Students experience two sessions of Art in the ADT rotation. In both, they develop their ideas into a visual response and create three pieces of work based on either abstract portraiture or fish design. They explore artist work and use a wide range of materials to learn new techniques both individually and collaboratively. This enables them to expand their personal creativity in response to the theme and artist style.
Students design and make a USB night light. An introduction to designing using computer aided design software is a major part of the project. Students gain knowledge and understanding in basic electronics and soldering. An awareness of how to use specialist equipment such as the laser cutter and vacuum former, is incorporated into the scheme of work.
Students are introduced to food by initially exploring health and safety issues as well as familiarising themselves with a range of equipment and processes. Practical skills are developed through the production of a fruit salad/kebabs, scones, ANZAC biscuits, and apple crumble. Students’ ability to carry out sensory analysis as a means of evaluating their food products is an important part of the project along with planning practical and group tasks.
Students design and make a picture frame which combines wood and acrylic. It is based on the theme of a cartoon monster. The project introduces Students to the workshop and begins to develop their skills in using a variety of tools and equipment safely. Students also gain knowledge and skills in both marking out and cutting accurately in order to produce neat mitre joints for their picture frame.
The project introduces students to some decorative and construction techniques used in textiles and from the knowledge and skills gained, students produce a cushion. Other important aspects covered are learning how to thread up and use the sewing machine safely, developing design skills as well as knowledge of how fabric is created.
Physical Education at KS3 develops students’ competence and confidence to take part in a range of physical activities. The extensive curriculum enables all students to enjoy and succeed in P.E. They develop a range of skills and the ability to use tactics, strategies and compositional ideas. They think about what they are doing, analyse the situation and make decisions. They reflect on their own and others’ performances to find ways to improve. They learn about the value of a healthy, active lifestyle. The student will also develop personally and socially through working individually, in groups or in teams and as coaches and umpires.
Student follow a thematic, skills-based curriculum driven by literacy. Their progress has been formally assessed using English GCSE descriptors in preparation for Component 1 of the new GCSE English Language Specification. The themes studied this year were Our Place in the World, Groosham Grange, Elements, Human Rights Human Wrongs, Stormbreaker and What makes Britain Great. The students are encouraged to work collaboratively and increasingly independent of the teacher in order to develop the key transferable skills needed to become powerful, successful learners in the future
In Mathematics we aim to provide opportunities and motivation so that each student maximises their understanding, enjoyment and appreciation of the relevance of Mathematics in everyday life and future careers. We aim to develop the students’ ability to think precisely and logically so that they are able to represent, analyse and interpret Mathematical data in order that they may become independent learners able to solve problems creatively and apply their knowledge and understanding in other subjects and situations.
Modern Foreign Language
Students have 2 lessons of a modern foreign language each week. Students learn how to give basic details about themselves and their family, home, pets, school subjects and hobbies, and have covered some basic grammar. Students have built on the four language skills: listening, speaking, reading and writing.
In Year 7 students have one lesson a week within Performing Arts. They follow a diverse curriculum that explores and develops performance skills, collaborative working, creative practice and critical appreciation. The projects that students cover compliment the work of The Base, the English curriculum and they cover many aspects of the Spiritual, Moral, Social and Cultural strands of the National Curriculum. Students are assessed within the appropriately covered subject discipline that they have covered during a half term using National Music and Dance strategies along with guidance from the Arts Council which informs Drama assessment.
Students are following a new and exciting programme of study which is based upon the fundamental skills in science.
The units followed are theme based upon the themes that students study within their base classes. They set science in lots of different contexts thus making the learning relevant to everyday life. This means that every science lesson, whatever the topic, students are motivated to learn.
The course followed improves student skills in observing, explaining, analysing and evaluating. They are also being encouraged to ask questions about their work and increasingly begin to speculate, predict and hypothesise.
In addition students have been taught how to work safely in the laboratory with regard to their own safety and that of others.
Regular assessment is built into the course through completion of levelled assessed tasks and ongoing teacher assessment of their work, to enable us to improve understanding and raise students’ achievement.
In Art, students undertake a project that looks at the work of Amiria Robinson and Ernst Heackel. They explore the artist’s work, use a wide range of materials and learn new skills, which include textile techniques both collaboratively and individually. This enables them to expand their personal creativity in response to the theme of ‘Spirals in Nature’.
Students design and produce a range of different food products relating to the study and development of the school dinner menu. They work with a wide range of equipment and ingredients in order to create quality food products.
This serves to improve their food and nutritional knowledge and practical based skills. They conduct a sensory analysis and critical evaluation of all food products created in order to improve on their performance each time.
Students design and make a gumball machine around the theme of the Pop Art design movement. During the project a wide range of designing and manufacturing skills are used to improve student’s skills and knowledge of technology processes. The project develops research, designing, making and reflection skills. This ensures high quality products are designed and manufactured for the desired target market.
English Curriculum integrates the themes taught in the Hall Cross Baccalaureate whilst continuing to ensure progression through grades 1-9 in English Language and English Literature. Students will engage in a diverse array of literary texts, including Shakespeare, novels and poetry in addition to a range of non-fiction texts. Students will focus on how language creates effect, subject terminology and writer’s craft, applying these to both published texts and their own writing.
Students build on the French learnt in Year 7 and study topics including food, holidays, transport and clothes. Students extend their knowledge of tenses and study longer texts enabling them to achieve higher levels.
The aim of Physical Education at KS3 is to develop students’ competence and confidence in a range of physical activities. Students are encouraged to develop their techniques and skills across different activities including traditional game based sports, gymnastics, athletics, swimming and health-related fitness. Also, the department offers alternative activities such as dance, handball, parkour, tchoukball and lacrosse. The extensive curriculum gives the opportunity for students of all abilities to enjoy and succeed in P.E. in competitive and non-competitive situations. Students learn to plan and implement tactics, strategies and compositional ideas to outwit opponents. They are encouraged to analyse different situations and to develop decision making skills. They reflect on their own and others’ performances to find ways to improve. They learn about the value of a healthy, active lifestyle and how the body reacts to physical activity. The student will also develop personal confidence and problem solving skills in a variety of contexts, along with social and communication skills in group work. By year 8 pupils are encouraged to develop independence by engaging in sport education lessons. Students are responsible for leadership, instruction and performing tasks and take an active role in their own sport experience by serving in varied and realistic roles that we see in authentic sport settings such as captains, coaches, trainers, statisticians, officials, publicists, and members of a sports council.
Students spend 7 hours with their Base Tutors where they continue to follow the Baccalaureate curriculum. The topics covered this year are: Power, India, Active Citizens, Planet Earth, Tourism and Healthy Living. Year 8 is a little different to Year 7 with regards to assessment; literacy is now assessed in English, this allows the Baccalaureate to focus on the development of skills. There continues to be an emphasis on lifelong learning and transferable skills with a view to developing students into powerful independent learners. Year 8 acts as a transition year for Students where they further develop the skills that will be important in subjects in year 9 that they have not yet been exposed to such as History and Geography.
In Mathematics we aim to provide opportunities and motivation so that each student maximises their understanding, enjoyment and appreciation of Mathematics. We aim to develop the students’ ability to think precisely and logically about the mathematical problems they are given, in order that they may become successful independent learners, who are able to solve problems creatively and apply their knowledge and understanding in other subjects and situations.
Students have two lessons a week within Performing Arts. They follow a diverse curriculum that explores and develops performance skills, collaborative working, creative practice and critical appreciation. The projects that students cover compliment the work of The Base, PE, English and the National Curriculum for Music. Students are assessed within the appropriately covered subject discipline that they have covered during a half term, using Dance, Drama and Music standards taken from the appropriate GCSE specifications along with guidance from the Arts Council.
Students are following a bespoke curriculum which aims to build solid foundations to the scientific skills needed in Key Stage 4. The Key skills we aim to develop include: observing, explaining, analysing and evaluating.
In addition, students have been taught how to work safely in the laboratory, with regard to their own safety and that of others. They are also being encouraged to ask questions about their work and increasingly begin to speculate, predict and hypothesise.
Furthermore, the themes in Science are closely matched to the topics in the Baccalaureate programme adding greater and more rounded understanding.
Regular assessment is built into the course through completion of levelled assessed tasks and termly exams to enable us to improve understanding and raise student’s achievements.
Some students study Spanish for half the year. The topics covered are greetings; classroom vocabulary; numbers; the alphabet; nationalities; months; family; pets and hobbies. Students are beginning a new language, so the basics will be covered initially, moving on to more difficult areas of comprehension and productive skills. This will then enable Students to achieve higher levels.
Students build upon the skills, understanding and personal creativity which Students have developed in Year 8. It is composed of two units entitled ‘Entomology’ and ‘Still Life’. Students will be making important decisions about future study in the Spring Term. We will provide information and guidance regarding courses available at KS4 and the wide ranging career opportunities relating to Visual Arts.
The quality of practical work should improve with students demonstrating that they can use materials with greater control. Students should express opinions about the work of the artists and designers they study, in relation to their own work, and show a deeper understanding of the artist’s intentions. Students should produce experimental pieces which clearly show how their ideas have developed alongside ambitious, personalised final outcomes that reflect what they have learnt from other artists.
Students opt to study Dance for two lessons a week. The course is aimed at preparing students for GCSE Dance. The schemes of work will cover performance, choreography and appreciation through varied dance styles and stimuli. The focus will be on professional working practices and how these are developed.
Students opt to study Drama for two lessons a week. Students follow a diverse curriculum that not only teaches Drama and performance skills but also compliments the English, PSHE and Citizenship curriculum. Drama also covers the Spiritual, Moral, Social and Cultural strands of the National Curriculum and helps build students’ confidence and team work skills.
Students are assessed in the three strands of Making, Performing and Responding as set out by the Arts Council.
The English course is a dynamic introduction to wider literature and the skills required to succeed at GCSE and beyond. Students will develop as critical thinkers gaining confidence as expressive writers, readers, speakers and listeners through their engagement with a variety of texts.
Students work on four different projects that develop their skills and knowledge in food preparation and nutrition. The projects cover aspects of nutrition and energy, dietary planning, food and environmental issues and food investigations. The course aims to refine and develop cooking skills during practical activities and students are encouraged to develop the ability to evaluate and understand the importance of the function of a variety of ingredients, therefore developing their understanding of how ingredients work.
The Y9 ICT curriculum allows students to gain a broad understanding of ICT used in Business and in everyday life. Students will develop knowledge and skills in a wide range of industry standard applications including word, spreadsheets, graphics, and animations. The course provides learners with an opportunity to learn about developments and the use of ICT in a changing digital world. Some learners will also be taught the skills to understand and apply the fundamental principles and concepts of computer science. They will develop skills to allow them to analyse problems in computational terms through practical experience of solving such problems. Students will be taught to think creatively, innovatively, analytically, logically and critically.
Modern Foreign Languages
Students have a double lesson of Languages each week. Students study topics such as home and region, television and music, tourism, celebrities, health problems, trips and excursions. The work covered builds on the foundations that they laid in Year 7 and Year 8 so developing increasing confidence in communication, creativity and independence, promoting accuracy in written work and improving listening and reading comprehension skills.
The aim of Physical Education at KS3 is to develop students’ competence and confidence in a range of physical activities. Students are encouraged to develop their techniques and skills across different activities including traditional game based sports, gymnastics, athletics, swimming and health-related fitness. Also the department offers alternative activities such as dance, handball, parkour, tchoukball and lacrosse. The extensive curriculum gives the opportunity for students of all abilities to enjoy and succeed in P.E. in competitive and non-competitive situations. Students learn to plan and implement tactics, strategies and compositional ideas to outwit opponents. They are encouraged to analyse different situations and to develop decision making skills. They reflect on their own and others’ performances to find ways to improve. They learn about the value of a healthy, active lifestyle and how the body reacts to physical activity. The students will also develop personal confidence and problem solving skills in a variety of contexts, along with social and communication skills in group work. By year 9 pupils are encouraged to continue to develop leadership skills within a sporting context. They are given the opportunity to use their knowledge to create sessions and deliver them to their peers. The curriculum also caters for those students who may wish to take GSCE PE by introducing them to a number of topics covered in the course. This includes training methods, body systems and their functions, nutrition and diet as well preparing them for the practical element of the course.
The Geography course has been designed to develop the skills and abilities the students have gained in Years 7 and 8 but in a focused Geographical context. Students will study a range of topics including the Natural World, Geology, Weather and Climate, Tectonic Hazards and Development.
It is our aim in History this year to develop students’ awareness and understanding of the world in which we live. Thus our primary focus is on the main events of the 20th Century including the World Wars, Holocaust and the Cold War. We also aim to develop students’ historical skills of chronology, synthesis, analysis and interpretation of evidence.
Students follow a thematic, enrichment-based curriculum that nurtures them into becoming responsible, thoughtful and open-minded young people. There is no assessment within this subject, however, students are given a Learner Profile grade. The curriculum, consists of a selection of key statutory subjects, including Religious Education (including Philosophy and Ethics), Citizenship, Personal, Social and Health Education, British Values and Sex and Relationship Education. The themes studied this year are: Suffering and Evil; Morality; Value of Life; Euthanasia; When does Life begin?; Abortion; Animal Rights; World Religions; Immortality; Sex and Relationships including Homophobia Contraception; Misunderstandings; Sexuality and Responsibility; Healthy Relationships; E Safety.
Students will further develop their understanding of mathematical topics and skills in preparation for Key Stage 4 and their GCSE examinations. They will study topics based on number, algebra, statistics and geometry and measures.
In addition this year students will also be developing their problem solving skills and developing strategies to cope with unfamiliar questions and contexts. This is in preparation for the new revised GCSE in mathematics which will be taken at the end of Year 11 as this has a larger emphasis on problem solving and rewards students who can engage with unfamiliar questions.
Students opt to study Music for two lessons a week. Students follow a wide-reaching curriculum including music from other cultures and various practical experiences on a variety of instruments, alongside listening and musical theory throughout the various Schemes of work. Music at Key Stage 3 compliments other subjects in the whole school curriculum such as: English/writing skills – Science (how sound and musical equipment work) – Maths – Geography etc.
Students work on a number of different projects that improve their skills and knowledge in Product Design. Students undertake a skills enhancement package where they develop their designing and making capabilities. Challenges are completed which broaden students’ practical skills and their knowledge of processes and equipment. An understanding of the properties and applications of a range of materials and electronic components will be gained to facilitate high quality solutions.
Students are currently studying our own in-house developed scheme of work designed to provide a smooth transition from KS3 to KS4. Incorporated into lessons is contextualised learning that students can relate to their everyday life. The aim is to motivate, engage and inspire the scientists of tomorrow whilst developing the knowledge, understanding and practical skills needed.
Students will be formally assessed at regular intervals throughout the course. A variety of assessments are used to track progress made and this will be measured against their end of year target level. The nature of the assessments allows students to demonstrate their knowledge, skills and understanding through a variety of tasks; GCSE style exam questions and level assessed problems are used throughout.
The course is composed of two projects entitled ‘Seashores’ and ‘Repeat Print in Fashion.’ During the course the quality of practical work should improve, with students demonstrating that they can use materials and techniques with greater control and have knowledge of a wider variety of media. Students should express opinions about, and take inspiration from, the work of the other artists and designers. For each project, they will produce a portfolio of work showing research, sketching and sampling in order to produce a final outcome. This should be ambitious, personal and reflect what they have learnt from other artists.