Vocational

PE and Dance (KS3) Curriculum Overview

Intent
The Key Stage 3 PE and Dance curriculum aims to equip students with essential life skills that enhance their emotional, social, and physical well-being. It fosters a lifelong love of physical activity, providing students with the knowledge and tools to make healthy choices. The curriculum is designed to support both enjoyment and challenge, preparing students for future success in local community sports, higher-level performance, or careers in the health and leisure industries. Life skills such as fairness, trust, and collaboration are central, laying the groundwork for growth through the “Head, Heart, and Hands” framework. This structure promotes cognitive skills (Head), emotional and social growth (Heart), and physical competence (Hands), supporting students’ overall development.

Implementation
The curriculum provides at least three hours of diverse, high-quality physical activities every fortnight, tailored to individual abilities. Students engage in various sports across seasons, building on foundational skills from earlier key stages. The programme also includes a two-week focus on emerging sports, introducing students to new activities that align with the Key Stage 4 curriculum. Both individual (e.g., badminton, tennis, athletics) and team sports (e.g., football, basketball, rugby) are covered, while dance promotes cultural and aesthetic awareness through diverse styles and expressions.

Critical reflection is a key element, encouraging students to evaluate their own and others' performances to enhance creativity and understanding of movement. Leadership skills are developed in alignment with Key Stage 4 and 5 pathways, and new vocabulary is introduced as part of key concepts such as communication, leadership, and confidence. Assessments follow the “Head, Heart, and Hands” framework, with targeted feedback guiding student progress. Extracurricular activities, including outdoor and adventurous experiences, trips to professional sports events, and cross-curricular projects, enrich the curriculum and develop confidence and social skills.

Impact
The Key Stage 3 PE and Dance curriculum promotes high participation rates and enjoyment, cultivating a strong foundation for healthy, active lifestyles. Its impact extends beyond physical skills, aiming to foster resilience, leadership, and lifelong well-being. High engagement and skill development in PE and dance encourage many students to pursue these subjects at Key Stage 4, where they build on their KS3 experience with more theoretical and complex applications. The curriculum’s balance between practical and theoretical knowledge empowers students to understand the importance of health and fitness, preparing them for lifelong well-being.

Drama (KS3) Curriculum Overview

Intent
The Key Stage 3 Drama curriculum aims to highlight the transformative power of the arts, fostering communication skills, empathy, and emotional intelligence, which are often underdeveloped in traditional education. Drama helps students navigate life’s challenges by improving adaptability, teamwork, resilience, and self-control. Through a variety of historical and cultural contexts, Drama deepens students’ understanding of human behaviour and enhances their cultural capital, supporting SMSC and PSHE values. Students explore British values and gain insight into the world around them, encouraging critical thinking and informed decision-making. The curriculum also lays a foundation for skills transferable across subjects and prepares students for the BTEC Tech Award in Performing Arts.

Implementation
Students in KS3 participate in one Drama lesson every fortnight, where they engage with diverse topics and deconstruct Drama as an art form. They learn to create, perform, and evaluate through student-led projects that cover improvisation, devising, and performance tasks. These activities connect Drama to literacy, culture, psychology, media, and philosophy, fostering a broad understanding and practical skills in the arts. Students are encouraged to work collaboratively, developing self-confidence and building a range of skills for life and career pathways. Exposure to community theatre projects, extracurricular Drama clubs, and school productions strengthens their understanding of the arts, while visits to live performances increase awareness of Drama’s role in society.

Impact
By the end of KS3, students have developed a strong appreciation for Drama and Theatre Arts, as well as increased self-esteem and confidence. The curriculum promotes independence, expression, and a deeper understanding of contemporary issues, equipping students to make thoughtful, informed decisions. Students gain the skills to navigate social and emotional challenges, communicate effectively, and articulate their views with confidence. With a solid foundation in the arts and critical thinking, students are well-prepared for further study in Drama and performing arts at higher levels. The curriculum fosters self-awareness, encourages risk-taking in a supportive environment, and develops moral reasoning, empowering students to tackle new challenges and embrace lifelong learning in the arts.

Music (KS3) Curriculum Overview

Intent
At HDHS, our mission is to create and expand opportunities for all students at KS3 to engage in active music-making and music education. We believe music education is crucial for personal development, as it helps students connect with others, build positive relationships, and develop important life skills. Early musical training enhances language, reasoning, and memory, while improving hand-eye coordination, discipline, and creative thinking. Music also fosters teamwork, responsible risk-taking, and self-confidence. By the end of KS3, students should be able to perform confidently in solo and ensemble settings, improvise, compose, and extend their musical ideas. We aim to provide a broad curriculum that nurtures musical skills and sets the foundation for further study at KS4.

Implementation
The KS3 music curriculum is designed to develop students' musical skills through a varied programme of study. Students will work both as soloists and within ensembles, using instruments such as piano, keyboard, guitar, voice, and percussion. They will also have opportunities to explore additional instruments, including drum kit, strings, brass, and woodwind. To broaden their understanding of musical styles such as dance, grime, and hip-hop, students will use music technology programs like Soundation, Charanga, VIP, and Noteflight to compose and notate their work. The curriculum is structured around three key areas: Create, Perform, and Evaluate. Students will regularly assess their progress through target setting, self, peer, and teacher feedback. Individual instrumental lessons with specialist tutors are also available to support further development. The curriculum encourages students to review and refine their work, building essential skills for both GCSE and BTEC music in KS4.

Impact
The KS3 music curriculum is designed to equip students with the skills and knowledge necessary for further study in music at KS4, whether through GCSE or BTEC qualifications. By providing a diverse music education, we aim to cultivate a lifelong interest and enjoyment of music beyond the classroom. The curriculum focuses on nurturing each student's natural ability, offering opportunities for students to perform in concerts and shows, and participate in various projects. This approach ensures that students are well-prepared for the challenges of KS4, with the aim of maintaining consistently high student attainment. Through exposure to a wide range of musical experiences, we support students in their personal growth and development, helping them navigate the challenges of growing up while building their musical potential.

PE (KS4)

Intent
At KS4, our Physical Education (PE) programme is designed to equip students with the skills and knowledge to lead an active and healthy lifestyle beyond school. Building on the foundation laid in KS3, the curriculum introduces a range of practical skills in both traditional and emerging sports, ensuring that students develop a sense of challenge and enjoyment. Our focus is on promoting wellbeing through the "ME in PE" pathways, which encourage personal growth and engagement. Every student is given the tools to participate confidently in physical activities, fostering a love of sport and physical education that will serve them throughout life.

Implementation
The KS4 PE curriculum is broad and balanced, giving students the opportunity to experience a variety of sports and physical activities. The "ME in PE" programme offers four learning pathways, with students rotating through different sports each term. This allows them to experience 11 new or emerging sports, ensuring a diverse and exciting learning experience. Alongside the curriculum, students are encouraged to participate in extracurricular events and trips, further enriching their engagement with sport. The department uses new equipment and resources to enhance the learning environment, guided by staff expertise.

In addition to the core PE programme, students have the option to select OCR Sport at KS4. This qualification covers key topics such as contemporary issues in sport, performance and leadership in sports activities, and the role of sport in the media. Students will develop leadership qualities, working with peers of varying skill levels, and gain practical experience as both participants and leaders. The skills learned in core PE are directly transferable to the OCR Sport qualification, where students are assessed in two different sports. Emerging sports are often incorporated into the media-focused assignments, providing students with a deeper understanding of both the practical and theoretical aspects of sport.

Impact
The impact of Physical Education at KS4 is significant, both in terms of practical skills and personal development. The curriculum prepares students for life after school by teaching them the rules and social aspects of various sports, as well as how to apply these skills in real-world contexts. The knowledge and experience gained through the course support students in making informed decisions about their future learning and career paths. Those who study PE at KS4 are well-positioned to pursue further studies in sport or related fields, such as A Levels, BTEC National qualifications, or vocational apprenticeships. The impact of PE extends beyond school, helping students develop lifelong skills, including leadership, teamwork, and an understanding of the importance of physical health.

Dance (KS4) Curriculum Overview

Intent
The intent of the KS4 Dance curriculum at HDHS is to provide all students, regardless of their prior experience, with a comprehensive and inclusive dance programme. This course aims to equip students with the skills and confidence to critically analyse dance performances, pursue dance as a career, or continue their studies at a higher level. The curriculum fosters creative confidence and encourages students to explore various dance styles and techniques. Students will also study professional works and dance pioneers, building their cultural capital and knowledge of dance as an art form. Through a practical introduction to life in the performing arts industry, students will develop both technical and analytical skills, helping them succeed in dance and beyond.

Implementation
The KS4 Dance programme at HDHS is structured and well-planned, offering a diverse range of experiences through a process-centered approach. Students will build critical thinking and creative skills by analysing dance, exploring human relationships, and interpreting choreographic intent. They will contextualise dance by examining its cultural and historical origins, while engaging with live and recorded performances from both HDHS and the wider industry. The curriculum includes technique classes, choreography lessons, and critical analysis, all designed to develop resilience, confidence, and performance quality. Students are encouraged to participate in school performances and community projects, and to enhance their physical training through external opportunities such as Dance East workshops. This comprehensive approach ensures that all students can achieve personal and academic goals, and that they are well-prepared for future success in dance.

Impact
Dance at HDHS has a significant impact on students, enhancing their creative, physical, emotional, and intellectual development. By studying a wide range of dance styles and professional works, students gain the ability to critically analyse and engage with dance as both an art form and a method of non-verbal communication. Dance encourages students to take risks, boosts their confidence and self-esteem, and helps develop leadership and teamwork skills. It offers an alternative to competitive sports while keeping students active and healthy. Dance at HDHS also contributes to improvements in literacy, memory, and problem-solving, while providing students with a deeper understanding of cultural influences. This holistic approach prepares students for higher education and future careers in the performing arts, fostering a lifelong passion for dance.

Hair (KS4) Curriculum Overview

Intent
The intent of the VTCT Level 1/2 Technical Award in the Study of Hair and Beauty is to provide students with a comprehensive understanding of the hairdressing and beauty therapy sector, along with related industries such as retail, leisure, manufacturing, and personal care services. Sustainability is integrated throughout the course, with a focus on encouraging students to apply this in their practice. The curriculum aims to equip students with academic and vocational skills, such as business, anatomy, physiology, and cosmetic science, fostering knowledge and practical abilities that support progression within the sector. The learning journey is designed to build cultural capital, exploring historical developments and entrepreneurial influences in the hair and beauty industry. The environment also supports disadvantaged and SEN students by offering a practical learning experience that builds confidence and ambition.

Implementation
The course is delivered in the school’s fully equipped salon, blending classroom learning with hands-on experience. Students explore three key areas: business and entrepreneurship within the hair and beauty sector, anatomy, physiology, and cosmetic science, and design techniques used in the industry. The curriculum is structured to develop students’ critical thinking, encouraging them to apply their knowledge across various topics, reinforced through explicit vocabulary teaching and scaffolding to support all learners, including those who are disadvantaged. Students engage in practical experiences, such as devising products, conducting research, and creating design briefs. They also have opportunities to attend industry events and gain insight from professionals. To enrich learning, students can participate in the Concept Hair Learner of the Year Award, providing exposure to industry standards and enhancing their aspirations. The “Green Room” initiative promotes sustainability through the use of natural ingredients grown on-site, reflecting the course's emphasis on sustainable practices within the industry.

Impact
The impact of the Hair and Beauty course is significant, as students work in a realistic salon setting, gaining hands-on experience that prepares them for industry expectations. The programme has had notable success, with last year’s cohort achieving a positive Progress 8 score of +1.44. Disadvantaged students, including SEN learners, have excelled, with specific groups showing strong progress. Many students have gone on to win national competitions in styling and hairdressing, launching successful careers in the industry. The course fosters good character and a strong work ethic, preparing students for further education, apprenticeships, or lifelong learning.

Child Development (KS4) Curriculum Overview

Intent
The Child Development Tech Award at KS4 is designed to immerse students in realistic workplace scenarios, preparing them to be work-ready. The course enables students to explore key aspects of child development, including growth stages, the importance of play, and how to facilitate developmental activities. The aim is for students to develop a passion for the subject, engage actively in lessons, and understand the practical applications of child development in real-world settings.

Implementation
The Child Development curriculum is centred around mini-projects where students research, present, and evaluate ideas. This method supports the development of confidence, reading, and oracy skills. Throughout the course, students explore growth and development concepts, often sharing personal experiences and learning through videos, documentaries, and case studies. The course includes two coursework units and concludes with a written exam, which requires students to recall and apply knowledge on key topics. Additionally, students have the opportunity to experience work in the community, putting their theoretical knowledge into practice. Strong community links enhance learning and provide future career opportunities. Students can further their studies at Level 3 in Health and Social Care or child studies, or pursue employment in childcare settings.

Impact
The Child Development course has a positive impact on students, particularly in terms of building confidence, especially for those in lower ability cohorts. Students develop a deep understanding of child development, which improves their employability and makes them more competitive candidates in childcare and related fields. By engaging in practical experiences and coursework, students not only gain academic knowledge but also the skills necessary for future employment in childcare and social care sectors.

Health and Social Care (KS4) Curriculum Overview

Intent
The KS4 Health and Social Care programme aims to equip students with the essential skills needed for careers in the Health and Social Care sector. The course focuses on developing an understanding of the Care Value Base, alongside transferable skills such as communication, which benefit students across all areas of life. It seeks to promote moral, ethical, and empathetic values, preparing students to become caring citizens with enhanced cultural capital.

Implementation
The course is delivered through case studies, encouraging discussion and the development of oracy skills. Students improve their ability to read, comprehend, and apply knowledge to real-world scenarios, reflecting on the impact of life events on individual health. Knowledge recall is assessed through a written exam with short and long-answer questions, while coursework allows students to demonstrate their understanding through practical applications. This includes conducting interviews and analysing the impact of various factors on health. Additionally, students complete a Health Campaign project, which fosters public speaking skills and a deeper understanding of supporting a healthy society.

Impact
The impact of the Health and Social Care course is seen in students becoming work-ready or developing a passion to continue their studies in this field. The course fosters communication skills, empathy, and critical thinking, enabling students to assess the factors influencing an individual’s health and development. By engaging with real-world scenarios and reflective learning, students develop a greater understanding of human development, becoming empathetic learners who are prepared to work in diverse, inclusive environments without discrimination.

Music (KS4) Curriculum Overview

Intent
At HDHS, the KS4 Music programme is designed to offer students a broad understanding of the music industry, developing skills in areas such as live sound, solo and group performance, music promotion, and publishing. The curriculum encourages students to engage in hands-on activities, including recording techniques and creating their own albums. The intent is to foster creativity, teamwork, and personal development through musical experiences, allowing students to connect with others and prepare for potential careers in the music industry. Students will explore different roles within music production and performance, equipping them with practical skills for future study or employment.

Implementation
The KS4 Music curriculum is structured around four main units: The Music Industry, Managing a Music Product, Music and Production Analysis, and creating music. Students develop their musical abilities in solo and group performances, as well as gain practical experience with music technology, including software like Sibelius and Charanga VIP. The curriculum is divided into three key areas: Create, Perform, and Evaluate, ensuring that students not only improve their technical skills but also their ability to reflect critically on their work through self, peer, and teacher feedback. Students regularly perform in shows, concerts, and are encouraged to take on industry roles such as managing sound and staging.

Impact
The KS4 Music programme at HDHS aims to develop students' musical, creative, and critical thinking skills. Students improve their confidence, teamwork, and communication abilities, all of which are essential for further study or entry into the workforce. The BTEC course provides a foundation for students to pursue Level 3 qualifications or apprenticeships in music, preparing them for a wide range of career opportunities. Additionally, the skills gained through music—such as creativity, discipline, and emotional intelligence—extend beyond music and contribute positively to students' academic and personal growth.

Drama (KS4) Curriculum Overview

Intent
The intent of KS4 Drama at HDHS is to harness the power of the arts to connect individuals and develop essential life skills. Through drama, students cultivate communication skills, emotional intelligence, and empathy—qualities not always emphasised within the EBaCC system. The curriculum encourages personal growth, adaptability, and resilience, as students engage with diverse genres, practitioners, and cultural contexts. Drama at HDHS aims to enhance students' cultural capital, fostering critical thinking, decision-making, and a deeper understanding of human behaviour. It also promotes British values and aligns with the school’s SMSC and PSHE programmes, providing students with the tools to navigate life effectively.

Implementation
KS4 Drama at HDHS is delivered through a varied and challenging curriculum, with multiple lessons each fortnight. Students explore a broad range of topics and projects, often student-led, that require them to create, perform, and evaluate. The curriculum builds on previous learning, encouraging students to apply their creativity while enhancing their understanding of literacy, culture, psychology, media, and philosophy. Through practical workshops, improvisation, and devising tasks, students develop performance skills and techniques, working towards the BTEC Tech Award exams. They are exposed to professional theatre and live performances, as well as community theatre projects, extracurricular clubs, and whole-school productions. This exposure helps to link their learning to real-world career paths and higher education opportunities.

Impact
Drama at KS4 empowers students to express themselves creatively and confidently, building their self-esteem and emotional intelligence. The subject encourages independence, risk-taking, and an appreciation of contemporary issues. By exploring social and emotional topics, students become more self-aware and better equipped to make informed decisions, both academically and personally. By the end of KS4, students are ready to pursue further studies or enter the workforce, having developed transferable skills in communication, collaboration, and problem-solving. Drama helps shape students into well-rounded individuals and effective global citizens, prepared to take on new challenges.