Key Stage 3 Courses

Doodling is an opportunity for you to explore some independent ideas and develop skills without assessment. Quiet doodling time is a good way to warm up for the lesson or to relax at home. You will spend a small amount of time at the start of each lesson engaged in your own doodles.

Please note: Some projects may cross over from one year group to the next.

• The Age of Stone
• Dawn of Civilisation
• The Romans are Here

Please note: Some projects may cross over from one year group to the next.

• The Renaissance
• Industrial Escape
• The Isms Begin

Please note: Some projects may cross over from one year group to the next.

• The Pop Stars
• Hit the Street
• Conceptual Art

Your projects are each assessed using the following criteria:

RESEARCH AND ANALYSIS: Demonstrate understanding of the context of artists' work and make judgments.

EXPERIMENTATION: Explore and critique a wide range of experimental methods, using various media and techniques.

VISUAL ACCURACY: Demonstrate accurate observational skills and media control, mainly through quality drawing and photography.

PRESENTATION: Demonstrate considered methods of presentation and annotation in a sketchbook.

• Introduction to Computing 
• Block-Based Programming 1 - Scratch
• Clear Messaging in Digital Media
• Block-Based Programming 2 - Micro:bit
• Using Computers Effectively
• Using Computer Networks

• Digital Graphics
• Introduction to Python Programming
• Representations – from clay to silicon
• Layers of computing systems

• Computational Thinking
• Python Programming
• Representations – going audiovisual
• Layers of Computing Systems

Assessment is completed at the end of each topic and the grades contribute to the evidence used in pupil progress data and end of year reports.

Pupils design and make a range of products using wood and textiles. They begin by learning basic drawing skills to help communicate ideas. The items they will be making include a small wooden storage box and an introduction to textiles.

This year's projects will focus on developing skills in both designing and making. Pupils can expect to tackle a more complex textiles project, a CAD/CAM, and an introduction to electronics – building a night light (projects may be subject to change as time and materials allow).

To prepare pupils considering GCSE Design and Technology, projects gradually increase in complexity, with an introduction to the design movements across the last two centuries. Pupils will be introduced to design iteration, showing how the KS4 projects will develop designs.

At Key Stage 3 we assess every project using a framework based on the GCSE Design and Technology marking criteria plus the addition of written communication:

WRITTEN COMMUNICATION Demonstrating your ability to communicate ideas and information through writing.

RESEARCH Demonstrating your understanding of the theory behind Design and Technology.

IDEAS AND DEVELOPMENT Demonstrating the ability to communicate your ideas through drawing and modelling, using paper and CAD.

MAKING Demonstrating appropriate techniques to manufacture your products.

EVALUATING Demonstrating your ability to critically evaluate your product showing ways it could be improved.

CREATING: This area involves the fundamental process of developing theatrical work. Pupils generate and refine ideas, collaborating within groups to build performances. This includes rehearsing effectively, learning to direct peers, and responding to direction from both peers and the teacher. Creativity is explored not only in performance roles but also in the development of production elements such as costume, set, and lighting. This creative process culminates in a required practical outcome.

SHARING: The Sharing component focuses on the presentation of theatrical work to an audience. Pupils develop their communication skills and self-control as they learn to convey ideas effectively. This encompasses performing roles, but equally extends to how design choices in costume, set, and lighting are realised and presented to communicate meaning. This is a supportive environment for all pupils to develop their ability to present within class.

EVALUATING: In Evaluating, pupils develop critical thinking and analytical skills. They learn to reflect on their own work and contributions from an informed perspective, and to provide constructive feedback to others. This involves identifying strengths and areas for development in performances and production elements. Pupils learn to articulate both factual observations and appropriate opinions, and how to effectively receive feedback. This process is predominantly oral, with some written elements.

PARTICIPATION: Active engagement is a fundamental expectation within Drama lessons and aligns with the school's commitment to holistic development. The requirement to share work is carefully built into all schemes of learning, progressing gradually through the Key Stages to allow pupils to grow in confidence within this aspect of lessons.  This fosters an environment where all are expected to share their ideas and efforts, cultivating an "equal in it together" attitude. Through this consistent and supported sharing, confidence naturally develops, empowering pupils.

The skills taught throughout Key Stage 3 will enable all pupils to develop an understanding of the creative form of Drama, to develop key communication skills alongside preparing them for the next level should they wish to continue at GCSE.

• Introduction to Drama skills - Creating a Drama skills toolbox 
• Scripted Exploration - The boy who fell into a book.
• Superheroes - Character creation and costume design

• Hansel And Gretel - Exploring stories and using branching to devise new versions
• Live Theatre review - War Horse
• Social Media stimulus - Devising own work
• Masks - Creating our own theatre mask and learning mask performance techniques

• Scripted Performance - Taking a script from page to stage
• Devising Skills - Using a stimulus to create practical drama.
• Scripted Exploration - GCSE set text “Noughts and Crosses”
• Production Skills - Costume, set, directing
• Live Theatre Review

At Key Stage 3, we will assess every project using the GCSE Drama mark scheme for targets and expectations.

At Risedale the English department likes to develop the individual pupils we teach through a learning journey, helping pupils to explore a suitcase of attributes that will prepare them for success in the future.

• • Term 1: Voices Through Time: 19th Century Study- A Range of Texts
  • Term 2: To Bard or not to Bard: An Introduction to Shakespearean texts and contexts
  • Term 3: Shaping our Identity:  Modern Novel Study- The Wordsmith by Patricia Forde

Themes Covered: Supernatural, Heroes and Villains, Crime and Punishment, Conflict, Shakespearean England, Identity, The History of Storytelling, Influence of Industrialisation and Urbanisation, Global Warming and our World

• Term 1: Rise of the Hidden Voice: 19th Century Study - A Range of Texts
• Term 2: Changing Ideals: Shakespeare Play Study - The Tempest
• Term 3: The Importance of Individuality: Modern Novel Study - The Bone Sparrow

Themes Covered: Prejudice, Relationships, Outsiders, Isolation, Identity, Individuality, Censorship, Voice, Power.

• Term 1:  Creating the Unimaginable: 19th Century Gothic Novel- Either: Hound of the Baskervilles, or Frankenstein
• Term 2: Building a Powerful Voice: Shakespeare Play Study- Romeo and Juliet
• Term 3: Justice for All: Modern Novel Study - To Kill a Mockingbird

Themes Covered: Identity, Justice, Hierarchy, The Gothic, Deceit, Crime, Love and Relationships, Equality, Culture and Diversity, Societal Influences on Literature.

Formative assessment: Pupils are assessed throughout the term using a variety of methods that are designed to allow the pupils to reflect on their own progress and ensure they are challenged.

Summative assessment: At each half term pupils will undertake a formal summative assessment allowing them to showcase their learning and skills. For each unit of study, pupils will undertake one assessment that tests their creative writing skills and one that tests their reading skills.

Within the new KS3 curriculum design, pupils study a Shakespearean text, a modern novel and a 19th-century novel which is then deepened and combined with key poetry and language skills study.

Pupils will understand and learn the basic cooking techniques to ensure they are confident to cook independently and follow a recipe coherently.  

Pupils build on their cooking skills and knowledge of ingredients, nutrition and the scientific functions of ingredients to make savoury food products from around the world.

Pupils work with key ingredients and build high-level skills. Pupils will look at special dietary needs, food provenance and healthy eating guidelines applied to the products they make. They investigate the scientific properties of ingredients and how to develop food products to prepare them for the GCSE Food Preparation and Nutrition course should they select it for GCSE.

At Key Stage 3, we assess every project using a framework based on the GCSE Food Preparation and Nutrition

Throughout KS3 Pupils are assessed in the following ways using both verbal and written feedback. 

During KS3, pupils will work on a project where the practical work that they complete will complement the theory work they complete to produce a portfolio of work that can be assessed throughout the academic year. In order to test and assess pupils' ability and knowledge within the topic, there will be elements of research, application, and evaluation. Each year there will be a different focus of the project.

• To give our pupils a lifelong love of language-learning!
• To develop an awareness, understanding and empathy of others and other cultures.
• To practise critical thinking skills and problem-solving techniques.
• To develop self-reliance through independent study and collaborative skills through group and pair work.
• To advocate Risedale’s ‘Five Pillars’ – language-learning promotes these perfectly!

• English is not enough!  75% of the world’s population doesn’t speak English.
• 60% of British trade is with non-English speaking countries.
• “In general, having Languages on your CV can move on your career quicker – 2 years ahead of the crowd” – British Chamber of Commerce.
• Having a Languages qualification makes you far more attractive to employers of all kinds and gives you a unique selling point - research suggests that people who speak more than one language can earn on average an additional £3000 to £9000 per year.

Languages are important EBacc subjects. At Risedale, pupils are introduced to French in Year 7 and then have the opportunity to become dual linguists in Year 8, during which German is introduced. Both Key Stage 3 pathways lead to GCSE courses and pupils can take either language – or both – forward at Key Stage 4.

Our Key Stage 3 provision teaches pupils a range of practical language themes and gives them real ‘tools’ for communication. We listen to native French and German speakers, study authentic texts and practise speaking and writing skills on a range of meaningful topics, ranging from family and hobbies to school life, future plans and holidays and the environment. Pupils are encouraged to become increasingly independent and creative in their language learning and gain confidence through this. We focus on vocabulary acquisition through regular testing and put extra emphasis on French and German grammar, the ‘glue’ that holds the language together. More than anything, we aim to make language learning really engaging – we play, we collaborate and we have FUN.  In this sense, the atmosphere in our Languages classrooms is unique.

We use IT creatively to support and enrich our pupils’ learning. All pupils have access to our school subscriptions for Active Learn and Quizlet, and we also use Memrise, Duolingo, Blooket and Languages Online for further practice. We have also recently taken out a long-term subscription to Languagenut, which provides our pupils with another fantastic and motivating language-learning experience.

At Risedale we prioritise giving our pupils authentic experiences of other cultures. We run residential trips to Normandy and Paris, and visits to Berlin and also to Rhine-Westphalia in Germany, where we have a link with a local secondary school. Through our collaboration with Most Education, we have previously welcomed pupils from Kazakhstan and China to join our Risedale family. We also run a range of in-house cultural experiences, ranging from supporting the European Day of Languages (26th September) to celebrating a range of national days and traditions.

• Basic French pronunciation practice and phonics
• Meeting and greeting people
• Giving information about yourself and others
• My school - opinions about school subjects
• School uniform and the school day
• Free time activities - sports and hobbies
• The weather
• How you use technology

• Family, friends and pets
• Describing yourself and other people
• Where you live
• Food and drink
• Celebrations and traditions
• Your town
• Shopping
• Making plans

• Describing past holidays
• Festivals and celebrations
• Food and shopping
• Talking about a future trip
• TV, film and leisure activities
• Technology
• Arranging to go out
• Describing your home, town and local area
• Daily routine

Assessment takes the form of regular vocabulary quizzes and formal Listening, Speaking, Reading and Writing end-of-unit exams, as well as exercises in dictation and translation.

• Places - Where am I in the world?
• Volcanoes and earthquakes - What happens when the ground moves?
• Urbanisation - Why, for the first time, do more people live in cities?
• Environmental Issues - What are we doing to our planet?
• Resource Management - Why do we need to manage our use of resources?
• Rivers and Flooding - How and why does a river change as it travels towards the sea?

• United Kingdom - How does the Geography of the UK influence me?
• Hazards - What natural hazards are people at risk of?
• Urbanisation and Economic Futures - How and why is Mumbai different to London?
• Ecosystems - Why are there different ecosystems in the world?
• Development - Why are some countries rich and some poor?
• Coasts - What does the sea do to the land?

• Hazards
• Ecosystems

In each year, pupils will undertake 3 progress exams throughout the year.

• To give our pupils a lifelong love of language-learning!
• To develop an awareness, understanding and empathy of others and other cultures.
• To practise critical thinking skills and problem-solving techniques.
• To develop self-reliance through independent study and collaborative skills through group and pair work.
• To advocate Risedale’s ‘Five Pillars’ – language-learning promotes these perfectly!

• English is not enough!  75% of the world’s population doesn’t speak English.
• 60% of British trade is with non-English speaking countries.
• “In general, having Languages on your CV can move on your career quicker – 2 years ahead of the crowd” – British Chamber of Commerce.
• Having a Languages qualification makes you far more attractive to employers of all kinds and gives you a unique selling point - research suggests that people who speak more than one language can earn on average an additional £3000 to £9000 per year.

Languages are important EBacc subjects. At Risedale, pupils are introduced to French in Year 7 and then have the opportunity to become dual linguists in Year 8, during which German is introduced. Both Key Stage 3 pathways lead to GCSE courses and pupils can take either language – or both – forward at Key Stage 4.

Our Key Stage 3 provision teaches pupils a range of practical language themes and gives them real ‘tools’ for communication. We listen to native French and German speakers, study authentic texts and practise speaking and writing skills on a range of meaningful topics, ranging from family and hobbies to school life, future plans and holidays and the environment. Pupils are encouraged to become increasingly independent and creative in their language learning and gain confidence through this. We focus on vocabulary acquisition through regular testing and put extra emphasis on French and German grammar, the ‘glue’ that holds the language together. More than anything, we aim to make language learning really engaging – we play, we collaborate and we have FUN.  In this sense, the atmosphere in our Languages classrooms is unique.

We use IT really creatively to support and enrich our pupils’ learning. All pupils have access to our school subscriptions for Active Learn and Quizlet, and we also use Memrise, Duolingo, Blooket and Languages Online for further practice. We have also recently taken out a long-term subscription to Languagenut, which provides our pupils with another fantastic and motivating language-learning experience.

At Risedale we prioritise giving our pupils authentic experiences of other cultures. We run residential trips to Normandy and Paris, and visits to Berlin and also to Rhine-Westphalia in Germany, where we have a link with a local secondary school. Through our collaboration with Most Education, we have previously welcomed pupils from Kazakhstan and China to join our Risedale family. We also run a range of in-house cultural experiences, ranging from supporting the European Day of Languages (26th September) to celebrating a range of national days and traditions.

• Basic German pronunciation practice and phonics
• Greetings and basics
• Talking about yourself
• Describing where you live
• Family, friends and pets
• Celebrations and traditions
• Free time and hobbies
• Talking about popular sports

• Describing your school
• Daily routine
• Talking about the time
• Your town and local area
• Shopping
• Food and drink
• Summer holidays

Assessment takes the form of regular vocabulary quizzes and formal Listening, Speaking, Reading and Writing end-of-unit exams, as well as exercises in dictation and translation.

• Autumn 1: Who were the first English people?
• Autumn 2: Why was England a battlefield in 1066?
• Spring 1: Why was the Church so important in medieval people’s lives?
• Spring 2: What was life like in medieval England? 
• Summer 1: Why was the Reformation so important? 
• Summer 2: What were the problems of medieval monarchs?

• Autumn 1: Why did people believe in witchcraft?
• Autumn 2: What was the slave trade like?
• Spring 1: Why did the British Empire develop?
• Spring 2: What was the Industrial Revolution?
• Summer 1: How did working people get the vote?
• Summer 2: Why did the First World War start in 1914?

• Autumn 1: How did new ideas cause conflict in the 20th Century?
• Autumn 2: What were the main events of the Second World War?
• Spring 2: How did the Holocaust happen?
• Spring 3:  How do you fight a ‘Cold War’?
• Summer 1: What were the main ‘flashpoints’ of the Cold War?
• Summer 2: How did the Cold War come to an end?

Formative Assessment
Pupils are assessed throughout the academic year, focussing on a variety of historical competencies, including source analysis, comparison of historical interpretations, explanation of causation and consequence, and comparison of continuity and change over time. These assessments help build confidence in the subject and are designed to promote not just excellence as students, but also excellence as historians.

Summative Assessment
A formal assessment - in examination conditions - is undertaken each term, to showcase understanding and progress.

• Numbers and the number system
• Calculating
• Checking, approximating and estimating
• Counting and comparing
• Visualising and constructing
• Investigating properties of shapes
• Algebraic proficiency: tinkering
• Exploring fractions, decimals and percentages
• Proportional reasoning
• Pattern sniffing
• Measuring space
• Investigating angles
• Calculating fractions, decimals and percentages
• Solving equations and inequalities
• Calculating space
• Mathematical movement
• Presentation of data
• Measuring data

• Calculating
• Visualising and constructing
• Understanding risk I
• Algebraic proficiency: tinkering
• Exploring fractions, decimals and percentages
• Proportional reasoning
• Pattern sniffing
• Investigating angles
• Calculating fractions, decimals and percentages
• Solving equations and inequalities
• Calculating space
• Algebraic proficiency: visualising
• Understanding risk II
• Presentation of data
• Measuring data

• Visualising and constructing
• Algebraic proficiency: tinkering
• Proportional reasoning
• Pattern sniffing
• Solving equations and inequalities I
• Calculating space
• Conjecturing
• Algebraic proficiency: visualising
• Solving equations and inequalities II
• Understanding risk
• Presentation of data

Pupils will sit formal assessments at thirteen points in the year. These BAM tasks (Build a Mathematician) are designed to test not only the knowledge that pupils have acquired but also their ability to apply and problem-solve with this new knowledge. This will be supplemented by a variety of other teacher-assessed tasks. In total, pupils should receive one teacher-assessed task and one piece of homework every fortnight.

Year 7 focuses on establishing foundational skills and exploring diverse global rhythms, laying a strong base for future musical studies.

Term 1 - Ghanaian Percussive Music and Rhythm

Pupils immerse themselves in the vibrant world of Ghanaian rhythmic traditions, exploring their influence on global music. Through hands-on djembe drumming and vocal activities, they develop essential ensemble skills and a deep understanding of West African musical culture.

Term 2 - Decoding Music: Sonorities, Symbols and Expression

This unit introduces pupils to orchestral instruments and the fundamentals of music notation. Through practical activities and focused listening, they develop an understanding of the Elements of Music: Pitch, Dynamics, Duration, Tempo, Texture, Timbre or Sonority, Articulation, and Silence. They're introduced to both traditional staff notation and graphic notation, building a core musical vocabulary.

Term 3 - Evolution of Musical Styles: Minimalism and Its Influence

Pupils explore a variety of minimalist compositions and the contextual influences that shaped this distinctive musical style. Through practical keyboard work and music technology, they learn how to create and develop minimalist compositions.

Year 8 - broadens pupils' horizons, exploring the evolution of musical styles and genres, from classical to contemporary forms.

Term 1- Evolution of Musical Genres: Classical to Electronic Dance Music

Pupils examine famous classical works and explore how these traditional compositions have influenced and been transformed in modern electronic dance music (EDM). Through listening and analysis, they identify key musical features, and through playing musical instruments (such as keyboards or virtual instruments) and composing, they experiment with classical melodies and harmonies within an electronic context.

Term 2 - Evolution of Musical Genres: Modern Pop and Classic Hip Hop

Pupils examine iconic modern pop songs and classic hip hop tracks from the golden age (1986-1996), exploring how these genres have developed through fusion, sampling, and technological innovation. They will develop their listening and analytical skills to discern common structures and production techniques. Practical application will involve playing musical instruments (e.g. drum machines, basslines on keyboards) and composing short pieces or remixes that incorporate elements of pop and hip hop, focusing on rhythmic grooves and melodic hooks.

Term 3- Evolution of Musical Genres: Jazz and Funk

Pupils explore the historical development of jazz and funk music, examining their unique characteristics and interrelationships with other Western musical traditions. Through listening and critical analysis, they identify key stylistic features such as improvisation, syncopation, and call and response. Practical engagement involves playing musical instruments in both solo jazz performance and collaborative funk ensemble work, with a focus on developing improvisational skills and tight rhythmic interplay. They will also explore composing short motifs and arrangements inspired by these genres.

In Year 9, pupils apply their developing musical skills to more complex areas such as film scoring, popular music patterns, and song arrangement.

Cinematic Soundscapes: Exploring Music For Film

Pupils explore film music from the early 1900s to the present day, examining how composers create soundtracks that support visual narratives. Through composition tasks, score analysis, and focused listening, they learn about leitmotifs and how musical elements are manipulated to reflect on-screen scenarios.

Musical Patterns: Hooks, Riffs and Ostinatos

Pupils explore repeated musical patterns in Popular Music (hooks and riffs) and Western Classical Tradition (ostinatos). Through performing, creating, and critical analysis, they learn to identify, differentiate, and understand the function of these patterns, developing music theory knowledge (treble and bass clef, repeat markings) and rhythmic/melodic dictation skills.

What Makes A Good Song?

This unit begins by exploring 'What Makes a Good Song?' through practical musical investigation of two case studies: "Shape of You" by Ed Sheeran and "Shotgun" by George Ezra. Pupils explore Hooks/Riffs, Structure, Melody and Lyrics through listening, analysis, and performing parts of each song as short musical arrangements. The unit culminates with pupils creating their own musical arrangement of a popular song from a lead sheet.

• Practical Performance
• Compositional Tasks
• Listening and Analysis
• Musical Understanding
• Collaborative Work

• Athletics
• Badminton
• Basketball
• Cricket
• Dodgeball
• Football
• Gymnastics
• Health & Fitness
• Netball
• Rounders / Softball
• Rugby

• Athletics
• Badminton
• Basketball
• Cricket
• Football
• Gymnastics
• Handball
• Health & Fitness
• Netball
• Rounders / Softball
• Rugby
• Table Tennis

• Athletics
• Badminton
• Basketball
• Cricket
• Football
• Handball
• Health & Fitness
• Rounders / Softball
• Rugby
• Table Tennis
• Tennis

Each activity is assessed according to either the Physical Me, Healthy Me, Thinking Me or the Social Me criteria.

In Year 7 we will establish the building blocks of drama and explore scripted and devised work in different genres. Each scheme integrates production values and design work to develop a holistic view of performance. Similarly, the Music element will teach the fundamentals of music and how to identify them.

• Autumn Term: Building Blocks of Drama and Pantomime
• Spring Term: Elements of Music and Basic Notation - with practical skills
• Summer Term: Instruments of the Orchestra and Practical skills development

The Year 8 curriculum for Music and Drama builds upon the foundations of the previous year, progressing skills required to access year 9 and the two subjects overlap to create interconnected and interrelated deeper learning.

• Autumn Term: Devising from a Stimulus and Exploring a Script - War Horse
• Spring Term: Elements of Music and Composition
• Summer Term: Film Music and Practical Skills

In Music, assessment is completed through practical assessment of skills and through listening and appraising tasks.

Drama is assessed by input across the three strands of Making, Performing and Evaluating so that ability is not determined by ‘talent’ alone.

• to provoke and challenge pupils by asking ultimate questions about the meaning and purpose of life
• to develop pupils' knowledge and understanding of Christianity, as well as other world faiths and non-religious worldviews
• to enhance pupils' awareness and understanding of the influence religion and culture may have on society, through family values and the influences of the wider community
• to encourage pupils to explore their own beliefs and values to help them develop their own identity whilst also respecting the values of others

• How Religion developed / What is a religion?
• Founders 1 - Abraham, Moses, Guru Nanak and Siddhartha Gautama
• Founders 2 - Life of Jesus
• Founders 3 - Muhammad
• The Five Pillars and life as a Muslim in Britain today
• Places of Worship (Churches, Mosques and Gurdwaras)

• Holy Books (The Bible, The Guru Granth Sahib and the Qur’an)
• Key Beliefs - Afterlife (Christian, Buddhist, and Worldviews)
• Creation: Religion and Science
• Symbolism in Religion
• World Views and A-Z of Religion
• Moral Codes (The Golden Rule) & Forgiveness

• Ethics and Social Issues
• Philosophy:  Does God exist? Arguments for and against the existence of God
• Philosophy: The Problem of Evil and Suffering (Christian, Buddhist, and Worldviews)
• Crime & Punishment: Conscience, Nature vs Nurture and Justice
• Peace & Conflict: Causes and Consequences of War, Pacifism, Just War and lesser jihad

Formative assessment: Pupils are assessed throughout the term using a variety of methods that are designed to allow the pupils to reflect on their progress and ensure they are challenged.

Summative assessment: At the end of each term pupils will undertake a formal summative assessment allowing them to showcase their learning and skills.

• Energy stores
• The Particle Model
• Cells, tissues and organs
• Movement: muscles and bones
• Mixtures and separation
• Reproduction
• ​Acids and Alkalis
• ​Forces
• ​Electricity
• Ecology

• Energy transfers
• Atoms, elements compounds
• Waves: Light and Sound
• Food and Digestion
• Respiration and breathing
• Heart and circulation
• Earth Science
• Magnets and Electromagnets
• The Periodic Table
• Space
• Plant Biology

In Year 9 pupils will develop and extend many of the concepts they have previously studied in Years 7-8 creating a bridge to GCSEs at KS4.

• Energy
• ​Atomic Structure and The Periodic Table
• Cell Biology
• Organisation
• The Particle Model
• Bonding, structure and the properties of matter

Assessment is ongoing throughout the lessons, and verbal feedback is frequently given. Assessment for learning opportunities throughout the year helps to deepen understanding of the different topics. There is a summative test at the end of each topic which also includes an assessment of working scientific skills. Pupils are encouraged to reflect on their learning regularly, and strategies are put in place to promote progress and success for all pupils.

For the current academic year (2024-2025), parents/carers do have the right to withdraw their child from "sex education" delivered as part of RSE if they so wish, parents are not permitted to withdraw their child from the relationship aspects of RSE. Parents may not withdraw their child from what is taught as part of the science curriculum. If you wish to withdraw your child from sex education, please contact the school. Also if you have any views, questions or concerns on The Relationship and Sex Education Policy for Risedale School please contact the school to discuss these or email enquiries@risedale.org.uk. Staff will ensure that RSE lessons are adapted to meet the needs of SEND pupils.

Click here to view Statutory Guidance regarding RSE from the Department for Education.

Developing skills and aspirations (Living in the wider world)

• All About Me
• How can we increase our resilience?
• Why do we need self-esteem and how do we build it up?
• What is the difference between a need and a want?
• Why must we be so careful with social media?

Building relationships (Relationships)

• How can we maintain genuine Friendships and avoid toxic ones?
• What are the different types of family and does it matter what kind I have?
• What does it feel like when you fall in love?
• How can we keep safe and have positive relationships?
• Bullying or banter? - What is and isn’t acceptable?

Healthy lifestyle (Health and wellbeing)

• What do we mean by a healthy lifestyle?
• How can I have a balanced diet?
• How do I know if I am eating healthily
• What are the consequences of not living healthily?
• What is the big deal about energy drinks?
• How can I commit to a healthy lifestyle?
• Why is smoking so bad for you?
• How dangerous are drugs?
• How do meat eaters impact their health and the environment and can we live more sustainability?
• How is plastic damaging our environment and what can we do about it?

Financial decision-making (Living in the wider world)

• What is budgeting and why is it important?
• How can I use the right financial products to manage my money?
• What are savings, loans and interest rates?
• How can we be ethical consumers?

Diversity and discrimination (Relationships)

• What does it mean to be British?
• What is online radicalisation and why is it a problem?
• What steps can be taken to reduce racial prejudice and stereotyping?

Health and puberty (Health and wellbeing)

• How can we keep good mental health?
• What can I expect during puberty and why does it happen?
• What do I need to know about periods?
• What is FGM, why is it so serious and what can we do to help?
• What is consent and why is it so important we learn about it?
• What is sexting and why is it risky?

Careers Skills

Developing skills and aspirations (Living in the wider world)

• All About Me - poster lesson
• How can boosting our self-confidence boost our achievement?
• How can I improve my skills and behaviour?
• How can I manage my behaviour to achieve my targets?

Building relationships (Relationships)

• What is peer pressure and how can we stand up to it?
• How can we avoid conflict at home and is anything solved by running away?
• What is relationship abuse?
• Antibullying week
• Why is self-awareness important?
• What is online grooming and how can we recognise the signs?
• What are LGBTQ rights like across the world?

Healthy lifestyle (Health and wellbeing)

• How can we keep good mental health and a positive body image?
• Why do some males have issues with their body image?
• How can we recognise and prevent eating disorders?
• What do we need to know about personal safety and first aid?
• What is mindfulness and how can it help us with our mental health?
• How much screen time is too much and why does it matter?

Financial decision-making (Living in the wider world)

• What is the difference between debit and credit?
• What are income tax and NI and why do we pay them?
• How are public taxes raised and spent by the government?

Diversity and discrimination (Relationships)

• What can different religions teach us about tolerance?
• What makes me who I am?
• Why are xenophobia, racism and extreme nationalism so dangerous in Britain?
• Who are the extremist groups and why are they so dangerous?
• How can we prevent radicalisation and extremism?
• Fairtrade fortnight
• How are disabled people portrayed in the media?
• How are young people portrayed in the media?
• What is religious discrimination and why does it still happen?

Health and puberty (Health and wellbeing)

• What are the different STIs and how can we keep good sexual health?
• What are the issues that teenage parents face?
• What are the different types of contraception and how do we use them?
• How do we recognise Child Sexual Exploitation and how easily can it happen?

How is the environment changing and should we worry about it? (Living in the wider world)

Careers Skills

Setting goals (Living in the wider world)

• All about me
• What is "Growth Mindset" and how can having one help us achieve and be successful?
• What is enterprise and what are enterprising skills and qualities?

Building relationships (Relationships)

• What are interpersonal skills and why do we need them?
• What does LGBTQAI+ stand for and what do we need to know about it?
• What is pornography and why can it be dangerous?

Healthy lifestyle (Health and wellbeing)

• What are vaccinations and why do we have them?
• How can we maintain our physical health?
• What is self-harm and why do some people do it?
• How do I cope successfully with stress?
• How can we keep good mental health and cope successfully with anxiety?
• What is social anxiety and how can it be managed?
• How can social media affect our self-esteem?
• How can we manage tough times like change, grief and bereavement?
• Suicide - Why do people do this and what are the warning signs?

Financial decision-making and digital literacy (Living in the wider world)

• Fairtrade fortnight
• How can we keep financially savvy?
• How can I successfully manage my money?
• What are my rights as a consumer and how does the law protect me?
• What is sustainability and how can we personally live in a more sustainable way?
• What is globalisation and how does it impact our lives?
• Why do we need to be careful about sharing images online?
• How can we protect ourselves from fraudsters and scams?

Diversity and discrimination (Relationships)

• Why can't some children gain an education?
• How are we protected from discrimination?
• How and why does the UK help other countries?
• Who are UNICEF and how do they help around the world?
• How are human trafficking and modern slavery still happening?

Peer influence (Health and wellbeing)

• Why are acid attacks increasing and what can we do if we see one?
• How much do you know about alcohol?
• What should I know about drugs, risks and the law?
• How does the law deal with young offenders
• Why do teens get involved with knife crime?

What matters to you? (Living in the wider world)

Careers Skills

Across the year pupils are assessed with online pre and post-summative topic tests to gauge progress in knowledge and skills. In every lesson, there are formative assessment tasks to develop knowledge and skills.