Key Stage 3

Years 7-9

Curriculum Booklet

2013/2014

INTRODUCTION

This useful guide gives parents, carers and pupils an outline of the St James’ curriculum for Key Stage

3.

It also provides helpful websites and suggested reading.

CONTENTS

SUBJECTS Page Religious Education ...................................................................................................................... 3

English ........................................................................................................................................... 5

Mathematics .................................................................................................................................... 9

Science ........................................................................................................................................... 11

Art ................................................................................................................................................... 13

Geography ...................................................................................................................................... 20

History ............................................................................................................................................. 21

Modern Foreign Languages .......................................................................................................... 24

Creative Technology ...................................................................................................................... 28

PSHCE ............................................................................................................................................ 32

Music .............................................................................................................................................. 37

Physical Education ........................................................................................................................ 36

Drama ............................................................................................................................................. 37

Homework Timetables for Year 7 ................................................................................................ 38

Year 7 activities ............................................................................................................................. 41

What is St James’ Moodle? ........................................................................................................... 42

RELIGIOUS EDUCATION AT KEY STAGE 3

We follow the Diocese of Shrewsbury Framework for Religious Education at Key Stage 3. Year 7 Membership of a Catholic school, Community, Mission Statements, the Catholic Church – parish and diocese. Called By Name – Initiation and Baptism This topic has a levelled assessment God’s Promise Fulfilled – Advent and Christmas Our Faith Story – Sacred Writings and the Bible This topic has a levelled assessment Who do You Say That I Am? – Jesus’ life and his Ministry Lent and the Good Friday Experience – Lent and Easter Pentecost – the Birthday of the Church This topic has a levelled assessment A World Faith Perspective – Sikhism I Am God’s Work of Art – We are all made in God’s image Year 8 Membership of a Catholic School. We are a Pilgrim People – Why do people go on pilgrimage? Lourdes, Mary. This topic has a levelled assessment Choices on the Journey – Morality Journeying by a Different Route – Advent and Christmas Welcoming the Stranger – Prejudice and Discrimination Passover and Food for the Journey – The Last Supper, The Mass This topic has a levelled assessment We are an Easter People – Lent and Easter Respect for the Earth – Creation, Environment Sharing Stories on the Journey – the importance of story in our culture A World Faith Perspective – Judaism This topic has a levelled assessment

Year 9 Membership of a Catholic school, Community, Mission Statements, the Catholic Church – parish and diocese A World Faith Perspective - Islam This topic has a levelled assessment GCSE syllabus after Christmas Matters of Life and Death – life after death, euthanasia, abortion, how the media presents matters of life and death, poverty and the work of CAFOD Peace and Conflict – the UN, just war, Christian and Muslim attitudes to war, Christian and Muslim attitudes to bullying, forgiveness and reconciliation. Suggested websites: www.theresite.org.uk www.theredirectory.org.uk www.al-islam.org www.sikhs.org www.rejesus.co.uk www.request.org.uk www.lourdes-france.com www.tere.org www.kids4truth.com www.resauce.org www.bbc.co.uk Mrs R Wheelan– Director of the Faculty of Religious Education

5

Key Stage 3 English- Curriculum Content and Key Assessments

Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

7

‘Matilda,’ Roald Dahl Focus on Writing WAF 3 Key Assessment An analysis of Matilda’s character.

Media and Fairy Tales: ‘Shrek’ Focus on Reading RAF 6 Key Assessment Analyse/Review/Comment

on the ways that fairy tale

conventions are broken in

the film ‘Shrek.’

Autobiography and Roald Dahl’s ‘Boy’ Focus on Writing WAF 2 & WAF 8 Key Assessment Writing an imaginary autobiography.

‘The Tempest,’ William Shakespeare Focus on Reading and Writing WAF 1 & WAF 7 RAF 5 Key Assessment Assessment – write an

alternative scene where

the power roles

between Prospero and

Caliban are reversed.

Introduction to Poetry Focus on Reading RAF 2 RAF 3 Key Assessment ‘George and the

Dragonfly’ - using

textual evidence to

support and develop

points exploring the

poem.

Focus on Speaking

and Listening

Developing oral skills,

clarifying points and

information through

speech- recalling and

reporting main points of

a topic through speech.

Key Assessment

Optional Tests RAF 3

(Reading & Writing)

Oral presentation

6

Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

8

‘Holes,’ Louis Sachar Focus on Writing WAF 3 and WAF7

Key Assessment

Book review of Holes.

Poetry-The Highwayman Focus on Reading RAF 2 & RAF 3 Key Assessment ‘The Highwayman’ – using

textual evidence to support

and develop points exploring

the poem.

Travel Writing Focus on Writing WAF 2 (Travel page) Key Assessment Travel brochure page

for a specific audience.

G&T Extension

RAF 5 & RAF 6 (Bryson extract)

Bill Bryson travel writing

analysis.

‘The Boy in the Striped Pyjamas,’ John Boyne Focus on Reading Class reader – pupils are to consider the wider context of the novel, exploring the impact upon the reader. Key Assessment WAF 2 RAF 3 Bruno has gone missing, newspaper article

‘The Exam’ by Andy

Hamilton

Focus on Reading

RAF 5 & RAF 6

Key Assessment

Analysis of playwright’s

use of characters,

themes and language

to make “The Exam,”

appeal to a teenage

audience.

Focus on Speaking

and Listening

Evaluation of pupils’

own speaking,

including hypothesis

and speculation

Key Assessment 1

Solo presentation

Key Assessment 2

Optional Tests RAF

3 (R & W) Poetry unit

7

Year 8 (8X3 and 8Y3) Optional Tasks for Differentiation

Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

8

Literacy Plus- “My Character” Focus on Writing

WAF 1, 2 and 6 Key Assessment The creation of a personal web page and an animated character.

Poetry: Focus on Reading and

Writing

RAF 2 & 3, WAF 1

Key Assessment

Write a recipe poem with a framework for L. 2/3 pupils.

Travel Writing Focus on Writing

RAF 2 & 3, WAF 1

Key Assessment

Travel brochure page

“The Messenger” by John Townsend. Class reader- pupils are to consider the wider content of the novel, exploring the impact upon the reader. Focus on Reading

and Writing

RAF 3, WAF 3 & 8 Key Assessment

Supernatural events reported in a newspaper article style.

“Oliver Twist Play”

Dramatized by Keith

West.

Focus on Reading

RAF 6 and 7

Key Assessment

Analyse a character

and present their views

in an oral assessment

based on textual

evidence.

Evaluation of pupils’ own speaking, including hypothesis and speculation.

Key Assessment

Solo presentation

Recommended

Extension Tasks

Literacy Plus:

DIY

Holes Film Review

Media

8

Year Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

9

‘Stone Cold’ Extracts

Focus on Reading and

Writing

Study of persuasive

writing techniques and

rhetorical devices.

e.g. Extracts from

Robert Swindells’ Stone

Cold and charity leaflets

by Shelter and NSPCC.

Key Assessment

Persuasive charity text.

WAF 3

World War 1 Poetry

Consideration and

comparison of poetry

depicting World War

One: Laurence Binyon

and Wilfred Owen.

Key Assessment

Comparison of two

WW1 poems, exploring

overall effects on the

reader.

RAF 5 and 6

‘Macbeth,’ William

Shakespeare

RAF 2 & RAF 3

Shakespeare’s Macbeth.

Exploration of a key

scene, considering

language, character,

themes and

performance.

Key Assessment

Exploration of how

pupils would direct a

performance of a key

scene.

RAF 2

RAF 3

“Mugged” by Andrew

Payne

Focus on Reading and

Speaking and

Listening

Key Assessment

Write a review of the

play and explore its

effect on the audience.

RAF 6

WAF 3

WAF 4

(Lower ability pupils

can write a review of

the play: RAF 6

WAF 1 and 2)

19th

Century Novel

Focus on Writing

Presently being

developed as a new

scheme of work.

Exam Practice and

Preparation RAF 5

Key Assessment

End of KS3 assessment

exam.

Speaking and

Listening

Assessments

EXTENSION TASK

Analysis of a moving

image.

WAF 5 WAF 7

Mrs L Moss – Director of the English Faculty

9

MATHEMATICS AT KS3

KS3 Content

As a department we follow the KS3 National Strategy. Depending on which set a pupil is in, we may

address other objectives from the year above or below.

A brief overview of the topics we cover is listed below:

Year 7 Autumn Term Number: Place Value, ordering. Rounding, mental methods, coordinates,

fractions, decimals, percentages ratio and proportion, sequences

Algebra: Equations and formulae

Shape: Measures, area and volume angles

Data: Processing and representing data

Year 7 Spring Term Number: Rounding, 4 operations, ratio and proportion.

Algebra: Equations and Formulae, Sequences and Graphs

Shape: Construction

Data: Statistics

Year 7 Summer Term Number: Place value, calculations

Algebra: Equations, formulae, sequences, functions and graphs

Shape: Transformations, angles, nets

Data: Statistics and probability

Year 8 Autumn Term Number: Place Value, ordering. rounding, fractions, decimals and

percentages

Algebra: Equations and formulae

Shape: Angles, construction, area and volume

Data: Probability

Year 8 Spring Term Number: Calculations, using a calculator,

Algebra: Graphs, substitution, equations,

Shape: Transformations,

Data: Data collection and analysis

Year 8 Summer Term Number: Fractions, decimals and percentages

Algebra: Linear functions,

Shape: Construction, volume

Data: Probability and data.

Problem solving

10

Year 9 Autumn Term Number: Fractions, decimals and percentages, ratio, estimating and 4

operations,

Algebra: Sequences, graphs and equations

Shape: Angles, construction, units, area, volume

Year 9 Spring Term Number: Rounding, using a calculator,

Algebra: Powers, roots, graphs, equations, formulas

Shape: Transformations, 3D shapes

Year 9 Summer Term Number: Solving problems

Algebra: Factorise, Expand, Change the subject of a formula

Shape: Trigonometry, Pythagoras’ Theorem

Data: Sampling, Collecting data, Displaying data, Mean from a frequency

table, Probability, Tree diagrams

Gifted and Talented and SEN pupils

Gifted and Talented pupils are identified once the CATs tests in Year 7 have taken place. They are

clearly identified through the register and teaching staff differentiate their lessons appropriately. The

top set in each year group follows its own G&T scheme of work which encompasses mainly the topics

from the year group above e.g. year 7 mainly follow the topics in the year 8 scheme. With the current

year 7 cohort, the top two sets will follow the Gifted and Talented scheme as a result of the large

number of high ability pupils this year. The bottom sets in each year group also have their own adapted

scheme of work which allows for extra support.

Websites

We use www.mymaths.co.uk at school. This is an excellent teaching resource and also a valuable

revision aid. It can be accessed at home or in the LRC at school and staff often set homework tasks

using this website. All pupils should be aware of their login details.

Assessments

Pupils are assessed every ten weeks in maths. After every assessment targets are set for each term

for areas to improve. Subsequent homeworks are then set for pupils to complete tasks related to these

targets. Pupils are clear in what their target levels are and what they need to do to improve. As a

department we use the school “flightpath” after each assessment so pupils can determine if they are on

their way to achieving their target level at the end of the year and what GCSE grade this will lead on to

at the end of year 11.

Moodle

Moodle is used by the department for homework setting. It is also used to share revision lists and past

papers with pupils to encourage independent learning.

Mrs J Healey - Director of Mathematics Faculty

11

SCIENCE AT KS3 (Year 7 & Year 8)

What will pupils learn?

Scientific enquiry (Ideas and evidence in science and investigative skills) Life processes and living things (Cells and cell functions, humans as organisms, green plants as organisms, variation, classification and inheritance and living things in their environment) Materials and their properties (Classifying materials, changing materials, and patterns of behaviour) Physical processes (Electricity and magnetism, forces and motion, light and sound, the Earth and beyond and energy resources and energy transfer) Year 7 modules (contextualised towards the skills scientists need)

Module Name

The Health Centre

The Energy Provider

Nano Science

Under the Microscope

The Electrician

Forensics

Mechanical Engineer

Hazchem

Environmental Science

Year 8 modules (thematic – to make science more relevant and exciting)

Module Name

Live and Kicking

nViz

Pyrotechnics

Species at War

Studio Magic

12

Year 9 modules (thematic – to make science more relevant and exciting and to build higher level thinking skills)

Module Name

A&E

Alien

Cook

Extinction

Electromancer

ASSESSMENT The progress that pupils make in each module is assessed by levelled end of unit tests. Personal targets give pupils a sense of achievement on attaining each milestone in their learning, and going beyond it. There is an end of year formal assessment for each year group to aid in setting groups for the following year. HOMEWORK Most homework tasks are set through the school’s VLE MOODLE. Here pupils can also access video clips and Power Points to help them revisit topics taught in class. USEFUL SCIENCE WEBSITES www.bbc.co.uk/schools/ks3bitesize/science www.sciencepages.co.uk www.wpbschoolhouse.btinternet.co.uk www.skool.co.uk BOOKS FOR SALE (Available from the school learning resource centre). KS3 Science (priced at approx £3) Mrs A MacLeod – Assistant Director Faculty of Science

13

Art at KS3

Art in Year 7 3 Units of work, 1 each term

Autumn Term Unit 1: Native American – Birds

Brief: To produce a culturally inspired mask based on Native American Art. The design will be developed from the pupils’ personal response to Native American culture and their research of ‘Birds’. They will be producing an assembled card mask from their designs, using coloured pencils and paint as their media.

Activities Pupils will:

Research Native American Culture In terms of Art, religion, beliefs, symbolism, shape, pattern and subject matter

Be required to produce visual research collages on Native American Art and birds

Produce drawings from secondary sources

Develop a design from their research to portray images in the style of Native American Art

Show evidence of drawing from their research work as inspiration for their designs

explore ideas for a personal response

Generate ideas and explore possibilities through: collage, sgraffito, coloured pencils and paint

Develop their Art and Design vocabulary

Media to use: pencil, coloured pencils, ink, felt tips, ICT, paint, wax crayon, collage and card construction

Spring Term Unit 2: ‘Story Telling’

Brief: To gain understanding of the proportion of figures and develop skills in observational drawing. We will be looking at Yinka Shonibare’s sculptures of Alien type characters. Pupils will then design and develop their own ‘Science Fiction’ Story book character. Pupils will construct a small 3-dimensional figure from newspaper and tape and decorate it with tissue paper.

14

Pupils will:

Produce drawings of people gaining an understanding of proportion

Research the work of Yinka Shonibare and Science Fiction themes.

Organize and present their ideas in a design for a 3D figure.

Create an imaginative response in developing ideas for a fantasy creature

Construct a 3D figure from newspaper and tape

Imaginative use of paper, card and other materials to design, make and embellish a costume for their figure

Check the progress of the work at each stage and identify what needs to be modified and how improvements can been made

Give a clear explanation of what they have learnt from their work, using appropriate subject specific vocabulary.

Media to use: pencil, paper, card, coloured pencils, newspaper, parcel tape, papier mache and coloured tissue paper

Summer Term Unit 3: Architectural Viewpoints

Brief: To select and produce drawings from aesthetic architectural details e.g. windows, arches and doorways and develop a personalised response, whilst exploring a wide variety of Art media. Activities Pupils will:

Explore architectural details and produce a visual research collage in their sketchbooks

Draw from architectural detail using pen and ink

Explore depth and tone using charcoal and chalk

Develop their drawings in a variety of 2D and/or relief media, which culminates in an imaginative response to ‘A view through’.

Explore the work of other artists

Consider composition, shape, detail, colour, pattern, symmetry, relief and texture

Discuss the outcomes of their work; commenting on composition, detail, media and design

Consider alternative designs and outcomes

Experiment and develop confidence with media

Check their work at each stage and identify what needs to be modified and how improvements can be made

Media to use: pencil, coloured pencils, inks, wax crayon, paint, wool tops (felt), collage, card, pva, charcoal and chalk

Equipment to support the subject

A 2B pencil, eraser, pencil sharpener, a set of coloured pencils, compass and ruler Access to a computer, printer and the Internet Books or pictures on Native American Art, Science Fiction, Yinka Shonibare and Architecture.

15

Art in Year 8

3 Units of work, 1 each term

Autumn Term Unit 1: ‘Living Jewels’ African Bugs

Activities Pupils will:

Research contemporary and historical artists on the theme of insects

Produce drawings of insects from primary and secondary observation

Explore African art techniques and use these in their own work

Select media to create different textures and effects in their work

Explore a diverse range of materials

Translate 2 dimensional images into 3 dimensional relief

Explore and manipulate materials

Develop their Art and Design vocabulary Media to use: 2B pencil, paint, biro, collage, wire, found (recycled) materials for sculpting, Card, Laminating sheets and mono printing.

Spring Term Unit 2: American ‘Blues’

Music (Abstraction)

Brief: To research the work of Abstract artists who take inspiration from Music and musical instruments. We will be looking at Abstract Expressionism, Cubism and a variety of contemporary artists. Pupils will produce drawings from musical instruments, whilst developing and exploring ideas through the manipulation and exaggeration of colour and texture. Pupils will also be introduced to ‘collage’ techniques, through examples of artists work and their own practice.

Brief: To produce a culturally inspired ‘Bug sculpture’ based on African Art. The design will be developed from the pupils’ personal response to African culture and their research of ‘Bugs’. They will be producing an assembled card insect from their designs, using coloured pencils and paint as the media.

16

Pupils will:

Research Abstract Expressionism and Cubism

Produce drawings on a ‘Music’ theme

Learn about composition and focal points

Produce alternative designs

Extend knowledge of colour and expression

Explore and experiment with ‘collage’ techniques

Review and adapt their work, developing ideas and meanings

Set themselves and each other targets for improvement

Aim to meet targets to enable them to make progress

Learn to develop designs into painting Media to use: Graphite, 2B pencil, coloured pencils, block paint, chalk, textured and coloured paper and glue.

Summer Term Unit 3: ‘Surrealist Food’ (3D Relief) Brief: Pupils will draw directly from a group of ‘still-life’ objects on a ‘Food’ theme, whilst considering the formal elements of Art: line, proportion, shape, form, tone, detail and

texture. They will also learn how to layer and blend colour in a variety of media. They will gather further inspiration from ‘Surrealist Art’, and develop a two-dimensional design into 3-dimensions to create an imaginative relief panel. Pupils will:

Demonstrate their understanding of ‘observational drawing’

Be introduced to and practice layering and blending coloured pencils

Explore and analyse ideas individually and in groups

Discuss what they think and feel about other still-life art works

Select a “good composition” and produce drawings from objects demonstrating a personal choice

Be introduced to a variety of work by contextual artists (historical and contemporary) on the same theme and research the work of Surrealist artists

Produce developmental and imaginative designs for a 3d relief panel, drawing inspiration from their research

Set themselves and each other targets for improvement

Learn to develop 2 dimensional design into 3 dimensional relief

Be creative with materials

Paint and decorate the relief panel, controlling materials and using them appropriately

Adapt and refine their work and plan for further development, in the light of their own and others’ evaluations

Give a clear explanation of what they have learnt from their work, using appropriate subject vocabulary

Media to use: 2B pencil, coloured pencils, recycled materials, paper, card, papier mache, glue guns and scissors and block paints

17

Equipment to support the subject

A 2B pencil, eraser, pencil sharpener, a set of coloured pencils, compass, ruler, parcel tape, wallpaper paste and newspaper. Access to a computer, printer and the Internet Books or pictures on African Art, Abstract Expressionism, Cubism and Surrealism; Salvador Dali, Rene Magritte, Claes Oldenburg.

Art in Year 9

4 Units of work across 3 terms

Autumn Term Unit 1: “Street Wise”

Brief: Research the work of urban street artists, e.g. Mulheres Barbadas and Pop Art. Pupils will explore Graffiti; developing understanding of basic principles of graffiti & personal expression. They will practice gradating colour, developing design and produce a 3D constructed piece based on ‘urban fashion’.

Pupils will:

Collect and gather information and knowledge from the Internet and from books on urban street art

Have relevant prints, pictures and information on their chosen Graffiti artist, which demonstrates evidence of their understanding of the nature of their work

Develop their own Graffiti design, reflecting personal response and imagination

Gain an understanding of Urban Art and techniques through their own practical work.

Use colour appropriately

Draw and record from observation

Produce designs for a 3D piece of ‘urban fashion’ (Baseball cap / Converse)

Use patterns and nets in planning out their 3D design

Apply and extend their experience of a range of materials and processes

Adapt and refine their work and plan further developments, in the light of their own and others’ evaluations

Media to use: Pencil, fine liners, felt tips, coloured pencils, collage materials, stencils, block paint and card.

Spring Term Unit 2: Expressionist Self-Portraits

To produce drawings of a range of different facial expressions, that exaggerates the features and colours in a face. The main portrait will be produced in oil pastels. Other portraits will be explored using new media.

18

Pupils will:

Identify the style and representation of facial features and personality in the work of a variety of artists through time and place

Collect relevant information

Use props to reflect their own identity

Produce drawings from observation

Develop drawing skills, learning about facial proportion.

Develop drawing skills, learning about shape and texture

Use oil pastels showing evidence of learning how to mix and blend colour

Review and adapt their work and develop and refine ideas and meaning explain the process of their work using subject terminology.

Media to use: Pencil, coloured pencils, collage, oil pastels, digital camera, PC and mirrors Summer Term 1 Unit 3: ‘Superheroes’ Pop Art Brief: Research the work of Roy Lichtenstein and Superheroes produced in comics. Pupils will produce portrait drawings and develop them into an imaginary piece of work entitled ‘superhero’. The work will be painted in the style of Lichtenstein; in a limited colour scheme of black, white, grey and primary colours. Pupils will:

Collect and gather information and knowledge from the Internet and from books on Lichtenstein’s portrayal of people

Have relevant prints, pictures and information on Lichtenstein and his work that show evidence of their understanding of the nature of his work

Make drawings of portraits using a variety of materials

Gain an understanding of Lichtenstein’s techniques through their own practical work.

Use colour appropriately

Draw and record from observation

Develop an understanding of how to draw portraits accurately and in proportion

Produce designs for a superhero composing it well creating interest and filling the paper

Apply and extend their experience of a range of materials and processes

Adapt and refine their work and plan further developments, in the light of their own and others’ evaluations

Media to use: Pencil, coloured pencils, collage, sequin waste, block paint, felt tips, and gum strip

19

Summer Term 2 Unit 4: Hundertwasser (Buildings)

Brief: To explore and experiment with a wide variety of art media and techniques, on the theme of ‘buildings’. Pupils will explore the work of Hundertwasser and develop their own personal response, which reflects the style of the artist. Pupils will:

Explore interesting buildings and produce a visual research collage in their sketchbooks

Trial different media and techniques: Printmaking Stencil Relief Textiles

Consider alternative designs and outcomes

Develop confidence with media

Assemble each of their finished techniques into one final Art piece

Check their work at each stage and identify what needs to be modified and how improvements can be made

Media to use: pencil, coloured pencils, inks, printing ink, wax crayon, paint, wool tops (felt), collage, card and pva.

Equipment to support the subject

A 2B pencil, eraser, pencil sharpener, a set of coloured pencils, a compass and a ruler. Access to a computer, printer and the Internet Paints and a paint brush Mrs C Malins – Director of the Faculty of Expressive Arts

20

GEOGRAPHY KS3 UNITS

Year Unit Outline Suggested books/websites

Year 7 Making Connections Inc Map Skills Earthquakes

Exploring England

Population and Settlement

Local area fieldwork

A decent atlas e.g. Philips Modern School Atlas

Ordnance Survey maps of the local area have been provided in recent years

via the O.S. or map work: www.multimap.com. www.ordnancesurvey.gov.uk.

Encourage pupils to watch news programmes/Newsround on a daily basis.

Year 8 Weather and Climate Ecosystems

Japan (MEDC)

www.mofa.go.jp

www.uk.emb-japan.go.jp

www.japan21.org.uk

www.eat-japan.com

Industry and Resources

Stanley Green Fieldwork

Investigating towns and cities- the town followed by gov.uk eg

www.stockport.gov.uk/images from www.google.com including google earth.

Met Office website: www.meto.gov.uk. Watch weather forecasts on a regular

basis on a variety of channels.

Differences between rich and Poor www.cafod.org.uk

School website to download photos of all fieldwork undertaken these are

updated annually to include the present year groups.

Japan Research for oral presentation in year 8 http ://jin.jcic.or.jp/kidsweb/

Year 9 Rivers

Bollin Fieldwork

Development

Brazil

Environmental awareness

A regular viewing of the News, Newsround and other topical items is

recommended. Programmes such as horizon are superb mediums for study as

are many wildlife and natural history series. Discovery and National

Geographic are excellent channels for research and interest. Bruce Parry’s

journey down the Amazon.

Ordnance Survey – all years

www.ordnancesurvey.co.uk/education

www.geographyatthemovies.co.uk – short movie clips with music on a variety of topics including population, tourism, weather, settlement etc

www.ordnancesurvey.co.ukmapzone – on line activities, games, map facts and homework help

www.geographyalltheway.com for 4/6 figure grid references, O/S symbols, contours etc.

Mr K Wilby – Director of the Humanities Faculty

21

HISTORY AT KS3

History in Year Seven

Introduction to History

Baseline Test

(NCAT1)

7 weeks

Who were the skeletons

in the field and how did

they come to be there?

(Historical enquiry)

Why was the

Roman Empire

so successful?

Comparative piece of

writing (literacy focus)

(NCAT 2 / 3)

8 weeks

Why did the Normans

win the Battle of

Hastings?

Essay – Why did the

Normans win the Battle

of Hastings?

(Causation)

How did the Normans

gain control? Castle

estate agents leaflet.

(Continuity and

Change)

(NCAT 4 / 5)

8 weeks

What was it like to

live in the middle

Ages?

Medieval Life Test

(Knowledge &

communication)

and Black Death

Diary / presentation

(Continuity and

change)

(NCAT 6/7)

8 weeks

Film History

(Interpretation skill

& Historical

enquiry)

NCAT 8

7 weeks

22

History in Year Eight

What was life like on

a slave plantation?

(Historical enquiry)

How free are Black

people today?

(Citizenship)

(NCAT 9 /10)

7 weeks

What happened when

Henry VIII took over

the Church?

What was Britain like

in 1500s? – extended

writing.

Henry VIII mock trial.

(NCAT 11/12)

8 weeks

What were the causes

of the English Civil

War? –Civil War letter

(Causation / Historical

communication)

Was Cromwell a hero

or a monster? Moodle

Blog (interpretation)

(NCATS 13 and 14)

8 weeks

How should we

remember the British

Empire?

(Interpretation)

Who was the most

significant individual

in empire? – extended

writing.

(Significance)

(NCATs 15/ 16)

7 week)

Why did Britain

change so much

between 1750 and

1900? (Continuity and

change)

Why was Quarry

Bank Mill so

successful?

(Causation)

Why was British

business so

successful? –

Dragons Den

presentation.

Project (NCAT 17 /

18) 8 weeks

23

History in Year Nine

Websites:

See school website for further details

The following websites contain lots of useful information and are perfect for extra project research:

www.spartacus.schoolnet.co.uk

www.bbc.co.uk/history

www.activehistory.org.uk

www.schoolshistory.org.uk

www.channel4.com/history

Books:

The library is well stocked with books that cover all of the topics taught at KS3 and KS4 - see the

librarian for further details! At KS3, books can be found for history at reference 940 onwards. Current

favourites include:-

Horrible Histories series – Terry Deary

Eyewitness Guides / Dead Famous series

Revision Guides: _ GCSE Bitesize

_ Letts revision guides

Mrs L Birch - Teacher in Charge of History

Why did a murder

lead to a world war.

Trench Letter

and Test

(Causation /

Communication)

Why was the First

World War known as

the ‘Great War’?

(Significance)

(NCATS 19

and 20)

7 weeks

Why was World War II

such a destructive

war?

D- Day – Enquiry

(NCATS 20 and 21)

Dunkirk – Triumph or

disaster?

(Interpretation)

World War II test.

(8 weeks)

Why did the

Holocaust

happen?

(Citizenship / Enquiry)

Holocaust

Essay

(NCAT 22)

8 weeks

How do we resolve

conflict? Case-studies

of Ireland – Should

governments

negotiate with

terrorists?

Michael Collins –

Hero or villain?

(interpretation)

Test and Citizenship

assessment

(NCAT 23/24)

8 weeks

Why did the Cold War

begin? (causation)

(NCAT 25)

7 weeks

24

MODERN FOREIGN LANGUAGES AT KS3 Year 7 The Modern Foreign Language faculty alternate the language to be studied each year in order to give equal importance to both French and German. The current Year 7 are studying German. Term 1A (Mixed ability groups) Main ains:

To create confident learners of German

To practise speaking and listening in German Topic Overview Willkommen! (Welcome!) pupils will be taught in German how to talk about themselves, family and friends. They will learn how to give their opinion, be able to have a conversation with their friends and also learn to count to 31. Assessment: Speaking test in form of question and answer on the topic covered. Term 1B Main aims

To consolidate learning from Term 1A

To practise writing and reading German

To learn a new tense Topic overview Die Schule (school) Pupils will be taught in German about the differences between German and English schools. They will learn to talk and write about which subjects they have, what they think of those subjects and their teachers. They will learn to tell the time in German and learn to describe their school uniform and a typical school day. Assessment: Written piece in paragraphs on the topic covered. This assessment will help determine sets for January. Term 2A (pupils are now in sets of ability) Main Aims

To learn how to describe what teenagers like to do in their spare time

To practise all 4 skills of listening, speaking, reading and writing

25

Topic overview Freiseit (free time) pupils will be taught to describe what they like to do in their spare time. They will also practise listening to others and be able to describe what others like to do and why. Assessment: listening and reading test Term 2B Main aims

To learn how to describe a house inside and out

To learn to describe a town or village and give their opinion about it Topic overview Zu Haure (houses and home) pupils will learn how to say where they live, what type of house they live in, what they have in their bedroom and what they like to do at home. Assessment: Speaking test – in the form of extended questions and answer Term 3A Main Aims

To learn how to describe daily routine at the weekend incorporating prior knowledge from earlier topics

To learn how to construct negative sentences and how to use reflexive verbs

To learn another tense Topic overview Mune routine (my routine) Pupils will learn how to describe their routine at the weekend, including activities they like to do, will do in the future and did in the past. They will also learn how to say what they don’t do/like and why or why not. Assessment: Reading and listening test TERM 3B Main aims

To use 3 tenses

To learn to describe a holiday in the past and/or in the future

To write an extended piece of around 100-150 words Topic overview Die Ferien (holidays) pupils will learn how to describe a holiday they have been on and/or one they will be going on in teh summer holidays, including mode of transport, with whom, activities on holiday, likes/dislikes etc. Assessment: Writing test. This test will help determine sets for Year 8

26

YEAR 8

The 40 most linguistically able pupils will be fast tracked and begin their GCSE course in Year 8. Only 15% of the exam will be completed in Year 8 towards the end of the academic year. This will be a piece of written coursework. Topics for coursework change regularly in line with exam board requirements. The current Year 8 French class will be completing a piece of written coursework on media. Over the year the course will cover:

Grammar – including 4 tenses, subordinate clauses, modal verbs, complex constructions, use of pronouns, adjectival agreements, passive voice, subjunctive mood etc.

Vocabulary learning – active and passive

Past exam paper practice

Listening and reading skills

A variety of topics in which to use their grammar skills including: Lifestyle, Leisure, Home and Environment, Work and Education

Sets 2 and 3 will continue with KS3 French for another year where they will build firm foundations in preparation for the start of GCSE in Year 9. They will cover areas such as:

Key facts about France

Learning to express opinion

Getting confident with speaking in French

Paris

Food

Out and about

Festivals

Group talk – storyboard

Grammar – such as 3 tenses, capital letters on nouns, extending sentences, opinion phrases

Set 4 will follow a European Language course which will cover numeracy and literacy skills as well as the opportunity to find out about new cultures and languages across the EU.

YEAR 9 The most linguistically able will now be in their second year of their GCSE course where they will complete 2 speaking assessments (30%) and 1 piece of written coursework. Pupils will also complete a listening and reading test at the end of Year of (40%). Sets 2 and 3 will begin their GCSE course The following topics will be covered over Years 9 and 10 Lifestyle, Leisure, Home and Environment, Work and Education Grammar will be taught alongside the topics along with active vocabulary learning. Pupils will complete 2 speaking assessments and 2 writing assessments across the 2 year course and then take the final listening and reading papers at the end of the course.

27

Resources www.linguascope.com Task Magic AQA progress tests – all pupils will receive log in details. These tests provide listening and reading practice and are self marking Vocab Express – an online resource for pupils to improve their vocabulary Mrs C Pickles – Director of MFL Faculty

28

CREATIVE TECHNOLOGY AT KS3

Technology At Key Stage 3 pupils cover five elements of Design Technology, which are Food, Resistant Materials, Textiles and CAD/CAM. Each element is taught on a carousel, with each module being approximately 10 weeks long. Year 7

All the students will be introduced to the design process. Health and Safety issues related to all areas of technology will be covered in detail along with the use of equipment. There will also be emphasis on 'making' skills and the terminology involved in Design and Technology. Within each module the following will be covered: Food Cooking Skills 1 Pupils are introduced to the equipment used in food. They learn how to use them safely and begin to develop their practical skills through a range of focussed practical tasks e.g. Fruit Salad, Fairy Cakes and Pizza Toast.

Resistant Materials

Pupils will complete 2/3 projects in Year 7

Pre-School Child's Jigsaw

Pupils will develop basic hand cutting techniques using a coping and scroll saw as well as finishing and painting techniques. Main theory elements – material knowledge of manufactured board. Desktop/Storage Tidy Pupils will research into the storage of small items (e.g. stationery or make up) and ergonomic data. The project will concentrate on marking out stages, cutting, drilling, and bending plastic sheet. The main theory elements will be material knowledge of plastics and industrial injection moulding. This project will form the main levelling criteria for assessment in Year 7.

Biscuit Cutter

Subject to individual progress this project will be offered as extension work. Basic hand cutting techniques, vacuum forming process and evaluation will be the key focus. Textiles Pupils begin scheme of work by becoming familiar with Textiles equipment and identifying the correct procedure for using the equipment safely. Pupils then begin research into soft toys available on the market. They use this to assist them design a creative soft toy (softie). Pupils are then required to draft paper patterns to match design and enable them to efficiently make a 'softie'. Throughout the make process pupils learn a variety of hand stitches.

29

CAD/ CAM Night Light

Use Techsoft 2D design to plan and make a card box/net to package a circuit. The circuit is made using Thermoplastic base with copper track and discreet components. This is a devise to help infants sleep. Adaptations can be made to personalise the product into a light box.

Year 8 The year group will continue to develop their knowledge and understanding of the design process. Terminology used in D & T will be further developed along with 'making' skills and use of tools and equipment. Emphasis is placed on design criteria and designing skills and evaluation skills will be developed further. Food Cooking Skills 2 Pupils extend their practical skills and learn how to prepare foods using different techniques. They cover design and development of food products, making more challenging foods such as Thai Green Curry and Fajitas. The focus is on main course meals, pupils prepare a savoury sauce, learn how to prepare a range of accompaniments and develop presentation skills in order to enhance the quality of their dishes. Resistant Materials

Pupils will complete 2 projects in Year 8

Ball bearing maze travel game

The maze / ball bearing game will be linked to a subject interest of the pupil’s choice or theme e.g. sport, holiday or culture. Using their chosen theme or subject matter they will design and fabricate a small hand held ball bearing game, building on the skills taught in year 7. The emphasis being on designing and making skills as well as the terminology involved in Design and Technology. This project will form the main levelling criteria for assessment. The theory elements will relate to marking out, cutting and assembly of a half lap joint and other fabrication procedures associated with the project.

Aluminium dish and stand

Subject to individual progress, this project will be offered as an extension task. Pupils will produce a decorative, aluminium dish and stand. Textiles Pupils begin the scheme of work by re-familiarising themselves with health and safety measures required when using a variety of Textiles equipment. Pupils then complete research into issues surrounding plastic bags not being recycled. This introduces pupils to 'the plastic problem' and they are given a design task in which to respond to. Pupils draft patterns to assist with making their product. The main focus is ensuring pupils recycle plastic

30

to make a product and raise their awareness of recycling issues. Skills learnt are hand stitching, sewing machine stitching, weaving and entrapment. CAD/CAM / Electronics Mini Lamps Pupils will use Techsoft to design a lamp shade. They will gain confidence in using the laser cutter to create their base. Basic electronics is also taught in order for pupils to create the circuit. Year 9 The students will continue to develop their knowledge and understanding of the design process in preparation for KS4 where they will have the opportunity to take Product Design or Food to GCSE level. Food Cooking Skills 3 Pupils will spend their time developing their skills in bread, pastry and cake production. They will carry out taste tests and create their own development of each product. Before producing a number of cake based products using various methods such as creaming, whisking, melting and rubbing in. Finally, the pupils will get the opportunity to produce their own pasta, learning how to use a pasta rolling machine.

Resistant Materials

Art Deco Box Project The main aim of this unit is for pupils to improve their knowledge of design history and develop creativity skills. After researching the Art Deco period they will fabricate a simple box reflecting the 1920’s period. This project will form the main levelling criteria for assessment. The ‘Shop’ The scenario (design brief) that a new local gift shop has invited local designers and craftsmen’s (the pupils) to produce a range of ‘sellable’ accessories/products to display and sell their shop will be presented to the pupils. Using a theme of their choice or an extension of the Art Deco Project, pupils will design a selection of small products; make at least one, including a form of packaging. Textiles Pupils begin the scheme of work with a brief recap of health and safety measures to follow with Textiles equipment. Pupils then begin independent research into an item or person who has/is inspirational/influential to them. Pupils then create a mosaic representation of the chosen item/person. This mosaic representation is transferred to white cotton to be constructed into a cushion. A variety of textiles techniques, i.e. screen printing, applique and beading are used to add colour. Skills learnt are paper stencil making, screen printing, hand stitch, machine stitch, bead and sequin sewing.

31

CAD/CAM

Homeware Art

Pupils are expected to use the laser cutter in a more complex manner to create a piece of homeware art. They can customise a product from home or produce their own unique item. ICT

The students have one lesson of ICT per week at KS3. They will follow a range of topics to improve their skills and understanding. They will also learn about staying safe when using computers. Year 7 The following units of work will be covered during Year 7

Moving On Up (Internet communication and e-safety)

Where I Live (multimedia presentations)

Bizarre Facts (searching the Internet and collecting information)

Endangered Animals (promoting a charity – leaflet and podcast)

Extreme Sports (financial modelling and marketing)

Murder Most Horrid (exploring databases)

Game On (sequencing instructions and video games) Year 8 The following units of work will be covered during Year 8

Environmental Tourists (data logging and information systems)

Jump On The Bandwagon (website authoring and design)

Information Superhighway (searching the Internet and collecting information)

Band Manager (spreadsheet modelling)

Game Plan IT (sequencing instructions and game design)

Mind Your Own Business (planning, marketing, podcasting and video editing) Year 9 The following units of work will be covered during Year 9

Digital Detectives (spotting scams, data and software protection, safe and social networking)

Mayhem Manor (control, modelling, presenting, desktop publishing, ePortfolios)

World Citizens (communicating, collecting information, web design, databases, reports)

Time Machine (modelling, databases, researching, desktop publishing, mail merge) Mrs D Rarity – Director of Creative Technology Faculty

32

PSHCE AT KS3

Please note some PSHCE lessons incorporate Citizenship

Year 7 Settling in Friendship and Bullying Bonfire safety talk Year 7 PSHE and Citizenship Day Organisation Self Review day preparations Anti-smoking and Drugs Relationships and Sex Education Personal Hygiene Citizenship- Local government Citizenship- Recycling Global project PSHE & Citizenship review

Year 8 Safety Bullying Finance Review day preparations Drugs Relationship and Sex Education Citizenship -Parliament, laws and local government Citizenship-Globalisation Global Project PSHE & Citizenship review

Year 9 Citizenship -Prejudice Careers and future choices Alcohol Education Drugs and Alcohol Education Relationships and Sex Education Review day preparations Citizenship – Magistrates and Young people and Crime Global project PSHE & Citizenship review

Mrs L Birch– Teacher in charge of PSHCE

No text books are used but there are lots of good books available to help with study skills e.g Tony Buzan "Mind Maps for Kids" Also there are lots of PSHCE websites. Some need careful handling. Those which can be freely used are: www.bbc.co.uk/bitesizerevision www.wrecked.org.uk www.connexions.gov.uk www.qca.orq.uk/ca/subiects/pshe www.gethelpwithbullying.org.uk www.drugscope.org.uk

33

MUSIC AT KS3

Green = style (closed thinking); Blue = genre (guided thinking); Yellow = traditions (open thinking)

This is a flexible curriculum and is evolving all the time

7 Autumn I Autumn II Spring I Spring II Summer

Title: Understanding the conventions of the vocal tradition

Understanding the conventions of programme music

Midsummer Nights Dream (soundscapes)

Understanding the conventions of Indonesian Gamelan

Understanding the conventions of the symphony orchestra

Context:

Learning how music is used to tell a story

Learning how music uses songs to develop a sense of community.

Learning how music is used to create an atmosphere or mental image.

Learning how music is used as a part of an inclusive community culture.

Learning how the orchestra develops through society

8 Autumn I Autumn II Spring I Spring II Summer

Title:

Understanding the conventions of the African Music Tradition

Understanding the conventions of music for a special event

Understanding the conventions of 12 Bar Blues

Understanding the conventions of African and American Gospel Singing

Understanding the conventions of Latin American Dance Styles

Context:

Learning the culture and traditions of African Music

Learning how music is written for different purposes and the style it needs to be in to do so.

Learning how music can be used to lift spirits, and how disparate cultures can influence each other’s music.

Learning how music is used to convey religious beliefs.

Learning how music is used in carnivals and street dances.

9 Autumn Spring I Spring II Summer I Summer 2

Title: Understanding the conventions of film music

History of Pop Music for Media

Understanding the conventions of 20th Century Pop Music (music for a culture)

Understanding the conventions of Experimental Music

Context:

Learning how music is created for films (Soundtrack and sound effects). Use of orchestra and technology

Learning about the recent history of popular music 50’s – 00’s

Learn how music and sound is used to create media broadcasts.

Learning how music is used to portray popular culture through iconic performers.

Learning how music is used to its extremes, creating new rules and new uses of instruments.

34

INSTRUMENTAL TUITION There is a range of high quality instrumental lessons including woodwind, guitar, keyboard, piano percussion, violin and vocal tuition. It is not necessary for pupilsto have prior knowledge of the instrument chosen but must be able to purchase or hire instruments as access to them at home is required for practice purposes (music shops such as ‘Sounds Great’ at Heald Green can arrange this for you or if you need further information please don’t hesitate to contact me). Stockport Music Service also operate an instrumental loan scheme – further details can be found in the instrumental tuition pack. Pupils can choose to have shared lessons or individual lessons. Music lessons will be provided by the Stockport Music Service and parents will be invoiced at the start of each term.

Individual Lessons of 20 minutes duration = £140 Shared Lessons (in pairs) of 20 minutes duration = £75

Large Group Tuition of 30 minutes duration including instrument hire = £45

Pupils are given individual timetables for each term and these are also available on the new music department notice board on the music corridor. If you wish for your son/daughter to have instrumental lessons and have not yet requested them please ask your son/daughter to collect a letter from the front office at break/lunch time. Mrs E Keenan – Teacher in charge of Music

35

ST JAMES' MUSIC DEPARTMENT

2013/2014

Woodwind Wednesdays!

Woodwind trios and duets - open to all who

play flute/clarinet/saxophone/oboe/bassoon

- lunch time in the music room

Theory

Thursdays!

Extra music theory

class - for beginners

to grade 5 theory

Lunch time in music

room

Musical Mondays!

Band - all instruments & all abilities

- lunch time in the music room

Bring a packed lunch!

Choir - all years and all abilities

- 3.15pm - 4.30pm in the music room

Friday recitals!

GCSE and KS3 performances -

details to follow

Tuesdays Rock!

Rock school exam practice -

open to all who play

keyboard/piano/guitar/dru

ms or sing & want to do the

rock school grades (solo or

as a group)

Lunch time in the music

room

36

PE AT KS3 The PE Faculty is led by Mr Walker and includes Mrs Bratherton and Mr Clarke (Second in Faculty) Miss Molyneux and Mr Preston and Mrs Booth (teachers of PE and School Sport Co-ordinators). Pupils in Year 7 receive a double and a single lesson of PE per week. After an introductory baseline assessment which includes basic motor skills as well as sport specific techniques and fitness tests, all pupils encounter a variety of different activities. BOYS Autumn and Spring term: Handball, Football, Rugby, Badminton, Basketball, Health Related Exercise. Summer term: Athletics, Cricket, Health Related Exercise GIRLS Autumn and Spring terms Netball, Hockey, Badminton, Dance, Basketball, Handball, Health Related Exercise Summer Term: Rounders, Athletics, Cricket Pupils in Year 8 receive a double per lesson in both the Red and Blue weeks. Boys will study a block of Football, Rugby, Badminton and Basketball throughout the Autumn and Spring terms before receiving Athletics and Cricket in the summer. The girls receive a half term block of Netball, Hockey, Badminton and Gym as well as being introduced to other sports and activities such as Football and Rugby. The summer includes sports such as Athletics and Rounders and Health Related Exercise activities. Throughout Year 9 the PE curriculum returns to one double and a single lesson per week. Lesson and activities here are aimed not only at participation, progress and enjoyment but also at preparation for the challenges of GCSE PE. BOYS Autumn and Spring terms: Football, Rugby, Badminton, Basketball, Handball, Volleyball and Health Related Exercise. Summer term: Athletics and Cricket GIRLS Autumn and Spring terms: Netball, Hockey, Badminton, Dance, Handball, Football, Rugby and Health Related Exercise Summer term: Athletics, Rounders, Cricket and Dodgeball The mission statement of the PE faculty is Participation, Performance, Progress and Success. We have high standards regarding kit and attitude to learning within lessons and offer an extensive range of extra curricular sporting opportunities to all our pupils within both key stages. These include competitive sport with other schools in the Borough, Greater Manchester and Nationally and clubs are open to pupils of all abilities. There is also an extensive inter school sporting calendar with inter form competitions in many activities culminating in the school athletics sports day. Assessment is carried out summatively at the end of each activity block (usually a half term) as well as formatively within each lesson with a big emphasis on independent learning, guided discovery and peer assessment. Pupils are encouraged to become leaders and officials in activities and their knowledge and understanding of health, fitness and the body is improved. Talented individuals area identified throughout each sport and SEN pupils are incorporated into every activity where possible. Mr I Walker - Director of Physical Education

37

DRAMA OVERVIEW – KEY STAGE 3 The learning pattern in drama is cyclical, as conventions (drama techniques) are revisited and reinforced throughout the Key Stage in different context, as the repertoire of skills is created. Skills Year 7 Movement Mirror/Shadow work Mime Scripted performance Working as a team Improvisation Poetry Storytelling Confidence Building Year 8 Improvisation Body Awareness Physical Drama Group work Trust Work Poetry Co-operation Mock Work Stage Actions Shakespeare Script Year 9 In role Status Stylised drama Choral techniques Freeze Frames Script Stage directions Spontaneous improvisations Group dialogues Tone Surrealism KEY STAGE 3 UNITS OF WORK Year 7 Unit 1 Introduction to drama – expectations, mirror and shadow work Unit 2 Skills development – improvisation, character development, working from different

stimulus/materials Unit 3 Shakespeare – “A Midsummer Night’s Dream” Unit 4 “Private Peaceful” Unit 5 Storytelling “Red Riding Hood” “Mr Fox” Unit 6 Mime, wild west, melodrama, silent movie Year 8 Unit 1 Physical theatre/movement Unit 2 “Alone” – improvisation/ story and poetry stimulus Unit 3 Shakespeare “Romeo and Juliet” Unit 4 Stage Directions Unit 5 Play text “Our Day Out” Unit 6 Skills development – improvisation, script work, forum theatre Year 9 Unit 1 Physical theatre/Abstract theatre Unit 2 “Teenage issues” Unit 3 Mime/movement Unit 4 Super hero’s Unit 5 Script work – “Teachers/bouncers” Unit 6 Skills development – performance skills, spatial awareness Miss H Brooks – Teacher in charge of Drama

38

Homework Timetables - 2013/2014 - Year 7J/X1

RED

Monday Tuesday Wednesday Thursday Friday

Geography MFL Maths Drama English

Art English RE Science Maths

Music History Technology

BLUE

Monday Tuesday Wednesday Thursday Friday

Geography MFL Maths RE

English

Art English History Science

Maths

ICT Technology

For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.

Homework Timetables - 2013/2014 - Year 7A/X2

RED

Monday Tuesday Wednesday Thursday Friday

History MFL Maths Science English

Geography English Music Drama Maths

Art RE Technology

BLUE

Monday Tuesday Wednesday Thursday Friday

Geography MFL Maths Science

English

RE English History ICT

Maths

Art Technology

For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.

39

Homework Timetables - 2013/2014 - Year 7M/X3

RED

Monday Tuesday Wednesday Thursday Friday

History MFL Maths Science English

Geography English Art Music Maths

Drama RE Technology

BLUE

Monday Tuesday Wednesday Thursday Friday

Geography MFL Maths Science

English

Art English ICT RE

Maths

History Technology

For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.

Homework Timetables - 2013/2014 - Year 7E/Y1

RED

Monday Tuesday Wednesday Thursday Friday

Science Maths Technology English Maths

RE English MFL Art ICT

History Geography

BLUE

Monday Tuesday Wednesday Thursday Friday

Science Maths Technology English Maths

RE English MFL History Drama

Art Geography Music

For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.

40

Homework Timetables - 2013/2014 - Year 7S/Y2

RED

Monday Tuesday Wednesday Thursday Friday

Science Maths Technology English Maths

RE English MFL Geography Drama

History Art

BLUE

Monday Tuesday Wednesday Thursday Friday

Science Maths Technology English Maths

RE English MFL Geography ICT

Art Music History

For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.

Homework Timetables - 2013/2014 - Year 7C/Y3

RED

Monday Tuesday Wednesday Thursday Friday

Science Maths Technology English Maths

Drama English MFL Geography RE

ICT Art History

BLUE

Monday Tuesday Wednesday Thursday Friday

Science Maths Technology English Maths

History English MFL RE Geography

Art Music

For subjects where homework occurs only once a fortnight, the task will be more substantial with an appropriate amount of time given before the work is due in.

41

YEAR 7 ACTIVITIES

Before school

Break Lunch After school

Monday LRC open from 8:15am

Basketball in sports hall

LRC Rm 12 (supervised computers)

Drama Club Badminton in sports hall

Band in music room

Homework Hub until 4pm Maths Shine Club 3:15-4:15pm

Choir 3:15 – 4:30pm

Tuesday LRC open from 8:15am

Basketball in sports hall

LRC Rm 12 (supervised computers)

Badminton in sports hall Rock school in music room

Homework Hub until 4pm in LRC

Art Club 3:15 to 4:15pm in rm 69

Wednesday LRC open from 8:15am

Morning Prayer

8:40am

Basketball in sports hall

“Drop in” with Lay Chaplain in Chapel

Rm 12 (supervised computers) Football practice

Badminton in sports hall Woodwind in the music room

Homework Hub until 4pm in LRC

Year 7 only homework club 3:15 to 4pm in rm 30

Textiles club 3:15 – 4:15 in rm 28 Football Practice on field till 5pm

Gym club 3:15 – 4:30pm

Thursday LRC open from 8:15am

Basketball in sports hall

LRC Rm 12 (supervised computers)

Netball practice Badminton in sports hall

Music theory in music room

Homework Hub until 4pm in LRC Hockey

Ukele Club 3:15 to 4:30pm

Friday LRC open from 8:15am

Basketball in sports hall

LRC Rm 12 (supervised computers)

Gardening Club Badminton in sports hall

Homework Hub until 4pm in LRC

42