Subject Curriculum

“Plans set out clearly what pupils should learn and when, and ensure that pupils build on previous learning.” – Ofsted, November 2019.

The Curriculum at Sir Robert Pattinson Academy enables our students to dream, achieve and believe in their capabilities by providing an exceptional, inspiring educational experience, which allows students to fulfill their potential and become highly employable and successful members of society.

English Curriculum

English at SRPA is focused on ensuring that all students acquire, practise and master the skills needed in reading, writing and speaking and listening to lead successful lives and make the most of life’s opportunities at college, university, in employment, and beyond.

But English is also about so much more than that.

It’s about finding yourself lost in a book, intrigued by its characters and storyline, mesmerised by its twists and turns. It’s about understanding and appreciating the talent of the best writers the world has known – Shakespeare, Dickens, Blake, Shelley and many, many more – and learning how to emulate their brilliance, whilst also being creative and developing your own writing style.  And it’s about having opinions and being able to voice them, debate them, evaluate them, and persuade others of their value, with courage and confidence. English is about having a passion and pursuing it, as all of the SRPA English dept staff have done, and we hope we can pass on our love of the literary world to all the students we encounter.

Mastering our own language is as vital to all of us as air. ‘Reading is like breathing in… Writing is like breathing out.’ (Pam Allyn)


In a world where we are bombarded by the media from morning until night, it is essential that we learn to identify how and why we consume it. From video games to YouTube influencers, Media Studies deals with media that is relevant and pertinent to us all.

Malcom X famously said: ‘The media’s the most powerful entity on Earth, because they control the minds of the masses.’ In Media we explore this control and the way adverts, magazines, newspapers and TV can exert it on our minds. We look at how media has changed and evolved and where ideas originate from; we analyse where media is now as it continues its rapid evolution and consider where it will take us next. Analysing media products uncovers varying interpretations and how we voice them, debate them and evaluate them, helping to broaden students’ understanding of these powerful texts and to respect the opinions of others.

Media at SRPA is focused on ensuring that all students acquire, practise and master the skills needed in analysing, interpreting and understanding media products and how we consume them. It helps them form a healthy relationship with different forms of media in the ever changing world and can help to shape their own understanding of the world around them and consider how to create media products of their own. We hope the inquisitive and interpretive spark inside students can be lit, kindled and encouraged to burn brightly, shaping understanding of the world around them and the future in front of them.

Learning Journey


Curriculum Overview


Mathematics Curriculum

Mathematics is a creative subject that links together interconnected disciplines in a way that helps to explain the world we live in. Confidence in Mathematics is essential to everyday life and determines success in a host of related subjects including Science, Technology, Engineering, Business and Economics. Good mathematical skills are required if students are to develop financial literacy, as well as being a requirement in a wide range of career pathways. At SRPA, we aim to develop our student’s ability to reason mathematically, whilst developing an appreciation and enjoyment of how Mathematics can be used to solve a huge range of problems that are relevant and engaging to young people today.

The curriculum intent can be broken into three strands which run through all our learning challenges.

Fluency – Students develop conceptual understanding of the fundamentals of mathematics through frequent practice of increasingly challenging skills. They can recall and apply knowledge accurately.

Reasoning mathematically – Students can reason and justify using mathematical language. They are able to generalise and can prove concepts based on the mathematical facts that they know.

Problem solving – Students can apply their understanding of mathematical concepts to both familiar and unfamiliar problems. They are resilient and can break a problem down into a series of simpler steps, reflecting on and articulating their own thinking.

Develop mathematical structure – Students recognise and appreciate the importance of mathematical structure and can identify the many connections between mathematical facts, procedures and concepts.

Mathematics Curriculum Implementation

Students follow a five-year scheme of learning which develops understanding of the mathematical concepts outlined in the national curriculum. No distinction is made between KS3 and KS4 learning, with the curriculum building on existing knowledge to develop understanding of new concepts. Learning is themed and students will work on increasingly difficult challenges through a cycle of topics. For example, solving equations is a concept that is explored several times per year, starting with the most basic in Year 7 and culminating in the most sophisticated techniques in Year 11. This requires students to develop metacognition, the ability to independently plan, monitor and evaluate their thinking and learning.

Students are set in Mathematics and progress is assessed in half-termly class assessments. In Year 11 students sit GCSE Mathematics (AQA exam board course code 8300). Entries are at either Foundation or Higher level. Students sit three examinations at the end of the course. Grades are entirely based on these final written examinations.

In Sixth-Form students may study A-Level Mathematics (AQA exam board course code 7357) over a two-year period. Students will sit three examinations at the end of the course. Grades are entirely based on these final written examinations. The Mathematics A-level curriculum builds on existing higher GCSE knowledge whilst introducing new concepts in pure mathematics, statistics and mechanics. This course develops students mathematical understanding to a level that supports further study at university in Mathematics and related courses.

Learning Journey


Curriculum Overview


Science Curriculum

The intent of the science curriculum at SRPA is to engage young learners with a wide variety of scientific concepts and activities to stimulate inquisitiveness and keep asking ‘why?’ in order to develop their knowledge of how science works. The science curriculum engages, enthuses and excites learners, providing them with the ability to apply their knowledge to answer questions scientifically.

The curriculum has been designed to provide a 5-year program of study, throughout which a number of key concepts are revisited regularly to continually deepen students’ knowledge of these concepts. There are ten ‘big ideas’ that span physics, chemistry and biology that provide a basis for the SRPA science curriculum. Each of these concepts is based on the AQA frameworks at both Key Stage 3 and Key Stage 4:


The sequencing of these topics has been carefully managed to ensure progression by ensuring knowledge acquisition is constantly built upon, starting with the fundamental ideas and gradually increasing in demand until the most challenging concepts are met. This interleaved system ensures regular opportunities to promote recall and retention skills and gives learners the opportunity to identify links between the different topic areas. The colour-coded curriculum overview below illustrates this model. Throughout each topic, learners develop their knowledge of the science skills as described in the ‘Working Scientifically’ framework.

In Y7, 8 and 9 all students are taught for 8 hours of science per fortnight. Groups are normally split between two science teachers, providing the opportunity for two topic areas to be delivered in parallel. Up until Christmas in Y9 these topics follow those outlined in the AQA Key Stage 3 framework. From January in Y9 the content of the AQA GCSE Combined Science specification is taught. During Y9, students are given the option as to which GCSE specification they will follow.

  • Most students at SRPA study the AQA Combined Science Trilogy course. Students are given 9 hours per fortnight in both Y10 and Y11.
  • Some students choose to study Separate Sciences as part of the Y9 options process and are given 14 hours per fortnight in both Y10 and Y11.
  • All students are given access to this option, though suitable students are selected for the course based on teacher recommendation, prior attainment and attitude.

In Y10 and Y11 students will have three teachers, each delivering a topic from physics/chemistry/biology concurrently.

At Key Stage 5, students are given the option to pursue the areas of science relevant to their own areas of interest and future progression. The science department at SRPA offers the following qualifications:

  • A-Level Biology (OCR ‘A’ specification)
  • A-Level Chemistry (OCR ‘A’ specification)
  • A-Level Physics (OCR ‘A’ specification)
  • BTEC Extended Certificate in Applied Science

In Y12 and Y13, students receive 10 hours of teaching per fortnight per qualification. Across all science courses, students have two teachers, allowing the delivery of two concepts in parallel per term.

All KS5 courses are structured to continue the learning journey that students have experienced from Y7 through to Y11, revisiting the key ‘bid ideas’ in significantly more depth and over a wider breadth in order to ensure continued enthusiasm and engagement within the subject.

Learning Journey


Curriculum Overview


Modern Foreign Languages Curriculum

“The limits of my language mean the limits of my world.” Ludwig Wittgenstein.

The MFL Dept at SRPA hope to be able to inspire students to travel the world and experience the wonder and fascination of visiting new places, seeing new sights and meeting new people. We hope to be able to help them become confident and proficient communicators who can deal with whatever situation they find themselves in, in any part of the world. We want them to be curious about the world beyond their current experience.

As the UK economy currently loses £48,000,000,000 per annum due to a lack of language skills, we hope to make our students more employable, thereby contributing to improved economic prospects for the UK.

We aim to help students overcome any potential barriers of prejudice or ignorance about other nationalities, by helping them to become more familiar with other languages, peoples, nations, countries and customs.

We do not want students to be limited, by their knowledge, outlook or employability prospects.

Learning Journey


Curriculum Overview


Humanities Curriculum (including Geography, History, EFP, Sociology and Travel and Tourism )


Geography underpins a lifelong ‘conversation’ about the earth as the home of humankind. Geography therefore contributes to a balanced education for all young people in schools, colleges and other settings.”

(A Different View, GA 2009)

Geography is challenging, motivating, topical and engaging.

In our diverse society, students need, more than ever before, to understand other people and cultures. The Geography department believes that geographical knowledge, concepts and skills are essential components of a broad and balanced curriculum. Geography makes a major contribution to students’ physical, intellectual, social and emotional development.

Students who study Geography are well-rounded individuals, developing many transferable skills from across the curriculum. They display empathy towards other people and are able to think critically about issues facing the world, applying them across a range of geographical scales.

Geography students are able to perceive their place in the world and take the knowledge and understanding gained into their future.

In Year 7, students begin by developing their local place knowledge, incorporating geographical skills, locational knowledge, human and physical geography, before progressing to other areas in the UK and finally investigating a series of ‘fantastic places’ around the world.

In Year 8, students study the human and physical geography of Brazil, our use of energy and resources, followed by an in depth study of the Geography of Crime.

In Y9, the initial focus is on global development, followed by a study of coasts, population and migration, ending with geographical issues.

This curriculum is designed to be a spiral curriculum, reinforcing ideas and concepts throughout KS3 and feeding into the KS4 and KS5 curriculums.


“A people without the knowledge of their past history, origin and culture is like a tree without roots.” Marcus Garvey

The history curriculum gives students the opportunity to study 1,000 years of British history, starting with the Anglo-Saxons all the way through to modern Britain with a focus on 1960s society. This study enables students to connect the past with the present day, navigating their way through the evolution of British culture, society, politics and its position in the world. The topics enable students to develop their cultural awareness, not only of their British heritage, but to broaden their horizons through the study of American, German and Russian history, giving students the opportunity to deepen their understanding of the world around them. There are points throughout the Key Stage 3 curriculum where aspects of the GCSE course are introduced to build a love and curiosity in the students that supports those that want to take the subject at Key Stage 4. The skills that students develop in history are the key transferable skills for the 21st century. They develop the ability to analyse, to prioritise information, and most importantly in the internet age, they learn to challenge the reliability of materials. The skills are not only transferable, but also highly desirable in the workplace, meaning that our history curriculum will support students in their future careers. They will also learn how to compare periods, finding the similarities and differences that have ebbed and flowed throughout the past. They are also taught to make moral judgements about the past and how history can often foreshadow the present, enabling the past to come alive.

Ethics, Faith and Philosophy / Religious Studies

The aim of our teaching in Ethics, Faith and Philosophy (EFP) is to encourage all of our pupils to think about challenging questions such as the meaning and purpose of life, different beliefs, including non belief, in God and to consider issues of right and wrong. We aim to develop the pupil’s religious knowledge of  Christianity and the major religions represented in the UK in order to foster respect for and tolerance and understanding of other beliefs and traditions.

We encourage all of our pupils to learn about and from different religions, beliefs and traditions so that they can develop their own sense of identity as citizens of a global community and develop a clear sense of what is of real value in world today.


We are social creatures to the inmost centre of our being. The notion that one can begin anything at all from scratch, free from the past, or unindebted to others, could not conceivably be more wrong.” – Karl Popper

The study of Sociology at SRPA focuses on contemporary society and fosters the development of critical and reflective thinking with a respect for social diversity. It provides an awareness of the importance of social structure and social action in explaining social issues. Students will be encouraged to develop their own sociological awareness through active engagement with the contemporary social world.  Students follow the A level AQA syllabus.

The intent is that students will:

  • Acquire knowledge and a critical understanding of contemporary social processes and social changes
  • Appreciate the significance of theoretical and conceptual issues in sociological debate
  • Understand and evaluate sociological methodology and a range of research methods through active involvement in the research process
  • Develop skills that enable individuals to focus on their personal identity, roles and responsibilities within society
  • Develop a lifelong interest in social issues

Travel & Tourism

Travel makes one modest; you see what a tiny place you occupy in the world. (Gustave Flaubert)

The travel and tourism industry is one of the world’s largest industries with a global economic contribution (direct, indirect and induced) of over 7.6 trillion U.S. dollars in 2016.

This BTEC Extended Certificate is equivalent to one A Level qualification and includes three mandatory and one optional units.

The mandatory units:

  • The travel and tourism industry:

The travel and tourism industry in the UK continues to grow and is of major importance to the economy. Learners will develop the skills needed to examine, interpret and analyse a variety of statistics that measure the importance of tourism to the UK.

  • Different types of destinations and their importance – learners will investigate the features and appeal of global destinations.
  • Principles of marketing in travel and tourism – learners will explore how to develop a successful marketing plan for use by travel and tourism organisations to attract and engage with customers using research data.

Learners select one optional unit to support their progression to travel and tourism and other courses in higher education.

  • Visitor Attractions
  • Events, conferences and exhibitions.

Learners will develop their skills of independent research, teamwork and extended writing.  The course compliments other A Levels and prepares students for higher education and/ or employment (not just in the Travel and Tourism industry.)

Learning Journey


Curriculum Overview


Business and Computing Curriculum

The ambition of the Business and Computing department is to offer a range of qualifications which suit the developing skill sets of our diverse cohort. We aim to maximise the opportunity for students to excel and thrive in their chosen subject, whilst broadening their horizon as they progress through their learning journey.

The intent of our business curriculum is to engage, encourage and inspire the next generation of aspiring, ambitious and audacious entrepreneurs and leaders who will succeed and add value to our community. At SRPA we offer a broad spectrum of business courses at KS4 and 5.

KS4 courses:

  • AQA GCSE Business
  • OCR Cambridge Nationals Level 1/2 Enterprise and Marketing

KS5 courses:

  • AQA Advanced Level Business
  • OCR Cambridge Technicals Business
  • LIBF L3 Finance

The intent of our computing curriculum is to deliver a curriculum that offers a range of topics that are engaging, creative and inspiring. Our curriculum aim is to develop the knowledge and understanding of computing in a confident and safe approach that will help students prosper in an ever-increasing digital world. Through practical and real world application, students will develop the skills to become effective users of technology and gain transferrable core skills required for active participation in a digital world. The core principles of our 5 year computing curriculum consist of Digital Literacy, Computer Science and Information Technology.

KS4 courses:

  • OCR GCSE Computer Science
  • OCR Creative i Media

KS5 courses:

  • OCR Cambridge Technicals IT

Per fortnight, all KS3 students will receive two hours of computing, KS4 will receive five hours and KS5 students will receive nine hours of taught lessons.

Both the business and computing curriculum have been carefully planned to ensure we deliver a sequencing of lessons that develops core knowledge and understanding within each key stage and ensures students are well prepared for the next part in their learning journey.


Learning Journey


Curriculum Overview



Learning Journey


Curriculum Overview


Performing Arts Curriculum

Performing Arts

‘The true purpose of arts education is not necessarily to create more dancers or artists. It is to create more complete human beings who are critical thinkers, who have curious minds, who can lead productive lives.’

Performing Arts allows students to explore the world through exciting, enriching and creative schemes of learning. Here at SRPA within Performing Arts we focus on Drama and Music with an element of Dance at KS3.


“Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything.”

The Music department at SRPA are passionate about improving the education of all students. Not every student will go on to work in the Music Industry but Music can help every student to realise their dreams and potential, regardless of their chosen field.

Music is a universal language that embodies one of the highest forms of creativity. At SRPA, our high-quality music education engages and inspires students to develop a love of music and skills as musicians, and so increases their self-confidence, discipline, creativity and social skills. As students’ progress, they should develop a critical engagement with music, allowing them to compose, perform and analyse Music from all around the world. Listening to, creating or performing music can sometimes be a moving and even spiritual experience. We encourage students to reflect on the important effect that music has on people’s moods, senses and quality of life. Students at SRPA have the opportunity to encounter music from many cultures and, through their growing knowledge and understanding of the music, they develop more positive attitudes towards other cultures and societies.

Students are offered the opportunity to study a musical instrument with peripatetic teachers. The range of instruments available to learn, covers all of the instrument families. This is in addition to the normal music teaching of the school.

Lastly, we provide a large range of extra-curricular engagement, from Choir and Orchestra, to the Show Band and Music Theory Club. We have opportunities for all to take part in, with performances regularly throughout the year, as well as the annual school show.


‘Theatre is a form of knowledge; it should and can also be a means of transforming society. Theatre can help us build our future, rather than just wait for it’

At Sir Robert Pattinson Academy, we encourage creativity and reflection, both of which are key tools in Drama. Students learn to take risks and solve problems, as well as challenge their own perceptions through various activities. Not only is Drama a fun and enjoyable subject, but it is also an invaluable one, providing the safe and secure environment necessary for students to explore different subjects. At a young age, children learn through play. Often children will enter their own world of make believe and take on a role. This play offers children a safe environment to explore and learn. Drama offers a similar experience, but with more challenging content. By making the students feel safe and encouraged, they can unlock a completely new perspective and understanding of society and their roles and responsibilities within it.

Our schemes of learning within Drama are created to develop their key transferrable skills and explore society through immersive and exciting lessons. Students study a wide range of performance styles, explore the History of Drama and experience Live Theatre.

A Drama curriculum has many benefits to your child’s education and wellbeing. In Drama, students have the opportunity to learn about playwrights and study different genres of theatre, as well as traditional and modern performance styles. Not only do young people benefit from the knowledge and understanding, but the act of physically taking part in a Drama lesson also helps develop essential skills.

We offer many exciting extra-curricular opportunities within Drama including our re-vamped Shadow Theatre Club, a Musical Theatre Club, Drama Club and clubs ran by our student subject specialists. Students are provided wuth ample performing opportunities through Galas, concerts, talent shows and our annual whole school musical. This helps to develop a real sense of community and allows students to realise their true talents and interests.

Learning Journey


Curriculum Overview


Physical Education Curriculum

The aims of the PE curriculum at Sir Robert Pattinson Academy are to:

  • To understand the importance of physical activity and exercise, both mentally and physically, in developing a healthy lifestyle.
  • To provide students with the opportunity to develop skills and techniques and the opportunity to excel in a broad range of physical activities.
  • To allow students the opportunity to engage in competitive sports and activities.
  • To develop a lifelong interest in physical activity.

“Physical fitness is not only one of the most important keys to a healthy body,

it is the basis of dynamic and creative intellectual activity”

John F Kennedy

Each student will receives 2 hours of physical education lessons each week. In addition, there are a wide range of opportunities to get involved in sport and physical activity outside of the curriculum at Sir Robert Pattinson Academy.

At Key Stage 4 students continue to participate in physical education lessons. They also have the opportunity to study a GCSE Physical Education through the AQA examination board or a Cambridge National Level 2 in Sport Science through the OCR examination board.

At Key Stage 5 students can move on to study A-Level Physical education through the AQA examination board or a Cambridge Technical Level 3 in Sport and Physical activity through the OCR examination board.

Learning Journey


Curriculum Overview


Activity Plan


Art, Design and Technology Curriculum

Art and Photography

Studying Art and Photography offers a unique environment in which Key Stage3, 4 and 5 students of all abilities are supported, nurtured and encouraged to meet their full potential in the academies creative and practical subject of Art and Photography.

Starting in Year 7 we aim to build the confidence of our students through the teaching and learning of the technical, practical and theoretical skills required to be a successful artist and photographer. These developed skills are then employed towards the middle of Year 10 and into Year 11 when creating two visual portfolio’s evidencing the required areas of the assessment criteria.

These assessment areas develop students ability to:

  • Research and take inspiration from the work of others.
  • Experiment with techniques, methods and processes alongside developing and refining their own ideas.
  • Observing and capturing a range of subject areas and theme through high quality photo shoots.
  • Create high quality and exciting personal outcomes/final pieces.

“Photography is the story I fail to put into words.”Destin Sparks

Art Learning Journey


Art Curriculum Map


Photography Learning Journey


Design and Technology

Design and technology at the academy is taught to support our students with the skills and knowledge to participate confidently with the designed and made world. Students will learn how products and systems are designed and manufactured, how to be innovative and to make creative use of a variety of resources including digital technologies, to improve the world around them.

As well as developing the next generation of creative designers and manufacturers who will solve, design and make solutions for problems our country and world will need. We will also grow the wider skill sets for all our young people will they will require to be lifelong learners and assets to the wider world of work ready for the 4th industrial revaluation.

Creativity is allowing yourself to make mistakes. The art is knowing which ones to keep.”

Scott Adams.

The Shape of Things to Come




Curriculum Map


Letters to parents
Sixth Form