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
Key Stage 3 English- Curriculum Content and Key Assessments
Year
Half Term 1
‘Matilda,’ Roald Dahl
Half Term 2
Media and Fairy Tales:
‘Shrek’
Half Term 3
Autobiography and
Roald Dahl’s ‘Boy’
Half Term 4
‘The Tempest,’
William Shakespeare
Focus on Writing
WAF 3
Focus on Reading
RAF 6
Focus on Writing WAF Focus on Reading
2 & WAF 8
and Writing
WAF 1 & WAF 7
RAF 5
Key Assessment
An analysis of Matilda’s
character.
Key Assessment
Analyse/Review/Comment
on the ways that fairy tale
conventions are broken in
the film ‘Shrek.’
Key Assessment
Writing an imaginary
autobiography.
7
Key Assessment
Assessment – write an
alternative scene where
the power roles
between Prospero and
Caliban are reversed.
Half Term 5
Half Term 6
Introduction to Poetry
Focus on Speaking
and Listening
Focus on Reading
RAF 2
RAF 3
Developing oral skills,
clarifying points and
information through
speech- recalling and
reporting main points of
a topic through speech.
Key Assessment
‘George and the
Dragonfly’ - using
textual evidence to
support and develop
points exploring the
poem.
Key Assessment
Optional Tests RAF 3
(Reading & Writing)
Oral presentation
5
Year
Half Term 1
Half Term 2
Half Term 3
Half Term 5
Half Term 6
‘Holes,’ Louis Sachar
Poetry-The Highwayman
Travel Writing
‘The Boy in the
Striped Pyjamas,’
John Boyne
‘The Exam’ by Andy
Hamilton
Focus on Speaking
and Listening
Focus on Reading
Focus on Writing
Focus on Reading
Focus on Writing
WAF 2 (Travel page)
RAF 5 & RAF 6
WAF 3 and WAF7
RAF 2 & RAF 3
Focus on Reading
Class reader – pupils
are to consider the
wider context of the
novel, exploring the
impact upon the reader.
Evaluation of pupils’
own speaking,
including hypothesis
and speculation
Key Assessment
Key Assessment
8
Half Term 4
Key Assessment
Book review of Holes.
‘The Highwayman’ – using
textual evidence to support
and develop points exploring
the poem.
Travel brochure page
for a specific audience.
Key Assessment
G&T Extension
WAF 2 RAF 3
RAF 5 & RAF 6 (Bryson
extract)
Bill Bryson travel writing
analysis.
6
Bruno has gone
missing, newspaper
article
Key Assessment
Analysis of playwright’s
use of characters,
themes and language
to make “The Exam,”
appeal to a teenage
audience.
Key Assessment 1
Solo presentation
Key Assessment 2
Optional Tests RAF
3 (R & W) Poetry unit
Year 8 (8X3 and 8Y3) Optional Tasks for Differentiation
Year
Half Term 1
Literacy Plus- “My
Character”
Focus on Writing
Half Term 2
Poetry:
Focus on Reading and
Writing
Half Term 3
Travel Writing
Focus on Writing
RAF 2 & 3, WAF 1
RAF 2 & 3, WAF 1
WAF 1, 2 and 6
Half Term 4
“The Messenger” by
John Townsend.
Class reader- pupils
are to consider the
wider content of the
novel, exploring the
impact upon the reader.
Half Term 5
“Oliver Twist Play”
Dramatized by Keith
West.
Half Term 6
Evaluation of pupils’
own speaking,
including hypothesis
and speculation.
Focus on Reading
RAF 6 and 7
8
Key Assessment
The creation of a
personal web page and
an animated character.
Key Assessment
Write a recipe poem with a
framework for L. 2/3 pupils.
Key Assessment
Focus on Reading
and Writing
Travel brochure page
RAF 3, WAF 3 & 8
Key Assessment
Supernatural events
reported in a
newspaper article style.
Key Assessment
Analyse a character
and present their views
in an oral assessment
based on textual
evidence.
Key Assessment
Solo presentation
Recommended
Extension Tasks
Literacy Plus:
DIY
Holes Film Review
Media
7
Year
Half Term 1
Half Term 2
‘Stone Cold’ Extracts
World War 1 Poetry
Focus on Reading and
Writing
Consideration and
comparison of poetry
depicting World War
One: Laurence Binyon
and Wilfred Owen.
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.
9
WAF 3
Key Assessment
Comparison of two
WW1 poems, exploring
overall effects on the
reader.
RAF 5 and 6
Half Term 3
Half Term 4
‘Macbeth,’ William
Shakespeare
“Mugged” by Andrew
Payne
Half Term 5
th
19 Century Novel
Half Term 6
Exam Practice and
Preparation RAF 5
Focus on Writing
RAF 2 & RAF 3
Focus on Reading and
Speaking and
Shakespeare’s Macbeth.
Listening
Exploration of a key
scene, considering
language, character,
themes and
performance.
Key Assessment
Key Assessment
Write a review of the
Exploration of how
play and explore its
pupils would direct a
effect on the audience.
performance of a key
scene.
RAF 2
RAF 6
RAF 3
WAF 3
WAF 4
(Lower ability pupils
can write a review of
the play: RAF 6
WAF 1 and 2)
Mrs L Moss – Director of the English Faculty
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Presently being
developed as a new
scheme of work.
Key Assessment
End of KS3 assessment
exam.
Speaking and
Listening
Assessments
EXTENSION TASK
Analysis of a moving
image.
WAF 5 WAF 7
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
9
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
10
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
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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
12
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 3dimensional figure from newspaper and
tape and decorate it with tissue paper.
13
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
Architecture.
14
and
Art in Year 8
3 Units of work, 1 each term
Autumn Term
Unit 1: ‘Living Jewels’ African Bugs
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.
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.
15
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 3dimensions 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
16
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.
17
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
18
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
19
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
20
HISTORY AT KS3
History in Year Seven
Introduction to History
Baseline Test
(NCAT1)
7 weeks
Who were the skeletons Why did the Normans
in the field and how did win the Battle of
they come to be there?
Hastings?
(Historical enquiry)
Essay – Why did the
Normans win the Battle
Why was the
of Hastings?
Roman Empire
(Causation)
so successful?
Comparative piece of
How did the Normans
writing (literacy focus) gain control? Castle
estate agents leaflet.
(Continuity and
Change)
(NCAT 2 / 3)
(NCAT 4 / 5)
8 weeks
8 weeks
21
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)
What happened when What were the causes
Henry VIII took over of the English Civil
the Church?
War? –Civil War letter
(Causation / Historical
What was Britain like communication)
in 1500s? – extended
writing.
Was Cromwell a hero
or a monster? Moodle
Henry VIII mock trial. Blog (interpretation)
(NCAT 9 /10)
(NCAT 11/12)
(NCATS 13 and 14)
7 weeks
8 weeks
8 weeks
How should we
Why did Britain
remember the British change so much
Empire?
between 1750 and
1900? (Continuity and
(Interpretation)
change)
Who was the most
significant individual
in empire? – extended
writing.
Why was Quarry
Bank Mill so
successful?
(Causation)
(Significance)
Why was British
business so
successful? –
Dragons Den
presentation.
(NCATs 15/ 16)
7 week)
Project (NCAT 17 /
18) 8 weeks
22
History in Year Nine
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 Why did the
such a destructive
Holocaust
war?
happen?
(Citizenship / Enquiry)
D- Day – Enquiry
Holocaust
Essay
(NCATS 20 and 21)
(NCAT 22)
Dunkirk – Triumph or
8 weeks
disaster?
(Interpretation)
World War II test.
(8 weeks)
How do we resolve
conflict? Case-studies
of Ireland – Should
governments
negotiate with
terrorists?
Why did the Cold War
begin? (causation)
(NCAT 25)
7 weeks
Michael Collins –
Hero or villain?
(interpretation)
Test and Citizenship
assessment
(NCAT 23/24)
8 weeks
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
23
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
24
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
25
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.
26
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
27
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.
28
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
29
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.
30
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
31
PSHCE AT KS3
Please note some PSHCE lessons incorporate Citizenship
Year 7
Year 8
Year 9
Settling in
Safety
Citizenship -Prejudice
Friendship and Bullying
Bullying
Careers and future choices
Bonfire safety talk
Finance
Alcohol Education
Year 7 PSHE and
Citizenship Day
Drugs and Alcohol Education
Organisation
Relationships and Sex
Education
Self
Review day preparations
Anti-smoking and Drugs
Relationships and Sex
Education
Personal Hygiene
Citizenship- Local
government
Citizenship- Recycling
Global project
Review day preparations
Drugs
Relationship and Sex
Education
Citizenship -Parliament,
laws and local government
Citizenship-Globalisation
Global Project
Review day preparations
Citizenship – Magistrates and
Young people and Crime
Global project
PSHE & Citizenship review
PSHE & Citizenship review
PSHE & Citizenship
review
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
Mrs L Birch– Teacher in charge of PSHCE
32
MUSIC AT KS3
Green = style (closed thinking); Blue = genre (guided thinking); Yellow = traditions (open thinking)
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.
8
Autumn I
Autumn II
Learning how music is
used to create an
atmosphere or mental
image.
Spring I
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
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.
9
Autumn
Learning how music can
be used to lift spirits, and
how disparate cultures
can influence each
other’s music.
Spring I
Title:
Understanding the conventions of film
music
History of Pop
Music for Media
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.
This is a flexible curriculum and is evolving all the time
33
Learning how music is
used as a part of an
inclusive community
culture.
Spring II
Understanding the
conventions of
African and
American Gospel
Singing
Learning how music is
used to convey
religious beliefs.
Spring II
Learning how the orchestra develops through
society
Summer
Understanding the conventions of Latin
American Dance Styles
Learning how music is used in carnivals and
street dances.
Summer I
Understanding the
conventions of 20th
Century Pop Music
(music for a culture)
Learning how music is
used to portray
popular culture
through iconic
performers.
Summer 2
Understanding the
conventions of
Experimental
Music
Learning how music
is used to its
extremes, creating
new rules and new
uses of instruments.
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
34
ST JAMES' MUSIC DEPARTMENT
2013/2014
Musical Mondays!
Band - all instruments & all abilities
- lunch time in the music room
Bring a packed lunch!
Tuesdays Rock!
Rock school exam practice -
Choir - all years and all abilities
- 3.15pm - 4.30pm in the music room
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
Woodwind trios and duets - open to all who
Theory
Thursdays!
play flute/clarinet/saxophone/oboe/bassoon
Extra music theory
- lunch time in the music room
class - for beginners
Woodwind Wednesdays!
to grade 5 theory
Friday recitals!
Lunch time in music
GCSE and KS3 performances -
room
details to follow
35
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
36
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
Scripted performance
Poetry
Confidence Building
Mirror/Shadow work
Working as a team
Storytelling
Mime
Improvisation
Year 8
Improvisation
Group work
Co-operation
Shakespeare
Body Awareness
Trust Work
Mock Work
Script
Physical Drama
Poetry
Stage Actions
Year 9
In role
Choral techniques
Stage directions
Tone
Status
Freeze Frames
Spontaneous improvisations
Surrealism
Stylised drama
Script
Group dialogues
KEY STAGE 3 UNITS OF WORK
Year 7
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Introduction to drama – expectations, mirror and shadow work
Skills development – improvisation, character development, working from different
stimulus/materials
Shakespeare – “A Midsummer Night’s Dream”
“Private Peaceful”
Storytelling “Red Riding Hood” “Mr Fox”
Mime, wild west, melodrama, silent movie
Year 8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Physical theatre/movement
“Alone” – improvisation/ story and poetry stimulus
Shakespeare “Romeo and Juliet”
Stage Directions
Play text “Our Day Out”
Skills development – improvisation, script work, forum theatre
Year 9
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Physical theatre/Abstract theatre
“Teenage issues”
Mime/movement
Super hero’s
Script work – “Teachers/bouncers”
Skills development – performance skills, spatial awareness
Miss H Brooks – Teacher in charge of Drama
37
Homework Timetables - 2013/2014 - Year 7J/X1
Monday
Tuesday
Geography
MFL
Art
English
Wednesday
Thursday
Friday
Maths
Drama
English
RE
Science
Maths
RED
History
Technology
Music
BLUE
Monday
Tuesday
Geography
MFL
Art
English
Wednesday
Thursday
Maths
RE
Friday
English
History
Science
Maths
Technology
ICT
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
Monday
Tuesday
History
MFL
Geography
English
Wednesday
Thursday
Friday
Maths
Science
English
Music
Drama
Maths
RED
RE
Technology
Art
BLUE
Monday
Tuesday
Geography
MFL
RE
English
Wednesday
Thursday
Maths
Science
Friday
English
History
Art
ICT
Maths
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.
38
Homework Timetables - 2013/2014 - Year 7M/X3
Monday
Tuesday
History
MFL
Geography
English
Wednesday
Thursday
Friday
Maths
Science
English
Art
Music
Maths
RE
Technology
Wednesday
Thursday
Friday
Maths
Science
RED
Drama
BLUE
Monday
Tuesday
Geography
MFL
Art
English
English
ICT
RE
Maths
Technology
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 7E/Y1
Monday
Tuesday
Science
Maths
RE
English
Wednesday
Thursday
Friday
Technology
English
Maths
MFL
Art
ICT
Wednesday
Thursday
Friday
Technology
English
Maths
MFL
History
Drama
RED
Geography
History
BLUE
Monday
Tuesday
Science
Maths
RE
English
Geography
Music
Art
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 7S/Y2
Monday
Tuesday
Science
Maths
RE
English
Wednesday
Thursday
Friday
Technology
English
Maths
MFL
Geography
Drama
RED
Art
History
BLUE
Monday
Tuesday
Science
Maths
RE
English
Art
Music
Wednesday
Thursday
Friday
Technology
English
Maths
MFL
Geography
ICT
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
Monday
Tuesday
Science
Maths
Drama
English
ICT
Art
Monday
Tuesday
Science
Maths
History
English
Wednesday
Thursday
Friday
Technology
English
Maths
MFL
Geography
RE
RED
History
BLUE
Wednesday
Thursday
Friday
Technology
English
Maths
MFL
RE
Geography
Music
Art
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
YEAR 7 ACTIVITIES
Before school
Break
Lunch
After school
Monday
LRC open from
8:15am
Basketball in sports
hall
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)
Drama Club
Badminton in sports hall
Band in music room
LRC
Rm 12 (supervised computers)
Badminton in sports hall
Rock school in music room
Wednesday
LRC open from
8:15am
Basketball in
sports hall
Morning Prayer
8:40am
Thursday
LRC open from
8:15am
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
LRC
Rm 12 (supervised computers)
Netball practice
Badminton in sports hall
Music theory in music room
Homework Hub until 4pm in LRC
Art Club 3:15 to 4:15pm in rm 69
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
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
41
Homework Hub until 4pm in LRC
42