Key Stage 3 Curriculum

Throughout Key Stage 3 pupils will experience the full statutory range of subjects of the National Curriculum, including citizenship, religious education, sex and relationship education and other aspects of PSHE and careers education. Parents/Carers can request withdrawal from SRE and alternative provision will be made, but not an alternative curriculum.

Pupils are taught within their class groups for all subjects including the core subjects of English, maths, science and computing all of which are delivered by subject specialists. Staff ensure pupils are provided with opportunities to learn which reflect the range of needs, personal interests and the past achievements of all pupils in each group.

We believe a coherent curriculum should make sense to learners, is relevant, engaging and interesting and enables pupils to make good progress through effective differentiation according to need.

Our curriculum is designed to help pupils develop their ability to become successful learners, confident individuals and responsible citizens by developing pupils’ skills in the three focuses for learning:

  • Attitudes and Attributes – becoming determined, adaptable, confident in risk taking and enterprising
  • Skills – literacy, numeracy, ICT, personal learning and thinking skills
  • Knowledge and Understanding of the big ideas that shape the world.

By adopting such an approach we believe pupils will achieve high standards and make good progress in all subjects including the skills necessary around their SLCN. Pupils will be presented with opportunities to develop and apply high-quality personal, learning and thinking skills alongside high-quality functional skills thus ensuring they remain engaged and committed to their learning.

Through this approach pupils will develop the ability to:

  • interact and communicate with a range of people.
  • express preferences, communicate needs, make choices.
  • make decisions and choose options that other people act on and respect.
  • understand and develop relationships with others based on mutual respect and dependence on each other.
  • develop an awareness and understanding of their environment and of the global community
  •  explore, to question and to challenge.
  • provide a wide range of learning experiences for pupils suitable for their age
  • through the curriculum pupils will have the functional opportunity to continually develop the specific areas of identified SLCN

We accept that the curriculum will only seem coherent to learners if they can see its relevance to them. We appreciate that the curriculum will need to reflect pupils’ diverse interests and needs and that pupils should be given opportunities to make choices. By providing a more personalised approach to the curriculum we aim to:

  • develop pupils’ aspirations to succeed
  • achieve higher levels of attainment
  • motivate pupils to become life long learners

To achieve such aims we make learning more interesting by taking it out of the classroom; make assessment part of the learning experience encouraging self and peer assessment activities; instill the belief in pupils that they can make a difference to what they achieve through effort and a positive attitude; make the most of teachers strengths by building on their enthusiasm for their subjects.

The Cross Curricular Dimensions listed below are unifying areas of learning that help pupils make sense of the world:

  • identity and cultural diversity
  • healthy life styles
  • community participation
  • enterprise
  • technology and media
  • global dimension and sustainable development
  • creativity and critical thinking

By following a thematic approach the school develops the dimensions across subject domains encouraging pupils to make the appropriate links.

A high priority is given to the development of personal learning and thinking skills (PLTS) across subject areas as they provide the framework for the development of the qualities and skills needed for success in learning which will enable pupils to enter work and life as confident and capable individuals who can make a positive contribution to society.

The six groups of PLTS built into the curriculum aim to develop:

  • independent enquirers
  • creative thinkers
  • reflective learners
  • team workers
  • self managers
  • effective participators

PLTs support and complement National Curriculum programmes of study whilst encouraging pupils to see the relevance and interconnectedness of their learning, encouraging them to develop and transfer skills across a range of contexts.