Key Stage 3 - St Wilfrids Catholic High School and Sixth Form College

Key Stage 3

Key Stage 3

On entry to the school pupils are placed in one of ten mixed ability forms. The pupils are organised into 10 teaching groups, set in ability for English and for Mathematics.   In Years 7 and 8 pupils follow a broad curriculum which gives a wide range of experiences. The curriculum is delivered over a 2-week cycle in 50 one hour lessons.

In Years 7 and 8 the majority of pupils study a Modern Foreign Language – French or Spanish. Those pupils who do not study a Modern Foreign language have personalised support lessons to support them in accessing the curriculum to make progress.

Curriculum overview Y7 Spring Term 2024

Curriculum overview Y8 Spring Term 2024


Key Stage 3 National Curriculum

Key Stage 3 Assessment

Assessment without Levels

In September 2021 a new system was introduced to assess student progress and attainment at key stage 3 without levels. Academic year 2021-22 will see the new system introduced for year 7 and the old system that was introduced in 2014 will continue for Year 8 in this academic year. Both systems at St Wilfrid’s is based on the principle of milestones.

Each curriculum area has divided the National Curriculum programme of study for Key Stage 3 into 12 ‘blocks’ of learning, referred to as milestones.

The ‘blocks’ of learning over the 2 years will support the students in developing their knowledge, skills and understanding in that subject area. Where the same concepts, knowledge and skills are being developed over the two years the content of the milestones will be more challenging. The content of the milestones will prepare students to start their Key Stage 4 course in the subject.

Student progress and attainment in Key Stage 3 is assessed six times a year in Year 7 and Year 8.

The Key Stage 3 milestone assessments take into account evidence from a range of informal and formative assessments. It can include assessments from end-of-unit tests, research projects; homework; oral work.
In order to record the assessments of the standard that the student has reached in the milestone the following will be introduced for Year 7

Mastering: the student has mastered the expected knowledge, understanding and skills
Secured: the student has secured the expected knowledge, understanding and the skills
Developing: the student is developing in the expected standard of knowledge, understanding and skills
Approaching: the student is approaching the expected standard of knowledge, understanding and skills

In order to record the assessment of the standard that the student has reached in the milestone the following will continue for Year 8 students:

Excelling: the student is excelling in the knowledge, understanding and development of the skills well beyond the standard expected
Mastering: the student is mastering the expected knowledge, understanding and skills
Exceeding: the student is exceeding the standard expected for knowledge, understanding and skills
Deep: the student is developing a deep knowledge, understanding and the skills expected
Advancing: the student is advancing in the expected standard of knowledge, understanding and skills
Emerging: the student is emerging in the basic standard of knowledge, understanding and skills expected
Approaching: the student is approaching the expected standard of knowledge, understanding and skills

Link to: Year 7 Milestones                                     Link to: Year 8 Milestones

For further details of the content of the Milestones for each subject please refer to the Milestone Booklets

Responding to initial Disclosures

It is important to stay calm and keep the environment you are in as relaxed as possible, this will help to support the young person. Remember, issues around sexting are a safeguarding issue, and you should therefore ensure you follow your setting’s safeguarding policies and processes.

If you are not a DSL, you should refrain from asking for further information about the imagery.

Remember not to use language that implies blame or judgment. Recognise the courage it has taken to speak up and reassure them that they have done the right thing by raising their concern. Let them know that you will need to pass on this information to the DSL and be clear that this is so that you can provide the best possible support for them.

You can find out more about how to handle a sexting incident with our downloadable guidance.

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Responding to a Sexting Incident as a non-DSL

The 2020 guidance from the UK Council for Internet Safety (UKCIS) shares the following guidance on how to respond to an incident involving sexting.

  1. Report it to your Designated Safeguarding Lead (DSL) or equivalent immediately, your setting’s child protection policy should be followed, and the young person should be reassured about the reporting process and support available from DSLs.
  2. It is illegal to view, share, save, or request that the young person share or download the imagery. If you do see the imagery by accident, you should report this to the DSL and seek support.
  3. Do not interfere with the imagery by deleting it or asking the young person to delete it.
  4. Do not request further information regarding the imagery from the young person.
  5. Do not share information about the incident to other members of staff, any young people involved, or parents and carers.

For further information, read the UKCIS guidance overview here.

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Responding to a Sexting Incident as a DSL

Every instance of sexting is different, and there are many factors to consider when responding to a sexting incident, including aggravating factors such as:

  • Adult Involvement
  • Intent to Harm: Instances of abuse, blackmail, and coercion.
  • Reckless Misuse: Images sent without consent or without thought, but without intent to cause harm.

To find out the full guidance on how to address and assess a sexting incident with consideration of any aggravating or experimental factors, DSLs should read 1.6 ‘Understanding motivations and behaviour' of the UKCIS Guidance.

As a DSL, it is important to gather as much information as possible, including:

  1. Information on whether the incident involves images, videos, or messages.
  2. Who is featured in the content.
  3. Who sent the content.
  4. If any adults are involved
  5. Where the content is located.

It is essential to record all decisions and steps taken during a sexting incident. Any documentation should explain why certain actions were or were not taken. Examples of this include explaining why it was not necessary to report an instance of sexting to the police, and why it can be handled internally. Remember, your approach should be child-centric and all decisions need to be justifiable and taken in the best interests of the child.

Once a sexting incident has been addressed, it is essential that your organisation reviews the case to see where procedures and responses can be improved or learned from. In line with your setting’s safeguarding policies and practices, you should ensure the child is provided with appropriate post-incident support as required.

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Reporting to the Police and/or Local Authorities

There are occasions where sexting incidents do not need to involve the police, such as when an incident is ‘experimental’ rather than ‘aggravated.’ An experimental incident involves the sharing of nudes or semi-nudes without adult involvement and with no apparent intent to harm or reckless misuse.

Aggravated or abusive incidents of sexting should always be reported to the police through the Multi-Agency Safeguarding Hub (MASH).

Once an incident has been reported to the police, they will be able to ensure a thorough investigation through the collection of all evidence. Any incident reported to the police will be recorded as an incident on their crime systems.

If a device needs to be passed on to the police, the involved devices should be disconnected from Wi-Fi and data and turned off immediately. The device should be locked in a secure place until the police are able to collect it.

To find out more information about the reporting process, you should read 1.9 ‘The Police Response’ of the UKCIS Guidance.

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Informing Parents

Generally, when incidents are disclosed, it is best to tell the parents or guardians of any young person involved. Exceptions can include when there is a risk or harm to the child by doing this, or if the young person expresses that this could cause a genuine problem.

Whether to tell the guardians or not is ultimately up to the DSL's discretion, however, they should always ensure to record and justify their decision within the establishment incident logs.

If the parents are informed, it is usually best to support the young person and involve them in deciding how to approach the conversation, by finding out what would make it easier for them (e.g. being present at the time or not).

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Reporting CSAM

Any incident that includes CSAM content online should be reported to the Internet Watch Foundation (IWF), who can identify and remove any content that includes child sexual abuse imagery.

You can also encourage children under the age of 18 to use Report Remove to help get an image or video of themselves taken down online. Report Remove is provided by IWF and Childline, and keeps the young person informed at each stage of their report, whilst providing further support when necessary.

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