In Key Stage 3 students study the Ark ‘mastery’ programme which introduces them to a wide range of highly respected and popular texts. Students also study ‘Expressive Writing’ which covers skills such as punctuation and grammar. In addition, students enjoy reading a range of texts in ‘Reading for Pleasure’ lessons.
In Year 7 students study Oliver Twist, A Midsummer Night’s Dream and a modern novel. Some students study Roald Dahl’s Danny, Champion of the World while others study The Daydreamer. In the summer term students study metaphor poetry.
Poetry is a theme that runs throughout the whole of KS3 as students in Year 8 and Year 9 also study poetry. Year 8 students also study some of the Sherlock Holmes stories, The Tempest and Animal Farm.
Year 9 students study Jane Eyre (2017 onwards), Romeo and Juliet and a modern text (TBC).
You will have noticed that in all year groups students study a 19th century text, a Shakespeare text, a modern novel and poetry. We introduce students to these types of texts in Key Stage 3 so they are well-prepared for their English GCSEs when they will study these types of texts.
At KS3 we teach Maths Mastery which is summed up in the quote below, directly from their website.
‘Our curriculum, is shaped by four underlying principles:
• One curriculum for all
• Deep understanding
• Number sense underpinning all
• Problem solving central
We believe mathematical intelligence is expandable, if we didn’t believe this, we wouldn’t be teaching. We believe that every child can learn mathematics, given the appropriate learning experiences within and beyond the classroom. Our curriculum map reflects our high expectations for every child. Every student is entitled to master the key mathematical content for their age, by receiving the support and challenge they specifically need.
We also believe in the importance of deep understanding. Equating progress with knowing new procedures and rules means many students to miss out on a depth of understanding. Our curriculum map is sequenced with fewer topics each week, term or year, putting depth before breadth.’
1. Place Value.
2. Addition and Subtraction methods of integers and decimals.
3. Multiplication and Division of integers.
5. Multiplication and Division of decimals.
6. Scale and Measures.
7. Angle properties.
8. Properties of Triangles and quadrilaterals.
9. Symmetry and Tessellation.
10. Fractions and operations with Fractions.
11. BIDMAS and an introduction to Algebra.
13. Working with Data
1. Prime numbers and Factors.
2. Calculations with Fractions.
3. Directed numbers
4. Sequences, Expressions and Equations,
5. Constructions and angle properties.
6. Area and Length
9. Rounding and Accuracy
11. 3D Shapes and Nets; Surface Area
1. Coordinates and Graphs
2. Direct and Inverse Proportions
3. Standard Form
5. Expanding Brackets and Factorising
6. Rearranging Formulae
8. Congruency and Similarity
9. Triangles and Quadrilaterals
10. Linear Equations and Inequalities
11. Simultaneous Equations
12. Quadratic Graphs
13. Pythagoras’ Theorem
17. Data and Scatter Graphs
Science is everywhere and plays a role in everything we do. A sound knowledge of science can enhance an individual's ability to make decisions essential for healthy living and to participate constructively in society. In terms of careers, there are a wide and varied range of carers that use science directly and most use science indirectly.
As a Science Faculty our key objectives are to provide our students with the opportunity to explore the amazing world around them and to develop enquiring minds. We endeavour to show our students how science is relevant in their everyday lives as well as their academic success, and also for their future careers.
Key Stage 3 Science
In Key Stage 3 lessons all students study a rotating carousel of the three Sciences, Biology, Chemistry and Physics.
Year 7 Science:
In year 7, students study and complete core practicals for 11 fun topics that have a strong relation to science in the world and our everyday lives. Some of these include the Structure and Function of Body systems in Biology, Forces in Physics and Using Acid and Alkalis in Chemistry.
Year 8 Science:
In year 8, students study and complete core practicals for 10 interesting topics which will enable them to see science in the world and our everyday lives. Some of these include the Ecosystems in Biology, Electricity and Magnetism in Physics and Our Earth in Chemistry.
Geography is a popular subject at Ark William Parker. We study many different topics and the curriculum is always developing. This year we are studying:
- Year 7: Map Skills, Fantastic Places, Rivers and Flooding, Water, Volcanoes and Earthquakes, The UK
- Year 8: Migration, Coasts, Global Threats, Africa, Population, Development
- Year 9: Migration, Tectonics and Japan, and the Tsunami 2011, Global Warming, Globalisation, Fracking and Energy, Ecosystems
The Geography curriculum at Key Stage 3 gives students the opportunity to explore the interaction between physical and human processes, and of the formation and use of landscapes and environments
During Key Stage 3 the main concepts that structure the curriculum include:
- Extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world.
- Understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia.
Human and physical geography
- Understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:
- physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts
- human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources
- understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems
Geographical skills and fieldwork
- Build on their knowledge of globes, maps and atlases and apply and develop this knowledge.
- Interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs.
Geography is a vital foundation subject providing a broad basis of knowledge for the other GCSE courses. There are many cross curricular links and it is an important ebacc subject.
History at Ark William Parker aims to add to our students’ ability to understand themselves and the world they inhabit. A good history education should leave students with the ability to see the world in a different way; to appreciate where we came from and where we could be headed. Along the way our students will also develop many skills that will benefit them in all subjects and in whatever walk of life they choose. History teaches precise communication, the ability to structure arguments and the habit of substantiating claims with evidence. It also helps develop a sense of perspective.
In order to facilitate our vision, we do not teach history in traditional periods such as ‘Tudors’ or ‘Victorians’. Rather we teach in broad themes which help students to identify patterns throughout time, develop a strong sense of chronology and appreciate how we are connected to our past. Once a year students also engage in a depth study which allows them to examine a short period of time in more detail – adding depth to their broader ‘big picture’ of history. Assessment in history is based on regular extended writing tasks which are often completed as homework. In this way we ensure students are prepared for forthcoming changes to Key Stage 4 and for A level.
Autumn 1: Medieval England: Battle of Hastings
Autumn 2: What impact did the Norman Conquest have on Britain?
Spring 1: Who had the most power in the Middle Ages?
Spring 2: What was life like in the Middle Ages?
Summer 1: The Black Death and the Peasants Revolt
Summer 2: England at War
Autumn 1: The Tudors
Autumn 2: The English Civil War
Spring 1: Industrial Revolution
Spring 2: How did the British Empire change the World
Summer 1: Slavery
Summer 2: Slavery
Autumn 1: International Relations: Causes of World War I
Autumn 2: The Great War
Spring 1: International Relations: The interwar years
Spring 2: Life in Nazi Germany
Summer 1: Causes and Consequences of World War II
Summer 2: Causes and Consequences of World War II
At Key stage 3 we offer a curriculum that is skills based and designed to progressively challenge pupils building on their previous knowledge. Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in the creative process of designing and making. Through research and exploration pupils identify and understand user needs. They are set a Design Brief and solve their own design problems, learning how meet different users’ needs. Pupils develop a specification to inform the design process to insure the function and appeal of products that respond to needs of the end user. They use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses. Pupils also develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.
- Resistant Materials
- Laser Night Light
- Logo Design / Pop Up Cards
- Resistant Materials
- Travel Game
- Promotional Material
- Resistant Materials
- Speaker Project
GCSE Computing inspires students to engage with future developments in technology with topics ranging from Computer communications and networking to application development. Students will learn how information technology affects their own lives and the impact computers have on society at large. Students will be encouraged to develop an analytical approach to solving problems using computational thinking and a range of software development techniques. The skills gained on the course can be applied to real life scenarios, providing a pathway to higher education and empower them to access some of the most innovative careers.
Students will study programming, hardware, software, networking and e-safety.
Year 9 ICT/CS
|Autumn 1||E-safety||Social networking|
|Autumn 2||Excel||ICT in society|
|Spring 1||Presentation (endangered animals)|
|Summer 1||HTML 4 and CSS|
|Summer 2||Cryptography||Boolean logic|
Spanish is the only language currently delivered at KS3.
During their lessons, the students will be familiarised with the language and grammatical aspects of it, but also the culture of the Spanish speaking world and will also learn through authentic material such as music, stories for children, videos, adverts, newspaper and magazines articles, etc.
All four skills are assessed : listening, reading, speaking and writing.
Year 7: Personal details, family and description, school and home environment (house and town)
Year 8: Sports and leisure, holidays and tourism, food and shopping.
Year 9: Health, healthy lifestyle, relationship, media and technologies, work and environment.
All the topics studied at KS3 will be revisited in more depth in the Spanish GCSE course. The basic grammar will have been learnt and the students will be ready for further studies and development in the language knowledge at KS4.
The overriding aim of the Physical Education curriculum is to educate students by providing a wide variety of different practical experiences. The Department seeks to develop the individual student’s opportunity to participate in range of different sports and activities, improve and develop their physical competency and skills, general fitness and understanding of how to lead a healthy and active lifestyle. By providing a broad and balanced curricular and extensive extra-curricular programme, we hope to encourage the students to become lifelong participants in sport and physical activity, whilst developing independent thinkers who are confident young people.
Year 7: Students will participate in a variety of activities including gymnastics, out invasion, basketball, net games, athletics and cricket.
Year 8: Students will participate in a variety of activities including rugby, basketball, net games, athletics and cricket.
Year 9: Students will participate in a variety of activities including rugby, basketball, athletics and cricket.
All students at Ark William Parker Academy have Music lessons as a regular part of their curriculum at Key Stage 3, during which time a variety of projects are studied, from Classical Music, Blues and Jazz, Djembe drumming through to Rock, Pop, Hip-Hop and Dance music. There are many opportunities for practical music-making during lesson time, using percussion instruments, keyboards, ukuleles and our suite of iMacs.
- Finding the Voice
- The Djembe
- The Power of the Pentatonic
- Being in the Band
- Finding the Voice
- The Djembe
- Garageband sequencing
- Being in the Band
- Logic Pro Sequencing - Dub step
- Logic Pro Film Music
- Logic Pro producing music for video games
- Creating a Radio show
- Being in the Band
At Key Stage 3 we offer a curriculum that is both skills and knowledge based and designed to progressively challenge students building on their previous knowledge. Through a variety of practical and theory activities, students are taught a range of topics and will demonstrate their understanding in; including food safety and hygiene, health eating and nutrition, food science, factors affecting food choice (vegetarianism, dietary needs, special diets, food labelling, religious and cultural) and food provenance (food miles, fair trade, organic, ethical food labelling such as Red Tractor and RSPCA Assured). Students will further their learning by underpinning their knowledge during practical lessons, where they will also have an opportunity to work with a variety of foods and cooking methods. Students will be given regular opportunities to consolidate their literacy skills by using them purposefully in order to learn.
- Health and safety; identifying hazards and risk
- Keeping food safe; wise food shopping and storage
- Pizza toast; heat transfer (radiation), using grill safely
- Eat well guide; food groups
- Fruit salad; knife skills
- Fruits around the world – Taste testing
- Fried egg on toast; heat transfer (conduction and radiation)
- Food provenance; Fairtrade
- Chilli bean casserole; heat transfer (convection)
- Science investigation; Ice cream in a bag
- Pasta salad; heat transfer (convection), recipe modification
- Nutrients in food; macronutrients (protein, carbohydrates, fat)
- Sponge cake; cake making methods (all-in-one)
- Food Provenance; Food miles
- Kebabs and pitta; knife skills, heat transfer (radiation), high risk cookery
- Science investigation; Emerging technologies (crunchy critters; bugs etc)
- Apple cake; cake make methods (creaming method), use of electrical equipment (electric hand whisk)
- Health and safety; The 4C’s in food hygiene
- Carrot cake muffins; cake making methods (melting method)
- Sugar in the diet; health implications, taste testing
- Sugar free biscuits; using natural sugar to sweeten, instead of processed
- Energy balance; food input and output, functions.
- Sweet and sour vegetables; knife skills, cooking methods, sauce making
- Food provenance; eff farming, ethical and moral responsibilities
- Spanish omelette; knife skills, cultural links
- Food provenance and investigation; Cereal/Maize, science behind popping corn
- Healthy oat bar; recipe modification and health benefits
- Science investigation; gluten experiment
- Bread; functions of bread making, recipe modification
- Food provenance; rice grains, nutritional value, where it comes from and grown
- Savoury rice; dish with rice as main ingredient, understand how rice is cooked
- Food provenance; cheese’ how it is made, taste testing
- Macaroni cheese; how to make a cheese sauce, learn term gelatinisation
- Food provenance; British meat farming methods, Red Tractor symbol, RSPCA Assured
- Spaghetti Bolognaise; dish using meat as main ingredients, nutrition, cooking methods (convection, conduction)
- Health and safety; food poisoning, key temperatures
- Chicken stir fry; knife skills, high risk cookery
- Salt in the diet; dietary guidelines, deficiency and excess
- Penne Al Arrabiata; dish low in salt, use of alternatives for flavour
- Food labelling; mandatory information, traffic light labelling system
- Risotto; menu modification, traffic light labelling system
- Food choice; Vegetarian, different types, nutritional needs
- Vegetarian Burger; cooking for a special diet, nutritional value
- Food choice; Coeliac disease, gluten free diets, nutritional needs
- Gluten free biscuits/cake; cooking for a special diet, flour alternatives
- Food choice; Lactose intolerance, taste testing range of alternative to dairy
- Cheesecake; lactose free or gluten free, cooking for a special diet, nutritional values
- Pastry investigation; which flours are suitable to make shortcrust pastry
- Quiche; shortcrust pastry, recipe modification
- Food provenance; chicken, farming, nutritional values, RSPCA Assured.
- Chicken Chow Mein; cooking for other cultures, knife skills
- Food provenance; fish, farming, types and nutritional value
- Fish cakes; high risk cookery, filleting fish
The Art and Design department at Ark William Parker Academy aims to provide all students with an understanding of Art and an enthusiasm for the subject. Students will be encouraged to draw from life and develop their understanding of the Art Formal Elements. Each Key stage is aimed at developing their art appreciation and understanding of important art Movements and Themes within art history. Pupils are encouraged to develop confidence in their abilities to communicate ideas and feelings and to solve problems in a creative and flexible way. All students will be given the opportunity to experiment with a wide variety of media and mediums and take part in individual and group projects.
Term 1/2: Me Myself and I (Identity)
- Students will be introduced to the theme Identity. They will look at how portraiture is used by different artists. Chuck Cloe and Julian Opie.
- They will be introduced to the art formal elements, line tone and pattern.
- They will be introduced to the proportions of the face and how this can be applied to a self-portrait. This will lead to students producing observational drawings using mirrors.
- Students will produce responses to Opie and Close.
Term 3/4: Islamic Art and Art and Mathematics
- Students are to investigate the theme of tessellation by researching non western cultures. They will have an understanding of the use of pattern work and its religious and spiritual significance. Students will produce a series of responses to Islamic art.
- Students will compare this to the western use of pattern and tessellation through the research of graphic designer M.C Escher. They will also make cross curricula links with Mathematics.
Term 5/6: Disguise
- Students will investigate masks from a variety of western and non western cultures. They will develop and design original ideas informed by their research.
- Students will produce a response using a variety of 3D Materials.
- Students will explore venation, kabuki, day of the dead masks and produce a series of designs based on them. They will then construct the design using clay/paper mache.
Term 1/2: Abstraction Colour/Pattern
- Students will develop a further understanding of colour and pattern. They will Research Matisse and Beatrice Milhaze and explore comparisons of their work. They will explore wet materials and collage creatively. Influenced by natural forms and shapes that inspire Beatrice Milhaze work.
Term 3/4: Pop Art and the material world
- Students are to gain knowledge and experience of the use and understanding of text and image. Students are to develop a range of outcomes in various media which respond to advertising and food. They will investigate Pop art and its concepts. They will produce 2D work inspired by packaging and sculptural work inspired by food.
- They will research Claus Oldenburg, Warhol and James Rosenquist
Term 5/6: Pattern and Surface Decoration
- Students will explore body art and patterns used in different cultures. They will investigate African design/Islamic design/Henna design and Maui Tattoos. They produce responses to each culture/ritual.
- They will combine patterns and produce a final outcome based on the figure.
Term 1/2: Cubism
- Students will explore the importance of Cubism within the 20th Century. They will respond to Picasso and produce responses to his work.
- Students will undertake still life drawings from direct observation.
- They will explore the differences of Analytical Cubism and Synthetic Cubism.
Term 3/4: The Surrealist Perspective
- Students will be introduced to surrealist artists and their themes within their paintings and concepts.
- They will produce a series of tasks responding to the way surrealist artists manipulate objects within their work.
- Students will also be introduced to perspective and develop this skill to design back grounds that will be used in a final surrealist response.
Term 5/6: Objects in Space
- Students will be introduced to still life and the way artists explore the theme through scale, composition and the use of symbolism.
- They will explore the use of line colour pattern and composition based on Michael Craig Martins work.
- The techniques used will be Acrylic paint, water colour.
- The artists they will investigate will be Rene Magritte, Georgio Morandi, Michael Craig Martin and Vanitas.