INTRODUCTION

This booklet lays out the academic curriculum for the Lower School pupils (Years 7 - 9)at Kent College. It presents what parents and guardians can expect teachers to teach andpupils to learn, while still leaving staff sufficient scope to vary the programme so as tosuit the needs of individual classes. If you have any comments or queries, the Heads ofthe various departments will be pleased to respond. Any general comments on the wholecurriculum, its philosophy or composition, are always welcome and should be addressedto me or to the Head Master.

At Kent College a strong emphasis is placed on the quality of pastoral care whichunderpins all aspects of the school including the academic curriculum. Full details of thePastoral System are detailed in the Parents’ Handbook.

As an independent school, Kent College does not have to follow the requirements of theNational Curriculum and at present departs from it to some extent. Nevertheless, wehave decided that we agree with its basic philosophy, namely, that every pupil is entitledto study a central core of subjects, that certain skills and areas of knowledge should bespecifically included, and that each pupil’s progress should be carefully monitored andregularly reported to parents. In addition, certain areas of knowledge, which cut acrosssubject boundaries, such as Information Communication Technology (ICT), should bepositively promoted throughout the curriculum, as well as in specialist lessons.

In two areas of the curriculum, ICT and Modern Foreign Languages (MFL), there will bethe opportunity to take GCSE qualifications at the end of Year 9. If pupils are ready totake these GCSEs by the end of Year 9 this will enable them to have greater choice andflexibility with their GCSE options for Year 10 and 11. MFL students that take theirGCSE early may have the opportunity to study the same language to a higher level duringyears 10 and 11 or start a new language at that point. To facilitate this, pupils will studythe same Modern Foreign Language from Year 7 until the end of Year 9. This will be thepattern of study for those pupils joining Kent College in Year 7, the languages beingoffered will be confirmed by the Head of Modern Foreign Languages over the summer.

English, Mathematics, Science and Modern Foreign Languages form the core andcontinue until GCSE level. (Dyslexic and EAL students are not required to take amodern foreign language). History, Geography, Technology, ICT, Music, Drama and Artare compulsory until the end of Year 9. Personal Social and Health Education (PSHE) isan important part of the Lower School curriculum and is compulsory for all pupils.PE/Games and Religious Studies (RS) are standard sections of the curriculum until theend of Year 11, though parents are allowed to withdraw their children from RS lessons ifthey wish to do so.

G LetleyDirector of Studies

2011-12

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CURRICULUM FOR YEARS 7 - 9The following table states the number of lessons allocated to each subject per week in thedifferent year groups.

YEAR 7 YEAR 8 YEAR 9Mathematics 5 5 5English 6 5 5Science 6 6 9 (3+3+3)2 of French orGerman or Spanish

6 ( or Dys / EAL ) 7 ( or Dys / EAL ) 8 ( or Dys / EAL )

History 3 3 3Geography 3 3 3R.E. 2 2 3ICT 4 4 2 Electronics - - 2 periods for 1 termDesign Technology 2 2 2 periods for 2

termsMusic 2 2 1Art 2 2 2 Drama 2 2 1P.E. 2 2 2P.S.H.E. 1 1 1Games 3 3 3Farm 2 (2 periods for 1 term) 2 (2 periods for 1 term) -Food Technology 2 (2 periods for 1 term) 2 (2 periods for 1 term)Most of the subjects in Key Stage Three are organised into one of three groups ofsubjects.

Setted classesPupils will be organised into setted classes within each group of subjects. They will betaught all the subjects in that group in the same setted class. Which class a pupil is placedin will be determined by their ability in the lead subject of that group. The lead subjectfor each group will be a core subject: English, Mathematics or Science. This systemallows for a pupil to be taught in classes that are most appropriate to their level of abilityin a number of different areas, rather than just one streamed class through the whole year.

Movement between setsThis system also allows for pupils to be moved between classes of different abilitythroughout Key Stage Three. Decisions about moving a pupil between teaching groupswill be made by the Head of the Department leading a subject Group followingconsultation with the other teachers in the Group and the Head of Year. The movement ofpupils could be to a group that will offer greater challenge or more support. There will befixed points in the year when movement can take place, normally following a reportingsession or key assessments.

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HEADS OF DEPARTMENT

English Mr S Gant PSHE Mrs D JoyMathematics Mr S Wiles Art Mrs M MontagueJunior Science Mr F Sochacki Design

TechnologyMr T Williams

Biology Mr F Sochacki ICT Mr B RothwellChemistry Mr S Fell Music Mr J RossPhysics Mr S Worth RE Mrs E JamesonModernLanguages

Miss H Valentine PE Mr N Clark

Geography Miss A McCardle Drama Mr H JonesHistory Mr G Noble SEN/Dyslexia Mrs G BunyanEAL Mrs K Plumb

Head of Lower School: Mrs C A Baker

Head of Year 7: Mrs K L McGibney

Year 6 / 7 liaison: Mrs. A Macdonald

To contact any member of staff please refer to Parents’ Handbook where all e-mail addresses arelisted in Chapter 8.

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ENGLISH

Introduction

At one level, the justification for the study of English is simple to state: as it is themedium of instruction for most other subjects, it is essential that pupils have the requiredskills to discuss fluently, read a wide variety of texts, and write effectively and correctlyon a range of topics, using the appropriate style for the task in hand. However, it is alsoreasonable to make larger claims for the study of English and the tradition of Englishliterature. Both can be considered essential for the self-development of the pupil, forputting him or her in touch with the best that has been thought and expressed, bothancient and modern, and for putting her or him in the position of having to make moraljudgements. By reading texts from other nations, we also intend to foster tolerance, and itis to be hoped that the true value of literature will be a civilising influence as well as anenjoyable way of passing the time and expanding awareness.

Pupils’ progress is regularly reviewed during the course of the year, and end of yearexaminations in Years 7, 8 and 9 will provide a summative assessment of pupils’achievements and help to determine teaching groups.

Years 7 and 8

Reading:

Written comprehension of prose and poetry of steadily increasing sophistication.Pupils will experience a range of texts, both C20th and pre-C20th, reading bothfor pleasure and to develop analytical skills.

Pupils will have one 35-minute reading lesson per week (in Year 8, one lesson perfortnight) dedicated to developing their own personal reading. Pupils will keep areading record – which they will discuss with their teacher – and are encouragedto broaden their tastes and experiences.

Pupils will be shown to use the school library and will be encouraged to use it as aresource, both for reading for pleasure and for reference.

Writing:

Simple letter writing: letters of thanks; letters to friends; in Year 8, letters ofprotest.

Different kinds of imaginative writing; specific teaching of the differencesbetween narrative and descriptive writing.

Varieties of factual writing: giving a report or account of an event; in Year 8, possibly using simple statistics and numerical charts to illustrate; writing a bookor film review; writing newspaper and magazine articles.

In Year 8, analytical writing in response to a variety of sources. Writing poems of various types Pupils will be encouraged to develop their writing skills through the drafting

process – drafting their work, assessing it critically and redrafting in order todevelop and improve the quality of their work.

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Oral Work:

Pupils will be encouraged to read a variety of texts out loud (dyslexic pupils aretreated sympathetically).

Giving a short talk or set of instructions to the class. Taking part in a small discussion group, a class debate or dramatic performance,

learning to listen as well as speak, and learning to collaborate with and respond to others appropriately.

Developing the confidence to become increasingly fluent and assured in theirspeaking skills.

When suitable, pupils may be asked to illustrate their oral work with the use ofPowerPoint and Interactive Whiteboards.

Language Work:

Recognition of different types of simple sentence; developing writing stylesthrough use of varied sentence structures.

An introduction to parts of speech. The use of paragraphs; the paragraphing of speech and the required use of speech

marks. Spelling of both old and new vocabulary; constant revision of their, they’re, and

there! Revising and developing punctuation skills – commas, direct speech, colon and

semi-colon. Familiarity with figurative techniques used by writers (imagery, sound effects

etc.) and using these in their own work.

Literature:

Pupils will read a variety of literary texts, both pre- and post-1900, and learn to discussand write about them. They will be introduced to simple literary terms; they will learnabout rhyme and metre. In Year 7, pupils will read and study a range of Greek myths andlegends. During Year 8, they will be required to tackle more demanding literature, oftenwith serious basic themes, and they will be shown how to use quotation as evidence.Pupils will read and study Arthurian legends and they will also be introduced toShakespeare through project work.

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Year 9

Year 9 can be considered as a watershed for most pupils and the intention is to continueto prepare for the end of Key Stage 3 examinations and to look ahead to Key Stage 4,GCSE. The following syllabus therefore follows the National Curriculum very closely,but in one or two areas we aim to do more than is required. However, we are aware thatmany pupils come new into the school at thirteen plus, and that they may require somerevision of basic skills. In the end of year examination, pupils’ reading and writing skillswill be tested, as will their understanding of the Shakespeare play studied on the course.

Novels and Short Stories:

All Year 9 pupils should read and write on, at least one novel or set of short stories overthe year. They should be shown how to begin writing a more critical essay and be given arevision course of how to use quotation as evidence for their opinions. They should begiven further critical vocabulary, and where suitable, taught how to compare texts onsimilar themes. They may be set comprehension questions on sections of the text and beintroduced to how meaning is constructed.

Argumentative and Informative Writing:

Pupils should be asked to tackle a range of tasks, which test the skill of clear, logicalargument. This is an area only lightly dealt with in Years 7 and 8, so for many pupils thiswill be new ground. Through this they will be introduced to less literary passages[possibly taken from current magazines or newspapers] and shown how to begin toprécis, or summarise, the argument. They will be reminded of the importance ofparagraphing and planning and introduced to the idea of drafting and re-writing. Simplecharts and graphs may be inserted into these exercises and IT skills will be positivelyencouraged. It is probable that the Internet will furnish information on a wide range oftopics under this heading and all pupils will be encouraged to find out more about topicsthrough new media. However, we do not intend to neglect the old virtues of reading!

Imaginative Writing:

Pupils are encouraged to continue to develop their creative writing skills, throughcompleting a range of tasks. We also consider that the writing of poetry is vital under thisheading and this too will be encouraged. The best will find their way into the schoolmagazine!

Shakespeare:

The study of a whole Shakespeare play is compulsory for Key Stage 3 and one wholeexam paper is devoted to this extended study. Often pupils will focus on the key scenes oftheir chosen play and their study will be supported by film versions of the complete text.Indeed they may be asked to write on the fidelity to the original of the film version.Clearly the topics most in evidence will be based on character, key themes and issuesrelated to staging in the 16th/17th Century. All pupils will thus have to learn to read someof the text in the original and tackle a wide variety of critical and imaginative tasks.

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We also firmly believe that pupils should see the text as a performance piece, and sodrama work is a vital element to our teaching of the play. Pupils’ final assessment will bebased not only on a written response that demonstrates their understanding of the play,but on a practical performance of a scene or extract also.

Oral Skills:

While there is no direct requirement to test oral skills at Key Stage 3 beyond a minimallevel, we believe that they are important and pupils will be given a variety ofopportunities to speak and listen, as this area of their work in English accounts for asignificant proportion of their final assessment at GCSE level. Obviously, theShakespeare study lends itself to some dramatic performance and the acting out of keyscenes will be encouraged. Pupils will also be introduced to further exercises involvingcollaborating verbally in groups and this activity runs parallel to skills needed in arguinga case on paper. Pupils will take turns in controlling their group and introducing theirchosen topic to a wider audience. Some solo performances will be asked for, butincreasingly the stress will be on collaboration. When suitable, pupils may be asked toillustrate a talk with the use of PowerPoint and use Interactive Whiteboards.

Language Skills:

Here too we shall follow the requirements of the National Curriculum. As there will bepupils new to the school, we shall attempt to revise some of the basics of punctuation,spelling and paragraphing and introduce new terms, like the soliloquy. Further languageexercises will be based on the Oxford Key Stage 3 series, or its current equivalent.

ICT in English.

Pupils will be encouraged to use and develop their ICT skills in English, particularly interms of:

Presenting their written work. With tasks such as writing newspaper reports,appropriate layout and presentation is explored.

Drafting and redrafting their written work, and using ICT as a tool to develop andenhance these skills.

Using ICT as a reference resource – appropriate and considered use of the Internetas a reference and information resource.

Presenting their oral work, encouraging them to enhance their talks through theuse of PowerPoint presentations and Interactive whiteboards.

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DYSLEXIA

The Dyslexia Support Centre provides support and tuition for those students who havebeen identified as dyslexic prior to their entry to the school and also for students whohave been referred for assessment by members of staff or parents. The majority of thesestudents attend the Dyslexia Support Centre for lessons, which replace those timetabledfor Modern Foreign Languages. Lessons will be in small groups and take place in thespecialist Dyslexia Support Centre. One-to-one support, where appropriate, may also beavailable.

Tuition is multi-sensory and structured, using a wide variety of materials to promote thedevelopment of reading, spelling, writing and study skills, in preparation for thedemanding work of public examinations.

Pupils with dyslexia in years 7 and 8 are required to attend a weekly Touch Typing class,which is held in the Dyslexia Support Centre as an activity. The ability to word processwork is actively encouraged. The computers within the Dyslexia Support Centre areconnected to the school network and are used, where appropriate, for a variety offunctions. The Maths department provides an Additional Maths class specifically forstudents with dyslexia in Years 7-11 who may need extra support in this subject.

The support given by the Dyslexia Support Centre aims to encourage self-esteem andconfidence, allowing pupils to make good progress towards attaining their potential in allareas of education. An awareness of their individual strengths and difficulties therefore,is essential in order for each student to develop appropriate strategies for dealing withweaker areas, which can hamper their achievement. An important component of lessonswill be to encourage students to identify their preferred learning style and developstrategies that help them become independent learners.

Throughout Years 7-9 the students follow a similar structure within lessons, which istailored to their individual needs and to the demands of the mainstream curriculum.Teaching methodology, content and style of delivery, is adapted accordingly to suit thechanging needs of the students as they progress through the Lower School towards theGCSE years. Reinforcement of concepts taught plays an important part of the learningprocess for students with dyslexia and this is catered for by the use of a variety ofteaching methods, materials and activities, including computer and DVD software.

Writing: Includes essay planning techniques, paragraphing, proof-reading, punctuation, letterwriting and summaries. Students are also encouraged to expand their descriptivevocabulary skills by creative writing, using a variety of subjects. Good presentation isencouraged both in hand-written and word-processed work.

Spelling: A variety of spelling strategies are taught using multisensory methods. These include theuse of a structured, phonic based programme suitable for secondary students, togetherwith additional techniques for learning homophones and irregular words.

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The use of mnemonics, memory aids and specific help with subject-based vocabulary aretaught. Where appropriate, students will be given the opportunity to learn particularspellings, which are important to them as individuals, using a variety of methodsincluding S.O.S. (simultaneous oral spelling), a spelling approach found to be particularlysuccessful for students with dyslexia. Segmentation skills and syllable analysis are anessential component of every spelling programme.

Speaking and listening skills: Students are encouraged to participate in-group discussions on a range of subjects, oftenlinked to current reading and comprehension materials. Care is taken to encouragestudent’s self-confidence in taking part in oral debates, presentations and discussions.Audio tapes may also be used to further develop listening skills.

Reading: Wide ranges of resources are used to encourage reading accuracy, comprehension andfluency. Short stories, poetry, and both classic and modern fiction are studied.‘Reciprocal reading’ within the setting of a small group can often assist in raising thestudents’ confidence, and helps to ensure further progression. As the students progressthrough these early years, reading techniques of skimming and scanning are practised.

Study skills: Study skills include techniques that help an individual student to develop the following:

Extracting information - identifying key-words and main ideas Essay planning Revision and examination techniques Note taking techniques Mind mapping Timetables Analytical thinking and writing Information retrieval Organising course work Summary skills Oral presentations Current affairs General organisational skills, filing etc.

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ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

The International Study Centre provides language support for international students whoare in the mainstream. The lessons take place at the same time as Modern ForeignLanguages or/and English. .

Our aim is to identify individual needs and provide the means for students to improvetheir accuracy and fluency as well as develop their general reading, writing, listening andspeaking skills. Teaching takes place in small groups and individualised programmes aredesigned depending on the level and rate of progress made.

Our objectives are: To develop the English required for participation in all subjects across the

curriculum. The appropriate language and vocabulary needed for differentsubjects is taught alongside general English.

To develop the skills needed for academic and general English in reading, writing,speaking and listening.

To raise awareness of aspects of culture in language and literature as well aseveryday life in England.

To develop strategies for self-correction and proof reading of written work. To gain confidence in speaking to native speakers in different situations. To have fun with language.

.Year 7 and 8:It is assumed that students who come to the ISC for language support in Year 7 willfollow an elementary or pre-intermediate language level syllabus until they are able tojoin all lessons in the mainstream. The period of integration depends on the initial leveland rate of progress during a term. Support is also given with the language they need tosucceed in other subjects. When students join Year 7 they all attend Modern ForeignLanguages lessons unless when they are assessed on arrival, the results indicate that theymay need EAL support.

Year 9:EAL students in Year 9 who come to the ISC for language support tend not to beintegrated into mainstream Modern Foreign Languages lessons if they have no previousknowledge of the relevant language, or mainstream English. They therefore remain in theISC for EAL lessons throughout the year. The EAL lessons support students who have apre-intermediate level of English. They follow a syllabus to develop reading, writing,speaking and listening skills as well as grammar/syntax and vocabulary for general andacademic purposes. The programme of study includes a lesson in which they read a setreader and another which focuses on study skills and cross-curricular language support.At the end of the year the students are assessed to establish whether they can follow aGCSE English course in Year 10 or whether they should do the IGCSE ESL course in theISC.

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MATHEMATICS

The aims of the department are:

o To provide a mathematical education of the highest quality:that involves the provision of challenging courses in Mathematics and itsapplications for the whole range of pupils, taking into account of age, gender,ethnicity, capability, special educational needs, giftedness and those forwhom English is an additional language;

o To instil an understanding of the nature of Mathematics:also the confidence and skill to use mathematics to solve problems bothwithin mathematics and in the real world;

o To provide teaching of consistently high quality:yet tailored to the needs of individual pupils;

o To provide a stimulating learning environment:which challenges and encourages pupils with their differing needs, interestsand aspirations, to develop their skills and enthusiasms to their full potential;

o To develop in pupils the capacity to learn mathematics:including confidence and enjoyment, the ability to communicatemathematics precisely and accurately, the capacity for clear logical thinkingand a strong personal sense of number;

Pupils are set in Mathematics from the beginning of Year 7 based on entrance test scores,SAT results and teacher assessment from end of Key Stage 2. The departmentcontinuously reviews individual progress and where appropriate, movement between setstakes place during the school year.

The syllabus for Years 7 - 9 is based on levels 5 to 8 of the National Curriculum. Thedepartment follows the SMP Interact Course, which uses a variety of teaching approachesin order to stimulate pupils and foster their understanding and enjoyment of mathematics.

Assessments take place on a class basis throughout the year. In Years 7 - 9 at the end ofeach year, pupils take nationally recognised tests that allow close monitoring of pupil’sprogress compared with students nationally, the results are reported to parents at the endof the summer term. Prep is used to either reinforce or extend class lessons or allowpupils to continue with investigational work.

Mathematics clinics are run twice a week after school for pupils who feel they need extrahelp. All pupils are given the opportunity to sit a UK Mathematical Challenge, a nationalproblem solving competition. For Years 7 and 8 there is a team problem solvingcompetition at Sutton Valence School.

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Topics covered in Year 7 include: Metric and imperial units.Angles, triangles and parallel lines.Fractions and decimals.Displaying data.Formulae and equations.

Topics covered in Year 8 include: Probability and scatter graphs.Areas of triangles, parallelograms and circles.Simultaneous and linear equations.Graphs and scale drawing.Using spread sheets.Equations Topics covered in Year 9 include: Percentages, ratio and proportion.Inequalities, algebraic products and factors, quadratic equations.Statistics: organisation of data, cumulative frequency, histograms, probability.Trigonometry in right angled triangles.Areas, volumes of prisms, nets.

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SCIENCE

Science in the Lower School is taught in a modular fashion. There is a series of moduleseach of which concentrates on a particular discipline – Biology, Chemistry or Physics.However, links are made between the three main disciplines wherever appropriate.

Each pupil is given a colourful and easy-to-use resource book designed for Key StageThree. This enhances the transition from primary school science to Year 7 science, andenables development of ideas in a smooth progression through key stage 3.

In years 7 & 8 emphasis is on How Science Works. This involves understanding andlearning the main scientific principles:

Observation Asking questions Thinking up hypotheses to answer the questions Designing fair tests to see if the hypotheses are correct Carrying out the tests Interpreting the results Evaluating the tests and the results Communicating

Most topics are taught in a practical and investigative manner and pupils are given manyopportunities to plan and carry out practical work. There is also an emphasis onincorporating Science in society and an effort is made to ensure that pupils understandhow the science they are learning applies to modern society.

Topics covered in Year 7 (Each topic lasts about half a term)

Introduction - What is Science?

- Safety in the Lab- Investigating

How should you behave in the lab?

Particle Model of States of Matterand Solutions

All substances are made from particlesThe state of matter depends on the way these particlesbehave and how they interact with each otherSolutions are mixtures of different types of particles

Acids, Alkalis & Simple ChemicalReactions

Are all acids dangerous?Can we tell how strong or dangerous an acid is?How do chemicals react together? - simple reactions

Energy Resources & ElectricalCircuits

Types of EnergySources of EnergyElectrical circuits

Forces What is a force?How can we use forces to our advantage?

Continued…

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Cells & Reproduction Plant & Animal cellsAre all cells the same? - Specialised cellsReproductive cells and how is new life is created Growing up

Organisms and their environment Where do different organisms live What environmental factors may change in different places and how organisms adapt

Topics covered in Year 8 (Each topic lasts about half a term)

Atoms, Elements, Compounds &Mixtures

Particles revisited The difference between atoms and molecules What is an element? Combinations of elements to make compounds

Heating, Cooling, Magnets &Electromagnets

The difference between heat and temperature How does energy move? What is magnetism? How does it occur?

Food, Digestion & Respiration What do we need to eat? What is in a balanced diet? How do we use the food we eat to gain energy? How do we use that energy?

Light, Sound and Hearing How does light behave? How does it allow us to see? Why can’t we see round corners? But we can hear round corners!

Microbes & Disease, Bacteria, viruses and fungi Things that cause disease and how to avoid them

Ecological Relationships Organisms in their environment revisited

In both years 7 & 8 extension topics are made available to those pupils who are wellmotivated and enthusiastic. These topics tie in with the school’s extra curricularactivities through the science club and entries to a variety of regional and nationalcompetitions.

In year 9, pupils will be taught for the GCSE in Basic Core Science. There are separateteachers for each main discipline. Treating the three sciences separately in year 9 allowspupils to make the very important choice at the end of year 9 regarding which sciencesthey wish to continue studying to GCSE and beyond.

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Topics covered in Year 9 Science (OCR ‘Gateway’ Core Science course)

Biology Chemistry Physics

B1

Understanding Ourselves

C1

Carbon Chemistry

P1

Energy for the Homea Fit for Lifeb What’s for Lunch? c Keeping Healthy d Keeping in Touch e Drugs and You f Staying in Balance g Gene Control h Who am I?

a Cooking b Food Additives c Smells d Making Crude Oil Useful e Making Polymers f Designer Polymers g Using Carbon Fuels

a Heating Houses b Keeping Homes Warm c How Insulation Works d Cooking with Waves e Infra-red Signals f Wireless Signals g Light

B2

Understanding ourenvironment

C2

Rocks and Metals

P2

Living for the Future

a Ecology in our SchoolGround b Grouping Organisms c The Food Factory d Complete or Die e Adapt to Fit f Survival of the Fittest g Population out of Control? h Sustainability

a Paints and Pigments b Construction Materials c Does the Earth Move? d Metals and Alloys e Cars for Scrap f Clean Air g Faster or Slower (1) h Faster or Slower (2)

a Collecting Energy from the Sun b Power Station 1 c Power Station 2 d Nuclear Radiations e Our Magnetic Field f Exploring Our Solar System g Threats to Earth h The Big Bang

In addition to the topics listed above, the Physics syllabus includes a small amount ofElectricity and Electronics. This introduction is useful for studying Physics at GCSE andis intended to allow pupils to make a more informed decision about following the GCSEElectronics course in Years 10 and 11.

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MODERN LANGUAGES

Kent College pupils enjoy the advantage of a thriving Modern Languages Department.The emphasis in the classroom is upon communication and much of the lessons areconducted in the target language. However, the importance of an understanding ofgrammar remains high on the agenda, so that pupils are well equipped to communicatewith confidence and accuracy.

Pupils will study one language during these three years, with the aim of taking GCSE atthe end of Year 9 or Year 10. For those who would like to maximise the acceleratedexpertise achieved by this stage they may be able to study for the AS examination in thesame language in Years 10 and 11, which will provide an excellent foundation for A-levelor IB study in the sixth form. If they wish they may also be able to take up anotherlanguage ab initio (beginner) in Year 10, hopefully taking GCSE in that language in Year11.

In all three languages pupils cover the same topic areas and linguistic skills of listening,speaking, reading and writing. They learn about such areas as: Home and Family Life,Holidays, Free Time and Entertainment, Shopping, Travel and Transport, School Life, theWorld of Work, Eating Out, Media and the Environment.

Pupils are also encouraged to develop their ICT skills. All classes make regular use ofmaterial on interactive websites, pupils often present word-processed material, and theyuse the Internet as a learning resource.

In order to promote the language skills acquired in the classroom and to develop acultural awareness of the target language country we do all we can to developopportunities for our pupils to travel to France, Germany and Spain. We have links andannual exchanges with the Immaculée Conception Beau-Frêne in Pau, the GeorgiiGymnasium in Esslingen, near Stuttgart, and with the Colegio Apostol Santiago in Vigo,Galicia. We also organise an annual visit to the Rhineland and the Christmas markets forYears 8 and 9.

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GEOGRAPHY

The Geography Department keenly promotes the following aims throughout the school:

The enjoyment of Geography.

An understanding of the topicality of the subject, using current global events.

The acquisition of basic skills in the subject including map reading, weatherwatching, statistical analysis and critical thinking.

An awareness of the range of cultures and levels of economic development foundin different countries.

A feature of the courses is that we have continuous assessment in each year. Assessmentsare completed throughout each year rather than having an end of year examination. ICTunderpins much of our work and this is delivered through our department computer suite.At least one of the assessed pieces of work is aimed at Independent Learning Skills andone at making presentations.

The content of the Key Stage 3 programme in Geography is outlined below. This isconstantly being updated to reflect global, national and local issues that occur throughoutthe year.

Year 7

Favourite places Presentations of favourite places. Making connections OS maps skills and World Geography.UK Geography Physical and Human characteristics.Limestone Focus on Yorkshire Dales and exploitation of this Geology Postcards from millions of years ago.Landscapes resource, the role of National Parks.Settlement Land use patterns in E Kent and in urban areas. Retail changes Spatial changes in retailing, death of the CBD, growth of

edge of town and out-of-town locations. Kent College Farm Mapping the land of the farm and considering possible uses

in the future.

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Year 8

Exploration Looking at reasons for world exploration, with a case studyof Antarctica

Viewing the earth Longitude and Latitude, Aerial photography and remote sensing.

Economic Development Case studies of countries in the less economicallydeveloped world to examine: housing, health, rural andurban environments.

Demography Population patterns globally, nationally and locally.Rainforest Location , characteristics, nutrient cycles, uses and issues.Resources Pattern of one resource and it's exploitation. Consideration

of sustainable development / use.

Year 9

Volcanoes & Earthquakes Theory of plate tectonics and the structure of the earth. Case

studies of volcanic eruptions and earthquakes. Group presentations and independent research projects.

The USA An introduction to the geography of this country, case studies of the rapid growth in the South West and the decline

of the North West. Google maps over time and theexpansion of the desert cities.

Hurricane investigations and presentations.

Tornadoes in nature and movies

2012 A look at the impact of the Olympics on the UK: Urban decline and regeneration in London

Extreme Geography TsunamiKiller LakesKiller WavesSuper volcanoesExtreme Weather

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HISTORY

History is taught within a broadly chronological framework in the first three years at KentCollege, focusing on the British Isles but diverting into other important and stimulatingtopics. The course leads naturally on to the Modern World, a twentieth century GCSE,which many pupils opt to take at Key Stage 4.

Pupils at Key Stage 3 are encouraged to improve their literacy skills and think forthemselves about the historical issues that arise. There are videos, ICT work, dedicatedtextbooks, sources and trips. We encourage pupils to bring in any artefacts, which theymay have at home. There is also an annual award, the Anstey Prize, for the pupil in Years7 to 9 who produces the most interesting and well-researched project.

Year Seven

In Year 7, we begin with an introduction to the subject. Why do we study History? Whatcan we learn from the past? What sources are available? How does a historian work outwhat can be trusted?

Now that everyone understands the foundations, we move to some real history with astudy of Medieval Realms. Starting with the Norman Conquest, we build up an evermore complex picture of life in the Middle Ages. We don’t just concentrate on Kings andQueens. What was it like to be a peasant, a knight, a monk and a lord or lady of themanor? Among the topics studied are Thomas Becket, Magna Carta, the Black Death, thePeasants’ Revolt and the Crusades. Towards the end of the course, pupils are given anopportunity to look at the rich history of our own city, with a study of St. Augustine andthe reintroduction of Christianity to England from 597. Our Medieval studies arecomplemented, during Activities’ Week, with a trip to Dover Castle and a historicaltreasure hunt around Canterbury.

Pupils end the year with a contrasting study of a non-European civilisation, the NativeIndians of North America. We examine the very successful social structures of thevarious tribes and how European settlers destroyed, in a few decades, a society which hadlasted a millennium.

Year 8

Year 8 brings us back to Britain in the time of the Tudors and Stuarts. One of the moststudied periods in our history is brought to life as we chart the social and religiouschanges of the sixteenth century: the King’s Great Matter; the Reformation; the so-calledmid-Tudor crisis and the apparent stability of Elizabethan England, threatened fromwithout by the Spanish Armada. A trip to Hampton Court gives a glimpse of the dazzlinglife of Henry VIII

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In the Spring Term, we turn to the maelstrom of the seventeenth century, complete withthe English Civil War; regicide; the Restoration of the monarchy; plague and fire.

Moving forward a hundred years in the summer term, we find the ancien régime ofFrance, set up for one of the most dramatic moments in European History, the FrenchRevolution. We analyse the roots of the uprising and make comparisons with theexecution of another monarch after the English Civil War. How was the idealism of theRevolution lost in an orgy of violence and terror? How was the way prepared for thearrival of Napoleon?

Year 9

In Year 9 we move forward to the twentieth century and World War I. Our work focuseson the causes of the conflict and then the gruesome conditions in the trenches of theWestern Front. We use the Commonwealth War Graves Commission website to researchthose Old Boys of the school who were killed in the conflict. A trip to the region of Ypres,in Belgium, or the Somme, in France, with their cemeteries, memorials and preservedtrenches, gives pupils a first hand experience of the costs of the Great War.

In the Spring and Summer terms, we study Nazi Germany and Era of the SecondWorld War. We examine the collapse of German democracy and the rise oftotalitarianism, to address the questions: ‘How did the Nazi regime operate?’ and ‘Whydid the Second World War break out just twenty years after the ‘War to End Wars’ hadended?’. We analyse the Holocaust, the Blitz, Pearl Harbour and the dropping of atomicbombs on Japan.

An understanding of this period helps to put modern events into perspective. In recentyears, Year 9 pupils have been fortunate to attend highly engaging and interactive lectureson both World Wars.

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Design Technology (D.T.)

This is an area of practical and creative activity that aims to prepare young people for lifein a changing technological society. The modern approach to teaching this subjectemphasises areas such as graphic design, pneumatics and computer applicationsalongside the more traditional skills of realisation in wood, metal and plastics. Fewsubjects have seen such rapid and far-reaching changes during the last few years and thesubject has great potential to excite and challenge pupils of secondary school age.

Over the last few years in the Design Technology department at Kent College, we havecarefully structured a course which encompasses the statutory requirements for DesignTechnology at Key Stage 3 whilst retaining the best of the traditional aspects of thesubject.

Years 7 and 8: During the first two years the course follows a similar pattern. All pupilsundertake a range of small projects lasting between 8 - 10 weeks. This enables a goodselection of Design Technology processes to be covered:

Expert tuition on the manipulation of resistant materials - including the safe use ofsmall machinery. Experiencing and developing a comprehensive range of design methods from abstractto detailed design processes and the introduction to CAD/CAM. The introduction of basic control systems in the form of electrical and pneumaticcircuits. An 8-week introductory course on digital photography and image manipulation.

Early in the course, the design briefs given to pupils are structured fairly rigidly for thebenefit of building pupils' knowledge and confidence; however, as pupils become moreconfident in the use of equipment and materials, they are presented with wider designbriefs. This policy is developed further during Year 9, where the project work set isdesigned to prepare pupils for the courses at Key Stage 4 GCSE in Design Technology.

Year 9: The following information sets out the educational purposes of the Design /Technology syllabus we have created for Year 9 pupils at Kent College. This workprepares candidates for the syllabuses we have selected for Key Stage 4 / GCSE.

The basic principles learned in all areas in Years 7 and 8 are now built upon. The 8 weeksessions are spent specifically on increasing the pupils' knowledge of materials anddeveloping new practical skills. This consists of formal instruction on basic pictorialdrawing and modelling with card and resistant materials. The use of CAD and DTP isencouraged in all areas to aid the process of design. At the end of this year the pupils aregiven the option to continue with Design Technology at GCSE level.

Continued…

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Homework is not set on a regular basis for Years 7, 8 and 9 but pupils are expected tokeep up with class work between lessons, especially if this involves completing designwork before the next lesson. They are also expected to carry out any research which maybe required for the projects they are working on, in their own time. If pupils fall behindwith their practical coursework, they are encouraged to attend the open workshop sessionon Monday at 4:30 p.m. to catch up.

All work at Key Stage 3 is continually assessed and a final mark is given on thecompletion of the exercise. These marks are recorded and used to determine half-termgrades, end of term report grades and selection for GCSE courses. This method ofassessment is continued throughout GCSE and 'A' level coursework, so establishingconsistency for the pupils and staff within the department.

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Information Communication Technology (ICT)

The use of computers in schools has radically changed over the past 5 years. Students ex-pect to have access to ICT tools in every lesson and for home use. Discrete knowledge ofICT facts and techniques has given way to generic skills and the notion of capability, i.e.the way to use these tools in real situations, has come to the fore. At Kent College the useof ICT is important across the curriculum as an enabling skill as well as an interest andacademic subject in its own right. With the introduction of the Apple MacBooks there isnow a far greater emphasis on using ICT across all curriculum subjects to enhance teach-ing and learning.

During their time at Kent College, students will study towards an OCR National in ICTLevel 2 (GCSE equivalent) qualification. This qualification may be completed by the endof Year 9. This is a modular course which encompasses a variety of different topics,shown below:

Group AUnit 1 ICT skills for businessGroup BUnit 2 Webpage creationUnit 3 Digital imaging Unit 4 Produce multimedia productsUnit 5 Desktop publishingUnit 6 Spreadsheets - design and useUnit 7 Databases - design and useUnit 8 Technological innovation Unit 13 IT systems and user needs Unit 17 CAD and CAMUnit 18 Computer controlGroup CUnit 19 Application of data loggingUnit 20 Creating animation Unit 21 Creating computer graphicsUnit 22 Creating sound using ICT Unit 23 Creating video

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The qualification is assessed at Pass, Merit and Distinction, which is equivalent to GCSEGrades C, B and A respectively.

Students work across all curriculum subjects can be assessed against the criteria to achievethe qualification. Beginning in Year 7 students will build an online e-Portfolio to exhibittheir best examples of ICT based work. It is anticipated that this will be an evolving recordas their skills and capabilities improve.

Each student will have access to an online tracking and assessment tool which will enablethem to measure their progress against OCR National assessment objectives. This encour-ages a “stage not age” approach to learning and enables students to achieve fair credit fortheir work irrespective of when it was produced.

In Year 7, ICT as a discreet subject looks at the development of skills in word processing,spreadsheet manipulation, creating sound, creating video and creating computer graphics.

In Year 8, students will look at relational databases, multimedia presentations, website de-velopment, computer control and creating animation.

In Year 9 students will look at desktop publishing, data logging, digital imaging, ICT sys-tems and user needs and technological innovation.Homework will be given to Year 7 and Year 8 students to consolidate their learning andprovide them with background knowledge about ICT.

ART AND DESIGN

The Art Department aims to build the confidence of each student entering this first phaseof KS3 in Art and Design. This will allow individual pupils to enjoy an exciting, creativeenvironment and to be able to express themselves within it.

Projects are carefully structured across the Key Stage in order to allow every child toachieve success. The basic visual elements of line, colour, shape, pattern, texture, toneand form are introduced and explored through projects designed to stimulate the studentthrough the use of a variety of media and techniques. By the end of Year 8, pupils willfind they have a good understanding of their environment through this visual exploration.

Pupils will experience working from direct observation, as well as from imagination andmemory. Given firm guidance and encouragement, they will learn to explore a widevariety of possibilities and outcomes designed to emphasise that there is no single correctanswer and that all things are accepted in art.

Reference will be made to the work of other artists and craftspeople working in relatedareas, materials or styles. The aim is to encourage a greater understanding and knowledgeof the wider world of art. The basic principles taught in Years 7 and 8 are further developed in Year 9, as pupils areprepared for the GCSE course.Below are examples of some projects, although these are reviewed on a yearly basis toensure variety of teaching and learning. However all project are designed to incorporateArt History and within each year group, pupils will learn the formal elements of Art &Design, building on these skills in a more sophisticated way as they progress through KeyStage 3. All pupils are given an A5 sketchbook in which to record their weekly prep,which is carefully planned to ensure pupils build on what they have learnt in class.

Examples of projects – Year 7‘Impressionism, Colour & Light’ drawing & painting3D Egyptian MummiesCollograph printing‘The Green Man’ clay relief or ‘African’ inspired clay masks

Examples of projects – Year 8‘Rousseau in the Jungle’ drawing, painting and lino printing‘Mithila’ art, silk painting‘Greek’ or ‘African’ coil pots in clay

Examples of projects – Year 9‘Me Time’ ICT work/Identity ClocksBookmakingTotem Poles 3D workMixed media ‘Cartoonscape’3D Venetian masks

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DRAMA

The Drama curriculum in the lower school aims to stimulate pupils’ curiosity, interest andenjoyment in Drama through a wide range of practical activities in the fully-equippedDrama Studio, backed-up by written homework assignments.

Among the principal aims of the work undertaken are: developing communication skills through the effective use of

o voice and languageo stillness and movemento mime and facial expressiono spatial awarenesso effective listening

developing performance skills to create dynamic and meaningful theatre for a vari-ety of target audiences

developing a range of desirable personal qualities such as o self-confidenceo self-discipline and perseveranceo initiative and leadershipo co-operation and concern for otherso independent and creative thinkingo effective problem-solving

developing an awareness that effective group learning depends on individual dis-cipline and dependability

As Drama is both a subject in its own right, and a learning method, a wide range of topicsand issues is explored. Activities will include

a. responding creatively to a variety of stimulib. exploring issues through the medium of dramac. developing creative, physical use of face and bodyd. concentration and trust-based gamese. creating and sustaining a variety of character rolesf. presenting dramatic situations and stories to othersg. responding to pupils’ own and others’ work through discussion and evaluation,

with opinions supported by reasoned argumenth. improvising and devising dramasi. rehearsing and performing play-extractsj. developing performance skills through the imaginative use of character, action,

atmosphere, tension, emotion, dialogue, pace and narrativek. performing rehearsed work to an audience

Associated written work asks pupils to report/reflect on practical class work undertaken, ordevelop them into further creative ideas, such as script-writing or writing-in-role. Assessments are based on graded observations during practical activities and gradesawarded to written work. By the end of Year 9, pupils will have a thorough grounding inthe language and techniques of Drama, to enable them to move forward with confidence toGCSE Drama.

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MUSIC

The Music Department aims to increase pupils’ understanding and appreciation of musicof every kind through listening, composing and performing. The subject is taught as aseries of topics focusing on the elements of music e.g. pitch, rhythm, harmony, etc., theirapplication in a variety of styles and group practical work with appraisal. The course isdesigned to cater for all abilities, enabling every pupil to experience a sense ofachievement in this wide-ranging subject.

Two periods each week are allocated for Music in Years 7 and 8 with one period per weekin Year 9. Year 9 classes are taught by two teachers, enabling every student to have thefullest participation in the subject irrespective of ability.

Practical music making plays an important part in the cultural life of Kent College. Alarge number of pupils in the Lower School study a musical instrument and new studentsare always welcome. Tuition is offered on a wide range of instruments and any inquiriesshould be made to the Director of Music in the first instance. For all singers andinstrumentalists, there is the opportunity and encouragement to perform in the numerousextra curricular choirs, orchestra and ensembles, as well as in the regular Lower Schoolrecitals.

Year 7 pupils study pitch, major and minor modes, duration, tempo and dynamics -leading to an understanding of melodic construction. Simple musical forms are alsoinvestigated. The historical and cultural role of music is examined. We also investigatethe acoustical properties of western orchestral instruments and look at the work of avariety of musical ensembles in Europe and around the world. Classes will also begin thestudy of composition partly through the use of our highly sophisticated Music computers.

Year 8 covers harmony, texture, timbre and devices such as ostinato, irregular metre andvariation as well as the music of Africa, India and the Caribbean. We also examine themusical styles of the classical and Romantic era and the main trends of the twentiethcentury. Musical composition continues to a much higher level in Year 8. Studentscontinue to work with Music computers to an ever more sophisticated degree. Some basicrecording techniques are also taught.

Year 9 is tailored to the needs of a group which may have a very wide range of ability andexperience. Pupils are able to work at their own level within the group. Special emphasisis placed on notated composition and the use of computer sequencing programmes. Thework begun in Year 8 on recording techniques is continued in Year 9. A programme ofdirected listening and ensemble playing is also followed. The aim in Year 9 is to prepareall students to be able to take GCSE courses that begin in Year 10. The Music Departmenthas an inclusive policy for GCSE.

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RELIGIOUS STUDIES

The Religious Studies department aims to encourage pupils to develop positive attitudes totheir learning and to the beliefs and values of others by promoting:

self-awareness respect for all open-mindedness appreciation and wonder.

Year 7

1. What is Belief?Pupils will find out what belief is and what it means to some people to have religiousbeliefs. They will also explore the link between belief and faith. Discover reasons forstudying RS and the impact of religion in the world.

2. Code Breaking Pupils will examine the ways in which religions express their beliefs through symbols andstories. Understanding religious language and practice is like breaking a code.

3. What do People Believe About God?Whether pupils believe in God or not, it is important that for millions of people ‘God’means the most powerful and important force in the world. We will be exploring reasonsfor believing and not believing in God, and what difference this might make to people’slives and behaviour. Exploring these ideas will help pupils reflect on their own beliefs andhow these might affect what they do.

4. What Happens When We Die? Death has been said to be the only certainty in our lives. But it is also something we knowlittle about. There are many questions surrounding death. Do we enter into a differentrealm or do we return to live on earth again in the same form or different forms? Canbelief in life after death affect the way we live our lives? These are questions that pupilswill explore.

5. What does Justice mean? Pupils look at key figures in Christianity who taught about justice, including Jesus and StPaul. A consideration of issues of justice and injustice in the world today.How Christian leaders show justice today.

6. Understanding the Scriptures We endeavour to show pupils the influence of the Jewish and Christian scriptures onpeople today. To show how the Jewish Scriptures and the Christian bible are used inJudaism and Christianity. Students will study a brief synopsis of Old Testament historywith specific reference to the call of Abraham and the concept of the Jews as ‘the chosenpeople’; the Exodus from Egypt under Moses and the giving of the Ten Commandments.

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7. A Study of the life of John Wesley and the origins of Methodism.

In the final half term we undertake a study of John Wesley, the founder of Methodism. Wewill consider his influence and the influence of Methodism both in England andworldwide. During the second half of the summer term all Year 7’s will be taken toLondon where they will visit Wesley’s Chapel and St Paul’s Cathedral.

Year 8

1. Putting Belief and Faith into practice.Pupils will investigate the difference between belief and faith. They will study two areasin which they affect the actions of religious believers: worship and the treatment of otherpeople.

2. Prejudice In this unit pupils will explore key religious traditions about prejudice and, in particular,racism. They will discover how different people have challenged racism. Pupils will beencouraged to understand why racism develops and to reflect on their own ideas.

3. PovertyPupils will be learning about poverty, its causes and some religious responses to it. Theywill investigate how poverty affects people and the choices they make. Students willstudy key ideas about wealth and poverty from a variety of religious traditions.

4. War and PeaceIn this section of the course pupils will explore different religious views on war and peacein Christianity, Judaism and Buddhism. Finally, pupils will reflect on whether pacifism is apossibility in today’s world.

5. Evil and SufferingPupils will learn about different types of suffering and the reasons for them, including thepossible existence of evil. Pupils will also have a chance to explore what can be done tolimit suffering.

6. The Life and Teachings of Jesus.Pupils study key events in the life of Jesus in the form of a project using IT. An investigation into why Jesus became the founder of Christianity and an examination ofhis impact upon the world.An investigation into how the principle beliefs and teachings of Jesus affect the lives ofbelievers today.An exploration of the main beliefs Christians hold about Jesus.

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Year 9

We begin to cover the content for the first module and skills for the OCR GCSE fullcourse (Philosophy and Applied Ethics) in relation to Christianity and secular viewpoints.

1. Introduction

Pupils are introduced to Ethics and explore aspects likely to arise in most topicareas.

Denominations - Pupils will learn about the variety of Christian denominations andexplore differing Christian attitudes to various ethical issues.

Scripture - Pupils consider different ways of interpreting the bible. Important people - Pupils consider the impact of key figures in Christianity.

2. Religion and Human Relationships

Roles of men and women Marriage Divorce and remarriage Sexual relationships

3. Religion and medical ethics

Sanctity of life Abortion Fertility treatment Cloning Suicide Euthanasia The use of animals in medical research

4. Belief about deity

Nature of God Belief in God Miracles

5. Religion and Equality

The principle of equality Christian attitudes towards racism Christian attitudes towards gender Attitudes to religion Forgiveness and reconciliation

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PHYSICAL EDUCATION

Physical Education is taught in order to introduce every pupil to a broad range of physicalskills, knowledge and understanding, which are essential to their future participation andachievement in physical activity.

Aims:

1. To provide a broad balanced programme of physical education in a co-educationalenvironment.2. To develop physical competence and help to promote physical development.3. To teach pupils through experience to know about and value the benefits ofparticipation in physical activity while at school and throughout life.4. To develop an appreciation of skilful and creative performances across the areas ofactivity.5. To introduce the pupils to both a theoretical and practical understanding of theimportance of exercise to their health and future well-being.

Programme:

The department covers the six areas of activity contained within the National Curriculum(athletic activity, dance, games, gymnastic activities, outdoor adventurous activities andswimming).

PHYSICALEDUCATIONCURRICULUM

AUTUMN(12 WEEKS)

SPRING(10 WEEKS)

SUMMER(10 WEEKS)

YEAR 7

Gymnastics - 4Minor Games - 4Dance - 4Rugby (Boys) - 12Hockey (Girls) - 12

Swimming - 5Gymnastics - 5Netball (Girls) - 10Hockey (Boys) - 10

Athletics - 10Tennis (Girls) - 10Tennis (Boys) - 5Cricket (Boys) - 5

YEAR 8

Gymnastics - 4Cross-Country - 4Dance - 4Hockey (Girls) - 12Rugby (Boys) - 12

Orienteering - 3Badminton - 3Swimming - 3Netball (Girls) - 10Hockey (Boys) - 10

Athletics - 7Tennis (Girls) - 10Tennis (Boys) - 3Rounders (Girls) - 3Cricket (Boys) - 10

YEAR 9

Basketball - 4Orienteering - 4Hockey - 4Hockey (Girls) - 12Rugby (Boys) - 12

Gymnastics - 3Cross Country - 3Dance - 3Netball (Girls) - 10Hockey (Boys) - 10

Athletics - 6Volleyball - 4Tennis (Girls) - 10Cricket (Boys) - 10

The number represents the number of double lessons.

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Safe Practice:

Within the Physical Education programme we place a strong emphasis on safety andpersonal and social development.

Extra-curricular activities:

Through the extended curriculum we provide clubs and organised activities which areopen to all pupils to join and which enrich the social and cultural life of the school. Wealso encourage school and higher representative activities.

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PERSONAL, SOCIAL HEALTH AND ECONOMIC EDUCATION

PSHE (personal, social, health and economic) education is described in two programmesof study:

personal wellbeing

economic wellbeing and financial capability

PSHE is those aspects of the curriculum that promote pupils' personal, social andemotional development, as well as their health and wellbeing. It provides the knowledge,skills and attributes pupils need to lead healthy, safe, responsible and fulfilled lives. Pupilslearn about businesses and different types of work, how to manage money and budget

The key concepts for PSHE education in personal wellbeing are:

personal identitieshealthy lifestylesriskrelationshipsdiversityand in economic wellbeing and financial capability are:careercapabilityriskeconomic understanding.

The course is delivered through a variety of methods, which gives plenty of opportunityfor group work and discussions. The programme on the next page gives some idea of thetopics that will be covered within each age group and shows the progression throughoutLower School.

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TERM / WEEK YEAR 7 YEAR 8 YEAR 9AUTUMN 1 GROUND RULES GROUND RULES GROUND RULES

2 PERSONAL WHO AM I SELF AWARENESS3 DEVELOPMENT 4 BELONGING FRIENDSHIP BULLYING56 STUDY SKILLS ISCO BULLYING7 PERSONAL SAFETY8 WORKING WATCHING OVER 9 TOGETHER PD4 SMOKING ME10 NEEDS / RIGHTS11 RESPONSIBILITIES RESPONSIBLE12 CHOICES

SPRING 1 COMMUNICATING CHOICES2 CAREERS3 HUMAN RIGHTS OPTIONS45 THE DRUGS6 SOCIAL SKILLS REAL AWARENESS7 GAME BINGE DRINKING8 UNDERSTANDING9 RISKS CEG10

SUMMER 1 FRIENDS ETHNIC DIVERSITY23 BULLYING4

SRE5 CONTRACEPTION6 BEING A

TEENAGER 7 SRE8 SRE PUBERTY9 PUBERTY1011 ACTIVITY WEEK ACTIVITY WEEK ACTIVITY WEEK

The Year 7 programme is focused on integrating new pupils into the school and issupported by a bonding exercise at the beginning of the school year.

In Year 8 ‘The Real Game’, a web-based exercise has been introduced where the pupils aregiven jobs and salaries and have to learn the art of budgeting and coping with theunforeseen ups and downs of life. Many issues are dealt with in this part of the courseincluding teamwork, gender issues, managing money and coping with change. It is a veryexciting course and staff and pupils alike enjoy it.

From Year 9 onwards the element of Careers Education and Guidance is introduced.

Health Education is an integral part of many subjects in the curriculum at Key Stage 3, butsome specific issues will be covered in PSHE. The course remains flexible to meet thechanging needs of the students.

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