Middle School Curriculum, 2024-25

THE MIDDLE SCHOOL CURRICULUM

2024/2025

CONTENTS

Welcome

Homework&TheLibrary

AcademicEnrichment

ArtandDesign

Biology

Classics

ComputerScience

DesignandTechnology

Drama

English

FoodandNutrition

French

Geography

German

History

Mathematics

Music

PastoralCurriculum

PhilosophyandReligiousStudies

PhysicalEducation

PhysicalScience

PortsmouthCurriculum

Spanish

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Welcome to the Middle School!

The early part of a pupil’s secondary education is an exciting time - we want to help pupils to assimilate the body of knowledge and practical skills necessary both to achieve academic success and to provide a secure foundation for their future as lifelong learners in which they contribute o this? Teachers are specialists in their ulum is studied through the lens of what

heir learning. We want our learners to their potential by setting themselves We give regular constructive feedback to identify the strengths of pupils’ work and targets for improvement. Teaching is adapted to meet the needs of pupils, including those with Additional Educational Needs (AEN).

The Learning Support department screens all pupils on arrival at PGS and uses the results of baseline tests to identify individuals who would benefit from additional support. They may offer a discrete number of support sessions to pupils who have a specific learning difficulty, such as dyslexia or dyspraxia. If you have any concerns about your child’s study skills or believe they may have an undiagnosed specific learning difficulty, please contact your child’s tutor in the first instance. We look forward to sharing your child’s learning journey through secondary school with you.

Homework

Homework is an opportunity to consolidate and build on classroom learning in a variety of ways. You can help your children by ensuring they have a routine that enables them to do homework every day of the week and providing an environment at home which is conducive to quiet study. Pupils in Years 7 and 8 are set two pieces of homework per night, according to the homework timetable. Homework may be due for completion on a different night from the one on which the homework is set – this is to enable an even spread of homework across five nights. Pupils should spend a maximum of 25 minutes on each piece of homework in Year 7, rising to a maximum of 30 minutes per piece in Year 8. There is a supervised daily homework club based in the school library from 4.00 pm until 6.00 pm where pupils may work independently. No additional homework is set over the holidays although in the summer half-term preceding the end-of-year examinations, revision is advisable.

In order to learn well, young people need around 10 hours’ sleep a night. They should relax before going to sleep

– reading quietly in a softly lit room is ideal. Eating healthily helps with concentration so it is important to have three meals a day and healthy snacks too. Keeping hydrated by drinking fluids but limiting sugary drinks and those containing caffeine maximise the ability to study well. Pupils may drink water in class and should bring a named bottle to school.

Please raise any concerns about home or schoolwork with your child’s tutor in the first instance.

TheLibrary

The Library is a nice place to go to before school, at break, lunchtime and after school to read, study and get homework done. It opens at 08.00 and closes at 18.00 each day.

Pupils can explore their interests and expand their knowledge using the wide range of books, journals, digital resources and the assistance of an expert library team.

In addition to books, we have magazines, graphic novels, audio books and a range of lunchtime book clubs.

Our Chromebooks and laptops can be used to check email, work on assignments or collaborate with fellow pupils on projects. A photocopier is available for scanning and printing material to assist with research and homework.

After-school study is supervised by both a librarian and teacher. Pupils do not have to book in advance, they simply sign in and out on each visit, then read, study or complete homework. We aim to create a comfortable, relaxed and studious atmosphere for all.

Pupils may book sessions with Dr Webb to support them in developing their study skills, identifying strategies for revision and organising their work.

Recent Year 7, 8 and 9 pupils have said: “It has books of every type and a really nice atmosphere” Library clubs: “I’ve connected with people, it’s really fun.”

“Book Club is a place I can talk freely about the sometimes deeper meanings of books or even current issues. It’s such a fun and comfortable atmosphere”

“You can do more than just read in the Library, you can get advice and do homework in a relaxed environment.”

The Library team support pupils throughout their PGS experience as the following comments show:

“My PGS experience would not have been as enriched without your book recommendations and discussions. I don't understand how I always walk away from book club with about 5 more books I need to read!” Year 10

“You gave me more support and confidence in my own ability than I ever could have asked for. I appreciate every meeting, extra research and constructive idea you have given me. The skills you have passed on will guide me through university and thereafter.” Year 13

Academic Enrichment

Academic enrichment activities in the Middle School occur throughout the school year and are designed to develop pupils’ curiosity as they explore learning beyond specific subjects. Pupils are, via independent and creative open-ended projects, given the opportunity to further develop their knowledge of particular topics that inspire them. This also provides an excellent opportunity to support pupils in acquiring skills which foster effective independent research, project-planning and evolution, and creative and collaborative presentations. Pupils are also supported in developing their own self-regulation skills and will learn to understand more about the importance of intrinsic and extrinsic motivation for success. Finally, we also look to run more directed study days and creative project work that focus on wider world skills and values such as entrepreneurship, business leadership and innovation.

Resources

No special equipment is required.

How can parents help?

Parents may wish to support their children by discussing with them what they wish to independently pursue further beyond the curriculum. Children will also benefit from gaining a greater awareness of how their parents work in the modern workplace and the most apposite skills and mindsets that are beneficial in this regard.

Mrs Samantha Haslam, Deputy Head (Academic & Staff Welfare) s.haslam@pgs.org.uk

Art & Design

The Art Department places the PGS Core Values at the heart of everything our pupils learn. We challenge them to be curious and creative in what they find out about, we ask that they show courage and commitment in how they work and to be compassionate and collaborative in the way they manage their learning with each other. Throughout Middle School and beyond, pupils are introduced to a wide range of traditional and contemporary techniques, artists and approaches, and they are encouraged to make connections between the learning they make with the ideas they have encountered.

The purpose of the Year 7 Art & Design curriculum is to expose pupils to a range of materials, ideas, and experiences. We will develop this knowledge and understanding alongside a traditional study of the formal elements of Art: line, tone, colour, pattern, texture, shape, form, and space, building upon skills started during Key Stage 2. Sketchbook research is vital to this and so we encourage pupil to develop layout and presentation, to communicate ideas in an individual and mature way.

During Year 8, pupils undertake much more ambitious work exploring a wider range of disciplines across a greater range of scales. This might include clay work, expressive drawing, painting, print-making and mixed media approaches. Pupils are given opportunities to work both independently and collaboratively and are encouraged to take greater risks with ideas, materials, and techniques whilst engaging with the world around them and thinking about higher concepts in Art.

Pupils are often given opportunities to take part in co-curricular activities during the school day, which relate to their thematic projects during lesson time. In Year 7 and 8, we run art tutoring where pupils can improve upon studio techniques and use our specialist equipment to resolve ideas from homework.

Resources

In lessons, we will provide a sketchbook and high-quality art materials for every pupil, though they will need to bring their own pencil case and normal stationery equipment each week. A 2B pencil is recommended for drawing. At home, a range of coloured pencils, some basic sketching tools and a simple pack of paints would be helpful for independent learning to happen.

How can parents help?

We encourage pupils to keep a good time management routine and ask them to complete their assignments using a sound home schedule, and parents can support pupils by offering guidance on this. Pupils often manage their tasks in Art best over a weekend, especially during winter days, as the light is better. Visits to local, national, and international galleries also support pupil understanding.

Mr Jock Peebles, Head of Art & Design j.peebles@pgs.org.uk

Biology

In Biology, pupils are encouraged to be curious about the world around them and we aim to develop their courage to explore ideas and attempt challenging tasks as they learn. Alongside this they will be given opportunities to be creative in applying their understanding in new and interesting ways.

The topics covered during Year 7 have been selected to provide a range of key themes and practical activities: Microscopy and cell structure, food and digestion, respiration and breathing, photosynthesis and ecosystems. Year 8 topics provide further preparation for GCSE, while also allowing exploration of health issues and applications of Biology: Microbes, disease and immunity, reproduction in plants and animals, variation and inheritance. Pupils work collaboratively for some tasks but are also given opportunities to structure their own investigations and evaluate evidence from individual enquiry, developing their curiosity. Pupils are encouraged to communicate information to their peers by contributing to presentations and discussions as well as communicating their experimental findings through independent work.

The two years allow pupils to explore many different aspects of Biology and develop the study habits, skills and independence that will help them to excel at GCSE and inspire a love of the subject.

Pupils wishing to explore the natural world in more depth may wish to join Wildlife Club. This popular activity takes place weekly during the Wednesday lunch break. We also offer some visits to local sites of biological interest, including Star Copse and low tide safaris, often coordinated through Wildlife Club.

Resources

All practical equipment is provided. Each pupil must bring normal writing stationery including a pencil, ruler and eraser. A calculator is also required.

How can parents help?

Parents may wish to encourage pupils to read relevant newspaper articles or watch documentaries on contemporary biological themes, such as those presented by Sir David Attenborough. Parents can also help pupils with subject-specific spellings and ensuring correct use of biological terminology when assisting them with revision for tests. A reading list and overview of topics is provided.

Miss Rachel Poole, Head of Biology r.poole@pgs.org.uk

Classics

Pupils study Book I of the Cambridge Latin Course, focusing on such topics as family life, slavery, good housing, trade, gladiatorial entertainments and the destruction of Pompeii. The abundance of archaeological and written evidence of Pompeii means we can explore stories that bring the period to life. By the time we read about the volcanic eruption of Pompeii, pupils have developed compassion for the characters they have read about over the course of the year.

They will gain a greater awareness of the way language works and some elementary translation skills. They will become more curious about the connections between languages and using the roots of words to elicit an understanding of a wider range of vocabulary. Further to linguistic work, there are opportunities to complete projects on the ancient world that require creativity.

In Year 8, pupils will study the first four chapters of De Romanis I. Throughout the course, we will consolidate grammar and vocabulary covered in Year 7 as well introduce new concepts. The course is both accessible to pupils entering Year 8 who have never studied Latin before, whilst still stretching those who excelled in Year 7. Each year there are pupils who continue with Latin in Year 9 who did not study the subject in Year 7.

Each chapter stimulates curiosity about Classical Civilisation; the pupils start by learning myths about the Olympian gods, followed by stories of heroes, and then the early history of Rome. The Year 8 course therefore provides an excellent introduction to many topics studied in GCSE Classical Civilisation.

As with learning any language, learning Latin does require courage and commitment; some persistence is needed to learn the grammar and vocabulary. However, at the same time, we use group exercises and promote collaboration.

Resources

No special equipment is needed. A dictionary will not help at this stage.

How can parents help?

It is great if parents encourage pupils to be curious about the past and about the roots and origins of words. Some help testing pupils on vocabulary prior to a test often can make a difference.

Mr Michael Murray, Head of Classics m.murray@pgs.org.uk

Computer Science

In the Middle School, our Computer Science curriculum is designed to cultivate a passion for technology and innovation while embedding the core values of collaboration, commitment, compassion, courage, creativity, and curiosity. Our curriculum not only introduces pupils to fundamental concepts and practical skills but also prepares them for the technological challenges and opportunities of the future. Throughout Years 7 and 8, pupils will engage with a variety of topics that enhance their understanding and abilities in both theoretical and applied computer science. They will explore areas such as digital literacy, programming, and computational thinking, all while developing a strong ethical foundation in online safety and responsible digital citizenship.

In the first year, pupils start with mastering Google Workspace and school systems, ensuring they can effectively navigate and utilise essential digital tools. They then delve into the exciting world of computer programming using Micro:Bit, fostering early coding skills, problem-solving abilities, and creativity. As the year progresses, pupils learn about online safety and desktop publishing in the spring term, followed by spreadsheet modelling, which introduces them to data organisation and analysis. In the summer term, they undertake a Technology Pioneers Research and Innovation Project, exploring historical and contemporary figures in technology, complemented by lessons in computing theory, computational thinking, blogging, Boolean logic, and Flowol. This term encourages curiosity and a commitment to understanding the broader impacts of technology.

The curriculum in Year 8 builds on the foundations laid in the previous year. In the autumn term, pupils revisit online safety and digital footprints, using mind mapping to visually organise their learning and demonstrate collaboration skills. They also prepare for coding challenges with Code.org and OUCC, using Blockly Coding to enhance their programming skills and foster courage in tackling complex problems. During the spring term, pupils embark on an App Development Project using AppInventor, which encourages creativity and entrepreneurial thinking as they design and build their own applications. The summer term focuses on data handling and advanced spreadsheet skills, along with deeper explorations into computing theory. Throughout these projects, students develop a sense of commitment to their work and compassion as they consider the user experience in their app designs.

Resources

Pupils will benefit from having a small set of headphones for some lessons, which can be conveniently stored in their blazers. These do not need to be expensive and are useful for a variety of multimedia tasks in the classroom.

How can parents help?

Parents play a crucial role in reinforcing the skills and knowledge gained in the classroom. Engaging your child in discussions about how technology impacts daily life and work can provide practical insights and inspire curiosity. Sharing your own experiences with technology, encouraging responsible use and discussing the evolution of software and hardware can make learning more relatable and meaningful.

For any questions or additional information, please do not hesitate to contact:

Mr. Hywel Stayte, Head of Computer Science h.stayte@pgs.org.uk

Design & Technology

Incorporating Product Design, Food & Nutrition and Graphics

Middle School pupils are introduced to a carousel of exciting Design Technology subjects throughout the academic year. These subjects incorporate the PGS Core Values throughout pupils learning. We encourage pupils to be curious and creative throughout the design and make process, pupils demonstrate courage and commitment in how they work and to be compassionate and collaborative in the way they manage their learning with each other. During the academic year pupils will have two terms studying Product Design, Graphics and Electronics while the remaining term is spent studying Food & Nutrition. Class sizes are kept low to maximise the use of equipment and have around 13-16 pupils per set.

Product Design, Graphics, Electronics

Pupils in Year 7 are introduced to the workshop environment and multiple materials specialisms through a range of exciting projects designed to help develop both creative iterative design skills and theoretical subject knowledge. Graphics skills cover a wide range of 3D drawing and rendering techniques Metal working skills are introduced through a pewter casting project, CAD/CAM skills are introduced throughout the fidget spinner project, which allows pupils to use the laser cutter to cut/engrave their designs. Basic woodworking hand tool and machine skills are introduced throughout the Art Deco picture frame project. The aim is Year 7 is to make pupils more independent and resilient whilst carrying out practical work and to incorporate collaborative learning supporting pupils around them.

Pupils in Year 8 build upon the skills already developed in Year 7 and more advanced hand tool skills in the manufacturing of projects such as a wooden jointed box with a CAD/CAM sliding lid are introduced. Pupils develop their metal working skills in designing and making a copper key holder. They develop their graphical drawing skills through producing a range of creative tablet stand design ideas inspired by the Alessi company.

Resources

Pupils are expected to bring a pencil, rubber, 30cm ruler and pencil sharpener to every lesson. All other practical equipment and materials will be provided.

How can parents help?

It is helpful to encourage pupils to practise their designing and drawing skills whenever they can, especially when visiting new and exciting places. Highlighting articles or television programmes you may see which show manufacturing or exciting advancements in technology can enthuse and inspire pupils to think about modern advancements in design. Visits to exhibitions and museums can also allow students to understand the developments in technology in a broader context.

Mr Tom James, Head of Design and Technology

t.james@pgs.org.uk

Drama

The Drama Department fuses three things in its teaching of the subject during Year 7 and 8 – promotion of PGS Core values, emotional and cultural awareness, and theatrical technique. All three are developed throughout a varied and engaging programme that encourages creativity, curiosity and collaboration, incorporating a range of styles, scripts and stimuli. These explorations are a foundation for development and progression through Key Stage 3 and into Key Stage 4 and beyond. The objective is not just to develop good performers, but to encourage those with an interest in direction, technical theatre and stage writing, whilst building the transferable social skills that will equip our pupils for the future.

Over the course of Years 7 and 8, pupils practise and employ a range of Drama techniques to tell both improvised and traditional stories in a variety of ways, be it through images, narration, movement or sound. They develop their confidence in front of an audience, and physical and vocal skills, via topics such as Melodrama, Shakespeare and physical theatre, and take an extended look at the playscripts ‘Skellig’ and ‘Blood Brothers’, exploring the context, characters and themes of the play creatively whilst developing their reading, narrative and performance skills. Pupils revisit and develop a range of drama conventions to create an original piece of theatre, demanding a collaborative group approach; conversely, the study and writing of a monologue allows them to learn how to create character biographies based on fact and inference, and to further hone their presentational skills. Finally, using workshops on lighting, costume, set and directing, pupils create a brief ‘Director’s Notebook’ based around interpreting the staging of a scene.

Clearly, co-curricular opportunities are an important part of Drama at PGS, and the Middle School Drama Club is extremely popular, until Christmas running after school on Wednesdays in the Gatehouse, before becoming rehearsal time, along with Tuesdays (and later on, Sundays), for the Middle School production, performed in the Summer Term. These shows are high quality and demand commitment; however, they are also extremely social and rewarding. Pupils can also audition for the whole school production and House Drama. We are always keen to recruit stage crews for these productions, and pupils who would like to involve themselves on the technical side are always welcome.

Resources

No particular resources are required - just a willingness to contribute and collaborate positively.

How can parents help?

It is always appreciated when parents assist and support their children in attending rehearsals they are called to, as this makes the rehearsal process far more effective for everyone. Obviously, we are also delighted to see parents at our productions, and we are fortunate to benefit from an enthusiastic audience. Finally, the more theatre performances your son/daughter sees, the better their appreciation of, and critical thinking about Drama in performance will be.

Mr James Robinson, Director of Drama

j.robinson@pgs.org.uk

English

In the Middle School, pupils begin their journey in English through the study of a wide range of texts to establish a broad understanding of literary works. Pupils explore their own identities by considering the experiences of others through literature; this helps to establish a sense of curiosity about the world around them. Pupils also gain a sense of the level of commitment required to produce well-crafted, accurate and meaningful writing. The purpose of communication and its importance to society is emphasised through the deliberate practice of punctuation and grammar skills.

Pupils are introduced to more complex literature, either through excerpts or whole texts, and develop their interpretative skills. This is done through collaboration – allowing pupils to discuss their ideas about what authors may have meant – and class discussions before we ask students to express their views coherently in writing. Pupils are also expected to consider the historical period of a text’s production and its reception by those who first read it. This often stimulates pupils’ curiosity and further collaborative work as we explore how literary texts may have influenced one another and their genres.

In Middle School, we have time in English lessons to spend on pupils’ creativity – allowing students to write in narrative and descriptive forms. Writing creatively has the capacity not only to improve pupils’ well-being and selfconfidence, but also to develop the sense of compassion which we have for one another.

Throughout Middle School, pupils have one lesson per fortnight in the school library. These lessons are supported by the school librarian who helps in choosing reading material which is appropriately challenging and that requires commitment from students to succeed in reading. This extends pupils’ reading skills, vocabulary, and critical thinking.

Resources

No particular resources are needed. English classrooms are all equipped with dictionaries and thesauruses. Pupils should always have a black pen. As pupils progress, they may find the use of different coloured pens and highlighters to be beneficial.

How can parents help?

You may think that reading with your son or daughter ends after primary school, but we would strongly encourage parents to not only read with their children, but also to discuss what they are reading: having reading role models is vital for pupils’ progress in their reading and general literacy.

If you have any questions or require more information, please do not hesitate to contact:

Mr James Valente, Head of English

In Year 7 pupils are introduced to the food labs to develop skills in the safe, hygienic, healthy, and creative use of food. This allows pupils to carry out safe Health and Safety practice in the food room obtaining a greater understanding of the effects of bacteria and bugs. Pupils develop awareness of a healthy diet, the eat well plate and avoid poor food choices developing an understanding of basic nutrition and function of ingredients. New practical skills are introduced such as vegetable and fruit preparation, developing independent working. fostering self-evaluation and encourage collaborative assessment

In Year 8 pupils develop an interest in and analytical approach to food preparation, independent approach to recipe selection, organisation, and time management. Pupils build on prior work and develop a greater awareness of personal diet and wellbeing and develop key analytical skills through research and management of information about health implications of diet choice. Pupils have new opportunities to acquire a range of practical skills linked to the chemistry of cooking, introducing new electrical equipment to aid in food preparation. The subject aims to allow pupils foster independent learning and self-assessment and encourage self-evaluation and ensure collaborative assessment.

Resources

Basic writing equipment, along with a rigid container and ingredients for practical sessions will be required.

How can parents help?

Parents can assist by providing ingredients and encouraging pupils to carry out sensory analysis of the products made.

Mr Tom James, Head of Design and Technology

t.james@pgs.org.uk

French

From the start of Year 7, pupils are introduced to the core vocabulary and grammar they need to be able to talk about their daily lives in French, from free time to holidays. Key structures are taught through each topic to give pupils the confidence to show their creativity by constructing grammatically accurate sentences to express themselves, as well as understand what is important to young people in France and the French-speaking world. Scaffolded introduction of French grammar will help them to develop a commitment to creative use of the building blocks, which will become increasingly rewarding over time. The emphasis is on making the language relevant and fun, and to this end, there is plenty of role-play, drama, and songs.

French is an international language spoken by over 220 million people worldwide across five continents. It is the most widely learned language after English, and is the official language of the EU, UN and NATO. France is the most visited tourist destination in the world and the most easily accessible destination from the UK. The study of French is, however, about so much more than just the language. As part of the curriculum we explore topics such as French food and drink and festivals, as well as learning about the daily routine and school experience of young people in France.

Language learning comes to life through real life experiences and we have a number of links and programmes to support this. All pupils in Year 8 are linked with a French penfriend in our partner school in Normandy and we regularly host the French school for a day of fun and joint activities in May. Through meeting with French peers, we hope that pupils will develop curiosity about the many countries where this language is spoken. This prepares pupils for Paris Study Trip which takes place early in Year 9.

Resources

No particular resources are required, but a small dictionary can be helpful. While digital alternatives are great, we still believe that conventional dictionary skills have value. Collins’ French Pocket Dictionary is an appropriate choice for use at home.

How can parents help?

As parents, you will no doubt have helped your sons and daughters to learn their spellings at primary school. Continuing to practise spelling in the same way is extremely useful in French, in the early stages, as is informal testing of vocabulary learning, to support recall. It is also helpful if you engage your children in conversation about life in modern-day Britain and discuss with them what they have learnt about life in France and the Frenchspeaking world.

If you have any questions or require more information, please do not hesitate to contact: Mr Paul Gamble, Head of French p.gamble@pgs.org.uk

Geography

Pupils study a range of human and physical Geography topics in the Middle School with a focus on contemporary issues. Our aim is to ignite curiosity about the world on a range of scales using a case study approach whilst introducing and embedding fundamental geographical skills. Trips are an important part of our curriculum and we ensure that pupils can observe and experience the geography they have been learning about through collaboration on a year group day trip.

Pupils begin Year 7 by getting to grips with map skills (including digital mapping) within the context of our local area and that of our partner school in Uganda. They then cover the History of the Earth, Rivers & Flooding and Glaciation, all of which involve considering the physical environment, people and the economy. Pupils visit Dinosaur Isle and the Wildheart Animal Sanctuary on the Isle of Wight at the end of the year to build upon the concepts of extinction and conservation covered in the Earth’s Story topic.

In Year 8, pupils begin the Autumn Term with some independent fieldwork relating to Weather and Climate before moving on to Urbanisation in the second half of the term. Our skills focus in Year 8 is on GIS (Geographical Information Systems) and Big Data, which are considered within the context of crime. Pupils also cover Coasts and Climate Change, both of which present opportunities for critical thinking and decision-making. The Year 8 fieldtrip is to Lulworth Cove and Durdle Door which allows pupils to observe coastal processes in action, and marvel at a stunning UK landscape!

Both Year 7 and Year 8 conclude with pupils providing an entry for the RGS Young Geographer of the Year competition. This provides an opportunity for creativity and commitment, bringing together themes that they have covered in Middle School Geography. Examples of previous investigations have included creating a map to show how their lives were shaped by the COVID pandemic and to create a blueprint to tackle a global issue, with a selection being sent off to the RGS.

Pupils can further develop their geographical skills beyond the classroom by attending the Middle School Geocaching Club run by Mrs Knott – each Wednesday pupils will visit a particular location in Portsmouth to see if they can find the cache!

Resources

Pupils are expected to bring pencils and rulers along with writing equipment to lessons. They will use department electronic devices or the computer suites in the classroom on a regular basis.

How can parents help?

The main way in which parents can support their children as they learn Geography is to show an interest in what they have been learning. The news covers geographical issues in depth, such as climate change, the cost of living crisis, geopolitics and housing shortages to name but a few, all of which can be discussed from different points of view. Please encourage your children to use an atlas or globe for locations, to navigate using a map when walking or travelling and to explore their world at every opportunity to create a respect for those they share it with. Geocaching is an excellent activity for families to get out and about whilst pupils develop and improve their map skills.

Miss Louisa Burton, Head of Geography l.burton@pgs.org.uk

German

In the Middle School, pupils are introduced to the core vocabulary and grammar they need to be able to talk about their daily lives in German, from free-time to holidays. Key structures are revisited in each topic to give pupils the confidence to show their creativity in facing the challenge of constructing grammatically accurate sentences to express what is important to them in both speech and writing, as well as understand what is important to young people in Germany, Austria and Switzerland. The nuances of the German language and its grammar will help them to develop a commitment to problem solving which can help them in their other subjects. The emphasis is on making the language relevant and fun, and to this end there is plenty of role-play, drama and songs.

One of the most important reasons for learning German is that it is the mother tongue of over 100 million of our European neighbours. Thinking further ahead, German is one of the most useful languages for business in Europe, with many international businesses being based there. Over the course of Years 7 and 8, pupils will develop the communication and collaboration skills needed to work in partnership, something they could build on in a future career. Pupils are therefore encouraged to listen to and speak German from the very start and, in Year 8, will have the opportunity to visit the Berlin Christmas markets and develop courage as they put their newly-acquired German skills to the test.

The study of German is, however, about so much more than just the language. What are German schools like? Where do Germans go on holiday? Why do Germans celebrate Christmas on 24th December? Do Germanspeaking Swiss people also speak French and Italian, the other official languages of Switzerland? These and many other questions will be answered in the Middle School and, through learning about cultures, we hope that pupils will develop curiosity about both their own and German speakers’ countries.

Resources

No particular resources are required, but a small dictionary can be helpful. While digital alternatives are great, we still believe that conventional dictionary skills have value. Collins’ Pocket Dictionary is an appropriate choice for use at home.

How can parents help?

As parents, you will no doubt have helped your sons and daughters to learn their spellings at primary school and continuing to practise German spelling in the same way is extremely useful in the early stages. It is also helpful if you engage your children in conversation about life in modern-day Britain and discuss with them what they have learned about life in German-speaking countries.

If you have any questions or require more information, please do not hesitate to contact:

Mr Jannick O’Meara, Head of German

History

In the Middle School, pupils are introduced to both the skills and topics which will feed their curiosity for the past whilst preparing them for further study. History provides a platform to develop a wide range of skills which are beneficial across the whole range of the school subjects. This includes analysing information to reach effective judgements using criteria to form a clear argument and present this in a logical and coherent form.

History has a commitment to developing written skills, predominantly through the use of PEE paragraphs (point, evidence, explain) which are accurate, fluent and increasingly analytical. There is a focus on source analysis, ultimately being able to digest the content and be critical of the context of the source. There are also plenty of opportunities for individual research and group collaboration, providing ways for pupils to show their creativity in how they present their work. Not all the work will be written; we encourage pupils to be reflective and critical thinkers about the past, while developing the courage to present their work and debate their conclusions.

Our drive is to make History come alive for all, including understanding how the past has influenced and shaped the present. To achieve this, we offer school trips in both Years 7 and 8 and a weekly lunchtime History club.

Resources

No additional resources are required beyond those already specified in the equipment list. It will, however, be beneficial for all pupils to have access to a range of media, related to the topics studied, outside of the classroom. This covers a wide range of materials including books, journal articles and magazines which can be found in the school library.

How can parents help?

The best way you can support your child’s learning is through discussion, asking questions, probing alternative views which will require them to use evidence to support their judgement. Additionally, ensuring your child is always prepared for their next lesson including completion of all homework will best support their learning.

Mrs Nicola Neil, Head of History n.neil@pgs.org.uk

Mathematics

We aim to provide a balanced and comprehensive Mathematics programme with full coverage of the skills and content required during Key Stage 3. The concepts and ideas are overviewed on the PGS Maths website to enable pupils to satisfy their curiosity about what is being studied. We encourage pupils to have commitment to their studies with the PGS courses on the Dr Frost website, allowing pupils to consolidate their learning regularly and in preparation for their assessments. Sparx maths is used as a homework resource alongside our own resources, activities and worksheets in the classroom. All of this allows pupils to develop the mathematical skills required at this level and become the independent learners they need to be to succeed.

Topics studied and skills acquired

The content taught in both Years 7 and 8 is divided into eight broad topic areas: Using and Applying Mathematics to Solve Problems, Numbers and the Number System, Calculations, Shape, Space and Measure, Algebra, Ratio & Proportion, Statistics and Probability. Concepts introduced under each of the areas are extended and expanded throughout Years 7 and 8 in preparation for the Year 9 curriculum. Pupils are encouraged to play a committed and curious role in the development of their own skills through being given a list of base, core and extend skills for that topic to reflect upon, having completed the topic. There is a progress check for each topic which is an open book task to assess understanding. The aim is to build courage and confidence and to motivate individuals to develop their own mathematical thinking and reasoning capabilities alongside a thorough and rigorous approach to problem-solving. Learning and practising fundamental mathematical concepts, strategies and processes should lead to the ability to reason, model, prove and evaluate in the world of Mathematics.

Resources

Each pupil must have a ruler, protractor and pair of compasses with them for every lesson, along with the recommended calculator. In the first term of Year 7, pupils are required to purchase a Casio FX83GTCW Scientific Calculator, available to purchase on Amazon or at any supermarket.

How can parents help?

Parents may wish to support their child’s learning in this subject by initiating discussion about homework that has been set or the feedback sheet from the topic being studied so they become practised at communicating and vocalising their ideas.

Mr Tom Fairman, Head of Maths

t.fairman@pgs.org.uk

Mr Joe Addyman, Key Stage 3 Co-ordinator

j.addyman@pgs.org.uk

Music

Pupils study a wide range of practical topics, with an emphasis on developing proficiency in performance and composition through creative and collaborative group projects as well as individual work. In the Middle School pupils will play and perform confidently and creatively in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. They will develop creative skills through improvisation and composition; developing musical ideas by drawing on a range of musical structures, styles, genres, and traditions. Pupils will use staff and other relevant notations appropriately and accurately in a range of musical styles, genres, and traditions. Pupils will listen with curiosity and an increasing discrimination to a wide range of music from great composers and musicians. They will develop a curiosity to understand the music that they perform and to which they listen, and its history. Pupils learn how ICT can aid the composition process by using Noteflight and Soundtrap.

Throughout the year there are over 60 collaborative concerts, including concert performance opportunities for the Middle School every term, allowing them to develop their courage and creativity. There is an exciting programme of visiting musicians and ensembles, with several opportunities for pupils to work alongside internationallyrenowned performers and composers. With over 40 ensembles meeting every week, there is something for everyone - including two full orchestras, four choirs, two brass bands, Concert Band, Big Band, percussion ensembles, and numerous smaller ensembles. A full list is available from our website: https://music.pgs.org.uk/

Many pupils develop their creative skills by committing to learning an instrument or singing individually with one of the 30 visiting music teachers, often preparing for ABRSM, Trinity and LCM exams. There are plenty of theory and aural classes for those who would like extra help with these important skills. The Director of Music is always keen to hear from those who are interested in developing their skills as performers, want to find out more about a musical group or who would like to try a new instrument. Further information on requesting instrumental lessons can be found on our website.

Resources

For health and safety reasons pupils are required to bring their own pair of headphones for use in keyboard and computer activities. The headphones should have a mini jack connection and will be kept securely in the music classroom between lessons. Pupils without headphones will struggle to access a significant part of the curriculum. Pupils are encouraged to bring their own instruments to use in lessons as appropriate.

How can parents help?

Parents are always welcome to bring their children to school concerts, details of which can be found in the Music Department Calendar. All material used in lessons is posted Google Classroom, accessible from home by parents and pupils.

Miss Sarah Heath, Head of Academic Music

s.heath@pgs.org.uk

Mr Alex Goodwin, Director of Music

a.goodwin@pgs.org.uk

Pastoral Curriculum

All pupils in Years 7 and 8 will receive a fortnightly timetabled lesson on the Pastoral Curriculum, delivered by a specialist teacher. The objective of the course is to provide pupils with the skills and knowledge necessary to become curious, courageous and compassionate human beings.

Topics studied and skills acquired in Year 7:

Health & Wellbeing

Being in the World

Relationships

Topics studied and skills acquired in Year 8:

Health & Wellbeing

Growing up and puberty

Emotional Literacy

Legal restrictions around smoking, vaping and alcohol

Character, identity and principles

Bystander and upstander

Discrimination and prejudice

Friendships

Peer pressure

Healthy relationships online

Being in the World

Relationships

Physical and mental health

Emotional regulation, including stress and anxiety

Grief and bereavement

Prejudice, discrimination and equality

Activism and standing up for others

Careers

Online safety and social media

Sexting

Pornography

Resources

Pupils are provided with folders which they will work from but are expected to bring their own stationery.

How can parents help?

The Pastoral Curriculum has been carefully designed to match the needs of the pupils at PGS. This should complement the pupils’ home life and help to address issues which may affect them. Parents can aid this process by discussing the topics with their children at home and encouraging them to reflect on the lessons learnt.

Mr Daniel Frampton, Head of Pastoral Curriculum

In the Middle School, pupils are introduced to more sophisticated religious and philosophical concepts. In addition to learning these key concepts, pupils are taught how to engage in philosophical enquiry and ask deep questions about these concepts. The underlying principle is for the pupils to experience rational and reasonable dialogue about things that matter to them, and this is done through the medium of asking searching questions about ideas that all humans grapple within their life. Therefore, we encourage all pupils to work together in a ‘community of enquiry’ and show commitment to problem-solving. The aim for each pupil is not to win an argument but to become clearer, more accurate, less self-contradictory and more aware of other arguments and values before reaching a conclusion. Creatively, this goes beyond the notion that there are no answers and only opinions matter.

In Year 7, pupils examine whether there can exist a good relationship between religion and science. They examine the difference between religious truth and scientific truth and why there might not be a huge difference between them. They go on to examine key personalities within Judaism; pupils embark on a project where they must use their creative skills and work collaboratively with others to give a 5-minute presentation to the Head on a personality from the Old Testament who they find the most interesting. In the summer term, they ask ‘Big Questions about God and Life’ – offering different answers and solutions to big questions. Pupils are shown how to have the courage to think ‘big’ when confronted with life questions.

In Year 8, they look at the issue of personal identity through the relationship that exists between Religion and Culture. We look at what ‘personal identity’ means and how it might be possible to develop curiosity about who we are. When asking this question, pupils must show commitment to solving the problem of who we are. We move onto looking at how philosophy and ethics might help us even more to discover a clearer definition of personal identity. Finally, we look at how practically we need role models when looking at personal identity. For example, what constitutes a role model and the skill of comparing role models and their qualities. Pupils are presented with various virtuous role models where they need to show real curiosity to see how these role models can be inspiration to them.

Resources

Pupils will be provided with all resources. We encourage pupils to bring in different colour pens and highlighter plus a glue stick and scissors to all lessons.

How can parents help?

We know that pupils like talking about ‘life questions’ at home with their families. Parents can help by encouraging them to think through their ideas and ask further questions. Extending their answers, such as including evidence and examples, is really helpful.

Dr Ruth Richmond, Head of PRS

r.richmond@pgs.org.uk

Physical Education

Children and young people aged 5-18 years should be ‘physically active for an average of at least 60 minutes per day across the week’ (UK Chief Medical Officers’ Physical Activity Guidelines, last updated 19/09/2019).

The Physical Education programme in Years 7 and 8 aims to promote positive attitudes towards an active and healthy lifestyle and develops our pupils’ skills in the following areas:

Curiosity – We strive to foster pupils' curiosity in a diverse range of sports and physical activities, instilling a lifelong love of physical activity.

Creativity – Pupils will develop a variety of tactics and strategies for success. In aesthetic activities, they will create routines and movements both individually and in groups, enhancing their creative expression.

Courage – Some activities and sports may seem intimidating to pupils. We will support and challenge all pupils to exhibit courage and overcome potential obstacles. All activities will be adapted to appropriate levels to ensure success.

Commitment – We expect pupils to work diligently in lessons, gaining a sense of accomplishment through their progress. We also encourage pupils to demonstrate commitment to PGS Sport by participating in co-curricular clubs and sports fixtures.

Compassion – Pupils will show compassion by supporting their peers in every activity. Recognising that everyone has different strengths, they will learn that often the best support for someone struggling is a friend.

Collaboration – Teams are integral to Physical Education. Through various team games, we promote collaboration among pupils. By encouraging teammates and communicating effectively, pupils will achieve success in Physical Education lessons.

The Physical Education and Games department offers a wide range of co-curricular activities that are open to all pupils. We run after school clubs for athletics, cricket, hockey, netball, rugby, squash and tennis. We also run a number of before school, break time and lunchtime clubs including athletic development and skills sessions. A full list of clubs is available in the school calendar.

Resources

School kit is required for Physical Education and Games lessons. This is listed in the PGS Parents' Guide to Sport in the sports section of the Senior School area of our website.

How can parents help?

Pupils are more likely to participate and engage in a healthy and active lifestyle if their parents are involved too. The PE Department is more than happy to advise you on the best ways to support your child’s physical activity. We would love to hear from you.

Mr Andrew Seddon, Head of PE

a.seddon@pgs.org.uk

Physical Science

Pupils study the Oxford KS3 ‘Activate’ course. This provides a comprehensive coverage of the skills and content required by the KS3 curriculum. The materials provided by the course complement our own resources and allow us to ignite the curiosity of the pupils in Science as well as allowing them to develop the basic scientific skills required.

In Year 7 the pupils are introduced to key laboratory apparatus and learn how to carry out practical tasks safely in collaboration with their peers. The skills developed allow pupils to have the courage to carry out practical work with confidence. The topics they study include Forces, Solids, Liquids and Gases, Space, Waves, Elements, Mixtures and Compounds and Acids & Alkalis. They are encouraged to question the world around them and to start to make links between topics.

In Year 8 the pupils continue to develop their practical skills and study topics including Energy, Chemical Reactions, the Periodic Table, Electrical Circuits, Magnetism, Pressure and Motion. They build on content studied in Year 7 and use new ideas to explain observations using scientific terminology.

There are numerous co-curricular opportunities in Science for the Middle School, which range from weekly clubs to one-off trips to hands-on workshops. We are fortunate to have pupils from the Sixth Form support these activities and several run individual sessions supported by teachers. Pupils who show commitment to these opportunities often find inspiration that shapes their future career path.

Resources

All practical equipment and chemicals are provided. Each pupil must bring normal writing stationery including a pencil, ruler and eraser. A calculator is also recommended.

How can parents help?

Parents may wish to support their child’s learning in this subject by initiating discussion about the topic being studied so they become practised at vocalising their ideas. Parents can help children to learn the spelling of subject-specific words and to revise for end of topic tests. A key website is BBC Bitesize KS3. All pupils will have access to an on-line textbook, Educake and Seneca.

Dr Martin Smith, Second in Chemistry martin.smith@pgs.org.uk

Portsmouth Curriculum

Portsmouth Curriculum is studied for one period a fortnight in Year 7. It is a bespoke course developed at PGS and inspired by the city in which we are based, looking at the History, Geography and culture of Portsmouth.

It consists of six half termly units and looks to develop key skills as well as considering Portsmouth’s place in a global society. These include essential study skills, communication skills and research skills, as well as public speaking skills and leadership skills.

Resources

The pupils are issued with a folder and dividers for the course. No special equipment is required.

How can parents help?

Some of the topics in Portsmouth Curriculum relate to the city and so opportunities to discuss or visit places of interest would be an appropriate way to explore Portsmouth Curriculum with your son or daughter.

Mrs Kimberley Leighton–Smith, Head of Year 7 k.leighton-smith@pgs.org.uk

Spanish

Upon starting the language, pupils are introduced to the core vocabulary and grammar they need to be able to talk about their daily lives in Spanish, from free time to holidays. Key structures are taught through each topic to give pupils the confidence to show their creativity by constructing grammatically accurate sentences to express themselves, as well as understand what is important to young people in Spain and Latin America. The logic of Spanish grammar will help them to develop a commitment to creative use of the building blocks, which will become increasingly rewarding over time. The emphasis is on making the language relevant and fun, and to this end, there is plenty of role-play, drama, and songs.

On top of its vibrant popular culture, famous singers and artists, one of the most important reasons for learning Spanish is that it is the mother tongue of almost half a billion people worldwide. Thinking beyond the curiosity of foreign travel, Spanish is the most useful language for business in Latin America and the United States, with many international businesses seeking opportunities in the region. Over the course of Years 7 and 8, pupils will develop the communication and collaboration skills needed to work in partnership, something they could build on in a future career. Pupils are therefore encouraged to listen to and speak Spanish from the very outset and, later on, will be able to develop courage as they put their newly acquired Spanish skills to the test on our trips in Years 9 to 13.

The study of Spanish is, however, about so much more than just the language. What is the Spanish daily routine like? What is Spanish food like? Why do Spaniards celebrate the Three Kings and how do they celebrate New Year? Why do people in Mexico celebrate Día de los Muertos? These and many other questions will be answered in Middle School and, through learning about Hispanic culture, we hope that pupils will develop curiosity about the many countries where this language is spoken.

Resources

No particular resources are required, but a small dictionary can be helpful. While digital alternatives are great, we still believe that conventional dictionary skills have value. Collins’ Spanish Pocket Dictionary is an appropriate choice for use at home.

How can parents help?

As parents, you will no doubt have helped your sons and daughters to learn their spellings at primary school. Continuing to practise spelling in the same way is extremely useful in Spanish, in the early stages. It is also helpful if you engage your children in conversation about life in modern-day Britain and discuss with them what they have learnt about life in Spain and Latin America.

If you have any questions or require more information, please do not hesitate to contact: Mr Oliver Stone,

Head of Modern Languages

o.stone@pgs.org.uk