KS3 Transition

Learning Guide

2017-18

Dear Parent/Carer, Welcome to the Simon Balle School KS3 Learning Guide. This guide is designed to give you valuable information about:

What your child is learning in each subject

How your child’s learning will be assessed in each subject

How you can best support and extend your child’s learning outside school time

Assessment This is how we assess your child’s learning and help them to improve.

1. Targets

You will want to know how your child is performing against the target he or she has been set in each subject. We set targets based on students’ KS2 levels and results of baseline assessments carried out early in the autumn term. We have a clear picture, through monitoring national trends and analysing previous years’ performance, of how students can be expected to progress during KS3. Aspirational targets are set for all students to ensure they are making good progress towards their GCSEs. It is important to remember that young people develop at different speeds and not always at the same rate, so please do not be concerned if there is an occasional stalling, dip or leap ahead! What matters is that the general trend is upwards and, more importantly, that students know clearly where they are at, where they need to get to and exactly what they need to do to improve and progress.

Please note the targets set in Y7 and Y8 are for the end of Year 8.

2. Monitoring Progress

Students will be assessed throughout the year in all subjects. Parents and students can view the ‘current grade’ that a student is working at using Go4Schools. The current grade will change throughout the year as subject assessments are completed. These are identified on the calendar and parents will also be able to access these grades via Go4Schools.

The most important guide to whether your child is on track is the colour coding used with the current grade (purple means exceeding target grade, green on track to meet target grade, yellow there is a slight underperformance and red means serious under performance with the achievement of targets being a real concern.) When there is serious underperformance you can expect intervention being put in place to bring your child back to target grade.

3. Assessment for Learning

To help students be clear about their learning and progress, every subject teacher will give students a curriculum ‘map’ or overview. This will be put on the website and sometimes in their book / folder. The purpose of this document is to explain what topics will be covered during the year. Students will assess their own and each others’ work to develop a real understanding of how to improve, and of course teachers will mark work and give clear feedback on what needs to be the next step. Teaching and learning are dynamic, often complex processes. At Simon Balle we are totally committed to providing the best possible learning experience for your child and value your feedback or questions on any aspect of his or her progress. Please do not hesitate to contact subject teachers via the student planner, by phone or email. We hope you find this Learning Guide helpful and refer to it often to help your child learn, grow and achieve success as part of our learning community.

M T Moss Mike Moss Deputy Headteacher

Art and Design

The art department specialises in fine art, photography and textiles. Lessons contribute towards the development of the student’s

awareness and appreciation of art through the encouragement of creative thinking, problem solving and both two and three dimensional

visual communication. We encourage our students to be enterprising, making art relevant to their local environment and future lives.

Project Creative thinking and investigation

Skills and techniques Outcome Creative Industry links

Year 7

Drawing Learning to describe what you think and feel about the work of others

Shading, line, mark making, directional shading, proportion, grid scaling

Still life drawing

Visual artists, designers, engineers, graphic designer/illustrator, animators, architects, etc

Painting and Photography

Learning to explore the characteristics of different art/craft/design

Colour theory, landscape photography, painting techniques; blending, mark making, horizon lines

Landscape painting

Photographers, painters, conservationists, geologists

Printing

Learning to comment on the ideas and purposes of artists work

Mono Printing, poly prints, collagraphs

Prints produced from natural form imagery

Printing industry, interior design,

Textiles; decorative

Exploring how the artist communicates with the viewer

Batik, applique, sublimation, tie dye, embroidery, lines and seams on sewing machine

Symbolic imagery used to create a patchwork cushion

Designers, textiles designers, fashion designers

Year 8

Sculpture Comparing and commenting on differing ideas and relating these to the contexts in which the work was made.

Contour drawing, wax resist, charcoal, maquettes, ceramic modelling, glazing and firing of ceramics

3D ceramic sculpture Model makers, prop designers, sculptors, 3D designers, product designers

Portraiture Considering and discussing the ideas and relating these to both context and purpose.

Facial proportions, abstraction, viewpoints, collage, mood/emotion

Cubist inspired self portrait

Illustration, fine artist, caricature, creative intellectual

Mixed Media Interpreting, explaining and recognising the varied characteristics of different historical, social and cultural contexts.

Perspective drawing, three dimensional modelling and design, relief art

Mixed media relief and three dimensional sculptures

Architecture, model makes, three dimensional design, set makers

Textiles: garment construction

Independent machine skills- using machines for complex applique and product construction

Applique drawstring bag

Product and garment construction, pattern cutter, textile designer, screen printer, tailor

Year 9

Fine Art: Movement

Independently exploring the theme of movement through expressive painting, wire sculpture, mark making, photography, movie making, model making, and photographic manipulation.

Creativity and imagination within the creative industries

Photography: Headlines

Producing a photographic response to a current affairs newspaper headline. Students will follow the work flow of an image from capturing the headlines as a photographic journalist all the way through post production, layout and printing.

Photographic journalist, sports journalist, journalist, editor, layout designer

Digital Art: Into the Deep

Students explore life under the surface of the sea through stop frame animation, animatics and model making

Animators, story board artists, film makers, model makers, TV and animation.

Textiles: Students explore the cultures of the world and their own cultural identity through patterns

Printmaker, cultural awareness

Assessment and Deadlines

A drawing and research task in year 7 establishes a baseline grade. Students are assessed throughout each project; grades are reviewed

and adjusted when the criteria are met. Students are assessed on their ability to develop ideas through their contextual understanding,

recording of ideas, refinement of experiments and the presentation of a personal outcome.

Extended Learning

Students are provided with 30 minutes of homework every fortnight

Extra-curricular clubs offer opportunities to explore ceramic and digital art in more depth

Local and national competitions allow for creative opportunities beyond the school setting

Students are encouraged to visit galleries to form a wider understanding of the world around them

COMPUTING Course Aims:

To develop the skills of using ICT applications.

To develop the capability to choose appropriate solutions.

To develop ICT skills for use across the curriculum.

To combine the use of digital technologies to solve problems using creativity and imagination.

To take account of purpose and audience when creating professional, efficient and effective solutions, being reflective learners.

To be critical and self-evaluative users of digital technologies, being reflective learners.

To develop an understanding of the coding to create solutions.

To develop coding skills. Skills Required and Course Content: The course is based on a number of modules throughout key stage 3 that develop the skills of students in a range of different contexts.

Year 8

E-safety

Introduction to algorithms

Developing coding skills

Creating digital video products

Introduction to data representation, bit, nibble, byte, kilobyte etc.

Creating web page

Year 9 In Year 9 students will develop their ICT and Computing skills during lessons where they will use of digital applications and technologies as well as develop their programming and coding skills. Assessment and Deadlines: Year 8 At the end of each unit there is either a written test, an assessed task which is then levelled or a level based on their performance across the unit.

Year 9 There will be a range of assessment activities, written tests and levels in Computing. Extended Learning (To include extra curricular provision, revision sessions coursework and homework)

Homework is set to consolidate lesson activities and also to prepare for the next stage. This can range from traditional homework tasks, gathering information, research, preparing for a specific task, etc.

Students can attend the general school computer club.

Students will have opportunity to follow an online coding course to develop coding skills.

Coding Club is available to Y8 students.

DRAMA (Incorporating Citizenship & PHSE)

All students can study Drama from year 7 through to year 11. During Key Stage 3 we focus on delivering the themes of Citizenship and key PHSE content, using Drama skills to explore and create those ideas. Our curriculum is designed to work alongside and to complement the students’ ‘Learning for Life’ lessons. Drama Course Aims:

- To develop an understanding of dramatic form and the content it explores.

- To use the drama medium to explore issues and ideas. - To develop the use of imagination and self-confidence. - To experiment with a variety of theatre styles and genres. - To carry out independent research to contribute to drama

development - To develop presentation and evaluation skills. - To enable students (through group work) to learn to negotiate, co-

operate, concentrate, listen, accept and support one another. - Other areas, which we aim to develop through the use of drama,

are trust, independence, confidence, language and personal growth.

Note Improvisation forms the core of drama teaching at Simon Balle. There are also opportunities to work with scripted and other textual material. Skills taught in year 7, are revisited and developed in year 8 and 9 Time is set aside for evaluation and discussion in each session. In each unit of work, students explore an issue or theme (the content) whilst at the same time developing specific drama skills (the form).

The Importance of Citizenship and PHSE Education for citizenship and PHSE equips young people with the knowledge, skills and understanding to play an effective role in public life as well as keeping themselves safe and socially secure. Students learn how to effectively participate in, and make an impact on their communities. It encourages students to take an interest in topical and controversial issues and to engage in discussion and debate. Citizenship addresses issues relating to social justice, human rights, community cohesion and global interdependence, and encourages pupils to challenge injustice, inequalities and discrimination. Young people are helped to develop their critical skills, consider a wide range of political, social, ethical and moral problems, and explore opinions and ideas other than their own. They are encouraged to explore the way they relate to each other, the importance of a healthy lifestyle and how to stay safe.

Skills Required and Course Content: Year 7

The Content The Form PHSE/Citizenship content/focus

Unit 1 ‘The Boy In the Striped Pyjamas’

Group improvisation, using text as a stimulus for drama, hot seating, mime, discussion, video camera work. Evaluation of own and work of others.

Identity, Conscience, accepting

differences

‘It was Terrifying’ Still pictures, improvisation, use of narrator, slow motion, thought tracking. Begin to develop ideas in a group situation.

Bullying and accepting new situations and differences

Unit 2 Stage Directions Basic stage craft, group script work, off text improvisation.

Drama Technique and Terminology

Unit 3 The Parable of the Good Punk Rocker

Learning a script, use of Drama techniques to include ensemble work, choral voice, unison movement and developing stereotypes

Understanding the role and dangers of

stereotyping. Accepting

differences.

Unit 4 Healthy Diet and Nutrition

Group work, use of synchronised movement and choral speaking. Use of extended script. Independent learning and collaboration.

Healthy Lifestyles, diet and nutrition

Unit 5 The Haunted Lift An exploration of how to create tension in stage presentation. Developing soundscapes.

Recognising Risk

Unit 6 Road Safety and Stranger Danger

The use of research and presentation. An introduction to Theatre in Education.

Recognising risk

Unit 6 Rosa Parkes Examining Human Rights using monologues, improvisation in groups. Improvisation around a piece of text.

Human rights

Conflict & conflict

resolution

Unit 7 Living in a Lawless Society

Exploring text, Drama techniques and Adapting for Theatre, group work, decision making.

Law and the justice system, Parliamentary democracy and

the government.

Unit 8 Page to stage. Staging the opening of Romeo and Juliet

Scripted Text work, Off Text, group exploration work

Team skills

Year 8

The Content The Form PHSE/Citizenship content/focus

Unit 1 Drama in Year 8 – A reflection of year 7 and the importance of ‘Even better if’

Developing team and drama skills in a short project that reviews year 7 and allows the students the opportunity to improve a piece of work from last year

Working together towards a common goal

Unit 2 Status & Tension Looking at the concept of status and tension in drama through the medium of both spontaneous and prepared improvisation

Drama Techniques

Unit 3 Physical theatre skills - Tension and stage combat

Every fight has a story. Creating tension and safe stage fighting techniques.

Drama Techniques

Unit 4 Physical theatre skills - Objects to Life

An introduction to physical theatre.

Drama Techniques

Unit 5 Physical theatre skills - Mime, Mask and GEMS

Mask technique, the key ingredients of effective mime, use of music.

Drama Techniques

Unit 6 Bullying – ‘The Terrible Fate of Humpty Dumpty’

Tackling a difficult subject using still pictures, role-play and monologues. The use of a more advanced script.

What makes someone bully? How can we work to prevent it happening?

Unit 7 Peer pressure Text work, discussion. Anti-social behaviour - Healthy lifestyles – Smoking and alcohol

Unit 8 Conflict Resolution Fight or flight responses, improvisation and role-play.

Learning to deal with and use appropriate responses to difficult

situations

Unit 9 Politics and the law Role-plays, Political party broadcast, mock elections, role-play Houses of Parliament.

Law and the justice system, Parliamentary democracy and the government and the Role of the Monarchy

Unit 10

John’s Story – A Courtroom Drama

Developing a courtroom drama, creation of character and structure of court situation.

Law and the justice system

Unit 11

‘Let him have it’ Here we use the case of Derek Bentley to explore the concept of miscarriage of justice and the role of capital punishment in today’s society

Law and the justice system. Making and justifying moral choice.

Year 9

The Content The Form PHSE/Citizenship content/focus

Unit 1 ‘Stabbing at the Disco’

Group drama using mime and still pictures and introducing forum theatre.

Gang culture, knife crime, risk and decision making, peer pressure

Unit 2 Drug Smuggling Tackling a difficult subject using still pictures and monologues – examining the consequences of actions.

Risk and decision making, healthy life-styles (drugs)

Unit 3 ‘Too Much Punch For Judy’

This script focuses on drink driving and alcoholism. We Use this more complicated script to examine character, actions and consequences of actions.

Risk and decision making, consequences of actions and healthy lifestyles

Unit 4 ‘Hard to Swallow’ This script focuses on the true story of Catherine Dunbar who has serious eating disorder. Again, we use a more complicated script to examine character, actions and consequences of actions.

Teenage mental health issues, body image and self-esteem

Unit 5 ‘Hopes and Dreams’ Making a short film based on the hopes and dreams of students embarking on option choices. Use of true to life stories.

Future decisions, careers

Unit 7 Teenage Pregnancy and Abortion

Comparing issues of both pregnancy and abortion 1950s to today. Use of film and improvisation both on and off- text.

Healthy lifestyle, understanding the law in relation to pregnancy for both men and women (sexual health)

Unit 8 Lulu - The Runaway Textual work. Using poetry and off-text improvisation work to consider why young people run away from home.

Reflection and understanding

Unit 9 ‘Billy Elliot’ Film experience work based on the story of a young man takes the risk to follow his dream.

Tackling stereotypes and gender roles. Resilience

Assessment and Deadlines: Students are assessed at the end of each unit of work. We are grading by level and the students will work with the exam criteria that will help develop them into assured and accomplished performers. Extended Learning: Homework Is set on a regular basis and will always be a relevant piece of research or preparation for the unit in progress. The homework set will not exceed 40 minutes per week. Key pieces of homework will be reflected in the grades entered onto the Go4Schools system. Extra curricular activities

Lunchtime Drama Club, usually run by A level students, is held weekly for years 7 and 8.

Students are encouraged to participate in the house plays, which are directed by year 12 students and feature pupils from all years.

They will also have the opportunity to audition for and take part in school productions.

In 2017 Simon Balle is making an entry to the Shakespeare Schools Festival.

How you can support your child with their studies in drama Please encourage them to complete their homework. It is set for a purpose and will often be a requirement of the lesson where it is due. Students not completing it are often at a disadvantage. If your child has a particular interest in drama they should get involved with our extra-curricular activities or develop their interest out of school. The department is always pleased to recommend local clubs and societies that are running well planned drama activities in the local area. Assessment and Deadlines: Students are assessed at the end of each unit of work. Students are formally assessed on a number of the units they study and will be reported to parents via the GO4Schools system. The grades will be recorded as drama but will take into account the Citizenships and PHSE content of our programme. Assessments vary in style to ensure both skills and concepts are equally assessed, and to enable students with strengths in different areas to show their progression and talents; however they always assess students on the development of one key skill and on their knowledge of one key concept. The students will be required to complete regular feedback questionnaires to monitor progress and understanding. Students are provided with assessment criteria from the beginning of the unit and are formally assessed against this at the end. Extended learning Traditional homework may be replaced by independent research projects and blog updates. This will help students to develop their skills or research, enquiry, critical thinking, self-management, creative thinking and effective participation. With the development of these skills the students will also acquire the knowledge to support their studies. We also expect students to regularly follow local, national and international events either by reading newspapers, watching or listening to news bulletins or accessing the BBC or CBBC Newsround homepage on the internet. The greater students’ awareness of current affairs the easier it will be for them to access the course and do well in their assessments.

ENGLISH

Course Aims

● To develop understanding and use of the spoken word

● To develop the ability to read, understand and respond to all text types, with specific consideration of context

● To develop the skills necessary to construct and convey meaning in written language

The National Curriculum for English prescribes the range of literature to be studied over Key Stages 3 and 4. The framework for teaching English embraces these requirements and lays out a clear line of progression.

Course Content

Year 7

● Letters: exploring content and form, purpose and audience through reading and writing letters

● Functional Gothic: using Gothic as inspiration for writing in a range of forms

● A Christmas Carol: examining a classic seasonal story through close textual analysis, themes, context and structure

● Poetry: considering how writers from different times depict animals through poetry

● Literary non-fiction: textual analysis of a range of autobiographical writing sources

● Speaking and Listening: discussion and presentation of ideas in a formal setting

● A Midsummer Night’s Dream:a thematic exploration of Shakespeare’s play. considering characterisation, context and dramatic form

● Reading and Library lessons: independent reading of fiction for pleasure, monitored through the Accelerated Reader programme

Year 8

● Travel and Journeys: exploring how writers of fiction and non-fiction, from a range of times, present travel and journeys

● Words for Change: exploring how writers influence and affect readers through oratory and persuasive writing

● Speaking and Listening:collaboratively writng and presenting a charity campaign

● Narrative Poetry: an examination of context and writers’ influences in narrative poetry

● Science–Fiction: Reading a text to understand and appreciate the features of a specific genre.

● Descriptive writing: using images as a stimulus for creative writing

● Reader:critical reading of a whole text, with close language analysis, thematic exploration and consideration of context

● Drama: Recasting prose into drama form

● Library and independent reading: independent reading of fiction for pleasure, monitored through the Accelerated Reader programme

Year 9

● WW1 Poetry and Voices of the Great War: exploring the poetry of World War I with comparison to written and oral testimonies. Response to an unseen poem.

● The Art of the Short Story: Using a range of short stories from writers from 19th, 20th and 21st centuries as stimulus for creativity and analysis of narrative form

● Romeo and Juliet: Evaluation of character and structure of a whole Shakespeare play, through thematic exploration and close language analysis.

● Pop sonnets: considering content and form

● Comparative approaches: comparing literary and non-fiction texts from 19th, 20th and 21st centuries

● Speaking and Listening: ‘Convince me that…..’ a formal speech ● An Inspector Calls: Reading, exploration and analysis of 20th century

drama

Assessment and Deadlines

Each unit will include formative and summative assessment for reading and/or writing. Formally assessed pieces use the objectives from AQA English and English Literature GCSE as a starting point and are reported using the 1-9 scale in line with whole-school policy. Peer, self and teacher feedback are also used. In the summer term, students will sit examinations to measure reading and writing.

All year 7 students and selected year 8 students following the Accelerated Reader programme will take a termly STAR Test to determine their reading ability range ( Zone of Proximal Development). Progress in reading within students’ ZPD will be measured through quizzes. Students are expected to attain a score of 85% or higher in each quiz.

Every student has a Key Stage 3 folder that contains all assessed work, as well as any other work that the teacher feels appropriate to include. This is kept securely and centrally by the English Department. Exercise books are used for classwork, independent enquiry, some homework, note-taking and drafting. Targets are recorded in exercise books and polishing following feedback is also carried out in exercise books.

Extended learning

Homework is set on a regular basis and may include research or consolidation tasks, linked specifically to the skills and ideas in the programme of study. The amount of time each student should spend on homework is between 30-45 minutes. It is expected that all KS3 students read for at least 20 minutes each day as part of the Accelerated Reader

Programme which tracks individual reading progress, with each student reading texts at a level personalised to suit his/her ability (ZPD).

Students will be offered the chance to meet visiting authors, participate in trips, shadow prestigious literary awards, participate in national competitions and take part in a range of extra curricular groups for example, Debate Club. Study clubs and Masterclasses are also held regularly to support students.

FOOD AND CATERING

Course Aims:

The KS3 Food and Catering course aims to: ● Foster a keen interest and passion to learn about food. ● To encourage students to understand the importance of health, hygiene and

safety when working with food; and to apply their knowledge as the expected ‘norm’ when purchasing, storing, preparing and cooking food with full consideration of themselves and others

● Educate students to make choices that encourage them to adopt a healthy diet and lifestyle.

● Help students to understand the reasons why people have different nutritional and dietary needs.

● Help students to gain confidence when preparing and cooking food.

Students have 24 one hour lessons in Food and Catering in each year within KS3. We place practical cooking as a high priority at Simon Balle and encourage students to work with food as much as possible. They are encouraged to work both independently and as part of a team to work efficiently & safely when working with equipment and food in a school kitchen / food room. The course aims to extend student’s practical cooking skills using a wide variety of ingredients and a range of techniques and equipment to prepare a selection of food products / dishes. Throughout KS3 they are encouraged to apply healthy eating initiatives when planning dishes. Skills Required and Course Content

Health & safety Health and safety is taught and reinforced throughout KS3. Students are taught to consider and apply health, hygiene and safety both personal and with due regard for the safety of others – dress code, personal hygiene, safe use and storage of food and safe use of both large and small equipment. Students assess the risks of equipment as they learn to use safely and competently. From year 7 students are taught to store, prepare, cook and serve raw and cooked food safely with due consideration of health and hygiene. Year 9 students take Level 1 Food Hygiene Certificate.

Yr. Dietary needs and healthy diet Skills and techniques

7 1.The Eatwell Guide 2.Introduction to Nutrition 3.Making healthy choices when planning your dishes 4. The importance of hydration and drinking sufficient water. 5. Making use of Fruit and Vegetables when planning and preparing dishes 6. Considering the religious and cultural needs of others

1.Knife skills - Chopping, peeling and slicing 2.Organisation in the kitchen 3. Using a selection of different fruit and vegetables to cook a number of savoury and sweet dishes 4. The Rubbing In method 5.The Melting method 6.Shaping and adapting simple recipes 7. Analysing and comparing ready-made products. 8. Gaining confidence in the use of basic equipment and different parts of the cooker i.e. the hob and oven. 9. Preparing a tomato based sauce to create a vegetable dish

10.Using Matzo meal in cooking 10. Preparing a simple time plan

8 1.Nutritional value of a range of ingredients and food products 2.How nutrition links to the Eatwell guide 3. Encouraging students to eat a healthy, balanced diet when preparing food products and dishes and making considered food choices when eating and planning to cook. 4. The dietary needs of others - Vegetarians

1.Building on existing skills using the Rubbing In method 2.The Creaming method 3. Preparing a tomato based sauce to create a meat and vegetable dish 4.Making an all in one white sauce as part of a main course dish 5. Vegetarian dish 6. Analysing and comparing ready-made products. 7. Building confidence when using a wider range of equipment and different parts of the cooker 8. Making healthy and nutritional choices when planning and cooking a main course or dessert dish +accompaniments for yourself and your family.

9 Revision of Nutrition Dietary needs of others – age, moral and cultural choices Sustainability and environmental considerations. Adapting meals to cook healthier options

1.The Whisked Method 2. Using yeast as a raising agent to make bread 3. Layering and combining skills to make a main course dish and dessert 4. Separating eggs to make meringue 5. Preparing dishes using ingredients from other countries and cultures 6. Making healthy and nutritional choices when cooking a meal (including side dishes and drink) for a specific group. 7. ‘Waste not want not’ task to encourage use of ingredients and foods – sustainability and environmental consideration

Assessment and Deadlines Students are assessed at the start of each year with a Baseline test which tests prior knowledge and practical experience. They are assessed half way through the rotation to monitor progress in practical skills and check understanding. At the end of the rotation students take a written test and Practical assessment task which tests knowledge, skills and techniques. Extended Learning: Food Club runs once a week after school between 3.30 – 5.00pm, allowing individuals the opportunity to work with students from other forms and year groups. Students work together to produce a range of different dishes reinforcing and extending skills that they have been taught in class. Older KS3 students act as ambassadors and take a lead role in Food club. Homework Homework is set when appropriate and may involve students researching to reinforce prior learning. Students are encouraged to develop their personal organisation and numeracy skills to prepare in advance for practical lessons. This may involve accurately weighing out ingredients. In Year 8 and 9, students are challenged to cook more complex dishes in class to increase their skill level and may carry out simple, but time consuming preparation tasks at home to ensure that they gain maximum benefit from their lesson time.

GEOGRAPHY

Course Aims: The aims of the Key Stage 3 Geography course are to:

● Stimulate an interest in and a sense of wonder about places. ● Help young people make sense of a complex and dynamically changing

world. ● Explain where places are, how places and landscapes are formed, how

people and their environment interact, and how a diverse range of economies, societies and environments are interconnected.

● Build on pupils’ own experiences to investigate places at all scales, from the personal to the global.

Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. We believe that fieldwork is an essential element of this. Pupils learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information. Geography inspires pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.

Skills Required and Course Content:

Autumn Spring Summer

7 Baseline assessment

Ecosystems

Woodland fieldwork

Ecosystems Short Answer Test

Weather and Climate

Weather and Climate Short Answer Test

UK Settlements

UK Places Short Answer Test

Hertford fieldwork

8 Tectonic Hazards

Tectonic Hazards Short Answer Test Iceland Decision Making Exercise

Cities

Cities Project

Cities Essay

Rivers

Rivers test

Economic Activity

TNC project Economic Activity Test

9 International Development

International Development Short Answer Test HIV assessment

Asia

Endangered Animals Project

Russia energy essay

International Trade

Fair Trade Essay

International Trade Decision Making Exercise

Assessment Students are assessed throughout the course through the completion of traditional-style tests. These are comprised of both short and long answer questions in the same format as those completed at GCSE. This style of assessments helps to test the knowledge accrued during the unit of work, as well as allowing the students to demonstrate the skills that they have practiced in lessons and for homework. In addition to this formal assessment there will be feedback given on key pieces of work throughout the term. The students are expected to act on this feedback and polish these pieces of work. Whilst there is no grade awarded for these pieces of work, they have been designed to allow the student to develop their skills in advance of an assessment.

Extended Learning: The humanities homework club is run once a week and is an opportunity for students to take advantage of departmental resources and ask for any extra assistance they may require with work. It is open to students of all abilities and ages.

Homework is set when appropriate. It will usually consist of 1 piece per week and will last for approximately 30 minutes. On occasions when no formal homework has been set the students will be expected to conduct their own independent study: this may take the form of reading a newspaper or using the internet to find out about topical geographical issues. The Geography in the News section of our website is a particularly useful starting point or this.

We communicate with the students via their Simon Balle email address: we expect them to be checking this regularly. Students should use this email address to contact us if they need help or guidance with a task.

History

Year 7:

How dark were the dark ages? An in-depth enquiry into the life of the Anglo-Saxons concluding with

an initial baseline assessment. This sets the context for the second unit on the Norman conquest.

This looks at the students understanding of both the content and their ability to make inferences

from sources and create a piece of extended writing.

How far did Norman and Anglo-Saxon England differ? This unit starts with an enquiry into why

William won the Battle of Hastings. The unit continues with an investigation into different areas of

life under the Normans and the degree to which this differs to the Anglo-Saxons. This allows

students to reflect upon their prior learning whilst developing an understanding of change over

time. Both the content and skills are vitally important to the students understanding of the

thematic scheme at GCSE.

“The Middle Ages was a miserable time to be alive” How far do you agree with this statement?

An enquiry into life in the Middle Ages which allows students to develop their independent

research skills as they complete an enquiry into the Plague. Students also focus on the importance

of the Medieval Church and the Crusades.

Was King John a hero or villain? This is a focus on King John and the subsequent development of

democracy. Students are assessed on their understanding of historical sources, focusing on their

ability to make

inferences and they might begin to challenge the reliability.

Who should be on the £5 note? Students research a historical figure who they feel is worthy of

being on the £5 and produce a design and a letter to the Bank of England that shows their

argument.

Year 8

How significant was the English Reformation? Students study the English Reformation from 3

different angles, investigating how different people would have had different experiences of the

changes that took place. The assessment takes the form of an evaluation of two historical

interpretations of the Reformation whereby students use their detailed knowledge to say which

interpretation they agree with the most.

Which event was the most important in terms of the Civil Rights movement in America? This unit

starts with an overview of the Transatlantic Slave Trade. This then develops into an enquiry into

the events that took place from the Emancipation Proclamation up to the various Civil Rights Acts

which were passed in the 1960’s. Students identify, explain and evaluate a number of turning

points in order to say which was the most important in terms of the development of Black Civil

rights in America.

How did London develop into an industrial city? Students investigate how Britain was affected by

both the Agrarian and Industrialisation Revolution using a variety of different sources. Students are

assessed through a source enquiry where students evaluate the usefulness of a number of sources

for a historian investigating life in Industrial Britain.

Year 9:

How ‘great’ was the British Empire? An enquiry into British Rule in India, Australia and Africa.

Students look at both the positive and negative impacts of British Rule. The assessment which

takes the form of an evaluation of two historical interpretations of the British Empire whereby

students use their detailed knowledge to say which interpretation they agree with the most.

Why did the World go to War in 1914? Students complete an investigation into the causes of World

War One. They will be assessed through an essay which requires them to consider the significance

of different reasons for the start of the war. This unit continues with a study into life on the

Western Front in preparation for the Belgium visit in the new year. Students also focus on different

interpretations of the Battle of the Somme.

How could the Holocaust happen? An enquiry into persecution in Nazi Germany, considering how

the Holocaust could happen? This links into the work carried out by students as part of Holocaust

Memorial Day in January.

How ‘cold’ was the Cold War? An enquiry into the events of the cold war. Students investigate a

series of events and evaluate the key points of tension to explain how the relationship between

East and West deteriorated over time.

MATHEMATICS Course Aims:

Establishing high expectations for all pupils and setting challenges for them to achieve.

Strengthening the transition from Key Stage 2 to Key Stage 3 and ensuring progression in teaching and learning across Key Stage 3.

Promoting approaches to teaching and learning that engage and motivate pupils and demand their active participation.

Skills Required and Course Content:

Years 7 and 8

KS3 is seen as a preparation to start the GCSE course in Year 9. The scheme of work for mathematics at Key Stage 3 covers:-

Using and applying mathematics to solve problems

Problem solving and applications in a variety of contexts to develop reasoning, thinking and communication skills,

Numbers and the number system

Place value, ordering and rounding

Integers, powers and roots

Fractions, decimals, percentages, ratio and proportion Calculations

Number operations and the relationships between them.

Mental methods and rapid recall of number facts.

Written methods

Calculator methods

Checking results

Algebra

Equations, formulae and identities

Sequences, functions and graphs

Shape, space and measures

Geometrical reasoning: lines, angles and shapes.

Transformations

Coordinates

Construction and loci

Measures and mensuration

Handling Data

Specifying a problem, planning and collecting data.

Processing and representing data

Interpreting and discussing results

Probability

Assessment and Deadlines: Years 7 and 8 A written test is set periodically (about once a term) which is based on units recently taught. At the end of each unit students are given an assessment. This takes the form of either a short test or a problem solving activity. These assessments, together with the end-of-term tests provide the basis for the current grade. In addition students are given a summative assessment at the end of the year. Extended learning: Students will be provided with a username and password for the MathsWatch website which provides:

Homework and help with homework

Revision sessions Each week, throughout the course, pupils will receive homework lasting for about 30 to 60 mins.

There are five categories of thinking skills embedded in the scheme of work: information processing skills, enquiry skills, creative thinking skills, reasoning skills and evaluation skills. The contribution of mathematics to these skills is drawn

directly from using and applying mathematics.

MFL The Simon Balle Linguist…

Learns through interaction with others; Imagines, creates and plays with language; Never worries about mistakes; is confident and takes risks; Gets pleasure from using language; enthuses about it; Uses every opportunity to express new ideas; is Internationally aware and explores other cultures; Shows passion and curiosity for languages and is… Tenacious.

Course Aims: At Simon Balle, the study of modern foreign languages is based on a robust curriculum that leads to the effective development of the four skills (listening, reading, speaking & writing), holistic learning as well as intercultural awareness and communication. Students are provided with a range of opportunities to:

Develop their curiosity and understanding of the world.

Learn and progressively master the vocabulary and the grammar specified in their content of study.

Increasingly develop the ability to speak spontaneously, fluently and confidently in situations of real communication.

Develop the ability to write at varying lengths for different purposes, progressively improving the accuracy of their spelling and that of the grammatical structures they use.

Acquire translation skills needed for their exams and future jobs as well as a variety of other skills that will enable them to develop as linguists and become proficient users of the languages they study.

Foster their desire to read literary texts, listen or view authentic material in order to develop their linguistic repertoire and for their own enjoyment.

General Course Content: Year 7: Students will start in Year 7 with either French of Spanish for two lessons per week. Students are taught in mixed ability form groups and are given appropriate transition provision at the beginning of Year 7 in order to aid their induction into secondary school. In Year 7 students start to study some of the GCSE topics including: Me, my family and friends, my free time activities (cinema, music, sports) and eating out. These modules will be revisited and extended in year 9. Alongside these modules, students in Year 7 are expected to read at least one literary text in the form of a story, magazine etc. from the department's library or electronic libraries. Year 8: Year 8 students are set according to ability. Due to the huge demands of the new GCSE in terms of knowledge of vocabulary, grammar, spontaneous speaking and writing, there are no dual linguist classes in 8n year. Students therefore continue with the language they studied in year 7. However, those in the top set are given a taster of a second MFL every other week, which will be either French or Spanish. Students continue to study some of the GCSE topics in Year 8: Home, town, neighbourhood and region, Travel and tourism, my studies and Life at school/college. These modules will be revisited and extended in year 10. Alongside these modules, students are expected to read at least one literary text in the form of a story, magazine etc. from the department's library or electronic libraries. Year 9: In Year 9 all the students will continue with the same language provision as in Year 8. Students start a 3 year GCSE course in Year 9 in order to better prepare them for the demands of the new GCSE. This first year aims to ensure that the needed skills (spontaneous speaking and writing, grammatical understanding and accuracy, translation etc.) as well as comprehension are fully embedded before students move to Year 10. Year 9 students are set according to ability.

Assessments:

Formal assessments (in the four skills: listening, speaking, reading and

writing) that are rooted in the AQA GCSE examination models are carried out

at the end of every half and end of term as follows: half term: listening and

reading. End of term: speaking and writing. Other formative assessments

take place with due notice and suitable preparation via class and homework.

There are six data extraction points in each school year and students’ grades

and progress can be monitored on Go4schools. MFL departmental awards are

issued every half-term for students who excel in each class relative to their

abilities.

Extended Learning and homework:

All students are expected to regularly access the virtual help station in the

relevant online shared MFL Google drive folder, where they can find useful

grammatical and lexical resources related to the topics they study.

Students are also strongly encouraged to read stories and books in French

and Spanish using our MFL library or electronic books following the links

below:

Spanish links http://www.thespanishexperiment.com/stories/ http://www.guiainfantil.com/articulos/ocio/cuentos-infantiles/10- cuentos-cortos-para-leer-con-niños/# http://cvc.cervantes.es/aula/lecturas/

French links

http://www.culturetheque.com/EXPLOITATION/GBR/lire.aspx

http://www.momes.net/Comptines

Homework is set weekly on Go4schools and generally takes the form of

vocabulary, grammar learning or flipped learning. Each week, students

are expected to learn specific vocabulary or grammar points in

preparation for their weekly vocabulary, grammar or translation tests.

In order to make learning enjoyable, students are provided with Vocab

Express, which is a stimulating and motivating language learning

Application. They can all access this application on their ipad at

school and at home, using their individual username and password.

Students are expected to be independent using all of the resources.

Students have their own iPad and use 'word reference' or other online

bilingual dictionaries to assist them with their homework. No online

translators are allowed and students will be asked to rewrite any work that

has been clearly put through a translator (Google translate, Babelfish etc.).

The department also holds regular support sessions run by teachers and

MFL Leaders and Prefects to help students with their homework and the

development of the four MFL skills. We encourage students to attend for

help with any aspect of their learning or indeed to move their learning on

even further. These mainly take place in language classrooms at lunchtime.

Enrichment activities:

The department organises a variety of house events throughout the school year including the Spelling Bee competition in Year 7 in French and Spanish, and a cross curricular cooking competition in Year 9.

Trips complement and enrich the studies of our students. Year 8 students will be offered opportunities through educational visits to France or Spain to further complement the linguistic experience gained in the classroom and to fully immerse themselves into the culture of the language studied.

Modern foreign language studies in both French and Spanish are further supported in lessons by the use of Modern Foreign Language Assistant and senior student leaders who work with students.

MUSIC Course Aims:

To develop the musical skills of students in the three key areas of listening, composition and performance (both group and individual).

To develop the group and teamwork skills of the students.

To help musicians to become more independently minded in the work that they create.

To widen their experience of music.

To prepare students for GCSE Music in Years 10 and 11. Skills Required and Course Content: Year 7 Students develop their performance skills through singing and keyboard work. Students learn about the ‘building blocks’ of music, and how to use these to compose their own music. A wide variety of music is listened to and performed, from popular to orchestral music. Year 8 In Year 8, students develop their knowledge of rhythms, drum grooves and the foundations of writing a pop song. They work in groups and on their own creating music through the use of instruments and computers. They will develop their use of Garageband to compose and arrange music. Year 9 Students work in groups for much of the year, playing instruments and performing. They work within the ‘Musical Futures’ framework that develops aural recognition and skills through performing. They also compose in groups and learn how to play the individual instruments. Assessment and Deadlines:

https://audioboom.com/channel/simonballemusic Students are assessed throughout the year. Work recorded is uploaded to the students’ own pages on Audioboom where it can be listened to at home. Google Classroom is used to show progress and to store work and unit aims/exemplar work.

Learning Guide: KS3 levels are reached by taking a holistic view of each students' work as a musician, both inside and outside the classroom. Each individual piece of work is given a mark out of 5 which contributes to their overall level. Teachers take into account, amongst other things, of any instrumental work, compositions, performances in lessons, confidence as a team worker and progress as a musician when finalising the data captures. Here, we see all students as musicians. The levels and details of how they are reached are on the school website. Parents can help students by encouraging practice of instruments where applicable. They can listen to performances on students' individual audioboo pages and take an interest in the learning. Contacting us where there are any questions is also a great way to stay in touch. Extended Learning: (To include extra curricular provision, revision sessions, coursework and homework) All musicians are expected to take part in at least one ensemble per week. Students who have instrumental lessons are encouraged to perform to others in the class. These performances also provide further evidence of attainment for Key Stage 3 levels. Homework set is either listening work or appraisal of work completed. Instrumentalists are expected to practice, as advised by their instrumental teachers.

Physical Education Course Aims: A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities that build character and help to embed values such as fairness and respect. With this in mind we aim to ensure that all students:

develop competence to excel in a broad range of physical activities

are physically active for sustained periods of time

engage in competitive sports and activities

develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, therefore leading healthy active lives.

Skills Required and Course Content: Year 7 - Engagement Students follow a broad range of activities that are designed to introduce them to the various skills that are required to take part effectively and safely within physical education in particular Rugby Union (Boys) and Hockey (Girls). They will become increasingly physically competent through being actively engaged in a range of physical activities, and to become increasingly effective in their performance in different types of physical activity and roles such as player/participant, leader and official. The content of the curriculum across Key stage 3 includes:

using a range of tactics and strategies to overcome opponents in direct competition through team and individual games such as table tennis, basketball, cricket, football, hockey, netball, rounder’s, rugby and tennis

developing their technique and improving their performance in other competitive sports such as athletics and gymnastics

perform dances using advanced dance techniques within a range of dance styles and forms (Both boys and girls will study this in Year 7)

taking part in competitive sports and activities outside school through community links or sports clubs.

developing resilience and grit, as in cross country running and swimming.

Students will be expected to work as individuals, in pairs and as part of a group or team. Year 8 - Feedback Greater time is spent evaluating performance and identifying areas for improvement so that they can achieve their personal best. Students are also

expected to develop their ability to take on different roles within lessons. These include performer, coach, and umpire or official. Students will also have the opportunity to gain experience leading in primary schools Year 9 - Challenge The aim of year 9 PE is to prepare students to make informed decisions about further learning opportunities, leading a healthy active lifestyle and career choices. Students will also expand their skills with more emphasis being placed on acquiring more advanced skills and developing knowledge of more complex rules, tactics and compositional ideas. Scenario based activities will form part of their study. Students who opt to follow the Physical Education GCSE course will begin their studies towards the end of the academic year. All year 9 students will study water polo/ swimming, games and trampolining along with a wide range of options. Assessment and Deadlines:

Assessment is made on a continual basis and every student is awarded a grade in line with the standard 1-9 system at the end of each unit of work (normally an 8-10 lesson block).

Year 7 Year 8 Year 9

Physical 40% 30% 10%

Thinking 20% 30% 40%

Health & Fitness (incl. theory in Y9)

20% 20% 30%

Resilience 20% 20% 20%

Extended Learning: Extra-curricular clubs: A timetable of extra-curricular clubs is published every term and is available through the newsletter, school website, twitter and from PE and form notice boards. The timetable supports the activities being followed during the curriculum lessons at that time. Clubs are run on a ‘sport for all’ basis and are accessible for everyone.

Homework & Parental support: In addition to the curriculum lessons, as homework students are expected to attend an extra-curricular activity at least once every half term. This can be during lunchtime or after school and is designed to get students thinking about completing some form of physical activity outside of lessons as part of a healthy lifestyle and a lifelong involvement in sport. Students are expected to

continually update their learning log on the Google Classroom as well as accessing rules, modelled examples and helpful websites. In addition below are some helpful PE sites;

http://www.olympics.org.uk

http://www.olympicwomen.co.uk

http://www.uksport.gov.uk http://www.brianmac.co.uk/index.htm http://www.physicaleducationupdate.com/

Philosophy, Religion & Ethics

Course Aims: As students come to SBS with a range of different experiences of Religious Education, the aim of KS3 PRE is:

To learn about a range of world religions and non-religious beliefs, especially through the lives of influential people

To learn from these religions, and reflect on the impact different beliefs might have on our own lives through an introduction to philosophical and ethical issues Through these aims, students will develop questioning skills, the ability to justify arguments and evaluate a range of different perspectives Students will also be prepared in years 7 & 8 to start their compulsory GCSE course in year 9

Course Content: Year 7

Unit 1 – The Island: An introduction to key religious beliefs

Unit 2 – Why are Abraham and Moses special to Jewish people?

Unit 3 – Who was Jesus?

Year 8

Unit 1 – How do Muhammad (pbuh) 5 pillars support Muslims?

Unit 2 – How should animals be treated?

Unit 3 – Why does it matter how I behave?

Unit 4 – What choices do we have over our beliefs and actions?

Year 9 In year 9, students will study 50% of their GCSE course. They will study the other 50% across years 10 & 11. The course covers the four following philosophical and ethical themes:

- Relationships & Families - Crime & Punishment - Religion & Life

Peace & Conflict

Within these themes, students will consider challenging questions from their own, Christian and Jewish perspectives. They will also gain a detailed grounding in the beliefs, teachings and practices of the two religions. Assessment and Deadlines: Students will be assessed after each unit and these assessments will be GCSE style questions that develop students understanding of the structures and level of detail

required in exam answers. Students will be assessed using the new 9-1 grading system. For all assessments, students will have ample opportunity to polish and improve their work. This is a vital part of their progression to the GCSE course in year 9. Extended Learning Homework combines research, preparation, application of knowledge to exam style questions and longer term projects. All homework is required for lessons, and will be followed up by teachers. The PRE course enables students to engage in global, cultural issues that link with the other Humanities subjects. A year 7 trip to Hertford enables students to consider the role of religion in their local area. In years 8 & 9, speakers come into school to give students a wider understanding of the topics we study, especially from a religious perspective. The PRE department is heavily involved in Holocaust Memorial Day (year 9), which enables students to engage in issues of prejudice, discrimination and equality. As the year 9 course covers 50% of students’ GCSE content, students will be given formal mock exam in the summer term. This is in the hall with the whole year group to enable students to experience the exam environment. This has proved incredibly valuable and given us a strong picture of individual progress.

SCIENCE

Course Aims:

At Simon Balle we have always encouraged students to make connections between

different areas of science and tried to demonstrate how they can use scientific

knowledge to explain the world in which we live.

We have been following the new National Curriculum at Key Stage 3 from

September 2014 which will provide students with an opportunity to develop a

curiosity, interest and enjoyment of science. They will be encouraged to think

creatively about how science works and the impact on their lives. They will be

given the opportunity to work together, carrying out their own investigations and

reflecting upon the outcomes.

Due to the demands of this new curriculum we reverted to a two and a half year

KS3 from September 2014 in order to prepare students fully for the demands of the

new GCSE. Students start their GCSE studies at the start of spring term in Y9.

Skills Required and Course Content:

Y7 - 9 - Students will cover broad themes from biology, chemistry and physics in

line with the new Key Stage 3 National Curriculum Programme of Study. The course

emphasis is on students acquiring sound scientific skills such as scientific enquiry

and investigation skills as well as rigorous knowledge.

Year 7

Term 1 units:

- Skills development - The Environment - States of matter - Forces

Term 2 units:

- Magnets and Electricity

- Cells

Term 3 units:

- Structure of the Earth

- Reproduction

- Chemical reactions

Year 8

Term 1 units:

- Chemical separation

- States of matter part 2

- Nutrition and digestion

- Waves

Term 2 units:

- Forces part 2

- Gas exchange

- Chemical reactions part 2

Term 3 units:

- Photosynthesis

- Carbon cycle

- Heat transfers

Year 9

Term 1 units:

- Skeleton

- Respiration

- Waves part 2

- Chemical energy

- Inheritance

- Periodic table

Assessment and Deadlines:

After each topic there will be a 30-40 minute assessment. In addition to this,

students will be assessed throughout the course on their practical and analytical

skills. Results will be reported on Go4 schools in line with school policy.

Each topic will contain one piece of extended writing which will be assessed.

Extended learning:

Homework is set in line with school policy approximately 30-40 minutes per week

and will be set in advance on go4schools.

Science Club: This thriving lunchtime activity is very popular, with many students

at Key Stage 3 taking an active part. Students have the opportunity to obtain a

Crest Award.

STEM Clubs: Students will have the opportunity to be involved in project work and

competitions

Supporting resources: Here are some websites providing both factual and stimulus

material:

http://www.sep.org.uk/ you can browse the archive of the Catalyst magazine for

free

https://www.bbc.co.uk/education/subjects/zrkw2hv: good preparation for GCSE

www.arkive.org: everything you need to know about animals and the environment

https://www.exploratorium.edu/ general site for science interest.

http://www.howstuffworks.com/ Discovery Channel site - entertaining and

informative

The department also has a range of text books used in class.

DESIGN AND TECHNOLOGY

Course Aims:

The aim of the Design and Technology (D&T) Department is to enable students to

understand ‘design thinking’ and ‘design making’ which they can creatively apply to any

scenario be it product design, architecture, engineering, graphics etc. Throughout this

process students will be encouraged to become independent and creative learners who

lead their own projects individually or in groups to successful outcomes which are

potentially commercially viable. The link between design, business and the real world will

now be intertwined allowing students to design theoretical and physical designs which

have value.

Skills Required and Course Content:

There are many skills required in a successful design process and the pupils will

understand:

Research and Investigation (Primary and Secondary)

Creative Thinking

Sketching and Rendering

Design Development

CAD/CAM

Prototyping and Modelling

Evaluation and Critical Analysis

Business and Enterprise

Theory Knowledge

Each KS3 rotation will comprise of 24 hours teaching and two projects being:

Y7 Rendering and Fragrance Bottle Design (Design Thinking) – Desktop Rollercoaster

(Design Making)

Y8 Smart Materials for Smart Projects (Design Thinking) – Storing Keys and Sharing

Messages (Design Making)

Y9 Augmented Reality (Design Thinking) – Curvaceous Curiosity (Design Making)

Assessment:

Students will be assessed on the four key assessment criteria:

AO1- Identify and Investigate

AO2- Design & Make

AO3 -Analyse & Evaluate

AO4 – Knowledge and Understanding

Supporting Learning in D&T:

Parents and carers can support what we do by regularly discussing with their child what

they are currently doing in D&T and have an understanding of what the students are trying

to achieve. KS3 Support sessions are currently held during Wednesday lunchtimes and

Friday lunch times.