In Art & Design we aim to provide an exciting environment in which students are confident and able to explore ideas, experiment, produce creative work, record their experiences and become independent learners.

By the end of KS3 pupils have undertaken an artistic journey by exploring the basic principles of Art & Design.  Pupils will be confident in taking creative risks and engage in exciting and diverse experimentation and ideas.  Cycles are designed and differentiated to deliver a broad spectrum of knowledge, understanding, skills and formal elements within Art & Design.  Pupils will experience a wide range of techniques in both 2D and 3D disciplines to enable them to understand, explore and interpret  visual literacy.  Pupils are introduced to a variety of artists, designers and craftspeople both historical and contemporary.  These creative influences include a vast spectrum of genders, ethnicities and beliefs which enables an understanding of cultural capital by allowing pupils to engage in the world around them.  Pupils are given the skills to analyse and evaluate the work of others along with their own artwork.  All of this will provide pupils with a strong foundation to naturally progress to KS4 as well as developing transferable skills.

By the end of KS4 pupils will be able to work within the constraints of scenarios and briefs linked to the real world and creative industries.  Pupils are encouraged to identify their own artistic style and challenged to be independent to make personal choices by pushing boundaries and taking creative risks.  Pupils will become familiar with artistic language and manipulation of materials techniques and processes.  Pupils are made aware of potential careers and current practicing artists, which include industries, workshops and exhibitions.   We aim to tailor pupils’ experiences to a potential career or the pathways of an art professional. Pupils continue on their journey of discovery through their own creative ideas, experimentation and personal responses whilst building on prior knowledge.

The key overriding topics for both KS3 and KS4 include, but are not limited to, recording and observing, artist research to analyse and evaluate pupils’ own work, and that of others, experimentations using a range of materials and techniques, exploring a range of design ideas and outcomes in both 2D and 3D.  Pupils essentially learn through doing, becoming independent as they develop and actively take part in creative processes.

We strive to support the vast and diverse range of  all of our pupils and create high quality teaching resources and content for all. We aim for Art & Design pupils at Paignton Academy to be creatively curious and to understand the power and impact that Art, Design and Craft has in the wider world.

Business Studies

In Business Studies we aim to create independent learners who are able to put valuable transferable skills and applied business knowledge into practice by developing a product for a business scenario. 

From PSHE lessons, by the end of KS3 students will have developed an understanding of some opportunity in careers and will have built on teamwork and enterprise skills.  They will understand different types and patterns of work.  Students will understand some financial decision-making including saving, borrowing, budgeting and making financial choices.  By the end of KS3 they will also have an understanding of employability and online presence

By the end of KS4 students will be able to demonstrate essential knowledge and understanding of enterprise and marketing concepts. They will have developed the skills to design a business proposal to meet a specific business challenge. They will be able to identify a customer profile for a specific product, complete market research to generate product design ideas, and use financial calculations to propose a pricing strategy and determine the viability of their own product proposal. 

Students will be able to develop the skills to create a brand identity and promotional plan for their specific business product proposal. They develop pitching skills in order to pitch their business proposal to an external audience. Students can then review their pitching skills and business proposal using their learning, self-assessment and feedback gathered. 

Pupils leave the Academy with an understanding that the world of work is the background to any career.  They will have acquired transferable employability skills like problem-solving, communication and teamwork skills. This will give them a competitive advantage in the initial job market. By developing relevant business knowledge and understanding, it will help students to progress to employment, vocational training and higher apprenticeships, or higher education. 

Child Development

In Child Development at Paignton Academy we aim to provide students with the knowledge of antenatal care, birth and caring for a child up to the age of five, with childcare practical skills embedded into the curriculum.

By the end of Key Stage 4 we aim to have developed knowledge of decisions to have children, parental responsibility, pregnancy and the birthing process. The students will learn the postnatal process that occurs in the UK and study how to care for sick children and keep them safe. Students will learn how development occurs from the ages of 0 to 5 years old and how conditions and environment can affect development. The students will develop key practical skills incorporating feeding skills and observation skills that can be transferred to wider study or apprenticeships after they move on from Paignton Academy. The curriculum allows for key skills as a reflective practitioner to be developed so students can evaluate their own skills which are apt to level 3 study or work in the future. 

Students will deepen their knowledge and demonstrate their practical skills and think like a practitioner who works with children, drawing together knowledge, understanding and skills learnt across the 2 years of study. 

We aim for Child Development students to finish Paignton Academy with a skill set that will enable them to access level 3 courses or apprenticeships and with an excellent foundation of knowledge of how children develop and how to care for and keep children safe.

Computer Science

To create independent learners who are able to plan and solve computational problems using a developed ability to problem solve and a broad range of computing skills.

By the end of KS3 pupils will have been taught programming in every year group with the skills delivered made progressively more challenging over Key Stage 3, to embed key programming concepts and build on prior knowledge, to cover skills needed for further study and employment in this sector. This includes key sequence, selection and iteration concepts that are the fundamentals of logical thinking and problem-solving.

All years will encompass Computing and more creative IT cycles to engage with all types of learners and to develop skills for the vastly different types of employment within IT and Computing.

E-safety is covered in every year to develop an understanding of the responsibilities of using online methods of communication and methods to stay safe online.

At KS4 students can choose between Computer Science and IT – offering a broad educational experience and allowing students the opportunity to specialise in different areas of the digital world. With Computer Science, pupils will expand upon the sequence, selection and iteration programming skills harnessed at KS3, gaining further experience of different programming concepts, whilst also expanding on the numeracy elements delivered at KS4 including number systems and computational logic. Within the more creative IT qualification, pupils will gain key employability skills, creating interactive products like images, audio, video and websites to meet a design brief.

Programming concepts of sequence, selection and iteration are progressively delivered through a text-based language to all years, with the complexity increasing as pupil understanding and confidence increases. This has been identified within the Recovery Curriculum document. Pupils will gain an experience of a wealth of different applications and software including Python and different GSuite applications. These are all web-based applications, allowing pupils to access work in their own time and allowing equal opportunities for all.

Pupils leave the Academy with a developed ability to problem-solve and answer computational algorithms using analytical skills and being able to work independently, with these skills being transferrable and desirable for future study and employment in the digital world.


The aim of the Construction course is to create learners who can construct in the environment around them, developing planning skills and an acute awareness of the hazards involved in industry and, in doing so, arm them with the skills to go out into the world beyond school.

There is no specific requirement for prior learning with this specification. The qualification has been designed to build on the skills, knowledge and understanding acquired at Key Stage 3, particularly skills related to literacy, numeracy, problem-solving and enterprise.

At KS4 students can choose between bricklaying, carpentry and painting and decorating – offering a broad vocational experience and allowing students the opportunity to specialise in different areas of the construction industry. Students will be given small practical tasks which in turn can be used to carry out larger tasks. Emphasis on the quality of the finish and keeping your work site clean and tidy will underlie all teaching.

It is important that learners recognise the knowledge and understanding they develop are vocationally relevant. Providing work experience with a workplace and arranging visits to workplaces in different locations where learners can observe practices and identify possible hazards, arranging talks by visiting speakers (such as health and safety officers or health and safety inspectors) will help to enhance the learners’ understanding of the vocational importance in Constructing the Built Environment.

Learners should be equipped to interpret technical information to plan and carry out construction tasks, taking account of health and safety issues and using appropriate skills and techniques to carry out these tasks. Students should aspire to gain a qualification that will give them an entry level requirement for an apprenticeship.


In Drama we aim to explore a wide range of drama techniques, both original work and the work of other theatre makers through scripted and devised performances, and to create independent learners who are able to explore their own creative skills and understand how to analyse, evaluate and review both their work and the work of others.

By the end of KS3 pupils will have learnt and applied theatrical skills, understand and apply a range of different drama devices. The students will work with a variety of stimuli and genres and analyse their own scripted and devised work and the work of others through live theatre performance. They will demonstrate the application of the key skills through written analysis and evaluation of their own work and professional, commissioned plays.  

By the end of KS4 pupils will be able to create and develop ideas to communicate meaning for theatrical performance. They will apply theatrical skills to realise artistic intentions in live performance. They will demonstrate knowledge and understanding of how drama and theatre is developed and performed. They will analyse and evaluate their own work and the work of others. Pupils are encouraged to reflect on their work  and the work of others to refine, develop and improve their outcomes. Learning is enriched with theatre trips, workshops and performance opportunities both with the Academy and with outside providers.  

All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and work with scripts for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.  Pupils should be improvising, rehearsing and performing play scripts in order to generate language and discuss meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.

Pupils leave the Academy with a broad knowledge base in Drama. They will have developed the ability to problem-solve, understand how to progress, to be creative thinkers and to work independently. We aim to equip them with life skills of leadership, collaboration, public speaking, and working within time constraints. Developing reflective practice of self-improvement, confidence and establishing positive relationships with others to enable them to move forward into the next stage of their education and future employment in a wide range of subjects and careers. 


In Engineering we aim to equip students with the knowledge, skills and understanding of the practical application of mathematics, science and technology. 

By the end of KS3, year 8 and year 9 students will have developed practical skills using handheld, portable and fixed equipment. The students will have practically engineered and evaluated a range of products using man-made materials, natural woods and metals. They will have learned to appreciate that material choice is determined by the properties required from an engineered product.  They will have learned how to follow and interpret engineering information given to them in the form of engineering drawings. They will have learned how to critically evaluate the progress they have made, identifying ways to improve. 

By the end of KS4 the students will have further developed practical and graphical communication skills. They will have been given the opportunity to re-engineer an engineered product, presenting final ideas in the form of 3D models and orthographic drawings, solve engineering problems through the application and appreciation of mathematic technique and developments in technology. They will have been given the opportunity to fully plan, make and evaluate a working engineered product. 

As identified in the DfE recovery document, July 2021, students who have been away from the workshop for extended periods of time will be given opportunity to practically experience and develop skills associated with the four main manufacturing methods, i.e. subtraction, addition, forming and assembly. To be successful at the end of Key stage 4, students need to be able to demonstrate an ability to plan a sequence of practical tasks, perform the practical tasks and fully evaluate their manufacturing plan and engineered product.

The subject of Engineering at Paignton Academy has evolved from its well-established roots in traditional metal-working, woodworking, craft design and technology, resistant materials, graphic products and computer aided design and manufacture.  The renaming of the subject as “engineering” has always been intended to clearly identify an exciting and varied career choice; a career that offers our young engineers’ opportunities to solve the practical problems that contribute to the economic and overall wellbeing of our society on both a small and large scale. On completion of the course students may progress along a vocational route into the trades, technical support, or through an academic route into the engineering sectors.


All pupils study both English Literature and English Language to develop essential critical reading, writing and communication skills. Their lessons will provide exposure to texts which are not only relevant to our world today, but explore the way our world has evolved through carefully chosen, rich literature texts, from 19th Century to modern authors.

Our KS3 curriculum follows the ARK Mastery programme and develops 3 main skills: reading for pleasure, Mastery writing and Literary Heritage. The way these skills are spiralled and developed over the 3 years means that pupils are able to grasp and advance them before applying them to the GCSE. By the end of KS3, pupils will have experienced and studied several Shakespeare texts and understood the context surrounding his writing. Pupils will have read a variety of fiction texts as a class and independently. The focus here is to develop a solid grasp of vocabulary and explore genres of texts to encourage lifelong readers. In KS3 English, our vision is to develop pupils’ ability to articulate their thoughts and opinions with clarity through reading and discussing a rich array of literature: fiction, non-fiction and poetry. We encourage learners to engage with and explore a range of texts so that they have a secure understanding of historical, cultural and current affairs.

By KS4, pupils study Literature and Language with equal importance placed on both. We use Literature to open doors in thinking and to connect students to the issues, ideas and feelings which shape our lives. We want to support students to be able to develop empathy and emotional intelligence where they can form and express logical arguments, both verbally and in written form. The importance of craft and planning is taught at KS4 to show pupils the value of precise vocabulary choices and structured responses. As part of the GCSE, pupils have to complete an independent presentation which is a vital component in developing them as articulate and confident speakers which will lend itself to any job role they may hold in the future. The rigour of the GCSE exams in both English Literature and Language provides us with a platform to encourage time-management and effective use of time to maximise their time to fully write their answers. We build timed practice into lessons throughout KS4 to consolidate this skill.

We truly believe that the skills we teach throughout secondary school will provide a solid platform for the rest of the pupils’ lives. They will be articulate, both verbally and in writing, to be able to express their thoughts and feelings in a logical and clear way. Their study of a wide variety of texts across KS3 and KS4 will have improved their empathy, emotional intelligence and understanding of the wider world, which they are not always able to experience in day to day life. We want our pupils to be passionate, lifelong readers.


The curriculum for Ethics at Paignton Academy is designed to build on content each year giving students a substantive knowledge of key religions and ethical concepts alongside stimulating and encouraging student’s personal knowledge by developing reflective and critical thinking skills.

KS3 Ethics aims to introduce students to some aspects of Abrahamic and Dharmic religions alongside developing an understanding of Human Rights and some Ethical Issues. This will be assessed throughout the year through 5 a day questions (Low stake testing) , questioning and formal assessments at the end of each cycle. As the curriculum develops year by year prior topics are built upon increasing substantive knowledge and reflective knowledge. By the end of this Key stage students in addition to having a broad understanding will develop skills or persuasive writing, empathy, analysis and recall.

At KS4 students begin to complete AQA’s Religious Studies GCSE, each year focusing on four modules of study. These are typically two thematic and two religious. Prior knowledge is built upon throughout them developing both prior ethical and religious knowledge. There are around 8 assessment points for formal assessment in the year and in addition a PPE exam. Student progress is also aided and checked through consolidation lessons every other week, where students reflect on prior learning and then apply their study to a GCSE practice question. This aims to develop long term memory. In addition students will gain critical thinking skills, empathy, persuasive writing and an ability to show they have learned from and about the various concepts.

By the end of students time in Ethics at PCSA we would hope they have gained a breadth of knowledge and some philosophical understanding of key religions and the world around them.


The aim of the Food Preparation & Nutrition course is to instil a passion for the knowledge of ingredients and their preparation as part of a healthy lifestyle.

At Key Stage 3, students explore the main food commodity groups, provenance and primary processing.  They are introduced to the Eatwell guide and 8 tips for healthy eating as a starting point for balanced meal planning. Understanding of nutrition is embedded through the study of the main macro and micro nutrients.

Practical opportunities reinforce food hygiene and develop many cooking techniques.  Students are gradually introduced to a wide range of kitchen equipment including electrical appliances. They create dishes suitable for different meal times that are predominantly savoury. The functional and scientific characteristics of key ingredients are explored through cooking methods.  Students know how to assess their results using sensory analysis.

At Key Stage 4, the study of food equips learners with the skills to cook a wide range of dishes for different occasions and to facilitate individual needs, while underpinning the principles of food science, nutrition and healthy eating.  Students build on prior learning to establish the ability to make informed choices.

Students explore traditional British and international cuisines. They apply their knowledge to create menus that satisfy different dietary requirements and situations. They will understand the consequences of a poor diet on health and recognise the need to make the right decisions to protect the environment and to support wider ethical and social factors.

Knowledge of commodity groups builds on prior learning of provenance, primary and secondary processing, including the health risks linked to processed foods.

Students leave the Academy with the ability to feed themselves and others independently. They will understand that the decisions they make when selecting food often have wider implications.  Some will build on their experiences to take up employment in the Food or Hospitality and Catering industries.


In Geography we aim to provide students with a knowledge of the world, including globally significant physical and human features and places.

By the end of KS3 students will have developed an understanding of a wide range of places, environments and features at a variety of appropriate spatial scales extending from local to global. They will have developed knowledge of where places are, what characterises them and a more holistic understanding of the ways in which places are interdependent and interconnected. Students will have developed a knowledge of how human and physical environments are interrelated and a core geographical vocabulary enabling them to communicate their knowledge in familiar and unfamiliar contexts. Students will develop spatial awareness and will be able to use a range of maps effectively to investigate places. They will be able to carry out small-scale geographical enquiries, ask their own relevant questions, makes sense of geographical data, think critically and justify their own views in reaching conclusions.

By end of KS4 students will develop their knowledge of the dynamic nature of physical processes and systems and human interaction with them in a variety of places and at a range of scales. They will develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere.  They will develop knowledge of human processes, systems and outcomes and how this changes both spatially and temporally. These are studied in a variety of places and at a range of scales and include places in various stages of development, such as high income countries (HICs), low income countries (LICs) and newly emerging economies (NEEs). Students will develop knowledge of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management and the areas of current and future challenge and opportunity for these environments.  Students will deepen their knowledge and demonstrate their breadth of knowledge and think like a geographer by drawing together knowledge, understanding and skills across the full course of study. They will demonstrate an evaluative appreciation of the interrelationships between different aspects of geographical study and be able to form their own conclusions. They will be able to carry out geographical enquiries in both a human and physical context and think critically whilst justifying their own views in reaching conclusions.

We aim for Geography students at Paignton Academy to finish as well-rounded, conscientious learners with a solid understanding of the complex world around them, so that they become the future guardians of our planet.

Health and Social Care

In Health and Social Care at Paignton Academy we aim to provide students the foundation of knowledge needed to work in a variety of health, social or early years settings embedding real setting practical skills in our curriculum. 

By the end of Key Stage 4 we aim to have developed knowledge of rights, values of care and early years values of care that underpin the working with vulnerable service users in a variety of settings. Students will develop an understanding of the legislation that also governs the working with service users and will be aware of the consequences of poor practice and care. Students will learn about the safety procedures and security measures that are implemented in settings to keep service users safe. The curriculum is designed to allow deep knowledge of communication skills to be taught but also to allow students to develop their communication skills practically. Health and Social Care will help students to develop knowledge of body disorders and the treatments available as well as developing practical skills of taking body measures and comparing data to the norms. Students should be able to advise service users on healthy lifestyles and diet. The end of Key Stage 4 sees the students develop a deeper knowledge of keeping children safe in Early Years settings and the practical skills of carrying out risk assessments effectively to reduce the risk of injury and illness. 

Students will deepen their knowledge and demonstrate their practical skills and think like a practitioner who works with service users, drawing together knowledge, understanding and skills learnt across the 2 years of study.

We aim for Health and Social Care students to finish Paignton Academy with a skill set that will enable them to access level 3 courses or apprenticeships and with an excellent foundation of knowledge of how to care for and treat people in any Health, Social or Early Years setting.


The aim of History at Paignton Academy is to give students a substantive and broad knowledge of world wide events, whilst also getting them to consider the historical concepts and develop an ability to understand how evidence for a claim can be constituted.

By the end of Key Stage 3 students will have developed an understanding of chronological history nationally and worldwide. They will have considered themes throughout history such as the fight for women’s rights and dictators throughout time. Students undertake a variety of breadth, depth and thematic studies to gain a broad understanding of history from a British, European and world perspective. They will be able to carry out investigations into the past, make use of sources and reach conclusions based on evidence.

By the end of Key Stage 4 students will have covered depth, breadth, thematic and worldwide modules. They will have looked across a vast period of years to understand change through time and will centralise a case study on a shorter amount of time. Students will understand what is useful to them as a historian and be able to analyse how interpretations differ.

Across their study, essentially, they will be developing knowledge and making connections along the way as to how history pieces together and how their place in the world came to be. They will ask questions, use evidence and make a judgement.

We aim for any historians who enter our classroom to have knowledge of the past but also a clear discipline on how the past is investigated and how historians construct their arguments. They will leave with a well-rounded understanding of the world and the impacts of people and events of the past.


In Mathematics, we strive to provide a rich and engaging classroom environment where students learn together, guided, and inspired by an expert teacher. The teacher’s role in planning, explaining, and questioning is crucial in ensuring that all students have the opportunity to thrive. Furthermore, each teacher has a crucial role in watching and listening to students, collectively and as individuals, and offering support and challenge with the intention of drawing out students’ ideas and enabling them to develop a deep and connected understanding of mathematics.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programme of study for Key Stage 3 is organised into apparently distinct domains, allowing pupils to build on Key Stage 2 skills and content whilst creating connections across mathematical ideas to develop fluency, mathematical reasoning, and competence in solving increasingly sophisticated problems. By the end of Key Stage 3, students should have developed these skills whilst deepening their subject knowledge in the following areas: 

  • number, 
  • algebra, 
  • ratio, proportion and rates of change, 
  • geometry and measures, 
  • probability and statistics. 

They should also be able to apply their mathematical knowledge in science, geography, computing and other subjects.

By the end of Key Stage 4, students will have studied the mathematical content set out in the Key Stage 3 and Key Stage 4 National Curriculum: Programmes of Study, which is then assessed in full in the GCSE Mathematics qualification. Students will have deepened their subject knowledge in the 5 distinct areas whilst mastering the skills of fluency, reasoning and problem-solving, preparing them to achieve at GCSE and beyond.

Mathematics is a creative and highly interconnected discipline that has been developed in many different cultures over centuries, providing the solution to some of history’s most intriguing problems. It is a universal language which is essential to everyday life, critical to science, technology, and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.


In Modern Foreign Languages, we aim to imbue pupils with a love of language learning which lays the foundation for continued successful language learning, foster a curiosity about other cultures and deepen pupils’ understanding of the world.

By the end of KS3 students will have developed key skills to help them access and understand a foreign language, which they will have used to study various aspects of the language including grammar and vocabulary related to a variety of topics. Pupils will develop the key skills of speaking, listening, reading and writing. These will enable them to express their ideas and thoughts in another language, understand and respond in that language, both verbally and in writing. Pupils will be able to communicate for practical purposes, learn new ways of thinking and will be equipped to learn further languages should they wish to study or work in other countries.

By the end of KS4, students will have developed their knowledge and understanding of vocabulary relating to the themes of identity & culture, local, national, international and global areas of interest and current and future study and employment.

There will be a focus on the four key skill areas of listening, speaking, reading and writing to prepare pupils for all aspects of language learning and assessment. Communication, translation and grammar skills will be taught within these. Key vocabulary and grammatical concepts will be revisited at appropriate times to develop and embed vital knowledge, skills and understanding. Pupils will become familiar with the GCSE assessment criteria for all 4 key skill areas and this will help to prepare them thoroughly for the GCSE.

We will employ a variety of teaching and learning techniques to engage and motivate all learners, highlighting to pupils the relevance of the broad spectrum of topics to their everyday lives. For instance, by the end of year 11 we will have studied careers, future plans and study, compared and contrasted French and English celebrations and encouraged critical thinking about the importance of protecting the environment.

Pupils will be able to understand and respond to spoken and written language from a variety of authentic sources, find ways of communicating what they want to say and speak with increasing confidence. Pupils will be able to write at varying length using a variety of grammatical skills and will develop an appreciation of a range of writing in the language studied. Pupils will be able to identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied, give and justify opinions and take part in discussion about wider issues using accurate grammar, spelling and punctuation.

Through appropriate academic challenge and support, pupils will gain an understanding of other cultures and be able to communicate effectively in a foreign language about a variety of authentic topics. Strong communication skills in a foreign language will support pupils’ literacy and English communication skills, which are important for future study and employment both at home and abroad.


In Music we aim to provide students with a knowledge and understanding of the Performance, Composition, Listening and Appraising skills needed to create and appreciate music.

By the end of KS3, students will have developed an understanding of a wide range of skills, techniques and features through a variety of topics. Students will study a range of musical styles and genres in traditional and contemporary disciplines. They will be able to perform existing pieces of music, as well as creating their own compositions. Throughout this work, students will also develop an awareness and appreciation of how composers work, and what makes a piece of music successful.

By the end of KS4 students will develop their knowledge further in terms of performance, composing and appraising. The KS4 curriculum requires students to investigate and research careers in the music industry, from being a Performer to being a Live Sound Engineer. KS4 provides the opportunity for students to delve deeper into the skills and knowledge needed to perform and compose music. They also have the opportunity to work on a project managing their own Music Project. At this level, students are encouraged to develop transferable skills such as; time-management, collaborative working, presentation skills and planning a project.

We aim for Music students at Paignton Academy to finish with the ability to problem-solve, understand how to progress, to be creative thinkers and to work independently. We aim to equip them with life skills of leadership, collaboration, confidence, and working within time constraints .

Physical Education

In Physical Education we aim to provide students with a knowledge of both practical skills and essential theoretical content.

By the end of KS3 students will have developed their ability to demonstrate core skills, advanced skills and tactical play within the different sports we focus on. Students will demonstrate knowledge and understanding of skills and tactics for sports such as Rugby, Netball, Basketball, Football, Rounders, Volleyball, Outdoor Education, Cricket and Dance, and will be able to identify key terminology for these sports as well. 

Within the Year 7 programme of study, learners will also develop knowledge of the skeletal and muscular systems, as well as heart rate calculations and the components of an effective warm up and cool down. Year 8 learners will also develop knowledge and understanding of components of fitness, as well as fitness testing and training. We encourage our students to develop creativity in their showcasing of skills and develop our pupils as leaders by challenging them to take on the role of a captain or coach within varying practical contexts. This is integrated from Year 7 to Year 9 across the range of activities delivered.

By the end of KS4, Core PE students will develop their knowledge of the essential roles and responsibilities of officials and staff that are associated to the sports that they are learning about. Students will be challenged to undertake these roles and responsibilities within lessons and will be assessed on their effectiveness. Within certain sports they will be exposed to a range of positions and tactical play.

Within our KS4 Vocational Sport syllabus, pupils will be challenged to demonstrate their practical abilities within a team (Volleyball) and an individual sport (Badminton). They will be challenged to critically review their own performances within these sports. Students will focus on developing their physical competency within these sports while also developing their knowledge of how to perform specific skills with accuracy and fluency. The role of the officials within both sports will be covered in greater detail with specific focus on rules and regulations.

In addition to this, students will progress their understanding of how to perform specific training methods and will evaluate the different types of training that are associated with improving certain components of fitness. Pupils will be tasked with designing and creating their own training plans with a specific component of fitness and will analyse their own fitness over a six-week training programme by monitoring improvements against their planned goals and objectives.

Students will enhance their knowledge and understanding of their roles and responsibilities of an effective sports leader, and will evaluate the skills, qualities and responsibilities that are synonymous with a competent leader. Pupils will be challenged with the task of planning and delivering their own coaching session, so will develop their understanding of the key components of an effective leadership session and how these components should be delivered to ensure the safety of participants.

We challenge our students to develop their physical competencies as well as developing their ability to problem-solve and analyse their own performances. Our aim is for our Physical Education students to leave Paignton Academy with a lifelong love for sport, as well as a deep understanding of how to live healthy, active lifestyles.


In Science, we aim to provide students with the skills to become scientists in and out of a school context and to understand the foundation of the world through the three disciplines: biology, chemistry and physics.

By the end of KS3, students will have developed a deeper understanding of a range of scientific ideas in the subject disciplines – biology, chemistry and physics. Students will begin to see connections between the disciplines and begin to form an extensive knowledge of the foundation that underpins each of them. Examples of these ideas include, but are not limited to, ideas of living organisms, the particle model of matter, the periodic table which is the basis of all chemical reactions and the resources and means of energy transfers as key determinants of all interactions. Pupils will understand that science is about working objectively, investigating ideas and modifying questions based on results. They should gain the skills to work scientifically, to choose appropriate results and measurements to answer their questions and to develop a deeper understanding of factors to be considered. This leads them to evaluating their results and identifying further questions arising from them. Students will also gain a broad knowledge of key literacy and key vocabulary, how science relates to the wider world through careers, after school clubs and outside shows. Each year skills will be built upon naturally as Science offers a spiral curriculum where skills and knowledge are revisited e.g. year 7 are taught different types of cells, this is built upon in year 8 by looking at specialised cells and how they work in the body.

By the end of KS4, students will have built on skills and knowledge to understand connections between the disciplines. Students will have gained the foundation to understand the natural world which, for some, will provide an opening to study the disciplines at more advanced levels. Students will understand how science is changing our lives and how it is vital to the world’s future. All students will be taught the essential aspects of  knowledge, methods, processes and uses of science. They will gain an understanding of how diverse and complex the phenomena of science are in the natural world. They will be able to contextualise these phenomena in theory and practice through scientific enquiry which will be built upon from KS3. Literacy skills and key vocabulary will be built on from KS3 and embedded throughout the curriculum via starters and assessments. Skills and knowledge learned in KS3 will be the gateway for cementing skills needed at KS4, e.g. the periodic table will be covered in year 8  but built upon in year 9 and 11 in terms of a deeper understanding of how elements behave.

We aim for students to finish with a sense of enjoyment and relevance from Science, which encourages them to become independent learners through consistent approaches to resources, assessment and expectations.

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