Key Stage 3 Summary

The curriculum at Key Stage 3 aims to cover all the main areas of maths: Number, Algebra, Data, Shape and Space and Ratio & Proportion whilst linking it wherever possible to real-life situations and incorporating problem solving skills. It is being revamped to meet the needs of the new KS4 programmes of study. The curriculum at Key Stage 3 is split into different units of work and aims to build on skills already acquired at Primary School, with an emphasis on securing confidence in working with number. Consolidation of number skills is key to underpinning all other aspects of maths and therefore features heavily in all units of work. All lessons offer challenge and are differentiated according to needs of the group.

Year 7:

  • Analysing and displaying data
  • Calculating
  • Expressions, functions and formulae
  • Graphs
  • Factors and multiples
  • Decimals and measures
  • Angles and Lines  Unit 8: Measuring and shapes
  • Fractions, decimals and percentages
  • Transformations

**NOTE: These topics are representative of the current cohort of pupils. Topics may differ in future based upon KS2 and baseline assessments of individual cohorts.

Year 8:

  • Number properties and calculations
  • Shapes and measure in 3D
  • Statistics
  • Expressions and equations
  • Decimal calculations
  • Angles
  • Number properties
  • Sequences
  • Fractions and percentages
  • Probability

**NOTE: These topics are representative of the current cohort of pupils. Topics may differ in future based upon KS2 and baseline assessments of individual cohorts.

Year 9:

  • Number calculations
  • Sequences and equations
  • Statistics  Unit 4: Fractions, decimals and percentages
  • Geometry in 2D and 3D
  • Algebraic and real-life graphs
  • Multiplicative reasoning
  • Algebraic and geometric formulae
  • Probability
  • Polygons and transformations

**NOTE: These topics are representative of the current cohort of pupils. Topics may differ in future based upon KS2 and baseline assessments of individual cohorts.

Key Stage 4 Summary

All pupils in KS4 (Y10 to 11) are studying for the new GCSE examinations using the OCR specification which are graded 9-1.The exam has two tiers of entry; higher and foundation, with higher being graded 9-4 and foundation graded 5-1. The course is very demanding and there are new levels of challenge at both higher and foundation tiers. Some pupils are also entered for Entry Level depending on their ability.

Method of Assessment

3 written papers are taken in Year 11: each contributes 33.3% of the final grade. The first paper is Non-Calculator and the 2nd and 3rd papers are Calculator. Each paper is 1hour 30 minutes. There are 2 tiers of assessment: Foundation (grades 5-1) and Higher (9-4). Students are entered at the tier appropriate to their attainment and the school will recommend the level of entry.

GCSE (9-1) in Mathematics – Foundation tier

  • Number
  • Algebra
  • Graphs, tables and charts
  • Fractions and percentages
  • Equations, inequalities and sequences
  • Angles
  • Averages and range
  • Perimeter, area and volume
  • Graphs
  • Transformations
  • Ratio and proportion
  • Right-angled triangles
  • Probability
  • Multiplicative reasoning
  • Constructions, loci and bearings
  • Quadratic equations and graphs
  • Fractions, indices and standard form
  • Congruence, similarity and vectors


**NOTE: These topics are representative of the current cohort and ability of pupils. Topics may differ in future based upon the requirements individual cohorts. For example, pupils may access Entry level & Higher Tier topics if appropriate.

The curriculum covers all of the objectives set out by OCR and aims to stretch all of our learners, regardless of their mathematical ability. Assessments are used regularly to allow both staff and pupils to monitor progress and ensure pupils are working towards their target grade. It also highlights areas for revision both for individual or groups of students.
Further information about the new specification for OCR can be found by

Revision Websites – no login and password required. Lots of practice questions, quizzes, videos and 5-a-day. – no login and password required. Step by step examples covering every topic from each exam board with online sheets for pupils to complete which are marked by the computer. – examples and notes for pupils to use.
You-tube is also extremely useful for step-by-step videos on particular topics.


English at Woolston Brook School follows the National Curriculum and focuses on developing skills in Reading, Writing and Speaking + Listening. We also provide learner specific intervention across all key stages.


students will explore a variety of topics including: Myths and Legends, News Articles, Poetry, Narratives and Persuasive writing. Students reading skills will be developed from recognising and independently reading words, to finding information in a text and decoding meaning, to interpreting themes and ideas in different writing styles. The development of writing skills will focus on the communication of ideas and furthering spelling, punctuation and grammar skills including paragraphing, clauses with commas and using an active or passive voice. Students will also take part class discussions and role-play activities to develop their speaking and listening skills.

The GCSE course is AQA GCSE English Language.

The Key Stage 3 curriculum is tailored toward this qualification. The alternative Key Stage 4 programme is Step Up to English: Silver (E2) + Gold (E3), which is an access course to the GCSE.


Students will follow a rolling three-year programme tailor to suit the entry of students at any time during any academic year. The year begins with the exploration of a narrative (War Horse, Pig Heart Boy, Holes) and then explores topics such as Journeys, Campaigning and London Calling. Every year students will study a unit on reading and writing texts that Argue and Persuade and they will conclude the year with a unit exploring a play text (Humpty Dumpty, Shocking Shakespeare, DNA).


Students will learn through topics; in year 10 they explore Hunger Games, Homelessness and Teenagers and in year 11 they explore Blood Diamonds before moving on to exam preparation and a formal mock exam which is held at the end of January.

At the start of each school year, a baseline assessment will be completed to assess students current working levels. Students are continually and formally assessed every half term and this is fed back via grading sheets; these record what skill level was met, for each objective taught.

Formal assessment is broken down in to 20 core objectives. These form the framework of the five-year curriculum. Each of the 20 core objectives has been broken down in to 14 levels of skill matching pre-entry level, Entry Level and GCSE grading criteria.

The focus of learning is split between reading and writing skills: Students will learn how to identify meaning in a text, analyse how writers use language and structure and compare how writers communicate their views and perspectives. Students will also learn how to develop their fictional and non-fiction writing skills, this includes developing their use of language and punctuation, as well as writing in different formats including letters, articles, descriptions and narratives. Speaking and Listening skills are continually developed through class discussions and activities all of which are informally assessed throughout KS3+KS4, with a formal assessment in year 11 via an interview or presentation focused on work experience.

A five-year literacy programme is also taught to continually review and develop Spelling, Punctuation and Grammar (SPaG) skills, this is done by by having two SPaG focuses per half-term:

  • Basic Punctuation / Plurals
  • Ambitious Punctuation / Prefixes + Suffixes
  • Paragraphing and Sequencing / Double + Silent Letters
  • Linking + Structuring / Tricky, commonly misspelt or misused words
  • Grammar + Standard English / Which word?
  • Grammar + Standard English / Vowels


Key stage 2

During years 1-6, pupils should be taught to use the following practical scientific methods, processes and skills through teaching of the programme of study content.

Pupils in year 1 will cover topics:

  • Plants – common wild and garden plants, structure of plants.
  • Animals including humans – common animals (carnivore, herbivore and omnivore).
  • Everyday materials.
  • Seasonal changes.

Pupils in year 2 will cover topics:

  • Living things and their habitats – differences between living, dead and never been alive. Different habitats and food chains.
  • Plants – how seeds and bulbs grow.
  • Animals including humans – how offspring grow into adults, the importance of exercise and diet.
  • Uses of everyday materials.

Pupils in year 3 will cover topics:

  • Plants – different parts of plants, requirements for plants to life and growth and how water is transported in plants.
  • Animals including humans – nutrition, the skeleton and muscles.
  • Rocks
  • Light – reflection.
  • Forces and magnets.

Pupils in year 4 will cover topics:

  • Living things and their habitats – grouping living things.
  • Animals including humans – the digestive system.
  • States of matter.
  • Sound.
  • Electricity.

Pupils in year 5 will cover topics:

  • Living things and their habitats – different life cycles, reproduction in plants and animals.
  • Animals including humans – changes as humans develop.
  • Properties and changes of materials.
  • Earth and space.
  • Forces – gravity, levers and pulleys.

Pupils in year 6 will cover topics:

  • Living things and their habitats – classification.
  • Animals including humans – circulation and the impact of diets.
  • Evolution and inheritance.
  • Light – how light travels in straight lines.
  • Electricity – simple circuits.

Key Stage 3

Key stage 3 follow the AQA Science and cover a range of topics in biology, chemistry and physics.

Biology topics:

  • Movement
  • Cells
  • Breathing and digestion
  • Interdependence
  • Plant reproduction
  • Respiration
  • Photosynthesis
  • Variation
  • Human reproduction
  • Evolution
  • Inheritance

Chemistry topics:

  • Particle model
  • Periodic table
  • Separating mixtures
  • Elements
  • Metals and non-metals
  • Chemical energy
  • Types of reactions
  • Acids and alkalis
  • The earth
  • Climate
  • Earth resources

Physics topics:

  • Gravity
  • Speed
  • Contact forces
  • Pressure
  • Voltage and resistance
  • Current
  • Magnetism
  • Electromagnets
  • Energy costs
  • Energy transfers
  • Work
  • Heating and cooling
  • Sound
  • Light
  • Wave effects
  • Wave properties

Key Stage 4

Key stage 4 follow either OCR Entry Level or OCR GCSE combined science A Gateway (9-1).


The pupils are entered for the foundation tier where they can gain grades 5-5 to 1-1.

Content is split into 18 teaching topics B1-B6, C1-C6, P1-P6 and a practical activity skills topic CS7.


  • B1 – Cells level systems
  • B2 – Scaling up
  • B3 – Organism level systems
  • B4 – Community level systems
  • B5 – Interaction between systems
  • B6 – Global challenges.
  • C1 – Particles
  • C2 – Elements, compounds and mixtures
  • C3 – Chemical reactions
  • C4 – Predicting and identifying reactions and products
  • C5 – Monitoring and controlling chemical reactions
  • C6 – Global challenges
  • P1 – Matter
  • P2 – Forces
  • P3 – Electricity and magnetism
  • P4 – Waves and radioactivity
  • P5 – Energy
  • P6 – Global challenges

The qualification is a linear one with 100% external assessment.

Entry Level

Entry level is specially designed to meet the need of those pupils in Key stage 4 for whom courses leading to a GCSE examination do not represent a realistic or appropriate goal. The entry level is assessed into a combination of end- of- item tasks, can -do -tasks and a practical task.  They are internally standardised by the centre and externally moderated by OCR.

Biology items:

  • Dead or alive (cells)
  • Babies (reproduction)
  • Control systems
  • Fooling your senses
  • Gasping for breath
  • Casualty
  • You can only have one life – look after it
  • Body wars
  • Creepy crawlies
  • Extinction
  • My genes
  • Food factory

Chemistry items:

  • Physical or chemical change
  • Acids and alkalis
  • Everything in its place
  • Clear air and water
  • Novel materials
  • Sorting out
  • Lets get together
  • Heavy metal
  • Fuels
  • Are you overreacting
  • How fast? How slow?
  • CSI plus

Physics items:

  • Getting the message
  • Full spectrum
  • Medical rays
  • Hot stuff
  • Alternative energy
  • Nuclear power
  • Our electricity supply
  • Attractive forces
  • Pushes and pulls
  • Driving along
  • Fly me to the moon
  • Final frontiers

End – of – item tests equate to 72% of the total.

Can- do – tasks 8% of the total.

Practical task 20% of the total.

All the science curriculums can be found at:

Art & Design

‘Art develops spiritual values and contributes a wider understanding to the experience of life, which helps to build a balanced personality’

Bridget Riley, painter.

‘Art and design is not just a subject to learn, but an activity that you can practice with your hands, your eyes, your whole personality’

Quentin Blake, Children’s Laureate


Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a special way of understanding and responding to the world. It enables children to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes. Children become involved in shaping their environment through art and design activities.

They learn to make informed judgements and aesthetic and practical decisions. They explore ideas and meaning through the work of artists and designers, including current artist and fashion designers who visit the school on a regular basis. Through learning about the roles and functions of art, they explore the impact it has had on different times and cultures and contemporary life. The appreciations and enjoyment of the visual arts enriches all our lives at Woolston Brook School.

The aims of Art and Design at Woolston Brook School

  • All children, whatever their background and ability will have access to a varied range of high quality art experiences.
  • To provide an imaginative, innovative and coordinated art programme, which fosters a deep enthusiasm for art and design amongst the children.
  • To provide a broad arts provision which includes a programme of visits to galleries and museums.
  • To enable children to record from first-hand experience using observational drawing, photography and from their imagination to develop their ideas.
  • To improve the children’s ability to control materials, tools and techniques.
  • To increase their critical awareness of the roles and purposes of art and design in different times and cultures.
  • To develop increasing confidence in the use of visual and tactile materials.
  • To foster enjoyment and appreciation of all the visual arts and gain knowledge of artists, craftspeople and designers through links with the local and wider multicultural community.


Teaching and Learning

We use a variety of teaching and learning styles in art and design lessons. Our principal aim is to develop the children’s knowledge, skills and understanding in art and design. We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing their work using the inspiration of others’. As an art department we do this through a mixture of whole class teaching and individual, and group activities. Teachers draw attention to good examples of individual performance as role-models for other pupils. The year 11 GCSE art exhibition is used in all key stages as inspiration to demonstrate what can be achieved, by learning the elements of art and experimenting with a wide range of media and techniques. We encourage children to evaluate their own ideas and developments and to say what they feel and think about them. The children are given opportunities in lessons to work on their own and collaborate with each other, on projects in 2D and 3D and on different scales. Children also have the opportunity to work on a wide range of materials and resources, including photography and digital manipulation.

At Woolston Brook School we recognise the fact that we have children of differing ability in all our classes and so we provide suitable learning opportunities by matching the challenge of the task to each individual. We achieve this through a range of strategies which are differentiated by task and build on the specific interests of each child.



Pupils are taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

More information:


Pupils are taught to:

  • design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
  • understand several key algorithms that reflect computational thinking
  • use logical reasoning to compare the utility of alternative algorithms for the same problem
  • use two or more programming languages (Python and Scratch) to solve a variety of computational problems; make appropriate use of data structures.
  • design and develop modular programs that use procedures or functions
  • understand simple Boolean logic and some of its uses in circuits and programming
  • understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers
  • understand the hardware and software components that make up computer systems and how they communicate with one another and with other systems
  • understand how instructions are stored and executed within a computer system;
  • understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
  • undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
  • create, reuse, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.

More Information:


OCR Cambridge Nationals in ICT Level 1/2

Understanding Computer Systems Unit

On completion of this unit, learners will have gained the knowledge and understanding to use computers more effectively in a variety of different contexts including home, school and the workplace. Their regard for their own personal data security and for the security of the data of others will be increased and, overall, learners will be more informed users of computers making them more effective participators in business and social life.

Using ICT to create business solutions Unit

This unit will enable learners to develop ICT skills that will equip them to operate effectively in a business environment. Learners will use a wide range of applications that are commonly used in the workplace, schools, and in further and higher education. They will learn how to select the most appropriate software to complete tasks to meet specified business requirements in a variety of contexts. They will learn how to use software tools to handle data and communicate information for a range of business purposes, and how to apply formatting to enhance those documents to suit their purpose and intended audience.

More Information:

OCR Cambridge Nationals in Creative iMedia Level 1/2

Pre-Production Skills Unit

This unit will enable learners to understand pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process.  Planning is an essential part of working in the creative and digital media sector. This unit will enable learners to acquire the underpinning knowledge and skills needed to create digital media products and gain an understanding of their application. On completion of this unit, learners will understand the purpose and uses of a range of pre-production techniques. They will be able to plan pre-production of a creative digital media product to a client brief, and will understand how to review pre-production documents.

Creating Digital Graphics Unit

Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively. The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. On completion of this unit, learners will understand the purpose and properties of digital graphics, and know where and how they are used. They will be able to plan the creation of digital graphics, create new digital graphics using a range of editing techniques and review a completed graphic against a specific brief.

More Information:



Pupils develop knowledge about the world, the United Kingdom and their locality. They taught basic locational knowledge, place knowledge by looking at similarities and differences through studying the human and physical geography of Warrington in a contrasting village in India. In human and physical geography they learn about seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world. Pupils learn to use basic geographical vocabulary to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Topics also look at human features, including: city, town, village, factory, farm and house.  Pupils are introduced to world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. They also learn to use simple compass directions (North, South, East and West).  In the topics taught pupils work towards achieving their 50+ geography  objectives during their time in the Cardell in preparation for moving into KS3.


All KS3 pupils at Woolston Brook have one double lesson of Geography per week. As stated by the National Curriculum we aim to ”… inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives …” The topics studied in Years 7, 8 and 9 are:


  • Geography & Urbanisation
  • Settlement
  • United Kingdom
  • Weather and climate
  • Map skills
  • Rivers, Rocks and Glaciation
  • South America/Europe (similarities & differences)
  • Environmental Regions
  • Economic activity
  • Kenya and Africa
  • Map/atlas/globe/GIS skills.
  • China
  • India & Asia

Topics develop pupils locational knowledge, place knowledge, human and physical and geography and their geographical skills. There are also opportunities for fieldwork within this scheme of work.

As pupils are assessed through the school objective based system, they are also measured against the Geography Department’s own ‘Steps for Progression’.


All pupils at Woolston Brook start their examination course in Year 10 and follow the WJEC Entry Pathways Course leading to an Entry Level Certificate if all Assessment Criteria within each unit are successfully met.

The programme is coursework based and all students receive 1 double lesson per week contact time. To pass the full course they must study 4 extensive units, each of which is worth 3 or 4 credits. Students need a total of 8+ credits for the Award, and 13+ credits for the full Certificate.

Topics covered to enable successful completion of this course are:

Tourism including: What is tourism? Benefits and Problems and Eco tourism and sustainable development.

Plate Tectonics including: Where do volcanoes, earthquakes and tsunamis happen? How do people, agencies and governments respond? Reducing the impact of tectonic disaster.

Resources and the environment including: What is the environment problem? Non-renewable & renewable resources and what is climate change and its effects?

Europe, Population and Migration including: Where do people in the UK come from? What are the effects of migration? What is the EU and the comparison between countries in the continent of Europe. International & Development & World Issues are also looked in the development gap between a European and African country.

Each unit takes approximately a full term to cover. In Spring Term Year 11 ‘Folios of Work’ are completed by students for each topic. Marks are sent to the WJEC prior to the summer term deadline date. The exam board then select individual candidates work in each unit for external moderation.

Any additional information is available on request.  


N.C.F.E Employability Key stage 3&4

NCFE is a national Awarding Organisation, passionate about designing, developing and certificating, nationally recognised qualifications and awards.

NCFE Level 1 Award in Employability Skills (6 Credits)

NCFE Level 1 Certificate in Employability Skills (18 Credits)

These qualifications aims to develop and enhance skills required for the working environment and to improve learners’ confidence, personal effectiveness and communication skills in order to prepare them for employment and motivation,

To achieve this pupils take part in weekly time tabled sessions. Each lesson is tailored and modified so all pupils can access their learning and complete set work whilst also developing cross curriculum skills such as information technology and literacy.



Understanding Mindset (2 Credits)

(Optional units)

Managing your time = 2 Credits

Understanding personal finance = 2 Credits

Working as part of a teamwork=2 Credits

Job Application skills =1 Credit

Interview Skills = 1 Credit

Dealing with your first days at work = 1 Credit

Following instructions = 1 credit

Identifying processes and procedures at work = 1 credit

Working with Colleagues = 1 Credit

Writing a C.V = 2 Credits

Being Safe at Work = 2 credits

Understanding Motivation = 1 credit

Plus other optional units.

When your child has completed the course their work is internally moderated my senior member of staff and then officially credited by an external moderator from N.C.F.E. Pupils will then receive a certificated level 1 qualification displaying the number of credits that they have achieved.

More Information

To view an example of the type of work your child may complete please access this hyper link

Food Technology

Learning about food, how to prepare it and the principles of a healthy diet is important for every child. Every year, the NHS spends £10billion treating people with diet-related illnesses, from obesity to diabetes to heart disease. Almost 20 per cent of children are obese by the time they leave primary school, and families on lower incomes tend to be the most disadvantaged in terms of their culinary knowledge and skills.

Cooking and nutrition falls within the design and technology curriculum. The new curriculum aims to teach children how to cook, with an emphasis on savoury dishes, and how to apply the principles of healthy eating and good nutrition. It recognises that cooking is an important life skill that will help children to feed themselves and others healthy and affordable food, now and in the future, potentially halting – and even reversing – the growth of diet-related illnesses.

Key stage 2

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Key stage 3

  • understand and apply the principles of nutrition and health
  • cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
  • become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
  • understand the source, seasonality and characteristics of a broad range of ingredients
  • Key stage 4Website that is very useful and as a school we use there recipes every
  • All pupils have the opportunity to participate in practical lessons. Pupils that have expressed a wish not to do this are offered WJEC units in Independent Living in Food and Health; Food Preparation ,Cooking and Serving and Health ,Safety and Hygiene.