THE FOREST SCHOOLCURRICULUM SUMMARY
2016-17
Key Stage 3
Year 9
Art, Craft, Design and Photography
We strongly believe the Arts have the power to transform lives. The earlier a
child‟s engagement with the Arts, the more likely they are to develop vital
skills such as communication, analysis, confidence and teamwork. These skills
can help pupils better engage with the mainstream curriculum, stimulating
their own creativity and critical faculties.
It is our aim, in the Art and Design department, to provide every student with
the knowledge and skills they need to become creative individuals who
understand and appreciate the value of art, craft and design, in both
traditional and contemporary contexts.
In the department we have a great range of specialist equipment that
enables us to deliver a broad and exciting curriculum. Our ceramics studio
houses a self-contained kiln room. We have a functioning and well used
photography studio, dark room (for all key stages) and an ICT suite, enabling
us to teach a full range of digital and film photographic techniques.
Our third Art room is very large, so we can offer Sixth Form pupils their own
space to work in throughout the school day.
KS3
The KS3 Art and Design curriculum involves pupils exploring through a variety
of Art, Craft and Design processes through processes. Each term, pupils work
through a project designed to develop specific technical skills alongside
valuable transferable learning skills; these include reflecting, analysing,
creative thinking, independent research, evaluation and communication.
Every year, through their art work, pupils will explore different cultures and
learn different technical processes.
In Year 9, pupils create ceramic sculptures; explore the vibrant world of Pop
Art, a graphic design piece and explore ways of visually demonstrating their
thoughts and beliefs within the project „Issues„.
Throughout Key Stage 3, pupils learn how to work with increasing
independence; they are encouraged to design and create outcomes that
are personal to them, take risks with their work and respond to challenges
positively with a growing confidence and skill set.
Pupils are set 4 hours of homework each term. This may be four 1 hour tasks or
be broken down into more frequent smaller tasks. We expect pupils to come
equipped with sketching pencils, ruler, rubber, glue stick and pen.
Design and Technology
Design and Technology – why is it important in our modern world?
The importance of Design and Technology is all around us. From the moment
your alarm clock wakes you, to the first cup of tea, the journey to school or
work, the enjoyment derived from leisure activities, Design and Technology is
with us from cradle to grave. Whether you wish to follow a career working
alongside some of the country‟s leading engineers or craftsmen, manage
your own business, bring new products to our super-market shelves, be
involved in a major new building development or just learn unique problem
solving skills that can be applied to any situation, the study of Design and
Technology is a must.
KS 3
A varied and wide range of core practical skills and design opportunities,
which will challenge and stimulate our young students minds, are offered
between Years 7 and 9. The projects undertaken include a freestyle clock,
smart-phone speaker, jewellery making in pewter, plastics forming and a
flight based STEM (Science Technology Engineering and Mathematics)
project. Pupils will fully develop their understanding and skills in graphics,
resistant materials, control technology and electronics.
DRAMA
“The arts make us feel connected to one another and less isolated. Through
the arts we share an emotion and that sharing connects us with each other
and we realise we all feel the same emotions. The arts are our last hope. We
find our identity and make it easier and more pleasurable to live and they
also give us wisdom. We see our problems acted out and it‟s an important
socializing force.” Arthur Miller - playwright and director
Drama makes a huge contribution to the development of thinking skills
identified in the National Curriculum. These are: information-processing skills,
reasoning skills, enquiry skills, creative thinking and evaluation skills.
Drama supports and promotes language development. Its collaborative
nature provides opportunities for pupils to develop the key skills of
communication, negotiation, compromise and self-assertion. Pupils develop
confidence when speaking, and their vocabulary is extended when they
adopt roles and characters. Pupils also acquire a critical and subject-specific
vocabulary through reflecting on and appraising their own work in drama
and the work of others.
Personal, social and environmental issues and relationships are the
foundations of much drama. Drama lessons provide a safe environment to
explore these issues. Drama usually involves pupils working creatively together
and problem solving in groups of different sizes. These skills, along with
flexibility, empathy and risk-taking, are vital in a drama lesson. They are also
recognised as vital in the workplace and throughout adult life.
KS3
Pupils are introduced to a huge range of drama conventions, and these are
used to create effective performances. They will work in groups using their
creative talents to organise and develop a number of different performance
pieces. They are given the opportunity to develop a number of social skills;
these include communication skills, negotiation skills, respect and selfconfidence as well as specific drama skills, for example improvisation,
tableau and character work. Pupils work individually and as part of a group
and begin to learn how to evaluate their own work and the work of others.
Year 9
Theatre - The boys will be taking an extract of Teecher from Page to Stage.
They will be required to learn lines, create character and consider staging,
lighting, set and sound.
- Pupils will be working in larger groups, this will enhance and challenge their
group working skills. Pupils will be creating and devising an extended
performance utilising plenty of theatrical devices and theatrical genres and
styles.
- Based on the story of Brenda Spencer, I don't like Mondays looks at devising
and creating performance as a full cast/class. With guidance, pupils will put
together a piece of theatre which tells the story of Brenda Spencer.
- Pupils will be required to work as a whole class. They will devise a twenty
minute full class performance based on the years given stimulus. Pupils will
work in all different roles including, director, actors, stage management,
lighting, sound. All Year 9 will perform to each other.
English
English across all key stages involves the development of students‟ reading,
writing and speaking and listening skills. Lessons are interactive and use
varied methods of ensuring students are actively engaged in learning. IT
facilities are well utilised. Resources used are up to date and selected to
appeal to boys and their interests. Opportunities to involve students in off-site
visits are offered wherever relevant to the boys‟ learning.
KS3
Pupils study a wide range of modules at KS3, all of which help to teach boys
important reading, writing and spoken language skills.9
Year 9
In Year 9, pupils begin the year with a unit entitled „Issues in Our Society‟
which requires them to grasp difficult, often controversial ideas from a
selection of texts aimed at teens. After Christmas, they start preparing for their
English Literature GCSE by studying Macbeth. From Easter onwards, Year 9
continue to prepare for their Language GCSE by refining their Paper 1 and
Paper2 skills, and the year culminates in their Spoken Language assessment
which is a compulsory element of the new GCSE syllabus.
Geography
"Geography is the subject which holds the key to our future" - Michael Palin
Geography at The Forest provides a key insight into the world around us.
Focusing on both Human and Physical themes we seek to examine, interpret
and explain the ever changing world around us. Our aim is to provide our
students with the skills to enable them to form their own unique view on the
world, underpinned by clear and consistent evidence.
KS3
At key stage 3 students study Geography for four hours a fortnight in year‟s 7 & 8 and
for three hours a fortnight in year 9.
Year 9
In year 9 students start to look at more complex topics. In physical geography this
includes Volcanoes and Earthquakes, Coral Reefs and Limestone landscapes. In
human geography we look at Brazil and the challenge of energy production and
supply.
History
History is a key subject across all key stages. Within History, we aim to explore
a range of different topics across time and different countries. We encourage
our students question the material presented to them and make links
between topics. We teach our students a range of different skills, from source
analysis and evaluation to the construction of arguments. These skills are
taught and developed from Year 7 through to GCSE and A level.
KS3
A wide range of topics are taught across Years 7-9; in each, students gain an
understanding of „empire‟ and the impact it has had.
The twentieth century is the focus for Year 9. Students learn about the causes
of World War One, as well as the key events in it; here students have the
opportunity to visit World War One battlefields to see first-hand the conditions
soldiers lived in. Year 9 pupils continue studying the twentieth century, gaining
an understanding of the interwar years before investigating World War Two,
life in Nazi Germany and the significance of the Holocaust. The year finishes
with learning about the Cold War and European History to modern day,
including looking at the development and impact of terrorism.
Computer Studies
Computer Studies includes 3 strands; Computer Science, ICT and Digital
Literacy. Computer Science looks at the way computers work and how to use
them in order to solve realistic problems in a computational way. It also
includes programming and breaking problems down using flowcharts and
algorithms. ICT focuses on how to use the software available and create
digital content. Digital Literacy looks at how to use the Internet and how to
keep safe on-line.
KS3
Boys learn practical computing & ICT skills that will help them across the
curriculum and prepare them for the world of work.
Year 9 – In year 9 pupils move on to a project which includes designing a
company logo using Macromedia Fireworks and Serif DrawPlus, creating
company letters using a mail merge facility in Microsoft Word and Access,
financial planning using Excel as well as creating a company website using
Serif WebPlus. Pupils will also learn how networking works and understand
cyber security.
Mathematics
At The Forest School, we aim to make learning mathematics an enjoyable
and rewarding experience for all pupils. They follow the National Curriculum
for the subject, and this is enhanced by a number of extra-curricular
activities, trips and visits. Pupils are set in two half-year groups on entry to the
school, and we have a well-established pattern of tests, assessments and
homework. Set changes are made at regular intervals, following each of
these assessments.
The department is housed in a suite of 8 classrooms, and a range of resources
are used to enhance the learning of mathematics. Computer technology is
used regularly by teachers and pupils alike, and is a standard part of the
learning process.
We are very proud of our results at all Key Stages. At Key Stage 3, the vast
majority of our pupils achieve at level 5 or above, with around 60% attaining
level 7 or above;
KS3
Year 7, 8 and 9 Maths consist of six 1 hour lessons per fortnight, one of which is
based in an IT room. Boys will be set a non-calculator task and one other
homework per week. All boys have access to online software - MyMaths and
Sumdog - and will be expected to use this regularly at home as part of their
learning. We use MathsLinks textbooks. Boys are set according to
mathematical ability, and can be moved after assessment across the Year
group.
Boys should be correctly equipped; i.e. ruler, pencils, pens, a geometry set,
and must have a scientific calculator. Mathematical equipment / calculators
are available to purchase on the Year 7 Uniform Day in July, and also from
the School‟s Finance Office on a daily basis during term time. The calculator
we sell is the Casio fx-83GT Plus.
MFL French and Spanish
Welcome to the Modern Foreign Languages (MFL) department. We are a
successful department, teaching French throughout the school and Spanish
in Years 8 to 11. Our team comprises of 4 language teachers. The MFL
classrooms are all equipped with Interactive whiteboards, and the
department invests in ICT resources for use in school and at home.
The numbers of students choosing to take French and Spanish are growing
steadily and, together with EAL, we support students studying privately to
gain qualifications in their home languages. In the Sixth Form we have
students studying French to A Level.
KS3
All KS3 pupils study French as their first MFL until the end of Year 9. Pupils who
show an aptitude for French in Year 7, will pick up Spanish as their second
MFL in Year 8.
There is also currently a pilot group for German in Year 9.
Pupils follow the KS3 Studio and Mira differentiated courses and enjoy
interactive creative teaching in both languages.
Pupils are assessed regularly, and are expected to learn vocabulary at home
to reinforce in-school learning.
Music
The Forest Music Department embraces music from all genres, and allows
pupils the opportunity to explore and engage through Performing,
Composing, Listening and Appraising.
The department is well equipped and is located in a shared block with
drama. There are 2 large teaching rooms, a dedicated computer room
running Sibelius 7 and Cubase, 5 practice rooms and a drum room.
The department encourages all students to participate in lessons,
instrumental lessons, extra-curricular ensembles and concerts, regardless of
their instrument or experience.
Keep music live!
KS3
Students develop general musicianship, theory and practical skills. Making
music is at the heart of each lesson.
Year 9 - Musical Futures
Band Skills
Composing a Pop song
In at The Deep End
Film Music
The Year 9 Competition
Physical Education
We follow the ethos of the 2012 Olympic Legacy of „Be the Best You Can Be‟,
where all pupils are encouraged to participate in physical activity to the best
of their ability. We try, wherever possible, to provide every pupil with the
opportunity to represent the School and their house at sport, and School
teams are open to any who want to take part. We believe in the standards
and values that sport and PE can give to pupils in terms of leadership, trust,
responsibility, commitment and dedication. Pupils are encouraged to
participate to the best of their abilities showing, good sportsmanship and
care and concern for others.
KS3
In Year 7 we follow a programme of generic sports, introducing pupils to the
different forms of activity within a theme (i.e. invasion games such as Rugby,
Football, Handball and Basketball, and net and wall games such as Tennis,
Badminton and Volleyball). In Years 8 and 9, the programme is more specific,
but we still cover 5 of the NC curriculum areas and HRF within the
programme.
In addition there is a full programme of extra-curricular sport incorporating
practice evenings and matches.
Religious Education
Religious Education is all about understanding people, their beliefs and
practices in order to promote tolerance and understanding in a modern day
society.
The department has created a varied and interesting programme to both
engage and develop our students. At Key Stage 3, the Six major faiths are
studied alongside Moral Philosophy and Ethics units. At KS4 the examination
course that is studied is the Edexcel Syllabus B „Beliefs in Action‟ course.
KS3
At Key Stage 3 pupils are taught in mixed ability groups one lesson a week.
In Year 9 pupils start their GCSE Religious Studies course. The course chosen is
the Edexcel Syllabus B. This follows „Area of Study 1 (Islam) and „Area of Study
2 (Christianity), looking at all aspects from the traditions of Christianity, Islam
and secular beliefs:
Area 1: Muslim Beliefs, Marriage and family
Area 2: Christian Beliefs, Crime and Punishment.
Science
The Science department believes that all students should be provided with a
balanced Science education, which is both stimulating and enjoyable, and
leads to an excellent knowledge and understanding of Science. This will
enable the students to cope with life in a modern technological society. It will
also give them an understanding of the problems in the world, and how
Science can be used to help solve them.
We believe in encouraging the natural curiosity of students, and endeavour
to provide equal opportunities and an enriching education for students of all
abilities. A “hands on” philosophy is engrained in our culture through
investigative learning and extensive extra-curricular activities.
There are ten well-resourced purpose built Science laboratories.
KS3
The KS3 curriculum is a modular course in which the students are taught all
three Science disciplines – Biology, Chemistry & Physics.
An emphasis is placed on developing the students experimental skills, and
the first module provides a foundation for the core Science skills. Subsequent
modules enrich the students‟ knowledge of the world around them while still
focusing on investigative work. Through the use of extensive resources and a
variety of differentiated teaching methods, students are also asked to think
critically of the world around them.
Students are placed into sets on entry into the school; however, through
regular monitoring of their progress, mainly by end of module tests and
homework tasks, we try to ensure that students are always placed at a level
appropriate to their ability.
In Y9, students begin their Science GCSE studies and are taught all Science
disciplines separately, with a specialist Science teacher for each. At the end
of KS3 the students are given a Key Stage level. Over 30% of our pupils
achieve a level 7, but more importantly they are equipped with the
necessary tools to meet the challenge of KS4.
Personal, Social, Health and Economic
Education (PSHEE)
At Forest, PSHEE is a programme of study designed to help students to
develop their knowledge and understanding of skills which will support them
through all areas of their future lives.
What does PSHEE include?







Health: healthy lifestyles; healthy eating and exercise; mental and
emotional health; sex and relationship education; drug, alcohol and
tobacco education.
Risk: financial and career choices; personal safety and internet safety.
Relationships: developing and maintaining positive relationships;
dealing with negative relationships which may include bullying.
Loss: bereavement, separation and divorce.
Change: managing transition; adversity and developing resilience.
Career choices: enterprise, business and finance.
Personal finance: savings, debt and finance.
(We follow the PSHEE Association Curriculum)
Why is it so important?





It contributes to the health and well being of our students.
It aids in the safeguarding of children and young people.
It contributes to the health of the nation.
It underpins our students future employability through the
development of skills wanted by industry.
It supports students in taking responsibility for themselves by making
informed decisions.
It prepares our students for their future roles as parents, employers and
leaders.