Curriculum and Assessment

The Lakes School’s Inclusive Curriculum

Our curriculum inspires, challenges and empowers students


We inspire young people to be ambitious, creative and to develop a lifelong love of learning.

We provide a curriculum that is engaging, relevant and rich with a diverse range of experiences.


We challenge young people to achieve the high standards we set for them and encourage them to be proud of their achievements.

We provide a curriculum that sets high standards, responds to the needs of our students and instills self belief.


We empower young people to become knowledgeable, skilled, independent and socially aware.

We provide a curriculum that ensures our students learn the knowledge, skills and qualities they need to make a positive contribution to their community.

Through our curriculum, you will see children…





Being Inventive

Being Creative

Being Engaged

Being Motivated

Asking Questions

Trying New Things

Showing Commitment

Making the most of Opportunities


Being Proud

Working Hard


Being Tolerant

Being Respectful

Showing Integrity

Showing Resilience

Overcoming Barriers

Taking Pride in their Work

Struggling and Succeeding

Showing a Good Work Ethic

Revisiting Work and Improving

Going out of their Comfort Zone




Being Kind

Applying Skills


Being Successful

Taking Ownership

Being Independent

Showing Confidence

Taking Responsibility

Applying Knowledge

Voicing their Opinions

Expressing Themselves

Showing Understanding

Contributing to the Community

Understanding Links to the World

Curriculum Vision

Curriculum Statement

Our multicultural curriculum
SubjectSubject ThemeMulticultural Theme
Key Stage 3
Art Y7Animal Explorations
Asia, Africa, Oceania, South America
India: Taj Mahal
Egypt: Pyramids
Moorish/Islamic Architecture
Art Y8CubismAfrican Sculpture
Art from other cultures
Art Y9Distorted Portraits
Non-western Art
Masks from Africa, Oceania, South America
African Art
Cultural Appropriation
Tourist keepsakes and immersion in a culture

Computing Computer Rocket Science: Hidden FiguresDiversity
Drama Y8Terrible Old ManRacism
Fear of 'other'
Drama Y9Blue Remembered HillsTolerance
English Y7Non Fiction Unit: Cultural VoicesExploring other cultures
English Y8Fiction Unit: Alienated Characters Non Fiction Unit - Prejudice & PerspectiveCulture
English Y9Fiction Unit - Isolation & Loners in American Fiction Literature Unit - Poetry from Other CulturesCulture
Geography Y7Migration
Geography Y8BrazilDiversity
Geography Y9Development
History Y7The Crusades
Elizabethan Explorers
Imperialism, Colonialism
History Y8East India Company
Great Exhibition
Trans-Atlantic Slave Trade
James Cook
Scramble for Africa
Britain and her Empire
Local: Whitehaven Slave Trade
Imperialism, Colonialism
Imperialism, Colonialism
Imperialism, Colonialism
History Y9Minorities in Soviet Russia
Minorities in Nazi Germany
The Holocaust
Visit from Arek Hersh
Button Project
Racism, Anti-Semitism
Racism, Anti-Semitism
Racism, Anti-Semitism
PE & Outdoor EducationHistory of SportDiversity
Religious StudiesHinduism
Science Y7ParticlesDemocritus
Science Y8LightIbn-al-Haytham
Key Stage 4
ArtThematic EnquiryCultural themes
Non-western art
BusinessEthicsEthical Practice
Religion v State
GeographyExtreme Storms
Red Scare
Civil Rights Movement
Black Power Movement
Anti-slavery Movement
Minority Rights Movement
Religious StudiesBritish Values
Hate Crime
Sixth Form
Modern Art
Post Modern Art
Western Art History
Cultural Appropriation
Business StudiesBusiness Recruitment and Selection: Equality Act 2010 and Employment Act 2008Discrimination
Protected Characteristics
ComputingComputer Rocket Science: Hidden FiguresDiversity
DramaWoyzeckMental Health
English OthelloCompassion
Extended Project QualificationEthics and CultureUnderstanding views and behaviours of people from different cultures
Film StudiesModern American Films Hollywood 1930-1960 Foreign Language FilmsContemporary Culture
Migration & Identity
Diversity, Racism
Diversity, Colonialism, Racism
HistoryRise of Islam
Abbasids, Seljuks and Fatimids
Western settlement in Near East
Muslim leadership
Diversity, Inclusion, Colonialism
Outdoor EducationLegislationEquality Act 2010
TechnologyProduct DesignEthical Trade


Welcome to our assessment page where you can find out how we assess your child and track the progress they are making. You will be pleased to hear that, just as with all successful schools, we have high aspirations for your child and this is reflected in the targets we set. We pride ourselves on the care we demonstrate and the support we provide to all of our students and we know that these are important parts of the recipe in helping your child succeed. Do please get in touch if you require any further information about our assessment arrangements.
What grades will my child be awarded for their GCSE courses?
For many years, GCSE grades were indicated by a letter from A* to G but from 2017, students receive grades based on a 1 to 9 scale with 9 being the highest and 1 being the lowest.

For BTEC courses, such as Business Studies and Sport, will keep the same system they have had for a number of years whereby students will be awarded a Level 2 Pass, Merit or Distinction. Students who do not quite meet the standards expected of a Level 2 Pass may be awarded a Level 1 Pass.

How do the new GCSE grades relate to the old system?
The diagram below illustrates how the old GCSE grade system relates to the new system.

How does the school set targets for my child?
Just like many schools, we have set targets for our students based on their performance at the end of Key Stage 2 which is measured by your child’s performance in the SATs during May of Year 6. Nationally, this data is compared with GCSE grades which is then used to indicate the most likely grade to be achieved by Year 7 students when they take their GCSE examinations five years later. The data draws on the achievement of hundreds of thousands of students over a number of years. This means that schools can accurately set targets for students across all subjects and not just for English and Maths.

We have used national data to find out the average grade achieved by students of similar ability in each subject and we have then increased it by 1. This means that our targets have built-in challenge and encourage our students to be aspirational about the targets they think they can achieve. You will be pleased to know that, if a child has a particular talent in a subject area, then we will increase the target for that child to ensure that they receive a suitable level of challenge and set even higher aspirations for themselves.

Once we have used the national data to establish a suitably challenging GCSE target for every child, we then ‘map’ this back to provide end of year targets. Each child then has an imaginary ‘flight path’ which sets out what their progress journey might look like through each year group and from Year 7 all the way to their GCSEs in Year 11. Further information about flight paths can be found in the next section.

What is a flight path?
A flight path sets out the journey a child might take on their 5 year journey towards their GCSE target grade. When we find out your child’s Key Stage 2 English and Maths scores, we use this information to set their GCSE target grade and we build in an element of challenge to encourage all of our students to make EXCELLENT progress.

In the graph below, you can see that the green line represents the expectations we have at The Lakes School of a child who achieved an average Key Stage 2 standardised score of 100 across their English and Maths SATs. We want all children to aspire to achieve the best they can achieve and this is represented in the targets we set. You can see how the target compares to other targets that might expect less from your child over the five years of their journey from Year 7 to Year 11.

It is important to note that the numbers used on the flight path do not mean that a child would achieve a GCSE grade of a 3 if they were to take a GCSE exam in say English at the end of Year 8 as indicated by the green line. This information is used by teachers to indicate that a child is currently well placed and on track to continue making excellent progress so that they will achieve the grade 5 at the end of Year 11.

Where can I see an example of a flight path?
Below, you can find a chart which shows some example flight paths for children who have achieved different average Key Stage 2 scores from their SATs. A score of around 100 is the national average and therefore a score of 105 is above the national average and a score of 90 is below the national average.

The three children are aiming for different but equally challenging targets which represent the excellent progress we expect from our students. These flight paths could apply to a range of subjects and illustrate the five year journey that a child will follow to help them achieve their final target grade at GCSE in Year 11.

How does the school report the progress made by my child?
There are five assessment points during each academic year. Assessment points provide an opportunity for teachers to take a snapshot of your child’s progress and to indicate how much progress they are making towards their end of year targets. Assessment points also provide an opportunity for teachers to make a report comment and to assess your child’s attitude to learning.

Assessment points are scheduled for October, December, February, April and July each year. Following each assessment point, parents will receive a report which captures the progress being made by your child. Teachers in all subjects regularly assess your child’s achievement against assessment criteria, They do this by marking key assessment tasks which provide a Current Working at Grade which appears on your child’s report alongside their end of term target. This means that you can always see the level at which your child is performing compared to their targets in each subject.

Our reports are a great way of keeping parents informed and often lead to a really useful dialogue between teachers, students and parents.