SECONDARY SCHOOL KEY STAGE 3 (11-14 yrs)
WELCOME TO KEY STAGE 3 AT PHOENIX
Key Stage 3 comes with excitement and challenges for a child transitioning from Key Stage 2. Choosing a school which offers a child the correct level of support is vital to ensure they feel settled, comfortable, and confident in their new school environment.
Phoenix Secondary School, prepares students to achieve their best potential in their studies with the British Curriculum. A highly respected and well-known curriculum globally, it stresses critical thinking skills, flexibility and creativity. The British curriculum system embodies measurable goals which build on each other in preparing children’s academic career from start to finish. In our Secondary School, our 11 year old Secondary students progress from Key Stage 3 to Key Stage 4, when they will do GCSE’s in preparation for Advanced levels (A levels): the gold standard of education required for entry into Universities anywhere in the world.
In a fast changing, global market there is a need for multi-skilled and multi-functioning young people to be skilled from the start of their academic training, in order to secure top career positions. Therefore, at Phoenix, our aim is to raise future leaders, great thinkers, innovators, educators, and entrepreneurs who will not only develop their local communities but become impactful in the wider world.

Key Stage 3 (YEAR 7 • YEAR 8 • YEAR 9)
Secondary Key Stage 3 Students
We follow a structured curriculum with a syllabus that directs our Key Stage 3 subjects. From this, students will learn which subjects they would like to choose and pursue at GCSE level before they reach Year 10.
All our subjects are taught live, online. The benefit is cutting out the commute to and from school, and saving valuable time, money and effort! Our lessons are recorded giving students the opportunity to recap, catch up, revise or introspectively enhance their understanding.
In addition to our strong academic excellence focus, we enhance the learning journey with Workshops on Exam Booster Techniques, Communication Skills, Mind Mapping and Critical thinking Skills, together with our guidance and encouragement for individual creativity; all which to help develop well-roundedness in students.

How to Choose Your Subjects
Key Stage 3 at Phoenix Secondary School includes subjects that students may enrol into as many or as few as they like. The following Core Subjects are included in the Key Stage 3 fees.
Key Stage 3 Core Subjects
Key Stage 3 Core Subjects offered at Phoenix Secondary School are as follows:
- English
- Mathematics
- Science
In addition to the Core subjects, students should also select four other subjects from the Additional Subjects list.
Key Stage 3 - Additional Subjects
Choose four subjects from the Additional Subjects from the list below. These are also included in the Key Stage 3 fees. Pupils may choose more than four, for an additional fee per year.
- Modern Language
- History
- PSHE
- Geography
- Drama & Performance
- Health & Well-being
- Music
- R E & Citizenship
- STEM – project-based
IMPORTANT NOTE: Please note that the courses and subjects are subject to availability and demand, and are strictly allocated on a first-come-first-serve basis.
FAQs – LOWER SECONDARY – KS3 (11 – 14 YRS)
What is Key Stage 3?
Key Stage 3 is legal term used to describe the education received by students studying the UK curriculum between the ages of 11 and 14. In Key Stage 3, students transition through years 7, 8 and 9, usually then progressing to years 10 and 11, when they prepare for and sit their GCSEs.
This is a very important stage in a child’s education, as this is a period in their lives where they transition from studying a standard curriculum at Primary School, towards developing foundational knowledge, approaches to learning, and life-long skills to support their personal and academic progress and access to GCSEs and post 16 education opportunities
At Key Stage 3, all students study the core curriculum of English, Maths, Science, Geography and History. This gives students a solid foundation of learning, from which they can begin to specialise through GCSE options and beyond.
Studying Key Stage 3 online also covers these same fundamental subjects, with students at Phoenix, following the same curriculum as is taught in traditional schools across the UK. Online learning can offer additional benefits on top of the fundamentals taught at Key Stage 3 level, such as the flexibility to revisit lessons at any time and smaller class sizes.
Can you study Key Stage 3 online?
Your child can study the full UK Key Stage 3 curriculum online and access a high quality education through our virtual school. Our online Key Stage 3 education includes timetabled, live lessons. Your child can access a consistent and high-quality education from anywhere in the world.
Studying Key Stage 3 online has added benefits too, with lesson recordings so you can revisit or catch up on lessons whenever you need. This means your child has more time for activities, hobbies, and their passions outside of learning. Online learning also means smaller class sizes and fewer distractions. At Phoenix, we have a maximum of 19 students in a class , so there is minimal disruption during teaching, and plenty of opportunity for each student to ask questions, interact and take part in group discussions.
Many parents worry about socialisation for their child if they choose to take them out of an in-person school, however, a quality online KS3 school will ensure the opportunity for students to form friendships with classmates and take part in extra-curricular activities and events online and in-person.
We have gathered some top tips and advice on starting Key Stage 3 online, to ensure your child has a smooth transition to online learning.
Which Key Stage 3 subjects can you study online?
A quality virtual school is able to provide the same full UK curriculum subjects At Key Stage 3 as in a traditional school setting. The only difference is that they are delivered in live, online classrooms.
At Phoenix, we deliver a curriculum of core subjects, as well as supplementary subjects, providing an excellent springboard into the next stage of your child’s education.
Our core subjects are designed to encourage students to explore and build on their creativity, analytical thinking, independent learning, and teamwork skills. As part of our core KS3 online package, students at Phoenix will study the core subjects of English, Maths and Science.
All students will also take part in the core Pastoral element of the curriculum, including PSHE, Assemblies and Reflect lessons. Included in this core package at Key Stage 3 is an open selection of 4 additional subjects.
Students can choose from:
- Drama & Performance
- PSHE
- French
- Geography
- History
- Health & Well-Being
- Music
- RE & Citizenship
- STEM – project-based
If students wish to study more than the 8 subjects at KS3, it is also possible to add additional options from this list for an additional fee.
Nowadays, with the brilliance of cutting-edge technology, online learning is now more closely aligned to the in-school learning experience than ever before. Students study the same subjects and topics that are taught in schools across the UK, with the same high standards of teaching too. Students are encouraged to interact with their teachers and classmates, work on group projects and have independent study time too.
What is the Key Stage 3 Curriculum?
The Key Stage 3 curriculum is the program of learning defined by the UK government to be taught to students aged between 11 and 14.
The Key Stage 3 curriculum consists of compulsory national curriculum subjects which are supplemented by other subject options, such as art and music. Compulsory Key Stage 3 subjects include English, maths, science, humanities, and languages.
These subjects cover a broad spectrum of academic knowledge, whilst encouraging students’ personal development too. Teachers encourage students to think outside the box in lessons, so pupils begin to develop their analytical and creative thinking skills for the first time.
The Key Stage 3 curriculum also provides the opportunity for both independent and collaborative learning, so students can both take responsibility for their own learning and work harmoniously with others. This means pupils can go into the next stage of their education, which is usually GCSEs, feeling confident in their academic knowledge and personal skills, for the best possible chance at success.
What exams are there in Key Stage 3?
All assessment and testing in KS3 is internal and students will not take any external examinations during this key stage. Students’ progress will be assessed through a variety of methods, including formative and summative assignments and Year 9 students complete regular low-takes cycle testing
In the past, students took KS3 SATs at the end of year 9, but these were abolished in 2008. Since then, it is up to each individual school to decide how and when they conduct exams in Key Stage 3, in order to monitor students’ progress. At Phoenix we administer the CEM MidYIS Baseline tests when students join, to provide us with an insight into their strengths and potential.
When learning online, parents can check in on their child’s progress, not only through summative grades and direct teacher consultation, but also throughout the year, using teacher feedback; given on pieces of work and assignments. This means that any challenges your child is facing can be identified more quickly than in a traditional school environment and a solution put in place to help them overcome difficulties.
How is Key Stage 3 different from Key Stage 2?
Key Stage 3 progresses naturally from the subjects students covered in Key Stage 2, with increased time in the Core subjects Maths, English and Science and access to a broader selection of optional subjects .
Student progress at Key Stage 3 is supported by our pastoral and academic curriculum. Students will develop their subject knowledge, conceptual understanding and approaches to learning as they study subject and topics at a progressively deeper level. Students are provided with opportunities to develop their personal skills, such as creativity, independence, and analytical thinking.
For students already studying online, continuing their education online is a natural choice. Many families with children in a traditional school at Key Stage 2 do also choose to move their child’s education online at the Key Stage 3 level. Online Key Stage 3 is a great next step to make from Key Stage 2, as some virtual schools are able to accommodate smaller class sizes (we have a maximum class size at Phoenix of 19 students), so there is less disruption in lessons and more time for each pupil to interact, ask questions and join in with group discussions.
Years 7 & 8 Curriculum - Art
‘Art, craft and design embodies some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design’. (KS3 National Curriculum)
Across Key stage 3 students are introduced to a wide range of art, craft and design media and processes through a variety of themes. All students build upon these skills throughout year 7 and into year 8 in line with the Art, Craft and Design KS3 National curriculum.
YEAR 7
In year 7 students produce three projects which explore a variety of themes/sources and media. Students are introduced to artist’s/sources who produce work around the same theme, developing an understanding of why/how the artist creates their work. They then use this to inform their own ideas and develop these to an outcome.
Term | Project | Medium | Artist/Sources |
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Autumn | Personal Possessions | Drawing, Painting techniques, Colour Theory | Fauvists/Matisse Morandi Van Gogh |
Spring | Mini Exploratory Projects Under The Sea, Fish, Art Inspired by Islam, Bugs | Ceramics, Painting, Mixed Media, Oil Pastel | Amy Daniels Dianne Lublinski Kelly Stanford Mosques and Islam |
Summer | Identity | Painting, Drawing, Typography, Mixed Media | Peter Blake Pop Art |
YEAR 8
In year 8 students build upon the skills they have learned/developed across year 7. They continue to explore different themes and analyse the work of artist’s, designer’s, craftspeople to inform their ideas and develop further to produce personalised outcomes.
Term | Project | Medium | Artist/Sources |
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Autumn | Buildings and Architecture | Drawing, Printing | Paul Catherall |
Spring | Mini Exploratory Projects Typography, Mexican Day of the Dead, Birds | Ceramics, Mixed Media | Mexican Day of the Dead Good Wives and Warriors Abby Diamond Artist of Students Choice |
Summer | Portraits | Drawing, Painting & Mixed Media | Louis Jover Andrea Costantini Liam Barr |
Years 7 & 8 Curriculum - Computer Studies
Half Term | Year 7 | Year 8 |
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Autumn 1 | Students will be shown how to use the network effectively and given a baseline assessment. E-Safety – Students will learn about a range of ways to use technology respectfully, responsibly and securely. Content will include how to protect their online identity and privacy; recognising inappropriate content, contact and conduct and knowing how to report concerns |
Students will be given a baseline assessment. E-safety - Students will extend their previous knowledge by learning about:
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Autumn 2 | Spreadsheets - Students will focus on what a spreadsheet is and can be used for, including how to format appropriately. They will practise using formulae and functions including, but not limited to:
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Spreadsheets – Students will recap basic skills learnt in Year 7. They will the develop advanced skills including:
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Spring 1 | Web design – Students will focus on developing research, planning, and design skills, then create, test and evaluate their own website. We use industry standard Web Authoring Software (Dreamweaver). | Podcasting – Students will further develop their research, planning and collaboration skills in creating a podcast. Students will create a podcast on computer laws in pairs, creating an opportunity for peer assessment. Students will understand podcasting as another method of presenting information as well as how and where it can be used effectively. |
Spring 2 | Control – using real world problems familiar to them, students will develop an understanding of computational thinking, including:
Students use range of software to develop the above skills, including
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Database - students will focus on developing their understanding of databases in the real world and practical database skills, including:
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Summer 1 | Computer Architecture - Students will develop an awareness that computers solve problems, and can only input, process and output information/instructions given to them by humans etc Focus will be on following areas:
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HTML - Students have the opportunity to learn HTML scripting in Notepad, reinforcing their creativity and computational thinking skills. Students will practise using different commands to create elements which can then be used in their webpage. |
Summer 2 | Year 7 exam - Current paper covers all elements studied in proposed schedule except web design. In the lead up to the exam, students will focus on revision skills and techniques designed to allow them to be successful in the exam. | Programming – Students will continue developing algorithmic thinking skills while learning how to code simple solutions in Python. This unit will also promote problem solving skills, resilience and independence. Students will learn how to create, debug and improve working programs. |
Years 7 & 8 Curriculum - Drama
In Year 7 and 8 students will learn to develop practical skills in Devising and Script work for 1 hour a week. To support this they will learn about the styles of performing, drama techniques and how to best develop their acting skills, both vocal and physical. They will explore how to learn lines, how to create believable characters and how do develop their skills to achieve their desired atmosphere from an audience. Students will develop their analytical and evaluation skills through increasing their knowledge and understanding of vivid description in vocal and written feedback following performances.
The units of work that are studied in year 7 and 8 are based on the following themes:
- Mime and Silent Movie
- Pantomime
- Greek Theatre
- Professional Modern Theatre
- The Godmother (1920’s gangsters)
- Murder Mystery
- Warhorse
- Car Crash
- Comedy
- Oliver Twist
Each unit of work builds upon previous knowledge and introduces new skills so that their progress is cumulative over time. Where appropriate, students will be encouraged to use think about additional elements of dramatic performance including props, lighting, sound and costume to help to create a more ‘realistic’ and believable piece of drama.
During lessons we make continuous use of verbal feedback to support student progress and help them to identify the way forward. Students also undertake written activities and highlight their current strengths of the work and how they can develop.
Students are assessed on the work from each unit performance. They are marked against six drama strands throughout the year –
- vocal skills
- physical skills
- drama techniques
- audience awareness
- characterisation
- interpretation
Years 7 & 8 Curriculum - English
Half Term | Detail | Assessment | |
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Autumn 1 | Myths and Legends Introduction to Accelerated Reader | We begin by studying poetry and the epic narrative poem, ‘Beowulf’. The emphasis is on the imagination and the techniques writers use to bring stories to life. | Star Reader Assessment Reading response to ‘Beowulf’ |
Autumn 2 | ‘Oliver Twist’ | Following the study of theatre through the ages, students read a scripted version of Dickens’s classic tale, ‘Oliver Twist’. Students will research the historical context and learn more about Charles Dickens. They will consider how the techniques used by the authors of both prose and drama bring texts to life. | Literature response to ‘Oliver Twist’ Star Reader Assessment |
Spring 1 | The Art of Rhetoric | Having read ‘Oliver Twist’, students are then challenged to argue that the character of Fagin is either a victim or a villain. The focus is on structuring a coherent argument and making effective use of rhetorical devices. | Spoken language: delivery of a speech Writing: argue and persuade |
Spring 2 | Novel Study | Each class will study a modern novel. During the half term, they will explore the writer’s style by considering, language choices, characterisation, setting and structure. They will be encouraged to respond at both a personal and analytical level. | On-going reading response |
Summer 1 | Opening doors to other worlds | Students will read a range of extracts and consider visual images in an imaginative exploration of the symbolism of doors. The focus will be on developing narrative and descriptive writing skills. | Descriptive/Narrative writing |
Summer 2 | Shakespeare and ‘The Tempest’ | The reading exam will involve comprehension and analysis of an unseen text. Students will be expected to demonstrate the skills that they have developed throughout the year. In the final weeks of Year 7, we focus on a Shakespeare text and the students prepare for a celebration of ‘The Tempest’ in our annual Shakespeare Festival. | Year 7 Exam: Reading Star Reader Assessment |
YEAR 8
By the beginning of Year 8, students are familiar with how to respond to literature texts and how to secure knowledge using a range of strategies such as self-quizzing. Students are confident with developing and discussing ideas and are becoming more accomplished with their writing. The aim in Year 8 is to develop students’ understanding of a range of literary genres and styles of writing through reading together and independently and through studying and imitating professional writers.
Half Term | Detail | Assessment | |
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Autumn 1 | Mystery and Detective Stories | We begin by reading ‘The Hitchhiker’ by Anthony Horowitz and analysing the techniques used to build suspense. This is followed by the study of a range of mystery and detective stories including ‘The Speckled Band’ by Sir Arthur Conan Doyle. | Narrative and descriptive writing |
Autumn 2 | Novel Study: Animal Farm | All classes read ‘Animal Farm’ and develop their understanding of the text as allegory. During the half term, they will explore the writer’s style by considering, language choices, characterisation, setting and structure. They will be encouraged to respond at both a personal and analytical level. | Literature response to ‘Animal Farm’ |
Spring 1 | The Art of Rhetoric | Building on their experience in Year 7, students develop their understanding of rhetorical devices and are challenged to research and write a speech about an environmental issue of their choice. The focus is on structuring a coherent argument and making effective use of rhetorical devices. | Spoken language: delivery of a speech Writing: argue and persuade |
Spring 2 | Gothic Literature | Students will read a range of extracts and consider visual images in an imaginative exploration of the Gothic genre. The focus will be on understanding the writer’s craft and developing creative writing skills. | Narrative and descriptive writing Reading Assessment |
Summer 1 | Poetry | The half term begins with the reading and performance of a range of poems and poetic forms. Later, students will focus their attention on ‘The Charge of the Light Brigade’ by Lord Tennyson. They will research context, analyse language, structure and form and will endeavour to learn the poem by heart. | On-going formative assessment |
Summer 2 | Shakespeare and ‘Romeo and Juliet’ | The literature exam will involve a critical response to the poem, ‘The Charge of the Light Brigade’. Students will be expected to demonstrate the analytical skills that they have developed throughout the year. In the final weeks of Year 8, we focus on a Shakespeare text and the students prepare for a celebration of ‘Romeo and Juliet in our annual Shakespeare Festival. | Year 8 Exam: Literature |
Years 7 & 8 Curriculum - Geography
Half Term | YEAR 7 | YEAR 8 |
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Autumn 1 | Map & atlas skills Students develop their skills in using atlas and map skills. They will focus on how to navigate atlases and will develop key skills in measuring scale; 4/6 figure grid references; identifying map symbols and developing other navigational skills. |
Our risky world This unit introduces students to ‘Natural Hazards’. There is a focus upon tectonic hazards (earthquakes, tsunamis and volcanoes) with students adopting a “cause, effect, management” approach to these hazards. Case studies will allow students to contextualise their learning whilst developing their evaluation skills in what are the best methods to protect HICs and LICs from these risks. This unit will allow for further development of atlas and map reading skills developed throughout Year 7 and begins to get students to consider thinking holistically about the links between ‘physical’ and ‘human’ geography. |
Autumn 2 | Fantastic Jurassic Students develop their understanding of key geographical processes and landforms found along our local stretch of UNESCO coastline. This topic allows students to embed the map skills learned earlier in the year and provides an opportunity to study some of the most interesting physical geography on our planet. |
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Spring 1 | Cold environments Students begin studying some of the most extreme environments on earth, starting with polar climates. They will learn how to explain differences in temperature around the World; consider animal/human adaptations and will begin to identify the opportunities of exploiting polar environments. However, the challenges of unchecked exploitation will also be considered, allowing students to evaluate human impact on such environments. |
Global development In this unit students are introduced to ‘global development’ – identifying and describing differing levels of development between different countries; explaining the complex reasoning for it and beginning to consider ways to reduce the ‘development gap’. Attention is paid both to historical/present day development in the UK but also trends in global development. India is used as a case study of a newly emerging economy (NEE) and the various challenges that uneven development in India is having is also considered. As with all other Year 7/8 topics, this unit prepares students for the content and skills which they will be assessed on at GCSE. Assessment is by way of written exams but also enquiry based learning and sustainable decision-making exercises. |
Spring 2 | Hot deserts In this unit students will develop their opportunities/challenges approach (as seen in Spring 1) but for another extreme environment – hot deserts. Consideration will be given to environmental, social and economic impacts for a variety of desert environments around the World. |
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Summer 1 | Tropical rainforests Building on from the skills learned in Key Stage 2, this unit is a favourite for many. Students will consider the location of TRFs around the World and will evaluate the opportunities and challenges arising from wide spread deforestation. They will study the Amazon Rainforest as a case study and begin to evaluate the varying impacts of such exploitation on different stakeholders, including the international community. |
Rivers In this unit students are introduced to the topic of rivers and flooding. They will begin by identifying the anatomy of a drainage basin and learning the key terminology required. Students will learn about both river processes and landforms before moving on to evaluate the most effective forms of river management for LICs, NEEs and HICs. A case study to contextualise the learning will also be investigated. Year 8 exam In addition, this term students will also undertake their Year 8 exam. The exam will follow the format of a 45 minute paper which includes both short and long-answer questions. The paper will include topics from both Year 7 and 8 and will assess understanding of at least one case study in detail. Dedicated revision time will be allocated in class for preparing students; however, previous learning materials (e.g. Home Learning activities and exercise books) will also be invaluable in allowing students to access the highest grades possible. |
Years 7 & 8 Curriculum - History
Half Term | YEAR 7 | YEAR 8 |
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Autumn 1 | Enquiry: How and why did sanitation in Britain change through time? In this thematic study students study more than two thousand years of sanitation in Britain. They will find out how people obtained their water and how they got rid of their waste. Their challenge is to explain how and why sanitation in Britain changed through time. They will study six time periods. For each period, they will make a ‘summary card’. |
Enquiry: How did the Trans-Atlantic Slave trade transform the West? In this enquiry students will be looking at the impacts of the Trans-Atlantic Slave Trade. They will look at how the trade worked, why Britain was involved and how Britain and Africa changed as result. At the end of the enquiry they will be able to complete a piece of extended writing that answers the enquiry question. |
Autumn 2 | Enquiry: How did the Normans conquer England? In this enquiry, the challenge is to explain how the Normans conquered England in the twenty years between 1066 and 1086. Students will be building up notes about each stage of the Norman Conquest. Then, at the end of the enquiry, they will make a judgement on whether they think the main reason the Normans succeeded in conquering England was because they were violent and brutal. |
Enquiry: How and why did people’s health improve by the end of the Industrial age? In this enquiry, students will explain and understand how life changed for people in the 19th century. This topic will focus mainly on developments in medicine and surgery. Then, at the end of the enquiry, students will make a judgement on why important changes in medicine and surgery happened at this time. |
Spring 1 | Enquiry: What mattered to Medieval people? In this enquiry students will use pictures from The Luttrell Psalter, and other information, to find out what mattered to people in the fourteenth century. The enquiry will focus on: What mattered to lords such as Sir Geoffrey Luttrell. What mattered to peasants. What mattered to people in towns. How religion matter to everyone. As they work through the enquiry, students will produce a picture book for Year 3 children to explain what mattered to medieval people. Enquiry: What mattered to Medieval people? So far in year 7 students have already looked at one major event that had a big impact in the Middle Ages: the Norman Conquest. They have also looked at what life was like for the people who lived in the Middle Ages. This next enquiry will look at two other major events: The Black Death and the Peasants Revolt. They will investigate both before making a judgement on which was the most significant. |
The British Empire should be known as the ‘Evil Empire’ do you agree? In this enquiry students will study the British Empire and its legacy concluding whether it is something we as a nation should consider as a positive or negative influence in world history or a little bit of both. |
Spring 2 | Enquiry: What was Henry II famous for? In 1170 the Archbishop of Canterbury, Thomas Becket was murdered in Canterbury Cathedral. In this enquiry students will be looking at the reasons why this murder took place. Enquiry: What is the Magna Carta and why is it significant? In this enquiry students will look at how King John faced a rebellion from his barons and had to agree to Magna Carta. This stated that kings had to obey the law. Enquiry: What did King Edward I achieve? Edward I ruled from 1274 until 1307. In this enquiry, you will find out about: the problems that Edward faced at the beginning of his reign; how Edward ruled England; the wars Edward fought in Wales and Scotland. Their challenge is to explain what Edward I achieved during his long reign. |
Enquiry: How did people get the vote? In this unit students will discover how people who were trying to get the vote grouped together in many different movements and organisations. They have already studied the abolitionists. (the campaign to get the slave trade abolished) Students will learn about the Peterloo Massacre, Chartism, The Great Reform Act and the Suffragettes. |
Summer 1 | Enquiry: What should go in a documentary about the Tudor period? In this enquiry students will be looking at the Tudor period, 1485-1603. The focus will not be on the Tudor monarchs but the day to day life of the people of the period. Students will look at how people lived, the attitudes and ideas of the time and the main changes. At the end of the enquiry they will be able to write a letter saying what should go in a documentary on the Tudors and explain why. |
Enquiry: What was the impact of the First World War on people’s lives? In this enquiry, you are going to investigate the different impacts of war on the people who fought in it and on the people, who stayed at home. Their challenge will be to write an explanation. |
Summer 2 | Enquiry: How far was Elizabethan England a Golden Age? Elizabeth I died in 1603. Some people look back on her 45-year reign as a ‘golden age’, but not everyone agrees. At the end of this enquiry students will make up their own mind about how far Elizabethan England was a ‘golden age’. Enquiry: How can we explain the Civil War? The mid-17th century was a time of great upheaval and turmoil in British history. A Civil War tore the country apart and led to huge changes in politics and ideas. In this enquiry students will explain what made the changes of 1625-60 so shocking, when the Civil War became inevitable and what made the change so traumatic. |
Enquiry: The Rise of Dictatorships in Europe: Why did parts of Europe turn to dictators? In this enquiry students will look at what drove two powerful European countries to accept being ruled by a dictator. They will examine conditions in Russia and Germany before Lenin/Stalin and Hitler took control and look at how these individuals took widespread discontent to take over a single ruler. Then, they will examine what life was like for individuals under a communist and a fascist dictatorship and determine whether Hitler and Stalin despite being mortal enemies were all that different in their rule. |
Years 7 & 8 Curriculum - Languages
FRENCH, GERMAN, SPANISH
In the first term of Year 7 all students will complete a carousel of languages within which they will have the opportunity to learn some French, German and Spanish. Each carousel rotation will last 4 weeks and will provide students with the opportunity to get a feel for learning each of three languages that we offer at Phoenix.
At the end of the carousel, towards the end of the autumn term, the students will be able to state a preference for which language they would like to continue learning. Although it cannot be guaranteed, we will endeavour to allocate most students to their first language preference to take forward.
Students will then continue learning their allocated language through to Year 9.
At the end of Year 8, students who have shown a real aptitude for languages in Years 7 and 8 will be offered the opportunity to learn a second language from Year 9 onwards.
Students will be unable to select a language for GCSE that they have not studied in Year 9 without the approval of the Languages Leader following a discussion with the student and their parents or carers.
YEAR 7 AND 8 COURSE CONTENT
At Phoenix, our objective is to enable students of all abilities to develop their foreign language skills to their full potential, equipping them with the knowledge and confidence to communicate in a variety of contexts. We are passionate about the benefits that learning a language can bring and as such we strongly believe in languages as a skill for life and something students should enjoy and find rewarding.
For these reasons, in every Languages lesson students will be expanding their cultural knowledge whilst developing their language skills in a variety of contexts to build a solid base of vocabulary and grammar structures. This is aimed at supporting them to deal with everyday life in the countries where the language is spoken and/or communicating with visitors from these countries. Languages lessons will also have a strong cultural focus, allowing students to develop their understanding of the customs and traditions of the wider world.
The Year 7/8 course develops the ability of students to excel at the four skills of speaking, writing, listening and reading as well as developing a strong cultural understanding.
This is achieved through:
- Regular opportunities in lessons to converse in the foreign language and to develop pronunciation and spontaneity.
- Listening regularly to native speakers and reading authentic materials written in the language studied.
- Regular writing practice in the foreign language, with and without support, in a variety of styles and contexts.
- Developing a thorough understanding and application of grammatical rules.
- Vocabulary memorization to allow for confidence building in listening, reading, speaking and writing.
- Opportunities to use language creatively and in a variety of contexts.
- Explicit teaching about customs, traditional and norms in the countries of the languages studied.
At the end of each term, students will sit assessments in two out of the four key skills (reading, listening, speaking and writing). At the end of the academic year students will have sat at least one assessment in each of the skills in order to generate an accurate picture of their strengths and areas for improvement.
Years 7 & 8 Curriculum - Mathematics
Students will study various units of work over KS3. Students will be tested regularly during KS3 and set changes may take place on the basis of these assessment results. Each assessment is cumulative and content from previous units will also be assessed.
More able students will be expected to study these topics at a deeper level and should be able to problem solve and reason to attain mastery.
Students are required to bring to every lesson a full Maths set including a scientific calculator. We recommend the Casio GT plus.
Unit | Topic | Content | MathsWatch Clip Number |
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1 | Number | Place value Multiply and divide by powers of ten Four operations with integers Four operations with decimals Rounding Type of number - HCF, LCM Negative numbers Order decimals Order of operations Using a calculator Squares, cubes, and roots | N1A, N1B, N1C, N2A, N2B, A20A N17A, N17B N3A, N3B, N4A, N4B, N5, N6, N13A, N14A, N15A, N16, N28A, N29A N13B, N14B, N15B, N28B, N40A N27A, N27B N10, N11, N30A, N30B, N31A, N31B N18, N19A, N19B N2B N20 N22A, N22B, N44 N25 |
2 | Algebra | Language of algebra (notation) Substitution Simplifying expressions Expanding single brackets Forming expressions Sequences | A2, A4 A10 A6, A7A, A7B A8 A3, A4 A11A, A11B, A11C, A22 |
3 | Shape | Shape terminology (2D) Perimeter and Circumference Draw, measure, and name angles Find unknown angles Finding angles in parallel lines Properties of triangles and quadrilaterals Using a compass (constructing triangles) Line and rotational symmetry | G1, G2 G8A, G8B, G22A G10A, G10B, G10C G13, G17, G23 G18 G11, G14, G16 G15 G3, G7 |
4 | FDP | Compare and order fractions Compare and order FDP Add, subtract, multiply, divide fractions Mixed to improper and vice versa Fraction of an amount Percentage of a quantity Percentage increase and decrease | N23A, N23B, N23C N32 N35, N36 N34 N33 N24A N24B |
5 | Probability and Data | Pie charts Tally charts Bar charts List outcomes Find theoretical probability Find relative frequency and calculated expected outcomes from this | S9 S3, S4, S5 S2A, S2B P2A, P2B P1, P7 |
6 | Ratio | Simplify Connection between ratio and fractions Find part given whole and whole given part. Recipes and work rates Unitary/scaling method (e.g. best buys) Scales and maps Conversions (e.g. exchange rates and units) | R5A R1A, R1B R5A, R5B R8 R4 R6 N7a, R2 |
7 | Shape | Timetables Speed Area of rectangles, triangles, parallelograms, trapeziums and circles (inc. composite shapes) 3D shapes Surface area Coordinates | N7B, N21B R11A G9, G20A, G20B, G20C, G20D, G22B G12A, G12B G12C, G21B, G25B A1A, A1B |
8 | Number and Data | Rounding to sf and estimation Mean, mode, median and the range Averages from a table Inequalities (not solving) Scatter diagrams | N38, N43A S7, S6 S10A A20A S8 |
9 | Algebra | Basic function machines Linear equations and inequalities Forming and solving equations Expanding double brackets Rules of indices Plot linear and quadratic graphs from tables of values (recap algebra skills needed) | N26 A12, A19A, A19B, A20B A17 A18 29 A14A, A15 |
10 | Shape | Volume Rotation Reflection Translation Enlargement (positive) Describe transformations | G21A, G25A G6 G4A, G4B G5 G28 G6, G4A, G4B, G5, G28 |
Years 7 & 8 Curriculum - Music
In Year 7 and 8 students will learn to develop practical skills in Composing and Performing for 1 hour a week. To support this they will learn about the theoretical elements that are appropriate for each unit of work. They will learn about music from different styles and cultures and will have the opportunity to create their own pieces of music. The students will look at how the Musical elements such as pitch, rhythm and tonality are used to underpin the style in which they are working and how to use them successfully within their own music. This theoretical knowledge and musical understanding will enable the students to create music that is increasingly complex as they move towards the end of year 8, as well as enabling them to become more confident composers and performers.
The units of work that are studied in year 7 and 8 are based on the following themes:
- Playing in time
- A cappella
- Impressionism
- Pop Song
- Drumming
- Blues
- Film Music
- Dance Music
Each unit of work builds upon previous knowledge and introduces new skills so that their progress is cumulative over time. Where appropriate, students will be encouraged to use an instrument that they learn outside of the classroom as this can help to create a more ‘realistic’ piece of music. Students will have the opportunity to use tuned and untuned percussion and keyboards as well as their own voices to create their music.
During lessons we make continuous use of verbal feedback to support student progress and help them to identify the way forward. Students also write their own short-term targets identifying what needs to be done next as well as highlighting the current strengths of the work.
Students are assessed on the work from the whole unit and not just their end performance.
We are looking at 3 key aspects in each piece – their understanding of the topic/style of music, the quality of the performance and the strength/appropriateness of the musical ideas created and used within their piece.
As students move into year 9 they have the opportunity to develop their skills in either Music or Music Technology, before progressing onto Year 10.
Years 7 & 8 Curriculum - PE
PE at Phoenix
In Year 7, all students will take part in the following sports:
Winter Sports (4 of the below)
Football, Netball, Badminton, Handball, Table tennis, Gymnastics, Rugby
Summer Sports (3 of the below)
Tennis, Cricket, Rounders, Softball, Athletics.
Students will also take part in fitness testing lessons and be set based on their ability in core skills.
YEAR 7 COURSE CONTENT
A number of skills are transferable across many sports that we cover, such as throwing, catching, passing, receiving and shooting in team sports. We aim to link these skills as we move through different sports.
By the end of Year 7, students should understand and be able to demonstrate how to lead a successful warm up, and be able to show a range of skills in the sports they have been participating in.
Students will have 4 PE lessons a fortnight.
YEAR 8 COURSE CONTENT
In Year 8, the skills learnt in Year 7 will be applied at a more advanced level, and we look to apply skills and tactics more in game situations. Students will learn a range of sports as they did in Year 7.
By the end of Year 8, students should be able to lead small groups in warm ups and small skill practices and be able to show a range of skills in game situations across a number of sports.
Students will have 3 PE lessons a fortnight.
Co-curricular Participation
We hope that at Phoenix students will enjoy taking part in PE lessons, and will want to continue their enjoyment through participating in extra-curricular clubs throughout the year.
We have sports clubs in all sports that we study in the curriculum, and at many of these clubs there are opportunities to represent the school. co-curricular clubs vary throughout the year and also include inter house competitions in football, netball and rugby.
Years 7 & 8 Curriculum - Personal, Social, Health and Economic Education (PSHE)
Years 7 & 8 Curriculum Information – PSHE Personal, Social, Health and Economic Education
All students will have a one hour lesson per fortnight.
This is non-examined, but a Behaviour and Effort score will be reported.
We follow a scheme of work called Jigsaw PSHE. This is a whole-school approach to PSHE, health and wellbeing. Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children/young people for life, heling them really know and value who they are and understand how they relate to other people in this ever-changing world.
There are 6 units of work that we look at in all years and these include:
- Being Me In My World
- Celebrating Difference
- Dreams and Goals
- Healthy Me
- Relationships
- Changing me
In Year 7 students will look at:
- Making friends
- Peer pressure
- Online safety
- Bullying
- Respect for the belief of others
- Learning from mistakes
- Safe and unsafe choices
- Stress and anxiety
- Effects and legal consequences of substance misuse
- Health/unhealthy relationships
- Girls and boys’ puberty
In Year 8 students will look at:
- Self-identity/influences
- First impressions
- Social justice and inequality
- Mental well being
- Budgeting
- Responsibility for own health
- Exploitation
- Substances and mood
Years 7 & 8 Curriculum Information – Religious Studies and Citizenship
As a subject Beliefs & Values encompasses the teaching of Religious Education and Citizenship – in just one hour a week. We aim for an inspirational, relevant and engaging curriculum.
STAGE | TITLE AND CONTENT |
---|---|
Year 7 – Autumn Term | Hinduism – Who or what is God? Can he/it be known, or even worshipped? Where did the world come from? Do we have a soul? Does it matter how we live our lives? What is our duty? What happens after we die? How is death observed? |
Year 7 – Spring Term | Islam – How do Muslims beliefs in God contrast with Hinduism? How do we feel awe? Do angels exist? Should I be good? How does a belief in God affect the life of a Muslim? (Submission, Struggle, Community) |
Year 7 – Summer Term | The Island – A religion-neutral exploration of many of life’s big questions: How important is a sense of community? Do we need laws? How important is tradition? |
Year 8 – Autumn Term | Justice – How is justice achieved in the UK? What are the rights and
responsibilities of the police? What are punishment options available, and
what do they aim to do?
Identity – What does it mean to be British? Can you have multiple identities? How can we get along together as a community? |
Year 8 – Spring Term | Buddhism – Understanding the building blocks of modern Buddhism, the responses to suffering, what the cure to suffering is and what Buddhism looks like in the world today. |
Year 8 – Summer Term | Christianity – Who is Jesus? What happened in his life (and death)? What did he teach? What does that mean for Christians today? |
During Year 8 Students can choose to take GCSE Citizenship as an option for Year 9 – a Religious Studies programme will continue until Yr10/11 options the following year.
Years 7 & 8 Curriculum - Science
In years 7 and 8, students develop their understanding of key fundamental ideas in Science through a range of different topics that span the scientific disciplines of Biology, Chemistry and Physics.
The Science department a curriculum for year 7 and 8 students that will provide a platform for GCSE. Students experience each discipline three times throughout the year and enhance their learning at each stage.
With a focus on specific key content that underpins the GCSE course we will also be developing the Scientific skills required to be a successful Scientist. These include;
- Planning investigations to answer specific questions
- Identifying and justifying the appropriate equipment to use
- Collecting and presenting data in tables and graphs
- Critically consider the reliability of data.
- Evaluate your method and consider improvements
- Draw a conclusion and apply scientific understanding.
YEAR 7 – TOPICS | TOPIC OVERVIEW |
---|---|
Biology 1 – Cells | This unit provides students with a fundamental understanding of the building blocks that make up a living organism and how they work. |
Chemistry 1 – Particles | This unit provides students with a fundamental understanding of the world around them in terms of substances and particles and how they behave and interact. |
Physics 1 - Forces | This unit provides students with a fundamental understanding of the world around them and why things move depending of the forces acting on them. |
Biology 2 – Organ systems | Students develop their understanding of living organisms by exploring the different organ systems that work together to enable an organism to survive and thrive. |
Chemistry 2 – Behaviour of particles | Students develop their understanding of particles and explore more Scientific language including Atoms, elements, compounds and mixtures. |
Physics 2 - Motion | Students develop their understanding of particles and explore more scientific language including atoms, elements, compounds and mixtures. |
Biology 3 – Reproduction | Students focus on the structure of the reproductive systems and how these systems result in the survival of a species. |
Chemistry 3 – Acids and Alkalis | Students apply their knowledge and understanding of chemical substances to the differences between acids and alkalis and how these chemicals react together. |
Physics 3 - Space | Students learn to manipulate large and small numbers in the context of space and this provides a great platform for introducing the idea of scale. |
YEAR 8 – TOPICS | TOPIC OVERVIEW |
---|---|
Biology 1 – Energy and Organisms | Students will learn how organisms interact with the world around them to gather a range of substances they need to survive and how chemical processes change these organic substances into something useful. |
Chemistry 1 – Atoms | To further develop understanding of the structure of an atom and how different atoms bond together to change their properties. |
Physics 1 - Energy | Students will learn that energy is nether created or destroyed but how it is transferred from one store to another to enable things to work. |
Biology 2 – Genetics | Students will apply their learning of reproduction to the survival and evolution of a species overtime. |
Chemistry 2 – Earth | Students learn about the structure of the Earth and the finite resources that humans take from the Earth and the impact this is having. We explore the importance of reuse and recycle on the planet. |
Physics 2 - Radiation | Students develop an in depth understanding of light and sound as energy stores. How light and sound behaves as waves and therefore how we are able to see and hear. |
Biology 3 – Interdependence | Students have developed an understanding of what an individual organism and/species need to survive. In this unit students learn what happens if this is unsuccessful and explore reasons for extinction. |
Chemistry 3 – Metals | Students learn in more depth how metals are extracted from the Earth and their uses are dependent upon their individual properties. |
Physics 3 - Electricity | Students understand that electricity is an energy store and how it provides us with a source of energy that makes a range of different things work as part of a parallel or series circuit. |
At the end of each unit students have a short assessment and this expands over the year to include learning from the previous related topic.
Year 9 Curriculum - English
SPECIFICATIONS: English Language, English Literature AQA (8700/8702)
During Key Stage 4 all students are required to study GCSEs in both English Language and English Literature.
The Year 9 programme in English aims to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word. The curriculum will prepare them for the greater challenges of their GCSE courses in both English Language and English Literature.
Assessment for the final GCSE in both English Language and English Literature consists of a total of four terminal examinations. Speaking and Listening (spoken language) no longer contributes to the final GCSE grade, however, a grade for this skill appears separately on the GCSE certificate. Assessment for spoken language is completed towards the end of Year 9.
Content
Reading:
- Non-fiction texts (e.g. articles, leaflets, web-based texts, autobiography, travel writing, magazine and newspaper articles).
- Shakespeare (Macbeth).
- Text(s) from the English Literary Heritage.
- Modern Drama.
- Literature from other cultures.
- Poetry.
Writing:
- Writing for a range of audiences and purposes. Fiction and non-fiction.
Speaking & Listening:
- Speaking and Listening in a range of contexts.
- Spoken Language assessment (GCSE) consisting of a speech and questions.
Skills that are developed
Students are taught to:
- Demonstrate skills in speaking, listening, reading, and writing necessary to communicate with others confidently, effectively, precisely, and appropriately.
- Express themselves creatively and imaginatively.
- Select and adapt speech and writing to different situations and audiences.
- Become critical, flexible, and discerning readers
- Use reading to gain access to knowledge and to develop their own skills as writers.
- Understand that texts from the English, Welsh and Irish Literary Heritage have been influential and significant over time and explore the meaning of these today.
- Understand how literature from other cultures is influential.
- Connect ideas, themes, and issues in a range of texts.
ASSESSMENT
Assessment during Year 9 takes the form of regular teacher assessed assignments and an exam (these assessments do not contribute towards the final GCSE qualification). The Spoken Language assessment, for which students write and deliver their own speech is formally assessed and will be graded as part of the GCSE English Language requirement, late in the Spring Term of Year 9.
English Language GCSE
The scheme of assessment is linear and concludes with two written examinations.
Paper 1: Explorations in Creative Reading and Writing (Fiction)
1 hour 45 minutes 80 marks 50% of the GCSE
Section A: Unseen Literature from the 20th or 21st century. Candidates will answer four questions.
Section B: Creative writing (e.g. a description or narrative).
Paper 2: Writer’s Viewpoints and Perspectives (Non-Fiction)
1 hour 45 minutes 80 marks 50% of the GCSE
Section A: Unseen Literature from the 20th or 21st century. Candidates will answer four questions.
Section B: Creative writing (e.g. A broadsheet article, a letter or a speech).
English Literature GCSE
The scheme of assessment is linear and concludes with two written examinations.
Paper 1: Shakespeare and the 19th Century Novel
1 hour 45 minutes
Candidates will study the two texts within the course and answer a question on each in the examination. The exam is closed book and therefore students will not have access to the text during the examination.
Paper 2: Modern Texts and Poetry
2 hours 15 minutes
Candidates will study a play, text, and15 poems from a pre-released anthology. This examination is also closed book and therefore students will not have access to the text during the examination.
Web address for specification: www.aqa.org.uk
Year 9 Curriculum - Health & Social Care
BTEC Level 1 / 2 Health and Social Care Tech Award
Approximately three million people work in health and social care. Health care roles include doctors, pharmacists, nurses, midwives and healthcare assistants. Whilst social care roles include care assistants, occupational therapists, counsellors and social workers. Together, they account for nearly one in ten of all paid jobs in the UK. Demand for both health and social care is likely to rise, so they will continue to play a key role in UK society and the demand for people to carry out these vital roles will increase.
In Year 9, students will be given the opportunity to begin studying Health and Social Care, providing the experience to allow them to be successful in KS4 should they wish to continue with the subject.
The year 9 curriculum enables students to develop the skills required for the qualification. It also embeds key theoretical understanding in topics that are relevant to KS4 study.
Students wishing to take Health and Social Care in Year 10/11 will need to study the Year 9 course to fully prepare them.
Year 9 Health and Social Care topics include:
- Human Lifespan Development (from infancy to later adulthood)
- Factors that affect development (Physical, Social and Cultural factors)
- Measuring Health and Wellbeing (Including physiological indicators such as measuring blood pressure)
Lessons include a combination of independent, paired and group work. As well as applying knowledge to personal experiences, case studies are used throughout the course. Teaching and learning consist of theoretical lessons, as well as creative and practical lessons for students to embed their knowledge and understanding.
Year 9 offers a real opportunity to allow students to see whether the subject is the right one for them moving forward to KS4.
Year 9 Curriculum - Maths
Syllabus: Mathematics J560 Exam Board: OCR
Mathematics is a compulsory subject.
All students will begin a GCSE in Mathematics in Year 9.
CONTENT
The GCSE course aims to give students a sound and confident grasp of Mathematics.
Students will be required to demonstrate their knowledge, understanding and skills in the following assessment objectives:
- Number
- Algebra
- Ratio and Proportion
- Geometry
- Probability and Statistics
Students will study for a linear course in Mathematics. This will be assessed in a terminal examination which will consist of three written papers, each 1.5 hours long, in the summer of Year 11.
Two of the papers will require the use of a scientific calculator and the third will be non-calculator.
Students will be tested regularly during the GCSE course. Set changes may take place on the basis of these assessment results.
Students are required to bring a full Maths set to every lesson, including a scientific calculator. We recommend the Casio FX-85GTCW
Year 9 Curriculum - Art
A staggered process of options from Year 8 to 9 enables students to make informed choices.
Course Content and Skills:
Students will engage in numerous exciting and challenging projects over the year which will broaden and deepen their knowledge, skills and understanding in Art. They will produce images, artefacts and other creative outcomes that are both original and of personal value.
Through investigation and understanding of artwork from a wide range of genres, cultures and contexts, students will respond creatively through exploration of a wide range of materials, tools and techniques.
Students will be given the opportunity to develop their skills on an individual and collaborative basis through a range of art disciplines, including:
- Drawing, painting, printmaking
- Digital media
- Mixed media
Assessment:
Students will produce work that will be assessed similarly to GCSE standards. Marks are allocated for design work, development of ideas, practical skills and presentation. After a baseline skill and knowledge assessment, students will complete further drawing assessments throughout the academic year to equip them with the skills required for Art at GCSE level.
Requirements:
- A high commitment to researching, practical work and designing at home, as well as in school.
- An A4 sketchbook for their projects. This can be hardcovered, spiral bound, quality paper.
- Basic stationery should be provided by the student. It is also advised that students consider buying a selection of sketching pencils and colouring pencils. These can be bought from good quality art suppliers; pencils range from £5-£15 per pack depending on amount and quality.
Year 9 Curriculum - Business Studies
Course Content
In Year 9, students will be given the opportunity to begin studying Business Studies, providing the experience to allow them to be successful in KS4 at either GCSE Business Studies or our vocational option, Cambridge Nationals in Enterprise and Marketing.
From September, students study theory based around starting up a business, including the qualities of entrepreneurs and the legal structures of smaller businesses.
In the second half term of Year 9, students will embark on a project based around marketing a product, this will help to embed the theory with real world application whilst learning pitching skills.
The next term will follow a similar structure, covering content surrounding finance and recruitment leading to a written exam. This will be followed with another project to embed the knowledge in a more practical manner.
Throughout the rest of the course, students will cover topics such as legislation, motivation and production. This will give them a real grasp of business.
Year 9 offers a real opportunity to allow students to see whether the GCSE or vocational option is the right one for them moving forward to KS4 within the department. It is vital that students perform at their very best throughout the course, as this will later impact on whether they can opt for specific courses in Year 10.
Assessment
There will be five assessments throughout the year to monitor students’ progress. Three of these assessments will be written exams, testing the students at the end of each theory module. The other two assessments will be project work, culminating in a sales pitch to their teacher and the rest of their class. This will provide students with real life business skills as well as preparing them for KS4.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
---|---|---|---|---|
Theory 1 – Marketing | Marketing Project unit | Theory 2 – Finance | Finance & Production Project | Theory 3 – Legislation |
Written Exam | Practical Assessment | Written Exam | Practical Assessment | Written Exam |
Additional Information
Please be aware that home learning will be set throughout the course, which students must complete as one of the requirements for choosing Business Studies courses within Year 10.
Students must take this course should they wish to take either GCSE Business Studies or Cambridge Nationals in Enterprise and Marketing in future options.
Year 9 Curriculum - Citizenship
SYLLABUS: OCR Citizenship
The Citizenship option should particularly be given serious consideration next year for any student keen on pursuing a career in teaching, charity work, community-based care roles, government and policy making, the emergency services, journalism/the media, medical professions, management/human resources, or a legal profession. It builds on the ‘taster’ unit on community cohesion and the legal system students studied in their Autumn Term Religious Studies lessons.
Taking this course will enable candidates to:
- Develop their understanding of today’s key issues locally, nationally and globally.
- Develop a greater understanding of many of the stories they may see/hear/encounter in the news and in today’s society.
- Enhance their personal, social and cultural development, their understanding of different cultures locally, nationally and in the wider world and to contribute to social and community cohesion.
- Develop their interest in and enthusiasm as a member of the community and relate it to the wider world.
- Reflect on and develop their own values, opinions and attitudes in light of their learning.
Assessment
The syllabus we follow in Citizenship Studies is OCR J270. This involves three exams at the end of Year 11 which explore the role of the individual from a local, national and wider world perspective. The Year 9 syllabus aims to give students a “taster” of some of the topics included in the Citizenship GCSE, including:
- Rights and Responsibilities.
- Democracy, Government and Politics.
- Government and Politics beyond the UK.
- Different world organisations- UN, NATO etc.
- The Media.
- The Law and the Legal System.
Assessments will take place in class for the duration of the year.
Year 9 Curriculum - Computer Studies
Computer Studies for all students
In Year 9, all students continue to study Computer Science as a statutory requirement. They will begin to study aspects of the KS4 qualifications offered in this area, Computer Science and iMedia.
From September, students study the required theory covered by the Government’s programme of study for Computer Science. This combines theory Computer Science as well as providing practical experience through programming.
Students will start Year 9 with a taster unit in Computer Science. They will then sit an end of unit exam in this module, linked to the theory they have covered in class. Home Learning will be set during the unit.
Following this, students will complete an iMedia project, in which they will learn some theory related to the iMedia course in KS4 as well as completing a practical assessment where they create a product based on given criteria. Students will then finish the Year 9 course with a theory module which covers statutory requirements as well as GCSE theory. This is to ensure that students who consider either option at KS4 are aware of what is involved in the courses.
Students will also have Digital Safety lessons throughout the year, to help provide and remind them of how to stay safe when operating in an online world. We also spend some time in the final half term of the year investigating some of the issues around Computing and reinforcing the lessons learnt through Digital Safety.
These taster modules will allow students to consider which options suit them best within the subject areas of iMedia and Computer Science.
Year 9 offers a real opportunity to allow students to see which other subjects might be available in Years 10 and 11 within our department area. It is vital that students perform at their very best in these modules, as this could later impact on whether they can opt for the course in Year 10.
Please be aware that students who are interested in Computer Science at KS4 will be required to achieve a grade 6 in the Year 9 Computer Science exam.
Year 9 Curriculum - Geography
Content
Students completing the foundation Geography course will be provided with a thorough grounding in the skills and techniques needed to complete the GCSE Geography course in Years 10 and 11.
We aim to provide students with:
- A balance of theoretical and practical work, encouraging an active involvement in the subject, which aims to motivate and inspire interest.
- An understanding of global geographical issues and encourage them to apply this to a range of contexts. This means students’ real-life skills are developed and become relevant to future decision making.
- A solid grounding and contextual understanding of the countries which will reappear in the Year 10/11 GCSE course as example case studies.
- An opportunity to use real skills (such as map reading) and the use of new technologies, such as GIS, enquiry and analysis through fieldwork and research to assist geographical investigation – helping to motivate students, as they can see how their skills fit into the modern world.
These units will be covered during the course:
Kenya
In this unit, students carry out a holistic study of ‘Kenya’; investigating a variety of aspects of the country (biomes; population growth; development; inequality; culture and tourism) through the context of a single country. Students will begin to develop their key vocabulary and skills that will allow them to achieve highly at GCSE, whilst gaining a deep understanding of this fascinating country.
China
Another deep dive into one of the world’s most significant countries. China is a country with a rich cultural heritage and one that has seen unrivalled economic development in recent years. Students will investigate a variety of geographical topics (biomes; population control; economic development; urbanisation, transnational companies (TNCs) and resource management). Again, students will learn to develop key GCSE skills and will deepen their understanding of many essential geographical concepts during this unit.
Natural Hazards
Building on the tectonic hazards unit studied at the beginning of Year 8, students will spend half a term addressing the causes, consequences and management strategies of ‘Tectonic Hazards’ and half a term on ‘Climatic Hazards’. Time will be spent addressing the theoretical background causes, impacts and management solutions to some of the most devastating
and significant hazards of the 21st century. Students will begin the actual GCSE content towards the end of Year 9; therefore, it will be essential that those who wish to take Geography into Years 10 and 11 opt for Geography in Year 9. Students will find that this unit will help to develop their graphicacy; description, explanatory techniques; analysis and evaluative skills.
Skills
- Team work.
- Creative thinking.
- Independent enquiry skills.
- How to solve problems and justify decisions made – essential for most jobs and careers.
- Using secondary data to find out about different people, cultures & environments – research and filtering skills.
- Reflective, analytical skills and communication skills.
- Higher order analysis and evaluation skills.
- Developing extended writing skills.
- Exam technique.
- Time management.
Assessment
Regular mid unit and end of unit assessments will take place, in addition to skills development in self and peer marking activities. End of unit assessments will mirror the GCSE assessment criteria in their style:
100% of the student’s end of year mark will come from written exams throughout the course, during mid-unit and end-of-unit assessments.
NB: The actual GCSE assessment will comprise three papers:
- UNIT 1: “Living with the Physical Environment” (1hr 30, 35%)
- UNIT 2: “Challenges in the Human Environment” (1hr 30, 35%)
- UNIT 3: “Geographical Applications” (1hr 30, 30%)
PLEASE NOTE: It is imperative that students who wish to take Geography at GCSE choose it as an option in Year 9, as important GCSE course content is covered in the second half of the year.
Year 9 Curriculum - History
In the Year 9 curriculum, lessons focus on certain themes and the international relevance of historical events. Students will understand the events that have shaped the modern world and make up their own mind about historical issues.
Students will study challenges for Britain, Europe and the wider world, 1901-present. This will include looking at why parts of Europe turned to dictators and how people were controlled, the turning point during the Second World War, what happened during the Holocaust and how Jewish people resisted, how India achieve independence from Britain in 1947 and investigate the struggle for Civil Rights in both America and Britain.
In each topic or period there are enquiries with a question for students to think about. Students will need to use the ideas and information they have collected through the enquiry to answer the big question and develop certain skills. These skills shape the key questions asked in a topic and help to organise the subject knowledge.
For example, a set of second-order concepts for History include:
- ’cause and consequence’,
- ‘change and continuity’,
- ‘similarity and difference’,
- ‘historical significance’.
Students will develop these skills in Year 9 which will help build the foundations for GCSE.
The course will suit students who are curious and passionate about History and have a strong interest in finding out about the past using sources. It will also suit students who enjoy extended writing and answering enquiry questions.
Studying History in Year 9 is a requirement for studying GCSE History in Years 10 and 11.
Year 9 Curriculum - Languages - French, German, Spanish
In Year 9, all students will continue to study their language studied in years 7 and 8 as part of their core curriculum. Certain students, selected by their current languages’ teacher, will have the opportunity to study a second language in addition to their first language.
Students who have not studied a certain language previously in Year 8 will not be allowed to take up that language without the approval of the Languages Learning Leader, following a discussion with the student and their parents/carers.
YEAR 9 COURSE CONTENT
At Phoenix , our objective is to enable students of all abilities to develop their foreign language skills to their full potential, equipping them with the knowledge and skills to confidently communicate with others. We are passionate about the benefits that learning a language can bring and as such, we strongly believe in languages as a skill for life and a subject that students should enjoy and find rewarding.
This is why, in every lesson, students will be expanding their cultural knowledge, tolerance and awareness, whilst developing their language skills in a variety of contexts to build a solid base of vocabulary and grammar.
The Year 9 course develops students’ ability to excel at the four skills of Speaking, Writing, Listening and Reading through:
- Regular opportunities in lessons to converse in the foreign language in a spontaneous manner with the teacher and with peers.
- Reading and listening to native speakers, sometimes via authentic materials and be given the techniques to respond to “GCSE style” comprehension questions.
- Regular practice writing in the foreign language with and without support in a variety of styles.
- A thorough understanding and application of grammatical rules in a variety of contexts.
- Weekly vocabulary memorisation to allow for confidence building in all areas.
- Regular opportunities to learn and practise phonics and phonic activities to ensure students speak more confidently in the target language.
At the end of every term, students will be assessed using GCSE style reading, listening, speaking and writing. This will allow students and their teachers to know what their strengths and weaknesses are, so that together they can design a thorough revision and intervention plan, allowing them to start their GCSE in Year 10 with confidence and a positive attitude.
Year 9 Curriculum - Personal, Social, Health and Economic Education (PSHE)
All students will have a one-hour lesson per fortnight.
This is non-examined, but a Behaviour and Effort score will be reported.
We follow a scheme of work called Jigsaw PSHE. This is a whole-school approach to PSHE, health and wellbeing. Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children/young people for life, heling them really know and value who they are and understand how they relate to other people in this ever-changing world.
There are 6 units of work that we look at in all years and these include:
- Being Me In My World
- Celebrating Difference
- Dreams and Goals
- Healthy Me
- Relationships
- Changing me
In Year 9 students will look at:
- Perceptions about intimate relationships
- Consent
- Peer-on-peer abuse
- Abuse and coercion
- Protected characteristics
- Hate crime
- Harassment
- Personal strengths and SMART targets
- Mental health and well being
- Law and effects of alcohol and drugs
- Smoking and vaping
- Healthy relationships
- Contraception and sexual health
- Age of consent
Year 9 Curriculum - Religious Studies
SYLLABUS: AQA Religious Studies A
In Year 9 all students continue to study the statutory requirements for Religious Education and begin the study of the GCSE style course offered in Year 10. The course is required to reflect the fact that the religious traditions in Great Britain are in the main Christian, whilst taking account of the principal religions represented in Great Britain.
The students engage with questions of belief, value, meaning, purpose, truth and their influence on human life, as well as reflect on and develop their own values, beliefs and attitudes as part of their preparation for adult life in a pluralistic society and global community.
Religious Studies is a good foundation for any student keen on thinking critically, pursuing many careers, including teaching, charity work, community-based care roles, government and policy making, medical professions, management/human resources or a legal profession.
The GCSE syllabus we follow in Year 9 will encourage candidates to be inspired, moved and changed by following a broad, satisfying and worthwhile course of study. As they begin their study of philosophical and ethical issues as citizens of an ever-changing world, it will challenge and equip students to lead constructive lives in society and encourage them to adopt an enquiring, critical and reflective approach to the study of ideas, religious perspectives and life itself.
Specific areas of study include:
The existence of God and Revelation looking at:
- Does God exist?
- Does the problem of evil and suffering prove God does/does not exist?
- Miracles
- Teleological and cosmological arguments
- Creation
- Special and general revelation
Crime and Punishment looking at:
- What is crime?
- Reasons for committing crime
- How should criminal be treated?
- Religious attitudes to criminals
- Capital and corporal punishment
- Forgiveness
This course will enable students to:
- Develop a deeper knowledge of world religions.
- Adopt an enquiring, critical and reflective approach to the study of religion, that can be transferred to their study of other subjects.
- Explore and reflect on fundamental questions and engage with them intellectually.
- Enhance their spiritual and moral development.
- Enhance their personal, social and cultural development, their understanding of different cultures locally, nationally and in the wider world and to contribute to social and community cohesion.
- Reflect on and develop their own values, opinions and attitudes in light of their learning.
ASSESSMENT
Assessments will take place in class for the duration of the year.
Religious Studies encourages learners to develop the ability to construct well argued, well-informed, balanced and structured written arguments. The Religious Studies Department traditionally achieves excellent results compared to national data and aims to continue this success with the new specification.
Parents/carers maintain the right to withdraw their children from Religious Education. Permission to withdraw students from Religious Education should be addressed to the Headteacher.
No reason is required by law for this withdrawal.
Year 9 Curriculum - Science
Syllabus: Science Exam Board: AQA
From September of Year 9 all students will study the GCSE syllabus for Science. The government requirement is that all students study a minimum of two Science GCSEs; At Phoenix this can be achieved through the Combined Science route (worth two GCSEs) or the Separate Science route (worth three Separate GCSEs). Each of these courses include the study of Biology, Chemistry and Physics. During year 9, we will monitor the progress of all students using teacher assessment and formative GCSE exam questions. During the options process in year 9, the science department will make a recommendation for the most appropriate pathway for each student to follow to enable the best outcome at GCSE.
Selected students will receive an invitation to use the Separate Science option. The Separate Science pathway will result in 3 separate GCSEs, one in each of Biology, Chemistry, and Physics. The separate science pathway is well suited to students who are considering studying one of the Sciences at college, and/or aspire to a science-based career because students will learn more of the subjects, at greater depth and therefore requires the additional curriculum time.
Those who do not take the Separate Science pathway will follow the Combined Science pathway, along with the majority of students nationally, will achieve a combined science grade which is 2 GCSEs. The Combined Science qualification still includes Biology, Chemistry and Physics in equal amounts. Each of these courses will then continue into years 10 and 11.
The exams for each of these courses will be at the end of Year 11. These examinations will also include assessment of practical Science skills and Maths skills through the Science specific subject content that has been studied.
In year 9 all students will study the same topics, including.
- Biology topics – Cell Biology and Cell organisation
- Chemistry topics – Atomic Structure and Atomic Bonding
- Physics topics – Energy and Electricity.
Following each individual topic Biology, Chemistry or Physics students will complete a small assessment that inform students’ progress and OTFGs. The assessments will be based on past GCSE questions.
Final Examinations – Combined Science (two GCSEs)
- Total of six exams at the end of Year 11; two for Biology, two for Chemistry and two for Physics.
- Each exam is worth 70 marks, lasting for 1 hour and 15 minutes.
- 15% of the paper will be based on practical skills.
Final Examinations – Separate Science (three Separate GCSEs Biology, Chemistry, Physics)
- Total of six exams at the end of Year 11; two for Biology, two for Chemistry and two for Physics.
- Each exam is worth 100 marks, lasting for 1 hour and 45 minutes.
- 15% of each paper will be based on practical skills.
We recommend that students purchase the recommended revision guides at the beginning of Year 10 once their GCSE pathway (Combined or Separate Science) has been confirmed following Year 9.