Wednesday 14th September 2016

Teachers have the right

to teach

Students have the right

to learn

Everyone has the

responsibility to ensure

this happens

Students need to wear full school uniform and look business smart at all times (this includes your blazer which you are allowed to remove and put on your chair during lessons).

Hoodies/Sweatshirts worn as coats are not allowed in school and will be confiscated.

Can be bought to school and used

at break and lunchtime, and

before school. At 8.25am & when

you hear the bells at 11.17 break

& 1.55pm lunch the phone must

go away

Phones cannot be used in

between lessons

Phones cannot be out or used in

lessons unless your teacher has

given you permission

Phones will be confiscated if out

between lessons or in lesson.

Punctuality is a key skill

for work and for life.

If students are late they

must apologise to your

teacher with a reason

why.

The minimum expected

attendance is 96%

You cannot learn if you

are not in school or in

lessons.

Look after yourself and

your good attendance will

look after you.

‘B’ Verbal Warning Behaviour is not meeting the expected

standards

‘B1’ Second verbal warning

‘B2’ Disrupting the learning so is removed to

Curriculum/Subject Leader

‘B4’ Serious unacceptable behaviour late

learning after school 2 hour detention

3.00pm to 5.00pm

‘B3’ Behaviour continues to be unacceptable

lunchtime detention 1.20pm – 1.55pm in

‘Reflection’

‘B5’ Serious one off incidents racism, sexism,

homophobia, and continued serious

unacceptable behaviour removed from the

school community to work alone in Reflection

8.30am to 5.00pm

Provide the correct uniform and equipment (pen,

pencil, eraser, ruler, etc. ).

Regular contact with teachers if you have any

questions or concerns

Buy broadsheet newspapers (The Guardian, The

Telegraph, The Times etc) and discuss articles.

Watch the news and discuss current affairs.

Asking about their learning

Finding a quiet space for home-learning

Hearing them read

In the ‘Parent/Carer Portal’ as a parent you can

check on your child/ren’s reports, attendance &

behaviour as well as some home-learning.

Parent/Carer Portal is in the process of being

migrated to a new server and all parents/carers

will receive their logins over the next few weeks.

Tor Bridge High 2016 – 2017Mr C Langmead Curriculum Leader English

Our school believes that all teachers are

responsible for the teaching of reading, writing and

communication; we are all teachers of literacy and

we endeavor to develop our students’ speaking,

listening, reading and writing skills in all of our

lessons.

Why? ◦ To enhance and support cross-curricular learning;

◦ To raise standards of progress and achievement;

◦ To fully prepare our students for life beyond Tor Bridge

High.

Peer literacy mentoring;

A fortnightly literacy tutorial programme;

An abundance of literacy-rich events;

Literacy based lessons within English (SPaG);

Intervention for students with low literacy levels (personalised curriculum, tutorial, precision teaching);

KS3 Enjoy Reading (ER) Time and Accelerated Reader (AR) to promote an appreciation and passion for reading.

A specialised Literacy programme aimed at students who

have joined Year 7 with a NC level of 2 or 3 in English.

The programme’s aim is for students to achieve at least a

NC level 4 by the end of Year 7.

Five units each designed to support and develop students’

reading and writing levels and to improve students’

enjoyment of school by providing wider access to the

curriculum.

Students who participate in The Lit Programme receive

the following Literacy and English provision: Four hours: The Lit Programme Literacy intervention,

One hour: standard English lesson.

A specialised KS3 tutor group within Austen school aimed

at specifically teaching and developing students’ phonics

skills.

Three tutors.

Rising Stars Dockside Reading Programme.

Students ‘graduate’ once they are able to successfully

(and confidently) decode and understand words.

To develop students’ reading levels, all KS3 students read for 30 minutes per school day.

KS3 ER Time takes place across the curriculum on a five week rolling timetable.

All KS3 students are expected to bring at least one reading book to school as part of their required equipment.

Our aim is that students foster a lifelong love of reading to support their development of a range of learning skills.

An online comprehensive reading programme

proven to increase students’ reading abilities.

All year 7 and 8 and students participate in the

AR programme.

Every two terms, students complete a STAR

reading test which generates the following

information: Reading age,

National Curriculum reading level,

ZPD level.

Our library has

over 3500 titles

matched to the AR

quizzes (fiction

and non-fiction).

ZPD level

and colour

code

Inside label:• Quiz number,

• Title,

• Book level

(ZPD),

• Points,

• Interest level.

Ensure your child brings at least one reading book (within his/her ZPD level) to school everyday;

Promote at least 20 minutes reading at home per day;

Look at your child’s AR account and discuss their book quizzes with them;

Reread your child’s written work and prompt them to correct spellings, develop and explain ideas, use paragraphs etc.;

Encourage your child to practise areas of literacy which they find difficult;

Handwriting;

Maximise opportunities for verbal communication with your child;

Tor Bridge High 2016-2017Mrs J Galli KS3 English Leader

Four 1 hour lessons per week.

For three lessons per week students follow an English scheme of learning.

Schemes of learning provide opportunity to practise writing skills as well as to develop reading skills.

There is a focus on spelling, punctuation, grammar and the structure of writing (SPaG).

One lesson each week will be dedicated to

Spelling, Punctuation and Grammar.

◦ I’ve eaten, grandma.

◦ I’ve eaten grandma.

At all levels, progress in English is about improving:

Reading,

Writing,

Speaking and Listening.

Progression in English involves using, combining and

applying each of these skills.

All of these skills are essentially literacy skills and are

transferred across all subject areas and into everyday

life situations.

Year 7 curriculum is designed to build on Literacy in Primary school

and develop students’ enjoyment and interest in Reading and

Writing.

Unit 1 (Weeks 1 – 12) Unit 2 (Weeks 3 – 24) Unit 3 (Weeks 25 – 36)

SoL Writing and Poetry

(The World Around Us)

Novel Shakespeare

(Introduction and

‘Much Ado About

Nothing’)

WA Writing to Describe Writing to Advise 1st Person Narrative

RA Structured Questions Structured Questions Structured Questions

Assessment takes place under controlled conditions.

Personal learning targets are generated from the assessment and students will then use these targets as an area to develop.

An average level, based on these assessments, is reported to parents via the School Reviews.

Reading

Supporting KS3 ER Time and The Accelerated Reading Programme.

Discussing their current reading book and listening to them read.Encouraging them to read a range of fiction and non-fiction:

newspapers (The Guardian, The Independent etc.) and magazines.Encourage extended verbal responses.

Home-learning

Completion in sufficient detail and to a high standard.Reading your child’s work and checking for basic literacy errors.

Reinforcing Class-learning

Tor Bridge High 2016-2017Ms J Holland KS3 Maths Leader

We use the Collins Mathematics Frameworking

programme

Provides three pathways for each year group,

allowing teachers to differentiate for all

students, making the learning personalised

This course is supplemented with:

1. Hands-on ‘rich task activities

2. Internet based activities

3. Functional Maths Activities

Number Sept – December 2016

Algebra January – March 2017

Shape & Measure March – May 2017

Data Handling May – June 2017

End of Year Assessment June 2017

Low attaining students 1. Additional lessons each week2. In class support3. Maths tuition4. Small class sizes

More Able Students1. Challenging Class Work2. Extraction Groups3. Clubs4. Junior Maths Challenge5. Enrichment Day

Personalised Termly Assessments

Personalised Weekly Numeracy Assessments

Classwork

Home-Learning

Group Work/Discussions

Rich Tasks

Self-Assessment

Number puzzles/problem solving games

Contact with teachers

MyMaths website

Support with Home- Learning

National Curriculum www.qcda.gov.uk/curriculum

Home-learning and enrichment

www.mymaths.co.uk (username torbridge password ratio)

TV websites

www.bbc.co.uk/learning

www.channel4learningzone.com/apps/homeworkhigh

www.schoolzone.co.uk

www.nrich.maths.org

www.bbc.co.uk/radio4/science

School contact

jholland@torbridge.net

sallen@torbridge.net

Year 7 Expectations Science

Tor Bridge High 2016-2017Mr R Cory KS3 Science Leader

•Three periods a week

•Course covers Biology Chemistry and Physics.

Year 7

Biology

Cells

The Body

Breathing

Reproduction

Respiration

Plants

Food Chains

Chemistry

Acids and Alkalis

States of Matter

Mixtures

The Earth

Physics

Energy

Electricity

Forces

Space

Science has changed our lives and is vital to the world’s future prosperity.

National Curriculum for Science

•Students will be set a home learning task each week.

•These will usually be from a list in their science exercise books.

•Students are currently doing an introduction unit, so do not yet have these sheets.

•In class assessment every 2/3 weeks covering scientific literacy, numeracy, knowledge and extended writing.

Assessment and Expectations

Support

WebsitesOpportunities

Visits through out the

year.

Eg

National Marine Aquarium

STEMFEST

KS3 Science Club

Tuesday after school and

Gardening club Monday

lunch time.

Talk about science at

home. Ask what they have

done in their lessons and

what they learnt.

Science in the news

Climate change, New

Apple phones, self drive

cars.

Tor Bridge High 2016 -17

Mr Ian Goldsmith Curriculum Leader

Humanities

3 hours per week

Students follow 3 or 2 year GCSE

course

Topic 2: I the Child

Topic 1: Our Region

Encourage reading of newspapers and

magazines and find articles linking to these

subjects.

Encourage to participate in the range of

fieldwork and enrichment activities that are

provided

Discussing current affairs along with watching

topical TV programmes and the News

Mrs N Elliott Curriculum Leader

Tor Bridge High KS3 Languages 2016 – 2017

Language Learning – things have changed!

Ecoutez …

Repetez …

Language Learning – things have changed!

How we teach and learn at Tor Bridge

Why study languages?

- Y7 – L2L >Focus on personal topics

- Y8 – Focus on world around them

- Y9 / Y10 / Y11 – Developing Independence through GCSE topics and skills

Listening

L1. Be able to recognise the Spanish alphabet and be able to spell

L2. Be able to listen for numbers from 1 – 31 and days of the week and months of the year

L3. Be able to recognise different animals

L4. Be able to recognise different adjectives to describe people

L.5 Be able to understand personal details: name, age, birthday, where I live, siblings

Reading

R1. Be able to understand personal details: name, age, birthday, where I live, siblings

R2. Be able to recognise different animals and pet descriptions

R3. Be able to recognise different adjectives to describe people

R4. Be able to recognise different colours

Speaking

S1. Be able to use phonics correctly for accurate Spanish pronunciation

S2. Be able to use the Spanish alphabet, ask and say how to spell words

S3. Be able to say hello, goodbye, ask questions, say what I am called, say where I live, ask someone how

they are and say how I am, ask someone what they are like, say what I am like, say what my passion is,

ask someone their age and say my age, ask if someone has siblings, ask someone when their birthday is,

say when my birthday is, ask someone if they have a pet, describe their pet’s colour

Writing

W1. Be able to give personal details about ‘mi vida’

W2. Be able to use articles correctly: el/la/los/las/un/una/unos/unas

W3. Be able to use adjectives correctly

W4. Be able to add connectives and intensifiers

W5. Be able to use different verb forms: Present Tense SER, TENER

Grammar

G1. Adjective agreements

G2. Use el/la/los/las and know the difference between un/una/unos/unas and el/la/los/las

G3. Be able to change singluar nouns/adjectives to plurals

G4. Conjugate ser in the Present tense (all pronouns)

G5. Conjugate tener in the Present Tense (all pronouns)

Year

7 S

pan

ish

Mo

du

le 1

: Mi v

ida

ASSESSMENT

Assessed each term based on an ‘Excellence Task’(new GCSE tasks – e.g roleplay / photo

description)

More formal ALL SKILLS Exam twice a year –February / June

(Listening / Speaking / Reading / Writing)

ALL Assessments mirror latest changes to GCSE

How to support at home:Vocab Learning – memrise / vocabexpressDownload Apps (DuoLingo)Change language to French / SpanishHome LearningDictionaryFour-colour penRevision GuidesTwitter! @TBH_ML

a

araña

e

elefante

idea

i

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olvidar

universo

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a e i

o u