Thrive Curriculum Stories

Term

Yr 7 Unit

Curriculum Story

AUTUMN

LOTF

Inspired by Lord of the Flies, this unit invites Year 7 students to imagine being stranded on a mysterious island, far from civilisation. As survival becomes a challenge, students will explore how fear, leadership, and friendship shape their characters’ actions. They’ll develop creative writing skills by crafting vivid settings, building tension, and creating realistic characters in extreme situations. With a focus on imagination and storytelling, students will produce their own island survival narrative—full of danger, drama, and discovery. 

Northern Lights

In this engaging oracy-focused unit, Year 7 students will explore Philip Pullman’s Northern Lights while developing their speaking and listening skills. Through debates, role-play, hot-seating and group discussions, students will delve into big ideas like identity, truth, and growing up. As they follow Lyra’s journey, they’ll learn to express opinions clearly, listen actively, and respond thoughtfully. The unit builds confidence and communication, culminating in a structured speaking task, where students showcase their understanding of the novel’s themes and their growing oracy skills. 

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Poetry

In this powerful and thought-provoking unit, Year 8 students explore how poets respond to major historical events such as 9/11, Apartheid, and the Holocaust. Through a diverse range of poems, students develop key analytical skills by comparing how different writers use language, structure, and perspective to convey the human impact of global tragedies. They will learn to link poems to their historical contexts, build comparisons, and express their ideas clearly with evidence. With opportunities for creative responses, guided reading, and structured writing practice, this unit helps students become thoughtful, independent thinkers who can engage critically with both literature and history. 

Short Stories

Step into the world of masterful storytelling as Year 8 students embark on a dynamic exploration of classic and contemporary short fiction. From the eerie psychological depths of Edgar Allan Poe’s ‘The Tell-Tale Heart’ to the poignant social realism of Langston Hughes’ ‘Thank You, Ma’am’, this unit immerses students in diverse narratives that challenge, inspire, and ignite the imagination. Through close reading and creative interpretation, students refine their analytical skills, uncovering the intricate layers of narrative structure, characterisation, themes, and literary devices, while engaging in story mapping, dramatic performances, and reinventing endings to step into the shoes of storytellers themselves. More than just reading, this unit is a critical thinking challenge, encouraging students to explore how writers craft meaning and manipulate language to shape powerful messages, ensuring that by the final analytical assessment, they have deepened their understanding of short fiction while developing the skills to read between the lines, question narratives, and craft compelling interpretations of their own.  

Term

Yr 9 Unit

Curriculum Story

AUTUMN

Poetry – Rhyme nor Reason 

A poetry unit exploring voice, culture, and meaning beyond the expected. This is not your typical poetry collection. Rhyme nor Rhythm brings together a bold and diverse range of favourite poems chosen by your English teachers - poems that speak from different continents, cultures, and perspectives. From the defiant voice of “Sonny’s Lettah” in Jamaican patois, to the deep symbolism in “How to Eat a Pomegranate”, and the quiet power of “The Mississippi River Empties into the Gulf”, this unit invites you to hear the world through language. You’ll explore how poets break rules, bend structure, and speak truth - even when there’s no rhyme, nor reason, as we know it. Through close analysis, discussion, and creative response, you’ll uncover hidden meanings, challenge assumptions, and develop your own voice.

Poetry is for everyone - and in this unit, you’ll discover why.

Othello

In this unit, Year 9 students will explore Shakespeare’s Othello, examining its powerful themes of jealousy, manipulation, identity, and power. Through close reading, drama activities, and analytical discussion, students will develop their understanding of Shakespearean language, character development, and dramatic structure. They will consider how the play reflects issues of race, trust, and betrayal—many of which remain relevant today. This unit builds key skills in literary analysis, interpretation, and written expression, while encouraging students to engage critically with one of Shakespeare’s most compelling tragedies. 

Term

Year 7 Unit

Curriculum Story

SPRING

The Tempest

Students begin their study of Shakespeare with The Tempest, a story filled with magic, mystery, and memorable characters. They step onto Prospero’s enchanted island to explore a world filled with complex characters like Caliban and Prospero while exploring big ideas of justice, freedom, and forgiveness. Through close reading, discussing, and performing parts of the play, they learn how Shakespeare’s language creates character and meaning, developing skills in inference, analytical thinking, and evidence-based writing. Students develop skills in inference, evidence-based analysis, and oracy, concluding in an extended character study. As a story of change and second chances, the play encourages curiosity and confidence, helping students see classic literature as engaging, relevant, and open to interpretation. The Tempest helps students see literature as a space for curiosity, reflection, and discovery, fostering both a love of learning and the confidence to thrive in their study of English.

London Through the Ages (Non-Fiction)

Students journey through London’s past to explore how a city is shaped by the people who live in it. From the Black Death and the Great Fire of London to the workhouse system, the Suffragette movement, Pride, Notting Hill Carnival, and the 2012 Olympics, they examine how London has changed over time. Through close reading of diary entries, articles, speeches, and journalism, students learn to compare sources, synthesise information, and trace how perspectives and experiences change over time. They develop key non-fiction reading skills, identifying viewpoints, analysing language, and combining evidence from multiple texts, while building empathy and cultural awareness. By viewing London as a story of resilience, diversity, and transformation, students grow in confidence as critical readers and discover how language empowers people to challenge injustice, celebrate identity, and shape the world around them, fostering both curiosity and a love of learning.

Term

Year 8 Unit

Curriculum Story

SPRING

Gothic Writing

This popular creative scheme of learning invites students into the world of mystery and suspense. Students explore how tension and mood are created across texts, images, and modern media such as Wednesday, learning to identify key Gothic conventions. This scheme of learning develops students’ descriptive and narrative writing through the Gothic genre.  They will learn how to build atmosphere and tension in their own writing. It’s a chance for imagination to shine while developing strong descriptive writing skills. They experiment with vocabulary, imagery, and structure to craft their own settings and stories. By analysing and creating Gothic writing, students grow as both imaginative writers and thoughtful critics, building confidence in how they shape meaning for a reader.

Romeo and Juliet

In this scheme of learning, students explore Shakespeare’s famous tale of love and rivalry, discovering why it remains one of the most performed plays in the world. They will explore thematic concepts of love, family, and conflict. Through reading, discussion, and short performances, they learn how characters’ choices drive the tragedy and examine how Shakespeare’s language and dramatic techniques convey intense emotion and tension. Students develop interpretation, critical thinking, and analytical writing skills while considering big ideas that still resonate today.  The story’s key issues are easy for students to relate to, helping them connect classic literature to real life. This scheme helps students see why ‘Romeo and Juliet’ continues to matter, encouraging them to engage with Shakespeare in a way that feels meaningful and contemporary.

Term

Year 9 Unit

Curriculum Story

SPRING

Non-Fiction: Prejudice

In this scheme of learning students examine how prejudice is created, challenged, and discussed in society through speeches, articles, and memoirs.  They learn to explore how prejudice operates in society and how language can challenge injustice examining concepts such as media framing, the Allport Scale, the Equality Act 2010, unconscious bias, and different forms of prejudice. Students debate, analyse, compare, and synthesise texts while identifying viewpoint, bias, and persuasive techniques. The scheme of learning strengthens critical thinking and empathy, equipping students to question assumptions and evaluate how language shapes attitudes, preparing them to engage thoughtfully with the world around them. This scheme of learning helps students develop respect for different perspectives and confidence in discussing important issues.

Animal Farm

In Animal Farm, students study how Orwell uses a seemingly simple story about farm animals who try to create a fair society to explore power, manipulation, and inequality. Through close analysis of character, symbolism, and allegory, they examine how propaganda, rhetoric, and narrative perspective influence belief and how writers use characters and symbols to share ideas and messages.   Students develop GCSE-ready skills in analytical writing, evidence selection, and constructing interpretations, while considering the novel’s political and social messages. This scheme of learning strengthens the rigour and independence needed for GCSE Literature, helping students understand how writers use stories to question fairness, leadership, and the way societies are organised. Through discussion and analysis, they uncover the novel’s warnings and why they still matter.

Term

Yr 7 Unit

Curriculum Story

AUTUMN

Foundations and Number Sense

In Year 7, students embark on an exciting mathematical journey by mastering Place Value, Types of Number, and Calculations. These fundamental topics serve as the building blocks for all future mathematics. Pupils explore the development of number systems through history, drawing inspiration from Eratosthenes’ work on prime numbers and the invention of Indo-Arabic numerals, which revolutionized mathematics. This context helps students appreciate the power of numbers beyond the classroom. Practical investigations like the Place Value Inquiry and Product of Factors challenge students to discover patterns and justify their reasoning, enhancing logical thinking. Teachers use visual aids, interactive games, and collaborative problem-solving tasks to foster engagement and deepen understanding. These activities encourage resilience, as students learn to tackle challenges with curiosity and confidence. Parents can support learning by engaging children in everyday discussions about numbers and their applications, such as budgeting or measuring, to connect schoolwork with real life. The term’s focus on clear, methodical thinking provides a strong foundation, helping students feel empowered to explore mathematics creatively.

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Percentages, Ratio, and Proportion

In Year 8, students deepen their mathematical understanding through essential topics like Percentages, Ratio, and Proportion, which have wide applications in finance, science, and daily life. Inspired by the brilliance of polymaths such as Leonardo da Vinci and mathematician Katherine Johnson, learners explore how these concepts enable precise comparisons and predictions. Investigations like the Percentages Inquiry and Ratio Inquiry encourage analytical thinking and problem-solving, helping students develop confidence in manipulating these ideas in various contexts. Enrichment activities, including the Fire Hydrants Challenge, promote creativity, teamwork, and communication, providing opportunities for students to apply mathematics to real-world scenarios. The curriculum incorporates group discussions and hands-on tasks that foster collaborative learning and resilience. Parents can support their children by discussing everyday applications, such as discounts while shopping or recipe adjustments, which help contextualize mathematical concepts outside the classroom. This term’s focus on ratio and proportion strengthens students’ number sense and analytical skills, preparing them for more complex mathematical reasoning in subsequent years.

Term

Yr 9 Unit

Curriculum Story

AUTUMN

Ratio, Percentages, and Algebraic Foundations

In Year 9, students build on previous knowledge with deeper exploration of Ratio, Percentages, Fractions, and Algebra. They delve into topics such as index laws, surds, and recurring decimals, inspired by trailblazing mathematicians like Ada Lovelace and Emmy Noether, who revolutionised mathematical thinking and computation. Investigations such as Base and Index and Recurring Decimals encourage analytical skills, precision, and detailed reasoning. These complex topics challenge students to develop perseverance and logical thinking, essential skills for higher mathematics. Group challenges and classroom debates foster a collaborative environment, encouraging students to communicate their reasoning clearly. Parents can support by engaging their children in exploring algebraic patterns and challenging puzzles, which build critical thinking and problem-solving skills. This term solidifies foundational algebraic understanding and prepares students for more advanced applications in future study.

Term

Yr 7 Unit

Curriculum Story

SPRING

Algebra and Patterns

The spring term introduces students to the fascinating world of algebra, building on their arithmetic skills to explore expressions, sequences, and simple equations. Students uncover the beauty of patterns inspired by Fibonacci’s famous sequence and early algebraic pioneers, learning how to generalise and predict results. This term emphasises abstract thinking, as students move from concrete numbers to symbolic representation, laying essential groundwork for more advanced mathematics. Hands-on activities such as the Fibonacci Sequence Investigation and algebra puzzles stimulate engagement through discovery and encourage perseverance when solving complex problems. Group work and classroom discussions promote mathematical communication, allowing students to articulate their reasoning and learn collaboratively. These skills are vital not only in mathematics but also in many other academic and life contexts. Parents are encouraged to nurture their child’s curiosity by exploring patterns in nature, art, or music at home, linking mathematics to the wider world. This term’s exciting exploration of algebraic concepts fosters confidence, logical thinking, and problem-solving abilities, key skills that students will build on in future years.

Term

Yr 8 Unit

Curriculum Story

SPRING

Measurement and Geometry

The spring term challenges students to refine their measurement and spatial skills through topics such as Scale Drawings, Loci, Perimeter, Area, and Circles. Precise measurement and visualisation are essential skills in many STEM careers, and this term encourages students to think carefully about accuracy and representation. Interactive activities and the use of dynamic geometry software enhance understanding by enabling students to experiment and explore. Tasks like the Painted Cubes investigation offer hands-on learning opportunities that promote perseverance and detailed reasoning. The integration of algebra with geometric concepts encourages flexible thinking, helping students make connections between different mathematical areas. Group work and discussions support communication skills and deepen conceptual understanding. Parents can support learning by engaging their children in practical measurement activities, model building, or exploring maps, which build spatial awareness in meaningful ways. This term provides students with valuable tools to navigate complex problems, preparing them for advanced mathematics and real-world applications.

Term

Yr 9 Unit

Curriculum Story

SPRING

Algebraic Techniques and Sequences

The spring term focuses on mastering algebraic techniques such as expanding and factorising expressions, working with sequences, and manipulating algebraic structures. Students develop skills in generalising patterns and solving complex equations, building resilience and self-confidence through problem-solving. Practical applications and real-world scenarios connect mathematical theory to everyday life, making abstract concepts more accessible. Investigations like Quadratic Expressions and Algebraic Reasoning provide opportunities for deeper exploration and enrichment, promoting creative and critical thinking. Classroom discussions encourage students to articulate their methods and reflect on their learning, strengthening communication skills. Parents can support by encouraging their children to explain their algebraic thinking and work through problems together, fostering dialogue and deeper understanding.

Term

Yr 7 Unit

Curriculum Statement

AUTUMN

Introduction to Science and Acids and Alkalis

Watch confidence and curiosity ignite as pupils master lab safety, light Bunsen burners, and explore real chemical reactions. From testing acids to creating natural indicators using red cabbage, they’ll think like scientists—investigating, analysing, and presenting discoveries using graphs and tables. It’s hands-on learning that sparks lifelong scientific thinking and wonder.

Cells, Organization and Photosynthesis

Step into the invisible world where life begins. From constructing cells to peering through microscopes and dissecting chicken legs, pupils uncover how cells power entire systems. It’s bold, hands-on science—exploring the human body, mastering magnification, and revealing the extraordinary in every living thing.

Particle Model

Discover how solids, liquids, and gases behave through fun, collaborative experiments. Pupils investigate melting, evaporation, diffusion, and gas pressure while developing scientific skills and teamwork. This unit blends practical science with key vocabulary, making complex concepts clear, exciting, and relevant to the world around us.

Atoms, Elements and Compounds

Dive into the world of atoms and molecules with hands-on experiments and interactive models. Students explore the periodic table, learn to write chemical formulae, and discover how elements combine to create new substances—building essential chemistry skills with real-life connections and engaging activities.

Term

Yr 8 Unit

Curriculum Statement

AUTUMN

Key Skills in Science

Who committed the crime? In this engaging investigation, students step into the role of forensic scientists—examining fingerprints, analysing handwriting, and testing unknown substances to uncover the truth. Using microscopes, chromatography, and DNA sequencing, they gather vital clues, evaluate evidence, explore bias, and build a compelling case to identify the culprit.

Food, Digestion and Drugs

This engaging unit reveals how diet, digestion, and health intertwine. Students conduct practical food tests, investigate enzymes, and interpret nutrition labels while sharpening data skills. The journey concludes with a thoughtful look at drug classification and effects, offering a comprehensive understanding of what supports overall health.

Periodic Table

This unit brings chemistry to life through hands-on modelling, equation balancing, and investigations into trends in the periodic table. Students examine the difference between physical changes and chemical reactions, building scientific understanding through practical activities and extended writing that reinforce key concepts and skills.

Metals and Non-metals

This chemistry unit reveals the secrets of metals—from their everyday uses to the dramatic reactions they undergo. Through practical experiments, learners build equations, test reactivity, and explore the energy behind chemical bonds. A focus on precision and analysis helps develop both scientific skill and real-world understanding.

Term

Yr 7 Unit

Curriculum Statement

SPRING

UNIT E: Energy

Explore energy’s journey from fuel to power through practical investigations and data analysis. Students compare renewable and non-renewable energy resources, learn efficiency using Sankey diagrams, and connect science to real-world challenges.  This unit will help students develop important skills to make smart and informed choices about energy and the environment for the future.

SPRING

UNIT F: Reproduction

Embark on an extraordinary journey through the stages of life — from the dramatic race of sperm to egg, to the wonders of pregnancy, birth, and puberty. Along the way, students will sharpen their analytical skills by interpreting data charts and graphs and explore the fascinating world of plant reproduction through flower dissection and observations of pollination and seed dispersal.

SPRING

UNIT G: Forces

From pushing and pulling to stretching and sliding, this unit brings physics to life. Students experiment with friction, test elastic limits, and dive into data with graphing tools. With every investigation, they uncover how forces shape the world—and discover the science behind what makes things move.

Term

Yr 8 Unit

Curriculum Statement

SPRING

UNIT E: Circulation, Breathing and Respiration

This fascinating unit explores the partnership between the lungs and heart in delivering oxygen and removing waste. From investigating gas exchange to comparing blood vessels and analysing respiration, learners use experiments, data, and models to understand how the body works—and how lifestyle choices impact its performance.

SPRING

UNIT F: Forces in Action

This practical, thought-provoking unit explores forces in action—from density and drag to speed and simple machines. Learners build skills by calculating pressure, testing floating objects, and using pulleys to multiply force. With every experiment, data point, and graph, they uncover the fascinating physics that powers the world around us.

SPRING

UNIT G: Waves

This unit brings light and sound to life. Students explore how waves travel, interact with materials, and affect what we see and hear. From ray diagrams and periscopes to tuning forks and oscilloscope traces, they build a deeper understanding of how waves shape what we see, hear, and experience.

Term

Yr 7 Unit

Curriculum Story

AUTUMN

Global Biomes

The year 7 curriculum starts by looking at global biomes. The unit takes students on a tour around the world looking at the adaptations of flora and fauna in tropical rainforests, hot deserts, the cold tundra of the Arctic and the savannah. Students are provided with the opportunity to understand how climate shapes biome distribution as well as beginning to consider the threats that these biomes face due to human activity. Within this unit students take part in their very first experiential experience where they visit Kew Gardens to see first-hand the adaptations of flora in the biomes they have learned about. The course is assessed with a written assessment focusing on the knowledge and skills the students have learned throughout their lessons.  

The Development Gap

This unit looks at the causes and impacts of global inequality. Students embark on this journey by understanding how development can be measured through a range of indicators such as birth rate, GDP and HDI.  They are then exposed to the historical, physical and economic causes that have led to the gap between the world's richest and poorest countries and are finally encouraged to consider the effectiveness of different strategies which can help reduce the gap. One of the strategies students look at is trade; to help students better understand the impact trade has on reducing the gap, they take part in their second experiential experience by playing The Trading Game. The course is assessed with students writing a reflection on the impact of trade on reducing the gap and helping lower income countries develop more effectively.  

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Fast Fashion

Year 8 begin their geography journey learning about an industry that they are all a part of. As consumers we are all a part of the global machine that drives the fast fashion industry. Students are exposed to the key concept of globalisation as the engine that drives this industry. They develop their learning from year 7 on the role of TNCs on the fast fashion industry building an understanding of the advantages and disadvantages of these companies on the host country. Finally, the scheme ends with students watching the Stacey Dooley documentary on the environmental impact of fast fashion leading to discussions around sustainable fashion practices and what we as consumers can do to reduce these impacts on people and place.  

Natural Resources

Natural Resources is a topic that has two components; there is the geographical knowledge which focuses on our use of natural resources, sustainable practices, and the creation of sustainable cities by looking at Masdar City in the UAE, Singapore and BedZed in Sutton, England. The second component is geographical skills where students conduct an enquiry looking at how sustainable Park View School is. They go through the six-stage enquiry cycle completing each section including the opportunity to collect their own primary data which they then use to analyse and reach their conclusions.  

Term

Yr 9 Unit

Curriculum Story

AUTUMN

Russia

Russia, a country that is undergoing massive change and has become a hot topic over the last few years. Students are given the opportunity to better understand the world’s largest land mass in terms of its population distribution, physical geography and natural resources as well as delve into the causes and impacts of ongoing conflict in the region. By better understanding the geography of this country students are then able to understand the relationship Russia has with its neighbours both near and far.  

Geopolitics and conflict

In this scheme of learning students will build on their understanding from the Russia scheme of work, on how geopolitics i.e., the relationship that physical geography has on political decisions has led to conflicts. Students will explore the causes and effects of historical conflicts around the world as well as focus on some of the more recent ones. The purpose of the scheme is to engage students in current affairs and for them to know that geography is the pivotal component in most conflicts from a regional, national, and international scale. It will allow students to express their opinions but also consider their role in helping to resolve some of these conflicts by introducing them to Amnesty International.  

Term

Yr 7 Unit

Curriculum Story

SPRING

Africa

In the Spring term, year 7 travel to the continent of Africa. Through these lessons, students are given the chance to challenge the misconceptions that are often associated with the continent of Africa such as ‘every country is poor’. They use their knowledge from previous topics to better understand the unevenness of development that has occurred in the continent by looking at specific examples like Nigeria which is one of Africa’s most rapidly industrialising countries and Kenya which has taken advantage of tourism to develop the country. The course is assessed with a group project where students pick a country within the continent of Africa to carry out research and present their findings to the rest of the class.

Weather and Climate

British people love to complain about the weather so this unit of work will expose students to the inner workings of weather and climate in the UK. They will begin to understand the reasons why the UKs weather changes by looking at air masses but also

understand how climate change is impacting our weather and climate. Students will be exposed to recent examples of extreme weather events that have occurred in the UK to allow them to apply the how and the why and consider the impacts such events have on people and place. In this course, the students will get their first exposure to local fieldwork, where they will conduct their own weather investigation to ascertain the microclimates that exist within the school grounds. The course will be assessed with a skills-based end of topic assessment where students are able to write about their fieldwork experience.

Term

Yr 8 Unit

Curriculum Story

SPRING

Australia

Students travel to the largest island to explore the culture, history, and environment of Australia. They begin their journey by exploring population distribution and the physical landscape of the country linking how the two are linked. They then look at the climate of the country where they learn about the wild fires and consider the impact climate change has on the frequency and intensity of such events. They then continue their environmental journey by finding out about the world’s largest coral reef ecosystem – the formation of corals, conditions needed for survival and of course the impact people and climate change are having on this vulnerable environment. Finally, they end the scheme by looking at the history of Australia specifically looking at Aboriginal history and the ‘stolen generation’.

Hydrosphere

The scheme of work on the hydrosphere enables students to explore the journey of water. Students begin by learning about the workings of the water cycle as it helps to introduce them to the stores that water can be found in. Their water journey begins with glaciers, then to rivers, coasts and finally ending with the ocean. Throughout the journey students will be exposed to key terms, physical processes and formation of key landforms within each environment. As part of the experiential learning students will end the scheme watching Oceans by David Attenborough where they build on their knowledge of the great ocean expanse but also think critically of our role within the ocean system and the impact we are having on this vital component of life.

Term

Yr 9 Unit

Curriculum Story

SPRING

India v China

Accountable for over three billion people, India and China are two of the worlds’ superpowers yet both have ongoing challenges. This unit of work will provide an insight into the challenges the two countries face but also consider the opportunities that may arise due to changing population structure, economic growth, and climate change.

Term

Yr 7 Unit

Curriculum Story

AUTUMN

The history of West Green Road and Park View School

Our year 7 curriculum begins with two local history units that connects our students to the streets and buildings that they visit every day that they come to Park View School. They start by exploring the history of West Green Road, from our earliest records in the 1600s until the present day, and along the way discover how this part of London has a rich and diverse history. This will be commemorated in a task asking the students to design a blue plaque about some of the key individuals associated with West Green Road. 

They then move onto the history of the school, looking at how the school has changed, but also in some ways stayed the same since it opened on this site in 1970. This will include a walking tour of the school to look at how the buildings and classrooms have evolved over the last 5 decades. The students complete a piece of extended writing looking at change and continuity at Park View.  

What can we make the traces of migrant stories reveal about England before 1066? 

Our next unit helps the students move from the local to the national and international by focusing on migration to Britain in the early Middle Ages. They will explore a range of different migrants including Romans, Vikings and the Amesbury Archer, and think about the reasons why they came to England and their experiences when they settled here. The final outcome of the unit is a poster which allows students to demonstrate their knowledge of the topics.  

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Enclosure

Our year 8 curriculum starts by exploring one of the most significant changes in the lives of everyday people in England over the last 800 years – the loss of their land to private ownership, known as enclosure. Students will examine the way in which enclosure led to a massive growth in public protest, and the resulting criminalising of a significant number of people. They also look at the impact of enclosure on popular culture including music and art. The course is assessed by a short piece of extended writing focusing on the consequences of enclosure.  

The expanding world of the Tudors and Stuarts

This unit looks at the dramatic changes that were happening in Tudor England with the religious changes that were brought in by the Reformation and the creation of the Protestant church across Europe. At the same time, English people were making contacts with other communities around the world, with the start of the British Empire in America and the Caribbean. This contributed to the increasing numbers of Africans living in England during this period, known as ‘Black Tudors’ and the unit focuses on the lives of key individuals such as John Blanke, the trumpeter for King Henry VIII. The final task is a mapping activity which enables students to identify and explain the connections between Tudor England and the wider world.  

Term

Yr 9 Unit

Curriculum Story

AUTUMN

Women’s Rights since 1900

The fight for equality for women stretches back centuries, however the focus for this unit is specifically on the campaign for votes for women in the early 1900s. The students will compare the tactics of the Suffragists and the Suffragettes and explore the impact of the First World War in changing the position of British women. The unit concludes by bringing the struggle into contemporary Britain and ask the students to decide whether the first wave of feminism, alongside the activism of the 1970s and 1980s that brought changes in the laws on Equal Pay and Sex Discrimination, have gone far enough in creating equality for women in the 21^st century.

What can we learn about the First World War from soldier’s letters?

This unit focuses on the lives of two soldiers during the First World War as a vehicle for understanding what the day to day experience of a typical soldier looked like. Reg Wilkes’ letters describe a range of different activities that the soldiers take part in away from the front line, whereas Walter Tull goes deep into the mission he led behind enemy lines. Tull’s experience as the first Black Infantry Officer in the British Army provides a different dynamic for the student’s to explore and some of the lessons in the unit also focus on his pioneering career as a professional footballer playing for Tottenham in 1909-10.

Term

Yr 7 Unit

Curriculum Story

SPRING

The Silk Roads

The Silk Roads stretched from China to Europe and the result was a huge influx of people, goods and ideas being transferred from east to west. This course starts by looking at what the Silk Roads were and who travelled on them, before focusing on Baghdad and some of the other key cities along the Silk Roads. Students create presentations to share their research on these fascinating cities.

Medieval Women

A recent report showed that despite women making up more than 50% of the world’s population, they are still missing from the history curriculum taught in schools. This unit helps Park View students to understand the contribution that women made to Medieval Europe by focusing on some key individuals who changed the continent. Women such as Queens Eleanor of Aquitaine, Matilda and Isabella of Spain were powerful leaders in their own right. The unit also focuses on the daily life of women in the Middle Ages.

Term

Yr 8 Unit

Curriculum Story

SPRING

Native Americans

“In 1492 Columbus sailed the ocean blue” and ‘discovered’ America. But what are the histories of the people that were already living there and had been for over 20,000 years? This course will introduce students to the Indigenous people of what today we call the United States and will centre their stories, beliefs and way of life in the face of attempts to erase them from history. Students will answer the question ‘How did Native Americans resist and survive the attempts to destroy their way of life?’.

The Fight against Enslavement

Drawing similarities with the previous unit, students will focus on resistance against the enslavement of millions of Africans during the period known as the Transatlantic Slave Trade. They will study a series of case studies showing resistance on the slave ships, in the plantations and through looking at events such as the revolution in Haiti and the Christmas Rebellion in Jamaica.

Term

Yr 9 Unit

Curriculum Story

SPRING

How and why did the Holocaust happen?

Learning about the Holocaust is the only compulsory unit in the KS3 History National Curriculum as it represents such a significant moment in recent history. Students start by looking at the context of the Jewish experience in Europe and the roots of Anti-Semitism, before digging deeper into the specific causes of the Holocaust in Nazi Germany. They look at the changing experience of the Jews from the laws which separated them, to the physical attacks on them leading finally to the genocide of 6 million Jews. Students will also study examples of how the Jewish communities resisted against their treatment.  

‘Parliament, Protest or Pop Culture, which did more to change the position of the LGBTQ+ communities in Britain?’

This unit looks at the changing treatment of the LGBTQ+ communities in Britain and asks students to decide whether this was affected more by the laws passed by Parliament, the activism of the LGBTQ+ communities or the contribution that they made to popular culture. The lessons begin with music from queer artists and also feature video interviews created specifically for Park View students about the experiences of the LGBTQ+ community. Ultimately the students create their own digital archive in which they choose a range of objects that help them to answer the enquiry question for the unit.  

Term

Yr 7 Unit

Curriculum Story

AUTUMN

Drama Skills

In  Autumn one we spend our Drama lessons introducing our year 7s to the key Drama performance skills, working collaboratively with peers and building confidence on stage. Our year 7s will learn how to develop a character through the use of body and voice.  We will develop skills around working collaboratively with other Drama students. We will learn about the importance of focus and commitment to role. We will build confidence around performing in a group and on stage in front of peers. We will develop dialogue for a variety of role plays, playing a variety of different characters.  

Hamlet

In Autumn two we explore Shakespeare's Hamlet. This is a brilliant opportunity to introduce our students to the world and words of Shakespeare. Students build on their performance skills that are introduced in Autumn one and begin to work with text. The main part of the unit is exploring Hamlet's famous 'to be or not to be' monologue, in which our year 7s will develop vocal and physical ideas for this piece of text, rehearsing it both collaboratively and individually. We explore the meaning behind the text and look at some of the major themes and characters from the play. At the end of the term, our year 7s perform their monologues with all of their staging decisions and character interpretations. 

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Blood Brothers

In  Autumn one we begin exploring more complex texts with our Year 8 Drama students. The students explore and interpret script and character as they study Willy Russell's play Blood Brothers. The students explore the different characters in the play, blocking using stage directions and applying these skills onto their scripts. Through these scripts, they will also study key themes and issues such as nature vs. nurture, family, social class and friendship. The students will explore a range of scripts, and then eventually prepare one extract from Blood Brothers to perform as their final assessment for the unit. 

Twisted Tales

In Autumn two we will study a new unit this year called Twisted Tales. This is a unit which incorporates Melodrama and Pantomime. Students will explore the history of Pantomime and develop physical and vocal skills around this style. Students will use their new skills to develop a twisted fairytale that they will devise and develop in groups. This fairytale will then be rehearsed and refined using the skills of Pantomime, which will then be performed as a group assessment at the end of the term. 

Term

Yr 9 Unit

Curriculum Story

AUTUMN

Stanislavski

In the Autumn term of year 9 we will study key theatre practitioners as we begin to develop skills for the GCSE course ahead. In Autumn one, year 9 students will be exposed to the theories and acting techniques of Konstantin Stanislavski. This is a style of Realism that was born in the early 20th century, which has set the scene for modern playwriting and film and television as we know it today. Stanislavski's theatre encourages the audience to emotionally engage in the scenes and characters they watch, and asks the students to develop engaging and truthful characters. Students will study August Wilson's play King Hedley II; exploring characters and extracts from this text. They will study Stanislavski's acting principles around this. During the unit, we will explore Given Circumstance, Objectives, Tactics, Emotion Memory Re-Call and the Magic If. Students will learn, rehearse and refine a script extract from King Hedley, which they will both perform and write an evaluation on. 

Brecht

In Autumn two, year 9 students will study another of the major GCSE practitioners; Bertolt Brecht. His acting theories build on the work of Stanislavski to create the bread and butter of modern theatre. Brecht's theatre is political, and asks students to reflect on the world around them and the issues that are important to them. Brecht's Epic Theatre alienates the audience, and instead of making the audience feel like in Stanislavski's theatre, Brecht asks the audience to question what they are watching, and consider how they might want to change the world. We will study Brecht's Epic techniques such as breaking the fourth wall, monologue, placards, switching roles, montage, spass and freeze frames. Students will work in groups, and will eventually chose a topic of importance to them, building a performance using Brecht's Epic Theatre techniques. 

Term

Yr 7 Unit

Curriculum Story

SPRING

Greek Theatre

In Spring One our Year 7 Drama students are taken back to the origins of theatre by exploring Greek Theatre. We specifically look at Sophocles play 'Oedipus Rex', alongside different poems dedicated to the Greek Gods. Our students develop their use of performance skills considerably during this unit, particularly their use of physical skills. Greek Theatre was traditionally performed in large amphitheatres, so the skills used by actors were physically exaggerated, and this is a major focus in the scenes we explore. We also teach students to perform as a Greek chorus, and so there is a real emphasis on working collaboratively in larger groups.

Hamlet

In Spring Two our Year 7 Drama students explore another historical type of theatre, this time looking at Shakespeare's 'Hamlet'. We provide an introduction to Shakespeare's language, as we will continue to study his plays across KS3 Drama, and our students will study Macbeth for their GCSE English. In our Year 7 Drama unit on 'Hamlet', the students will explore the themes and characters of the play, before eventually performing a monologue as Hamlet. This is an opportunity to explore the skills of presenting a monologue, which is an option for one of the GCSE exams.

Term

Yr 8 Unit

Curriculum Story

SPRING

A Midsummer’s Night’s Dream

In Spring One our Year 8 Drama students explore Shakespeare's 'A Midsummer Night's Dream'. This is the first time we have explored Shakespearean comedy, and the students will explore the themes and characters from the play as we rehearse and perform different scenes from the text. The final assessment that our year 8 students build towards is a performance of one of the Mechanicals scene. The Mechanicals are a group of actors who perform badly (on purpose!) for the Duke and Duchess. This is a larger group-based assessment and involves developing the skills of comedic acting.

Physical Theatre

In Spring Two our Year 8 Drama students explore theatre practitioner Jerzy Grotowski. He is a physical theatre practitioner who believes that the actor should use their skills to create everything on stage. This makes for a very group-based type of theatre, and our students will ultimately work in larger groups, where they will develop a fairy tale performance of their choice. In line with Grotowski's style, the students will create everything in the scene; including the characters, scenery and even the props with their bodies! This is a very fun and physical style of theatre, and something we will touch on again in the first GCSE performance exam piece.

Term

Yr 9 Unit

Curriculum Story

SPRING

Realism

In Spring One our Year 9 Drama students explore a very special unit of work, where we will be visited by a professional theatre company, who will perform the play- 'I Love You Mum, I Promise I Won't Die'. This play was written and commissioned by the Daniel Spargo-Mabbs Foundation, and is about a young man who took drugs and was sadly very unlucky and passed away. We explore the themes around recreational drug taking very carefully, and the students always feel they have an incredible experience watching the live show they have studied in class. The students will explore key scenes from the text using Stanislavski's Realism, and will ultimately perform a scene in a group as their final assessment.

Crash

In Spring Two our Year 9 Drama students explore a process Drama called 'Crash', which explore the aftermath of a joyriding expedition, including those involved, and others impacted from these choices. Students will be taught a variety of techniques each lesson, some naturalistic and some physical theatre, with the intention of building ensemble skills and developing a piece of theatre around this topic and stimulis. This is an introudction to the GCSE Component 1 exam, whereby students will develop a topic-based piece of theatre in groups for a live audience. During this unit, our students will be guided by the teacher with stimuli and theatre practitioner techniques, but will then have some freedom to create scenes around the topic. We find this is a really good introduciton of what they will do in year 10.

Term

Yr 7 Unit

Curriculum Story

AUTUMN

Musicianship

In this Scheme of learning students will develop core musical skills, creating strong foundations on which they will build their learning through the rest of Key Stage 3. Students will have the opportunity to learn fundamental rhythmic notation through rhythm games, singing and djembe drumming circles. Over the course of the term students will build up a repertoire of songs that will embed embodied musical learning, delivering essential musical theory in a fun, engaging and practical manner. The culmination of this scheme of work will take the form of a massed performance with year 7 students all singing as a part of their end of term celebration assembly.

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Salsa music – Cha Cha Cha, Mambo, and Piano montuno

Students will continue to develop their ensemble music making skills in this scheme of work. In this vibrant and deeply rhythmic genre of music students will work together to create whole class performances of two salsa styles – Cha cha cha and mambo. Students will learn and perform a variety of interlocking rhythms, Cascara, Clave, Montuno and Tumbao to create rich ensemble performances. Students will also focus on appraising their performances and practice throughout this unit of work, through listening to a range of Salsa music performances and completing evaluative questions.

Term

Yr 9 Unit

Curriculum Story

AUTUMN

Horror film music

Student’s will explore the emotive power present in music through studying a variety of compositional techniques used in the genre of horror film music. As this scheme of work progresses students will build up a repertoire of musical devices that they will be able to deploy creatively in their own compositions – Drone, Ostinatos, Cluster Chords, Semitones, Tritones. Students will develop their understanding of utilising music technology, by creating their compositions in the Digital Audio Workstation, GarageBand. Student’s will be able to edit midi regions, quantise, select appropriate instruments and adjust tempo – all to further their creative vision in the music they write to accompany a short scene from a horror film.

Term 

Yr 7 Unit 

Curriculum Story 

SPRING 

Funk Music 

The hardest working man in show business and the Godfather of Funk, James Brown, takes centre stage in this scheme of learning. Through the lens of this vital music genre, students will have the opportunity to consolidate their rhythmic understanding from last term through funky syncopated basslines. Students will also gain their first opportunity to explore music technology in this scheme of learning. Developing key skills in using a digital audio workstation (DAW) to create their own sequenced performances of bass lines and drum grooves. 

Term 

Yr 8 Unit 

Curriculum Story 

SPRING 

Reggae music – The journey from analogue to digital 
 

In this scheme of learning, students will explore the development of Reggae music. Through exploring a variety of Reggae “Riddims”, students will begin to understand how creative use of new music technology forged international musical connections around the world, from Jamaica to the UK to Japan. As students begin to explore this story, they will deepen their understanding of modern music production and key musicianship skills. Students will work on MacBooks to explore this dynamic and creative use of music technology to create their own reggae inspired compositions. 
 

Term 

Yr 9 Unit 

Curriculum Story 

SPRING 

The Soldier’s Tale – A Faustian Fable told through music 

Written in 1918 at the end of the WW1, Stravinsky’s “The Soldier’s Tale” broke the mould by creating a powerful musical spectacle with minimal instrumental forces. Telling the story of a soldier returning from war who falls victim to otherworldly temptation, students will critically evaluate this musical tale. Students will also investigate more broadly the musical revolution that took the European continent by storm during this century of great upheaval. Students will explore the creative devices used by Stravinsky and work collaboratively to re-create their own telling of this cautionary tale. 
 

Term

Yr 7 Unit

Curriculum Story

AUTUMN

Pewter Key Ring

Embarking on their Year 7 Design Technology journey, students step into the workshop for the first time, where imagination meets industry. Through hands-on experience with machinery and tools, they transform their personal designs into tangible creations—crafting a unique pewter key ring that not only reflects their creativity but also marks the beginning of their journey as confident and capable young makers. 

Food and Nutrition

In Year 7, students begin an exciting introduction to food and nutrition within the food room—a space where learning comes to life through flavour, creativity, and hands-on experience. As they develop their knowledge and cook a variety of savoury and sweet dishes, they build essential life skills that go far beyond the kitchen. This journey not only empowers them to make informed, healthy choices but also equips them with the confidence and independence to nourish themselves and others for life. 

Nature Prints

In Year 7, students are introduced to the creative world of textiles, where they explore the art of sewing and poly printing, drawing inspiration from the intricate patterns found in nature. Through hands-on practice, they bring their ideas to life, developing both technical skills and artistic expression. This journey sparks imagination, builds confidence, and lays the foundation for a lifelong appreciation of design, creativity, and the natural world.

Exploring the formal elements of Art

In this project, you’ll dive into the Formal Elements of Art—tone, line, colour, space, form, shape, and texture—unlocking the foundations of visual expression through a series of exciting, hands-on techniques. From delicate watercolours to bold oil pastels, textured frottage to expressive ink work, you'll experiment with a range of materials to discover how each element brings a different layer to your work.

You’ll explore how light creates depth, how lines guide the eye, and how texture can be built through layering and mark-making. Through collage, mixed media, and creative exploration, you’ll learn to trust your instincts, develop your style, and communicate ideas with greater confidence.

 The skills you build here will form the foundation for all your future artistic adventures.

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Food and Nutrition

In Year 8, students deepen their understanding of food and nutrition, building on their skills to become more confident and capable in the kitchen. Through a diverse range of practical experiences, they explore global cuisines and learn to adapt savoury dishes to meet different dietary needs. This enriching project not only broadens their culinary horizons but also fosters empathy, creativity, and a deeper appreciation for the role food plays in cultures and communities around the world. 

Memphis Clock

In Year 8, students dive into the bold and vibrant world of the Memphis Design movement, where they are encouraged to think creatively and challenge conventional design rules. Inspired by its playful shapes and striking colours, they take a personal design journey—transforming their ideas into a functional clock using CAD/CAM technology. This project not only enhances their digital design and manufacturing skills but also inspires them to see how art, technology, and creativity can come together to make something truly unique. 

Day of the Dead

In Year 8, students continue to develop their textiles and sewing skills through a vibrant and meaningful exploration of the Day of the Dead celebration. Drawing on the rich colours, symbols, and traditions of this cultural event, they design and create bold, expressive textile pieces that showcase both creativity and craftsmanship. This project not only deepens their understanding of global celebrations but also encourages personal expression and pride in producing fun, imaginative, and culturally inspired outcomes. 

The art of observation – Still Life with Cezanne

In this inspiring Year 8 project, you’ll take a fresh look at the everyday through the lens of still life—transforming ordinary objects into striking works of art. Building on the skills developed in Year 7, you will now explore more deeply how to use shape and form, and how to capture the effects of light through tone—including highlights, midtones and shadows—as well as working with tints, tones and shades to create depth and realism in your compositions.

Taking inspiration from the master of modern still life, Paul Cézanne, you’ll examine how he used bold brushstrokes and carefully structured shapes to turn fruit, bottles, and bowls into dynamic, thoughtful pieces. Through your own painted composition, you’ll experiment with colour mixing, layering, and brush control.  As you build your final composition you’ll express your unique perspective through paint,  you’ll discover how to balance observation with creativity, and how to use colour and tone to bring still life to life.

Term

Yr 9 Unit

Curriculum Story

AUTUMN

LED Light

In this project students will design and build their very own LED desk or mood light.  Blending creativity with technical skill, they will develop an understanding of basic electronic components, such as resistors, LEDs, switches and circuits, alongside safe soldering techniques and product design principles. 

Throughout the project, students will be introduced to key electronic theory, including circuit diagrams, Ohm’s Law, and how to select appropriate components for safe and effective lighting.  They'll also gain hands-on experience with tools and materials and explore how form and function work together to create user-friendly, appealing products. 

By the end of this unit, they’ll have produced a fully functioning light that’s entirely their own—designed, built and tested by themselves.  This project not only encourages independence and innovation, but also prepares the students for more advanced D&T and STEM challenges in the future.

Graphics

In this exciting project, students will step into the role of a designer, exploring the powerful language of graphic communication through a focus on perspective drawing, rendering, and isometric techniques. They will discover how designers bring their ideas to life on the page—turning 2D sketches into convincing 3D forms that communicate structure, style, and function with precision and creativity.

From the rules of one- and two-point perspective to the accuracy of isometric projection, students will learn how to present their ideas clearly and professionally, just like real architects, engineers and product designers. They will also develop their rendering skills—using tone, texture, and colour to add depth and realism to their drawings, helping others visualise their concepts exactly as they imagine them. 

Faces of Identity – Exploring Self Through Portraiture

In this powerful and thought-provoking project, you will explore the theme of identity through the rich and expressive world of portraiture. Looking at traditional, modern, and contemporary styles, you’ll investigate how artists across time and cultures have represented the human face—not just to capture a likeness, but to tell deeper stories about who we are, where we come from, and how we see ourselves and others.

At the heart of this project is the vibrant work of Mustafa Maluka, a contemporary artist whose bold, colourful portraits celebrate cultural diversity and challenge ideas of identity, race, and representation. Inspired by Maluka’s unique use of geometric backgrounds, unexpected colour palettes, and global influences, you’ll create your own portrait that reflects aspects of your own identity—blending traditional techniques with modern expression.

Through drawing, painting, and mixed media, you’ll explore how colour, line, pattern, and symbolism can be used to express personality, heritage, and individuality. This is your chance to explore what makes you you, while developing your technical and creative skills and producing a final piece that is as meaningful as it is visually striking.

Term

Yr 7 Unit

Curriculum Story

These are taught on rotation from the

AUTUMN to the SUM

Pewter Key Ring

Embarking on their Year 7 Design Technology journey, students step into the workshop for the first time, where imagination meets industry. Through hands-on experience with machinery and tools, they transform their personal designs into tangible creations—crafting a unique pewter key ring that not only reflects their creativity but also marks the beginning of their journey as confident and capable young makers. 

Food and Nutrition

In Year 7, students begin an exciting introduction to food and nutrition within the food room—a space where learning comes to life through flavour, creativity, and hands-on experience. As they develop their knowledge and cook a variety of savoury and sweet dishes, they build essential life skills that go far beyond the kitchen. This journey not only empowers them to make informed, healthy choices but also equips them with the confidence and independence to nourish themselves and others for life. 

Nature Prints

In Year 7, students are introduced to the creative world of textiles, where they explore the art of sewing and poly printing, drawing inspiration from the intricate patterns found in nature. Through hands-on practice, they bring their ideas to life, developing both technical skills and artistic expression. This journey sparks imagination, builds confidence, and lays the foundation for a lifelong appreciation of design, creativity, and the natural world.

Exploring the formal elements of Art

In this project, you’ll dive into the Formal Elements of Art—tone, line, colour, space, form, shape, and texture—unlocking the foundations of visual expression through a series of exciting, hands-on techniques. From delicate watercolours to bold oil pastels, textured frottage to expressive ink work, you'll experiment with a range of materials to discover how each element brings a different layer to your work.

You’ll explore how light creates depth, how lines guide the eye, and how texture can be built through layering and mark-making. Through collage, mixed media, and creative exploration, you’ll learn to trust your instincts, develop your style, and communicate ideas with greater confidence.

 The skills you build here will form the foundation for all your future artistic adventures.

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Food and Nutrition

In Year 8, students deepen their understanding of food and nutrition, building on their skills to become more confident and capable in the kitchen. Through a diverse range of practical experiences, they explore global cuisines and learn to adapt savoury dishes to meet different dietary needs. This enriching project not only broadens their culinary horizons but also fosters empathy, creativity, and a deeper appreciation for the role food plays in cultures and communities around the world. 

Memphis Clock

In Year 8, students dive into the bold and vibrant world of the Memphis Design movement, where they are encouraged to think creatively and challenge conventional design rules. Inspired by its playful shapes and striking colours, they take a personal design journey—transforming their ideas into a functional clock using CAD/CAM technology. This project not only enhances their digital design and manufacturing skills but also inspires them to see how art, technology, and creativity can come together to make something truly unique. 

Day of the Dead

In Year 8, students continue to develop their textiles and sewing skills through a vibrant and meaningful exploration of the Day of the Dead celebration. Drawing on the rich colours, symbols, and traditions of this cultural event, they design and create bold, expressive textile pieces that showcase both creativity and craftsmanship. This project not only deepens their understanding of global celebrations but also encourages personal expression and pride in producing fun, imaginative, and culturally inspired outcomes. 

The art of observation – Still Life with Cezanne

In this inspiring Year 8 project, you’ll take a fresh look at the everyday through the lens of still life—transforming ordinary objects into striking works of art. Building on the skills developed in Year 7, you will now explore more deeply how to use shape and form, and how to capture the effects of light through tone—including highlights, midtones and shadows—as well as working with tints, tones and shades to create depth and realism in your compositions.

Taking inspiration from the master of modern still life, Paul Cézanne, you’ll examine how he used bold brushstrokes and carefully structured shapes to turn fruit, bottles, and bowls into dynamic, thoughtful pieces. Through your own painted composition, you’ll experiment with colour mixing, layering, and brush control.  As you build your final composition you’ll express your unique perspective through paint,  you’ll discover how to balance observation with creativity, and how to use colour and tone to bring still life to life.

Term

Yr 9 Unit

Curriculum Story

AUTUMN

LED Light

In this project students will design and build their very own LED desk or mood light.  Blending creativity with technical skill, they will develop an understanding of basic electronic components, such as resistors, LEDs, switches and circuits, alongside safe soldering techniques and product design principles. 

Throughout the project, students will be introduced to key electronic theory, including circuit diagrams, Ohm’s Law, and how to select appropriate components for safe and effective lighting.  They'll also gain hands-on experience with tools and materials and explore how form and function work together to create user-friendly, appealing products. 

By the end of this unit, they’ll have produced a fully functioning light that’s entirely their own—designed, built and tested by themselves.  This project not only encourages independence and innovation, but also prepares the students for more advanced D&T and STEM challenges in the future.

Graphics

In this exciting project, students will step into the role of a designer, exploring the powerful language of graphic communication through a focus on perspective drawing, rendering, and isometric techniques. They will discover how designers bring their ideas to life on the page—turning 2D sketches into convincing 3D forms that communicate structure, style, and function with precision and creativity.

From the rules of one- and two-point perspective to the accuracy of isometric projection, students will learn how to present their ideas clearly and professionally, just like real architects, engineers and product designers. They will also develop their rendering skills—using tone, texture, and colour to add depth and realism to their drawings, helping others visualise their concepts exactly as they imagine them. 

Faces of Identity – Exploring Self Through Portraiture

In this powerful and thought-provoking project, you will explore the theme of identity through the rich and expressive world of portraiture. Looking at traditional, modern, and contemporary styles, you’ll investigate how artists across time and cultures have represented the human face—not just to capture a likeness, but to tell deeper stories about who we are, where we come from, and how we see ourselves and others.

At the heart of this project is the vibrant work of Mustafa Maluka, a contemporary artist whose bold, colourful portraits celebrate cultural diversity and challenge ideas of identity, race, and representation. Inspired by Maluka’s unique use of geometric backgrounds, unexpected colour palettes, and global influences, you’ll create your own portrait that reflects aspects of your own identity—blending traditional techniques with modern expression.

Through drawing, painting, and mixed media, you’ll explore how colour, line, pattern, and symbolism can be used to express personality, heritage, and individuality. This is your chance to explore what makes you you, while developing your technical and creative skills and producing a final piece that is as meaningful as it is visually striking.

Term

Yr 7 Unit

Curriculum Story

AUTUMN

Students begin by being able to describe their own physical appearance and that of others. We then expand on this so that students can describe their own and other people’s personality. We use a variety of interactive activities to achieve this including running translations, battleships, tic tac toe and a whole host of educational games to enthuse our students. We assess their progress with a quick grammar test to ensure they are understanding key concepts around half term. At the end of term students are assessed through a short verbal presentation about themselves and a member of their family.

During the Autumn term students take part in a film festival in our Auditorium where they watch a French/Spanish film in the original language. We also teach our students about French/Spanish Christmas and New Year traditions as well as exposing them to a French poem about Christmas by Jacques Prévert and to traditional Spanish Christmas songs called ‘villancicos’.

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Students begin by being able to describe where they go in town, as well as being able to give an opinion about their neighbourhood and justify it. We then expand on this in the second autumn term by introducing future timeframes, whilst maintaining the continuity of the vocabulary theme ‘in town’. At the end of the term the students are asked to write a short presentation about their home (revising year 7 summer term) and local area which they then present to the class.

During the Autumn term students take part in a film festival in our Auditorium where they watch a new French/Spanish film which has been introduced to the French and Spanish UK film Festival. We also look at which countries in the world speak French/Spanish and past colonialism, this works hand in hand with our school’s anti-racism agenda. Students are introduced to the works of anti-colonialist writers such as Aimé Cesaire, a Martinique-born French intellectual, and his coining of the term ‘negritude’ through the poem ‘soleil et eau’ and José Martí, a Cuban-born political activist and his work ‘soy un hombre sincero’ which was then transformed into the famous song ‘Guantanamera’.  

Term

Yr 9 Unit

Curriculum Story

AUTUMN

In the Autumn Term we tackle the very big topic of Holidays. This is also one of the biggest GCSE topics and prepares them a little should they continue with a language into Year 10. In the first part of the term, we consolidate present and future tenses including conditional mood. Students are also able to consolidate their understanding of prepositions. In the second part of the term, we introduce the past tense which is very challenging. Students learn how to describe a past holiday. This is checked with a quick progress test at half term and then a final assessment at the end of the term students write a 90 word essay in target language using the three tenses, this is also the GCSE crossover qustion and gives many of our students the confidence they lack to choose a language for further study. Students are then asked to read their essay out loud to ensure they are progressing in their phonics of the foreign language.

In the Autumn Term students are offered an assembly with ambassadors from a university who explain why languages is a flexible choice. In the past year we have had SOAS come and give some excellent workshops and presentations. We try to book top universities to broaden aspirations. Students also study a current music festival, be that ‘La fete de la musique’ in France or Barcelona’s music festival. We expose students to contemporary Spanish/French music and ask them to judge it.

Term

Yr 7 Unit

Curriculum Story

SPRING

My School

Students work on being able to give an opinion about their subject teachers and justifying it. This also gives students a chance to practice the difficult ‘my teacher of’ structure. We then expand on this by teaching students to describe how often they study a subject at school and what they and others think of it. Giving the students the space and ability to express their opinions of their school and teachers is always popular. This is assessed through listening and reading exercises based on the topic.

In the Spring term we focus on French/Spanish Easter traditions and explain the Catholic history of these countries as well as introducing authentic reading materials from La Fontaine’s fables in French and an episode of Cervantes’ Don Quijote. These are taught through videos and exposure to the original 17th century text with a contemporary translation

Term

Yr 8 Unit

Curriculum Story

SPRING

My Free Time

Students learn how to express which sports they play in their free time and how to express which sports they will play in the future. We interleave the knowledge of the future tense as well as the agreement between time markers and tenses. We reinforce this learning with technical terminology so that students can talk about what they are learning as well as supporting their linguistic development in English. At half term we do a quick progress test to ensure students are understanding key concepts. This unit is assessed through a listening, reading and dictation test – this ensures that students understand as well as are able to produce language. Most activities are replicas of the activities students are familiar with in class.

During the Spring term we continue our focus on the colonised world, and we study the Mexican festival ‘El cinco de mayo’ along with the Luis Rodriguez poem ‘El cinco de mayo’ as well as looking at the celebrations of ‘Eid in Senegal’ and looking at African Francophone expressions. Students are given a wider view of the culture French/Spanish speaking countries and how heterogenous they are.

Term

Yr 9 Unit

Curriculum Story

SPRING

My Hobbies

In the Spring term we cover student hobbies outside of sports and offer a wide range of verbs for them to learn and be able to apply their previous learning to. Students also cover this topic in the future, conditional and past tense. Students also learn how to manipulate language and infinitive structures including giving opinions and comparing activities and expressing a preference. Students are assessed with a brief progress check to make sure they are on track and at the end of term they are asked to do some listening and reading tasks to ensure that they are understanding as well as producing language. 

In the Spring term our students take part in a gallery event where are given a brief overview of famous people or events from Francophone or Spanish speaking country history. Examples of these are Napoleon, Joan of Arc, Toussaint Louverture and Cervantes, Franco, Bolivar, Picasso etc. This allows students to fill in many gaps in their European and World knowledge. 

Term

Yr 7 Unit

Curriculum Story

AUTUMN

Games activities

Students are introduced to the field of play by participating in a range of invasion games, providing them with a foundation in key skills, tactical understanding, and physical literacy. A focus is the development of the core skill of passing, which underpins successful team play, alongside the importance of communication, accuracy, and decision-making. In addition to practical skill development, students will begin to build their knowledge, including the basic rules and explore the key components of fitness that enhance performance. 

Net and Wall activities

As students step into the cauldron of different net and wall arenas, they will be welcomed into a supportive and challenging environment that promotes resilience, focus, and sporting excellence where champions are made. Serving, which initiates play and is critical to success in all net and wall sports will be the skill focus. Additionally, students will develop their knowledge of the fundamental rules including court markings, scoring systems and discover the key components of fitness that support performance. 

Health related fitness

Students will enter the world of health-related fitness within the fitness suite – a place where physical, mental and social health and fitness needs can be achieved through individual training. Students will develop their cardiovascular endurance through activities such as a 1-mile run, where students will learn how pacing, consistency, and effort contribute to cardiovascular improvement. In addition, health, safety and etiquette will be a focus to empower students in feeling confident and comfortable within a gym environment. 

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Games activities

Students will focus on developing their performance in invasion games including football, basketball, netball, and handball. They will sharpen their technical skills for the field of play, with a particular emphasis on dribbling, enhancing their tactical understanding and learn how to outwit opponents through effective decision-making. In addition, students will expand their theoretical knowledge of muscle groups and different types of training. 

Net and Wall activities

Students will step back into the dynamic arenas of net and wall games, including badminton, table tennis, and volleyball. They will be challenged to handle the pressure of competition while thriving in a supportive environment that fosters sporting excellence. Students will develop key skills such as clear, push, and set shots, all essential for success in net and wall sports. Alongside, students will expand their knowledge of the muscular system and various types of training, applying them to better their game effectiveness. 

Health related activities

Students are back in the fitness suite where a dedicated environment is created to develop physical, mental, and social health through individualised training. The focus is on completing their 1-mile run, with students learning to apply effective pacing strategies to enhance aerobic performance. Students will deepen their knowledge of the muscular system and various types of training to support sporting prowess. 

Term

Yr 9 Unit

Curriculum Story

AUTUMN

Games activities

Students will continue to develop their skills in invasion games including football, basketball, netball, and handball. The focus will be on fine-tuning shooting techniques across a variety of sports-specific contexts, while also broadening their tactical awareness. Students will be encouraged to analyse both their own and others' performance, using feedback to make meaningful improvements. In addition, they will deepen their knowledge of the principles of training, to enhance their fitness and performance on the field of play.

Net and Wall activities

Students will advance their skills in net and wall games, including badminton, table tennis, and volleyball. They will sharpen their precise attacking shots to become more effective at finishing rallies and outplaying opponents in competitive indoor arenas. Furthermore, students will broaden their sporting knowledge by analysing their own and others' performances, identifying strengths and areas for improvement through the use of the principles of training, enabling students to connect fitness concepts with performance enhancement. 

Health related activities

Students return to the fitness suite to build on their prior knowledge and skills through individualised training. Their practical focus will be on completing their 1-mile run in the fastest time possible, applying effective pacing strategies to improve their aerobic performance. Students will strengthen their understanding of the principles of training and how these can be applied to enhance their own and others overall fitness and sporting performance in both recreational and competitive environments. 

Term

Yr 7 Unit

Curriculum Story

AUTUMN

Games activities

Students are introduced to the field of play by participating in a range of invasion games, providing them with a foundation in key skills, tactical understanding, and physical literacy. A focus is the development of the core skill of passing, which underpins successful team play, alongside the importance of communication, accuracy, and decision-making. In addition to practical skill development, students will begin to build their knowledge, including the basic rules and explore the key components of fitness that enhance performance. 

TO

Net and Wall activities

As students step into the cauldron of different net and wall arenas, they will be welcomed into a supportive and challenging environment that promotes resilience, focus, and sporting excellence where champions are made. Serving, which initiates play and is critical to success in all net and wall sports will be the skill focus. Additionally, students will develop their knowledge of the fundamental rules including court markings, scoring systems and discover the key components of fitness that support performance. 

SPRING

Health related fitness

Students will enter the world of health-related fitness within the fitness suite – a place where physical, mental and social health and fitness needs can be achieved through individual training. Students will develop their cardiovascular endurance through activities such as a 1-mile run, where students will learn how pacing, consistency, and effort contribute to cardiovascular improvement. In addition, health, safety and etiquette will be a focus to empower students in feeling confident and comfortable within a gym environment. 

Term

Yr 8 Unit

Curriculum Story

AUTUMN

Games activities

Students will focus on developing their performance in invasion games including football, basketball, netball, and handball. They will sharpen their technical skills for the field of play, with a particular emphasis on dribbling, enhancing their tactical understanding and learn how to outwit opponents through effective decision-making. In addition, students will expand their theoretical knowledge of muscle groups and different types of training. 

TO

Net and Wall activities

Students will step back into the dynamic arenas of net and wall games, including badminton, table tennis, and volleyball. They will be challenged to handle the pressure of competition while thriving in a supportive environment that fosters sporting excellence. Students will develop key skills such as clear, push, and set shots, all essential for success in net and wall sports. Alongside, students will expand their knowledge of the muscular system and various types of training, applying them to better their game effectiveness. 

SPRING

Health related activities

Students are back in the fitness suite where a dedicated environment is created to develop physical, mental, and social health through individualised training. The focus is on completing their 1-mile run, with students learning to apply effective pacing strategies to enhance aerobic performance. Students will deepen their knowledge of the muscular system and various types of training to support sporting prowess. 

Term

Yr 9 Unit

Curriculum Story

AUTUMN

Games activities

Students will continue to develop their skills in invasion games including football, basketball, netball, and handball. The focus will be on fine-tuning shooting techniques across a variety of sports-specific contexts, while also broadening their tactical awareness. Students will be encouraged to analyse both their own and others' performance, using feedback to make meaningful improvements. In addition, they will deepen their knowledge of the principles of training, to enhance their fitness and performance on the field of play.

TO

Net and Wall activities

Students will advance their skills in net and wall games, including badminton, table tennis, and volleyball. They will sharpen their precise attacking shots to become more effective at finishing rallies and outplaying opponents in competitive indoor arenas. Furthermore, students will broaden their sporting knowledge by analysing their own and others' performances, identifying strengths and areas for improvement through the use of the principles of training, enabling students to connect fitness concepts with performance enhancement. 

SPRING

Health related activities

Students return to the fitness suite to build on their prior knowledge and skills through individualised training. Their practical focus will be on completing their 1-mile run in the fastest time possible, applying effective pacing strategies to improve their aerobic performance. Students will strengthen their understanding of the principles of training and how these can be applied to enhance their own and others overall fitness and sporting performance in both recreational and competitive environments. 

Term

Yr 7 and 8 Units

Curriculum Story

AUTUMN

Digital Literacy

The Year 7 and 8 Computing curriculum starts by providing learners with the skills to navigate through the Park View School virtual learning environment, manage files, and understand the department's computer use policy. Students will also learn how to use search engines effectively, create documents using various editing features, and demonstrate confident use of emails. In addition, students will explore the concepts of Cyber Security and the importance of staying safe online. In our dynamic world of technology, it is important that students can identify types of social media threats, types of Malwares and know how to report cyberbullying.  

Python Turtle

Students will learn how to create regular polygons using a range of Python Turtle coding commands. This will also include calculating angles for a given polygon and line distances. Python is a very popular coding language used in the technology industry, and this is a stepping stone towards building necessary coding skills in preparation for the world of work. Students will also use Python code to colour-fill polygons and use Looping techniques.  

Code.org Sprite Lab

This unit explores the use of coding blocks to create fun and engaging interactive platform maze games and animations. Students will learn how to use a variety of coding techniques to animate Sprite characters and implement collision detection. In addition, students will learn how to use Variables, Logic, Buttons, and Behaviors when creating animations. This unit also explores the use of algorithmic and computational thinking skills necessary to solve scenario-based problems.    

Term

Yr 7 Unit

Curriculum Story

SPRING

       Digital Literacy

In this unit, Year 7 students will develop essential word processing skills that enable learners to create, edit, and present digital documents effectively. Students will explore tools such as fonts, styles, alignment, bullet points, headers and footers, and understand how formatting choices improve readability and work presentation. Students will also learn how to structure documents using, titles, paragraphs, and page layout features. Throughout the unit, students will also learn how to use word processing tools safely and responsibly, including using appropriate language and awareness of audience.

Introduction to Computer Networks

In this unit, Year 7 students will explore concepts relating to computer networks, including how devices are connected and communicate with each other. Students will develop an understanding of the types of network topologies used in computer networks around the world. Year 7 students will also learn about the benefits of networks for communication, collaboration, and sharing information in school and everyday contexts.

Introduction to App Design

In this unit Year 7 students will explore the world of interactive mobile apps and learn how to generate ideas to plan, design and develop a prototype app designed to solve a real-world issue around sustainability. 

Term

Yr 8 Unit

Curriculum Story

SPRING

Digital Literacy

In this unit, Year 8 students will develop essential word processing skills that enable learners to create, edit, and present digital documents effectively. Students will explore tools such as fonts, styles, alignment, bullet points, headers and footers, and understand how formatting choices improve readability and presentation. Students will also learn how to structure documents using, titles, paragraphs, and page layout features. Throughout the unit, students will also learn how to use word processing tools safely and responsibly, including using appropriate language and awareness of audience.

Computer Networks and Network Security.

In this unit, Year 8 students will explore concepts relating to network security, including types of malwares, viruses and how anti-virus software is used to prevent cyber-attacks on a computer network or mobile device. Students explore why network security is important and how personal data can be protected from misuse or unauthorised access. Year 8 students will also explore common security risks including weak passwords, malware and security measures to used reduce cyber-attacks.

Introduction To Text Based Programming.

In this unit, Year 8 students are introduced to text-based programming, where instructions are written using typed code rather than block coding. This unit will build on previous experience of block-based programming and helps students develop confidence in writing and understanding simple programs.

Students will follow coding activities and write code to solve computational thinking problems. Each program written by students will produce an interactive user interface for users to input data and receive an output. Year 8 Students will also explore basic coding concepts including variables, input, output, selection and loops.

Term

Yr 9 Unit

Curriculum Story

SPRING

Text Based Programming.

In this unit, Year 9 students explore how programs are structured and how computers interpret written code. The key concepts will include variables, data types, input and output, selection, iteration and simple functions. Through practical coding activities, students will develop programs that solve problems, perform calculations, and interact with users. Students will also explore basic level GCSE coding challenges which will involve the use of computational thinking by breaking problems into smaller chunks, identifying patterns, testing and refining solutions.

Multimedia Project and Digital Skills.

In this unit Year 9 students will l explore the world of interactive mobile apps and learn how to generate ideas to plan, design and develop a prototype app designed to solve a real-world. In addition, students will work towards securing the IDEA Bronze Award which is designed to prepare students with digital skill required in further education and the world of work.