Year 9 learning programme 2015 16 by Neston High School

Key Stage 3 Learning Programmes

Year 9 2015-2016

Key Stage 3

This booklet has been produced with YOU in mind. Many parents tell us that they really want to help their children get the most out of school by supporting them in their studies. The intention is that, by referring to this booklet, you can see at a glance just what it is that your child is studying in school – this includes:     

What is being covered in lessons at any time of the year in all their subjects – the work is typically broken down into half-termly units. What your child should gain from their experiences – including “Ask. Your son or daughter if they can….” Sections. Details of homework. How they will be assessed at the end of each unit of work.

The aim of providing the information contained in this booklet is to help you to help your child. The information will also be available on our website shortly and all our students will be issued with a paper copy when they start the new school year in September. We hope that you find the information of benefit and would welcome any feedback on any aspect. Please email randersonc@nestonhigh.cheshire.sch.uk or make contact via telephone on 0151 336 3902

NB: a few regular abbreviations found here include: KS3= Key Stage 3 (Years 7 to 9); AFL= Assessment for Learning; VLE= Virtual Learning Environment (our own, web-based resource base) APP=Assessing Pupils’ Progress

Unitised Schemes of Work

Neston High School

Key Stage 3

Contents

English……………………………………………………………………………………………4 Mathematics…………………………………………………………………………………….10 Science………………………………………………………………………………………….13 Art ……………………………………………………………………………………………….16 Design Studies…………………………………………………………………………………18 Modern Foreign Language: German……………………………………………………………….19 French………………………………………………………………...25 Spanish……………………………………………………………….31 Geography……………………………………………………………………………………..37 History…………………………………………………………………………………………..43 Home Economics……………………………………………………………………………...49 Computing……………………………………………………………………………………...54 Performing Arts: Drama………………………………………………………………...60 Music………………………………………………………………….63 Physical Education…………………………………………………………………………….66 Personal Development………………………………………………………………………..78 Religious Education…………………………………………………………………………...79

Unitised Schemes of Work

Neston High School

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

Term: Autumn

Half Term: 1st half 2nd half

Topic/Module: Unit 1: Class and Contemporary Poetry – Reading Description of lessons: W eeks 1 to 2:

The scheme begins with introducing poetic methods and ensuring students are equipped to study poetry at a higher level. Students are also introduced to the historical context of the poems. W eeks 3 to 4: Students study and complete reading tasks based around a selection of classic and contemporary poetry that relates to the new GCSE Specification. Pupils will complete an assessment based on comparing poems. W eeks 5 to 6: Students feedback from their assessment and improve/redraft sections of their work. Outcomes: Ask your son or daughter if they can …      

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

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

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

Unitised Schemes of Work

Neston High School

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

Term: Autumn

Half Term: 1st half 2nd half

Unit 1: Gothic Writing Description of lessons: Weeks 1 to 2:

The scheme begins with introducing he gothic genre and exploring generic conventions of gothic writing. Pupils will use a variety of writing techniques to start including in their work. Pupils will link their descriptive pieces of writing to media film clips of the gothic genre, as well as use images to spark creativity. Weeks 3 to 4: Pupils read a range of extracts from the gothic genre to use as models for their own writing. Pupils will complete reading tasks to explore the effect of the writing. They will also complete an assessment – a piece of descriptive writing based on an image. Weeks 5 to 6: Students study a variety of model texts, exploring a range of purposes. They craft their own writing for target audiences and purposes. Outcomes: Ask your son or daughter if they can …       

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; Variety of written task; Reading assessment focused questions; Exit passes.

Unitised Schemes of Work

Neston High School

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

Term: Spring

Half Term: 1st half 2nd half

Shakespeare’s Romeo and Juliet – Reading Description of lessons: Weeks 1 to 2:

Weeks 3 to 4:

Weeks 5 to 6:

The scheme begins with detailed contextual information in terms of Elizabethan times and Elizabethan theatre. Students will also study the prologue from Romeo and Juliet. 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. Students study key scenes from Romeo and Juliet, honing a variety of reading, writing and speaking and listening skills and creating drama pieces. Students will prepare for and complete an assessment task. Then, students work on their targets identified through a range of activities.

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.

Unitised Schemes of Work

Neston High School

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

Term: Spring

Half Term: 1st half 2nd half

Reading/Writing – Non Fiction Description of lessons: Weeks 1 to 2: Weeks 3 to 4:

Weeks 5 to 6:

The scheme begins with in depth teaching of various language features and how they are employed in writing. Pupils will study a range of non-fiction texts, examining different formats: newspaper articles, magazine articles, web pages, leaflets, instructional booklets. They will examine different purposes and how language is used for effect. Pupils will complete an assessment. Pupils will respond to the marking and redraft sections of their work.

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

Homework:    

Accelerated 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.

Unitised Schemes of Work

Neston High School

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

Term: Summer

Half Term: 1st half 2nd half

Pre 20th Century Texts – Reading Description of lessons: Weeks 1 to 2: Weeks 3 to 4:

Weeks 5 to 6:

Students will complete an in depth study of the context of Victorian literature and are encouraged to read a selection of Victorian Literature. Students will study a range of extracts from Pre 20th Century literature, such as ‘Jekyll and Hyde’, ‘The Signalman’, ‘Great Expectations’, ‘ Pride and Prejudice’. Pupils will complete an assessment on an extract, honing all skills throughout the year. Following on from feedback on their assessment task, students work on their targets identified through a range of activities.

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

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.

Unitised Schemes of Work

Neston High School

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

Term: Summer

Half Term: 1st half 2nd half

Spoken Language – ‘It’s All About Me!’ Description of lessons: Weeks 1 to 2: The scheme begins with Brainstorming features of a good presentation from what they know already and what makes a good descriptive and informative presentation. Weeks 3 to 4: Group presentations. Weeks 5 to 6: Feedback from group presentations – honing spoken language skills: Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. Outcomes: Ask your son or daughter if they can …  

Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content.

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.

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Number, Measure & Algebra

Description of lessons:

      

Number 1 - Paper and Pen Calculations, Multiplying & Dividing Decimals & Rounding & Estimation Measure 1 - Conversion (units), Conversion (graphs). Data 1 - Representing & Interpreting Data Enrichment & Revision Time - Recap/deeper study of earlier topics Algebra 1 - Expressions & Equations Number 2 Fractions, Decimals & Percentages & Ratio Enrichment & Revision Time - Recap/deeper study of earlier topics

Outcomes: Ask your son or daughter if they can …  Write numbers in words and write numbers from words  Multiply or divide any number by powers of 10  Round whole numbers to the nearest 10, 100 and 1000  Check calculations by rounding, eg 29 ´ 31 » 30 ´ 30  Understand place value, identifying the values of the digits  Write decimals in order of size  Round decimals to two decimal places  Add and subtract decimals  Multiply and divide decimal numbers by integers and decimal numbers  Use index notation for powers of 10 Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for a duration of up to 50 minutes in total. Assessment:

Summary Assessment 1 – Number1, Measure1, Data1. Diagnostic Assessment 1 – Algebra1, Number2.

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Shape & Number Description of lessons:



Shape 1 - Transformations

 

Number 3 - Number Properties & Negative Numbers Enrichment & Revision Time - Recap/deeper study of earlier topics



Shape 2 - Area & Perimeter

  

Number Review Enrichment & Revision Time Revision - Level 1 & Level 2 Number & Measure

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

Find the perimeter of shapes Recall and use the formulae for the area of a triangle and a rectangle Recall the definition of a circle and identify parts of a circle Recall and use formulae for the volume of cubes and cuboids

Homework: Homework will cover the topics above. Up to 2 homework’s will be given each week for a duration of up to 50 minutes in total. Assessment:

Diagnostic Assessment 2 – Shape2, Number Past papers

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Revision and Geometry Description of lessons:

Geometry: Pythagoras & Trigonometry Constructions, Loci & Bearings

Outcomes: Ask your son or daughter if they can â&#x20AC;Ś

Homework: Homework will cover the topics above. Up to 2 homeworkâ&#x20AC;&#x2122;s will be given each week for a duration of up to 50 minutes in total. Assessment:

Revision

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Introductory Safety and Skills Unit Description of lessons:

Week 1 –Week 15 Biology Photosynthesis

Chemistry Skills

Physics Forces

Metal reactions Outcomes: Ask your son or daughter if they can … FOUNDATION

MIDDLE

Describe the general structure of a plant leaf in cross section

Describe the different types of cells and tissues in a plant leaf

List some adaptations of leaves in different habitats

List what plants need to grow and where they get each component from.

Explain why some leaves have a waxy surface

HIGHER Explain how each type of cell is adapted for photosynthesis Relate adaptations to preventing loss of water by evaporation

Explain how Van Helmont showed that plants did not eat soil

Analyse Van Helmonts results and explaining results using current knowledge

Summarise the process of photosynthesis in a word equation, describe where the energy comes from and how it is absorbed

Describe experiments to show the raw materials needed for photosynthesis

Explain the build up of sugars into starch in leaves during photosynthesis using qualitative data

List the reactants and products of photosynthesis Describe where starch is stored and how

Explain that stored starch can be coverted into fats, oils, carbohydrates and proteins

Describe how proteins and cellulose are produced

Calculating a mean

Presenting mean values in a graphical form

Explain how artificially manipulating light levels can help grow more food

Explain the effect of changing light intensity

Collecting valid data

Explain the role of photosynthesis in the carbon cycle and how the other processes are linked

Create a diagram for the carbon cycle

Describe van Helmont’s experiment

Describe the effect of changing light intensity

Describe the movement of carbon in the carbon cycle And the importance of oxygen to life on earth

Unitised Schemes of Work

Explain what proteins and fats and oils are used for

Explain how deforestation increases carbon dioxide in the atmosphere.

Neston High School

Key Stage 3 Summarise the role of photosynthesis in the evolution of life on earth

FOUNDATION

HIGHER

Input data to find a suggested profession.

Find a suggested profession and develop ideas based on scientific developments.

Find a range of professions and develop these ideas in line with future scientific developments.

Can fill in word fill activities to represent simple reactions carried out.

Can look at the reactants and stated products and free write word equations for the reactions.

Can predict the products of unfamiliar reactions from simple word equations.

Can identify the number of atoms and elements in a formula and then combine these two skills.

Can draw the numbers of each element on both sides of an equation and identify which elements are not balanced.

Can draw the formulae in an equation.

Can apply the idea of adding/ drawing whole molecules to balance the equation.

Can apply their understanding of formulae to both simple and more complex equation to balance them without altering the formulae of the chemicals.

Conduct a simple experiment and collect meaningful data.

Identify the nature of the reaction based on the data they have collected.

Write both word and symbol equations for the reactions and balance the equations.

Write word equations for the reactions conducted.

Suggest other reactions that fit the exothermic and endothermic principals.

FOUNDATION

MIDDLE

HIGHER

Students know the effect of surface area and force on pressure.

Students can calculate the pressure given the force and dimensions of object.

Students can justify the design of objects relating to the pressure they exert.

Students know that pressure in fluids causes upthrust.

Students can interpret and understand the patterns of pressure change in fluids.

Students can justify the design of objects that increase or decrease upthrust.

Students should investigate the factors affecting upthrust.

Students should understand how to design and control experiments to investigate the factors affecting upthrust.

Students justify and evaluate experiments to investigate the factors affecting upthrust.

Students should know that a force can produce a turning effect.

Students should be able to explain and calculate the turning effect of forces.

Students can justify the design of machines that increase or decrease the turning effect of a force.

Students should know that turning forces balance in equilibrium.

Students should understand how to calculate the sum of the moments of an object.

Students should be able to suggest solution to situation where forces are out of equilibrium.

Students should know that forces can change the shape of objects in different ways.

Students should understand how to measure the effect of force on the extension of a spring.

Students should compare the results for rubber bands and springs and explain the differences.

Unitised Schemes of Work

Neston High School

Key Stage 3 Students should know the relationship between speed distance and time.

Students can measure and plot speed time graphs.

Students should interpret and explain speed time graphs.

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. 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 Key Stage 3 assessment January 2016 Summative test of start of GCSE June 2016

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

Food Students will develop practical work centred on the theme of: Food and artists who have used food as an inspiration for their work. Description of lessons: Task 1.

Task 2. Task 3.

Task 4.

Task 5. Task 6.

Introduction to the theme- students make a personal response to primary or secondary sources linked to the theme of the representation of food in art and/or design. Teacher led discussion explaining how the project will evolve. Drawing as research - students work from primary and secondary sources, exploring the properties of different media by recording from observation. 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.: line, tone, colour, shape and composition) Develop ideas- Students use their drawing research and the influence of the chosen artist to develop ideas in either two or three dimensions specified by the classroom teacher. Refine ideas- Students select the most appropriate idea and develop an outcome refining the work and modifying it. 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 per year: 1-typography, 1- mixed media , 1-artist research, 1composition 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

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

Environment Students will develop practical work centred on the theme of: Environment and artists who have used this as a focus for their work. Description of lessons: Task 7.

Task 8. Task 9.

Task 10.

Task 11. Task 12.

Introduction to the theme- students make a personal response to primary or secondary sources linked to the theme of environment in art and/or design. Teacher led discussion explaining how the project will evolve. Drawing as research - students work from primary and secondary sources, exploring the properties of different media by recording from observation. 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.: line, tone, colour, shape and composition) Develop ideas- Students use their drawing research and the influence of the chosen artist to develop ideas for a mixed media response specified by the classroom teacher. Refine ideas- Students select the most appropriate idea and develop an outcome refining the work and modifying it. Evaluate – Students consider how successfully they have use 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 …     

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: DESIGN STUDIES Year: Term: Half Term: Year 7 Autumn 1st half Year 8 Spring 2nd half Year 9 Summer Topic/Module: Storage Unit with Earphones and Phone Holder Students will design and make a storage unit with a draw, which will integrate an earphone holder and a phone holder, of which students will also design and make. Description of lessons: Task 1: Introduction to the theme. Students make a personal response to primary and secondary sources linked to The Memphis Design Group, designer Ron Arad and existing products. Task 2: Drawing as research. Students work from primary and secondary sources, exploring the style of The Memphis Design Group, designer Ron Arad, 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: Materials – Hardwoods and Softwoods  CORE: Rendering Techniques part 1  CORE: Rendering Techniques part 2  CORE: 6 R’s of sustainability  The Memphis Design Group research moodboard  Existing products (Storage Unit) research moodboard  Ron Arad research moodboard  Existing products (Phone and Earphone Holders) 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

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

Leisure Time Description of lessons:  To identify and say a variety of sport and leisure activities  To be able to give opinions on leisure activities  To be able to justify opinions on leisure activities  To be able to include time phrases in leisure descriptions  To recognise and use the past tense in leisure descriptions  To recognise and use the future tense in leisure descriptions Outcomes: Ask your son or daughter if they can …  Name 10 sports in German  Say which activities they like/dislike  Give opinions and reasons re: sports  Say which activities he/she does and when  Say what they did/will do at the weekend Homework:      

Learn topic specific vocabulary Complete language consolidation tasks (work sheet)/short written exercise Research a cultural aspect of Germany or a German speaking country Write a summative description of an aspect of you leisure time 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

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

In Town

Description of lessons:      

An introduction to Berlin: history & key points of interest To be able to recognise and name a variety of places in the town To be able to use prepositions + the dative case to develop descriptions of where places are in town To be able to say which activities you can do in given places To be able to give opinions and reasons on the pros and cons of your town To make suggestions for an ideal town, using the conditional tense

Outcomes: Ask your son or daughter if they can …  Tell you about the city of Berlin  Name 10 places that you find in town  Explain what “dative” means  Tell you which activities can be done where in German  Give positive and negative opinions about your home town  Say what he/she would like in an ideal town Homework:      

Learn topic specific vocabulary Complete language consolidation tasks (work sheet)/short written exercise 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:       

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

Holidays

Description of lessons:      

To be able to name countries in German To be able to say how you travel on holiday To be able to use a range of time phrases about holidays To develop opinions/justifications re: travel/transport To be able to say who you go on holiday with To extend descriptions of holidays

Outcomes: Ask your son or daughter if they can …  Name 10 countries in German  Describe where you go and how you travel on holiday  Give pros and cons on travel/transport  Name the members of the family Homework:      

Learn topic specific vocabulary Complete language consolidation tasks (work sheet)/short written exercise Research a cultural aspect of Germany or a German speaking country Write a summative description of all aspects of your holidays Consolidation/revision tasks on line on www.linguascope.com and other sites Revision/preparation for the half- term assessment and homework task

Assessment:       

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

Holidays (accommodation and weather)

Description of lessons:      

To be able to ask/give directions for/to holiday or tourist destinations To identify, name and discuss a variety of holiday accommodation To identify and describe the geographical features of holiday spots To research and develop language describing a German speaking Tourist destination To describe the weather in German To develop weather descriptions, using tenses

Outcomes: Ask your son or daughter if they can …  Give simple directions in German  Ask the way to 5 places  Name a variety of types of holiday accommodations  Show you a German hotel/youth hostel/campng site that he/she has found on line  Show you a German speaking city that he/she has found information about  Tell you weather phrases in German Homework:      

Learn topic specific vocabulary Complete language consolidation tasks (work sheet)/short written exercise Research a cultural aspect of Germany or a German speaking country Write a summative description on an aspect/all aspects of your holidays Consolidation/revision tasks on line on www.linguascope.com 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 Assessment of home work tasks and summative homework task in week 6 with effort and National Curriculum Levels Formal assessment in June in the final assessment Departmental progress monitoring Whole school Academic review

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

Holidays (Clothes & Activities)

Description of lessons:  To revise colour/adjectival agreement  Introduction of items of clothing (within the holiday context)  To be able to say what you wear and when (with weather)  To say what you did/will wear depending on the weather  To be able to identify /name holiday activities  To give opinions on holiday activities and reasons for them Outcomes: Ask your son or daughter if they can …  Tell you 10 colours in German  Show you a clothes related task in www.linguascope.com  Tell you what he/she is wearing today  Name 10 holiday activities  Say which activities he/she likes/dislikes doing Homework:      

Learn topic specific vocabulary Complete language consolidation tasks (work sheet)/short written exercise Research a cultural aspect of Germany or a German speaking country Write a summative description on an aspect/all aspects of your holidays Consolidation/revision tasks on line on www.linguascope.com 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 Assessment of home work tasks and summative homework task in week 6 Formal assessment in June in the final assessment Departmental progress monitoring Whole school Academic review

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

Holidays (Activities) End of Year Project: Create a holiday brochure promoting a city/region in Germany (or a German speaking country) Description of lessons:  To use tenses in holiday descriptions  AfL activities & revision for final KS 3 Assessment  KS 3 Assessment (listening and reading)  KS 3 Assessment (writing and speaking)  To gather information on and language for your presentation  To make a power point presentation/booklet on your chosen destination Outcomes: Ask your son or daughter if they can …   

Tell you what they need to include in their work to achieve a Level 6/7 Tell you what they did/will do last/next weekend Give you information about his/her chosen city/region in Germany or a German speaking country  Show you his/her presentation, promoting a city/region in Germany (or a German speaking country) Homework:     

Learn topic specific vocabulary Complete language consolidation tasks (work sheet)/short written exercise Research a cultural aspect of Germany or a German speaking country Consolidation/revision tasks on line on www.linguascope.com 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 Assessment of home work tasks and summative homework task in week 6 Formal assessment in June in the final assessment Departmental progress monitoring Whole school academic review

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

Daily routine

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

To be able to identify and name different routine expressions in the present tense. To be able to identify and use sequencing expressions with daily routine expressions. To be able to read and say the time. To be able to express and justify your opinion about your daily routine. To be able to discuss your routine in the future tense. To be able to discuss your daily routine in the past tense.

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

Say what they do in the morning before school in French Give their opinions about their daily actions Say at what time they do their daily actions in French Say what time they did their daily action yesterday or last weekend Say what time they are going to do their daily actions tomorrow or next weekend Say what they usually for breakfast, lunch and dinner

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 your 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 in week Formal assessment in June Departmental progress monitoring Whole school Academic review

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

Food and drinks of the daily routine / healthy living and eating

Description of lessons: Week 7.

To be able to identify breakfast food and drinks using to eat and to drink in the present tense. Week 8. To be able to identify lunch and dinner food and drinks to eat and to drink in the present tense. Week 9. To be able to give your opinion about food and drinks. Week 10. To be able to describe what you eat/drink, ate/drank and are going to eat/drink. Week 11. To identify healthy food and drinks. Week 12. To express what to do to be healthy. Outcomes: Ask your son or daughter if they can …   

Name different food and drink items in French Give opinions on food and drink items Describe what they ate/drank for breakfast and/or lunch and what they are going to eat/drink for dinner  Tell you about healthy food in French  Make suggestions for a healthy diet in French Homework:      

Learn topic specific vocabulary Complete language consolidation tasks (work sheet)/short written exercise Research a cultural aspect of France or a French speaking country Write a summative description on eating habits and healthy eating/living 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

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

Helping at home and pocket money

Description of lessons: Week 13. Week 14. Week 15. Week 16. Week 17. Week 18.

Revision on daily routine, food and drinks, healthy eating/living. January Assessments (listening and reading). January Assessments (writing and speaking). To be able to identify generic household chores. To be able to give your opinion about chores. To be able to express how much pocket money you earn and what you have to do to get it. Outcomes: Ask your son or daughter if they can …  Name key chores they do in French  Give positive and negative opinions about the chores  Say how much pocket money they earn  Tell you what they have to do to earn it Homework:     

Learn topic specific vocabulary Complete language consolidation tasks (work sheet)/short written exercise Write a summative description on what chores to do to earn pocket money 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 in the final assessment Departmental progress monitoring Whole school Academic review

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

Pocket money and Jobs

Description of lessons: Week 19. Week 20.

To be able to describe what you do with your pocket money. To be able to describe what you bought/are going to buy with your pocket money. Week 21. To be able to express what you would do if you were a millionaire. Week 22. To be able to identify some part-time jobs and other jobs. Week 23. To be able to express what job you would like to do when you are older or/and during the holiday. Week 24. To be able to give reason for their job choice. Outcomes: Ask your son or daughter if they can …     

Tell you what they bought or did or are going to do with their pocket money Tell you key jobs in French Tell you what they would buy/do if they were rich Say what he/she wanted to be when he/she was little & compare to now Give a brief description of his/her future plans

    

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 how they spend their pocket money and what job they would like to do 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 in the final assessment Departmental progress monitoring Whole school Academic review

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

Holidays

Description of lessons: Week 25. To be able to identify countries and means of transportation. Week 26. To be able to identify holiday accommodation and say how long you go on holiday for including opinions. Week 27. To be able to describe the weather. Week 28. To be able to express what you normally do on holiday including opinions. Week 29. To be able to describe what you did for your past holiday. Week 30. To be able to describe what you are going to do for your next holiday. Outcomes: Ask your son or daughter if they can …    

Name 10 countries in French. Give 5 positive & 5 negative opinions about aspects of holiday. Describe what they normally do on holiday and what they did on their last holiday. Give a brief description of his/her future holiday.

Homework:     

Learn topic specific vocabulary. Complete language consolidation tasks (work sheet)/short written exercise. Write a summative description on an aspect/all aspects of holiday. Consolidation/revision tasks on line on www.linguascope.com . Revision/preparation for the final assessment in June.

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 in the final assessment. Departmental progress monitoring. Whole school Academic review.

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

Travel to a francophone destination (end of year project)

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

Revisions on pocket money, jobs and holiday. Final Assessments (listening & reading). Final Assessments (writing & speaking). To use the past tense and learn about specific francophone countries. To use the past tense and to research specific information about a francophone country. Week 36. To present a project on a francophone country. Outcomes: Ask your son or daughter if they can …           

Tell you about francophone destinations that he/she has researched or considered. Show you any information that he/she has gathered from the destination of choice (brochure, map). Tell you some key facts in French about the chosen destinations. See the final power point/work outcome produced. 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. Research a French/francophone town or city. Consolidation/revision tasks on line on www.linguascope.com Produce a power point/booklet/brochure on a francophone town/city.

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.

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Leisure

Description of lessons: Week 37. To identify and say a variety of sport and leisure activities Week 38. To be able to give opinions on leisure activities Week 39. To be able to justify opinions on leisure activities Week 40. To be able to include time phrases in leisure descriptions Week 41. To recognise and use the past tense in leisure descriptions Week 42. To recognise and use the future tense in leisure descriptions Outcomes: Ask your son or daughter if they can …  Name 10 sports in Spanish  Say which activities they like/dislike  Give opinions and reasons re: sports  Say which activities he/she does and when  Say what they did/will do at the weekend 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 on an aspect/all aspects of your leisure time Consolidation/revision tasks on line on www.linguascope.com Revision/preparation for the half-termly assessment

Assessment:       

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

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: SPANISH 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 43. To identify and say places found in the town Week 44. To build descriptions of your local town: what there is/isn’t in the town Week 45. To research and build a description of a francophone town/city Week 46. To be able to give and justify opinions on the home/Spanish/Spanish speaking town or city Week 47. To be able to ask/give directions for/to places in town Week 48. To use tenses in descriptions on your town Outcomes: Ask your son or daughter if they can …      

Name key places in the town in Spanish Give a short description of your local town Tell you key facts about a Spanish or Spanish speaking town/city Give positive and negative opinions about home town or a francophone town/city Give simple directions in Spanish Ask the way to 5 places

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 on an aspect/all aspects of your environment Consolidation/revision tasks on line on www.linguascope.com Revision/preparation for the half-termly assessment

Assessment:       

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

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Daily Routine Holidays Description of lessons: Week 49. Describing daily routine Week 50. Learning to tell the time Week 51. Assessment (listening and reading) Week 52. Assessment (writing and speaking) Week 53. To be able to name countries in Spanish Week 54. To be able to say how you travel on holiday Outcomes: Ask your son or daughter if they can …     

Tell you about a typical day in Spanish Tell the time (analogue and digital) Name 10 countries in Spanish Describe where you go and how you travel on holiday Give pros and cons on travel/transport

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 on an aspect/all aspects of your routine Consolidation/revision tasks on line on www.linguascope.com Revision/preparation for the half-termly assessment

Assessment:       

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

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Holidays and Travel

Description of lessons: Week 55. To identify, name and discuss a variety of holiday accommodation Week 56. To identify and describe the geographical features of holiday spots Week 57. To describe holiday activities Week 58. To research and develop language describing a Spanish speaking Tourist destination Week 59. To describe the weather in Spanish Week 60. To develop weather descriptions, using tenses Outcomes: Ask your son or daughter if they can …  Name a variety of types of holiday accommodations  Tell you about holiday activities in Spanish  Show you a Spanish hotel/youth hostel/campng site that he/she has found on line  Show you a Spanish speaking city that he/she has found information about  Tell you weather phrases 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 on an aspect/all aspects of your holidays Consolidation/revision tasks on line on www.linguascope.com Revision/preparation for the half-termly assessment

Assessment:       

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

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Holidays Clothes/fashion Description of lessons: Week 61. Week 62. Week 63. Week 64. Week 65. Week 66.

To be able to use tenses in descriptions on holidays To revise colour/adjectival agreement Introduction of items of clothing (colour/pattern) To be able to say what you wear and when To say what you did/will wear To use the future tense

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

Tell you how to achieve a Level 6 or 7 in Spanish Say what he/she did/will do on holiday Tell you 10 colours in Spanish Show you a clothes related task in www.linguascope.com Tell you what he/she is wearing today

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 on an aspect/all aspects of fashion Consolidation/revision tasks on line on www.linguascope.com 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 Assessment of home work tasks and summative homework Formal assessment in June in the final assessment Departmental progress monitoring Whole school Academic review

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

End of year project on the Preterite tense/”Donkey Xote” film

Description of lessons: Week 67. Week 68. Week 69. Week 70. Week 71. Week 72.

Future tense and AfL Assessment (Listening and Reading) Assessment (Writing and Speaking) End of year language/cultural project End of year language/cultural project End of year language/cultural project

Outcomes: Ask your son or daughter if they can …  Tell you about the future tense  Make an extended description  Explain their cultural project in detail 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 on an aspect/all aspects of year 9 topics Consolidation/revision tasks on line on www.linguascope.com 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 Assessment of home work tasks and summative homework task in week 6 Formal assessment in June in the final assessment Departmental progress monitoring Whole school Academic review

Unitised Schemes of Work

Neston High School

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

Term: Autumn

Half Term: 1st half 2nd half

China

Description of lessons Week 1. Week 2. Week 3. Week 4. Week 5. Week 6. Week 7. Week 8.

An introduction to China. Chinas physical features. Population growth & city growth. Beijing mega city. Rural life The one child policy. Chinas aging population. How China is changing

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

Describe what China is like today. Show you on a map Chinas main physical features. Explain Chinas rapid urbanisation. Contrast rural and urban living. Give their opinion on the one child policy. Interpret population pyramids & predict future population problems. Describe how China is becoming a Superpower.

Homework:     

Research on China Atlas work. Empathy/ Literacy. Data interpretation & evaluation. Thinking skills & numeracy.

Assessment: 

All Class work and home works.

Unitised Schemes of Work

Neston High School

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

Term Autumn

Half Term: 1st half 2nd half

Topic/Module: China and the USA

Description of lessons: Week 9. Week 10. Week 11. Week 12. Week 13. Week 14. Week 15.

Made in China Assessment on China An introduction to the USA The American Dream Made in the USA Farming in the USA California the Golden State

Outcomes: Ask your son or daughter if they can … a. b. c. d. e. f.

Explain Chinas industrial success. Describe the main features of the USA. Explain the concept of The American Dream. Describe the rise and fall of the Motor Industry. Describe the main features of Americas farming industry. Explain why California is so rich and populated.

Homework:    

thinking Skills research the USA atlas work giving an opinion

Assessment: 

levelled assessment on China’s 3 Gorges Dam

Unitised Schemes of Work

Neston High School

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

Term: Spring

Half Term: 1st half 2nd half

Developed World The USA - Hazards

Description of lessons: Week 16. Week 17. Week 18. Week 19. Week 20. Week 21. Week 22.

Earthquakes Earthquakes Earthquakes Hurricanes Hurricanes Tornadoes Tornadoes

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

Describe the causes, consequences and responses to Earthquakes in the USA. Describe the causes and consequences of Hurricanes, e.g. Hurricane Katrina. Describe the causes and impacts of Tornadoes in the USA in Tornado Alley.

Homework:   

Research on all the hazards. Create a poster on what to do in each hazard. Research individual hazard events in the USA.

Assessment: 

Of all classwork and homework.

Unitised Schemes of Work

Neston High School

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

Term: Spring

Half Term: 1st half 2nd half

The Developed World. The USA - Hazards.

Description of lessons: Week 23. Week 24. Week 25. Week 26. Week 27. Week 28.

Rivers Rivers Flooding Flooding Flooding Assessment

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

Explain the advantages and disadvantages of the Colorado River scheme. Identify river features. Explain why rivers flood. Describe the Mississippi Flood of 1993. Cause, effect, response.

Homework: 

Research Rivers, Flooding and the Mississippi Flood 1993.

Assessment: 

Classroom assessment of a USA Hazard.

Unitised Schemes of Work

Neston High School

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

Term: Summer

Half Term: 1st half 2nd half

Geography today and in the future

Description of lessons: Week 29. Week 30. Week 31. Week 32. Week 33. Week 34.

An introduction to Tourism. Tourism UK. The pros and cons of Tourism. Benidorm LEDC Tourism. Ecotourism.

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

Describe what tourism is. Describe UK attractions and holiday patterns. Identify the pros and cons of tourism. Describe how mass tourism has impacted on Benidorm. Describe the impacts of tourism on Gambia. Describe the benefits of ecotourism.

Homework:      

Research. Create a poster on being a sustainable tourist. Describe your favourite holiday destination. Discuss: is tourism a good thing? Empathy: 2 views of Benidorm - 1 as a resident, 1 as a tourist. Create a brochure on an ecotourism holiday.

Assessment: 

All classwork and homework tasks.

Unitised Schemes of Work

Neston High School

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

Term: Summer

Half Term: 1st half 2nd half

Geography today and in the future.

Description of lessons: Week 35. Week 36. Week 37. Week 38. Week 39.

Tourism-Decision making exercise. Sustainable living. Human pressures on Planet Earth. Solutions to the Human pressures. Personal solutions to the Human pressures.

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

Explain the decisions they made to design their sustainable activity centre. Explain what an eco-footprint is. Identify Human pressures on Planet Earth. Consider solutions to the Human pressures. Reflect on their roles in the solutions to the Human pressures.

Homework:     

Complete the decision-making tasks. Reflect on your individual eco footprint. Consider the Human pressures in the near future. Research GM crops, pros and cons. Identify how you can help to solve human pressures.

Assessment:  

Decision making exercise. All class work and home works.

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 is the twentieth century significant?

Description of lessons: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Why is the 20th century significant? Who were the Suffragettes? Was Emily Davison a martyr? Emily Davison newspaper article What caused WW1 Why did the assassination in Sarajevo cause war? What was trench warfare? What was trench life like? Battle of Somme- success or failure? Battle of the Somme source exam WW1 injuries and weapons- How did war change? Why do we remember WW1

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

Explain why the 20th century is significant. Recall actions of the Suffragettes. Explain whether Emily Davison was a martyr or not. Prioritise causes of WW1. Describe life in the trenches. Explain why we remember WW1.

Homework:    

Significant event of the twentieth century poster. WW1 causes priority exercise. Trench life letter. WW1 cost exercise.

Assessment: Source Exam- Students will complete a GCSE style source exam based on the battle of the Somme. Students will learn and put into practice various skills to be used when dealing with sources.

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

Black peoples of America: from slavery to equality? How was freedom and equality achieved? Description of lessons: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Impact of WW1 Mass production, consumerism, old industries Entertainment New women Prohibition Organised crime Intolerance Jim crow laws and lynching KKK Assessment

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

Explain what skills they have developed during their historical enquiry task. Identify causes by giving at least two reasons for the ending of slavery in the USA. Express their own opinions on historical causes and consequences. Explain the consequences of the 13th Amendment. Judge how far black people could get justice? Suggest why some individuals have made a more significant contribution than others. Discuss Barack Obama’s life and achievements.

Homework:      

Discuss their own opinions on key historical topics. Self assess their historical enquiry. Abolition -extended writing task Design Civil Rights / snakes and ladders board game Rosa Parks significance Presentation – my interpretation

Assessment: AFL – Synoptic theme- changes across time. Did life improve for slaves once they were free? Students will complete this during lesson time.

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

What were the major issues at the beginning of the twentieth century? The First World War Description of lessons: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Were the suffragettes right to use violence? Emily Davison: suicide or protest? How did a world war begin? How did one assassination lead to war? Recruitment and propaganda Was the war all fun and games? / What was life like on the front line? Were the ‘lions’ really ‘led by donkeys’? AFL task - source analysis and evaluation. How do we remember World War One?

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

Explain how and why women achieved the vote. Explain the importance of encouraging people to vote. Discuss how the alliance system, empires and assassination led to the outbreak of World War One. Define the term – propaganda and give a modern day example. Empathise with the soldiers by describing life in the trenches. Explain the origins of Remembrance Sunday.

Homework:     

Discuss their own opinions on key historical topics. Biased account – for / against women’s suffrage. Recruitment campaign. Extended writing -Trench life Design task

Assessment: AFL task - source analysis and evaluation.

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

Conflict and co-operation – The era of the Second World War Description of lessons: 1. 2. 3. 4. 5. 6.

How did countries try to avoid more wars? Why were the Nazis so popular? What was life like for young people in Nazi Germany? Did all Germans benefit from Nazi rule? Why was there another world war? AFL task How did people in Britain survive the Second World War?  How were children kept safe?  What was life like during the Blitz?  How were people fed?

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

Reach a judgement on the significance of the defeat on Germany. Give at least Hitler became Chancellor in 1933. Define the term ‘dictatorship’ Compare and contrast their school experiences with young people in Nazi Germany. Describe how life changed in the Hitler state Define appeasement Describe key features of the Home Front during World War Two. Compare and contrast their diet with a child living during the war.

Homework:     

Discuss their own opinions on key historical topics. Complete biased arguments for/ against the Treaty of Versailles. Produce a German News report outlining the reason of Hitler’s popularity Class vote – Hitler on Trial Various World War Two tasks

Assessment: AFL – Why was there another world war? AFL causation task

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

Conflict and co-operation – The era of the Second World War What were the key moments of World War Two? Description of lessons: 1. 2. 3. 4. 5. 6.

Sir Arthur Harris: war hero or war criminal? What was it like to be a soldier in D-Day? Source evaluation – AFL The Holocaust Who killed Abraham Bauman? Hiroshima and Nagasaki- The end of World War Two – why were nuclear bombs used? 7. War crimes

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

Give their opinion on Dresden/ Bomber Harris Select evidence useful to ‘test’ a historical source. Define the key terms- anti-Semitism, genocide, Holocaust Explain the significance of 27th January Give their own interpretation on the lyrics of ‘Enola Gay’ Explain their opinion on the issue of war crimes.

Homework:    

Bomber Harris interpretation. D-Day research Holocaust legacy. Produce their own view on the John Demjanjuk case.

Assessment: AFL task - source analysis and evaluation.

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 Post War World Description of lessons: 1. 2. 3. 4. 5. 6.

Has the United Nations helped to create a better world? How did healthcare change? ‘We didn’t start the fire’ – Was Billy Joel right? What were the key events? What is terrorism? Making connections

Outcomes: Ask your son or daughter if they can …

     

Discuss their own opinions on key historical topics. Describe the role of the United Nations Explain the impact of the Welfare State Select five key events from the post war world and explain their significance Reach conclusions on the possible solutions Identify the key concepts and skills that they have developed across the key stage from their study of History.

Homework:    

United Nations report Letter to USA friend explaining the NHS Presentation – interpretation of significant events Terrorism debate- produce views

Assessment: AFL – Historical enquiry

Unitised Schemes of Work

Neston High School

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

Term: Autumn

Half Term: 1st half 2nd half

Commodities and function of ingredients

Description of lessons: Week 43. Week 44. Week 45. Week 46. Week 47. Week 48. Week 49.

What are commodities? Cakes: Types and function of ingredients / demonstration Swiss roll Practical: Swiss roll Pastry: Types and function of ingredients / demonstration filo pastry Practical: Filo pastry dish Eggs Practical: Egg based dish

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

list the four different methods used to make cakes, with examples identify the ingredients used to make cakes and pastry, with their function explain five facts about eggs discuss the value and function of eggs in cooking

Homework: Students will be asked to    

evaluate their Swiss roll research types of pastries with examples of dishes plan a filo pastry dish plan an egg based dish

Assessment:   

NC levelling of practical lessons NC levelling of practical planning evaluation of Swiss roll

Unitised Schemes of Work

Neston High School

Key Stage 3

Subject: HOME ECONOMICS Year: Year 7 Year 8 Year 9 Topic/Module:

Term: Autumn

Half Term: 1st half 2nd half

Technology module: Cooking on a budget

Description of lessons: Week 50. Week 51. Week 52. Week 53. Week 54. Week 55. Week 56. Week 57.

Price vs. nutritional content - investigation Disassembly: value vs. finest range / chicken nugget video How to produce a specification and its purpose Design ideas Practical: Design idea Evaluation and Development of Design Developed Design Practical Nutritional Analysis and Costing – using ICT

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

discuss whether the nutritional content of a food product is compromised by price explain how to and the purpose of disassembling food products tell you the importance of a specification when designing products

Homework:   

research task – value vs. finest investigation of suitable dishes complete design idea

Assessment:   

NC levelling of research and specification completed practical assessments peer and self-assessments

Unitised Schemes of Work

Neston High School

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

Term: Spring

Half Term: 1st half 2nd half

Factors affecting food choice Dietary needs: Vegetarians, Food intolerance and allergies, Pregnant women Description of lessons: Week 58. Week 59. Week 60. Week 61. Week 62. Week 63.

Factors affecting food choice Vegetarians, including sensory analysis Practical: Dish suitable for a vegetarian Food intolerance and allergies Pregnant women Practical: dish suitable for a pregnant woman

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

explain what factors affect people’s choice of food discuss the different types of vegetarians and their nutritional requirements tell you the difference between a food intolerance and a food allergy, giving examples Identify what foods should be avoided whilst pregnant and why?

Homework:   

research a range of dishes which would be suitable for a vegetarian plan a suitable dish for a vegetarian evaluations

Assessment:    

NC levelling for practical dishes NC Levelling for planning and evaluating questions & answers – understanding peer and self-assessment

Unitised Schemes of Work

Neston High School

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

Term: Spring

Half Term: 1st half 2nd half

Dietary needs: Athletes and religion Catering module: Canapés Description of lessons: Week 64. Week 65. Week 66. Week 67. Week 68. Week 69.

Athletes: relationship between diet and exercise Practical: dish suitable for an athlete Religion – dietary needs and laws surrounding each group Practical: dish for a religion of your choice Evaluation of Dietary Needs Introduction to Catering Module

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

explain the importance of diet for an athlete identify some of the laws on food within certain religions discuss some important religious festivals and the role of food in them tell you about canapés: what they are and when they might be used

Homework:   

plan a dish suitable for an athlete evaluation research canapés: history, usage and types

Assessment:   

NC levelling of research methods used practical and planning assessments peer and self-assessments

Unitised Schemes of Work

Neston High School

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

Term: Summer

Half Term: 1st half 2nd half

Catering Module : Group task- Canapés / Cooking on a Budget / Seasonal and Local Produce, Fair Trade and Air Miles. Description of lessons:      

Demonstration Canapes. Researching and planning of canapes theme and dishes. Planning of Canapes and Designing presentation. Practical Canapes. Group presentations. Seasonal and local produce, air miles and Fair Trade.

Outcomes: Ask your son or daughter if they can … Seasonal and local produce, air miles and Fair Trade. Seasonal and local produce, air miles and Fair Trade.  explain to you the theme chosen for their canapes task and reasoning behind it  discuss the presentation skills they will be using for the task  tell you about the practical skills and techniques they will be displaying and what NC level it is likely to achieve Homework:   

research possible themes for the canapé task complete practical plan for the assessment create additional information/effects to add to presentations

Assessment:  

NC levelling of group task- practical and written work produced presentations

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Digital Graphics

Description of lessons:      

Week 1: Introduction to Vector Graphics Week 2: Bitmap Graphics Week 3: Conveying meaning through images Week 4: Effects and Enhancements Week 5: Adding text to a graphic image Week 6: Assessment and review

Outcomes: Ask your son or daughter if they can …  discuss the difference between a bitmap and a vector image  explain how binary is used in bitmap images  discuss how to portray house style and reach a target audience

Opportunities for Homework: Homework will be set to average out to 3 lessons over a term. This may take the form of planning a digital image, collecting suitable images or discussing the difference between images.

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Introduction to programming in Python

Description of lessons:       

Week 1: Introduction to Python Week 2: Numbers and arithmetic Week 3: Selection Week 4: Writing algorithms Week 5: While loops Week 6: Searching Week 7: Assessment

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

discuss how binary is used when programing explain the function ‘else’ explain the function ‘if’ explain the programs they have coded

Opportunities for Homework: Homework will be set to average out to 3 lessons over a term. This may take the form of planning a program, researching the history of coding and annotating completed code to show deeper understanding.

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Moose Productions Project

Description of lessons:      

Week 1: Introduction to project Week 2: Spreadsheets Week 3: Spreadsheets Week 4: Data handling Week 5: Data handling Week 6: Presentations

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

explain how a project uses various software applications explain the formulae used in their spreadsheet explain how they have used a database explain how a presentation can be used in marketing

Opportunities for Homework: Homework will be set to average out to 3 lessons over a term. This may take the form of planning their work, completing worksheets to consolidate knowledge and collecting text and images for use in their work.

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Flash Animation

Description of lessons:      

Week 1: Introduction to frame by frame animation and Flash Week 2: Motion tweening Week 3: Text, buttons and action scripts Week 4: Planning a successful animation Week 5: Adding sound effects Week 6: Publishing an animation

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

explain how frame by frame animation is different to tweening explain how animating text can impact upon an animation explain how planning an animation aids the end effect discuss how to publish an animation

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

html

Description of lessons:      

Week 1: Introduction to html Week 2: css/styles of websites Week 3: Design of website Week 4: Development of website Week 5: Web forms Week 6: Assessment

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

explain how html works explain how css aids web development explain how planning a website aids the end effect discuss their end website

Unitised Schemes of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Improve your attainment standards

Description of lessons:

Using feedback from teaching staff on completed units to improve the standard of your work. Outcomes: Ask your son or daughter if they can …    

explain how html works explain how css aids web development explain how planning a website aids the end effect discuss their end website

Unitised Schemes of Work

Neston High School

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

Term: Autumn

Full Term: Fortnightly

Theatre Practitioners Description of lessons: Week 1 Exploration of Stanislavski – Belief, Naturalism Week 2 Exploring Magic If / Given Circumstances Week 3 Creating own Roles / Situations – Scenic Truth – Applying to text if time Week 4 Exploration of Brecht (or Artaud) – 3rd Person Narratives / V - effekt Week 5 Gestus / Social Class and how to show Rich / Poor Week 6 Differing perspectives – the Burglary exercise Week 7 Applying one Practitioners techniques to a sequence to perform. Outcomes: Ask your son or daughter if they can …     

Explain the main ideas of Stan / Brecht / Artaud Describe their favourite activity and justify their choice Assess the differences between these Practitioners Tell you their ideas for their final piece Assess their contribution / progress over the course of the Unit

Homework: Research on Stanislavski / Brecht / Artaud Roles on Wall 3rd Person / Narration speeches Storyboards / Outlines Assessments of own contributions Costume / Set ideas Assessment: Teacher Assessment on 3 areas as outlined in Curriculum packs based on observations completed throughout the Unit sessions. Self Assessment – based on Homeworks / Classwork and final performances – discussions, feedback and sheets Peer Assessment – based on sessions, team work , discussions and sheets

Unitised Schemes of Work

Neston High School

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

Term: Spring

Full Term Fortnightly

Storytelling Theatre / Devising Unit

Description of lessons: Week 1. Story Circle/ Fortunately Unfortunately / Story on a Line (Fairytales) Week 2. ‘Giant’ – text as basis for Physical Theatre devising Week 3. Photo Stimulus – creation of Flashback / Forward from Still Image Week 4. Symbolic Objects – devising from props Week 5. Stone Cold – whole class devising from shared theme Week 6. Table of Constraints / Creation of own stories for telling/ Devising from Set Week 7. Performing own monologues / linked monologues as a result of Unit Outcomes: Ask your son or daughter if they can …  Create or repeat a Storyline that could be the basis for a piece of Drama  Explain the main methods of Storytelling Theatre and Devising as they have understood it  Describe different ways of delivering a successful piece and the ingredients it needs  Understand how to take an active part in the planning and implementing of a piece of devised theatre Homework: Research on Fairytales / Storytelling Theatre / Physical Theatre Companies Writing out plotlines /scene outlines Research on playwrights studied Set Designs / Costume designs for key characters Character outlines / Script writing / Directors notes Assessment: Teacher Assessment on 3 KS3 areas as outlined in teacher packs – students focussed on in groups each lesson to develop a profile on them on each Unit Self Assessment – discussion and sheets Peer Assessment – discussion and sheets

Unitised Schemes of Work

Neston High School

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

Term: Summer

Full Term: Fortnightly

Blood Brothers by Willy Russell - Play Text Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6. Week 7.

Exploration of key themes via improvisation / background to play / playwright Reading / exploring key scenes Reading / exploring key scenes Reading /exploring key scenes Developing Designs – Set, Costume, Lighting, Makeup, Props for realisation of key scenes, looking at past performances Bringing Acting /Direction and Designs together for Performances Assessments of performances & Promotional /Marketing activities on the text as an actual Show

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

Retell main outline of the plot to Blood Brothers Describe their favourite scene /character and justify their choices Show their design ideas / promotions / marketing ideas Act out key moments Assess their contribution / progress over the course of the Unit

Homework: Research on Willy Russell / Blood Brothers Researching information on past productions including images / details of theatres /costumes / staging / actors / directors / key moments etc Diary entries as key characters Extra scenes Learning lines / sourcing props / costumes / annotating scripts in preparation for performance Assessment: Teacher Assessment on 3 areas as outlined in Curriculum packs based on observations completed throughout the Unit sessions. Self Assessment – based on Homeworks / Classwork and final performances – discussions, feedback and sheets Peer Assessment – based on sessions, team work , discussions and sheets

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: MUSIC Term: Autumn

Year: Year 7 Year 8 Year 9

Half Term: 1st half 2nd half

Topic/Module: Making Arrangements

Description of Lessons: Week 1. Learn how songs can be performed in different styles to create different effects. Listen to and appraise different arrangements of the same song. Week 2. In focus, look at two different arrangements of ‘Stand By Me’. Sing ‘Stand By Me’ as a class in two parts. Week 3 - 4. Practice and perform the riff and chord progression for ‘Stand By Me’. Week 5. Practice and perform the melody Week 6. In groups, create an arrangement of ‘Stand By Me’. Practice and perform. Record performance for evaluation next lesson. Outcomes: Ask your son or daughter if they can …    

Identify key facts about how to arrange music. Identify ways to create arrangements through listening tasks. Confidently perform a line from ‘Stand By Me’. 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. Test knowledge on key musical characteristics and terminology.

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

Jazz Description of lessons: Week 1. Learn about the musical styles that led to the development of jazz. Listen to examples of work songs, blues and urban blues. Week 2 - 3. Begin to create a performance piece. Understand and practice the 12 bar blues. Develop understanding of musical features of jazz by adding a walking bass line. Week 4. Learn about the jazz band. Listen to ‘West End Blues’ and complete a listening activity that allows pupils to develop aural awareness of jazz musical features. Week 5. Group performance of 12 bar blues and walking bass line. Perform to the class. Week 6. Learn about swing rhythm. Why it was a popular style of music and listen to ‘In The Mood’. Practice the melody line. Week 7. Listen to and appraise an extract from ‘Lady is A Tramp’ performed by Frank Sinatra. Continue practicing ‘In The Mood’, discuss how to develop performances. Week 8. Put together a performance of ‘In The Mood’. Pupils should consider ways to develop performances (adding walking bass line, considering textures etc…) Week 9: Assess performances of ‘In The Mood’. Pupils will perform and complete an evaluation. Week 10 – 11. Learn about 7th chords and how to construct them. Begin composing an 8 bar chord progression that makes use of 7th chords. Week 12. Perform and assess composition. Outcomes: Ask your son or daughter if they can …    

Identify key facts about the origins of Jazz. Why, where, how and who? Identify through listening and explain key musical features of Jazz music. Confidently perform a 12 bar-blues, walking bass line and / or a swing melody. Understand ways to expand the structure of a performance by self and peer evaluations.

Homework:    

research information on jazz performers learn key vocabulary practice performance pieces music theory, for example; reading notes on treble and bass clef

Assessment:     

Continual assessment of students’ skills in performance and creative work. Listening/appraisal tasks. Formal assessment of final performance. Self-evaluation of assessment tasks. Test knowledge on key musical characteristics and terminology.

Unitised Schemes of Work

Neston High School

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

Term: Summer

Half Term: 1st half 2nd half

Film Music

Description of lessons: Week 1. Outline of the history of film music. How it came into being and why. Listen to extracts of different film music and make connections with music and atmosphere. Week 2. Further exploring how music is used to represent a genre of film. Listen to extracts, identify genres of film and how music helps portray this. Focus on the use of a leitmotif. Watch a clip from a film and discuss use of motifs and elements of music. Week 3. Perform a leitmotif from 'The Good, the Bad and the Ugly'. Focus on the use of semiquavers and dotted minims. Week 4. Develop performance by adding chords. Week 5. Finalise performance of 'The Good, the Bad and the Ugly' for assessment. Week 6. Test knowledge of key features of music for film through written and listening test. Self-evaluate progress and achievement. Outcomes: Ask your son or daughter if they can …    

identify key aspects in the history of film music explain the use of leitmotifs in music confidently perform a theme from 'The Good, The Bad and The Ugly' or 'Star Wars' explain musical features of different genres of film

Homework:    

research information on film composers learn key vocabulary practice performance pieces watch a clip from a film and discuss how the elements of music are used to portray a scene

Assessment:    

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

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: PHYSICAL EDUCATION In Year 9 all students follow a range of different activities during the course of the first 2 terms (autumn & spring) and a further group of activities during the summer term. To enable staff to manage resources, different groups undertake different activities at different times of the year so not all groups are doing the same activity at the same time. Your child’s teacher will explain the order of the units for their group at the start of the year. Year: Term: Half Term: Year 7 Autumn 1st half Year 8 Spring 2nd half Year 9 Summer Topic/Module: Netball Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6.

Differences between Netball passes & footwork Develop communication opportunities. Perform feint & sprint dodging Man-to-man marking Develop centre passes Assessment

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

Perform safely and warm up Select & apply the skills consistently Demonstrate decision making for different types of passing and footwork Demonstrate tactics for attack & defence Carry out a specific role in a team effectively. Demonstrate how to get free Plan and demonstrate centre passes Demonstrate their knowledge of the rules for netball.

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 students 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 where students will be given a National Curriculum level and effort grade for the unit.

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.

Recap dribbling & passing Recap beating and opponent Developing skills for tackling Develop shooting & penalty corners Tactics & strategies throughout a game Assessment

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

Perform safely and warm up Select & apply the skills consistently Demonstrate decision making for different types of passing and dribbling Demonstrate tactics for attack & defence Carry out a specific role in a team effectively. Demonstrate knowledge of the best technique for shooting Plan and demonstrate penalty corners Demonstrate knowledge of the rules for hockey.

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

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

Shape jumps & Checking Linking movements & Seat drops Swivel hips & Front drops Linking movements to front drops Back drops Assessment

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

Explain and be able to perform the 3 Main shapes on the trampoline. Link a series of Trampolining skills together in a sequence/routine which demonstrate different levels according to ability. Demonstrate an understanding of strengths and weaknesses in their own performance. Demonstrate sequences/routines with body tension and control. Create their own routine to suit their ability. Demonstrate a basic understanding of how fitness impacts on trampoline performance.

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.

Develop control Develop passing Develop drilling Develop shooting Tactics & strategies Assessment

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

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.

Develop passing Develop rucking Develop mauling Develop support play Tactics & strategies 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, weaving 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.

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 Footwork Developing shot technique Shooting position 5 v 5 skills & the use of different passes Assessment

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

Perform safely and warm up Select & apply the skills consistently Demonstrate the correct footwork and decision making for different passes Demonstrate tactics for attack & defence Carry out a specific role in a team effectively. Demonstrate knowledge of the best technique for shooting Demonstrate knowledge of the basic rules for each event

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

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

Cardiovascular fitness testing Importance of flexibility Importance of strength Importance of speed Importance of skill Assessment

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

Perform safely and warm up Demonstrate knowledge of the different types of fitness Compare their levels of fitness to others and national averages Complete fitness tests on their ability for each component of fitness Carry out a specific role when fitness testing Demonstrate knowledge of the basic rules for each test Explain some advantages and disadvantages for each test.

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

Swimming

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

Swimming in clothes & distances swim Demonstrate the 5 different entries into the water Help & huddle position Stroke analysis 15 minute swim Assessment

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

Perform safely and warm up Select & apply the skills consistently Demonstrate an understanding of the different situations when each survival skill can be used Develop their fitness in swimming Carry out a specific role to improve their own and others stroke technique. Demonstrate that they are able to pace themselves throughout a distance swim

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. 100m & shot putt Week 2. Long jump & Discus Week 3. Javelin & 200m Week 4. High jump Week 5. Relay Week 6. Assessment Outcomes: Ask your son or daughter if they can …     

Perform safely and warm up Demonstrate the skills consistently for each event Name the different components of fitness that are required for each event. Take measurements & times for each event Explain the basic rules for each event

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

Badminton

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

Forehand clear Serve & Backhand Position on court for attack & defence Smash & Drop shot Doubles rules & Tactics Assessment

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

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

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

Rounders / Cricket / Softball Description of lessons: Week 1. Week 2. Week 3. Week 4. Week 5. Week 6.

Throwing & catching Batting skills Fielding skills Tactics & strategies Full game situation Assessment

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

Perform the basic skills of passing, receiving, hitting and bowling Use these skills in game situations Analyse and evaluate the correct technique for stated skills Demonstrate knowledge of the rules of the game relating to scoring, bowling, obstruction and getting players out.

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

Tennis

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

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

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

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

Unitised Schemes of Work

Neston High School

Key Stage 3 Subject: PERSONAL DEVELOPMENT The learning programmes for Personal Development cover a wide range of issues that directly impact upon young people as they begin to take their place in society. The following is an outline of the topics covered in Year 9 Topic/Modules covered: Alcohol Awareness

Autumn 1st half term

Future Destinations

Autumn 2nd half term

Options/Career planning

Spring 1st half term

Antisocial Behaviour

Spring 2nd half term

Sex and Relationships Education

Summer 1st half term

The Dragons Apprentice

Summer 2nd half term

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

Content    

How to deal with personal finances How businesses make money The consequences of anti-social behaviour Using programs such as ‘Fast Tomato’ to investigate different career paths and further education.  Preparation and information for the Options Selection process  The dangers of alcohol Outcomes: Ask your son or daughter if they can…..  Discuss what subjects they want to study and what careers these could lead to.  Describe how they think businesses should be run to make a profit.  Discuss views on whether we all conform to certain standards of social behaviour and why.  Describe the dangers of binge drinking in the long and short term Assessment: Discussion, informal observations, skills acquired, opinions expressed

Unitised Schemes of Work

Neston High School

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

Term: Autumn

Half Term: 1st half 2nd half

Prejudice: Religious and Non-Religious Responses (This module will run throughout the Autumn term in Year 9) Description of lessons: 1. What is prejudice? 2. What factors cause prejudice? 3. What do religious/non-religious groups teach about prejudice? 4. How do the above groups actively respond to racism, ageism, sexism, etc.? 5. Case studies: How did King, Ghandi & Tutu fight prejudice? 6. How do the actions of King, Ghandi & Tutu reflect their key ideology? Outcomes: Ask your son or daughter if they can …      

Explain what prejudice is and how it links to such as ignorance, discrimination, scapegoating, etc. Explain the effects prejudice has on its victims. Analyse and evaluate the influence of upbringing, media & other influences on issues of prejudice. Explain key religious/non-religious ideas on prejudice. Link these ideas to general actions, making clear connections. Provide a more detailed analysis & evaluation of the ideas and actions of key activists in the fight against prejudice.

Homework:     

Key terms research. VLE debate on the best ways to tackle prejudice. Personal research on images of prejudice in the media. Logo design promoting an end to prejudice. Multimedia presentation preparation on a key figure in the fight against prejudice.

Assessment:  

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

Unitised Schemes of Work

Neston High School

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

Term: Spring

Half Term: 1st half 2nd half

Animal Rights: Religious and Non-Religious Ideas (This module to run over the first half & some of the second half of Spring Term) Description of lessons: 1. W hat status should animals have? How should this status contrast with that of humans? 2. W hat do religious & non-religious groups say about the status of animals & animal rights? 3. W here do we draw the line between animal use and abuse? (key contrasts: sport, medical testing, cosmetic testing, intensive farming, etc.) 4. Can we be ethical and still eat meat/dairy products? Outcomes: Ask your son or daughter if they can …      

describe and explain key religious/non-religious ideas on the status of animals explain different religious/non-religious views on animal rights identify the application of these ideas to actual responses seen in case studies evaluate these responses explain their own views on the key issues/responses examined, with reasons analyse and evaluate the moral value of becoming vegetarian/vegan

Homework:    

family survey on the acceptable use of animals internet research on allotted key use of animals VLE Forum Key Q response preparation for storyboard campaign activity

Assessment:  

ongoing teacher assessment of participation/key work produced end of Module Levelled task

Unitised Schemes of Work

Neston High School

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

Term: Summer

Half Term: 2nd half 1st half

Planet Earth: Religious & Non-Religious Ideas (Module runs over the 2nd half of Spring Term & 1st half of Summer Term) Description of lessons: 1. How do Religious & Non-Religious groups explain the origins of the universe? 2. How do Religious & Non-Religious groups explain the origins of human life? 3. W hat are the key environmental issues faced by the planet today? 4. How have key groups responded to these environmental issues? 5. How can we organise the use of the earth’s natural resources more ethically? Outcomes: Ask your son or daughter if they can …     

describe and explain key responses to ideas on the origins of life and universe link/apply the above key responses to approaches to environmental issues evaluate these responses explain their own views on the key environmental issues/solutions explain the key issues surrounding distribution of natural resources, applying key ideas/teachings to the issues raised

Homework:   

research on nature and extent of environmental issues faced VLE Forum on the most important changes needed ‘locally’ to address these challenges ‘Letter to the editor’ or ‘keynote speech’ on changes needed for fairer use of earth’s resources

Assessment:  

ongoing teacher assessment of participation/key work produced end of Module Levelled task

Unitised Schemes of Work

Neston High School