cardinal newman catholic school · 2019-09-12 · parent guide: supporting student learning at key...

KS3 LEARNING GUIDE YEAR 9

2017-2018

CARDINAL NEWMANCATHOLIC SCHOOL

The Upper Drive, Hove, East Sussex, BN3 6ND www.cncs.co.uk

Supporting Student Learning at Key Stage 3

Caritas Excellence Together

God is love, and he who lives in love lives in God, and God lives in him (1 John 4:16)

Our Mission is to provide an excellent Catholic

education for all our students which enables them

to respond to the call of Christ throughout their lives.

Caritas – the love which is God – is the golden thread

running through everything we do. We welcome and

accept all our students and staff as unique individuals

created in the image of God. We treat one another

with kindness and respect. We are a community of

Caritas where everyone feels safe, supported and

inspired to make a difference in our local,

national and global communities.

We strive for the highest quality of learning and

teaching that inspires us all to discover and develop

our God-given gifts and talents, to excel in the

present and aim high for the future.

Mission Statement

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

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July 2017

Dear Parent/Carer

Welcome to the 2017-2018 Key Stage 3 Learning Guide for Year 9, which has been produced with the aim of helping you support your child’s education at Cardinal Newman throughout this academic year. Within the booklet you will find a brief outline of the course content for each curriculum area in Year 9, as well as important contact information for each subject and the Pastoral Team. You will notice in most curriculum areas that there is a Key Stage 3 Curriculum Leader as well as the Subject Leader. They will be able to respond to any issues, queries or concerns that you have which you have not been able to resolve with your child’s subject teachers.

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

Please note that homework will often be posted on Firefly and you will be able to access this through the Firefly Parent Portal.

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

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

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

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

Yours sincerely

Dr J. Kilmartin Headteacher


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Growth Mindset: How can you help your child?

As a school, we embrace the principles of having a Growth Mindset rather than a fixed one. Research shows that those with Growth Mindsets are happier, achieve more and have more robust emotional and mental health than those with a Fixed Mindset. Those with a Fixed Mindset believe that intelligence is fixed, something you’re born with, but those with a Growth Mindset believe that with effort, by embracing challenge, learning from mistakes and being receptive to feedback, you can always improve!

FIXED MINDSET

(Think John McEnroe in the angry years!)

GROWTH MINDSET

(Michael Jordan and JK Rowling are great examples)

• Something you’re born with• Fixed SKILLS • Come from hard work

• Can always improve

• Something to avoid• Could reveal lack of skill• Tend to give up easily

CHALLENGES• Should be embraced• An opportunity to grow• More persistent

• Unnecessary• Something you do when you are not good enough

EFFORT• Essential• A path to mastery

• Get defensive• Take it personally FEEDBACK

• Useful• Something to learn from• Identify areas to improve

• Blame others• Get discouraged SETBACKS • Use as a wake-up call to

work harder next time

As the most important adult in your child’s life it really will help if you:• Encourage your child to be curious, to experiment, to use their imagination and to be messy. (Work does not need to be perfect; resilience and rising to the challenge are the important things.)• Praise hard work rather than the marks they get. (Effort is the true path to mastery.)• Make it clear that being hard-working and intellectually curious is cool. (Avoid using words like swot, boffin, nerd, etc.)• Praise them when they think for themselves, work hard and work well in teams and change their minds after thinking something through.• Accept that failure is a really important part of learning. (Failure provides us with feedback about how to improve in future.)• Encourage them to do activities such as writing, reading fiction, solving puzzles, exchanging cultural views and debating. (The brain is a muscle and improves with exercise.)• Talk with teachers about support and opportunities rather than predictions.


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Art DepartmentSubject Leader: Ms K. Jones Key Stage 3 Curriculum Leader: Mrs L. Airey

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

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

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

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

Assessment OpportunitiesIn Year 9 assessments will take place after each unit is complete. Students will also engage in peer and self-assessment and will receive constructive verbal feedback on their work.

Helpful Hints for Parents/Carers• Practise and extend skills learned in their art lessons.• Develop an appreciation of art through independent research and visiting museums and art galleries.


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Computing DepartmentSubject Leader: Ms H. Barnett Key Stage 3 Curriculum Leader: Mrs L. Mitchell

In Year 9 students can opt to take one, two or three lessons a fortnight to study computing/ICT.

Topics covered in one lesson per fortnight option: The focus on this course will be on developing ICT skills to support life and learning in our increasingly digital world.

Topics covered in two and three lessons per fortnight options: The focus on these courses is on giving students experience in some of the aspects of ICT and computing required for the two distinct Key Stage 4 options available. This should enable them to select suitable courses when the time comes.Autumn Term: Photoshop and AnimationStudents will start the year by reinforcing their ICT skills to create a range of business documents for a client. After this they will go on to using Photoshop for image editing, creating logos for a business and a magazine cover. Finally they will create animations for a short viral advert that can be used later in their web development work.

Spring Term: Web DevelopmentStudents will learn how to write HTML, CSS and Javascript to create an interactive website. We will start by creating a site together before students go on to create a required site for a client. This will incorporate their animation and image work done previously. This topic will incorporate both design work found in ICT and the technical skills covered in computer science.

Summer Term: ProgrammingStudents will learn the basic programming concepts of sequencing, selection and iteration and implement this in code. Students will create some basic apps that a client would want to use and go through the process of designing, coding and then testing their work. This will help students prepare a foundation in computer science.

Assessment OpportunitiesStudents will have their work regularly assessed and be given feedback on how to improve each project they are working on. They will use this to then improve their work further as part of lesson time or set as homework. In addition students will have the chance to self-assess and peer-assess work throughout the course.

Helpful Hints for Parents/Carers• Encourage students to develop and enhance work outside of lesson, especially when using new software and to apply their skills to other tasks.• Encourage students to explore the use of computing in our contemporary, globalised and technological world.• Continue to get used to using Firefly to manage and access homework and other materials and to submit completed work.• Check Firefly for advice on downloading any software at home, the work set can all be done using free software.


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Design & Technology DepartmentSubject Leader: Mrs E. Stone Key Stage 3 Curriculum Leader: Mr R. Jones

Students in Year 9 will be taught on a carousel system changing teachers every term. They will have the opportunity to experience all modules but will do these at different times of the year.

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

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

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

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

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

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

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

Helpful Hints for Parents/Carers• Try to help with presentation skills; neatness, layout, detail, technical accuracy and use of colour. • Suggest using a computer to develop ICT skills.• Explore the use of design and technology in real world settings.


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Drama Department Subject Leader: Mr G. Hammett

Topics Covered:Autumn Term: Devised Theatre – The Story of Lizzie BordenStudents will study the story of Lizzie Borden and explore the tools for devising a piece of theatre. They will work in groups to develop an interpretation of the story which they will then share with Year 7s. They will evaluate the process and performance through written work.

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

Summer Term: Theatre in EducationStudents will be introduced to the concept of TIE and will develop a piece of drama that could be performed to an audience. They will look at how pieces are shaped and consider the influence of Augusto Boal.

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

Helpful Hints for Parents/Carers• Encourage critical and analytical viewing of TV/film/theatre performance.• Help develop listening and communication skills by asking your son/daughter to recall a story.• Visit local and London theatres to develop an appreciation of the Arts.


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English DepartmentSubject Leader: Miss S. HoneKey Stage 3 Curriculum Leader: Mrs A. Brown

In Year 9 students are loosely grouped into three ability bands however groups still include a range of abilities and interests. The focus in Year 9 is to prepare students for the challenges of the GCSE Language and Literature and to give them experience with a range of high quality fiction and non-fiction.

Topics Covered: Unit 1: Modern NovelIn Year 9, students will study Of Mice and Men by John Steinbeck. In order to prepare them for the demands of GCSE

English Language, students will study a range of non-fiction texts alongside the novel that relate to the themes and issues explored within that particular novel.

Key Tasks:Reading – An essay exploring the methods a writer uses to present character in the novel.

Writing – A character description inspired by the writer’s techniques in the novel.

Unit 2: Romeo and Juliet and Relationships poetryStudents’ skills of analysis will be stretched with exploration of a Shakespearean play in preparation for English Literature in Year 11. Year 9 students study Shakespeare’s Romeo and Juliet and are expected to produce a more sophisticated essay looking at language and structure; again this is alongside a range of non-fiction texts as well as classic and modern poetry on the theme of Relationships.

Key Tasks:Reading – A critical response to Shakespeare’s portrayal of a character or exploration of a theme.

Writing – A piece of non-fiction persuasive writing in response to a statement.

Unit 3: Victorian Worlds We continue to stretch students’ reading and writing skills in this unit that exposes them to a range of Victorian writers and ideas. Students are introduced to the work of writers such as Charles Dickens and Charlotte Bronte as well as some Victorian non-fiction by Emmeline Pankhurst, Charles Darwin and Mary Seacole. Having a sound understanding of Victorian attitudes, ideas and beliefs as well as being able to grapple with Victorian vocabulary and writing styles helps to prepare students for the challenges of reading a Victorian novel and Language Paper 2 at GCSE. This unit also include a ‘Rapid Read’ of a high quality classic text at the very end of the summer term, so that students have the opportunity to enjoy a quality novel from start to finish. The options include Lord of the Flies, To Kill a Mockingbird, Catcher in the Rye and Animal Farm.

Key Tasks:Students complete an exam ‘Explorations in Creative Reading and Writing’ in class, supported by their teacher. The exam is prepared by AQA specifically for Year 9.


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Feedback and AssessmentStudents are assessed in Reading and Writing each half term. These pieces of work are aligned to a Progress Pathway (Emerging, Developing, Securing or Extending) and students have the opportunity to respond to their teacher’s feedback in Dedicated Improvement and Reflection Time (DIRT). Students are also given verbal and written feedback in lessons. We encourage students to use feedback as an opportunity to make excellent progress and expect them to act on any feedback their teacher gives them.

ReadingStudents should continue the reading routines that have been fostered at primary school and here at CNCS with the Accelerated Reader in Year 7 and 8. Parents/carers are encouraged to support students with their wider reading at home. Research indicates that 20 minutes per night helps KS3 students make good progress in their reading. We have noticed a trend in Year 8 and 9 for students to read less than in KS2 and Year 7. Parents can support their child’s reading and English levels by actively encouraging reading for pleasure and by limiting screen or phone time.

Helpful Hints for Parents/Carers• Support and encourage your child to read regularly, ideally for at least twenty minutes a day. Encourage discussion about good books through visits to the local library and bookshops.• Students’ work in English will also improve if they are supported in reading quality articles from broadsheet newspapers. Encourage discussion about informative and entertaining pieces by reading a paper with them once a week.• Support your child in improving accuracy in their writing – ensure all written work is checked for accuracy of punctuation, paragraphing and spelling.• Support students by taking them to see a Shakespeare play.


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Year 9 Assessment Grid

Reading Writing

Exte

nd

ing

(1,2

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

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

Sec

uri

ng

(1,2

,3)

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

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

Dev

elop

ing

(

1,2

,3)

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

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

Emer

gin

g

(1

,2,3

)

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

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


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French: MFL DepartmentSubject Leader: Ms C. Marsh Key Stage 3 Curriculum Leader: Mrs A. Boldison-Smith

Topics Covered:Autumn Term:Students will continue to develop and extend their communication skills and understanding of basic information about themselves, their families and their daily activities. They will talk about media and cinema and will have the opportunity to study a French film.

Spring Term: Students will talk about their plans and predictions for the future. They will also talk about their town and study a town/city from a French speaking country.

Summer Term:Students will study illnesses and problems related to health. They will also talk about healthy living and what to do to keep fit.

Assessment OpportunitiesStudents will have three ‘Milestone Assessments’, one per term during the year, although there may be end of unit and vocabulary tests in addition to these. The main emphasis in Year 9 will be on oral communication; asking and responding to questions. However, listening and reading skills as well as writing will also be taken into consideration when assessing.

Helpful Hints for Parents/Carers• Ensure that students have the correct resources before undertaking tasks. These may include notes, vocabulary lists from lessons, help sheets/worksheets and a dictionary.• Encourage them to teach you what they have been learning in lessons, speak to you and visit Internet sites recommended by their teachers. • Learning vocabulary regularly and thoroughly (little and often) is of primary importance. 5–10 minutes should be spent every day going over vocabulary they have met in lessons and learning it. New words should be checked in dictionaries. Avoid Internet translation sites which teach them very little and does not show that they have understood and processed what they are learning in lessons.• Show a curiosity towards learning languages and learning about other cultures.


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Geography DepartmentSubject Leader: Ms M. Larkin Key Stage 3 Curriculum Leader: Mr S. Meaney

Topics Covered:Autumn Term – Globalisation and Plate TectonicsIn the first half term students will investigate the issues surrounding Globalisation. They will learn how the fashion industry operates on a global scale and discover where and how our clothes are produced. Students will look at exploitation in this industry and

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

Spring Term – China and Oceans and Coral ReefsStudents will look at the rise of China and the reasons its economy has grown so dramatically. Students will examine Chinese demographics and the effects of the one child policy. Furthermore, students will learn how China has built relationships with Africa and South America in order to secure the resources needed for its continued growth. In the second half term students will develop their understanding of how the World’s oceans are exploited and also focus in detail on coral reefs. Students will learn where coral reefs are located, why they are fragile and why they are important ecosystems. Using case studies students will investigate how the reefs are being affected by human factors and how they can be managed more effectively.

Summer Term – The Geography of Health and Climate ChangeIn the first half term students will consider issues regarding health and poverty within different countries with varying degrees of wealth. Students will learn what are and what causes diseases of poverty and diseases of affluence. Using statistics and case studies students will be able to identify reasons for the patterns of disease and how this affects both MEDC and LEDC societies. In the second half term students will learn about humanity’s current reliance on fossil fuels and investigate the link with Climate Change (global warming and the greenhouse effect). Students will look at government’s attempts to tackle global warming and consider the solutions for future energy needs, including renewable energy sources as part of an ‘energy mix’.

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

Helpful Hints for Parents/Carers• Encourage students to explore the contemporary world through newspapers, media and documentaries.• Take students on real and virtual geographical journeys to explore different landscapes both locally and further afield.• Support students with their research and ideas and discuss the topics being studied at home.


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German: MFL DepartmentSubject Leader: Ms C. Marsh Key Stage 3 Curriculum Leader: Mrs A. Boldison-Smith

Topics Covered:Autumn Term:Students will further develop and extend their communication skills and understanding of basic information about themselves, their families and their daily activities. During this term students will study countries and nationalities, activities they like or dislike, opinions about school subjects, school rules, comparing British and German schools and their future plans. They will also study the past tense, the future tense plus five further grammatical structures.

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

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

Assessment OpportunitiesStudents will have three ‘Milestone Assessments’, one per term during the year, although there may be end of unit and vocabulary tests in addition to these. The main emphasis in Year 9 will be on oral communication; asking and responding to questions. However, listening and reading skills as well as writing will also be taken into consideration when assessing.

Helpful Hints for Parents/Carers• Ensure that students have the correct resources before undertaking tasks. These may include notes, vocabulary lists from lessons, help sheets/worksheets and a dictionary.• Encourage them to teach you what they have been learning in lessons, speak to you and visit Internet sites recommended by their teachers. • Learning vocabulary regularly and thoroughly (little and often) is of primary importance. 5–10 minutes should be spent every day going over vocabulary they have met in lessons and learning it. New words should be checked in dictionaries. Avoid Internet translation sites which teach them very little and does not show that they have understood and processed what they are learning in lessons.• Show a curiosity towards learning languages and learning about other cultures.


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History DepartmentSubject Leader: Mrs M. RozierKey Stage 3 Curriculum Leader: Mr A. Wright

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

Spring Term: Causes and impact of World War Two and the HolocaustStudents begin the term with an exploration of the Holocaust and its legacy, refining their skills of essay writing. In the second half term, students will engage in an in-depth

study of World War Two (1939-1945), including its causes and turning points and polishing their skills of evaluating sources for reliability.

Summer Term: Conflict in the modern world: The Cold War and the rise of modern terrorismStudents will examine the rise of the global superpowers and examine key flash points in the Cold War (1947-1991), including the Cuban Missile Crisis (1962) and Vietnam War (1955-1975).In the second half term, students will explore the rise of modern terrorism through case studies including 9/11 (September 11th 2001), studying the motives, methods and impacts on society.

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

Helpful Hints for Parents/Carers• Encourage students to explore books, documentaries and media around the topics under study (see reading list).• Take students on visits to places of interest related to the topics under study e.g. museums.• Support students with their research by discussing their ideas at home.

Reading ListIt is the expectation that students engage in reading/viewing around the topics under study to enrich their contextual understanding and support their historical literacy. Below is a list of fact and fiction books, documentaries and films appropriate to each term. Some of these books and many other alternatives are available in the school library. Though the materials listed are largely ‘age appropriate’ parents and carers are advised to exercise their own judgements about content, particularly with films which slightly exceed the students’ age and more challenging fiction.


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Term 1:Fiction:• War Horse, by Michael Morpurgo (easy-moderate challenge)• The Trenches: A First World War Soldier, 1914-1918 (My Story), by Jim Eldridge (easy)• The Book Thief, by Markus Zusak (moderate-high challenge)• The Nazi Time Machine – 2014, by Mike Crade (moderate-high challenge)

Fact:• True Stories of World War One (Usborne True Stories), by Paul Dowswell (easy)• The Frightful First World War (Horrible Histories), by Terry Deary (easy)• The Penguin Book of First World War Poetry (Penguin Classics), by various contributors (moderate challenge)• Peacemakers Six Months That Changed the World: The Paris Peace Conference of 1919 and Its Attempt to End War, by Margaret Macmillan (very challenging)• Nazi Germany And The Jews: The Years of Persecution 1933-1939, Vol 1, by Saul Friedlander (challenging)

Documentaries and films:• All Quiet on the Western Front (rated PG)• The Last Tommy, BBC Documentary (easy-moderate challenge)• The Great War, BBC Documentary (easy-moderate challenge)• War Horse (rated 12)• Passchendaele (rated 15)• Blackadder Goes Forth, BBC comedy• Gallipoli (rated 12)• The Nazis: A Warning from History, BBC Documentary (moderate challenge)• Hitler Rise of Evil (rated 12)--------------------------------------------------------------------------------------------------

Term 2Fiction:• The Boy in the Striped Pyjamas, by John Boyne (easy)• Goodnight Mister Tom, by Michelle Magorian (easy)• Catch-22, by Joseph Heller (challenging)

Fact:• The Diary of Anne Frank (moderate challenge, but simplified versions available)• The Woeful Second World War (Horrible Histories), by Terry Deary (easy)• Maus, by Art Spiegelman (easy-moderate challenge)• A World War II Evacuee (The Daily Life Of), by Alan Childs (easy)• The Origins of the Second World War, by A.J.P. Taylor (very challenging)


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Documentaries and films:• The Pianist (rated 15)• Schindler’s list (rated 15)• Arek Hersh - How did a small boy survive the Nazi Holocaust, Documentary (moderate challenge)• Enemy at the Gates (rated 15)• World War Two in Colour, Documentary (easy-moderate challenge)• Band of Brothers, HBO series (rated 15)• Valkyrie (rated 12)• Man, Moment, Machine: Ultimate Weapon: Oppenheimer and the Atomic Bomb, History Channel Documentary (moderate-high challenge)

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Term 3Fiction:• 1984, by George Orwell (very challenging)• Across the Barricades: A Kevin and Sadie story, by Joan Lingard (easy-moderate challenge)

Fact:• The Silly, Chilly Cold War (Horrible Histories), by Terry Deary (easy)• The Girl in the Picture: The Remarkable Story of Vietnam’s Most Famous Casualty, by Denise Chong (challenging)• 13 Days: A Short History of the Cuban Missile Crisis, by James K. Wheaton (moderate -high challenge)• KS3 History by Aaron Wilkes: Terrorism: The Rise of Terror Tactics in the Modern World student book (Folens History), by Aaron Wilkes (easy-moderate challenge)• Terror in Ireland: 1916-1923, by David Fitzpatrick (challenging)

Documentaries and films:• Platoon (rated 15)• The Hunt for Red October (rated PG)• Thirteen Days (rated 12)• Good Night and Good Luck (rated PG)• Cold War, CNN Documentary (challenging)• United 93 (rated 15)• Michael Collins (rated 15)


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Mathematics DepartmentSubject Leader: Mr M. Wright Key Stage 3 Curriculum Leader: Miss V. ClarkSpecification: GCSE (9-1) Mathematics GCSE Linear 1MA1Awarding Body: EDEXCEL

GCSE Mathematics changed in September 2015. • The volume of subject content has increased, and the demand of this content is also increasing. There are now more challenging topics being introduced both in the Foundation and Higher Tiers.• Rather than 2 Examination papers (total time 3 ½ hours), students will sit 3 papers; one without a calculator and two with a calculator. The total time will be 4 ½ hours. • A new grading structure has been introduced, from grade 9 to 1, to replace the familiar A* to G grading scale. 9 is the very highest grade and 1 the lowest. A current GCSE grade C is equivalent to a 4.• There is a greater emphasis on problem solving and mathematical reasoning, with more marks now being allocated to these higher-order skills.• Students will be required to memorise formulae as fewer formulae will be provided to students in examinations.These changes have been designed to help students emerge from GCSE Mathematics with a level of confidence and fluency that will provide a genuine foundation for the rest of their learning and working lives.

Topics Covered: Autumn TermFoundation Tier:• Unit 1 - Number • Unit 2 - Algebra • Unit 3 - Graphs, Tables & Charts

Higher Tier:• Unit 1 - Number • Unit 2 - Algebra • Unit 3 - Interpreting & Representing Data

Spring TermFoundation Tier:• Unit 4 - Fractions & Percentages • Unit 5 - Equations, Inequalities & Sequences • Unit 6 - Angles


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Higher Tier:• Unit 4 - Fractions, decimals & percentages • Unit 5 - Angles & Trigonometry • Unit 6 - Graphs

Summer TermFoundation Tier:• Unit 7 - Averages & Range • Unit 8 - Perimeter, Area & Volume

Higher Tier:• Unit 7 - Area & Volume • Unit 8 - Transformations & Constructions

More detail of each unit is available on Active Learn; https://www.pearsonactivelearn.com

Revision tips/useful website details for Parents/Carers: • Encourage your child to be numerate – ask them to do sums in their heads at odd times, talk to them about quantity calculations that you are doing when you are cooking, doing DIY or out shopping. • Use the Active Learn site (https://www.pearsonactivelearn.com/) which has all of the new curriculum content for the GCSE and includes lots of practice exercises. Students will have their username and the password.• Visit the WrightMaths YouTube channel which has videos of worked exam papers and many explanations on the new subject content.• Useful websites: • www.mymaths.co.uk • www.mathsgenie.co.uk • www.corbettmaths.com


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Music DepartmentDirector of Music: Mrs C. Lane

Students who have opted to major in music will get more opportunities to extend their skills through performing and using music technology within each topic. Students who are studying music as a normal option should cover all of the topics outlined with those taking it as a major gaining greater depth. Students who are studying music as a minor option may not cover all of the topics listed. At KS4 we offer two pathways that students may like to consider when making their options in Year 9: GCSE Music and Express GCSE Music. All students are able to take GCSE Music as long as they either enjoy singing or can play a musical instrument (which can be keyboard). Students who have achieved grade 4 on their instrument or voice are invited to apply for the Express GCSE pathway which takes place as a twilight class with students achieving their GCSE in Year 10.

Topics Covered:

Autumn TermMash Up: Students will learn how to perform a ‘mash up’ by creating their own arrangement of songs that are all based on the ‘4 chord trick’.Film Music: Students will learn how music can impact on a film. They will listen to and analyse music from a range of film clips and will have the opportunity to compose their own music to accompany a film clip.

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

Summer TermGround Bass: Students will learn how music can be based on a repeating bass line and chord structure. They will create their own arrangement of Pachelbel’s ‘Canon’ using their own instruments, technology or voices. Club Dance: Students will learn how dance music is recorded using sequencing technology and how it features sampling and effects processing. They will have the opportunity to create their own remix of a song in a dance music style.

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


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Extra Instrumental LessonsResearch suggests that learning a musical instrument can benefit student performance across the curriculum as it has a positive impact on brain development and skills such as self-discipline and concentration. Most of all, playing an instrument can bring joy and friendship and open a door to what can become for some a lifelong hobby. Students can begin to learn at any time. Please contact Mrs Lane ([email protected]) for more details.

Extra-curricular programmeStudents are also encouraged to take part in our extra-curricular programme. In addition to Newman Voices, String Orchestra, Woodwind Ensemble, Brass Ensemble, Samba Band, Funk Band, Music Tech Club and Ukulele Club, students who are involved in the extra-curricular programme will be invited to take their Bronze or Silver Arts Award.

Helpful Hints for Parents/Carers• Encourage your child to learn an instrument or to have vocal lessons.• Encourage your child to participate in the department’s extra-curricular programme which includes choirs, bands, percussion groups and music technology classes. • Encourage your child to participate in Newman’s musical events including the Carol Service, termly concerts, Jazz and Pop Nights and our Music Tour.• Listen to a wide variety of musical styles and appreciate the different instruments, tempos, rhythms, melodies, harmonies and tonalities used by different composers.• Look at the Music Department section on Firefly regularly and follow the department on twitter to find out about opportunities @CNCS_Music


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Physical Education DepartmentSubject Leader: Mr L. Murphy Key Stage 3 Curriculum Leader: Mrs J. Machin

In Year 9 students will be placed into sets and have a wide sporting curriculum, including; netball, hockey, football, rugby, basketball, dance, gym, trampolining, table tennis, volleyball and fitness in the winter; softball, athletics, tennis, cricket, stoolball, handball and rounders in the summer.These activities form a common programme for all students. When studying the major team games students are initially taught basic skills to allow them to participate in small-sided games successfully, leading on to full game scenarios. The Physical Education Department strongly recommends the use of mouth guards when students are participating in rugby and hockey lessons. They are compulsory for competitive fixtures.Educational gymnastics and trampolining, taught to boys and girls and dance which is taught to girls only plays a major role in the development of personal skills such as balance, co-ordination, aesthetic awareness and the control of bodily movement. In these lessons emphasis is placed upon developing the student’s ability to plan, perform and evaluate their work.During the year, for six lessons, all students follow an ‘Active and Healthy Lifestyle’ module. This module aims to educate the students in regard to health, diet, different kinds of exercise and the links between them. The module also seeks to make links with other parts of the Key Stage 3 curriculum, for instance nutrition and ‘Fitness and Health’ in science. Formal practical assessments take place at the end of each module of work.


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P.S.H.E.E. DepartmentPSHEE Co-ordinator: Mr M. Conneely

The purpose of PSHEE is to study issues which affect young people as they grow through the teenage years.PSHEE at Key Stage 3 is delivered by Form Tutors during registration once or twice a week throughout the year.There are also 7 extended periods which will be spread across the academic year. The programme of study is also supported by additional work carried out in other subject areas, particularly within the Science and Religious Education Departments who are responsible for delivering sex education at Key Stage 3.PSHEE focuses on three key areas, Personal

Wellbeing, Economic Wellbeing and Citizenship, which promotes the spiritual, moral, emotional, cultural, mental and physical development of students at this school and prepares them for the opportunities, responsibilities and experiences of adult life.The content of our Programme of Study in Year 9 is centred on the title ‘Responsible Citizens, Making a Positive Contribution.’ During the autumn term students will look at career choices and capability, relationships and diversity. During the spring term students will look at decision making, personal strengths and weakness and communication skills as well as understanding local and national government. During the summer term they will continue to study rights and responsibilities, positive attitudes, careers, healthy lifestyles and risks.PSHEE promotes social and emotional skills that underpin effective learning, positive behaviour and regular attendance. This curriculum resource aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills. Also in Year 9 some students may benefit from special group work sessions which are convened to address specific issues, such as not settling into the school, problems in developing friendships and so on. Letters are sent home to parents/carers of students whom the school feels would benefit from these sessions.


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Religious Studies DepartmentSubject Leader: Mr R. Galvin Key Stage 3 Curriculum Leader: Miss C. McManus

In a Roman Catholic Christian school the role of Religious Education as a subject is a very special one. As a school and a department we are called to aid each student on their own spiritual journey as much as we are able. In Year 9 students will have an opportunity to continue reflecting on and developing their understanding of Christianity and its role. They will be given the opportunity to look at, reflect upon and evaluate their own spiritual journey.

Topics Covered:Autumn Term:Eastern Religions:Students will continue to explore different world faiths by looking at their different practices and beliefs and also what we share in common. They will also examine Hinduism and Buddhism.

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

Spring Term:Believing in God:Students will explore their own beliefs and spiritual journeys, as well as developing arguments for and against the existence of God.

Summer Term:GCSE - Creation:Students will start the Creation module and begin to look at GCSE questions in preparation for their transition into Year 10.

Assessment OpportunitiesAssessment will take place throughout the year by means of written assessments that will be done in one lesson. Students will be given one week notification of the assessment and will be expected to plan and prepare for the assessment in that week. Students are not permitted to take notes into the assessment. In this year students will be transitioning to more GCSE style assessments.

Helpful Hints for Parents/Carers• Look at the RE books and have conversations about what is being studied.• Check homework on Firefly.• Engage students in conversations about the topics where they can develop their powers of articulation and evaluation which will help inform their writing, especially arguments/reasons for and against issues. The better they can structure and evidence arguments the more successful they will be.• Take students to places of religious significance for example churches, cathedrals or temples.• Encourage students to explore religious, spiritual and ethical issues through newspapers, media and documentaries.


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Science DepartmentSubject Leaders: Miss K. Le Marquand and Mr R. PalmerKey Stage 3 Curriculum Leader: Ms D. HeynsTopics Covered:Students will start covering GCSE content in Year 9. A lot of topics in the new GCSE specification have been previously taught in Year 9, and this gives students more time for revision and consolidation throughout the three year program.

Autumn Term:Students will start by studying Space, they will learn how a star is formed and what it becomes. Students will move onto studying chemistry, covering basic atomic structure, bonding between atoms, properties of molecules and the periodic table. Finally this term they will explore cell structure and

how cells undergo division. This topic will include the biologically essential processes of diffusion, osmosis and active transport, as well as looking at DNA structure and stem cells.

Spring Term:Students will start the term covering physics, they will begin by looking at different energy, introduction to equations, power and power stations. They will then move back to chemistry to study organic chemistry, chemical changes and rates of reaction. Lastly students will look at organisation in animals and plants, looking at enzymes, biological molecules, the heart and transpiration.

Summer Term:During this term students will move onto their last round of physics, looking at the difference between contact and non-contact forces, calculating weight, elastic deformation and Hookes law. Students will then move onto a chemistry topic about the atmosphere, studying greenhouse gases, atmospheric pollutants and water. Finally after half term students will move onto studying the last biology topics; adaptations and ecosystems. During these they will look at how to sample populations and how animals and plants adapt to their surrounding conditions. They will finish the year looking at the water and carbon cycles and feeding relationships.

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

Helpful Hints for Parents/Carers• Encourage engagement with science in the media, for example watching science based television programmes, looking at scientific websites and reading articles about science in newspapers.• Visit useful science based websites, such as: http://www.docbrown.info/index.htm, http://www.ntscience.co.uk/, http://www.bbc.co.uk/education/subjects/zrkw2hv• Purchase suitable Key Stage 4 revision guides, such as those from: http://www. cgpbooks.co.uk/• Visit museums and scientific based exhibitions, e.g. the Science Museum, London.• Use kerboodle.com to practise exam style questions and revision techniques.


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Spanish: MFL DepartmentSubject Leader: Ms C. Marsh Key Stage 3 Curriculum Leader: Mrs A. Boldison-Smith

Topics Covered: Autumn Term:Students will continue to develop and extend their communication skills and understanding of basic information about themselves, their families, free time activities and holidays. During this term students will study how to describe holiday activities and their dream holidays; they will learn the past tense, revise future plans and talk about why learn languages.

Spring Term: Students will study vocabulary and structures related to clothes and will be able to talk about what they normally wear and about their school uniform.

Summer Term:Students will study the topic of media - television programmes and cinema, they will be able to discuss and describe what programmes and films they watch and whether they like/dislike them and why. Students will revise future tense and past tense.

Assessment OpportunitiesStudents will have three levelled ‘Milestone Assessments’, one per term during the year, although there may be end of unit and vocabulary tests in addition to these. The main emphasis in Year 9 will be on oral communication; asking and responding to questions. However, listening and reading skills as well as writing will also be taken into consideration when assessing.

Helpful Hints for Parents/Carers• Ensure that students have the correct resources before undertaking tasks. These may include lesson notes; vocabulary lists from lessons (available in the Year 9 Spanish folder), help sheets/worksheets and a dictionary. The entire textbook Mira 2 Express is available on the school Portal, which also allows the practice of pronunciation. • Encourage them to teach you what they have been learning in lessons, speak to you and visit Internet sites recommended by their teachers. • Learning vocabulary regularly and thoroughly (little and often) is of primary importance. 5–10 minutes should be spent every day going over vocabulary they have met in lessons and learning it. New words should be checked in dictionaries. Avoid Internet translation sites which teach them very little and does not show that they have understood and processed what they are learning in lessons.• Show a curiosity towards learning languages and learning about other cultures.


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Learning SupportSENDCo: Mrs L. Fairbairn Deputy SENDCo: Mrs. S HollandSEND Administrators: Mrs A. Swann and Mrs L. ElbourneA range of help and support is available for students who may experience difficulties in particular areas of learning. In the first instance, the class teacher has a commitment to make appropriate provision for students’ needs within their lessons, delivering Quality First Teaching by planning for individuals to make some advances from whatever point on their learning journey they have reached.Beyond that, the Learning Support team, which includes three colleagues with a Level 7 Specialist qualification in teaching students with a specific learning difficulty, may arrange extra provision for certain individuals. This will result in a Progress Plan being written and circulated for those students who require extra intervention that can be delivered in class (this used to be known as an Individual Education Plan). These plans detail specific needs and short term targets, and this may involve support from a Teaching Assistant in lessons, and/or literacy/speech and language, booster reading sessions, working memory intervention or other skills tuition in small groups. Immediate short term help can be obtained by any student who is invited to attend Homework Club, which is open two afternoons a week after school and is staffed by members of the Learning Support team.The Learning Support team and Pastoral staff co-operate closely in attending to the needs of those with emotional, social or behavioural problems. The help of outside agencies may be called on in some cases. The school has its own Medical Centre and counselling services. We have found partnership with parents/carers to be a vital ingredient in our attempts both to identify learning needs and to support students with SEND (special educational needs and/or disability). Please do not hesitate to contact the team if you have any queries.

YEAR 7 Shortly after joining Cardinal Newman, all Year 7 students complete reading and spelling tests, which gives us a standardised score, showing students’ current scores compared to their chronological age. This, together with CAT (Cognitive Ability Tests) results, allows us to identify any students who are working below what is expected for their age. These students attend one or more of a number of targeted interventions, aimed specifically at boosting their ability to read, spell and communicate confidently and accurately. Students who qualify for a specific intervention are allocated a Key Worker. Their names are added to the Special Educational Needs and Disabilities Record (SEND Record) and a Progress Plan (PP) is issued.

YEAR 8 As they progress to Year 8, students who attended support groups in Year 7 will be re-tested in reading and spelling. Many will now attain scores in line with their chronological age and will no longer require a focused intervention. On-going support and monitoring is then delivered by subject teachers and/or by allocating a Teaching Assistant to support a number of students within normal, subject specific lessons. Where a focused intervention is still required, this will be reviewed regularly throughout Year 8.


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YEAR 9 This is a pivotal year, in terms of guiding students to choose their KS4 subjects. Literacy withdrawal groups continue, where this support is still required, giving students the best possible chance of achieving optimum grades at KS4. Students who are on the SEND Record and/or who gained CATS scores in the lower than average category for their age are screened for eligibility for Access Arrangements. This is a formal process that, if students qualify, allows provision such as extra time in exams/assessments and/or a scribe and/or a reader or prompt, according to individual need.

Cardinal Newman Local Offer can be found at: http://www.brighton-hove.gov.uk/content/children-and-education/brighton-hoves-local-offer/cardinal-newman-catholic-school


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Student Code of Conduct: 3Ps Plus• We wear our correct uniform with pride.

• We only use mobile phones etc outside and at breaks, unless directed by a teacher as part of our learning. Misuse may result in confiscation of up to 48 hrs.

• We have the correct equipment at all times; black pen, ruler, exercise book, pencil, planner.

• We participate fully in lessons, giving answers in full sentences, not just single words or phrases.

• We set out our work with pride (date, title, underlined, H/W or C/W).

PR

EPA

RED

• We arrive in school on time. If late, we accept the consequences.

• We arrive to lessons on time, with the minimum of fuss and in correct uniform.

• We hand in well-presented work on time, which is completed with pride.

• We keep left on our way to and from lessons, following directions and with the minimum of noise.P

UN

CTU

AL

• We listen in absolute silence when the teacher is talking, including in assembly. • We are able to look an adult in the eye and confidently explain our learning. • We show respect to staff and each other, behaving maturely and using positive and courteous language.• We look after our own, others’ and school equipment. • We respect our school environment, not littering, spitting or chewing gum. • We keep hands, feet and objects to ourselves.• We queue in an orderly manner in the dining area, and clear away our plates, cutlery and litter after our meal.

PO

LITE

• We will not tolerate bullying in any form. • We never bring alcohol, tobacco, drugs or weapons into school. We are a no smoking site. • We are expected to know the full school uniform rules and keep to them.• The 3Ps Plus also apply on the journey to and from school.

PLU

S


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School Uniform• Cardinal Newman Catholic School sweater/sweatshirt*• Cardinal Newman Catholic School polo shirt*• Cardinal Newman regulation school skirt* (skirts must not be rolled up), and/or black classic/tailored trousers• Plain tights or black or white socks• Black shoes• For safety reasons backless or open-toed shoes or high heels must not be worn to school• Boots may only be worn from half term in autumn to half term in summer

P.E.• Cardinal Newman white P.E. T-shirt (Years 7, 8 & 9)*• Plain, white T-shirt (Years 10 & 11)• Cardinal Newman red sweatshirt• Red hoodie (Years 10 & 11) (optional)*• Black pleated skirt or black shorts• Black tracksuit bottoms (optional)• Plain black sports leggings• Long, plain red sports socks• White ankle socks (for indoor P.E.)• Training shoes (for indoor & outdoor use)• Football boots• Black rain jacket (optional)*• Shin pads for hockey and football• Protective mouth guard (recommended) in hockey lessons, compulsory in

hockey fixtures

• Cardinal Newman Catholic School sweater/sweatshirt*• Cardinal Newman Catholic School polo shirt*• Plain black classic/tailored trousers• Black shoes

P.E. • Cardinal Newman white P.E. T-shirt (Years 7, 8 & 9)*• Plain, white T-shirt (Years 10 & 11)• Red & black rugby top• 1 black and 1 white pair of shorts• Black tracksuit bottoms (optional)• Long, plain red sports socks• White ankle socks (for indoor P.E.)• Training shoes (for indoor & outdoor use)


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• Football boots• Black rain jacket (optional)*• Shin pads for hockey, rugby and football• Protective mouth guard (recommended) in rugby and hockey lessons, compulsory in rugby and hockey fixtures

Base layers/skins are optional for students to wear under their Cardinal Newman kit in the winter months (ideally black).Please note: students are not permitted to wear their normal school shoes or socks in P.E. lessons.

The Newman polo shirt and sweater/sweatshirt are compulsory. The colours for the different years are:Maroon (Year 7) Green (Year 8) Light Blue (Year 9) Grey (Year 10) Navy Blue (Year 11)*Available from Sussex Uniforms, 40 Blatchington Road, Hove, East Sussex, BN3 3YHTel: 01273 739676 Email: [email protected] Website: www.sussexuniforms.co.uk/collections/cardinal-newman

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

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

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

• T-shirts should not be worn under polo shirts.

• Cords-style, jeans-style, combat-style, skinny-style or cropped trousers are not permitted. Cotton or canvas material is not acceptable. All trousers should be tailored and ankle length.

• Sensible footwear is required. Black trainers should be completely black with no logo.

• No excessive hairstyles are acceptable e.g. hair that is shaved, dyed in unnatural colours or cut in patterns.

• Students are not allowed to wear heavy make-up or false eyelashes although discreet make-up is permitted. Only clear and discreet nail varnish is acceptable.

• Expensive and inappropriate items of jewellery must not be worn to school. One safe, inexpensive item of jewellery will be acceptable; with one pair of earrings (studs or sleepers). Nose studs/rings are unacceptable, as is all facial and body piercing.

• Students will need a suitably sized bag to carry all books and equipment.

• Trends change from year to year. In the wearing of our school uniform we expect students to wear standard clothing and jewellery and not high fashion items.


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Home School Agreement

I have chosen to send my child to be educated at Cardinal Newman Catholic School, therefore I agree that;

• I will support the spiritual aspect of life at CNCS.

• I will help my child to study at home by providing a quiet time and support with work. I understand we need to access the Firefly information portal.

• I will tell the school about any difficulties or problems that might impede good progress being made.

• I will contact the school by 9.00am if my child is absent from school.

• I will ensure that my child arrives by 8.40am in correct school uniform every day and attends school regularly.

• I will arrange family holidays only during official school breaks.

• I will attend all parental and information evenings so that I may be informed and talk to staff about the progress of my child.

• I will join in celebrating the success of my child at CNCS.

• I will support the school’s behaviour policy (the 3Ps Plus) and accept the rules and sanctions that are designed to promote good behaviour. I understand that I will be given notice of an after-school detention and that the detention will be in line with government guidelines. I will support the use of detentions.

• I will work with the school to achieve the very best possible education for my child during the years he or she is at CNCS.

Signed .........................................................................................

Contact InformationPastoral Leader: Ms L. Marsh [email protected]

Form Tutors:9AEV Mr A. Evenett [email protected] Ms C. Arbuckle [email protected]/GNE Ms A. Hett [email protected] Mrs G. Neale [email protected] Mr M. Bath [email protected] Miss C. McManus [email protected] Mr R. Jones [email protected]

Pastoral Leader: Mr M. Conneely [email protected]

Form Tutors:9ABR Mrs A. Brown [email protected] Mr A. Wright [email protected] Miss K. Le Marquand [email protected] Mr R. Matthews [email protected] Mrs S. Brigliadori [email protected] Miss V. Clark [email protected]

Key Stage 3 Curriculum Leaders Art Mrs L. Airey [email protected] Mrs L. Mitchell [email protected] & Technology Mr R. Jones [email protected] (Subject Leader) Mr G. Hammett [email protected] Mrs A. Brown [email protected] Mr S. Meaney [email protected] Mr A. Wright [email protected] Miss V. Clark [email protected] Foreign Languages Mrs A. Boldison-Smith [email protected] (Director of Music) Mrs C. Lane [email protected] Education Mrs J. Machin [email protected] (PSHEE Co-ordinator) Mr M. Conneely [email protected] Education Miss C. McManus [email protected] Ms D. Heyns [email protected]

Learning Support (SENDCo) Mrs L. Fairbairn [email protected] (Deputy SENDCo) Mrs S. Holland [email protected]

cardinal newman catholic school · 2019-09-12 · parent guide: supporting student learning at key...

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