Key Stage 3 Curriculum

In September 2018 Chepstow House is set to welcome our first students into year 7 and expand our provision to provide pupils with a mature and stimulating introduction to Key Stage 3. We will offer a balanced curriculum that will not only extend the love of learning developed further down the school, but also prepare pupils for Common Entrance.

The core subjects will be complimented by History, Geography, French, Latin, Drama, Music, Art and Computing which will continue to be taught by specialist teachers. Chepstow will offer expert and targeted support to pupils whilst ensuring they are provided with opportunities to learn in larger environments through senior school links, particularly in the STEM subjects.

At Chepstow we take creative subjects incredibly seriously. We are proud to host whole school events that raise the profile of art and design as well as termly whole school music, drama and dance productions. Years 7 and 8 will continue to provide pupils with the opportunity to perform in a variety of settings, ensuring their confidence and passions grow as they move towards Key Stage 4.


Literary Prose: Children are given a passage of literary prose from a novel, a play, a biography or travel writing. This is followed by questions to test understanding as well as powers of analysis and evaluation.Skills to be developed:

  • basic understanding and vocabulary
  • use of text to illustrate answers
  • drawing of inferences
  • evaluation of style, language and purpose
  • delivery of opinions/judgements/arguments based on given material
  • awareness of how grammar, syntax and punctuation affect meaning
  • capacity to make comparisons and evaluate contrasts
  • Poetry: Children are given one piece of unseen poetry which may be an entire poem or an extract. This is followed by questions. Candidates are expected to show awareness of how language is used and to support opinion by reference to the text. The poetry exam assumes a secure knowledge of techniques such as: metaphor, simile, personification, symbol, irony, alliteration, assonance, rhyme, rhythm and metre.
  • Writing: Children are required to answer two questions from a range of options. Some options require the use of prose for a practical purpose: to argue, persuade, explain, advise, inform. Other options provoke imaginative, descriptive or narrative responses. In addition, there is the option to write on one or more texts which children have studied in class or read for themselves. Questions are general and not related to any specific text and therefore children are offered the opportunity to deal with moments of drama, transition, contrast and various other ideas in their chosen texts. Texts studied will range across genre and period.


Through the mathematics content, pupils will be taught to:

Develop fluency

  • consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots
  • select and use appropriate calculation strategies to solve increasingly complete problems
  • use algebra to generalise the structure of arithmetic, including formulating mathematical relationships
  • substitute values in expressions, rearrange and simplify expressions, and solve equations
  • move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs]
  • develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
  • use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics

Reason mathematically

  • extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
  • extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
  • identify variables and express relations between variables algebraically and graphically
  • make and test conjectures about patterns and relationships; look for proofs or counterexamples
  • begin to reason deductively in geometry, number and algebra, including using geometrical constructions
  • interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
  • explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally

Solve problems

  • develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
  • develop their use of formal mathematical knowledge to interpret and solve problems, including financial mathematics
  • begin to model situations mathematically and express the results using a range of formal mathematical representations
  • select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems


Pupils will be taught a balanced range of topics across Biology, Chemistry and Physics. Children will be taught

Scientific attitudes

  • pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility
  • understand that scientific methods and theories develop as scientists modify earlier explanations to take account of new evidence and ideas, together with the importance of publishing results and peer review
  • evaluate risks
  • understand the power and limitations of science and potential ethical questions and debates
  • consider the validity of experimental results in terms of fair testing

Experimental skills and investigations

  • ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
  • make predictions using scientific knowledge and understanding
  • select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate
  • use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety
  • make and record observations and measurements using a range of methods for different investigations; evaluate the reliability of methods and suggest possible improvements or further investigations
  • apply sampling techniques
  • use scientific theories, models and explanations to develop hypotheses
  • plan investigations to make observations and to test hypotheses, including identifying variables as independent, dependent or control, and measure and consider other factors which need to be taken into account when collecting evidence
  • use knowledge of techniques, apparatus, and materials, during fieldwork and laboratory work, select those that are appropriate to the investigation, and use them appropriately, adapting apparatus and strategy flexibly when problems arise and paying attention to health and safety
  • measure and manipulate concentrations

Analysis, evaluation and problem-solving

  • apply mathematical concepts and calculate results
  • undertake basic data analysis including simple statistical techniques
  • use and derive simple equations and carry out appropriate calculations
  • present observations and data, using appropriate methods, including tables and graphs; carry out and represent mathematical and simple statistical analysis
  • interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions
  • present reasoned explanations, including explaining data in relation to predictions and hypotheses
  • evaluate data, showing awareness of potential sources of random and systematic error
  • identify further questions arising from their results
  • represent random distribution of results and estimate uncertainty; interpret observations and data, including identifying patterns and trends and use observations, measurements and data to make inferences and draw conclusions
  • evaluate data critically, showing awareness of potential sources of random variations and systematic errors, and suggest improvements
  • communicate the scientific rationale for the investigation and the methods used, giving accounts of findings, reasoned explanation of data in relation to hypotheses and reasoned conclusions through written reports and electronic presentations


  • understand and use SI and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature
  • convert units