CURRICULUM BOOKLET

 

This booklet is designed to provide you with information to help you this year. The booklet contains information relating to the KS3 curriculum. This is a very important time as it is the beginning of a child’s secondary education. They will be laying the foundations for the rest of their life-long learning.

 

They will be learning to become more independent in their learning and this should be encouraged as much as possible.

 

As the students make this transition to more independent learning it helps to have encouraging words from parents/carers with regard to homework. However, if Maths (or any other subject!) homework is beyond you, or done a different way to how you used to do it, asking the student to teach you what they have learnt (in any subject) will help consolidate their new work.

 

Literacy is at the heart of all education and should be promoted at all times. Please encourage the student to read regularly, ideally every day, as this is the single best step they can take to improving their understanding in all subjects.

 

We aim that every one of our students is a confident, independent young person; responsible and sensitive to the world around them.

 

Thank you for your support alongside us.

 

 

 

The Curriculum – In brief

 

All students follow a broad and balanced curriculum as part of the National Curriculum. The school’s curriculum consists of a one week timetable of 30, forty five minute lessons a week, which allows for mixed ability teaching in all subject areas.

 

All students study English, Maths, Science, Art, Humanities (History & Geography), Philosophy & Ethics, Technology, Physical Education, PSHE/SEAL and an Asdan curriculum.

 

Gifted & Talented – Our most able students are challenged through differentiated tasks in the classroom and extended homework tasks.

 

SEAL – Students with special educational and additional needs are supported in lessons through differentiated work and sometimes support from an Intervention Assistant. We offer curriculum catch-up for targeted students and small group intervention, such as Toe by Toe and Power of 2 (this will be expanded upon in September 2015).

 

Work is continually assessed throughout the course and students are given verbal and written feedback in relation to strengths, weaknesses and focus for improvement. Formal assessments take place each term in reading and writing. Peer/self-assessment also takes place regularly.

 

 

ENGLISH

AUTUMN SPRING SUMMER
SPaG Testing SPaG Testing SPaG Testing
Goodnight Mr Tom Harry Potter Lord of the Flies

Narrative writing

 

 

 

Non-Fiction writing

Non Fiction reading –

Assessment non- fiction comprehension (reading)

 

 

Chaucer –

Old English

Chivalry & Medieval England

Ballads

 

Frankenstein or Jekyll & Hyde

– Romantic Poets & Poetry

– Non Fiction

– Assessment in Non Fiction comprehension (reading)

 

20th Century Poetry

21st Century Poetry

End of unit assessment

 

Shakespeare introduction

-A Midsummer Night’s Dream

-Sonnets

-SPaG test

-Assessment in reading

 

Thomas Hardy Poetry

Dickens

SPaG test on Dickens extract

Assessment in reading and writing – comparative essay

 

Lord of the Flies

Reading and analysis

 

 

Macbeth and contextual non-fiction

– Letter and speech writing

– Article writing

– Narrative writing

– Descriptive writing

– Assessment Non Fiction (Writing)

 

War Poetry

– SPaG Test

– Assessment: Comparative Poetry Essay (reading and writing)

 

– Contextual non fiction

– SPaG Test

– Assessment (reading and writing)

 

 

SPaG Test

– Nineteen Eighty-Four

– Assessment 1984 Extract (Reading)

 

Much Ado About Nothing

– Assessment Comprehension (reading)

 

A View from The Bridge

– Non Fiction Writing

 

 

Nineteen Eighty Four

– Assessment: Review of novel (Writing)

– SPaG Test

– Modern Poetry

 

– Much Ado About Nothing

– Contextual Non Fiction

– SPaG Test

– Assessment: Letter Writing

 

A Lord of The Flies

– SPaG Test

– Assessment GCSE style exam paper (reading and writing)

 

 

 

MATHS

AUTUMN SPRING SUMMER

Place value inc. decimals.

Add and subtract inc. decimals.

Estimation.

Perimeter.

Word problems.

 

Draw, measure and name acute and obtuse angles

Find unknown angles (straight lines at a point, vertically opposite).

Properties of triangles and quadrilaterals.

Order of operation.

Substitution.

Symplifying algebraic expressions.

 

Factors, HCF, multiples, LCM.

Multiply and divide (inc. decimals).

Area of rectangle and triangle.

Calculate the mean.

Multiply and divide fractions.

 

Equivalent Fractions.

Compare and order fractions and decimals.

Change mixed numbers to improper fractions and vice versa.

Fraction of a quantity.

Read and interpret pie charts.

Convert between percentages and fractions and decimals.

Percentage of a quantity.

Find the whole given the part and the percentage.

 

Primes and indices

Prime factorisation to find LCM, HCF, squares and cubes.

Add and subtract fractions.

 

Draw accurate triangles and quadrilaterals (ruler, protactor and compasses).

Find unknown angles (including parallel lines).

Conversion between length units and area units.

Rounding significant figures and estimation.

Circumference and area of a circle.

Visualise 3D shapes and their nets.

 

Area and perimeter of composite figures.

 

Area of parallelograms. Volume of cuboid, prism, cylinder, composite solids and circle using PI.
 

Negative numbers and inequality statements.

Formulating and evaluating expressions.

Linear equations.

Expressions and equations from real-world situations.

 

Convert between percentages, fractions and decimals.

Percentage increase and decrease, finding the whole given the part and the percentage.

Ratio (equivalent, of a quantity) and rate.

Collecting and organising data.

Construction and interpretation of graphs – pictograms, bar charts, pie charts, histograms, line graphs.

Interpret and compare statistical presentations.

 

Ratio.

Proportion.

Money conversion.

 

 

 

SCIENCE

BIOLOGY PHYSICS CHEMISTRY

Cells.

Assessment.

 

Solar System.

Assessment.

Elements, compounds and reactions.

Assessment.

Eating, drinking and breathing.

Assessment.

Energy Transfers and Sounds.

Assessments.

Mixing, dissolving and separating.

Assessment.

Getting the energy your body needs.

Assessment.

Exploring contact and non-contact forces.

Assessment.

Explaining chemical changes.

Assessment.

Looking at plants and ecosystems.

Assessment.

Magnetism and electricity.

Assessment.

Explaining physical changes.

Assessment.

Variation.

Assessment.

 

Body Systems.

Assessment.

 

 

 

HISTORY

AUTUMN SPRING SUMMER
Why did William win the Battle of Hastings? Does Henry VIII deserve the title “The Great King?” Were the English right to execute King Charles?
How similar was Medievil Life to Modern Life? Which of the Tudor Monarchs was greater, Henry or Elizabeth? Was it a mistake to restore the monarchy in 1660?
Why does South America speak Spanish? “The British Empire was a great place to live” Do you agree? Why was Slavery so terrible?
How much change did the discovery of the New World have? Why did the British Empire come to an end? Why were former slaves still not treated equally once free?
How bad was life in the trenches? How did Hitler become leader of Germany? How successful was Hitler in the first half of WW2?
Why did Britain win World War One? What was it like in Nazi Germany? What was the most significant turning point in WW2?

 

 

GEOGRAPHY

AUTUMN SPRING SUMMER

Map symbols/ OS Maps.

World Maps – Longitude and Latitude.

Scale/Distance

Bearings/GIS

Map Skills

 

Identity and EU migration.

To the ends of the Earth. Learning about continents

 

 

Assessment
  Global Work – India

Tourism

– World Sport

– Arts through Geography

 

Assessment.
 

Geography of Britain –

British People

Population Density

Economy of Britain

London Weather

To The Ends of the Earth

– Learning about continents

 

Energy Issues
Assessment  

Tectonics

– Mapping Plates/GIS

– Volcanoes/Earthquakes

– Protection & Prevention

Global Warming & Energy

 

Energy Issues

 

Tectonic Assessment

 

Assessment

 

 

Weather Climate

World Climate

Extreme Weather

British Weather

 

Rivers & Future Floods

Trip to River

Rivers & Floods

Assessment

 

Assessment
 

Into Africa

– Tourism – Tunisia

– Coltan

– Football Connects us

– Kenya

Assessment on Africa

Future Floods Coasts
 

Trade Issues

– China’s development

– Population & Density

– Industrial Revolution of China

– Economy, People, Regions, Environment

 

Assessment  

 

 

PHILOSOPHY AND ETHICS

AUTUMN SPRING SUMMER

Introduction

 

Respect

Evidence for the existence of God

 

Prejudice

Judaism

 

Law & Wisdom

Consequences of believing in God

 

Hinduism & Sikhism

 

Equality

Ethical Choices Racism

Christianity

 

Forgiveness

Pacifism or violence

Buddhism

 

Enlightenment

Crime and Punishment Tolerance

Islam

 

Justice

Science and Religion

 

 

 

TECHNOLOGY

FOOD TECHNOLOGY DESIGN TECHNOLOGY

Food Safety & Hygiene

Pastry/Rock Cakes/Festive Foods

Cooking with chicken.

Pencil Holder/Picture Frame

Healthy Eating

Raising agents/ Cakes/Gingerbread

Jewellery/Tool Roll

Portfolio of basic skills using the sewing machine

Level 1 BTEC Home Cooking Skills Money Box

Wall Hanging Project

Stencils, batik, beading and embroidery

 

 

 

ART

AUTUMN SPRING SUMMER

Drawing

Observational drawing skills

 

Colour

– Colour Theory

– Complementary Colours/analogous colour

– Paint Application

– Observational Painting

– Representation and abstraction

– Contextual links

 

Projects 1 and 2

All disciplines: Fine Art, Photography, Graphics and Textiles are incorporated across the projects.

Review/Refine/Redraft

– Composition

– Mark Making & Tone

 

Craft & Graft

– Learning a skill

– Refinement

– Documenting Progress

 

Projects 3 and 4

All disciplines: Fine Art, Photography, Graphics and Textiles are incorporated across the projects

Responding to a Brief

– Understanding a given brief

– Design for a target audience

– Developing an idea

– Using a sketchbook

 

Contextual

– Understanding imagery

– Historical and contextual links

– Developing, ideas and meaning

– Realising intentions

 

Contextual Project

– 6 defined projects exploring different periods of art history.

 

 

Sculpture

– Building an armature

– Modelling techniques

– Context,Placement and meaning

– Scale

– Documentation of process

 

 

 

 

PSHE/SEAL

PSHE education is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

 

The PSHE programme at Ferndearle School has been designed to support and inform our students throughout their school life. It is delivered through a range of activities and where appropriate, faculty subjects. The content of the programme follows the national guidelines of 3 core themes:

 

  • Health and well-being
  • Relationships
  • Living in the wider world

 

At Ferndearle School PSHE is delivered alongside Citizenship to prepare students to be safe and secure in school and in the wider community, as well as having an understanding of the values that will help them thrive as citizens in modern Britain.

 

Citizenship

Citizenship at Ferndearle School follows a programme tailored to students’ ages and burgeoning understanding of the wider world. It provides students with information and gives them the opportunity to explore and debate current affairs and environmental issues. Citizenship aims to develop each individual’s interest in the challenges of living in the modern the world as well as contributing to their understanding of the benefits of being a tolerant, active, global citizen. The 3 core themes covered are:

 

  • Politics and the law
  • Cultural awareness / community cohesion
  • Sustainable living

 

Citizenship aims to enable young people to participate fully in our society by developing their capacity for thoughtful and responsible participation in political, economic, social and cultural life. It gives students knowledge and understanding along with the skills to enable them to play effective roles in; the life of their school, within the family, the local community and beyond.

 

 

ASDAN

This subject is delivered in order to develop and underpin curriculum areas. Students are encouraged to work independently on research and project based skills.

 

PHYSICAL EDUCATION

A variety of PE activities will be offered including swimming, ball games, athletic activities, gymnastic activities, skiing. Activities will be in line with the National Curriculum.

To Top