KS3 Guide 2025

KEY STAGE 3 2025-2028 GUIDE 2025-2028

CONTENTS Contents

Page

Subject Index

2

Introduction - Welcome to the Angmering School

3

Induction Timetable

4

Assessment

5

Support for Learning

7

Home Learning

9

Getting Prepared

10

Library

11

How to get to School

12

Helping and Supporting Student

13

Working Together

15

Key points in School Day

16

Parent Pay

18

KS3 Guide

2025-2028

SUBJECTS

OUR CURRICULUM The Angmering School follows the National Curriculum. In Years 7 - 9 students study:

Art

Page 19

History

Computing

Page 21

Mathematics Page 36

Dance

Page 23

Modern Page 38 Forgeign Languages

Design & Technology

Page 25

Drama

Page 28

Music

Page 34

Page 41

Perspectives Page 43

English

Page 30

Sport & Page 44 Physical Education

Geography

Page 32

Science

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WELCOME

This is an exciting time for your child and for you.

The move to secondary school marks an important period in any student’s learning. It is vital to get the transition from Year 6 right so that every student can continue to make progress and flourish. The Angmering curriculum experience in Years 7 - 9 is designed to be exciting, challenging and engaging. The aim is that all students are ready for their GCSEs and continue to develop their skills and appetite for learning.

We believe that these goals are achieved through the partnership between parents, carers, school and students. This guide is designed to give you the information you need to support your child’s learning in Key Stage 3.

You will find plenty of information in this guide about what the students will learn, how we expect them to learn, what we aim for them to achieve year by year and also how you can provide practical help and support from home.

Please visit our website, which contains more information, which will help you.

We are proud of our induction programme for new students. We aim to make sure every student looks forward to joining us in September, settles quickly and experiences success early.

Many thanks in advance for your support and encouragement.

Simon Liley Headteacher

Martin Smith Deputy Headteacher (Key Stage 3)

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INDUCTION TIMETABLE We pride ourselves on our Year 6 induction programme which always ensures a positive start to school life at The Angmering School for all students. Below you will find information about the main activities which are part of the Transition Program.

May - June 2025 Transition interviews - These are ongoing and many of you have taken the opportunity to meet senior leaders with after school calls.

If you still wish to do this please contact lhook@theangmeringschool.co.uk and we will try and accomodate this.

May 2025 Years 7- 9 Guide is emailed to all parents.

Tuesday 20th May and Thursday 19th June 2025 Evening sports activities take place giving students an opportunity to meet each other and school staff.

Wednesday 2nd July 2025 All students visit the Angmering School for an Induction Day. Parents arrange for children to arrive at the Angmering School for 8.30am.

Children will need to be collected at 3pm.

Students will eat their lunch in school and they can either buy food in our canteen (which operates as a self-service cafeteria selling a wide range of food) or bring a packed lunch to eat there. If your son a title. £3 on the day to or daughter wishes to eat from our canteen then they should bringWrite approximately pay for this.

6pm New Parents’ Evening to be held in the Hall (this is an evening for parents and carers only).

Following a short introductory welcome from Mrs Hook, Head of Year 7, and Mr Liley, Headteacher, you will have the opportunity to spend time with your child’s Group Tutor, meet members of the Headship Team and talk with the uniform suppliers. Staff will be on hand to explain our teaching strategies and objectives, and to address any concerns you may have about your child.

Thursday 4th September 2025 First day of term - Year 7 only The normal buses from Findon and Ferring will be running from the first day of term.

At 8.30am students arrive and assemble in the Hall.

Students will spend part of the day working in their Tutor Groups and will attend two normal timetabled lessons, followed by an assembly in the afternoon.

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ASSESSMENT Reports for students at key stage three and four are sent home twice per academic year with judgements given of your child’s progress in relation to their skills and subject knowledge so far, taking account of where we would expect them to be at this point on their learning journey. At key stage four this also includes current GCSE grades.

This tracks back from their final projected outcomes in year 11. Each of these measures takes account of the collective quality of their classwork and homework, as well as their performance in assessments to date. These projected outcomes for the end of year 11 have been set for each student using their SATs results as a guide and are as such individual to each student.

Reports will show the following statements to explain your child’s progress:

EXCELLENT PROGRESS

GOOD

IMPROVEMENT NEEDED

CONCERN

BELOW EXPECTED

SIGNIFICANTLY BELOW

ABOVE EXPECTED

AT EXPECTED

Learning Attitude

• Shows a high level of ambition, dedication and enthusiasm in lessons.

• Willingly seeks ‘next steps’, takes risks to further their learning.

• Takes a major part in lessons and is a good role model.

• Can take the lead for their own learning and give support to others.

• Consistently on task.

• Never needs to be reminded about expectations.

• Shows a positive attitude towards their own learning.

• Takes an active role in all activities within the lesson.

• Asks relevant questions and volunteers answers.

• Rarely off task.

• Rarely needs to be reminded about expectations.

• Perseveres and shows courage when the work is challenging.

• Responds positively to feedback, improving and developing their work.

• Occasionally asks questions or offers answers.

• Often passive in group activities and in learning overall.

• Needs reminding of expectations, including punctuality.

• Does not always have the necessary equipment for the lesson.

• Makes a limited response to feedback with little or no further development.

• Shows a poor attitude to learning.

• Creates a negative effect on the learning environment for others.

• Consistently fails to bring the basic equipment needed to lessons.

• Responds to feedback negatively and makes little or no effort to improve.

Effort -

• Dedicated and strives to produce work which is over and above what is expected.

• Works hard to produce work and completes tasks to a high standard.

• Consistently makes very good progress.

• Shows enthusiasm for the subject.

• Tries hard to produce work to the best of their ability and makes expected progress.

• Completes most of the work set in lessons but does not always make progress.

• Easily loses concentration in lessons.

• Needs to be reminded to remain on task.

• Work is rushed and lacks detail, maybe incomplete.

• Consistently fails to produce appropriate work and makes little or no progress.

• Reluctant to complete work in lessons.

• Often off task even when encouraged to remain on task by the teacher.

• Consistently produces home learning of a standard above what is expected of them.

• Seeks to further knowledge of topics by participating in additional research.

• Meets deadlines for home learning and classwork.

• Consistently produces all work to the expected standard.

• Usually meets home learning and classwork deadlines but due to lack of effort often does not produce work to the expected standard.

• Misses home learning and classwork deadlines or consistently fails to produce work to the expected standard.

Quality of Work

Home Learning Working Independently

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Each Curriculum Area uses two main methods of assessment of students’ learning: (a) Summative Assessment (Assessment of Learning - AoL) This takes the form of short tests, end of topic tests, homework, project work, practical skills, coursework, mock exams and end of year exams. (b) Formative Assessment (Assessment for Learning – AfL) Teachers use this assessment to evaluate students’ learning in every lesson. This takes the form of questioning, discussions, self-assessment, peer-assessment, verbal feedback and quality written feedback on students’ work.

The purpose of formative assessment is to let students know where they are in their learning, and to enable them to understand how to improve their skills and knowledge.

Teachers will be clear about the knowledge and skills being used, making clear links back to prior learning and giving the big picture of the direction of the curriculum so that students can challenge themselves to progress further. It does not involve grades, percentage levels or raw marks – it involves a dialogue between teacher-student or student-student specific to their learning at that time.

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SUPPORT FOR LEARNING The Angmering School is well resourced to support students in their learning. Learning Support staff are led by our SENDCO (Special Educational Needs and Disability Coordinator), working with teaching colleagues to identify and respond to students’ needs and evaluate student progress. In addition, we have more specialist staff who support students with EHCPs for physical, and sensory (Hearing Impaired/Visually Impaired) needs via the Lavinia Norfolk Centre.

The Student Services Team (see Help and Guidance) also offers support and guidance to students throughout the day. Student Services Officers liaise with teachers and the Learning Support Team with any relevant information that could impact on a student’s learning and progress.

IDENTIFICATION, ASSESSMENT, MONITORING AND REVIEW All teachers work to ensure learning for each student with SEND is personalised. They are aware of each student’s needs, monitor their progress and inform the Learning Support Team if additional assessment and/or support is required.

Parents and carers may also request information about their child’s progress at any time, and ask for a meeting with members of the Support Teams or their child’s tutor if they are concerned about their child’s progress.

Annual Reviews are conducted for all students who have an EHCP. There is a clear programme of formal assessment and reporting to parents and carers. Annual reviews provide parents, carers and staff with an additional opportunity to share information.

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Students are fully involved in all stages of this process of reviewing their progress. Students with special educational needs without a EHCP are monitiored closely by class teachers and the SEND team.

We support a range of students with clear plans and interventions. This could be in response to difficulties with learning, emotions or behaviour. Interventions range from adjustment of learning activities by classroom teachers and learning support assistants to withdrawal from lessons for small groups.

Students also have access to a variety of additional support including counselling, careers and health support workers. Year Team Leaders and the schools Safeguarding Team ensure those students with more complex needs receive specialist support within the school and from external agencies.

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PUPIL PREMIUM GRANT FUNDING The school has, at its disposal, funding to provide additional support for disadvantaged students. This funding in large part pays for additional staff and curriculum resources but can be used to help specific individuals who may need additional help. To find out more about Pupil Premium and whether your child is eligible for additional support please read the school website or contact the Year Team Leader.

PARTNERSHIP WITH PARENTS, CARERS AND STUDENTS Parents and carers are invited to share their unique knowledge of their children in regular meetings and to work with the school in supporting and encouraging them in their learning.

All students are encouraged and expected to play a full and active role in determining what provision is made to support their learning. As recognised by Ofsted ‘Pupils understand the securely embedded rules and routines of the school. Teachers and support staff successfully help those pupils who find it difficult to manage their behaviour’.

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HOME LEARNING INTRODUCTION Our approach to Home learning is evidence-informed as we know that it plays an essential part in students’ education. Parents and carers play a key role in encouraging and supporting their child to complete Home Learning. At KS3 home learning will be set weekly in English, Maths and Science and less frequently for other subjects. This increases at Key Stage 4 and 5. For Year 7 students homework will be phased in over the first term to allow students to get used to their timetable and the home learning requirements.

Home Learning tasks will focus on quizzing, testing understanding, building vocabulary or practising skills. In Key Stage 4 some activities may link directly to coursework and in Key Stage 5 many activities will be 'flipped learning' (reading about the next topic in the course before the lesson). The full policy can be found on the school website.

WHAT IS THE VALUE OF HOME LEARNING? To revise, consolidate and check classroom learning by reviewing knowledge and skills taught in class in order to improve future progress.

To build up independent study skills and reflection in preparation for an increased expectation of this the further they go in their education.

HOW BEST TO SUPPORT YOUR CHILD WITH HOME LEARNING A committed home/school relationship is essential to support, and influence, your child. This can be done in the following ways: checking My Child at School (MCAS) and Sparx for the work set and to access resources.

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A PIN at the start of the year will be issued that allows you to access your child’s home learning set by their teacher. All home learning is recorded here. MCAS also allows you to see the behaviour record of your child in real time.

Ensuring that they read their emails and notices on Google Classroom. Google Classroom is often used to give guidance on tasks and provide resources. Some homework tasks will be set to be completed on Google Classroom, but also logged on Class Charts.

Encouraging your child to complete homework on the day it is set where possible. The Library is open every lunchtime and Homework Club is run in the school library after school for an hour. Many students find it helpful to work in the library, rather than at home.

Help your child to adapt their home environment to suit their ways of working, and avoid distraction. Distractions such as social media and music are proven to reduce the progress made and increase the time taken to complete a task.

HOW MUCH TIME SHOULD BE SPENT ON HOME LEARNING? Teachers will give minimum and maximum times expected. Typically, it is approximately 30 minutes per task in each subject in Years 7 - 9. This can be found on MCAS.

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KS3 Guide

GETTING PREPARED The transition from primary school to secondary school is an exciting and challenging time for children. They need their parents’ support to help them prepare for the changes they face. The first step is to gather all the things they will need, and name everything clearly!

The uniform policy and list of appropriate and prohibited items are on the school website.

Please read this carefully.

The School will expect our uniform code to be followed and all non-uniform items will need to be changed.

IMPORTANT: If your child is out of school uniform, for any reason, they will need a note from you. They can go to Student Services first thing in the morning to get a permission card for the missing uniform. Genuine medical or SEND reasons require a card signed by a member of the pastoral team.

Personal organisation is one of the greatest challenges to new students. Here are some tips: Get used to your two-week timetable by checking it every night to get ready for the next day.

Log on to your school Gmail and Bromcom at least once a day to check for messages, emails, and timetable. Get your parent or carer to do this with you for the first week or so.

Get a sturdy school bag, which is big enough to carry all your books, and other equipment – a rucksack is the option for many students.

Apply for a locker. To do this you must provide a padlock, which for security reasons must have a shackle diameter of 7mm (min) and 9mm (max). Body width should be approximately 40mm. Overall height of the padlock should be no more than 70mm. This Write a title. is essential to fit our lockers. Only Year 7 and 8 are allowed lockers due to a limit on space.

Lastly and most importantly, you need the following equipment for lessons: two black pens ruler rubber pencil

sharpener purple pen calculator hair tie

This is compulsory so that students are well prepared for tasks in class that require all of this equipment. Any missing items will result in a signature for missing equipment on the student's standards cards.

Aerosol deodorants, hairsprays etc. are not allowed in school, including water based aerosols. We do insist that these are not brought onto the school site as we have had acute asthmatic reactions and students/staff with other respiratory needs, which have required hospitalisation.

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KS3 Guide

LIBRARY Everyone who studies or works at the Angmering School is automatically a member of the school library. There is plenty of space for students to come and complete homework or choose something appropriate to read. All students in KS3 follow our Accelerated Reader programme. Prizes and certificates are awarded for books read and quizzes completed online.

The scheme involves reading fiction (stories) and the Library is full of books to choose for DEAR time and reading at home. Students also take a Star Reading Test online once a term, which helps the school to monitor reading progress and identify students who might need extra help. The test also helps library staff make personalised reading recommendations for each child, although we do encourage children to enjoy making their own choices.

The Library staff run interesting lunchtime clubs, including educational games and 3D puzzles and seasonal crafting projects, or students can join one of our reading clubs.

Homework Club runs after school on certain days, with staff on hand to help. Further details will be announced in September via the school website.

Students can borrow up to three resources at once from the library, but these must be returned on time and kept clean and dry. We recommend a plastic bag or wallet to line your school bag. Parents, please note that bills are issued and sent home for all lost or damaged items, in line with the school's charging policy. Students at our school range in age from 11 to 18+ and we do our best to ensure that students borrow material which is age appropriate. For instance, we seek parental permission before children in years 7 or 8 borrow books from our “Young Adult” section. Please do contact the library if you have any concerns.

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HOW TO GET TO SCHOOL Many students will be facing a longer journey to school than previously, perhaps on their own for the first time, and we realise this can be a worry for new parents. To alleviate any anxiety it is an idea to accompany your child on a practice journey to school and possibly for your child to try an unaccompanied journey.

If you do bring your child to school by car at the front entrance of the school, please be aware that parent and carer cars are not allowed on site, so all students will need to be dropped off before they reach the school drive. This is for the safety of students and ease of access to the Lavinia Norfolk Centre. Parents and carers of students who access the Lavinia Norfolk Centre may apply for a permit to access the school site.

Cycling to school is an attractive option for many students. We strongly urge students to wear cycle helmets if they cycle to school. Cycles can be locked up in the special area at the front of the school or near the northeast gate. However, cycles are brought into school at the owner’s risk and students are advised to use a good quality lock.

The entrances to the school are often congested at the start and end of the school day.

We can reduce this problem and promote general fitness for students by encouraging them to walk or cycle wherever possible, rather than be brought by car.

Students walking yo school should use the A259 using the footbridge near the Station Road roundabout or by using the toucan crossing linking to the cycle path/footpath at the south-eastern corner of the school or the footbridge. Anyone who uses the Sainsbury’s crossing to come to school must follow the public footpath and cross Station Road using the new crossing. Students are not permitted to walk Writethrough a title.East Drive, Ham Manor as this is a private road.

If you do bring your child to school, you will find it beneficial to avoid the front entrance roads and drop off to the south of the A259 and for the student to use the footbridge to walk into school Alternatively you may wish to drop your child off on the Bramley Green Estate, but please use the turning point at the junction of Rowan Way and Parsons Close and do not drive into the Walkway, Wayside Road or Willow Wood.

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HELPING AND SUPPORTING STUDENTS We have high expectations of students’ achievement and behaviour. We know that in order for students to achieve well they need to feel positive and be solution focused in everything they do. We work hard to provide a happy and supportive environment in which every student feels valued and where everyone is treated as an individual. We ensure that all students have opportunities to experience and celebrate success.

Our Year Team Leaders and teachers visit the primary schools and meet the Year 6 teachers.

These meetings help us decide how to put the students into the most effective learning groups.

We also work with primary school teachers on activities that will prepare the students for life at Angmering and to settle in quickly.

Each tutor group is led and supported by a tutor who oversees the students’ welfare and learning development. We do our best to arrange that a tutor group has the same tutor for several years. The tutor will get to know the group well and this will promote a relationship in which the student will feel confident and able to communicate easily. Parents and carers are an essential part of this partnership and the tutor will be the first point of contact at school.

Each Year Team is led by a Year Team Leader and supported by Student Support Officers and a member of Year Team Admin. This team works to ensure maximum student progress. In the absence of the Group Tutor, the Year Team Leader or Student Support Officer is the next point of contact.

This team works closely with, and is supported by, the Student Services Team who deal with the welfare concerns of the students. They are available to students throughout the day and offer support and guidance on a range of issues.

Occasionally students may need support from agencies outsideWrite the school and the school will a title. facilitate this where necessary, keeping you informed and involved in the process.

For Student Support the Year 7 contact number will be 01903 778341. They are your first point of call for you while your child is at the Angmering School.

Please call the main reception number (01903 772351) for all absences. You will then be asked to dial ‘1’ to report absences for Years 7-11 or ‘6’ to report absences in the Sixth Form.

Absence must be reported for each day of absence.

Alternatively you can report your child’s absence via our designed text number to 07860054571.

This team works closely with, and is supported by, the Student Services Team who deal with the welfare concerns of the students. They are available to students throughout the day and offer support and guidance on a range of issues.

Occasionally students may need support from agencies outside the school and the school will facilitate this where necessary, keeping you informed and involved in the process.

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MCAS MCAS is the platform we use to communicate with students and parents about home learning and behaviour. Through an easy to use app you can get instant information about what home learning has been set or look at the achievements your child has made during the day. It also will give you information about their general behaviour as it allows teachers to give rewards, set detentions and give negative behaviour points. Students will also have the opportunity to buy into rewards at set points throughout the year. To facilitate this you will be given login information on this in September.

STANDARDS CARDS To maintain good conduct and promote our school values, students will carry standards cards during the day. These allow teachers to reward positive community behaviour such as acts of kindness and also sign off inappropriate behaviours such as dropping litter. As a parent, you can help your child ensure that they have it with them each day and periodically check it.

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WORKING TOGETHER We are an open school where your contributions and opinions are always welcome. We believe that to ensure excellent progress for your child we need to work closely together.

To start your relationship with the school we initially send out a questionnaire for parents/carers to complete about their child. In this questionnaire you are able to request a call back from the Leadership team. These requested phone calls take place across dates in May and June.

To that end, we encourage regular contact with your child’s tutor or subject teacher. This can be by phone, email or a pre-arranged visit. If a tutor or subject teacher cannot be contacted immediately then messages can be left with the Year Team Administrator who will arrange for contact to be made with you.

We hold parent/carer meet events during the year where you can gain skills, knowledge and ideas, which will help you to support your child’s learning. At these events, we also have members of the headship team available to answer your questions on any issue you wish to raise.

A list of important dates for the next academic year will be provided at the beginning of the new school year. These will be posted on our website. Please also view our calendar on the school website, which will keep you up to date on school events.

To ensure the safety and wellbeing of students, we use a messaging system for the first day of a student’s absence. We do urge parents and carers to call early in the day on any Write a title. occasion their child/children will be absent and not wait for the automated system to contact them.

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KEY POINTS IN THE SCHOOL DAY We expect all students to be punctual.

The school site is open from 8.00 a.m.

Formal supervision of students by staff commences at 8.30 a.m.

Students are called to registration (START) at 8.45am. and stay with their tutor until 9.00am.

Year 7 students will have one assembly each week.

There is a 25 minute break at 10.55 a.m. Many students eat part of their lunch at this time to enable them to take part in the large variety of lunchtime clubs and activities. There are picnic tables and areas for play around the school and students have access to some classrooms where they may sit quietly and eat their lunch.

The dining room is open at break and lunchtime. Students can purchase anything on offer or for £2.65 there are two meal deal options: a hot meal deal which consists of a main meal and pudding (no drink). a sandwich meal deal which is a sandwich, water (or milk for a free school meal student) and a piece of fruit or jelly.

Menus of what is on offer are on the school website.

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The Angmering School uses a totally cashless system for our catering service called ParentPay. We accept ParentPay payments not only for school meals but also for school trips and other items which can be paid for in school.

If your child receives free school meals then this is placed as a credit on the system for students to receive automatically. If you think your child may be eligible for free meals, please follow this link https://www.westsussex.gov.uk/education-children-andfamilies/schools-and-colleges/free-school-meals/ to apply online, paperwork copies are no longer available and will not be accepted by County. If you are eligible, we would like you to do this even if you do not want to take up the free meals, as it brings extra funding to the school in the form of a Pupil Premium grant.

Students may bring packed lunches. The only drinks on sale in the canteen are bottled water and milk and students are asked to only bring water into school in a clear drinks bottle. Other drinks will be confiscated and returned at the end of the day.

Students are not allowed to leave the site at break or lunchtime. Parents who wish to have alternative lunch arrangements for their child should contact the school.

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As you will have seen from the prospectus, there are a large number of clubs and activities on offer. These will be advertised via the Student Bulletin, which is emailed to students on a weekly basis. There are also notices displayed in the curriculum areas. A full clubs list is also included on the school website.

Many students have lessons on a musical instrument. If you would like your child to have lessons please contact the Music Department as soon as possible for further details.

Further information on this will follow early on in the school year.

At the Angmering School, we believe that reading is the key that unlocks the curriculum.

Students who read fiction regularly gain higher results across all of their subjects and research has shown that reading improves the life chances of students. . A strong reading ability and fluency enables students to absorb and understand new information, and improves their vocabulary. We offer an environment where reading can flourish.

To support our students with regular reading for pleasure, we have DEAR time – Drop Everything And Read, on Monday through to Thursday, for 20 minutes. All students read using a ruler as a guide. At a time when demands on literacy skills in all subjects are increasing, DEAR is giving our students a real opportunity to improve their chances of success. We focus on oracy skills every Friday which concentrates on the ability to articulate ideas, encourage fluent expression, and effective communication. We encourage all students to use our library, which is very well stocked with many excellent books to borrow. Our KS3 students use the Accelerated Reader programme to count the amount of words read. Students read fiction only during DEAR, and will either read as a class or will need to read a book they can quiz on. We also seek to improve students’ speaking and listening skills through our oracy work every Friday where students talk about their reading, explore current affairs and learn how to be confident, effective communicators. In Y11, DEAR is used for our bespoke revision sessions.

ICT rooms are available at lunchtimes and after school on request. Clubs take place several times a week after school and at lunchtimes. Computers with internet access are available in the library before school, at break, lunch, and after school. The Library is open from Monday to Thursday 8:00am until 4:30pm and Friday 8:00am until 3:15pm.

School day timings are below and our exam period timings are on the school website.

Registration 8.45am - 9.00am

Break 10.55am - 11.20am

Period 4 12.40pm - 1.35pm

Period 1 9am - 10.00am

DEAR 11.20am - 11.40am

Lunch 1.35pm - 2.15pm

Period 2 10.00am - 10.55am

Period 3 11.40am - 12.40pm

Period 5 2.15pm - 3.15pm

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PARENTPAY The ParentPay system uses an image of each student’s finger. This is not a fingerprint.

ParentPay offers you the freedom to make payments online using your credit or debit card whenever and wherever you like, safe in the knowledge that the technology uses the highest internet security available.

You will have a secure online account, which can be accessed with a unique user ID and password. You can change these to something you will easily remember.

ParentPay enables you to view all items available to each child along with relevant costs and details. Making a payment is easy as you simply select the item to pay for, and follow the instructions to complete your payment.

ParentPay holds an electronic record of your payments; to view later should you wish.

There is a daily ‘spend limit’ programmed into the system of £5 and a minimum top up value of £5. On request, an individual daily limit of your choice can be set, to include a school dinner and break time snacks. Please note that credit will not be available.

ParentPay system is used as an option to pay for ingredients for Cookery lessons for Food Technology lessons. It is a one off payment amount for the whole term.

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ART

What are the key features of the programmes of study?

We aim to provide all of our students with the richest variety of opportunities within the fields of Art, Craft and Design. Art is a National Curriculum subject and students work through a range of tailored projects in line with national guidelines. Students spend 1 hour a week exporing their creativity in the Art department during years 7, 8 and 9. The scheme of learning has been carefully structured to develop core skills and knowledge in different disciplines including : drawing, painting, 3D, textiles, photography and mixed media. We ensure that the artists, craftspeople and designers represent different times and places to engage and inspire all our students. Job opportunities within the crerative industries are linked to learning throughout KS3.

What will my child study in Year 7?

The Formal Elements is the first project in Year 7. Students explore drawing, painting, collage, printmaking and sculpture in workshop-style lessons to develop basic skills that inform the rest of their KS3 art journey. They learn presentation skills and are encouraged to talk and write about art. Local Environment is the second unit. Students practise skills in drawing, painting leading to a textiles or collage outcome. The third unit is called Make! and provides the opportunity for to work collaboratively, using found materials to create sculptural animals.

What will my child study in Year 8?

Identity is the fourth project in KS3. Students learn about portraiture across different times and places, and they develop skills in colour mixing to create a self portrait. The next project is called Stories of the Sea. Students are encouraged to investigate their own community and local culture through storytelling and printmaking. The final project in Year 8 is called Textiles Takeaway.

Students build on their knowledge of3D making, and explore the soft sculptures of Pop Art and contemporary textile makers.

What will my child study in Year 9?

The seventh project in the KS3 scheme of learning is called Animal Heads. Students draw, paint and make a clay animal head. Art on Walls is the eighths project and students look at the history of graffiti and street art. They study cave Art. This results in a mixed media outcome. In the final term, students have the opportunity to develop a mini Personal Project which helps prepare them for taking Art, Textiles or Photography at GCSE or allows them to complete their studies with a personal response, showing off what they have learned.

What homework and enrichment opportunities will my child have?

Homework is generally set every other lesson for Art. In some instances students are set extended homework projects that run alongside a whole project.

There are enrichment opportunities such as Art clubs, information is sent out on student bulletins. There are often opportunities to take part in special projects within the school and the wider community such as art competitions and national projects.

What equipment is needed?

Students are expected to bring a 2B pencil, a sharpener and an eraser to every lesson. We encourage students to take pride in their work. Sketchbooks must be cared for when taken home, and should be brought to every art lesson.

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COMPUTING What are the key features of the programmes of study?

Units of study for Computing is split across three stands, ICT, Computer Science and Digital Literacy. ICT units are concerned with enabling students to be confident users of digital tools, whereas, computer science based units aim to teach students how the digital technologies actually work, which includes programming. Digital literacy is concerned with making sure students understand how to conduct themselves safely in a digital world.

What will my child study in Year 7?

Students start off being taught how to confidently use the suite of google apps and go on to learn about how to safely go online. They also learn about essential concepts, such as algorithms (instructions), and have the chance to implement their own algorithms using programming, including the use of hardware such as BBC Micro Bits. In addition, students explore the concept of binary, major hardware components of a computer system and go on to build a webpage using HTML. What will my child study in Year 8?

Students build on the skills and software knowledge they developed in Year 7. Students develop their programming skills more deeply by completing projects in Python and Scratch programming languages. They also develop their knowledge further for example learning about networks.

What will my child study in Year 9?

Students continue to build on the skills and software knowledge they developed in Years 7 and 8. Students are encouraged to consider and explain decisions they make when completing projects, as well as advancing their abilities on the computer. Students will learn some more advanced programming techniques and concepts, for example using the turtle package in python as well as building their phone app.

What home learning and enrichment opportunities will my child have?

Students enjoy access to computer rooms at lunchtime and after school every day in the library. There is also the opportunity to do further Computer Programming at lunch-time clubs. Homework aims to reinforce learning and extend students’ understanding of ideas covered in lessons.

How is my child assessed?

Students are assessed against the new criteria for the Computing curriculum with an end of unit assessment where feedback and time for reflection and improvement is given.

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DANCE What are the key features of the programmes of study?

The Dance course allows students to work collaboratively and creatively to develop the key dance skills of choreography, performance and appreciation. Students will be encouraged to reflect on their own performance and evaluate the work of their peers.

What will my child study in Dance lessons?

Students will begin to explore the principles of choreography and performance, developing their technical and performance skills and laying a strong foundation for the GCSE Dance course. Students will begin to develop analytical skills through the study of professional works and key dance practitioners. They will be able to engage in dance from different cultures and genres and develop the physical skills of balance, coordination and control as well as improving their overall fitness. In Year 9, students will have the opportunity to work on more challenging choreography and study a variety of dance styles including Capoeira, Hip Hop and Contemporary.

What home learning and enrichment opportunities will my child have?

Homework is set to enhance learning and students will be encouraged to fuel their own interest in dance through independent research, viewings of professional works and independent rehearsal time. Students will be encouraged to attend extra-curricular dance clubs and attend a number of dance performances throughout the year. They will also have the opportunity to perform in the Christmas and Summer Concerts, as well as performances in professional venues. Our main dance event of the year is now Dance Live, which provides the opportunity for over 100 students to get involved in a wider community team event.

How is my child assessed?

Assessment is carried out regularly using assessment criteria linked to the GCSE Dance specification. Assessment will occur in both choreographic and performance tasks.

How are the groups organised?

Dance will be taught in mixed ability groups.

What equipment is needed?

Students must wear their PE kit for every lesson even if they are not actively participating as per the Uniform Guidelines (leggings preferable to skorts). Handwritten notes will not be accepted, email correspondence prior to the lesson from the parental unit is required if necessary. Students must remove socks and jewellery for health and safety reasons and long hair must be tied back.

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DESIGN & TECHNOLOGY What are the key features of the programmes of study?

Students learn about all aspects of the design process from generating and modelling innovative ideas, to making and evaluating products and considering the work of professional designers. At Key Stage 3, they develop their knowledge, skills and understanding through a range of design & make projects. In food technology students look at healthy eating and developing a range of cooking skills. By the end of Key Stage 3 (Year 9), all students will have developed a range of skills in each of the Design & Technology areas, Food Technology, Engineering, Textiles, Graphics; Architecture & Interior Design & Product Design.

What will my child study in Year 7 & 8?

Students are taught modules in a range of technology areas: Engineering, Textiles, Graphic Products and Product Design. In Year 7 Food Technology is taught weekly and students have lessons through-out the school year. They will learn foundation skills to build on in later years.

What will my child study in Year 9?

Students will choose three of the DT areas and study each one for a term in preparation for GCSE options. They will develop their design skills and work with a wide range of materials and processes.

What home learning and enrichment opportunities will my child have?

We set an average of one homework in each area every two weeks within the carousel.

We often have extra input sessions from professionals for example, Engineers, Architects and chefs.

Students can participate in a variety of clubs including a cookery club in year 8 and 9.

How is my child assessed?

Students are assessed against a series of standards related to potential GCSE grades. This happens at the end of each Technology module. They are awarded an effort grade and given a written target to encourage smooth transition and progress between Technology areas.

Interim reports are produced twice a year. Home learning is also graded.

How are the groups organised?

Groups are all mixed ability.

What equipment is needed?

We do ask for a contribution towards the cost of Design and Technology materials in KS3 other than in Food Technology where students may choose to pay for ingredients for practical lessons via Parent Pay. In return, students can keep any practical work that they make. Students are required to bring in a range of basic drawing materials for their lessons for example ruler, pencil, rubber, HB pencil and colouring pencils. For practical lessons students need a hair band and must wear suitable leather shoes for workshop/cookery lessons. The Angmering school aprons are available to purchase at the start of year 7 for Food Technology lessons.

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DRAMA What are the key features of the programmes of study?

In Years 7, 8 and 9, Drama allows students to work imaginatively, creatively and collaboratively. Students become involved in role-play and learn through practical engagement. Lessons follow a variety of themes and issues, which in turn assists students’ learning across the whole curriculum and allows for the improvement of self-esteem, communication skills and teamwork. Students will also confidently become aware of how to effectively evaluate work and progress. Developing quality speaking, listening and reflective skills are a focus of all Drama lessons. Lessons will focus on either Devising (creating your own performance), Script work (performing the work of others) or Live Theatre Analysis.

What will my child learn?

During the creation of either scripted or devised practice, genres of physical theatre, musical theatre, realism, abstract theatre and the study of the history of theatre allows for engaging and exciting work. Students will work extensively on acting skills; voice, movement, emotion, meaning, and message. Within this, students will develop refined performance skills and understand what is required to be a successful performer and ensemble.

Devised Theatre is the initial focus in year 9. Students will study company work, form, structure and audience impact. When moving onto scripted pieces students will look at Musical Theatre, Physical Theatre and practitioners such as Brecht, Stanislavski and Artaud.

What home learning and enrichment opportunities will my child have?

Homework is set towards the end of each unit and will generally be a reflection on class work and/or rehearsals. All homework will be uploaded to Google Classroom and/or Bromcom. Parents and carers can support students by checking the website and talking with their son or daughter about the work. Students are encouraged to take part in productions and Performing Arts clubs.

How is my child assessed?

The Drama Department uses three main areas for assessing student progress: Creating, Performing and Evaluating. The teacher will assess progress and understanding and award an overall progress grade in reports.

What equipment is needed?

No equipment is specifically required, students are, however, recommended to wear school trousers or bring leggings/jogging bottoms to move freely. Students may be asked to take shoes off for drama lessons.

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Year 11

Year 7

Understanding Practical and theoretical Drama skills

Finalising text in practice choices and refining our sctings skills to suit the style and genre of each extract.

Visiting Examiner February

Comp 1 Response to Live Theatre Theatre trip to watch a live production. Analysis and evaluation of live theatre makers to communicate plot, character and themes

Theory lessons. Revisiting the text, characters, themes and context in order to refine our understanding of actors interpretation.

Comp 3 Texts in Practice Performance of two extracts from challenging published plays using naturalistic and non naturalistic styles of acting and design

StageEd Revision Workshop with West End Actors from Blood Brothers

Component 1 Revision of set text Blood Brothers by Willy Russell, Live Theatre production and theotretical understanding of the work of theatre makers

Exam & Post – 16 Destination

10 week theory lessons to refine our understanding of Set Text and Live Theatre production.

Week 5 in class mock Comp 1

Devised Theatre Refinement and completion of devised theatre performance for final GCSE

Widening our understanding of script work and playwrights.

Exploration of Things I know to Be True, Pillowman, Girls Like That, DNA and Lungs to create naturalistic characterisation

Finalising the devised performance piece using naturalistic and non naturalistic skills refined throughout year 10

Devising Logbook coursework. Analysis and evaluation of the devising process and essential acting skills.

YEAR

11 Communicating character and themes through naturalistic acting skills. Ongoing assessment of use of space, physicality and vocal interpretation. Duologues.

Devised Theatre Revisit devised theatre using new stimuli and practitioner influences

Introduction to Component 3 Texts in Practice.

Baseline performance of one extract from TWO by Jim Cartwright

YEAR

Set Text Study Learn how to perform, analyse, evaluate and create response to a GCSE set text

Assessment 5- Movie Trailer

Assessment 4- Set Text

Practitioner Workshops An exploration of the work of contemporary and historical practitioners, including Brecht, Stanislavski, Paperbirds and Frantic Assembly

Responding sensitively and maturely to a range of given stimuli. Team building skill required fro group work.

Combining previous knowledge and understanding of devising techniques.

Mastering the art of creating Drama, planning a clear concept and vision using a range of theatrical skills in naturalistic and non naturalistic acting

Developing and understanding of the social, cultural and historical context of live theatre. Analysis and evaluation of key scenes and lead characters. Practical recreation of scenes and refining a written response.

Creating an original piece of Drama Learn how to write and perform an original script with the input of design elements

Responding to Live Theatre Analysis and evaluation of Billy Elliot the Musical, in preparation for the GCSE live theatre review

Assessment 3- Devising Assessment 2- Written response

Interpreting script, communicating genre, use of space, physical movement and mime

YEAR

8 Timing

Mime and Slapstick Working with script to create a comedy performance in the style of Slapstick

Assessment 1- Scripted comedy

Responding to a stimulus Plot structure Flashback/Flashforward Narration Transitions Placards

Creating your own Drama Learn how to create, structure and perform an original piece of drama

Refining our historical and contemporary understanding of naturalistic and non-naturalistic actings skills in preparation for our final devised performance

Set Text and Live Theatre Analysis and evaluation of live theatre makers.

Practical exploration of Blood Brothers by Willy Russell, with a focus on the influences of context Baseline Theory Assessment

Exploration of modern set text Blood Brothers by Willy Russell.

Communicating characters and themes in a naturalistic style

Consolidating acting skills and understanding of genre.

Developing an insight in to acting for screen and production skills

Introduction to Component 2 Devising Theatre Learn how to create and perform devised theatre using multiple stimuli

Baseline Practical Assessment

10 Summer Movie Trailer Learn how to use storyboard, scripting, acting skills, and camera skills to create an original movie trailer

Texts in Practice Exploration of a range of scripts and playwrights.

Performance of two extracts from the same play

Responding with sensitivity and insight to current affairs.

Building on skills of research, narration, transitions, direct address and thought tracking.

Devising from a true story Learn how to take a true story and turn it in to theatre

Verbal and written evaluation of One Man Two Guvnors National Theatre.

Development of key vocabulary. Opportunities for practical exploration.

Responding to Live Theatre

Mastering the art of text in performance. Exploration of abstract skills such as physical theatre, ensemble movement, choral speech, direct address, multi-role.

Contemporary Script Exploring the work of GCSE playwright Davey Anderson, through the abstract script ‘Blackout’.

Analysis and performance of key scenes Assessment 1- Text in Practice

YEAR

9

Assessment 2- Devising

Building confidence, stage presence, naturalistic character and choreography skills

Bringing a character to life An introduction to characterisation, script work and the Musical Theatre genre

Knowledge and understanding of theatre history. Still image, chorus, narration, physical theatre

Greek Theatre A review of the history of theatre and it’s origins. Exploration of Greek Myths and mask work. Pandora’s Box

YEAR

7

Assessment 2-Script Assessment 3-Devising

DRama Learning Journey

Baseline Assessment

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ENGLISH What are the key features of the programmes of study?

English is one of the three core subjects within the National Curriculum, along with Science and Mathematics. Our aim is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

What will my child study in Year 7?

Students will have 7 hours of English a fortnight: 4 hours of Literary Heritage and 3 hours of Writing Mastery per week, along with 20 minutes of reading for pleasure per day.

Autumn term: ‘Oliver Twist’ - character study and nineteenth century knowledge.

Spring Term: ‘A Midsummer Night’s Dream’ - setting, moral dilemmas and Ancient Greece.

Summer term: Poetry - metaphor.

For further information on Writing Mastery, and information on text read during DEAR, please use the QR code.

What will my child study in Year 8?

Students will have 7 hours of English a fortnight: 4 hours of Literary Heritage and 3 hours of Writing Mastery per week, along with 20 minutes of reading for pleasure per day.

Autumn Term: Slam Sonnets - reading and creating poems.

Spring Term: Animal Farm - allegory, satire, corruption and how to analyse the structure of a novel.

Summer Term: Rhetoric and writing For further information on Writing Mastery, and information on text read during DEAR, please use the QR code.

What will my child study in Year 9?

Students will have 7 hours of English a fortnight: 4 hours of Literary Heritage and 3 hours of Writing Mastery per week, along with 20 minutes of reading for pleasure per day.

Autumn Term: Romeo and Juliet - conventions of a tragedy, Shakespearean sonnet, conventions of a play.

Spring Term: Poetry Summer Term: Jane Eyre For further information on Writing Mastery, and information on text read during DEAR, please use the QR code.

What home learning and enrichment opportunities will my child have?

Homework is set on Sparx-this is set from Tuesday to Tuesday. Students are expected to reach 300 SRPs (Sparx Reader Points) every week, which should take 30-45 minutes. Throughout KS3, there are a number of opportunities for students to engage with the texts studied with visiting theatre groups, workshops and author visits.

How is my child assessed?

Each unit includes regular assessment in a variety of forms. It could take the form of low-stakes in-class assessment, (spelling tests, quizzes etc), as well as a final written assessment of the knowledge and skills acquired.

How are the groups organised?

English is taught in ability sets based on prior attainment and performance in class/home learning.

However, these groups are fluid and students can be moved to more suitable classes based on their outcomes in formal assessments.

What equipment is needed?

It is vital that all students come to their English lessons prepared with the following equipment: pens (blue/black), a purple pen to respond to teacher feedback, pencil, rubber, ruler, highlighters, glue.

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KS3 English Curriculum

Multiplicity

SMALL ISLAND

POETRY (COMPARISON)

Set in both Jamaica and England, Small Island is a play about love, war, gender, class, and identity. Students learn about the structure and the conventions of a play, and how to comment on modern drama.

Journeys; Extended metaphors & comparison; ‘Paradise Lost’, ‘The Road Not Taken’, ‘Night Mail’, The Canterbury Tales’; Poets include John Milton, Geoffrey Chaucer, Patience Agbabi, WH Auden, Grace Nichols, Jackie Kay.

ROMEO AND JULIET Shakespeare’s greatest tragedy of young love. Students learn: how to comment on literary theory; Llterary conventions in the structure of a text; how to analyse the structure of a play; how to evaluate the language characters use.

JANE EYRE Victorian attitudes to children and childhood; rural isolation; Christianity; Victorian sickness; juxtaposition in Jane Eyre.

YEAR

9

RHETORIC Aristotle; ethos, logos, pathos; links between Greek & Roman discourse of rhetoric and Renaissance/ Shakespearean texts; how to write for performance and impact.

THE TEMPEST

Duality

The Elizabethan age of exploration; colonialism; nature/nurture; the form of a comedy; subplots; soliloquy and monologue; Italian city states.

ANCIENT TALES What Ancient Tales are; the oral story tradition; what the morals of stories are; short story structures(s).

Tales include ‘The Cheetah’s Whisker’; ‘Hansel and Gretel’; ‘Two Dinners’; ‘The Giant’s Causeway’; ‘The Wicked King’; ‘1001 Nights’.

YEAR

8

ANIMAL FARM Allegory; Orwell’s life and times; the Russian Revolution; recurring imagery; irony and corruption.

POETRY (METAPHOR) Structure and use of metaphor; poetic forms; how to approach an unseen poem. Poets studied include Blake and Tennyson. Phoebe Hesketh, Langston Hughes, Richard Kell, Carl Sandberg.

A MIDSUMMER NIGHT’S DREAM

Morality

Life in Elizabethan England; life in ancient Athens; Shakespeare’s life; the four lovers; the love potion; Elizabethan family relationships; the form of the play.

OLIVER TWIST Life in Victorian London; Victorian Crime; the form of a novel; Bill Sikes, Fagin, the Artful Dodger; morality.

YEAR

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GEOGRAPHY What are the key features of the programmes of study?

Geography covers a variety of topics that are regularly updated to keep up with recent events. We aim to build on their knowledge of the world around them so that they can make connections between the human and natural worlds. We aim to inspire our students to develop a deep interest in the world in which they live through a range of activities.

Our students will focus on a range of topics, which cover both human and physical geography, with field work trip opportunities in each year. All lessons have been designed to teach the necessary skills and content needed at GCSE and beyond.

What will my child study in Year 7? Fantastic Places and Map Skills, Climate Change, and Resource Reliance.

What will my child study in Year 8? Distinctive Landscapes (Glaciated, Fluvial and Coastal), Urban Futures, Weather, Climate and Ecosystems.

What will my child study in Year 9? Global Hazards (Geology, and Natural Hazards), the Development of countries, and the UK in the 21st Century.

What home learning will my child have? Students receive a piece of homework every two weeks in Key Stage 3. This homework is usually a number of quiz questions (set on the online platform, EduCake). Students are asked to recall facts that they have learnt in class. It should take approximately 30 to 45 minutes.

What enrichment opportunities will my child have? We offer a range of enrichment activities throughout the year to support the learning of your child. These include a lunchtime club every Wednesday, in house fieldwork around the school site and local area, as well as a number of trips further afield.

Year 7 - Arundel Castle and the Wetlands centre Year 8 - Kew Gardens Year 9 - London Embankment including the Sealife Centre and London Dungeons.

How is my child assessed? At Key Stage 3 all students conduct one assessment per unit of work, or one assessment per half term. Again, these are varied and assess a range of different skills. Students will conduct these assessments in lessons through different formats (exam and fieldwork assessment).

How are the groups organised? All students are taught in mixed ability groups.

What equipment is needed? Exercise book (provided by department), pen (blue or black), purple pen, pencil, scissors and glue

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HISTORY What are the key features of the programmes of study?

Whilst studying history we want to provide students with the knowledge and skills to understand events, ideas and different time periods, to make connections between these, and to understand how the past links to the present.

We do this by carefully selecting topics in which students revisit to some extent throughout their studies and to allow them to layer their knowledge and skills to make connections between old and new as evidenced through the curriculum and learning journey.

What will my child study in Year 7?

Power and People: Medieval Realms: 1066 onwards, The Tudors & Stuarts, Ancient African Civilisations.

What will my child study in Year 8?

Empire, Industry and People: the Transatlantic Slave Trade and the Fight for Freedom, the American Civil Rights Movement, the Industrial Revolution, World War I, The impact of World War 2 around the World.

What will my child study in Year 9?

Oppression, Freedom and People: Nazi Germany, The Holocaust, the Troubles in Northern Ireland, the Development of Women’s Rights, An environment study on Whitechapel in the 1800s What home learning and enrichment opportunities will my child have?

Home learning is regualrly set and used to practise recall or to prepare for assessments that students will complete in class.

Enrichment opportunities Students will also have the opportunity to partake in extra-curricular trips. We currently offer: Year 7- A joint History/Geography trip to Arundel Castle and the Wetlands centre Year 9- A visit to London Dungeons How is my child assessed?

Students are assessed once every half term. Their assessment is based on what they have been learning that half term but also some interleaving knowledge questions to assess what they have learned during the academic year. Assessments incorporate a variety of historical skills.

How are the groups organised?

Students are taught in mixed ability groups.

What equipment is needed?

Exercise book (provided), pen (blue or black), purple pen, pencil, scissors and glue stick.

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MATHS What are the key features of the programmes of study?

The Mathematics curriculum in UK secondary schools follows the National Curriculum and aims to develop students’ problem-solving skills, fluency, reasoning and mathematical confidence. The programme is structured to ensure a deep understanding of mathematical concepts, building from Key Stage 3 (Years 7-9) through to Key Stage 4 (Years 10-11) where students prepare for their GCSEs. We use a Mastery approach as described by the NCETM, to ensure progress for all students.

What will my child study?

The curriculum is typically divided into key strands: Number (fractions, decimals, percentages,ratio) Algebra (equations, sequences, graphs ) Geometry and Measures (angles, area, transformations) Statistics and Probability (data handling, averages, probability) Ratio and Proportion (scaling, direct/inverse proportion) Each year follows the same topic cycle: Number, Algebra, Geometry, Number/Algebra, Geometry and Statistics. In Years 8 and 9, these topics are revisited with more complexity to deepen understanding. (Check out the learning journey for more details!)

What about home learning and enrichment?

Homework is set weekly on Sparx Maths and adapts to each student’s level, taking about about an hour. Parents can support by chatting about the work and watching videos together. We also encourage students to take part in maths competitions like the UK Maths Challenge and West Sussex Competitions.

How is my child assessed?

Students are assessed each half term through the homework set and through holistic 20 min assessments and they have an end of year assessment covering material that has been learnt.

Personal Learning Checklists (PLC) are issued in advance of the assessments, which detail the topics students should revise in preparation and are linked to the mathswatch videos. Some assessments will be undertaken as an open book assessment, whereby students will be able to use their books to support.

How are the classes organised?

Students are taught in ability-based groups from the start of Year 7, with early assessments ensuring they’re in the right set for their needs.

What equipment is needed?

Students should bring pens, pencils, a ruler, eraser, scientific calculator, protractor and compasses to every lesson. These are available to buy from the Maths office before and after school.

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MODERN FOREIGN LANGUAGES At The Angmering School, we believe that learning a language is an essential skill that broadens students' horizons, enhances cognitive abilities, opens doors to new cultures, and improves career prospects. In KS3, our MFL curriculum has been carefully designed to develop confidence in speaking, listening, reading, and writing in the target language while fostering a love for learning.

Our Method To support language acquisition, we use Gianfranco Conti’s Extensive Processing Instruction (EPI) approach, also known as the Sentence Builder Method. This highly effective approach reinforces learning through a carefully planned four-lesson cycle, by:

✅ Encouraging pattern recognition in language structures ✅ Reinforcing vocabulary and grammar in context ✅ Boosting confidence in speaking and writing ✅ Reducing cognitive overload by breaking learning into manageable chunks Beyond the Classroom – Cultural Enrichment Opportunities We plan to bring languages to life beyond the classroom by offering a variety of cultural experiences, including: Language Days & Cultural Workshops – Bringing cultural traditions to life through hands-on experiences like Flamenco and cooking workshops Spelling Bee Competitions – Encouraging vocabulary mastery in a fun and competitive environment.

Language outreach programmes run by businesses and universities Sporting Assemblies & Football Sessions in Spanish & French – these sessions allow students to learn languages through movement and teamwork.

Language Trips for Years 8 & 9 – Giving students the chance to experience language and culture first-hand in real-life settings.

Assessments and Progress Tracking To ensure steady progress in our mixed ability classes, students complete assessments every half term, covering:

🔹 Vocabulary and grammar recall 🔹 Listening, reading, writing, and speaking skills 🔹 Application of the sentence builder method At the end of the year, students sit a comprehensive assessment to evaluate their overall progress and readiness for the next stage of their language learning journey.

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MUSIC What are the key features of the programmes of study?

Music is one of the ten National Curriculum subjects that secondary schools are required to teach according to nationally set requirements. These are referred to as Programmes of Study. The attainment targets are: 1. Controlling sounds through singing and playing – performing skills 2. Creating and developing musical ideas – composing skills 3. Responding and reviewing – appraising skills, listening, and applying knowledge and understanding What will my child study in Year 7?

Students will study six projects to include a wide range of topics such as reading and playing music, keyboard skills, composing melodies, creating mood music and learning to use music technology.

What will my child study in Year 8?

Students will study six projects to include understanding the structure of music: Reggae Music, The Blues, Ground Bass Variations, and Understanding Pop Song Performance.

What will my child study in Year 9?

Students will study six projects to include: World Music, Convention of Popular Music, Individual/Group Performance, Understanding Film & Video Game Music, Songwriting and Indie music What home learning and enrichment opportunities will my child have?

One piece of evaluation homework for every topic covered.

The following extra-curricular activities are currently available at lunchtime: Vocalise, Blue Monkeys (Jazz band), theory & workshops for KS4, Band Shack (for bands to rehearse restrictions permitting). Lessons are available on a wide range of instruments, including drum kit, electric guitar, woodwind, string instruments, keyboard, DJing, piano, brass and voice. Details can be obtained from the Music Department. Concerts are regular features of the extra-curricular range of activities and a high standard of commitment and involvement is encouraged.

How is my child assessed?

All students keep an assessment and progress log using Google Classroom, which is completed periodically through a term. Listening, composing and performing are peer and self-assessed, although it is the teacher’s mark that is entered in the Teacher Record File.

How are the groups organised?

Students are taught in mixed-ability groups in Year 7, 8 and 9.

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Our Music Learning Journey

PSA 3 External Exam Provisional research project and information.

PREP Informal Supervision (download resources and make bullet point plan)

Formal supervisionProduce an initial response using the template from Pearson

Higher Education

Formal supervisionindividual commentary on the creative process- images and screenshots and final video/bounced down audio.

Informal Supervisionmusic creation/perform ance 3-4 mins.

Recreation of a song from the list into a different genre.

Stage Setup

PSA 2 Set Brief

Exploring the PSA assessment brief. How to approach the planning and performance/composi tion requirements

Requirements for setting up your performance space, speaker, monitor micro placem ent

PSA 2 PREPARATION INSTRUMENTAL TECHNIQUES, PRACTICE TECHNIQUES AND APPLICATION

Employment

PSA 2 Instrumental Study And Extended Cmposition

Exploring Music Products and Styles group 3: 90s to present, e.g. grunge, Britpop, rave, techno, house/techno, drum and bass, numetal, pop punk, dubstep, reggaeton, grime, trap.

Exploring Music Products and Styles group 4: world music and fusion, e.g. samba, bhangra, African drumming, gamelan

Exploring Music Products and Styles group 2: 70s and 80s, e.g. heavy metal, prog, punk, disco, reggae, synth pop, hip-hop, post punk, hardcore

11

Ensemble Performance Start working on your performance and rehearsing the material you want to perform with others

PSA 2 PREPARING AND EXTENDING COMPOSITIONAL PRODUCTS. Applying playing techniques and using a DAW.

PSA 1 EXPLORING MUSIC PRODUCTS AND STYLES SPRING TERM

Exploring Music Products and Styles group 1: 50s and 60s, e.g. rock ‘n’ roll, British invasion, folk revival, Motown and soul, psychedelic

Rock School Project You will work with musicians from Rockschool Music on an original composition over a period of four visits to school.

Experience being part of a band, learning a new instrument/developing their skills on their instrument and building confidence to perform in front of others

Soundtracks You will experience being “film soundtrack composers” and explore the challenges and music devices used in film soundtrack composition.

Indie/Punk This topic introduces to the development and impact of punk music and the ever evolving indie music genre. This considers the social impact and influence on composers. This unit also delves into the roles and influence of the independent record labels.

10 Transition unit

What makes a good song?

Pupils explore Hooks/Riffs, Structure, Melody and Lyrics through listening and analysis and performing parts of each song as short musical arrangements.

This bridges the gap between KS3 and KS4 linking in the relevant music theory with the required performances skills at KS4

Song Writing Using the skills and knowledge you have acquired so far, put them to use in composing and performing your own songs or instrumental music.

Saharan Music This unit explores the main rhythmic musical features and devices used in African music, particularly the African drumming tradition of West Africa.

9

Hooks & Riffs

Form & Structure

All about that Bass

Song Arranging

Hooks and Riffs explores music based on repeated musical patterns through the genres of Popular Music (Hooks and Riffs) and Music from the Western Classical Tradition (Ostinatos).

This unit begins by establishing what is “Form and Structure” in music and why Form and Structure is important. Through performing, composing, improvising and listening and appraising, pupils then explore four different musical structures

Bass Clef Reading and Notation forms the foundation of this unit which explores a range of commonly used Bass Line Patterns within a variety of different types, styles, and genres of music from different times and places.

The 2nd band and ensemble project in KS3. Expand your group and individual skills arranging music choosing from various genres.

Reggae & Ska This unit begins by exploring the origins of Reggae music from Mento, Ska and Rock Steady and looks at the famous Reggae musician, Bob Marley, and his influence on a worldwide audience.

Jazz/Blues Develop an understanding of bass lines and chords as a harmonic foundation upon which a melody can be constructed upon and as a foundation for improvisation.

12 bar blues, developing keyboard skills, melody and chords, improvisation

8

Building Bricks

Performing Skills Music Technology/Video Games Develop your knowledge of the use of music technology in society. How to create EDM through a variety of platforms both in Live contexts and fixed compositions.

Develop your knowledge of the Keyboard.

Learning how to navigate their way around the keyboard and understanding the functions.

Knowledge of keyboard playing, solo/paired performance skills

You will begin to develop your own feeling for and awareness of a regular pulse. You will be able to make a clear distinction between pulse and rhythm. You will develop awareness of Timbre, Dynamics and Tempo.

Classical Moods Discover how the great composer used various techniques to convey emotion and use music to paint musical pictures of events.

I’ve Got Rhythm This unit introduces or reintroduces the concept of pulse through a variety of experiences which include pulse games and other rhythmic activities, the creation of patterns, including ostinati, and repetitive rhythmic textures – cyclic and polyrhythms, listening activities and the composition and performance of class and group rhythm pieces

7 Minimalism Using your elements knowledge and skills you will explore how composers use them in existing music and how you can use them to make your own.

Explore basic chords on the ukulele

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PERSPECTIVES What are the key features of the programmes of study?

The course is designed to develop students’ thinking and points of view on the world's big issues. It blends the National Curriculum themes of Religious Studies, Citizenship, Health, Careers and Enterprise education.

Perspectives is designed to open minds, explore ideas and develop transferable skills.

The key purpose throughout the course is for students to be able to reflect on their own existence and contribution to society, as well as on a global scale in order to help them become compassionate, interesting, informed and opinionated citizens of our world.

What will my child study in Year 7? There are three fundamental strands to the Perspectives course: namely the exploration of the perspectives, cultures, religions and governments from around the world; the application of skills; and personal development around careers, health and enterprise. For example, whilst planning a community event, students will be expected to explore the impact of poverty in the UK and around the world and to think about their own personal qualities that could impact society.

What will my child study in Year 8? As we continue to build skills for learning, we develop connections with other subjects. For example we explore speaking and listening skills in preparation for the “Live Debate: Should eating meat be outlawed?” Students will have the opportunity to research the moral, ethical, religious and political perspectives of various topics, culminating in the final debate. The skills focus supports work explored in History, Geography and English. They will also develop their presentation and research skills throughout the year.

What will my child study in Year 9? Students will have the opportunity to explore their subject choices for Year 10 in a range of activities to support careers education. Students will develop a Personal Statement, refine their interview techniques and explore the career paths available to them. Additional projects will further develop their understanding of wider social issues including relationships, the law and political systems.

What home learning and enrichment opportunities will my child have?

Homework is set rarely but may include a focus on student organisation and preparation for class work. On some occasions, students will set their own home learning objectives.

Students will access the details for the home learning via “Bromcom” or “Google Classroom”.

How is my child assessed? The students are assessed half-termly. We will use a range of strategies for assessing student progress. In addition, we encourage students to use peer and self-assessment as a regular part of lessons to assess their own progress and identify their own targets How are the groups organised? Perspectives is taught in mixed ability groups.

What equipment is needed? No special equipment is required.

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SPORT & PHYSICAL EDUCATION What are the key features of the programmes of study?

Students will get two hours of Physical Education lessons per week, along with an offer of a large extra-curricular sports and activities programme. Our aim is to ensure they receive an empowering, and innovative experience that widens pathways into lifelong engagement into sport and activity, as well as preparing for potential further study of the subject. Students will get the opportunity to experience a range of different sports to develop both your skills and application in a competitive environment, as well as developing personal skills that can be transferred into other subjects and areas of life.

How are the groups organised?

Students are mainly taught within single gender groups. They are assessed at the start of Year 7 and are arranged in accordance with their practical ability and academic potential.

This ensures students are taught in appropriate groups to allow them to gain the most out of Physical Education lessons, as well as to aid the transition of all students through Key Stage 3 and onto Key Stage 4 qualifications in Sport Studies and GCSE PE. What Activities/Sports are taught?

We cover a wide range of activities, aimed at broadening our student’s experiences and encouraging them to take ownership of their own development outside of the school setting.

We have strong links with various community organisations that we feed directly into.

Football

Hockey

Rounders

OAA/TYeam Building

Basketball

Netball

Handball

Health & Fitness Rugby

Athletics

Stoolball

Table Tennis

Badminton

Tennis

Softball

What enrichment opportunities will my child have?

Students will get the chance to play and compete in a wide range of sports in our extra curricular programme. Activity clubs are available for students before school (7.45 - 8.35am), at lunch times and after school (3.15 - 4:15pm). These are available to all students. Students who attend extra-curricular activities can do so for recreational purposes or to put themselves in a position to be selected to represent the school against local, regional and national secondary schools in a range of sports throughout the year. Other opportunities to develop within a sporting environment is through our Elite Performance Programme. This is designed to support and develop high achieving sports performers. As well as our Sports Leadership Academy where you have the opportunity to develop leadership skills by helping to support at both primary & secondary locality sports events.

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What equipment is needed Correct equipment is expected for all students, even if they have a note requesting that they be excused due to illness or injury. They will be directed towards officiating, performance analysis or coaching so they still engage with the learning of the lesson.

Activities such rugby/ football and hockey do require specialist equipment such as studded boots, gum shields and shin pads (students will be informed within plenty of time when these will be required). The School PE uniform is only available from Ricara or Mcgregors.

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SCIENCE What are the key features of the programmes of study?

The National Curriculum for Science aims to ensure that all pupils develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics. Through scientific enquiry, Science aims to develop students’ ability to question and explain the changing world around them, providing them with an understanding of the nature, processes and methods of science. The course aims to provide students with the foundation needed to excel at GCSE. What will my child study in Year 7, 8 & 9?

The table below shows a breakdown of different topics that will be taught in Science. Health Topics are also delivered through Science in Year 7 and 8 and include a range of topics from the Personal, Social, Health and Citizenship Education (PSHCE) Curriculum. For Year 7 this includes Personal Hygiene, Year 8 includes Internet Safety and Year 9 includes contraception and Alcohol Awareness.

Biology

Chemistry

Physics

Year 7

Cells Body Systems Reproduction

Particles Chemical Reactions Acids an Alkalis Elements, Atoms and Compounds

Forces Sound Light

Year 8

Health and Lifestyle Inheritance Ecosystems

Separating Techniques Periodic Table Metals and Acids Earth

Electricity and Magnetism Motion and Pressure Energy

Year 9

Microscopy Body Systems Respiration Ecology

Atomic Structure Bonding Periodic Table Earth's Resources

Waves Electricity Forces Energy

What home learning and enrichment opportunities will my child have?

Homework is set every Monday on Sparx Science, an online quizzing platform. The home learning will have a ‘Working Scientifically, Literacy or Numeracy focus, and will always link to the topics being studied in class to ensure their significance. Homework reminders are also placed on Bromcom. Parents and carers can support their children by talking with their son or daughter about their home learning. Students’ work will be assessed against the skills required at GCSE.

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Wide varieties of extra-curricular activities are available for students to take part in all year round, including a number of trips including Legoland, Goodwood Festival of Speed, Winchester Science Museum and Planetarium visits to name a few. In the summer term, we hold our STEAM Festival as part of Angmering Calling for our Year 7 students. Students investigate a project of their choice, and display and discuss their work once it is completed. This is an opportunity for families to come into the school, celebrate the work that has been produced by students, and share in their successes.

How is my child assessed?

Students’ progress will be formally assessed at different points in the year in the style of an exam paper. They will also be assed each half term on different science skills (Planning, Results, Graph skills and Concluding/Evaluating) with teachers providing feedback on strengths and areas that may need addressing. Students will also be assessed on their extended writing as part of GCSE preparation. This is in the form of 6 mark questions. In Year 9, tests will include questions that have been taken from past GCSE papers, and students will be assessed using GCSE criteria. This makes up 75% of the students’ formal assessment, with the remaining 25% allocated to science skills based on planning experiments, writing a method, carrying out practical work and evaluating. Class teachers will give feedback on results and focus effort on areas of weakness for individual students.

The data provided by these assessments will enable us to track the progress of every child and provide support where necessary to ensure all students achieve their potential.

What equipment is needed?

It is vital that students always come to their Science lessons prepared with the following equipment: pen, pencil, purple pen, ruler, eraser, calculator and a hair tie for hair to be tied back in practical sessions.

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Station Road, Angmering, West Sussex, BN16 4HH Tel: 01903 772351 office@theangmeringschool.co.uk

Ambition Respect Courage All of the school policies and other general information can be found on the school website..