KS3 Curriculum Booklet 2017 -18

Key Stage 3 Curriculum Overview Booklet 2017 - 2018

Curriculum Overview KS3 Curriculum Area: Creative Arts Subject: Art Overview effective from[date ]: September 2017

Year 7

Year 8

Unit/Title

Van Gogh – Mark Making/Mixed media. Develop a range of key drawing techniques, experiment with various media and tools to create an expressive landscape painting inspired by Van Gogh. African Art African clay tiles. Look at key aspects of traditional African Art and culture. Replicate patterns/wax resist Design clay tiles based on African Art Clay tiles Observational drawing- shoes. Mark making, develop into mono print. Collage, mixed media.

Kandinsky paintings To understand the

Range and Content

characteristics of Kandinsky, through style, abstract art and colour theory. Colour wheel – painting to music. Students will collect research, reproduce art work, develop a design for a painting, using the key Characteristics of Kandinsky.

Key Concepts

1

Key Processes

Kandinsky continued. Cubism – Analytical and synthetic. Picasso Self portraits

Range and Content

Key Concepts

2

Photos – draw/monoprint and collage to create Picasso style self-portrait in mixed media.

Key Processes

Cubism continued.

Range and Content

3

Key Concepts

Key Processes

Curriculum Overview KS3 Curriculum Area: Creative Arts Subject: Drama Overview effective from[date ]: September 2017

Drama KS3 Overview September 2017

Year 7

Year 8

Autumn Mystery Pictures –

Genre – To explore the genres/styles of theatre and performance. How can I use the acting space to suit the genre of the piece? Can I demonstrate the style of each genre through my rehearsal and performance? Creating and sustaining different characters in rehearsal and performance. Use different performance techniques to demonstrate different genres explored. Rosa Parks – To explore how to respond to a stimulus. To experiment with how to use still image and narration to communicate meaning. To analyse how we may be controlled in society. To experiment with drama techniques to influence your audience. Use non-naturalistic techniques to represent emotions on stage. Experiment and analyse how you as a performer can influence your audience. Explore how to work successfully in large groups.

To adopt and sustain a variety of roles. To develop sensitivity to the situation in their use of language. To develop an understanding of the importance of conflict and tension in drama. What happens when conflict is introduced in a drama? Do we always have to resolve situations fully? Create a character using the ‘Mantle of the Expert’ technique. Use appropriate technical language to support the authenticity of the character. Present a sustained piece of performance based around the given mystery. Evacuees – To explore what it was like to be a child in WW2.  To develop the historical context of the drama in more depth.  Explain how it felt to be an evacuee.  What were the differences between being a child then and now?  W ork successfully in a group. Create a sustained/believable performance linked to WW2. Perform a character monologue. Soap Opera – To understand the genre of ‘Soap’. To explore the use of stock character and storylines within soaps. What does a typical ‘Soap Opera’ look like? Explain. Create and sustain a believable ‘Soap’ character. Create a typical episode, using setting and character as a starting point. Perform to the class. Darkwood Manor – Introduce students to the genre of ‘horror’ To enable students to take control of the drama. To investigate the drama using, ‘Mantle of the Expert’. What are the key elements you should include in a horror/mystery drama to draw the audience in to the action? Create a character linked to the drama. Create a context where their character would be involved in the drama. Perform a piece of drama linked to the storyline created.

Stage Skills – To explore the use of projection and dramatic pauses within a performance.

Spring

How do we use our voice? What is a dramatic pause? How can these two techniques enhance a performance? To explore the use of non-naturalistic performance. What is naturalism?

How could it affect a performance? U se their voice to create soft/ loud U se their voice to create a character.

E nhance a performance using the characters voice and tones. Devised work - LO: To explore the use of devised theatre. L) To explore the use of reading images, vocal performances. What is devised theatre? How can you create a piece of Devised theatre?

Curriculum Overview KS3 Curriculum Area: Creative Arts Subject: Drama Overview effective from[date ]: September 2017

What elements need to be included? How can you choose a theme? Tell a story from a news report Use the story to create their own story based upon it

Summer Commedia Dell’Arte –

Mask & Mime - To enable students to use physical techniques in a workshop setting linked to mask & mime performance.

Play a character from CDA, they will be able to recognise the key character traits and exaggerate actions. They will be able to exaggerate actions and create a mime. Some pupils will have progressed further and will: Have a detailed understanding of at least one of the characters in Commedia Dell Arte. They will be able to perform as one of the characters with sensitivity and flair. Create CDA characters using masks/mime. To identify how we use facial expressions to tell a story. To explore how to use body language to show a story. To explore how we use our voice to communicate a story. To identify how we use our body language and voice to create a performance piece. Explain how the use of the body/voice can enhance a performance. Create a scene with others, using only their body/facial expressions. Create a scene using expression in their voice. Create a scene using masks as their performance style. Create CDA storylines using improvisation and script. Explore mime techniques that suit CDA performance. Communication –

How do you reflect emotions through your body? How can you represent noise through mime?

How have you developed a story using only your body? Take part in a ‘Mime’ workshop lead by the teacher Create a story using mime. Create a character through mime and movement. Script Work – To enable students to use techniques in rehearsal that will create a scripted performance. What set have you used and why? How have you interpreted character from a script? What have you found the most challenging element and why? Read and discuss the script with a partner . ‘Block’ the extract using stage directions on the script. Present a paired piece of performance to another group and reflect on ‘staging’ techniques used.

Curriculum Overview KS3

Subject: Design Technology Overview effective from[date ]: September 2017

2 Year KS3 DT Curriculum Plan 

Year 

Rotation 1 

Rotation 2

Rotation 3

Rotation 4

7 

Workshop/RM Designing  Analysis  H&S  Hand Tools  Machine Tools  Candle Holder  Evaluating  Workshop/RM  Designing  Analysis  CAD  Hand Tools  Machine Tools  Pinball Game  Evaluating 

Textiles TBC (Adaptations to  existing SOW likely in  light of new KS4  courses and staffing) 

Food Intro to Food,  Nutrition,   Diets 

Graphics Pop Up Books TBC 

8 

Textiles  TBC (Adaptations to  existing SOW likely in  light of new KS4  courses and staffing) 

Food  Nutrition Cont.  International Cuisine Specialty Diets 

Graphics  TBC

Curriculum Overview KS3 – Year 7 Subject: English Overview effective from[date ]: September 2017

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1 Summer 2

GCSE links: Literature Paper 2, Section A

Imaginative writing Language paper 1, Section A/B

GCSE links: Literature Paper 1, Section B

GCSE links: Literature Paper 2, Section B

GCSE links: Language Paper 2, Section A

Language Paper 2, Section A/ B

Drama

Adventure

Novel Study

2 week primary transition project Letters to be written to primary schools Creative response – my first day at secondary school

Conflict Poetry

Villains in History

Face

Reading into writing – themed

Flour Babies

Buddy 

Ways to Live Forever 

fictional extracts

Tins 

Assessed by: responding to an extract style question

Assessed by: responding to an unseen poem

4 weeks

Cirque du Freak 

Iqbal 

SURVIVAL

Study of a range of non-fiction extracts Assessed by: transactional writing ‘survival guide’ and a reading response to an unseen non-fiction text.

Assessed by: comparing non- fiction texts Speech writing

Assessed by: an extract  question on  character/theme/setti ng 

Assessed by: creative writing

Curriculum Overview KS3 – Year 8 Subject: English Overview effective from[date ]: September 2017

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1 Summer 2

GCSE link: paper 1, Section A/B

GCSE link: Language Paper 2, A/B

GCSE link: Literature Paper 2, Section B

GCSE link: Literature Paper 1, Section B

GCSE link: Language Paper 1, Section B

GCSE linlk:Literature Paper 1, Section B

Media Texts

Legends and Heroes

Introducing Will.I.Am

Spooks and Spirits

Cultures and Societies

Novel Study

Assessed by:

Assessed by: an essay response on an extract from the novel.

Assessed by: creative writing response

Assessed by: creative writing response based on an image

Assessed by: formal presentation on a character from chosen play

Assessed by: analytical essay comparing 2 texts from same culture but different eras

Writing a newspaper article; presenting the article as a newsreport for a news show.

Curriculum Overview KS3

Subject: Geography Overview effective from[date ]: September 2017

Geography medium term plan 

YEAR 7 

YEAR 8 

YEAR 9  

CHINA  FIELDWORK : HOW POLLUTED IS THE SCHOOL  AIR?  Content: Continents, population, development,  tectonics, economics, pollution, glaciation.   AFRICA  Content: Ecosystems, development,  economics, weather and climate, tectonics.  

POLE TO POLE 

GEOGRAPHICAL SKILLS  FIELDWORK: WHERE IS THE BEST PLACE  FOR SIGNAL?  Content: Continents, descriptions, maps  skills our country.    AMERICAS  Content: Population, development,  tectonics, weather, ecosystems,  tectonics, coasts.  

Term 1 & 2 

Content: Development, spearman’s rank,  ecosystems, energy, tectonics, biome,  climate change.  

OCEANIA AND SOUTH EASTERN ASIA 

Term 3 & 4 

Content: Climate change, ecosystems,  urbanisation, population, tectonics,  weather, development.   THE UK (Getting ready for GCSE  geography).   Content: Coasts, rivers, weather and  climate, population, urbanisation.

TRIP: CADBURY WORLD (COCOA) 

MIDDLE EAST  FIELDWORK: WHERE IS THE BEST PLACE FOR A  SOLAR PANEL?  

INDIA/BANGLADESH  Content: Weather, tectonics,  development, economies, ecosystems.  

Term 5 & 6 

Content: Ecosystems, development, resources,  population, weather and climate.   

TRIP : RIVER STUDY 

Curriculum Overview KS3

Subject: Geography Overview effective from[date ]: September 2017

Term 1 

Term 2 

Term 3 

Term 4 

Term 5 

Term 6 

Global hazards 

Resources Reliance 

Sustaining  ecosystems 

Urban futures 

Year 10 

 Distinctive landscapes 

Trip: Living  rainforest or Eden 

TRIP: Portsmouth 

Trip: Coastal trip  

Changing climate 

UK in the 21 st century 

Year 11 

Dynamic  Development 

DME practice/  Revision

TRIP: Urban area 

ICT 2 Year KS3 Currciculum Map

Year 7

Assessment

Year 8

Assessment

Intro Unit

Hardware

2 Weeks (3 x 50)

Understading Computer Specifications

Autumn 1 

Assessment Tracker

Exam

Know My Computer Components and Peripherals 6 Weeks (9 x 50)

(14 x 50 or 7 x 100 TBC)

Digital Christmas

Scratch Video Game Creation

Autumn 2 

Assessment Tracker

Assessment Tracker

Excel, Word, DTP

Scratch Programming

(10/11 x 50)

(14 x 50)

Esafety (2 Weeks) Kids Party Website Website Design

Graphical Programming (Scratch & Python)

Presentation &  Assessment Tracker

Assessment Tracker

Spring 1

Transferable Skills & Concepts

(10/11 x 50)

(14 x 50)

Algorithms and Sequencing Algos, Flow Charts, Control

Python Programming

Python Skills ‐ Solution Development

Spring 2

Assessment Tracker

Assessment Tracker

(9 x 50)

(10 x 50)

Scratch Programming

Logic

Summer 1  (5 weeks)

New SOW (Scratch Game Maker Skills)

Assessment Tracker

Exam

Understanding Computer Logic

(7/8 x 50)

(14 x 50 or 7 x 100 TBC)

Python Programming New SOW (Python Skills)

Epic Website

Summer 2  (7 weeks)

Assessment Tracker

 Assessment Tracker

KS4 Qualification or Website Project (14 x 50 or 7 x 100 TBC)

NB.  Yr 7 Students have 3 x 50 per fortnight 

Year 7 Exam

NB.  Yr 8 Students have 4 x 50 per fortnight 

Year 8 Exam

Digital Skills Focus Computing Knoweldge ICT in Business and Society

Curriculum Overview KS3 Subject: Mathematics Overview effective from[date ]: September 2017

Delta 1 Overview 7BX & 7GX (2017) Subject Areas – Maths – KS3 – aProgress Maths 2015 onwards – Year 7 Timescale Notes Topic Module Title

Assigned task

Teaching lessons

1 2 3 4 5 6

Analysing and displaying data

11 11 11 11

Number skills

Half term assessments

Equations, functions and formulae

Fractions

Autumn Term assessments

Angles and shapes

9

Decimals

11

Half term assessments

7

Equations

9

Spring term assessments

8 9

Multiplicative reasoning Perimeter, area and volume

11 11

Half term assessments

10

Sequences and graphs

10

Summer term test End of year test

Curriculum Overview KS3 Subject: Mathematics Overview effective from[date ]: September 2017 Delta 2 Overview 8BX & 8GX (2017) Subject Areas – Maths – KS3 – aProgress Maths 2015 onwards – Year 8 Timescale Notes Topic Module Title

Assigned task

Teaching lessons

1 2 3 4 5 6

Factors and powers Working with powers

9

10

Half term assessments

2D shapes and 3D solids

12 10

Real life graphs

Autumn Term assessments

Transformations

11

Fractions, decimals and percentages

9

Half term assessments

7

Construction and loci

11

Spring term assessments

8 9

Probability

11 10

Scale drawings and measures

Half term assessments

10

Graphs

12

Summer term test End of year test

Curriculum Overview KS3 Subject: Mathematics Overview effective from[date ]: September 2017 Pi 1 Overview 7BZ 7GZ (2017) Subject Areas – Maths – KS3 –a Progress Maths 2015 onwards – Year 7 Timescale Notes Topic Module Title

Assigned task

Teaching lessons

1 2 3 4 5 6

Analysing and displaying data

11 12

Calculating

Half term assessments

Expressions, functions and formulae

11

Graphs

8

Autumn Term assessments

Factors and multiples Decimals and measures

11 12

Half term assessments

7

Angles and lines

10

Spring term assessments

8 9

Measuring and shapes

11 11

Fractions, decimals and percentages

Half term assessments

10

Transformations

8

Summer term test End of year test

Curriculum Overview KS3 Subject: Mathematics Overview effective from[date ]: September 2017 Pi 2 Overview 8BZ 8GZ (2017) Subject Areas – Maths – KS3 – aProgress Maths 2015 onwards – Year 8 Timescale Notes Topic Module Title

Assigned task

Teaching lessons

1 2

Number properties and calculations

12 11 10 10

Shapes and measures in 3D

Half term assessments

3 4

Statistics

Expressions and equations

Autumn Term assessments

5 6

Decimal calculations

10 10

Angles

Half term assessments

7

Number properties

10

Spring term assessments

8 9

Sequences

11 11

Fractions and percentages

Half term assessments

10

Probability

10

Summer term test End of year test

Curriculum Overview KS3 Subject: Mathematics Overview effective from[date ]: September 2017 Theta 1 Overview 7BY 7GY (2017) Subject Areas – Maths – KS3 – aProgress Maths 2015 onwards – Year 7 Timescale Notes Topic Module Title

Assigned task

Teaching lessons

1

Analysing and displaying data

11 12

2

Number skills

Half term assessments

3

Expressions, functions and formulae

10 12

4

Decimals and measures

Autumn Term assessments

5 6

Fractions Probability

10

9

Half term assessments

7

Ratio and proportion

10

Spring term assessments

8 9

Lines and angles Sequences and graph

11 10

Half term assessments

10

Transformations

10

Summer term test End of year test

Curriculum Overview KS3 Subject: Mathematics Overview effective from[date ]: September 2017 Theta 2 Overview 8BY & 8GY (2017) Subject Areas – Maths – KS3 – aProgress Maths 2015 onwards – Year 8 Timescale Notes Topic Module Title

Assigned task

Teaching lessons

1 2 3 4

Number

11 11

Area and volume

Half term assessments

Statistics, graphs and charts Expressions and equations

12 11

Autumn Term assessments

5 6

Real life graphs Decimals and ratio

10 10

Half term assessments

7

Lines and angles

10

Spring term assessments

8 9

Calculating with fractions

10 10

Straight line graphs

Half term assessments

10

Percentages, decimals and fractions

10

Summer term test End of year test

Curriculum Overview KS3

Subject: Languages Overview effective from[date ]: September 2017

2017- 2018

Year 7

Year 8

Year 9

Year 10

Year 11

F

S

F

S

F

S

F

S

F

S

Autumn 1

C’est perso (Intros/ descriptions)

¡Vamos! (Intros)

T'es branché (Media)

Mi vida (Review of Y7)

Mod 5 Au collège (School) AQA Theme : Current and future study and employment Mod 1 Moi (All about me) AQA Theme: Identity and culture

Mod 1 De vacaciones (Holidays) AQA Theme: Local/ National/ Global Mod 2 De paseo por Sevilla (Travel & tourism) AQA Theme: Local/ National/ Global áreas of interest

Mod 1 De vacaciones (Holidays) AQA Theme: Local/ National/ Global Mod 2 De paseo por Sevilla (Travel & tourism) AQA Theme: Local/ National/ Global áreas of interest

Mod 5 Au collège (School) AQA Theme : Current and future study and employment Mod 1 Moi (All about me) AQA Theme: Identity and culture

Mod 5 Au collège (School) AQA Theme : Current and future study and employment Mod 6 Il faut bosser! (Work) AQA Theme : Current and future study and employment

¡Divértete! (Media)

Paris! (Past-tense unit)

Autumn 2

Mon collège (School)

En el instituto (School)

áreas of interest Mod 3 A clase (School)

áreas of interest Mod 3 A clase (School)

Mod 8 Mode de vie (Healthy

Mod 2 Mon temps libre (Freetime)

Mod 2 Mon temps libre (Freetime)

Mis vacaciones (Holidays)

Mi familia (Family)

Mon identité (Youth culture)

Spring 1 Mes

passetemps (Freetime)

Curriculum Overview KS3

Subject: Languages Overview effective from[date ]: September 2017

AQA Theme: Identity and culture

AQA Theme : Current and future study and employment

AQA Theme: Identity and culture

AQA Theme : Current and future study and employment

living) AQA Theme: Identity and culture / Global areas of interest Mod 9 Le monde en danger (Environment) AQA Theme: Local/ National/ Global áreas of interest

La comida (Food)

Mod 3 La ou j'habite (Where I live) AQA Theme: Local/ National/ Global Mod 4 Allons-y (Leisure outings) AQA Theme: Identity and culture áreas of interest

Chez moi, chez toi (House/ home)

Spring 2 Ma zone (Town)

En casa (House/ home)

Mod 3 La ou j'habite (Where I live) AQA Theme: Local/ National/ Global Mod 4 Allons-y (Leisure outings) AQA Theme: Identity and culture áreas of interest

Mod 4 Los trabajos (Work) AQA

Mod 4 Los trabajos (Work) AQA

Theme : Current and future study and employment Mod 3 ¡Perdidos! (Lost!) AQA Theme: Identity and culture

Theme : Current and future study and employment Mod 5 ¡Perdidos! (Lost!) AQA Theme: Identity and culture

De moda (Clothes)

La France a du talent (Talent show/events)

Revision Exam prep

Summer 1

Partez! (Holidays)

El tiempo libre (Freetime)

Curriculum Overview KS3

Subject: Languages Overview effective from[date ]: September 2017

En la ciudad (Town)

La salud (Health)

Film project

Film project

Mod 6 Il faut bosser! (Work)

Summer 2

La francophonie

Mod 6 Tiempo libre (Freetime) AQA Theme: Identity and culture

(French- speaking culture)

AQA Theme : Current and future study and employment

Curriculum Overview KS3

Subject: Music Overview effective from[date ]: September 2017

KEY STAGE 3:  MUSIC SCHEME OF WORK  Year 7 

Staff  notation  Rhythm 

Composition  and Group  Performance  Polyrhythms  Ability to read  and maintain  a simple  rhythmic part  within a small  group  ensemble 

Staff  notation  Treble clef

Composition  /  Structure  Binary Form  ABA  Introduction  to musical  structure and  form.  Focus  on Binary.   Pupils  compose a  simple Binary  melody with  two distinct  Pupils  recognise  musical  structure  through  repeated  patterns both  aurally and  visually.  Pupils create  an original  melody using  two musical  melodic  phrases.  phrases or  ideas and  arranges  these into a  variation of  Binary  structure. 

Solo  performance  Piano 

Solo  performance  Piano 

Learn to  recognise,  write and  read 4  rhythmic  notes, and  their  relation to  time  signatures  Completed  rhythmic  compositio n of 8 bars.  Pupils  complete  an  original  8 bar  rhythmic  piece, in  both 4:4  and 3:4  time  signatures  ensuring  understandi ng of  position  and  placement  of notes on  a musical  stave. 

Reading  treble clef  notes  middle C  to top C.   Playing  simple  melodic  phrases  involving  rhythmic  and pitch  elements  Pupils  complete  an   original 8  bar  melody, in  both 4:4  and 3:4  time  signatures  ensuring  understan ding of  notes on  the lines  and  spaces of  the treble  clef. 

Pupils work through two  piano/keyboard performances.  1. Drunken sailor  2. Scarborough Fair.  With gradual one to one  tutorship on playing techniques  and introduction to dynamic  contrasts.  Tests pupils ability to put into  practice the reading skills of  staff notation that were  developed throughout the  year.  Pupils demonstrate their  musicianship and progress on  the keyboard through   dedicate d rehearsal towards a  final performance of two pieces  that challenge individuals to  read both rhythmic and  melodic elements and builds  upon existing knowledge  through the introduction of  Bass clef staff notation

Assessment

Pupils perform  in small  ensembles of  4 – 6 pupils to  create a  polyrhythmic  African  drumming  piece that  includes both  call and  response and  polyrhythmic  elements. 

Curriculum Overview KS3

Subject: Music Overview effective from[date ]: September 2017

Year 8 

Tablature  notation  and  performanc e  Guitars  Introductio n to  alternative  notation of  tablature.  How  guitarists  read music.  Pupils all  access and  perform on  acoustic 

Small  Ensemble 

Music  Business  project:  Creating a  music  festival 

Large  Ensemble  Performanc e  Whole class  work on a  set  performanc e that  involves  many  aspects of  rhythm,  harmony  and  melody.   Each pupil  working  within a  section in  order to  create a  completed  recorded  performanc e. 

Composition:  Basics of  Sibelius  composing  software  Introduction  to the  composing  software  used within  GCSE  coursework  ‘Sibelius’.  Pupils learn  how to  create a  score, add  (take away)  instruments,  add multiple  and single  bars, insert  notes. 

Ensemble  Performance: 

performance  and structure  12 bar blues  Examination  of Blues music  history,  influences and  structure, as 

Pupils  explore the  music  business  identifying  the many and  varied roles  within the  industry, how  the financial  aspects work  and the  relationships  between  events  managers,  music  mangers and  performers   are arranged. 

Whole class  work on a  class chosen  performance  that must  involves many  aspects of  rhythm,  harmony and  melody.  Each  pupil working  within a  section in  order to  create a  completed  recorded  performance 

well as the  impact on 

popular music  culture.  Pupils 

learn key  features 

including the  Walking Bass,  Strophic 12  bar structure,  and the 1‐4‐5  chord  progression  and  improvisation  before they  perform in a  small  ensemble  Completed  history  questions,  Ability to play  the chord  progression,  walking bass  and/or  improvise  within a small  ensemble  

guitars  reading  from  tablature  notation 

Assessment 

Completed  recorded  performanc e of each  individual  performanc e.  Two  pieces  increasing  in difficulty. 

Pupils plan a  music festival 

Whole class  rehearsal  schedule  and  recording of  set piece 

Completed  weekly tasks  to aid the  eventual  creation of a  short 8 bar  melody and  accompanim ent piece  with three  separate 

Whole class  rehearsal and  recording of  chosen piece

Curriculum Overview KS3

Subject: Music Overview effective from[date ]: September 2017

instruments

Curriculum Overview KS3

Subject: Physical Education Overview effective from[date ]: September 2017

Objective:  Provide a high‐quality Physical Education curriculum that inspires all pupils to succeed and excel in  competitive sport and other physically‐demanding activities. Units of work will provide opportunities for pupils to  become physically confident in a way which supports their health and fitness. There will also be opportunities to  compete in sport and other activities to build character and help to embed values such as fairness and respect.   Aims: 

 Develop competence in a broad range of physical activities    Students to be physically active for sustained periods of time 

 Engage in competitive sports and activities   Promote students to lead healthy, active lives  (Physical Education National Curriculum)  Student will rotate sport/activity each half term. The pathway that they follow is dependent on their set.  Within  each unit they will be taught to:   use a range of tactics and strategies to overcome opponents in direct competition    develop their technique and improve their performance in other competitive sports   overcome intellectual and physical challenges and be encouraged to work in a team, building on trust and  developing skills to solve problems, both individually and as a group   analyse their performances compared to previous ones and demonstrate improvement to achieve their  personal best  Depending on learner experience and group, each year they will have the opportunity to reinforce and expand on  content they have previously experienced. More advanced skills will be explored and developed, as well as  enhancing leadership qualities 

Year 7 

Year 8 

Year 9 

3 Baseline Assessment Lessons  before setting – gymnastics,  Danish longball, dodgeball 

Table tennis 

Table tennis 

Table tennis 

Swimming/Water Polo/Life  Saving/Synchronised Swimming  Games for Understanding  – e.g.  football, rugby, netball,  basketball 

Swimming/Water Polo/Life  Saving/Synchronised Swimming  Games for Understanding  – e.g.  football, rugby, netball,  basketball 

Swimming 

Games for Understanding  – e.g.  football, rugby, netball,  basketball 

Trampolining/Dance 

Trampolining/Dance 

Trampolining/Dance 

Striking and fielding – rounders,  cricket or softball 

Striking and fielding – rounders,  cricket or softball 

Striking and fielding – rounders,  cricket or softball 

Athletics Option 

Athletics Option 

Athletics Option 

OAA Option 

OAA Option 

OAA Option 

Fitness 

Fitness 

Fitness

Curriculum Overview KS3

Subject: Physical Education Overview effective from[date ]: September 2017

Assessment Styles  Practical assessment is continuous for every activity during the unit of work, as well as at the end.  Assessment grade is holistic; based on the ability: 

 to develop skills   to evaluate & improve performance   to make and apply decisions   to adopt different roles & responsibilities   to lead a healthy, active lifestyle   to develop physical and mental capacity

Curriculum Overview KS3

Subject: Religious Studies Overview effective from[date ]: September 2017

Analysis task, extended wriyting on the difference between religion and a hobby. Evaluation task on whether religion is a positive or negative thing in society. Empathy Task Compare & contrast challenges faced by Christians & Hinduss in the UK

Autumn 1 Is Football a Religion? (Introduction to Religion and Religious Communities)

Autumn 2 Is Religion Dangerous? An investigation into religious extremism, terrorism, war and pacifism.

Spring 1

Hindu & Christian Theology - Introduction

Myths & Legends - Understanding religious stories - types and genres, interpretation etc.

Spring 2

Create a parable, explain its teaching.

Year 7

Creative task relating to using art to communicate beliefs.

Summer 1 Religion & Art - From Adverts to Doom Paintings, pictures and other creative methods to pass on important beliefs without using words.

Explanation of the work of religious social activists e.g. MLK, Gandhi etc

Summer 2 Injustice, exploring religion as a vehicle for social change

Explanation of why people respond to authority & how it affects our choices

Autumn 1 Authority - understanding why people follow authority, different types of authority, religious authority etc.

Presentation on one aspect of the unit e.g. circuses, zoos etc

Autumn 2 Religion & Animals - how do we use animals, exploration of the morality of our relationship with animals - food, work, entertainment, experimentation etc.

Religion in the 21st Century - Philosophical Enquiry into the existence of God & different understandings of God. Religion in the 21st Century - Why is it sometimes hard to believe in God? Religious Responses to Suffering

Extended writing on arguments about the existence of God.

Spring 1

Year 8

Evaluation of theodicies and creative task on religious charities.

Spring 2

Summer 1 Religion in the 21st Century - Cults & Changes - how is religion going to change?

Presentation on group NRM

Curriculum Overview KS3

Subject: Religious Studies Overview effective from[date ]: September 2017

Evaluation of different religious practices and methods of worship.

Summer 2 Spirituality, Mindfulness & Worship

Autumn 1 Introduction to Morality - how do people decide what's right and wrong? Also an introduction to different types of GCSE style questions and how to approach them - understanding command words & exam speak. Religious Basics - Christian & Hindu ideas about God, types of Christian, Who are the Gods? The Caste system & Basic beliefs about life after death. Religion and Life Religious responses to Creation, the Environment, the purpose of Human Life & the treatment of animals. Religion & Life Religious responses to Abortion, Euthanasia, treatment of the Elderly & Life After Death. Summer 1 Religion, Crime & Punishment - good & evil actions; reasons for crime; those who break the law; types of crime; aims of punishment, suffering; treatment of criminals; capital punishment & forgiveness. Summer 2 Religion & Human Rights and Social Justice - including Prejudice & Descrimination; UNDHR & ECHR; Equality & Freedom of Religion; Wealth and duty to help the poor; Fair pay and exploitation; responsibilities of those living in poverty; charity work & long and short term aid. Religion, peace & conflict - peace, justice, forgiveness and reconciliation; vionence, violent protest and terrorism; reasons for war; pacifism; religious belief as a cause of war & violence; weapons of mass destruction; religion & peacemaking in the modern world; victims of war Religious beliefs and teachings: The nature of God, tri-murti & trinity; creation stories; Jesus' crucifixion, resurrection and ascension; afterlife, heaven & hell, samsara; personal virtue, sin and karma; sanatana dharma and Christian salvation Religious practices: worship; prayer; sacraments; pilgrimage; festivals; places of worship; role of church in local community; teachers, priests, monks and gurus; yoga; mission and evangelism; religious charities. Autumn 2 Spring 1 Spring 2 Autumn 1 & Autumn 2 Spring 1 & Spring 2 Summer 1 & Summer 2 Autumn 1 & Autumn 2

Written responses to moral issues and persuasive writing.

Factfiles on Christianity & Hinduism

Written responses to exam style questions. End of unit test using sample assessment material. Written responses to exam style questions. End of unit test using sample assessment material. Written responses to exam style questions. End of unit test using sample assessment material. Written responses to exam style questions. End of unit test using sample assessment material. Written responses to exam style questions. End of unit test using sample assessment material. Written responses to exam style questions. End of unit test using sample assessment material.

Year 9

Year 10

Year 11

Curriculum Overview KS3

Subject: Religious Studies Overview effective from[date ]: September 2017

Spring 1, Spring 2 & Summer 1

Written responses to exam style questions. End of unit test using sample assessment material.

Revision, WTM etc

Curriculum Overview KS3   Subject: Mathematics Overview effective from[date]: September 2017

Key Stage 3 2017-18

Year 8 2017- 18

Year 7 2017- 18

Week beginning

4 lessons per week

4 lessons per week

04/09/2017 11/09/2017 18/09/2017 25/09/2017 02/10/2017 09/10/2017 16/10/2017

Transition project

Contact forces

Particle Model

Elements

Cells

Breathing

Electricity

Pressure

HALF TERM

23/10/2017 06/11/2017 13/11/2017 20/11/2017 27/11/2017 04/12/2017 11/12/2017 18/12/2017 Christmas lessons

Periodic table

Separating mixtures

Digestion

Human reproduction

Christmas lessons

25/12/2017 01/01/2018 08/01/2018 15/01/2018 22/01/2018 29/01/2018 05/02/2018 12/02/2018 19/02/2018 26/02/2018 05/03/2018 12/03/2018 19/03/2018 26/03/2018 02/04/2018 09/04/2018 16/04/2018 23/04/2018 30/04/2018 07/05/2018 14/05/2018 21/05/2018

CHRISTMAS HOLIDAYS

Magnetism

Speed

Chemical energy

Acids and Alkalis

Light and sound

Respiration

HALF TERM

Work

Movement

Types of reaction

Gravity

Photosynthesis

EASTER HOLIDAYS

Metals and non-metals

Climate

Variation

Inheritance

Energy costs

Wave effects + properties

Curriculum Overview KS3   Subject: Mathematics Overview effective from[date]: September 2017

28/05/2018 04/06/2018 11/06/2018 18/06/2018 25/06/2018 02/07/2018 09/07/2018 16/07/2018 Run over time/skills Universe

HALF TERM

Earth resources

Interdependence

Evolution

Energy Transfers

Run over time/ prep for KS4 project