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Key Stage 3

Art 

We are surrounded by images objects and artefacts. Artists, designers and craftspeople will have been involved in the design or production of these.

Art and Design offers students the opportunity to be creative and make their own visual statements.
It develops the student’s ability to make judgements about their own and others’ works of art.

Citizenship  

The main aim of the PSHE programme across the school is to raise students’ confidence and help them to develop interpersonal skills, social skills and communication skills in preparation for adult life.

Students will cover a variety of important and sensitive topics across KS3, KS4 and KS5.
E.g. drugs and alcohol; personal health; sex and relationships; personal safety; study skills; personal finance; careers and citizenship. Sometimes the topics are revisited across the Key Stages but looking at different aspects and at a deeper or more detailed level.

Students are encouraged to form and then share their views and opinions by participating in group and class discussions. They are also provided with a range of factual information within their lessons and by outside providers so that they can eventually make informed decisions for themselves. Wherever possible students are involved in learning actively.

Dance 

In KS3 students have one lesson of Dance per fortnight and will learn a range of dance skill and will use these to explore a range of stimulus.

 

Year 7

Terms 1 & 2

Cartoon Capers – Students will explore expression in dance and the relationship between dancers in the space. They will create a duet based on a cartoon chase.

 

Terms 3 & 4

Bollywood – Students will learn about dance from the Bollywood style/culture. They will learn basic Bollywood movements and actions and then will develop these into their own group choreography.

 

Terms 5 & 6

Street Dance – Students will explore different street dance moves and skills including floor work and will develop these into group choreography pieces.

 

Year 8

Terms 1 & 2

Guernica – Students will use a painting by Picasso as their stimulus to create dance work. They will choreograph their own duets and develop technical and physical dance skills.

 

Terms 3 & 4

Cog  – Students will apply choreographic devices when creating group dances based on the workings of machinery and chain reactions.

 

Terms 5 & 6

Choreography – Students will apply the skills and techniques that they have learned throughout the year in order to create their own group choreography pieces based on a stimulus of their own choosing from a given list.

Design Technology  

During KS3 the students learn a variety of skills in DT through a range of materials.

Year 7

In Year 7 students work in 9 week blocks rotating to experience the range of materials, enabling them to get a taste of the different areas.

Food

The students work on Healthy Eating, looking into alternatives for their regular meals in order to make them healthier. They look at nutritional values and how each element of nutrition is vital to their wellbeing.  Students learn to make healthy, balanced meals/ dishes using skills that they develop from earlier practical lessons. 

Graphics

The student learn how to use colour and layout to promote products and present information visually. They learn to read the visual information around them as a designer and use this data to create graphical products. The year 7 project is to design a comic book cover for a new super hero. They have to design the logo that represents to hero and create a cover that will encourage the target market to buy the new comic.

Product Design

Students will look at designs and designers and learn about the differences over time. The students are encouraged to develop their creativity in lessons, also students learn different drawing skills and all about problem solving. The students will complete 3 projects:

  1. Designing project where the students will be given a scenario and they will have to create a solution.
  2. Making project in which the students are given an item but they have to make the item to the specifications given.
  3. Designing and making project where the students will create a solution to a problem by combining skills learnt previously to produce work from paper to product.

Year 8

Once students get to Year 8 they choose a subject they wish to pursue in more detail. They can choose from:

Food

Students work hard to use the skills they have learned from Year 7 to develop an awareness of cultural foods. Having the opportunity to learn where food comes from and how it is used by a range of other cultures. They produce a range of mainly savoury dishes from Spain, Italy, India, Thailand, China, Mexico.

Graphics

In Year 8 they continue to build upon their learning through 3 projects aimed at developing their skills in several areas of graphic design.

Personal Logo Project – With a focus on just typography and colour theory, students develop a logo to represent themselves.

Party Invitation – With the focus on nets, packaging and layout of graphics, students create a party invitation with working mechanisms.

Board Game Project – With the focus digital skills, students will create a board game using Photoshop

Product Design

Continuing from what the students learnt in Year 7 we look more at key designers and a further range of design movements. Students will learn to use CAD/CAM to produce some of their projects. The students also learn to develop their modelling skills.

Drama / Performing Arts 

      .

In KS3 students have one lesson of Drama per fortnight and will learn a range of drama skill and explorative strategies and will use these to explore a range of themes.

Year 7

Terms 1 & 2

Introduction to Drama and Basic Performance Skills – students will learn how to create characters using facial expressions, body language, movement and voice. They will learn how to use the space effectively and about how to use proxemics and levels to make their work visually more interesting. Students will learn basic explorative strategies including tableau and mime and will devise their own storylines using given titles as a stimulus.

Terms 3 & 4

Introduction to Drama Explorative Strategies – Students will learn about more complex Drama explorative strategies (slow motion, thought tracking, voices in the head, narration, flashback and crosscutting). In addition to learning what these strategies are and how to use them accurately in their work they will learn about why they are used and the effect that they have in performance. Students will use these explorative strategies in short self-devised scenes based on given titles.

Terms 5 & 6

What has happened to Lulu? – Students will develop a character and storyline in more depth and detail over a number of weeks. They will use a poem as their given stimulus and will explore the characters’ emotions and responses over a number of “episodes”. Students will also learn additional explorative strategies such as voice over and thought tunnels to aid their work. There will be an emphasis this term on using multiple explorative strategies previously learnt in any one piece of drama and on using these accurately and independently in their work.

 

Year 8

Terms 1 & 2

Mini BTEC – Students will have an introduction to BTEC Performing Arts. They will learn how the course is structured, how it is marked and will have taster sessions in a number of skills and activities. The aim of this term is to give students a greater insight and understanding of what the course would be like if chosen as an option this year and to help them decide whether the course is for them.

Terms 3 & 4

Crime and Punishment – Students will being using crime and punishment as the theme to be explored and will learn new drama skills such as exploring character’s motivations, using cliffhangers in their work and creating juxtaposition as well as developing previously learned skills to a higher level.

Terms 5 & 6

Who Were You With Last Night? – Students will learn the conventions of scripts and how to use them as a performer. They will interpret characters from a text and will learn how to effectively create a performance from page to stage. They will also use the script as a stimulus/starting point for developing their own work.

English 

In Years 7 and 8, students can expect to follow a variety of topics that will give them an indication of the assessments covered at GCSE. Currently, Key Stage 3 students engage in creative studies of poetry, Shakespeare and pre-19th century literature along with studying units based on literacy skills and non-fiction texts. All Key Stage 3 students are enrolled on the Accelerated Reader scheme and as part of this initiative they have one dedicated lesson a fortnight in the library.

French  

    

Studying a language is an exciting adventure.

Year 7

Studying a language is an exciting adventure

From year 7 students at The Thomas Aveling School have the wonderful

opportunity to learn some basic vocabulary and structures in French, Italian and Spanish for 2 weeks  per language.

At the end of term 1, students express a preference as to which language

they would like to carry on studying for the remain of Year 7 (term 2 to 6)

and the whole of Year 8.

Year 8

In year 8, students can choose to carry on studying that language at GCSE from year 9.

There are several reasons why learning a language makes a difference to your education and the opportunities you will have in your life. For example:

  • Learning a language is fun.
  • It increases your awareness of other people and their cultures.
  • Knowing another language significantly improves your vocabulary, grammar and spelling in English.

Visit the following site for more inspiration, advice and activities on the value of learning languages: http://www.languageswork.org.uk.

We are committed to make your learning of Italian, French and Spanish creative, while helping you develop the four skills of listening, reading, speaking and writing. Moreover, we aim at giving you the opportunity of having a firsthand experience of the Spanish, Italian and French cultures through educational visits and the use of authentic resources.

Geography  

In Geography we ask questions and seek answers about the physical and human environments, on a range of scales from the local area to the international world. It develops our knowledge of places and environments, an understanding of maps, and a range of investigative and problem-solving skills that will be of value later in life.

Geography aims to create awareness for understanding and resolving issues about the environment and sustainable development.

As students study Geography they encounter different societies and cultures learning how nations rely upon each other.

In Key Stage 3 we look at Geography within specific themes and take a specialist topic and link it with that theme. In years 7 and 8 Geography students will learn about:

  • Greece
  • Australia
  • Journey through Africa
  • UK and Mapping
  • East around the Equator
  • South Africa
  • California and Las Vegas
  • Japan
  • Super Powers
  • Pole to Pole
  • Italy
  • Mexico

History 

In years 7 and 8 the History Department aims to provide pupils a breadth of study though a wide variety of topics, as well as the opportunity to explore some topics in depth, through a detailed depth study.

The department takes an enquiry driven approach to learning, with each lesson feeding into an overarching enquiry for the term. This ‘big question’ is designed to challenge pupil’s perceptions of the past, as well as to intrigue. 

Lessons involve students in methods of historical enquiry and encourage an appreciation of the importance of History as a means of understanding societies, individuals and their actions. Students develop a variety of historical skills that will equip them well should they choose to continue their studies at GCSE as well as support their learning in other subjects.

ICT 

In IT pupils in KS3 cover a range of Creative and Computer Science topics. The structure follows in a way that involves research, design, planning, prototyping and testing for most of the creative elements and computational thinking and creating flow charts to solve problems for the CS.

 

In Year 7 pupils cover Creative topics such as creating mobile application design which involves use of Adobe Photoshop and Adobe Illustrator with more extensive coverage provided in terms 5 and 6 after the initial attempt. For this unit pupils create a social media or informative app to solve a problem which pupils can have on their phone by the end. There are competitions national on this element where pupils can get more involved. The computer science elements for year 7s include the use of code.org which uses blockly to solve dynamic problems. Pupils also use micro bits to see a link to control systems using programming techniques.  

 

The Year 8s cover creative units such as Website Design using Adobe Dreamweaver to build an interactive product to solve a problem and use of Adobe Photoshop and Illustrator to create products for the website. Pupils in this year also use Adobe Photoshop in terms 5 more extensively exploring more graphic manipulation techniques to edit and create better graphics to solve problems. Pupils also have an experience of creating animation using the Adobe Flash package to create an interactive element which can then be added to the website they would have created in term 1 and 2. The Computer Science element for year 8s include the use of Code HS website as a tool to learn the different Java/Python programming techniques to solve problems. In Year 7 and Year 8 students also complete a unit on E-safety which they include in their creative units such as App development for year 7 and website for year 8s.

 

Students are set continuous HW and the above content makes pupils to be fully equipped with understanding Creative Computing and Computer Science options when it comes to choose their options for Year 9.

Italian  

       

Year 7

Studying a language is an exciting adventure

From year 7 students at The Thomas Aveling School have the wonderful

opportunity to learn some basic vocabulary and structures in French, Italian and Spanish for 2 weeks  per language.

At the end of term 1, students express a preference as to which language

they would like to carry on studying for the remain of Year 7 (term 2 to 6)

and the whole of Year 8.

Year 8

In year 8, students can choose to carry on studying that language at GCSE from year 9.

There are several reasons why learning a language makes a difference to your education and the opportunities you will have in your life. For example:

  • Learning a language is fun.
  • It increases your awareness of other people and their cultures.
  • Knowing another language significantly improves your vocabulary, grammar and spelling in English.

Visit the following site for more inspiration, advice and activities on the value of learning languages: http://www.languageswork.org.uk.

We are committed to make your learning of Italian, French and Spanish creative, while helping you develop the four skills of listening, reading, speaking and writing. Moreover, we aim at giving you the opportunity of having a firsthand experience of the Spanish, Italian and French cultures through educational visits and the use of authentic resources.

Mathematics  

Mathematics is the most widely used subject in the world. Every career uses some sort of Maths. More importantly, doing Maths helps the mind to reason and organise complicated situations or problems into clear, simple, and logical steps.

Mathematics is a Core subject and our aim is to ensure that we foster an understanding and appreciation of Maths so students can use their skills in their everyday lives as well as essential exam success.

We deliver an extensive curriculum including:

  • Using and Applying Skills
  • Number and Algebra
  • Shape, Space and Measure
  • Handling Data

    We use a variety of techniques to engage students in mathematics, including puzzles, challenges and games as well as traditional teaching.

    Problem solving and critical thinking strategies are embedded into the Mathematics syllabus to develop pupils’ ability to think independently. We endeavor to help our students develop a positive attitude to mathematics and to develop their understanding in a way that promotes confidence and enjoyment.

    Skills that students obtained from math:

  • The ability to identify and analyze patterns
  • Logic and critical thinking skills
  • Ability to see relationships
  • Problem solving skills

Key Stage 3

In Maths we offer students the opportunities to consolidate and extend their mathematical skills using a wide range of resources. Students are encouraged to stretch their understanding to ensure that they reach and exceed the expected level of progress.

In year 7 students are set in ability groups according to their attainment at Key Stage 2,  MIDYS  results as well as a baseline test they sit at the beginning of the year. Regular assessment and homework are a vital part of their learning and setting arrangements are reviewed on a termly basis This gives students a solid base for their GCSE.

Music 

The arts in general, and Music in particular, attract international prestige to Britain. They are a major export earner and a significant economic sector in their own right. With the ever-increasing economic and social links occurring in Europe and further afield, it is imperative that students are given a thorough grounding in the understanding and application of Music. Every student at Thomas Aveling is given the opportunity to study an instrument of their choice, we currently offer voice, flute, piano, saxophone, clarinet, guitar, trumpet, bass and drums.

Students follow a course which builds on their knowledge and skill in the three areas of Listening, Composing and Performing music from a wide range of styles and cultures including classical music, music from Africa, Rap, Blues songwriting, keyboard skills, Film music and music from India and Indonesia. Music is a collaborative art and students regularly work together to create their practical work.

PE 

Core PE

In Years 7 and 8 all students are timetabled to have four PE lessons per two weeks which consists of Body Management activities such as Gymnastics and Athletics, plus a games programme that has been designed to cater for a number of different interests and abilities.  This will provide a wide range of experiences for all.

The activities are provided on a modular basis and include not only the traditional invasion games such as Hockey and Football but also Handball and Table Tennis.  There is also a Health and Fitness programme. Here the students are helped to understand about their bodies and the relationship between fitness and health.

All students are encouraged to take part in the many extracurricular sports that will be made available to them as the Department firmly believes in the idea of ‘Sport for All’.  There will also be the chance for those who are talented in sports to represent the school in many competitions/matches against other schools.

PSHE 

The main aim of the PSHE programme across the school is to raise students’ confidence and help them to develop interpersonal skills, social skills and communication skills in preparation for adult life.

Students will cover a variety of important and sensitive topics across KS3, KS4 and KS5.
E.g. drugs and alcohol; personal health; sex and relationships; personal safety; study skills; personal finance; careers and citizenship. Sometimes the topics are revisited across the Key Stages but looking at different aspects and at a deeper or more detailed level.

Students are encouraged to form and then share their views and opinions by participating in group and class discussions. They are also provided with a range of factual information within their lessons and by outside providers so that they can eventually make informed decisions for themselves. Wherever possible students are involved in learning actively.

RE 

Religious Studies actively promotes important values of truth, justice and respect for all.

 

It looks at the main beliefs and practices of world religions and encourages students to think for themselves about questions of meaning and identity.

 

We value the sincerely held views and backgrounds of all students and seek to help students think about and develop their own views on religious and moral ethical issues.

•Religious Studies promotes spirituality by discussing key questions of meaning and truth.

•Religious Studies promotes moral development through valuing diversity and exploring influences on moral choices.

•Religious Studies promotes social development through considering how beliefs lead to particular actions and concerns.

 

In lessons, we aim to use a variety of teaching techniques and try to link religious concepts with the lives and interests of young people today.

 

Subject Leader: Philip Evans (pevans@thomasaveling.co.uk)

Curriculum Content

Key Stage 3

At Key Stage 3 students study a variety of themes. We introduce students to some main religious beliefs and practices. We look at these themes to see how belief and practice are connected and expressed in different ways both across and within religions.

Year 7

  • Life of Jesus
  • Religious festivals
  • Places of worship
  • Biblical stories

Year 8

  • Journey through life
  • Pilgrimage
  • Influential lives
  • Religion and persecution

 

Science  

In years 7 and 8 students will study Biology, Chemistry and Physical Science through a series of investigations and projects. Students will learn how to think scientifically and develop the ability to solve problems by applying their scientific knowledge in new and different situations. Assessment will be through a range of tasks that allow students to demonstrate their developing scientific skills; this includes electronic, written and practical assessments. We currently follow the Activate Science scheme of work, Kerboodle as a digital learning platform and Doddle Learn as a key homework and revision tool.

     

                                                                                                                                    

Spanish  

     

Year 7

Studying a language is an exciting adventure

From year 7 students at The Thomas Aveling School have the wonderful

opportunity to learn some basic vocabulary and structures in French, Italian and Spanish for 2 weeks  per language.

At the end of term 1, students express a preference as to which language

they would like to carry on studying for the remain of Year 7 (term 2 to 6)

and the whole of Year 8.

 

Year 8

In year 8, students can choose to carry on studying that language at GCSE from year 9.

There are several reasons why learning a language makes a difference to your education and the opportunities you will have in your life. For example:

  • Learning a language is fun.
  • It increases your awareness of other people and their cultures.
  • Knowing another language significantly improves your vocabulary, grammar and spelling in English.

Visit the following site for more inspiration, advice and activities on the value of learning languages: http://www.languageswork.org.uk.

We are committed to make your learning of Italian, French and Spanish creative, while helping you develop the four skills of listening, reading, speaking and writing. Moreover, we aim at giving you the opportunity of having a firsthand experience of the Spanish, Italian and French cultures through educational visits and the use of authentic resources.