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Year 7

Key Stage 3 curriculum can be accessed by clicking this link

The Year 7 Curriculum

Art and Design

Topic 1: Green Man


Developing sensitive/appropriate weight of line when drawing

Recognizing and replicating accurate areas of light and shade on an object to depict form and volume

The purpose of drawing, illustrated through artist/contextual references

Represent accuracy of shape and detail when drawing from observation

Application of oil pastels

Colour theory

Colour mixing using paint

Artist/contextual references

Vince Low

Kathe Kollwitz



William Morris


Gustav Klimt

Andy Goldsworthy


A green man piece created in oil pastel


Celtic Art

Blind drawing

Continuous line drawing

Basic shapes/mapping out

The Green Man


Symbolic value







Primary colours

Secondary colours

Tertiary colours

Harmonious colours

Complementary colours







Positive/negative space


Warm colours

Cool colours

Gradient colour

Pastel colours

Topic 2: Observational drawing


Mapping out basic shapes before adding fine detail

Develop accuracy of shape when drawing from observation

Recognizing and effectively replicate accurate areas of light and shade on an object to depict form and volume

Layering and blending colouring pencils to achieve tonality and volume

Artist/contextual sources

Wayne Thiebaud

Joel Penkham


An observational drawing of a teddy bear, rendered.








Light source

Optical colour mixing

H/B pencils H(Hard) B(soft pencils)

Topic 3: Perspective 


One point and two point perspective. How it is used to create the illusion of depth in art work.

Drawing from real life using one point perspective knowledge (lego)

Sensitivity in use of line when drawing

Sensitive application of colouring pencils

Artist/contextual sources

Use of Perspective in History

Andrea Mantegna, The Lamentation over the Dead Christ



One-point perspective initials

Two-point perspective street scene


One-point perspective

Two-point perspective

Vanishing point


Horizon line



Converging lines

Parallel lines

Birds-eye view

Worms-eye view

Topic 4: Tints, shades and tones


How to mix tints, shades and tones

How to mix watercolours

Artist/contextual sources

Islamic Art

Chuck Close



Mark Rothko

Howard Hodgkin


Tints, shades and tones painting inspired by isometric patterns







Pictorial balance





Linear pattern

Computer Science

Computer Science at Cottenham Village College aims to de-mystify key aspects of the digital world to develop our students’ knowledge so they can grow into confident digital citizens.  It is important to us that the curriculum offers the chance for pupils to solve problems and make things for others that is fit for purposeThe curriculum map equips pupils with knowledge covering a broad range of topics including how the world is connected, developing languages, computer systems, and computational thinking. Pupils will be taught to use technology safely, respectfully and responsibly and will be given opportunities to identify a range of ways to report concerns about content.  The intention of the curriculum is to also ensure that pupils become digitally literate and are able to express themselves and develop their ideas through their computing skills at a level suitable for the future workplace and as active participants in an online world.

Students have one lesson of computing a week. Below is an overview of what pupils will learn in Year 7.

Computing introduction

  • CVC’s Acceptable Use Policy (AUP)
  • online identity and privacy
  • passwords and security
  • recognise inappropriate online content; cyber-bullying
  • know how to deal with possible situations encountered online; how to report concerns
  • how to send effective email messages
  • Digital communication skills, use of ‘cloud’ technology, storage files/folders

History of Computing

  • the history of computer science and key figures in history
  • Charles Babbage, Ada Lovelace and the story of the Difference engine
  • Alan Turing & the story of the Enigma machine/code-breaking
  • Tim Berners-Lee & the World Wide Web/Internet

Computer hardware & software

  • what is a computer?
  • the purpose of key computer/tablet/smartphone components such as: CPU, motherboard, RAM, hard disk, & input/output devices
  • an operating system and its purpose
  • the benefits & drawbacks of cloud-based applications and locally stored software

Binary logic

  • the binary number system, base-2 (0,1)
  • converting binary to denary
  • units of data: bits, bytes, kilobytes, megabytes, gigabytes, terabytes, petabytes
  • Boolean logic (AND, OR, NOT)
  • how the CPU works


  • decryption and encryption
  • encrypting messages using ciphers
  • how a Caesar cipher works
  • modern encryption, SSL
  • graphical flow charts, intro to coding concepts


  • what an algorithm is
  • basic flowchart
  • basic pseudo-code
  • basic sorting & searching techniques
  • interpreting a moderately complex flowchart (parking ticket dispenser)

Block programming

  • problem-solving skills
  • programming using selection, iteration/loops, and variables
  • creating a game which incorporates selection, iteration, variables

Text Programming (Small Basic)

  • programming environment / IDE
  • basic syntax
  • debugging
  • program sequencing instructions
  • program inputs / outputs
  • decisions

Design Technology

Unit of work Y7 Pencil Box
Description Design and make a wooden pencil box.  Introduction to the workshop and many of its tools.Develop 2D drawing skills, cutting, shaping and assembly skills. Develop research, presentation, skills, and peer assessment skills.
Main outcomes A complete wooden pencil box with working lid complete with graphics
Key technical vocabulary Tri square, tenon saw, bench hook, pillar drill, adhesive, chisel
Key skills developed Drawing accurately to size.  Marking out, cutting and shaping wood (natural and manufactured)
Further study Could you design a similar product using a different opening mechanism? What other feature could improve the functionality of your product?
Unit of work Y7 Pen Holder
Description Design and make a functioning desk tidy/ pen holder using PVC foam, Acrylic and Aluminium.
Main practical outcomes A complete and functioning pen holder inspired by biomimicry.
Key technical vocabulary Acrylic, Aluminium, pop rivet, coping saw, pillar drill, biomimicry
Key skills developed Researching into existing products, product analysis, designing to meet a brief.  Cutting and shaping olymers and acrylics, riveting,
Further study How does biomimicry help designers solve engineering problems
Unit of work Y7 Textiles
Description Design and make tablet or device cover. Applique decoration based on Moshi Monster design.
Main practical outcomes A complete and functioning cover using a range of textile production techniques.
Key technical vocabulary Felt, Applique, Blanket stitch, running stitch, Seam allowance, overstitch, cast off, perle
Key skills developed Researching into existing products, product analysis, designing to meet a brief.  Hand sewing skills, cutting and hemming textiles, applique,
Further study How are the following fabrics made; silk, denim, Lycra, microfibre?  How do the following work; zip fastener, Velcro, Gore-Tex, Nomex.

 In Food Technology, pupils will:

Learn about…

  • Safety in the food room
  • The four Cs of food hygiene
  • Catering equipment
  • How to wash up and clean the work station
  • How to use a cooker
  • Basic nutrition

Cook the following dishes…

  • Fruit fusion
  • Rocking rock cakes
  • Bread rolls
  • Homemade pizza
  • Vegetable cous cous salad
  • Apple and sultana crumble
  • Mini fruit cakes


Overall Purpose of the SubjectSummary:

Drama is often associated with ‘play’, especially play that involves pretending to be someone else. This act of ‘play’ is an important element of children’s learning. Drama is playful in that it draws on and develops young people’s aptitude for learning about themselves and the world around them by pretending to be other people in other situations. Drama is a powerful learning tool for teaching our students about different perspectives, it shows them how to have empathy, and it helps them to learn in a creative way. Drama is associated with artistic practices and has significance in a diversity of cultural contexts. As a curriculum subject, it gives students a practical knowledge of how drama works as an art form and encourages them to recognise how drama is integral to cultures in different times and places. Drama education is particularly closely allied to other art subjects. Drama is the perfect vehicle to develop the vital skills of independence, appreciation, concentration, cooperation, confidence, creativity, commitment, communication and critical thinking. These skills aid the future platform for success in the future world.

Course Outline – Year 7

In Year 7 Drama, Darkwood Manor introduces students to the range of drama skills and convention to develop storytelling and characterisation through the genre of horror. This is built up through a series lessons based on Physical Theatre by highlighting the importance of the body on stage. Pupils are introduced to key strategies, which include: Still-image, Vocal Collage, Essence Machine, Narration, Though-tracking, Hot-seating, Physical Theatre and Role-play.

Pupils will encounter the following terminology:

  • Characterisation
  • Levels
  • Stillness
  • Pace
  • Tempo
  • Rhythm
  • Fourth wall
  • Pitch
  • Projection
  • Facial expressions
  • Gestures
  • Contrast
  • Dramatic Tension
  • Climax
  • Anti-Climax
  • Character
  • Monologue

In the second term, we explore Greek Theatre through the Myth of the Twelve Labours of Hercules with the focus on movement, timing and proxemic arrangement. Pupils will also be introduced to Greek Theatre and the use of Chorus by working as an ensemble.

Pupils will encounter the following terminology:

  • Timing
  • Formation
  • Synchronization
  • Movement
  • Fluency
  • Control
  • Devil and Angel
  • Fabric movement
  • Transition
  • Thought -tracking
  • Reportage

In the final term, pupils are introduced to Realism/Naturalism through -The Second World War project on Evacuees, allowing students to work individually and in small groups as part of a whole group. The main creative drive is to re-create realistic moments from the Evacuees’ journey, whilst improving their understanding and use of key strategies. The pupils have a brief introduction to the practitioner of Stanislavski to aid the characterisation process for the Evacuees project.

Pupils will encounter the following terminology:

  • Magic If
  • Given Circumstance
  • Naturalism
  • Realism
  • Objective
  • Posture
  • Stance
  • In-role-writing
  • Inner Monologue
  • Hot-seating
  • Improvisation

How can you support your child?

The more performance students are introduced to, the more able they will develop their skills. Useful websites such as national theatre’s official website offer a wide range of activities and ideas to develop and perform, BBC Bitesize also includes pages on key practitioners, terms and script studies. The Cambridge Arts Theatre, The Junction, ADC and Mumford Theatre offer some excellent choices for young people today.


As part of ensuring we meet our pupils’ entitlement to know and learn about some of the best literature written, in each year of key stage three our pupils will read in full and study a 19th-century novel and a Shakespeare play. As well as this, pupils will also study two other areas over two half-terms. By the end of key stage three, pupils will have a deep knowledge and understanding of literary and linguistic terms and devices, features of key literary genres, and key contextual knowledge of the texts and writers they have studied in order to make sense of them. Across the three years, key themes will link their study of different pieces of literature and they will continue to make links between and across their three years of study. Milestone assessments are in each unit of study, but pupils are assessed regularly in other formal and informal ways throughout units. End of year exams test all areas that pupils have studied up until that point. An exam in Year 8, for example, will test knowledge and learning from Years 7 and 8. Our robust curriculum will fully prepare our pupils for the rigour and challenge of key stage four studies in English Language and English Literature.

Year 7 Year 8 Year 9
1.       The Hound of the Baskervilles (Conan Doyle)

2.       Much Ado About Nothing (Shakespeare)

3.       The Romantic poets

4.       Gothic literature

1.       A Christmas Carol (Dickens)

2.       Macbeth (Shakespeare)

3.       WW1 poetry

4.       Controversy (non-fiction)

1.       The Haunted Hotel (Collins)

2.       Henry V (Shakespeare)

3.       The Crucible (Miller)

4.       An introduction to literary theory and criticism

Year 7
Autumn term The Hound of the Baskervilles: Year 7 begin their English studies with this classic of crime fiction. Over the course of the Autumn term, pupils will read the novel in full exploring the characters, themes, the crime fiction genre and the setting of Victorian England. Their study of the novel will culminate in an analysis of how Conan Doyle creates an atmosphere of mystery and suspense in a passage taken from the novel. Pupils will also analyse Conan Doyle’s writing ‘thumbprint’, exploring his writing style and producing their own narrative piece in the style of Arthur Conan Doyle.
Spring term Much Ado About Nothing: in the second term, pupils study Shakespeare’s much-loved comedy. Pupils will explore the comedy genre identifying these features in the play; the presentation of gender with particular focus on the depiction of women; themes of love, jealousy, duplicity and responsibility. Pupils’ study will work towards an analysis of Shakespeare’s presentation of Beatrice in the play. Pupils will also complete a speaking and listening task, a discussion of Don John’s role as villain.
Summer half-term 1 The Romantic poets: this scheme of work explores key poetic figures in the Romantic movement. Pupils will learn about the Romantic movement before exploring poetry by William Wordsworth, Percy Bysshe Shelley and William Blake. Pupils will primarily focus on Blake’s poetry from ‘Songs of Innocence and Experience’, learning key poetic terminology and analysing the way Blake’s attitudes towards industrialisation and the French Revolution are expressed in his poetry.
Summer half-term 2 Gothic literature: in the final part of Year 7, pupils will immerse themselves in all things gothic. Starting with what is thought to be the first gothic novel, The Castle of Otranto, pupils will explore passages and excerpts from classic gothic tales from the 17th-century through to the modern-day. Through a chronological approach, pupils will be able to chart the development of the genre, developing themes, key literary features and techniques. In the course of their study, pupils will revisit The Hound of the Baskervilles, exploring how much Conan Doyle may have been influenced by the genre when creating his classic. Finally, pupils will put all their knowledge into practice, creating and writing their own gothic piece using the features and devices of the genre.


The Year 7 Geography curriculum introduces students to a variety of geographical topics, both physical and human. The curriculum is outlined below, along with suggested resources for use at home and the key terminology relating to this curriculum. During the units of study additional resources or web sites may be given to the students. The skills introduced in year 7 are then used and developed throughout Key Stage 3. Some assessments are work in progress.

Unit One: Introduction to Geography.

  • What is geography?
  • How can geography be categorised.
  • Locating continents and oceans.
  • ASSESSMENT: Short knowledge test on introduction to Geography unit

Unit Two: Map and Atlas Skills.

  • How to use an atlas: Latitude and Longitude skills.
  • Map symbols.
  • Grid references: 4 and 6 figure.
  • Relief: contours, spot heights and cross-sections.
  • Identifying map features.
  • Applying map skills, using Ordnance Survey (OS) maps, throughout the unit.
  • ASSESSMENT: Booklet on map and atlas skills

Unit Three: Discovering the United Kingdom (UK)

  • What are the UK, the British Isles and Great Britain.
  • Major physical features of the UK: mountains, rivers, seas, hills.
  • Urban areas of the UK.
  • Employment in the UK: How can jobs be categorised?
  • Climate of the UK: explaining the formation of rainfall, the factors affecting temperature, explaining the climate of the UK?
  • ASSESSMENT: Test on the UK.

Unit Four: Landscapes and Biomes

  • What is a landscape and how can it be described.
  • World climatic zones.
  • Characteristics of major world biomes: An independent research task on a biome is carried out.
  • ASSESSMENT: Presentation of individual research project on a biome.

Unit Five: Africa

  • Introduction to Africa
  • Africa- scale and diversity
  • Misconceptions of Africa
  • Conflict in Sudan
  • Sudan- hope for the future
  • Ghana- an economic success story
  • Ghana- moving forward.




Human geography

Physical geography

















BBC Bitesize- KS3 Geography good online quizzes

Weather forecast on TV-BBC is particularly good or in newspapers

There are often good documentaries on television which students will be alerted to as well as any geographical events which occur locally, nationally or internationally. Also, geographical events that occur in the world and may be relevant to units of study.


Topic Question Type of Thinking Content Assessment
Medieval History Who were the Vikings? Diversity Viking raids; Viking settlements in England, Ireland, Scotland, Normandy and the Rus; Viking influence around Europe and beyond. Short essay
  Why did William win the Battle of Hastings? Causation Edward the Confessor; claimants to the throne in 1066; the battles of Fulford, Stamford Bridge and Hastings. Class work
  How far did the Norman Conquest change England? Change The feudal system; changes in language; religious changes; Domesday Book. Essay
  How silly is Monty Python’s view of medieval England? Use of Evidence Life in a medieval village; the deserted medieval village at Wharram Percy. Letter
  Why could nobody in medieval England ignore the Church? Sense of period Medieval ideas about Heaven and Hell; the role of the Church in charity and punishment. Board Game
  Why did the peasants revolt in 1381? Causation The Black Death; the Hundred Years’ War; changing religious ideas; poll taxes; the Peasants’ Revolt. Essay
  What made a good medieval king? Sense of period Medieval kings from William I to Henry V. Class work
  Which medieval woman’s story deserves to be in our textbook? Significance Margery Kempe; Julian of Norwich; Eleanor of Aquitaine; Margaret of Anjou. ‘Textbook’ Page


TERM Relevant number skills are taught continuously in appropriate places
Sequences Letter symbols as numbers in terms, expressions and equations.

First 5 triangular numbers

Square numbers up to 12×12

Simple sequences from term-to-term rules

Simple sequences from position-to-term rules

Sequences from patterns or practical contexts

Use of symbolism for sequences eg u2 or un+1

Different roles of letters in equations, formulae, functions

Squares, positive and negative square roots, cubes and cube roots, small integer powers
Linear nth terms

Simple algebraic functions

Number theory Recognise odd and even

Show results of adding pairs of odd/even in diagrams

Multiples of 2, 3, 4, 5, 6, 7, 8, 9, 10

Divisibility by 2, 4, 5, 10, 100

Factor pairs for numbers up to 100

Prime numbers less than 100

Prime factors for numbers up to 100

Common factor, highest common factor

Lowest common multiple

Write one number as fraction of another

Convert decimals into fractions

Compare simple fractions

Percentages as number out of 100

Calculate simple percentages

Fractions/decimal/percentage equivalents

Recognise odd and even given algebraically

Recurring decimals as fractions

Percentages to compare proportions

Probability Equivalence of fractions/decimals/percentages

Probability language

Probability scale

Mutually exclusive outcomes of single event

Estimate probabilities form simple experiments

Know how to work out probability of event not occurring ie 1 – p
Data Tally charts and frequency tables


Venn and Carroll diagrams

Bar charts

Frequency diagrams for grouped discrete data

Mode, median, range

Modal class

Mean including from frequency table

Compare two distributions using range and an average

Diagrams for discrete and continuous data

Scatter graphs

Stem and leaf diagrams

Compare two distributions using range and one or more of median, mode, mean


Points and lines Vocabulary, notation and conventions for labelling lines and angles

Acute, obtuse, reflex angles

Estimate, measure and draw angles

Parallel and perpendicular lines

Vertically opposite angles

Angles at a point

Angles on a straight line

Angles in a triangle

Properties of triangles

Properties of quadrilaterals

Solve problems involving angles

Alternate and corresponding angles

Mid-point of line segment

Regular polygons

Solve problems involving angles giving reasons

Equations and formulae Use =  <  >  correctly

Expand single brackets

Collect like terms

Solve simple equations, unknown on one side

Solve equations with unknown on both sides
Ratio and proportion Use ratio notation

Simplify ratios

Divide in a given ratio (two parts)

Use percentage for simple proportions

Divide in a given ratio (more than 2 parts)
Shapes and solids Properties of polygons and 3D solids


Drawing nets accurately

Plans and elevations

Classifying quadrilaterals by their geometric properties

Cubes Nets of cubes

Making cubes from nets

Origami cube (Sonobe cube)

Measure Metric units of length, area, mass, volume



Area of rectangle

Perimeter and area of compound shapes made from rectangles

Derive and use formulae for area of triangle, parallelogram, trapezium

Areas of compound shapes

Volume of cuboids and compound shapes made from cuboids

Surface areas of cuboids and compound shapes made from cuboids

CVC student Project to collect, represent and interpret data by using their own body measurements and ideas from Vitruvian Man and Gulliver’s Travels
Graphs and lines Use rules to generate simple linear functions

Recognise simple number sequences as straight line graphs

Plot simple linear functions

Recognise y = mx + c

Modern Foreign Languages


Autumn Term (September – December): Personal information, school, family and friends

Students learn and revise how to talk and write about themselves, give opinions on school subjects and describe their family, pets and friends, with a focus on developing their understanding of basic French pronunciation, spelling and grammatical structures including nouns and articles, common irregular verbs, adjectives and possessive adjectives. They will also cover basic phonics and the relationship between spoken and written French.

Spring Term (January-Easter): House, home, free time, food and drink

Students learn to talk and write in more detail about their house and home, free time activities and eating and drinking habits. They will learn new grammatical structures including regular -er verbs, additional common irregular verbs and negatives and be introduced to the past tense.

Summer term (Easter – July): Local area and lifestyle

Students learn to talk and write in more detail about their local area, clothing, weather and weekend activities. They will develop their understanding of the present tense of regular verbs and learn how to describe their daily routine using reflexive verbs.

Work throughout the year is assessed by regular homework tasks, vocabulary/grammar tests and half termly assessments covering the four skill areas (listening, speaking, reading/translation into English, writing/translation into French). The end of year exam will cover topics and grammar points from over the course of the year. Students will receive detailed marking and feedback (which they will be expected to respond to) on one homework task per half term.

All topics covered throughout the year will encourage students to develop their spoken and written French by:

  • Using a range of opinions and justifying them with reasons why
  • Using intensifiers and connectives to extend sentences and add detail to their work
  • Using the grammar and vocabulary covered across a range of topic areas and to suit different audiences and purposes

To support their learning at home students could:

  • Consolidate material covered in class through regular revision
  • Develop their written and spoken French into longer, more detailed paragraphs
  • Re-read class notes and revise new verb forms and vocabulary carefully
  • Practise pronouncing and spelling new words
  • Learn key grammatical structures (rules and examples of each structure) off by heart
  • Begin to recognise patterns in order to develop their understanding of the new language
  • Review their class work and identify areas where they require further support
  • Review written homework to check for accuracy before handing in

Useful links: – username and password can be obtained from any of the Modern Languages teachers

Textbook: Allez 1 published by Oxford University Press


“Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything.” (Plato)

Music is a universal language that plays a distinct role within the performing arts and a well-rounded curriculum. Students experience music by engaging with all the senses, which can inspire a great love of music. It is a very creative subject that provides opportunities for individual expression. When performing to an audience, students develop their confidence and resilience and experience a great sense of achievement.

The aim of music at CVC is to develop an enjoyment of music making in every child by experiencing a lesson as a musician. Knowledge is therefore predominantly acquired through direct contact and active participation with music and not merely by learning about it. Musical problem solving takes place through aural perception to understand, appreciate and improve on the key skills of performing or composing process. The goal is for students to collaborate with independency and ownership of their outcomes. Through an exposure to the processes and conventions of a broad range of styles, students can truly bring their own music alive, whilst deepening their cultural and social understanding.

Key skills in music

Performing in time with confidence and expression.

Whilst performing on a variety of instruments, contextual learning takes place as students learn how different musicians interact, their roles, the use of different forms of notation, technology and audiences. (students learning an instrument externally are encouraged to use this skill in class, including sequencing, rap and beatbox).

Composing to generate, develop and structure ideas to captivate an audience.

Pupils will develop their ability to compose, improvise and notate music material through both live performance and music technology (Sibelius, Garageband and Pro-Logic). They will explore a variety of musical elements, devices, structures and styles.

Listening to recognise musical features and evaluate the impact these have on the mood, purpose and style.

Students receive a baseline listening assessment at the start of year 7 which focuses on basic recognition of instruments, voices, metres and devices. This lays the foundation for further understanding within the course. Aural perception is questioned at regular stages of a lesson with the acknowledgement of rudiments and specific features in music of their own and others work.

Year 7 curriculum

The curriculum is progressive requiring students to work with increasingly complex elements of music throughout KS3. In Year 7, students learn how music fits together, how patterns are layered and combined within simple structures, from different periods and cultures worldwide.

Arriba: Students perform this piece as part of a jazz band, becoming aware of the roles of instruments in both the front line and rhythm section and structural changes within a piece including an awareness of the head tune and improvisation. (HWK: Jazz artists and traditions through time)

Gamelan: Students learn about the relevance of music in all Indonesian social events, the instrument sounds and the way in which the parts connect to a repeating core melody. They perform a multi-layered piece. (Ext: If appropriate this piece is fused with a Christmas song and highlighted in the Christmas concert)

Time Flies: Students perform a multi-layered rhythmic piece following stave notation. Aspects of dynamics, unison and balance are reinforced throughout. This is extended to a Sibelius rhythmic composition to reinforce note values. (HWK: revising note values and rhythm words)

Advert Music: Students reflect on minimalist music for different adverts and describe how the music impacts on the product. This provides a good transition to the use of major scales and ways in which melodic ideas can be developed from simple cells. (HWK: revise rhythmic and pitch notation for a class test)

John Henry (Gospel Music): Students learn about the myth about a freed slave, and the context of spirituals. They develop vocal and keyboard skills to create an arrangement of a song. Call and response, unison and harmony and accompaniment ideas are explored using different tempos to create contrasting moods. (HWK: revise accompaniment styles, melody phrasing and vocal textures)

Extravaganza: Students take part in an arrangement of a song from a musical which showcases music specialism in year 7. They are invited to collaborate with extra-curricular music groups to form the highlight of the summer concert. Year 7 leaders will be invited to teach the piece to year 6 in an even larger collaboration.

Further progression and the wider curriculum

Students will be expected to take on more demanding, significant parts and roles within an ensemble. To progress further students are encouraged, as a homework extension, to take learning beyond the classroom to instil further confidence in developing themselves as young musicians.

Learning an instrument: Developing a skill on an instrument requires physical and mental agility with practice and rehearsal taking place at home, between class lessons. This can be aided through internet or manual based guidance, through independent tuition outside of school or with CVC’s dedicated team of instrumental specialists, within curriculum time. Please check www.chordfind showing fingers for any guitar chord and www.drummerworld showcasing masters at work. (‘Instrumental interest’ forms can be obtained from the web and sent to Miss Manser.

Theory: in addition to revision booklets shared with each student, independent study of theory via online apps or theory club might include ‘Music theory guy’ (, Teoria (tutorials and exercises for music theory and ear training). ,, exploring a wide range of instruments and styles.

Enrichment activities: The school have an Orchestra to Rock and Pop group which run after school throughout the year. Further groups such as the Jazz band, woodwind group, year 7 and 8 vocal group and theory club run at specific points in the year. The school also take opportunities, when available to invite students to work alongside outside musicians and participate in half-term workshops. Students can further sharpen their musical awareness and collaborate within an increasingly mature social setting.

Events: Students are encouraged to participate in a variety of events held throughout the year. The emphasis is not on competition and individual success, but an opportunity for different ages to come together, inspire, nurture, support each other and work as a team with achievements becoming a collective responsibility. They not only give the school and students an identity but create unforgettable memories. Regular annual events include the Christmas and Summer concert in which both extra-curricular and curricular work are showcased, such as the ‘Extravaganza pieces’, which involve a huge collaboration between instrumental and vocal groups, driven from class performance projects.  Other events include the GCSE Music Showcase, King’s College Carol Concert, Young Performer’s Recital, and a ‘Battle of the Bands’ competition led and mentored by year 9 music leaders.

Physical Education

By the end of year 7 all student should know and be able to do the following. All students will get the opportunity to take part in all the following sports, however, with Rugby and Hockey they will also get the chance to specialise and choose which one they would rather take further.

RUGBY Pass, receive, ruck, maul, offside, support, dodge, Pass backwards/ run forwards, ruck & maul, tackle technique. Taking contact. The understanding of what to do when you are a ball carrier or in a support role.Decisions to be made when you make contact or are tackled.Safety rules and boundary rules. 3 v 1, 4 v 2, 5 v 3, 5 v 5 games, all moving in a particular direction to gain territory.
HOCKEY Push pass, dribble, hit, centre pass, sidelines, tackling, shoot, attacking, defending, midfield. Reverse stick Correct grip, push pass, dribble, hit, reverse stick. Safety rules and boundary rules.Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding space. 1 v 1, 2 v 1, 2 v 2, 3 v 3 & 4 v 4 games.
NETBALL Pass, receive, dodge, move, positions, offside, obstruction, contact, penalty pass, free pass, Chest pass, single handed pass, bounce pass, dodging, Safety rules and boundary rules.Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding and making space. Smaller even-sided games across the court.Half court games 4 v 3. All 7 positions
GYMNASTICS Body tension, control, sequence, strength, flexibility, movement, level, speed, direction, balance, travelling, timing, synchronisation. Azes of movement; longitudinal, frontal and transverse. Individual balances, partner balances, forward roll, backward roll, log roll, teddy bear roll, travelling movements. Safety rules.Performing sequences that fulfill specified criteria, exhibiting movement that is controlled and can be repeated. They need to practice and evaluate their sequence to refine and develop their performance. Produce a sequence, either individual or partner with travel and balance.
FITNESS Strength, suppleness, speed, stamina, programme, circuit training, warm – up, cool down Use of all equipment safely and with the correct technique. Safety rules.To be able to move around a circuit training programme and also to follow a set programme. Types of training; circuit, programmes, working in pairs.
TABLE TENNIS Forehand, backhand, ready position, push and drive Serve, grip, forehand & backhand push and drive. Getting out and putting away tables safely. To be able to move into the correct position to play the ball back effectively. They will understand the difference between a  cooperative rally and a competitive one and what you should be doing differently in each situation. Rallying cooperatively,Singles games
FOOTBALL Pass, dribble, hit, centre pass, sidelines, shoot, attacking, defending, midfield. Dribble, pass, shoot, control, tackle, jockeying Safety rules and boundary rules.Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding space. Individual ball skills. Small sided games with unequal sides.
ATHLETICS Track events, field events, 100m, 800m, shot putt, long jump. Technique, throw, relay. Sprinting, sprint starts, dip finish. Pacing, throwing, jumping. Measuring using stopwatch and tape measure. Safety rules and boundary rules.Sprinting and distance techniques and the difference between them. The ability to start and pick up during sprinting. To be able to coach and help each other with regards to technique. Individual performance with partner support and feedback.Personal bests and  in maximal effort.
CRICKET Bowling, batting, long barrier, fielding, catching, stumps, overarm, underarm, sidearm, dismissals. crease , wicket keeper, backing up. Different kinds of throw appropriate to the situation. Catch, strike, delivery in various ways. Safety rules and boundary rules and markings..Attacking and defending. Decisions made as a batter and fielder. Bowling for cooperative and competitive situations. Communication between batting pair. Individual skills. Paired throwing and catching.Pairs cricket game
ROUNDERS Bowling, batter, long barrier, overarm, underarm, fielding, posts, bases. ½ rounder, out. Back stop, boxes, backing up. Different kinds of throw appropriate for the situation. Catch, hit, bowl. Safety rules and boundary rules and markings.Attacking and defending. Decisions made as a batter and fielder.  Communication between fielders to help make decisions. Individual skills. Paired throwing and catchingFull game.

Key Knowledge:

Major Muscles: Biceps, triceps, gastrocnemius, abdominals, quadriceps, hamstrings.

Main bones for support and protection: Cranium, ribs, femur, tibia, humerus.

Joints: Freely moveable or synovial. Knee and elbow.

Role of ligaments: support and prevent dislocation.

Warm – up: Mobilisation, light jog and dynamic stretches.

Cool down: Light jog, stretches and gradually decrease body temperature.

Short term effects of exercise: Increase heart rate, breathing rate and muscle temperature. Prevent injury.

Long term effects of exercise: Increased muscle size, increased stamina, complete everyday tasks without tiring.

Religion, Philosophy and Ethics

Topic What students will be learning
Topic 1 – Why RPE? R – ReligionP – PhilosophyE – Ethics This unit explores why we do RPE and the ultimate questions that students will encounter throughout KS3 and 4. The students then move on to their first ethics topic.
  • What the terms religion, philosophy and ethics mean.
  • The main reasons why the study of RPE is important and how it links to other subjects in the curriculum.
  • Consider what the ultimate questions in the world are and how we can answer these – during this topic students will begin to develop key skills in terms of understanding, communication and debate.
  • Apply content and skills learnt to help them answer one ultimate questions in the form of a short essay.
Topic 2 – Is Meat Murder?
The students first ethics topic – it will cover both the knowledge and skills required to enable students to debate productively. This unit looks at what worldviews say about eating meat and will enable students to consider the moral implications.
  • An understanding of what counts as a meat-based diet, a vegetarian diet and a vegan diet.
  • An understanding of the evidence that suggests we need to eat meat.
  • An understanding of the evidence that suggest we don’t need to eat meat.
  • An understanding of how meat goes from an animal to our plate – is the process cruel?
  • A consideration of the conditions that the animals are kept in – are they treated fairly? Are the conditions good enough?
  • An understanding of the Jewish, Christian and Islamic ideas about the treatment and use of animals.
  • An understanding of the Hindu ideas about the treatment and use of animals.
  • An understanding of the Buddhist ideas about the treatment and use of animals.
Topic 3 – History of Belief Part 1 – What is religion? A short topic that explores what religion is, why it is important and how it has evolved.  
  • An understanding of what religion is.
  • An understanding of what myths are.
  • An understanding of how different cultures have expressed mythical, spiritual and religious ideas throughout history.
  • An understanding of how religious beliefs have changed over time.
  • An understanding of an ancient culture with a focus on the importance of religion and myths to this culture.
Topic 4 – History of Belief Part 2 – Hinduism
  •  An understanding of how and where Hinduism started.
  • An understanding of the Hindu concept of Brahman.
  • An understanding of the trimurti and their roles in Hinduism.
  • An understanding of some of the other gods that form part of Brahman.
  • An understanding of dharma, atman, ahimsa, karma and reincarnation.
  • An understanding of Moksha and evidence of modern examples of reincarnation.
  • An understanding of how Hindu concepts are taught through the game Moksha Chitram (Gyan Chapaur).
  • An understanding of the Ramayana and its importance to Hindus today.
  • An understanding of the Hindu festival of Diwali.
Topic 5 – Should the death penalty be reintroduced in the UK?  This unit looks at the ideas of why and how we punish people in this society and compare it to religious teachings on the subject. 
  •  An understanding of the main aims of punishment – retribution, reform, reparation, deterrent and protection.
  • An understanding of how the concept of punishment has changed throughout history – looking at examples such as decimation, stocks, crucifixion among many others.
  • An understanding of how punishment currently works in the UK – is it fair? How do we decide what deserves punishment and how seriously it should be punished?
  • Forgiveness – with a focus on Judaism, Christianity and Islam – Should we forgive people who commit crimes? What does religion teach?
  • Karma – is this something we need to enact now on earth or is it something that happens from one life to the next? A study of karma as a punishment – focusing on Hinduism and Buddhism.
  • What is capital punishment?
  • Why, how and where is it used?
  • Arguments for and against capital punishment.
  • Religious teachings about capital punishment.
  • Case studies – an in-depth focus on two case studies. In one example the person did commit the crime but in the other example, many claim the man is innocent.


Studying Science at CVC is a five-year journey that fosters a love of the subject, develops enquiry skills and gives students the opportunity to discover how fascinating the universe is. Learning is embedded through the development of knowledge and practical skills over time. The science staff are experts in their fields of biology, chemistry and physics. Students will learn the skills of scientists in an enriching, laboratory-based environment that will challenge and push students to achieve their potential, thus preparing them for a wealth of exciting and rewarding career opportunities in science and related areas. Our goal is to shape the minds of our pupils so that one day they can create life-changing applications from fundamental scientific knowledge.

Our focus in Key Stage 3 (KS3):

In KS3 pupils will focus on learning the fundamental knowledge required for Biology, Physics and Chemistry. The curriculum is designed so that students of all abilities make progress towards developing the skills required, whilst forming a solid understanding of a range of scientific concepts. In Chemistry this includes learning about elements, compounds and how to navigate the periodic table. Pupils will find out how discoveries about atomic structure led to the development of the periodic table. In Biology, pupils will learn about the structure of plant and animal cells, how cells become specialised and why cellular processes like respiration and photosynthesis are fundamental to life. In Physics, pupils will learn why forces are so important, how objects interact with each other and learn about Newton’s laws of motion. Transfer of energy involved in all interactions. Pupils will build upon their knowledge of atomic structure and discover how electrons and electricity are related; they will become confident at calculating resistance, current and voltage. Extended writing and mathematical skills within topics will allow pupils to develop their scientific vocabulary and analytical skills

KS3 Curriculum – Years 7, 8 and 9 Overview

Autumn Spring Summer
Year 7 Introduction to ScienceForcesCells and OrganisationAtoms EnergyHuman ReproductionSeparating SubstancesSpace Plant ReproductionAcidsWaves: Light and Sound
Year 8 Waves: LightRespirationPeriodic Table Health and DigestionElectricity and Magnetism Interdependence and photosynthesisEarth and Atmosphere
Year 9 Inheritance and EvolutionChemical ReactionsMathematical PhysicsScientific Processes and Methods GCSE syllabus begins

Year 7 Science Curriculum

Introduction to science

In this topic cover safety, science equipment, measuring, using a Bunsen burner and investigative skills.


This topic covers forces as pushes or pulls, arising from the interaction between two objects. Using force arrows in diagrams, adding forces in one dimension, balanced and unbalanced forces. Forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water.

Cells and Organisation

Students cover cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope.  The structures of a cell and their functions, similarities and differences between plant and animal cells. They will also cover the difference between unicellular and multicellular, the structural adaptations of unicellular organisms and the hierarchical organisation of multicellular organisms. The students will also learn about the role of diffusion in the movement of materials in and between cells.


This includes Dalton’s simple atomic model, atoms and molecules as particles, the differences between atoms, elements and compounds. The properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure. Changes of state in terms of the particle model.


This topic includes energy as a quantity that can be quantified and calculated. Energy sources and the advantages/disadvantages of renewable and non-renewable fuels. The concept that total energy has the same value before and after a change. Other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels.

Human Reproduction

Using humans as an example of a mammal this will include the structure and function of the male and female reproductive systems, menstrual cycle, gametes, fertilisation, gestation and birth including the effect of maternal lifestyle on the foetus through the placenta.

Separating Substances

This covers the concept of a pure substance, identification of pure substances, mixtures including dissolving and simple techniques for separating mixtures including filtration, evaporation, distillation and chromatography.


Space will encompass gravity force, how to calculate weight, the difference in weight on different planets, gravity forces between the Earth and Moon and between the Earth and Sun. It will then cover the seasons and the Earth’s tilt, our Sun as a star, other stars in our galaxy, other galaxies and light years as a unit of astronomical distance.

Plant reproduction

This topic includes flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms.


This topic covers the pH scale for measuring acidity/alkalinity; and indicators. Defining acids and alkalis in terms of neutralisation reactions.


This topic will introduce the concept of waves and the transfer of energy. The similarities and differences between light waves and waves in matter. The frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound.