,

designer

Responsibilities to explore:

Rehearsing, performing, contributing to the creation or

development e.g. devising, designing, choreographing,

directing, writing

Techniques to explore:

Rehearsal, production meeting, dress rehearsal,

performance, post-performance evaluation/review.


Soap Operas (Television)

The Goonies (Film)

Selection of Monologues (Film, Television & Theatre).


Naturalism, symbolism, physical.

Contextual elements to be explored:

Theme, issue, response to stimulus, style/genre,

contextual influences.

Practitioners to be explored:

Brecht, Stanislavski, Strasberg,


to educate, inform, entertain, provoke, raise awareness,

celebrate

Roles to explore:

Actor, dancer, singer, director, writer, designer.


Rehearsing, performing, refining performance material,

managing self and others, contributing to the creation or

development e.g. devising, designing.

Practitioner skills to explore:

physical and vocal skills used by performers

Creative skills, such as designing set, costume,

lighting or sound, writing scripts.

Processes to explore:

Responding to stimulus to generate ideas for

performance material

Exploring and developing ideas to develop

material

Discussion with performers

Setting tasks for performers

Sharing ideas and intentions

Developing performance material

Organising and running rehearsals

Refining and adjusting material to make

improvements

Providing notes and/or feedback on

improvements.


rehearsal, production, technical rehearsal, dress rehearsal,

performance, post-performance evaluation/review

Rehearsal / Performance Skills to develop:

Physical

characterisation, communication, energy, facial

expression, focus and control, gesture, mannerism,

movement memory, pace, posture, relaxation, rhythm,

reaction/interaction with others, spatial awareness, trust,

weight, camera work.

Vocal

Clarity and articulation, projection, breath control,

remembering lines, pitch, inflection and modulation, tone

and vocal colour, phrasing, pace, use of pause, rhythm,

tuning, timing, camera work.


TBD


comedy, epic, forum, naturalism, symbolism, theatre

of cruelty, physical


Theme, issue, response to stimulus, style/genre,

contextual influences, collaboration with other

practitioners, influence by other practitioners


Brecht, Stanislavski, Artaud, Strasberg, Berkoff, Kemp


To educate, inform, entertain, provoke, challenge

viewpoints, raise awareness, celebrate

Roles to explore:

Actor, director, writer, designer


Rehearsing, performing, refining performance

material, managing self and others, contributing to the

creation or development e.g. devising, designing,

choreographing, directing, writing


Physical, vocal and music skills used by

performers

Managing and directing skills used by

director, casting director

Communication skills used to liaise, direct

and perform by a director, actor, designer

Creative skills, such as designing set,

costume, lighting or sound, writing scripts

by a playwright

Organisational skills used to put on a

performance by a director.


Responding to stimulus to generate ideas

for performance material


material




Teaching material to performers




improvements


improvements

Communicating:

Individual performer - physical and vocal

(techniques and strategies)


Blood Brothers (Epic)

The Rise and Fall of Little Voice (film)

Cinderella (Pantomime)


absurdist, classical, comedy, epic, forum, melodrama,

naturalism, symbolism, theatre of cruelty, verbatim,

physical


theme, issue, response to stimulus, style/genre,

contextual influences, collaboration with other

practitioners, influence by other practitioners


Brecht, Stanislavski, Artaud, Strasberg, Berkoff, Lindsay

Kemp, Willy Russell, Jim Cartwright


to educate, inform, entertain, provoke, challenge

viewpoints, raise awareness, celebrate

Roles to explore:

actor, dancer, singer, director, choreographer, writer,

designer


rehearsing, performing, refining performance material,

managing self and others, contributing to the creation

or development e.g. devising, designing,

choreographing, directing, writing


physical, vocal and music skills used by

performers

managing and directing skills used by a

choreographer, artistic director, casting

director or musical director

communication skills used to liaise, direct

and perform by a choreographer, director,

actor, designer, dancer or musical theatre

performer

creative skills, such as designing set,

costume, lighting or sound, writing scripts

and composing songs by a playwright or

songwriter

organisational skills used to put on a

performance by a director or

choreographer


Responding to stimulus to generate ideas

for performance material


material




Teaching material to performers


Communicating:

Individual performer - physical and vocal

(techniques and strategies)

Groups - Comedy, improvisation (selection)

Style and genre of work (physical/natural)

Influence of practitioner (conscious choice

with intention)

Appropriate skills for target audiences

(conscious choice of purpose and intention)

Taking part in development workshops

(team work and focus on aims)

Contribution to rehearsal including preparation

(methods and professional attitudes).


32

professional attitudes

Creating


the key requirements and parameters for

a workshop performance

the starting points of investigation and

exploration to generate ideas

how to develop ideas in an informed way

how to work effectively as a professional

the choice of skills and techniques

available to realise the creative intentions

of their performance

a variety of practitioner’s methods and

ideologies

methods of rehearsals

appropriate dramatic features for

different demographics

professional conduct during rehearsal

how the skills and techniques chosen will

realise the creative intentions of the

repertoire

professional working attitudes

how ideas are communicated through a

performance

how to compile evidence which time-lines

the process of creation

which evidence supports the effectiveness

of the realisation of the creative

intentions in the final workshop

performance

Students will demonstrate their

developed skills and techniques during

the rehearsal process and final devised

performance

Portfolio

Students will produce a robust portfolio of evidence

time lining the research, creation and realisation of

their devised performance including an evaluation

of the strengths and areas of improvement.

Professional

Awareness of performance space and audience,

interactions with and response to other performers, focus,

energy and commitment, handling and use of props, set,

costume, use of space, stage presence, energy, repetition

and recall, learning dialogue, learning blocking and stage

directions, responding to direction, applying health and

safety procedures, being prepared, warming up and

cooling down, positive response to instructions and

feedback, peer feedback, absorbing and applying feedback

and corrections.

Groups - Comedy, improvisation (selection)

Style and genre of work (physical/natural)

Influence of practitioner (conscious choice

with intention)

Appropriate skills for target audiences

(conscious choice of purpose and intention)

Taking part in development workshops

(team work and focus on aims)

Contribution to rehearsal including

preparation (methods and professional

attitudes).



improvements


improvements


rehearsal, production, technical rehearsal, dress

rehearsal, performance, post-performance

evaluation/review

Rehearsal / Performance Skills to develop:

Physical

characterisation, communication, energy, facial

expression, focus and control, gesture, mannerism,

movement memory, pace, posture, relaxation, rhythm,

reaction/interaction with others, spatial awareness,

trust, weight

Vocal

Clarity and articulation, projection, breath control,

remembering lines, pitch, inflection and modulation,

tone and vocal colour, phrasing, pace, use of pause,

rhythm, tuning, timing.

Professional


interactions with and response to other performers,

focus, energy and commitment, handling and use of

props, set, costume, make-up and masks, emphasis,

use of space, awareness of sound, stage presence,

energy, repetition and recall, learning dialogue, songs

or movement, learning blocking and stage directions,

experimenting with skills and techniques

appropriately, responding to direction, applying health

and safety procedures, being prepared, warming up

and cooling down, positive response to instructions

and feedback, peer feedback, absorbing and applying

feedback and corrections.

Interpretive

Interpreting and developing a character

Communicating a style of genre

Communicating themes and ideas

Interpreting design elements.

KS3

Students will demonstrate:

their acquired skills and techniques

during the rehearsal process and

performance

a basic understanding of what relevant

evidence is

a basic ability to compile relevant evidence which

outlines skills and techniques used in the

developmental stage of the creative and rehearsal

process.

KS4

Students will gain:

a wide range of physical techniques

a wide range of vocal techniques

Rehearsal / Performance knowledge to develop skills:

Characterisation, communication, energy, facial

expression, focus and control, gesture, pace,

posture, relaxation, rhythm, reaction/interaction

with others, spatial awareness, trust

Clarity and articulation, projection, breath

control, remembering lines, pitch, tone, phrasing,

pace, use of pause, rhythm, timing


interactions with and response to other

performers, focus, energy and commitment,

handling and use of props, set, costume, make-

up, use of space, awareness of sound, stage

presence

Learning dialogue, movement, learning blocking

and stage directions, experimenting with skills

and techniques appropriately

Interpreting and developing a character

Communicating a style of genre

Communicating themes and ideas

Interpreting design elements

Knowledge to develop Skills through demonstration:

Physical, vocal, interpretative, interaction in

performance, refining ideas, communicating design

ideas through pitching and presentations.

Expression of character, mood and atmosphere,

application of style/genre.

Interpretation and realisation of creative intentions.

Identify strengths, actions and targets for

improvement, reference to professional working

practices, using subject specific terminology.

Reviewing the development of skills.

Skills to develop through demonstration of process of

rehearsal and performance:

Sustaining - energy, focus, concentration,

commitment.

Preparing for performance and during

performance - setting up/get in, get

out/strike.

Effectively communicating ideas and

intentions to an audience.

Physical, vocal, interpretative, stylistic,

interaction with the group, interaction in

performance, refining ideas,

communicating design ideas through

pitching and presentations.

Expression of character, mood and

atmosphere, application of style/genre.

Interpretation and realisation of creative

intentions demonstrate the style and

influences, expressive use of

voice/movement.

Skills to develop through demonstration:

physical, vocal, interpretative, stylistic,


performance, refining ideas, communicating

design ideas through pitching and presentations

expression of character, mood and atmosphere,

application of style/genre

interpretation and realisation of creative

intentions, demonstrate the style and influences,

expressive use of voice/movement

identify strengths, actions and targets for

improvement, reference to professional working

practices, using subject specific terminology

reviewing and recording development of skills,

techniques and progress in logbook


rehearsal and performance:

sustaining - energy, focus, concentration,

commitment

preparing for performance and during

performance - setting up/get in, get

out/strike

effectively communicating ideas and

intentions to an audience

physical, vocal, interpretative, stylistic,


performance, refining ideas,

communicating design ideas through

pitching and presentations

expression of character, mood and

atmosphere, application of style/genre

Interpretation and realisation of creative

intentions, demonstrate the style and

influences, expressive use of

voice/movement

33

Students will demonstrate their performance and

interpretative skills and techniques during:

the rehearsal process

the performance

Students will demonstrate:

a sound understanding of how to review

and evaluate developments of their

performance skills and techniques

how to respond to feedback within the

rehearsal room and post-performance

how they have applied the development

of performance skills and techniques

during the performance

How to further develop skills and techniques.

Responding to direction

Applying health and safety procedures

Being prepared, warming up and cooling down

Positive response to instructions and feedback

Peer feedback

Absorbing and applying feedback and corrections


creation from stimulus:

selection

development/adaptation

application

individual strengths and areas of

improvement

Overall individual contribution.


creation from stimulus:

selection

development/adaptation

application

individual strengths and areas of

improvement

Overall individual contribution.

Documents

LECA Curriculum Intent from Years 7 to11