Our Curriculum 2026–2027
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Contents 01 02 06 07 11 13 16 18 20 23 25 27 29 32 33 36 37 40
Introduction Art Economics English French Geography German History Latin Mathematics Music Philosophy, Religion & Society Physical Education/Games Politics Science Sociology Technology Year 7 Digital Literacy
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Personal Development Time
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Our Curriculum | 2026-2027
Introduction This publication provides a comprehensive guide to the current curriculum at Queen Elizabeth’s School. Each subject syllabus is carefully chosen in order to provide boys with an academic programme that is at once intellectually rigorous and exciting. The curriculum includes traditional approaches and ‘hard’ subjects, while at the same time fully embracing innovation where that is appropriate and worthwhile. In short, we offer a broad and balanced curriculum. Through it and through our extensive Academic Enrichment programme, we seek to nurture a spirit of free-thinking scholarship in all the boys during their time at the School. Our aim is that by the time they leave, not only will they have acquired a thorough mastery of the curriculum material for their subjects, but will also have developed habits of intellectual curiosity, with each boy having taken advantage of the many opportunities we offer beyond the classroom to pursue his own academic interests.
Neil Enright, Headmaster Queen Elizabeth’s School
For a guide to the ethos and thinking behind the teaching in each academic department, see the faculty sections of our website’s Academic Programme menu. This menu also includes an introduction to our Academic Enrichment programme.
Queen Elizabeth’s School, Barnet
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Art Art at QE focuses on ‘fine art’, which means expressing ourselves and our responses to the world around us for personal fulfilment rather than practical function. However, the aim is that the skills developed can be applied to a wide range of other aspects of art and design, and that these may be taken up in higher education for practical degree courses such as Architecture, Graphic Design, Film, Product Design or Fashion and Textiles. Essentially, we encourage an open-ended process of experimentation with materials and ideas, yet one that is rooted in fundamental principles about space, form and structure. Developing an appreciation of the practices of artists and of movements in art past and present goes hand in hand with practical work. We aim to deliver projects that give all boys the opportunity to experience Art in a fulfilling and meaningful way, irrespective of natural ability. Lessons are designed to provide a supportive structure, while allowing opportunity for individual interpretation and personal direction. Lower School projects develop concepts that are revisited and developed to a higher level at GCSE and further at A-level. Cross-curricular links are explored at every opportunity, so that knowledge and understanding gained in relation to Art can be applied to a range of other contexts.
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Our Curriculum | 2026-2027
Lower School Art: Years 7–9 (Key Stage 3)
The Lower School curriculum here at Queen Elizabeth’s is designed to develop the following skills
Specifically, the Art curriculum will develop these practical skills
• • • • •
• • • • • • • • • • • •
• • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem-solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Sensitivity and control using tools and materials Experimentation with materials and techniques Exploration ideas and recording experiences Development of ideas Refining techniques and media Digital media Proficiency in the handling of different materials Observational drawing – understanding form Photography Photoshop Basic visual elements – line, shape, tone and colour Developing sensitivity in the way forms are recorded and observed. • Experience of both 2D and 3D application
Knowledge and Understanding • Analysis and evaluation • Assessing the visual impact or applications of their work • Recognition and understanding of how art has meaning and context and is not just ‘art for art’s sake’. • Encouraging the development of one’s imagination and understanding how the function of accessing an imagination enriches the world we inhabit • Critical and contextual understanding – critical thinking • Cultural context • Contemporary art issues including identity
The opportunity to support, encourage and promote creativity is why I became a teacher; I consider myself very fortunate to work in a school that values creativity so highly. Helping to equip the boys with the skills and understanding to record and interpret the visual world around them is both exciting and rewarding. Mr Craig Wheatley, Head of Art
Queen Elizabeth’s School, Barnet
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Lower School Art: Years 7–9 (Key Stage 3)
Year 7
Year 8
Year 9
Abstract Worlds
Dystopian Environment
Human Identity
Foundation, Introduction to Art
Looking at the world around us and the environmental impact we are having. Pupils will be encouraged to make direct primary observational studies, as well as developing their ability to record from secondary sources. Michael Landy, Edward Burtynsky, Anselm Kiefer and John Virtue.
Who are we? What shapes our identity? What is culture and civilisation? How has human identity been visually represented and shaped in history? Nan Golding, Thomas Ruff, Julian Opie, Barbara Kruger, GrecoRomanesque sculpture, museum artifacts, selfies.
Observational drawing of weeds, plastic bags, broken objects, and landscapes.
Graffiti/Doodle – free association
Basic exercises – exploring materials, techniques, including an introduction to colour theory. Line, shape, and pattern Developing patterns that explore determinacy and indeterminacy – focusing upon tribal rugs, maps, depth of space. Exploring the history of Modernism by looking and responding to Suprematism, Cubism and Abstract Expressionism. Focusing on the work of Kazimir Malevich, Paul Cézanne, Pablo Picasso, Jackson Pollock, Mark Rothko, Franz Kline and Robert Motherwell. Creating collagraph plates to print abstract compositions. An introduction to ceramics, with every pupil creating an abstract tile that is both bisque-fired and glazed.
Expanding understanding of the creative industries – visit to Warner Bros Studio. Lesson and tour at the Warner Brothers Studio, focussing on the range of creative industries involved in the making of the Harry Potter films. Highlighted pathways – Special and Visual Effects, Costume and Fashion, Graphic Design, Architecture, Illustration, Set Design, Model-Making, StoryBoarding/Animation, Prop Design, Concept Art, Cinematography.
Exploring pattern and colour through the work of Hilma af Klint, Rana Begum and Bridget Riley.
Responding to the visit, pupils experiment with white card/paper set models, storyboarding and costume design.
Exam – Graphic Scores and Abstract Compositions, linking to Music.
Exam – Dystopian Environments Concept Art/Storyboard/Set Design.
Urban art, tribal art. David Shillinglaw, A.J. Purdy. Photography - The Selfie. Traced Drawing, Squaring Drawing. Constructed Head – Geometric Drawing – Asymmetry – Machine Head/Man – Machine. Naum Gabo, Constructivism, Futurism, Science Fiction, Metropolis. Mixed Media Head – multilayered, collages reflecting the complex nature of our identities. Pop Art – Richard Hamilton Just what is it that makes today’s homes so different, so appealing? – Update and personalised Photomontage – political satire, Surrealism, Dada, Raul Haussmann, Hannah Hoch. Typography – printed words – lino cut – Dada. iPad work – Procreate – Julian Opie Iconic fashion – Converse design. Exam – Expressive Heads – linking to English text Frankenstein.
GCSE: Years 10–11 (Key Stage 4) Please follow the link: AQA Art & Design GCSE (Fine Art option)
A-level: Years 12–13 (Key Stage 5) Please follow the link: AQA Art & Design AS & A-level (Fine Art option)
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Our Curriculum | 2026-2027
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Economics Economics lies at the heart of modern society, intersecting the very different worlds of government and business. Always current and relevant, it is constantly changing – a living subject – which makes it both interesting and challenging. The Economics Department offers GCSE Economics in Years 10 and 11 and A-Level Economics in the Sixth Form. Whether at GCSE or at A-level, we aim to stretch more able pupils to explore the subject beyond the syllabus specification, while also ensuring that all boys are gaining the understanding needed to master the syllabus. Pupils are encouraged to pursue Economics at degree level, whether on Pure Economics courses or combined with another subject. Through studying Economics, boys develop skills in independent learning and in analytical and critical evaluation, which they will be able to apply at the next stage of their studies. We seek to cultivate a spirit of curiosity that extends into areas such as Politics, Geography and social behaviour: pupils can then use this knowledge in considering current affairs, exploring the real-world application of economic theory. Technology is increasingly being used by the Economics department in order that boys can use electronic notes, videos and research sites to study economic theory independently, whilst in class we focus on its application, on the understanding of current economic issues and on examination technique.
GCSE: Years 10–11 (Key Stage 4) Please follow the link: OCR Economics GCSE (9-1) (J205)
A-level: Years 12–13 (Key Stage 5) Please follow the links: Pearson Edexcel AS-level Economics (8ECO) Pearson Edexcel A-level Economics (9ECO)
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Our Curriculum | 2026-2027
English Our aspiration for the study of English is that it should offer boys a way of understanding people, with all their emotions and motivations; of understanding our country and its vast literary heritage; and of understanding the wider world, with its diverse inter-relationships and modes of communication. Literature starts with plot and character, but we show pupils that there is also a craft behind texts that we can enjoy studying and use to understand the world around us. We look at how texts are written, the choices that writers make and how comparisons can be made between various approaches. We believe that texts should not just be read on a page; the ‘performance text’ is a crucial part of what we do. We are keen for pupils to learn about texts through creative exploration, and teachers balance close textual analysis with a variety of imaginative tasks designed to enhance enjoyment and understanding. Shakespeare is studied in the Lower School, at GCSE level and in the Sixth Form. Our priorities include enabling our boys to become excellent communicators of the spoken word. English lessons are based on the essentiality of discussing and debating issues at every opportunity. That aim extends to all pupils: we help those who do not necessarily see themselves as the wit or entertainer in a group to find their level, to become more confident and to communicate verbally in a way that suits them.
Queen Elizabeth’s School, Barnet
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Lower School English: Years 7–9 (Key Stage 3)
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills
Specifically, the English curriculum will develop
• • • • •
• An enthusiasm and enjoyment for all aspects of English, including the reading of challenging literature, writing creatively and purposefully, and speak and listening informatively. • The ability to make inferences and appreciate the wider implications of and connections within literary texts. • Access to the full range of texts in the English corpus, from Shakespeare to contemporary texts. • A strong background in spelling, punctuation, and grammar. • The ability to communicate in a range of different forms and styles, ranging from formal essays to project based learning. • Independence of study through note-taking, particularly when concurrently engaging in oral discussion.
• • • • • • • • •
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Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Our Curriculum | 2026-2027
Lower School English: Years 7–9 (Key Stage 3)
Term
Year 7
Year 8
Year 9
Autumn 1
Non-Fiction Reading Using autobiography to establish a sense of personal identity.
20th Century Fiction Exploring characters and characterisation through Lord of the Flies.
Creative Writing Developing technical ability and personal voice through creative writing.
Autumn 2
Literary Heritage Introducing Victorian literature through Charles Dickens’ A Christmas Carol.
Shakespeare An introduction to Shakespeare’s themes through Macbeth.
Shakespeare Exploring the characters and themes of The Tempest.
Spring 1
Spoken Language Developing debating skills through oral and written practice.
Spoken Language Developing skills in discussion and collaborative dialogue.
Non-Fiction Writing Further development of writing skills for audience, impact, and purpose.
Spring 2
Poetry Exploring experiences of childhood.
Poetry Exploring the work and themes of Carol Ann Duffy.
Poetry Exploring humanity’s relationship with the natural world.
Summer 1
21st Century Drama Exploring the characters and stagecraft of The Empress by Tanika Gupta.
Non-Fiction Reading Developing analytical reading skills through nature and travel writing.
Literary Heritage Exploring the Gothic through a series of short stories.
Summer 2
Independent Reading Project Supporting students in their own reading journeys to explore challenging and ambitious fiction texts.
Literary Heritage Exploring diverse folklore through the 1001 Nights.
20th-21st Century Fiction Exploring narratives from key voices from 20th and 21st-century literature.
GCSE: Years 10–11 (Key Stage 4) Please follow the links: OCR English Language GCSE (J351) OCR English Literature GCSE (J352)
A-level: Years 12–13 (Key Stage 5) Please follow the link: OCR English Literature A-level (H472)
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Our Curriculum | 2026-2027
French Melodious and rich, French is, with good reason, called the language of love, but it is also vibrant and modern – the chosen medium of many of the cultural and commercial élites of the 21st century. It was for centuries the aristocratic tongue employed in the English and other European courts; French today remains an official language of the United Nations, the European Union, UNESCO, NATO, the International Olympic Committee, the International Red Cross and international courts. It is for these reasons that our lower school curriculum aims to encourage a love and develop a passion for the culture and language of the French speaking world. France is a key economic partner for the UK: learning French opens doors for job-seekers in France itself and in Switzerland and Belgium, too. Facility in French is an essential skill for pupils interested in studying at leading French universities and business schools, which are ranked among the top higher education institutions in Europe. Moreover, the Francophone world extends well beyond the Continent: there are opportunities in Canada, while French is an official language in half of the ten fastest-growing countries in Africa.
GCSE: Years 10–11 (Key Stage 4) Please follow the link: AQA French GCSE (8652)
A-level: Years 12–13 (Key Stage 5) Please follow the links: AQA French AS-level (7651) AQA French A-level (7652)
Queen Elizabeth’s School, Barnet
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Lower School French: Years 7–9 (Key Stage 3)
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills
Specifically, the French curriculum will develop Practical Skills
• • • • •
• • • • • • • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
• • • • • • • • •
Inference of meaning Critical thinking Communication skills Active listening skills Active reading skills Applying paradigms to new knowledge Metalanguage for Language learning Pattern recognition Creative writing Ability to recognise sound patterns Memorisation techniques and strategies Research skills Ability to translate and render meaning with accuracy Knowledge of the French speaking world, its culture and history • Global citizenship
Term
Year 7
Year 8
Autumn 1
Describing yourself
Daily life
Media
Autumn 2
Describing your family
Festivals and celebrations
Health and fitness
Spring 1
School
Free-time activities
Professions and future plans / ambitions
Spring 2
Free time
Holidays
Holidays (conditional tense)
Summer 1
Where you live
Celebrities
Rights and responsibilities
Summer 2
Summer project
Cultural project
Cultural project
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Our Curriculum | 2026-2027
Geography Geography is a broad-based subject. It is inherently multidisciplinary in a world that increasingly values people who have the skills needed to work across the physical and social sciences. At QE, boys are provided with an expansive geographical education that is up-to-date and relevant; they thus learn to recognise the value of Geography in tackling many of the challenges the world currently faces. We aim to engender a spirit of enquiry, nurturing in pupils an understanding and appreciation of the diversity of Earth’s physical and human environments, and the interrelationships between them. Geography thus teaches boys a particular way of viewing the world, enabling them to consider issues from a holistic perspective and to reflect upon their own place in society – on their values, their rights and their responsibilities towards other people and the environment.
Queen Elizabeth’s School, Barnet
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Lower School Geography: Years 7–9 (Key Stage 3)
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills
Specifically, the Geography curriculum will develop
• • • • •
Geographical skills • Cartographic • Constructing evidenced arguments • Decision making • Fieldwork • Geographical Information Systems (GIS) • Graphical • Numerical and statistical • Synoptic / holistic thinking
• • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Geographical concepts • Attitudes affect actions • Causation (long/short term, trigger/background) • Change (spatial, temporal) • Interconnections and interdependency • Nature-society interactions • Place • Players, power and perspectives • Scale (local, national, international, global) • Sustainability • Systems and feedback Geographical knowledge • Locational knowledge • Processes in physical and human geography • Contemporary geographical issues (including climate change, environmental challenges facing ecosystems including the oceans, resource management, migration).
Themes explored in the lower school: My place in the World Developing mapping skills and a sense of place. Weather and climate Describing and explaining climates and extreme weather events. Global Society Exploring human processes and systems and how they change both spatially and temporally.
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Our Curriculum | 2026-2027
Changing landscapes Exploring physical processes and systems, how they change, and how people interact with them at a range of scales and in a range of places. Ecosystems of the World Exploring physical processes and systems in named biomes and how people interact with them. Global issues Investigating contemporary geographical issues.
Lower School Geography: Years 7–9 (Key Stage 3)
Year 7
Year 8
Year 9
My World Investigating the UK and the processes that shape our country
Changing World Investigating the processes that change our world
Future World Investigating what our world may be like in the future
1
Mapping the UK How can you describe where you are?
Climate Change How is our climate changing?
Development Will the development gap narrow?
2
Rivers Why are rivers important?
Coasts What is shaping our coastlines?
Tectonics How are tectonic forces changing our world?
Population Who lives here?
Migration Why do people move between places?
Tropical Rainforests Are tropical rainforests important to our planet’s future?
4
Weather and Climate What determines our weather?
Oceans How are our oceans changing and why does it matter?
Superpowers Which country will be the most powerful in the future?
Geography of Food What are we eating and why?
Urban Challenges
5
Settlements How and why do our settlements differ?
Temperate Deciduous Forests What is the UK’s biome like?
Sustainable Living Are our lifestyles sustainable?
Urban Challenges
Theme
3
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GCSE: Years 10–11 (Key Stage 4) Please follow the link: AQA Geography GCSE (8035)
A-level: Years 12–13 (Key Stage 5) Please follow the link: Pearson Edexcel A-level Geography (9GEO)
Queen Elizabeth’s School, Barnet
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German Spoken as a native tongue by more people than any other European language, German continues to play an important role in many academic fields, and figures from German society have long been significant in both the arts and the sciences. The German curriculum, therefore, aims to introduce students to the language and culture of the German speaking world and enthuse students about it. Twenty-two Nobel Prizes in Physics, 30 in Chemistry and 25 in Medicine have been awarded to scientists from German-speaking countries. And German was spoken by such luminaries as Goethe, Marx, Nietzsche, Kafka, Mann, Brecht, Mozart, Bach, Beethoven, Mendelssohn, Schubert, Brahms, Schumann, Wagner and Mahler – to name just a few. The German economy is one of the strongest in Europe, and Germany is the world’s second-largest exporter, with an enviable reputation both for innovation and for excellence in engineering and other fields.
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Our Curriculum | 2026-2027
Lower School German: Years 7–9 (Key Stage 3)
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills:
Specifically, the German curriculum will develop:
• • • • •
• • • • • • • • • • • • • •
• • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Inference of meaning Critical thinking Communication skills Active listening skills Active reading skills Applying paradigms to new knowledge Metalanguage for Language learning Pattern recognition Creative writing Ability to recognise sound patterns Memorisation techniques and strategies Research skills Ability to translate and render meaning with accuracy Knowledge of the German speaking world, its culture and history • Global citizenship
Term
Year 7
Year 8
Year 9
Autumn 1
Me and my possessions
Healthy living
Role models
Autumn 2
Family and pets
Media
Music
Spring 1
Free time activities
Holidays
Ambitions and future plans
Spring 2
School and education
Holidays
Childhood and past
Summer 1
Travel and holidays
Going out
Rights and duties
Summer 2
Cultural project
Cultural project
Cultural project
GCSE: Years 10–11 (Key Stage 4) Please follow the link: AQA German GCSE (8662)
A-level: Years 12–13 (Key Stage 5) Please follow the links: AQA German AS-level (7661) AQA German A-level (7662)
Queen Elizabeth’s School, Barnet
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History History is a study of the people and of the world around us; human beings may have been born in different contexts and different eras, but they had the same hopes, dreams and fears as men and women alive today. In our complex 21st-century world, recognising continuity can help us see towards the future and better understand ourselves. At QE we seek to develop critical thinking and writing skills, training boys to form and defend their own viewpoints and broaden their intellectual horizons. These are crucial for dealing with the world around us – for sifting information to distinguish between opinion and fact and to identify ‘fake news’. Therefore at QE we encourage pupils to become lifelong learners and for anything that requires intelligent, analytical and flexible thinkers. Learning about the depths to which humanity has sunk can be difficult, just as discovering the great feats mankind has accomplished can lift hope for the future. By teaching pupils about both, we help them understand what it is to be citizens of the world and encourage them to see beyond themselves. The study of history contributes to the development of informed, tolerant and respectful young adults who understand the root of people’s differences and the contextual nature of the current world, and who are able to see things from diverse perspectives.
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Our Curriculum | 2026-2027
Lower School History: Years 7–9 (Key Stage 3)
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills:
Specifically, the History curriculum will develop:
• • • • •
Historical skills • Source inference • Source reliability/utility • Difference between description and analysis • Constructing and critiquing an argument • Literacy and numeracy • Evaluating interpretations/convincingness • Comparison
• • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem-solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Historical concepts • Periodisation and chronology • Change and continuity • Causation and consequence • Importance and significance • Provenance • Factorisation – economic, social, political, cultural, religious and technological.
Year 7: The Ages of History
Year 8: Revolutions
Year 9: Understanding the Modern World
Ancient African kingdoms and Ancient Rome – Government, society, religion/culture, identity and technology.
English Reformation
Imperialism and the causes of the First World War
Medieval Europe and Britain – Government, society, religion/ culture, national identity, technology. Modern Britain and the rise of America – Government, society, religion/culture, national identity, Technology. Historical environment study – The history of Queen Elizabeth’s School.
English Civil War
French Revolution
Indian Rebellion of 1857
The First World War
The Treaty of Versailles and the Road to War World War II 1939–1941
Russian Revolution
World War II 1942–1945
From slavery to civil rights
The Cold War (GCSE)
GCSE: Years 10–11 (Key Stage 4) Please follow the link: AQA History GCSE (8145)
A-level: Years 12–13 (Key Stage 5) Please follow the link: AQA History AS & A-level (7041 & 7042)
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Latin Along with the knock-on benefits for other subjects, (in particular, modern foreign languages and English), the study of Latin is intrinsically rewarding in itself. Since Latin is a deeply logical language, it suits people with a mathematical mind-set as much as those with a natural flair for languages. As an intellectual exercise it can be challenging but also greatly stimulating for students. Latin also provides a fantastic introduction to the Classical World. It is wonderful for younger students to be introduced to a world of gladiators and legionaries, to discover Roman Britain and great figures like Caesar and Nero. Latin classes can engender a fascination with History in students that can take them in all kinds of interesting directions. For older students, the introduction to Latin literature can be revelatory. At Queen Elizabeth’s, we have recently transitioned to a new textbook called Suburani. This is a wonderful resource to teach comprehension of the Latin language for reading purposes, and secondly, to develop an understanding of the history and culture of Roman civilisation. It also offers excellent digital resources to help consolidate linguistic knowledge.
I find the grammar rules especially interesting; it’s true for all the languages I’m studying. I’m learning to pay attention to the conjugation of verbs, so the sentence makes sense. Troy Pena, 2023 leaver
20 Our Curriculum | 2026-2027
Lower School Latin: Years 7–9 (Key Stage 3)
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills:
Specifically, the Latin curriculum will develop:
• • • • •
• • • • • • • • • • • • • •
• • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Inference of meaning Critical thinking Communication skills Active listening skills Active reading skills Applying paradigms to new knowledge Metalanguage for Language learning Pattern recognition Creative writing Ability to recognise sound patterns Memorisation techniques and strategies Research skills Ability to translate and render meaning with accuracy Knowledge of the Classical world, its culture and history
Term
Year 7
Year 8
Year 9
Autumn 1
Book 1 (chapters 1–2) The present tense and basic sentence structure. Life in the city of Rome.
Chapter 7–8 Imperfect and perfect tenses. Roman Britain – Londinium and invasion by the Romans.
Chapter 13 Relative clauses. Roman towns – the city of Arles.
Autumn 2
Chapters 2–3 Nominatives and accusatives. Entertainment and festivals.
Chapters 8–9 Superlatives and the dative case. Roman army, British Rebellion and the city of St Albans.
Chapter 14 The future tense. Mosaics and mining.
Spring 1
Chapter 4 ‘we’ and ‘you’ / neuter nouns. Roman religion.
Chapter 10 Adjectives. The city of Bath.
Chapter 15 Direct and indirect statements. Country estates and dinner entertainment
Spring 2
Chapter 5 Infinitives and irregular verbs. Roman baths / water supply.
Chapter 11 The genitive case. Romans and the sea.
Chapter 16 Pronouns. Roman marriage customs.
Summer 1
Chapter 6 The ablative case. Slavery.
Chapter 12 Imperatives and the vocative case. The Great Fire of Rome.
Book 2 (chapter 17) Pluperfect tense. Housing and trade.
Summer 2
Cultural project
Cultural project
Cultural project
Queen Elizabeth’s School, Barnet
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GCSE: Years 10–11 (Key Stage 4) Please follow the link: GCSE Latin | Edugas
A-level: Years 12–13 (Key Stage 5) Please follow the link: OCR Latin AS-Level (H043) OCR Latin A-Level (H443)
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Our Curriculum | 2026-2027
Mathematics We hope to instil in pupils a sense of wonder at how Mathematics explains phenomena in the real world, whilst helping them to become more confident, resilient, resourceful, creative and collaborative, as well as developing into better problem-solvers too. Each year we receive a new cohort of Year 7 students who have been selected, in part, on the basis of their mathematical ability. They are enthusiastic, confident and used to succeeding in Mathematics. As a department, we see it as our responsibility to ensure that they remain engaged with the subject and continue to excel as they are presented with increasingly demanding challenges. To do this, we seek to develop confidence and accuracy in their use of mathematical language and techniques to produce solutions to problems. By requiring rigour in such work, we build resilience and resourcefulness. Creativity is nurtured through encouraging boys to find alternative solutions, and we provide opportunities for them to cooperate and work as a team. In all of this, not only do we aim to inculcate that sense of wonder and an enjoyment of mathematical theorems for their own sake, but also a life-long love of learning Mathematics amongst all our pupils.
GCSE: Years 10–11 (Key Stage 4) Please follow the link: Pearson Edexcel Mathematics GCSE (1MA1)
A-level: Years 12–13 (Key Stage 5) Please follow the links: Pearson Edexcel Mathematics A-level Mathematics; Further Mathematics A-level Further Mathematics
Queen Elizabeth’s School, Barnet
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Lower School Mathematics: Years 7–9 (Key Stage 3)
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills
Specifically, the Mathematics curriculum will develop
• • • • •
The scheme of work for mathematics aims to ensure that all pupils:
• • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. We also want students to enjoy mathematics for its own sake and to build up resilience when facing new challenges.
Year 7
Year 8
Year 9
Number – work with terminating decimals, fractions and percentages; understand order of operations; establish basic number properties.
Number – work with recurring decimals, ratio, indices and standard form.
Number – solve problems using skills learnt earlier.
Algebra – work with coordinates and horizontal or vertical lines; solve simple linear equations; work with linear sequences.
Algebra – solve linear equations involving brackets, fractions and unknowns on both sides; use numerical methods; work with quadratic sequences.
Algebra – use the formula for a straight line; solve simultaneous linear equations; solve linear inequalities; begin to understand algebraic proof; rearrange formulae.
Geometry – work with angles and polygons; calculate areas; perform reflections, rotations and translations; work with simple measures (metric and imperial).
Geometry – perform rotations, enlargements and combined transformations; use Pythagoras’ theorem; identify congruency; calculate volumes; draw 2D representations of 3D solids.
Geometry – use trigonometry; begin to understand geometrical proof; work with compound measures; identify similarity.
Statistics – calculate statistics and use and interpret diagrams for qualitative and quantitative discrete data; calculate the probability of single events.
Statistics – use and interpret diagrams for bivariate data; use and interpret cumulative frequency; calculate the probability of combined events and use experimental probability.
Statistics – implement the handling data cycle; identify mutually exclusive and independent events.
24 Our Curriculum | 2026-2027
Music In almost every culture throughout history, Music has been an essential part of the human experience. It engages the emotions, stimulates the intellect, enables self-expression and even sometimes provides a welcome escape from reality. At QE, we aim to prepare our pupils for lifelong musical learning and appreciation. Through meaningful musical experiences, pupils develop their character, creativity and cultural awareness. Our curriculum is designed to nurture pupils as performers, composers and informed listeners. They are taught how to read and write music, how to perform expressively and how to listen critically to a broad range of styles. Outside of the classroom, they have access to a wide selection of ensembles and opportunities to demonstrate their musicianship. Our students thrive, both academically and practically, in Music.
Queen Elizabeth’s School, Barnet
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Lower School Music: Years 7–9 (Key Stage 3)
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills:
Specifically, the Music curriculum will develop skills including:
• • • • •
• • • • • • • •
• • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Performing using instruments and their voices Improvising within stylistic parameters Composing with increasing technical ability Listening and appraising Ear training Sight-reading Analysis of scores and recordings Ensemble awareness
Year 7
Year 8
Year 9
Autumn 1: Theory of Music
Autumn: The Romantic Period
Autumn: Film Music
Spring: The Baroque Period
Spring: Minimalism
Spring: Vocal Music
Summer: The Classical Period
Summer: The Blues
Summer: Popular Music
Autumn 2: The Elements of Music
GCSE: Years 10–11 (Key Stage 4) Please follow the link: Pearson Edexcel Music GCSE (1MUO)
A-level: Years 12–13 (Key Stage 5) Please follow the links: Pearson Edexcel Music AS-level and A-level (9MUO)
26 Our Curriculum | 2026-2027
Philosophy, Religion & Society For the Philosophy, Religion & Society department, the diversity of our complex world, with its wide array of belief systems and worldviews, is something to be celebrated and explored. As boys develop an appreciation of that world, they learn to engage critically with it, not taking ideas for granted, and to navigate it with empathy. Pupils are encouraged to reflect carefully on their own beliefs in relation to those studied. The ancient maxim, ‘know thyself ’, is a guiding principle for how we expect boys to engage with studies. When teaching a topic, we encourage the view that there may be no one correct answer – which does not, of course, mean that there are no incorrect answers. In the Lower School, we introduce boys to key concepts – looking at the nature of philosophical enquiry, the analysis of argument and critical thinking skills – and to ways of engaging with major societal issues, so they can better understand the world around them. This approach is developed in Year 10, with students working on an HPQ throughout the year. This is a research project, assessed by AQA, which culminates in a piece of extended writing. Students are taught key skills required for independent study, alongside topics from Philosophy, Religion and Society. In the Sixth Form, a Philosophy A-level is offered. Pupils gain an understanding of major issues in Philosophy, while university-style seminar sessions give them the opportunity to engage independently with complex ideas and to communicate their own understanding clearly and persuasively to their peers.
In broadening and deepening students' knowledge of other people’s faiths and world-views, I hope students can better empathise with those who may at first glance have radically different perspectives, and see such differences as opportunities for learning and celebration rather than division. Mr Jack Robertson, Head of Philosophy, Religion & Society
Queen Elizabeth’s School, Barnet
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Lower School Philosophy, Religion & Society: Years 7–9 (Key Stage 3)
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills:
Specifically, the Philosophy, Religion and Society curriculum will develop:
• • • • •
• • • • • • • • • • • •
• • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Progressive independence Focused research Referencing Essay Argumentation Presentation Critical thinking Open-mindedness Problem solving and creativity (group work) Text analysis (including hermeneutics) Religious literacy Conceptual analysis
Year 7
Year 8
Year 9
Worldviews
Mark’s Gospel
Applied ethics
Spirituality
Religion and science
What is religion?
Rights
Democracy
Dharmic philosophy
Plato
Philosophy of religion
Sociology of the media
The Abrahamic religions
The problem of evil
HPQ ideas
Inspirational people
J S Mill
Philosophy of Science
Year 10 (Key Stage 4) The Higher Project Qualification begun in Year 9 continues. This involves boys undertaking an extended independent research task focused on a moral, ethical, social or religious enquiry of their own conception.
Please follow the link: AQA Higher Project Qualification (from 2020) (7992)
A-level: Years 12–13 (Key Stage 5) Please follow the link: AQA A-level Philosophy (7172)
28 Our Curriculum | 2026-2027
Physical Education/Games Fundamental movement skills are taught during Years 7–9. Alongside this, we seek to develop communication skills and, through team and individual sports, to nurture leadership and resilience. Competition is important: through Games lessons as well as extra-curricular activities, QE boys are exposed to many opportunities to test themselves against others, including intra-school and inter-school competitions. Technology is used in PE to promote peer and self-assessment and to track and measure progress. Our ambition is to empower the pupils in our charge with the confidence to succeed once they leave the School. They, therefore, develop the ability to reflect, to challenge and to plan for a lifelong participation in sport and physical activity. Boys are encouraged to explore and further develop their sporting abilities at QE through a wide array of extra-curricular and enrichment opportunities.
Queen Elizabeth’s School, Barnet
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Physical Education/Games: Years 7–9 (Key Stage 3)
The Key Stage 3 curriculum here at Queen Elizabeth’s is designed to develop the following skills:
Specifically, the PE/Games curriculum will develop four learning outcomes
• • • • •
Physical • Develop movement competency • Improve/develop fitness levels • Learn new skills relating to movement • Decision making
• • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Cognitive • Understanding the benefits of movement • Subject knowledge - increase SK through homework and task setting. • Problem solving – have a clear distinction between games and core PE; core PE to focus on decision making rather than skills • Leadership – given different roles to result in better engagement in physical activity. Social • Building a community of movement • Fun/enjoyment – pupils to have a want to continue being physically active throughout lives • Communication & interaction Affective • Establish the behaviours of movement • Physically literate – pupils to understand more about the potential of their body and start to learn through meta-cognition (thinking about thinking).
Year 7
Year 8
Year 9
Rugby
Rugby (Set 1)
Rugby (Set 1)
Gymnastics
Basketball
Sport Education
Swimming
Swimming
Functional Training
Athletics
Gymnastics
Table Tennis
Cricket
Orienteering
Swimming & Water Polo
Basketball
Tennis
Tennis
Dance
Volleyball
Athletics
Cricket
Cricket
Athletics
Volleyball
30 Our Curriculum | 2026-2027
Physical Education/Games: Years 10–11 (Key Stage 4)
The new Queen Elizabeth’s Key Stage 4 PE curriculum builds on the skills developed in Key Stage 3. The curriculum is broad, and is considered as the next stage of pupils’ physical development. It equips them with wider skills to utilise as they move forward in their academic careers, while also promoting independent thinking and co-operative learning. Pupils will:
In Years 10-11, we assess pupils based on the following components:
• Learn how to use and develop a variety of tactics and strategies to overcome opponents in team and individual games; • Develop their technique and improve their performance in other competitive sports; • Take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges, and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group; • Learn how to evaluate their performances compared to previous performances and demonstrate improvement across a range of physical activities to achieve their personal best; • Engage with our local partnership primary schools to put into practice the skills learnt across the key stage.
• • • •
Communication Engagement Leadership Teamwork
Year 7
Queen Elizabeth’s School, Barnet
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Politics Politics lessons aim to encourage debate and to inculcate a critical, questioning approach to the world and to the individual’s role in society. Pupils can expect to have their views challenged and must be willing to explain their approach. Discussions frequently continue after boys leave the classroom! Politics is an A-level course and is, therefore, taught only in the Sixth Form. It naturally leads on to highly regarded university courses, including PPE (Philosophy, Politics and Economics) and Law.
A-level: Years 12–13 (Key Stage 5) Please follow the link: AQA Politics A-level (7152)
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Our Curriculum | 2026-2027
Science Lower School Science provides the fundamental building blocks on which an understanding of the sciences at a higher level is achieved. We seek to help pupils understand that Science is a subject which is always evolving as new ideas and theories are developed and tested, and that facts cannot simply be learned from a book. An enthusiasm and wider interest in the sciences beyond the taught curriculum is encouraged through opportunities for independent research. Practical work is at the heart of Science: our Lower School Science curriculum deliberately places the emphasis on boys exploring the scientific world through practical investigation. Allied with this aim is a focus on the acquisition of scientific competence, so that QE boys become confident at a young age in the application of theory to explain observations from practical work. The students are taught by subject specialists from Year 8.
The boys are not only not intimidated by challenging problems, they tend to relish them, and it’s great to be around that talent and determination. Mr Jonathan Brook, Head of Physics
Queen Elizabeth’s School, Barnet
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Lower School Science: Years 7–8
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills:
Specifically, the Science curriculum will develop:
• • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Practical skills • Planning an experiment • Devising an appropriate method • Carrying out practical work safely • Recording data appropriately • Presentation of results • Discussion of results
Year 7
Year 8
Lab skills – introductory practical course
BIOLOGY
• • • • • • • • •
Cells Reproduction Particles and their behaviour Atoms, elements, compounds and mixtures
Thinking skills • Analysis of data and linking to theory • Application of theory to solve novel problems
Cells to systems Cellular to systems biology – Respiration – Exercise and movement Energy flows from organelles to ecosystems – Photosynthesis – Energy flow through an ecosystem
Electricity & energy CHEMISTRY Forces and motion
The Periodic Table Chemical reactions and trends Acids and alkalis The Earth, rocks, and green chemistry PHYSICS Heating and cooling Waves Magnets Earth, space and gravity
34 Our Curriculum | 2026-2027
GCSE: Years 9–11 (GCSE teaching, encompassing Biology, Chemistry and Physics, begins in Year 9) Please follow the links: Separate Sciences AQA Biology GCSE (8461) AQA Chemistry GCSE (8462) AQA Physics GCSE (8463) Double Award AQA GCSE Combined Science: Trilogy (8464)
A-level: Years 12–13 (Key Stage 5) Please follow the links: AQA Biology AS and A-level (7401 & 7402) AQA Chemistry AS and A-level (7404 & 7405) OCR Physics AS-level (H156) OCR Physics A-level (H556)
Queen Elizabeth’s School, Barnet
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Sociology Sociology is the study of society. It explores the origins, organisation and institutions of society. It asks big questions, such as ‘why are wealth and status distributed as they are?’ and seeks to answer them using rigorous methodology. In an intellectual environment that is at once dynamic, interactive and supportive, Sociology lessons explore what unites people in society, as well as the divisions and prejudices that surround us. Issues of wealth and poverty, crime, sexism and racism run through the course, while areas such as education and families & households are examined in depth. Offered as a Sixth Form subject at AS and A-level, Sociology is taught in small groups; all pupils contribute to discussion and debate, and open-mindedness and tolerance of the views of others are essential.
A-level: Years 12–13 (Key Stage 5) Please follow the link: AQA Sociology AS and A-level (7191 & 7192)
36 Our Curriculum | 2026-2027
Technology Technology is about the future; it is about changing the world around us to what it might be, or should be. We tell our pupils: “The only limit here is your own imagination; we will help you discover the rest.” Since technology is ever-changing, there is great scope for introducing ideas through independent research and development based on one’s own inspiration and individuality. The department strives to empower the boys by helping them develop the skills and confidence needed to be at the forefront of this change. Our projects assist that development in a number of ways, from using cutting edge-technology to create ground-breaking prototypes, to reinforcing the principles of other STEM (Science, Technology, Engineering, Mathematics) subjects in a creative environment. Projects across all year groups are taught with a combination of both theory and practical work. We hope to nurture the leaders of technological advancement in the future, developing the skillsets and frameworks of analysis that our boys will need. Pupils begin by gaining a basic, conceptual grasp of technological systems and theories; they progress to a very detailed and practically useful understanding of the applications of those theories. We always look at the task at hand from the perspective of a professional engineer, designer, scientist or researcher. Boys are placed into realistic situations encountered by a professional, whether that be meeting deadlines, presenting one’s ideas, discussing solutions with one’s peers or evaluating progress.
Muhammad stood out with his decentralised communication system, which avoids reliance on cellular or satellite networks and has great opportunities for search and rescue, leisure and other business uses. [He] demonstrated independent learning and great communication and presentation skills and is a worthy winner of the prize! Mark Wood, Social Sustainability Lead at competition sponsor Siemens GB&I, explains why 2025 QE leaver Muhammad Shah won the title of The Big Bang UK Young Technologist of the Year 2025.
Queen Elizabeth’s School, Barnet
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Lower School Technology: Years 7–9 (Key Stage 3)
The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills:
Specifically, the Technology curriculum will develop:
• • • • •
Technological Skills • Knowledge of safe and healthy practice (Food Technology/Make It) • Research synthesis skills (various) • Primary research skills, client empathy (Fixperts) • Communication skills (all) • Product analysis (various) • Open-mindedness and investigatory skills (Analyse It/Electronic game) • Holistic approach to project work (Electronic game/Light Touch) • Sketching/drawing skills (various) • Kinaesthetic skills of manufacturing a design outcome (various) • CAM processes and requirements for transfer from CAD (Electronic game/F1 Engineering) • Programming in C and Graphical C (Light Touch) • Evaluation of an experience (Food Technology)
• • • • • • • • •
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments (in writing and orally) Critical thinking Open-mindedness Planning Problem-solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness Revision
Technological Concepts • Iterative design - Research, Design, Evaluate, Improve (various) • Specifications as rules based on prior research (various) • CFD (Computational Flow Dynamics Simulation - F1 Engineering) Technological Knowledge • Tools & machines (Various) • ACCESS FMM/CAFEQUES Frameworks of analysis (various) • Knowledge of cookery processes (Food Technology) • Food Science; dietary requirements and nutrition (Year 9 Food Technology) • Food safety and food poisoning (Food Technology) • Drawing standards and measurement standards (Draw It) • Aerodynamics and Bernoulli’s Principle (F1 Engineering) • Current, Voltage, Resistance (Electronic game) • 6Rs of Sustainability (Light Touch) • Moral, Social and Ethical Implications of Design (Year 9 Food Technology) • Projection systems (Draw It) • Materials knowledge- properties of resistant materials (Light Touch)
38 Our Curriculum | 2026-2027
Lower School Technology: Years 7–9 (Key Stage 3)
Year 7
Year 8
Year 9
Draw It
Electronic game project
Fixperts Design Theory
Design It
F1 Engineering
Light Touch
Make It
Food Technology (Theory)
Food Technology (Theory)
Test It
Food Technology (Practical)
Food Technology (Practical)
Food Technology (Theory)
Skills Maze Project
Food Technology (Practical)
GCSE: Years 10–11 (Key Stage 4) Please follow the link: AQA Design and Technology GCSE (8552)
A-level: Years 12–13 (Key Stage 5) Please follow the links: AQA Design and Technology: Product Design A-level (7552)
Queen Elizabeth’s School, Barnet
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Year 7 Digital Literacy Digital Literacy aims to upskill our learners in preparation for QE’s blended approach to teaching and learning, as well as ensuring they are developing the relevant digital skills to make them ready for careers in the 21st century. Whilst there is a general acceptance that some of our students have an exceptional level of digital literacy, this course aims to cater for those learners who may not have such extensive experience, and to bring all to a uniform level of competency by the end of Year 7. The lower school curriculum here at Queen Elizabeth’s is designed to develop the following skills:
Specifically, the Digital Literacy curriculum will develop the following skills, as well as covering the concepts set out below:
• • • • • • • • • • • • •
Digital Skills • Programming in various languages • Digital research; presentation of information using varied forms • Design, use and evaluation of computational abstractions that model the state and behaviour of real-world problems • Use of logical reasoning to compare the utility of alternative algorithms for the same problem
Academic integrity Assimilation of information Analysis and synthesis Concentration Constructing and supporting arguments Critical thinking Open-mindedness Planning Problem solving and creativity Progressive independence Reflection Research and referencing Resilience and resourcefulness
Year 7
40 Our Curriculum | 2026-2027
Digital Concepts • Essential knowledge of E-Safety and how to stay safe online • Understanding of several key algorithms that reflect computational thinking; for example, ones for sorting and searching • Understanding of simple Boolean logic and some of its uses in circuits and programming • Understanding of the hardware and software components that make up and communicate within computer systems • Understanding of how instructions are stored and executed within a computer system
Autumn Term
Spring Term
Summer Term
Digital Literacy Knowledge and Skills in Action
Cybersecurity Basics Fundamentals of Computing
Python Application of Software + Hardware skills in practical activities
Personal Development Time At Queen Elizabeth’s School, while we are proud of our academic achievements, we also want all our pupils to be both happy and resilient. We therefore have carefully structured pastoral support and guidance to nurture good mental health among our boys. Our Personal Development Time programme is at the heart of this pastoral support, while also offering guidance in areas such as careers advice. In line with the School’s mission to produce young men who are ‘confident, able and responsible’, the extensive PDT programme aims to foster and maintain good mental health by giving pupils a ‘tool box’ of strategies they can use to manage their own expectations and disappointments. All boys receive 90 minutes of PDT each week. PDT consists of four elements: • PDT Taught Sessions: tutors deliver lessons specifically designed around the aims of the programme. • Assemblies: these are led by Heads of Year and reinforce messages from the taught sessions. • PDT Discussion Slots: these focus on spoken communication, with class discussion considering topical issues. • Bespoke Tutorials: one-on-one discussions between tutors and boys, which take place on a termly basis. PDT aims to develop in boys a knowledge and understanding of diverse cultures, from around the world and those within our own pluralistic society, and of the institutions, services and traditions of Britain. We seek to foster an attitude of tolerance and respect towards those from a culture or background different to one’s own. In addition, we seek to support boys in exploring and understanding their personal feelings, attitudes and values and those of others, and to address moral and social questions relevant to forming healthy, enjoyable and fulfilling relationships.
Queen Elizabeth’s School, Barnet
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Our PDT curriculum
Year 7
Year 8
Year 9
KEY
Transition Safety & Respect Living Online Wider World Awareness* Exploring Dream Jobs & University Aspirations**
Health Media Literacy Confident & Responsible Masculinity* Exploring Studying in America, Apprenticeships & T-Levels
Healthy Body & Mind Careers Security Online Activism Awareness* Post-16 Options**
No asterisk * **
Year 10
Year 11
Year 12
Year 13
Relationships & Sex Education Online Relationships Careers & Work Experience Preparation British Values*
Dealing with Challenge Decision Making Alternative Careers* Exploring Masculinity* Careers Convention**
Adapting to Change and British Values Equality & Respect Approaching Exams & University Big Questions* Super Curricular ideas* Degree Apprenticeships** University Applications**
Entering Adulthood First Aid Religion and Ethics Travel & Personal Safety Gap Year Opportunities**
The PDT curriculum ensures that pupils’ knowledge and understanding will meet and exceed the requirements set out by the Government here: Relationships and Sex Education (RSE) (Secondary)
42 Our Curriculum | 2026-2027
PDT topic Discussion Unit Assembly
Queen Elizabeth’s School Queen’s Road, Barnet Hertfordshire EN5 4DQ 020 8441 4646 admissions@qebarnet.co.uk
qebarnet.co.uk