In the secondary school students follow a structured course in English that enables them to consolidate core skills and analyse a range of fiction and non-fiction texts. Students have dedicated library lessons with a resource pack provided to guide them through their independent reading opportunities.

The distinction between ‘comprehension’ and ‘word reading’, which operated at Key Stages 1 and 2, has disappeared. There is one set of orders, simply called ‘reading’. Pupils are encouraged to read critically through ‘knowing how language, including figurative language, vocabulary choice, grammar, text structure and organizational features. During Key Stage 3 ‘the analytic study of language should receive greater attention, whether this study is concerned with word classes, word structure (which would include morphology),sentence grammar, text grammar, the history of change in English (including etymology) or other aspects of knowledge about language.  

Students are taught to write ‘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’; and they mention planning, editing and proofreading.  

At GEMS Metropole students' needs are very much at the heart of the learning process. Everyone is valued for his or her experiences and questions are welcomed as part of the learning experience. Students are encouraged to develop an independent learning attitude through investigational tasks and regular homework.
The programme of study for Key Stage 3 is organised into apparently distinct domains. Pupils build on Key Stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They also apply their mathematical knowledge in science, geography, computing and other subjects.  

Decisions about progression is based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts are challenged through being offered rich and sophisticated problems.

Together, the mathematical content set out in the Key Stage 3 and Key Stage 4 programmes of study covers the full range of material contained in the GCSE Mathematics qualification.  

Science is changing our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science.  

In the secondary school the principal focus of science teaching in Key Stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding.  

Studying the sciences in Key Stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society. 

Our modern science laboratories offer spacious, excellent facilities in which students can study Biology, Chemistry and Physics, and be introduced to the fundamental concepts of science that will pave the way for the more advanced topics.