Students in Year 9 have one lesson of Art per week enabling them to really embed the key skills learned throughout Year 7 and 8. They begin the year with our popular observational drawing unit based on chocolates. This focuses on the key skills required to ensure a smooth transition to GCSE Art and Design. Students research and present their work in their own original way and learn the skills needed for GCSE Art. Painting skills are built upon during our Impressionism unit and students are able to create a group piece inspired by Monet.
In KS3 our Pupils build on and embed the physical development and skills learned in key stages 1 and 2, with the aim of becoming more competent, confident and expert in their techniques across different sports and physical activities. They further understand what makes a performance effective and how to apply these principles to their own and others’ work. They develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand the long-term health benefits of physical activity.
One of the important differences between previous educational qualifications (and the earlier grading of A-levels) and the later GCSE qualifications was supposed to be a move from norm-referenced marking to criterion-referenced marking.  On a norm-referenced grading system, fixed percentages of candidates achieve each grade. With criterion-referenced grades, in theory, all candidates who achieve the criteria can achieve the grade. A comparison of a clearly norm-referenced assessment, such as the NFER Cognitive Ability Test or CAT, with GCSE grading seems to show an unexpected correlation, which challenges the idea that the GCSE is a properly criterion-based assessment.