Knowledge underpins all learning and developing a knowledge rich curriculum is at the cornerstone of all curriculum development. At TDMS, the Key Stage 3 curriculum promotes the development of knowledge first, so that students are able to call upon the most valued and valuable knowledge in each subject area when required to apply them to broader problems. Subjects have identified core content and knowledge that students are expected to learn in each year group through subject experts, collaborative planning and shared expertise across our Trust. This shared approach allows us to identify and prioritise most valued and valuable knowledge in subject areas. Coupled with the application of this knowledge in subject specific approaches we can focus not simply on the things students need to know, but also the key question: ‘What makes a good mathematician / geographer / music student etc?’

In order for students to be able to access the curriculum in its entirety they need to be able to read to at least their chronological age. Development of the reading of more challenging texts is a priority for the curriculum and there are regular opportunities for students to read and respond to a variety of texts. In addition, at each Key Stage, all subjects teach new vocabulary explicitly and students are expected to learn this vocabulary routinely. Due to its importance in developing a students’ overall literacy, we have designated 30 minutes of homework per night to reading. We also encourage reading through the following whole-school strategies:

• The ‘Thinking Reading’ programme
• The ‘Tutor Reads’ programme – where time is dedicated to individual and whole-class reading
• Targeted reading interventions for those who need additional support
• The school Literacy strategy, which develops whole-school approaches to reading

Mathematics is an interconnected subject in which students need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but students should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

The expectation is that the majority of our students will move through the programmes of study at broadly the same pace. However, decisions about when to progress will always be based on the security of students’ understanding and their readiness to progress to the next stage. Students who grasp concepts rapidly are challenged through our mastery curriculum to develop greater depth; which offer rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material are supported through small group interventions through PIXL therapy sessions to help consolidate their understanding, including through additional practice and scaffolding learning within our classrooms, before moving on.

We want our students to have the skills, knowledge and values to get ahead in education and life more generally. We believe we have a duty to fill gaps in students’ cultural capital if they are to access the curriculum in its entirety. The purpose of our curriculum is to ensure we are giving our students an education
which allows them to successful engage in society. By ensuring we have a knowledge rich curriculum, we can be confident that when students leave TDMS they will have the knowledge to understand, communicate and continue to learn in today’s society. As Pritesh Raichura writes

“the job of the teacher is to teach a curriculum which opens up a world of wonder and beauty from people of all creeds and colours, far beyond the narrow experience of an individual child.”

Cultural capital is crucial to students’ development, not just in terms of academic success but also in their ability to contribute to the wider community and for their quality of life. Our curriculum will, therefore, explicitly teach this additional shared and valued knowledge, through lessons, the Personal Development curriculum, Tutor Time activities and extra-curricular opportunities.

The Ethics curriculum follows the new Relationships, Sex and Health (RSHE) statutory curriculum and we have ensured a strengthened focus on an age-appropriate coverage of respectful relationships, sexual violence and peer-on-peer abuse. All students follow courses in Personal Development and Relationship and Sex Education. The curriculum covers topics such as heathy relationships, anti-bullying, mindfulness and mental wellbeing, drugs education and citizenship. In addition, subjects have identified opportunities to develop spiritual, moral, social and cultural (SMSC) awareness within their units of learning. One such example might be teaching students to keep safe online in ICT lessons.

The timetable for Key Stage 3 is based on a two-week cycle and comprises a 25 period week with 5 periods per day (3 in the morning and 2 in the afternoon). Each period lasts 60 minutes and all lessons are single periods. The number of lessons allocated to each subject in Years 7, 8 and 9 is shown in the table below.

Year 7

Year 8

Year 9

* This is the equivalent hours per cycle for these subjects as art, drama, food, and D&T will be delivered on a carousel format. 

Students choose their options in Year 9. The curriculum at Key Stage 3 is planned to prioritise knowledge-based learning. Students will also apply their knowledge by developing the domain specific skills essential for success in each subject. For example, problem solving in Maths, essay writing in English and evaluation in Science. We believe that this knowledge focus in Key Stage 3 ensures our students garner the requisite sound knowledge base and an opportunity to practise the application of this knowledge, before we begin to master skills in a more specific way at Key Stages 4 and 5. In addition, this provides an opportunity for students to develop a deeper and broader understanding of their subjects and have the required solid foundations for success in the next Key Stage.