Curriculum

KS3 OVERVIEW

Below you will find a year-by-year breakdown of the curriculum areas students will be following for each subject in Years 7-9.  So, for example, if you select Year 8 and Art, you will see the different topics students will be covering as they move from the start of the Autumn Term through to the end of the Summer Term. Please be aware we are reviewing the content of our curriculum pages and are in a process of transition to a revised format.  It will take some time for us to complete this piece of work.

If you would like further information on a specific aspect of the curriculum or have any questions, please contact the relevant Head of Faculty in the first instance:

If you have a general enquiry about the curriculum, please contact Miss H Savory, Assistant Head for Curriculum – hsy@malton.pmat.academy.

A copy of our Music Development Plan for 2026/27 can be found here.

In addition to the subject information below, we produce half-termly updates which provide more detailed information on what will be covered in all subjects in a specific half-term. Use the following links to take you to the curriculum updates for the relevant half-term:

  • Autumn 1 (September to October half-term)
  • Autumn 2 (October half-term to Christmas)
  • Spring 1 (January to February half-term)
  • Spring 2 (February half-term to Easter)
  • Summer 1 (Easter to May half-term)
  • Summer 2 (May half-term to the end of the academic year)

You can find the Year 7 Learning Journey for Fine Art below.

For more information on the curriculum for Year 7 Fine Art, please refer to the following documents which are taken from our Curriculum Handbook:

You can find the Year 7 Learning Journey for RSHE below.

For more information on the curriculum for Year 7 RSHE, please refer to the following document which is taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 RSHE Learning Journey please click here.

You can find the Year 7 Learning Journey for Computing below.

For more information on the curriculum for Year 7 Computing, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 Computing Learning Journey please click here.

You can find the Year 7 Learning Journey for DT below.

For more information on the curriculum for Year 7 DT, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 DT Learning Journey please click here.

You can find the Year 7 Learning Journey for Drama below.

For more information on the curriculum for Year 7 Drama, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 Drama Learning Journey please click here.

Curriculum Intent

To use reading, writing, speaking and listening to help students discover and communicate their place in the world. We seek to lay the foundation for their future appreciation of linguistic and cultural diversity. We use text in all its forms to model how we can use our voices and writing as powerful tools to develop relationships and embrace difference.

Term by Term Learning

Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2

School Life: Explore a range of extracts that look at different school experiences.

Explore the features of persuasion (ABAREFOREST) in the context of marketing and advertising an invented school of their choice.

Telling Tales Through Time: Introduction to the History of English Language and The English Literary Heritage.

Introduction to Shakespeare

Oral poetry unitWhat’s a story (500 word competition)

Narrative in Nature

Novel: October, October

Autobiography: James Herriot

Transactional Writing: a range of extracts linked by the theme of nature

Narrative in Nature

Novel: October, October

Autobiography: James Herriot

Transactional Writing: a range of extracts linked by the theme of nature

We start the year with the study of extracts based around starting a new school. They address many fears students may have and are a familiar topic for students to access.

Through the writing of a social media profile, we will revisit KS2 persuasive writing skills, building on prior knowledge. This knowledge of persuasive techniques is linked to the world of marketing and advertising to create a ‘real world’ focus. These persuasive writing skills are further developed, with added complexity, in the year 8 ‘Kill or Cure’ unit.

In addition, all year 7 will also follow the Accelerated Reader program and have a 30 min per fortnight reading lesson in the library.

Students begin the unit by studying the history of the English Language in its literary heritage (Anglo-Saxon, Middle English and Early Modern English). This builds towards pupils knowing and understanding that language evolves and knowing that Shakespeare’s language is a product of this evolution.

Students will learn about the context which influenced major themes within Shakespeare’s writing. A particular focus is on Julius Caesar and the application of secondary sources (Plutarch) to Shakespeare’s writing. This links to the use of sources in history.

Shakespeare’s use of language (rhetoric and linguistic features) is analysed with a focus on knowing how to identify the writer’s methods.

This builds the foundation of the contextual and literary knowledge needed to study a complete Shakespeare text in year 9.

Students will explore the conventions of written and oral poetry across time. They will build on their knowledge of poetic devices from KS2. Students will explore the difference in written and oral poetry and its impact on the audience. The introduction of the poetry slam genre will engage students and allow us to explore the importance of language, sound, structure and rhythm choices in poetry. This will then feed into their knowledge of how poetry ‘works’ for future studies.

The short story unit enables students to know the conventions of short stories exploring the creation of convincing characters and scenarios in a short text.

Students will explore the ideas in a range of short stories from the UK and other cultures. The UK based stories will link with key periods of history that altered and developed the English language we use today. The stories from other cultures will offer a wider world experience of life and literature across the globe.

The unit is focussed on narratives which explore the rural landscape and the natural world, reflecting the rural community the students live and learn in.

Students will know how writers can use the first-person narrative voice to achieve a range of effects across different genres. Students will explore a range of themes connected to nature and the environment and analyse how these are expressed.

In response to their reading, students will develop their own informed opinions and personal responses and express these in structured debate and discussions to develop their own voice.

Continuing the Narrative in Nature unit, students will know how to make relevant and meaningful points of comparison between different autobiographical texts. Students will build upon the work completed in the Telling Tales Through Time unit and develop their ability to identify quotations and to use them to support the points they’re making.

 

You can find the Year 7 Learning Journey for FT below.

For more information on the curriculum for Year 7 FT, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 FT Learning Journey please click here.

You can find the Year 7 Learning Journey for French below.

For more information on the curriculum for Year 7 French, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 French Learning Journey please click here.

You can find the Year 7 Learning Journey for Geography below.

For more information on the curriculum for Year 7 Geography, please refer to the following document which is taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 Geography Learning Journey please click here.

You can find the Year 7 Learning Journey for History below.

For more information on the curriculum for Year 7 History, please refer to the following document which is taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 History Learning Journey please click here.

You can find the Year 7 Learning Journey for Maths below.

For more information on the curriculum for Year 7 Maths, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 Maths Learning Journey please click here.

You can find the Year 7 Learning Journey for Music below.

For more information on the curriculum for Year 7 Music, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 Music Learning Journey please click here.

You can find the Year 7 Learning Journey for PE & Games below.

For more information on the curriculum for Year 7 PE & Games, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 PE & Games Learning Journey please click here.

You can find the Year 7 Learning Journey for RE below.

For more information on the curriculum for Year 7 RE, please refer to the following document which is taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y7 RE Learning Journey please click here.

To discuss your child’s participation in all or part of the RE curriculum, please contact the school on 01653 682828 or email office@malton.pmat.academy.

You can find the individual Year 7 Learning Journeys for Biology, Chemistry and Physics below.

For more information on the overall science curriculum for Year 7 Science, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Learning Points for Y7 Biology, please click here.

If you would like a higher resolution version of the above Learning Points for Y7 Chemistry, please click here.

 

If you would like a higher resolution version of the above Learning Points for Y7 Physics, please click here.

  • Internet safety
  • Impact of social media
  • Importance of attendance
  • Team building
  • Anti-bullying
  • Emotional Health and Wellbeing
  • Cyber-bullying
  • Healthy relationships
  • Carol Service
  • KS3 Wellbeing team introduction
  • Careers
  • Typically including –
  • Accelerated Reader and Word Games
  • Advanced Cooking
  • Art
  • Astronomy
  • Badminton
  • Coding – Everyone Can Create
  • Craft
  • Debating
  • Drama Workshop
  • Drawing – Anyone Can Create
  • Eco Team
  • Football
  • Garden Development
  • Guitar Intermediate
  • Golf
  • Hair styling
  • Latin
  • Model United Nations
  • Music – Everyone Can Create
  • National Connections Theatre Group
  • Netball
  • Photography – Anyone Can Create
  • Pure Textiles
  • Rock Challenge
  • Spanish – beginners
  • Strategic Games
  • Technical theatre/design
  • Orchestra
  • Video – Everyone Can Create
  • Warhammer 3-D Modelling
  • Year 7 Drama Festival
  • Sports Teams  offering chance to represent school, teamwork, self-esteem, skills development.
  • Assemblies—Planned rota for year to include Wider World issues and diversity.
  • Positive Discipline—ensuring high standards of behaviour and excellent ethos for students
  • iPads for Learning—providing different ways to explore and learn about subjects. Developing expertise in digital World.
  • Wider World—increasing understanding of issues and appreciation of diversity
  • Growth Mindset—Developing a can-do ethos and increasing self-belief
  • Wellbeing Work-Creating a school environment where Emotional Health and Wellbeing of all is promoted.
  • Reporting System—Ensuring progress and aims are understood by all.
  • Understanding and appreciation of diversity
  • Tutor time activities, including reading, Hegarty Maths, Tutor Time Discussion.

In addition to the subject information below, we produce half-termly updates which provide more detailed information on what will be covered in all subjects in a specific half-term. Use the following links to take you to the curriculum updates for the relevant half-term:

  • Autumn 1 (September to October half-term)
  • Autumn 2 (October half-term to Christmas)
  • Spring 1 (January to February half-term)
  • Spring 2 (February half-term to Easter)
  • Summer 1 (Easter to May half-term)
  • Summer 2 (May half-term to the end of the academic year)

 

Summer Reading Challenge

The Library team have created a Summer Reading Challenge for Y8 students, which you can access here. The aim of the challenge is to encourage students to keep reading for pleasure over the holidays. The guide includes book recommendations from the English Faculty, Malton Library and Kemps. Students who take part will receive praise points for every book they read and if they choose to do a book review, this may be featured at Kemps and Malton Library in September.

You can find the Year 8 Learning Journey for Art below.

For more information on the curriculum for Year 8 Art, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Learning Points for Y8 Art, please click here.

You can find the Year 8 Learning Journey for RSHE below.

For more information on the curriculum for Year 8 RSHE, please refer to the following document which is taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 RSHE Learning Journey please click here.

For more information on the curriculum for Year 8 Computing, please refer to the following documents which are taken from our Curriculum Handbook:

The Y8 Computing Learning Journey is currently being updated and will be posted here as soon as it is available.

You can find the Year 8 Learning Journey for DT below.

For more information on the curriculum for Year 8 DT, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 DT Learning Journey please click here.

You can find the Year 8 Learning Journey for Drama below.

For more information on the curriculum for Year 8 Drama, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 Drama Learning Journey please click here.

Curriculum Intent

To use reading, writing, speaking and listening to help students discover and communicate their place in the world. We seek to lay the foundation for their future appreciation of linguistic and cultural diversity. We use text in all its forms to model how we can use our voices and writing as powerful tools to develop relationships and embrace difference.

Term by Term Learning

Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
Kill or Cure: non-fiction unitDarker Side of Victorian Life: The GothicWanderlust and Travel Writing: a range of travel writing extracts

Pygmalion

Students to study key scenes and presentation of the main themes

Explore context of Edwardian Society

Run Rebel (novel)

Run Rebel (playscript)

Run Rebel (novel)

Run Rebel (playscript)

This unit introduces students to 19th century non-fiction writing through the medium of ‘quack cures’. The unit builds on the students’ rhetorical skills by adding more complexity. For example, students explore the use of scientific language and rhyme.

The Victorian context is explored in anticipation of the next unit on the Darker Side of Victorian Life. The Victorian attitude to health and disease segues into some of the contextual ideas explored in Dracula.

Students read a series of Gothic short stories.

The conventions of gothic writing are introduced so that students know what features, symbols and motifs are typical of the genre. Students develop their identification and analysis of the writer’s methods, with a particular focus on gothic elements. Key features of the writer’s craft are explored in relation to narrative: characterisation, the use of pathetic fallacy and the building of tension.

Students study a range of travel writing extracts from different places, exposing them to the wider world. Through exploring the key presentational and linguistic devices, students will know how to identify and analyse the key features of the travel writing genre. Students will explore where literary features are utilised in non-fiction to engage the reader so that they can confidently analyse literary devices in a non-fiction context.

In writing, students will develop the key knowledge to be able to write an effective article which argues a point of view. Students will know the key components of writing an effective argument, including the use of counter arguments and how to dismantle these. This is a key life skill and also develops a different type of transactional writing.

This is the first opportunity for students to study a play at KS3. This comedy allows students to explore Edwardian theatre tying in with their prior learning of theatre, staging and performance in year 7. The unit also explores wider world issues linked to the theme of power when we explore language, accent, appearance and how things have changed.

This unit enables students to fully engage with the concept of form. By studying a novel written in verse and its play adaptation, students will be given a key insight into the way form interacts with meaning and the way different forms of writing affect the reader and audience respectively.

The unit gives students the opportunity to explore aspects of cultural identity as well as the power of finding your voice and challenging expectations.

The assessment gives students the opportunity to use their non-fiction writing (letter writing) in a real-world context. By engaging with the writer directly, students will experience the text as part of an artistic and cultural dialogue between the reader and the author.

This unit enables students to fully engage with the concept of form. By studying a novel written in verse and its play adaptation, students will be given a key insight into the way form interacts with meaning and the way different forms of writing affect the reader and audience respectively.

The unit gives students the opportunity to explore aspects of cultural identity as well as the power of finding your voice and challenging expectations.

The assessment gives students the opportunity to use their non-fiction writing (letter writing) in a real-world context. By engaging with the writer directly, students will experience the text as part of an artistic and cultural dialogue between the reader and the author.

You can find the Year 8 Learning Journey for FT below.

For more information on the curriculum for Year 8 FT, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 FT Learning Journey please click here.

You can find the Year 8 Learning Journey for French below.

For more information on the curriculum for Year 8 French, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 French Learning Journey please click here.

You can find the Year 8 Learning Journey for Geography below.

For more information on the curriculum for Year 8 Geography, please refer to the following document which is taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 Geography Learning Journey please click here.

You can find the Year 8 Learning Journey for History below.

For more information on the curriculum for Year 8 History, please refer to the following document which is taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 History Learning Journey please click here.

You can find the Year 8 Learning Journey for Maths below.

For more information on the curriculum for Year 8 Maths, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 Maths Learning Journey please click here.

You can find the Year 8 Learning Journey for Music below.

For more information on the curriculum for Year 8 Music, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 Music Learning Journey please click here.

You can find the Year 8 Learning Journey for PE & Games below.

For more information on the curriculum for Year 8 PE & Games, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 PE & Games Learning Journey please click here.

You can find the Year 8 Learning Journey for RE below.

For more information on the curriculum for Year 8 RE, please refer to the following document which is taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 RE Learning Journey please click here.

To discuss your child’s participation in all or part of the RE curriculum, please contact the school on 01653 682828 or email office@malton.pmat.academy.

You can find the individual Year 8 Learning Journeys for Biology, Chemistry and Physics below.

For more information on the overall curriculum for Year 8 Science, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Learning Points for Y8 Biology, please click here.

If you would like a higher resolution version of the above Learning Points for Y8 Chemistry, please click here.

If you would like a higher resolution version of the above Learning Points for Y8 Physics, please click here.

You can find the Year 8 Learning Journey for Spanish below.

For more information on the curriculum for Year 8 Spanish, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y8 French Learning Journey please click here.

  • Social media impact.
  • Attendance.
  • Anti-bullying
  • Emotional Health and Wellbeing
  • Cyber bullying
  • Healthy relationships
  • Impact of rumours
  • Start a heart day
  • Wellbeing team
  • Careers
  • Prison Me No Way

Typically including –

  • Accelerated Reader and Word Games
  • Advanced Cooking
  • Art
  • Astronomy
  • Badminton
  • Coding – Everyone Can Create
  • Craft
  • Debating
  • Drama Workshop
  • Drawing – Anyone Can Create
  • Eco Team
  • Football
  • Garden Development
  • Guitar Intermediate
  • Golf
  • Hair styling
  • Latin
  • Model United Nations
  • Music – Everyone Can Create
  • National Connections Theatre Group
  • Netball
  • Photography – Anyone Can Create
  • Pure Textiles
  • Rock Challenge
  • Spanish – beginners
  • Strategic Games
  • Technical theatre/design
  • Orchestra
  • Video – Everyone Can Create
  • Warhammer 3-D Modelling
  • Year 7 Drama Festival
  • Sports Teams  offering chance to represent school, teamwork, self-esteem, skills development.
  • Assemblies—Planned rota for year to include Wider World issues and diversity.
  • Positive Discipline—ensuring high standards of behaviour and excellent ethos for students
  • iPads for Learning—providing different ways to explore and learn about subjects. Developing expertise in digital World.
  • Wider World—increasing understanding of issues and appreciation of diversity
  • Growth Mindset—Developing a can-do ethos and increasing self-belief
  • Wellbeing Work-Creating a school environment where Emotional Health and Wellbeing of all is promoted.
  • Reporting System—Ensuring progress and aims are understood by all.
  • Understanding and appreciation of diversity
  • Tutor time activities, including reading, Hegarty Maths, Tutor Time Discussion.

In addition to the subject information below, we produce half-termly updates which provide more detailed information on what will be covered in all subjects in a specific half-term. Use the following links to take you to the curriculum updates for the relevant half-term:

  • Autumn 1 (September to October half-term)
  • Autumn 2 (October half-term to Christmas)
  • Spring 1 (January to February half-term)
  • Spring 2 (February half-term to Easter)
  • Summer 1 (Easter to May half-term)
  • Summer 2 (May half-term to the end of the academic year)

Year 9 Options & Parents Evening

The process for choosing GCSE subjects to study in Y10 & Y11 begins in the January of Y9. Students and parents will receive a copy of the Options Booklet which lists all the subjects open to students as well as details of the options blocks for the coming year.  Please do take the time to read through the booklet carefully with your child as it contains important information to help you both make the right choices now.

The Y9 Parents Evening takes place (online) in late January and is your opportunity not only to discuss your child’s progress this year but also ask any questions you may have about the GCSE course and whether it would be suitable for your child to study in Years 10 & 11.  Following the parents evening you will have approximately one week to submit your child’s option choices.  You can find all the information you need to help you with this process below:

You can find the Year 9 Learning Journey for Art below.

For more information on the curriculum for Year 9 Art, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Learning Points for Y9 Art, please click here.

You can find the Year 9 Learning Journey for RSHE below.

For more information on the curriculum for Year 9 RSHE, please refer to the following document which is taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y9 RSHE Learning Journey please click here.

For more information on the curriculum for Year 9 Computing, please refer to the following documents which are taken from our Curriculum Handbook:

The Y9 Computing Learning Journey is currently being updated and will be posted here as soon as it is available.

You can find the Year 9 Learning Journey for DT below.

For more information on the curriculum for Year 9 DT, please refer to the following documents which are taken from our Curriculum Handbook:


If you would like a higher resolution version of the above Y9 DT Learning Journey please click here.

You can find the Year 9 Learning Journey for Drama below.

For more information on the curriculum for Year 9 Drama, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y9 Drama Learning Journey please click here.

Curriculum Intent

To use reading, writing, speaking and listening to help students discover and communicate their place in the world. We seek to lay the foundation for their future appreciation of linguistic and cultural diversity. We use text in all its forms to model how we can use our voices and writing as powerful tools to develop relationships and embrace difference.

Term by Term Learning

Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
Novel: To Kill a MockingbirdNovel: To Kill a MockingbirdShakespeare: MacbethShakespeare: MacbethNon-fiction writing: Holding Hands in the DarkPoetry & non-fiction: Choices

Students will read the complete text using the faster reading model to improve fluency and comprehension.  

As students begin their final year in KS3, this novel allows them to explore more complex ideas about society, discrimination, and prejudice in a more challenging text.   

Students will build on their analytical skills through the close analysis of extracts which are then linked to other parts of the text. Students will be required to build on their previous work with identifying quotations by bringing in relevant quotations from elsewhere in the text to support broader thematic points. Increasingly sophisticated elements of analytical writing will be introduced, including enabling students to know how to write an effective thesis, the exploration of symbolism and how to link conventions of genre to analytical points.   

Students will read the complete text using the faster reading model to improve fluency and comprehension.  

As students begin their final year in KS3, this novel allows them to explore more complex ideas about society, discrimination, and prejudice in a more challenging text.   

Students will build on their analytical skills through the close analysis of extracts which are then linked to other parts of the text. Students will be required to build on their previous work with identifying quotations by bringing in relevant quotations from elsewhere in the text to support broader thematic points. Increasingly sophisticated elements of analytical writing will be introduced, including enabling students to know how to write an effective thesis, the exploration of symbolism and how to link conventions of genre to analytical points.   

Students will study the complete play and analyse how important themes of power, corruption and ambition are presented across the play.  

The exploration and analysis of symbolism in the play will build on their work on symbolism in TKAMB.  Exploration of staging and performance of the play will build on work on stagecraft from years 7 and 8. Students will also have the opportunity to explore the links between the history of the time and its influence on the play’s themes to develop their contextual approach to their analysis. 

Characterisation will be explored through close textual analysis and through writing creatively in character. This builds upon the skills and knowledge learned in their previous creative writing unit in year 7. More complex aspects of character such as ambiguity, hubris and conflict will be explored.

Students will understand and know how to recognise key elements of tragedy. 

Students will study the complete play and analyse how important themes of power, corruption and ambition are presented across the play.  

The exploration and analysis of symbolism in the play will build on their work on symbolism in TKAMB.  Exploration of staging and performance of the play will build on work on stagecraft from years 7 and 8. Students will also have the opportunity to explore the links between the history of the time and its influence on the play’s themes to develop their contextual approach to their analysis. 

Characterisation will be explored through close textual analysis and through writing creatively in character. This builds upon the skills and knowledge learned in their previous creative writing unit in year 7. More complex aspects of character such as ambiguity, hubris and conflict will be explored. 

Students will understand and know how to recognise key elements of tragedy. 

Students will be able to explore complex ideas about poverty, power and conflict. The EMC texts offer a range of different perspectives on issues of poverty. Students will evaluate different viewpoints in order to form their own opinions on the topic.  

Students will develop their comparison skills, building on the work they did in the Run, rebel unit in year 8. 

Students will explore the theme of voice and identity through analysing a range of different texts by a diverse range of writers in this unit. Connections will be made between the poems and non-fiction texts, building on their understanding and knowledge of form.  

Students will synthesise their learning on poverty, voice and identity to develop their own ‘voice’ as they develop further their skills in building a cohesive and convincing argument about the power of communication. Writing skills, particularly sentencing, punctuation and grammar, will be explicitly taught so students are more aware of the choices they can make and the differing effects these choices have. 

  • Health and safety in industry including hazard types and signs
  • Preparing and cooking food, inc personal hygiene, clean work surfaces, cross contamination and temp controls. Factors in high risk foods. Temperature probes. Tomato and Mozarella Galette
  • Buying and storing food, temp control, ambient storage and date marks.
  • Bacteria contamination and control.
  • Lasagne practical and evaluation
  • Presentation of food
  • Microorganisms, enzymes and food spoilage. Yeast
  • Cheesecake, Free fridge poster, Soup practical then own recipe soup, Food provenance, Damper bread, Careers, Viennese Whirls Preparing and shaping food
  • Key West Chicken Bites, Extended knife skills
  • Spinach, mushroom and feta quiche
  • Sequencing for Calzone recipe
  • Foods around the World, Flat breads, Food styling, Chocolate, raspberry sauce, Fish Goujons, Veg spring rolls, Street food assessment – designing and making
  • Labelling and packaging, advertising, mandatory and voluntary, marketing methods,
  • Making and packaging truffles and presentation to class
  • Adjectives to describe personality, recap of key verbs (avoir and être) adjectival agreement, physical descriptions, conjugation of reflexive verbs and imperfect tense, using emphatic pronouns.
  • Friends—recap perfect and near future tenses.
  • Sports. Recap of jouer and faire. Body parts and health issues.
  • Exposure to authentic media and encouraging spontaneity of opinions.
  • Food and meals, dietary requirements, healthy eating, idiomatic language, conjugation of simple future and conditional tenses.
  • French festivals, cultural differences, Bastille Day, si clauses, recap of conditional tense.
  • The EU and Brexit effects.
  • China
  • Tectonics
  • Weather-related hazards.
  • Africa.
  • The Middle East.
  • Crime including impact, mapping, managing, heroin impact and global context.
  • Energy resources, impact of energy industry, global patterns of use, fossil fuel use and extraction, conflict and differing views on alternative energy sources.
  • How did women achieve the right to vote in the early 20th Century?
  • How far was Germany responsible for WW1.
  • What do we remember about WW1 and why?
  • Why did WW2 occur?
  • The Holocaust.
  • How free were people in the 20th Century — American civil rights.
  • Why was policing in Whitechapel so difficult? A historical investigation.

You can find the Year 9 Learning Journey for Maths below.

For more information on the curriculum for Year 9 Maths, please refer to the following documents which are taken from our Curriculum Handbook:

If you would like a higher resolution version of the above Y9 Maths Learning Journey please click here.

  • Circle of 5ths and Improvisation
  • Popular music 3.
  • Traditional music 3.
  • Musicals 3.
  • Rhythms of the World 3
  • Blues 3

Core and advanced skills confidently linked and used in conditioned and competitive games. Show good understanding of rules and demonstrate use of tactics for:-

  • Football
  • Badminton
  • Fitness
  • Rugby
  • Boys—Table Tennis; Girls—Netball and Gymnastics
  • Outdoor Adventurous Activities
  • Basketball
  • Hockey
  • House matches
  • Athletics
  • Boys—Cricket; Girls—Rounders
  • Athletics
  • Tennis

RS Short course – Christianity: Beliefs and Teachings:

  • What is Christianity?
  • Christian beliefs on nature and characteristics of God?
  • Evil and suffering?
  • Trinity – how it influences Christians?
  • Creation.
  • The incarnation of Jesus.
  • The crucifixion and resurrection.
  • The ascension.
  • The afterlife.
  • Christian beliefs on judgement?
  • Heaven and Hell.
  • The path to salvation and Jesus’ role.

Theme A: Relationships and families:

  • Christian teachings on human sexuality.
  • Sexual relationships before and outside marriage.
  • Contraception and family planning.
  • Christian teachings about marriage (including same-sex marriage).
  • Divorce The 21st century family.
  • Contemporary family issues Roles of men and women, gender equality.
  • Gender prejudice and discrimination

Islam: Beliefs and Teachings:

  • Introduction to Islam.
  • The Oneness of God.
  • Key beliefs of Sunni and Shi’a Islam.
  • The nature of God.
  • Angels

To discuss your child’s participation in all or part of the RE curriculum, please contact the school on 01653 682828 or email office@malton.pmat.academy.

  • Metals & Thermodynamics
  • Force, motion and pressure
  • Chemistry
  • Energy
  • Genetics
  • Heart health
  • Disease
  • Phonics Recap: revising & expanding knowledge of sound-spelling links; revising syllabic stress; recognising silent letters.
  • School: school subjects; give opinions using comparatives; cultural differences between Spanish and British school systems.
  • World of Work: interests; jobs; opinions.
  • Future Ambitions: learning to form the Near Future tense.
  • Where I Live: types of housing; recap adjectival agreement; places in town; regional features.
  • Holidays: countries; transport; activities; recap Near Future tense; Perfect Tense; combining future & past tenses.
  • Social media
  • Attendance
  • Anti-bullying
  • Emotional Health and Wellbeing
  • Cyber Bullying
  • Healthy relationships
  • Careers
  • Options process
  • KS3 wellbeing team peer mentoring programme
  • Low Mill activity centre week for selected students
  • Further careers
  • Prison Me No Way

Typically including –

  • Accelerated Reader and Word Games
  • Advanced Cooking
  • Art
  • Astronomy
  • Badminton
  • Coding – Everyone Can Create
  • Craft
  • Debating
  • Drama Workshop
  • Drawing – Anyone Can Create
  • Eco Team
  • Football
  • Garden Development
  • Guitar Intermediate
  • Golf
  • Hair styling
  • Latin
  • Model United Nations
  • Music – Everyone Can Create
  • National Connections Theatre Group
  • Netball
  • Photography – Anyone Can Create
  • Pure Textiles
  • Rock Challenge
  • Spanish – beginners
  • Strategic Games
  • Technical theatre/design
  • Orchestra
  • Video – Everyone Can Create
  • Warhammer 3-D Modelling
  • Year 7 Drama Festival
  • Sports Teams  offering chance to represent school, teamwork, self-esteem, skills development.
  • Assemblies—Planned rota for year to include Wider World issues and diversity.
  • Positive Discipline—ensuring high standards of behaviour and excellent ethos for students
  • iPads for Learning—providing different ways to explore and learn about subjects. Developing expertise in digital World.
  • Wider World—increasing understanding of issues and appreciation of diversity
  • Growth Mindset—Developing a can-do ethos and increasing self-belief
  • Wellbeing Work-Creating a school environment where Emotional Health and Wellbeing of all is promoted.
  • Reporting System—Ensuring progress and aims are understood by all.
  • Understanding and appreciation of diversity
  • Tutor time activities, including reading, Hegarty Maths, Tutor Time Discussion.

Exams team

Mrs L Leadill – Exams Officer: lxl@malton.pmat.academy

KS3 Exams

Year 8 – Monday 26 January to Friday 30 January 2026. You can find a copy of the Revision Guide here.

Year 9 – Monday 20 April to Friday 1 May 2026.

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