This Booklet Lays out the Academic Curriculum for the Lowerschool Pupils (Years 7 - 9)

INTRODUCTION

This booklet lays out the academic curriculum for the LowerSchool pupils (Years 7 - 9) at KentCollege. It presents what parents and guardians can expect teachers to teach and pupils to learn, while still leaving staff sufficient scope to vary the programme so as to suit the needs of individual classes. If you have any comments or queries, the Heads of the various departments will be pleased to respond. Any general comments on the whole curriculum, its philosophy or composition, are always welcome and should be addressed to me or to the Head Master.

At KentCollege a strong emphasis is placed on the quality of pastoral care which underpins all aspects of the school including the academic curriculum. Full details of the Pastoral System are detailed in the Parents’ Handbook.

As an independent school, KentCollege does not have to follow the requirements of the National Curriculum and at present departs from it to some extent. Nevertheless, we have decided that we agree with its basic philosophy, namely, that every pupil is entitled to study a central core of subjects, that certain skills and areas of knowledge should be specifically included, and that each pupil’s progress should be carefully monitored and regularly reported to parents. In addition, certain areas of knowledge, which cut across subject boundaries, such as Information Communication Technology (ICT), should be positively promoted throughout the curriculum, as well as in specialist lessons.

In two areas of the curriculum, ICT and Modern Foreign Languages (MFL), there will be the opportunity to take GCSE qualifications at the end of Year 9. If pupils are ready to take these GCSEs by the end of Year 9 this will enable them to have greater choice and flexibility with their GCSE options for Year 10 and 11.MFL students that take their GCSE early may have the opportunity to study the same language to a higher level during years 10 and 11 or start a new language at that point. To facilitate this, pupils will study the same Modern Foreign Language from Year 7 until the end of Year 9. This will be the pattern of study for those pupils joining KentCollege in Year 7, the languages being offered will be confirmed by the Head of Modern Foreign Languages over the summer.

English, Mathematics, Science and Modern Foreign Languages form the core and continue until GCSE level. (Dyslexic and EAL students are not required to take a modern foreign language). History, Geography, Technology, ICT, Music, Drama and Art are compulsory until the end of Year 9. Personal Social and Health Education (PSHE) is an important part of the LowerSchool curriculum and is compulsory for all pupils. PE/Games and Religious Studies (RS) are standard sections of the curriculum until the end of Year 11, though parents are allowed to withdraw their children from RS lessons if they wish to do so.

G Letley

Director of Studies

2011-12

CURRICULUM FOR YEARS 7 - 9

The following table states the number of lessons allocated to each subject per week in the different year groups.

YEAR 7 / YEAR 8 / YEAR 9
Mathematics / 5 / 5 / 5
English / 6 / 5 / 5
Science / 6 / 6 / 9 (3+3+3)
MFL / 6 ( or Dys / EAL )
Spanish or French / 7 ( or Dys / EAL )
French or German / 8 ( or Dys / EAL )
2 of French or German or Spanish
History / 3 / 3 / 3
Geography / 3 / 3 / 3
R.E. / 2 / 2 / 3
ICT / 4 / 4 / 2
Electronics / - / - / 2 periods for 1 term
Design Technology / 2 / 2 / 2 periods for 1 term
Music / 2 / 2 / 1
Art / 2 / 2 / 2
Drama / 2 / 2 / 2 periods every other week
P.E. / 2 / 2 / 2
P.S.H.E. / 1 / 1 / 1
Games / 3 / 3 / 3
Farm / 2 (2 periods for 1 term) / 2 (2 periods for 1 term) / -
Food Technology / 2 (2 periods for 1 term) / 2 (2 periods for 1 term)

Most of the subjects in Key Stage Three are organised into one of three groups of subjects.

Setted classes

Pupils will be organised into setted classes within each group of subjects. They will be taught all the subjects in that group in the same setted class. Which class a pupil is placed in will be determined by their ability in the lead subject of that group. The lead subject for each group will be a core subject: English, Mathematics or Science. This system allows for a pupil to be taught in classes that are most appropriate to their level of ability in a number of different areas, rather than just one streamed class through the whole year.

Movement between sets

This system also allows for pupils to be moved between classes of different ability throughout Key Stage Three. Decisions about moving a pupil between teaching groups will be made by the Head of the Department leading a subject Group following consultation with the other teachers in the Group and the Head of Year. The movement of pupils could be to a group that will offer greater challenge or more support. There will be fixed points in the year when movement can take place, normally following a reporting session or key assessments.

HEADS OF DEPARTMENT

English / Mr S Gant / PSHE / Mrs D Joy
Mathematics / Mr S Wiles / Art / Mrs M Montague
Junior Science / Mr F Sochacki / Design Technology / Mr T Williams
Biology / Mr F Sochacki / ICT / Mr B Rothwell
Chemistry / Mr S Fell / Music / Mr J Ross
Physics / Mr S Worth / RE / Mrs E Jameson
Modern Languages / Miss H Valentine / PE / Mr N Clark
Geography / Miss A McCardle / Drama / Mr H Jones
History / Mr G Noble / SEN/Dyslexia / Mrs G Bunyan
EAL / Mrs K Plumb

Head of LowerSchool: Mrs C A Baker

Head of Year 7: Mrs K L McGibney

Year 6 / 7 liaison: Mrs. A Macdonald

To contact any member of staff please refer to Parents’ Handbook where all e-mail addresses are listed in Chapter 8.

ENGLISH

Introduction

At one level, the justification for the study of English is simple to state: as it is the medium of instruction for most other subjects, it is essential that pupils have the required skills to discuss fluently, read a wide variety of texts, and write effectively and correctly on a range of topics, using the appropriate style for the task in hand. However, it is also reasonable to make larger claims for the study of English and the tradition of English literature. Both can be considered essential for the self-development of the pupil, for putting him or her in touch with the best that has been thought and expressed, both ancient and modern, and for putting her or him in the position of having to make moral judgements. By reading texts from other nations, we also intend to foster tolerance, and it is to be hoped that the true value of literature will be a civilising influence as well as an enjoyable way of passing the time and expanding awareness.

Pupils’ progress is regularly reviewed during the course of the year, and end of year examinations in Years 7, 8 and 9 will provide a summative assessment of pupils’ achievements and help to determine teaching groups.

Years 7 and 8

Reading:

• Written comprehension of prose and poetry of steadily increasing sophistication.

Pupils will experience a range of texts, both C20th and pre-C20th, reading both for pleasure and to develop analytical skills.

• Pupils will have one 35-minute reading lesson per week (in Year 8, one lesson per fortnight) dedicated to developing their own personal reading. Pupils will keep a reading record – which they will discuss with their teacher – and are encouraged to broaden their tastes and experiences.
• Pupils will be shown to use the school library and will be encouraged to use it as a resource, both for reading for pleasure and for reference.

Writing:

• Simple letter writing: letters of thanks; letters to friends; in Year 8, letters of protest.
• Different kinds of imaginative writing; specific teaching of the differences between narrative and descriptive writing.
• Varieties of factual writing: giving a report or account of an event; in Year 8, possibly using simple statistics and numerical charts to illustrate; writing a book or film review; writing newspaper and magazine articles.
• In Year 8, analytical writing in response to a variety of sources.
• Writing poems of various types
• Pupils will be encouraged to develop their writing skills through the drafting process – drafting their work, assessing it critically and redrafting in order to develop and improve the quality of their work.

Oral Work:

• Pupils will be encouraged to read a variety of texts out loud (dyslexic pupils are treated sympathetically).
• Giving a short talk or set of instructions to the class.
• Taking part in a small discussion group, a class debate or dramatic performance,

learning to listen as well as speak, and learning to collaborate with and respond to

others appropriately.

• Developing the confidence to become increasingly fluent and assured in their speaking skills.
• When suitable, pupils may be asked to illustrate their oral work with the use of PowerPoint and Interactive Whiteboards.

Language Work:

• Recognition of different types of simple sentence; developing writing styles through use of varied sentence structures.
• An introduction to parts of speech.
• The use of paragraphs; the paragraphing of speech and the required use of speech marks.

• Spelling of both old and new vocabulary; constant revision of their, they’re, and there!
• Revising and developing punctuation skills – commas, direct speech, colon and semi-colon.

• Familiarity with figurative techniques used by writers (imagery, sound effects etc.) and using these in their own work.

Literature:

Pupils will read a variety of literary texts, both pre- and post-1900, and learn to discuss and write about them. They will be introduced to simple literary terms; they will learn about rhyme and metre. In Year 7, pupils will read and study a range of Greek myths and legends. During Year 8, they will be required to tackle more demanding literature, often with serious basic themes, and they will be shown how to use quotation as evidence. Pupils will read and study Arthurian legends and they will also be introduced to Shakespeare through project work.

Year 9

Year 9 can be considered as a watershed for most pupils and the intention is to continue to prepare for the end of Key Stage 3 examinations and to look ahead to Key Stage 4, GCSE. The following syllabus therefore follows the National Curriculum very closely, but in one or two areas we aim to do more than is required. However, we are aware that many pupils come new into the school at thirteen plus, and that they may require some revision of basic skills. In the end of year examination, pupils’ reading and writing skills will be tested, as will their understanding of the Shakespeare play studied on the course.

Novels and Short Stories:

All Year 9 pupils should read and write on, at least one novel or set of short stories over the year. They should be shown how to begin writing a more critical essay and be given a revision course of how to use quotation as evidence for their opinions. They should be given further critical vocabulary, and where suitable, taught how to compare texts on similar themes. They may be set comprehension questions on sections of the text and be introduced to how meaning is constructed.

Argumentative and Informative Writing:

Pupils should be asked to tackle a range of tasks, which test the skill of clear, logical argument. This is an area only lightly dealt with in Years 7 and 8, so for many pupils this will be new ground. Through this they will be introduced to less literary passages [possibly taken from current magazines or newspapers] and shown how to begin to précis, or summarise, the argument. They will be reminded of the importance of paragraphing and planning and introduced to the idea of drafting and re-writing. Simple charts and graphs may be inserted into these exercises and IT skills will be positively encouraged. It is probable that the Internet will furnish information on a wide range of topics under this heading and all pupils will be encouraged to find out more about topics through new media. However, we do not intend to neglect the old virtues of reading!

Imaginative Writing:

Pupils are encouraged to continue to develop their creative writing skills, through completing a range of tasks. We also consider that the writing of poetry is vital under this heading and this too will be encouraged. The best will find their way into the school magazine!

Shakespeare:

The study of a whole Shakespeare play is compulsory for Key Stage 3 and one whole exam paper is devoted to this extended study. Often pupils will focus on the key scenes of their chosen play and their study will be supported by film versions of the complete text. Indeed they may be asked to write on the fidelity to the original of the film version. Clearly the topics most in evidence will be based on character, key themes and issues related to staging in the 16th/17th Century. All pupils will thus have to learn to read some of the text in the original and tackle a wide variety of critical and imaginative tasks.

We also firmly believe that pupils should see the text as a performance piece, and so drama work is a vital element to our teaching of the play. Pupils’ final assessment will be based not only on a written response that demonstrates their understanding of the play, but on a practical performance of a scene or extract also.

Oral Skills:

While there is no direct requirement to test oral skills at Key Stage 3 beyond a minimal level, we believe that they are important and pupils will be given a variety of opportunities to speak and listen, as this area of their work in English accounts for a significant proportion of their final assessment at GCSE level. Obviously, the Shakespeare study lends itself to some dramatic performance and the acting out of key scenes will be encouraged. Pupils will also be introduced to further exercises involving collaborating verbally in groups and this activity runs parallel to skills needed in arguing a case on paper. Pupils will take turns in controlling their group and introducing their chosen topic to a wider audience. Some solo performances will be asked for, but increasingly the stress will be on collaboration. When suitable, pupils may be asked to illustrate a talk with the use of PowerPoint and use Interactive Whiteboards.

Language Skills:

Here too we shall follow the requirements of the National Curriculum. As there will be pupils new to the school, we shall attempt to revise some of the basics of punctuation, spelling and paragraphing and introduce new terms, like the soliloquy. Further language exercises will be based on the Oxford Key Stage 3 series, or its current equivalent.

ICT in English.

Pupils will be encouraged to use and develop their ICT skills in English, particularly in terms of:

• Presenting their written work. With tasks such as writing newspaper reports, appropriate layout and presentation is explored.
• Drafting and redrafting their written work, and using ICT as a tool to develop and enhance these skills.
• Using ICT as a reference resource – appropriate and considered use of the Internet as a reference and information resource.
• Presenting their oral work, encouraging them to enhance their talks through the use of PowerPoint presentations and Interactive whiteboards.

DYSLEXIA

The Dyslexia Support Centre provides support and tuition for those students who have been identified as dyslexic prior to their entry to the school and also for students who have been referred for assessment by members of staff or parents. The majority of these students attend the Dyslexia Support Centre for lessons, which replace those timetabled for Modern Foreign Languages. Lessons will be in small groups and take place in the specialist Dyslexia Support Centre. One-to-one support, where appropriate, may also be available.

Tuition is multi-sensory and structured, using a wide variety of materials to promote the development of reading, spelling, writing and study skills, in preparation for the demanding work of public examinations.

Pupils with dyslexia in years 7 and 8 are required to attend a weekly Touch Typing class, which is held in the Dyslexia Support Centre as an activity. The ability to word process work is actively encouraged. The computers within the Dyslexia Support Centre are connected to the school network and are used, where appropriate, for a variety of functions. The Maths department provides an Additional Maths class specifically for students with dyslexia in Years 7-11 who may need extra support in this subject.

The support given by the Dyslexia Support Centre aims to encourage self-esteem and confidence, allowing pupils to make good progress towards attaining their potential in all areas of education. An awareness of their individual strengths and difficulties therefore, is essential in order for each student to develop appropriate strategies for dealing with weaker areas, which can hamper their achievement. An important component of lessons will be to encourage students to identify their preferred learning style and develop strategies that help them become independent learners.

Throughout Years 7-9 the students follow a similar structure within lessons, which is tailored to their individual needs and to the demands of the mainstream curriculum. Teaching methodology, content and style of delivery, is adapted accordingly to suit the changing needs of the students as they progress through the LowerSchool towards the GCSE years. Reinforcement of concepts taught plays an important part of the learning process for students with dyslexia and this is catered for by the use of a variety of teaching methods, materials and activities, including computer and DVD software.