Downham Market Curriculum Vison: Sequence all students from their start point to exceptional academic and pastoral outcomes. They are ready for each stage of their education and life. Mission Statements: Each subject has a KS3 Mission statement; what students will know; the skills they will have; the people they will be. Curriculum Documents: All documents express how all students can achieve the mission statement. The curriculum at KS3 is organised into: Aspiration Curriculum Vision Subject Mission Statements English Maths Science History Geography Re Computing Art Drama PE Technology MFL Latin Subject Specific Themes What do we teach and why? How does it link to our mission statements? How is that organised across Year 7, Year 8 and Year 9? What Knowledge and skills do we introduce and when? What must students be able to do at the end of each year to make progress in the next? How do students use the knowledge? How is it transferrable? It could be the last term they acquire that knowledge. What does it provide students with for KS4 and life? Relevance The Documents are used and referred to frequently in conversations flows between senior leaders, middle leaders and teachers. These documents are made relevant and accessible for students in their feedback books. Outcomes Students leave Downham Market empowered with the qualifications, knowledge and skills to contribute and be successful
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Downham Market Curriculum
Vison: Sequence all students from their start point to exceptional academic and pastoral outcomes. They are ready for each stage of their education and life.
Mission Statements: Each subject has a KS3 Mission statement; what students will know; the skills they will have; the people they will be.
Curriculum Documents: All documents express how all students can achieve the mission statement.
The curriculum at KS3 is organised into:
Aspiration
Curriculum Vision
Subject Mission Statements English Maths Science History Geography Re Computing Art Drama PE Technology MFL Latin
Subject Specific Themes
What do we teach and why? How does it link to our mission statements?
How is that organised across Year 7, Year 8 and Year 9? What Knowledge and skills do we introduce and when?
What must students be able to do at the end of each year to make progress in the next?
How do students use the knowledge? How is it transferrable? It could be the last term they acquire that knowledge.
What does it provide students with for KS4 and life?
Relevance
The Documents are used and referred to frequently in conversations flows between senior leaders, middle leaders and teachers.
These documents are made relevant and accessible for students in their feedback books.
Outcomes
Students leave Downham Market empowered with the qualifications, knowledge and skills to contribute and be successful
What new knowledge/content do we introduce? What do students do with this knowledge?
By the end of year 9, a Downham science
student will… Year 7 Year 8 Year 9
Autumn
What are cells and why are they important
in living things?
What are atoms and where do we find
them?
What is energy and where does it come
from?
How do we obtain nutrients from food?
What factors affect the rate of a chemical
reaction?
How and why is thermal energy transferred?
What is health and how do we stay healthy?
How do chemical reactions affect our
environment?
How can we apply our knowledge of forces
and electricity to solve real world problems?
We are increasingly looking for
students to be able to carry out full
scientific investigations. Over time
students should increasingly be able
to propose a hypothesis, design an
experiment, select suitable
apparatus, identify a variable to
change, measure and explain how all
others will be controlled, selecting a
suitable method to record and
present data and any relationships
therein, followed by a sensible
conclusion, an honest evaluation of
the validity of the method and the
reliability of the data.
Recognise science as a process
to investigate the natural
world and not simply a body
of facts to be learnt.
Understand biology as the
science of life, based on cells
and able to explain many
significant processes in living
things.
Understand chemistry as the
science of matter, based on
atoms, able to explain the
properties of matter and
predict changes that may
occur.
Understand physics as the
science of energy and matter;
that everything that happens
is the result of energy being
transferred.
Spring
How do living things reproduce?
What is a chemical reaction and why do
they happen?
What are forces and how do they affect us?
What are the causes of infectious disease and
how do we prevent its spread?
What are the common chemical structures of
matter?
What does the universe consist of?
KS3 revision & Assessment
then
GCSE
Summer
How is information passed from one
generation to the next and why are we all
different?
How can we categorise matter?
What is electricity and how can we use it?
How are plants similar and different to all
other forms of life?
How and why is energy transferred in
chemical reactions?
How are we able to see light and hear sounds?
GCSE
Rationale for these specific
components and
composite outcomes:
Simplicity: Whilst students will have
been taught science at Primary school,
we want to introduce them to the
subject as specialists. Students should
appreciate the three distinct but
complementary disciplines: Biology –
we study the building blocks of all
living things –cells and processes they
are involved in; Chemistry – we study
the building blocks of matter – atoms
and the reactions they undergo;
Physics – we study energy – how it
drives every process in the universe.
Exemplification: In Year 8 students
should focus on how cells work in union
to enable body systems to be effective.
They need to appreciate how vital
plants are to life on Earth. Students
should develop their understanding of
atoms to see how their interactions are
predictable and give rise to the
properties of matter and their reactions.
Students need to consider how energy is
transferred by considering thermal,
light and sound energy and should
appreciate energy is conserved
throughout space.
Complexity: In Year 9 students
complete KS3 by linking together all
the human processes they have
studied to seem how cells, tissues and
organs allow the body to work so well.
They also learn to appreciate that
chemical reactions have a huge impact
on our environment, and the factors
that affect this. And they start
looking at forces and electricity in
more depth to appreciate the
nuanced behaviour of electrons in
circuits or how forces can be
multiplied to great effect.
Students who are able to effectively
propose and investigate a hypothesis
are scientists by definition. Through
investigation students learn how to
make sense of the natural world.
They are able to marvel at the
beauty of nature and the elegance of
its laws and apply this
understanding to solve real world
problems, be that how to fix their
bike, improve ecology in their
garden or how to cure cancer.
Downham Market Academy – Curriculum Mission Statement
How is challenge embedded into the KS3 curriculum? Students must be in the habit of proposing a hypothesis to explain natural phenomena and then must use scientific investigation to collect data and therefore decide whether the data support their hypothesis. Students should be able to model natural processes, have an extensive recall of the core knowledge required to apply their understanding and demonstrate fluency in using scientific vocabulary to explain key concepts. Challenging lessons therefore require students to use experimental evidence to provide robust scientific explanations.
How does the KS3 curriculum above build on previous learning in KS2? It is important to note that we cannot assume the KS2 science curriculum has been effectively delivered (Note Ofsted curriculum report December 2018). The priority at KS2 is to gain an understanding of how to undergo a scientific investigation and by consideration of macroscopic observation (e.g. classifying rocks, classifying living things, investigating magnetism). In Y7 especially, we reinforce these ideas and then push students beyond KS2 by considering how microscopic (in biology) or nanoscopic (in chemistry and physics) processes act as drivers for the macroscopic observations.
Downham Market Academy – 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 Downham Market
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.
Downham Market Academy – Curriculum Mission Statement
Students at Downham Market Academy 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.
Downham Market Academy 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.
Downham Market Academy 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.
Downham Market Academy 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.
Downham Market Academy 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.
Downham Market Academy – 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
Downham Market
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.
Downham Market Academy – Curriculum Mission Statement
Students at Downham Market Academy 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.
Downham Market 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.
Downham Market 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.
Downham Market 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.
Downham Market 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.
Downham Market Academy – Curriculum Mission Statement
Subject: : French 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
DMA languages student
will be able: Year 7 Year 8 Year 9
Autumn
- Talk about likes and dislikes,
describing yourself and others.
( present tense er verbs, avoir)
- Talk about school subjects,
timetable, school daily routine,
schools in France (partitive
articles, opinions + reasons)
- Talk about my use of media.
(present tense er, ir, re verbs,
avoir + être)
- Talk about a past visit of Paris.
(perfect tense, express opinion in
past)
- Talk about yourself and media (3
tenses , direct object pronouns)
- Talk about fitness and health
eating (future tense)
Pupils will reflect on the world we
live in, using contexts familiar to
them in their everyday lives and
teaching them the vocabulary that
they need to communicate with
young French people of their own
age on topics that interest and
stimulate them. They are
introduced to young French
people and given insight into the
everyday life and culture of France
and other French-speaking
countries, encouraging
intercultural understanding. At the
same time, pupils are taught the
language learning skills and
strategies that they need to
become independent language
learners.
. to listen to a variety of forms of
spoken language to obtain
information.
. to respond appropriately + be
able to transcribe words and short
sentences with increasing
accuracy.
. to initiate + develop
conversations, coping with
unfamiliar language + unexpected
responses, + make use of social
conventions.
. to express + develop ideas
clearly + with increasing accuracy
in writing and speaking.
. to read + show comprehension of
original + adapted materials from a
range of sources, understanding
the purpose + important details,
provide accurate translations of
short, material.
. to read literary texts in the
language such as stories, songs,
poems + letters, to stimulate
ideas, develop creative expression
+ expand understanding of the
language + culture.
. to use an increasingly wide range
of grammar + vocabulary, writing
creatively to express their own
ideas + opinions.
. To identify + use tenses or other
structures that convey the present,
Spring
- Talk about computers, mobiles
and internet. Discuss which
sports you play. What you like
doing. Describe what other
people do.( aimer +inf, ils /ells
form of verb)
- Talk about your town/village,
where you go and what you can
do there. ( modal verbs)
- Talk about my identity. (reflexive
verbs and adjective agreement,
near future tense)
- Talk about where I live, cultural
celebrations and food. (Using 3
tenses, comparative)
- Talk about the future, ambitions
and why it is important to learn a
language (modal verbs, imperfect
+ future tenses)
- Talk about holidays using a
range of tenses ( also conditional)
Summer
- Talk about holidays, going out,
buying food and drinks.
Reflexive verbs and
conditional/future tense to say
where I would like to go on
holidays.
- Describing a talent show
competition ( modal verbs /
comparative and superlative form/
using a variety of structures and
tenses)
. talk about oneself and the world
around them using three tenses:
present, past and future as well as
the gerund.
Rationale for these
specific components
and composite
outcomes:
Let’s talk about me : gain confidence in communicating in French about me, my family, my school, my hobbies, my town, my holidays
Celebrate uniqueness, get to
know one another, share
information, celebrate own
strengths + those of others
Let’s talk more about me, so that I can communicate in French / Spanish (about media, a visit to Paris, my identity, where I live, talent) using the past, present and future tenses
Look at different festivals and how
they are celebrated in different
countries, people are different, let’s
celebrate it.
Gain a deeper understanding of the language, by using more complex vocab and grammar, to allow me to give + justify opinions and take part in discussions about wider issues ( such as my social life, health + fitness, work + future plans, holidays, the world around me)
The four elements of the Key
Stage 3 Programmes of Study
(Key concepts, Key processes,
Range and content and
Curriculum opportunities) and the
five strands of progression in the
Key Stage 3 Framework for
languages are fully integrated into
the course. In addition, pupils have
the chance to experience cross-
curricular studies and are given
Downham Market Academy – Curriculum Mission Statement
Learn how to express yourself ,
your opinions and respect other
people’s views/ culture.
Compare UK + francophone
schools
Discuss experiences of travelling to
different places and countries.
Be grateful for our healthy bodies
and understand that we need to
care for them. Understand how
different foods affect body/health.
Look at the impact of alcohol,
smoking and drugs to health /
society.
Discuss the cultural differences
between French and English
homes,
Appreciate our families and
recognise the importance of
helping each other.
Appreciation of other cultures -
listening to music. How does
media influence our own culture?
Rights & responsibilities of
keeping safe on-line.
Being responsible with money.
Writing formal letters/CVs for jobs.
Sharing personal experience of
time working in France.
Explore racism in TL – look at
different nationalities living in town
– what are the issues?
Discussion of personal
responsibility towards
environment. What actions need
to be taken to protect our planet?
regular opportunities to develop
and practise the personal, learning
and thinking skills required to
operate as independent enquirers,
creative thinkers, reflective
learners, team workers, self-
managers and effective
participators.
past, + future, as appropriate to
the language being studied, use a
variety of key grammatical
structures + patterns, including
voices + moods
. to develop + use a wide-ranging
+ deepening vocabulary that goes
beyond their immediate needs and
interests, allowing them to give +
justify opinions, take part in
discussion about wider issues,
use accurate grammar, spelling +
punctuation.
. to have a firm grasp of the
sound-writing relationship to
facilitate accurate pronunciation +
independent language use.
The targelanguage should be the
dominant means of classroom
communication.
. to use a range of vocabulary,
including high-frequency and
topic-specific language, should be
retained for independent use in
pupils' long-term memories.
How is challenge embedded
into the KS3 curriculum?
How does this build on KS2?
“Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high quality languages education should foster pupils’ curiosity and deepen their
understanding of the world.”
A simple example could be when teaching the topic of school. Learners could study the timetable of a pupil in a school on the French island of la Réunion, sourced quite effortlessly
online. They could compare and contrast their daily routine looking for similarities and differences. When teaching the topic of leisure, students could investigate typical games that
children play in Latin American playgrounds and see how they compare with a UK playground. For the topic of holidays the focus of a pupil-led research project could be to plan a trip to a
German speaking country such as Switzerland or Austria with a maximum budget of €2000 for a family of 4. With careful thought and planning, perhaps with an emphasis on cross
curricular links, most KS3 topics lend themselves to some cultural input. Where the text book does not offer helpful sources of cultural material, teachers can, with the help of the internet,
source a wealth of authentic material to inspire their pupils.
We effectively incorporate innovative ICT/Internet into our lessons when studying any topic. This could be knowing other countries through films, pictures, cultures, storytelling, music,
writing letters to students abroad using eTwinning.
Downham Market Academy – Curriculum Mission Statement
What new knowledge/content do we introduce? What do students do
with this knowledge?
By the end of year 9, a
DMA languages student
will be able: Year 7 Year 8 Year 9
Autumn
- Talk about yourself, describing
yourself and others ( incl family)
( tener, adjective agreements)
- Talk about your likes +
dislikes, weather ( me gusta +
inf, ar verbs in present tense)
- Talk about a past holiday ( use
preterite of ser, ar , er+ir verbs)
- Talk about media ( present tense,
opinions, comparative, use 2
tenses)
- Talk about your likes and media
(3 tenses)
- Talk about work ( use tener que,
adjective agreements, near future
+ 3 tenses together)
Pupils will reflect on the world we
live in, using contexts familiar to
them in their everyday lives and
teaching them the vocabulary that
they need to communicate with
young French people of their own
age on topics that interest and
stimulate them. They are
introduced to young Spanish
people and given insight into the
everyday life and culture of Spain
and other Hispanic countries,
encouraging intercultural
understanding. At the same time,
pupils are taught the language
learning skills and strategies that
they need to become independent
language learners.
. to listen to a variety of forms of
spoken language to obtain
information.
. to respond appropriately + be
able to transcribe words and short
sentences with increasing
accuracy.
. to initiate + develop
conversations, coping with
unfamiliar language + unexpected
responses, + make use of social
conventions.
. to express + develop ideas
clearly + with increasing accuracy
in writing and speaking.
. to read + show comprehension of
original + adapted materials from a
range of sources, understanding
the purpose + important details,
provide accurate translations of
short, material.
. to read literary texts in the
language such as stories, songs,
poems + letters, to stimulate
ideas, develop creative expression
+ expand understanding of the
language + culture.
. to use an increasingly wide range
of grammar + vocabulary, writing
creatively to express their own
ideas + opinions.
. To identify + use tenses or other
structures that convey the present,
Spring
- Talk about school – subjects,
school, break activities ( me
gusta(n), er +ir verbs in present
tense, ar verbs)
- Talk about your family,
physical descriptions, where you
live ( estar, ser+tener,
possessive adjectives)
- Talk about food + meal times (
use more opinions, negatives, near
future tense)
- Talk about arranging to go out,
clothes ( use me gustaria + inf,
querer + poder, use 3 tenses)
- Talk about health + fitness ( use
direct object pronouns, reflexive
verbs, se debe, me duele)
-talk about yourself + wider
issues eg fair trade, rights,
recycling
, world issues). ( use poder, se
deberia)
Summer
- Talk about where you live –
your town / village, tell the time,
oder in a café ( use ir , querer +
near future tense)
- Describing holidays (a holiday
home, activities, directions,
summer camps) ( use comparative
+ superlative, 3 tenses, major +
peor)
. talk about a visit to Madrid ( use4
tener, superlative + comparative)
Rationale for these
specific components
and composite
outcomes:
Let’s talk about me : gain confidence in communicating in Spanish about me, my family, my school, my hobbies, my town, my holidays
Develop skills : independent work, creative thinking, reflecting on learning, team work, being responsible for own learning, participating positively
Let’s talk more about me, so that I can communicate in Spanish (about media, a past holiday, my identity, media where I live, meal times) using the past, present and future tenses Develop skills : independent work, creative thinking, reflecting on learning, team work, being responsible for own learning, participating positively
Gain a deeper understanding of the language, by using more complex vocab and grammar, to allow me to give + justify opinions and take part in discussions about wider issues ( such as my social life, health + fitness, work + future plans, holidays, the world around me)
Downham Market Academy – Curriculum Mission Statement
Celebrate uniqueness, get to
know one another, share
information, celebrate own
strengths + those of others
Learn how to express yourself ,
your opinions and respect other
people’s views/ culture.
Compare UK + Hispanic
schools
Look at different traditions and how
they are celebrated in different
countries, people are different, let’s
celebrate it.
Discuss experiences of travelling to
different places and countries.
Be grateful for our healthy bodies
and understand that we need to
care for them. Understand how
different foods affect body/health.
Discuss the cultural differences
between hispanic and UK meals /
food)
Appreciate our families and
recognise the importance of
helping each other.
reflecting on learning, team work, being responsible for own learning, participating positively
Appreciation of other cultures -
listening to music. How does
media influence our own culture?
Rights & responsibilities of
keeping safe on-line.
Being responsible with money.
Writing formal letters/CVs for jobs.
Sharing personal experience of
time working in France.
Explore racism in TL – look at
different nationalities living in town
– what are the issues?
Discussion of personal
responsibility towards
environment. What actions need
to be taken to protect our planet?
and thinking skills required to
operate as independent enquirers,
creative thinkers, reflective
learners, team workers, self-
managers and effective
participators.
past, + future, as appropriate to
the language being studied, use a
variety of key grammatical
structures + patterns, including
voices + moods
. to develop + use a wide-ranging
+ deepening vocabulary that goes
beyond their immediate needs and
interests, allowing them to give +
justify opinions, take part in
discussion about wider issues,
use accurate grammar, spelling +
punctuation.
. to have a firm grasp of the
sound-writing relationship to
facilitate accurate pronunciation +
independent language use.
The target language should be the
dominant means of classroom
communication.
. to use a range of vocabulary,
including high-frequency and
topic-specific language, should be
retained for independent use in
pupils' long-term memories.
How is challenge embedded
into the KS3 curriculum?
How does this build on KS2?
“Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high quality languages education should foster pupils’ curiosity and deepen their
understanding of the world.”
A simple example could be when teaching the topic of school. Learners could study the timetable of a pupil in a school on the French island of la Réunion, sourced quite effortlessly
online. They could compare and contrast their daily routine looking for similarities and differences. When teaching the topic of leisure, students could investigate typical games that
children play in Latin American playgrounds and see how they compare with a UK playground. For the topic of holidays the focus of a pupil-led research project could be to plan a trip to a
German speaking country such as Switzerland or Austria with a maximum budget of €2000 for a family of 4. With careful thought and planning, perhaps with an emphasis on cross
curricular links, most KS3 topics lend themselves to some cultural input. Where the text book does not offer helpful sources of cultural material, teachers can, with the help of the internet,
source a wealth of authentic material to inspire their pupils.
We effectively incorporate innovative ICT/Internet into our lessons when studying any topic. This could be knowing other countries through films, pictures, cultures, storytelling, music,
writing letters to students abroad using eTwinning.
Downham Market Academy – Curriculum Mission Statement
Downham Market Academy – Curriculum Mission Statement
Rationale for these
specific components and
composite outcomes:
The curriculum in year 7 exposes students to a range of basic technology skills that many will not have come across previously. Students are given the opportunity to demonstrate existing knowledge, develop an understanding of new techniques and skills and experiment with a range of ideas and experiences.
In year 8 students are building on the basics to ensure mastery of the essential skills and a gain a comprehensive grounding in all aspects of the technology curriculum. This enables them to use accuracy and efficiency when working, but also to start applying their knowledge and understanding when making appropriate choices and developing their own ideas.
In year 9 students are expected be fully engaged in the design process, understanding problems in a range of contexts and creating inventive and appealing solutions. Students should consider the influence of design on their own ideas and be able to communicate using a range of techniques. Students should also be exposed to new and emerging technologies, understanding and experiencing how these can impact our modern lives.
The composite activities mentioned above provide a range of opportunities and contexts for students to understand and use the properties of materials in order to achieve functioning solutions to relevant problems. They are accessible by all students no matter what background, ability or experience. The activities enable students to develop crucial life skills and express their own creativity challenging students to push boundaries and work to their highest standards.
How is challenge embedded
into the KS3 curriculum?
Subject specific terminology is learnt and promoted.
Complex design problems to solve using a wide range of techniques, materials and skills.
Engage in individual and group tasks encouraging team work and self-confidence.
Promoting other subjects within their work.
Projects are aimed at an aspirational level and provide opportunities to model high quality outcomes.
Differentiation allows a variety of approaches to solve each problem encouraging creativity and individuality.
How does this build on KS2? In KS2 students have a very varied experience of technology some doing only the minimum whilst others are surrounded and immersed in a huge range of
technological experience from a young age both at home and school. By using this stepped approach we are able to ensure a broad and balanced curriculum
regardless of previous experience or confidence, building on the principles of designing, making and evaluating learnt in KS2.
Downham Market Academy – Curriculum 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.
Downham Market Academy – Curriculum Mission Statement
Students at Downham 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.
Downham 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.
Downham 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.
Downham 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.
Downham 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.
Downham Market Academy – 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 DMA ART student will…
Year 7 Year 8 Year 9 Transferable skills GCSE art and design
specific skills
Autumn
KNOWLEDGE The Sweet Project The Basic and Formal Elements of Art: line, tone, colour, pattern, texture, shape and form. Composition, scale, ratio and proportion. Drawing from observation. What it is to visually record from primary and secondary sources? The characteristics of a range of drawing materials. How to evaluate the strengths and limitations of media. How to combine the elements. The introduction of colour theory. Refining ideas to present an outcome. Specialist vocabulary. Contextual knowledge: How has food been represented in Art? Symbolism. Cultural links to The American Boom and Consumerism/commercialism/materialism Impressionist Still life: The beginnings of Modern Art. How was food painted? Popular Culture in Art. Sarah Graham, Wayne Thiebaud, Joel Penkman, Andy Warhol, Paul Cezanne. SKILLS Observational drawing, skill and dexterity. Taking creative risks to make own choices in experimental drawings. A range of painting processes with acrylic and watercolour. Mixed media techniques. Printmaking processes and vocabulary. Cultural context, design process, sketch book layout.
KNOWLEDGE: Organic Forms The Formal Elements: line, tone, colour, texture, pattern, shape and form. A more in-depth enquiry into drawing from observation and considered composition. Increased focus on shape, pattern, form and how to manipulate the elements effectively. Knowledge of mark-making Applying knowledge of the strengths and limitations of media. Refining ideas to present an outcome. Specialist vocabulary Contextual knowledge: Impressionism artists who took inspiration from nature. Vincent Van Gogh and mental health. Botanical Art Nature in Art Art Noveau Rosie Saunders, Georgia O’Keeffe, Paul Cezanne. SKILLS Observational drawing, skill and dexterity. Taking creative risks to make own choices in experimental drawings. Control over a range of painting processes with acrylic and watercolour. Mixed media techniques. Printmaking processes and vocabulary. Collage Cultural context, design process, sketch book layout. Mixed media Wax resist Oil pastels Gathering resources Analysing message and meaning and context. Expressing their own personal judgements on artworks, finding their voice to give informed decisions.
KNOWLEDGE Portraiture Embedded knowledge of the Formal Elements of Art. Improved accuracy in observational drawing. Broader knowledge of methods of visual recording. How to apply scale, proportion and measured distances. How to use tone to successfully show form. How to capture a likeness. Refining painting styles knowledge from yr 7/8. In depth colour theory knowledge applied to painting styles and techniques. Refining ideas to present an outcome. Contextual knowledge: Portraiture through Art History. Post Impressionism and Cubism. In the era of selfies what’s the point of a portrait painting? Contemporary portraits. Themes of identity, beauty, reflection, religion. Painting a self-portrait without a portrait. The characteristics of cubism What analytical and synthetic cubism is How to represent mood and emotion through colour, mark making and shape SKILLS Accuracy and confidence in observational drawing, skill and dexterity. Experimental drawing Written analysis Using a grid as a drawing aid Group work Control over a range of painting processes with acrylic and watercolour. Mixed media techniques. Printmaking processes and vocabulary. Collage Cultural context, design process, sketch book layout. Mixed media Wax resist
Students learn the value of
Art and the real life context
of the skills they learn. They
are inspired by the careers
linked to studying a creative
subject. Positive attitudes
are nurtured.
Students confidently visually
record the world around
them. They create diverse,
imaginative drawings
responding to a theme.
Students can express
informed decisions and
opinions on artworks. They
can articulate a visual
analysis of an artwork and
understand context.
They can address
misconceptions and
prejudice of themes
embedded in artworks.
Students experiment with a
wide range of media and
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
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
Downham Market Academy – Curriculum Mission Statement
Expressing their own personal judgements on artworks, finding their voice to give informed decisions. Describing and analysing an artwork.
Oil pastels Gathering resources Analysing message and meaning and context. Expressing their own personal judgements on artworks, finding their voice to give informed decisions.
techniques to create prints,
mixed media pieces,
drawings and paintings.
Students evaluate their work
and that of others.
Students record concept to
outcome in their sketchbook
to show development of
ideas.
engagement in a broad and balanced curriculum.
Rationale for
these
specific
components
and
composite
outcomes:
RATIONAL: The ‘Sweet
Project’ centres on the
universal theme of food
depictions in Fine Art. It
allows for a wealth of
primary source observation
to train students’ eyes to
draw what they see, not
when they think they see.
Teachers can establish
baseline skills early on
through drawings and
experimentation with media.
Students address
misconceptions with new
media and techniques with
high expectations to refine
their skills.
Students learn to voice their
judgements and form
opinions on the visual world
around them. It shows them
how to take inspiration from
other artists to make their
own creative decisions.
RATIONAL:
The ‘Organic Form’ project
centres on building students
confidence with visual
recording from natural forms.
Students refine fundamentals
from last year to develop their
practical skills further. This
project allows students to
explore how art can have
value, message and meaning
whilst developing key art skills.
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 ‘Portraiture’ project allows
students to refine their visual
recording for more considered,
accurate, diverse and complex
drawing skills. Such a broad
theme promotes a much richer
awareness of the diversity in the
way the human form is depicted
in Art. This project allows
students to explore how art can
have value, message and
meaning whilst developing key
GCSE art skills.
Students have the knowledge to
express informed judgements
based on contextual
understanding.
This will help students to become
GCSE ready by developing
understanding of;
Photography compositional
techniques and vocabulary
Personal meaningful work
Downham Market Academy – Curriculum Mission Statement
This will help students to
become GCSE ready by
developing understanding of
Visual recording through drawing Experimentation and refinement
Printmaking process and vocabulary
Cultural context
Design process
Sketchbook layout
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 fundamental in Art. Students are faced with new media and techniques, put outside of their comfort zone and asked to convey 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 model ‘exceptional’ examples of practical work to inspire and highlight real life contexts of the activities they partake in.
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.
Downham Market Academy – 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
Downham Market
Academy drama
student will…
Year 7 Year 8 Year 9
Autumn
Conflict and Emotion
An understanding of ‘drama as
conflict’ and an appreciation of
how character is created through
emotion-driven intentions.
Experience of devising a drama
which combines comic and serious
moments, and depicts characters
that change in attitude.
Greek Theatre
Experience of the history of
ensemble theatre and storytelling.
Students work in groups to retell a
traditional tragedy through
physicality and choral speech.
Physical Theatre
This unit introduces students to the
work of influencial theatre makers
Frantic Assembly, Grotowski and
Complicite who all utilise physical
theatre as a method of innovative
storytelling. They devise work
based on techniques/exercises
used by these companies to create
original drama.
Metamorphosis
Students utilise skills learnt in the
former unit to bring a text to life.
Berkoff’s play is entirely physical
and open to interpretation therefore
students will work on their
evaluative skills when performing
and responding. They experience
the process of learning complex
dialogue off by heart.
Stage Combat and Confrontation
To develop students ability to
stage combat seriously (since
they will have already worked on
serious stimuli) students learn
specialist stage fight skills and
apply these to a devised scenario.
Devising Ideas
Students self-direct in small
groups using a range of teacher
given stimuli. They experience
historical events, current news,
lyrics and issues through this unit
and also develop the ability to
research a topic and bring it to life
for an audience. Drawing on the
work of theatre makers introduced
in year 8.
They learn to utilise Drama in their
daily lives via the way they
communicate with others,
appreciate arts around them and
think more deeply about
social/historical/cultural issues.
They act out devised and scripted
performances, in groups and as
solo performers.
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 verbal format.
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 and
in vocations and jobs for life.
Appreciate the work of theatre
makers and use this knowledge to
improve their own work and that of
others.
Spring
Slapstick Comedy
Moving on from Greek Theatre,
this unit introduces students to the
traditional form of slapstick
comedy. Students will further their
appreciation of mime as a form in
which dramatic expression is
silent, but speaks a universal
language through the body. An
Radicalised Children
To continue the theme of
physicality and expression but to
contrast the abnormal, students
begin exploration of more realistic
and social-based issues through
drama. They continue to develop
their reflective skills using forum
theatre as they consider abstract
Blackout
Students explore extracts from
contemporary plays written for
young people and consider their
relevance. In particular, a
monologue about a boy who
wakes up in a prison cell is bought
to life by the students as an
ensemble. Utilising physical
Downham Market Academy – Curriculum Mission Statement
understanding of how
exaggeration, resistance and
energy is required to succeed with
this form. They will also work in
pairs or alone to develop
confidence on stage.
The Big Speech
This unit develops students ability
to use their voices in a powerful
way and to think about why a
character makes certain decisions
on stage. Direct address is
introduced and students build their
ability to deliver speeches in front
of the class.
and physical ways through which
radicalisation might be addressed.
Blood Brothers
Students are introduced to a play
in which social divide is the key
issue. They explore the themes
within the play and connect with
the characters through in depth
exploration of vocal and physical
skills.
theatre skills from year 8 and
Greek theatre learnt in year 7
students use choral speech and
physicality to bring this
monologue to life as a collective.
Monologue
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 and proxemics.
Summer
WW1 Devising
An exploration of devising
performances based on the stimuli
of WW1. Students learn how to
devise an original piece through a
variety of dramatic techniques
such as split scene, physical
theatre, duologues, marking the
moment etc. This unit also offers
the opportunity for students to
work in more detail on character
development.
Blood Brothers Continued
Students focus less now on
character and more on the epic
conventions used within the piece.
Brecht is introduced as a political
playwright and students must draw
the politics from the play in their
interpretations.
Mission Impossible
Students further their
understanding of movement in
Drama through this short
exploration of movement to create
meaning. Links to Dance and
theatre companies studied
Survival
Like Mission Impossible in year 8,
this unit offers students the
chance to use skills learnt in
dance or gymnastics into theatre,
telling a story purely through
movement and interpretation.
Fame and Celebrity
This unit focuses on the
importance of light relief in the
theatre. Students consider what
they believe to be a celebrity and
develop improvisation skills as
well as devising. They work on all
three components in this last unit,
Downham Market Academy – Curriculum Mission Statement
previously to develop devising
ideas.
creating, performing and
responding to summarise their
learning of Drama at KS3 as they
create their own convincing
celebrity.
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 also introduce basic techniques
through historical styles and forms.
To enhance students’ awareness
of physical theatre companies, the
work of reflective forum theatre by
Boal and of Epic Theatre
introduced by Brecht. Students
utilise these styles to devise and
interpret scripted Drama.
To empower students in their
individual abilities to communicate
in groups, 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 as well as reflecting on the work they see
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.
Downham Market Academy – Curriculum Mission Statement
What new knowledge/content do we introduce? What do students do with the
skills knowledge and
understanding?
By the end of year 9, a DMA
Physical Education student
will… Year 7 Year 8 Year 9
Autumn and Spring
Groups of students participate in
the following activities, on
rotation, throughout the autumn
and spring terms:
Trampolining
Football
Netball
Rugby
Badminton
Basketball
Health Related Fitness
Swimming (2020?)
New knowledge, skills and
content are activity-specific, but
also related to themes which
extend across groups of
activities e.g. outwitting
opponents, working at maximal
levels, analysis and
improvement of performance
and healthy active lifestyles.
Groups of students participate in
the following activities, on
rotation, throughout the autumn
and spring terms:
Trampolining
Football
Netball
Rugby
Badminton
Basketball
Health Related Fitness
Swimming (2020?)
New knowledge, skills and
content are activity-specific, but
also related to themes which
extend across groups of activities
e.g. outwitting opponents,
working at maximal levels,
analysis and improvement of
performance and healthy active
lifestyles.
Groups of students participate in
the following activities, on
rotation, throughout the autumn
and spring terms:
Trampolining
Football
Netball
Rugby
Badminton
Basketball
Health Related Fitness
Swimming (2020?)
Examination PE Taster Sessions
New knowledge, skills and
content are activity-specific, but
also related to themes which
extend across groups of
activities e.g. outwitting
opponents, working at maximal
levels, analysis and
improvement of performance
and healthy active lifestyles.
Pupils have the opportunity to
sample GCSE and Cambridge
Nationals Theory content.
Students use the skills, knowledge and
understanding to ably demonstrate and apply
appropriate activity-specific techniques, skills
and decision making.
Students will demonstrate and apply activity-
specific tactics, strategies and compositional
ideas.
Additionally, our students will competently
analyse and evaluate performance, both as a
coach and as a performer.
Students will develop an ability to apply
activity-specific rules as an official or
performer.
Students will develop core leadership skills to
help organise and improve the performance of
others.
They will also recognise and apply health and
safety guidelines, and consider appropriate
risk management strategies in physical activity
and sport.
Students will be able to explain how physical
activity can contribute towards a healthy and
active lifestyle.
Students will have the lifelong competence
and confidence to take part in extra-curricular
physical activities, either as part of the
programme offered at Downham Market, or
opportunities offered in the local community.
By the end of year 9, students will be confident
and able to express themselves through
physical activity, and through different roles
such as a coach, performer, official and
leader.
They will also have the confidence to learn
from others via deliberate, organised
opportunities for reciprocal teaching/learning.
Independent decision-making is an integral
part of student work by the end of year 9.
The nature of the curriculum and how it is
delivered, means that students can be
engaged and curious.
Students are encouraged to be verbally
literate.
They are also well-informed regarding
personal safety, and able to take responsibility
for their own actions – this is encouraged
throughout the curriculum (e.g. athletics and
trampolining).
Students are encouraged to show resilience in
a range of situations and are equipped to lead
an active, healthy lifestyle.
Moral and social development is a feature of
the KS3 Physical Education curriculum
Our students are encouraged to sensitively
and respectfully interact with people from a
range of backgrounds (teamwork).
The relevance of rules and fair play through
positive sporting behaviour is a major part of
the games curriculum.
Summer
Groups of students participate in
the following activities, on
rotation, throughout the summer
term:
Groups of students participate in
the following activities, on
rotation, throughout the summer
term:
Groups of students participate in
the following activities, on
rotation, throughout the summer
term:
Downham Market Academy – Curriculum Mission Statement
Athletics
Cricket
Rounders
Softball
Tennis
Ultimate Frisbee
New knowledge, skills and
content are activity-specific, but
also related to themes which
extend across groups of
activities e.g. outwitting
opponents, working at maximal
levels, analysis and
improvement of performance
and healthy active lifestyles.
Athletics
Cricket
Rounders
Softball
Tennis
Ultimate Frisbee
New knowledge, skills and
content are activity-specific, but
also related to themes which
extend across groups of activities
e.g. outwitting opponents,
working at maximal levels,
analysis and improvement of
performance and healthy active
lifestyles.
Athletics
Cricket
Rounders
Softball
Tennis
Ultimate Frisbee
New knowledge, skills and
content are activity-specific, but
also related to themes which
extend across groups of
activities e.g. outwitting
opponents, working at maximal
levels, analysis and
improvement of performance
and healthy active lifestyles.
Rationale for these
specific components
and composite
outcomes:
The curriculum in year 7
ensures that students have the
opportunity to learn a broad
range of activity-specific skills,
which build upon the largely
generic skills gained at Key
Stage 2.
Students are deliberately
engaged in a great deal of
partner work, team work and
some leadership as a direct
consequence of the choice of
activities, and the ways in which
lessons are delivered.
The range of activities have
been chosen to inspire students
to lead a healthy and active
lifestyle. They have also been
chosen to provide skills and
attitudes which enable them to
confidently and competently
take part in extra-curricular
opportunities at DMA and join
clubs in the local community.
The curriculum in year 8 ensures
that students have the
opportunity to refine a broad
range of activity-specific skills,
which largely build upon the skills
gained in year 7.
Students are deliberately
engaged in a great deal of
partner work, team work and
leadership as a direct
consequence of the choice of
activities, and the ways in which
lessons are delivered.
The range of activities have been
chosen to inspire students to
lead a healthy and active
lifestyle. They have also been
chosen to provide skills and
attitudes which enable them to
confidently and competently take
part in extra-curricular
opportunities at DMA and join
clubs in the local community.
The curriculum in year 9 ensures
that students have the
opportunity to further refine a
broad range of activity-specific
skills, which largely build upon
the skills gained in year 8.
Students have the opportunity to
develop key concepts of
examination PE courses at
DMA.
Students are deliberately
engaged in a great deal of
partner work, team work and an
increasing amount of leadership
as a direct consequence of the
choice of activities, and the ways
in which lessons are delivered.
The range of activities have
been chosen to inspire students
to lead a healthy and active
lifestyle. They have also been
chosen to provide skills and
attitudes which enable them to
confidently and competently take
part in extra-curricular
The composite activities which students
attempt in Physical Education are appropriate,
challenging and worthwhile for the following
reasons:
Students are encouraged to grapple with
increasingly difficult skills, tactics and
compositional ideas – this is possible due to
the continuity of activities across Key Stage 3.
All activities provide the opportunity to
challenge and extend skills in leadership and
initiative.
The broad range of activities ensure that a
broad range of interests are accommodated.
Students can therefore be inspired to choose
to take part in something, in their own time
(either as part of the broad extra-curricular
programme, or in the local community –
supported by school-club links).
Students are encouraged to have a lifelong
positive and confident attitude towards leading
an active healthy lifestyle,
Downham Market Academy – Curriculum Mission Statement
Students at Downham Market Academy 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.
DMA students are able to express themselves fully, through their individual performance and as a team member. Students have the confidence
to learn from others whilst making their own decisions.
DMA students are engaged, curious and well-informed. We ensure they are equipped with the knowledge and understanding to make the
transition to young adulthood with a developed interest in physical activity and sport.
DMA students are prepared for independence. They are 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.
opportunities at DMA and join
clubs in the local community.
How is challenge embedded
into the KS3 curriculum?
How does this build on KS2?
Challenge in the Key Stage 3 curriculum is built upon our core knowledge of the KS 2 curriculum. This knowledge is based on the prescribed national curriculum for Physical Education, and also the detailed
Cambridgeshire guidelines for teaching Physical Education in primary schools. This said, there is an enormous range of ability as students arrive in year 7 – this can be due to the varying quality of physical
education in our feeder primary schools, but also a range of socio-cultural influences e.g. students from a less affluent background tend not to have attended sports clubs/classes, whereas students from a
more affluent background are likely to have attended sports clubs/classes in the local community from an early age. Some specific sports are valued and/or promoted in some cultures, but not in others.
Female and male participation is valued and/or promoted in some cultures, but not in others.
There is no reliable information from primary schools which enable us to confidently place students into sets before arriving at Downham Market Academy. We therefore organise a setting process at the start
of year 7, which is then reviewed termly throughout Key Stage 3.
From the outset, the curriculum seeks to stretch students towards performing effectively in recognised physical activities, as a performer, coach, official and leader.
Challenge is embedded and evidenced through schemes of learning, which are explicit in providing an expectation and an opportunity for students to access increasingly challenging skills, knowledge and
understanding. They are given genuinely difficult and new skills, knowledge and understanding to master.
Challenge is also evidenced via learning walks, and appraisal lesson observations. A challenging lesson shows that learning intentions are set at an aspirational level, with students subsequently supported
in different ways to access the content of the lesson.
The broad range of extra-curricular clubs also provide the opportunity for students to be challenged at the highest level possible in a state school environment.
Downham Market Academy – Curriculum Mission Statement
DMA 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.
Downham Market Academy – 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
Downham Market Academy – 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.
Downham Market Academy – Curriculum Mission Statement
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