KEY STAGE 3

CURRICULUM

DETAILS

2010

Introduction

Art

English

Geography

History

ICT

Mathematics

Modern Languages

Music

PSHEE & Citizenship

Physical Education

Religion, Philosophy & Ethics

Science

Technology

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THE KING’S SCHOOL Curriculum

Key Stage 3: Years 7 and 8

Introduction

Our curriculum is divided into two main sections the 11-13 Curriculum, and the 14-19

Curriculum.

Changes to what was previously known as the Key Stage 3 (KS3) Curriculum (Years 7-9) have

given us freedoms of approach that schools have been requesting for many years.

We have looked very carefully at the curriculum we offer in Years 7-9 and the curriculum that

students entering secondary education will face in three years time with the quite radical

reforms to the 14-19 Curriculum. All young people will now have to be in education or training

until the age of 17 which is rising to 18. This does not necessarily mean studying at school but

could be college courses, apprenticeship, or employment with training. However, it is very

much still the case that young people at 16 have to make some fundamental decisions about

the choices they will make regarding their future education or training. To a large extent the

options that are open to young people rests on the qualifications they achieve at age 16

whether these are GCSEs, BTECs, vocational qualifications or the new diplomas. These

qualifications are the students’ passport to the next stage in their life and as such open the

doors to future choices and change dramatically their life chances. As a school we are very

mindful that our core purpose is to provide every opportunity for the young people in our care

to achieve their full potential at this crucial stage.

All of the above has led us to make some key changes to our 11-13 Curriculum for 2008 and

beyond. Students will take a condensed KS3 Curriculum. It will last for just two years and will be

based far more on developing the skills and learning abilities needed rather than simply

content driven, which is recognised as one of the lowest level skills that students need to

acquire to succeed.

In Year 9 the curriculum will in future form a Key Stage 4 Foundation year. We have decided

not to start GCSE examinations early but rather provide a firm basis on which students can

make informed course choices with the skills, knowledge, understanding and expertise to

excel at KS4. The content of the curriculum will obviously be rooted in many of the current

subjects that students study but there will be a broadening of experiences, opportunities to

sample vocational courses and a real focus on developing the higher level skills of analysis,

problem solving, communication and numeracy. All our experiences show that students who

have these skills make much greater progress at KS4 (14 - 19) than those students who do not.

The curriculum currently under design will involve a great deal of cross subject collaboration,

far more personalisation based on individual need and very explicit skills development.

We understand that our new 11-13 Curriculum is far more demanding than the current

arrangements but we are convinced that our students have the ability to meet these new

challenges and we have the obligation to provide the type of curriculum that will enable our

young people to really fulfil their potential.

When students enter the school in Year 7, we receive basic assessment information relating to

Key Stage 2 alongside other valuable information concerning their work abilities and talents.

At the beginning of the Autumn term, each curriculum area will give a short test in order to

gain some indication of a base from where the students can progress. In addition students will

sit CATs (Cognitive Ability Tests), a Spelling Test and a Reading Test.

All students will follow the same curriculum pattern.

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11 - 13 CURRICULUM

Hours per week

Years 7/8 Year 9

English 3 3

Mathematics 3 3

Science 3 3

Art 1 1

Geography 2 2

History 2 2

ICT 1 1

MFL 2 2.5

Music 1 1

PSHEE* 1 0.5

Physical Education 2 2

Religion Philosophy and Ethics * 2 2

Technology▲ 2 2

Curriculum Area

* Citizenship is an integral part of these curriculum areas

▲ There is a short drama module timetabled as part of the Technology carousel.

Careers education and guidance is incorporated within the PSHEE and tutorial programme.

THIS IS AN ILLUSTRATION OF OUR PRESENT CURRICULUM WHICH IS CURRENTLY UNDER REVIEW

AND MAY BE MODIFIED

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THE CURRICULUM PATTERN

In Key Stage 3 the Art course explores Investigating, Making, Knowledge and Understanding -

spanning Years 7and 8.

Year 7

In Year 7, students will develop sound drawing and painting skills, experiment with different

media and work in three dimensions. They will begin to keep a sketchbook, learn to generate

personal ideas and through primary and secondary experiences learn about the wider world

of Art.

Students will be assessed at regular intervals or at the end of projects, to assess progress and

understanding of concepts and skills taught. A variety of types of work will be undertaken

throughout the year to ensure all students find areas of success and expertise. Work is cross-

related to the work of other artists.

Assessment will reflect their personal progress within the attainment targets.

Independent learning is an important part of the course.

Year 8

In Year 8 students will further develop their skills, work individually or in groups on large-scale 3-

D work and learn to record and investigate their environment. They will keep a sketch book,

further develop personal ideas and through primary and secondary experience, learn about

the wider world of Art.

Students are assessed at the end of the projects and are encouraged to think critically about

their work and the work of other artists.

There will be a project intended to draw out a more individual approach to Art, building on

personal aptitudes and skills.

Assessment will reflect their personal progress within the attainment targets.

Independent learning is an important part of the course and enhances or aids completion of

projects set in lessons.

Year 9

In Year 9 students begin to develop individual styles and

interests. Through studying artists and genres they experience

new techniques, skills and materials, leading to GCSE style

projects and individual outcomes. Students are assessed at

the end of projects and are encouraged to think critically

about their work and the work of other artists.

Assessment will reflect their personal progress within the

attainment targets.

Independent learning is an important part of the course and

enhances or aids completion of projects set in lessons.

Year 7 Landscape Drawings

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ART

Reading

Students have the opportunity to read a wide variety of literature. The main emphasis is the

encouragement of reading in order to develop independent, responsive and enthusiastic

readers. Within reading lessons in the classroom, students are taught to identify the text’s

audience, purpose and form and how these determine the language, structure and

presentation. The English Department also works closely with the library assistants to develop

reading skills.

Writing

Students are given the opportunity to write for:

∗ aesthetic and imaginative purposes

∗ to inform others through instruction, explanation, argument, narration, reportage,

description and persuasion

∗ to develop thinking through review, analysis, recollection and summary

The range of tasks covered will include note-taking, diaries, personal and formal letters,

reports, leaflets, reviews, essays, advertisements, poems, newspaper articles, play scripts and

writing-in-role.

Speaking and Listening

Students are given the opportunity to talk and listen for a range of purposes, including:

∗ explanation, description and narration

∗ exploration, analysis and consideration of ideas

∗ argument, debate and persuasion

∗ drama and role play

Spelling, Punctuation and Grammar

During their English course in Years 7 and 8 students will be given the opportunity to develop

their understanding of sentence structure, including clauses and phrases. They will be taught

how to use paragraphs by linking sentences together coherently. They will also learn how to

use standard written forms of nouns, verbs, adjectives and adverbs as well as different

strategies for learning the correct spelling of both English and cross curricular key words.

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ENGLISH

The National Curriculum and Literacy Strategy

The English curriculum is delivered through a range of schemes of work which are based on

the requirements of the National Curriculum and Literacy Strategy.

Assessment

Upon arrival at King’s Year 7 students are formally assessed in Reading and Writing. At the end

of each academic year pupils in Years 7, 8 and 9 will once again be formally assessed as a

means of monitoring their progress during the year and Key Stage. At present the schemes of

work are as follows:

YEAR 7

POETRY UNIT (LOVE)

FICTION UNIT (READING AND WRITING)

MEDIA UNIT (TELEVISION NEWS)

DRAMA UNIT

SHAKESPEARE UNIT (A MIDSUMMER NIGHT’S DREAM)

NON-FICTION UNIT (READING AND WRITING)

YEAR 8

POETRY UNIT (WAR)

FICTION UNIT (READING AND WRITING)

MEDIA UNIT (TELEVISION ADVERTISEMENTS)

SHAKESPEARE UNIT (MACBETH)

NON-FICTION UNIT (READING AND WRITING)

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Year 8 Macbeth role play work

YEAR 9

POETRY UNIT (SKILLS OF ANALYSIS)

FICTION UNIT (READING AND WRITING)

MEDIA UNIT (FILM ANALYSIS)

SHAKESPEARE UNIT (ROMEO & JULIET)

NON-FICTION UNIT (READING AND WRITING)

SPOKEN LANGUAGE UNIT

Year 7

Geography in Year 7 starts by building on knowledge and skills already obtained at Primary

School. The course starts with some basic skills; atlas and ordnance survey work which are

needed in following years. Topics then studied are: the weather, economic activities,

settlement and some physical Geography (the water cycle). These focus on application of

skills and enquiry based approach with some cross curricular links. All of these topics stress the

significance of the local area. Fieldwork investigations using the school grounds and Ottery St

Mary are included.

Assessment will include end of unit tests and assignments on map skills, hydrology in the school

grounds and fieldwork in Ottery St Mary. All of these will involve independent learning and are

considered important individual pieces of work.

Year 8

In Year 8 we look at the subject on a global scale. Students look at different environments,

particularly rainforests, deserts and the problems facing these areas. Differences between

countries of the “rich north” and “poor south” are studied mainly through enquiries of two

countries - Italy and Kenya. Human Geography topics such as population and migration and

physical topics such as climate and ecosystems are also studied.

At the end of each unit students will have a formal test on the work covered. There will also

be major individual enquiry assignments on aid, rainforests and tourism in Kenya. These

introduce valuable investigation skills and are designed to build confidence and gradually

improve quality of work and organisation. Otherwise independent learning will be related to

current work.

Year 9 Winners of a Plate Boundary

Model-making Competition

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GEOGRAPHY

Year 9

In Year 9 we look at issues of global

concern and sustainability. Issues studied

are The impacts and management of

natural hazards, endangered species,

resource exploitation and pollution and

the growth of leisure.

Assessment involves end of topic tests and

enquiry assignments. Topic enquiries

include a comparison of earthquake

impacts in contrasting areas, global

warming and Antarctica. These

accommodate a variety of learning styles

to suit our ‘achievement for all’ approach.

Students also enjoy the opportunity to

make links with other areas of the

curriculum and take part in cross curricular

activities. These are designed to develop

student confidence and independence as

well as their analytical, creative and

communication skills.

Year 7

There are two units, Medieval Britain (1066 - 1500) and the Native Americans. The course books are the School History Project ‘Contrasts and Connections’; Hodder History ‘Conflict,

People and Power’ and ‘The Native Peoples of North America’. Medieval Realms :

Areas covered: ‘1066 and beyond...’ ~ Norman take-over ~ Medieval Society ~ Church/Village/Towns/Law/Culture ~ Thomas Becket - Peasant’s Revolt ~ Plague. Assessment includes role play, evidence/ context tasks. Independent studies are through worksheets and essay assignments which involve research

and preparation. Native Americans:

Areas covered: First Americans 40,000 BC ~ Problems of evidence/A Cultural Clash ~ The European Settlement of America ~ Progress or destruction ~ The Legacy of Native American Culture. Assessment includes looking at evidence interpretation with written tasks. There are also role plays and active learning tasks undertaken.

Year 8

There are two units, The Making of the UK and Britain 1750 - 1900. The course books are SHP ’Making of the UK’ and ‘Peace and War’; Hodder History ‘Crown and Country’ and ‘New Worlds For Old’. Areas covered: 1500 England ~ Henry VIII ~ Elizabethan England ~ Civil War - From Republic to Restoration. Assessment tasks look at the use of evidence and independent studies include essay writing.

19th Century Britain:

Areas covered: Industrialisation ~ The growth of industry and transport in the late 18th and 19th

Centuries ~ Social conditions and reform ~ Growth of the Empire. Assessment is mainly written with some emphasis on local history and also through a ‘Dragons Den’ style role play presentation. Year 9

There are two units, Black Peoples of the Americas and Britain in the 20th Century World. The course books are ‘Black Peoples of the Americas’ (Living through History and Hodder History); SHP ‘Britain and the Great War’; SHP ‘Peace and War’ and Hodder History ‘Challenge and Change’. Black Peoples of the Americas:

Areas covered: The Slavery Triangle ~ Emancipation of the Slaves ~ The Civil Rights Movement ~ Black People Today. Assessment is mainly written with an emphasis on essay writing skills and a research project on Black Political and Cultural figures. Britain in a 20th Century World:

Areas covered: Causes of the First World War ~ Life and Death in

the Trenches ~ Effects on the Status of Women ~ The Rise of the Dictators ~ The Second World War ~ The Cold War ~ A Changing World 1950-2001. Assessment is through written tasks with an emphasis on local and national History within the international scene. A ‘Decades’ project offers an added cultural dimension.

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HISTORY

Information and Communication Technology (ICT) is about the use of computers and other

microchip technology. The school aims to give all students a basic understanding of how to

use this technology in their everyday working lives.

All students have one lesson a week in each of Years 7,8 and 9. Teaching is in mixed ability

groupings. Independent learning activities are set after most lessons to reinforce lessons.

Year 7

This course aims to help students gain confidence and develop the basic skills of editing and

handling information. They are introduced to a network environment and learn how to log on,

save files and print. They edit text in Word and then insert images. Presentation software is

used to create a presentation about The King’s School which includes text, movement and

images, e.g. clipart, photos from a digital camera.

They also create leaflets using Desk Top Publishing and Graphics software and start to

develop simple spreadsheet skills, e.g. formatting cells and basic formulae in spreadsheets.

Students also learn how to programme events using simple programming languages and use

database software to store and search information about friends.

The main skills include searching for information on the internet as well as the consideration of

bias when looking at websites. This also helps when reinforcing the safe use of ICT. The ability

to present and organise information using the medium of web pages is explored.

Year 8

Students are introduced to the idea of temperature logging and learn how to further refine

graphs using spreadsheets. Students use more advanced formulae in Excel and draw

conclusions from their results.

The ability to discriminate between fact and opinion when researching on the Internet is

developed further and students’ researching skills are refined. E-safety is also explored.

Students will have the opportunity to use a range of Office software to solve problems around

realistic work place scenarios. This serves as a foundation to develop skills leading to external

accreditation in OCR Nationals ICT in Year 9.

Year 9

Students in Year 9 create a website for a client and are assessed on their ability to plan,

create, test and evaluate the website. Successful students have the opportunity to achieve

external accreditation through the OCR Nationals Course.

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INFORMATION & COMMUNICATION

TECHNOLOGY

The programme of study for Key Stage 3 continues and extends the progression and expectations established in Key Stages 1 and 2. The great majority of Key Stage 3 pupils are expected to work within the range of Levels 3 to 7. Pupils are taught in sets according to their mathematical abilities. The different sets follow courses which largely cover the same topics although the higher sets tend to study the topic at greater depth. At Key Stage 3 there is an emphasis on key processes. Key processes lie at the heart of the new Secondary National Curriculum in Mathematics and are embedded in all units of work. The key processes are: ∗ Representing ∗ Analysing - use Mathematical reasoning - use appropriate Mathematical procedures ∗ Interpreting and evaluating ∗ Communicating and reflecting Mathematical processes lie within the strands of number, algebra, geometry and measures, statistics and in all cross-strand work. These processes are central to student achievement in relationship to the secondary framework in Mathematics. Overview of Strands

1. Mathematical Processes and Applications 1.1 - Representing 1.2 - Analysing - use Mathematical reasoning 1.3 - Analysing - use appropriate Mathematical procedures 1.4 - Interpreting and evaluating 1.5 - Communicating and reflecting

2. Number 2.1 - Place value, ordering and rounding 2.2 - Integers, powers and roots 2.3 - Fractions, decimals, percentages, ratio and proportion 2.4 - Number operations 2.5 - Mental calculation methods 2.6 - Written calculation methods 2.7 - Calculator methods 2.8 - Checking results

3. Algebra 3.1 - Equations, formulae, expressions and identities 3.2 - Sequences, functions and graphs

4. Geometry and Measures 4.1 - Geometrical reasoning 4.2 - Transformations and co ordinations

5. Statistics 5.1 - Specifying a problem, planning and collecting data 5.2 - Processing and representing data 5.3 - Interpreting and discussing results 5.4 - Probability

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MATHEMATICS

Assessment

The performance of students is assessed on the basis of class work, independent learning and written tests. The setting arrangements are reviewed and changes made as appropriate. Independent Learning

Independent learning is set on a regular basis and in Key Stage 3 a variety of tasks are set, which might include : ∗ Continuing or finishing tasks started in class ∗ Extension/research/project work ∗ Puzzles with a Mathematical flavour ∗ Revision/reinforcement ∗ Online tasks using mymaths

Year 8

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In Key Stage 3 students are taught in mixed ability groups. Lessons and Independent Learning will be aimed at four skill areas, which, in the National Curriculum are called Attainment Targets. They are: AT1 = Speaking AT2 = Listening and Responding AT3 = Reading and responding AT4 = Writing Equipment It is strongly advised that students have an English/French dictionary. It would also be useful to have four coloured pens - red, blue, black and green. Year 7 In Year 7, students will be revising and in certain cases, discovering the basic language, focusing on the grammatical side of the French language. Amongst other topics, we will study:

• How to introduce ourselves • How to describe ourselves and our family • Classroom objects • School • Animals • Hobbies

The students are encouraged to use the target language from their first lesson and gradually become more comfortable in communicating in French. The topic studied will provide us with the opportunity to introduce essential grammar points, like the verbs ‘etre’ and ‘avoir’ and the genders, through different activities including games, songs, videos and the use of ICT. Year 8 In Year 8, the students will be given the opportunity to study French and Spanish. Following on from the Year 7 achievements, students will be encouraged to work on achieving a better understanding of the language by introducing different tenses, including present, past and future through topics such as weather, food or clothes. The lesson activities will include games and songs as well as use of ICT. Year 9 Students will be taught in the subject they will have chosen at the end of Year 8: either Spanish or French or both. Leading up to the GCSE course, Year 9 students will be required to become more independent in their learning and asked to grasp a better understanding of the tenses and grammar. To this purpose, they will be running creative short term projects to get more confident with tenses and grammar which are essential components of language learning and a key to success at GCSE. Assessment Pupils are assessed through regular practice exercises in lessons as well as end of module assessments throughout the year.

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MODERN LANGUAGES

Year 7

Students begin the year with work on pulse and rhythm which develops into the use of both

standard and graphic notation.

This develops into work on the musical elements of dynamics, pitch, texture, tempo, timbre

and duration, both with listening work and compositional activities. They also study how

instruments work, how sound is produced and learn to recognise instruments aurally.

Much of the work is designed to develop keyboard and musical literacy skills, as well as a

basic knowledge of chords and certain scales, eg: pentatonic and chromatic.

Throughout the year students participate in a variety of activities to cover the core elements

of listening, composing and performing and to develop confidence in practical work and a

sense of ensemble.

The advertising module studies how music is used in the world of advertising. Students write at

least two types of music in this genre.

The majority of practical and composition work is done in small groups.

Year 8

The Autumn Term entails a variety of activities based on song-writing which culminates in all

students composing an original Christmas Carol. Modules throughout the year cover the ways

in which music can create atmospheres and composition of an atmospheric piece of music

including use of diminished and cluster chords.

A module based on the 12-bar blues sequence develops a knowledge of simple triads

extending the chord work covered in Year 7 as well as the blues scale. Students are

encouraged to use any instruments they play and not confine their work to classroom

instruments. Students also cover performance.

Year 9

Students learn fusion styles such as re-mix, Salsa and Bhangra. They also study a number of

20th century genres such as Doo Wop, Minimalism and music for cartoons.

All 3 years in Key Stage 3 cover common features including a study of a composer, musical

elements, understanding melody and world music.

Year 7 Investigating Pitch

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MUSIC

The Personal, Social, Health, Economic Education and Citizenship programme consists of a weekly hour long lesson in Years 7 - 9. These sessions are taught by a dedicated team of teachers and cover a wide range of issues. The programme is designed to enable students to discuss and become more familiar with issues to do with their personal development. Year 7 Issues covered include : ∗ Getting to know the school – focussing on roles of different members of staff ∗ Welcoming visitors - developing questioning skills to find out information from members of

the school community ∗ Bullying and friendships - to develop an understanding of the nature of friendship and

issues around bullying ∗ Drug Education - with a focus on smoking, looking particularly at risks to health, attitudes

towards smoking, school rules and the law, coping with peer influences ∗ Global issues - including a variety of issues such as Fair Trade, identity and diversity ∗ Adolescent issues - developing an understanding of the emotional and physical changes

that take place during adolescence. ∗ Careers and Economic Well-being - developing a greater understanding of the self and

how this might influence the future ∗ Exploring the Social and Emotional aspects of how young people learn Year 8 Issues covered include: ∗ Relationships - students will look at a wide variety of relationships and look at ways in which

they can be forged more successfully. They will look at how effective families work and how to deal with problems that occur. In addition they will develop a greater understanding of how to develop friendships and relationships with their peers. They will examine relationships within the wider community

∗ Financial Capacity - developing a further understanding of issues to do with money and finance

∗ Democracy and Justice - students will look at elections in relation to the school council and examine traits required by elected representatives. This will then be widened to examine the electoral and justice system in the UK

∗ Careers and Economic Well-being - laying the foundations for future option choices and understandings of the world of work

∗ Drug Education - including a focus on alcohol and solvents. This will include looking at the effect and dangers of alcohol and solvents, the risks to health, decision-making and assertiveness, the impact of the media and advertising

∗ Exploration into how our self esteem affects us in our everyday lives Year 9 Issues covered include: ∗ An in-depth study of relationships and how they can develop emotionally and physically

as youngsters get older ∗ Examining the pressures young people face in modern society, through the media and

the internet and developing ways young people can assert themselves in difficult situations

∗ Researching the laws involved in illegal drugs and looking at the choices people make ∗ Careers education focussing on the options available in Key Stage 4 ∗ How important stable emotional health and well being is to young people and strategies

on how to support one another

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PSHEE & CITIZENSHIP

With the designation of The King’s School as a Specialist Sports College, the opportunity for all

children to achieve personal excellence in particular activity areas is greatly enhanced. We

are offering an increasingly diverse programme within the curriculum to enable all students to

foster a healthy lifestyle and develop a positive attitude towards fitness for life.

Years 7 - 9

All students follow a range of activities during Years 7 - 9 from the games, athletics and

aesthetic curriculum areas. We will build on skills learnt in the primary schools, teach a range

of new skills and also give the students the opportunity to refine more complex movements

and sequences. Within activities, students will experience a variety of roles and be helped to

plan, perform and appraise sequences of movement created by themselves and others.

All students are made aware of sportsmanship, fair play and the importance of team work.

Students are also made fully aware of the safety requirements of each activity and the

necessity for safe practice at all times. They will be shown how to prepare for particular

activities and how to recover afterwards; the value of exercise in establishing and

maintaining health and how to continue with a variety of sporting activities in local clubs

within the community.

All students in Year 8 follow a leadership unit where they develop skills of communication,

organisation, responsibility and safety awareness.

Students under-go a continual assessment in all these areas.

Lunch Time Clubs and Extra-Curricular Sport

At present the school offers a wide range of lunch-time and after-school clubs in 75 activities.

This continues to develop as we seek to provide the very best provision for every student.

All students are encouraged to develop their skills by attending one or more of these clubs

and gain representative honours by playing for a school

team.

All students will represent their house in at least one

activity.

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PHYSICAL EDUCATION

Religion, Philosophy and Ethics (RPE) at The King’s School is a subject that gives students an

opportunity to explore challenging questions about the ultimate meaning and purpose of life,

beliefs about God, the self and the nature of reality. It provokes enquiry into issues of right and

wrong and what it means to be human. Lessons provide an environment for animated

discussion, personal reflection and spiritual development. Students are encouraged to explore

the views and values of others, while developing their own perspective on life. They are

encouraged to see themselves as individuals, growing up in the context of a diverse society,

as members of as global community.

Year 7

In Year 7 students are introduced to RPE at secondary level, emphasising that this subject is

enquiry-based, rather than faith-based. We explore issues relating to the students’ own beliefs

and values, asking the question: “who am I?” As well as looking at the inner dimension of life,

we also examine the nature of beliefs in the local area through visits to the Ottery Parish

Church and the Exeter Mosque.

We look at how human spirituality is expressed through the creative arts, taking examples from

a number of different religions and cultures. Students build on their understanding of symbolism

to interpret artistic representations of beliefs, ideas and aspects of spirituality. They examine

specific examples of Sikh portraiture, Christian iconography and Buddhist symbology. At the

same time, they reflect on their own spirituality and consider ways of expressing it graphically.

In the unit on rights and responsibility, students begin by looking at “The United Nations

Declaration of Human Rights”, exploring the rights and responsibilities we have as humans,

focussing on questions of justice and the work of religious people putting their faith in action. Year 8

In Year 8 we look at a number of different perspectives on the topic of happiness, exploring

the attitudes and values that affect the way we live. We ask whether materialism can satisfy us

and discuss topics of forgiveness, friendship and peace. We examine the phenomena of

Authority, exploring the nature of secular and religious leadership.

Students explore Jewish beliefs and discuss some of the reasons that lie behind the holocaust,

with the help of a holocaust survivor. In our unit on Hinduism, we look at practices such as

pilgrimage and symbolism, emphasising the breadth and diversity of the Indian traditions. We

ask the question: is the caste system part of Hindu religious tradition? We complete Year 8 with

a look at Sikhism, asking what is it like to live as a Sikh in Britain today?

Year 9

In Year 9 we explore Ethical Thinking, looking at moral codes found in a variety of world views.

We look at the application of these values through our contemporary attitudes to crime and

punishment. We explore some of the big philosophical questions: Does God exist? Why do we

suffer? Does evil exist? Is there life after death? Does science disprove religion? We examine

Buddhism as a possible solution to human suffering and discuss the effect the media has on all

our lives.

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RELIGION, PHILOSOPHY & ETHICS

At Key Stage 3 the Science National Curriculum is broadly divided into three sections :

• Life Processes and Living Things – cells, humans and green plants as organisms, variation,

classification and inheritance, living things in their environment

• Materials and Their Properties – classifying materials, changing materials, patterns of

behaviour

• Physical Processes – forces and motion, the Earth and beyond, sound and light, electricity

and magnetism, energy resources and energy transfer

Year 7

In the first term students learn how to work safely in the laboratory whilst developing both

experimental and scientific skills. These skills include operating a microscope and Bunsen

burner in addition to using precise measuring instruments such as a top pan balance.

The students then investigate energy around the theme of ‘My Town’ including the science

behind the Tar Barrels. This is followed by ‘My Reactions’ where students use everyday

substances to learn about acids, alkalis and chemical reactions.

The Spring Term starts with the students experiencing ‘My Journey Through Time’ where they

learn about the origins of the universe, our planet and variation in dinosaurs. This is followed by

‘My Body’ which covers cells, tissues, organs and how we use forces in our body to move our

limbs.

The Summer Term brings ‘My Air’ and a chance to investigate sound. Finally students study

‘My Island’, a topic designed to consolidate all of the skills learnt over the past year. This

involves solving a series of challenges presented by “crashing” on a mythical desert island.

Assessment

Students will be assessed by a series of skill based tasks throughout the year.

Year 8

Year 8 follows the same student centred approach as Year 7. The following topics will be

covered in Year 8:

‘My Planet’ - Students will discover the Earth’s position in our Solar System and rock formations.

They go on to investigate the variation of life on planet Earth.

‘My Molecules’ - Students learn about the Particle Theory and use it to explain different

reactions.

‘My Light’ - Students investigate how objects are seen and how heat energy is transferred.

They go on to learn about how light is vital for life on Earth.

‘My Identity’ - Students learn about animal behaviour and how their individual variation

comes from both inherited and environmental factors.

‘My Movement’ - Students investigate balanced and unbalanced factors.

‘My Food’ - Students learn about energy transfer in food chains, energy in respiration,

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SCIENCE

breathing, circulatory systems and photosynthesis.

‘My Movement’ - Students investigate balanced and unbalanced forces.

‘My Food’ - Students learn about energy transfer in food chains, energy in respiration,

breathing, circulatory systems and photosynthesis.

Assessment

Students will be assessed by a series of skill based tasks throughout the year.

Year 9

In the final KS3 year we have 5 areas of study for pupils, My Past Biology, My Past Chemistry, My

Past Physics, My Future in Science and My Sustainable Future.

In the first three of the topics we look at the major historical developments in science and how

these have impacted on all our lives. This teaches pupils about how science works from real life

examples and helps them to understand what science is and why it is so important to us. Areas

of study here include antibiotics, nanotechnology, the periodic table and the development of

mobile telephones plus many more relevant areas.

In My Future in Science pupils will carry out project based work researching areas of science

and producing portfolio work.

In My Sustainable Future we look at the real concerns over population growth in the world and

look scientifically at what is going wrong and ways in which we can fix them. The issues include

impact on the world's food resources, impacts on energy needs and supply and issues such as

global warming. Can science save us?

Assessment

Students will be assessed by a series of skill based tasks throughout the year.

Year 7 Science: Above: Anatomy

of a flower. Below: Windmills

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In Years 7, 8 and 9 Technology comprises of three main areas: Resistant Materials, Food and

Textiles. All students experience the three areas throughout the two years.

Year 7

Resistant Materials

Students have the opportunity to learn about a range of resistant materials. They learn about

safety in the workshop and are shown how to use hand tools and some basic machines.

In the “mechanisms in motion” module students will focus on one resistant material, designing

and making an artefact that has motion using a crank or a cam. The students will learn

about types of motion and the mechanisms that are used in everyday life. The emphasis in

this module is accuracy in marking out and fabrication as well as detail in finishing. Again

students will develop their knowledge and skills in the use of tools and machines. There is also

a reinforcement of workshop practice and safety.

The students may also have the opportunity to get involved with some CAD (computer aided

design) work and learn to use Prodesktop, a very powerful 3D modelling tool.

Food

Food Technology involves using knowledge and skills to design and make good quality

products. All year groups undertake tasks which involve them in planning work carefully,

carrying out research, learning about ingredients, food products, using tools and equipment

accurately and timing.

Safe working practice and use of equipment is an important part of the module. Students

learn a variety of skills and processes which enable them to be confident in the kitchen

environment.

The theme for this module is to design and make a recipe book suitable for young children.

This must include recipes and a range of instruction sheets to support their classroom

experience.

Independent learning tasks include research, design tasks and evaluating work undertaken in

class.

Textiles

The course is an introduction to Textiles. Students are made aware of the importance of

textiles to our lives. Key words are introduced and ICT links are explained.

The design task has cross-curricular links with Geography. The sustainability of indigenous

cultures is considered by focusing on artefacts produced by Australian Aboriginal people.

Practical work is centred on learning to use a sewing machine with accuracy. Simple designs

are produced.

Safe working practice and use of equipment are highlighted throughout the course.

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TECHNOLOGY

Independent learning tasks include research, design tasks and keeping a record of work

undertaken in class.

Year 8

Resistant Materials

All students cover two resistant materials modules “Mechanisms” and “Jewellery”.

Mechanisms builds on the work covered in Year 7 and allows students to develop a greater

understanding of types of motion and how mechanisms can be used for specific tasks.

Students work in pairs to develop (using Lego Technic kits) a slow moving vehicle. The module

is run with a competitive spirit and students aim for their vehicle to take the longest time to

travel one metre. The module is assessed on the practical work produced and a short written

test.

Jewellery allows students to involve themselves in investigating and designing for a specific

purpose. They use a range of metals and decorative processes to produce jewellery of their

choosing. The emphasis is on quality and accuracy of finish and allows students the

opportunity to be quite creative in their design ideas.

Food

Students look at the need for a healthy, balanced diet and how recipes can be adapted to

meet current guidelines. They will also learn about meal planning and basic nutrition. Students

will also look at the changes in our diet over the past few years and what has influenced this

change. They will investigate the importance of standard commodities and will design and

make a final practical task.

Textiles

Students will explore the area of structure and forces, seeing where these apply to real-life

situations, before taking on a ‘kite’ project.

They are shown a variety of kite designs that they will judge on artistic and structural merits. A

brief history of kites is given and students are asked to think of possible future uses. We also

look at a variety of natural and man-made materials for kite making, to see which ones are

most effective. This knowledge is used to design and make a simple decorated kite with

Ripstop Nylon. Students are judged on the variety of their design ideas, the accuracy and

depth of their research, and the care and attention to detail in their practical work.

A variety of independent studies are set and these cover research, design and writing skills.

Year 9

All projects in Year 9 allow students the opportunity to sample the GCSE work they may

choose to opt for in Year 10.

Resistant Materials

All students cover two resistant materials modules “Electronics” and “Product Design”. In

Electronics, students will build and electronic circuit as part of a ‘steady hand game’. This is a

focused practical task with an emphasis on producing quality practical work and deals with

simple systems.

In Product Design students will work with Computer Aided Design (CAD) to produce a set of 2

dimensional parts to make up a 3 dimensional product that is a souvenir for a local/national

visitor attraction. The parts are machined on a computer aided manufacturing (CAD) router.

This gives students an insight to manufacturing products in the ’real world’.

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Sewing machine

How does it work ?

Circuit manufacture for the

‘Timer’

Production of healthy

snacks

Food

Students cook in the majority of sessions and will look at table lay, presentation and the range

of catering establishments available. They will be assessed through a terminal test on basic

catering terms and written recipe write-ups.

Textiles

Year 9 work focuses on the environmental impact of the production and use of textiles.

Students examine ways in which textile manufacture impacts on the environment. They learn

the process of foundation piecing patchwork and create a product by recycling materials

that would otherwise be thrown away. Students also consider the aftercare of their product

and create a suitable care label using the internationally recognised symbols.

The information contained in this

document is correct at the time it

was compiled. It should not be

assumed that there will be no

variation before the start of, or

during, the particular school year,

or subsequently. It is not intended

to create a contractual relationship

and may be varied in the light of

changing circumstances.

NOTES