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Key Stage 3
This is a broad curriculum offer with 16 subjects, including 4 languages, and discrete, timetabled lessons in Personal Development, Dance and Drama. There is generous time allocation in subjects such as Modern Foreign Languages and Humanities to ensure depth of learning.
The focus at Key Stage Three is on depth of learning and mastery of knowledge, understanding and skills within a wide range of subjects. Our aim is that students become resilient learners with learning focused on thinking hard and working hard.
Students are taught in mixed ability groups other than in Maths and English where some students will access additional support through smaller group teaching.
Key stage three is not simply preparation for Key stage four. The curriculum in Key stage three places importance on the delivery of rich and powerful knowledge and ensures students are equipped with the depth of language they need to make exceptional progress. We meet, and in places exceed, the requirements of the National Curriculum.
Students with additional needs make excellent progress because they are supported by skilful academic scaffolding through, for example, the careful use of pre unit briefings in departments to support the teaching of each curriculum topic, and high quality social, emotional and mental health support delivered through the well-planned wider curriculum and appropriate interventions within learning support.
The curriculum in Year 9 is designed to provide continuity, balance and breadth, but at the same time enable students to specialise in some courses which meet their needs, aptitudes and career intentions.
In exceptional cases, small groups of students will be supported with additional English rather than studying both languages in Year 7 and 8. A very small number may not continue with a language in Y9 but will access additional English and literacy support instead.
Year 7 and 8
| Subject | Hours per fortnight Year 7 |
Hours per fortnight |
|---|---|---|
| English | 6 | 6 |
| Mathematics | 6 | 6 |
| Science | 8 | 7 |
| History | 3 | 3 |
| Geography | 3 | 3 |
| Religious Studies | 1 | 1 |
| Design and Technology/ Dance* | 4 | 4 |
| Modern Foreign Language (MFL) | 5 | 6 |
| Computer Science | 2 | 2 |
| Art | 2 | 2 |
| Music | 2 | 2 |
| Physical Education | 4 | 4 |
| Drama | 2 | 2 |
| Personal Development | 2 | 2 |
*taught in a carousel of 3 D&T subjects with Dance
Year 9
| Subject | Hours per fortnight | |
| English | 7 | |
| Mathematics | 8 | |
| Science | 10 | Combined and Single Science GCSEs offered. |
| Option Subjects | 4 per subject (16) | Each option subject receives 4 hours per fortnight. Students ‘opt’ for four subjects with bespoke guidance to ensure that a balanced curriculum maintained. |
| Religious Studies | 1 | This hour is for all students. Some students also study RE as a GCSE option |
| Computer Science | 1 | |
| Music | 2 | |
| Art | 2 | |
| Design and Technology | 2 | |
| Physical Education | 3 | |
| Personal Development | 1 |
Details on Right to Withdrawal from RE
Pupils may be withdrawn from RE or part of RE by a parent or guardian (or withdrawing themselves if they are aged 18 or over) in accordance with Schedule 19 to the School Standards and Framework Act 1998; teachers can also exercise their right to withdraw from teaching the subject.
Parents have the right to withdraw their children from RE on the grounds that they wish to provide their own RE. This provision will be the parents’ responsibility. This right of withdrawal exists for all pupils in all types of school, including schools with and without a religious designation. Students aged 18 or over have the right to withdraw themselves from RE. Parents also have the right to withdraw their child from part of RE and can do so without giving any explanation.
Teachers also have the right to withdraw from the teaching of RE. However, this does not apply to teachers who have been specifically employed to teach or lead RE. If a teacher wishes to withdraw from the teaching of RE, a letter requesting this must be submitted to the head of the school and its chair of governors. If a teacher withdraws from the teaching of RE, the school must still make provisions for the pupils to receive their entitlement to RE.
When a request to withdraw is received by a school, the request should be granted without delay. The school may offer to speak with the parent to try to understand the basis for the withdrawal but only after the request has been granted. The school must make clear that the parent’s right to withdraw their child has been granted and that parents are not required to give reasons for their request.
