Year 7 learning programme 2015-16 by Neston High School

Key Stage 3 Learning Programmes

Year 7 2015-2016

Key Stage 3 Dear Parent / Carer This booklet has been produced with YOU in mind. Many parents tell us that they really want to help their children get the most out of school by supporting them in their studies. The intention is that, by referring to this booklet, you can see at a glance just what it is that your child is studying in school – this includes:  what is being covered in lessons at any time of the year in all their subjects – the work is typically broken down into half-termly units  what your child should gain from their experiences – including “Ask your son or daughter if they can….” sections  details of homework  how they will be assessed at the end of each unit of work The aim of providing the information contained in this booklet is to help you to help your child. The information will also be available on our website shortly and all our students will be issued with a paper copy when they start the new school year in September. We hope that you find the information of benefit and would welcome any feedback on any aspect. Please email randersonc@nestonhigh.cheshire.sch.uk or make contact via telephone on 0151 336 3902 NB: a few regular abbreviations found here include: KS3= Key Stage 3 (Years 7 to 9); AFL= Assessment For Learning; VLE= Virtual Learning Environment (our own, web-based resource base) APP=Assessing Pupils’ Progress

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Unitised Scheme of Work

Neston High School

Key Stage 3 Contents

English …………………………………………………………………….…. 4 Mathematics …………………………………………………………..….….10 Science …………………………………………………………….…..…….13 Art & Applied Design ………………………………………………..….…..20 French …………………………………………………………….……..…...24 Geography ……………………………………………………………………30 History …………………………………………………………………..…....33 Home Economics ……………………………………………………....……39 IT & Computing ….…..…………………….…………………………………42 Religious Education ………………………………………………………....48 Performing Arts: Drama ………………………………………………….......53 Music ……………………………………………………….56 Physical Education ………………………………………………………..59 Personal Development ……………………………………………………72

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: ENGLISH Year: Year 7 Year 8 Year 9

Term: Autumn

Half Term: 1st half 2nd half

Topic/Module: Poetry - Reading

Description of lessons: W eeks 1 to 2:

W eeks 3 to 4: W eeks 5 to 6:

The scheme begins with a diagnostic assessment of students’ reading skills through Journey to a Poem. This task requires students to infer and deduce meanings using evidence in the text, identifying where and how meanings are implied. Students read and respond to a poem and a piece of autobiographical writing by Grace Nichols. Following on from feedback on their APP assessment task, students work on their targets identified through a range of activities. An anthology of poetry is given to students and a range of reading skills are developed.

Outcomes: Ask your son or daughter if they can:      

Skim and scan a text, selecting the most relevant information; Select quotations to support their ideas; Identify a range of language devices such as metaphors and similes; Analyse the structure of a text; Comment on a writer’s overall purpose; Evaluate the impact a text has on its intended audience.

Homework:      

Accelerated Reader; Poetic terms activity; Analytical language – revision of terms and their spellings; Reading and annotation of poems from poetry anthology; Creation of own poem based on poetic methods Research based home work

Assessment:      

Diagnostic ‘Active Marking’ assessment; Hinge questions; Questioning; Peer and self-assessment; Reading assessment focused questions; Exit passes.

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: ENGLISH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Nighthawks - Writing Description of lessons: Weeks 1 to 2: The scheme begins with a diagnostic assessment of students’ writing skills through an APP entitled Eye W itness Account. This task requires students to write an eyewitness account of a volcanic eruption, using information from a fact sheet. As preparation for the task, they study a journal entry about a storm at sea, identifying the language features that make it an effective account. Pupils write the opening of their eyewitness account as a shared class composition. They then complete their account independently, drawing on what they have learned from the journal entry and selecting information from the fact sheet. Weeks 3 to 4: Following on from feedback on their APP assessment task, students work on their targets identified through a range of activities. Weeks 5 to 6: Students analyse and explore a variety of writing models, identifying linguistic and structural features, leading to them planning and creating a final descriptive piece of writing using Dennis Hopper’s Nighthawks image. Outcomes: Ask your son or daughter if they can …  Skim and scan a text, selecting the most relevant information;  Select quotations to support their ideas;  Identify a range of language devices such as metaphors and similes;  Analyse the structure of a text;  Comment on a writer’s overall purpose;  Evaluate the impact a text has on its intended audience;  Plan and edit their writing;  Organise their writing in order to engage a target audience and match a specific purpose;  Employ a range of punctuation. Homework:    

Accelerate Reader; Independent writing tasks; Sentence structure tasks; Redrafting and applying of targets.

Assessment:  Diagnostic APP assessment;  Hinge questions;  Questioning;  Peer and self-assessment;  Reading assessment focused questions  Variety of writing tasks;  Exit passes. Page 5 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: ENGLISH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Study of a Novel

Description of lessons: W eeks 1 to 2:

W eeks 3 to 4: W eeks 5 to 6:

The scheme begins with a diagnostic assessment of students’ reading skills through an APP entitled Extract Analysis. This task requires students to demonstrate their understanding of a text, particularly the overall impact on the intended audience. Students work towards targets from assessment using a novel or shorts stories as a context for their learning. Reading of a novel (Coraline, Wilderness, Private Peaceful, Kensuke’s Kingdom, Clay, Saffy’s Angel, Cirque Du Freak ) Students develop a range of reading skills as they read, analyse, annotate and explore the themes, ideas, language and structure within their chosen text.

Outcomes: Ask your son or daughter if they can …   

Skim-read to find key information; Select quotations on a character / theme / idea; Select relevant information to answer assessment focused questions on a passage of the novel; Explore sections of a text, making prediction; Identify genre in a text; Explore writer’s use of sentence structure in a key passage; Discuss a writer’s use of figurative language in a key passage; Question the writer’s motives with presentation of characters e.g. what did the author want us to think about this character when he/she acted in this way?

    

Homework:      

Accelerated Reader; Reading of the novel; Annotation of extracts; Chapter notes and analysis grid; Tension graph; Quotation quest.

Assessment:       

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Diagnostic APP assessment; Hinge questions; Questioning; Peer and self-assessment; Reading assessment focused questions; Written tasks; Exit passes.

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: ENGLISH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Speaking and Listening: Dragon’s Den

Description of lessons: Weeks 1 to 2: The scheme begins with a diagnostic assessment of students’ speaking and listening skills through a group discussion task and paired presentations. Weeks 3 to 4: Following on from feedback on their assessment task, students work on their targets identified through a range of activities. Weeks 5 to 6: Students are given a variety of tasks to allow them to hone their presentation and group discussion skills, including drama pieces. Outcomes: Ask your son or daughter if they can …    

Adapt language to match audience and purpose; Use gesture and tone to engage; Listen sensitively to others and respond intelligently; Move talk forward, asking questions and challenging ideas.

Homework:  Accelerate Reader;  Independent writing tasks;  Script writing;  Research;  Redrafting and applying of targets Assessment:        

Diagnostic APP assessment; Hinge questions; Questioning; Independent, paired and group oral tasks; Peer and self-assessment; Reading assessment focused questions Written tasks; Exit passes.

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: ENGLISH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Introduction to Shakespeare

Description of lessons: W eeks 1 to 2: The scheme begins with a diagnostic assessment of students’ reading skills through a variety of plays. Students trace the development of themes, values and ideas in text, analysing the overall structure to identify how key ideas are developed. W eeks 3 to 4: Following on from feedback on their assessment task, students work on their targets identified through a range of activities. W eeks 5 to 6: Students are introduced to the world of Shakespeare through a range of activities. They will be introduced to extracts from a number of Shakespeare’s plays, analysing and appreciating language and stagecraft. Outcomes: Ask your son or daughter if they can …      

Discuss the impact of the way in which Shakespeare staged his plays; Understand and analyse the way in which Shakespeare crafts language and structure within his plays; Understand the main themes and ideas explored in Shakespeare’s plays; Select relevant information and quotations from a text; Appreciate the significance of Shakespeare’s texts across time; Understand characterisation.

Homework:  Accelerated Reader;  Research project;  Reading assessment specific tasks;  Linguistic and structural devices activity;  Sequencing tasks. Assessment:       

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Diagnostic APP assessment; Hinge questions; Questioning; Peer and self-assessment; Reading assessment focused questions; W ritten tasks; Exit passes.

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: ENGLISH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Travel Writing

Description of lessons: W eeks 1 to 2:

The scheme begins with a diagnostic assessment of students’ writing skills through a variety of descriptive tasks. Students will use images to base their descriptive writing pieces on (links to new GCSE Spec). W eeks 3 to 4: Following on from feedback on their assessment task, students work on their targets identified through a range of activities. W eeks 5 to 6: Students are introduced to the world of extracts of travel writing. through a range of activities, analysing and appreciating language, using it as a model for their own. Outcomes: Ask your son or daughter if they can …        

Discuss the impact of travel lanscapes and how they can inspire writing; Understand and analyse the way in which travel writers craft language Understand the main features of travel writing Select relevant information and quotations from a text; Analyse the structure of a text; Comment on a writer’s overall purpose; Evaluate the impact a text has on its intended audience; Plan and edit their writing.

Homework:    

Accelerate Reader; Independent writing tasks; Sentence structure tasks; Redrafting and applying of targets.

Assessment:       

Diagnostic APP assessment; Hinge questions; Questioning; Peer and self-assessment; Reading assessment focused questions Variety of writing tasks; Exit passes.

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: MATHEMATICS Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Number 1, Shape 1, Algebra 1, Data 1, Number 2, Algebra 2 and Revision.

Description of lessons: Number 1 - Place value and Paper and Pen Calculations. Algebra 1 - Number Patterns and Sequences and Series. Shape 1 - Area & Perimeter and Properties of Shapes. Data 1 - Mean, Median, Mode and Range. Number 2 - Operations with Negative Numbers, Order of Operations and Rounding Numbers. Algebra 2 - Algebraic expressions. Outcomes: Ask your son or daughter if they can … Find the perimeter of shapes. Recall and use the formulae for the area of a triangle and a rectangle. Recall the definition of a circle and identify parts of a circle. Recall and use formulae for the volume of cubes and cuboids. Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for a duration of up to 50 minutes in total. Assessment: Summary Assessment 1 – Number1, Algebra1, Shape1 Diagnostic Assessment 1 – Data1, Number2

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: MATHEMATICS Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Algebra 2, Shape 2, Data 2, Number 3 and Algebra 3.

Description of lessons: Algebra 2 - Algebraic manipulation and Solving Equations. Shape 2 - Angles (measuring, drawing, labelling) and Angle Facts. Data 2 – Probability. Number 3 - Fractions, Decimals, Percentages. Algebra 3 - Co-ordinates. Outcomes: Ask your son or daughter if they can … Calculate areas of composite shapes made from triangles and rectangles. Find circumferences of circles and areas enclosed by circles. Find the perimeters and areas of semicircles and quarter circles. Find the area of a sector. Find the length of an arc. Solve a range of problems involving areas including cost of carpet type questions. Calculate the volume and surface area of a cylinder and other prisms. Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for a duration of up to 50 minutes in total. Assessment:

Summary Assessment 2 – Algebra2, Shape2. Diagnostic Assessment 2 – Data 2, Number3, Algebra 3.

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: MATHEMATICS Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Shape 3, Number 4 and Data 3.

Description of lessons: Shape 3 – Transformations/3D Shapes. Number 4 - Number Properties Ratio & Proportion. End of Year Exam - Revision and Prep for End of Year Exam. Data 3 - Data Collection Project. Outcomes: Ask your son or daughter if they can … Expand and factorise linear expressions. Multiply pairs of expressions in brackets (expand quadratics). Recap solving linear equations. Solve simultaneous equations. Draw and interpret: - Pie charts - Stem and Leaf diagrams - Scatter Graphs Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for a duration of up to 50 minutes in total. Assessment: Summary Assessment 3 – Shape3, Number3. End of Year Exam.

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: SCIENCE Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Introductory safety and skills Unit Cells Particles Description of lessons: Safety and Skills unit: Week 1 Safety in Science Week 2 An introduction to the use of Science equipment Week 3 Presenting and analysing data Assessment Week 4 â&#x20AC;&#x201C;Week 15 Teacher 1 Cells Reproduction

Teacher 2 Particles

Week 15 Year 7 Baseline test Outcomes: Ask your son or daughter if they can â&#x20AC;Ś FOUNDATION Use a microscope to enable them to make diagrams, and know that microscopes have developed over time

To use a microscope to enable them to make a diagrams of animal cell. They should be able to name some of the organelles present in animal cells Use a microscope to observe their own onion epithelial cell and be able to make a diagram of their cells.

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MIDDLE Use a microscope to enable them to make detailed diagrams.

HIGHER Use a microscope to enable them to make detailed diagrams.

To know that microscopes have changed over time and be able to calculate magnification

To use a microscope to enable them to make labelled diagrams of an animal cell

To be able to describe an electron microscope To use a microscope to enable them to make detailed diagrams of animal cells.

They should be able to name and locate organelles on a diagram of an animal cell

They should be able to name organelles present and explain their function

Use a microscope to observe their own onion epithelial cell and make a labelled diagram of their cell.

Be able to calculate magnification of the cells Use a microscope to observe their own onion epithelial cell and make a detailed diagram of their cell.

Be able to identify animal and plant cells and explain how they have identified them

Be able to calculate the length of one onion cell using a micrometre

Unitised Scheme of Work

Neston High School

Key Stage 3 Be able to identify if cells are animal or plant cells Be able to name and locate some organelles found in plant cells Be able to name some specialised cells and link them to their function Be able to define unicellular organisms Be able to name some unicellular organisms Students can name the major organs and list some of the tissues that that they are made up of.

Be able to name and locate organelles found in a plant cell

Be able to name, locate and explain the functions of the organelles found in plant cells Be able to name some specialise cells and explain how their structure enables them to complete their function Be able to define unicellular organisms

Be able to name specialised cells and explain how the presence, absence or number of certain organelles link the cell to a function. Be able to define unicellular organisms

Be able to name some unicellular organisms and name some adaptations of unicellular organisms

Be able to name some unicellular organisms and explain their adaptations

Students can name and locate all of the major organs and explain their function and how tissues are organised into organs and organ systems.

Students can locate all of the major organs and make a detailed explanation on the tissue structure and function

Students can name some body systems

Students can name some body systems and their functions

Be able to describe simply that substances can move in and between cells.

Can describe diffusion and explain how diffusion causes substances to move in and between cells with reference to particle theory.

FOUNDATION Identify where the metals and non-metals are found on the periodic table. State the meaning of an element. Can describe the physical properties of solids, liquids and gases.

Represent the states of matter as a diagram.

Students can name some body systems and explain the organs they are made up from help them function as a system Can describe diffusion and explain how diffusion causes substances to move in and between cells with reference to particle theory. Students can use this knowledge to explain findings of demonstrations or practical activities.

MIDDLE State the atomic model proposed by Dalton and how all elements are different.

HIGHER Explore the development of ideas of the atom and explain why Daltonâ&#x20AC;&#x2122;s model is the best.

Can represent all 3 states of matter as a diagram and describe how some of the physical properties relate to the models. Classify materials based on their physical properties

Explain how the physical properties of substances relates to the particle models.

Describe what happens when a solid changes into a liquid.

Describe what happens when a solid changes into a liquid and a liquid into a gas.

Collect data of changing of state.

Represent the changing states as a graph of data.

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Be able to identify animal and plant cells, explain how they have been identified and suggest their function

Evaluate the limitations of the particle models related to the physical properties. Use a particle model to explain changing of state and therefore the change in properties.

Explain the graph in terms of the particle models

Unitised Scheme of Work

Neston High School

Key Stage 3 State the meaning of diffusion and use example of smell moving. Relate the properties of a balloon to the particle nature of a gas.

Explain how gases can diffuse using the particle of matter model. Describe what is happening on the surface of the balloon to account for the pressure. Explain why balloons burst when sat on. Identify and describe where the model does not fit the particle model ideally. Explain how gases can diffuse using the particle of matter model.

Relate the ideas of diffusion in gases to the diffusion in liquids and give examples of when this happens. Explain in detail how the surface is affected by the particles and state the effect of changing pressure on the shape of the balloon.

State the meaning of viscosity.

Draw a graph and use this to relate the effect of temperature on viscosity.

Explain why different liquids are different viscosities and link the experiment results to the particle motion of liquids at different temperatures.

FOUNDATION Students can carry out a dissection of a flower, and label most of the organs with some functions stated.

MIDDLE Students can carry out a dissection of a flower and label all organs correctly, with functions of most listed. Students write a more detailed description of how fertilisation takes place in a flower Students give more detailed explanation of how plants are pollinated by the wind and by insects

HIGHER Students competently dissect a flower, label all organs correctly, with the function of each organ explained.

Students can list some different methods of seed dispersal and identify the correct method for some of the seeds provided.

Students can describe most methods of seed dispersal and identify the correct method of dispersal for most of the seeds provided with some explanations of reason why they came to their conclusions.

Students can describe all methods of seed dispersal in detail and identify the correct method of dispersal for all of the seeds provided with good explanations about why they came to their conclusions.

Students can label most parts of the male and female reproductive system and state the function of some parts. Students can draw simple diagrams of egg and sperm with labels.

Students can label all parts of the male and female reproductive system and state the function of all parts. Students can draw diagrams of egg and sperm with labels and some information about how they are adapted to their function more detailed information about fertilisation,

Students can label all parts of the male and female reproductive system and explain the function of all parts. Students can draw diagrams of egg and sperm with labels and detailed information about how they are adapted to their function

State the similarities to particle models relating to changing state. State the meaning of diffusion and use example of smell moving.

Students can write a simple description of how fertilisation takes place in a flower. Students can give a basic explanation of wind and insect pollination.

include basic information about fertilisation,

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Evaluate the model describing and explaining all the pros and cons of the model. Relate the ideas of diffusion in gases to the diffusion in liquids and give examples of when this happens.

Students write a detailed description of how fertilisation takes place in a flower. Students give detailed explanation of how plants are pollinated by the wind and by insects including advantages and disadvantages of each method.

more detailed information about fertilisation, and formation of twins

Unitised Scheme of Work

Neston High School

Key Stage 3 basic information about, changes to the foetus as it develops and need for healthy lifestyle during pregnancy

basic information about what happens at birth Students can list changes in males and females Students can state simply what happens at each stage of the menstrual cycle.

information about, changes to the foetus as it develops and basic functions of the placenta and need for healthy lifestyle during pregnancy. explanation of how substances pass from the mother to the baby more detailed information about what happens at birth Students can describe changes in relation to reproductive capabilities Students can describe what happens at each stage of the menstrual cycle with some explanation of why these things happen.

a comparison of baby and mothers blood to show how substances pass from the mother to the baby, stages in foetal development Name substance which can pass across the placenta and their effects explanation of how substances pass from the mother to the baby more detailed information about what happens at birth and what happens to the mother’s body at birth. Students can explain changes in terms of hormones and reproduction Students describe fully what happens at each stage of the menstrual cycle linking what is happening with the reason why it is happening.

Homework:  Questions/worksheets to test knowledge/understanding of a topic  One challenge per term.  Research for work which will be done in the following lessons  Writing up evaluations of work already completed  A learning task of Scientific Vocabulary.  ICT tasks  Revision for forthcoming assessments.  Independent learning task  To complete tasks set using the Key stage 3 Doddle on line resource. Assessment:    

Continual assessment of key skills and subject knowledge Level assessed tasks Baseline assessment December 2015 Summative test June 2016

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: SCIENCE Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Atoms, Elements and compounds, Forces, Fields, Pure and Impure

Description of lessons:

Week 1 -12 Teacher 1 Atoms elements and compounds

Teacher 2 Fields Pure and impure

Outcomes: Ask your son or daughter if they can â&#x20AC;Ś FOUNDATION Give brief definitions for atoms and elements. Give a basic overview about how ideas on atoms have developed over the years. List the names of the subatomic particles. Explain compound formation in terms of atoms. Be able to record observations

MIDDLE Give definitions for atoms and elements. Talk about how ideas about atoms have developed over the years. Name the subatomic particles found in atoms and state where in an atom they are found. Explain compound formation in terms of atoms joining and be able to draw diagrams to represent molecules

HIGHER Give definitions for atoms and elements. Talk in detail about how ideas about atoms have developed over the years. Name the subatomic particles found in atoms, state where in an atom they are found and give their charges/symbols. Explain compound formation in terms of atoms joining, e.g. using equations, diagrams, models

Be able to recognise an element from its symbol ( not the more unusual ones)

Give the names of the groups and be able to recognise symbols of more common elements. Describe the origin of the symbols of the more common elements. Be able to write the formulae of more complex molecules eg including brackets

Give the names of the groups in the Periodic Table and be able to recognise symbols of more common elements. Describe the origin of some of the more unusual symbols Eg: Pb.

Be able to explain, in terms of particles why no mass is lost or gained Be able to describe why some reactions appear to gain mass and some to lose and how this can be explained by conservation of mass

Be able to calculate conservation of mass problems

Be able to write the formulae of simple compounds and write word equations for their formation Be able to describe what happens to the mass during a physical change Be able to describe observations and record data

FOUNDATION

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Be able to represent reactions with word equations

Be able to use formulae in symbol equations and balance them

Be able to carry out calculations from data and explain in terms of particles why mass has been conserved.

MIDDLE

Unitised Scheme of Work

HIGHER

Neston High School

Key Stage 3 Students recognise the size and distance of objects in the universe is different Students to know that our Sun is a star and there are many galaxies of stars. Students know what a year is and what a day is and that the day length is affected by seasons Students know that gravity is an attractive force and is different on different planets. Students know that magnetism is a non- contact force that can attract and repel. Students know that a field pattern can be represented by iron filings or a plotting compass Students know that the Earth has a magnetic field and this can be used to navigate. Students know how to construct an electromagnet with a coil and an iron core. Students can construct a D.C. motor and know how to make it work.

Students can arrange objects in order of scale and recognise the need for units such as the light year Students to understand the origin of all galaxies and stars. Students know why a year is 365 days and why the length of a day changes over the course of a year. Students understand and can calculate weight on planets.

Students understand when magnets attract and repel.

Students understand and use a plotting compass to show the field of a magnet and know what this means. Students understand how to use a compass and understand why it works. Students understand how to make the electromagnet stronger. Students understand the factors affecting the power of a D.C. motor.

Students use units of metres and light years to explain the scale of the universe. Students can explain how a star works and explain the place of our Sun in the universe. Students apply the ideas of day and year to other countries and other planets. Students can apply the formula to different situations and explain why the force is different from different objects. Students can explain and use magnets in different situations.

Students can plot magnetic fields between magnets and explain what the field lines show. Explain other uses of the Earthâ&#x20AC;&#x2122;s magnetic field and compare the compass to other methods of navigation. Students can compare and explain the factors affecting the strength of electromagnets. Students can compare the D.C. motor to the loudspeaker and explain the differences.

FOUNDATION Be able to carry out experiment and record observations

MIDDLE To be able to explain results and explain what is meant by a pure substance and a mixture

HIGHER Be able to describe the key features of a mixture and recognise air and seawater as an everyday example. Be able to explain why it is difficult to separate a pure substance but easy to separate a mixture

Be able to carry out the experiment and record observations. Know what is meant by soluble and insoluble.

Know what is meant by soluble and insoluble and be able to classify substances according to results

Be able to explain what is happening in terms of particles

Define the terms solute, solvent and solution. Draw and label a diagram of particles of salt dissolved in water. Record observations from diffusion experiments. Be able to draw the arrangement of particles in solids, liquids and gases. Produce a sample of salt from rock salt safely, with some assistance.

Define the terms solute, solvent and solution. Draw and label a diagram of particles of salt dissolved in water. Explain why mass is conserved. Be able to use diagrams to explain diffusion

Define the terms solute, solvent and solution. Explain why mass is conserved. Describe and explain that when dissolving occurs, matter is not lost and hence mass is conserved. Use scientific knowledge and understanding to explain diffusion in terms of particles

Plan how to produce a sample of salt from rock salt safely without assistance, and explain any change in mass between start and end materials.

Plan how to produce a sample of salt from rock salt safely without assistance, and explain any change in mass between start and end materials. Explain finding and justify the methods used.

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Unitised Scheme of Work

Neston High School

Key Stage 3 Use distillation to separate a solvent from a solution.

State that fractional distillation can be used to separate many substances from a solution.

Use chromatography to separate and identify different substances.

Give simple definitions for pure and impure substances. State that pure substances cannot be separated into simpler substances.

Use distillation to separate a solvent from a solution. Use the idea of boiling points to explain in simple terms how distillation works. State that fractional distillation can be used to separate many substances from a solution. Make predictions about the FD demo described using information from the demo and last lesson. Use chromatography to separate and identify different substances. Use the idea of solubility to explain how chromatography works. Interpret chromatographs. Give definitions for pure and impure substances making reference to the properties of pure/impure substances. Explain that pure substances cannot be separated into simpler substances – giving an example. Recognise pure/impure substances from mpt/bpt graphs.

Use distillation to separate a solvent from a solution. Use the idea of boiling points to explain how distillation works using scientific language (evaporation, condensation, and distillate.) State that fractional distillation can be used to separate many substances from a solution. Make predictions about the FD demo described explain predictions in terms of boiling points, viscosity and volatility. Use chromatography to separate and identify different substances. Use the idea of solubility and particles to explain how chromatography works. Interpret chromatographs and explain what the evidence is showing. Give definitions for pure and impure substances making reference to the properties of pure/impure substances. Explain that pure substances cannot be separated into simpler substances – giving an example. Recognise pure/impure substances from mpt/bpt graphs and explain the shapes of the graphs in terms of changes happening at each stage

Homework:        

Questions/worksheets to test knowledge/understanding of a topic Research for work which will be done in the following lessons Writing up evaluations of work already completed a learning task of Scientific Vocabulary. ICT tasks Revision for forthcoming assessments. an independent learning task To complete tasks set using the Key stage 3 Doddle on line resource.

Assessment:   

Continual assessment of key skills Assessed tasks within each unit. Summative assessment June 2016

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: ART Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: IDENTITY Students will develop work centred on the theme of:” IDENTITY.” They may look at forms of identity such as: passports, numerical identity, genetics or portraits. They will consider the work of selected artists or designers to influence their outcomes. Description of lessons: Task 1: Task 2: Task 3: Task 4: Task 5: Task 6: Task 7:

Students will be introduced to the theme of identity Research work of relevant artists and designers Colour theory- students look at colour relationships and the colour wheel. Students will be taught to record from observation using primary and secondary sources. Explore the properties of a range of materials, processes and techniques. Students will develop a personal response to the given theme. Some students will complete extension activities.

Outcomes: Ask your son or daughter if they can:    

Understand the term “identity” and how we are identified in society. Explain aspects of colour theory that they have covered in the classroom. Use specialist vocabulary to describe and analyse the work of an artist/craftsperson they have studied in their lessons. Demonstrate the techniques they have acquired in the lesson.

Homework: 4 Core homework – 1 colour theory, 1 –tone, 1-mark-making, 1-researching an artist In addition student will receive 4 homework over the year which are specific to the theme selected by the teacher as well as an extended research homework Assessment: Students will be assessed on their ability to:  investigate  explore  analyse  evaluate

Page 20 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: ART Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: OTHER CULTURES Students will develop practical work centred on the theme of ”Other Cultures” They will look at a range of works which might include: African Masks, Aboriginal Patterns, Indonesian shadow puppets etc. Description of lessons: Task 1: Task 2:

Task 3: Task 4; Task 5: Task6:

Introduction to the theme. Students make a personal response to primary and secondary sources linked to the theme of Other Cultures. Drawing as research. Students work from primary and secondary sources, exploring the properties of different media and identifying the potential for recording from observation. Critical studies. Students are introduced to the work of an artist craftsperson or designer who has produced artefacts linked to the theme. Develop ideas: Students use their drawing research and the influence of their chosen artist to develop concepts in two or three dimensions including printmaking. Refine ideas. Students select the most appropriate idea to improve and refine, making modifications where appropriate. Evaluate. Students consider how successfully they have used media, materials and techniques as well as the influence of the selected artist craftsperson or designer. Evaluation can be written or through class discussion.

Outcomes: Ask your son or daughter if they can…     

Describe what they understand about the way artefacts are created in other cultures. Describe the properties and potential of media material and techniques they have tried in the classroom. Use specific vocabulary to describe the work of artists they have studied in class. Explain how their work has been influenced by something or someone. Identify their strengths and areas for development.

Assessment: Students will be assessed on their ability to:  investigate  explore  analyse  evaluate

Page 21 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: DESIGN STUDIES Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: STORAGE BOX Students will design and make a storage box using the techniques learnt during the workshop safety unit. They will research aspects of Indian Textiles to create a design for the box lid. Description of lessons: Task 1: Safety in the workshop introduction. Task 2: Introduction to Indian pattern design. Task 3: Existing product analysis. Task 4: Initial design ideas for box lid. Task 5: Measurement and sawing of Scots Pine to create 4 finger joints. Task 6: Nailing and gluing of 3mm MDF base to Pine frame. Task 7: Indian pattern polystyrene prints onto 6mm MDF lid. Task 8: Design and create a locked lid. Task 9: Finishing skills using sandpaper and wire wool. Task 10: Sealing of the storage box using bees wax. Task 11: Product evaluation. Outcomes: Ask your son or daughter if they can:    

Explain aspects of the design process and the correct name and use of tools, machines and equipment. Use specialist vocabulary to describe and analyse the techniques used in creating the storage box. Demonstrate the techniques they have acquired. Explain how different materials have different qualities.

Homework:  CORE: Health and Safety in the workshop  CORE: Health and Safety symbol design  CORE: Poster design  CORE: Keywords in Design Studies  Indian Pattern research  Storage unit research  Extended Homework task Assessment: Use tools, equipment, materials and techniques with an appropriate level of skill and understanding. Research, document and present ideas on the style of an Indian culture. Present a personal, informed response through the creation of a final outcome. 4 ASSESSMENT OBJECTIVES:  DESIGN  PLAN  MAKE  EVALUATE

Page 22 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: DESIGN STUDIES Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: COAT HOOK Students will design and make a coat hook, which can be mounted and used around the house to hang; coats, jumpers, hats and anything else they can think of. They will research illustrator Jon Burgerman to create a character design for the base of the hook. Description of lessons: Task 1: Task 2:

Task 3: Task 4;

Task 5: Task 6:

Introduction to the theme. Students make a personal response to primary and secondary sources linked to Jon Burgerman and existing products. Drawing as research. Students work from primary and secondary sources, exploring the style of Jon Burgerman, experimenting with different media and identifying the potential for recording from observation. Critical studies. Students are introduced to existing products and engage in both independent and group critical analysis. Develop ideas: Students use their newly acquired drawing techniques, research into existing products and influence of their chosen artist to develop concepts in two or three dimensions. Refine ideas. Students select the most appropriate idea to improve and refine, making modifications where appropriate. Evaluate. Students consider how successfully they have used media, materials and techniques as well as the influence of the selected designer. Evaluations will be individually written and discussed with peers.

Outcomes: Ask your son or daughter if they can:     

Explain why it is important to undergo research into existing products before it is made. Explain the design process, in particular why you design before you make. Name the tools and equipment they are using and how to use them safely. Explain how they can achieve a quality finish to their product. Suggest ways they could improve their product’s design and/or construction.

Homework:      

CORE: Health and Safety in the workshop CORE: Health and Safety symbol design CORE: Poster design CORE: Keywords in Design Studies Jon Burgeman research moodboard Existing products research moodboard

Assessment: Completed detailed plans for making Critical product evaluations detail and accuracy Initial, refined and final designs Quality of completed product 4 ASSESSMENT OBJECTIVES:  DESIGN  PLAN  MAKE  EVALUATE Page 23 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: FRENCH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Je me présente

Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6. Week 7.

To be able to gain an understanding of French culture. To be able to understand classroom commands and greet people. To be able to ask someone their name, give and spell your name. To be able to ask someone their age, give yours and recognise number up to 31. To be able to recognise months, ask someone when their birthday is and give yours. To be able to introduce other people giving their name, age and birthday Revision and half termly test

Outcomes: Ask your son or daughter if they can …      

Name different French speaking countries. Greet you in French. Introduce themselves and spell their name. Say how old they are. Say when their birthday is. Ask questions in French

Homework:      

Learn topic specific vocabulary. Complete language consolidation tasks (work sheet)/short written exercise. Research a cultural aspect of France or a French speaking country. Write a summative description of themselves. Consolidation/revision tasks on line on www.linguascope.com. Revision/preparation for half termly assessment.

Assessment:       

In class teacher assessment of student performance/feedback. Observation of students in class. Student assessment in AfL & own target setting. Assessment of homework tasks and summative homework task in week 6 Formal end of year assessment in June. Departmental progress monitoring. Whole school Academic review.

Page 24 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: FRENCH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Je présente ma famille

Description of lessons: Week 8. Week 9. Week 10. Week 11. Week 12. Week 13.

To learn family members. To introduce members of your family. To learn pets and to recognise colours. To introduce and describe pets. To describe your personality and others’s personality. Revision and half termly test

Outcomes: Ask your son or daughter if they can …     

name different pets in French name different colours in French name different family members in French say what their personality is like talk about other people in the family

Homework:      

Assessment:       

Page 25 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: FRENCH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

On se décrit

Description of lessons: Week 14. Week 15. Week 16. Week 17. Week 18. Week 19.

To learn hair and eye colours To learn hair types and lengths and describe yourself To describe other people hair and eyes To learn body shapes and heights To describe your physical appearance as well as others’ Revisions and half termly test

Outcomes: Ask your son or daughter if they can …    

Colours relating to hair and eyes Adjectives to describe physical appearance and personality describe themselves and other people use connectives and negatives

Homework:      

Assessment:       

Page 26 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: FRENCH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Là où j’habite

Description of lessons: Week 20. Week 21. Week 22. Week 23. Week 24. Week 25.

To learn types of area and town sizes. To learn types of accommodation To learn rooms in the house and describe your accommodation To express your opinions about where you live. To describe where other people live. Revisions and half termly test.

Outcomes: Ask your son or daughter if they can …    

Name areas and towns sizes Name types of accommodation and rooms in the house Give a detailed description of where they and others live Give positive and negative opinions about where they live and their accommodation

Homework:      

Assessment:       

Page 27 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: FRENCH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Ma vie scolaire

Description of lessons: Week 26. Week 27. Week 28. Week 29. Week 30.

To learn school subjects and express your opinion about school subjects To say when and at what time you have specific subjects (basic time) To describe a typical school day To compare school in the UK and school in France Revisions and half termly test

Outcomes: Ask your son or daughter if they can …     

name 5 school subjects give 5 positive & 5 negative views on school subjects what day they have a particular subject tell basic time(at 10 o’clock) tell the difference between school in the UK and school in France

Homework:      

Assessment:       

Page 28 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: FRENCH Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Revisions and final assessments

Description of lessons: Week 31. Week 32. Week 33. Week 34. Week 35. Week 36.

Revisions of term 1 topics Revisions of term 2 and 3 topics Assessments preparation Assessments Present tense study and cultural end of year project Present tense study and cultural end of year project

Outcomes: Ask your son or daughter if they can …    

Introduce themselves fully Describe themselves and others giving details of their physical appearance and personality Describe where they live and expression their opinion about it Describe a typical school day and express their opinion about it

Homework:    

revise topic specific vocabulary complete language consolidation tasks (work sheet)/short written exercise consolidation/revision tasks on line on www.linguascope.com present tense revision

Assessment:      

in class teacher assessment of student performance/feedback observation of students in class student assessment in AfL & own target setting assessment of homework tasks and summative homework task in week 6 departmental progress monitoring whole school Academic review

Page 29 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: GEOGRAPHY Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

What is Geography and map work? Map Skills Description of lessons: Introduction to the course and course goals Our changing planet Your place on the planet It’s all Geography Mental mapping Aerial photos Map symbols Direction on maps Scale on maps Grid references Height on maps Using all the skills Outcomes: Ask your son or daughter if they can …         

Tell you the course goals. Describe their planet. Describe the types of Geography. Draw a mental map. Identify features on an aerial photo. Name different map symbols. Use a map to form directions to major points. Tell you grid references from a map. Use a map to describe the height of different point.

Homework:     

Choose a place and describe it. Create a poster to sell planet Earth to an alien. Be a Geography detective. Draw a mental map. Investigate Google Earth.

Assessment: Map skills exercise.

Page 30 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: GEOGRAPHY Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Local Geography including local issues. UK Geography and Weather and Climate. Description of lessons: Welcome to the Wirral Local issues Assessment test Physical Geography of the UK Weather and Climate Weather maps The climate of UK and the North West Microclimate field work and assessment Outcomes: Ask your son or daughter if they can …        

Describe the main geographical features of the Wirral. Explain two local issues. Be able to describe local tourist attractions. Be able to describe how tourism benefits our community. Locate the main physical features of the UK. Explain weather features and how we show them on maps. Describe the climate of UK and the North West. Describe the microclimate of Neston High School.

Homework:      

Create a poster or leaflet advertising the Wirral to visitors. Prepare debate presentations. Create a poster for Wirral Way users. Metal map exercise. Keep a weather diary. Write a postcard describing the weather on a typical day.

Assessment: Summative test. Carry out field work and map results and explain results.

Page 31 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: GEOGRAPHY Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Waterworld UK Settlement, Shopping and Sport. Description of lessons: The water cycle How rainfall reaches rivers The river basin River floods Water Aid Assessment Settlement location and growth Settlement land use zones Where we shop New shopping trends The Geography of sport London 2012 Outcomes: Ask your son or daughter if they can …       

Explain the water cycle. Describe a river basin. Explain why rivers flood and how humans respond. Explain the work of Water Aid. Describe settlement growth and zones. Identify how we shop now and in the future. Explain the importance of sport using London 2012 as a case study.

Homework:         

Describe how a water molecule goes around the water cycle. Research a UK river. Create a newspaper front page on river floods. Create a poster/letter persuading people to support Water Aid. Learn the settlement zones and describe the zone they live in. Identify shopping trends now and the possible changes in the future. Write a radio advert for Radio 1. Draw graphs for a class survey on what sports do you do and watch. Create a poster on London 2012 positives and negatives.

Assessment: Summative test

Page 32 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: HISTORY Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: What is History? How did the Normans gain control of England ( Whole school theme - Identity) Description of lessons: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

What is History? – key concepts / processes / terms Sources – primary and secondary What is chronology? What is bias? Why was there a crisis over the English crown in 1066? The battle of Stamford Bridge The battle of Hastings Biased newspaper assessment x2 Gaining control of England- How did William conquer? Did William experience any opposition after Hastings?

Outcomes: Ask your son or daughter if they can …       

Explain the significance of the study of history. Give the correct definitions for the key historical terms. Give the correct century for 5 key dates you have selected. Explain why historians have to be careful when examining evidence. Discuss the claimants to the English throne. Recall the events of Hastings Describe how the Normans took control of England

Homework:    

Key terms - heads and tails exercise /learn the key terms. Significance of a historical event poster Campaign slogan for a claimant to the English throne Hastings missing words passage

Assessment: Hastings Newspaper- Students will complete a biased newspaper article on the Battle of Hastings. Students will be expected to write in detail an account of Hastings including key dates, individuals and places whilst writing from a Norman or Saxon point of view.

Page 33 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: HISTORY Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module:

Ruling – How did Medieval monarchs keep control? Description of lessons: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Castles – Motte and Bailey Stone keep castles Feudal system Domesday book Crime and punishment Murder in the cathedral Why was Beckett murdered King John and Magna Robin Hood

Outcomes: Ask your son or daughter if they can …       

Give 3 push / pull factors for invading England. Describe the main events of 1066. Explain the significance of the Norman invasion Give reasons for trusting a historical source Describe how William I used terror to control List the similarities between the feudal system and rewards and sanctions used in Neston High school Explain the significance of the Norman conquest

Homework:     

Invaders speech Research events of 1066 Biased newspaper account – Harold’s death / obituary Design a modern day feudal system Letter of complaint about the changes to the church.

Assessment: AFL –.Causation – Did Harold deserve to lose the English throne?

Page 34 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: HISTORY Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module:

Power and control – How did Medieval monarchs keep control? Who had the power: - the Crown or the Church? Did the people have any power? Description of lessons: 1. 2. 3. 4. 5. 6. 7. 8. 9.

How did William I keep control? – motte and bailey castles How did castles develop? – stone keep castles, methods of attack and defence How strong is my castle? - Castle design and evaluation What was William the conqueror really like? – Afl task Murder in the cathedral Why was Thomas Becket murdered? Could the barons control the king? – King John and the Magna Carta Like father, like son? – Henry III What can we learn from the stories of Robin Hood?

Outcomes: Ask your son or daughter if they can …      

Describe a motte and bailey castle (draw the castle they have described) Give reasons why castles developed Explain the most successful methods of attack and defence Explain why the painting of Runnymede hangs in the House of Commons Make links with the Magna Carta and the origins of parliament Reflect on two things they have learned about rights and responsibilities then and now

Homework:     

Chose a site to build a castle Castle shopping! – design your own castle Produce a persuasive speech reporting the murder of Thomas Becket Research – United Nations Declaration of Human Rights Interpretation – Simon De Montfort- hero or villain?

Assessment: AFL task – interpretation task- William I

Page 35 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: HISTORY Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module:

What was it like to live in the middle ages? How hard was medieval life? Description of lessons: 1. 2. 3. 4. 5. 6. 7. 8.

How did people live in England? – What were English villages like? Was life hard for medieval peasants? – Afl How healthy and Hygienic were towns in the middle ages? – Cessville What were hospitals like and how were the sick treated in them? How hard was life for medieval women? How did the system of law and order change? The peasants’ revolt 1381: why? The peasants’ revolt 1381: what happens next?

Outcomes: Ask your son or daughter if they can …      

Prioritise the main reasons for poor hygiene in the middle ages Explain why medieval medicine developed Reach a judgement on how hard life was in the middle ages for women Give causes for the Peasants Revolt Describe the consequences of the revolt and its impact Compare and contrast their life and life in the middle ages

Homework:     

Medieval diary accounts Luttrell Psalter evaluation Cessville report Law and order comparison Peasants’ Revolt news story

Assessment: AFL – Was life hard for medieval peasants? – source evaluation

Page 36 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: HISTORY Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module:

Moving and Travelling What were people’s beliefs in the Middle Ages? Description of lessons: 1. 2. 3. 4. 5. 6. 7. 8.

What did medieval people fear? – medieval religious beliefs The Black Death – causes and consequences How did people travel in England? – robbers and bandits What was the impact of Arab culture in the middle ages? Where and why did people go on pilgrimages? Why was Jerusalem so important in the middle ages?- going on a crusade Why were the Jews persecuted in the middle ages? Massacre 1190!

Outcomes: Ask your son or daughter if they can …       

Explain differences between medieval and modern religious beliefs Describe why the Black Death spread Explain how travelling has changed Select the most dangerous aspect of travel in medieval times Decide whether the Canterbury Tales is a reliable source Suggest a similarity and a difference between Muslim and Christian pilgrimages Explain why the York Massacre occurred

Homework:      

Design a medieval pathway to heaven / or design a modern day doom painting. Medieval traveller story / murder report Pilgrims speech Crusade advertisement Research- Clifford’s Tower, York York Tourist Board – explanation for Clifford’s Tower

Assessment: AFL task - source analysis and evaluation.

Page 37 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: HISTORY Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module:

Diversity – Who are the British? Description of lessons: 1. Who are the British? – chronology of movement and settlement of the diverse peoples of the United Kingdom 2. Do we speak English or French? – impact of Norman conquest 3. Has there always been racism and prejudice? - What was life like for black people in Tudor England? 4. Why did people want to leave Stuart England? – the Pilgrim fathers 5. What effect did the Irish potato famine have upon immigration / emigration? 6. How have children been affected by migration? - the impact of World War Two – the Kinder transport 7. Why did World War Two lead to mass migration? -the SS Wind rush 8. Who are the British? - Awards / Presentations

Outcomes: Ask your son or daughter if they can …       

Define key terms- diversity, immigration, emigration, migration Explain the significance of the Neston High school badge Discuss their own family history / heritage (previous Identity project) Explain the changes in the English language as a result of the Norman conquest Identify links between reactions of people in the past to the present day. Give reasons for migration Explain the consequences of the movement and settlement of the diverse peoples of the UK

Homework:    

Biased account – Elizabeth I and the Blackamoors Pilgrim Fathers news round Kinder transport research – Significance of Sir Nicholas Winton Research task – Who are the British Awards / presentation

Assessment: AFL – Historical enquiry – synoptic theme - changes over time

Page 38 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: HOME ECONOMICS Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Health, Safety and Hygiene Using equipment safely Basic skills: Cutting and cake making. Rubbing-in method, preparation of vegetables and pastry making. Safe use of larger pieces of electrical equipment. Planning and evaluating practical sessions. Description of lessons: Hygiene and Safety Personal hygiene and food storage Correct use of equipment / fruit salad demonstration Focused practical task: Fruit Salad Accurate Weighing and Measuring Cake making: All in one sponge pudding demonstration Focused practical task: All in one sponge pudding Rubbing in method: demonstration of scones. How to plan for a practical. Focussed Practical Task: Scones Disassembly of scones – sensory analysis and comparison tests Preparation of vegetables: demonstration of soup Focused Practical Task: Soup How to write an evaluation – review of target setting Pastry making: demonstration of short crust pastry Focussed Practical Task: dish using short crust pastry Outcomes: Ask your son or daughter if they can …  Identify potential hazards in the kitchen.  Explain the importance of food safety and hygiene.  Wash- up correctly.  Describe how to use the claw and bridge cutting techniques.  Demonstrate the rubbing-in method.  Prepare a selection of vegetable using the correct techniques and equipment.  Explain what an evaluation is. Homework:  Design and poster to highlight the key hygiene and safety rules for the food room.  Choose appropriate ingredients for practical lessons.  Evaluation of fruit salad.  Sensory evaluation of scones.  Produce a basic time plan for soup practical.  Evaluation using star profile for soup.  Produce a detailed time plan for short crust pastry dish. Assessment:    

Teacher assessment of current NC level. Peer assessment. Self-assessment. Question and answer.

Page 39 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: HOME ECONOMICS Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Function of ingredients used for bread. Skills and techniques used to make bread rolls. Use of sensory analysis when evaluating products. Design and Make Assignment – Pizza Project Packaging and advertising Description of lessons: Theory of bread making and sensory analysis of breads. Demonstration: bread making. Focussed Practical Task: bread. Alternative bread products. Demonstration: pizza. Introduction to Design and Make Assignment – design a pizza. History of pizza making and researching skills and techniques. Demonstration of different pizza bases. Designing a pizza. Focussed Practical Task: Own pizza design idea. How to develop a design idea to improve the quality of the product. Focussed Practical Task: Improved pizza design. How to package and advertise food products – focus on pizza. Outcomes: Ask your son or daughter if they can … • Identify the ingredients used to make bread and their function. • Discuss alternative bread products and their origin. • Explain where pizza’s originated and traditional ingredients used to make them. • Discuss the different bases and toppings which could be used on them. • Describe the use of research and a specification when designing a food product. • Discuss with you how their pizza can be improved. • Explain why packaging is important and advertising misleading. Homework: • Produce a mood board of different varieties of bread. • Research popular pizza bases and toppings. • Design a pizza your family would like to eat. • Complete evaluation to establish how their pizza needs to be improved. • Collect some pizza packaging and advertising to use in class. • Final Pizza project evaluation. Assessment: • • • •

Teacher assessment of current NC level. Peer assessment. Self-assessment. Question and answer.

Page 40 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: HOME ECONOMICS Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Function of ingredients used for a roux sauce. Skills and techniques used to make a cheese sauce. Developing design ideas. Healthy Eating Healthy Eating Restaurant style cooking Presentation of food dishes Description of lessons: Roux sauce: demonstration of macaroni cheese or cauliflower cheese. Focussed Practical Task: roux sauce. Introduction to catering module – Health Eating. Why is there a need for health eating? What is it? Demonstration: preparing and presenting a lunchtime dish, suitable for a restaurant. Focussed Practical Task: Lunchtime dish. Demonstration: preparing and presenting a dessert suitable for a restaurant. Focussed Practical Task: Chosen dessert. Presentations of dishes made and evaluations. Focussed Task: Hygiene and safety in the kitchen. Completion of all files, organisation of work and final levelling. Outcomes: Ask your son or daughter if they can …  Family factors which affect food choice when meal planning.  Explain what a roux sauce is and how it thickens.  State clearly what healthy eating means.  Show you a range of presentation skills suitable for use in a restaurant.  Identify savoury and sweet dishes suitable for a lunchtime menu.  The importance of food presentation. Homework:   

Evaluation of roux sauce dish. Research the ‘Eat well Plate’. Research possible savoury and sweet dishes which could be served on a lunchtime menu.  Evaluate the quality of presentation skills used and dishes made. Assessment:    

Teacher assessment of current NC level. Peer assessment. Self-assessment. Question and answer.

Page 41 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: COMPUTING Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

File Management Basic Skills covering Microsoft Office Packages Description of lessons:      

Receive and use username and password. Set up folders to be organised in the year. Discuss health and safety issues in ICT, a Health & Safety poster will be created on Microsoft Publisher. Introduction to using Microsoft PowerPoint. Pupils will then make a presentation about themselves. Continuing the ‘About Me’ presentation using more advanced features in the package. Using Microsoft Publisher to create a leaflet about the school. Word processing task.

Outcomes: Ask your son or daughter if they can …    

Explain the need for file management. Discuss how to prevent health and safety issues arising. Explain measures that are used to stay safe when using computers. Discuss what features they have used on their work.

Homework: Health & safety in the ICT classroom. Assessment:      

All students will have a target level. Observation of students in lesson. Questioning during lessons. Completed worksheets during lessons and homework. Final assessment for unit in week 6 of term. Students may use feedback from staff to improve their work at ICT support clubs during lunch or after school.

Page 42 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: COMPUTING Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Harry Plotter – spreadsheet modelling

Description of lessons: Introduction to spreadsheets, keywords, features and project ‘Hogwalk’s Houses’ – spreadsheet formatting ‘Hogwalk school test’ – Introduction to using formulas ‘Concocting spells’ – Using formulas effectively ‘Stationary Shop’ – Creating charts and using formulas ‘Delivering letters’ – assessment task Outcomes: Ask your son or daughter if they can …   

Define: cell, column, row and formula. Explain the benefits of using a spreadsheet rather than a calculator. Explain how spreadsheets may be used in society.

Homework:   

How may spreadsheets be used in society? Using www.teach-ict.com video tutorials to learn new formulas. Evaluation of spreadsheet project.

Assessment:      

Page 43 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: COMPUTING Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

File Management Health and safety in ICT Staying E–Safe Description of lessons: Receive and use username and password. Discuss health and safety issues in ICT. What is cyber bullying? How to stay safe when using the internet. How to stay safe using mobile technologies. How to stay safe when using social networking and chat rooms. Outcomes: Ask your son or daughter if they can …     

Explain health and safety issues when using ICT. Discuss how to prevent health and safety issues arising. Explain how to stay e-safe when using ICT. Discuss what to do if they receive unpleasant e-mails or text messages. Explain how to report abuse online.

Homework:   

What is ‘Cyber bullying’? ‘What would you do if?’ Collecting text and images to prepare for making an e-safety movie.

Assessment:      

Page 44 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: COMPUTING Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Data handling – Superhero project Using MS Access to interrogate a database Description of lessons: Introduction to project, database functions and advantages and keywords. Testing a hypothesis using a database. Find a superhero for a movie using a database. Designing and creating data capture forms. Data types. Using a database to perform queries. Outcomes: Ask your son or daughter if they can …   

List two benefits of using a computerised database rather than a manual database. Define: fieldname, record, file, data type and query. Explain how to query a database.

Homework:   

Who uses databases? Design of a data capture form. Data types.

Assessment:      

Page 45 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: COMPUTING Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Control systems – creating a game using Scratch animation

Description of lessons: Introduction to control systems: their purpose and uses. Introduction to Scratch animation software and tutorials. Create ‘Shark game’ and other tasks. Plan and begin to create their own game. Create game in Scratch. Refine and complete game in Scratch using peer feedback. Outcomes: Ask your son or daughter if they can …   

Explain the advantages of control systems. Discuss the game they are making and how they have programmed it. Show you their game.

Homework:   

Use www.teach-ict.com video tutorials to improve their understanding. Planning their movie. Evaluating their movie.

Assessment:      

All students will have a target level. Observation of students in lesson. Questioning during lessons. Completed worksheets during lessons and homework. Final assessment for unit in week 12 of term. Students may use feedback from staff to improve their work at ICT support clubs during lunch or after school.

Page 46 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: COMPUTING Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Improve your level – Students use staff feedback from all units attempted to improve their level of attainment. Description of lessons: Students use staff feedback from all units attempted to improve their level of attainment. Outcomes: Ask your son or daughter if they can …   

Explain how to refine search criteria using a search engine. Explain how to plan and create a podcast. Tell you their end of year seven level of attainment.

Homework:   

Using www.teach-ict.com video tutorials to help improve their work. Planning a podcast. Completing any work attempted during year seven.

Assessment:      

All students will have a target level. Observation of students in lesson. Questioning during lessons. Completed worksheets during lessons and homework. Students may use feedback from staff to improve their work during lessons, lunch support club or after school. Final level of attainment in week 5 of half term.

Page 47 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: RELIGIOUS EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

What is Belief? Description of lessons: 1. What has RE got to do with me? 2. What is belief? 3. What makes someone religious? 4. What do Christians believe? 5. What do Muslims believe? 6. What are the Five Pillars of Islam? 7. What do Buddhists believe? 8. Assessment Task Outcomes: Ask your son or daughter if they can …       

Explain the purpose of RE at Neston High School and the subject’s relevance in general. Explain the difference between fact, opinion & belief. Explain why people choose to be religious or non-religious, giving reasons. Explain what Christians believe about Jesus? Connect these beliefs with their influence of the everyday life of a believer. Explain what Muslims believe about God? Connect these beliefs with their influence of the everyday life of a believer, as seen in the Five Pillars of Islam. Explain what Buddhists believe, giving reasons. Explain how the life of a believer can reflect these beliefs. Explain how they can make expected progress in RE.

Homework:   

Research: Ideas on faith. (including the life and actions of Charles Blondin) Reflection: How does belief impact on a person’s life? What do you believe in? Why? Revision: How can I do well in the baseline test?

Assessment:  

Ongoing teacher assessment of participation/key work produced. End of Module assessment task.

Page 48 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: RELIGIOUS EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Code Breaking! Description of lessons: 1. Code Breaking! 2. Is it true or is it a story? 3. Religious myths 4. Interpreting symbols 5. Religious images 6. Symbolic actions 7. Religious rituals 8. Assessment task Outcomes: Ask your son or daughter if they can …        

Explain how symbols and stories are used by religions and worldviews to express their ideas. Explain what is meant by the term ‘myth’ and how some identify the ways ‘truth’ is communicated by myths. Explain different religious symbols, their meaning and the impact they can have on a believer’s life. Explain the importance of a wider understanding symbols and their meaning, giving reasons. Explain the use of art in communication religious ideas, using examples. Ideas about symbolic actions, giving reasons and examples. Explain how ritual can communicate and reinforce meaning, giving religious and nonreligious examples. Explain how they can make further expected progress in RE.

Homework:   

Research: key myths and their meaning. Reflection: The importance of symbols in everyday life. The impact symbols can have on a person’s life (religious and non-religious). Analysis: How can actions be symbolic? Key examples to illustrate.

Assessment:  

Ongoing teacher assessment of participation/key work produced. End of Module assessment task.

Page 49 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: RELIGIOUS EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

What do people believe about God(s)? Description of lessons: 1. 2. 3. 4. 5. 6. 7. 8.

How do we know God exists? What do images of God symbolise? What do Christians believe about God? What do Jews believe about G-d? The Islamic view of God What do Sikhs believe about God? What do Hindus believe about God? Assessment Task

Outcomes: Ask your son or daughter if they can …        

Explain some key responses to the question of god’s existence. Explain how images have been used to communicate ideas about God. Explain the key meanings involved. Explain Christian ideas about God, linking these with key teachings and effects. Explain Jewish ideas about G-d, linking these with key teachings and effects. Explain Muslim ideas about god, linking these with key teachings and effects. Explain Sikh & Hindu ideas about God, linking these with key teachings and effects. Explain common themes, similarities and differences emerging from all of the above. Explain how they can make further expected progress in RE.

Homework:   

Key research: Ideas of God and reasons. Key research: Humanist responses to ideas of God, with reasons. Reflection: Common themes emerging from theist/atheists ideas.

Assessment:  

Ongoing teacher assessment of participation/key work produced. End of Module assessment task.

Page 50 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: RELIGIOUS EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 2nd half

What does it mean to be Human? Description of lessons: 1. 2. 3. 4. 5. 6. 7. 8.

What makes humans unique? What is ‘the soul?’ Buddhism and the soul. The meaning of creation stories. What are ‘ultimate’ questions? Who was first to think about God? What are human rights? Assessment Task.

Outcomes: Ask your son or daughter if they can …        

Explain different views on the nature of being human, including our uniqueness. Explain different ideas on ‘the soul’, key reasons, its existence or otherwise, etc. Explain Buddhist ideas on the soul, linking these with key teachings and ideas on reincarnation. Explain Christian ideas on soul, linking them to key reasons and the creation story. Explain what is meant by ‘ultimate’ questions, giving examples and some suggested answers. Link ideas of humanity and the soul with those of human rights, giving reasons. Explore common themes emerging, both religious and non-religious. Explain how they can make further expected progress in RE.

Homework:   

Research: Key ideas on the soul – Buddhism. Analysis: Ultimate questions – their nature and possible solutions. Reflection: What rights do all humans deserve? Why?

Assessment:  

Ongoing teacher assessment of participation/key work produced. End of Module assessment task.

Page 51 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: RELIGIOUS EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

How can art & architecture reflect belief? Description of lessons: What do we mean by the terms ‘art’ & ‘architecture?’ What do both try to achieve/reflect? Why? What do Hindus believe about God? How are art & architecture used to express belief at the mosque? What images are allowed / not allowed? Why? 5. What effects will this have on the worshipper? Why? 6. Christianity & art – Analysis of key images. 7. Christian Architecture – a case study: The Liverpool Cathedrals. 8. Comparison – What similarities and differences can we identify between the uses of art and architecture in Christianity and Islam? Outcomes: Ask your son or daughter if they can … 1. 2. 3. 4.

      

Explain what is meant by key terms such as ‘art’ & ‘architecture’. Explain how the above link to other ideas such as functionality, meaning & belief. Explain what you would find (and not find) at the mosque, in terms of art & architecture, giving reasons. Analyse & explain how the mosque art & architecture affects and supports the believer. Analyse and explain key examples of how art has been used in the Christian tradition. Explain how the two cathedrals support and reflect belief. Compare and contrast art & architecture in Islam & Christianity, identifying and explaining similarities and differences.

Homework:    

Key definitions research. Internet research: key examples of art & architecture, with reasons. Internet research: the effects of art & architecture on the believer. Revision.

Assessment:  

Ongoing teacher assessment of participation/key work produced. End of Module assessment task.

Page 52 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: DRAMA Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Introduction – Identity The Island (Drama is taught once a fortnight in Year 7 so these are term long schemes) Description of lessons: Fortnight 1.

Fortnight 2.

Fortnight 3.

Fortnight 4.

Fortnight 5.

Fortnight 6.

Fortnight 7.

Name Games / Torpedoes / Facts / The Sun Shines on & other Ice Breakers & Identity 1 – Still Images of given groups and of selves as Year 7. Then bring images to life in a sequence to show the world of school as 7s see it Comments on the work to see how accurate a presentation of them it has been. Introduction to Island Project. Slo Motion Whole Class Role Play of the Plane and the Crash – Still Image of wreck then Slo Mo of waking up / Survivors / Thought Tracks. 2* / Wish feedback – logged on Whiteboards / books. Hot Seat each other as characters. Plans for Survival (shelters / fire / water / food / fishing / hunting / keeping safe / weapons etc. – show typical day sequence – can use Narration / Thought Tracks to aid delivery. Any conflict yet Caliban - Teacher in Role as Ruler of Island – needs tribute / entertaining by survivors – must create a feast and give gifts / promises / entertain in return for place on ship home. If do not please Caliban then they will be put into slavery to work way off…Or worse…! Caliban (either Teacher or one student playing them in each group) to give decisions after tribute session from each group! Group problem solving. Responses to exercise logged in books. Terrible truth – Caliban has lied – no places off Island – must plan own Revenge and escape. Ideas on Whiteboards and then show sequence of events. Can use Marking the Moment / Slo Motion Movement. Who leaves and who might want to stay? Discuss the climaxes in the pieces. Homecoming – Pairs – A & B One survivor / one relative or friend back home. Create a thought tunnel which show lines they might say about their reunion. Perform thinking about staging – apart then closer then the moment they meet – try to get their emotions into the piece and mark the most important moment. Peer assess. If time, create a TV / Radio interview of a Survivors story. Perform and record.

Outcomes: Ask your son or daughter if they can …  Create a Still Image and analyse one for meaning  Use Narration / Thought Tracks and explain how they help in drama  Adapt to teacher in role  Sustain a role from within a whole or small group  Work effectively in a group and complete tasks / problem solve  Give feedback to others and use feedback to improve own work  Use the TV show format to present information Homework: To create a character file. To write a ‘Message in a Bottle’. Create Maps. To bring in pictures that show how they visualise the space they are meant to be creating. To write a diary in role. Costume designs. Assessment: Self, peer and teacher assessment based on their practical contributions in lessons and the detail and thought and understanding shown in their homework.

Page 53 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: DRAMA Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Children’s Experience of Conflict (Drama is taught once a fortnight in Year 7 so these are term long schemes)

Description of lessons: Fortnight 8.

Fortnight 9.

Fortnight 10.

Fortnight 11.

Fortnight 12.

Fortnight 13.

Introduction and exercises on themes / issues / prior learning on War / Conflict. Thought Showers. Still Images. Work on Power – Pair work Mirroring and swopping on idea of Power and Powerlessness. Add images together and show to each other. Go through sheets on Anne Frank. Students to note down feelings / reactions to her story and relate to selves – how would I feel if I was locked in like Anne? Keeper of Keys game to focus / concentrate on space. Guided fantasy of living in loft / annexe. Create thought track / short monologue and use the confined space to show. Write up / create images to help create mono. Photo stimuli – real WW2 / Boy in Striped Pyjamas / modern images of hurt and real WW2 / BITSP / modern images of friendship / happiness. Discuss friendship / cruelty. What do they look like? What do they feel like? In small groups create sequences on these 2 themes from still images. Focus on the movement and soundscapes rather than dialogue. Discuss contrast of happy activities shared with friends / family and how being isolated / picked on and how these situations can make people feel. Progress Partner opportunity. Evacuation – watching section from ‘Goodnight Mr Tom’ to get ideas. Discuss Evacuation. Quiz on period. Mark 3 Moments in time – telling kids about Evacuation / Leaving for the train station / Waving Goodbye – bring to life for Thought Tracks only. Flash Forward to Evacuation – choose 3 moments to run as Narrated action – 1 as Evacuee NOW, 1 as Evacuee THEN and rest as characters in it – 3 key moments – good or bad. Watch and discuss. The Lion the Witch and the Wardrobe – watch the opening up to them all entering Narnia. Give out text – get students to either cast, rehearse and perform their own section of it OR devise their own sequence based on it – fantasy world – Focus on the escapist aspect of it. Group preparation. Polished Performance lesson and feedback given as members of audience.

Outcomes: Ask your son or daughter if they can …  Tell you about the issues  Explain marking moments, narration, whole group role play, soundscape and monologue and how they help in Drama  Prepare effectively as a performer  Assess the success of their own group’s performance and / or that of others. Homework: To research the stimuli they are using. To present their thoughts on the themes and issues covered. To write in role. To come in to their preparatory lessons with directing / staging / acting ideas for their scene. To complete feedback between sessions as part of the preparation process. Programme /poster designs. To prepare for live polished performance. Assessment: Self, peer and teacher assessment based on their practical contributions in lessons and the detail and thought and understanding shown in their homework.

Page 54 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: DRAMA Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Stage Fighting - Oliver (Drama is taught once a fortnight in Year 7 so these are term long schemes) Description of lessons: Fortnight 14. Whole group Introduction to Stage Fighting (SF) Trust Exercises. Control – Action & Reaction – develop loss of inhibition – focus on reaction of pain / noises / facial expressions etc. Torture exploration – Magic Finger of Pain exercise – all in Pairs to build up effective working relationships. Fortnight 15. ‘Pulling by hair’ ‘Pulling by the ear’ Link all learnt so far into a workable Sequence. Choose the setting and the sequence of action themselves. Watch and assess. Fortnight 16. Introduction to ‘Oliver’ Hinge Question on what is ‘Oliver Twist’ Prior Learning. Watch sequence of really effective child acting from either Musical or Polanski versions. Start on Whole Group Role play – Orphans living on streets – acting to teacher Narration (Spontaneous Improvisation) Fortnight 17. Discuss and then devise own sequence of lives on the streets for young homeless. Show a ‘Day in the Life’ of in modern day. Fortnight 18. Introduce section of text from ‘Oliver’ – apply their characterisation from their own devising and their stage fighting work to preparing and performing a section of the text / piece based on the text. Fortnight 19. Perform. Film. Watch. Assess. Outcomes: Ask your son or daughter if they can …       

Use SF / Physical Theatre / Improvisational techniques to improve their drama and ask them how these strategies help in drama. Create a meaningful plot line in drama. Create and sustain a role across a number of sessions and differing scenarios. Interact with other roles to create tension / problem solve / move the drama on – how did they do this? Work in whole group, small group and pair contexts to reach a shared outcome (performing text based piece) Contribute effectively to their group’s work – what did they do to make things better? Give constructive feedback to others and work on feedback in their own work

Homework: Health and Safety Poster. Role on the Wall. Research on ‘Oliver’. Annotated scripts / scene outlines. Props / Costume designs. Assessment: Self, peer and teacher assessment as part of the process – from the practical work completed in class and from the depth and detail of the work produced as home work over the course of the term.

Page 55 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: MUSIC Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

The Elements of Music

Description of lessons: Classroom expectations, information on ExL clubs and instrumental lessons. The Elements of Music description. Singing techniques and singing ‘Harvest Samba’. Developing performance of ‘Harvest Samba’. Assessment of singing. Instrument families and instrument sounds/timbres. Listening and assessing listening skills. Learning about metre and rhythm. Performing and dictating a rhythm. Composing a rhythm. Developing an understanding of rhythm. Note values. Learning about melody and pitch. Reading notes on treble clef. Learning about harmony, tonality, texture and structure. Assessing an understanding of Elements of Music through listening and theory tasks. Outcomes: Ask your son or daughter if they can …    

Explain the term ‘Elements of Music’. Recognise and describe the nine elements of music. Confidently sing ‘Harvest Samba’. Read rhythms and notes on the lines and spaces on the treble clef.

Homework:  Learn key vocabulary.  Practice singing techniques.  Complete theory exercises.  Evaluate work. Assessment:    

Continual assessment of students’ skills through monitoring and verbal or written feedback. Formal assessment of listening, performing and composing skills. Formal assessment of theory tasks. Test knowledge on key musical characteristics and terminology.

Page 56 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: MUSIC Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Music from Latin America.

Description of lessons: Recap knowledge and understanding of Elements of Music. Develop reading Western notation. The stave and new symbols. Recap reading notes on treble clef. Learning about Latin American culture with a focus on an induction to music from the Andes. Listening to Andean music. Develop singing techniques. Singing ‘El Condor Pasa’. Develop performances of ‘El Condor Pasa’. Assess singing. Develop keyboard skills. Practice and perform accompaniment parts for ‘Floreo de Llamas’. Learning about syncopation. Practice melody for ‘Floreo de Llamas’. Develop performances by combining melody and accompaniment in pairs or small groups. Perform and assess performances of ‘Floreo de Llamas’. Learning about Bossa Nova and performing Bossa Nova rhythms. Outcomes: Ask your son or daughter if they can …    

Recognise and describe features of Andean music. Confidently sing ‘El Condor Pasa’. Perform in small groups keeping regular metre. Play and recognise syncopated rhythms.

Homework:      

Learn key vocabulary. Practice singing techniques. Complete theory exercises. Research Latin American music. Research information on musicians from Latin America. Evaluate work.

Assessment:  

Continual assessment of students’ skills through monitoring and verbal or written feedback. Formal assessment of listening, performing and composing skills.

 

Formal assessment of theory tasks. Test knowledge on key musical characteristics and terminology.

Page 57 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: MUSIC Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

How to Write a Good Song.

Description of lessons: Classroom expectations, information on ExL clubs and instrumental lessons. The ‘How to Write a Good Song’ description and key terms. Singing techniques and singing ‘The Importance of Being Idle’ and ‘Friends Together’. Developing performance of ‘Importance of Being Idle’. Assessment of singing. Listening and performing skills. Learn the main riff part from the ‘Importance of Being Idle’. Revision of notation. Practice and performance assessment of the main ‘riff’ in paired groups on the keyboards. Learning assessment based on ‘The Importance of Being Idle’. A group performance/arrangement based on the main riff and full assessment. Compose and develop you own main riff. Assessing the performance of the composition. Outcomes: Ask your son or daughter if they can …       

Explain the term ‘riff’. Recognise and describe the scheme of work descriptions and terms. Confidently sing ‘The Importance of Being Idle’. Read rhythms and notes on the lines and spaces on the treble clef. Perform a ‘riff’. Compose a ‘riff’. Listen to a song and understand its structure.

Homework:  Learn key vocabulary.  Practice singing techniques.  Complete theory exercises.  Evaluate work. Assessment:    

Page 58 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION In Year 7 all students follow a range of different activities during the course of the first half term which will support the setting and stranding each student. From October half term onwards all year 7 students follow a range of different activities during the remainder of the year. To enable staff to manage resources, different groups undertake different activities at different times of the year so not all groups are doing the same activity at the same time. Your child’s teacher will explain the order of the units for their group at the start of the year. Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Year 7 baseline setting and stranding unit. Description of lessons: Lesson Intro

Skill

Grouping Lesson

Agility

Outwitting Opponents

Fitness

Sports skills

Teamwork

Plan Expectations, kit, lesson 1 arrangements: changing Cross Country split Boys – football Girls – line ball SAQ Games: Line ball, possession, overload situations 2v1 ect. Using a variety of different equipment 1) tennis ball rolling/long barrier 2) netball or basketball passing 3) handball passing 4) football Circuit Training Aerobics Coordination Fundamentals Circuit:  Throwing  Catching  Kicking  Hitting  Bouncing  Passing  Shooting Use variety of equipment form wide variety of sports: tennis, badminton, football, hockey, basketball, handball, netball, rugby 1)Problem solving/Leadership 2) Sports Education style?

Page 59 of 72

Unitised Scheme of Work

Objective - Stranding Set expectations and outline procedures. Gauge ability level and split groups into loose sets. Speed, agility and quickness. Movement, use of space, defending, passing, tactics.

Fitness levels, replicating actions Coordination, skills in a variety of sports.

Leadership, working together, solving problems, thinking skills, tactics & strategy.

Neston High School

Key Stage 3 7

Final Assessment of Strand

Students strand finalised based on last 8 weeks performance.

Groups: 7Pe 1: Football or rugby 7Pe 2: Hockey or football 7Pe 3: Basketball 7Pe 4: Handball 7Pe 5: Handball Outcomes: Ask your son or daughter if they can …     

Students observed in a game situation. Groupings finalised and strands selected.

Experience a variety of sports and activities Develop a wide variety of fundamental skills Accurate groupings Accurate assessment stranding Familiarise with PE procedures and expectations

Opportunities for Homework: Out of lessons, at home and in the community, pupils could be encouraged to:  Practice skills at home  Take part in school sport, either competitively or socially  Join clubs in the community and/or use local facilities  Watch live and recorded performances to appreciate high-quality performance  Search the internet to find information about sports and opportunities to take part, e.g. www.english.sports.gov.uk

Page 60 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Netball- Introduction to the Sport, Skills and the Rules of the game. Description of lessons: Week 37. Week 38. Week 39. Week 40. Week 41. Week 42.

Footwork and Chest pass Passing Dodging and getting free Defending skills Shooting Assessment

Outcomes: Ask your son or daughter if they can …       

Be able to play safety and warm up Know the positions in Netball Put into operation the principles of attack and defence Select and apply a sound range of specific techniques consistently and effectively with reasonable speed and precision- chest & shoulder pass, know how to dodge and get free. Carry out a specific role in a team effectively. Know the best technique of shooting in Netball. Have a good understanding of the basic rules of the game.

Opportunities for Homework:      

Out of lessons, at home and in the community, pupils could be encouraged to: Practice skills at breaks and lunchtimes and at home Take part in school sport, either competitively or socially Join clubs in the community and/or use local facilities Watch live and recorded performances to appreciate high-quality performance Search the internet to find information about sports and opportunities to take part, e.g. www.english.sports.gov.uk

Page 61 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Football

Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6.

Keeping possession – ball skills Turning with the ball Passing skills Controlling pass & moving to create space Improve first touch using a range of techniques Assessment

Outcomes: Ask your son or daughter if they can …     

Perform safely and warm up Select & apply the skills in a range of different types of games Demonstrate different types of control and passing Know the different Football positions Demonstrate the main rules for Football.

Homework: Out of lessons, at home and in the community, pupils could be encouraged to:  Practise skills at breaks and lunchtimes and at home  take part in school sport, either competitively or socially  join clubs in the community and/or use local facilities  watch live and recorded performances to appreciate high-quality performance  search the internet to find information about sports and opportunities to take part, eg www.english.sports.gov.uk Assessment:     

Continual assessment of students’ skills in conditioned practices and in game situation. Observe pupils’ understanding in game situation of tactics and spatial awareness in variety of positions. Observation of students Student role in target setting Final assessments in week 6 were students will be given a National curriculum level and effort grade for the unit.

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Gymnastics- Travelling

Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Rolling Advanced rolling and balancing Jumping Travelling on small & med apparatus Perform a sequence on large apparatus Assessment

Outcomes: Ask your son or daughter if they can …      

Perform safely and warm up Demonstrate a number of different rolls Be able to balance on small and large body parts Be able to jump from different foot sequences Be able to demonstrate these movements on small, medium and large apparatus Be able to link movements together to form sequences

Homework: Out of lessons, at home and in the community, pupils could be encouraged to:  Practise skills at breaks and lunchtimes and at home  take part in school sport, either competitively or socially  join clubs in the community and/or use local facilities  watch live and recorded performances to appreciate high-quality performance  search the internet to find information about sports and opportunities to take part, e.g. www.english.sports.gov.uk Assessment:     

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Basketball

Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6.

Keeping the ball – skills & Avoiding defender Footwork Develop shot technique Dribble position. Correct passes in game 1 v 1 skills & Assessment

Outcomes: Ask your son or daughter if they can …      

Perform safely and warm up Select & apply the skills in a range of different types of games Demonstrate different types of passing and footwork Know the shooting technique in Basketball Demonstrate how to dribble and change direction with the ball Demonstrate the main rules for Basketball.

Page 64 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Fitness & Outdoor Education

Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6.

Trust skills Teamwork skills Communication skills Problem solving Importance of leadership Assessment

Outcomes: Ask your son or daughter if they can …      

Perform safely and warm up Demonstrate how to work as a team Develop their fitness levels through skills and games Understand how to communicate in different ways Know how to be a leader of a group Understand how to trust and to be trusted in group activities.

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Hockey

Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6.

Develop dribbling skills Develop passing skills Making a tackle Beating a player Getting free and directing a pass Assessment

Outcomes: Ask your son or daughter if they can … Perform safely and warm up  Select & apply the skills  Demonstrate different types of passing and dribbling  Demonstrate how to make a strong tackle  Demonstrate skill on how to beat a player and get free  Demonstrate knowledge of the rules for hockey. Homework: Out of lessons, at home and in the community, pupils could be encouraged to:  Practise skills at breaks and lunchtimes and at home  take part in school sport, either competitively or socially  join clubs in the community and/or use local facilities  watch live and recorded performances to appreciate high-quality performance  search the internet to find information about sports and opportunities to take part, eg www.english.sports.gov.uk Assessment:     

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Rugby- Introduction to the Sport, Skills and the Rules of the game.

Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6.

Ball handling skills and passing skills Support play How to take and give a tackle Rucking Mauling Assessment

Outcomes: Ask your son or daughter if they can …       

Be able to play safety and warm up Know the positions in Rugby Put into operation the principles of attack and defence Select and apply a sound range of specific techniques consistently and effectively with reasonable speed and precision- pop pass, rucking, mauling. Carry out a specific role in a team effectively. Know the best technique of tackling in rugby Have a good understanding of the basic rules of the game.

Homework:      

Assessment:     

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Swimming

Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6.

Multi stokes Front crawl Breaststroke Backstroke 15 minute swim Assessment

Outcomes: Ask your son or daughter if they can …     

Perform safely and warm up Demonstrate the skills required for each stroke Demonstrate that they can analyse other students performance and give feedback for improvement. Develop their fitness in swimming Demonstrate that they are able to pace themselves throughout a distance swim

Homework: Out of lessons, at home and in the community, pupils could be encouraged to:  take part in school sport, either competitively or socially  join clubs in the community and/or use local facilities  watch live and recorded performances to appreciate high-quality performance  search the internet to find information about sports and opportunities to take part, eg www.english.sports.gov.uk Assessment:     

Page 68 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Athletics

Description of lessons: All events will be covered but not necessarily in this order: Week 1. 100m Week 2. Long jump Week 3. Javelin Week 4. High jump Week 5. Throw- Shot putt/ discus/ javelin Week 6. Relay & Assessment Outcomes: Ask your son or daughter if they can …  Perform safely and warm up  Demonstrate the skills consistently for each event  Name the different components of fitness that are required for each event.  Take measurements & times for each event  Explain the basic rules for each event  Homework: Out of lessons, at home and in the community, pupils could be encouraged to:  Practise skills at breaks and lunchtimes and at home  take part in school sport, either competitively or socially  join clubs in the community and/or use local facilities  watch live and recorded performances to appreciate high-quality performance  search the internet to find information about sports and opportunities to take part, eg www.english.sports.gov.uk Assessment:     

Page 69 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Tennis

Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6.

Accuracy of Forehand & Backhand Baseline play Position on the court Serving from the baseline Doubles Assessment

Outcomes: Ask your son or daughter if they can …      

Perform safely and warm up Demonstrate a knowledge of the skills involved in the different shots Put into operation the principles of attack and defence Select and apply a sound range of specific techniques consistently and effectively Carry out a specific role as an umpire. Demonstrate a good understanding of the rules of the game.

Homework:      

Out of lessons, at home and in the community, pupils could be encouraged to: Practise skills at breaks and lunchtimes and at home take part in school sport, either competitively or socially join clubs in the community and/or use local facilities watch live and recorded performances to appreciate high-quality performance search the internet to find information about sports and opportunities to take part, eg www.english.sports.gov.uk

Assessment:     

Page 70 of 72

Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Rounders / Cricket / Softball

Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6.

Throwing & catching skills Batting skills Fielding skills Basic tactics of the game Full game situation Assessment

Outcomes: Ask your son or daughter if they can …    

Perform the skills of passing, receiving, hitting and bowling Use these skills in game situations Be able to help others to field in the correct position and move if required Demonstrate knowledge of the rules of the game relating to scoring, bowling, obstruction and getting players out.

Homework:      

Assessment:     

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Unitised Scheme of Work

Neston High School

Key Stage 3 Subject: PERSONAL DEVELOPMENT The learning programmes for Personal Development cover a wide range of issues that directly impact upon young people as they begin to take their place in society. The following is an outline of the topics covered in Year 7 Topic/Modules covered: Social and emotional aspects of Autumn 1st half term learning (settling in to secondary) Healthy Eating

Autumn 2nd half term

What is enterprise/ne school build

Spring 1st half term

Rights and responsibilities

Spring 2nd half term

Keeping myself E safe

Summer 1st half term

Sexual Health (CW P)

Summer 2nd half term

Delivery Work covered includes discussions, role plays activities, IT work, research. Content      

friendships and relationships a balanced diet creativity, inventing a product and bringing it to market what responsibility we have in society, in school and at home risky behaviours online, social networking and cyber bullying puberty and adolescence (CW P)

Outcomes: Ask your son or daughter if they can…..      

are making new friends are happy in school chose help with shopping and cooking to ensure they receive a healthy balanced diet what their product was and how it would make money take responsibility for a particular task at home know what grooming is and how to avoid it describe the changes the opposite gender goes through during puberty

Assessment: Discussion, informal observations, skills acquired, opinions expressed

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Unitised Scheme of Work

Neston High School