Key Stage 3 Courses

Years 7-9

Risedale School offers an exciting and effectively sequenced curriculum at Key Stage 3 that both challenges and prepares our pupils for selecting options at Key Stage 4. Every year we assess the quality of provision and are constantly seeking to improve the range of subjects and opportunities for our young people.

Art and Design

The Art and Design Key Stage 3 curriculum at Risedale, is an engaging, practical journey through the key periods of Art History. You will research, examine, explore and respond to art from 40000 years ago right up to the present day. During this journey, you will begin to understand the importance of context and meaning in art and you will start to explore your own artistic voice.

During this three-year project, you will keep track of your learning journey in a personal log. You will complete practical work in large A3 sketchbooks and will create 2D and 3D outcomes for each time period. You will explore traditional and unconventional methods of painting, drawing, mixed-media collage, typography, sculpture, ceramics, photography and digital media directly from the masters of art history and you will develop and explore ideas of your own.

Doodling

Doodling is an opportunity for you to explore some independent ideas and develop skills without assessment. Quiet doodling time is a good way to warm up for the lesson or to relax at home. You will spend a small amount of time at the start of each lesson engaged in your own doodles.

Year 7

Please note: Some projects may cross over from one year group to the next.

The Age of Stone
Dawn of Civilisation
The Romans are Here
Medieval Makers
The Renaissance

Year 8

Please note: Some projects may cross over from one year group to the next.

Eastern Influence
Industrial Escape
The Isms Begin
The Wars

Year 9

Please note: Some projects may cross over from one year group to the next.

The Pop Stars
A Big Release
Hit the Street
Conceptual Art

Assessment

Your projects are each assessed using the following criteria:

RESEARCH AND ANALYSIS: Demonstrate understanding of the context of artists' work and make judgments.

EXPERIMENTATION: Explore and critique a wide range of experimental methods, using various media and techniques.

VISUAL ACCURACY: Demonstrate accurate observational skills and media control, mainly through quality drawing and photography.

PRESENTATION: Demonstrate considered methods of presentation and annotation in a sketchbook.

Computer Science

Key Stage 3 Computer Science is taught over 3 years.

In Year 7, pupils are given the opportunity to develop and secure foundation skills and program in block-based programming languages making use of Micro: Bit and Scratch.

In Year 8, pupils build on the skills they learned in Year 7 involving more complex solutions to extend their knowledge and develop their programming skills using a text-based programming language such as Python.

In Year 9, pupils develop their skills further, enabling them to make a clear distinction between Computer Science and IT disciplines so that they can make an informed decision about which KS4 pathway to choose.

Year 7

Introduction to Computing
Block-Based Programming 1 - Scratch
Clear Messaging in Digital Media
Block-Based Programming 2 - Micro:bit
Using Computers Effectively

Year 8

Digital Graphics
Introduction to Python Programming
Representations – from clay to silicon
Layers of computing systems

Year 9

Computational Thinking
Python Programming
Animation
Representations – going audiovisual
Applying programming skills with physical computing

Assessment

Assessment is completed at the end of each topic and the grades contribute to the evidence used in pupil progress data and end of year reports.

Design and Technology

The Design and Technology Department at Risedale: Design & Technology and Food & Nutrition are creative and engaging subjects that allow pupils to express their ideas and imagination through design and making.

In the refurbished workshops, classrooms and food room, with a superbly resourced computer suite, pupils can explore their ideas through a range of mediums, materials and ingredient choices. CAD / CAM (Computer-Aided Design and Manufacture) is included as the main strand of learning through which pupils can work. This sits alongside more traditional methods of manufacturing and cooking skills.

Year 7

Pupils design and make a range of products using wood and metal. They begin by learning basic drawing skills to help communicate ideas. The items they will be making include a small wooden storage box and a basic electronics project.

Year 8

This year's projects will focus on developing skills in both designing and making. Pupils can expect to tackle a textiles project, a clock project, and a more complex electronics project – building a night light (projects may be subject to change as time and materials allow).

Year 9

To prepare pupils considering GCSE Design and Technology, projects gradually increase in complexity, culminating in a challenge based on a real AQA exam brief which requires pupils to design and create items.

Assessment

At Key Stage 3 we assess every project using a framework based on the GCSE Design and Technology marking criteria plus the addition of written communication:

WRITTEN COMMUNICATION Demonstrating your ability to communicate ideas and information through writing.

RESEARCH Demonstrating your understanding of the theory behind Design and Technology.

IDEAS AND DEVELOPMENT Demonstrating the ability to communicate your ideas through drawing and modelling, using paper and CAD.

MAKING Demonstrating appropriate techniques to manufacture your products.

EVALUATING Demonstrating your ability to critically evaluate your product showing ways it could be improved.

Drama (Year 9)

Drama as a subject is much more than learning how to be a performer; within this subject, you are given the opportunity to learn and hone vital soft skills that will ensure success both within the school and in the wider world. Communication skills are at the heart of the Key Stage 3 curriculum ensuring that through Drama pupils learn about how communication happens, how they can control their communication and then how they can manipulate these communication skills, both verbal and non-verbal within a performance to present characters and emotions which are not their own. Most topics include a strong element of collaboration and so skills in leadership, diplomacy and joint responsibility are developed. We do not exclusively work within friendship groups and pupils are expected to work with any given group and still work hard and create the required outcome.

Drama is split into 4 focus and assessment areas:

CREATING - Where pupils put forward ideas, collaborate within a group, refine work, develop performances, rehearse using time effectively, direct other pupils, take direction from both pupils and the teacher and explore creatively. Ultimately there is an outcome required in this area.

SHARING - Where pupils demonstrate their communication skills and self-control, where they learn about how to perform and build confidence in their ability to present ideas in front of an audience in a safe environment where we are all developing and exploring this ability.

EVALUATING - Where pupils can reflect on their work and contribution from an informed standpoint as well as give others constructive feedback so that strengths and weaknesses can be identified. Sometimes this will be factual and other times it will involve giving opinions and pupils learn how to give this appropriately and also how to take feedback. This is predominantly done orally however there are written elements.

PARTICIPATION - All pupils are expected to participate in all aspects of the lessons. This will include both independent and group work. A ‘have a go’ attitude is needed along with resilience to take on board feedback and improve.

The skills taught throughout Key Stage 3 will enable all pupils to develop an understanding of the creative form of Drama, to develop key communication skills and to prepare them for the next level should they wish to continue at GCSE.

Year 9

Scripted Performance - Taking a script from page to stage
Devising Skills - Using a stimulus to create practical drama.
Scripted Exploration - GCSE set text “Noughts and Crosses”
Production Skills - Costume, set, directing
Live Theatre Review

Assessment

At Key Stage 3, we will assess every project using the GCSE Drama mark scheme for targets and expectations.

English

"Today a reader, tomorrow a leader" – Margaret Fuller

Pupils studying English at Risedale follow an interleaving curriculum with key concepts which is designed to not only engage, enthuse and challenge pupils but also allow them the opportunity to delve into the real-world culture of English language and literature. As well as a constant focus on improving literacy skills and promoting the importance of reading, each term we explore a variety of skills that build on improving learning; eg. independent thinking, critical thinking and philosophical thinking.

Suitcase of Learning

At Risedale the English department likes to develop the individual pupils we teach through a learning journey, helping pupils to explore a suitcase of attributes that will prepare them for success in the future.

Year 7

- Term 1: Voices Through Time: 19th Century Study- A Range of Texts
- Term 2: To Bard or not to Bard: An Introduction to Shakespearean texts and contexts
- Term 3: Shaping our Identity: Modern Novel Study- The Wordsmith by Patricia Forde

Themes Covered: Supernatural, Heroes and Villains, Crime and Punishment, Conflict, Shakespearean England, Identity, The History of Storytelling, Influence of Industrialisation and Urbanisation, Global Warming and our World

Year 8

Term 1: Rise of the Hidden Voice: 19th Century Study - A Range of Texts
Term 2: Changing Ideals: Shakespeare Play Study - The Tempest
Term 3: The Importance of Individuality: Modern Novel Study - The Bone Sparrow

Themes Covered: Prejudice, Relationships, Outsiders, Isolation, Identity, Individuality, Censorship, Voice, Power.

Year 9

Term 1: Creating the Unimaginable: 19th Century Gothic Novel- Either: Hound of the Baskervilles, Frankenstein or Dracula
Term 2: Building a Powerful Voice: Shakespeare Play Study- Romeo and Juliet
Term 3: Justice for All: Modern Novel Study - To Kill a Mockingbird

Themes Covered: Identity, Justice, Hierarchy, The Gothic, Deceit, Crime, Love and Relationships, Equality, Culture and Diversity, Societal Influences on Literature.

Assessment

Formative assessment: Pupils are assessed throughout the term using a variety of methods that are designed to allow the pupils to reflect on their own progress and ensure they are challenged.

Summative assessment: At each half term pupils will undertake a formal summative assessment allowing them to showcase their learning and skills. For each unit of study, pupils will undertake one assessment that tests their creative writing skills and one that tests their reading skills.

Within the new KS3 curriculum design, pupils study a Shakespearean text, a modern novel and a 19th-century novel which is then deepened and combined with key poetry and language skills study.

Food and Nutrition

The Design Technology Department at Risedale: Food and Nutrition is a creative and engaging subject that allows pupils to express their ideas and imagination through experimentation and making.

Pupils can explore their ideas through a range of medium and ingredient choices. Throughout this key stage, pupils develop their knowledge of world food, healthy eating, and practical skills so they are ready to continue at GCSE if they select this subject as an option.

Year 7

Pupils will understand and learn the basic cooking techniques to ensure they are confident to cook independently and follow a recipe coherently.

Year 8

Pupils build on their cooking skills and knowledge of ingredients, nutrition and the scientific functions of ingredients to make savoury food products from around the world.

Year 9

Pupils work with key ingredients and build high-level skills. Pupils will look at special dietary needs and assess budgeting with recipes they like to cook. They investigate the scientific properties of ingredients and how to develop food products to prepare them for the GCSE Food Preparation and Nutrition course should they select it for GCSE.

Assessment

At Key Stage 3, we assess every project using a framework based on the GCSE Food Preparation and Nutrition

Throughout KS3 Pupils are assessed in the following ways using both verbal and written feedback.

During KS3, pupils will work on a project where the practical work that they complete will complement the theory work they complete to produce a portfolio of work that can be assessed throughout the academic year. In order to test and assess pupils' ability and knowledge within the topic, there will be elements of research, application, and evaluation. Each year there will be a different focus of the project.

French

“If you talk to someone in a language they understand, that goes to their head. If you talk to them in their own language, that goes to their heart” - Nelson Mandela

Learning a language at Risedale is an exciting adventure, which starts the journey of giving our pupils a gift for life. The Modern Foreign Languages (MFL) department is a highly committed and enthusiastic team and we are innovative in our delivery of French and German. We believe that all pupils can succeed in language learning and that being able to communicate effectively is a vital skill in the 21st-century world.

Our aims

To give our pupils a lifelong love of language-learning!
To develop an awareness, understanding and empathy of others and other cultures.
To practise critical thinking skills and problem-solving techniques.
To develop self-reliance through independent study and collaborative skills through group and pair work.
To advocate Risedale’s ‘Five Pillars’ – language-learning promotes these perfectly!

Did you know…?

English is not enough! 75% of the world’s population doesn’t speak English.
60% of British trade is with non-English speaking countries.
“In general, having Languages on your CV can move on your career quicker – 2 years ahead of the crowd” – British Chamber of Commerce.
Having a Languages qualification makes you far more attractive to employers of all kinds and gives you a unique selling point - research suggests that people who speak more than one language can earn on average an additional £3000 to £9000 per year.

MFL at Risedale

Languages are important EBacc subjects. At Risedale, pupils are introduced to French in Year 7 and then have the opportunity to become dual linguists in Year 8, during which German is introduced. Both Key Stage 3 pathways lead to GCSE courses and pupils can take either language – or both – forward at Key Stage 4.

Our Key Stage 3 provision teaches pupils a range of practical language themes and gives them real ‘tools’ for communication. We listen to native French and German speakers, study authentic texts and practise speaking and writing skills on a range of meaningful topics, ranging from family and hobbies to school life, future plans and holidays and the environment. Pupils are encouraged to become increasingly independent and creative in their language learning and gain confidence through this. We focus on vocabulary acquisition through regular testing and put extra emphasis on French and German grammar, the ‘glue’ that holds the language together. More than anything, we aim to make language learning really engaging – we play, we collaborate and we have FUN. In this sense, the atmosphere in our Languages classrooms is unique.

We use IT creatively to support and enrich our pupils’ learning. All pupils have access to our school subscriptions for Active Hub and Quizlet, and we also use Memrise, Duolingo, Blooket and Languages Online for further practice. We have also recently taken out a long-term subscription to Languagenut, which provides our pupils with another fantastic and motivating language-learning experience.

At Risedale we prioritise giving our pupils authentic experiences of other cultures. We run residential trips to Normandy and Paris, and visits to Berlin and also to Rhine-Westphalia in Germany, where we have a link with a local secondary school. Through our collaboration with Most Education, we have previously welcomed pupils from Kazakhstan and China to join our Risedale family. We also run a range of in-house cultural experiences, ranging from supporting the European Day of Languages (26th September) to celebrating a range of national days and traditions.

Year 7

Basic French pronunciation practice and phonics
Meeting and greeting people
Giving information about yourself and other people
Talking about your family
Likes and dislikes
Describing a photo in French

Year 8

My school - opinions about school subjects
School uniform and clothes
A school day and telling the time
Describing your school and your dream school
Free time activities - sports and hobbies
The weather
How you use technology

Year 9

Describing your holidays
Past holidays and experiences
Festivals in French-speaking countries
Role-plays
Future plans
Leisure activities - film and TV

Assessment

Assessment takes the form of regular vocabulary quizzes and formal Listening, Speaking, Reading and Writing end-of-unit exams, as well as exercises in dictation and translation.

Geography

"Geography is a living, breathing subject, constantly adapting itself to change. It is dynamic and relevant. For me, geography is a great adventure with a purpose." - Michael Palin

Year 7

Places - Where am I in the world?
Volcanoes and earthquakes - What happens when the ground moves?
Urbanisation - Why, for the first time, do more people live in cities?
Environmental Issues - What are we doing to our planet?
Resource Management - Why do we need to manage our use of resources?
Rivers and Flooding - How and why does a river change as it travels towards the sea?

Year 8

United Kingdom - How does the Geography of the UK influence me?
Hazards - What natural hazards are people at risk of?
Urbanisation and Economic Futures - How and why is Mumbai different to London?
Ecosystems - Why are there different ecosystems in the world?
Development - Why are some countries rich and some poor?
Coasts - What does the sea do to the land?

Year 9

Hazards
Ecosystems

Assessment

In each year, pupils will undertake 3 progress exams throughout the year.

German

“If you talk to someone in a language they understand, that goes to their head. If you talk to them in their own language, that goes to their heart” - Nelson Mandela

Our aims

To give our pupils a lifelong love of language-learning!
To develop an awareness, understanding and empathy of others and other cultures.
To practise critical thinking skills and problem-solving techniques.
To develop self-reliance through independent study and collaborative skills through group and pair work.
To advocate Risedale’s ‘Five Pillars’ – language-learning promotes these perfectly!

Did you know…?

English is not enough! 75% of the world’s population doesn’t speak English.
60% of British trade is with non-English speaking countries.
“In general, having Languages on your CV can move on your career quicker – 2 years ahead of the crowd” – British Chamber of Commerce.
Having a Languages qualification makes you far more attractive to employers of all kinds and gives you a unique selling point - research suggests that people who speak more than one language can earn on average an additional £3000 to £9000 per year.

MFL at Risedale

We use IT really creatively to support and enrich our pupils’ learning. All pupils have access to our school subscriptions for Active Hub and Quizlet, and we also use Memrise, Duolingo, Blooket and Languages Online for further practice. We have also recently taken out a long-term subscription to Languagenut, which provides our pupils with another fantastic and motivating language-learning experience.

Year 8

My school - opinions about school subjects
School uniform and clothes
A school day and telling the time
Describing your school and your dream school
Free time activities - sports and hobbies
The weather
How you use technology

Year 9

Describing your holidays
Past holidays and experiences
Festivals in German-speaking countries
Role-plays
Future plans
Leisure activities - film and TV

Assessment

Assessment takes the form of regular vocabulary quizzes and formal Listening, Speaking, Reading and Writing end-of-unit exams, as well as exercises in dictation and translation.

History

"Cherish the natural world, because you’re a part of it and you depend on it" - Sir David Attenborough

"A defiant deed has greater value than innumerable thousands of words" - Emmeline Pankhurst

"Beside the nettle, ever grows the cure for its sting" - Mary Seacole

"Those who can imagine anything, can create the impossible" - Alan Turing

The History Departments Core Beliefs

VISION - The History Department at Risedale inspires in pupils a curiosity and fascination about the world and its people so that when they leave Risedale they value the differences in the world around them.

EXPECTATION - 100% in everything we do.

MANTRA - Pride (in our work), passion (in our lessons) and belief (in ourselves).

History is fascinating. Studying it will feed your curiosity about the world and help you to understand today's cultures and world events through what you have learnt about the past. Studying the subject will also equip you with cultural capital and knowledge for success, developing valuable life skills, such as analysis, evaluation and discussion, regardless of the path you follow.

Year 7

Autumn 1: Migration
Autumn 2: The Norman Conquest
Spring 1: Religion in Medieval England
Spring 2: Life in Medieval England
Summer 1: Monarchs, Power and Parliament
Summer 2: Reformation, Royalty and Rivalry

Year 8

Autumn 1: Witches
Autumn 2: The Slave Trade and Abolition
Spring 1: The British Empire
Spring 2: The Industrial Revolution
Summer 1: Local History
Summer 2: Getting the vote

Year 9

Autumn 1: The First World War
Autumn 2: Boom, Bust and Civil Rights- USA 1918-73
Spring 2: The Interwar Years 1918-39
Spring 3: The Second World War 1939-45
Summer 1: The Holocaust
Summer 2: Berlin - A Front Line in History

Assessment

Formative Assessment
Pupils are assessed throughout the academic year, focussing on a variety of historical competencies, including source analysis, comparison of historical interpretations, explanation of causation and consequence, and comparison of continuity and change over time. These assessments help build confidence in the subject and are designed to promote not just excellence as students, but also excellence as historians.

Summative Assessment
A formal assessment - in examination conditions - is undertaken each term, to showcase understanding and progress.

Mathematics

Key Stage 3 Mathematics is studied over three years. In Year 7, pupils are given the opportunity to study a topic-based curriculum. In Years 8 and 9, the pupils will often cover the same topics but will explore each area to a higher level of difficulty. This cyclical structure is important for the retention of key mathematical concepts.

Year 7

Numbers and the number system
Calculating
Checking, approximating and estimating
Counting and comparing
Visualising and constructing
Investigating properties of shapes
Algebraic proficiency: tinkering
Exploring fractions, decimals and percentages
Proportional reasoning
Pattern sniffing
Measuring space
Investigating angles
Calculating fractions, decimals and percentages
Solving equations and inequalities
Calculating space
Mathematical movement
Presentation of data
Measuring data

Year 8

Calculating
Visualising and constructing
Understanding risk I
Algebraic proficiency: tinkering
Exploring fractions, decimals and percentages
Proportional reasoning
Pattern sniffing
Investigating angles
Calculating fractions, decimals and percentages
Solving equations and inequalities
Calculating space
Algebraic proficiency: visualising
Understanding risk II
Presentation of data
Measuring data

Year 9

Visualising and constructing
Algebraic proficiency: tinkering
Proportional reasoning
Pattern sniffing
Solving equations and inequalities I
Calculating space
Conjecturing
Algebraic proficiency: visualising
Solving equations and inequalities II
Understanding risk
Presentation of data

Assessment

Pupils will sit formal assessments at thirteen points in the year. These BAM tasks (Build a Mathematician) are designed to test not only the knowledge that pupils have acquired but also their ability to apply and problem-solve with this new knowledge. This will be supplemented by a variety of other teacher-assessed tasks. In total, pupils should receive one teacher-assessed task and one piece of homework every fortnight.

Music (Year 9)

“Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.” – Plato

Music at Risedale aims to expose pupils to a broad repertoire of Music and genres. The new Model Music Curriculum is currently being embedded, so projects may change. In Music pupils concentrate on 3 main areas; Performing, Composing and Appraising. All of the projects feature these areas, with assessments focused on one area. Pupils are taught keyboard skills and are encouraged to learn to play an instrument. The department has a growing number of 'whole class instruments' including ukuleles and guitars. There are several peripatetic teachers offering lessons on strings, woodwind, drums, guitar, keyboard and voice. Pupils work both independently and as part of a group to encourage ensemble performing as would be expected at GCSE.

Year 9

Music for Special Events
The Blues
Chromaticism
What makes a good song?
Musical Theatre

Assessment

Music is assessed through listening tasks and practical work. Practical work is assessed either individually or as part of a group depending on the project.

PE

The PE Department consists of specialist teaching staff, who teach across the age and ability range. The facilities at the school site are extensive. For outdoor activities there are:

- a large grass and grid area (The Jaffa), with 4 football and 2 rugby pitches
- a cricket strip
- an athletics track for summer use, with gravel long and triple jump areas
- 2 hard-court surface areas; 3 netball, tennis and 4 basketball courts
- a gymnasium and a sports hall
- a fully-equipped fitness room

There are opportunities for pupils to compete at Inter-house, School, Area, County and National level in many activities. In addition, clubs in recreational areas exist and pupils are encouraged to take part for fitness and leisure as well as for excellence. Every member of the PE Department is strongly encouraged to contribute to this highly valued aspect of the school.

Each year group will participate in a range of activities but these are subject to change due to staffing and timetabling.

Year 7

Athletics
Badminton
Basketball
Cricket
Dance
Dodgeball
Football
Gymnastics
Health & Fitness
Netball
Rounders / Softball
Rugby

Year 8

Athletics
Badminton
Basketball
Cricket
Dance
Football
Gymnastics
Handball
Health & Fitness
Netball
Rounders / Softball
Rugby
Table Tennis

Year 9

Athletics
Badminton
Basketball
Cricket
Dance
Football
Handball
Health & Fitness
Rounders / Softball
Rugby

Assessment

Each activity is assessed according to either the Physical Me, Healthy Me, Thinking Me or the Social Me criteria.

Performing Arts (Year 7 and 8)

The Performing Arts curriculum in Years 7 and 8 focuses on building creative ability, communication, performance skills, and appreciation and exploring the many connections between Music and Drama.

Collaboration is a crucial aspect of most topics we cover, helping to develop leadership, diplomacy, and shared responsibility skills. We encourage working with different groups instead of just sticking to friends and expect all pupils to put in their best effort and achieve the desired outcome.

Year 7

In Year 7 we will establish the building blocks of drama and explore scripted and devised work in different genres. Each scheme integrates production values and design work to develop a holistic view of performance. Similarly, the Music element will teach the fundamentals of music and how to identify them.

Autumn Term: Building Blocks of Drama and Pantomime
Spring Term: Elements of Music and Basic Notation - with practical skills
Summer Term: Instruments of the Orchestra and Practical skills development

Year 8

The Year 8 curriculum for Music and Drama builds upon the foundations of the previous year, progressing skills required to access year 9 and the two subjects overlap to create interconnected and interrelated deeper learning.

Autumn Term: Devising from a Stimulus and Exploring a Script - War Horse
Spring Term: Elements of Music and Composition
Summer Term: Film Music and Practical Skills

Assessment

In Music, assessment is completed through practical assessment of skills and through listening and appraising tasks.

Drama is assessed by input across the three strands of Making, Performing and Evaluating so that ability is not determined by ‘talent’ alone.

Religion, Philosophy and Ethics (Core RPE)

The principal aim of RPE is to encourage pupils’ enquiries, presenting them with opportunities to acquire a deeper understanding of significant human questions, that religion and worldviews address. In addition, we also aim to draw from pupils’ individual experiences and their learning to further develop the skills needed to analyse, think independently and have an empathy and appreciation for the views of others and the world around them.

All parents/carers have the right to withdraw their child from all or part of RE / RPE. To do this please contact Deputy Headteacher, Mr Yates, by emailing enquiries@risedale.org.uk or call us on 01748 833501.

Aims of the department

to provoke and challenge pupils by asking ultimate questions about the meaning and purpose of life
to develop pupils' knowledge and understanding of Christianity, as well as other world faiths and non-religious worldviews
to enhance pupils' awareness and understanding of the influence religion and culture may have on society, through family values and the influences of the wider community
to encourage pupils to explore their own beliefs and values to help them develop their own identity whilst also respecting the values of others

Year 7

How Religion developed / What is a religion?
Founders 1 - Abraham, Moses, Guru Nanak and Siddhartha Gautama
Founders 2 - Life of Jesus
Founders 3 - Muhammad
The Five Pillars and life as a Muslim in Britain today
Places of Worship (Churches, Mosques and Gurdwaras)

Year 8

Holy Books (The Bible, The Guru Granth Sahib and the Qur’an)
Key Beliefs - Afterlife (Christian, Buddhist, and Worldviews)
Creation: Religion and Science
Symbolism in Religion
World Views and A-Z of Religion
Moral Codes (The Golden Rule) & Forgiveness

Year 9

Ethics and Social Issues
Philosophy: Does God exist? Arguments for and against the existence of God
Philosophy: The Problem of Evil and Suffering (Christian, Buddhist, and Worldviews)
Crime & Punishment: Conscience, Nature vs Nurture and Justice
Peace & Conflict: Causes and Consequences of War, Pacifism, Just War and lesser jihad

Assessment

Formative assessment: Pupils are assessed throughout the term using a variety of methods that are designed to allow the pupils to reflect on their progress and ensure they are challenged.

Summative assessment: At the end of each term pupils will undertake a formal summative assessment allowing them to showcase their learning and skills.

Science

At Key Stage 3 pupils study a wide range of exciting and engaging topics across the core principles of Organisms, Ecology, Particles, Chemical Reactions, Energy, Forces, and Waves. In addition, they are taught how to work scientifically and practise these skills at every opportunity. There is a high emphasis on investigation and practical work to promote engagement and interest.

Our main intention is to maintain curiosity, wonder and fascination, as well as to develop a better understanding of the world around us so that pupils can make informed decisions throughout their lives. Embedded in the bedrock of our curriculum is to teach the need for sustainability, respect and care for our planet, and develop effective communication and scientific enquiry skills.

Year 7

Energy stores
The Particle Model
Cells, tissues and organs
Movement: muscles and bones
Mixtures and separation
Reproduction
Acids and Alkalis
Forces
Electricity
Ecology

Year 8

Energy transfers
Atoms, elements compounds
Waves: Light and Sound
Food and Digestion
Respiration and breathing
Heart and circulation
Earth Science
Magnets and Electromagnets
The Periodic Table
Space
Plant Biology

Year 9

In Year 9 pupils will develop and extend many of the concepts they have previously studied in Years 7-8 creating a bridge to GCSEs at KS4.

Energy
Atomic Structure and The Periodic Table
Cell Biology
Organisation
The Particle Model
Bonding, structure and the properties of matter

Assessment

Assessment is ongoing throughout the lessons, and verbal feedback is frequently given. Assessment for learning opportunities throughout the year helps to deepen understanding of the different topics. There is a summative test at the end of each topic which also includes an assessment of working scientific skills. Pupils are encouraged to reflect on their learning regularly, and strategies are put in place to promote progress and success for all pupils.

Social Studies

The primary purpose of Social Studies is to help young people develop the ability to make informed and reasoned decisions for the public good, as citizens of a culturally diverse, democratic society in an interdependent world. Social Studies, previously known as PSHCEe (Personal, Social, Health, Citizenship and Economic education) is a planned programme of learning through which pupils will acquire the skills and knowledge they need to manage their lives. As part of a whole-school approach, Social Studies develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. Social Studies also includes the statutory elements of RSE (Relationship and Sex Education); staff will ensure that these lessons are adapted to meet the needs of SEND pupils.

Social Studies is taught throughout the year in one lesson a week with a dedicated class teacher.

In Key Stage 3 lessons fall into three categories, Living in the Wider World, Relationships and Sex Education and Healthy Living and Wellbeing.

Relationship and Sex Education (RSE)

For the current academic year (2024-2025), parents/carers do have the right to withdraw their child from "sex education" delivered as part of RSE if they so wish, parents are not permitted to withdraw their child from the relationship aspects of RSE. Parents may not withdraw their child from what is taught as part of the science curriculum. If you wish to withdraw your child from sex education, please contact the school. Also if you have any views, questions or concerns on The Relationship and Sex Education Policy for Risedale School please contact the school to discuss these or email enquiries@risedale.org.uk. Staff will ensure that RSE lessons are adapted to meet the needs of SEND pupils.

Click here to view Statutory Guidance regarding RSE from the Department for Education.

Year 7

Developing skills and aspirations (Living in the wider world)

All About Me
How can we increase our resilience?
Why do we need self-esteem and how do we build it up?
What is the difference between a need and a want?
Why must we be so careful with social media?

Building relationships (Relationships)

How can we maintain genuine Friendships and avoid toxic ones?
What are the different types of family and does it matter what kind I have?
What does it feel like when you fall in love?
How can we keep safe and have positive relationships?
Bullying or banter? - What is and isn’t acceptable?

Healthy lifestyle (Health and wellbeing)

What do we mean by a healthy lifestyle?
How can I have a balanced diet?
How do I know if I am eating healthily
What are the consequences of not living healthily?
What is the big deal about energy drinks?
How can I commit to a healthy lifestyle?
Why is smoking so bad for you?
How dangerous are drugs?
How do meat eaters impact their health and the environment and can we live more sustainability?
How is plastic damaging our environment and what can we do about it?

Financial decision-making (Living in the wider world)

What is budgeting and why is it important?
How can I use the right financial products to manage my money?
What are savings, loans and interest rates?
How can we be ethical consumers?

Diversity and discrimination (Relationships)

What does it mean to be British?
What is online radicalisation and why is it a problem?
What steps can be taken to reduce racial prejudice and stereotyping?

Health and puberty (Health and wellbeing)

How can we keep good mental health?
What can I expect during puberty and why does it happen?
What do I need to know about periods?
What is FGM, why is it so serious and what can we do to help?
What is consent and why is it so important we learn about it?
What is sexting and why is it risky?

Careers Skills

Year 8

Developing skills and aspirations (Living in the wider world)

All About Me - poster lesson
How can boosting our self-confidence boost our achievement?
How can I improve my skills and behaviour?
How can I manage my behaviour to achieve my targets?

Building relationships (Relationships)

What is peer pressure and how can we stand up to it?
How can we avoid conflict at home and is anything solved by running away?
What is relationship abuse?
Antibullying week
Why is self-awareness important?
What is online grooming and how can we recognise the signs?
What are LGBTQ rights like across the world?

Healthy lifestyle (Health and wellbeing)

How can we keep good mental health and a positive body image?
Why do some males have issues with their body image?
How can we recognise and prevent eating disorders?
What do we need to know about personal safety and first aid?
What is mindfulness and how can it help us with our mental health?
How much screen time is too much and why does it matter?

Financial decision-making (Living in the wider world)

What is the difference between debit and credit?
What are income tax and NI and why do we pay them?
How are public taxes raised and spent by the government?

Diversity and discrimination (Relationships)

What can different religions teach us about tolerance?
What makes me who I am?
Why are xenophobia, racism and extreme nationalism so dangerous in Britain?
Who are the extremist groups and why are they so dangerous?
How can we prevent radicalisation and extremism?
Fairtrade fortnight
How are disabled people portrayed in the media?
How are young people portrayed in the media?
What is religious discrimination and why does it still happen?

Health and puberty (Health and wellbeing)

What are the different STIs and how can we keep good sexual health?
What are the issues that teenage parents face?
What are the different types of contraception and how do we use them?
How do we recognise Child Sexual Exploitation and how easily can it happen?

How is the environment changing and should we worry about it? (Living in the wider world)

Careers Skills

Year 9

Setting goals (Living in the wider world)

All about me
What is "Growth Mindset" and how can having one help us achieve and be successful?
What is enterprise and what are enterprising skills and qualities?

Building relationships (Relationships)

What are interpersonal skills and why do we need them?
What does LGBTQAI+ stand for and what do we need to know about it?
What is pornography and why can it be dangerous?

Healthy lifestyle (Health and wellbeing)

What are vaccinations and why do we have them?
How can we maintain our physical health?
What is self-harm and why do some people do it?
How do I cope successfully with stress?
How can we keep good mental health and cope successfully with anxiety?
What is social anxiety and how can it be managed?
How can social media affect our self-esteem?
How can we manage tough times like change, grief and bereavement?
Suicide - Why do people do this and what are the warning signs?

Financial decision-making and digital literacy (Living in the wider world)

Fairtrade fortnight
How can we keep financially savvy?
How can I successfully manage my money?
What are my rights as a consumer and how does the law protect me?
What is sustainability and how can we personally live in a more sustainable way?
What is globalisation and how does it impact our lives?
Why do we need to be careful about sharing images online?
How can we protect ourselves from fraudsters and scams?

Diversity and discrimination (Relationships)

Why can't some children gain an education?
How are we protected from discrimination?
How and why does the UK help other countries?
Who are UNICEF and how do they help around the world?
How are human trafficking and modern slavery still happening?

Peer influence (Health and wellbeing)

Why are acid attacks increasing and what can we do if we see one?
How much do you know about alcohol?
What should I know about drugs, risks and the law?
How does the law deal with young offenders
Why do teens get involved with knife crime?

What matters to you? (Living in the wider world)

Careers Skills

Assessment

Across the year pupils are assessed with online pre and post-summative topic tests to gauge progress in knowledge and skills. In every lesson, there are formative assessment tasks to develop knowledge and skills.

For information about each curriculum area please contact the Head of Faculty or Deputy Headteacher, Mr Yates, by emailing enquiries@risedale.org.uk or call us on 01748 833501.