Key Stage 3 Years 7-9 Curriculum Booklet - St James' … · · 2014-09-24Years 7-9 Curriculum...
Transcript of Key Stage 3 Years 7-9 Curriculum Booklet - St James' … · · 2014-09-24Years 7-9 Curriculum...
INTRODUCTION
This useful guide gives parents, carers and pupils an outline of the St James’ curriculum for Key Stage
3.
It also provides helpful websites and suggested reading.
CONTENTS
SUBJECTS Page Religious Education ...................................................................................................................... 3
English ........................................................................................................................................... 5
Mathematics .................................................................................................................................... 9
Science ........................................................................................................................................... 11
Art ................................................................................................................................................... 13
Geography ...................................................................................................................................... 20
History ............................................................................................................................................. 21
Modern Foreign Languages .......................................................................................................... 24
Creative Technology ...................................................................................................................... 28
PSHCE ............................................................................................................................................ 32
Music .............................................................................................................................................. 37
Physical Education ........................................................................................................................ 36
Drama ............................................................................................................................................. 37
Homework Timetables for Year 7 ................................................................................................ 38
Year 7 activities ............................................................................................................................. 41
What is St James’ Moodle? ........................................................................................................... 42
RELIGIOUS EDUCATION AT KEY STAGE 3
We follow the Diocese of Shrewsbury Framework for Religious Education at Key Stage 3. Year 7 Membership of a Catholic school, Community, Mission Statements, the Catholic Church – parish and diocese. Called By Name – Initiation and Baptism This topic has a levelled assessment God’s Promise Fulfilled – Advent and Christmas Our Faith Story – Sacred Writings and the Bible This topic has a levelled assessment Who do You Say That I Am? – Jesus’ life and his Ministry Lent and the Good Friday Experience – Lent and Easter Pentecost – the Birthday of the Church This topic has a levelled assessment A World Faith Perspective – Sikhism I Am God’s Work of Art – We are all made in God’s image Year 8 Membership of a Catholic School. We are a Pilgrim People – Why do people go on pilgrimage? Lourdes, Mary. This topic has a levelled assessment Choices on the Journey – Morality Journeying by a Different Route – Advent and Christmas Welcoming the Stranger – Prejudice and Discrimination Passover and Food for the Journey – The Last Supper, The Mass This topic has a levelled assessment We are an Easter People – Lent and Easter Respect for the Earth – Creation, Environment Sharing Stories on the Journey – the importance of story in our culture A World Faith Perspective – Judaism This topic has a levelled assessment
Year 9 Membership of a Catholic school, Community, Mission Statements, the Catholic Church – parish and diocese A World Faith Perspective - Islam This topic has a levelled assessment GCSE syllabus after Christmas Matters of Life and Death – life after death, euthanasia, abortion, how the media presents matters of life and death, poverty and the work of CAFOD Peace and Conflict – the UN, just war, Christian and Muslim attitudes to war, Christian and Muslim attitudes to bullying, forgiveness and reconciliation. Suggested websites: www.theresite.org.uk www.theredirectory.org.uk www.al-islam.org www.sikhs.org www.rejesus.co.uk www.request.org.uk www.lourdes-france.com www.tere.org www.kids4truth.com www.resauce.org www.bbc.co.uk Mrs R Wheelan– Director of the Faculty of Religious Education
5
Key Stage 3 English- Curriculum Content and Key Assessments
Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
7
‘Matilda,’ Roald Dahl Focus on Writing WAF 3 Key Assessment An analysis of Matilda’s character.
Media and Fairy Tales: ‘Shrek’ Focus on Reading RAF 6 Key Assessment Analyse/Review/Comment
on the ways that fairy tale
conventions are broken in
the film ‘Shrek.’
Autobiography and Roald Dahl’s ‘Boy’ Focus on Writing WAF 2 & WAF 8 Key Assessment Writing an imaginary autobiography.
‘The Tempest,’ William Shakespeare Focus on Reading and Writing WAF 1 & WAF 7 RAF 5 Key Assessment Assessment – write an
alternative scene where
the power roles
between Prospero and
Caliban are reversed.
Introduction to Poetry Focus on Reading RAF 2 RAF 3 Key Assessment ‘George and the
Dragonfly’ - using
textual evidence to
support and develop
points exploring the
poem.
Focus on Speaking
and Listening
Developing oral skills,
clarifying points and
information through
speech- recalling and
reporting main points of
a topic through speech.
Key Assessment
Optional Tests RAF 3
(Reading & Writing)
Oral presentation
6
Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
8
‘Holes,’ Louis Sachar Focus on Writing WAF 3 and WAF7
Key Assessment
Book review of Holes.
Poetry-The Highwayman Focus on Reading RAF 2 & RAF 3 Key Assessment ‘The Highwayman’ – using
textual evidence to support
and develop points exploring
the poem.
Travel Writing Focus on Writing WAF 2 (Travel page) Key Assessment Travel brochure page
for a specific audience.
G&T Extension
RAF 5 & RAF 6 (Bryson extract)
Bill Bryson travel writing
analysis.
‘The Boy in the Striped Pyjamas,’ John Boyne Focus on Reading Class reader – pupils are to consider the wider context of the novel, exploring the impact upon the reader. Key Assessment WAF 2 RAF 3 Bruno has gone missing, newspaper article
‘The Exam’ by Andy
Hamilton
Focus on Reading
RAF 5 & RAF 6
Key Assessment
Analysis of playwright’s
use of characters,
themes and language
to make “The Exam,”
appeal to a teenage
audience.
Focus on Speaking
and Listening
Evaluation of pupils’
own speaking,
including hypothesis
and speculation
Key Assessment 1
Solo presentation
Key Assessment 2
Optional Tests RAF
3 (R & W) Poetry unit
7
Year 8 (8X3 and 8Y3) Optional Tasks for Differentiation
Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
8
Literacy Plus- “My Character” Focus on Writing
WAF 1, 2 and 6 Key Assessment The creation of a personal web page and an animated character.
Poetry: Focus on Reading and
Writing
RAF 2 & 3, WAF 1
Key Assessment
Write a recipe poem with a framework for L. 2/3 pupils.
Travel Writing Focus on Writing
RAF 2 & 3, WAF 1
Key Assessment
Travel brochure page
“The Messenger” by John Townsend. Class reader- pupils are to consider the wider content of the novel, exploring the impact upon the reader. Focus on Reading
and Writing
RAF 3, WAF 3 & 8 Key Assessment
Supernatural events reported in a newspaper article style.
“Oliver Twist Play”
Dramatized by Keith
West.
Focus on Reading
RAF 6 and 7
Key Assessment
Analyse a character
and present their views
in an oral assessment
based on textual
evidence.
Evaluation of pupils’ own speaking, including hypothesis and speculation.
Key Assessment
Solo presentation
Recommended
Extension Tasks
Literacy Plus:
DIY
Holes Film Review
Media
8
Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
9
‘Stone Cold’ Extracts
Focus on Reading and
Writing
Study of persuasive
writing techniques and
rhetorical devices.
e.g. Extracts from
Robert Swindells’ Stone
Cold and charity leaflets
by Shelter and NSPCC.
Key Assessment
Persuasive charity text.
WAF 3
World War 1 Poetry
Consideration and
comparison of poetry
depicting World War
One: Laurence Binyon
and Wilfred Owen.
Key Assessment
Comparison of two
WW1 poems, exploring
overall effects on the
reader.
RAF 5 and 6
‘Macbeth,’ William
Shakespeare
RAF 2 & RAF 3
Shakespeare’s Macbeth.
Exploration of a key
scene, considering
language, character,
themes and
performance.
Key Assessment
Exploration of how
pupils would direct a
performance of a key
scene.
RAF 2
RAF 3
“Mugged” by Andrew
Payne
Focus on Reading and
Speaking and
Listening
Key Assessment
Write a review of the
play and explore its
effect on the audience.
RAF 6
WAF 3
WAF 4
(Lower ability pupils
can write a review of
the play: RAF 6
WAF 1 and 2)
19th
Century Novel
Focus on Writing
Presently being
developed as a new
scheme of work.
Exam Practice and
Preparation RAF 5
Key Assessment
End of KS3 assessment
exam.
Speaking and
Listening
Assessments
EXTENSION TASK
Analysis of a moving
image.
WAF 5 WAF 7
Mrs L Moss – Director of the English Faculty
9
MATHEMATICS AT KS3
KS3 Content
As a department we follow the KS3 National Strategy. Depending on which set a pupil is in, we may
address other objectives from the year above or below.
A brief overview of the topics we cover is listed below:
Year 7 Autumn Term Number: Place Value, ordering. Rounding, mental methods, coordinates,
fractions, decimals, percentages ratio and proportion, sequences
Algebra: Equations and formulae
Shape: Measures, area and volume angles
Data: Processing and representing data
Year 7 Spring Term Number: Rounding, 4 operations, ratio and proportion.
Algebra: Equations and Formulae, Sequences and Graphs
Shape: Construction
Data: Statistics
Year 7 Summer Term Number: Place value, calculations
Algebra: Equations, formulae, sequences, functions and graphs
Shape: Transformations, angles, nets
Data: Statistics and probability
Year 8 Autumn Term Number: Place Value, ordering. rounding, fractions, decimals and
percentages
Algebra: Equations and formulae
Shape: Angles, construction, area and volume
Data: Probability
Year 8 Spring Term Number: Calculations, using a calculator,
Algebra: Graphs, substitution, equations,
Shape: Transformations,
Data: Data collection and analysis
Year 8 Summer Term Number: Fractions, decimals and percentages
Algebra: Linear functions,
Shape: Construction, volume
Data: Probability and data.
Problem solving
10
Year 9 Autumn Term Number: Fractions, decimals and percentages, ratio, estimating and 4
operations,
Algebra: Sequences, graphs and equations
Shape: Angles, construction, units, area, volume
Year 9 Spring Term Number: Rounding, using a calculator,
Algebra: Powers, roots, graphs, equations, formulas
Shape: Transformations, 3D shapes
Year 9 Summer Term Number: Solving problems
Algebra: Factorise, Expand, Change the subject of a formula
Shape: Trigonometry, Pythagoras’ Theorem
Data: Sampling, Collecting data, Displaying data, Mean from a frequency
table, Probability, Tree diagrams
Gifted and Talented and SEN pupils
Gifted and Talented pupils are identified once the CATs tests in Year 7 have taken place. They are
clearly identified through the register and teaching staff differentiate their lessons appropriately. The
top set in each year group follows its own G&T scheme of work which encompasses mainly the topics
from the year group above e.g. year 7 mainly follow the topics in the year 8 scheme. With the current
year 7 cohort, the top two sets will follow the Gifted and Talented scheme as a result of the large
number of high ability pupils this year. The bottom sets in each year group also have their own adapted
scheme of work which allows for extra support.
Websites
We use www.mymaths.co.uk at school. This is an excellent teaching resource and also a valuable
revision aid. It can be accessed at home or in the LRC at school and staff often set homework tasks
using this website. All pupils should be aware of their login details.
Assessments
Pupils are assessed every ten weeks in maths. After every assessment targets are set for each term
for areas to improve. Subsequent homeworks are then set for pupils to complete tasks related to these
targets. Pupils are clear in what their target levels are and what they need to do to improve. As a
department we use the school “flightpath” after each assessment so pupils can determine if they are on
their way to achieving their target level at the end of the year and what GCSE grade this will lead on to
at the end of year 11.
Moodle
Moodle is used by the department for homework setting. It is also used to share revision lists and past
papers with pupils to encourage independent learning.
Mrs J Healey - Director of Mathematics Faculty
11
SCIENCE AT KS3 (Year 7 & Year 8)
What will pupils learn?
Scientific enquiry (Ideas and evidence in science and investigative skills) Life processes and living things (Cells and cell functions, humans as organisms, green plants as organisms, variation, classification and inheritance and living things in their environment) Materials and their properties (Classifying materials, changing materials, and patterns of behaviour) Physical processes (Electricity and magnetism, forces and motion, light and sound, the Earth and beyond and energy resources and energy transfer) Year 7 modules (contextualised towards the skills scientists need)
Module Name
The Health Centre
The Energy Provider
Nano Science
Under the Microscope
The Electrician
Forensics
Mechanical Engineer
Hazchem
Environmental Science
Year 8 modules (thematic – to make science more relevant and exciting)
Module Name
Live and Kicking
nViz
Pyrotechnics
Species at War
Studio Magic
12
Year 9 modules (thematic – to make science more relevant and exciting and to build higher level thinking skills)
Module Name
A&E
Alien
Cook
Extinction
Electromancer
ASSESSMENT The progress that pupils make in each module is assessed by levelled end of unit tests. Personal targets give pupils a sense of achievement on attaining each milestone in their learning, and going beyond it. There is an end of year formal assessment for each year group to aid in setting groups for the following year. HOMEWORK Most homework tasks are set through the school’s VLE MOODLE. Here pupils can also access video clips and Power Points to help them revisit topics taught in class. USEFUL SCIENCE WEBSITES www.bbc.co.uk/schools/ks3bitesize/science www.sciencepages.co.uk www.wpbschoolhouse.btinternet.co.uk www.skool.co.uk BOOKS FOR SALE (Available from the school learning resource centre). KS3 Science (priced at approx £3) Mrs A MacLeod – Assistant Director Faculty of Science
13
Art at KS3
Art in Year 7 3 Units of work, 1 each term
Autumn Term Unit 1: Native American – Birds
Brief: To produce a culturally inspired mask based on Native American Art. The design will be developed from the pupils’ personal response to Native American culture and their research of ‘Birds’. They will be producing an assembled card mask from their designs, using coloured pencils and paint as their media.
Activities Pupils will:
Research Native American Culture In terms of Art, religion, beliefs, symbolism, shape, pattern and subject matter
Be required to produce visual research collages on Native American Art and birds
Produce drawings from secondary sources
Develop a design from their research to portray images in the style of Native American Art
Show evidence of drawing from their research work as inspiration for their designs
explore ideas for a personal response
Generate ideas and explore possibilities through: collage, sgraffito, coloured pencils and paint
Develop their Art and Design vocabulary
Media to use: pencil, coloured pencils, ink, felt tips, ICT, paint, wax crayon, collage and card construction
Spring Term Unit 2: ‘Story Telling’
Brief: To gain understanding of the proportion of figures and develop skills in observational drawing. We will be looking at Yinka Shonibare’s sculptures of Alien type characters. Pupils will then design and develop their own ‘Science Fiction’ Story book character. Pupils will construct a small 3-dimensional figure from newspaper and tape and decorate it with tissue paper.
14
Pupils will:
Produce drawings of people gaining an understanding of proportion
Research the work of Yinka Shonibare and Science Fiction themes.
Organize and present their ideas in a design for a 3D figure.
Create an imaginative response in developing ideas for a fantasy creature
Construct a 3D figure from newspaper and tape
Imaginative use of paper, card and other materials to design, make and embellish a costume for their figure
Check the progress of the work at each stage and identify what needs to be modified and how improvements can been made
Give a clear explanation of what they have learnt from their work, using appropriate subject specific vocabulary.
Media to use: pencil, paper, card, coloured pencils, newspaper, parcel tape, papier mache and coloured tissue paper
Summer Term Unit 3: Architectural Viewpoints
Brief: To select and produce drawings from aesthetic architectural details e.g. windows, arches and doorways and develop a personalised response, whilst exploring a wide variety of Art media. Activities Pupils will:
Explore architectural details and produce a visual research collage in their sketchbooks
Draw from architectural detail using pen and ink
Explore depth and tone using charcoal and chalk
Develop their drawings in a variety of 2D and/or relief media, which culminates in an imaginative response to ‘A view through’.
Explore the work of other artists
Consider composition, shape, detail, colour, pattern, symmetry, relief and texture
Discuss the outcomes of their work; commenting on composition, detail, media and design
Consider alternative designs and outcomes
Experiment and develop confidence with media
Check their work at each stage and identify what needs to be modified and how improvements can be made
Media to use: pencil, coloured pencils, inks, wax crayon, paint, wool tops (felt), collage, card, pva, charcoal and chalk
Equipment to support the subject
A 2B pencil, eraser, pencil sharpener, a set of coloured pencils, compass and ruler Access to a computer, printer and the Internet Books or pictures on Native American Art, Science Fiction, Yinka Shonibare and Architecture.
15
Art in Year 8
3 Units of work, 1 each term
Autumn Term Unit 1: ‘Living Jewels’ African Bugs
Activities Pupils will:
Research contemporary and historical artists on the theme of insects
Produce drawings of insects from primary and secondary observation
Explore African art techniques and use these in their own work
Select media to create different textures and effects in their work
Explore a diverse range of materials
Translate 2 dimensional images into 3 dimensional relief
Explore and manipulate materials
Develop their Art and Design vocabulary Media to use: 2B pencil, paint, biro, collage, wire, found (recycled) materials for sculpting, Card, Laminating sheets and mono printing.
Spring Term Unit 2: American ‘Blues’
Music (Abstraction)
Brief: To research the work of Abstract artists who take inspiration from Music and musical instruments. We will be looking at Abstract Expressionism, Cubism and a variety of contemporary artists. Pupils will produce drawings from musical instruments, whilst developing and exploring ideas through the manipulation and exaggeration of colour and texture. Pupils will also be introduced to ‘collage’ techniques, through examples of artists work and their own practice.
Brief: To produce a culturally inspired ‘Bug sculpture’ based on African Art. The design will be developed from the pupils’ personal response to African culture and their research of ‘Bugs’. They will be producing an assembled card insect from their designs, using coloured pencils and paint as the media.
16
Pupils will:
Research Abstract Expressionism and Cubism
Produce drawings on a ‘Music’ theme
Learn about composition and focal points
Produce alternative designs
Extend knowledge of colour and expression
Explore and experiment with ‘collage’ techniques
Review and adapt their work, developing ideas and meanings
Set themselves and each other targets for improvement
Aim to meet targets to enable them to make progress
Learn to develop designs into painting Media to use: Graphite, 2B pencil, coloured pencils, block paint, chalk, textured and coloured paper and glue.
Summer Term Unit 3: ‘Surrealist Food’ (3D Relief) Brief: Pupils will draw directly from a group of ‘still-life’ objects on a ‘Food’ theme, whilst considering the formal elements of Art: line, proportion, shape, form, tone, detail and
texture. They will also learn how to layer and blend colour in a variety of media. They will gather further inspiration from ‘Surrealist Art’, and develop a two-dimensional design into 3-dimensions to create an imaginative relief panel. Pupils will:
Demonstrate their understanding of ‘observational drawing’
Be introduced to and practice layering and blending coloured pencils
Explore and analyse ideas individually and in groups
Discuss what they think and feel about other still-life art works
Select a “good composition” and produce drawings from objects demonstrating a personal choice
Be introduced to a variety of work by contextual artists (historical and contemporary) on the same theme and research the work of Surrealist artists
Produce developmental and imaginative designs for a 3d relief panel, drawing inspiration from their research
Set themselves and each other targets for improvement
Learn to develop 2 dimensional design into 3 dimensional relief
Be creative with materials
Paint and decorate the relief panel, controlling materials and using them appropriately
Adapt and refine their work and plan for further development, in the light of their own and others’ evaluations
Give a clear explanation of what they have learnt from their work, using appropriate subject vocabulary
Media to use: 2B pencil, coloured pencils, recycled materials, paper, card, papier mache, glue guns and scissors and block paints
17
Equipment to support the subject
A 2B pencil, eraser, pencil sharpener, a set of coloured pencils, compass, ruler, parcel tape, wallpaper paste and newspaper. Access to a computer, printer and the Internet Books or pictures on African Art, Abstract Expressionism, Cubism and Surrealism; Salvador Dali, Rene Magritte, Claes Oldenburg.
Art in Year 9
4 Units of work across 3 terms
Autumn Term Unit 1: “Street Wise”
Brief: Research the work of urban street artists, e.g. Mulheres Barbadas and Pop Art. Pupils will explore Graffiti; developing understanding of basic principles of graffiti & personal expression. They will practice gradating colour, developing design and produce a 3D constructed piece based on ‘urban fashion’.
Pupils will:
Collect and gather information and knowledge from the Internet and from books on urban street art
Have relevant prints, pictures and information on their chosen Graffiti artist, which demonstrates evidence of their understanding of the nature of their work
Develop their own Graffiti design, reflecting personal response and imagination
Gain an understanding of Urban Art and techniques through their own practical work.
Use colour appropriately
Draw and record from observation
Produce designs for a 3D piece of ‘urban fashion’ (Baseball cap / Converse)
Use patterns and nets in planning out their 3D design
Apply and extend their experience of a range of materials and processes
Adapt and refine their work and plan further developments, in the light of their own and others’ evaluations
Media to use: Pencil, fine liners, felt tips, coloured pencils, collage materials, stencils, block paint and card.
Spring Term Unit 2: Expressionist Self-Portraits
To produce drawings of a range of different facial expressions, that exaggerates the features and colours in a face. The main portrait will be produced in oil pastels. Other portraits will be explored using new media.
18
Pupils will:
Identify the style and representation of facial features and personality in the work of a variety of artists through time and place
Collect relevant information
Use props to reflect their own identity
Produce drawings from observation
Develop drawing skills, learning about facial proportion.
Develop drawing skills, learning about shape and texture
Use oil pastels showing evidence of learning how to mix and blend colour
Review and adapt their work and develop and refine ideas and meaning explain the process of their work using subject terminology.
Media to use: Pencil, coloured pencils, collage, oil pastels, digital camera, PC and mirrors Summer Term 1 Unit 3: ‘Superheroes’ Pop Art Brief: Research the work of Roy Lichtenstein and Superheroes produced in comics. Pupils will produce portrait drawings and develop them into an imaginary piece of work entitled ‘superhero’. The work will be painted in the style of Lichtenstein; in a limited colour scheme of black, white, grey and primary colours. Pupils will:
Collect and gather information and knowledge from the Internet and from books on Lichtenstein’s portrayal of people
Have relevant prints, pictures and information on Lichtenstein and his work that show evidence of their understanding of the nature of his work
Make drawings of portraits using a variety of materials
Gain an understanding of Lichtenstein’s techniques through their own practical work.
Use colour appropriately
Draw and record from observation
Develop an understanding of how to draw portraits accurately and in proportion
Produce designs for a superhero composing it well creating interest and filling the paper
Apply and extend their experience of a range of materials and processes
Adapt and refine their work and plan further developments, in the light of their own and others’ evaluations
Media to use: Pencil, coloured pencils, collage, sequin waste, block paint, felt tips, and gum strip
19
Summer Term 2 Unit 4: Hundertwasser (Buildings)
Brief: To explore and experiment with a wide variety of art media and techniques, on the theme of ‘buildings’. Pupils will explore the work of Hundertwasser and develop their own personal response, which reflects the style of the artist. Pupils will:
Explore interesting buildings and produce a visual research collage in their sketchbooks
Trial different media and techniques: Printmaking Stencil Relief Textiles
Consider alternative designs and outcomes
Develop confidence with media
Assemble each of their finished techniques into one final Art piece
Check their work at each stage and identify what needs to be modified and how improvements can be made
Media to use: pencil, coloured pencils, inks, printing ink, wax crayon, paint, wool tops (felt), collage, card and pva.
Equipment to support the subject
A 2B pencil, eraser, pencil sharpener, a set of coloured pencils, a compass and a ruler. Access to a computer, printer and the Internet Paints and a paint brush Mrs C Malins – Director of the Faculty of Expressive Arts
20
GEOGRAPHY KS3 UNITS
Year Unit Outline Suggested books/websites
Year 7 Making Connections Inc Map Skills Earthquakes
Exploring England
Population and Settlement
Local area fieldwork
A decent atlas e.g. Philips Modern School Atlas
Ordnance Survey maps of the local area have been provided in recent years
via the O.S. or map work: www.multimap.com. www.ordnancesurvey.gov.uk.
Encourage pupils to watch news programmes/Newsround on a daily basis.
Year 8 Weather and Climate Ecosystems
Japan (MEDC)
www.mofa.go.jp
www.uk.emb-japan.go.jp
www.japan21.org.uk
www.eat-japan.com
Industry and Resources
Stanley Green Fieldwork
Investigating towns and cities- the town followed by gov.uk eg
www.stockport.gov.uk/images from www.google.com including google earth.
Met Office website: www.meto.gov.uk. Watch weather forecasts on a regular
basis on a variety of channels.
Differences between rich and Poor www.cafod.org.uk
School website to download photos of all fieldwork undertaken these are
updated annually to include the present year groups.
Japan Research for oral presentation in year 8 http ://jin.jcic.or.jp/kidsweb/
Year 9 Rivers
Bollin Fieldwork
Development
Brazil
Environmental awareness
A regular viewing of the News, Newsround and other topical items is
recommended. Programmes such as horizon are superb mediums for study as
are many wildlife and natural history series. Discovery and National
Geographic are excellent channels for research and interest. Bruce Parry’s
journey down the Amazon.
Ordnance Survey – all years
www.ordnancesurvey.co.uk/education
www.geographyatthemovies.co.uk – short movie clips with music on a variety of topics including population, tourism, weather, settlement etc
www.ordnancesurvey.co.ukmapzone – on line activities, games, map facts and homework help
www.geographyalltheway.com for 4/6 figure grid references, O/S symbols, contours etc.
Mr K Wilby – Director of the Humanities Faculty
21
HISTORY AT KS3
History in Year Seven
Introduction to History
Baseline Test
(NCAT1)
7 weeks
Who were the skeletons
in the field and how did
they come to be there?
(Historical enquiry)
Why was the
Roman Empire
so successful?
Comparative piece of
writing (literacy focus)
(NCAT 2 / 3)
8 weeks
Why did the Normans
win the Battle of
Hastings?
Essay – Why did the
Normans win the Battle
of Hastings?
(Causation)
How did the Normans
gain control? Castle
estate agents leaflet.
(Continuity and
Change)
(NCAT 4 / 5)
8 weeks
What was it like to
live in the middle
Ages?
Medieval Life Test
(Knowledge &
communication)
and Black Death
Diary / presentation
(Continuity and
change)
(NCAT 6/7)
8 weeks
Film History
(Interpretation skill
& Historical
enquiry)
NCAT 8
7 weeks
22
History in Year Eight
What was life like on
a slave plantation?
(Historical enquiry)
How free are Black
people today?
(Citizenship)
(NCAT 9 /10)
7 weeks
What happened when
Henry VIII took over
the Church?
What was Britain like
in 1500s? – extended
writing.
Henry VIII mock trial.
(NCAT 11/12)
8 weeks
What were the causes
of the English Civil
War? –Civil War letter
(Causation / Historical
communication)
Was Cromwell a hero
or a monster? Moodle
Blog (interpretation)
(NCATS 13 and 14)
8 weeks
How should we
remember the British
Empire?
(Interpretation)
Who was the most
significant individual
in empire? – extended
writing.
(Significance)
(NCATs 15/ 16)
7 week)
Why did Britain
change so much
between 1750 and
1900? (Continuity and
change)
Why was Quarry
Bank Mill so
successful?
(Causation)
Why was British
business so
successful? –
Dragons Den
presentation.
Project (NCAT 17 /
18) 8 weeks
23
History in Year Nine
Websites:
See school website for further details
The following websites contain lots of useful information and are perfect for extra project research:
www.spartacus.schoolnet.co.uk
www.bbc.co.uk/history
www.activehistory.org.uk
www.schoolshistory.org.uk
www.channel4.com/history
Books:
The library is well stocked with books that cover all of the topics taught at KS3 and KS4 - see the
librarian for further details! At KS3, books can be found for history at reference 940 onwards. Current
favourites include:-
Horrible Histories series – Terry Deary
Eyewitness Guides / Dead Famous series
Revision Guides: _ GCSE Bitesize
_ Letts revision guides
Mrs L Birch - Teacher in Charge of History
Why did a murder
lead to a world war.
Trench Letter
and Test
(Causation /
Communication)
Why was the First
World War known as
the ‘Great War’?
(Significance)
(NCATS 19
and 20)
7 weeks
Why was World War II
such a destructive
war?
D- Day – Enquiry
(NCATS 20 and 21)
Dunkirk – Triumph or
disaster?
(Interpretation)
World War II test.
(8 weeks)
Why did the
Holocaust
happen?
(Citizenship / Enquiry)
Holocaust
Essay
(NCAT 22)
8 weeks
How do we resolve
conflict? Case-studies
of Ireland – Should
governments
negotiate with
terrorists?
Michael Collins –
Hero or villain?
(interpretation)
Test and Citizenship
assessment
(NCAT 23/24)
8 weeks
Why did the Cold War
begin? (causation)
(NCAT 25)
7 weeks
24
MODERN FOREIGN LANGUAGES AT KS3 Year 7 The Modern Foreign Language faculty alternate the language to be studied each year in order to give equal importance to both French and German. The current Year 7 are studying German. Term 1A (Mixed ability groups) Main ains:
To create confident learners of German
To practise speaking and listening in German Topic Overview Willkommen! (Welcome!) pupils will be taught in German how to talk about themselves, family and friends. They will learn how to give their opinion, be able to have a conversation with their friends and also learn to count to 31. Assessment: Speaking test in form of question and answer on the topic covered. Term 1B Main aims
To consolidate learning from Term 1A
To practise writing and reading German
To learn a new tense Topic overview Die Schule (school) Pupils will be taught in German about the differences between German and English schools. They will learn to talk and write about which subjects they have, what they think of those subjects and their teachers. They will learn to tell the time in German and learn to describe their school uniform and a typical school day. Assessment: Written piece in paragraphs on the topic covered. This assessment will help determine sets for January. Term 2A (pupils are now in sets of ability) Main Aims
To learn how to describe what teenagers like to do in their spare time
To practise all 4 skills of listening, speaking, reading and writing
25
Topic overview Freiseit (free time) pupils will be taught to describe what they like to do in their spare time. They will also practise listening to others and be able to describe what others like to do and why. Assessment: listening and reading test Term 2B Main aims
To learn how to describe a house inside and out
To learn to describe a town or village and give their opinion about it Topic overview Zu Haure (houses and home) pupils will learn how to say where they live, what type of house they live in, what they have in their bedroom and what they like to do at home. Assessment: Speaking test – in the form of extended questions and answer Term 3A Main Aims
To learn how to describe daily routine at the weekend incorporating prior knowledge from earlier topics
To learn how to construct negative sentences and how to use reflexive verbs
To learn another tense Topic overview Mune routine (my routine) Pupils will learn how to describe their routine at the weekend, including activities they like to do, will do in the future and did in the past. They will also learn how to say what they don’t do/like and why or why not. Assessment: Reading and listening test TERM 3B Main aims
To use 3 tenses
To learn to describe a holiday in the past and/or in the future
To write an extended piece of around 100-150 words Topic overview Die Ferien (holidays) pupils will learn how to describe a holiday they have been on and/or one they will be going on in teh summer holidays, including mode of transport, with whom, activities on holiday, likes/dislikes etc. Assessment: Writing test. This test will help determine sets for Year 8
26
YEAR 8
The 40 most linguistically able pupils will be fast tracked and begin their GCSE course in Year 8. Only 15% of the exam will be completed in Year 8 towards the end of the academic year. This will be a piece of written coursework. Topics for coursework change regularly in line with exam board requirements. The current Year 8 French class will be completing a piece of written coursework on media. Over the year the course will cover:
Grammar – including 4 tenses, subordinate clauses, modal verbs, complex constructions, use of pronouns, adjectival agreements, passive voice, subjunctive mood etc.
Vocabulary learning – active and passive
Past exam paper practice
Listening and reading skills
A variety of topics in which to use their grammar skills including: Lifestyle, Leisure, Home and Environment, Work and Education
Sets 2 and 3 will continue with KS3 French for another year where they will build firm foundations in preparation for the start of GCSE in Year 9. They will cover areas such as:
Key facts about France
Learning to express opinion
Getting confident with speaking in French
Paris
Food
Out and about
Festivals
Group talk – storyboard
Grammar – such as 3 tenses, capital letters on nouns, extending sentences, opinion phrases
Set 4 will follow a European Language course which will cover numeracy and literacy skills as well as the opportunity to find out about new cultures and languages across the EU.
YEAR 9 The most linguistically able will now be in their second year of their GCSE course where they will complete 2 speaking assessments (30%) and 1 piece of written coursework. Pupils will also complete a listening and reading test at the end of Year of (40%). Sets 2 and 3 will begin their GCSE course The following topics will be covered over Years 9 and 10 Lifestyle, Leisure, Home and Environment, Work and Education Grammar will be taught alongside the topics along with active vocabulary learning. Pupils will complete 2 speaking assessments and 2 writing assessments across the 2 year course and then take the final listening and reading papers at the end of the course.
27
Resources www.linguascope.com Task Magic AQA progress tests – all pupils will receive log in details. These tests provide listening and reading practice and are self marking Vocab Express – an online resource for pupils to improve their vocabulary Mrs C Pickles – Director of MFL Faculty
28
CREATIVE TECHNOLOGY AT KS3
Technology At Key Stage 3 pupils cover five elements of Design Technology, which are Food, Resistant Materials, Textiles and CAD/CAM. Each element is taught on a carousel, with each module being approximately 10 weeks long. Year 7
All the students will be introduced to the design process. Health and Safety issues related to all areas of technology will be covered in detail along with the use of equipment. There will also be emphasis on 'making' skills and the terminology involved in Design and Technology. Within each module the following will be covered: Food Cooking Skills 1 Pupils are introduced to the equipment used in food. They learn how to use them safely and begin to develop their practical skills through a range of focussed practical tasks e.g. Fruit Salad, Fairy Cakes and Pizza Toast.
Resistant Materials
Pupils will complete 2/3 projects in Year 7
Pre-School Child's Jigsaw
Pupils will develop basic hand cutting techniques using a coping and scroll saw as well as finishing and painting techniques. Main theory elements – material knowledge of manufactured board. Desktop/Storage Tidy Pupils will research into the storage of small items (e.g. stationery or make up) and ergonomic data. The project will concentrate on marking out stages, cutting, drilling, and bending plastic sheet. The main theory elements will be material knowledge of plastics and industrial injection moulding. This project will form the main levelling criteria for assessment in Year 7.
Biscuit Cutter
Subject to individual progress this project will be offered as extension work. Basic hand cutting techniques, vacuum forming process and evaluation will be the key focus. Textiles Pupils begin scheme of work by becoming familiar with Textiles equipment and identifying the correct procedure for using the equipment safely. Pupils then begin research into soft toys available on the market. They use this to assist them design a creative soft toy (softie). Pupils are then required to draft paper patterns to match design and enable them to efficiently make a 'softie'. Throughout the make process pupils learn a variety of hand stitches.
29
CAD/ CAM Night Light
Use Techsoft 2D design to plan and make a card box/net to package a circuit. The circuit is made using Thermoplastic base with copper track and discreet components. This is a devise to help infants sleep. Adaptations can be made to personalise the product into a light box.
Year 8 The year group will continue to develop their knowledge and understanding of the design process. Terminology used in D & T will be further developed along with 'making' skills and use of tools and equipment. Emphasis is placed on design criteria and designing skills and evaluation skills will be developed further. Food Cooking Skills 2 Pupils extend their practical skills and learn how to prepare foods using different techniques. They cover design and development of food products, making more challenging foods such as Thai Green Curry and Fajitas. The focus is on main course meals, pupils prepare a savoury sauce, learn how to prepare a range of accompaniments and develop presentation skills in order to enhance the quality of their dishes. Resistant Materials
Pupils will complete 2 projects in Year 8
Ball bearing maze travel game
The maze / ball bearing game will be linked to a subject interest of the pupil’s choice or theme e.g. sport, holiday or culture. Using their chosen theme or subject matter they will design and fabricate a small hand held ball bearing game, building on the skills taught in year 7. The emphasis being on designing and making skills as well as the terminology involved in Design and Technology. This project will form the main levelling criteria for assessment. The theory elements will relate to marking out, cutting and assembly of a half lap joint and other fabrication procedures associated with the project.
Aluminium dish and stand
Subject to individual progress, this project will be offered as an extension task. Pupils will produce a decorative, aluminium dish and stand. Textiles Pupils begin the scheme of work by re-familiarising themselves with health and safety measures required when using a variety of Textiles equipment. Pupils then complete research into issues surrounding plastic bags not being recycled. This introduces pupils to 'the plastic problem' and they are given a design task in which to respond to. Pupils draft patterns to assist with making their product. The main focus is ensuring pupils recycle plastic
30
to make a product and raise their awareness of recycling issues. Skills learnt are hand stitching, sewing machine stitching, weaving and entrapment. CAD/CAM / Electronics Mini Lamps Pupils will use Techsoft to design a lamp shade. They will gain confidence in using the laser cutter to create their base. Basic electronics is also taught in order for pupils to create the circuit. Year 9 The students will continue to develop their knowledge and understanding of the design process in preparation for KS4 where they will have the opportunity to take Product Design or Food to GCSE level. Food Cooking Skills 3 Pupils will spend their time developing their skills in bread, pastry and cake production. They will carry out taste tests and create their own development of each product. Before producing a number of cake based products using various methods such as creaming, whisking, melting and rubbing in. Finally, the pupils will get the opportunity to produce their own pasta, learning how to use a pasta rolling machine.
Resistant Materials
Art Deco Box Project The main aim of this unit is for pupils to improve their knowledge of design history and develop creativity skills. After researching the Art Deco period they will fabricate a simple box reflecting the 1920’s period. This project will form the main levelling criteria for assessment. The ‘Shop’ The scenario (design brief) that a new local gift shop has invited local designers and craftsmen’s (the pupils) to produce a range of ‘sellable’ accessories/products to display and sell their shop will be presented to the pupils. Using a theme of their choice or an extension of the Art Deco Project, pupils will design a selection of small products; make at least one, including a form of packaging. Textiles Pupils begin the scheme of work with a brief recap of health and safety measures to follow with Textiles equipment. Pupils then begin independent research into an item or person who has/is inspirational/influential to them. Pupils then create a mosaic representation of the chosen item/person. This mosaic representation is transferred to white cotton to be constructed into a cushion. A variety of textiles techniques, i.e. screen printing, applique and beading are used to add colour. Skills learnt are paper stencil making, screen printing, hand stitch, machine stitch, bead and sequin sewing.
31
CAD/CAM
Homeware Art
Pupils are expected to use the laser cutter in a more complex manner to create a piece of homeware art. They can customise a product from home or produce their own unique item. ICT
The students have one lesson of ICT per week at KS3. They will follow a range of topics to improve their skills and understanding. They will also learn about staying safe when using computers. Year 7 The following units of work will be covered during Year 7
Moving On Up (Internet communication and e-safety)
Where I Live (multimedia presentations)
Bizarre Facts (searching the Internet and collecting information)
Endangered Animals (promoting a charity – leaflet and podcast)
Extreme Sports (financial modelling and marketing)
Murder Most Horrid (exploring databases)
Game On (sequencing instructions and video games) Year 8 The following units of work will be covered during Year 8
Environmental Tourists (data logging and information systems)
Jump On The Bandwagon (website authoring and design)
Information Superhighway (searching the Internet and collecting information)
Band Manager (spreadsheet modelling)
Game Plan IT (sequencing instructions and game design)
Mind Your Own Business (planning, marketing, podcasting and video editing) Year 9 The following units of work will be covered during Year 9
Digital Detectives (spotting scams, data and software protection, safe and social networking)
Mayhem Manor (control, modelling, presenting, desktop publishing, ePortfolios)
World Citizens (communicating, collecting information, web design, databases, reports)
Time Machine (modelling, databases, researching, desktop publishing, mail merge) Mrs D Rarity – Director of Creative Technology Faculty
32
PSHCE AT KS3
Please note some PSHCE lessons incorporate Citizenship
Year 7 Settling in Friendship and Bullying Bonfire safety talk Year 7 PSHE and Citizenship Day Organisation Self Review day preparations Anti-smoking and Drugs Relationships and Sex Education Personal Hygiene Citizenship- Local government Citizenship- Recycling Global project PSHE & Citizenship review
Year 8 Safety Bullying Finance Review day preparations Drugs Relationship and Sex Education Citizenship -Parliament, laws and local government Citizenship-Globalisation Global Project PSHE & Citizenship review
Year 9 Citizenship -Prejudice Careers and future choices Alcohol Education Drugs and Alcohol Education Relationships and Sex Education Review day preparations Citizenship – Magistrates and Young people and Crime Global project PSHE & Citizenship review
Mrs L Birch– Teacher in charge of PSHCE
No text books are used but there are lots of good books available to help with study skills e.g Tony Buzan "Mind Maps for Kids" Also there are lots of PSHCE websites. Some need careful handling. Those which can be freely used are: www.bbc.co.uk/bitesizerevision www.wrecked.org.uk www.connexions.gov.uk www.qca.orq.uk/ca/subiects/pshe www.gethelpwithbullying.org.uk www.drugscope.org.uk
33
MUSIC AT KS3
Green = style (closed thinking); Blue = genre (guided thinking); Yellow = traditions (open thinking)
This is a flexible curriculum and is evolving all the time
7 Autumn I Autumn II Spring I Spring II Summer
Title: Understanding the conventions of the vocal tradition
Understanding the conventions of programme music
Midsummer Nights Dream (soundscapes)
Understanding the conventions of Indonesian Gamelan
Understanding the conventions of the symphony orchestra
Context:
Learning how music is used to tell a story
Learning how music uses songs to develop a sense of community.
Learning how music is used to create an atmosphere or mental image.
Learning how music is used as a part of an inclusive community culture.
Learning how the orchestra develops through society
8 Autumn I Autumn II Spring I Spring II Summer
Title:
Understanding the conventions of the African Music Tradition
Understanding the conventions of music for a special event
Understanding the conventions of 12 Bar Blues
Understanding the conventions of African and American Gospel Singing
Understanding the conventions of Latin American Dance Styles
Context:
Learning the culture and traditions of African Music
Learning how music is written for different purposes and the style it needs to be in to do so.
Learning how music can be used to lift spirits, and how disparate cultures can influence each other’s music.
Learning how music is used to convey religious beliefs.
Learning how music is used in carnivals and street dances.
9 Autumn Spring I Spring II Summer I Summer 2
Title: Understanding the conventions of film music
History of Pop Music for Media
Understanding the conventions of 20th Century Pop Music (music for a culture)
Understanding the conventions of Experimental Music
Context:
Learning how music is created for films (Soundtrack and sound effects). Use of orchestra and technology
Learning about the recent history of popular music 50’s – 00’s
Learn how music and sound is used to create media broadcasts.
Learning how music is used to portray popular culture through iconic performers.
Learning how music is used to its extremes, creating new rules and new uses of instruments.
34
INSTRUMENTAL TUITION There is a range of high quality instrumental lessons including woodwind, guitar, keyboard, piano percussion, violin and vocal tuition. It is not necessary for pupilsto have prior knowledge of the instrument chosen but must be able to purchase or hire instruments as access to them at home is required for practice purposes (music shops such as ‘Sounds Great’ at Heald Green can arrange this for you or if you need further information please don’t hesitate to contact me). Stockport Music Service also operate an instrumental loan scheme – further details can be found in the instrumental tuition pack. Pupils can choose to have shared lessons or individual lessons. Music lessons will be provided by the Stockport Music Service and parents will be invoiced at the start of each term.
Individual Lessons of 20 minutes duration = £140 Shared Lessons (in pairs) of 20 minutes duration = £75
Large Group Tuition of 30 minutes duration including instrument hire = £45
Pupils are given individual timetables for each term and these are also available on the new music department notice board on the music corridor. If you wish for your son/daughter to have instrumental lessons and have not yet requested them please ask your son/daughter to collect a letter from the front office at break/lunch time. Mrs E Keenan – Teacher in charge of Music
35
ST JAMES' MUSIC DEPARTMENT
2013/2014
Woodwind Wednesdays!
Woodwind trios and duets - open to all who
play flute/clarinet/saxophone/oboe/bassoon
- lunch time in the music room
Theory
Thursdays!
Extra music theory
class - for beginners
to grade 5 theory
Lunch time in music
room
Musical Mondays!
Band - all instruments & all abilities
- lunch time in the music room
Bring a packed lunch!
Choir - all years and all abilities
- 3.15pm - 4.30pm in the music room
Friday recitals!
GCSE and KS3 performances -
details to follow
Tuesdays Rock!
Rock school exam practice -
open to all who play
keyboard/piano/guitar/dru
ms or sing & want to do the
rock school grades (solo or
as a group)
Lunch time in the music
room
36
PE AT KS3 The PE Faculty is led by Mr Walker and includes Mrs Bratherton and Mr Clarke (Second in Faculty) Miss Molyneux and Mr Preston and Mrs Booth (teachers of PE and School Sport Co-ordinators). Pupils in Year 7 receive a double and a single lesson of PE per week. After an introductory baseline assessment which includes basic motor skills as well as sport specific techniques and fitness tests, all pupils encounter a variety of different activities. BOYS Autumn and Spring term: Handball, Football, Rugby, Badminton, Basketball, Health Related Exercise. Summer term: Athletics, Cricket, Health Related Exercise GIRLS Autumn and Spring terms Netball, Hockey, Badminton, Dance, Basketball, Handball, Health Related Exercise Summer Term: Rounders, Athletics, Cricket Pupils in Year 8 receive a double per lesson in both the Red and Blue weeks. Boys will study a block of Football, Rugby, Badminton and Basketball throughout the Autumn and Spring terms before receiving Athletics and Cricket in the summer. The girls receive a half term block of Netball, Hockey, Badminton and Gym as well as being introduced to other sports and activities such as Football and Rugby. The summer includes sports such as Athletics and Rounders and Health Related Exercise activities. Throughout Year 9 the PE curriculum returns to one double and a single lesson per week. Lesson and activities here are aimed not only at participation, progress and enjoyment but also at preparation for the challenges of GCSE PE. BOYS Autumn and Spring terms: Football, Rugby, Badminton, Basketball, Handball, Volleyball and Health Related Exercise. Summer term: Athletics and Cricket GIRLS Autumn and Spring terms: Netball, Hockey, Badminton, Dance, Handball, Football, Rugby and Health Related Exercise Summer term: Athletics, Rounders, Cricket and Dodgeball The mission statement of the PE faculty is Participation, Performance, Progress and Success. We have high standards regarding kit and attitude to learning within lessons and offer an extensive range of extra curricular sporting opportunities to all our pupils within both key stages. These include competitive sport with other schools in the Borough, Greater Manchester and Nationally and clubs are open to pupils of all abilities. There is also an extensive inter school sporting calendar with inter form competitions in many activities culminating in the school athletics sports day. Assessment is carried out summatively at the end of each activity block (usually a half term) as well as formatively within each lesson with a big emphasis on independent learning, guided discovery and peer assessment. Pupils are encouraged to become leaders and officials in activities and their knowledge and understanding of health, fitness and the body is improved. Talented individuals area identified throughout each sport and SEN pupils are incorporated into every activity where possible. Mr I Walker - Director of Physical Education
37
DRAMA OVERVIEW – KEY STAGE 3 The learning pattern in drama is cyclical, as conventions (drama techniques) are revisited and reinforced throughout the Key Stage in different context, as the repertoire of skills is created. Skills Year 7 Movement Mirror/Shadow work Mime Scripted performance Working as a team Improvisation Poetry Storytelling Confidence Building Year 8 Improvisation Body Awareness Physical Drama Group work Trust Work Poetry Co-operation Mock Work Stage Actions Shakespeare Script Year 9 In role Status Stylised drama Choral techniques Freeze Frames Script Stage directions Spontaneous improvisations Group dialogues Tone Surrealism KEY STAGE 3 UNITS OF WORK Year 7 Unit 1 Introduction to drama – expectations, mirror and shadow work Unit 2 Skills development – improvisation, character development, working from different
stimulus/materials Unit 3 Shakespeare – “A Midsummer Night’s Dream” Unit 4 “Private Peaceful” Unit 5 Storytelling “Red Riding Hood” “Mr Fox” Unit 6 Mime, wild west, melodrama, silent movie Year 8 Unit 1 Physical theatre/movement Unit 2 “Alone” – improvisation/ story and poetry stimulus Unit 3 Shakespeare “Romeo and Juliet” Unit 4 Stage Directions Unit 5 Play text “Our Day Out” Unit 6 Skills development – improvisation, script work, forum theatre Year 9 Unit 1 Physical theatre/Abstract theatre Unit 2 “Teenage issues” Unit 3 Mime/movement Unit 4 Super hero’s Unit 5 Script work – “Teachers/bouncers” Unit 6 Skills development – performance skills, spatial awareness Miss H Brooks – Teacher in charge of Drama
38
Homework Timetables - 2013/2014 - Year 7J/X1
RED
Monday Tuesday Wednesday Thursday Friday
Geography MFL Maths Drama English
Art English RE Science Maths
Music History Technology
BLUE
Monday Tuesday Wednesday Thursday Friday
Geography MFL Maths RE
English
Art English History Science
Maths
ICT Technology
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
Homework Timetables - 2013/2014 - Year 7A/X2
RED
Monday Tuesday Wednesday Thursday Friday
History MFL Maths Science English
Geography English Music Drama Maths
Art RE Technology
BLUE
Monday Tuesday Wednesday Thursday Friday
Geography MFL Maths Science
English
RE English History ICT
Maths
Art Technology
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
39
Homework Timetables - 2013/2014 - Year 7M/X3
RED
Monday Tuesday Wednesday Thursday Friday
History MFL Maths Science English
Geography English Art Music Maths
Drama RE Technology
BLUE
Monday Tuesday Wednesday Thursday Friday
Geography MFL Maths Science
English
Art English ICT RE
Maths
History Technology
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
Homework Timetables - 2013/2014 - Year 7E/Y1
RED
Monday Tuesday Wednesday Thursday Friday
Science Maths Technology English Maths
RE English MFL Art ICT
History Geography
BLUE
Monday Tuesday Wednesday Thursday Friday
Science Maths Technology English Maths
RE English MFL History Drama
Art Geography Music
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
40
Homework Timetables - 2013/2014 - Year 7S/Y2
RED
Monday Tuesday Wednesday Thursday Friday
Science Maths Technology English Maths
RE English MFL Geography Drama
History Art
BLUE
Monday Tuesday Wednesday Thursday Friday
Science Maths Technology English Maths
RE English MFL Geography ICT
Art Music History
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
Homework Timetables - 2013/2014 - Year 7C/Y3
RED
Monday Tuesday Wednesday Thursday Friday
Science Maths Technology English Maths
Drama English MFL Geography RE
ICT Art History
BLUE
Monday Tuesday Wednesday Thursday Friday
Science Maths Technology English Maths
History English MFL RE Geography
Art Music
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
41
YEAR 7 ACTIVITIES
Before school
Break Lunch After school
Monday LRC open from 8:15am
Basketball in sports hall
LRC Rm 12 (supervised computers)
Drama Club Badminton in sports hall
Band in music room
Homework Hub until 4pm Maths Shine Club 3:15-4:15pm
Choir 3:15 – 4:30pm
Tuesday LRC open from 8:15am
Basketball in sports hall
LRC Rm 12 (supervised computers)
Badminton in sports hall Rock school in music room
Homework Hub until 4pm in LRC
Art Club 3:15 to 4:15pm in rm 69
Wednesday LRC open from 8:15am
Morning Prayer
8:40am
Basketball in sports hall
“Drop in” with Lay Chaplain in Chapel
Rm 12 (supervised computers) Football practice
Badminton in sports hall Woodwind in the music room
Homework Hub until 4pm in LRC
Year 7 only homework club 3:15 to 4pm in rm 30
Textiles club 3:15 – 4:15 in rm 28 Football Practice on field till 5pm
Gym club 3:15 – 4:30pm
Thursday LRC open from 8:15am
Basketball in sports hall
LRC Rm 12 (supervised computers)
Netball practice Badminton in sports hall
Music theory in music room
Homework Hub until 4pm in LRC Hockey
Ukele Club 3:15 to 4:30pm
Friday LRC open from 8:15am
Basketball in sports hall
LRC Rm 12 (supervised computers)
Gardening Club Badminton in sports hall
Homework Hub until 4pm in LRC