Our Key Stage 3 Curriculum

The essential purpose of the school is to enable students to fulfill their potential, not merely as separate personalities but also as contributory members of the community.

Introduction

Key Stage 3 refers to the first three years of secondary education: Years 7, 8 and 9. The curriculum is broad and balanced; the subjects studied and the proportion of curriculum time allocated to each subject is shown below.

As a school, we aim to provide effective courses and learning experiences which provide the maximum number of opportunities for our students to:

  • develop their academic, physical and other abilities;
  • achieve the best qualifications possible; and,
  • progress further in education and employment.

The curriculum is designed to enable all young people to become responsible British and world citizens who:

  • are well prepared for life and work;
  • are enterprising;
  • are able to work with and respect others;
  • understand their own cultures and traditions alongside others appreciating the benefits of diversity; and,
  • sustain and improve the environment, locally and globally.

Year 7

Students follow a programme of study which allows them to build on their prior knowledge and attainment and develop their reading, writing and communication skills. We offer a breadth of stimulus material in both fiction and non-fiction, allowing students to develop vital functional skills in communication and analysis.

Texts are chosen to suit the students possible Year 7 texts are: Millions, Blitzed and Jake’s Tower.

Students are assessed in a range of writing, response to reading and speaking and listening skills across the year. Much of the preparation of these assessments will be done in class and for homework but the final assessments will mostly take place under controlled conditions in class to prepare them for the assessment procedures at GCSE.

Students follow a programme of study which is covers topics on: number & calculations, algebra, geometry & measure and data handling & statistics.

In Year 7, key areas studied include negative numbers, written calculation methods, using a calculator effectively, elementary angle theorems, area, perimeter, basic statistics and units. It should be noted that the actual topics covered will vary depending on the prior knowledge of students.

Students are assessed during lessons using a range of teacher led, peer and self-assessment activities. Homework books and the online resource MyMaths.co.uk are used as formal assessments to track students’ progress. All students have a ‘passport’ of objectives required to be met to progress to the next level and they will be assessed against these regularly using a red/amber/green system.

Students follow a programme of study which is topic based. In Year 7, the topics covered include: becoming a scientist, living organisms and classification, reproduction, plants, nutrition in humans, particles, separating techniques, chemical reactions, acids and alkalis, energy resources, space, electric circuits, forces.

The skills, knowledge and understanding of students are assessed by a mixture of tasks and formal tests. There are regular assessed tasks and the formal tests are sat every 3 topics. This means students complete a range of activities throughout the year. Activities are varied and include planning, carrying out practical activities, problem solving tasks, graph drawing, interpretation of data as well as traditional questions.

At Key Stage 3, students follow the National Curriculum for art and design, with a focus on the key concepts of: creativity, competence, cultural understanding and critical understanding. Students focus on the key competences of drawing, painting, mixed media, printing and 3D sculpture. The skills students learn are refined and their skills are challenged and influenced by an artist or culture.

In Year 7, students are assessed over six weeks to gain a baseline level of their abilities; from this, targets are set for each individual. Throughout Years 7 to 9 students are assessed in each skills area and are provided with personal targets on how to achieve their target grade. Students are assessed at the end of every unit of work. Students also sit an exam in the summer term based on observation drawing, as we believe this is the foundation to success in Art and Design. Therefore, students also study two projects based on observational drawing each year. Drawings are also a key element in each project as students design and compose their ideas.

Students will follow a programme of study which introduces them to the subject. They will learn a variety of techniques, strategies and skills through the exploration of varied texts and stimuli. Students will develop knowledge of performing, creating and evaluating their work.

Year 7 students will look at various topics including: Page to stage and Charlie and the Chocolate Factory.

Students are assessed during and at the end of the unit on the following criteria: making (rehearsal process and developing ideas), performing (demonstration of skills) and evaluating (own work and others). Students are encouraged to give and receive feedback in a positive environment in order to develop their skills. Self-evaluation is a key skill used throughout the course in order to develop both the work and the student.

The curriculum covered in ethics, faith and philosophy is varied and explores the students themselves as well as religion. In Year 7 topics covered are: What matters?, looking at religion (including Hinduism, Judaism and Christianity) and How can we know?

Students are assessed throughout the course and some homeworks are used to allow students to produce extended work in order to establish their current level.

Students will complete work on a variety of topics throughout the academic year. In Year 7 these are: what is history, social history, religion and the crusades, movement and settlement.

Students in history receive regular feedback each time their books are marked using our history marking and feedback sheet. This enables staff to give positive praise for good work and set simple targets for students to improve on. Staff are then able to monitor whether the student has met that target, and the student can highlight which work their teacher should look at to see the improvements.

Longer term assessment takes place in the form of our BQAs – Big Question Assessment, where students complete an assessed piece of work, usually at the end of a unit. They will complete between four or five a year and is designed to test their knowledge of the aspects of a topic by giving them an issue related to the unit. The BQA can be an article, a presentation, a guide or booklet or an extended piece of writing in an essay style.

Students will complete major studies throughout the academic year. In Year 7 these are: The UK, map skills, Italy and the EU and weather and climate.

Students in geography receive regular feedback each time their books are marked using our Geography Marking and Feedback Sheet. This enables staff to give positive praise for good work and set simple targets for students to improve on. Staff are then able to monitor whether the student has met that target, and the student can highlight which work their teacher should look at to see the improvements.

Longer term assessment takes place in the form of our BQA’s – Big Question Assessment, where students complete a levelled piece of work, usually at the end of a unit.g They will complete between four and five of these per year and is designed to test their knowledge of the aspects of a topic by giving them an issue related to the Unit. The BQA can be an article, a PowerPoint presentation, a guide or booklet or an extended piece of writing in an essay style.

The world of ICT is continuously changing with emerging technologies being developed all the time. The curriculum is designed to provide challenging and engaging learning experiences that meet the students’ needs.

In Year 7 topics are: introduction to school systems, internet searching, PowerPoint, word processing, spreadsheet modelling, graphics using Photoshop along with desk top publishing and computer games using Scratch.

Each unit competed will be assessed and a National Curriculum level awarded. These will be discussed with students who will receive individual feedback. Staff will assess work seen on screen as well as print outs produced by the students. They will be discussed with the students at regular intervals. Self and peer assessments also form an important part of the assessment process and the development of students ability to evaluate their own work.

In French lessons, students follow a dedicated scheme of work learning through games and presentations on interactive whiteboards as well as time every timetable cycle in a dedicated language computer suite.

Topics covered in French in Year 7 are: greetings, the calendar and numbers, family, animals and appearance, items around the home, daily routines, buying food and drink and sports and hobbies.

Continuous assessment is carried out by teachers, through spoken target language in the classroom, marking of books, including teacher moderation and unit tests. Assessment tests take place at the end of each half term and these tests are based on the four attainment target skill of listening, speaking, reading and writing.

Students follow the National Curriculum comprising of listening, appraising, performing and composing. Year 9 topics include: chords into jazz, poly-rhythm into minimalism, own choice, making arrangements, music for special occasions and improvisation and organisation – all of which will be taught through listening, performing and composing exercises.

Students are assessed in an on-going way following discussions between teacher and students. All topics are assessed in accordance with NC levels as are student performances. Music is assessed in ensemble work and individual work. Individual work is fully differentiated according to levels of ability and previous experience.

The programme supports the aims of the school and in particular the creation of a social ethos which encourages students to feel secure, and to be tolerant and respectful towards each other, and to give students the maximum opportunity to develop all their abilities.

The teaching of discrete PSHE and Citizenship is through the ASPIRE programme, which is delivered to students across the school in tutor groups once every two weeks. Through ASPIRE we aim to equip students with the skills, knowledge and understanding necessary to develop an understanding of and respect for themselves, to develop a healthy lifestyle, learning how to recognise and manage risks and how to make safe and healthy choices, to develop effective and fulfilling relationships and to respect the needs and rights of others, and to develop an understanding of our society and local community and learn how to play an active part in community life.

PSHCE is also part of our hidden curriculum, where students are consistently encouraged to respect themselves and each other and to make the most of their abilities, thus allowing them to progress further in education and employment.

Students study a broad and balanced curriculum in Year 7; a range of different sports and activities are delivered within each unit. For example, the invasion game unit might comprise of predominantly football or netball with a couple of lessons of basketball, handball and tag rugby to develop transferable skills and understanding of different common concepts.

In Year 7, students begin with a baseline testing unit; they experience a wide range of activities in a series of ‘one-off’ lessons. This provides an experience of some of the different activities at Sir Robert Pattinson Academy, familiarises students with the routines and procedures of the PE department and allows some assessment of students’ abilities to take place.

Following this, the following units are delivered throughout the school year: athletics, fitness, gymnastics activities, invasion games, net games, outdoor and adventurous activities / leadership, striking and fielding games. Within these units, students have the opportunity to learn a range of skills and techniques and develop their ability in a range of areas including teamwork and leadership.

Students in Year 7 develop their knowledge and skills through various product design activities, working with a range of materials and undertaking a variety of processes. Dividing the year into 5 modular components, students have the opportunity to experience elements of food, resistant materials, graphic products and CAD CAM. In Year 7 students will design products for themselves. In Year 8,the year is divided into four modular components, students will all study food technology and three more subjects. These could be resistant materials, graphic products, construction or electronic products. The development of students’ CAD CAM skills is achieved by incorporating them into other modules of work as an integral part of the designing and making activity.

Assessment of the work in each module is related to the focus areas of the national curriculum for Design and Technology. Booklets and worksheets are used in each module to indicate how students should generate evidence and attain the highest possible standard of work of which they are capable. Students are informed of the level at which they are working at and how they can improve to achieve the next level. Furthermore, formative assessment also occurs through interim questioning, weekly homework tasks and vocabulary tests.


Year 8

Students follow a programme of study which allows them to build on their prior knowledge and attainment and develop their reading, writing and communication skills. We offer a breadth of stimulus material in both fiction and non-fiction, allowing students to develop vital functional skills in communication and analysis.

Texts are chosen to suit the students; possible Year 8 texts are: Black Book of Secrets, Holes, Private Peaceful, The Boy in Striped Pyjamas.

Students are assessed in a range of writing, response to reading and speaking and listening skills across the year. Much of the preparation of these assessments will be done in class and for homework but the final assessments will mostly take place under controlled conditions in class to prepare them for the assessment procedures at GCSE.

Students follow a programme of study which covers topics on: number & calculations, algebra, geometry & measure and data handling & statistics. In Year 8, areas studied follow on from work on ratio and proportion in Year 7 to include percentages, further calculations with fractions, graphs, elementary algebra, compass directions, maps and bearings, representation of data and extended calculations with decimals.

Students are assessed during lessons using a range of teacher led, peer and self-assessment activities. Homework books and the online resource MyMaths.co.uk are used as formal assessments to track students’ progress.

All students have a ‘passport’ of objectives required to be met to progress to the next level; they will be assessed against these regularly using a red/amber/green system.

Students follow a programme of study which is topic based. In Year 8, the topics covered are: breathing and gas exchange, the circulatory system and respiration, microbes and disease, plants and ecosystems, elements, compounds and mixtures, solutions and purity, chemical reactions, environmental chemistry, fields, static electricity and magnets, heating and cooling, waves, sound and the ear, light and the eye.

Both the skills and knowledge of student are assessed by a mixture of tasks and formal tests. There is an assessed task in every topic and the formal tests are sat every 3 topics. This means students complete a range of activities throughout the year to which a level can be assigned. Activities are varied and include planning, carrying out practical activities, problem solving tasks, graph drawing, interpretation of data as well as levelled test questions.

At Key Stage 3, students follow the National Curriculum for art and design, with a focus on the key concepts of: creativity, competence, cultural understanding and critical understanding. Students focus on the key competences of drawing, painting, mixed media, printing and 3D sculpture. The skills students learn are refined and their skills are challenged and influenced by an artist or culture.

In Year 7, students are assessed over six weeks to gain a baseline level of their abilities; from this, targets are set for each individual.
Throughout Years 7 to 9 students are assessed in each skills area and are provided with personal targets on how to achieve their target grade. Students are assessed at the end of every unit of work. Students also sit an exam in the summer term based on observation drawing, as we believe this is the foundation to success in Art and Design. Therefore, students also study two projects based on observational drawing each year. Drawings are also a key element in each project as students design and compose their ideas.

Students will follow a programme of study which introduces them to the subject. They will learn a variety of techniques, strategies and skills through the exploration of varied texts and stimuli. Students will develop knowledge of performing, creating and evaluating their work.

Year 8 students will explore skills in various areas of performing including Melodrama, silent movies and developing a script for performance.

Students are assessed during and at the end of the unit on the following criteria: making (rehearsal process and developing ideas), performing (demonstration of skills) and evaluating (own work and others). Students are encouraged to give and receive feedback in a positive environment in order to develop their skills. Self-evaluation is a key skill used throughout the course in order to develop both the work and the student.

The curriculum covered in ethics, faith and philosophy is varied and explores the students themselves as well as religion. In Year 8 students study: History of philosophy, ethics, looking at religion (Sikhism and Buddhism), Christianity as a world religion and do we need rules?

Students are assessed throughout the course and some homeworks are used to allow students to produce extended work in order to establish their current level.

Students will complete work on a variety of topics throughout the academic year. In Year 8, the topics covered are: power, democracy and the industrial revolution.

Students in history receive regular feedback each time their books are marked using our history marking and feedback sheet. This enables staff to give positive praise for good work and set simple targets for students to improve on. Staff are then able to monitor whether the student has met that target, and the student can highlight which work their teacher should look at to see the improvements.

Longer term assessment takes place in the form of our BQAs – Big Question Assessment, where students complete an assessed piece of work, usually at the end of a unit. They will complete between four or five a year and is designed to test their knowledge of the aspects of a topic by giving them an issue related to the unit. The BQA can be an article, a presentation, a guide or booklet or an extended piece of writing in an essay style.

Students will complete major studies throughout the academic year. In Year 8 these are: Brazil, extreme environments, Australia and energy and resources.

Students in geography receive regular feedback each time their books are marked using our marking and feedback sheet. This enables staff to give positive praise for good work and set simple targets for students to improve on. Staff are then able to monitor whether the student has met that target, and the student can highlight which work their teacher should look at to see the improvements.

Longer term assessment takes place in the form of our BQA’s – Big Question Assessment, where students complete a levelled piece of work, usually at the end of a unit. They will complete between four and five per year and is designed to test their knowledge of the aspects of a topic by giving them an issue related to the unit. The BQA can be an article, a PowerPoint presentation, a guide or booklet or an extended piece of writing in an essay style.

The world of ICT is continuously changing with emerging technologies being developed all the time. The curriculum is designed to provide challenging and engaging learning experiences that meet the students’ needs.

In Year 8 topics are: Impact of ICT in society, website design, databases, sound project using Audacity, movie project using Movie Plus, newsletter creation.

Each unit competed will be assessed and a National Curriculum level awarded. These will be discussed with students who will receive individual feedback. Staff will assess work seen on screen as well as print outs produced by the students. They will be discussed with the students at regular intervals. Self and peer assessments also form an important part of the assessment process and the development of students ability to evaluate their own work.

In French lessons, students follow a dedicated scheme of work learning through games and presentations on interactive whiteboards as well as time every timetable cycle in a dedicated language computer suite.

In Year 8 students start work on different tenses and cover topics such as the weather, food and drink, housework and pocket money, towns and countries, clothes and holidays.

Continuous assessment is carried out by teachers, through spoken target language in the classroom, marking of books, including teacher moderation and unit tests. Assessment tests take place at the end of each half term and these tests are based on the four attainment target skill of listening, speaking, reading and writing.

Students follow the National Curriculum comprising of listening, appraising, performing and composing. In Year 8, topics include: own choice, going solo, jazz improvisation, reggae music and making connections – all of which will be taught through listening, performing and composing exercises.

Students are assessed in an on-going way following discussions between teacher and students. All topics are assessed in accordance with NC levels as are student performances. Music is assessed in ensemble work and individual work. Individual work is fully differentiated according to levels of ability and previous experience.

The programme supports the aims of the school and in particular the creation of a social ethos which encourages students to feel secure, and to be tolerant and respectful towards each other, and to give students the maximum opportunity to develop all their abilities.

The teaching of discrete PSHE and Citizenship is through the ASPIRE programme, which is delivered to students across the school in tutor groups once every two weeks. Through ASPIRE we aim to equip students with the skills, knowledge and understanding necessary to develop an understanding of and respect for themselves, to develop a healthy lifestyle, learning how to recognise and manage risks and how to make safe and healthy choices, to develop effective and fulfilling relationships and to respect the needs and rights of others, and to develop an understanding of our society and local community and learn how to play an active part in community life.

PSHCE is also part of our hidden curriculum, where students are consistently encouraged to respect themselves and each other and to make the most of their abilities, thus allowing them to progress further in education and employment.

Students study a broad and balanced curriculum in Year 8, a range of different sports and activities are delivered within each unit. For example the invasion game unit might comprise of predominantly football or netball with a couple of lessons in basketball, handball and tag rugby to develop transferable skills and understanding of different concepts.

The following units of work are taught in Year 8: athletics, gymnastics activities, invasion games, net games, outdoor and adventurous activities / leadership, striking and fielding games, summer activities. Students are given the opportunity to build on their experiences from Year 7, further developing their skills, techniques, teamwork and leadership. As students progress, there is an increased focus on tactical and compositional concepts.

Students in Year 8 develop their knowledge and skills through various product design activities, working with a range of materials and undertaking a variety of processes. Dividing the year into 5 modular components, students have the opportunity to experience elements of food, resistant materials, graphic products and CAD CAM. In year 8 students will design products for an identified target market.

Assessment of the work in each module is related to the focus areas of the national curriculum for Design and Technology. Booklets and worksheets are used in each module to indicate how students should generate evidence and attain the highest possible standard of work of which they are capable. Students are informed of the level at which they are working at and how they can improve to achieve the next level. Furthermore, formative assessment also occurs through interim questioning, weekly homework tasks and vocabulary tests.


Year 9

Students follow a programme of study which allows them to build on their prior knowledge and attainment and develop their reading, writing and communication skills. We offer a breadth of stimulus material in both fiction and non-fiction, allowing students to develop vital functional skills in communication and analysis.
Texts are chosen to suit the students possible Year 9 are Stone Cold, Noughts and Crosses, Gone, The Windsinger, Animal Farm, 1984, Whose Life is it anyway?
Students are assessed in a range of writing, response to reading and speaking and listening skills across the year. Much of the preparation of these assessments will be done in class and for homework but the final assessments will mostly take place under controlled conditions in class to prepare them for the assessment procedures at GCSE.

Students follow a programme of study which is covers topics on: number & calculations, algebra, geometry & measure and data handling & statistics. In Year 9, students start preparation for GCSE courses and also start studying relevant topics. The main topics are: number, algebra, statistics and geometry and measures. Students work through strands at the appropriate pace for them and their understanding.

Students are assessed during lessons using a range of teacher led, peer and self-assessment activities. Homework books and the online resource MyMaths.co.uk are used as formal assessments to track students’ progress and all Year 7 and Year 8 students sit an end of year examination in June.

All students have a ‘passport’ or objectives required to be met to progress to the next level and they will assess against these every lesson using a red/amber/green system.

Students follow a programme of study which is topic based. In Year 9, the topics covered are: health; inheritance, variation, genetic modification and cloning; the central nervous system, hormones and homeostasis; patterns of reactivity; new materials and synthesis; periodic table and patterns; energy and electricity; speed, distance and time; pressure, gears and moments.

Both the skills and knowledge of student are assessed by a mixture of tasks and formal tests. There are regular assessed tasks and the formal tests are sat every three topics. Activities are varied and include planning, carrying out practical activities, problem solving tasks, graph drawing and interpretation of data.

At Key Stage 3, students follow the National Curriculum for art and design, with a focus on the key concepts of: creativity, competence, cultural understanding and critical understanding. Students focus on the key competences of drawing, painting, mixed media, printing and 3D sculpture. The skills students learn are refined and their skills are challenged and influenced by an artist or culture.

Throughout Years 7 to 9 students are assessed in each skills area and are provided with personal targets on how to achieve their target grade. Students are assessed at the end of every unit of work. Students also sit an exam in the summer term based on observation drawing, as we believe this is the foundation to success in Art and Design. Therefore, students also study two projects based on observational drawing each year. Drawings are also a key element in each project as students design and compose their ideas.

Students will follow a programme of study which introduces them to the subject. They will learn a variety of techniques, strategies and skills through the exploration of varied texts and stimuli. Students will develop knowledge of performing, creating and evaluating their work.

Year 9 students will look at issues affecting teenage life and explore social issues within a safe environment and technical elements of theatre.

Students are assessed during and at the end of the unit on the following criteria: making (rehearsal process and developing ideas), performing (demonstration of skills) and evaluating (own work and others). Students are encouraged to give and receive feedback in a positive environment in order to develop their skills. Self-evaluation is a key skill used throughout the course in order to develop both the work and the student.

The curriculum covered in ethics, faith and philosophy is varied and explores the students themselves as well as religion. In Year 9 students study: Conflict, Science and Religion, Looking at religion (Islam and Christianity) and Christianity and relationships.

Students are assessed throughout the course and some homeworks are used to allow students to produce extended work in order to establish their current level.

Students will complete work on a variety of topics throughout the academic year. In Year 9, the topics covered are: the golden age of empire, conflict and people, post war Britain, the 20th and 21st century.

Students in history receive regular feedback each time their books are marked using our history marking and feedback sheet. This enables staff to give positive praise for good work and set simple targets for students to improve on. Staff are then able to monitor whether the student has met that target, and the student can highlight which work their teacher should look at to see the improvements.

Longer term assessment takes place in the form of our BQAs – Big Question Assessment, where students complete an assessed piece of work, usually at the end of a unit. They will complete between four or five a year and is designed to test their knowledge of the aspects of a topic by giving them an issue related to the unit. The BQA can be an article, a presentation, a guide or booklet or an extended piece of writing in an essay style.

Students will complete major studies throughout the academic year. In Year 9 the topics covered are: coasts, fragile ecosystems, population, development, Africa, settlement and global issues.

Students in geography receive regular feedback each time their books are marked using our marking and feedback sheet. This enables staff to give positive praise for good work and set simple targets for students to improve on. Staff are then able to monitor whether the student has met that target, and the student can highlight which work their teacher should look at to see the improvements.

Longer term assessment takes place in the form of our BQA’s – Big Question Assessment, where students complete a levelled piece of work, usually at the end of a unit. They will complete between four and five per year and is designed to test their knowledge of the aspects of a topic by giving them an issue related to the unit. The BQA can be an article, a PowerPoint presentation, a guide or booklet or an extended piece of writing in an essay style.

The world of ICT is continuously changing with emerging technologies being developed all the time. The curriculum is designed to provide challenging and engaging learning experiences that meet the students’ needs.

In Year 9 topics are: Mayhem Manor, creating computer graphics, ICT skills for business and computer systems.

Each unit competed will be assessed and a National Curriculum level awarded. These will be discussed with students who will receive individual feedback. Staff will assess work seen on screen as well as print outs produced by the students. They will be discussed with the students at regular intervals. Self and peer assessments also form an important part of the assessment process and the development of students ability to evaluate their own work.

In French lessons, students follow a dedicated scheme of work learning through games and presentations on interactive whiteboards as well as time every timetable cycle in a dedicated language computer suite.

In Year 9, the work on tenses is extended and students cover topics such as Paris, holidays and hobbies, media, healthy living and body parts, illness and jobs.

Continuous assessment is carried out by teachers, through spoken target language in the classroom, marking of books, including teacher moderation and unit tests. Assessment tests take place at the end of each half term and these tests are based on the four attainment target skill of listening, speaking, reading and writing.

Students follow the National Curriculum comprising of listening, appraising, performing and composing. Year 9 topics include: chords into jazz, poly-rhythm into minimalism, own choice, making arrangements, music for special occasions and improvisation and organisation – all of which will be taught through listening, performing and composing exercises.

Students are assessed in an on-going way following discussions between teacher and students. All topics are assessed in accordance with NC levels as are student performances. Music is assessed in ensemble work and individual work. Individual work is fully differentiated according to levels of ability and previous experience.

The programme supports the aims of the school and in particular the creation of a social ethos which encourages students to feel secure, and to be tolerant and respectful towards each other, and to give students the maximum opportunity to develop all their abilities.

The teaching of discrete PSHE and Citizenship is through the ASPIRE programme, which is delivered to students across the school in tutor groups once every two weeks. Through ASPIRE we aim to equip students with the skills, knowledge and understanding necessary to develop an understanding of and respect for themselves, to develop a healthy lifestyle, learning how to recognise and manage risks and how to make safe and healthy choices, to develop effective and fulfilling relationships and to respect the needs and rights of others, and to develop an understanding of our society and local community and learn how to play an active part in community life.

PSHCE is also part of our hidden curriculum, where students are consistently encouraged to respect themselves and each other and to make the most of their abilities, thus allowing them to progress further in education and employment.

Students study a broad and balanced curriculum in Years 7 and 8, a range of different sports and activities are delivered within each unit. For example the Invasion Game unit might comprise of predominantly football or netball with a couple of lessons in basketball or handball and tag rugby to develop transferable skills and understanding of different concepts.

Students have the opportunity to choose a pathway in Year 9 in order to specialise and further personalise their learning. Students are encouraged to log in to the school virtual learning environment and select their top three choices from the options available; they then have some choice over their curriculum and can include athletics, net games, invasion games, gymnastics and the other aspects of PE in which students have participated throughout Years 7 and 8.

The subjects studied in Year 9 include food and catering, resistant materials, product design, engineering and graphics. In order to provide students with an experience similar to that of GCSE D&T, students will study three D&T subject areas: one per term. Occasionally, the termly modules are divided between two members of staff. The aim is to enable students to make an informed decision when making their GCSE choices during Year 9.

Assessment of the work in each module is related to the focus areas of the national curriculum for Design and Technology. Booklets and worksheets are used in each module to indicate how students should generate evidence and attain the highest possible standard of work of which they are capable. Students are informed of the level at which they are working at and how they can improve to achieve the next level. Furthermore, formative assessment also occurs through interim questioning, weekly homework tasks and vocabulary tests.