The course covers:

For some of these activities pupils work alone, sometimes in groups.

All of the activities will involve pupils in the design process which includes:

1. Designing: thinking about a number of ideas.

2. Analysing: are the ideas feasible?

3. Developing and redesigning: can I design what I want to make?

4. Modelling: in 2-D or 3-D.

5. Planning: how will it be made?

6. Making.

7. Evaluating and testing: have I made what I designed?

This work is put together into a project folder and this work is just as important as the "made" product.

Pupils will not always make something that can be taken home, the tower for instance. This will be tested to see how strong it is by adding weights and noting when and how the structure "fails".

As the subject involves a lot of practical work, pupils will learn about Health and Safety. They will be expected to wear their Science overall for practical work, follow safety instructions and take responsibility for their own actions within a workshop environment.

The course content:

During the Key Stage, students will be introduced to a wide variety of literature, both non-fiction and fiction, including some pre-twentieth century texts. Texts studied will vary from class to class, but a balance of prose, poetry and drama, both modern and pre-twentieth century is taught during each year of Key Stage 3. Students work on Shakespeare at the end of Year 8 and study one of the plays by Shakespeare that is set for the end of key stage examinations after Christmas in Year 9. The only stipulated texts are those Shakespeare plays set for the end of Key Stage 3 Statutory Tests.

Students are encouraged to become increasingly independent in their creative and analytical writing, to develop the ability to write in a variety of styles for a variety of audiences and to use drafting and ICT skills appropriately. Punctuation and grammar points are taught, in order for students to employ these devices to improve their own writing.

Much emphasis is placed on oral work, with students being encouraged to develop both their speaking and their listening skills in a variety of contexts, enabling them to become confident and proficient users of spoken English. Group work is often used to facilitate this and as a means of exploring texts and preparing for written work.

Homework is set regularly: students may be required to read, learn, research, plan, or draft work, as well as to produce completed pieces of written work. Students use notebooks and drafting books for preparatory work and submit work for assessment on file paper. Emphasis is placed on accuracy, neatness of presentation and on the use of appropriate presentational devices, as well as on the relevance of material to the task set. Work which has been assessed is stored in the students’ folders, in the filing cabinet in their English teaching room.

During Key Stage 3, students will find that their speaking and listening, reading and writing skills develop; that they have opportunities to broaden their experience of reading, encountering new authors and styles; that they learn to write in a more considered and wider range of styles, both creatively and analytically and that their speaking and listening, reading and writing skills will enhance their ability in other subject areas.

Years 7 & 8

In years 7 and 8 pupils follow a co-ordinated science course. Year 7 pupils have three double periods and Year 8 have two double periods of science per week. Over the two years, pupils spend 12.5% of their time following the science course, in line with current national guidelines. The course gives a broad based introduction to science and it is taught as a series of modules;

The course covers:

Year 7 Year 8

Beginning to be a scientist The senses

Looking at living things The Earth

Cells and reproduction Keeping the body working

"Building blocks" The Earth in space

Solvents and solutions Hydrogen, metals, acids and alkalis

Electricity Healthy living

Energy and forces

The gases of the air

The course is taught making use of a set of three "Starting Science" books and supplementary worksheets.

Year 9 pupils follow separate science courses. Year 9 pupils have one double period per week for each of Biology, Chemistry and Physics. In total, this is 15% of their time, again in line with current national guidelines. Lessons are taught by staff making use of their particular specialist subject(s). Pupils are issued a textbook in each of the three subject areas. The Year 9 course builds on the co-ordinated science course of years 7 and 8 and prepares pupils for the Statutory Tests in May of Year 9.

Topics covered are:

Biology Chemistry Physics

The environment Elements, compounds, mixtures Forces

Food chains/webs Solutes and solvents Distance/velocity

Conservation,pollution Metals and non metals -time graphs

Competition Reactions of metals Moments

Keys, classification Reactivity series Pressure

Plant and animal cells Solids, liquids and gases Waves

Plant organs, reproduction Types of chemical reactions Reflection,

Photosynthesis Iron and aluminium refraction

Human body organs Energy transfers Sound

Function of body organs Acids, alkalis, salts, pH Electricity

Genetics Rocks Solar system

Pressure in liquids. Density

Practical work is an integral part of all science courses and lessons often take the form of a structured investigative enquiry followed by appropriate reinforcement of key issues and facts. Homework is set regularly and is relevant to each lesson. Homework may involve research into a particular topic, writing up practical work, answering questions from textbooks/worksheets or preparing for an end of module test. Throughout Years 7,8 and 9 each double period of science is followed by a homework.

Pupils are entered for The Statutory Tests at levels 5-7 or 4-6 depending on what is most appropriate for the individual. The expectation is that most pupils will achieve level 6 or better. After the Statutory Tests pupils undertake a science investigation. This forms part of the teacher assessment at Key Stage 3 and reflects the importance of practical work throughout the three years. The course provides a thorough grounding in science and allows pupils to proceed onto the GCSE course in confidence.

MUSIC

Music is taught for two periods each week in Year 7, 2 in Year 8 and 2 in Year 9. During the Key Stage, pupils are taught how to develop their musical skills in a practical and theoretical approach to the subject through the three main areas of study: Performing, Composing and Listening and Appraising.

The course covers:

Performing All pupils are provided with the opportunity to perform both vocally and instrumentally, using a variety of classroom instruments. By Key Stage 3 the pupils should be able to use these to create more sensitive performances as a result of their greater level of confidence and technical control.

Composing All pupils have the opportunity to explore different musical structures and express their own ideas, feelings and moods through improvisation and composition. Their eventual familiarity of musical language means that they should be able to compose music with some fluency and accuracy.

Listening and Appraising Pupils are encouraged to recognise a wide variety of music from different traditions and cultures and to be able to express more informed opinions about the music they have heard.

Music offers students opportunities to develop confidence, loyalty, self-discipline and the ability to use initiative as part of a team. The Key Stage 3 course will prepare them for further study of the subject, if that is their choice.

Additionally, a range of extra-curricular activities, including Orchestra, Junior instrumental ensemble, Junior and Senior Choir, in Year 9, Junior and Senior recorder ensemble is available to students in Years 7 to 9.

Mathematics is taught for five lessons a week throughout years 7,8 and 9, this is usually two double lessons and a single.

The course content:

In Year 7 it will be taught in form groups. In years 8 and 9 the year group will be divided into four sets depending on the students mathematical ability. This ability will be assessed objectively using test and examination results. The setting is first done at the end of year 7 and reviewed after every major examination; students do, therefore, move up and down sets. We believe setting is beneficial to all the students as it allows us to target our teaching to the ability of each individual and we find that even those students who find themselves in a low group start to enjoy mathematics more and gain in confidence. We cover the same topics in all the sets following a common syllabus.

During Key Stage 3 (years 7,8 and 9) we do, of course, follow the National Curriculum; we review Level 5, cover Levels 6 and 7 and extend the more mathematically able into Level 8.

The students are encouraged to use a calculator only when it is appropriate and to improve their mental mathematical skills. They will also do some investigative work in a number of topics as well as some formal investigations.

Throughout the Key Stage there will be regular topic tests which help the students to remember their work as well as allowing us to assess their progress.

The course covers:

Year 7 pupils begin to study French using the "Avantage" course. It is increasingly the case that they have some knowledge of the language from their experience in primary schools, but the course starts from the basics so that any who have received no previous instruction are not disadvantaged. There is a time allocation of two double lessons which reduces to a double and a single in Year 8.

All pupils take two double lessons of German in addition in Year 8 using the "Auf Deutsch" course, and the time allocation reduces to a double and a single in Year 9.

Year 9 pupils have to opt to take at least one of the two languages to GCSE level, and those with a feel for languages are strongly encouraged to take both. At the end of Key Stage 3, that is at the end of Year 9, it is expected that pupils throughout the country should have reached between National Curriculum Levels 2 and 6. For some other subjects, particularly those started at the age of 5, expectations can be somewhat higher, but with foreign language study only starting officially in Year 7, it must be understood that achievement above Level 6 at the end of Year 9 is unlikely. Year 9 pupils at Highsted attain substantially above Level 2 in both languages.

Pupils are encouraged to utilise skills learnt in other subjects such as report writing, basic mathematics, design skills and wherever possible Information Technology to assist in their understanding of the subject.

The type and style of homework will vary depending upon the topic being studied and may include set questions, essays, data presentation, fieldwork write ups, research or surveys.

The aim is to provide pupils with an awareness and understanding of where they live and its geographical significance.

The course covers:

In Year 7 a study of Medieval Realms which will include a supplementary unit covered in the form of a project based on either The Crusades or the Renaissance.

In Year 9 a study of The Making of the United Kingdom which will include a supplementary unit covered in the form of a project based on The Indigenous Peoples of North America. In Year 9 a study of Britain 1750 - 1900 and the Twentieth Century World. In addition pupils will have the opportunity to produce group displays and presentations based on an aspect of the Industrial Revolution. Pupils will also study one particular aspect of the Second World War in the form of an in-depth study. History lessons will incorporate a variety of teaching and learning methods including role-play, evidence work, group and class discussions, note-taking, essay writing and the watching of relevant videos.

Homeworks will be set every week and will require pupils to carry out a variety of tasks including individual research, project work, writing up class work, evidence work and essay writing.

Pupils should be encouraged to take a pride in the work they produce. They should aim to take care with overall presentation, spelling and grammar they should also endeavour to correct any mistakes as neatly as possible. Pupils should also ensure that they hand in their homework as requested to enable their teacher to mark their work before the next lesson.

The course content:

Year 7 students cover Greek theatre, study a text for performance and create improvisations.

Year 8 students cover Medieval theatre, study a text and its inherent issues and explore characterisation through improvisation.

Year 9 students develop an understanding of theatrical spaces, explore space and movement for performance and study a text for performance. There is progressional development with all dramatic skills and understanding.

Classroom work requires active participation and a positive, supportive attitude. It will include practical, analytical, written and performance activities.

Homework, set weekly, will involve research, project work, evaluation and preparation for performance.

Drama offers students opportunities to develop confidence and self discipline. All skills explored at Key Stage 3 will prepare them for further study of the subject, if that is their choice. Extra curricular activities, such as Drama Club and the School Play can benefit classwork and enable students to enhance their skills.

Physical Education is taught for four periods each week in Year 7, three in Year 8 and two in Year 9.

The course content:

During the Key Stage, students will learn to devise strategies, recognise the importance of rules and their application and appreciate performance strengths and limitations. Students will use these skills both in team work and competitively, and will develop an awareness of the short and long term effects of exercise. Students will be encouraged to adapt and refine existing skills and apply these to new sequences.

In Years 7,8 and 9 students follow a progressive programme covering basic games, hockey, netball, badminton, gymnastics, dance, cross country, running, basketball, athletics, tennis, rounders and softball.

In addition to the programme offered in curriculum time, there is a wide and varied extra-curricular timetable and students of all abilities are encouraged to participate in activities at lunchtime and after school.

Physical Education offers students opportunities to develop many personal qualities, including self esteem, organisational skills and co-operation with others.

Students develop their range of physical skills, at their own pace, in an enjoyable and challenging atmosphere. Lessons at Key Stage 3 will fully prepare students for further study of Physical Education, if that is their choice.

Throughout KS3 a different topic is studied each term, and there is an assessment at the end of each module. This is usually a self-evaluation profile that sets targets for the future.

The course covers:

Term 1: Religious concepts such as; Authority, Special Times and Places, Believing etc.

This topic covers many different areas and uses examples from Christianity and other world religions.

Term 2: Hindu worship; this is a project that covers many aspects of Hindu worship from the belief in reincarnation to how a Hindu temple is decorated.

Term 3: The Life of Jesus; this covers many aspects of the life of Jesus from his birth to the resurrection, looking at ideas such as forgiveness and temptation as the term progresses.

Term 1: Festivals, Looking at the importance and role of festivals in life and in religious observance. All the Christian festivals are studied as well as many from other faiths.

Term 2: Islamic Worship; another project this time researching the way Muslims practice their religion.

Term 3: ‘It’s Not Fair’ and ‘Putting Things Right’. A study of injustice, including prejudice and unfairness. The unit then looks at how famous people such as Martin Luther King worked to make things better.

Term 1: Rites of Passage; A study of Birth, Commitment, Marriage and Death ceremonies in Christianity and Judaism.

Term 2: A study of more aspects of the Jewish faith including Kosher Food and Pilgrimage. At least one of these topics will be a project.

Term 3: An introduction to morality and ethics. How do we know right from wrong etc.

A wide variety of teaching methods are used. Students are encouraged to join in and express their own views on all topics. There are many different class activities such as debating, role play, playing and designing games, display work, as well as notetaking and creative writing. Videos are used wherever possible to illustrate a wide variety of religious celebrations. Students are encouraged to research their own information for projects using CD Roms, books and by interviewing others. Work can be interesting and fun.

Homework is set and marked each week unless it is to continue working for an extended piece of work, in which case the work done at home is monitored in the lesson. Students are expected to present their work well and demonstrate that they are working to the best of their ability.

As well as weekly marks for class and homework, there is a termly end of unit assessment in the form of a profile with pupil and teacher comments on progress, achievement and future targets. There is an examination after Christmas in Year 9, on the previous term’s work. This is to enable students to make their option choices more easily by testing their ability under examination conditions.

1 double (1hr.) lesson every other week. In total ½ an academic year.

"Food Technology is using food creatively as a material for designing and making good quality food products. They must fit the intended purpose or specification and consider needs, economic constraints and environmental issues. Knowledge and understanding of the application of scientific concepts are essential when designing and making products with food"

The course content:

At Key Stage 3 students will be engaged in a range of different types of activities to include:

• Assignments in which they design and made products with market potential and focusing on different contexts
• Focused practical tasks in which the students develop and practise particular skills and knowledge
• Activities in which they investigate, disassemble and evaluate simple products.

Students will be encouraged to work independently as well as co-operating with others in team work.

Homework is set regularly in which students will be expected to continue to investigate, complete and prepare for the following lesson

The course content:

Pupils are given the opportunity to experience different approaches to Art and Design, working as a whole class, individually or in groups.

They are taught the skills and techniques, both two and three dimensional, needed to express their ideas and feelings, record observations and design and make artefacts and images. These include work with colour, line and tone, pattern and texture and shape, form and space.

In accordance with Health and Safety requirements, pupils are taught to use materials and tools safely.

In order to generate and develop their own ideas, they are introduced to the work of modern and traditional artists, designers and crafts people from a range of cultures and periods as appropriate to their current work.

Homework is set on a regular basis for all three years. It includes a variety of subjects and techniques; e.g. studies from observation, research, development of ideas and consolidation of class work.

By the end of KS3, in addition to being proficient in a range of media and techniques, pupils should be able to express their views about the work of other artists and designers in an intelligent and articulate way.

Pupils receive the equivalent of one lesson a week of Information and Communications (ICT), in each year group. This may be delivered as a double lesson once a fortnight. There is no homework.

The course content:

The pupils will use Windows-based software on the school network, each pupil will receive a personal e-mail address.

The pupils will develop skills in handling information, using file handling software; Measurement and Control, using software such as Logo; Modelling using software such as Excel, Communicating information, using software such as Microsoft Word and Publisher. The applications and effects of Information and Communications Technology will also be considered

Pupils will also be taught to make meaningful searches on the World Wide Web, use e-mail purposefully, and to design their own Web pages.

It is the nature of this subject that developments can be rapid, any significant new developments in the use of Information and Communications Technology will be introduced.