KS3 Curriculum

Year 7

Telling My Tale: Students will explore what makes a successful memoir and use this knowledge to write their own memoir about a significant moment in their lives, with a focus on expressing their voice and identity.

Once by Morris Gleitzman: Students will use this WW2 story as a vehicle to develop their understanding of key English Literature skills with a particular focus in identifying the themes and writer’s purpose. As a companion text, students will also read ‘Now or Never’ by Bali Rai to explore the different voices writers use in order to convey ideas about WW2. 

Movie Pitches: This is students’ first introduction to Media Studies and teaches them how the discipline uses similar skills to that of English Literature. Students will explore the choices made by film directors and have the chance to develop their oracy skills as they collaborate in groups to pitch their own idea for the next blockbuster movie.

Personal Writing Projects: Alongside the movie pitch unit, students will undertake a writing project of their choice. Lessons will take the form of a writers’ workshop, familiarising students with the writing process, as well as empowering them to both give, and respond to, constructive peer feedback.

‘His Dark Materials’ by Phillip Pullman: This unit will continue to develop the English Literature skills students have developed across the year as they read the National Theatre’s adaptation of Pullman’s trilogy. 

Fantasy Writing: Armed with the knowledge of fantasy conventions acquired through their study of ‘His Dark Materials’, students will create their own fantasy worlds, crafting language and structure to immerse their readers in characters and settings. 

Year 8

‘The Rabbits’ by Shaun Tan and John Marsden – Students will read this multimodal text and explore the context of colonial rule in Australia. They will focus on analysing how words and images are used to convey the writers’ views, ideas and perspectives.

‘The Night Diary’ by Vera Hiranandani – This novel explores the impact of the Partition of India and students will consider how characters are used to convey the writer’s ideas about key themes. They will develop an understanding of how to write an effective essay introduction in English Literature.

Feature Article Writing – Students will explore different types of feature articles in order to develop an understanding of the form. They will apply this knowledge in writing their own magazine feature article, and will have the opportunity to build on their Media Studies knowledge as they format their article.

Poetry Inspired By Greek Mythology – Students will read a variety of poems inspired by Greek mythology and bring together the literature skills they have acquired across Y7 and Y8 in order to write an analytical essay in response to their reading. They will use Greek myths as the inspiration for writing their own poems.

Understanding Shakespeare – Students will learn about the conventions of Shakespearean tragedies and comedies. Drawing on this knowledge, they will watch a Shakespeare play and consider how it conforms or challenges these conventions. 

Year 9

Dickensian Writing –  Students will study a collection of extracts from Dickens’ novels, exploring how he crafts his characters and settings to comment on Victorian society while keeping his readers hooked! Students will use what they’ve learnt to inspire their own stories and hone their creative writing craft. 

‘Romeo and Juliet’ – Students then have the opportunity to study one of the most famous plays of all time: Romeo and Juliet. This collaborative media, drama and literature unit will allow them to explore a text in performance, develop their own interpretations and also develop their ability to articulate their ideas through an academic style of writing.

Powerful Voices – This is an exciting unit where students will read articles, essays, poems and short stories from powerful voices published today. This unit will explore the relevance of language and literature in the 21st century and give students the opportunity to use their own voice. 

Animal Farm – Orwell’s novel is a great depiction of the Russian Revolution of 1917 and the USSR. It is a short but powerful piece of literature that explores betrayal, power, and leadership in society. This text offers an excellent opportunity to develop and refine students’ ability to interpret, analyse, and draw links to contextual knowledge. 

The power of spoken language – Students officially begin their English Language GCSE course: researching, writing and performing a speech on a topic of their choice. This will be assessed for their GCSE Spoken Language Endorsement.

Unseen Poetry – This unit will give students the opportunity to build familiarity with a variety of poems in preparation for their GCSEs in the following year. They will learn how to approach and engage with poetry from a range of different poets. 

How will they be assessed?

Throughout KS3, students will undertake a wide variety of written and oral tasks designed to help them rehearse, demonstrate and consolidate their knowledge and skills. Assessment will therefore be continuous and ongoing, allowing teachers to offer students timely feedback on their learning and adapt lessons in order to best meet all students’ needs. In addition to teacher-feedback, students will benefit from self-assessment, peer-assessment, personalised and whole class verbal feedback, and written feedback to support their progress over the 3 years and beyond. They will be expected to respond to all of this feedback thoughtfully to make the most of every learning opportunity. Many schemes of learning culminate in a final task which allows students to consolidate their learning. Examples of such tasks are outlined below:

Year 7

• Written responses to extracts from ‘Once’
• Costume designs and an accompanying commentary for characters from ‘His Dark Materials’
• A ‘Dragons’ Den’ style movie pitch 

Year 8

• Written introductions to a variety of essay-style questions on ‘The Night Diary’
• A written analysis of a page from ‘The Rabbits’
• A written essay in response to poetry inspired by Greek mythology

Year 9

• An extended piece of writing inspired by Dickens’ Victorian London
•  A written essay on a theme – starting with an extract and making links to the wider play.   
• An original piece of creative writing and a written commentary. 
•  ‘Animal Farm’ essay: personal response; writers’ methods; context
• A persuasive speech on a topic of their choice, performed in front of an audience for their GCSE Spoken Language Endorsement.

How can parents support their child?

The English department encourages parents to involve themselves in their child’s learning by:

• Checking the quality of your child’s home learning. Have they used their allocated time effectively?
• Ask them what their current target is and how they can achieve it; what will success look like?
• Encourage them to read a range of fiction and non-fiction texts on a regular basis, both independently and with you (20 minutes per day). Have a discussion about what they enjoyed about the book.
• Where possible, involve your child in cultural experiences such as visits to the theatre, museums and city tours.

KS3

At KS3, our focus is to ensure students become fluent in the fundamentals of mathematics and inspire a love for learning using aspects of the mastery learning approach. Our curriculum is shaped such that the interconnected nature of mathematics allows students to be able to move fluently between representations of mathematical ideas. Our spiral curriculum offers clear and coherent sequencing of mathematical concepts, knowledge, and techniques both within each year and across years, so that new ideas are built on the firm foundations of existing ones.
We want our pupils to become confident mathematicians with a KS3 curriculum designed to lay strong foundations in preparation for the GCSE years.

You can download the curriculum overview for each year group at the bottom of this page.

Year 7

In year 7, Students follow the first year of a two-year KS3 Scheme of Learning. We use a learning framework that enables students to work on depth, logic, fluency, and problem-solving in real-world scenarios. Pupils will study a range of different topics from Number, Algebra, Geometry, Statistics and Ratio and Proportion. The curriculum is designed to embed enrichment activities, allowing students the opportunity to apply the essential skills learned in the classroom, develop their literacy, numeracy and IT skills and promote a growth mindset.

Year 8

The two-year KS3 Scheme of Learning continues for students in year 8. We use a learning framework that enables students to work on depth, logic, fluency, and problem-solving in real-world scenarios. Pupils will extend and build on a range of different topics from Number, Statistics, Algebra, Geometry and Ratio. The curriculum is designed to embed enrichment activities, giving students the opportunity to use the essential skills learned in the classroom, develop their literacy, numeracy and IT skills and promote a growth mindset.

Year 9

Students begin the GCSE course in Year 9.

Students study a variety of topics in Year 1 of the course with the goal of laying solid foundations for the years to come. Students study a number of topics from the following key areas: Number, Algebra, Ratio, Geometry and Statistics.

The GCSE assessment has a great emphasis on problem solving, communication, proof and interpretation. This ensures that students have the skills they need to use Mathematics in a real life context.  Problem solving questions are used in lessons on a regular basis to build pupils confidence to tackle these types of questions.

• Year 7 Maths Curriculum Map
• Year 8 Maths Curriculum Map
• Year 9 Maths Curriculum Map

Students learn science through Big Ideas and Mastery Goals to equip them with the understanding and tools needed to succeed at GCSE and beyond.

Year 7

Autumn Term:

Forces 1 (Gravity and Speed): In this unit students will learn about forces, how they arise and how they change the way an object moves. Students will learn how to measure and calculate speed and how to tell the story behind a graph.

Matter 1 (The Particle Model and Separating Mixtures): Students will learn why substances have different properties when they are in their solid, liquid and gas states and what happens when a substance changes from one state to another. Students will also learn what a mixture is and how different mixtures can be separated through a variety of practical techniques.

Organisms 1 (Cells and Movement): In this unit students will find out more about the building block of life – cells. Students will then meet some tiny organisms that can only be seen under the microscope. Lastly students will find out why they have a skeleton and how it works together with their muscles to allow them to move.

Spring Term:

Electromagnets 1 (Current, Voltage and Resistance): Students will learn about electric charge and how objects can get a static charge – students will use this idea to explain electric shocks and lightning. Students will then learn about what happens in an electric circuit and how it can be modelled. They will learn about what different components do and how they can be represented.

Reactions 1 (Metals and Non-metals, Acids and Alkalis): In this unit, students will learn about acids, alkalis and the pH scale. Students will then go on to learn about the reactions of metals and how we can use patterns in properties to make predictions. 

Ecosystems 1 (Interdependence and Plant Reproduction): Students will learn  about how organisms interact with each other within an ecosystem. They will learn about feeding relationships and competition between species. Students will also learn about how plants reproduce and look at the differences between wind-pollinated and insect-pollinated flowers.

Summer Term:

Energy 1 (Energy Transfers and Energy costs): Energy is a very abstract concept which we use to explain how things work. In this unit students will learn how scientists model how energy is transferred between different stores and how we can use energy calculations to work out how much energy is present in a store and work out how much electricity will cost us.

Earth 1 (Earth’s Structure and The Universe): In this unit, students will learn about what the Earth is made from and its structure. They will learn how materials are naturally recycled in the rock cycle. Students will then look beyond the Earth and learn about the size and scale of the Solar System and why we have night and day, different phases of the moon and seasons.

Genes 1 (Variation and Human Reproduction): Students will look at why every human in the world is different and what causes these differences. They will think about how variation can help organisms survive in hostile environments. Students will also learn about how humans reproduce, how babies are born and the changes that happen to the human body during adolescence. 

Year 8

Autumn Term:

Forces 2 (Contact forces and Pressure): Following on from students’ learning about forces from Year 7, students will learn about friction and drag, squashing and stretching, and pressure. They will develop their maths skills by plotting graphs from the results of their experiments and explaining the patterns they see in their results.

Matter 2 (Periodic Table and Elements): Students will use their knowledge of the particle model and metals and non-metals from Year 7 to learn about the different elements that make up everything around us and how they are organised in The Periodic Table. Students will learn about chemical formulae, compounds and different types of materials.

Organisms 2 (Breathing and Digestion): Building on their knowledge of organ systems from Year 7, students will explore the respiratory and digestive systems in humans. They will learn about gas exchange and the importance of a balanced diet as well as the impact drugs and alcohol can have on the human body.

Spring Term:

Electromagnets 2 (Magnetism and Electromagnets): Combining their learning about non-contact forces and electrical circuits from Year 7, students will learn about magnetic fields and how a compass works. They will also create an electromagnet and investigate the factors that affect the strength of an electromagnet.

Reactions 2 (Types of Reaction and Chemical Energy): Students will develop their knowledge of chemical reactions from Year 7 through learning about the law of conservation of mass, combustion, thermal decomposition, and how energy is released or taken in during a chemical reaction.

Ecosystems 2 (Respiration and Photosynthesis): Knowing that all organisms need energy in order to survive, students will find out more about how that energy is released through respiration. Students will also learn how humans use the respiration in organisms, such as bacteria and fungi, to make things like yoghurt and bread. Students will also learn how plants harness the sun’s energy to make their own food source through photosynthesis as well as learning what else plants need in order to be healthy.

Summer Term:

Energy 1 (Work and Heating and Cooling): Through using their ideas on energy stores and transfers from Year 7, students will learn how simple machines help when doing work. Students will also learn how heat energy is transferred from one area to another through conduction, convection or radiation.

Earth 2 (Climate and Earth’s Resources): Tying in knowledge from Geography, students will learn more about the carbon cycle and the science of global warming including the evidence scientists have gathered over the past 150 years. They will also learn about the Earth’s natural resources, how we extract metals from their ores and the advantages and disadvantages of recycling.

Genes 2 (Evolution and Inheritance): From learning in Year 7 that different plants and animals are adapted to suit their environments in different ways, students learn that adaptation may lead to evolution. They will learn about natural selection, the work of Charles Darwin and why some animals have become extinct. Students will also learn about inheritance and DNA, genetics and genetic modification.

How will they be assessed?

As well as assessments at the end of each topic, students will be given ongoing formative assessment on their work through the school’s Feedforward strategies: a range of self-assessment, exemplar peer-assessment, personalised and whole class verbal feedback, and written feedback to support their progress over the two years and beyond. They will be expected to respond to all of this feedback thoughtfully to make the most of every learning opportunity. Knowledge organisers, glossaries of key terms and checklists can be provided for each unit before the assessment to help students achieve their best.

How can parents/carers support their child?

The Science department encourages parents/carers to involve themselves in their child’s learning by:

• Talking to your child about what they are learning and how they can explain what is happening in the world around them.
• Engaging with the educational resources available through Kerboodle. 
• Watching interesting documentaries on science and nature as well as the Royal Institution Christmas Lectures.
• Encouraging them to read fun science books such as the Horrible Science book series.
• Carrying out their own safe science investigations at home and reporting their findings (there are some very good Kitchen Chemistry books available)
• Checking the quality of your child’s home learning. Have they used their allocated time effectively?
• Where possible, involve your child in cultural experiences such as visits to museums, observatories and national wildlife trust parks. (A list of possible visits can be found here)
• Encouraging them to play science-based online games such as Atomic Labs and Wired so they can learn in a fun and engaging way outside the classroom.

What will students learn?

Year 7

In the first year of Languages, students will experience learning either French and Spanish alongside Mandarin.  We will build, where possible, on knowledge from primary school. Preparation will take place for the Year 7 day trip to Boulogne, Northern France in the summer term and students compete in a singing competition in the language which they study. The emphasis will be put on pronunciation skills and productive skills so that the students have a solid foundation ready for Year 8. Literacy skills and thinking skills will be embedded in all they do.

In the summer term, Year 7 pupils will choose which language they will pursue – from French/Spanish or Mandarin Chinese. 

How will they be assessed?

In Year 7 there is a focus on oracy and productive skills and students will conduct presentations in the target language on “My Favourite object”, “My family” “My home” as well as translation check points on these topics. Students end the autumn term by describing a favourite object,  in the winter term they compare and contrast family members and in the spring term they will be able to explain what their house looks like and compare this with their ideal house. There are formative checkpoints throughout the year and students will be checked on their writing, reading and listening skills. 

Year 8

French and Spanish

Students in Year 8 will move through a range of topics and skills, designed to give a strong foundation for GCSEs. However, the ultimate goal is to be able to communicate in the target language and develop fluency and confidence whilst learning about the culture of the country which they study. We also emphasise the use of target language in the classroom as much as possible.

Year 8 students will be able to talk about themselves; their hobbies, fashion, music, health, holidays and their pocket money. Alongside these topics they will learn real life skills to use when travelling to the country of the language  which they study; they will learn to order food at a restaurant or market, book a hotel and go to the doctors.  

How will they be assessed?

In Year 8 students continue to develop all four skills and end the autumn term by creating a fashion show in the target language. In the winter term students are checked on their reading and writing and, in the spring, students conduct a role play in the language as well as have a listening checkpoint. Assessment checkpoints always build on previous topics so students will constantly be revising previous topics and using this with their new learning. Towards the end of the year students will work on developing their writing skills using all grammar and vocabulary which has been acquired during the course. There are planned formative writing and listening checkpoints used by the teacher throughout the year to assess the development of these skills. 

Mandarin

In Year 8, lessons feature regular and engaging references to the background cultures of the Chinese language. Of course, we make every effort to visit Chinatown around the time of the Chinese New Year, in January or February. We have had groups of Chinese students visit our school and take opportunities as and when they arise. 

Students in year 8 will start by learning to pronounce Mandarin Chinese correctly – using the pinyin system of phonetics. Having developed the key literacy foundation of speaking and listening, they will then encounter a wide range of topics – all relevant to their growing knowledge and also linked frequently to the background culture of the Chinese language and people. 

Reading skills, thinking skills and intercultural understanding skills are all part of the Year 8 curriculum in all three languages.

Year 9

French

In Year 9, students will study a French film and be able to give their opinions on this and the characters in the target language, they will be able to give a short review of this film in French. Students will then be able to describe their school and learn to talk about their town, ask and give directions and eventually debate about environmental problems in French. During this year students will engage in a penpal project and write letters to students in a school in Paris.  There is the opportunity for students to go on a trip to Paris to consolidate their French skills. 

Spanish

Students will study a Hispanic film and will learn about Central American countries and their recent history. They will be able to express their opinions on the world of entertainment and what people like doing in their free time in Spanish speaking. There is a consistent focus on GCSE-exam readiness in terms of topics and skills, so we engage with a partner school in Madrid to establish pen-pal links via zoom meetings and letter exchange, always under teacher supervision. There is the opportunity to go on a film workshop and trip to a Spanish city to promote student’s knowledge of the language,  culture and way of life.  

How will they be assessed?

In Year 9 we focus on developing the key exam skills and techniques needed for success at GCSE. We begin the year with 2 speaking GCSE style conversation checkpoints and learn how to approach a GCSE style speaking photo card. There are more summative listening assessments as well as summative writing assessments. All topics and grammar are tested with each summative checkpoint to encourage students to re-use and build on previous learning. 

Mandarin

It is incredible in year 9 to see how the foundation in spoken and written Chinese from year 8, serves to build confidence in the pupils, who in year 9 now encounter more extended texts, memory tests of the key written characters and also understanding of the longer, more challenging listening and reading passages. Pupils gain a real sense of satisfaction as they are able to write more from memory and speak more fluently, with the foundation of strong pinyin pronunciation gained in year 8. 

There is a strong emphasis on GCSE-exam readiness – whilst also maintaining a strong element of engagement and motivation through interactive and culturally-relevant tasks.

In the summer of Year 9 the school arranges students into their GCSE classes, in their new timetable, following the options process.

The acquisition of a varied vocabulary is an integral part of learning languages and enables students to articulate themselves in the target language;  all year groups will have regular vocab checks in their lessons. In all years specific pieces of work are marked which allow staff to give the class precise and tailored feedback on how to improve.

How can parents support their child?

Allow students to use the websites recommended by the MFL department:

• www.linguascope.com  
• www.memrise.com  
• www.languagesonline.org.uk  
• www.languagesgym.com 
• https://resources.allsetlearning.com/chinese/pronunciation/pinyin_chart 
• https://dict.naver.com/linedict/zhendict/dict.html#/cnen/home 

Get students to learn their spellings and vocab in the kitchen/lounge, doing look/cover/write/check. For a list of different ways to learn vocab please see these slides.

• Encourage them to look for cognates in English and French and also patterns in the various languages they might speak at home. 
• Use Chinese websites to engage more widely with Chinese characters – seeing them in wider context. https://www.yellowbridge.com/ is very useful. 

What will students learn? 

Year 7 – Enquiry question: Who has the power? 

Unit 1:

• Skeletons: Who was the skeleton in the field? 
• Historical concept: Evidence
• Students will begin their learning journey in History by building on their ability to handle evidence. They will investigate a ‘mystery skeleton’; piecing together its story by making inferences and deductions from weekly ‘clues’.

Unit 2: 

• The Battle of Hastings: What caused the victor to win in 1066?
• Historical concept: Causation
• Students will work on their understanding of what causes something to happen. In this case, students will be exploring the reasons for why the victor was successful at the Battle of Hastings in 1066.

Unit 3:

• The Crusades: Why did people join the Crusades?
• Historical concept: Historical Interpretations
• Students will learn about the importance of Christianity and Islam in the Medieval period, exploring how the importance of religion led to thousands joining the Crusades. They will be introduced to historical interpretations in this scheme of learning.

Unit 4:

• Local History Project: What is Redbridge’s significance and contribution to History?
• Historical concept: Significance
• Year 7 students will carry out a local history project. Students develop their independent research skills in IT by investigating the impact of WW1, WW2, Windrush and the movement for women’s suffrage, in Redbridge. This unit culminates in students transforming their findings into an exhibition which is presented in the Lecture Theatre at the end of the academic year.  

Year 8 – Enquiry question: Can individuals alone change the world?

Unit 1:

• Votes for Women: Did women get women the vote? 
• Historical concept: Causation
• Students will explore the reasons behind women being granted the vote in 1918. Students will focus on factors such as methods used by the Suffragettes, Suffragists and government response. This will help them to form a judgement as to what was the most important reason for why women were granted the right to vote in 1918

Unit 2:

• British Empire: Saviors to shamed: A changing historiography
• Historical Concept: Historical interpretation
• Students will learn about the different historical interpretations towards the British Empire. Focusing on India, students will explore the different interpretations that exist,as well as reasons for a recent shift in historiography towards imperialism. Students will be presented with evidence from both sides and come to their own conclusions about which interpretations are most valid.  

Unit 3:

• Abolition: How significant was Olaudah Equiano in the abolition of the Slave Trade?
• Historical Concept: Significance
• Students will learn of the different groups and individuals who campaigned for the abolition of the slave trade in Britain. This will include individuals such as Olaudah Equiano, Ignatiuos Sancho, William Wilberforce and other unsung heroes, who are usually overlooked. Students will then consider their contributions and their significance in helping to end the slave trade in Britain

Unit 4:

• The Witchcraze: Why were people crazy about witches during the period 1500s 1700s?
• Historical Concept: Causation
• Students will learn about the importance and influence of religion in people’s lives and how that contributed to witch hunts between the 1500s-1700s. They will explore other factors that led to the witchcraze hysteria in England, including political upheaval and social factors.

Year 9 – Enquiry question: What is worth defending?

Unit 1:

• Civil Rights: How far and fast has Civil Rights been reached in America? 
• Historical Concept: Change and continuity
• Students will study the fight and journey that took place for equality and civil rights in America. They will study periods such as the reconstruction period, 1960s and present day. Students will learn to recognise similarities and differences throughout the fight for equality, evaluating the extent to which progress was made in each time period. 

Unit 2:

• WW1: A futile tragedy or a necessary war?
• Historical Concept: Historical interpretation
• Students will focus on the several causes of WW1, looking at why there are competing historical interpretations. By also studying features of WW1 such as government propaganda, boy soldiers, conscription and cowardice, students will be able to confidently explain why some historians believe that the war should be remembered as futile or necessary

Unit 3:

• The Holocaust: Why should we remember the Holocaust?
• Historical Concept: Significance?
• Students will learn about the rise of Hitler in Germany, and the Holocaust. We encourage students to look past the numbers and instead at real stories and lives that were ruined as a result of Nazi rule. Students will learn of the mistakes made and where blame and with whom accountability lies. We hope this unit encourages students to be more conscious and to stand up for others and what is right  

Unit 4:

• Genocides: The Holocaust – never before, never again?
• Historical Concept: Similarity and difference?
• After completing their unit on The Holocaust, students will learn about past and current genocides. The aim of this unit is to get students to consider whether The Holocaust was a ‘unique’ genocide or if actually the world has allowed and is still allowing mass persecution to happen. Again, we hope this encourages students to think about what they can do, and to stand up for what is right. 

What will students learn?

Year 7

Year 8

Year 9

How can parents support their child? 

Parents can help their child by spending time helping them to think of examples to help support their ideas/opinions, reading through research and creating a glossary of “keywords” and definitions. Through going through the homework activity with their child and helping them to think of, for example, different examples to support the point of view they are making. 
Watching and reading the news is the most helpful thing you can do to support the learning of your child, allowing them to make links between their learning in Geography lessons and real world events.

What will students learn? 

Students learn to design and make products that solve genuine, relevant problems within different contexts whilst considering their own and others’ needs, wants and values. To do this effectively, they will acquire a broad range of subject knowledge and draw on additional disciplines such as mathematics, science, engineering, computing and art. They will explore a range of materials and skills through project based modules of systems & control (electronics), resistant materials, textiles, CAD/CAM and Food Preparation and Nutrition.  They will undertake a range of projects including:

Year 7

Graphics based project – Students will learn skills in a range of drawing techniques such as perspective and isometric drawing.  Starting with a problem and brief, students will create a 3D poster using graphic techniques such as drawing, colour rendering, typography, cutting and layering to create a high quality outcome.

Pewter and acrylic Key ring project – Creatively exploring design opportunities within which to create a product for a specified target market.  This skills focused project looks at metals and plastics with theory linked to ferrous and non ferrous metals.  Students will make casting mould by hand and learn how to shape, form and finish both plastics and metals

Food Preparation and Nutrition – Students will understand the importance of a healthy balanced diet while learning how to make a variety of predominantly savoury dishes that use a range of fruits and vegetables. Dishes include couscous salad, savoury scones, banana bread etc.

CAD/CAM – Students are encouraged to use CAD software to present ideas and manufacture as an extension to their projects throughout KS3. They will learn software tools such as 2D design for laser cut prototyping outcomes and SketchUp for 3D modelling 

Textile and Systems and control(electronics) project – In this combined project, students will learn soldering skills and understand the function of components used in electronic systems.  They will then develop their electronics by designing and creating a case for the light using textile materials.  

Year 8

Mini project – A multi skilled project that allows students to work in groups to manufacture an electronic moving min car.  They will develop previous skills such as soldering and using workshop machinery whilst researching the history of the Mini and theory related to manufacturing processes. 

Moving toy project – Students will learn how mechanisms work by designing and making a wooden moving toy.  This project asks students to think about the needs of the user to design an interactive toy.  The theory looks at differences between manufactured and natural timbers, CAMs and manufacturing with wood which is taught through class lessons and practicals.

Amplifier project – Students will make an electronic circuit for a stereo amplifier and then create an innovative design to house components and speakers.  This will challenge students to think creatively and explore sustainability and resourcefulness with materials as well as considering how best to enhance the acoustics of the speaker.

Food Preparation and Nutrition – Students recap the importance of a healthy balanced diet and look closely into hydration and micronutrients and their impact on the body. Students develop practical skills further using a range of staple food ingredients. Dishes include pasta arrabiata, pizza swirls, puff pastry plaits etc.

Year 9

Innovation project – This student led project allows pupils to create a lighting or clock that has innovation at the core.  They will investigate existing products, explore new materials and prototype ideas using card and other materials to develop their ideas.  Students are encouraged to experiment and test ideas using a range of skills which can also include CAD/CAM, electronics, textiles and resistant materials.

Architectural design – Students to explore architecture through a variety of research activities which give them an insight into architectural materials, the relevance of sustainability in the 21st century, inspirational architects and investigating different genres in architecture. Students are given a choice of three design briefs to answer through the iterative design process, resulting in creating a 3D prototype, CAD drawings and design sheets. Students are encouraged to be creative, seek inspiration from the world around them and take risks, challenging themselves to create designs which are innovative and inspirational. 

Design challenge – Students will collaboratively work together in pairs to explore different design solutions in order to answer the brief set around the theme of ‘Care’ During this project, students will be immersing themselves to body storm and physically test and experience their prototypes through object based learning, improving their understanding and influence of ergonomics. The students develop a critical approach to making decisions focusing on a user centred solution. 

Food Preparation and Nutrition – Students recap the importance of a healthy balanced diet and look closely into facts that affect food choice. Students develop their practical ability further by increasing their technical skills set. Students learn to make dishes from different cultures including moroccan chicken, chow mein, macaroni cheese and lasagne

How will they be assessed?

KS3

• All projects are assessed on the students understanding of the materials and skills used, their design solutions and investigation through iteration and the making of their outcome or prototype
• A4P (Assessment for progress) based on class work, home learning, engagement and practical outcomes
• Questioning, group presentations and class discussions
• Peer and verbal feedback from class teachers
• Meeting personalised and individual targets set by the teacher 
• Investigation of design tasks and finding solutions
• Formative assessment of using the correct tools, measuring and marking, selection of materials and use of key terminology.  Adhering to health and safety in the workshop
• Evaluation of outcome against specification criteria
• Home learning set on google classroom and revision for spelling tests and keyword definitions for all projects completed

Home Learning

KS3

• Independent and group research tasks using the internet, libraries and alternative resources e.g. research tasks on Mini cars
• Design Work – creativity in producing design ideas for projects and annotating ideas with strengths and weaknesses. These are completed in either their design journals or A3 design sheets
• Attending workshop sessions during lunch hour to work on practical outcomes.
• Evaluative work – Testing their practical outcomes outside of the school environment and gaining user feedback. Comments of users and reflection of the project
• A range of reading tasks are set for the different areas of DT to help broaden and widen students understanding of topics
• Sourcing and preparing ingredients for practical lessons in Food Preparation and Nutrition

How can parents support their child?

KS3

The Design Technology department encourages parents to involve themselves in their child’s learning by:

• Checking the quality of your child’s home learning. Have they used their allocated time effectively?
• Encourage your child to problem solve around the home and the wider community
• Ask them what their current target is and how they can achieve it; what will success look like?
• Where possible, involve your child in cultural experiences such as visits to the theatre, museums and city tours
• Encourage your child to use the practical skills they learn in their food lessons independently at home
• In year 9, discuss with pupils about making informed choices for their GCSE options. At GCSE level, Design and Technology promotes creativity and innovation and aims to harness skills through promoting independent learning and challenging learners’ perception of the world they live in

Coming soon

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@SevenKingsArt

What will students learn?

Students will:

• Learn about and research Art Movements, Artists and social connections
• Learn how to use and develop materials, processes and technical skills in drawing, construction; 3D, 2D, illustration, sculpture, colour, texture and surface
• Learn to generate ideas, creatively design, discuss and modify work
• Produce final personalised outcomes

Yr 7 Autumn Term: 

Project 1: Healthy Vs Junk Pop Food Sculptures

Mixed recycled media 

Contextual Link: Sarah Graham and Claes Oldenburg 

Project 2: Black Artists Matter

Drawing, Painting and IT 

Contextual Link: Guerrilla Girls and both historical and contemporary black artists  

Yr 7 Spring Term: 

Project 3: Dreams & Nightmares

Drawing and Monoprinting 

Contextual Link: Jessica Albarn and artefacts from Kings College London

Yr 7 Summer Term:

Project 4: School Environment 

Watercolour painting

Contextual Link: Historical and contemporary environment and landscape painters 

 
Yr 8 Autumn Term: 

Project 1: Landscapes and Environment

Pencil and Pen 

Contextual Link: Stephen Wiltshire

Yr 8 Spring Term: 

Project 2: Well Being 1 Personalised Objects

Mixed recycled Media

Contextual Link: Jean-Michel Basquiat  

Project 3: Well Being 2 Beasts Of Burden

Drawing, Illustration and Clay 

Contextual Link: Nepal, Charlie Mackesy, Rae Smith

Yr 8 Summer Term:

Project 4: I want that Job! 

Diverse careers pathways in Art from Architecture, Illustration, Henna Business, Tattoo Art, Fashion Designers etc

Mixed Media

Contextual Link: Historical and contemporary Artists, Designers and movements linking to specialist careers

Yr 9 Autumn Term: 

Project 1: Icons Portraiture

Illustration and Painting

Contextual Link: Agnes Cecille and Gabriel Moreno 

Yr 9 Spring Term: 

Project 2: Landscape and Environment

Illustration, Drawing, Painting  

Contextual Link: Sunga Park  

Project 3: Architecture- Swimming Pool Brief 

Contextual Link: Zaha Hadid and Antoni Gaudi

Yr 9 Summer Term:

Project 4: Fashion Design – Urban Couture 

Illustration, Design and 2d Textiles

Contextual Link: Virgil Abloh 

How will they be assessed?

KS3 Students are expected to keep an updated Virtual Art Journal. 

Home Learning

All KS3 Students have their Art learning set and monitored in Google Classroom. Here they generally add fortnightly set activities to their Virtual Art Journal which support their lesson content and document both their class and home learning. They are also encouraged to add in both challenges that relate to the current project content and also their own personalised Art. All work should be discussed, articulating intent, progress and reflection.

Students will be assessed alongside the schools Assessment for Progress policy (AFP) through their Art Journal and final outcomes via:

• Art Journal investigation/ research using artists/ cultures/ other content
• Experimentation, developing and refining of practical, visual and written skills
• Imaginative and personalised ideas
• Final piece
• End of project visual and written examination. Class/Home Learning also includes assessment for learning and feedforward. Student/ teacher Dialogue is expected within Google Classroom

How can parents support their child?

KS3 

• Parent/Carer(s) are asked for an annual voluntary contribution towards the equipment and resources needed for their child in Art (Amount confirmed each year and submitted via Parentpay)
• Students receive an Art Pack in Year 7 that they should take care of for their KS3 duration in Art. This generally includes; drawing pencils, paintbrushes, watercolour pencils, watercolour tin. Please remind students to take care of these packs as they are a brilliant provision for class and home learning.
• Talk to students about their work, praise and encourage them
• Arrange visits to galleries, museums and share cultural interests
• Discuss their passions and interests and hopes for future careers in Art, Craft and Design.
• Hopes for future careers in Art, Craft and Design.

The Drama Department aims to empower students through the transformative power of theatre, fostering creativity, critical thinking, and self-expression while building a community of lifelong learners and advocates for the arts.

KS3 Overview 

Our Curriculum aims to be a magical and joyful experience. KS3 ensures that all students study Classics, Skills based workshops (Voice, physicality) Devising, Scripted and CPSHE led projects. We offer the exploration of Drama through theory as a way of underpinning practical work, bridge gaps and analyse and evaluate process and performance. This is repeated every year with emphasis on raising the level of challenge via text, stimulus, topic and research. We plan multiple opportunities to perform and be celebrated publicly. Students are trained and encouraged to run the technical aspects of both in class assessment and public performances to develop a real sense of ownership of work and develop key skills that open up the idea of real world jobs (Directors, Filming, Lights, costume and sound design)We offer a bespoke set of enrichment opportunities. KS3 Drama Club, master classes in all aspects of the arts, training in the technical elements of theatre.

Year 7

The Drama course in Year 7 is designed to spark a student’s imagination, get them thinking about performance in a creative way and to develop their confidence in a new school. Students will learn how to work positively and productively in groups by overcoming difficulties and celebrating achievements.

Students receive an introduction to the basic performance principles which explore voice, movement and space in a way that engages their audience.  Students participate in a range of creative tasks that includes dramatic explorations on friendship, a performance in a musical number, physical theatre, researching and structuring documentary drama based on historical tragedies and allowing their imagination to soar by creating stimulus-based performances on haunted houses.

The drama department has a strong ethos of shared performance and is proud that every student in Year 7 is given the opportunity to present rehearsed performances to students and staff outside of their immediate class.  These performances teach students to manage their nerves, hone in on their group work and collective responsibility as well as develop their communication skills.

Year 8

Pupils in Year 8 continue to develop their skills in drama.  The aim of the year is for all students to build on their previous learning by taking the skills taught in year 7 schemes of learning to independently hone their craft as actors/directors/designers. They will also be introduced to more aspects of theatre such as creating tension, focus, exploring the effect of a Greek Chorus and classic texts, The refinement of verbal and physical skills, the building of confidence and the reflection upon important issues continue.

In their second term students will take on the challenging text ‘A View From The Bridge’ which aims to broaden their knowledge of scripts and allows them to develop their understanding of character. Throughout this scheme of learning students will explore the social/historical context surrounding the world of the play and will use this knowledge to inform their dramatic choices as actors, directors and designers.

Students will also get the chance to explore the award winning musical ‘Hamilton’ which aims to build their confidence on stage and introduce them to the world of musical theatre. This scheme of learning aims to improve students understanding of movement and voice and champions theatre created specifically for ethnic minority actors. The drama department are proud to offer students the chance to explore their ‘super power’ In drama ensuring all schemes of learning include opportunities to learn lighting, sound and set giving all students the understanding of the wider world of theatre. 

Year 9

Pupils in Year 9 continue to broaden their understanding of Drama as an art form and study more complex forms of theatre that develop a sensitive and informed approach to performance. The development of oral skills, the improvement of self-esteem and the reflection upon important issues continue as students embark upon explorations in:

• Storytelling & Characterisation
• Forming a company- Performing the prologue from Romeo and Juliet
• Devising Theatre
• Documentary Theatre
• Creativity ‘Thinking outside the Box’
• GCSE texts

The year 9 curriculum aims to give students a taster of GCSE following a similar trajectory of the three examined components. 

• Devising Theatre 
• Performing a Scripted Piece 
• Writing from the perspective of a director/designer/performer

The impact of purposeful engagement in drama helps to build life skills for life at university and for a full range of careers that require students to communicate effectively with others professionally, socially and personally.

How will they be assessed?

Year 7

Students are assessed on their practical work in lessons and in shared performances.

Students receive feedback on their performance by their teacher and by their peer group.  They are made aware of the assessment objectives and work towards achieving them by applying their own personal targets.

Assessment tasks include:

• Creating the final scene of an explored character.
• Interpretation of a variety of dramatic texts.
• Performing as part of an ensemble
• Using a variety of techniques to perform a devised piece of theatre 
• The presentation of an original, complete and structured play based on a historical tragedy.
• Participation in whole class performances.

Year 8

Students are assessed on their practical work in lessons and their writing in theory lessons including a mid year and end of year assessment. They receive feedback on their performance by their teacher and by their peer group. Students are given a copy of the A4P criteria used for both written and practical assessments which can be found below. They are made aware of the assessment objectives and work towards achieving them by applying their own personal targets.

Assessment tasks include:

• Applying techniques in creating tension and focus to prepared improvisations.
• Using chorus skills to present a section from an original piece of Greek Theatre.
• The dramatic telling of a story using a variety of dramatic techniques explored.
• Understanding the importance of the social and historical context of a text
• Using vocal and physical skills when playing challenging characters
• Ability to apply theoretical knowledge to their practical work

Year 9

Students are assessed on their practical work in lessons. They receive feedback on their performance by their teacher and by their peer group.  They are made aware of the assessment objectives in making, performing and evaluating the drama and work towards achieving them by applying their own personal targets.

Assessment Tasks include:

• Interpretations of a range of dramatic texts using a variety of strategies
• Whole class performance 
• Spontaneous responses to a variety of stimuli
• Advanced ideas in physical theatre
• The introduction of theatre practitioners studies at GCSE and A Level to give substance and theory to their responses
• Solo, pair, small group and whole group responses to a range of dramatic scenarios
• Looking at a performance from the perspective of an actor/director/performer 

Home Learning

Year 7

A variety of observational, research and reflection tasks may be set a various times to develop and inform responses in lessons.

Year 8 

A written assessment will be given at the end of each term which they can complete at home using the notes taken from theory lessons. The theory will underpin the practical work they have been doing and allow for all students to show their understanding of theatre through other means than just performing.

Year 9

At appropriate times in the course pupils are encouraged to develop their work by meeting and working with other members of their group in their own time. There are additional tasks set as home learning periodically through each project.  These tasks may include information gathering, observation and opinion forming tasks among others. Students may also be asked to write written responses to work created in their practical lessons to prepare for the reflective nature of the GCSE course.

How can parents support their child?

Year 7

We would encourage parents to discuss the drama work that their child experiences in school and to encourage them to learn lines and complete detailed research when necessary. If possible, parents might take their child to experience live theatre performances so that students build a range of references for their work and consider the effect of live communication as well as those seen through the television or mobile phone screens.  

Year 8

We would encourage parents to discuss the work that their child makes in school and to discuss acting, characters and story that they encounter on television or in the theatre. Families can help students to learn lines and ensure that the Year 8 performance is speaking loudly, clearly and with expression.  If possible parents should take their child to experience live theatre performances so that students build a range of references for their work.

Year 9

We would encourage parents to ask students about their drama work at school as well as discuss acting, characters and story that they encounter on television or in the theatre.  If possible parents should take their child to experience live theatre performances so that students build a range of references for their work. Parents could also begin to ask students about their acting choices and become an at home audience for them to practise their performance work to.

What will students learn?

Year 7

• Creative musical skills – using a wide range of musical instruments and their voices
• Exploring musical key words and the main elements of music such as dynamics, tempo, pitch and structure
• Learning to identify and read rhythms
• Composing music using a variety of timbres
• Ensemble skills – students will create a pop band performance as well as learn to play African Drums in whole class and group performances.

Year 8

• Performance skills – students will use their voice and continue to build skills on the following instruments: keyboard, ukulele, guitars and percussion
• Composing music – students will be introduced to Bandlab where they will learn how to record and sequence music, creating multi-tracked compositions
• Students will explore Video Game Music using keyboards and music technology to create their own video game themes
• Building on key musical vocabulary to describe music

Year 9

• Performance skills using current popular music as inspiration – students will work in groups and individually to perform their own choice of music 
• The study of music from other cultures
• Listening skills relating to all aspects of music – students will build their skills in analysing music by learning and using a range of key vocabulary and developing their listening skills.
• Students will build on their knowledge of music sequencing using Bandlab to create their own Soundtracks using a video stimulus.  

How will they be assessed?

Year 7

• Performance tests at the end of every unit of work
• Written tests based on vocabulary, rhythm and pitch
• During each unit students will be given feedback on how to improve their performances. After each unit, targets are set for the next unit

Year 8

• End of unit performances
• Presentations
• During each unit pupils are given feedback on how to improve their performances

Year 9

• Students performances are assessed every lesson but formally assessed at the end of every unit.
• End of unit listening and aural assessments will help us to gauge understanding of the key concepts as well their practical skills

Home Learning

In Year 7 every student will complete an Enrichment Task every half term which will allow students to develop their curiosity in the subject through a performance, presentation or through joining an extracurricular activity.

How can parents support their child?

Year 7

Encourage them to listen to a variety of different styles of music at home

Encourage them to join one of the music clubs – choir, guitar club, keyboard club or steel pans.

If they are already learning an instrument make sure that they are practising regularly and attending their instrumental/vocal lessons each week.  

Year 8

Encourage them to listen to a variety of different styles of music at home 

Encourage them to join one of the music clubs – choir, keyboard club or steel pans.

If they are already learning an instrument make sure that they are practising regularly and attending their instrumental/vocal lessons each week.

Year 9

Encourage them to listen to a variety of different styles of music at home 

Encourage them to join one of the music clubs – choir, keyboard club or steel pans.

If they are already learning an instrument make sure that they are practising regularly and attending their instrumental/vocal lessons each week.

If they are interested in learning to play an instrument, please complete the Google form sent out through Parentmail.  Alternatively you can contact Mrs Webb (Learning Leader for Music) for more details.

What will students learn? 

_{Year 7}

In year 7 we offer an insight into the bigger questions about life by beginning with a philosophy unit which explores the ultimate questions about life, creation and afterlife. We then explore religions comparatively by focussing on the diverse views about God, worship and religious leaders. We then move on to study religious festivals from each of the six world faiths before beginning our thematic study of religion which continues into year 8. Listed below are the units of study in year 7;

1. Ultimate Questions
2. World Religions  
3. Religious Festivals 
4. A study of Hindu beliefs & Practices 
5. A study of Sikh beliefs & Practices 

During the study of these topics, we develop skills in oral and written articulacy, comparison, empathy and tolerance.

Year 8

Our year 8 curriculum continues the study of world religions and also explores within it the diversity that is apparent as well as Humanist and secular world views. We also look at ethical issues surrounding the nature of the sanctity of life, during this unit we explore matters related to capital punishment, IVF, genetic engineering and when life begins. We offer our students a range of opportunities to engage with diverse world views, religious and secular in order to build their critical analysis. Listed below are the unit of study in year 8;

1. Exploring Judaism 
2. The Person of Jesus 
3. A study of the beginnings & foundations of Islam 
4. Is life sacred?
5. Evil and suffering 

Year 9

In year 9 pupils study the AQA Short Course GCSE. Students will study beliefs and teachings from Christianity & Islam. They will then study two themes in which they will be required to study religious and non religious viewpoints on issues raised.  Students will be expected to explore religious texts and make reasoned judgements which is something we prepare our students for from year 7. The qualification is linear in that all students will sit the exam at the end of the course. Listed below are the units of study’ 

1. Christian Beliefs 
2. Muslim Beliefs
3. Relationships & Families 
4. Religion, Peace & Conflict. 

Below is a link to the Short Course Specification. 

AQA | GCSE | Religious Studies: Short course | Specification at a glance

How will they be assessed?

Year 7, 8 & 9

All students in year 7, 8 and 9 will sit a similar style assessment at the end of each unit studied. This will be a formal, closed book assessment. These assessments are designed to assess students’ knowledge and understanding of the units studied but also their ability to evaluate, analyse, critically assess and build an argument to then reach a justified conclusion. Each assessment will consist of multiple choice questions, short answer questions and one evaluation statement which requires students to write at length in order to formulate an argument from different points of view. Students are given detailed mark schemes and exemplar answers to enable them to Feed Forward effectively. In addition to these formal assessments, students will also be taking part in low stake assessments such as quizzes and debates in the classroom. 

How can parents support their child?

We really encourage students to keep up to date with the world of religion and spirituality by having an awareness of what is going on in the world. We therefore ask them to watch the news and topical shows such as ‘the big questions’. The more that students engage with these and discuss them with friends and family the more likely they are to achieve highly in RS, particularly if they are able to understand and argue from a different point of view to their own. It is also important for students to recognise the diversity of faith that is apparent in the world around them, this includes their own religion too.

Our subject enables our pupils to become healthy, independent and responsible members of society. It further aims to help them understand how they are developing personally, socially, and morally. CPSHE tackles many of the societal and cultural issues that are part of life in the UK. Our pupils are encouraged to develop their sense of self-value by playing a positive role in contributing to life at SKS and their wider communities. 

Year 7

Content

• Being a resilient student
• Identity, Aspiration & Self Esteem
• Exploring Parliament
• Economic Wellbeing & Financial Literacy;
  • Introduction to Budgeting, Saving & Finance
• Multicultural Britain;      
  • Being a responsible citizen (rules and laws of society /anti-social behaviour/bullying/ dealing with conflict)
  • Tolerance & Celebrating Diversity (disability, religion & relationships)
• Well-being (physical, mental and emotional)
• Relationships and Sex Education (RSE)
  • puberty including personal hygiene & 
  • friendships
• Promoting global justice

Year 8

Content

• Crime; Youth Crime & Gang Crime
• Internet Safety; Online Dangers & Predators
• Caring for the Environment
• Emotional Literacy; Mindfulness, Confidence, Self-Awareness & Emotions
• Personal Safety & First Aid
• Body Image & Media
• Personal Development
• Relationships and Sex Education (RSE)
  • physical & emotional changes at puberty & sexualisation in the media.
• Tolerance
• Extremism & Radicalisation

Year 9

Content

• Equality and Justice (prejudice, discrimination and stereotyping)
• Self-esteem & empowerment
• Careers: (Choosing GCSE Options and making informed decisions)
• Relationships and Sex Education (RSE) (Conception/Contraception/STIs/Rights and Responsibilities)
• Well Being (body confidence)
• Drug education (substance misuse, UK and world laws)
• Employability – preparing for the future, CV writing, interview techniques and recognising personal and academic achievements.
• Peer-pressure; bullying on & offline and the use of social media
• Human Rights & Responsibility

Skills gained

• emotional intelligence;
• understanding their own mental health;
• developing a positive self-image and self-worth;
• how to develop healthy relationships;
• responsibility for their own personal hygiene;
• how to keep themselves safe;
• understanding the importance of physical activity;
• Social and Personal skills
• Thinking Skills (knowledge and understanding of topical issues)
• Skills of enquiry and communication.
• Active Participation
• Empathy

How will they be assessed?

• Dialogic Marking and Feed Forward
• Assessment against the Success Criteria
• Debates
• Self & Peer assessment/oral feedback
• Presentations
• Project work
• Oracy in lessons
• Class contributions
• Interim reports

How can parents support their child?

• By discussing topical issues and current events to develop understanding and encourage critical response i.e. Anti-racism, equality, terrorism, disability, discrimination, climate change, online activity and identity.
• By encouraging reading as widely as possible from magazines and newspapers, online newspapers (e.g. The Day/Newsround) and taking an interest in the media /current affairs
• By maintaining positive communication
• By encouraging students to be an active member of their community
• By modelling good and responsible citizenship
• Keeping a record of all achievements – academic and personal