KS4 Curriculum

KS4 Art, Craft and Design

The art, craft and design curriculum aims to enable students by the end of KS4 to:

actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures
develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries
develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work
demonstrate safe working practices in art, craft and design

KS4 Beliefs, Philosophies and Ethics (BPE)

The aims of BPE are to enable young people to be:

INFORMED

Know about and understand a range of religions and worldviews, so that they can:

describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individual
identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews
appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
EXPRESSIVE

Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:

explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities
express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including spiritual and ethical issues
appreciate and appraise varied dimensions of religion or a worldview
ENQUIRING AND REFLECTIVE

Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:

investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively
enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all
articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other’s lives.

KS4 Biology, Chemistry and Physics

KS4 study in the sciences provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity, and all students are taught essential aspects of the knowledge, methods, processes and uses of science. They are helped to appreciate how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas relating to the sciences which are both inter-linked, and are of universal application. These key ideas include:

the use of conceptual models and theories to make sense of the observed diversity of natural phenomena
the assumption that every effect has one or more cause
that change is driven by differences between different objects and systems when they interact
that many such interactions occur over a distance without direct contact
that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review
that quantitative analysis is a central element both of many theories and of scientific methods of inquiry.

These key ideas are relevant in different ways and with different emphases in the three subjects. The three sciences studied concurrently should enable students by the end of KS4 to:

develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
develop understanding of the nature, processes and methods of science, through different types of scientific enquiries that help them to answer scientific questions about the world around them
develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory, in the field and in other learning environments
develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.

Furthermore the sciences are studied in ways that help students to develop curiosity about the natural world, insight into how science works, and appreciation of its relevance to their everyday lives. The scope and nature of such study will be broad, coherent, practical and satisfying, and thereby encourage students to be inspired, motivated and challenged by the subject and its achievements.

Biology KS4 curriculum overview

Chemistry KS4 curriculum overview

Physics KS4 curriculum overview

KS4 Business and Enterprise

The business and enterprise curriculum enables students to understand more about the business world. It enables students to develop as commercially minded and enterprising individuals who think critically, drawing on business information and evidence to develop arguments and make justified decisions.

The business and enterprise curriculum should motivate and challenge students, and prepare them to make informed decisions about further study and career pathways. It should enable students by the end of KS4 to:

know and understand business concepts, business terminology, business objectives, the integrated nature of business activity and the impact of business on individuals and wider society
apply knowledge and understanding to contemporary business issues and to different types and sizes of businesses in local, national and global contexts
develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen, and draw on evidence to make informed business decisions and solve business problems
develop as effective and independent students, and as critical and reflective thinkers with enquiring minds
use an enquiring, critical approach to make informed judgements
investigate and analyse real business opportunities and issues to construct well argued, well-evidenced, balanced and structured arguments, demonstrating their depth and breadth of understanding of business
develop and apply quantitative skills relevant to business, including using and interpreting data

KS4 Computing

The curriculum for computing aims to ensure that students by the end of KS4:

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
are responsible, competent, confident and creative users of information and communication technology.

KS4 Drama

The drama curriculum aims to enable students by the end of KS4 to:

apply knowledge and understanding when making, performing and responding to drama
explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created
develop a range of theatrical skills and apply them to create performances
work collaboratively to generate, develop and communicate ideas
develop as creative, effective, independent and reflective students able to make informed choices in process and performance
contribute as an individual to a theatrical performance
reflect on and evaluate their own work and that of others
develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice
adopt safe working practices

KS4 English Language

The English language curriculum aims to ensure students can read fluently and write effectively. They should be able to demonstrate a confident control of Standard English and they should be able to write grammatically correct sentences, deploy figurative language and analyse texts.

The English language curriculum should enable students by the end of KS4 to:

read a wide range of texts, fluently and with good understanding
read critically, and use knowledge gained from wide reading to inform and improve their own writing
write effectively and coherently using Standard English appropriately
use grammar correctly, punctuate and spell accurately
acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language.
listen to and understand spoken language, and use spoken Standard English effectively.

English curriculum overview

KS4 English Literature

The English literature curriculum aims to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying English literature should encourage students to read widely for pleasure, and as a preparation for studying literature at a higher level.

The English literature curriculum aims to enable students by the end of KS4 to:

read a wide range of classic literature fluently and with good understanding, and make connections across their reading
read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas
develop the habit of reading widely and often
appreciate the depth and power of the English literary heritage
write accurately, effectively and analytically about their reading, using Standard English
acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.

KS4 Food and Nutrition

The food preparation and nutrition curriculum aims to equip students with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages students to cook and enables them to make informed decisions about a wide range of further learning opportunities and career pathways as well as develop vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life.

The food preparation and nutrition curriculum enables students by the end of KS4 to:

Demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment
develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks
understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices
demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes

KS4 French

The French curriculum aims to enable students by the end of KS4 to:

develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
express and develop thoughts and ideas spontaneously and fluently
listen to and understand clearly articulated, standard speech at near normal speed
deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts
acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken
be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
develop language learning skills both for immediate use and to prepare them for further language study and use in school, higher education or in employment
develop language strategies, including repair strategies

French curriculum overview

KS4 Geography

The geography curriculum provides the opportunity for students to understand more about the world, the challenges it faces and their place within it. The curriculum will deepen understanding of geographical processes, illuminate the impact of change and of complex people-environment interactions, highlight the dynamic links and interrelationships between places and environments at different scales, and develop students’ competence in using a wide range of geographical investigative skills and approaches. Geography enables young people to become globally and environmentally informed and thoughtful, enquiring citizens.

The geography curriculum should enable students by the end of KS4 to:

develop and extend their knowledge of locations, places, environments and processes, and of different scales including global; and of social, political and cultural contexts (know geographical material)
gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts (think like a geographer)
develop and extend their competence in a range of skills including those used in fieldwork, in using maps and Geographical Information Systems (GIS) and in researching secondary evidence, including digital sources; and develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses (study like a geographer)
apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments drawing on their geographical knowledge and understanding (applying geography)

KS4 Health and Social Care

The Health and Social Care curriculum aims to enable students by the end of KS4 to:

actively engage in the processes of health and social care to develop as effective and independent learners
understand aspects of personal development, and the health, social care and early years sectors, through investigation and evaluation of a range of services and organisations
develop a critical and analytical approach to problem-solving within the health, social care and early years sectors
examine issues which affect the nature and quality of human life, including an appreciation of diversity and cultural issues
develop their awareness of the influences on an individual’s health and wellbeing
understand the importance of motivation and support when improving health.

KS4 History

The history curriculum aims to support students in learning more about the history of Britain and that of the wider world. The study of history should inspire students to deepen their understanding of the people, periods and events studied and enable them to think critically, weigh evidence, sift arguments, make informed decisions and develop perspective and judgement. This, in turn, will prepare them for a role as informed, thoughtful and active citizens. The discipline of history and a knowledge and understanding of the past will also help them to understand their own identity and significant aspects of the world in which they live, and provide them with the basis for further wider learning and study.

The history curriculum aims to enable students by the end of KS4 to:

develop and extend their 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
develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context
develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them
organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions

KS4 Mathematics

The mathematics curriculum aims to ensure that students by the end of KS4:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics curriculum overview

KS4 Personal Development ( PD)

Our PD curriculum has been developed from the National Curriculum for Citizenship, alongside statutory guidance on Relationships & Sex Education (RSE) and Health Education, and The Gatsby Benchmarks for Careers

The curriculum aims to ensure that by the end of KS4 students:

acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government
develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced
develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood
are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs
understand the values of loving, diverse and stable relationships along with developing an understanding of their own sexuality and sexual health
progress from adolescence to adulthood with an awareness of the rights of others, and develop the capacity to make choices in a caring and sensitive manner
conduct personal relationships with a full understanding of the meaning of responsibility
enable students to conduct their lives with confidence, knowing their own legal rights
develop the knowledge, understanding and skills they need to make successful choices and manage transitions in learning and work.

PD curriculum

KS4 Core PE

The physical education curriculum aims to ensure that all pupils:

develop competence to excel in a broad range of physical activities
are physically active for sustained periods of time
engage in competitive sports and activities
lead healthy, active lives

PE curriculum overview

KS4 Photography

The photography curriculum aims to enable students by the end of KS4 to:

actively engage in the creative process of photography in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
develop knowledge and understanding of photography in historical and contemporary contexts, societies and cultures
develop an awareness of the different roles and individual work practices evident in the production of photography in the creative and cultural industries
develop an awareness of the purposes, intentions and functions of photography in a variety of contexts and as appropriate to students’ own work
demonstrate safe working practices in photography

KS4 Religious Studies

The religious studies curriculum aims to:

develop students’ knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism
develop students’ knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying
develop students’ ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject
provide opportunities for students to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life
challenge students to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community

The religious studies curriculum requires students to:

demonstrate knowledge and understanding of two religions
demonstrate knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith
understand the influence of religion on individuals, communities and societies
understand significant common and divergent views between and/or within religions and beliefs
apply knowledge and understanding in order to analyse questions related to religious beliefs and values
construct well-informed and balanced arguments on matters concerned with religious beliefs and values

KS4 Sport

The sport curriculum aims to equip students with the knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being. This will require them to:

develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance
understand how the physiological and psychological state affects performance in physical activity and sport
perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas
develop their ability to analyse and evaluate to improve performance in physical activity and sport
understand the contribution which physical activity and sport make to health, fitness and well-being
understand key socio-cultural influences which can affect people’s involvement in physical activity and sport

KS4 3D Design

The 3D design curriculum aims to enable students by the end of KS4 to:

actively engage in the creative process of 3D design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
develop knowledge and understanding of 3D design in historical and contemporary contexts, societies and cultures
develop an awareness of the different roles and individual work practices evident in the production of 3D design in the creative and cultural industries
develop an awareness of the purposes, intentions and functions of 3D design in a variety of contexts and as appropriate to students’ own work
demonstrate safe working practices in 3D design