South Holderness Technology College The Key Stage 3 Curriculum (2014/15)
THE OVERALL CURRICULUM STRUCTURE AT KEY STAGE 3 The college aims with respect to the curriculum are to provide students with a broad and balanced range of learning experiences that will prepare them fully for the opportunities and responsibilities of adult life and the world of work, giving them the best possible chances of future success. In addition, the curriculum is designed to promote the spiritual, moral, cultural, mental and physical development of young people to enable them to become good citizens and lead fulfilling lives once they leave the college. The Key Stage 3 Curriculum for students in years 7 to 9 is based on the National Curriculum Framework (Dec 2014) and this ensures that all statutory requirements are met. Students follow a very similar curriculum at Key Stage 3, as outlined in the following subject-specific information. Subjects are taught in either mixed ability groups or teaching groups set by ability, whichever is deemed to be best to cater for the needs of students within each subject. Within all groups, teaching is differentiated to both challenge and support students. The full list of subjects taught at KS3 is as follows: English, Mathematics, Science, Geography, History, Modern Foreign Languages, Design and Technology, Computing, Art, Music, Drama, PE, Ethics and Philosophy. ENGLISH English has a pre-eminent place in education and in society and this is reflected in the importance associated with English and literacy within the wider curriculum at SHTC. For example, English is allocated 8 periods per fortnight of dedicated teaching time. The KS3 English course covers aspects of both English Language and English Literature to enable students to develop the ability to read, speak and write fluently so that they can communicate well with others. All groups at Key Stage 3 are setted according to ability and the setting arrangements are reviewed termly. In line with the National Curriculum, the aims of the English department are to read easily, fluently and with good understanding; develop the habit of reading widely and often, for both pleasure and information and to appreciate our rich and varied literary heritage; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas participate in group discussions to become competent in the arts of speaking and listening, making formal presentations. The work covered in lessons is based around a range of novels, plays and poems intended to further students experience of the world of literature and to explore the style and structure of a more challenging range of non-fiction texts. This in turn builds important English and literacy skills.
Students are expected to read whole books, to read in depth and to read for pleasure and information. This is consolidated through regular library reading lessons and whole class readers. British values are implicitly and explicitly taught through the non-fiction and fiction texts we share with students. Opportunities are provided for students to develop their reading, writing, speaking and listening skills through a range of activities individually and in groups. Examples of the topic areas covered include: the study of 19th and 21st century novels, transactional writing, study of genre, Shakespeare units of study, non-fiction units and creative writing. Students are encouraged to draft work within their note books refining their drafting skills and developing resilience to write at length within the Progress books Students are assessed through end of unit tests within their Progress books which provides both formative and summative feedback. Technical aspects of writing are covered within our own unique programme Rainbow writing which complements our Key Stage 3 framework of units. MATHEMATICS Fluency in mathematics and numeracy is essential in the modern world, being necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world and the ability to reason logically, whilst an appreciation of the beauty and power of mathematics can provide a sense of enjoyment and curiosity about the subject. In line with the National Curriculum, the aims of the Mathematics department are to become fluent in the fundamentals of mathematics, so that students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following lines of enquiry, conjecturing relationships and generalisations, and developing an arguments, justifications or proofs using mathematical language; solve problems by applying their mathematical skills and understanding to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. As with English, the importance attached to Mathematics is reflected in the large amount of taught time dedicated to the subject, 8 hours per fortnight. Similarly, in Mathematics, all teaching groups at Key Stage 3 are setted according to ability and the setting arrangements are reviewed termly. As part of the Key Stage 3 course, students cover topics on Algebra, Ratio, Proportion and Rate of Change, Geometry and Measures, Probability and Statistics. Students are encouraged to develop fluency, reason mathematically and solve problems. Students are regularly assessed through in-class tasks, homeworks and end of module tests. There are also end of year examinations. This helps to inform setting arrangements, as well as allowing underachieving students to be supported.
Homework is used to consolidate or assess prior knowledge and students are increasingly expected to take responsibility for their learning through selfassessment. SCIENCE A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Through building up a body of key foundational knowledge and concepts, students are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena and the world around them. In line with the National Curriculum, the aims of the Science department are to develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them develop an understanding of the uses and implications of science, today and for the future. There are 6 hours of teaching time dedicated to Science per fortnight. All teaching groups at Key Stage 3 are setted according to ability and the setting arrangements are reviewed termly. The Science course is divided into modules of work and students are regularly assessed through both end of module tests, practical competencies and assessment tasks linked to the work covered. The Biology-based modules covered in Years 7 and 8 include: Cells and Reproduction, Ecology and Classification, Diet and Digestion, Health and Disease. The Chemistry-based modules covered include: Acids, Alkalis and Chemical Reactions; Particles and Solutions; Elements, Compounds and Mixtures; Water and Heat Transfers. The Physics-based modules covered include: Light; Energy and Electricity; Forces and their Applications; Light and Sound; The Solar System. Progress is monitored through a variety of means, including end-of-module tests and topic-based assessment tasks. Students are also given the opportunity to develop their investigative and practical skills through experimental activities and group work. Independent enquiry and creative thinking are also a key focus through activities set relating to the application of science. In Year 9, students start to follow the GCSE Science course and in Year 10 and 11. Some students will then progress to follow the triple award course, whilst the majority of students will follow the double award course.
GEOGRAPHY The Geography course at SHTC is designed to inspire in students a curiosity and fascination about the world and its people, equipping students with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth s key physical and human processes. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth s features at different scales are shaped, interconnected and change over time. In line with the National Curriculum, the aims of the Geography department are to develop contextual knowledge of the location of globally significant places, including their defining physical and human characteristics; understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time; collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes; interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS); communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and extended writing. The course at Key Stage 3 includes topics on the following: map skills and GIS; the Local Area; Weather and Climate; Human Settlements; a Human and Physical Geography project on a named country (currently China). Students are assessed using a variety of means, including extended writing tasks and end of topic tests, with some practical elements included such as map-reading abilities. Students receive 3 hours of Geography per fortnight in Year 7 and 4 hours in Year 8 and 9. HISTORY The study of History at SHTC is designed to help students gain a coherent knowledge and understanding of Britain s past and that of the wider world and to inspire their curiosity to know more about the past. Teaching equips students to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps students to understand the complexity of people s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. In line with the National Curriculum, the aims of the History department are to know and understand the history of the British islands, how people s lives have shaped the nation and how Britain has influenced and been influenced by the wider world;
know and understand significant aspects of the history of the wider world, including the nature of ancient civilisations, the expansion and dissolution of empires and the characteristic features of past non-european societies. understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts and analyse trends. understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed The course at Key Stage 3 includes topics on the following: timelines and chronology; evaluating sources and evidence; the Romans; Mediaeval Life; the Tudors; Native Americans. Students are assessed using a variety of means, including extended writing tasks and end of topic tests. There are also end of year exams. Students receive 4 hours of History per fortnight in Year 7 and Year 9 and 3 hours in Year 8. MODERN FOREIGN LANGUAGES (MFL) Learning a foreign language provides an opening to other cultures and deepens students understanding of the world. The MFL courses used at the college are designed to enable students to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. Students are also provided with opportunities to communicate for practical purposes and develop confidence in doing so. In line with the National Curriculum, the aims of the MFL department are to understand and respond to spoken and written language from a variety of authentic sources speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt discover and develop an appreciation of a range of writing in the language studied. There is a strong focus at Key Stage 3 on the teaching of grammar, translations, spellings, phonics and use of idiomatic expressions to develop confidence in using the language creatively. Authentic materials and resources are used to consolidate and approach current issues, to develop vocabulary, grammar and cultural awareness. There are also opportunities to develop and consolidate languages skills by participating in the annual French exchange (Toulouse) and German exchange (Barntrup) visits. Students in Year 7 participate in a carousel of three languages: French, German and Spanish. In Year 8, they have some choice in terms of which language they would like to specialise in and this is then carried forward into Year 9. A topic based
approach is used, including modules on school, the family, the home and the town and leisure. Then majority of students receive 4 hours teaching in MFL per fortnight. DESIGN AND TECHNOLOGY Design and technology at SHTC is a highly practical subject. Using creativity and imagination, students design and make products that solve real and relevant problems within a variety of contexts. They acquire a broad range of practical skills and subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students are encouraged to be creative and to take risks, becoming resourceful, innovative and enterprising individuals. In line with the National Curriculum, the aims of the Design and Technology department are to develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world; build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users; evaluate and test their ideas and products and the work of others; understand and apply the principles of nutrition and learn how to cook. At Key Stage 3, students receive three one-hour periods of Design and Technology teaching per fortnight in Years 7 and four hours in Years 8 and 9. In Years 7 and 8, students participate in a carousel of separate areas of Technology, including Food Technology, Product Design and Textiles. In Year 9, students have the opportunity to select one area of Design and Technology to specialise in further. Much of the work at Key Stage 3 is aimed at developing abilities in using a range of basic skills, tools and materials with a focus on safe working practices. In Food Technology there is emphasis on food hygiene and safety. Students learn basic skills and the use of a cooker to prepare and cook food. As part of the assessment process, students are assessed on their practical, analytical and drawing skills through a number of design and make projects. COMPUTING The aim of Computing as a subject is to develop confident digital students to understand the power of their digital world. Information technology is central to modern life at both home, college and increasingly in the workplace, with computer coding developing as a new Literacy. The core of computing is computer science, in which students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, students are equipped to use information technology to create programs, systems and a range of content. The Key Stage 3 course at SHTC is designed to develop greater autonomy and confidence through using accessible,
challenging and engaging projects that empower the productive use of IT and Computing. In line with the National Curriculum, the aims of the Computing department are to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation; analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems; evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems; become responsible, competent, confident, safe and creative users of information and communication technology. The course at Key Stage 3 includes a focus on Scratch visual programming, 3D graphic design, the use of spreadsheets and databases and an introduction to basic programming, including logic and problem-solving. Students receive 2 hours of Computing taught time per fortnight. ART Art and Design embody some of the highest forms of human creativity and the Art curriculum at SHTC is designed to engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. The emphasis is very much on active participation and the development of individual creativity. In line with the National Curriculum, the aims of the Art department are to encourage students to: produce creative work, exploring their ideas and recording their experiences; become proficient in drawing, painting and other art, craft and design techniques; evaluate and analyse creative works using the language of art, craft and design; know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. Students are assessed on their creativity and artistic skills as an integral part of lessons. All students in Year 7 and 8 receive 2 hours per fortnight of Art teaching. The course is organised into units focusing on specific aspects of art, including line, form, colour, tone, shape, space, pattern and texture. In Year 9, students can opt for Art as their primary arts-based subject, in which case they receive 4 hours per fortnight. DRAMA Drama is an important subject not only in its own right in terms of developing an appreciation and application of a range of performing arts, but also in enabling students to develop a wide range of transferable skills. These include good
communication, increased confidence and self-esteem, team work, leadership, cooperation, tolerance and empathy when working with others In line with the National Curriculum, the aims of the Drama department are to Develop competence in a range of practical, creative and performance skills; Explore and actively engage in a wide range of creative and stimulating activities to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds; Work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas. Students develop their basic acting skills and build confidence within lessons through a wide range of activities involving active participation in performances. Students are assessed on their creativity and acting skills as an integral part of lessons. All students in Year 7 and 8 receive 2 hours per fortnight of Drama teaching. In Year 9, students can opt for Drama as their primary arts-based subject, in which case they receive 4 hours per fortnight. MUSIC Music is a universal language that embodies one of the highest forms of creativity and the course at Key Stage 3 is designed to engage and inspire students to develop a love of music and to nurture their talent as musicians. A focus on active participation, including performing, composing, listening and appraising also increases students self-confidence, creativity and sense of achievement. In line with the National Curriculum, the aims of the MFL department are to perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians; learn to sing and to use their voices, to create and compose music on their own and with others; have the opportunity to learn a musical instrument and use music-related technology appropriately; understand and explore how music is created, produced and communicated, including: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. Students are assessed on their creativity and musical skills as an integral part of lessons. All students in Year 7 and 8 receive 2 hours per fortnight of Music teaching. In Year 9, students can opt for Music as their primary arts-based subject, in which case they receive 4 hours per fortnight. PHYSICAL EDUCATION The PE curriculum at Key Stage 3 is designed to provide opportunities for all students to participate in a variety of activities to enable them to become physically confident in a way which supports their health and fitness. The high-quality physical
education offered at SHTC also encourages students to succeed and excel in competitive sport and other physically-demanding activities. Opportunities to compete in sports build character and help to embed values such as fairness and respect and there are many clubs and teams available for students to join. In line with the National Curriculum, the aims of the PE department are to encourage students to: develop competence to excel in a broad range of physical activities ensure that they are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. At Key Stage 3, students receive four one-hour periods of PE per fortnight in Years 7 and 9 and three hours in Year 8. In each year group, students participate in a carousel of twelve sports, including: football, cricket, athletics, gymnastics, basketball, badminton, tennis, swimming, softball, rugby, dance, hockey and fitness. A focus on practical participation at all times is geared towards competition and teamwork. PHILOSOPHY AND ETHICS The Philosophy and Ethics course at SHTC incorporates aspects of the RS, PSHE and Citizenship programmes of study as part of an integrated approach. This provides students with knowledge, skills and understanding to prepare them to play a full and active part in society as responsible citizens and to be equipped to make moral judgements. In particular, there is a focus on developing students awareness and understanding of ethical dilemmas, lifestyle choices, and how UK laws are made and upheld. Students are encouraged to think critically about their own and others beliefs, to weigh evidence, debate and make reasoned arguments. In line with the RS National Framework and local SACRE, the aims of the Philosophy and Ethics department are to learn about religious and secular beliefs investigate and explain the differing impacts of beliefs and teachings on individuals, communities and societies analyse and explain how beliefs and ideas are transmitted by people, texts and traditions investigate and explain why people belong to faith communities and explain the reasons for diversity in religion analyse and compare the evidence and arguments used when considering issues of truth in religion and philosophy discuss and evaluate how beliefs and teachings inform answers to ultimate questions and ethical issues apply a wide range of religious and philosophical vocabulary consistently and accurately, recognising both the power and limitations of language in expressing religious ideas and beliefs interpret and evaluate a range of sources, texts and authorities, from a variety of contexts interpret a variety of forms of religious and spiritual expression.
In addition, through their study of religious and secular beliefs, students are encouraged to: reflect on the relationship between beliefs, teachings and ultimate questions, communicating their own ideas and using reasoned arguments evaluate the challenges and tensions of belonging to a religion and the impact of religion in the contemporary world, expressing their own ideas express insights into the significance and value of religion and other world views on human relationships personally, locally and globally reflect and evaluate their own and others beliefs about world issues such as peace and conflict, wealth and poverty and the importance of the environment, communicating their own ideas gain an understanding and appreciation of British values, which revolve around the UK as a multi-faith and multi-cultural society. Many moral issues are covered in the light of different secular and religious views. The course nurtures a wider appreciation of the mind, society, the world and spiritual aspects of human kind. A range of generic skills are also developed, including the following: the ability to research the issues of the day, evaluate them and then give your own opinion on them; the ability to communicate with a wide range of people in an empathetic and sympathetic way; the ability to present a balanced argument using evidence to support different viewpoints; the ability to working with and learn from others.