C o n t e n t s Page

Introduction by Mike Moss - Deputy Headteacher 1

Key Stage 3 Art

3

Key Stage 3 Citizenship 5

Key Stage 3 Design and Technology 7

Key Stage 3 Drama 9

Key Stage 3 English 12

Key Stage 3 Geography 14

Key Stage 3 History 16

Key stage 3 ICT 19

Key Stage 3 Mathematics 21

Key Stage 3 Modern Foreign Languages

23

Key Stage 3 Music 27

Key Stage 3 P.E. 29

Key Stage 3 R.E. 31

Key Stage 3 Science 33

ART AND DESIGN

Course Aims:

The department aims to contribute towards the full development of student’s intelligence through art and design which is an essential element of their education. We encourage our student’s to be enterprising, making art more relevant to their lives and the local environment. Art offers great opportunities to explore the local environment, different cultures and links with other areas of the curriculum. Moreover the process of developing and researching a theme, which begins in year 7 and continues to A-Level, requires an independence of thought and maturity of approach found in few areas of the curriculum.

Skills Required and Course Content:

Year 7 Basic colour theory and colour mixing Exploration of basic visual elements: line, tone, shape, colour,

texture, form and pattern. Painting and drawing from direct observation Simple perspective Basic printing Painting/Drawing using imagination, involving compilation of

own source material (to incorporate discussion of pictorial composition)

Three dimensional work, to include basic introduction to clay and/or papier mache

Collage Basic Graphic Design work Basic introduction to looking at and talking about works of art;

basic art vocabulary and technical terms Use of sketchbook for research and development of ideas

Year 8 Revision of basic colour theory and colour mixing More detailed understanding of basic visual elements Painting and drawing from direct observation with increasing

accuracy and confidence Clear understanding of perspective More sophisticated printing; lino or screen printing Painting/Drawing using own source material Three dimensional work; clay and/or papier mache Graphic design/illustration More confident discussion about their own and other art

works; increased art vocabulary Use of sketchbook for research and development of ideas

Year 9 Revision of colour theory with more advanced and careful

colour mixing Continued experience of basic visual elements Painting and drawing from direct observation demonstrating

clear knowledge and understanding of artists’ work and techniques

Continued use of accurate perspective More advanced printmaking with experience of lino/screen-

printing Painting/Drawing using imagination, involving compilation of

own source material (to incorporate discussion of pictorial composition)

Three-dimensional work, developing a more individual response and detailed knowledge of construction techniques

Graphic design; developing typography and layout skills Group discussions and analysis of both their own and others’

work, demonstrating confident art vocabulary Use of sketchbook to research and develop ideas

Assessment and Deadlines:

Assessment for year 7 students takes place at the end of their first project. A baseline drawing and research task supported by sketchbook work establishes a key stage level. Levels are awarded according to National Curriculum guidelines. As students in year 7, 8 and 9 complete each project; levels are reviewed and adjusted when specific criteria are met. The vast majority of students are targeted at Level 5 & 6 by the end of year 9.

Extended Learning:

Homework Policy

The department run a ‘drop-in’ club during lunch time which students are encouraged to attend. We aim to give students at key stage three homework fortnightly. This will be approximately an hour in length and includes resourcing and researching as well as practical tasks, which coincide with the area of study.

CITIZENSHIP

Overview

All students study citizenship from year 7 through to year 11. At key stage 3 students will receive fortnightly lessons, either delivered as a continuous block of once weekly lessons for half a year, or delivered on a fortnightly timetable change, alternating with another subject. Citizenship is incorporated into specialised learning days and other curriculum subjects at key stage 4.

The Importance of Citizenship

Education for citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Students learn how to effectively participate in, and make an impact on their communities. It encourages students to take an interest in topical and controversial issues and to engage in discussion and debate. Citizenship addresses issues relating to social justice, human rights, community cohesion and global interdependence, and encourages pupils to challenge injustice, inequalities and discrimination. Young people are helped to develop their critical skills, consider a wide range of political, social, ethical and moral problems, and explore opinions and ideas other than their own.

Overall, citizenship helps students understand that in a democracy they have a voice, and that their views and ideas can have a real impact on their community and in shaping the future of their country and the world.

Skills Required and Course Content

THE STUDENTS WILL DEVELOP THE SKILLS OF…

THOUGH THESE SKILLS, THE STUDENTS WILL STUDY…

Critical thinking & enquiry

Advocacy & representation

Taking informed and responsible action

Human rights

Conflict & conflict resolution

Law and the justice system

Identity and diversity in the UK

Democracy and Justice

Parliamentary democracy and the

government

The UN & the EU

Assessment

Students are formally assessed in each unit they study and will be reported to parents via the school’s Data Capture Policy, which has been adapted for use in citizenship and drama. Assessments vary in style to ensure both skills and concepts are equally assessed, and to enable students with strengths in different areas to show their progression and talents; however they always assess students on the development of one key skill and on their knowledge of one key concept. The assessments provide regular and valuable opportunities to encourage student progression through target setting and monitoring. Students are involved in setting their own targets for further success using guidance and targets set out by teachers. We are keen that each student, whatever his or her ability, has an opportunity to learn new skills and to build on their own strengths and talents.

Students are provided with assessment criteria from the beginning of the unit and are formally assessed against this at the end. Years 7 and 8 both produce extended projects which are also assessed against set level criteria and provide an opportunity to monitor the students’ independent learning skills.

Year 7 assessments Multiple choice understanding of wider citizenship concepts Written speech outlining opinions on immigration and human rights Design your own childrens’ charity project Poster designing a celebration of identity and diversity in Britain

Year 8 Assessments Multiple choice understanding of politics in the news Written speech outlining a manifesto for change in the community Create your own country project Short and long answer test about crime and punishment issues

Year 9 Assessments Conflict resolution scenario cartoon Participation and reflections on a human rights campaign Short and long answer test about the ‘World and Us’

Extended learning

Traditional homework has been replaced by independent research projects. These projects will help students to develop their skills or research, enquiry, critical thinking, self-management, creative thinking and effective participation. Students will be set one project per year and will be supported on these throughout the course. With

the development of these skills the students will also acquire the knowledge to support their studies.

We also expect students to regularly follow local, national and international events either by reading newspapers, watching or listening to news bulletins or accessing the BBC or CBBC Newsround homepage on the internet. The greater students’ awareness of current affairs the easier it will be for them to access the course and do well in their assessments.

DESIGN AND TECHNOLOGY

Course Aims:

The aim of the Design and Technology (D&T) Department is to enable students to design and make high quality products within the areas of food, textiles, resistant materials and graphics. Throughout this process students will be encouraged to become successful, confident learners who think creatively and solve problems.

Skills Required and Course Content:

Designing will include an understanding of the needs of the people using the product as well as ways to judge its success. It will also focus students on the importance of the appearance and function of products, different ways products can be made and wider issues that may arise from making a product.

Making will involve students learning a broad range of practical skills and techniques. They will learn to use equipment, machines and tools safely to make high quality products. Making will also involve students working with systems and control.

The course content will be delivered through the following projects in the areas of food, textiles and resistant materials. In Years 7 and 8 all students will rotate around these areas in nine or ten week blocks having two lessons a week.

Year 7 Food- Fruit and Vegetables ‘Five a Day’ Textiles- Hats ‘Secret Garden’ Resistant Materials- Photo Frame / Photo Holder Graphics- Key Fob

Year 8 Food- The ‘Eat Well Plate’ Developing Meals Textiles- Bags ‘Famous People’ Resistant Materials- Tea Light Holder

Graphics- Swatch Watch Project / Structures

In Year 9 all students will rotate around two of the four areas in eighteen or twenty week blocks having two lessons a week. The two areas the students focus on will be identified towards the end of Year 8.

Year 9 Food- Meal Planning ‘Individual Dietary Needs’ Textiles- Up-cycled Fashion and decorative techniques Resistant Materials- DVD Storage/Laminating/Heat Treatment Graphics- Board Game / Electronics

Students will be given the opportunity to design and make products which they have chosen, which can be justified to meet a given ‘market’.

Where appropriate students will be encouraged to involve CAD (Computer Aided Design) and CAM (Computer Aided Manufacture).

We ask that students contribute towards the costs of the materials used.

Assessment and Deadlines:

At the end of each project or rotation students ‘Designing and Making’ achievement will be acknowledge through the D&T National Curriculum Key Stage 3 Levels.

The three ‘data captures’ that are published each year will come from the overall D&T National Curriculum Level for the most recently finished project or rotation in D&T.

At the end of the year the ‘summative’ D&T KS3 Level given to the student in their written report will be arrived at by looking at the various D&T KS3 Levels given over the year.

Extended Learning:

The nature of homework will be dependant on the project being undertaken. In Years 7 & 8 students will be expected to complete a

minimum of five Design and Technology homework tasks each project or rotation. In Year 9 it will be a minimum of ten.

Supporting Learning in D&T

Parents and carers can support what we do by regularly discussing with their child what they are currently doing in D&T. This could be prompted by looking at the booklet or exercise book they bring home to do their homework.

DRAMA

Course Aims:- To develop an understanding of dramatic form and the

content it explores.- To use the drama medium to explore issues and ideas.- To develop the use of imagination and self-confidence.- To experiment with a variety of theatre styles and genres.- To carry out independent research to contribute to drama

development- To develop presentation and evaluation skills.- To enable students (through group work) to learn to

negotiate, co-operate, concentrate, listen, accept and support one another.

- Other areas, which we aim to develop through the use of drama, are trust, independence, confidence, language and personal growth.

NoteImprovisation forms the core of drama teaching at Simon Balle. There are also opportunities to work with scripted and other textual material.Skills taught in year 7, are revisited and developed in year 8 and 9Time is set aside for evaluation and discussion in each session.

In each unit of work, students explore an issue or theme (the content) whilst at the same time developing specific drama skills (the form).

Skills Required and Course Content:Year 7

The Content The Form

Unit 1 Serious Fun Drama games, group activities.How body language and tone of voice communicate meaning for an audience.

‘It was Terrifying’ Still pictures, improvisation, use of narrator, slow motion,

thought tracking. Begin to develop ideas in a group situation.

Unit 2 Myself and others Group improvisation, using text as a stimulus for drama, hot seating, mime, discussion, video camera work. Evaluation of own and work of others.

Unit 3 Stage Directions Basic stage craft, group script work, off text improvisation.

Unit 4 Story telling Group work, use of synchronised movement and choral speaking. Use of extended script. Independent learning and collaboration.

Unit 5 The Haunted Lift An exploration of how to create tension in stage presentation.

Unit 6 Rosa Parkes Examining Human Rights using monologues, improvisation in groups. Improvisation around a piece of text.

Year 8

The Content The FormUnit 1 ‘Saving the Universe’ Developing team and drama skills

in a project aimed at saving the planet.

Unit 2 Status Looking at the concept of status and trust in drama through the medium of both spontaneous and prepared improvisation

Unit 3 Bullying Tackling a difficult subject using still pictures and monologues.

Unit 4 Objects to Life An introduction to physical theatre.

Unit 5 Reportage Understanding the concept of the protagonist and learning the importance of structure and different methods of staging.

Unit 6 Tension and stage combat

Every fight has a story. Creating tension and safe stage fighting techniques.

Unit 7 Silent movies Using the genre of mime, music and banners to produce a short silent film.

Unit 8 Mask Extending on from the previous unit. Use and function of mask. Introducing basic mask work into performance.

Year 9The Content The Form

Unit 1 ‘Don’t Like Mondays’ Group drama using mime and still pictures and introducing forum theatre.

Unit 2 Stabbing at the disco A topical issue that focuses on creation of drama using monologue, mime and music.

Unit 3 Drug Smuggling Tackling a difficult subject using still pictures and monologues – examining the consequences of actions.

Unit 4 ‘Performance styles’ An introduction to naturalism, non-naturalism and forum theatre styles

Unit 6 ‘John’s Story’ A courtroom drama!Unit 7 ‘Bruno the Clown’ Creating a full drama in flashback

using a story stimulus and hot seating as well as adding music for atmosphere.

Assessment and Deadlines:

Students are assessed at the end of each unit of work in ‘creating’, ‘performing’ and ‘responding’. We have adopted the Arts Council of Great Britain’s assessment levels and individual progress will be discussed, levels set and appropriate targets identified. Students are frequently given opportunities to self-evaluate and to evaluate the work of others.

Extended Learning:Homework

Is set on a regular basis and will always be a relevant piece of research or preparation for the unit in progress. The homework set will not exceed 40 minutes per week.

Extra curricular activities

Lunchtime Drama Club, usually run by A level students, is held weekly for years 7 and 8.

Students are encouraged to participate in the house plays, which are directed by year 12 students and feature pupils from all years.

They will also have the opportunity to audition for and take part in the annual school production.

In 2011 Simon Balle is making an entry to the Shakespeare Schools Festival.

How you can support your child with their studies in drama

Please encourage them to complete their homework. It is set for a purpose and will often be a requirement of the lesson where it is due. Students not completing it are often at a disadvantage.

If your child has a particular interest in drama they should get involved with our extra-curricular activities or develop their interest out of school. The department is always pleased to recommend local clubs and societies that are running well planned drama activities in the local area.

ENGLISH

Course Aims

To develop understanding and use of the spoken word The ability to read, understand and respond to all text types To develop the skills necessary to construct and convey

meaning in written language To incorporate ICT as a tool for research and communication

The National Curriculum for English prescribes the range of literature to be studied over Key Stages 3 and 4. The framework for teaching English embraces these requirements and lays out a clear line of progression.

Please check out the English website aimed at parents and students from September.

Course Content

Year 7 History of the English language (poetry) Autobiography: idiolect and literary non-fiction Storyteller Reader Media: Superheroes Drama

Year 8 Science fiction Poetry: words work, dialect, unseen poetry The Gothic Reader Travel Writing Shakespeare study

Year 9 Warring world Reader (novel/short stories) Poetry from different cultures and unseen poem Creative writing Study of a Shakespeare play GCSE transition unit

Assessment and DeadlinesEach unit contains two recorded assessment for reading, writing or speaking and listening. All assessed work will be given a level so that close tracking of each student is established. Every student is provided with a Key Stage 3 folder that contains all assessed work,

as well as any other work that the teacher feels fit to include. Exercise books are used for classwork, independent enquiry, some homeworks, note-taking and drafting of assessed work. Exercise books are formatively marked at least once each half-term.

Extended learningHomework is set on a regular basis and may include research, on-going project assignments and reading. The amount of time each student should spend on homework is between 30-45 minutes. In Years 7 and 8, a Reading Award programme is run in conjunction with the library to encourage students to expand their range of reading. Students will be offered the chance to visit The Globe in Year 8.

GEOGRAPHY

Course Aims:

The aims of the Key Stage 3 Geography course are to:● Stimulate an interest in and a sense of wonder about places. ● Help young people make sense of a complex and dynamically

changing world. ● Explain where places are, how places and landscapes are

formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected.

● Build on pupils’ own experiences to investigate places at all scales, from the personal to the global.

Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. We believe that fieldwork is an essential element of this. Pupils learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information. Geography inspires pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.

Skills Required and Course Content:

Autumn Spring Summer7 Fantastic World

Developing knowledge and understanding of patterns and processes

● Durdle Door processes

● Independent enquiry

Threatened WorldUsing different research and fieldwork skills to investigate ecosystems

● Amazon poster● Woodland

enquiry

I am Geography An enquiry-based unit looking at how geography relates to our lives

● UK places test● Independent

enquiry

8 Record BreakersHighest, longest, richest: An investigation into our record-breaking world.

Nature Fights BackResearch and investigation into a variety of natural hazards

CitiesMaking decisions about how cities can be managed sustainably

● World tour

● Rivers test● Independent

enquiry

● Hazards test 1● Hazards test 2

website● Olympics

assessment9 Trade &

DevelopmentUsing data to investigate the differences between countries

● Trade assessment

● HIV assessment

AsiaAn in-depth study of this rapidly changing region and how it affects us

● Russia assessment

● Independent enquiry

Geographical decisionsA synoptic unit examining weather and population in Australia

● Weather test● Decision

exercise

Assessment and Deadlines:

Students will be assessed several times during each unit. The assessments vary in style and approach to allow students to demonstrate a range of strengths and skills. At the beginning of year 7 the students are provided with a portfolio, the first page of which is a National Curriculum level grid: this grid is used to mark all assessed work throughout key stage 3. Prior to each assessment the students will be informed of which strands of the national curriculum they will be assessed on, as well as being issued with specific success criteria for the task: it is important that the students familiarise themselves with this material.As a department we are making use of the school’s new virtual learning environment: the Smart Cloud. Individual course overviews are being produced for each unit (SBS log-in required: please be aware that not all units have an overview on the learning portfolio yet). These can be found on the geography website http :// goo . gl / DHKed Extended Learning:

The humanities homework club is run once a week and is an opportunity for students to take advantage of departmental resources and ask for any extra assistance they may require with work. It is open to students of all abilities and ages.The departmental website (www.simonballegeography.wordpress.com) and the Smart Cloud (accessed through the main school website) are used to alert students to wider reading opportunities, deliver homework and provide assessment materials electronically. Subscribing to website will ensure that they are kept up to date with the latest news.

Homework is set when appropriate. It will usually consist of 1 piece per week and will last for approximately 30 to 40 minutes. On occasions when no formal homework has been set the students will be expected to conduct their own independent study: this may take the form of reading a newspaper or using the internet to find out about topical geographical issues. The Geography in the News section of our website is a particularly useful starting point or this.We communicate with the students via their Simon Balle email address: we expect them to be checking this regularly. Students should use this email address to contact us if they need help or guidance with a task.The most up to date version of this document can be found on the geography website http :// goo . gl /5 KQcc

HISTORY

Course Aims:

The aim of the Key Stage 3 History course is: Encourage students to become more independent in their

historical enquiry. Allow opportunities for students to participate in a wide range

of activities both as individuals and as members of a team. Understand how the past has impacted upon the world

through reflective and creative thinking. To focus on significant events in depth whilst understanding

how it fits into the bigger picture. For each student to think analytically about sources of

information.

Skills Required and Course Content:

Year 7Who do you think you are? This is an in-depth enquiry into the history of Hertford concluding with an initial baseline assessment of the students understanding of key terminology and extended writing skills.What did the Romans do for us? This unit gives an understanding of the advantages and disadvantages of the Roman Empire, with a focus on St Albans. This is assessed by a piece of extended writing which evaluates whether the Romans improved life for the people in St Albans (DC1).Did the Normans destroy or re-build England? This is an investigation into the problems and actions of William the Conqueror. Students complete an assessment which requires them to revise for a test which includes some short and some longer answer questions (DC2).How miserable were the Middle Ages? An independent study into the realities of Medieval life. This topic focuses on building early

research skills and the students projects will be marked according to their ability to show use of a range of appropriate resources which help answer their question. Why did Kings lose power in the 13th century? This is a focus on King John and the subsequent development of democracy. Students are assessed on their understanding of historical sources, focusing on their ability to make inferences and challenge the reliability (DC3).

Year 8A time of change and exploration: This unit starts with an investigation into the changes to the Catholic Church made by Henry VIII. Students then look at the beginning of the Elizabethan explorers and growth of Empire. Students complete an assessment which requires them to revise for a test which includes some short and some longer answer questions (DC1).How did democracy develop in the 17th century? This unit focuses on the causes of the English Civil War and how Oliver Cromwell has been perceived throughout time. Students complete an essay on the causes of the Civil War (DC2).What impact did the British Empire have on its territories? Students investigate the advantages and disadvantages of the British Empire with a depth study of the Trans-Atlantic slave trade. Students are assessed on their understanding of historical sources, focusing on their ability to make inferences and challenge the reliability (DC3). How did London develop into an industrial city? This extended unit deals with several areas. Students investigate how Britain was affected by the Industrialisation Revolution. They conduct an independent study into the an area that interests them using their research skills to produce a project that will be marked according to their ability to show use of a range of appropriate resources which help answer their question.

Year 9:How diverse were people’s experiences of World War I? This is an investigation into the different experiences of both the soldiers and those on the Home Front upon which the students will complete an essay (DC1).How did the experience of warfare change between World War I and World War II? An independent investigation into how society and technology changed the nature of warfare between the two wars. Students projects will be marked according to their ability to show use of a range of appropriate resources which help answer their question.How did Hitler control Germany 1933-45? Students complete a GCSE style source investigation into the methods used by the Nazis. Students are assessed on their understanding of historical sources, focusing on their ability to make inferences and challenge the reliability (DC2).

Why did America withdraw from the Vietnam War? This unit is an investigation into the circumstances of the Vietnam War and the consequences for the American public. Students are given 3 interpretations of the American withdrawal; students suggest which is the best representation (DC3).Crime, policing and punishment 1870-1990: An investigation into the problems faced by the Metropolitan Police force in the late Victorian period. This unit teaches the content for the first unit that is taught at GCSE.

Assessment and Deadlines:

It is the intention of the department that the majority of homework will be completed through use of the ‘cloud’. If students have difficulty accessing the internet from home then alternative arrangements can be made.

Students complete an assessment after each module. These are given a National Curriculum level, all of which go towards their end of year grade. Each assessment develops a particular historical skill. Students are given a target and an action point so that they understand how to reach the next level. This can be found in the front of their exercise book.

The assessments mirror the type of assessments set at GCSE to enable students to get a thorough understanding of their requirements.

Extended Learning:(To include extra curricular provision, revision sessions, coursework and homework)

The history department has a website which we encourage students to use if they need access to resources from the lessons or wish to complete extra research.

History runs a homework club once a week at lunchtime.

If students require help outside of this time they are encouraged to email their subject teacher using the staff email addresses which can be found on the website.

The history department sets fortnightly homework of 35 - 45 minutes. It is important that students meet all deadlines. The Department has a policy for dealing with late submission of homework and coursework. Late submissions will be given an afternoon detention by their class teacher.

ICT

Course Aims:

To develop the skills of using ICT applications. To develop the capability to choose appropriate solutions. To develop ICT skills for use across the curriculum. To combine the use of digital technologies to solve problems

using creativity and imagination. To take account of purpose and audience when creating

professional, efficient and effective solutions, being reflective learners.

To be critical and self-evaluative users of digital technologies, being reflective learners.

To develop greater independence for GCSE level studies in ICT, becoming independent enquirers.

(PLTS) To become increasingly self-managing in approaching projects and topics.

(PLB) To develop the student’s ability to work in teams to find solutions.

Skills Required and Course Content:

The course is based on a number of modules throughout key stage 3 that develop the skills of students in a range of different contexts.

Year 71. Introduction & e-safety2. Standard ways of working with ICT3. Introduction to spreadsheets4. The Real Game – using ICT for careers and PSHEE5. Graphic Design6. Google Maps7. Collaborative project working8. Basic computer systems9. Creating digital video products

Year 81. E-safety2. Blogging and podcasting3. Computer control4. Desk Top Publishing5. Databases and spreadsheets6. Using careers databases to investigate future possible careers7. Flash animation8. Programming with Scratch

Year 9In Year 9 students start their GCSE level studies in ICT. They will work on one of the coursework units that contribute towards the Cambridge National (Level 2) in ICT. They will carry their studies into Year 10.

Assessment and Deadlines:

Year 7 & 8At the end of each unit there is either an assessed task which is then levelled, or a level based on their performance across the unit.

Year 9Most of the work for the Cambridge National Level 2 Awards in ICT is assessed by a portfolio of evidence, there is one exam unit. The units and final qualification are graded at Distinction*, Distinction, Merit, Pass or Fail, equivalent to A*, A, B, C or U grades at GCSE.

Extended Learning(To include extra curricular provision, revision sessions coursework and homework)

Homework is set to consolidate lesson activities and also to prepare for the next stage. This can range from traditional homework tasks, gathering information, research, preparing for a specific task, etc.

Students can attend the general school computer club. There is a departmental help session held after school one day

each week. Students in Year 8 will start to follow an online coding course

to develop coding skills. There are opportunities to attend sessions on stop-motion

animations, etc.

MATHEMATICS

Course Aims:

Establishing high expectations for all pupils and setting challenges for them to achieve.

Strengthening the transition from Key Stage 2 to Key Stage 3 and ensuring progression in teaching and learning across Key Stage 3.

Promoting approaches to teaching and learning that engage and motivate pupils and demand their active participation.

Skills Required and Course Content:

Years 7 and 8

The National Curriculum for mathematics is followed with each pupil at the appropriate level.

The National Curriculum for mathematics at Key Stage 3 covers:-

Using and applying mathematics to solve problems Problem solving and applications in a variety of contexts to

develop reasoning, thinking and communication skills,

Numbers and the number system Place value, ordering and rounding Integers, powers and roots Fractions, decimals, percentages, ratio and proportion

Calculations Number operations and the relationships between them. Mental methods and rapid recall of number facts. Written methods Calculator methods Checking results

Algebra Equations, formulae and identities Sequences, functions and graphs

Shape, space and measures Geometrical reasoning: lines, angles and shapes. Transformations Coordinates Construction and loci Measures and mensuration

Handling Data Specifying a problem, planning and collecting data. Processing and representing data Interpreting and discussing results Probability

Assessment and Deadlines:

Years 7 and 8

A written test is set at the time of each data capture which is based on units recently taught. At the end of each unit students are given an assessment. This takes the form of either a short test or a problem solving activity. These assessments, together with the data capture tests provide the basis for the Data Capture grades.

In addition students are given an end of year test in May/June which consists of two written tests and a mental arithmetic test.

Extended learning:

Please also refer to the website mymaths.co.uk (ask a mathematics teacher for the username and password) It provides

Help with homework Homework Revision sessions

Each week, throughout the course, pupils will receive two pieces of homework, each about 30 to 40 minutes in length; or one extended piece of homework of about 1 hour.

MFL

There are five categories of thinking skills embedded in the National Curriculum: information processing skills, enquiry skills, creative thinking skills, reasoning skills and evaluation skills. The contribution of mathematics to these skills is drawn directly from using and applying mathematics.

The Simon Balle Linguist…Learns through interaction with others;Imagines, creates and plays with language;Never worries about mistakes; is confident and takes risks;Gets pleasure from using language; enthuses about it;Uses every opportunity to express new ideas;….is….Internationally aware and explores other cultures;Shows passion and curiosity for languages and is…Tenacious.

Course Aims:

By Year 9 pupils should know what is involved in learning a language and have a range of strategies and skills for collecting or researching new language from the sources they meet. They should be able to engage with native speakers, writers and texts of various kinds for purposes of real communication, to extract real information, or to read, listen or view for their own enjoyment.

Parents wishing to know more about the courses offered can get up-to-date information on our website at www.sbslangs.org.uk.

Students will be able to experience another European language during the summer term during one of their 3 allocated MFL weekly lessons. The object of this is to improve their language learning strategies and cognitive linguistic skills.

A half-termly leaflet detailing the course-content is issued to each student and can also be downloaded from the website; click on “Key Stage 3 Overviews” on the navigation bar on the left-hand side.

The tables below offer a general outline of topics covered in what is a spiral programme of study, i.e. various vocabulary and grammatical aspects are regularly revisited in greater depth. Precise content of each unit can be found at www.sbslangs.org.uk/ks3overview.htm. A table at the end of this document lists the unit coverage.

All skills (Listening, Speaking, Reading and Writing) are assessed at the end of each Unit of Study. A formal oral assessment takes place once per term. There are three data capture points in each school year and an average level from the unit assessments is recorded to monitor the student’s progress globally.

Skills Required and Course Content:

Year 7 French Meeting & greeting

School & school objects

Counting / Birthdays

Classroom vocabulary Colours

France: History and geography

Family & animals

Presenting yourself and physical description

Where you live

House & home

What you do in the evening

Telling the time

The French-speaking world

In townAsking & giving directions

Expressing opinions

Ordering food and drinks

Paris

Daily routine

School subjects

Giving reasons After school

How schools work in France

Sport & games

Musical instruments

Hobbies & pass-times

At the leisure centre

Holidays

Year 8 German / SpanishFirst year of study

As for Year 7 with reference to German / Spanish speaking countries and cultures

Year 8 French Talking about yourself

Describing past events

Saying where you have been

Describing your routine

Social activities

Entertainment (Cinema)

Family & friends

What you like doing

Parts of the body

Illness & medical problems

Food & shopping Invitations Paris &

the metro

Use of the past tense

What you would like to do

Accommodation Instructions

Where you have been & what you have done

Year 93rd year of study

French Discovering France

Describing a town Your town

Families & home

Making requests

Preparations for a party

Talking about relationships with people

Using the past and future tenses

Perfect & imperfect tenses

Keeping fit & healthy eating

Imperatives / how to give advice

Clothes & fashion

Talking about music

Understanding the news

Talking about the future

The weather Arranging a trip

Year 92nd year of study

German & Spanish

Personal information Weather School

Saying what you did yesterday

Telling the time

Holidays & Transport

Buying tickets

Lost & found

Writing a holiday postcard

Parts of the body & health

At the doctors & keeping fit

Daily routine

Describing a busy week

BreakfastOpinions about food

At the market Spending & saving Family

Describing a journey

Holiday planning Directions Invitations Clothes

BirthdaysTV preferences

Saying what you would like to do

Assessment & Deadlines:

Formal assessments are carried out at the end of every unit. Other formative assessments take place with due notice and suitable preparation via class and homework. The performance of pupils in

class work and homework in all four skills (listening, speaking, reading and writing) are assessed and formative comments given to the students indicating what they need to do to improve their level.

Awards are issued termly for students who excel in each class relative to his/her ability. Deadlines for revision or the submission of work are given by the class teacher and recorded in the pupils’ diaries. The vast majority of students are targeted at level 6+ by the end of year 9.

Students are issued with an overview sheet for every unit containing objectives and assessment criteria. Parents can access these via our website at www.sbslangs.org.uk/ks3overview.htm.

Extended Learning:

Homework consisting of approximately 1 hour is set weekly on a specific day. A completion date will be given and may take the form of any one or combination of the four skills. Students will use their online virtual textbook as their primary resource. www.sbslangs.org.uk/audiolinks.htm

Students must have their own bi-lingual dictionary to assist them with their homework eg: Oxford School French/German/Spanish dictionaries. Use of online translation eg: Google translate, Babelfish etc. are not allowed.

The library also has support material to help students with their homework.

The department organises an exchange annually with our partner school in France, which are open to students in Years 9 and 10. There are other language-based activities throughout the school year, which are announced in the newsletter.

Pen-friend schemes with students in our French and German partner schools are also offered to pupils.

Other extracurricular German, Spanish and French initiatives are offered. For details visit: www.sbslangs.org.uk/interinits.htm

The department has a web site with learning resources and information for parents. Your can access the site via the curriculum link on the school’s home page or directly via www.sbslangs.org.uk.

Appendix: Unit Coverage KS3

French: Expo 1, 2 & 3 rouge / vertTerm / Year 7 8 9

1a Expo 1.1 Expo 2.1 Expo 3.11b 1.2 / PSHEE

module2.2 3.2

2a 1.3 2.3 3.32b 1.4 2.4 3.43a 1.5 2.5 3.53b 1.6 2.6 / PSHEE

module3.6

German: Logo 1 & 2 Spanish: Mira Express 1 & 2

Revised RT: June 2012

MUSIC

Course Aims:

To develop the musical understanding of students in the three key areas of listening, composition and performance (both group and individual).

To develop the group and teamwork skills of the students.

To help musicians to become more independently minded in the work that they create.

To widen their experience of music.

Skills Required and Course Content:

Year 7

Much of the year is spent singing, creating their own music and performing both as a class and in groups. Students learn about the ‘building blocks’ of music, and how good a musician they really are!

Year 8

In Year 8, students work in groups and on their own creating music through the use of instruments or computers. They will look at how to use ‘Garageband’ and will develop how they work with others.

Year 9

Term / Year 8 91a 1.1 2.11b 1.2 2.22a 1.3 2.32b 1.4 2.4 / PSHEE

module3a 1.5 2.53b 1.6 2.6

Students work in groups for much of the year, playing instruments and performing. They work within the ‘Musical Futures’ framework that develops aural recognition and skills through performing.

Assessment and Deadlines:

Students are assessed throughout the year. Work recorded is uploaded to the students’ own pages on www.numu.org.uk/friedstereo, where it can be listened to at home. Students write a blog of what they have done, and also put their levels as part of this, so they always know where they are in their learning.

Learning Guide:

KS3 levels are reached by taking a holistic view of each students' work as a musician, both inside and outside the classroom. Each individual piece of work is not given a level. Instead, teachers take into account, amongst other things, of any instrumental work, compositions, performances in lessons, confidence as a team worker and progress as a musician when finalising the data captures. Here, we see all students as musicians. The levels and details of how they are reached are on the school website. By the end of Year 9, the national expectation is that students are around a level 6.

Parents can help students by encouraging practice of instruments where applicable. They can listen to performances on students' individual NUMU pages and take an interest in the learning. www.numu.org.uk/friedstereo. Contacting us where there are any questions is also a great way to stay in touch.

Extended Learning:(To include extra curricular provision, revision sessions Coursework and homework)

All musicians are expected to take part in at least one ensemble per week. Students who have instrumental lessons are encouraged to perform to others in the class. These performances also provide further evidence of attainment for Keystage 3 levels. Homework may be set on an occasional basis to reinforce learning in selected units. Instrumentalists are expected to practice as advised by their instrumental teachers.

Physical Education

Course Aims:

To develop competence in performance, creativity and an understanding of health and fitness within physical activity through a wide range of content in order to make progress in:

Developing skills in physical activity Developing physical and mental capacity in order to make and

apply decisions Evaluating performance and suggesting ways of improving Making informed choices about healthy and active lifestyles

Skills Required and Course Content:Year 7

Students follow a broad range of activities that are designed to introduce them to the various concepts that are required to take part effectively and safely within physical education. They will become increasingly physically competent through being actively engaged in a range of physical activities, and to become increasingly effective in their performance in different types of physical activity and roles such as player/participant, leader and official. The content of the curriculum includes:

Outwitting opponents, as in games activities Accurate replication of actions, as in athletic activities. Exploring and communicating ideas, concepts and emotions,

as in sports education

Performing at maximum levels, as in cross country running and swimming.

Identifying and solving problems, as in orienteering and gymnastics

Exercising safely and effectively, as in health and fitness activities

Students will be expected to work as individuals, in pairs and as part of a group or team.

Year 8

Students follow a similar programme of study to Year 7, but with much more emphasis being placed on acquiring more advanced skills and developing knowledge of more complex rules, tactics and compositional ideas. Greater time is spent evaluating performance and identifying areas for improvement. Students will be introduced to Personal Survival and a more enhanced Sport education programme during Year 8.

Year 9

The aim of year 9 PE is to prepare students to make informed decisions about further learning opportunities and career choices.Students follow a similar programme of study to previous years, but are also expected to develop their ability to take on different roles within lessons. These include performer, coach, and umpire or official. Students will also have the opportunity to gain leadership awards and gain experience leading in primary schools.Students who opt to follow the Physical Education GCSE course will begin their studies towards the end of the academic year. All year 9 students will study water polo, dance and trampolining along with a wide range of options.Assessment and Deadlines:

Assessment is made on a continual basis and every student is awarded a level in line with the standard KS3 system at the end of each unit of work (normally an 8 lesson block). It is common for there to be significant variations in the marks awarded for each activity due to student strengths and weaknesses.

Each data capture is based on an average of what pupils have completed up to that point. For the final Data capture

students are then given an overall level by taking their 4 best levels from all the activities they have been assessed in (one of which must be an individual activity such as swimming, athletics, trampolining or fitness).

Extended Learning:

Extra-curricular clubs:A timetable of extra-curricular clubs is published every term and is available through the newsletter, school website, and from form notice boards. The timetable supports the activities being followed during the curriculum lessons at that time. Clubs are run on a ‘sport for all’ basis and are accessible for every one.Homework & Parental support:In addition to the curriculum lessons, as homework students are expected to attend an extra-curricular activity at least once every half term. This can be during lunchtime or after school and is designed to get students thinking about completing some form of physical activity outside of lessons as part of a healthy lifestyle and a lifelong involvement in sport. Students will also be able to access rules and helpful websites from the school PE website, in addition below are some helpful PE sites;http://www.olympics.org.ukhttp://www.olympicwomen.co.ukhttp://www.uksport.gov.ukhttp://www.brianmac.co.uk/index.htmhttp://www.physicaleducationupdate.com/

R.E

Course Aims:

The aim of Key Stage 3 RE (as outlined by the Hertfordshire Agreed Syllabus which all local schools must follow) is:

To learn about the 6 world religions To learn from these religions and reflect on the impact they

may have in shaping our lives Through these aims, students will develop questioning skills

and the ability to justify arguments.

Course Content:Year 7

Unit 1 – Why do we study RE? Unit 2 – Is religion alive in Hertford? Unit 3 – Why are Abraham and Moses special to Jews? Unit 4 – What can we understand about Jesus through Art? Unit 5 – What did the Buddha seek to find?

Year 8 Unit 1 – How are Muslims supported by 5 pillars?

Unit 2 – Religion – Do we have a choice? Unit 3 – Is marriage just about love and romance? Unit 4 – Does it matter how I behave? Unit 5 – What makes a person inspirational?

Year 9 Unit 1 – 9/11 What really matters? Unit 2 – Is prejudice still alive and kicking? Unit 3 – Do religious people treat animals better than non-

religious people? Unit 4 – Does suffering make it impossible to believe in God? Unit 5 – Is the truth really out there?

Assessment and Deadlines:

Students will be assessed after each unit and these assessments will provide the levels for the data captures. The assessments vary in style in years 7 and 8 to include some written exam style assessments to prepare students for higher up the school but also some more creative assessments to allow differing learning styles to be met. For example, in Year 7 the assessment for the ‘Why are Abraham and Moses special to Jews?’ unit, will take the form of a video or presentation in a group to encourage BLP skills to be developed such as self managing and team working skills. In Year 8 the assessment for the ‘Does it matter how I behave?’ unit will be to produce a game about karma. This variety of assessments will allow pupils of all abilities to demonstrate a range of strengths and skills. In Year 9, assessments will look more like GCSE exam questions in order to begin to prepare students for the skills required at GCSE. These assessments will be set as unseen tests to be undertaken in a 45 minute slot. On these assessments, the National curriculum level as well as a matching GCSE grade will be given to each pupil.

For all assessments in KS3, the school marking policy is used to enable pupils to know what they did well and a target given to enable progress to be made.

Extended Learning (To include extra curricular provision, revision sessions, coursework and homework)

A pupil friendly booklet is provided for pupils to accompany all units studied which allows parents and carers to be able to better support their child in RE. These booklets provide a clear learning objective for the unit, a breakdown of what each lesson will focus on, homeworks listed for each lesson with accompanying websites (homework is set regularly and the homework tasks provide students with preparation for each of their end of unit assessments)

and finally the assessment (data capture) is explained with descriptors for how to achieve each level.

The aim is to supplement classroom study by arranging visits which explore religion in the wider world. We also invite adults other than teachers to discuss their experience of faith with students.

SCIENCECourse Aims:

At Simon Balle we have always encouraged students to make connections between different areas of science and tried to demonstrate how they can use scientific knowledge to explain the world in which we live.

In light of the new Curriculum at Key Stage 3, as well as the above we have an opportunity to provide students with an opportunity to develop a curiosity, interest in and enjoyment of science, thinking creatively about how science impinges upon their lives. They will be given the opportunity to work together, carrying out investigations/experiments and reflecting upon the outcomes.This all works towards personalising the students’ learning and thinking skills.

Key Stage 3 assessments have changed and will no doubt continue to develop further both nationally and within Simon Balle. To reflect the external changes we have decided to teach Key Stage 3 in 2 years. This has several benefits:

● Students will start Key Stage 4 in Y9 and thus have longer to prepare for their GCSEs.

● Students at Simon Balle will study aspects of biology, chemistry and physics to GCSE

Skills Required and Course Content:

Y7/8 - Students will cover broad themes from biology, chemistry and physics in line with the current Key Stage 3 National Curriculum Programme of Study.The course emphasis is on students acquiring sound scientific skills such as scientific enquiry and investigation skills.

Y9 - Start of OCR Gateway Science B.

Assessment and Deadlines:Assessment will be reported 3 times a year in line with the school data capture system. Pupils will be assessed throughout the course on a range of tasks. This will be classroom or homework based activities, long and short tasks and practical work.We will be assessing skills as well as scientific knowledge. Students also sit tests based upon topics covered or skills acquired during the course. Students are encouraged to work in groups as team workers and gain good communication/presentation skills as well as becoming independent learners in line with the school policy of BLP (Building Learning Power).

Extended learning:

Homework is set in line with school policy approximately 40 minutes per week. This may be over one or two tasks. There is no coursework at Key Stage 3.

Given that year Key Stage 3 is two years by necessity some homeworks will be to gain knowledge and understanding. For example naming the parts of the digestive system, parts of a plant, the order of the planets. These facts need to be learned, and will be tested, but do not need much time spent in explanation in class.

Science Club: This thriving lunchtime activity has really taken off with scores of students at Key Stage 3 taking an active part.

Displays: The department aims to keep wall displays up to date, celebrating work of students and providing information "outside" the course requirements. There is an internal video loop providing up to

date science information to students as they move around the department

Supporting resources: Here are some websites providing both factual and stimulus material: www . sep . or . uk : you can browse the archive of the Catalyst magazine for freewww . bbc . co . uk / school / gcsebitesize : good preparation for GCSEwww . arkive . org : everything you need to know about animals and the environmentwww . exploratorium . com : general site for science interest.http :// www . howstuffworks . com /: Discovery Channel site - entertaining and informativeThe department also has a range of text books used in class.

Support at home:As well as using recommended websites we would really like you to watch relevant programmes as they appear on television. From “Horizon” to “Brainiac” and “Megacities” to “Bang goes the Theory” these all help to engage children with the fascinating world of Science. So too will the Discovery Channel, National Geographic and Quest.

“How much help should I give?” The home learning is not for your benefit but we would encourage you to take an interest in homework tasks and support where necessary. Don’t hesitate to contact the department, particularly if the home learning task is related to your own area of employment or expertise. We’d love to hear from you.