Fullbrook Key Stage 3 Proforma - · PDF filePage 1 of 36 Fullbrook Key Stage 3 Proforma ... Music Year 7 ... Drama is based on the imitation of the world around us. A

Page 1 of 36

Fullbrook Key Stage 3 Proforma

Contents:

Business Studies, Computing and Economics ................. 2

Computing Year 7 ....................................................... 2

Computing Year 8 ....................................................... 3

Computing Year 9 ....................................................... 4

Art and Design Year 7 ................................................. 5

Creative Arts ................................................................... 6



Drama Year 7 .............................................................. 8

Drama Year 8 .............................................................. 9

Drama Year 9 ............................................................ 10

Music Year 7 .............................................................. 11

Music Year 8 .............................................................. 12

Music Year 9 .............................................................. 13

English ........................................................................... 14

English Year 7 ............................................................ 14

English Year 8 ............................................................ 15

English Year 9 ............................................................ 16

Humanities .................................................................... 17

Geography Year 7 ..................................................... 17

Geography Year 8 ..................................................... 18

Geography Year 9 ..................................................... 19

History Year 7 ............................................................ 21

History Year 8 ............................................................ 22

History Year 9 ............................................................ 23

Religious Studies Year 7 ............................................ 24



Mathematics ................................................................. 27

Mathematics Year 7 .................................................. 27



Physical Education ........................................................ 30

Physical Education (Core) Year 7 ‐ 9 ......................... 30

Science .......................................................................... 31

Science Year 7 ........................................................... 31

Fast Track Science Year 7 .......................................... 32

Science Year 8 ........................................................... 33

Fast Track Science Year 8 .......................................... 34

Science Year 9 ........................................................... 35

Technology .................................................................... 36

Technology Years 7, 8 and 9 ..................................... 36

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Business Studies, Computing and Economics

Computing Year 7 Subject

ICT

Year group Year 7

Curriculum content term 1

Intro to School Network Introduction to Scratch Introduction to Spreadsheets


Introduction to databases Data communications & Podcasting


Programming using HTML (via Code Academy) Programming & Animation using Adobe Flash

If KS4 or KS5 Qualifications offered in this subject

Exam board and Specification number

Information completed by

Phillip Hughes

Page 3 of 36


ICT

Year group Year 8


Spreadsheet Project Website Development


Internet Safety & Cyber Bullying Database development


Introduction of project management/Systems Development Life Cycle Programming (introduction to VB.NET)




Phillip Hughes

Page 4 of 36


ICT

Year group Year 9


GCSE practice coursework (Edexcel AiDA SPB)


Programming using VB.NET Programming using MIT App Inventor


Project Management / Systems Development Life Cycle Project (The Travel Agency)




Phillip Hughes

Page 5 of 36

Art and Design Year 7 Subject ART AND DESIGN

Year group 7


FORMAL ELEMENTS: TONE, SHAPE, TEXTURE STILL LIFE PENCIL, CHARCOAL, CONTINUOUS LINE,WATERCOLOUR (Fauvism) (Architecture)


HISTORY OF STILL LIFE ARTIST RESEARCH DESIGN AND MAKE FINAL PIECE FRUIT COMPOSITION FINAL PIECE IN EXAM CONDITIONS (Hundertwasser)


INSECTS – WIRE SCULPTURES OBSERVATIONAL DRAWING SCULPTURE RESEARCH DESIGN AND MAKE WIRE SCULPTURES (Greek pots)




MRS N HAYDEN

Page 6 of 36

Creative Arts


Year group 8


CULTURAL INTEREST CHINA Cultural / religious research Pattern and print making (Totem poles)


Design and make a Chinese lantern for Chinese New Year.


SHELLS 3D MAKING Observational drawings Mixed media experimentation Soap carving




MRS N HAYDEN

Page 7 of 36


Year group 9


POP ART History of Art Consumerism Advertising research Design and sell a product to a target market based on Coke a Cola Class presentation Pop Art mixed media outcome.


PORTRAITURE History of art Artist research Portrait practise Working in the style of an artist Personal Portrait outcome


GRAFITTI Artists research Stencil Repeat Print design




MRS N HAYDEN

Page 8 of 36

Drama Year 7 Subject Drama

Year group 7


In their first ever term of Drama, our students are introduced to Drama as a standalone subject. They are firstly introduced to vocal skills, where they study elements of the voice. Students are required to perform a poem for formal assessment where they demonstrate that they can use their voices to create atmosphere, and do so by making changes to their vocal pitch, pace, pause, volume and tone to suit the person, place and character required by their poem. We then move on to study the theatrical technique of Mime. Students will be taught how to create performances that focus on non‐verbal communication. Students will be required to create scenarios that clearly demonstrate their understanding of miming at which they should be able to define amongst other things character, environment and objects.


The second term involves students studying the dramatic work of Melodrama, where they will learn about exaggerated movement, plot and character. Students will study a short melodramatic play which strongly incorporates stereotypical characters. After which their task will be to write, direct and perform a piece of melodrama in groups using the media of costume and music for the first time. This will be formally assessed and students are expected to use voice and movement to create stock characters and set the atmosphere of the scene. We then move on to creating a three dimensional character. Students are introduced to drama techniques such as role on the wall and hot seating to help them create more depth to their character.


We will go back in time and explore the history of Medieval Theatre where students will expand their knowledge of the origins of theatre. They will gain a greater understanding of how theatre is used to communicate messages, and they will be required to demonstrate their understanding of Medieval Theatre by producing mystery and morality plays. Finally students will devise plays from a stimulus where they will be expected to use an increasing range of different drama techniques, effects and theatre conventions in the play they present. They will learn and understand how meaning can be shown through simple use of symbol, metaphor or imagery, for example using height and distance to indicate status and relationship on stage.




H Clark

Page 9 of 36


Year group 8


Workings in pairs, students will explore highly energetic performance poems. They will use movements such as gestures to enhance the vocal skills learnt in Year 7. They will also be required to work closely with another individual combining their skills with others’ to allow further achievements to be made. We will then study the theatrical entertainment of Pantomime, which includes elements such as slapstick comedy, fairy tales, music and topical jokes. Through this scheme of work students will develop their skills in physical movement as a means of communication, and will learn how a story is told through Pantomime. Students will work in groups to develop their skills in script and song writing and develop the acting skills learnt from Year 7 Melodrama and Mime to create a stereotypical exaggerated character from a well‐known fairy tale story. Students will evaluate their work and will be able to compare and contrast the art of Pantomime with other art forms.


There has been a murder in the house! This scheme of work is influenced by the fun and interesting board game Cluedo. Students will explore the famous characters such as Colonel Mustard and Professor Plum. They will devise a piece of drama that will ultimately reveal the murderer, using dramatic techniques such as flashback, thought tracking and many more. Students will then move on to explore the captivating comedy play ‘Blue Remembered Hills’ by Dennis Potter, which tells the story of a group of seven year olds. Students will be given tuition in specific speaking skills, such as using dialect, and movement skills that would represent that of a seven year old. They will learn to perform from a script and are required to perform a section of the play by memory for a formal assessment, incorporating the vocal and movement skills learnt throughout the term.


They will then move onto the humorous practical presentation of Commedia Del Arte. Students will gain knowledge in the history of the Italian art form and partake in movement workshops to gain an understanding of how the seven stock characters of Commedia move. Students will gain skills in highly physicalised characterisation, script writing and mask work. They will demonstrate their knowledge of the different stock characters of Commedia by performing as the characters in a final scene to be done at the end of the unit through improvisational activities. Drama is based on the imitation of the world around us. A younger person’s first experience of drama will derive from television or films so to conclude the year students will create their own fictional character that will take part in the reality television show ‘Little Sister’. The aim is to provide an opportunity for pupils to create, develop and sustain credible characters using a range of drama techniques.




H Clark

Page 10 of 36


Year group 9


During this term, our drama students explore theatre inspired from events that occurred in world history. Students are first introduced to the fascinating world of Ancient Greek Theatre, learning the history and ancestry of the established art form. Exploring practical techniques in choral speaking and movement, students will write their own scripts based on the works of the great play by Sophocles, ‘Antigone’, before performing their work to an audience. Developing these skills, we then progress to study the infamous 1920’s New York gangster era. Think ‘Bugsy Malone, Custard Pies and Al Capone!’ Students will be given tuition in specific speaking skills, such as accent and pace. We also consider structural devises within performance and students apply this to a formally assessed piece.


Following on from performance inspired by historic events, in this term students begin their exploration of The Hillsborough Disaster. Through their learning of the real facts surrounding this tragic event, students experiment in rehearsal with the delivery of an emotionally moving performance, considering the effects on an uninformed audience. Our students will utilise their skills in teamwork, leadership and sensitivity towards a highly poignant stimulus to achieve success on stage. We then move on to study the world’s longest running musical “Blood Brothers”, by Willy Russell. Students will carry out an exploration of the script and study characterisation, reflective of skills required for the GCSE Drama Course. We analyse the meaning behind the song lyrics and establish the importance of politically grounded musicals in today’s modern society.


In the final stage of KS3 Drama following three years of actors training, in the first half of this term we allow our students the creative freedom to develop their skills learnt from ‘Blood Brothers’ to devise their own piece of Musical Theatre! Our students are set up with their own production company, with the task of creating the West End’s next box‐office hit success! We offer workshops in song writing; choreography creation and directing skills to ensure our students thrive in this highly stimulating and mostly comical project. Leading on from this to finalise the year, we offer our students the opportunity to become Hollywood Stars. “Hollywood Cinema”, allows our budding film and television directors to study the art of blockbuster film making, both in front of, and behind the camera, finishing in a final showcase lesson.




E Lawrence

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Music Year 7 Subject Music

Year group 7


Musical Literacy; notation, scoring and the stave Instruments of the Orchestra


World Music: Gamelan Performance and Composition Electronic Music: Performing as an ensemble


Film Music Performance & Composition Composing using ICT




W Chitty

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Year group 8


World Music: Japanese Performance and Composition World Music: Calypso Performance and Composition


Structure & Form: Rondo Form Performance and Composition Composing using ICT


Blues Music Performance and Composition Ground Bass Performance and Composition




Page 13 of 36


Year group 9


Reggae Performance and ICT composition Minimalism Performance and Composition


Popular Music Ensemble Performance Film Music Performance and Composition


Electronic Music ICT project Samba Music Performance




W Chitty

Page 14 of 36

English

English Year 7 Subject

English

Year group Year 7


Myths and Legends Cirque du Freak or Millions


Travel Writing Introduction to Shakespeare


Introduction to Poetry The Canterbury Tales




Lorna Stewart

Page 15 of 36

English Year 8 Subject English

Year group Year 8


Victorian Literature Non‐Fiction


Gothic Horror Ballads


Text Prompt: Recreations The Tempest




Lorna Stewart

Page 16 of 36

English Year 9 Subject English

Year group Year 9


Richard III War Poetry


Don’t Get Me Started To Kill a Mockingbird or Of Mice and Men


Introduction to GCSE Writing Skills




Lorna Stewart

Page 17 of 36

Humanities

Geography Year 7 Subject Geography

Year group 7 Curriculum content term 1

Map skills To explore maps at a range of scales and locations. Who do we think we are? The purpose of this module is to allow students to explore the concept of citizenship from a geographical perspective which is relevant, meaningful and inspiring. The main structure of the module is underpinned by the concept of scale. It encourages students to consider their identities on a range of scales through questioning, asking questions such as Who am I?, What is Britishness?, What do landscapes mean to me? and Am I a global citizen? The module has been designed to encourage students to talk about their personal geographies, to critically think about their place in the world and to become excited about the ever increasing diversities of the world around them.


Impossible places. This topic explores how human activity can create or change places that can be considered to be "impossible". It may be that the physical or natural environment cannot supply new demands of uncontrolled urban development. It could be that human innovation has created the means to enable and make possible new development in places unthinkable before. The activities of people themselves may make a place untenable for future generations or to continue to live in safely. Sometimes access to a place is made ‘impossible", quite deliberately, so that a particular activity or activities can take place away from the public gaze or to be exclusive to one particular group of people.


Analysing Africa The aim of this content is to introduce students to the huge variation in geography that exists within the complex continent of Africa. Whilst providing a framework for young people to understand what is going on in the continent, the aim of each lesson is to involve them in the lives of people living in Africa, rather than just looking at the continent from the outside. Ultimately, students will learn that improving people's lives in a continent that is often perceived to be a ‘hopeless case' is dependent on a range of physical and human factors both within the individual countries, across the continent and on an international scale.




Amy Hill

Page 18 of 36


Year group 8 Curriculum content term 1

Fantastic places The purpose of this topic is to stimulate an interest in and a sense of wonder about places. As the module name suggests, the main emphasis is the key concept of place, developing students’ ‘geographical imaginations’ of places at a variety of scales and understanding the physical and human characteristics of them. The key concept of space, knowing where places and landscapes studied are located and why they are there - in terms the physical and human processes that have created, changed and sustained them - is a concomitant to any study of place. Investigating India The purpose of this module is to explore what is often referred to in the media as ‘New India’. The focus of the module is how changing human processes are influencing the transformation of India as a place and how India is representing itself and being represented in the wider world.


Tourism This module is about tourism on a global and national scale. It focuses on the physical and human processes that make places increasingly popular for tourists to visit; how tourism affects environmental interaction and sustainable development and the interdependent nature of an industry that increasingly relies on other countries, near and far, to supply its workforce and to widen its markets. One consequence of this interdependence may an effect on cultural understanding and diversity both positive and negative. Investigating Rivers In this unit students will be developing the key concepts and processes of rivers. This is achieved through familiarisation with key definitions, and associated processes of cycling and drainage. Pupils will explore the various human and physical uses of river environments and also assess the causes and impacts of flooding using contemporary examples in both MEDCs and LEDCs.


Wicked Weather In this topic students will explore the difference between weather and climate. They will answer questions such ‘where does weather stop and climate begin?’ And which is to blame when mother nature turns violent? Students will study weather phenomena’s and what you can do to protect yourself. Changing climates "If there is one lesson to be learned from the climate crisis and the other crises of the past year – food, fuel, flu, financial – it is this: We share one planet, one home. As people, as nations, as a species, we are in this together." The issue of climate change is one with which geographers should certainly concern themselves. In particular, Students will engage with the idea that there are many possible futures, and some of these are more optimistic than others. Thinking through these possible futures is a vital part of the living geography approach which is the main aspect of this topic. In this course we will briefly consider the impact of climate change on food, and vice versa.



Page 19 of 36 Information completed by

Amy Hill


Year group 9


Conflict Diamonds This topic is about the conflict diamond industry on a variety of scales. The purpose of this topic is to describe and explain the impact of the diamond trade both on the development of a country and how it impacts upon economic activity around the world. The topic has a strong section that encourages students to think far beyond simply what the problems are but to think about how and why the sustainable management of minerals around the world is important. Who wants to be a billionaire? The purpose of this module of work is to describe and explain changing human processes through a study of inequalities in the global distribution of wealth in the era of modern globalisation. After mapping where the very wealthiest people live, students will ask why people in some countries are gaining wealth faster than others. This module will also raise important questions about the nature of global citizenship and the importance of money for quality of life (and happiness).


Contrasting China The world is changing China and China is changing the world. China is in the media today, as it is almost every day, dominating the world news and analysis in a way which it has not done in living memory. It is the world's fastest growing country - by 2040 China is expected to be the largest economy in the world, with India second and place and the US in 3rd place. The country has transformed itself and its role in the world at great pace and there are few signs of a slowdown in the social, economic and environmental change. Express economic development continues to give rise to huge advances in living standards for some Chinese but the benefits of new wealth are starkly uneven in a country where 250 million Chinese people still live on less than US$1 a day.


Risky World Integral to any study of risk in the human and physical worlds are the geographical concepts of place, space and scale. It is important to understand the spatial patterns of risk (where the risk is), the scale of the risk (how big is the risk and how bad the effects might be) and the influence of place on risk (what physical and human characteristics make a location risky). Geographers are by no means the only people interested in this. Businesses such as insurance companies, governments, environmental agencies and planners also analyse risk in the world, often with the aid of GIS. The purpose of this module is to explore the world of risk from a personal scale to a global scale. The media can seem full of stories about how we are at constant risk from crime, natural disasters, climate change, international terrorism and global epidemics. But who in the world is most at risk from natural or human disasters and is it possible to manage these risks/hazards?




Amy Hill

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Page 21 of 36

History Year 7 Subject

History

Year group 7


Romans and Medieval Power


Medieval Life and Medieval Power


Medieval Religion and Tudor Religion




Page 22 of 36

History Year 8 Subject History

Year group 8


Tudor Life and Power; English Civil War



The British Empire




Page 23 of 36

History Year 9 Subject

History

Year group 9


The First World War


The Second World War


Post War




Page 24 of 36

Religious Studies Year 7 Subject Religious Studies

Year group 7 (KS3)


Does God exist?

What does it mean to be a Muslim? (start)


What does it mean to be a Muslim? (finish)

Do you need to go to church to be a Christian? (start)


Do you need to go to church to be a Christian? (finish)

Hinduism


N/A


N/A


Rachael Gomm – Head of Religious Studies

Page 25 of 36


Year group 8 (KS3)


Why is Buddhism so popular?

Who was Jesus? (start)


Who was Jesus? (finish)

Did Jesus save the world? (start)


Did Jesus save the world? (finish)

What happens when we die?


N/A


N/A



Page 26 of 36


Year group 9 (KS4)


Moral Decision Making

Prejudice and Discrimination (start)


Prejudice and Discrimination (finish)

Animal Rights (start)


Animal Rights (finish)

World Poverty


KS4 Full Course GCSE – Religious Studies (examined at the end of Year 11)


AQA Religious Studies B – Ethics, Philosophy and Religion in Society (4055) Units: Religion and Life Issues (40552) and Religion and Morality (40553).



Page 27 of 36

Mathematics

Mathematics Year 7 Subject Maths

Year group Year 7


Integer and decimals, Sequence and functions, Measure (Area, perimeter, volume and angles), Fractions, decimals and percentages, Representing and interpreting Data ( Averages and Graphs) Expressions and formulae ( Collecting like terms, expanding brackets, using formulae)


Calculations and measure‐ rounding, BIDMAS, long division and multiplication Probability Properties of 2d shapes Integers, functions and graphs – indices, primes plotting linear graphs Percentages, ratio and proportion Expressions and equations‐ Substitution and solving equations


Transformations and symmetry Surveys and Data Calculations‐ including multiplying and dividing decimals, Fractions and percentages of amounts, LCM and HCF Equations and graphs




K Hicken

Page 28 of 36

Mathematics Year 8 Subject Maths

Year group Year 8


Integer – LCM, HCF, Factors and primes, Measure (Area, perimeter, volume), Probability Fractions, decimals and percentages, Expressions and formulae ( Collecting like terms, expanding brackets, using formulae) Angles and 3d shapes


Equations and graphs Calculations – rounding, trial and improvement Transformations Sequences and roots ‐ including indices laws Collecting and representing data‐ Ratio and proportion


Algebra‐ Simplifying, solving equations, graphs Constructions and 3d shapes – area of circles and surface are and volume of prisms Analysing and interpreting data‐ including averages, scatter diagrams and comparing distributions Calculations‐ mental and written methods of multiplication and division




K Hicken

Page 29 of 36

Mathematics Year 9 Subject Mathematics

Year group Year 9


Percentages and ratio, manipulating algebra, representing data and averages, angles and circles, fractions/decimals/percentages, factors and multiples, constructions and transformations, sequences and graphs.


Probability, perimeter/area/volume, Pythagoras and errors in rounding, surds and indices, solving equations.


Real‐life graphs and correlation, trigonometry, vectors and proof, percentages and ratio (2), manipulating algebra (2), representing data and averages (2).


Year 9 (sets 5 and 6 only):

Maths Award in Number and Measure Level 1

Maths Award in Statistical Methods Level 1 Year 11:

GCSE Mathematics

Additional Mathematics FSMQ


Year 9 (sets 5 and 6 only):

Edexcel Maths Award in Number and Measure Level 1 (AMN10)

Edexcel Maths Award in Statistical Methods Level 1 (AST10) Year 11:

Edexcel GCSE in Mathematics A (1MA0)

OCR Additional Mathematics FSMQ (6993)


Miss E Gill

Page 30 of 36

Physical Education

Physical Education (Core) Year 7 ‐ 9 Subject Physical Education (Core)

Year group Key Stage 3 (Years 7‐9)

Curriculum content term 1 & 2

Years 7 & 8 Students in Years 7 & 8 will participate in 3 lessons per cycle. The students will be taught in the following activities: Football, Rugby, Netball, Hockey, Basketball, Badminton, Fitness, Cross Country, Problem Solving, Gym and Dance. These lessons are conducted over a time period of one half‐term on a rotational basis.The principle focus during Years 7 & 8 is to acquire the necessary skills in each activity. Year 9 When students enter Year 9, they will be taught in 2 lessons per cycle. The focus is on applying the skills developed in Years 7 & 8 into more advanced scenarios. During KS3, students will be set in PE according to ability. There are 5 sets per year group, where the lower set is of mixed gender.


In addition to the activities outlined above, students have the opportunity to participate in Athletics (track & field), Cricket, Rounders, Tennis and other Striking & Fielding activities in the Summer Term.


N/A


N/A


Miss C Smit

Page 31 of 36

Science

Science Year 7 Subject Science

Year group 7


Tissues and transplants Acids and alkalis What a waste (particle theory) Energy and sustainable living


Bubbles, bangs and burning (chemical reactions compared to physical changes) Electrical circuits Forces and their effects Sex and Science (reproduction)


Materials and the earth (metals, rock cycle) The solar system and beyond Ecology matters Classified (classification)


GCSE science Additional Science GCSE GCSE Chemistry GCSE Biology GCSE Physics A Level Biology A Level Chemistry A Level Physics



N. Thomas

Page 32 of 36

Fast Track Science Year 7 Subject Science

Year group 7 Fast Track


Cells & Organisation, Particles, Energy 1


Reproduction, Elements, Mixtures & Compounds, Matter, Nutrition & Digestion, Simple Chemical Reactions, Forces 1


Photosynthesis, Solutions, Forces 2, Cellular Respiration, Reacting Metals, Space




Information completed by N. Thomas

Page 33 of 36


Year group 8


Food, glorious food (digestion and diet) Going for gold (respiration and exercise) Water (chemical formula) Materials and recycling (particles and sustainability) Forces and transport


Doctors and diseases All that glitters (metals and alloys) Heat transfers Light


The way of the dodo (evolution and adaptation) Explaining earth (rock cycle and plate theory) Sound and hearing





N. Thomas

Page 34 of 36

Fast Track Science Year 8 Subject Science

Year group 8 Fast Track


Cells, Particles, Energy, Earth and Rocks, Electricity and Magnetism


Human health and reproduction, Metals, Forces, The Earth and Beyond


Light and Sound, The Environment




Information completed by N. Thomas

Page 35 of 36


Year group 9


Crime scene investigations Building for the future (materials used for different purposes) Buying energy (electricity production) Dam it (sustainable energy sources) Science and fiction (genetics)


A model career (effects of chemicals on the body) Sculpture Park (Weathering of rocks) Cleaning Up (Pollution and acid rain) Record Breakers (Speed and velocity)


On the Farm (photosynthesis) Flying materials (alloys, making new materials) Satellites and space





N. Thomas

Page 36 of 36

Technology

Technology Years 7, 8 and 9

Technology is delivered through a rotation system and the total time a student spends within the Faculty is

divided between the three main discipline areas. In Years 7 and 9 students have two lessons per cycle: one in

either Food Technology or Textiles Technology, or one in Graphic Design or Resistant Materials (half a year on

each subject). By the end of the year all students will have completed one module of Food Technology, and

Textile Technology and one module of Graphic Design and Resistant Materials.

In year 8 students have three lessons per cycle: Food Technology, Textile Technology and Graphic

Design/Resistant Materials. By the end of the year all students will have completed six modules in total, two in

Food Technology and Textile Technology and one each in Graphic Design and Resistant Materials. Within Key

Stage 3 more time is spent in the Design Technology area to cover the requirements for control and structures

as in line with the National Curriculum.

The current rotation system is as follows:

Textile Modules Food Modules Graphic Design and

Resistant Materials (Design

Technology) Modules

Lessons per

cycle

(1hr per

lesson)

Module

length

Year 7 London Aquarium

Cushion

Basic Skills Chocolate card (Graphics)

“All things British”

Bookends (Resistant

Materials)

1 + 1 16

Lessons

Year 8 SMART Fabrics Ski

Hat

South American

Book cover

Healthy Eating

Baking

Seasonal Calendar

(Graphics)

Pewter Jewellery (Resistant

Materials)

1 + 1 + 1 16

Lessons

Year 9 Recycled bag Staple Foods Shop Design (Graphics)

Art Movement Clock

(Resistant Materials)

1 + 1 16

Lessons

Students are given the opportunity to work with a variety of materials in all areas of the Faculty. The modules are set out so they become familiar with the Design Process: beginning with a Design Brief and culminating in an Evaluation.

Through their experience students will gradually become more independent in their design work and put their

newly learnt skills into the development of their practical products.

Fullbrook Key Stage 3 Proforma - · PDF filePage 1 of 36 Fullbrook Key Stage 3 Proforma ... Music Year 7 ... Drama is based on the imitation of the world around us. A

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