KS3 Provision Overview

The aims of our provision at KS3 are focused on 4 key areas

·  Assessment- To know our students - their strengths, interests and needs – and use this knowledge to make the best possible personalised offer to them


·  Re-engagement -To provide a balanced, accessible and relevant range of learning experiences that reengage students with an enthusiasm for school


·  Intervention -To develop our students as learners and as people such that they are confident by plugging any gaps in knowledge that they have and enabling them to be able to secure and sustain positive, meaningful and relevant post 16 destinations


·  Reintegration- to guide, support and assist in the positive reintegration and transition of students back into a mainstream school


The Key Stage 3 Curriculum Offer

Students at Third Base, our key stage 3 centre, are being prepared for their return to school.

The aims of the key stage 3 curriculum are:

·   To prepare pupils for a reintegration back in to a mainstream school or other appropriate educational centre

·   To assess all pupils to identify additional needs & make appropriate and relevant referrals to support pupils on their return to school

·   To give pupils an opportunity to address the reasons why they are no longer in their previous school & to demonstrate that they are in a position to return to a mainstream environment by working on behaviour for learning

·   To work with families to support their child’s education

·   To support schools & pupils to give them the best opportunity to make a successful transition  

Initial Assessment

·   All students are assessed so that we understand their capabilities & their needs. These assessments are part of a multi-disciplinary approach that we take at KS3 in order to see the child holistically.

·   We look at data from their previous schools to see what levels they have achieved & what progress they have been making and look to plug any gaps identified from assessment

·  Each pupil is made aware of the reasons for their no longer being in mainstream. They may disagree with them but they need to take account of them. Targets are set from this point.

The Curriculum - 

The breakdown of teaching hours per week are as follows:

  • English 4 lessons per week
  • Maths 4 lessons per week
  • Reading 1 lesson per week
  • PSHE/ SRE 1 lessons per week
  • P4C 1 lesson per week
  • Music/Media 3 lessons per week
  • Art 3 lessons per week
  • PE 3 lessons per week
  • Cooking 1 lesson per week
  • Science 2 lessons per week 

LEAP KS3 science curriculum is delivered through practical exploration and project-based experiments. Our program is designed to foster curiosity, critical thinking, and inspire a passion for scientific discovery. Students are guided through a programme that encourages inquiry, experimentation, and collaboration - from understanding chemical processes to investigating environmental phenomenon.

Our curriculum empowers students to become active participants in their own learning, preparing them for success in their mainstream science lessons.

Friday - 3-week enrichment cycle of a sport or Cook/ Media

Example timetable:

KS3 timetable CURRICULUM

KS3 English

English at Ks3 aims to provide the ability and enthusiasm to develop essential skills in speaking, listening, reading and writing. Students will explore a variety of fiction and nonfiction texts while getting exposed to texts from different cultures and eras.  Students also have the opportunity to look at works of literature such as poetry, plays and prose.

Key skills

Writing: Spelling, punctuation, sentence structure, vocabulary for effect, language techniques and structural techniques.

Reading: Identifying and interpreting explicit and implicit information, carefully selecting multiple pieces of evidence and exploring various levels of meaning by analysing language used, commenting on writers’ uses of language and structure for meaning and effect using relevant terminology, comparing perspectives and evaluating how successful writers are in achieving their intentions.

Academic writing: Writing analytical ‘What, How, Why, (PETAL) paragraphs and developing layers of analysis in their writing, communicating clearly, effectively and imaginatively using appropriate tone and register, using a range of vocabulary, sentence structures and language devices for impact.

Functional Skills English Level 1 and 2 (Edexcel)

Students will also be exposed to Functional Skills English Level 1 and 2 material after which they will be enrolled to sit the functional Skills Exam at either level 1 or level 2 depending on ability.  This course aims to prepare students to understand and participate in discussions, interpret various pieces of writing and instructions and enable them to clearly put their point across.


In addition to Functional Skills English exams, students will be assessed when they first start attending at Third Base to ascertain what level they are at in English.  They will be assessed again when they leave to determine if they have made progress whilst with us.  There will also be half termly mini assessments.


KS3 Maths

The primary aim of Maths at KS3 is to enable the students to:

  1. Gain confidence and fluency in all aspects of mathematics
  2. Build a positive attitude towards all aspects of mathematics
  3. Develop logical thinking when applying mathematical tools and approaches.

This is in terms of both the academical side and in the world of adult life.

At Third Base, we hope this will provide a foundation for progression back in to mainstream schooling and develop skills for everyday life through functional maths.  Students will convey their confidence in using mathematics when they can demonstrate a sound grasp of mathematical knowledge and skills and apply it to solve mathematical problems.

Key Skills

At KS3 we will be emphasising the mathematical link between the following four different areas:

  • Number and the number system
  • Common measures
  • Shape and space
  • Information and data

At each level (entry levels 1-3, level 1 and level 2) the level of difficulty of Mathematical problem-solving increases as does the number and extent of connections made within the content.

Mathematical Problem Solving:

Mathematical problem solving is an important aspect of Functional Skills, but it is also vital that the underpinning knowledge and skills required, both with and without a calculator, can be demonstrated in their own right, for example, use of times tables.

Functional Skills Maths (All Levels)

Students will be exposed to functional skills material after which they will be enrolled to sit the Functional Skills Exam at the appropriate level depending on ability.


Students will be assessed when they first start attending at Third Base to ascertain what level they are at in their mathematics.  They will be assessed again when they leave to determine if they have made progress whilst with us. 

KS3 Music

Music aims to add quality to learning as it promotes mental development and provides an outlet for emotional expression. It has motivating characteristics that inspire all students to appreciate some form or genre of music. The children are encouraged to explore this.

Key skills:

  • Every student has the opportunity to actively engage and learn DJ mixing skills, vocal recording, music software and video editing.
  • Students will develop performing skills individually and in groups to communicate musically with fluency and control of the resources used.
  • Students will develop skills to organise musical ideas and make use of appropriate resources creating playlists for the school community radio station.
  • Students will develop awareness of music technologies and their use in the creation and presentation of music in which they will demonstrate throughout their placement at Third Base.
  • Students will recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology this will be documented in lesson worksheets.
  • Students will have the opportunity to reflect upon and evaluate their own and others’ music through peer observation.
  • Students will participate in a class production where they will work together to showcase their new-found skills and exhibit their growing confidence gained, the performance will take place each term.


  • All students will be assessed on their first music lesson and will again be assessed before leaving our provision.
  • Students will gain skills and knowledge by taking part in various practical tasks and will be assessed by completing the 1-5 progress sheet in the activities they take part in. Images and video will also be used as evidence to mark the student’s progress along the way.
  • All students will also demonstrate what they have learnt by showcasing their musical skills in front of their peers and school assemblies.

KS3 Art & Design

All students will explore the formal elements of art and design. Students will develop critical thinking and relevant design approaches, as well as developing artist research, sketching, painting, sculpting and illustration. All students will develop design ideas such as brainstorming, concept design and final design outcome.  

All art and design work is differentiated to meet all students needs for successful development and engagement. 

Students that join LEAP will be assessed on entry on the following categories:

  • Line
  • Shape
  • Colour
  • Observational drawing
  • Tone and texture

Each category will be marked in accordance with the LEAP Art and Design grading system. Students will then be reassessed before exit.


  • As most students are with us for an average period of 8 weeks and are taught as a mixture of ages and abilities, the centre focuses primarily on topics in the statutory RSE curriculum which affect them the most and usually reflect the reasons why they are out of school or known to social services/ CAMHS. Planning is over a 20-week carousel, and certain areas are revisited within this cycle to ensure that students do not miss out on particular topics which we deem to be important.
  • Some areas of RSE can be quite triggering to some of our young people who have difficult backgrounds. Therefore, at times the order of lessons will be rejigged to suit that particular cohort. Certain lessons may also be taught individually depending on specific needs.
  • Gender specific lessons (ie 'puberty and sexual health’, ‘relationship values') - are broken down into girls, younger boys, mature boys’ groups.

    The P4C lessons strongly link to current affairs and allow students to have a safe space to reflect, express and at times have their own beliefs and viewpoints challenged. They also learn to respect and appreciate other people’s opinions.
  • Students complete surveys after sessions - this gives a good gauge of 'student voice'. This will then inform subsequent sessions

KS3 Cooking

  • All students will leave Third Base having been taught to cook a basic meal for themselves or family and friends. Some have previously never cooked.
  • We have created cooking lessons based on recipes students enjoy and will find easy to cook on their own. The recipes use basic, healthy ingredients that are inexpensive and can be found in the cupboard at home.
  • Students will learn how to safely and hygienically prepare food in a kitchen using a variety of utensils. They will learn various skills and cookery terms eg chopping, beating, mashing, grating, baking, frying, dough making etc
  • All recipes cooked at Third Base are either consumed at Third Base or students take home.
  • Many students find cooking therapeutic, they look forward to cooking lessons. 


  • Students are encouraged to participate in PE 3 afternoons per week. 
  • Sport/ skill changes every 2 weeks to challenge every student and to give a taster of sessions they may not get at school. On top of this we have a mixed martial arts coach who also comes in 3 afternoons a week to offer sessions to smaller more focused groups. 

KS3 Reading

At KS3 we have built a small library with a range of books for all abilities. We have carefully selected a range appropriate for our cohort. We have tried to both appeal to our cohort and stretch/ challenge them to encourage students to explore diverse genres, themes and cultures. 

We have a weekly reading session where students read in groups, our aim is to promote reading for pleasure and enjoyment so we set up the sessions to be relaxed and fun. Reading for pleasure also has many non-literacy-based benefits as it can increase empathy, improve relationships and improve mood and wellbeing. There are high number of students with special needs at KS3 and SEN students are given the opportunity to both join the group and read 1:1 with a teacher. 


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