KEY STAGE 3 ACADEMIC HANDBOOK

Information correct at time of printing. The curriculum can change from time to time but with national changes coming into effect, there will be some impact on the Key Stage 3 curriculum for future years.

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We hope that all pupils will have a happy and successful time here. This document gives you some idea of the curriculum which is followed in Years 7 to 9 (Key Stage 3). It can be read in conjunction with the Parents’ Handbook which gives information on a wide range of other issues.

May I encourage you to take an interest in your child’s work and to look at exercise books and at their student planner, which should be signed each week. I am sure that you look forward to them developing personally and academically over the coming years.

If you have any concerns, pastoral or academic, please contact the Tutor by email.

Dr Lorraine Earps head@queenscollege.org.uk

WELCOME TO QUEEN’S

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Art lessons in Years 7–9 cover all the basic skills of drawing, painting, printmaking and 3-dimensional work. Drawing lies at the core of all the work undertaken and projects are planned so that pupils have a wide range of opportunities to use the many materials and techniques and the staff expertise available to them.

Homework is used as an essential part of planning. Group project work and individual pieces are displayed, wherever possible, throughout the school and Years 7–9 work is as much in evidence as that of GCSE and A Level pupils.

Year 7Pupils cover basic drawing techniques, painting and colour mixing, printmaking and ceramics. Work is undertaken in the context of artists’ work and makes social and cultural references.

Examples of work covered: • drawing in pencil, conte, charcoal, soft and oil pastel• painting in acrylics, coloured inks and watercolour• block printing and collage

Year 8This Year group builds on previous experience with more ambitious printmaking, textiles and sculpture work. Homework plays a more significant role in the planning of class work.

Examples of work covered:• drawing in pen and ink• relief and screen printing• mixed media work and sculpture• dyeing and printing textiles

Year 9Drawing skills continue to be developed. A wider range of materials is used and critical and contextual studies form the basis of practical projects.

By the end of Year 9, all the basic skills required for GCSE Art will have been covered so that pupils may embark on the examination course with confidence.

Examples of work covered:• lino printing• screen printing• combined mixed media and painting

ART

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BIOLOGYThe topics covered in Year 7 and Year 8• Life processes and responses to stimuli• Cellular structures of plant, animal, fungal and

prokaryotic cells• Microscopy• Green plant as organisms: Photosynthesis,

germination, reproduction, seed dispersal and transport• Living things and the environment: Adaptations,

competition, feeding relationships and ecological sampling

• Humans as organisms: Nutrition and diet, heart and circulatory system, muscles and the skeletal system, reproduction and pregnancy, breathing and respiration, human health

Biology is taught by specialist teachers throughout Key Stage 3. Every pupil has one double period of Biology per week in Years 7, 8 and 9. The broad outline of the National Curriculum is followed, but time is allowed for project work, field work and the use of ICT. A major emphasis is on practical work with the development of experimental design. This leads into the GCSE Biology course which is started in the Autumn Term of Year 9.

Pupils enjoy the spacious facilities and modern equipment in the four Callard Biology laboratories.

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The course is designed to develop higher order thinking including metacognition through ‘Let’s Think’ activities in Years 7 and 8. Pupils develop practical and analytical skills through topic-related exercises and longer investigations. Pupils are encouraged to learn via both written and oral presentation of collated material, and regular testing is used to assess progress. It is hoped that this allows the work to be enjoyed while confidence and understanding develop. There are plenty of bangs, flashes – and other exciting reactions to look at – incorporated into the lessons. There is also plenty to stretch the most able. Mr Jolliff has written a whole book of resources to this end, published by the Royal Society of Chemistry – ‘Chemistry for the Gifted and Talented’.

Year 7Topics include: laboratory safety, use of Bunsen burners, the principles of investigation, the states of matter, properties of materials, separation techniques, metals and non-metals, acids, the pH scale and antacids.

Year 8Topics include: elements, compounds and mixtures, preparation of oxygen, metal and non-metal oxides, oxidation and reduction, extraction of copper iron and aluminium, preparation of hydrogen, reactions of acids and metals, preparation of carbon dioxide, the Periodic Table and halogens.

Year 9Pre-GCSE Topics: Kinetic Theory, conservation of mass and chemical reactions.

GCSE Topics: Air, oxidation and rusting, metals – reactions, uses and extraction, crude oil, alkanes, fractional distillation, atomic structure and formula mass.

The three Chemistry labs are spacious and very well equipped, enabling lots of practical work to be done. All the Chemistry labs are well served in terms of fume cupboards, with space for five pairs of pupils to work at any one time. Alongside the Chemistry labs is a computer room which provides excellent opportunities to use Information Technology and Chemistry-related software. Classes are taught by three full-time Chemists with support provided by a qualified technician.

All pupils study Chemistry through Years 7, 8 and 9 with a double period per week in each year. This allows the National Curriculum Core to be covered and from November in Year 9 to start the iGCSE course in Chemistry.

The end of year Chemistry exam in Year 9 is particularly significant, as the Year 10 sets (and whether pupils study for the three separate sciences or Double Award Science) are based on the results of this, along with those of Biology and Physics.

CHEMISTRY

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Pupils experience Computing in three ways:a) across the curriculum, using it as a tool in different

subject lessonsb) ICT awareness lessonsc) Computer Science lessons

The use of computers across the curriculum is coordinated by individual Heads of Departments. Computers are used as an integral part of teaching throughout the school and are under constant review.

Home access to the school computer system is achieved through ‘remote access’. Pupils have access to their school files and email at all times. Most of the school site is covered by wireless provision and the use of laptops and other mobile devices is encouraged as appropriate.

In Year 7, pupils have one lesson of ICT awareness each week. The aim is for pupils to become confident with the technology so that it can be used to aid their studies across the curriculum and enable them to pursue a further study of computing in Years 8 and 9. This will then lead into the study of Computing in later years, if they so wish.

There are three main computer teaching rooms/labs: • The main Computing teaching room in the Technology

Department contains a network of 26 computers and associated equipment such as cameras, a printer, a scanner, CD writer, video cameras etc

• The Science Computer Centre contains a network of 22 computers and a printer

• The Physics computer room contains a network of 20 PCs and printer

There are also small labs in the Food Technology, Graphics and Music departments. The majority of classrooms are fitted with computers and projectors and the two Resource Centres (Lower and Senior) have sets of computers for

private study. All computers are networked and have access to the Internet. A good range of standard programs are available with more specialist software when needed. Sets of laptops/Chromebooks for general class use are being introduced into many deparments.

ICT awareness lessonsIn Year 7, pupils are familiarised with the Windows operating system and network environment and are assigned their own login accounts. They will become more familiar with the basics of the Microsoft Office suite. They learn how to fully use Google Apps and how to work collaboratively. They also learn techniques for searching the Internet and ways of using the content. Internet safety is an important part of this training. They also use a flow charting program which leads naturally onto coding techniques using Python, which will be developed further in Years 8 and 9. By the end of the year they should feel confident in using the school network.

Computer Science lessonsIn Years 8 and 9, pupils learn about the hardware and software components that make up computer systems and how they communicate with one another and with other systems. They will also be able to recognise and understand the function of the main internal parts of basic computer architecture. Text-based programming skills are developed using Python to solve a variety of computational problems. This will be achieved primarily in a ‘hands-on’ fashion through a mix of practical work and project work using the Raspberry Pi single-board computer, with activities such as creating a chatting robot, making a quiz game and creating a Raspberry Pi-powered Harry Potter-style sorting hat, amongst others.

COMPUTING

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The Foundation Course is designed to provide all pupils with an overview of Design and Technology & Food Studies and to provide those pupils who opt for a Design and Technology course at GCSE level with a sound base of knowledge and experience on which to build.

Over the three years, pupils cover the following specialisms within Design Technology:

Year 7Food and Nutrition: Food and cookingGraphic Design: An Introduction to Graphic products and Computer Aided Design

Year 8Food and Nutrition: Diet and healthGraphic Design: 3D graphics including CAD. Design of an Art Deco-inspired clock and Travel Game

Year 9Food and Nutrition: Making choicesGraphic Design: Cinema Production Graphics Project

We have a well-equipped kitchen and pupils are taught how to master a range of basic cookery skills in Years 7 and 8. They also learn about the importance of healthy eating. In Graphics we use a range of Computer Aided Design and manufacturing processes to produce quality products. In Year 7, pupils are introduced to the laser and vinyl cutter and extended this work into Year 8 using laser image transfer, which gives project work a professional finish. After mastering the basics in Years 7 and 8, pupils have the opportunity to extend their skills by designing and making their own film logo and cinema display using

up to date design software such as Serif Draw. We run a cookery club on Saturday mornings.

All pupils in Years 7, 8 and 9 have a weekly double period of Design and Technology or Food and Nutrition over the year.

The programme of study across the three years is designed to provide pupils with the opportunity to gain experience in both Food and Nutrition and Graphic Design.

Each specialist area will usually last for one and half terms, during which time pupils will gain hands-on experience in the particular subject media, whilst also submitting a design and evaluation portfolio for each of the topics covered.

Throughout the Foundation Course pupils will be instructed in the safe and appropriate use of a range of tools and equipment, thus enabling them to work, under supervision, within the department on individual or group projects.

Over the Foundation Course, pupils are encouraged to extend their knowledge of the world of Design and Technology, both within the class and through weekly preps in Year 9.

FOOD AND NUTRITION FOUNDATION COURSE

DESIGN TECHNOLOGY &

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AimsIt is hoped that the children will learn something about group co-operation, physical control, oral/aural competence as well as something about basic drama skills and creativity.

In order for the children to become accustomed to the gradually increasing demands made of them and of the growing self-control they need to exercise as a consequence, the department attempts to deliver structured lessons so that the pupils can see the acquisition of drama skills as progressive.

The Middle School Play (Years 7–9) takes place in the Summer Term and is an opportunity for pupils to consolidate the skills acquired in Drama lessons by taking part in a major production as a performer or member of the backstage crew.

Lessons One single period per week (40 minutes) in Years 7–9.

In Year 7, the techniques covered will include: freeze framing, stage movement, approaching scripted text, mime and creative movement, chorus work and improvisation.

In Year 8, the techniques covered will include: creating a role, non-verbal communication, developing improvisational skills, chorus work and developing scripted work.

In Year 9, pupils will continue working on collaboration and devising. There will also be some opportunity to work with scripts and develop characterisation. Dialogue and monologue will be focussed on in one module.

Performing Arts Scholarships are available at 11+, 13+ and Sixth Form entry.

DRAMA

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English at Key Stage 3 – Years 7, 8 and 9 – works on the foundation of four major skill areas: reading, writing, grammar and oral work. The aim is to structure the course

progressively whilst at the same time providing sufficient opportunity for creative and imaginative exploration of language.

ENGLISH

Autumn Term Spring Term Summer Term

Year 7

First Impressions: Creative WritingOut of this World: Writing for an

AudienceGuided reading of a 20th-century

novelSpelling/Punctuation/Grammar

MetacognitionIndividual Oral Presentation

In Search of Adventure: Prose Comprehension

Identity Kit: Poetry SkillsSpelling/Punctuation/Grammar

Guided Reading of a 20th-century playMetacognition

Group Oral Presentation

Shakespeare: Context and study of a play: A Midsummer Night’s DreamSpelling/Punctuation/Grammar

MetacognitionExam Preparation/Paper/ ReviewPreparation for Summer Reading

Challenge

Year 8

It’s a Mystery: Fictional WritingCampaigning for a Cause: Writing to

PersuadeStudy of a Novel

Spelling/Punctuation/GrammarMetacognition

Individual Oral Presentation

Appearance and Reality: Prose Analysis

Words of War: Unseen Poetry AnalysisSpelling/Punctuation/Grammar

Study of an author’s workMetacognition

Group Oral Presentation

Shakespeare: Study of a play: Much Ado about Nothing

Spelling/Punctuation/GrammarMetacognition

Exam Preparation/Paper/ ReviewPreparation for Summer Reading

Challenge

Year 9

Dare to Scare: Writing to EntertainMy Life, my Choices: Creating Non-

FictionStudy of a Novel

Spelling/Punctuation/GrammarMetacognition

Individual Oral Presentation

Exploring Differences: Understanding a Writer’s Purpose

Relationships: Literary Devices in Poetry

Spelling/Punctuation/GrammarStudy of a text (play/ short stories or

novel)Metacognition

Group Oral Presentation

Shakespeare: Literature Essay Skills: Romeo and Juliet

Spelling/Punctuation/GrammarMetacognition

Exam Preparation/ Paper/ReviewPreparation for Summer Reading

Challenge

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We have adopted a concentric approach to the study of Geography at Key Stage 3. This involves a place-orientated structure which we believe forms a firm foundation for the study of the subject at GCSE and A Level. We start with the local environment and the United Kingdom and then broaden our scope by studying the European Union and then the world. Whilst pupils will all have their own textbook, we use a huge variety of resources and like, wherever possible, to make use of data and information collected by the pupils themselves.

In Year 7, pupils will study the geography of their local area (their journey to school, the site and situation of Taunton, the features and characteristics of the local area etc) before moving on to consider selected aspects of the geography of the United Kingdom, such as settlement, weather and climate, industry and retailing. All pupils take part in a field trip to the Quantock Hills.

In Year 8, we study the geography of the European Union, concentrating particularly on farming, resources (energy and water), coasts, rivers and ice. Pupils will have the opportunity to make detailed studies, through their own research, of the geography of particular countries, for example, France and Sweden. In May, all pupils take part in a field trip to Charmouth.

Geography is the study of our environment and how we interact with it. It is our aim to stimulate pupils’ interest and curiosity in their surroundings and in the variety of human and physical conditions on the Earth’s surface. We intend to foster pupils’ sense of awe and wonder at the beauty of the world around them and help them to appreciate that they have a responsibility for the sustainable management of the Earth and its people. Geography is about understanding the world in which we live and we believe that it plays an absolutely essential part in the development of young citizens in the modern world.

Through the study of Geography, pupils will learn to use a variety of important transferable skills. They will learn how to collect meaningful data and how to present it in an accurate and appropriate manner. They will make extensive use of maps at all scales, which is undeniably an extremely important lifelong skill. Pupils will be encouraged to participate in debate and discussion, to formulate their own views, and to show tolerance and understanding of the views of others. Information Technology, and in particular the Internet, presents us with many exciting opportunities especially when conducting research. In addition to classroom-based work, pupils will also be given the opportunity to take part in fieldwork, both locally and further afield. Our approach to teaching the subject of Geography is to build a body of knowledge through a variety of learning experiences. Above all, it is our intention that Geography should be fun!

In Year 9, the final year of Key Stage 3, we broaden our scope to study aspects of global geography. We concentrate particularly on the concept of ‘development’ and pupils will learn about the key characteristics of, and contrasts in, countries deemed to represent different levels of ‘development’. Inevitably, there are many issues worthy of debate when tackling this topic. Pupils will study other aspects of Geography which are particularly applicable to the wider world, such as urbanisation, tectonics (volcanoes and earthquakes) and environmental concerns, such as global warming.

GEOGRAPHY

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The courses below closely follow the National Curriculum syllabuses:

Year 7

Term 1: The Reformation in Europe Christmas Project: Castle building

Term 2: The Early Tudors • The Wars of the Roses and Henry VII • Religious Change under Henry VIII,

Edward VI and Mary I

Term 3: Elizabethan England • Problems Elizabeth faced • Religious change • Social and political change

Trip to Glastonbury Abbey and Tor in Term 3

Year 8

Term 1: The First Two Stuarts • James I and the Gunpowder Plot • The Long and Short Term Causes of the

English Civil War • The Events of the English Civil War

Term 2: From Cromwell to the Jacobites • Life under Cromwell and the Puritans • Cromwell and Ireland • The Restoration of the Monarchy • Plague and Fire

Term 3: Social and Cultural history, 1600–1750

Trip to a civil war site – Term 2/3

Year 9

Term 1: Economic, Social and Political Change in England, 1750-1914 • The Agricultural Revolution • The Industrial Revolution • The Transport Revolution • Protest

Term 2: Optional Topics on 19th/20th-century Themes, 2 from: • Medicine • Crime and Punishment • Empires • Europe • China

Term 3: World War One • Long and Short Term Causes • Trench Warfare • Major Offensives

Trip to The Big Pit in Term 1

Teaching methods

Modern textbooks

CD-Roms for computer use: Year 7 = Castles Year 8 = The English Civil War Year 9 = The Industrial Revolution

Projects Video footage Visits to historical sites Examination (Term 3)

HISTORY

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Mathematics is taught in sets in Years 7, 8 and 9, not in the usual form groups. We are able to move pupils up and down the sets if necessary. This is made possible because all pupils follow a common basic syllabus with extension work for faster pupils and for those in higher sets.

Lessons are taught in dedicated Mathematics rooms with whiteboards and data projectors. Many members of staff also teach using Tablet PCs.

Our aim is to improve both competence and confidence in basic skills, whilst introducing more complex topics and developing each pupil’s ability to solve problems. Learning to set out Mathematics in a neat and organised fashion is an integral part of the course. Year 7 are taught a dedicated problem-solving lesson at least once per week.

Years 7 and 8 use the textbook series ‘Essential Maths’ by David Rayner (Elmwood Press). This is heavily supplemented by external sources and our own material. In Year 9 we issue the Elmwood press ‘GCSE Maths’ by Michael White as a resource, but we do not start the GCSE course at this stage.

One or two homeworks will be set each week, which often consolidate and practise the topics discussed in class, but may also be revision or more open-ended tasks such as data collection.

GCSE exams are taken in Year 11 and all work studied in Years 7 to 9 provides the required knowledge and skills base required at the start of the GCSE course. The top sets at GCSE also work towards the Further Maths qualification.

Pupils with talent in the subject are stimulated in a variety of ways and are entered for national Mathematics contests. We hope to engender an interest as well as technical ability.

Extra help is often arranged for pupils who have particular difficulty with the subject or who have missed out on some of the basic work because of their previous circumstances.

MATHEMATICS

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The study of foreign languages can be enjoyable, enriching and stimulating – often giving pupils an insight into how their own language works. At Queen’s we offer a wide range of languages, giving pupils the opportunity not only to learn how to communicate effectively in many places around the world, but also to gain a better understanding of other cultures.

To begin their language journey, pupils in Year 7 choose two languages from: French, Spanish, German, Mandarin Chinese and Latin. In French and Spanish, we aim to have different groups, so as to cater for those who have studied these languages previously – while supporting those who are starting these languages from scratch.

Language lessons are supported by modern textbooks and up-to-date technology. Pupils are taught by subject specialists, who combine the best aspects of traditional teaching methodology with the enjoyment offered by hands-on engagement with online resources. Language learning can be challenging at times, but it can also be great fun!

Pupils usually continue to study their chosen languages for three years through into Year 9. Thereafter, most will want to take only one when considering their GCSE options –

which require at least one foreign language to be studied – but we always have a good number of pupils whose success and enjoyment in two subjects means that they wish to keep up both languages.

Assessment in Modern Languages is done through Listening, Reading, Writing and Speaking tests which are set regularly, often at the end of modules within the text books. In Latin, the skills of comprehension and translation into English are the focus for assessments. All these tests provide opportunities for positive feedback and encouragement.

The provision of overseas visits has changed in recent years. We currently run an annual residential language trip to France for Year 8 pupils, but we plan to broaden this to set up Key Stage 3 trips to Germany and Spain in years to come. The value of these trips is considerable and staff give much of their time to accompanying these events, helping to provide an extra, special dimension to the language learning experience of the pupils.

MODERN LANGUAGES

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Queen’s College has a strong and enviable reputation in Music. Adjoining the Queen’s Hall, the Music Department is based in purpose-built facilities with numerous well-equipped teaching rooms and is home to the full-time members of staff, and hosts over 20 visiting music teachers each week. Those who learn instruments in the Junior School almost always continue with the same teacher, and the option of starting an instrument is always available to all pupils.

The Key Stage 3 curriculum is designed to improve the pupils’ knowledge and understanding of music through the investigation of a wide range of music. This is done through listening and appraising, composition and performance, and developing a number of different skills. Topics cover all styles of Music from Classical through to Popular styles, Folk Music and other kinds of World Music, providing the pupils with a wide experience of this fascinating subject.

As well as classroom music, the department offers a superb range of music ensembles such as Clarinet, Brass and String Groups, Middle School Orchestra, Wind Band, Swing Band, Chamber Orchestra and First Orchestra. The College Choir is open to all singers, and new ensembles

are always being encouraged. There are numerous concert opportunities both inside and outside the school each term for both solo and ensemble performance, not to mention the two musicals the school produces each year. Whatever your preference, there is something musical to be involved in!

MUSIC

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Period Autumn Term Spring Term Summer Term

Year 71 Double PE

Ball SkillsSwimming

Cross Country

BadmintonDance

Strength & ConditioningOrienteering

Athletics

1 Triple and 1 Single Games

Rugby (B)Hockey (G)

Hockey (B)Netball (G)

Cricket (B)Tennis/Rounders (G)

Year 8

1 Single PESwimming

Cross CountryBadminton

Strength & ConditioningDance

HandballOrienteering

Athletics

1 Double Games Rugby (B)Hockey (G)

Hockey (B)Netball (G) Athletics

1 Triple Games Rugby (B)Hockey (G)

Hockey (B)Netball (G)

Cricket (B)Tennis (G)

Year 91 Double PE

SwimmingCross Country

Volleyball

Strength & ConditioningBadminton

DanceOrienteering

Athletics

1 Double Games Rugby (B)Hockey (G)

Hockey (B)Netball (G)

Cricket (B)Tennis (G)

The Physical Education curriculum is designed to be accessible to all pupils.

We hope that in each lesson every child will gain the opportunity to learn new skills and concepts, to take part in some vigorous physical activity and to enjoy themselves.

Aims1. To promote physical activity and healthy lifestyles2. To develop positive attitudes towards physical activity and exercise 3. To encourage lifelong participation in physical activity4. To develop the skill level and understanding of all

pupils in a wide range of activities5. To encourage an atmosphere of fair play and respect for others 6. To encourage and foster excellence wherever possible

PHYSICAL EDUCATION

Sample timetable

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The Department EthosUp to the end of Year 9, we aim to teach pupils the fundamental basics that apply to physics. Pupils are introduced to a broad spectrum of ideas and topics, many of which form an essential foundation to the GCSE course they later follow.

These first few years are an opportunity for them to see how Physics differs from the other two sciences and to learn about and investigate the ideas behind the many everyday realities they encounter.

Throughout the three years they witness many exciting demonstrations and undertake a multitude of experiments that allow them to gain an understanding of the physical ideas through their own experience and involvement.

Content followed by pupils through Years 7–9Each year group looks at the basic topics of electricity, waves, forces and energy in increasing depth and detail. In addition each year group focuses on a particular issue, idea or personality within science.

Year 7: Starting with the basics, pupils learn about the SI system of units and the importance of measurements. They are then introduced to the nature of Force and its effects, through mobiles, tug-of-wars and bridges. They also begin studying the elementary nature of electricity and magnetism before moving onto light as an introduction to waves.

Year 8: During this year, forces are revisited but this time as pressure where they look at water pressure and atmospheric pressure in detail. By the end of the year, forces lead into energy and doing work. In addition they also learn about electrical circuits.

During both these years, the department also embeds into its teaching, lessons that encourage pupils to develop new skills and ways of thinking that we firmly believe enable them to be more independent learners and to develop better skills at analysis and evaluation. These lessons incorporate the strategy of social construction, metacognition and peer feedback on what they have learnt and how they have learnt it.

Year 9: The big research topic in this year is all about energy resources and helps to draw the two topics of electricity and energy together. Pupils produce posters and give presentations on a variety of alternative ways of producing electricity.

In Year 9 we begin to start the initial topics on their GCSE course. These comprise the basic foundational topics and ideas that underpin many of the higher concepts that pupils encounter during Years 10 and 11. All work covered in Year 9 is essential but will be revisited again both in Year 10 and Year 11.

Each year, in addition to the above, pupils learn a different aspect of astronomy. To begin with we study the Earth in space and explain the changing view of the heavens. In Year 8 we centre on man’s exploration of space through the Apollo and Voyager missions.

SummaryA pupil in their early formative years of study in the subject of Physics can look forward to learning how it all works and why nature is the way it is. In the department we aim to keep the subject up to date and to help the pupils learn effectively using such methods as independent study, personal research, group work, presentations and posters, as well as traditional experiments.

PHYSICS

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We hope pupils will be open and willing to explore other people’s (religious) views and their own understanding of life, and that this will help the pupils’ own spiritual and moral development.

The methodology is to look at religions topically with specific reference to Hinduism, Buddhism, Islam, Judaism and Christianity.

This course is taught in two lessons per week, plus one homework in Year 7 and Year 8. There is an examination at the end of each academic year.

Years 7 and 8 — World Religions

PurposeTo introduce pupils to the religions of the world, to gain awareness, tolerance and understanding of other people’s traditions, ways of life and points of view.

The course is suitable for people of any religious background or none, and all pupils in Years 7 and 8 will take the course. Each aspect of religion is presented in its own right without a comparison being made between the various ‘truths’ contained in the religions. The overall aim is to study religion rather than to be indoctrinated into any particular religious belief.

Year 9 — Ultimate QuestionsThis course will provide an introduction to the GCSE course on offer. It will provide pupils with the opportunity to ask fundamental questions about themselves and the world about them. The ethos of the course will be one of exploration, discovery and thought.

Through this course pupils will be challenged to reflect on meaning and values.

The course will consist of three parts, reflecting the three main components of Religious Studies:

• Ethics Pupils will consider the moral and spiritual aspects of

our relationship to the environment. The second topic in this section will be on love, sex and relationships.

• Ultimate Questions Such as: Who am I?, Does God exist?, What is God like?,

Why is there suffering? (The Holocaust will be used as a major example in this section) Should we be moral?

• Biblical Studies Pupils will be made aware of the way that the events

in Jesus’ life are celebrated by the Church and the significance of the life of Jesus for Christians today.

RELIGIOUS STUDIES

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Welcome to your new life as a bilingual citizen of the world!

Having chosen to study in England you are choosing a whole new future for yourself, which is exciting, challenging and an adventure! There are many positive points to being bilingual:

• You use and develop more brainpower which has been proven to keep you younger for longer!

• You are in touch with two worlds, which is richer, and more interesting, giving you twice the opportunities, even twice the fun!

• You are a bridge. You can communicate with two (or more) different communities and be pivotal to these connections. You can learn and teach tolerance, consideration and respect. These are increasingly important qualities in today’s globalised society.

• Your extra language(s) will open up a wider world of jobs, opportunities and experiences.

Your bilingualism is a wonderful gift and an opportunity. Use it to make your future bright!

EAL CourseEAL pupils attend EAL lessons in place of mainstream English and/or French, German or Spanish lessons, unless one of these is already their studied foreign language. Pupils follow a course using a variety of resources and methods to improve their language in terms of reading, writing, listening and speaking, using the CEF (Common European Framework) scales to monitor progress.

Within their EAL course they will receive extra support with skills which will assist them in all their subjects such as: note-taking, skimming of texts, report writing, presentations, use of idiom and creative writing, as well as improving their general language level. Pupils are introduced to many aspects of international and English literature and culture to assist their general integration and knowledge.

The University of Cambridge Exam PET (Preliminary English Test) is taken at the end of Year 9 as proof of real achievement in English and as preparation for the iGCSE ESL course taken in Key Stage 4.

EAL

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In the Learning Development Department, pupils are largely supported in a 1:1 learning situation ensuring that an individualised programme can be implemented. Pupils’ needs are varied; some have dyslexia or other learning differences whilst others, often in the older year groups, simply require support with study skills and revision techniques. Our aim is to enable every pupil to reach his/her potential whilst fostering and promoting self-esteem.

Extra support can be provided if parents, teachers or pupils request it. Sometimes pupils require help with a specific task. They may only require one or two lessons and these lessons would be at no extra charge. If it becomes clear that a longer course of lessons are required, parents are contacted and lessons are recommended. Occasionally, pupils may need to study one less academic subject and have a fixed lesson every week rather than rotating around all of the subjects. This is most common in pupils who have considerable difficulty with organisation.

All pupils supported in the LD department produce a pupil passport – guided by the LD teacher – once initial baseline assessments have taken place. This is made available to all teaching staff so that they are fully aware of the interests of the pupils, their specific strengths and weaknesses and their LD targets along with how the pupils intend to help themselves in the classroom.

Learning Development support through Years 7–9 can often be so beneficial that pupils are confident enough to take all subject options in Year 10 and no longer require further 1:1 teaching. This is because the pupils have acquired the necessary skills and confidence to enable them to reach their potential. Some pupils decide to continue with support into Years 10 and 11. Usually, this means they will take one less subject at GCSE level. Some pupils find 1:1 support so useful that they continue with it throughout the Sixth Form.

Before a teaching programme begins, pupils are assessed using baseline tests. This builds a picture of need and a plan of action can then be put into place. Smart targets are set and reviewed at the end of each half term. The progress of each pupil is therefore carefully monitored. Once a review has taken place, new targets can be set.

LEARNING DEVELOPMENT

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Sometimes parents or teachers feel that more detailed information of a pupil’s cognitive functioning is required so that specific strengths and weaknesses can be identified. A referral procedure is followed whereby the tutor collates comments from all the pupil’s subject teachers and forwards the information to the LD department. If it is felt that an assessment using standardised tests is required, parents are contacted and advised of this. Once a parent agrees to an assessment, they are charged for the cost of the lesson or lessons taken to administer the tests. Teachers and the pupil’s parents are then informed of learning strengths and weaknesses, and a proposed course of action is suggested. A ‘Learning Difficulties and Disabilities’ (and SEN) register contains the information gleaned from the assessments and advice is provided to teachers on how they can best support the pupil in the classroom.

Further assessment may be necessary in Year 9 to determine whether a pupil may require special exam access arrangements for their GCSEs. This assessment, combined with evidence from subject teachers, forms the basis of access arrangements. Both sets of evidence are required, as test scores alone are insufficient evidence for the JCQ (Joint Council for Qualifications) who determine the rulings for all exam access arrangements.

There are currently three full-time teachers and one part-time teacher in our department which is housed in a dedicated suite of rooms, each with IT facilities and a range of technology designed to fully support pupils. Learning Development staff are well qualified, well informed and experienced in delivering structured, cumulative lessons, enabling our pupils to learn quickly and effectively. We make a point of introducing our pupils to up-to-date software that can assist their learning, including text to speech recognition, voice activated software and iPads as well as teaching them how to use their own technology for organisational purposes and demonstrating apps they may find useful for learning, study skills and revision purposes. Personalised, multi-sensory learning lies at the heart of our approach, while all pupils have access to a full curriculum and are encouraged to aim as high as their academic abilities permit. The Department places great emphasis on communication and collaboration with our teaching colleagues; many of our pupils are originally referred to us by class teachers who have noticed discrepancies in their academic abilities. We encourage and promote inclusive, differentiated teaching throughout the school, and we have regular discussions with teaching staff regarding the progress of our pupils.

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