Key Stage 3 Learning Guide Year 9 2015-2016 - CNCS

CKey Stage 3

Learning GuideYear 9

2015-2016

Cardinal Newman Catholic School

Parent guide: Supporting Student Learning at Key Stage 3: Year 9

CGod 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

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September 2015Dear Parent/Carer

Welcome to the 2015-2016 Key Stage 3 Learning Guide for Year 9, which has been produced with the aim of helping you support your child’s education at Cardinal Newman throughout this academic year. Within the booklet you will find a brief outline of the course content for each curriculum area in Year 9, the Foundation subjects homework timetable that both extends and complements class work, as well as important contact information for each subject and the Pastoral Team. You will notice in most curriculum areas, as well as the Subject Leader, there is a Key Stage 3 Curriculum Leader. They will be able to respond to any issues, queries or concerns that you may have, as well as your child’s individual subject teacher.

We hope you will find the section on ‘Helpful hints for Parents/Carers’ particularly useful. It should help you to understand what your child is learning at school and help support them by supervising their studies, discussing topics, checking homework and praising them as often as possible, in order that they maximise their potential.

Please note that homework will be posted on the school’s ‘Show My Homework’ section of the school website.

In addition to all the advice listed there are a number of websites available to help your child to support their learning, four are listed below. Access to the Internet is available in the Library at both breaks and after school from 3.00 - 5.00pm.

www.byteachers.org.uk/sites.htm - Quality learning resources for National Curriculum subjects, through links to • sites set up by teachers.

www.bbc.co.uk/schools - Good clear information from the BBC, including Key Stage 3 Revision Guides. Also • includes links to other sites.

www.homeworkelephant.co.uk - Students can access help with their homework assignments including specific • subject help and homework hints for subject research, revision, and projects.

www.brittanica.com - The complete on-line Encyclopaedia Brittanica, along with news and current affairs.•

Yours sincerely

Dr J. Kilmartin Mr G. GoldupHeadteacher Senior Assistant Headteacher

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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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4


Foundation Homework Timetable

HALF-TERMPROJECTS

FOR YEAR 9HISTORY GEOG ART DT DRAMA

1 Globalisation and Fashion

(Will

be

set a

t var

ious

tim

es in

the

year

)

Research task on Greek Theatre

2 Aftermath of World War One Tsunami Portrait

3 Holocaust Reflections Monologue

4 Coral Reefs Imagination

5 Cold War

6 Personal ProjectCritical

analysis of performance

Most humanities and practical subjects will set three projects across the year to accompany the fortnightly homework schedule in the core subjects. Projects will be set near the start of a half-term and collected near the end; they should run over five weeks.

*(Please note that in Year 9 in Design & Technology (DT) students are taught on a carousel basis and therefore will be working on one of the three projects identified on the grid every term).

Autumn Term

1

HISTORY

GEOGRAPHY

Globalisation and FashionAn extended project based on chains of production in the fashion industry which investigates the reasons for and consequences of the relocation of textile manufacturing from the UK to LEDCs mainly in Asia.

ARTDT Jewellery Research/ Test Drive Evaluation/ Robotics assignment

DRAMAResearch task on Greek TheatreStudents will be asked to find out about Greek theatres, a Greek playwright or retell the story of a Greek tragedy. They will share this information in class.

5


2

HISTORYAftermath of World War OneStudents will be set a number of tasks to explore the impact of WW1 in terms of controversies over commemoration, peace treaties and the rise of dictators.

GEOGRAPHYTsunamiAn extended project which investigates the causes, effects and management of tectonic hazards such as the Japanese Tsunami of 2010.

ART

PortraitThis year students explore ideas of image and identity throughout all units. Students begin by learning about self portrait drawing and painting, looking at proportion and detail of features. Students are set tasks looking at the styles and techniques of a variety of artists to inform their work.

DT Jewellery Research/ Test Drive Evaluation/ Robotics assignmentDRAMA

3

HISTORYHolocaust ReflectionsStudents examine various sources including diaries, survivor testimonies and survivor artwork and record their thoughts in a reflections journal.

GEOGRAPHYARTDT Jewellery Research/ Test Drive Evaluation/ Robotics assignment

DRAMAMonologueStudents will be asked to write in role, in response to a scene from the play BLOOD BROTHERS. They will need to consider language and style.

4

HISTORY

GEOGRAPHYCoral ReefsAn extended project based on the importance of natural ecosystems such as coral reefs, their characteristics, uses, threats and sustainable management.

ART

ImaginationStudents continue their self exploration by learning how the imagination and the subconscious has been a rich source of inspiration for many artists. Working from monstrous and surreal images they will develop a clay sculpture.

DT Jewellery Research/ Test Drive Evaluation/ Robotics assignmentDRAMA

Spring Term

5HISTORY

Cold WarStudents explore historiography and sources related to the origins of the Cold War, culminating in a judgement based essay on who was to blame for the Cold War.

GEOGRAPHYARTDT Jewellery Research/ Test Drive Evaluation/ Robotics assignment

DRAMA

Summer Term

6


6

HISTORYGEOGRAPHY

ARTPersonal ProjectTo conclude the year students will plan and execute a personal response to the work they have looked at this year. They will draw on all the skills they have acquired in Key Stage 3.

DT Jewellery Research/ Test Drive Evaluation/ Robotics assignment

DRAMACritical analysis of performanceStudents will be asked to write about their performance work and that of others, focusing on how meanings were communicated using the medium and elements of drama.

In the humanities and practical subjects there will be less project work in half-term 6 due to the variety of enrichment activities. Students will still receive fortnightly homeworks in the core subjects. In addition to this students could still receive short homeworks in the foundation subjects.

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Subject Leaders: Mrs J. Wilkes / Miss K. Jones Key Stage 3 Curriculum Leader: Mrs L. AireyTopics Covered: Image and identity - This project will be divided into four units to be covered across the three terms.

Autumn Term: Me. What I look likeStudents will study self portrait drawing and painting, looking at proportion and detail of features. They will explore tone, expression and mark making and during the painting section focus on mixing flesh tones and paint application. Useful artists to research will include Rembrandt, Lucien Freud, David Hockney, Paula Rego, Jenny Saville and Jim Dine, focusing on artist’s drawings and paintings with art history input in class.

Spring Term: Me. The society I live inStudents will look at drawings and print (lino, mono or screenprint) produced from personal items or items that reflect society e.g. favourite foods, cultural icons or from self portrait images. They will also look at Pop Art and its place in art history. Useful artists to research include Andy Warhol, Roy Lichtenstein, David Hockney, Peter Blake and Banksy.

Me. The subconscious and imaginationStudents will study montage and drawing from monstrous and surrealist images. Clay sculptures will be developed from preparatory work. Useful artists to research include Francisco Goya, Hieronymous Bosch, Rene Magritte, Salvador Dali, Gerald Scarf, Ralph Steadman and Tim Burton.

Summer Term: In your own shoesStudents will design and make a shoe that in some way expresses who they are. Useful designers to research include Vivienne Westwood, Manolo Blahnik, Danny Sullivan and Jeremy Scott.

Homework TasksHomework will take the form of a project to be completed over the course of half a term. The expectation is that students will spend five hours on the project. Students will be given written details of the tasks. This will also be available on the school Portal.

Regularity of HomeworkPlease see the Key Stage 3 Year 9 Foundation homework timetable.

Assessment OpportunitiesIn Year 9 assessments 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/CarersPractise and extend skills learned in their art lessons.•

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

Art Department

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Subject Leader: Mrs E. Stone Key Stage 3 Curriculum Leader: Mr R. Jones

Students in Year 9 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 ProjectsPewter Casting Jewellery Project Students will design a piece of jewellery suitable for a teenager. The wooden mould will be manufactured using CAD/CAM and the final product will be cast in pewter.

RoboticsIn this project students will learn about robotics and how to program them. They will be set a series of tasks increasing in difficulty from basic movement commands to using a range of sensors. They will also gain an understanding of how robots are used today and what the future may hold.

Coffee Shop DesignStudents will be asked to design a new corporate identity for a small local coffee shop chain. They will need to design the cafes logo, interior and other items.

Textiles ProjectsVelcro Game DesignStudents will be given the freedom to develop their own game using textiles and other soft materials.

Fabric Portrait Students will use dyeing, printing and decorative textile techniques to create a portrait of a chosen hero or heroine.

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

Homework TasksStudents will look at: Investigation, research and analysis tasks, designing in all focus areas, planning and manufacture, evaluating processes and products and product specification. *Students will not be given homework during the Food Technology module.


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

Helpful Hints for Parents/CarersTry to help with presentation skills; neatness, layout, detail, •

technical accuracy and use of colour.

Suggest using a computer to develop ICT skills.•

Explore the use of design and technology in real world settings.•

Design & Technology Department

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Drama DepartmentSubject Leader: Mrs C. Grosvenor Topics Covered:Autumn Term: The History of Theatre – a whistlestop tour through theatre historyStudents will look at the origins of theatre beginning with Greek theatre. Lessons will cover the story of Antigone and what the role of the Greek chorus was. They will then explore a mystery play and examine theatre in Shakespeare’s time, with a focus on ‘Romeo and Juliet’. Finally they will explore Victorian Melodrama, bringing us right up to the 20th century.

Spring Term: From page to Stage – working with a scriptThese lessons will focus on Willy Russell’s ‘Blood Brothers’ and will look at how an actor or director approaches a text. Students will explore rehearsal techniques and ways of getting into and developing a role. They will also cover staging, voice, physicality and how tension is created on stage.

Summer Term: Introduction to practitioners – a guide to how individuals shaped the development of theatre in the 20th centuryStudents will cover the work of key 20th century theatre practitioners and see how their ideas have influenced contemporary theatre practice. They will also consider different styles of theatre and how they communicate meaning.

Homework TasksHomework will take the form of enquiry-based Key Stage 3 projects to be completed over the course of some half terms. The expectation is that students will spend approximately five hours on the project. Students will be given written details of the tasks, useful resources and success criteria to help them progress.


Assessment OpportunitiesThere will be termly practical grading based on classroom based tasks.

Helpful Hints for Parents/CarersEncourage critical and analytical viewing of TV/ •

Film/Theatre performance.

Help develop listening and communication skills • by asking your son/daughter to recall a story.

Visit local and London theatres to develop an • appreciation of the Arts.

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Subject Leader: Miss S. Hone Key Stage 3 Curriculum Leader: Miss A. BrownTopics Covered:Autumn Term:In Year 9, students will study a 20th century novel. The options include The Curious Incident of the Dog in the Night-time, Of Mice and Men and To Kill a Mockingbird. In order to prepare them for the demands of GCSE English Language, students will study a range of non-fiction texts alongside the novel that relates to the themes and issues explored within that particular novel. Throughout the term, students will complete a reading analysis essay and a piece of writing for assessment – this could be persuasive, descriptive etc.

Spring Term:In the second term, students’ skills of analysis will be stretched with exploration of a Shakespearean play in preparation for English Literature in Year 11. Year 9 students study Shakespeare’s Romeo and Juliet and are expected to produce a more sophisticated essay looking at language and structure; again this is alongside a range of non-fiction texts as they prepare for GCSE English Language.

Summer Term:The focus for Year 9 during this term is analysis of non-fiction texts and production of their own non-fiction written pieces. This will aid their transition into Year 10 and on to the GCSE English Language course. This term will also include the study of the Gothic genre of fiction looking at extracts from 19th century classics such as Dracula and Frankenstein in preparation for the English Literature GCSE.

Homework Tasks / Regularity of HomeworkRegular fortnightly homework will be set by each individual teacher and can be found on ‘Show My Homework’. Homework tasks will include independent written responses to the texts being studied, focused research, reviews and written tasks for a variety of purposes and audiences. Parents are encouraged to support students with their reading at home and we would like each student to read at least 3 fiction/non-fiction books of their own choice each term.

Assessment OpportunitiesEvery term, each student will complete one writing and one reading assessment in class. Many of these assessments will mirror the new GCSE and include unseen extracts. Alongside this, teachers will assess speaking and listening through a range of tasks such as presentations and role-play. The final term will include a GCSE style exam.

Helpful Hints for Parents/CarersSupport and encourage your child to read regularly, ideally for at least fifteen minutes a day. Encourage •

discussion about good books through visits to the local library and bookshops.

Students’ work in English will also improve if they are supported in reading 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 • punctuation, paragraphing and spelling.

Support students by taking them to see a Shakespeare play.•

English Department

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Year 9 Assessment GridReading Writing

Exte

ndin

g

(1,2

,3)

• You interpret texts in a sophisticated, insightful and imaginative way. • You engage with writers’ ideas and attitudes and provide perceptive interpretations of your reading using precisely selected supporting textual detail. • You can provide a sophisticated analysis of aspects of language and structure. • You comment on the significance of the contexts associated with writers and texts in a perceptive and imaginative way. • You can explore and make comparisons and links between texts in a perceptive and imaginative way.

• You write with a sophisticated command of language and genre. • You craft your writing consistently for impact. • You use structural and organisational devices to fully support the purpose and thrust of your writing. • You use varied and sophisticated sentence structures to impressive effect. • Spelling is always accurate, including the spelling of specialist and less common vocabulary. • You use punctuation to heighten the impact of your writing.

Secu

ring

(

1,2,

3)

• You show an insightful understanding of different layers of meaning within a whole text, sentence or word.• You can make interesting and original connections within and between texts.• You are perceptive in your analysis of words, sentences and overall structure and the impact on the reader.• You can understand how writers present different points of view.• You show insight into how a text relates to its social and literary context.

• You write skilfully, sustaining an appropriate style throughout. • Your style matches your audience and purpose in a precise and mature way.• You always choose effective linking devices within and between paragraphs, carefully guiding the reader. Individual paragraphs are crafted for imaginative effect.• You craft your sentences and you use complex punctuation for effect.• You deliberately choose adventurous and sophisticated vocabulary.• You rarely make any spelling mistakes and can spell unusual words correctly.

Deve

lopi

ng

(1,2

,3)

• You can understand that a text can have many different layers of meaning and can explain this in detail.• You can explain what a writer is trying to achieve by choosing certain words, sentences and a particular layout.• You can independently find precise information and quotes to support your own ideas about a text.• You can explain how texts are influenced by earlier texts written in the same tradition/genre.• You can make clear connections and comparisons within and between texts.• You can explain in detail and in your own words the writer’s ideas and the effect on the reader.

• You are able to capture and hold the reader’s interest, consistently writing in a style which is precisely suited to the audience and purpose.• You always make effective links between paragraphs and you always use a variety of linking devices within your paragraphs.• You are confident in using a range of sentence types (8 Golden).• You use the full range of punctuation correctly and sometimes for a specific effect.• You choose words and phrases in order to create particular effects. • Your spelling is accurate apart from very unusual words.

Emer

ging

(1

,2,3

)

• You usually see meanings beyond the obvious ones in a text.• You can make simple comparisons between and within texts.• You can explain the effect of some of the writer’s choices of words, sentences and layout.• You can usually find and select information and quotes independently.• You can explain in detail how the context in which a text is written affects its meaning.• You understand the writer’s main ideas and the effect on the reader.

• Your writing is usually engaging and clearly matches your audience and purpose.• You are beginning to organise your paragraphs around a main topic and use topic sentences.• You can use a variety of sentence types and a range of connectives.• You can use basic punctuation correctly and you are experimenting with more advanced punctuation.• You choose words for their effect and your spelling of simple words is always accurate; your spelling of more difficult words is usually correct.

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Subject Leader: Ms C. Marsh Key Stage 3 Curriculum Leader: Mrs A Boldison-SmithTopics Covered:Autumn Term:Students will continue to develop and extend their communication skills and understanding of basic information about themselves, their families and their daily activities. During this term students will study Media (TV and cinema) and reading, describing people, the past tense, future plans, predictions and why learn languages?

Spring Term: Students will study famous French sportsmen and women, the past tense, whodunit, Normandy, travel arrangements and describing a visit to a sporting event or leisure attraction.

Summer Term:Students will study illnesses and problems, healthy living, keeping fit, schools and education in French-speaking countries, the World of Work and social issues.

Homework TasksAll students will be given weekly homework tasks. The core of this will be learning vocabulary covered in the lessons that week, but they may also have to spend time on an Internet language site, make a poster, undertake research about an aspect of French culture/life or prepare an oral presentation.

Regularity of HomeworkRegular homework will be set by the subject teacher.

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 9 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/CarersEnsure 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.

Learning vocabulary regularly and thoroughly (little • and often) is of primary importance. 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.

French Department

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Subject Leader: Ms M. Larkin Key Stage 3 Curriculum Leader: Mr S. AtkinsTopics Covered:Autumn Term – Globalisation and Plate TectonicsIn the first half-term students will investigate the issues surrounding Globalisation. They will learn how the fashion industry operates on a global scale and discover where and how our clothes are produced. Students will look at exploitation in this industry and how Fair Trade addresses some of these issues and makes the clothing industry more sustainable.

In the second half-term students will learn how the structure of the Earth leads to dramatic natural events occurring in the form of volcanic eruptions, earthquakes and tsunamis. Using recent case studies students will learn the theories of plate tectonics and investigate the cause and effects of particular seismic events. They will also look at how people responded to these situations and consider how communities can prepare for future seismic activity.

Spring Term – Health, Wealth, Disease and Poverty and Oceans and Coral ReefsIn the first half-term students will consider issues regarding health and poverty within different countries with varying degrees of wealth. Students will learn what are and what causes diseases of poverty and diseases of affluence. Using statistics and case studies students will be able to identify reasons for the patterns of disease and how this affects both MEDC and LEDC societies. In the second half-term students will develop their understanding of how the World’s oceans are exploited and also focus in detail on coral reefs. Students will learn where coral reefs are located, why they are fragile and why they are important ecosystems. Using case studies students will investigate how the reefs are being affected by human factors and how they can be managed more effectively.

Summer Term – China and Energy Resources and IssuesStudents will look at the rise of China and the reasons its economy has grown so dramatically. Students will examine Chinese demographics and the effects of the one child policy. Furthermore, students will learn how China has built relationships with Africa and South America in order to secure the resources needed for its continued growth. In the second half-term students will learn about humanity’s current reliance on fossil fuels and investigate the link with Climate change (global warming and the greenhouse effect). Students will look at government’s attempts to tackle global warming and consider the solutions for future energy needs, including renewable energy sources as part of an ‘energy mix’.

Homework TasksHomework will take the form of enquiry-based Key Stage 3 projects to be completed over the course of some half terms. The expectation is that students will spend approximately five hours on the project. Students will be given written details of the tasks, useful resources and success criteria to help them progress.


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

Helpful Hints for Parents/CarersEncourage 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.•

Geography Department

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Subject Leader: Ms C. MarshKey Stage 3 Curriculum Leader: Mrs A. Boldison-SmithTopics Covered:Autumn Term:Students will further develop and extend their communication skills and understanding of basic information about themselves, their families and their daily activities. During this term students will study countries and nationalities, activities they like or dislike, opinions about school subjects,

school rules, comparing British and German schools and their future plans. They will also study the past tense, the future tense plus five further grammatical structures.

Spring Term: Students will study a visit to Austria, the weather, towns, the environment, media - films, ICT, reading and music.

Summer Term:Students will study jobs, pocket money, shopping, clothes, family relationships, problems and resolutions for the future.

Homework TasksAll students will be given weekly homework tasks. The core of this will be learning vocabulary covered in the lessons that week, but they may also have to spend time on an Internet language site, make a poster, undertake research about an aspect of German culture/life or prepare an oral presentation.


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 9 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/CarersEnsure 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.

Learning vocabulary regularly and thoroughly • (little and often) is of primary importance. 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.

German Department

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Subject Leader: Mrs M. RozierKey Stage 3 Curriculum Leader: Mr M. BlackburnTopics Covered:Autumn Term: Causes and impact of World War One and the rise of dictatorsStudents will extend their essay writing skills through an in-depth study of World War One, examining the causes of the Great War (1914-1918), life in the trenches and the role that women played in war.In the second half-term, students will focus on the rise of Adolf Hitler and life in Nazi Germany. They will practise their skills of explaining different perspectives on events.

Spring Term: Causes and impact of World War Two and the HolocaustStudents begin the term with an exploration of the Holocaust and its legacy, refining their skills of essay writing. In the second half-term, students will engage in an in-depth study of World War Two (1939-1945), including its causes and turning points and polishing their skills of evaluating sources for reliability.

Summer Term: Conflict in the modern world: The Cold War and the rise of modern terrorismStudents will examine the rise of the global superpowers and examine key flash points in the Cold War (1947-1991), including the Cuban Missile Crisis (1962) and Vietnam War (1955-1975).

In the second half-term, students will explore the rise of modern terrorism through case studies including 9/11 (September 11th 2001), studying the motives, methods and impacts on society.

Homework TasksHomework will be in the form of enquiry based Key Stage 3 projects to be completed over the course of five weeks according to the Foundation homework timetable. Students are expected to spend around five hours on each project. In the half terms where no written homework is scheduled, it is the expectation that students engage in reading and viewing around the topics under study as per the reading list provided.


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

Helpful Hints for Parents/CarersEncourage students to explore books, documentaries and media around the topics under study (see reading list).•

Take students on visits to places of interest related to the topics under study e.g. museums.•

Support students with their research by discussing their ideas at home.•

History Department

16


Homework Schedule and Reading

Term 1 Term 2 Term 3

First half-term: Reading

First half-term:Holocaust reflection journal

First half-term: Cold War Project

Second half-term:Aftermath of WW1 Project

Second half-term:Reading

Second half-term:Reading

Where no written homeworks are set, it is the expectation that students engage in reading/viewing around the topics under study to enrich their contextual understanding and support their historical literacy. Below is a list of fact and fiction books, documentaries and films appropriate to each term. Some of these books and many other alternatives are available in the school library. Though the materials listed are largely ‘age appropriate’ parents and carers are advised to exercise their own judgements about content, particularly with films which slightly exceed the students’ age and more challenging fiction.

Term 1:Fiction:

War Horse, by Michael Morpurgo (easy - moderate challenge)•

The Trenches: A First World War Soldier, 1914-1918 (My Story), by Jim Eldridge (easy)•

The Book Thief, by Markus Zusak (moderate - high challenge)•

The Nazi Time Machine – 2014, by Mike Crade (moderate - high challenge)•

Fact:True Stories of World War One (Usborne True Stories), by Paul Dowswell (easy)•

The Frightful First World War (Horrible Histories), by Terry Deary (easy)•

The Penguin Book of First World War Poetry (Penguin Classics), by various contributors • (moderate challenge)

Peacemakers Six Months That Changed the World: The Paris Peace Conference of 1919 • and Its Attempt to End War, by Margaret Macmillan (very challenging)

Nazi Germany And The Jews: The Years Of Persecution 1933-1939, Vol 1, by Saul Friedlander (challenging)•

Documentaries and films:All Quiet on the Western Front (rated PG)•

The Last Tommy, BBC Documentary (easy - moderate challenge)•

The Great War, BBC Documentary (easy - moderate challenge)•

War Horse (rated 12)•

Passchendaele (rated 15)•

Blackadder Goes Forth, BBC comedy•

Gallipoli (rated 12)•

The Nazis: A Warning from History, BBC Documentary (moderate challenge)•

Hitler Rise of Evil (rated 12)• ---------------------------------------------------------------------------------------------------------------------------------------------------------

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Term 2Fiction:

The Boy in the Striped Pyjamas, by John Boyne (easy)•

Goodnight Mister Tom, by Michelle Magorian (easy)•

Catch-22, by Joseph Heller (challenging)•

Fact:The Diary of Anne Frank (moderate challenge, but simplified versions available)•

The Woeful Second World War (Horrible Histories), by Terry Deary (easy)•

Maus, by Art Spiegelman (easy - moderate challenge)•

A World War II Evacuee (The Daily Life Of), by Alan Childs (easy)•

The Origins of the Second World War, by A.J.P. Taylor (very challenging)•

Documentaries and films:The Pianist (rated 15)•

Schindler’s list (rated 15)•

Arek Hersh - How did a small boy survive the Nazi Holocaust, Documentary (moderate challenge)•

Enemy at the Gates (rated 15)•

World War Two in Colour, Documentary (easy - moderate challenge)•

Band of Brothers, HBO series (rated 15)•

Valkyrie (rated 12)•

Man, Moment, Machine: Ultimate Weapon: Oppenheimer and the Atomic Bomb, History Channel Documentary • (moderate - high challenge)---------------------------------------------------------------------------------------------------------------------------------------------------------

Term 3Fiction:

1984, by George Orwell (very challenging)•

Across the Barricades: A Kevin and Sadie story, by Joan Lingard (easy - moderate challenge)•

Fact:Horrible Histories by Terry Deary: The Silly, Chilly Cold War (easy)•

The Girl in the Picture: The Remarkable Story of Vietnam’s Most Famous Casualty, by Denise Chong (challenging)•

13 Days: A Short History of the Cuban Missile Crisis, by James K. Wheaton (moderate - high challenge)•

KS3 History by Aaron Wilkes: Terrorism: The Rise of Terror Tactics in the Modern World student book (Folens • History), by Aaron Wilkes (easy - moderate challenge)

Terror in Ireland: 1916-1923, by David Fitzpatrick (challenging)•

Documentaries and films:Platoon (rated 15)•

The Hunt for Red October (rated PG)•

Thirteen Days (rated 12)•

Good Night, and Good Luck (rated PG)•

Cold War, CNN Documentary (challenging)•

United 93 (rated 15)•

Michael Collins (rated 15)•

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Mathematics DepartmentSubject Leader: Mr M. Wright Key Stage 3 Curriculum Leader: Ms J. LoganTopics Covered:Autumn Term:Students will cover the following topics to an appropriate level of difficulty: Powers, integers and roots, number operations to include calculations with negative numbers, using algebraic expressions, properties of angle and shape, ordering number with place value and collecting and analysing data using mean, median, mode and range.

Spring Term:Students will cover the following topics to an appropriate level of difficulty: Co-ordinates, sequences, functions and graphs, measures, Pythagoras and trigonometry, fractions, decimals and percentages, solving equations and constructions and loci.

Summer Term:Students will cover the following topics to an appropriate level of difficulty: Probability, perimeter, area and volume, ratio, collecting and analysing data through graphical and picture representation and transformations.

Homework TasksTypes of homework will consist of written assignments, online computer-based tasks (usually ‘MyMaths’ but can be other forms), calculations, extended research using the Internet or revision.

Regularity of HomeworkRegular fortnightly homework will be set by the subject teacher.

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/CarersStudents should be encouraged to research topics on the Internet and practise their skills online using their •

‘MyMaths’ account where appropriate.

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

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Music DepartmentDirector of Music: Mrs C. LaneTopics Covered:Autumn Term: Arranging & Film MusicMash Up: Students will learn how to perform a ‘mash up’ by creating their own arrangement of songs that are all based on the ‘4 chord trick’.

Film Music: Students will learn how music can impact on a film. They will listen to and analyse music from a range of film clips and will have the opportunity to compose their own music to accompany a film clip.

Spring Term: MinimalismMinimalism: Students will develop their performing and composing skills through exploring minimalist music. They will learn how to perform ‘Tubular Bells’ by Mike Oldfield and to compose their own piece of music in a minimalist style.

Summer Term: Ground Bass and Club DanceGround Bass: Students will learn how music can be based on a repeating bass line and chord structure. They will create their own arrangement of Pachelbel’s ‘Canon’ using their own instruments, technology of voices.

Club Dance: Students will learn how dance music is recorded using sequencing technology and how it features sampling and effects processing. They will have the opportunity to create their own remix of a song in a dance music style.

Homework Students are encouraged to take part in the Music Department’s varied extra-curricular programme. They can record the number of sessions they have attended in their planners throughout the year and this will be monitored in their planners and through performance assessments.

Assessment OpportunitiesStudents will have opportunities to assess their own progress in every lesson. They will complete at least one formal assessment task per half-term. This might be a paired or small group performance, composition, arrangement or a listening task and it will be assessed against criteria shared with students.

Helpful Hints for Parents/CarersEncourage your child to learn an instrument or to have vocal lessons.•

Encourage your child to participate in the department’s extra-curricular programme which includes choirs, • bands, percussion groups and Music Technology classes.

Encourage your child to participate in Newman’s musical events including the Carol Service, termly concerts, • Jazz and Pop Nights, Dome Celebration Evening and our Music Tour.

Listen to a wide variety of musical styles and appreciate the different instruments, tempos, rhythms, melodies, • harmonies and tonalities used by different composers.

Follow the Music Department on twitter to find out about opportunities and also for help with the curriculum • @CNCS_Music

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Physical Education DepartmentSubject Leader: Mr K. Grant Key Stage 3 Curriculum Leader: Mrs J. Machin

During the Autumn and Spring terms students study six activities for eight hours each. These are as follows:

Boys: Hockey, Basketball, Gymnastics, Rugby, Football, VolleyballGirls: Hockey, Basketball, Gymnastics, Dance, Football, Netball

Students will take part in two activities each half-term, following different pathways. All students will have covered all activities by Easter.

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.

At the end of the Spring Term, for five weeks, all students follow an ‘Active and Healthy Lifestyle’ module. This module aims to educate the students in regard to health, diet, different kinds of exercise and the links between them. The module also seeks to make links with other parts of the Key Stage 3 curriculum, for instance nutrition and ‘Fitness and Health’ in Science.

During the Summer Term students are taught in co-educational classes and usually participate in three activities from: Athletics (full term), Cricket (half-term), Stoolball (half-term), Tennis (half-term).

Formal practical assessments take place at the end of each module of work.

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P.S.H.E.E. DepartmentSubject Leader: Mrs C. MatthewsThe 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 also 7 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 9 is centred on the title ‘Responsible Citizens, Making a Positive Contribution.’ During the Autumn Term students will look at career choices and capability, relationships and diversity. During the Spring Term students will look at decision making, personal strengths and weakness and communication skills as well as understanding local and national government. During the Summer Term they will continue to study rights and responsibilities, positive attitudes, careers, healthy lifestyles and risks.

Another area that PSHEE develops within this programme is SEAL. Secondary SEAL is a comprehensive approach that promotes social and emotional skills that underpin effective learning, positive behaviour and regular attendance. This curriculum resource aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills.

Also in Year 9 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: Mrs. C. Baldwin

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 9 students will have an opportunity to continue reflecting on and developing their understanding of Christianity and its role. They will be given the opportunity to look at, reflect upon and evaluate their own spiritual journey. They will end the year by examining different issues and how they are expressed through St. Mark’s Gospel.

Topics Covered:Autumn 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.Vocation: Students will explore the way in which different Christians are called by God in their lives to carry out certain roles. They will reflect on their own vocation and consider how some people have responded to their own call from God.

Spring Term:Islam: Students will consider the role of Islam, another world faith, examining its shared and differing beliefs and practices. They will examine how these beliefs and practices compare and contrast to other religions that they have already studied.

Summer Term:Believing in God: Students will be given the opportunity to look at the Sacrament of Confirmation and where this fits into their sacramental journey. Through this students will explore their own beliefs and spiritual journeys.St. Mark’s Gospel: Students will examine a number of different issues that are discussed in St. Mark’s Gospel and look at the relevance and impact they have on Christians today. Students will begin to look at GCSE questions in preparation for their transition into Year 10.

Homework TasksThere are four types of homework tasks students will be expected to do in Religious Education:

Research and preparation for lessons.1. Tasks that reinforce the learning that has taken place in the lessons.2. Tasks that practise the different learning skills used in Religious Education.3. Students will be asked to complete revision tasks for keyword test and end of module assessment.4.

Regularity of HomeworkRegular homework will be set by the subject teacher and will be posted on ‘Show My Homework’. Homework will be set every two weeks and should normally be marked within two weeks.

Assessment OpportunitiesAssessment will take place throughout the year by means of written assessments that will be done in one lesson. Students will be given two weeks notification of the assessment and will be expected to plan and prepare for the assessment in these two weeks. Students are not permitted to take notes into the assessment. This is a substantial stepping up from primary school assessments, students will be aided by their teachers but may need parental support as well especially with organisation, planning and learning material needed.

Helpful Hints for Parents/CarersLook at the RE books and have conversations about what is being studied.• Check homework on ‘Show My Homework’.• 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 Leader: Mr G. Winter Key Stage 3 Curriculum Leader: Miss K. Le Marquand

Topics Covered:Autumn Term:Students will explore the ethical issues affecting science in Science and Fiction before moving on to studying plant biology in the topic On The Farm. After a Biology assessment they will then look at environmental chemistry in Sculpture Park and move on to what effect humans have on the environment in Cleaning Up. Shortly before Christmas they will explore the equations of motion in Record Breakers.

Spring Term:Students will start covering GCSE topics after Christmas. We will begin with the students looking at different ways of keeping healthy; diet, exercise and defence against disease. They will also examine how the nervous and hormonal systems operate in terms of co-ordination and control. Students will then start studying Chemistry and will be looking at atomic structure.

Summer Term:Students will continue studying Chemistry by moving on to the calcium cycle and metals and their uses. After this topic the

students will move on to Physics topics covering energy transfer by heating, using energy and electrical energy. During these topics students will also cover using equations and calculations correctly.

Homework TasksHomework tasks will include: planning and writing up experimental investigations, research, learning vocabulary, revision, model making, extended writing and assessed tasks.

Regularity of HomeworkRegular fortnightly homework will be set by the subject teacher.

Assessment OpportunitiesStudents will be regularly assessed in order to both monitor their progress and to build upon prior learning. Assessment in Year 9 includes the completion of graded activities, half termly tests and an end of year style examination.

Helpful Hints for Parents/CarersEncourage engagement with Science in the media, for example watching Science based television programmes, •

looking at scientific websites and reading articles about Science in newspapers.

Visit useful Science based websites, such as: http://www.docbrown.info/index.htm, http://www.ntscience. • co.uk/, http://www.bbc.co.uk/schools/ks3bitesize/science/

Purchase suitable Key Stage 3 revision guides, such as those from: http://www.cgpbooks.co.uk/•

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

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

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Subject Leader: Ms C. MarshKey Stage 3 Curriculum Leader: Mrs A. Boldison-SmithTopics Covered: Autumn Term:Students will continue to develop and extend their communication skills and understanding of basic information about themselves, their families, free time activities and holidays. During this term students will study how to describe holiday activities and their dream holidays; they will learn the past tense, revise future plans and talk about why learn languages?

Spring Term: Students will study vocabulary and structures related to food and eating habits; shopping in a market and supermarkets. They will learn about typical Spanish food, how to arrange celebrating special occasions and going out to a restaurant. They will also study clothes and about shopping in Barcelona using the past tense. They will plan a trip to Argentina using the future tense.

Summer Term:Students will study illnesses and problems; how to follow a healthy diet and how to keep fit. The topic of healthy lifestyle is continued and extended in their first year of GCSE.

Homework TasksAll students will be given weekly homework tasks. The core of this will be learning vocabulary covered in the lessons that week, but they may also have to spend time on an Internet language site, make a poster, undertake research about an aspect of Spanish culture/life or prepare an oral presentation or a longer piece of writing using their knowledge of grammar.


Assessment OpportunitiesStudents will have three levelled ‘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 9 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/CarersEnsure that students have the correct resources before undertaking tasks. •

These may include lesson notes; vocabulary lists from lessons (available in the Year 9 Spanish folder), help sheets/worksheets and a dictionary. The entire textbook Mira 2 Express is available on the school Portal, which also allows the practice of pronunciation.

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

Learning vocabulary regularly and thoroughly (little and often) is of primary • importance. 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.•

Spanish Department

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Student ServicesDirector of Student Services: Mrs S. Harmer SENDCo: Mrs L. Fairbairn

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, planning for individuals to make some advances from whatever point on their learning journey they have reached.Beyond that, the Director of Student Services, SENDCo and the Student Services team may arrange extra provision for certain individuals, following an Individual Education Plan (IEP) or Personal Plans (PP). 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 or other skills tuition in small groups. Immediate short term help can be obtained by any student who attends the Homework Club, which is open two afternoons a week after school and is staffed by members of the Support Team.The Inclusion Co-ordinator, Learning Mentor, Teaching Assistants 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 and to provide for Special Needs. 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 the expected level 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 an Individual Education Plan (IEP) 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 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 Key Stage 4 subjects. Literacy withdrawal groups continue for those students who qualified in Year 8, where this support is still required, giving students the best possible chance of achieving A* - C grades at GCSE in Key Stage 4. Students who have a Special Educational Need and/or Disability are screened for eligibility for Access Arrangements; this is a formal process that, if students qualify, allows provision such as extra time in exams/coursework 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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School UniformCardinal Newman Catholic School sweater*• Cardinal Newman regulation school skirt, •

and/or black classic/tailored trousersCardinal Newman Catholic School polo •

shirt*Black shoes• Plain tights or sober-coloured socks• For safety reasons backless or open-toed •

shoes or high heels must not be worn to school

Boots may only be worn from half-term in • autumn to half-term in summer

P.E.Cardinal Newman red sweatshirt• Long, plain red sports socks• White ankle socks (for indoor P.E.)• Black pleated skirt or black shorts• Cardinal Newman white P.E. T-shirt (Yrs 7, 8 •

& 9)*Plain, white T-shirt (Yrs 10 & 11)• Training shoes (for indoor & outdoor use)• Football boots• Black tracksuit bottoms (optional)• Shin pads for hockey and football• Protective mouth guard (recommended) •

in hockey lessons, compulsory in hockey fixtures

Cardinal Newman Catholic School sweater*• Cardinal Newman Catholic School polo •

shirt* Plain black classic/tailored trousers• Black shoes•

P.E.1 black and 1 white pair of shorts• Cardinal Newman white P.E. T-shirt (Yrs 7, 8 •

& 9)* Plain, white T-shirt (Yrs 10 & 11)• Cardinal Newman reversible games shirt• Long, plain red sports socks• White ankle socks (for indoor P.E.)• Training shoes (for indoor & outdoor use)• Football boots• Black tracksuit bottoms (optional)• Shin pads for hockey, rugby and football• Protective mouth guard (recommended) •

in rugby and hockey lessons, compulsory in rugby and hockey fixtures

Please note: students are not permitted to wear their normal school shoes in P.E. lessons.

The Newman polo shirt and sweater 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)

*Available from Trutex, 40 Blatchington Road, Hove, East Sussex, BN3 3YHTel: 01273 739676Email: [email protected] Website: www.hove.trutex.com

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

Outdoor coats/non-uniform sweatshirts and tops • should not be worn in the classrooms.

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

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.

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). Nose studs/rings are unacceptable, as is all facial and body piercing.

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.

(July 2015)

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Student Code of ConductThe school motto ‘Caritas’ should be reflected in students’ behaviour and attitude in and around the school and towards other students. In addition we expect our students to be active citizens and active learners.This Code of Conduct exists to create a positive environment for each of us. Students have a responsibility to recognise the rights of others.Teachers are here to teach, guide and support us and should be respected at all times. Polite and appropriate behaviour will be expected of us.Our fellow students are to be given the opportunity to achieve personal success. We will offer them positive support.

As a community, we cannot accept:Refusal to co-operate.• Offensive language towards staff or students.• Aggressive or bullying behaviour.• Alcohol, tobacco or drugs, in school or on the way to and from school.• Knives or other offensive weapons.•

CARE OF THE SCHOOLThe school’s appearance is the students’ responsibility, we cannot accept:

Students who spit or drop litter.• Graffiti on any school property including books and equipment.• Any damage or vandalism to school property or the property of another person. This must be paid for in full.• Chewing gum being used in school.• Students should report any damage or destructive behaviour by other students to a member of staff.•

CLASSROOMSStudents must arrive punctually to lessons with the correct equipment and books.• Homework and other assignments must be completed on time.• Students must remain on seats allocated by the teacher and must not leave the lesson until dismissed by the •

teacher.No personal stereos, pagers or mobile phones are to be used or left switched on in class. Mobile phones may be •

confiscated for 48 hours. High value items are brought to school at the student’s own risk. The school cannot accept responsibility for loss, damage or theft of these items.

Students should make an active contribution to lessons by, for example, participating in discussions or supporting • other learners.

GOOD ORDER AROUND THE SCHOOLRules relating to behaviour around the school are designed to promote safety in a calm environment.

Movement and noise must be controlled. There must be no running and students must keep to the right.• Food must only be eaten in designated rooms.• In the dining area students must queue in an orderly manner and clear away plates, cutlery and any litter after •

their meal.If students cannot enter their next classroom for any reason, they should wait in an orderly queue.•

School UniformAll students are expected to know the full school uniform rules and must keep to them.

SCHOOL RULES apply on the journey to and from school,including the wearing of school uniform.

(July 2015)

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Home / School AgreementSTUDENT I shall:

Attend school on time, in correct uniform and with the appropriate equipment for lessons.•

Adhere to the Student Code of Conduct at all times and adhere to school procedures.•

Understand that inappropriate use of my mobile phone could result in a 48 hour confiscation.•

Tell an adult if I am unhappy in school or if there is something happening that affects the way I feel or is affecting • my learning.

Complete my homework on time and ensure it is of the best quality that I can produce.•

Make the maximum effort in class and take pride in my work.•

Play an active part in school life.•

Respect and care for my fellow students and everyone in the school community.•

..................................................................... .....................................................................Student Name (please print) Student Signature

PARENTS / CARERS I/We shall:Ensure that my child attends school regularly and is seated in the class, ready to learn, by 8:40am, properly •

equipped and in the correct school uniform.

Contact the school before 9:00am to report absence.•

Provide a note of explanation for lateness.•

Support the school’s policies on behaviour, attendance and punctuality.•

Not remove my child for holidays during term time and wherever possible, ensure that medical and dental • appointments are outside of school hours. I shall ensure that my child returns to school the same day if he/she has any such appointment during school hours. I shall provide evidence of the appointment by way of an appointment card or letter to enable the legal register to be correctly marked.

Support my child in homework and check it is completed by signing his/her school diary every week.•

Attend Parents’ Evening to discuss my child’s progress. He/she will accompany me if appropriate.•

Inform the school of any problems or concerns that might affect my child’s progress or behaviour.•

Encourage my child to participate in all aspects of school life.•

I/We have read and understand the following information:CIRCUMSTANCES WHEN PENALTY NOTICES MIGHT BE ISSUEDUnauthorised Absence/Truancy:

Persistent late arrival at school (after the register has closed).•

Students whose attendance has not reached a satisfactory (90% attendance is the minimum 2015 threshold) • level during a 6 week period following intensive support i.e. truancy patrol.

Where parents allow their child to be present in a public place during school hours without reasonable • justification in a fixed term or permanent exclusion.

Penalty notices will be issued following assessment of poor attendance which the LA considers to be 4 sessions • or more within a term. This does not relate to unauthorised holidays but any other unauthorised absence.

Penalty notices will be issued for all unauthorised holidays taken during term time.•

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Under the terms of the Education Act 1996, it is the responsibility of parent(s)/carer(s) to ensure that their child attends school regularly and punctually. Failure to do so may lead to legal proceedings being taken against you by the Local Authority under Section 444 of the Education Act 1996. Alternatively the school may request that the Local Authority issues a penalty notice for £60 per parent per child to be paid within 21 days. If the penalty is not paid within the time scale the penalty will increase to £120. If the higher penalty is not paid within 28 days, you may be prosecuted.

..................................................................... .....................................................................Parent/Carer Name (please print) Parent/Carer Signature

Date.....................................................

SCHOOL We shall:Provide a Christian environment for your child, encourage him/her to work hard, care for others and contribute •

to the life of the community.

Recognise and reward effort and achievement in all aspects of your child’s education.•

Inform you about school activities, news and information through the website and other means.•

Arrange Parents’ Evening once a year and send out two progress reports and one full report a year.•

Inform you when homework is set and the length of time it should take. •

Homework is listed on ‘showmyhomework.com’•

Inform you if there are any problems with your child’s progress, behaviour, attendance or punctuality.•

..................................................................... Form Tutor Signature

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Cardinal Newman Catholic School Attendance Policy(Please note: this policy is currently under review by the Governors)

CARITASCardinal Newman prides itself on the motto ‘Caritas’ and in order for this motto to live in the community it is vital that students commit to the community by coming to school and arriving on time every day ready to fully engage with learning. This expectation is explained in more detail within our Home/School Agreement.

EXPECTATIONSExcellent attendance has a vital impact on the ability of students to take full advantage of the opportunities open to them and to make positive and lasting friendships. It is important to note that when any student joins us, they commence their school life with a ‘clean slate’ and are able to put any poor attendance history behind them, however, attendance records are transferred from primary schools. To ensure regular student attendance, legal powers were given to Local Authorities in the Education Act 1996 to enforce, where necessary, school attendance. We recognise that for the vast majority of our students, excellent school attendance is a well-established habit which leads to students achieving their personal best. However, it is important that everyone understands their responsibilities for attendance and the consequences for them should they fail to ensure this.

We expect that students will:Attend school regularly and punctually, appropriately prepared for the day ahead.•

Student note: It is very unlikely that a student with poor attendance will be allowed to take part in residential trips, unless previous absences have been authorised by a medical professional.

We expect that all parent/carers will:Ensure that students arrive at school on time to commence lesson 1 at 8:40am.•

Inform the school of the reason for a child’s absence every day by telephone, note or email to attendance@cncs. • co.uk by 9:00am. The school will then decide whether an absence is to be authorised or unauthorised. Any changes in contact details must be written and signed and handed to the Records Office.

Communicate with the relevant Pastoral Leader, any home circumstances that may affect the learning and • behaviour of their child.

Not take holidays during term time, the consequences for doing so are detailed in the Fixed Penalty Notices • section.

Arrange for medical and dental appointments after school whenever possible. Following an early appointment, • parents/carers must ensure that students return to school the same day. All appointments should be verified by the student, upon their return, with a medical appointment card.

School will:Accurately record student registers at every lesson during the school day. Registers are legal documents and will •

be used whenever prosecution for poor attendance and/or punctuality becomes necessary.

Parents/carers will be informed of their son/daughter’s percentage attendance on all school reports. •

Parents/carers will be informed if their son/daughter’s attendance is causing concern. •

If a student is absent and there is no contact from a parent/carer by 9:00am the school will make a call to • those named as having parental responsibility. This call forms part of school Safeguarding Procedures and is made to ensure that an adult with parental responsibility is aware of the absence. Where there is only one person on our school contacts with parental responsibility and we are unable to contact that person, we shall call anyone else named as a contact for that student if necessary.

Upon return to school, the Form Tutor will ask for the reason of absence. Letters may also be sent home. Where • there are already attendance concerns, absences will not necessarily be authorised.

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Encouraging Excellent Attendance:Our school target is 95% which is achievable for the vast majority of students. A large number of our students maintain their 100% record throughout the school year.We actively encourage excellent attendance in the following ways:

Providing a safe, secure and engaging learning environment based upon positive behaviour principles.•

Celebrate and reward excellent attendance.•

Respond to parent/carer’s concerns regarding issues that may affect their child’s attendance.•

Effectively communicate with parents/carers about attendance•

Celebrating Excellent Attendance The school values excellent attendance and where students are achieving very high attendance they will be recognised and rewarded through initiatives including letters home, awards assemblies and acknowledgments.

Liaison with Feeder Schools Detailed information and data is collected on all students as they transfer to Cardinal Newman Catholic School. Where there has been a history of poor attendance in the past, strategies and support will be put in place to monitor and improve attendance patterns. If upon entry to Year 7, or at any time a new student joins us, we encourage parents/carers to discuss with us any concerns they may have about attendance so that we can offer relevant support to the student from day one.

Leave of Absence Requests In exceptional circumstances only, the school may give permission for leave of absence during term time. Any application of this nature must be made on the ‘Leave of Absence’ form which can be obtained from the Records Office. In fairness to all; we operate a strict policy of not authorising family holidays. Failure to comply with the above will result in the leave of absence being unauthorised and a fixed penalty notice being issued by the Local Authority.

Monitoring of Attendance The school will carefully monitor all student attendance via the Form Tutor, Pastoral Leader, Attendance Officer and Education Welfare Officer (EWO).There are a series of letters sent home to advise parents/carers of their son/daughter’s percentage attendance. If there is insufficient improvement within the timescales indicated on the letters, a meeting will be arranged between the Pastoral Leader and parents/carers. If the situation still fails to significantly improve a formal attendance meeting will be arranged. It is very important that parents/carers attend if they are requested to do so. The meeting is of a supportive nature and allows each party to contribute to a support plan for improving attendance.

Persistent Absenteeism (PA) A student becomes a ‘persistent absentee’ when they fall below 90% attendance at any time in the school year for whatever reason. Absence at this level is doing considerable damage to any student’s educational prospects and we need a parent/carer’s full support and co-operation to tackle this. We monitor all absences thoroughly. Any case that is seen to have reached or is at risk of moving towards the PA mark is given priority. PA students are tracked and monitored carefully through our ‘Tracking Procedure’. Persistent absentee cases are usually dealt with by the Education Welfare Officer.In the case of an unauthorised absence lasting 4 weeks or more, the student may be removed from the school roll in line with Local Authority guidelines.

Fixed Penalty Notices: Fixed penalties will be issued in the following circumstances:Unauthorised Absence/Truancy:

Persistent late arrival at school (after the register has closed).•

Students whose attendance has not reached a satisfactory (90% attendance is the minimum 2015 threshold) • level during a 6 week period following intensive support i.e. truancy patrol.

Where parents allow their child to be present in a public place during school hours without reasonable • justification in a fixed term or permanent exclusion.

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Penalty notices will be issued following assessment of poor attendance which the LA considers to be 4 sessions • or more within a term. This does not relate to unauthorised holidays but any other unauthorised absence.

Penalty notices will be issued for all unauthorised holidays taken during term time.• Under the terms of the Education Act 1996, it is the responsibility of parent(s)/carer(s) to ensure that their child attends school regularly and punctually. Failure to do so may lead to legal proceedings being taken against you by the Local Authority under Section 444 of the Education Act 1996. Alternatively the school may request that the Local Authority issues a penalty notice for £60 per parent per child to be paid within 21 days. If the penalty is not paid within the time scale the penalty will increase to £120. If the higher penalty is not paid within 28 days, you may be prosecuted.

Punctuality:Poor timekeeping is not acceptable. When a student misses the start of lesson 1 at 8:40am, or indeed any other lesson during the day, their arrival disturbs the flow of the lesson and the learning of others. This situation can be embarrassing for the student who is late and can also encourage further lateness. Poor punctuality reduces a student’s overall attendance percentage as when a student arrives late after the register has closed they are marked absent for that session.

Education Welfare Officer (EWO)When it becomes necessary for us to refer to the EWO you will be contacted directly by that person. A Formal Attendance Meeting will be called and you will be required to attend, along with the student. Parenting Contracts are regularly drawn up during this meeting and all parties contribute by identifying the most suitable means of support to ensure that attendance improves immediately. The EWO can also refer for family support by external agencies where all parties are agreeable to any such referral. The EWO will explain parental responsibilities in terms of the Education Act at the start of the meeting. Further to the meeting, a period of close monitoring will commence. Failure to engage with the formal process, or ensure that sufficient progress is made, will lead to a Fixed Penalty Notice being issued by the Local Authority. Families may be fined on up to three occasions in any academic year.

(08.07.15)

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Contact InformationPastoral Leader Mrs C. Lawden [email protected]

Assistant Pastoral Leader Miss K. Walters [email protected]

Form Tutors9ABS Mrs A. Boldison-Smith [email protected]

9HL/IN Mrs S. Holland [email protected]

9AH Mr A. Harmer [email protected]

9AS Mr D. Ashworth [email protected]

9CC Miss C. Capon [email protected]

9CS Miss C. Stares [email protected]

9DB Mr D. Boreham [email protected]

9FY Mr F. Yip [email protected]

9JR Mr J. Harbour [email protected]

9MB Mr M. Blackburn [email protected]

9MZ Ms T. Mazzoleni [email protected]

9RJ Mr R. Jones [email protected]

Key Stage 3 Curriculum Leaders Art Mrs L. Airey [email protected] & Technology Mr R. Jones [email protected] (Subject Leader) Mrs C. Grosvenor [email protected] Miss A. Brown [email protected] Mrs A. Boldison-Smith [email protected] Mr S. Atkins [email protected] Mrs A. Boldison-Smith [email protected] Mr M. Blackburn [email protected] Ms J. Logan [email protected] (Director of Music) Mrs C. Lane [email protected] Education Mrs J. Machin [email protected] (Subject Leader) Mrs C. Matthews [email protected] Education Mrs C. Baldwin [email protected] Miss K. Le Marquand [email protected] Mrs A. Boldison-Smith [email protected]

Special Education Needs (Director of Student Services) Mrs S. Harmer [email protected](SENDCo) Mrs L. Fairbairn [email protected]

Key Stage 3 Learning Guide Year 9 2015-2016 - CNCS

Documents

Transcript of Key Stage 3 Learning Guide Year 9 2015-2016 - CNCS