Curriculum Information Booklet · 2019-10-23 · An observational Self-Portrait classwork task...
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Curriculum Information Booklet Key Stage 3 2019 - 2020 Year 7
Transcript of Curriculum Information Booklet · 2019-10-23 · An observational Self-Portrait classwork task...
Curriculum Information Booklet
Key Stage 3
2019 - 2020
Year 7
Vision and Values
Aspirat primo fortuna labori
Fortune smiles on our first effort
Students have identified the following as the key values of Stretford Grammar School
Ambition
Equality
Respect
Kindness
Endeavour
Achievement
Trust
Ambition is the school’s overarching value. Each term a key value is promoted
through displays, the school calendar and the school website.
Calendar of Events for Year 7
10th September 4.00 pm – 5.00 pm Parent Drop In
18th September Year 7 Welcome Evening
24th September Parent Drop In
26th September School Photographer
30th September – 2nd October Conway Residential
4th October INSET Day
11th October 4.00 pm – 5.00 pm Parent Drop In
16th October Active Learning Day
18th October – 28th October Half Term
29th October Planetarium
4th December Christmas Concert
10th December SENCO Forum
20th December School Closes for Christmas
7th January School Re-opens for the Spring Term
14th January Parents’ Evening
Week Beginning 27th January School Performance Week
10th February – 14th February Half Term
25th March Active Learning Day
27th March School Closes for Easter
14th April School Re-opens for Summer Term
29th April 7.00 pm Spring Concert
4th May – 8th May Year 7 Examination Week
25th May – 1st June Half Term
7th July Sports Day
9th July Awards Evening
Week Commencing 13th July Active Learning Week
17th July School Closes for the Summer
Assessment and Reporting
The purpose of assessment is to enable an informed judgement to be made about a student’s knowledge, understanding, skills and attitude. During your child’s academic career at Stretford Grammar School assessment is a continuous process which is integral to the teaching and learning cycle. For every subject your child will be assessed at various points throughout the year and these assessments will be used to inform you about the progress that your child is making in that subject area. During each term you will receive a data capture report that contains a working at grade (WAG), a target to improve sentence and an attitude to learning grade. The WAG indicates the current level of attainment at the point in time of the report. This grade is based on the formative assessments that take place during the year. The WAG reflects the new grading system that has been introduced at GCSE. The 1-9 grading system is used through Key Stage 3 and Key Stage 4. Each grade reflects a set of skills and knowledge that are specified for each subject area. Below is the expected flight path of academic progression that your child will be tracked against.
Year Group
Progression Flight Path
11
10
9
8
7
Grade 1 2 3 4 5 6 7 8 9
Old Grade G F E D C B A A* A* +
The Working At Grade will reflect whether a student is making progress at a level that is at
the top of a grade skill descriptors (+), making the expected progress within the grade skill
descriptors (=), or making progress that is at the beginning of the grade skill descriptors (-).
The target to improve sentences will provide your child with specific advice on how to make
further progress. The attitude to learning grade reflects your child’s approach to their studies.
Assessment should be based on clear, consistent criteria which are known and
understood by both teachers, students and parents/carers, and are guided by national criteria and statutory requirements where appropriate.
In order to achieve consistency, assessment practice should be subject to effective moderation and standardising procedures, including regular work scrutinies, learning walks and departmental Quality Assurance.
A wide range of assessment techniques should be used in different contexts and for different purposes.
Assessment should provide opportunities for effective differentiation to take place. Assessment should be supported by a wide range of evidence collected over a period
of time which provides a fair and thorough representation of students' skills, knowledge and understanding.
Students should be involved in the assessment process so that they are encouraged to take responsibility for their own learning.
The assessment process should recognise achievement, not just attainment, and seek to increase students' confidence and motivation.
Assessment should support individuals in identifying strengths and weaknesses,
enabling future learning to be planned through targets to improve, and assisting
them in decision-making.
Assessment practice should be monitored regularly and systematically and
assessment procedures modified if necessary as a result.
The results of assessment should be systematically recorded and used to report to
parents/carers on their children's attainment.
About our curriculum
All students at Stretford Grammar School follow a broad and balanced curriculum. The
curriculum is designed to engage and challenge all students to thrive to achieve their full
potential, both in their studies and in developing as young people equipped to live happy and
fulfilling lives in modern Britain and beyond. We aim to develop confident, considerate and
successful young people, who enjoy and appreciate the value of learning and citizenship,
ready to make a positive contribution to their local communities and to society.
Students’ social, moral, spiritual, cultural and physical development at Stretford Grammar
School is essential to their development as young people. All curriculum areas contribute to
this programme, alongside specialist provision within Religious Education and through the
Personal, Social, Health and Citizenship Education (PSHCE) programme which focusses on the
areas of sex and relationships, careers, health, democracy, the rule of law, individual liberty
and mutual respect and tolerance of those with different faiths and beliefs.
All students in Years 7 to 11 follow the national curriculum which is divided into
Core Subjects – English, Mathematics and Science
Foundation Subjects – Art, Geography, History, Computing, Modern Foreign
Languages (French, Spanish), Music, PE, Religious Education, Design Technology and
PSHCE
All subjects are taught in mixed ability groups in Year 7 and students will be placed into sets
for some subjects from Year 8, whilst others will continue to be taught in mixed ability
groupings.
Curriculum Allocation
Number of lessons on a two week timetable cycle, of one hour each
Art 3
Design Technology 3
English 6
Geography 3
History 3
ICT and Computer Science 2
Mathematics 6
Modern Foreign Language 6
Music 2
Physical Education 4
PSHCE 2
Religious Education 3
Science 6
Art
Art is taught to all students at Stretford Grammar School at Key Stage 3, and the National
Curriculum Programme of Study for Art & Design (2014) is used as the basis for curriculum
planning and delivery, as this provides the most recent detailed and applicable content.
Within each Unit, there may be anything from 2-4 individual items of homework set. On
submission, these will be given a mark and summative/formative comments.
Once a Unit is completed, the students are given a Self-Assessment sheet in which they
reflect on their work, and look forward to their future development. These are then
completed by Art staff with assessment and formative comments.
N.B. Apart from the Entry Level Tests, for all Units of Art work at Key Stage 3 there may be
variations in the processes and outcomes involved. The reason for this can be practical,
such as availability of resources and materials, but is more often because the Units
themselves have been designed to be open to individual staff and students’ interpretation
and experimentation. This is the nature of Art.
In Year 7 the aim of the year is to establish basic skills that will help the student in their Art
work at Key Stage 3, and to develop the students’ confidence in a variety of techniques and
outcomes. We would like them to finish the year happy with and confident in their Art work.
Unit 1 – Entry Level Tasks In order for us to assess a starting level of ability for all our Key Stage 3 students, within the first few Art lessons in Year 7 we ask the students to complete the following tasks:
An observational Self-Portrait classwork task using pencil, pencil shading and a mirror (1 hour).
An expressive Self-Portrait classwork task using pencil, coloured pencil and a mirror (1 hour).
A research presentation homework task on Vincent Van Gogh (2 hours).
When these Tasks are completed, the Art staff moderate the entire Year 7 group’s work, and assign starting levels of ability, as well as Targets for the end of the Year.
Unit 2 – Colour Theory Students will study the following within this Unit:
Painting techniques Primary, Secondary and Tertiary
Colours Complementary Colours
Tints and Shades Possible techniques include:
Painting Collage Coloured Pencil
Unit 3 – Fantastic Animals Students will study the following within this
Unit:
Coloured Ink techniques Collage techniques Illuminated Manuscripts Bosch/Breugel Mythological Creatures
Possible techniques include:
Collage
Dip-pen & ink Coloured Ink Painting Coloured Pencil Felt-Tips
Unit 4 – Repeat Patterns Students will study the following: Tessellation techniques Printmaking M.C. Escher Plane Divisions
Possible Techniques include:
Polystyrene Printing Coloured Pencils Felt-Tips Collage
An Art Exam will take place during the year. This will take the form of a two-part practical
task, including an observational homework component, and a creative design class work
component.
Mr. C. Lea – Curriculum Leader for Art [email protected]
Additional Information
Design Technology
Using creativity and imagination, students are encouraged to problem solve within a variety
of contexts and practical skill based areas. They will work with different materials including
woods, plastics and card, acquiring a broad range of subject knowledge and draw on
disciplines such as mathematics, science, engineering, computing and art. In Y7, and across
KS3, students will also study Food and Nutrition, where they will be taught how to cook a
variety of different dishes and apply the principles of nutrition and healthy eating.
Rotation 1 – Key Drawing and Presentation Skill Development
Students will practise and develop a range of key drawing and presentation skills to help them communicate their ideas effectively. The skills they will cover are:
Shade, tone and rendering Isometric drawing Orthographic drawing
Rotation 2 – Materials and Make: Wood
Students will practise and develop skill in working with wood to create their own ‘block head’ toy. They will cover a range of topics and skills within the workshop area including:
Workshop health and safety Use of a tenon saw Use of the pillar drill Laminating process Marking out and measuring Knowledge and understanding of different types
of woods. Design specification and idea generation
Rotation 3 – Food Preparation and Nutrition
Students will undertake a range of culinary tasks, developing skills in different kitchen practices. They will learn about healthy eating and balanced diets, develop skills in the use of the hob through boiling and frying, use of the oven and safe cutting techniques. Content includes:
Eat well guide Kitchen health and hygiene GDA Fruit salad practical Red pepper and tomato soup practical
Mushroom risotto practical Scones recipe adaption practical
Evaluation and analysis Rotation 4 – CAD Students will learn about computer aided design and
how it can be used in product development and manufacture. They will apply and develop skills in the use 2D design to create an earphone wrap of their own design using the laser cutter. Students will also be given the opportunity to present their work in Autodesk Inventor as a 3D model and 3D print their outcome.
Rotation 5 – STEM Competition: Beat the Flood
Students work in teams to problem solve in a real life context. The challenge involves applying skills in Science, Technology, Engineering and Maths to design and build a flood resistant structure which will then be put to the test as part of a whole year group competition. Students will study the geography of the environment and consider social and economic factors affecting their communities in order to problem solve and create and effective model structure that will ‘beat the flood’.
There may be a small cost to some rotation areas over the year in order to support the department provide practical materials for design and make based projects. You will be always be fully informed in advance and in writing by the department, and support is available for any students with any financial concerns. Mr. A. Palmer – Curriculum Leader for Design Technology (Maternity Cover) [email protected]
Additional Information
English
English is taught to all students in Year 7. Most classes will have a dedicated teacher,
although some classes are shared. Students follow the same curriculum at the same time,
regardless of which class they are in. Work centres around the study of some whole and
some part texts, including those taken from other cultures and the English Literary Heritage.
Unit 1 – Autobiography Students will study extracts from famous fiction and non-fiction autobiographies by writers including Roald Dahl, Charles Dickens and Meera Syal. They will practise and develop the following skills:
Imaginative first person narrative story-telling
Reflecting, editing, re-drafting and improving written work
Understanding how authors create a sense of character, time, place and atmosphere
Writing about texts in an appropriate analytical style
Assessment: Autobiographical writing; analysis of character / setting
Unit 2 – The Breadwinner Students will complete a class reading of
Deborah Ellis’s novel The Breadwinner, about a girl growing up in Afghanistan under Taliban rule in the 1990s. They will practise and develop the following skills:
Empathetic and creative response to character
The significance of context in studying and writing about texts
What fiction can teach us about world history, human rights and other cultures
Writing in different text types Appreciation of authorial skill
Assessment: Letter writing
Unit 3 – The Science of Invention Students will study a range of non-fiction
texts with cross-curricular relevance. They
will practise and develop the following skills:
The conventions of non-fiction information texts
How to undertake useful and appropriate research
Speaking and listening skills Assessment: A formal spoken presentation
Unit 4 – Poetry Students will study a range of poems, including some from other cultures and from the English Literary Heritage. They will practise and develop the following skills:
Understanding the range of methods used by poets to create meaning
Responding to poetry both empathetically and analytically
Applying the skills of the poet creatively
Understanding poetic narrative Assessment: A formal analytical essay about a poem
Unit 5 – Introduction to Shakespeare Students will be introduced to the context of Elizabethan England and will read and study extracts from A Midsummer Night’s Dream, developing and practising the following skills:
Handling the challenges of Shakespearean language
Understanding the importance of Shakespeare’s influence on British culture
Performing Shakespeare Assessment: Shakespeare content is not formally assessed. There will be a Year 7 exam at the end of this unit, which will assess reading and writing skills
Unit 6 – Great Expectations Students will read an abridged (but not simplified) version of Charles Dickens’ novel about Pip. They will practise and develop the following skills:
Understanding and handling the language of 19th Century texts
Understanding how themes can be built systematically throughout a text
Responding empathetically to character and situation
Writing in an analytical style about character and setting
Assessment: A formal analytical essay about character
Students will be given a novel for private reading in the first term of Year 7. There will be
independent homework tasks allocated on a weekly basis to monitor and assess the
progress of this reading.
Independent reading of fiction, non-fiction, newspapers and magazines, as well as watching
documentaries and listening to talk radio are all activities to be widely encouraged in young
students of English.
Mr. S. Howell – Curriculum Leader for English [email protected]
Additional Information
Geography
Geography is taught to all students at Stretford Grammar School and involves the studying
of a range of Physical and Human Geography topics. There is a focus on the local and
national scale Geography of Manchester and the United Kingdom respectively, as well as an
in depth look at the continent of Africa. Students will also complete a range of literacy and
numeracy skills including extended writing and graphical techniques. Lessons will be a
mixture of discussion, independent work, enquiry and ICT skills.
Unit 1 - Who am I?/What is Geography
Students will study the following:
baseline assessment to establish prior knowledge
fieldwork assessment based on data collected from Year 5 students at our previous open evening
how our own local, national and international links can shape our identity
the concepts of latitude and longitude
Unit 2 – All About Manchester Students will study the following:
OS map skills in relation to our local area
assessment – What is the best site for Manchester? Analysing why the Romans chose the site they did for the original settlement
population change in Manchester
regenerating Manchester after industrial decline
migration and multicultural Manchester
Unit 3 – Flood Alert Students will study the following:
the causes of floods flood management decisions the use of GIS to assess and
manage flood risk
Unit 4 – Into Africa Students will study the following:
Physical and Human Geography of Africa
scale and diversity in Africa misconceptions of Africa Sierra Leone and the diamond curse Ghana - an economic success story
Unit 5 – Coastal Landscapes Students will study the following: types of waves and their effect on
the coastline erosional landforms produced by
wave action depositional landforms produced by
wave action the effects of coastal erosion on
people
The end of year exam will cover topics that have been studied over the course of the year
and will be a mixture of multiple choice, short answer questions and extended responses.
Miss E. Eeles – Curriculum Leader for Humanities [email protected]
Additional Information
History
The principal aim of the History and Politics Department is to encourage interest in, and
enjoyment of, the past and to understand how it impacts on the present and the future.
Students should be inspired and stimulated by the teaching they receive and they will be
encouraged to widen their historical knowledge and develop skills which are readily
transferable to the wider curriculum.
The Department believes that students should be encouraged to think for themselves and
become inquisitive and critical citizens of the future. Students explore relevant questions
which will show the importance of the past.
Unit 1: England before Hastings Who were the Vikings? Who were the Anglo Saxons?
What was England like before 1066? What were the ‘invasions’ of
England before 1066? Where the Vikings raiders or
traders? Understand how historians know
the past: What evidence do we have?
Who were the Anglo Saxons and how did they live?
Unit 2: Why was England a Battlefield in 1066? How far did the Normans change England?
Why was there rivalry for the throne in 1066?
Why did William win in 1066? How was William I able to take
control by 1076? o Feudalism o Church o Town and village life. o Legal system o Government
Why did the Anglo - Saxons rebel and fail?
How should we remember William I?
Field Study: Castle Visit Unit 3: Where the middle Ages measly? Where the English a welcoming nation in the Middle Ages?
Life in the middle ages: Towns and villages Jobs and leisure The Black death and its impact The Peasants Revolt and its impact Crime and punishment. Pastors letters of Love and family Why were the Jews invited to
England and then expelled?
Who migrated to England in the middle ages?
Why did they come? Unit 4: Why was religion so important in people’s lives in the middle Ages?
Ideas of Heaven and Hell What was the role of the church in
everyday life? What was the impact of religion in
the middle ages? o Architecture o Crime and punishment o Warfare o Medicine
Unit 5: Why did the English go on the Crusades?
The rise of Islam Significance of Jerusalem What were the motivations of the
Crusaders What happened? What were the consequences? Why do interpretations of Saladin
differ? Unit 6: Who had more power the church or state?
Who had more power the Church or state?
o Becket and Henry II How powerful were the English
Monarchs? o Magna Carta o Edward I – Castles o Wales and Scotland
How important were the English Medieval Queens?
o Matilda and Stephen o Eleanor of Aquitaine
The legacy and significance of the Middle Ages.
Opportunities are available to take part in debate club on Fridays.
Homework support is also available at lunch times and after school.
An educational visit to Caernarfon Castle is also planned for all students to support their field
study in History.
Mrs. H. Allerton – Curriculum Leader for History and Politics [email protected]
Additional Information
ICT & Computer Science
ICT and Computer Science are taught to all students at KS3 at Stretford Grammar School. In
Year 7 the students follow a programme of study based on the English national curriculum.
Unit 1 – Digital literacy and e-safety Students will study the use of networked computers to plan and create school work. This unit includes:
Effective use of Word processing software
Online research and presenting of work to a target audience
E-safety Basics of cyber security
Unit 2 – Managing data using spreadsheets
Students will begin to model situations using data, perform calculations, and analyse the results. This unit includes:
Structuring data Performing calculations on data sets Presenting data Testing and modifying data models
Unit 3 – Legal aspects of Computing Students will study and reflect on legislation
relating to the use of computers in the UK. This unit includes:
Computer misuse Copyright Data protection Harassment Security and social engineering
Unit 4 – Games programming Students will use software to create a game
using programming instructions to define all rules and actions in the game. This unit includes:
Abstracting game concepts Use of selection, sequence and
iteration in programming Use of variables and data structures Coordinates and vectors in games
Additional Information
Mr. J. Stenhouse – Curriculum Leader for Computer Science.
Mathematics
Maths is taught to all students at Stretford Grammar School, following the National
Curriculum for Mathematics. Students are taught in their (mixed-ability) tutor groups.
Unit 1 – Data Data Handling Project: collecting and processing data; displaying findings
Unit 2 – Number Factors and Multiples of a number
Divisibility Prime Numbers Indices and Roots
Unit 3 – Geometry Angles: terminology and properties Unit 4 – Algebra Algebraic manipulation
Using formulae
Unit 5 – Algebra Sequences: generating and finding rules
Unit 6 – Number Place value
Calculation and solving problems with decimals
Calculation and solving problems with negative numbers
Unit 7 – Data Understand and use averages
Draw and interpret statistical diagrams
Unit 8 – Number Calculate and solve problems with fractions
Unit 9 – Shape Transformations: translate, reflect
and rotate a shape Recognise properties of shapes:
symmetry and congruence Unit 10 – Algebra Form and solve linear equations
Unit 11 – Shape Recognise and draw representations of 3D shapes
Use drawing equipment to construct shapes, given certain information
Construct nets of solids Unit 12 – Shape Calculate areas and perimeters of
simple 2D shapes
Compound shapes
Volume and surface area of 3D shapes
Unit 13 – Algebra Understand and draw graphs of
linear relationships Find the gradient of a straight line
Unit 14 – Probability Calculate simple probability, using theoretical and experimental methods
Unit 15 – Number Understand and calculate with
percentages Calculate simple percentage change Ratio and simple proportion
Students have the opportunity to participate in the UK Junior Maths Challenge. Selection for this is made in the Spring Term. Mr. C.J. McAvoy – Curriculum Leader for Mathematics [email protected]
Additional Information
Modern Foreign Languages : French
French is taught to half the year group at Stretford Grammar School and in Year 7 students follow the scheme of work set in the Studio 1 digital resource. Year 7 is the
perfect time to inspire language learning to build a strong springboard for their future learning of French. Unit 1 – C’est perso (It’s personal) Students will learn how to talk about
themselves:
Mon autoportrait. My self-portrait. Mon kit de survivre. My survival kit. Comment je me vois. How I see myself. Et les autres? And the others? Il est hypercool! It is supercool!
Unit 2 - Mon college (My School) Students will learn to talk about their
school in French: Mes matières. My subjects. C’est genial! It great! J’ai cours! I have a lesson! Au collège! At school! Miam – miam! Yum,yum! Mon collège au paradis. My school in paradise. Joyeux Noël. Merry Christmas.
Unit 3 – Mes passetemps (My hobbies) Students will learn to talk about their
free time: Mon ordi et mon portable. My computer and my mobile. Tue s sportif/ sportive? Are you sporty? Qu’est-ce que tu fais? What do you do? J’aime faire ça! I like doing that! J’adore les sports extremes! I love extreme sports!
Unit 4 – Ma zone! (my area) Students will learn to talk about where they live in French: Là oú j’habite. Where I live. Perdu dans le par d’atttractions. Lost in the theme park. Le weekend! The weekend! Coucou! Hello! Qu’est-ce qu’on peut faire à . . .? What can we do at. . . ?
Unit 5- 3…2…1, partez! (3,2,1, let’s go!)
Students will learn to talk about their future holiday plans: Les vacances, mode d’emploi! Je me prepare. . . I’m getting ready . . . Au café de la Plage. At the beach café. Je vais aller en colo! I’m going to go on holiday! Mes rêves. My dream (holiday).
Students will learn about the culture from a variety of different Francophone countries. They will have a strong grammatical understanding and they will always be encouraged to use French spontaneously in the classroom. Miss C. Ashall – Curriculum Leader for Modern Foreign Languages [email protected]
Additional Information
Modern Foreign Languages : Spanish Spanish is taught to half the year group at Stretford Grammar School and in Year 7 students follow the scheme of work set in the ¡Viva! 1 digital resource. Year 7 is the
perfect time to inspire language learning to build a strong springboard for their future learning of Spanish. Unit 1 – Mi vida (My life) Students will learn how to talk about the
following aspects of their lives: ¿Cómo te llamas? Introducing yourself and making friends. ¿Tienes hermanos? Talking about siblings ¿Cuándo es tu cumpleaños? Talking about birthdays
¿Tienes mascotas? Talking about pets. Cómo soy. Talking about what you are like.
Unit 2 - Mi tiempo libre (My free time)
Students will learn to talk about their free time in Spanish: ¿Qué te gusta hacer? What do you like to do in your free time? ¿Cantas karaoke? Do you sing Karaoke? ¿Qué haces cuando llueve? What do you do when it rains? ¿Qué deportes haces? Which sports do you do? ¿Eres fanático? Are you a fan? ¿Qué haces en tu tiempo libre? What do you do in your spare time? La navidad en España. Christmas in Spanish.
Unit 3 – Mi insti (My school) Students will learn to talk about their
school and school life: ¿Qué estudias? What do you study? ¿Te gustan las ciencas? Do you like Science? ¿Qué hay en tu insti? What is there in your school? Durante el recreo. During break ¿Te gusta tu insti? Do you like your school? ¿Cómo es tu insit? What is your school like? La educación en España : Education in Spain
Unit 4 – Mi familia y mis amigos (My family and friends).
Students will learn to talk about their family, friends and home life. ¿Cuántas personas hay en tu familia? How many people are there in your family? ¿De qué color son los ojos? What colour are your eyes? ¿Cómo es? What is he/she like? ¿Cómo es tu casa o tu piso? What is your house or flat like? El carnival en famila. Family celebrations. Autorretrato. Video production all about yourself.
Unit 5- Mi ciudad (my town) Students will learn to talk about their town.
¿Qué hay en tu ciudad? What is there in your town? ¿Qué haces en la ciudad? What do you do in town? En la cafeteria. In the café ¿Qué vas a hacer? What are you going to do? ¿Te gusta tu ciudad? Do you like your town? Mi vida en la Habana. My life in Havana.
Students will learn about the culture from a variety of different Hispanic countries. They will have a strong grammatical understanding and they will always be encouraged to use Spanish spontaneously in the classroom. Miss C. Ashall – Curriculum Leader for Modern Foreign Languages [email protected]
Additional Information
Music
Music is taught to all students at Stretford Grammar School and the aim is to ensure students can read Musical Notation of various forms, compose and perform in different styles and be able to identify key features of different Musical Genres by the end of Year 9 in order to prepare them for KS4. Lessons are mainly practical with an opportunity to work alone, in pairs and in larger groups for half termly assessments. Some lessons will include some written, listening and brief analysis work. There is always a wide variety of extension tasks for those students who play an instrument and read Music so they have the same level of challenge as someone in the class who is new to the subject. Unit 1 - Introduction and the Elements of Music
Students will:
Complete a baseline assessment to find out prior knowledge which includes written, listening and practical activities.
Understand and use the Elements of Music to compose short compositions.
Take part in whole class singing to prepare for the Christmas Concert
Have a good understanding of rhythm, pulse and layering ostinato patterns
Unit 2 – Musical instruments and developing Performing skills
This unit includes:
Have an introduction to reading and performing on keyboards using stave notation
How sound is produced and how different Musical instruments work.
Introduction to the 5 finger keyboard technique.
Whole class performance work to develop ensemble skills.
Refining whole class singing and performance as a Year group in the Christmas Concert.
Introduction to music technology and using audio loops
Unit 3 – Timbre and Use of the Voice This unit will include:
Music technology and MIDI. The completion of a mid-year
assessment
Vocal music and terminology including rounds, pop songs, musicals and rap
Group composition and performance
Unit 4 – Introduction ot Baroque and Classical Music
This unit will include:
Features of Classical and Baroque music through listening, composing and performing.
Year 7 listening and written examination.
Unit 5 – Introduction to Romantic and 20th Century Music
This unit will include:
Romantic music, the chromatic scale and use of this in performance and composition.
20th Century techniques that composers use including Serialism, Aleatoric Music and extended use of Graphic scores.
Performance, composition and listening of and to these styles.
Unit 6 – Traditional Music of the British Isles
Students will study the following:
The features of Folk Music Performing and singing using the
aural tradition. Compound time signatures and the
use of Jig rhythms when performing and composing.
Preparing a folk song. Opportunities are available to have instrument lessons for 20 minutes or more with a specialist instrument teacher. All students are encouraged to get involved at least one of the many extra-curricular clubs on offer. Year 7 students perform in the Christmas Concert in December and the Spring Concert in April as part of the music curriculum to develop performance and ensemble skills. An educational visit to see the Halle Orchestra to support the learning is available in March of Year 7. Mrs. K. Swales – Curriculum Leader for Music [email protected]
Additional Information
Physical Education
PE is an integral element of the curriculum and accessible to all students. Students undertake four hours of PE over the two week timetable cycle. Boys – Term 1 Students will undertake the following key
elements
Fitness Football Cross Country Rugby Handball
Girls – Term 1 Students will undertake the following key
elements
Netball Fitness Cross Country Handball
Boys – Term 2 Students will study the following key
elements
Orienteering Football Basketball Hockey
Girls – Term 2 Students will study the following key
elements
Basketball Dance Orienteering Football Hockey
Boys – Term 3 Students will study the following key
elements
Gym Rounders Athletics Tennis Cricket
Girls – Term 3 Students will study the following key elements
Athletics
Gym Cricket Tennis Rounders
Opportunities are provided for students to undertake sports outside of the timetabled curriculum. Mr. S. Hodgson – Curriculum Leader for PE [email protected]
Additional Information
PSHCE
PSHCE is taught to all students, however, there is a parental/carer right of withdrawal from
Sex and Relationships Education. The taught element covers areas such as financial
capability, careers and emotion and healthy well being.
Unit 1 – Being Me Students will study issues relating to personal identity and the influences they have on the choices they make:
What makes us human? Who do I think I am? What is meant by a group identity
and how can we develop this in school?
What influences the choices we make?
What are the origins for my name? Unit 2 – Diversity Students will study the issue of stereotyping
various groups in society ad how these can be challenged:
What influences the attitudes I have?
What is a stereotype and what stereotypes are there?
How can we develop empathy for others and how would this look?
Disability discrimination in society Sex discrimination in society
Unit 3 – Health Matters Students will study issues relating to body
image in their own lives and how the media influences this. They will examine the changes happening in the body and investigate drugs in our society:
Body image and the media Healthy eating and exercise A healthy body and a healthy mind The changes brought about by
puberty The media as as an influence on
body image Drugs – an introduction to the law
and different types of drug – legal and illegal
Unit 4 – Relationships Students will study the different relationships and roles they have whilst investigating ways of managing conflict:
The importance of different relationships
The individual nature of a relationship
Communicating within a relationship Handling conflicts within friendship
groups Relationships as something to be
celebrated
Unit 5 - Risk Students will study issues relating to peer pressure and how they can analyse the risk when making a decision:
What do we mean by risk? How are risk and temptation linked?
Peer pressure – balancing expectations
First Aid How to reduce risk
Unit 6 – Your Money and Your Life Students will study staying safe on line and the risks and benefits of shopping on line – looking particularly at scams and fraud:
Cyber bullying Staying safe on line – mobiles,
computers and tablets The risks and benefits of buying on
line How can I tell what is true or not on
line?
PSHCE is closely linked with the programme within form time and with assemblies to
reinforce learning outside of taught lessons.
Mr. I. Nicholson – Assistant Headteacher [email protected]
Additional Information
Religious Education
RE is taught to all students at Stretford Grammar School and in Year 7 the Trafford Agreed
Syllabus for Religious Education 2016 is used as the basis for curriculum planning and
delivery. Parents/carers have the right of withdrawal from the teaching of some or all of RE.
Unit 1 – What is challenging about being religious in the UK Today?
Students will study the following key areas with reference to Christianity, Islam, Sikhism and Buddhism:
What do we mean by commitment and identity?
Religious prejudice and discrimination in the UK and how religions tackle this
Key beliefs from Christianity, Islam, Sikhism and Buddhism in relation to the fundamentals of faith
Reflection on the challenges faced by teenagers in relation to being religious in the UK
Unit 2 – Why is there suffering in the world?
Students will study the following key areas with reference to Christianity and Buddhism:
The origins of suffering according to religion
The problem of evil and a Creator God
How Buddhism regards the problem of evil without a Creator God
How people can overcome suffering What are the solutions to evil and
suffering in the world today? Unit 3 – How relevant is religion in the 21st Century?
Students will study the following key areas with reference to Christianity:
What is the relevance of religious texts and teaching today?
Ethical theory – situation ethics and Joseph Fletcher
How radical was Christianity in the first century?
Unit 4 – How can religious people express spirituality through art and music?
Students will study the following key areas with reference to Christianity, Islam, Judaism and Shintoism
What is meant by the concept of spirituality?
How can music show what people believe about God and about life?
How can art and calligraphy express meanings about the nature of the universe and of God?
What is meant by the concept of holy?
Educational visits to see religion as a lived experience are offered during Year 7 so that
students can place their learning about religion in context.
Mrs. R. Lea – Curriculum Leader for Religious Education [email protected]
Additional Information
Science
Science is taught to all students at Stretford Grammar School and the aim is to ensure that
all students develop a good understanding of basic scientific concepts, start to develop their
understanding of the practical applications and start to learn how to apply their knowledge
in practical applications. Lessons include a balance of written work, research and project
work. Practical work is used in a majority of lessons to introduce concepts or to help
students visualise scientific concepts. Practical work is completed in pairs or in larger
groups. Student progress is assessed via a combination of classwork, homework tasks,
short topic tests and longer termly tests.
KS3 Science is taught over two years and helps students to develop the knowledge and skills
to help them prepare for the GCSE course.
Topic 1 Introduction to Practical Work Students will study the following:
How to use apparatus safely How to assess Hazards and the
associated risks in order to plan to avoid the risks
An introduction to practical concepts such as validity and precision
Topic 2 Forces Students will study the following:
What is a force and how to
represent it? Developing practical skills
investigating springs and friction. Why things float? How to find the density of regular
and irregular shapes.
Topic 3 Particles Students will study the following:
How particles are arranged in solids liquids and gases
The properties of the 3 states of matter
What happens in changes of state How particles move
Topic 4 Solutions Students will study the following:
What solutions and mixtures are How to separate mixtures through
filtration, evaporation, distillation and chromatography
Carrying out heating procedures safely
What saturated solutions are
Topic 5 Cells, tissues and organs Students will study the following:
Introduction to cells and use of models to explain scientific theory
Plant and animal cells Using microscopes to observing cells Structure and function of specialised
cells Introduction to organ systems,
including breathing, digestion and reproduction
Topic 6 Energy resources Students will study the following:
How to classify the different types of energy
How energy is transferred and where it comes from.
An introduction to Fossil fuels and renewable energy sources.
Experiments on the energy stored in different fuel types and in food
Topic 7 Simple chemical reactions Students will study the following:
The differences between physical changes and chemical reaction
How to recognise a chemical reaction
Different types of chemical reactions including thermal decomposition, endothermic and exothermic
Understanding what happens during a chemical reaction
Representing chemical reactions using equations
How to identify a variety of gases
Topic 8 Electricity Students will study the following:
Learn the symbols for circuit components
Gain competency in building and fault finding on simple circuits
Investigating different circuit types by measuring and calculating current, potential difference and resistance
Using analogies to help others better understand circuits
Topic 9 Nutrition and digestion Students will study the following:
Food groups How to conduct food tests
What makes a healthy and unhealthy diet
What digestion is and the role of enzymes
Practical work to investigate digestion
Topic 10 Acids and Alkalis Students will study the following:
The properties of acids and alkalis How acids and alkalis can be
identified Neutralisation reactions Uses of neutralisation Writing equations for neutralisation
reactions
Topic 11 Reproduction, drugs and health
Students will study the following:
The changes that occur to your body during puberty
The male and female reproductive system and how this alters with adolescence
Fertilisation and the development of the foetus
The menstrual cycle Reproduction in plants Seed dispersal
Reproduction is a national curriculum topic and students cannot be removed from lessons.
The content of material covered in lessons is suitable for students aged 11 and 12.
Topic 12 Space Students will study the following:
The different objects large and small that make up the universe.
The arrangement of our solar system and how objects are classified.
What causes the periodic patterns of the seasons and the moon?
How to detect life beyond our planet.
Students have the opportunity to take part in a range of STEM related competitions and
clubs organised by the department throughout the year.
Mrs. G. Sutton – Curriculum Leader for Science [email protected]
Additional Information
