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Key Stage 3 - England

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Key Stage 3

Table 2 cross references each of the International Days to the statutory areas of the Key Stage 3 school curriculum in England. Using this table with the extracts of the National Curriculum programmes of study below will assist colleagues in making optimum use of UNA-ID within their schools.

The links for Citizenship, which are more extensive, are included here

Art and Design

Purpose of study

Inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

Aims

  • produce creative work, exploring their ideas and recording their experiences;
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques.

Pupils should be taught:

  • to use a range of techniques and media, including painting;
  • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work.

Biology

Nutrition and digestion

  • content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed;
  • calculations of energy requirements in a healthy daily diet;
  • the consequences of imbalances in diet, including obesity, starvation and deficiency diseases.

Reproduction

  • reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta.

Relationships in an ecosystem

  • the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops;
  • the importance of plant reproduction through insect pollination in human food security;
  • how organisms affect and are affected by, their environment, including the accumulation of toxic materials.

Chemistry

Earth and atmosphere

  • the composition of the earth;
  • the structure of the Earth;
  • the rock cycle and the formation of igneous, sedimentary and metamorphic rocks;
  • Earth has a source of limited resources and the efficacy of recycling;
  • the carbon cycle;
  • the composition of the atmosphere;
  • the production of carbon dioxide by human activity and the impact on climate.

English

As well as being a subject discipline, English is the medium for learning and teaching across the entire school curriculum and is integral to every subject area. All of the UNA-ID secondary learning activities provide meaningful, relevant and motivating contexts for developing spoken language, reading, writing and vocabulary. 

Reading

Pupils should be taught to:

  • develop an appreciation and love of reading, and read increasingly challenging material independently through reading a wide range of fiction and non-fiction;
  • understand increasingly challenging texts through learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries;
  • make inferences and refer to evidence in the text;
  • know the purpose, audience for and context of the writing and draw on this;
  • check their understanding to make sure that what they have read makes sense;
  • read critically through: knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning.

Writing

Pupils should be taught to write accurately, fluently, effectively and at length for pleasure and information through writing for a wide range of purposes and audiences, including:

  • stories, scripts, poetry and other imaginative writing;
  • notes and polished scripts for talks and presentations;
  • a range of other narrative and non-narrative texts, including arguments, and personal and formal letters;
  • summarising and organising material, and supporting ideas and arguments with any necessary factual detail;
  • planning, drafting, editing and proof-reading;
  • considering how their writing reflects the audiences and purposes for which it was intended;
  • amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness paying attention to accurate grammar, punctuation and spelling.

Grammar and vocabulary

Pupils should be taught to consolidate and build on their knowledge of grammar and vocabulary through:

  • using Standard English confidently in their own writing and discussing reading, writing and spoken language with precise and confident use.

Spoken English

Pupils should be taught to speak confidently and effectively, including through:

  • using Standard English confidently in a range of formal and informal contexts including classroom discussion;
  • giving short speeches and presentations, expressing their own ideas and keeping to the point;
  • participating in formal debates and structured discussions, summarising and/or building on what has been said.

Geography

Locational knowledge

  • Extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world.

Human and physical geography

Understand through the use of detailed place-based exemplars at a variety of scales, the key processes in:

  • Weather and climate including the change in climate from the Ice Age to the present
  • Population;
  • International development;
  • Economic activity;
  • The use of natural resources.

Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.

History

Ideas, political power, industry and empire: Britain 1745-1901

  • Britain’s transatlantic slave trade: its effects and eventual abolition;
  • Party politics, extension of the franchise and social reform.

Challenges for Britain, Europe and the wider world 1901 to the present day

  • The Holocaust

Languages

A high quality languages education should further pupils’ curiosity and deepen their understanding of the world.  They should be encouraged to express their ideas and thoughts in another language and develop the breadth and depth of their listening, speaking, reading and writing. 

Science

Working scientifically

Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science. This will include understanding the uses and implications of science today and in the future.