Key Stage 3

Year 7

Autumn Term

• Transition - Introductory lessons, library induction, author study, tests.
• Unit 1: Texts from different cultures - reading, poetry analysis
• Unit 2: Primary School Letter - Writing
• Unit 3: Readathon - sponsored reading event

Spring Term

• Unit 1: Novel - Speaking and listening: persuasive speech, Reading: analysing language and structure in extract
• Unit 2: The Terrible Fate of Humpty Dumpty - Speaking and listening: performing, Reading: analysing a theme or character.

Summer Term

• Unit 1:Exam Preparation
• Unit 2: Year 7 Exam - Reading
• Unit 2 Introduction to Shakespeare - Writing: Narrative about Globe Theatre

Author Studies: Own choice of author, William Shakespeare.

Year 8

Autumn Term

• Unit 1: Novel - Reading: analysing language and structure in exrtact, Writing: creative writing
• Unit 2: Advertising - Speaking and Listening: presentation of product, Writing: formal, persuasive letter.

Spring Term

• Unit 1: Crime and Detection - Reading: analysing language and structure in extract, Writing: opening to a crime story.
• Unit 2: Our Day Out - Speaking and Listening: performance of scene, Reading: comparison of .characters

Summer Term

• Unit 1: Exam Preparation
• Unit 2: Year 8 Exam - Reading
• Unit 2: Shakespeare: A Midsummer Night's Dream - Reading

Author Studies: Arthur Conan Doyle, Willy Russell.

Year 9

Autumn Term

• Unit 1: Poetry - Reading: comparison of 'Charge of the Light Brigade' and 'Exposure'.
• Unit 2: Visions of the future - Speaking and Listening: Room 101 presentation, Writing: description of future world.

Spring Term

• Unit 1: American Literature - Reading: analysing language and structure in extract, Writing: narrative writing.
• Unit 2: Literacy Non Fiction - Exam prerparation

Summer Term

• Unit 1: Year 9 Exams: Paper 1: Reading, Paper 2: Writing
• Unit 2: GCSE Preparation
• Unit 3: Shakespeare Play - Reading
• Unit 4: Spoken Language Assessment - Speaking and Listening: presentation on topic of choice.

Author Studies: Wilfred Owen, John Steinbeck/Harper Lee

 

The year 7 mathematics topics are as follows –

• Arithmetic
• Algebra
• Angle/Bearings
• Area
• Decimals
• Estimating
• Fractions
• Graphs
• Measures
• Negative Numbers
• Number patterns
• Percentages
• Probability
• Ratio
• Shape
• Statistics
• Transformations
• Whole Numbers
• 3 Dimensions

The year 8 mathematics topics are –

• Arithmetic
• Algebra
• Approximation
• Area/Volume
• Bearings
• Construction
• Decimals
• Enlargement
• Fractions/Percentages
• Graphs
• Integers, powers and roots
• Measures
• Negative Numbers
• Probability
• Pythagoras
• Ratio
• Shape / Angle
• Statistics
• Symmetry
• Transformations

The year 9 mathematics topics are –

• Algebra
• Angle/Symmetry
• Area & Volume
• Equations
• Fractions/Decimals/Percentages
• Graphs
• Locating points
• Negative Numbers
• Number
• Probability
• Pythagoras
• Ratio
• Statistics
• Transformations
• Trigonometry

Please note that some subjects taught will depend on the group ability.

Year 7-9 follow the new national curriculum for science. The course is split up into “cycles” of work, each of which has a biology, chemistry and physics topic. Formal assessment is carried out at the end of each cycle.

The following topics are covered in each cycle:-

Year	Cycle1	Cycle2	Cycle3
7	Ecosystems Solids, liquids and gases Energy	Cells Chemical change Forces	Reproduction Acids and chemical reactions Space
8	Plants Pure and impure Waves - light	Gas exchange and health Earth Motion	Nutrition and digestion Atmosphere Waves-sound
9	Respiration and movement Periodic table Electricity	Genetics Materials Energy transfer

In the third cycle year 9 students begin their GCSE work.

Facilities

The department has five laboratories each with its own interactive white board. Lessons at both key stages use a wealth of resources such as computer software, worksheets and textbooks. Practical activities are frequently carried out to show how science works.

Extra-curricular

Enrichment activities are offered from time to time. For example during 2014 a joint project with Dr Alan Herbert from Birmingham University, funded by a grant from the Royal Society of science, took place as a year 7 science club looking at how we see things.

Year 7

		Scheme of work  Autumn	Scheme of work Spring	Scheme of work Summer
Points for assessment		Insect project	Masks – cross curricular with Drama and music	Cakes
Formal  assessment using grid and effort grade	Drawing and recording	Insect drawing	Mask drawings	Cake drawing
Effort grade	Use of materials/outcome	Painted final insect	Tempest mask	Clay cake
Formal  assessment using grid and effort grade	Artists and research	Henri Matisse	Venetian masks contextual study	Thiebaud/ Oldenburg
	Final outcome	Painted insect collage	Tempest papier mache mask	Ceramic cake

Year 8

		Scheme of work Autumn	Scheme of work Spring	Scheme of work Summer
Points for assessment		Aboriginal art (art from other cultures)	Fish	Food/Pop art
Formal  assessment using grid and effort grade	Drawing and recording	Animal drawing	Fish drawing	Chocolate bars
Effort grade	Use of materials	Paint/clay tile	Print making	Junk food painting
Formal  assessment using grid and effort grade	Artists and research	Aboriginal art study	Mark Hearld study	Pop art study
	Final outcome	Ceramic tile	Printed fish/collagraph	Pop art painting

Year 9

		Scheme of work Autumn	Scheme of work Spring	Scheme of work Summer
Points for assessment		Expressive faces	World war – cross curricular with History	Mexican day of the dead (art from other cultures)
Formal  assessment using grid and effort grade	Drawing and recording	Formal portrait drawing	Bird drawing	Skull drawing
Effort grade	Use of materials	Mixed media portrait	Clay bird	Paint paper /mache mask
Formal  assessment using grid and effort grade	Artists and research	Cubism/Surrealism study	World war 1 contextual study	Mexican day of the dead culture study
	Final outcome	Cubist portrait painting	Ceramic outcome	Papier mache mask

The year 7 computing topics are as follows –

• Producing an e-safety presentation
• Modelling using spreadsheets
• Introduction to programming using Scratch
• Data handling
• Reliability of on-line  information

The year 8 computing topics are –

• Health and safety when using ICT
• Creating an interactive information system
• Introduction to computer animation
• Further modelling using spreadsheets
• Programming using Small Basic
• Creating a computer game

The year 9 computing topics are –

• E-safety review
• Computer systems, including -

1. - software and hardware
2. - binary numbers
3. - digital representation of graphics
4. - computer networks
5. - computer and data security

• Advanced modelling using spreadsheets
• Further programming
• Creating web pages and an introduction to HTML language

Year 7

• Food:

Practical skills building

This unit of work covers the introduction to the kitchen environment, food safety and safe working, establishing routines and building basic culinary skills. It considers food safety through personal hygiene and the 4 Cs, as well as healthy eating principles.

Catering for needs

This considers consumer needs and choices and how to plan diets for children, teenagers, the elderly, vegetarians, and medical and religious needs. It considers adapting recipes using alternative ingredients. In one of the practical sessions students are asked to adapt a lasagne to meet the needs of a vegetarian consumer.

Design for health

Students investigate factors affecting food choices before designing and making a meal suitable for a teenager. They consider factors such as the importance of a balanced diet, cost, availability, cultural and religious practices and health concerns. Practical lessons include making a stir fry, a curry and kofta before working independently on their final choice of meal.

Future food

This unit of work considers how we might feed the world population in the future using lab-grown meat or insects as an alternative food source by investigating new and emerging technologies and investigating alternative food production methods.

 

• Textiles:

Learning to look

In this unit students look at communication on paper using different methods and how to use annotation effectively.  It then considers biomimicry as a means of solving design problems, the use of CAD software to manipulate images to make colourways and appropriate printing methods.

Understanding fibres and fabrics

This unit considers the origins of natural and man-made fibres, the methods of construction and properties of these and how they are adapted by adding colour and decoration, with examples from current textiles designers.

The wider use of textiles in our society

Students should understand the wider role of textiles in everyday lives, beyond fashion and furnishing. They should investigate technical textiles for specific uses and demonstrate an understanding of the wider use of textiles. Examples from a range of industries are used to illustrate different uses and applications.

 

• Product Design:

Jewellery design

Students will design and make a cast pewter jewellery item to a given theme. They will research and develop a brief, develop a specification and from this generate ideas for designs. Using CAD software they model and test their designs, and produce a mould before casting and finishing their designed product.

Core skills

Students will learn to develop basic design communication skills including sketching, drawing controlled lines, 3D sketching, annotation, emphasising key points and knowing which points to highlight to get their design ideas across.

Signs

A large local store has asked students to manufacture their signage. They use a digital image to laser cut the existing sign and then improve on this using a specification developed with the client and make a prototype to send to the company. This unit of work includes understanding of signage and logos to develop brands and convey visual messages.

Eco-design

This project introduces the concept of designing with the environment in mind, using examples from a range of familiar products, re-thought in keeping with the Six Rs principles. It discusses a product’s life cycle and the ‘cradle to the grave’ concept. Using waste materials students are asked to design and make a new product prototype reusing waste items.

 

Year 8

• Food:

Design and make your school lunch

Working within national constraints of the School Food Standards students will design an appropriate main meal for school lunches. They will know how to plan, prepare, adapt and cook a suitable meal for a given need, understanding the requirements for it to be nutritious and healthy.

Multicultural meals for mates

In this unit students will investigate designing multicultural meals that are suitable for teenagers. They will develop and understanding of different needs and wants and demonstrate an understanding of the need for a healthier ethnic dish using different research methods, then generate possible design solutions including costs.

Protein foods

In this unit of work students will be developing a range of preparation and cookery methods whilst making protein rich dishes. They will list the sources and function of protein in the diet, describe the consequences of a diet lacking in protein and explain the different needs for protein at different life stages.

The appliance of science

Students will investigate new and emerging technologies used in the production of food including an understanding of the key terms associated with molecular biology. They will understand that food can be altered to look and taste differently and how it might be presented.

 

• Textiles:

Textile entrepreneurs

Students are asked to design and make a textile product that could be made in small quantities to be sold in a gift shop. They must research the customers and products and choose appropriate equipment, techniques and materials for their product. Working in teams they will devise production plans and look at cost considerations before manufacturing and testing their products.

Dual purpose textiles

This unit of work introduces students to the Portable Light project which combines a traditional textiles product with solar power. They produce ideas for a design of a dual purpose product and develop the design with annotated drawings using a 2D CAD package.

The true cost of technology

In this unit of work students look at how technology and cost considerations have affected the production of textiles, the emergence of ‘eco fashion’ and what consumers can do to promote eco-friendly fashion.

 

• Product design:

Lanterns

Students work in groups to design and manufacture lanterns to help them understand manufacturing processes including batch and scales of production.

Analyse that

Analysis of famous or household products to help learn about products and inspire for own design work. Students consider a number of products and use the analysis to help them develop their own design specification for a new product.

Salad servers

Students develop an understanding for a basic product: salad servers and explore how design can improve the product. They investigate a range of options before producing a specification, making examples and considering finishing techniques.

Floating garden challenge

Students will develop an awareness and understanding about how design can solve real problems in parts of the world where natural disasters occur.

 

Year 9

• Food:

Event food

Investigating the breadth and variety of food served at festivals and events. Students determine what needs to be considered when considering food provision, including preparing suitable dishes and considering environmental issues.

Standards for food

This unit looks at national quality assurance standards for assuring quality food in the UK and asks students to consider factors that ensure food is of the necessary quality through the use of ingredients that are sustainable and meet ethical and moral standards.

Hydroponics – working water

In this unit of work students will investigate alternative food production methods to ensure food production. Students investigate and discuss the benefits and drawbacks of using hydroponics systems to grow plant-based foods.

 

• Textiles:

Festival headgear

Students will learn about what happens when a client changes the design brief part-way through a project. They will adapt designs to be made within given time and resource constraints. They will evaluate prototypes and suggest modifications for a circular economy approach.

Para triathlete design challenge

Students develop a design specification from research into the restrictions para-athletes face.  Working as part of a team they must develop designs in creative ways and present these, giving reasons for their final choices.

Wearable technology

This unit of work asks students to evaluate existing wearable technology products and generate ideas for garments that include light, sensors temperature control and which are controlled by smart phones.

 

• Product design:

Learning to learn

Students design and make and educational product for a child, identifying a ‘client’ (child between 0-5) and understanding her needs, wants and interests; conducting product analysis, generating ideas and a specification, prototyping and planning production, manufacturing and evaluating the product.

Advanced modelling

Developing skills in CAD/CAM to help communication and modelling. Students explore modelling and advanced modelling using CAD/CAM and 3D printing before producing an electronic portfolio and using CAD software to produce a model of their choice.

Evolution and the future

Through evaluating products that have changed e.g. can openers, mobile phones, irons, vacuum cleaners etc. students gain an understanding of evolution and what factors make products change. Using the concept of bio mimicry they design the next generation of their chosen product for the future.

YEAR 7

In year 7 pupil experience units of work on: storytelling (Jack and the Beanstalk); body language; spontaneous improvisation; Rose Blanche; evacuees; using soundscape; and a cross curricular unit with music and art on William Shakespeare’s The Tempest.

YEAR 8

In year 8 pupils experience units of work on: melodrama; pantomime; externalised conscience (Jo); status; David Almond’s the Savage; using tableaux to stimulate performance.

Year 9

In year 9 pupils experience units of work on: soap opera; Greek theatre; Hillsborough; The First World War; ritual drama; Shakespeare’s The Seven Ages of Man speech from As You Like It; mountain language (based on Harold Pinter); protest and persuasion; and, Charles Causley’s What Has Happened to Lulu. In year 9 pupils will also produce their own final piece of drama based on a stimulus.

Year 7

Monarchs, Monks and Migrants
Exploring the origins of Britain through the monarchy, church and migration of peoples.

Year 8

Cavaliers, Colonies and Coal
Looking at English Civil war, British expansion around the world including the slave trade and the industrial revolution.

Year 9

Trenches, Treaties and Terror
Exploring the First World War, looking at the 1930's and the emergence of extreme regimes in Europe which led to WWII and looking at the events of the Second World War.

The year 7 Geography topics are as follows –

• Map & Atlas Skills
• Rocks & Resources
• The UK
• The Rural Environment
• Rivers
• Enquiry Skills

The year 8 Geography topics are –

• Europe
• Weather & Climate
• Population Change
• Ice on the Land
• Volcanoes & Earthquakes
• Tourism

The year 9 Geography topics are –

• Globalisation
• Coasts
• The Development Gap
• Middle East
• Ecosystems
• Urban Environments

KEY STAGE 3 CURRICULUM

We have recently further changed our MFL curriculum, as a result of the desire to increase hours dedicated to study of a foreign language and the GCSE curriculum. We are now starting the GCSE curriculum in year 9 to allow pupils more time to digest the linguistic, semantic and cultural content of the course. In year 7 pupils study both French and Spanish. They will first study three hours of Spanish a week and halfway through the academic year change to studying three hours of French. At the end of year 7, pupils choose to study either French or Spanish until the end of year 11 and they will continue to study the chosen language for three hours a week.

Very able pupils who score grade 7 or higher in their chosen language at the end of year 9 may have the opportunity to study either French or Spanish at GCSE at KS4 by completing an intensive GCSE. This course(s) would take place after school subject to funding being available.

Teaching and Learning at Key Stage 3 is centred on the new National Curriculum (2013):

It builds on the foundations of language learning at key stage 2, whether pupils continue with the same language or take up a new one. Teaching focuses on developing the breadth and depth of pupils’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary. It enables pupils to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy.

Pupils are taught to:

Grammar and vocabulary 

• Identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied.
• Use and manipulate a variety of key grammatical structures and patterns, including voices and moods.
• Develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
• Use accurate grammar, spelling and punctuation.

Linguistic competence

• Listen to a variety of forms of spoken language to obtain information and respond appropriately
• Transcribe words and short sentences that they hear with increasing accuracy
• Initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address.
• Express and develop ideas clearly and with increasing accuracy, both orally and in writing.
• Speak coherently and confidently, with increasingly accurate pronunciation and intonation.
• Read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material.
• Read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture.
• Write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.

 

Year 7 Overview of SOW in French

Topic Areas

Autumn Term: Knowledge about Language

1. Non-verbal Communication and an Introduction to Language
2. Language Roots and Numbers, Months. Birthdays
3. How to learn a Language
4. Developing Reading Skills through a Story
5. Personal descriptions: Self, others and monsters
6. Assessments and Christmas Activities

Spring Term: Art

1. Introduction to art, colours and shapes
2. Developing thinking skills – High Frequency Words
3. Famous French-speaking artists
4. Assessments and Easter Activities

Summer Term: Animals and the Wider World

1. Animals and pronunciation
2. Countries/nationalities and Stereotypes
3. Present tense verbs/aller
4. Family Life and Food
5. Assessments 

 

Year 8 Overview of SOW in French

 Topic Areas

Autumn Term :

1. Time, Routine & School
2. Chocolate
3. The weird and wonderful world of Body art
4. The Three Little Pigs Story (Past tense verbs)

Spring Term

1. Secret Agents
2. The world of fashion

Summer Term

1. Space
2. Comic Books

 

YEAR 9 FRENCH SCHEME OF WORK OVERVIEW (GCSE curriculum) 

Autumn Term: Who am I?

1. Friendships
2. Family
3. Going out
4. When I was younger
5. Role-models

 

Spring Term: Free Time

1. Sports
2. Life online
3. Books and Reading
4. TV
5. Cinema

 

Summer Term: Daily life and special occasions

1. Daily routine
2. Food
3. Family celebrations
4. Festivals and traditions

 

KS3 Spanish

Year 7

Section 1 Non-verbal Communication and an Introduction to Language

Section 2 Language Roots and Numbers

Section 3 Developing Reading Skills through a Story

Section 4 Personal descriptions: Self, others and monsters

Section 5 Spain and its cities and monuments: Locations, Descriptions and Opinions.

 

Year 8:

Section 1: Spain’s got talent

Section 2: Valentín – An introduction to Spanish cinema

 

Year 9

¡ Mira! Express 2

Autumn Term 1: Food

Autumn Term 2: Fashion and Shopping

Spring Term: Health

Summer Term:  Holidays (GCSE curriculum)

In KS3 students follow the national curriculum for music. Students will have the opportunity to develop their performance skills on a variety of instruments including Keyboard, Guitar, Percussion, and Vocals. Pupils will be encouraged to improve their composing and listening skills through a variety of practical based activities.

Year 7

In Year 7 this includes units of work on:

• Carnival of the Animals
• Keyboard & Notation
• Samba Drumming
• Folk Music
• Fanfares
• O Fortuna

Year 8

In Year 8 this includes units of work on:

• The Blues
• Gamalan
• Indian Music
• Film Music
• I Need a Dollar
• Stand By Me

Year 9

In year 9 this includes units of work on:

• Minimalism
• Reggae
• African Drumming
• Four Chord Song
• Valerie
• Fur Elise

Year 7

• Netball,
• Football
• Rugby
• Fitness
• Basketball
• Gymnastics
• Tennis
• Striking and Fielding
• Athletics

Year 8

• Netball
• Football
• Rugby
• Fitness
• Basketball
• Gymnastics
• Tennis
• Striking and Fielding
• Athletics

Year 9

• Netball
• Football
• Rugby
• Fitness
• Badminton
• Table Tennis
• Tennis
• Striking and Fielding
• Athletics

RE at KS3 is based on two assessment objectives. AO1 and AO2.

Assessment Objective 1 skills include being able to describe, explain and analyse, using knowledge and understanding. Learning about religion.

Assessment objective 2 skills include being able to use evidence and reasoned argument to express and evaluate personal responses, informed insights, and differing viewpoints. Learning from religion. 

Below is a list of the topics we study in each year of KS3.

Year 7

• Belief and Belonging
• Fundamental questions including creation
• Jesus
• Holy Week
• The environment

Year 8

• Rites of passage
• Muslims in Britain
• Codes for life
• Ethics
• Hinduism

Year 9

• God
• The Holocaust
• Prejudice and Discrimination
• Relationships
• Life after Death