The learning journeys for each subject are outlined below. More detailed information on KS4 subjects can be found in our Option Booklet. For further information about the curriculum the academy follows please see these links:
Alternatively please contact the academy via email and your request will be passed to the appropriate member of staff.
Art
The art department is a place where all students are important and are encouraged to achieve their full potential. All students are given the opportunity to succeed through high quality teaching and learning experiences. The department aims to offer skills, knowledge, understanding and learning for life.
Business
Business is real and relevant to our current lives and future career choices. By studying Business, the knowledge gained will empower the decisions made in the future. Learning about Business gives you essential information about the working environment that will be experienced, whichever organisation is chosen to be worked for. It gives technical knowledge about how business works but also teaches how to behave in the workplace as a manager or worker. In addition a business course provides preparation for what needs doing to set up a business and improve one. All business courses apply theory to real life current businesses.
Childcare
The aim of this qualification is to provide learners with the knowledge and understanding of babies and young children from birth to five years of age. Research shows quality education and care early in life leads to better health, education and employment outcomes later in life. The early years are critical for establishing selfesteem, resilience, healthy growth and capacity to learn. Quality education and care shapes every child’s future and lays the foundation for development and learning. This qualification allows the learners to gain the necessary
skills to support the development of children within their early years.
Computer Science
The curriculum has been designed to achieve the following goals:
The Key Stage 3 curriculum is organised in such a way that it provides all pupils with the opportunity to develop themselves as successful learners who are well-prepared and excited about a future career in the digital world.
At the start of the academic year, pupils delve into the fundamental aspects of digital technology. They explore individual components of a computer system, grasp the concept of binary information to represent data and recognise the significance of a connected digital world. Next, we introduce basic programming concepts like sequence, selection, and iteration using Scratch. This marks the beginning of their journey as problem solvers, where they present low-level algorithms to a range of different computer-based challenges. As they progress, they engage in a series of exciting projects using the BBC Micro:bit. At the end of Year 7, pupils delve into the impact of the digital world on broader society, covering topics such as computer misuse, copyright, and e-waste.
They will explore how information is encoded and represented in digital systems. This includes understanding number bases (such as binary and hexadecimal), character encoding and representing images in a digital format. They will then revisit the components of a computer system developing an understanding of the technical aspects of a range of digital hardware, logic gates, system architecture (like the von Neumann model), CPU functions, memory and finally different forms of data storage. Pupils then challenge themselves further by using Python, a versatile and widely-used programming language. They’ll learn basic programming constructs, data types, and how to write simple Python programs. Pupils then must understand the importance of cyber security. Pupils will explore cyber threats, methods to detect and prevent them, and the legal impact of digital technology on wider society.
Pupils will delve into the fascinating world of computer networks. They learn about network architecture, protocols, and technologies. Understanding how devices connect and share data is crucial in the modern age. Additionally, they will enhance their programming skills by immersing themselves in advanced Python concepts, tackling intricate data structures, and solving challenging coding problems to a range of intricate problems. Furthermore, students will have the opportunity to experiment with Turtle, a graphical package based on the Python programming language. We then discover the power of visual communication through digital graphics. They explore concepts related to creating and manipulating images, understanding file formats, and basic design principles.
Construction
Design & Technology
Design and Technology is a perfect example of head and hands working together. For pupils, having to think about specific purposes and users for their products is much more demanding than simply following instructions to make something. Pupils have to think, decide and plan, as well as go and create.
Through studying Design and Technology through a wide variety of activities and processes, pupils use of a broad range of knowledge, skills and understanding which helps prompt engagement and nurtures creativity and innovation. They design and make functional products that solve real and relevant problems through a range of contexts via an array of different materials. It encourages pupil’s to think about important issues and explore the designed and made world in which we all live and work.
Electrical and Plumbing
The document below outlines the KS4 curriculum for Construction and Maintaining a Built Environment for Years 10 and 11, divided into terms and units. It focuses on practical and theoretical aspects of construction, including:
English
The English Curriculum at UAH has been designed and produced by the English department staff as a collaborative process, with a focused working group, to develop the essential reading, writing and Spoken Language skills required to be effective communicators across all subjects and to meet the needs of our cohort to inspire a love of English. At the heart of the curriculum is an appreciation of Literature across time and genres.
Food
Our aim is that students’ develop their critical thinking skills to consider economic, environmental, ethical, religious and sociocultural influences on food availability and choices, as well as being encouraged to problem solve, when working independently and
also in teams. They will demonstrate their innovation and resilience through a set of timed cooking trials that aim to use a wide range of ingredients, processes and specialist equipment, to produce, critique and evaluate dishes that address a broad variety of food briefs.
Geography
Geography helps students understand how people, places and environments interact. Our curriculum follows the National Curriculum and aims to spark curiosity about the world while remaining relevant to students’ lives.
We focus on strengthening locational knowledge, developing core geographical skills and encouraging students to question, investigate and think critically. By building independence and resilience, we support pupils in becoming confident learners who can interpret the world around them and truly ‘Think like a Geographer’.
Hair & Beauty
Our City & Guilds-accredited Hair and Beauty programme introduces learners to the modern industry while building practical, scientific and creative skills. Across three core units, students explore the sector, develop hands‑on techniques, and learn how design influences business within hair and beauty.
Health & Social Care
Health and social care is one of the fastest growing sectors in the UK with demand for both health and social care employees continuously rising. In 2019/20, the adult social care sector contributed approximately £41.2 billion a year to the UK economy. Social care employees such as care assistants and social workers work with individuals to support them to be as independent as possible in their own homes, in care homes or nursing homes. Healthcare employees, such as doctors, pharmacists, nurses, midwives, healthcare assistants and physiotherapists, work with individuals to enhance their quality of life by improving their health. Approximately 3 million people are currently employed in the sector. In 2019, it was estimated that by 2035 approximately 2.17 million health and social care job vacancies will need to be filled.
History
The Key Stage 3 Curriculum has been designed to extend and deepen students’ knowledge of British and world history through a chronological and thematic study of significant historical individuals and events. The core focus of the curriculum is the study of Britain from AD43 – present. This provides students with a clear understanding of Britain’s social and political history, the shaping of British values such as equality and democracy and how this has influenced and been influenced by the wider world.
IT
IT and Computer Science
The curriculum has been designed to achieve the following goals:
o Develop pupils who have a comprehensive understanding of the digital world.
o Inspire confidence in pupils’ ability to use digital skills effectively.
o To promote safe and responsible practices when accessing the digital realm.
o To encourage pupils to think carefully about their data privacy and how their information is shared.
o Help students to make good progress and achieve excellence.
o To encourage tolerance of differences through a diverse curriculum.
Curriculum Content
The Key Stage 3 curriculum is organised in such a way that it provides all pupils with the opportunity to develop themselves as successful learners who are well-prepared and excited about a future career in the digital world.
Year 7
At the start of the academic year, pupils delve into the fundamental aspects of digital technology. They explore individual components of a computer system, grasp the concept of binary information to represent data and recognise the significance of a connected digital world. Next, we introduce basic programming concepts like sequence, selection, and iteration using Scratch. This marks the beginning of their journey as problem solvers, where they present low-level algorithms to a range of different computer-based challenges. As they progress, they engage in a series of exciting projects using the BBC Micro:bit. At the end of Year 7, pupils delve into the impact of the digital world on broader society, covering topics such as computer misuse, copyright, and e-waste.
Year 8
They will explore how information is encoded and represented in digital systems. This includes understanding number bases (such as binary and hexadecimal), character encoding and representing images in a digital format. They will then revisit the components of a computer system developing an understanding of the technical aspects of a range of digital hardware, logic gates, system architecture (like the von Neumann model), CPU functions, memory and finally different forms of data storage. Pupils then challenge themselves further by using Python, a versatile and widely-used programming language. They’ll learn basic programming constructs, data types, and how to write simple Python programs. Pupils then must understand the importance of cyber security. Pupils will explore cyber threats, methods to detect and prevent them, and the legal impact of digital technology on wider society.
Year 9
Pupils will delve into the fascinating world of computer networks. They learn about network architecture, protocols, and technologies. Understanding how devices connect and share data is crucial in the modern age. Additionally, they will enhance their programming skills by immersing themselves in advanced Python concepts, tackling intricate data structures, and solving challenging coding problems to a range of intricate problems. Furthermore, students will have the opportunity to experiment with Turtle, a graphical package based on the Python programming language. We then discover the power of visual communication through digital graphics. They explore concepts related to creating and manipulating images, understanding file formats, and basic design principles.
Maths
The curriculum ensures that all pupils become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. All pupils will reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. In addition, all pupils will solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Media
Media is about communication, particularly mass communication with lots of people.
The media creates products that are designed to educate, entertain and inform. Whenever you are watching television, streaming films, scrolling through social media, or listening to a podcast, you are consuming media.
The power that the media has is huge. The average adult consumes media for almost 8 hours a day, and within that time, they are being bombarded by other people’s ideas and opinions and images of the world and its people. How someone responds to that will affect their ideas about people, places, politics, culture, and their place in the world. Doesn’t that sound like something we should know more about?
Motor Vehicle
The qualifications have been designed to be practical, engaging and motivating to support Learners in gaining the basic knowledge and skills required by employers. These skills include working with electrical circuits and identifying and reporting of risks in the workplace. The knowledge and skills within these qualifications can be applied to maintaining and working with a range of vehicles but can also be applied to wider engineering applications such as the maintenance of machinery and fabrication.
These qualifications are assessed using a range of methods appropriate at this level of introduction to technical qualifications. Learners will gain their knowledge and skills mainly in a workshop based environment by carrying out tasks which their assessor will observe.
Music
Music Curriculum Intent
As a department, we aim to create an environment where students feel inspired and excited about music. We are committed to making music accessible and enjoyable for all students, encouraging them to actively participate in performing, composing and appraising the music they listen to. We want to provide a wide range of musical experiences to build students’ confidence in performing and to create musical memories that will last a lifetime.
Our inclusive approach ensures that every student, regardless of their ability or background, can develop a strong foundation in music. They’ll explore a wide variety of genres, styles, and traditions, from different historical periods, cultures and traditions including great composers and musicians. They will be able to identify key musical elements like melody, harmony, rhythm, and structure, different instruments and musical notation. They will be able to apply what they’ve learned in their own music making and when listening to unfamiliar music.
Our curriculum supports students in learning to use their voice, play a variety of instruments and create music on their own and collaboratively, using both instruments and technology. Our passionate and supportive staff are dedicated to helping students reach their full potential develop a lifelong love for music.
Facilities
We have 2 dedicated music classrooms, both of which are equipped with pc computers. All computers run Cubase, Sibelius, Musecore, etc. As a department we are increasing our use of cloud based software such as Soundtrap, Bandlab, Focus on Sound, Musition and Auralia, for both teaching and learning. Students have access to 3 practice rooms, each with a piano and drum kit. We have a range of African and Indian instruments as well as keyboards, Strings, Woodwind, Brass, Ukuleles and percussion. We also have a series of guitars and amps.
Enrichment
As a department we run several extra-curricular clubs. These include:
Performance Opportunities
We put on several concerts and events throughout the year, both in school and in the local area, including:
PE
The department’s aims are to:
Science
The Science curriculum from Year 7 to Year 11 provides a clear, structured journey that builds students’ knowledge, practical skills and confidence across Biology, Chemistry and Physics. Beginning with foundational concepts and hands‑on investigative work in KS3, students revisit and deepen key ideas through themed units such as Alive and Kicking, Earth Rocks, Fizz Whizz Bang and Rocket Science. By KS4, learners follow the Pearson Edexcel Combined or Triple Science pathways, developing exam‑ready understanding through sequenced content, core practicals, regular assessments and targeted revision. Across all year groups, the curriculum is designed to be engaging, differentiated and ambitious, ensuring every student can progress, enjoy science and be fully prepared for GCSE success.
