Chesterton Community College

CHESTERTON COMMUNITY COLLEGE KS3 CURRICULUM STATEMENT

Chesterton Community College – Curriculum Mission Statement

Subject: ENGLISH Components Composite KS3 Mission Statement

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

with this knowledge?

By the end of year 9, a

Chesterton English

student will… Year 7 Year 8 Year 9

Autumn

AUTUMN 1:

AUTOBIOGRAPHICAL

WRITING - Students

consolidate and build on their

knowledge of grammar and

vocabulary including effective

use of anecdotes; discourse

markers; synonyms; varied

sentence types; and varied

vocabulary and punctuation

used in non-fiction writing.

Students are given the

opportunity to develop and

hone their skills in spoken

language by giving a formal

presentation.

AUTUMN 2: CLASS NOVEL

(CURRENTLY HARRY POTTER)

Students read a text with

which they are likely to be

familiar, providing them with

a comfortable basis on which

to develop their inference and

deduction skills. They are

taught how to summarise

what they have read

concisely, and how to write

critically and the PEE structure

AUTUMN 1: SHAKESPEARE

(CURRENTLY’ A MERCHANT OF

VENICE’) Students deal with this

Shakespeare text, which offers

increasingly challenging material

to that of earlier extracts

explored in Year 7. Students

explore the plot, setting, themes

and characters, whilst

knowledge such as iambic

pentameter, blank verse,

soliloquies etc. are also

consolidated. Students are also,

for the first time at Chesterton,

introduced to expository essay

writing, being familiarised with

organisation methods and

relevant formal discourse

markers / signposts.


(CURRENTLY ‘A CHRISTMAS

CARO’L, 19TH CENTURY TEXT).

Students explore this 19th

century text in order to make

critical comparisons with a

modern text. Students develop

and progress their critical writing

AUTUMN 1: POETRY –

Developing their knowledge of

poetic conventions (caesura;

apostrophe; visual / aural /

olfactory / gustatory / tactile

images etc.) and broadening

their knowledge of poetry

using increasingly challenging

material to include 19th century

works, such as Blake, to

modern contemporary poets

such as Simon Armitage and

Jonny “Itch” Fox. This unit also

introduces the students to

exam techniques which will be

useful at GCSE, such as using

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

analyse previously unseen

poems.


(CURRENTLY ‘THE HUNGER

GAMES’). Arguably a seminal

text of dystopian fiction from

the noughties, students

develop their ability to read

extracts from a range of

dystopian fiction critically,

making inferences and

Students engage with a range

of tasks across KS3, with each

half-termly unit being

assessed on seven of the

fifteen skills separated in to

two disciplines: as Reading

and Writing.

Reading: Summarising;,

Comprehension, Reading

Between the Lines, Evaluating

Structure, Evaluating

Language and Grammar, Use

of Textual References, Making

Links to contexts, and

Comparing Texts.

Writing: Content,

Communication with the

Reader, Structure, Sentence

Types, Punctuation

Vocabulary, and Spelling.

Tasks include reading and

writing fiction (poetry, novels,

and plays); non-fiction

(magazine and newspaper

articles, letters, and reviews);

and literacy non-fiction

1) Speak and write fluently

so that they can

communicate their

ideas and emotions to

others, and through

reading and listening

others can

communicate with

them.

2) Have a sound

understanding of the

English Literary Canon.

3) Possess knowledge and

understanding of how

communication is at the

heart of a successful

society; how it plays a

key role in the

development of

civilisation, and how

language and literature

has the power to unite

us emotionally,

intellectually, socially

and spiritually, whilst


which will form the basis of all

future analytical writing

skills in order for them to

compare extracts from ACC with

another text, particularly with a

view to their situational context

(in view of the demands of

Paper 1 of the GCSE Literature

exam).

referring to evidence from the

text, in order to make critical

comparisons. New ‘tools’

include Joseph Campbell’s

Monomyth theory and Edward

De Bono’s Thinking Hats as

students hone their written

analytical skills using the PEE

structure..

(autobiographies and

accounts of events).

Students also engage in

discussions, debates and give

individual and group

presentations to develop their

spoken language skills.

celebrating our

differences culturally.

Spring

SPRING 1: SHAKESPEARE’S

MAGIC - Students read

extracts from Shakespeare’s

plays which they may be

familiar with previously,

including Macbeth, A

Midsummer Night’s Dream,

Hamlet and the Tempest,

focusing on the magical and

the fantastical. Students make

links to context and learn how

the context of writing helps

inform and shape it. Students’

vocabulary is widened to

include dramatic terms such

as blank verse, rhymed verse,

monologue, soliloquy and

iambic pentameter. Students

are given the opportunity to

develop and hone their skills

in spoken language through

improvisation, rehearsal and

performance of extracts from

Shakespeare’s scripts in order

to generate debates on

language use and meaning,

including intonation, tone,

SPRING 1: CLASS NOVEL

(CURRENTLY ‘THE CURIOUS

INCIDENT OF THE DOG IN THE

NIGHT-TIME’) – Students read

the novel, engaging with the

narrative’s plot, setting, themes

and characters – particularly

focusing on the novel’s unusual

protagonist, Christopher,

allowing the introduction of the

literary device an unreliable

narrator. As the assessment

takes the form of a piece of

creative writing, in the form of a

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

the characters in the novel,

students revisit and hone their

skills of utilising punctuation and

vocabulary for effect, having to

carefully consider how these can

be used for impact and to create

meaning whilst writing in role –

having the audience, purpose

and format already specified for

them.

SPRING 1: NOVA FICTION –

further development and

application of their knowledge

of vocabulary, grammar and

text structure in creative

writing; specifically the impact

of syntax, punctuation and

vocabulary choices to shape

meaning. This unit also



useful at GCSE, such as how to

evidence creative writing skills

within a given time frame.

SPRING 2: RHETORICAL

COMMUNICATION – Students

define, identify and apply

Aristotle’s three modes of

persuasion: ethos, logos and

pathos, including hyperbole,

direct address and rhetorical

questioning. This unit also



useful at GCSE, including

writing transactional


volume and silence to add

meaning and discuss impact.

SPRING 2: POETRY – Students

study a number of poems,

recognising a range of poetic

conventions and forms, and

understanding how these

have been used. Many of

these are consolidated from

KS2 (onomatopoeia, simile,

metaphor, personification)

whilst some are new to

students such as assonance,

enjambment, cacophonic and

euphonic sound. Students

define and identify these in

the work of others, and apply

these techniques in their own

work.

SPRING 2: SHORT STORY

WRITING – Students explore

some short stories from writers

such as Dahl, Horowitz, Gosling,

Allan Poe and Carter. Students

are introduced to Todorov’s

Narrative theory and Propp’s

Character theory. Students

explore how writers have used

and, sometimes, subverted these

conventions and expectations.

Students plan, draft, edit and

proof read their work, applying

their growing knowledge of

vocabulary, grammar and text

structure to create desired

effects.

communication, such as letters,

in their correct formats.

Summer

SUMMER 1: UNSEEN

PHENOMENA

Students study a range of

non-fiction texts based on

phenomena, such as “The

Bloop”, “The Bermuda

Triangle”, “’Ghost’ Sightings”

etc. Scanning and skimming

techniques are defined and

practised, in addition to

refining summarising skills

and improving inference and

deduction. Work on

understanding on how

context (historical, cultural

SUMMER 1: CLASS PLAY-TEXT

CURRENTLY ‘BLOOD

BROTHER’S BY WILLT RUSSELL –

This is the only opportunity that

students get to explore a

dramatist, other than

Shakespeare, and study how

drama can be communicated

effectively through performance.

Students examine how

characters can be effectively

conveyed through choice

diction; how motifs and refrains

can be used to reinforce themes;

how staging can be used to

SUMMER 1: SHAKESPEARE:

ROMEO AND JULIET –

Students are introduced to the

setting, plot and characters in

R&J in preparation for their

GCSE study of the text in year

10. Key moments, themes and

significant quotations are

highlighted. Where possible

students read the whole play

and / or watch a performance

live or on film.

SUMMER 2: CREATIVE

WRITING: THE HORROR


and social) impacts a text is

also honed having begun

exploring this earlier in the

year during our study of

Shakespeare.

SUMMER 2: READING VISUAL

LANGUAGE – Students read

“The Arrival” and “The Red

Tree” by Shaun Tan; “The Fox”

by Margaret Wild and Ron

Brooks. New vocabulary is

introduced to allow students

to articulate their

understanding of this literary

medium fast-growing in

popularity: panel, caption,

compositional flow, gutter

balloon etc. Students also

debate its place in the literary

cannon taking in to

consideration works such as

“Maus” and “V For Vendetta”.

influence interpretation; and

how literature can help shape us

and make sense of the world

around us.

SUMMER 2: MODERN FILMS

AND MEDIA; SUBVERSION IN

ANIMATION – Students explore

how the Media, particularly

animation, has changed over the

past decades and is now a force

to be reckoned with as it

challenges expectations. By

using familiar films, such as

‘Shrek’, ‘Enchanted’ and ‘Frozen’,

students are introduced to

different literary theories such as

Marxist, Feminist, Psychoanalytic

etc.

GENRE - How do writers create

horror, tension and suspense in

their writing? Extracts from

notable texts explored include

Edgar Allan Poe, Mary Shelley,

Bram Stoker, George Orwell

and Stephen King. Students

draw on their knowledge of

these ‘horror greats’ to

enhance the impact of their

creative own writing.

Rationale for these

specific components

and composite

outcomes:

The curriculum in year 7

ensures that students are

exposed to the many different

facets of English Studies

within their first year (reading

and writing fiction, non-

fiction, and literary non-fiction

texts). Students are provided

with opportunities to

demonstrate existing

knowledge, develop skills and

The curriculum in year 8 ensures

that students continue to be

stimulated and nurtured as

young readers and writers. The

texts are more challenging than

in year 7, and the introduction to

theories and theorists begins to

widen students’ understanding

of how both Language and

Literature has, and continues to,

document, decipher and

influence our world.

The curriculum in year 9

ensures that students are fully

prepared for the demands and

challenges at GCSE. Exposing

students to a range of carefully

selected poetry allows us to

demystify poets and

movements (such as

Romanticism); our novel of

choice seeks to inspire young

readers to not leave fiction

behind, at a time when so

The composite of the

components studied

throughout KS3 allow

students to reach the very

highest standards of language

and literacy in English. Our

programme of study is rooted

in providing students with

diverse opportunities to

grapple with texts across the

spectrum of the existing


experiment with new

grammar and vocabulary.

many have become reluctant

readers; rhetorical writing

refocuses those who have a

wavering understanding of

how English studies affects /

impacts the ‘real world’; whilst

the imagination of many are

stimulated by the fascination

with ‘the horror genre’,

resourcefully allowing the

introduction of writers from the

literary cannon, such as Poe,

Shelley and Orwell.

literary canon, to texts which

are set to become canonical.

Collectively, the components

offer a challenging,

stimulating and demanding

composite, encouraging

students to develop their skills

creatively, critically and

effectively, whilst pushing the

boundaries of English studies.

Ultimately we nurture and

inspire our young readers and

writers to reach their

potential.

How is challenge embedded into the KS3 curriculum?

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

heritage texts

Students engage in lively debates and performing individual and group presentations

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

articulate ideas and understanding.

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

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

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

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

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

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

for views and opinions of texts.

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

KS2.

- Providing students with more challenging opportunities of transcription and

composition.

- Building a more comprehensive knowledge of vocabulary, grammar and punctuation in

a bid to increase range and accuracy.

Evidence based on the National Curriculum and discussions with KS2 primary teachers


Subject: Maths Components Composite KS3 Mission Statement




Chesterton maths student

will… Year 7 Year 8 Year 9

Autumn

Exploring rounding numbers through the use of different methods such as significant figures and estimating.

Exploring the relationship between square numbers, cube numbers and roots.

Writing numbers in standard form and how these numbers are interpreted and displayed on a calculator.

Sequences and patterns in a real life.

Algebraic manipulation including expanding of brackets and factorising, leading into geometric and quadratic sequences.

Calculating interior and exterior angles of polygons.

Fraction arithmetic.

Transformations – rotations, reflections and translations.

Indices and Standard Form.

Compound measures such as a speed, pressure and density. Converting between units of compound measures.

Algebraic proof, linked to sequences and geometry.

Bearings.

Solving the most complex linear equations including fractions and multiple terms.

Relative frequency.

Similarity and Enlargements.

Interquartile range, cumulative frequency and box plots.

Students will progressively be expected to give in depth reasoning and rationale as to why they have reached certain conclusions, with advanced/confident mathematicians being able to give alternative methods and strategies for solving a problem. The levels of application that students practice and develop in Year 7 and Year 8 result in them using mathematics more confidently in every-day life. It is vital that our practitioners deliver our curriculum in a way that promotes a thirst for knowledge as this encourages students to study maths past their GCSE qualification. Research suggests that students who have

Be Confident in the 4 key areas of Mathematics:

Number (Rounding, Fractions, Decimals, Percentages, Indices)

Shape/Measure (Area, Perimeter, Volume of shapes)

Algebra (Simplifying expressions, Collecting terms, Plotting graphs, Expanding, Factorising , Solving equations)

Averages and data (Presenting, Analysing and interpreting data)

In addition students will be able to take the above content/skills and apply them to mathematical problems.


Spring

Decimal Arithmetic and the relationship between fractions decimals and percentages.

Drawing and interpreting graphs of linear functions.

3d shapes, representation and volumes

Fractions decimals and percentages with a focus on percentage problems

Plotting straight line graphs and the relationship between a graph and its equation

Right angled trigonometry.

Circles, including Sector Area and Arc Length.

Graph working including parallel and perpendicular lines and non-linear functions.

Constructions and Loci.

experienced a challenging and enriching KS3 are more likely to assert themselves purposefully at key stage 4 as well as to consider Mathematics as an option at Key Stage 5.

Summer

Writing and solving equations and basic inequalities.

Calculating averages and presenting data using bar charts and pie charts.

Calculating Ratio and distribution in real life scenarios.

Metric units and solving problems using direct proportion.

Collecting data, data and analysing data sets which may need to be grouped.

Simultaneous equations.

Advanced ratio.

Surds.

Algebraic fluency and quadratic equations.

Advanced problem solving from UKMT.

Rationale for these

specific components and

composite outcomes:

Our year 7 curriculum relies on students to retrieve the challenging content which is studied during year 6 as well as encouraging students to look at reasoning such as why? And how? They are not only expected to understand how to answer a question but also apply their knowledge and understanding to complex problems. The curriculum is designed to reflect the fact

Throughout year 8, students explore reasoning in Maths and our more able students are introduced to problem solving more regularly in lessons. All students will work on their retrieval and understanding of core skills such as expanding brackets, solving linear equations, calculating averages and understanding different types of number. Year 8 prepares students for the step up in content and

The most challenging year of the Key Stage 3 curriculum, students are preparing themselves for the start of their GCSE curriculum in Year 10. Over the course of the 3 years students of Chesterton would have explored large quantities of the GCSE curriculum and also honed their skills in applying knowledge and skills to problems. More able students would have focused on a number of Grade 7/8


that although student experiences at KS2 may be mixed, the majority of students joining the school will have sound numeric skills. The curriculum is designed to enable students to quickly explore other areas of mathematics not covered at KS2, whilst still providing support or those students who are weaker at basic numeracy.

difficulty in Year 9. A large number of able students are encouraged to look at Grade 4-6 skills from the GCSE SOL to ‘refresh’ their memory and build confidence in the more accessible content prior to Year 9.

topics in Year 9 such as Proof, Quadratics and Surds


Students are encouraged each lesson by their teacher to aim to extend their learning by

engaging in discussions about their topic as well as attempt International maths challenge

problems to broaden knowledge and application.

Students in Mathematics are given aspirational targets on a lesson by lesson basis with clear

signposting referencing GCSE grading, giving them an indication of their performance

compared to that of a year 11 student.

Setting enables each student to be challenged at their most appropriate level


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

aspire to maximise their potential in the subject.

From discussion with local primary schools, the Key Stage 2 curriculum places a large focus on

the skill element of mathematics and learners are expected to remember and retrieve key facts

methods to answer questions. Our Key Stage 3 curriculum takes their core skills and places the

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

topic and allows students to feel confident in applying knowledge in a number of ways.

Setting enables students who have mastered skills at KS2 to move swiftly onto new content


Subject: Science Components Composite KS3 Mission Statement




Chesterton science student


Autumn

What are cells and why are they important in

living things?

What are atoms and where do we find them?

What is energy and where does it come

from?

How do we obtain nutrients from food?

What factors affect the rate of a chemical

reaction?

How and why is thermal energy transferred?

What is health and how do we stay healthy?

How do chemical reactions affect our

environment?

How can we apply our knowledge of forces

and electricity to solve real world problems?

We are increasingly looking for

students to be able to carry out full

scientific investigation. Over tie

students should increasingly be able to

propose a hypothesis, design an

experiment, select suitable apparatus,

identify a variable to change and

measure and how all others will be

controlled, a suitable method of

recording and presenting data and any

relationships therein, followed by a

sensible conclusion and an honest

evaluation of the validity of the

method of data collection and the

reliability of the data collected

1. Recognise science as a

process to investigate the

natural world and not

simply a body of facts to

be learnt.

2. Understand biology as the

science of life, based on

cells and able to explain

many significant processes

in living things.

3. Understand chemistry as

the science of matter,

based on atoms, able to

explain the properties of

matter and predict

changes that may occur.

4. Understand physics as the

science of energy and

matter; that everything

that happens is the result

of energy being

transferred.

Spring

How do living things reproduce?

What is a chemical reaction and why do they

happen?

What are forces and how do they affect us?

What are the causes of infectious disease and

how do we prevent its spread?

What are the common chemical structures of

matter?

What does the universe consist of?

KS3 Revision & Assessment

Summer

How is information passed from one

generation to the next and why are we all

different?

How can we categorise matter?

What is electricity and how can we use it?

How are plants similar and different to all

other forms of life?

How and why is energy transferred in

chemical reactions?

How are we able to see light and hear

sounds?

GCSE

Rationale for these


composite outcomes:

Simplicity: Whilst students will have

been taught science at Primary school,

we want to introduce them to the

subject as specialists. Students should

appreciate the three distinct but

complementary disciplines: Biology –

we study the building blocks of all

living things –cells and processes they

are involved in; Chemistry – we study

the building blocks of matter – atoms

and the reactions they undergo;

Physics – we study energy – how it

drives every process in the universe.

Exemplification: In Year 8 students

should focus on how cells work in

union to enable body systems to be

effective. They need to appreciate how

vital plants are to life on Earth. Students

should develop their understanding of

atoms to see how their interactions are

predictable and give rise to the

properties of matter and their reactions.

Students need to consider how energy

is transferred by considering thermal,

light and sound energy and should

appreciate energy is conserved

throughout space.

Complexity: In Year 9 students

complete KS3 by linking together all

the human processes they have

studied to seem how cells, tissues and

organs allow the body to work so well.

They also learn to appreciate that

chemical reactions have a huge

impact on our environment, and the

factors that affect this. And they start

looking at forces and electricity in

more depth appreciate the nuanced

behaviour of electrons in circuits or

how forces can be multiplied to great

effect.

Students who are able to effectively

propose and investigate a hypothesis

are scientists by definition. Through

investigation students learn how to

make sense of the natural world. They

are able to marvel at the beauty of

nature and the elegance of its laws and

apply this understanding to solve real

world problems, be that how to fix

their bike or how to cure cancer!


Students must be in the habit of proposing a hypothesis to explain natural phenomena and then must use

scientific investigation to collect data and therefore decide whether the data support their hypothesis.


The priority at KS2 is to gain an understanding of how to undergo a scientific investigation and by

consideration of macroscopic observation (e.g. classifying rocks, classifying living things, investigating

magnetism). In Y7 especially, we reinforce these ideas and then push students beyond KS2 by considering


Students should be able to model natural processes, have an extensive recall of the core knowledge

required to apply their understanding and demonstrate fluency in using scientific vocabulary to explain key

concepts.

Challenging lessons therefore require students to use experimental evidence to provide robust scientific

explanations.

how microscopic (in biology) or nanoscopic (in chemistry and physics) processes act as drivers for the

macroscopic observations.


Subject:

ART

Components Composite KS3 Mission Statement

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

do with this

knowledge?

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

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

specific skills

Autumn

KNOWLEDGE Knotted fabric The formal elements: line, tone, composition, proportion and pattern. The characteristics of a range of drawing materials The characteristics of African patterns. OUT OF AFRICA What Africa is, and its range of cultural differences and identities. The purposes and characteristics of African masks. What printmaking is. Who are the Chokwe people, where are they from. Characteristics of moon masks Who are the Teke people, where are they from. How to roll cut and join clay HAZOUME Who is Romauld Hazoume and where is he from. Understanding of own cultural background. SKILLS Observational drawing Experimental drawing Wax resist, collage Mono printing, Press printing, Collagraph printing, Printmaking process and vocabulary, Cultural context, design process, sketch book layout. Analyzing an artwork. Clay rolling, cutting and joining Pattern design, papier mache, cutting, plastic manipulation, paint, control

KNOWLEDGE: Still life drawing Formal elements: line, tone, composition, proportion and pattern What a still life is, why artists use them. CUBIST PORTRAIT The charactistics of cubism What analytical and synthetic cubism is How to represent mood and emotion through colour, markmaking and shape Colour theory An understanding of what abstract and abstraction is The impact of ‘Damoiselles D’avignon’ on Art history DESIGN AND ABSTRACTION The diversity of art and differing forms of artistic expression. Application of art, craft and design Representing an idea through colour, mark making and shape SKILLS Observational drawing Experimental drawing Collage Mixed media Rubbings Wax resist Oil pastels Gathering resources Ipad manipulation Analysing message and meaning and context. Slab rolling, slump moulding, scraffitto. Card manipulation, mixed media, developing abstract art.

KNOWLEDGE Manipulated self-portrait drawing The formal elements: line, tone, composition, proportion and pattern. The characteristics of a range of drawing materials MANIPULATED PORTRAIT What manipulation means How to make simple digital manipulations How to analyse and artwork looking for message and meaning. Understanding of photography composition. How to edit more complex images. UP CLOSE The characteristics of Chuck Close’s work. What the context of his work is? Anything is possible if you break down a task into manageable sections – Chuck Close’s disability proves this. How to control acrylic paint. The characteristics of Frida Kahlo’s work. What the context of her work is. SKILLS Observational drawing Experimental drawing Ipad manipulation Written analysis Composing photographs Digital editing techniques Scaling up Using a grid as a drawing aid Group work Acrylic paint Context

Students make observational,

imaginative and design

drawings.

Students respond to artwork

through discussion, group and

practical activities.

Students make visual analysis of

an artwork.

Students make prints, mixed

media pieces, ceramic work,

digital artwork and paintings in

watercolour and acrylic.

Students evaluate their work

and that of others.

Students record their work in a

visually interesting way in their

sketchbooks.

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

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

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

have been nurtured through mindful activities developing their personal well being

have built their confidence, resilience and self-esteem through enjoyment and engagement in a broad and balanced curriculum.

be able to develop ideas

inspired by given artists

be able to refine work by experimenting with given materials

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

through drawing and annotation

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

Spring

Summer


Rationale

for these

specific

compone

nts and

composite

outcomes:

RATIONAL: The knotted fabric

drawing gives and opportunity for

teacher to get to know students

and their baseline skills. This project

allows students to learn how to find

inspiration all around the world and

that art inspires art through

exploration of traditional and

contemporary African art.

This will help students to become

GCSE ready by developing

understanding of

Printmaking process and

vocabulary Cultural context

Design process

Sketchbook layout

RATIONAL: The still life drawing

give teachers the opportunity to

get to know their students and

their baseline skills. This project

allows students to find inspiration

from an established art

movement. Students explore how

leading artists are inspired and

that they can ‘break the rules’.

They explore art with a function

and abstract pieces.



understanding of;

Art movement and context

Mixed media – experimenting with materials

Colour theory

Message and meaning

Developing design process

Using sketchbooks to communicate developing ideas

RATIONAL: The manipulated portrait

drawing gives teacher the

opportunity to get to know their

students and their baseline skills. This

project allows students to explore

how art can have value, message and

meaning whilst developing key GCSE

art and photography skills.



understanding of;

Photography compositional

techniques and vocabulary Ipad editing

Personal meaningful work

Sketchbook communication, focus on annotation

Breaking down tasks into

manageable sections Exceptional skill level

How is

challenge

embedded

into the KS3

curriculum?

How does this

build on KS2?

Challenge is important in Art, students are faced with new methods and materials, put outside of their comfort zone and asked to come up with their own ideas and opinions. We use learning by

discovery to promote exploration of materials, learning by doing and dispel fear of failure. This builds resilience and confidence. Each lesson can be posed as challenge or a problem to be solved. We use

CLAPS (challenge, learning, achievement, progress, success) vocabulary to frame our lessons and promote challenge.

Students come to us with mixed knowledge and skills from their feeder schools so we build on any prior knowledge and skills with a focus on enjoying a range of artwork and practical experiences whilst

developing GCSE ready working methods.


Subject: Drama Components Composite KS3 Mission Statement




Chesterton drama


Autumn

An understanding of ‘drama as

conflict’ and an appreciation of

how character is created through

emotion-driven intentions.

Experience of scripting/devising a

drama which combines comic and

serious moments, and depicts

characters that change in attitude.

Working with play texts studied at

GCSE level (by Enda Walsh, Alan

Bennett and J B Priestley) students

consider innovative ways of staging

these texts, using devices such as

telephones and conventions such

as a missing screen. They

experience the process of learning

complex dialogue off by heart.

Continuing from the end of Year 8,

students create dramas on the

theme of young homelessness/

running away, incorporating

research and a range of dramatic

forms (including rap) into a group

devised performance influenced

by the musical ‘YoHo’. They self-

direct, influenced by teacher-

directed stimuli.

They act out devised and scripted

performances, in groups and as

solo artists;

The participate in warm-up, skills-

based games and exercises

They demonstrate the ability to

communicate with others in a

formal and discursive setting;

They evaluate key moments of

assessment in writing and in

conversation/presentation.

Some go on to take GCSE Drama

and then pursue further study in

this area;

All transfer their communication

skills and improved self-confidence

to other aspects of the curriculum

and in their daily lives.

Know how

performances are

conducted in a

professional way

(announcing work,

performing in front of

an audience, applauding

and evaluating work in a

public discursive

context). Be able to use

subject specific

vocabulary that links to

other careers and power

structures, as well as

possess awareness of

social skills that will

benefit them in

relationships and in

vocations and jobs for

life.

Spring

An appreciation of mime as a form

in which dramatic expression is

silent, but speaks a universal

language through the body. An

understanding of how

exaggeration, resistance and

energy is required to succeed with

this form. At counterpoint, an

emerging understanding of how to

motivate others through speech.

Students gage a deeper sense of

Shakespeare in performance and

experiment with how to design the

more supernatural elements of his

drama, as well as how 21st century

theatre practice requires publicity

that is creative and dramatic. They

practically explore tetrameter and

other musical features of Shakespeare’s language. They go

on to create their own pantomimes,

influenced by the non-naturalistic

elements of 16/17th century theatre.

Inspired by the methods of voice

teacher Patsy Rodenburg and

social observations of power

structures, students are coached

into delivering solo speeches from

history off-by-heart to their

classes. In the process, they

explore forum theatre and the way

it can be used to address real-life

situations in which abuses of

power might occur, and consider

what it means to be ‘present’ and

become a positive leader, growing

familiar with body language

theories, sightlines and proxemics.

Summer

An exploration of popular forms of

arts and entertainment, and of

what a careers in musical theatre

might involve, focusing on

auditions that require multi-

disciplinary techniques.

Having presented an extract or full

large cast pantomime as a polished

performance, incorporating

lights/sound/costume/set, students

contrast this ‘larger than life’ study

of comedy/magic with an

exploration of more realistic and

social-based issues through drama.

Students explore more personal

means of expression and

communication on stage,

developing creative writing skills

that link to GCSE devising

techniques/ art as autobiography.

They explore extracts from

contemporary plays written for


They consider abstract and physical

ways through which radicalisation

might be addressed.

young people and consider their relevance. At counterpoint, they

work in groups to stage an extract

from the musical ‘Grease’ as a

means of recognising the need for

light relief in theatre.

Rationale for these

specific components

and composite

outcomes:

To give Year 7 a comprehensive

appreciation of what it means to

create and perform, and to

challenge their skills set as actors in

using both voice and movement.

To enhance students’ awareness of

the range of styles and historical

forms and genres that can be

integrated into modern theatre.

To empower students in their

individual abilities to communicate

as public speakers and in the

workplace; to mature and become

more aware of real-life issues and

problems in society, so as to show

empathy and see the power of

catharsis that exists in theatre.


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

the focus required and the contexts and vocabulary referenced.


Drama is a new discrete subject for many students in year 7. The practices of warm-ups, vocal and

physical techniques, devising and performing to an audience are all new concepts in a serious

sense. Students are also encouraged to attend the extra-curricular clubs on offer from the drama

department (both for performers and technicians) and the notion of after-school rehearsals is

again, a new challenge for those who have not experienced this before.

Subject: Geography

Components Composite KS3 Mission Statement

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

By the end of year 9, a Chesterton Geography


Autumn

Exploring Geography (map skills)

Amazing Places (geographical skills & concepts)

Plate Tectonics

Earthquakes

Coastal Erosion

Coastal Deposition

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

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

Apply to real world contexts and evaluate outcomes

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

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

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

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

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

Spring Rivers

Flooding

Tropical Rainforests

Deforestation

Climate Change

Development

Summer Sustainability Megacities Food Resource

Management

Rationale for these specific components

and composite outcomes:

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

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

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

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

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

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

To introduce geology & small-scale geopolitical ideas.

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

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

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

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

To explore international geopolitics and global economics.

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

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

These activities are appropriate, worthwhile & challenging:

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

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

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


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

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

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

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

How does the KS3 curriculum above build on previous learning in KS2? Our first unit in year 7 ascertains to what extent students have been taught from the Geography NC at KS2. Generally we find that Geography is not taught as a separate entity in primary schools, and that students have been exposed to a wide variety of topics. In many cases, students’ view of ‘place’ has been developed through Humanities projects as opposed to through a geographical lens. We ensure that in term 1 all year 7 geographers have an opportunity to hone and develop their map skills and place knowledge, to give them strong foundations for the rest of KS3.


Subject: History Components Composite KS3 Mission Statement




Chesterton history student


Autumn

What really happened at the Battle

of Hastings?

How far did the Normans annihilate

Anglo-Saxon England?

Why is the Reformation a significant

moment in British and European

history?

Why did civil war break out in 1642?

To what extent has the 20th century

witnessed dramatic progress?

Why did WWI break out in 1914?

Students engage with a range of different

conceptual foci across KS3, with each

course adopting a different focus in terms

of disciplinary skills. Students are asked to

learn new content through a conceptual

lens; for example historical change,

significance, or causation. Students are

then asked to use these lenses to shape

extended, evidenced written work.

4) Have a sound understanding of

the key turning points in British

and global history which have

shaped the world we live in

today.

5) Be adept at constructing

carefully evidenced and well-

judged arguments through

debate, discussion and

extended writing.

6) Possess powerful knowledge

concerning the historic political

struggle of key groups in our

immediate society and around

the world.

Spring

Why was blood spilt on the cathedral

floor?

When did the Magna Carta become

significant?

Was the “Glorious Revolution” the

greatest turning point in early

modern British history (1500-1700)?

Did Britain experience a revolution,

1700-1900?

Why did so much of Europe go from

democracy to dictatorship, 1918-1945?

What caused WWII to break out in

1939?

What was the most significant turning

point in WWII?

Summer

What was so special about Medieval

Baghdad?

Why are we now “retelling” the story

of medieval West Africa?

Was the British Empire a single

empire?

What stories do we tell about the

American Revolutionaries?

What is the significance of the

transatlantic slave trade?

Why did the Holocaust happen?

Why is the history of Ireland so

troubled?

Rationale for these


composite outcomes:

The curriculum in year 7 ensures students have

covered key events in history which underpin power

structures in Britain to this day, and have shaped the

course of history via powerful enquiries which

investigate the interplay between Church and state,

and how ancient documents such as the Magna Carta

still exist as significant features of both our laws, and

our fundamental British values.

The Medieval Islamic world is considered in all its

glory, with students learning about early discoveries in

medicine, literature and architecture. Students then

tackle an enquiry which seeks to exemplify the diverse

nature of pre-colonial African history in order to

frame year 8 enquiries concerning the British Empire

in a more holistic, global context. The key ideas underpinning year 7:

What mattered during the medieval period? Where

was the “centre” of the world in the medieval period?

The year 8 curriculum tracks the story of shifting power

balances in Britain, starting with the authoritative Tudor

dynasty, and then on to considering the extent to

which Britain experienced ‘revolution’ via studies of

dramatic political and economic upheaval which have

shaped today’s Britain in myriad ways.

The changing global landscape of the 18th and 19th

centuries is illustrated through challenging enquiries

into the diversity of Britain’s empire, and the fight for

the abolition of slavery. These enquiries allow students

some of their first real insights into historiography, as

they encounter and grapple with the wide range of

viewpoints held by historians of these periods.

The key idea underpinning year 8: How have the

dramatic changes between1500-1900 shaped the world

we live in today?

Year 9 begins with an enquiry which tells the story of

the 20th century through the eyes of those who have

struggled for acceptance: students discover the stories

of the African American civil rights movement; the

Women’s Liberation movement; the fight for LGBT

rights; the story of Apartheid. Students consider the

ways in which these ‘freedom fighters’ have shaped the

community and world they live in.

Students are then asked to undertake enquiries into the

causation behind two catastrophic world wars, as well

as establishing what key factors allowed for the rise of

‘dangerous dictators’ in the 1930s, before

contemplating how best to remember the Holocaust. .

Students end the year by considering the significance

of global flashpoints of the Cold War.

The key idea underpinning year 9: Was the twentieth century a century of progress? How

did international relations evolve across the century?

The composite activities extend students’

ability to write in an erudite and convincing

way, as well as developing the way in which

they select and deploy evidence to support

their ideas. Students are encouraged to

develop their own historical judgements

and conclusions based on the work of

other historians as well as available

evidence, which ensures composite

activities are challenging: students are

grappling with genuine historical

controversies in their work.

How is challenge embedded

into the KS3 curriculum?

How does this build on KS2?

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

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

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

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

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


Subject: Latin Components Composite KS3 Mission Statement




Chesterton Latin student


Autumn

-How did Caecilius’ family live?

(Roman houses and family

roles)

-What was life like for a child

my age in Pompeii? (Roman

Schools)

-What was life like in a Roman

town? (The Town of Pompeii)

A Myth

Stages 1-3 CLC – nominative

and accusative singular, present

tense 3rd person singular verbs

- Who are the Roman gods and

goddesses? Student presentations

(Make your myth competition)

-The Romans at Bath (aquae sulis)

CLC Stage 10-12

-Roman influence in Egypt

-Goddess Isis

-Roman medicine

-Roman processions

How do the Roman manage a

multicultural city?

CLC Stage 18-19

Students read Latin for

comprehension and translation.

The subject matter of the Latin

topics relates directly to the

cultural topics they are studying

instilling, from the beginning, so

that we learn Latin in order to

learn about the Romans in their

own words.

Students are constantly

encouraged to draw links

between their learning in Latin

and other languages – derivatives

are pointed out regularly and

English literacy is reinforced

consistently. They are also

encouraged to bring their

knowledge into dialogue with the

modern day – asking, for

example, how far the way we

choose to spend our leisure time

has changed since Roman times.

Students complete presentations

on chosen subjects to encourage

classroom talk and strong oracy

skills. There is an emphasis on

…be able to read a passage of

Latin (of the appropriate level)

and gain understanding of it

within its context. To do this they

have to have a good knowledge

of vocabulary, accidence and

syntax. They have developed skills

to skim read and closely read

Latin texts.

…be able to use ancient sources

as evidence to construct

convincing arguments about

ancient history.

…have a broad ranging

knowledge of the social history of

Ancient Pompeii, Alexandria and

Roman Britain.

.. be beginning, through their

study of the Romans in Egypt and

Britain, to understand the impact

of the Roman Empire on the

Ancient world at large as it came

into contact with other

civilisations.

Spring

- How did slavery work? How

did it impact the Roman

empire?

- How did the Romans entertain

themselves at home? (Roman

dinner parties/recitations)

- A myth

Stage 4-6 – nominative and

accusative plural, 1st, 2nd, 3rd

person verbs, present tense,

esse

- Who was Hercules?

What did he do? How is he

portrayed in art? What makes a

Hero?

- Roman Britain: Who was

Boudica? What did she do?

Is she an admirable figure?

CLC Stage 13-15

-The Epic Cycle of the War with

Troy

-Greek Tragedy: The story of

Oedipus

CLC Stage 20-23

Summer

- How did the Romans entertain

themselves in the public

sphere? (Gladiatorial combat,

Chariot Racing)

Stage 7-9 – nominative,

accusative, dative s and pl.

- Roman Britain: The Roman

palace at Fisbourne, King

Cogidubnus, Hadrian’s wall

How did the Romans rule Britain

successfully?

Why do we build walls?

- Mythology Presentations

(heroes: Bellerephon, Theseus,

Perseus, Atalanta, Jason)

- Roman Religion: sacrifices

CLC Stage 24-26


CLC Stage 16-17 peer teaching as some topics are

left solely to the students to teach.

Students write imaginative

responses to ancient material,

immersing themselves in the

evidence they can glean from

original sources.

….have a sound understanding of

the foundational myths which

underpin the Roman worldview

and how this impacts our

knowledge of Roman religion and

morality.

Rationale for these specific

components and

composite outcomes:

We roughly follow the order

in which the Cambridge

Latin Course introduces

language material. Students

enjoy learning through the

medium of a real Pompeiian

family. Civilisation topics

centre on those that are

most relevant and relatable

to modern life – students

begin to build a critical

response to what they are

learning.

We introduce more

mythological content now that

the students have a sound

understanding of the

contextual framework within

which these myths were being

told. Our focus turns to Roman

Britain and the physical

evidence of the Romans in the

UK. We provide opportunity to

develop the students’ oracy

and presentation skills.

In Y9 students are

encouraged to become

familiar with the key myths

which inform all of the Roman

literature, art and

architecture.

They are encouraged to be

critical of the impact of the

Roman empire in Egypt and

engage in this confluence of

cultures.

How is challenge embedded into

the KS3 curriculum?


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

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

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

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

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

stories is a challenge which most students relish. In KS3 most students know some stand alone myths, we expand this knowledge to link in with other epic/mythic cycles and

encourage them to think about the significance of these myths in society.

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


Subject: MFL Components Composite KS3 Mission Statement




Chesterton languages

student will be able: Year 7 Year 8 Year 9

Autumn

- Talk about likes and dislikes,

describing yourself and others.

- Talk about school subjects,

timetable, school daily routine,

schools in France (partitive

articles)

- Talk about my use of media.

(present tense)

- Talk about a past visit of Paris.

(past tense)

- Talk about themselves and

media (past tense)

- Talk about fitness and health

eating (future tense)

The course reflects the world

pupils live in, using contexts

familiar to them in their everyday

lives and teaching them the

vocabulary that they need to

communicate with young French

people of their own age on topics

that interest and stimulate them.

They are introduced to young

French people and given insight

into the everyday life and culture

of France and other French-

speaking countries, encouraging

intercultural understanding. At the

same time, Studio ensures that

pupils are taught the language

learning skills and strategies that

they need to become independent

language learners.

. to listen to a variety of forms of

spoken language to obtain

information.

. to respond appropriately and be

able to transcribe words and short

sentences with increasing accuracy.

. to initiate and develop

conversations, coping with

unfamiliar language and

unexpected responses, and making

use of social conventions.

. to express and develop ideas

clearly and with increasing

accuracy in writing and speaking.

. to read and show comprehension

of original and adapted materials

from a range of sources,

understanding the purpose and

important details, and providing

accurate translations of short,

suitable material.

. to read literary texts in the

language such as stories, songs,

poems and letters, to stimulate

ideas, develop creative expression

and expand understanding of the

language and culture.

. to use an increasingly wide range

of grammar and vocabulary,

writing creatively to express their

own ideas and opinions.

. To identify and use tenses or

other structures that convey the

Spring

- Talk about computers, mobiles

and internet. Discuss which

sports you play. What you like

doing. Describe what other

people do.

- Talk about your city, where you

go and what you can do in your

city.

- Talk about my identity. (reflexive

verbs and adjective agreement)

- Talk about where I live, cultural

celebrations and food. (Using 3

tenses).

- Talk about the future, ambitions

and why it is important to learn a

language (irregular verbs)

- Talk about holidays using the

perfect tense.

Summer

- 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 ( modal verbs /

comparative and superlative form/

using a variety of structures and

tenses)

. talk about oneself and the world

around them using three tenses:

present, past and future as well as

the gerund.

Rationale for these


composite outcomes:

Celebration of pupils’

uniqueness, getting to know one

another, sharing information.

Celebration of pupils’ qualities.

Pupils appreciate good qualities

in others. Families and family

trees.

Learning how to express yourself

and respect other people’s

views/ culture.

Look at different festivals and how

they are celebrated in different

countries, people are different, let’s

celebrate it.

Discuss experiences of travelling to

different places and countries.

Be grateful for our healthy bodies

and understand that we need to

care for them. Understand how

different foods affect body/health.

Appreciation of other cultures -

listening to foreigner music. How

does media influence our own

culture?

Rights & responsibilities of

keeping safe on-line. How does

new technology break through

linguistic/cultural barriers?

Being responsible with money.

Benefits of saving/spending/

consequences of living beyond

means.

The four elements of the Key Stage

3 Programmes of Study (Key

concepts, Key processes, Range

and content and Curriculum

opportunities) and the five strands

of progression in the Key Stage 3

Framework for languages are fully

integrated into the course. In

addition, pupils have the chance to

experience cross-curricular studies

and are given regular opportunities

to develop and practise the

personal, learning and thinking

skills required to operate as


Reflecting on what we do in

school and cultural awareness of

life in French speaking schools

around the world.

Pupils appreciate their talents

and celebrate their strengths.

Looking forward, hopes for the

Summer Holidays, a time to relax

after the first year of secondary

school.

Look at the impact of alcohol,

smoking and drugs to health /

society.

Discuss the cultural differences

between French and English

homes, e.g. mortgage

arrangements and traditions.

Appreciate our families and

recognise the importance of

helping each other.

Writing formal letters/CVs for jobs.

Sharing personal experience of

time working in France.

Explore racism in TL – look at

different nationalities living in

town – what are the issues?

Discussion of personal

responsibility towards

environment. What actions need

to be taken to protect our planet?

independent enquirers, creative

thinkers, reflective learners, team

workers, self-managers and

effective participators.

present, past, and future, as

appropriate to the language being

studied, and use a variety of key

grammatical structures and

patterns, including voices and

moods, as appropriate.

. to develop and use a wide-

ranging and deepening vocabulary

that goes beyond their immediate

needs and interests, allowing them

to give and justify opinions, take

part in discussion about wider

issues, and use accurate grammar,

spelling and punctuation.

. to have a firm grasp of the

sound-writing relationship to

facilitate accurate pronunciation

and independent language use.

The foreign language should be

the dominant means of classroom

communication.

. to use a range of vocabulary,

including high-frequency and

topic-specific language, should be

retained for independent use in

pupils' long-term memories.




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

understanding of the world.”

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

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

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

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

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

of authentic material to inspire their pupils.

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

storytelling, music, writing letters to students abroad using eTwinning.


Subject: Music Components Composite KS3 Mission

Statement

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

this knowledge?

By the end of Year 9, a

Chesterton music student


Autumn Arriba

West African Drumming,

Celebration Singing and Stomp

The Blues

Escape the Vernacular

Folk Music

Cover Songs

Students engage with a range of

different musical foci across KS3.

Each topic builds upon previous

learning and has a different

focus in terms of disciplinary

skills. Students are asked to learn

new concepts through a topical

focus; for example, learning to

play chords on the keyboard to

perform the 12 bar blues. Skills

across each discipline feed

understanding in each other.

7) Have a sound

understanding of how music is created and communicated, including via the musical elements, as the ‘building blocks’ of music.

8) Be confident in approaching and creating musical pieces through the means of performing, composing and listening and appraising, both individually and as part of a group.

9) Possess powerful knowledge regarding music from a range of historical periods, genres, styles and traditions

Spring Ukulele and Guitar Skills

Keyboard Skills

Samba

Steel Pans

Tribal Music: West African

Drumming and Stravinsky

Summer Steel Pans

Animal Music

Reggae

Music and the Media

Steel Pans

Samba

Rationale for

these specific

components

and

composite

outcomes:

Students begin Year 7 with two baseline projects: Arriba,

focussing on pitch, vocal and xylophone performance

skills, and an understanding of the musical elements; and

West African drumming and Stomp, encompassing rhythm

work, including encountering and understanding rhythm

notation. This enables all students to begin to develop an

understanding of the basic building blocks of music.

Students also prepare for a singing performance at the

Year 7 Celebration, emphasising the importance that

music has in school life and helping them develop

confidence in singing. In spring, they then move to

developing instrumental skills that can be used throughout

KS3, with a term of ukulele and guitar skills and keyboard

skills. This helps them to develop the practical ability to

access the topics used within the rest of KS3. Those

students who already have experience in these instruments

are given opportunities to use their skills in other ways –

for example, pianists become duet players. In the summer

term, students have their first experience of steel pans and

learn to play a chordal accompaniment or melody. This

gives them a visible practical example of texture, melody

and harmony, reinforcing concepts covered earlier in Year

7, as well as helping them develop ensemble skills. In the

final half term, Animal Music begins with listening to

famous orchestral depictions of Animals, including Saint-

Saens’ Carnival of the Animals and Prokoviev’s Peter and

the Wolf, and analysing how these composers make their

music sound like specific animals, before students are

given the freedom to use the practical and theoretical

Year 8 begins with a keyboard topic; The Blues. This

gives students a historical awareness of the

development of Blues music, together with

furthering their keyboard skills developed in Year 7,

and understanding melodic devices including riffs

and improvisation. They then move to Escape the

Vernacular, provoking questioning as to ‘what is

music?’ via evaluating experimental music, and

students composing in this unconventional style,

whilst still considering and further exploiting the

musical elements used in Animal Music. Samba is

introduced in the spring term to build students’

understanding of rhythmic devices and ensemble

skills, via embodying an awareness of this genre and

its characteristics. They then move to Steel Pans,

which further recaps the crucial concepts of

ensemble skills, melody and accompaniment, and

instrument-specific skills. This also builds on

students’ understanding of harmony - specifically

chords and how they are built and used to form an

accompaniment – but moves to a new key, applying

this knowledge in a more advanced way. Reggae

then applies students’ prior understanding of

melody and accompaniment, riffs, keyboard, ukulele

and guitar skills, chords and ensemble skills, to a new

genre, with specific stylistic conventions. Finally,

Music and the Media asks students to question

music’s purpose in a variety of situations, and how

they can create music, using their knowledge of the

Students begin Year 9 with two performing projects.

Folk Music is designed to ensure students can perform

basic melodies and accompaniments as part of a band,

but more importantly to give them a springboard into

devising a creative arrangement with simple musical

material. This prepares them well for Cover Songs,

which combines performing and composing – students

are given musical freedom to use the skills they have

developed so far in KS3 to create their own ‘cover’ of a

song of their choice. Both projects also incorporate

vocabulary and listening skills, as well as awareness of

stylistic features, that prepare students well for GCSE.

They then move to a term-long project: Tribal Music

begins with a West African drumming ensemble lesson,

developing students’ understanding of this genre both

culturally and in terms of rhythmic devices – this is then

linked into Stravinsky’s Rite of Spring, which challenges

students’ perceptions of ballet music and classical

music. This is explored by students practically, before

they complete a writing assessment testing GCSE-style

appraising skills, and create a group composition using

Stravinsky’s musical devices – exploring how the

elements can be used in an extreme manner. The

notions learnt in West African drumming become

important again here. Finally, students complete KS3

with two ensemble projects, Steel Pans and Samba.

Both of these use more challenging repertoire than

previous years and leave all students with a positive

experience of group music-making and skills that they

The composite activities extend

students’ ability to perform,

compose and appraise

convincingly and maturely, as

well as developing their ability to

work independently and to make

their own musical and creative

decisions. Students are

encouraged to develop their

own musical styles and skills

based on the work of other

musicians, and projects are

closely linked to ‘real life’ music

wherever possible, encouraging

and challenging students to

think about how music is used in

our community and beyond.

Students are encouraged to

develop skills that are useful

outside the classroom as well as

within: the inclusion of

independent and group work in

every topic means students must

grapple with both developing

musical skills and interpersonal

skills in order to achieve well.


knowledge of music they have gained in Year 7 to

compose music for an animal of their choice.

elements and practical skills so far, to evoke a

particular mood and advertise a product, in a

conventional manner.

can further in local community groups, easily accessible

in Cambridge, should they wish.


Each topic offered includes a range of activities centred around meeting the same learning objectives.

Primarily, challenge is centred around a range of assessment options which are at different levels of

difficulty. For example, in a steel pan project, the teacher allocates students to parts with different difficulty

levels, ensuring that all have the opportunity to participate meaningfully and in a challenging environment,

but with sufficient scaffolding to achieve. Student leadership is also utilised.


Students join Chesterton from a range of primary schools, which have a huge variety of music provision,

particularly in terms of curriculum music. We begin Year 7 with baseline projects that all students can access, but

that encompass a variety of resources and incorporate challenge for those who have had more advanced musical

provision (e.g. private instrumental lessons, choristers). We also challenge students via a vast array of extra-

curricular activities that they may not have had access to at KS2.


Physical Education Components Composite KS3 Mission Statement

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

skills knowledge and

understanding?


Chesterton Physical Education


Autumn and Spring

Groups of students participate in

the following activities, on

rotation, throughout the autumn

and spring terms:

Swimming

Trampolining

Dance

OAA

Games (from badminton,

basketball, football, hockey,

netball, rugby, ultimate frisbee)

New knowledge, skills and

content are activity-specific, but

also related to themes which

extend across groups of activities

e.g. outwitting opponents,

working at maximal levels,

analysis and improvement of

performance and healthy active

lifestyles.




and spring terms:

Swimming

Trampolining

Dance

OAA









working at maximal levels, analysis

and improvement of performance

and healthy active lifestyles.




and spring terms:

Lifesaving

Trampolining

Dance

OAA












lifestyles.

Students use the skills, knowledge and

understanding to ably demonstrate and apply

appropriate activity-specific techniques, skills

and decision making.

Students will demonstrate and apply activity-

specific tactics, strategies and compositional

ideas.

Additionally, our students will competently

analyse and evaluate performance, both as a

coach and as a performer.

Students will develop an ability to apply

activity-specific rules as an official or performer.

They will also recognise and apply health and

safety guidelines, and consider appropriate risk

management strategies in physical activity and

sport.

Students will be able to explain how physical

activity can contribute towards a healthy and

active lifestyle.

Students will have the lifelong competence and

confidence to take part in extra-curricular

physical activities, either as part of the

programme offered at Chesterton, or

opportunities offered in the local community.

By the end of year 9, students will be able to

express themselves through physical activity,

and through different roles such as a coach,

performer and official.

They will also have the confidence to learn from

others via deliberate, organised opportunities

for reciprocal teaching/learning.

Independent decision-making is an integral part

of student work by the end of year 9.

The nature of the curriculum and how it is

delivered, means that students can be engaged

and curious.

Students are encouraged to be verbally literate.

They are also well-informed regarding personal

safety, and able to take responsibility for their

own actions – this is encouraged through the

curriculum (e.g. lifesaving, swimming, athletics

and trampolining), but also via Biakeability

courses which are offered in years 7 & 8.

Students are encouraged to show resilience in a

range of situations and are equipped to lead an

active, healthy lifestyle.

Moral and social development is a feature of

the KS3 Physical Education curriculum

Our students are encouraged to sensitively and

respectfully interact with people from a range

of backgrounds (teamwork).

The relevance of rules and fair play through

positive sporting behaviour is a major part of

the games curriculum.

Summer



rotation, throughout the summer

term:

Athletics

Games (from cricket, tennis,

rounders)




term:

Athletics


rounders)




term:

Health related exercise

Athletics


rounders)










lifestyles.






working at maximal levels, analysis

and improvement of performance

and healthy active lifestyles.









lifestyles.

Rationale for these


composite outcomes:


that students have the

opportunity to learn a broad

range of activity-specific skills,

which build upon the largely

generic skills gained at Key Stage

2.

Students are deliberately

engaged in a great deal of

partner work, team work and

some leadership as a direct

consequence of the choice of

activities, and the ways in which

lessons are delivered.

The range of activities have been

chosen to inspire students to

lead a healthy and active lifestyle.

They have also been chosen to

provide skills and attitudes which

enable them to confidently and

competently take part in extra-

curricular opportunities at

Chesterton and join clubs in the

local community.



opportunity to refine a broad

range of activity-specific skills,

which largely build upon the skills

gained in year 7.

Students are deliberately engaged

in a great deal of partner work,

team work and leadership as a

direct consequence of the choice

of activities, and the ways in which

lessons are delivered.


chosen to inspire students to lead

a healthy and active lifestyle.







local community.



opportunity to further refine a

broad range of activity-specific

skills, which largely build upon

the skills gained in year 8.

Students are deliberately

engaged in a great deal of

partner work, team work and an

increasing amount of leadership

as a direct consequence of the

choice of activities, and the ways

in which lessons are delivered.


chosen to inspire students to lead

a healthy and active lifestyle.







local community.

The composite activities which students attempt

in Physical Education are appropriate,

challenging and worthwhile for the following

reasons:

Students are encouraged to grapple with

increasingly difficult skills, tactics and

compositional ideas – this is possible due to the

continuity of activities across KS 3.

All activities provide the opportunity to extend

skills in leadership and initiative.

The broad range of activities ensure that a

broad range of interests are accommodated.

Students can therefore be inspired to choose to

take part in something, in their own time (either

as part of the broad extra-curricular

programme, or in the local community –

supported by school-club links).

Students are encouraged to have a lifelong

positive and confident attitude towards leading

an active healthy lifestyle,




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

Cambridgeshire guidelines for teaching Physical Education in primary schools. From the outset, the curriculum seeks to stretch students towards performing effectively in recognised physical activities, as a

performer, coach and official/leader. Challenge is embedded and evidenced through schemes of learning, which are explicit in providing an expectation and an opportunity for students to access increasingly

challenging skills, knowledge and understanding. They are given genuinely difficult and new skills, knowledge and understanding to master. Challenge is also evidenced via learning walks, and appraisal lesson

observations. A challenging lesson shows that learning intentions are set at an aspirational level, with students subsequently supported in different ways to access the content of the lesson. The broad range of

extra-curricular clubs also provide the opportunity for students to be challenged at the highest level possible.


Subject: RS Components Composite KS3 Mission Statement

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

knowledge?

By the end of year 9, a Chesterton

RS student will be religiously literate

and have… Year 7 Year 8 Year 9

Autumn

7 lessons

Belief

What do Jews believe?

What do Christians believe?

Behaviour

Worship (incl. Puja); Pilgrimage; Festivals

(incl. Ramadan, Id; Diwali); Ceremonies (incl.

baptism, funerals)

Belief - What do Christians believe?

Nature of God; The Trinity; Creation;

commandments; judgement (sin and

salvation)

Students use their understanding of

religious beliefs and secular

worldviews (Year 7) to explore how

they influence people’s behaviour

(Years 8 and 9) and the way in

which they address the ‘Big

Questions’.

Students compare different

religious practices and how they

can shape the lives of individuals,

communities, societies and cultures

(Years 8 and 9).

Students make reasoned and

informed judgements about

religious issues and religious and

non-religious responses to the ‘Big

Questions’ (Years 8 and 9).

have acquired and developed

knowledge and understanding of

the principal world religions and

worldviews represented in the

United Kingdom

have developed an understanding

of the influence of the beliefs,

values and traditions on individuals,

communities, societies and cultures

have developed attitudes of respect

towards other people who hold

views and beliefs different from

their own

have developed the ability to make

reasoned and informed judgements

about religious issues, with

reference to the principal religions

and world views represented locally

and in the United Kingdom

Spring

7 lessons

Belief

What do Muslims believe?

What do Sikhs believe?

Religious and Cultural Literacy

Adam and Eve; Noah’s Ark; The Good

Samaritan; The Sheep and the Goats; The

Lost Sheep; The Lost Son

Ibrahim’s obedience.

Behaviour - How do Christians behave?

Worship and prayer; pilgrimage; sacraments

– focus on baptism and eucharist; festivals.

Summer

7 lessons

Belief

What do Hindus believe?

What do Buddhists believe?

What do humanists believe?

‘Big Questions’

Creation and evolution

Environment (incl. climate change)

Judgement, death and afterlife

Behaviour - How do Christians behave?

The role of the Church in the local

community; the worldwide Church

Rationale for

these specific

components

and composite

outcomes:

Students are introduced to the 6 main world

religions and the humanist worldview. This is

in response to the fact that most students

arrive in Year 7 with very limited RS

knowledge. The Year 7 course builds the

foundations for Year 8 and 9 – students

must know about key religious beliefs and

sources of authority before they can

consider how these influence behaviours.

Students explore how the religious beliefs

that they studied in Year 7 influence

believers’ actions (behaviour) and their

responses to ‘Big Questions’. Revisiting these

beliefs allows them to extend their

understanding.

The study of Bible stories develops religious

and cultural literacy, with a strong cross-

curricular link to English literature.

Students deepen their understanding of

Christianity, reflecting the fact that the main

religious tradition in Great Britain is

Christianity. They also study ‘Big Questions’

(evil and suffering; the death penalty;

euthanasia; abuse of animals; prejudice and

equality) as part of an additional carousel

course. This course explores how beliefs

influence people’s approach to moral issues.


Students use specialist subject vocabulary, including Arabic terms, from the outset of the course. The VLE is used to

provide extension and challenge activities, providing additional reading lists and videos. The structure of the course

requires students to think critically about ‘Big Questions’ and to apply their knowledge of religious belief to

understand how and why it affects religious believers’ behaviour: these are genuinely difficult questions to answer. In

addition, students engage in lively and rigorous religious, moral and ethical debates in their lessons.


Year 7s arrive with varying starting points in RS. The Year 7 course gives students an overview of the key beliefs of the six major

world religions and the humanist worldview to ensure that all students have this basic knowledge before they begin to explore

how belief influences people’s behaviour and the way in which they draw answer the ‘Big Questions’.


Students at Chesterton Community College experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for deep

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

access meaningful, complex composite activities.

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

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

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

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

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

lifestyle.

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

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

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

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