CARDINAL NEWMAN CATHOLIC SCHOOL · Students will design and make a souvenir that will promote...

KS3 LEARNING GUIDE YEAR 8

2018-2019

CARDINAL NEWMANCATHOLIC SCHOOL

The Upper Drive, Hove, East Sussex, BN3 6ND www.cncs.co.uk

Supporting Student Learning at Key Stage 3

Caritas Excellence Together

God is love, and he who lives in love lives in God, and God lives in him (1 John 4:16)

Our Mission is to provide an excellent Catholic

education for all our students which enables them

to respond to the call of Christ throughout their lives.

Caritas – the love which is God – is the golden thread

running through everything we do. We welcome and

accept all our students and staff as unique individuals

created in the image of God. We treat one another

with kindness and respect. We are a community of

Caritas where everyone feels safe, supported and

inspired to make a difference in our local,

national and global communities.

We strive for the highest quality of learning and

teaching that inspires us all to discover and develop

our God-given gifts and talents, to excel in the

present and aim high for the future.

Mission Statement

Parent guide: Supporting Student Learning at Key Stage 3: Year 8

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Growth Mindset: How can you help your child?

As a school, we embrace the principles of having a Growth Mindset rather than a fixed one. Research shows that those with Growth Mindsets are happier, achieve more and have more robust emotional and mental health than those with a Fixed Mindset. Those with a Fixed Mindset believe that intelligence is fixed, something you’re born with, but those with a Growth Mindset believe that with effort, by embracing challenge, learning from mistakes and being receptive to feedback, you can always improve!

FIXED MINDSET

(Think John McEnroe in the angry years!)

GROWTH MINDSET

(Michael Jordan and JK Rowling are great examples)

• Something you’re born with• Fixed SKILLS • Come from hard work

• Can always improve

• Something to avoid• Could reveal lack of skill• Tend to give up easily

CHALLENGES• Should be embraced• An opportunity to grow• More persistent

• Unnecessary• Something you do when you are not good enough

EFFORT• Essential• A path to mastery

• Get defensive• Take it personally FEEDBACK

• Useful• Something to learn from• Identify areas to improve

• Blame others• Get discouraged SETBACKS • Use as a wake-up call to

work harder next time

As the most important adult in your child’s life it really will help if you:• Encourage your child to be curious, to experiment, to use their imagination and to be messy. (Work does not need to be perfect; resilience and rising to the challenge are the important things.)• Praise hard work rather than the marks they get. (Effort is the true path to mastery.)• Make it clear that being hard-working and intellectually curious is cool. (Avoid using words like swot, boffin, nerd, etc.)• Praise them when they think for themselves, work hard and work well in teams and change their minds after thinking something through.• Accept that failure is a really important part of learning. (Failure provides us with feedback about how to improve in future.)• Encourage them to do activities such as writing, reading fiction, solving puzzles, exchanging cultural views and debating. (The brain is a muscle and improves with exercise.)• Talk with teachers about support and opportunities rather than predictions.


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Art DepartmentSubject Leader: Ms K. Jones

Key Stage 3 Curriculum Leader: Mrs L. Airey

Topics Covered:Autumn Term: Landscape and Environmental ArtStudents will recognise and appreciate textural qualities in their natural environment and find out how to describe the surface in landscape images. They will also explore the effects of light and texture

in the landscape and think about their local environment and their relationship with it. Artists to research will include John Constable, Vincent Van Gogh, Paul Cezanne, George Seurat, John Piper, Claude Monet, David Hockney and Rowland Hilder.

Spring Term: Pattern and DesignStudents will recognise and appreciate simple concepts of natural and man-made patterns (e.g. repetition, sequence and order). They will be introduced to applied decoration - textile design and architecture in the style of Art Nouveau. They will learn how to work as a team, dividing and sharing tasks and agreeing on style and content.

Through the use of a wide range of materials, students will be taught to recognise, record and analyse the pattern elements in nature. They will develop their ideas through drawing and various forms of print making, looking at the commercial uses of pattern. They will then work in teams of four to design and make their own restaurant setting. Artists to research will include Gustav Klimt, Antoni Gaudi, Rene Lalique, William Morris, Alphons Mucha and Emile Galle.

Summer Term: MasksStudents will explore the role and function of masks within different cultures. They will be shown how to design and construct their own mask, gaining skills in the use of new materials. Students will work with a wide range of materials, will be experimenting with ideas and will conduct visual research about how masks are used in different cultures around the world. They will then design and produce their own mask.

Assessment OpportunitiesThroughout Key Stage 3 formal assessment will take place after each unit is complete. Students will also engage in peer and self-assessment and will receive constructive verbal feedback on their work.

Helpful Hints for Parents/Carers• Practise and extend skills learned in their art lessons.

• Develop an appreciation of art through independent research and visiting museums and art galleries.


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Computing DepartmentSubject Leaders: Mrs J. Frampton / Mrs H. Hall

Key Stage 3 Curriculum Leader: Mr S. O’Connor

Topics Covered:Autumn Term (first half): What is a Computer?Students will be looking at the history of computers and understanding how computing devices have developed over time. They will also be looking at various parts of a computer and understanding why each piece of hardware is important in order for a computer to function.

Autumn Term (second half): Fireworks AnimationsStudents will be using Adobe Fireworks to learn how to create animations. They will learn how to edit them and how to use the various features of Fireworks.

Spring Term (first half) Micro: BitsThe micro: bit is a handheld, fully programmable computer. It’s 70 times smaller and 18 times faster than the original BBC Micro computers used in schools in the early 1980s. During this short unit students will be introduced to the features of the micro: bit and will use its online code development environment to create short programs for it.

Spring Term (second half): SoundStudents will be using Audacity to create and edit their own sound files. Students will be experimenting trimming, cutting, effects and other manipulations of sound.

Summer Term (first half): Data RepresentationAll data that computers work with is represented as binary data, that is, as patterns of 0s and 1s. So how does that work? Focusing on integer numbers and characters, students will learn the principles of binary data representation for these types of data.

Summer Term (second half): Publisher & ExcelStudents will be using Excel to understand basic spreadsheet tools, to manipulate data and represent it in a professional manner. Students will also be using Publisher to design and create their own Top Trump cards and utilise the tools available within the software to make the cards look professional.

Assessment OpportunitiesStudents will use self-assessment throughout the year to evaluate their work and highlight next steps and areas for development. They will undertake a final task at the end of each unit to assess progress and achievement in that unit. Students will receive regular verbal formative feedback during lessons and more formal feedback on each assessment task.

Helpful Hints for Parents/Carers• Encourage students to develop and enhance work outside of lessons, especially when using new software and to apply their skills to other tasks.

• Encourage students to explore the use of computing in our contemporary, globalised and technological world.

• Continue to get used to using Firefly to manage and access homework and other materials and to submit completed work.


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Design & Technology DepartmentSubject Leader: Mrs E. Stone

Key Stage 3 Curriculum Leader: Mr R. Jones

Students in Year 8 will be taught on a carousel system changing teachers every term. They will have the opportunity to experience all modules but will do these at different times of the year.

Product Design ProjectsElectronic Travel Game Students will learn about the properties and characteristics of plastics and basic electronic circuits. They will design and make a hand held ball bearing game for 6-12 year olds which will be encased in a clear acrylic dome with a graphic base.

Fold it Metal ProjectStudents will design and make a structural product from an aluminium sheet. Suggested products include a pen holder, wind chime, MP3/mobile phone holder, candle stick or jewellery items. The students will cut, fold, roll, drill and/or fix the aluminium sheet to make the final product.

Levers and Linkages Project Students will design and make a souvenir that will promote Brighton and Hove and the surrounding area to tourists.

Biomimicry This is a concept design project that asks students to explore the world of nature, looking for inspiration to design new products.

Textile ProjectsContainersStudents will design and make a textile container. They will need to take into account the specific user needs and show technical skill in its production.

Weaving and DyeingStudents will investigate fabric construction and then design and make a woven band to fit their wrist.

Food TechnologyStudents will be given the opportunity to create a variety of recipes that increase in complexity as the term progresses.

Assessment OpportunitiesThere will be regular opportunities throughout the year for assessment of assignments and homework.

Helpful Hints for Parents/Carers• Try to help with presentation skills; neatness, layout, detail, technical accuracy and use of colour.

• Suggest using relevant computer software packages to develop ICT and design skills.


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Drama Department Drama in Key Stage 3 is all about students becoming comfortable working practically together as individuals, in pairs and in groups. We introduce some basic Drama techniques that will build firm foundations for GCSE Drama and also develop transferable skills for the students. They are encouraged to share their work and to be effective self-managers, participants and creative thinkers. There is a Key Stage 3 Drama Club and also the opportunity to get involved in the annual School Production.

Subject Leader: Mr G. Hammett

Students study Drama for one lesson per fortnight in Year 8.

Topics Covered:Autumn Term: ‘War’Students will explore the theme of war and its impact upon people. They will look at extracts from a play called ‘Kindertransport’. They will devise a play that uses drama skills of Cross-Cutting and monologues.

Spring Term: Commedia dell’arte Students will be introduced to the characters and scenarios of Commedia dell’arte. They will look at stock characters and typical storylines. Students will learn about specific drama terms and develop their movement and mime skills. They will also consider the role of the Costume Designer.

Summer Term: Physical theatreStudents will explore how stories are communicated using physical theatre skills. Groups will develop their chorus, synchronisation and mime skills. They will use music and text to create pieces of drama.

Assessment OpportunitiesThere will be four practical assessments throughout the year, one for each term’s topic and a baseline assessment at the beginning of the year. Student’s written evaluation skills will also be assessed in response to each of the practicals.

Helpful Hints for Parents/Carers• Encourage students to analyse what they see, on television, in films or at the theatre.• Visit local and London theatres to develop an appreciation of the Arts.


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English DepartmentSubject Leader: Mrs A. Brown

Key Stage 3 Curriculum Leader: Mr. A. Harmer

Students in Year 8 are taught in mixed-ability groups. The English Department has chosen texts for Year 8 that are challenging, exciting and explore frank and honest themes that appeal to the students. The focus is engagement and enjoyment for all, embedding the skills acquired at Year 7 and stretching students as they become more mature readers.

Topics Covered (Classes will cover the three units in rotation)

Unit 1: Novel from another cultureStudents in Year 8 will have the opportunity to explore an engaging modern novel. We are introducing Now is the Time for Running by Michael Williams which is a powerful novel that explores conflict, immigration within the context of Mugabe’s Zimbabwe. In order to prepare them for the future demands of GCSE English Language, students will study a range of non-fiction texts alongside the novel that relate to the themes and issues explored.

Key Tasks:Reading – A comparative essay looking at language and presentation of relationships in the class novel and an unseen fiction extract. Writing – A persuasive letter on a topical issue.

Unit 2: Modern PlayStudents in Year 8 have the opportunity to experience the Royal Shakespeare Company (RSC) play version of Malorie Blackman’s hard-hitting novel Noughts and Crosses. This gripping play explores themes of prejudice, growing up and relationships. To support understanding of the issues in Noughts and Crosses and to embed reading skills and strategies, students will also study a range of non-fiction texts.

Key Tasks:Reading – An essay exploring language and dramatic techniques. Writing – A descriptive piece of original writing.

Unit 3: Language of War – Exploring writer’s viewpoints and opinions of warStudents are given the opportunity to jump into a range of unusual and interesting writing from the 19th, 20th and 21st centuries, based on the topic of ‘war’. This unit lays strong foundations in reading skills and strategies thus preparing students for the demands of GCSE English Language. In this unit, students are also introduced to WW1 poetry and will explore the ideas of British Heritage poets such as Wilfred Owen and Siegfried Sassoon. We invite students in Year 8 to respond creatively and analytically to the texts that they read in these lessons. Additionally, students will complete a short speech writing programme that will aim to explore persuasive techniques and speech delivery.


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Key Tasks:Students complete a key task on a War Poem of their teacher’s choice.

Feedback and AssessmentStudents are assessed in Reading and Writing each half term. These pieces of work are aligned to a Progress Pathway (Emerging, Developing, Securing or Extending) and students have the opportunity to respond to their teacher’s feedback in Dedicated Improvement and Reflection Time (DIRT). Students are also given verbal and written feedback in lessons. We encourage students to use feedback as an opportunity to make excellent progress and expect them to act on any feedback their teacher gives them.

ReadingStudents should continue the reading routines embedded at Year 7. Parents/carers are encouraged to support students with their wider reading at home. Research indicates that twenty minutes per night helps KS3 students make good progress in their reading. We use the Accelerated Reader program to motivate students to read and to monitor their independent reading.

Helpful Hints for Parents/Carers• Support and encourage your child to read regularly, ideally for at least twenty minutes a day. Encourage discussion about good books through visits to the local library and bookshops.

• Support the reading of quality articles from broadsheet newspapers.

• Encourage discussion about informative and entertaining pieces by reading a paper with them once a week.

• Support your child in improving accuracy in their writing – ensure all written work is checked for accuracy of spelling, punctuation and grammar (SPaG).


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French: MFL DepartmentSubject Leader: Ms C. Marsh

Topics Covered:

Autumn Term: Students will be developing and extending their communication skills and understanding of basic information about themselves, their families and their daily activities. During this term students will study: self and family, jobs, neighbourhood, weather, leisure activities and television. They will also develop and practise the past tense.

Spring Term:Students will study: invitations and excuses, clothes, town, food and drink, meals, celebrations, shopping for food and eating out. They will continue to study the past tense.

Summer Term: Students will study: travel, holidays, countries, languages, friends, future plans and dreams. They will develop their vocabulary and conversation skills around these topics.

Assessment OpportunitiesStudents will have three ‘Milestone Assessments’, one per term during the year, although there may be end of unit and vocabulary tests in addition to these. The main emphasis will be on oral communication; asking and responding to questions. However, listening and reading skills as well as writing will also be taken into consideration when assessing.

Helpful Hints for Parents/Carers• Ensure that students have the correct resources before undertaking tasks. These may include notes, vocabulary lists from lessons, help sheets/worksheets and a dictionary.

• Encourage them to teach you what they have been learning in lessons, speak to you and visit Internet sites recommended by their teachers.

• Learn vocabulary regularly and thoroughly (little and often). Students will be given a login to Vocab Express where they can practise vocabulary. 5–10 minutes should be spent every day reviewing and revising vocabulary they have met in lessons and learning it. New words should be checked in dictionaries. However, students should avoid Internet translation sites which teach them very little and does not show that they have understood and processed what they are learning in lessons.

• Show a positive attitude towards learning languages and kindle their curiosity about other cultures.


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Geography DepartmentSubject Leader: Ms M. Larkin

Key Stage 3 Curriculum Leader: Mrs O. Field

Topics Covered:Autumn Term – Population, Migration and Megacities and The Geology of Britain and FrackingStudents will look at the 2011 UK census and examine the changing nature of the UK population. Students will also study the reasons for and the issues around migration in both the UK and around the World. One aspect of migration is the rise of the megacity; students will look at the issues raised by such high levels of urbanisation with a focus on a specific megacity.

In the second half term students will investigate different rock types and how they are used by humans, including the extraction of shale gas and the resulting issues and conflicts. Students will study particular landscapes in the UK and learn how they have been shaped by the Earth’s natural forces, focusing on both local and national case studies.

Spring Term – India and Weather and Climate In the first half term students will study the country of India; firstly its physical geography including landscape and climate, and then the human geography with the issues of population and inequality and investigating India’s changing economy. In the second half term students will learn about the different types of extreme weather and the effects on people and the environment. They will investigate whether these events can be predicted and using specific case studies compare the effects of these hazards between MEDCs and LEDCs.

Summer Term – Changing Coastlines During this term students will investigate the importance of coastlines and how they are formed and constantly changed by natural forces. They will learn the landforms of the coast and the physical processes at work. Using local and national case studies students will also look at how and why people manage coastlines. This unit of work will include a fieldtrip to Birling Gap to see how the erosion has changed this local area. Students will also be recording key information from beach surveys which will lead into a longer project.

Assessment OpportunitiesThere will be regular opportunities throughout the year through Key Stage 3 assignments and homework.

Helpful Hints for Parents/Carers• Encourage students to explore the contemporary world through newspapers, media and documentaries.

• Take students on real and virtual geographical journeys to explore different landscapes both locally and further afield.

• Support students with their research and ideas and discuss the topics being studied at home.


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German: MFL DepartmentSubject Leader: Ms C. Marsh

Topics Covered:Autumn Term: Students will revise the questions and answers from Year 7. They will focus on the key verbs and use them confidently in the present tense with opinions before introducing the past tense. The Linguascope website will help with the verbs (students have their passwords). Topics covered will include holidays, shopping and food.

Spring Term: Students will start to learn the future tense through topics such as going out and school.

Summer Term: Students will consolidate and increase their knowledge of key verbs, nouns, adjectives, time phrases and opinions so that they leave Year 8 secure in German. Topics covered will include foreign exchanges and school.

Assessment OpportunitiesStudents will have three ‘Milestone Assessments’, one per term during the year, although there may be end of unit and vocabulary tests in addition to these. The main emphasis in Year 8 is on oral communication; asking and responding to questions. However, listening and reading skills as well as writing will also be taken into consideration when assessing.

Helpful Hints for Parents/Carers• Ensure that students have the correct resources before undertaking tasks. These may include notes, vocabulary lists from lessons, help sheets/worksheets and a dictionary.


• Learn vocabulary regularly and thoroughly (little and often). 5–10 minutes should be spent every day reviewing and revising vocabulary they have met in lessons and learning it. New words should be checked in dictionaries. However, students should avoid Internet translation sites which teach them very little and does not show that they have understood and processed what they are learning in lessons.

• Show a positive attitude towards learning languages and kindle their curiosity about other cultures.

• Encourage regular use of ‘Linguascope’ (students have their own passwords).


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History DepartmentSubject Leader: Mr M. Conneely

Key Stage 3 Curriculum Leader: Miss A. Harkin

Topics Covered:Autumn Term: The British Empire and impacts of colonisationStudents will develop their understanding of modern nations by examining the rise and fall of the British Empire and its impact on Britain, its colonies and other parts of the world. In the second half term students will develop their source analysis skills looking at the lifestyles of the Native Americans, starting to apply their understanding of colonisation to the destruction of the Native American lifestyle.

Spring Term: How did rebellion and revolution affect powerful nations by the first half of the 20th century?Students will develop their skills of extended essay writing through examining the rise and fall of the Slave Trade. They will explore key issues related to the abolition of slavery and important historical figures. In the second half term, students will investigate the

growth of the Civil Rights Movement in the USA and evaluate the extent to which equality has been achieved in modern 21st century America.

Summer Term: Has the pursuit of equality improved people’s lives?Students will explore the development of modern democracy in Britain. Studying both the male and female suffrage movement. Students will finish with an in-depth study of the Russian Revolution, developing their source evaluation skills.

Assessment OpportunitiesThere will be regular opportunities throughout the year through Key Stage 3 assignments and homework.

Helpful Hints for Parents/Carers• Encourage students to explore books, documentaries and media around the topics under study.• Take students on visits to places of interest related to the topics being studied e.g. museums and exhibitions.• Support students with their research by discussing ideas at home.


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Mathematics DepartmentSubject Leaders: Ms J. Logan / Mr M. Wright

Key Stage 3 Curriculum Leader: Miss V. Clark

The national curriculum for mathematics is now well established and our programme of study is designed to enable all students to learn through enjoyment. The national curriculum aims to ensure that all students:

• become fluent in the fundamentals of mathematics

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

• can solve problems by applying their mathematics to a variety of routine and non- routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutionsMathematics is an interconnected subject in which students need to be able to move fluently between representations of mathematical ideas. The programme of study for Key Stage 3 is organised into apparently distinct domains, but students should build on Key Stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

The Programme of Study for Key Stage 3 is broken down into the following areas;Working Mathematically• Making and monitoring decisions to solve problems.• Communicating mathematically.• Developing skills of mathematical reasoning and fluency.Number• Understanding place value and extending the number system.• Understanding and using relationships between numbers and developing methods of computation.• Solving numerical problems.Ratio, Proportion and Rates of Change• Understand multiplicative relationships between two quantities using fractions, decimals, ratio and percentage.• Solve problems involving fractions, decimals, ratio and percentage.• Solve problems involving direct and inverse proportion.• Understand and use a range of compound measures and standard units of measure.Algebra• Understanding and using functional relationships.• Understanding and using equations and formulae.Geometry and Measures• Understanding and using properties of shape.• Understanding and using properties of position, movement and transformation.• Understanding and using measures.Statistics and Probability• Processing, interpreting and evaluating data.• Estimating and calculating the probabilities of events.


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Through the attainment targets noted above, students will have opportunities to:

• develop confidence in an increasing range of methods and techniques

• work on sequences of tasks that involve using the same mathematics in increasingly difficult or unfamiliar contexts, or increasingly demanding mathematics in similar contexts

• work on open and closed tasks in a variety of real and abstract contexts that allow them to select the mathematics to use

• work on problems that arise in other subjects and in contexts beyond the school

• work collaboratively as well as independently in a range of contextsLearning mathematics is a continuous process and the work carried out in Year 8 is only a small, but nevertheless, vital part of this continuum. We aim to help and build up the confidence of those who find mathematics difficult and to extend the horizons of those who have experienced an easier passage.Throughout their school career this support and guidance will enable all students to grow in mathematical stature at their own best pace and provide a firm foundation for the future.

Topics Covered in Year 8:Autumn Term:Students will extend and develop their mathematical skills by covering the following topics to an appropriate level of difficulty: number operations with integers, decimals and directed numbers, order of operations, factors and multiples, indices & surds, expressions and equations, sequences, drawing graphs and finding equations from a graph.

Spring Term: Students will study the following topics to an appropriate level of difficulty: fractions, decimals, percentages, ratio, probability, constructions with a pair of compasses, ruler and protractor, transformations.

Summer Term: Students will study the following topics to an appropriate level of difficulty: area of 2D shapes, volume and surface area of 3D shapes, data collection, data handling, angles, Pythagoras’ theorem, trigonometry, metric units, travel graphs, compound measures.

Assessment OpportunitiesThroughout the year all students will undertake different types of assessment. These will include end of year examinations, interim topic tests and sets of challenging and differentiated class work and homework set by the individual teacher.

Helpful Hints for Parents/Carers• Encourage students to research topics on the Internet and practise their skills online using MrCarterMaths and any other websites they find useful.

• Ensure students have a scientific calculator with them for all mathematics lessons, such as the excellent solar-powered CASIO FX-85GTPlus which is permitted for use in public examinations.


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Music DepartmentDirector of Music: Mrs C. Lane

Classroom CurriculumIn Year 8 students will study a variety of musical styles and the skills of Listening, Composing and Performing are further developed. Students learn these skills through listening, singing, performing on keyboards, tuned and untuned percussion and ukuleles and by composing for voices, instruments and using software programmes such as Sibelius and Garageband on the macs to record and extend composition ideas.

Topics Covered in Year 8:

Blues Programme Music Reggae Songs from Musicals Indian Music

Learning how to perform and improvise in a blues style.

Learning how music can be used to

communicate non-musical ideas.

Learning how to perform in a reggae

style.

Learning how to compose a song for a

musical.

Learning how to compose Indian

Music using Garageband.

Listening & Performing assessments. Listening & Composing assessments.

Extra Instrumental LessonsLearning a musical instrument can benefit student performance across the curriculum as research suggests it has a positive impact on brain development and skills such as self-discipline and concentration. Most of all, playing an instrument can bring joy and friendship and open a door to what can become for some a lifelong hobby. At Newman large numbers of students choose to continue to learn a musical instrument. These lessons are in addition to classroom music lessons, but do take place during the school day. Lessons are provided by teachers from the Brighton & Hove Music Service who visit Cardinal Newman each week. There is a termly charge for group lessons. Some students are entitled to 50%, 80% or 100% subsidies enabling them to have free lessons. The school or music hub may be able to support by loaning an instrument. You can apply online for instrumental and vocal lessons at www.bhma.org or contact Mrs Lane, Director of Music by email: [email protected] for more information about financial support. Lessons are provided on: violin viola cello double bass drums guitar bass guitarflute oboe clarinet saxophone bassoon voice pianotrumpet trombone tuba euphonium french horn keyboard Music Groups and ActivitiesA wide-ranging programme of free musical activities is available for all students, regardless of whether or not they have additional instrumental or vocal lessons. Students who attend our clubs are invited to perform at concerts and events and to go on the Music Tour. Newman Voices: Open to all students who enjoy singingSamba Band: Open to all students who enjoy drummingMusic Tech Club: Open to all students who want to learn how to use GaragebandUkulele Club: Open to all students who want to learn ukulele or who already learn guitarString Orchestra: Open to all students who learn violin, viola, cello or double bassWoodwind Ensemble: Open to all students who learn a woodwind instrumentBrass Ensemble: Open to all students who learn a brass instrumentFunk Band: Open to all students who learn an instrument


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Physical Education DepartmentSubject Leader: Mr L. Murphy

Key Stage 3 Curriculum Leader: Mrs J. Machin

During the autumn and spring terms students study a variety of activities for eight hours each. These include:Boys: hockey, basketball, gymnastics, rugby, football, volleyball, table tennis, health related fitnessGirls: hockey, basketball, gymnastics, dance, football, netball, table tennis, health related fitness

These activities form a common programme for all students. When studying the major team games students are initially taught basic skills to allow them to participate in small-sided games successfully. The Physical Education Department strongly recommends the use of mouth guards when students are participating in rugby and hockey lessons. They are compulsory for competitive fixtures.

Educational gymnastics, taught to boys and girls and dance which is taught to girls only plays a major role in the development of personal skills such as balance, co-ordination, aesthetic awareness and the control of bodily movement. In these lessons emphasis is placed upon developing the student’s ability to plan, perform and evaluate their work.

During the summer term students are taught in mixed classes and usually participate in the following activities: athletics, cricket, stoolball, tennis, softball and rounders.Formal practical assessments take place at the end of each unit of work.


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P.S.H.E.E. DepartmentPSHEE Co-ordinator: Miss H. Rowden

The purpose of PSHEE is to study issues which affect young people as they grow through the teenage years.PSHEE at Key Stage 3 is delivered by Form Tutors during registration once or twice a week throughout the year.There are a number of extended periods which will be spread across the academic year. The programme of study is also supported by additional work carried out in other subject areas, particularly within the Science and Religious Education Departments who are responsible for delivering Sex Education at Key Stage 3.PSHEE focuses on three key areas, Personal

Wellbeing, Economic Wellbeing and Citizenship, which promotes the spiritual, moral, emotional, cultural, mental and physical development of students at this school and prepares them for the opportunities, responsibilities and experiences of adult life.The content of our Programme of Study in Year 8 is centred on the title ‘Self and Society, Our Place in the Wider World.’ During the autumn term students will look at Local Government, career choices, identifying strengths and weaknesses and increasing the motivation to succeed, and the world as a Global Community. During the spring term students will look at the European Community, relationships and diversity, learning styles and setting goals as well as dealing with work related pressures. During the summer term they will continue to study relationships and diversity, careers and economic understanding, healthy lifestyles and risks.PSHEE promotes social and emotional skills that underpin effective learning, positive behaviour and regular attendance. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills. In Year 8 some students may benefit from special group work sessions which are convened to address specific issues, such as not settling into the school, problems in developing friendships and so on. Letters are sent home to parents/carers of students whom the school feels would benefit from these sessions.


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Religious Studies DepartmentSubject Leader: Mr R. Galvin

Key Stage 3 Curriculum Leader: Miss C. McManus

In a Roman Catholic Christian school the role of Religious Education as a subject is a very special one. As a school and a department we are called to aid each student on their own spiritual journey as much as we are able. In Year 8 students will look at how Christianity has developed after exploring its roots in Year 7. They will explore the person of Jesus and the importance of his teachings and the importance of his suffering, death and resurrection for Christians. They will reflect on the impact of Christianity in the wider world and their role within the community.

Topics Covered:Autumn Term:Life of Christ:Students will explore and reflect on the importance of Jesus for Christians today by looking at the incarnation, identity, person and teachings of Jesus together with his suffering, death and resurrection.

Spring Term: Exploring Personal Relationships:Students will be given the opportunity to explore different elements of personal relationships from the importance of love to the Sacrament of Marriage.

Summer Term: Eastern Religions:Students will continue to explore different world faiths by looking at their different practices and beliefs and also what we share in common. They will also examine Hinduism and Buddhism.

Assessment OpportunitiesAssessment will take place throughout the year by means of written assessments that will be done in one lesson. Students will be given one week notification of the assessment and will be expected to plan and prepare for the assessment in that week. Students are not permitted to take notes into the assessment.

Helpful Hints for Parents/Carers• Look at the RE books and have conversations about what is being studied.

• Check homework on ‘Firefly’.

• Engage students in conversations about the topics where they can develop their powers of articulation and evaluation which will help inform their writing.

• Take students to places of religious significance for example churches, cathedrals or temples.

• Encourage students to explore religious, spiritual and ethical issues through newspapers, media and documentaries.


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Science DepartmentSubject Leaders: Miss K. Le Marquand andMr R. Palmer

Key Stage 3 Curriculum Leader: Ms D. Heyns

Each term students will study a mixture of topics from biology, chemistry and physics. Students study in mixed ability groups during Year 8. Emphasis in lessons and assessment remains on practicing key science skills including asking scientific questions, planning investigations, recording data and evaluating data.

Topics Covered in Year 8:Autumn Term:Students will continue their study of the human body through studying Health and Lifestyle. They will look at Energy Changes in physics and go on to look at reactions with Metals and Acids in chemistry.

Spring Term: Students will begin the term with two chemistry modules, Separation techniques and the Earth and Atmosphere. They will build on their study of particles in physics with Motion and Pressure and will explore Adaptation and Inheritance in biology.

Summer Term: During the summer term students will study the patterns of The Periodic Table. In biology they will explore fundamental process for life in Ecosystems and Processes and begin their study of Electricity and Ecosystems.

Assessment OpportunitiesStudents will be regularly assessed in order to both monitor their progress and to build upon prior learning. This will include completion of graded activities and half termly tests which will contribute towards decisions about setting in Year 9.

Helpful Hints for Parents/Carers• Encourage engagement with science in the media, for example watching science based television programmes, looking at scientific websites and reading articles about science in newspapers.

• Encourage students to use revision resources to prepare for termly assessments that are available on Firefly.

• Encourage the use of websites, such as: http://www.docbrown.info/index.htm, http://www.ntscience.co.uk/, http://www.bbc.co.uk/education/subjects/zng4d2p

• Purchase suitable Key Stage 3 revision guides, the school’s specific text book is Open University Press ‘Activate 2’

• Use kerboodle.com to practise exam style questions and revision techniques.

• Visit museums and scientific based exhibitions, e.g. the Science Museum.


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Spanish: MFL DepartmentSubject Leader: Ms C. Marsh

Topics Covered: Autumn Term:Students will continue to develop and extend their communication skills and understanding of basic information about themselves and free time activities. During this term they will study how to describe what they do for leisure and why and they will learn the future tense, which will allow them to describe their plans for a dream weekend. They will also study how to describe the weather, and revise opinions extending their answers by including a variety of activity verbs.

Spring Term: Students will study vocabulary and structures related to home and town/where they live. They will learn how to describe their house and bedroom and places in town. They will be able to arrange going out with friends and they will learn how to give directions in town.

Summer Term:Students will learn reflexive verbs through topics such as daily routine. They will also learn how to tell the time.

Assessment OpportunitiesStudents will have three ‘Milestone Assessments’, one per term during the year, although there may be end of unit and vocabulary tests in addition to these. The main emphasis in Year 8 will be on oral communication; asking and responding to questions. However, listening and reading skills as well as writing will also be taken into consideration when assessing.

Helpful Hints for Parents/Carers• Ensure that students have the correct resources before undertaking tasks. These may include lesson notes, vocabulary lists from lessons (available in the Year 8 Spanish folder), help sheets/worksheets and a dictionary.


• Learning vocabulary regularly and thoroughly (little and often) is of primary importance. Students will be given a login to Vocab Express where they can practise vocabulary. 5–10 minutes should be spent every day going over vocabulary they have met in lessons and learning it. New words should be checked in dictionaries. Avoid Internet translation sites which teach them very little and does not show that they have understood and processed what they are learning in lessons.

• Show a curiosity towards learning languages and learning about other cultures.


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Learning SupportSENDCo: Mrs L. Fairbairn Deputy SENDCo: Mrs. S HollandSEND Administrators: Mrs A. Swann and Mrs L. Elbourne

A range of help and support is available for students who may experience difficulties in particular areas of learning. In the first instance, the class teacher has a commitment to make appropriate provision for students’ needs within their lessons, delivering Quality First Teaching by planning for individuals to make some advances from whatever point on their learning journey they have reached.Beyond that, the Learning Support team, which includes three colleagues with a Level 7 Specialist qualification in teaching students with a specific learning difficulty, may arrange extra provision for certain individuals. This will result in a Progress Plan being written and circulated for those students who require extra intervention that can be delivered in class (this used to be known as an Individual Education Plan). These plans detail specific needs and short term targets, and this may involve support from a Teaching Assistant in lessons, and/or literacy/speech and language, booster reading sessions, working memory intervention or other skills tuition in small groups. Immediate short term help can be obtained by any student who is invited to attend Homework Club, which is open two afternoons a week after school and is staffed by members of the Learning Support team.The Learning Support team and Pastoral staff co-operate closely in attending to the needs of those with emotional, social or behavioural problems. The help of outside agencies may be called on in some cases. The school has its own Medical Centre and counselling services. We have found partnership with parents/carers to be a vital ingredient in our attempts both to identify learning needs and to support students with SEND (special educational needs and/or disability). Please do not hesitate to contact the team if you have any queries.

YEAR 7 Shortly after joining Cardinal Newman, all Year 7 students complete reading and spelling tests, which gives us a standardised score, showing students’ current scores compared to their chronological age. This, together with CAT (Cognitive Ability Tests) results, allows us to identify any students who are working below what is expected for their age. These students attend one or more of a number of targeted interventions, aimed specifically at boosting their ability to read, spell and communicate confidently and accurately. Students who qualify for a specific intervention are allocated a Key Worker. Their names are added to the Special Educational Needs and Disabilities Record (SEND Record) and a Progress Plan (PP) is issued.

YEAR 8 As they progress to Year 8, students who attended support groups in Year 7 will be re-tested in reading and spelling. Many will now attain scores in line with their chronological age and will no longer require a focused intervention. On-going support and monitoring is then delivered by subject teachers and/or by allocating a Teaching Assistant to support a number of students within normal, subject specific lessons. Where a focused intervention


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is still required, this will be reviewed regularly throughout Year 8.

YEAR 9 This is a pivotal year, in terms of guiding students to choose their KS4 subjects. Literacy withdrawal groups continue, where this support is still required, giving students the best possible chance of achieving optimum grades at KS4. Students who are on the SEND Record and/or who gained CATS scores in the lower than average category for their age are screened for eligibility for Access Arrangements. This is a formal process that, if students qualify, allows provision such as extra time in exams/assessments and/or a scribe and/or a reader or prompt, according to individual need.

Cardinal Newman Local Offer can be found at: http://www.brighton-hove.gov.uk/content/children-and-education/brighton-hoves-local-offer/cardinal-newman-catholic-school


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Student Code of Conduct: 3Ps Plus• We wear our correct uniform with pride.

• We only use mobile phones etc. outside and at breaks, unless directed by a teacher as part of our learning. Misuse may result in confiscation of up to 48 hrs.

• We have the correct equipment at all times; black pen, ruler, exercise book, pencil, planner/handbook.

• We participate fully in lessons, giving answers in full sentences, not just single words or phrases.

• We set out our work with pride (date, title, underlined, H/W or C/W).

PR

EPA

RED

• We arrive in school on time. If late, we accept the consequences.

• We arrive to lessons on time, with the minimum of fuss and in correct uniform.

• We hand in well-presented work on time, which is completed with pride.

• We keep left on our way to and from lessons, following directions and with the minimum of noise. P

UN

CTU

AL

• We listen in absolute silence when the teacher is talking, including in assembly.

• We are able to look an adult in the eye and confidently explain our learning.

• We show respect to staff and each other, behaving maturely and using positive and courteous language.

• We look after our own, others’ and school equipment.

• We respect our school environment, not littering, spitting or chewing gum.

• We keep hands, feet and objects to ourselves.

• We queue in an orderly manner in the dining area, and clear away our plates, cutlery and litter after our meal.

PO

LITE

• We will not tolerate bullying in any form. • We never bring alcohol, tobacco, drugs or weapons into school. We are a no smoking site. • We are expected to know the full school uniform rules and keep to them.

• The 3Ps Plus also apply on the journey to and from school.

PLU

S


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School Uniform• Cardinal Newman Catholic School sweater/sweatshirt*• Cardinal Newman Catholic School polo shirt*• Cardinal Newman regulation school skirt* (skirts must not be rolled up or altered in any way) and/or black classic/tailored trousers • Plain black tights or black, grey or white socks• Black shoes• For safety reasons backless or open-toed shoes or high heels must not be worn to school

PE Kit• Cardinal Newman black PE T-shirt (compulsory for all students)*• Cardinal Newman red sweatshirt• Red hoodie (Years 10/11) (optional)*• Black shorts• Black tracksuit bottoms (optional)• Plain black sports leggings• Long, plain red sports socks• White ankle socks (for indoor PE)• Training shoes (for indoor and outdoor use)• Football boots• Black rain jacket (optional)*• Shin pads for hockey and football• Protective mouth guard (recommended) in hockey lessons, compulsory in hockey fixtures

• Cardinal Newman Catholic School sweater/sweatshirt*• Cardinal Newman Catholic School polo shirt*• Plain black classic/tailored trousers• Black, grey or white socks• Black shoes

PE Kit• Cardinal Newman black PE T-shirt (compulsory for all students)*• Red & black rugby top• 1 black and 1 white pair of shorts• Black tracksuit bottoms (optional)• Long, plain red sports socks• White ankle socks (for indoor PE)• Training shoes (for indoor and outdoor use)• Football boots• Black rain jacket (optional)*• Shin pads for hockey, rugby and football• Protective mouth guard (recommended) in rugby and hockey lessons, compulsory in rugby and hockey fixtures


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Base layers/skins are optional for students to wear under their Cardinal Newman kit in the winter months (ideally black).

Please note: students are not permitted to wear their normal school shoes or socks in PE lessons.

The Newman polo shirt and sweater/sweatshirt are compulsory. The colours for the different years are:

Maroon (Year 7) Green (Year 8) Light Blue (Year 9) Grey (Year 10) Navy Blue (Year 11)

*Order online: www.sussexuniforms.co.uk/collections/cardinal-newman

Sussex Uniforms, 40 Blatchington Road, Hove, East Sussex, BN3 3YH

Tel: 01444 227066

Email: [email protected]

• No badges of any description will be permitted. Additions to the uniform, e.g. scarves, hats/caps are not accepted in the classroom except for religious reasons.

• Outdoor coats/non-uniform sweatshirts and tops should not be worn in the classrooms. If worn around school they must be fully unzipped.

• Non-uniform tops are not allowed to be worn around school as an alternative to the school sweater/sweatshirt.

• T-shirts should not be worn under polo shirts.

• Cords-style, jeans-style, combat-style, skinny-style or cropped trousers are not permitted. Cotton or canvas material is not acceptable. All trousers should be tailored and ankle length.

• Black or navy blue chino shorts may be worn when notified during the summer term. No other types of shorts are acceptable and students who do not abide by this rule will be required to revert to our uniform trousers or uniform skirt.

• Sensible footwear is required. Black trainers should be completely black with no logo.

• No excessive hairstyles are acceptable e.g. hair that is shaved, dyed in unnatural colours or cut in patterns.

• Students are not allowed to wear heavy make-up or false eyelashes although discreet make-up is permitted. Only clear and discreet nail varnish is acceptable.

• Expensive and inappropriate items of jewellery must not be worn to school. One safe, inexpensive item of jewellery will be acceptable; with one pair of earrings (studs or sleepers). No visible facial piercings are allowed.

• Students will need a suitably sized bag to carry all books and equipment.

• Trends change from year to year. In the wearing of our school uniform we expect students to wear standard clothing and jewellery and not high fashion items.

(22.06.18)


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Home School Agreement

I have chosen to send my child to be educated at Cardinal Newman Catholic School, therefore I agree that:

• I will support the spiritual aspect of life at CNCS.

• I will help my child to study at home by providing a quiet time and support with work. I understand we need to access the Firefly information portal.

• I will tell the school about any difficulties or problems that might impede good progress being made.

• I will contact the school by 8.30am if my child is absent from school.

• I will ensure that my child arrives by 8.40am in correct school uniform every day and attends school regularly.

• I will arrange family holidays only during official school breaks.

• I will attend all parental and information evenings so that I may be informed and talk to staff about the progress of my child.

• I will join in celebrating the success of my child at CNCS.

• I will support the school’s behaviour policy (the 3Ps Plus) and accept the rules and sanctions that are designed to promote good behaviour. I understand that the use of after-school detentions will be in line with government guidelines. I will support the use of detentions.

• I will work with the school to achieve the very best possible education for my child during the years he or she is at CNCS.

Student signature ............................................................................................

Parent/Carer signature ....................................................................................


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Contact InformationRaising Standards Leader Ms K. Forbes [email protected]

Pastoral & Progress Leader Miss D. Gooding [email protected] Tutors8ATA/HS Mrs A. Tapuska-Bisset [email protected] Ms A. House [email protected] Ms R. Dickinson [email protected] Mr H. Salter [email protected]/RH Dr J. Thomas [email protected] Miss R. Harries [email protected] Mr A. Prior [email protected] Mr T. Hackett [email protected]

Pastoral & Progress Leader Mrs F. Cross [email protected] Tutors8AR Mrs L. Airey [email protected] Mr E. Mitchell [email protected] Miss M. Cassels [email protected] Ms N. Kaye [email protected] Mrs O. Field [email protected] Mr P. Baxter [email protected]

Key Stage 3 Curriculum Leaders (unless otherwise stated)Art Mrs L. Airey [email protected] Mr S. O’Connor [email protected] & Technology Mr R. Jones [email protected] (Subject Leader) Mr G. Hammett [email protected] Mr A. Harmer [email protected] Mrs O. Field [email protected] Miss A. Harkin [email protected] Miss V. Clark [email protected] (Subject Leader) Ms C. Marsh [email protected] (Director of Music) Mrs C. Lane [email protected] Education Mrs J. Machin [email protected] (Yr 8 Co-ordinator) Miss H. Rowden [email protected]

Religious Education Miss C. McManus [email protected] Ms D. Heyns [email protected]

Learning Support (SENDCo) Mrs L. Fairbairn [email protected] (Deputy SENDCo) Mrs S. Holland [email protected]

CARDINAL NEWMAN CATHOLIC SCHOOL · Students will design and make a souvenir that will promote...

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