Key Stage 3

Curriculum Content: Key Stage 3 (Years 7-9) – “Powerful Knowledge”

English

Pupils will have 6 hours per fortnight of English in year 7 and 7 hours per fortnight in years 8 and 9.

The English curriculum will expose students to the roots of English and its significance in everyday life through the ages from Medieval times to Post Modernity. Pupils will understand how language and literature has shaped people, communities and civilisation for thousands of years and understand the range of purposes and the impact that English has had, currently has and will have on the world.

Through a chronological study of the history of English language and literature and through carefully chosen texts all students will read increasingly challenging material and be exposed to a wide range of fiction and non-fiction including whole books, short stories, poems and plays with a wide coverage of genres. These texts will ensure exposure to new vocabulary and grammatical constructions.

Utilising cross curricula approaches to literacy development and building on writing approaches from Key Stage 2, students will be supported to write accurately, fluently, effectively and at length for pleasure and information. Pupils will be able to draw on their knowledge from their reading of literary and rhetorical devices to enhance the impact of their writing. Attention will be paid to accurate grammar, punctuation and spelling.

Pupils will be supported to speak confidently and effectively in a range of formal and informal contexts. Standard English will be modelled and expected at all times. Spoken English will be facilitated through appropriate activities such as giving short speeches and presentations, participating in formal debates and structured discussions. Performance of plays and poetry will also be integral to the curriculum to support and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.

Maths

Pupils will have 7 hours per fortnight of Maths through years 7-9.

The intention of the Maths curriculum is to ensure that all students become fluent in the foundations of mathematics, be able to reason mathematically and be able to solve problems by applying their mathematics to both routine and non-routine problems. It will build on learning from key stage 2, identify and address any gaps.

The Maths curriculum is underpinned by a skilful balance of modelling and maths mastery. Maths is modelled through clear and precise exposition, giving time for the mastery of knowledge which deepen understanding and exemplifies the interconnectedness of the subject of mathematics. Mathematical reasoning underpins the thinking which runs hand in hand with problem solving and conceptual understanding.

Our aim is to promote enthusiasm for mathematics and equip students to become independent learners of mathematics. Pupils will enjoy learning mathematics, enjoy learning the distinct parts of mathematics and then be able to move with increasing ease between the topics as their understanding of the subject grows. Progression through the five-year curriculum, students will consolidate and advance their learning year upon year, being exposed to problems and experiences, both familiar and unfamiliar, which challenge their understanding and reasoning, thus making the links within the subject and its structure, developing their fluency of the subject. Pupils will be exposed to a vibrant curriculum where complex problems are grappled with enthusiasm and creativity, and students can explain their reasoning with confidence, irrespective of their ability and their social background.

Science

Pupils will have 6 hours of science per fortnight in years 7 and 8 increasing to nine hours per fortnight in year 9.

The intention of the Science curriculum reflects W Harlen’s (2010) progressive model “Principles and Big Ideas of Science Education”. Science will enhance student curiosity, wonder and questioning, building on their natural inclination to seek meaning and understanding of the world around. Scientific inquiry will be introduced and encountered by students as an activity that can be carried out by everyone including themselves.

Pupils will develop powers of reasoning and attitudes that enable them to lead physically and emotionally healthy and rewarding lives; able to make more informed choices in relation to avoiding, for instance, waste of energy and other resources, pollution and the consequences of poor diet, lack of exercise and misuse of drugs.

The science curriculum builds on the knowledge from Key Stage 2, developing depth of understanding through the 3 separate sciences disciplines of biology, chemistry and physics.

Pupils will begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding.

Pupils will understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils will decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They will evaluate their results and identify further questions arising from them. Pupils will continue to develop the knowledge and skills associated with working scientifically as they progress through key stage 3. Pupils will also develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical representations.

Religious Studies

Pupils will have 3 hours per fortnight of RS throughout years 7-9.

All students will study Religious Studies up to GCSE. The Diocesan guidelines for Religious Studies are followed with an aim to affirm, encourage, and challenge students on their own spiritual journey. The curriculum will develop students’ self-awareness, self-reflection, empathy and tolerance. Pupils will be empowered to have informed opinions that demonstrate an understanding of others’ beliefs.

The curriculum will explore questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It will develop students’ knowledge and understanding of Christianity, other world religions and worldviews that offer answers to questions such as these. When studying the major world faiths, they will consider the similarities and differences. The curriculum will directly address differences in opinion and thought to develop a mutual understanding of faith and values. In doing so it will promote a students’ personal development and well-being and contribute to community cohesion by promoting mutual respect and tolerance in a diverse community and society.

Music

Pupils will have 2 hours per fortnight of music throughout years 7-9.

The aims of the music curriculum are to inspire students to develop a love of music and their talent as musicians. As students progress through the curriculum, they will develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. A broad range of musical styles, genres, and skills will be addressed and built upon, under the key learning components of Singing, Playing, Improvising, Composing, Critical Engagement and SMSC, which are the hallmarks of the Music National Curriculum (2014)

Pupils will understand the principles of the ‘Elements of Music’ through a variety of different genres. They will experience the genres studied through a sequence of set work pieces, which shall inspire performance, composing and critical analysis opportunities. Pupils will understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

They will learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.

As students progress though the Key Stage 3 curriculum, learning will deepen on the principles of the Elements of Music, with a focus on melody, harmony through a variety of different genres and artists. Exposure to music and musical instruments aims to increase student’s self-confidence, creativity and sense of achievement.

History

Pupils will have 3 hours of history throughout years 7-9.

Pupils will study History chronologically to ensure they develop a secure understanding of British history and world history to make sense of the complex patterns of change and continuity. They will understand how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. Through a knowledge rich curriculum, students will be enabled to think critically, weigh evidence, sift arguments, and develop perspective and judgement. It will inspire students’ curiosity to know more about the past.

The curriculum will begin with medieval Britain (1066-1509) moving to Renaissance and Reformation (1509-1745), to Enlightenment (1745-1901) through to the challenges for Britain, Europe and the wider world and culminating in the conflicts and changes of the 21^st century that continue to shape the world we live in today. Historical terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ and historical concepts such as continuity and change, cause and consequence, similarity, difference and significance will be sequentially embedded into the curriculum to ensure students can not only remember them but can draw on them with increasing sophistication when making historical comparisons and analysing the past. Pupils will understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.

Geography

Pupils will have 3 hours of geography throughout years 7-9.

Pupils start their geography curriculum by understanding the Earth’s countries, continents and peoples before examining the geographical processes that continue to shape the world we live. Termly students will then explore a continent (Europe, Africa, Asia, the Poles, the Middle East) from years 7-9 to develop contextual knowledge of the location of globally significant places and how these provide a geographical context for understanding the actions of processes. Pupils will understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time. Key questions will be addressed throughout the curriculum

Why is the climate changing and what can we do about it?
Why is there so much inequality in the world and what can we about it?
How are we affecting the oceans and what can we do about it?
Why are ecosystems important and why should we conserve them?
Why is there so much conflict in the world and what can we do about it?
How does water affect our lives?
Are there too many people living on earth?
Why are people vulnerable to natural hazards and what can we do about it?
How are we connected to the rest of the world?

The curriculum will develop the knowledge and skills needed to collect, analyse and communicate with a range of data that they will gather through their experiences of fieldwork. Pupils will learn to interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS). They will also be able to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length utilising the principles of the Powerwrite.

MFL – German

Pupils will have 4 hours a fortnight of German throughout years 7-9.

We intend that the modern language offered will be German though this will be reviewed in 2021 in light of teacher supply. German is important for its transferable skills because it is highly inflected, learners must engage with grammar which reinforces literacy development in English, particularly for EAL learners. German’s phonemic orthography makes it more accessible to new language learners

Throughout key stage 3 and over 4 lessons per fortnight the curriculum will focus on developing the breadth and depth of students’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary. Teaching will ensure students understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy.

PE

Pupils will have 4 hours per fortnight of PE throughout years 7-9.

The PE curriculum will develop the knowledge and skills to enable students to lead healthy and active lifestyles into adulthood. For 2 hours per week in years 7-9 and 1 hour a week in years 10-11 students will be exposed to a broad range of physical activities and will be physically active for a sustained period of time. Opportunities to compete in sport both in class and through extra curricula clubs builds character and help to embed values such as fairness and respect.

Pupils will be taught to use a range of tactics and strategies to overcome opponents in direct competition through team and individual games, develop their technique and improve their performance in other competitive sports, perform dances using advanced dance techniques within a range of dance styles and forms. Pupils will be given the opportunity to take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems.

Over time students will be able to analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best.

Pupils who do not choose PE as a GCSE option will be able to take the Junior Sports Leadership Award and Coaching Awards as part of enrichment

Art

Pupils will have 2 hours per fortnight of Art throughout years 7-9

Pupils will learn about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day with increasing proficiency across Key Stage 3. As students progress, they will be able to think critically and develop a more rigorous understanding of art and design. They will also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Pupils will be taught to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas. Through explicit teacher modelling they will understand how to use a range of techniques and media, including painting. Pupils will be taught to increase their proficiency in the handling of different materials; how to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work. The careful interleaving of knowledge, skills and concepts across the key stage allows students to work at greater depth and with greater confidence as time goes on.

Drama

Pupils will have one hour per week dedicated to studying Drama in years 7 and 8. The time allocated represents a commitment to the Arts, a broad and balanced curriculum and the development of the whole child.

Pupils will develop a theoretical understanding of how drama and theatre are constructed from ‘page to stage’. Key works will be studied and performed as well as the social, historical and cultural context from which they originated.

Pupils are expected and supported to perform individual pieces and in groups and will be exposed to a wide variety of performance styles and genres. They will develop a critical understanding of the various roles that contribute to a performance (directing, set and costume design, lighting and sound). Pupils will engage with all aspects of these roles both theoretically and practically.

The curriculum is designed to support the development of confidence, team working, oracy and performance as well enabling students to be able to critically analyse works for all aspects of production (actor, director, set design).

Design Technology

Pupils will have 2 hours of DT throughout years 7-9.

Through a variety of creative and practical activities, students are taught the knowledge, understanding and skills needed to engage in an iterative process of how to design, make and evaluate. In key stage 3 students will be taught how to produce a product to a given drawing and how to realise design concepts from different material areas, with increased precision, accuracy and independence. The teacher will explicitly model how to work safely and accurately using a range of workshop tools and equipment. As they progress students will be expected to produce a range of design ideas for a set brief; to develop critical thinking skills to analyse why we use different materials for certain designs and understanding which would work the best, understand key elements of design movements, and how these can be applied to their own design ideas.

Food

Learning how to cook enables students to feed themselves and others affordably and well, now and in later life. Food is therefore given dedicated curriculum time in the first two years at Brian Clarke Church of England Academy to support the development of this crucial life skill. Pupils will be taught the principles of nutrition and health so that they are able to feed themselves and others a healthy and varied diet. Pupils will understand the working characteristics, functional and chemical properties of ingredients; the sources and function of vitamins and minerals and fat in the diet. They will also know how to store food and understand the labelling process. The teacher will explicitly model a range of cooking techniques [selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes to enable students to become competent to independently utilise the cooking techniques. Pupils will also understand the importance of health, safety and hygiene when preparing food.

Computing

Pupils will have 2 hours per fortnight of computing throughout years 7-9.

The Computing curriculum will ensure that students become digitally literate and digitally safe. Pupils will be able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world

Pupils will be taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, students are equipped to use information technology to create programs, systems and a range of content. They will understand the concept of algorithms and that a program is an implementation of an algorithm. They will be able to understand and implement key programming concepts and apply Turing complete programming concepts. The curriculum will embed an understanding of the ever-changing cyber security threats, vulnerabilities and counter measures to mitigate against them.

Duke of Edinburgh (year 9)

All Year 9 students will work to achieve the Duke of Edinburgh Bronze Award for one lesson once a fortnight. The award is highly regarded by both employers and universities. Once the bronze award has been completed in year 9 it is anticipated that large numbers of students will then go on to complete their Silver Award (Year 10) and Gold Award as an extra-curricular activity. The Blue Coat School is the largest Duke of Edinburgh provider in the North West and will capitalise on The Blue Coat School’s expertise in this area. The Duke of Edinburgh Award will help our young people to develop skills for life and work, fulfil their potential, and become good and responsible citizens, and leaders in our society. It involves developing a skill, which builds commitment and confidence; volunteering, and making a positive difference to the lives of others. Pupils have to plan for and undertake an expedition, which requires teamwork, listening and consideration, self-reliance, and some stoicism. The taught curriculum and eventual expedition to assess will ensure students learn a range of very practical skills, including map skills, basic first aid, cooking and outdoor risk management. The course is fully inclusive; appropriate adjustments are made so that all students can participate.