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Laureate Academy

Our website is in the process of being built, so please see below for the most important information about Laureate Academy.

Executive Principal:

Mr H. Hutchison

Academy contact details:

Warners End Road,
Hemel Hempstead HP1 3DW

Sarah Markley
Tel: 01442 404333
Student Absence Line: 01442 404340

All enquiries: 

Staff and Students - please click here for remote access to school resources.

Year 11 Parents Revision Evening: Tuesday 8th October starting 6.15pm.

Laureate Academy Sixth Form Open Evening: Thursday 17th October 5.00-7.00pm in the Main Hall.



Year Group Name of Event Date Timings
7 Parent Welcome & Meet the Tutor Evening Thursday 3 October 2019 4pm-5:30pm
7 Parent Evening Thursday 27 February 2020 4pm-7pm
8 Parent Evening Thursday 13 February 2020 4pm-7pm
9 Year 9 Options Tuesday 10 March 2020 tbc
9 Parent Evening Thursday 19 March 2020 4pm-7pm
10 Parent Evening Thursday 30 April 2020 4pm-7pm
11 Sixth Form Open Evening Thursday 17 October 2019 5pm-7pm
11 Parent Evening Thursday 16 January 2020 4pm-7pm
11 Parent Evening Tuesday 2 April 2020 4pm-7pm

Below are some events which post-16 students should attend.


Name of event Date Timings
Parent Induction Evening Year 12 Wednesday 18 September 2019 6:30pm-8:30pm
Parent Evening Year 12 & 13 Thursday 28 November 2019 5pm-7pm

Please see the information below for more details about our Academy.





TERM 6 2019

Year Group Name of Event Date Timings
  Term Starts Monday 3 June 2019  
6 Student Interview Day (Year 7 students for September 2019 entry) Saturday 15 June 2019 8am-1pm
12 Mock Exam Week Monday 17 June 2019  
11 Sixth Form Induction Day Wednesday 26 June 2019  
  Sports Day Thursday 27 June 2019  
12 & 13 Employability Week Monday 1 July to Wednesday 3 July 2019  
8 & 9 HPV Vaccinations Friday 5 July 2019  
11 Year 11 Prom - Old Albanian Sports Club Friday 5 July 2019  
  Summer Concert Wednesday 10 July 2019 6pm-8:30pm
  Sixth Form Interview Day Thursday 11 July 2019  
6 Year 6 Taster Day  (Year 7 students for September 2019 entry) Thursday 11 July 2019  
6 CATs Tests (Year 7 students for September 2019 entry) Friday 12 July 2019  
12 Work Experience Week Monday 15 July 2019  
  End of Term Friday 19 July 2019  


Exam Timetable


laureate ledger

Please click here to view the Autumn Term 1 2018-19 edition of our school newsletter.

Please click here to view the Autumn Term 2 2018-19 edition of our school newsletter.

Please click here to view the Spring Term 3 2018-19 edition of our school newsletter.

Please click here to view the Spring Term 4 2018-19 edition of our school newsletter.


Curriculum Principles


Knowledge sits at the heart of our curriculum; we make no apologies for this. Whilst we, like all schools, want our students to leave our care with a strong set of academic qualifications, it is equally important to us that our pupils are culturally literate. To this end, our curriculum is designed to ensure that our students have access to a body of knowledge that they would otherwise be denied.

We advocate a broadly traditional curriculum in terms of subjects offered in our schools. We believe in the specificity of individual subjects and the importance of teaching a rigorous version of each. Consequently, our curriculum is specifically designed to be challenging and aspirational; it is the truest reflection of the high aspirations we hold for our students and the most powerful tool we have available in our efforts to help them achieve those aspirations.

Within each subject we prioritise transmitting both substantive and conceptual knowledge required to think and communicate within the discipline, understanding that the latter can never be taught in isolation but rather as an organic product of the former. For instance, in order to teach the concept of both figurative and literal language, teachers would ensure this is made part of the study of the whole text. That is to say that an English curriculum should consist of the teaching of texts, and not a series of dissociate, disparate concepts. The most extreme example of this might be something like a unit on metaphor, or a unit on semantics. In order to teach metaphor or semantics, teachers would utilise an example from this text to deconstruct and exemplify the concept, rather than attempting to teach it as abstraction. Similarly, when teaching history, we do so chronologically and focus first on substantive knowledge of each given period. Central to this approach is our understanding that the culture of critical thinking, whilst an admirable end goal of education, is not something that can be taught in isolation. In order to think critically, one must know something to begin with. We believe, therefore, that inquiry should not drive the curriculum, but rather test its efficacy.


Too often schools and teachers chase examination grades, planning lessons backwards from A-Level and GCSE specifications (or in the primary sector, SATs) in an effort to make pupils ‘exam-ready’. This kind of practice holds little regard for the breadth of a child’s knowledge and understanding and, therefore, this kind of teaching and curriculum management is not practised at Future Academies, where we value subject expertise in our teachers and subject specificity in our curriculum.

Whilst we recognise that success in external assessments is important to both schools and their pupils, we also hold firmly to the belief that this success emerges organically from a curriculum that provides breadth and challenge and is delivered in a rigorous and consistent manner. We teach to the subject, not to the test.

As we move towards a more fully-resourced common curriculum, teachers will use the textbooks provided as the core teaching material. The textbooks will provide teachers with the outline for what to teach in a given subject.

We place a premium on the subject knowledge of our teachers. With this in mind, the primary function of our lessons is to facilitate the eventual transfer of their knowledge to students. We do not teach one particular ‘type’ of lesson, understanding that any effort to reduce teaching to an identikit lesson framework is reductive; however, there are a number of common features that our classrooms share.


John Nash (Member and Chair)

Lord Nash had a successful career in venture capital and is a former Chairman of the British Venture Capital Association. He was Parliamentary Under Secretary of State for Schools and joined the House of Lords in 2013.

After reading law at Corpus Christi College, Oxford, John briefly practised as a barrister but moved on to the City and then into venture capital. He is a Foundation Fellow of Corpus Christi College, Oxford, Vice Chairman of its Development Committee and a member of its Investment Committee.

John supports several charities for young people. He has been the Chairman of Future since 2006. John is deeply passionate about transforming the life chances of young people. He is the driving force behind the Trust's Education Enrichment programme.

John is a member of Finance and Audit Committee.

  • Date of appointment: 10th September 2018
  • Term of office: 3 years
  • Appointed by: Governing Board
  • Relevant business and pecuniary interests as recorded in the register of interests: None
  • Governance roles in other educational institutions: Trustee of Future, and Governor and Co-Chair of Pimlico Academy.
  • Relationships with other governors or school staff (including spouses, partners and close relatives): Husband of Caroline Nash.
  • Attendance record at LGB meetings 2017/18 : n/a

Caroline Nash

Lady Nash has a BA in History from Bristol University. A stockbroker by training, she had a successful career in the international division of a French merchant bank. She is a former counsellor for the Citizens' Advice Bureau.

Caroline is the leading force in curriculum development across the Trust. Caroline has overseen the development of the new KS3 curriculum at Pimlico Academy and the KS2 curriculum at the primaries, and she led a national pilot with the Education Endowment Foundation.

Caroline is a member of the Finance and Audit Committee.

  • Date of re-appointment: 10th September 2018
  • Term of office: 3 years
  • Appointed by: Governing Board
  • Relevant business and pecuniary interests as recorded in the register of interests: None
  • Governance roles in other educational institutions: Trustee of Future, Governor and Co-Chair of Pimlico Academy, Governor on the Future Academies Primary Advisory Body, Governor of Phoenix Academy.
  • Relationships with other governors or school staff (including spouses, partners and close relatives): Wife of John Nash
  • Attendance record at LGB meetings 2017/18 : n/a

Paul Smith

Paul is Chief Executive of Future Academies. Paul is Accounting Officer for the Trust. Paul's background is as a National Leader of Education, principal of a teaching school, school inspector and, most recently, as a RSC.

  • Date of appointment: 10th September 2018
  • Term of office: 3 years
  • Appointed by: Governing Board
  • Relevant business and pecuniary interests as recorded in the register of interests: None
  • Governance roles in other educational institutions: Governor of Pimlico Academy, Chair of Governors on the Future Academies Primary Advisory Bodies, Governor of Phoenix Academy.
  • Relationships with other governors or school staff (including spouses, partners and close relatives): None.
  • Attendance record at LGB meetings 2017/18 : n/a


Jacqueline Zugg

As Academic Deputy Head at the Francis Holland School Regents Park, Jacqui has a broad range of skills to offer the governing board at Laureate. 

Having been an engineer before becoming a teacher, he is keen to promote STEM subjects (especially for girls) and promote scholarship and a love of learning in school.

She is an active member of her local church and is involved in running the senior youth club there.  Aside from her community service, she is a keen walker and is enjoying learning to play the oboe.

  • Date of re-appointment: 29th November 2018 
  • Term of office: 3 years
  • Appointed by: Governing Board
  • Relevant business and pecuniary interests as recorded in the register of interests: Academic Deputy Head Francis Holland School Regents Park
  • Attendance record at LGB meetings 2017/18 : n/a


Phil Slade

Phil has worked as a professional engineer in the electronics business for over 30 years and is currently employed as a Project Manager / Engineering Manager by the company Selex ES, based in Luton, which was better known by its previous names, BAE Systems and before that Marconi. He is a Member of the Institution of Engineering & Technology (IET), the professional society for the electrical & electronic engineering community. Over the last 2 years he has taken on a supplementary role at Selex working with local schools in an attempt to promote more knowledge and interest in engineering. One of these schools where he has responsibilities for this work is Laureate Academy. He has arranged several STEM (Science, Technology, Engineering & Mathematics) days and I’m supporting a range of engineering projects including the Rampaging Chariot competition.

His is married, with 2 teenage daughters who attend Kings Langley School and lives locally in Bedmond, near Abbots Langley. He has a variety of interests, but in particular cycling, DIY and classic cars.

  • Date of re-appointment: 30th March 2015
  • Term of office: 3 years
  • Appointed by: Governing Board (previously co-opted governor
  • Relevant business and pecuniary interests as recorded in the register of interests: None
  • Attendance record at LGB meetings 2017/18 : 8/8 FGB meetings.

Yogesh Patel

Yogesh currently works as a ‘Systems Developer (ICT)’ in the social housing sector. His current role involves developing new systems as well as helping the business to understand the trends in the sector.  He has a  Bachelor of Science with Mathematics as his main subject. Yogesh believes that by working together to achieve a common goal and creating a culture of teamwork, most things are possible. He is always keen to help the community wherever he can.

He had previously been a parent governor in his daughter’s old school. He has also been actively participating in the ‘Parents Forums’ in my daughter’s primary school. His daughter currently attends Laureate Academy.

  • Date of re-appointment: 3rd October 2016 
  • Term of office: 3 years
  • Appointed by: Parents – Parent Governor
  • Relevant business and pecuniary interests as recorded in the register of interests: None
  • Attendance record at LGB meetings 2017/18 : 5/8 FGB meetings.

Kirsteen Wilkes

Kirsteen has lived in Hemel Hempstead for 20 years and has 3 children, one of whom currently attends Laureate Academy.

She has worked in the Public Sector for most of her working life at various locations across Hertfordshire, in finance as a management accountant dealing with budgets and monitoring expenditure and more latterly in the fields of performance related data and statistical analysis.

Her academic background involves a degree and post-graduate certificate in Linguistics and she has a particular interest in languages.

  • Date of re-appointment: 8th February 2016 
  • Term of office: 3 years
  • Appointed by: Parents – Parent Governor
  • Relevant business and pecuniary interests as recorded in the register of interests:
  • Attendance record at LGB meetings 2017/18 : 7/8 FGB meetings.


Would you like to shape the future of one of our thriving academies as a Governor?

Outstanding local governance is vital to the success of Future Academies. Our local governing bodies carry much of the responsibility for overseeing the performance and educational offer our academies provide. 

At the heart of our ethos is the aspiration that children are enabled to be socially mobile through a knowledge-led approach to curriculum planning and delivery, as well as a broad and wide-ranging educational enrichment programme. 

Being a governor is a voluntary position and we are incredibly grateful to the highly skilled group of people who commit their time and expertise to our academies.

If you want to become a governor and if you share our aspirations for our children and teenagers, we would be delighted to hear from you.


If you are interested in becoming a Future Academies Governor, whether you are ready to apply or if you just want more information, please contact   Jonathan Been –

Future Academies are committed to safeguarding and promoting the welfare of children and expect all staff and volunteers to share this commitment. All offers of positions are subject to an Enhanced DBS check and reference checks.

Please click here to view the Future Academies Governance Chart.

 Pupil Premium

This funding is used to support students who are currently entitled to free school meals or who have been at some point in the last 6 years.

At Laureate Academy, Pupil Premium funding is used to support the learning of disadvantaged pupils based on the following principles:

  • Good teaching benefits disadvantaged students most, so we are investing in experienced and knowledgeable teachers who hold high expectations for all their students
  • Effective tracking enables timely intervention; by individually monitoring pupils for both progress, as well as attainment, we aim to intervene before gaps in attainment widen, as well as support FSM pupils of all abilities in making accelerated progress.
  • Students who are behind need additional learning time to catch up; we invest in raising attendance, extended day provision, supervised study rooms and tutoring to enable gaps to narrow. We also aim to maximise the effectiveness of home learning through support for parents.
  • Early intervention is crucial; we understand the impact of early identification, and invest in work with parents and students during Key Stage 3.
  • Life experiences and cultural literacy raise aspirations; we invest in visiting experts, residential experiences and cultural activities.
  • Meaningful evaluation maximises impact; we aim to evaluate the impact of expenditure, wherever possible, and reflect these findings in our future spending. We also use evidence-based research, such as the Education Endowment Fund (EEF) Toolkit, to inform our judgements.

Each year, allocation of funding is determined by the identified gaps in attainment, knowledge of the pupils, and evaluation of the effectiveness of previous spending.

The funding is used in a variety of ways but the main focus is on providing additional academic support.


Here is a list of our Academy staff:

Senior Leadership Team
Mr M. Singh Principal
Mr A. Otulakowski Deputy Principal
Mr G. Benjamin Assistant Principal
Mrs S. Hill Assistant Principal
Mrs N. Murphy Assistant Principal
Mr S. Carter Assistant Principal
Mrs D. Shannon Assistant Principal
Mr M. Tizard Assistant Principal
Mrs S. Markley

School Business Manager


Mr G. Aubin Director of SEND at Future Academies
Mr S. Carter Head of SENCO


Key Stage Leaders
Miss Baldwin Head of Year 7
Miss Cameron-Wilton Head of Year 8
Miss Gillings Head of Year 9
Mrs Malan Head of Year 10
Miss Roome Head of Year 11
Ms L. Saggese Head of Sixth Form


Directors of Learning
Ms T. Crossland Director of Learning - Creative & Physical Arts
Ms S. Carr Director of Learning - English
Mr T. Richardson Director of Learning - Maths


Heads of Department
Ms N. Mayers Head of Art
Mrs D. Shannon Assistant Headteacher and Science Lead
Mr C. Radnitz Head of Business Studies
Mr K. Ali Head of Computer Science
Miss A. Holmes Head of Drama
Miss M. Easthorpe Head of Geography
Miss J. Wood  Head of History
Ms D. Archer Head of Modern Foreign Languages
Mr M. Willis Head of Modern Foreign Languages
Ms K. Droskie Head of Music
Ms R. Harris Head of Physical Education
Ms T. Curry Head of Religious Studies
Ms R. Patel Head of Technology

For more information about our curriculum please see the page below.

KS3 Curriculum 

At Key Stage 3, we offer a broad and balanced curriculum that supports, challenges and excites our students. Subjects are taught discretely according to schemes of work that set out what knowledge we expect our students to acquire. This rigour not only gives our students the fulfilment and joy of mastering particular subject areas in depth but also allows them to analyse and to discuss their subjects with greater sophistication.  

We work hard to ensure that students are supported to express themselves accurately, fluently and confidently, both orally and in writing, in all subjects.

Art & Design

Head of Department: Miss N. Mayers

We begin Art education at Laureate through an exploration of materials and techniques, intended to teach students to create art, in its many forms, in a competent and confident way. We hope the skills embedded at Key Stage 3 will prepare students for future study at GCSE and A Level. We endeavour to initiate curiosity; above all, to make Art exciting, interesting, challenging and surprising. Our Art teachers are experienced, well-informed and from varied backgrounds and specialisms.

During year 7 and 8 students will focus on developing their art skills and understanding of the formal elements; in Year 9 they will undertake GCSE style projects, applying their knowledge to more complex projects, referencing GCSE assessment criteria in preparation for their options selection in the spring term.

We encourage our students to challenge themselves, take risks, to be creative and experimental in their work and comfortable discussing and showing their outcomes.

KS3 are taught in mixed ability groups.


Head of Department: Mr K. Ali

There are many different labels for Computing but it encompasses Computer Science, ICT and Digital Literacy.

All of these are important skills to be exposed to as we live in an ever technologically developing world.

The curriculum from KS3 onwards has been chosen and organised in a way that best helps students develop a wide range of foundations skills before choosing to specialise more in a particular area from KS4.

In KS3 all work, except some assessment, is done digitally and we use a virtual learning environment (VLE) called Moodle where students submit work electronically every lesson. This gives a unique opportunity to see lesson content from home and have digital archive of their work, as well as being able to work in a paperless environment which many big companies are now working towards.

Lessons throughout all key stages comprise of a mixture of theory, practical, group work and individual projects. Topics covered include: people, computers, & information, presenting information, coding, hardware & networking, cryptography, processes & algorithms.


Department: Science

Head of Department: Mrs D. Shannon

Science helps students to understand the phenomena that occur in us, and the world in which we live, as well as enhancing our knowledge of the universe.

In Key Stage 3, pupils study the following:

Term Year 7 Year 8 Year 9

Investigations in Science

 C1 Particle Theory and States of Matter

P1 Energy changes and transfers

B4 Sexual Reproduction

C5 Material Changes

P5 More on Forces

B1 Cell Structure and Transport


B2 Cell Division

2 B1 Cells and Organisation

B5 Life of the plant

C7 Chemical Reactions

C1 Atomic Structure

C2 The periodic Table


C2 Elements and Compounds

P2 Energy Resources

P6 Density

P6 Healthy Living

P1 Conservation and dissipation of energy

P2 Energy Transfer by heating


B2 Nutrition

C3 Pure substances and mixtures

C8 Acids, Bases and Indicators

B3 Organisation and the digestive system

C3 Structure and bonding


P3 Forces and Linear Motion

B3 Respiration and Gas Exchange

P7 Vibration, waves and sound

B7 material cycles and Energy

P8 Light

P3 Energy Resources

End of Year Exams


C4 Separating mixtures

P4 Friction and motion

B8 Relationships in an Ecosystem

P9 Electricity on the move: Electrical Circuits

B7 Non-Communicable diseases


Head of Drama: Miss M. Roberts

All students receive one lesson a week and explore drama through the three key concepts of; skill development, devising theatre performances and script and exploration.

Year 7 students begin with an introduction to the necessary skills and techniques needed to achieve in this subject.  Skills such as role play, character development, mime and soundscape are explored.  In term 2 students explore the history of theatre.  Starting with the birth of theatre in Ancient Greece and working their way through the history of theatre to the present day. Students explore the key elements of each historical period and gain a deeper understanding of the development of drama.  In term 3 students create their own group piece of devised theatre in responses to a variety of stimuli presented.

Year 8 students study begin by exploring a variety of theatrical genres and performance styles.  Genres such as comedy, tragedy, physical theatre and naturalism are presented to the students. In term 2 students are introduced to devising theatre using the BBC Proms 10 pieces as their stimulus, works such as Toccata and Fugue by J.S Bach and Bernstein’s West Side Story are used as stimulus to create a final piece of drama.  Finally in term 3 students gain an understanding of the technical aspects of production such as lighting, sound design, costume design and set design.  This unit also includes a professional theatre visit to observe all of these aspects in action.

Year 9 build on their skills and techniques introduced in Year 7 and 8 to explore more challenging and thought provoking work.  In term 1 students study the transition from novel to theatrical performance using works such as War Horse, The Woman in Black and The Curious Incident of the Dog in the Night.  In term 2 students explore the social, cultural, political and historical elements of a specific theatre text delving deep into the contextual elements of performance.  Finally in term 3 students undertake a number of workshops that explore the philosophies and acting techniques of theatre practitioners such as Stanislavski, Brecht, Steven Berkoff, Augusto Boal and DV8.


Head of History: Ms C. Hardingham

We aim to provide our students not only with a breadth of knowledge and understanding of the past, but to enable our students to think critically about the world around them.

Students should expect to be challenged in their lessons and in their set homework pieces, both academically and in terms of their character; we believe that the study of history is key to the development of every child’s ability to empathise with others and remain resilient in the face of challenge.

In year 7, students study a rigorous curriculum, specially designed by our sponsor, Future Academies, to develop a broad knowledge of history, and start to develop the skills and thinking of a historian.

These are further developed in years 8 and 9, where students study set historical periods in depth. Each unit in years 8 and 9 is mapped to a GCSE Assessment Objective (AO) focus and a GCSE Second Order Concept (AO2) focus with assessments that assesses the students’ progress in that AO.


Below is an overview of what is taught:

Term Year 7 Year 8 Year 9
1 The Norman Conquest 1066-1100 The English Civil War World War One
2 The Medieval Church, Islam and the Crusades 1100-1199 The Industrial Revolution & Empire Causes of World War Two 1918-1939 (Interwar period)

The Development

of Parliament 1199-1307

The British Slave Trade Power and the People; Conflicting ideology
4 The Black Death and Peasants’ Revolt 1307-1381 US Civil Rights World War Two
5 The Hundred Years’ War and the Wars of the Roses 1337-1485 Women’s Suffrage The Holocaust
6 Review 1066-1485 Medicine 500BC to present day Cold War

See: For more information. 

Modern Foreign Languages

Head of Department: Ms D. Archer & Mr M. Willis

Languages enable students of all abilities to develop their potential in communicating with people from other cultures, equipping them with the knowledge to communicate in a variety of contexts with confidence.


French is the First Language spoken in many countries across Africa, Europe and the Caribbean, offering lots of opportunities for development in a range of business industries.

In Key Stage 3 French, pupils study the following:

Term Year 7 Year 8 Year 9
1 Topic: introductions

Grammar point:
Regular verbs
Adjectives, definite/indefinite articles
Topic: describing families, weather

Grammar point:  connectives, range of

-er/-ir/-re verbs
Topic: tv, music, reading

Grammar point: perfect tense

Topic: school

Grammar point:
-er verbs

Topic: free time

Grammar point: perfect tense

Topic: future plans

Grammar point: future tense


Topic: free time

Grammar point:

Topic: going out, invitations, excuses

Grammar point: modal verbs

Topic: health

Grammar point: imperatives


Topic: family life


Grammar point:

Possessive adjectives, partative articles

Topic: eating and drinking

Grammar point: quantities, partitive articles

Topic: a whodunnit

Grammar point: imperfect tense


Topic: in town

Grammar point: aller; prepositions of place

Topic: holidays

Grammar point: prepositions

Topic: holidays

Grammar: conditional tense


Topic: future tense

Grammar point: near future tense

Topic: friends

Grammar point: range of tenses

Topic: youth rights

Grammar: modal verbs


Germany is the economic and political powerhouse of Europe, offering lots of opportunities for development in a range of business industries.

In Key Stage 3 German, pupils study the following:

Term Year 8 Year 9

Topic: holidays

Grammar point: perfect tense

Topic: media, music, film

Grammar point: perfect tense


Topic: Food, drink, shopping

Grammar point: articles

Topic: school

Grammar point: comparatives


Topic: tv, film & media

Grammar point: perfect tense

Topic: future plans

Grammar point: future tense


Topic: health

Grammar point: modal verbs and imperatives

Topic: young people’s issues

Grammar point: adverbs of frequency


Topic: invitations, clothes, parties

Grammar point: modal verbs

Topic: describing people

Grammar: range of tenses


Head of Department: Mr T. Richardson

Maths helps students to understand numbers, algebra, geometry and statistics and how they link together to achieve the ultimate goal of problem-solving.

At Laureate Academy we are introducing the Mathematics Mastery programme of study, which involves studying particular topics in depth before moving on. Thereby ensuring complete understanding of the curriculum content.

Terms Year 7 Year 8 Year 9
1 Place value, addition & subtraction

Apply the four operations with negative numbers

Convert numbers into standard form and vice versa

Calculate with roots and integer indices

Manipulate algebraic expressions by expanding the product of two binomials

2 Place value, multiplication & division

Apply the multiplication, division and power laws of indices

Convert between terminating decimals and fractions

Manipulate algebraic expressions by factorising a quadratic expression of the form x² + bx + c

Understand and use the gradient of a straight line to solve problems

3 2D shape in a 3D world

Find a relevant multiplier when solving problems involving proportion

Solve problems involving percentage change, including original value problems

Solve two linear simultaneous equations algebraically and graphically

Plot and interpret graphs of quadratic functions

4 Fractions

Factorise an expression by taking out common factors

Change the subject of a formula when two steps are required

Change freely between compound units

Use ruler and compass methods to construct the perpendicular bisector of a line segment and to bisect an angle

5 Algebra

Find and use the nth term for a linear sequence

Solve linear equations with unknowns on both sides

Plot and interpret graphs of linear functions

Solve problems involving similar shapes

Calculate exactly with multiples of π

Apply Pythagoras’ theorem in two dimensions

6 Percentages & pie charts

Apply the formulae for circumference and area of a circle

Calculate theoretical probabilities for single events

Use geometrical reasoning to construct simple proofs

Use tree diagrams


Religious Studies

Head of Department: Ms T. Curry

We teach young people to ask questions, while also teaching them knowledge and understanding. We explore the main tenets of world faiths in order to support our young people in developing their own values and principles, and to promote their spiritual, moral, social and cultural development.

Across Key Stage 3, we study the foundations of the world’s main religions, as well as examining moral issues, ethics and philosophy.

In Key Stage 3, we study:

Term Year 7 Year 8 Year 9

Judaism – beliefs


To learn about the main beliefs and important people in Judaism.

Jewish Symbolism


To learn about the main beliefs and important people in Hinduism.

Crime and punishment


To consider causes of crime to the punishments criminals receive through to whether capital punishment is the answer.


Judaism - ethics


To understand how Jewish people live their daily lives.



To learn about the main beliefs and important people in Hinduism.

Social Justice


To investigate issues around the world that impact on social injustices and how people have tried to combat these.




Christianity – beliefs


To learn about the main beliefs and important people in Christianity.



To begin to understand the ultimate questions in life and how students can apply these to their lives.

Peace and conflict


To consider how religious teachings fit in to ideas about conflict and look at what religions teach about peace.


Christianity - ethics


To understand how Christians live their daily lives.



To continue to answer some philosophical questions such as the nature of God.


Religion in the 21st century


To reflect on living as a religious person in the 21st century


Islam - beliefs


To learn about the main beliefs and important people in Islam.

Problem of Evil


To look at the issues surrounding ideas of God and religion and how this links to a belief in God.

Life after death


To look at religious teachings around life after death and how they cope with the concept.


Islam - ethics


To understand how Muslims live their daily lives.

Ethics and life


Applying religious teachings to everyday life such as debates around the environment.

Life after death


To apply religious and spiritual beliefs of life after death to their own lives.


Director of Learning: Miss T. Crosland

Head of Department: Miss R Harris

We are fully committed to the development of physical education within the curriculum, and provide a positive learning environment where students feel confident, safe and thrive on the need to develop themselves, physically, mentally and emotionally. We encourage positive values through a variety of teaching strategies and methods in order to gain the best results from all students, irrespective of gender or ability.

In addition to our GCSE, A-level and BTEC courses, we also provide students with the opportunity to develop their leadership skills as part of the Laureate Leadership Academy. Students frequently assist our School Games Organiser with festivals or competitions within our family of schools.

The opportunities we provide to students are not confined to the school timetable: extra-curricular activities are crucial to promoting lifelong participation in physical activity. It is vital that students take part in physical activity outside of school not only to improve fitness and skill levels but also as part of a healthy lifestyle. Our staff freely give up their time to create opportunities for extra-curricular clubs and fixtures, and we expect students to attend at least one club per term.

PE at KS3 is very varied and builds on basic skills and strategies. Students have between 100 to 150 of timetabled P.E per week. Each half-year group consisting of 3 or 4 teaching groups.

Below is a summary of what is covered in Year 7 PE lessons:

  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Boys Football Rugby Badminton Gymnastics Athletics Softball
Boys 2 Gymnastics Rugby Football Table Tennis Softball Athletics
Girls Netball Badminton Dance Football Athletics Rounders
Girls 2 Netball Football Gymnastics Badminton Rounders Athletics
Mixed Basketball Table Tennis Gymnastics Football Rounders Athletics

Below is a summary of what is covered in Year 8 PE lessons:

  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6



Table Tennis Basketball Gym/Trampolining Athletics Softball
Girls Netball Badminton Dance Football Athletics Rounders
Mixed Basketball Football Gym/Trampolining Table Tennis Rounders Athletics

Below is a summary of what is covered in Year 9 lessons:

  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6


Gym/Trampolining Handball Table Tennis Athletics Softball


Badminton Dance Handball Athletics Rounders
Mixed Indoor Football Table Tennis Gym/Trampolining Basketball (Gym) Rounders Athletics


Head of Department: Mr A. Easthorpe

Geography is the study of the world around us, a combination of the arts and the sciences and provides those that study it with a broad sense of the ever-changing processes, that just by being alive, contribute to and are affected by every second of every day. From the personal to the global, the past, the present and the future. In rates of change that extend form the instant to those that take place over millions of years.  We are all life geographers.

Through studying Geography, we aim to make sense of all these processes and phenomena, and in order to do so Geographers have to employ a wide range of skills; independence, enquiry, perseverance, analysis (written, mathematical, graphical and digital) and the ability to reflect upon practice and improve. Mastering these skills makes us academic geographers.

Here is an outline of what is taught:

Terms Year 7 Year 8 Year 9
Term 1 Geography Skills Rivers Development
Term 2 Continental Drift Global Resources Hazards
Term 3 World Climatic Regions Climate Change Ecosystems
Term 4 Kenya Economic Change in the U.K. Urbanisation
Term 5 World Population Population and Migration Coasts
Term 6 Microclimates Globalisation

The Middle East


 Ethos & Values

Knowledge is at the heart of everything we do at Laureate Academy, and we have the very highest expectations of our students and what they can achieve.

Our school motto is Libertas per Cultum (freedom through education). We strive to instil in our students:

  • Freedom to choose, to be knowledgeable enough to make good choices in life.
  • Freedom to think well – we think with words, therefore depth and breadth of knowledge are vital tools in life.
  • Freedom from ignorance and prejudice through knowledge and conceptual understanding of the world.
  • Freedom to lead a purposeful and fulfilling life.

We believe in the joy of knowledge, and in fostering in our students an insatiable curiosity in life. We teach our students the best that has been thought and said, giving them access to high-quality, classic texts, and lessons from subject experts. We strive to give our students a rigorously academic education that puts them on a level playing field with their independently-educated peers. We believe in pitching lessons high so that our most able students are never bored, whilst supporting our less able students to make steady progress.

Our Academy School Day

The school is open from 8:15am, when breakfast is also available at the restaurant for all students.

All students must be on site at 8:30am in order to start lessons at 8:40am.

There are six lessons daily. Before the start of lessons, all students in Years 7 to 13 attend registration time in their tutor group for 25 minutes.

Period Start Time End Time
Registration 08.40 09.05
Period 1 09.05 09.55
Period 2 09.55 10.45
Break 10.45 11.10
Period 3 11.10 12.00
Period 4 12.00 12.50
Lunch 12.50 13.35
Period 5 13.35 14.25
Period 6 14.25 15.15



Wednesday 4 September 2019 Term starts (Year 7 &12)
Thursday 5 September 2019 Term starts (Years 10 & 11)
Friday 6 September 2019 Term starts (Years 8 & 9)
Friday 25 October 2019 Term finishes


Tuesday 5 November 2019 Term starts
Friday 20 December 2019 Term finishes


Tuesday 7 January 2020 Term starts
Friday 14 February 2020 Term finishes


Monday 24 February 2020 Term starts
Thursday 2 April 2020 Term finishes


Monday 20 April 2020 Term starts
Friday 8 May 2020 Spring Bank Holiday (SCHOOL CLOSED)
Friday 22 May 2020 Term finishes


Monday 1 June 2020 Term starts
Friday 17 July 2020 Term finishes

We expect students to attend the Academy every day during term time, and will take appropriate action in accordance with our policies.

Inset Days

There will be no school on the following dates:

Term Date
1 Monday 2 September – Tuesday, 3 September 2019
2 Monday 4 November 2019
3 Monday 6 January 2020
4 Friday 3 April 2020



Photo Gallery


 Train to Teach

Train to teach at the Pimlico-London SCITT


Future Training, part of the Future Institute of Education, offers an academically rigorous and school-led ITT training programme. It is judged ‘Outstanding’ by Ofsted, and is one of the country’s top providers, rated the top provider in the Good Teacher Training Guide 2017.

We are based at the Ofsted-rated ‘Outstanding’ Pimlico Academy in central London, and all training sessions will be delivered at this main site. However, the SCITT draws together a network of like-minded schools, all within central London or the surrounding area, where your teaching placement will take place.


Our one-year professional training programme provides a robust and knowledge-rich approach to achieving QTS and a PGCE. Successful candidates will have:

  • The opportunity to get into the classroom and take responsibility for a small number of their own classes from the outset.
  • High-quality mentoring and training which has been rated as ‘Outstanding’ in all areas by Ofsted.
  • Access to outstanding practitioners to help accelerate their progress and to share the very best in teaching practice.
  • The benefits of Future Academies’ pioneering work in developing a knowledge-rich approach to teaching and learning, as well as the new standards we are setting in knowledge-led assessment that measures pupil progress not with generic levels, but by evaluating what pupils know and can do, as well as their conceptual understanding.

All trainees will obtain Qualified Teacher Status at the end of one year. They also have the opportunity to study towards the PGCE with one of our university providers.

Bursaries and Fees

As a trainee teacher, you may be eligible for a government bursary. Please check out the get into teaching website for details on which bursaries you may be eligible for.

In addition to this, we are able to offer exceptional candidates the Future Teach Scholarship, which waives the training fee of £9,250 alongside providing a top-up of your government bursary up to £29,000.

Find out more.


Applications for entry onto our courses in September 2020 will open from 8th October. Early applications are strongly encouraged.

To apply, please click here and search our courses under ‘Pimlico Academy’ and ‘the Pimlico London SCITT’. Register through UCAS teacher training, and complete your details, such as your work experience, qualifications, personal statement and references. Then put the relevant course as one of your provider choices.

If you would like to be considered for the Future Teach Scholarship, once you have applied through UCAS, please also submit a CV and covering letter to

Open Mornings

We encourage all applicants to attend an Open Morning before applying as it is an excellent opportunity to find out more about us, to meet course leaders, and to observe some teaching. All Open Mornings include a presentation by our course leaders, and a tour of the host school with the opportunity to observe lessons.

Click here to book.

If you are unable to make any of the dates, please email us at and we will try to arrange an alternative date to meet one of our course leaders.


For further information, please visit the Future Training website.

Future Academies

Pimlico Academy, Lupus Street, London SW1V 3AT
Tel: 020 7802 1910