DJBET电竞菠菜人 www.nhsanshi.com The curriculum in Art aims to engage students with a wide range of artistic processes and techniques across all artistic disciplines. We hope to enable students to become independent, self-directed learners who are confident risk takers through open ended, enquiry-led learning practices. The Art curriculum aims to develop student’s critical understanding of contemporary and historic art works and practices through a wider understanding of Art’s purpose, context, intentions and functions.
(See also Science) In Biology, we intend to expose young people to the variety, complexity and beauty of life. We want our students to maintain and nurture a natural interest and enthusiasm for living things that, we believe, all children have. We want to equip them with understanding and knowledge that relates to their health and claims presented to them about their health; our students should be able to analyse whether what they read about health is true, and act accordingly. We want them to recognise the effect their own actions have on the living world, and to become responsible citizens in a changing world. Our students should be gaining increasing knowledge and understanding of the whole range of Biological topics, from the smallest scale (e.g. biochemistry) to the largest (e.g. ecology).
(See also Science) Chemistry is the study of matter and how it behaves. Throughout their time at KEGS we gradually develop students' understanding of both of these strands and how they interrelate. We achieve this by teaching our students to view the world from three perspectives: macroscopic (what can be observed with the eyes or by scientific instruments), microscopic (the particles involved) and symbolic (chemical formulae and equations). In order to show students the correspondence between theories about the microscopic level and behaviour at the macroscopic level, our lessons involve many demonstrations and experiments for the students to carry out. It is our conviction that this not only enables students to marvel at the material world, but also provides important opportunities for them to become skilled in interrogating its properties themselves. Our desire is for the students we teach to go on to apply what they learn in science, engineering and healthcare professions, as many choose to do, but also that the experience of mastering the rigours of Chemistry will leave them well-equipped to make a positive contribution whatever path they take.
The Computer Science curriculum is designed to develop students' problem-solving skills through use of abstraction, decomposition and encapsulation. We encourage students to consider a range of different approaches when presented with challenges within a Computing context, and to apply these skills to wider use in the world around them. Through this, students learn to appreciate that there are often different solutions to any given problem, and that each may have its own merits. Students will understand the evolutionary process of problem solving, building upon prior work to improve effectiveness and efficiency. They will apply their understanding of evolution to the growth of artificial intelligence and the continual development of computers with ever greater power. Through use of abstraction and encapsulation students develop the ability to focus on core concepts, while still keeping in mind the finer details, and to understand when different levels of detail are appropriate. Decomposition helps students understand the importance of breaking tasks down, and to realise that through a structured approach to challenge, even complex problems become achievable. Computer Science students will leave KEGS with a positive attitude to challenge, and a strong conviction that no problem is too big.
The curriculum in DT has been constructed to help students learn to apply mathematical, scientific, physiological and psychological knowledge to the practical design and manufacture of products, systems or environments, with emphasis on developing responsible and sustainable design and engineering.
Drama and Theatre is taught at KEGS to liberate our young people's imaginations from the purely mundane and banal; to allow students to be someone they have never been before; to experience the beauty and richness of dramatic texts and impact; to experiment with 'fleshing out' their own creative ideas and see them come to life in theatrical spaces; to be brave, bold and willing to make mistakes; to listen to and co-operate with a wide variety of different students; to have the opportunity to visit top quality professional productions in London throughout Key Stage 3; and to instil a sense of self-confidence, belief and awe at their own and others' capabilities. https://www.youtube.com/watch?v=vitBBwxMn34&feature=youtu.be
Economics is about people and their economic choices. At KEGS, the Economics course will enable learners to become better-informed and more responsible citizens, consumers and producers, by allowing them to develop an awareness of the importance of the economic dimension to our lives. This will allow them to become more confident in the economic choices relating to their life and work. The objective is to enable learners to appreciate we are all part of the economy and that economics relates to every aspect of our lives – from the decisions of individuals or families to the structures created by governments and producers. It will develop learners’ understanding of how economic issues affect choices about resources and markets and vice versa. Economics equips learners with the skills and confidence to explore how consumers, producers and governments interact in markets nationally and internationally. It provides a well-rounded and excellent foundation for advanced study in Economics. By learning how to explain and evaluate economic problems and possible solutions, learners will acquire a way of thinking as economists and develop a logical approach to reasoning. By learning how to use economic data from a range of sources, such as tables, charts and graphs, learners will acquire the skills to make informed judgements and to communicate in a clear and concise way. These transferrable skills will greatly benefit the students in their further study and employment.
The English Department is committed to sharing the value of Literature and wider reading, encouraging students to think critically and creatively, to reason, to ask questions and to explore knowledge beyond the classroom. We strive to inspire our students with a stimulating and broad approach, celebrating the importance of the written word with an innovative curriculum, incorporating Literature across the literary canon. While meeting the requirements of the National Curriculum, and ensuring students are rigorously prepared for their examinations, we ensure our curriculum is not limited by assessment criteria, instead teaching Literature because of its inherent worth, and the body of contextual, philosophical, psychological and sociological interests beyond. In KS3, students explore Literature with an interdisciplinary focus, including science writing in year 9, as well as a range of medieval, Anglo-Saxon and World Literature in conjunction with the more traditional texts. Literature is frequently used as a means of discussing current affairs and issues of gender, religion and ethical systems in distinct historical and geographical contexts. We believe in encouraging high levels of literacy, as well as preparing students through a focus on the spoken word, both within the classroom and in a range of extracurricular public speaking and debating opportunities. Creativity, originality, and creative writing is highly valued, celebrated within the classroom and also through a blog show-casing student work. We love our subject and hope to impart a love of literature and language to our students so that they may recall their learning later in life “in the deep heart’s core” (Yeats: “The Lake on Innisfree”).
Geography develops the skills, questions and understanding that will turn young people into responsible adults in the future. Whilst being underpinned by Geographical concepts, students will discover the thrill of enquiry and develop the confidence to explain their own opinions whilst being considerate of others. Teaching takes a variety of forms to develop empathy and understanding of different cultures, decision making processes and management of both the natural and man-made world. We aim to improve and apply numerate and literate skills to real world examples.
Geology develops a good foundation of geological knowledge which can lead to logical quantitative and qualitative analysis of a variety of situations through a wide range of different resources. Teaching and facilitation of activities will occur in a number of different formats, including formal laboratory tasks which will then be related to real life situations, such as experiences from fieldwork visits. We aim to provide an enjoyable learning experience of a complex subject involving elements of many other subjects.
We aim to expose our students to a wide range of British, European and World history topics and to encourage an interest in past societies, cultures, ideas and political systems that can be intriguingly different to our own. We study History for the intrinsic satisfaction that can be derived from acquiring knowledge and a deep understanding of the past, but also to provide a greater insight into the modern world and how past events have influenced the current state of affairs. We intend to engage pupils in the fascinating story of our country, Great Britain, and how it has been shaped over the centuries by monarchy, religious divisions, social protest, the development of Parliament and democracy, and the rise and decline of the empire. We wish our pupils to gain a life-long appreciation of their historic environment, and how our landscape – our cities, towns and villages, castles, churches and hedgerows – has been fashioned by history. Historical study combines a strong element of interest and enjoyment with a vital set of skills that will be highly beneficial for any chosen career. We want our students to be able to communicate effectively in writing, presentations and debate, to sharpen up their critical thinking skills, to discriminate between conflicting interpretations and to explain their reasoning and judgement persuasively. Above all, we believe our students will be better able to succeed in their future endeavours if they possess the kind of insight into our modern world that, uniquely, the study of history can provide.
Latin will, without wishing to be facetious, help one’s grasp of the word ‘curriculum’. And the word ‘facetious’ too for that matter. We believe Latin has a power second to none when it comes to reinforcing literacy and expressivity. Not just because English (even without being a daughter of Latin) has an overwhelming majority of Latinate lexis (though that particular one is Greek), but because the sort of linguistic rigours involved in learning and translating and implementing Latin breed a sort of linguistic fitness, muscularity and self-consciousness in students when it comes to deploying their own or indeed any modern language. The ancients themselves were supremely self-aware in their deployment of language (at least in the texts that have survived), and their rhetorical self-analyses are classics in themselves, and not the least of the enrichment provided by learning the classical languages is a sharper sense of when anybody has said, or failed to say, what they meant. It is on this basis that 2 of the 3 years at KS3 contain an hour/week of compulsory Latin for no public exam. And the universality of this requirement can only be justified on grounds of this sort – it is a valuable ingredient in general education, not just a preparation for the 20% of the year group who may opt to continue the subject It is for this reason that so much emphasis is placed on etymology and broader allusion/relevance, in Latin lessons (not just in KS3 but throughout). But beyond the linguistic rigour, there is of course the interest of ‘meeting the ancestors’, of exploring not just the linguistic but the cultural and social genetics inherited from the classical world. Students of pretty much all other subjects will find invaluable ancestral origins, intertexts, parallels and cross-references in their study of Latin. It is because Latin, with its variety of interest, its diachronic depth, and its assorted demands, offers something for everyone, not just future specialists, that the subject retains a matchless place in the curriculum, both as a compulsory subject for the whole school in two of the foundational years, and as an option in the KS4 and KS5 repertoires.
Through the study of Mathematics, we endeavour to create students who have the passion, intrigue and resilience necessary to take on the problems of the world around them. By emphasising a strong base of logic and reason, we would hope to build in to our students a rigour in their approach to solving problems and proving ideas. Through equipping them with the language and tools required, we would hope to see them communicate these ideas to a wider audience with clarity and precision. From there, a platform should emerge that breeds more self-confidence and more determination, leading to further success and allowing them to take bold steps into the unknown. The sheer beauty of mathematics can then be celebrated and explored, while the power of mathematics can be realised through all the other contexts in play. Mathematics is for all, and we would embrace a strong ethos of inclusion as well as challenge, where both depth and breadth are important. We would look to celebrate all students as they move towards becoming curious, rigorous, resilient problem solvers.
In MFL, our intention is to provide enjoyment and intellectual stimulation so that students have a consistently positive attitude to the learning and acquisition of practical knowledge of one or more foreign languages during their time at school and beyond. Students are challenged to develop all four skills associated with languages and are made aware of the short and long-term expectations we have of them as linguists. We also aim to foster intellectual curiosity in the language, culture, history and people of the countries studied and encountered during the course, with the integration of the experiences and knowledge acquired during trips and visits into their everyday target-language work. We will provide meaningful opportunities for all students to develop a sound practical grasp of the languages studied using a blend of purposely-designed resources and authentic materials. We will facilitate the learning of further languages in the future of the students beyond KEGS by fostering and teaching the development of the skills and awareness required in effective language acquisition.
The intent of the music curriculum is to develop a shared musical vocabulary and musical literacy, in order to develop a lasting appreciation and understanding of music and the history surrounding it. Most pupils will never compose after leaving education, many will not perform, but all will listen to music throughout their lives. Whatever their preferences pupils will hear music not merely as background noise but as something intrinsically interesting and worthy of further analysis. Western notation is the most accurate communication of composer’s intent from one generation to another invented; in the modern world it has been borrowed by many other traditions to allow replication of performance. Pupils will develop their written communication in music as well to develop an appreciation for melodic and harmonic devices. They will look deeper into key relationships and the titanic struggle between tonic and dominant that has obsessed composers for five hundred years. They will develop confidence to play in front of peers and become analytical of their own performance. They will construct a larger work of music, using compositional techniques and ever more complex harmonic and melodic devices. Many people find music inspiring, consoling or powerful but after a musical education at KEGS, our pupils will begin to understand why.
It is our aim to offer all pupils a broad and balanced curriculum, which has sufficient depth and which will enable our pupils to develop their full potential in both the physical and mental spheres. We aim to contribute to the overall education of young people by helping them to lead full and valuable lives through engaging in purposeful physical activity. As well as developing motor skills and co-ordination through various sporting activities, we are also concerned with the development of other educational qualities such as leadership skills, social and communicative skills, morals, aesthetic appreciation, problem solving skills, along with the development of knowledge and understanding of the relevant concepts. We therefore see the different physical activity areas as a medium to develop and educate the ‘Whole Child’. Structured and developmental schemes of work provide for progression, challenge and a sense of achievement. The sympathetic selection of learning experiences appropriate to pupils’ experience, ability and maturity aims to support all pupils in the development of physical competence and promote those skills necessary to effectively plan and evaluate movement and movement-related activities, safely and with confidence. Health-related fitness has now become a major cross-curricular issue and again plays a major part within the programs of study. The promotion of positive attitudes and active lifestyles has now become a major concern for the physical education teacher. Our modular program offers our pupils the opportunity to experiment, investigate, observe and to discover for themselves, various principles of exercise. This understanding will arm them for when they have to make health decisions in the future.
The aim of the curriculum in philosophy and religious education at KEGS is to promote the academic study of religion, exploring and interpreting various religious beliefs, texts, practices and institutions from a variety of scholarly perspectives and first hand experiences. It also enables pupils to consider and respond to a range of important questions related to their own worldviews. Its intention is to promote the development of values and attitudes and allow a space for reflecting on fundamental questions concerning the meaning and purpose of life. The broad curriculum allows for investigation and rigour in the search for truth in such an uncertain world, as well as encouraging philosophical thought, decision-making and collaboration. Above all the curriculum in philosophy and religious education has been designed to allow students to become confident and critical in their own beliefs and values so that they can respect the religious and cultural differences of others, and contribute to a cohesive and compassionate society.
(See also Science) The intent of Physics education at KEGS has two main threads: learning to experiment effectively, and learning about the broad concepts that help to explain the world we live in. Students who take the subject only up to GCSE ought to have acquired a solid body of scientific literacy, which they can draw upon later and feel able to expand and reinforce when needed. Students who continue to A level ought to be taken to the point of being able to consider taking physics or a related subject at university, or at least to find that their understanding of many other subjects is enhanced and strengthened by their physics insight.
The PSHE curriculum at KEGS intends to develop an understanding and appreciation of the physical, social, health and emotional factors of everyday life.We want our students to be resilient to difficult social situations and to have the skills and knowledge to be able to help themselves and others. The PSHE curriculum delivers a wide range of subjects, made age appropriate, and also revisits topics at a more advanced level to build on existing knowledge. With the use of a carousel structure and inviting external speakers to the school throughout the year, the curriculum intends to engage students and make topics interesting and valuable in a number of aspects of daily life. Students are encouraged to reflect on their own understanding of individual topics and how differing opinions and perspectives might change the way they feel about things. We want students to embrace different perspectives to make an informed decision on their values and beliefs in society, but also be equipped with accurate information to keep themselves happy, healthy and safe in the world.
We aim to provide students with an excellent understanding of UK and US government and politics and an appreciation of the similarities and differences in how these two countries are run. In doing so, we expect students to develop their knowledge of key political debates, concepts and ideologies, to analyse issues with precision and to show a keen awareness of different viewpoints. We desire our students to acquire a genuine interest in current affairs and to engage with the news independently through different mediums. We believe that the study of Politics will form a useful basis for a variety of careers involving analysis, the construction of argument and communicating in both written and verbal formats.
The intent of the Science Department at KEGS is to work with our students so that they develop:
A sense of wonder and fascination at the beauty, complexity and make-up of the world around them. We want our students to recognise that problems can be solved, and mysteries explained by careful study of scientific ideas and by experimenting and innovating.
The skills and understanding required to use the scientific method to pose and answer questions
Enough knowledge and understanding about the way the world around them works to open doors into further study, should they choose to do so.
Understanding, critical thinking and knowledge that will allow them to evaluate scientific claims that they are exposed to in later life. We want our students to develop Scientific Literacy that will benefit them for the rest of their lives, whatever they go on to do after school.