Year 8 learning programme 2015-16

Key Stage 3 Learning Programmes

Year 8 2015-2016

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.

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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Contents

English ......................................................................................... 4 Mathematics ................................................................................. 9 Science ……………………… ....................................................... 15 Art

.......................................................................... 21

Design Studies .......................................................................... 23 Geography

.......................................................................... 25

History

.......................................................................... 31

Home Economics …..................................................................... 37 ICT & Computing .......................................................................... 43 Modern Foreign Language: French ............................................................... 49 German ............................................................. 55 Spanish ............................................................. 61 Performing Arts: Drama ……………………………………………...67 Music ................................................................. 70 Physical Education ....................................................................... 73 Personal Development ................................................................. 84 Religious Education...................................................................... 85

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Unitised Schemes of Work

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Exploring Shakespeare’s ‘Much Ado A bout Nothing’- Reading

Description of lessons: Weeks 1 to 2:

The scheme begins with a diagnostic assessment of students’ writing skills through an APP examining an extract from ‘Much Ado About Nothing’.

This task requires students to read extracts from the opening of the play, analysing the text in detail and analysing sentence structure, selecting quotations and exploring Shakespeare’s use of language.

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 study key scenes from ‘Much Ado About Nothing’, honing a variety of reading, writing and speaking and listening skills and creating drama pieces.

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;  Employ a range of dramatic devices to communicate writers’ ideas.

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; Exit passes.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Twisted Tales

Description of lessons: Weeks 1 to 2 To understand how write imaginatively, avoiding cliché.

To use personification and hyperbole effectively and recognise the effects of this in a text.

To develop understanding of how metaphors are used in prose and apply this to our own writing.

To write descriptively using all of the senses.

Weeks 3 to 4: To understand what is meant by narrative structure and use this to plan our writing.

To explore a range of story openers and understand how to use narrative hooks.

To recognise the effect of Pathetic Fallacy and develop it in our own writing.

To identify and explain a range of genres to avoid common stereotypes in writing.

Weeks 5 to 6 – To develop interesting and imaginative ideas for descriptive writing through media.

To be able to confidently use different tenses and narrative styles for a variety of effects.

To be able to adapt and modernise a traditional fairytale.

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

Create imaginative simile poem P.E.E paragraph using carefully selected quotations Descriptive sentences using similes, metaphors and personification Completed table of sensory imagery and examples of how it’s used Advice Writing Descriptive paragraphs contrasting two different times of day

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; Exit passes.

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Unitised Schemes of Work

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Study of a Novel Description of lessons: Weeks 1 to 2: The scheme begins with a diagnostic assessment of students’ reading skills through an Extract Analysis. This task requires students to demonstrate their understanding of a text, particularly the overall impact on the intended audience.

Weeks 3 to 4: Students work towards targets from assessment using a novel as a context for their learning.

Weeks 5 to 6: Reading of a novel (,Boy in the Striped Pajamas’, ‘Noughts and Crosses’, ‘Fat Boy Swim’) 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 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;  Employ a range of dramatic devices to communicate writers’ ideas.

Homework:     

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

Assessment:      

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

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Writing – ‘Revolutions’ Description of lessons: Weeks 1 to 2 Students experience a variety of forms of writing, analysing how they are structured and the linguistic devices employed.

Weeks 3 to 4: Students begin to craft their own writing, writing for a range of audiences and purposes.

Weeks 5 to 6: Students will securely implement a range of linguistic and structural devices for effect.

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

Identify a number of linguistic and structural devices within a text and explain the impact on the intended audience;  Craft writing to match a range of audiences and purposes;  Redraft and edit their work due to targets set through self, peer or teacher assessment.

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; Exit passes.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: War Poetry - Reading Description of lessons: W eeks 1 to 2:

The scheme begins with a diagnostic assessment of students’ reading skills through a variety of war poems. 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 contextual information.

W eeks 3 to 4: Students read and respond to a variety of war poems from Wilfred Owen, Siegfried Sassoon, Seamus Heaney.

W eeks 5 to 6: 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;  Employ a range of dramatic devices to communicate writers’ ideas.

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; Exit passes.

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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 Algebra 1 Shape 1 Description of lessons:  Decimals and Rounding  Negative Numbers  Rearranging/simplifying expressions  Formulae  Area & Perimeter  Volume  Recap/deeper study of earlier topics Outcomes: Ask your son or daughter if they can …         

know and apply simple tests of divisibility find the prime factor decomposition of numbers use a protractor to measure and draw acute and obtuse angles construct a triangle using ruler and compasses multiply and divide integers and decimals by 10, 100, 1000 know and use the order of operations round positive integers to nearest 10, 100, 1000 round decimals to whole numbers Find the perimeter of shapes

Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for a duration of up to 45 minutes in total.

Assessment: There will be an assessment at end of the module showing the overall level attained by student.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Data 1 Number 2 Algebra 2 Description of lessons:     

Probability Fractions Fractions, Decimals, Percentages Recap/deeper study of earlier topics Algebra 1 recap

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

revise important rules of algebra, including brackets expand and factorise linear expressions multiply pairs of expressions in brackets (expand quadratics) recap solving linear equations multiply, divide, add and subtract fractions Write one number as a fraction of another solve problems involving fractions recurring decimals algebraic fractions

Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for a duration of up to 45 minutes in total.

Assessment: There will be an assessment at the beginning of term and an assessment at the end of the module to assess progress

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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 Description of lessons:     

Solving Equations Angle Facts Geometrical Properties Recap/deeper study of earlier topics Mean, Median, Mode, Range

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

recognise and use multiples, factors, primes construct a triangle using ruler and compasses round decimals to whole, 1 or 2 decimal places make and justify estimates and approximations of calculations use a calculator’s brackets and memory keys

Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for a duration of up to 45 minutes in total.

Assessment: There will be an assessment at end of the module showing the overall level attained by student.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Data 2 Number 3 Algebra 3 Description of lessons:      

Comparing data-sets Ratio & Proportion Percentages Sequences and Series Co-ordinates & Line Graphs Recap/deeper study of earlier topics

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

multiply and divide an integer by a fraction add, subtract, multiply and divide fractions express one number as a percentage of another use the equivalence of F.D.P.s to compare proportions, calculate percentages and the result of a percentage increase or decrease solve problems involving percentage change find probabilities based on equally likely outcomes if event = p then NOT event = 1-p record all possible outcomes for two successive events in a systematic way calculate probabilities using equally likely outcomes in the sample space calculate the probability of a compound event identify alternate and corresponding and supplementary angles understand a proof that the angle sum of triangle=180 use bearings to specify direction

Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for a duration of up to 45 minutes in total.

Assessment: There will be an assessment at the beginning of term and an assessment at the end of the module to assess progress

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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 & 4 Number 4 Description of lessons:

   

Transformations Number Properties Recap/deeper study of earlier topics Constructions & Loci

Outcomes: Ask your son or daughter if they can …  multiply and divide numbers by 1, 10, 100  add and subtract with whole numbers & decimals  multiply by a two or three digit numbers  divide a whole number by another whole number  rounding to nearest 10, 100, 1000  Equivalent fractions  Ordering fractions  Adding and subtracting fractions  Fractions of quantities  Decimals and fractions  Perimeter and area – rectangles  Area and Perimeter - coumpound rectangles  Perimeter and area – triangles/rectangles  Surface area of cuboids  Volume of cuboids by counting cubes  (Really nice/challenging activity on P97-98)  Measuring and naming angles  Find missing angles on a line, triangle, around a point  Constructing triangles 34  Reflections & symmetry on squared paper  Rotation around a corner  Translations  3-D shapes (drawing)  Nets and names of 3D shapes  Scale drawings  Reading scales Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for duration of up to 45 minutes in total.

Assessment: There will be an assessment at end of the module showing the overall level attained by student.

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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 4 Data 3 Description of lessons:  

Constructions & Loci Revision and Prep for End of Year Exam

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

find areas and perimeters using rectangles and triangles find areas of parallelograms find the circumference of a circle find the area of a circle find and use volumes of cuboids calculate angles with parallel lines prove angle rules calculate angles in a quadrilateral solve mixed angle problems draw tessellations rotate on a point outside the shape draw reflections using coordinates enlarge shapes construct triangles describe a locus draw 3-D objects on isometric paper solve problems with 3-D objects draw three different views of a 3-D object - know and use the formula for rectangle deduce and use the formula for the area of a triangle calculate area and perimeter of shapes made from rectangles solve word problems in a range of contexts break a complex calculation into simpler steps using appropriate and efficient methods

Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for duration of up to 45 minutes in total.

Assessment: There will be an assessment at the beginning of term and an assessment at the end of the module to assess progress

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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 Description of lessons:

Week 1 –Week 15 Teacher 1 Nutrition Digestion

Teacher 2 Chemical reactions and energy

Outcomes: Ask your son or daughter if they can ‌

FOUNDATION Describe the nutrients the body need and their role within the body.

MIDDLE Explain the role of nutrients within the body and examine food labels.

Explain if the foods are healthy or unhealthy according to their nutrient contents.

Recall tests for some food groups. Carry out these tests with help and can make predictions about obvious foods.

Explain how to test for all nutrients. Can carry out these tests and can make predictions about the nutrients within foods.

Describe the differences between energy requirements of people of different ages and lifestyles.

Explain why people of different ages and lifestyles have different energy requirements. Analyse energy in food from packing to suggest foods for different people.

Compare energy from packaging.

Describe what causes obesity and starvation and describe some of their effects the body on the body.

List some deficiency diseases and describe the cause of them. Name foods that could prevent or treat the diseases.

Describe the role of digestion.

Name some of the organs of the digestive system.

Define mechanical and chemical digestion. Illustrate the role teeth in mechanical

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Explain what causes obesity and starvation. Explain some of the effects of obesity and starvation on the body. Suggest a way of treating and preventing both conditions.

Name several deficiency diseases and link the lack of nutrient to symptoms of the disease. Explain the cause of each and recommend foods that could prevent or treat some of them.

Explain the role of the digestion.

Identify and locate the organs of the digestive system.

Discuss how the products of digestion are transported around the body.

Examine mechanical and chemical digestion.

Unitised Schemes of Work

HIGHER Analyse the role of the nutrients that make up a balanced diet.

Analyse food labels and conclude whether foods are healthy or not in regards to its fat/sugar content.

Link an unbalanced diet to health issues.

Explain and analyse tests for all nutrients. Can carry out these tests confidently and can make use of the information to plan an investigation to find out what nutrients are in a mystery food.

Explain why people of many different ages and lifestyles have different energy requirements.

Analyse energy in food from packaging alongside other nutrients and suggest foods for different people. Calculate percentages of nutrients using the food labels.

Analyse what causes obesity and starvation. Explain some of the effects of obesity and starvation and link to different health issues.

Explain what could be done to avoid obesity and starvation.

Compose a list several deficiency diseases, consider the cause of each and report how you could adapt your diet to prevent or treat the diseases. Assess why the occurrence of these diseases varies with time and location.

Analyse and consider the role of digestion in depth. Examine the organs of digestion in a logical order.

Propose how the digestive system is linked with circulatory system.

Assess the process of mechanical and chemical digestion explaining the link between the two.

Neston High School

and amylase in chemical digestion.

Describe how the teeth and saliva are adapted to support digestion.

Explain the use of the teeth and amylase in saliva digestion and apply knowledge of teeth to alternative animals.

Describe briefly the role of enzymes and carry out a practical activity with help to demonstrate enzyme action.

Explain the role of named enzymes in digestion.

Carry out with help a practical to investigate the effect of enzymes

Carry out a practical to investigate the effect of amylase on the digestion of starch and relate to the digestive system.

Explain the role of enzymes in digestion. Categorise the different enzymes according to their substrate.

Summarise where each enzyme is synthesized in the digestive system.

Plan a practical activity to demonstrate enzyme action and link this to food tests.

Investigate the action of enzymes.

Describe the functions of the digestive system organs.

Carry out a practical to model the organs of the digestive system.

Relate the structure and action of each organ of the digestive system to its function.

Investigate the function of the digestive system organs using a practical model.

Analyse the structure of each organ of the digestive system and relate its structure to its function. Link the action of the enzymes with the function of the organ. Use the model of the digestive system to Highlight the importance of each organ.

Recall and illustrate the role of the Small intestine and recognise Villi and state its function.

Describe the bacteria found in the digestive system and state where they are found.

Describe the role of the Small intestine and describe how it is adapted to aid its role in absorption.

Describe the bacteria found in the digestive system and state where they are found. Explain how they contribute to keeping the digestive system healthy.

Determine the role of the Small intestine and examine how it is adapted to aid its role in absorption.

Carry out a practical activity to demonstrate enzyme action.

Evaluate why liquids containing fruit juices are sometimes added to tenderise meat and relate to enzyme function

Analyse the bacteria found in the digestive system and highlight their location in the digestive system.

Explain how they contribute to keeping the digestive system healthy linking to the importance of a balanced diet.

Recommend what you can do to boost the healthy bacteria in your digestive system.

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.  an 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.

End of term assessment December 2015.

Summative test June 2016.

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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 Description of lessons:

Week 16 –Week 27 Teacher 1 Circulation and respiration Health and skeletal system

Teacher 2 Rocks Energy

Outcomes: Ask your son or daughter if they can ‌ FOUNDATION List the components of blood Describe why the circulatory system is called a double circulatory Label a diagram of the heart

MIDDLE describe the components of blood Describe why the circulatory system is called a double circulatory and describe the route taken Label a diagram of the heart to show the route taken by blood

HIGHER Explain the functions of the components of blood Explain the route taken by the blood in the double circulatory system Label structures of the heart and main blood vessels Describe the roles of arteries veins and capillaries

describe the function of the blood and the function of rbc in transporting oxygen List the main components of blood List the reactants and products in respiration

explain how the structure of red blood cells enable it to be efficient at carrying oxygen and describe the role of blood components Explain how to demonstrate the products of respiration

relate their understanding of diffusion to explain how oxygen is absorbed at the lungs and the adaptations of rbc that enable this process

Describe what happens to pulse rate when we exercise and relate the results to organ systems Describe anaerobic respiration as respiration without oxygen List the products of anaerobic respiration in humans Describe why muscles respire anaerobically during vigorous exercise

Explain why pulse rate increases using the equation for respiration and organ systems Explain anaerobic respiration as respiration without oxygen List the products of anaerobic respiration in humans. explain why muscles respire anaerobically during vigorous exercise

List some of the uses of respiration in yeast

Describe the useful products from yeast respiration Write word equations for aerobic and anaerobic respiration in yeast Analyse data MIDDLE

Analyse the effect of exercise on respiration, relating results to organ systems and the reactants and products of respiration Explain anaerobic respiration as respiration without oxygen List the products of anaerobic respiration in humans Describe why muscles respire anaerobically during vigorous exercise Explain why athletes pant after vigorous exercise Write symbol equations for aerobic and anaerobic respiration in yeast and explain how the products can be useful Analyse and evaluate experimental data HIGHER

Describe results of a yeast experiment FOUNDATION

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Analyse demonstrations and experiments on the products of aerobic respiration

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Neston High School

Students should know that different foods have different amounts of energy.

Students should know the arrangements of particles in solids, liquids and gases and know the transitions between them.

Students should know that some materials are thermal insulators and some are thermal conductors.

Students should know which states of matter allow convection and be able to describe it.

Students should know that radiation can be affected by the temperature of an object and the nature of the surface.

Students should know that changes of state add or remove energy from atoms.

Students understand how to show that different foods have different energy content.

Students should be able to explain the properties of solids, liquids and gases by applying the kinetic energy model.

Students should be able to explain the role of the vibration of particles in conduction.

Students should be able to explain the mechanism of convection.

Students should understand which surfaces are good emitters and absorbers of infrared radiation.

Students how evaporation of particles causes a cooling effect

Students are able to compare one food with another and evaluate the results.

Students should be able to give the advantages and disadvantages of analogies to the kinetic energy model.

Students know the different types of energy and know that energy changers can transfer energy from one form to another.

Students should know the meaning of the term efficiency.

Students should know what a Sankey diagrams is and what it represents.

Students should know the difference between energy and power.

Students should that fuel and electricity costs money.

Students should know where electricity comes from.

Students can explain which energy changer produces which sort of energy.

Students can further apply the idea of wasted or unwanted energy to energy changes.

Students should understand how to calculate efficiency.

Students should understand how to interpret and use Sankey diagrams.

Students should understand how to change calculate energy from power.

Students should understand how to calculate energy costs.

Students should understand the different parts of a fuel power station.

Students should understand how to investigate which material can store the most heat energy.

Students apply the idea of efficiency to energy and power calculations.

Students should be able to apply a Sankey diagram to an energy transfer system.

Students should apply power rating to energy use by appliances.

Students should know that some materials can be used to store heat energy.

Students should be able to compare conduction in metals and nonmetals.

Students should apply the process of convection to a variety of situations.

Students should apply their knowledge of radiation to explain examples such as solar panels and solar cookers.

Students should apply their knowledge of evaporation and condensation to examples.

Students should compare different costs of energy.

Students should be able to compare different power generation methods.

Students should know the applications of specific heat capacity.

FOUNDATION describe the roles of some of the components of the skeleton-muscular system and relate the structure of some to its function

MIDDLE describe the roles of most of the components of the skeleton-muscular system and relate the structure of each to its function

HIGHER - Students can describe the roles of all of the components of the skeleton-muscular system and relate the structure of each to its function and predict the effects of malfunction of any part

describe how muscles bring about movement, how muscles work

describe how muscles bring about movement and explain how antagonistic muscles

describe in more detail how muscles bring about movement and explain using several examples the action of antagonistic muscles.

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Unitised Schemes of Work

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together to move the arm and can construct a model

describe and explain some of the physical effects of a disease of the musculoskeletal system and the cause of the disease

Describe the effects of some legal and illegal drugs

Predict outcomes Follow a class devised practical plan testing the effect of caffeine on reaction times.

work together to bring about movement with reference to a model arm they have constructed describe and explain in some detail the causes and physical effects of a disease of the musculoskeletal and can evaluate the impact of the disease and lifestyle on quality of life Describe the social effects of drugs and explain the conflict between classification of some drugs and their harm e.g. alcohol is very harmful but unclassified

Students can make connections between a model arm and antagonistic action and evaluate the model they have constructed

Plan and carry out a practical method for testing the effect of caffeine on reaction times.

Explain the effects of number of repeats on mean average.

Using this knowledge plan and carry out a reliable strategy for testing the effect of caffeine on reaction times.

List control variables.

identifying independent, dependent and control variables, where appropriate

Write the method.

describe and explain the physical effects of exercise and can evaluate the impact of disease and lifestyle on quality of life and on society. Students can also appraise the relative benefits of different treatment

Analyse data on drugs and justify the conflict between science and society

Based on findings explain how double blind trials may be used in the testing of medicinal drugs.

FOUNDATION Label correctly the atmosphere, hydrosphere and lithosphere Explain where igneous rocks come from.

Explain that rocks are made from grains or crystals.

Describe the different types of weatheringchemical, physical, freezethaw and biological weathering.

Explain that sedimentary rocks are made from broken fragments of rock and some examples.

Explain how metamorphic rock is made, with examples.

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MIDDLE Label correctly the atmosphere, hydrosphere, lithosphere, crust, mantle and inner/outer core Can name extrusive and intrusive igneous rocks.

Grains are noninterlocking, crystals are interlocking. This gives them different properties.

Describe the effects of pollution on structures made from limestone through acid rain.

HIGHER Label all layers and recognise differing properties of each (radioactive core hottest and depths)

Explain the transport of rocks through weathering and deposition and understand the meanings.

Explain the stages of the rock cycle in simple terms.

Explain the detailed formation of sedimentary rocks using all keywords, and the involvement of heat in the creation of sedimentary rocks.

Can make associations between crystals size and cooling rate when forming igneous rocks.

The uses of different types of rocks. Some can store water, some cannot. Some may look nice, some keep out water so can be used in room tiles.

Explain the difference between weathering and erosion.

Explain the stages of the rock cycle in detail.

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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. an 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 End of term assessment December 2015 Summative test June 2016

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Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

all term 1st half term

Half Term: 1st half 2nd half

Natural / Manufactured Forms Students will develop practical work centred on the theme of: Natural / Manufactured Forms.

They may look at plant forms, biological structures, buildings, made objects.

Description of lessons: Task 1.

Introduction to the theme- students make a personal response to primary and secondary sources linked to the theme of natural/ manufactured forms. Teacher led discussion explaining how the project will evolve.

Task 2.

Drawing as research - students work from primary and secondary sources, exploring the properties of different media by recording from observation.

Task 3.

Critical studies- Students are introduced to the work of an artist craftsperson or designer. They will learn about the influences that inspired the work and through discussion, be taught how to describe and analyse formal elements( e.g shape, space and form) Task 4.

Develop ideas- Students use their drawing research and the influence of the chosen artist to develop ideas for an artefact which could be in two or three dimensions such a paintings or sculpture.

Task 5.

Refine ideas- Students select the most appropriate idea and develop an outcome refining the work and modifying it.

Task 6.

Evaluate – Students consider how successfully they have used media materials and techniques as well as the influence of an artist/designer in their own work and that of their peers. Evaluation can be written or through class discussion Outcomes: Ask your son or daughter if they can …     

Describe the properties of art and design media they have used in the classroom.

Demonstrate the techniques they have used in the classroom.

Use specialist vocabulary to describe and analyse the work of an artist/craftsperson or designer they have looked at in the lesson.

Explain how their work has been influenced by the work of the chosen artist.

Identify their strengths and areas for development.

Homework: 4 Core homework – 1 observation drawing, 1 – exploring colour, 1- artists research, 1tone and mark-making 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 21 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

all term 2nd half term

Half Term: 1st half 2nd half

Contemporary Artists Students will develop practical work centred on the work of selected contemporary artists.

Description of lessons: Task 7.

Introduction to the theme- students make a personal response to primary or secondary sources linked to the selected artist. Teacher led discussion explaining how the project will evolve.

Task 8.

Drawing as research - students work from primary and secondary sources, exploring the properties of different media by recording from observation.

Task 9.

Critical studies- Students are introduced to the work of an artist craftsperson or designer. They will learn about the influences that inspired the work and, through discussion, be taught how to describe and analyse formal elements (e.g.: space, shape and form).

Task 10.

Develop ideas- Students use their drawing research and the influence of the chosen artist to develop ideas for an artefact which will be in two or three dimensions.

Task 11.

Refine ideas- Students select the most appropriate idea and develop an outcome refining the work and modifying it.

Task 12.

Evaluate – Students consider how successfully they have used media materials and techniques as well as the influence of an artist/designer in their own work and that of their peers. Evaluation can be written or through class discussion.

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

Describe the properties of art and design media they have used in the classroom.

Demonstrate the techniques they have used in the classroom.

Use specialist vocabulary to describe and analyse the work of an artist/craftsperson or designer they have looked at in the lesson.  Explain how their work has been influenced by the work of the chosen artist.  Identify their strengths and areas for development.

Homework: 4 Core homework – 1 observation drawing, 1 – exploring colour, 1- artists research, 1tone and mark-making 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 22 of 89

Unitised Schemes 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: Educational Toy Students will design and make a wooden toy for a pre-school age child. It must also appeal to parents and help aid child development.

Description of lessons: Task 1: Introduction to the theme. Students make a personal response to primary and secondary sources linked to Sanna Annukka and existing products.

Task 2: Drawing as research. Students work from primary and secondary sources, exploring the style of Sanna Annukka, experimenting with different media and identifying the potential for recording from observation.

Task 3: Critical studies. Students are introduced to existing products and engage in both independent and group critical analysis.

Task 4; 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.

Task 5: Refine ideas. Students select the most appropriate idea to improve and refine, making modifications where appropriate.

Task 6: 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  CORE: Workshop Safety  CORE: Tools and equipment  CORE: Key words in Design Studies  Sanna Annukka 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  presentation of sheets  control and use of materials and media  creativity and flair of the design element of the project  the execution of the design within the final piece  the depth and variety of research Page 23 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Clocks Students will design and make a clock, which can be mounted onto the wall.

Description of lessons: Task 1:

Introduction to the theme. Students make a personal response to primary and secondary sources linked to Sir Terry Frost and existing products.

Task 2: Drawing as research. Students work from primary and secondary sources, exploring the style of Sir Terry Frost, experimenting with different media and identifying the potential for recording from observation.

Task 3: Critical studies. Students are introduced to existing products and engage in both independent and group critical analysis.

Task 4; 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.

Task 5: Refine ideas. Students select the most appropriate idea to improve and refine, making modifications where appropriate.

Task 6: 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  CORE: Workshop Safety  CORE: Tools and equipment  CORE: Key words in Design Studies  Sir Terry Frost research moodboard  Existing products research moodboard  Extended Research Task 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  presentation of sheets  control and use of materials and media  creative and flair of the design element of the project  the execution of the design within the final piece  the depth and variety of research Page 24 of 89

Unitised Schemes 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

Module 1: The Wider World Description of lessons: Week 1.

Using an Atlas Effectively.

Week 2.

Locating Physical and Political features on World Maps.

Week 3.

Using Latitude and Longitude.

Week 4.

Understanding World Population growth Rate and Its Causes.

Week 5.

Understanding and Explaining the World’s Uneven Population.

Week 6.

Understanding World Ecosystems and How They Relate to Climate.

Outcomes: Ask your son or daughter if they can …  Use an Atlas to find places using the contents and index pages.  Name the location of major physical and human world features.  Use latitude and longitude to locate places on the globe/in an Atlas.  Use a population graph to understand the trends in population change and if they understand the causes of population change.  Give geographical reasons to explain places with dense or sparse populations.  Define an ecosystem and explain the major ecosystems according to climate.

Homework:  Using a home atlas (hard copy or electronic) to find places known or visited.  Learn the World Maps using memory mapping memory games.  Practice using latitude and longitude using Atlas Maps.  Interpret “Living graphs”. Find out why numbers rise and fall.  Give reasons for population density in one sparsely and one densely populated place.  Research one ecosystem in depth using the internet including information on climate and its impact on animals, plants, soil and people.

Assessment:  Continual assessment of students’ class and homework, the skills they have used and the participation they have made.  Observation of students at work.  Student role in target setting.  One assessment in the 6 weeks will be given a national Curriculum working level, effort grade, and targets for improvement.

Page 25 of 89

Unitised Schemes 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

The “Wider World”

Description of lessons: 1.

2.

3.

4.

5.

6.

A Study of the Hot Desert Ecosystem.

A Study of the Cold Desert Ecosystem.

The Causes and Effects of Global warming.

Responses to Global warming.

The Types of Energy Available Globally.

Energy Sources in the UK and the Future of Energy in the UK.

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

Describe the climate of a hot desert and how animals and plants adapt.

Describe the climate of a cold desert and how animals and plants adapt.

Explain the causes and effects of Global Warming.

Describe human responses to Global Warming.

Describe renewable and non-renewable sources of energy globally.

Describe the energy profile of the UK now and in the future.

Homework:     

Use the Internet to further research the climate and biodiversity of Hot and Cold Deserts.

Create a poster on the causes and effects of Global warming.

Rank the options humans have to respond to Global Warming.

Research one type of energy globally and in the UK. Write to the Prime Minister advising him/her on UK Energy Solutions.

Assessment:    

Continual assessment of students’ class and homework, the skills they have used and the participation they have made.

Observation of students at work.

Student role in target setting.

One assessment in the 6 weeks will be given a national Curriculum working level, effort grade, and targets for improvement.

Page 26 of 89

Unitised Schemes 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

Brazil –a country study Description of lessons: Week 7.

Week 8.

Week 9.

Week 10.

Week 11.

Week 12.

Compare the Perceptions and Reality about Brazil. What are its key places people and features?

Understanding the Variety of Climatic and Physical Features of Brazil.

Locate Brazil’s Variety of Natural resources.

Brazil’s Rainforest; Animals, Plants and People.

How People live in the Rainforest.

Rainforest destruction in Brazil.

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

Describe Brazil’s character realistically.

Locate the main physical and human features of Brazil.

List Brazil’s variety of natural resources.

Appreciate the complexity of the rainforest ecosystem.

Appreciate the relationship between indigenous people and the rainforest.

Explain why and how the rainforest is being destroyed.

Homework:      

Conduct internet research on Brazil.

Write a postcard from Brazil.

Create a poster advertising Brazil’s resources.

Conduct internet research on rainforest biodiversity.

Describe with illustrations how indigenous people live in harmony with the rainforest.

Write letters to a forest destroyer and the Brazilian Government.

Assessment:    

Continual assessment of students’ class and homework, the skills they have used and the participation they have made.

Observation of students at work.

Student role in target setting.

One assessment in the 6 weeks will be given a national Curriculum working level, effort grade, and targets for improvement.

Page 27 of 89

Unitised Schemes 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

Brazil- a Country Study

Description of lessons:

Week 13.

Week 14.

Week 15.

Week 16.

Week 17.

Understanding the Challenges facing Brazil as it develops, including the Sustainable Management of its Resources.

Brazil’s Population Distribution.

How People live in Favellas. Their Challenges and Solutions.

How developed is Brazil? NIC Brazil.

Understanding Inequality in Brazil.

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

Explain the challenges Brazil faces as it develops. say if Brazil can manage its resources sustainably Describe verbally or on a map the population distribution in Brazil.

Empathise with Favella dwellers to describe their problems and suggest solutions.

Explain what an NIC is and compare and contrast Brazil with the UK and other NIC (India China) to express Brazil’s level of development.

Identify types of inequality in Brazil.

Homework:     

Prepare for the role play on development dilemmas in Brazil.

Explain the population density in one area of Brazil using physical and human reasons.

Create a storyboard on Favella Life.

Research another NIC (India/China) Empathise with people in Brazil suggest solutions where inequality exists.

Assessment:    

Continual assessment of students’ class and homework, the skills they have used and the participation they have made.

Observation of students at work.

Student role in target setting.

One assessment in the 6 weeks will be given a national Curriculum working level, effort grade, and targets for improvement.

Page 28 of 89

Unitised Schemes 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

Africa -Kenya

Description of lessons: Week 18.

Week 19.

Week 20.

Week 21.

Week 22.

Week 23.

Africa –the Continent of Contrasts.

Common misconceptions about Africa.

Africa –Futures- advantages and Problems as week 27 An introduction to Kenya Is Kenya Rich or Poor, Developed or Developing?

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

Explain the wide variety within the countries of Africa.

Recognise that there is no African Stereotype, and can sort facts about Africa from misconceptions.

Show empathy with the advantages and problems of living in Africa.

Describe Kenya’s main physical and human features.

Express an opinion on Kenya’s level of development, and recognise differences in development within Kenya.

Homework:     

Research Africa to build up a picture of the huge diversity within the African Continent.

Find a good news and a bad news story about Africa from the media.

Write a speech in favour of mobile phones in Africa.

Research Kenya independently and write a postcard from Kenya.

Interpret development data about Kenya.

Assessment:    

Continual assessment of students’ class and homework, the skills they have used and the participation they have made.

Observation of students at work.

Student role in target setting.

One assessment in the 6 weeks will be given a national Curriculum working level, effort grade, and targets for improvement.

Page 29 of 89

Unitised Schemes 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

Africa –Kenya.

Description of lessons: Week 24.

Week 25.

Week 26.

Week 27.

Week 28.

Week 29.

Investigate Tourism in Kenya.

A Focus on Kenya’s Safari Industry.

A Study of Urban Kenya: Nairobi A Study of Rural Kenya: The Maasai and the Kikuyu.

The Different Types of Farming in Kenya.

Kenya’s Changing Population Issues.

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

Describe Kenya’s tourist attractions and the benefits and problems tourists bring.

Explain where safari holidays are found in Kenya and the impacts on places and people.

Describe the different areas of the city; rich and poor, and how they have developed. describe the lives of Maasai and Kikuyu peoples in Kenya Identify Kenya farm produce and can discuss how it is grown.

Describe the changes in Kenya’s population and resources and explain how the 2 are linked together.

Homework:      

Express the opinions of Kenya’s key players towards tourism.

Research the positives and negatives of the safari industry in Kenya.

Write a letter from a recent arrival to Nairobi or a comfortable resident.

Compare and Contrast the Maasai and Kikuyu lives with students own lifestyle.

Create a poster advertising Kenyan products.

Research on how Kenya’s population and resources change &compare and contrast to the UK.

Assessment:    

Continual assessment of students’ class and homework, the skills they have used and the participation they have made.

Observation of students at work.

Student role in target setting.

One assessment in the 6 weeks will be given a national Curriculum working level, effort grade, and targets for improvement.

Page 30 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Was Elizabeth I the greatest Tudor Monarch?

Description of lessons: 1. What was life like in England in 1485?

2. Was Henry VII a gangster?

3. What was Henry VIII like as a young King?

4. Why did England break with Rome?

5. Who were Henry VIII’s wives and children?

6. Who were Henry’s ministers? What impact did they have?

7. Who was Edward VI? 8. Who was the nine day Queen?

9. Does Mary Tudor deserve the title Bloody Mary?

10. Why did Elizabeth not marry?

11. Why did Spain try to invade England?

12. Was Elizabeth the greatest Tudor?

Outcomes: Ask your son or daughter if they can …  Explain what life was like in England in 1485.  Explain how Henry VIII changed England forever.  Explain issues faced by each Tudor monarch and how they dealt with them.  Make a judgement on who the greatest Tudor was.

Homework:    

Research task- Henry VIII/ Facebook profile Information poster on one of Henry’s wives Edward VI obituary Elizabeth portrait task

Assessment: Essay task- Students will be asked to consider and review their learning from across the half term and complete an essay on whether Elizabeth should be seen as the greatest Tudor Monarch or not? Students should consider the problems each Tudor faced and how they dealt with them.

Page 31 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Why was there so much religious change?

Description of lessons: 1. James – scruffy stuart?

2. Gunpowder plot?

3. Conspiracy?

4. Who was Charles?

5. Reasons for war?

6. Battles of war 7. Trial of Charles 8. Puritan life 9. Cronwell essay Outcomes: Ask your son or daughter if they can …  Explain why religion was important during the fifteenth and sixteenth centuries.  Define; reformation / dissolution.  Give a reason for and against the closing of the monasteries.  Explain why paintings were used by Tudor monarchs.  Describe the real meaning of the nursery rhyme about Mary I.  Make connections with Tudor religion.

Homework:    

Newspaper task.

Interpretation and evaluation of a historical source.

Research – Mary I. Extended writing

Assessment: AFL – Religious changes - synoptic task (KS3 Historical concepts and processes teacher review)

Page 32 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Was Elizabeth I ‘the Greatest Briton’? – what were the secret’s of her success Description of lessons: 1.

2.

3.

4.

5.

6.

7.

Marriage- why was it so dangerous for Elizabeth to remain single?

Threats to the throne – Mary Queen of Scots Threats to the throne – The Spanish Armada Spanish Armada – AFL causation task Maintaining an image – Tudor portraits What were the secrets of Elizabeth’s success? Interpretation task James I – the gunpowder plot.

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

Give reasons why women rarely became monarchs during the sixteenth century.

Describe why portraits were used in Tudor times.

Explain the origins of Bonfire night.

Give 3 reasons why Guy Fawkes may not be guilty.

Homework:

  

Research task Elizabeth, the Greatest Briton? -obituary / exhibition task Research task – facts of 5th November 1605.

Assessment: AFL task – Causes of the Spanish Armada (KS3 Historical concepts and processes teacher review)

Page 33 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

The English Civil War Description of lessons: 1. What were the causes of the English Civil War? 2. What was life like during the civil war? - Who fought who? – propaganda task 3. When did you last see your father? – interpretation task 4. The trial of a king – role play 5. The execution of a king – source analysis 6. Charles I: Martyr or tyrant? Why has Charles I been remembered in different ways?

7. The world turned upside down - Who should be in charge?

8. Interpretations task – Oliver Cromwell – hero or villain?

9. What frightened people in the seventeenth century? - Witchcraft Outcomes: Ask your son or daughter if they can …

      

Define – ‘civil war’ List 3 reasons why people took sides in the Civil War. Explain whose side the people of Neston were more likely to support in 1642 and why.

Give reasons why Charles I was found guilty.

Define –‘Republic’ ‘Restoration’.

Give reasons why people were accused of witchcraft.

Define the meaning of ‘stereotype’.

Homework:

     

Causation explanation Propaganda pamphlet Historical fiction Newspaper account – biased Visit the Walker Art Gallery to view the painting- ‘And when did you last see your father?’ (if possible) Research task.

Assessment: AFL – Charles I: Martyr or tyrant? Why has Charles I been remembered in different ways?

(KS3 Historical concepts and processes teacher review)

Page 34 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Industrial age /How did British industry change with new technology?

How did urban life change?

Description of lessons: 1. What was it like to be poor in nineteenth century Britain?

2. How did British industry change with new technology? - Factory life 3. Child poverty- paper apprentices 4. Life in the workhouse 5. Why were people protesting? – working conditions 6. Who wanted the vote?

7. What was the impact of steam on transport? The impact of the railways 8. Industrial towns Outcomes: Ask your son or daughter if they can …  Make links and connections with life then and now.  Define: revolution/ democracy  Explain why laws to protect children have been introduced.  Compare and contrast democracy then and now.  Give reasons why it is important to exercise the right to vote.  Express their opinions on key events/issues studied.  List at least three causes and consequences of the industrial revolution.  Explain the reasons for low life expectancy.

Homework:  Historical fiction  Source analysis  Parliament research  Trade union research Assessment: AFL task – Were paper apprentices in nineteenth century factories all treated the same?

Page 35 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Did life get better?

Description of lessons: 1. What was law and order like during the eighteenth and nineteenth centuries? How did law and order change?

2. Jack the Ripper 3. What were the most important changes in the living conditions in Britain between 1603 and 1901? - AFL 4. What can the Titanic tell us about life in Edwardian England?

5. Activity week 6. Why did the Titanic sink? Who was to blame?

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

Make links and connections between law and order then and now.

Give reasons why Jack the Ripper’s identity remains unknown.

List at least five improvements across the period studied.

Give their opinions on key events / issues studied.

Explain the reasons for the sinking of the Titanic.

Reflect on their performance this year, and suggest targets for next year.

Source analysis and evaluation.

Titanic research Causation task.

Assessment: AFL – causation/ synoptic task

Page 36 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: HOME ECONOMICS Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Nutrition and Health: Proteins, fats and Carbohydrates Focussed Practical Tasks Description of lessons: Week 1.

Week 2.

Week 3.

Week 4.

Week 5.

Week 6.

Week 7.

Introduction to nutrients Protein: Function and sources Practical: High protein dish Fat: Function and sources Practical: Low fat dish Carbohydrates: Function and sources Calories, BMI, diet and exercise the relationship

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

explain the function of protein in the diet and foods which it can be found in identify dishes which would be high in protein discuss the implications of too much fat in the diet identify foods which are low in fat explain the importance of calories and exercise in controlling weight

Homework:   

plan a high protein dish plan a low fat dish research how exercise helps to control weight gain

Assessment:   

practical tasks: NC level assessment peer assessment and self-assessment assessment of practical planning

Page 37 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: HOME ECONOMICS Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Nutrition and Health: Vitamins and minerals and Fibre Catering module: Masterchef competition Description of lessons: Week 8.

Week 9.

Week 10.

Week 11.

Week 12.

Week 13.

Week 14.

Week 15.

Vitamins and minerals: Function and sources Practical: High iron dish Fibre: Function and sources Practical: High Fibre dish Catering module: Introduction to Masterchef task Demonstration: Techniques on how to present dishes in a restaurant Planning and designing suitable dishes for task time plan main meal Practical: Main meal dish

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

identify what foods are rich in iron, calcium and vitamins A, B, C and D explain the function of Fibre in the diet discuss a range of presentation dishes which may be used in a restaurant

Homework:    

plan a dish which is high in iron plan a dish which is high in fibre evaluations research dishes suitable to be used in a restaurant

Assessment:   

practical assessments – NC Levels awarded peer and self-assessment evaluations – NC Levels awarded

Page 38 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: HOME ECONOMICS Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Catering module: Masterchef competition Technology module: Design and Make a cushion cover Description of lessons: Week 16.

Week 17.

Week 18.

Week 19.

Week 20.

Week 21.

Evaluating practical of main meal and designing of a suitable dessert Planning for suitable dessert Practical: Dessert Evaluation and presentations of dishes made to class Skills and qualifications needed in the catering industry Job roles in the catering industry

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

use sensory descriptors to evaluate own choice of dishes identify suitable desserts and presentation skills which could be used in a restaurant discuss how their dishes could be improved identify a number of job roles and skills needed in the catering industry

Homework:  

practice skills at home to improve levels star diagrams for masterchef dishes made

Assessment:   

NC Assessment of practical work NC Assessment of planning treading of a sewing machine

Page 39 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: HOME ECONOMICS Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Design and make module: Textiles cushion cover

Description of lessons: Week 22.

Week 23.

Week 24.

Week 25.

Week 26.

Week 27.

Introduction to technology module: TEXTILES Fabrics and their properties Using the sewing machine Demonstration and practical task: manipulation and layering Demonstration and practical task: embellishment Writing a specification and producing design ideas

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

explain the functions of fabrics which are used around the home tell you how to thread a sewing machine explain how to manipulate and layer fabrics discuss a range of techniques on embellishing fabrics tell you the purpose of a specification and how it is used when designing products

Homework:      

research fabrics used around the home sewing machine worksheet research into styles of cushion covers research possible themes for their own cushion cover complete their design ideas produced a final design proposal

Assessment:   

levelling of samples produced after each demonstration – skills and techniques seen NC levelling for design work produced peer and self-assessment

Page 40 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: HOME ECONOMICS Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Design and make module: Textiles cushion cover

Description of lessons: Week 28.

Week 29.

Week 30.

Week 31.

Week 32.

Demonstration: zips and tacking Producing a plan for manufacture Manufacture of cushion cover Manufacture of cushion cover Manufacture of cushion cover

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

discuss the techniques and skills they are using to produce their cushion cover explain how the cushion cover will be constructed

Homework: 

Completion of techniques used on cushion cover where appropriate. Some of this may be completed in school due to equipment being used (not available at home).

Assessment: 

Levelling of skills and techniques being used throughout manufacturing of cushion cover. Continuous throughout manufacturing.

Page 41 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: HOME ECONOMICS Year: Year 7 Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Design and make module: Textiles cushion cover

Description of lessons: Week 33.

Week 34.

Week 35.

Week 36.

Week 37.

Week 38.

Week 39.

Manufacture of cushion cover Manufacture of cushion cover Manufacture of cushion cover Evaluations and peer/self-assessments Revision Enrichment week Test

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

discuss the techniques and skills they are using to produce their cushion cover explain how the cushion cover will be constructed discuss the strengths and weaknesses of their final products and where improvements could have been make

Homework:  

Completion of techniques used on cushion cover where appropriate. Some of this may be completed in school due to equipment being used (not available at home).

Evaluation of cushion cover, including a questionnaire

Assessment: 

Levelling of skills and techniques being used throughout manufacturing of cushion cover. Continuous throughout manufacturing.

Page 42 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: ICT – CONTROL SYSTEMS Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Computers – how do they work?

Description of lessons: Week 1.

Week 2.

Week 3.

Week 4.

Week 5.

Week 6.

What is computer control?

Sequencing Sensors Subroutines Actuators Variables

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

list everyday control systems in the house explain three different types of sensor discuss how a subroutine makes a control system more efficient discuss the shapes used in a flowchart

Homework: Worksheets on the following   

Computer control Traffic light sequences Motors used in control systems

Assessment:      

all students will have a target level observation of students in lesson questioning during lessons completed worksheets during lessons and homework assessment of project in week 5 - students can then improve their level of attainment in week six by using feedback from staff students may use feedback from staff to improve their work at ICT support clubs during lunch or after school

Page 43 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: ICT – WEB DESIGN Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Cryptography Description of lessons: Week 7.

Week 8.

Week 9.

Week 10.

Week 11.

Week 12.

An introduction to Cryptography Coding in the second world war – the Enigma machine Coding in barcodes and data matrix codes Cryptography in everyday society and e-commerce How computers have assisted cryptography Completion and improvement of unit

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

list some of the earliest forms of encryption explain what the Enigma machine was how messages can be encoded and decoded tell you who Alan Turing was

Homework: Worksheets on the following   

Hieroglyphics and Caesar cipher homework Enigma task sheet Barcode homework

Assessment:      

all students will have a target level observation of students in lesson questioning during lessons completed worksheets during lessons and homework assessment of project in week 5 - students can then improve their level of attainment in week six by using feedback from staff students may use feedback from staff to improve their work at ICT support clubs during lunch or after school

Page 44 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: ICT – CYPTOGRAPHY Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Spreadsheet Modelling Description of lessons: Week 13.

Week 14.

Week 15.

Week 16.

Week 17.

Week 18.

Computer Models Creating a financial model ‘What if’ scenarios Conditional formatting and validation Macros and charts Assessment

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

list spreadsheet keywords discuss different types of formulas used explain what spreadsheet ‘modelling’ is what should be present on a chart/graph

Homework: Worksheets on the following   

Financial models Formulae Validation

Assessment:      

all students will have a target level observation of students in lesson questioning during lessons completed worksheets during lessons and homework assessment of project in week 5 - students can then improve their level of attainment in week six by using feedback from staff students may use feedback from staff to improve their work at ICT support clubs during lunch or after school

Page 45 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: ICT – SPREADSHEET MODELLING Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Programming in Logo Description of lessons: Week 19.

Week 20.

Week 21.

Week 22.

Week 23.

Week 24.

Introduction to logo, basic commands and simple shapes Use of repeat to create polygons efficiently Creating procedures Editing, cloning and saving procedures Resizing polygons, working with more than one variable Building complex procedures by linking shapes, colours and fill

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

explain how to calculate the internal angle of a polygon write down a short program they have used discuss how to make programs more efficient

Homework: Worksheets on the following   

angles planning a project annotation of completed work to evidence deeper understanding

Assessment:      

all students will have a target level observation of students in lesson questioning during lessons completed worksheets during lessons and homework assessment of project in week 5 - students can then improve their level of attainment in week six by using feedback from staff students may use feedback from staff to improve their work at ICT support clubs during lunch or after school

Page 46 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: ICT – PROGRAMMING IN LOGO Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Databases Description of lessons: Week 25.

Week 26.

Week 27.

Week 28.

Week 29.

Week 30.

Flat file databases Creating tables Queries Input forms Reports Finishing and testing

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

explain how to select an appropriate data type define: fields, records, validation and primary keys list different validation checks Explain how to present information in a professional manner

Homework: Worksheets on the following   

data types designing forms and reports testing

Assessment:          

all students will be informed of their target grade observation of students in lesson questioning during lessons completed worksheets during lessons and homework all students will have a target level observation of students in lesson questioning during lessons completed worksheets during lessons and homework assessment of project in week 5 - students can then improve their level of attainment in week six by using feedback from staff students may use feedback from staff to improve their work at ICT support clubs during lunch or after school

Page 47 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: ICT – DATA HANDLING Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Improve your attainment standards Description of lessons: Week 31.

Students use feedback from staff on units completed to improve their level of attainment Week 32.

Students use feedback from staff on units completed to improve their level of attainment Week 33.

Students use feedback from staff on units completed to improve their level of attainment Week 34.

Students use feedback from staff on units completed to improve their level of attainment Week 35.

Students use feedback from staff on units completed to improve their level of attainment Week 36.

Students use feedback from staff on units completed to improve their level of attainment Outcomes: Ask your son or daughter if they can …   

explain what units they have covered discuss their favourite unit explain how they have improved their attainment

Homework: Worksheets 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 at ICT support clubs during lunch or after school

Page 48 of 89

Unitised Schemes 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

Holiday Description of lessons: Week 40. To be able to identify and name different types of TV programmes Week 41. To be able to discuss TV/viewing habits Week 42. To be able to name different genres of film Week 43. To be able to discuss cinema & film Week 44. To be able to identify and name new technologies Week 45. To be able to discuss new technology Outcomes: Ask your son or daughter if they can …  Name different types of TV programme in French  Give opinions on TV programmes in French  Name different genres of film in French  Give opinions on different genres of film in French  Say which types of preferred technologies in French  Say which programmes/film(s) you have seen or are going to see 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 on an aspect/all aspects of your leisure time  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half-term assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task in week 6  Formal assessment in June  Departmental progress monitoring  Whole school Academic review

Page 49 of 89

Unitised Schemes 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

Music and instruments Description of lessons: Week 46. To identify and name different instruments Week 47. To use the verb ‘jouer de’ Week 48. To gain an understanding of popular music in French speaking countries Week 49. To be able to discuss musical tastes, genres of music Week 50. To express advanced opinions on music Week 51. To create a profile of a famous francophone performer or type of music Outcomes: Ask your son or daughter if they can …  Name different instruments in French  Give an opinion on musical genres  Say the instruments they have practised or are going to practise  Name types of popular French music  Give extended descriptions of performers Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (work sheet)/short written exercise  Write a summative description of your free-time activities  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half-term assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task  Departmental progress monitoring  Whole school Academic review

Page 50 of 89

Unitised Schemes 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

Colthes

Description of lessons: Week 52. To learn a range of sports with ‘jouer au’ Week 53. To learn a range of hobbies with ‘faire de’ Week 54. To use a range of ambitious time phrases Week 55. To use a range of ambitious opinion phrases Week 56. To describe what you do in your free time Week 57. To integrate a range of different persons and tenses Outcomes: Ask your son or daughter if they can …  Name ten sports  Name ten hobbies  Describe what they do in their free time  Use time phrases to say how often they do an activity Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (work sheet)/ short written exercise  Write a summative description on hobbies  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half-term assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task in week 6  Departmental progress monitoring  Whole school Academic review

Page 51 of 89

Unitised Schemes 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

Clothes / fashion Description of lessons: Week 58. To learn a range of clothing in French Week 59. To describe the clothes you wear in different circumstances with ‘porter’ Week 60. To describe the school uniform in detail Week 61. To express your opinion on clothes and fashions Week 62. To consolidate and demonstrate understanding and knowledge of the topic Week 63. To create impressive extended descriptions Outcomes: Ask your son or daughter if they can …  Say what they wear to do sports, to go to a party, to go to school…  Mention the clothes and colours worn for school  Be either positive or negative about some clothes and the school uniform  Give a brief description of their style  Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (work sheet)/short written exercise  Write a summative description on an aspect/all aspects of the clothes topic giving their opinion  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half-term assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task in week 6  Departmental progress monitoring  Whole school Academic review

Page 52 of 89

Unitised Schemes 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

My Daily routine Description of lessons: Week 64. To learn a range of places in town Week 65. To describe different aspects of a region Week 66. To discuss different environmental issues Week 67. To use different adverbs and time phrases Week 68. To give their opinions on aspects of the environment they live in Week 69. To consolidate and demonstrate understanding and knowledge of the environment topic Outcomes: Ask your son or daughter if they can …  Describe the area they live in  Give a range of impressive positive and negative expressions  Give a brief description of environmental problems  Express their opinion on where they live and their ideal place to live Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (work sheet)/short written exercise  Research a region of France or a French speaking country  Write a summative description on an aspect/all aspects of the daily routine  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half-term assessment.

Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task  Formal assessment in June in the final assessment  Departmental progress monitoring  Whole school Academic review

Page 53 of 89

Unitised Schemes 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

Gain an understanding of a typical day in France and other French speaking countries Description of lessons: Week 70. Final Assessments (listening & reading) Week 71. Final Assessments (writing & speaking) Week 72. To learn about Paris and the different landmarks Week 73. To create a brochure presenting and promoting Paris Week 74. To develop grammatical knowledge Week 75. To develop grammatical knowledge  Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (work sheet)/short written exercise  Research famous landmarks in Paris  Consolidation/revision tasks on line on www.linguascope.com 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 End of year assessment Departmental progress monitoring Whole school Academic review

Page 54 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Identity Description of lessons: Week 76. To be able to gain an understanding of German culture Week 77. To be able to greet people Week 78. To be able to ask someone their name, give and spell your name Week 79.

To be able to ask someone their age, give yours and recognise numbers up to 100

Week 80.

Week 81.

To be able to recognise months To be able to ask someone when their birthday is and give yours

Outcomes: Ask your son or daughter if they can …  Name different German speaking countries  Greet you in German  Introduce themselves and spell their name  Say how old they are  Say when their birthday is  Count up to 100 Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (worksheets/short written exercises)  Research a cultural aspect of Germany or a German speaking country  Write a summative description of themselves  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half- term assessment and homework task

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 half-term assessment in week 6  Departmental progress monitoring  Whole school Academic review

Page 55 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Myself and my family Description of lessons: Week 82. To learn family members and introduce them Week 83. To recognise colours Week 84. To describe your physical appearance Week 85. To recognise qualifiers and connectives in German Week 86. To describe your personality Week 87. To describe the physical appearance and personality of others Outcomes: Ask your son or daughter if they can …  Name different colours in German  Name different family members in German  Describe their eye colour and hair  Say what their personality is like  Talk about other people in the family Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (worksheets/short written exercises)  Research a cultural aspect of Germany or a German speaking country  Write a summative description of family members  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half- term assessment and homework task 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 half-term assessment in week 6  Departmental progress monitoring  Whole school academic review

Page 56 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Pets Description of lessons: Week 88. To extend physical and character description Week 89. To recognise animals/pets in German Week 90. To use a range of colours Week 91. To describe physical appearance of pets Week 92. To describe personality of pets Outcomes: Ask your son or daughter if they can …  

Name at least 10 animals in German Describe their pets in detail ( Name, age, physical appearance and personality)

Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (worksheets/short written exercises)  Research a cultural aspect of Germany or a German speaking country  Write a summative description of pets  Consolidation/revision tasks on line on www.linguascope.com and other websites  Revision/preparation for the half- term assessment and homework task 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 half-term assessment in week 6  Departmental progress monitoring  Whole school academic review

Page 57 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Home Area Description of lessons: Week 93. To recognise countries and say where you come from Week 94. To be able to locate where you live Week 95. To be able to describe the area you live in Week 96. To be able to give an opinion of where you live Week 97. To be able to recognise rooms in the house Week 6.

To be able to give an opinion of your home using justifications Outcomes: Ask your son or daughter if they can …  Name countries and compass points in German  Give a short description of the area you live  Name rooms in the house  Give positive and negative opinions about where you live and your accommodation Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (worksheets/short written exercises)  Research a cultural aspect of Germany or a German speaking country  Write a summative description of your home area  Consolidation/revision tasks on line on www.linguascope.com and other sites  Revision/preparation for the half- term assessment and homework task

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 half-term assessment in week 6  Departmental progress monitoring  Whole school academic review

Page 58 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

School Life Description of lessons: Week 98. To recognise and use German language in the classroom Week 99. To understand the school structure and daily school life in Germany Week 100. To recognise school subjects in German Week 101. To be able to give an opinion of school subjects Week 102. To be able to describe your timetable in German Week 103. To be able to understand a basic introduction to tenses in German Outcomes: Ask your son or daughter if they can …  Name school subjects in German  Explain to you how education/schools are structured in Germany  Tell you what a school day is like in Germany  Tell you which subjects they like/dislike  Tell you which subjects they have on which days and in which period Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (worksheets/short written exercises)  Research a cultural aspect of Germany or a German speaking country  Write a summative description of school life  Consolidation/revision tasks on line on www.linguascope.com and other sites  Revision/preparation for the half- term assessment and homework task

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 59 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

End of Year assessments End of Year Project: Create a brochure promoting German food and drink Description of lessons: Week 104. AfL activities & revision for final KS3 Assessment Week 105. KS3 Assessment (listening and reading) Week 106. KS3 Assessment (writing and speaking) Week 107.

Week 108.

Week 109.

End of Year cultural project End of year cultural project End of year cultural project

Outcomes: Ask your son or daughter if they can …  Give you information about German food and drink and it’s cultural importance

Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (worksheets/short written exercises)  Research a cultural aspect of Germany or a German speaking country  Consolidation/revision tasks on line on www.linguascope.com and other sites  Revision/preparation for the June final assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Formal assessment in June in the final assessment  Departmental progress monitoring  Whole school Academic review

Page 60 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: SPANISH Year: Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Personal Identity Description of lessons: Week 110. To be able to gain an understanding of Spanish culture Week 111. To be able to understand classroom commands and greet people Week 112. To be able to ask someone their name, give and spell your name Week 113. To be able to ask someone their age, give yours and recognise number up to 31 Week 114. To be able to recognise months, ask someone when their birthday is and give yours Week 115. To be able to recognise numbers up to 100 and introduce other people Outcomes: Ask your son or daughter if they can …  Name different Spanish speaking countries  Greet you in Spanish  Introduce themselves and spell their name  Say how old they are  Say when their birthday is  Count up to 100 Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (work sheet)/short written exercise  Research a cultural aspect of Spain or a Spanish speaking country  Write a summative description of themselves  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half- term assessment and homework task Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL and own target setting  Assessment of homework tasks and summative homework task in week 6  Formal half-term assessment in week 6  Departmental progress monitoring  Whole school academic review

Page 61 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: SPANISH Year: Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Myself and my family Description of lessons: Week 116. To recognise and introduce pets in your family Week 117. To recognise colours Week 118. To learn family members and introduce them Week 119. To use plural and singular formations Week 120. To describe your family in full Week 121. To describe your extended family in full Outcomes: Ask your son or daughter if they can …  Name different pets in Spanish  Name different colours in Spanish  Name different family members in Spanish  Explain how plural formations work in Spanish  Explain how agreements work in Spanish

Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (work sheet)/short written exercise  Research a cultural aspect of Spain or a Spanish speaking country  Write a summative description of family members  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half- term assessment and homework task Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL and own target setting  Assessment of homework tasks and summative homework task in week 6  Formal half-term assessment in week 6  Departmental progress monitoring  Whole school academic review

Page 62 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: SPANISH Year: Year 8 Year 9

Term: Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Myself and my family Description of lessons: Week 122. To make physical descriptions Week 123. To understand agreements via this topic area Week 124. To extend writing and develop writing techniques Week 125. To describe your eyes, hair and facial features Week 126. To describe a pet including colour, shape and basic opinion Week 127. To describe someone else in full Outcomes: Ask your son or daughter if they can …  Name different eye colours in Spanish  Name different hair colours in Spanish  Make physical descriptions  Talk about other people in using the correct verb endings Homework:  Learn topic- specific vocabulary  Complete language consolidation tasks (work sheet)/short written exercise  Write a summative description of themselves and others in the above areas  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half- term assessment and homework task Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL and own target setting  Assessment of homework tasks and summative homework task in week 6  Formal half-term assessment in week 6  Departmental progress monitoring  Whole school academic review

Page 63 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: SPANISH Year: Year 8 Year 9

Term: Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Descriptions and nationalities Description of lessons: Week 128. To be able to describe their own personality Week 129. To be able to describe someone else´s personality Week 130. To describe where they are from Week 131. To be able to say what nationality they are Week 132. To talk about the languages they can-can´t speak Week 133. To to the 3rd person singular to talk about others Outcomes: Ask your son or daughter if they can …  Name different personality features in Spanish  Talk about other people´s features and personality in Spanish  Name at least 8 countries in Spanish  Name and distinguish all European nationalities and agreements  Name at least 8 languages of the world Homework:  Learn topic-specific vocabulary  Complete language consolidation tasks (work sheet)/short written exercise  Research a cultural aspect of Spain or a Spanish- speaking country  Write a summative description of yourself and a celebrity in Spain  Consolidation/revision tasks on line on www.linguascope.com  Revision/preparation for the half- term assessment and homework task Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL and own target setting  Assessment of homework tasks and summative homework task in week 6  Formal half-term assessment in week 6  Departmental progress monitoring  Whole school academic review

Page 64 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: SPANISH Year: Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Home Area

Description of lessons: Week 134. To be able to describe the type of house where you live Week 135. To be able to include basic opinions in their speech Week 136. To be able to say and locate where you live Week 137. To be able to describe the area you live in Week 138. To be able to say in what accommodation you live and recognise rooms Week 139. To be able to discuss your ideal home Outcomes: Ask your son or daughter if they can …  Name countries and compass points in Spanish  Give a short description of the area you live  Describe your accommodation  Name rooms in the house  Give positive and negative opinions about where you live and your accommodation Homework:  Learn topic-specific vocabulary  Complete language consolidation tasks (work sheet)/short written exercise  Research a cultural aspect of Spain or a Spanish- speaking country  Write a summative description of where you live  Consolidation/revision tasks on line on www.linguascope.com and other websites  Revision/preparation for the half- term assessment and homework task Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL and own target setting  Assessment of homework tasks and summative homework task in week 6  Departmental progress monitoring  Whole school academic review

Page 65 of 89

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: SPANISH Year: Year 8 Year 9

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Gain an understanding of school life and education in Spain

Description of lessons: Week 140. Final Assessments (listening & reading) Week 141. Final Assessments (writing & speaking) Week 142. To learn school subjects in Spanish Week 143. To understand the school structure and daily school life in Spain Week 144. To use the present tense Week 145. To extend use of the present tense Outcomes: Ask your son or daughter if they can …  Name school subjects in Spain  Explain to you how education/schools are structured in Spain  Tell you what a school day is like in Spain  Explain the formation of the present tense  Homework:  Learn topic specific vocabulary  Complete language consolidation tasks (work sheet)/short written exercise  Research a typical school day in Spain  Consolidation/revision tasks on line on www.linguascope.com  Produce a brochure on a Spain school Assessment:       

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

Page 66 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Full Term (One Hour a Fortnight)

Commedia / Pantomime

Description of lessons: Week 146.

Week 147.

Week 148.

Week 149.

Week 150.

Introduction to Commedia / Improvisation / Physical Comedy - short improv Stock types / Fawlty Towers / Stock Plots – improve on roles Work on Visual Comedy / Faces / developing Comic outlines Catch Phrases / Double Act skills – creating own Double Act sequence Revisiting scenarios from earlier to apply comic skills to develop them / Intro to Panto at end Week 151. Panto scripts / outlines worked on Week 152. Performances of Panto pieces – feedback given Outcomes: Ask your son or daughter if they can …       

Explain some facts on Commedia dell’arte Describe different types of Comedy (visual / verbal / character / situation / farce / slapstick) Explain stock types and stock plots Describe what makes a good double act Explain their ideas for their own piece of Comedy Relate their role plays Show the work they are putting in on their group Panto

Homework:      

To describe their favourite Comedy Show / Comedian and explain why Research on Commedia dell’arte – esp. stock types / plots Watch / note down key to Double Acts Write up Role on the Wall from Double act Self generating Homework – learning lines / working on own script/ planning scenes/ finding music / props / costume to aid group

Assessment: Self/ Peer / Teacher – AfL – outcomes in practicals and work done in books in lessons and in homework add to evidence.

Page 67 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Full Term (One lesson a fortnight)

Bullying

Description of lessons: Week 153. Responses to Bullying, work on poetry stimulus, Still Images / Thought Tracks / Marking Moments - discussion Week 154. Physical exploration / symbolic drama – creation of inner captions for the bully – looking at the psychological causes / consequences of bullying Week 155. Peer Pressure – discuss ideas, create a Still Image as a starting point and develop into a scene that explores one type – explore audience ideas for positive ending / solutions to these scenes on peer pressure Week 156. Work on the ‘Masks’ people wear to ‘cover up’ / widen out theme of Bullying / planning session on scenarios of Bullying in different situations Week 157. Using the planning from last time / HWK creating a piece of Documentary style drama on the theme of Bullying Week 158. Performances / Feedback / Target setting Week 159. Forum / Plenary / Advice to someone with a Bullying issue / problem Outcomes: Ask your son or daughter if they can …     

Explain what Symbolic Drama is Relate what they contributed to the Peer Pressure drama Discuss Bullying scenarios outside of a school context Describe the most effective piece of drama on the theme that they saw and why Outline their targets for development

Homework:     

Write up Thought Track / Draw & Label Image Create a profile of a Bully and a profile of a Victim Create a comic Book style storyboard of their scene using speech bubbles Prepare own character profile ready for next lesson Problem Page letter and Response which focuses on Bullying or Peer Pressure

Assessment: AfL strategies / Collaborative learning / contributions to practical sessions / peer / self / teacher assessment ongoing – evidence of class work / IL for HWK / AfL responses in Scrapbooks.

Page 68 of 89

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Full Term (One lesson a Fortnight)

Romeo & Juliet – Shakespeare / Bugsy Malone

Description of lessons: Week 160. Exploration of Gangs / Shakespearean insults / DVD opening / Perform as Montagues / Capulets / Text work -/ Dandy Dan / Fat Sam Gangs if lloking at Bugsy Week 161. Choral work / Exploration of Feuds in modern setting / Narration of Flashback to cause of Feud Week 162. Exploration of Parent / Teen in pairs, Devising in 3’s - Father / Daughter & Director – Arranged Marriage scenario – Freeze for Thought Tracks / Hot Seats at key points – relate to play Week 163. The Prologue ‘ text work / DVD version - create own version of Prologue or Scenes from Bugsy – creating own versions Week 164. Devise a developed piece based on an aspect of the text covered in the previous lessons Week 165. As above – rehearsed and performed Outcomes: Ask your son or daughter if they can …     

Discuss the main themes of R & J / Bugsy Malone Make links to modern day Explain their own outlines for devised work Make connections between their ideas and Shakespeare’s / Alan Parker’s Outline what they think have been the issues looked at in the Unit

Homework:      

Create a set of Speech Bubbles for the 2 sides of the insults Images of Gangsters / Gangsters Molls - labelled Storyboard their group’s plotline of the Feud (Past & Present) Write a Diary Entry for either the Father or Daughter in the parental control scene / Research the late 16th Century /1930s - the Costumes of the day – what would the characters have been wearing?

Planning for final performance – selecting music / props / costume / set / writing plans etc.

Assessment: Collaborative learning in practical lessons – AfL strategies – peer / self / teacher assessment – pulling all together in final performance – evidence from sessions and from scrapbooks – from lessons and from IL HWK tasks.

Page 69 of 89

Unitised Schemes 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 the Street’ Description of Lessons: Week 1. Recap elements of music and reading notes on the treble clef.

Week 2. Singing techniques: Practice exercises for breath control, strengthening diaphragm and vocal warm up. Listen to ‘American Boy’. Learn song by rote.

Week 3. Discuss National Curriculum levels. Practice singing ‘American Boy’. Focus on changes between spoke and sung sections. Informally assess singing.

Week 4. Perform and assess ‘American Boy’ singing. Pupils to evaluate their performance.

Reading new rhythms – dotted notes. Learn about Hyphy music.

Week 5. Introduction to more street music terms. Discuss listening questions on Hyphy music.

Complete listening assessment. Evaluate work.

Week 6: Begin learning chord parts for a Rap composition. Perform to class.

Week 7. Continue with developing performance skills. Practice playing bass. Focus on using one hand. Add chords and bass together.

Week 8. Continue with and develop performance skills. Learn how to play a drum part on keyboards. In small groups begin putting all three sections together.

Week 9. Begin to write lyrics for a rap. Discuss how to go about writing lyrics. Each group to write a set of lyrics.

Week 10 -11. Discuss assessment criteria and current level of performance. Begin putting together a group performance. Evaluate at the end.

Week 11. Practice, refine and perform rap compositions. Record performances.

Week 12. Self and peer evaluate compositions.

Outcomes: Ask your son or daughter if they can …  identify chords in written or played music  confidently perform a part of the rap composition  sing with understanding of good singing techniques  understand ways to expand the structure of a performance by the use of self and peer-evaluations Homework:  learn key vocabulary  practice performance pieces  music theory, for example; reading notes on treble and bass clef, reading rest values  adjust or rewrite lyrics Assessment:     

continual assessment of students’ skills in performance and creative work listening/appraisal tasks formal assessment of final performance self and peer evaluation on performance tasks test knowledge on key musical characteristics and terminology

Page 70 of 89

Unitised Schemes 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

‘Bugsy Malone’.

Description of Lessons: Week 1. Learn the plot of the musical. Watch two scenes from the musical; ‘Fat Sam’s Grand Slam’ and ‘Bad Guys’. These are the two pieces this unit will focus on.

Week 2. Singing techniques: Practice exercises for breath control, strengthening diaphragm and vocal warm up. Listen to ‘Bad Guys. Learn song by rote.

Week 3. Discuss National Curriculum levels. Practice singing ‘Bad Guys’. Assess singing.

Pupils evaluate their performance.

Week 4. Read and discuss National Curriculum Levels for listening. Discuss listening questions and possible answers. Complete listening task and assess.

Week 5. Begin learning parts for ‘Fat Sam’s Grand Slam’ for performance. Begin with learning about dominant 7th chords and practice the chord part. Perform to class.

Week 6. Continue with developing performance skills. Practice playing chord part. Focus on using one hand.

Week 7. Continue with and develop performance skills. Learn how to play an excerpt of the melody line. Concentrate on accidentals.

Week 8. Continue with practicing the melody line ensuring that the music is swung. Perform to the class.

Week 9-10. Begin to create a group performance using the melody and chords. Extend performances by adding a bass line. Discuss assessment criteria and current level of performance.

Week 11. Some practise time given to finalise performances. Recall on assessment criteria.

Perform and assess performances.

Week 12. Compose a four bar melody in the style of ‘Fat Sam’s Grand Slam’. Using chords to compose a melody. Perform to the class.

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

identify 7th chords in written or audio music confidently perform a line from ‘Fat Sam’s Grand Slam’ and or sing the melody of ‘Bad Guys’ understand ways to expand the structure of a performance by the use of self and peer-evaluations

Homework:   

learn key vocabulary practice performance pieces music theory, for example; reading notes on treble and bass clef, reading rest values

Assessment:     

continual assessment of students’ skills in performance and creative work listening/appraisal tasks formal assessment of final performance self and peer evaluation on performance tasks test knowledge on key musical characteristics and terminology

Page 71 of 89

Unitised Schemes 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

Blues Music

Description of lessons: Week 166. Classroom Rules, EXL activities and Elements of Music Revision Week 167. Elements of music test. Notation Reading Revision and Blues Music terms Week 168. The History of the blues and associated questions. Rest tests.

Week 169. Listening to ‘I feel so lonely’ and answering National Curriculum standard questions Week 170. Singing ‘Can’t Buy me love’ and discussion around the Blues structure of the song.

How the structure is used in other styles.

Week 171. Singing practice of ‘Can’t Buy me love.’ Singing levels to be discussed.

Week 172. Note identification for ‘Blues print.’ Students to move onto keyboard and practice melody part with their partners.

Week 173. Blues print performance practice. More able to move onto part 2 and play two parts on their own.

Week 174. ‘Blues print’ performance practice. More able to move onto part 2 and play two parts on their own. More able to play all three parts in time.

Week 175. Blues print’ assessment.

Week 176. 12 bar blues composition task. Improvising around blues scale. More able to perform this with Blues chord structure.

Week 177. Complete the Blues composition and performance. National curriculum levels to be set.

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

know the classroom rules and what is on in music exl know the elements of music and basic blues music terms know some basic history of the blues know their singing level be able to read basic notation be able to play some of the piece Blues print to be able to discuss their composition

Homework:      

learn Elements of Music revise notation learn blues terms research blues music practice blues print parts develop composition ideas

Assessment:  continual assessment of students’ skills in performance and creative work  formal assessment of final performance  formal assessment of listening task  test knowledge on key musical characteristics and terminology

Page 72 of 89

Unitised Schemes 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 – Further development of Skills, Tactics and the Rules of the game.

Description of lessons: 1.

2.

3.

4.

5.

6.

Different passing and footwork techniques Further develop attacking skills through sequence passing and holding space Different dodging techniques Different marking techniques – marking the ball/marking a player Shooting and passing into the circle Assessment

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

Be able to play safety and warm up Know and understand the different positions in Netball Select and apply the principles of attack and defence Be able to perform specific techniques with precision and control - different types of passing, dodging and shooting techniques.

Adopt a leadership role in order to further develop knowledge and understanding of the game – coach, umpire.

Select and apply shooting techniques in a competitive situation Have a sound understanding of the 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

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.

Page 73 of 89

Unitised Schemes 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.

Further develop control and possession Different passing and ball skills Movement and creating space First touch and controlling the pass Explore different tactics within a competitive situation Assessment

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

Perform safely and warm up Select and apply the principles of attack and defence Be able to perform specific skills with accuracy and control Demonstrate different types of passing within a competitive situation Know and understand a range of tactics that can be applied within a game Know the different Football positions and demonstrate the 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.

Page 74 of 89

Unitised Schemes 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 – Flight Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Take offs and Landing – Floor Work Flight over obstacles – Still and Moving Assisted Flight – Small and Medium apparatus Passive Flight – Small and Medium apparatus Perform flight off Large apparatus Assessment

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

Perform safely and warm up Demonstrate safe techniques for take off and landing Understand the importance of body tension when performing Explore body shape during flight Be able to perform different types of flight over still and moving obstacles Explore flight on to and off apparatus small, medium and large apparatus Be able to link movements together to develop advanced sequences Be able to demonstrate control and fluency throughout performance

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:     

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.

Page 75 of 89

Unitised Schemes 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 – possession and control Different footwork techniques Explore different shooting techniques Advanced dribbling techniques – movement up court 3 v 3 skills and tactics Assessment

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

Perform safely and warm up Demonstrate correct techniques with precision and control for a range of skills Demonstrate tactics for attack & defence Be able to select and apply skills within a competitive situation in order to outwit opponents Know the best techniques for shooting Be able to demonstrate the rules for Basketball Adopt a leadership role in order to further develop knowledge and understanding of the game – coach, referee.

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.

Page 76 of 89

Unitised Schemes 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.

Further develop teamwork and communication skills Teambuilding activities Problem solving through teamwork Leadership skills Exploring the different types of fitness Assessment

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

Perform safely and warm up Demonstrate their ability to work both independently and as part of a team Know and understand the different types of fitness Develop their fitness levels through different skills, activities and games Be able to select and apply different techniques when problem solving Understand how to communicate effectively with others Know the attributes of an effective leader Understand the importance of trust in relation to achieving success

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.

Page 77 of 89

Unitised Schemes 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.

Passing and Movement Further develop specific passing techniques Explore different tackling techniques Develop attacking and movement in a game Positioning and game play Assessment

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

Perform safely and warm up Demonstrate correct techniques for passing and tackling with control Demonstrate tactics for attack & defence Be able to select and apply skills within a competitive situation in order to outwit opponents Know the different positions for hockey Demonstrate knowledge of the rules for hockey.

Demonstrate correct techniques with precision and control for a range of skills

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.

Page 78 of 89

Unitised Schemes 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 Description of lessons: Week 7.

Week 8.

Week 9.

Week 10.

Week 11.

Week 12.

Development of passing skills Support play Tackling 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- passing, rucking, mauling, switch play  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: 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 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.

Key Stage 3 Page 79 of 89

Unitised Schemes of Work

Neston High School

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 and Safety Front crawl in competitive situation Breaststroke in competitive situation Backstroke in competitive situation Pacing and 15 minute swim Assessment

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

Perform safely and warm up Demonstrate correct techniques for the different strokes Perform all strokes with control and coordination Analyse the performance of others in order to identify strengths and weaknesses Develop their fitness and endurance in swimming Show knowledge and understanding of competitive swimming procedures Be 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:     

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.

Page 80 of 89

Unitised Schemes 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. Sprint Start Technique and 100m Week 2. High Jump Techniques Week 3. Long jump Technique Week 4. Throwing Safety Rules and Javelin Technique Week 5. Shot Putt and Discus Week 6. Long Distance Running and Pacing Week 7. Relay & Assessment Outcomes: Ask your son or daughter if they can …  

Perform safely and warm up Demonstrate consistency and control when performing different athletics techniques  Follow safety procedures and disciplines when competing in each event  Know and understand the different components of fitness that are required for each event  Analyse own performance in order to identify strengths and weaknesses  Be able to take measurements & times for each event  Explain the rules for each event – general rules and safety rules 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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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.

Grips, Ready Position and Accuracy of Forehand Movement and control on court Backhand technique and doubles rules Positioning for doubles Serving Assessment

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

Perform safely and warm up Be able to identify the different skills required and their main teaching point Be able to demonstrate the main techniques with control and accuracy Apply the principles of attach and defence within a competitive situation Adopt a leadership role by acting as a coach or an official Be able to apply different tactics within a competitive situation 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:     

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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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.

Different techniques for throwing & catching Batting techniques and accuracy Fielding skills and tactics Set plays and advanced tactics Full game situation and officiating Assessment

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

Be able to demonstrate the skills of passing, receiving, hitting and bowling with precision and control Apply the skills within a competitive situation in order to outwit opponents Know and understand different tactics of the game Analyse the performance of others in order to identify strengths and weaknesses Adopt different roles or positions throughout the game Apply knowledge of the rules of the game relating to scoring, bowling, obstruction and getting players out.

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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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 8 Topic/Modules covered: Diversity

Autumn 1st half term

Drugs and cannabis

Autumn 2nd half term

Future destinations

Spring 1st half term

Sexual Health (CWP)

Spring 2nd half term

Teenage pregnancy

Summer 1st half term

Keeping myself E safe

Summer 2nd half term

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

Understanding the diversity within our population and avoiding stereotypes The dangers of drug abuse physical, mental and social Research in to future Careers Relationships and contraception Consequences of teenage conception Risky behaviours online, social networking and cyber bullying

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

Have an Idea about some possible future Careers Explain why we should avoid using sexual or racial stereotypes How many friends they have on face books and if they know them all Discuss the consequences of drug abuse Make healthy choices in their future and avoid risk Describe the difficulties of a teenage mother or father

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

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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 Prejudice?

Description of lessons: 1.

2.

3.

4.

5.

6.

7.

8.

What are some people prejudiced?

Who was Ghandi?

What did Ghandi do in India?

Martin Luther King – did the dream die?

Who was Malcolm X? Does racism still exist?

Why might religion lead to prejudice?

Assessment activity

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

Use and explain the key terms connected with prejudice Explain why some people become prejudiced. Speculate on possible effects and solutions to the issue of prejudice.

Explain who Mohandas Ghandi was, his background and experiences of racism.

Explain what Ghandi did in response to racism in South Africa & India and the effect these actions had. Consider the lessons we can take today from the life of Ghandi.

Explain the lives of Martin Luther King and Malcolm X, in relation to prejudice experienced in the U.S.A. Explain the aims and actions of both men, connecting these clearly to their beliefs and reasons. Compare and contrast experiences and methodologies.

Analysis – is racism still an issue today? Explain appropriate responses to racism, giving reasons.

Analysis – Can religion lead to prejudice? Explain reasons and responses to key issues raised.

Explain what they need to do to make expected progress in RE.

Homework:    

Key research: Important figures, their responses/reasons & key issues arising.

Internet research: Religious / non-religious responses to racism Research – racism today – examples and solutions Revision.

Assessment:  

Ongoing teacher assessment of participation/key work produced.

End of Module assessed task.

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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 Poverty?

Description of lessons: 1.

2.

3.

4.

5.

6.

7.

8.

Why is there poverty?

What does Judaism teach about poverty?

What does Christianity teach about poverty & wealth?

What does Sikhism teach about poverty?

What is long-term aid?

How does Tearfund help people?

Oscar Romero – can a bullet kill the spirit?

Assessment activity

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

Explain what poverty is. Explain the key causes of poverty are. Speculate on possible solutions, with reasons.

Explain what Judaism teaches about poverty, linking key teachings to possible actions, with reasons.

Explain what Christianity teaches about poverty & wealth, linking key teachings to possible actions, with reasons.

Explain what Sikhism teaches about poverty, linking key teachings to possible actions, with reasons.

Identify common themes on poverty & wealth from the religions covered.

Explain the difference between short and long-term aid, the ethos behind both responses and the work of a key example, the Tearfund.

Link the work of Tearfund to Christian principles, giving reasons.

Describe and explain the life of Oscar Romero, his actions in relation to issues of poverty and his reasons. Link these clearly to key Christian teachings, giving reasons.

Explain what they need to do to make further expected progress in RE.

Homework:   

Reflection: Why is poverty so damaging? What can we all do to address this issue?

Research: Key responses to poverty – religious and non-religious.

Research: Organisations addressing the issue of poverty – actions, ethos and results.

Assessment:  

Ongoing teacher assessment of participation/key work produced.

End of Module assessed task.

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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

Why are there wars?

Description of lessons: 1.

2.

3.

4.

5.

6.

7.

8.

Why war?

Is it ever right to fight?

Simon Wiesenthal – God’s avenger or evil?

What does the Bible say about war?

Are pacifists cowards?

Can peace defeat war?

How do Buddhists respond to war?

Assessment activity

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

Explain what war is, why it happens and possible effects.

Explain arguments surrounding the use of war, both for and against. Give their opinion on war, giving reasons and citing examples to support.

Describe the life of Simon Wiesenthal, explaining his reasons and different responses to his actions.

Explain Bible teaching relating to war & peace, making meaning clear. Apply teachings to different situations, speculating on appropriate responses expected.

Explain ideas of pacifism, considering the merits of this approach.

Explain Buddhist ideas on violence and non-violence, connecting teachings to beliefs and responses.

Explain what they need to do to make further expected progress in RE.

Homework:    

Internet research ~ key examples of war, its effects and reasons.

Key research – Further research on the work of Simon Wiesenthal, his reasons and responses.

Religious responses to the use of war. Key reasons.

Reflection – is war ever justified? Are pacifists cowards?

Assessment:  

Ongoing teacher assessment of participation/key work produced.

End of Module assessed task.

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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

Why is there evil and Suffering?

Description of lessons: 1.

2.

3.

4.

5.

6.

7.

8.

What is suffering?

Are evil and suffering linked?

Does suffering prove that there is no God? How do Christians respond to evil & suffering?

How do the Four noble Truths help to reduce suffering?

Does the Eightfold Path help to prevent suffering?

What can be done about evil & suffering?

Assessment task

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

Explain what suffering is, citing key examples and its effects.

Make connections between ideas of evil & suffering, giving reasons.

Outline the problem of evil – a key challenge to belief in God, giving reasons and some responses.

Explain Christian responses to suffering, giving examples and linking all with key teachings.

Explain Buddhist ideas about suffering, especially those of the Four Noble Truths and the Eightfold Path.

Speculate on the outcomes of embracing Buddhist teachings as a response to suffering, supporting conclusions drawn with reasons/examples.

Explain other responses to evil & suffering, again connecting outlooks to reasons & effects clearly.

Explain what they need to do to make further expected progress in RE.

Homework:   

Reflection – Why do people suffer? How should we respond to this suffering? Why? Key Christian responses to suffering – what and why?

Reflection – the Four Noble Truths & Eightfold Path. A real solution to suffering?

Assessment:  

Ongoing teacher assessment of participation/key work produced.

End of Module assessed task.

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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

Why protect the environment?

Description of lessons: 1.

2.

3.

4.

5.

6.

7.

8.

What have we done to the world?

Religions and the environment.

Creation and dominion.

Are you a steward?

Is the earth sacred?

What can we do?

Over to you?

Assessment task

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

Explain what is meant by the term ‘environmental issues’ and why this links directly to situations in the world today. Give reasons for environmental problems currently faced by humanity.

Explain how religions in general respond to environmental issues.

Explain Christian ideas of creation and dominion, contrasting these with other ideas (including non-religious).

Explain ideas of stewardship, actions required of this approach and links to key teachings.

Speculate on possible solutions to key environmental issues faced, giving reasons and expected outcomes. Link these to religious and non-religious ideas on the environment, demonstrating an understanding of common themes.

Explain what they need to do to make further expected progress in RE.

Homework:   

Research: Identify a key environmental issue and examples to illustrate. Analyse solutions attempted in terms of reasons and any successes gained.

Reflection: Is the world ‘sacred?’ Why/Why not?

Compare & contrast – Identify common themes present between religious/nonreligious approaches.

Assessment:  

Ongoing teacher assessment of participation/key work produced.

End of Module assessment task.

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Unitised Schemes of Work

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