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Over the course of the three years in this Key Stage, the students develop a more questioning approach to the texts they read. Whole texts are read in class and the students are encouraged to criticize the techniques employed by the writers. In order to do this, they are introduced to a wide range of literary devices, shown how to identify them in the work of others and to begin using them in their own writing. Furthermore, the students study Shakespeare in depth, beginning with Romeo and Juliet in Year 7, Much Ado About Nothing in Year 8 and Richard III in Year 9, preparing them for the compulsory Shakespeare paper in the Year 9 SAT.
The students continue with Word-, Sentence- and Text-Level work established in the National Literacy Strategy to develop their English language skills, again building upon the work covered in Key Stage 2.
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In Key Stage 3 all pupils study mathematics for 4 lessons per week. The syllabus is based on the National Numeracy Strategy. This strategy is followed by all schools in the U.K. and is an extension of the aims and expectations of the National Numeracy strategy at Key Stage 2. The strategy focuses on establishing high expectations for all pupils; strengthening the transition between key stages and ensuring progression. It is also designed to promote learning that both motivates and challenges pupils. Lessons are normally divided into 3 parts, the first focussing on mental calculation strategies; a main part and a plenary to discuss issues raised in the lesson or to extend what has been learnt. All students are entered for SATS at the end of year 9.For the more able students opportunities exist to follow a ‘fast track’ in learning mathematics with the aim to sit IGCSE mathematics in year 9.
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Science is diverse and exciting. It helps pupils to explore the world around them and understand so many things that have such relevance to daily life.
The science teaching at Key Stage 3 follows the study units of the English national curriculum. An equal allocation of time is allocated for the teaching of biology, physics and chemistry related topics. At the end of Year 9 the students will undertake the U.K. Key Stage 3 Science SAT's or standard assessment tests for science. They will be awarded a level of attainment based on their scientific understanding. These results can help students to make decisions about their future scientific studies.
During Key Stage 3 pupils build on their scientific knowledge and understanding and make connections between different areas of science. They use scientific ideas and models to explain phenomena and events, and to understand a range of familiar applications of science. They think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. They take account of others' views and understand why opinions may differ. They do more quantitative work, carrying out investigations on their own and with others. They evaluate their work, in particular the strength of the evidence they and others have collected. They select and use a wide range of reference sources. They communicate clearly what they did and its significance. They learn how scientists work together on present day scientific developments and about the importance of experimental evidence in supporting scientific ideas.
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The ICT Department is well resourced with a network of computers situated in two ICT labs.
In Key Stage 3, the students come to terms with the advanced features of popular software packages such as Microsoft Word, Excel and PowerPoint. They look at topics such as website design and control technology.
Pupils are encouraged to compare features of programs and make a critical analysis of the strengths and weaknesses of the various packages. Emphasis is put on integrating software packages and the use of appropriate software to complete particular tasks. ICT projects are used to reinforce these skills.
Pupils are expected to make full use of the ICT facilities throughout the curriculum, either by accessing information via the Internet, or using Word Processing and Presentation software for projects.
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During key stage 3, pupils learn about significant events in the history of Europe from the Roman Empire to the Twentieth Century. They also study some key aspects of world history.
Each year group studies two topics during the year.
Year Seven pupils firstly investigate the expansion of the Roman Empire, looking at the main events, peoples and changes. They then go on to study ‘Medieval Realms’ from 1066-1500.
Year Eight pupils consider the changing experiences of the black community, from slavery towards equality, through the topic 'Black Peoples of the Americas’. Their second topic is 'World War II'.
Year Nine begins with the pupils studying the causes and changing course of the French Revolution.
In the second half of the year, they study '19th century Inventions and Discoveries'.
The impact of the steam age is explored in detail looking at the social, economical and cultural consequences of railway expansion
Where possible, work is related to events in the Netherlands.
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The course of study over the three years of this Key Stage develops the students’ geographical skills. They are taught map-reading skills, use of 4 and 6 figure coordinates and the interpretation of many different types of graph. They work on topics designed to teach knowledge and skills in the three areas of Physical, Human and Environmental Geography. They study differing countries and biomes, drawing upon their growing knowledge to draw comparisons between them, identify the factors that result in these differences and to draw conclusions for future geographical and environmental development. In addition to this, the students are expected to conduct research into different countries, highlighting the significant features of Less Economically Developed (LEDC) and More Economically Developed (MEDC) countries.
The course lays the foundations for continued study in Key Stage 4.
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Pupils have the opportunity to learn Dutch/French and German/Spanish. The course is topic based, including areas such as: Myself, School, Hobbies, My Family, House and Home, Food, Health and Fitness.
Topics are taught through the four areas of language learning, namely; listening, speaking, reading and writing, and pupils get a chance to develop and practise each of these skills in class. Pupils listen to CDs and use a variety of ICT resources to enhance their listening skills. Speaking is encouraged through games, role-plays and songs. Pupils read different kinds of texts. They complete writing tasks according to their level.
Pupils study each of their chosen foreign languages for two hours a week. At the end of Year Eight, they may change their options. They study their chosen languages until Year Eleven in preparation for an IGCSE through the University of Cambridge International Examinations Board.
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In KS3, pupils follow a three-year course from Year Seven to Nine. This serves to give them a broad overview of styles and eras of music, through half-termly projects aimed at all levels of ability, understanding and previous knowledge. Within these projects they work on the skills of performing, composing, listening and appraising as a whole class, in small groups and as individuals.
In addition to two class lessons per week, all pupils are offered the opportunity to extend their performance experiences through joining a recorder group or the senior choir.
Some pupils are invited to Advanced Music Group, which is held as an after-school activity and is a way of providing Gifted, Able and Talented tuition, which cannot be catered for in the timetable.
Keen instrumentalists are also invited to join the school band, which involves pupils from KS2, 3 and 4.
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In Key Stage 3 and 4, the Physical Education programme aims to enable students to realise their full potential in a variety of physical activities, and stimulate a lasting interest in physical exercise and sport.
In years 7, 8 and 9 the PE Department aims to promote the following:
- provide enjoyable and stimulating experiences in a wide range of physical activities for students of all abilities
- the development of students’ physical fitness, movement co-ordination and motor skills
- an ability to work with others , developing the qualities and values of leadership, respect, teamwork and fair play
- the ability to plan movement sequences and game strategies
- the ability to assess varying levels of performance in different activities
- to be able to understand and apply the principles of health and fitness.
Pupils have two hours of PE per week, developing their knowledge, skills and understanding in the following activities:
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Football |
Gymnastics |
Basketball |
Rugby |
Volleyball |
Badminton |
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Health-related Fitness |
Softball |
Cricket |
Tennis |
Ice-Skating |
From Summer 2007, sailing and kayaking will be introduced to the curriculum. Pupils will also have the opportunity to take part in The Young Sports Leaders Award Scheme.
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Art, Design and Technology |
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Art and Design is a form of communication and a means of expressing ideas and feelings visually. It helps to develop creative thought, to view things from different perspectives and helps to give a better understanding of other cultures.
Art and Design can complement many other subjects in the school. In Art and Design students are encouraged to develop investigative, interpretive and analytical capabilities, and to draw on their critical skills and aesthetic understanding.
During KS3 the students will learn how to use different media to express themselves. The projects are thematic based and they enable the individual to develop and explore their own ideas and skills within a controlled environment. Students will also be introduced to art, craft and design from other environments and cultures and will learn to relate this to their own work.
The school has a purpose built Art and Design studio in which students are able to work with a large variety of media, including paint, ceramics, glass, printmaking, sculpture, batik, textiles and mixed media.
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