Subject: ENGLISH Head of Subject: Mrs A Quine · 2019-06-14 · Subject: ENGLISH Head of Subject:...

Subject: ENGLISH Head of Subject: Mrs A Quine

Curriculum Organisation:

Each student will study four lessons of this subject each week. Groups in this subject are

mixed ability for the first half term, and then set by ability after October half term.

Subject Content:

What is studied over the Academic Year

Term 1: Storytelling: Manx Tales It examines: audience awareness; Narrative

structure; Planning and drafting a story; Narrative style; Descriptive writing.

Relationships: Use of image and language in picture book; Character

analysis; Speaking and Listening: Role Play.

Term 2: Relationships: Whole text study; Detective Fiction; Writing to imagine;

Journalistic writing.

Heroes and Villains: Heroes and superheroes; Speaking and Listening –

Individual presentation; Writing to advise.

Term 3: Heroes and Villains: Shakespearean drama; Analysis of ‘hero’ or ‘villain’

character; Research project; Writing to inform.

Travel Writing: Group discussion; Analysis of travel writing; Writing to

describe; Writing to persuade or explain.

There may be some variation in order where classes are shared between teachers.

How are students assessed?

Students are assessed on Reading, Writing and Speaking and Listening in each module.

Assessments are a combination of work linked to the module and stand-alone tasks

assessing skills. They are awarded a National Curriculum Level. Students are given

targets to work on to encourage progression in each strand.

What skills are developed?

Creativity, analysis, empathy, group/team work, expansion of vocabulary, self-expression,

awareness of media influence on every-day lives, social and moral exploration,

independent thinking, ability to evaluate and reflect on own work.

What equipment is needed?

Pens, pencils, ruler, rubber, sharpener, colouring pencils, small dictionary/thesaurus.

How can parents help?

(a) Encourage your child to read a variety of texts on a regular basis (b) Examine exercise books on a regular basis and encourage neatness (c) Feel free to offer some help with checking homework/testing vocabulary etc

Subject: MATHEMATICS Head of Subject: Miss O Graham



setted based on assessment information.

Subject Content: (this will vary slightly depending on the set)


Term 1: Transition material – Primary to Secondary

NUMBER – fractions, decimals, percentages, place value, four operations,

rounding, ratio and proportion.

Term 2: GEOMETRY AND MEASURES – measurements, area and perimeter,

angles, co-ordinates, 2D and 3D shapes.

STATISTICS – data, probability, reading and drawing charts.

Term 3: ALGEBRA – sequences, algebraic expressions and equations, graphs.

CO-ORDINATES AND GRAPHS – plotting co-ordinates, drawing linear

graphs, finding equations of straight lines, loci.


Initial assessment test

Homework tasks

Module tests

End of year examination


Mathematical thinking skills

Information processing skills

Enquiry skills

Creative thinking skills

Reasoning skills

Evaluation skills

Ability to formulate clear and concise solutions to problems


Pen, sharpened pencil, ruler graduated in cm and mm, scientific calculator, eraser,

protractor, pair of compasses.

How can parents help? By ensuring students always bring the correct equipment and books to lessons.

By ensuring homework is completed and brought in for deadlines.

By supporting students in preparation for module tests and end of year examination.

Subject: SCIENCE Head of Subject: Mr M Buchanan



based on a variety of assessment information.

Subject Content: Year 7 will be following the Activate scheme of work published by

Oxford University Press. The topics covered in Year 7 are outlined below. Each group will

study the units in a different order.


Introductory Unit: Practical Skills in Science

Biology: B1.1 Cells

B1.2 Structure and Function of Body Systems

B1.3 Reproduction

Chemistry: C1.1 Particles and Their Behaviour

C1.2 Elements Atoms and Compounds

Physics: P1.1 Forces P1.2 Sound

P1.3 Light P1.4 Space


Each unit of work is assessed by a summative test and there is an end of year exam.

Within each unit there are also opportunities to assess pupils progress through formatively

assessed tasks.


Practical and enquiry skills: Use a range of scientific methods and techniques to

develop and test ideas and explanations, assess risk and work safely in the laboratory,

field and workplace, plan and carry out practical and investigative activities, both

individually and in groups.

Critical understanding of evidence: Obtain, record and analyse data from a wide range

of primary and secondary sources, including ICT sources, and use their findings to provide

evidence for scientific explanations, evaluate scientific evidence and working methods.

Communication: Use appropriate methods, including ICT, to communicate scientific

information and contribute to presentations and discussions about scientific issues.


Activate textbooks are available in laboratories and an online Kerboodle version is made

available to students. Pupils should come to all Science lessons equipped with pens,

pencils, rulers and calculators.


We should be most grateful if you would talk to your child about what they are learning

in Science lessons and encourage them to extend their knowledge and experience of the

subject at every opportunity and to use the online resource provided. Help us to maintain

the best standards by checking exercise books and planners regularly. Please contact us

immediately if you have any concerns.

Subject: ART Head of Subject: Mrs V Blackburn


Each student will study one lesson of this subject each week. Groups in this subject are

mixed ability.

Subject Content:


Term 1: Ceramics Module 1. Students will consider the history of ceramic techniques and

the work of various artists, designers and craftspeople. They will develop insights

and ideas based on recorded observations to inform a personal response. They will

be introduced to ceramic building techniques and develop knowledge of how to use

various clay tools; they will learn thumb pot and coil building techniques. They will

also produce related homeworks that will support classwork.

Term 2: Drawing and Painting Module 1. Students will complete a series of focused practical

tasks with emphasis on each of the formal elements of Art and Design; colour, tone,

texture, line, depth and pattern. They will be introduced to methods of research into

the work of artists, designers and/or craftspeople and will be taught how to relate

this research to their own work. They will use relevant research and developed skills

to inform a creative response.

Term 3: Printmaking Module 1. Students will be introduced to printmaking and will be

encouraged to consider historical and contextual issues, commercial and aesthetic

applications. They will develop practical skills relating to mono printing and

polystyrene tile printing. They will explore distinctive characteristics and imagery of

a particular theme and use a developing knowledge and understanding to produce a

creative response.

How are students assessed? Assessment will take place throughout units of work with students receiving an overall National Curriculum level and Effort grade at the end of each unit. The department makes use of the following assessment strategies: • Formative Assessment • Holistic Assessment • Self-Assessment • Peer Assessment All work is marked in accordance with National Curriculum Levels.


Creative and imaginative powers, and the practical skills for communicating and expressing ideas, feelings and meanings in art, craft and design;

Investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical skills.

Understanding of codes and conventions of art, craft and design and awareness of contexts in which they operate.

Knowledge and understanding of art, craft and design in contemporary societies and in other times and cultures.

What equipment is needed? This is equipment used – students only need pens and maybe a special drawing pencil:

Paper, pencils, charcoal, biros, oil pastels, paint, coloured pencils, clay, clay tools, slab

roller, storage boards, material for impressing, poly blocks, ink, rollers, and pallets.


Ensure homework is done on time.

Subject: COMPUTING Head of Subject: Mr M Long


Computing is made up of two subjects, Computer Science (CS) and Information

Communication Technology (ICT).

Each student will study one lesson of Computing each week.

Groups in this subject are mixed ability.

Subject Content:


Computer Science

What a computer is and how they work

An introduction to Programming with the BBC micro:bit

Information Communications Technology

Basic word-processing skills and presentation standards

Creating Effective Presentations

Subject to change.


On a practical level students are assessed on an on-going basis by the teacher based on

the skills displayed during computer-based activities. Students are also assessed on their

understanding through short tests.

There will also be an end of year exam in this subject.


In ICT, students will develop a number of practical computer based skills using

presentation and word-processing software. The focus is on using these skills in a

purposeful manner with consideration to making the work suitable for its purpose and

intended audience, and to support their wider use across the curriculum.

In Computer Science, students will develop their problem solving and programming skills.


No equipment is necessary but students would benefit from having access to a computer

at home. Wherever possible we use free or open source software. Students will always be

able to make use of the computer labs at school during lunch hours.

How can parents help? Homework is set most lessons, which parents can monitor through use of the planners and

Google Classroom. The Computer labs at school are open most dinner times for the

completion of homework and to provide additional support for students.

Subject: DESIGN & TECHNOLOGY Head of Subject: Mr J McCubbin


Each student will study two lessons of this subject each week. Groups in this subject are

mixed ability.

Subject Content:


Product This will involve projects working with simple cutting of wood to design

Design and create a Block-bot character outcome. An element of Graphic Design may also

be included as part of the project, in the form of 3D drawing methods (isometric and

oblique). Computer Aided Design (CAD will be taught as well during this module).

Resistant The emphasis is on the safe handling and use of tools and equipment in

Materials the workshop. This will be ongoing throughout their time here, introducing them to

new tools and equipment as appropriate. In the early units the focus will be on

gaining the necessary skills in marking out, cutting and shaping. This will be

achieved through teacher led focused tasks as well as a final Design and Make

activity.

Textiles Students are introduced to hand and machine sewing techniques and use this

process alongside further textiles techniques to design and create a monster

themed pencil case and chicken doorstop inspired by the artist Kandinsky. Students

will complete sketchbooks, recording their designs and evaluating the details of

practical tasks undertaken.

Food Students will gain experience in the importance of Hygiene and Safety in a Food

Technology environment. The students will develop their practical skills using a

range of ingredients and equipment. They will be expected to complete design work,

also record details of practical tasks in the form of recipe folders, pictures and

sensory evaluations.


Students are assessed using National Curriculum Levels for the designing and making of

various products in the various material areas of Design and Technology.


The development of their design skills, including the ability to research, analyse, create

ideas and develop them, plan and organise the production of a product and evaluate the

end result. They are also developing their making skills in all the different materials

available, including their knowledge of tools and equipment and processes.


When working in workshops they might need aprons, they will need to bring in various

ingredients for Food projects.


Encourage students to be observant of designs and question how & why they are different.

Also, further backing of attendance to extracurricular activities is beneficial.

Subject: FRENCH Head of Subject: Ms A Beales


Students receive two 50-minute lessons of French each week and are taught in tutor

groups.

Subject Content:


Studio 1: Module 1: Me Module 2: My School Module 3: My Hobbies Module 4: Where I live Module 5: Holidays!

How are students assessed? Students are assessed throughout the year in the four skill areas of listening, speaking, reading and writing and these assessments are used to inform National Curriculum Levels and help individuals make personal progress.

What skills are developed? The Year 7 course is based on Studio 1, ensuring comprehensive coverage of the five strands of the Modern Foreign Language Framework:

Words – teaching students to practise the meaning, spelling and sound of French words together.

Sentences – teaching students how to write simple, grammatically correct sentences.

Texts: reading and writing – teaching students how to understand and write more complex texts using opinions, connectives and intensifiers.

Listening and speaking – linking listening and speaking to help students speak more accurately and authentically.

Cultural knowledge and contact – giving students the opportunity to learn about France and other French-speaking countries through francophone music, cinema and celebrations.


Each student is provided with an exercise book and a textbook which they need to bring to each lesson as well as the normal school equipment: planner, pen, pencil, crayons and ruler.


Encourage students to use the interactive websites www.linguascope.com and quizlet (fun, interactive websites that help students learn, revise and consolidate vital vocabulary and complex sentences) as well as www.itslearning.com (for homework assignments and music videos and film clips).

http://www.linguascope.com/

https://quizlet.com/

http://www.itslearning.com/

Subject: GEOGRAPHY Head of Subject: Mr T Kelly


Each student will study two lessons of this subject each week. Groups in this subject are

mixed ability.

Subject Content:


Term 1: Introduction to Geography:

A basic introduction to Physical, Human and Environmental Geography.

Geographical skills:

Using atlases, Ordnance Survey maps and basic map skills to identify features and

locations.

Term 2: Settlements:

The study of site and situation, the growth of settlements and the changing functions

of towns and cities. The structure and pattern of settlements and the issues

concerning large urban areas.

Term 3: The British Isles:

A study of both the Physical and Human Geography of the British Isles with a focus

on the Isle of Man. This topic will involve the application of the skills developed in

the first two terms.


Baseline Assessment

Homework

End of topic assessments marked against the National Curriculum levels.


Students will develop the full range of the PLTS’ as well as key Geographical skills

focussing on describing and explaining Geographical features, images and data.


Students will be issued with a class exercise book needed for each lesson and should bring a pen, pencil, ruler, rubber, calculator and their school issued student planner. How can parents help? We would be most grateful if you could encourage your child to take note of and discuss current affairs. Watching and reading news materials will help promote deeper discussions in lessons and allow students to include current examples in assessments.

Subject: GERMAN Head of Subject: Frau Kelly


Every student will study two lessons of this subject each week. Students will be taught in

tutor groups.

Subject Content:


Kapitel 1: Meine Welt und ich (My World and I) Kapitel 2: Familie und Tiere (Family and Animals) Kapitel 3: Freizeit- juhu! (Free time – yippee!) Kapitel 4: Schule ist klasse! (School is brilliant!) Kapitel 5: Gute Reise! (Have a good trip!)


Students are continually assessed in the four skills of listening, speaking, reading and

writing formally and informally against National Curriculum Levels throughout the year,

through end of module tests, classroom performance, and pair/small group work, as well

as exercises completed in class or at home.


The engaging Stimmt! 1 course puts a great emphasis on developing students’ confidence

in speaking German, yet still enables them to progress rapidly in the key skills of listening,

speaking, reading and writing. Students are also challenged to think about the language

they are learning, the skills they need for this, and how to improve on these skills.

Developing thinking skills also figures in this course, as students are encouraged to use

their brain in ways not traditionally associated with language learning, for example through

categorising, lateral thinking and deduction. Students are asked to evaluate their own

progress and the learning methods, which worked best for them after every module and

therefore encouraged to take responsibility for their own learning. The National Curriculum

levels provide clear and achievable stepping stones, to help students maximise their

attainment.


Students will be provided with an exercise book, and textbook, which must be brought to

every German lesson, as well as their standard school equipment.

Access to excellent online resources, such as linguascope, memrise/decks and quizlet

allow for independent study at home and in school. Laptops and iPads are available in

German classrooms at break and lunchtimes, if it is easier for students to access these

websites in school.


Parents can help by encouraging their child to complete all homework on time. Check

your DVD collection at home to see if there are films you can watch as a family in German

with English subtitles.

Subject: HISTORY Head of Subject: Miss L Franklin



mixed ability.

Subject Content:


Year 7 History is based around the concept of the ‘Changing Nature of Power’

Term 1: How to become a Historian.

Turning points in History.

Term 2: What has made the most impact on History?

Who was in control of Peel?

Term 3: What makes a good King?

Castle project.


Homework will be set regularly and specific coursework exercises and presentations will

be assessed as part of the student’s yearly profile. There are four core assessments

through the year, which help to inform our overall judgment on a student’s attainment.


In History we focus on using evidence; analysing causation and change and continuity;

interpreting the past through debate and discussion; learning to explain, support and

develop ideas in extended answers. We aim also to introduce students to social and

communication skills that they will use in later life. Students will be taught through a variety

of activities and tasks; some extended.


Students will be issued with a notebook, which they will need for every History lesson.

They will also need a pen, pencil, ruler, rubber, coloured pencils and their school-issued

planner. Above all they will need to bring a lively sense of enquiry.


All parental support is welcomed in this subject area, whether that is help with the literacy

skills that are so important or encouragement to do a little extra research during

homework. There is a focus on local History and trips to Peel Castle and the House of

Mannannan would be ideal for some topics covered in the courses. Any help you can

contribute will be appreciated.

Subject: PERFORMING ARTS (DANCE) Head of Subject: Miss E Wainwright


Each student will study two lessons of Dance a week on a Performing Arts carousel.

Subject Content:


Half Term: Title: ‘Exploration of Dance through choreography and contact work’

Students begin lessons learning the basic actions in Dance and how to link them,

using transitions. Students will learn how to safely warm up and cool down,

progressing to work on this independently. To gain fundamental skills needed in

Dance, students will be taught how to make basic contact safely in pairs and in

small groups. This will have focus on teamwork, concentration and problem solving,

allowing the students to make their own choices and giving them an opportunity to

take on a leadership role linking to the schools PLTS. The scheme of learning then

begins to look at choreographic devices, to understand how they are used to

develop and adapt movement that has been created. This will allow students to

work creatively both in groups and independently. At the end of the half term

students will create a dance using dice ‘chance dance’ to begin to recognise how

our bodies can move in different ways. This final dance will be part of their

summative assessment for Dance. Students will share work with their peers to build

performance skills in a supportive environment. This scheme of work supports the

development of self-confidence, encourages social co-operation and enhances

creativity.


Throughout all Dance lessons students will be assessed verbally and advised on how to improve

their various movement, performance and teamwork skills. Students’ performances will be

recorded and assessed at the end of the half term. Peer assessment is used to help develop their

key understanding and interpersonal skills.


Physical technical skills such as stamina, strength and spatial awareness. Performance,

confidence, leadership, self-presentation, teamwork and collaboration, self-awareness, self-

discipline, time management and organisational skills. An open mind and the ability to move

beyond boundaries and experiment with different ideas. Communication skills, critical and research

skills. The ability to cope with criticism and learn from it and rehearsal techniques.


PE/Games kits, students can wear tracksuit bottoms or leggings for Dance lessons.


Parents can support students in their organisational skills by ensuring kit is packed the evening

before. They can also help through encouraging them to see the bigger picture, in that these skills

can help creative thinking and even exam and interview nerves as they get older.

Subject: PERFORMING ARTS (DRAMA) Head of Subject: Mrs H Greenlees


There will be a Performing Arts carousel in Year 7 that will allow students to have lessons

in Music, Drama and Dance. So each student will have up to a 7 week block rotation with

two lessons a week with each subject areas being visited twice over the year.

Block A

Project 1 Title: ‘Focus on Skills’ To understand why we do Drama as an academic subject and the Health and Safety rules of the room. To build performance skills in an environment of trust, teamwork and from a place of confidence in front of peers. To develop an understanding of the Actor’s Toolkit (Body language, facial expression, physicality, and characterisation)

Project 2 Title: ‘Silent Movies’ To explore characterisation through exaggerated facial expressions, body language and voice projection. To understand technical vocabulary and teaching devices such as; Role on the Wall, Slapstick Comedy, Comedic Timing and Hot Seating. To understand how to use stories and music as stimulus. Present prepared improvised and devised pieces of work for assessment.

Block B Project 3 Title: ‘Matilda’ To encourage students to develop a believable character and sustain

a role. To begin to learn about staging their work effectively and experiment with physical theatre. To show awareness of simple Stanislavski methods. Encourage independent learning through self-evaluation. Investigate the use of sound, music and lighting, and to what effect it has on a performance.

Project 4 Title: ‘What the future holds’ To encourage pupils to use their imagination and their knowledge of environmental issues. Pupils imagine what life will be like in the future. They will use the devices of physical theatre, thought tracking, role-play and create news presentations.


Throughout all lessons students will be assessed verbally and advised on how to improve

their various skills. Students’ performances will be recorded and assessed at a variety of

times during the year. Peer assessment is used to help develop their key understanding

and interpersonal skills. The main three assessments will be ‘Focus on Skills’, ‘Matilda’

and an End of Year Written Exam.


Confidence; self-presentation; teamwork and collaboration; self-awareness; self-discipline;

time management and organisational skills; an open mind and the ability to move beyond

boundaries and experiment with different ideas; communication skills; analytical, critical

and research skills; the ability to cope with criticism and learn from it; stamina; use of voice

and movement of body; rehearsal techniques.


Use of drama equipment in lessons and some extra props or costumes brought from

home.


Support students who lack confidence and urge them to participate in lessons. Encourage them

to see the bigger picture that these skills can help creative thinking and even exam and

interview nerves as they get older. Help students organise any homework that is set.

Subject: PERFORMING ARTS (MUSIC) Head of Subject: Miss J Withey


There will be a Performing Arts carousel in Year 7 that will allow students to have lessons

in Music, Drama and Dance. So each student will have up to a 7 week block rotation with

two lessons a week with each subject areas being visited twice over the year.

Subject Content:


Block A Elements of Music – Part 1

Project 1 Rhythm and Pulse: Students are asked to repeat and improvise rhythmic patterns,

explore rhythm combinations and eventually notate the more simple rhythms as a

preparation for the first composition. They will listen to different drumming rhythms

and singing examples of the call and response songs. Each student in Year 7 will

form part of a choir for Christmas and will learn about the importance of breathing,

listening, melodic notation and internalising the pulse.

Project 2 Melody and Timbre: Students will be introduced to more elements of music

through the use of Percussion and Keyboard skills. This will allow them to gain

important practical skills using both melody and rhythm instruments. The will be

assessed on

Block B Elements of Music – Part 2

Project 3 Scales and Harmony Instruments of the Orchestra: To add to the rhythms

learned in the first unit we now work on the music stave and learn pitch names. We

then explore major, minor and chromatic scales in both theory, aural and practical

ways

Project 4 Instruments of the Orchestra: Students will explore the different timbres that

instruments create and gain knowledge of each family of instruments whilst studying

a selection of orchestral music. Here we explore the concepts of high and low

sounds and instrumental timbres, together with dynamics and structure. We make

use of classroom percussion instruments, and also start work on keyboards. To add

to the rhythms learned in the first unit we now work on the music stave and learn

pitch names.


Throughout all lessons students will be assessed verbally and advised on how to improve

their various skills. Written work will be marked and students’ performances and

compositions will be recorded and assessed at the end of each 6/7 week block.


Listening, appraising, performing and composing skills will be developed. Personal skills

such as working with groups and sharing ideas will also take a lead in this subject. Being

organised in both practical and theoretical lessons will focus the student’s attention in this

area of development.


Untuned and tuned percussion instruments, electric keyboards, computers, musical scores

and a variety of listening and visual material.


Encourage students to research or practice any work that is set for homework. Encourage

them to do wider listening online to classical radio stations and programmes.

Subject: PHYSICAL EDUCATION Head of Subject: Mr D Winrow


Each student will study 3 lessons of this subject each week. Groups in this subject are

mixed ability and single sexed.

Subject Content:


Term 1: Boys - Rugby, Cross-Country, Basketball

Girls - Hockey, Cross-Country, Football, Gymnastics, Basketball

Term 2: Boys - Football, Trampolining, Short Tennis

Girls - Netball, Gymnastics, Trampolining, Handball

Term 3: Boys - Athletics, Cricket, Tennis, Softball, Swimming, Outdoor Education

Girls - Athletics, Rounders, Tennis, Swimming, Outdoor Education

The department offers a range of extra-curricular opportunities for students to develop

their skills in a variety of clubs and fixtures. Clubs include – Archery, Athletics, Badminton,

Basketball, Boxing, Cricket, Football, Hockey, Kayaking, Netball, Rounders, Rugby and

Cross-Country.In recent years the department has also run Sports Trips to Cheshire and

Holland. This year the department is offering trips to Liverpool and Wales as well as a

fantastic opportunity to visit South Africa.


Assessment is undertaken by staff throughout the activity block, culminating with a final

assessment in the last lesson of the term. Students are assessed using the National

Curriculum Level Descriptors and we align these with IGCSE practical assessment

terminology and grading. Students will use these levels to use peer and self-assessment

throughout the module during this process.

Students will also be learning about the human body during the modules and need to

complete an online multiple-choice questionnaire at the end of every half term. This will be

on topics such as the Skeletal system, the Muscular system, Components of fitness and

other PE related topics.


Physical Education increases a child’s physical fitness and develops core skills in each of

the activities covered. In addition, students develop their self-confidence and skills

involving co-operation, communication, problem solving, teamwork and inter personal

relationships.

Subject: PHYSICAL EDUCATION Head of Subject: Mr D Winrow


Girls PE/Games Kit

Plain black shorts, maroon polo shirt, white sports socks, black games skirt, QEII black

tracksuit bottoms (optional), QEII black sweater (optional), maroon and white hockey socks

and trainers. Shin pads and gum shields are required for hockey.

Boys PE/Games Kit

Plain black shorts, maroon rugby shirt, maroon polo shirt, rugby or football boots, trainers,

maroon and white football socks, white sports socks (for PE lessons), gum shield, shin

pads.

There will be further options of outerwear jackets becoming available for both boys and girls

very soon. These will be optional.


Give your child support and encouragement in PE and Games as much as possible. We

believe in every child trying as many different sports and physical activities as possible, so

they can find one they enjoy and hopefully instil healthy habits for life. If your child is playing

for the school teams, they will be one lunchtime and one after school practice per age group

and all players are expected to be at these sessions. If they can’t they must communicate

that with the teacher in charge before training commences. This teaches them commitment

and that they must prepare properly to ensure they can learn as much as possible and be at

their best as a team when representing the school.

The department would welcome any parent with coaching experience who feels they could

offer their assistance. If a parent has a particular skill set of a chosen sport and would like to

support any extra-curricular coaching we would like to hear from you.

If a student is unable to participate in PE and Games for 3 consecutive weeks or more,

then a Doctor’s note is required, explaining their absence. Students who forget their kit will

still be expected take part in some capacity.

Subject: PSHE Head of Subject: Mr J Coole


Each student will study one lesson of PSHE each week. Students are taught in their

mixed ability tutor groups.

Subject Content:


Term 1: Managing Transitions and New Surroundings

The year and expectations, developing a well-rounded skill base.

Collaborative learner - How to work well with others. Creative thinking and

enterprising skills. Independent and organised learner. Community minded

citizen. Assessment: Guidebook leaflet.

Relationship with Self and Others

How people see us within our community. Relationships with family and

friends. Diversity, stereotypes and prejudice. Manners and values. What is

bullying and how can it affect us? Constructive Feedback: how can it help

us?

Term 2: Fair Trade and Ethical Shopping

Where do our things come from? Why do we need ethical cosmetics? What

is a sweatshop? Up cycling, Fair-trade, the future of the world in our hands.

Elections and Political Parties

What is Parliament? Tynwald, How a bill becomes law. What does an MP

do? What is a political party? How do elections work?

Assessment: Political party.

Term 3: Substance Use and Misuse

What do we know about drugs? Facts about illegal drugs, the effects of

drugs, rules and laws about illegal substances, attitudes to drug use, making

choices. Assessment: Problem page.

Personal Safety

Internet and cyber-safety. Arrive alive. Challenging risky behaviour. Making

choices. Assessment: Resource.


Whilst there is no formal assessment students are teacher assessed against their

understanding of the curriculum content. This is informed in part by written pieces of work,

presentations, group discussions, team participation, leadership and organisational skills in

addition to PLTs.

What skills are developed? As well as general life skills, aspects of the school PLTS are covered in this area of the curriculum: Self-manager, Team worker, Reflective Learner, Effective Participator, Creative thinker, Independent enquirer. What equipment is needed?

Students should come to PSHE with the standard basic school equipment; student

planner, pens, pencils, rubber, sharpener, ruler, calculator, colouring pencils etc


Encourage discussion of the issues at home and independent research.

Subject: RELIGIOUS EDUCATION Head of Subject: Mr R Simpson



mixed ability.

Subject Content:


Term 1: What is Religion? Symbols, Myths, Creations Stories and Theories: How do Symbols and Myths help us to understand the world around us, its meaning, its beginning and our role within it? Can religion or science explain our purpose?

Term 2: Judaism – The concept of Covenant. What does it mean to individuals to

follow their faith based on the promise of covenant? Abraham: How did this prophet help establish the belief that there is one God? Moses: How did this prophet establish the Exodus and lead to the setting out of The Ten Commandments?

Term 3: Christianity – What is The Bible? The importance of Jesus: Who was this

prophet and why is he so important to our modern world? The birth, baptism and

temptation of Jesus. Miracles, outcasts, love and forgiveness in Christianity. What does

Atonement mean to Christians today? What can we learn from the Parables and

teachings of Jesus?


Self-assessment

Peer assessment

Written assessments which are marked according to the Manx National Curriculum

Attainment, literacy and progression check. What skills are developed?

Reading, identifying key words and their meanings, extended writing

Effective participating

Reflective participating

Self-managing

Team working

Creative thinking

Literacy


An enquiring mind and willingness to learn.


Encourage questioning and wider reading.

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Subject: ENGLISH Head of Subject: Mrs A Quine · 2019-06-14 · Subject: ENGLISH Head of Subject:...

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