Curriculum

The best for everyone, the best from everyone

Mission

At Cedar Mount Academy we believe that all students should learn to be the best version of themselves, so that they leave school after five years as happy, caring and knowledgeable young people ready to contribute as global citizens. This is a school designed to support develop it’s local community and driven by our three values of hard work, aspiration and respect.

Overarching principles

Education is the entitlement to powerful knowledge that takes students beyond their experiences. The curriculum at Cedar Mount Academy is designed to enable students to acquire knowledge, understanding, skills and behaviours that take them beyond their context. This is knowledge that our students may not have had access to before. This understanding is the narrative of human culture. These skills and behaviours enable students to become useful citizens in a global society.

Social and cultural mobility are the keys to securing high quality, lifelong, positive academic outcomes for our students and allow them to be the best versions of themselves.

Our non-academic curriculum teaches students how to behave, present themselves and represent their community.

Running throughout this is a relentless desire to support the wellbeing of our students. We believe in challenge with compassion: every student will be given the opportunity to achieve academic success in a supportive and creative environment.

Key Stage 3 (Year 7, 8 & 9)

The introductory curriculum builds on students’ achievements in Year 6 to develop the breadth and depth of their knowledge, understanding, skills and behaviours. Students study a range of subjects in Years 7, 8 and 9. The curriculum comprises of English language, English literature, mathematics, science, PE, ethics and politics, religious studies, French and Spanish, history, geography, IT, art, dance, drama, music, design and food technology

The Key Stage 3 curriculum is designed to introduce and develop powerful knowledge through high quality teaching by subject experts. This knowledge is the first step in taking students beyond their current experiences and learning the best which has been thought and said in the world. Throughout Key Stage 3 student learning will build on this powerful knowledge that is worthwhile in itself Alongside this, the curriculum will reinforce learning skills, establish and maintain high expectations, develop students’ enthusiasm for learning, raise the level of challenge and develop self-regulation by providing them with a wide range of learning opportunities including social, moral, spiritual and cultural enrichment.

It is the expectation that all students become scholars, which means that they are consistently demonstrating the values of the academy.

The functionality of this area of the website is being improved and the detailed curriculum plans are available from Subject Leaders. Please contact our curriculum Vice Principal (kwalsh@cma.bright-futures.co.uk) to request any further information.

Art

To gain a critical understanding of artists, craftspeople and designers and to develop, broaden and extend students’ knowledge and skills. To create well-rounded artists who understand and appreciate the value of art and design and how it can positively impact all aspects of everyday life.

Year 7

• Mark making
• Drawing skill
• Using a grid as a guideline
• Scaled drawing 
• Continuous line drawing
• Artists and analysis 
• Colour theory and core skills 
• Mixed media
• Digital design
• Artist’s work and analysis 
• One- and two-point analysis 
• Large scale drawing 

Year 8

• Revisit basic formal elements ( line, shape, tone and colour)
• Painting lettering in water-coloured paints.
• Drawing skill ( accuracy and control) through mixed media
• Appreciating local culture in Art ( symbolism & heritage in Manchester) 
• Media Pencil, pen, watercolour, collage, acrylic paint 
• Observational Drawing Colour
• Revisit continuous line 
• Revisit Timed drawing
• Blending media 
• Portraiture Drawing from observation (secondary sources)
•  control of pencil, accuracy of line and shape, exploring composition, understanding and applying tone.
•  Developing primary sources via exploration of media (press printing). 
• Drawing from primary sources (self-portraits) Media Pencil, pen, polystyrene, inks, charcoal Observational Drawing Colour mixing 
• Pop Art (Warhol, Lichtenstein, and Murakami) 
• Media Pencil, pen, watercolour, cardboard, acrylic paint, markers, oil pastel.
• Mixing media Pen drawing (markers) 
• Acrylic painting and colour mixing 
• Collaging Relief printing in two/three stages

Year 9

• Re-cap of the formal elements
• Developing drawing skill through a range of media 
• Building accuracy and control of drawing and media. Re-cap of the basic formal elements (line, shape, tone and colour) 
• Introduction to design duo Timorous Beasties
•  Learn how to critically analyse work focusing on Social and cultural aspects
•  Media Pencil, pen, watercolour, collage, acrylic pain, ink. 
• Observational Drawing
• Colour mixing 
• Revisit Continuous line  and Timed drawing 
• Graphic design Introduction 
• Art Research
• Artist work analysis using subject vocabulary
• Recording use of different tools to visually record different types of line, tone, texture and exploration of composition

Computing

In Computing we want to develop our students into ‘computational thinkers’, this will assist into the pathway for deeper thinking. We follow a flipped learning approach where students must be partly responsible for their own learning.

Year 7

• Admin/Teams/E-Safety
• Networks
• Spreadsheets
• Computer Hardware
• Scratch
• Flowol
• Edu blocks

Year 8

• Digital world
• Python
• App Lab
• Vector graphics
• HTML & CSS
• Binary

Year 9

• Cybersecurity
• Animation
• Back to the future
• Python advanced
• Physical computing
• HTML, CSS & JavaScript

Dance

The Dance curriculum at CMA aims to engage, inspire and empower students to see the world from an artistic perspective whilst developing their creative potential, practical skills and confidence.

Throughout KS3, the curriculum is broad and allows students to experience a number of different dance styles and to express their creativity. All students are encouraged to perform and choreograph as they master new skills. Pupils will build on the practical and theoretical skills through the three components of choreography, performance, and appreciation. To develop confident and enthusiastic students who have a passion for Dance we focus on:

Year 7

• Musical Theatre
• Street Dance 1
• World Dance

Year 8

• Street Dance 2
• Professional Works 1
• Creating From a Stimulus

Year 9

• Street Dance 2
• Professional Works 1
• Creating From a Stimulus

Drama

The Drama curriculum at CMA aims to engage, inspire and empower students to see the world from an artistic perspective whilst developing their creative potential, practical skills and confidence.

Year 7

• Introduction to Drama
• Musical Theatre
• Skills
• Social Issues
• Shakespeare

Year 8

• Evacuees & WW2
• Skills
• Exploring work of a theatre practitioner
• Shakespeare

Year 9

• Skills Development
• Component 1 & 2
• Blood Brothers

English

Our aim is to provide a curriculum that enables all students, whatever their starting point, to successfully navigate the world around them by being strong communicators: readers, writers, orators and thinkers. The function of English Literature and Language is to provide students with powerful knowledge, that can often be hidden from view or distorted in the mainstream, and to give them a sound skills base with which to express themselves.

Year 7

• Origins: ‘Percy Jackson and the Lightning Thief’: Greek Mythology and Classical Antiquity
• Stories within stories: Shakespeare’s ‘A Midsummer Night’s Dream’
• Writing the World: ‘Boy, Everywhere’

Year 8

• The Long 19^th Century : Another Twist in the Tale’: Exploring the Victorians
• Subverting Stereotypes :Shakespeare’s ‘Much Ado About Nothing’
• Exploring Identity: Noughts and Crosses

Year 9

• Early 20^th Century : Things a Bright Girl Can do’: 20^th Century Conflict Literature ( contemporary poems)
• Reflecting Society: Blood Brothers
• Culture and Critical Thinking: A Change’ Anthology & 20th century fiction and non-fiction

Ethic and Politics

Our aim is to provide a curriculum that enables students to develop in to global citizens who are aware of their own voice and power. Through exposing students to a variety of views, political ideas and current affairs, we want to support students in becoming critical thinkers who can appreciate different opinions to their own, play an active role in society, express informed opinions and have the skills to research and act on issues guided by their passion.

Year 7

• Democracy (Citizenship)
• Democracy (Citizenship)
• I Matter (PSHE)
• I Matter (PSHE)
• Young People and the Law (Citizenship)
• Young People and the Law (Citizenship)

Year 8

• Life in the UK (Citizenship)
• I Matter (PSHE)
• People Power (Citizenship)
• Relationships (PSHE)
• Media (Citizenship)
• Healthy Lifestyles (PSHE)

Year 9

• Identity (Citizenship)
• I Matter (PSHE)
• Law (Citizenship)
• Active Citizenship Project (Citizenship)
• Relationships (PSHE)
• Money Management (Citizenship)

Food Technology

Our aim is to provide pupils with a range of practical skills that will encompass their creativity along with building a life long understanding of technology, tools and techniques. Our curriculum aims to promote and develop resilient, independent, lifelong learners with the abilities to solve problems utilising a range of transferable skills, thus allowing them to access and become a successful and productive members of the wider community.

Year 7

• Introduction to Food Technology
• Practical Skills
• Healthy Choices
• Food and Nutrition
• Food hygiene
• Lifestyle

Year 8

• Food and the environment
• Lifestyle and specialised diets
• Healthy choices and lifestyle

Year 9

• Food hygiene and bacteria
• Food and the environment
• Life stages and diets
• Factors that influence our food choices

Geography

To create curious geographers who ask questions about the knowledge and artefacts they encounter in the curriculum. Students to have power over their own knowledge and think hard with breadth, depth, and accuracy.

Year 7

• What skills do I need as a geographer?
• Settlements
• Weather and Climate
• Ecosystems
• How does a river change as it travels to the sea?

Year 8

• The Almighty Dollar – where does money go when it’s spent?
•  Is our understanding of the world wrong?
• Hazards
• Africa is not a country
• Prisoners of Geography

Year 9

• Our dangerous world
• Ice
• Natural Resources
• Manchester Liveable Cities Rio + Sustainability)

History

The focus for History is to create a curriculum that is in depth, rigorous, and for our diverse student community at CMA. This is to create an ethos where students can question their learning, as well as question the world around them.

Year 7 – What is the History of Britain?

• How did the world begin?
• How did Britain begin?
• Can Medieval Britain compare to other civilisations at the time?
• How did Britain become a European power?
• What are the key points in the History of Britain?

Year 8 – How did the British Empire change the world?

• How did the British Empire change the world?
• How did Britain use 24% of the world?
• Was World War One made worse by Empires?
• Was the Suffragette movement boosted by World War One?
• How similar were World War One and World War Two?
• How did WW1 lead to WW2?
• How does World War Two connect to the modern world?

Year 9 – Understanding the modern world

• How has the Atomic Bomb changed the world we live in?
• What does Nazi Germany teach us about how Totalitarian regimes work?
• How does modern medicine compare to it’s grandparents?
• How did medicine reach the quality it currently is?
• Those who do not know History are doomed to repeat it – How far do you agree with this statement?
• Modern Conflict: What is happening in Israel and Palestine?

Maths

Success in maths teaches students how to be resilient, strategic problem solvers. These transferable skills are highly desired in all areas of society. Therefore, the aim of the maths curriculum is to develop articulate, independent learners who enjoy, and are successful in, maths.

Year 7

• Angles, using a calculator, Money and Probability
• The 4 operations which are Addition, Subtraction, Multiplication and Division. We will also study the laws of number and negative numbers
• Clocks
• Simplifying expressions, Area and Perimeter
• Fractions and Problem Solving
• Transformation activities
• Solving equations and Ratio
• Percentages
• Data representation

Year 8

• Angles & Probability
• Algebraic Manipulation, Notation and Substitution
• Fractals with sequences
• Area, Averages
• Simplifying Expressions and Solving Equations
• Loci and Construction
• Straight Line Graphs, Transformations
• Solving and Rearranging Equations, Using Formulae
• Financial skills

Year 9

• Properties of Numbers, Averages, Standard Form and Pie Charts
• Properties of Number and Calculations, Fractions and Algebraic Manipulation
• Money, Ratio and Proportion and Fractions, Decimals and Percentages
• Angles, Probability and Calculations
• Percentages, Area including Circles, Surface Area, Volume and 3D Shapes
• Averages, Area, Perimeter and Sequences

Modern Foreign Languages – Spanish

Our aim is to broaden pupils’ horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world. Our teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and develop an appreciation of a range of writing in the language studied. 

Year 7

• My identity; including personal information, numbers, colours and basic family vocabulary. Here, we will incorporate study of Black History Month also.
• My city; including places in town, making comparisons and asking for directions.
• My family; including family members, physical descriptions and the use of “hay” and “tener” in the present tense.
• Being active; including outdoor activities, healthy eating and the use of key verbs in the 1st, 2^nd and 3^rd person. Here, we will incorporate study of Asian History Month also.
• My studies; including vocabulary around subjects, reasons and opinions and the use of commands and impersonal verbs.
• My school; including school buildings and facilities, school uniform and comparisons between the past and present. Here we will look at “Lorca” poetry also as part of our studies for Gypsy, Roma and Traveller Heritage Month.

Year 8

• My passions; including complex opinions and vocabulary around hobbies, music, film, making plans and celebrations.
• Making plans; including past and future tenses, reviews and practical uses of buying tickets and time.
• Shopping; including future tenses and transactional language and vocabulary around types of shops and different clothes/ clothes shopping.
• Modern technology; including the use of contrasting opinions, extended sentences and topic specific vocabulary around video games, the internet and electronics.
• Countries; including using different tenses together, where I live, where we’re from and vocabular around international travel and currency.
• My place in the world; Including subject specific vocabular around charity work, social issues, environmental issues and eco-tourism.

Year 9

• Relationships; including the use of irregular verbs and vocabulary around extended family, family relationships and homework. Here, we will incorporate study of Black History Month also.
• Home and Town; including topic specific vocabulary around houses and homes, furniture, different types of neighbourhoods and Christmas.
• Education; including topic specific vocabulary around studies, school rules, teachers and further study on education around the world.
• Cinema and Television; including building on reviewing skills studied previously to review TV programmes and films. This topic will also include study of Asian History Month, and a topical look at Easter around the world.
• Health and Nutrition; including practical vocabulary around the weather, activities and making bookings and reservations. Here, we will incorporate study of Gypsy, Roma and Traveller Heritage Month also.

Modern Foreign Languages – French

Our aim is to broaden pupils’ horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world. Our teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and develop an appreciation of a range of writing in the language studied. 

Year 7

• My identity; including greetings and introductions, numbers and ages and the verb “avoir” and its agreements.
• My city; including using adjectives, making comparisons, Christmas vocabulary and the verb “aller” in the present tense.
• Being active; including sport, basic opinions, using connectives and the use of key verbs in the 1^st and 2^nd person.
• My family; including character descriptions, studies of diverse families, the use of connectives and “il y a” and the verb “etre” in the present tense.
• Life at school; including school rules, using “il faut”, impersonal verbs and knowledge of education in French speaking countries.
• Comparing education; including making comparisons, the simple imperfect tense, school uniforms and knowledge of schools in French speaking countries.

Year 8

• Making plans; Including use of the past tense and reviews and practical uses of buying tickets and time. Here, we will incorporate study of Black History Month also.
• My passions; including complex opinions and vocabulary around hobbies, music, film, making plans and celebrations.
• Modern technology; including the use of contrasting opinions, extended sentences and topic specific vocabulary around video games, the internet and electronics.
• Shopping; including future tenses and transactional language and vocabulary around types of shops and different clothes/ clothes shopping. Here, we will incorporate study of Asian History Month also.
• My place in the world; Including subject specific vocabular around charity work, social issues, environmental issues and eco-tourism.
• Countries; including using different tenses together, where I live, where we’re from and vocabular around international travel and currency. Here, we will incorporate study of Gypsy, Roma and Traveller Heritage Month also.

Year 9

• Education; including topic specific vocabulary around studies, school rules, teachers and further study on education around the world.
• Cinema and Television; including building on reviewing skills studied previously to review TV programmes and films. This topic will also include study of Asian History Month, and a topical look at Easter around the world.
• Health and Nutrition; including practical vocabulary around the weather, activities and making bookings and reservations. Here, we will incorporate study of Gypsy, Roma and Traveller Heritage Month also.
• Relationships; including the use of irregular verbs and vocabulary around extended family, family relationships and homework. Here, we will incorporate study of Black History Month also.
• Home and Town; including topic specific vocabulary around houses and homes, furniture, different types of neighbourhoods and Christmas.

Music

The Music curriculum at CMA aims to engage, inspire and empower students to see the world from an artistic perspective whilst developing their creative potential, practical skills and confidence.

Year 7

• Musical Elements
• Instruments of the Orchestra/World
• Vocal Skills
• Instrumental Skills
• Notation
• Music Technology
• Composition Techniques
• Production Skills
• Folk Music
• Structure and Form

Year 8

• Film Music
• Compositional Devices
• Hip Hop and Pop
• Rap and Lyric Writing
• Blues and Rock

Year 9

• Classical v Modern Music
• Music Theory
• World Music (Indian / Samba)
• Carnatic Theory
• Instrumental Skills
• Music Technology
• Composition Techniques
• Production Techniques
• Improvisation
• Structure and Form

PE

To deliver high-quality physical education content to students throughout core lessons that allows students to leave Cedar Mount Academy being physically active, understand what it is to lead a healthy lifestyle and can demonstrate good leadership skills.

Across Year 7, 8 and 9 we look at the same sports:

• Football
• Basketball
• Badminton
• Rugby
• Netball
• Rounders
• Cricket
• High Jump
• Long Jump
• Shot/ 100m
• Discus
• Javelin
• Relay/800m 

Religious Studies

Our aim is to provide a curriculum that allows all students to feel valued and celebrated because of their culture, religion and identity. We want to develop students in to being empathetic and accepting, with a strong sense of right and wrong, who can speak out in support of others. Through exposing students to different faiths, beliefs, cultures, injustices and experiences, we hope for our students to exist in society peacefully and show a desire to promote and act on anti-discriminatory values.

Year 7

• Why do we learn RS?
• Abrahamic Religions: Key Beliefs
• Eastern Religions: Key Beliefs
• Abrahamic Religions: Key figures
• Eastern Religions: Key figures
• Who is Jesus?

Year 8

• Rights and Responsibilities
• Heroes
• Science vs Religion?
• World religions and beliefs
• Extremism
• Evil and Suffering

Year 9

• Peace and Conflict
• Matters of Life and Death
• Critical Race Theory
• Society and Hip Hop
• Crime and Punishment
• Mindfulness

Science

In Science, we believe that all scholars should have the opportunity to acquire scientific knowledge, skills and behaviours to enable them to understand, appreciate and contribute to the changing world around them.

Year 7 & Year 8

• Organisms
• Forces
• Matter
• Astronomy
• Genes
• Waves
• Reactions
• Energy
• Ecosystems
• Earth
• Electromagnets

Year 9

• Electromagnets 
• Organisms
• Forces
• Matter
• Genes
• Waves
• Reactions
• Cell Biology
• Particle Model of Matter
• Atomic Structure and Periodic Table
• Energy
• Organisation
• Structure and Bonding
• Ecosystems

Resistant Materials

Our aim is to provide pupils with a range of practical skills that will encompass their creativity along with building a life long understanding of technology, tools and techniques. Our curriculum aims to promote and develop resilient, independent, lifelong learners with the abilities to solve problems utilising a range of transferable skills, thus allowing them to access and become a successful and productive members of the wider community.

Year 7

• Introduction to Graphics
• Typography
• Paper Mechanisms
• Sketching and drawing techniques
• Blending, shading and tone
• Using materials
• Using tools and equipment

Year 8

• Developing typography
• Developing sketching and drawing
• Designing your superhero with the 6Rs of the environment
• Using materials
• Using tools and equipment

Year 9

• Biomimicry and furniture design
• Rendering and isometric design
• Create a wooden box focussing on joining methods
• Using materials
• Using tools and equipment

Year 10 and 11

As students move into Year 10, we build on their previous progress and develop a range of opportunities that will benefit them, taking into account their individual needs at Key Stage 4, leading to nine GCSE or equivalent qualifications chosen from a wide range of subjects.

We guide students to choose options which will best enhance their post 16 future. The curriculum ensures the best possible foundation for students to go onto college, apprenticeships and/or work placements, allowing students as many options as possible for future study or work.

The functionality of this area of the website is being improved and the detailed curriculum plans are available from Subject Leaders. Please contact our curriculum Vice Principal (kwalsh@cma.bright-futures.co.uk) to request any further information.

Art

To gain a critical understanding of artists, craftspeople and designers and to develop, broaden and extend students’ knowledge and skills. To create well-rounded artists who understand and appreciate the value of art and design and how it can positively impact all aspects of everyday life.

Year 10 & 11

• Primary research of chosen artists 
• Experimental responses (artwork) – linked to the artist’s formal elements 
• Selecting appropriate imagery and inspiration for art 

Business

The business studies department aims to equip students with knowledge and skills to participate in a rapidly changing economy. Students will develop an understanding of the fundamental elements of business, both small and large scale.

Year 10 & 11

• Intro to business – What is a business – Famous entrepreneurs 
• Enterprise and Entrepreneurship – The role of an entrepreneur – Adding value – Rewards and risks of setting up a business 
• Spotting a business opportunity – Customer needs – Market research (different types and data and questions) – Market segmentation and market mapping – Competition in business 
• Putting a business idea into practice – aims and objective – revenue, costs and profit – cash and cash flow – sources of finance – break even 
• Making the start-up effective – different options for setting up a business (sole traders, partnerships, PLC, LTD, franchises) – business location 
• Making the start-up effective (cont) – marketing in business – business plans 1.5  
• Understanding external influences – stakeholders – technology in business – law – business economy 
• Growing the business – organic and inorganic growth – public limited companies – financing growth – business objectives – globalisation and international trade – ethics  
• Making marketing decisions – Marketing mix – Branding – Technology 
• Making operational decisions – technology – stock – suppliers – managing quality – customer service 
• Making financial decisions – gross and net profit – profit margins – Business data 
• Making human resources decisions – Organisational structures – Effective communication – Ways of working – Recruitments – Remuneration – Motivation 

Computing

In Computing we want to develop our students into ‘computational thinkers’, this will assist into the pathway for deeper thinking. We follow a flipped learning approach where students must be partly responsible for their own learning.

Year 10 & 11

• Systems architecture 
• Memory and storage 
• Computer networks, connections and protocols 
• Network security 
• Systems software 
• Ethical, legal, cultural and environmental impacts of digital technology 
• Algorithms 
• Programming fundamentals 
• Producing robust programs 
• Boolean logic 
• Programming languages and Integrated Development Environments  

Dance

The Dance curriculum at CMA aims to engage, inspire and empower students to see the world from an artistic perspective whilst developing their creative potential, practical skills and confidence.

Year 10 & 11

• Exploring the performing arts 
• Developing skills and techniques in the performing arts 
• Responding to a brief (external) 
• Performing live and watch live professional performances 
• Creative skills whilst exploring professional works and creating their own pieces from a stimulus 

Drama

The Drama curriculum at CMA aims to engage, inspire and empower students to see the world from an artistic perspective whilst developing their creative potential, practical skills and confidence.

Year 10 & 11

• Exploring the performing arts 
• Developing skills and techniques in the performing arts 
• Responding to a brief (external) 
• Performing live and watch live professional performances 
• Creative skills whilst exploring professional works and creating their own pieces from a stimulus 

English

Our aim is to provide a curriculum that enables all students, whatever their starting point, to successfully navigate the world around them by being strong communicators: readers, writers, orators and thinkers. The function of English Literature and Language is to provide students with powerful knowledge, that can often be hidden from view or distorted in the mainstream, and to give them a sound skills base with which to express themselves.

Year 10 & 11

• A range of non-fiction extracts, comparing 19th and 20th century sources. 
• A Christmas Carol (including poems: London/Ozymandias)Theatre of Cruelty 
• Writing a in a range of forms for an appropriate audience using various rhetorical devices.  
• Shakespeare’s ‘Romeo and Juliet’ (including poems: My Last Duchess/Poppies/Kamikaze) 
• reading a 20th Century fiction extract, and analysing and evaluating the use of language and structure. 
• Unseen Poetry (including poems: Tissue/ The Emigree) 
• An Inspector Calls (including poems: The Charge of the Light Brigade/Ozymandias) 
• Power and Conflict Poetry 

Ethics & Politics

Our aim is to provide a curriculum that enables students to develop in to global citizens who are aware of their own voice and power. Through exposing students to a variety of views, political ideas and current affairs, we want to support students in becoming critical thinkers who can appreciate different opinions to their own, play an active role in society, express informed opinions and have the skills to research and act on issues guided by their passion.

Year 10 & 11

• Democracy (Citizenship) 
• I Matter (PSHE) 
• Philosophy (RS) 
• I Matter (PSHE) 
• Community Cohesion (RS) 
• Being a Global Citizen (Citizenship) 

Food Technology

Our aim is to provide pupils with a range of practical skills that will encompass their creativity along with building a life long understanding of technology, tools and techniques. Our curriculum aims to promote and develop resilient, independent, lifelong learners with the abilities to solve problems utilising a range of transferable skills, thus allowing them to access and become a successful and productive members of the wider community.

Year 10 & 11

• Theatre of Cruelty 

Geography

To create curious geographers who ask questions about the knowledge and artefacts they encounter in the curriculum. Students to have power over their own knowledge and think hard with breadth, depth, and accuracy.

Year 10 & 11

• Natural hazards 
• The living world 
• Development gap 
• Urban issues 
• Physical landscapes in the UK 
• Fieldwork lessons and fieldwork  
• Coasts/Rivers 
• Nigeria and UK 

Health & Social Care

Year 10 & 11

• Life stages – Life stages and key milestones of growth and development for age groups -PIES development across the life stages -Factors affecting growth and development across the life stages- How the growth and development of an individual is affected by various factors 
• Impacts of life events – Expected and unexpected life events – Impacts that life events have on individuals – Identifying individual’s needs based on the impacts of life events 
• Sources of support – Sources of support – The roles of practitioners in providing support – The roles of informal care givers in providing support – How practitioners meet individual needs – Research and recommend personalised support based on individual needs 
• Current public health issues and the impact on society – The importance of a healthy society – Public health challenges for society – Current health promotion campaigns and their benefits 
• Factors influencing health – Factors influencing health and wellbeing – Leading a healthy lifestyle – Barriers to leading a healthy lifestyle 
• Plan and create a health promotion campaign – How to plan a health promotion campaign 
• Deliver and evaluate a health promotion campaign – How to deliver a health promotion campaign – How to evaluate own performance 
• The rights of service users in health and social care settings – Types of care settings – The rights of service users – The benefits to service users’ health and wellbeing when their rights are maintained 
• Person-centred values – Person-centred values and how they are applied by service providers – Benefits of applying the person-centred values – Effects on service users’ health and wellbeing if person-centred values are not applied 
• Effective communication in health and social care settings – The importance of verbal communication skills in health and social care settings – The importance of non-verbal communication skills in health and social care settings – The importance of active listening in health and social care settings – The importance of special methods of communication in health and social care settings 

History

The focus for History is to create a curriculum that is in depth, rigorous, and for our diverse student community at CMA. This is to create an ethos where students can question their learning, as well as question the world around them.

Year 10 & 11

• Britain: Migration, Empires and the People 
• Conflict and Tension: The Inter-war years – 
• Conflict and Tension / Recall of Migration 
• Germany: Democracy and Dictatorship 1897-1945 
• Elizabethan England 

Maths

Success in maths teaches students how to be resilient, strategic problem solvers. These transferable skills are highly desired in all areas of society. Therefore, the aim of the maths curriculum is to develop articulate, independent learners who enjoy, and are successful in, maths.

Year 10 & 11

• Scatter Graphs 
• Stem and Leaf Diagrams 
• Transformations 
• Rounding and Bounds 
• Linear Inequalities 
• Real-Life Percentages 
• Factorising Quadratics 
• Plans and Elevations 
• Non-Linear Sequences 
• Quadratic 
• Graphs 
• Bearings 
• Trigonometry 
• Solving Quadratics 
• Area and Perimeter of Sectors 
• Complex Gradients 
• Column Vectors 
• Linear Simultaneous Equations 
• Conditional Probability 
• Real Life Graphs  
• Inverse and Direct Proportion 
• Venn Diagrams 
• Similar Shapes 
• Congruent Triangles 
• Non-Linear Graphs 
• Volume and Surface Area of Complex Shapes 
• Surds 
• Algebraic Fractions 
• Cumulative Frequency and Box Plots 
• Upper and Lower Bounds 
• Circle Theorems 
• Iteration 
• Solving Quadratic Equations 
• Non-Right Angled Trigonometry 
• Functions 
• Histograms 
• Re-arranging Complex Formula 
• Complex Indices 
• Recurring Decimals to Fractions 
• Complex Non-Linear Sequences 
• Circle Geometry 
• Theatre of Cruelty 

Modern Foreign Languages – French

Our aim is to broaden pupils’ horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world. Our teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and develop an appreciation of a range of writing in the language studied. 

Year 10 & 11

• Life at school / Post 16 education 
• Education  
• Jobs 
• Problems in school (bullying) 
• Work experience 
• Countries 
• Holiday plans 
• Dealing with issues abroad 
• Relationships 
• Marriage/partnership 
• Conflicts; · Personalities 
• Personal attributes 
• Emotive language 
• Major life events 
• Healthy/unhealthy lifestyles 
• Health advice 
• Illness & remedies 
• Social media 
• Leisure 
• Advantages and disadvantages 
• Consequences 
• Reading 
• Recycling; · Environmental issues · Social issues; 
• Local, national, international and global areas of interest 
• Current and future study and employment 
• Identity 
• World of work 
• Career choices. 
• Social issues (the disadvantaged)  
• Jobs 
• Applying for work 
• Voluntary work 
• Homelessness and poverty 
• Relationships 
• Issues 
• My identity 
• Emotions 
• Narrating life events. 
• Parties Festivals 
• Healthy Living Food 
• Speaking 
• Vocabulary 
• Key phrases  
• Grammar 
• Listening  

Modern Foreign Languages – Spanish

Our aim is to broaden pupils’ horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world. Our teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and develop an appreciation of a range of writing in the language studied. 

Year 10 & 11

• Life at school / Post 16 education 
• Education  
• Jobs 
• Problems in school (bullying) 
• Work experience 
• Countries 
• Holiday plans 
• Dealing with issues abroad 
• Relationships 
• Marriage/partnership 
• Conflicts; · Personalities 
• Personal attributes 
• Emotive language 
• Major life events 
• Healthy/unhealthy lifestyles 
• Health advice 
• Illness & remedies 
• Social media 
• Leisure 
• Advantages and disadvantages 
• Consequences 
• Reading 
• Recycling; · Environmental issues · Social issues; 
• Local, national, international and global areas of interest 
• Current and future study and employment 
• Identity 
• World of work 
• Career choices. 
• Social issues (the disadvantaged)  
• Jobs 
• Applying for work 
• Voluntary work 
• Homelessness and poverty 
• Relationships 
• Issues 
• My identity 
• Emotions 
• Narrating life events. 
• Parties Festivals 
• Healthy Living Food 
• Speaking 
• Vocabulary 
• Key phrases  
• Grammar 
• Listening  

Music

The Music curriculum at CMA aims to engage, inspire and empower students to see the world from an artistic perspective whilst developing their creative potential, practical skills and confidence.

Year 10 & 11

• Exploring Music Products and Styles 
• Music Skills Development 
• Responding to a Music Brief 

PE

To deliver high-quality physical education content to students throughout core lessons that allows students to leave Cedar Mount Academy being physically active, understand what it is to lead a healthy lifestyle and can demonstrate good leadership skills.

Year 10 & 11

• Football 
• Basketball 
• Badminton 
• Rugby 
• Netball 
• Rounders 
• Cricket 
• High Jump 
• Long Jump 
• Shot/ 100m 
• Discus 
• Javelin 
• Relay/800m  

Science

In Science, we believe that all scholars should have the opportunity to acquire scientific knowledge, skills and behaviours to enable them to understand, appreciate and contribute to the changing world around them.

Year 10 and 11 – Trilogy 

• Bioenergetics  
• Rate of Reactions  
• Atomic Structure  
• Organisation  
• Chemistry of the Atmosphere  
• Energy  
• Infection and Response  
• Structure and Bonding  
• Homeostasis and Response  
• Organic Chemistry  
• Forces and Motion  
• Chemical  Changes  
• Forces and Interactions  
• Ecology  
• Quantitative Chemistry  
• Waves  
• Chemical Analysis  
• Magnetism and Electromagnetism  
• Cell Biology  
• Particle Model  of Matter  
• Bioenergctics  
• Energy Changes 
• Infection and Response  

Year 10 and 11 Biology 

• Bioenergetics  
• Organisation  
• Infection and Response  
• CREST Silver 
• Homeostasis  
• Ecology  
• Inheritance, Variation and Evolution  

Year 10 and 11 Chemistry 

• Rates of Reaction  
• Structure and Bonding  
• Energy Changes  
• Properties of Matter  
• Chemical Changes  
• Organic Chemistry  
• Chemical Analysis  
• Chemistry of the Atmosphere  
• Chemical Analysis  
• Atomic Structure and Periodic Table  
• Structure and Bonding  
• Energy Changes  
• Quantitative Chemistry  

Year 10 and 11 Physics 

• Atomic Structure  
• Energy  
• Forces and Motion  
• Electricity  
• Waves 
• Magnetism and Electromagnetism  
• Space  
• Particle Model of Matter  
• Atomic Structure  

Sports Studies

Year 10 & 11

• User groups 
• Barriers 
• Solutions 
• Popularity of sport 
• Values 
• Olympic & Paralympics 
• Sporting Iniatives 
• Etiquette and sporting behaviour 
• PEDS 
• Features of Major Sporting Events 
• Benefits & Drawbacks 
• Legacy 
• NGB in sport 

In addition to our curriculum content, this section demonstrates some of the work we have done on an anti-racist curriculum

Relationships & Sex Education

Sex Education is presented within a moral framework, which not only provides information, but also encourages responsible behaviour. Parents/Carers are welcome to discuss the programme and the materials used with staff at The Academy.

Details of the knowledge students at Cedar Mount have by the end of their secondary career can be found by clicking on the links below.

Physical Health & Mental Wellbeing

It is important to focus on health and wellbeing so pupils can make well-informed, positive choices for themselves. The document below explains how this is taught, the topics it is placed within and when it is introduced.