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Lower School Curriculum Guide 2026-2027

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What Subjects are Offered? A Roedean Education

French

Academic Ambition

Geography

Nurturing Her Authentic Self

HHH

Strengthened by Sisterhood

History

The Coastal Advantage

LATIN

Art & Design

Mathematics

Computing

Music

Dance

Physical Education

Design & Technology

PSHE

Drama

Religion and Philosophy

EAL

Science

English

Spanish

A Roedean Education A Roedean education empowers young women to embrace possibility with confidence, think boldly, and lead with purpose. Rooted in intellectual curiosity, shaped by strength of character and enriched by lifelong sisterhood, it unfolds within a remarkable coastal setting that inspires learning, wellbeing and a deep sense of belonging. Every girl should be stretched to discover what she can achieve while feeling secure enough to take risks, learn from setbacks and grow in self-belief. Through expert teaching, thoughtful pastoral care and a rich programme of experiences beyond the classroom, students gain the knowledge, discernment and inner assurance to shape their own futures.

These principles underpin every aspect of life at Roedean. They shape our curriculum, our community and the experiences that encourage every girl to embrace challenge, develop her own ambitions and make a positive contribution to the world around her.

Academic Ambition Curiosity is the starting point for lifelong learning. The Lower School provides the broad academic foundation upon which every Roedean education is built. Across Years 7 and 8, students study twenty subjects, encouraging exploration before specialisation, and allowing every girl to discover new interests while building on her existing strengths. A carefully structured prep programme supports the development of independent study habits, helping students manage their learning with increasing independence and responsibility. Lessons are designed to develop thoughtful, engaged learners. Students are encouraged to question, investigate, analyse and collaborate, becoming increasingly articulate in expressing ideas, solving problems and approaching challenge with resilience. Supported by teachers who know them well, girls are encouraged to extend their thinking, embrace intellectual challenge and take increasing ownership of their learning. Academic learning extends well beyond the classroom. The Roedean Academic Lecture programme introduces students to leading thinkers and practitioners from a wide range of disciplines, while student led clubs, competitions and national academic challenges provide opportunities to explore areas of interest in greater depth. Educational

visits also enrich classroom learning by providing meaningful real-world context. From the beginning of the Lower School, Future Fridays encourage students to consider where learning can lead. Through encounters with alumni, visiting professionals and careers education, girls begin to understand the connections between the subjects they study today and the opportunities available to them in the future. Students’ progress is carefully supported throughout the year through regular assessment, with end of year examinations providing opportunities to consolidate learning and develop effective study habits. Constructive feedback, revision guidance and personalised support ensure that every student is challenged appropriately and equipped to make continued progress. By the end of Year 8, students have established secure academic foundations, developed increasing independence and acquired the confidence to embrace the opportunities and choices that await them in the Upper School.

Nurturing Her Authentic Self At Roedean every girl discovers who she is as well as what she can achieve. The Lower School is a time of significant personal growth. As students settle into Senior School, they develop increasing independence, self-awareness and confidence while discovering new interests, building lasting friendships, and learning how they contribute to the wider community. These formative years lay the foundations for girls to develop a strong sense of self, approaching new experiences with curiosity, resilience and purpose. Central to this journey is Head, Heart and Hands, a Roedean Lower School programme for personal development. Embedded within the curriculum, it encourages intellectual, emotional and practical growth, developing the character, values and life skills that underpin both academic success and personal wellbeing. In subjects like PSHE, students explore topics that encourage thoughtful reflection and personal responsibility. Wellbeing, healthy relationships, digital citizenship, leadership, service, financial awareness and decision making are all introduced in ways that are appropriate to this stage of development, equipping girls with the confidence to navigate an increasingly complex world.

This development is reinforced through everyday school life. Tutors, teachers, House staff and pastoral managers work together to ensure that every girl is seen, known and heard. Strong pastoral care, combined with close relationships and consistent guidance, creates an environment in which students feel secure enough to embrace challenge, develop resilience and grow in confidence. The co-curricular programme encourages every girl to participate widely, discover new strengths and pursue interests beyond the curriculum. Whether through sport, music, drama, the creative arts, STEM, service or leadership, students discover that resilience, self-belief and character are developed through participation and perseverance. The Roedean Diploma further encourages girls to recognise their own progress, celebrate achievement and value the contribution they make to the wider community. By the end of Year 8, students have developed a stronger understanding of themselves, the self belief to embrace new opportunities and the character to approach the next stage of their Roedean journey with purpose.

Strengthened by Sisterhood Every girl thrives when she knows she belongs. From the moment students join the Lower School, they become part of a community where encouragement, respect and shared aspiration shape everyday life. Roedean’s culture of sisterhood creates an environment in which girls feel supported to be themselves, celebrate one another’s achievements and contribute their own ideas and perspectives. Learning within a diverse community encourages students to value different experiences, listen with empathy and work collaboratively. Whether in the classroom, on the sports field, on stage or through House life, girls develop relationships founded on trust, kindness and mutual respect. These shared experiences encourage every student to recognise the importance of her contribution to the wider community. Leadership begins with participation. Throughout the Lower School, students are encouraged to take an active role in school life through the Junior Prefect programme, tutor responsibilities, House activities, performances, charitable initiatives and opportunities

to represent their peers. These experiences help girls develop initiative, responsibility and the ability to contribute with authenticity. As students progress through the school, they also become part of Roedean’s wider global sisterhood. Our international network of Old Roedeanians provides inspiration, encouragement and meaningful connections through visiting speakers, mentoring opportunities and shared experiences. By seeing the diverse paths taken by those who have gone before them, students begin to see that they are joining a lifelong community whose support extends far beyond their years at school. By the end of Year 8, students understand the value of belonging, recognise the importance of contributing to their community and develop compassion, and character to embrace the opportunities and responsibilities of the Upper School.

The Coastal Advantage Where we learn shapes how we learn. Roedean’s unique location between the sea and the South Downs is an integral part of the educational experience. The natural environment enriches learning, supports wellbeing and encourages students to develop curiosity, perspective and a lasting appreciation of the world around them. Throughout the Lower School, students are encouraged to learn both within and beyond the classroom. Our campus and surrounding landscape become places of enquiry, creativity and exploration, where academic learning is enriched through observation, investigation and real-world experience. Whether studying coastal processes in Geography, exploring ecosystems in Science, drawing inspiration through Art or navigating outdoor pursuits, girls begin to understand how our location can deepen learning across the curriculum. A distinctive feature of the Lower School is Wild Fridays, which provide regular opportunities for students to engage with the natural environment through practical, collaborative experiences. Through activities such as sailing, farming, bushcraft and environmental projects, students develop resilience, teamwork and problem solving while fostering a strong sense of environmental stewardship.

Our coastal location also supports the everyday rhythm of school life. Access to open space, fresh air and the sea provides opportunities for reflection, physical activity and wellbeing, creating an environment in which students can thrive both academically and personally. These experiences encourage girls to look beyond the classroom, embrace challenge with perspective and develop a lifelong appreciation of the relationship between learning, wellbeing and the natural world. By the end of Year 8, students have developed a strong connection with their environment, recognising how our location can enrich learning, and support wellbeing.

ART & DESIGN

Head of Art Pathways: Mrs S Strachan

The Lower School scheme of work sets out broad themes which can be extended for those who work at a faster pace or require more challenge. There is a full scholars’ programme, and the studios are often open during breaks, lunchtime and after school with staff on hand to assist those who wish to continue their classwork. The Art department always strives to help each individual have a sense of achievement in making and creating artwork. The practical needs of those who find physical tasks difficult are addressed individually and all schemes of work can be adapted to individuals to allow for specific needs with teachers building differentiation and extension tasks into every lesson.

Curriculum Overview In this course, students will learn and apply the necessary knowledge, skills and understanding in the field of 3-dimensional practice. This will help students to bring their personal ideas and design solutions to life, using a specific materials specialism. Students will develop their ideas through drawing, CAD, modelling, and prototyping, while also taking constructional considerations into account. The outcome should demonstrate their ability to imaginatively interpret their ideas and present them concisely.

I really like Art because we get to try lots of different things like drawing, using clay and learning about artists. 9

Year 7 Students will embark on an exciting journey of artistic discovery, building strong foundations in key skills such as mark making, colour mixing, and observational drawing. They study a variety of influential artists, including Vincent Van Gogh, Henry Moore, Giorgio Morandi, Andy Warhol and Chloe Cheese, gaining an understanding of their styles and historical contexts. Beginning with first-hand observational drawings, students explore mark making and apply these techniques to develop designs for textured, bas-relief clay tiles. They produce creative work that reflects their ideas and experiences, becoming proficient in drawing, painting, sculpture, and a range of art, craft, and design techniques. Throughout the year, students learn to evaluate and analyse their own work and that of others, using the language of art, craft, and design. The focus is on developing confidence in experimenting with materials and processes while fostering an appreciation for the historical and cultural development of art. They also gain a deeper understanding of the formal elements, including form, pattern, and colour.

Students will learn about three-dimensional forms, colour, printmaking and texture. Beginning with drawing from direct observation, they will record a variety of rounded natural forms and learn about the use of tone to show three dimensions. This will lead into clay sculptures and a range of printmaking outcomes. The Year 8 curriculum aims to enable students to produce creative work, explore ideas, and record experiences. Students will become more proficient in drawing, painting, sculpture, and other art, craft, and design techniques. They will also learn to evaluate and analyse creative works using the language of art, craft, and design. As part of this, students will continue to expand their knowledge of significant artists, craft makers, and designers, while developing an understanding of the historical and cultural contexts of art. Students will record from first-hand observation using a variety of media, develop their ideas, and investigate the possibilities of different materials and processes. They will experiment with tools and techniques, applying these to a range of artistic practices, including drawing. Throughout, students will be encouraged to review their own work and that of others critically, expressing their thoughts and feelings about art. They will also build an understanding of the formal elements in art, including colour, composition, proportion, and form.

Subject Enrichment Every year group enjoys an annual Art and Design trip. This Year we offered Junior Art Club, Photography Club and Senior Etching, Oil Painting, Textiles and Printmaking.

Skills Development Students will develop the ability to communicate their ideas and experiences through a range of carefully structured activities. Recognising drawing as the foundational skill for Art and Design, all girls are supported in building confidence, technical competence, and creative imagination in this area. Students will engage with both traditional and contemporary media, gaining an understanding of the suitability and expressive potential of each. Individual approaches will be encouraged and nurtured. Cognitive and literacy skills will be enhanced through structured class discussions and independent research. Students will be guided to reflect critically on their own work and that of others, forming and articulating judgements both orally and in writing. Opportunities to explore artworks from diverse historical periods and cultural contexts will also be provided, with particular emphasis on the school’s commitment to Black History and Cultural Diversity.

ART & DESIGN

Year 8

COMPUTING

Head of Computing: Miss K Griffiths

Computing is a dynamic, creative, and empowering subject that equips students to shape the digital world around them. At Roedean, we combine the academic rigor of Computer Science with hands-on digital skills and a critical understanding of how technology influences society. Our curriculum reflects the rapidly evolving nature of technology, including developments in artificial intelligence, cybersecurity, data science, and the Internet of Things. Students do not simply learn how technology works, they learn how to create with it, question it, and use it responsibly. Lessons foster innovation, curiosity and resilience. Students become confident problem-solvers, capable of designing solutions, thinking computationally, and understanding the ethical implications of emerging technologies in an increasingly connected world. Computing is highly practical and creative. While students explore key concepts and theories, there is a strong emphasis on designing and producing meaningful digital outcomes.

Curriculum Overview Year 7 Students begin their computing journey by developing essential digital skills and exploring the key concepts that underpin modern technology. The curriculum introduces a range of practical and theoretical topics designed to build confidence, creativity and problem-solving skills, enabling students to become thoughtful and capable users and creators of technology.

• Practical information about the school network

and email system. • eSafety and assessing the reliability of online sources. • Computational Thinking – Approaches to problem solving using abstraction, decomposition, and algorithmic thinking. • The concept of algorithms and the fundamentals of algorithm design, applied through block-based coding, with some students exploring text-based programming. • Spreadsheets – Researching, manipulating, analysing, and presenting data. • Images – Principles and practice of digital image creation, manipulation, and storage. • Programming Physical Devices – Creating and programming devices such as a compass and a step counter.

Students design and build apps, websites and animations. Alongside this, they develop essential digital literacy skills in areas such as data handling, media creation, and productivity tools. We believe it is essential that students develop an understanding of how technologies such as artificial intelligence shape everyday life, from personalisation systems to chatbots, as well as how data is collected, analysed and protected. Cybersecurity is embedded throughout the curriculum, helping students stay safe online while also understand real-world digital threats and consider how they might contribute to tackling and preventing them in the future This integrated approach enables students to apply their computing knowledge across subjects and prepares them for a future where digital skills are essential in every field.

We don’t just learn about computers – we actually make things like apps. Sometimes it doesn’t work and you have no idea why, but then when you fix it, it’s really satisfying.

Students deepen their understanding of computing through a blend of creative and technical skills.

• Mobile App Development – Students are guided

through the design and development process of creating their own mobile app. They explore design techniques, understand how hardware components can improve user experience and safety, before developing a working app. • Computational Thinking – approaches to problem solving using abstraction, decomposition and algorithmic thinking. • Text-based programming with Python – Students build on the skills developed in Year 7 to create simple programs involving input and output, and gradually moves on through arithmetic operations, selection, and iteration. • Data representation – Students understand what binary digits are by associating them with familiar sets of symbols such as letters and decimal digits. They solve simple problems that reinforce the connection between (alphanumeric) information and its binary representation, considering the question of why binary digits are predominantly used in conjunction with computing systems.

Subject Enrichment To enrich their learning beyond the classroom, students can participate in a variety of computingrelated activities and events. These include:

• Coding club • Digital Day • Bebras International Computational Thinking Challenge

• Cyberfirst Girls Competition • Perse Coding Challenge • Cyber Explorers • Safer Internet Day

COMPUTING

Year 8

Skills Development At the heart of computing is problem solving through understanding and applying the potential of technology. Students will practice computational thinking skills, including decomposition (breaking a problem into smaller problems) and algorithm design. They will develop skills in specific software and programming languages and through these will develop general transferable skills in using and programming software and hardware.

DANCE

Students will be introduced to the fundamental principles of dance through a variety of styles and techniques. They will develop an understanding of key vocabulary and explore different creative processes within dance. Additionally, students will learn the essential principles of choreography, enabling them to create and organise their own dance works.

Curriculum Overview Year 7 Students will focus on the key principles of dance, including basic warm-up routines, safe warm-up techniques, spatial awareness, counting, travelling, and turning. Each term has a different focus. In Term 1, students develop their knowledge and skills in Contemporary Dance, studying two key practitioners in this style. Term 2 builds on Jazz technique, with students learning performance routines in this genre. Term 3 introduces students to the fundamentals of choreography.

Subject Enrichment In addition to the curriculum dance programme, the school offers several clubs that all students are encouraged to join. These clubs take a fun and inclusive approach to developing new skills, catering to all ability levels.

DANCE

Head of Dance: Mrs S Abaza

All Lower School students have the opportunity to take part in a dance workshop during the year, allowing them to build their skills and explore different styles. In the Spring Term, the annual Roedean Dance Showcase celebrates the work of students participating in extra-curricular lessons and features original choreography by the school’s dance teachers. In the Summer Term, students can audition for the Afternoon of Dance, an event open to all year groups where they may choose to perform solo or as part of a group.

Skills Development Throughout the Lower School, students develop a wide range of skills, including technique, fitness, coordination, and collaboration. Students also build confidence and competence in choreography and in presenting their dance skills to an audience.

Year 8 Students will continue to build on the key principles of dance. In Term 1 students will develop their knowledge of Contemporary dance from Year 7 looking at two practitioners and their unique style, where they will learn repertoire and routines in the style of these practitioners. In Term 2 students will focus on Jazz and social dance styles, building their knowledge and skills in these areas. In Term 3 students will focus on Bollywood dance and an introduction to Street Dance.

Making up our own routines using what we have learnt from different styles is my favourite part of dance. I am looking forward to auditioning for the Dance Showcase next year! 14

DESIGN & TECHNOLOGY

Head of DT: Mrs H Quirk

Through a variety of creative and practical activities, students develop the knowledge, understanding, and skills required to engage confidently in the processes of designing and making. Using creativity and imagination, students will design and create products for a range of contexts, considering not only their own needs but also those of others. Students will acquire a broad base of subject knowledge and draw on disciplines such as Mathematics, Science, Engineering, Computing, and Art. Alongside technical skills, students are encouraged to take risks and to think resourcefully and innovatively, nurturing the qualities of Enterprising, becoming capable individuals prepared to contribute positively to the world around them.

Year 8 In the Autumn and early Spring term, students explore architecture and CAD simulation. They research, plan, and communicate ideas through drawing, AI simulation, and accurate scale-modelling techniques. In the late Spring and early Summer term, students develop knowledge and skills in working with metal. They design and manufacture a product to raise awareness for the World Wildlife Fund. This involves research-led design, mould-making, metal casting, and developing graphic design skills to package and promote their item. In the late Summer term, students investigate the design and development of flying machines through collaborative research, modelling, and presentation activities.

Curriculum Overview Year 7 In the Autumn term, students complete a STEM team challenge focusing on forces and stresses, developing design solutions through research and collaborative model-making activities. They build a bridge structure and subject it to stress testing against set criteria. In the Spring term, students are introduced to mechanisms and to Computer-Aided Design (CAD) and Manufacture (CAM). They design and develop an original jumping jack toy, using CAD software to create a functional design. This is then laser-cut from plywood, decorated using the heat press, and assembled by hand. In the Summer term, students learn to use a range of hand tools and workshop processes to work with wood, creating a pine pivot box. The project emphasises Health and Safety in a workshop environment and includes the manufacture of a laser-engraved lid for their final product. Late in the summer term, students take part in a team design challenge to design and develop a life-size prototype for testing.

I’ve really liked using CAD and making things with wood, and it’s fun seeing an idea turn into a real product.

Skills Development

The Design and Technology department offers co-curricular clubs for students in both the Lower and Upper Schools. These clubs provide valuable opportunities for students to gain a deeper understanding of the tools, processes, and techniques used in the Design and Technology workshop.

When designing, students will develop essential skills that enable them to create thoughtful, original, and functional products. They will learn to:

The Lower School clubs focus on introducing students to the fundamentals of workshop practice.

• collect research to inspire and inform their designs • create clear and specific design requirements to

ensure: - products are both fit for purpose and visually appealing - use a variety of approaches to generate creative and innovative ideas - develop and communicate their design concepts effectively through annotated sketches and detailed plans

When making, students will develop essential skills that enable them to bring their designs to life. They will learn to:

• Select and use specialist tools, techniques,

processes, equipment, and machinery with precision, including computer-aided manufacturing • Choose appropriate materials based on their properties and suitability for the task When evaluating, students will develop essential skills that enable them to critically assess and improve their work. They will learn to:

DESIGN & TECHNOLOGY

Subject Enrichment

• Test, evaluate, and refine their ideas and products against their original specifications, incorporating feedback from others • Analyse and evaluate their own work alongside that of past and present professionals to deepen and broaden their understanding

DRAMA

Head of Drama: Mrs S Woodbridge

In the Lower School, the aim of the Drama department is to provide all students with exciting and challenging opportunities during their lessons to develop their confidence as performers and communicators. Drama offers a unique learning experience, with lessons that are practical and exploratory in nature. Group work forms the foundation of each session, encouraging students to take responsibility for shaping outcomes. With guidance from their teachers, they learn to collaborate effectively and work successfully as part of a team.

Curriculum Overview Year 7 Students will be introduced to the key skills and approaches to Drama that form the foundation of Year 7. This will begin with an introduction to drama skills, such as improvisation and creating drama to develop team building skills. The curriculum begins with Drama Skills, introducing the essential skills of creating and performing drama that students develop throughout the course. This foundation moves into the Exploration of a play, guiding students through the entire theatre-making process from ‘Page to Stage’. Next, students focus on Improvisation to build imaginative and creative thinking skills, placing a heavy emphasis on adopting a wide range of diverse roles. The course then transitions into Storytelling Theatre, where students explore specific techniques for communicating a narrative before culminating in a polished live performance.

Year 8 Students will continue to build on their core skills while exploring the ideas and techniques of different theatre practitioners. They stage scenes from a contemporary play, develop their improvisation skills further, and are introduced to Physical Theatre and mask work.

• Acting Skill: Using Stanislavski techniques to

develop skills through the exploration of real-life issues using improvisation • Physical Theatre and Mask Work: Learning techniques and conventions of Frantic Assembly and Physical Theatre, applying these skills to a play • Devising Drama: Applying knowledge and skills from previous units to create a devised, polished performance for a target audience • Text Study: A practical exploration of Shakespeare, and contemporary play • An introduction to design roles in the theatre.

Subject Enrichment There is a busy and varied programme of extracurricular opportunities throughout the Lowe School, and all students are encouraged to take an active role. There is a combined dedicated theatre trip, providing the chance to experience a performance – in local venues or major London theatre. Weekly activities include play rehearsals and a Technical Theatre Club, offering students opportunities to develop performance and backstage skills. The department stages an annual whole-school production, and the summer term culminates with a dedicated Years 7 to 9 production. With large casts and performances presented in the school’s professionally equipped theatre, all students are given the opportunity to participate and gain valuable stage experience, supported by an experienced and student technical team.

Skills Development Through their Drama studies, students develop a broad range of transferable skills that support their growth as performers, collaborators, and creative thinkers. Students: learn to become effective and confident communicators, develop valuable group work and collaboration skills. They extend their performance and expressive abilities, both, vocally and physically. While also gaining an understanding of the theatre-making process, they explore theatre history and build practical skills in a range of performance styles.

Drama has helped me feel much more confident. Being part of the Hetty Feather production was so much fun! 18

EAL

Head of EAL: Mr C Forte

If English is not a student’s first language, the EAL Department provides tailored support to help them achieve their full potential across the wider curriculum. A specialist EAL teacher works closely with students to develop their English language skills, encouraging independent learning habits alongside building confidence in the four key areas of Speaking, Listening, Reading, and Writing. In addition to timetabled English language support (which may replace a Modern Foreign Language or Latin), private weekly lessons are available on an individual or small-group basis. Many students choose to take these sessions to further enhance their proficiency in English. In some cases, students for whom English is an additional language may be required to take these lessons as a condition of their offer; if so, this will be clearly outlined in their offer letter.

Curriculum Overview Year 7 The EAL Department supports students in developing their English language skills, enabling them to access the full school curriculum with confidence. EAL classes are offered as an alternative to studying a Modern Foreign Language or Latin and are taught by a specialist EAL teacher. These lessons focus on strengthening proficiency in the four key areas of Speaking, Listening, Reading, and Writing. Students also build essential foundation skills to support their wider academic studies, including punctuation, grammar, essay writing, and the use of academic vocabulary. A range of fiction and non-fiction texts is used to enhance comprehension and engagement, and students have access to an extensive selection of grammar and vocabulary resources provided by the EAL Department.

Year 8 The EAL provision continues to be delivered by a specialist EAL teacher and is offered as an alternative to studying a Modern Foreign Language or Latin. It provides students with the opportunity to extend and develop their skills in Speaking, Listening, Reading, and Writing, ensuring they can engage fully with the wider curriculum.

Subject Enrichment Students are encouraged to extend their learning beyond the classroom through cultural and academic enrichment opportunities. A highlight of the EAL calendar is the annual trip to Arundel Castle, where students develop their historical knowledge while exploring an important local landmark. In lessons, enrichment is also built through wider reading, discussion, creative writing, presentations and links to topics across the curriculum, helping students to grow in confidence as users of English in both academic and real-world contexts.

Skills Development An individual EAL lesson with a specialist teacher from the EAL Department offers a personalised teaching programme, carefully tailored to meet each student’s specific learning needs. Language and learning targets are set and reviewed on a termly basis in collaboration with the teacher. This individualised support not only strengthens English language proficiency but also helps students develop the academic and subject-specific vocabulary needed to succeed across the wider curriculum. Many students find these lessons invaluable for improving their overall English ability and gaining the confidence to access their other academic subjects effectively moving into the Upper School.

EAL has helped me in all my other subjects, not just in speaking and listening, but also with my writing too. 21

Reading is central to the study of English, and students are encouraged to read widely, selecting both fiction and non-fiction texts that provide an appropriate level of challenge, both in class and independently. In English lessons, students are invited to share their own experiences and opinions during discussions on a variety of issues raised by the texts studied. The curriculum is designed around engaging units that explore a range of debates, both topical and timeless. Through this approach, students will develop greater confidence as readers and speakers, gaining a strong understanding of functional, transactional, and literary language.

Curriculum Overview Year 7 Students will begin with a unit on autobiography, informed by the study of selected autobiographical texts such as Cider with Rosie and Unbelievable. The second unit introduces Shakespeare’s villains, exploring characters from plays such as Richard III and Much Ado About Nothing. This is followed by a prose study of a modern novel, before moving on to a poetry unit focused on different identities and cultures. The year concludes with an exploration of the impact of media, where students undertake a project to design and present their own product to their peers.

Subject Enrichment Each year, the English department organises a range of theatre trips to see plays in performance, as well as cinema visits to experience literary adaptations on screen. Weekly sessions are available for subject support, alongside a Creative Writing Club, a school Newspaper Society, and other student-led initiatives. The department works closely with the library to host numerous visiting author events throughout the year and runs a popular book award shadowing programme, encouraging students to engage with contemporary literature.

ENGLISH

Head of English: Mr D Woodhouse

Skills Development English in Lower School is taught through half-termly units of work, each focusing on an overarching skillset or text. Units are designed to develop either reading or writing skills, and Years 7 and 8 have an overall theme that links the units together. Formal, graded assessments take place twice per half term, with the main assessment being of substantial length. The penultimate half term is assessed through a formal examination. Across both years, we focus on the key skill areas of analytical reading, essay writing, creative writing, writing in non-fiction genres, and speaking, including presentation, debate, and roleplay.

Year 8 Students will begin with the study of a Victorian novel, introducing them to the themes and concerns of writers such as Charles Dickens and Charlotte Brontë. A second unit on Gothic writing follows, encouraging students to apply genre conventions in their own creative work. After this, students will examine the presentation of nature in poetry across literary history, from the medieval period to the 21st century. The year concludes with an interactive study of The Tempest, exploring its characters, context, and themes.

I like that English gives us the chance to look at things in different ways. We don’t just read a book and answer questions — we talk about why characters behave the way they do, challenge each other’s ideas and then create our own stories and writing. 22

FRENCH

Head of French: Miss P De Jesus

The study of modern foreign languages in the Lower School plays a vital role in developing students’ communication skills, critical thinking, and cultural awareness. It provides unique insights into other societies and cultures that can only be fully appreciated through the study of their languages, enriching students’ lives and broadening their horizons. The programme is designed to build on prior language learning and cultural knowledge in an interactive, communicative, and intellectually stimulating way. Through this approach, students develop confidence and competence in the four key skills of listening, reading, speaking, and writing across at least two foreign languages. By the end of the Lower School and Year 9, they are equipped with a strong foundation to embark on GCSE studies and beyond.

Curriculum Overview Year 7 Students will embark on their French language journey by developing essential linguistic skills and building a solid foundation in grammar and vocabulary. They are introduced to key topics and begin to express themselves confidently in their new language. Greetings and introductions

• Numbers 1–31, age, birthdays, and dates • The alphabet and pronunciation • Consolidation of core vocabulary • Physical descriptions using adjectives • Introduction to the verb avoir (to have) • End-of-term assessment to determine language sets

• Introduction to the verb être (to be) • Describing personality with adjectives • Vocabulary for family members • School subjects and opinions • Expressing preferences and giving reasons 23

Year 8 Student start focusing on consolidating prior learning and expanding students’ ability to communicate about familiar topics with greater complexity. They begin to use a wider range of verbs and tenses while exploring new cultural contexts.

• Revision of school subjects • Clothing vocabulary: school uniform and weekend attire

• Comparative forms for descriptions • School routines using regular -ER verbs • Hobbies with the verbs jouer and faire • Introduction to two-verb constructions • Describing places in town; using il y a and il n’y a

pas de • Introduction of the verb aller (to go) + places • Giving opinions and reasons • Planning a visit to Paris using the near future tense • Consolidating the near future in combination with the present tense • Revision for Roedean’s summer assessment

Subject Enrichment Passionate about languages? Our French department offers exciting opportunities to prepare for national and international competitions, including Poesia, the Anthea Bell Prize for Young Translators and the Linguistics Olympiads. Students can also enjoy board games in French, combining learning, teamwork and fun.

Skills Development By the end of Year 8, students will understand and respond to spoken and written language drawn from a variety of authentic sources. They will speak with increasing confidence, fluency, and spontaneity, effectively communicating their ideas through discussion, asking questions, and continually refining their pronunciation and intonation. Their writing skills will develop to produce texts of varying length for different purposes and audiences, utilising a broad range of grammatical structures and tenses acquired throughout their studies. Additionally, students will cultivate an appreciation for diverse styles of writing in the language studied, deepening their cultural and literary understanding.

French is fun because I can start having little conversations in another language. It’s exciting when I can understand something without translating it.

GEOGRAPHY

Head of Geography: Mr G Carter

Geography in the Lower School enables students to explore and discover a wide variety of both physical and human topics. The focus is on fostering a genuine interest in the world around them while providing exciting and stimulating learning experiences. Throughout the Lower School, students develop the essential skills and knowledge required to succeed in GCSE Geography and beyond.

Curriculum Overview Year 7 Our World: The World Around Us

Students are introduced to the diverse facets of Geography, beginning with an overview of the subject before exploring the planet from a geographer’s perspective. They seek to understand the links, connections, and conflicts that shape our world. The Autumn term focuses on ‘Global Scale’ Geography, covering continents, biomes, population distribution and change, climate patterns, and the use of latitude and longitude. During the Spring term, the focus narrows to a ‘National Scale’ with studies on the physical features of the British Isles, urban change within the UK, the geopolitics of Brexit, and the Commonwealth. The Summer term explores ‘Local Scale’ Geography, concentrating on the Southeast as an economic hub, the county of Sussex, coastal geomorphology, and the urban resurgence of Brighton & Hove. Throughout Year 7, students develop essential skills in interpreting graphs, maps, and diagrams, known as graphicacy, to prepare them for more advanced study in the years ahead.

Year 8 Our World: Our Place in the World

Building on the graphicacy skills developed in Year 7, Year 8 students delve into three key themes of physical and human geography: plate tectonics, socio-economic development, and sustainability.

• ‘The Restless Earth’, studying the Earth’s structure, plate tectonic theory, volcanoes, earthquakes, and natural hazard management • ‘The Global Fashion Industry’, examining development, trade, industry, fast fashion, production chains, and globalisation • Sustainability issues such as clean energy, waste recycling, consumerism, resource management, and the enhanced greenhouse effect

Throughout Year 8, students are introduced to global systems and explore how humans interact with the environment, sometimes sustainably, but often with significant environmental consequences.

Subject Enrichment To enhance learning beyond the classroom, Lower School Geography offers enrichment opportunities that allow students to engage practically with the subject and develop their geographical skills and interests.

• Roedean Weather Watchers • Microclimates study of the Roedean environment • Jaws & Claws

Skills Development Throughout Years 7 and 8, students build a diverse set of essential geographical skills that prepare them for further study and real-world applications.

• A wide range of graphicacy skills • Map interpretation skills • Evaluation skills • Extended writing skills • Analytical skills

HHH stands for ‘Head, Heart and Hands’, and is designed as a stimulating and relevant programme that extends learning beyond the traditional academic curriculum. It nurtures students’ curiosity and develops skills across three dimensions: mentally (‘Head’), emotionally (‘Heart’), and physically (‘Hands’). The well-rounded experiences gained throughout the Lower School equip students with a broad range of valuable skills to carry forward into their future endeavours.

Curriculum Overview Lower School Curriculum Students will participate in a carousel programme consisting of five different activities. They will spend a total of six weeks doing each activity, having one lesson per week.

Subject Enrichment There are no specific trips, clubs, or events organised through the HHH programme; however, many of the activities offered are also available during lunchtime and after-school activity slots. This allows students who wish to further develop skills or interests explored in HHH to continue progressing beyond the scheduled sessions.

HHH

Enrichment Co-ordinator: Miss F Kelsey

Skills Development The wide range of skills developed through the HHH programme is extensive and includes teamwork, communication, research, problem-solving, creative thinking, and many more. The information below outlines the key skill areas that underpin HHH:

• Head: Cognitive knowledge and professional skills – to know, think, and understand

• Heart: Emotional and spiritual learning, personal

skills – to love, appreciate, and belong • Hand: Practical and physical skills – to contribute, create, and lead

• Careers • BSL • Textiles • Coding • Self-Defence

We get to try different things, like making things and learning about different jobs, so you get to find out what you’re interested in. 26

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HISTORY

Head of History: Ms G Benton-Stace

Studying History at Roedean equips students with skills that extend beyond the study of the past. The ability to analyse and prioritise information is essential for effective decisionmaking and valuable across many careers. Understanding current affairs and engaging meaningfully in discussions requires knowledge of history, as contemporary events are shaped by what has come before. By examining the histories of different cultures, students develop insight into why people behave as they do. They explore human history and the role of key figures such as the Medieval English kings and Islamic scientists, or the role of religion in conflict. History also reveals key factors that contribute to war and oppression. It is the responsibility of historians to identify past mistakes, reflect on them, and ultimately help prevent their repetition in the future.

Curriculum Overview Year 7 Students will explore key developments of the Medieval World (1066-1500) by studying a similar period of time in England, the Islamic Empires and the Song Dynasty of China.

• How did William gain control of England? • What was remarkable about the Islamic Empires? • Who held power in the Middle Ages? • What was the impact of the Black Death on England?

• Why was the Song Dynasty a ‘golden age’?

History is interesting because we learn about people and places from a long time ago. My favourite topic is the Tudors. 29

Year 8 Students will explore the impacts of turbulent changes in the early modern period in England from 1500-1750, as well as a local History study.

• How did religion change under the Tudors? • How radical was the 17th century? • What was the experience of the British Empire for those living in it?

• How did the Transatlantic slave trade develop and decline? • Roedean: then and now

Subject Enrichment In past years, the History curriculum has been enriched by a range of trips and special events that bring the past to life and deepen students’ understanding of key historical periods, including the annual Year 7 trip to Arundel Castle.

Skills Development History at Roedean develops a wide range of essential skills, including chronology, source analysis and evaluation, and the ability to select and explain relevant historical evidence. Students learn to analyse causation, develop explanations, test hypotheses, and make informed historical judgements. The lower school curriculum also emphasises understanding the significance of key concepts such as religion and empire, fostering skills in analysis, historical interpretation, and note-taking. Additionally, students build strong written skills through structured paragraph writing, effective use of sources, and examination preparation.

The aim of the Lower School Latin course is to introduce students to the fundamentals of Latin language while engaging with mythology and history of the Romans through passages. No prior Latin knowledge is required, and regular project work helps students to draw connections between the ancient world and modern times.

Curriculum Overview Year 7 The Classics department introduces students to the Classical world in Year 7. From the outset at Roedean, students begin their Latin studies using the de Romanis: dei et deae (About the Romans: gods and goddesses) course. Over the course of the year, they will encounter a range of vocabulary and grammatical forms, enabling them to translate passages based on Roman mythology. Students will also learn about the Olympian gods and Roman heroes such as Aeneas. The language program includes the introduction of the perfect and imperfect tenses, as well as three distinct noun cases, providing a strong foundation for further study. Vocabulary is drawn from the core set used at GCSE, ensuring students are well-prepared for progression in the subject.

Subject Enrichment The Classics department is renowned for its enthusiasm for trips and experiential learning. Whether organising overseas tours to Greece, Rome, or the Bay of Naples, arranging theatre visits to see Greek tragedies in London, or inviting museum experts to Roedean for Roman food demonstrations, the department is committed to bringing the ancient world to life.

LATIN

Head of Latin: Mrs C Allen

In addition, the department plays an active role in Humanities weeks, organising essay competitions and debates to further engage students in Classical studies.

Skills Development Over the course of the two years, students develop key skills in the close analysis of texts. Every Latin sentence must be carefully and logically ‘unpicked’ and understood before attempting translation. This skill of logical analysis and deduction is a valuable life skill that can be applied across many contexts. Additionally, students learn to recognise Latin derivations in the English language, significantly enriching their understanding of English vocabulary. Finally, students develop the ability to synthesise knowledge; grammar rules often apply across different languages, and as students gain confidence in one language, they are better able to identify connections with others. This broad linguistic understanding exemplifies the power of knowledge.

Year 8 Students continue with the de Romanis: dei et deae (About the Romans: gods and goddesses) course in Year 8. Through the passages studied, they will learn about early Roman history and the achievements of Roman heroes and heroines. Students’ language knowledge is further developed as they study additional tenses and verb forms, irregular verbs, and prepositions, while also extending their vocabulary. The groundwork for GCSE study begins at this stage, with the course designed to provide a firm foundation for those who wish to pursue Classical subjects further up the school.

I like Latin because you have to think carefully and work things out. I especially enjoy learning about the Romans and the stories about their gods and heroes. 30

MATHEMATICS

Joint Heads of Maths: Mrs J Hopper & Mr A Lutwyche Through the study of Mathematics, students are encouraged to foster rational thinking and develop an appreciation for the beauty of the natural world. The curriculum promotes intellectual curiosity and equips learners with the skills needed to be critical observers and problem solvers. It encourages experimentation with new ideas, pattern recognition, and logical reasoning through complex situations, all within a supportive and positive environment where all ideas are valued, and mistakes are embraced as essential steps toward deeper understanding.

Curriculum Overview Year 7 When students join Roedean in Year 7, they come with varying levels of knowledge and experience in Mathematics. The first part of the year is dedicated to ensuring that all students start from a level playing field, enabling them to work together and engage with new material confidently. This is achieved through a blend of problem-solving activities, traditional teaching methods, and other classroom-based tasks. In Year 7, students can expect to encounter a broad spectrum of mathematical concepts, ranging from foundational topics to some IGCSE-level material, depending on their progress. The curriculum covers all key areas, including number, algebra, data, and geometry. Lessons are carefully scaffolded to ensure accessibility for everyone. Year 7 Mathematics aims not only to enthuse students but also to support their academic progression. It is often the first year students use calculators regularly. From the outset, students are set by ability, and frequent low-stakes assessments help ensure they receive the appropriate level of challenge for each individual student, be that via a set move or a variety of challenging class activities.

Year 8 Each year in Mathematics builds upon the progress made in the previous year, so a consistent approach is maintained throughout Years 7 to 8. Students are introduced to more advanced topics including more advanced algebra, transformations, and mathematical concepts like Pythagoras’ theorem. Regular low-stakes assessments help them become familiar with the types of questions they will encounter in the future and encourage independent learning. Problem solving remains a key focus, with tasks designed to promote discussion, sharing of methods, and deeper understanding. Over time, students’ confidence as mathematicians grows, alongside their ability and willingness to explain mathematical concepts clearly.

Subject Enrichment Students participate annually in the Maths Challenge and the Team Challenge, both of which have resulted in significant successes. We also take a team or teams to Maths competitions when the opportunity arises. Additionally, Maths drop-in clinics are available daily during break times as well as dedicated preparation sessions for the Maths Challenges most days after school.

The GCSE and A-Level curricula are becoming increasingly problem-based, often presenting questions in real-life contexts. The skills developed throughout the Lower School are designed to enhance students’ abilities in these areas, helping them see mathematics not as a collection of isolated ideas, but as a set of interwoven tools to solve a wide range of problems. This approach encourages the use of varied techniques and methods to tackle challenging questions. The Mathematics department focuses on fostering a classroom environment where students feel confident to attempt any question, embrace the possibility of making mistakes, and adapt their strategies to move closer to the correct solution. This builds resilience and confidence, enabling students to engage with problems fearlessly and deepen their mathematical understanding.

Students should develop the ability to use skills they covered in the previous years and apply them to more contextual problems, using regular modelling, and questioning techniques from their teachers to help them achieve any given goal. Each half term covers different areas: starting with ‘Number’, then ‘Algebra’, followed by ‘Geometry’, returning to ‘Number and Algebra’, then ‘Geometry’ again, and concluding the year with ‘Data’, although the order may change depending on what our students require. At Roedean, Mathematics classrooms are supportive spaces where everyone is encouraged to share their methods and opinions, regardless of whether they are certain of their correctness.

MATHEMATICS

Skills Development

I like Maths because there’s always a challenge to solve. I enjoy working things out step by step and feeling proud when I finally get the answer. It’s also fun learning new ways to solve problems and seeing how the different topics connect. 32

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MUSIC

Director of Music: Mr B Rous

Music at Roedean is lively, engaging, and inclusive. All students in the Lower School study Music as part of the standard curriculum. Projects are designed for all students, not just those who already play an instrument, and include a wide range of differentiation. The curricular work in music lessons is enhanced through the provision of music workshops for all students. The Music curriculum focuses on building confidence in understanding the core musical elements: timbre, dynamics, duration, pulse, metre, pitch, melody, tonality, harmony, texture, and structure, and developing the musical skills of listening, creating, and performing. Enquiry-based learning frames every topic with questions designed to spark curiosity and make the areas of study relevant, such as ‘Is improvising really improvising?’, ‘Are all notes equally important?’, and ‘Why does music make us dance?’. This is coupled with a strong focus on practical experience, with students learning by being musicians and making music, thereby developing and honing their musical skills. This approach builds confidence, expression, and a deeper understanding of the subject. Just as at GCSE, all students undertake performance and/or composition coursework-style projects as part of their end-of-year assessments for Music.

Curriculum Overview Year 7 The curriculum is designed to give all students a strong foundation in practical musicianship, creativity, and listening skills, regardless of their prior musical experience. Performing – We believe all students are musical and can develop their musical skills. In Year 7 all students learn to play an orchestral instrument (such as trumpet, trombone, violin, viola, cello, oboe, and bassoon) as part of the Instrumental Project. Fundamental musicianship is developed through singing, apprehension of pitch via solfa, and pulse and rhythm using Kodály rhythm syllables. All students perform as part of groups and wholeclass ensembles using electronic keyboards, tuned percussion, and ukuleles. The whole year group forms a choir and performs in the Carol Service, and the Instrumental Programme culminates with a concert performance in the summer term. Creating – Music is a craft, and students are taught the core principles of creating musical patterns and gestures, beginning to control elements such as consonance and dissonance, rhythm, dynamics, repetition, phrase, melodic contour, and texture. Models are taken from folk music and famous pieces that use storytelling, such as Peter and the Wolf. Students are introduced to using GarageBand to record and manipulate their ideas. Listening – Listening skills are developed in all units of work. Dictation of both pitch and rhythm is developed via musicianship work, and there are regular listening homework tasks reinforcing the ability to identify elemental features such as instrumental timbres, tempo, dynamics, metre, tonality, and pitch. Some sample topics for Year 7 are: Musicianship, Singing, Pentatonic, GarageBand Skills, Peter and the Wolf, Ukuleles.

This year, I have started learning how to the play the Violin- I enjoy it so much, especially performing in the summer term concert, and definitely want to carry on learning. 35

The curriculum expands on the skills and confidence developed in Year 7, encouraging students to deepen their practical, creative, and analytical engagement with music. Performing – Some students will continue to study their instrument from the Instrumental Project. In the classroom, students use tuned percussion to explore improvisation, learning and performing jazz tunes and recording extended improvised solos. They also have opportunities to perform Afro-Cuban music, including typical percussion parts and rhythms, to sing and play famous classical melodies on electronic keyboards, and to participate in whole-class Samba band performances. Creating – Students build on the skills learnt in Year 7, developing their understanding and application of compositional devices such as phrase, motif, sequence, extension, drones and pedals, ostinato, core rhythms, imitation, call and response, and polyrhythmic textures through projects on improvisation and Afro-Cuban music. The project on Variations uses staff notation software to explore variation techniques and the handling of harmony and non-harmony notes. At every stage, the focus is on developing understanding and control of musical elements to build confidence in creating well-crafted musical material. Listening – All projects use real musical examples as models, and homework tasks include listening questions designed to build confidence in the aural identification of musical elements and styles. Students hear examples from contemporary artists as well as historic masterworks, providing both inspiration and context.

Subject Enrichment We encourage musicians of all ages to enjoy performing and to develop their individual talents to a high standard, both as soloists and as members of choirs, vocal groups, orchestras, bands, and chamber ensembles. There is an extensive range of musical activities on offer, ensuring that there is something for everyone to enjoy, including visits to professional concerts in Brighton and beyond.

MUSIC

Year 8

Weekly activities are complemented by termly recitals and masterclasses with visiting professional musicians. Roedean students perform frequently, both in and outside the school, in a wide range of exciting and high-profile concerts and recitals. These performances draw large audiences and continue to maintain their highly regarded reputation.

Skills Development Through the study of Music, students develop a wide range of practical and intellectual skills that extend far beyond the classroom. They gain the ability to play an orchestral instrument, alongside core skills in keyboard and ukulele, and grow confident in their sense of pitch, pulse, and rhythm. Students strengthen their inner hearing and aural awareness, enabling them to identify and notate rhythms and pitches accurately through dictation. Singing skills and ensemble work build their confidence to perform and listen actively to those around them, fostering teamwork and collaboration. They also develop creative skills through improvisation and composition, supported by an understanding of how musical elements interact. Alongside this, students acquire the ability to speak clearly and analytically about music, reflect critically on their own and others’ work, and apply effective practice methods such as chunking and deliberate repetition. Music technology plays a vital role, with students learning to use a range of production software and gaining transferable computing skills relevant to modern music-making.

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In the Lower School, PE curriculum is designed to promote competitive experiences and foster a lifelong enjoyment of sport and physical activity. Single PE lessons focus on exploration, skill acquisition, and confidence building across a variety of individual and foundational activities. Double PE lessons aim to develop competitive spirit through team sports, while promoting inclusivity, resilience, and personal growth, empowering all students to excel both individually and as part of a team.

Curriculum Overview Single PE Lessons – Exploration skill acquisition and confidence • Athletics: Develop basic running, jumping, and throwing techniques.

• Swimming: Build water confidence, improve

technique, and promote water safety awareness. • Gymnastics: Enhance body control, flexibility, and balance through floor work and apparatus. • Strength & Conditioning: Introduce bodyweight exercises, posture, coordination, and injury prevention. • Tennis: Learn racket skills, hand-eye coordination, and developing technique.

Assessment Approach • Formative assessment in all lessons through teacher observation, peer feedback, and personal goal setting. • Summative assessment at the end of each rotation/term focusing on: • Skill progression • Effort and engagement Teamwork and sportsmanship • Confidence and willingness to try

Double PE Lessons – Competitiveness through individual and team experiences • Hockey: Developing physically competent players,

developing skills in hockey (mentally competent), developing game awareness & developing hockey intelligence (problem solvers). • Netball: Developing specific technical skills which enhances confidence and performance, developing tactical awareness through training and matchplay, enhancing players’ physical competence and progress & enhancing teamwork and mental toughness. • Cricket: Developing technical fundamentals in batting, bowling, fielding and wicket-keeping, promoting tactical strategies in the respective disciplines which enhance performance and understanding, fostering and developing teamwork skills which contribute to increased opportunity communicate effectively, build trust and collaborate with others and cultivate mental skills of patience, focus and resilience. • Athletics: Refine event-specific techniques and introduce competitive measurement and improvement in any of the disciplines of track and field events. • Tennis: Develop technical and tactical abilities through application in singles/doubles training and match play, producing increased consistency of the returning, and enhancing understanding of court etiquette and performance variables. Term

Single PE Focus (1 lesson/week)

Double PE Focus (4 lessons/week)

Autumn

Athletics, Gymnastics, Strength & Conditioning, Swimming

Hockey

Spring

Gymnastics, Swimming, Strength & Conditioning

Netball

Summer

Athletics, Tennis

Cricket, Athletics, Tennis

PHYSICAL EDUCATION

Head of Physical Education: Mrs C. Baker

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PSHE

Head of Personal Development: Ms K Orrells

They explore a range of relevant, age-appropriate topics with opportunities for discussion and reflection. All PSHE lessons are delivered by highly qualified teachers in a positive, supportive atmosphere that encourages intellectual curiosity. Clear ground rules are agreed by students and their teacher at the start of the year to ensure a comfortable and relaxed environment. Any queries relating to the PSHE curriculum can be directed to the Head of Year.

Students will be encouraged to think critically and make informed choices as they take on new responsibilities. They learn essential financial skills, including budgeting, saving, and making wise borrowing decisions. Discussions around drugs and alcohol focus on peer pressure, misuse, and the broader impact on health and society, including links to crime. In sex and relationships education, students explore the role of the media, sexting, grooming, and consent—promoting respectful and informed choices. They also reflect on ambition and aspiration while considering equality in careers and future pathways. A continued emphasis on a culture of mutual respect reinforces their understanding of discrimination. Finally, an introduction to politics develops their awareness of the UK and US systems, the power of voting, and the history of women’s suffrage.

Curriculum Overview

Subject Enrichment

The PSHE curriculum is an exciting programme designed to provide students with the knowledge, skills, and confidence to thrive both in the school environment and beyond.

Year 7 Students will begin their journey at Roedean by exploring the transition to secondary school and learning how to stay safe both in and out of school, including essential first aid skills. They are introduced to the school’s culture of mutual respect, understanding how to recognise discrimination, and build inclusive friendships. Through topics on community and diversity, students explore British Values and the importance of belonging. Health and puberty lessons provide guidance on healthy routines, body changes, and staying safe from unwanted contact, including learning about FGM. As the year progresses, students develop key revision strategies to prepare for assessments. Finally, they explore the diversity of families and what makes relationships respectful and healthy, laying strong foundations for the years ahead.

In PSHE, we talk about things that you need to know about, like friendships, staying safe and what you might want to do in the future. 41

Year 8

Students do not attend specific trips or visits as part of the PSHE syllabus, but they have the opportunity to listen to a range of outside speakers invited into school to provide an added dimension to the topics covered. These talks may address particularly topical issues such as ethical consumerism, drugs education, and staying safe online. Additionally, our regular trips programme, including year group residentials, supports students in developing positive relationships, communication skills, resilience, personal hygiene, and independence.

Skills Development PSHE at Roedean is an essential part of the Lower School journey, equipping students with the knowledge, confidence, and values needed to navigate an ever-changing world. Through engaging lessons on health, relationships, personal safety, respect, and global issues, students develop emotional intelligence, resilience, and a strong moral compass. From exploring diversity and mutual respect to considering careers and preparing for exams, PSHE lays the foundation for thoughtful, compassionate individuals.

Religion and Philosophy at Roedean offers students the opportunity to explore the major faiths alongside the philosophical and ethical questions that arise for all people. All students in the Lower School study Religion and Philosophy as part of the standard curriculum. Lessons emphasise evaluative exploration of different religions, belief systems, concepts, and practices. Students of all faiths and none are encouraged to express and reflect on their own beliefs as well as those of others.

Curriculum Overview Year 7 Students will begin with an exploration of ancient myths and the ways in which early peoples sought to answer ultimate questions. They will then study the six major world faiths through various themes, examining how religious communities celebrate festivals and feasts, and observe fasts. Students will consider how a contemporary, multi-faith society responds to these holy days, and will have the opportunity to research festivals, feasts, and fasts independently, presenting their findings to the class. In the spring term, students will investigate the purpose, features, and significance of holy buildings, analysing their importance and engaging in creative activities to deepen their understanding. During the summer term, the focus will shift to how religion is expressed through the Arts and what artistic expression reveals about faith, community, and God. Students will also become familiar with holy books and their role in the lives of religious people. Throughout the course, students are encouraged to share ideas, raise questions, and engage in meaningful discussions.

Year 8 Students will begin the course by exploring the concept of God, examining perspectives from the six major world faiths. They will compare, contrast, and synthesise these views to develop a broad understanding. The course will then investigate

historical theological arguments both for and against the existence of God, encouraging students to critically evaluate their effectiveness. In the spring term, the focus will shift to the role and treatment of women in religion, considering how this has evolved over time. Students will study significant religious women, analyse depictions of women in sacred texts, and engage with debates about whether religion has been fair to women. The course will then explore themes of identity and belonging for children and teenagers of faith, looking at how religious upbringing shapes individuals and their communities. This unit includes an independent research project, culminating in student presentations. The year concludes with a study of beliefs about the afterlife, exploring how different faiths perceive it and the theological justifications offered for these views.

Subject Enrichment Lessons are enriched by guest speakers, multimedia resources, and influential thinkers, all of whom inspire reflection beyond the curriculum and encourage meaningful discussion. Throughout the year, students will have opportunities to celebrate religious occasions and engage in creative activities that deepen their understanding and appreciation of diverse faiths.

RELIGION AND PHILOSOPHY

Head of Religion and Philosophy: Mr S Megahey

Skills Development Throughout the course, students will develop key skills including:

• gaining insight into diverse faiths and worldviews, • analysing texts and ideas in depth, • confidently applying principles to various scenarios,

• evaluating the significance and use of different concepts,

and • justifying and defending personal viewpoints through clear and reasoned argument.

SCIENCE

Head of Chemistry: Mrs P Barker Head of Biology: Dr C Turner Head of Physics: Mr J Cronin

The Lower School Science course at Roedean has been carefully designed in-house to nurture curiosity and a passion for discovery. Through supportive and engaging lessons, students are encouraged to explore scientific concepts and develop practical skills, building a strong foundation of confidence for GCSE Science. In Year 7, the course begins with an introduction to the principles of working scientifically, followed by topics in Biology, Chemistry, and Physics. Students have three 50-minute Science lessons each week, with topics taught on a rotating basis. For example, students might spend approximately three weeks studying a Biology topic before moving on to a Chemistry topic for the next three weeks. Extensive practical work is embedded throughout the course to develop essential skills, boost confidence, and foster a love of hands-on learning and investigation. To support understanding and preparation for endof-topic assessments, all students receive a Year 7 to 8 Science Revision Guide and workbook at the start of Year 7.

I love the practicals in Science because we get to get involved and discover things for ourselves. It’s really exciting when an experiment works, and I love seeing the things we learn about in class come to life. 43

Curriculum Overview Year 7 Biology – This component begins with the fundamental concept of cells. Students will learn how to use microscopes to explore the microscopic world, including preparing their own slides of cheek cells for observation. The course then progresses to studying how cells form tissues and how various organs work together to sustain life. There is also a hands-on opportunity to study the skeleton and muscles through dissection. The final topic covers reproduction, exploring plant and animal reproductive processes, including puberty, adolescence, and fetal development with a brilliant opportunity to visit Wakehurst botanical gardens for a tour and to use their laboratory to explore plant reproductive structures. Chemistry – Students are introduced to the Particle Model, with a focus on applying scientific reasoning behind changes of state. Students will learn how to safely use the Bunsen Burner, which is a key piece of laboratory equipment. Students will have the opportunity to devise their own practical investigation. The course covers different types of chemical reactions, such as combustion, neutralisation and thermal decomposition, highlighting how these differ from physical changes. Throughout the course, there are many practical activities that allow students to witness Chemistry in action. Physics – The Big Ideas in Year 7 Physics are Forces, Energy and the Universe. The first topic, energy transfers, introduces students to the different forms of energy and the important concept of energy conservation. The Forces and Motion topic then introduces students to different types of forces, such as gravity, and the effect they have on the motion of objects. Practical investigations allow students to explore factors that influence forces and their effects on objects. The final topic allows the students to learn about the earth, solar system and universe.

Biology – Students will explore fascinating topics that provide a firm foundation for further study. This includes an introduction to microbiology, where students learn about microbes, how they cause disease, and the body’s defence mechanisms. Students will take their own sample swabs from surfaces in the lab to culture, and observe microbes. Additional topics include photosynthesis, respiration, adaptation, inheritance, and extinction. Students will also develop crucial skills such as scientific thinking, experimental design and graph drawing which students will need right through to A-level. Chemistry – Students will build on the foundations laid in Year 7, adding deeper knowledge of core concepts. Students study the design of the Periodic Table and investigate the properties of different elements and the materials they form. The course further explores chemical reactions, with students planning and conducting their own investigations into rates of reaction. Key practical and analytical skills essential for advanced Chemistry study are introduced throughout the year. Physics – The Big Ideas in Year 8 Physics are Electricity, Magnetism and Waves. Students begin by studying electrical circuits, learning about key electrical quantities used throughout their physics education. They build and test circuits, take measurements to understand fundamental circuit laws, and examine safety features in electrical systems. The course then links electricity with magnetism through the study of electromagnets. In the Waves topic, students explore light and sound waves, identifying their common properties and behaviours. They study how light behaves — including the perception of colour — and investigate how sound is produced, travels, and is detected by the ear.

Subject Enrichment Roedean offers a wide range of exciting extracurricular opportunities for students passionate about science. Students can participate in the Bronze CREST Awards, designing and conducting their own scientific investigations to develop creativity and independent research skills. Those with specific interests may join Junior MedSoc or the Astronomy Club, which provide hands-on experiences and opportunities to explore science beyond the classroom. Aspiring physicists can also challenge themselves through the Physics Olympiad Junior competitions, competing against national standards.

SCIENCE

Year 8

A highlight of the science calendar is the celebration of British Science Week. During this period, students are invited to take part in a variety of activities across the school, supported by the Sixth Form STEM Ambassadors. Recent events have included an immersive tour of the solar system via a visiting planetarium show. Additionally, as part of house competitions, students are encouraged to combine their scientific knowledge with creativity by producing short films, showcasing both their understanding and imagination.

Skills Development Roedean aims to develop students’ practical and laboratory skills throughout Years 7 and 8. The school recognises that while students enjoy the opportunity to experiment and use a variety of apparatus, laboratories can initially seem daunting. With increasing emphasis on practical understanding in GCSE and A Level examinations, strong laboratory skills are regarded as essential. In addition to practical skills, the curriculum also focuses on developing ‘soft’ skills such as problem solving and collaborative working. Lessons regularly incorporate a range of activities, from discussions to investigative projects, to support these goals. The school is committed to fostering students’ growth into independent learners by encouraging effective study habits, with prep tasks designed to support this development.

SPANISH

The study of modern foreign languages in the Lower School plays a vital role in developing students’ communication skills and critical thinking. It also offers valuable insight into other societies and cultures that can only be fully appreciated through language learning, enriching students’ overall experience. The programme aims to build on students’ existing language knowledge and cultural understanding in an interactive, communicative, and challenging way. This approach ensures students gain confidence in the four key skills, listening, reading, speaking, and writing, in at least two foreign languages, providing a strong foundation in preparation for GCSE.

Curriculum Overview Year 7 Students will develop foundational language skills through engaging topics and key grammar points, including:

• Introducing yourself • School subjects and opinions • Family, high numbers and animals • Use of adjectives in physical and personality description

• Classroom objects • School subjects and opinions • Present tense

Year 8 Students will expand their vocabulary and grammatical skills by exploring everyday topics and mastering key verb tenses, including:

• Describe your house and where you live • Revise present tense and learn some irregular verbs • Talk about your free time, technology and

SPANISH

Head of Spanish: Miss A Ibáñez Barceló

television programmes

• Describing places in your town • The use of the near future • Holidays and countries: use of the preterite tense • Opinions on activities and reasons • Use three tenses

Subject Enrichment Students have the opportunity to enrich their language learning by participating in national competitions such as Poesiae, Linguistic Olympiads, and language spelling bees.

Skills Development By the end of Year 8, students will understand and respond to spoken and written language from a variety of sources. They will speak with increasing confidence, fluency, and spontaneity, finding ways to communicate their ideas, including answering and asking questions on the topics studied, while continually improving the accuracy of their pronunciation and intonation. Students will be able to write at varying lengths, using the different grammatical structures and tenses they have learned. They will also develop an appreciation for learning a foreign language and its culture.

Spanish is fun because I like learning new words and trying to put them into sentences. 46

Roedean School, Roedean Way, Brighton, East Sussex, BN2 5RQ +44(0)1273 667500 roedean.co.uk Charity No.: 307063