Students will:

  • Be taught how to use measurements to improve the accuracy of proportions in their observational studies.
  • use photography and drawing skills to explore the themes to enable them to generate their own ideas for final compositions.
  • be taught how to select ideas and develop a range of ideas into finished final outcomes, including 2D, 3D ceramic pieces and relief printmaking work techniques.
  • be taught how to analyse artists’ work through visual and short written responses using key terminology.
  • be concluding their Bacteria Ceramic work during the latter part of the Autumn Term. They will also continue to develop painting skills by applying appropriate colour to their clay work.
  • begin studying Portraiture with using the title ‘Heroes’ as a starting point. They will be taught how to use guidelines and the grid methods to create accurate facial features and proportions.
  • study illustration and will learn how to develop illustrations for existing texts. They will also learn to prioritise events into storyboard artwork.
  • use pieces of literature/film to create illustrations in a range of different styles and materials
  • explore a range of book art techniques including tunnel books, storyboards, and layered book pages, pop up pages.








Students are taught:

  • ‘microscopy’, ‘cell division’ and ‘cell transport’.
  • ‘cell transport’, ‘principles of organisation’ and ‘enzymes and digestion’.
  • ‘circulation’ and ‘non-communicable diseases’
  • practical applications and skills of the concept covered to help shape their understanding of the scientific method.




Students are taught:

  • atoms, elements, compounds and mixtures, ‘The development of the atom model’ and ‘atomic structure’.
  • ‘The periodic table’, ‘Group trends’, ‘Formulations’ and ‘Chemical tests’.
  • ‘Chemical testing continued, ‘Chromatography’ and ‘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 in Computing:

  • Introduction to Programming
  • Data Representation
  • Computer Systems
  • Databases
  • Web Design




Students study the following topics from Drama:

  • Students explore the Seven Deadly Sins alongside key drama techniques
  • Students are taught about Segregation in the 1950s in America




Students will cover:

  • The iterative design process – what it is, how it is used, what is involved and how it aids product design.
  • Prototyping – what it is, the different forms and when they are utilised, material used and how it informed better product design.
  • Technical knowledge of prototyping materials – a range of materials used, their properties, equipment and how to work with them effectively.
  • Practical skills – safety considerations, working with relevant tools for modelling, trying new techniques, creating complex 3D forms
  • Planning and time management – planning the manufacture of an iconic product
  • Self-evaluation – reflecting on outcomes to identify strengths and areas for development
  • Sustainability – how materials can be sustainably sourced to develop their prototype and be able to plan the order of making their product




Students are taught:

  • the canonically significant text ‘Lord of the Flies’ by William Golding in full, ‘Great Expectations’ by Charles Dickens and the culturally significant text ‘Of Mice and Men’ by John Steinbeck in full
  • to explore all aspects of the novel including plot, structure, thematic development, characterisation and close analysis of the texts.
  • to read and analyse character, theme and whole text structure as well as zooming in on close analysis in individual extracts.
  • to use thematic explorations to deliver a spoken presentation, developing their skills of oracy.
  • to expand their understanding of the text’s context through exploration of 19th century literary non-fiction.
  • the entirety of Shakespeare’s Romeo and Juliet, reading a full Shakespeare text for the first time.
  • to explore the play’s plot, themes and characterisation as well as looking at significant stylistic features such as metaphor and iambic pentameter
  • to use ideas in play to produce creative pieces of writing, emphasising the significance and relevance of its themes.
  • a range of poems that are thematically linked. Poems explore familial and romantic relationships across a broad range of canonically significant poets. We believe that poets such as Benjamin Johnson, Seamus Heaney and Carol Ann Duffy have made central contributions to the literary canon and should be studied in depth.








Students study the following topics from Geography:

  • The Geography of the British Isles
  • The Challenge of Natural Hazards
  • Glacial landscapes
  • Transport issues and Transport fieldwork project
  • The Geography of Development




Students in History study:

  • the development of the British Empire
  • WWI (causes, outbreak, recruitment, battle of the Somme, Conscientious objectors)
  • WWII (causes, outbreak, impact in Britain – home front)


Health & Social Care


Students study the following topics from Health & Social Care:

  • Communication in health and social care
  • Roles and responsibilities in the health and social care sector.
  • The management of chronic disease in the UK.
  • Health Promotion
  • Nutrition
  • Promoting anti-discriminatory practice in the NHS
  • Therapeutic activities for service users in NHS settings




Students are taught the following topics in IT:

  • Internet and Online Tools
  • Word Processing
  • Interactive Presentations
  • Spreadsheets
  • Web Design




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:

  • The unit begins with an introduction to the purpose of film music and the decisions and challenges a composer of film music faces. Leitmotifs are an important aspect of film music and pupils explore how composers have used these to represent certain characters and situations within films and how, through the manipulation of the elements of music, these can be changed to suit different on-screen situations.
  • While the focus of this unit is on creating and composing, there are opportunities for pupils to critically engage with a range of film music through listening and appraising, together with some performing activities of famous film themes and leitmotifs. The James Bond Film Music Project allows pupils the opportunity to perform the James Bond Leitmotif and Themes before using these in a soundtrack composition for the James Bond film trailer.








Students are taught:

  • ‘Energy Stores’, ‘Specific Heat Capacity’ and ‘Insulation’
  • ‘Elastic Energy’, ‘Circuit Symbols’, ‘Electrical Charge’, ‘Current, Resistance and Potential Difference’, ‘Resistance and Length’, ‘Resistance in a Series and Parallel Circuit’, ‘Resistors’, ‘I-V Characteristics’
  • practical applications and skills of the concept covered to help shape their understanding of the scientific method.




Students study the following topics from RE:

  • Faith and commitment
  • Relationships
  • Life after Death
  • Religion in Society
  • Religion and Science
  • Catholic Preparation




Students study the following vocabulary topics:

  • Free time activities
  • Advanced opinions to describe what your hobbies are
  • Using radical changing verbs accurately in present tense and use of ‘soler’ key advanced structure
  • Daily routine
  • Technology
  • Advantages and disadvantages of mobile phones
  • The dangers of internet
  • Giving opinion on TV programmes/films you watch
  • A recent visit to the cinema
  • Pocket money
  • Talking about shopping and what you spend money on
  • Talking about what you save money on
  • Buying food and making a reservation in a restaurant
  • Likes/dislikes/preferences and giving reasoned opinion on shopping
  • Using verbs accurately to describe where they have gone on holiday in the past and where they are going to go in the future
  • Making a reservation in a hotel
  • Buying tickets and dealing with problems
  • Transport – talking about how you travel
  • Festivals and customs
  • Describing a recent visit to Barcelona and general information about Barcelona and Spaniards
  • Study of the film Voces Inocentes and review of a Spanish language film


Students study the following cultural topics:

  • Christmas and New Year,
  • Easter in Spain and Spanish – speaking countries
  • Las Fallas/ La Tomatina and other customs and traditions in Spain


Students study the following grammar topics:

  • Gender of nouns and plural forms
  • Negatives
  • Prepositions
  • Comparatives and superlatives
  • Revision of present tense of AR/ER/IR verbs including subject pronouns
  • Radial changing verbs – use of soler
  • Simple and near 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)
  • Comparatives
  • Preterit tense
  • Imperfect tense
  • Reflexive verbs
  • Use of present/past/future together
  • Review of all previous grammar – present/simple future tense
  • Possessive adjectives
  • Agreement of adjectives
  • Use of connectives to develop sentences
  • Giving opinions