RGS First Form Curriculum Guide by RGS

FIRST FORM CURRICULUM GUIDE 2020-2021

R E I G AT E G R A M M A R S C H O O L

FIRST FORM CURRICULUM GUIDE

FROM THE HEADMASTER

This Curriculum Guide is designed to help parents and students extract the most value possible from each subject session this evening. You will find a page for each subject where this year’s course is outlined. Along with this you will find some thoughts about suppor ting your son or daughter at home to enrich their learning experience with ideas and suggestions for resources, reading and potential trips for each specific subject. We hope that this will allow you to focus the time with the teachers discussing your child’s strengths and progress, as well as next steps for continued improvement. Lastly, there is also a reflection page designed to prompt fur ther conversation between you and your son or daughter around how to celebrate, suppor t and improve their independent work processes at home. We believe parents’ evenings are incredibly valuable in building the precious relationships between teacher and parent, in affirming the many reasons to be pleased with progress so far but also in giving specific, focused and bespoke advice about how your son or daughter can maximise their learning and potential in each subject and we hope the Curriculum Guide booklet goes some way in achieving that aim. If you have any queries during or after the evening then please do contact the Head of Year or any of the senior staff. Of course, you are also very welcome to contact teaching staff between parent evening events as we are always happy to help. Shaun Fenton Headmaster

R E I G AT E G R A M M A R S C H O O L

SUBJECT

DESIGN TECHNOLOGY Head of Department: Mr P Williams / Mrs E Bader

Name of Teacher:

ROTATION 1: FOOD AND NUTRITION

ROTATION 2: NATURAL FORM

ROTATION 3: 3D DESIGN SKILLS

Fundamental British Values • Recap Eatwell Plate

Research • Conduct a designer study to use as influence when creating a product

Drawing • Students will develop skills by learning to draw in one and two point perspective, isometric and freehand sketching. They will also develop ability to graphically represent a product through rendering and shading

Introduce concept of… • Nutrition: Explanation of macro and micro-nutrients • Protein: Functions, deficiencies and sources • Carbohydrates: Functions, deficiencies and sources • Fats: Functions, deficiencies and sources • Vitamin C: Functions, deficiencies and sources • Minerals: Functions, deficiencies and sources • Vegetarianism Practical Activities: • Cakes or biscuits • Tomato pasta bake • Jam tarts or fruit crumble • Fruit salad • Stir fry with egg fried rice

Design • Students use 2D & 3D design skills to iterate ideas based on their research. They will review and reflect on their work throughout

CAD • Students will use SolidWorks to create virtual concepts.. They CAD will use sketching, dimensioning, • Students will develop skills using extruding and rendering computer aided design, 2D features Design will be used throughout the projects CAM • Ideas will be laser cut as a three part mould • Casting • Student will use pewter to cast designs, they will use hand processes to finish the final product

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

What can I do to support my child’s progress in this subject? Watch • MasterChef Read • Recipes Go • Shopping with your parents and cook! • Practise sketching using links provided. • www.bbc.co.uk/bitesize • Watch Sketch a Day Spencer Nugent on YouTube

FIRST FORM CURRICULUM GUIDE

SUBJECT

ART Head of Department: Mrs E Burns

Name of Teacher:

ROTATION 1

ROTATION 2

ROTATION 3

View through a Window based on the work of Bonnard and Cézanne Oil pastel and acrylic painting on canvas

Or Objects in Art based on the work of Michael Craig Martin and Pop Art

Lino cutting and reduction printing

Or Still Life based on the

work of Edward Bawden and Raoul Dufy

Mark making and pen work, water colour and textiles

Or Portraits based on the work of Picasso, Giacometti and Neilly

Working with the formal elements, line tone, colour, texture and form

What can I do to support my child’s progress in this subject? Go Gallery Visits • Tate Britain • The National Gallery Current exhibitions • Picasso at the Royal Academy, 25 January-14 April 2020 • Andy Warhol at the Tate Modern 12 March-6 September • David Hockney at the National Portrait Gallery 27 Febuary-28 June

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

SUBJECT

COMPUTING Head of Department: Miss P Lewty

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

• Office 365 • Computer hardware • Python programming • UK Bebras competition

• Spreadsheets • HTML & CSS

• Binary bits and bobs

What can I do to support my child’s progress in this subject? Watch • BBC Click weekly programmes • James May Q&A series on YouTube Read • BBC News Technology webpage. • The Thrilling Adventures of Lovelace and Babbage. Go • The National Museum of Computing at Bletchley Park. • Visit the Science Museum in London – specifically exploring at the Information Age gallery

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

FIRST FORM CURRICULUM GUIDE

SUBJECT

DRAMA AND THEATRE ARTS Head of Department: S Branston

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

Serious Fun • A practical unit developing student skills on: confidence, teamwork, creativity, invention, intellectual playfulness and originality

An Actor Prepares • Developing rehearsal techniques to prepare a role from a script without inhibition or artificiality • Developing vocal and physical skills • Developing staging ideas on space and proxemics to create meaning on stage • Receiving notes – ways to improve performance technique

Rehearsal Discipline • How to work with a director • How to work as a director

Devising Original Theatre • In response to the stimulus: Dare to be Different, students create an original piece of theatre as an ensemble working with a director

Working as a Critic • Developing skills of mature analysis and evaluation on: Les Misérables, Puppet Theatre Show and The Secret Diary of Adrian Mole.

Chorus and Ensemble • Using ideas from Greek Chorus - rehearsing and performing a production of A Christmas Carol to be performed in December Working as a Critic • Developing skills of mature analysis and evaluation on: Hamilton, Jane Eyre and other amazing theatre productions.

From Page to Stage • Interpreting theatre with lighting, costume, sound and space • Performance at Leatherhead Theatre for all First Form Improvisation • Developing new ideas and the skill of risk-taking

What can I do to support my child’s progress in this subject? Watch • ntlive.nationaltheatre.org.uk • Videos and podcasts about the way theatre is created Read • Theatre Reviews from diverse theatre critics. Do they agree? • www.theguardian.com/stage/ theatre OR • www.timeout.com/london/ theatre/london-theatre-reviews Go • To the RGS Drama website www.rgsdrama.net • To the theatre: • www.todaytix.com for good discounts • To the cinema to watch theatre, ballet and opera • Subscribe to www. youtube.com/channel/ UCUDq1XzCY0NIOYVJvEMQjqw to learn about theatre:

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

SUBJECT

ENGLISH Head of Department: Mr R Shaughnessy

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

• A class novel with a focus on writing as a character • Newspapers and non-fiction media • Library genre project

• Poetry and how to write about poetry • An introduction to Shakespeare with a project on a key theme such as ‘Women in Shakespeare’ • Library Lucky Dip project

• Class novel and revision of comprehension skills • Library reading reflection project

Key skills • Analysing non-fiction texts, such as a newspapers • Analysing the impact of images next to words • Understanding the aims and intentions of non-fiction writers • Structuring a piece of nonfiction writing for effect • Accurate punctuation & spelling • Using connectives to link ideas • Writing creatively from a character’s perspective • Understanding and analysing the author’s craft • Challenging reading habits and approaching new novels Key words • Author, Character, Fiction, Format, Headline, Narrator, Newspaper, magazine, media, Non-fiction, Paragraph, Verb

Key skills • Making and organising notes from different sources • Understanding how poets write for effect • Being able to use poetic terminology accurately • Using a PETAL paragraph for analysis of poetry • Understanding a Shakespeare play • Being able to break down Shakespearean language • Responding to Library texts creatively Key words • Adjective, Adverb, Collaborate, Imagery, Interpret, Investigate, Metaphor, Reflect, Shakespeare, Simile, Stanza

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

Key skills • Reading a novel and debating its key issues • Dealing with unfamiliar language and linking it to prior knowledge • Identifying key words and analysing their effect • Decoding comprehension tasks and their key words • Reflecting on the reading journey so far Key words • Analyse, Effect, Imagery, Language, Opinion, Punctuation, Quote, Scan, Skim

What can I do to support my child’s progress in this subject? Watch • Shakespeare’s Animated Tales Read • At least four engaging and challenging novels per term • Support them in the range of Library projects each term • Range of newspapers and nonfiction incl. www.theday.co.uk • BBC Bitesize punctuation guides: www.bbc.co.uk/bitesize/ topics/zr6bxyc Go • The Globe Theatre – see a play and take the tour • The National Poetry Library – get involved in a writing workshop, meet a poet or visit the archive • Enter a writing competition like Reigate and Banstead Writes: https:// reigateandbansteadwrites.com

FIRST FORM CURRICULUM GUIDE

SUBJECT

FRENCH Head of Department: Mme F Chartrain

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

• Introduce yourself, greetings • Alphabet • Days, months • Classroom instructions and objects • Age, birthdays • Colours • Time (basics) • Family • Pets • Physique, Hair/eyes • Personality

• Countries • Home • Bedroom • Prepositions • Opinions • Activities at home • Places in town • Directions

• Giving opinions • Talking about and ordering food and drink • Prepare end-of-year speaking Watch and writing • YouTube : search for “learn • Spaced-learning, revision and French With Alexa essential Learning to learn course • French cartoons (Tintin, Grammar Asterix) • C’est + adjective • DVDs – change settings to • Opinion verbs + infinitive French subtitles and/or French • Prepositions audio if available • Recap/use and reinforcement of all grammar covered Read… • Allons Y (Mary Glasgow Magazines) • Magazines in the library • Le Petit Nicolas: la bande dessinée originale (Amazon)

Grammar • Question words • Subject pronouns • Articles • Negatives • Avoir • Adjectives • Etre • Negatives • Possessives • Plural forms • Connectives • Je voudrais • Verbs in the plural

Grammar • -ER verbs • Gerund • Prepositions • Opinion phrases • Connectives • Avoir • Être

What can I do to support my child’s progress in this subject?

Go • French Institute in London: special events throughout the year: www.institut-francais.org.uk

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

SUBJECT

GEOGRAPHY Head of Department: Mr M Cline

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

Map Skills • Focus on Ordnance Survey and atlas skills • School map and orientation • Sketch maps • Ordnance survey maps • 4 and 6 figure grid references • Map symbols • Contours • Cross sections • Latitude and longitude • Map projections • Race across the world

Exploring Britain continued

Flooding continued • Comparison of UK and LIC flood events • Revision and testing

Rivers • The hydrological cycle • Processes of erosion, transport and deposition • Landforms Flooding • Causes, impacts, management

Exploring Britain • Building knowledge and understanding of physical and human landscapes • Relief/uplands and lowlands • Climate • Rivers • Population density • Cities • Comparing places

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

Country study

What can I do to support my child’s progress in this subject? Watch • The news – a rich source of information on different places and environmental issues • The weather forecast • National Geographic • Series such as Blue Planet and The Earth from Space – there are many documentaries that give an insight into other places • A scrap book of events provides a useful record of topical material Read • A newspaper • First News covers environmental issues well • An atlas to find places Go • Use a local OS map on a walk • On holiday, find something about the physical and human geography of the place • Natural History Museum

FIRST FORM CURRICULUM GUIDE

SUBJECT

GERMAN Head of Department: Ms M Sowa

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

1. Introductions, greetings and basics • Introducing yourself • Giving your age • Saying when your birthday is • Saying where you live • Spelling in German • Items in a school bag • Introduction of question words • Christmas in German-speaking countries

2. School: • Opinions about school subjects • Description of a timetable • Telling the time • Food & drink at break • School uniform description • School life in German-speaking countries

4.1 Sports and Leisure: • Types of sports • Leisure activities • Favourite things

Grammar • Verbs with ich, du, er/sie/es • The definite articles: der/die/ das/die (pl) • The basic concept of nominative vs. accusative: subject vs. direct object • The indefinite articles in the nominative: ein(m)/eine/ein(n) • The indefinite articles in the accusative: ein/eine/einen & kein/keine/keinen • Ordinal numbers • Irregular verbs: haben & sein

Grammar: • Regular verb endings in the present tense • Revision of indefinite articles in the accusative 3. Family and Friends • Family members • Pets • People’s appearance • Character traits Grammar • Use of possessive adjectives (singular) • Using adjectives with nouns • Using the plural forms of nouns

Grammar • Revision of possessive adjectives • Using ‘gern’ to express what you like doing 4.2 Free time/Leisure • Expressing how often you do things • Arranging to go out Grammar • Using simple modal verbs + infinitives • Time expressions • Adverbs of frequency

What can I do to support my child’s progress in this subject? Watch • BBC/Languages/German • Online podcasts for Beginners produced by the Goethe Institute Read • Mary Glasgow Magazines (Das Rad) Use • www.linguascope.org for vocabulary reinforcement • www.languagesonline.org for grammar practice

Learning to Learn • Revision of all content and grammar of Topics 1-4

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

SUBJECT

HISTORY Head of Department: Mrs F Gunning

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

• The Norman Conquest • How the Normans changed England • The Medieval Church

• The murder of Thomas Beckett • The Black Death and its impact

• The European and English Renaissance • The English Reformation

What can I do to support my child’s progress in this subject? Watch • The Lion in Winter • Macbeth Read • The First Murder • The Door in the Wall Go • Canterbury Cathedral • Bodiam Castle • National Gallery – Level 2 • Hever Castle • Runnymede and Ankerwycke

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

FIRST FORM CURRICULUM GUIDE

SUBJECT

LATIN Head of Department: Mrs G Brickley

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

• Cambridge Latin Course stages 1-5

• Cambridge Latin Course stages 6-9

• Cambridge Latin Course stage 10, and revision

Grammar • Subjects and objects – Nominative and accusative • Plural nouns and verbs • Verb person endings – I, You, He/she it

Grammar • The perfect and imperfect tense – 3rd person • Accusative plural nouns • The dative case • Superlatives

Civilisation • Roman houses • Daily life • Food • Pompeii • The forum • The theatre

Background • Slaves and freedmen • Dinner parties • Gladiators • The baths • Vocabulary

Grammar • All person endings for imperfect, perfect and present tenses • Comparatives • Revision of noun cases • Revision of verb endings • Exam practice • Superlatives

What can I do to support my child’s progress in this subject? Go • Roman Baths • Museum of London • London Colosseum • British Museum • St Alban’s Roman Amphitheatre

Background • Schools and education

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

SUBJECT

MATHS Head of Department: Mr G Sillience

• 01 Divisibility Rules • 02 Negative Numbers • 03 Algebra • 04 Angles • 05 Approximations • 06 Decimals • 07 Fractions 1 • 08 Coordinates • 09 Straight Line Graphs • 10 Reflections • 11 Statistics • 12 Fractions 2 • 13 Indices • 14 Area • 15 Fractions 3 • 16 Percentages • 17 Constructions • 18 Fractions, Decimals & Percentages • 19 HCF & LCM • 20 Probability

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

Name of Teacher:

What can I do to support my child’s progress in this subject? • Encourage them to use Hegarty Maths to help with homework. https://hegartymaths.com • Encourage them to start homework on the night it is set so that they can seek help if they get stuck, before the homework is due • Encourage them to be proactive in asking teachers for help outside of lessons and to attend Maths Clinic • Ask them to identify top topics they need to focus revision on • Encourage them to take part in the National Cipher Challenge which www.cipherchallenge.org • Encourage them to take part in the Alan Turing Cryptography Competition which starts in January www.maths.manchester.ac.ukcryptography_competition • Encourage them to take part in the Junior Maths Challenge www.ukmt.org.uk/competitions/solo/junior-mathematical-challenge • Read STEM related articles regularly: https://plus.maths.org/content/Article Encourage students to apply for and take part in outreach programs, such as: • https://debatechamber.com/project/mathematics-summer-school • www.etrust.org.uk/headstart-courses • https://bletchleypark.org.uk • www.bankofengland.co.uk/museum

FIRST FORM CURRICULUM GUIDE

SUBJECT

MANDARIN Head of Department: Mrs J Mons

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

Themes • Facts about China • Why Chinese? • Classroom instructions • What are Pinyin and Chinese characters • Mid-autumn Festival • Greetings and polite expressions • Numbers 1-100 • Year, Month, Day • Ask and tell people’s name and age • Family members • Cool places to visit in China • Halloween in China • Ordering drinks • Nationalities

Themes • Where I live • Chinese New Year and Zodiac • Paper cutting and calligraphy • Describing people • Objects in everyday life • Places and positions • Occupations and dream jobs • Telling the time • Parts of the day • Daily routine • School subjects • Colours • Clothes • Transport

Themes • My week • Eating out • Chinese cuisine • Body parts and adjectives • Project-based learning: Chinese art and Terracotta Army • Learning to learn • Dragon Boat Festival • Revision • Role play • Formative Assessment

Grammar • Pinyin tones • Radicals and stroke order • Use of “be” verb • Sentence structure with adjectives • Pronouns and Possessives

Grammar • Possessive pronoun • Negative form • Replying to close questions • How to ask ‘who’ and ‘what’ • Structure of open questions • Use of adjectives • Measure words • Key question words • Comparison

Grammar • Use of conjunctives • Present tense • Past tense • Future tense • Structure of paragraphs

What can I do to support my child’s progress in this subject? Read • Encourage your child to consolidate and stretch their Mandarin by using a professionally developed online platform www.ipandarin.com • Electric textbook content can be found via www.econdaryschoolchinese. com • The following websites are also very helpful: www.quizlet.com www.mdgb.net www.languageguide.org/ mandarin/vocabulary

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

SUBJECT

MUSIC Head of Department: Miss J Korzinek

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

A Practical Music Taster (The Elements of Music) • Rhythm Games • Vocal games & singing • Playing simple melodies on the keyboard

Japanese Music • Japanese Theatre music • Instruments • Pentatonic/Yo scale composition • Graphic score

Musical Theatre • Creating mood using elements of music • Programme Music • Composing and performing ‘class musical’

Instruments – Tools of the Trade • Identifying instruments aurally • Instrumental families of the orchestra and their roles • Exploring other instrumental ensembles

Scales and Melody • Major/minor scales • Melody writing • Relationship between melody and accompaniment

Fanfares & Rhythm • Analysing aurally typical features of a fanfare • Experimenting with rhythm in composition • Composing

What can I do to support my child’s progress in this subject? Watch • CBBC Ten Pieces films • Meet the Players of the RNCM Symphony Orchestra Read • www.theory.net • Focus on Sound e-learning tool Go • Live concerts • A performance of a musical Perform • School concerts • At home • In class

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

FIRST FORM CURRICULUM GUIDE

SUBJECT

SCIENCE Head of Department: Mrs S Garcia

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

Space Survival covering • Energy forms and transfers • Chemical and physical changes, • MRS GREN and dichotomous keys • Electricity including voltage • Solar cell investigation

Violent Volcanoes Topic covering • Radiation • How colour and texture of an object affects rate of heat loss • Rate of cooling • Crystal growth linked to volcanic rock and rate of cooling • Changes of state • Food chains and food webs

Theme Park Science covering • Practical on Colossus linked to energy stores and transfers and focussing on the skill of planning a practical • Practical on Stealth linked to measuring speed and focussing on the skill of collecting accurate data and tables • Practical on Detonator linked to energy conservation and focussing on the skill of evaluating their method and use of data loggers

Skills include • Scientific diagrams • Circuit diagrams • Hazards and Safety • Independent, Dependent and Control Variables • Tables and Graphs

Life Colour Topic covering • Kingdoms • Animal and Plant cells • Chromatography • Photosynthesis • Seeing Colour- primary and secondary colours

What can I do to support my child’s progress in this subject? Watch • Science programmes related to the topics studied this year Read • Scientific articles from BBC website or BBC bite size science. Go • Science Museum, Natural History Museum, Royal Observatory Greenwich Park.

Skill include • Microscope use • Making a slide • Biological diagrams • Tables and Graphs • Planning a practical

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

SUBJECT

SPANISH Head of Department: Ms A-M Vaughan

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

Facts about Spain and L.A. Classroom instructions • Greetings • In my pencil case and classroom objects • Classroom instruction • Alphabet & numbers • Family members • Dates and birthdays

• Pets and describing colour • Nationality and what languages you speak • Describing yourself and others • School subjects and opinions • Time • What there is in your school • Uniform • Comparison of schools in different countries • Weather

• Free time • Daily routine • Weekend activities

Grammar • Definite and indefinite articles • Gender of nouns • Regular and irregular verbs: llamarse, tener and ser • Adjectives • Possessives

Grammar • Adjectival agreement • Regular –ar, -er,-ir verbs • Hay • Desde… hasta • Idioms with verb hacer (weather) • Radical-changing verbs • Gustar • ir

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

Grammar • Reflexive verbs • Exam prep for orals and listening • Learning to learn • Revision and end of term project

What can I do to support my child’s progress in this subject? Watch • BBC/Languages/Spanish • Spanish Steps/La Vida Loca Read • Mary Glasgow Magazines (Qué Tal) and magazines in the library Use • www.Linguascope.com for vocabulary reinforcement • www.languageonline.org for grammar practice

FIRST FORM CURRICULUM GUIDE

SUBJECT

THEOLOGY & PHILOSOPHY Head of Department: Mr E Hogarth

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

The Bible: The Big Story • Creation: How it all began • Sin: The big problem • Law: Living as God’s people • Forgiveness: The heart of the story • Prophets: Speaking up for justice

• Messiah: A new hope • Messiah: Enter Jesus • Messiah: The life and death of Jesus

• Islamic Stories

What can I do to support my child’s progress in this subject? Watch… • The Big Question • Horizon Read • Stephen Law: The Philosophy Gym • Stephen Law: The Philosophy Files • Julian Baggini: The Pig that wants to be eaten • Sarah Tomley and Marcus Weeks Children’s Book of Philosophy: An Introduction to the World’s Greatest Thinkers and Their Big Ideas Go • The British Museum • The British Library • The Debating Society • Religious buildings; church; Woking mosque; a synagogue; Neasden Temple (mandir); Southall Gurdwara

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

STUDENTS: TO WHAT EXTENT DO I… • use a range of learning techniques? • understand how I can make better progress in my learning? • correct and improve my own work? • use what I already know to approach new work?

• grasp learning objectives as part of the bigger picture? • hook new ideas onto prior knowledge? • find connections to help me learn?

• find evidence and reasoning to support my point of view? • break down a task and work precisely to complete it? • understand success criteria and know how to achieve success?

META THINKING LINKING

ANALYSING

• think ‘outside the box’ to experiment with new ideas? • find more than one solution to a problem? • unpick why something works and explain this to others?

CREATING

• work to make some skills automatic so they no longer require active thinking, including use of key words? • build up speed of working without sacrificing accuracy?

REALISING

• collaborate with other students, keeping an open mind to their ideas? • contribute to a hardworking environment which helps all succeed?

• respond positively to advice on how to improve and complete any advised corrections or re-drafts? • take risks in developing my own solutions and ideas?

• arrive on time, motivated and willing to learn, completing all tasks by the deadlines set and practising as much at home as at school? • show resilience, being unafraid to get my first attempt wrong? • keep my files and notes organised?

EMPATHISING

AGILITY

HARD WORKING

FIRST FORM CURRICULUM GUIDE

TEACHERS: TO WHAT EXTENT DO I… • use a wide range of tasks and techniques to meet individual needs? • use a range of strategies to determine what students know? • feedback through activities, such as DIRT and Learning Cycles, to progress learning?

• link learning objectives with past and future ideas? • provide opportunities for interleaving and spaced learning? • scaffold activities to enable clear progression of thinking?

• help students to select the best ideas? • enable pupils to break down problems or tasks? • provide students with clear success criteria, models or WAGOLLs (What A Good One Looks Like)?

• give opportunities for a creative approach to Problem Solving? • consider tasks where there is not just one ‘right answer’? • give students thinking time and opportunities to experiment with their own ideas?

• provide regular and frequent opportunities to develop automaticity for key skills and content? • support students to organise their notes and work within the planned Flight Path to cement learning?

• provide opportunities for students to work together? • build nurturing relationships and believe in ‘success for all’?

• use a variety of activities and rich questioning to challenge students and make them the centre of their own learning? • collaborate with others, sharing practice and trying new methods?

• fully prepare my lessons, arriving on time and teaching in an environment that stimulates learning? • positively engage with students so they feel safe to make mistakes?

R E I G AT E G R A M M A R S C H O O L

REFLECTIONS Suggestions for conversation starters that will help conclude the conversations you have had this evening and set tangible targets for future growth and improvement. These conversations will be further reinforced at school between the student and tutor. What are the specific targets and goals for the current academic year?

Are there any common themes regarding the improvement of specific skills that have emerged this evening?

Is the home working environment as effective as it could be?

Is there a positive and structured plan for when independent work at home takes place?

What co-curricular activities does the student do to enrich their academic life and help support their future academic aspirations?

What does the student do to ensure they promote their own wellbeing and positive mental health?

FIRST FORM CURRICULUM GUIDE

NOTES

For admissions enquiries, please contact us at: Reigate Grammar School, Reigate Road, Reigate, Surrey RH2 0QS 01737 222231 admissions@reigategrammar.org

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