Key Stage 3
In Year 7 the pupils follow a general course of study including:
- Religious Education
- Computer Science
- Integrated Science,
- Technology (Materials, Graphics and Food)
- Education for Living with Citizenship.
Pupils also follow a taster course in German, Spanish and Italian.
In Year 8 the curriculum is widened to include a second modern language (German, Italian or Spanish) and Latin.
Year 7 - Rhythm, Pitch, Keyboard Skills, Introduction to Sibelius, Orchestral Instruments, Gamelan
Year 8 - Samba, Waltz, Jazz and Blues, Theme and Variations
Year 9 - Reggae, Song-writing, Minimalism, Cover Songs
Pupils extend their range of mental and written calculation strategies and learn to identify efficient procedures to calculate problems with integers, fractions, decimals, percentages and ratios. Algebra is introduced formally through activities that show how algebra, as an extension of number using symbols, gives precise form to mathematical relationships, formulae, sequences and calculations. Pupils discover properties of two and three-dimensional shapes, and use angle facts in calculations and constructions. They consolidate their knowledge on transforming shapes. In statistical work pupils construct and interpret graph and data in tabular and diagrammatic representations, understand the many forms of an “average” and how to calculate them as well as spread of data. In probability, they learn the difference between theoretical probability and experimental probability. Pupils tackle investigative work pupils by selecting and combining known facts and problem-solving strategies to reach solutions.
Pupils build further upon their knowledge of number, measures, algebra, shape and data handling through activities that provide frequent opportunities for pupils to discuss their work, to develop reasoning and understanding, and to explain their strategies. Pupils learn to solve a range of numerical problems, in both familiar and unfamiliar contexts, including those involving fractions and percentage. They solve equations, use formulae and construct graphs. They use algebraic notation to describe patterns and sequences, including sequences of a quadratic nature Pupils calculate lengths, areas and volumes of two and three-dimensional shapes. In Year 8 pupils are introduced to Pythagoras’s Theorem, circle formulae for area and circumference, sample space diagram, enlargement, loci and scale drawing and bearing. In statistical work they increasingly use sophisticated diagrammatic representations and make more elegant inferences from data, examining possible correlations.
To conclude Key Stage 3, our Year 9 pupils consolidate and advance the work on percentage, standard form, rate and ratio. Students learn to identify, create, use and adapt formulae and equations in a greater variety of contexts, plotting a variety of graphs, solving inequalities and simultaneous equations. In ‘Shape and Space’ pupils consolidate and extend their knowledge on volume, loci and study interior and exterior angles in n-sided polygons. They learn to prove congruency and solve problem related to similarities. They are also introduced to trigonometry to calculate side lengths and angles, extending this to real world applications including bearings. In statistical work they use appropriate diagrammatic representation as well as calculating averages and spread of data to make precise inferences. In probability, pupils learn about tree diagrams, set notations and Venn diagrams. Pupils also tackle extended problem-solving work; that has provided opportunities for pupils to develop reasoning and understanding, and to explain their strategies and solutions.
Over the year all girls have worked individually and as part of a group developing painting, drawing, textiles, sculptures and using ICT as a research tool, linked to the themes of ‘Self Identity’, ‘Mother and Child’ and the ‘Moving Figure’.
The girls have developed 3D construction techniques linked to the theme of ‘Shelters’, allowing them also to explore their drawing skills further and printmaking.
The girls have completed the ‘End of Key Stage’ project . This was inspired by ‘Urban Landscape’ and a workshop led by a professional artist, extending skills in painting, mono printing and supporting studies. They have all undertaken clay and textiles.
The curriculum at KS3 is partly dictated by the National Framework in that we have moved towards setting out teaching objectives for pupils to ensure that they will build on their achievements from primary school. Pupils read a range of literature, investigating key features of style, characters and themes. They explore the style and effects of language in non-fiction texts. Their writing develops in range, sentence structure and vocabulary. They proof-read their own work. By the end of the key stage, handwriting should be fluent and legible. They develop collaborative and argumentative oral skills by working in pairs and groups. The school examination tests their knowledge and understanding of literary and non-fiction texts, and their ability to write accurately and appropriately, matching style to purpose. The department’s overall aim is that by the end of Year 9, each pupil will be a fluent, perceptive and independent reader, a confident and competent writer and an effective speaker and listener. Students have three English lessons per week in addition to a library lesson, where they are guided in their reading experience and encouraged to maintain a reading journal.
We teach this in separate Biology, Chemistry and Physics topics. The pupils regularly do practical work and observe teacher demonstrations of experiments. After each topic there is an assessment test . We regularly provide feedback to pupils to inform them as to how they can make good progress and aim towards a high standard. Each September the pupils are provided with a text book which includes all the topics to be covered in that school year.
The key topic areas are:-
Biology- Cells, Reproduction
Chemistry- Acids and Alkalis, Chemical Changes
Biology-Food and Digestion, Microbes and Disease
Chemistry-Atoms and Elements, Compounds and Mixtures
Physics-Heating and Cooling, Sound and Hearing
Biology-Inheritance and selection, Plants and Photosynthesis
Chemistry-Reactions of Metals, Environmental Chemistry
Physics-Pressure and Moments, Speeding Up
At Key Stage 3 we follow the Religious Education Curriculum Directory and the syllabus is based on ‘The Way, The Truth and The Life’
Year 7: The Way
- The Faith Community
- God’s Promises Revealed
- The Saviour
- The Church
YEAR 8: THE Truth
- The Mass
- The Pascal Mystery
- The Mission of the Church
YEAR 9: THE Life
- God’s Call
- Morality and Conscience
- Spiritual Quest
- Dialogue with Other Faiths – Islam
- Life in the Spirit
- Human Community
Key Stage 3
Geography at Key Stage 3 contributes to a broad and balanced curriculum which meets the needs of all pupils. We aim to give pupils the opportunity to study a wide range of topics throughout Key Stage 3 in the hope of fostering a passion and interest for geography and the world around them. Alongside this, pupils will develop a range of transferable skills that can be used in other areas of the curriculum.
The year 7 curriculum focus on introducing pupils to geography through topics like farming, weather and climate, coastal process and landforms and map skills. Year 7 take part in a weather investigation whereby pupils are introduced to fieldwork through a variety of sampling techniques. They will be required to produce a report with their findings. Holyfield farm is visited in the spring term to look at the inputs and outputs of a farm system.
Year 8 pupils will study ecosystems and management issues within the tropical rain forest and other biomes. Pupils will be introduced to the key issues surrounding population and migration. Rivers and flooding is taught in the classroom and pupils develop their fieldwork skills through a visit to Dollis Brook – a local river. They will conduct a study to investigate river processes and landforms. Reports will be produced encouraging pupils to analyse and evaluate their findings.
In year 9 the girls study plate tectonics and hazard management, characteristics of development and trade, energy production and its effect on the environment and settlement patterns. Pupils will visit the Natural History Museum as part of their tectonic unit. In order to prepare for the demands of GCSE pupils will also undertake a local area housing investigation. The aim of the study is to introduce and develop the necessary skills required for GCSE.
The pupils participate in topic based workshops aimed to develop basic Drama skills. They develop speaking and listening skills and build confidence in performing in front of others. Pupils are encouraged to devise work in different sized groups, perform to their peers and give constructive criticism.
The pupils develop more complex characterisation through the use of empathy in issue-based workshops which aim to increase understanding of the Drama skills and how to use these skills in different ways in performance. Pupils also work in non-naturalistic performance styles and have the opportunity to direct.
The main focus of this year is to look at a variety of different styles of performance and experiment with these. Pupils look at comedy, non-naturalism, political theatre and soap-opera. The pupils are given more opportunity to direct as well as perform.
Pupils in Years 7, 8 and 9 study History for 2 lessons a week. The Y7 syllabus covers Medieval England from 1066 to 1485 and The Islamic World from Muhammad to the Crusades. The Y8 syllabus covers Tudor and Stuart England, the French Revolution and an outline of Chinese History. The Y9 syllabus covers the Industrial Revolution and its impact, The Great War and World War Two and Britain and the World since 1945. Each year group goes on a History trip. Recent trips have included the Tower of London, Hatfield House, St Paul’s Cathedral and Hampton Court Palace. Pupils are set written homework once a fortnight. Pupils complete 2 National Curriculum Level tests in each year group. There is an end of Year exam for each year group. Each year between 60 and 70 pupils (out of 96) go on to study GCSE History.
Y7 Coursebook: EXPO 1. We aim to instill positive attitudes to Modern Language learning and an awareness of other cultures. We develop the four skills of listening, reading, writing and speaking using simple, but authentic language. We introduce lessons on pronunciation and memory skills. Main topics covered: alphabet; numbers; calendar; personal details; classroom language; colors; family; animals; countries; place where you live; house; daily activities; expressing opinions; school subject; timetables; clothes; in the town; directions. Grammar: gender; singular/plural nouns; present tense of –er verbs; possessives; adjectives; some irregular verbs; negatives; prepositions.
Y8 Course book: Expo 2 Rouge. Pupils develop and reinforce the study of language skills introduced last year with great emphasis on the interactive use of language within authentic situations. Main topics covered:– Free Time – Jobs – Daily Routine - Shopping – Countries – Transport – Holidays – Family – Food and Drink. Grammar: Expressions of opinion and wishes - Comparatives - More present tense - Perfect tense – Negatives – Simple future – Adjectival agreement.
Y9 Course book: Expo 3 Rouge. – Pupils continue to develop the four skills of Listening, Speaking, Reading and Writing. Language has become more complicated, with greater emphasis on using different tenses in speaking and writing. Main Topics: Media and Entertainment, Future plans, Health and Fitness, Narratives in the Past, Travel and Tourism. Grammar: direct object pronouns; recap of the perfect tense; perfect tense and reflexives verbs; future tense; negatives; imperatives; imperfect tense; comparison of perfect and imperfect; comparative and superlative; conditional tense; use of the pronoun’y’.
Year 8 - Coursebook: Echo Express 1
Pupils are introduced to a wide range of introductory and basic topic areas. The main areas covered are greetings, countries, in the classroom, numbers and dates, school, family, personal descriptions and characteristics, pets, hobbies, sports, making arrangements, house and home, weather, in the town, giving directions, buying snacks and holiday plans.
Emphasis is also placed on understanding basic and fundamental grammatical concepts. The key ones introduced in year 8 are nouns (including gender and case (nominative, accusative and dative) and plurals), pronouns, verbs (including infinitives, present tense endings, weak and strong verbs), word order, adjectives, (possessives), conjunctions (including weil), modal verbs and prepositions.
Year 9 - Coursebook: Echo Express 2
Pupils continue developing their basic vocabulary and extend to more complex vocabulary. The main topic areas in year 9 are talking about past holidays, describing other pastevents, ordering food in a café/restaurant, talkingaboutpocket money, TV programmes, ailments and visits to the doctor, healthy living, making arrangements, modes of transport, buying train tickets, clothes and daily routine.
Year 8 grammar is fully consolidated and new and more complex grammar is introduced. The main grammar areas for year 9 are revision of the present tense, perfect tense, some forms of imperfect tense, future tense, the use of dative case with certain prepositions, adjective endings, modal verbs, use of ‘seit’, use of um….zu, subordinate clauses (including weil, wenn and dass), German word order (including Time Manner Place), difference between gern, lieber and am liebsten.
Pupils are given the opportunity to study a wide range of topics throughout Key Stage 3 in the hope of developing basic communications skills in the language and forming a strong foundation for KS4.
Year 8 using the coursebook Parla con me . The pupils will cover all the core vocabulary and topics: numbers, dates, weather, school, family, personal details, greetings, classroom language, spare time, the house. To then help them to build longer sentences and more complex language the grammar introduced in year 8 will include: all present tense -are, -ere and- ire verbs, some common irregular verbs, articles, articulated prepositions, gender, adjectives and possessives.
Year 9 using the course book Progetto Italiano Junior aims to expand on the core grammar and vocabulary covered in year 8. The topics covered include: food and drink, shopping, parts of the body, health and fitness, countries and nationalities, finding your way, clothes, watching TV and films. Grammar is re-inforced and developed;- are verbs, -ere verbs, -ire verbs, more irregular verbs, perfect tense, expressions with avere, impersonal “si”. Nel and del, reflexive verbs, future tense, object pronouns. The aim of the study in year 9 Italian is to introduce and develop the necessary skills required for GCSE by extending their writing and speaking skills as well as decoding longer reading and listening texts.
Course Book: MIRA!,Book 1, . The pupils have covered: Topics: Greetings, personal information and descriptions, nationalities, family, people, pets, jobs, numbers, calendar, weather, time, school, classroom language, your town/area, your house/flat, pastimes, colours, directions, food and drink, geography of Spain through the four skills of listening, reading, writing and speaking. Grammar: Spanish alphabet, articles (def. and indef.), gender, singular and plural of nouns and adjectives, adjectival agreement, subject pronouns, “Usted” and “Ustedes” (Formal YOU, sing. and pl.), present tense of regular and some common irregular verbs: TENER, GUSTAR (to like), SER and ESTAR (both meaning “to be”), reflexive verbs (LLAMARSE=to be called) and pronouns, HAY=there is/there are, Lo bueno/Lo malo=the good/the bad thing, contracted prepositions: a + el=al; de = el=del.
Course Book: MIRA! 2, : Extension of topic based vocabulary (YR 8)and introductions of more complex grammar. Topics covered: the human body, sickness, remedies, clothes, sports and free time, meals, daily routine, holidays (past and future), means of transport, travels, future plans, “fiestas”, the world around us, opinions. Grammar: a/some; adjectival agreement; demonstrative adjectives; radical changing verbs, DOLER (to hurt), JUGAR (to play), GUSTAR (to like); reflexive verbs; gerund of regular verbs, near or immediate future (present of IR + a + infinitive), preterite of regular and irregular verbs, idiomatic use of the verb TENER (to have) + TENER QUE+INF (To have to do= obligation), reflexive verbs, ordinal numbers, expression of time; comparisons, superlatives, frequency phrases.
All pupils start the study of Latin in Year 8 and the subject is compulsory until the end of Year 9.
In Year 8 three lessons are taught per week in form classes, on average two spent on the language component, and one on aspects of Roman life and culture, including topics such as the Forum, Food and Drink, Slavery, Gladiators and The Romans in Britain. The main course book is the ever popular Cambridge Latin Course; in Year 8 we cover Stages 1 through to 14 (the whole of Book 1 and the beginning of Book 2). Lessons are enriched with additional exercises and activities and drama is often used in the classroom to bring texts to life. There is an extended project in the spring term of Year 8 where pupils research in depth life in the town of Pompeii and the eruption of Vesuvius in AD 79.
In Year 9 pupils have two lessons per week in smaller mixed-form classes of approximately 24 pupils. The lessons focus mainly on language in order to cover the necessary content in preparation for those who wish to study at GCSE (see below). The cultural focus is the city of Alexandria in Egypt, established by Alexander the Great in the 4th century BC. We use the city as a starting point to explore the impact and influence of Greek civilization, then moving on to life in the city under Roman rule in the 1st century BC after the death of Cleopatra. We also introduce the Greek alphabet and some basic vocabulary in ancient Greek. Again pupils have the opportunity to study in depth this fascinating and cosmopolitan city, looking at its architecture, its history and religions and its role as a centre of learning and science in the Ancient World. Pupils produce a project on the city in the spring term.
Citizenship - lessons have been taught on: the School Council (Pupil Voice); the role of central and local government; economic implications of the global community; an introduction to personal finance and business; responsibility within the school community; communication skills.
Education for Living - lessons have included personal hygiene, puberty and reproduction.
In Tutorial, pupils have followed the Induction programme incorporating lessons on emotional literacy and they have participated in team building activities. In addition topics including bullying, friendship and personal safety have been covered.
Citizenship - skills of enquiry, communication, participation and need for responsible action have been developed to a higher level.
Education for Living - pupils studied dental health and drugs education. In Tutorial, pupils have considered a broad range of topics including rules, rights and responsibilities, crime and consequences, choices facing consumers, types of business and environmental issues.
Citizenship - pupils have learned about the criminal justice system and how it relates to young people.
Education for Living – she has learned more about human reproduction with the emphasis on responsible parenthood and relationships.
In Tutorial pupils have considered topics relating to choices and decisions including options for their future. They have heard a range of outside speakers talk about their working experiences and responsibilities. In addition, the effects of all types of stereotyping, racism, discrimination and developing knowledge of personal strengths have been taught.
The Key Stage 3 Curriculum
Our aim in the Technology department is to develop design and make skills. Across all specialist areas there is an emphasis on developing practical and problem solving skills; research; planning; design and layout; ICT and evaluation skills.
In Resistant Materials pupils will develop design skills through sketching and drawing, using CAD/CAM and working with a wide range of processes and variety of materials.
In Food and Nutrition pupils will develop practical cooking skills, an understanding of nutrition, healthy eating and the link between food and health, properties of ingredients and recipe adaptation.
DESIGN & TECHNOLOGY
Pupils work through a series of “design and make” projects to develop skills in working with timber and plastics. Skills in drawing and problem solving are developed along with knowledge of health and safety, materials, production methods and CAD/CAM.
Food : A range of topics will be covered: health and safety; basic nutrition; healthy eating; dietary guidelines; introduction to practical cookery skills; developing an awareness of food from other cultures; use of a range of kitchen equipment. The emphasis is on developing and embedding basic practical skills.
DESIGN & TECHNOLOGY
Resistant Materials: Pupils work with card, timber, metal and plastic to produce a series of design and make projects. Through the projects, skills in drawing and problem solving are developed along with knowledge of materials, production methods and CAD/CAM.
Food: Topics include: healthy eating; the dietary goals; the nutritional requirements of different groups of people; the “Eating Out” project. The emphasis is on extending practical and presentation skills.
Resistant Materials: This course is a preparation for GCSE Design and Technology focusing on Resistant Materials to allow students a taste of what the course will include. The girls have been involved in a design and make project for a storage system. This has involved learning skills in design and development; annotated sketching; orthographic drawing; properties of materials and their uses. They will develop problem solving and practical skills; use CAD/CAM; and learn the importance of accurate marking out, cutting and assembly.
Graphics: This course is a preparation for GCSE Design and Technology focusing on Graphics to allow students a taste of what the course will include. The girls have been involved in design and make projects, including logo design, leaflets, CD cover, point of sale and book cover design. This will involve skills of design and development, annotated sketching, orthographic drawing and card engineering. Problem solving; practical skills; CAD/CAM; graphic design; cutting and assembly are all taught through practical work.
Food: This course is a preparation for GCSE Food and Nutrition to allow students a taste of what the course will include. It begins with traditional cooking skills including bread, pies and cakes. The girls then focus on modern healthy Italian cuisine. This module is primarily practical but also includes research, demonstrations, group tasks, product evaluation, nutritional analysis and an assessed task.