Students will:

  • revise their knowledge of drawing/recording from still life and build up recording skills, using a collection of objects (Sweet Treats)
  • consider weight of line to create more delicate/softer areas of an object (creases in packaging, wings from an insect, reflective/transparent containers). They will also consider foreground, mid ground and backgrounds when studying a piece of work or creating their own
  • learn how to apply the relevant formal elements (see key terminology) to artworks and justify opinions about contemporary and modern artworks
  • refer to formal elements, shape, tone, texture, space, composition, line, colour, 2D & 3D, surface & relief as well as clay modelling techniques and processes in verbal discussion.
  • explore painting techniques, including colour mixing when learning to compose a final piece (A3 sweet treat painting and painted clay work outside of their books)
  • experiment with different clay tools and found textures to create interesting textured clay tiles. Clay work will be supported by 2D drawings in a variety of different materials, including wax resist and ink.




Students are taught:

  • ‘evolution’, ‘biodiversity’ and ‘plant reproduction’
  • practical applications and skills of the concept covered to help shape their understanding of the scientific method.




Students are taught:

  • ‘the periodic table’, atomic structure’.
  • ‘chemical energy’, ‘chemical analysis’, ‘chemistry of the atmosphere’
  • practical applications and skills of the concept covered to help shape their understanding of the scientific method.




Students study the following topics from Drama:

  • the topic of ‘FAME’
  • Matilda by Roald Dahl
  • the Shakespeare play Macbeth
  • War poetry
  • the genre of Melodrama
  • the fictional story of Wacky Soap by Mark Wheeler as a way of learning about substance abuse




Students are taught:

  • to build on skills and knowledge from year 7 in terms of research and generate a wide range of research across 2 design and technology areas and show a greater understanding of the relevance of research
  • how to use a range of equipment in different ways to achieve different results across 2 design and technology to develop practical skills that they did not have access to in year 7.
  • to use tools and equipment to progress with practical work and are shown how to develop a product from original design to branding and packaging
  • a new range of vocabulary related to design and technology




Students continue their study of 19th century prose texts by:

  • studying non-fiction texts on Victorian True Crime, to develop their reading of 19th century non-fiction and to develop their contextual understanding (Jekyll and Hyde or The Speckled Band).
  • either exploring satire via Animal Farm or developing their knowledge of Gothic text by studying The Woman in Black.
  • studying a Shakespearean Tragedy, Macbeth.
  • studying the topic of war and conflict and how these concepts and events are explored and expressed in poetic form
  • exploring important and canonically significant war poets from across a wide time scale from Wilfred Owen and Siegfried Sassoon to poems taken from modern conflicts such as John Hawskhead. Students also are given the opportunity to study poets from a range of cultures, considering the way that conflict affects peoples across the globe and exploring the universal nature of the topic




Students study the following vocabulary topics:


  • Describing uses of technology
  • Describing sports, free time, likes, dislikes and preferences for yourself and others
  • Describing the weather and how this impacts free time
  • Future free time plans
  • Referring to countries with the correct gender and using prepositions accurately
  • Stating nationalities
  • Describing the places in your town and what you can do there
  • Asking for and giving directions
  • Making future plans in your town and arranging to go out
  • Describing the weather and seasonal weather in detail
  • Describing usual holiday plans and activities
  • Giving reasoned opinions on different types of holidays and holiday activities
  • Easter in France
  • Making future holiday plans
  • Describing dream holidays
  • The Cannes film festival project describing the festival, films, actors


Students study the following cultural topics:


  • Christmas
  • Easter


Students study the following grammar topics:

  • Review of present tense including accurate use of jouer/pratiquer
  • Modal verbs
  • Infinitive constructions
  • The conditional
  • Review of gender and adjectival agreements
  • Use of prepositions
  • Imperative forms
  • Developing spoken and written response using a variety of opinions, connectives and justifications
  • The future tense
  • The conditional tense
  • Adjectives
  • Comparisons
  • The use of vous




Students study the following topics from Geography:


  • Impossible Places
  • Population data and maths project
  • Energy and Resources
  • Ecosystems fieldwork
  • Population change




The students study the following topics in History:

  • Mining, which is a local study involving a trip (this may take place at different points in the year for classes depending on their trip time)
  • Votes for Women followed by Slavery and the Civil rights movement
  • Tudor England up to Elizabeth I
  • Stuart England and how England is changed during this time
  • Industrial revolution




Students in Key Stage 3 follow a “staged” curriculum. They will study content that is appropriate for their level of ability, initially assigned using data from KS2. As such, a high ability student in year 7 will be studying the same content as a low ability Y9 student. The stages have been taken from a curriculum put together by the external body “kangaroo maths” and adapted to suit our department and students. The content is taken directly from the National Curriculum for Mathematics at Key Stage 3 and involves students being taught to:


  • consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots
  • select and use appropriate calculation strategies to solve increasingly complex problems
  • use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
  • substitute values in expressions, rearrange and simplify expressions, and solve equations
  • move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs]
  • develop algebraic and graphical fluency, including understanding linear and simple quadratic functions Mathematics
  • use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics
  • extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
  • extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
  • identify variables and express relations between variables algebraically and graphically
  • make and test conjectures about patterns and relationships; look for proofs or counterexamples
  • begin to reason deductively in geometry, number and algebra, including using geometrical constructions
  • interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
  • explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally




The following topics are covered in Music:

  • Students explore Holst’s “The Planets” to explore the connection between Music and Space and to provide a stimulus for creative composition work.  Pupils explore how Holst uses musical elements and features, including the use of an Ostinato, in “Mars”, before using these features to compose their own “Mars, The Bringer of War” programmatic pieces.
  • Students learn about the use and manipulation of dynamics including gradations of dynamics and the use of crescendo, performing a theme from “Jupiter” and listening to other movements from Holst’s suite.
  • Students learn how known musical styles, genres and traditions can develop into distinctive forms; to learn how to refine and/or combine conventional procedures to create new and coherent forms of musical expression that challenge and excite; to allow students to experience different roles in creating and performing an arrangement.
  • Learn how known musical styles, genres and traditions can develop into distinctive forms, by
  • Learning how to refine and / or combine conventional procedures to create new and coherent forms of musical expression that challenge and excite
  • Understanding the conventions of arrangements and remixes
  • In this unit, students will examine how music is used and performed in a non-Western culture (India).  They will develop an awareness of the cultural and historical background of Indian music through listening and compositional tasks and develop their knowledge and skills in areas such as scales, improvisation and notation.
  • Students will become aware of the terms raga and tala and know how these are constructed, composing and performing their own.
  • Students will discriminate between Indian and other ethnic music and learn the names of common Indian musical instruments.




Students are taught the following 8 units of work on a carousel:

  • Boys: rugby, badminton, sports acrobatics, netball, fitness, handball, orienteering, cricket, athletics
  • Girls: badminton, orienteering, netball, handball, sports acrobatics, football, rugby, athletics, rounders.




Students are taught:

  • ‘electricity’ and ‘magnetism’
  • ‘forces and motion’, ‘space’, ‘work done’, and ‘energy resources’
  • practical applications and skills of the concept covered to help shape their understanding of the scientific method.




Students study the following topics from RE:

  • Judaism
  • History of the Church
  • Islam
  • Reformation
  • The Catholic Church today
  • The History of World Religions




Students study the following vocabulary topics:

  • Home and local area
  • Describing what you can do in your town
  • Describing your home and bedroom in detail using prepositions accurately
  • Simple future tense
  • Time
  • Meals in Spain and UK
  • Talking about what you eat
  • Comparatives to talk about what you like most
  • Ordering food in a restaurant
  • School subjects
  • Talking about school timetable, what lessons you have in the morning and afternoon
  • Talking about facilities and describing school building
  • Talking about rules and what they have to wear in school
  • Likes/dislikes/preferences and giving reasoned opinion on school
  • Using verbs accurately to describe what they’re going to study in the future
  • Barcelona and general information about Barcelona and Spaniards
  • Making comparisons between Barcelona and UK
  • Project on Barcelona and study of the film Valentín and review of a Spanish language film


Students study the following cultural topics:

  • Christmas and New Year,
  • Difference between meals in Spain and UK – time and food
  • Easter in Spain and Spanish -speaking countries
  • Barcelona


Students study the following grammar topics:

  • ender of nouns and plural forms
  • Negatives
  • Prepositions
  • Comparatives and superlatives
  • Revision of present tense of AR/ER/IR verbs including subject pronouns
  • Simple future tense
  • Asking and answering questions (manipulation of verbs/structures)
  • Key irregular verbs in simple future tense (Ir)
  • Commonly used structures (hay, es, se puede)
  • Possessive adjectives
  • Agreement of adjectives
  • Use of connectives to develop sentences
  • Giving opinions