Downham Market Curriculum€¦ · Todorov’s Narrative theory and Propp’s Character theory. Students explore how writers have used and, sometimes, subverted these conventions and

Downham Market Curriculum

Vison: Sequence all students from their start point to exceptional academic and pastoral outcomes. They are ready for each stage of their education and life.

Mission Statements: Each subject has a KS3 Mission statement; what students will know; the skills they will have; the people they will be.

Curriculum Documents: All documents express how all students can achieve the mission statement.

The curriculum at KS3 is organised into:

Aspiration

Curriculum Vision

Subject Mission Statements English Maths Science History Geography Re Computing Art Drama PE Technology MFL Latin

Subject Specific Themes

What do we teach and why? How does it link to our mission statements?

How is that organised across Year 7, Year 8 and Year 9? What Knowledge and skills do we introduce and when?

What must students be able to do at the end of each year to make progress in the next?

How do students use the knowledge? How is it transferrable? It could be the last term they acquire that knowledge.

What does it provide students with for KS4 and life?

Relevance

The Documents are used and referred to frequently in conversations flows between senior leaders, middle leaders and teachers.

These documents are made relevant and accessible for students in their feedback books.

Outcomes

Students leave Downham Market empowered with the qualifications, knowledge and skills to contribute and be successful

Downham Market Academy– Curriculum Mission Statement

Subject: ENGLISH Components Composite KS3 Mission Statement

What new knowledge/content do we introduce? What do students do

with this knowledge?

By the end of year 9, a

Chesterton English

student will… Year 7 Year 8 Year 9

Autumn

AUTUMN 1:

AUTOBIOGRAPHICAL

WRITING - Students

consolidate and build on their

knowledge of grammar and

vocabulary including effective

use of anecdotes; discourse

markers; synonyms; varied

sentence types; and varied

vocabulary and punctuation

used in non-fiction writing.

Students are given the

opportunity to develop and

hone their skills in spoken

language by giving a formal

presentation.

AUTUMN 2: CLASS NOVEL

(CURRENTLY HARRY

POTTER) Students read a

text with which they are likely

to be familiar, providing them

with a comfortable basis on

which to develop their

inference and deduction

skills. They are taught how to

AUTUMN 1: SHAKESPEARE

(CURRENTLY’ A MERCHANT

OF VENICE’) Students deal

with this Shakespeare text,

which offers increasingly

challenging material to that of

earlier extracts explored in Year

7. Students explore the plot,

setting, themes and characters,

whilst knowledge such as

iambic pentameter, blank verse,

soliloquies etc. are also

consolidated. Students are

also, for the first time at

Chesterton, introduced to

expository essay writing, being

familiarised with organisation

methods and relevant formal

discourse markers / signposts.


(CURRENTLY ‘A CHRISTMAS

CARO’L, 19TH CENTURY

TEXT). Students explore this

19th century text in order to

AUTUMN 1: POETRY –

Developing their knowledge of

poetic conventions (caesura;

apostrophe; visual / aural /

olfactory / gustatory / tactile

images etc.) and broadening

their knowledge of poetry

using increasingly challenging

material to include 19th century

works, such as Blake, to

modern contemporary poets

such as Simon Armitage and

Jonny “Itch” Fox. This unit

also introduces the students to

exam techniques which will be

useful at GCSE, such as using

the S.M.I.L.E. approach to

analyse previously unseen

poems.


(CURRENTLY ‘THE HUNGER

GAMES’). Arguably a seminal

text of dystopian fiction from

the noughties, students

develop their ability to read

Students engage with a

range of tasks across KS3,

with each half-termly unit

being assessed on seven of

the fifteen skills separated in

to two disciplines: as Reading

and Writing.

Reading: Summarising;,

Comprehension, Reading

Between the Lines,

Evaluating Structure,

Evaluating Language and

Grammar, Use of Textual

References, Making Links to

contexts, and Comparing

Texts.

Writing: Content,

Communication with the

Reader, Structure, Sentence

Types, Punctuation

Vocabulary, and Spelling.

Tasks include reading and

writing fiction (poetry, novels,

1) Speak and write

fluently so that they can

communicate their

ideas and emotions to

others, and through

reading and listening

others can

communicate with

them.

2) Have a sound

understanding of the

English Literary Canon.

3) Possess knowledge

and understanding of

how communication is

at the heart of a

successful society; how

it plays a key role in the

development of

civilisation, and how

language and literature

has the power to unite

us emotionally,


summarise what they have

read concisely, and how to

write critically and the PEE

structure which will form the

basis of all future analytical

writing

make critical comparisons with

a modern text. Students

develop and progress their

critical writing skills in order for

them to compare extracts from

ACC with another text,

particularly with a view to their

situational context (in view of

the demands of Paper 1 of the

GCSE Literature exam).

extracts from a range of

dystopian fiction critically,

making inferences and

referring to evidence from the

text, in order to make critical

comparisons. New ‘tools’

include Joseph Campbell’s

Monomyth theory and Edward

De Bono’s Thinking Hats as

students hone their written

analytical skills using the PEE

structure..

and plays); non-fiction

(magazine and newspaper

articles, letters, and reviews);

and literacy non-fiction

(autobiographies and

accounts of events).

Students also engage in

discussions, debates and

give individual and group

presentations to develop their

spoken language skills.

intellectually, socially

and spiritually, whilst

celebrating our

differences culturally.

Spring

SPRING 1:

SHAKESPEARE’S MAGIC -

Students read extracts from

Shakespeare’s plays which

they may be familiar with

previously, including

Macbeth, A Midsummer

Night’s Dream, Hamlet and

the Tempest, focusing on the

magical and the fantastical.

Students make links to

context and learn how the

context of writing helps inform

and shape it. Students’

vocabulary is widened to

include dramatic terms such

as blank verse, rhymed

verse, monologue, soliloquy

and iambic pentameter.

Students are given the

SPRING 1: CLASS NOVEL

(CURRENTLY ‘THE CURIOUS

INCIDENT OF THE DOG IN

THE NIGHT-TIME’) – Students

read the novel, engaging with

the narrative’s plot, setting,

themes and characters –

particularly focusing on the

novel’s unusual protagonist,

Christopher, allowing the

introduction of the literary

device an unreliable narrator.

As the assessment takes the

form of a piece of creative

writing, in the form of a letter

from the p.o.v. of one of the

characters in the novel,

students revisit and hone their

skills of utilising punctuation and

vocabulary for effect, having to

SPRING 1: NOVA FICTION –

further development and

application of their knowledge

of vocabulary, grammar and

text structure in creative

writing; specifically the impact

of syntax, punctuation and

vocabulary choices to shape

meaning. This unit also

introduces the students to


useful at GCSE, such as how

to evidence creative writing

skills within a given time frame.

SPRING 2: RHETORICAL

COMMUNICATION – Students

define, identify and apply

Aristotle’s three modes of

persuasion: ethos, logos and


opportunity to develop and

hone their skills in spoken

language through

improvisation, rehearsal and

performance of extracts from

Shakespeare’s scripts in

order to generate debates on

language use and meaning,

including intonation, tone,

volume and silence to add

meaning and discuss impact.

SPRING 2: POETRY –

Students study a number of

poems, recognising a range

of poetic conventions and

forms, and understanding

how these have been used.

Many of these are

consolidated from KS2

(onomatopoeia, simile,

metaphor, personification)

whilst some are new to

students such as assonance,

enjambment, cacophonic and

euphonic sound. Students

define and identify these in

the work of others, and apply

these techniques in their own

work.

carefully consider how these

can be used for impact and to

create meaning whilst writing in

role – having the audience,

purpose and format already

specified for them.

SPRING 2: SHORT STORY

WRITING – Students explore

some short stories from writers

such as Dahl, Horowitz,

Gosling, Allan Poe and Carter.

Students are introduced to

Todorov’s Narrative theory and

Propp’s Character theory.

Students explore how writers

have used and, sometimes,

subverted these conventions

and expectations. Students

plan, draft, edit and proof read

their work, applying their

growing knowledge of

vocabulary, grammar and text

structure to create desired

effects.

pathos, including hyperbole,

direct address and rhetorical

questioning. This unit also

introduces the students to


useful at GCSE, including

writing transactional

communication, such as

letters, in their correct formats.


Summer

SUMMER 1: UNSEEN

PHENOMENA

Students study a range of

non-fiction texts based on

phenomena, such as “The

Bloop”, “The Bermuda

Triangle”, “’Ghost’ Sightings”

etc. Scanning and skimming

techniques are defined and

practised, in addition to

refining summarising skills

and improving inference and

deduction. Work on

understanding on how

context (historical, cultural

and social) impacts a text is

also honed having begun

exploring this earlier in the

year during our study of

Shakespeare.

SUMMER 2: READING

VISUAL LANGUAGE –

Students read “The Arrival”

and “The Red Tree” by Shaun

Tan; “The Fox” by Margaret

Wild and Ron Brooks. New

vocabulary is introduced to

allow students to articulate

their understanding of this

literary medium fast-growing

in popularity: panel, caption,

SUMMER 1: CLASS PLAY-

TEXT CURRENTLY ‘BLOOD

BROTHER’S BY WILLT

RUSSELL – This is the only

opportunity that students get to

explore a dramatist, other than

Shakespeare, and study how

drama can be communicated

effectively through performance.

Students examine how

characters can be effectively

conveyed through choice

diction; how motifs and refrains

can be used to reinforce

themes; how staging can be

used to influence interpretation;

and how literature can help

shape us and make sense of

the world around us.

SUMMER 2: SLAM AND

PROTEST POETRY–

Students study a wide range of

poems and are introduced to

key elements of slam/protest

poetry. Students demonstrate

their understanding of how and

why poets use a variety of

poetic and structural techniques

and apply those to their own

writing. The emphasis is also on

improving pupils’ speaking and

SUMMER 1: SHAKESPEARE:

ROMEO AND JULIET –

Students are introduced to the

setting, plot and characters in

R&J in preparation for their

GCSE study of the text in year

10. Key moments, themes and

significant quotations are

highlighted. Where possible

students read the whole play

and / or watch a performance

live or on film.

SUMMER 2: CREATIVE

WRITING: THE HORROR

GENRE - How do writers

create horror, tension and

suspense in their writing?

Extracts from notable texts

explored include Edgar Allan

Poe, Mary Shelley, Bram

Stoker, George Orwell and

Stephen King. Students draw

on their knowledge of these

‘horror greats’ to enhance the

impact of their creative own

writing.


compositional flow, gutter

balloon etc. Students also

debate its place in the literary

cannon taking in to

consideration works such as

“Maus” and “V For Vendetta”.

listening skills, as well as

broadening their understanding

of key poetic features. Pupils

are also introduced to

paralinguistic features and how

they can utilize them in their

performance (e.g. pace,

volume, emphasis and

gestures).

Rationale for these

specific components

and composite

outcomes:

The curriculum in year 7

ensures that students are

exposed to the many different

facets of English Studies

within their first year (reading

and writing fiction, non-fiction,

and literary non-fiction texts).

Students are provided with

opportunities to demonstrate

existing knowledge, develop

skills and experiment with

new grammar and

vocabulary.


ensures that students continue

to be stimulated and nurtured as

young readers and writers. The

texts are more challenging than

in year 7, and the introduction to

theories and theorists begins to

widen students’ understanding

of how both Language and

Literature has, and continues to,

document, decipher and

influence our world.


ensures that students are fully

prepared for the demands and

challenges at GCSE.

Exposing students to a range

of carefully selected poetry

allows us to demystify poets

and movements (such as

Romanticism); our novel of

choice seeks to inspire young

readers to not leave fiction

behind, at a time when so

many have become reluctant

readers; rhetorical writing

refocuses those who have a

wavering understanding of

how English studies affects /

impacts the ‘real world’; whilst

the imagination of many are

stimulated by the fascination

with ‘the horror genre’,

resourcefully allowing the

The composite of the

components studied

throughout KS3 allow

students to reach the very

highest standards of

language and literacy in

English. Our programme of

study is rooted in providing

students with diverse

opportunities to grapple with

texts across the spectrum of

the existing literary canon, to

texts which are set to become

canonical. Collectively, the

components offer a

challenging, stimulating and

demanding composite,

encouraging students to

develop their skills creatively,

critically and effectively,

whilst pushing the boundaries


Students at Downham Market Academy experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for

deep engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content,

which enables them to access meaningful, complex composite activities.

Downham Market Academy students are able to express themselves fully, through their written work as well as through discussion,

and involvement in the creative arts. Students have the confidence to learn from others whilst making their own decisions.

introduction of writers from the

literary cannon, such as Poe,

Shelley and Orwell.

of English studies. Ultimately

we nurture and inspire our

young readers and writers to

reach their potential.

How is challenge embedded into the KS3 curriculum?

Students grapple with challenging theories, theorists, and writers of modern and

literary heritage texts

Students engage in lively debates and performing individual and group presentations

Students learn new subject specific terminology in order to improve their ability to

articulate ideas and understanding.

All English tasks are pitched at an aspirational level in terms of challenge. Work is then

differentiated to allow all students access all texts and creative stimuli.

How does the KS3 curriculum above build on previous learning in KS2?

- Mastery of skills introduced at KS2 (notably Years 5 & 6): making inferences; making

predictions; summarising; identifying how language, structure and form contribute to

meaning; comparing characters, setting and themes; and making reasoned justification

for views and opinions of texts.

- Increase knowledge of a wide range of texts, building on familiarity of writers studied at

KS2.

- Providing students with more challenging opportunities of transcription and

composition.

- Building a more comprehensive and accurate knowledge of vocabulary, grammar and

punctuation in a bid to increase range and accuracy.

Evidence based on the National Curriculum and discussions with KS2 primary

teachers


Downham Market Academy students are engaged, curious and well-informed. We ensure they are equipped with the correct tools

to make the transition to young adulthood with the ability to debate and discuss key issues related to our wider society.

Downham Market Academy students are prepared for independence. They are numerate as well as literate, well-informed

regarding personal safety, and able to take responsibility for their own actions. Students show resilience in a range of situations and

are equipped to lead an active, healthy lifestyle.

Downham Market Academy students are part of a cohesive community. Students are fully aware of the diversity of their immediate

school community as well as wider society, and are able to sensitively and respectfully interact with people from a range of

backgrounds. Students are active in challenging prejudice and knowledgeable in terms of the origins of prejudice in our society.

Downham Market Academy – Curriculum Mission Statement

Subject: Maths Components Composite KS3 Mission Statement




DMA maths student

will… Year 7 Year 8 Year 9

Autumn

Negative numbers and

BIDMAS

Rounding and estimating

Arithmetic

Substitution and

simplifying

Fractions, decimals and

percentages

Factors, multiples and

primes

Theoretical probability

Arithmetic sequences

and nth term

Ratio

Fraction arithmetic

Indices

Expanding brackets

Transformations

Angles in polygons

Standard form


percentages

Calculating with

standard form

Compound measures

Imperial measures

Proofs and visual

sequences

Equations with fractions

Rearranging formulae

Bearings and angle

proof

Enlargements

Relative frequency

Circles

Students will progressively be

expected to give in depth

reasoning and rationale as to

why they have reached

certain conclusions, with

advanced/confident

mathematicians being able to

give alternative methods and

strategies for solving a

problem. The levels of

application that students

practice and develop in Year

7 and Year 8 result in them

using mathematics more

confidently in everyday life. It

is also vital that our

practitioners deliver our

curriculum In a way that

promotes a thirst for

knowledge which lead to

students planning to study

maths past their GCSE

qualification. Research

suggests that those studies

Be Confident in the 6 key

areas of Mathematics:

- Number and

calculations

- Proportional

reasoning

- Expressions and

equations

- Sequences and

graphs

- Geometry and

measure

- Probability and

statistics

Students will be able to recall

facts, demonstrate fluency in

key skills, be able to solve

multi step problems in both

real life and abstract contexts,

and use mathematical

reasoning in both their written

work and orally in class.

Spring

Equations and

inequalities

Decimal arithmetic

Angles and parallel lines

Area of triangles and

quadrilaterals

Drawing linear graphs


percentages

Angles

Area and perimeter

Geometric and quadratic

sequences

Metric measures

Constructions,

congruency and similarity

Volume, plans and

surface area

y = mx+c

Mutually exclusive events

Estimated mean

Cumulative frequency

and box plots

Repeated percentage

change

Reverse percentages

Complex circles, volume

and surface area

Scatter graphs

Constructions and loci

Pythagoras


Summer

Equations and

inequalities

Ratio

Properties of shape

Bar charts and pie charts

Averages

Complex equations

Direct proportion

Comparing data sets

Calculating with

measures

Questionnaires and

sampling

Trigonometry

Quadratic, reciprocal

and cubic graphs

Ratio

Advanced problem

solving

who have experienced a

challenging and enriching

KS3 are more likely to assert

themselves purposefully at

key stage 4 as well as

consider Mathematics as an

option to Key Stage 5.

Rationale for these

specific components

and composite

outcomes:

The year 7 curriculum is designed

to ensure that all students become

fluent in calculations and algebraic

manipulation and are able to recall

and apply geometric facts.

Many of the topics are extensions

of what they have learnt in year 6.

These areas are developed further

and students are encouraged to

look at different methods, reason

mathematically and solve

problems.

All students work on their retrieval

of core skills to prepare them for

year 8.

The year 8 curriculum is

designed to build on the work

from year 7. The topics studied

in year 8 require the fluency

developed in year 7, along

with further problem solving.

Work begins to link several

topics together and students

are expected to learn more

complex formulae.

Topics necessary for other

subjects are introduced such

as standard form for Science.

The most challenging year of

the Key Stage 3 curriculum,

students are preparing

themselves for the start of

their GCSE curriculum in

Year 10. Over the course of

the students 3 years at DMA

they would have explored

large quantities of the GCSE

curriculum and also have

honed in their skills in

applying knowledge and skills

to problems.

As well as practising skills

from earlier years, students

study new content and are

expected to develop the

ability to use sophisticated

mathematical reasoning.


Students follow a challenging scheme of learning with advanced skills and

problem solving throughout.


The main purpose of our Key Stage 3 curriculum is to challenge all students

and for them to aspire to maximise their potential in the subject.

From discussion with local primary schools, the Key Stage 2 curriculum

places a large focus on the skill element of mathematics and learners are



deep engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content


DMA students are able to express themselves fully, through their written work as well as through discussion, and involvement in the

creative arts. Students have the confidence to learn from others whilst making their own decisions.

DMA students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make the transition

to young adulthood with the ability to debate and discuss key issues related to our wider society.

DMA students are prepared for independence. They are numerate as well as literate, well-informed regarding personal safety, and

able to take responsibility for their own actions. Students show resilience in a range of situations and are equipped to lead an

active, healthy lifestyle.

Students follow 2 tiers – higher or foundation. These are tailored to build on

their prior knowledge to challenge all students to meet their ambitious

potential grades

Our most able ks3 students are entered into the UKMT maths challenge.

Resources from this are integrated into our top set lessons to further

challenge our high attainers.

expected to remember and retrieve key facts methods to answer questions.

Our Key Stage 3 curriculum takes their core skills and places the emphasis

on application and problem solving. This allows for a deeper understanding

of the topic and allows students to feel confident in applying knowledge in a

number of ways.


DMA students are part of a cohesive community. Students are fully aware of the diversity of their immediate school community as

well as wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are

active in challenging prejudice and knowledgeable in terms of the origins of prejudice in our society.


Subject; KS3

Science Components Composite KS3 Mission Statement

What new knowledge/content do we introduce? What do students do with this knowledge?

By the end of year 9, a Downham science


Autumn

What are cells and why are they important

in living things?

What are atoms and where do we find

them?

What is energy and where does it come

from?

How do we obtain nutrients from food?

What factors affect the rate of a chemical

reaction?

How and why is thermal energy transferred?

What is health and how do we stay healthy?

How do chemical reactions affect our

environment?

How can we apply our knowledge of forces

and electricity to solve real world problems?

We are increasingly looking for

students to be able to carry out full

scientific investigations. Over time

students should increasingly be able

to propose a hypothesis, design an

experiment, select suitable

apparatus, identify a variable to

change, measure and explain how all

others will be controlled, selecting a

suitable method to record and

present data and any relationships

therein, followed by a sensible

conclusion, an honest evaluation of

the validity of the method and the

reliability of the data.

Recognise science as a process

to investigate the natural

world and not simply a body

of facts to be learnt.

Understand biology as the

science of life, based on cells

and able to explain many

significant processes in living

things.

Understand chemistry as the

science of matter, based on

atoms, able to explain the

properties of matter and

predict changes that may

occur.

Understand physics as the

science of energy and matter;

that everything that happens

is the result of energy being

transferred.

Spring

How do living things reproduce?

What is a chemical reaction and why do

they happen?

What are forces and how do they affect us?

What are the causes of infectious disease and

how do we prevent its spread?

What are the common chemical structures of

matter?

What does the universe consist of?

KS3 revision & Assessment

then

GCSE

Summer

How is information passed from one

generation to the next and why are we all

different?

How can we categorise matter?

What is electricity and how can we use it?

How are plants similar and different to all

other forms of life?

How and why is energy transferred in

chemical reactions?

How are we able to see light and hear sounds?

GCSE

Rationale for these specific

components and

composite outcomes:

Simplicity: Whilst students will have

been taught science at Primary school,

we want to introduce them to the

subject as specialists. Students should

appreciate the three distinct but

complementary disciplines: Biology –

we study the building blocks of all

living things –cells and processes they

are involved in; Chemistry – we study

the building blocks of matter – atoms

and the reactions they undergo;

Physics – we study energy – how it

drives every process in the universe.

Exemplification: In Year 8 students

should focus on how cells work in union

to enable body systems to be effective.

They need to appreciate how vital

plants are to life on Earth. Students

should develop their understanding of

atoms to see how their interactions are

predictable and give rise to the

properties of matter and their reactions.

Students need to consider how energy is

transferred by considering thermal,

light and sound energy and should

appreciate energy is conserved

throughout space.

Complexity: In Year 9 students

complete KS3 by linking together all

the human processes they have

studied to seem how cells, tissues and

organs allow the body to work so well.

They also learn to appreciate that

chemical reactions have a huge impact

on our environment, and the factors

that affect this. And they start

looking at forces and electricity in

more depth to appreciate the

nuanced behaviour of electrons in

circuits or how forces can be

multiplied to great effect.

Students who are able to effectively

propose and investigate a hypothesis

are scientists by definition. Through

investigation students learn how to

make sense of the natural world.

They are able to marvel at the

beauty of nature and the elegance of

its laws and apply this

understanding to solve real world

problems, be that how to fix their

bike, improve ecology in their

garden or how to cure cancer.


How is challenge embedded into the KS3 curriculum? Students must be in the habit of proposing a hypothesis to explain natural phenomena and then must use scientific investigation to collect data and therefore decide whether the data support their hypothesis. Students should be able to model natural processes, have an extensive recall of the core knowledge required to apply their understanding and demonstrate fluency in using scientific vocabulary to explain key concepts. Challenging lessons therefore require students to use experimental evidence to provide robust scientific explanations.

How does the KS3 curriculum above build on previous learning in KS2? It is important to note that we cannot assume the KS2 science curriculum has been effectively delivered (Note Ofsted curriculum report December 2018). The priority at KS2 is to gain an understanding of how to undergo a scientific investigation and by consideration of macroscopic observation (e.g. classifying rocks, classifying living things, investigating magnetism). In Y7 especially, we reinforce these ideas and then push students beyond KS2 by considering how microscopic (in biology) or nanoscopic (in chemistry and physics) processes act as drivers for the macroscopic observations.


Subject: Geography

Components Composite KS3 Mission Statement

What new knowledge/content do we introduce? What do students do with this knowledge?

By the end of year 9, a Downham Market

Geography student will… Year 7 Year 8 Year 9

Autumn

Exploring Geography (map skills)

Amazing Places (geographical skills & concepts)

Plate Tectonics

Earthquakes

Coastal Erosion

Coastal Deposition

Problem solving through both practical immersive simulations and real life mapped scenarios

Apply knowledge and understanding to identify and justify the use of a chosen management solutions to solve a particular issue

Apply to real world contexts and evaluate outcomes

be able to express their opinions as global citizens through their written work as well as through discussion, learning from others whilst making their own decisions

be engaged, curious and well-informed about their world (natural and human)

be confident in debating and discussing key geo-political issues around the world (both current & future)

be able to reflect on and begin to take responsibility for their own global footprint

be aware of global diversity, inequalities and injustices amongst people. They will sensitively and respectfully consider the lives of those less fortunate than themselves, actively challenging prejudice

Spring Rivers

Flooding

Tropical Rainforests

Deforestation

Climate Change

Development

Summer Sustainability Megacities Food Resource

Management

Rationale for these specific components

and composite outcomes:

To obtain an understanding of our year 7’s place knowledge.

To identify and ‘fill in’ the gaps that year 7s arrive with. Including identifying & addressing misconceptions.

To introduce complex geographical terminology and basic processes in a specific environment (rivers).

To provide a mix of human, physical and environmental geography.

To begin to explore the complex interrelationships between humans and the natural environment.

To address current topical issues (deforestation) and encourage personal reflection and debate.

To introduce geology & small-scale geopolitical ideas.

To study a mix of human, physical and environmental geography.

To reflect on human impact on the natural world, develop opinions and suggest possible alternatives.

To build on year 7 river process by applying to a more complex system (coasts).

To provide a mix of human, physical and environmental geography.

To explore international geopolitics and global economics.

To address current topical issues (climate change) and encourage personal reflection and debate.

To reflect on human impact on the natural world, develop opinion and suggest possible alternatives.

These activities are appropriate, worthwhile & challenging:

Real world application of ‘being a geographer’ – this is how this knowledge is used in the field

Students are encouraged to formulate their own judgements based on available evidence

Students are encouraged to be critical of existing real world management strategies


Students actively engage in GCSE level work from year 7 using GCSE terminology and learning GCSE skills from the outset.

Incremental development of knowledge and conceptual understanding builds within and across each year at KS3

All lessons are fully resourced and pitched at potential 7 students. Work is then differentiated by class teachers. The expectation is that all students are taught up to grade 7 (minimum) within lessons irrespective of their potential.

Challenge is also evident in: homework challenge tasks, KS3 Edmodo challenge reading lists, opportunities to choose activities, inbuilt extensions within tasks in lessons

How does the KS3 curriculum above build on previous learning in KS2? Our first unit met in year 7 ascertains to what extent students have been taught from the Geography NC at KS2. Generally we find that Geography is not taught as a separate entity in primary schools and a greater focus is on History. In many cases, students have a somewhat stereotypical view of ‘place’ through Humanities projects as opposed to through a geographical lens. We also find that basic geographical skills lack (i.e map skills and place knowledge – both basic requirements of the KS2 NC). We therefore spend the first term teaching them what they should already be equipped with from KS2.


Students at Downham Market Academy experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for deep

engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content which enables them to

access meaningful, complex composite activities.

Downham Market Academy students are able to express themselves fully, through their written work as well as through discussion, and

involvement in the creative arts. Students have the confidence to learn from others whilst making their own decisions.

Downham Market Academy students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make the

transition to young adulthood with the ability to debate and discuss key issues related to our wider society.

Downham Market Academy students are prepared for independence. They are numerate as well as literate, well-informed regarding personal

safety, and able to take responsibility for their own actions. Students show resilience in a range of situations and are equipped to lead an active,

healthy lifestyle.

Downham Market Academy students are part of a cohesive community. Students are fully aware of the diversity of their immediate school

community as well as wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are



Subject: History Components Composite KS3 Mission Statement




Downham Market

history student will…

Year 7 Year 8 Year 9

Autumn

Why did William win the Battle of

Hastings?

How far did the Normans change

England?

Why should we study the

Tudors?

Why did civil war break out in

1642?

How have 20th century freedom

fights changed today’s world?

Why did WWI break out in 1914?

Students engage with a range of

different conceptual foci across KS3,

with each course adopting a different

focus in terms of disciplinary skills.

Students are asked to learn new

content through a conceptual lens; for

example historical change,

significance, or causation. Students are

then asked to use these lenses to

shape extended, evidenced written

work.

1) Have a sound

understanding of the key

turning points in British and

global history which have

shaped the world we live in

today.

2) Be adept at constructing

carefully evidenced and

well-judged arguments

through debate, discussion

and extended writing.

3) Possess powerful

knowledge concerning the

historic political struggle of

key groups in our immediate

society and around the

world.

Spring

Why was Thomas Becket

murdered in 1170?

When did the Magna Carta

become significant?

How ‘glorious’ was the revolution

of 1688?

How dramatically did British life

change in the 19th century?

Why was Europe a hotbed of

dictatorships by 1939?

Case study: How did Hitler

become Fuhrer by 1934?

Summer

What was so special about

Medieval Baghdad?

Why can’t we treat Native

Americans as ‘all the same’?

Why is the British Empire

controversial?

How did slavery come to be

abolished across the British

Empire?

What caused WWII to break out

in 1939?

How should we remember the

Holocaust?

Rationale for these

specific components

and composite

outcomes:

The curriculum in year 7 ensures students have

covered key events in history which underpin

power structures in Britain to this day, and have

shaped the course of history via powerful

enquiries which investigate the interplay between

Church and state, and how ancient documents

such as the Magna Carta still exist as significant

features of both our laws, and our fundamental

British values.

The Medieval Islamic world is considered in all

its glory, with students learning about early

discoveries in medicine, literature and

architecture. The question of diversity is raised

when students study a range of Native American

tribes, in a course which seeks to challenge the

notion of stereotypes.

The key ideas underpinning year 7: What does it

mean to study history? How have 1000 year old

decisions changed our lives today?

The year 8 curriculum tracks the story of shifting

power balances in Britain, starting with the

authoritative Tudor dynasty, and then on to

considering the extent to which Britain

experienced ‘revolution’ via studies of dramatic

political and economic upheaval which have

shaped today’s Britain in myriad ways.

The changing global landscape of the 18th and

19th centuries is illustrated through challenging

enquiries into the controversy of Britain’s empire,

and the fight for the abolition of slavery. These

enquiries allow students some of their first real

insights into historiography, as they encounter ad

grapple with the wide range of viewpoints held by

historians of these periods.

The key idea underpinning year 8: How have the

dramatic societal changes between1500-1900

shaped the Britain we live in today?

Year 9 begins with an enquiry which tells the story

of the 20th century through the eyes of those who

have struggled for acceptance: students discover

the stories of the African American civil rights

movement; the Women’s Liberation movement;

the fight for LGBT rights; the story of Apartheid.

Students consider the ways in which these

‘freedom fighters’ have shaped the community

and world they live in.

Students are then asked to undertake enquiries

into the causation behind two catastrophic world

wars, as well as establishing what key factors

allowed for the rise of ‘dangerous dictators’ in the

1930s. Students end the year by contemplating

how best to remember the Holocaust.

The key idea underpinning year 9: How can we

stop the catastrophes and injustices of the 20th

century from happening again?

The composite activities extend

students’ ability to write in an erudite

and convincing way, as well as

developing the way in which they

select and deploy evidence to support

their ideas. Students are encouraged

to develop their own historical

judgements and conclusions based on

the work of other historians as well as

available evidence, which ensures

composite activities are challenging:

students are grappling with genuine

historical controversies in their work.

How is challenge embedded

into the KS3 curriculum?

How does this build on KS2?

Students engage in lively and rigorous historical debate in all their lessons

Students are posed genuinely difficult questions to answer; incremental development of knowledge and conceptual understanding builds towards answering these each half term

All history enquiries are pitched at an aspirational level in terms of challenge. Work is then differentiated to allow all students access to genuine historical debates.

Students encounter a wide variety of historical topics at primary school depending on where they go. This KS3 curriculum seeks to stretch students from the outset by introducing

a wide range of new conceptual foci, as well as teaching content in a rigorous, chronological and conceptually focussed way from the outset.



deep engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content


Downham Market students are able to express themselves fully, through their written work as well as through discussion, and

involvement in the creative arts. Students have the confidence to learn from others whilst making their own decisions.

Downham Market students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make

the transition to young adulthood with the ability to debate and discuss key issues related to our wider society.

Downham Market students are prepared for independence. They are numerate as well as literate, well-informed regarding personal

safety, and able to take responsibility for their own actions. Students show resilience in a range of situations and are equipped to

lead an active, healthy lifestyle.

Downham Market students are part of a cohesive community. Students are fully aware of the diversity of their immediate school

community as well as wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds.

Students are active in challenging prejudice and knowledgeable in terms of the origins of prejudice in our society.


Subject: : French Components Composite KS3 Mission Statement




DMA languages student

will be able: Year 7 Year 8 Year 9

Autumn

- Talk about likes and dislikes,

describing yourself and others.

( present tense er verbs, avoir)

- Talk about school subjects,

timetable, school daily routine,

schools in France (partitive

articles, opinions + reasons)

- Talk about my use of media.

(present tense er, ir, re verbs,

avoir + être)

- Talk about a past visit of Paris.

(perfect tense, express opinion in

past)

- Talk about yourself and media (3

tenses , direct object pronouns)

- Talk about fitness and health

eating (future tense)

Pupils will reflect on the world we

live in, using contexts familiar to

them in their everyday lives and

teaching them the vocabulary that

they need to communicate with

young French people of their own

age on topics that interest and

stimulate them. They are

introduced to young French

people and given insight into the

everyday life and culture of France

and other French-speaking

countries, encouraging

intercultural understanding. At the

same time, pupils are taught the

language learning skills and

strategies that they need to

become independent language

learners.

. to listen to a variety of forms of

spoken language to obtain

information.

. to respond appropriately + be

able to transcribe words and short

sentences with increasing

accuracy.

. to initiate + develop

conversations, coping with

unfamiliar language + unexpected

responses, + make use of social

conventions.

. to express + develop ideas

clearly + with increasing accuracy

in writing and speaking.

. to read + show comprehension of

original + adapted materials from a

range of sources, understanding

the purpose + important details,

provide accurate translations of

short, material.

. to read literary texts in the

language such as stories, songs,

poems + letters, to stimulate

ideas, develop creative expression

+ expand understanding of the

language + culture.

. to use an increasingly wide range

of grammar + vocabulary, writing

creatively to express their own

ideas + opinions.

. To identify + use tenses or other

structures that convey the present,

Spring

- Talk about computers, mobiles

and internet. Discuss which

sports you play. What you like

doing. Describe what other

people do.( aimer +inf, ils /ells

form of verb)

- Talk about your town/village,

where you go and what you can

do there. ( modal verbs)

- Talk about my identity. (reflexive

verbs and adjective agreement,

near future tense)

- Talk about where I live, cultural

celebrations and food. (Using 3

tenses, comparative)

- Talk about the future, ambitions

and why it is important to learn a

language (modal verbs, imperfect

+ future tenses)

- Talk about holidays using a

range of tenses ( also conditional)

Summer

- Talk about holidays, going out,

buying food and drinks.

Reflexive verbs and

conditional/future tense to say

where I would like to go on

holidays.

- Describing a talent show

competition ( modal verbs /

comparative and superlative form/

using a variety of structures and

tenses)

. talk about oneself and the world

around them using three tenses:

present, past and future as well as

the gerund.

Rationale for these

specific components

and composite

outcomes:

Let’s talk about me : gain confidence in communicating in French about me, my family, my school, my hobbies, my town, my holidays

Celebrate uniqueness, get to

know one another, share

information, celebrate own

strengths + those of others

Let’s talk more about me, so that I can communicate in French / Spanish (about media, a visit to Paris, my identity, where I live, talent) using the past, present and future tenses

Look at different festivals and how

they are celebrated in different

countries, people are different, let’s

celebrate it.

Gain a deeper understanding of the language, by using more complex vocab and grammar, to allow me to give + justify opinions and take part in discussions about wider issues ( such as my social life, health + fitness, work + future plans, holidays, the world around me)

The four elements of the Key

Stage 3 Programmes of Study

(Key concepts, Key processes,

Range and content and

Curriculum opportunities) and the

five strands of progression in the

Key Stage 3 Framework for

languages are fully integrated into

the course. In addition, pupils have

the chance to experience cross-

curricular studies and are given


Learn how to express yourself ,

your opinions and respect other

people’s views/ culture.

Compare UK + francophone

schools

Discuss experiences of travelling to

different places and countries.

Be grateful for our healthy bodies

and understand that we need to

care for them. Understand how

different foods affect body/health.

Look at the impact of alcohol,

smoking and drugs to health /

society.

Discuss the cultural differences

between French and English

homes,

Appreciate our families and

recognise the importance of

helping each other.

Appreciation of other cultures -

listening to music. How does

media influence our own culture?

Rights & responsibilities of

keeping safe on-line.

Being responsible with money.

Writing formal letters/CVs for jobs.

Sharing personal experience of

time working in France.

Explore racism in TL – look at

different nationalities living in town

– what are the issues?

Discussion of personal

responsibility towards

environment. What actions need

to be taken to protect our planet?

regular opportunities to develop

and practise the personal, learning

and thinking skills required to

operate as independent enquirers,

creative thinkers, reflective

learners, team workers, self-

managers and effective

participators.

past, + future, as appropriate to

the language being studied, use a

variety of key grammatical

structures + patterns, including

voices + moods

. to develop + use a wide-ranging

+ deepening vocabulary that goes

beyond their immediate needs and

interests, allowing them to give +

justify opinions, take part in

discussion about wider issues,

use accurate grammar, spelling +

punctuation.

. to have a firm grasp of the

sound-writing relationship to

facilitate accurate pronunciation +

independent language use.

The targelanguage should be the

dominant means of classroom

communication.

. to use a range of vocabulary,

including high-frequency and

topic-specific language, should be

retained for independent use in

pupils' long-term memories.




“Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high quality languages education should foster pupils’ curiosity and deepen their

understanding of the world.”

A simple example could be when teaching the topic of school. Learners could study the timetable of a pupil in a school on the French island of la Réunion, sourced quite effortlessly

online. They could compare and contrast their daily routine looking for similarities and differences. When teaching the topic of leisure, students could investigate typical games that

children play in Latin American playgrounds and see how they compare with a UK playground. For the topic of holidays the focus of a pupil-led research project could be to plan a trip to a

German speaking country such as Switzerland or Austria with a maximum budget of €2000 for a family of 4. With careful thought and planning, perhaps with an emphasis on cross

curricular links, most KS3 topics lend themselves to some cultural input. Where the text book does not offer helpful sources of cultural material, teachers can, with the help of the internet,

source a wealth of authentic material to inspire their pupils.

We effectively incorporate innovative ICT/Internet into our lessons when studying any topic. This could be knowing other countries through films, pictures, cultures, storytelling, music,

writing letters to students abroad using eTwinning.


Subject: : Spanish Components Composite KS3 Mission Statement




DMA languages student

will be able: Year 7 Year 8 Year 9

Autumn

- Talk about yourself, describing

yourself and others ( incl family)

( tener, adjective agreements)

- Talk about your likes +

dislikes, weather ( me gusta +

inf, ar verbs in present tense)

- Talk about a past holiday ( use

preterite of ser, ar , er+ir verbs)

- Talk about media ( present tense,

opinions, comparative, use 2

tenses)

- Talk about your likes and media

(3 tenses)

- Talk about work ( use tener que,

adjective agreements, near future

+ 3 tenses together)

Pupils will reflect on the world we

live in, using contexts familiar to

them in their everyday lives and

teaching them the vocabulary that

they need to communicate with

young French people of their own

age on topics that interest and

stimulate them. They are

introduced to young Spanish

people and given insight into the

everyday life and culture of Spain

and other Hispanic countries,

encouraging intercultural

understanding. At the same time,

pupils are taught the language

learning skills and strategies that

they need to become independent

language learners.

. to listen to a variety of forms of

spoken language to obtain

information.

. to respond appropriately + be

able to transcribe words and short

sentences with increasing

accuracy.

. to initiate + develop

conversations, coping with

unfamiliar language + unexpected

responses, + make use of social

conventions.

. to express + develop ideas

clearly + with increasing accuracy

in writing and speaking.

. to read + show comprehension of

original + adapted materials from a

range of sources, understanding

the purpose + important details,

provide accurate translations of

short, material.

. to read literary texts in the

language such as stories, songs,

poems + letters, to stimulate

ideas, develop creative expression

+ expand understanding of the

language + culture.

. to use an increasingly wide range

of grammar + vocabulary, writing

creatively to express their own

ideas + opinions.

. To identify + use tenses or other

structures that convey the present,

Spring

- Talk about school – subjects,

school, break activities ( me

gusta(n), er +ir verbs in present

tense, ar verbs)

- Talk about your family,

physical descriptions, where you

live ( estar, ser+tener,

possessive adjectives)

- Talk about food + meal times (

use more opinions, negatives, near

future tense)

- Talk about arranging to go out,

clothes ( use me gustaria + inf,

querer + poder, use 3 tenses)

- Talk about health + fitness ( use

direct object pronouns, reflexive

verbs, se debe, me duele)

-talk about yourself + wider

issues eg fair trade, rights,

recycling

, world issues). ( use poder, se

deberia)

Summer

- Talk about where you live –

your town / village, tell the time,

oder in a café ( use ir , querer +

near future tense)

- Describing holidays (a holiday

home, activities, directions,

summer camps) ( use comparative

+ superlative, 3 tenses, major +

peor)

. talk about a visit to Madrid ( use4

tener, superlative + comparative)

Rationale for these

specific components

and composite

outcomes:

Let’s talk about me : gain confidence in communicating in Spanish about me, my family, my school, my hobbies, my town, my holidays

Develop skills : independent work, creative thinking, reflecting on learning, team work, being responsible for own learning, participating positively

Let’s talk more about me, so that I can communicate in Spanish (about media, a past holiday, my identity, media where I live, meal times) using the past, present and future tenses Develop skills : independent work, creative thinking, reflecting on learning, team work, being responsible for own learning, participating positively

Gain a deeper understanding of the language, by using more complex vocab and grammar, to allow me to give + justify opinions and take part in discussions about wider issues ( such as my social life, health + fitness, work + future plans, holidays, the world around me)

Develop skills : independent work, creative thinking,

The four elements of the Key

Stage 3 Programmes of Study

(Key concepts, Key processes,

Range and content and

Curriculum opportunities) and the

five strands of progression in the

Key Stage 3 Framework for

languages are fully integrated into

the course. In addition, pupils have

the chance to experience cross-

curricular studies and are given

regular opportunities to develop

and practise the personal, learning


Celebrate uniqueness, get to

know one another, share

information, celebrate own

strengths + those of others

Learn how to express yourself ,

your opinions and respect other

people’s views/ culture.

Compare UK + Hispanic

schools

Look at different traditions and how

they are celebrated in different

countries, people are different, let’s

celebrate it.

Discuss experiences of travelling to

different places and countries.

Be grateful for our healthy bodies

and understand that we need to

care for them. Understand how

different foods affect body/health.

Discuss the cultural differences

between hispanic and UK meals /

food)

Appreciate our families and

recognise the importance of

helping each other.

reflecting on learning, team work, being responsible for own learning, participating positively

Appreciation of other cultures -

listening to music. How does

media influence our own culture?

Rights & responsibilities of

keeping safe on-line.

Being responsible with money.

Writing formal letters/CVs for jobs.

Sharing personal experience of

time working in France.

Explore racism in TL – look at

different nationalities living in town

– what are the issues?

Discussion of personal

responsibility towards

environment. What actions need

to be taken to protect our planet?

and thinking skills required to

operate as independent enquirers,

creative thinkers, reflective

learners, team workers, self-

managers and effective

participators.

past, + future, as appropriate to

the language being studied, use a

variety of key grammatical

structures + patterns, including

voices + moods

. to develop + use a wide-ranging

+ deepening vocabulary that goes

beyond their immediate needs and

interests, allowing them to give +

justify opinions, take part in

discussion about wider issues,

use accurate grammar, spelling +

punctuation.

. to have a firm grasp of the

sound-writing relationship to

facilitate accurate pronunciation +

independent language use.

The target language should be the

dominant means of classroom

communication.

. to use a range of vocabulary,

including high-frequency and

topic-specific language, should be

retained for independent use in

pupils' long-term memories.




“Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high quality languages education should foster pupils’ curiosity and deepen their

understanding of the world.”

A simple example could be when teaching the topic of school. Learners could study the timetable of a pupil in a school on the French island of la Réunion, sourced quite effortlessly

online. They could compare and contrast their daily routine looking for similarities and differences. When teaching the topic of leisure, students could investigate typical games that

children play in Latin American playgrounds and see how they compare with a UK playground. For the topic of holidays the focus of a pupil-led research project could be to plan a trip to a

German speaking country such as Switzerland or Austria with a maximum budget of €2000 for a family of 4. With careful thought and planning, perhaps with an emphasis on cross

curricular links, most KS3 topics lend themselves to some cultural input. Where the text book does not offer helpful sources of cultural material, teachers can, with the help of the internet,

source a wealth of authentic material to inspire their pupils.

We effectively incorporate innovative ICT/Internet into our lessons when studying any topic. This could be knowing other countries through films, pictures, cultures, storytelling, music,

writing letters to students abroad using eTwinning.


Subject: Technology Components Composite KS3 Mission Statement




Downham Market

technology student

will…


Food

Knife skills.

Preparation of ingredients.

Using the oven, hob and grill safely.

Following a recipe.

Effective food safety and storage.

Accurate weighing and measuring.

Experiencing a wider range of equipment and utensils.

Adapting a recipe.

Understanding and using food packaging.

Avoiding standard components when cooking.

Using recipes with more than one element.

Carrying out nutritional and sensory analysis.

Understanding food provenance.

Yr7: fruit salad, crumble, scones, skewers, soup, cheesecake, frittata, breakfast bar. Yr8: breakfast, stir fry, fajitas, cultural dish, fish cakes, curry, roux, reduction, emulsion, pastry. Yr9: eggs, poaching, choux pastry, roasting, stew, panna cotta, casserole, fruit tart, steaming, risotto, ravioli, sponge, lasagne, nuggets.

Use creativity and

imagination to design and

make products that solve

real and relevant problems.

Build resilience in learners.

Be able to work within a

range of contexts,

considering their own and

others’ needs, wants and

values.

Acquire a broad range of

subject knowledge whilst

learning how to take risks

and becoming a resourceful,

innovative, enterprising and

capable citizen in an

increasingly technological

world.

Engineering

Health and safety of basic machines.

Basic use of hand tools.

Introduction to limited materials.

Introduction to finishing techniques.

Identifying risks with processes.

Use of hand tools with control.

Use of Fixed equipment. Applying a range finishing

techniques. Working with a range of

materials.

Assess and minimise risks with processes.

Select appropriate hand tools and using with control.

Selecting appropriate fixed equipment and use with control.

Applying a range finishing techniques.

Working with a wide range of materials.

Understand and create a range of joining methods.

Basic hand drawing techniques.

Yr7: coat hook. Yr8: slot together toy. Yr9: lamp.

Product Design

Extrude / extruded cut.

Revolve.

Assembling models.

3D CAD techniques.

Product design.

Packaging design.

CNC equipment and use.

2D CAD.

Designing for manufacture.

Designer research / analysis.

Design process (influenced by designer).

Realizing design.

Advanced CAD Modelling.

Yr7: CAD drawing skills. Yr8: trophy. Yr9: lamp/ toy.


Rationale for these

specific components and

composite outcomes:

The curriculum in year 7 exposes students to a range of basic technology skills that many will not have come across previously. Students are given the opportunity to demonstrate existing knowledge, develop an understanding of new techniques and skills and experiment with a range of ideas and experiences.

In year 8 students are building on the basics to ensure mastery of the essential skills and a gain a comprehensive grounding in all aspects of the technology curriculum. This enables them to use accuracy and efficiency when working, but also to start applying their knowledge and understanding when making appropriate choices and developing their own ideas.

In year 9 students are expected be fully engaged in the design process, understanding problems in a range of contexts and creating inventive and appealing solutions. Students should consider the influence of design on their own ideas and be able to communicate using a range of techniques. Students should also be exposed to new and emerging technologies, understanding and experiencing how these can impact our modern lives.

The composite activities mentioned above provide a range of opportunities and contexts for students to understand and use the properties of materials in order to achieve functioning solutions to relevant problems. They are accessible by all students no matter what background, ability or experience. The activities enable students to develop crucial life skills and express their own creativity challenging students to push boundaries and work to their highest standards.



Subject specific terminology is learnt and promoted.

Complex design problems to solve using a wide range of techniques, materials and skills.

Engage in individual and group tasks encouraging team work and self-confidence.

Promoting other subjects within their work.

Projects are aimed at an aspirational level and provide opportunities to model high quality outcomes.

Differentiation allows a variety of approaches to solve each problem encouraging creativity and individuality.

How does this build on KS2? In KS2 students have a very varied experience of technology some doing only the minimum whilst others are surrounded and immersed in a huge range of

technological experience from a young age both at home and school. By using this stepped approach we are able to ensure a broad and balanced curriculum

regardless of previous experience or confidence, building on the principles of designing, making and evaluating learnt in KS2.


Subject: Computing Components Composite KS3 Mission Statement




Chesterton history


Autumn

HTML using

Notepad Making a Multi-Page

website

Python

Programming or Storyboardthat.com

LMC and Advanced

Python Programming or

Stroyboardthat.com

Understand that being

able to program is

accessible and not the

exclusive preserve of

the very clever.

They are encouraged to

see that programming

can be used across a

range of different

applications and is,

generally, useful.

Either be able to

program competently,

using Python and LMC

or understand some of

the fundamentals of the

main components of

iMedia / DIT in

preparation for that

qualification.

They should be able to

make informed,

accurate decisions

about their Year 10

options and not find

themselves on the

wrong course.

Spring

Animation Using

Piskel Psuedo Code and

Flow Charts

(Advanced Python Programming or Animation )and Advanced Excel

Techniques

(Advanced Python Programming or Animation )and Advanced Excel

Techniques

Summer

Python

Programming to create a Game

Make a Game using

gDevelop5

Make a Game using

gDevelop5

Rationale for these

specific components

and composite

outcomes:

Introducing two different programming/scripting

languages and also making animations to

demonstrate computing can be fun!

Build on previous Python knowledge. Introduce advanced

Excel, including logic. Develop a Game as a

summer project

Build on previous Python knowledge. Introduce advanced

Excel, including logic. Develop a Game as a

summer project

How is challenge embedded into the KS3 curriculum? Students are encouraged to develop their

projects as much as they possibly can and are graded on the level of complexity that they are able

to demonstrate. Regular competitions are held across the KS3 and KS4 curricula and students

are encouraged to join one of several clubs that are run every week.

How does the KS3 curriculum above build on previous learning in KS2? Generally it doesn’t.

We tend to spend time convincing the students that knowing Scratch is not necessarily useful to

them at KS3.


Students at Downham experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for deep engagement

with a wide range of subject areas. In all subjects, students are taught carefully selected component content which enables them to


Downham students are able to express themselves fully, through their written work as well as through discussion, and involvement

in the creative arts. Students have the confidence to learn from others whilst making their own decisions.

Downham students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make the

transition to young adulthood with the ability to debate and discuss key issues related to our wider society.

Downham students are prepared for independence. They are numerate as well as literate, well-informed regarding personal safety,

and able to take responsibility for their own actions. Students show resilience in a range of situations and are equipped to lead an

active, healthy lifestyle.

Downham students are part of a cohesive community. Students are fully aware of the diversity of their immediate school community

as well as wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are



Subject:

ART

Components Composite KS3 Mission Statement

What new knowledge and skills do we introduce? What do students

do with this

knowledge?

By the end of year 9, a DMA ART student will…

Year 7 Year 8 Year 9 Transferable skills GCSE art and design

specific skills

Autumn

KNOWLEDGE The Sweet Project The Basic and Formal Elements of Art: line, tone, colour, pattern, texture, shape and form. Composition, scale, ratio and proportion. Drawing from observation. What it is to visually record from primary and secondary sources? The characteristics of a range of drawing materials. How to evaluate the strengths and limitations of media. How to combine the elements. The introduction of colour theory. Refining ideas to present an outcome. Specialist vocabulary. Contextual knowledge: How has food been represented in Art? Symbolism. Cultural links to The American Boom and Consumerism/commercialism/materialism Impressionist Still life: The beginnings of Modern Art. How was food painted? Popular Culture in Art. Sarah Graham, Wayne Thiebaud, Joel Penkman, Andy Warhol, Paul Cezanne. SKILLS Observational drawing, skill and dexterity. Taking creative risks to make own choices in experimental drawings. A range of painting processes with acrylic and watercolour. Mixed media techniques. Printmaking processes and vocabulary. Cultural context, design process, sketch book layout.

KNOWLEDGE: Organic Forms The Formal Elements: line, tone, colour, texture, pattern, shape and form. A more in-depth enquiry into drawing from observation and considered composition. Increased focus on shape, pattern, form and how to manipulate the elements effectively. Knowledge of mark-making Applying knowledge of the strengths and limitations of media. Refining ideas to present an outcome. Specialist vocabulary Contextual knowledge: Impressionism artists who took inspiration from nature. Vincent Van Gogh and mental health. Botanical Art Nature in Art Art Noveau Rosie Saunders, Georgia O’Keeffe, Paul Cezanne. SKILLS Observational drawing, skill and dexterity. Taking creative risks to make own choices in experimental drawings. Control over a range of painting processes with acrylic and watercolour. Mixed media techniques. Printmaking processes and vocabulary. Collage Cultural context, design process, sketch book layout. Mixed media Wax resist Oil pastels Gathering resources Analysing message and meaning and context. Expressing their own personal judgements on artworks, finding their voice to give informed decisions.

KNOWLEDGE Portraiture Embedded knowledge of the Formal Elements of Art. Improved accuracy in observational drawing. Broader knowledge of methods of visual recording. How to apply scale, proportion and measured distances. How to use tone to successfully show form. How to capture a likeness. Refining painting styles knowledge from yr 7/8. In depth colour theory knowledge applied to painting styles and techniques. Refining ideas to present an outcome. Contextual knowledge: Portraiture through Art History. Post Impressionism and Cubism. In the era of selfies what’s the point of a portrait painting? Contemporary portraits. Themes of identity, beauty, reflection, religion. Painting a self-portrait without a portrait. The characteristics of cubism What analytical and synthetic cubism is How to represent mood and emotion through colour, mark making and shape SKILLS Accuracy and confidence in observational drawing, skill and dexterity. Experimental drawing Written analysis Using a grid as a drawing aid Group work Control over a range of painting processes with acrylic and watercolour. Mixed media techniques. Printmaking processes and vocabulary. Collage Cultural context, design process, sketch book layout. Mixed media Wax resist

Students learn the value of

Art and the real life context

of the skills they learn. They

are inspired by the careers

linked to studying a creative

subject. Positive attitudes

are nurtured.

Students confidently visually

record the world around

them. They create diverse,

imaginative drawings

responding to a theme.

Students can express

informed decisions and

opinions on artworks. They

can articulate a visual

analysis of an artwork and

understand context.

They can address

misconceptions and

prejudice of themes

embedded in artworks.

Students experiment with a

wide range of media and

have explored and celebrated similarities and difference between people, places and cultures.

have developed visual literacy, communication skills, imagination and personal expression.

have developed critical thinking skills such as problem solving and risk taking

have been nurtured through mindful activities developing their personal well being.

have built their confidence, resilience and

self-esteem through enjoyment and

be able to develop ideas inspired by given artists

be able to refine work by experimenting with given materials

be able to record work and ideas in a visually interesting way through drawing and annotation

be able to present a final response using visual language and formal elements.

Spring

Summer


Expressing their own personal judgements on artworks, finding their voice to give informed decisions. Describing and analysing an artwork.

Oil pastels Gathering resources Analysing message and meaning and context. Expressing their own personal judgements on artworks, finding their voice to give informed decisions.

techniques to create prints,

mixed media pieces,

drawings and paintings.

Students evaluate their work

and that of others.

Students record concept to

outcome in their sketchbook

to show development of

ideas.

engagement in a broad and balanced curriculum.

Rationale for

these

specific

components

and

composite

outcomes:

RATIONAL: The ‘Sweet

Project’ centres on the

universal theme of food

depictions in Fine Art. It

allows for a wealth of

primary source observation

to train students’ eyes to

draw what they see, not

when they think they see.

Teachers can establish

baseline skills early on

through drawings and

experimentation with media.

Students address

misconceptions with new

media and techniques with

high expectations to refine

their skills.

Students learn to voice their

judgements and form

opinions on the visual world

around them. It shows them

how to take inspiration from

other artists to make their

own creative decisions.

RATIONAL:

The ‘Organic Form’ project

centres on building students

confidence with visual

recording from natural forms.

Students refine fundamentals

from last year to develop their

practical skills further. This

project allows students to

explore how art can have

value, message and meaning

whilst developing key art skills.

This will help students to

become GCSE ready by

developing understanding of;

Art movement and context

Mixed media – experimenting

with materials Colour theory

Message and meaning

Developing design process

Using sketchbooks to communicate developing ideas

RATIONAL:

The ‘Portraiture’ project allows

students to refine their visual

recording for more considered,

accurate, diverse and complex

drawing skills. Such a broad

theme promotes a much richer

awareness of the diversity in the

way the human form is depicted

in Art. This project allows

students to explore how art can

have value, message and

meaning whilst developing key

GCSE art skills.

Students have the knowledge to

express informed judgements

based on contextual

understanding.

This will help students to become

GCSE ready by developing

understanding of;

Photography compositional

techniques and vocabulary

Personal meaningful work


This will help students to

become GCSE ready by

developing understanding of

Visual recording through drawing Experimentation and refinement

Printmaking process and vocabulary

Cultural context

Design process

Sketchbook layout

Sketchbook communication, focus on annotation

Breaking down tasks into manageable sections

Exceptional skill level

How is

challenge

embedded into

the KS3

curriculum?

How does this

build on KS2?

Challenge is fundamental in Art. Students are faced with new media and techniques, put outside of their comfort zone and asked to convey their own ideas and opinions. We use

learning by discovery to promote exploration of materials, learning by doing and dispel fear of failure. This builds resilience and confidence. Each lesson can be posed as

challenge or a problem to be solved. We model ‘exceptional’ examples of practical work to inspire and highlight real life contexts of the activities they partake in.

Students come to us not having experienced separate art lessons, they will have mixed knowledge and skills from their feeder schools so we build on any prior knowledge and

skills with a focus on enjoying a range of artwork and practical experiences whilst developing GCSE ready working methods.


Subject: Drama Components Composite KS3 Mission Statement




Downham Market

Academy drama

student will…


Autumn

Conflict and Emotion

An understanding of ‘drama as

conflict’ and an appreciation of

how character is created through

emotion-driven intentions.

Experience of devising a drama

which combines comic and serious

moments, and depicts characters

that change in attitude.

Greek Theatre

Experience of the history of

ensemble theatre and storytelling.

Students work in groups to retell a

traditional tragedy through

physicality and choral speech.

Physical Theatre

This unit introduces students to the

work of influencial theatre makers

Frantic Assembly, Grotowski and

Complicite who all utilise physical

theatre as a method of innovative

storytelling. They devise work

based on techniques/exercises

used by these companies to create

original drama.

Metamorphosis

Students utilise skills learnt in the

former unit to bring a text to life.

Berkoff’s play is entirely physical

and open to interpretation therefore

students will work on their

evaluative skills when performing

and responding. They experience

the process of learning complex

dialogue off by heart.

Stage Combat and Confrontation

To develop students ability to

stage combat seriously (since

they will have already worked on

serious stimuli) students learn

specialist stage fight skills and

apply these to a devised scenario.

Devising Ideas

Students self-direct in small

groups using a range of teacher

given stimuli. They experience

historical events, current news,

lyrics and issues through this unit

and also develop the ability to

research a topic and bring it to life

for an audience. Drawing on the

work of theatre makers introduced

in year 8.

They learn to utilise Drama in their

daily lives via the way they

communicate with others,

appreciate arts around them and

think more deeply about

social/historical/cultural issues.

They act out devised and scripted

performances, in groups and as

solo performers.

The participate in warm-up, skills-

based games and exercises

They demonstrate the ability to

communicate with others in a

formal and discursive setting;

They evaluate key moments of

assessment in verbal format.

All transfer their communication

skills and improved self-

confidence to other aspects of the

curriculum and in their daily lives.

Know how performances are

conducted in a professional way

(announcing work, performing in

front of an audience, applauding

and evaluating work in a public

discursive context). Be able to use

subject specific vocabulary that

links to other careers and power

structures, as well as possess

awareness of social skills that will

benefit them in relationships and

in vocations and jobs for life.

Appreciate the work of theatre

makers and use this knowledge to

improve their own work and that of

others.

Spring

Slapstick Comedy

Moving on from Greek Theatre,

this unit introduces students to the

traditional form of slapstick

comedy. Students will further their

appreciation of mime as a form in

which dramatic expression is

silent, but speaks a universal

language through the body. An

Radicalised Children

To continue the theme of

physicality and expression but to

contrast the abnormal, students

begin exploration of more realistic

and social-based issues through

drama. They continue to develop

their reflective skills using forum

theatre as they consider abstract

Blackout

Students explore extracts from

contemporary plays written for

young people and consider their

relevance. In particular, a

monologue about a boy who

wakes up in a prison cell is bought

to life by the students as an

ensemble. Utilising physical


understanding of how

exaggeration, resistance and

energy is required to succeed with

this form. They will also work in

pairs or alone to develop

confidence on stage.

The Big Speech

This unit develops students ability

to use their voices in a powerful

way and to think about why a

character makes certain decisions

on stage. Direct address is

introduced and students build their

ability to deliver speeches in front

of the class.

and physical ways through which

radicalisation might be addressed.

Blood Brothers

Students are introduced to a play

in which social divide is the key

issue. They explore the themes

within the play and connect with

the characters through in depth

exploration of vocal and physical

skills.

theatre skills from year 8 and

Greek theatre learnt in year 7

students use choral speech and

physicality to bring this

monologue to life as a collective.

Monologue

Inspired by the methods of voice

teacher Patsy Rodenburg and

social observations of power

structures, students are coached

into delivering solo speeches from

history off-by-heart to their

classes. In the process, they

explore forum theatre and the way

it can be used to address real-life

situations in which abuses of

power might occur, and consider

what it means to be ‘present’ and

become a positive leader, growing

familiar with body language

theories and proxemics.

Summer

WW1 Devising

An exploration of devising

performances based on the stimuli

of WW1. Students learn how to

devise an original piece through a

variety of dramatic techniques

such as split scene, physical

theatre, duologues, marking the

moment etc. This unit also offers

the opportunity for students to

work in more detail on character

development.

Blood Brothers Continued

Students focus less now on

character and more on the epic

conventions used within the piece.

Brecht is introduced as a political

playwright and students must draw

the politics from the play in their

interpretations.

Mission Impossible

Students further their

understanding of movement in

Drama through this short

exploration of movement to create

meaning. Links to Dance and

theatre companies studied

Survival

Like Mission Impossible in year 8,

this unit offers students the

chance to use skills learnt in

dance or gymnastics into theatre,

telling a story purely through

movement and interpretation.

Fame and Celebrity

This unit focuses on the

importance of light relief in the

theatre. Students consider what

they believe to be a celebrity and

develop improvisation skills as

well as devising. They work on all

three components in this last unit,


previously to develop devising

ideas.

creating, performing and

responding to summarise their

learning of Drama at KS3 as they

create their own convincing

celebrity.

Rationale for these

specific components

and composite

outcomes:

To give Year 7 a comprehensive

appreciation of what it means to

create and perform, and to

challenge their skills set as actors

in using both voice and movement.

To also introduce basic techniques

through historical styles and forms.

To enhance students’ awareness

of physical theatre companies, the

work of reflective forum theatre by

Boal and of Epic Theatre

introduced by Brecht. Students

utilise these styles to devise and

interpret scripted Drama.

To empower students in their

individual abilities to communicate

in groups, as public speakers and

in the workplace; to mature and

become more aware of real-life

issues and problems in society,

so as to show empathy and see

the power of catharsis that exists

in theatre.


Through the skills developed, the performance opportunities, the group work, the texts studied,

the focus required and the contexts and vocabulary referenced.


In previous learning, drama is not taught as a subject, but has often only been taught as ‘school

plays’ with non-specialist staff leading them. There is enormous leap to be made simply in the

sense of attending their first drama lesson. The practices of warm-ups, vocal and physical

techniques, devising and performing to an audience as well as reflecting on the work they see

are all new concepts in a serious sense. Students are also encouraged to attend the extra-

curricular clubs on offer from the drama dept (both for performers and technicians) and the notion

of after-school rehearsals is again, a challenge for many who have not in any way experienced

this before.


Physical Education Components Composite KS3 Mission Statement

What new knowledge/content do we introduce? What do students do with the

skills knowledge and

understanding?

By the end of year 9, a DMA

Physical Education student

will… Year 7 Year 8 Year 9

Autumn and Spring

Groups of students participate in

the following activities, on

rotation, throughout the autumn

and spring terms:

Trampolining

Football

Netball

Rugby

Badminton

Basketball

Health Related Fitness

Swimming (2020?)

New knowledge, skills and

content are activity-specific, but

also related to themes which

extend across groups of

activities e.g. outwitting

opponents, working at maximal

levels, analysis and

improvement of performance

and healthy active lifestyles.




and spring terms:

Trampolining

Football

Netball

Rugby

Badminton

Basketball


Swimming (2020?)




extend across groups of activities

e.g. outwitting opponents,

working at maximal levels,

analysis and improvement of

performance and healthy active

lifestyles.




and spring terms:

Trampolining

Football

Netball

Rugby

Badminton

Basketball


Swimming (2020?)

Examination PE Taster Sessions










Pupils have the opportunity to

sample GCSE and Cambridge

Nationals Theory content.

Students use the skills, knowledge and

understanding to ably demonstrate and apply

appropriate activity-specific techniques, skills

and decision making.

Students will demonstrate and apply activity-

specific tactics, strategies and compositional

ideas.

Additionally, our students will competently

analyse and evaluate performance, both as a

coach and as a performer.

Students will develop an ability to apply

activity-specific rules as an official or

performer.

Students will develop core leadership skills to

help organise and improve the performance of

others.

They will also recognise and apply health and

safety guidelines, and consider appropriate

risk management strategies in physical activity

and sport.

Students will be able to explain how physical

activity can contribute towards a healthy and

active lifestyle.

Students will have the lifelong competence

and confidence to take part in extra-curricular

physical activities, either as part of the

programme offered at Downham Market, or

opportunities offered in the local community.

By the end of year 9, students will be confident

and able to express themselves through

physical activity, and through different roles

such as a coach, performer, official and

leader.

They will also have the confidence to learn

from others via deliberate, organised

opportunities for reciprocal teaching/learning.

Independent decision-making is an integral

part of student work by the end of year 9.

The nature of the curriculum and how it is

delivered, means that students can be

engaged and curious.

Students are encouraged to be verbally

literate.

They are also well-informed regarding

personal safety, and able to take responsibility

for their own actions – this is encouraged

throughout the curriculum (e.g. athletics and

trampolining).

Students are encouraged to show resilience in

a range of situations and are equipped to lead

an active, healthy lifestyle.

Moral and social development is a feature of

the KS3 Physical Education curriculum

Our students are encouraged to sensitively

and respectfully interact with people from a

range of backgrounds (teamwork).

The relevance of rules and fair play through

positive sporting behaviour is a major part of

the games curriculum.

Summer



rotation, throughout the summer

term:




term:




term:


Athletics

Cricket

Rounders

Softball

Tennis

Ultimate Frisbee










Athletics

Cricket

Rounders

Softball

Tennis

Ultimate Frisbee




extend across groups of activities

e.g. outwitting opponents,

working at maximal levels,

analysis and improvement of

performance and healthy active

lifestyles.

Athletics

Cricket

Rounders

Softball

Tennis

Ultimate Frisbee










Rationale for these

specific components

and composite

outcomes:


ensures that students have the

opportunity to learn a broad

range of activity-specific skills,

which build upon the largely

generic skills gained at Key

Stage 2.

Students are deliberately

engaged in a great deal of

partner work, team work and

some leadership as a direct

consequence of the choice of

activities, and the ways in which

lessons are delivered.

The range of activities have

been chosen to inspire students

to lead a healthy and active

lifestyle. They have also been

chosen to provide skills and

attitudes which enable them to

confidently and competently

take part in extra-curricular

opportunities at DMA and join

clubs in the local community.

The curriculum in year 8 ensures

that students have the

opportunity to refine a broad

range of activity-specific skills,

which largely build upon the skills

gained in year 7.



partner work, team work and

leadership as a direct

consequence of the choice of

activities, and the ways in which

lessons are delivered.

The range of activities have been

chosen to inspire students to

lead a healthy and active




confidently and competently take

part in extra-curricular



The curriculum in year 9 ensures

that students have the

opportunity to further refine a

broad range of activity-specific

skills, which largely build upon

the skills gained in year 8.

Students have the opportunity to

develop key concepts of

examination PE courses at

DMA.



partner work, team work and an

increasing amount of leadership

as a direct consequence of the

choice of activities, and the ways

in which lessons are delivered.

The range of activities have

been chosen to inspire students

to lead a healthy and active




confidently and competently take

part in extra-curricular

The composite activities which students

attempt in Physical Education are appropriate,

challenging and worthwhile for the following

reasons:

Students are encouraged to grapple with

increasingly difficult skills, tactics and

compositional ideas – this is possible due to

the continuity of activities across Key Stage 3.

All activities provide the opportunity to

challenge and extend skills in leadership and

initiative.

The broad range of activities ensure that a

broad range of interests are accommodated.

Students can therefore be inspired to choose

to take part in something, in their own time

(either as part of the broad extra-curricular

programme, or in the local community –

supported by school-club links).

Students are encouraged to have a lifelong

positive and confident attitude towards leading

an active healthy lifestyle,


Students at Downham Market Academy experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for deep

engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content which enables them to


DMA students are able to express themselves fully, through their individual performance and as a team member. Students have the confidence

to learn from others whilst making their own decisions.

DMA students are engaged, curious and well-informed. We ensure they are equipped with the knowledge and understanding to make the

transition to young adulthood with a developed interest in physical activity and sport.

DMA students are prepared for independence. They are well-informed regarding personal safety, and able to take responsibility for their own

actions. Students show resilience in a range of situations and are equipped to lead an active, healthy lifestyle.






Challenge in the Key Stage 3 curriculum is built upon our core knowledge of the KS 2 curriculum. This knowledge is based on the prescribed national curriculum for Physical Education, and also the detailed

Cambridgeshire guidelines for teaching Physical Education in primary schools. This said, there is an enormous range of ability as students arrive in year 7 – this can be due to the varying quality of physical

education in our feeder primary schools, but also a range of socio-cultural influences e.g. students from a less affluent background tend not to have attended sports clubs/classes, whereas students from a

more affluent background are likely to have attended sports clubs/classes in the local community from an early age. Some specific sports are valued and/or promoted in some cultures, but not in others.

Female and male participation is valued and/or promoted in some cultures, but not in others.

There is no reliable information from primary schools which enable us to confidently place students into sets before arriving at Downham Market Academy. We therefore organise a setting process at the start

of year 7, which is then reviewed termly throughout Key Stage 3.

From the outset, the curriculum seeks to stretch students towards performing effectively in recognised physical activities, as a performer, coach, official and leader.

Challenge is embedded and evidenced through schemes of learning, which are explicit in providing an expectation and an opportunity for students to access increasingly challenging skills, knowledge and

understanding. They are given genuinely difficult and new skills, knowledge and understanding to master.

Challenge is also evidenced via learning walks, and appraisal lesson observations. A challenging lesson shows that learning intentions are set at an aspirational level, with students subsequently supported

in different ways to access the content of the lesson.

The broad range of extra-curricular clubs also provide the opportunity for students to be challenged at the highest level possible in a state school environment.


DMA students are part of a cohesive community. Students are fully aware of the diversity of their immediate school community as well as wider

society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are active in challenging prejudice

and knowledgeable in terms of the origins of prejudice in our society.


Subject: Latin Components Composite KS3 Mission Statement




Chesterton Latin


Autumn

-How did Caecilius’ family

live? (Roman houses and

family roles)

-What was life like for a

child my age in Pompeii?

(Roman Schools)

-What was life like in a

Roman town? (The Town of

Pompeii)

A Myth

Stages 1-3 CLC –

nominative and accusative

singular, present tense 3rd

person singular verbs

- Who are the Roman gods

and goddesses? Student

presentations

(Make your myth competition)

-The Romans at Bath (aquae

sulis)

CLC Stage 10-12

-Roman influence in Egypt

-Goddess Isis

-Roman medicine

-Roman processions

How do the Roman manage a

multicultural city?

CLC Stage 18-19

Students read Latin for

comprehension and

translation. The subject matter

of the Latin topics relates

directly to the cultural topics

they are studying instilling,

from the beginning, so that we

learn Latin in order to learn

about the Romans in their

own words.

Students are constantly

encouraged to draw links

between their learning in Latin

and other languages –

derivatives are pointed out

regularly and English literacy

is reinforced consistently.

They are also encouraged to

bring their knowledge into

dialogue with the modern day

– asking, for example, how far

the way we choose to spend

our leisure time has changed

since Roman times.

…be able to read a passage

of Latin (of the appropriate

level) and gain understanding

of it within its context. To do

this they have to have a good

knowledge of vocabulary,

accidence and syntax. They

have developed skills to skim

read and closely read Latin

texts.

…be able to use ancient

sources as evidence to

construct convincing

arguments about ancient

history.

…have a broad ranging

knowledge of the social

history of Ancient Pompeii,

Alexandria and Roman

Britain.

.. be beginning, through their

study of the Romans in Egypt

and Britain, to understand the

Spring

- How did slavery work?

How did it impact the

Roman empire?

- How did the Romans

entertain themselves at

home? (Roman dinner

parties/recitations)

- A myth

Stage 4-6 – nominative and

accusative plural, 1st, 2nd, 3rd

person verbs, present

tense, esse

- Who was Hercules?

What did he do? How is he

portrayed in art? What makes

a Hero?

- Roman Britain: Who was

Boudica? What did she do?

Is she an admirable figure?

CLC Stage 13-15

-The Epic Cycle of the War

with Troy

-Greek Tragedy: The story of

Oedipus

CLC Stage 20-23


Summer

- How did the Romans

entertain themselves in the

public sphere? (Gladiatorial

combat,

Chariot Racing)

Stage 7-9 – nominative,

accusative, dative s and pl.

- Roman Britain: The Roman

palace at Fisbourne, King

Cogidubnus, Hadrian’s wall

How did the Romans rule

Britain successfully?

Why do we build walls?

CLC Stage 16-17

- Mythology Presentations

(heroes: Bellerephon,

Theseus, Perseus, Atalanta,

Jason)

- Roman Religion: sacrifices

CLC Stage 24-26

Students complete

presentations on chosen

subjects to encourage

classroom talk and strong

oracy skills. There is an

emphasis on peer teaching as

some topics are left solely to

the students to teach.

Students write imaginative

responses to ancient material,

immersing themselves in the

evidence they can glean from

original sources.

impact of the Roman Empire

on the Ancient world at large

as it came into contact with

other civilisations.

….have a sound

understanding of the

foundational myths which

underpin the Roman

worldview and how this

impacts our knowledge of

Roman religion and morality.

Rationale for these

specific components

and composite

outcomes:

We roughly follow the

order in which the

Cambridge Latin Course

introduces language

material. Students enjoy

learning through the

medium of a real

Pompeiian family.

Civilisation topics centre

on those that are most

relevant and relatable to

modern life – students

begin to build a critical

response to what they

are learning.

We introduce more

mythological content now

that the students have a

sound understanding of the

contextual framework

within which these myths

were being told. Our focus

turns to Roman Britain and

the physical evidence of

the Romans in the UK. We

provide opportunity to

develop the students’ oracy

and presentation skills.

In Y9 students are

encouraged to become

familiar with the key myths

which inform all of the

Roman literature, art and

architecture.

They are encouraged to

be critical of the impact of

the Roman empire in

Egypt and engage in this

confluence of cultures.





Latin is a new subject to the vast majority of students. In KS2 most students have studied the Romans or Greeks in some capacity. We work to situate this learning

within a more concrete contextual framework and encourage students to think more critically about Roman influence on society.

Asking students to think about the latin language demands a fresh approach to syntax and grammar in English, highlighting how sentences fit together. Though this

is now taught more in primary schools, it is still new to most students.

The breadth of Greek and Roman mythology challenges most adults with its complexity, and introducing various threads of different myths to incorporate a cross-

section of ancient stories is a challenge which most students relish. In KS3 most students know some stand alone myths, we expand this knowledge to link in with

other epic/mythic cycles and encourage them to think about the significance of these myths in society.

Overall, we seek to create enthusiasm for all aspects of the ancient world from art and archaeology, to complex grammar, to literature, history, philosophy and

linguistics.