For Year 7, 8 and 9, we offer a coherent and engaging curriculum that builds on Key Stage 2, by both developing pupils’ knowledge and by promoting independent learning. Here, we introduce our break-out room feature, providing a forum for discussion and collaboration on a range of topics and activities.
Much like KS2, we teach Maths, English and Science for two hours a week, and any other subjects for an hour a week.
By the end of Year 9, our pupils should have a good sense of where their strengths and passions lie, so should have a good idea of which subjects they’ll take onto their International GCSE-level studies.
KS3 is available as a set curriculum package of core subjects, or full experience subjects. Pupils can add additional subjects to the core and full experience curriculums.
Our core curriculum and full experience curriculum gives pupils exposure to a range of experiences.
Full Experience Curriculum
Pupils will learn to develop their creativity and ideas, and increase the ability to execute those ideas. They will develop a critical understanding of artists, architects and designers – expressing reasoned judgements that can inform their own work.
Pupils will learn a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas, as well as learning how to use a range of techniques and media, including painting, and to increase their proficiency in the handling of different materials.
We will also develop their critical evaluation abilities, helping them analyse their own and others’ work, in order to strengthen the visual impact or applications of their work and about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.
Pupils will learn to design, use and evaluate computational abstractions that model the state and behaviour of real-world problems. They’ll work to understand several key algorithms that reflect computational thinking, use two or more programming languages, and understand simple Boolean logic (eg. AND, OR, and NOT), and its uses in circuits and programming.
They will also learn about the hardware and software components making up computer systems, understand how instructions are stored and executed within a computer system, create, reuse and revise digital artefacts for a given audience, and understand a range of ways to use technology safely.
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Pupils will have the chance to explore various aspects of theatre and film, including script writing, Shakespeare and the study of major plays. It’s a wide-ranging subject that offers the opportunity to learn a variety of skills and topics, from puppetry, Greek theatre, East meets West in theatre, theatre etiquette, Mise-en-scene and stage management.
English is a cornerstone of both our pupils’ continued education and of the modern society they live in. A high-quality education in English will teach pupils to speak and write fluently, giving them the tools to communicate their ideas and emotions to others – and, through their reading and listening, to let others communicate with them.
Pupils will cover reading, writing, grammar and vocabulary, and spoken English, with a programme that promotes high standards of language and literacy, by equipping pupils with a strong command of the spoken and written word, as well as developing their love of literature through widespread reading for enjoyment.
Developing their linguistic competence, pupils will learn more about grammar and build their vocabulary. As such, they’ll learn how to identify and use tenses, a variety of grammatical structures and patterns (including voices and moods), and to properly spell and punctuate their written French.
Pupils will also develop their ear – listening to a variety of forms of spoken language to obtain information and transcribe sentences with increasing accuracy. They’ll also develop their spoken French, learning how to initiate and develop conversations, express ideas and use the right pronunciation and intonation. Finally, pupils will also work on reading and writing in French – reading and understanding materials from a range of sources (including literary texts like poems, stories and songs), along with writing prose using an increasingly wide range of grammar and vocabulary.
Our Geography programme aims to inspire a curiosity and fascination about the world and its people that will remain with pupils for the rest of their lives. Pupils will develop a contextual knowledge of globally significant places, both terrestrial and marine. They will work to understand these places’ defining human and physical characteristics, while building a toolkit of key geographical skills – from collecting, analysing, and communicating data to interpreting a range of geographical information including maps, diagrams, globes, aerial photographs, and Geographical Information Systems (GIS).
Pupils will build on their understanding of British, local and world history, establishing a well-informed context for wider learning. As such, they’ll learn about significant events, make connections, draw contrasts and analyse trends within periods and over long arcs of time. They will use historical terms and concepts in increasingly sophisticated ways, as well as pursuing historically valid enquiries –including some they have framed themselves – and creating relevant, structured and evidentially supported accounts in response.
They will discover how different types of historical sources are used to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed. Throughout this stage, they will cover periods and topics including the Norman Conquest, Medieval Monarchs, the Catholic Church, the Slave trade, Democracy in 19th Century Britain, how Women got the Vote and the First and Second World Wars.
Pupils will become fluent in the fundamentals of Mathematics, looking at numbers, algebra, ratio, proportion and rates of change, geometry and measures, probability, and statistics.
They will learn the ability to reason mathematically – following a line of enquiry and solving problems by applying their Mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking problems into smaller steps and persevering in seeking solutions.
Personal, Social, Health and Economic education offers pupils a framework to develop spiritually, morally, culturally, mentally and physically – preparing them for all aspects of life beyond school. We cover three main areas in varying depth: health and wellbeing, relationships, and living in the wider world.
The health and wellbeing topic will teach pupils how to maintain physical, mental and emotional health and wellbeing – making informed choices about drugs and alcohol, a balanced diet and parenthood, understanding the influence of media and recognising the influence of peer pressure.
With the relationships topic, pupils will develop team working, communication and negotiation skills, as well as understanding how to receive constructive feedback. They will explore different types of relationships, learning about the features of both positive and unhealthy relationships, together with the risks of unprotected sex.
The living in the wider world topic will extend knowledge and skills needed for setting realistic and personal targets. Pupils will also learn about the impact of stereotyping, prejudice, bigotry, bullying and discrimination on individuals and communities, while exploring different types of work – employment, engaging in enterprise, and different work roles and career pathways.
A high-quality science education provides the foundations for understanding the world by looking at it through the lens of biology, chemistry and physics. Pupils will learn how science can explain events as they occur, predict how things will behave and analyse their causes.
The National Curriculum for Science ensures that pupils develop scientific knowledge and conceptual understanding, as well as their understanding of the nature, processes and methods of science. It equips pupils with the scientific knowledge required to understand the uses and implications of science, today, and for the future. Across all disciplines, pupils will learn to develop a scientific attitude, experimental skills and investigations, analysis and evaluation, and measurement skills.
Developing their linguistic competence, pupils will learn more about grammar and build their vocabulary. As such, they’ll learn how to identify and use tenses, a variety of grammatical structures and patterns (including voices and moods), and to properly spell and punctuate their written Spanish. Pupils will also develop their ear – listening to a variety of forms of spoken language to obtain information and transcribe sentences with increasing accuracy.
They’ll also develop their spoken Spanish, learning how to initiate and develop conversations, express ideas and use the right pronunciation and intonation. Finally, pupils will also work on reading and writing in Spanish – reading and understanding materials from a range of sources (including literary texts like poems, stories and songs), along with writing prose using an increasingly wide range of grammar and vocabulary.
Pupils will develop their Chinese language skills, as well as their cultural awareness. The syllabus places greater emphasis on cultural input. Pupils should be able to communicate at a basic level using the four tones and have a better understanding of Chinese language, tone and culture. Their language skills will be tested and rewarded through their GCSE exams.