Curriculum & Vision

Year 7 Mathematics

The year 7 curriculum provides a solid foundational pre-algebra curriculum which becomes the basis upon which all subsequent work is built. The focus is entirely on number. Rolling numbers and Times Tables Rockstars feature heavily and are well-loved by pupils.

Unit 1: Place value and number

• Place value, reading and writing numbers
• Comparing and ordering numbers
• Base 10 tricks
• Rounding

Unit 2: Addition and subtraction

• Addition
• Subtraction
• Perimeters
• Angle rules

Unit 3: Multiplication and division

• Multiplication
• Area
• Division
• Multiplication and division in context

Unit 4: Indices

• Squares, powers and roots
• Index rules

Unit 5: Order of operations

• Calculating with GEMS
• Applications of the order of operations: the mean average, midpoints and compound shapes

Unit 6: Negatives

• Understanding negative numbers
• Addition and subtraction with negatives
• Adding and subtracting efficiently
• Multiplication, division, indices and GEMS with negatives

Unit 7: Number theory

• Factors
• Primes and prime factors
• Multiples
• HCF and LCM

Unit 8: Fractions

• Fractions conceptually
• Equivalent fractions
• Adding and subtracting fractions
• Fractions of amounts
• Multiplying and dividing with fractions
• GEMS with fractions and worded contexts

Year 8 Mathematics

In year 8, pupils tackle algebra in earnest. This strong base allows all subsequent work in Y9-11 to quickly move to algebraic forms (e.g. forming equations to find angles in a polygon).

Unit 1: Manipulating terms

• Collecting like terms
• Multiplying and dividing terms

Unit 2: Simplifying expressions

• Substitution
• Expanding single brackets
• Factorisation
• Double and triple brackets

Unit 3: Algebraic fractions

• Multiplying and dividing
• Adding algebraic fractions
• GEMS and solving problems with algebraic fractions

Unit 4: Forming expressions and proofs

• Forming expressions from worded and geometry contexts
• Proof

Unit 5: Solving equations

• Principles of solving equations
• Solving one and two step equations
• Solving complex equations
• Applied equation solving

Unit 6: Formulae

• Forming equations
• Rearranging formulae
• Using formulae
• Formulae to learn by heart

Unit 7: Inequalities

• Plotting inequalities
• Solving inequalities

Unit 8: Sequences

• Understanding sequences
• Linear sequences
• Patterns and problem solving

Unit 9: Graphs

• The Cartesian plane
• Plotting linear graphs
• Finding the equations of linear graphs
• Graphing linear inequations

Year 9 Mathematics

Once pupils have mastered number and linear algebra, pupils are ready to tackle geometry. In Year 9, we look at Euclidean geometry and angle rules. We continue to build on algebraic fluency as pupils are introduced to quadratic techniques. Pupils are first exposed to basic concepts in ration and probability, ready to build on these in Year 10.

Unit 1: Percentages

• Expressing values as percentages
• Percentage change
• Original amounts
• Simple and compound interest

Unit 2: Angles

• Angles on lines
• Angles in polygons

Unit 3: Simultaneous Equations

• Solving linear simultaneous equations
• Modelling situations to form equations

Unit 4: Quadratics and other non-linear functions

• Factorising quadratics
• Solving quadratics
• Completing the square
• Plotting non-linear graphs

Unit 5: Ratios

• Sharing parts and wholes in a ratio
• Comparing ratios
• Relating ratios and fractions

Unit 6: Standard form and indices

• Calculations with standard form
• Advanced manipulation of indices

Unit 7: Triangles

• Pythagoras’ theorem
• Pythagoras’ theorem in context
• Trigonometry
• Trigonometry: solving problems
• Pythagoras and Trigonometry in 3D
• Non-right-angled triangles: sine rule

Year 10 Mathematics

In Year 10, pupils build on their foundations in algebra and geometry. The pupils also begin formal study of statistics and probability, focusing on deep understanding and reasoning. A small number of pupils will replace some of the topics listed below with further consolidation of Y7-9. Those marked with an asterisk will be studied by all pupils.

Unit 1: Further Geometry

• Cosine rule and area of a triangle formula
• Bearings* and non-right-angled trigonometry
• Sectors* and segments
• Advanced vector problems

Unit 2: Circle Theorems

• Circle theorems
• Circle theorems and tangents
• Proofs

Unit 3: Similarity and congruence

• Congruence*
• Similarity*
• Proof*

Unit 4: Advanced algebraic techniques

• Quadratic simultaneous equations
• Quadratic sequences
• Quadratic inequalities
• Graphic inequalities
• Algebraic fractions with quadratics
• Functions*
• Recurrence relations and iteration
• Direct/inverse proportion formulae*

Unit 5: Graphs

• Sketching graphs*
• Non-linear graphs*
• Growth and decay
• Graph transformations

Unit 6: Euclidean geometry

• Principles and vocabulary*
• Properties of shapes*
• Measuring angles*
• Construction with a protractor*
• Loci*

Unit 7: Probability

• Venn diagrams*

Year 11 Mathematics

In Year 11, pupils will study the final set of topics essential to aim for Grade 8 and above. A small number of pupils will use Y11 primarily to consolidate their learning from Y7-10, replacing some of the topics listed below. Those marked with an asterisk will be studied by all pupils.

Unit 1: Accuracy

• Estimation*
• Bounds*
• Limits of accuracy*

Unit 2: Graphs

• Real life graphs*
• Linear graphs: interpretation*
• Modelling situations using graphs*
• Solving from trigonometric graphs

Unit 3: Curves and Circles

• Equation of a tangent to a curve
• Area under a curve
• Equation of a circle

Unit 4: Advanced Proof

• Geometric proof*
• Circle theorems proof
• Algebraic manipulations*

Unit 5: Applications of algebra

• Kinematics*

Unit 6: Probability

• Counting rules*
• Relative frequency*

Unit 7: Ratio and proportion

• Advanced ratio techniques
• Scale factors for area and volume*

Unit 8: Geometry

• Plans and elevations*
• Symmetry*

Pupils study the correct rules of spelling, punctuation and grammar for one hour a week. They study the history of English language and literature, learning about how the language has developed and looking at some of the great writers in English. There are five to seven one-hour English lessons per week. We also run additional, after-school reading support for our weakest readers.

Year 7 English

The Michaela Year 7 English curriculum prepares all pupils to express themselves coherently, accurately and concisely in writing and speech.

UNIT 1: ANCIENT HEROES
UNIT 2: THE HOBBIT
UNIT 3: CREATIVE WRITING
UNIT 4: JULIUS CAESAR
UNIT 5: INTRODUCTION TO POETRY
UNIT 6: TRANSACTIONAL WRITING

Year 8 English

The Michaela Year 8 English curriculum builds on the pupils’ knowledge from Year 7 and focuses on deeper understanding and analysis.

UNIT 1: CANTERBURY TALES
UNIT 2: ROMEO AND JULIET
UNIT 3: CREATIVE WRITING
UNIT 4: SHERLOCK 
UNIT 5: POETRY
UNIT 6: TRANSACTIONAL WRITING

Year 9 English

In Year 9, we continue the study of great literature and challenge pupils to compare different texts by frequently recapping on those previously studied.

UNIT 1: OTHELLO
UNIT 2: SPEECH WRITING
UNIT 3: 19TH CENTURY GOTHIC FICTION
UNIT 4: UNSEEN POETRY
UNIT 5: 20TH CENTURY PLAY
UNIT 6: TRANSACTIONAL WRITING

KS4 English

Pupils will sit Edexcel GCSE English Language and Edexcel English Literature at the end of year 11.
The GCSE courses provide pupils with access to a broad range of texts from the literary canon, building on their knowledge from Key Stage 3.

English Language

1. C19 Fiction: reading
2. Creative writing
3. C20 and C21 non-fiction: reading
4. Transactional writing

English Literature

1. A Christmas Carol
2. Animal Farm
3. Macbeth
4. An Inspector Calls

Pupils learn one science per half-term at Michaela, allowing them to fully immerse themselves in each discipline.

Y7 Biology

Pupils learn about what life is, starting with examples of organisms from different kingdoms, the habitats they live in and their typical diets and behaviours. Pupils explore the adaptations organisms have that help them to survive and reproduce in their environment with an emphasis on competition for limited resources.

Pupils then explore different human organ systems that enable survival and reproduction: the digestive system and the respiratory system are explored in depth with and pupils develop an understanding of the organelles, cells & organs involved. The circulatory system is introduced.

To understand plants, pupils study the leaf as the organ for gas exchange and photosynthesis and the xylem and phloem for transport.

Diffusion and respiration are explored as fundamental concepts in Year 7.

Y8 Biology

Pupils develop their understanding of further organ systems in humans including the skeletomuscular system to develop and understanding of how we move and the reproductive system. This is contrasted to plant immobility and reproduction.

The idea of development from zygote to embryo to complex multicellular organism is explored.
Pupils learn about inheritance and genetics as well as the evidence for evolution.

Throughout, ideas are tied to the link between energy, cells, organ systems and adaptations.

Y9 Biology

Pupils explore cell division and specialisation with the context of the processes which transport substances between them. Microscopy techniques offer practical opportunities for pupils.

These are further contextualised by looking at nutrient acquisition and transport of nutrients in both animals and plants.

An exploration of various disease and health are explored including the human defence system against communicable disease, as well as homeostatic control mechanisms for non-communicable diseases such as diabetes.

Y10 Biology

Pupils explore photosynthesis and respiration in detail to explore the role of energy in life processes.

Pupils explore inheritance and genetics in great depth and this is followed with an exploration of how organisms are related and share a common ancestor. Evolution by natural selection is investigated.

Pupils study ecology to explore ideas about distribution, ecosystems and methods of investigating these.

Y11 Biology

Pupils study homeostatic mechanisms and the nervous system. Finally, pupils explore reproduction: including contraception, IVF and we look more widely at the role of hormones in the human body.

Y7 Chemistry

Pupils start at one of the most fundamental concepts in Science: the particle. From here they build an understanding of everything existing as either a solid, liquid or gas and what causes these changes. Pupils explore how we measure the mass and density of different substances and are introduced to scientific practical work for the first time.

Pupils then explore different types of particles called elements and how these are arranged on the periodic table. Pupils learn about different the different properties these elements have and are introduced to their first chemical reactions, including how to construct word and chemical equations.

Y8 Chemistry

Year 8 Michaela pupils begin chemistry using the Law of Conservation of Mass as a fundamental concept. They go on to apply this concept to the task of balancing chemical equations.

Pupils then explore a range of different chemical equations such as combustion, decomposition and neutralisation reactions. Pupils make observations of these reactions and explore them on a particle and equation level. Pupils have the opportunity to expand their practical skills by carrying out practicals including Bunsen Burners and making salts through neutralisation reactions.

Finally, pupils are introduced to the atom at a more complex level. They delve into the history of the atomic model and how successive scientists have contributed to our understanding. Finally, they use this new knowledge to link to their knowledge of the periodic table and relate the structure of the atom to the information the periodic table presents us with.

Y9 Chemistry

Having gained a strong grasp of key concepts at KS3 through years 7 and 8, pupils are gradually introduced to GCSE level concepts in year 9. Pupils begin by exploring the different types of chemical bond: ionic, covalent and metallic bonding. After learning each type of bonding, pupils link these ideas to the structure and properties of these different substances.

Next, Michaela pupils develop their understanding of reactivity. Linking ideas from KS3 about different groups, the structure of the atom and chemical reactions, pupils explain why some elements are more reactive than others. This links to understanding displacement reactions and their uses.

A fundamental concept which is mastered in year 9 is ionic equations, including ionic half equations. Mastery of this topic place pupils in an excellent position for topics in years 10 and 11.

Finally, Year 9 pupils further their KS3 understanding of neutralisation reactions with their newly gained knowledge of ions and ionic equations.

Pupils practical skills are developed throughout with a range of separating techniques studied including crystallisation and chromatography.

Y10 Chemistry

Year 10 pupils begin Chemistry with an introduction to quantitative chemistry. Calculation of relative atomic mass and relative formula mass makes use of pupils’ strong knowledge of the periodic table from KS3. Many pupils learn the concept of ‘the mole’ and apply this to several calculations used throughout Chemistry.

Pupils then apply their knowledge of ions, ionic equations, reactivity and displacement from Year 9 to the topic of electrolysis. Pupils learn how many elements are separated from their compounds using electricity.

Next, year 10 pupils apply their knowledge of chemical reactions to the topic of energy changes. What is an endothermic and an exothermic reaction? Why do reactions fall into these two categories?

Finally, pupils explore the fundamental concept of the rate of a reaction. They learn what causes a reaction to speed up and what is required to cause a reaction to start in the first place: the activation energy. Many of the ideas taught in year 10 are brought together through Le Chatelier’s Principle which tests pupils’ application of many of the concepts taught.

Pupils’ practical skills are developed through practicals including electrolysis and a variety of ways to measure the rate of a reaction.

Y11 Chemistry

In their final year of Chemistry education at GCSE level, pupils are introduced to the world of organic chemistry; compounds based in carbon. They understand how these compounds are used in everyday life and some of the issues that come with this.

Finally, pupils bring together many ideas taught throughout the course to look at how Chemistry affects our environment and the part we as human beings are playing. How can we reduce our carbon footprint? How can we produce clean drinking water? How do we extract metals from the Earth? And how can we do all of these things better to protect our environment?

Year 11 Chemistry is designed to be shorter in length than the other years in order to maximise time for revision and mastery in the lead up to GCSE exams.

Y7 Physics

In year 7, pupils are introduced to the cornerstones of physics through studying the universe. First they learn what energy really is and how to describe the energy transfers that happen throughout our universe. Next they learn the role that forces play in our universe, from the forces that enable a car to drive to the forces that hold the Earth in orbit around the Sun. Pupils are taught how to use equations in physics and use this knowledge to calculate the weight of different objects on different planets. From there, they move on to learn about the speed, continuing to practice their use of equations. Finally, they are introduced to the electromagnetic spectrum. All of this knowledge is solidified at the end of the year with a trip to the Royal Observatory.

Y8 Physics

Year 8 is when Michaela pupils start getting to grips with electricity! They start by learning about what charge is and understanding the relevance of sub-atomic particles to charge on a macro-level. From there, they learn how to apply their knowledge to explain electrostatic effects, including the fascinating Van Der Graaff generator. Pupils are then introduced to circuits, learning about current and potential difference and practicing making real circuits safely and correctly. They end the unit by returning to the fundamental ideas from y7, but this time expanding on their knowledge of forces and energy to look at the concept of springs and elastic potential energy.

Y9 Physics

Year 9 is where pupils start applying their understanding of physics to GCSE content. This year is all about forces. Pupils study Newton’s three laws of motion in detail, with plenty of exam practice throughout. Within this, they learn a variety of ways to represent, describe and understanding movement. They also start to master the equation techniques which they have been learning throughout KS3, applying their skills this time to acceleration and velocity equations. Pupils also use free-body diagrams as an alternative way to understand motion and the forces that cause it. Speed and distance-time graphs are studied in detail, helping pupils not only with their understanding of this unit but also with their understanding of graphs throughout the subject. Finally, pupils prepare for and carry out an acceleration practical to see everything they have learnt up to this point in action.

Y10 Physics

In the first half of year 10, pupils delve into two of the most fascinating areas of physics – waves and magnetism. They learn how to investigate waves, even when we can’t see them, and they learn the importance of the electromagnetic spectrum throughout our universe. From the basics of magnetism, they develop an understanding of the complex interaction of electric and magnetic fields, eventually learning how magnets and electric current can interact to create movement in the motor effect. Finally, they return to the topic of electricity, building on their prior knowledge with more complex circuits, equations and components.

Y11 Physics

By year 11 pupils have covered most of the physics content required for the GCSE course, freeing up time to go over and practice the skills required to tackle the most challenging questions. Time is spent interleaving calculation questions from across the course, memorising and mastering all the necessary equations and when to use them. Pupils’ understanding of energy, which started with the first physics lesson of year 7 is solidified by studying specific heat capacity and different sources of energy. Finally, the required practicals are revisited: this enables pupils to re-apply their more advanced skills and understanding to previously learnt knowledge.

Year 7 Humanities

HISTORY
UNIT 1: ANGLO-SAXONS, VIKINGS AND NORMANS
UNIT 2: LATE MEDIEVAL ENGLAND
UNIT 3: RENAISSANCE AND REFORMATION EUROPE
UNIT 4: TUDOR ENGLAND

GEOGRAPHY
UNIT 1: INTRODUCTION TO GEOGRAPHY (GLOBAL)
UNIT 2: GEOGRAPHY SKILLS
UNIT 3: THE GEOGRAPHY OF THE BRITISH ISLES

RELIGION
UNIT 1: CREATION AND COVENANT
UNIT 2: THE LIFE OF JESUS
UNIT 3: JUDAISM
UNIT 4: ISLAM

Year 8 Humanities

HISTORY
UNIT 1: STUART ENGLAND
UNIT 2: GEORGIAN BRITAIN, THE TRANS-ATLANTIC SLAVE TRADE & THE EARLY BRITISH EMPIRE
UNIT 3: ENLIGHTENMENT EUROPE AND THE FRENCH REVOLUTION
UNIT 4: VICTORIAN BRITAIN AND THE BRITISH EMPIRE

GEOGRAPHY
UNIT 1: COASTS
UNIT 2: THE ENVIRONMENT
UNIT 3: RIVERS
UNITY 4: DEVELOPMENT

RELIGION
UNIT 1: PROPHETS AND KINGS IN THE OLD TESTAMENT
UNIT 2: THE TEACHINGS OF JESUS
UNIT 3: BUDDHISM
UNIT 4: HINDUISM

Year 9 Humanities

HISTORY
UNIT 1: THE FIRST WORLD WAR
UNIT 2: WEIMAR AND NAZI GERMANY AND THE HOLOCAUST
UNIT 3: THE SECOND WORLD WAR
UNIT 4: BRITAIN AND THE WIDER WORLD SINCE 1945

GEOGRAPHY
UNIT 1: TECTONIC HAZARDS
UNIT 2: ATMOSPHERIC HAZARDS
UNIT 3: URBAN ENVIRONMENTS

RELIGION
UNIT 1: CHRISTIAN HISTORY
UNIT 2: AN INTRODUCTION TO ETHICS
UNIT 3: AN INTRODUCTION TO PHILOSOPHY

KS4 History

Pupils will sit GCSE History (Edexcel) at the end of Year 11.
The GCSE courses build on their knowledge from Key Stage 3.

UNIT 1: SUPERPOWER RELATIONS DURING THE COLD WAR, 1945-1990
UNIT 2: ANGLO-SAXON AND NORMAN ENGLAND, 1060-1088
UNIT 3: WARFARE AND BRITISH SOCIETY, 1250-2019
UNIT 4: WEIMAR AND NAZI GERMANY, 1918-1939

KS4 Geography

Pupils will sit GCSE Geography (Edexcel B) at the end of Year 11.
The GCSE courses build on their knowledge from Key Stage 3 and pupils complete a fieldwork study on coastal management.

UNIT 1: GLOBAL GEOGRAPHICAL ISSUES
UNIT 2: UK GEOGRAPHICAL ISSUES
UNIT 3: PEOPLE AND ENVIRONMENT ISSUES: MAKING GEOGRAPHICAL DECISIONS

KS4 Religion

Pupils will sit GCSE Religion (AQA) at the end of Year 11.
The GCSE courses build on their knowledge from Key Stage 3.

EXAM 1:
UNIT 1: CHRISTIAN BELIEF
UNIT 2: ISLAMIC BELIEF
UNIT 3: CHRISTIAN PRACTICE
UNIT 4: ISLAMIC PRACTICE

EXAM 2:
UNIT 1: RELIGION AND LIFE
UNIT 2: EXISTENCE OF GOD AND REVELATION
UNIT 3: PEACE AND CONFLICT
UNIT 4: CRIME AND PUNISHMENT

The French curriculum has been designed to give our pupils the best possible chance of becoming confident language-learners. In Year 7, we focus heavily on phonics so that pupils feel able to read aloud and tackle new words. We also embed all structures necessary for the GCSE from Year 7 across the ability range. This means that these is no cramming when it comes to Year 11 as pupils have been familiar with past, present, future, opinions and subjunctive right from the beginning of their Michaela journey. In KS3, pupils develop an excellent foundation in the subject which puts them in a very strong position to take on the challenges of the GCSE.

The message to pupils is always that success is about practice and not about innate ability. Nobody is born good at languages, and you need to put the time in if you want to be successful. Parents wishing to support their children in Years 7 and 8 should make sure they complete their homework to the best of their ability, including extensions, and read French aloud with their child. As pupils move towards their GCSE, there are a range of revision guides available and pupils should ensure that they memorise all the vocabulary and key structures for the different topics. Please find a simplified version of the list of topics below from the exam specification. Pupils are examined on these topics across the four skills: listening, reading, writing and speaking.

Theme 1: Identity and culture

Theme 1: Identity and culture covers the following four topics with related sub-topics shown as bullet points:

Topic 1: Me, my family and friends

• Relationships with family and friends
• Marriage/partnership

Topic 2: Technology in everyday life

• Social media
• Mobile technology

Topic 3: Free-time activities

• Music
• Cinema and TV
• Food and eating out
• Sport

Topic 4: Customs and festivals in French-speaking countries/communities

Theme 2: Local, national, international and global areas of interest

Theme 2: Local, national, international and global areas of interest covers the following four topics with related sub-topics shown as bullet points:

Topic 1: Home, town, neighbourhood and region

Topic 2: Social issues

• Charity/voluntary work
• Healthy/unhealthy living

Topic 3: Global issues

• The environment
• Poverty/homelessness

Topic 4: Travel and tourism

Theme 3: Current and future study and employment

Theme 3: Current and future study and employment covers the following four topics:

Topic 1: My studies

Topic 2: Life at school/college

Topic 3: Education post-16

Topic 4: Jobs, career choices and ambitions

Year 7 Art Curriculum at Michaela

UNIT 1: CORE SKILLS AND COLOUR THEORY

• Concepts: Form, tone, texture, colour theory
• Methods and techniques: Grid, co-ordinates, view finder, mark-making
• Media: 2B pencil, chalk and charcoal

Art history: Story of Art, Ancient & Medieval art

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UNIT 2: LANDSCAPES

• Concepts: Perspective, structures of a landscape, composition
• Methods and techniques: Application and techniques of painting, tints, tones, shades
• Media: 2B pencil, colouring pencils, oil pastel, pen, ready mixed paints

Art history: Impressionism and post-Impressionism

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UNIT 3: STILL LIFE

• Concepts: Composition, symbolism, scale, form
• Methods and techniques: Enlarging, reducing, collage, observational drawing
• Media: 2B pencil, pen, paint, paper

Art history: Dutch Golden Age, Michael Craig Martin,

Year 8 Art Curriculum at Michaela

UNIT 1: NATURAL FORMS

• Concepts: Scale, form, tone, texture,
• Methods and techniques: Grid, co-ordinates, view finder, mark-making, observational drawing
• Media: 2B pencil, chalk & charcoal, oil pastel, water colour paint

Art history: Story of Art (definitions), Abstract art, American Modernism, Georgia O’Keeffe

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UNIT 2: CUBISM

• Concepts: Composition, analytic, synthetic, harmonizing, contrasting
• Methods and techniques: Collage, blending, fragmenting, constructing
• Media: 2B pencil, colouring pencil, collage, chalk and charcoal

Art history: Cubism, Pablo Picasso

Year 9 Art Curriculum at Michaela

UNIT 1: THE BODY

• Concepts: Proportions of the body, features, movement
• Methods and techniques: Observational drawing
• Media: 2B pencil, chalk and charcoal, pen, watercolour paint

Art history: Story of Art (definitions) recap, Leonardo da Vinci

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UNIT 2: SURREALISM

• Concepts: Composition, perspective, juxtaposing, repetition, distortion
• Methods and techniques: Photoshop skills, development of ideas, exploration and experimentation of media to suit ideas.
• Media: Photshop Pro, 2B pencil, colouring pencil, acrylic paint

Art history: Dada, Surrealism, Salvador Dali, Rene Magritte

Key Stage 4 Art Curriculum

UNIT 1: PORTRAITS

• Concepts: Portraiture, self-portrait, symbolism, symmetry
• Methods and techniques: Grid, tone, texture, colour mixing, observational drawing
• Media: 2B pencil, chalk & charcoal, water colour paint

Art history: Frida Kahlo, Romanesque & Gothic

UNIT 2 Mock Exam

UNIT 3: Externally set exam

Pupils build on the skills secured in KS3 and work independently and creatively to produce a final portfolio and prepare for the final exam.

The GCSE is comprised of 6 units

1. Observational drawing
2. Photoshop compositions
3. Me, Myself and I / Identity
4. Critical and contextual
5. Mock exam (old AQA paper)
6. Externally set exam (AQA)

Year 7 Music

UNIT 1: Introduction to Music

• Rhythm
• Pitch
• Major and Minor keys
• Texture
• Dynamics

UNIT 2: Michaela Songbook 1: Listening exercises and Whole Class Singing

• Hallelujah
• Your Song
• Let It Be
• The Sound of Silence
• Livin’ On A Prayer
• Stand By Me
• Can’t Help Falling In Love
• Don’t’ Look Back In Anger
• True Colours
• Leaving On A Jet Plane

UNIT 3: The Story of the Orchestra Part 1: Composers and Key Works

• Baroque era: Vivaldi, Bach
• Classical era: Haydn, Mozart, Beethoven
• Romantic era: Wagner, Tchaikovsky, Saint-Saens, Brahms, Grieg
• Modern era: Prokofiev, Gershwin, Bernstein

Year 8 Music

UNIT 1: Michaela Songbook 2: Whole Class Singing

• Ain’t No Mountain High Enough
• All Of Me
• Angels
• Bridge Over Troubled Water
• Can You Feel The Love Tonight
• Circle Of Life
• Dancing In The Moonlight
• Don’t Stop Believin’
• Fly Me To The Moon
• I’m A Believer
• Imagine
• Lean On Me
• Make You Feel My Love
• Mamma Mia
• Moon River
• Perfect
• Summer of 69
• Take Me Home, Country Road
• You’re So Vain
• Yesterday

UNIT 2: The Story of the Orchestra Part 2: The Instruments

• Strings: Violin, viola, cello, bass, harp
• Woodwind: Flute, piccolo, oboe, clarinet, bassoon, saxophone
• Brass: Trumpet, French horn, trombone, tuba
• Percussion: Timpani, xylophone, cymbals
• Keyboard: Organ, harpsichord, piano

UNIT 3: Stage and Screen: The Sound of Music

Sport at Michaela

At Michaela, we offer a range of sporting activities. This year pupils will play basketball, netball and take part in a variety of fitness related activities. Whilst we may be limited in not having acres of space, we make the most of our yard and hall facilities.

Pupils are required to wear their sports kit throughout the entire day when they are participating in sport. This means we get to maximise the time spent playing sport rather than wasting 10 min either side getting changed. PE lessons take place once per week.

The vast majority of our sport happens outside. Teachers check the weather forecast each morning and will cancel sport if the weather looks particularly poor. However, if we have made the decision to go ahead and the weather turns, we will remain outside until the end of the session.

Our football and netball teams, the Stoics, play matches against other local schools. Only those pupils who exemplify the values of Michaela are selected for the school team. We place enormous importance upon true teamwork, self-control and personal integrity. Sport at Michaela is about working hard, being kind and supporting each other. The ‘S.T.O.I.C.S’ values are a fundamental part of our sport curriculum. These values are: Sportsmanship, Teamwork, Organisation, Integrity, (self) Control and Stamina.

Pupils also have the option of playing basketball, table tennis and table football at lunch. There are half termly tournaments for this that happen during lunchtime.

Personal, Social, Health and Emotional Education (PSHE)
Curriculum Rationale

Overview
At Michaela, we believe in helping pupils to develop into well-rounded, confident and kind young people. Our PSHE curriculum aims to achieve this by exploring a broad range of topics that prepare pupils for the adult world.

Across years 7 to 9, pupils are taught about a range of important topics. Below is an overview of the curriculum topics covered.

In years 10 and 11, pupils spend time preparing for GCSEs and beyond. In PSHE lessons, pupils explore career options, post-16 courses, applications for further study and study skills.

Ensuring a safe environment

To ensure PSHE is delivered in a safe environment, lessons take place in dedicated periods each week with tutor groups. Pupils study topics that can be sensitive in nature in the comfort of their form room, along with their closest peers and form teacher, to provide them with the space to ask questions and debate challenging topics with confidence and sensitivity.

At the beginning of all PSHE units, pupils are reminded of the importance of listening carefully to others’ views and taking care to maintain a safe environment free of judgement and prejudice. All views are welcome, and it is made clear to pupils that any unkindness will not be tolerated.

Furthermore, we provide pupils with the space to discuss particularly sensitive topics privately should they wish. Pupils are invited to speak to their form tutor if they would like more information, or have any concerns, following any of the PSHE sessions they undergo.

When pupils are studying Sex and Relationships Education (SRE), they will be split according to gender in order to ensure a safe environment for pupils to explore topics and raise concerns where necessary.

Parental Rights

In line with the new statutory guidance for schools, all pupils will now receive sessions in Sex and Relationships Education (SRE). As per the guidance (available online here), parents have the right to request their child be withdrawn from some or all of sex education delivered as part of statutory RSE. Before granting any request, the school will discuss the request with parents and, where appropriate, with the child to ensure that their wishes are understood and to clarify the nature and purpose of the curriculum. In these discussions with parents, the school will outline the detrimental effects that withdrawal might have on the child. Once these conversations have taken place, the school will respect the parents’ request to withdraw the child, up to and until three terms before the child turns 16. After that point, if the child wishes to receive sex education rather than be withdrawn, the school will make arrangements to provide the child with sex education.

Parents will be informed by letter of any sex education classes that will go ahead, and should contact the school if they wish to withdraw.

Some aspects of sex education are taught as part of the science curriculum. Parents may not withdraw their child from these sessions. This content includes:

• The male and female reproductive systems
• The menstrual cycle
• Pregnancy
• Sexually Transmitted Diseases
• Contraception

Parents do not have the right to withdraw their child from any other parts of the PSHE curriculum.

Curriculum Content in Depth

Year 7: Transition Phase
In the first week of year 7, pupils learn about the values of our school. We believe that our core values of resilience, personal responsibility, hard work and tolerance of others help our pupils to achieve their very best.

During the first week of year 7 (known as ‘Bootcamp’), pupils do not attend normal lessons, but receive exciting, interactive sessions covering a range of topics, including:

• Working as part of a team
• Building resilience
• Being kind
• Staying organised
• Life at secondary school
• Staying safe on social media

The aim of these sessions is to help pupils understand the ethos and values of the school, and to prepare them for the demands of secondary school. Transition to secondary school can generate anxiety for many young people. During ‘Bootcamp’, the school day is structured more closely to that of a primary school day. Pupils stay in their form groups for the day, and take lessons in one room. They get to know their teachers in a safe and calm environment whilst no older pupils are in school. This eases the pressure on our incoming year 7s, and helps them to feel at home in the school before the term really begins.

Year 7: Main Curriculum
Once pupils are embedded in the school and understand its culture, their exploration of PSHE begins in earnest. Over the course of year 7, pupils study the following topics:
*denotes topics from which parents have the right to withdraw their child.

Unit 1: Welcome to Secondary School!

• How to be resilient (including mental health awareness and support)
• How to make friends
• How to be organised
• How to be confident

Unit 2: Relationships

• Healthy friendships
• How to listen
• How to communicate your feelings
• Managing emotions in relationships

Unit 3: Healthy Lifestyle

• Personal hygiene
• Nutrition
• Exercise
• Sleep
• Self-care

As part of this unit, girls will receive a specialised session on periods. In addition, all pupils will receive a specialist session on Female Genital Mutilation.

Unit 4: Being a good citizen

• Keep our streets tidy
• Protecting the environment
• Charity and volunteering
• Handling emergencies

Unit 5: ICT Skills

• Introduction to Microsoft Word
• Sending and Receiving emails via Microsoft Outlook
• Introduction to Microsoft Excel
• Introduction to Microsoft PowerPoint

In this unit, pupils will carry out practical activities in our IT suites where they learn to apply their new technological skills.

Year 8: PSHE in Focus

In year 8, pupils explore some of the more challenging topics in the PSHE curriculum.
*denotes topics from which parents have the right to withdraw their child.

Unit 1: Growing Up

• Puberty
• Emotional changes
• Physical changes
• Personal hygiene

Unit 2: Risks and Staying safe

• What risks do we face?
• Crime and gangs
• Social media
• Peer pressure and bullying

Unit 3: Money

• Responsible spending
• Earnings
• Payslips
• Budgeting
• Saving

Unit 4: Dangerous Habits

• Alcohol
• Tobacco
• Drugs
• Legal implications

Year 9: PSHE in Depth

In year 9, pupils explore some of the more challenging topics in the PSHE curriculum in greater depth.

*denotes topics from which parents have the right to withdraw their child.

Unit 1: Relationships

• Committed, loving relationships
• Marriage and civil partnerships
• Parenting
• Forced marriage
• Child Sexual Exploitation
• Abusive relationships

Unit 2: Preparing for the world of work

• The world of work
• Improving your prospects
• Writing a CV
• Writing a Covering Letter
• Behaviour in the Workplace

Unit 3: Money

• Budgeting
• Mortgages
• Taxes
• Interest
• Credit cards
• Debt

Unit 4: Being a good citizen

• Voting
• Political engagement
• Charity
• Volunteering

Unit 5: Sex and Relationships Education

• Sex Education*
• Sexual orientation
• Consent
• Grooming
• Pornography
• Sharing images online

Key Stage Four

In years 10 and 11, pupils study two topic areas:

Furthermore, if we feel that pupils require additional sex education, we may take the decision to carry out additional sessions during these years. These sessions are devised and implemented on a case-by-case basis.

What are our aims for homework?

At Michaela, we believe that the best homework supports learning. When well planned, it allows pupils an opportunity to build on their lessons, deepen their understanding, and consolidate learning.

To ensure every child has understood the homework, we set short, low-stakes quizzes in every subject. This enables teachers and pupils to see what has been learned, and enables them to address gaps in understanding.

How much homework do we set?

We expect pupils in years 7-9 to complete around 1.5 hours of homework every evening. In years 10 and 11, pupils complete around 2-3 hours of homework per night. In the sixth form, pupils receive 1 hour of homework for every hour of teaching, spread out across the week.

Year Group 7

• Reading – 30 minutes per evening
• Sparx or TTRS – 1hr 30 minutes per week

Subject homework

• English – 30 mins per week
• Maths – 2x 30 mins per week
• Science – 2x 30 mins per week
• Humanities – 30 mins per week
• French – 30 mins per week

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Year Group 8

• Reading – 30 minutes per evening
• Sparx – 1hr 30 minutes per week

Subject homework

• Maths– 2x 30 mins per week
• Science– 2x 30 mins per week
• Humanities– 30 mins per week
• French– 30 mins per week

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Year Group 9

• Reading – 30 minutes per evening
• Sparx – 1hr 30 minutes per week

Subject homework

• Maths– 2x 45 mins per week
• Science– 2x 45 mins per week
• Humanities– 2 x 45 mins per week per week
• French– 45 mins per week

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Year Group 10

• Reading – 30 minutes per evening
• Sparx – 1hr 30 minutes per week

Subject homework

• Maths– 2x 1hr per week
• Science– 2x 1hr per week
• English- 2 x 1hr per week
• Humanities– 2 hrs per week
• French– 1 hr per week

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Year Group 11

• Reading – 30 minutes per evening
• Sparx – 1hr 30 minutes per week

Subject homework

• Maths– 2x 1hr per week
• Science– 2x 1.5hrs per week
• English – 2 x 1.5 hrs per week
• Humanities– 2 hrs per week
• French– 1.5hrs per week

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What subject homework do we set our pupils?

Pupils receive homework from every subject at least once per week. Homework is set on the same day each week (see homework timetable below).

Homework is tailored to every subject. Typically, pupils are given worksheets to complete. These worksheets include a range of problems to solve and questions to answer. Each teacher tailors homework to the class to make sure pupils are adequately challenges.

How do we know pupils have understood the homework?

All pupils sit a quiz in every subject at least once per week. These quizzes aim to test whether your child has understood the homework and can remember the content that has been taught throughout the previous week. Quizzes can last anywhere from 10 minutes to half an hour, depending on the topic. Each teacher tailors quizzes to the class to ensure pupils are adequately challenged and supported.

Parents can support their children by testing them on the questions in their homework. This will prepare them better for their quiz the following day.

How do we foster a love of reading?

We believe that every child can ride widely- for both learning and pleasure.

All pupils are expected to have a book from our school library. We give pupils plenty of opportunities to read during the school day, but we know that it is also important that pupils read at home too. This is a vital step in making reading an engrained habit.

We also offer parents the opportunity to sign their children up to the Accelerated Reader programme. This is an online programme that tracks children’s progress in reading by setting quizzes for them to take after they have finished reading a book. These quizzes inform teachers and families about the extent to which the child has understood the book. We believe that Accelerated Reader is a very helpful tool for developing pupils’ comprehension skills.

Parents, if you would like to sign your child up for Accelerated Reader, please go to: Ren Learn Accelerated Reader.

What is Sparx?

Sparx Maths is an excellent online maths programme that has videos and questions on every maths topic for Y7-11. We find that our pupils enjoy Sparx, and it has had huge benefits for pupil progress. Pupils will learn how to use Sparx in Year 7.

Parents are encouraged to check what their child has been doing and how long they have spent on Sparx. Your child should complete their Sparx homework to 100% each week, which you can check on your child’s homepage.

Pupils should write down their workings in their Sparx books and watch the video and retry questions when unsure.

Pupils are encouraged to complete extra practice by completing the ‘XP Boost’ and ‘Target’ homework each week too, found on the homepage. Sparx also offers the option to search for specific maths topics to practise on the ‘Independent Learning’ tab. For more information, go to: https://www.sparxmaths.uk/

How do we make sure pupils don’t forget previously taught content?

Our staff have spent time understanding the way the memory works in order to come up with the best ways to support our pupils. Research in memory shows that frequent recall of previously learned content is one of the best ways to ensure pupils don’t forget what they have learned. We therefore ensure pupils make and use flashcards from year 7 to 11 so that they get into the best possible learning habits right from the start.

All pupils should have at least one set of flashcards in their workpacks at all times. Pupils will create flashcards in lessons and for homework. We believe that flashcards are very helpful for memorising important concepts in most subjects.

We recommend that pupils spend at least 10 minutes every night testing themselves on what they need to know for the quiz: this may be from flashcards or worksheets. Parents can support their children by asking them the questions on the front of the flashcard or worksheet for their child to answer.

At Michaela, we are committed to providing an excellent education to all, regardless of need. We work hard to overcome barriers to learning in order to support every child to succeed academically and to become a well-rounded individual.

For parents of children with Special Educational Needs, please feel free to contact our Director of Inclusion, Mr Burkitt on 0208 795 3183 if you have any queries.

For more information about the support we put in place for pupils with Special Needs, view our SEN information document on our Policies page here.

At Michaela we offer a variety of extra-curricular activities.

Michaela Guides and Future Leaders – Michaela Guides have the honour of taking guests on a tour of the school. They must be professional and talkative to welcome our guests. Michaela Guides are incredibly responsible and represent our hard working, kind pupils.

A small handful of Michaela Guides have the opportunity of becoming a Future Leader. Future Leaders set an example to the rest of the year group by leading lunch tables during family lunch and by having excellent quality appreciations. There are a limited number of places to become a Future Leader- only the most dedicated and responsible pupils will be accepted into the Future Leader team.

Attenborough Club –For budding biologists, fans of animals, the outdoors and anyone who wants to find out more about the wonderful world we live in! Attenborough club offers you the opportunity to watch some of the amazing documentaries that Sir David Attenborough has made with the BBC – with the opportunity to chat about them with some of the sixth form Biology students and teachers at Michaela.

Art Club – Pupils who are keen artists are able to explore an extended range of media, producing both skillful and original artworks.

Classics Club – In Classics Club we learn more about the fascinating history and wonderful myths of ancient Greece and Rome. We also learn Latin from the De Romanis textbooks and some Ancient Greek, helping pupils to make connections between English and a wide range of other languages.

Chess & Draughts Club – The game of chess has fascinated and frustrated for millennia. Chess & Draughts Club is open to anyone from absolute beginner to grand master. Pupils will learn both the basics of the games and tactics and strategies to compete with anyone who may challenge them.

Debate Club – Debate club is the place to learn how to be a persuasive, confident speaker who can win any argument! Each week, you will learn a new tip to help you make better arguments and get to debate controversial topics such as, “should footballers get paid so much money?” and “should all people stop eating meat?”.

Film Club – In film club, pupils are able to enjoy watching and discussing a broad selection of films. It is an excellent opportunity for pupils to improve their film literacy.

Games Club – Games club is open to anyone who wants to play some of the familiar classics (Ludo, Snakes & Ladders) or something entirely new (Bananagrams, Dobble, 24 and Perudo, amongst others). Pupils will be taught how to play games they are new to, and there will also be the chance to compete in fun tournaments against teachers.

Hegarty Maths & Times Tables Rock Stars – Those pupils who are keen on sharpening up their maths skills have up to an hour every day after school in the Maths computer club. Pupils enjoy out competing each other with their times tables and in the number of topics they have completed on Hegarty Maths.

Mathletes – The Mathletes group is for anyone who is looking to really push themselves mathematically. In the group, pupils will have the chance to learn about Maths topics that do not feature on the normal GCSE curriculum, along with preparing themselves for the UKMT Maths Challenge papers appropriate for their year group.

Oxbridge Preparation Group – For pupils from Y9 to Y13 we run a weekly group helping pupils prepare for the UK’s most competitive courses and universities. We read and discuss books together, complete presentations, debate topics and investigate areas of academia that fall just outside the curriculum. This allows our pupils to develop their passions and prepare for the difficult application processes required for these institutions.

Presentation Club – Presentations Club is a course that runs twice a term allowing children to develop their presenting and public speaking skills. The kids research topics of their choice and give presentations up to five minutes in length to their peers and teachers.

Reading Seminar – For pupils who love reading but who struggle in this area, after school every day, there is an extra reading club with 30 minutes of reading aloud with a teacher.

Sign Language Club – Provides an opportunity for pupils to learn a different mode of communication (and develop an awareness of the experiences of the D/deaf community).

They learn fingerspelling, greetings, family, colours, animals, countries etc. – the basics to be able to communicate via sign. As a result, they develop/improve body language, lip patterns, lip reading, facial expressions, confidence, peripheral vision, reaction time.

Sixth Form Literature Club – Every half term, members of our Sixth Form Literature Club take a vote to choose the novel that they want to read together. Then, each week, we read chapters of the book independently before coming together to chat about our ideas and opinions on the novel so far, discussing any interesting questions or debates that emerge.

Music

Instrumental Lessons – Michaela currently offers one-to-one piano, violin, flute and guitar lessons at a subsidised rate. Pupils are taught by external professional musicians. Pupils can work towards ABRSM graded exams and may have opportunities to perform as soloists in our end of term Music Assemblies.

Instrumental ensemble – Once a term, specially selected instrumentalists come together to form an instrumental ensemble. The ensemble practices in individual lessons, sectionals and then full rehearsals to prepare for a termly performance of an important classical work. In the past these have included Bizet’s Carmen, Tchaikovsky’s Dance of the Sugar Plum Fairy, Waltz of the Flowers and Swan Lake.

Sport

Netball –  Taking part in netball is a great way to improve your teamwork skills and fitness whilst having a lot of fun. The netball club is open to all ages and abilities.

Whilst we remain positive that we will be able to continue teaching our pupils in school, should we have return to remote learning in the future we will follow the system below:

What online platforms is Michaela using?
Lessons are taking place on Zoom and homework submission and feedback is happening via Google classroom. Zoom lesson links are posted on Google classroom up to ten minutes before the beginning of lessons. If your child has lost their Google classroom or Zoom login, please contact info@mcsbrent.co.uk

How is Michaela continuing lessons online?
Pupils in Year 7-11 are receiving two hours of zoom lessons per subject per week. These are live lessons with their teacher in which they have the opportunity to engage with the teacher and ask questions about the content. Students in Years 12 and 13 are receiving between four and six hours of lessons per subject per week. All pupils have received their lesson timetables on Google classroom.

Is my child being set homework?
For every zoom lesson, every pupil at Michaela is set a minimum of one hour of homework to complete that night. There is an extension task at the end of each homework and unlimited extension tasks to be completed at the weekend.

Will my child receive feedback on their work?
Yes, teachers comment and give feedback on every piece homework that is submitted online. Pupils who excel in their online work receive stars and postcards!

What can I do as a parent to support my child with their online work?
As a parent, you can support your child by making sure they attend all online lessons, submit all homework and by encouraging them to complete extension tasks. This is also an excellent opportunity for your child to spend more time reading. Reading is the most effective way of boosting your child’s prospects at school, particularly in their GCSEs.

What do I do if I am having internet or technical issues?
Please contact info@mcsbrent.co.uk with details of the issue you are having and your child’s form tutor or Head of Year will be in touch if we can help.

How can my child contact teachers about their work?
Pupils can send private messages to teachers via Google classroom if they are having difficulties with their homework.

Will my child be taught broadly the same curriculum as if they were in school?
Yes. We are teaching the same curriculum in all subjects.

Michaela Community School is committed to raising the aspirations of all of our pupils. Indeed, one of our fundamental aims is to ensure that all our pupils develop as high achieving, confident, articulate young people whose education fully equips them to go on to university or the career of their choice.

Every student at Michaela Community School is encouraged to set their sights high for their futures, regardless of their background or individual circumstances. Our Careers programme supports this process through a wide range of activities including Careers education as part of the PSHE Programme, outside speakers, academic support, mentoring and visits to universities.

The programme equips pupils with the knowledge and skills necessary to make the transition from school to a university, college and career of their choice. This programme begins in Year 7 and provides opportunities, careers information, advice and guidance so that all pupils are aware and supported to make the right choices as well as developing the skills necessary for a successful career. The Michaela Careers Pathway for Years 7-11 can be seen in detail below.

Our Careers Lead is Mr Burkitt. If you would like to contact him, please email info@mcsbrent.co.uk and put FAO Mr Burkitt

Of course, preparation for a successful transition into further education and careers is not limited to career-focused sessions: we aim to develop the fundamental skills for a successful career (such as teamwork, communication, cooperation and problem solving) as part of our curriculum and pedagogy in all academic subjects.

Encounters with employers and employees
Michaela offers pupils across years 7-13 a varied range of employer encounters. These are progressive through the age range and tailored to individual need, but have previously included employers and employees from a wide range of professions from the following disciplines: barristers, doctors, hairdressers, business owners, data scientists, documentary producers and firemen, to name a few.

Michaela offers a minimum of two employer encounters each year to each year group, particularly those with a STEM focus to meet the need of mathematical and quantitative skills which will be increasingly required in the future, not just for traditional STEM routes, but for a wide range of future careers. Pupils are made aware of the employability skills, experience, and qualifications that employers want to build up a rich picture of the world of work and its requirements.

University Taster Days
Sixth Form students are encouraged through the Michaela6th Tutor Programme to take a proactive and independent approach to their university options. Students are also encouraged to apply to programmes such as UNIQ, Sutton Trust Summer Schools, Debate Chamber, UCL Target Medicine programme and others, as a way of experiencing university life before making UCAS applications.

UNIFROG
We are in the process of integrating the UNIFROG online platform into our careers and further education advice to pupils.

Work Experience and Volunteering
All pupils are directed towards opportunities for workplace visits, volunteering, virtual work place visits and part-time work during Key Stage 4.

Management of Provider Access Requests Procedure
Michaela Community School can arrange access of providers to pupils at the school for the purpose of giving them information about the provider’s education or training offer. This complies with the school’s legal obligations under Section 42B of the Education Act 1997. Please contact the school through the main school email at info@mcsbrent.co.uk if you wish to come and speak to pupils about your institution.