The Chantry School

The Chantry School

Excellence in all

Excellence for all

Excellence in all

Excellence for all



The art department provides a balanced and broadly based art curriculum which is designed to develop enquiring minds and enthusiasm for art subjects. We provide our pupils with the opportunity to gain confidence in themselves and in their ability to create and take part in art based activities. The Chantry is fortunate to be located within an area of great natural beauty and with a wealth of historical sites. We, therefore, strive to create an Art curriculum that echoes this and also embraces and raises awareness of the cultural diversity found throughout Britain. We aim to foster an appreciation for art, enabling our pupils to understand the role that they play not only in school, but also in the local community and the working world.

The art curriculum will ensure that all pupils are taught the formal elements of line, tone, form, colour and texture in ways that allow them to use these to record what they see and design what they imagine. All pupils access a wide range of 2D and 3D techniques, both traditional and experimental and develop skills within these. They will experience a range of work by artists, craftspeople and cultures from different times and places. Emphasis is placed on developing the skills and confidence to express individual ideas and feelings through Art and pupils are encouraged to evaluate their own and other’s work. Opportunities are provided for pupils to explore ideas and concepts relevant to their experiences and develop thinking skills for life.

• Painting and drawing: Self Portrait covering all formal elements of drawing
Contextual study: Pointiliists, Fauvism
• Printmaking: Polyprint, composition of patterns, focus on mark making skills for drawing tasks
Contextual study: Mehndi designs
• Ceramics: Alphabet tiles using choice of theme
Contextual study: William de Morgan

• Painting and drawing: Movement using tonal and mark making observational studies. Watercolour and mixed media
Contextual study: Italian Futurist paintings
• Printmaking: Linocut of four colour African designs based on fruit. Focus on multi-colour mark making skills for drawing tasks.
Contextual study: African textile designs
• Ceramics: Slab-built organic vessel. Tonal drawing using ink and graphite.
Contextual study: Antoni Gaudi, Green Man carvings

• Painting and drawing: Mixed media pattern composition. Is it really beautiful? Attractive colourful artefact made from scary objects.
Contextual study: Damien Hirst
• Printmaking: Linocut using two colours with focus on cutting.
Contextual study: Contemporary lino/woodcut printmakers
• Ceramics: More complex slab built vessel. Theme: surfaces, textures and patterns
Contextual study: Use contemporary designers for form of vessel. e.g. Walter Keeler


With the increasing importance of digital technologies in our modern society, the KS3 Computing programme of study is an important step to pupils making sense of this complex world and to be suitably prepared to opt for further study at GCSE level. The subject covers a broad range of topics from using technology effectively and safely to being able to program new digital products. Pupils have the opportunity to gain a wide range of skills and knowledge through a mixture of practical and theory tasks and to relate their learning to real world examples.

Pupils will gain a range of Computing skills covering the three strands of:
– Computer Science,
– ICT, and
– Digital Literacy
Pupils will develop their skills in computer programming by learning through visual interfaces in Year 7 and progressing to write their own code in text based languages by the end of Year 9. They will learn how to use a variety of key software tools and programs, from presentation applications to spreadsheets and databases. They will also develop the skills to identify how to keep themselves and others safe when using technology.

• Kodu: visual 3D game programming
• Small Basic: an introduction to text programming
• Computing Basics: introduction to hardware, software, networks and binary code
• Spreadsheet modelling: learning key spreadsheet skills to demonstrate the costs of keeping a pet
• BBC Microbit: Coding a physical device
• Digital Lives: looking at usage of devices, cyber bullying and talking safely online.

• Website HTML & CSS: developing websites by writing HTML Code
• Scratch: using block coding to explore a wide range of programming skills
• Spreadsheet quiz: learning more advanced spreadsheet skills to automate a quiz
• Python Introduction: using an industry standard text based programming language
• Control Systems: using flowchart software to simulate a range of working systems
• Digital Lives: exploring online persona, internet addiction and understanding the law and using digital devices.

• Python Intermediate: learn more advanced programming skills such as writing to files and functions
• Cyber security: explore the world of cyber-crime and how we can keep our personal information safe
• Data Representation: learn how images, text, numbers and music are stored in a way computers can
• App Creation: create a web app that will work on your smartphone
• Digital Lives: exploring the effects of digital footprints, what is fake news, and mental health and wellbeing in the digital age.
• Printmaking: Linocut using two colours with focus on cutting.
Contextual study: Contemporary lino/woodcut printmakers
• Ceramics: More complex slab built vessel. Theme: surfaces, textures and patterns
Contextual study: Use contemporary designers for form of vessel. e.g. Walter Keeler

Design and Technology

Our aim is to provide a varied and stimulating range of projects and experiences which cover the assessment objectives in the national curriculum. All work is based around the fundamental principles of designing, making, gaining technical knowledge, evaluating, cooking and nutrition. Year 7 and year 8 will be divided into six modules based around food, graphics and resistant materials. Pupils will rotate around these every six weeks.
In Year 9 pupils will rotate once around the subjects over 8 weeks. This is designed to help them with their GCSE option choices and ensure breadth and balance of curriculum. In the summer term, Y9 pupils who have opted for a D&T subject at GCSE will study in their chosen area while the others will be given a free choice.

Designing skills: Pupils will learn how to research briefs, analysing existing products, investigate professional designers and develop their own specifications. They will generate design solutions by hand and by using modern methods.
Making skills: Pupils will work in a variety of media including paper, card, wood; metal and plastic.
Evaluate: Pupils will be taught how to evaluate their own and others products to help inform their designing.
Technical Knowledge: Pupils will learn the theory and language that under-pins the subject.
Cooking and Nutrition: Pupils will learn the principles of food and nutrition. They will prepare and cook a variety of mainly savoury dishes.

Food: Pupils will make healthy salads, pizzas and a variety of other dishes. They will learn how to select, prepare and cook a variety of ingredients. All learning is underpinned by the principles of the ‘eat-well’ plate and good nutrition.

Graphics: Pupils will make graphic products like CD covers, blister packaging, ‘pop-ups’, desk tidies and will learn typography, formal drawing techniques, computer aided design and about new technologies.
Resistant materials: Pupils will make products in metal and plastic, learn how to construct kits, assemble simple circuits and develop designs. They will also spent time developing their workshop skills, confidence and creativity.

Food: Pupils will make more complex dishes, develop their nutritional knowledge, adapt recipes and cook cultural food.
Graphics: Pupils will consider the environment, social and moral issues in product design and continue developing their skills.
Resistant Materials: Pupils will learn about wood, manmade boards, smart materials and simple systems and control.

Food: Pupils will learn about food miles, ethical trading, sourcing ingredients, local suppliers and seasonal ingredients.
Graphics: Pupils will learn more advanced graphical techniques and how to incorporate modern technology like computer control into products such as point of sale displays.
Resistant Materials: Pupils will learn the principles behind structures and use this knowledge to solve some structural problems. Team-working will be part of this unit.


Drama is a practical subject designed to give pupils the opportunity to work amongst each other and express themselves in a safe environment. Through drama pupils explore the world in which we live and gain indispensable skills needed for lifelong learning. Drama helps develop personal qualities such as group work, the ability to communicate and co-operate effectively with others. Building self-confidence is at the core of the subject expanding their social awareness, empathy, values and attitudes. Pupils discover the world of theatre and gain the skills needed to be an accomplished, confident performer. They will understand and participate in the creative process required to produce successful performance work and will show appreciation of the art form through personal reflection and evaluation.

The key stage three course is designed to provide pupils a range of experiences in order for them to learn new skills and develop their knowledge and understanding of drama. Pupils will broaden their creativity and imagination whilst enhancing their own personal qualities. There are a variety of performance skills pupils will be introduced to and trained to improve upon throughout the course, the use of dramatic techniques to make performance work interesting and effective as well as gaining a knowledge of text and playwrights intentions. Pupils will explore different styles and genres of theatre and will be able to put this knowledge into practice through their performance work.

Performance skills and techniques through;
• Non-verbal communication
• Genre: Commedia dell’Arte
• Script work: The Terrible Fate of Humpty Dumpty/My Teachers a Troll

• The Murder of Charlotte Dymmond
• Script work: Our Day Out
• Superhero’s / Jo’s Story/The Face

• Cycle 1 : Introduction to key practitioners: Stanislavski and Brecht.
• Cycle 2: Applying techniques/style of performance.
• Cycle 3:TIE/devising


The English curriculum in Year 7 aims to provide a smooth transition from primary by building on communication skills in reading, writing, speaking and listening through a range of schemes. Throughout Key Stage Three, pupils focus on improving their analytical skills by exploring a variety of fiction and non- fiction texts of incremental complexity, sophistication and challenge. Written work is produced for a wide range of purposes and audiences, with an increasing emphasis placed upon technical accuracy. Our schemes of work link explicitly and proportionately to the assessment objectives which underpin our GCSE courses. Where possible, students are encouraged to communicate using real-world contexts. A particular focus is placed on reading for pleasure and building reading and writing stamina in preparation for the extended tasks which are a requirement of GCSE level study.

The importance of reading – for information, for pleasure and for personal and spiritual growth and development- lies at the heart of our curriculum and is supported by our Accelerated Reader programme in Years 7 & 8.
In Year 9, pupils begin to explore some of the set texts which are a requirement of the GCSE in English Literature.

Key skills:
• Information retrieval
• Inference and deduction
• Analysis and Evaluation
• Writing for a specific purpose and audience
• Writing with clarity and sophistication of expression
• Writing in a way which is technically accurate
• Independence in proof reading and editing
• Structure and organisation of written texts
• Speaking and listening

• Understanding the writer’s craft
• Writing stories
• Poetry on a theme (characters on the edge)
• Reading and writing non- fiction texts
• An introduction to Shakespeare

 Gothic Literature
• Writing to present a point of view (social networking)
• Poetry on a theme (Place)
• Literary non- fiction texts
• The Modern Novel

• “Lord of the Flies”
• Writing to present a point of view
• Narrative/ descriptive writing
• Poetry (themed poems from AQA anthology)
• Unseen poetry
• Literary /non –fiction texts

GCSE course starts in Year 9


Pupils will develop 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. They should develop and deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Pupils will develop a wide range of skills in geography. They will build on their knowledge of globes, maps and atlases, and apply and develop this knowledge routinely in the classroom and in the field. Pupils will interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs. They will use Geographical Information Systems (GIS) to view, analyse and interpret places and data. Fieldwork is an essential part of studying geography and pupils will be given the opportunity to participate in a wide range of fieldwork opportunities. From this they will collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.

• Should more housing be built in Martley? (Rural geographical investigation)
• Investigating the UK – What makes us British?
• Extreme Places – Does the UK have extreme places?
• How can we tackle River Severn flooding?
• Geology Detectives – What was Martley like in the past?
• Where do we go on holiday?

• Should we save Happisburgh? (Coastal investigation)
• Dying for a biscuit? (Rainforests and ecosystems)
• Will the slumbering giant awaken? (Volcanoes)
• Will China be the next superpower?
• Are we losing our high-streets?
• How many people?

• The day the Earth rocked – Earthquakes (Japan 2011)
• Virtual fieldtrip/Microclimate investigation/Glaciation (TBC)
• Will the sustainable development goals change the world? (Development)
• How can we tackle global warming?
• Is extreme weather becoming more frequent?
• Do we get our food from the right places? (Globalisation and Food miles).


History is about people and is unique in the way their behaviour takes centre stage every lesson. It helps us learn what it is to be human. It can also give pupils an understanding of how things came to be as they are and helps us to understand our own and other societies in the world. History can enable us to question and make sense of our locality and is a subject that is all around us. History can also bring a sense of identity and belonging, a pride in our heritage and achievements as well as recognising failings and mistakes.

History encourage us to think and reflect. It helps us to make our own interpretations and decisions about people and their behaviour. It involves critical and analytical thinking and is an enquiry. It therefore supports the asking of big and small questions about people in the past. History encourages us to be responsible and respect each other’s views and interpretations. History involves the purposeful enquiry and use of a range of sources to draw conclusions and build meaningful narratives. It also helps support literacy development with use of a variety of forms of reading, writing and debate.

Who are we?(Work, society and beliefs) – A sample of how identity and life has changed in Britain
• Typical life in a Medieval village
• Medieval Worcester
• Religion and beliefs in Medieval world
• Mary Tudor
• London in 1660s and 1858
• The Titanic
• Goodrich Castle

Development study: Power and Protest
• Tudor Royal progress to Kenilworth and Worcester, 1575
• The Norman Conquest and settlement
• Medieval Kingship – King John and Henry II
• The rise of Parliament
• The Civil War and execution 1649
• The rise of protest in the 1800s including Tolpuddle and Chartism
• The Suffragettes

Theme: Conflict and Cooperation
• The First World War including Gallipoli and the Somme
• The Peace settlement
• The rise of fascism in Germany
• Hitler’s Germany 1933-1939
• The Holocaust – focus on Warsaw 1939-45 especially
• Trans-Atlantic slave trade
• Resistance and abolition of slavery – focus on 1800s
• Emancipation and segregation 1865-1965
• The fight for civil rights 1955-1968 and after.


Our KS3 curriculum aims to lay solid foundations to enable each student to reason mathematically and solve problems successfully. Throughout KS3 pupils will study a variety of topics covering number, algebra, ratio and proportion, rates of change, geometry, measure and probability. Each year they will develop the breadth and depth of their knowledge based upon their existing understanding of a topic. Pupils will be given a variety of tasks to help them develop, choose and apply the mathematical skills that they will need in later life.

In addition to learning basic mathematical facts, pupils will be taught how to interpret questions, select the mathematics required and solve the problem. They will also be able to interpret their results and comment on them in respect of the original question. As mathematics is an interconnected subject, pupils will be able to draw upon a variety of skills and apply them in context.

• Whole numbers and decimals.
• Perimeter and area.
• Expressions and formulae.
• Fractions, decimals and percentages.
• Angles and 2D shapes.
• Graphs.
• Four operations with number.
• Statistics.
• Sequences.
• Constructions and 3D shapes.
• Ratio and proportion.
• Probability.
• Equations.
• Factors and multiples.
• Transformations.

• Whole numbers and decimals.
• Measures, perimeter and area.
• Expressions and formulae.
• Fractions, decimals and percentages.
• Angles and 2D shapes.
• Graphs.
• Mental calculations
• Four operations with number.
• Statistics.
• Sequences.
• Constructions and 3D shapes.
• Ratio and proportion.
• Probability.
• Equations.
• Factors and multiples.
• Transformations.
• Written and calculator methods

• Whole numbers and decimals.
• Measures, perimeter and area.
• Expressions and formulae.
• Fractions, decimals and percentages.
• Angles and 2D shapes.
• Graphs.
• Mental calculations.
• Decimal calculations.
• Four operations with number.
• Statistics.
• Sequences.
• Constructions and Pythagoras.
• Ratio and proportion.
• Probability.
• Equations.
• Powers and roots.
• Transformations and scale.
• Written and calculator methods.
• 3D shapes and trigonometry.

Modern Foreign Languages

The curriculum in Key Stage 3 gives pupils the linguistic competence to communicate on a broad range of topical themes. It aims to develop an awareness and appreciation of other cultures, preparing them to be active global citizens. Our Key Stage 3 curriculum is stimulating and challenging in preparation for the rigours of GCSE and future language learning. (Pupils have the opportunity to participate in exchanges to France and/or Germany allowing them to experience and use their language in real life situations).

Pupils will develop skills in listening, reading, writing and speaking in French and/or German. They will acquire grammatical understanding which will permeate all skill areas. The curriculum will progress from word and statement level through to communicating independently using a broad range of extended language. Pupils will access a wide range of stimuli to build their confidence and resilience in listening to and reading authentic materials. High levels of accuracy will be promoted across all skill areas.

• Personal Information
• Descriptions of other people
• Where I live
• Free time
• School

• Holidays
• Food and drink
• TV Programmes
• School Life

• Health and Fitness
• Daily Routine
• Youth Issues
• Media
• Plans for the future
• Environment


Music is a universal language that brings people together from all backgrounds and cultures. At The Chantry School we promote a life-long enjoyment of the subject, encouraging pupils to explore a broad range of musical styles and develop personal skills. The three main areas of performing, composing and listening use the whole brain in developing hand-eye co-ordination, technical skill, aural perception and creative thinking.
Lessons are delivered in a wide range of task levels to ensure everyone can succeed. We have excellent facilities featuring practice rooms, recording equipment, a computer suite, a large selection of instruments and a busy extra-curricular programme.

The Key Stage three music course is designed to equip pupils with a range of performing, composing and listening skills as well as a deep understanding of musical language and processes. Pupils gain experience in keyboard, vocal, guitar, drumming and music technology techniques. Pupils are also able to learn instruments with our instrumental tutors on a one-to-one or small group basis. This can be arranged through the head of music.
As young composers they learn to explore their imagination and creativity whilst developing their knowledge and understanding of musical language.
Pupils will also develop analytical skills through a process of evaluation, comparison and critique. Music is a practical subject with a strong academic thread involving music history, music theory, musical devices and conventions. The Key Stage three course focuses on skills and knowledge pupils will need at Key Stage four, providing a good foundation for GCSE Music.

Topics: The Great Classics, Folk Music, Leitmotifs
• The Great Classics- Keyboard workshop, Orchestral music, Listening activities, Music Theory.
• Folk Music- Time Signatures, Rhythm work, Folk Dances, Irish Jig, Keyboard and computer work.
• Leitmotifs- Film character themes, scales and expressive elements in composition work.

Topics: Vocal Project, Night Music, Guitar Workshop
• Night Music- Beethoven study, Moonlight Sonata, Keyboard work, Horror music, computer work.
• Vocal Project- Vocal music, vocal techniques, Group singing, Recording voices, Voice Types.
• Guitar Workshop- Guitar techniques, Chord diagrams, Tabulature, Guitar performance and composition.

Topics: Song Writing, Club Dance, Soundtracks
• Song Writing- Song structure, Hooks, Word Painting, GCSE Composition exercises
• Club Dance- Music technology, loops and sound effects, music editing, multi-tracking.
• Soundtracks- Descriptive music, working with film, enhancing a moving image, expressive effects.

Physical Education

Physical Education prepares children to be physically and mentally active, fit and healthy for life. There are many benefits pupils receive from a quality PE program such as improved physical fitness, skill and motor skills development because of being physically active for sustained periods of time. Participating in regular physical activity can teach self discipline, give experience in setting goals to achieve, as well as improve self confidence and self esteem. Engaging in physical activity and competitive sports can influence moral development, leadership and improved cooperation with others

Pupils are taught to use a range of tactics and strategies to overcome opponents in direct competition through team and individual games. Throughout lessons, pupils develop their technique and improve their performance in other competitive, as well as take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group. An important aspect of a physical program is for pupils to analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best . We strongly encourage pupils to take part in competitive sports and activities both within and outside school through community links or sports clubs.

Rugby, Football, Basketball, Fitness, Dance, OAA (Outdoor and Adventure), Badminton, Cricket, Athletics
Hockey, Netball, Football, Fitness, OAA (Outdoor and Adventure), Badminton, Rounders, Athletics

Rugby, Football, Basketball, Fitness, Gymnastics, OAA (Outdoor and Adventure), Badminton, Cricket, Athletics
Hockey, Netball, Football, Fitness, Dance, Gymnastics, OAA (Outdoor and Adventure), Badminton, Rounders, Athletics

Sports Leading, Coaching and Officiating: Rugby, Football, Basketball, Fitness
Options: Zumba / Step Fitness, Climbing, Badminton, Trampolining, Mountain Biking, Cricket, Tennis, Athletics
Sports Leading, Coaching and Officiating: Hockey, Netball, Football, Fitness, Trampolining
Options: Zumba / Step Fitness, Climbing, Badminton, Trampolining, Mountain Biking, Rounders, Tennis, Athletics

Religion, philosophy and ethics

Religion, philosophy and ethics helps pupils to understand the wide and diverse culture that we live in whilst instilling a sense of the importance of our British values of tolerance, respect, democracy and freedom of speech. Through weekly discussions on a variety of religious, philosophical or ethical issues, pupils are encouraged to reach their own justifications based on reason and argument, in the light of Christian, Hindu or Muslim attitudes. Pupils develop a sense of self in the wider community through examining the nature of worship in local, national and global settings. Pupils build upon their knowledge and understanding in preparation for a GCSE qualification, which is started in year 9.

Pupils will acquire a number of skills in religion, philosophy and ethics. Firstly they will build upon their ability to listen to and empathise with the beliefs of those around them whilst feeling free to respectfully discuss topics with their peers. Secondly, pupils will learn how to construct successful lines of argument that use reasons, examples and full explanations in their justifications. Lastly, students acquire a deeper knowledge of some of the religious beliefs and customs that form an integral part of British life in the twenty-first century.

Exploring personal religious beliefs through discussion, sharing and debate.
Establishing the facts of Christianity and exploring their attitudes towards them.
Introduction to the central tenets of Islam, including artefacts, prayer, Mosque, Muhammad and Hajj, through the five pillars. Special attention will be given to developing an understanding of current events to encourage respect and tolerance.
Exploration of the parables and miracles of Jesus, including good Samaritan, sheep and goats and lost sheep. Linking parables to the actions of Christians today in the Salvation Army and The Samaritans.
Considering whether a 2000 year old book is of relevance today.

Was Jesus the Son of God or a megalomaniac? Gather evidence to support both claims through Bible and film study, using well supported evidence and argument.
Exploration of the stages in our lives that are marked by religious or secular ceremonies. Focusing on Christian, Muslim and Hindu ceremonies that mark birth, commitment, marriage and death.
Exploration of the central tenets of Hinduism, including the life of Mahatma Gandhi.

Start of GCSE course:
Philosophy of religion – the existence of God, life after death and the problem of evil and suffering
Ethics – Green theology, the creation and stewardship of the world
Ethics – Injustice in the world, issues of poverty and discrimination

GCSE course starts in Year 9


A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Pupils will have a sound base knowledge of physics, chemistry and biology to build on for future GCSE work. Working scientifically they will gain experimental skills whilst carrying out investigations. After the practical experience pupils will be able to analyse and evaluate their work.

• Biology – Cells; Structure and Function of body systems; Reproduction

• Chemistry – Particles and their behaviour; Elements, atoms and compounds; Reactions; Acids and alkalis

• Physics – Forces; Sound; Light; Space

• Biology- Health and lifestyle; Ecosystem processes; Adaptation and inheritance

• Chemistry – The periodic table; Separation techniques; Metals and acids; The earth

• Physics – Electricity and magnetism; Energy; Motion and pressure

• How science works

• Practical skills – including designing investigations, presenting data, using data to draw conclusions and evaluate. Beginning of GCSE study B1, C1, P1.

GCSE course starts in Year 9

The Chantry School

Excellence in all

Excellence for all

Contact us

The Chantry School

Excellence in all

Excellence for all

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