A broad and balanced curriculum is offered to all of our students: underpinned by the academic core of subjects (English, Maths, Science, Humanities and Languages), learning is enhanced by the study of the Arts, computing, technology and physical education, offering our students a course of study in which academic rigour fully prepares them for further education and university.
Years 7, 8 & 9 Students study English, Mathematics, Science, the Arts (Art, Dance, Drama and Music), Humanities (History, Geography, Religious Education), a Modern Foreign Language (French or Spanish), Design Technology, Computer Science and Physical Education.
KS3 Curriculum by term: Autumn Term 2019-20
|Year 7||Year 8||Year 9|
|KS3 Subjects||Autumn 1||Autumn 2||Autumn 1||Autumn 2||Autumn 1||Autumn 2|
|English||What is a Victorian Novel?||What is a short story?||What is a ghost story?||What is gothic literature?||How does context shape literature?||What is dystopian literature?|
|Maths||Analysing and displaying data/ Number Skills||Expressions, functions and formulae/ Decimals and measures||Number/Area and volume||Statistics, graphs and charts/ expressions and equations||Number||Algebra|
|Science||Cell, Practicals Atoms, elements, mixtures and compounds||Space & Reactions||Ecosystem processes, Metals and acids & Foods and fuels||Ecosystem processes, Metals and acids & Foods and fuels||The Human Body & Electricity, Magnetism and Waves||The Human Body, Electricity, Magnetism and Waves & Chemistry in our world|
|Art||Cultural Patterns, Maori Patterns|
|Maori Culture and artefacts|
Core Knowledge Culture and Traditions
Characteristics of design
|Portraiture & Ratio|
Core Knowledge Da Vinci,
Fine drawing skills
|Portraiture & Realism|
Da Vinci, The Grotesque
Drawing accurate shapes
Drawing shapes, Negative shapes, Water colour painting
|Computer Science||E-Safety + Keeping data safe||Scratch||E-Safety + Keeping data safe||Algorithms and Programming /Psuedocode||E-Safety + Keeping data safe||Binary|
|Dance||Coliseum Look in to the history of the coliseum and how slaves were affected. students will be creating a Dance based around the concept of the gladiators.||Bharata Natyam A look into classicalSouth Asian Dance. Students use gestures, formation and tableaux to move in a stylistically accurate way. students focus on rhythm and timing to move to the unique qualities of the music.||Shadows A look into Chrostopher Bruces Shadows piece about about a family unit Using props to create movement to enhance the theme of the dance (table and chairs).||Gangs- A look into the theme of unity and belonging in Dance. students will use the choreographic concepts formations, contact, levels, directions, unison, canon, action reaction and leading and following.||My name is...||Feature of the natural world|
|Drama||Introduction to Drama||Ishi||Gangs- A look into the theme of unity and belonging in Dance. students will use the choreographic concepts formations, contact, levels, directions, unison, canon, action reaction and leading and following.||The Terrible |
|DT||Key drawing skills, Workshop safety, Environmental issuses||Key drawing skills,Packaging logos and symbols||Key drawing skills, Workshop safety||Key drawing skills, Manufacturing tools and equipment||Key drawing skills,||Designer influences|
|French||Routines and skills to learn a Foreign Language||Asking and responding basic personal information||Tu es comment?Talking about self and other people||Comment est ton collège?Talking about school life||Quest ce que tu vas faire? talking about routine and plans for the future||Quest ce que tu vas faire? talking about routine and plans for the future|
|Geography||What is geography?||Settlements||Population and Migration||Tectonic hazards||Energy||Weather hazards|
|History||What is History?||Vikings, Celts, Anglo-Saxon & Britons||Ancient Civilisations||Ancient Civilisations||20th Century American history||Women's History|
|Music||Pachelbel's Canon||The Pentatonic Scale||Reggae||Fanfares||Minimalism||Indian Music|
|PSHE||Transition & Healthy Relationships||Healthy Lifestyles-Romance & Consent||Internet Safety & Extremism/ Radicalisation||SRE||Growth Mindset & Interpersonal Skills||Mental Health and External Influences|
|RE||Interpreting Religious Art||Mithraism||What does it mean to be a Christian?||What does it mean to be a Muslim?||The Meaning of Life||Restorative Justice|
|Spanish||Routines and skills to learn a Foreign Language||Asking and responding basic personal information||How were your vacations? Using past tense||What do you use your phone for? Socializing and leisure time||What do you like to do? Talking about things you like||What job would you like to do in the future? Talking about future|
|Sport & Nutrition||B- Badminton/ Handball|
M- Netball/ Football
|B- Badminton/ Handball|
M- Netball/ Football
|Badminton, Handball, Football and Netball||Badminton, Handball, Football and Netball||Badminton, Handball, Football and Netball||Badminton, Handball, Football and Netball|
Personal, Social, Health and Economic education
Through our program of assemblies and PSHE we explicitly teach the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
KS3 – removal of levels at Arts & Media School Islington
Assessment without Levels
Further to reforms to assessment at Key Stage 2 as well as the removal of National Curriculum levels, we now assess our students in Year 7 through to Year 9 according to how they are progressing within their Baseline Threshold.
Baseline Thresholds are the starting points; they are decided using data from a combination of Key Stage 2 Test Results, Reading Age Tests and *Cognitive Abilities Tests (CAT).
* The Cognitive Abilities Test (CAT) is an assessment of a range of reasoning skills. The tests look at three types of reasoning: words, numbers and shapes or figures, i.e. verbal, quantitative and non-verbal reasoning.
|Excellence||Aimed at students with the highest starting points from Key Stage 2.
These students should achieve a grade 8 or 9 at GCSE.
|Master||These students should achieve at least a grade 6 or 7 at GCSE.|
|Secure||These students should achieve at least a grade 4 or 5 at GCSE.|
|Emerging||Aimed at students with the lowest starting points from Key Stage 2.
These students should achieve at least a grade 2 or 1 at GCSE.
The Baseline Thresholds are used as a guide for the teachers to be able to assess whether students are making expected progress from their starting point. We gather evidence from classwork as well as assessments to decide whether expected progress for a student working within the threshold is being made or not.
If students are not making expected progress, support is given to help them to improve. We want students to understand that if they are currently not making expected progress, it is not necessarily an indication of poor attitude or aptitude; it simply takes time and practice to grasp complex concepts and apply this knowledge successfully. An important aspect of learning anything is to know what we are good at, but also what we need to focus on more, in order to improve.
When designing assessments for Year 7 and 8, our teachers mapped the skills and knowledge back from Year 11 to Year 7. We are confident that we know exactly what their work needs to look like at Key Stage 3, in order for them to achieve their full potential by the end of Year 11.
Students very rarely move from threshold to threshold and only if a student excels within their threshold for three consecutive assessment points, will their baseline be raised in the subject.
Tim Oates from Cambridge Assessment talks about the purpose of changes to assessment in the new curriculum and rationale behind moving away from levels.