KS3 Transition Learning Guide 2015-16

Creating tomorrow’s citizens today

KS3 Transition Learning Guide 2015-16

Dear Parent/Carer, Welcome to the Simon Balle School KS3 Learning Guide. This guide is designed to give you valuable information about:  What your child is learning in each subject  How your child’s learning will be assessed in each subject  How you can best support and extend your child’s learning outside school time Assessment This is how we assess your child’s learning and help them to improve.

1. Targets You will want to know how your child is performing against the target he or she has been set in each subject. We set targets based on students’ KS2 levels, CAT test scores and results of baseline assessments carried out early in the autumn term. We have a clear picture, through monitoring national trends and analysing previous years’ performance, of how students can be expected to progress during KS3. As a rough guide, students should make at least two whole levels of progress from KS2 to KS3. At Simon Balle, they often progress more than this. It is important to remember that young people develop at different speeds and not always at the same rate, so please do not be concerned if there is an occasional stalling, dip or leap ahead! What matters is that the general trend is upwards and, more importantly, that students know clearly where they are at, where they need to get to and exactly what they need to do to improve and progress.

Please note the targets set are for the end of Year 8.

2. Monitoring Progress Students will be assessed throughout the year in all subjects. Parents and students can view the ‘current grade’ that a student is working at using Go4Schools. The current grade will change throughout the year as subject assessments are completed. These are identified on the calendar and parents will also be able to access these grades via Go4Schools.

The most important guide to whether your child is on track is the colour coding used with the current grade (purple means exceeding target grade, green on track to meet target grade, yellow there is a slight underperformance and a possibility of target not being met and red means serious underperformance). When there is serious underperformance you can expect intervention being put in place to bring your child back to target grade.

3. Assessment for Learning To help students be clear about their learning and progress, every subject teacher will give students a curriculum ‘map’ or overview. This will be put on the website and sometimes in their book / folder. The purpose of this document is to explain what topics will be covered during the year.

Students will assess their own and each others’ work to develop a real understanding of how to improve, and of course teachers will mark work and give clear feedback on what needs to be the next step.

Teaching and learning are dynamic, often complex processes. At Simon Balle we are totally committed to providing the best possible learning experience for your child and value your feedback or questions on any aspect of his or her progress. Please do not hesitate to contact subject teachers via the student planner, by phone or email.

We hope you find this Learning Guide helpful and refer to it often to help your child learn, grow and achieve success as part of our learning community.

M T Moss Mike Moss Deputy Headteacher

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 students 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)  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  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.

COMPUTING 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 an understanding of the coding to create solutions.

To develop coding skills.

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 7 1. Introduction & e-safety 2. Standard ways of working with ICT 3. Introduction to spreadsheets 4. Graphic Design 5. Google Maps 6. Basic computer systems 7. Creating digital video products 8. Introduction to coding Year 8 1. E-safety 2. Blogging and podcasting 3. Computer control 4. Desk Top Publishing 5. Databases and spreadsheets 6. Using careers databases to investigate future possible careers 7. Flash animation 8. Programming with Scratch 9. Developing coding skills

Year 9 In Year 9 students have two lessons per week, one will be about the use of digital applications and technologies, the second will be about programming and coding.

Assessment and Deadlines: Year 7 & 8 At 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 9 There will be a range of assessment activities and levels in both ICT and Computing.

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.

Coding Club is available to Y7 and 8 students.

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 and product design. 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 product design. 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- Up-cycled Fashion and decorative techniques Product Design - Greetings card, Birdfeeders and photo frame

Year 8   

Food- The ‘Eat Well Plate’ Developing Meals Textiles- Bags ‘Famous People’ Product Design – Trophy and night light projects

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 ‘World foods’ Textiles- Up-cycled Fashion and decorative techniques Product Design- Mp3 docking station project Product Manufacture- Batch production project

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).

Assessment and Deadlines: At the end of each rotation students will be assessed on the three key assessment criteria; AO1-subject knowledge, AO2-designing & Making and AO3-Analysis & Evaluation.

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 there will be longer homework assignments to develop independent learning skills.

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 checking they complete their homework as set by their technology teacher on ‘Show My Homework’.

DRAMA (Encompassing Citizenship & PHSE) All students study Drama, Citizenship and PHSE from year 7 through to year 11. During Key Stage 3 we focus on delivering the themes of Citizenship and key PHSE content, using Drama skills to explore and create those ideas. The students will study drama techniques in the first term and will then use those techniques to explore the issues and ideas within the Citizenship and PHSE curriculum 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, cooperate, 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.

Note Improvisation 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 9 Time 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).

The Importance of Citizenship and PHSE Education for citizenship and PHSE equips young people with the knowledge, skills and understanding to play an effective role in public life as well as keeping themselves safe and socially secure. 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. They are encouraged to explore the way they relate to each other, the importance of a healthy lifestyle and how to stay safe.

Skills Required and Course Content: Year 7

Unit 1

The Content

The Form

‘The Boy In the Striped Pyjamas’

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

Still pictures, improvisation, use of narrator, slow motion, thought tracking. Begin to develop ideas in a group situation.

Basic stage craft, group script work, off text improvisation.

‘It was Terrifying’

Unit 2

Stage Directions

Unit 3

The Parable of the Good Punk Rocker

Learning a script, use of Drama techniques to include ensemble work, choral voice, unison movement and developing stereotypes

Unit 4

Healthy Diet Nutrition

Unit 5

The Haunted Lift

Unit 6

Road Safety and Stranger Danger

Unit 6

Rosa Parkes

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

An exploration of how to create tension in stage presentation.

The use of research and presentation. An introduction to Theatre in Education.

Examining Human Rights using monologues, improvisation in groups.

Improvisation around a piece of text.

Unit 7

and

Living in a Lawless Society

Exploring text, Drama techniques and Adapting for Theatre, group work, decision making.

PHSE/Citizens hip content/focus Identity, Conscience, accepting differences Bullying and accepting new situations and differences Drama Technique and Terminology Understanding the role and dangers of stereotyping.

Accepting differences.

Healthy Lifestyles, diet and nutrition Recognising Risk Recognising risk Human rights Conflict conflict resolution

&

Law and the justice system, Parliamentary democracy and the government.

Unit 8

Young Runaways

Scripted Text work, Off Text, group exploration work

Emotional wellbeing and relationships

The Content

The Form

Unit 1

‘Saving the Universe’

Unit 2

Status & Tension

Unit 3

Tension and stage combat

Unit 4

Objects to Life

Unit 5

Mime, Mask and GEMS

Unit 6

Bullying

Developing team and drama skills in a project aimed at saving the planet. Small and whole group work.

Looking at the concept of status and tension in drama through the medium of both spontaneous and prepared improvisation Every fight has a story.

Creating tension and safe stage fighting techniques.

An introduction to physical theatre.

Mask technique, the key ingredients of effective mime, use of music.

Tackling a difficult subject using still pictures, role-play and monologues.

PHSE/Citizens hip content/focus Working together towards a common goal Drama Techniques

Unit 7

Peer pressure

Text work.

Unit 8

Conflict Resolution

Fight or flight responses, improvisation and role-play

Year 8

Drama Techniques Drama Techniques Drama Techniques What makes someone bully?

How can we work to prevent it happening?

Anti-social behaviour Healthy lifestyles – Smoking and alcohol Learning to deal with and use appropriate responses to difficult situations

Unit 9

Politics and the law

Role-plays, Political party broadcast, mock elections, role-play Houses of Parliament.

Unit 10

John’s Story – A Courtroom Drama

Developing a courtroom drama, creation of character and structure of court situation.

The Content

The Form

Law and the justice system, Parliamentary democracy and the government and the Role of the Monarchy Law and the justice system

Year 9

Unit 1

‘Stabbing Disco’

at

the

Group drama using mime and still pictures and introducing forum theatre.

Unit 2

Drug Smuggling

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

Unit 3

‘Too Much Punch For Judy’

Using a more complicated script to examine character, actions and consequences of actions.

Unit 4

‘Hard to Swallow’

Using a more complicated script to examine character, actions and consequences of actions.

Unit 5

‘Hopes and Dreams’

Unit 7

Teenage Pregnancy and Abortion

Making a short film based on the hopes and dreams of students embarking on option choices. Use of true to life stories.

Comparing 1950s to today. Use of film and improvisation both on and off- text.

PHSE/Citizens hip content/focus Gang culture, knife crime, risk and decision making, peer pressure Risk and decision making, healthy lifestyles (drugs) Risk and decision making, consequences of actions and healthy lifestyles Teenage mental health issues, body image and selfesteem Future decisions, careers Healthy lifestyle, understanding the law in relation to

Unit 8

‘Stop the Traffick’ – Human trafficking

Textual work. Using both script and off-text work to consider the world wide implications of slavery.

Unit 9

‘Surfing on Suicide’ – the role of and danger of the social internet

Textual work based on the true life story of a young man who falls prey to a dangerous social network.

pregnancy for both men and women (sexual health) An awareness of injustice and persecution in a modern context Personal safety,risk taking

Assessment and Deadlines: Students are assessed at the end of each unit of work. We are grading by level and the students will work with the exam criteria that focuses them on producing excellent and outstanding work. We would be expecting our students to achieve level 7 to 8 by the end of the key stage.

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. We are piloting ideas in 2015/16 for storing their assessment work on their iPads.

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 2015 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.

Assessment and Deadlines: Students are assessed at the end of each unit of work. From September our grading will be level 1 – 8 with level 8 indicating the student who should achieve A* at GCSE. Students are formally assessed on a number of the units they study and will be reported to parents via the GO4Schools system, which has been adapted for use Drama, taking into account the Citizenships and PHSE content of our programme. 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 students will be required to complete regular feedback questionnaires to monitor progress and understanding.

Students are provided with assessment criteria from the beginning of the unit and are formally assessed against this at the end.

Extended learning Traditional homework may be replaced by independent research projects and blog updates. This will help students to develop their skills or research, enquiry, critical thinking, self-management, creative thinking and effective participation. 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.

ENGLISH Course Aims    

To develop understanding and use of the spoken word To develop 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.

Course Content Year 7  The Boy in the Striped Pyjamas: Looking at characterisation in a text  Key Moments: Exploring how writers use language to communicate experience and feelings.  What the Dickens! An exploration of one author’s craft  Moving Image: Exploration of techniques used in media texts  Functional Gothic: Using Gothic ideas as a stimulus for writing in a variety of forms  Reader: Reading for enjoyment with a focus on how authors structure texts to engage the reader  A Midsummer Night’s Dream: using Shakespeare’s text as a stimulus for creative writing Year 8  Reader: Independent group reading to develop appreciation of a range of literary techniques  Charity Campaign: Exploring how print and moving media texts use image and language to influence the reader  Science –Fiction: Reading a text to understand and appreciate the features of a specific genre  Drama: Recasting prose into drama form  Poetry: Analysing a range of poetry with emphasis on language and structure  19th Century Literature Hall of Fame: Exploring the techniques and characterisation of a range of Victorian novelists

Year 9  WW1 Literature: Exploring the poetry of World War I and how it was used to shape opinions  The Art of the Short Story: Using a range of short stories from different writers as a stimulus for creativity and analysis of narrative form  Shakespeare: Using Romeo and Juliet as a stimulus for re-casting from a specific character’s point of view, showing understanding through a written commentary  Unseen Poetry: Reading poetry from a variety of traditions, with a focus on how to tackle an unseen text  Paper 1 Transition Skills: Comparison of media and literary nonfiction texts and writing to persuade Assessment and Deadlines Each unit will include formative and summative assessment for reading and/or writing. Speaking and listening assessment is on-going. 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 homework, note-taking and drafting. Targets are recorded in exercise books and polishing following feedback is also carried out in exercise books.

Extended learning Homework is set on a regular basis and may include research or a differentiated set of ‘Take-away’ tasks, linked specifically to the skills and ideas in the programme of study. The amount of time each student should spend on homework is between 30-45 minutes. It is expected that all KS3 students read for at least 20 minutes each day as part of the Accelerated Reader Programme which tracks individual reading progress, with each student reading texts at the level best-suited to his/her ability.

Students will be offered the chance to meet visiting authors, participate in trips, work with our Writer-in-Residence, shadow prestigious literary awards and contribute in the Journalism Society’s publication for alumni.

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 7 Baseline assessment Weather and Climate Weather and Climate Short Answer Test

8 Tectonic Hazards Tectonic Hazards Short Answer Test Iceland Decsion Making Exercise

Spring

Summer

UK Settlements

Ecosystems

UK Places Short Answer Test

Woodland fieldwork

Hertford fieldwork

Ecosystems Short Answer Test

Cities

Economic Activity

Cities Project

TNC project

Cities Essay

Economic Activity Test

Rivers Rivers test

9 International

Asia

International Trade

Endangered Animals Project

Fair Trade Essay

Development International Development Short Answer Test

Russia energy essay

International Trade Decision Making Exercise

HIV assessment

Students are assessed against the nine strands of the Geography Curriculum throughout KS3. The strands can be divided into two groups as shown in the

table below. Each assessment will test the students on at least one of the strands, and most assessments use three or more strands. This means that students have many opportunities to improve upon prior performance in each strand.

Knowledge Strands A. Location B. Space C. Human Processes D. Physical Processes E. Environmental Awareness

Skills Strands F. Enquiry G. Handling Data H. Maps I. Communication

In addition to these specific geographical skills, students will always be developing the core learning skills such as analysis, evaluation, and teamwork.

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 Curriculum 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 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.

Some assessments will be in the style of GCSE exam questions. The students will be assessed in two ways in these assessments: 1. The knowledge and skills strands will be assessed in the normal way 2. An overall mark will be used to give the student a GCSE grade based on their performance against the cohort 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.

Homework is set when appropriate. It will usually consist of 1 piece per week and will last for approximately 30 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.

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 and consider links between these.  For each student to think analytically about sources of information.

Skills Required and Course Content: Year 7 Who 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.

Was William I a good leader? This is an investigation into the problems and actions of William the Conqueror. Students complete an assessment which requires them to consider factors and identify links between them to reach a judgement.

How far was Medieval England a horrible place to live? An independent study into the realities of Medieval life. This topic focuses on building early research skills and students will be required to use a variety of both primary and secondary sources to answer a key question.

Was King John a hero or villain? 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.

Which discovery has had the most impact through time? Students will study a thematic unit in which they create their own criteria to consider the significance of key discoveries in history.

Year 8 How has London changed since the 1600’s? Students compare 17th century London with modern day London in preparation for an assessment on why the Fire of London was so great.

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 a sources usefulness.

How did London develop into an industrial city? Students investigate how Britain was affected by the Industrialisation Revolution. They conduct an independent study into an area that interests them using their research

skills and a range of primary and secondary sources to answer a key question.

How far have women’s lives changed since the 1800’s? Students use sources to consider the changing life of women with a key focus on education and work. They will be assessed through a question in which students look at the impact of WW1 on women gaining the vote.

Year 9: Why did the Allies win World War One? Students complete an investigation into World War One. They will be assessed through an essay which requires them to consider the significance of different reasons for the end of the war.

Why didn’t the German people oppose the Nazis? Students use sources to consider the different ways in which the Nazis controlled the German people. They will be assessed through a question which requires them to evaluate a range of sources to answer this question.

How far was Hitler responsible for the outbreak of World War Two? Students complete an investigation into the various reasons behind the outbreak of WWII. They will be assessed through an essay question which requires them to consider the relative significance of different reasons.

The World during World War II. Students conduct an independent study into an area that interests them using their research skills and a range of primary and secondary sources to answer a key question.

Assessment and Deadlines: Students complete an assessment after each module. These are given a level, all of which go towards their end of year grade. Each assessment develops a particular historical skill. Skills focus on structured short essays, source analysis and controlled assessment. Students are given a target and an action point so that they understand how to reach the next level. This can be found in their portfolios.

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) 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 weekly homework of 35 - 45 minutes. It is important that students meet all deadlines. If students fail to submit homework a detention is given.

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 KS3 is seen as a preparation to start the GCSE course in Year 9.

The scheme of work 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

There are five categories of thinking skills embedded in the scheme of work: 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.

Assessment and Deadlines: Years 7 and 8 A written test is set periodically (about once a term) 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 end-of-term tests provide the basis for the current grade.

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:  Homework and help with 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 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.     

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Students will start in Year 7 with either French of Spanish for two lessons per week. Most will then start a second MFL in Year 8 which will be either French or Spanish to complement their first MFL. This is continued into Year 9 with certain students specialising in one MFL. Parents wishing to know more about the courses offered can get upto-date information on our website at www.sbslangs.org.uk.

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.

Please note; the MFL department is currently revising its scheme of work to meet with the demands of the new GCSE, therefore this document is subject to change.

Skills Required and General Course Content: Year 7

French / Spanish

Meeting & greeting France / Spain: History and geography What you do in the evening

School & school objects

Presenting yourself and physical description The Frenchspeaking world

Classroom vocabulary

Colours

Where you live

House & home

In town

Asking & giving directions

Expressing opinions

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 French / Spanish First year of study Year 8 Second Year of study Describing your routine Parts of the body Use of the past tenses

Telling the time

Ordering food Paris / and drinks Madirid

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

French / Spanish

Talking about yourself

Social activities Illness & medical problems

Entertainment (Cinema)

What you would like to do

Family & animals

Counting / Birthdays

Food & shopping

Describing past & future events Family & friends

Saying where you have been What you like doing

Invitations

Travel in a city

Accommodation Instructions

Where you have been & what you have done

Year 9 1st Theme of OCR GCSE

Personal identity within the context of family, friends and the wider community • Family members, types of family groupings and dynamics • Personal qualities and appearance • Identity as defined by community (town/school) and region or nation (for example, language, appearance and dress) Youth culture & leisure activities (sport, music, hobbies) and use of technology • Dress and appearance as an expression of identity or culture • Types of film, book, television programme, apps, music, hobby and sport • Social media and advertising • Use of technology (including mobile technology)

Relationships and family activities • Time spent with the family • Activities in the home • Attitudes to relationships • Problems in relationships • Importance of family and friends

Friendships and social groups • Personal introductions, including online • Plans for social outings and events • Types of social gatherings • Expressions of friendship • Problems with friendships

Typical lifestyles, daily routines and activities, food preparation and mealtimes, holidays in home and targetlanguage countries and cultures • Personal lifestyle and typical lifestyle of target language countries •

Attitudes towards food • Healthy/unhealthy lifestyles • Traditional food and recipes of target-language countries and own country • Holiday destinations, including reference to climate, accommodation, activities and travel

OCR specification link: http://www.ocr.org.uk/Images/207218specification-draft-gcse-french-german-and-spanish-j720-j721-j722.pdf 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 grade 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: 

The department has a web site with learning resources and information for parents. www.sbslangs.org.uk.

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Homework consisting of approximately 1-2 hours 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

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

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The department also holds support sessions to help students with their homework.

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The department organises a variety of enrichment events throughout the school year, as well as other extracurricular Spanish and French initiatives. For details visit: www.sbslangs.org.uk.

Revised RT: June 2015

MUSIC Course Aims: 

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

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To develop the group and teamwork skills of the students.

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

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To widen their experience of music.

Skills Required and Course Content: Year 7 Students develop their performance skills through singing and keyboard work. Students learn about the ‘building blocks’ of music, and how to use these to compose their own music. A wide variety of music is listened to and performed, from popular to orchestral music.

Year 8 In Year 8, students develop their knowledge of rhythms, drum grooves and the foundations of writing a pop song. They work in groups and on their own creating music through the use of instruments and computers. They will develop their use of Garageband to compose and arrange music.

Year 9 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. They also compose in groups and learn how to play the individual instruments.

Assessment and Deadlines: https://audioboo.fm/channel/simonballemusic Students are assessed throughout the year. Work recorded is uploaded to the students’ own pages on Audioboo where it can be listened to at home.

Students update their progress records to show their understanding of topics covered.

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 given a grade which contributes to their overall level. 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 audioboo pages and take an interest in the learning. 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 Key Stage 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 - Engagment Students follow a broad range of activities that are designed to introduce them to the various skills 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:      

Developing tactical awareness as in Games activities.

Accurate replication of actions, as in athletic activities.

Exploring and communicating ideas, concepts and emotions, as in sports education Developing Co-ordination and Agility, as in volleyball, rounders, cricket and tennis Developing resilience, as in cross country running and swimming.

Developing Strength through gymnastic and dance activities.

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

Year 8 - Feedback Students will expand their skills with 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 unit along with the theoretical aspects of Sport, Health and Fitness during Year 8.

Year 9 - Challenge 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: 

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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 8-10 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 point 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 average across the 4 areas they have been assessed in. Students will also be assessed in their theoretical knowledge of Sport, Health and Fitness, with this being worth 20% of their final mark.

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 everyone.

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 Google Classroom page, in addition below are some helpful PE sites; http://www.olympics.org.uk http://www.olympicwomen.co.uk http://www.uksport.gov.uk http://www.brianmac.co.uk/index.htm http://www.physicaleducationupdate.com/

Philosophy, Religion & Ethics Course Aims: As students come to SBS with a range of different experiences of Religious Education, the aim of KS3 PRE is:  To learn about a range of world religions and non-religious beliefs, especially through the lives of influential people  To learn from these religions and reflect on the impact different beliefs might have on our own lives through an introduction to philosophical and ethical issues Through these aims, students will develop questioning skills, the ability to justify arguments and evaluate a range of different perspectives Students will also be prepared in years 7 & 8 to start their compulsory GCSE course in year 9 Course Content: Year 7  Unit 1 – The Island  Unit 2 – Why are Abraham and Moses special to Jewish people?  Unit 3 – Who was Jesus?  Unit 4 – How do Muhammad (pbuh) 5 pillars support Muslims?

Year     

8 Unit 1 – What was the Buddha looking for?

Unit 2 – Why does it matter how I behave?

Unit 3 – Religion: do we have a choice?

Unit 4 – Are animals important to religious people?

Unit 5 – Culture Box: How is our culture different to our partner school (in New Zealand)?  Unit 6: How is religions portrayed in the media?

Year 9 In year 9, students will study 50% of their GCSE course. They will study the other 50% across years 10 & 11.

The course is taught in two parallel streams: 1. Christianity (in-depth study) a) Sources of Wisdom & Authority b) Beliefs & Teachings 2. Philosophy & Ethics a) Crime & Punishment b) Relationships & Families c) Existence of God d) Religion & Science

In year 10, students will focus on the Judaism strands of the course. In year 11, students will apply their understanding of the two faiths to the philosophical and ethical topics from year 9.

Assessment and Deadlines: Students will be assessed after each unit and these assessments will be GCSE style questions that develop students understanding of the structures and level of detail required in exam answers. Students will be assessed using the new 9-1 grading system. For all assessments, students will have ample opportunity to polish and improve their work. This is a vital part of their progression to the GCSE course in year 9.

Extended Learning Homework combines research, preparation, application of knowledge to exam style questions and longer term projects. All homework is required for lessons, and will be followed up by teachers.

The PRE course enables students to engage in global, cultural issues that link with the other Humanities subjects. A year 7 trip to Hertford enables students to consider the role of religion in their local area. In years 8 & 9, speakers come into school to give students a wider understanding of the topics we study, especially from a religious perspective. The PRE department is heavily involved in Holocaust Memorial Day (year 9), which enables students to engage in issues of prejudice, discrimination and equality. During years 7 & 8, students are also involved in an international ‘Culture Box’ partnership, currently with a school in New Zealand.

As the year 9 course covers 50% of students’ GCSE content, students will be given formal mock exam in the summer term. This is in the hall with the whole year group to enable students to experience the exam environment. This has proved incredibly valuable and given us a strong picture of individual progress.

SCIENCE Course 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.

We have been following the new National Curriculum at Key Stage 3 from September 2014 which will provide students with an opportunity to develop a curiosity, interest and enjoyment of science. They will be encouraged to think creatively about how science works and the impact on their lives. They will be given the opportunity to work together, carrying out their own investigations and reflecting upon the outcomes.

Due to the demands of this new curriculum we reverted to a 3 year KS3 from September 2014 in order to prepare students fully for the demands of the new GCSE Skills Required and Course Content: Y7-9 - Students will cover broad themes from biology, chemistry and physics in line with the new 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 as well as rigorous knowledge.

Assessment and Deadlines: There will be 9 topics taught (3 of each science) in Year 7, 8 and 9. After each topic there will be a 30-40 minute assessment. In addition to this, students will be assessed throughout the course on their practical and analytical skills. Results will be reported on Go4 schools in line with school policy.

Each topic will contain one piece of extended writing which will be assessed.

Extended learning: Homework is set in line with school policy approximately 30-40 minutes per week and will be set in advance on the “Show My Homework� section of the school website.

Science Club: This thriving lunchtime activity is very popular, with many students at Key Stage 3 taking an active part. Students have the opportunity to obtain a Crest Award.

STEM Clubs: Students will have the opportunity to be involved in project work and competitions 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 free www.bbc.co.uk/school/gcsebitesize : good preparation for GCSE www.arkive.org : everything you need to know about animals and the environment www.exploratorium.com : general site for science interest. http://www.howstuffworks.com/: Discovery Channel site - entertaining and informative The department also has a range of text books used in class.