Curriculum Guide Key Stage 3

2014-2015

CURRICULUM GUIDE

Contents Introduction 3

Key Stage 3 Curriculum Overview 4

Art and Design 5

Computing 5

Design Technology 6

Drama 7

English 8

French 9

Geography 10

German 11

History 12

Latin 13

Mathematics 14

Modern Foreign Languages 15

Music 16

Physical Education 17

PSHE and Citizenship 18

Religion and Philosophy 19

Science 20

Spanish 21

Introduction This curriculum document contains information about each subject your daughter will be studying in Key Stage 3 (Years 7 to 9). Each subject includes an overview of what is taught in the three years, as well as information on both assessment and any relevant activities or excursions. In Years 7 to 9, the curriculum is broad, generally following national guidelines but seeking to enrich pupils with supplementary subjects and opportunities. Latin is included and the three separate sciences are introduced in Year 9. The departments are well resourced and all have access to up to date computer technology. Subjects are taught by well qualified, dedicated and specialist staff. We place equal value on every subject and all the girls are encouraged to stretch themselves in every area not just those they regard as relative strengths. Smaller class sizes allow students more individual attention and encourage greater pupil participation. Students’ progress is formally assessed against National Curriculum levels, in most subjects, and reported to parents approximately every three weeks. Full school reports are written at the end of the Autumn and Summer terms and grade cards (less detailed progress reports) are produced for the remaining four half terms. Each girl is expected to participate in activities selected from our extra-curricular programme, which complements their academic studies, as life in the Senior School is not just about what the girls learn in the classroom. These provide an opportunity to discover or develop skills in other areas which we regard as important for the development of the whole person. Your daughter will have a student planner containing useful information to support her through her studies. We would encourage you to check the student planner regularly. A homework timetable for each year group can be found in the White Book, showing how much time should be spent each evening per subject homework. If your daughter is spending more than the allotted time on homework, then please contact her tutor. Students are rewarded with a merit reward system. Certificates are then awarded in the Key Stage 3 assemblies for every milestone reached. Yours sincerely Mr Stephen Crum Head of Key Stage 3

Key Stage 3 Curriculum Overview

Year 7 Year 8 Year 9

Art and Design Taught in tutor groups

Computing Taught in tutor groups

Drama Taught in tutor groups

Design and

Technology Taught in tutor groups

English Taught in tutor groups Taught in ability sets

French Taught in ability sets

Geography Taught in tutor groups

German Taught in tutor groups Taught in ability sets

History Taught in tutor groups

Latin Taught in tutor groups

Maths Taught in tutor groups Taught in ability sets

Music Taught in tutor groups

PSHE and

Citizenship Taught in tutor groups

Physical Education Taught as a year group

Religion and

Philosophy Taught in tutor groups

Science Taught in tutor groups Taught in ability sets

Spanish Taught in tutor groups Taught in ability sets

Art and Design

In Years 7, 8 and 9 students broadly follow the Key Stage 3 National Curriculum in Art and Design. Every pupil enters the department with a ‘clean slate’, regardless of their prior experiences of the subject. We aim to give every pupil a broad-based positive experience in the department of the subject and encourage a sense of individual ownership and identity. Students have the opportunity to work with a range of media in both 2-dimensional and 3-dimensional forms including painting and drawing, ceramics, sculpture, textiles and printing. During this key stage pupils are offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject:

Work independently and collaboratively, taking different roles in teams

Explore areas that are new to them, including ideas, techniques and processes

Respond to the School’s location and local cultural influences

Engage with contemporary art, craft and design, working with creative individuals and in creative environments where possible

Work with a variety of genres, including contemporary practice

Engage in interdisciplinary and multidisciplinary practice within the arts

Make links between art and design and other subjects and areas of the curriculum. Progress is monitored through classwork, both written and oral and the completion of weekly homework tasks. Critical appreciation is given verbally and written in students’ assessment booklets with opportunities for students to reflect on their progress. Students self-assess their work at the end of each project as well as take part in peer assessment exercises during each project. This allows them to understand the progress they have made as well as setting themselves targets to develop further. The work covered, subject to change, is as below. Students are able to access the subject also within a number of creative extra-curricular activities including floristry and recycled crafts. Each year group has a yearly contextual day trip and the opportunity to also attend a residential international trip.

Year Autumn term Spring term Summer term

Year 7 Inside/outside Identity Landscapes

Year 8 Cubism Environment People in places

Year 9 Precious Objects

Mrs E Haining Head of Art, DT & Photography

Computing

Computing is part of just about everything we do – from the cars we drive, the films we watch, the way businesses and governments deal with us. If you want to make a difference in the world, major projects such as the human genome project, AIDS vaccine research, environmental monitoring and protection just to mention a few, all rely on people who understand computers. Whether you want to be a scientist, develop the latest application, or just know what it really means when someone says “the computer made a mistake”, studying Computing is the way forward. Computing is a discipline that offers rewarding and challenging possibilities for a wide range of people regardless of their range of interests. Computing requires and develops capabilities in solving deep, multidimensional problems requiring imagination and sensitivity to a variety of concerns. Creating high-quality computing solutions is a highly creative activity, and computing supports creative work in many other fields. The best solutions in computing exhibit high levels of elegance and beauty. Although lessons are only once a week, students are encouraged to use the skills they have developed in a variety of other subjects.

Autumn term Spring term Summer term

Years 7, 8 and 9

Students are taught to use technology safely. Through a variety of software products they develop their computational thinking. This includes programming, data representation and creating digital artefacts.

Mrs B Power Head of Computing

Design Technology

In Design Technology students have the opportunity to work with the specialisms Textiles and Resistant Materials, working through the design and making process below:

Generate, develop, model and communicate ideas in a range of ways, using appropriate strategies

Respond creatively to briefs, developing their own proposals and producing specifications for products

Apply their knowledge and understanding of a range of materials, ingredients and technologies to design and make their products

Use their understanding of others’ designing to inform their own

Plan and organise activities and then shape, form, mix, assemble and finish ingredients

Evaluate which hand and machine tools, equipment and computer aided design/manufacture (CAD/CAM) facilities are the most appropriate to use

Solve technical problems. The design process involves pupils working in a variety of materials which include wood, plastics, card and fabric. They will be introduced to a range of hand and machine tools and are taught how to use them safely. Students have two 60 minute lessons in both Textiles and Resistant Materials each week. Progress is monitored through classwork, both written and oral and the completion of weekly homework tasks. Critical appreciation is given verbally and written in students’ assessment booklets with opportunities for students to reflect on their progress. Students self-assess their work at the end of each project as well as take part in peer assessment exercises during each project. This allows them to understand the progress they have made as well as setting themselves targets to develop further. The work covered, subject to change, is as below. Resistant Materials

Year Autumn term Spring term Summer term

Year 7 Money Boxes Shop Front LED Packaging

Year 8 Clocks Electrical Bug Pop up Mechanisms

Year 9 Desk Tidy

Textiles

Year Autumn term Spring term Summer term

Year 7 African Pencil Cases Ugly Dolls Narrative Scene

Year 8 Sea life tie cushions Decorative bags Wall Hanging

Students are able to access the subject within a number of creative extracurricular activities including textile crafts. There is a Design and Technology trip to the Knitting and Stitching Show. Mrs E Haining Head of Art, DT & Photography

Drama Drama crosses over into so many parts of our lives. Not only does it help us to become confident and articulate communicators, but it allows us to express ourselves creatively and to try and understand the many issues that are present within our society, but that are not always addressed within other subjects. The Drama department is committed to developing and nurturing a love of Drama at an early age, in order to build on this later for GCSE. As well as learning basic stagecraft and applying it to text, the girls are encouraged to express their ideas through improvisation and learn to use the medium of Drama to structure a piece of work for performance. From Year 7 onwards, the girls have access to the lighting board and sound desk and have a working knowledge of how to use the technical elements of theatre to enhance a piece of work. In Year 8, they mount their own production and appoint a director, set-designer, lighting and sound operators and stage-management team to support the production. In Year 9 the girls develop their stage skills further and are also encouraged to work in greater depth, with regards to themes and issue-based Drama. Progress is monitored through classwork, both written and practical and there are many performing opportunities for girls who wish to develop their skills outside lesson times. There is a full-scale production each year, in which girls can either perform or participate in the technical team. There are regular performing arts trips, visits to the theatre and the option to take LAMDA lessons, from preliminary grade, right up to Gold medal standard.

Year Autumn term Spring term Summer term

Year 7 Basic stagecraft Using the medium of Drama

Responding to a given stimulus

Text work – approaching a play text

Year 8 Year 8 production History of theatre Greek theatre (mask work)

Drama genres Scriptwriting - structure and use of language

Year 9 Status (master/servant) Status reversal

Exploring a play text through practical means

Responding to a theme/issue through Drama.

Mrs N Jordan Director of Drama, Junior & Senior School

English The study of English teaches us how to be human. We explore the range of emotions, asking questions about how we view relationships, challenges, civilization and the future. We learn how to communicate effectively, whether through discussions, presentations, essays or drama. Throughout Years 7, 8 and 9 we explore the breadth of English with each year group focusing on the core study of poetry, prose and drama with additional work in Genre studies such as Fairy tales in Year 7, Children’s Books in Year 8 and Debate and Media work in Year 9. We also explore a range of writing around thematic ideas so that students can synthesise perspectives and approaches to a theme. Most of the learning comes from a central text whether it is a novel, selection of stories, anthology of poetry or collection of non-fiction articles. English is not set until Year 9, and is taught in form groups in Years 7 and 8. Assessment is tracked through the writing process and girls are introduced to a range of writing from Year 7 onward. With each unit of work there are agreed upon assessment pieces such as essays or poetry anthologies which, when appropriate, are redrafted for final drafts so that girls understand that writing can always be improved and developed at every level. Writing is assessed using the former National Curriculum levels and students are given formative comments which they record to see their own progress. Theatre trips are arranged for girls and texts might be chosen so that girls can see the production as well as study it. Also, books are given out in the holidays to encourage a habit of reading. In addition, girls are given opportunities to participate in competitions like debating, public speaking and a short story competition to extend their engagement.

Year Autumn term Spring term Summer term

Year 7 Wolves of Willoughby Chase Ballads

Newspapers Midsummer Night’s Dream

Fairy tales

Year 8 Curious Incident of the Dog in the Night/Private Peaceful (dependent upon teacher) Chaucer

Children’s Books Macbeth

Schools Unit

Year 9

The Great Gatsby/Lord of the Flies/Of Mice and Men (dependent upon set and teacher) Persuasive writing

London Unit Poetry by Heart

Blood Brothers/An Inspector Calls Debate/Media

Ms T Stevens Head of English Academic Enrichment Co-ordinator

French At Key Stage 3, students develop confidence and depth of knowledge in speaking, reading, listening and writing in French. We use the course book Studio and the Active Teach package which is on the VLE. We also use the Studio workbooks. The interactive whiteboard is a useful resource for many aspects of the lessons. We encourage the students to be independent learners and we have a good selection of current magazines specifically designed for young people and reading books in the School Library. In Years 7 and 8, the girls are taught in mixed ability groups. In Year 9, they are taught in two sets. The girls are assessed according to National Curriculum guidelines for Modern Foreign Languages in all the four skills and also have regular vocabulary tests. The girls gain a thorough knowledge of many grammar aspects to equip them for the GCSE. In Year 7,the girls cover such topics as describing yourself, your family and other people, school, food, hobbies, sport, where you live, telling the time and holidays. They learn the present tense. Developing confidence and accuracy in writing and speaking is very important in Year 8. Speaking skills are improved by repeating phrases from the CD or the teacher, as a group, or individually and working in pairs. Topics covered in Year 8 include: reading, television, computers, a visit abroad, music, your clothing style and where you live. Girls are also taught the future and perfect tenses. Year 9 is particularly important from the point of view of grammar input. The pupils learn grammar structures, which will be needed in the following year for the GCSE course. Topics include talking about your social life, health, jobs, holidays and rights and responsibilities. The students are taught the imperfect tense.

Year Autumn term Spring term Summer term

Year 7

Describing yourself School life Telling the time Food

Hobbies Where I live

Holidays Preparation for exams Studio discovery

Year 8

Reading Television Computers A visit abroad

My identity Hometown

My talents French speaking countries

Year 9 Social life Healthy living

Jobs Holidays

Me in the world Preparation for the exams.

Madame B McNamara French Teacher

Geography Whereever you are Geography helps you understand what is around you, both the physical landscape and the human features and, as such, is essential to a well-rounded education. The Geography Department is committed to delivering the subject at all levels through a variety of classroom based activities such as the use of DVDs, web based resources, question and answer sessions, use of textbooks and accompanying worksheets and various independent learning tasks. At Key Stage 3 the Geography Department will cover a variety of topics through an enquiry based course. The main resource used is the ‘This is Geography’ series of textbooks, plus the accompanying worksheets. A range of geographical skills will be covered and various trips support the work completed in the classroom. Students are taught in tutor groups in Year 7. Students may be set in Years 8 and 9 depending on numbers and timetabling constraints. Progress is monitored through classwork, both written and oral, the completion of weekly homework tasks and progress tests. In addition, at the end of each unit of work, the students will be tested and a percentage and key stage level will be awarded. Students will track their own results by filling in a sheet in their exercise books. An end of year exam will also be sat at the end of May. The work covered, subject to change, is as below. Year 7 use ‘This is Geography’ book 1, Year 8 use book 2 and Year 9 follow book 3:

Year Autumn term Spring term Summer term

Year 7 What is Geography? Making connections

Could Geography help you survive?

Shop until you drop – how is the way we shop changing?

Year 8 Can the Earth cope with more people?

What can you learn about a place by investigating rocks?

Coasts – where would you build a new seaside resort?

Year 9 What makes Indonesia such a dangerous place to live?

Why does it matter if the rainforest is destroyed? Food for the future – what are the ingredients for a better world?

India – a developing story – which way should they develop now?

Mrs J Wood Head of Geography

German These introductory courses in German cover basic topics such as family, pets, school, house and home food and drink, places in town, hobbies, time and daily routines. The aim is to provide a basic grounding in Year 7 which is then built upon in Year 8 with additional grammar input in Year 9 in preparation for GCSE courses. Aspects of German life and culture are also covered. Pupils are taught in mixed ability sets and at the end of Year 8 and then may opt to continue with German into Year 9. All year groups follow a course book which is supplemented by worksheets/workbooks and IT resources. Groups frequently use interactive websites such as languages online to enhance their learning experience and consolidate topic vocabulary and grammar. Progress is monitored through classwork and homework tasks. Assessment is done continually throughout the year via vocabulary tests and specific assessments which target the four skills of reading/writing listening and speaking. Where appropriate, pieces of work will be given a National Curriculum Level. In Years 7 and 8 there is a greater focus on communication and building oral confidence, whereas in Year 9 there is more focus on developing writing skills and grammatical awareness. Any girls continuing on to GCSE in German have the opportunity to visit Berlin in a bi-annual city break.

Year Autumn term Spring term Summer term

Year 7 Greetings, numbers, countries, classroom language and family

School, time and hobbies Houses and food

Year 8 Basics revisited, pets and family

Opinions on school/ Leisure likes and dislikes

Bedroom, house description and healthy eating

Year 9 School, house and home Food and drink, and leisure activities

Town, weather and shopping

Mrs R Harris-Moss Head of Modern Foreign Languages

History Our philosophy is to ensure that every student has an understanding of the past, to enable them to be an informed citizen of the 21st Century. Historical skills are developed for example, analysis, research and communication. Imagination and creativity are encouraged. Work will be presented in different formats, for example, spoken, written and role play. In Year 7, we look at different aspects of the Middle Ages in England from the Norman Conquest. These include warfare (castles), religion (the murder of Thomas Becket), medicine (the Black Death) and society. In Year 8, we study the changes in England during Tudor and Stuart periods including the monarchy, the Reformation and the English Civil War. In Year 9, we look at Britain in the 19th Century and the impact of the Agricultural and Industrial Revolutions on society. We also look at the topic of slavery with a case study on African Americans. 20th Century studies such as the Cold War, and the changing role of women are included, to give a flavour of the work at GCSE in Years 10 and 11. Resources include Key Stage text books, and we have an annual subscription to the award winning active history website by R.Tarr. Students are not set and progress is monitored using the school grade cards, and reports. We organise relevant education visits to support the curriculum which has included a KS3 visit to Manchester and Liverpool, to see the key features of slavery, and the Industrial Revolution.

Year Autumn term Spring term Summer term

Year 7 The battle of Hastings, and the Norman conquest.

Religion and Society in the Middle Ages.

Rural and Town life in the Middle ages

Year 8 The Wars of the Roses 1399-1485. Henry VII 1485-1509.

The Tudors and Religious changes 1529-1588.

The Stuarts 1603-1649, problems facing James I and Charles I

Year 9 The Agricultural Revolution. The Slave Trade.

The Industrial Revolution, causes and consequences.

The Transport Revolution – Railways.

Mr J Brennan Head of History

Latin All pupils in Years 7 and 8 take Latin and at the end of Year 8 sit the new OCR Latin Entry Level examination. In Year 9 the study of Latin becomes optional. The aim of the course is to enable the pupils to read Latin. The learning of Latin will provide the pupils with knowledge of the Latin language so that they can comprehend simple Latin for reading purposes and gain access to literature and to the culture from which the language springs. Additionally, this learning will give the pupils an understanding of the content, style and values of Roman civilisation with special reference to the First Century AD using various primary sources. The course book for all years is “The Cambridge Latin Course” and pupils are tested through regular translation and comprehension exercises and through the final assessments for their current book of study. In addition, from Year 9, pupils are assessed using GCSE Latin past papers towards the Full Course and Short Course Latin GCSE. In Years 7, 8 and 9 regular use is made of the online Cambridge Latin Course website and the Cambridge Latin Learning Resource software installed on the School computer system. These resources are accessed by the School IT suite and also by tablet computer in class. Pupils can also access the website resources for homework tasks and independent learning. During the Latin course pupils will have the opportunity to visit Fishbourne Roman Palace. They will also go to the British Museum to view the Roman Galleries. In Year 9 girls will be able to go on a weekend visit to the Roman Baths and museum in Bath. A 5-day overseas ‘Classics Tour’ is planned for February half-term 2016 to Rome and Pompeii/Herculaneum for girls in Year 8 and above.

Year Autumn term Spring term Summer term

Year 7 Cambridge Latin Course Book 1 Stages 1 – 5

Cambridge Latin Course BOOK 1 Stages 5 - 7

Cambridge Latin Course Book 1 Stages 8 - 9

Year 8

CLC Book 1 Stages 10 – 12. Preparation for CLC Book 1 Assessment Test.

CLC Book 1 Assessment Test. CLC BOOK 2 Stages 13-14. OCR Latin Entry Level examination.

CLC Book 2 Stages 15 – 16. CLC Book 2 Assessment Test.

Year 9 CLC Book 2 Stages 17 – 20. CLC Book 2 Assessment Test.

OCR Latin language Paper A401 practice. Latin Foundation language past papers Level 1 and Level 2 from WJEC exam board. OCR Latin Foundation language A401 past papers.

OCR Latin language Paper A401 practice. Latin Foundation language past papers Level 1 and Level 2 from WJEC exam board. OCR Latin Foundation language A401 past papers.

Mr C O’Reilly Spanish & Latin Teacher

Mathematics We follow the National Curriculum and topics are based on Number, Algebra, Ratio, Proportion and Rates of Change, Geometry and Measure, Probability and Statistics. The level of difficulty increases each time a topic is revisited. In Year 9 the top set are usually ‘accelerated’ with the view that they will take more than one Maths qualification at Key Stage 4. Each topic is predominantly taught using the Cambridge Essentials text book which has its own CD-ROM so that students can access helpful hints and examples from home. Maths ‘Boardworks’ presentations are sometimes used to introduce new topics and all of these are available to students via the VLE. The maths ‘Virtual Image’ software (mental arithmetic, fractions, algebra and trigonometry) is also available for use outside of School from the VLE. We subscribe to the ‘MyMaths’ website, and all staff and students can access this site via any internet facility. This allows the teachers to use their lesson presentations in class and for students to revisit and work through them independently. Students can use the website to revise for exams or catch up if they miss a lesson. Some online homework will be set from MyMaths and students will be able to monitor their own progress as they work through each level. Pupils are taught in mixed ability sets for Maths in Years 7 and 8, and in ability sets in Year 9. These groups are monitored and reviewed regularly. Assessment is continual throughout the year, and MyMaths homeworks keep a track of progress made. Also short end of unit tests will be completed at intermittent times throughout the year normally just before a grade card or report so that relevant feedback can be given. The end of year exam is the same format as the end of KS2 and KS3 exams and will result in a National Curriculum level. There is a Maths surgery that takes place during the lunch break. This is a drop in session for students who need help on a particular topic. Maths Mania is an annual event for Years 7 and 8 where maths is approached in a completely different and fun environment for the morning.

Autumn term Spring term Summer term

Years 7, 8, 9

Students are taught each of the main subject areas (Number, Algebra, Ratio, Proportion and Rates of Change, Geometry and Measure, Probability and Statistics) for two to three weeks each term in order to provide variation as well as to refresh topics on a regular basis.

Mrs J Lambert Head of Mathematics

Music Throughout Key Stage 3 there is a strong focus on the practical skills of music and on musical understanding. This is explored through the core activities of listening and appraising, performing and composing. The curriculum is delivered in projects which vary in length from between two weeks to half a term. Informal assessment occurs during projects with a formal summative assessment at the end of each project based on national curriculum levels. These assessments help to form the grades given in the girls’ regular grade card reviews and school reports. Throughout Key Stage 3 pupils gain access to the Music Recording Studio where performances and compositions are digitally recorded. The Music Department has a large range of classroom percussion instruments and a suite of keyboards each linked to computers running Sibelius 6 and Cubase 5 software. In Year 7 a strong foundation is laid in the core activities. Projects include the Elements of Music; the Instruments of the Orchestra; Music Notation; Keyboards; World Music; Sound effects/storyboard. In Year 8 more specialist skills are introduced. Projects include Graphic Score; Chords I, IV and V; Garage Band Project (iPad based) Dance Music; Programme Music. In Year 8 girls use the suite of computers in the Music Department and become familiar with Sibelius 6 and Cubase 5 sequencing and notation software. Year 9 is an opportunity for girls to develop their skills further. Projects include New Directions in Twentieth Century Music; Film Music; Japanese Music; Song Writing; Music Theory. Girls learn about basic recording techniques in the Recording Studio including microphone set up and mixing/mastering. There are many performing opportunities for girls in Key Stage 3. All students are given opportunities to perform in School concerts and assemblies. Instrumentalists can perform in the Orchestra and Wind Ensemble, depending on their ability and there are numerous smaller chamber groups. Students can also be invited to join the international performance tours as well. Overview Scheme of Work:

Year Autumn term Spring term Summer term

Year 7

Musical Elements/Instruments of The Orchestra

Notation/Keyboards World Music/Sound Effects

Year 8

Graphic Scores/ Chords/Garage Band

Chords/Dance Music Programme Music

Year 9

20th Century Music/Film Scores

Japanese Music Song Writing

Mr R Cousins Director of Music & Public Performance

Personal, Social and Health Education and Citizenship

In Key Stage 3 the students are taught a course entitled R.E.S.P.E.C.T. This stands for: Relationships, Emotional, Social, Political, Enterprise, Citizenship, Training The students receive one lesson of PSHE per week but many topics are supplemented in other curriculum areas. The main three topics that the course covers are PSHE, Citizenship and Careers Guidance. PSHE lessons are delivered within the tutorial programme that all students have for one lesson a week. During tutorial there is opportunity for students to have talks as a year group from various organisations and people such as the police or school nurse. PSHE lessons are designed around topics each term. This is a new course and is subject to change and development. The topics for Years 7 to 9 recur and are built upon each year. They are:

Year Autumn term Spring term Summer term

Citizenship in Years 7 to 9

Rules, fairness, rights and responsibilities, communities and identities

Laws and the justice system

Managing money, liberty and freedom, parliamentary democracy

Personal, Social and Health Education in Years 7 to 9

Communities, identity, emotional wellbeing

Relationships and sex education, drugs, healthy lifestyle, risk and safety

Money and me, planning for the future

Mrs C Richards Director of Pastoral & Boarding

Physical Education

During Key Stage 3, students learn to devise strategies, recognise the importance of rules and their application and appreciate performance strengths and limitations. Students use these skills both in team work and competitively, and develop an awareness of the short and long term effects of exercise. Students are encouraged to adapt and refine existing skills and apply these to new sequences. Physical Education offers students opportunities to develop many personal qualities, including self-esteem, organisational skills and co-operation with others. Students develop their range of physical skills, at their own pace, in an enjoyable and challenging atmosphere. Lessons at Key Stage 3 fully prepare students for further study of Physical Education, if that is their choice. In Years 7, 8 and 9 students follow a progressive programme covering basic games, hockey, netball, badminton, gymnastics, dance, basketball, volleyball, athletics, tennis, rounders and swimming. Progress is monitored through group and individual tasks, and performance at the end of unit is assessed physically and verbally demonstrating knowledge and understanding (rules, tactics, etc.). In addition to the programme offered in curriculum time, there is a wide and varied extra-curricular timetable and students of all abilities are encouraged to participate in activities in the afternoon and after School.

Autumn term Spring term Summer term

Year 7 Swimming, dance, badminton, hockey and netball

Swimming, gym, basketball, hockey and netball

Athletics, tennis, cricket and rounders

Year 8 Swimming, dance, badminton, hockey and netball

Swimming, gym, basketball, hockey and netball

Athletics, tennis, cricket and rounders

Year 9 Swimming , netball, hockey, sports acrobatics and badminton

Swimming, netball, hockey, basketball and volleyball

Athletics, tennis, cricket and rounders

Miss K James Head of Physical Education

Religious Studies Religious Studies is a HUMANities subject History studies the human past. Geography studies the human environment. RS studies human beliefs, ideas and behaviour. RS is about people. What people believe affects how they live and behave. If you believe that animals should be treated with kindness… then you’ll be kind to animals and may even be a vegetarian or belong to a group who work against cruelty to animals. If you believe that the earth is sacred (special and holy) then you won’t drop your crisp packet on the ground. If you believe that when you die you will be judged, you will seek to lead a life worthy of judgement. So religious beliefs matter. They are what make people dress, eat and behave the way they do. In RS we study the great world faiths and cultures that have shaped our modern world… and the ideas that we have about the meaning of human life. In RS you learn the concepts of TOLERANCE and UNDERSTANDING. In RS you learn to interact with other people without fear or prejudice. In RS your lessons will be fun, interesting and relevant to everyday life. Students are taught in tutor groups throughout Key Stage 3 for one lesson each week. Progress is monitored through classwork, both written and oral, the completion of weekly homework tasks and progress tests. In addition, at the end of each unit of work, the students will be tested and a percentage and key stage level will be awarded. Students will track their own results by filling in a sheet in their exercise books. An end of year exam will also be sat at the end of May. The work covered, subject to change, is as below.

Year Autumn term Spring term Summer term

Year 7 Ultimate Questions Creation

Sikhism Pilgrimage

Year 8 Jesus Modern Christianity Modern Day Prophets

Year 9 Buddhism Hinduism Evil & Suffering

Mrs O Barber Religious Studies Subject Leader

Science

Science helps you understand the world in which you live - how things work, how reactions take place, and all about animals and plants. The Science Department delivers the subject at all levels through a variety of classroom based activities such as practical work, independent research, question and answer sessions, textbooks, worksheets and animations. At Key Stage 3, Year 7 and 8 complete a combined science course based. The Biology, Chemistry and Physics topics are taught by one member of the Science department. In Year 9 all students begin the IGCSE courses. They study Biology, Chemistry and Physics as separate sciences which are taught by subject specialists. Students are taught in tutor groups in Year 7. Students may be set in Years 8 and 9 depending on numbers. Progress is monitored through classwork, both written and oral, the completion of weekly homework tasks and progress tests. In addition, at the end of each unit of work, the students will be tested and a percentage and key stage level will be awarded. Students will track their own results by filling in a sheet in their exercise books. An end of year exam will also be sat at the end of May. The work covered, subject to change, is as below. Year 7 use ‘Exploring Science’ book 7 and Year 8 use ‘Exploring Science’ book 8. Year 9 use the Edexcel IGCSE Biology, Chemistry and Physics textbooks.

Year Autumn term Spring term Summer term

Year 7

The skills needed to work in a laboratory. Cells and their structure. Walking on water (forces). The particulate nature of matter.

Skeletons and their bodies. Nutrition and digestion. Gas exchange systems. Reproduction.

Electricity and electromagnetism.

Year 8

Taking forces further. Learning to love the Periodic Table. Photosynthesis and respiration.

Ecology and genetics. The cost of energy and energy transfers.

Space physics and all sorts of waves. The Earth.

Year 9 IGCSE Biology

The variety of living organisms. Cell structure. Diffusion, osmosis and active transport.

Respiration and gas exchange in humans. Transport in humans (the circulatory system).

What are you eating and where does it go? (Nutrition and digestion in humans)

Year 9 IGCSE Chemistry

States of matter Diffusion Atomic structure

Rates of reaction Reactivity series

Year 9 IGCSE Physics

Types of energy Heat transfer Electrical circuits, current and potential difference

Electrical circuits and factors affecting resistance Sound Electromagnetic spectrum

Domestic electricity Fuses and Earthing Static electricity

Mrs K Best Head of Science & Physics

Spanish The introductory classes in Spanish cover basic topics such as family, pets, school, house and home, food and drink, places in town, hobbies, time and daily routines. The aim is to provide a basic grounding in Year 7 which is then built upon in Year 8, with additional grammar input in Year 9 in preparation for the GCSE course. Aspects of Spanish life and culture are also covered. Pupils are taught in mixed ability sets in Years 7 and 8. At the end of Year 8 they may opt to continue with Spanish into Year 9. All year groups follow a course book which is supplemented by worksheets/workbooks and IT resources. Groups use interactive websites such as BBC languages and languages online on a regular basis, in order to enhance their learning experience and consolidate topic vocabulary and grammar. Progress is monitored through classwork and homework tasks. Assessment is done continually throughout the year through vocabulary tests and specific assessments which target the four skills of reading/writing, listening and speaking. Where appropriate, pieces of work will be given a National Curriculum Level. In Years 7 and 8 there is a greater focus on communication and building oral confidence, whereas in Year 9 there is more focus on developing writing skills and grammatical awareness. Pupils continuing on to GCSE in Spanish have the opportunity to visit Asturias, Northern Spain each year on a language study visit. This visit takes place at the end of the Summer Term.

Year Autumn term Spring term Summer term

Year 7 Greetings, numbers, countries, classroom language and family

School, time and hobbies Houses and food

Year 8 Basics revisited, pets and family

Opinions on school/ Leisure likes and dislikes

Bedroom, house description and healthy eating

Year 9 School, house and home Food and drink, and leisure activities

Town, weather and shopping

Mr C O’Reilly Latin & Spanish Teacher