Years 7-9 Key Stage 3 Curriculum
Art Curriculum Overview
In Art, students concentrate on investigating, making and developing their knowledge and understanding of the work of artists, designers and crafts people. Students will develop a range of skills in a broad range of media, focus on the use of colour, mark making and printmaking and will develop the use of a sketchbook. They will develop their design skills and work in two and three dimensions inspired by a variety of art genres.
Curriculum Intent
Year 7
Rotation 1
Surrealist art - Exploring and developing creative thinking. Research surrealist artists and develop drawing and painting skills completing a surrealist final piece.
Rotation 2
Textiles - Repeat Pattern/Bag project. Explore fabric design and the use of repeat patterns. Develop decision making skills and understanding of composition. Reference patterns in nature/ everyday objects to create a unique pattern that can be applied to a bag.
Year 8
Rotation 1
Pop Art- Explore pop artists and develop drawing and observational skills by creating scaled images using a variety of mixed media.
Rotation 2
Dia de Muertos/Day of the Dead. Research artist Jose Posada and his links with the iconic 'Calevera' and the Mexican Dia de Muertos (Day of the Dead) festival. Develop printing skills with the introduction of relief printing techniques.
Year 9
Rotation 1
Activism Art - Develop students understanding of the meaning of Activism. Research artists who apply this to their work. Students will develop independent thinking and creative decision making by producing designs for a poster that reflects an issue they would like to highlight. Students will be introduced to new skills and techniques through stencil making and spray painting. Creating a striking final piece for display.
Rotation 2
Textiles - Artist research, Mary Corbett and Laura McGarrity. Building on prior knowledge of textiles, colour theory, tone and texture students will produce a piece of work that is created using hand embroidery.
Developing their skills in this medium, students will create a final piece of textile art to be displayed.
Computing Curriculum Overview
Fulbrook would like students to be masters of technology and not slaves to it. Technology is everywhere and will play a pivotal part in students' lives.
Therefore, the school wants to model and educate students on how to use technology positively, responsibly and safely. The school wants them to be creators not consumers and the school’s broad curriculum encompassing computer science, information technology and digital literacy reflects this.
Students will gain and understanding that there is always a choice with using technology and the school utilises technology to model positive use. Fulbrook recognises that the best prevention for a lot of issues that are currently seen in technology/social media is through education. Technology does however, allow students to share their learning in creative ways.
Fulbrook’s knowledge rich curriculum is balanced with the opportunity for students to apply their knowledge creatively which will in turn help students become skilful computer scientists. The school encourages staff to embed computing across the whole curriculum to make learning creative and accessible and encourages students to be fluent with a range of tools to best express their understanding and to be independent and confident to choose the best tool to fulfil the task and challenges they may face.
At Fulbrook, the “Teach Computing” Curriculum is taken full advantage of.
Design And Technology Curriculum Overview
The Design and Technology Department inspires students through promoting an environment of creativity, active learning and practical application providing the opportunity to develop both subject specific and transferable skills.
The curriculum aims to provide rigorous, academic and practical projects taught through a wide range of discreet disciplines providing different contexts for Designing and Making. Increasingly students are encouraged to develop ideas, skills and techniques to design and manufacture products that solve problems using the range of equipment and materials available within the department where the school has kept up with the fast-paced changing world of technology, and benefit from a range of CAD/CAM machines including a Laser Cutter, 3D printer, CNC Router, Vinyl Cutting; this is alongside laptops and PCs that run, 2D Design and Creo parametric.
Projects challenge students to consider their own and other’s needs, wants and values and enable them to gain an understanding of political, social and environmental factors to work towards informed and enterprising young people. Fulbrook aims to broaden students' minds by promoting understanding of the impact of these on daily life and the wider world. Design and Technology has a major role to play in the rapidly changing world where it makes an essential contribution to culture, wealth and well-being of all.
English Curriculum Overview
Years 7 and 8 students follow the mastery scheme of work developed by Ark. They study two Shakespeare plays, Oliver Twist, two stories by Sir Arthur Conan Doyle, Animal Farm by George Orwell, Ancient tales, poetry and a novel by Ian McEwan. They also complete a rhetoric unit. There is a strong emphasis on the understanding of language and on setting books in their historical context. Additionally, there is a focus on grammar, impressing on the students the need to write accurately. They are encouraged to read independently and time is given at the start of each lesson to encourage them to do so. Optional Class readers also support students in their reading for pleasure. Theatre trips, usually in the evening, are regularly on offer.
In Year 9, students study a further Shakespeare play, but this time in more detail. They also cover a Gothic Horror unit and read “The Woman in Black”. This very popular unit covers a range of text types, including film, and encourages students to explore a range of techniques used by writers and inspires them to improve their vocabulary and creative skills. Students also read Trevor Noah’s “Born a Crime”. And Lord of the Flies. Practice for GCSEs is given through use of AQA language books. The school believes the curriculum sets students up well for their future study of English.
Food Technology Curriculum Overview
Food Preparation and Nutrition is an essential subject that equips students with knowledge and skills related to food, nutrition, and healthy eating. This subject aims to promote a holistic understanding of food, covering the following aspects:
- Basic Nutrition Knowledge: KS3 students learn about the essential nutrients that bodies require, including carbohydrates, proteins, fats, vitamins, and minerals. They understand the functions of these nutrients and their sources in different foods
- Healthy Eating: The curriculum emphasizes the importance of a balanced diet and its role in maintaining good health. Students are taught to make informed choices about food, considering factors like portion sizes and food groups
- Food Safety and Hygiene: Students learn about safe food handling practices to prevent foodborne illnesses. This includes topics like proper handwashing, food storage, and cooking temperatures
- Food Preparation Techniques: Students gain hands-on experience in food preparation, including chopping, slicing, and cooking. They also learn various cooking methods, such as grilling, baking, and boiling
- Recipe Analysis: Students are encouraged to analyze recipes for their nutritional content and understand how different cooking methods can impact the nutritional value of a dish
- Dietary Requirements: The curriculum covers special dietary requirements, such as vegetarianism, veganism, and food allergies. Students learn how to adapt recipes to meet specific dietary needs
- Food Sustainability: KS3 students explore the concept of sustainable food production and its impact on the environment. They learn about food miles, food waste reduction, and the importance of choosing locally sourced and seasonal foods
- Cultural and Ethical Considerations: Students are introduced to the cultural diversity of foods and eating habits worldwide. They also discuss ethical issues related to food production, such as fair trade and animal welfare
- Food Science: Basic food science concepts are introduced, including the role of ingredients like yeast in breadmaking and the science behind emulsions in salad dressings
- Practical Cooking: Practical cooking lessons are a fundamental part of the curriculum, allowing students to apply their knowledge and skills in the kitchen. They prepare a variety of dishes, gaining confidence in meal preparation
Overall, Food Preparation and Nutrition curriculum provides students with a well-rounded understanding of food, nutrition, and cooking techniques, empowering them to make informed and healthy food choices throughout their lives.
Year 7
The Food Preparation and Nutrition curriculum for Year 7 students (typically aged 11-12) introduces fundamental concepts of food and nutrition. Students review and focus on Food Safety in relation to the 4C’s. Students explore the importance of balanced diets, including the roles of various food groups in promoting health and advice for including them in the diet. They learn about essential cooking techniques and kitchen safety practices, enabling them to prepare basic dishes. Year 7 students also begin to understand the origins of food, cultural aspects of eating, and sustainability in food production, thinking about food wastage. This foundational knowledge equips them with the skills to make healthier food choices, cook simple meals, and appreciate the wider implications of food consumption in their lives and the environment.
The above practical skills acquired (which encompass, but are not restricted to) in Year 7 include cooking the following recipes:
- Banana Bread
- Stir Fry
- Potato Salad and Olive, with Homemade Mayonnaise
- Sausage and Tomato Frittata
- Pineapple Upside Down Cake
- Vegetable Soup
- Bread Rolls (Bread Making)
- Potato, Chickpea and Spinach Curry
- Fruit or Cheese Scones
- Koftas
- Chicken or Vegetable Wrap
- Jam Tarts
- Bombay Potatoes
- Cheese and Vegetable Frittatas
- Savoury Rice
- Thai Green Curry
- Vegan Chickpea Curry
Year 8
The Food Preparation and Nutrition curriculum for Year 8 students (typically aged 12-13) builds upon the foundational knowledge from Year 7. Year 8 students delve deeper into the principles of nutrition - focussing a lot on the different macronutrients, exploring the impact of food choices on health and well-being. They develop advanced culinary skills and techniques, enabling them to prepare more complex and varied meals. Additionally, students learn about food safety regulations and practices in greater detail. This curriculum prepares them to make informed, responsible, and health-conscious dietary decisions.
The above practical skills acquired (which encompass, but are not restricted to) in Year 8 include cooking the following recipes:
- Healthy Breakfast Muffins
- Spaghetti Bolognese
- Victoria Sponge Cake
- Chicken Curry
- Lamb Rogan Josh
- Burgers
- Bombay Potatoes
- Chilli Con Carne with Hassel Back Potatoes
- Macaroni Cheese
- Quiche
- Chocolate Cake
- Samosas
- Carrot Cake
- Falafels
- Pizza
- Shepherd's Pie
- Spicy Bean Burgers
Year 9
The Food Preparation and Nutrition curriculum for Year 9 students (typically aged 13-14) builds upon prior knowledge and skills. Year 9 students refine their culinary expertise, mastering advanced cooking techniques and creative recipe adaptations. They also study food science, delving into the chemical and biological aspects of cooking. Sustainability and ethical considerations in food production continue to be emphasized. Students focus and go more in debt on Safety looking at pathogenic bacteria, types of hazards in food preparation and how to avoid them. This curriculum equips students with comprehensive knowledge, practical skills, and a heightened awareness of the broader factors which impact on food choices preparing them for a lifelong journey of healthy and sustainable eating. Students focus on multicultural and British food.
The above practical skills acquired (which encompass, but are not restricted to) in Year 9 include cooking the following recipes:
- Swiss Roll
- Toad in the Hole
- Fajitas
- Tandoori Chicken and Rice
- Caesar Salad
- Risotto
- Fresh Pasta and Sauce
- Pasty
- Hollandaise Sauce
- Quiche
- Chelsea Buns
French Curriculum Overview
At Fulbrook, the intention of the French curriculum is to develop a curiosity and thirst for learning French in a safe and engaging environment.
The school aims to:
- Introduce the learning of the French language in stimulating and enjoyable ways, ensuring that every student is able to achieve and be proud of their progress
- Promote cultural development by building students’ awareness and acceptance of the differences between the two countries and other francophone countries worldwide.
- Promote social development by learning the skill of communicating in different ways and spiritual development through exploring the beauty of a different language.
- Enable students achieve an accurate and truthful understanding of another culture to promote their moral development.
- Provide opportunities for students to extend their language learning beyond the classroom by offering trips to France and forging links with local French companies.
- Annually host a Languages Masterclass Day for Year 8 students from Fulbrook and other neighbouring middle schools.
The curriculum in French is closely linked with the Values statement. Examples of how the curriculum supports Fulbrook’s values are through a range of activities that promote student curiosity, confidence and collaborative thinking. Through teacher modelling, the school encourages students to be kind, respectful, thoughtful and mindful of others and the school’s enthusiastic and encouraging approach is mirrored in the engagement and enthusiasm shown by students.
Fulbrook strives to embed the four language skills of listening, speaking, reading and writing in an authentic manner, exposing students to a maximum of target language in lessons. The department has a carefully planned progression through the curriculum with content and skills clearly defined in the schemes of work, which revisit and build on existing knowledge. The topic areas and grammatical structures introduced in KS2 and KS3 are building blocks for more in-depth learning at GCSE level.
As students progress through the French curriculum at Fulbrook, the aim to also provide them with opportunities to enrich their cultural capital through the study of French films, poems and contemporary music.
It is the school’s strong desire that every student at Fulbrook becomes a confident and engaged learner, who is armed with the skills needed to thrive and succeed in language learning. This is achieved through Quality First Teaching, providing learners with the input and help to make French comprehensible in a low anxiety situation.
Implementation
The French curriculum has been designed to progressively develop skills in French. student in KS2 are taught two hours of French each two-week cycle and KS3 three. The school has introduced a new and exciting method of teaching into French over the last year, which has seen the introduction of EPI (Extensive Processing Instruction) methodology, making the focus of lessons exposing students to as much spoken content as possible before moving onto production. Bespoke booklets have been produced replacing exercise books, which include knowledge organisers and sentence builders. I have been able to attend CPD courses on the EPI teaching methodology and have already witnessed positive signs that it is working for all students at Fulbrook.
Collaborative curriculum planning with other middle schools lies at the heart of what is done in the department. With the future of Fulbrook changing, the school is committed this year to a plan of developing schemes of work in KS3 to include Year 9. Alongside this, initial KS4 schemes of work and researching KS4 examination options are being worked on, including both GCSE and FCSE. During the transition period, the department is also keen to promote close ties with the feeder first schools over the coming three years to ensure a consistent experience is offered to all Year 5 and 6 students.
The schemes of work are focussed on embedding challenge, metacognition, memory techniques and literacy into the departmental curriculum Alongside the schemes of work, knowledge organisers at KS3 are being developed. This is enabling the defining of the core knowledge that students need to master. In MFL, the curriculum is implemented through using a variety of teaching approaches and tasks, which encompass the four key skills of listening, speaking, reading and writing. Interleaving of previous knowledge alongside new language is also built into the schemes of work.
Listening has been a neglected area in MFL teaching, partly due to students finding it the hardest. Fulbrook believes that listening is the most important skill in the development of language proficiency and therefore prioritise it in all lessons in order to develop students’ confidence and skills as listeners. Far from being a ‘Cinderella’ skill, listening should take centre stage in all lessons.
Grammar is taught in a lexicogrammar way in all year groups initially, with more emphasis being placed on explicit grammar learning in KS3. The department believes that it is better to work intensively on a range of shorter tasks in lessons, rather than on longer tasks that can reduce students’ engagement and affect their confidence levels. In KS2, a range of songs is used to engage learners and promote language retention.
The school subscribes to The Language Gym and Sentence Builders software, which allows students to explore and practise core language at their own pace and in a safe environment. The French classroom houses a class set of Kindles, which are used to set challenging and scaffolded tasks for learners to complete on this software both in class and as homework. Putting students at the centre of their learning is a priority in the department as is making the most of learning outside of the classroom in an active and engaging way.
Impact
The curriculum works in the French department, through the engagement of students throughout the school, both observed and recorded in student voice. The quality of teaching and learning in French has been praised consistently during learning walks by both external and internal observers, with Upper School colleagues remarking on the impressive level of language and knowledge from Fulbrook students.
The introduction of EPI teaching and activities in lessons and homework has received positive feedback from students and parents alike. Students have stated that they enjoy lessons more and are able to produce language more confidently. Engagement in lessons is visibly higher in all year groups and with all abilities.
Students usually complete assessments each half-term on the topics studied. The first assessments based on the new methodology were completed in October 2021.
Geography Curriculum Overview
Geography provides an insight into the wonders of the human and physical world.
At Fulbrook, the aim is to educate students on current world issues, such as climate change, plastics in the ocean and poverty, equipping them with the skills to problem solve and enquire about the world in which they live. They will gain knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes and the interrelationships that connect them all. The aim is to broaden their horizons beyond their local place and space, developing the skills that will allow students to investigate (through fieldwork) and navigate challenging situations thinking sustainably for the future.
Students primarily develop:
- A knowledge and understanding of the similarities and differences between places
- A factual knowledge of the location of major features on a local, national and global scale
- A sense of responsibility for the environment, creating global citizens
- The ability to question, reason and form opinions
- Begin to think critically, connecting ideas, concepts and situations
To achieve this, the schemes place emphasis upon:
- Learning skills, particularly in the use of maps, fieldwork and secondary sources of information including basic GIS
- Using case studies to compare contrasting localities e.g. in the developed and developing world
- Understanding physical and human processes and environmental issues
Put simply, in Geography the aim is to create an understanding and curiosity about the world we live in that will stay with students for the rest of their life.
Intent
- Develop an interest in and curiosity about the past
- Appreciate human achievement and aspirations
- Develop an awareness of the values of different societies from the past
- Contribute to the understanding of other cultures and countries
- Learn about the major issues of the past and how they have affected the present (e.g. the Democratic process in Athens and how we vote in Britain – link with Citizenship)
- Develop the concept of change over time
- Encourage enquiry and varied methods of communication
- Explore artefacts and other historical resources such as pictures
- Appreciate different points of view, values and attitudes
- Use chronological terms with understanding, recognising similarities and differences.
It is important that the history curriculum reflects the diverse society in which we live, giving a broad view of the history of the United Kingdom and the world in general, from a variety of perspectives.
The topics chosen give the students an understanding of the country and world that they live in; how people have evolved and been created by the people of the past. The focus is on how the events and attitudes of the past influence the communities of today and how an understanding of this can create a more unified, understanding and accepting future.
Students study topics across the full range of the curriculum areas required by the DFE and use these topics to develop historical skills, incrementally, throughout the key stages.
The main aim of the history department is to create a love of history where students understand and appreciate the lives of those that have come before them.
Mathematics Curriculum Overview
Mathematics provides a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas, and to tackle a range of practical tasks and real-life problems.
Mathematics also provides the material and means for creating new imaginative worlds to explore. Fulbrook’s focus is on understanding the processes being performed, which allows students more independence when dealing with mathematical problems.
The main aims are to be fluent, to reason mathematically and to solve problems. This is done by:
- Developing mathematical knowledge and understanding
- Developing oral, written and practical skills in a manner which encourages confidence and an ability to apply them in other subject areas and real-life situations
- Developing a feel for number and an appreciation of mathematical principles
- Applying mathematics to everyday situations and by developing an understanding of the part which mathematics plays in the world
- Using mathematics as a means of communication with the emphasis on the use of clear and logical expression
- Developing methodical working, problem solving and reasoning skills
Mathematics Resources
Dividing and Multiplying by 10 and 100
Metric to Imperial Conversions
Music Curriculum Overview
Music at Fulbrook sits within the Performance Arts Faculty. In addition to the school’s mantra of Aim High, Work Hard, Be Kind, No Excuses, the faculty lives by an ethos that there is no glass ceiling and that all students are provided with equal opportunities.
Music is delivered over three years at Key Stage 3 and taught to students for one hour per week. The medium is sound, and lessons will be modelled by staff members using this medium. All students, from the beginning of Year 7, are taught as musicians and considered as such. The faculty expects students to aim high and their responses should be musical.
The Performance Arts faculty at Fulbrook is a vibrant and exciting part of school life. There are lots of opportunities for students to engage with music-making, both in and out of the classroom. The school is proud to have a singing culture within the music department and encourage students to sing in almost all their projects. Not only is this a wonderful way to work as part of an ensemble, but it also provides strong foundations for developing aural skills.
The extra-curricular offer continues to develop and currently has two choirs (Show Choir and Junior Choir), a mixed-orchestra ensemble and a theory group. Students also use the faculty’s space at break/lunch times to rehearse their work. The school is extremely proud of its musicians and take every opportunity to engage with live performance work. Students have recently performed in the local high street, a local care home, ‘Young Voices’ in Birmingham, plus a variety of concerts and occasions within school. The faculty also organises regular theatre visits for students to enjoy.
Furthermore, we have a highly experienced team of professional peripatetic staff who visit Fulbrook each week to deliver high quality instrumental/vocal lessons. Many of these are delivered via staff from the local music hub, Inspiring Music.
Key Concepts
- Understanding social and historical context within musical styles
- Developing an awareness of notation
- Developing an accurate ability to describe sound using the musical elements (MAD T-SHIRT)
- Use of instrumental, vocal and ICT skills
- Ensemble participation
- Audience awareness
Intent
- To ensure students are offered a breadth of musical styles and genres to engage with
- To support students in developing their ability to increase their technical ability on an instrument(s) and ICT
- To engage with students vocally, ensuring opportunities to develop their confidence and ability in singing and encourage their aural awareness
- To encourage students to connect with music-making so that it becomes a lifelong part of their community
Year 7
By the end of Year 7, students should be clear about how to construct major and minor chords (triads) from different forms of notation – this knowledge (and the skills associated) will be enhanced through Year 7 projects such as Hooks and Riffs, Reggae, The Blues and Four-Chord Songs. Students will primarily expose themselves to playing chords on keyboards but will have opportunities to play chords on other instruments, such as ukulele and guitar, within class ensembles. Students will continue to develop their knowledge of the treble clef from their experiences at Key Stage 2. Students will have developed the ability to discuss music using the MAD T-SHIRT mnemonic and use some appropriate terminology that supports the elements. We also hope students can understand how simple rhythmic and melodic phrases are created and are able to perform these through a range of activities.
Year 8
By the end of Year 8, students should understand how to read bass clef, in addition to the treble clef that they will have learnt in previous years. They will gain a deeper awareness about the construct of chords and be able to interpret chords which have been extended or inverted. Students will gain more opportunities to improvise and experiment with sound, composing from different starting points. Students will continue to expand upon their understanding of the MAD T-SHIRT elements and the language that is used within these elements. There is a definite focus on structures in Year 8, allowing students to connect with musical phrases and understand the process of creating balance when composing a piece of music. It is expected that students’ ensemble playing will be enhanced through exposure to more opportunities particularly in The Beatles and Band Skills 2 projects.
Year 9
By the end of Year 9, all students should have been given enough opportunities and experiences to choose Music as a Key Stage 4 (GCSE) option. Students will have been given sophisticated performance opportunities, such as combining Mozart alongside a modern artist like Stormzy. It is hoped that students will have developed expertise in an instrument, such as keyboard, guitar, ukulele, bass (or an instrument learnt outside of the classroom), to be able to perform more challenging melodies/chord patterns within ensemble and solo work. Students will have the chance to work in pairs to respond to a GCSE Music composition question, understanding how to use the knowledge gained in Year 7 and Year 8 to support their work. Students will develop their use of ICT in Music during Year 9, working with loops of sound to continue understanding the process of structuring sound.
Music lessons
Music is a practical subject, and the school’s medium is sound, therefore written work (particularly at Key Stage 3) is less important. Musical phrases are modelled by the class teacher and echoed/repeated by individuals or groups. Students are likely to be working in pairs or small group to develop and enhance their technical skills. A Key Stage 3 music classroom should be a busy, vibrant space with students engaging with sound.
At Key Stage 4, students are likely to be engaging in music from one of their AoS. They will listen to, and analyse, musical pieces using the MAD T-SHIRT framework, whilst building an overarching sense of the stylistic features associated with that genre. Students are likely to perform or compose in a given historical style, allowing them to develop an awareness of many genres before selecting one for their own composition. Students are encouraged to continually develop their understanding of musical vocabulary and theory.
Key Stage 3 Music Curriculum Overview
Intent
At Fulbrook, the aim is to deliver high-quality teaching and learning opportunities that inspires all students to succeed and adopt a love for sport and physical activity. The school strives to stimulate our students through engaging and exciting physical education lessons that are accessible, enjoyable and challenging. Students should have the opportunity within physical education to develop themselves physically, socially and emotionally. Students are taught how to cooperate and collaborate with others, as part of a team, understanding fairness, resilience and equity of play to embed life-long values. Fulbrook instils respect, tolerance and veneration of others and themselves through a diverse and comprehensive Physical Education curriculum.
The Fulbrook Physical Education department offer extra-curricular opportunities during lunchtime and after school, which are open to all year groups. These give students the chance to develop their skills and techniques further and, if the students want to, they can represent the school at local fixtures and competitions that target students of all ages and abilities. Fixtures incorporate play, learn, develop and compete events that offer differ experiences and pathways post fixtures.
Implementation
The Fulbrook Physical Education department pride themselves on delivering high quality lessons weekly. The curriculum programme incorporates a diverse selection of sporting activities that is inclusive yet stimulating for all students. With well-structured lessons, students can engage and thrive within the subjects learning environment. The PE curriculum is dynamic and transitional as the students move up through the school. In all lessons, fundamental skills, knowledge and principles are embedded across an extensive range of activities.
The school recognise that PE lessons should be enjoyable so that students can foster a lifelong passion for physical activity and sport. Confidence and appreciation in their own ability and progression within PE is encouraged. Teachers are experienced within a multitude of areas within the curriculum and are always endeavouring to learn new practices to augment their subject knowledge.
Impact
The Physical Educational curriculum aims are to improve the mental and physical wellbeing of all students at Fulbrook School, not only through the sporting skills taught, but also through the underpinning values and disciplines PE promotes. Students are educated on self-discipline and are taught that to be successful within sport and physical activities, they need to take ownership and responsibility of their own health and fitness. The goal is to encourage students to use these foundational skills in a self-directed and successful manner in order to live happy and healthy lives.
Aims for Physical Education at Fulbrook
- For each student to enjoy being physically active and for them to adopt a lifelong passion for physical activity and sport
- Students develop their confidence and knowledge in a range of sports and physical activities. Students are given opportunities to lead, support and officiate in a range of physical activities
- Students develop a range of fundamental skills which can be applied across different physical activities and sport
- Experience a wide range of sports and physical activities in both lessons and extra-curricular clubs that fully enrich all students
- To promote inclusion and equity through sports and physical activity
Philosophy, Beliefs and Ethics Curriculum Overview
Key Stage 3 Philosophy, Beliefs and Ethics (PBE) seeks to build upon the broad curriculum developed at Key Stage 2. With good foundations across many faiths and philosophical ideas, Key Stage 3 begins to build upon students' depth of knowledge. This is achieved through investigative questioning and exploration. In Year 7, students investigate Judaism, Christianity and Sikhism as well as philosophical questions, such as 'Who Am I?' and 'Why are People Good and Bad?". Year 8 begins theological investigations into Islam and Atheism, as well as questioning the nature of Free Will. Year 9 begins paving the way for GCSE Religious Studies by studying Eastern religions and ethical problems that will be directly relevant to their future exams.
If students wish to continue studying the subject Philosophy, Ethics and Beliefs in Key Stage 4, this is part of GCSE Religious Studies.
Year 7 Philosophy, Beliefs and Ethics Curriculum
Year 8 Philosophy, Beliefs and Ethics Curriculum
Science Curriculum Overview
At Fulbrook, the Science Department is dedicated to fostering a passion for discovery and a deep understanding of the natural world. The aim is to:
- Inspire Curiosity: Encourage students to ask questions, think critically, and explore the wonders of science through engaging and hands-on learning experiences.
- Promote Excellence: Provide a rigorous and supportive academic environment where all students can achieve their full potential in scientific knowledge and skills.
- Cultivate Lifelong Learners: Instil a love for learning and an appreciation for the role of science in everyday life, preparing students to be informed and responsible global citizens.
- Embrace Innovation: Integrate cutting-edge technology and contemporary scientific advancements into our curriculum to ensure students are well-prepared for future challenges and opportunities.
- Foster Inclusivity: Create an inclusive and diverse learning community where every student feels valued and empowered to contribute to scientific discourse and innovation.
Together, the school strives to ignite a lifelong passion for science and equip students with the knowledge and skills to make a positive impact on the world.
The vision is to be a leading Science Department that inspires and empowers students to become innovative thinkers, problem solvers, and responsible global citizens. The school envisions a future where:
- Scientific Literacy: Every student leaves us with a strong foundation in scientific principles and the ability to apply scientific thinking to real-world challenges.
- Innovation and Creativity: Students think creatively and embrace innovation, using science to explore new ideas and solutions.
- Inclusive Excellence: Our department is a model of inclusivity, where diversity is celebrated, and every student has the opportunity to excel and contribute to the scientific community.
- Sustainable Future: We foster an understanding of the importance of sustainability and environmental stewardship, preparing students to make informed decisions that benefit society and the planet.
- Community Engagement: We build strong connections with the local and global community, engaging students in meaningful scientific projects and collaborations that extend beyond the classroom.
Fulbrook works collaboratively to achieve a dynamic and supportive learning environment that nurtures curiosity, critical thinking, and a lifelong understanding of science.
