Year 7 curriculum booklet by Woodrush High

Woodrush High School Year 7 Curriculum Booklet

Staff Contact List Senior Leadership Team

Ms N Rancins Headteacher

Mr S Baker Deputy Headteacher

Mrs E Lawson Mr D Monk Assistant Headteacher Assistant Headteacher

Ms S Taylor Mr M Sullivan Mrs C Sheppard Assistant Headteacher Assistant Headteacher Assistant Headteacher

Mrs J Jarvis Business Manager

Heads of Year

Ms N Robbins Head of Year 7

Mrs Holden Head of Year 8

Miss K Ford Head of Year 9

Mr J McDowell Head of Year 10

Mr B Taylor Head of Year 11

Miss R Price Lead Progress Leader Year 9 Progress Leader

Mr A Branton Year 10 Progress Leader

Mrs D Cassidy Year 11 Progress Leader

Progress Co-ordinators:

Ms J Francis Mrs C Bishop Year 7 Progress Leader Year 8 Progress Leader

Personal Welfare and Intervention Co-ordinator:

Mrs Peters

Year 7

Journey

Term Dates AUTUMN TERM 2016 INSET Thursday 1st Sep & Friday 2nd Sep TERM STARTS Monday 5th Sep 2016 HALF TERM Monday 24th Oct –Friday 28th Oct 2016 INSET DAY Monday 31st Oct 2016 TERM ENDS Friday 16th Dec 2016 SPRING TERM 2017 TERM STARTS Tuesday 3rd Jan 2017 HALF TERM Monday 20th Feb – Friday 24th Feb 2017 INSET Monday 27th Feb TERM ENDS Friday 7th Apr 2017 SUMMER TERM 2017 TERM STARTS Monday 24th Apr 2017 HALF TERM Monday 29th May –Friday 2nd Jun 2017 INSET Friday 30th June 2017 TERM ENDS Friday 21st Jul 2017 Other Dates: May Day Monday 1st May 2017

Times of School Day First Bell Registration* Lesson 1 Lesson 2 Break Lesson 3 Lesson 4 Lunchtime First Bell Lesson 5 Afternoon Registration End of School Day * - Wednesday Start

8.35am 8.40am 8.55am 9.55am 10.55am 11.15am 12.15am 1.15pm 1.45pm 1.50pm 2.50pm 3.00pm 8.55am

21st October – Progress 1 available

Home School Agreement All schools are encouraged to have in place a Home School Agreement. Our Home School Agreement was originally formed in partnership with parents and, in recent years, it has been amended after parents have made some further useful and helpful suggestions. Please read the following information carefully and please keep this document in an accessible place during your son or daughter’s education at Woodrush High School.

Home School Agreement 1) Parent(s)/Guardian(s) will: • • • • • • • • • • • • • • • •

2) • • • • • 4

See that my child maintains good attendance (96% and above) and arrives before 8.35am each day (apart from Wednesday morning where a later start of 8.55am is required); Ensure that my child is wearing the correct uniform as outlined in the school’s uniform policy; See that my child is properly equipped for school; Let the school know about any concerns or problems that might affect my child’s work or behaviour; Support the school’s aims, ethos, policies and guidelines for behaviour and bullying and encourage my child to follow them; Support and reinforce sanctions given by the school in terms of misbehaviour; Attend parents’ evening and discussions about my child’s progress; Inform the school when my child is absent from school on the first day of their absence; Agree any planned school absence by my child in advance with the school (term time holidays will not be authorised); Work in partnership with the school and outside agencies to support my child’s progress and wellbeing; Take an interest in my child’s school work, looking at their exercise books and the school’s virtual learning environment (FROG) regularly; Encourage my child to participate in the extra-curricular opportunities offered by the school; Acknowledge that, as a school, we do not advise that students bring mobile phones to school and we accept no liability for loss, damage or theft of mobile phones; Acknowledge that any communication with your child during the school day should be made through the school reception; Communicate with all staff at Woodrush High School in a respectful manner; Communicate any concerns about my child and their education or well-being at school through the appropriate pastoral channels and not on social media or online forums.

Staff will: Provide the best possible teaching and learning opportunities; Ensure the safety of every child is given priority and that a caring, safe and supportive environment is provided that promotes learning and well-being; Guide students towards becoming inquisitive, independent and taking ownership of their own learning; Reward students for their success; Contact parents if there is a problem with attendance, punctuality, uniform or equipment;

• • • • • • • • • • 3) • • • • • • • • • • • • •

Let parents know about any concerns or problems that affect their child’s work or behaviour; Ensure that lessons are not interrupted by poor behaviour; Report to parents on your child’s progress; Set, mark and monitor independent study and provide facilities for children to do independent study in school; Arrange parents’ evenings during which progress will be discussed; Keep parents informed about school activities through regular letters home, news sheets and notices about special events; Ensure that the school behaviour and bullying policies are consistently applied; Monitor pupils’ behaviour, taking fair and consistent action if necessary and informing parents/carers of any concerns; Help students leave school well prepared and ready to make the most of future career/educational opportunities; Listen to parents/guardians and work in partnership with them. Students will: Attend regularly and punctually and with a positive attitude; Come to school prepared to work, with the correct equipment and the correct uniform at all times, including at the beginning and the end of the school day; Respect other members of the Woodrush community; Accept that bullying, intolerance and discrimination are unacceptable in our school; Ensure they do not disrupt the learning of others; Follow staff instructions immediately without questioning; Ensure their mobile phone is switched off during the school day and kept out of sight; Conduct themselves appropriately in lessons, between lessons, during break, lunch and on their way to and from school; Ensure proper and safe use of the school ICT systems as outlined in the acceptable usage policy for ICT; Remain within the permitted recreational areas of the school during break and lunch times; Be positive ambassadors for the school at all times; Respect the environment of the school and other people’s property; Complete all work to the highest possible standard

Parent Signature:_______________________

Student Signature:__________________________

Headteacher: _________________________

Chair of Governors: _________________________

We require all parents and students to sign the Home School Agreement. Please be aware that advice from the Government, via the Department for Education (DFE), states that refusal to sign a school’s Home School Agreement does not provide exemption for any students from the rules outlined by the school. If you would like to discuss any issues arising from the following Home School Agreement then please do not hesitate to contact us. We believe this document fairly and reasonably outlines the expectations we have as a school from our staff, our students and our parents. The aim of our Home School Agreement is to encourage consistency, equality and fairness in all matters pertaining to the school.

Uniform A school is frequently judged by the appearance of its students and its reputation is a powerful factor in their future success or failure. Please check that your child leaves the house properly dressed in the morning. We shall notify you first if there is any modification to the published uniform. We believe that a smart and distinctive school uniform helps discipline and makes students aware of being part of a community. Long term, it is both practical and economical. It is hoped that you will support this view and encourage your child to do so. Please be aware that he Headteacher’s decision on all matters regarding uniform and hairstyles is final and fully supported by the Governing Body. Key Uniform Rules: ALL CLOTHING AND PERSONAL BELONGINGS should be marked clearly with the owner’s name. •

BLAZERS – All students must wear a blazer at all times inside the school premises, unless they have been given permission by a member of staff to remove their blazer. The school jumper is another additional item of clothing students can wear. The school jumper must be black and must be a V-neck. Tracksuit tops, Hoodies and Sweatshirts are not allowed in school.

•

SCHOOL SKIRTS - Any girl wishing to wear a skirt must wear the Woodrush school skirt with a small green “W” above the hem. Girls may also wear black loose fitting trousers of suit material (ie not stretch/lycra/jean material). Any visible appendages (i.e. gold zips) or logos on trousers are not allowed.

•

MAKE-UP - In Key Stages 4 and 5 (Years 9, 10, 11, 12 and 13) this should be appropriate to a professional working environment. Make-up should not be worn in Key Stage 3 (Years 8 and 9).

•

JEWELLERY - One plain sleeper or stud in each ear lobe is permitted, no hoops/long earrings for health and safety reasons. No other visible body piercing is allowed. One ring per hand is allowed. Other jewellery is not allowed for safety and security reasons.

•

HAIRSTYLES – Should be appropriate to a professional working environment e.g. no extreme styles or colours and no brightly coloured braiding.

•

SHOES - Sensible flat shoes (not trainers, canvas/deck shoes or boots) are required for students, bearing in mind the staircases, carpeted areas and the need to negotiate outdoor pathways in inclement weather. Students wearing open-toed or high-heeled shoes will not be able to work in laboratories or technology rooms. Shoes will be plain, black and polishable. Trainers of any description are not permitted, even if they are black and close in style to that of a shoe.

•

SCHOOL BAGS - A suitable bag should be used for school books. The British Medical Association recommends bags with two shoulder straps e.g. rucksacks. All students should have a pencil case containing a blue or black pen, a pencil, a ruler, a rubber, a pencil sharpener and coloured crayons. All students must also be in possession of a calculator. Other specific items of equipment may be required for subjects such as Mathematics and Modern Languages. Students will be informed by the appropriate teachers.

School coats are available from Early Years starting at £15.00.

Uniform List Key Stage 3 boys and girls: • Black trousers or skirt with the Woodrush logo • Plain black or natural coloured tights and black ankle socks, not knee high socks (for girls) • White shirt, long or short sleeved • Key stage 3 clip on tie with house colour • Black V neck sweater • Black blazer with school badge • Black fleece with school badge and (optional item as outdoor coat • or PE item) • Plain, black polishable shoes • Optional Woodrush black outdoor coat—available from ‘Early Years’ • @£15-99 Key Stage 4 boys and girls: • Black V neck sweater • Black blazer with school badge • Black fleece with school badge (optional item as outdoor coat or PE item) • Plain black, polishable shoes • Optional Woodrush black outdoor coat—available from ‘Early Years’ • @£15-99 PE Kit for Boys: • One pair of sports trainers • Football boots • Two pairs of Black shorts • PE Polo shirt • School Rugby Shirt • School PE hoodie or Plain black sweatshirt/ fleece • Black tracksuit bottoms • Black football socks • Shin pads • Gum shield (optional)

Girls PE Kit: • One pair of Sports trainers • Black school PE skort or shorts • School PE Polo Shirt • Plain black tracksuit bottoms • School PE hoodie or Plain black sweatshirt/ fleece • Black football socks • Black sports socks • Shin pads • Gum shield (optional)

School Uniform suppliers Clive Mark Schoolwear Early Years 38 Poplar Road 407-411 Stratford Rd Kings Heath Shirley Birmingham Solihull 0121 733 1456 0121 444 0606

Attendance Our aim as a school is for every child to have an attendance of 96% and above. Research has shown that students with poor attendance: • Get behind with work • Lose the thread of the topics being taught • Become demotivated when they return to school • Lose friendships • Miss out on important careers and guidance inputs • Miss out on extra-curricular opportunities • Are less likely to feel part of the school Parents/carers and students often become confused about what excellent attendance is. Woodrush has set out the following guide for parents/carers: 100% Outstanding 98 - 99% Excellent 95 - 97% Good 93 - 94% Requires Improvement 90 - 92% Cause for concern Below 90% Serious cause for concern Your child’s attendance is very important to us. We therefore politely request the following: Wherever possible, please do not make routine medical appointments during the school day. Holidays during term-time will not be authorised except in exceptional circumstances. If it is exceptional circumstances please put this in writing to the Head Teacher. Please remember a two week holiday in term-time means 50 hours of teaching missed and several homework’s too. Students often find it difficult to catch up with work missed. If your child cannot attend school, please take the following steps: Please contact the school’s attendance officer, Mrs Davies, on 01564 823777 Ext 7107 or email: jdavies@woodrushhigh.worcs.sch.uk . Please explain the reason for absence and give an estimate of how long your child is likely to be away from school. Send a note in on the first day your child returns to explain the reason for absence. In regards to punctuality to school, please be advised: That the first bell for school rings at 8.35am. Students are expected to be in their form rooms for morning registration or assembly by 8.40am. The student entrance to school closes at 8.40am. Any students arriving at school after this time will have to ring the buzzer for the main entrance and sign in late at Student Services. Any students that are late to school in the morning without a legitimate reason for their lateness will be issued with a thirty minute detention for that same evening after school. We will inform you of this detention via a text or a telephone call. If your child does have a legitimate reason then please ensure they are able to provide a note or a medical appointment card.

The Woodrush Way We continually work, at Woodrush, to reinforce the following: • • • • • • • • •

Learning is lifelong and must be of the highest quality it can be This takes place in a calm, supportive and disciplined environment We can all improve in what we do & must always strive to do so We embrace our own community and our role in the local area We respect individuals, their talents, qualities and needs We work to ensure equality of opportunity for all Everything we do is aimed to improve our students’ life chances We are all part of a big team, as students, staff, parents and value this Turn Up, Work Hard, Be Nice

In addition we work to: • • • • • • • • • •

Create an open environment where the aspiration is always towards excellence Help establish self-confidence, selfmotivation and self-discipline Provide a rich and simulating learning environment and a curriculum that meets the needs of all our learners Promote a capacity for independent learning and the motivation to use that capacity Offer a wide range of experiences beyond the formal curriculum Celebrate all excellence and achievements Prepare students for the opportunities and responsibilities of adult life and local and global citizenship Promote an active involvement in caring for the environment of the school, the local community and the wider world Encourage the interest and involvement of parents, governors, industry, commerce and the community in the life of the school and furthering the success of our students Promote a culture of innovation and development

Attitude to Learning Expectations Level

Behaviour

Consequence / Action

a) Uniform infringement b) Lateness to registration/lesson without valid documented reason c) Disrupting learning d) Lack of equipment/kit e) Incomplete work f ) Mobile phone seen or heard without teacherâ&#x20AC;&#x2122;s permission g) Littering h) Out of lesson without documented permission from teacher

a) Removal from form/learning until rectified b) Verbal warning c) Verbal warning d) Verbal warning/supply e) Verbal warning f ) Confiscated until the end of the school day g) Verbal warning/rectify h) Verbal warning/return to class (Log on SIMS)

a) Repetition of any C1 behaviour b) Refusal to follow a request from a member of staff c) Inappropriate language including swearing in conversation

a) Repetition of any C2 behaviour b) Failure to attend 30 min detention for C2 behaviour c) Rudeness/inappropriate behaviour towards a member of staff, including walking away from, or lying to, a member of staff d) Rudeness/inappropriate behaviour towards a fellow student e) Abuse of open access areas, which includes accessing prohibited areas of the school at break or lunch f ) Three or more late marks in a week to lessons or registration

a) Repetition of any C3 behaviour in lessons b) Failure to attend 1 hour detention for C3 behaviour

a) Failure to attend 1 hour detention with Head of Faculty, Head of Year or Progress Leader

a) Failure to attend 2 hour detention with Head of Year/SLT or failure to behave appropriately during 2 hour detention b) Fighting/assault/dangerous behaviour c) Smoking or suspicion of smoking d) Graffiti e) Bullying f ) Possession/bringing inappropriate items into school

30 minute after school detention (Contact parents by text)

1 hour after school detention (Contact parents by text and phone call home at discretion of teacher)

1 hour after school detention

(Contact parents by text and phone call home by Head of Faculty or Head of Year/Progress Leader)

2 hour Friday after school detention

(Contact parents by text and phone call home by Head of Faculty or Head of Year/Progress Leader)

One day in time out isolation and a minimum of one day in intervention (Phone call home and/or parental meeting with Head of Year/Progress Leader)

Staff responsible

a-h) All Staff

a-c) All Staff

a-e) All Staff f ) Form Tutor

Head of Faculty/Head of Year/ Progress Leader

a) Head of Year / SLT

SLT/ Progress Leader/ Personal Welfare Intervention Co-ordinator

Rewards Rewards Woodrush High School has a proud culture of celebrating student success. Immediately in Year 7, students will have the opportunity to collect merits. These merits have electronic codes that can be inputted on-line and then transferred into various prizes. These include anything from stationary items to free prom tickets in Year 11. These merits are also totalled and contribute towards House competitions. Your child will also have the opportunity to collect badges that can be sewn onto their blazers. These badges are to acknowledge any specific achievements linked to certain subject areas, which may include anything linked to attainment, participation, effort or progress. Any successes or achievements in school are also celebrated during weekly Year group assemblies and termly House assemblies. We also hold awards events that parents are invited to attend. Merits Gold Award merit given by form tutors for exemplary behaviour and punctuality to lessons/registration over a half-term. This is also awarded to students for other noteworthy and significant achievements. The Gold Award merit has the value of 5 merits. Subject merits are awarded to students by subject teachers for things like excellent effort, progress or attitude to learning in lessons. This merit has the value of 1 merit.

New Grading System for Progress

• At Woodrush all students are now assessed using the New GCSE grades that have been introduced; 9-1 • The table above shows how the old GCSE grades of A*-G equate to the new grades. • New GCSEs will be graded 9–1, rather than A*–G, with grade 5 considered a good pass (The old ‘high C’ grade / ‘low B’ grade) and grade 9 being the highest and set above the current A*. The new system is intended to help provide more differentiation, especially among higher achieving students. • The grades will be given for the first time in 2017 exam results, for specifications that first started teaching in 2014 (English and Maths). By 2019, all GCSE results will be using the new system. • This is why we have moved to this system throughout the school from years 7 to 11; so we can track and monitor performance throughout the school for each child in each subject. • From KS2 we already have an idea of what students Estimated Attainment should be by the end of year 11, so we can see if their current attainment matches their ‘projected’ attainment through time. We use KS2 SATs information therefore, to work out what each child’s expected grades will be year on year. • At each progress point during the year, each student will be given a current attainment grade and an estimated end of year grade (both 9-1) in each of their subjects. This can be compared to the expected grade a child should attain by the end of that year. (Year 11 will still be graded using A*-G for all subjects except English and Maths) • We will also indicate whether a child’s grade is:

Meaning Secure; the grade is secure and very close to the next grade and with intervention will have a very good chance of achieving it

Meaning Secure with Support

Meaning Vulnerable; the student is not secure at this grade and without intervention may drop to the grade below

• Each child and parents will therefore be able to ‘map’ the progress being made through each year and over all 5 years of a subject or course. • Parents will be informed of their child’s attainment 5 times each year and whether they are meeting the expected grade in that subject.

Subjects

Faculty

Mathematics

Subject

Mathematics

Year

Year 7

This year in Maths

Units of Study: • Number: types of numbers including primes, cubes, factors and multiples; adding, subtracting, multiply and dividing, negative numbers, upper and lower bounds, standard form, rounding and approximation. • Algebra: collecting like terms, simplifying expressions with multiplication and division, expanding brackets, factorising expressions, double brackets, quadratics, solving equations, simultaneous equations, graphs, index laws and sequences. • Fractions, decimals, percentages and ratio: converting between them, (+, -, x, ÷) fractions, fractions of amounts, percentages of amounts, increase and decreasing percentages, percentage change, interest, reverse percentages, (+, -, x, ÷) decimals, recurring decimals and ratio. • Data: averages (mean, median and mode), range, interquartile range, bar charts, pie charts, cumulative frequency, histograms, averages from frequency tables, stratified sampling, probability. • Transformations and symmetry: reflections, rotations, translations, enlargements, congruent shapes and similar shapes. • Shape and Space: perimeter, area, surface area, volume, conversions, constructions, loci, scale drawings, plans and elevations, angles, properties of polygons and tessellations. Over the course students with develop their mathematical reasoning and develop the ability to work through more functional based problems. There will be module tests throughout the course and dates for these will be provided by the class teacher. Progress assessments will take place towards the end of each term to determine where students are in comparison with their target grade.

Homework / Independent Study expectation

Regular individual homework tasks (set once per week for a minimum of 30 minutes) Regular revision at home, especially prior to module tests and progress tests, students should be working on mathematics little and often Extra work packs may be provided as part of intervention if students are weak on a particular area of mathematics. All students must ensure they know their times tables inside out! It is the most important fundamental part of mathematics which many students struggle with. If students can practise these as much as possible at home that would really benefit them within the class room.

Other Information

Edexcel revision guides will support students in this course: All students need a Casio Scientific calculator All students need a maths set which includes: pencil, ruler, compass and protractor: Useful websites we use at Woodrush:

Faculty

Science

Subject

Science

Year

Year 7

This year in Science

Pupils will be covering a broad range of topics across the 3 sciences, biology, chemistry and physics. The topics pupils will be covering are: Biology: Cells and Ecology Chemistry: States of matter and chemical changes Physics: Electricity and magnetism and Energy and space For each unit pupils are assessed in two ways, firstly by an end of topic test which assesses the pupils knowledge and application of the topic and secondly by a working scientifically assessment which assesses the pupils scientific skills. Skills that pupils are taught are: Working safely in a laboratory Choosing appropriate equipment Identifying variables Making hypotheses Planning experiments Drawing tables and collect results Processing data into graphs Analysing data Evaluating methods and data Drawing conclusions Pupils will be taught in a variety of ways with an emphasis on practical work where appropriate. Pupils will be expected to be able to work independently, in small and in larger groups.

Homework / Independent Study expectation

Pupils are expected to purchase a KS3 revision guide and workbook that they will use for homeworks for the duration of year 7 and year 8. There may be additional occasions where the class teacher feels additional homework will be beneficial to the pupils.

Other Information

Useful websites: BBC bitesize Trips: Pupils are offered a variety of trips across the year, which changes from year to year. There is a successful residential trip to Dearne Valley in Yorkshire which covers environmental science that has now been running for 2 years.

Faculty

English

Subject

English

Year

Year 7

This year in English

The Year 7 English curriculum encompasses a range of reading, writing, speaking and listening skills across genres. In September, most students will embark on a challenging ‘Skills for Writing’ course developed by Debra Myhill. The course encourages students to read a range of fiction extracts, analysing grammatical and literary techniques before applying similar methods to their own carefully crafted creative writing. With these skills embedded, students will progress to study 19th Century literature and context – texts from the literary heritage feature prominently in the newly revised GCSE specifications and we therefore encourage students to read widely. In January, students are taught how to infer and deduce information by exploring a range of texts and tasks inspired by the Crime and Mystery genre. This mature understanding of how to interpret ideas and information is then secured before Easter as students embark on a study of poetry and modern fiction. Finally, the academic year closes with an introduction to Shakespeare, with a specific focus on the comedy play A Midsummer Night’s Dream. English lessons at Woodrush are creative and varied; a typical half term will see students reading a range of fiction and non-fiction texts, writing creatively for different purposes, directing and performing their own theatrical interpretations, analysing media clips, working collaboratively on group projects and presentations and using ICT facilities to further their learning. At the start of Year 7, the English Department will assess new students’ reading and comprehension skills and some students will embark on an alternative curriculum – Fresh Start Phonics – which will support them to acquire essential skills that may not have been mastered in Primary school. During each half term, students will be assessed on their skills through a variety of reading and writing assignments. Mid-term assessments serve as a chance for students and teachers to track progress using the Personal Learning Checklists. For some topics, students will also be assessed on speaking and listening skills by taking part in drama activities and planning and delivering formal presentations. Over the course of the year, students will be assessed on their ability to: - Respond to texts that they have read, supporting their interpretations and ideas with clear references. - Analyse and evaluate how writers use a variety of techniques and methods to engage readers. - Make links between texts and their social, cultural, historical and political contexts. - Communicate successfully by applying correct grammar and punctuation and using a range of vocabulary. - Carefully craft their use of language and structure techniques across genres to organise ideas and achieve specific effects. - Spell accurately.

Homework / Independent Study expectation

Read widely and regularly. Read an Accelerated Reader book for at least 20 minutes every day. Revise spellings set by class teacher/s.

Other Information

Students must have a reading book in their school bag every day as reading is a priority. Students can revise a range of skills necessary for the study of English Language and Literature by visiting the BBC Bitesize KS3 website. Visits to local libraries will provide students with a plethora of resources that will extend their English studies. Some libraries host clubs, meetings and events for young people.

Literature can be enjoyed through many different mediums! Classic and modern texts alike are often adapted into films; plays are also a key focus at GCSE so any visits to the theatre will equip students with an advanced understanding of the dramatic form. Some theatres offer clubs and events for young people.

Faculty

Humanities

Subject

History

Year

Year 7

This year in History

The year 7 History curriculum begins with a study of Medieval England, considering how power was gained and influence asserted over the people of England and her neighbours. This unit will also contain a depth study of castles, focusing on how they changed and developed over time in both their appearance and use. Following this will be a unit of study on the Tudors and their role in shaping England for the future, extended by a study of the changes England faced during and as a result of the Civil Wars. The academic year will finish with a study of the Industrial Revolution, to incorporate a depth study of civil rights from the slave trade to the Twentieth Century. Throughout these topics students will be assessed on how well they can • demonstrate knowledge and understanding of the key features and characteristics of the time period • explain and analyse historical events • Analyse, evaluate and use sources to make judgments and interpretations about the past Assessments will take the form of end of unit assessments in addition to ‘Signpost lessons’ which will develop student’s skills in specific areas allowing them to achieve to the best of their ability.

Homework / Independent Study expectation

Pupils will receive regular independent study which will usually present itself in the form of research tasks or activities designed to consolidate and expand on classroom learning.

Other Information

Some useful websites for further research include www.schoolhistory.co.uk http://spartacus-educational.com www.historyonthenet.com www.bbc.co.uk/education

Faculty

Humanities

Subject

Geography

Year

Year 7

This year in Geography

The Year 7 Geography curriculum will start with students studying their own local geography. This will involve map skills such as compass directions, symbols and grid references. Pupils will then move on to looking at how the global fashion industry can affect the environment and the lives of different individuals around the world. Unit three focuses on China, particularly its physical landscape, its use of energy and the Chinese population. Unit four teaches the students about weather. This involves types of weather, how weather can affect people and the environment and how climate differs dependent on where we live around the world. The final units look at Rainforests and the USA. In the rainforests section students will study the ecology of the rainforest and how plants have adapted to survive in this environment. The USA unit is similar to the China unit but instead focusing on tourism, natural hazards and migration. Throughout these topics students will be assessed on how well they can • Demonstrate knowledge and understanding of the key topics that we cover. • Apply skills taught to the topics that we cover. • Analyse and evaluate the impact of geographical issues Assessments will take the form of end of unit assessments in addition to ‘Signpost lessons’ which will develop student’s skills in specific areas allowing them to achieve to the best of their ability.

Homework / Independent Study expectation

Pupils will receive regular independent study which will usually present itself in the form of research tasks or activities designed to consolidate and expand on classroom learning.

Other Information

It is hoped that students will have the opportunity to take part in some form of extra curricular sessions during the year, including an external trip.

Faculty

Humanities

Subject

Year

Year 7

This year in RE

The Year 7 Religious Education curriculum will start with the study of Christianity. This unit will focus on the beginnings of Christianity and the Creed, followed by the Parables and an insight into the miracles worked by Jesus. To ensure that RE is made relevant to contemporary society, we will also be look at changes in divorce rates, feminism, fundamentalism and secularisation. In their second unit, students will focus on Sikhism. Pupils will be given a deeper understanding of Sikh beliefs, practices and places of worship. They will learn what it means to be Sikh and hopefully have the opportunity to visit a Gurdwara. In the final unit pupils will study Judaism. This will include teaching about Jewish prayer, the importance of the synagogue and the role of Shabbat and Passover in Jewish life. As part of this unit we will examine immigration, discrimination and faith schools. Throughout these topics students will be assessed on how well they can • Demonstrate knowledge and understanding of the key practices and beliefs of each religion. • Apply the attitudes and assumptions of each faith to examples of society. • Analyse and evaluate the validity of each faith in relation to their own beliefs and those of other religions. Assessments will take the form of end of unit assessments in addition to ‘Signpost lessons’ which will develop student’s skills in specific areas allowing them to achieve to the best of their ability.

Homework / Independent Study expectation

Pupils will receive regular independent study which will usually present itself in the form of research tasks or activities designed to consolidate and expand on classroom learning.

Other Information

It is hoped that students will have the opportunity to visit at least one religious place of worship in order to enrich their learning of that faith.

Subject

Accelerated Reader (AR)

Year

Year 7

This year with Accelerated Reader

What is Accelerated Reader (AR)? AR is a computer program that helps teachers manage and monitor children’s independent reading practice. Your child picks a book at his/her own level and reads it at his/her own pace. When finished, your child takes a short quiz on the computer - passing the quiz is an indication that your child has understood what has been read. Since they are reading books at their own reading and interest levels, most children are likely to be successful and enjoy the books and quizzes. Best of all they learn and grow at their own pace. How does it work? At the start of each term, students will take a STAR Reading test, which is used to determine your child’s reading age. The test uses multiple-choice questions and takes approximately 10 minutes. From this, the system will determine students’ Zone of Proximal Development (ZPD), which is the range of books that will challenge a child without causing frustration or loss of motivation. Students will then choose a book from the library within their ZPD. The levels range from 0.5–13.5. Students will visit the library once a week to borrow books and take quizzes but they can also read books from home as long as they are part of the Accelerated Reader programme. Students who read for at least 20 minutes a day and score 85% or more on their quizzes will see a rise in their reading age and ZPD. However, if progress is not being made at a satisfactory rate, students will be supported with various intervention strategies.

Homework / Independent Study expectation

• All students are expected to have an Accelerated Reader book with them in their bags at all times. • Students are expected to read at home for at least 20 minutes per day. • Quizzes should be taken within 24 hours of completing a book wherever possible. How can I help my child become a better reader? • Encourage your child to read at home and ask questions about what they are reading. • Encourage your child to read aloud to you, siblings or other family members. • Sign up to ‘Home Connect’ to keep track of your child’s progress • Visit your local library and discuss the books you have both enjoyed. • As with anything, performance improves with practice. According to research, children who read at least 20 minutes a day with a 90% comprehension rate on AR quizzes see the greatest gains.

Other Information

How can I find further information? In September, you will receive a letter with your child’s login details for the Home Connect website. This will allow you to keep track child’s progress and receive email updates about their reading progress and quiz scores. If you would like to buy or borrow books to support your child’s reading, or check the books they have at home, you can go to AR BookFinder at www.arbookfind.co.uk and search any title for find out if it’s on the AR programme and what level it is.

Faculty

Modern Foreign Languages

Subject

French and Spanish

Year

Year 7

This year in French and Spanish

In Year 7, pupils will cover the following topics 1. Introducing myself and my family • Introducing myself, Numbers 1-100, Alphabet, Family members, Physical and personal descriptions, Pets, Colours 2. School • School subjects, Time, Opinions, Teachers, Facilities, School rules 3. Clothes • Clothes, Colours, Descriptions, Opinions, Connectives, Present tense 4. Health • Illnesses, Remedies, Time expressions, Present tense, Healthy lifestyles 5. Food and Drink • Food items, Drinks, Present tense of irregular verbs, Time expressions, Adjectives, Opinions Each topic ends in an end of unit test which incorporates 2 of the following skills • Listening - Based on GCSE style questions – 2 short exercises • Reading Based on GCSE style questions – 2 short exercises • Speaking – Either short role play card, picture task or simple question and answers • Writing – Either short question and answers or simple translation task

Homework / Independent Study expectation

Pupils will have regular vocabulary learning from their vocab books we supply in lessons. These books are to be brought into each lesson and cost 50p to replace if lost. There are Personal Learning Checklists at the beginning of each topic to support pupils vocab learning in preparation for end of unit tests. The dates for these are the same as the progress tests Teachers will set additional homework tasks where necessary. These will be a simple reading or writing task and where possible, we will put this information onto Frog

Other Information

MFL revision websites: Games are an excellent way to learn languages and these websites support what we are doing in school! http://www.bbc.co.uk/education/subjects http://www.funwithlanguages.vacau.com http://www.espanol-extra.co.uk http://www.francais-extra.co.uk/ There are also really cool books, DVDs and songs on www.youtube.com which is an excellent resource! You can also buy fantastic resources from www.little-linguist.co.uk

Faculty

Business and Computing

Subject

ICT

Year

Year 7

This year in ICT

Students are introduced to the world of Computing. The subject is broken down into three strands; Digital Literacy, Computer Science and ICT. Students will undertake four units this year which will encompass elements from each of these strands. Using computers safely, effectively and responsibly Students will begin the year with learning how to use the computers in school responsibly. They will be taught health and safety rules in a classroom and how to prevent accidents. They will also be shown FROG, our school VLE, which will be used for students to send work to teachers and access the school drives. Students will also be taught e-safety tips on how to stay safe on the Internet. Sexting, cyber bullying, radicalisation and internet trolling are all important and current topics that will be discussed in this unit. Understanding computers Students will learn about how computers work. What is the science behind a computer functioning correctly? Students will discover what hardware is inside a computer and what the roles are of each component. Students will also gain an understanding of protocols and how computers communicate with each other! Apprentice challenge Students will undertake a Business unit in the Spring term which ties in with our whole school Enterprise project. Students will work in teams to develop a new product! They will need to devise a brand, think about how they will market it, costs to make and sell and then pitch their ideas to stakeholders! Game Creation In the final unit of the year, students will have the opportunity to show off their creative side! Using computer programming software, student will be able to design and develop their own computer game! Students will learn how to use flowcharts and pseudo code to plan out their game idea and how to translate that to computer visual code!

Homework / Independent Study expectation

Teachers will set homework tasks via FROG which students will be expected to complete. The tasks set will contribute to each studentâ&#x20AC;&#x2122;s e-portfolio of work. Resources for any lessons which students are absent from can be found on the ICT page on FROG.

Other Information

Students are encouraged to discuss and show what they are learning in lessons with parents/guardians to reinforce their skills. A good website to visit is http://www.teach-ict.com/ which has many fun and engaging activities to try at home!

Faculty

Technology

Subject

Technology

Year

Year 7

This year in ICT

Secondary Technology builds on the skills and knowledge children have already learnt at primary school. It leverages increasingly sophisticated resources, including dedicated teaching environments, manufacturing equipment and specialist teaching. As students’ progress through this phase, they may be given the opportunity to focus on specific aspects of the subject such as Product Design, Food and Nutrition, Engineering, Systems and Control, Electronics, Fashion and Textiles and Graphics. However, at its core, is creativity and imagination. Students learn to design and make products that solve genuine, relevant problems within different contexts whilst considering their own and others’ needs, wants and values. To do this effectively, they will acquire a broad range of subject knowledge and draw on additional disciplines such as mathematics, science, engineering, computing and art. Students will spend their first month trialling all that Technology has to offer. This will be their chance to see all the rooms, work with the teachers and get to know the expectations of the department. Students will have this month to learn how to be safe in the rooms and how to use some of the tools within each subject. There will be practical assessments over this trial month to get students used to being tested. Once the trial month is completed students will then be placed in their classes and will begin their specialist courses. The projects will run for about 12 weeks and in that time they will complete a specialist project ranging from Food & Nutrition, Fashion & Textiles and Product Design. Within each of these specialisms students will gain knowledge and understanding of how to research, design, imagine and create products for a technology driven world. They will be given real life design briefs with existing clients and constraints/budgets to work from. Students will be assessed regularly and it will range from written tests to practical assessments. Students will also be levelled on their Literacy, Numeracy and presentation skills.

Homework / Independent Study expectation

• Homework is set in the form of ‘make and build’ projects which require students to apply the skills learned in class to different contexts and are great opportunities for students to demonstrate their creative flair. • It is always encouraged for students to take up an interest in Technology. Clubs such as Fashion Club, Engineering Club, Gardening Club, and Young Enterprise are all extracurricular opportunities to look out for.

Other Information

Useful websites :Pinterest, BBC Bitesize- design and technology, The technology Student Dtonline, Practical Action- Sustainable Design, The Day- online news about Technology www.howstuffworks.com Helpful books : CGP- KS3 Design and Technology, Design and Technology Foundations Subscription to How Stuff Works Magazine We aim to run trips this year to the GADGET SHOW LIVE and EGX. There are often smaller trips on offer throughout the year and we regularly like to work with local companies to organise trips. If any parents are happy to share contacts we would very much appreciate it. Please contact Ms Robinson on the school email address. • Students will be asked at the beginning of term to contribute £15 each year. This is to cover the cost of resources in Technology, the upkeep of maintaining the machinery and to ensure there are enough resources for their subjects. We aim to ensure students bring home any products they may make but to please note this may not always be possible if it’s a group based project. This is payable on Parent Pay. We aim to showcase products made and will publish this regularly on the school website and our new Twitter Feed. • Food & Nutrition is a compulsory subject and students are expected to cook regularly. We do stock the department with dry store ingredients but expect students to bring in their own for their cooking lessons. • We advise you invest in a large Tupperware to bring dishes home in with a seal-able lid. All recipes will be on FROG. We also suggest they bring in their own apron/chef whites during their practical lessons.

Faculty

Creative Arts

Subject

Music

Year

Year 7

This year in Music

In Year 7 and 8, all students receive two one hour lessons each week of Art, Drama and Music on a rotation. The Year 7 music curriculum enables students to develop their knowledge, skills and understanding through a range of composing, performing, listening and appraising activities. In the first term we focus on the musical elements and rhythm. Students work on the djembe drums and the samba kit to gain an understanding of rhythm and performing as an ensemble. Students then learn the ukuleles and perform a series of chords on these instruments, getting to grips with strumming patterns and chord changes. Students then go on to the keyboards, where they learn how to play chord patterns and a melody, with some students being able to play two parts at the same time. Students learn about the background to music from other cultures and how different genres and styles have influenced future developments in music. Each term in music contains a listening, composing and performing task allowing students to gain the skills needed to become a well-rounded musician.

Homework / Independent Study expectation

Students will be asked to listen to different pieces of music in their own time and research different artists and genres of music, ready to share with the class.

Other Information

We offer a range of individual instrumental lessons in school. For an extra cost, students can choose from the following instruments: Singing, piano, keyboard, flute, clarinet, saxophone, violin, viola, cello, trumpet, horn, electric guitar, classical guitar, bass guitar, and drums. Students can also take part in our extra-curricular programme by attending choir, pop band or orchestra.

Faculty

Creative Arts

Subject

Art & Design

Year

Year 7

This year in Art & Design

In year 7 art lessons, students will work all year on one extended unit called ‘Edibles’. This unit will look at both healthy and unhealthy things to eat. They will study at the texture, colour and pattern in fruit and vegetables and then the pattern, colour and shape in sweets and cakes. Students will begin with learning how to record from observation in an accurate way, adding tone to show shape and form and then progress to adding colour and texture. They will learn about painting, sculpture and printmaking as well as how digital media can be used in Art. In Art we look at Artists, Designers and Craftspeople that help us understand the world of Art and give us inspiration for our own creations. In Year 7, we focus on artists that use food as their starting point. These include Venus Winston, Emma Dibben and Nancy Standlee.

Homework / Independent Study expectation

Students’ homework for Art will include research and collection tasks that they will need to complete to support their learning in lesson time.

Other Information

Students are encouraged to visit museums and galleries to extend their understanding of the work of Artists, Designers and Craftspeople. They are also encouraged to practice their observational drawing skills as much as possible in order to aid their learning and improve their outcomes. Websites: Pinterest, Deviant Art, Saatchi Online, Tate.org

Faculty

Creative Arts

Subject

Drama

Year

Year 7

This year in Drama

Year 7 Drama curriculum focuses on developing key skills which target group work, confidence and performance. Pupils are encouraged to participate in practical lessons which will encourage them to excel in terms of teamwork, negotiation and collaboration, all highly transferable skills which positively impact on other aspects of school life. Drama encourages pupils to apply their imaginations and draw upon their own personal experiences, increasing knowledge and understanding of how the elements of drama work. Pupils are challenged to problem solve within time limitations, working to end goals and overcoming obstacles whilst maintaining a sense of teamwork and learning performance skills. In year 7, pupils research, discuss and use drama techniques to explore character and situations. They devise and present a range of scripted and improvised dramas. Pupils will begin the year with an ‘Introduction to Drama’ which will enable them to develop a bank of key skills. They will then study ‘Elements of Devising’, wherein pupils learn how to create and perform improvised Dramas in response to a range of stimuli, demonstrating their ability to investigate ideas, situations and events. Pupils will also have the opportunity to explore techniques for approaching script-work where they will be challenged to undertake the role of ‘director’ and will regularly be encouraged to perform in front of their peers, learning ways of providing peer assessment and feedback. Students will learn about theatre history and the impact it has on modern entertainment and will be challenged to channel their collective creativity in teams to collaborate and work together effectively.

Homework / Independent Study expectation

Students will be asked to complete group rehearsals in their own time, ahead of assessments.

Other Information

Throughout year 7 and 8, pupils will be invited on a range of theatre trips. These will provide them with practical experiences of seeing work done in lessons applied in a professional setting. Pupils are also encouraged to attend the extra-curricular clubs where we offer Improv, Drama Club and Scriptwriting. There is also opportunity for pupils to take part in school productions and extracurricular performances.

They will also be asked to complete research tasks in order to further develop the learning done in lesson time.

Faculty

Physical Education

Subject

Physical Education

Year

Year 7

This year in Physical Education

The PE curriculum in Year 7 will enable all students to enjoy and succeed and excel in competitive sport and other physically demanding activities. It provides opportunities for students to become physically confident in a way that supports their health and fitness. The aim of our PE curriculum is to ensure all students: Develop competence to excel in a broad range of physical activities Are physically active for sustained periods of time Engage in competitive sport sand activities Lead healthy and active lifestyles. Students will be taught and assessed through the following key processes: Tactics and strategies: develop a variety of different tactics and strategies to overcome opponents in team and individual games Skill and technique: develop their skill and technique and improve their performance in other competitive sports Analyse of performance: analyse performances compared to previous ones and demonstrate improvement to achieve their personal Leadership: learn rules and regulations, develop coaching leadership skills and be encouraged to work as part of a team, building on trust and developing problem solving. Fitness for all: develop understanding on different components of fitness, methods of training and fitness testing. Knowledge: understand why we warm up and cool down, short term and long-term health benefits of physical activity and how our body systems help with movement in physical activity, nutrition During the first half term Year 7 students will complete a series of core tasks and baselines tests linked to the key processes. The key processes will be the main focus throughout the rest of Year 7 and will be delivered through a variety of different sports and activities including handball, football, netball, basketball, badminton, gymnastics, parkour, dance, OAA, athletics, rounders, cricket, fitness, softball and volleyball.

Homework / Independent Study expectation

Students will be given a half termly project linked to the key processes above. These projects will be handed in and used for studentâ&#x20AC;&#x2122;s assessment.

Other Information

Students should bring PE KIT to every lesson. If students are injured or cannot participate as a performer they should still bring their PE kit to change into as they will be involved in the lesson as a coach, officiator or leader.

Students should attend at least one extracurricular club throughout the academic in PE. This will also contribute towards their overall progress in PE ( The PE after school programme will be available at the beginning of each term)