KS3 Art at Chesterton 2 KS3 English at Chesterton 3 …...Drawings: design and photoshoot planning VISUAL analysis of an artwork –Message and meaning –Frida Kahlo. Photography:

KS3 Art at Chesterton 2

KS3 English at Chesterton 3

KS3 Geography curriculum overview 4

KS3 History curriculum overview 5

KS3 Latin and Class Civ at Chesterton 6

KS3 Maths at Chesterton 8

KS3 MFL curriculum overview 11

KS3 Music at Chesterton 12

KS3 PE Boys curriculum overview 13

KS3 PE Girls curriculum overview 14

KS3 RS curriculum overview 15

KS3 Science curriculum overview 16

Knotted fabric:

Getting to know you

Hazoume

Contemporary art

inspired by

traditional art

African masks:

Finding inspiration around the world

Year 7: art

inspired

by Africa -

art inspires

art

7 7

Year 8 :

Breaking

the rules –

what is art

for?

Manipulated self portrait

drawing

Getting to know you

DRAWINGI will learn about the formal elements: line, shape,

composition, proportion, tone and pattern.I will develop observational drawing skills. I will

understand the characteristics of a range of drawings and materials.

Observational drawing, pencil, line, shape, proportion, composition, tone, refine,

Experimental drawing chalks, ink, charcoal, graphite


Experimental drawing, collage, abstract, ellipse, cubism, continuous line drawing, perspective,

scale, distortion

Year 9:

More than a

Selfie – How

can art have

value,

message and

meaning?

Still life drawing

Getting to know you


Experimental drawing, ipad manipulation, distortion, abstraction, continuous line, ink.

Artistic developmentI will learn how to respond to artwork through discussion, group and

practical activities. I will learn how to make a visual analysis. I will develop experimental skills and control using a range of media, materials,

techniques and processes. I will be able to explore my own ideas, present them in a sketchbook and make and refine a personal response.

Drawing: Wax resist, collageRealistic Lion drawing

Printmaking: Mono printing, Press printing, Collagraph printing,Printmaking process and vocabulary,

Cultural context, design process, sketch book layout. VISUAL analysis of an artwork

Ceramics: Clay rolling, cutting and joiningDeveloping ideas: sketchbook layout, design drawings, annotation.

8 8

Drawing: distorted cubist face, watercolour, design drawingsVISUAL analysis of an artwork message and meaning and context.Mixed media :Collage. mixed media, colour theory, rubbings, wax

resist, oil pastels.Developing ideas: Gathering resources, research, digital photography,

ipad manipulation, sketchbook presentation, annotation.

Cubist portrait:

Finding inspiration from an art

movement

EXTENSION and EXPERMENTATION:

I will explore a range of alternative ways of working

Design and

abstraction

Alternative cubism

Ceramics: Art with function, Picasso plates

Sculpture: Card manipulation

Drawing: Milk bottle expression drawing

Sculpture: plastic manipulation. Pattern design, cutting, plastic

manipulation, paint control

Drawings: design and photoshoot planningVISUAL analysis of an artwork – Message and meaning – Frida

Kahlo.Photography: Composition, editing.

Developing ideas: sketchbook presentation, annotation, personal response.

Manipulated portrait photography

Message and meaning in art.

Chuck Close

What do you value in

art?

Drawing, Scaling up, using a grid as a drawing aid

collaborative drawing and paintingPainting: acrylic paint techniques

Group work: : acrylic paint techniques Developing ideas: sketchbook

presentation, annotation, personal response, context.

Year 9 second main projectI will learn acrylic painting skills

Year 9 first main project: I will learn photography skills

9 9

Scene

SOLVE: have

developed

critical

thinking skills

such as

problem

solving and

risk taking

CELEBRATE:

have

explored and

celebrated

similarities

and

difference

between

people,

places and

cultures

EXPRESS:

have

developed

visual literacy,

communicati

on skills,

imagination

and personal

expression

NURTURE:

have been

nurtured

through

mindful

activities

developing

their personal

well being

ENJOY: Have

built their

confidence,

resilience and

self esteem

through

enjoyment

and

engagement

in a broad

and

balanced

curriculum

TRANSFERABLE SKILLS

THROUGHOUT

ARTstudent

curriculum

map

ASSESSMENT OBJECTIVES THROUGHOUT: DEVELOP REFINE RECORD PRESENT

READING1. Summari-

sing

2. Compre-

hension

3. Reading

between the

lines

4. Evaluating

structure

5. Evaluating

language and

grammar

6. Use of textual

references

7. Making links

to context

8.

Comparing

texts

WRITING 1. Content

2. Communi-

cation with

reader

3. Structure4. Sentence

types5. Punctuation 6. Vocabulary 7. Spelling

YEAR 7Autumn 1 AUTOBIOGRAPHICAL WRITING 1 1 1 1 1 1 1

Autumn 2 A MONSTER CALLS 2 2 2 3 2 1

Spring 1 SHAKESPEARE'S MAGIC 1 2 2 2 1 3

Spring 2 POETRY 1 2 2 2 3 1

Summer 1 UNSEEN PHENOMENA!Summer 2 READING VISUAL LANGUAGE

YEAR 8Autumn 1 THE MERCHANT OF VENICE / HAMLET 1 1 3 2 2 1

Autumn 2 A CHRISTMAS CAROL 2 1 2 2 2 2 2

Spring 1 THE CURIOUS INCIDENT... 1 3 1 1 1 1

Spring 2 SHORT STORY WRITING 1 1 1 1 1 1 1

Summer 1 DRAMA TEXT - BLOOD BROTHERSSummer 2 MODERN MEDIA - ANIMATION

YEAR 9Autumn 1 POETRY (HOW TO APPROACH A POEM) 1 3 2 2 2 2

Autumn 2 THE HUNGER GAMES 1 2 2 2 2 1 2

Spring 1 NOVA FICTION 1 1 1 1 1 1 1

Spring 2 RHETORICAL COMMUNICATION 1 2 1 3 3

Summer 1 ROMEO & JULIETSummer 2 CREATIVE WRITING - HORROR GENRE

TOTAL READING 4 10 8 7 11 10 5 5TOTAL WRITING 13 9 9 7 9 10 12

KS3 CURRICULUM

Total number of times each foci is assessed across KS3:

END OF YEAR EXAMS: ALL FOCI ASSESSEDNO FORMAL ASSESSMENT



Why do we study Geography?

“Geography is the subject which holds the key to our future”

Topic

Geographical understanding

Distr

ibut

ion

and

loca

tion

Caus

es

Eff

ect

s

Physica

l pr

ocess

es

and

featu

res

Mana

gement

stra

tegies

Year

7 Amazing Places

Raging Rivers

Flooding

Sustainable Living

Year

8

Restless Earth

Earthquakes

Tropical Rainforests

Deforestation

Megacities

Year

9

Coastal Environment

Climate Change

Development

Food for Thought

Plastic Planet

At KS3, there are 5 key skills that you need to master to become an outstanding geographer.

They all look at different elements of geographical understanding.

Distribution & Location: Identify, describe & explain patterns of how geographical information is

spread out over an area.

Causes: Identify, categorise, describe & explain the causes of geographical events.

Effects: Identify, categorise, describe & explain the effects of geographical events.

Physical processes & features: Identify geographical features or processes. Describe & explain

how geographical features change over time or processes operate.

Management Strategies: Identify, describe, explain & evaluate the strategies used to manage

geographical issues.

At Chesterton, we learn about history through

‘big questions’ - we call these ‘enquiries’.

Each enquiry question will have a

conceptual focus that helps you to frame your new

knowledge, and think like an

historian.

Types of enquiry:

Every lesson, ask yourself: how

does what I’m learning about today

help me to answer this half term’s

enquiry question?

In each and every enquiry,

you’ll also be working on

these key areas of historical

thinking:

Chronological Understanding:

Your ability to link your historical learning together, and compare events from the

past to one another.

Communicating about the past:

Your ability to construct a strong historical argument, well supported by evidence.

Interpretations:

Your understanding of how historians have understood the past, and why

historians’ views differ from one another.

Year 7

Year 8

Year 9

Autumn 1

What really happened at the

Battle of Hastings?

What can historians tell

about the Tudors from their

portraits?

How have 20th century

freedom fights changed

today’s world?

Autumn 2

How far did the Normans

change England?

Why did civil war break out

in 1642?

Why did WWI break out in

1914?

Spring 1

Why was blood spilt on the

cathedral floor in 1170?

Was the ‘Glorious Revolution’

the biggest turning point in

Early Modern British history?

Why was Europe a hotbed of

dictatorships by 1939?

Spring 2

When did the Magna Carta

become significant?

How dramatically did Britain

change in the 19th century?

What were the key turning

points in WWII?

Summer 1

What was so special about

Medieval Baghdad?

Why is the British Empire

controversial?

How should we remember

the Holocaust?

Summer 2

Why has Mansa Musa been

described as ‘the Greatest

Mansa in history?’

Why was slavery abolished

in the British Empire?

The Medieval World

c. 1000-1500

The Early Modern World

c. 1500-1900

The Modern World

c. 1900-2010

We start year 7 history in the

year 1000, and finish year 9 in

2010...

So by the end of KS3, you’ll have

studied 1000 years of world history!

Use of Evidence:

Your ability to use sources to infer and make judgements about the past.

Your ability to assess the reliability and purpose of sources.

Causation:

Your understanding of how events in the past have worked together to

cause other events or historical phenomena.

Significance:

Your understanding of what makes something in history significant and

how we might measure this significance.

Change & Continuity:

Your ability to discuss the nature, rate and extent of change throughout

history (what changed, how fast, how much?).

KS3 Latin at Chesterton

Year 7 Year 8 Year 9

NOUNS: nominative, accusative and dative cases. 1st,2nd,3rd declensionVERBS: present, imperfect, perfect tense, esseStages 1-7

NOUNS: genitive caseVERBS: irregular verbs, pluperfect tenseADJECTIVES: 1,2,3rd

declensionStages 8-17

NOUNS: vocative case, neuter nouns PRONOUNS: hic and illeVERBS: Imperatives, present and perfect participles, imperfect and pluperfect subjunctiveStages 18-26

Roman SchoolRoman Slavery

Roman Gladiators and Chariot Racing

Perseus and Medusa

Roman godsRoman Baths

HerculesBoudicca

Roman EgyptThe War with Troy

Oedipus at ColonusOvid’s Metamorphoses

Ovid Mythology Competition

Make Your Myth Competition

Audio Visual Ancient World Competition

Cu

ltu

re

Lati

n

Lan

guag

eEx

tra

By the end of Year 9 Latin you will be able to:

…understand lots of Latin!

…recount a wide range of

Greek and Roman myths

…understand the impact of and be critical of the Roman

Empire

…use sources to construct your own opinions about Ancient Roman society

KS3 Classical Civilisation at Chesterton

Year 7 Year 8

The Creation StoryMetamorphosis Myths

Underworld MythsHeroes: Hercules

TheseusPerseus

The War with TroyThe Odyssey

Ancient Greek Civilisation(The Olympics, Greek

Theatre, Greek Language)

Ovid Mythology Competition Make Your Myth Competition

At the end of Year 8 you will be able to:

...recognise what makes a good myth and use these techniques

to tell your own

…use your knowledge of ancient society to reflect on modern

society

...recognise and criticise the impact of Greek and Roman

civilisations as they came into contact with other civilisations.

…use ancient sources as evidence to construct convincing

arguments about ancient history.


FOUNDATION HIGHER FOUNDATION HIGHER FOUNDATION HIGHER

Assessment 1Whole number

Arithmetic

Properties of numbers

Straight Line GraphsFraction Arithmetic

and indices

Solving More complex linear

equations

Indices and Standard Form

Simplifying and using algebraic expressions

Introduction to ratioAlgebraic

ManipulationArithmetic Skills Compound Units

Assessment 2Using algebraic

notation and formulae

Sequences Fraction ArithmeticProperties of 2d

shapesAngle facts and 2d

shapesInequalities and

equations

ProbabilitySquares and square

rootsTransformations Constructing shapes Sequences and Proof

Assessment 3Fractions decimals and percentages

Indices and RootsAverages and data

representationRounding and Error

IntervalsArithmetic Skills Circles and Similarity

Angles and Properties of Shape

Area and PerimeterPercentages Percentages and

direct proportionProbability

Geometric and Quadratic Sequences

Assessment 4

Sequences and Graphs

Whole number and decimal arithmetic

Standard Form 3d Shapes Transformations Decimal Multipliers

Types of number -factors, multiples,

squares and primesArea and Perimeter Probability Probability 3d Shapes

Data Collection and Analysis

Assessment 5

Decimal ArithmeticFractions, Decimals and Percentages,

RatioMeasures and scale Measures and scale

Line Graphs and their applications

Linear and Non linear graphs and their

equations

Inequalites and equations

linear equationsgeometric and

quadratic sequencesSolving and plotting

linear equations Data analysis and

representationConstructions and

Trigonometry

Assessment 6Angles and Parallel

linesData collection and

analysisNumber Skills

Data collection and analysis

OVERVIEW OF KS3 OVERVIEW OF KS3

STUDENT FRIENDLY CHESTERTON MATHS CURRICULUM: KS3 HIGHER

The Maths content at KS3 is split into 6 key themes:

NumberAlgebra

Ratio and ProportionGeometry and Shape

Probability Statistics

Students study each key theme every year based

on a spiral curriculum that is aimed at revisiting past topics, and consolidating

them before building further

NUMBER

ALGEBRA

RATIO AND PROPORTION

GEOMETRY AND SHAPE

PROBABILITY

STATISTICS

The Key Maths Skills are taught intrinsically within all themes and are

developed across the year groups

FLUENCY AND RECALLREASONING AND PROOF

APPLICATION AND PROBLEM SOLVINGMATHEMATICAL COMMUNICATION

The Overview Assessment covers

material up to at least Grade 4 at GCSE


Assessment 1Whole number Arithmetic

Properties of numbersSimplifying and using algebraic expressions

Straight Line Graphs Solving More complex linear equations

Introduction to ratio Arithmetic Skills

Assessment 2Using algebraic notation and formulae

SequencesProbability

Fraction Arithmetic Angle facts and 2d shapes

Squares and square roots Constructing shapes

Assessment 3

Fractions decimals and percentagesIndices and Roots

Angles and Properties of Shape

Averages and data representation Arithmetic Skills

Area and PerimeterPercentages and direct proportion

Assessment 4

Sequences and Graphs Standard Form Transformations

Types of number - factors, multiples, squares and primes

Probability 3d Shapes

Assessment 5

Decimal Arithmetic Measures and scale Line Graphs and their applications

Inequalites and equations geometric and quadratic sequences Data analysis and representation

Assessment 6 Angles and Parallel lines Number Skills OVERVIEW OF KS3 OVERVIEW OF KS3

STUDENT FRIENDLY CHESTERTON MATHS CURRICULUM: KS3 FOUNDATION


NumberAlgebra






NUMBER

ALGEBRA


GEOMETRY AND SHAPE

PROBABILITY

STATISTICS








Assessment 1Properties of numbers Fraction Arithmetic and indices Indices and Standard Form

Simplifying and using algebraic expressions

Algebraic Manipulation Compound Units

Assessment 2Sequences Properties of 2d shapes Inequalities and equations

Probability Transformations Sequences and Proof

Assessment 3

Indices and Roots Rounding and Error Intervals Circles and Similarity

Angles and Properties of ShapePercentages

Probability

Geometric and Quadratic Sequences

Assessment 4

Whole number and decimal arithmetic

3d Shapes Decimal Multipliers

Area and Perimeter Probability Data Collection and Analysis

Assessment 5

Fractions, Decimals and Percentages, Ratio

Measures and scaleLinear and Non linear graphs and

their equations

linear equations Solving and plotting linear equations Constructions and Trigonometry

Assessment 6 Data collection and analysis Data collection and analysis OVERVIEW OF KS3

STUDENT FRIENDLY CHESTERTON MATHS CURRICULUM: KS3 HIGHER


NumberAlgebra






NUMBER

ALGEBRA


GEOMETRY AND SHAPE

PROBABILITY

STATISTICS







At Chesterton we study all of the following themes on which the assessments are based. Theme 1: Identity and culture

Theme 2: Local, national, international and global areas of interest

Theme 3: Current and future study and employment

You will appreciate cultural diversity

You will be able to communicate with new people

Employers love it

It’s great for traveling

Enhance communication skills

It boosts your creativity

It builds up your self-confidence

Improves memory

Improves performance in other academic areas

Enhances the ability to multi-task

Year 7

Year 8

Year 9

Autumn 1

Talk about likes and dislikes,

describing yourself and others. Talk about my use of media. (present

tense) Talk about themselves and media

(past tense)

Autumn 2

Talk about school subjects, timetable,

school daily routine, schools in

France.

Talk about a past visit of Paris. (past

tense) Talk about fitness and health eating (future tense)

Spring 1

Talk about computers, mobiles and

internet. Discuss which sports you

play. What you like doing. Describe

what other people do.

Talk about my identity. (reflexive

verbs and adjective agreement) Talk about the future, ambitions and

why it is important to learn a language (irregular verbs)

Spring 2

Talk about your city, where you go

and what you can do in your city. Talk about where I live, cultural cele-

brations and food. (Using 3 tenses). Talk about holidays using the perfect tense.

Summer 1 and 2

Talk about holidays, going out, buying

food and drinks. Reflexive verbs and

conditional tense for: where I would

like to go on holidays.

Describing a talent show competition;

music and arts (modal verbs /

comparative and superlative forms/

using a variety of structures and

tenses)

Talk about you, the world, your rights

and the environment using three

tenses: present, past and future as

well as the gerund.

Listening

Speaking

Reading

Writing

Progress

At Chesterton we can learn one, two and, in

some cases, three languages.

We are assessed every half-term on two skills:

Listening and Writing

or

Reading and Speaking

With languages, you are at home anywhere in the world!

Why do we learn a language?

https://www.aqa.org.uk/subjects/languages/gcse/french-8658/subject-content/themes#id-Theme_1_Identity_and_culture_1_1_1

https://www.aqa.org.uk/subjects/languages/gcse/french-8658/subject-content/themes#id-Theme_2_Local_national_international_and_global_areas_of_interest_1_1_2

https://www.aqa.org.uk/subjects/languages/gcse/french-8658/subject-content/themes#id-Theme_2_Local_national_international_and_global_areas_of_interest_1_1_2

https://www.aqa.org.uk/subjects/languages/gcse/french-8658/subject-content/themes#id-Theme_3_Current_and_future_study_and_employment_1_1_3

KS3 Music at ChestertonYou will develop skills in performing, composing and listening and appraising. The knowledge you develop comes from studying different styles of music and understanding how they are created – giving you explicit knowledge – and

developing your abilities as a practical musician– tacit knowledge. This is outlined here:

♫ How do I play specific instruments?

♫ How can I use music theory to help me?

♫ How can I work well as a performer, both on my own and in an ensemble?

♫ How and why does music create a specific mood?Each unit builds upon your previous explicit and tacit knowledge, helping you to become a more experienced, thoughtful musician by the end of Year 9.

Year 7

Year 8

Year 9

Arriba

♫♫

WAD, Stomp and Celebration

Singing

♫♫♫

Guitar and Ukulele Skills

♫♫♫

Keyboard Skills

♫♫♫

Steel Pans 1

♫♫♫

Animal Music

♫♫♫

The Blues

♫♫♫♫

Escape the Vernacular

♫♫♫

Samba 1

♫♫♫

Steel Pans 2

♫♫♫

Reggae

♫♫♫

Music and the Media

♫♫♫

British Folk Music

♫♫♫

Cover Songs

♫♫♫

Stravinsky 1

♫

Stravinsky 2

♫♫♫

Steel Pans 3

♫♫♫

Samba 2

♫♫♫

Students at Chesterton Community College experience a broad,

engaging and rigorous curriculum with Key Stage 3 Physical Ed-

ucation, which allows for deep engagement with a wide

range of subject areas.

Curriculum aims:

A challenging lesson shows that learning intentions

are set at an aspirational level. Student respond well

to success criteria which is based on or related to rel-

evant sports personnel. Can the students access infor-

mation required to be an effective performer, coach,

and official?

Year 7

Year 8

Year 9

Autumn 1— Team Games

Rugby

Can you perform the correct

technique for a rugby tackle,

pass effectively, and understand

attacking and defensive lines?

Can you refine the skills, tech-

nique, and safety requirements

learnt during attacking and de-

fensive breakdowns?

Can you plan, communicate, and

deliver an attacking set play? Can

you kick effectively in a game? Can

you coach and give feedback?

Autumn 2— Individual activi-

ties

Swimming/Lifesaving

Can you perform and explain the

technique for the 4 swimming

strokes?

Can you coach and support oth-

ers with the development of the

4 swimming strokes? Can you an-

alyse stroke performance?

Can you perform a lifesaving tech-

nique saving a casualty from the

water? Can you perform the steps

required for effective CPR?

Autumn 3 —Team Games

Basketball

Can you pass, dribble, and shoot

effectively in basketball and

begin to perform these skills in a

conditioned practice?

Can you refine the skills you

learnt last year as well as perform

a lay up in a competitive situation

whilst understanding rules?

Can you set attacking and defen-

sive formations, a screen in isola-

tion and understand the im-

portance of decision making?

Spring 1—Individual activities

Trampolining

Can you perform the basic

shapes, twists and landings with-

in a conditioned practice?

Can you design and perform a

routine which includes shapes,

twists and landings whilst provid-

ing effective feedback for others?

Can you analyse your own or other

students performance and give

useful feedback to support their

moves and routines?

Spring 2—Team Games

Football

Can you pass, dribble, shoot, and

defend effectively in football and



Can you refine the main skills

learnt in football whilst also ex-

plain outwitting techniques as

well as tactics?

Can you outwit opponents by se-

lecting specific attacking and de-

fensive tactics/formations after

analysing performance?


Badminton

Can you demonstrate an over-

head clear, smash, drop shot,

and a serve whilst explaining

their purpose within a game?

Can you explain what internal

and external factors you may

need to consider before playing a

shot or serving?

Are you able to analyse your own

performance and suggests alterna-

tive shots or tactics to outwit your

opponent?

Summer 1—Team Games

Rounders

Can you bat, bowl, and field

effectively in a modified game

using correct technique?


effectively during gameplay and

implement the rules effectively?

Can you analyse performance and

alter team strategy to gain an ad-

vantage during a game?

Summer 2—Individual activi-

ties

Athletics

Can you run, jump, and throw

correctly and efficiently across all

athletics events whilst adhering

to the safety guidelines?

Can you refine and develop these

skills in order to run, jump, and

throw effectively across all ath-

letics events?

Can you effectively analyse your

performance and officiate across

various track and field disciplines?

Summer 3—Individual ac-

tivties

Tennis

Can you perform ground strokes

and volleys with control in a con-

ditioned practice?

Can you perform forehand and

backhand ground strokes and vol-

leys with control and accuracy?


lecting a specific type of shot or by

serving effectively?

Learning and refining relevant

activity-based skills.

Developing relevant activity-

based skills and understanding

rules.

Refining activity-based skills and

tactics as well as performance

analysis.

Chesterton students are able to express themselves fully

through use and development of skills. Students have the confi-

dence to learn from others as well as make their own decisions.

Chesterton students are engaged, curious, and well-informed.

We ensure that they have the opportunity to refine skills and be

able to deliver instructions to others whilst demonstrating key

values such as fair play and sportsmanship.

Chesterton 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.

Chesterton students are part of a cohesive community and work

well in teams. Students are fully aware of the diversity of their

immediate school community as well as wider society.

Students at Chesterton Community College experience a broad,

engaging and rigorous curriculum with Key Stage 3 Physical Ed-

ucation, which allows for deep engagement with a wide

range of subject areas.

Curriculum aims:

A challenging lesson shows that learning intentions

are set at an aspirational level. Student respond well

to success criteria which is based on or related to rel-

evant sports personnel. Can the students access infor-

mation required to be an effective performer, coach,

and official?

Year 7

Year 8

Year 9

Autumn 1— Team Games

Hockey


effectively in hockey and begin to

perform these skills in a condi-

tioned practice?

Can you refine the skills, tech-

nique, and safety requirements

learnt during attacking and de-

fensive plays?

Can you plan, communicate, and

deliver an attacking set play? Can

you officiate a small sided game

effectively?

Autumn 2— Individual activi-

ties

Swimming/Lifesaving

Can you perform and explain the

technique for the 4 swimming

strokes?

Can you coach and support oth-

ers with the development of the

4 swimming strokes? Can you an-

alyse stroke performance?

Can you perform a lifesaving tech-

nique saving a casualty from the

water? Can you perform the steps

required for effective CPR?

Autumn 3 —Team Games

Basketball


effectively in basketball and



Can you refine the skills you

learnt last year as well as perform

a lay up in a competitive situation

whilst understanding rules?

Can you set attacking and defen-

sive formations, a screen in isola-

tion and understand the im-

portance of decision making?


Trampolining

Can you perform the basic

shapes, twists and landings with-

in a conditioned practice?

Can you design and perform a

routine which includes shapes,

twists and landings whilst provid-

ing effective feedback for others?

Can you analyse your own or other

students performance and give

useful feedback to support their

moves and routines?

Spring 2—Team Games

Netball

Can you pass, shoot, and defend

effectively in netball and begin to

understand the requirements

needed for different positions?

Can you refine the main skills

learnt in netball whilst also un-

derstanding outwitting tech-

niques and tactics?


lecting specific attacking and de-

fensive tactics/formations after

analysing performance?


Badminton

Can you demonstrate an over-

head clear, smash, drop shot,

and a serve whilst explaining

their purpose within a game?

Can you explain what internal

and external factors you may

need to consider before playing a

shot or serving?

Are you able to analyse your own

performance and suggests alterna-

tive shots or tactics to outwit your

opponent?

Summer 1—Team Games

Rounders


effectively in a conditioned prac-

tice using correct technique?


effectively during gameplay and

implement the rules effectively?

Can you analyse performance and

alter team strategy to gain an ad-

vantage during a game?

Summer 2—Individual activi-

ties

Athletics

Can you run, jump, and throw

correctly and efficiently across all

athletics events whilst adhering

to the safety guidelines?

Are you able to refine and devel-

op skills in order to run, jump,

and throw effectively across all

athletics events?

Can you effectively analyse your

performance and officiate across

various track and field disciplines?

Summer 3—Individual ac-

tivties

Tennis

Can you perform ground strokes

and volleys with control in a con-

ditioned practice?

Can you perform forehand and

backhand ground strokes and vol-

leys with control and accuracy?


lecting a specific type of shot or by

serving effectively?

Learning and refining relevant

activity-based skills.

Developing relevant activity-

based skills and understanding

rules.

Refining activity-based skills and

tactics as well as performance

analysis.

Chesterton students are able to express themselves fully

through use and development of skills. Students have the confi-

dence to learn from others as well as make their own decisions.

Chesterton students are engaged, curious, and well-informed.

We ensure that they have the opportunity to refine skills and be

able to deliver instructions to others whilst demonstrating key

values such as fair play and sportsmanship.

Chesterton 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.

Chesterton students are part of a cohesive community and work

well in teams. Students are fully aware of the diversity of their

immediate school community as well as wider society.

Year 7: Beliefs Year 8: Behaviour, Big questions, Bible Year 9: Christianity

JudaismThe covenant; The nature of G_d; The Torah; The synagogue; Abraham and Moses; Prayer; Mitzvot

and Bar/Mat Mitzvah; Shabbat

Worship Christianity: beliefs and teachingsThe nature of God; beliefs about creation; beliefs

about the afterlife (resurrection and life after death; sin; means of salvation; judgement; heaven, hell)Jesus Christ (incarnation, crucifixion, resurrection,

ascension, the role of Christ in salvation)

Eucharist Kirtan and Langar

Puja Standing Prayer

ChristianityThe nature of God; The 10 commandments; Jesus

(birth, teachings, death, resurrection); Salvation and the afterlife; Prayer; Baptism; Holy Communion

PilgrimageHajj Kumbh Mela Christianity: practices

Worship (private/public, liturgical/non-liturgical); prayer (including the Lord’s Prayer); the

sacraments (baptism and Eucharist); pilgrimage; the role of the Church in the local community;

mission and evangelism; the worldwide Church (reconciliation, persecution, Christian Aid)

IslamThe nature of God; Sunni and Shi’a Islam; Prophet Muhammad; The Qur’an; The Ka’aba; Angels; The

Five Pillars

FestivalsId ul Fitr Diwali Passover Wesak

SikhismThe nature of God; The Khanda; The 10 gurus

including Guru Nanak and the Guru Granth Sahib; The 5 Ks; Karma Mukti; Sewa

The Bible Year 9: EthicsAdam and

EveNoah’s Ark Abraham Parables

The Death Penalty

HinduismThe Vedas; The nature of God; The Trimurti;

Ganesh; Samsara; Dharma

Creation Euthanasia

The Big Bang Hindu creation stories

Christian creation stories Islamophobia

BuddhismThe Buddha and the dharma; Enlightenment;

Samsara; The Four Sights; The Middle Way; The Four Noble Truths; The Eightfold Path

Climate Change Science and Religion

British Values

HumanismAtheism and Agnosticism; Making decisions; Life

and death; Valuing humanity

Life after death and funerals Technology

Christianity Islam Hinduism Humanism Social media

Equality and privilege

KS3 Religious Studies Curriculum Plan

As a Knowledge based subject KS3 science

at Chesterton builds upon a foundation of

knowledge and embeds key scientific skills

into each topic to allow for a sense of

discovery.

In year 7 students learn skills to become

scientists though the building upon the

fundamental ideas from KS2 science.

In year 8 Students spend time discovering

science in everyday life, as well as

appreciating science is always under

review.

In year 9 students apply their knowledge

and skills to the world around them whilst

building upon the curriculum.

7C1 Properties of Matter

9C1 Environmental Chemistry

8C4 Energy Changes

8C1 Rates

of reaction 8C2 Structure & bonding

7C2 Atomic

Structure

7C3 Chemical

reactions

8C3 Acids & Alkali

7B1 Cells

9B1 Human Health

8B1

Nutrition

&

digestion

8B3 Plants

7B2

Reproduction

7B3 Variation

7B4

Ecology

8B3

Microbes

& disease

7P1 Energy

8B1

Heating &

Cooling

9P1 Work

8P3

Electricity

7P2 Forces

7P3 Waves

8B2 Space

KS4 BIOLOGY KS4 CHEMISTRY KS4 PHYSICS

Upper KS2 Evolution and inheritance, Animals including humans, Living things & their habitats, Properties & changes of materials, Forces, Earth & Space, Light.

Electricity

Analysis and evaluation

apply mathematical

calculations, interpret

observations and data, present

reasoned explanations.

Investigations Students will be

allowed more freedom in

designing, with reason, their

practical activities.

Scientific attitudes in learning

about scientific discoveries

students should learn that

scientific discoveries are an

ongoing process.

Measurements Students will

have the opportunity to use

scientific equipment to

accurately and precisely take

recordings for experiments

Experimental skills Through

scientific discovery and

experience in the lab students

will gain an understanding of

what is involved in experiments

Working safely Through practical

hands on discovery students will

learn the purpose of lab rules and

adhere to these during

investigations in the lab.

KS3 Science Curriculum Overview.

SKILLS

Students will build upon

these skills from year 7, all

students should achieve

these skills by

Year 9

Documents

KS3 Art at Chesterton 2 KS3 English at Chesterton 3 …...Drawings: design and photoshoot planning VISUAL analysis of an artwork –Message and meaning –Frida Kahlo. Photography: