During the first three years (7-9) at The Corbet School, all students follow a curriculum designed to give them a broad and balanced experience which meets the requirements of the national curriculum and equips them with a strong foundation for future study. All pupils in year 7 will be allocated a language to study (French or Spanish). They will study one language for the rest of their time at school resulting in a GCSE qualification at the end of year 11.
In year 9, we support students and their parents in making choices from a range of GCSE courses to study in years 10 and 11.
All pupils in KS3 will take: (for further information on topics covered by each subject please click on the subject title):
In Key Stage 3 students learn through termly based topics which will give them an experience of a variety of text types, genres and authors.
Year 7
Autumn term – Childhood.
Students look at a variety of extracts from authors such as Charles Dickens and Roald Dahl exploring how childhood memories can be communicated through literature.
Spring term – Wonderland.
With Alice in Wonderland as the set text, students will delve in to the realm of make believe and discover Lewis Carrol’s weird and wonderful characters.
Summer term – Language Through Time.
From cave paintings to the use of emojis this topic explores how and why language changes over time and the impact this has on modern society.
Year 8
Autumn term – Gothic.
Students explore the creation of the genre, influential texts such as Shelley’s Frankenstein and create their own gothic-inspired short stories.
Spring term – Education.
A variety of extracts from texts such as Cider with Rosie are studied to widen students’ knowledge of how education has transformed over time. The set text, Our Day Out, offers a chance for speaking and listening activities as well as role play.
Summer term – Conflict.
Students read and analyse some of the most powerful pieces of poetry that survived wars from both past and present. They will also complete an author study on Wilfred Owen and learn about how his encounters with established writers such as Sassoon shaped his writing.
Year 9
Autumn term – Out of this World.
Dystopian fiction is an ever growing genre; this unit provides the opportunity for students to learn about the conventions of the genre as well as completing a film study to see how these features can be communicated through film.
Spring term – Relationships.
During this unit students explore a broad range of text types such as prose, poetry and scripts. Influential relationships in fiction are analysed including Miss Havisham’s life of isolation and Romeo & Juliet’s romance and the conflicting they experience with their families.
Summer term – Prejudice.
Students study the seminal text Of Mice and Men during this term exploring themes such as discrimination and racism. They go on to analyse the treatment of characters from ‘outsiders’ and discuss ways in which Steinbeck shares moral messages.
Extra-curricular Activities.
The English department offer a variety of activities such as debate, journalism and film club. Please see the school calendar for more details about when these take place.
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
Throughout each term the science department runs regular science club meetings where students carry out a variety of activities or experience demonstrations to investigate different scientific phenomenon.
| Points for assessment
Year 7 |
Scheme of work Autumn | Scheme of work Spring | Scheme of work Summer | ||
| Colour theory and Insect project
Introduction to formal elements and focus on colour theory. Develop unit into abstract insect project observing insects, exploring painting techniques creating an imaginary insect as outcome. |
Masks – cross curricular with Drama and music
Looking at Venetian masks and the Tempest play as stimulus for this unit. |
Cakes
Drawing and observing cakes and biscuits. Exploring oil pastels and developing the project into a 3d outcome, either papier mache or clay. Contextual referent is Peter Anton. |
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| 3 assessments across the year
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| Final outcome | Painted insect collage | Tempest papier mache mask | 3D cake or donut | ||
| Points for assessment
Year 8 |
Scheme of work Autumn | Scheme of work Spring | Scheme of work Summer | ||
| Food/Pop art
Chocolate bars Junk food painting Pop art study |
Islamic design/art.
investigate Islamic design and its traditions using pattern repetition and the development of string prints |
Machine animals
Russian Artist Vladimir Gvozdev inspiration for project. Pupils study steam punk creating imaginative mechanical animals. |
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| 3 assessments across the year
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| Final outcome | Pop art mixed media piece | String/collagraph printing | Mixed media artwork | ||
| Points for assessment
Year 9 |
Scheme of work Autumn | Scheme of work Spring | Scheme of work Summer | ||
| Gargoyles/Portrait, expressive faces
Clay skill making clay gargoyles learning techniques in making pinch pots and modelling. |
Mexican day of the dead
Studying another cultures tradition through mask making
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Street Art –
Contextual studies looking at Haring and Niki de St Phalle. Observational drawing based on the wooden figures. |
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| 3 assessments across the year
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| Final outcome | Ceramic gargoyle | Masks/painting | Relief card pieces | ||
The year 7 computing topics are as follows –
- Digital Literacy
- E-Safety
- Spreadsheets
- Introduction to Computer Science
- Programming with Microbits
The year 8 computing topics are –
- Computer Crime and Cyber Security
- Networks
- Algorithms
- Programming in Small Basic
- Game Making / Programming / with Microbits
The year 9 computing topics are –
- Networks
- Algorithms
- Programming in Python
- Video and Sound Editing
- Office & Web Searching Skills
Year 7
- Food:
In Year 7 students develop basic cooking skills. Topics include food hygiene, health and safety and an investigation into the environmental issues relating to food.
- Textiles:
‘Be safe, be seen’
Students will design and make a draw string bag which will include ‘Hi-vis’ and reflective materials. They will learn about the wider role of textiles in everyday lives, beyond fashion and furnishing. They will 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. Students will learn about natural and man-made fabrics.
- Product Design:
Travel game
Students will design and make a travel game to a given theme. They will research and develop a brief, develop a specification and from this generate ideas for designs. Using CAD (computer aided design) software they model and test their designs, before 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.
Robot money box
Students design and make a programmable robot money box. They will use programming software to embed a sequence of actions into a robot. Students will learn how to construct basic programs and use these to control outputs such as motors, servos and lights.
Year 8
- Food:
Building on the skills taught in year 7 students will learn about the function of nutrients in their diet and the importance of eating a healthy balanced diet.
- Textiles:
Creative techniques
Students will investigate a range of creative textiles techniques including quilting, applique and dye sublimation printing. Students will make products using these techniques and look at 20th century design movements to influence their designs.
- Product design:
Lanterns
Students work in groups to design and manufacture lanterns to help them understand manufacturing processes including batch and scales of production. Students will also learn how to read and produce technical engineering drawings.
Bluetooth amplifier
Students will design and make a Bluetooth amplifier incorporating recyclable materials. Students will investigate the use of non-sustainable and sustainable materials in design and look at the impact of these on the world’s resources. Students are asked to use ‘Responsible design’ in their work which involves thinking about what happens to a product at the end of its useful life.
Crumble programmable microcontrollers
Students will use programmable kits to build buggies, robots, alarms and other sensing circuits. Students are given the opportunity to respond to real world scenarios e.g. flooding, then design and model working prototypes/systems to solve these problems.
Year 9
- Food:
The practical elements of the year 9 food syllabus focusses on enabling students to plan, prepare and cook meals independently. Theory topics focus on factors that influence what we choose to eat and help prepare students who may wish to study food at GCSE level.
- Textiles:
Wearable technology and E-textiles
This unit of work asks students to evaluate existing wearable technology products and generate ideas for interactive children’s toys. Students will learn how to incorporate electronics into their designs.
- Product design:
USB lamp
Students design and make a USB powered lamp based on a theme or design style. Students will investigate decorative and functional lighting; develop design ideas, model and test their designs and make their final product. Students are encouraged to use the full repertoire of skills and techniques they have developed during years 7 and 8 including CAD/CAM (computer aided manufacture)
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.
Flat-pack clock
Students will investigate the advantages and disadvantages of flat-pack products and then design and make a flat-pack clock. A range of manufacturing techniques and processes will be taught and linked to the same processes used in industry. Students are encouraged to be innovative and take risks in their designing.
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
All pupils in Year 7 will be allocated a language to study (French or Spanish). They will study one language for the rest of their time at school resulting in a GCSE qualification at the end of Year 11.
Overview
Pupils will study four areas of communicative functions in year 7 over the course of three terms.
A streamlined selection of key language patterns will be taught with an emphasis on repetition, recycling, and rehearsing with most teaching and learning activities linked to numbered sentence builders. Pupils will learn phrases or chunks with a long-term aim of internalising the TL. Listening and reading activities (receptive skills) will be used to introduce new language patterns .Speaking and writing activities will consolidate and strengthen these new structures, with a view to pupils being able to speak and write with greater spontaneity and confidence (productive skills).
Interleaving (referring to key language patterns and chunks on a regular basis) will be an essential part of teaching, giving pupils plenty of opportunity to recycle language from parts of the term or year. Teachers will follow Dr Gianfranco Conti’s MARSEARS approach over the course of years 7-11, thus the aim of our curriculum design is increased spontaneity and internalization of language.
Year 7 French and Spanish Scheme of Work September 2019 onwards
Overview
| COMMUNICATIVE FUNCTION | MICRO COMMUNICATIVE FUNCTION | Links to GCSE | |
| 1 | Identification of self | Greetings; Asking questions; introducing oneself; age and birthday; immediate family; pets owned; expressing feelings; saying where you live. | Theme 1: identity and culture |
| 2 | Expressing likes/dislikes | What we like to do in our free time; asking questions; giving reasons; agreeing and disagreeing; offering, accepting and refusing invitations; making excuses; expressing time and frequency; arranging to meet at places in town; discussing weather. | Theme 1: identity and culture |
| 3 | Describing others | Describing character and physical appearance; comparing and contrasting; describing things; talking and reporting about things, actions and events in the world around us. | Theme 1: identity and culture
GCSE Speaking exam photo card activity. GCSE writing exam foundation photo description. |
| 4 | Social events and festivities | Describing meal routines; reporting a past event; buying items for a purpose; financial transactions; ordering food; describing cultural events. | Theme 1: identity and culture
Theme 2 : Local, national, international and global areas of interest GCSE Speaking exam role play. GCSE listening exam –restaurant /shopping scenario |
Year 8 French and Spanish Scheme of Work September 2019 onwards
Pupils will study a further four areas of communicative functions in year 8 which build on those acquired in year 7.
Overview
Pupils will study four areas of communicative functions in year 8 over the course of three terms (CF 4-7) A streamlined selection of key language patterns will be taught with an emphasis on repetition, recycling, and rehearsing with most teaching and learning activities linked to numbered sentence builders. Pupils will learn phrases or chunks with a long-term aim of internalising the TL. Listening and reading activities (receptive skills) will be used to introduce new language patterns. Speaking and writing activities will consolidate and strengthen these new structures, with a view to pupils being able to speak and write with greater spontaneity and confidence (productive skills). Interleaving (referring back to key language patterns and chunks on a regular basis) will be an essential part of teaching, giving pupils plenty of opportunity to recycle language from parts of the term or year. Teachers will follow Dr Gianfranco Conti’s MARSEARS approach over the course of years 7 and 8, thus the aim of our curriculum design is increased spontaneity and internalization of language.
| 4 | Describing, participating and organising social events and festivities. | Describing meal routines; reporting a past event; buying items for a purpose; financial transactions; ordering food; describing cultural events. | Theme 1: identity and culture
Theme 2 : Local, national, international and global areas of interest GCSE Speaking exam role play. GCSE listening exam –restaurant /shopping scenario |
| 5 | Reporting things, actions, events and people doing activities. | Describing geographical area (town and region); asking for directions; instructions; negatives and positives; discussing problems and solutions; solving problems; asking for help and responding to a plea of help. | Theme 1: identity and culture
Theme 2: Local, national, international and global areas of interest GCSE Speaking exam role play. GCSE listening exam negatives and positives scenario
|
| 6 | Describing routine | Daily routine at home, at school and elsewhere; describing what we and others wear in different situations; expressing preferences comparing with French lifestyles and schools. | Theme 1: identity and culture
Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment. GCSE Speaking exam role play. |
| 7 | Identifying thoughts and feelings | Consideration of others and self with reference to hunger, thirst, fears, tiredness, desire | Theme 1: identity and culture
Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment. GCSE Speaking exam role play |
Year 9, 10 and 11 GCSE
The new curriculum at KS3 has been designed so that pupils make more rapid progress in all four skill areas so that they can better cope with the demands of the GCSE course. Pupils begin the study of the GCSE syllabus in year 9 which allows deeper and more effective study of the increased content of the new GCSE.
The department uses Pearson for AQA GCSE resources which include online subscriptions to the relevant test book (Viva Spanish and Studio French available in Higher and Foundation levels) via Active Learn software. This enables pupils to access key materials at home so that they can consolidate learning vocabulary, listening, reading and grammar skills at their own pace. Pupils work can also be monitored by staff and instant feedback given where necessary.
The emphasis of the GCSE course is to enable candidates to use French or Spanish for successful communication. A pass at GCSE grade 6 or above also provides a sound basis for continued language learning to Advanced Level. The GCSE offers a choice of interesting topic areas for the writing and speaking examinations and topics are taught using a range of methods to engage pupils in their language learning. All four skills of Writing, Speaking, Listening and Reading are assessed via summative examinations at the end of the three year GCSE course, in the Summer Term of Year 11.
Subject content:
Students study all of the following themes on which the assessments are based:
- Theme 1: Identity and culture.
- Theme 2: Local, national, international and global areas of interest.
- Theme 3: Current and future study and employment.
Assessments:
GCSE French and Spanish has a Foundation Tier (grades 1-5) and a Higher Tier (grades 4-9). Students must take all four question papers at the same tier.
Paper 1: Listening: Understanding and responding to different types of spoken language.
Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier).
40 marks (Foundation Tier), 50 marks (Higher Tier).
25% of GCSE.
Paper 2: Speaking: Communicating and interacting effectively in speech for a variety of purposes.
7-9 minutes (Foundation Tier) + preparation time
10-12 minutes (Higher Tier) + preparation time
60 marks (for each Foundation Tier and Higher Tier).
25% of GCSE.
Paper 3: Reading: Understanding and responding to different types of written language.
Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier).
60 marks (for each of Foundation Tier and Higher Tier).
25% of GCSE.
Paper 4: Writing: Communicating effectively in writing for a variety of purposes.
Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier).
50 marks (Foundation Tier), 60 marks (Higher Tier)
25% of GCSE.
Further information is available from AQA:
http://www.aqa.org.uk/subjects/languages/gcse/
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
- Fanfares
- O Fortuna
- End of year exam
- End of summer term project.
Year 8
In Year 8 this includes units of work on:
- The Blues
- Gamalan
- Indian Music
- Film Music
- Chords - Stand By Me
- End of year exam
- End of summer term project
Year 9
In year 9 this includes units of work on:
- Minimalism
- Reggae
- Chromaticism
- Four Chord Song
- Valerie
- Pop composing
- End of year exam
- End of summer term project
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
- Theory
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
