Curriculum and Assessment in PE at KS3 - Laurus Ryecroft · 2019-10-18 · PE Curriculum at KS3 – An Overview At Key stage 3 students have two hours of curriculum time a week. Within

Curriculum and

Assessment in PE at KS3

Curriculum Statement: PE

I can accept failure, everyone fails at something. But I can't accept not trying. I've failed over and over and over again

in my life and that is why I succeed. Talent wins games, but teamwork and intelligence wins championships.

- Michael Jordan

Powerful Knowledge in PE

Physical Education combines physiology, psychology and sociology of sport and physical activity and this is taught through practical and theoretical lessons. Powerful knowledge in Physical Education:

• Provides students with analytical skills enabling them to critique training methods and practices in relation to different sports and physical activities.

• Provides students with powerful ways of analyzing, explaining and understanding trends and patterns in data and using this to improve performance.

• Enables students to follow and participate in debates in current sporting issues taking place nationally and globally.

• Allows students to assess and evaluate their own and others work and develop plans to enhance performance and review progress.

• Students will gain a social awareness of the importance of working with students with a variety of different ability levels and enhance their leadership abilities through activities taught.

Curriculum features

The curriculum will be broad and balanced allowing students to develop the knowledge and skills to be physically active and healthy in later life. Our curriculum will promote a love of physical activity and the confidence to participate. In addition, students will be able to evaluate their own health and fitness levels using data effectively and implement effective programs to further enhance their ability levels. The curriculum will also promote the academic side of the subject closely linking practical and theoretical concepts. Students will learn about worldwide sports, training practices and the global issues associated with these. They will be able to make reasoned arguments about important issues such as performance enhancement, gender stereotypes and use of the media to promote sport and confidently articulate their opinions and challenge their peers’ opinions using evidence to support their arguments. Students will be given an opportunity to work with their peers and will be encouraged to demonstrate the trust qualities. Students will develop a knowledge and understanding of how to work with students of variety of different skill levels and strengths. They will be guided to use leadership qualities when working as part of a team and respond to the strengths and weaknesses of those they are working with, with the intention of students taking these skills in to working life. Sportspersonship should be visable in all lessons with students abiding by rules being humble in victory and gracious in defeat.

Co Curriculum enrichment

Students will be given the opportunity to experience competitive sport by representing their house in regular house events once a half term. All students have the opportunity to engage in our Competition and Physical Endeavor Cornerstone by engaging in a multitude of extra-curricular physical activities that are delivered by our PE staff and specialist sports coaches. In addition to this, students have the opportunity to attend bi-annual Football & Netball Sports Tours to play competitively against students from different countries. Year 10 student are able to participate in the Bronze Duke of Edinburgh Award which promotes leadership & service, competition & physical endeavor and culture & creativity through the completion of different sections of the Award.

PE Curriculum at KS3 – An Overview

At Key stage 3 students have two hours of curriculum time a week. Within the PE

programme students study a wide range of activities including team and individual games, dance,

OAA, HRE, athletics, cricket, rounders and softball. In lessons students will focus on mastery of skills,

knowledge and application, competition or performance, health and well-being and

sportsmanship. There is an emphasis throughout the curriculum that students can engage with more

than the traditional practical element of Physical Education, which is reflected in the CHAMP

assessment that will be used throughout the students’ KS3 journey. Progress booklets will be

completed to enable students and teachers to track progression within each individual sport, the

ensure that students are building on their prior learning within each activity.

House activities run throughout the year in lesson time and all KS3 students participate in House

Sport session once a half term. In lessons students are encouraged to lead a healthy, active lifestyle,

this being reinforced through the opportunities available within the elective program. Within the use of

specialist coaching, where available, students will be given multiple opportunities to develop and link

motor-skills across a range of different sports, in order to best set them up for success when entering

into KS4.

KASH Reporting Criteria in PE: Knowledge and Skills at KS3

Year 7:

Students will develop their KNOWLEDGE of:

• basic skills, techniques and tactics used in sports and physical activities

• fundamental rules and regulations for a range of sports and the need for officials

• the components of a warm up and cool down

• the immediate effects of exercise of body and basic training methods to improve cardiovascular fitness

• some compositional ideas to improve Dance

• safety factors during physical activity and sport

• leading fit and healthy lifestyles including extracurricular sports clubs

Students will develop their SKILLS in:

• racquets/striking and fielding/invasion games/athletics/dance/outdoor and adventurous activities/health

related exercise

• teamwork

• fundamental techniques in a range of sports in isolation and simple drills

• overcoming opponents in competitive situations in team and individual games (e.g.

rugby/netball/badminton/tennis).

• decision making in competitive sports

• basic dance styles and techniques, including replication and some creativity

• simple reasoning and questioning in attempting to solve problems

• identifying strengths and weaknesses of their own and others’ work

• leadership of warm ups and cool downs

• officiating low stakes practices in some sports


Year 8:


• More advanced skills, techniques and tactics used in sports and physical activities

• Rules and regulations for a range of sports and the roles of different types of officials

• The components of an activity session (warm up, main activity, conditioned practice, cool down)

• The immediate and some long term effects of exercise on the body and training methods to improve at least

two components of fitness

• More advanced compositional ideas to improve performance in Dance

• Safety factors during physical activity and sport for more advanced activities (e.g. scrummaging in rugby)

• The benefits of leading fit and healthy lifestyles including extracurricular sports clubs


• Racquets/striking and fielding/invasion games/athletics/dance/outdoor and adventurous activities/health

related exercise

• Teamwork

• Techniques in a range of sports in increasingly complex drills under pressure

• Overcoming challenging opponents in competitive situations in team and individual games (e.g.

rugby/netball/badminton/tennis).

• Pressured decision making in competitive sports, including some analysis of opponents’ strategies

• Contemporary and traditional dance styles and techniques, including accurate replication and developing

choreography

• Reasoning, questioning and listening to the contributions of others in order to solve problems

• Identifying strengths and weaknesses of their own and others’ work and suggesting improvements

• Leadership of warm ups, basic drills and cool downs

• Officiating with competence in a greater range of sports and roles


Year 9:


• advanced strategies, tactics and skills used in sports and physical activities.

• rules and regulations for a range of sports and the roles of different types of officials

• short and long term effects of exercise on the body to muscular, cardiovascular and respiratory systems

• choreographed dances with advanced ideas

• safety factors during physical activity and for more advanced activities

• the components of fitness and how you can improve them by using methods of training and principles of

training

• the benefits of leading a healthy active lifestyle – through exercise and diet, to also include physical activity

outside of school.


• racquets/striking and fielding/invasion games/athletics/dance/health related exercise

• team work

• using advanced techniques, strategies and tactics in a range of sports in competitive game situations

• being able to make the correct decisions in competitive situations to allow you to beat an opponent regularly

• contemporary and traditional dance styles and techniques, developing choreography and using the four

dance key themes effectively in your work

• analysing performance of yourself and others during performance to alter the outcome of a game

• leading groups of students on part of a session, feeding back so others can make improvements

• officiating a variety of roles within a sport – linesman and referee in badminton and over more than one

sport

Foundation Stages in PE – Assessment Criteria at KS3

Our Curriculum within the Schools

Coaching Health & Fitness Application & Skills Mastery Performance

Our CHAMP Assessment criteria @ Key Stage 3

Band

Coaching Health & Fitness Application & Skills Mastery

Performance

FS1

I can set myself a basic target I can make basic comments on

other student’s performance I can make basic suggestions on

how to improve performance

I can describe some ways in which exercise is good for you

I know why warming up is

important I can suggest how to structure a

training session

I am able to perform some skills to a basic level

I don’t always get the hand of the skill first time

I can recall basic information such as teaching points and basic rules

I demonstrate minimal control and quality

I have a basic understanding of sport specific skills

FS2

I can make limited suggestions on how to improve my own and others performance

I set myself targets and understand when they are achieved

I have attempted to improve my performance with limited success

I know how to take pulse rate and it

relevance to exercise I can suggest basic ways in which

exercise effects the body I can perform an appropriate warm

up activity

I can perform basic skills in isolation I can perform some skills but I find it

harder when they get more competitive

I can identify basic knowledge points

I can identify when I or my peers break the rules

I can perform some techniques

specific to the activity I occasionally show some quality

and control I am able to demonstrate skills in

practise

FS3

I can identify strengths and weaknesses in a performance

I have good ideas for improving performance and suggest means of

improvement to others I can set managed targets for myself

and others

I understand how to calculate MHR and its applications in fitness

training I can identify Components of Health

and Fitness I can lead an effective warm up I don’t tire easily

I can select and combine skills specific to the activity

I can demonstrate skills in competitive situations

I full understand key terms I fully understand knowledge points I can summarise learning

I consistently demonstrate control

in practise situations I can coordinate various body parts

at the same time I can capitalise of some of my

opponents mistakes

FS4

I can plan practices to improve my

and other performance I can analyse individual and team

gameplay confidently I can identify strengths and

weakness noting the impact on performance

I can describe how differing body systems are effected by exercise,

giving specific examples I can explain the benefits of regular

exercise I don’t tire

I am able to adapt skills to best suit the situation

I am able to choose appropriate skill in most situations

I am consistent in my skills application.

I have a broad range of knowledge I have the understanding to officiate

or referee a game I understand how the body works

whilst exercises

I show control and quality of movement both in competitive and

practise situations I can select appropriate tactics to

bring about change in performance. I am able to respond to opponents

actions successfully

FS5

I can critically evaluate my own and

other performance I can plan methods for

improvement and monitor their

effects of performance I can set specific targets for myself

and others

I can link Components of Health and Fitness to sports confidently

I can plan and lead a fitness session

with a specific focus I can set fitness targets for others

I can Perform skills consistently when under pressure

I am influencing a conditioned exercise with a range of different and advanced skills

I can officiate or referee a game without making many mistakes

I understand adaptations of the body once the body starts to exercise

I feel I have a vast knowledge set for the activity

I can perform advanced skills

effectively My performance shows control and

quality regardless of circumstance I can select, combine and adapt

skills in a competitive activity, producing an excellent performance

Attitudes and Habits

At Laurus Ryecroft we expect all of our students to display the following Attitudes and Habits in all of their

subjects.

Development in each area will be judged by the subject teacher as either, emerging, establishing, secure,

enhancing or excelling dependant on the progress being made.

ATTITUDES

Ready to learn and quick to settle

Takes responsibility for learning

Has a thirst for learning

Willing to work independently with focus/without teacher input

Willing to actively participate in a variety of situations

Seeks to develop learning by questioning

Takes risks to further learning

Maintains a positive relationship with others

Shows respect at all times

Always puts effort into learning/classwork/P & P

Understands the importance of working to deadlines

Takes responsibility for their own and others safety in school/classroom/learning environment

Meets school expectations of behaviour/learning/attendance

HABITS

Prepared to learn

Fully equipped for lessons

Prepared for assessment

Actively engages with learning

Always responds to targets/feedback

Seeks to demonstrate knowledge through answering questions

Seeks opportunities to be challenged

Able to work independently with focus

Willing to ask for help if needed and knows where to find help

Follows all instructions

Work is well organised

P & P is always completed

Regularly meets deadlines

Seeks opportunities to participate in extra-curricular activities and/or roles of responsibility

Attendance follows school’s expectations

Curriculum and

Assessment in Science at

KS3

Curriculum Statement: Science

Genius is 1% talent and 99% hard work.

- Thomas Edison

Powerful Knowledge in Science

Physics:

Manipulation of equations. units etc.

Force arrows and what they represent (and so motion and newton's laws)

Models of voltage and current. (electricity)

What a wave is (wavelength, frequency amplitude etc.) - Conservation of energy (linking to stores and formula).

Chemistry:

Particle model: How particles behave in solids, liquids and gases. How particles behave in chemical and physical changes.

Law of conservation of mass, including balancing equations.

General Equations

Atomic Structure, including sub-atomic particles.

RAM/RFM

The Periodic Table. How it links to atomic structure.

Types of mixtures and separating techniques theory

Collision Theory

Opposites attract (KS4)

Moles (KS4) Biology:

Cells & the cell cycle - plant cells, animal cells, bacterial cells. Mitosis & Meiosis

Movement across membranes - including osmosis diffusion and active transport

Biological Systems – mass transport in animals (incl. the heart, lungs, circulatory system) in plants (including transpiration & translocation), nervous system, reproductive system, endocrine system, respiratory system) - Biochemistry and cycling of elements - Monomers and polymers of lipids, carbohydrates and proteins - Maintenance of a constant internal environment – homeostasis (blood glucose levels, temperature, water regulation)

Genes/inheritance - DNA structure, Monohybrid inheritance, Uses of DNA in protein synthesis

Reproduction – hormones involved, contraception, infertility and treating infertility

Chemical reactions in Biology -Photosynthesis and respiration

Curriculum features

• Taught in specialisms; Biology, Chemistry and Physics.

• Covers the national curriculum but focuses on identified threshold concepts / powerful knowledge

(see above). More time is devoted to these concepts and a mastery learning philosophy is

promoted.

• There is a large focus on understanding concepts through; o Testing prior

knowledge,

o Explanation, Formative assessment /

questioning o Practice, o Feedback.

• Interleaving and self-testing are a feature of the curriculum and independent study.

Practical Work

• There is always a focus to practical work; o Knowledge,

o Procedure and techniques, o Scientific enquiry.

Marking

• Marking of threshold concepts identified within individual schemes of work (Approx. 1 in 6

lessons). May take the form of: o Low stake testing, o 6-mark Questions, o Practical/Data

Questions, o Other.

• Tests; o Periodic Tests for Assessment.

o Ad hoc Tests for Learning


We provide a variety of enrichment for a number of reasons;

To promote a love of the subject.

Increase at uptake at KS4, 5 and beyond.

Narrow attainment gaps.

Promoting STEM Careers.

Stretch / Challenge / Aspirations.

Promote oracy / rhetoric.

Science Curriculum at KS3 – An Overview

Physics

Year 7

Students will learn the fundamentals of forces and motion, including what happens when the forces on

an object are balanced and unbalanced. Students will learn how to calculate the speed of an object

and how to interpret distance-time graphs. Students will learn about stores of energy and how energy

can be shifted between these stores by doing work. Students will learn about electrical circuits and

the differences between simple series and parallel circuits. Students will learn about the properties of

magnets and investigate the factors that affect the strength of an electromagnet. Students will learn in

detail about the properties of waves and investigate the behaviour of sound and light. Students will

also learn about the Solar System, including the dynamics of the Earth and the Moon and the

differences between planets in our Solar System.

Year 8

Students will extend their knowledge of motion and will learn how to interpret both distance-time and

speed-time graphs. Students will also learn about electrical circuits in more depth and investigate

factors that affect the resistance of a wire. Students will learn in detail about energy transfers and

investigate the efficiency of simple energy transfers. Students will also learn about the methods of

thermal energy transfer and investigate methods of reducing heat loss from objects.

Year 9

Students will have an introduction to GCSE Physics in year 9 whilst building on prior knowledge.

Students will learn about Newton’s laws of motion and how to apply these laws to a range of

situations. Students will also be introduced to methods of electricity generation and how electricity is

distributed using the National Grid, with a particular focus on the role of generators and transformers.

Students will also be introduced to nuclear physics and will learn about the properties of the different

types of nuclear radiation, including their uses and dangers. Students will also learn about simple

machines such as levers and hydraulics, and investigate how the extension of a spring is related to

the applied force. Students will build upon their prior knowledge of waves from year 7 and 8 and learn

about the electromagnetic spectrum and the properties of its waves. Students will learn how studying

electromagnetic waves from stars and galaxies can help further our understanding of the universe.

Chemistry

Year 7

Students will be able to interpret particle models and recognise the difference between elements,

compounds and mixtures. Students will develop their laboratory skills through practical work, using a

range of techniques and apparatus. Students will be able to state both word and symbol equations

and balance them. Students will learn in detail about the importance of acids, bases and

neutralisation, and will be able to define the terms acid and bases and apply these definitions to

everyday examples. Students start to look at trends and patterns within the Periodic Table of

Elements.

Year 8

Students will study and carry out a variety of chemical reactions with metals, such as combustion,

thermal decomposition, oxidation and displacement reactions. Students will design experiments

regarding these chemical reactions, implement them and explain them. Students will be able to

understand the implications of burning fuel and explain how this process can affect the atmosphere.

Students will be able to recognise the difference between compounds and mixtures and use this

knowledge to explain processes such as distillation and chromatography. Students will learn how to

distinguish differences in rocks and apply this to the rock cycle and learn the structure of the earth and

explain its structure.

Year 9

Students will study a range of topics in preparation for GCSE Science such as the history of the atom

and the structure of the atom. Students will be able to predict the patterns of reactions in the Periodic

Table and understand the properties of metals and non-metals. Students will be able to explain the

concepts of rate of reactions and how different circumstances affect the rate of a reaction, such as the

addition of a catalyst to a reaction. Students will use practical skills to demonstrate separating

techniques and be able to explain how certain mixtures can be separated to identify pure substances.

Students will also learn complete various chemical reactions and use their scientific knowledge to

explain and evaluate the reactions.

Biology

In Year 7, students will learn to interpret cell structure and understand the simple functions of different

cells, using microscopes to study them. Students will be able to explain why we need a balanced diet

and understand the importance of each food group. Students will study the importance of the digestive

system and be able to explain how it works. Students will study human fertilisation and be able to

describe the structure and function of the male and female reproductive systems and the stages of

pregnancy. Students will also study photosynthesis and transport in plants. This will then build on KS2

knowledge to study the environment and feeding relationships between organisms.

In Year 8, the learning that will take place will build on concepts that the students have learnt in Year 7.

Students will learn about the process of Respiration and the factors associated with being ‘Fit and

Healthy’. Ecology will be studied in more depth, specifically looking at the environment different

organisms live in and how they are adapted to survive there. The study of plants will take place in more

detail and the chemical processes that take place inside plants are introduced. The importance of

plants will also be considered.

Students will have an introduction to GCSE Biology in Year 9. Key concepts that are fundamental to

understanding key sections of the KS4 course are introduced, whilst building on learning from Year 7

and 8. The human body is studied in more detail so that students have an understanding of how

specific body systems work and how genes and enzymes are of central importance to the body. The

theory of evolution and natural selection are introduced and the impact that humans have on the

environment is also studied.

KASH Reporting Criteria in Science: Knowledge and Skills at KS3

Year 7:


Biology –

• cells as the fundamental unit of living organisms.

• the structure and function of plant and animal cells and the hierarchical organisation of multicellular

organisms

• the process of cell division to allow growth and repair

• reproduction in humans (as an example of a mammal) including the structure and function of the male and

female reproductive systems, changes to the body during puberty, the process of fertilisation and the events

of pregnancy.

• respiration provides organisms with energy

• the structure and function of different plant tissues and organs, including their adaptations

• how photosynthesis provides a source of food for plants

• how farming practices can impact the environment and plant growth

• the variation between species and within species and how humans have used this to their advantage through

selective breeding

• the components of a healthy diet and why each is needed.

• students also will understand the tissues and organs of the human digestive system, including adaptations to

function

• the role of enzymes in digestion

• how having an unbalanced diet can lead to health problems

Chemistry –

• safety in the laboratory and using hazardous chemicals

• fundamental chemistry theory such as atoms and their behaviour and elements and their arrangement in the

Periodic Table

• the importance of practical skills

• particle models

• how atoms and elements can interact in order to form compounds and mixtures

• acids and bases, the pH scale and neutralization

• how to formulate word and balanced symbol equations

• key fundamental chemical reactions

Physics –

• investigating forces, a topic students are familiar with from primary school, but move their thinking on to

more challenging situations including speed calculations

• understanding how energy is transformed whenever forces are involved, and how energy is stored,

transformed and conserved.

• electric circuits, again a subject covered in primary school but now to stretch their understanding of how a circuit works with the ideas of voltage, current and resistance.

• the physics behind magnets and electromagnets, looking at their differences and similarities.

• The fundamental concept of a wave in Physics and contrasting the behavior of light and sound waves

• the empire of the sun, which covers everything under the influence of our closest star, from the moon and

seasons to why Pluto isn’t a planet anymore. If it’s in our solar system, it is covered!


Biology -

• how to use a light microscope to observe, interpret and record cell structure

• the use of stains in microscopy

• how to Apply numeracy skills to calculate magnification

• evaluating the extent to which technology has increased our understanding of biology at the cellular level

• how to calculate % change

• how to apply numeracy skills by calculating the daily energy requirement of a healthy diet.

• how to differentiate between quantitative and qualitative data

• how to comment on accuracy and reliability of experiments and suggest improvements

• how to calculate averages e.g. the mean result

• how to describe and explain trends in data

• how to differentiate between discontinuous and continuous data

• how to draw line and bar graphs

Chemistry –

• how to work safely in a laboratory

• Students will also use models to further their understanding of particles and their behaviour

• to use their practical skills to work precisely and accurately in the laboratory

• how to apply numeracy skills to science models by writing and balancing symbol equations

• to demonstrate a range of fundamental chemical reactions safely and accurately in the laboratory

• investigative skills that they first learn in primary school by forming hypothesis, identifying variables, carrying out controlled investigations, analysing results, drawing conclusions and evaluating their investigative

methods

Physics –

• how to use and manipulate mathematical formulae including appropriate use of units. This is the foundation

of the GCSE course and students start making sure that they can do this as a priority

investigative skills that they first learn in primary School by; forming hypothesis, identifying variables, carrying out

controlled investigations, analysing results, drawing graphs, drawing conclusions and evaluating their investigative

methods


Year 8:


Biology –

• aerobic and anaerobic respiration in living organisms necessary for life

• what it means to be ‘fit and healthy’ as students study the structure and function of the human skeleton and consider the effects of recreational drugs

• the genetic basis for variation

• the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and

algae, to use sunlight in photosynthesis to build organic molecules

Chemistry –

• compounds and mixtures that they gained in year 7 and look at 2 separating techniques; simple distillation and chromatography

• the structure of the Earth and rock types

• metals and their properties, uses, behaviour and reactions as well as how they are extracted from the Earth

• Environmental Chemistry which involves learning about the impact of human contributions on the environment

Physics –

• the helical learning model. Students will cover the same general topics in year 8 as in year 7. Each unit

generally starts as a refresher of year 7 knowledge before, deepening that understanding or delving into a

new aspect of the topic

• the forces involved in motion. Students calculate and investigate different aspects of speed, velocity and acceleration. Students will review the basics of series and parallel circuits before moving on to more

complex ideas of electricity such as static electricity and resistance.

• investigating energy changes, and students will learn what the differences are between energy, work and power. This will lead students on to the thermal physics topic, which after linking heat energy and

temperature students will look at how energy can be transferred by conduction, convection and radiation.

• the waves unit. Students will revise what they learnt about waves in the light unit of year 7 and compare and

contrast that learning with the new topic of sound waves

• gravitational forces, looking at the solar system from the point of view of the forces acing on people,

satellites and planets


Biology -

• considering the discovery of DNA and beginning to understand that scientific methods and theories develop as earlier explanations are modified based on new evidence

• making predictions using scientific knowledge such as considering number and density of stomata on a leaf.

Students will then further build on their investigative skills through selecting, planning and carrying out

scientific enquiries

Chemistry –

• research as they find out about the extraction of metals. Students will also use models to help them

understand abstract theory

• research as they independently learn about the impact of human contributions to pollution.

• Investigation and will further develop skills learnt in year 7 by forming hypotheses, identifying variables, carrying out controlled investigations, analysing results, drawing conclusions and evaluating their

investigative methods

Physics –

• how to use and manipulate formulas, including appropriate use of units. Students develop these skills through practice in many new situations

• investigation by developing those learnt in year 7 by; forming hypotheses, identifying variables, carrying out

controlled investigations, analysing results, drawing graphs, drawing conclusions and evaluating their

investigative methods.


Year 9:


Biology –

• learning that heredity is a process that transmits genetic information from one generation to the next

• considering a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin

• developing their understanding of variation, to identify that some organisms compete more successfully,

driving natural selection.

• how enzymes act as biological catalysts and are responsible for processes such as photosynthesis and

respiration that they learnt in Year 8

Chemistry –

• consolidating their understanding of some basic chemistry fundamentals learnt in earlier years. Students will

quickly move on to learn about chemical reactions and build upon their knowledge of this topic first covered

in year 7. Towards the end of the first term, students will be introduced to the structure of the atom and

sub-atomic particles

• continuing to learn about the structure of atoms and discover how this links in with the arrangement of

elements in the periodic table. Students will look at group 1, group 7 and transition group elements in more

detail

• the rates of chemical reactions. Students will learn how to measure the speed of a chemical reaction using

various techniques and how different factors can affect the rate

• building upon ideas first met in Year 7 when they look at different separating techniques including fractional

distillation and chromatography

Physics –

• reviewing their understanding of forces and electricity then advancing that understanding using the contexts

of Newton’s laws of motion and generating electricity

• Simple Machines which covers the topics of pressure, moments and Hooke’s Law. These are all essential

basics for how this works and also present lots of mathematical skills that are the basis of much of Physics at

KS4

• Nuclear Physics covering the basics of alpha, beta and gamma radiation as well as the processes involved in

nuclear power

• starlight. Students will combine knowledge of cosmological principles such as the life cycle of stars and the

Big Bang theory with how we know anything about space, the light emitted by stars


Biology –

• an ability to represent continuous and discontinuous data through considering variation between individuals

• developing their practical investigation skills through completing a piece of controlled assessment. They will

select, plan and carry out the scientific enquiries to test hypotheses, including identifying independent,

dependent and control variables

• developing their sampling techniques and record observations through the

‘Ecology and Environment’ topic

Chemistry –

• learning about several different types of chemical reactions, which involve using practical skills and teamwork in order to carry out reactions safely

• carrying out experiments in order to investigate rates of reactions. They will focus on analysing data and

interpreting graphs. The students also use conventional models to learn about atomic structure

Physics –

• the practical skills of previous years looking at forces and electric circuits, and develop practical skills

involving beams of light, springs and pivots. The expectations of how the data is presented (e.g. table of

results and graphs) is to KS4 standard

• calculation - students’ skills are also developed through the practise of various formulae

Foundation Stages in Science – Assessment Criteria at KS3

SCIENCE – BIOLOGY

Pre-Foundation Stage

Students use their knowledge about living things to describe the basic conditions [for example, a supply of food, water, air, light] that animals and plants need in order to survive.

They recognise that living things grow and reproduce through the study of plant, animal reproduction.

Students should be able to name the main organs involved in plant and animal reproduction.

They sort living things into groups, using simple features. They describe the basis for their groupings [for example, number of legs, shape of leaf]. Identifying objects as living or non-living using MRSGREN.

They recognise that different living things are found in different places [for example, ponds, woods].

Students use their knowledge and understanding of basic life processes [for example, growth, reproduction] when they describe differences between living and non-living things.

Recognise and provide simple explanations for changes in living things [for example, diet affecting the health of humans or other animals, lack of light or water altering plant growth, drug and alcohol affecting growth of foetus].

They identify ways in which an animals and plants are suited to their environment [for example, a fish having fins to help it swim, Cacti having spines].

Foundation Stage 1

Students describe some processes and phenomena related to organisms, their behaviour and the environment, drawing on scientific knowledge and understanding and using appropriate terminology, for example using food chains to describe feeding relationships in terms of transfer of energy between plants and animals in a habitat. Plants requiring sunlight as a producer in order to be the source of chemical energy for other organisms for respiration.

They recognise that evidence can support or refute scientific ideas, such as in the identification and grouping of living things.

They recognise some applications and implications of science, such as the use of predators to control pest populations. The use of pesticides on crops leading to bioaccumulation. Identify a way to treat bacterial infections through antibiotics.

Foundation Stage 2

Students describe processes and phenomena related to organisms, their behaviour and the environment, drawing on abstract ideas and using appropriate terminology, for example the main functions of plant and animal organs and how these functions are essential and give examples of organ systems which could include; the circulatory, respiratory and digestive system for animals and the main organs of a flowering plant related to reproduction.

They explain processes and phenomena, in more than one step or using a model, such as the main stages of the life cycles of humans and flowering plants, describe the route that food takes through the digestive system.

They apply and use knowledge and understanding in familiar contexts, such as different organisms being found in different habitats because of differences in environmental factors, for example give a range of reasons why a camel can live in a hot environment and a polar bear to live in a cold environment.

They recognise that both evidence and creative thinking contribute to the development of scientific ideas, for example the work of Carl Linnaeus on developing a system for classifying living organisms.

They describe applications and implications of science, such as solving some of the health problems that arise when organ damage occurs.

Foundation Stage 3

Students describe processes and phenomena related to organisms, their behaviour and the environment,

using abstract ideas and appropriate terminology, for example simple cell structure and function. Students can use the word equation for photosynthesis and respiration.

They take account of a number of factors or use abstract ideas or models in their explanations of processes

and phenomena, such as environmental factors affecting the distribution of organisms in habitats. Describe how a model lung can explain the mechanism of breathing and its importance for providing a reactant needed for respiration.

They apply and use knowledge and understanding in unfamiliar contexts, such as a food web in a habitat. Identify the different organs within an organism and use them to explain the different organ systems and their importance.

They describe some evidence for some accepted scientific ideas, such as the causes of variation between living things for example; the research done by Watson and Crick. A comparison can be made between creationism and evolution and the evidence for each described.

They explain the importance of some applications and implications of science, such as the use of selective breeding, an explanation for bioaccumulation, Eutrophication and their impact on the environment and the organisms living there.

Foundation Stage 4

Students describe a wide range of processes and phenomena related to organisms, their behaviour and the environment, using abstract ideas and appropriate terminology and sequencing a number of points, for example recalling the balanced symbol equation for respiration and photosynthesis and drawing a pyramid of numbers and biomass using data provided.

They make links between different areas of science in their explanations. They apply and use more abstract knowledge and understanding, in a range of contexts, such as inherited and environmental variation. Explain the use of enzymes in digestion and give an example of an enzyme in the human body. Describe how carbon can move between living organisms and the atmosphere.

They explain how evidence supports some accepted scientific ideas, such as the structure and function of cells. They explain, using abstract ideas where appropriate, the importance of some applications and implications of science for example the implication of antibiotic resistance on health care. Explore the ethical issues surrounding subjects such as; cloning, genetic engineering.

Foundation Stage 5

Students demonstrate extensive knowledge and understanding related to organisms, their behaviour and the environment. They use and apply this effectively in their descriptions and explanations, identifying links between topics, for example relating cellular structure of organs to their associated life processes. How organ systems work together for the functioning of the human body for example; the circulatory and respiratory systems.

They interpret, evaluate and synthesise data from a range of sources and in a range of contexts, for example environmental data from fieldwork, using quadrats to estimate populations and biodiversity. Interpreting and synthesising data for predator-prey relationships, the effect of temperature and pH on enzymes.

They show they understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed, for example the short-term and long-term effects of pollution and the links to global warming. Explain how scientific ideas have changed, based on experimental evidence, for example Van Helmont.

They describe and explain the importance of a wide range of applications and implications of science, such

as relating photosynthesis and respiration to the cycling of carbon from living to non-living things including how carbon can be locked up, e.g: Fossil Fuels and carbon sinks. Explain the impact of deforestation, increased population, and combustion on levels of carbon in the atmosphere.

Beyond Foundation Stage

Students demonstrate both breadth and depth of knowledge and understanding of organisms, their behaviour and the environment. They apply this effectively in their descriptions and explanations, for example; explaining the advantage of different forms of chlorophyll for photosynthesis. The ability to explain why different types of cells contain different organelles. For example, the need for muscle cells to contain many mitochondria.

They interpret, evaluate and synthesise data, from a range of sources in a range of contexts, and apply their understanding to a wide range of biological systems.

They demonstrate an understanding of how scientific knowledge and understanding changes, building on processes such as questioning, investigating and evidence-gathering, for example in the study of global climate change through manipulating data to identify trends and suggest correlation between data.

They describe and explain the importance of a wide range of applications and implications of science in familiar and unfamiliar contexts, such as addressing problems arising from global climate change, explaining in detail the impact on environment, economic and social issues arising. Suggest and explain how problems can be combatted by science. For example, cloning pigs for human transplants, genetically engineering crops to help third world problems, producing biofuels for a sustainable resource

Exceptional Performance

Students must be working consistently above and beyond all the descriptors listed above.

SCIENCE – CHEMISTRY


Students identify a range of common materials and know about some of their properties. They describe similarities

and differences between materials. They sort materials into groups and describe the basis for their groupings in

everyday terms [for example, shininess, hardness, smoothness].

They describe ways in which some materials are changed by heating or cooling or by processes such as bending or

stretching.

Students use their knowledge and understanding of materials when they describe a variety of ways of sorting them

into groups according to their properties.

Examples include: elements, rocks, metals etc.

They explain simply why some materials are particularly suitable for specific purposes [for example, glass for

windows, copper for electrical cables].

They recognise that some changes [for example, the freezing of water] can be reversed and some [for example, the

baking of clay] cannot, and they classify changes in this way.

Foundation Stage 1

Students recall keywords when supplied with a definition

Students describe some processes and phenomena related to materials, their properties and the Earth, drawing on

scientific knowledge and understanding. For example;

Describing changing state by using scientific terminology such as freezing, melting etc.

Describing how a sedimentary rock is formed,

Describing observations of a chemical reaction,

Describing properties e.g. malleable, brittle, high melting point etc.

Students recognise that evidence can support or refute scientific ideas, such as;

The classification of reactions as reversible and irreversible.

Brownian motion supports the theory of atoms.

Chemical tests (e.g. limewater) can be used to identify products made in a chemical reaction.

An increase in temperature supports the idea that chemical reactions release energy.

A change in indicator colour identifies acids, alkalis and neutral solutions

Students recognise some applications and implications of science, such as;

The safe use of acids and alkalis (implications are skin burns and harmful to eyes)

Plants can be used as medicines

Limestone is used to make building materials, statues and other useful products (e.g. cement, toothpaste etc.)

Foundation Stage 2

Students describe processes and phenomena related to materials, their properties and the Earth, drawing on abstract

ideas and using appropriate terminology, for example;

Describe different types of weathering of rocks.

Describing changing state in terms of particles.

Describing observations of a chemical reaction and state what causes these observations.

Describing combustion of fuels, using ideas about reacting with oxygen and energy being released.

Describe a pattern in reactivity by drawing on the outcomes of displacement reactions.

Describing elements, compounds and mixtures using particle diagrams

Identifying an acid or alkali using indicators

They explain processes and phenomena, in more than one step or using a model, such as;

Using a diagram to explain how sedimentary rocks are formed.

Drawing a shell diagram to represent an atom.

When provided with the names of reactants and products, construct a word equation to show what happens in a chemical reaction.

Explaining melting, evaporating etc. using the particle model.

They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as;

Basing separation methods for mixtures on physical and chemical properties.

Dancing pollen grains and creative thinking helped develop the theory of atoms.

Patterns helped Mendeleev develop the periodic table.

The appearance of rocks is used to develop ideas about how they’re made.

They describe applications and implications of science, such as;

The uses of metals based on their specific properties

The benefits and drawbacks of the use of fossil fuels.

The advantages and disadvantages of limestone quarrying.

Foundation Stage 3

Students describe processes and phenomena related to materials, their properties and the Earth, using abstract ideas

and appropriate terminology, for example;

Describe different types of weathering of rocks.

Describe how different types of rocks are formed.

Describing changing state in terms of particles.

Describing observations of a chemical reaction and state what causes these observations.

Describing combustion of fuels, using ideas about reacting with oxygen and energy being released.

Describe a pattern in reactivity by drawing on the outcomes of displacement reactions.

Describe elements as solid, liquid or gases based on melting and boiling points.

They take account of a number of factors or use abstract ideas or models in their explanations of processes and

phenomena, for example;

The deposition of sediments and their formation into rocks.

Drawing a shell diagram to represent an atom.

Using observations or use reactants or products provided to construct a word equation in order to model a chemical reaction.

Explaining melting, evaporating etc. using the particle model.

Use chemical formula to deduce the elements present and the number of atoms.

They explain the importance of some applications and implications of science, for example;

The production of new materials with specific desirable properties

The separating of crude oil to obtain useful fuels and other products

Uses of carbonates to reduce indigestion

Evaluate the advantages and disadvantages of Quarrying of limestone

Foundation Stage 4

Students describe a wide range of processes and phenomena related to materials, their properties and the Earth,

using abstract ideas and appropriate terminology and sequencing a number of points, for example

Describing the rock cycle.

Describing the evolution of the earth’s atmosphere.

Describing how global warming or acid rain is caused.

Describing how salt can be extracted from rock salt.

Describe and explain the process of chromatography

They make links between different areas of science in their explanations, such as

Between the nature and behaviour of materials and their particles.

Explaining melting, evaporating etc. using the particle model and ideas about energy breaking forces between particles.

Using ideas about changing states and the particle model to explain how distillation works

They apply and use more abstract knowledge and understanding, in a range of contexts, such as;

The particle model of matter.

Symbols and formulae for elements and compounds.

Naming compounds from chemical formula.

Using balanced symbol equations to represent chemical reactions.

They explain how evidence supports some accepted scientific ideas, such as

Reactions of metals with acid or water support the reactivity series of metals.

Reflection of alpha particles supports the idea of an atom having a nucleus.

They explain, using abstract ideas where appropriate, the importance of some applications and implications of

science, such as the need to consider the availability of resources, and environmental effects, in the production of

energy and materials.

Foundation Stage 5

Students demonstrate extensive knowledge and understanding related to materials, their properties and the Earth.

They use and apply this effectively in their descriptions and explanations, identifying links between topics, for example

Relating mode of formation of rocks to their texture and mineral content.

Relating increasing carbon dioxide levels to diminishing ice in the North Pole and increasing temperature of the Earth.

Students link understanding of atoms and bonds with energy and temperature changes to describe reactions as exothermic or endothermic.

Students use ideas about particles and energy to explain why increasing temperature speeds up the rate of a chemical reaction.

Describe and explain the process of continental drift.

They represent common compounds by chemical formulae and use these formulae to form balanced symbol

equations for reactions.

They show they understand the relationship between evidence and scientific ideas, and why scientific ideas may need

to be changed. For example;

Newlands periodic table was changed due to Mendeleev’s version including gaps for undiscovered elements.

Rutherford’s gold leaf experiment disproved the plum pudding model.

They describe and explain the importance of a wide range of applications and implications of science. (Consistent

level 6’s for this thread would suggest that students and explain a wide range of applications and implications)


Students demonstrate both breadth and depth of knowledge and understanding of materials, their properties and the

Earth, for example the different timescales over which rock formation and deformation take place.

They apply this effectively in their descriptions and explanations, identifying links and patterns within and between

topics, for example relating the properties of materials to the nature of their constituent particles.

They interpret, evaluate and synthesise data from a range of sources in a range of contexts, and apply their

understanding to a wide range of chemical systems, such as explaining chemical behaviours that do not fit expected

patterns.

They demonstrate an understanding of how scientific knowledge and understanding changes, building on processes

such as questioning, investigating and evidence-gathering.

They describe and explain the importance of a wide range of applications and implications of science in familiar and

unfamiliar contexts.



SCIENCE – PHYSICS


Students communicate observations of changes in light, sound or movement that result from actions for example,

switching on a simple electrical circuit,

pushing and pulling objects They recognise that sound and light come from a variety of sources and name some of these.

TV/ radio

Torch

Sun

People

Students know about a range of physical phenomena and recognise and describe similarities and differences

associated with them for example

sound, light and water waves

They compare the way in which devices for example,

bulbs

motors

resistors

work in different electrical circuits.

They compare the

brightness or colour of lights

the loudness or pitch of sounds from looking at a waveform.

the current or voltage from looking at ammeters or voltmeters

They compare the movement of different objects in terms of speed or direction.

Students use their knowledge and understanding of physical phenomena to link cause and effect in simple

explanations for example,

a bulb failing to light because of a break in an electrical circuit,

the direction or speed of movement of an object changing because of a push or a pull,

an object being weightless because of distance from a gravitational field due to a massive object such as a planet.

They begin to make simple generalisations about physical phenomena for example,

explaining that sounds they hear become fainter the further they are from the source

or gravitational fields become fainter the further they are from the source

or EM radiation become fainter the further they are from the source

Foundation Stage 1

Students describe some processes and phenomena related to energy, forces and space, drawing on scientific

knowledge and understanding and using appropriate terminology, for example:

The observed position of the sun in the sky over the course of a day.

Describe what is emitted from the nucleus in radioactive decay.

They recognise that evidence can support or refute scientific ideas,

such as sounds being heard through a variety of materials.

recognise CMBR and Redshift support big bang theory.

moons of Jupiter and phases/ size of Venus supports heliocentric theory and disproves geostationary.

They recognise some applications and implications of science, such as

the use of electrical components to make electrical devices.

magnetic fields and moving wires generates electricity in power stations.

link density to materials needed to make boats.

link sound topic to how ear defenders work

Foundation Stage 2

Students describe processes and phenomena related to energy, forces and space, drawing on abstract ideas (an idea

given in the question or reading off a graph) and using appropriate terminology, for example

‘balanced forces’ or ‘unbalanced forces’. Linked to gradient of a graph

They explain processes and phenomena, in more than one step such as

the operation of an electric bell,

convection currents,

the weight of an object on a see-saw (moments),

life cycle of a star.

They explain processes and phenomena, using a model, such as

the length of a day or a year.

Current and voltage in circuits.

They apply and use knowledge and understanding in familiar contexts. E.g.

moments on a see saw,

convection in a room or oven,

wavelength of a water wave

conduction in a metal rod.

reflection in a mirror

They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as

objects being seen when light from them enters the eye.

big bang theory

heliocentric vs geocentric.

They describe applications and implications of science, such as

the ways sound can be produced and controlled, for example in musical instruments.

uses of alpha, beta and gamma radiation.

uses of EM radiation

Read data from graphs

Use formula as given in data sheet e.g. force from f=ma not m from f=ma

Foundation Stage 3

Students describe processes and phenomena related to energy, forces and space, using abstract ideas (they give the

idea not given in question or shown on graph) and appropriate terminology, for example:

Electric current as a way of transferring energy.

Ionization of atoms by rubbing or ionizing radiation.

Balanced or unbalanced forces linked to acceleration or constant speed with no hint given

They take account of a number of factors in their explanations of processes and phenomena, for example

in the relative brightness of stars and planets (due to size and distance).

increased strength electromagnet because of number or turns or current or iron core.

They also use abstract ideas or models, for example

sustainable energy sources

the refraction of light (model as one side of car slows down in mud or line of soldiers marching).

They apply and use knowledge and understanding in unfamiliar contexts.

conduction in penguins feet,

EM radiation wavelength, amplitude etc.,

reflection linked to phases of the moon

convection at the see side.

moments balancing a crane.

They describe some evidence for some accepted scientific ideas,

(conservation of energy) such as the transfer of energy by light, sound or electricity, a

(wave model of light) the refraction and dispersion of light.

They explain the importance of some applications and implications of science, such as

the responsible use of unsustainable sources of energy.

safety when using Ionising radiation

safety with loud noise

Manipulate formulas to change the subject and get correct numerical answer.

Get correct unit (just one term m, s, kg, N etc. not m/s or Nm)

Foundation Stage 4

Students describe a wide range of processes and phenomena related to energy, forces and space, using abstract

ideas and appropriate terminology and sequencing a number of points, for example

how energy is transferred by radiation or by conduction.

electric bell workings

life of different stars

They make links between different areas of science in their explanations, such as

between electricity and magnetism.

static electricity and ionising radiation

pressure (hydraulics) and moments

They apply and use more abstract knowledge and understanding in a range of contexts, such as

the appearance of objects in different colours of light.

resistance in parallel circuits

They explain how evidence supports some accepted scientific ideas, such as

the role of gravitational attraction in determining the motion of bodies in the solar system.

They explain, using abstract ideas where appropriate, the importance of some applications and implications of

science, such as

the uses of electromagnets

uses of transformers.

Use compound measures appropriately. Such as

m/s for speed,

Nm for moment

N/m2 for pressure

Foundation Stage 5

Students demonstrate extensive knowledge and understanding related to energy, forces and space, for example

the passage of sound waves through a medium.

flow of current in a parallel circuit

They use and apply this effectively in their descriptions and explanations, identifying links between topics.

They interpret, evaluate and synthesise data from a range of sources and in a range of contexts. They show they

understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed,

such as

the developing understanding of the structure of the solar system. [Heliocentric or geocentric]

They describe and explain the importance of a wide range of applications and implications of science, such as

relating the dissipation of energy during energy transfer to the need to conserve limited energy resources.

They carry out multi-step calculations

force at different side of a moment system.

force at different side of hydraulic system

initial or final speed rather than change in speed.

more than 3 term questions


Students demonstrate both breadth and depth of knowledge and understanding of energy, forces and space. They

apply this effectively in their descriptions and explanations, identifying links and patterns within and between topics, for

example

understanding how models like the particle model are useful in explaining physical phenomena, o such as how sweating causes cooling. o density o speeds of sound

They interpret, evaluate and synthesise data from a range of sources in a range of contexts and apply their

understanding to a wide range of data on energy efficient physical systems.

They demonstrate an understanding of how scientific knowledge and understanding changes, building on processes

such as questioning, investigating and evidence gathering, for example through the role of artificial satellites and

probes in communications and space exploration and theories about the start of the universe, big bang or steady state

theory.

They describe and explain the importance of a wide range of applications and implications of science in familiar and

unfamiliar contexts, such as alternative methods of electricity generation.





subjects.



ATTITUDES














HABITS

Prepared to learn















Curriculum and

Assessment in Computing

at KS3

Curriculum Statement: Computing

In a world that’s changing really quickly, the only strategy that is guaranteed to fail is not taking risks.

- Mark Zuckerberg

Powerful Knowledge in Computing

Powerful Knowledge in Computing is based on the ability to abstract and decompose a problem to produce a solution through thorough investigation. Students have opportunities throughout KS3 to produce robust and considered solutions to problems posed in class. Alongside this, it is important students develop an understanding of how the hardware within a computer functions, removing the ‘black box’ nature of technology.

Curriculum features

The KS3 curriculum is designed to ensure students studying GCSE Computer Science have a grounding in the fundamental concepts covered at KS4. Students start with the ‘big picture’, studying Hardware and Algorithms, giving them the skills to access later topics such as Binary and Hexadecimal where students study the mathematical makeup of machines. Over the 3 years, students learn to program in 3 languages, starting with block-based languages before progressing to High-Level Languages. The development of programming skills is also built into physical Computing tasks such as coding thermometers and LED lights to effectively apply the knowledge learnt in earlier Algorithm and Programming units.


• Students have the opportunity to enter a range of National Competitions such as game design and development for YGD BAFTA and competing against other secondary schools in CyberGame events.

• Students from the University of Manchester run ‘Mini MIT’ for KS3 students to learn how to program robots.

• Amaze, a digital marketing agency, support our year 9 female students through web development sessions in Girl:Code.

• The First Tech Robotics challenge features as part of the Electives programme.

Computing Curriculum at KS3 – An Overview

Year 7 students begin the year by learning to create a game through Scratch Programming. They will

then move onto an investigation of data representation through binary, hex and images. Following

these units, students will study E-Safety to remind them all on how to use technology safely,

respectfully, responsibly and securely before finishing the year ‘Getting to know a Computer’ where

they will develop their knowledge and skills of hardware and software.

Year 8 students begin the year investigating data representation through binary, hex and images,

before moving onto physical programming using BBC Microbits. Students will develop advanced

coding skills in Scratch and creation of a website using HTML. They will then move onto an

exploration of ethical issues surrounding technology before finishing the year looking into what the

future of technology looks like.

Year 9 students will start the year developing skills in basic programming skills in a high level

programming language such as Python before investigating future developments in technology. They

will end the year learning about the Internet and how networks are developed and maintained.

KASH Reporting Criteria in Computing: Knowledge and Skills at KS3

Year 7:


• knowing if a task would be best completed by humans or computers

• knowing that different solutions exist for the same problem

• knowing what is acceptable and unacceptable behaviour when using technologies and online services

• knowing a range of ways to report concerns

• knowing what ‘if statements’ and ‘loops’ are and how to use them effectively

• knowing what software is most suitable for a particular task

• different ways to keep data safe

• how binary is used in computing


• using logical reasoning to predict outcomes

• being able to break down a problem and create a suitable solution

• being able to effectively use search engines

• collecting, organising and presenting data and information that is suitable for the purpose.

• making appropriate improvements to solutions based on feedback received, and comment on the success of

the solution

• being able to create digital products for a particular audience

• being able to use arithmetic operators, ‘if statements’ and ‘loops’ to create a game

• being able to find and correct errors in programs (debugging)

• being able to declare and assign variables

• binary conversions and addition


Year 8:


• the difference between hardware and software and their role within a computer system

• the main functions of an operating system

• digital computers using binary to represent all data

• how an image is represented in binary

• whether a task would be best completed by humans or computers

• different solutions exist for the same problem

• what ‘if statements’ and ‘loops’ are and how to use them effectively

• which software is most suitable for a particular task

• how a network and the internet work


• encryption and how it is used to keep data safe


• using a range of input and output devices

• binary and decimal conversions

• binary addition

• using logical reasoning to predict outcomes

• being able to break down a problem and create a suitable solution

• being able to effectively use search engines

• making appropriate improvements to solutions based on feedback received, and comment on the success of the solution

• being able to use arithmetic operators, ‘if statements’ and ‘loops’ to create a game

• being able to find and correct errors in programs (debugging)

• being able to declare and assign variables

• using HTML to create a simple website


Year 9:


• encryption and how it is used to keep data safe

• whether a task would be best completed by humans or computers

• different solutions for solving the same problem • what ‘if statements’ and ‘loops’ are and how to use them

effectively

• what software is most suitable for a particular task

• how a network and the internet work



• using of logical reasoning to predict outcomes

• breaking down a problem to create a suitable solution

• effectively using search engines

• making appropriate improvements to solutions based on feedback received, and comment on the success of the solution

• creating digital products for a particular audience

• using arithmetic operators, ‘if statements’ and ‘loops’ to create a small program

• finding and correcting errors in programs (debugging)

• declaring and assigning variables

Foundation Stages in Computing – Assessment Criteria at KS3

Algorithms

Communication

Data

Information Technology

Programming

The Computer

Pre FS Fix problems with an algorithm

Make a loop in an algorithm

Use a search engine to find suitable information quickly Give rules for keeping safe online Give examples of what would be inappropriate when online Explain how to report inappropriate things that might happen online

Explain what data is Give examples of different types of data Explain how data links to information Tell you the difference between text and numbers Use a database to store data

Create, store and edit files using appropriate file and folder names independently Choose suitable images and text Use lots of different programs Help other people when they get stuck Explain how to make improvements using feedback from others

Make a simple program using LOGO. Fix problems in a program. Explain why instructions need to be accurate for computers. Use an IF statement in a program. Look at some simple code and explain what it does. Spot some mistakes in code. Solve a simple logic problem.

Explain why computers aren’t intelligent. Explain some basic things you need to start using a computer. Know that somebody has to write programs. Explain what coding is. List different types of digital devices. Give an example of hardware and software. Tell you what a program/app is.

FS1 Use selections (IF and ELSE)

Use inputs or outputs

Tell the difference between the internet and the World Wide Web.

List different ways to communicate online.

Give a list of acceptable and unacceptable behaviour when using technologies and online services.

Give examples of changing data into information

Use a database to search for information

Use filters

Explain some ways of keeping data safe

Collect, organise and present data and information that is suitable for the purpose.

Make appropriate improvements to solutions based on feedback received

Comment on the success of the solution they’ve made.

Make a program from the algorithm designed.

Use a variable.

Use an IF ELSE statement.

Explain examples of input devices.

Give you examples of sensors.

Explain what sensors are used for (data).

Explain how software can be used to collect data.

Explain the difference between software and hardware and give examples.

Explain what the main parts of a computer are.

FS2 Be able to explain why algorithms are necessary.

Be able to explain how algorithms

Explain what ‘web crawler programs’ are.

Explain lots of golden rules for being a responsible online user.

Create a complex search using more than one field.

Use Boolean and other operators in my searches

Decide how to change work to meet different audiences.

Evaluate own work.

Explain when to use and IF ELSE instead of just an IF.

Use a FOR loop.

Write a procedure.

Explain why you use a procedure.

Explain what computers are used for and the benefits to society.

Explain three functions of an operating system.

relate to computers.

Show a different way of writing an algorithm for the same problem.

Give at least two ways to report concerns when online.

(not,and,or,>,<,/,*,-,+).

Explain what GIGO means.

List at least four different ways to keep data from harm.

Explain how IT can be used for collaboration when computers are networked.

Use criteria to evaluate the quality of solution.

Identify improvements making some refinements to the solution, and future solutions.

Explain the hardware needed to setup wired and wireless networks.

FS3 Use an iteration and explain what this means.

Write different algorithms for a simple problem.

Algorithms are well organised and presented neatly.

Make a search/sort algorithm.

Explain how search engines rank search results.

Make a simple website using HTML.

Explain (and use) CSS.

Explain how the internet works.

Explain how a network works (LAN).

Explain what cloud computing means.

Explain the difference between LAN and WAN.

Know what binary is and why computers use it.

Know how images are represented on a computer.

Explain what compression is.

Give examples of data types; real, integer, Boolean.

Use a range of queries to find answers to problems.

Use a simple query language to query a data structure.

Explain what DDOS and other attacks are.

Evaluate the appropriateness of digital devices, internet services and application software to achieve given goals.

Come up with own criteria and use it to evaluate the quality of solutions.

Use the criteria to identify improvements and can make appropriate improvements to the solution.

Explain how algorithms match code.

Use a text based programming language.

Use more than one operand (/ * - +) in a programming language.

Use a Boolean (true/false).

Select and use different data types.

Explain why translators are needed.

Explain some facilities of programming languages.

Explain what the main parts of the computer do.

Explain how the CPU works with memory.

Explain the fetch-execute cycle.

List more than three operating systems.

Explain what open source means.

Explain how to maintain an operating system using some utilities.

FS4 Use a loop inside a loop.

Describe how to improve their algorithm. so that is uses less lines

Explain what these devices do; hubs, routers and switches

Explain what these protocols are used for ; SMTP, POP, FTP, HTTP/S,TCP/ IP

Explain how numbers, images, sounds and character sets are represented on a computer.

Add binary numbers.

Justify the choice of and independently combine and uses multiple digital devices, internet services and application

Use IF statements inside other IF statements.

Write their own procedure/function.

Pass a parameter to a function.

Explain what the Von Neumann architecture is.

Explain how main memory works.

Explain what an embedded system is and why we need one.

Suggest another problem using the same algorithm design.

Know how to use technologies and online services securely.

Explain how packet switching works.

Explain how resolution effects file sizes.

Explain how colour depth effects file sizes.

Explain what a data structure is and compare it to a variable.

Explain more than two methods of security and give advice on how to keep data safe.

software to achieve given goals.

Evaluate the trustworthiness of digital content and considers the usability of visual design features when designing and creating products for a known audience.

Identify and explains how the use of technology can impact on society.

Design criteria for users to evaluate the quality of solutions.

Use the feedback from users to identify improvements.

Make appropriate refinements to the solution.

Choose the right procedure and function for the right job.

Use NOT operands (e.g. not equal to)

Make a 1d array.

Make a 2D array.

Bug fix syntax and logic errors.

Write a routine to save data to a file.

Explain how the CPU uses registers and how memory is located.

FS5 Recognise that the design of an algorithm is distinct from its expression in a programming language.

Evaluate the effectiveness of algorithms and models for

Explain how web servers process and store data.

Explain how the data protection act relates to online users.

Explain why some images become pixelated.

Explain why higher resolution means better data quality.

Create different logic gate and truth tables.

Explain the different ways data is stored

Create creative projects that collect, analyse, and evaluate data to meet the needs of a known user group (target audience).

Effectively design and

Pass parameters to different functions.

Use variables in different procedures and explain how variables work in/out functions.

Appreciates the effect of the scope of a variable.

Explain what virtual memory is.

Explain what a disk defragmenter does.

similar problems.

Recognise where information can be filtered out in generalizing problem solutions.

Use logical reasoning to explain how an algorithm works.

Represents algorithms using structured language.

in programs and explain how to convert data types.

create digital artefacts for a wider or remote audience

Consider the properties of media when importing them into digital artefacts (file types)

Document user feedback, the improvements identified and the refinements made to the solution.

Explain and justify how the use of technology impacts on society, from the perspective of social, economic, political, legal, ethical and moral issues.

Use a wide range of loop structures for the correct purpose.

Explain when to use different loop structures.

Find errors in complex programs and then correct them.

BFS Design a solution to a problem that depends on solutions to smaller instances of the same problem (recursion).

Be able to understand that some problems cannot be solved computationally.

Explain how to setup a LAN and a WAN including hardware, protocols and MAC addresses.

Convert between binary, denary and hexadecimal numbers.

Subtract binary numbers.

Explain the different types of compression (and why we need them).

Explain (and make) a simple relational database.

Understand the ethical issues surrounding the application of information technology, and the existence of legal frameworks governing its use e.g. Data Protection Act, Computer Misuse Act, Copyright etc.

Design a program - with pseudocode optimised (least no of lines).

Write a complex program.

Always write procedures.

Code is always commented and optimised.

Use a range of loops including while, for and loop counters

Know what a low level programming language is and can give some examples.

Explain Moore’s Law.

Explain how processors multitask.

Be able to select, justify and apply appropriate techniques and principles to develop data structures and algorithms for the solution of problems.

Comment critically on the consequences of current uses of computing, including economic, social, legal and ethical issues explains emerging technologies and their implications for future use of ICT.

Use 2D data structures.

Explain 2D data structures.

Create a detailed test plan and code is bullet proof.



subjects.



ATTITUDES














HABITS

Prepared to learn















Curriculum and

Assessment in Creative

Design at KS3

Curriculum Statement: Creative Design

If you're not prepared to be wrong, you'll never come up with anything original.

- Ken Robinson

Powerful Knowledge in Creative Design

Powerful knowledge is the realisation that most of the items or products we interact with on a daily basis are designed by humans, for humans, for a reason. Real world problems are used to develop the students’ understanding of the huge, life-changing role and impact artists and designers can have. This provides:

A knowledge of important art and design movements, their theories and their origins from

culture.

Knowledge of materials, their origins, strengths and weaknesses, in subject specific areas to help

develop outcomes that are more realistic.

A good understanding of how environmental considerations can impact design decisions,

positively and negatively.

A knowledge of Biomimicry.

An understanding of ergonomics, anthropometrics, target markets, product analysis,

specifications, marketing and evaluations.

All students should be able to apply the iterative design process to provide solutions to given problems developing the ability to argue, justify and present with confidence and clarity. To discuss, experiment, evaluate, discuss, experiment (and repeat) = the iterative design process.

Curriculum features

Our curriculum is built around creativity and problem-based learning. The subject encourages students to explore their individual ideas and become enterprising, resilient, innovative and resourceful individuals. Our KS3 curriculum in Creative Design develops students in the following ways:

Use of visual language by seeing, understanding, questioning and practising.

Use of research and analysis to aid the generation of ideas.

To develop the ability to draw and present art work and design ideas.

Ability to test and modify ideas.

Ability to present ideas developing confidence in oracy and rhetoric and evaluating outcomes to

identify areas for improvement.

Understanding of art and design throughout history and in today’s society.

Example projects in year 7 include: The Zombie Toy Project, The Packaging Project, The Logo Design Project and The Collage Project influenced by Frank Shepherd Fairey.


Creative Design links with a number of other subjects including English, Maths, History and Science. We offer electives that aim to enrich the work students produce in Creative Design lessons:

Fashion Design - Students will have the opportunity to design and manufacture their own T-Shirt.

They will learn about key fashion design processes such as pattern cutting.

Origami - Students will learn about this ancient Japanese art. They will develop hand-eye

coordination skills as well as patience, perseverance and resilience.

https://www.goodreads.com/author/show/43940.Ken_Robinson

https://www.goodreads.com/author/show/43940.Ken_Robinson

Creative Design Curriculum at KS3 – An Overview

The KS3 curriculum is built around creativity and problem-based learning. The subject encourages students to explore

their individual ideas and become enterprising, resilient, innovative and resourceful individuals. Our KS3 curriculum in

Creative Design develops students in the following ways:

Use of visual language by seeing, understanding, questioning and practicing.

Use of research and analysis to aid the generation of ideas.

Ability to draw and present art work and design ideas.

Ability to test and modify ideas.

Presentation of ideas, developing confidence in oracy and rhetoric, and evaluating outcomes to identify areas

for improvement.

Understanding of art and design throughout history and in today’s society.

Proficiency in handling materials and 2D and 3D design and making skills.

Year 7

Example projects that students will work on in year 7 include: The Zombie Toy Project, The Packaging Project, The Logo

Design Project, The Collage Project influenced by Frank Shepherd Fairey. Skills will be developed in 2D and 3D, using a

variety of media and exploring a number of formal elements, whilst allowing students to develop a personal response.

Annotation, analysis and evaluation will become an integral part of the year and will help students to communicate

their ideas to others. Research, analysis, idea generation, testing/modelling and evaluation form the design process

that are fundamental areas of Creative Design that the projects will focus on. The projects will incorporate important

design considerations such as: ergonomics, anthropometrics, designing for a target market, sustainability, cost,

biomimicry, form, function, safety, materials and equipment. Art and design movements will be studied and used as

inspiration.

KASH Reporting Criteria in Creative Design: Knowledge and Skills at KS3

Year 7:


• developing ideas through purposeful investigations (researching appropriately)

• demonstrating a critical understanding of relevant different sources (showing clear links with Artists,

Craftspersons and Designers, and cultural links)

• recording their ideas effectively

• understanding how to improve their work through using appropriately relevant success criteria

• annotating and evaluating effectively using relevant language and keywords to display a firm understanding

• developing their knowledge and understanding of the Design Process

• understanding the role of a designer and their responsibility to society and the environment

• describing the basic principles and rules of workshop safety

• being able to name and use appropriate tools and equipment

• developing knowledge to make informed choices with regard to material selection

• developing knowledge of a Target Market’s needs and how this affects Design ideas

• applying knowledge of a range of techniques to finish/decorate a product and justify choices

• developing a basic knowledge of how to apply and follow designing and making techniques and processes


• the accuracy of recording through observational studies and other means

(e.g. quality of drawing, photographs, compositional ideas)

• the practical application of different media (how well media is used)

• the exploration and manipulation of relevant materials and techniques (how well they are used)

• developing a personal response through creativity within their work

(developing relevant ideas, CPR)

• discussing and explaining ideas relevant to their work

• discussing and comparing the work of others (artists and such like)

• annotating and evaluating effectively using relevant language and keywords

• being able to carry out effective research tasks

• developing and applying evaluation and analysis skills

• applying and developing basic illustration skills

• drawing from a range of appropriate technical language when annotating

• being able to plan and follow a basic Design project

• developing independency when working on a project

• using tools and equipment with accuracy, skill and safety in mind

• demonstrating a range of finishing or decorating techniques with accuracy

• being able to identify and record areas for improvement and/or modification


Year 8:



• demonstrating a critical understanding of relevant different sources (showing clear links with Artists, Craftspersons and Designers, and cultural links)




• following and using the design process to create successful products

• basic principles of reasonable and environmental considerations

• a further range of appropriate tools and equipment

• identifying and applying basic principles of workshop safety

• materials and their properties and select appropriately

• target markets, needs, wants and requirements and the implications for their design or product

• a wider range of techniques to finish/decorate a product and justify choices

• designing and making techniques and processes

• how relevant manufacturing processes are carried out in industry

•


• the accuracy of recording through observational studies and other means (eg. quality of drawing,

photographs, compositional ideas)







• annotating and evaluating effectively using relevant language and keywords

• carrying out effective research tasks

• developing and applying evaluation and analysis skills

• applying and developing competent illustration skills

• drawing from a wider range of appropriate technical language when annotating

• planning and following a Design project

• demonstrating independence when using tools, equipment and materials

• using a wider range of tools and equipment with accuracy, skill and safety in mind

• demonstrating a greater range of finishing or decorating techniques with accuracy and skill

• Identifying and recording areas for improvement and /or modification

• understanding the basic principles of quality assurance and quality control

•


Year 9:



• demonstrating a critical understanding of relevant different sources (showing clear links with Artists,

Craftspersons and Designers, and cultural links)




• being able to plan, follow and use the design process to create successful products or outcomes

• understanding and applying the principles of responsible and environmental design.

• a wide range of appropriate tools and equipment

• being able to identify, apply and demonstrate principles of workshop safety

• further developing knowledge of a wide range of materials and their properties, be able to select

appropriately

• understanding a range of target markets, their needs, wants and requirements and the implications for their

design or product

• a wide range of techniques to finish/decorate a product and justify choices

• designing and making techniques and processes

• having a good understanding of how relevant manufacturing processes are carried out in industry

•


• the accuracy of recording through observational studies and other means (eg. quality of drawing,

photographs, compositional ideas)







• Annotating and evaluating effectively using relevant language and keywords

• being able to carry out a range of relevant and effective research tasks

• applying evaluation and analysis skills to ensure a quality outcome/finish

• applying and demonstrating competent illustration skills

• drawing from a wide range of appropriate technical language when annotating

• being able to plan and follow a successful design project

• demonstrating and leading independently when using tools, equipment and materials

• using a wide range of tools and equipment with accuracy, skill and safety in mind

• demonstrating a wide range of finishing or decorative techniques with accuracy and skill

• being able to identify and record areas for improvement and/or modification, both during and after project

completion

• understanding and applying the principles of quality assurance and quality control

Foundation Stages in Creative Design – Assessment Criteria at KS3

Creative Design - ART

AO1 AO2 AO3 AO4

AR

T

RESEARCH EXPLORE RECORD RESPOND AND EVALUATE

Develop ideas through investigations, demonstrating critical understanding of sources.

Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

Record ideas, observations and insights relevant to intentions as work progresses.

Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

BFS BEYOND FOUNDATION STAGE- A Highly developed ability of Foundation Stage 5

FS

5-

Eff

ecti

ve

An ability to effectively develop ideas through creative and purposeful investigations. An ability to effectively research themes and the relevant work of artists, craft-persons and designers

An ability to effectively refine ideas. An ability to effectively select and purposefully experiment with appropriate media, materials techniques and processes.

An effective ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

A developed ability to competently present a personal and meaningful response and realise intentions with confidence and conviction.

A confident ability to demonstrate understanding of visual language.

FS

4-C

on

sis

ten

t

A consistent ability to develop ideas through purposeful investigations.

A consistent ability to research themes and the relevant work of artists, craft-persons and designers

A consistent ability to refine ideas.

A consistent ability to select and purposefully experiment with appropriate media, materials, techniques and processes

An ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses

A consistent ability to competently present a personal and meaningful response and realise intentions

A consistent ability to demonstrate understanding of visual language

FS

3-c

om

pete

nt

A competent ability to develop ideas through purposeful investigations.

A competent ability to research themes and the relevant work of artists, craft-persons and designers

A competent ability to refine ideas

A competent ability to select and purposefully experiment with appropriate media, materials, techniques and processes.

A competent ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

A competent ability to present a personal and meaningful response and realise intentions.

A competent ability to demonstrate understanding of visual language

FS

2-

so

me

ab

ilit

y

Some ability to develop ideas through purposeful investigations.

Some ability to research themes and the relevant work of artists, craft-persons and designers

Some ability to refine ideas

Some ability to select and experiment with appropriate media, materials, techniques and processes

Some ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses

Some ability to present a personal and meaningful response and realise intentions. Some ability to demonstrate understanding of visual language

FS

1 –

Min

imal ab

ilit

y

Minimal ability to develop ideas through investigations

Minimal ability to research themes and the relevant work of artists, craftpersons and designers

Minimal ability to refine ideas

Minimal ability to select and experiment with appropriate media, materials, techniques and processes

Minimal ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses

Minimal ability to present a personal and meaningful response and realise intentions

Minimal ability to demonstrate understanding of visual language

Creative Design - DESIGNING

Design Brief Target Market Product Analysis Specification Design ideas

Exceptional (Beyond Foundation Stage) As below, but with an exceptional level of detail and use of technical language.

FS5

/BSF

- a detailed analysis and explanation of the given Brief. -Key words are identified and explored further. -exploration of initial thoughts has generated further questions and areas to investigate. -areas and ideas suggested can be linked to Design Specification.

- a detailed understanding of specific targets markets’ needs and wants. -example given of how marketing or tailoring a product to suit, could be used to influence a target markets’ consumer decisions -link ‘needs and wants’ criteria to the Design specification

-primary and secondary research carried out on a range of relevant existing products . -can explain in detail the importance of this research - analysis is informed and relevant. -materials, measurements and costings are included. -analysis is linked to specification.

- the specification includes relevant criteria gathered from prior research -aspects such as social and cultural issues are considered with within the specification. - environmental considerations are considered and debated -All decisions can be fully justified.

- designs can be clearly linked to the design specification. -all developments include focused quality drawings (close-ups, exploded) to accompany explanations. -all designs are original and show a high level of creativity.

FS4

-an analysis and explanation of the given Brief. - Most key words are identified some explored further. - some relevant and detailed exploration of initial thoughts. -areas and ideas suggested can be linked to Design Specification.

- demonstrates an understanding of a specific targets markets’ needs and wants. -examples given of how tailoring a product to suit could be used to influence a target market -Link some relevant criteria to the Design specification

-primary and secondary research carried out on one or two relevant existing products. - can give some examples of the need for analysis - analysis is informed and mostly relevant. - some materials, measurements and costing are included.

-analysis is linked to specification

- the specification includes mostly relevant criteria gathered from prior research -aspects such as social, and cultural issues are mentioned but not always relevant - environmental considerations are considered - Most decisions can be fully justified.

- designs can be clearly linked to the design specification. -most developments include focused quality drawings (close-ups, exploded) to accompany explanations. -most designs are original and show a good level of creativity.

FS3

. -an explanation of the given Brief. - some key words are identified some explored further. - basic exploration of initial thoughts. -some ideas suggested can be linked to Design Specification.

- demonstrates a basic understanding of a specific targets markets’ needs and wants. - basic examples given of how tailoring a product to suit could be used to influence a target market -Link some basic criteria to the Design specification

-primary and secondary research carried out on a relevant existing product. - analysis has some detail but is not always relevant. - some materials, measurements and costing are included- but are not always accurate. -basic links made to Design specification

- the specification includes mostly relevant criteria . -environmental considerations are considered and mostly relevant - most decisions can be fully justified.

- designs can mostly be linked to the design specification. - developments include focused mostly quality drawings -most designs are original and show a level of creativity.

FS2

-limited explanation of the given Brief. - one or two key words are identified -some of the initial thoughts are noted down -areas and ideas suggested are not always relevant and not always linked to Design Specification.

- demonstrates an understanding of a specific target market - one or two examples given of how tailoring a product to suit could be used to influence a target market - some links to specification are not always relevant

-secondary research carried out on one existing product. - Analysis is basic with little new information added. -some Materials, measurements and costings are included, but only taken directly from secondary resources. -links to specification are very basic and not always relevant

- the specification includes some relevant criteria - environmental issue is mentioned and is relevant -some inclusions can be justified.

- designs make some connection to Design specification - designs show a basic level of development and skill

- design ideas are limited

F

S1

- the design brief has been copied down. - one or two key words are identified. - limited exploration of initial thoughts. - initial thoughts are not necessarily relevant to the brief . -little or no thoughts noted that link to future planning.

- can name different target markets. -example given of how different products suit different people. - can list some examples of what they can include in their product to suit the target market.

- secondary research carried out on one existing product. -.analysis is basic with little new information added -.links made are not relevant or show little understanding of the task relevance

- the specification contains some relevant criteria

- some inclusions are relevant.

.

-designs make a basic reference to design .specification -drawing skill is basic . -design ideas are limited to one or two.

Creative Design - MAKING

Use and selection of equipment and tools

Use and selection of materials Application of skills and techniques Quality of outcome Evaluation

Exceptional (Beyond Foundation Stage) As below, but with an exceptional level of detail and use of technical language.

FS5

/BSF

- be able to select and use tools and equipment safely and efficiently

- confident demonstration of machinery to others.

- Describe and apply QA and QC measures

- Investigation and understanding of machinery and equipment used in industry

- a confident understanding of a range of materials, their properties and source.

- understand the environmental impact of a range of materials

- be able to justify the selection of a material

- understand and list standard components

- be able to offer alternative options for materials and know what would be used in industry.

- be able to join and construct a product so that it functions as designed.

- be able to consider and record alternative methods and techniques.

- be able to compare and test a range of methods and techniques

- investigation and understanding of industrial processes

- be able to use a range of techniques and process to create a quality, demanding product

- demonstrate quality of finish to others

- product has potential for commercial viability with small modifications

- suggest modification to ensure product is viable

- evaluate ideas in detail against the original design specification

- organisation of a user test session

- include detailed user feedback and responses

- respond to user feedback offering a modified version or versions

-

FS4

- be able to select and use tools and equipment safely and efficiently

- demonstration of machinery to others.

- apply QA and QC measures - Investigation of machinery and

equipment used in industry

- an understanding of a range of materials, their properties and source.

- understand the environmental impact of a range of materials

- be able to justify the selection of a material

- list standard components

- be able to offer an alternative option for materials

- be able to join and construct a product that functions

- be able to consider and record alternative methods and techniques.

- Some Investigation and understanding of industrial

processes

- be able to use a range of techniques and process to create a quality product

- demonstrate quality of finish - product has potential for

commercial viability with some modifications

- suggest modification to ensure product is viable

- evaluate ideas against the original design specification

- include detailed user feedback and responses

- respond to user feedback offering a modified version

FS3

- .be able to select and use tools

and equipment safely and with some efficiency

- demonstration of some machinery to others.

- a limited application of and QA measures

- can name some machinery used in industry

- understanding of a limited range of materials and some properties.

- be able to explain the selection of a material

- list some standard components

- Offer alternative options

- a completed product that has limited functionality.

- be able to record alternative methods and techniques.

- be able to compare and test a range of methods and techniques

- investigation of an industrial - process

- be able to use a range of techniques and process to create a product

- product has potential for - commercial viability with

some modifications - modifications

- modifications suggested are mostly relevant or viable

- evaluate ideas in some relevant detail

- include user feedback

- some response given to user feedback

FS2

- - be able to select and use a

limited range of tools and equipment tools safely

- apply a limited range of QA measures

- can name a piece of machinery or equipment used in industry

- a basic list of relevant materials, - be able to list a relevant material

choice - list a standard component - list an alternative option

- an incomplete product that has some functionality

- be able to list an alternative method or techniques.

- can name an industrial process

- be able to use a limited range of techniques and process with some accuracy, to create a product

- product has requires much modification or improvement to be viable

- relevant evaluation of ideas

- include some user feedback

- limited response given to feedback

FS1

- be able to select and use appropriate tools or equipment safely

- name a relevant material - explain choice.

- an incomplete product that has limited functionality

-

- -be able to use a technique or process to create a product

- product has requires much modification or improvement to be viable

- evaluation of ideas is present but contains some irreverent points



subjects.



ATTITUDES














HABITS

Prepared to learn















Curriculum and

Assessment in History at

KS3

Curriculum Statement: History

“Those who fail to learn from history are doomed to repeat it”

Winston Churchill

Powerful Knowledge in History

History is an academic subject rich in powerful knowledge. It provides coherent knowledge and understanding of Britain’s past and that of the wider world. 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. Powerful knowledge in History:

• Provides students with a broad range of historical knowledge and understanding, including a sense of development over time, and an appreciation of the culture and attitudes of societies other than our own;

• Allows students to gain historical perspective by placing their growing knowledge into different contexts; • Gives students power over their own knowledge allowing them to evaluate critically the significance and utility of a large body of material, including evidence from contemporary sources and interpretations of historians;

• Enables students to engage directly with questions and present independent opinions about them in arguments that are well-written, clearly expressed, coherently organised and effectively supported by relevant evidence;

• Allows students to gain the confidence to undertake self-directed learning, making the most effective use of time and resources, and increasingly defining one's own questions and goals.

Curriculum features

History education within the Laurus Trust aims to equip our students with both powerful knowledge and the skills required to become well-rounded individuals. Our curriculum is structured to nurture a love of History through the development of key historical skills and a depth of knowledge. Students develop the five key concepts using evidence, interpretations, significance, change and continuity and cause and consequence. These concepts are used as tools for students to make sense of, and understand, the volume of knowledge required for the development of expertise. Students study a wide range of historical periods from Norman England to the Cold War. This enables students to study the past from a variety of standpoints and to make connections and comparisons over time.


To further develop cultural capital, History offers students a range of experiences outside of the classroom environment. These opportunities are designed to develop students’ learning experience and their cultural understanding of the world around them. Experiences could include a GCSE History trip to Berlin, where students explore the rich and powerful History that is centered around this capital city – the life of Germans under the Nazi regime and throughout the years of the Cold War. An opportunity to visit Lancaster to explore the history of the Castle from the Roman invasion to reconstruction during the Norman Conquest. In addition to out-of-school activities, the History Department runs a History House Ambassadors club for those students with a real passion for the subject. These students help to organise various History House Competitions and National History Competitions.

History Curriculum at KS3 – An Overview

In year 7, students develop the historical skills that they will need throughout their History studies at Laurus Ryecroft. In the first term, students focus on the key skills that are used in History: significance, chronology, change, cause and consequence, interpretation and how to use historical evidence. Students then put these skills into practice during our first mystery topic. Students then study the Norman Conquest focusing on the skill of cause, asking why William won the Battle of Hastings. Following this, the students will look at the significance of William’s rule over England. After the Christmas break, students move on to study some of the key events that occurred during the Middle Ages, such as the signing of the Magna Carta; this unit offers the opportunity to look at many of the historical skills, but most importantly, change and interpretation. Finally, students in year 7 finish by studying the famous Tudor Monarchs, beginning with King Henry VIII and his problems with the Church and ending with Queen Elizabeth I defeating the Spanish Armada.

In year 8, students broaden their historical skills introduced in year 7. The course begins with an examination of the Gunpowder Plot. Next, they use evidence to investigate life in Early Modern England from witchcraft to King Charles I and English Civil War. After Christmas, students tackle the global topic of Slavery and must create their own interpretations of why it happened. The focus is then back to England for the Industrial Revolution where the key skills are change and continuity and causation. From here, the students will begin to look at the British Empire and the key battles that have changed the nature of warfare up until 1900. Finally, students investigate the causes, consequences and differing interpretations surrounding the First World War, and in particular, The Battle of the Somme. Students will finish year 8 with a case study into the changes in the nature of warfare from 1750 to 1914.

Year 9 students start the year by looking at warfare and how it has changed over time. Following this, the students will investigate the causes of World War II, including the rise of Hitler and appeasement. After Christmas, year 9 students will then look at how Hitler seized control and what life was like in Nazi Germany; here the students can examine GCSE questions and work through the many skills needed to be successful when answering GCSE questions. To conclude our WWII topic, students will look at The Holocaust. Finally, students will end year 9 by studying the Cold War and the events of the Cuban Missile Crisis and the Vietnam War.

KASH Reporting Criteria in History: Knowledge and Skills at KS3

Year 7:


• What skills a good historian needs, from causation to significance to develop an understanding of each of the key skills used in history throughout Key stage 3

• Murder and Mystery and the invasion of Britain from 1AD to 1603. Students develop their understanding of chronology and learn significant events in early British History

• Medieval Monarchs, Medieval life, Tudor Monarchs, Tudor life, where they develop their understanding of how the church, state and society have changed and stayed the same to modern day

• Who the most significant Tudor Monarch was

• The English response to the Spanish Armada


• Applying history skills to investigations, allowing them to become familiar with and begin to use historical skills which will be useful to them throughout their life, both in an educational setting and the wider world

• Describing an important person from history, describing different viewpoints and important changes in history

• Identifying, explaining and giving some reasons why a person or event might be significant, identifying a range of causes and consequences of events

• Analysing how significance can vary according to different viewpoints, from different people or different times. Students can analyse change and continuity, as well as analysing cause and consequences

• Applying chronology, being able to explain the order in which events have taken place.


Year 8:


• The period 1600-1700 to extend their chronological knowledge

• Key English kings and queens and the changes they each brought, including James I and Charles I

• The Industrial Revolution and the impact it had on Manchester and England

• What the Gunpowder Plot was and why it took place

• The construction of the British Empire, industry and slavery, which will expand students’

understanding of political and economic power

• Key battles significant to the changes in British and global warfare, such as Waterloo, Balaclava and

The Somme

• World War One; how the world stumbled into war, if it could have been avoided, and why it was a

war of attrition

• The experiences of soldiers and civilians throughout warfare from 1600-1918


• Significance, interpretations and change and continuity

• Being able to describe an important person from history, different viewpoints and important

changes in history

• Identifying and giving some reasons why a person or event might be significant

• Identifying why changes happen, as well as identifying and explaining a range of causes and

consequences (long and short-term, political, economic, social etc.), together with reasons why

some are more important than others

• Explaining their own judgements about historical significance, change and continuity, and causation

using a wide range of source material


Year 9:


• Why World War II took place

• Key events of World War II such as, The Blitz, Dunkirk and the Atomic Bomb

• The rise of Hitler and how he came to power in Germany

• Nazi Germany and how Germans lived their lives under the Nazi regime

• What the Holocaust was, the reasons behind it and the consequences of it

• The Cold War and how it developed through the following key points; Truman Doctrine, Cuban

Missile Crisis, Vietnam War and the fall of the Berlin Wall


• Explaining why some changes or events are more important than others

• Making a judgement about change and continuity

• Evaluating why a source might be useful for a historian by considering its nature, origin and purpose

• Investigating different reasons for significance and making a judgement about them

• Analysing how significance might vary according to different viewpoints

• Explaining why some causes and consequences are more important than others

• Investigating events and making a judgement about change and continuity

• Understanding chronology and being able to explain events in order

Foundation Stages in History – Assessment Criteria at KS3

Skill “What evidence do I

have?”

Using evidence

“Why do people think

that?”

Interpretations

“What made something

important?”

Significance

“Why did things change?”

Continuity & change

“Why did things

happen?”

Cause and consequence

BFS You can analyse why a

source is useful to an

Historian using content and

provenance, reaching an

overall judgement.

You can analyse a number

of interpretations and

make a judgement about

them.

You can explain your own

judgements about

historical significance using

knowledge beyond that

which is expected.

You can explain your own

judgement about change

and continuity using


which is expected.

You can explain and make

your own judgements using


which is expected.

FS5 You can analyse why a

source is useful to an

Historian.

You can explain reasons for

an interpretation,

considering viewpoint,

purpose, audience and

their evidence.

You can analyse how

significance can vary

according to different

viewpoints.

You can explain various

reasons for change and

continuity and make a

judgement.

You can investigate links

and make a judgement

between causes and

consequences, explaining

why some causes and

consequences are more

important than others.

FS4 You can investigate and

make a judgement about

evidence e.g. considering

nature, origin or purpose.

You begin to explain

reasons why you agree or

disagree with

interpretations.

You can explain different

reasons for significance.

You can explain why some

people or events are more

significant than others.

You can explain why events

happen and make a

judgement about change

and continuity.

You explain your

judgement about causes

and consequences,

explaining why some

causes and consequences

are more important than

others.

FS3 You can make inferences

from the content of

sources to understand

events.

You begin to explain why

there are different

interpretations.

You can begin to explain

why a person or event may

be significant.

You can begin to explain

why some changes are

more important than

others.

You begin to explain why

some causes and

consequences are more

important than others.

FS2 You can describe what

information in a source is

useful.

You can describe different

points of view to

understand the message.

You can describe and give

some reasons why a person

or event might be

significant.

You can describe why

changes happened in

history.

You can describe different

causes and consequences,

similarities and differences.

FS1 You can describe what

sources tell you.

You can describe an

interpretation of the past.

You can describe an

important person or event

in history.

You can describe important

changes in history.

You can identify a cause or

a consequence.

PFS You can identify details

from a source.

You can identify what an

interpretation is.

You can identify an

important event.

You can identify a change. You can identify things that

have happened.



subjects.



ATTITUDES














HABITS

Prepared to learn















Curriculum and

Assessment in English at

KS3

Curriculum Statement: English

Once you learn to read you will be free forever.

- Fredrick Douglass

Powerful Knowledge in English

Our curriculum will provide students with the powerful knowledge that can too often be hidden from view and in doing so help to make the implicit, explicit.

• Students to understand that behind every text ever written there is writer intent. • Students to know that we can and should make predictions about any text both fiction and non-fiction by

asking a set of initial questions both of fiction and non-fiction texts.

• There are a set of fundamental universal and timeless themes/ideas that influence the intentions of writers and this spans the ‘entire’ chronology of literary canon including what will become the canon of the future as these ideas/themes transcend the boundaries of time. E.g. Class divide, abuse of power, gender boundaries and inequality.

• Students to know that they too are connected to these universal and timeless themes/ideas and this can inform their own personal responses to a text.

• To understand and acquire a control over language both written and spoken so that students can discover the potential power it can have and can give.

Curriculum features

KS3: A content rich curriculum, one that spans the ‘entire’ chronology of the literary canon. The story is chronological in structure to help students construct a sense-making narrative that connects our literary tradition. A structure that will allow them to see, understand and explore the underpinning ideas/themes and intentions of writers from across literary history and a range of cultures. Running alongside our Key Stage three curriculum is an ongoing focus on developing student’s spoken language skills through our Oracy Curriculum and our relentless focus on enabling all our student to be effective and articulate speakers and listeners who know when to lead and when to participate.


Students will be offered a wide variety of opportunities and experiences that enrich students’ understanding of the world around them and how they are connected to it. These will include:

• Theatre and lecture trips help to develop a broader understanding of texts beyond their pages and beyond what is required of the exam specifications across all Key Stages.

• Manchester Actors internal productions of key curriculum texts. • ‘Poetry By Heart’ – Competition • ‘Shakespeare By Heart’ – Competition • Mock Trials • Cross Curricular London Trip with History Carnegie Book Awards. • Creative writing competitions across the Key Stages. • RSC Workshop opportunities • Shakespeare Live Screenings

English Curriculum at KS3 – An Overview

The KS3 English Curriculum is built around a number of key reading and writing skills that underpin all

studies within English. The curriculum is designed to cover a range of texts chronologically from ancient

literature through to the modern day. Each unit of work will fall into one of the following historical periods:

The Ancients, Medieval, Shakespeare, Romantics and Revolution and finally Great Wars and Hard Times.

While at times there will be opportunities to study original texts, such as Shakespeare’s plays, many of the

texts are modern interpretations with historical settings to ensure that they are engaging and student

friendly.

The rationale is to provide students with a holistic approach to the wealth of literature and non-fiction texts

in the English language. They will learn how these texts relate to the contexts within which they were

written and will be encouraged to recognise key conventions and themes which transcend time.

The oracy programme of study has been designed to work alongside the KS3 curriculum, extending and

consolidating students’ verbal communication skills.

Each half term there will be assessment points in reading and/or writing and regular assessments in oracy

will also take place. Progress will be measured based on their attainment in the following areas:

KASH Reporting Criteria in English: Knowledge and Skills at KS3

Reading

Understanding

and inference

(AO1)

Analysis of

language

(AO2)

Analysis of

structure

(AO2)

Comparison

of writer’s

ideas and

methods

(AO3)

Personal and

critical

response to the

text

(AO4)

Historical

context and

writers’

messages

(LIT)

Writing

Engaging

communication

(AO5)

Organisation

of texts

(AO6)

Sentence

use and

punctuation

(AO7)

Vocabulary

(AO8)

Spelling

(including

homophones)

(AO9)

Oracy

Discussion,

debate and

questioning

Listening and

responding

Reading

aloud and

presenting

Year 7:


Reading -

• a range of texts to help students articulate their ideas in a sophisticated way

• the way in which language, structure, form and context are used to enable a writer to express their ideas

• the development of texts throughout the history of Literature, including 5 key areas: Ancient, Medieval,

Shakespearean and Renaissance, Victorian and War and Hard Times

• an understanding that although historical context may have an impact on how a reader might interpret a

text, universal themes transcend time

Writing –

• the methods used to write with engagement and control, including sentence structure, punctuation,

vocabulary, whole-text structuring and spelling

• an understanding of different formats and tones to suit a specific purpose

Speaking and Listening -

• the various ways in which talk and discussion can be used to articulate meaning


Reading –

• developing reading skills such as evaluation, prediction, inference and summarising

• articulating informed interpretations of meanings supported by textual reference.

• analyse methods used to convey ideas, including language, structure & form

• compare ideas, attitudes, methods and contexts in order to evaluate effectiveness

• relate different texts to their relevant social, historical and literary context

• identify and comment on the effect of writer’s methods

• know and identify a wide range of language and structure terminology

Writing –

• select appropriate words and phrases from a rich and wide vocabulary

• demonstrate control of spelling, punctuation and grammar

• utilise a variety of sentence structures with control

• organise cohesive whole texts, effectively sequencing and structuring details within texts

• produce texts that match the audience, purpose and register of different genres


• talk in purposeful and imaginative ways to explore ideas and feelings

• deliver ideas and views in a confident and clear way

• listen and respond to others, including in pairs and groups

• create and sustain different roles and scenarios

• understand the range and uses of spoken language


Year 8:


Reading -







Writing –







Reading –








Writing –














Reading -







Writing –







Reading –








Writing –












Foundation Stages in English – Assessment Criteria at KS3

AO1 Understanding and Inference

AO2 Language AO2 Structure AO3 Comparison of writers’ ideas & methods

AO4 Personal and Critical Response to Text

LIT Context and Writer’s Message

Beyond 5 - As below, but with insight, independence, flair and increasing sophistication.

5 Effective and Excelling

Successfully considers a range of writers’ ideas.

Able to give effective and valid explanations of implicit meanings and viewpoints independently.

Consistently embeds a range of appropriately chosen textual detail at all times.

Analyses and evaluates a range of writer’s language choices in depth, and can comment accurately on some advanced language.

Uses a wide range of subject terminology accurately, including some more challenging terms.

Considers author’s intentions in relative depth.

Analyses and evaluates the effects of a range of writers’ structural choices.

Uses more complex subject terminology accurately.

Considers author’s intentions in relative depth.

Makes clear and valid comparisons, evaluating some more challenging and inferential ideas.

Explanations are consistently detailed and apt, considering the author’s intentions in depth.

Evaluates the text clearly and in detail. Appreciates the effects of the writer’s methodology and can comment on challenging ideas, using adverbs skilfully.

Comments are firmly rooted in the text, interesting and inferential.

Explores the writer’s ideas and attitudes within the social, historical and cultural context of the text. Can consider the varied audiences and the author’s possible message.

Comments are well-argued, clear and valid.

4 Consistently enhancing

Beginning to successfully express an understanding of writers’ purpose and ideas.

Increasingly understands inferred meanings and can explain, but this can be inconsistent.

Begins to embed more relevant textual detail with increasing consistency.

Explains the effects of a writer’s language choices in detail, and attempts to analyse some more advanced language.

Uses a range of subject terminology with increasing accuracy.

Makes some valid comments about author’s intentions.

Explains the effects of a writer’s structural choices in some detail.

Uses subject terminology with increasing accuracy.

Makes some valid comments about author’s intentions.

Makes clear comparisons between texts, and identifies a few implicit ideas (but perhaps doesn’t explain them in as much depth as possible).

Explanations are relatively detailed and consistently valid. Begins to explore author’s intentions.

Makes evaluative comments about the text with an understanding of writer’s methodology. Can begin to discuss some more challenging ideas, using adverbs and verbs effectively.

Comments are often inferential and rooted in the text.

Explains the writer’s ideas and attitudes and connects these to different aspects of context, including how different readers / audiences might react.

Comments are detailed and well-explained, but some minor misconceptions might still be evident.

3 Competent and Secure

Developing understanding of writers’ purpose and ideas.

Able to attempt some inferences, but there may be errors in understanding.

Identifies and explains the effects of a writer’s techniques and language choices, but tends to comment on more obvious techniques.

Explains the effects of some of the writer’s structural choices.

Able to use some subject terminology about structure but not always accurately.

Identifies some similarities and/or differences between texts, but they’re mostly obvious. Possibly some implicit comments.

Makes some evaluative comments about the text with a growing awareness of the writer’s methodology, but still tends to comment on the more simple ideas. May begin to use adverb and

Beginning to identify writer’s ideas and attitudes in the text and links these to context.

Comments are more detailed,

More relevant textual detail chosen, but selects obvious, or scaffolded, choices.

Able to use some technical terminology but not always consistently.

Increasingly links to author’s intentions, but still generalises somewhat.

Increasingly links to author’s intentions, but still generalises somewhat.

Explanations are clear and mostly valid. Limited consideration of author’s intentions.

verbs when discussing author’s purpose.

Comments are more rooted in the text and explained well. May begin to infer.

with some generalisations and misconceptions still evident.

2 Developing and establishing

No obvious misconceptions.

Deals successfully with explicit elements of the text.

Limited use of textual detail or extended references to the text, not always relevant to the task.

Some ability to identify some basic language techniques and appropriate words but comments can be simple.

Attempts to use technical terminology, with a number of errors.

May attempt to discuss author’s intentions, but mostly generalises.

Discusses the sequence of a text in a more detailed manner, however any further comments are inaccurate or generalised.

May use some limited terminology but comments are mostly inaccurate.

May attempt to discuss author’s intentions, but mostly generalises.

Some straightforward links about similarities and/or differences between texts, using simple connectives.

Explanations more developed, but areas of misunderstanding evident. May focus on one text more than the other.

Offers a straightforward opinion about the text.

Comments are not always well explained, but are generally rooted in the text.

Shows familiarity with the writer’s ideas and text in context whether as a reader now or in the social, historical context.

Comments are slightly more detailed, but misconceptions are evident.

1 Emerging

Limited understanding of the text, with some significant misconceptions.

Deals purely with explicit, obvious meanings.

May be no textual detail, or inappropriately chosen reference to the text.

A selection of words and phrases may be identified, but any comments are simple or repeat the quotation.

Very limited, or no, use of the technical terminology. Numerous errors in identification.

May give inaccurate comments on the author’s intentions.

Can make basic comments on the sequence of the text, but in a very generalised manner.

No use of the terminology.

May give inaccurate comments on the author’s intentions.

Some ability to comment on texts but no analytical linking or cohesion evident.

Explanation minimal or unclear.

Makes very simple, overtly personal comment about the text.

Comments are unclear and not linked to the text.

Makes some generalised and very simple comments about the writer’s ideas and the text in context.

AO5 – Communication A06 – Organisation AO7 – Sentences and punctuation

AO8 – Vocabulary AO9 – Spelling (including homophones)

BFS5 Originality, independence, flair, sophistication

5 Effectively excelling

All communication is effective and engaging.

Reader is fully engaged and responds personally to the writing.

Matching tone / style to audience / purpose / task is embedded and contributes to the meaning.

Conscious crafting of paragraphs and whole text.

Advanced discourse markers to subtly guide the reader effectively and are used to complement the text’s purpose.

Wide range of sentence structures are crafted to heighten reading and emotional impact.

Wide range of punctuation chosen for effect.

All word choices combine to create a fluent and increasingly engaging tone.

Phrasing is ambitious, and crafted effectively on a number of occasions.

Devices are crafted and appropriately embedded throughout.

Very rare spelling errors of even more complex words.

4 Consistently enhancing

The communication is clear and effective.

Reader is engaged.

Matching tone / style to audience / purpose / task is embedded.

Paragraphs are increasingly used for effect. Whole text is well structured.

A variety of more advancing discourse markers are deployed correctly and they create an appropriate effect.

Conscious use of a range of sentence structures and forms.

Fewer errors with advanced punctuation.

All word choices combine to create a successful, deliberate tone.

Vocabulary is often ambitious and more successful in complementing the tone.

Devices are embedded throughout and add to the overall effect.

Spelling errors do not impact meaning and mistakes are few.

3 Competent and secure

The whole piece communicates ideas clearly and tense is secure.

Increasing moments of engagement for the reader.

There is evidence that matching tone / style to audience / purpose / task was considered throughout the piece.

Paragraphs are used accurately. Structuring of whole piece is accurate.

A variety of discourse markers are starting to be deployed (however, on the other hand, despite)

Use of simple, compound and complex sentences.

Fronted adverbials and fronted verbs used mostly accurately

Commas starting to be used in subordinate clauses – mostly accurately.

Beginning to use a wider range of punctuation.

All word choices are relevant to tone.

Students have begun to experiment with ambitious vocabulary.

Clear basic devices. Attempts at more complex ones.

Attempting to spell more ambitious words correctly. Some errors.

2 Developing and establishing

Most communication is clear.

Rare moments of engagement for the reader.

Attempts at matching tone / style to audience / purpose / task are more obvious.

Text is in a logical order.

Paragraphs are used but not always accurately.

Appropriate time connectives (and, then, firstly, secondly...)

Use of simple and compound sentences.

Basic punctuation is used correctly. Comma splicing evident.

Some errors with more complex punctuation.

Most word choices are relevant to tone.

Some evidence of conscious, but simple, word selection.

Occasional use of devices. They are basic and may not be clear.

Some errors with more complex spelling patterns.

1 Emerging

Some of their writing communicates ideas clearly but there can be confusion.

Reader is not engaged.

There are attempts at matching tone and style to the audience, purpose and task.

Text is in a logical order.

An inconsistent / limited use of paragraphs.

All sentences are simple. Some compound.

Basic punctuation is used correctly most of the time (capitals, full stops)

Some word choices are relevant to tone.

Word choices are simple.

May attempt simple language devices.

Evidence of phonetic spelling.



subjects.



ATTITUDES














HABITS

Prepared to learn















Curriculum and

Assessment in Geography

at KS3

Curriculum Statement: Geography

The world as we know it is not ‘given’ and it can and it will change.

- Lambert et al.

Powerful Knowledge in Geography

Geography is a sprawling, hybrid discipline that spans both the natural and social sciences. Powerful knowledge in geography:

• Provides students with new ways of thinking about the world using ‘big ideas’ such as Place, Space and Interconnection.

• Provides students with powerful ways of analyzing, explaining and understanding the

world.

• Gives students power over their own knowledge- students need to know about the discipline and how knowledge has been developed and tested.

• Enables students to follow and participate in debates in significant local, national and global

issues.

• Takes students beyond their own experience. This knowledge of the world contributes

strongly to students’ general knowledge.

Curriculum features

Geography education within the Laurus Trust aims to equip students with the knowledge and skills to be successful global citizens. Our curriculum is not about students leaving with a long list of facts about the world; we want our students to appreciate the ever-evolving nature of Geography as an academic discipline. Through our sequences of learning experiences, students will steadily work out how the world works and how it can and will change in the future. Students will learn about places that are outside of their own experience, they will develop their understanding of the world’s diversity of environments, peoples, cultures and economies. Students will develop a global ‘open-mindedness’ so that they can challenge stereotypes and understand the fluidity of key ideas and concepts. In their lessons, students will view the world objectively and go beyond their everyday experience. Students will be encouraged to develop a deep and descriptive conceptual world knowledge that enables them to explain relationships in both the natural and human realms. Students will then utilize the knowledge and be equipped with the tools to think through alternative social, economic and environmental futures for a range of places.


In addition to lessons, students have several opportunities to develop their geographical understanding outside the classroom. Fieldwork promotes geographical knowledge and understanding by bridging the divide between the classroom and the real world. Students will have the opportunity to visit places such as Lyme Park, The Peak District, Salford Quays and Iceland. Students are also encouraged to partake in additional activities outside of their lessons- this may include taught sessions on geo-literacy, attending drop in sessions for extra support or looking at the accuracy of geography in film and television.

Geography Curriculum at KS3 – An Overview

The Geography Department at Laurus Ryecroft aims to ensure that all students:

• 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.

• know, apply and understand the matters, skills and processes that are used to make sense of the world around them.

• are prepared for GCSE, A Level and further study of Geography.

• develop a love and understanding of Geography.

In Year 7 students will be extending their locational knowledge and deepening their spatial awareness

of the world’s regions. We will be studying key aspects of physical and human geographies in order to

learn about distinctive landscapes and how places differ around the world. Students will develop

geographical skills such as reading maps across a range of scales, interpreting photographs and

analysing data to identify geographical patterns and processes.

In Year 8 students will study a wide variety of physical and human topics with an overriding outlook

upon UK related concepts and themes. Key topics will include settlement; migration; river and glacial

landscapes; and UK economic activity. The students will build on their conceptual understanding

throughout the year. We will discuss concepts such as sustainability, culture, space, place, scale (both

national and global) and develop graphical, statistical and cartographic skills.

In Year 9 students will, once again, study a wide variety of physical and human topics with an

overriding synoptic outlook. These topics include tectonic and atmospheric hazards; development;

ecosystems; and resource management. The students will use a variety of skills throughout the year

and concepts such as diversity, inequality, interdependence and time will be discussed in more depth.

KASH Reporting Criteria in Geography: Knowledge and Skills at KS3

Year 7:


• Map skills e.g latitude, longitude, OS map related skills

• Europe

• Africa

• North America

• South America

• Asia

• Oceania

In addition to:

• processes that shape physical and human landscapes

• geographical issues affecting different parts of the world


• using scale both locally and globally

• using grid references

• their understanding of space and how this relates to other areas of geography

• students will develop their enquiry skills through local fieldwork

• locating countries in an atlas

• understanding maps of different scales and using ICT to word process and include images

• recording and interpreting data using tables and graphs

• reading and analysing geographical information held in maps

• using photographs to describe places

• geographical vocabulary to enhance written work


Year 8:

Students will develop their knowledge of a wide range of human and physical geography including:

• The world’s ecosystems including deserts, savannah and rainforests.

• Settlement (functions and hierarchies, urban land use in a AC and LIDC settlement)

• The Middle East (human/physical landscapes, contemporary issues in The Middle East)

• African (human/physical landscapes, an African country study, poverty in Africa)

• Rivers

• Economic activity


• The understanding and application of scale both nationally and globally • Addressing common

misconceptions of places • Using scale both locally and globally.

• Students will develop their enquiry skills through local fieldwork.

• Locating countries in an atlas

• Understanding maps of different scales and using ICT to word process and include images.

• Recording and interpreting data using tables and graphs.

• Reading and analysing geographical information held in maps

• Using photographs to describe places

• Geographical vocabulary to enhance written work

• Becoming increasingly aware of the interactions between physical and human which are linked to

natural events

• Exploring different cultures in a social, economic and political sense


Year 9:


• Dangerous world: physical

• Dangerous world: human

• Development geography including poverty, disease and uneven development

• China and Russia: two emerging and developing countries

• Coastal landscapes

• Population


• using different sources to find and interpret geographical information

• starting to use more complex statistical skills to analyse data

• describing places around the world

• suggesting and using appropriate fieldwork techniques

• exploring issues across a range of scales

• explaining geographical patterns and processes

• embedding the use of examples in their written work

• linking topics and ideas together in a synoptic manner

• using geographical vocabulary to enhance written work

Foundation Stages in Geography – Assessment Criteria at KS3

AO1 - Demonstrate knowledge of locations, places, processes,

environments and different scales.

AO2 - Demonstrate geographical understanding

of concepts and how they are used in relation to places,

environments and processes, and the inter-relationships

between places, environments and processes.

AO3 - Apply knowledge and understanding to interpret,

analyse and evaluate geographical information and

issues and to make judgements.

AO4 - Select, adapt and use a variety of skills and techniques to investigate questions and issues

and communicate findings.

BFS

To demonstrate a detailed and extensive factual knowledge about

the places we are studying.

To detail, analyse and evaluate geographical features and

processes. As well as to detail, analyse and evaluate how

places are linked in geography.

To analyse and evaluate information about the places we

are studying. I can now do the following: evaluate, create,

hypothesise, assess, construct, imagine and devise.

To choose and justify the choice of geographical skills and evaluate their

effectiveness. Students clearly understand cartographic and OS

map skills and use these to interpret patterns. Students have good

graphical skills and can draw and interpret data on sophisticated

graphs e.g. choropleth and flow line maps. Students use numerical and

statistical skills to interpret data sets, highlighting trends and

anomalous values.

FS5 To demonstrate a detailed and factual knowledge about the places

we are studying

To show a highly detailed, evidenced geographical

understanding of geographical features and processes and to

show a highly detailed, evidenced understanding of

how places are linked in geography.

To write detailed explanations that show I know and understand

information about the places we are studying. I can now do the

following: judge, prioritise, reflect, justify, recommend and

summarise.

To choose from a wide range of geographical skills and apply them with precision. Students use more sophisticated statistical skills e.g. percentage change or cumulative frequency as a means of analysing

data.

FS4 To demonstrate a broad factual knowledge about the places we are

studying

To show detailed, evidenced geographical understanding of

geographical features and processes and to show a

detailed, evidenced understanding of how places

are linked in geography.

To write detailed descriptions and clear explanations that show I

know and understand information about the

places we are studying. I can now do the following: discuss, analyse, categorise, distinguish, compare,

contrast and identify.

To use a wide range of geographical skills and apply them effectively.

Students have an improved knowledge of how numerical and

statistical skills can be used to describe and analyse geographical

data. Students are more independent and self-sufficient with

their skills.

FS3 To demonstrate a sound factual knowledge about the places we are

studying.

To show detailed geographical understanding of geographical features and processes and to show a detailed understanding

of how places are linked in geography.

To write detailed descriptions and simple explanations that show I

know and understand information about the places we are studying. I can now do the following: explain,

decide, examine, and relate.

To use a range of geographical skills effectively including a working

understanding of OS map skills such as 6 figure grid references; a broader

range of graphical techniques, including multiple line graphs; as well as greater usage of simplistic statistical and numerical skills (e.g mode, median) with an increasing

attempt to understand trends reflected in the data set.

FS2 To demonstrate an adequate factual knowledge about the places

we are studying.

To show I have a clear geographical understanding of

geographical features and processes and to show a clear understanding of how places


To write clear descriptions that show I know and understand


following: describe, select, outline, match and recognise.

To use a range of basic geographical skills including an increasing working knowledge of OS map skills and an

understanding of data through statistical skills e.g. mean.

FS1 To demonstrate a basic knowledge about the places we are studying.

To show a basic geographical understanding of geographical features and processes and to show a basic understanding of


To write simple descriptions that show and understand basic

information about the places we are studying. I can do the

following: name, state, list, label and tell.

To use a small range of basic geographical skills.



subjects.



ATTITUDES














HABITS

Prepared to learn















Curriculum and

Assessment in Languages

at KS3

Curriculum Statement: Languages

Without language, one cannot talk to people and understand them; one cannot share their hopes and aspirations,

grasp their history, appreciate their poetry or savour their songs.

- Nelson Mandela

Powerful Knowledge in Languages

Modern and Ancient languages provide a way of transcending cultural barriers, allowing students to see their world from a different viewpoint. It prompts them to question what is “normal” and provides them with the ability to embrace the fact that the world is a rich and diverse place filled with different customs, perspectives, history, arts, literature and ways of communicating. It also affords students the chance to understand the codes which exist behind languages and how these might interplay, or be at odds with English. They will be able to recognise that rules and patterns exist throughout languages and that these may well be influenced by the impact of culture. Students can start to build a more powerful understanding of their own language through questioning how we put together words, sentences and text. One particularly powerful skill which is developed in language learning is the ability to speak and think simultaneously. Students are challenged to respond without preparation in discussions in class and this leads to them forming strong oracy skills.

Curriculum features

Speak First – Students are learning how to communicate in another language and this begins with speech. Students will build up a level of confidence which allows them to respond naturally to each other and their teacher, being comfortable using the taught language, aiming to achieve excellent pronunciation. Creative Contexts – We want students to learn a language through a range of compelling contexts which will take them beyond their previous experiences or engage them through creative themes. Topics such as Fairy Tales, The Rainforest, Artists, Architects and Writers, Festivals, Mysteries and Film amongst others. Scaffolding the Learning – Language does not exist in isolation. Students must understand how language is built, and connected together, and the foundations they do this on must be firm. The curriculum in languages has been carefully devised so that grammar is sequenced according to prior learning so that students are given the ability to master key concepts at every stage of their journey.


It is vital that students have the opportunity to experience as many of the different sides to learning a language as possible. In order to support this, we offer a range of enrichment opportunities both within and outside of lessons. These include poetry competitions, opportunities to explore festivals and traditions in other countries, language taster sessions in new languages, visits abroad to the countries where the taught languages are spoken, visiting speakers from universities and the opportunity to mentor and teach younger students.

Languages Curriculum at KS3 – An Overview

In Year 7, students focus on developing speaking and listening skills in Spanish through the contexts

of life as an alien, festivals, theme parks and the rainforest, then gradually begin to develop reading

and writing skills as they progress through the year.

There is a focus on identifying, and building on, patterns of language upon which they will base future

learning. Students learn how to express opinions and give details, as well as using and understanding

past, present and future tenses.

In Year 8, students systematically cover the key grammar areas in Spanish over the course of the year

and start to cover GCSE content through creative contexts such as art, culture, famous landmarks,

technology and countries in the Spanish speaking world. Students consolidate and build on structures

learned in Year 7 to express opinions and ideas in a more sophisticated way.

In Year 9, students build on the grammar covered in Year 8 and continue to develop their Speaking,

Listening, Reading and Writing skills through key GCSE contexts such as the environment, social

issues, work and schools through the discovery of literature and film. Much emphasis is placed on

developing essential skills required for the GCSE exam, such as translation of prose and writing

extended answers in the foreign language to unprepared questions.

KASH Reporting Criteria in Languages: Knowledge and Skills at KS3

Year 7:


• understanding that nouns have a gender

• understanding the difference between the different words used to say

‘a/the/some’

• different verb forms for regular verbs in the present tense

• different verb forms for irregular verbs in the present tense

• verbs in the past, present and future tenses

• understanding how adjectives work

• understanding and using a variety of vocabulary to add detail to a range of topics


• holding a short conversation with some spontaneity

• speaking with generally accurate pronunciation and intonation

• asking questions for communicative purposes

• giving opinions in different ways with reasons

• writing with extended sentences using connectives

• writing with correct punctuation and capital letters

• using vocabulary books and/or a dictionary to check spellings and find words

• checking work for mistakes in spelling and meaning

• writing paragraphs which include more complex language

• identifying cognates and key words to understand unfamiliar language

• understanding simple poetry and stories which stimulate their imagination

• transcribing words and short sentences which they hear with increasing accuracy

• translating sentences between English and the target language


Year 8:


• How to build on basic grammar and vocabulary from Year 7 as appropriate to ensure progress

• Using a wide range of verb forms

• Using verb forms in past, present and future tenses with confidence

• Using time markers to express different time frames

• Understanding adjective agreement and the importance of this on accuracy

• Using a broad range of relevant vocabulary from the GCSE specification to express ideas in creative ways

• Manipulating grammar to express their own ideas


• checking work systematically for errors

• reviewing work and correcting errors regularly (study skills)

• speaking for longer with increasing spontaneity

• developing opinions using a range of structures

• using language creatively to express their own ideas

• understanding the gist of more complicated passages

• independently using a dictionary and/or vocab book as reference for support and to deepen vocabulary

• understanding and appreciating a range of literary texts such as poems, stories and songs, which stimulate

ideas and opinions

• translating short texts between English and the target language

• Structuring extended pieces of writing, responding to pre-prepared stimuli


Year 9:


• How to review and improve on basic grammar and vocabulary from Year 7/8 as appropriate to ensure progress

• Using a wide range of regular and irregular verb forms

• Using verb forms in past, present and future tenses without prompting

• Using time markers to express different time frames

• Using adjective agreement confidently in different contexts

• Using a wide range of topic specific vocabulary from the GCSE specification to express ideas in creative ways

• Manipulating more complex grammar to express ideas in a more sophisticated style


• redrafting their work to improve accuracy

• holding longer conversations and reacting spontaneously to questioning

• developing their ideas and points of view using a wide range of structures

• independently using a dictionary/or vocab book to deepen vocabulary and as reference material

• understanding and appreciating a range of literary texts such as poems, stories and songs, which stimulate

ideas and opinions

• translating longer texts between English and the target language in a variety of contexts and understanding

the skill of translation

• Structuring extended pieces of writing, responding to unseen stimuli

• Reading and listening for both gist and detail in increasingly lengthy passages of text / spoken language

Foundation Stages in Languages – Assessment Criteria at KS3

Speaking:

In Languages, students will develop higher levels of independence as they move through the Foundation Stages. As

they progress, their speaking will demonstrate a greater understanding of grammar and an ability to respond to a

range of questions spontaneously.

Foundation Stage 1: Speaking

When I am speaking with my teacher, in pair work or in front of the class:

I can give clear one word answers or short sentences but my pronunciation is not always good.

I sometimes hesitate and I ask for help with understanding questions.

I can answer most simple questions when my teacher prompts me with a starter phrase.

I repeat the same types of structures and phrases to answer questions.

I give opinions using a few phrases that I know.

I have a limited range of vocabulary and I often repeat the same adjectives and phrases.

What I want to say is usually clear if I am speaking about something I have just learnt or practised.

I am able to say a few things about what I am learning about currently.

I am able to remember a question which I could use in class.



I can communicate quite clearly and my pronunciation is usually good.

I sometimes hesitate and I ask for help with understanding questions.

I can answer most simple questions when I know what I’m being asked.


I give opinions using a few phrases that I know.

I use a limited range of vocabulary and I often repeat the same adjectives and phrases.

What I want to say is usually clear if I am speaking about something I have just learnt or practised.

I may try to talk about the past, the present or the future but I still struggle to make my verbs match the tense that I

want to talk in.

I am able to talk about a few different topics and I can remember vocabulary from past topics.

I am able to remember a few different questions that I could use to ask my friend an opinion or to ask my teacher for

something.



I can communicate quite clearly in full sentences and my pronunciation is usually good.

I sometimes hesitate and I occasionally ask for help with understanding questions.

I can answer almost all questions when I know what I’m being asked.


I give opinions using a few phrases that I know and I sometimes give a reason for my opinion.

I use a variety of vocabulary but I often repeat the same adjectives.

People can usually understand me although occasionally what I want to say is unclear if I’m speaking about a topic I’m

not learning at the moment.

I may try to talk about the past, the present or the future but I sometimes still struggle to make my verbs match the

tense that I want to talk in.

I am able to talk about a few different topics and I can remember vocabulary from past topics.

I am able to create simple questions of my own for both my teacher and my friends although I don’t yet understand the

difference between formal and informal language.



I can communicate clearly and my pronunciation is good.

I sometimes hesitate and occasionally I get stuck on what a question means but I tend to work this out on my own.

I can answer almost all questions I am asked.


I regularly give opinions using lots of familiar phrases and I sometimes give reasons for my opinions.

I use a variety of different vocabulary.

I sometimes try to use some more complex structures but I often make mistakes with these.

I am quite accurate when I speak although what I want to say is sometimes a bit unclear.

I try to talk about the past, the present and the future on different topics that I have covered.

I am able to talk about a variety of different topics and I can switch between topics of conversation with prompts from

my teacher.

I am able to create simple questions of my own for both my teacher and my friends although I don’t yet understand the

difference between formal and informal language.



I can communicate clearly and my pronunciation is good.

I sometimes hesitate but I can answer all questions my teacher or friend asks me.

I can answer questions giving all of the information required.

I am sometimes spontaneous although I often repeat the same structures and phrases.

I regularly give opinions using lots of familiar phrases and I normally give reasons for my opinions.

I use a variety of different vocabulary.

I try to use some more complex structures to show more advanced language.

I am very accurate when I speak, although I sometimes make mistakes when attempting more complex structures.

I can talk about the past, the present and the future on any topic I have covered.

I am able to talk about a variety of different topics and I can switch between topics of conversation easily.

I am able to create questions of my own for both my teacher and my friends and I understand that I need to use more

formal language with my teacher or another adult.

Writing:

In Languages, students will develop higher levels of independence as they move through the Foundation Stages. As

they progress, their writing will demonstrate a greater understanding of grammar and range of language.

Foundation Stage 1: Writing

When I am writing:

I can communicate some messages in short simple sentences.

I sometimes use capital letters correctly.

I often rely on repeating the same structures and phrases.

I give simple opinions using phrases that I know.

I have a limited range of vocabulary and I often repeat the same adjectives and phrases.

I can write about what I am learning currently.

I make mistakes which can make the meaning unclear.


When I am writing:

I can communicate some of the information required in simple sentences.

I mostly use capital letters correctly.

I often use the same structures and phrases.

I use some different vocabulary but I often repeat the same adjectives.

I give simple opinions.

I can give simple reasons for my opinions.

I attempt more than one tense (past, present or future) although sometimes I get it wrong

I often make mistakes with verbs and tenses but the message is generally clear.

My work is more accurate than inaccurate.


When I am writing:

I can communicate quite a lot of the information required in full sentences.

I always use capital letters correctly

I don’t always rely on the same structures and phrases.

I give opinions.

I give reasons for my opinions.

I use a variety of vocabulary including different adjectives.

I attempt to write about the present and the past or future using time markers even though I make mistakes.

My work is more accurate than inaccurate and my verbs are mostly secure.


When I am writing independently:

I can clearly communicate most of the information required, sometimes using longer sentences.

I attempt complex structures

I give opinions using different opinion phrases

I often give reasons for my opinions.

I use a good variety of vocabulary including different adjectives.

I attempt to write about the present and the past or future using time markers even though I sometimes make little

mistakes.

My writing is mostly accurate, despite a few mistakes when I attempt more complex structures.

I am aware of formal and informal language and of different types of text for different purposes.


When I am writing independently:

I can clearly communicate my ideas using full sentences and short paragraphs.

I understand what I need to write about, even when questions are given in the Target Language.

I can answer questions giving all of the information required.

I sometimes repeat the same structures and phrases but I use a variety of vocabulary.

I regularly give opinions using lots of familiar phrases and I normally give reasons for my opinions.

I try to use some more complex structures to show more advanced language, even though I sometimes make little

mistakes.

My grammar is very accurate so my verbs and agreements are almost always correct.

I occasionally make small mistakes with spelling and accents but these don’t affect how clearly you can read my work.

I can write about events in the past, the present and the future using time markers and only occasionally make

mistakes with my verbs.

I can write different types of texts for different purposes and I know when and how to use formal and informal

language.



subjects.



ATTITUDES














HABITS

Prepared to learn















Curriculum and

Assessment in

Mathematics at KS3

Curriculum Statement: Mathematics

Mathematics is not about numbers, equations, computations or algorithms: it is about understanding.

- William Paul Thurston

Powerful Knowledge in Mathematics

Our curriculum aims to empower students to develop and apply problem solving skills focusing predominantly on the powerful and overarching mathematical components: proportional reasoning, geometrical reasoning and graphical representations. Our aim is to encourage students to develop mathematical behaviour and as such our curriculum encourages students to develop deeper understanding to make links across curriculum areas and foster a mastery approach.

Curriculum features

At all levels, students are provided with opportunities to behave mathematically. The emphasis is on empowering students to notice, make connections, explain, justify, conjecture, prove. We adopt a Mastery approach with one set of mathematical concepts and big ideas for all. We encourage students to deploy particular models to support their development (ratio tables, area model, graphing) as well as draw a pictorial representation to make sense of a given situation. Challenge is provided through depth rather than acceleration. These beliefs are in line with the current National College of Excellence in Teaching Mathematics drive on Mastery.


Students will be offered a wide variety of opportunities and experiences that widen their appreciation of mathematics and the world around it. These will include:

• Developing an appreciation of some aspects of finance and more creative mathematics • “Maths society community” leading to taking part in national competitions such as the UK Mathematics

Individual Challenge and Team challenges

• Code breaking with opportunities to visit Bletchley Park • Origami • Maths in different cultures • Opportunities to further explore mathematical ideas with key exponents in the mathematics

community

• Students will be encouraged to read extracts around mathematics

Maths Curriculum at KS3 – An Overview

Year 7 Year 8 Year 9

Module 1 Directed Numbers Multiplication and Division – Area Model Factors, Multiples, Prime Numbers, Divisibility

Module 1 Powers and number system structure

Module 1 Surds

Module 2 Ratio table and area Model for multiplication Fractions, all balance of imagery and tool. Intro ratio table for fractions of amounts

Module 2 Percentages and ratio Pie Charts

Module 2 Conversions of currency. Stratified sampling Compound interest and depreciation

Module 3 Problem solving involving area and perimeter

Module 3 Pythagoras’ theorem, area and circumference of circle

Module 3 Circles and Pythagoras in context

Module 4 Sequences and describing relationships

Module 4 Sequences – building up a structure expand and factorise double brackets

Module 4 Solving linear equations and inequalities. Quadratic sequences

Module 5 Co-ordinates and interpretation of graphs Linear & Real Life Graphs

Module 5 Solving equations graphically, including linear, quadratic and simultaneous

Module 5 Regions of inequalities and simultaneous equations – combination table and graph

Module 9 Construction – accurate drawing, observation and use of language

Module 6 and 7 Collecting, analysing and comparing data collecting, analysing and comparing grouped data

Module 9 Introduction to trigonometry and construction of loci.

Module 10 Symmetry, Reflective and rotational. Tessellation. Reflection.

Module 9 Generalising – Beginnings of formal Proof

Module 8 Probability Listing outcomes Relative Frequency Tree diagrams

Module 10 Translation, including an introduction to vector notation, and rotation Enlargement, including positive, negative and fractional. year 8 and 9 content

KASH Reporting Criteria in Maths: Knowledge and Skills at KS3

Year 7:


• interpreting ratio tables and use these as tools to solve numerical problems

• using additive and multiplicative strategies (the multiplier is an integer value)

• using and applying ratio tables in the context of division and multiplication

• making appropriate use of number lines to represent and solve numerical problems including comparing

measurements

• using the area model for long multiplication of integers and decimal numbers

• using ‘reallotting’ strategies to solve area problems of compound shapes


• describing given diagrams, identifying key features. Where appropriate students make sense of a given

situation by drawing diagrams

• identifying similarities and differences in situations presented and using these to provide examples of their

own of a similar nature. Students are able to provide examples of, as well as, counter examples

• offering suggestions and beginning to ask ‘what if’ questions considering the affects that changing one

aspect has on the rest of the situation. Students provide explanations for their reasoning

• beginning to consider if mathematical statements are sometimes/always/never true

• describing and interpreting graphs and given a context provide meaning

• accepting that being stuck is a vital aspect of mathematical development and beginning to simplify a given

problem to attempt to make progress

• using mathematical language appropriately


Year 8:


• being able to interpret ratio tables and using these as tools to solve numerical problems

• using appropriate calculations including unitary method and begin to consider decimal and fractional

multipliers

• using the number line effectively to order numbers written in different formats as well as to solve equations with unknown on both sides

• using the area model to expand single and double brackets and begin to reverse this process (leading to

factorising)

• using a combination of strategies to calculate the area of more complex shapes


• building on the noticing skills developed, they make and test conjectures. Students successfully justify their

conjectures and refine these with contributions from others

• regularly questioning peers’ contributions to the development of mathematical ideas

• being able to compare graphs and representations. Students use information given in graphical form to drive new information. Students appreciate links in graphical representation and are able to reverse

problems (start with any aspect to complete others)

• considering what makes a given problem more demanding as well as how it can be simplified


Year 9:


• using ratio tables to solve problems with fluency. They select appropriate strategies considering efficiency when using a calculator and when this is not allowed. They can use multiplication and division by decimals

and fractions with relative ease

• using the number line efficiently to order numbers written in different formats including index form,

standard form and surd form. They use combination tables when solving linear simultaneous equations

• developing effective strategies to solve equations with unknown on both sides including those involving

subtraction and fractional values of 𝑥

• using the area model effectively to factorise and expand single and double brackets

• using a combination of strategies to calculate area and surface area of complex shapes


• appreciating that being stuck is a necessary step to learning mathematics and are developing strategies to

make progress in these situations. They are able to simplify multi-step problems and appreciate the

importance of identifying what they can work out in order to make some progress with a given task

• developing noticing and justification skills to actively make links in areas of mathematics and where

appropriate outside the subject. They have an inquisitive approach to mathematics and are not satisfied with

reaching a solution. They regularly ask themselves questions like ‘how can the problem made easier/harder’,

‘what changes if we change …’, what happens if …’, ‘is this always/sometimes/never true’

• appreciating links in graphical representation and are able to reverse problems (start with any aspect to

complete others) – in particular looking at the graph of quadratics

• using mathematical language appropriately

• beginning to distinguish between examples and mathematical proof

• using construction equipment with relative ease

Foundation Stages in Maths – Assessment Criteria at KS3

Using and applying

Pre Foundation Stage Students use mathematics as an integral part of classroom activities. They represent their work with objects or pictures and discuss it. They recognise and use a simple pattern or relationship. Students select the mathematics they use in some classroom activities. They discuss their work using mathematical language and are beginning to represent it using symbols and simple diagrams. They explain why an answer is correct. Foundation Stage 1 Students try different approaches and find ways of overcoming difficulties that arise when they are solving problems. They are beginning to organise their work and check results. Students discuss their mathematical work and are beginning to explain their thinking. They use and interpret mathematical symbols and diagrams. Students show that they understand a general statement by finding particular examples that match it. Foundation Stage 2 Students develop their own strategies for solving problems and use these strategies both in working within mathematics and in applying mathematics to practical contexts. When solving problems, with or without ICT, they check their results are reasonable by considering the context. They look for patterns and relationships, presenting information and results in a clear and organised way, using ICT appropriately. They search for a solution by trying out ideas of their own. Foundation Stage 3 In order to explore mathematical situations, carry out tasks or tackle problems, students identify the mathematical aspects and obtain necessary information. They calculate accurately, using ICT where appropriate. They check their working and results, considering whether these are sensible. They show understanding of situations by describing them mathematically using symbols, words and diagrams. They draw simple conclusions of their own and explain their reasoning.

Foundation Stage 4 Students carry out substantial tasks and solve quite complex problems by independently and systematically breaking them down into smaller, more

manageable tasks. They interpret, discuss and synthesise information presented in a variety of mathematical forms, relating findings to the original context. Their written and

spoken language explains and informs their use of diagrams. They begin to give mathematical justifications, making connections between the current situation and situations

they have encountered before.

Foundation Stage 5 Starting from problems or contexts that have been presented to them, students explore the effects of varying values and look for invariance in models

and representations, working with and without ICT. They progressively refine or extend the mathematics used, giving reasons for their choice of mathematical presentation

and explaining features they have selected. They justify their generalisations, arguments or solutions, looking for equivalence to different problems with similar structures.

They appreciate the difference between mathematical explanation and experimental evidence. Students develop and follow alternative approaches. They compare and

evaluate representations of a situation, introducing and using a range of mathematical techniques. They reflect on their own lines of enquiry when exploring mathematical

tasks. They communicate mathematical or statistical meaning to different audiences through precise and consistent use of symbols that is sustained throughout the work.

Beyond Foundation Stage Students critically examine the strategies adopted when investigating within mathematics itself or when using mathematics to analyse tasks. They

examine generalisations or solutions reached in an activity and make further progress in the activity as a result. They comment constructively on the reasoning and logic, the

process employed and the results obtained. They explain why different strategies were used, considering the elegance and efficiency of alternative lines of enquiry or

procedures. They apply the mathematics they know in a wide range of familiar and unfamiliar contexts. They use mathematical language and symbols effectively in presenting

a convincing, reasoned argument. Their reports include mathematical justifications, distinguishing between evidence and proof and explaining their solutions to problems

involving a number of features or variables.

Number and algebra

Pre Foundation Stage Students count, order, combine, increase and decrease quantities when solving problems in practical contexts. They read and write the numbers involved. Students count sets of objects reliably, and use mental recall of addition and subtraction facts to 10. They begin to understand the place value of each digit in a number and use this to order numbers up to 100. They choose the appropriate operation when solving addition and subtraction problems. They use the knowledge that subtraction is the inverse of addition. They use mental calculation strategies to solve number problems involving money and measures. They recognise sequences of numbers, including odd and even numbers. Foundation Stage 1 Students show understanding of place value in numbers up to 1000 and use this to make approximations. They begin to use decimal notation, in the context of measures and money, and to recognise negative numbers in practical contexts such as temperature. Students use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers. They add and subtract numbers with two digits mentally and numbers with three digits using written methods. They use mental recall of the 2, 3, 4, 5 and 10 multiplication tables and derive the associated division facts. They solve whole-number problems involving multiplication or division including those that give rise to remainders. They use simple fractions that are several parts of a whole and recognise when two simple fractions are equivalent. Students use their understanding of place value to mentally multiply and divide whole numbers by 10 or 100. When solving number problems, they use a range of mental methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10.

Foundation Stage 2 When solving number problems, they use a range of mental methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10 and quick derivation of corresponding division facts. They select efficient strategies for addition, subtraction, multiplication and division. They recognise approximate proportions of a whole and use simple formulae expressed in words. Students use their understanding of place value to multiply and divide whole numbers and decimals. They order, add and subtract negative numbers in context. They use and interpret coordinates in all four quadrants. Foundation Stage 3 Students use all four operations with decimals to two places. They solve simple problems involving ratio and direct proportion. They calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate. They construct, express in symbolic form and use simple formulae involving one or two operations. They use brackets appropriately. Students order and approximate decimals when solving numerical problems. They evaluate one number as a fraction or percentage of another. They find and describe in words the rule for the next term or nth term of a sequence where the rule is linear. Foundation Stage 4 Students order and approximate decimals when solving numerical problems and equations, using trial and improvement methods. They understand and use the equivalences between fractions, decimals and percentages, and calculate using ratios in appropriate situations. They add and subtract fractions by writing them with a common denominator. They formulate and solve linear equations with whole-number coefficients. They represent mappings expressed algebraically, and use Cartesian coordinates for graphical representation interpreting general features. When making estimates, students round to one significant figure and multiply and divide mentally. They solve numerical problems involving multiplication and division with numbers of any size, using a calculator efficiently and appropriately. Foundation Stage 5 Students understand the effects of multiplying and dividing by numbers between 0 and 1. They understand and use proportional changes, calculating the result of any proportional change using only multiplicative methods. They find and describe in symbols the next term or nth term of a sequence where the rule is quadratic. They use algebraic and graphical methods to solve simultaneous linear equations in two variables. Students solve problems that involve calculating with powers, roots and numbers expressed in standard form. They manipulate algebraic formulae, equations and expressions, finding common factors and multiplying two linear expressions. They sketch and interpret graphs of linear and quadratic.

Students choose to use fractions or percentages to solve problems involving repeated proportional changes or the calculation of the original quantity given the result of a proportional change. They evaluate algebraic formulae or calculate one variable, given the others, substituting fractions, decimals and negative numbers. They solve inequalities in two variables. They sketch and interpret graphs of cubic and reciprocal functions, and graphs that model real situations. They solve simultaneous equations in two variables where both equations are linear. They solve problems using intersections and gradients of graphs.

Beyond Foundation Stage Students understand and use rational and irrational numbers. They determine the bounds of intervals. They understand and use direct and

inverse proportion. In simplifying algebraic expressions, they use rules of indices for negative and fractional values. In finding formulae that approximately connect data, they

express general laws in symbolic form. They solve simultaneous equations in two variables where one equation is linear and the other is quadratic.

Shape and Space

Pre Foundation Stage When working with 2-D and 3-D shapes, students use mathematical language to describe properties and positions. They measure and order objects using direct comparison, and order events. Students use mathematical names for common 3-D and 2-D shapes and describe their properties, including numbers of faces, edges and vertices. They distinguish between straight and turning movements, recognise angle as a measurement of turn, and right angles in turns. They begin to use everyday non-standard and standard units to measure length and mass.

Foundation Stage 1 Students classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry for 2-D shapes. They use non-standard units, standard metric units of length including finding perimeters, capacity and mass, and standard units of time, in a range of contexts. They reflect simple shapes in a mirror line. They choose and use appropriate units and tools, interpreting, with appropriate accuracy, numbers on a range of measuring instruments.

Foundation Stage 2 Students use and make geometric 2-D and 3-D patterns, scale drawings and models in practical contexts. They find areas of simple shapes. They identify all the symmetries of 2-D shapes. They make sensible estimates of a range of measures in relation to everyday situations.

Foundation Stage 3 When constructing models and drawing or using shapes, students measure and draw angles to the nearest degree and use language associated with angles. They know the angle sum of a triangle and that of angles at a point. They convert one metric unit to another. They understand and use the formula for the area of a rectangle. Students recognise and use common 2-D representations of 3-D objects. They know and use the properties of quadrilaterals. They devise instructions for a computer to generate and transform shapes and paths. . They understand and use appropriate formulae for areas of plane rectilinear figures and volumes of cuboids when solving problems.

Foundation Stage 4 They solve problems using angle and symmetry, properties of polygons and angle properties of intersecting and parallel lines, and explain these properties. They devise instructions for a computer to generate and transform shapes and paths. They understand and use appropriate formulae for finding circumferences and areas of circles when solving problems. They appreciate the imprecision of measurement and recognise that a measurement given to the nearest whole number may be inaccurate by up to one half in either direction. They understand and use compound measures, such as speed.

Foundation Stage 5 Students understand and apply Pythagoras’ theorem when solving problems in two dimensions. They calculate lengths, areas and volumes in plane shapes and right prisms. They enlarge shapes by a fractional scale factor, and appreciate the similarity of the resulting shapes. They determine the locus of an object moving according to a rule. Students understand and use congruence and mathematical similarity. They use sine, cosine and tangent in right-angled triangles when solving problems

in two dimensions. Students sketch the graphs of sine, cosine and tangent functions for any angle. They calculate lengths of circular arcs and areas of sectors. They appreciate the continuous nature of scales that are used to make measurements.

Beyond Foundation Stage Students sketch the graphs of sine, cosine and tangent functions for any angle, and generate and interpret graphs based on these functions.

They use sine, cosine and tangent of angles of any size, and Pythagoras’ theorem when solving problems in two and three dimensions. They construct formal geometric

proofs. They calculate the surface area of cylinders and volumes of cones and spheres.

Statistics

Pre Foundation Stage Students sort objects and classify them, demonstrating the criterion they have used. They collect data to answer questions. Students sort objects and classify them using more than one criterion. When they have gathered information to answer a question or explore a situation, students record results in simple lists, tables, diagrams and block graphs, in order to communicate their findings.

Foundation Stage 1 Students extract and interpret information presented in simple tables and lists. They construct charts and diagrams to communicate information they have gathered for a purpose, and they interpret information presented to them in this form. Students generate and answer questions that require the collection of discrete data which they record using a frequency table. They understand and use an average and range to describe sets of data. They construct and interpret simple line graphs. Foundation Stage 2 Using technology where appropriate: students group data in equal class intervals if necessary, represent collected data in frequency diagrams and interpret such diagrams. Students understand and use the mean of discrete data. They compare two simple distributions using the range and one of the mode, median or mean. . They understand and use the probability scale from 0 to 1. Foundation Stage 3 Students interpret graphs and diagrams, including pie charts, and draw conclusions. They collect and record continuous data, choosing appropriate equal class intervals over a sensible range to create frequency tables. They construct and interpret frequency diagrams. They construct pie charts. They find and justify probabilities and approximations to these by selecting and using methods based on equally likely outcomes and experimental evidence, as appropriate. They understand that different outcomes may result from repeating an experiment. Foundation Stage 4 They draw conclusions from scatter diagrams, and have a basic understanding of correlation. They use measures of average and range, with associated frequency polygons, as appropriate, to compare distributions and make inferences. When dealing with a combination of two experiments, they identify all the outcomes. When solving problems, they use their knowledge that the total probability of all the mutually exclusive outcomes of an experiment is 1.

Foundation Stage 5 Students specify hypotheses and test them by designing and using appropriate methods that take account of variability or bias. They determine the modal class and estimate the mean, median and range of sets of grouped data, selecting the statistic most appropriate to their line of enquiry. They understand relative frequency as an estimate of probability and use this to compare outcomes of experiments. Students interpret and construct cumulative frequency tables and diagrams. Students estimate the median and interquartile range and use these to compare distributions and make inferences. They understand how to calculate the probability of a compound event and use this in solving problems. Students interpret and construct histograms

Beyond Foundation Stage Students understand how different methods of sampling and different sample sizes may affect the reliability of conclusions drawn. They select

and justify a sample and method to investigate a population. They recognise when and how to work with probabilities associated with independent, mutually exclusive events.



subjects.



ATTITUDES














HABITS

Prepared to learn















Curriculum and

Assessment in Music at

KS3

Curriculum Statement: Music

Music is a more potent instrument than any other for education.

- Plato

Powerful Knowledge in Music

Music can be separated into three different disciplines – Performing Music, Composing Music, Listening & Appraising Music. The three branches of Music are taught and developed together with the aim to build personal skills that students can draw upon to succeed, not only in music lessons but also beyond school life and in future employment. The life skills that are developed, and are at times explicitly taught, are an integral part of the development of the subject specific skills as well as creating well-rounded individuals. The core principles that are developed would include: Problem solving, perseverance, diligence, team work, time management, organisation, responsibility, cultural history, listening skills, confidence, social skills, discipline, self-evaluation, interpersonal skills, sense of achievement. Opportunities are embedded for students to be able to hone and develop the practical aspects of performance and composition, but equally important is the ability to understand how the development of life skills, such as confidence, self-awareness, perseverance and discipline give them a holistic experience that they can take beyond their musical studies.

Curriculum features

The curriculum is structured based on the expectations for GCSE & A Level Music; key concepts and skills required by the end of these courses are fed down into schemes of work from Year 7 upwards. This is designed to raise expectations and standards from the start of Key Stage 3 and ensure that musical knowledge is being understood both practically and theoretically. Year 7, 8 and 9 will study various musical genres, (historical and cultural) and through these different cultures and styles will explore, develop and refine their musical skills. Each project will focus on one of the 3 subject specific skills, so that over the key stage students will return to these concepts enabling them to build and advance their knowledge and skill set further as the progress through the Key Stages.


The extensive extra-curricular music programme enables and supports musicianship in students of varying abilities, giving opportunities for students to experience a wide variety of genres and musical ensembles. As well as all-inclusive ensembles for mixed ability students who want the enjoyment of performing with others and developing their musical skills, such as Pop Choir, Guitar Group and Orchestra, we also offer students the chance to audition for more advanced musical groups such as Senior Choir and Soul Band. These ensembles are able to challenge the students and prepare them for further studies in the field. The annual School Production is another opportunity to stretch and challenge the students; either by performing in the Production Band (for students Grade 5+ on their instrument) or by auditioning to be a member of the cast, where the expectation is that all cast members and musicians develop performance talent and professionalism. These clubs/events are not only to encourage enjoyment in the arts but also for students to learn about professional expectations and performance discipline. Students are also able to apply to become a Music Ambassador, taking on a leadership role within the department and developing their own musical skills as well as supporting younger students with their music making.

Music Curriculum at KS3 – An Overview

Year 7

During Year 7, students explore the elements of music through a variety of mediums and genres. Students will

learn to analyse and describe the music that they listen to using music specific vocabulary. They will compose

and perform in groups with the focus on effective music making and transferable skills. This year provides the

opportunity for students to maintain and develop the invaluable skills of learning by ear, notation reading and

rehearsing and performing as part of an ensemble. Students will be given the opportunity to compose and

perform using their voices, body percussion, tuned and unturned percussion, ukuleles, and keyboards.

Year 8

In Year 8 students will continue to develop their skills in listening & appraising, performance and composition.

They will develop their understanding and musical awareness through a range of workshops using their voices,

ukuleles, classroom percussion, guitars and music technology. They will compose and record their own music

using a range of notation including staff notation and TAB. They will also learn about different musical contexts,

and perform in a variety of settings and genres. Students will explore different timbres, structures, and key

characteristics, alongside using the musical elements to create music for a specific medium.

Year 9

In Year 9 students will develop their ability to recognise, analyse and demonstrate a range of music techniques;

the aim of which is to produce successful and polished pieces of work, in preparation for the GCSE Music

course. They will analyse, compose and perform music from different cultures, genres and musical traditions;

learning how to plan and develop their compositions to create stylish and idiomatic pieces. They will create

music for a range of different applications, including music for film and television. They will also have the

opportunity to perform at a higher level in groups and on their own, developing their skills as musicians and

again preparing the way for the GCSE Music course.

KASH Reporting Criteria in Music: Knowledge and Skills at KS3

Year 7:


• various musical terms, symbols and genres

• a range of musical elements - pitch, dynamics etc.

• being able to recognise basic musical symbols – treble clef, stave etc.

• being able to recognise basic rhythmic musical symbols – crotchets, minims etc.

• being able to recognise various genres of music and know some of the musical features of that genre


Performing Music:

• sing in tune with reasonable fluency and accuracy

• perform simple parts on the keyboard and tuned percussion

• keep in time with others

• perform by ear and simple notations

Composing Music:

• improvise repeated patterns

• improvise simple melodic/rhythmic phrases

• share a range of ideas in group tasks

• create compositions which have a sense of structure

• compose using a variety of notations

• create compositions which explore different sounds and the musical elements

Understanding Music:

• recognise a variety of different instrument sounds, knowing the instrument families

• know the musical elements and recognise some in listening tasks

• make improvements to their own work

• identify different genres of music and some of their features in a listening task

• begin to use appropriate musical vocabulary when creating or evaluating work


Year 8:


• a range of musical elements – pitch, dynamics etc.

• musical symbols – notes on a stave, treble clef, stave etc

• notes of the keyboard

• some notes on a musical stave, read fairly accurately from a score with note names

• rhythmic musical symbols – crotchets, minims etc.

• various genres of music and know some of the musical features of that genre


Performing Music:

• sing with expression and clear diction

• demonstrate reasonable confidence/high level of confidence in performance

• maintain an appropriate role within a group (leading, solo part or support)

• keep their own part going in a group performance

• perform fluently and accurately on the keyboard and tuned percussion

Composing Music:

• improvise melodic/rhythmic material within extended structures

• use tempo and dynamics creatively

• create compositions which explore different sounds and the musical elements

• refine and improve work effectively in rehearsals, developing initial ideas further


• recognising a variety of different instrument sounds, knowing the instrument families (to a higher level)

• knowing and recognizing musical elements in listening tasks (to a higher level)

• suggesting improvements to their own and others’ work

• describing and compare musical features in listening tasks, using appropriate vocabulary

• exploring the contexts, origins and traditions of different musical styles

• using appropriate musical vocabulary when creating or evaluating work


Year 9:


• the elements of music (pitch, dynamics, tempo, texture, sonority (timbre), rhythm, metre, melody, harmony,

tonality, articulation).

• musical symbols (such as notes on a stave, treble clef, time signatures, accidentals).

• notes of the keyboard (able to know the notes without support).

• treble clef notation (have a good understanding of treble clef notation for use in practical tasks).

• rhythmical musical symbols (crotchets, minims, quavers, equivalent rests etc.).

• musical genres (developing understanding of the musical features within a variety of musical genres. exploring the contexts, origins and traditions of different musical styles).

• musical vocabulary (knowledge of various musical terms, including italian terms and ability to apply them correctly to various musical tasks).

N.B. This knowledge is in addition to the development of their Year 8 musical knowledge, which will now be explored

at a more advanced level.


Performing Music:

• singing with expression, clear diction, fluency and accuracy – both solo and in a group

• demonstrating high level of confidence in performance

• maintaining an appropriate role within a group (leading, solo part or support)

• showing awareness of the needs of others in group tasks

• performing fluently and accurately on the keyboard and tuned percussion

• performing longer parts from memory and/or from music notations

Composing Music:

• improvising melodic/rhythmic material within extended structures

• using tempo and dynamics creatively

• sustaining and developing musical ideas

• making significant contributions to a group

• composing music for different genres which explore musical features and devices

• using rehearsal time effectively to refine material.


• identifying different genres of music and their features within listening tasks.

• describing and comparing musical features in listening tasks, using appropriate vocabulary

• recognising a variety of different instrument sounds, knowing the instrument families (to a higher level)

• knowing the musical elements and recognising them in listening tasks (to a higher level)

• considering successful/non-successful outcomes and improve their own and others’ work

• describing and comparing musical features in listening tasks, using appropriate vocabulary

• evaluating how venue, occasion and purpose affect the way music is created performed and heard

• exploring the contexts, origins and traditions of different musical styles

• beginning to analyse music in more detail, using key words and musical terms

• using appropriate musical vocabulary when creating or evaluating work

N.B. The skills in performance, composition and listening & appraising are in addition to the skills they have learnt in

Year 8 but working to a more advanced level

Foundation Stages in Music – Assessment Criteria at KS3

Each strand of the assessment criteria is addressed separately (in line with GCSE Music). Summative assessments take place once per term, assessing a different strand of the criteria. For this reason progress may not appear as linear. For example, a student who is a natural performer but less confident composer may receive a higher level in autumn than they do in spring.

Performing Music Composing Music Understanding Music

BFS Technical Control (Accuracy) - Exceptional ability to demonstrate technical control, with excellent accuracy (pitch, rhythm, intonation) and fluency. Expression and Interpretation - Exceptional ability to demonstrate expression and interpretation, with an excellent and assured sense of style and attention to detail.

- Selection and use of elements (at least two of rhythm, metre, texture, melody, harmony, tonality, timbre, dynamics, phrasing, articulation

structure andform) is exceptionally creative and effective, demonstrating a sophisticated understanding of composition. - The selection and use of elements is exceptionally perceptive and insightful: entirely appropriate to the intentions for the music, including the suggested audience/occasion. - The composition sounds finished with excellent technical and expressive control throughout.

- Ability to describe and compare musical features in listening tasks, using appropriate vocabulary. - Ability to explore the contexts, origins and traditions of different musical styles - Secure understanding of treble clef notation - Ability to evaluate the success of their work and set realistic targets for refinement.

FS5 Technical Control (Accuracy) - Highly developed ability to demonstrate technical control, with high levels of accuracy (pitch, rhythm, intonation) and fluency. Expression and Interpretation - Highly developed ability to demonstrate expression and interpretation, with a highly developed, secure sense of style and attention to detail. - A more frequent lack of sensitivity towards the expressive and interpretative


structure andform) is highly creative and effective, demonstrating a coherent understanding of composition. - The selection and use of these elements is highly perceptive and insightful: clearly appropriate to the intentions for the music, including the suggested audience/occasion. - The composition requires very little more to sound finished, with consistent technical and expressive control throughout.

- Competent ability to identify different genres of music and their features in a listening task. - Competent evaluation of how venue, occasion and purpose affect the way music is created, performed and heard. - Competent grasp of treble clef notation - Balanced evaluation to consider successful/non-successful outcomes and improve their own and others’ work

demands of the music will result in a mark at the lower end of this band.

FS4 Technical Control (Accuracy) - Secure ability to demonstrate technical control - Moderate accuracy (pitch, rhythm, intonation) and fluency. Expression and Interpretation - Secure ability to demonstrate expression and interpretation, with a moderately secure sense of style and attention to detail. - Moderate lack of sensitivity towards the expressive and interpretative demands of the music will inhibit how well the character of the music is conveyed.


structure andform) shows secure creativity and effectiveness, demonstrating a sound understanding of composition. - The selection and use of these elements shows secure perception and insight: almost always appropriate to the intentions for the music, including the suggested audience/ occasion. - The composition sounds mostly finished, but with some further work required: technical and expressive control is not always consistent.

- Competent knowledge and understanding of the musical elements and can recognise some in listening tasks. - Ability to identify some genres of music and some of their features in a listening task. - Ability to recognise rhythmic musical symbols (crotchets, minims etc.) - Basic understanding of notation. - Ability to suggest improvements to their own and others’ work.

FS3 Technical Control (Accuracy) - Moderate ability to demonstrate technical control. - Limited accuracy (pitch, rhythm, intonation) and fluency. Expression and Interpretation - Moderate ability to demonstrate expression and interpretation, with a basic sense of style and attention to detail. - Limited sensitivity towards the expressive and interpretative demands of the music.

- Selection and use of (at least two of rhythm, metre, texture, melody, harmony, tonality, timbre, dynamics, phrasing, articulation

structure andform) is moderately creative and effective, demonstrating a moderate understanding of composition. - The selection and use of these elements is moderately perceptive and insightful: largely appropriate to the intentions for the music, including the suggested audience/occasion.

- The composition sounds mostly finished, butwith some further work required: occasionally lacks coherence, technical and expressive control is limited and not always consistent.

- Adequate knowledge and understanding of some musical elements - Adequate use of technical and subject specific vocabulary - Ability to recognise a variety of different instrument sounds, knowing instrumental families - Ability to recognise rhythmic musical symbols (crotchets, minims etc.) - Ability to make improvements to their own work

- A performance which has some sense of character.

FS2 Technical Control (Accuracy) - Basic ability to demonstrate technical control - Some accuracy (pitch, rhythm, intonation) and fluency. Expression and Interpretation - Some ability to demonstrate expression and interpretation. - Basic sense of style and minimal attention to detail. - Some sensitivity towards the expressive and interpretative demands of the music. - A performance, which has limited sense of character.


structure andform) shows limited creativity and effectiveness, demonstrating a basic understanding of composition. - The selection and use of these elements shows limited perception and insight: sometimes inappropriate to the intentions for the music, including the suggested audience/occasion. - The composition sounds unfinished: often lacking coherence, basic and infrequent technical and expressive control.

- Basic knowledge and understanding of some musical elements - Basic use of technical and subject specific vocabulary - Ability to recognise a range of instrument sounds. - Ability to recognise basic musical symbols (treble clef, stave etc) - Ability to make some improvements to their own work

FS1 Technical Control (Accuracy) - Limited ability to demonstrate technical control - Minimal accuracy (pitch, rhythm, intonation) and fluency. Expression and Interpretation - Limited ability to demonstrate expression and interpretation. - A rudimentary sense of style and minimal attention to detail. - Minimal sensitivity towards the expressive and interpretative demands of the music.


structure andform) shows minimal creativity and effectiveness, - Demonstrates a very simplistic understanding of composition. - The selection and use of elements shows minimal perception and insight: - Limited understanding of the intentions for the music, including the suggested audience/occasion. - Limited evidence of technical and expressive control.

- Limited knowledge and understanding of the elements of music - Limited use of technical and subject specific vocabulary - Ability to recognise some simple instrument sounds

- A performance, which has virtually no sense of character.

- The selection and use of elements shows minimal perception and insight: largely inappropriate to the intentions for the music, including the suggested audience/occasion. - Incompleteness within the composition



subjects.



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Curriculum and

Assessment in Drama at

KS3

Curriculum Statement: Drama

Art is not a mirror held up to reality but a hammer with which to shape it.

- Bertolt Brecht

Powerful Knowledge in Drama

The key concepts in drama are skill driven and aim to build personal skills which can be relied upon to succeed, not only in drama lessons but beyond school life and in future employment. At the heart of drama is the development of these skills in all young people; engagement, communication and oracy, creative imagination, clarity of expression, autonomy, leadership confidence and cooperation. There is more to drama than being able to perform on stage. Opportunities are embedded for students to be able to hone and develop performance talent but equally important is the ability to understand the purpose of the theatre we create. Methodologies of theatrical practitioners are introduced throughout the key stages to enable students not only to ‘re-enact’ but to shape their own unique ideas with a greater understanding of the need for style, intention, theatrical form and to learn to celebrate individual and unique perspectives.

Curriculum features

The curriculum is structured based on the expectations for A Level Drama and Theatre; key concepts and skills required by the end of year 13 are fed down into schemes of work from Year 7 upwards. This is designed to raise expectations and standards from the start of Key Stage 3 and ensure that drama knowledge is being understood both practically and theoretically. A linear curriculum is in place at Key Stage 3. Year 7, 8 and 9 will all study the work of a key theatre practitioner during Autumn term, explore a text through performance during Spring term and put their skills into practice in Summer term, through exploration of a social, historical and cultural topic. This linear structure allows students to return to key concepts throughout the key stage but build on them to advance their knowledge further as the years progress.


Co curricular opportunities in Drama are created to allow students to develop and build on expertise learnt in lessons. Clubs and activities are varied to allow all students to participate in an area of interest. Alongside weekly Drama Clubs are opportunities for students to audition to be part of groups with more challenging expectations. The Spotlights and Limelights Academies are for those students who present talent in Drama and wish to develop ability across the performing arts, with an interest in learning about the professional industry. Students are also able to audition for the annual School Production, where the expectation is that all cast members develop performance talent and professionalism. These clubs/events are not only to encourage enjoyment in the arts but also for students to learn about professional expectations and performance discipline. Students are also able to apply to become a Drama Ambassador, taking on a leadership role within the department and developing their own knowledge by planning and delivering Drama Club sessions.

Drama Curriculum at KS3 – An Overview

Year 7

Students will learn all the basic skills and conventions of drama through a variety of topics and resources. In the Autumn Term work will centre around movement, mime and physicality using influence from the practitioner Jacques Lecoq and commedia dell’arte. In Spring Term characterisation skills and performance confidence will be developed through exploration of texts by Roald Dahl. By the Summer Term students will be able to combine these key skills and utilise them when working on improvisations, devised work and script based around the topic of Myths and Legends. Current schemes are varied in order to provide variety and engagement, as well as addressing each area of the GCSE assessment criteria on a basic level.

Year 8

Now that students have the basic toolkit of drama they will move on to develop these skills to a more detailed level and explore more advanced themes and issues. In Autumn Term work focusses on exploring the methodologies of renowned theatre practitioner Bertolt Brecht through the theme of War. In Spring Term students will spend time working from the play text 'Teechers’ by John Godber and understanding new performance strategies. In Summer Term students will then focus on their devising and creative skills through exploration of the topic of ‘Hillsborough’, gaining insight into historical and social issues. The aim is that by the end of Year 8 students can not only apply the skills but understand why they have selected certain strategies and what their purpose is. Students should also have developed confidence in order to create work themselves and offer personal ideas and opinions.

Year 9

The emphasis in Year 9 is on starting to practise and develop GCSE skills. In Autumn Term students learn and understand how to create ‘immersive theatre’, taking influence from the theatre practitioner Antonin Artaud. They will be asked to devise their own developed piece of immersive theatre, which links directly to the first component of GCSE Drama. During Spring Term students will explore the play text 'Blood Brothers' by Willy Russell through practical drama (this also transitions nicely into GCSE component 2 work). In the final term they will have the opportunity to showcase all the skills learnt through Key Stage 3 in the historical topic of ‘Jack the Ripper’.

KASH Reporting Criteria in Drama: Knowledge and Skills at KS3

Year 7:

Students will develop their KNOWLEDGE of how to use and create work using the following conventions:

Movement –

• still image (making it interesting, sequence in a piece)

• physical theatre (body as prop, morphing/transitions, unison, mirroring, shadowing, mime, mask work)

Voice –

• thought in the head

• choral speaking/unison

• soundscape/collages

• voice for character (volume, pace, pitch, tone, repetition/echo, articulation)

Characterisation –

improvisation

characters from simple scripts

hot seating

• teacher/student in role

• role play

• tension

Stagecraft –

• staging/levels

• music

• costume


• group work

• leadership/directing

• active listening

• verbal evaluation

• using drama terminology when creating or evaluating work

• audience awareness


Year 8:


Movement –

• still image

• (showing status, 360 degree)

• physical theatre

• (Fixed point, split focus)

Voice –

• narration

• stepping out of role

• (alienation)

• choral work

• angel and devil

Characterisation –

• creating from a stimulus

• stereotypes

• monologues

Stagecraft –

• conscience alley


• basic analysis

• i.e. giving reasons and explanations

• when offering ideas and evaluating work

• group work

• leadership/directing


• verbal evaluation



Year 9:


• Movement (Proxemics, Marking the moment, physical theatre, slow motion)

• Voice (narration as characters, volume and projection, accent and dialect, applying voice to a character)

• Characterisation (contrasting characters, rhythm for characters, naturalistic/non-naturalistic techniques)

• Stagecraft (use of props – minimalist and multi-use, use of form – abstract and naturalism)

N.B. This knowledge is in addition to the development of their Year 8 movement, voice, characterisation and

stagecraft knowledge, which will now be explored at a more advanced level.


• group work

• leadership / directing



• audience awareness

• verbal analysis

• communication with an audience using eye contact and projection

• staying in role

Foundation Stages in Drama – Assessment Criteria at KS3

Each strand of the assessment criteria is addressed separately (in line with GCSE and A Level Drama). Summative assessments take place once per term, assessing a different strand of the criteria. For this reason progress may not appear as linear. For example, a student who is a natural director but less confident performer may receive a higher level in autumn than they do in spring.

AO1 – Creating and developing ideas Assessed during Autumn term

AO2 – Applying theatrical skills in live performance Assessed during Spring term

AO3 – Demonstrating knowledge and understanding Ongoing formative assessment

AO4 – Analysing and Evaluating Assessed during Summer term

BFS -Effective and sustained practical creation, development and refinement to communicate meaning -Secure and consistent engagement with collaboration, rehearsal and refinement -Secure and consistent use of drama terminology -Justified explanations of their creative intentions

-Vocal and physical skills are secure and consistent throughout and demonstrate effective understanding of how creative choices communicate meaning. Voice and movement shows competent variation and range. -Characterisation demonstrates a fully secure understanding of role and context within performance. -Very effective rapport and communication with other performers/audience, demonstrating excellent confidence and focus. -Confident control and understanding of style, genre and conventions, demonstrating a convincing interpretation of the text. -Individual performance is developed, thoughtful and sympathetic and has an effective impact, with sustained energy and ease.

-Responses showing knowledge and understanding of theatrical elements are competent and balanced -Competent use of technical and subject specific language with an ability to support with examples

-Secure and balanced evaluation and analysis of their own and others contribution to the process of creating and refining drama -Secure and balanced evaluation and analysis of performance skills demonstrated in performance

FS5 -Competent and sustained practical creation, development and refinement to communicate meaning -Secure engagement with collaboration, rehearsal and refinement -Consistent use of drama terminology -Sustained explanations of their creative intentions

-Vocal and physical skills are secure and consistent throughout. Secure technical control in the use of vocal and physical techniques. -Characterisation demonstrates a secure understanding of role and context within performance. -Effective rapport and communication with other performers/audience, demonstrating effective confidence and focus. -Secure control and understanding of style, genre and conventions. -Individual performance is developed and has an effective impact, with sustained energy and ease.

-Responses showing knowledge and understanding of theatrical elements are given with competency and detail -Competent use of technical and subject specific language

-Coherent evaluation and analysis of their own and others contribution to the process of creating and refining drama -Competent evaluation and analysis of performance skills demonstrated in performance -There is a balance between evaluation and analysis and an ability to link between the two.

FS4 -Competent practical creation, development and refinement to communicate meaning

-Vocal and physical skills are sound and generally consistent. Vocal and physical performance shows general variation and range.

-Responses showing knowledge and understanding of theatrical

-Coherent evaluation and analysis of their own and others contribution to the

-Clear engagement with collaboration, rehearsal and refinement -Coherent use of drama terminology -Coherent explanations of their creative intentions

-Characterisation demonstrates a sound understanding of role and context within performance. -Sound rapport and communication with other performers/audience, demonstrating adequate confidence and focus. -Clear control and understanding of style, genre and conventions. -Individual performance is generally developed and has a clear impact, with emerging energy and ease.

elements are given with emerging clarity and some detail -Basic use of technical and subject specific language

process of creating and refining drama -Competent evaluation and analysis of performance skills demonstrated in performance

FS3 -Some practical ideas are offered with development of how to communicate meaning -Adequate engagement with collaboration, rehearsal and refinement -Generally adequate use of drama terminology -Adequate explanations for their creative intentions

-Vocal and physical skills are adequate and generally appropriate. Sound technical control in the use of vocal and physical techniques. -Characterisation demonstrates a sound understanding of role. -Adequate rapport and communication with other performers/audience. -Some clear control and understanding of style, genre and conventions. -Individual performance is generally developed, with emerging energy and ease.

-Basic knowledge and some understanding of theatrical elements tend to be reported and described -Basic use of technical and subject specific language

-Adequate evaluation and analysis of their own and others contribution to the process of creating and refining drama -Adequate evaluation and analysis of performance skills demonstrated in performance

FS2 -Underdeveloped practical ideas are shared -Tentative engagement with collaboration, rehearsal and refinement -Inconsistent use of drama terminology -Basic, underdeveloped explanations for creative ideas

-Vocal and physical skills are underdeveloped and vocal delivery lacks communication skill. Basic technical control in the use of vocal and physical techniques. Characterisation demonstrates basic understanding of role. -Limited rapport and communication with other performers/audience. -Limited control and understanding of style, genre and conventions. -Individual performance is underdeveloped, with limited energy and ease.

-Responses showing knowledge and understanding of theatrical elements tend to be reported and described -Limited use of technical and subject specific language

-Underdeveloped evaluation and analysis of their own and others contribution to the process of creating and refining drama -Underdeveloped evaluation and analysis of performance skills demonstrated in performance

FS1 -Limited practical ideas are shared -Limited engagement with collaboration & rehearsal -Limited use of drama terminology -Limited explanations for creative ideas

-Vocal and physical skills are limited and vocal delivery is inappropriate and inconsistent. Vocal and physical performance lacks variation and range. -Characterisation is uneven and lacks clarity, with limited focus and confidence. -Lacking rapport and communication with other performers/audience. -Lacking control and understanding of style, genre and conventions. -Individual performance has limited impact, lacking energy and ease.

-Limited knowledge and understanding of theatrical elements -Limited use of technical and subject specific language

-Limited evaluation and analysis of their own and others contribution to the process of creating and refining drama -Limited evaluation and analysis of performance skills demonstrated in performance



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Curriculum and

Assessment in Beliefs and

Values at KS3

Curriculum Statement: Beliefs and Values

Difference is the essence of humanity. Difference is an accident of birth, and it should therefore never be the

source of hatred or conflict. Therein lies a most fundamental principle of peace: respect for diversity.

John Hume

Powerful Knowledge in Beliefs and Values

• An awareness that a knowledge of religion and culture are fundamental to a well-informed understanding of the past, present and future. Students gain the knowledge that religion, belief and culture are dominant human phenomenon.

• Inspiring students to look beyond their own sphere of influence in order to open minds, reduce prejudiced views and limit narrow-minded behaviours.

• Mindfulness of the reasoning behind individual choice. Knowing the deep-rooted reasons why people act in certain ways in particular situations.

• Preparation for life in modern Britain via an enhanced tolerance and respect for the beliefs and values of others. Pride in one’s own sense of self and a genuine broadmindedness and appreciation of others despite known differences.

Curriculum features

Beliefs and Values within the Laurus Trust fundamentally aims to open minds to diversity and improve tolerance and respect in a multi-faceted society. Our curriculum is first and foremost rooted in academically rigorous religious, philosophical, ethical and textual studies whilst also building in opportunities for students to learn key life lessons through an exploration of PSHE. We challenge students to think about topics of metaphysical investigation. Our sequences of learning experiences are intended to develop students’ both culturally as well as academically. Our curriculum reflects the very real nature of society as it stands today and this means that we have to expose students to often controversial topics. Our curriculum seeks to break down barriers of intolerance and positively challenge stereotypes which students may well be presented with both in the media and at home. Our curriculum takes into consideration that whilst we are unashamedly academic, we also want our students to be unashamedly kind, respectful, tolerant and accepting of diversity. We want students to leave school with more than knowledge; we want them to be open-minded and progressive in their thinking.


The Beliefs and Values curriculum is supplemented by whole year group curriculum days. We have effective sessions which explore: Bullying, Self-Esteem, Abuse, Addiction, Mental Health, Sex and Relationships and LGBT awareness. Enrichment also takes the form of extended form time activities, Philosophy Club, House Competitions and National Competitions. We aim to provide opportunities to learn about and participate in the religious festivals celebrated by the students and staff at our school. Furthermore, we welcome visitors from the 6 major world religions into school to engage in a ‘contact curriculum’ which in essence this means that students are given the opportunity to engage with diversity in ‘real life’ rather than only learning about it within the margins of the classroom. Students are encouraged to attend additional support sessions at every point of their school journey and for those who are especially passionate about the subject we fully encourage participation as a subject ambassador. Students take responsibility for an annual Inter-Faith Week and a Pride in You Week.

Beliefs and Values Curriculum at KS3 – An Overview

Beliefs and Values at Laurus Ryecroft brings together Religious Studies, Philosophy, Ethics,

Citizenship and PSHE. We aim to explore philosophical, religious and ethical issues in modern day

society. We also aim to investigate religions, communities and cultures locally, nationally and

internationally. We intend for our students to recognise and appreciate diversity and develop an

understanding of, respect for and tolerance towards others. In Beliefs and Values students will learn

about themselves, what it means to be a global citizen, the importance of British Values, religious and

secular beliefs as well as Philosophical and Ethical theories. The main goal of Beliefs and Values is to

reduce stereotyping, prejudice and racism whilst allowing students to cultivate a sense of wellbeing

and confidence in their own beliefs and values.

In Year 7 students intertwine between a study of Christianity, with an initial focus on the Life of Jesus,

as well as PSHE style topics including mental health, relationships and 21st century contemporary

issues. Students will continue the year with the study of Judaism: God and The Patriarchs.

Upon entering Year 8 students study the religion of Islam followed by the religion of Buddhism.

Students end the year by looking at Personal finance as a PSHE topic where they will engage with

Barclays Life Skills lessons to prepare them for managing money outside of school.

In Year 9 students study Philosophy and Ethics looking at deep philosophical questions and

controversial ethical issues. Students end the year with two PSHE units of work: Mental Health and

Sex and Relationship Education. At the end of Year 9 students have the choice of whether they would

like to continue with their studies at GCSE and are able to choose GCSE RS and Philosophy as an

option subject.

KASH Reporting Criteria in Beliefs and Values: Knowledge and Skills at KS3

Year 7:


• the significance of God and the patriarchs in Judaism

• an awareness of varying cultural images of Jesus

• historical accounts of Jesus’ birth, death and resurrection

• the role and significance of Christian and Jewish scripture

• an exploration of body confidence and the importance of exercise and a healthy lifestyle


• posing and suggesting answers to questions of belonging, identity, meaning, purpose, truth and commitment relating these to their own lives and other’s lives

• explaining what inspires and influences them, expressing their own and other’s views of the challenges of

belonging to religion

• connecting religious ideas and practices

• articulating their own personal responses to ultimate questions

• taking a proactive part in decision making activities with your peers

• respecting the views of others


Year 8:


• the significance of the five pillars of Islam

• challenging Islamaphobia

• Christian beliefs about god, the bible, life after death and the sanctity of life.

• Christian faith in action

• challenging racism, prejudice and discrimination

• key Buddhist beliefs


• Analysis of religious texts

• Use reasoning and examples to express insights into the relationship between beliefs, teachings and world

issues

• Evaluate your own and other’s views on ultimate questions

• Consider the challenges of belonging to religion in the modern world, focusing on values and commitments

• Evaluate the significance of religious and other views for understanding abstract concepts

• Use a range of sources to find out about topical and controversial issues.

• Make informed contributions to a debate

• Respecting the views of others and explore a range of opinions to draw your own conclusions


Year 9:


• secular world views- atheism and humanism. explorations of arguments against god’s existence. the

philosophical problem of evil and suffering.

• ultimate philosophical questions such as ‘why is there something rather than nothing?’ and ‘why do evil and

suffering exist?’

• sacred texts

• philosophical literacy

• sex and relationships

• mental health


• using comprehensive religious, ethical and philosophical language to analyse a range of religions and beliefs

• contextualising interpretations of religion with reference to historical, cultural, social and philosophical ideas

• critically evaluating the impact of beliefs and values

• coherently analysing differing interpretations of religious, spiritual and moral sources, using some of the principle methods by which religion and belief is studied

• appraising different understandings of religion and belief

• interpreting and evaluating varied forms of expression

• synthesising a range of evidence, arguments, reflections and examples, fully justifying their own views and providing detailed evaluations

• giving independent, well informed and highly reasoned insights in the beliefs and values of others

• providing well-substantiated and balanced conclusions

• debating challenging questions

Foundation Stages in Beliefs and Values – Assessment Criteria at KS3

Knowing about and understanding religions and worldviews

Expressing and communicating ideas related to religions and worldviews

Gaining and deploying the skills for studying religions and worldviews

BFS Analyse arguments clearly, justifying perspectives

Refer to and unpick the context and meaning of scripture

Synthesise research using different disciplines

Appraise various dimensions of religion

Use varied methods of study to research ultimate questions

FS5 Evaluate diverse beliefs, perspectives, sources of wisdom and ways of life

Examine responses to ultimate questions

Express a well-supported personal viewpoint, showing appreciation of differing views

Explain ideas creatively and coherently, using the main methods of religious study

Appreciate various dimensions of religion

Express personal reflections with expertise

Evaluate questions and arguments personally and critically

Explain the significance of beliefs on the life on the believer

FS4 Appraise different understandings of religion and worldviews

Explain the impact of beliefs on individuals and communities

Express insights into questions, giving coherent accounts of beliefs and ideas

Respond critically to questions

Enquire into and interpret ideas, sources and arguments

Articulate beliefs, values and commitments clearly

FS3 Explain the impact of and connections between ideas and practices, linking different viewpoints

Appreciate different understandings of religion and worldviews

Explain diverse ideas and viewpoints clearly in various forms

Explain your own opinion in a mature and meaningful way

Investigate and explain why religions and worldviews matter

FS2 Describe religions and worldviews

Connect ideas

Describe your opinion giving relevant reasons

Give thoughtful responses using different forms of expression

Apply ideas about religions and worldviews thoughtfully

Respond creatively to key concepts

FS1 Describe stories and artefacts, suggesting meanings for sources of wisdom, festivals and worship

Discuss ideas and express an opinion

Ask questions and give opinions about religions, beliefs and ideas

Consider and discuss questions, ideas and various points of view

Collect, use and respond to ideas

PFS Recall, name and talk about materials of religious and non-religious significance

Observe, notice and recognise religious and non-religious materials

Notice and find out about religions and worldviews



subjects.



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Prepared to learn















Curriculum and

Assessment in Geography

at KS3

Curriculum Statement: Geography

The world as we know it is not ‘given’ and it can and it will change.

- Lambert et al.

Powerful Knowledge in Geography

Geography is a sprawling, hybrid discipline that spans both the natural and social sciences. Powerful knowledge in geography:

• Provides students with new ways of thinking about the world using ‘big ideas’ such as Place, Space and Interconnection.

• Provides students with powerful ways of analyzing, explaining and understanding the

world.

• Gives students power over their own knowledge- students need to know about the discipline and how knowledge has been developed and tested.

• Enables students to follow and participate in debates in significant local, national and global

issues.

• Takes students beyond their own experience. This knowledge of the world contributes

strongly to students’ general knowledge.

Curriculum features

Geography education within the Laurus Trust aims to equip students with the knowledge and skills to be successful global citizens. Our curriculum is not about students leaving with a long list of facts about the world; we want our students to appreciate the ever-evolving nature of Geography as an academic discipline. Through our sequences of learning experiences, students will steadily work out how the world works and how it can and will change in the future. Students will learn about places that are outside of their own experience, they will develop their understanding of the world’s diversity of environments, peoples, cultures and economies. Students will develop a global ‘open-mindedness’ so that they can challenge stereotypes and understand the fluidity of key ideas and concepts. In their lessons, students will view the world objectively and go beyond their everyday experience. Students will be encouraged to develop a deep and descriptive conceptual world knowledge that enables them to explain relationships in both the natural and human realms. Students will then utilize the knowledge and be equipped with the tools to think through alternative social, economic and environmental futures for a range of places.


In addition to lessons, students have several opportunities to develop their geographical understanding outside the classroom. Fieldwork promotes geographical knowledge and understanding by bridging the divide between the classroom and the real world. Students will have the opportunity to visit places such as Lyme Park, The Peak District, Salford Quays and Iceland. Students are also encouraged to partake in additional activities outside of their lessons- this may include taught sessions on geo-literacy, attending drop in sessions for extra support or looking at the accuracy of geography in film and television.

Geography Curriculum at KS3 – An Overview

The Geography Department at Laurus Ryecroft aims to ensure that all students:

• 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.

• know, apply and understand the matters, skills and processes that are used to make sense of the world around them.

• are prepared for GCSE, A Level and further study of Geography.

• develop a love and understanding of Geography.

In Year 7 students will be extending their locational knowledge and deepening their spatial awareness

of the world’s regions. We will be studying key aspects of physical and human geographies in order to

learn about distinctive landscapes and how places differ around the world. Students will develop

geographical skills such as reading maps across a range of scales, interpreting photographs and

analysing data to identify geographical patterns and processes.

In Year 8 students will study a wide variety of physical and human topics with an overriding outlook

upon UK related concepts and themes. Key topics will include settlement; migration; river and glacial

landscapes; and UK economic activity. The students will build on their conceptual understanding

throughout the year. We will discuss concepts such as sustainability, culture, space, place, scale (both

national and global) and develop graphical, statistical and cartographic skills.

In Year 9 students will, once again, study a wide variety of physical and human topics with an

overriding synoptic outlook. These topics include tectonic and atmospheric hazards; development;

ecosystems; and resource management. The students will use a variety of skills throughout the year

and concepts such as diversity, inequality, interdependence and time will be discussed in more depth.


Year 7:


• Map skills e.g latitude, longitude, OS map related skills

• Europe

• Africa

• North America

• South America

• Asia

• Oceania

In addition to:

• processes that shape physical and human landscapes

• geographical issues affecting different parts of the world


• using scale both locally and globally

• using grid references

• their understanding of space and how this relates to other areas of geography

• students will develop their enquiry skills through local fieldwork

• locating countries in an atlas

• understanding maps of different scales and using ICT to word process and include images

• recording and interpreting data using tables and graphs

• reading and analysing geographical information held in maps

• using photographs to describe places

• geographical vocabulary to enhance written work


Year 8:

Students will develop their knowledge of a wide range of human and physical geography including:

• The world’s ecosystems including deserts, savannah and rainforests.

• Settlement (functions and hierarchies, urban land use in a AC and LIDC settlement)

• The Middle East (human/physical landscapes, contemporary issues in The Middle East)

• African (human/physical landscapes, an African country study, poverty in Africa)

• Rivers

• Economic activity


• The understanding and application of scale both nationally and globally • Addressing common

misconceptions of places • Using scale both locally and globally.

• Students will develop their enquiry skills through local fieldwork.

• Locating countries in an atlas

• Understanding maps of different scales and using ICT to word process and include images.

• Recording and interpreting data using tables and graphs.

• Reading and analysing geographical information held in maps

• Using photographs to describe places

• Geographical vocabulary to enhance written work

• Becoming increasingly aware of the interactions between physical and human which are linked to

natural events

• Exploring different cultures in a social, economic and political sense


Year 9:


• Dangerous world: physical

• Dangerous world: human

• Development geography including poverty, disease and uneven development

• China and Russia: two emerging and developing countries

• Coastal landscapes

• Population


• using different sources to find and interpret geographical information

• starting to use more complex statistical skills to analyse data

• describing places around the world

• suggesting and using appropriate fieldwork techniques

• exploring issues across a range of scales

• explaining geographical patterns and processes

• embedding the use of examples in their written work

• linking topics and ideas together in a synoptic manner

• using geographical vocabulary to enhance written work

Foundation Stages in Geography – Assessment Criteria at KS3

AO1 - Demonstrate knowledge of locations, places, processes,

environments and different scales.

AO2 - Demonstrate geographical understanding

of concepts and how they are used in relation to places,

environments and processes, and the inter-relationships

between places, environments and processes.

AO3 - Apply knowledge and understanding to interpret,

analyse and evaluate geographical information and

issues and to make judgements.

AO4 - Select, adapt and use a variety of skills and techniques to investigate questions and issues

and communicate findings.

BFS

To demonstrate a detailed and extensive factual knowledge about

the places we are studying.

To detail, analyse and evaluate geographical features and

processes. As well as to detail, analyse and evaluate how

places are linked in geography.

To analyse and evaluate information about the places we

are studying. I can now do the following: evaluate, create,

hypothesise, assess, construct, imagine and devise.

To choose and justify the choice of geographical skills and evaluate their

effectiveness. Students clearly understand cartographic and OS

map skills and use these to interpret patterns. Students have good

graphical skills and can draw and interpret data on sophisticated

graphs e.g. choropleth and flow line maps. Students use numerical and

statistical skills to interpret data sets, highlighting trends and

anomalous values.

FS5 To demonstrate a detailed and factual knowledge about the places

we are studying

To show a highly detailed, evidenced geographical

understanding of geographical features and processes and to

show a highly detailed, evidenced understanding of


To write detailed explanations that show I know and understand


following: judge, prioritise, reflect, justify, recommend and

summarise.

To choose from a wide range of geographical skills and apply them with precision. Students use more sophisticated statistical skills e.g. percentage change or cumulative frequency as a means of analysing

data.

FS4 To demonstrate a broad factual knowledge about the places we are

studying

To show detailed, evidenced geographical understanding of

geographical features and processes and to show a

detailed, evidenced understanding of how places


To write detailed descriptions and clear explanations that show I

know and understand information about the

places we are studying. I can now do the following: discuss, analyse, categorise, distinguish, compare,

contrast and identify.

To use a wide range of geographical skills and apply them effectively.

Students have an improved knowledge of how numerical and

statistical skills can be used to describe and analyse geographical

data. Students are more independent and self-sufficient with

their skills.

FS3 To demonstrate a sound factual knowledge about the places we are

studying.

To show detailed geographical understanding of geographical features and processes and to show a detailed understanding

of how places are linked in geography.

To write detailed descriptions and simple explanations that show I

know and understand information about the places we are studying. I can now do the following: explain,

decide, examine, and relate.

To use a range of geographical skills effectively including a working

understanding of OS map skills such as 6 figure grid references; a broader

range of graphical techniques, including multiple line graphs; as well as greater usage of simplistic statistical and numerical skills (e.g mode, median) with an increasing

attempt to understand trends reflected in the data set.

FS2 To demonstrate an adequate factual knowledge about the places

we are studying.

To show I have a clear geographical understanding of

geographical features and processes and to show a clear understanding of how places


To write clear descriptions that show I know and understand


following: describe, select, outline, match and recognise.

To use a range of basic geographical skills including an increasing working knowledge of OS map skills and an

understanding of data through statistical skills e.g. mean.

FS1 To demonstrate a basic knowledge about the places we are studying.

To show a basic geographical understanding of geographical features and processes and to show a basic understanding of


To write simple descriptions that show and understand basic

information about the places we are studying. I can do the

following: name, state, list, label and tell.

To use a small range of basic geographical skills.



subjects.



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Documents

Curriculum and Assessment in PE at KS3 - Laurus Ryecroft · 2019-10-18 · PE Curriculum at KS3 – An Overview At Key stage 3 students have two hours of curriculum time a week. Within