chesterton community college curriculum mission statement...chesterton community college –...
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Chesterton Community College – Curriculum Mission Statement
Subject
: ART
Components Composite KS3 Mission Statement
What new knowledge and skills do we introduce? What do students
do with this
knowledge?
By the end of year 9, a Chesterton ART student
will…
Year 7 Year 8 Year 9 Transferable skills GCSE art and design
specific skills
Autumn
KNOWLEDGE Knotted fabric The formal elements: line, tone, composition, proportion and pattern. The characteristics of a range of drawing materials The characteristics of African patterns. OUT OF AFRICA What Africa is, and its range of cultural differences and identities. The purposes and characteristics of African masks. What printmaking is. Who are the Chokwe people, where are they from. Characteristics of moon masks Who are the Teke people, where are they from. How to roll cut and join clay HAZOUME Who is Romauld Hazoume and where is he from. Understanding of own cultural background. SKILLS Observational drawing Experimental drawing Wax resist, collage Mono printing, Press printing, Collagraph printing, Printmaking process and vocabulary, Cultural context, design process, sketch book layout. Analyzing an artwork. Clay rolling, cutting and joining Pattern design, papier mache, cutting, plastic manipulation, paint, control
KNOWLEDGE: Still life drawing Formal elements: line, tone, composition, proportion and pattern What a still life is, why artists use them. CUBIST PORTRAIT The charactistics of cubism What analytical and synthetic cubism is How to represent mood and emotion through colour, markmaking and shape Colour theory An understanding of what abstract and abstraction is The impact of ‘Damoiselles D’avignon’ on Art history DESIGN AND ABSTRACTION The diversity of art and differing forms of artistic expression. Application of art, craft and design Representing an idea through colour, mark making and shape SKILLS Observational drawing Experimental drawing Collage Mixed media Rubbings Wax resist Oil pastels Gathering resources Ipad manipulation Analysing message and meaning and context. Slab rolling, slump moulding, scraffitto. Card manipulation, mixed media, developing abstract art.
KNOWLEDGE Manipulated self-portrait drawing The formal elements: line, tone, composition, proportion and pattern. The characteristics of a range of drawing materials MANIPULATED PORTRAIT What manipulation means How to make simple digital manipulations How to analyse and artwork looking for message and meaning. Understanding of photography composition. How to edit more complex images. UP CLOSE The characteristics of Chuck Close’s work. What the context of his work is? Anything is possible if you break down a task into manageable sections – Chuck Close’s disability proves this. How to control acrylic paint. The characteristics of Frida Kahlo’s work. What the context of her work is. SKILLS Observational drawing Experimental drawing Ipad manipulation Written analysis Composing photographs Digital editing techniques Scaling up Using a grid as a drawing aid Group work Acrylic paint Context
Students make
observational, imaginative
and design drawings.
Students respond to artwork
through discussion, group
and practical activities.
Students make visual
analysis of an artwork.
Students make prints, mixed
media pieces, ceramic work,
digital artwork and paintings
in watercolour and acrylic.
Students evaluate their work
and that of others.
Students record their work
in a visually interesting way
in their sketchbooks.
have explored and celebrated similarities and difference between people, places and cultures
have developed visual literacy, communication skills, imagination and personal expression
have developed critical thinking skills such as problem solving and risk taking
have been nurtured through mindful activities developing their personal well being
have built their confidence, resilience and self-esteem through enjoyment and engagement in a broad and balanced curriculum.
be able to
develop ideas inspired by given artists
be able to refine work by experimenting with given materials
be able to record work and ideas in a visually
interesting way through drawing and annotation
be able to present a final response using visual language and formal elements.
Spring
Summer
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Chesterton Community College – Curriculum Mission Statement
Rational
e for
these
specific
compon
ents and
composi
te
outcome
s:
RATIONAL: The knotted fabric
drawing gives and opportunity
for teacher to get to know
students and their baseline
skills. This project allows
students to learn how to find
inspiration all around the world
and that art inspires art through
exploration of traditional and
contemporary African art.
This will help students to
become GCSE ready by
developing understanding of
Printmaking process and vocabulary
Cultural context
Design process Sketchbook layout
RATIONAL: The still life
drawing give teachers the
opportunity to get to know
their students and their
baseline skills. This project
allows students to find
inspiration from an established
art movement. Students
explore how leading artists are
inspired and that they can
‘break the rules’. They explore
art with a function and abstract
pieces.
This will help students to
become GCSE ready by
developing understanding of;
Art movement and context
Mixed media – experimenting with materials
Colour theory
Message and meaning
Developing design process Using sketchbooks to
communicate developing ideas
RATIONAL: The manipulated
portrait drawing gives teacher the
opportunity to get to know their
students and their baseline skills.
This project allows students to
explore how art can have value,
message and meaning whilst
developing key GCSE art and
photography skills.
This will help students to become
GCSE ready by developing
understanding of;
Photography compositional techniques and vocabulary
Ipad editing
Personal meaningful work Sketchbook communication, focus
on annotation
Breaking down tasks into manageable sections
Exceptional skill level
How is
challenge
embedded
into the KS3
curriculum?
How does
this build on
KS2?
Challenge is important in Art, students are faced with new methods and materials, put outside of their comfort zone and asked to come up with their own ideas and opinions. We use
learning by discovery to promote exploration of materials, learning by doing and dispel fear of failure. This builds resilience and confidence. Each lesson can be posed as challenge or
a problem to be solved. We use CLAPS (challenge, learning, achievement, progress, success) vocabulary to frame our lessons and promote challenge.
Students come to us not having experienced separate art lessons, they will have mixed knowledge and skills from their feeder schools so we build on any prior knowledge and skills
with a focus on enjoying a range of artwork and practical experiences whilst developing GCSE ready working methods.
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Chesterton Community College – Curriculum Mission Statement
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Chesterton Community College – Curriculum Mission Statement
Subject: Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do students do
with this knowledge?
By the end of year 9, a
Chesterton history
student will… Year 7 Year 8 Year 9
Autumn
In these boxes you should
briefly list any new content
covered at that time. E.g.
‘Romeo & Juliet’ or ‘Cells’.
In this box, please briefly describe
the types of complex activity
students in your subject area will
seek to complete utilising their
new component knowledge.
These might be practical activities
in science, complex mathematical
problem solving, or extended
essay writing.
What is the point of students
studying your subject at KS3?
How does this link into
Chesterton’s KS3 mission
statement?
Why is what you’ve taught them
so powerful, and how might they
take this with them and use it in
later life?
NB: this is not to be linked to being
KS4 ready, or tied to exam
outcomes in year 11 – why should
all students cover your KS3
curriculum, regardless of what
they go on to do?
Spring
Summer
Rationale for these
specific components
and composite
outcomes:
In these boxes, you should seek
to justify your curriculum choices
in a way that is accessible to
someone else, e.g. why have
you opted to teach topic x over
topic y?
In this box, you should seek to
explain why the composite
activities students attempt in your
subject area are appropriate,
challenging and worthwhile.
How is challenge embedded
into the KS3 curriculum?
How does this build on KS2?
In this box, please explain how challenge is embedded across your KS3 curriculum.
What does a challenging lesson look like in your subject?
What has been studied at KS2? How do you recap and build on the knowledge/skills learnt in KS2?
How are you ensuring you are stretching students beyond what they have learnt in KS2?
Subject: History Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do students do
with this knowledge?
By the end of year 9, a
Chesterton history
student will…
Year 7 Year 8 Year 9
Autumn
Why did William win the Battle of
Hastings?
How far did the Normans change
England?
Why should we study the
Tudors?
Why did civil war break out in
1642?
How have 20th century freedom
fights changed today’s world?
Why did WWI break out in 1914?
Students engage with a range of
different conceptual foci across KS3,
with each course adopting a different
focus in terms of disciplinary skills.
Students are asked to learn new
content through a conceptual lens; for
example historical change,
significance, or causation. Students are
then asked to use these lenses to
shape extended, evidenced written
work.
1) Have a sound
understanding of the key
turning points in British and
global history which have
shaped the world we live in
today.
2) Be adept at constructing
carefully evidenced and
well-judged arguments
through debate, discussion
and extended writing.
3) Possess powerful
knowledge concerning the
historic political struggle of
key groups in our immediate
society and around the
world.
Spring
Why was Thomas Becket
murdered in 1170?
When did the Magna Carta
become significant?
How ‘glorious’ was the revolution
of 1688?
How dramatically did British life
change in the 19th century?
Why was Europe a hotbed of
dictatorships by 1939?
Case study: How did Hitler
become Fuhrer by 1934?
Summer
What was so special about
Medieval Baghdad?
Why can’t we treat Native
Americans as ‘all the same’?
Why is the British Empire
controversial?
How did slavery come to be
abolished across the British
Empire?
What caused WWII to break out
in 1939?
How should we remember the
Holocaust?
Rationale for these
specific components
and composite
outcomes:
The curriculum in year 7 ensures students have
covered key events in history which underpin
power structures in Britain to this day, and have
shaped the course of history via powerful
enquiries which investigate the interplay between
Church and state, and how ancient documents
such as the Magna Carta still exist as significant
features of both our laws, and our fundamental
British values.
The Medieval Islamic world is considered in all
its glory, with students learning about early
discoveries in medicine, literature and
architecture. The question of diversity is raised
when students study a range of Native American
tribes, in a course which seeks to challenge the
notion of stereotypes.
The key ideas underpinning year 7: What does it
mean to study history? How have 1000 year old
decisions changed our lives today?
The year 8 curriculum tracks the story of shifting
power balances in Britain, starting with the
authoritative Tudor dynasty, and then on to
considering the extent to which Britain
experienced ‘revolution’ via studies of dramatic
political and economic upheaval which have
shaped today’s Britain in myriad ways.
The changing global landscape of the 18th and
19th centuries is illustrated through challenging
enquiries into the controversy of Britain’s empire,
and the fight for the abolition of slavery. These
enquiries allow students some of their first real
insights into historiography, as they encounter ad
grapple with the wide range of viewpoints held by
historians of these periods.
The key idea underpinning year 8: How have the
dramatic societal changes between1500-1900
shaped the Britain we live in today?
Year 9 begins with an enquiry which tells the story
of the 20th century through the eyes of those who
have struggled for acceptance: students discover
the stories of the African American civil rights
movement; the Women’s Liberation movement;
the fight for LGBT rights; the story of Apartheid.
Students consider the ways in which these
‘freedom fighters’ have shaped the community
and world they live in.
Students are then asked to undertake enquiries
into the causation behind two catastrophic world
wars, as well as establishing what key factors
allowed for the rise of ‘dangerous dictators’ in the
1930s. Students end the year by contemplating
how best to remember the Holocaust.
The key idea underpinning year 9: How can we
stop the catastrophes and injustices of the 20th
century from happening again?
The composite activities extend
students’ ability to write in an erudite
and convincing way, as well as
developing the way in which they
select and deploy evidence to support
their ideas. Students are encouraged
to develop their own historical
judgements and conclusions based on
the work of other historians as well as
available evidence, which ensures
composite activities are challenging:
students are grappling with genuine
historical controversies in their work.
How is challenge embedded
into the KS3 curriculum?
How does this build on KS2?
Students engage in lively and rigorous historical debate in all their lessons
Students are posed genuinely difficult questions to answer; incremental development of knowledge and conceptual understanding builds towards answering these each half term
All history enquiries are pitched at an aspirational level in terms of challenge. Work is then differentiated to allow all students access to genuine historical debates.
Students encounter a wide variety of historical topics at primary school depending on where they go. This KS3 curriculum seeks to stretch students from the outset by introducing
a wide range of new conceptual foci, as well as teaching content in a rigorous, chronological and conceptually focussed way from the outset.
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Chesterton Community College – Curriculum Mission Statement
Students at Chesterton Community College experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for
deep engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content
which enables them to access meaningful, complex composite activities.
Chesterton students are able to express themselves fully, through their written work as well as through discussion, and involvement
in the creative arts. Students have the confidence to learn from others whilst making their own decisions.
Chesterton students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make the
transition to young adulthood with the ability to debate and discuss key issues related to our wider society.
Chesterton students are prepared for independence. They are numerate as well as literate, well-informed regarding personal
safety, and able to take responsibility for their own actions. Students show resilience in a range of situations and are equipped to
lead an active, healthy lifestyle.
Chesterton students are part of a cohesive community. Students are fully aware of the diversity of their immediate school community
as well as wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are
active in challenging prejudice and knowledgeable in terms of the origins of prejudice in our society.
-
Chesterton Community College – Curriculum Mission Statement
Subject: Computing Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do students do
with this knowledge?
By the end of year 9, a
Chesterton history
student will… Year 7 Year 8 Year 9
Autumn
HTML using
Notepad Making a Multi-Page
website
Python
Programming or Storyboardthat.com
LMC and Advanced
Python Programming or
Stroyboardthat.com
Understand that being
able to program is
accessible and not the
exclusive preserve of
the very clever.
They are encouraged to
see that programming
can be used across a
range of different
applications and is,
generally, useful.
Either be able to
program competently,
using Python and LMC
or understand some of
the fundamentals of the
main components of
iMedia / DIT in
preparation for that
qualification.
They should be able to
make informed,
accurate decisions
about their Year 10
options and not find
themselves on the
wrong course.
Spring
Animation Using
Piskel Psuedo Code and
Flow Charts
(Advanced Python Programming or Animation )and Advanced Excel
Techniques
(Advanced Python Programming or Animation )and Advanced Excel
Techniques
Summer
Python
Programming to create a Game
Make a Game using
gDevelop5
Make a Game using
gDevelop5
Rationale for these
specific components
and composite
outcomes:
Introducing two different programming/scripting
languages and also making animations to
demonstrate computing can be fun!
Build on previous Python knowledge. Introduce advanced
Excel, including logic. Develop a Game as a
summer project
Build on previous Python knowledge. Introduce advanced
Excel, including logic. Develop a Game as a
summer project
How is challenge embedded into the KS3 curriculum? Students are encouraged to develop their
projects as much as they possibly can and are graded on the level of complexity that they are able
to demonstrate. Regular competitions are held across the KS3 and KS4 curricula and students
are encouraged to join one of several clubs that are run every week.
How does the KS3 curriculum above build on previous learning in KS2? Generally it doesn’t.
We tend to spend time convincing the students that knowing Scratch is not necessarily useful to
them at KS3.
-
Chesterton Community College – Curriculum Mission Statement
Students at Chesterton Community College experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for
deep engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content
which enables them to access meaningful, complex composite activities.
Chesterton students are able to express themselves fully, through their written work as well as through discussion, and involvement
in the creative arts. Students have the confidence to learn from others whilst making their own decisions.
Chesterton students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make the
transition to young adulthood with the ability to debate and discuss key issues related to our wider society.
Chesterton students are prepared for independence. They are numerate as well as literate, well-informed regarding personal
safety, and able to take responsibility for their own actions. Students show resilience in a range of situations and are equipped to
lead an active, healthy lifestyle.
Chesterton students are part of a cohesive community. Students are fully aware of the diversity of their immediate school community
as well as wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are
active in challenging prejudice and knowledgeable in terms of the origins of prejudice in our society.
-
Chesterton Community College – Curriculum Mission Statement
Subject: Drama Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do students do
with this knowledge?
By the end of year 9, a
Chesterton drama
student will… Year 7 Year 8 Year 9
Autumn
An understanding of ‘drama as
conflict’ and an appreciation of
how character is created through
emotion-driven intentions.
Experience of scripting/devising a
drama which combines comic and
serious moments, and depicts
characters that change in attitude.
Working with play texts studied at
GCSE level (by Enda Walsh, Alan
Bennett and J B Priestley) students
consider innovative ways of
staging these texts, using devices
such as telephones and
conventions such as a missing
screen. They experience the
process of learning complex
dialogue off by heart.
Continuing from the end of Year
8, students create dramas on the
theme of young homelessness/
running away, incorporating
research and a range of dramatic
forms (including rap) into a group
devised performance influenced
by the musical ‘YoHo’. They self-
direct, influenced by teacher-
directed stimuli.
They act out devised and scripted
performances, in groups and as
solo artists;
The participate in warm-up, skills-
based games and exercises
They demonstrate the ability to
communicate with others in a
formal and discursive setting;
They evaluate key moments of
assessment in writing and in
conversation/presentation.
Some go on to take GCSE Drama
and then pursue further study in
this area;
All transfer their communication
skills and improved self-
confidence to other aspects of the
curriculum and in their daily lives.
Know how
performances are
conducted in a
professional way
(announcing work,
performing in front of an
audience, applauding
and evaluating work in a
public discursive
context). Be able to use
subject specific
vocabulary that links to
other careers and
power structures, as
well as possess
awareness of social
skills that will benefit
them in relationships
Spring
An appreciation of mime as a form
in which dramatic expression is
silent, but speaks a universal
language through the body. An
understanding of how
exaggeration, resistance and
energy is required to succeed with
this form. At counterpoint, an
emerging understanding of how to
motivate others through speech.
Students gage a deeper sense of
Shakespeare in performance and
experiment with how to design the
more supernatural elements of his
drama, as well as how 21st century
theatre practice requires publicity
that is creative and dramatic. They
practically explore tetrameter and
other musical features of
Shakespeare’s language. They go
on to create their own pantomimes,
influenced by the non-naturalistic
elements of 16/17th century theatre.
Inspired by the methods of voice
teacher Patsy Rodenburg and
social observations of power
structures, students are coached
into delivering solo speeches from
history off-by-heart to their
classes. In the process, they
explore forum theatre and the way
it can be used to address real-life
situations in which abuses of
power might occur, and consider
what it means to be ‘present’ and
become a positive leader, growing
familiar with body language
theories, sightlines and
proxemics.
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Chesterton Community College – Curriculum Mission Statement
Summer
An exploration of popular forms of
arts and entertainment, and of
what a careers in musical theatre
might involve, focusing on
auditions that require multi-
disciplinary techniques.
Having presented an extract or full
large cast pantomime as a
polished performance,
incorporating
lights/sound/costume/set, students
contrast this ‘larger than life’ study
of comedy/magic with an
exploration of more realistic and
social-based issues through
drama. They consider abstract and
physical ways through which
radicalisation might be addressed.
Students explore more personal
means of expression and
communication on stage,
developing creative writing skills
that link to GCSE devising
techniques/ art as autobiography.
They explore extracts from
contemporary plays written for
young people and consider their
relevance. At counterpoint, they
work in groups to stage an extract
from the musical ‘Grease’ as a
means of recognising the need for
light relief in theatre.
and in vocations and
jobs for life.
Rationale for these
specific components
and composite
outcomes:
To give Year 7 a comprehensive
appreciation of what it means to
create and perform, and to
challenge their skills set as actors
in using both voice and movement.
To enhance students’ awareness
of the range of styles and historical
forms and genres that can be
integrated into modern theatre.
To empower students in their
individual abilities to communicate
as public speakers and in the
workplace; to mature and become
more aware of real-life issues and
problems in society, so as to
show empathy and see the power
of catharsis that exists in theatre.
How is challenge embedded into the KS3 curriculum?
Through the skills developed, the performance opportunities, the group work, the texts studied,
the focus required and the contexts and vocabulary referenced.
How does the KS3 curriculum above build on previous learning in KS2?
In previous learning, drama is not taught as a subject, but has often only been taught as ‘school
plays’ with non-specialist staff leading them. There is enormous leap to be made simply in the
sense of attending their first drama lesson. The practices of warm-ups, vocal and physical
techniques, devising and performing to an audience are all new concepts in a serious sense.
Students are also encouraged to attend the extra-curricular clubs on offer from the drama dept
(both for performers and technicians) and the notion of after-school rehearsals is again, a
challenge for many who have not in any way experienced this before.
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Chesterton Community College – Curriculum Mission Statement
Chesterton students are able to express themselves fully, through their written work as well as through discussion, and involvement
in the creative arts. Students have the confidence to learn from others whilst making their own decisions.
Chesterton students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make the
transition to young adulthood with the ability to debate and discuss key issues related to our wider society.
Chesterton students are prepared for independence. They are numerate as well as literate, well-informed regarding personal
safety, and able to take responsibility for their own actions. Students show resilience in a range of situations and are equipped to
lead an active, healthy lifestyle.
Chesterton students are part of a cohesive community. Students are fully aware of the diversity of their immediate school community
as well as wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are
active in challenging prejudice and knowledgeable in terms of the origins of prejudice in our society.
-
Chesterton Community College – Curriculum Mission Statement
Subject: ENGLISH Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do students do
with this knowledge?
By the end of year 9, a
Chesterton English
student will… Year 7 Year 8 Year 9
Autumn
AUTUMN 1:
AUTOBIOGRAPHICAL
WRITING - Students
consolidate and build on their
knowledge of grammar and
vocabulary including effective
use of anecdotes; discourse
markers; synonyms; varied
sentence types; and varied
vocabulary and punctuation
used in non-fiction writing.
Students are given the
opportunity to develop and
hone their skills in spoken
language by giving a formal
presentation.
AUTUMN 2: CLASS NOVEL
(CURRENTLY HARRY
POTTER) Students read a
text with which they are likely
to be familiar, providing them
with a comfortable basis on
which to develop their
inference and deduction
skills. They are taught how to
AUTUMN 1: SHAKESPEARE
(CURRENTLY’ A MERCHANT
OF VENICE’) Students deal
with this Shakespeare text,
which offers increasingly
challenging material to that of
earlier extracts explored in Year
7. Students explore the plot,
setting, themes and characters,
whilst knowledge such as
iambic pentameter, blank verse,
soliloquies etc. are also
consolidated. Students are
also, for the first time at
Chesterton, introduced to
expository essay writing, being
familiarised with organisation
methods and relevant formal
discourse markers / signposts.
AUTUMN 2: CLASS NOVEL
(CURRENTLY ‘A CHRISTMAS
CARO’L, 19TH CENTURY
TEXT). Students explore this
19th century text in order to
AUTUMN 1: POETRY –
Developing their knowledge of
poetic conventions (caesura;
apostrophe; visual / aural /
olfactory / gustatory / tactile
images etc.) and broadening
their knowledge of poetry
using increasingly challenging
material to include 19th century
works, such as Blake, to
modern contemporary poets
such as Simon Armitage and
Jonny “Itch” Fox. This unit
also introduces the students to
exam techniques which will be
useful at GCSE, such as using
the S.M.I.L.E. approach to
analyse previously unseen
poems.
AUTUMN 2: CLASS NOVEL
(CURRENTLY ‘THE HUNGER
GAMES’). Arguably a seminal
text of dystopian fiction from
the noughties, students
develop their ability to read
Students engage with a
range of tasks across KS3,
with each half-termly unit
being assessed on seven of
the fifteen skills separated in
to two disciplines: as Reading
and Writing.
Reading: Summarising;,
Comprehension, Reading
Between the Lines,
Evaluating Structure,
Evaluating Language and
Grammar, Use of Textual
References, Making Links to
contexts, and Comparing
Texts.
Writing: Content,
Communication with the
Reader, Structure, Sentence
Types, Punctuation
Vocabulary, and Spelling.
Tasks include reading and
writing fiction (poetry, novels,
1) Speak and write
fluently so that they can
communicate their
ideas and emotions to
others, and through
reading and listening
others can
communicate with
them.
2) Have a sound
understanding of the
English Literary Canon.
3) Possess knowledge
and understanding of
how communication is
at the heart of a
successful society; how
it plays a key role in the
development of
civilisation, and how
language and literature
has the power to unite
us emotionally,
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Chesterton Community College – Curriculum Mission Statement
summarise what they have
read concisely, and how to
write critically and the PEE
structure which will form the
basis of all future analytical
writing
make critical comparisons with
a modern text. Students
develop and progress their
critical writing skills in order for
them to compare extracts from
ACC with another text,
particularly with a view to their
situational context (in view of
the demands of Paper 1 of the
GCSE Literature exam).
extracts from a range of
dystopian fiction critically,
making inferences and
referring to evidence from the
text, in order to make critical
comparisons. New ‘tools’
include Joseph Campbell’s
Monomyth theory and Edward
De Bono’s Thinking Hats as
students hone their written
analytical skills using the PEE
structure..
and plays); non-fiction
(magazine and newspaper
articles, letters, and reviews);
and literacy non-fiction
(autobiographies and
accounts of events).
Students also engage in
discussions, debates and
give individual and group
presentations to develop their
spoken language skills.
intellectually, socially
and spiritually, whilst
celebrating our
differences culturally.
Spring
SPRING 1:
SHAKESPEARE’S MAGIC -
Students read extracts from
Shakespeare’s plays which
they may be familiar with
previously, including
Macbeth, A Midsummer
Night’s Dream, Hamlet and
the Tempest, focusing on the
magical and the fantastical.
Students make links to
context and learn how the
context of writing helps inform
and shape it. Students’
vocabulary is widened to
include dramatic terms such
as blank verse, rhymed
verse, monologue, soliloquy
and iambic pentameter.
Students are given the
SPRING 1: CLASS NOVEL
(CURRENTLY ‘THE CURIOUS
INCIDENT OF THE DOG IN
THE NIGHT-TIME’) – Students
read the novel, engaging with
the narrative’s plot, setting,
themes and characters –
particularly focusing on the
novel’s unusual protagonist,
Christopher, allowing the
introduction of the literary
device an unreliable narrator.
As the assessment takes the
form of a piece of creative
writing, in the form of a letter
from the p.o.v. of one of the
characters in the novel,
students revisit and hone their
skills of utilising punctuation and
vocabulary for effect, having to
SPRING 1: NOVA FICTION –
further development and
application of their knowledge
of vocabulary, grammar and
text structure in creative
writing; specifically the impact
of syntax, punctuation and
vocabulary choices to shape
meaning. This unit also
introduces the students to
exam techniques which will be
useful at GCSE, such as how
to evidence creative writing
skills within a given time frame.
SPRING 2: RHETORICAL
COMMUNICATION – Students
define, identify and apply
Aristotle’s three modes of
persuasion: ethos, logos and
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Chesterton Community College – Curriculum Mission Statement
opportunity to develop and
hone their skills in spoken
language through
improvisation, rehearsal and
performance of extracts from
Shakespeare’s scripts in
order to generate debates on
language use and meaning,
including intonation, tone,
volume and silence to add
meaning and discuss impact.
SPRING 2: POETRY –
Students study a number of
poems, recognising a range
of poetic conventions and
forms, and understanding
how these have been used.
Many of these are
consolidated from KS2
(onomatopoeia, simile,
metaphor, personification)
whilst some are new to
students such as assonance,
enjambment, cacophonic and
euphonic sound. Students
define and identify these in
the work of others, and apply
these techniques in their own
work.
carefully consider how these
can be used for impact and to
create meaning whilst writing in
role – having the audience,
purpose and format already
specified for them.
SPRING 2: SHORT STORY
WRITING – Students explore
some short stories from writers
such as Dahl, Horowitz,
Gosling, Allan Poe and Carter.
Students are introduced to
Todorov’s Narrative theory and
Propp’s Character theory.
Students explore how writers
have used and, sometimes,
subverted these conventions
and expectations. Students
plan, draft, edit and proof read
their work, applying their
growing knowledge of
vocabulary, grammar and text
structure to create desired
effects.
pathos, including hyperbole,
direct address and rhetorical
questioning. This unit also
introduces the students to
exam techniques which will be
useful at GCSE, including
writing transactional
communication, such as
letters, in their correct formats.
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Chesterton Community College – Curriculum Mission Statement
Summer
SUMMER 1: UNSEEN
PHENOMENA
Students study a range of
non-fiction texts based on
phenomena, such as “The
Bloop”, “The Bermuda
Triangle”, “’Ghost’ Sightings”
etc. Scanning and skimming
techniques are defined and
practised, in addition to
refining summarising skills
and improving inference and
deduction. Work on
understanding on how
context (historical, cultural
and social) impacts a text is
also honed having begun
exploring this earlier in the
year during our study of
Shakespeare.
SUMMER 2: READING
VISUAL LANGUAGE –
Students read “The Arrival”
and “The Red Tree” by Shaun
Tan; “The Fox” by Margaret
Wild and Ron Brooks. New
vocabulary is introduced to
allow students to articulate
their understanding of this
literary medium fast-growing
in popularity: panel, caption,
SUMMER 1: CLASS PLAY-
TEXT CURRENTLY ‘BLOOD
BROTHER’S BY WILLT
RUSSELL – This is the only
opportunity that students get to
explore a dramatist, other than
Shakespeare, and study how
drama can be communicated
effectively through performance.
Students examine how
characters can be effectively
conveyed through choice
diction; how motifs and refrains
can be used to reinforce
themes; how staging can be
used to influence interpretation;
and how literature can help
shape us and make sense of
the world around us.
SUMMER 2: MODERN FILMS
AND MEDIA; SUBVERSION IN
ANIMATION – Students explore
how the Media, particularly
animation, has changed over
the past decades and is now a
force to be reckoned with as it
challenges expectations. By
using familiar films, such as
‘Shrek’, ‘Enchanted’ and
‘Frozen’, students are
introduced to different literary
SUMMER 1: SHAKESPEARE:
ROMEO AND JULIET –
Students are introduced to the
setting, plot and characters in
R&J in preparation for their
GCSE study of the text in year
10. Key moments, themes and
significant quotations are
highlighted. Where possible
students read the whole play
and / or watch a performance
live or on film.
SUMMER 2: CREATIVE
WRITING: THE HORROR
GENRE - How do writers
create horror, tension and
suspense in their writing?
Extracts from notable texts
explored include Edgar Allan
Poe, Mary Shelley, Bram
Stoker, George Orwell and
Stephen King. Students draw
on their knowledge of these
‘horror greats’ to enhance the
impact of their creative own
writing.
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Chesterton Community College – Curriculum Mission Statement
compositional flow, gutter
balloon etc. Students also
debate its place in the literary
cannon taking in to
consideration works such as
“Maus” and “V For Vendetta”.
theories such as Marxist,
Feminist, Psychoanalytic etc.
Rationale for these
specific components
and composite
outcomes:
The curriculum in year 7
ensures that students are
exposed to the many different
facets of English Studies
within their first year (reading
and writing fiction, non-fiction,
and literary non-fiction texts).
Students are provided with
opportunities to demonstrate
existing knowledge, develop
skills and experiment with
new grammar and
vocabulary.
The curriculum in year 8
ensures that students continue
to be stimulated and nurtured as
young readers and writers. The
texts are more challenging than
in year 7, and the introduction to
theories and theorists begins to
widen students’ understanding
of how both Language and
Literature has, and continues to,
document, decipher and
influence our world.
The curriculum in year 9
ensures that students are fully
prepared for the demands and
challenges at GCSE.
Exposing students to a range
of carefully selected poetry
allows us to demystify poets
and movements (such as
Romanticism); our novel of
choice seeks to inspire young
readers to not leave fiction
behind, at a time when so
many have become reluctant
readers; rhetorical writing
refocuses those who have a
wavering understanding of
how English studies affects /
impacts the ‘real world’; whilst
the imagination of many are
stimulated by the fascination
with ‘the horror genre’,
resourcefully allowing the
introduction of writers from the
literary cannon, such as Poe,
Shelley and Orwell.
The composite of the
components studied
throughout KS3 allow
students to reach the very
highest standards of
language and literacy in
English. Our programme of
study is rooted in providing
students with diverse
opportunities to grapple with
texts across the spectrum of
the existing literary canon, to
texts which are set to become
canonical. Collectively, the
components offer a
challenging, stimulating and
demanding composite,
encouraging students to
develop their skills creatively,
critically and effectively,
whilst pushing the boundaries
of English studies. Ultimately
we nurture and inspire our
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Chesterton Community College – Curriculum Mission Statement
Students at Chesterton Community College experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for
deep engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content
which enables them to access meaningful, complex composite activities.
Chesterton students are able to express themselves fully, through their written work as well as through discussion, and involvement
in the creative arts. Students have the confidence to learn from others whilst making their own decisions.
young readers and writers to
reach their potential.
How is challenge embedded into the KS3 curriculum?
Students grapple with challenging theories, theorists, and writers of modern and
literary heritage texts
Students engage in lively debates and performing individual and group presentations
Students learn new subject specific terminology in order to improve their ability to
articulate ideas and understanding.
All English tasks are pitched at an aspirational level in terms of challenge. Work is then
differentiated to allow all students access all texts and creative stimuli.
How does the KS3 curriculum above build on previous learning in KS2?
- Mastery of skills introduced at KS2 (notably Years 5 & 6): making inferences; making
predictions; summarising; identifying how language, structure and form contribute to
meaning; comparing characters, setting and themes; and making reasoned justification
for views and opinions of texts.
- Increase knowledge of a wide range of texts, building on familiarity of writers studied at
KS2.
- Providing students with more challenging opportunities of transcription and
composition.
- Building a more comprehensive and accurate knowledge of vocabulary, grammar and
punctuation in a bid to increase range and accuracy.
Evidence based on the National Curriculum and discussions with KS2 primary
teachers
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Chesterton Community College – Curriculum Mission Statement
Chesterton students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make the
transition to young adulthood with the ability to debate and discuss key issues related to our wider society.
Chesterton students are prepared for independence. They are numerate as well as literate, well-informed regarding personal
safety, and able to take responsibility for their own actions. Students show resilience in a range of situations and are equipped to
lead an active, healthy lifestyle.
Chesterton students are part of a cohesive community. Students are fully aware of the diversity of their immediate school community
as well as wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are
active in challenging prejudice and knowledgeable in terms of the origins of prejudice in our society.
-
Chesterton Community College – Curriculum Mission Statement
Subject: Geography
Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do students do with this knowledge?
By the end of year 9, a Chesterton Geography
student will… Year 7 Year 8 Year 9
Autumn
Exploring Geography (map skills)
Amazing Places (geographical skills & concepts)
Plate Tectonics
Earthquakes
Coastal Erosion
Coastal Deposition
Problem solving through both practical immersive simulations and real life mapped scenarios
Apply knowledge and understanding to identify and justify the use of a chosen management solutions to solve a particular issue
Apply to real world contexts and evaluate outcomes
be able to express their opinions as global citizens through their written work as well as through discussion, learning from others whilst making their own decisions
be engaged, curious and well-informed about their world (natural and human)
be confident in debating and discussing key geo-political issues around the world (both current & future)
be able to reflect on and begin to take responsibility for their own global footprint
be aware of global diversity, inequalities and injustices amongst people. They will sensitively and respectfully consider the lives of those less fortunate than themselves, actively challenging prejudice
Spring Rivers
Flooding
Tropical Rainforests
Deforestation
Climate Change
Development
Summer Sustainability Megacities Food Resource
Management
Rationale for these specific components
and composite outcomes:
To obtain an understanding of our year 7’s place knowledge.
To identify and ‘fill in’ the gaps that year 7s arrive with. Including identifying & addressing misconceptions.
To introduce complex geographical terminology and basic processes in a specific environment (rivers).
To provide a mix of human, physical and environmental geography.
To begin to explore the complex interrelationships between humans and the natural environment.
To address current topical issues (deforestation) and encourage personal reflection and debate.
To introduce geology & small-scale geopolitical ideas.
To study a mix of human, physical and environmental geography.
To reflect on human impact on the natural world, develop opinions and suggest possible alternatives.
To build on year 7 river process by applying to a more complex system (coasts).
To provide a mix of human, physical and environmental geography.
To explore international geopolitics and global economics.
To address current topical issues (climate change) and encourage personal reflection and debate.
To reflect on human impact on the natural world, develop opinion and suggest possible alternatives.
These activities are appropriate, worthwhile & challenging:
Real world application of ‘being a geographer’ – this is how this knowledge is used in the field
Students are encouraged to formulate their own judgements based on available evidence
Students are encouraged to be critical of existing real world management strategies
How is challenge embedded into the KS3 curriculum?
Students actively engage in GCSE level work from year 7 using GCSE terminology and learning GCSE skills from the outset.
Incremental development of knowledge and conceptual understanding builds within and across each year at KS3
All lessons are fully resourced and pitched at potential 7 students. Work is then differentiated by class teachers. The expectation is that all students are taught up to grade 7 (minimum) within lessons irrespective of their potential.
Challenge is also evident in: homework challenge tasks, KS3 Edmodo challenge reading lists, opportunities to choose activities, inbuilt extensions within tasks in lessons
How does the KS3 curriculum above build on previous learning in KS2? Our first unit met in year 7 ascertains to what extent students have been taught from the Geography NC at KS2. Generally we find that Geography is not taught as a separate entity in primary schools and a greater focus is on History. In many cases, students have a somewhat stereotypical view of ‘place’ through Humanities projects as opposed to through a geographical lens. We also find that basic geographical skills lack (i.e map skills and place knowledge – both basic requirements of the KS2 NC). We therefore spend the first term teaching them what they should already be equipped with from KS2.
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Chesterton Community College – Curriculum Mission Statement
Students at Chesterton Community College experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for deep
engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content which enables them to
access meaningful, complex composite activities.
Chesterton students are able to express themselves fully, through their written work as well as through discussion, and involvement in the
creative arts. Students have the confidence to learn from others whilst making their own decisions.
Chesterton students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make the transition to
young adulthood with the ability to debate and discuss key issues related to our wider society.
Chesterton students are prepared for independence. They are numerate as well as literate, well-informed regarding personal safety, and able to
take responsibility for their own actions. Students show resilience in a range of situations and are equipped to lead an active, healthy lifestyle.
Chesterton students are part of a cohesive community. Students are fully aware of the diversity of their immediate school community as well as
wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are active in challenging
prejudice and knowledgeable in terms of the origins of prejudice in our society.
-
Chesterton Community College – Curriculum Mission Statement
Subject: History Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do students do
with this knowledge?
By the end of year 9, a
Chesterton history
student will…
Year 7 Year 8 Year 9
Autumn
Why did William win the Battle of
Hastings?
How far did the Normans change
England?
Why should we study the
Tudors?
Why did civil war break out in
1642?
How have 20th century freedom
fights changed today’s world?
Why did WWI break out in 1914?
Students engage with a range of
different conceptual foci across KS3,
with each course adopting a different
focus in terms of disciplinary skills.
Students are asked to learn new
content through a conceptual lens; for
example historical change,
significance, or causation. Students are
then asked to use these lenses to
shape extended, evidenced written
work.
1) Have a sound
understanding of the key
turning points in British and
global history which have
shaped the world we live in
today.
2) Be adept at constructing
carefully evidenced and
well-judged arguments
through debate, discussion
and extended writing.
3) Possess powerful
knowledge concerning the
historic political struggle of
key groups in our immediate
society and around the
world.
Spring
Why was Thomas Becket
murdered in 1170?
When did the Magna Carta
become significant?
How ‘glorious’ was the revolution
of 1688?
How dramatically did British life
change in the 19th century?
Why was Europe a hotbed of
dictatorships by 1939?
Case study: How did Hitler
become Fuhrer by 1934?
Summer
What was so special about
Medieval Baghdad?
Why can’t we treat Native
Americans as ‘all the same’?
Why is the British Empire
controversial?
How did slavery come to be
abolished across the British
Empire?
What caused WWII to break out
in 1939?
How should we remember the
Holocaust?
Rationale for these
specific components
and composite
outcomes:
The curriculum in year 7 ensures students have
covered key events in history which underpin
power structures in Britain to this day, and have
shaped the course of history via powerful
enquiries which investigate the interplay between
Church and state, and how ancient documents
such as the Magna Carta still exist as significant
features of both our laws, and our fundamental
British values.
The Medieval Islamic world is considered in all
its glory, with students learning about early
discoveries in medicine, literature and
architecture. The question of diversity is raised
when students study a range of Native American
tribes, in a course which seeks to challenge the
notion of stereotypes.
The key ideas underpinning year 7: What does it
mean to study history? How have 1000 year old
decisions changed our lives today?
The year 8 curriculum tracks the story of shifting
power balances in Britain, starting with the
authoritative Tudor dynasty, and then on to
considering the extent to which Britain
experienced ‘revolution’ via studies of dramatic
political and economic upheaval which have
shaped today’s Britain in myriad ways.
The changing global landscape of the 18th and
19th centuries is illustrated through challenging
enquiries into the controversy of Britain’s empire,
and the fight for the abolition of slavery. These
enquiries allow students some of their first real
insights into historiography, as they encounter ad
grapple with the wide range of viewpoints held by
historians of these periods.
The key idea underpinning year 8: How have the
dramatic societal changes between1500-1900
shaped the Britain we live in today?
Year 9 begins with an enquiry which tells the story
of the 20th century through the eyes of those who
have struggled for acceptance: students discover
the stories of the African American civil rights
movement; the Women’s Liberation movement;
the fight for LGBT rights; the story of Apartheid.
Students consider the ways in which these
‘freedom fighters’ have shaped the community
and world they live in.
Students are then asked to undertake enquiries
into the causation behind two catastrophic world
wars, as well as establishing what key factors
allowed for the rise of ‘dangerous dictators’ in the
1930s. Students end the year by contemplating
how best to remember the Holocaust.
The key idea underpinning year 9: How can we
stop the catastrophes and injustices of the 20th
century from happening again?
The composite activities extend
students’ ability to write in an erudite
and convincing way, as well as
developing the way in which they
select and deploy evidence to support
their ideas. Students are encouraged
to develop their own historical
judgements and conclusions based on
the work of other historians as well as
available evidence, which ensures
composite activities are challenging:
students are grappling with genuine
historical controversies in their work.
How is challenge embedded
into the KS3 curriculum?
How does this build on KS2?
Students engage in lively and rigorous historical debate in all their lessons
Students are posed genuinely difficult questions to answer; incremental development of knowledge and conceptual understanding builds towards answering these each half term
All history enquiries are pitched at an aspirational level in terms of challenge. Work is then differentiated to allow all students access to genuine historical debates.
Students encounter a wide variety of historical topics at primary school depending on where they go. This KS3 curriculum seeks to stretch students from the outset by introducing
a wide range of new conceptual foci, as well as teaching content in a rigorous, chronological and conceptually focussed way from the outset.
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Chesterton Community College – Curriculum Mission Statement
Students at Chesterton Community College experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for
deep engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content
which enables them to access meaningful, complex composite activities.
Chesterton students are able to express themselves fully, through their written work as well as through discussion, and involvement
in the creative arts. Students have the confidence to learn from others whilst making their own decisions.
Chesterton students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make the
transition to young adulthood with the ability to debate and discuss key issues related to our wider society.
Chesterton students are prepared for independence. They are numerate as well as literate, well-informed regarding personal
safety, and able to take responsibility for their own actions. Students show resilience in a range of situations and are equipped to
lead an active, healthy lifestyle.
Chesterton students are part of a cohesive community. Students are fully aware of the diversity of their immediate school community
as well as wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are
active in challenging prejudice and knowledgeable in terms of the origins of prejudice in our society.
-
Chesterton Community College – Curriculum Mission Statement
Subject: Latin Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do students do
with this knowledge?
By the end of year 9, a
Chesterton Latin
student will… Year 7 Year 8 Year 9
Autumn
-How did Caecilius’ family
live? (Roman houses and
family roles)
-What was life like for a
child my age in Pompeii?
(Roman Schools)
-What was life like in a
Roman town? (The Town of
Pompeii)
A Myth
Stages 1-3 CLC –
nominative and accusative
singular, present tense 3rd
person singular verbs
- Who are the Roman gods
and goddesses? Student
presentations
(Make your myth competition)
-The Romans at Bath (aquae
sulis)
CLC Stage 10-12
-Roman influence in Egypt
-Goddess Isis
-Roman medicine
-Roman processions
How do the Roman manage a
multicultural city?
CLC Stage 18-19
Students read Latin for
comprehension and
translation. The subject matter
of the Latin topics relates
directly to the cultural topics
they are studying instilling,
from the beginning, so that we
learn Latin in order to learn
about the Romans in their
own words.
Students are constantly
encouraged to draw links
between their learning in Latin
and other languages –
derivatives are pointed out
regularly and English literacy
is reinforced consistently.
They are also encouraged to
bring their knowledge into
dialogue with the modern day
– asking, for example, how far
the way we choose to spend
our leisure time has changed
since Roman times.
…be able to read a passage
of Latin (of the appropriate
level) and gain understanding
of it within its context. To do
this they have to have a good
knowledge of vocabulary,
accidence and syntax. They
have developed skills to skim
read and closely read Latin
texts.
…be able to use ancient
sources as evidence to
construct convincing
arguments about ancient
history.
…have a broad ranging
knowledge of the social
history of Ancient Pompeii,
Alexandria and Roman
Britain.
.. be beginning, through their
study of the Romans in Egypt
and Britain, to understand the
Spring
- How did slavery work?
How did it impact the
Roman empire?
- How did the Romans
entertain themselves at
home? (Roman dinner
parties/recitations)
- A myth
Stage 4-6 – nominative and
accusative plural, 1st, 2nd, 3rd
person verbs, present
tense, esse
- Who was Hercules?
What did he do? How is he
portrayed in art? What makes
a Hero?
- Roman Britain: Who was
Boudica? What did she do?
Is she an admirable figure?
CLC Stage 13-15
-The Epic Cycle of the War
with Troy
-Greek Tragedy: The story of
Oedipus
CLC Stage 20-23
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Chesterton Community College – Curriculum Mission Statement
Summer
- How did the Romans
entertain themselves in the
public sphere? (Gladiatorial
combat,
Chariot Racing)
Stage 7-9 – nominative,
accusative, dative s and pl.
- Roman Britain: The Roman
palace at Fisbourne, King
Cogidubnus, Hadrian’s wall
How did the Romans rule
Britain successfully?
Why do we build walls?
CLC Stage 16-17
- Mythology Presentations
(heroes: Bellerephon,
Theseus, Perseus, Atalanta,
Jason)
- Roman Religion: sacrifices
CLC Stage 24-26
Students complete
presentations on chosen
subjects to encourage
classroom talk and strong
oracy skills. There is an
emphasis on peer teaching as
some topics are left solely to
the students to teach.
Students write imaginative
responses to ancient material,
immersing themselves in the
evidence they can glean from
original sources.
impact of the Roman Empire
on the Ancient world at large
as it came into contact with
other civilisations.
….have a sound
understanding of the
foundational myths which
underpin the Roman
worldview and how this
impacts our knowledge of
Roman religion and morality.
Rationale for these
specific components
and composite
outcomes:
We roughly follow the
order in which the
Cambridge Latin Course
introduces language
material. Students enjoy
learning through the
medium of a real
Pompeiian family.
Civilisation topics centre
on those that are most
relevant and relatable to
modern life – students
begin to build a critical
response to what they
are learning.
We introduce more
mythological content now
that the students have a
sound understanding of the
contextual framework
within which these myths
were being told. Our focus
turns to Roman Britain and
the physical evidence of
the Romans in the UK. We
provide opportunity to
develop the students’ oracy
and presentation skills.
In Y9 students are
encouraged to become
familiar with the key myths
which inform all of the
Roman literature, art and
architecture.
They are encouraged to
be critical of the impact of
the Roman empire in
Egypt and engage in this
confluence of cultures.
-
Chesterton Community College – Curriculum Mission Statement
Students at Chesterton Community College experience a broad, engaging and rigorous curriculum at Key Stage 3, which allows for deep
engagement with a wide range of subject areas. In all subjects, students are taught carefully selected component content which enables them to
access meaningful, complex composite activities.
Chesterton students are able to express themselves fully, through their written work as well as through discussion, and involvement in the
creative arts. Students have the confidence to learn from others whilst making their own decisions.
Chesterton students are engaged, curious and well-informed. We ensure they are equipped with the correct tools to make the transition to young
adulthood with the ability to debate and discuss key issues related to our wider society.
Chesterton students are prepared for independence. They are numerate as well as literate, well-informed regarding personal safety, and able to
take responsibility for their own actions. Students show resilience in a range of situations and are equipped to lead an active, healthy lifestyle.
Chesterton students are part of a cohesive community. Students are fully aware of the diversity of their immediate school community as well as
wider society, and are able to sensitively and respectfully interact with people from a range of backgrounds. Students are active in challenging
prejudice and knowledgeable in terms of the origins of prejudice in our society.
How is challenge embedded
into the KS3 curriculum?
How does this build on KS2?
Latin is a new subject to the vast majority of students. In KS2 most students have studied the Romans or Greeks in some capacity. We work to situate this learning
within a more concrete contextual framework and encourage students to think more critically about Roman influence on society.
Asking students to think about the latin language demands a fresh approach to syntax and grammar in English, highlighting how sentences fit together. Though this
is now taught more in primary schools, it is still new to most students.
The breadth of Greek and Roman mythology challenges most adults with its complexity, and introducing various threads of different myths to incorporate a cross-
section of ancient stories is a challenge which most students relish. In KS3 most students know some stand alone myths, we expand this knowledge to link in with
other epic/mythic cycles and encourage them to think about the significance of these myths in society.
Overall, we seek to create enthusiasm for all aspects of the ancient world from art and archaeology, to complex grammar, to literature, history, philosophy and
linguistics.
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Chesterton Community College – Curriculum Mission Statement
Subject:
Maths
Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do
students do
with this
knowledge?
By the end of year 9, a Chesterton history
student will… Year 7 Year 8 Year 9
Autumn
Exploring rounding
numbers through
the use of different
methods such as
significant figures
and estimating.
Understanding the relationship between
square roots/cube roots/square
numbers/cube numbers
- Simplifying,
multiplying, dividing
surds
- Exploring fraction
problems with
mixed/improper
numbers
- Compound
interest/depreciation
Exploring real life
standard form
Sine/Cosine Rule
Negative
Fractional
Indicies
Students will
progressiveky be
expected to give in
depth reasoning and
rationale as to why
they have reached
certain conclusions,
with
advanced/confident
mathematicians
being able to give
alternative methods
and stratgeies for
solving a problem.
The levels of
application that
students practice
and develop in Year
7 and Year 8 result
in them using
mathematics more
confidently in every
day life. It is also
vital that our
practicioners deliver
our curriculum In a
Be Confident in the 4 key areas of
Mathematics:
Number (Rounding, Fractions,
Decimals, Percentages, Indicies)
Shape/Measure(Area,perimeter,volume
of shapes)
Algebra (simplifying expressions,
collecting terms, plotting graphs,
expanding, factorising,solving
equations)
Averages and data (Presenting,
Analysing and interpreting data)
Students will be able to take their skills
and apply them to mathematical
problems.
Students will be able to engage in
Mathematical discussions and argue a
Spring
Pythagoras’
theorem
Use of
Pythagroas’
theorem in
Trapeziums
Plotting Straight
line graphs and
understanding
gradient and y
intercept
Angle reasoning
- Introduction to
Trigonometry and its
uses
- Volume of Compound
shapes and
Introduction to
compound measures
such as
Volume/Mass/Density
- Exploring complex
algebra (Quadratics,
factorising)
Quadratic
simualtaneous
equations
Sector Area and
Arc Length
Volume of a
sphere and
surface area of
complex prisms
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Chesterton Community College – Curriculum Mission Statement
Summer
Averages from
grouped data
Understanding sequences and the nth term.
Application of score skills to
problem solving
Inequalities; drawing and desciribing
- Direct and Inverse
Proportion
- Discrete and
Continuous Data
- Advanced re-
arranging the formula
Advanced
problem solving
from UKMT
Turning points of
graphs/Functions
of graphs
way that promotes a
thirst for knowledge,
which lead to
students planning to
study maths past
their GCSE
qualification.
Research suggests
that those studies
who have
experienced a
challenging and
enriching KS3 are
more likely to asert
themselves
purposefully at key
stage 4 as well as
consider
Mathematics as an
option t Key Stage
5.
case using algebraic or numerical
proof.
Rationale for
these
specific
components
and
composite
outcomes:
A large majority of year 7
students have arrived from
primary school have been
‘trained’ to suceed in their Key
Stage 2 assessments. Our
year 7 cirriculum relies on
students to retrieve the
challenging content which is
studied during year 6 as well
as encouraging students to
look at reasoning such as
why? And how? They are not
only expected to understand
how to answer a question but
also apply their knowledge and
Year 8 signals the
transition from retrieving
information and a skills
focus to students placing
greater emphasis on their
ability to apply
knowledge and introduce
some core skills which
would be needed at
GCSE level.
The most challenging year
of the Key Stage 3
curriculum, students are
introduced to a large
number of GCSE problem
solving scenarios to
prepare them for the start
of their GCSE course in
year 10. High ability groups
and extension groups will
need to understand and
appreciate the need for
reasoning and mastering
-
Chesterton Community College – Curriculum Mission Statement
understanding to complex
problems. It is important to
emhasiize that currently, a
large amount of content
delivered in Year 7 is re-visiting
content delivered in year 5/6 to
allow a smooth transition into
secondary school.
Students now are aware
of the challenge and
expectations of the
school and year 8 gives
them an insight into the
hard work required to be
successful in
mathematics.
the ability to combine a
number of mathematical
skills to solve a problem.
The new nature of the
GCSE means that topics
are combined together
which students must
recognise and then apply
their mathematical
reasoning and application.
How is challenge embedded into the KS3 curriculum?
Students are encouraged each lesson by their teacher to aim to extend
their learning by engaging in discussions about their topic as well as
attempt International maths challenge problems to broaden knowledge
and application. Use of Platforms such as Edmodo give students a
number of options to stretch their learning and also challenge
themselves if Learning Intentions have been achieved.
Students in Mathematics are given aspirational targets on a lesson by
lesson basis with clear signposting referencing GCSE grading, giving
them an indication of their performance compared to that of a year 11
student.
How does the KS3 curriculum above build on previous learning in KS2?
The main purpose of our Key Stage 3 curriculum is to challenge all students and for them to aspire to
maximise their potential in the subject.
From discussion with local orimary schools, the Key Stage 2 cirriculum places a large focus on the
skill element of mathematics and learners are expected to remember and retrieve key facts methods
to answer questions. Our Key Stage 3 cirriuclum takes their core skills and places the emphasis on
application and problem solving. This allows for a deeper understanding of the topic and allows
students to feel confident in applying knowledge in a number of ways.
-
Chesterton Community College – Curriculum Mission Statement
Subject: Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do students do
with this knowledge?
By the end of year 9, a
Chesterton history
student will… Year 7 Year 8 Year 9
Autumn
In these boxes you should briefly
list any new content covered at
that time. E.g. ‘Romeo & Juliet’ or
‘Cells’.
In this box, please briefly describe
the types of complex activity
students in your subject area will
seek to complete utilising their
new component knowledge.
These might be practical activities
in science, complex mathematical
problem solving, or extended
essay writing.
What is the point of students
studying your subject at KS3?
How does this link into
Chesterton’s KS3 mission
statement?
Why is what you’ve taught them
so powerful, and how might they
take this with them and use it in
later life?
NB: this is not to be linked to being
KS4 ready, or tied to exam
outcomes in year 11 – why should
all students cover your KS3
curriculum, regardless of what
they go on to do?
Spring
Summer
Rationale for these
specific components
and composite
outcomes:
In these boxes, you should seek to
justify your curriculum choices in a
way that is accessible to someone
else, e.g. why have you opted to
teach topic x over topic y?
In this box, you should seek to
explain why the composite
activities students attempt in your
subject area are appropriate,
challenging and worthwhile.
How is challenge embedded into the KS3 curriculum?
In this box, please explain how challenge is embedded across your KS3 curriculum.
What does a challenging lesson look like in your subject?
How does the KS3 curriculum above build on previous learning in KS2?
In this box please explain the following:
What has been studied at KS2
How you recap and build on the knowledge/skills learnt in KS2
How are you ensuring you are stretching students beyond what they have learnt in KS2
Subject: History Components Composite KS3 Mission Statement
What new knowledge/content do we introduce? What do students do
with this knowledge?
By the end of year 9, a
Chesterton history
student will…
Year 7 Year 8 Year 9
Autumn
Why did William win the Battle of
Hastings?
How far did the Normans change
England?
Why should we study the
Tudors?
Why did civil war break out in
1642?
How have 20th century freedom
fights changed today’s world?
Why did WWI break out in 1914?
Students engage with a range of
different conceptual foci across KS3,
with each course adopting a different
focus in terms of disciplinary skills.
Students are asked to learn new
content through a conceptual lens; for
example historical change,
significance, or causation. Students are
then asked to use these lenses to
shape extended, evidenced written
work.
1) Have a sound
understanding of the key
turning points in British and
global history which have
shaped the world we live in
today.
2) Be adept at constructing
carefully evidenced and
well-judged arguments
through debate, discussion
and extended writing.
3) Possess powerful
knowledge concerning the
historic political struggle of
key groups in our immediate
society and around the
world.
Spring
Why was Thomas Becket
murdered in 1170?
When did the Magna Carta
become significant?
How ‘glorious’ was the revolution
of 1688?
How dramatically did British life
change in the 19th century?
Why was Europe a hotbed of
dictatorships by 1939?
Case study: How did Hitler
become Fuhrer by 1934?
Summer
What was so special about
Medieval Baghdad?
Why can’t we treat Native
Americans as ‘all the same’?
Why is the British Empire
controversial?
How did slavery come to be
abolished across the British
Empire?
What caused WWII to break out
in 1939?
How should we remember the
Holocaust?
Rationale for these
specific components
and composite
outcomes:
The curriculum in year 7 ensures students have
covered key events in history which underpin
power structures in Britain to this day, and have
shaped the course of history via powerful
enquiries which investigate the interplay between
Church and state, and how ancient documents
such as the Magna Carta still exist as significant
features of both our laws, and our fundamental
British values.
The Medieval Islamic world is considered in all
its glory, with students learning about early
discoveries in medicine, literature and
architecture. The question of diversity is raised
when students study a range of Native American
tribes, in a course which seeks to challenge the
notion of stereotypes.
The key ideas underpinning year 7: What does it
mean to study history? How have 1000 year old
decisions changed our lives today?
The year 8 curriculum tracks the story of shifting
power balances in Britain, starting with the
authoritative Tudor dynasty, and then on to
considering the extent to which Britain
experienced ‘revolution’ via studies of dramatic
political and economic upheaval which have
shaped today’s Britain in myriad ways.
The changing global landscape of the 18th and
19th centuries is illustrated through challenging
enquiries into the controversy of Britain’s empire,
and the fight for the abolition of slavery. These
enquiries allow students some of their first real
insights into historiography, as they encounter ad
grapple with the wide range of viewpoints held by
historians of these periods.
The key idea underpinning year 8: How have the
dramatic societal changes between1500-1900
shaped the Britain we live in today?
Year 9 begins with an enquiry which tells the story
of the 20th century through the eyes of those who
have struggled for acceptance: students discover
the stories of the African American civil rights
movement; the Women’s Liberation movement;
the fight for LGBT rights; the story of Apartheid.
Students consider the ways in which these
‘freedom fighters’ have shaped the community
and world they live in.
Students are then asked to undertake enquiries
into the causation behind two catastrophic world
wars, as well as establishing what key factors
allowed for the rise of ‘dangerous dictators’ in the