, Curriculum

Key Stage 3: Years 7, 8, and 9

In Key Stage 3 (years 7, 8 and 9) children range from 11 to 13 years of age.

At the end of Key stage 3 all students will complete final assessments and the final examination provided by the Italian Ministry of Education.

In Year 9 students have the chance to take the internationally recognised Cambridge examination, ‘First For Schools’ (B2 level CEFR) at the British Council, Milan. Preparation for this examination is integrated into the school’s English curriculum.

Risultati ECCELLENTI nelle prove Invalsi 2021

Qui sotto potrai visualizzare le infografiche sulle prove Invalsi 2021

, Curriculum
, Curriculum
, Curriculum


Pupils are 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, including in particular whole books, short stories, poems and plays with a wide coverage of genres.
  • understand increasingly challenging texts through
  • learning new vocabulary.
  • making inferences and referring to evidence in the text.
  • knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension.


Pupils are taught to:

  • write accurately, fluently, effectively and at length for pleasure and information through
  • writing for a wide range of purposes and audiences, including
    • well-structured formal expository and narrative essays;
    • 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 ,
    • drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing .
  • plan, draft, edit and proof-read through .
  • considering how their writing reflects the audiences and purposes for which it was intended .
  • paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out to the key stage 1 and 2 programmes of study for English.


Pupils are 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
  • improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Pupils apply their mathematical knowledge in science, geography, computing and other subjects.


Pupils are taught to :

  • understand and use place value for decimals, measures and integers of any size
  • order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, <, >, ≤, ≥
  • use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation property
  • use the four operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negatives
  • define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decima
  • use standard units of mass, length, time, money and other measures, including with decimal quantities
  • round numbers and measures to an appropriate degree of accuracy
  • use a calculator and other technologies to calculate results accurately and then interpret them appropriately


Pupils are taught to :

  • use and interpret algebraic notation.
  • substitute numerical values into formulae and expressions, including scientific formulae
  • simplify and manipulate algebraic expressions to maintain equivalence by
  • collecting like terms
  • multiplying a single term over a bracket
  • taking out common factors
  • expanding products of two or more binomials

Ratio, proportion and rates of change

Pupils are taught to :

  • change freely between related standard units [for example time, length, area, volume/capacity, mass]
  • use scale factors, scale diagrams and maps
  • express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1
  • use ratio notation, including reduction to simplest form
  • solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics
  • solve problems involving direct and inverse proportion, including graphical and algebraic representations

Geometry and measures

Pupils are taught to :

  • derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders)
  • calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes
  • draw and measure line segments and angles in geometric figures, including interpreting scale drawings
  • describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric
  • apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem, and use known results to obtain simple proofs
  • use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D


Pupils are taught to :

  • record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale


Pupils are taught to :

  • describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)
  • construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data
  • describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs

The principal focus of science teaching in key stage 3 is to enable pupils to broaden their scientific view of the world around them.

They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions, in all three areas of science: Biology, Chemistry and Physics.

They ask their own questions about what they observe, make some decisions about which types of scientific enquiry are likely to be the best and draw simple conclusions, using a correct scientific vocabulary.

‘Working scientifically’ is always taught through and clearly related to substantive science content in the programme of study.

History helps pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world.

We aim to ensure that all pupils :

  • know and understand the history of Britain as a coherent, chronological narrative
  • know and understand significant aspects of the history of the wider world
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts
  • learn about significant events beyond living memory
  • learn about the lives of notable men/women/children, taken from the history of the world
  • understand the methods of historical enquiry
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between cultural, economic, military, political, religious and social history; and between short- and long-term timescales

We aim to inspire in pupils a curiosity and fascination about the world and its people. Geographical knowledge about natural and human environments make pupils aware of Earth’s key physical and human processes.

Pupils also become competent in data analyse, interpret geographical information (maps, diagrams, globes, aerial photographs and Geographical Information Systems) and achieve numerical and quantative skills.

They extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities


  • understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia


  • understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in
  • physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts
  • human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and 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


  • build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field
  • 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
  • use Geographical Information Systems (GIS) to view, analyse and interpret places and data
  • use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information

Art, craft and design challenge pupils to discover their own creativity. Pupils are equipped with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

As pupils progress, they develop a more rigorous understanding of art and design. They also learn how art and design both reflect and shape history, and contribute to the culture, creativity and wealth of the world.

In Key Stage 3 pupils are taught to develop their creativity and ideas, and increase proficiency in their execution. They develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.

Pupils are taught:

  • to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
  • to use a range of techniques and media, including painting
  • to increase their proficiency in the handling of different materials
  • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
  • about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day .

Music is a universal language that embodies one of the highest forms of creativity. Teaching music is also about engaging and inspiring pupils to develop a love of music and their talent as musicians, and so increasing their self-confidence, creativity and sense of achievement.

In Key Stage 3 pupils build on their previous knowledge and skills through performing, composing and listening.

Pupils are taught to:

  • play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
  • improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditionsuse staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions
  • identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices
  • listen with increasing discrimination to a wide range of music from great composers and musicians
  • develop a deepening understanding of the music that they perform and to which they listen, and its history .

Computing has deep links with mathematics, science, and design and technology.
Pupils are taught the principles of information and computation, and how digital systems work.
Computing also ensures that pupils become digitally at a level suitable for the future workplace.

In Key stage 3 pupils are taught to :

  • design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
  • understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
  • use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions
  • understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimals
  • understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
  • understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
  • undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
  • create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
  • understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns .

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness.

Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

The national curriculum for physical education aims to ensure that all pupils :

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives