Key Stage 3

Years 7-9

Curriculum Booklet

2014/2015

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 .................................................................................................................................... 8

Science ........................................................................................................................................... 10

Art ................................................................................................................................................... 12

Geography ...................................................................................................................................... 19

History ............................................................................................................................................. 20

Modern Foreign Languages .......................................................................................................... 23

Creative Technology ...................................................................................................................... 26

PSHCE ............................................................................................................................................ 30

Music .............................................................................................................................................. 31

Physical Education ........................................................................................................................ 33

Drama ............................................................................................................................................. 34

Homework Timetables for Year 7 ................................................................................................ 35

Year 7 activities ............................................................................................................................. 38

Show My Homework ....................................................................................................................... 39

Moodle ............................................................................................................................................. 40

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

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 Reading and Writing Using Point, Evidence, Analyse and Speculate (PEAS), write an analysis of Matilda describing both her physical appearance and her personality.

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.

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.

Writing skills

to prepare

pupils for

their exam

‘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.

Discussion on the

UK education

system.

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

8

‘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. SPAG Speaking and listening

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

using textual evidence

to support and

develop points

exploring the poem.

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

page.

G&T Extension

RAF 5 & RAF 6 (Bryson extract)

Bill Bryson travel

writing analysis.

SOW with writing focus to prepare pupils for their exam.

‘Much Ado About

Nothing’ William

Shakespeare

Focus on Writing

Explore how

emotions and

relationships are

shown and

consider how

Shakespeare

presents the key

characters.

Key Assessment

Comparison of a

selection of key

scenes that depict

relationships.

‘Mugged’ by

Andrew Payne

Focus on

reading and

speaking and

listening skills

Write a review of

the play and

explore its effect

on the audience.

RAF 6

WAF 3

WAF 4

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

9

Pre-1914 Novel

‘The Strange Case

of

Dr Jekyll and Mr

Hyde’ Robert Louis

Stevenson

Key Assessment

In his novel ‘The

Strange case of Dr

Jekyll and Mr

Hyde’ how does

Stevenson show

that man has a dual

nature (both bad

and good)?

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

Writing skills to

prepare for the

end of KS3 exam.

Introduction to

GCSE reading and

writing skills.

Seminal Novel

“Of Mice and

Men”

Reading focus in

preparation for

GCSE English

Language.

Comparison of

‘The Boy with

the Transistor

Radio’ with

extracts from

‘Our Day Out’.

Key Assessment

Comparison of two

scenes, exploring

overall effects on

the audience.

RAF 4 and 7

Mrs L Moss – Director of the English Faculty

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

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.

.

Mrs J Healey - Director of Mathematics Faculty

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)

Indicates assessed unit of work

ASSESSMENT The progress that pupils make is assessed by levelled end of unit tests and extended writing Assessment for Learning tasks. 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.

Year 7 Year 8 Year 9

Cells Tissues and Organs*

Mixtures

Energy*

Sexual Reproduction in

Animals

Acids and Alkalis

Electricity

Muscles and Bones

Particle Model*

Forces*

Ecosystems*

Sound

Food and Digestion*

Periodic Table

Fluids*

Sexual Reproduction in

Plants

Metals and their uses

Light*

Breathing

Rocks*

Earth and Space

Unicellular Organisms

Bodyworks

Hazchem

Energy Changes*

Genetics*

Making Materials

Forces and Machines*

Growing our Food

Periodic Table*

Advanced

Electricity Advanced

HOMEWORK Most homework tasks are set through the school’s VLE MOODLE with a recent development of Y7 and Y8 Active Learn programme which is accessed through the website . Pupils can also access video clips and Power Points to help them revisit topics taught in class through Moodle. USEFUL SCIENCE WEBSITES

We follow the New National Curriculum which can be found at

https://www.gov.uk/government/publications/national-curriculum-in-england-science-

programmes-of-study

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 revision and practice (Collins) (priced at £3.99) Mrs A MacLeod – Assistant Director Faculty of Science

Art at KS3

Art in Year 7 3 Units of work

Autumn Term Unit 1: Native American – Birds

Brief: To produce a culturally inspired bird 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 bird 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 birds 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 I Unit 2: ‘Figure Drawing’

Brief: To develop understanding and knowledge of the way artists represent figures. Pupils will gain experience of the proportions of a figure through drawing and measuring. Their drawings will then be developed using a variety of techniques and art media. Pupils will:

Produce evidence of research and studies of figures in their sketchbook

Produce drawings of people gaining an understanding of proportion

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, pens, coloured pencils and collage

Spring II – Summer Term Unit 3: ‘Aliens’

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

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.

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 I Unit 2: ‘Portraiture’ Proportion & Tone

Pupils will:

Identify the style and representation of facial features and personality in the work of a

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.

variety of artists through time and place

Collect relevant information

Produce drawings from primary and secondary observation

Develop drawing skills, learning about facial proportion.

Develop drawing skills, learning about shape and texture

Use drawing pencils and graphite, showing evidence of learning how to shade, blend and use values sensitively.

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

Media to use: Drawing pencils, graphite, digital camera, PC and mirrors

Spring II - Summer Term Unit 3: ‘Distorted faces’

Abstraction

Brief: To research the work of Abstract artists who take inspiration from Portraiture. We will be looking at Abstract Expressionism, Cubism and a variety of contemporary artists. Pupils will produce drawings from faces, 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.

Pupils will:

Research Abstract Expressionism and Cubism

Produce drawings on a ‘Portraiture’ 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 and collage. Media to use: Graphite, 2B pencil, coloured pencils, block paint, chalk, textured and coloured paper and glue.

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

3 Units of work across 3 terms

Autumn - Spring Term “Streetwise” Urban Culture Autumn Term I Unit 1 Zentangle Design & Polyprinting The Zentangle Method is an easy-to-learn, relaxing, and fun way to create beautiful images by drawing structured patterns.

Brief: To research Zentangles and the work of artists who create this art style e.g. Mulheres Barbadas . Pupils will explore doodle art developing understanding of basic principles of line drawing with pen & self-expression. They will be encouraged to work from both their imagination and secondary sources. They will develop their expressive Zentangles into a Polyprint and learn the art of blockprinting.

Pupils will:

Produce a collage of images which reflect their interests

Produce an autobiographical doodle in the style of Mulheres Barbadas

Select and enlarge a section of their Zentangle

Produce a Polyprint block from their design

Produce prints from their Polyprint

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: Black fine liner, pencil, block printing ink, Polyprint

Autumn Term II- Spring TermI Unit 2: “Street Wise”

Brief: Research the work of urban street artists, e.g. Kelzo, Banksy 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 II-Summer Term 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

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

C Malins – Director of the Faculty of Expressive Arts & Teacher of Art E Bray – Teacher of Art

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

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

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

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

MODERN FOREIGN LANGUAGES AT KS3

Year 7 The Modern Foreign Language Faculty alternates the language to be studied each year in order to give equal importance to both French and German. The current Year 7 are studying French. Term 1A Main aims:

To create confident learners of French

To practise speaking and listening in French Topic Overview Bienvenue! (Welcome!) Pupils will be taught in French how to talk about themselves, family and friends. They will learn how to give their opinion, be able to have a conversation with their peers and also learn to count to 31. Assessment: Speaking test in the form of questions and answers on the topics covered. Term 1B Main aims

To consolidate learning from Term 1A

To practise writing and reading French Topic overview Le collège (school) Pupils will be taught in French about the differences between French 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 French and learn to describe their school uniform and a typical school day. Assessment: Reading and writing assessment based on the topics covered. Term 2A 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 Topic overview Le temps libre (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.

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 Ma maison (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 and listening assessment based on the topics covered. Term 3A Main Aims

To learn how to describe what you will do in the future using the future tense.

Topic overview L’avenir (The future) Pupils will learn how to describe what they are going to do in the future including where they may visit whilst on holiday. Assessment: Reading and writing assessment based on the topics covered. TERM 3B Main aims

To learn more about French culture.

To learn about French food and how to describe food preferences. Topic overview La nourriture (food) pupils will learn how to describe what they like to eat using a variety of opinions. They will also learn how to order food in a café. Some work will be based around French culture and will make student more aware of differences between French and British culture.

YEAR 8

In Year 8, students will continue their French studies and over the year the course will cover:

A wide range of grammar including at least two tenses.

Vocabulary learning – active and passive

Work in all four skill areas of listening, reading, speaking and writing.

The topics of: Paris and Holidays, Food and Shopping, Daily Routine, Holiday Activities, Relationships, Media, the French Speaking World.

YEAR 9 In Year 8, students will continue their French studies and over the year the course will cover:

A wide range of grammar including at least two tenses.

Vocabulary learning – active and passive

Work in all four skill areas of listening, reading, speaking and writing.

The topics of: Modern Media, Healthy Living, Human Rights, Holidays, Jobs. Please get in touch if you have any further questions. Mrs C Pickles – Director of MFL Faculty clare.pickles@st-jamescatholic.stockport.sch.uk

CREATIVE TECHNOLOGY AT KS3

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

All the pupils 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 an emphasis on 'making' skills and the terminology involved in Design and Technology. Within each module the following will be covered: Food Compulsory Food and Nutrition 1 As Food Technology is now a compulsory subject at KS3, we begin Year 7 by teaching a range of skill based practical activities to build pupils confidence in the kitchen. Some of the practical activities include pizza toast, couscous salad and cheesecake. In theory lessons pupils concentrate on hygiene and safety, where food comes from as well as the basics of nutrition and learning about healthy eating. Pupils also have the opportunity to taste new foods and experiment with using their senses.

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. 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. This will include basic hand cutting techniques, vacuum forming process and evaluation. 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.

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 Compulsory Food and Nutrition 2 Pupils extend their practical skills and learn how to prepare foods using different cooking techniques such as stir frying and baking. The focus is on main course meals, pupils prepare different sauces, learn how to prepare a range of accompaniments and build up their own repertoire of savoury dishes that could be used in later life. In theory lessons, pupils extend their nutrition knowledge by looking at adapting recipes to increase fibre or reduce fats. They take part in sensory taste testing sessions to further develop their use of senses and begin to design their own dishes. Pupils also look at the food issues relating to religion and medical intolerances. 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 to make a product and raise their awareness of recycling issues. Skills learnt are hand stitching, sewing machine stitching, weaving and entrapment.

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 Compulsory Cooking and Nutrition 3 Pupils will spend their time developing their skills in bread, pastry and cake production. They will carry out taste tests using rating and ranking tests as well as creating their own versions of each product. When we move on to cake making, pupils produce a number of cake based products using various methods such as creaming, whisking, melting and rubbing in. In theory lessons, pupils begin to understand the function of key ingredients, looking at the science behind food, understanding the fermentation process and seeing how ingredients change the properties within food products. They also look at the environmental impact food has and how poverty can be alleviated through our own buying choices.

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.

ICT and Computing

At Key Stage 3 pupils study units of work relating to different aspects of ICT and Computing. Lessons form part of the Technology carousel, with pupils having approximately 10 weeks of lessons in Year 7, 8 and 9. The Computing units of work will teach pupils about the history of computers including the development of hardware and software. They will learn about binary numbers and how to use programming languages to solve a variety of computational problems. Looking at how instructions are stored and executed within a computer system will enable them to undertake creative projects that involve selecting, using, and combining multiple applications across a range of devices. Year 7 The following units of work will be covered during Year 7

Binary and computer control

Spy school (spreadsheet modelling)

Repeating patterns (drawing tools and manipulating images)

Adventure story (computational thinking and interactive presentations)

E-Safety (social networking, cyber bullying and viruses)

Pivot stick man (animation and graphical file types) Year 8 The following units of work will be covered during Year 8

Do aliens exist? (research, spreadsheets and desk top publishing)

Technology (hardware, software, history of computing and the growth of the Internet)

Sound effect story (teamwork, sound recording, sound editing and development life cycle)

Fair cop (relational databases, tables, data types, queries, forms, reports and problem solving)

Bringing history to life (Stop frame animation and teamwork)

Scratch (Computational thinking, programming, algorithms and development life cycle)

Year 9 The following units of work will be covered during Year 9

Networks (topologies, hardware, software, internet and dangers to computers)

Lake Garda project (house styles, desk top publishing, video editing and development life cycle)

Python (programming, computational thinking, data types and variables)

Flash (animation, target audience and purpose)

Dreamweaver (website creation and development life cycle)

ICT in shops (emerging technologies, digital divide and ICT in society) Mrs D Rarity – Director of Creative Technology

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

MUSIC AT KS3

St James’ Music Curriculum map for KS3 (2014-2015)

7 Autumn I Autumn II Spring I Spring II Summer I Summer II

Music Elements of

music and

baseline tests

Pupils explore the

elements of music

through vocal and

instrumental work

focusing on a

performance of a

song

The orchestra and

keyboard skills

Pupils explore the

instruments of the

orchestra through

Beethoven’s ‘Ode to

Joy’ and develop

keyboard skills

focusing on playing

technique and

ensemble playing

Vocal coaching

Pupils develop vocal

techniques through

part singing (teacher

guided) and vocal

coaching (pupil

guided)

Gamelan

Pupils explore the

culture and music of

Gamelan through

composition and

performance

Stomp

Pupils develop

composition and

performance skills

through the use of

Junk Percussion

Programme music

Pupils explore the

concept of using

Music to tell a

story

8 Autumn I Autumn II Spring I Spring II Summer I Summer II

Music In at the deep end

MF project

involving the start

of Band Skills

Musicals

Pupils explore the

world of musicals

through performance

based activities

Blues

Pupils explore the genre of Blues through

composing, performing and listening

Image Junction

MF - Pupils

explore

relationship of

music to film

Samba

Pupils perform and

compose in the

Latin American

Dance Style

9 Autumn I Autumn II Spring I Spring II Summer I Summer II

Music Film music

Pupils explore

composing for a

film clip and

using leit-motives

Instrumental skills

Pupils develop

specific instrumental

skills on their chosen

instrument

Band skills 1

MF – Classroom

work-shopping

Experimental Music

Pupils explore the

sound world of

Atonal music

Informal

composing

MF - Songwriting

Band skills 2/DJ

work

MF – Classroom

work-shopping

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 pupils to 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

Music Extra

Curricular Lunch After School

Monday Choir 3.00-4.15

Tuesday Grease cast singing Grease Rehearsal

3.00-4.00

Wednesday Band Rehearsal Grease Rehearsal

3.00-4.00

Thursday Ukulele club Grease Rehearsal

3.00-4.00

Friday Open rehearsals Open rehearsals

PE At Key Stage 3 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). The Mission Statement of the PE Faculty is Participation, Performance, Progress and Success. We have the highest 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. Clubs are open to pupils of all abilities. There is also an extensive intra school sporting calendar with inter-form competitions in many activities, culminating in the school athletics sports day . Pupils in Year 7 receive 5 hours of PE per cycle. After an introductory baseline assessment which includes fitness testing as well as sport specific techniques, all pupils encounter a variety of different activities. BOYS Autumn and Spring term: Football, Rugby, Badminton, Basketball, Health Related Exercise, Dance, Gymnastics. Summer term: Athletics, Cricket, Health Related Exercise, Dodgeball. GIRLS Autumn and Spring term: Netball, Hockey, Badminton, Dance, Basketball, Health Related Exercise. Summer Term: Rounders, Athletics, Cricket, Dodgeball. Pupils in Year 8 and 9 receive 4 hours of PE per cycle. Boys will study activity blocks of Football, Rugby, Badminton, Orienteering and Basketball throughout the Autumn and Spring terms before receiving Athletics, Dodgeball and Cricket in the summer. The girls receive a half term block of Netball, Hockey, Badminton, Orienteering and Gymnastics as well as being introduced to other sports and activities such as Football and Rugby. The summer includes sports such as Athletics, Dodgeball and Rounders and Health Related Exercise activities. Throughout Year 9 activities are aimed not only at participation, progress and enjoyment but also at preparation for the challenges of GCSE PE. Assessment is carried out summatively at the end of each activity block, as well as formatively within each lesson with 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 is improved. Talented individuals area identified throughout each sport and SEN pupils are incorporated into every activity wherever possible. Mr I Walker - Director of Physical Education

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

se the Text Box Tools

tab to change the

formatting of the pull

quote text box.]

Homework Timetables - 2014/2015 Year 7A

RED

Monday Tuesday

Wednesday

Thursday

Friday

Mathematics Drama

RE

French

English

Technology Geography History Art Music

Science

BLUE

Monday Tuesday

Wednesday

Thursday

Friday

Mathematics History

RE

French English

Technology Geography

Art

Science

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 - 2014/2015 Year 7J

RED

Monday Tuesday

Wednesday

Thursday

Friday

Mathematics French

Art

Music

English

History RE

Geography

Technology

Science

BLUE

Monday Tuesday

Wednesday

Thursday

Friday

Mathematics Geography

History

Science English

Art Technology

Drama

RE French

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 - 2014/2015 Year 7M

RED

Monday Tuesday

Wednesday

Thursday

Friday

Mathematics RE

History

Music

English

Drama

Science

French Art

Geography

BLUE

Monday Tuesday

Wednesday

Thursday

Friday

Mathematics RE

French

History English

Geography Technology

Science

Art French

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 - 2014/2015 Year 7S

RED

Monday Tuesday

Wednesday

Thursday

Friday

Art French

Science

English

Geography

Mathematics History

Technology

Drama

RE

BLUE

Monday Tuesday

Wednesday

Thursday

Friday

Geography Mathematics

History

English Art

French Science

Technology

Music RE

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 - 2014/2015 Year 7E

RED

Monday Tuesday

Wednesday

Thursday

Friday

Mathematics Geography

Music

English

French

Art RE

Technology

Drama

Science

History

BLUE

Monday Tuesday

Wednesday

Thursday

Friday

Art Mathematics

Technology

English Science

French Geography

RE

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 - 2014/2015 Year 7C

RED

Monday Tuesday

Wednesday

Thursday

Friday

Mathematics Art

Technology

English

History

French RE

Geography

Music

Science

BLUE

Monday Tuesday

Wednesday

Thursday

Friday

Drama Mathematics

Technology

English History

RE Geography

French

Art Science

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.

YEAR 7 ACTIVITIES

Before school

Break Lunch After school

Monday LRC open from 8:15am

Basketball in sports hall

LRC Rm 29 (supervised computers)

Badminton in sports hall Girls Football

Art “open door” room 69

Homework Hub until 4pm Choir 3:00pm – 4:15pm

Tuesday LRC open from 8:15am

Basketball in sports hall

LRC Rm 29 (supervised computers)

Netball in sports hall (Red Week) GREASE – cast singing

Art “open door” room 69

Homework Hub until 4pm in LRC Gym club 3:00pm – 4:15pm

Netball 3:00pm – 4:15pm Art Club 3:00pm to 4:00pm in rm 69

GREASE rehearsal 3:00pm to 4:00pm

Wednesday LRC open from 8:15am

Morning Prayer

8:40am

Basketball in sports hall

“TAG” in the Chapel Rm 29 (supervised computers)

Netball in sports hall (Blue Week) Band rehearsal in music room

Art “open door” room 69

Homework Hub until 4pm in LRC Textiles club 3:00pm – 4:00pm in rm 28

(start date to be confirmed) Football Practice (boys) on field until 5pm Football Practice (girls) on astro turf until

4.15pm GREASE rehearsal 3:00pm to 4:00pm

Thursday LRC open from 8:15am

Basketball in sports hall

LRC Rm 29 (supervised computers)

Badminton in sports hall Ukulele Club

Art “open door” room 69

Homework Hub until 4pm in LRC

Hockey 3:00pm – 4.15pm

GREASE rehearsal 3:00pm to 4:00pm

Friday LRC open from 8:15am

Basketball in sports hall

LRC Rm 29 (supervised computers)

Badminton in sports hall Football (boys) on astro turf

Open music rehearsals Art “open door” room 69

Homework Hub until 4pm in LRC

Football (boys) until 4.15pm

All PE afterschool clubs are subject to change due to matches and tournaments. There will be an MFL club taking place during lunchtimes – day and start date will be notified

SHOW MY HOMEWORK Homework is an essential part of becoming an independent learner and for making progress. All staff are now setting homework on Show My Homework, our online homework system. All Year 7 pupils have been issued this week with a sheet that has personal logins for both the pupil and parents. By logging in using the username and password provided, you will be able to view the homework calendar that is personalised for you and your child. All pupils should be recording homework in their planner and using SMHW to ensure they keep organised and on top of their work. To access Show My Homework: Either:

1. Go to the school website (www.stjamescatholichighschool.org.uk) and then click on the Show

My Homework icon at the bottom of the page. You or your child will then be able to filter the

calendar for homework, with details on what is expected and the due date.

Or:

2. Type in

https://stjamescatholiccollege.showmyhomework.co.uk/school/homeworks/calendar and then

check the calendar or login for your child's homework.

Remember that the calendar can be filtered by subject, class, member of staff and year group. If you have any problems with Show My Homework, please email me at St. James' and we will do our best to resolve the issue. HOMEWORK TIMETABLES The homework timetables for all years are available from the website www.stjamescatholichighschool.org.uk under “Academic & Pastoral” Dr Guscott Assistant Head Teaching & Learning