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KS3 Curriculum

2016-17

KS3 Curriculum 2016-17

Key Stage 3 Curriculum and Assessment

The Holyhead KS3 curriculum and assessment system has been developed so that:

Assessing student progress through Bands of Knowledge

Band Descriptions

 

Band 1- Novice, or not yet introduced to this

F/G

Band 2- Preliminary or Early Stage

 E

Band 3- If continued through, the student is heading for a grade 3

 D

Band 4- if continued through, the student is heading for a grade 4

C

Band 5- if continued through, the student is heading for a grade 5

 C

Band 6- if continued through, the student is heading for a grade 6

 B

Band 7- if continued through, the student is heading for a grade 7

A

Band 8- if continued through, the student is heading for a grade 8

 A/A*

Band 9- if continued through, the student is heading for a grade 9

 A*

KS3 Expected Progress in 2 years

Students are given a broad and balanced curriculum in Key Stage 3. The composition of knowledge acquisition , formal and summative assessment and the delivery of superb teaching and learning from subject specialists throughout the two year KS3 programme, helps to develop our KS3 students enquiring minds, allows for a positive growth mind set and nurtures skill sets for our KS4 curriculum


Art and DesignHolyhead_logo 2.jpg

In Key Stage 3 Art and Design, students follow a two year course.  During Year 7 students gain a variety of skills and techniques using different media and a range of artists.  In Year 8 students build on this knowledge and extend their understanding of artists.  Critical thinking skills are developed using a broad range of artists and sources.  This will help students to create art with a clear purpose and intention.  The course encompasses the students’ SMSC needs and values their cultural and spiritual development.  A trip to Walsall Art Gallery is embedded during Year 7 and provides the stimulus for a variety of activities.

Key topics to be taught in year 7:

Autumn

Spring

Summer

Baseline testing

Introduction to Markmaking

Basic Shapes

Tonal Skills

Monoprinting

Lucy Mclaughlin

Vincent Van Gogh

Paul Cezanne

French collaboration Mask project

Degas, Delaunay, Renoir, Rousseau, Matisse,Gauguin, Monet.

Cultural masks

Ceramics

Oxidising and Glazing

3D Paper Construction

Local Environment

Local photographers.

Colour theory

Primary and secondary colours.

Vanley Burke

Pogus Caesar

Hundertwasser

Developing a drawing from the local area into a painting in the style of Hundertwasser.

Printmaking

Using polystyrene/card/string. experiment with different printmaking techniques.

Developing the Hundertwasser drawing into a print design

Simplify the image and separate the colours.

Assessment

TERM 1

Knowledge and Understanding (I know how to…)

K1..use markmaking skills to create an image

K2..recognise a variety of artists and cultural masks and remember their style

K3 ..use SEPIA comments to analyse and understand an artist's style

K4 ..research a variety of artists and produce an informative powerpoint

K5..be respectful of other cultures, traditions and beliefs

Skills (I can…)

S1..produce various mark making techniques using different media.

S2..demonstrate perspective skills in your drawing.

S3...use tonal shading to make an object look 3D

S4..use information to create a research page on an artist

S5...design a mask.

S6..transfer skills gained in Art to MFL mask project.

S7...demonstrate skills in using different media in the style of the chosen artists.

EXTENSION1;

Create different composition and use different media

TERM 2

Knowledge and Understanding (I know how to…)

K6 ...create a colour wheel with all the colours in the correct place

K7...identify primary and secondary colours.

K8 ...produce a powerpoint on the artist Hundertwasser

K9....compare and contrast the work of several artists

K10....self assess and peer assess work based on Hundertwasser

Skills (I can…)

S8...use ‘score and slip’ method to join clay and make a simple maquette.

S9...use applied and incised decoration.

S10...draw the local area from observation.

S11.....compose a cityscape using photos of the local area.

S12....paint accurately within lines

S13....mix paint to correct consistency

S14....mix secondary and tertiary colours

S15...mix tints and shades

S16....produce photographs based on my local area

S17...draw my landscape in the style of Hundertwasser

S18...use tonal colour to paint my landscape using detail

S19......evaluate my work, peer assess and self assess others in my class.

EXTENSION2;

Work in a group to ‘mix and match’ print designs to create a circle

TERM 3

Knowledge and Understanding (I know how to…)

K11....develop idea from painting into a print

K12...simplify design to transfer to polystyrene

K13 ....discuss the work of local artists and use their ideas for inspiration

K14...recognise the different types of prints

Skills (I can…)

S20...take a print, keeping edges clean and tidy

S21...register block so that I can create a print in different colours

S22...produce a waste block print

S23...plan ahead the colours for my print

S24.....identify areas for improvement

S25...evaluate my print design and set targets to improve

EXTENSION3;

Create a montage of different photos of the area into a new design

Key Topics to be taught in year 8:

Autumn

Spring

Summer

Portraits      

Painting and Drawing

Work Based On Gallery Visit

Range of Artists

Fauvism

Julian Opie

Pablo Picasso

Pop Art

Garman/Ryan Collection

Giacometti

Cubism

Day of the Dead

Printmaking

Card Relief

Collagraphs

Decorative Patterns

3D sculpture - ‘Day of the Dead’

Ceramics / wire / papier mache

Oxides and glazes

Thaneeya McArdle

‘Day of the Dead’ Mexican celebration

Assessment

TERM 1

Knowledge and Understanding (I know how to…)

K15...recognise the difference between artist styles

K16....research traditional and contemporary artists to create an information powerpoint.

K17 ...analyse the work of an artist

Skills (I can…)

S26...draw a face with the correct proportions

S27...enlarge a portrait drawing using a grid

S28..use a wide range of tonal shading.

S29....record from observation and investigate identity

S30...simplify an image

S31....use  paint to accurately show the colours used by chosen artist

S32..evaluate my own and the work of others

EXTENSION7;

Scan painting and edit using app on Chromebook (ipad)

 

TERM 2

Knowledge and Understanding (I know how to…)

K18...understand the beliefs and cultures of ‘The Day of the Dead’ celebration.

K19....identify common characteristics of ‘Day of the Dead’

K20.....identify colours on the colour wheel to select appropriate primary and secondary colours.

Skills (I can…)

S33....create a symmetrical design using a variety of patterns.

S34....use opposite colours to create an effective design for a skull

S35....use tonal colour to create a specific effect.

S36.....produce a monoprint

S37.....simplify design to make a collagraph

S38.....make rubbings in various colours from a collagraph. (Frottage)

S39......take a print in a variety of colours, use a blend

EXTENSION5;

Work in groups to develop a variety of ‘mix and match’ prints

Work into prints in different media

TERM 3

Knowledge and Understanding (I know how to…)

K21...develop theme of ‘Day of the Dead’ into a 3D design for a ceramic / pulp design.

K22....peer and self assess designs to set targets to improve

K23 ...understand the term ‘relief’ and how to create a 3D piece.

Skills (I can…)

S40....create a tile design using incised and applied decoration

S41...score and slip to join clay together

S42....use quality mark making skills to create a symmetrical 3D mask

S43..evaluate the ‘Day of the Dead’ projects comparing my work to artist studied

S44. Research own 3D artists independently to inspire ideas.

EXTENSION6;

Add red iron oxide

Glaze the clay

Add glass or paint design

Extended Learning:

Extended Learning is set once every two weeks. The work set supports the projects completed during lessons. During KS3, it is important that students draw as much as possible, using the new skills acquired in class. A range of skills will be tested during the term, allowing every student to be successful if 30 - 60 minutes is devoted to the task.

Major Resources:

Recommended equipment

Passport

Pen, pencil and ruler

Sharpener and rubber

Helpful for home learning but not essential.

Coloured pencils

Watercolour paints and a brush

Collage materials and glue

A4 plain paper

Felt tip pens

Access to the internet for research on different artists

Enrichment opportunities:

Art club is held every Wednesday lunchtime, which allows students to explore and extend their skills and techniques. Use of Chromebooks  and Ipads in lessons for research on different artists and access to a darkroom for chemical photography

There is a trip to Walsall Art Gallery during KS3 for students to  see artwork in the flesh and complete workshops based specifically on their experience in the gallery. There are opportunities to work with an artist in residence to create a permanent piece of art for Holyhead. This year it is  to continue the seating area at the front of the Art and Design block for students to be able to work outside.


Careers and Economic Understanding (CEIAG)(Year 7&8)Holyhead_logo 2.jpg

In Key Stage 3 students will follow a program of study incorporating Careers, Business and Personal Finance

CEIAG - Key Topics to be taught in year 7 and 8:

Autumn

Spring

Summer

Careers and Economic Understanding

  • Your working life
  • Skills you need
  • Grabbing your chances
  • What is a business?
  • Public, private or charity?
  • Being your own boss
  • What price?
  • Voluntary work
  • Enterprise

Personal Finance

  • My money
  • What am I worth?
  • Savings
  • Money in the bank
  • How banks work
  • Plastic money
  • Borrowing money
  • The ethical consumer
  • Is it worth it?
  • The poverty trap

Believe in Young People (Careers)

  • Career Planning and Exploration
  • My employability
  • Understanding the workplace
  • Applying for jobs

Assessment

I Know how to:

K1 - explain what education system is all about

K2 - I can explain why people change jobs

K3 - I can identify different jobs with different skills and attributes

K4 - I can explain how skills have changed for different jobs over the years

K5 - I can explain what a business is

K6 - I can explain advantages and disadvantages of the different types of business formats

K7 - I can explain the differences between a Public, Private and Charity organisations

K8 - I can explain the advantages and disadvantages of being your own boss

K9 - I can explain what is ethical and why a business should be ethical

K10 - I can explain the benefits of volunteering

K11 - I can explain how I can be enterprising and how it will affect me now and in the future

S1 - Independent research skills

S2 - Extraction of key information from factsheets

S3 - Presentation skills

S4 - Teamwork skills

S5 - Recall of keywords

I Know how to:

K12 - how to budget amounts of money

K13 - To understand a person’s value cannot be measured in money

K14 - To understand how interest rates work

K15 - To understand the need for banks in our society

K16 - To understand how banks make money

K17 - To understand the difference between cash, debit, credit and store cards

K18 - To consider the consequences of borrowing and lending money

K19 -To understand that buying things can have  far reaching effects on the climate, the environment and on human and animal welfare

K20 - To learn to make decisions about things they buy

K21 -To learn about the steps someone can take to get out of debt

S6 - Independent research skills

S7 - Extraction of key information from factsheets

S7 - Presentation skills

S9 - Teamwork skills

S10 - Recall of keywords

I Know how to:

K22 - Consider current career aspirations

K23 - Understand employability skills and behaviors

K24 - Understand different working environments

K25 - Understand how to research employers when applying for jobs

S11 - Independent research skills

S12 - Extraction of key information from factsheets

S13 - Presentation skills

S14 - Teamwork skills

S15 - Recall of keywords

Extended Learning:

Extended Learning is set on an ongoing basis with emphasis on student independent research with regards to students own career choices and personal finance

Major Resources:

Recommended equipment

Internet Access for independent research purposes

Enrichment opportunities: Keep up to date with current affairs in Business and Finance through documentaries such as Panorama and Dispatches as and when available.

Visit to the Bank of England

DramaHolyhead_logo 2.jpg

In Key stage 3 Students are introduced to basic Drama skills and conventions . Drama exercises will encourage teamwork, co operation, and listening skills. Students are encouraged to explore scenarios within an imagined world to create and develop short scenes through a variety of conventions.

Key topics to be taught in year 7:

Autumn

Spring

Summer

Introduction to Drama

Exploration of Discrimination.

Mime and Improvisation

Text Extracts

Melodrama

Assessment

Knowledge and Understanding

K1 What makes a successful Performance?

Teamwork skills

K2 Know how to structure a Drama.

Exploration of factual stories.

K3 Know and understand how to use a theme to develop ideas for performance.

K4 Why are Techniques used in either rehearsal or performance?

Skills

S1- Apply basic skills to create successful performances.

S2 - Create characters from an imagined world.

S3 - Explore an issue through the use of techniques.

S4 - Can evaluate strengths and improvements of a performance using Drama vocabulary.

Knowledge and Understanding

K5 What is mime and who is Marcel Marceau.

Exploration of mime skills.

K6 Know and understand how to use Trestle masks in mime performances.

K7 Understand the difference between Planned and spontaneous improvisation.

Skills

S5 Apply non verbal communication skills to any given scenario.

S6 Use movement, body language and gesture to create a clear character.

S7 Use of imagination to develop improvised scenes.

S8  Can evaluate the work with some suggestion for improvements

Knowledge and

Understanding

K8 Understand the layout of a script.

K7  What is the role as the Actor/Director?

K9 What is blocking and how are stage directions used?

K10 What is genre? How do we define Melodrama?

Skills

S8 Explore a script extract and organise a scene to perform.

S10 Direct others to create a meaningful Drama.

S11  Apply the use of appropriate stage directions to communicate an idea to an audience.

S12  Apply voice, movement, gesture, and facial expression in a controlled way.

Key Topics to be taught in year 8:

Autumn

Spring

Summer

Horror Genre

GCSE Taster- U Turn Script

Edward Road

Conflict

Outsiders

Assessment

Knowledge and Understanding

K11 What is required to be successful when creating a Horror? choral speaking, Physical Theatre.

K12 Understand how to use technical elements to communicate an idea.

K13 Know how to write a script.

K14 How can you shape and build a character to match the genre? Exploring context.

Skills

S13 Use the voice in a creative manner

S4 Use my body in a creative way

S5 Use Literacy skills

S6 I can evaluate my work verbally and explain in written format.

Knowledge and

Understanding

K5 Know and understand the six Areas of Study

K16 Understanding the term devising

K17 Know how to use a Script.Learn lines and the role of a director in more detail.

K18 Understand how social, historical and cultural elements have impact on performance.

Skills

S17 Use Semiotics, space and performance style to convey meaning.

S18 Work collaboratively with others through imagination.

S19 work on memory/Take a lead in rehearsals.

S20 Use given circumstances to create a truthful character.

Knowledge and

Understanding

K19 How can we create intensity on stage? Proxemics

K20 Know and understand how to create a Monologue for purpose.

K21 Why are particular staging types used for different performances?

K22 Know how different stage lighting and costume can add meaning?

Skills

S21 Use Blocking skills to communicate an idea.

S22 Use research skills to help create a character.

S23 Have confidence to explore different staging.

S24 Can use appropriate lighting and costume for purpose.

Extended Learning:

Extended Learning: Students have the opportunity to extend their rehearsals in preparation for Assessments. Students can book the studio and use the space during lunch and after school this involves using the chromebooks to carry out appropriate research.

Major Resources:

Recommended equipment

Passports

A bottle of water

Suitable socks as students do not wear shoes in the drama studios.

www.bbc.co.uk/education/subjects - GCSE Bitesize website, guides students through script writing, creating a role and many more.

Enrichment opportunities: Every Friday lunch there is a KS3 Drama club. Students have the opportunity to work with other peers across the year groups. There is a wide range of Rehearsals that take place over the year for different  showcases this looks at developing group work skills and Performance skills; Performances: Christmas Assembly, Connections 500 a group of students will have the opportunity to perform in two well known Theatres, Presentation evening and Drama celebration showcase.


English LanguageHolyhead_logo 2.jpg

In Key Stage 3 English, students work to develop the knowledge and skills required for GCSE English Language qualification. Therefore, the content and learning has been designed to develop skills to read critically and use knowledge gained to inform and improve their own writing. The schemes of learning are thematically linked, breaking down the assessment objectives for GCSE English Language into manageable and meaningful units of learning. Assessments  are designed to progressively enable students to become more familiar with examination skills to ensure that learner outcomes are maximised and remain the key focus in preparation for success at KS4.

Key topics to be taught in year 7:

Autumn

Spring

Summer

1A: Transition: Change

Introduction to a variety of genres and text types e.g. drama, novel,world literature and  non-fiction.

Students will develop their descriptive and

transactional writing skills.

Use spelling, punctuation and grammar accurately.

1B: Festivals

Read a range of texts from prose, literary non-fiction and non-fiction extracts based on the theme. Students will develop their reading skills to plan and inform their own writing linked to the theme.

2A:Introduction to nineteenth century prose

Frankenstein

Oliver Twist

The Signalman-short story

The Landlady- shot story

The Lady of Shallot-ballad

Use spelling, punctuation and grammar accurately.

2B: Class reader

A modern or pre-twentieth century novel will be studied. Students will develop their analytical and communication skills

 

3A:Class reader (cont.)

3B: Imaginative writing

Students will study a range of extracts from a range of prose fiction. They will their understanding of genres and conventions and how to develop their imaginative writing skills.

Use spelling, punctuation and grammar accurately.

During the final two weeks, students will undertake  their end of year examinations.

Assessment

Knowledge and Understanding:

K1: Use a range of reading strategies to locate, interpret and synthesise information in a text

K2: Show some understanding of  the style and register for different forms, audiences and purposes of texts

Reading:

S1: Identify and begin to interpret information and ideas in texts

S2: Explain how writers use language and structure to achieve effect

S3: Begin to compare information and ideas across texts

S4: Attempt to evaluate texts  and support interpretations with textual references

Writing:

S5: communicate clearly and begin to adapt  tone and register for different forms, audiences and purposes

S6: Begin to use a range of vocabulary and sentence structures for clarity with accurate spelling and punctuation.

Knowledge and Understanding:

K3: Use a range of reading strategies to locate, interpret and synthesise information in a text

K4: Show a clear understanding of the style and register for different forms, audiences and purposes of texts

Reading:

S7: Identify and interpret  information and ideas in texts

S8: Explain and comment and begin to analyse how writers use language and structure to achieve effect

S9: Be able to compare information and ideas across texts

S10: Evaluate texts and support interpretations with some textual references

Writing:

S11: communicate clearly adapting organisation of ideas, tone and register for different forms, audiences and purposes

S12: Use a range of vocabulary and sentence structures for clarity and effect, with mostly accurate spelling and punctuation

   

Knowledge and Understanding:

K5: Use a range of reading strategies to locate, interpret and synthesise information in a text

K6: Have a sound understanding of the style and register for different forms, audiences and purposes of texts

Reading:

S13: Identify and interpret information and ideas in texts

S14: Explain, comment, analyse how writers use language and structure to achieve effect

S15: Compare information and ideas across texts

S16: Evaluate texts and support interpretations with clear textual references

Writing:

S17: communicate clearly and effectively adapting organisation of ideas, tone and register for different forms, audiences and purposes

S18: Confidently use a range of vocabulary and sentence structures for clarity and effect, with accurate spelling and punctuation

Key Topics to be taught in year 8:

Autumn

Spring

Summer

1A: Animals

Students will read a wide range of texts linked to the theme.  

Students will develop their analytical reading skills, descriptive, imaginative and transactional writing skills.

Use spelling, punctuation and grammar accurately.

1B: Horror

Students will read a range of pre 1914 texts:

The Tell Tale Heart

The Woman in Black

The Monkey’s Paw. Students will develop their analytical reading skills and transactional writing skills. Use spelling, punctuation and grammar accurately.

2A: Non-fiction

Students will be introduced to a challenging range of 21st century literary non-fiction and non-fiction texts.They will develop their knowledge and understanding of different forms, audiences and purposes through analytical reading and evaluation and transactional writing.Use spelling, punctuation and grammar accurately.

2B: Class reader

A modern or pre-twentieth century novel will be studied. Students will develop their analytical and communication skills

3A: Class reader (cont.)

3B: Spoken English

Students will be given opportunities to listen and respond to spoken language, including questions and feedback to presentations. They will participate in formal debates and group discussions, expressing their own ideas whilst developing others’ ideas and opinions.

During the final two weeks, students will undertake  their end of year examinations.

Assessment

Knowledge and Understanding:

K7: Use a range of reading strategies to locate, interpret and synthesise information in a text

K8: Show some understanding of  the style and register for different forms, audiences and purposes of texts

Reading:

S19: Identify and begin to interpret information and ideas in texts

S20: Explain how writers use language and structure to achieve effect

S21: Begin to compare information and ideas across texts

S22: Attempt to evaluate texts  and support interpretations with textual references

Writing:

S24: communicate clearly and begin to adapt  tone and register for different forms, audiences and purposes

S25: Begin to use a range of vocabulary and sentence structures for clarity with accurate spelling and punctuation.

Extension1:

Students should use a thesaurus (or an online thesaurus) to learn new vocabulary that can improve their spoken and written expression. A bank of subject-specific terminology and sophisticated vocabulary will be given to students at the start of each half-term as a starting point.

Knowledge and Understanding:

K9: Use a range of reading strategies to locate, interpret and synthesise information in a text

K10: Show a clear understanding of the style and register for different forms, audiences and purposes of texts

Reading:

S26: Identify and interpret  information and ideas in texts

S7: Explain and comment and begin to analyse how writers use language and structure to achieve effect

S28: Be able to compare information and ideas across texts

S29: Evaluate texts and support interpretations with some textual references

Writing:

S30: communicate clearly adapting organisation of ideas, tone and register for different forms, audiences and purposes

S31: Use a range of vocabulary and sentence structures for clarity and effect, with mostly accurate spelling and punctuation

Extension2:

Students should use a thesaurus (or an online thesaurus) to learn new vocabulary that can improve their spoken and written expression. A bank of subject-specific terminology and sophisticated vocabulary will be given to students at the start of each half-term as a starting point.

Knowledge and Understanding:

K11: Use a range of reading strategies to locate, interpret and synthesise information in a text

K12: Have a sound understanding of the style and register for different forms, audiences and purposes of texts

Reading:

S32: Identify and interpret information and ideas in texts

S33: Explain, comment, analyse how writers use language and structure to achieve effect

S34: Compare information and ideas across texts

S35: Evaluate texts and support interpretations with clear textual references

Writing:

S36: communicate clearly and effectively adapting organisation of ideas, tone and register for different forms, audiences and purposes

S37: Confidently use a range of vocabulary and sentence structures for clarity and effect, with accurate spelling and punctuation

Extension3:

Students should use a thesaurus (or an online thesaurus) to learn new vocabulary that can improve their spoken and written expression. A bank of subject-specific terminology and sophisticated vocabulary will be given to students at the start of each half-term as a starting point.

Extended Learning:

Students will be set weekly homework tasks that will mostly focus on developing their analytical reading skills and writing skills.

Major Resources:

Recommended equipment

www.timesspelingbee.co.uk

 – a national competition run by The Times newspaper. The website has a range of spelling games which students can play  www.educationquizzes.com/ks3/english

 - a range of different quizzes for students to check their knowledge of word classes and spellings  www.channel4learning.com/support/websites/ english.html - a range of interactive resources for students

 A good quality dictionary and thesaurus

Pen, pencil and ruler

Reading book

A bottle of water.

Enrichment opportunities: There are a variety of extra-curricular clubs on offer which help students to develop their English skills, including ‘Reading Club’ and ‘Poetry Club’.


English LiteratureHolyhead_logo 2.jpg

In Key Stage 3 English Literature, students work to develop the knowledge and skills required for the GCSE English Literature qualification. Therefore, the content and learning has been designed to develop in particular students’ critical reading skills and essay writing skills. The schemes of learning are linked to the different components of the GCSE Literature exams and focus on a range of poetry, a modern novel, and a Shakespeare play/plays. Assessments are designed to progressively enable students to become more familiar with examination skills to ensure that learner outcomes are maximised and remain the key focus in preparation for success at KS4.

Key topics to be taught in year 7:

Autumn

Spring

Summer

1A: Poetry

A range of poetry based on the theme ‘Relationships’ will be studied throughout the year. Students will develop their analytical and communication skills.

1B: Class Reader

A modern or pre-twentieth century novel will be studied. Students will develop their analytical and communication skills.

2A: Shakespeare

A range of Shakespeare’s plays will be introduced, and there will be a more in-depth analysis of ‘A Midsummer Night’s Dream’, ‘The Taming of the Shrew’ or ‘Othello’. Students will develop their analytical and communication skills. Students will also explore Shakespeare’s plays through drama and role-play.

2B: Poetry

A range of poetry based on the theme ‘Relationships’ will be studied throughout the year. Students will develop their analytical and communication skills.

3A: Revision

A variety of different approaches to revision will be explored and experimented with in lessons, so that students develop their own revision skills and are able to fully prepare for the end of year Literature exam. The end of year exam will focus on Shakespeare and Poetry.

3B: Poetry

A range of poetry based on the theme ‘Relationships’ will be studied throughout the year. Students will develop their analytical and communication skills.

Assessment

Knowledge and Understanding:

K1 - Write in a critical style and develop an informed personal response to texts, using textual references to support interpretations.

K2 - Analyse the language, form and structure used by a writer to create meanings and effects, using terminology.

K3 - Show understanding of the relationships between texts and the historical/social/literary contexts in which they were written.

K4 -  Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Skills:

S1: Identify and interpret ideas in texts, the writer’s purpose and the effect on the reader.

S2: Analyse how writers use language and structure to create effects.

S3: Show understanding of how the social, historical and literary context of a text helps to shape its meaning.

S4: Evaluate texts critically and support interpretations with textual references.

 

S5: Use subject-specific terminology to support interpretations.

S6: Use a range of vocabulary and sentence structures for clarity and effect, with accurate spelling and punctuation.

Extension 1:

Students should use a thesaurus (or an online thesaurus) to learn new vocabulary that can improve their spoken and written expression. A bank of subject-specific terminology and sophisticated vocabulary will be given to students at the start of each half-term as a starting point.

Knowledge and Understanding:

K5 - Write in a critical style and develop an informed personal response to texts, using textual references to support interpretations.

K6 - Analyse the language, form and structure used by a writer to create meanings and effects, using terminology.

K7 - Show understanding of the relationships between texts and the historical/social/literary contexts in which they were written.

K8 -  Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

 

Skills:

S7: Identify and interpret ideas in texts, the writer’s purpose and the effect on the reader.

S8: Analyse how writers use language and structure to create effects.

S9: Show understanding of how the social, historical and literary context of a text helps to shape its meaning.

S10: Evaluate texts critically and support interpretations with textual references.

 

S11: Use subject-specific terminology to support interpretations.

S12: Use a range of vocabulary and sentence structures for clarity and effect, with accurate spelling and punctuation.

Extension2:

Students should use a thesaurus (or an online thesaurus) to learn new vocabulary that can improve their spoken and written expression. A bank of subject-specific terminology and sophisticated vocabulary will be given to students at the start of each half-term as a starting point.

Knowledge and Understanding:

K9 - Write in a critical style and develop an informed personal response to texts, using textual references to support interpretations.

K10 - Analyse the language, form and structure used by a writer to create meanings and effects, using terminology.

K11 - Show understanding of the relationships between texts and the historical/social/literary contexts in which they were written.

K12 -  Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Skills:

S13: Identify and interpret ideas in texts, the writer’s purpose and the effect on the reader.

S14: Analyse how writers use language and structure to create effects.

S15: Show understanding of how the social, historical and literary context of a text helps to shape its meaning.

S16: Evaluate texts critically and support interpretations with textual references.

 

S17: Use subject-specific terminology to support interpretations.

S18: Use a range of vocabulary and sentence structures for clarity and effect, with accurate spelling and punctuation.

Extension3:

Students should use a thesaurus (or an online thesaurus) to learn new vocabulary that can improve their spoken and written expression. A bank of subject-specific terminology and sophisticated vocabulary will be given to students at the start of each half-term as a starting point.

Key Topics to be taught in year 8:

Autumn

Spring

Summer

A: Poetry

A range of poetry based on the theme ‘Animals’ will be studied throughout the year. Students will develop their analytical and communication skills.

1B: Class Reader

A modern or pre-twentieth century novel will be studied. Students will develop their analytical and communication skills.

Extension4:

Students should use a thesaurus (or an online thesaurus) to learn new vocabulary that can improve their spoken and written expression. A bank of subject-specific terminology and sophisticated vocabulary will be given to students at the start of each half-term as a starting point.

2A: Shakespeare

Shakespeare’s play ‘Macbeth’ will be studied, so that students have an understanding of the whole play and a more detailed understanding of a range of key scenes. Students will develop their analytical and communication skills. Students will also explore Shakespeare’s plays through drama and role-play.

2B: Poetry

A range of poetry based on the theme ‘Animals’ will be studied throughout the year. Students will develop their analytical and communication skills.

Extension5:

Students should use a thesaurus (or an online thesaurus) to learn new vocabulary that can improve their spoken and written expression. A bank of subject-specific terminology and sophisticated vocabulary will be given to students at the start of each half-term as a starting point.

3A: Revision

A variety of different approaches to revision will be explored and experimented with in lessons, so that students develop their own revision skills and are able to fully prepare for the end of year Literature exam. The end of year exam will focus on Shakespeare and Poetry.

3B: Poetry

A range of poetry based on the theme ‘Animals’ will be studied throughout the year. Students will develop their analytical and communication skills.

Extension6:

Students should use a thesaurus (or an online thesaurus) to learn new vocabulary that can improve their spoken and written expression. A bank of subject-specific terminology and sophisticated vocabulary will be given to students at the start of each half-term as a starting point.

Assessment

Knowledge and Understanding:

K1 - Write in a critical style and develop an informed personal response to texts, using textual references to support interpretations.

K2 - Analyse the language, form and structure used by a writer to create meanings and effects, using terminology.

K3 - Show understanding of the relationships between texts and the historical/social/literary contexts in which they were written.

K4 -  Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Skills:

S1: Identify and interpret ideas in texts, the writer’s purpose and the effect on the reader.

S2: Analyse how writers use language and structure to create effects.

S3: Show understanding of how the social, historical and literary context of a text helps to shape its meaning.

S4: Evaluate texts critically and support interpretations with textual references.

 

S5: Use subject-specific terminology to support interpretations.

S6: Use a range of vocabulary and sentence structures for clarity and effect, with accurate spelling and punctuation.

Knowledge and Understanding:

K5 - Write in a critical style and develop an informed personal response to texts, using textual references to support interpretations.

K6 - Analyse the language, form and structure used by a writer to create meanings and effects, using terminology.

K7 - Show understanding of the relationships between texts and the historical/social/literary contexts in which they were written.

K8 -  Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Skills:

S7: Identify and interpret ideas in texts, the writer’s purpose and the effect on the reader.

S8: Analyse how writers use language and structure to create effects.

S9: Show understanding of how the social, historical and literary context of a text helps to shape its meaning.

S10: Evaluate texts critically and support interpretations with textual references.

 

S11: Use subject-specific terminology to support interpretations.

S12: Use a range of vocabulary and sentence structures for clarity and effect, with accurate spelling and punctuation.

Knowledge and Understanding:

K9 - Write in a critical style and develop an informed personal response to texts, using textual references to support interpretations.

K10 - Analyse the language, form and structure used by a writer to create meanings and effects, using terminology.

K11 - Show understanding of the relationships between texts and the historical/social/literary contexts in which they were written.

K12 -  Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Skills:

S13: Identify and interpret ideas in texts, the writer’s purpose and the effect on the reader.

S14: Analyse how writers use language and structure to create effects.

S15: Show understanding of how the social, historical and literary context of a text helps to shape its meaning.

S16: Evaluate texts critically and support interpretations with textual references.

 

S17: Use subject-specific terminology to support interpretations.

S18: Use a range of vocabulary and sentence structures for clarity and effect, with accurate spelling and punctuation.

Extended Learning:

Students will be set weekly homework tasks that mostly focus on developing their analytical reading skills. Students will also be expected to read a wide range of different types of novels independently at home (students may borrow these from the school’s OLC or from one of the many libraries in Birmingham), which should be recorded in their English reading journal.

Major Resources:

Recommended equipment

Reading book.

Passport.

Pen, pencil, ruler, rubber and pencil sharpener.

A bottle of water.

It would be very beneficial for students to research texts that they are studying in class on the internet, to aid their understanding of plot, character, context, themes and language. For example, by searching for videos on Youtube, or by reading ‘CliffsNotes’ or ‘SparkNotes’ online.

Enrichment opportunities:

There are a variety of extra-curricular clubs on offer which help students to develop their English skills, including ‘Reading Club’ and ‘Poetry Club’.


Food and NutritionHolyhead_logo 2.jpg

In Key Stage 3 Food and Nutrition students will understand and apply the principles of nutrition and health.  In practical sessions they will cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet. The long term aim is for students to become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]. It is important that students understand the source, seasonality and characteristics of a broad range of ingredients.

Key topics to be taught in year 7:

Autumn

Spring

Summer

Introduction to Food & Nutrition

Within this Scheme of Learning students will be introduced to the subject. They will develop an understanding of hygiene and safety within the kitchen, the range of equipment and tools that are used.

  1. Introduction to Food & Nutrition
  2. Food Around the World

Food Around the World

Within this scheme of learning students will be introduced in the various food and dishes from around the world. They will develop an understanding of different  cooking methods, seasonality and sustainability of foods and different food customs.

Assessment

K1 -  Know the names of basic equipment used in practical lessons

K2 - Know about the hazards and risks that can occur in a food practical room.

K3 - Understand the importance of following good hygiene and  

safety procedures when working with food.

S1 - Can weigh and measure ingredients accurately

S2 - Be able to slice, dice, simmer, use the oven and hob.

S3 - Apply basic techniques to make a successful product with or without support

Extension 1

Use various sources of information to research items of labour saving equipment that can be used in the kitchen.

K4 - Have a basic understanding of the role of macro and micronutrients in the diet.

K5 - Know how some foods should be stored to keep the, safe.

K6 - Know what information should be included in a recipe plan.

K6 - Know about the food customs and cultures of a selection of different countries.

S4- Apply a range of basic techniques to make a dish independently

S5 - Apply basic rules of hygiene and safety when making.

S6 - Prepare and use a recipe planner to produce a dish independently.

Extension 2

Practice a range of different cutting techniques that can be demonstrated in practical sessions.

K7 - Know a range of dishes from countries around the world.

K8- Know about a range of cooking techniques that have been adopted by a various countries.

K9- Have an understanding of seasonality and sustainability of foods.

S7 -Cook a repertoire of dishes representative of the different countries.

S8 - Demonstrate a range of different cooking techniques such as stir frying, sauce making, marinating and grilling independently.

S9 - Prepare a dish using ingredients that are in season to ensure availability and, that costs are kept to a minimum.

Extension3
Investigate what is meant by the term “food miles”. How does this affect our choices when it comes to food? What other ethical issues can affect food choice?

Key Topics to be taught in year 8:

Autumn

Spring

Summer

Diet & Health

This scheme of learning has been developed to enable students to learn how to cook a range of dishes safely and hygienically and to apply their knowledge of nutrition. In addition, they will consider the factors that affect food choice, food availability and food waste.

  1. Diet and Health
  2. Making Choices

Making Choices

This scheme of learning has been developed to enable students to learn how to cook a range of dishes safely and hygienically and apply their knowledge of nutrition. In addition, they will consider consumer issues, food and its functions and new technologies/trends in food.

Assessment

K10 - Recall and apply the principles of The eatwell plate and the 8 tips for healthy eating.

K11 - Explain energy and how needs change through life.

K12 - Name the main nutrients, sources and functions;

S10 - Adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of more complex dishes;

S11 - Demonstrate a wider range of food preparation and cooking techniques;

S12 - Apply the principles of food safety and hygiene.

Extension 4

Use www.foodafactoflife to research the energy needs of a range of different people and discuss how and why they differ. Collect a range of current newspaper articles that discuss changes in diets or diet related issues.

K13 - Explain the reasons for food waste.

K14 - Understand how recipes and dishes can be adapted to ensure healthier choices are made.

K15 - Explain the factors that affect food and drink choice.

S13 - Apply the knowledge of a diet for a particular group to plan a dish suitable to meet dietary needs.

S14 - Write clear and concise recipe planner, using subject specific vocabulary, to be able to work independently with a practical session

S15 - Demonstrate how a recipe can be adapted to meet the needs of a particular group.

Extension 5

Use www.bbc.co.uk/schools/gcsebitesize/design/foodtech/ Nutrition properties to test understanding of nutrients.

K16 - Apply the principles of The eatwell plate and relate this to diet through life.

K17 - List and explain the dietary needs throughout life stages

K18 - Investigate information and guidance available to the consumer regarding food labelling, availability.

S16 - Demonstrate a range of food preparation and cooking techniques

S17 -  Independently apply the principles of food safety and hygiene.

S18 - Investigate and discuss new trends and technologies used in food production, processing and cooking.

S19 - Explain the characteristics of ingredients and how they are used in cooking.

Extension 6

Identify and watch a number of TV cooking programs to develop knowledge of finishing techniques.

Extended Learning:

Extended Learning is set every two weeks. Students will choose one short task and one extended task from a home learning menu.

Major Resources:

Recommended equipment:

All ingredients and containers are provided by the school. Students should ensure that they have a bag to carry prepared dishes home in. All students should have a pen, pencil, ruler and eraser  for theory lessons.

Enrichment opportunities:

A Year 7  extra-curricular Cooking Club is run by two members of the department on a Monday night.

Chrome book laptops are available in lessons for research based activities.

The department subscribes to “BBC Good Food “ magazine which is available for students to use.

FrenchHolyhead_logo 2.jpg

In Key Stage 3 French, students use a range of linguistic skills which are consistently developed to ensure success at GCSE. These include listening, reading, speaking and writing skills as well as using a bilingual dictionary, learning how to ‘learn’ new vocabulary, how to communicate verbally and nonverbally and how to pronounce and read new words using French phonics.

In year 7, students of French will start to grasp French grammar by learning how to use tenses. They will also learn how to give positive and negative opinions and how to extend their writing.

In year 8, students will continually build on their previous knowledge from year 7. They will consolidate their learning about tenses. They will understand and communicate information, develop and justify points of view with increased spontaneity independence and accuracy and be ready for further study at KS4.

Key topics to be taught in year 7:

Autumn

Spring

Summer

1A: C’est parti!

We learn how to greet someone, introduce ourselves giving information such as name, age, date of birth.

2A Espions et Vilains

We learn how to introduce someone giving extra details such as hair and eye colour, personality. We learn how to use the present tense of regular -er verbs.

3A: Superheros

We learn how to describe the routine of a superhero using reflexive verbs in the present tense.

1B: Bonjour Culture!

We learn how to describe things using colours and shape. We learn how to describe a piece of art.

2B: Salut Francophonie!

We learn about French speaking countries and how to describe the life of a French speaking person using the present tense of irregular verbs.

3B: En forme!

We learn how to talk about the importance of sport and what sports we like or dislike playing, learning to give extended opinions. We talk about what sports we do depending on the weather

Assessment

For a band 1, I need to:

K1 - greet someone

K2 - say and write my name

S1- say the alphabet

S2- recognise French sounds/ phonics

To progress to band 2, I need to:

K3- say how old I am

K4- say my date of birth

K5- say what I have in my pencil case

S3- use a bilingual dictionary

S4- use a reference list to communicate in the classroom

To progress to a band 3,

 I need to :

K6 - recognise and use colours

K7 - use adjectives

K8- express my opinion

K9 - translate simple sentences

S5- write a short paragraph

S6- describe something

Extension 1 to progress to the next band, I need to :

Practise my language skills using BBC French? GCSE Bitesize/Voki

To progress to band 3, I need to: 

K10- remember subject pronouns

K11- conjugate er- verbs in the present tense

K12- use ‘j’ai and ‘je suis’ correctly

K13- use an opinion + infinitive

K14- use the negative form

S7 - use more ambitious vocabulary using the online French subject specific vocabulary

S8 - write a longer paragraph

To progress to a band 4, I need to :

K15- conjugate -ir/re verbs in the present tense

K16- use the third person: il/ elle/ on

K17- justify my opinions

K18 - write longer passages using the grammar to create new sentences

K19- use a variety of connectives

S9-  write complex sentences

S10 - translate complex sentences

Extension 2: to progress to the next band, I need to:

Extend my vocabulary using the Dualingo app.

To progress to a band 4, I need to:

K20- take part in simple conversations about a daily routine

K21- use reflexive verbs in the present tense

K22- write about the importance of a healthy routine

S11- use long and complex sentences

S12- use sequencing words

S13- create a comic with complex structures

To progress to a band 4, I need to 

K23 - identify sports, give opinions about sports and reasons for these opinions

K24- write about the importance of sport

K25- use ‘il faut’ + the infinitive

K26- use prepositions sur, sous, dans, devant and derrière

K27-create a ‘si clause’ with weather and sport

S14- write a longer paragraph with at least 4 sentences using starters such as ‘certains disent que’.

S15 - have a longer conversation

Extension 3: To progress to the next band, I need to:

Use ‘Storybird’ to create comics. Collect a reader from the department to read for pleasure.

Key Topics to be taught in year 8:

Autumn

Spring

Summer

1A Je suis technophile!

We learn how to talk and write about new technology, what we use regularly and why.

2A J’assure à l’école!

We learn how to talk about school, our subjects and teachers, as well as our future plans.

3A Vive les vacances!

We learn how to talk about where we have been on holiday in the past. We revise the weather in 3 tenses.

1La bonne bouffe!

We learn to talk about what food and drink we like or dislike, giving reasons whether it is good for our health.

2B Le weekend dernier

We learn how to talk about what we did last weekend.

3B Ma ville jumelée!

We learn how to describe where we live and compare that with a town in Jamaica.

Assessment

For a band 4,  I need to: 

K28 - give and justify  my opinion

K29 - use negatives

K30 - use adverbs

K31 - form the immediate future tense

K32 - use  modal verbs

For a band  5, I need to: 

K33 - use 2 tenses effectively

K34 - give a more complex opinion

S16-use different tenses and complex structures

S17- draft and redraft my work

S18- write a long paragraph

S19-give a presentation on your favourite gadget

Extension 4:To progress to the next band, I need to:

Use Quizlet to revise key vocabulary

For a band 5 or to consolidate a band 5, I need to :

K35 - make comparisons

K36 - use ‘il faut’ plus the infinitive

K37 - form the perfect tense with avoir

To progress to a  band 6, I need to 

K38 - use 3 tenses effectively

S20-use three tenses and complex structures

S21-show confidence in using a varied vocabulary

S22- write a detailed letter to a penfriend.

Extension 5: To progress to the next band, I need to:  

Use word-reference.com to extend my vocabulary

For a band 6/ to consolidate a band 6, I need to:

K39 - form the perfect tense with être

K40 - use weather phrases in 3 tenses

K41 - use ‘après avoir’ and ‘après être’

To progress to a band 7, I need to:

K42 - use ‘depuis’

K43 - use ‘c’était’ and ‘il y avait’

K44 - use comparisons in more complex sentences

K45 - use set GCSE phrases

S23- use three or more tenses

S24- give a presentation of a weather forecast

S25-design a holiday brochure

Extension 6: To progress to the next band, I need to: 

Use Storybird to create comics using various tenses and complex structures

Extended Learning:

All students will receive one piece of homework each week. This homework should take between 30 and 60 minutes to complete. Homework set will either take the form of either a learning, reading or written task.  Learning homework will be tested during the lesson it is due in. Homework tasks may include: vocabulary learning, extended writing, research, display work, revision, development of classwork, preparation for presentations, revision/ Evaluation of unit studied/assessment

Major Resources:

Recommended equipment

Pen, pencil, a bilingual dictionary

Enrichment opportunities:

  • use Doddle software to practise and assess learning at home
  • use Chrome books in lessons for research based projects
  • participate in the “Jungle” cross-curricular art project to develop creative skills and increase knowledge of French culture
  • use of google classroom to complete homework and support learning
  • participate in French club at lunchtimes with the French assistant
  • attend Foreign Film Club


GeographyHolyhead_logo 2.jpg

In Key Stage 3 Geography students learn about the world they live in through a scheme of learning called Pole to Pole.  This scheme of learning enables students to gain skills and knowledge through visiting a series of different countries in their lessons.  Students will gain a range of geographical skills which will be crucial to success at GCSE. These include sketching skills, graphical and data analysis, modelling of physical and human features, map reading and an understanding of the structure of the earth.

Key topics to be taught in year 7:

Autumn

Spring

Summer

Dynamic India

We learn about the continents and where people live in the world with a focus on issues in India.  Students will gain knowledge of  densely and sparsely populated places and investigation poverty in India.

UK

We learn about the human and physical features of the UK.  We carry out a fieldwork investigation in Birmingham city centre to familiarise students with investigation skills and data collection.

Ecosystems

We study polar and tropical ecosystems and look at their locations, climate, food chains, stakeholders and the importance of these ecosystems

Assessment

I know how to;

  • K1 - Name the continents and locate them
  • K2 -  Name the oceans and locate them

I know;

  • K3 - what the term population means
  • K4 - the difference between densely and sparsely populated
  • K5 - what slums are like
  • K6 - what child labour is

I can;

  • S1 - I can reflect on feedback given on DIRT tasks and use this to improve my working at band (Organisation)
  • S2 - I can use maps to find out where people live in the world and explain why (map reading)
  • S3 - (Assessment)I can give a balanced opinion on child labour

EXTENSION 1;

  • Research using GCSE bitesize to locate the main physical features of the UK.

I know how to;-

  • K7 - know the 4 countries that make up the UK
  • K8 - Know the keywords associated with rivers
  • K9 - recognise and label a range of map symbols
  • K10 - define urbanisation
  • K11 - Know how cities can be regenerated
  • K12- explain how Birmingham has been regenerated

I can;

  • S4 - I can analyse data from a field study to gain conclusions
  • S5 - I can create graphs using data collected in the field
  • S6 - I can work in a group to investigate an environmental study in Birmingham

EXTENSION 2;

  • Create a fact file on polar ecosystems and tropical rainforests

I know how to;

  • K13 - describe the location of different ecosystems
  • K14 - describe and explain reasons for the climate in these ecosystems
  • K15 - I know a food chain for tropical rainforests and polar ecosystems
  • K16 - explain how animals can adapt  to their climate
  • K17 - explain how these ecosystems are being exploited
  • K18 - explain different people's viewpoints on the development and conservation of these ecosystems

I can;

  • S7 - I can reflect on feedback given on DIRT tasks and use this to improve my working at band (Organisation)
  • S8 - I can create and carry out a presentation on exploitation of ecosystems
  • S9 - (Assessment) - I can use statistics to describe and explain how the ecosystems i’ve studied can be developed (Research)

EXTENSION 3;

  • Research global warming and find out how humans are enhancing it

Key Topics to be taught in Year 8:

Autumn

Spring

Summer

Environment and Resources

We learn about one of the globes biggest issues;Climate change

 Globalisation

We learn about the different rivers of the world, their features and the processes that form them. We also look at flooding in rich and poor countries.

Volcanoes And Earthquakes

We learn about the location, causes, effects and solutions to tectonic hazards through detailed examples from around the world

Assessment

I know how to;

  • K19 - Know the causes, effects and solutions of Global Warming
  • K20 - Know the reasons for the island of Tuvalu disappearing
  • K21 - Know the living organisms can be affected by climate change
  • K22 - Know how coral reefs may change in the future
  • K23 - Know the different stakeholders views on climate change
  • K24 - Know why the Great Barrier is in danger of disappearing

I can;

  • S12 - I can reflect on feedback given on DIRT tasks and use this to improve my working at band (Organisation)
  • S13 - I can research the causes, effects and solutions of Global warming to create a mindmap
  • S14 - I can work in a group to investigate the different views of stakeholders in Tuvalu and The Great Barrier Reef
  • S15 - I can avoid distractions and answer a detailed test in exam conditions based on the environment and resources topic. (Organisation)

EXTENSION 4; 

  • Research the sustainable Masdar city in UAE

I know how to;

  • K25 - I know what sustainability is and how it can be achieved
  • K26 -
  • K27 -  
  • K28 -  
  • K29 - 
  • K30 - 

I can;

  • S16 - I can reflect on feedback given on DIRT tasks and use this to improve my working at band (Organisation)
  • S17 - I can sort the processes of the hydrological cycle into inputs, stores, flows and outputs (Note taking)
  • S18 - I can create and deliver a presentation based on either the processes occurring in a river or a chosen river landform 
  • S19 - I can avoid distractions and answer a detailed test in exam conditions based on the rivers topic. (Organisation)

EXTENSION 5;

  • Using www.usgs.com research the structure of the earth and the distribution of Volcanoes and Earthquakes

I know how to;

  • K31 - Know the different layers of the structure of the Earth
  • K32 - Describe the distribution of tectonic hazards and explain why people live where they occur
  • K33 - Know the 4 major plate boundary types which lead to Tectonic hazards
  • K34 - Categorise different sizes of earthquake and different types of Volcano
  • K35 - Know the effects of volcanoes and earthquakes
  • K36 - Know the management of earthquakes

I can;

  • S20 - I can reflect on feedback given on DIRT tasks and use this to improve my working at band (Organisation)
  • S21 - I can sort the effects of a tectonic hazard into primary and secondary categories (Note taking)
  • S22 - I can research the causes effects and solutions of a specific tectonic event
  • S23 - I can use internet research to complete a newspaper report on a chosen earthquake.(Research)

EXTENSION 6;

  • Define a glacier and research their distribution around the world. Why are they located where they are, and what features can they create in the landscape

Extended Learning:

Extended Learning  is set on a two week rota. However we promote an ongoing homework of watching the news and reading reputable newspapers, National Geographic in order to get a rounded view of the subject and improve general knowledge.

Major Resources:

Recommended equipment

  • Pen
  • pencil
  • Ruler
  • Rubber
  • Coloured crayons

(The minimum is a pen and a pencil, others can be provided where necessary. )

Enrichment opportunities:

  • Ecosystem and microclimate studies on site and at educational facilities
  • Cheddar Gorge to investigate cave formation
  • Carding mill valley to investigate river features and processes
  • Tesco “Farm to Fork” initiative investigating food miles
  • Soho road project investigating crime based on local opinions
  • Dudley Zoo to investigate endangered and extinct species
  • Year 8 camping excursion focusing on physical landscape features and map reading skills
  • Use of Doddle software to assess learning
  • Use of IPad technology, Podcasts to increase research skills
  • USGS, CIA world factbook, BBC bitesize are all effective websites to be used in lessons and at home


History Holyhead_logo 2.jpg

Subject overview:

The study of History at Holyhead focuses upon making sure students gain an understanding as to how the past world has shaped our present. Students study History in a variety of ways, including using documentary evidence and the work of historians to understand how a picture of the past has been created. Students study both local and national History, including the impact of historic events on Birmingham.

Key topics to be taught in year 7:

Autumn

Spring

Summer

Movement and Settlement

Middle Ages

The Tudors

Assessment

Knowledge and Understanding

KU1 What is immigration?

History of Immigration to Britain

KU2 What was the impact of WWII on immigration to Britain?

KU3 Why did people migrate to Britain?

KU4 What issues were faced by people when they emigrated to Britain?

KU5 What impact did immigration have on British culture?

Skills

S1 Putting dates and events into chronological order

S2 Making an inference from a source

S3 Supporting answers by using sources

S4 Assessing the reliability of a source by analysing content and provenance

Knowledge and Understanding

KU6 Why was England’s leadership in crisis in 1066?

KU7 To explain a range of factors as to why William was able to win the Battle of Hastings

KU8 How did William keep control?

KU9 Did a Medieval King have complete power?

KU10 How did people deal with disease in the Middle Ages?

Skills

S5 To explain a range of causes for an event in history

S6 To prioritise the most significant or most important reasons for an event by making a judgement

S7 To explain a range of consequences of an event in history

Knowledge and Understanding

KU11 Why was there a crisis in England’s leadership again in the 1400s?

KU12 To explain reasons why each Tudor monarch was significant

KU13 Which was the most effective Tudor monarch?

KU14 How did Britain establish their world power at this time?

KU15 How far did the power of the monarchy change between Elizabeth I and the modern monarchy

Skills

S8 To explain the significance of key individuals in History

S9 To explain how and why historians represent history and key figures in history in varying ways

S10 Evaluate the effectiveness of key individuals in the Tudor period

Key Topics to be taught in year 8:

Autumn

Spring

Summer

Industrial Era and Slavery

The First World War

The Second World War and the Holocaust

Assessment

Knowledge and Understanding

KU16 How and why did Britain change from an agricultural to an industrial nation?

KU17 Why was there a international slave trade in the 1700s and 1800s?

KU18 Why was it acceptable to buy and sell people in the 1700s?

KU19 What was life like for slaves?

KU20 Did slaves simply accept their position?

Skills

S11 Assessing the reliability of a source by analysing content and provenance

S12 To explain how and why historians represent history in history in varying ways

S13 To explain a range of causes for an event in history

Knowledge and Understanding

KU21 How did two bullets lead to millions of deaths?

KU22 Why did so many men volunteer to fight in WWI?

KU23 What were fighting conditions like during WWI?

KU24 How did the nature of warfare change during WWI?

KU25 How did WWI change British society?

Skills

S14 Assessing the reliability of a source by analysing content and provenance

S15 To explain how WWI has been interpreted by historians

S16 To explain a range of causes for an event in history

Knowledge and Understanding

KU26 To explain why a Second World War broke out. How did Britain find itself in war again?

KU27 What was the position of Germany after WWI and how did this lead to WWII?

KU28 Who was Hitler? How did an extreme party come to power in Germany?

KU29 How did life change in Nazi Germany for Jewish people?

KU30 In what ways was WWII different to WWI? Same war different dates?

KU31 How did the Nazis enforce a Final Solution?

Skills

S17 To explain a range of reasons why people and events are significant in History

S18 To explain change and continuity across time periods

S19 To explain a range of causes and consequences for events in history

Extended Learning:

Students will be given homework in the form of projects which will build upon their knowledge in lessons.

The extended Learning topics will be supplementary to the topics they study in order for students to gain a greater contextual knowledge of the time periods they study in lessons.

Major Resources:

Recommended equipment

  • A pen is essential for all History lessons
  • Pencil
  • Ruler

(The minimum is a pen and a pencil, others are  available where necessary.)

Enrichment opportunities:

There will be opportunities to make visits to historic sites throughout the year.

Previous visits have included: Goodrich Castle, Newman Brothers Coffin Works, Ironbridge, Horrible Histories Theatre Performances.


Computing and ICTHolyhead_logo 2.jpg

In Key Stage 3, students will develop key skills and a strong knowledge base of computing and ICT concepts, which will be crucial to success at GCSE. The KS3 course has been developed so that the content relates directly to the content covered within the GCSE courses offered at KS4. The content includes learning how to use technology safely, securely and efficiently, as well as how to use software such as multimedia, spreadsheets and databases. Students will learn how to write code in various languages such as Scratch, Small Basic and Python. Students will look at the basic architecture of computer system in terms of Input, Output, Processing and Storage devices. The content is split into units of work which will increasingly challenge students. Assessments will be built into the units of work to track progress and familiarise students with key examination techniques, required to succeed at KS4.

Key topics to be taught in year 7:

Autumn

Spring

Summer

1.   Baseline Test

2.   Issues of Computer Use

3.   Knowledge of Computing

1.   Programming in Scratch

2.   Spreadsheets

3.  Number Systems – Binary &   Logic Gates.

1.   Programming in Small Basic

2.   Databases

3.   Baseline Test

Assessment

Knowledge and Understanding:

I know how to;

 

K1 – stay safe when online.

K2 – Report issues of Cyber bullying.

K3 –Keep upto date with threats on the Internet.

K4 – create sensible folder structures using sensible names.

K6 - recognise different logic gate symbols, AND, OR and NOT.

K7 - recall what ASCII is

K8 - explain the difference between a LAN and aWAN

Skills:

I can;

S1 - Be able to deal with threats on the Internet.

S2 - identify input, output, processing and storage devices.

S3 - explain the difference between Hardware and Software.

S4 – Backup and Archive Data.

S5 - identify different file formats and their sources.

S6 - use basic relational operators, < >.

S7 - transfer data using different methods (wired, wireless)

 

EXTENSION 1;

 

Research using BBC news website 2 new technologies released within the last 12 months.

 

Knowledge and Understanding:

I know how to;

 

K9 - interact with the scratch application

K10 – navigate around a spreadsheet, and locate the various tools.

K11 – explain the difference between data and labels.

K12 - I have a basic understanding of Selection routines

K13 - Define the term algorithm.

K14 – identify the various parts of a Spreadsheet.

Skills:

I can;

.

S8 – create Sprites using Scratch.

S9 – create a sequence of simple steps using Scratch.

S10 – create a moving Sprite using Scratch.

S11 – can use/create backgrounds using Scratch.

S12 - use simple formulae using + - * etc.

S13 - create a basic graph or chart with some labeling

S14 - use SUM and/or the Autosum feature

S15 - complete truth tables for logic gates, AND, OR and NOT.

S16– format content and layout of a Spreadsheet.

S17 – convert Binary numbers to Decimal and vice versa.

EXTENSION 2;

 

Research using GCSE bitesize, how to add binary numbers together.

 

Knowledge and Understanding:

I know how to;

 

K15 - give an example of a simple database.

K16 - recall examples of paper-based databases.

K17 - explain the purposes and use of databases.

Skills:

I can;

S18 – create a sequence of simple steps using a Small Basic

S19 – use Input/Output statements in Small Basic.

S20 – create a selection routine using the IF statement in Small Basic.

S21 – create an Iteration routine using the FOR statement in Small Basic.

S22 – give an example of a simple database

S23- open an existing database and add data.

S24 –sort and filter data.

S25- import a text file.

S26 - add data and additional fields to an existing database table

S27– create queries to interrogate a database.

S28– present information in the form of a report.

  

EXTENSION3;

 

Research how the internet works.

Key Topics to be taught in year 8:

Autumn

Spring

Summer

1.   Issues of Computer Use

2.   Flowol

3.   Publishing on the web

 

4.   Knowledge of computing

5.   Small basic

6.   Number Systems - Hexadecimal

7.   Spreadsheets

8.   Programming in Python

9.   Little Man Computer 

Assessment

Knowledge and Understanding:

I know how to;

 

K18 – identify potential threats to data on my computer from various sources.

K19 - explain copyright law, The Data Protection Act, and The Computer Misuse Act.

K20 – identify various techniques to keep files files and folders in and ordered manner.

K21 – explain methods and strategies used to backup and archive data.

K22 - explain how moral and ethical issues affect computer use

K23 – explain why sensors are used to control devices, and their benefits.

K24  –  identify various types of sensors.

K25 –identify the requirements of an effective website.

K26 –identify the various parts of a website.

K27 – identify content in relation to audience and purpose.

K28 – recognize various file formats and what they are used for within a website.

Skills:

I can;

S30 - use various tools to organise folders and files.

S31 - use various storages devices to backup and archive data.

S32 – control devices using various sensors.

S33 – test systems to see if they function correctly.

S34 – use web development software to create a basic website.

S35 – create and carry out basic formatting to Images.

S36 – create and edit audio files.

EXTENSION 4;

Research and come up with and idea for a successful app that does not yet exist.

 

Knowledge and Understanding:

I know how to;

 

K29- recall the features of an Operating System and its purpose.

K30 -  explain what a CPU is

K31 - suggest storage devices for a given scenario.

K32- evaluate appropriate devices for a given scenario.

K33 - explain a range of network topologies.

K34 - explain why we need programming languages.

K35 - create algorithms.

K36 – explain the Hexadecimal number system

Skills:

I can;

S37 - confidently use the basic functions of an operating system.

S38 - convert binary codes to their respective Alphanumeric characters.

S39 - Create simple programs to display text.

S40 - I can programme using calculations.

S41 - I can create shapes and patterns using programming.

S42 – convert hexadecimal numbers to Decimal and vice versa.

S43 – convert hexadecimal numbers to Binary and vice versa.

 

EXTENSION 5;

 

Research using GCSE bitesize, how to add convert from Binary to Hexadecimal and Vice versa.

Knowledge and Understanding:

I know how to;

 

K37 - explain the benefits of a spreadsheet and how a spreadsheet works.

K38- explain what validation is and what it is used for.

K39 – explain what a CPU is.

K40 – identify the various functions of the CPU.

Skills:

I can;

S44 – set validation rules.

S45 – use a wide variety data types.

S46 – use functions, Max, Min, Average, Countif etc..

S47 – use formulae correctly.

S48 – format charts and graphs appropriately. 

S49 – navigate around the Python IDE.

S50 – correctly use the Input / Output statement in Python.

S51 – correctly use the Selection statements in Python.

S52 – correctly use the Iteration statements in Python.

S53 – create a basic program in Python.

S54 –debug basic issues with Python programs.

 EXTENSION 6;

 

Download Python on the home computer and write simple code.

Extended Learning:

Extended Learning  is set on a two week rota. However, we promote an ongoing homework of keeping up to date with new technologies by watching the news and reading reputable magazines and newspapers, in order to get a rounded view of the subject and improve general knowledge.

Major Resources:

Recommended equipment

Passport.

Pen, pencil, ruler, rubber and pencil sharpener.

USB memory stick, to take electronic copies of work home.

A bottle of water.

Enrichment opportunities:

The use of Dynamic learning and Doddle software to access learning from home.

Computing club.

Literacy Support Holyhead_logo 2.jpg

Subject overview:

In literacy, we aim to develop the skills and knowledge of students who didn’t quite achieve level 4 in English at the end of Key Stage 2.  Our aim is to develop student’s basic literacy skills in order to make them independent learners when they are reintegrated into mainstream classes.

We aim to make students competent by developing grammar skills, punctuation skills, reading and comprehension skills as well as developing their working memory, cognition and speech, language and communication skills.

The Lexia Reading Programme - which develops student’s literacy skills in the above areas is integral to the Literacy Support programme.  This programme will run throughout the year until it is completed.  It would be very useful if this programme is downloaded at home in order for it to be used as a homework tool and to enable students to work through the programme at home to reinforce skills..

Key topics to be taught in year 7:

Autumn

Spring

Summer

Lexia Reading Programme.

Lexia Reading Programme.

Lexia Reading Programme.

Assessment

  • Punctuation (k1)
  • Spellings/vocabulary (k2)
  • Reading (k3)

  • I can punctuate sentences correctly.(s1)
  • I can identify sentences that are not punctuated correctly.(s2)
  • I can improve my sentence structure by choosing and using effective vocabulary.(s3)

  •  I will be able to read

            and understand a      

           range of text.(s4)

Extension 1:

 Students can access programmes like Espresso, bbc.bitesize and www.educationquizzes.com/ks3/english to further develop their literacy skills.

There are also Lexia development sheets to reinforce their use of literacy.

  • Grammar (k4)
  • Spellings/plurals (k5)
  • Reading (k6)

  • I can ensure that sentences are grammatically correct.(s5)
  • I am confident in using and spelling plurals.(s6)
  • I can read and interpret more challenging text (s7)

  • I am confident in choosing and using the correct word ending (s8)

Extension 2:

Students can access programmes like Espresso,  bbc.bitesize and www.educationquizzes.com/ks3/english to further develop their literacy skills.

There are also Lexia development sheets to reinforce their use of literacy.

  • Reading Comprehension (k7)
  • Spellings/Silent e (k8)
  • Develop creative writing skills (k9)

  • I can read, write and understand more complex sentences.(s9)
  • I am confident that I can understand and use words containing the silent e (s10)
  • I can competently write creatively and descriptively. (s11)
  • I am able to structure written responses using PEE - point, evidence and explain.(s12)
  • I am able to use connectives to link sentences. (s13)

Extension 3:

 Students can access programmes like Espresso,  bbc.bitesize and www.educationquizzes.com/ks3/english to further develop their literacy skills.

There are also Lexia development sheets to reinforce their use of literacy.

Key Topics to be taught in year 8:

Autumn

Spring

Summer

*For students who have not completed the Lexia  Programme in Year 7,  will continue to work through the programme.

* Lexia Reading Programme.

  • Punctuation 2 - reinforce and use spelling skills previously taught.(K10)
  • Spellings/vocabulary 2 - learn more complex spelling strategies. (K11)
  • Reading 2 - Read for meaning and making inferences. (K12)

Extension 4:

Students can access programmes like Espresso,  bbc.bitesize and www.educationquizzes.com/ks3/english to further develop their literacy skills.

*For students who have not completed the Lexia  Programme in Year 7,  will continue to work through the programme.

  • Development and reinforcement of tenses - past, present and future tenses.(K13)

  • Development of Comprehension Skills - literal and inferential. (K14)

 

Extension 5:

Students can access programmes like Espresso,  bbc.bitesize and www.educationquizzes.com/ks3/english to further develop their literacy skills.

*For students who have not completed the Lexia  Programme in Year 7,  will continue to work through the programme.

  • Development of writing skills

            Writing of paragraphs

            Writing for accuracy

            Creative and extended

            writing

            News articles  (K15)

To also include the use of adjectives, adverbs and conjunctions. (K16)

  • Writing book reviews
  • Character studies  (K17)

               

 

Extension 6:

Students can access programmes like Espresso,  bbc.bitesize and www.educationquizzes.com/ks3/english to further develop their literacy skills.

Assessment

Assessments will assess the above knowledge and skills acquired.

There will be assessments at the end of each term.

Assessments will assess the above knowledge and skills acquired.

There will be assessments at the end of each term.

Assessments will assess the above knowledge and skills acquired.

There will be a final assessments at the end of the year.

Extended Learning:

The students will be provided with a variety of grammar and punctuation challenges for homework tasks.

Students will also be provided with Lexia Skills Builder sheets to reinforce skills and activities that they will work through during lesson time.

Handwriting booklets for those students whose handwriting skills are not yet developed.

Major Resources:

Recommended equipment:

  • Access to computers for the Lexia Programme.
  • Access to printer to print Lexia Resources.
  • Passports to learning.
  • Pen, pencils, rulers and other relevant stationery.

Enrichment opportunities:

All students will be given the opportunity to work within Literacy Support room at lunch time to gain support with their homework.

Mathematics (Higher) Holyhead_logo 2.jpg

In Key Stage 3 Mathematics we aim to ensure that students:  

Key Topics to be taught in year 8:

Autumn

Spring

Summer

I can:

S37: understand place value in decimals including ordering.

S38: use four operations with positive and negative numbers.

S39: use BIDMAS to carry out order of operations.

S40: round and find errors.

S41: use power laws.

S42: write small numbers in standard form.

S43: find roots.

S44: use prime factors to find LCM and HCF.

S45: use four operations with fractions.

S46: change between fractions, decimals and percentages.

S47: simplify expressions.

S48: expand/factorise expressions.

E4: Research how to find surface area.

I can:

S49: solve equations and inequalities.

S50: use formulas.

S51: generate sequences and find the rule.

S52: draw straight/quadratic graphs and use to solve.

S53: find percentage of an amount.

S54: increase/decrease by a percentage.

S55: find percentage change.

S56: find original value from a percentage change.

S57: find missing angles around a point and between parallel lines.

S58: find interior/exterior angles of a polygon.

S59: give bearing of one point from another.

S60: find perimeter and area of 2D shapes including surface area.

S61: find volume of prisms.

E5: Find out how to draw a triangle given three sides.

I can:

S62: use ratio and proportion to solve problems.

S63: find probabilities

S64: use Venn diagrams to display sets and solve problems.

S65: draw bar charts and frequency polygons.

S66: draw pie charts.

S67: draw scatter graphs and use line of best fit.

S68: find averages from a table.

S69: transform a shape.

S70: enlarge by positive/negative and fractional scale factors.

S71: use Pythagoras theorem.

S72: use trigonometry to find missing sides/angles.

S73: construct triangles, perpendiculars and bisectors.

S74: change between units.

S75: find compound measures.

S76: use scales.

E6: Find out what happens to area/volume when length is changed by a scale factor.

Assessment

Assessments will consist of two types:

  1. Unit tests will take place every 2 weeks at the end of a unit.
  2. AP assessments which will take place at each academic profile throughout the year covering work from the units completed.

Extended learning :

Extended Learning will be set most times on www.mymaths.co.uk on a weekly basis.  Students have a school and individual login given by their teacher. Students can attempt the homework as many times as they would like to improve their score.

Major Resources:

Recommended equipment

Pen

Pencil

Ruler

Scientific calculator

Enrichment opportunities:

Students can use the following: www.mymaths.co.uk, bbc bitesize and Maths VLE to do any independent learning.  The Mathematics department also run a Chess and Games club and Maths clinic on a weekly basis for students.

Mathematics (Foundation) Holyhead_logo 2.jpg

In Key Stage 3 Mathematics we aim to ensure that students:  

Key topics to be taught in year 7:

Autumn

Spring

Summer

I can:

S1: understand and use place value.

S2: add and subtract numbers including decimals.

S3: multiply numbers.

S4: divide numbers.

S5: understand negative numbers on a number line.

S6: carry out order of operations using BIDMAS.

S7: round numbers.

S8: find multiples/LCM.

S9: find factors/HCF.

S10: simplify and find equivalent fraction.

S11: add and subtract fractions.

S12: change between fractions, decimals and percentages.

S13: multiply and divide fractions.

S14: find fraction/percentage of an amount.

E1: construct triangles.

I can:

S15: understand properties of shapes and measure/draw angles.

S16: find angles around a point.

S17: find missing angles in triangles and quadrilaterals.

S18: construct triangles.

S19: find perimeter.

S20: find area of rectangles and triangles.

S21: find volume of cuboids.

S22: simplify expressions.

S23: expand a bracket.

S24: factorise using single bracket.

S25: solve equations.

S26: use formulas.

S27: generate sequences and find the rule.

S28: read and plot coordinates.

S29: draw straight line graphs.

E2: draw pie charts

I can:

S30: describe an event happening and use a probability scale.

S31: calculate probabilities.

S32: read and complete bar charts, pictograms and line graphs.

S33: draw pie charts.

S34: find averages.

S35: transform a shape.

S36: use ratio and direct proportion to solve problems.

S37: convert between units.

S38: use scales.

E3: find probability based on experiments.

Assessment

Assessments will consist of two types:

  1. Unit tests will take place every 2 weeks at the end of a unit.
  2. AP assessments which will take place at each academic profile throughout the year covering work from the units completed.

Key Topics to be taught in year 8:

Autumn

Spring

Summer

I can:

S39: order decimals.

S40: use formal method to multiply numbers

S41: use formal method to divide numbers

S42: use four operations with negative integers.

S43: use order of operations

S44: round integers and decimals.

S45: use powers and roots.

S46: write large numbers in standard form.

S47: find lowest common multiple and highest common factor.

S48: find prime factor decomposition of a number.

S49: use four operations with fractions.

S50: find fraction/percentage of a quantity.

E4: use Pythagoras theorem.

I can:

S51: find missing angles.

S52: find the perimeter of shapes including circumference.

S53: find the area of 2D shapes.

S54: find the volume of prisms.

S55: use Pythagoras theorem.

S56: simplify/write  expressions.

S57: expand and factorise.

S58: solve equations.

S59: write and use formulas.

S60: generate sequences and find the rule.

S61: draw straight line graphs.

E5: draw scatter graphs.

I can:

S62: use probability scale.

S63: find theoretical probability.

S64: use Venn diagrams to display sets.

S65: draw bar charts, pictograms and pie charts.

S66: draw scatter graphs and use a line of best fit.

S67: find averages and compare distributions.

S68: find percentage of an amount.

S69: increase/decrease an amount by a percentage.

S70: use ratio and direct proportion to solve problems.

S71: transform a shape.

S72: convert between units.

S73: calculate speed/distance/time.

S74: use scales.

E6: use Venn diagrams to find probabilities.

Assessment

Assessments will consist of two types:

  1. Unit tests will take place every 2 weeks at the end of a unit.
  2. AP assessments which will take place at each academic profile throughout the year covering work from the units completed.

Extended Learning:

Extended Learning will be set most times on www.mymaths.co.uk on a weekly basis.  Students have a school and individual login given by their teacher. Students can attempt the homework as many times as they would like to improve their score.

Major Resources:

Recommended equipment

Pen

Pencil

Ruler

Scientific calculator

Enrichment opportunities: Students can use the following: www.mymaths.co.uk, bbc bitesize and Maths VLE to do any independent learning.  The Mathematics department also run a Chess and Games club and Maths clinic on a weekly basis for students.

Mathematics (Support) Holyhead_logo 2.jpg

In Key Stage 3 Mathematics we aim to ensure that students:  

Key topics to be taught in year 7:

Autumn

Spring

Summer

I can:

S1: understand and use place value.

S2: read and write numbers in numerical and word form.

S3: compare and order numbers.

S4: add and subtract numbers.

S5: multiply numbers.

S6: round numbers.

S7: find multiples and factors.

S8: find fraction of an amount and equivalent fractions.

S9: add and subtract fractions.

S10: find symmetry in shapes.

S11: identify different shapes - triangles and quadrilaterals.

S12: build nets of 3D shapes.

E1: use formal method to divide numbers.

I can:

S13: find missing angles around a point.

S14: find missing angles in triangles and quadrilaterals.

S15: find perimeter of squares and rectangles.

S16: find area of squares, rectangles and triangles.

S17: simplify expressions.

S18: expand a single bracket.

S19: solve one step equations.

S20: use formulas.

S21: continue a sequence and find the rule.

S22: plot points.

S23: draw graphs of one step functions.

S24: understand probability and how it can be represented on a scale.

S25: find theoretical probability.

E2: use BIDMAS to carry out order of operations.

I can:

S26: read and complete frequency tables.

S27: read and complete bar charts.

S28: read and complete pictograms and line graphs.

S29: find averages.

S30: transform a shape.

S31: convert between units.

S32: calculate with money.

S33: read scales.

S34: add and subtract decimals.

S35: divide numbers.

S36: carry out order of operations using BIDMAS.

S37: square/cube a number.

S38: multiply fractions.

S39: divide fractions.

E3: convert between mixed numbers and improper fractions.

Assessment

Assessments will consist of two types:

  1. Unit tests will take place every 2 weeks at the end of a unit.
  2. AP assessments which will take place at each academic profile throughout the year covering work from the units completed.

Key Topics to be taught in year 8:

Autumn

Spring

Summer

I can:

S40: understand and use place value.

S41: add and subtract numbers including decimals.

S42: multiply numbers.

S43: divide numbers.

S44: understand negative numbers on a number line.

S45: carry out order of operations using BIDMAS.

S46: round numbers.

S47: find multiples/LCM.

S48: find factors/HCF.

S49: simplify and find equivalent fraction.

S50: add and subtract fractions.

S51: change between fractions, decimals and percentages.

S52: multiply and divide fractions.

S53: find percentage/fraction of an amount.

E4: construct triangles.

I can:

S54: understand properties of shapes.

S55: find angles around a point.

S56: find missing angles in triangles and quadrilaterals.

S57: construct angles and triangles.

S58: find perimeter.

S59: find area of rectangles and triangles.

S60: find volume of cuboids.

S61: simplify expressions.

S62: expand a bracket.

S63: factorise using single bracket.

S64: solve equations.

S65: use formulas.

S66: generate sequences and find the rule.

S67: read and plot coordinates.

S68: draw straight line graphs.

E5: draw pie charts.

I can:

S69: describe an event happening and use a probability scale.

S70: calculate probabilities.

S71: read and complete tally, bar charts, pictograms and line graphs.

S72: draw pie charts.

S73: find averages.

S74: transform a shape.

S75: use ratio and direct proportion to solve problems.

S76: convert between units.

S77: use scales.

E6: find experimental probability.

Assessment

Assessments will consist of two types:

  1. Unit tests will take place every 2 weeks at the end of a unit.
  2. AP assessments which will take place at each academic profile throughout the year covering work from the units completed.

Extended Learning:

Extended Learning  will be set most times on www.mymaths.co.uk on a weekly basis.  Students have a school and individual login given by their teacher. Students can attempt the homework as many times as they would like to improve their score.

Major Resources:

Recommended equipment

Pen

Pencil

Ruler

Scientific calculator

Enrichment opportunities: Students can use the following: www.mymaths.co.uk, bbc bitesize and Maths VLE to do any independent learning.  The Mathematics department also run a Chess and Games club and Maths clinic on a weekly basis for students.

Functional Mathematics (Yr7)  Holyhead_logo 2.jpg

In Key Stage 3 (Subject),

The Level 1 Functional Skills qualification in Mathematics assesses the following three interrelated process skills:1 Representing

·  understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine

·   identify and obtain necessary information to tackle the problem

·    select mathematics in an organised way to find solutions

2 Analysing

·         apply mathematics in an organised way to find solutions to straightforward practical problems for different purposes

·         use appropriate checking procedures at each stag

3 Interpreting

  interpret and communicate solutions to practical problems, drawing simple conclusions

Key topics to be taught in year 7:

Autumn

Spring

Summer

Numbers, Arithmetic, Fractions, decimals, ratios and Percentages

 

 

We learn about

 Using whole numbers and understand negative numbers in practical contexts

 Adding, subtracting, multiplying and dividing whole numbers using a range of strategies

 Understanding the  equivalences between common fractions, decimals and percentages

 Adding and subtracting decimals up to two decimal places

Solving simple problems involving ratio, where one number is a multiple of the other

Substitute numbers into formulas, Convert measurements, Areas and Perimeters

 

We learn about:

·         Using simple formulae expressed in words for one- or two-step operations

·         Solving problems requiring calculation, with common measures, including money, time, length, weight, capacity and temperature

·         Converting units of measure in the same system

Working out areas and perimeters in practical situations

Geometric shapes, Collect and record data and present, Averages-mean-median-mode-range and Probability

 

We learn about:

·         Constructing geometric diagrams, models and shapes

·         Extracting and interpreting information from tables, diagrams, charts and graphs

·         Collecting and recording discrete data and organise and represent information in different ways

·         finding mean and range

Using data to assess the likelihood of an outcome

Assessment

I know how to:

K1 - write a number in words and in figures

K2 - order whole numbers and place value and solve factors, multiples

K3 - read temperatures and use the terms Odd, even, multiple and Factor

K4 - add, subtract, multiply and divide positive and negative whole numbers

K5 - Convert between fractions and decimals and percentages

K6 - Use percentage to solve problems

 

 

I can:

 

S1 – Solve and create Number problems and common fractions, decimals and percentages.

S2 – Solve and create practical Ratio problems and select a suitable method to find the solution.

S3 – Communicate solutions to practical problems with my peers

Extension 1:

Assessment practice questions on number, ratio, fractions and percentages Topic pages 44-47

Activities on Numbers, Arithmetic, Fractions, decimals, ratios and Percentages on MyMaths and Active teach.

I know how to:

K7 – Identify correct notation for time, 12- and 24-hr clock

K8 – Convert metric units to metric units

K9 – Understand and use compound measures, including speed

K10 – Draw straight line graphs for real life graphs

K11 - Measure shapes to find perimeters and areas

K12 - Calculate area and perimeter of compound shapes

 

I can:

 

S4 – Use a clock and test peers which for correct notation for time, 12- and 24-hr clock

S5 – Measure the heights of peers and other objects and convert to correct metric units.

S6 – accurately draw and label graphs.

 

 

Extension 2:

Assessment practice questions on Time, Formula, Area and perimeter Topic pages 90-93

Activities on Substitute numbers into formulas, Convert measurements, Areas and Perimeters

on MyMaths and Active teach.

I know how to:

K13 - Collect data using various methods

K14 - Produce: Pictograms, bar charts, pie charts, dual bar charts

K15 – Produce frequency diagrams for grouped discrete data

K16 – Interpret and discuss the data

K17 – Compare the mean and range of two distributions

K18 - Put events in order of likelihood on a probability scale

 

I can:

 

S7 – accurately draw and interpret graphs, pie charts and discuss results with peers.

S8 – discuss with peers and distinguish between events which are: impossible, unlikely, equal chance, likely, and certain to occur

S9 – Mark events and/or probabilities on a probability scale of 0 to 1

Extension 3:

Assessment practice questions on Averages, probability and shapes Topic pages 119-122

Activities on Geometric shapes, Collect and record data and present, Averages-mean-median-mode-range and Probability on MyMaths and Active teach.

Extended Learning:

The purpose of the course to understand real life functional maths problems and students are guided to MyMaths to complete topic puzzles and Homework sheets.

Major Resources:

Recommended equipment

Compass, rulers, protractors, pens, pencils, erasers and calculators.

 

Enrichment opportunities:

Students can access programmes like MyMaths, bbc.bitesize and http://www.proprofs.com/quiz-school/story.php?title=functional-skills-maths-revision-quiz, http://www1.edexcel.org.uk/fs-onscreen-sams2/m1/,  to further develop their Mathematical skills.

Students are also given the opportunity to attend Numeracy Club every Thursday.


MusicHolyhead_logo 2.jpg

In Key Stage music students study a broad and diverse curriculum that allows the student to develop their performing, composing and ensemble skills, whilst developing their knowledge on different musical styles and cultures.

In year 7 students start the year by learning new keyboard skills. They will perform and develop their skills individually. Students will then move on to group work/ensemble skills where they learn how to perform and rehearse as a small band. Students will also develop their knowledge of different musical cultures from around the world by performing traditional gamelan, samba and chinese music as a whole class.

I year 8 students will develop these skills on a deeper level. Particularly using technology software. Students will develop the skills needed to build and compose their own music using sequencing software. As well as this they continue to develop their musicianship skills by performing pop songs as a small band.

Key topics to be taught in year 7:

Autumn

Spring

Summer

1A Students will develop their keyboard skills in the right hand and hands together. They will develop these skills by performing modern pop songs following notated keyboard music

1B Students will develop their composing and music ICT skills. They will develop these skills by composing their own piece that reflects a quite beach, a lively samba parade or a dark and cold night. They will compose their piece using samples and simple melodies on Garage band

2: Students will develop their ensemble and group working skills. `They will develop these skills by performing modern pop songs and christmas songs in small groups. Each member of the group will need to carry out a musical responsibility and group responsibility.

Music Responsibilities;

  • Singer
  • Chord player
  • Bass Line player
  • Percussion player
  • Melody player

Group Responsibilities;

  • Organiser x2
  • Leader
  • Scribe
  • Time Keeper

3: Students will develop knowledge and understanding or different genres and traditions of music from around the world. Students will explore traditional chinese music, Samba music in Brazil and Gamelan music in Indonesia. Students will develop their knowledge and skills from a variety of comprehensive tasks, solo keyboard performances and whole class performances on percussion and xylophones.

Assessment

1A: S1 I can demonstrate co-ordination on my instrument

1A: S2 I can play a simple tune with no errors

1A: S3 I can play melodies fluently

1A: S4 I can play a melody and bass line with attention to detail

1B: S5 I can select/choose sounds and samples

1B: S6 I can select/choose appropriate sounds that meet the brief

1B: S7 I can order samples in a creative way

1B: S8 I can create a simple composition that has a sense of structure

1B: S9 I can compose simple melodies and rhythms with a small set of notes

Musical Skills;

S10: I can play in time with others

S11: I can play my part fluently in time with others

S12: I can play a more complex part with attention to detail in time with others

S13: I can co-ordinate my part with others and consider timing

Group Working Skills

S14: I can show ability to work as a team

S15: I can make a limited contribution to a team composition

S16: I can share my ideas with others

S17: I can work within the given time allocation

S18: I can make a significant contribution to a group

S19:  I can play a simple tune with no errors

S20: I can play melodies fluently

S21:  can play my part fluently in time with others

S22: I can co-ordinate my part with others and consider timing

S23:  I can perform more than one part with fluency and accuracy in time with others

K1: I can name some of the instruments from Samba, African Drumming, Gamelan and Chinese music 

K2: I can identify some of the key features of Samba, Gamelan and Chinese music 

K3:I understand the social and cultural background of Samba, African Drumming, Gamelan and Chinese music. 

K4: I can evaluate and suggest areas of improvement to my peers using musical vocabulary. 

Key Topics to be taught in year 8:

Autumn

Spring

Summer

Students will further develop their composing and keyboard skills using music ICT. Students will develop these skills by arranging their own remix of a popular song using reason software

Students will further develop their ensemble and group working skills by performing modern pop songs and christmas songs in small groups. Each member of the group will need to carry out a musical responsibility and group responsibility.

Music Responsibilities;

  • Singer
  • Chord player
  • Bass Line player
  • Percussion player
  • Melody player

Group Responsibilities;

  • Organiser x2
  • Leader
  • Scribe

Time Keeper

Students will further develop their composition skills by composing a pop song in small groups using live instruments.

Assessment

S24: I can record a simple composition that has a sense of structure

S25: I can record simple melodies and bass lines

S26: I can record simple melodies and bass lines within extended structures

S27: I can experiment with tempo/effects and editing within my composition

S28: I can record contrasting section within structures

Musical Skills

S29: I can perform my a part in time with others

S30: I can perform significant/complex parts in time with others

S31: I can perform more than one part with fluency and accuracy

S32: I can make expressive use of rhythm dynamics and texture

Group Working Skills

S33: I can make a limited contribution to a team composition

S34:I can work within the given time allocation

S35: I can make a significant contribution to a group

S36: can support others and compose parts for members of my group 

S37: I can lead the group to a successful performance/compositions 

Composing Skills

S38: 2+ I can compose simple chords and bass lines for a chorus

S39: I can compose chords and bass lines for a verse and chords

S40: I can compose melodies/chords/bass lines within extended structures including middle 8’s/bridges/ intro’s and outro’s

S41: I can compose a highly imaginative and original composition

Extended Learning:

Students have the opportunity to extend their musical skills by attending Keyboard club and music technology at lunchtimes. Students working on ensemble performance can book the practise rooms during lunchtimes and after school.

Major Resources:

Recommended equipment

Enrichment opportunities:

Keyboard Club, Technology Club, Samba Band, Jazz Band, Gospel Choir, Dhol Club, Drum Kit Lessons, Keyboard Lessons, String Lessons, Brass Lessons, Woodwind lessons, Electric/Bass Guitar.

PEHolyhead_logo 2.jpg

In Key Stage 3 Physical Education a high-quality curriculum inspires all students to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

The aims are as follows;

Students should become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

Key topics to be taught in year 7:

Autumn

Spring

Summer

Core skills

Football

Basketball

Netball

Hockey

Badminton

Rugby

Healthy Lifestyles*

*Content to be taught through practical lessons

Handball

Problem Solving

Orienteering

Fitness

Dance

Football

Basketball

Netball

Hockey

Badminton

Rugby

Components of fitness*

Athletics

Tennis

Softball

Rounders

Cricket

Training methods*

Within each area of activity, students will be taught to use a range of tactics and strategies to overcome opponents in direct competition through team and individual games, develop their technique and improve their performance in other competitive sports, perform dances using a range of dance styles and forms, take part in problem solving activities which present intellectual and physical challenges and be encouraged to work in a team, developing skills to solve problems, either individually or as a group, analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best.

Assessment

I know how to:

K1 - execute a shot/skill using the key points

K2 - select and apply the correct shot/skill in competitive and non-competitive situations

K3 - provide effective feedback in order to improve performance

K4 - prepare the body for exercise and how to recover from exercise safely

K5 - lead an active and healthy lifestyle

I can:

S1 - perform a range of shots/skills appropriate to the activity

S2 - perform a range of shots/skills with good control and accuracy

S3 - perform and range of shots/skills with increased success in order to outwit my opponent

S4 - use a combination of shots/skills with some success in a competitive situation

Extension task 1

Research the key-words Aerobic endurance and Muscular endurance then link to specific activities.

Research can be done through books, magazines, library or the internet.

I know how to:

K1 - execute a shot/skill using the key points

K2 - select and apply the correct shot/skill in competitive and non-competitive situations

K3 - provide effective feedback in order to improve performance

I can:

S1 - perform a range of shots/skills appropriate to the activity

S2 - perform a range of shots/skills with good control and accuracy

S3 - perform and range of shots/skills with increased success in order to outwit my opponent

S4 - use a combination of shots/skills with some success in a competitive situation

Extension task 2

Research the key-words speed and power and to link to specific activities.

Research can be done through books, magazines, library or the internet.

I know how to:

K1 - execute a shot/skill using the key points

K2 - select and apply the correct shot/skill in competitive and non-competitive situations

K3 - provide effective feedback in order to improve performance

I can:

S1 - perform a range of shots/skills appropriate to the activity

S2 - perform a range of shots/skills with good control and accuracy

S3 - perform and range of shots/skills with increased success in order to outwit my opponent

S4 - use a combination of shots/skills with some success in a competitive situation

Extension task 3

Research the key word Flexibility and Muscular strength to link to specific activities.

Research can be done through books, magazines, library or the internet.

Key Topics to be taught in year 8:

Autumn

Spring

Summer

Core skills

Football

Basketball

Netball

Hockey

Badminton

Rugby

Healthy Lifestyles*

*Content to be taught through practical lessons

Handball

Problem Solving

Orienteering

Fitness

Dance

Football

Basketball

Netball

Hockey

Badminton

Rugby

Components of fitness*

Athletics

Tennis

Softball

Rounders

Cricket

Training methods*

Within each area of activity, students will be taught to use a range of tactics and strategies to overcome opponents in direct competition through team and individual games, develop their technique and improve their performance in other competitive sports, perform dances using advanced dance techniques within a range of dance styles and forms, take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group, analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best, take part in competitive sports and activities outside school through community links or sports clubs.

Assessment

I know how to:

K1 - execute a shot/skill using the key points and can identify the key points of the skill passing those onto others who may have difficulty understanding the skill.

K2 - select and apply the correct shot/skill in competitive and non-competitive situations with an evident improvement in explanation of the skill.

K3 - provide effective feedback in order to improve performance highlighting areas of development and areas of strength.

K4 - prepare the body for exercise using relevant warm up tasks and how to recover from exercise safely to help reduce the risk of injury

K5 - lead an active and healthy lifestyle and can explain what is meant by a healthy lifestyle

I can:

S1 - perform a range of shots/skills appropriate to the activity with increased consistency

S2 - perform a range of shots/skills with good control and accuracy in both competitive and non-competitive situations

S3 - perform and range of shots/skills with increased success in order to outwit my opponent considering changing direction, a feint or by altering my speed.

S4 - use a bank of shots/skills with some success in a competitive situation that will increase my chances of success but varying the position that I take the shot from varying distances and angles.

Extension task 4

Research the key word Agility and Balance to link to specific activities.

Extension task 5

Team sports: choose one or more sports and draw a plan of the pitch or court showing the dimensions and label the players’ positions.

Research can be done through books, magazines, library or the internet.

I know how to:

K1 - execute a shot/skill using the key points and can identify the key points of the skill passing those onto others who may have difficulty understanding the skill.

K2 - select and apply the correct shot/skill in competitive and non-competitive situations with an evident improvement in explanation of the skill.

K3 - provide effective feedback in order to improve performance highlighting areas of development and areas of strength.

I can:

S1 - perform a range of shots/skills appropriate to the activity with increased consistency

S2 - perform a range of shots/skills with good control and accuracy in both competitive and non-competitive situations

S3 - perform and range of shots/skills with increased success in order to outwit my opponent considering changing direction, a feint or by altering my speed.

S4 - use a bank of shots/skills with some success in a competitive situation that will increase my chances of success but varying the position that I take the shot from varying distances and angles.

Extension task 6

Research the key word Power and Speed to link to specific activities.

Extension task 7

Describe a ‘set piece’ in a game, putting the skill into practical use.

Research can be done through books, magazines, library or the internet.

I know how to:

K1 - execute a shot/skill using the key points and can identify the key points of the skill passing those onto others who may have difficulty understanding the skill.

K2 - select and apply the correct shot/skill in competitive and non-competitive situations with an evident improvement in explanation of the skill.

K3 - provide effective feedback in order to improve performance highlighting areas of development and areas of strength.

I can:

S1 - perform a range of shots/skills appropriate to the activity with increased consistency

S2 - perform a range of shots/skills with good control and accuracy in both competitive and non-competitive situations

S3 - perform and range of shots/skills with increased success in order to outwit my opponent considering changing direction, a feint or by altering my speed.

S4 - use a bank of shots/skills with some success in a competitive situation that will increase my chances of success but varying the position that I take the shot from varying distances and angles.

Extension task 8

Research the key-word Coordination and Reaction time to link to specific activities.

Extension task 9

Individual sports: choose one or more and write out an explanation of the sport and the main rules.

Research can be done through books, magazines, library or the internet.

Extended Learning:

Booklet

Teacher set tasks

Major Resources:

Recommended equipment

Appropriate balls for activity

Cones

Bibs

Stop watches

Rackets

Shuttlecocks

Tape measures

Athletic equipment

Enrichment opportunities:

Students have the opportunity to extend their skills by attending extra curricular clubs before school, lunchtimes and after school.

PSHCE Holyhead_logo 2.jpg

Subject overview: Personal, Social, Health and Citizenship Education helps the students to manage their own lives in relation to finance, health and social pressures.  It also develops the student's understanding of the social and political world around them. Students will have one lesson of PSHCE a week.

Key topics to be taught in year 7:

Autumn

Spring

Summer

Human Rights

Students learn the difference between wants and needs and how they relate to children’s rights. They will debate human rights which compete and challenge one another. The United Nations role in protecting children’s rights and what can be done to improve children's rights.

Anti-bullying

Students will be considering why some people bully one another, the different types of bullying and how to deal with bullies.

Active Citizenship

To introduce the concept of active citizenship where students will plan and take part in a project that addresses a citizenship issue of concern to them.

 

Relationships

To identify the qualities of positive and negative friendships. To identify risks and rewards within relationships. To identify different types of families.

Identity and Diversity

Students will explore their own identities and the communities they belong to as well as the concept of ‘Britishness’.  Diversity in the UK will be evaluated and contributions from different cultures to British life will be discussed.

The impact of drugs

Legal and illegal drugs will be explored, including alcohol, smoking and cannabis. Students will learn assertiveness skills to help them positively manage peer pressure.

Assessment

I know how to explain:

K1 - How a ‘right’ differs from a ‘need’.

K2 - Why children's rights are sometimes ignored.

K3 - What can be done to protect children’s rights.

The skills I will practice are:

S1 - Listening

S2 - Team work

S3 - Respectfulness

S4 - Persuading

I know how to:

K4 - Plan appropriate action that addresses a citizenship issue.

K5 - Explain the impact of this action on the community.

K6 - Reflect on the effectiveness of the action and how it can be improved.

The skills I will practice are:

S5 - Negotiating/communicating

S6 - Planning

S7 - Persuading

S8 - Reflecting

I know how to:

K7 - Identify some of the communities i belong to and understand how that shapes my identity

K8 - Explain the term diversity and the impact this has had on UK society.

K9 - Develop informed arguments that show a number of different views and ideas

The skills i will practice are:

S9 - Debating

S10 - Evaluating

Key Topics to be taught in year 8:

Autumn

Spring

Summer

Justice and the Law

Students learn about their legal rights, the concept and application of justice, the impact and reasons for crime and consider the effectiveness  of prison.

Stress, Health and Risk

To understand the effects of stress and how it can be reduced.To consider how students can keep themselves safe in everyday life. The impact of alcohol on the body. First aid techniques.

Identity and Diversity

To know what an asylum seeker and refugee is and they differ from illegal immigrants. How immigration has led to diversity in the UK. Prejudices stemming from disability, sexuality and gender.

Body image & Sex and Relationships Education

The impact of the media on body image, the impact of sexting, an introduction to contraception and the impact of peer pressure on young people.

Parliament & Government

To gain an introduction to how parliament and government in the UK works and the four main political parties.  

Financial Education

Students learn the the  difference between income and expenditure, the importance of budgeting, and spending and saving.

Assessment

Autumn

I know how to explain:

K10- What the word crime means with examples of different types of crime.

K11 - My ideas on how crime can be reduced.

K12 - Why my ideas of reducing crime will be successful.

The skills I will practice are:

S11 - Planning my work

S12 - Justifying my opinions

S13 - Empathising with others

Spring

I know how to explain:

K13 - What the word diversity means.

K14 - What Asylum seekers and refugees are and some of the problems they have.

K15 - Why it is unfair to judge people based on their sexuality or disability.

The skills I will practice are:

S14 - Justifying my opinion

S15 - Debating

S16 - Evaluating different viewpoints

S17 - Empathising with others

Summer

I know how to explain:

K16 - The terms democracy and government.

K17 - Why voting is important and why some people in the UK don’t vote.

K18 - The difference between policies, principles and personality, and can explain which i think is more important when choosing a leader.

The skills I will practice are:

S18 - Justifying my own opinion about an issue.

S19 - Considering and responding to another point of view.

S20 - Working in a team.

Extended Learning:

Homework will be given in relation to preparation for assessment activities at the end of citizenship topics Human Rights, Active Citizenship and Identity and Diversity.

Major Resources:

Recommended equipment

Pens, rulers,  pencils, erasers and colouring pencils.

Enrichment opportunities: Students have the opportunity to extend their learning by implementing active citizenship projects through the Student Council.

REHolyhead_logo 2.jpg

In Key Stage 3 RE, we aim to provide students with a secure knowledge of religion, living a religious life and how this impacts on society. At first students need to have a basic understanding of key religious practice and the fundamental aspects of faith. In year 8 this is developed into a more contextualised scheme where students apply their knowledge of religion to aspects of real life. This is turn adequately prepares students for their next stage in their education where essential skills such as evaluating and analysis are key.  Throughout year 7, we revisit the same knowledge and skill set as we apply them to different world religions. This provides students with a firm understanding of the basic requirements of knowledge that they need to apply successfully to year 8 topics.

Key topics to be taught in year 7:

Autumn

Spring

Summer

Western Faiths - A study of Abrahamic faiths such as Christianity, Islam and a comparison with Judaism

Eastern Faiths - A study of Sikhism, Buddhism with a comparison to Hinduism

World Faiths - A study of Animism, Bahai and Rastafarianism

Assessment

K1 - What are the key beliefs?

K2 - How have faiths developed?

K3 - What are the key teachings?

K4 - How do followers practise their religion?

K5 - How do faiths impact on individual lives?

K6 - In what way does the history and origin affect the current practises and beliefs within that faith?

S1 - Describe key practises

S2 - Explain the relevance of religious practises

S3 - Evaluate the impact of religions on individuals and communities.

Ext 1 - Compare the similarities between Western faiths

K1 - What are the key beliefs?

K2 - How have faiths developed?

K3 - What are the key teachings?

K4 - How do followers practise their religion?

K5 - How do faiths impact on individual lives?

K6 - In what way does the history and origin affect the current practises and beliefs within that faith?

S1 - Describe key practises

S2 - Explain the relevance of religious practises

S3 - Evaluate the impact of religions on individuals and communities.

Ext 2- Compare the similarities between Eastern faiths

K1 - What are the key beliefs?

K2 - How have faiths developed?

K3 - What are the key teachings?

K4 - How do followers practise their beliefs?

K5 - How do faiths impact on individual lives?

K6 - In what way does the history and origin affect the current practises and beliefs within that faith?

S1 - Describe key practises

S2 - Explain the relevance of religious practises

S3 - Evaluate the impact of beliefs on individuals and communities.

Ext 3 - Compare the similarities between World faiths and others previously studied.

Key Topics to be taught in year 8:

Autumn

Spring

Summer

Faith in Action - A study into key figures that have been influential due to their faith and an investigation into the work of religious organisations.

Philosophy - A study of some of the bigger questions in life.

Ethics - The study of key moral issues and how religious and non-religious people respond to these ethical issues.

Assessment

K7 - Name influential people/charities

K8 - How have they made a difference?

K9 - What teachings do they use as inspiration?

K10 - What did/do they do to make a change?

K11 - How did/does this impact on individual lives?

K12 - How have their actions affected culture/history?

S4 - Empathise with others

S5 - Justify your opinion

S6 - Critically consider the views of others

Ext - Use key religious quotes to support the work of inspirational people/charities.

K13 - What is the meaning of life?

K14 - How did the universe begin?

K15 - Does God exist?

K16 - Why is there evil in the world?

K17 - What does it mean to be happy?

S4 - Empathise with others

S5 - Justify your opinion

S6 - Critically consider the views of others

Ext - Use key terminology such as atheist, agnostic etc to develop and respond to questions.

K18 - Understand the difference between ethics and morality.

K19 - What does the law say about key ethical issues?

K20 - How does a non-religious person make a moral decision?

K21 - How does a religious person make a moral decision?

K22 - Why are these ethical issues controversial?

S4 - Empathise with others

S5 - Justify your opinion

S6 - Critically consider the views of others

Ext - Use key teachings and specific scriptural evidence to support opinions.

Extended Learning:

Extended learning is in the format of projects that involve research and creative tasks. These run alongside the learning in lessons and help to broaden subject knowledge. They generally consist of three tasks, to be completed over a 5 week period. This is to prepare the student for further education and the requirement for individual learning.

Major Resources:

Recommended equipment

Pen, pencil, ruler

Passport

Bottle of water

An ‘open mind’

Enrichment opportunities:

Religion and ethics are regular discussed in the news and on social media so try to keep up with:

  • Local, national and international news
  • Use social media to investigate current affairs
  • Use of Doddle software to assess learning
  • Use of IPad technology, Podcasts to increase research skills
  • Visit ‘The Islamic Experience’ Exhibition
  • Regular visits take place throughout the year to:
  • Gurdwara
  • Lutheran Church
  • Vihara

Science Holyhead_logo 2.jpg

In Key Stage 3 Science students experience the fundamental topics of Biology, Chemistry and Physics in 4 periods a week throughout Years 7 and 8.  Students are taught essential aspects of the knowledge, methods, processes and uses of science. Through building key knowledge and concepts, students are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.

Key topics to be taught in year 7:

Autumn

Spring

Summer

Biology 1: Cells and organisation

Biology 2: skeletal, muscular and gas exchange systems

Chemistry 1: The Particulate nature of matter

Chemistry 2: Elements, atoms and compounds

Physics 1: Forces

Biology 3: Reproduction

Chemistry 3: Energetics

Chemistry 4: Chemical reactions

Physics 2: Sound Waves Physics 4: Space

Physics 3: Light and observing waves

Biology 4: Nutrition, Health and Digestion

Chemistry 5: The Periodic Table

Assessment

K1-explain melting, boiling and freezing using particle theory

K2-identify the parts of plant and animal cells and relate this with their functions

K3- examine balanced and unbalanced forces

K4- apply the process of diffusion to respiration in cells

K5- evaluate how forces acting on an object can work with or against each other

K6-compare and contrast an animal and plant cell

E- apply Hooke's Law to the measurement of forces using a force meter

Across a range of contexts and practical situations pupils:

S1- decide on an appropriate approach to answer a question

S2-identify and control key variables in a range of investigations

S3- predict based on scientific knowledge and understanding

S4- repeat observations and measurements, and offer explanations for differences

S5- assess the most appropriate way to record and present results

S6- conclude with evidence related to scientific knowledge and understanding

K7-describe changes in state

K8-describe substances as elements, compounds and mixtures

K9- identify the reactants and products from word equations

K10-label the main parts of the male and female reproductive organs

K11-Compare the changes for a male and female during puberty

K12- Explain the changes during gas exchange

K13-Describe the role of the main parts of the ear

K14-synoptic:  compare various cells

E- Explain the role of hormones in the menstrual cycle

Across a range of contexts and practical situations pupils:

S1- decide on an appropriate approach to answer a question

S2-identify and control key variables in a range of investigations

S3- predict based on scientific knowledge and understanding

S4- repeat observations and measurements, and offer explanations for differences

S5- assess the most appropriate way to record and present results

S6- conclude with evidence related to scientific knowledge and understanding

K Targets TBC

Across a range of contexts and practical situations pupils:

S1- decide on an appropriate approach to answer a question

S2-identify and control key variables in a range of investigations

S3- predict based on scientific knowledge and understanding

S4- repeat observations and measurements, and offer explanations for differences

S5- assess the most appropriate way to record and present results

S6- conclude with evidence related to scientific knowledge and understanding

Key Topics to be taught in year 8:

Autumn

Spring

Summer

Biology 4: Nutrition, Health and Digestion

Physics 5: Current, static electricity and magnetism

Physics 6: Calculations of Fuels, Energy Changes and Transfers

Chemistry 6:  Pure and impure substances

Biology 6: Adaptation, chromosomes, DNA and genes

Chemistry 7: Materials

Chemistry 8:  Earth and atmosphere

Phys 7:  Pressure and describing motion

GCSE course begins

Assessment

K21- explain the role of villi in digestion

K22- describe the different food tests

K23- explain the effect of alcohol on pregnancy

K24- explain how to increase the strength of an electromagnet

K25- construct circuit diagrams

K26- calculate current in a circuit

K27-explain how static electricity is created

E- rearrange equations to calculate current, charge and time

Across a range of contexts and practical situations pupils:

S1- decide on an appropriate approach to answer a question

S2-identify and control key variables in a range of investigations

S3- predict based on scientific knowledge and understanding

S4- repeat observations and measurements, and offer explanations for differences

S5- assess the most appropriate way to record and present results

S6- conclude with evidence related to scientific knowledge and understanding

K targets TBC

Across a range of contexts and practical situations pupils:

S1- decide on an appropriate approach to answer a question

S2-identify and control key variables in a range of investigations

S3- predict based on scientific knowledge and understanding

S4- repeat observations and measurements, and offer explanations for differences

S5- assess the most appropriate way to record and present results

S6- conclude with evidence related to scientific knowledge and understanding

K Targets TBC

Across a range of contexts and practical situations pupils:

S1- decide on an appropriate approach to answer a question

S2-identify and control key variables in a range of investigations

S3- predict based on scientific knowledge and understanding

S4- repeat observations and measurements, and offer explanations for differences

S5- assess the most appropriate way to record and present results

S6- conclude with evidence related to scientific knowledge and understanding

Extended learning:

Students will be set work each week to consolidate and extend their learning.  This often will take the form of Doddle presentations and quizzes that provide students with immediate feedback which can be acted on by class teachers.  

Major Resources:

Recommended equipment

Pens

Pencils

Ruler

Eraser

Calculator

Enrichment opportunities:

  • Use of Doddle software to assess learning
  • Use of IPad technology
  • Year 7 Science Club to experience the fun of practical science in a less formal setting
  • STEM club in coordination with Product Design and Mathematics


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In Key Stage 3 students will develop their understanding of the Spanish language while being exposed to the rich and diverse culture of the Hispanic world. Students will be equipped with the knowledge to communicate with confidence in a variety of contexts through the four key skill areas (listening, reading, speaking and writing), which will be embedded to ensure success at GCSE. As well as perfecting subject-specific skills such as how to use a bilingual dictionary and how to read new words using Spanish phonics, students will also acquire important transferable skills that range from logic and lateral thinking to communication and team-working skills.

In Year 7, students will gain a secure understanding of the fundamental aspects of Spanish grammar, including word order, adjectival agreement and verb conjugations. They will learn how to give positive and negative opinions and extend their sentences using advanced connectives.

In Year 8, students will build on their knowledge of verbs from Year 7 and master the tenses in order to increase their narrative range. They will interpret a range of authentic written and spoken material and learn to communicate their own ideas with increased spontaneity, independence and accuracy in order to be ready for further study at KS4.

YEAR 7

Autumn

Spring

Summer

1A: Bienvenido a España

We learn the importance of learning foreign languages and we learn about various aspects of Spanish culture where it is spoken in the world. We learn how to greet someone and introduce ourselves giving information such as name, age, birthday.

1B: Monstruitos

Having studied authentic myths and legend stories in Spanish, we create our own cast of monsters using body parts, animals and colours. We learn how to express our opinion and we introduce regular and irregular verb conjugations in the present tense.  

2A: Soy famoso

We learn how to describe the physique and personality of others using third person verbs as we create our own celebrity families. We reinforce our knowledge of key regular and irregular present tense verb conjugations, the numbers up to 100 and how to use qualifiers to improve our descriptions.

2B: Mi barrio

We learn how to describe our neighbourhood, its location and the its attractions as we create our very own cities. We also learn the countries of Europe and their nationalities.

3A: La vida activa

We learn about sports and hobbies and time phrases as well as how to describe the weather and tell the time. We also learn about complex sentences using if and when.

3B: Somos expertos

We reinforce verb conjugations with regular present tense verbs. We also learn how to conjugate the near future and the simple future tense from basic infinitives. We study and experiment with poetry, tongue-twisters and short stories before we create our very own children’s book in Spanish.

Assessment

Autumn 1

To progress to a band 2, I need to know...

K1 - the Spanish phonics system

K2 - the numbers up to 31, days of the week and the months of the year

K3 - if a noun is masculine or feminine through its article or ending

...and be able to...

S1 - take part in short conversations that require asking and answering questions

S2 - use a bilingual dictionary effectively

To progress to a band 3, I need to know...

K4 - how to describe the body parts of animals

K5 - how to apply word order and agreement rules to adjectives, including colours.

K6 - how to give my opinion (positive and negative)

...and be able to...

S3 - translate accurately from Spanish to English and English to Spanish

Extension 1: to help me progress to the next band, I can...

Use quizlet to revise key vocabulary.

Use wordreference.com to extend your vocabulary.

Spring 2

To progress to a band 4, I need to know...

K7-  the subject pronouns, how to identify infinitives and regular present tense verb endings

K8 - the family members

K9 - the numbers up to 100

K10 - the countries and their nationalities

K11 - the attractions in a city

K12 - a range of qualifiers and connectives to extend my sentences

...and be able to...

S4 - justify my ideas

S5 - use a wide range of adjectives accurately in terms of agreement and word order

S6 - conjugate verbs in the present tense into the first, second and third person (singular and plural).  .

Extension 2: to help me progress to the next band, I can...

Practise your language skills using BBC La Vida Loca.

Summer 3

To progress to a band 5, I need to know...

K13 - sports/hobbies

K14 - time phrases

K15 - weather descriptions

K16 - how to tell the time

K17 - how to independently  conjugate infinitives to create various present tense verb forms.

K18 - how to form the immediate future tense

...and be able to...

S7 - create complex sentences

S8 - narrate events in the present tense

S9 - refer future events

Extension 3: to help me progress to the next band, I can...

Use ‘Storybird’ to create comics.

YEAR 8

Autumn

Spring

Summer

1A: Mis metas por el año

We focus on conversation skills to promote spontaneous speech and use the future tense to discuss our aims for the year in Spanish.

1A+B: Las vacaciones

We learn about the past tense to be able to narrate events from previous holidays as well as talk about future holidays combining our knowledge of other tenses.

2A+B: Las carreras con lenguas

Having secured our knowledge of the main verb tenses in Spanish, we begin to explore the value of languages in terms of future employability. We investigate the wide range of potential professions linked to languages. Students will conduct case-studies into future career choices of interest.

3A+B: Los artes

We will explore authentic poems and songs from Spain and other Spanish-speaking countries. Students will be challenged to analyse, reflect and respond to  thought-provoking concepts of difference and sameness throughout the unit. Students will create their own poems and songs to showcase their proficiency in the language after two years of study.

Assessment

Autumn 1

To progress to a band 5, I need to know...

K19 - how to give my opinion including negatives

K20 - how to justify my opinions

K21 - how to use connectives to create more extended passages

K22 - how to conjugate regular verbs in the present tense and know the key irregulars

K23 - how to form the immediate future tense

...and be able to...

S10 - convey meaning effectively

and exchange information confidently

S11 - answer detailed comprehension questions on longer written and spoken passage

 

To progress towards a band 6, I need to know...

K24 - how to form the preterite tense

...and be able to...

S12 - manipulate verbs to include different people and tenses

Extension 4: to help me progress to the next band, I can...

Practise your language skills using BBC La Vida Loca.

Spring 2

To secure a band 6, I need to know...

K25 - numbers up to 1 million

K26 - professions

K27 - how to discuss advantages and disadvantages including advanced justifications

K28 - how to identify the tense being used in unseen passage

...and be able to...

S13 - convey information coherently and situate it using time phrases and tenses accurately

S14 - adapt vocabulary and grammar for new purposes and incorporate complex structures

To progress towards a band 7, I need to know...

K29 - show to make comparisons

K30 - how to use superlatives

...and be able to...

S15 - narrate events accurately and fluently using more than three tenses

Extension 5: to help me progress to the next band, I can...

Learn the irregular verbs for each tense and test yourself on the conjugations using wordreference.com

Summer 3

To secure a band 7, I need to know...

K31 - how to deduce meaning from longer and more complex passages

K32 - how and when a narrative moves between tenses

K33 - how to produce successful translations into and out of the target language

K34 - how to analyse a poem/song in a foreign language

K35 - how to write their own Spanish poem

K36 - how to write their own Spanish song

...and be able to...

S16 - speak spontaneously and fluently responding to unexpected questions

S17 - draw inferences in context and recognise implicit meaning from authentic sources  

S18 - make adventurous and creative choices with the Spanish language

Extension 6: to help me progress to the next band, I can...

Collect a Spanish reader from the department to read for pleasure in a foreign language.

Extended Learning:

All students will receive one piece of homework each week. This homework should take between 30 and 60 minutes to complete. Homework tasks will be varied to accelerate progress and will include: vocabulary learning, extended writing, research, creative projects, preparation for future classwork or revision for an assessment. Homework will develop or extend the learning that takes place inside the classroom and will be collected or tested the lesson after it was set.

Major Resources:

Recommended equipment

Pen, pencil, ruler, Spanish bilingual dictionary

Enrichment opportunities:

  • use of Doddle software to practise and assess learning at home
  • use of Chromebook laptops in lessons for research based projects
  • use of Google Classroom to extend and support learning
  • participating in the “Monstruitos” cross-curricular art project and the Spanish poetry competition to develop creativity in a foreign language
  • reading authentic Spanish magazine to improve vocabulary
  • attending the Foreign Film Club
  • Attending the Foreign Language Writers Club

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In Key Stage 3 Design & Technology students have regular baseline and formal assessments based on prior learning this helps the teachers to identify any subsequent gaps in learning and provides a sound understanding of individuals needs.  We endeavour to build sequential design and make tasks that allow students to tackle more difficult complex areas of learning across year 7-8 that embed an understanding of social design from the first lesson.  Students can work with a range of compliant materials to produce high quality products that are free for students to take home.  We work with wood, plastic, metal and smart materials as well as utilising the laser cutting machine and 3- D printers.  Our team believe that we have a great working atmosphere and most students enjoy D&T lessons immensely.  We have worked incredibly hard to create a warm and nurturing working environment for students to engage in practical and theory lessons. We also are unique in offering an open door policy every lunchtime to all students who wish to drop in and work on the computers or coursework and we are full to capacity every day.  

Key topics to be taught in year 7:

Autumn

Spring

Summer

Baseline DT test 2 week assessment

Logos and Brands Project

Formal assessment 1

Design and Technology Logo

Bird box Project

Formal assessment 2

Land Yacht Project

Formal assessment 3  

Assessment

……Autumn…1

Knowledge

K1 how to write a design brief

K2 how to analyse existing products and suggest design improvements

K3

how to understand the   needs of others Social, Moral and Environmental issues

K4 how to write a specification using ACCESS FM

K5  collect relevant primary and Secondary research material, and use this information to inform designing.

K6 how to identify and analyse typography

Skills

S1 I can justify my opinions

S2 I can generate my own design ideas using lettering and annotate them

S3 I can line bend sheet plastic

S4 I can use a variety of ICT applications to create final designs

S5 I can SA and PA in lessons to understand how to improve my work

Spring  2

Knowledge

K7 how to use a range of hand and machine tools safely

K8 how to identify a range of tools.

K9 how to categorise woods correctly

K10 how to identify a range of wooden joints

K11 how to investigate birds natural habitats to influence my ideas

Skills

S6  I can use my Numeracy skills to measure and mark materials accurately

S7 I can design and make a bird box

S8 I can model my ideas

S9 I can apply a suitable finish to my product

S10 I can apply a suitable finish to my product

Summer  3

Knowledge

K12 how to research renewable and non-renewable energy sources and Alternative energy

K13 how to explore sustainability, and it’s effect on design and manufacture

K14 how to investigate a range of sail shapes, considering the four forces of Aerodynamics

K15 how to choose the most appropriate materials

K16 how to annotate my design ideas

K17 how to plan the manufacturing stages to make a prototype land yacht

Skills

S11 I can with confidence use various types of woods

S12 I can construct a working chassis

S13 I can assemble an accurate cross halving joint

S14 I can suggest suitable modifications to improve the performance of my product

S15 I can Test and Evaluate my prototype

Extended Learning

1 Collect examples of  small card packages A4 maximum

2 Types of packaging blister, skin, security and insulation

3 Research the six most common pieces of information displayed on packaging

4 Font Quiz, identifying company brands

5 Technology push and market pull

6 Complete a title page for the birdbox project in colour by hand.

7 Investigate 10 common British Bird Species and collect information about them.

8 Look at 3 objects made from wood in the home and sketch them then research what type of wood they are made from and which type of tree.

9  Create an inspiration board for a theme for your bird box.

10  Learn softwood and hardwood spellings

11 Research the history of land yachts and produce a factsheet on land yachts

12 Look at renewable energy sources and produce a booklet about 5 different sources.

13 Research Joints for chassis and draw 3 different joints and describe each one.

14 Produce an inspiration board on hobbies and interests in colour.

15 Find out about the 4 types of forces in aerodynamics and produce a reason for making changes to your land yacht sail and chassis design.

Key Topics to be taught in year 8:

Autumn

Spring

Summer

Y8 BHM project

Sound and Vision - Alessi Phone Holder

Formal Assessment 1

Phone Holder Logo

Memphis Clock project

Formal assessment 2

Sweet dispenser team project

Formal assessment 3

Assessment

Autumn

Knowledge

K18 how to research existing holders and analyse two existing products

K19 how to use the Acronym ACCESS FM to help analyse and evaluate current products on the

market.

K20 how to simplify images to be drawn using CAD

K21 how to save my work appropriately and then send it to the laser cutter to print/etch out.

K22 how to  line bend plastic using the line bending process.

Skills

S16 I can communicate at least three ideas and confidently annotate these ideas using key words.

S17 I can use my numeracy skills to measure a product to ensure a holder is fit for purpose.

S18 I can model my holder in 3D

S19 I can use 2D Design tools to draw and create a CAD drawing

S20 I can line bend sheet plastic accurately.

Spring

Knowledge

K23 Analyse a competitor's product and identify its advantages and disadvantages.

K24 I understand how to categorise plastics and  identify the properties and characteristics of types of plastics.

K25 I know how to  line bend plastic using the line bending process.

K26 I know how to save my work appropriately and then send it to the laser cutter to print/etch out.

K27 I can use my current knowledge.

Skills

S21 I can shape, form and work with plastics confidently.

S22 I can plan the making of my mobile phone in 10- steps.

S23 I can evaluate my ideas against my specification to come to an informed conclusion.

S24 I can generate a range of feasible design ideas based on a target market and their needs.

S25 I can use software 2 D Design tools to draw and create a 2D CAD drawing which is then sent to the laser cutter to cut out accurately.

Summer

Knowledge

K27 I know how to describe the stages in the vacuum forming process.

K29 I know how to explore how ergonomics affects product design.

K30 I know how to work as part of a team to produce a quality product.

K31 I know how to investigate mechanisms and make a range of prototypes to inform our design work and Modelling techniques.

K32 I know how to actively participate in a team and to suggest changes and improvements to benefit the team's outcome and make valuable contributions.

Skills

S26 Develop a variety of graphical drawing skills.

S27 I can draw using various perspective techniques 2D/3D crating.

S28 I can listen and make appropriate suggestions to the team.

S29 I can produce a working sweet dispenser as part of a team.

S30 I can evaluate the sweet dispenser against ACCESS FM and measure the team's success.

Extended Learning.

1  Research different types of containers and look at how they have been constructed.

2 Create a factsheet on Pyrography vs Laser Etching and the advantage/disadvantages

3 Create an inspiration board based on a chosen theme.

4 Draw a final design in 3D with your chosen theme applied.

5 Investigate wood finishes and produce a detailed 50 word statement to explain which finish you have chosen and why.

6 Collect 4 examples of mobile phone holders and state the advantages and disadvantages.

7 Complete a title page based on mobile phone holders

8 Create 2 different design ideas for a mobile phone holder and annotate them.

9 Decide after evaluating your 4 ideas on a final design idea.  Draw this in colour in 2D.

10 Plan 10 steps to making a mobile phone holder.

11 Learn 10 spellings and write them into your diary.

12 Draw a one point perspective drawing of your kitchen at home.

13 Creating a 3-D delivery van.

14 Investigating sweet dispensers

15 Explore a range of different types of sweets that could be dispensed

Major Resources:

Recommended equipment

Pen, Pencil, Ruler, coloured pencil crayons

Enrichment opportunities:  Weekly STEM Club in collaboration with Science to build a gravity racer.  Years 7-8 Design and Technology clinic at lunchtimes to catch up on classwork or extended learning.  Various STEM activity days.  STEM whole school competitions. DIY Faraday Challenge.