This booklet is designed to provide you with detailed information about our Key Stage 3 curriculum at Kingswood. ‘Key Stage 3’ (Years 7 – 9) is a pivotal stage in any pupil’s education. It is during these years that teachers aim to teach foundational knowledge in their respective disciplines so that pupils can later build upon this strong base towards GCSE and A Level success. Moreover, the first years of a senior school education are when pupils develop the skills and thinking dispositions that will serve them well further up the school. It is also in these years that young people begin to discover for themselves which subjects they love, we hope giving rise to great curiosity and authentic interest.
The lack of external examinations at Key Stage 3 often means that teachers can approach their subjects in a deep and exploratory way, without needing to worry about the pressure of an examination schedule. We run an internal programme of regular testing, and also a summer assessment at the end of each year so that we can track pupil progress and intervene accordingly.There is ample opportunity for pupils to learn ‘threshold’ concepts in each subject, and engage creatively with some of the bigger questions that underpin the disciplinary knowledge that will be required for more advanced study later. For these reasons, we are proud to offer a rigorous and creative curriculum at Kingswood that is rich in knowledge and ambitious in scope.
It is our belief that the provision of a broad curriculum is a moral imperative for all young people. It is our desire to see Kingswood pupils acquire a great body of culturally important knowledge, so that they are shaped by their learning to be well-rounded and empowered adults. We do not build our curriculum only to maximise test results, but also to foster a broad and balanced education for every child. Our aim, therefore, is to give pupils a grounding in as many subjects and disciplines as possible inYears 7, 8 and 9, so that their knowledge is holistic, and that they all have opportunities to discover their strengths and passions.
We want pupils to make connections across the curriculum, so that they can learn to appreciate the unique qualities and challenges that each discipline holds. Moreover, this kind of broad exposure means that pupils are better informed when they come to make curriculum choices inYear 9 and Year 10.
The curriculum at Kingswood is unashamedly ‘traditional’; we believe in the importance of subjects and disciplines, and seek therefore to ensure that pupils in the younger years learn from the same subject experts that teach our Sixth Form classes. We follow an enhanced National Curriculum in terms of subject content, although not in terms of timetable allocations.You will notice that we have a strong commitment to the teaching of Modern Foreign Languages, which is, sadly, becoming increasingly rare in UK schools. It is our view that learning languages is hugely beneficial to pupils, both educationally and culturally.With this in mind, pupils begin by studying two out of three languages on offer: German, French and Spanish. (Pupils may choose one and they will be allocated one other.) InYear 8, pupils will also be given the opportunity to study Latin or Mandarin.
We are committed to the delivery of History and Geography as separate humanities; Religion, Philosophy and Ethics has a central place in the School’s curriculum. We are also proud of our commitment to more ‘Practical-Creative’ subjects, where we achieve very high standards inArt, Drama, DesignTechnology and Music fromYear 7 through to GCSE, A Level and university entrance. Pupils are given every opportunity to study these subjects throughout the Lower School, and intoYear 9.
Our approach to Computer Science is detailed and thoroughly modern. Pupils will be guided through a programme which helps them develop computational thinking skills, whilst also fostering the confidence and knowledge to use various software packages. They will learn to create software solutions using both block and text-based programming languages. In Year 9, all our pupils take a computing qualification which requires everyone to demonstrate their coding and problemsolving capabilities.
The notes above are only some of the highlights of our curriculum offer: you will find detailed information on each department in the rest of this guide. Each of the curriculum statements has been written by a Head of Department and so will seek to explain and champion that department’s particular approach and philosophy.They give youabroad outlineofallthetopicscoveredandthe skills learnt over the first three years. Furthermore, as youread youwilllikely glean alittleabout thevariety of teaching approaches used in each department, and the methods of assessment we use to keep track of pupils’ progress through their time at Kingswood.
In all three year groups, class sizes are around twenty pupils, but pupils will also be allocated to a tutor group.
Whether a boarder or day pupil, pupils inYears 7 and 8 will be based in Westwood, where Mr Pentreath is Head of Lower School and Mrs Curtis is the Assistant Head of Lower School. Mr Duke is the Head of Boarding in Westwood and he is also assisted by Mrs Curtis. A large team of tutors is attached toWestwood as well as specially chosen Year 12 Westwood prefects.
Pupils are allocated to a tutor, who normally has responsibility for between ten and twelve pupils. He or she will meet their tutees every morning. If a pupil needs to talk about work with someone other than a subject teacher or their parents, then they should go to their tutor. He or she will monitor academic progress throughout the year, discuss Interim and Full reports with their tutees, and help each pupil to set targets for future improvement. He or she will also help their tutees to manage their time productively.
Year 9 pupils are allocated to Houses in the Senior School, where the same priority is given to the tutorial system, in which the tutor plays an equally important role.
Class groups inYears 7-9 are generally mixed-ability, with the exception of Mathematics and Modern Languages, where we tend to place pupils in ability ‘streams’.The nature of the streaming depends on the subject and the year group.We do not subscribe to a rigid setting structure, but rather adopt a more flexible approach depending on the ability profile and needs of the cohort. In every case, we seek to make ‘streaming’ decisions based on what is best for the learning of the individuals in a given year group, rather than based on what we have always done before.
allow pupils to begin to better target their efforts towards those subjects where their talents and interests lie, in preparation for when they make their GCSE options choices before the start ofYear 10.
Pupils are given access to their own profiles on two online platforms, Firefly and MicrosoftTeams. Both platforms are excellent aids for pupil organisation, as well as containing a wealth of resources and useful links by departments to support pupil learning. Both Firefly and MicrosoftTeams are available as apps, as well as through an internet browser.
Global Goals is a new optional course designed by Kingswood for Year 9 students. It is a project-based subject in which students collaborate with peers to design solutions to some of the world’s most significant problems, referencing the ‘Global Goals’ initiative (www.globalgoals.org).This subject offers students the opportunity to exercise entrepreneurial and creative skills to design and present solutions to meet critical social and environmental challenges, such as: ending world poverty; achieving gender equality; and promoting peace, justice and strong institutions. As part of the course, students will design, promote and present creative solutions through various artefacts, including essays, speeches, programmes or art.They will be required to plan processes and deliver outcomes to real-world audiences, such as peers, teachers, parents and outside experts.
All of our teachers want pupils to enjoy their subjects, whilst making excellent progress.They will have high expectations and will encourage pupils to meet and extend their academicpotential.Thismeansthat pupils should not only establish effective working habits in school, but also should take responsibility for completing alloftheprepsetto thebestoftheirability.Boarders,or weekly boarders, will likely want toinvolvetheir parents in their work, and so should share their Firefly login.
This course seeks to give students opportunities to develop their critical and creative powers. As part of the course, students will also receive instruction on ‘research skills’, ‘creativity’ and ‘teamwork’, amongst other things.They will explore and reflect on their developing intellectual and social capacities. Our goal is to give ourYear 9s the chance to build their independence and exercise their knowledge and creative faculties to create work that feels meaningful and relevant to their lives and the world around them.
Most pupils will continue with Year 7 subjects into Year 8. Some, however, may only pursue one modern language in Year 8, if we feel that a pupil needs extra academic support.Those who only study one modern language in Year 8 will usually be enrolled on the Study Support programme. Our main curriculum offering expects the study of two languages, and so any decision about only pursuing one language in Year 8 will happen on a case-bycase basis and in discussion with Dr McIlwaine (Deputy Head Academic).
InYear 9 we introduce an element of choice into the curriculum which allows all pupils the ability to begin to shape their academic programme. English, Maths, Biology, Chemistry, Physics, one European Modern Foreign Language (either French, Spanish or German), Computer Science, History, Geography, Life Skills, RPE, PE and Games all remain as compulsory subjects, part of the core curriculum. In addition, however, prospectiveYear 9 pupils are invited to choose 3 subjects from the following: a second European Modern Foreign Language, Art, DT, Music, Drama, Latin, Mandarin or Global Goals.This is to
Global Goals has been designed based on other project-based qualifications and is ideal preparation for the EPQ in Sixth Form. Please go to page 20 for more information about this subject.
Subjects are taught in 50-55 minute periods across a two week timetable.
The diagrams below show the structure of the curriculum in each year group as well as the number of taught periods in a fortnight.Those subjects where students can choose options are highlighted.
▪ Pick 3 of the listed optional subjects.
* You can only choose languages which you are currently studying in Year 8.
** You should only choose Latin or Mandarin if you are currently studying either of those subjects in Year 8. Pupils will begin courses in the three separate sciences in Year 9.
You will need to bring a well-equipped, named pencil case to all your lessons. It should contain:
• Pens
• Pencils
• Pencil sharpener
• Ruler
• Coloured pencils
• Rubber
It will also be helpful to have glue and scissors. For mathematics you will need a long ruler, a pair of compasses, a protractor and a scientific calculator; the Mathematics department recommends the Casio fx83GT X Plus.
During Key Stage 3 (Years 7-9) you will have the opportunity to develop your creativity and imagination through a range of activities.
These help you to build on, and improve, your practical and critical skills and extend your knowledge and experience of materials, processes and practices, including ICT (for example, drawing, painting, collage, print making, digital media, sculpture).
You will engage confidently with art, craft and design in the contemporary world and from different times and cultures.You will learn to work on your own, and collaborate with others, on projects in two and three dimensions and on different scales.
This year is a confidence building period for helping all students from many different backgrounds to start on the same footing.The first term is structured as a transition stage from junior to senior school in which you will go through a range of different activities. During the year you will be engaged in termly projects in which all basic drawing skills are taught and strengthened.You will have a chance to work in 2D and 3D and learn to have confidence and knowledge with handling a variety of media.
An exciting year where you will have time to push boundaries and experiment with a wider range of media.You will have the chance to express yourself and work in group situations to produce large-scale work. Colour theory, perspective, repeat pattern and basic printing are some of the areas you might investigate. Discussion will take place during the SpringTerm as to whether you will be taking Art on as one of your subject choices inYear 9.
A vital year preparing you for the challenges of GCSE Art in Years 10 and 11. Based on a given starting point, for example Man Made, you will have the opportunity to learn how Record, Develop, and Refine your ideas through a range of creative processes.You will also learn to develop a personal sketchbook showing your thoughts, research, and ideas;
• understanding of contexts inArt, craft and design by integrating into your own practical work the knowledge and understanding of visual language gained from analysis and evaluation of artists’ work, images, objects and artefacts and their contexts, including some first-hand experience of original work, and from personal research from books and the internet;
• practical skills by developing and exploring ideas using a wide range of media, processes and resources in two and three dimensions including, where appropriate, ICT;
• realisation skills by creating and presenting a personal response (final piece/conclusion).
You will develop an independent way of working and thinking and be fully prepared to start your Art GCSE.
During Year 7 you will be introduced to a range of programming concepts and software. In Years 8 and 9 you will build on your knowledge to develop increasingly advanced applications and solutions to problems.
The skills you develop will enable the most efficientuseofprogrammingandprofessional presentation of your work. In all years, we regularly work with other departments to reinforce the use of Computer Science and software skills as a tool to aid the development and presentation of your work across the curriculum.
In Computer Science, we are keen to equip pupils for life in a world where they will increasingly need computational thinking skills. InYears 7 and 8 pupils are introduced to the concept of writing algorithms using decomposition and abstraction.They develop a logical approach to problem solving and gain exposure to a wide range of software. By the end of Year 9 they have developed sufficient skills to solve a range of complex computational problems.The course covers both practical and theoretical understanding and is intended to give students the opportunity to develop the Computer Science skills laid out in the National Curriculum.
In addition to computational thinking skills, by the end of Key Stage 3 pupils have gained an understanding and practical use of software skills which are relevant to their everyday learning experiences as well as laying solid foundations for future Computer Science courses at higher levels.They will also understand how computers use algorithms to solve problems and will have developed a core understanding of key programming concepts using a text based language.
• Under the hood of a computer – learn how to ‘think’ like a computer, and understand how computers process data
• Project based learning – creating solutions to a variety of problems including a self-driving vehicle, environmental protection systems and remote communication whilst working as part of a team in a number of different roles.
• Internet of Things – create a physical device using a micro:bit which acts as a web enabled micro controller.
• Micro:maths – writing a program to solve a number of mathematical challenges.
• Sensors – creating a device to operate autonomously through a range of sensor based inputs.
• Sequence, selection and iteration – learning about the fundamentals of text based languages whilst creating solutions to a range of global goals.
• Crash detector – generate a sensor to automatically alert people when there has been an impact above a certain speed.
• The ability to develop algorithms to solve problems.
• An understanding of how computers use binary data.
• The ability to select the appropriate tool(s) for any task undertaken.
• The confidence to use software independently and efficiently.
All pupils are introduced to the proper safe working practices at every stage of their work and will be issued with the appropriate personal protective equipment (and given appropriate instructions) whenever necessary.
In the first two years pupils will have 3 hours of lessons per fortnight of DesignTechnology.They will learn workshop skills using a wide variety of tools and equipment – including some power tools and computer aided design software. Alongside this they will begin to design aspects of their own projects and learn about the design process.The work is mostly practical with some drawing and writing. As their confidence and ability increase, they will have more say over how their design projects look and work. Each pupil will be expected to research aspects for their projects for themselves. Projects will involve the use of wood, metal and plastics using a wide range of manufacturing techniques, including the
‘Design & Technology is about making things that people want and that work well. Creating these things is hugely exciting.’
Sir James Dyson, Chairman, Dyson Ltd.
In the first three years, the emphasis is on enjoyment and learning through experiencing a wide range of practical skills and techniques related to design and the manufactured world that is all around us. All the projects that are undertaken will consist of key elements taught at exam level problem solving, innovation and creativity.
use of CAD (computer aided design) and CAM (computer aided manufacture) and 3D printing. Included in the programme is a module of graphics to ensure that all are able to successfully produce drawings that can convey exciting and innovative ideas.
Pupils inYear 9 are invited to consider Design Technology as an option. During theYear 9 course the students will cover a range of activities to build the necessary foundation for GCSE: the course endeavours to build designers who are willing to challenge and push creativity in their concepts and develop confidence in experimentation and innovation.
In opting for Design &Technology they will experience project work that will give them the ability to maximise their potential at GCSE.The course is design based and will provide them with many of the fundamental graphic, designing and making skills that they will need. It will focus on creativity and build on themes from a commercial and industrial perspective.The projects will be exciting and challenging and introduce an enhanced understanding of workshop skills from Years 7 & 8.The projects will cover the use of woods, metals, and plastics as well as ICT and CAD/ 3D printing.They will also undertake a larger creative based project where they have far more autonomy in the design process and will build key folio and problem solving skills important for GCSE.
You will learn a broad range of practical skills, CAD/CAM as well as creativity, perseverance and independence. In addition you will learn to use your imagination to produce innovative designs.
DT allows you to apply a great range of the knowledge and skills learnt in the workshop and other subjects, such as Maths, Physics, Chemistry, English, ICT and Art. It is a great subject for pupils wanting to go on to creative industries, engineering, architecture, Product Design, Industrial Design and many more.The planning and time management skills learnt though DesignTechnology are transferable into a wide range of potential career paths.
Drama is ‘serious fun’. Learning about Drama is not just about learning to act – it will equip you for life. It is about developing ‘soft’ skills such as learning to work effectively as part of a team and developing invaluable speaking and listening skills that can also be used in other subjects.
Pupils will develop their communication skills. creativity, imagination, emotional maturity, resilience and self-esteem. Through developing an awareness of Drama as an art form, pupils will encounter different cultures and develop an ability to analyse dramatic texts.
Pupils will be taught three periods of Drama a fortnight. During this year they will develop the skills and techniques that they will continue to use throughout their disciplined study of Drama and beyond.
They will study various practical techniques including the use of tableaux, thoughts aloud, improvisation, soundscape and mime.They will explore the importance of body language and vocal and facial expressions to create and sustain atmosphere, as well as characters, on stage.They explore various stages of Theatre History –including Greek, Victorian Melodrama and the Elizabethan era.
Pupils will be taught three periods of Drama a fortnight. Pupils will build on the work started inYear 7 as they will look at various stimuli such as poems and stories that can be developed into pieces of drama.
They will also look in more detail at how to use the voice effectively when creating and performing a variety of characters of differing status. In the spring term they experiment with masks and puppetry whilst In the final term we will study a scripted play so that pupils can apply what they have learnt confidently and imaginatively.
Pupils who opt to take Drama have three lessons per fortnight.Their curriculum builds on what they have learnt in earlier years and helps to prepare them for potentially undertaking the GCSE course.
Pupils explore PhysicalTheatre,Verbatim and Devising techniques as well as comic stage fighting routines through the study of Commedia dell’arte.They also look at Naturalism, explore a GCSE set text and learn how to write about live theatre.
As well as the development of specific drama skills, including interpreting scripts, creating, developingandperformingtheatre,webelieve Drama teaches a wide variety of essential transferable life skills – communication, confidence, creativity and cooperation, to name but a small few. All of the skills developed over the three years of Key Stage 3 can be used and developed further by those wishing to study Drama at GCSE.
In addition to the above, all pupils inYears 7-9 will be offered the opportunity to participate in the Lower School production that is usually performed in the Summer term. Previous productions have included: ‘Arabian Nights’, ‘Twelfth Night’, ‘Rapunzel’, ‘GrimmTales’, ‘Charlie and the Chocolate Factory’, ‘The Tempest’, ‘AWinter’sTale’ and ‘RatsTales’ and Bugsy Malone’.Theatre visits and workshops for the younger years may also be organised by the department from time to time.There are also weekly Drama clubs for all year groups.
‘The reading of all good books is like a conversation with the finest minds of past centuries.’ Descartes
Our curriculum has been designed to approach, explore and enjoy different aspects of English, with the ultimate goal to develop our pupils as intelligent, articulate and creative readers and writers.
We support and guide independence and hope to prompt our students into adopting a sophisticated and imaginative mind-set as they embark upon their literary journey. The Kingswood English department is comprised of staff who are passionate about their subject and hope to instil a lifelong love of language and literature.
At Key Stage 3, you will study a wide range of texts from different historical periods and consider how to respond to them.These texts encompass fiction, non-fiction, drama and poetry through which we hope to introduce our students to a multitude of literary voices, perspectives and contexts in order to deepen our awareness of writers’ voices.
Specifically:
In Year 7, we focus on ancient texts and texts of significant importance in the English language.The year commences with a story that will be gifted by the library, of which in class, we will explore the text and revise key aspects of spelling, grammar and punctuation.Through this story, pupils will also develop their letter writing skills. Later in the term, we explore autobiographical writing and poetry. At Kingswood, we value diversity and ensure that our text choices for this topic allow our pupils to appreciate stories and voices from around the world. In the Spring term, we begin our study of classic literature, with a focus on Old English to the Elizabethan period. Pupils will study some
Bible stories, ‘Beowulf’, and selection from Chaucer’s ‘The CanterburyTales’.We conclude the year with an introduction to Shakespeare, focusing on his final play, ‘TheTempest’.
In Year 8, pupils continue their study of literature by exploring the Gothic andVictorian era. In Gothic literature, pupils will encounter work from writers including Poe, Bronte and Shelley They will explore Victorian short stories from Dickens, Hardy,Wells and Doyle, before studying ‘A Christmas Carol’. In the Spring term, pupils will learn more about the impact of writing in society, with our ‘Changing theWorld’ scheme.This encompasses media history and print journalism, recognising fake news, bias, rhetoric and speech writing. In the summer term, pupils will explore the Romantic period of literature, studying fantastic works from Blake, Wordsworth, Keats and Langdon, before studying and practising nature writing.
In Year 9, we move to the modern era, looking at 20th century texts including ‘Animal Farm’ and ‘An Inspector Calls’ and a selection of war poetry from Owen, Pope and Sassoon. ). In the summer we carry out a genre study of dystopian fiction, with classic authors such as Orwell, Huxley and Atwood; and the more modern phase of dystopia with ‘The Hunger Games’ and ‘Uglies’ among them. Later in the summer term, we will gently introduce you to GCSE Literature by studying the opening and context of the chosen novel.
Students are offered a regularly revised reading list to accompany each module and are expected to read for pleasure daily as well as at the beginning of their lessons.
The English department offers a weekly Book Club with the chance to discus what we’re currently reading as well as working through a modern text and a classic text each term. We also offer a Poetry & CreativeWriting Club to practise writing in response to something that moves us.
By the end of Year 9, you will have mastered many of the skills needed not only for the GCSE English and GCSE English Literature courses, but for many other subjects that you will be studying.These will include the ability to write with confidence for a variety of purposes and audiences, and the ability to participate in group work in a purposeful and independent way.
Spelling, punctuation and grammar activities are embedded across our English lessons to ensure that our budding writers are as technically accurate as possible as we hope that our students leave Kingswood with the ability to express themselves in a confident and careful manner.
You will build on your knowledge of English by:
• reading books, graded readers and graded magazines in your spare time;
• using games and activities that develop your academic vocabulary;
• doing exercises to improve your grammar;
• talking about things you do in and out of school to build up your confidence in using and speaking English;
• taking part in other language-based activities to help you learn more about Britain and the British way of life.
You will be in small groups with pupils from your own year. If you need help with understanding the English and vocabulary of your other subjects, your EAL teacher is there to help you.
The EAL Centre is located in the heart of the English department. It is equipped with a wide variety of reference, reading and audio-visual materials designed to help all pupils in the school for whom English is not their mother tongue to improve their language skills and competence so that they can derive the maximum benefit from an education delivered in English. For many pupils from overseas it is appropriate that they should receive extra support and tuition in English rather than take up a modern European language. English as an Additional Language is therefore taught in those periods on the timetable when the other pupils in the year group are learning another modern language.
You will spend a few weeks getting used to talking and reading in English.You will be given a great deal of help with new words but you will have to use English all the time.
The main focus of this year will be to develop your overall English language ability and be working between levelA2 and B1 ofThe Common European Framework of Reference for Languages.You will do a number of reading activities about interesting subjects which will focus on developing overall comprehension, teaching you correct
grammar usage, as well as helping you to increase your reading sub-skills. Reading activities will contain prereading discussion activities to develop your confidence in speaking in your regular classes.You will also be reading graded readers outside of the classroom between pre-intermediate and intermediate level depending on your prior knowledge of English. You will also do a number of vocabulary games and exercises to help you learn key academic vocabulary. You will practise your writing by producing a weekly diary about a number of different subjects, such as boarding school life and the environment.Your teacher will give you feedback on your writing and will help you correct any errors.
You will continue to use reading and vocabulary exercises to develop your English, but at a higher level than inYear 7.The vocabulary exercises and games inYear 8 will use academic vocabulary to show you how words are formed in English which will help you with your grammar.You will be working at level B1 of The Common European Framework of Reference for Languages and will read graded readers at this level outside of the classroom.You will continue to write your diary and you will be encouraged to be more stringent in your use of correct grammar, particularly tenses, as well as use a greater range of vocabulary in your writing.You will also have EAL tutorials in which your teacher will help you with any language problems you are having in your mainstream school subjects.
You will be working between level B1 and B2 of The Common European Framework of Reference for Languages and will read graded readers at this level outside of the classroom.You will continue to do reading and vocabulary exercises at this level and will be introduced to more sophisticated reading skills, such as predicting and inferring the meaning of new vocabulary from context.You will continue to write your diary and will have the language ability to express your own ideas and opinions. In your mainstream subjects you will be expected to produce more extensive pieces of written work as well as classroom projects. EAL tutorials will help you to succeed in this work by giving you language support at the conception stage of the work, as well as providing you with language feedback before you submit your work to your subject teacher.
At the end of your first three years at Kingswood, you should have a good enough command of English and the way we do things at school in Britain to start on your GCSE courses with confidence, as you will have had the opportunity to develop all your language skills – reading, writing, listening and speaking.
At Key Stage 3, we take pupils on a journey across a range of some of the most fascinating and diverse places on Earth, exploring key geographical ideas and concepts.
Geographers are interested in the interaction between people and natural environments.The course inYears 79 aims to explore a range of contemporary examples of this. Over the three year course, pupils will learn about a range of natural and human environments in different parts of the world.They will study the processes that create major landforms or affect natural systems.They will develop their understanding of how these both affect and are affected by human activity. Finally, we hope that they will develop an awe and wonder about the world they live in and a greater awareness of the diversity of places which exist on Earth, as well as their role and place within these.
The Key Stage 3 curriculum has been re-developed in response to the changing demands and skills required for GCSE and A Level Geography.
Some skills are specific to geographers, for example interpreting Ordnance Survey maps, the use of Geographic Information Systems, interpreting satellite and remotely sensed imagery, as well as the ability to plan, carry out, analyse and evaluate pieces of fieldwork on a range of scales.
Other skills are transferable and work towards the wider goal of developing pupils who are independent, resilient and creative problem solvers.These skills are developed through independent and group projects, as well as fieldwork activities.
Numeracy skills are developed when interpreting data and information to help explore individual topics, and graphical skills are integrated into all units of study.
• To the Ends of the Earth – what can we Geographers learn from theArctic and Antarctica, the last true wildernesses on Earth?
• Map skills – how to read, interpret and understand Ordnance Survey maps
• Independent Geographical Information Systems (GIS) mapping project – students will apply their map skills to collect data and create maps of the school site
• World Heritage Sites –what are they and why are they important to us?
• Fieldwork trip to Blaenavon and Big Pit
• Life in the Oceans – what makes our oceans important and what key issues are affecting them today
• Coastal landforms and issues – what is happening at the coast and why should we be interested?
• Fieldwork trip to Swanage
• Glaciated landscapes of theAlps – how have the mighty Alps been formed, what landforms have they created and what issues have arisen from human activities in this environment?
• Africa – an exploration of the opportunities and challenges in the most diverse, misrepresented and misunderstood continent on Earth
• The Middle East – a place study of the physical and human Geography of this hugely significant region of the world
• World Development – what do we mean by development, how do we measure it, and how can the development gap be closed?
• China – an overview of some of the biggest geographical, economic and demographic opportunities and challenges faced by China in the 21st century
• The Restless Earth – an overview of the causes, impacts and management of earthquakes and volcanoes
• Weather hazards – what are tropical storms and how can we reduce the negative impacts of these?
Global Goals are a set of aims agreed by world leaders in 2015 to try to create a better world by 2030.Their focus is on ending poverty, fighting inequality and addressing the urgency of climate change.
The curriculum presents a mix of taught modules and supervised project work, culminating with a marketplace-style presentation.This subject offers an opportunity for supported freedom in study.
The Global Goals curriculum is based around 5 taught modules and project work.The modules are:
• Self-Reflection
• Leadership
• Teamwork
• Creativity and Innovation
• Research Skills
These modules are designed to provide the students with the basis for successful project work, in areas that a standard school curriculum might not cover. The projects will therefore look for the students to demonstrate the following:
There will be three separate projects with different global goals at their focus, enabling each student to produce a range of different responses.The three projects will start after Christmas and run as follows:
• A Group Project
• A Pair Project
• A Solo Project
Starting with a group project will enable students to understand the roles necessary to create a successful project and by then moving to pair and solo projects it will allow a gradual process to self-sufficiency. Each of the projects will involve a presentation; in class to begin with and culminating with a showcase.
We are keen for the students to be creative with their solutions, and some of the responses to the briefs that we anticipate might include:
• 5-minute video/animation
• 5-minute podcast
• 5-minute live performance
• 5-minute recorded music piece
• Writing anthology (1 piece per group member)
• Advertisement/ social media campaign or strategy
• Product Design with accompanying physical product model
• Illustrations/artistic piece (1 piece per group member)
• Website design
• Game design (physical or digital)
The project has been designed to encourage independence through supported feedback and allow for personal review of their progress through a Reflective Journal.
At the heart of the History curriculum at Kingswood is a study of the development of British History from the Norman Conquest to the Second World War.
This is complemented by investigations into aspects of European and World History from contrasting periods.
Key Stage 3 students are treated to three 55-minute periods a fortnight with a focus primarily on British history inYear 7 (Norman Conquest, Life in Medieval England, Challenges to the Monarchy, the English Reformation and theTudors) before learning about European exploration and engagement with other cultures, the development of the British Constitution, and Industrial Britain’s relationship with the trafficking of human beings into slavery in Year 8.
Year 9 sees a focus on 20th century world history with depth studies on the First and Second World Wars and the Holocaust.ThroughoutYear 7, 8, and 9 the focus is on engagement and enjoyment. In these years we hope to create in our students a passion for the past and the ability to articulate their views on these complex issues both verbally, and in writing.
As well as contributing to the improvement of independent learning skills, the study of History also fosters the development of a number of other skills:
• CHRONOLOGY
Pupils will gain an understanding of the order in which the events of the past occurred.
• KNOWLEDGE AND UNDERSTANDING
Pupils will learn about the key events and personalities of the past and develop an understanding of the causes, consequences and significance of what happened in British and World History.
• HISTORICAL INTERPRETATION
Pupils will gain an appreciation of how events and personalities in the past can be viewed in different ways.
• HISTORICAL ENQUIRY
Pupilswilllearn how touse critically arange of source material, considering issues such asthe reliabilityandusefulnessofevidence.
• ORGANISATION AND COMMUNICATION
Pupilswilllearnhowtoorganiseandexpress their ideas, both orally and on paper.
Latin is a popular option in Year 8 and has been greatly enjoyed by pupils of different talents and abilities.
There are some popular misconceptions about studying Latin in this modern age. Pupils sometimes say: “It’s dead, isn’t it?” (Yes, like Mozart and Shakespeare.) “It’s hard, isn’t it?” (Some have found it so.) “It doesn’t lead to anything, does it?” (The following explanation should put the lie to that.)
Modern teaching methods of Latin are far removed from the old image.The Cambridge Latin Course teaches primarily reading skills which are very different from, and much easier to acquire than, writing skills. In Book 1 the stories are set in the context of a 1st centuryA.D. Pompeian family, immediately prior to the eruption of Vesuvius. During the first months the pupils learn about subjects and objects, three tenses of the verb and the use of prepositions and pronouns. But equally important is the work done on the background material. Here we deal with family life, the Pompeian house, the working day for rich and poor, slaves and freedmen, gladiatorial shows, the baths (the Romans were a scrupulously clean lot!), Roman attitudes to foreigners, and finally the eruption of Vesuvius. We aim to complete Book 1 inYear 8.
After Pompeii the course moves on to Roman Britain where we encounter irregular verbs, participles and infinitives, as well as Roman high-handedness and British rebellion.The next stop is the turbulent city of Alexandria with its uneasy racial mix, and we examine the amazingly advanced medical treatments of the best doctors, comparing them with the horrifying ones of the worst. All the while great attention is paid to vocabulary and grammatical detail because, despite all the fun elements of the course, disciplined learning is still essential.
The reasons for studying Latin are cultural and linguistic. A vast amount of European culture, both literary and artistic, is based upon a knowledge of the Classical world, and the benefits conveyed by even a small amount of Latin to the study of most European languages (not least English) are immense.
But, in addition to all the spin-offs, the great joy is the subject itself.The literature - serious, moving, and often hilarious, deals with the constants of humanity and is among the greatest of all time.
The inherent interest and value of the background material, and the relatively light linguistic demands of the first year of Latin, means that even those who decide not to continue with the subject afterYear 8 should have found much to benefit them.
There is one lesson of Life Skills every week in each of Years 7, 8 and 9. Life Skills is about:
• how individuals develop personally, how we grow up physically, and how our emotions change through adolescence
• preparing you to make informed choices when faced with difficult situations as you move through life
• managing your relationships with other people, your families, and friends
• matters relating to being physically and emotionally healthy
• what it means to be a good citizen, and the government and politics of Britain.
Near the beginning of the year you will experience the Year 7 Challenge Day, when you will be placed in teams and set a number of exciting challenges.This will help you to get to know other pupils, and develop your communication and problem-solving skills when working as part of a team.
In lessons, we will cover subjects such as: settling into school routines and rules; what to do if you have a problem; coping with prep.; being organised; bullying and cyberbullying; developing relationships during puberty; staying safe online; learning to be responsible with money; thinking about future careers; healthy lifestyles and body image; charitable work; and preparing for examinations.
Some of the topics we cover are: well-being; practising assertive communication; forming positive relationships; dealing with difficult or unhealthy relationships; selfesteem; laws surrounding drugs and alcohol; making informed decisions; citizenship; reflection on both academic and personal progress throughYear 8; and target-setting forYear 9.
Towardstheend oftheyear you willbecomea‘Young Entrepreneur’ for the day and rise to the challenge of designing a new product, whilst hearing from inspirational business people throughout the day.
We will cover a range of topics, including: study and revision skills; healthy eating and eating disorders; how to handle peer pressure; drugs and alcohol awareness; inclusive relationships and sex education; making good choices; how to look after your own mental health or what to do if worried about somebody else’s mental health; and the judicial system and the British Government.
Alongside the lesson content, there may be external speakers on topics such as: drugs and alcohol, relationships, body image, and from charities such as TheTeenage CancerTrust.
• You will develop the ability to understand and express your opinions in a safe environment.
• You will learn factual, impartial information on important matters, such as e-safety, relationships and citizenship.
• You will increase your strengths in communication and working with other people.
• You will develop your skills in planning, research and presenting during your project work.
Life Skills will have a positive effect on your academic performance, your social development and your well-being, and help give you more selfconfidence in all aspects of school life.
Key Stage 3 Maths builds on many of the ideas previously seen, but takes them further into the abstract, with a focus on algebraic understanding and manipulation.
Concepts such as angles, types of numbers and how we solve problems are developed, and the questions we can answer start to look different, but follows the same rules we can trust. It’s lots of fun to make these connections, we love it!
Mathematics is a subject which recognises the order and sense in life, and puts that order into a framework. It is a universal language, which can represent the material facts from other disciplines in an abstract way. At Kingswood, we aim to help the pupils to notice the patterns in numbers and natural “facts”, to consider and analyse them, and to understand them.
From this understanding, we hope that they will learn to appreciate and enjoy the universality of the subject, its power and precision in communication, and the possibilities it presents for prediction. We also hope they gain sufficient understanding and proficiency in calculation to be able to make sense of the numbers involved in everyday life, both with and without the aid of a calculator.
Upon arriving at Kingswood, students will find the focus of their Mathematics education is to ‘Master’ each concept they are presented with. We believe that every student, regardless of prior attainment, should be given the opportunity to be the best mathematician they can be, withteaching focused on achieving such development. In line with the focus of GCSE andA Level Mathematics, students will develop three key areas in Key Stage 3:
