Key Stage 4

The curriculum at Key Stage 4 will provide students with 5 GCSEs, allowing them to enter further education.

Click the subject on the right for information on that subject.  For more details please call the office on  01513305134 or email



Curriculum Overview

Department: English

Department Lead: L. Johnson

Qualification: AQA English Language & AQA English Literature

Curriculum Statement:

To ensure all students expand further their knowledge and understanding of reading and writing, spoken language and vocabulary development to the highest possible quality; equipping pupils with a strong command of the spoken and written word. This will then maximise potential at GCSE as well as developing skills of language which are essential to participating fully as a member of society.

Curriculum Aims:

Students will be able to…

  • read and appreciate the depth and power of the English literary heritage
  • understand and critically evaluate texts
  • make an informed personal response, recognising that other responses to a text are possible and evaluating these
  • write accurately, fluently, effectively and at length for pleasure and information
  • make notes, draft and write, including using information provided by others
  • revise, edit and proof-read their writing
  • consolidate and build on their knowledge of grammar and vocabulary from KS3, using it to show effectiveness in texts they read/write
  • speak confidently, audibly and effectively

Assessment Overview:

In Year 10-11, students will undertake two GCSEs in both English Language and Literature. In Language, students will sit two papers at the end of Year 11, ‘Explorations in Creative Reading and Writing’ and ‘Writer’s Viewpoints and Perspectives.’

In Literature, students will also sit two papers at the end of Year 11, ‘Modern Texts and Poetry’ and ‘Shakespeare and the 19th Century Novel’. Students will also undertake summative assessments throughout Years 10 and 11.

Link to ‘Work Based Learning’:

Through the English curriculum, students will develop an understanding of how the skills they develop in lessons will relate to the wider world of work, such as clear and effective communication. They will also be introduced to careers with a link to English, such as journalism, scriptwriting and public speaking.



Curriculum Overview 

Department: Mathematics

Department Lead: S. Rivera

Qualification: Level 2 GCSE (9–1) in Mathematics

Curriculum Statement:

To ensure every student, whatever age or ability, is given the opportunity to fulfil their mathematical potential. Our team will strive to achieve this aim by enforcing high standards and by delivering enthusiastic, high-quality teaching which provides our students with the skills and understanding they will need for their journey through life.
We expect the curriculum to be delivered in a positive and encouraging way to engage all learners in maths.

The scheme of learning is differentiated for students understanding and to ensure it is accessible to all. Where necessary, intervention is put into place and there is always challenge to stretch students.

Curriculum Aims:

The aims and objectives for the Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Mathematics are to enable students to:

  • Develop fluent knowledge, skills and understanding of mathematical methods and concepts
  • Acquire, select and apply mathematical techniques to solve problems
  • Reason mathematically, make deductions and inferences, and draw conclusions
  • Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

Link to Work Based Learning:

Students will be taught how to apply their maths skills to the world of work. Students will be offered a range of extra activities and provisions in which the students will gain further development of mathematics. Students will be given the chance to complete projects on Work Based Learning (WBL) which will consolidate any extra mathematical knowledge they obtain. Students will be presented with real-life situations in mathematical terms allowing them to use their own mathematics skills to answer related questions and issues.

Assessment Overview:

All students will be entered to one of two levels of assessment; Foundation or Higher. 3 Exams will be completed at the end of year 11. Two exams will be with use of calculator and a single exam without.

The GCSE (9 to 1) qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total subject mark where 9 is the highest grade. Individual components are not graded. For Foundation tier grades 1 – 5 are available, and for Higher tier grades 4 – 9 are available (grade 3 allowed).



Curriculum Overview

Department: Science

Department Lead: K. Lee


Science is the curiosity and search for knowledge of how concepts work and why they work in this way, using observation and experimentation.  Science works alongside many different subjects, such as, Maths, English, D.T. and Art to support the development and understanding of our world today.  During science lessons, our students will develop skills in communication and working with others to test concepts for themselves.

Topics Covered

The topics covered in science will cover a wide range of concepts in the three science disciplines Biology, Chemistry and Physics.  These include:

  • Biology – cells, body systems, reproduction
  • Chemistry – particle model, elements, acids and alkalis
  • Physics – forces, sound, light

Key Skills

The principle focus of Science at New Heights is to develop a deeper understanding of a range of scientific ideas in the subjects of biology, chemistry and physics.  Our young people will begin to see the connections between these subjects and become aware of some of the ‘big ideas’ underpinning scientific knowledge and understanding.  The order of the units has been chosen by thinking about the connections between topics in each subject area of biology, chemistry and physics.  This has been mapped through a two-year plan to ensure significant opportunities for progression by all students.  The flexible content aims to deepen scientific knowledge, ensuring key concepts are understood.

Assessment and Feedback

Students complete a baseline assessment on entry.  The results of which are used to create individual learning pathways.  Pre-topic questions are used to identify individual starting points for each new topic and work produced in books is marked and fed back to students.  Summative end of topic questions are used to identify any gaps in learning and targeted intervention is put in place to ensure students progress from their starting points.

Links to Everyday Life

Science is an important core subject.  At New Heights we want our students to understand how important scientists and engineers are really are, as they literally shape the world around us.

Career Pathways

Science career pathways are endless and range from archaeologists to veterinarian and ‘everything else’ in between.  If your future ambitions lie outside of the mould of traditional careers, there are some alternative options that fuse together science with other areas for a really unique career including; scientific illustrator or even a politician!



Experience is currently timetabled on a Friday between 11:00 am and 2.00 pm. Experience allows the flexibility to immerse students in the world of work in a range of exciting ways. Students will undertake activities such as: meeting professionals and learning about their careers; undertaking work based visits; participating in STEAM School, an interactive podcast focused on exciting innovations in the world of science, technology, engineering or mathematics. 

The timings of experience will change through the year to allow staff to ensure that students can benefit from the full range of activities available to us. These sessions will also allow us to undertake staff training at appropriate times through the year. This variety of activity will result in your son or daughter finishing at different times on a Friday (later or earlier finishes). You will be notified of any changes to the normal school timings in advance by the school office.

Focus Time


Focus time will run from 2pm-3pm each day. Focus time allows staff the flexibility to: introduce new experiences to the students; to offer a tutorial in learning that needs embedding; to undertake extended practical activities that aid student discovery or aid prior learning; to attend educational visits.

Focus Time is fundamental to our intervention strategy. It will allow subject teachers to target students who require intervention as their need arises.

You will receive a text message informing you that your son/daughter is required to attend intervention during this time. It is imperative that they attend these sessions or they risk falling further behind and not reaching their potential. Please encourage your son/daughter to take advantage of the opportunity that is being afforded them. Intervention is not intended as student discipline but as an academic aid to success.

In order to support our year 11 students in catching up any gaps in their knowledge, due to time missed because of the pandemic or any other reason, we have timetabled targeted focus time sessions on Tuesday, Wednesday and Thursday.

STEAM School

STEAM School is an interdisciplinary education model, exploring science, technology, entrepreneurship (engineering is more commonly used), art and maths, encouraging students to develop their creativity, problem solving and critical thinking skills in a real world context.

STEAM School education removes limitations, encouraging independent learning and inspires wonder, critique, enquiry, and innovation. All of which are a perfect foundation for preparing young people for ‘future jobs’ – 65% of which the World Economic Forum predicts – have not been invented yet.

The STEAM School platform combines STEAM School powered project based learning with weekly broadcasts from global STEAM School experts. The platform includes the following features:

  • Schools can create platform logins for their students, equipping them with their own personal dashboard, learning activities and locker room.
  • STEAM School will host 6 missions every academic year exploring some of the world’s most pressing issues, showcasing #STEAM4good projects, futuristic technology and inspirational role models.
  • Each mission lasts 5/6 weeks and includes a weekly live broadcasts with STEAM School expert.
  • Each mission includes 18 STEAM School powered challenges for students to complete as scientists, engineers, digital makers, entrepreneurs, artists and campaigners. The challenges varied with different levels of complexity which hopefully will meet a wide range of interests and help schools to use STEAM School in different areas of the curriculum.
  • Students can earn digital badges for each completed challenge and collect points for their locker room by completing weekly broadcast learning activities.
  • Teachers have access to a dashboard which includes impact data showing active students, participation in learning tasks and completed challenges.




Physical Education at New Heights offers a broad curriculum of sporting activities to our Students. A safe and motivating environment is created to ensure pupil engagement and progression.

All our Physical Education lessons strive to include the following holistic principles:

  • Develop resilience
  • Improve self-esteem
  • Promote health, fitness and well-being

Topics Include

This academic year Students will participate in the following sporting activities:


Students develop a range of attacking and defending skills which they can apply to sport.  Boxing gives many opportunities for our students to improve their teamwork, sportsmanship and communication skills.


In Fitness Students are learning the importance of leading a healthy and active life style.  Students will learn to work independently in the school’s fitness suite, whilst working hard to improve their stamina.  Using our modern sports hall facility, Students will participate in fitness circuits and multi-stage fitness testing.  These activities have enabled Students to take responsibility for improving their own fitness levels.

Assessment and Feedback

When Students first enter the Physical Education setting they are assessed and given a baseline grade.  This allows for individual learning experiences and ensures the needs of all students are met.  Students participating in PE are regularly assessed and regular discussions regarding their progress are undertaken.

This academic year Students will be graded in line with the current 1-9 GCSE levels. This will support students in their transitions into mainstream or alternative provisions following their time at New Heights.

In our department, we believe that pupil participation in assessment is very important in assisting with progress and learning.  During lessons, students are given several opportunities to assess their own and others’ performances thus giving them an understanding of their next steps for learning.

Links to Everyday Life

Staying healthy and fit has never been more important. We use our time with the students to show them how much fun physical activity can be and impress upon them the importance of maintaining good health and the links between health and maintaining a good, balanced diet.

Career Pathways

Participation in PE lessons allows Students to develop transferable skills which will be useful in further education and future careers. Leadership and communication are promoted whilst participating in team sports; self-confidence is built whilst officiating and coaching their peers.  Additionally, students are made aware of the potential pathways in education to achieve qualifications in PE which can lead to employment in sporting roles such as coaching and youth work.

The Prince’s Trust

Welcome to The Prince’s Trust – Personal Development and Employability Skills. Students will be following the “Personal Development and Employability Skills” course within the Princes Trust Achieve program and will work towards a Level 2 Diploma throughout years 10 and 11. Students will complete modules within the PDE course that are listed below:
  • Career Planning
  • Customer Service
  • Digital Skills
  • Interpersonal Skills
  • Managing Money
  • Participating in exercise
  • Personal Project
  • Planning for Personal Development
  • Practicing Leadership Skills
  • Preparing for a Healthy Lifestyle
  • Presentation Skills
  • Supporting others in the Community
  • Teamwork
  • Undertaking an Enterprise Project
  • Work Experience
The Prince’s Trust Diploma in Personal Development and Employability Skills (PDE) recognises a breadth of personal skills, qualities and attitudes required by employers across a range of sectors. In order to allow for the development of such skills, qualities and attitudes, we have mapped most of the modules to be evidenced alongside the help of employers who will engage with our students to give them firsthand experience.

Not only will this help to bring the modules to life and place tasks into real working situations but will also allow for students core subject knowledge to be applied.

Below is a diagram that shows examples of how core subjects, WBL and the PDE all complement and support one another.

PDE Module Supported by Employer’s WBL Experience Core Subject Knowledge Required
Digital Skills Angel Solutions- Creating marketing materials for a campaign for one of our partners. English Literacy
Managing Money My BNK – Create a spreadsheet showing the income, outgoings and profits of a business over a month. Maths
Preparing for a Healthy Lifestyle Aintree Hospital – How a poor choice in lifestyle can impact on health Science
By the end of the course, students will have acquired a portfolio which will evidence the skills they have developed and how they have applied them. In addition, students will have accumulated over the two years a vast amount of experience engaging with different employers from diverse sectors. Students will leave LEEP with the skills and capabilities to thrive in the modern complex world of work.

Work-based Learning


Work Based Learning (WBL) at LEEP – The importance of skill acquisition for employment opportunities.

At LEEP we recognise the skills and capabilities that are most portable and in demand in the current world of employment. Because of this, we have created a Work Based Learning (WBL) model within our curriculum, that not only showcases innovative, exciting career choices, but equally as important, contextualises our student’s core GCSE subjects of Maths, English and Science.

The key is to showcase as many different careers as possible to our students, giving them a real taste of what a particular job looks like and what skills and qualifications are required. By doing this, we can create bespoke flight paths for our students that are in line with their skill set and aspirations. This provision will help to prevent students from becoming NEET (not in employment, education or training).

There will be numerous different strands that will be facilitating our Work Based Learning (WBL) such as:

  • Meet the professionals
  • Career carousels
  • Networking events
  • World of work days
  • Employer led work shops
  • Entrepreneurship initiatives
  • Higher Education visits
  • Motivational speakers

Running parallel with our Work Based Learning (WBL) provision is The Prince’s Trust that will relate each module to a Work Based Learning (WBL) activity. The Prince’s Trust will capture evidence of skill acquisition and growth, providing our students with an extensive portfolio when applying to higher education settings or employment in the future.

Our mindset is to reflect a more dynamic future of work where linear careers will be far less common and young people will need a portfolio of skills and capabilities, including career management skills to navigate the more complex world of work.

Arrival Assessments


Upon entry to New Heights High School, all students complete the following assessments:

  • Wide Range Achievement Test (WRAT4). This covers: reading, spelling, comprehension. Maths
  • LASS Dyslexia screening assessment. This covers: working memory (visual and auditory), non-verbal intelligence, reading, spelling.  This assessment identifies areas of need relating to dyslexia and problems in learning.
  • Resiliency scales. This covers: mastery, relatedness, emotional reactivity.  It Identifies areas of strength and weakness in resiliency, and a person’s ability to cope in difficult situations; bounce back from setbacks, and overcome problems.

Within the first 3 weeks at New Heights High School, baseline assessments data is collected in all subject areas.  A snapshot of their progress is taken every two weeks and measured in small incremental steps.  This allows us to plot progress in a short period of time.  It also allows teachers to identify if a child is not making the expected progress and to look at the reasons why this may be.