wednesday 14th september 2016l2. be able to listen for numbers from 1 –31 and days of the week and...
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Wednesday 14th September 2016
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Teachers have the right
to teach
Students have the right
to learn
Everyone has the
responsibility to ensure
this happens
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Students need to wear full school uniform and look business smart at all times (this includes your blazer which you are allowed to remove and put on your chair during lessons).
Hoodies/Sweatshirts worn as coats are not allowed in school and will be confiscated.
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Can be bought to school and used
at break and lunchtime, and
before school. At 8.25am & when
you hear the bells at 11.17 break
& 1.55pm lunch the phone must
go away
Phones cannot be used in
between lessons
Phones cannot be out or used in
lessons unless your teacher has
given you permission
Phones will be confiscated if out
between lessons or in lesson.
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Punctuality is a key skill
for work and for life.
If students are late they
must apologise to your
teacher with a reason
why.
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The minimum expected
attendance is 96%
You cannot learn if you
are not in school or in
lessons.
Look after yourself and
your good attendance will
look after you.
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‘B’ Verbal Warning Behaviour is not meeting the expected
standards
‘B1’ Second verbal warning
‘B2’ Disrupting the learning so is removed to
Curriculum/Subject Leader
‘B4’ Serious unacceptable behaviour late
learning after school 2 hour detention
3.00pm to 5.00pm
‘B3’ Behaviour continues to be unacceptable
lunchtime detention 1.20pm – 1.55pm in
‘Reflection’
‘B5’ Serious one off incidents racism, sexism,
homophobia, and continued serious
unacceptable behaviour removed from the
school community to work alone in Reflection
8.30am to 5.00pm
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Provide the correct uniform and equipment (pen,
pencil, eraser, ruler, etc. ).
Regular contact with teachers if you have any
questions or concerns
Buy broadsheet newspapers (The Guardian, The
Telegraph, The Times etc) and discuss articles.
Watch the news and discuss current affairs.
Asking about their learning
Finding a quiet space for home-learning
Hearing them read
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In the ‘Parent/Carer Portal’ as a parent you can
check on your child/ren’s reports, attendance &
behaviour as well as some home-learning.
Parent/Carer Portal is in the process of being
migrated to a new server and all parents/carers
will receive their logins over the next few weeks.
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Tor Bridge High 2016 – 2017Mr C Langmead Curriculum Leader English
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Our school believes that all teachers are
responsible for the teaching of reading, writing and
communication; we are all teachers of literacy and
we endeavor to develop our students’ speaking,
listening, reading and writing skills in all of our
lessons.
Why? ◦ To enhance and support cross-curricular learning;
◦ To raise standards of progress and achievement;
◦ To fully prepare our students for life beyond Tor Bridge
High.
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Peer literacy mentoring;
A fortnightly literacy tutorial programme;
An abundance of literacy-rich events;
Literacy based lessons within English (SPaG);
Intervention for students with low literacy levels (personalised curriculum, tutorial, precision teaching);
KS3 Enjoy Reading (ER) Time and Accelerated Reader (AR) to promote an appreciation and passion for reading.
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A specialised Literacy programme aimed at students who
have joined Year 7 with a NC level of 2 or 3 in English.
The programme’s aim is for students to achieve at least a
NC level 4 by the end of Year 7.
Five units each designed to support and develop students’
reading and writing levels and to improve students’
enjoyment of school by providing wider access to the
curriculum.
Students who participate in The Lit Programme receive
the following Literacy and English provision: Four hours: The Lit Programme Literacy intervention,
One hour: standard English lesson.
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A specialised KS3 tutor group within Austen school aimed
at specifically teaching and developing students’ phonics
skills.
Three tutors.
Rising Stars Dockside Reading Programme.
Students ‘graduate’ once they are able to successfully
(and confidently) decode and understand words.
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To develop students’ reading levels, all KS3 students read for 30 minutes per school day.
KS3 ER Time takes place across the curriculum on a five week rolling timetable.
All KS3 students are expected to bring at least one reading book to school as part of their required equipment.
Our aim is that students foster a lifelong love of reading to support their development of a range of learning skills.
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An online comprehensive reading programme
proven to increase students’ reading abilities.
All year 7 and 8 and students participate in the
AR programme.
Every two terms, students complete a STAR
reading test which generates the following
information: Reading age,
National Curriculum reading level,
ZPD level.
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Our library has
over 3500 titles
matched to the AR
quizzes (fiction
and non-fiction).
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ZPD level
and colour
code
Inside label:• Quiz number,
• Title,
• Book level
(ZPD),
• Points,
• Interest level.
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Ensure your child brings at least one reading book (within his/her ZPD level) to school everyday;
Promote at least 20 minutes reading at home per day;
Look at your child’s AR account and discuss their book quizzes with them;
Reread your child’s written work and prompt them to correct spellings, develop and explain ideas, use paragraphs etc.;
Encourage your child to practise areas of literacy which they find difficult;
Handwriting;
Maximise opportunities for verbal communication with your child;
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Tor Bridge High 2016-2017Mrs J Galli KS3 English Leader
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Four 1 hour lessons per week.
For three lessons per week students follow an English scheme of learning.
Schemes of learning provide opportunity to practise writing skills as well as to develop reading skills.
There is a focus on spelling, punctuation, grammar and the structure of writing (SPaG).
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One lesson each week will be dedicated to
Spelling, Punctuation and Grammar.
◦ I’ve eaten, grandma.
◦ I’ve eaten grandma.
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At all levels, progress in English is about improving:
Reading,
Writing,
Speaking and Listening.
Progression in English involves using, combining and
applying each of these skills.
All of these skills are essentially literacy skills and are
transferred across all subject areas and into everyday
life situations.
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Year 7 curriculum is designed to build on Literacy in Primary school
and develop students’ enjoyment and interest in Reading and
Writing.
Unit 1 (Weeks 1 – 12) Unit 2 (Weeks 3 – 24) Unit 3 (Weeks 25 – 36)
SoL Writing and Poetry
(The World Around Us)
Novel Shakespeare
(Introduction and
‘Much Ado About
Nothing’)
WA Writing to Describe Writing to Advise 1st Person Narrative
RA Structured Questions Structured Questions Structured Questions
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Assessment takes place under controlled conditions.
Personal learning targets are generated from the assessment and students will then use these targets as an area to develop.
An average level, based on these assessments, is reported to parents via the School Reviews.
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Reading
Supporting KS3 ER Time and The Accelerated Reading Programme.
Discussing their current reading book and listening to them read.Encouraging them to read a range of fiction and non-fiction:
newspapers (The Guardian, The Independent etc.) and magazines.Encourage extended verbal responses.
Home-learning
Completion in sufficient detail and to a high standard.Reading your child’s work and checking for basic literacy errors.
Reinforcing Class-learning
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Tor Bridge High 2016-2017Ms J Holland KS3 Maths Leader
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We use the Collins Mathematics Frameworking
programme
Provides three pathways for each year group,
allowing teachers to differentiate for all
students, making the learning personalised
This course is supplemented with:
1. Hands-on ‘rich task activities
2. Internet based activities
3. Functional Maths Activities
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Number Sept – December 2016
Algebra January – March 2017
Shape & Measure March – May 2017
Data Handling May – June 2017
End of Year Assessment June 2017
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Low attaining students 1. Additional lessons each week2. In class support3. Maths tuition4. Small class sizes
More Able Students1. Challenging Class Work2. Extraction Groups3. Clubs4. Junior Maths Challenge5. Enrichment Day
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Personalised Termly Assessments
Personalised Weekly Numeracy Assessments
Classwork
Home-Learning
Group Work/Discussions
Rich Tasks
Self-Assessment
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Number puzzles/problem solving games
Contact with teachers
MyMaths website
Support with Home- Learning
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National Curriculum www.qcda.gov.uk/curriculum
Home-learning and enrichment
www.mymaths.co.uk (username torbridge password ratio)
TV websites
www.bbc.co.uk/learning
www.channel4learningzone.com/apps/homeworkhigh
www.schoolzone.co.uk
www.nrich.maths.org
www.bbc.co.uk/radio4/science
School contact
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Year 7 Expectations Science
Tor Bridge High 2016-2017Mr R Cory KS3 Science Leader
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•Three periods a week
•Course covers Biology Chemistry and Physics.
Year 7
Biology
Cells
The Body
Breathing
Reproduction
Respiration
Plants
Food Chains
Chemistry
Acids and Alkalis
States of Matter
Mixtures
The Earth
Physics
Energy
Electricity
Forces
Space
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Science has changed our lives and is vital to the world’s future prosperity.
National Curriculum for Science
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•Students will be set a home learning task each week.
•These will usually be from a list in their science exercise books.
•Students are currently doing an introduction unit, so do not yet have these sheets.
•In class assessment every 2/3 weeks covering scientific literacy, numeracy, knowledge and extended writing.
Assessment and Expectations
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Support
WebsitesOpportunities
Visits through out the
year.
Eg
National Marine Aquarium
STEMFEST
KS3 Science Club
Tuesday after school and
Gardening club Monday
lunch time.
Talk about science at
home. Ask what they have
done in their lessons and
what they learnt.
Science in the news
Climate change, New
Apple phones, self drive
cars.
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Tor Bridge High 2016 -17
Mr Ian Goldsmith Curriculum Leader
Humanities
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3 hours per week
Students follow 3 or 2 year GCSE
course
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Topic 2: I the Child
Topic 1: Our Region
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Encourage reading of newspapers and
magazines and find articles linking to these
subjects.
Encourage to participate in the range of
fieldwork and enrichment activities that are
provided
Discussing current affairs along with watching
topical TV programmes and the News
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Mrs N Elliott Curriculum Leader
Tor Bridge High KS3 Languages 2016 – 2017
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Language Learning – things have changed!
Ecoutez …
Repetez …
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Language Learning – things have changed!
How we teach and learn at Tor Bridge
Why study languages?
- Y7 – L2L >Focus on personal topics
- Y8 – Focus on world around them
- Y9 / Y10 / Y11 – Developing Independence through GCSE topics and skills
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Listening
L1. Be able to recognise the Spanish alphabet and be able to spell
L2. Be able to listen for numbers from 1 – 31 and days of the week and months of the year
L3. Be able to recognise different animals
L4. Be able to recognise different adjectives to describe people
L.5 Be able to understand personal details: name, age, birthday, where I live, siblings
Reading
R1. Be able to understand personal details: name, age, birthday, where I live, siblings
R2. Be able to recognise different animals and pet descriptions
R3. Be able to recognise different adjectives to describe people
R4. Be able to recognise different colours
Speaking
S1. Be able to use phonics correctly for accurate Spanish pronunciation
S2. Be able to use the Spanish alphabet, ask and say how to spell words
S3. Be able to say hello, goodbye, ask questions, say what I am called, say where I live, ask someone how
they are and say how I am, ask someone what they are like, say what I am like, say what my passion is,
ask someone their age and say my age, ask if someone has siblings, ask someone when their birthday is,
say when my birthday is, ask someone if they have a pet, describe their pet’s colour
Writing
W1. Be able to give personal details about ‘mi vida’
W2. Be able to use articles correctly: el/la/los/las/un/una/unos/unas
W3. Be able to use adjectives correctly
W4. Be able to add connectives and intensifiers
W5. Be able to use different verb forms: Present Tense SER, TENER
Grammar
G1. Adjective agreements
G2. Use el/la/los/las and know the difference between un/una/unos/unas and el/la/los/las
G3. Be able to change singluar nouns/adjectives to plurals
G4. Conjugate ser in the Present tense (all pronouns)
G5. Conjugate tener in the Present Tense (all pronouns)
Year
7 S
pan
ish
Mo
du
le 1
: Mi v
ida
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ASSESSMENT
Assessed each term based on an ‘Excellence Task’(new GCSE tasks – e.g roleplay / photo
description)
More formal ALL SKILLS Exam twice a year –February / June
(Listening / Speaking / Reading / Writing)
ALL Assessments mirror latest changes to GCSE
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How to support at home:Vocab Learning – memrise / vocabexpressDownload Apps (DuoLingo)Change language to French / SpanishHome LearningDictionaryFour-colour penRevision GuidesTwitter! @TBH_ML
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a
araña
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e
elefante
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idea
i
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o
olvidar
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universo
u
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a e i
o u