KS3 Foundation at Newhaven School
KS3 Curriculum Vision at Newhaven
Key Stage Three aims to develop the whole child by providing a rich, engaging and diverse curriculum experience. So that students feel well-valued, confident and equipped to manage the ever-changing world around them. Through a Project based approach, we provide meaningful ‘real world’ learning experiences that not only harness their creativity and independence but also develop their love of learning and curiosity.
- Students will have opportunities to complete real-life learning through trips, visits and workshops linked to learning within the classroom.
- Students will engage in a subject-rich curriculum devoted to providing tailored activities that provide stimulation for students to be inquisitive and curious and find a love of learning.
- Project learning will allow students to develop their investigative skills and challenge their perceptions and understanding of the world around them.
KS3 Curriculum Brief Overview
|Foundation A||Projects x8||English x4||Maths x4||Science x3||Other subjects x6|
|Term 1||Brazil in all its glory||Non-Fiction (Letters)||Numbers||Detectives (Genes, Reactions)||Forest School (Discovery 1) RSHE (Families) Life Skills (Travel Training) PE (Basketball) ADT (Tone)|
|Term 2||Exploring 26.2 miles of history||Non-Fiction (Culture)||Simple equations||Inspiring People, Great Inventions (Electromagnets, earth, reactions, genes, forces)||Forest School (Discovery 2) RSHE (Respectful relationships - Friendships) Life Skills (Money Matters) PE (Boxing) ADT (Colour)|
|Term 3||Make yourself a fakeaway||Adventure (Varjak)||Measuring||Your vote counts (Earth, eco-systems)||Forest School (Exploration 1) RSHE (Online safety) Life Skills (Careers) PE (Badminton) ADT (Shape and form)|
|Term 4||Street World: Urban Art and Culture||Adventure (Survivor)||Shapes 2D and 3D||Exploration (Earth, waves, genes)||Forest School (Exploration 2) RSHE (Being safe) Life Skills (Travel training) PE (Gymnastics) ADT (Texture)|
|Term 5||How ‘real’ is the ‘real world’?||Mystery (London Eye)||Ratio, proportion and fractions||My Health Matters (Genes, Organisation, Ecosystems)||Forest School (Team building 1) RSHE (Healthy living) Life Skills (Money Matters) PE (Volleyball) ADT (line)|
|Term 6||Hit ‘Shift’ to begin: Game design||Poetry||Statistics||Connections around me (Ecosystems)||Forest School (Team building 2) RSHE Respectful relationships (Intimate relationships) Life Skills (Independent living) PE (Rounders/ Athletics) ADT (practice)|
|Foundation B||Projects x8||English x4||Maths x4||Science x3||Other subjects x6|
|Term 1||Exploring 26.2miles of history||Non-Fiction||Numbers (read, order, compare, add, subtract, multiply and divide, 2 or 3 step equations)||Detectives (Genes, Reactions)||Forest School (Discovery 1) RSHE (Families) Life Skills (Travel Training) PE (Basketball)|
|Term 2||Make yourself a fakeaway||Non-Fiction||Simple algebra equations (simple formulae, missing number problems)||Inspiring People, Great Inventions (Electromagnets, earth, reactions, genes, forces)||Forest School (Discovery 2) RSHE (Respectful relationships - Friendships) Life Skills (Money Matters) PE (Boxing)|
|Term 3||Street World: Urban Art and Culture||Adventure||Measuring (Conversion, perimeter, area)||Your vote counts (Earth, eco-systems)||Forest School (Exploration 1) RSHE (Online safety) Life Skills (Careers) PE (Badminton)|
|Term 4||How ‘real’ is the ‘real world’?||Adventure||Shapes 2D and 3D (identify, compare and classify shapes and angles)||Exploration (Earth, waves, genes)||Forest School (Exploration 2) RSHE (Being safe) Life Skills (Travel training) PE (Gymnastics)|
|Term 5||Managing your finance||Mystery||Ratio, proportion and fractions (simple ratio, order fractions, fraction equations)||My Health Matters (Genes, Organisation, Ecosystems)||Forest School (Team building 1) RSHE (Healthy living) Life Skills (Money Matters) PE (Volleyball)|
|Term 6||Hit ‘Shift’ to begin: Game design||Poetry||Statistics (data collection, data analysis, present data)||Connections around me (Ecosystems)||Forest School (Team building 2) RSHE Respectful relationships (Intimate relationships) Life Skills (Independent living) PE (Rounders/ Athletics)|
In project-based learning, students are the center of learning and are learning actively to improve their competencies. 
Project-based learning is the method that places students at the center of the learning process. 
Out of these contemporary modern methods, project-based learning or PJBL has been widely recognized as a collaborative, progressive, student-centered, interactive, active and deep learning approach, particularly for engineering education. Learning resources on project-based learning models is multi-dimensional. The project task is lifted from the real problems to provide opportunities for students to improve their ability and to understand the implementation of the competence that is being studied. 
Project-based learning (PJBL) provides opportunities for students to build these qualities and more deeply learn traditional academic content and understand how it applies to the real world.
(Jalinus, Nabawi and Mardin, 2017)
Title: Brazil in all its glory
Subjects: Geography, Food, ADT, Science, Enrichment, Social Communication, Music
Purpose: For students to gain an understanding of the geography and demographic of Brazil. To develop an understanding of the Brazilian culture and history.
Decolonisation: The study of Brazilian cultures, looking at the tribes of the Amazon. Understanding the food, music and art of Brazil.
4 Characteristics: Consider other world celebrations that celebrate culture and diversity. Their purpose and links to Carnivale
Outside agency work: Visit to the Horniman museum, Samba workshop
- Air steward/cabin crew
- Travel Agent
- Beauty therapy
- Costume Design
- Farm worker/Labourer
Title: Exploring 26.2 Miles of history
Subjects: History, ADT, Geography Science, Food, Travel Training, Emotional Regulation, Enrichment, Performing Arts
Purpose: To study the history and purpose of the London Marathon and its development of inclusivity and sustainability impact.
Decolonisation: Links to the Olympics and Paralympics. Working with charities with a focus on inequalities.
4 Characteristics: The introduction of the non-binary gender category in 2022.
Outside agency work: A charity workshop/ activity – Raising money for a charity linked to the London Marathon.
- Personal Trainer
- Fundraiser/Charity Work
- Police Officer
- Taxi Driver
Title: How real is the 'Real World' we live in?
Subjects: Geography, Religious Studies, Digital Literacy, ADT, Performing Arts, Computing, DT (Graphics), Social Communication, Enrichment
Purpose: For students to be able to unpick and scrutinise things that they see in the media. Developing skills in Photoshop and understanding digital literacy better.
Decolonisation: Portrayals in the media, looking at what is being shown vs things that are being missed.
4 Characteristics: Portrayal of women in the media and ideas around appearance?
Outside agency work: Childnet online safety workshop (https://www.childnet.com/teachers-and-professionals/booking-a-childnet-visit/)
- Graphic Design
- Digital Media
- Web Developer
- Social Media Assistant