Welcome to KS3 EveningAston Fields Middle School

Key Stage 3 • Years 7 – 9 nationally• Increased number of teachers with specialist

knowledge of secondary curriculum• Building on primary experience and preparing

pupils for transition to high school• Creating aspirational pupils who have a love of

learning for life• Pupils are Set in KS3 for English, maths and in

General Sets for Science and some foundation subjects. 2 parallel bands.

The new National Curriculum (introduced in 2014)

• Provides pupils with an introduction to the essential knowledge that they need to be educated citizens.

• It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.

• The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

DfE 2014

Key Themes across the Curriculum• LAC – Literacy across the Curriculum• NAC – Numeracy across the Curriculum• Thinking Skills – • Making connections across curriculum areas• Making connections with the real world• Encouraging curiousity and a love of learning

Assessment at KS3

• Levels removed for all year groups last year

‘Levels have also been recognised as the driver of undue pace through the curriculum, which has led to gaps in pupils’ knowledge.’ www.gov.uk

• New KS1, KS2 and GCSE tests being introduced

• A move to skills based assessment

Assessment at KS3

• Pupils will therefore be assessed against a series of Key Performance Indicators (KPIs) known to the pupils as milestones in all subjects.

• Assessment will be continuous – drawing on class & homework, tests, discussion & group work and ELAs.

• Pupils will need to show mastery & fluency

What we think intelligence is’:  

Growth Mindset• Intelligence can be increased.• Just takes effort, persistence.• Mistakes and challenge are a way to grow

better.

Fixed Mindset• Something you are born with.• Can’t change it much.  

What are Mindsets?

Fixed GrowthFocus on performance Focus on learning

Failure and/or effort perceived as being sign of low ability

Not threatened by hard work or failure

Don’t recover well from setbacks Mistakes are perceived as part of the learning processes

Unstable self-esteem Stable self-esteem

Choose activities to maximise performance (easy ones to feel clever)

Seek new challenges for a sense of achievement

Decrease efforts, withdraw or consider cheating (self-protection)

View effort and persistence as a necessary part of success

Disengage, misbehave in class Pay attention in class- especially when learning something new or challenging

What impact do Mindsets have on our children?

1. Growth Feedback

2. Celebrate Mistakes

Promote Growth Mindset

Resilience, motivation &

success

How can you help at home?

“You are not good at this”“Never mind you are good at others

things”“Let’s try an easier one”“You are such a smart boy!”“You are really good at maths”“This is definitely one of your talents”

We may encourage fixed Mindsets without

meaning to

Give ‘process praise’. • Effort• Strategy• Interpret setbacks as lack of effort, or

inappropriate strategies.

Use also ‘task praise’. • ‘All the labels are correct' • ‘There are hardly any spelling mistakes

this time.'

Growth Feedback

“You really tried hard and it’s getting better every time”.

“That is the best one that you have done yet!“That was a good way to do it”. “The sky in your painting is so realistic”.

“Try different ways until you find the right one for you”.

“Practice makes perfect”. “Try to do even better next time”.

“See if you can make the sky more realistic”.“That approach might not be the best”.“You can try harder than you did that time”.

• When challenged or fail they know they know what to do – work harder or a different way.

• They keep trying – resilient.• Self-esteem remains stable

Children praised this way ...

National Curriculum 2015: Maths

• Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.

• It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.

• A high-quality mathematics education provides the foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Our aims

• To provide the opportunity for pupils to become fluent in the fundamentals of mathematics.

• To help pupils reason mathematically – follow a line of enquiry, find relationships and generalisations, developing an argument, justification or proof using mathematical language.

• To provide the skills to solve increasingly complex problems, breaking them down into smaller, more simple steps and showing perseverence.

• To foster enjoyment and wonder in the power of mathematics!

KS3 Mathematics

• Started in the summer term of Year 6.

• Builds on the knowledge we already have of our pupils.

• Formalisation of Algebra – greater emphasis on correct notation and formal methods.

National Curriculum 2015: English• English has a pre-eminent place in education and in society.

English teaches students to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.

• Through reading in particular, students have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables students both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society.

• The overarching aim for English is to promote high standards of language and literacy by equipping students with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

Key Stage 3 English has broad aims:

Reading: Pupils will learn to…• To develop an appreciation and love of

reading and read increasingly challenging material independently.

• Understand increasingly challenging texts through, for example, learning new vocabulary, making inferences and referring to evidence in the text.

• To read critically; knowing how language presents meaning and making critical comparisons across texts

• Study setting, plot and characterisation and the effects of these

• How dramatists communicate through performance

• Study a range of authors each year

Writing: Pupils will learn to …• Write accurately, fluently, effectively

and at length for pleasure and information through writing for a range of purposes.

• Learn to plan, draft, edit and proof-read reflecting the audiences and purposes for which it is intended.

• Pay attention to accurate grammar, punctuation and structure of their writing

• Consider audience as well as purpose

Grammar and vocabulary: Pupils will be taught to…• Consolidate and build on their knowledge

of grammar and vocabulary.• Use standard English confidently in their

own writing and speech and discuss their own writing with precise and confident use of linguistic terminology.

Spoken English: Pupils will be taught to…• Speak confidently and effectively through,

for example, giving short speeches and presentations, expressing their own ideas and keeping to the point.

• Improvise, rehearse and perform playscripts and poetry in order to generate ideas for their own writing, discussing language use and meaning.

KS3 English

• Key differences between KS2 and KS3 – the level of analysis – critical thinking and reading

required of pupilsSpeaking & Listening Reading Writing

– The increased understanding of PURPOSE AND AUDIENCE to become more effective writers

– Building confidence to become articulate and well-rounded communicators

KS3 OverviewKEY STAGE 3 DELIVERY GRID 2015 - 2016 year 7 Autumn term 1st half

Autumn term 2nd half

Spring term 1st half

Spring term 2nd half

Summer term 1st half

Summer term 2nd term

Reading Skills Writing Skills. Thematic approach could be used or a novel. Learning objectives: to build on SPAG from YR 6. To read for meaning, empathy and writers’ purpose. Resources: SMART Skills Builders for reading & writing. English Gold 1 & 2. Writing triplets - Literacy In Context covering all the Writing triplets Assessment Comprehension task or empathy task. Use Reading Milestones for assessing criteria Writing task: report/ persuasive/ descriptive/ empathetic or narrative text. Writing Milestone assessing criteria

Novel or Thematic approach. Reading and writing skills. Learning objectives: to be able to support point with quotations and explanations. P.E.E. To continue to embed SPAG in writing tasks. Study of an author and 2/3 of their works: Morpurgo, Roald Dahl, Gleitzman. Assessments Character study using quotations. Use Reading Milestones for assessing criteria Writing Milestones: Writing task- report/ persuasive/ descriptive/ empathetic or narrative( ensure it is different from last ½ term) SP: presentation of author and his work.

Myths & Legends Scheme Theme based module covering reading, writing, drama & SP. Learning objectives: To continue to embed SPAG, to learn how to present orally, to learn how to role play. Assessments Writing - report/ persuasive/ descriptive/ empathetic or narrative( ensure it is different from last term) Reading level Milestones grids for Reading. Analyse how a text has been written and the effects on the reader.

Shakespeare “Macbeth” Learning objectives: to explore the changing use of English. To learn how Shakespeare uses language for effect. Students to research the life and times of the playwright. To study the play through DVD, role play and with a focus on performance. Assessments Writingl Write a newspaper report on the events of Macbeth’s reign. Use Milestone assessing criteria. SP: Drama based activity/ presentation of the research.

Poetry Use the year 7 poetry scheme. Teaching objective: Poetic techniques, figurative language. Assessments Year 7 compare two poems, analysing the structure and language Use Milestones criteria for assessing.

Creative English Topic or theme based work covering sp & l, Drama & writing skills. See SOW called Creative English. Assessment Writing A set of instructions, a review of the game. Use Milestones for assessing. SP Presentation of the game.

Year 8 Autumn term 1st half.

Autumn term 2nd half

Spring term 1st half

Spring term 2nd half

Summer term 1st half Summer term 2nd half

Novel. L.Os. Analysis of author’s craft. Precise of reading texts. SPAG. Study of an author and 2/3 of their work. Assessments Sp: Presentation of life/ times and works of an author: Swindells, Orwell (top sets) Michelle Magorian, Robert Westall. Reading Use Milestones. Analyse how a character is presented in the novel or how an atmosphere is presented. Writing Report/ persuasive/ descriptive/ empathetic or narrative text. Use Milestones for assessing criteria

Non Fiction L.O. To explore how writers manipulate the reader. Use of P.E.E. Analysis of a wide variety of non fiction texts; persuasive informative Fact/opinion. Grammar for writing argument SOW. Assessments Close analysis of persuasive techniques in a leaflet Reading: Mile stone assessment criteria Writing a discursive essay on an issue covered in the topic. Use Milestones for assessing criteria Year 7 pilot language AQA test.

Shakespeare “Romeo and Juliet” L.O. to explore the themes though role play, performing scenes and watching DVD. Live Wire text can be used. Explore a poem Assessments Writing: Diary of a character, newspaper report. Reading Act 2 scene 2 How does Shakespeare create a romantic atmosphere in the balcony scene? Use Milestones for assessing criteria

19thC, 20thC, 21stC texts. L.O. To explore a range of short stories, poetry, from different centuries. Assessments A written report discussing their favourite text or texts covered in the module. Comparison of 2 of the texts Writing: Descriptive writing, narrative writing. Use Milestones for assessing criteria SP Give a talk to the class about their favourite text.

Reading and Writing Skills L.O. To improve writing skills. To be able to write for different purposes and audiences. Include narrative and descriptive writing. Use SMART Builders Skills for Reading & Writing. Gold books 1 & 2. Grammar for Writing Shaping Practice SOW. To be able to compare two texts for language and structure. Assessments. Prepare students for AQA high school tests, using SOW on Staff share Teacher to assess each task using Mile stones for reading and writing

Yr. 8 high school AQA test in June. Poetry. Use Poetry Grammar for Writing SOW in Staff share.