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INTRODUCTION
This useful guide gives parents, carers and pupils an outline of the St James’ curriculum for Key Stage
3.
It also provides helpful websites and suggested reading.
CONTENTS
SUBJECTS Page Religious Education ...................................................................................................................... 3
English ........................................................................................................................................... 5
Mathematics .................................................................................................................................... 8
Science ........................................................................................................................................... 10
Art ................................................................................................................................................... 12
Geography ...................................................................................................................................... 19
History ............................................................................................................................................. 20
Modern Foreign Languages .......................................................................................................... 23
Creative Technology ...................................................................................................................... 26
PSHCE ............................................................................................................................................ 30
Music .............................................................................................................................................. 31
Physical Education ........................................................................................................................ 33
Drama ............................................................................................................................................. 34
Homework Timetables for Year 7 ................................................................................................ 35
Year 7 activities ............................................................................................................................. 38
Show My Homework ....................................................................................................................... 39
Moodle ............................................................................................................................................. 40
RELIGIOUS EDUCATION AT KEY STAGE 3
We follow the Diocese of Shrewsbury Framework for Religious Education at Key Stage 3. Year 7 Membership of a Catholic school, Community, Mission Statements, the Catholic Church – parish and diocese. Called By Name – Initiation and Baptism This topic has a levelled assessment God’s Promise Fulfilled – Advent and Christmas Our Faith Story – Sacred Writings and the Bible This topic has a levelled assessment Who do You Say That I Am? – Jesus’ life and his Ministry Lent and the Good Friday Experience – Lent and Easter Pentecost – the Birthday of the Church This topic has a levelled assessment A World Faith Perspective – Sikhism I Am God’s Work of Art – We are all made in God’s image Year 8 Membership of a Catholic School. We are a Pilgrim People – Why do people go on pilgrimage? Lourdes, Mary. This topic has a levelled assessment Choices on the Journey – Morality Journeying by a Different Route – Advent and Christmas Welcoming the Stranger – Prejudice and Discrimination Passover and Food for the Journey – The Last Supper, The Mass This topic has a levelled assessment We are an Easter People – Lent and Easter Respect for the Earth – Creation, Environment Sharing Stories on the Journey – the importance of story in our culture A World Faith Perspective – Judaism This topic has a levelled assessment
Year 9 Membership of a Catholic school, Community, Mission Statements, the Catholic Church – parish and diocese A World Faith Perspective - Islam This topic has a levelled assessment GCSE syllabus after Christmas Matters of Life and Death – life after death, euthanasia, abortion, how the media presents matters of life and death, poverty and the work of CAFOD Peace and Conflict – the UN, just war, Christian and Muslim attitudes to war, Christian and Muslim attitudes to bullying, forgiveness and reconciliation. Suggested websites: www.theresite.org.uk www.theredirectory.org.uk www.al-islam.org www.sikhs.org www.rejesus.co.uk www.request.org.uk www.lourdes-france.com www.tere.org www.kids4truth.com www.resauce.org www.bbc.co.uk Mrs R Wheelan– Director of the Faculty of Religious Education
Key Stage 3 English- Curriculum Content and Key Assessments
Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
7
‘Matilda,’ Roald Dahl Focus on Reading and Writing Using Point, Evidence, Analyse and Speculate (PEAS), write an analysis of Matilda describing both her physical appearance and her personality.
Introduction to Poetry Focus on Reading RAF 2 RAF 3 Key Assessment ‘George and the
dragonfly’ - using
textual evidence to
support and develop
points exploring the
poem.
Autobiography and Roald Dahl’s ‘Boy’ Focus on Writing WAF 2 & WAF 8 Key Assessment Writing an imaginary autobiography.
‘The Tempest’ William Shakespeare Focus on Reading and Writing WAF 1 & WAF 7 RAF 5 Key Assessment Assessment –
write an
alternative scene
where the power
roles between
Prospero and
Caliban are
reversed.
Writing skills
to prepare
pupils for
their exam
‘The Exam’ by
Andy Hamilton
Focus on Reading
RAF 5 & RAF 6
Key Assessment
Analysis of
playwright’s use
of characters,
themes and
language to make
“The Exam,”
appeal to a
teenage audience.
Discussion on the
UK education
system.
Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
8
‘The Boy in the Striped Pyjamas’ John Boyne Focus on Reading Class reader – pupils are to consider the wider context of the novel, exploring the impact upon the reader. Key Assessment WAF 2 RAF 3 Bruno has gone missing, newspaper article. SPAG Speaking and listening
Poetry-‘The Highway Man’ Focus on Reading RAF 2 & RAF 3 Key Assessment ‘The Highwayman’ –
using textual evidence
to support and
develop points
exploring the poem.
Persuasive Writing (Travel Writing) Focus on Writing WAF 2 (Travel page) Key Assessment Travel brochure
page.
G&T Extension
RAF 5 & RAF 6 (Bryson extract)
Bill Bryson travel
writing analysis.
SOW with writing focus to prepare pupils for their exam.
‘Much Ado About
Nothing’ William
Shakespeare
Focus on Writing
Explore how
emotions and
relationships are
shown and
consider how
Shakespeare
presents the key
characters.
Key Assessment
Comparison of a
selection of key
scenes that depict
relationships.
‘Mugged’ by
Andrew Payne
Focus on
reading and
speaking and
listening skills
Write a review of
the play and
explore its effect
on the audience.
RAF 6
WAF 3
WAF 4
Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
9
Pre-1914 Novel
‘The Strange Case
of
Dr Jekyll and Mr
Hyde’ Robert Louis
Stevenson
Key Assessment
In his novel ‘The
Strange case of Dr
Jekyll and Mr
Hyde’ how does
Stevenson show
that man has a dual
nature (both bad
and good)?
World War 1
Poetry
Consideration and
comparison of
poetry depicting
World War One:
Laurence Binyon
and Wilfred Owen.
Key Assessment
Comparison of two
WW1 poems,
exploring overall
effects on the
reader.
RAF 5 and 6
‘Macbeth,’ William
Shakespeare
RAF 2 & RAF 3
Shakespeare’s
Macbeth.
Exploration of a
key scene,
considering
language,
character, themes
and performance.
Key Assessment
Exploration of how
pupils would direct
a performance of a
key scene.
RAF 2
RAF 3
Writing skills to
prepare for the
end of KS3 exam.
Introduction to
GCSE reading and
writing skills.
Seminal Novel
“Of Mice and
Men”
Reading focus in
preparation for
GCSE English
Language.
Comparison of
‘The Boy with
the Transistor
Radio’ with
extracts from
‘Our Day Out’.
Key Assessment
Comparison of two
scenes, exploring
overall effects on
the audience.
RAF 4 and 7
Mrs L Moss – Director of the English Faculty
MATHEMATICS AT KS3
KS3 Content
As a department we follow the KS3 National Strategy. Depending on which set a pupil is in, we may
address other objectives from the year above or below.
A brief overview of the topics we cover is listed below:
Year 7 Autumn Term Number: Place Value, ordering. Rounding, mental methods, coordinates,
fractions, decimals, percentages ratio and proportion, sequences
Algebra: Equations and formulae
Shape: Measures, area and volume angles
Data: Processing and representing data
Year 7 Spring Term Number: Rounding, 4 operations, ratio and proportion.
Algebra: Equations and Formulae, Sequences and Graphs
Shape: Construction
Data: Statistics
Year 7 Summer Term Number: Place value, calculations
Algebra: Equations, formulae, sequences, functions and graphs
Shape: Transformations, angles, nets
Data: Statistics and probability
Year 8 Autumn Term Number: Place Value, ordering. rounding, fractions, decimals and
percentages
Algebra: Equations and formulae
Shape: Angles, construction, area and volume
Data: Probability
Year 8 Spring Term Number: Calculations, using a calculator,
Algebra: Graphs, substitution, equations,
Shape: Transformations,
Data: Data collection and analysis
Year 8 Summer Term Number: Fractions, decimals and percentages
Algebra: Linear functions,
Shape: Construction, volume
Data: Probability and data.
Problem solving
Year 9 Autumn Term Number: Fractions, decimals and percentages, ratio, estimating and 4
operations,
Algebra: Sequences, graphs and equations
Shape: Angles, construction, units, area, volume
Year 9 Spring Term Number: Rounding, using a calculator,
Algebra: Powers, roots, graphs, equations, formulas
Shape: Transformations, 3D shapes
Year 9 Summer Term Number: Solving problems
Algebra: Factorise, Expand, Change the subject of a formula
Shape: Trigonometry, Pythagoras’ Theorem
Data: Sampling, Collecting data, Displaying data, Mean from a frequency
table, Probability, Tree diagrams
Gifted and Talented and SEN pupils
Gifted and Talented pupils are identified once the CATs tests in Year 7 have taken place. They are
clearly identified through the register and teaching staff differentiate their lessons appropriately. The
top set in each year group follows its own G&T scheme of work which encompasses mainly the topics
from the year group above e.g. year 7 mainly follow the topics in the year 8 scheme. With the current
year 7 cohort, the top two sets will follow the Gifted and Talented scheme as a result of the large
number of high ability pupils this year. The bottom sets in each year group also have their own adapted
scheme of work which allows for extra support.
Websites
We use www.mymaths.co.uk at school. This is an excellent teaching resource and also a valuable
revision aid. It can be accessed at home or in the LRC at school and staff often set homework tasks
using this website. All pupils should be aware of their login details.
.
Mrs J Healey - Director of Mathematics Faculty
SCIENCE AT KS3 (Year 7 & Year 8)
What will pupils learn?
Scientific enquiry (Ideas and evidence in science and investigative skills) Life processes and living things (Cells and cell functions, humans as organisms, green plants as organisms, variation, classification and inheritance and living things in their environment) Materials and their properties (Classifying materials, changing materials, and patterns of behaviour) Physical processes (Electricity and magnetism, forces and motion, light and sound, the Earth and beyond and energy resources and energy transfer)
Indicates assessed unit of work
ASSESSMENT The progress that pupils make is assessed by levelled end of unit tests and extended writing Assessment for Learning tasks. Personal targets give pupils a sense of achievement on attaining each milestone in their learning, and going beyond it. There is an end of year formal assessment for each year group to aid in setting groups for the following year.
Year 7 Year 8 Year 9
Cells Tissues and Organs*
Mixtures
Energy*
Sexual Reproduction in
Animals
Acids and Alkalis
Electricity
Muscles and Bones
Particle Model*
Forces*
Ecosystems*
Sound
Food and Digestion*
Periodic Table
Fluids*
Sexual Reproduction in
Plants
Metals and their uses
Light*
Breathing
Rocks*
Earth and Space
Unicellular Organisms
Bodyworks
Hazchem
Energy Changes*
Genetics*
Making Materials
Forces and Machines*
Growing our Food
Periodic Table*
Advanced
Electricity Advanced
HOMEWORK Most homework tasks are set through the school’s VLE MOODLE with a recent development of Y7 and Y8 Active Learn programme which is accessed through the website . Pupils can also access video clips and Power Points to help them revisit topics taught in class through Moodle. USEFUL SCIENCE WEBSITES
We follow the New National Curriculum which can be found at
https://www.gov.uk/government/publications/national-curriculum-in-england-science-
programmes-of-study
www.bbc.co.uk/schools/ks3bitesize/science www.sciencepages.co.uk www.wpbschoolhouse.btinternet.co.uk www.skool.co.uk BOOKS FOR SALE (Available from the school learning resource centre). KS3 Science revision and practice (Collins) (priced at £3.99) Mrs A MacLeod – Assistant Director Faculty of Science
Art at KS3
Art in Year 7 3 Units of work
Autumn Term Unit 1: Native American – Birds
Brief: To produce a culturally inspired bird based on Native American Art. The design will be developed from the pupils’ personal response to Native American culture and their research of ‘Birds’. They will be producing an assembled card bird from their designs, using coloured pencils and paint as their media.
Activities Pupils will:
Research Native American Culture In terms of Art, religion, beliefs, symbolism, shape, pattern and subject matter
Be required to produce visual research collages on Native American Art and birds
Produce drawings from secondary sources
Develop a design from their research to portray birds in the style of Native American Art
Show evidence of drawing from their research work as inspiration for their designs
explore ideas for a personal response
Generate ideas and explore possibilities through: collage, sgraffito, coloured pencils and paint
Develop their Art and Design vocabulary
Media to use: pencil, coloured pencils, ink, felt tips, ICT, paint, wax crayon, collage and card construction
Spring Term I Unit 2: ‘Figure Drawing’
Brief: To develop understanding and knowledge of the way artists represent figures. Pupils will gain experience of the proportions of a figure through drawing and measuring. Their drawings will then be developed using a variety of techniques and art media. Pupils will:
Produce evidence of research and studies of figures in their sketchbook
Produce drawings of people gaining an understanding of proportion
Check the progress of the work at each stage
and identify what needs to be modified and how improvements can been made
Give a clear explanation of what they have learnt from their work, using appropriate subject specific vocabulary.
Media to use: pencil, paper, pens, coloured pencils and collage
Spring II – Summer Term Unit 3: ‘Aliens’
Brief: To further demonstrate understanding of the proportion of figures and develop skills in observational and imaginative drawing. We will be looking at Yinka Shonibare’s sculptures of Alien type characters. Pupils will then design and develop their own ‘Science Fiction’ Alien character. Pupils will construct a small 3-dimensional figure from newspaper and tape and decorate it with tissue paper. Pupils will:
Produce drawings of people gaining an understanding of proportion
Research the work of Yinka Shonibare and Science Fiction themes.
Organize and present their ideas in a design for a 3D figure.
Create an imaginative response in developing ideas for a fantasy alien creature.
Construct a 3D figure from newspaper and tape
Imaginative use of paper, card and other materials to design, make and embellish a costume for their figure
Check the progress of the work at each stage and identify what needs to be modified and how improvements can been made
Give a clear explanation of what they have learnt from their work, using appropriate subject specific vocabulary.
Media to use: pencil, paper, card, coloured pencils, newspaper, parcel tape, papier mache and coloured tissue paper
Equipment to support the subject
A 2B pencil, eraser, pencil sharpener, a set of coloured pencils, compass and ruler Access to a computer, printer and the Internet Books or pictures on Native American Art, Science Fiction, Yinka Shonibare and Architecture.
Art in Year 8
3 Units of work, 1 each term
Autumn Term Unit 1: ‘Living Jewels’ African Bugs
Activities Pupils will:
Research contemporary and historical artists on the theme of insects
Produce drawings of insects from primary and secondary observation
Explore African art techniques and use these in their own work
Select media to create different textures and effects in their work
Explore a diverse range of materials
Translate 2 dimensional images into 3 dimensional relief
Explore and manipulate materials
Develop their Art and Design vocabulary Media to use: 2B pencil, paint, biro, collage, wire, found (recycled) materials for sculpting, Card, Laminating sheets and mono-printing.
Spring I Unit 2: ‘Portraiture’ Proportion & Tone
Pupils will:
Identify the style and representation of facial features and personality in the work of a
Brief: To produce a culturally inspired ‘Bug sculpture’ based on African Art. The design will be developed from the pupils’ personal response to African culture and their research of ‘Bugs’. They will be producing an assembled card insect from their designs, using coloured pencils and paint as the media.
variety of artists through time and place
Collect relevant information
Produce drawings from primary and secondary observation
Develop drawing skills, learning about facial proportion.
Develop drawing skills, learning about shape and texture
Use drawing pencils and graphite, showing evidence of learning how to shade, blend and use values sensitively.
Review and adapt their work and develop and refine ideas and meaning explain the process of their work using subject terminology.
Media to use: Drawing pencils, graphite, digital camera, PC and mirrors
Spring II - Summer Term Unit 3: ‘Distorted faces’
Abstraction
Brief: To research the work of Abstract artists who take inspiration from Portraiture. We will be looking at Abstract Expressionism, Cubism and a variety of contemporary artists. Pupils will produce drawings from faces, whilst developing and exploring ideas through the manipulation and exaggeration of colour and texture. Pupils will also be introduced to ‘collage’ techniques, through examples of artists work and their own practice.
Pupils will:
Research Abstract Expressionism and Cubism
Produce drawings on a ‘Portraiture’ theme
Learn about composition and focal points
Produce alternative designs
Extend knowledge of colour and expression
Explore and experiment with ‘collage’ techniques
Review and adapt their work, developing ideas and meanings
Set themselves and each other targets for improvement
Aim to meet targets to enable them to make progress
Learn to develop designs into painting and collage. Media to use: Graphite, 2B pencil, coloured pencils, block paint, chalk, textured and coloured paper and glue.
Equipment to support the subject
A 2B pencil, eraser, pencil sharpener, a set of coloured pencils, compass, ruler, parcel tape, wallpaper paste and newspaper.
Access to a computer, printer and the Internet Books or pictures on African Art, Abstract Expressionism, Cubism and Surrealism; Salvador Dali, Rene Magritte, Claes Oldenburg.
Art in Year 9
3 Units of work across 3 terms
Autumn - Spring Term “Streetwise” Urban Culture Autumn Term I Unit 1 Zentangle Design & Polyprinting The Zentangle Method is an easy-to-learn, relaxing, and fun way to create beautiful images by drawing structured patterns.
Brief: To research Zentangles and the work of artists who create this art style e.g. Mulheres Barbadas . Pupils will explore doodle art developing understanding of basic principles of line drawing with pen & self-expression. They will be encouraged to work from both their imagination and secondary sources. They will develop their expressive Zentangles into a Polyprint and learn the art of blockprinting.
Pupils will:
Produce a collage of images which reflect their interests
Produce an autobiographical doodle in the style of Mulheres Barbadas
Select and enlarge a section of their Zentangle
Produce a Polyprint block from their design
Produce prints from their Polyprint
Check the progress of the work at each stage and identify what needs to be modified and how improvements can been made
Give a clear explanation of what they have learnt from their work, using appropriate subject specific vocabulary.
Media to use: Black fine liner, pencil, block printing ink, Polyprint
Autumn Term II- Spring TermI Unit 2: “Street Wise”
Brief: Research the work of urban street artists, e.g. Kelzo, Banksy and Pop Art. Pupils will explore Graffiti; developing understanding of basic principles of graffiti & personal expression. They will practice gradating colour, developing design and produce a 3D constructed piece based on ‘Urban
Fashion’.
Pupils will:
Collect and gather information and knowledge from the Internet and from books on urban street art
Have relevant prints, pictures and information on their chosen Graffiti artist, which demonstrates evidence of their understanding of the nature of their work
Develop their own Graffiti design, reflecting personal response and imagination
Gain an understanding of Urban Art and techniques through their own practical work.
Use colour appropriately
Draw and record from observation
Produce designs for a 3D piece of ‘urban fashion’ (Baseball cap / Converse)
Use patterns and nets in planning out their 3D design
Apply and extend their experience of a range of materials and processes
Adapt and refine their work and plan further developments, in the light of their own and others’ evaluations
Media to use: Pencil, fine liners, felt tips, coloured pencils, collage materials, stencils, block paint and card.
Spring II-Summer Term Unit 3: ‘Superheroes’ Pop Art Brief: Research the work of Roy Lichtenstein and Superheroes produced in comics. Pupils will produce portrait drawings and develop them into an imaginary piece of work entitled ‘superhero’. The work will be painted in the style of Lichtenstein; in a limited colour scheme of black, white, grey and primary colours.
Pupils will:
Collect and gather information and knowledge from the Internet and from books on Lichtenstein’s portrayal of people
Have relevant prints, pictures and information on Lichtenstein and his work that show evidence of their understanding of the nature of his work
Make drawings of portraits using a variety of materials
Gain an understanding of Lichtenstein’s techniques through their own practical work.
Use colour appropriately
Draw and record from observation
Develop an understanding of how to draw portraits accurately and in proportion
Produce designs for a superhero composing it well creating interest and filling the paper
Apply and extend their experience of a range of materials and processes
Adapt and refine their work and plan further developments, in the light of their own and others’ evaluations
Media to use: Pencil, coloured pencils, collage, sequin waste, block paint, felt tips, and gum strip
Equipment to support the subject
A 2B pencil, eraser, pencil sharpener, a set of coloured pencils, a compass and a ruler. Access to a computer, printer and the Internet Paints and a paint brush
C Malins – Director of the Faculty of Expressive Arts & Teacher of Art E Bray – Teacher of Art
GEOGRAPHY KS3 UNITS
Year Unit Outline Suggested books/websites
Year 7 Making Connections Inc Map Skills Earthquakes
Exploring England
Population and Settlement
Local area fieldwork
A decent atlas e.g. Philips Modern School Atlas
Ordnance Survey maps of the local area have been provided in recent years
via the O.S. or map work: www.multimap.com. www.ordnancesurvey.gov.uk.
Encourage pupils to watch news programmes/Newsround on a daily basis.
Year 8 Weather and Climate Ecosystems
Japan (MEDC)
www.mofa.go.jp
www.uk.emb-japan.go.jp
www.japan21.org.uk
www.eat-japan.com
Industry and Resources
Stanley Green Fieldwork
Investigating towns and cities- the town followed by gov.uk eg
www.stockport.gov.uk/images from www.google.com including google earth.
Met Office website: www.meto.gov.uk. Watch weather forecasts on a regular
basis on a variety of channels.
Differences between rich and Poor www.cafod.org.uk
School website to download photos of all fieldwork undertaken these are
updated annually to include the present year groups.
Japan Research for oral presentation in year 8 http ://jin.jcic.or.jp/kidsweb/
Year 9 Rivers
Bollin Fieldwork
Development
Brazil
Environmental awareness
A regular viewing of the News, Newsround and other topical items is
recommended. Programmes such as horizon are superb mediums for study as
are many wildlife and natural history series. Discovery and National
Geographic are excellent channels for research and interest. Bruce Parry’s
journey down the Amazon.
Ordnance Survey – all years
www.ordnancesurvey.co.uk/education
www.geographyatthemovies.co.uk – short movie clips with music on a variety of topics including population, tourism, weather, settlement etc
www.ordnancesurvey.co.ukmapzone – on line activities, games, map facts and homework help
www.geographyalltheway.com for 4/6 figure grid references, O/S symbols, contours etc.
Mr K Wilby – Director of the Humanities Faculty
HISTORY AT KS3
History in Year Seven
Introduction to History
Baseline Test
(NCAT1)
7 weeks
Who were the skeletons
in the field and how did
they come to be there?
(Historical enquiry)
Why was the
Roman Empire
so successful?
Comparative piece of
writing (literacy focus)
(NCAT 2 / 3)
8 weeks
Why did the Normans
win the Battle of
Hastings?
Essay – Why did the
Normans win the Battle
of Hastings?
(Causation)
How did the Normans
gain control? Castle
estate agents leaflet.
(Continuity and
Change)
(NCAT 4 / 5)
8 weeks
What was it like to
live in the middle
Ages?
Medieval Life Test
(Knowledge &
communication)
and Black Death
Diary / presentation
(Continuity and
change)
(NCAT 6/7)
8 weeks
Film History
(Interpretation skill
& Historical
enquiry)
NCAT 8
7 weeks
History in Year Eight
What was life like on
a slave plantation?
(Historical enquiry)
How free are Black
people today?
(Citizenship)
(NCAT 9 /10)
7 weeks
What happened when
Henry VIII took over
the Church?
What was Britain like
in 1500s? – extended
writing.
Henry VIII mock trial.
(NCAT 11/12)
8 weeks
What were the causes
of the English Civil
War? –Civil War letter
(Causation / Historical
communication)
Was Cromwell a hero
or a monster? Moodle
Blog (interpretation)
(NCATS 13 and 14)
8 weeks
How should we
remember the British
Empire?
(Interpretation)
Who was the most
significant individual
in empire? – extended
writing.
(Significance)
(NCATs 15/ 16)
7 week)
Why did Britain
change so much
between 1750 and
1900? (Continuity and
change)
Why was Quarry
Bank Mill so
successful?
(Causation)
Why was British
business so
successful? –
Dragons Den
presentation.
Project (NCAT 17 /
18) 8 weeks
History in Year Nine
Websites:
See school website for further details
The following websites contain lots of useful information and are perfect for extra project research:
www.spartacus.schoolnet.co.uk
www.bbc.co.uk/history
www.activehistory.org.uk
www.schoolshistory.org.uk
www.channel4.com/history
Books:
The library is well stocked with books that cover all of the topics taught at KS3 and KS4 - see the
librarian for further details! At KS3, books can be found for history at reference 940 onwards. Current
favourites include:-
Horrible Histories series – Terry Deary
Eyewitness Guides / Dead Famous series
Revision Guides: _ GCSE Bitesize
_ Letts revision guides
Mrs L Birch - Teacher in Charge of History
Why did a murder
lead to a world war.
Trench Letter
and Test
(Causation /
Communication)
Why was the First
World War known as
the ‘Great War’?
(Significance)
(NCATS 19
and 20)
7 weeks
Why was World War II
such a destructive
war?
D- Day – Enquiry
(NCATS 20 and 21)
Dunkirk – Triumph or
disaster?
(Interpretation)
World War II test.
(8 weeks)
Why did the
Holocaust
happen?
(Citizenship / Enquiry)
Holocaust
Essay
(NCAT 22)
8 weeks
How do we resolve
conflict? Case-studies
of Ireland – Should
governments
negotiate with
terrorists?
Michael Collins –
Hero or villain?
(interpretation)
Test and Citizenship
assessment
(NCAT 23/24)
8 weeks
Why did the Cold War
begin? (causation)
(NCAT 25)
7 weeks
MODERN FOREIGN LANGUAGES AT KS3
Year 7 The Modern Foreign Language Faculty alternates the language to be studied each year in order to give equal importance to both French and German. The current Year 7 are studying French. Term 1A Main aims:
To create confident learners of French
To practise speaking and listening in French Topic Overview Bienvenue! (Welcome!) Pupils will be taught in French how to talk about themselves, family and friends. They will learn how to give their opinion, be able to have a conversation with their peers and also learn to count to 31. Assessment: Speaking test in the form of questions and answers on the topics covered. Term 1B Main aims
To consolidate learning from Term 1A
To practise writing and reading French Topic overview Le collège (school) Pupils will be taught in French about the differences between French and English schools. They will learn to talk and write about which subjects they have, what they think of those subjects and their teachers. They will learn to tell the time in French and learn to describe their school uniform and a typical school day. Assessment: Reading and writing assessment based on the topics covered. Term 2A Main Aims
To learn how to describe what teenagers like to do in their spare time
To practise all 4 skills of listening, speaking, reading and writing Topic overview Le temps libre (free time) pupils will be taught to describe what they like to do in their spare time. They will also practise listening to others and be able to describe what others like to do and why.
Term 2B Main aims
To learn how to describe a house inside and out
To learn to describe a town or village and give their opinion about it Topic overview Ma maison (houses and home) pupils will learn how to say where they live, what type of house they live in, what they have in their bedroom and what they like to do at home. Assessment: Speaking and listening assessment based on the topics covered. Term 3A Main Aims
To learn how to describe what you will do in the future using the future tense.
Topic overview L’avenir (The future) Pupils will learn how to describe what they are going to do in the future including where they may visit whilst on holiday. Assessment: Reading and writing assessment based on the topics covered. TERM 3B Main aims
To learn more about French culture.
To learn about French food and how to describe food preferences. Topic overview La nourriture (food) pupils will learn how to describe what they like to eat using a variety of opinions. They will also learn how to order food in a café. Some work will be based around French culture and will make student more aware of differences between French and British culture.
YEAR 8
In Year 8, students will continue their French studies and over the year the course will cover:
A wide range of grammar including at least two tenses.
Vocabulary learning – active and passive
Work in all four skill areas of listening, reading, speaking and writing.
The topics of: Paris and Holidays, Food and Shopping, Daily Routine, Holiday Activities, Relationships, Media, the French Speaking World.
YEAR 9 In Year 8, students will continue their French studies and over the year the course will cover:
A wide range of grammar including at least two tenses.
Vocabulary learning – active and passive
Work in all four skill areas of listening, reading, speaking and writing.
The topics of: Modern Media, Healthy Living, Human Rights, Holidays, Jobs. Please get in touch if you have any further questions. Mrs C Pickles – Director of MFL Faculty clare.pickles@st-jamescatholic.stockport.sch.uk
CREATIVE TECHNOLOGY AT KS3
Technology At Key Stage 3 pupils cover 3 elements of Design Technology, which are Food, Resistant Materials and Textiles. Each element is taught on a carousel, with each module being approximately 10 weeks in length. Year 7
All the pupils will be introduced to the design process. Health and Safety issues related to all areas of Technology will be covered in detail along with the use of equipment. There will also be an emphasis on 'making' skills and the terminology involved in Design and Technology. Within each module the following will be covered: Food Compulsory Food and Nutrition 1 As Food Technology is now a compulsory subject at KS3, we begin Year 7 by teaching a range of skill based practical activities to build pupils confidence in the kitchen. Some of the practical activities include pizza toast, couscous salad and cheesecake. In theory lessons pupils concentrate on hygiene and safety, where food comes from as well as the basics of nutrition and learning about healthy eating. Pupils also have the opportunity to taste new foods and experiment with using their senses.
Resistant Materials
Pupils will complete 2/3 projects in Year 7
Pre-School Child's Jigsaw
Pupils will develop basic hand cutting techniques using a coping and scroll saw as well as finishing and painting techniques. Main theory elements – material knowledge of manufactured board. Desktop/Storage Tidy Pupils will research into the storage of small items (e.g. stationery or make up) and ergonomic data. The project will concentrate on marking out stages, cutting, drilling, and bending plastic sheet. The main theory elements will be material knowledge of plastics. This project will form the main levelling criteria for assessment in Year 7.
Biscuit Cutter
Subject to individual progress this project will be offered as extension work. This will include basic hand cutting techniques, vacuum forming process and evaluation. Textiles Pupils begin scheme of work by becoming familiar with Textiles equipment and identifying the correct procedure for using the equipment safely. Pupils then begin research into soft toys available on the market. They use this to assist them design a creative soft toy (softie). Pupils are then required to draft paper patterns to match design and enable them to efficiently make a 'softie'. Throughout the make process pupils learn a variety of hand stitches.
Year 8 The year group will continue to develop their knowledge and understanding of the design process. Terminology used in D & T will be further developed along with 'making' skills and use of tools and equipment. Emphasis is placed on design criteria and designing skills and evaluation skills will be developed further. Food Compulsory Food and Nutrition 2 Pupils extend their practical skills and learn how to prepare foods using different cooking techniques such as stir frying and baking. The focus is on main course meals, pupils prepare different sauces, learn how to prepare a range of accompaniments and build up their own repertoire of savoury dishes that could be used in later life. In theory lessons, pupils extend their nutrition knowledge by looking at adapting recipes to increase fibre or reduce fats. They take part in sensory taste testing sessions to further develop their use of senses and begin to design their own dishes. Pupils also look at the food issues relating to religion and medical intolerances. Resistant Materials
Pupils will complete 2 projects in Year 8
Ball bearing maze travel game
The maze / ball bearing game will be linked to a subject interest of the pupil’s choice or theme e.g. sport, holiday or culture. Using their chosen theme or subject matter they will design and fabricate a small hand held ball bearing game, building on the skills taught in year 7. The emphasis being on designing and making skills as well as the terminology involved in Design and Technology. This project will form the main levelling criteria for assessment. The theory elements will relate to marking out, cutting and assembly of a half lap joint and other fabrication procedures associated with the project.
Aluminium dish and stand
Subject to individual progress, this project will be offered as an extension task. Pupils will produce a decorative, aluminium dish and stand. Textiles Pupils begin the scheme of work by re-familiarising themselves with health and safety measures required when using a variety of Textiles equipment. Pupils then complete research into issues surrounding plastic bags not being recycled. This introduces pupils to 'the plastic problem' and they are given a design task in which to respond to. Pupils draft patterns to assist with making their product. The main focus is ensuring pupils recycle plastic to make a product and raise their awareness of recycling issues. Skills learnt are hand stitching, sewing machine stitching, weaving and entrapment.
Year 9 The students will continue to develop their knowledge and understanding of the design process in preparation for KS4 where they will have the opportunity to take Product Design or Food to GCSE level. Food Compulsory Cooking and Nutrition 3 Pupils will spend their time developing their skills in bread, pastry and cake production. They will carry out taste tests using rating and ranking tests as well as creating their own versions of each product. When we move on to cake making, pupils produce a number of cake based products using various methods such as creaming, whisking, melting and rubbing in. In theory lessons, pupils begin to understand the function of key ingredients, looking at the science behind food, understanding the fermentation process and seeing how ingredients change the properties within food products. They also look at the environmental impact food has and how poverty can be alleviated through our own buying choices.
Resistant Materials
Art Deco Box Project The main aim of this unit is for pupils to improve their knowledge of design history and develop creativity skills. After researching the Art Deco period they will fabricate a simple box reflecting the 1920’s period. This project will form the main levelling criteria for assessment. The ‘Shop’ The scenario (design brief) that a new local gift shop has invited local designers and craftsmen’s (the pupils) to produce a range of ‘sellable’ accessories/products to display and sell their shop will be presented to the pupils. Using a theme of their choice or an extension of the Art Deco Project, pupils will design a selection of small products; make at least one, including a form of packaging. Textiles Pupils begin the scheme of work with a brief recap of health and safety measures to follow with Textiles equipment. Pupils then begin independent research into an item or person who has/is inspirational/influential to them. Pupils then create a mosaic representation of the chosen item/person. This mosaic representation is transferred to white cotton to be constructed into a cushion. A variety of textiles techniques, i.e. screen printing, applique and beading are used to add colour. Skills learnt are paper stencil making, screen printing, hand stitch, machine stitch, bead and sequin sewing.
ICT and Computing
At Key Stage 3 pupils study units of work relating to different aspects of ICT and Computing. Lessons form part of the Technology carousel, with pupils having approximately 10 weeks of lessons in Year 7, 8 and 9. The Computing units of work will teach pupils about the history of computers including the development of hardware and software. They will learn about binary numbers and how to use programming languages to solve a variety of computational problems. Looking at how instructions are stored and executed within a computer system will enable them to undertake creative projects that involve selecting, using, and combining multiple applications across a range of devices. Year 7 The following units of work will be covered during Year 7
Binary and computer control
Spy school (spreadsheet modelling)
Repeating patterns (drawing tools and manipulating images)
Adventure story (computational thinking and interactive presentations)
E-Safety (social networking, cyber bullying and viruses)
Pivot stick man (animation and graphical file types) Year 8 The following units of work will be covered during Year 8
Do aliens exist? (research, spreadsheets and desk top publishing)
Technology (hardware, software, history of computing and the growth of the Internet)
Sound effect story (teamwork, sound recording, sound editing and development life cycle)
Fair cop (relational databases, tables, data types, queries, forms, reports and problem solving)
Bringing history to life (Stop frame animation and teamwork)
Scratch (Computational thinking, programming, algorithms and development life cycle)
Year 9 The following units of work will be covered during Year 9
Networks (topologies, hardware, software, internet and dangers to computers)
Lake Garda project (house styles, desk top publishing, video editing and development life cycle)
Python (programming, computational thinking, data types and variables)
Flash (animation, target audience and purpose)
Dreamweaver (website creation and development life cycle)
ICT in shops (emerging technologies, digital divide and ICT in society) Mrs D Rarity – Director of Creative Technology
PSHCE AT KS3
Please note some PSHCE lessons incorporate Citizenship
Year 7 Settling in Friendship and Bullying Bonfire safety talk Year 7 PSHE and Citizenship Day Organisation Self Review day preparations Anti-smoking and Drugs Relationships and Sex Education Personal Hygiene Citizenship- Local government Citizenship- Recycling Global project PSHE & Citizenship review
Year 8 Safety Bullying Finance Review day preparations Drugs Relationship and Sex Education Citizenship -Parliament, laws and local government Citizenship-Globalisation Global Project PSHE & Citizenship review
Year 9 Citizenship -Prejudice Careers and future choices Alcohol Education Drugs and Alcohol Education Relationships and Sex Education Review day preparations Citizenship – Magistrates and Young people and Crime Global project PSHE & Citizenship review
Mrs L Birch– Teacher in charge of PSHCE
No text books are used but there are lots of good books available to help with study skills e.g Tony Buzan "Mind Maps for Kids" Also there are lots of PSHCE websites. Some need careful handling. Those which can be freely used are: www.bbc.co.uk/bitesizerevision www.wrecked.org.uk www.connexions.gov.uk www.qca.orq.uk/ca/subiects/pshe www.gethelpwithbullying.org.uk www.drugscope.org.uk
MUSIC AT KS3
St James’ Music Curriculum map for KS3 (2014-2015)
7 Autumn I Autumn II Spring I Spring II Summer I Summer II
Music Elements of
music and
baseline tests
Pupils explore the
elements of music
through vocal and
instrumental work
focusing on a
performance of a
song
The orchestra and
keyboard skills
Pupils explore the
instruments of the
orchestra through
Beethoven’s ‘Ode to
Joy’ and develop
keyboard skills
focusing on playing
technique and
ensemble playing
Vocal coaching
Pupils develop vocal
techniques through
part singing (teacher
guided) and vocal
coaching (pupil
guided)
Gamelan
Pupils explore the
culture and music of
Gamelan through
composition and
performance
Stomp
Pupils develop
composition and
performance skills
through the use of
Junk Percussion
Programme music
Pupils explore the
concept of using
Music to tell a
story
8 Autumn I Autumn II Spring I Spring II Summer I Summer II
Music In at the deep end
MF project
involving the start
of Band Skills
Musicals
Pupils explore the
world of musicals
through performance
based activities
Blues
Pupils explore the genre of Blues through
composing, performing and listening
Image Junction
MF - Pupils
explore
relationship of
music to film
Samba
Pupils perform and
compose in the
Latin American
Dance Style
9 Autumn I Autumn II Spring I Spring II Summer I Summer II
Music Film music
Pupils explore
composing for a
film clip and
using leit-motives
Instrumental skills
Pupils develop
specific instrumental
skills on their chosen
instrument
Band skills 1
MF – Classroom
work-shopping
Experimental Music
Pupils explore the
sound world of
Atonal music
Informal
composing
MF - Songwriting
Band skills 2/DJ
work
MF – Classroom
work-shopping
INSTRUMENTAL TUITION There is a range of high quality instrumental lessons including woodwind, guitar, keyboard, piano percussion, violin and vocal tuition. It is not necessary for pupils to have prior knowledge of the instrument chosen but must be able to purchase or hire instruments as access to them at home is required for practice purposes (music shops such as ‘Sounds Great’ at Heald Green can arrange this for you or if you need further information please don’t hesitate to contact me). Stockport Music Service also operate an instrumental loan scheme – further details can be found in the instrumental tuition pack. Pupils can choose to have shared lessons or individual lessons. Music lessons will be provided by the Stockport Music Service and parents will be invoiced at the start of each term.
Individual Lessons of 20 minutes duration = £140 Shared Lessons (in pairs) of 20 minutes duration = £75
Large Group Tuition of 30 minutes duration including instrument hire = £45
Pupils are given individual timetables for each term and these are also available on the new music department notice board on the music corridor. If you wish for your son/daughter to have instrumental lessons and have not yet requested them please ask your son/daughter to collect a letter from the front office at break/lunch time. Mrs E Keenan – Teacher in charge of Music
Music Extra
Curricular Lunch After School
Monday Choir 3.00-4.15
Tuesday Grease cast singing Grease Rehearsal
3.00-4.00
Wednesday Band Rehearsal Grease Rehearsal
3.00-4.00
Thursday Ukulele club Grease Rehearsal
3.00-4.00
Friday Open rehearsals Open rehearsals
PE At Key Stage 3 The PE Faculty is led by Mr Walker and includes Mrs Bratherton and Mr Clarke (Second in Faculty) Miss Molyneux and Mr Preston and Mrs Booth (teachers of PE and School Sport Co-ordinators). The Mission Statement of the PE Faculty is Participation, Performance, Progress and Success. We have the highest standards regarding kit and attitude to learning within lessons and offer an extensive range of extra-curricular sporting opportunities to all our pupils within both key stages. These include competitive sport with other schools in the Borough, Greater Manchester and Nationally. Clubs are open to pupils of all abilities. There is also an extensive intra school sporting calendar with inter-form competitions in many activities, culminating in the school athletics sports day . Pupils in Year 7 receive 5 hours of PE per cycle. After an introductory baseline assessment which includes fitness testing as well as sport specific techniques, all pupils encounter a variety of different activities. BOYS Autumn and Spring term: Football, Rugby, Badminton, Basketball, Health Related Exercise, Dance, Gymnastics. Summer term: Athletics, Cricket, Health Related Exercise, Dodgeball. GIRLS Autumn and Spring term: Netball, Hockey, Badminton, Dance, Basketball, Health Related Exercise. Summer Term: Rounders, Athletics, Cricket, Dodgeball. Pupils in Year 8 and 9 receive 4 hours of PE per cycle. Boys will study activity blocks of Football, Rugby, Badminton, Orienteering and Basketball throughout the Autumn and Spring terms before receiving Athletics, Dodgeball and Cricket in the summer. The girls receive a half term block of Netball, Hockey, Badminton, Orienteering and Gymnastics as well as being introduced to other sports and activities such as Football and Rugby. The summer includes sports such as Athletics, Dodgeball and Rounders and Health Related Exercise activities. Throughout Year 9 activities are aimed not only at participation, progress and enjoyment but also at preparation for the challenges of GCSE PE. Assessment is carried out summatively at the end of each activity block, as well as formatively within each lesson with emphasis on independent learning, guided discovery and peer assessment. Pupils are encouraged to become leaders and officials in activities and their knowledge and understanding of health, fitness is improved. Talented individuals area identified throughout each sport and SEN pupils are incorporated into every activity wherever possible. Mr I Walker - Director of Physical Education
DRAMA OVERVIEW – KEY STAGE 3 The learning pattern in drama is cyclical, as conventions (drama techniques) are revisited and reinforced throughout the Key Stage in different context, as the repertoire of skills is created. Skills Year 7 Movement Mirror/Shadow work Mime Scripted performance Working as a team Improvisation Poetry Storytelling Confidence Building Year 8 Improvisation Body Awareness Physical Drama Group work Trust Work Poetry Co-operation Mock Work Stage Actions Shakespeare Script Year 9 In role Status Stylised drama Choral techniques Freeze Frames Script Stage directions Spontaneous improvisations Group dialogues Tone Surrealism KEY STAGE 3 UNITS OF WORK Year 7 Unit 1 Introduction to drama – expectations, mirror and shadow work Unit 2 Skills development – improvisation, character development, working from different
stimulus/materials Unit 3 Shakespeare – “A Midsummer Night’s Dream” Unit 4 “Private Peaceful” Unit 5 Storytelling “Red Riding Hood” “Mr Fox” Unit 6 Mime, wild west, melodrama, silent movie Year 8 Unit 1 Physical theatre/movement Unit 2 “Alone” – improvisation/ story and poetry stimulus Unit 3 Shakespeare “Romeo and Juliet” Unit 4 Stage Directions Unit 5 Play text “Our Day Out” Unit 6 Skills development – improvisation, script work, forum theatre Year 9 Unit 1 Physical theatre/Abstract theatre Unit 2 “Teenage issues” Unit 3 Mime/movement Unit 4 Super hero’s Unit 5 Script work – “Teachers/bouncers” Unit 6 Skills development – performance skills, spatial awareness Miss H Brooks – Teacher in charge of Drama
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Homework Timetables - 2014/2015 Year 7A
RED
Monday Tuesday
Wednesday
Thursday
Friday
Mathematics Drama
RE
French
English
Technology Geography History Art Music
Science
BLUE
Monday Tuesday
Wednesday
Thursday
Friday
Mathematics History
RE
French English
Technology Geography
Art
Science
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
Homework Timetables - 2014/2015 Year 7J
RED
Monday Tuesday
Wednesday
Thursday
Friday
Mathematics French
Art
Music
English
History RE
Geography
Technology
Science
BLUE
Monday Tuesday
Wednesday
Thursday
Friday
Mathematics Geography
History
Science English
Art Technology
Drama
RE French
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
Homework Timetables - 2014/2015 Year 7M
RED
Monday Tuesday
Wednesday
Thursday
Friday
Mathematics RE
History
Music
English
Drama
Science
French Art
Geography
BLUE
Monday Tuesday
Wednesday
Thursday
Friday
Mathematics RE
French
History English
Geography Technology
Science
Art French
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
Homework Timetables - 2014/2015 Year 7S
RED
Monday Tuesday
Wednesday
Thursday
Friday
Art French
Science
English
Geography
Mathematics History
Technology
Drama
RE
BLUE
Monday Tuesday
Wednesday
Thursday
Friday
Geography Mathematics
History
English Art
French Science
Technology
Music RE
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
Homework Timetables - 2014/2015 Year 7E
RED
Monday Tuesday
Wednesday
Thursday
Friday
Mathematics Geography
Music
English
French
Art RE
Technology
Drama
Science
History
BLUE
Monday Tuesday
Wednesday
Thursday
Friday
Art Mathematics
Technology
English Science
French Geography
RE
History
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
Homework Timetables - 2014/2015 Year 7C
RED
Monday Tuesday
Wednesday
Thursday
Friday
Mathematics Art
Technology
English
History
French RE
Geography
Music
Science
BLUE
Monday Tuesday
Wednesday
Thursday
Friday
Drama Mathematics
Technology
English History
RE Geography
French
Art Science
For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.
YEAR 7 ACTIVITIES
Before school
Break Lunch After school
Monday LRC open from 8:15am
Basketball in sports hall
LRC Rm 29 (supervised computers)
Badminton in sports hall Girls Football
Art “open door” room 69
Homework Hub until 4pm Choir 3:00pm – 4:15pm
Tuesday LRC open from 8:15am
Basketball in sports hall
LRC Rm 29 (supervised computers)
Netball in sports hall (Red Week) GREASE – cast singing
Art “open door” room 69
Homework Hub until 4pm in LRC Gym club 3:00pm – 4:15pm
Netball 3:00pm – 4:15pm Art Club 3:00pm to 4:00pm in rm 69
GREASE rehearsal 3:00pm to 4:00pm
Wednesday LRC open from 8:15am
Morning Prayer
8:40am
Basketball in sports hall
“TAG” in the Chapel Rm 29 (supervised computers)
Netball in sports hall (Blue Week) Band rehearsal in music room
Art “open door” room 69
Homework Hub until 4pm in LRC Textiles club 3:00pm – 4:00pm in rm 28
(start date to be confirmed) Football Practice (boys) on field until 5pm Football Practice (girls) on astro turf until
4.15pm GREASE rehearsal 3:00pm to 4:00pm
Thursday LRC open from 8:15am
Basketball in sports hall
LRC Rm 29 (supervised computers)
Badminton in sports hall Ukulele Club
Art “open door” room 69
Homework Hub until 4pm in LRC
Hockey 3:00pm – 4.15pm
GREASE rehearsal 3:00pm to 4:00pm
Friday LRC open from 8:15am
Basketball in sports hall
LRC Rm 29 (supervised computers)
Badminton in sports hall Football (boys) on astro turf
Open music rehearsals Art “open door” room 69
Homework Hub until 4pm in LRC
Football (boys) until 4.15pm
All PE afterschool clubs are subject to change due to matches and tournaments. There will be an MFL club taking place during lunchtimes – day and start date will be notified
SHOW MY HOMEWORK Homework is an essential part of becoming an independent learner and for making progress. All staff are now setting homework on Show My Homework, our online homework system. All Year 7 pupils have been issued this week with a sheet that has personal logins for both the pupil and parents. By logging in using the username and password provided, you will be able to view the homework calendar that is personalised for you and your child. All pupils should be recording homework in their planner and using SMHW to ensure they keep organised and on top of their work. To access Show My Homework: Either:
1. Go to the school website (www.stjamescatholichighschool.org.uk) and then click on the Show
My Homework icon at the bottom of the page. You or your child will then be able to filter the
calendar for homework, with details on what is expected and the due date.
Or:
2. Type in
https://stjamescatholiccollege.showmyhomework.co.uk/school/homeworks/calendar and then
check the calendar or login for your child's homework.
Remember that the calendar can be filtered by subject, class, member of staff and year group. If you have any problems with Show My Homework, please email me at St. James' and we will do our best to resolve the issue. HOMEWORK TIMETABLES The homework timetables for all years are available from the website www.stjamescatholichighschool.org.uk under “Academic & Pastoral” Dr Guscott Assistant Head Teaching & Learning