Year 7 OPTIONS FOR 2005/2006

CONTENTS:

• INTRODUCTION
• SCHOOL CURRICULUM AIMS
• THE NATIONAL CURRICULUM AT KEY STAGE 3
• THE RECORD OF ACHIEVEMENT
• PERSONAL DEVELOPMENT
• HOMEWORK POLICY & PRACTICE
• ASSESSMENT FOR LEARNING
• WHAT PARENTS CAN DO TO SUPPORT THEIR CHILD
• THE CORE SUBJECTS
• ENGLISH & ENGLISH LITERATURE
• MATHEMATICS
• SCIENCE
• INFORMATION & COMMUNICATION TECHNOLOGY
• NON-CORE SUBJECTS
• ART & DESIGN
• DANCE
• DRAMA
• FRENCH
• GEOGRAPHY
• GERMAN
• HISTORY
• MUSIC
• PHYSICAL EDUCATION
• RELIGIOUS STUDIES
• TECHNOLOGY

THE CURRICULUM IN KEY STAGE 3

INTRODUCTION

At King Edward VI Handsworth School, we aim to provide a curriculum which not only meets the requirements of the National Curriculum, but which is broad, balanced, and, above all, interesting and stimulating.

We hope that you enjoy reading this booklet and that it will help you participate in this learning adventure with your daughter and her teachers.

Elspeth V Insch, OBE G H Bulloch

Headmistress Curriculum Co-ordinator

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SCHOOL CURRICULUM AIMS

• To provide broad choice and opportunity within and beyond the National Curriculum such that each pupil may develop her individual interests and talents to the full.
• To secure high quality teaching appropriate to the differing needs and aspirations of all pupils and to foster an enthusiasm for learning through a varied programme of curricular and extra-curricular activity.
• To sustain whole school high academic standards.
• To ensure that each pupil achieves her academic potential and that all achievements, both curricular and extra-curricular, are valued and celebrated.
• To promote the happiness and security of each pupil within a caring environment where she is encouraged to become a confident and morally responsible citizen, aware of her spiritual and cultural heritage and able to make informed choices about her future.
• To promote a positive image and meaningful communications within and outside the school community.
• To encourage profitable links with the wider community of Birmingham and beyond in order to extend the curriculum and enhance teaching and learning.

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THE NATIONAL CURRICULUM AT KEY STAGE 3

The National Curriculum prescribes that pupils in Key Stage 3 (Years 7 to 9) must study the Core subjects of English, Mathematics and Science, and the non-core foundation subjects of Design and Technology, Information and Communication Technology, History, Geography, a Modern Foreign Language, Art and Design, Music, Religious Education and Physical Education. Our pupils also study Dance and Drama and start to learn a second Modern Foreign Language in Year 8.

At the end of Key Stage 3, as at the end of Key Stage 2, pupils are given independently marked national written tests – SATs - in the National Curriculum Core subjects. These are held early in the summer term of Year 9.

Similarly, at the end of the Key Stage, pupils are assessed by their subject teachers, on the basis of their attainment over the three years, on their level of attainment in the National Curriculum non-core foundation subjects.

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THE RECORD OF ACHIEVEMENT

Through our Record of Achievement programme, we aim to help all girls to become confident young women who will be successful in their working and personal lives and who will make a positive contribution to the welfare of others.

We value all achievements made by pupils, whether academic or non-academic, in or out of school.

In Year 7, each girl receives a ROA folder which is kept in school. This is a working document and girls are encouraged, during form periods, to file in here anything which shows them in a positive light. This may be through pieces of work of which they are proud, through photographs, references, programme notes and certificates, for example. This process continues through Key Stages 3, 4 and 5.

At the end of each year, girls take home these folders which also contain their school reports.

Twice yearly, ROA reviews are held with form tutors. These reviews enable staff to develop a fuller understanding of each girl’s abilities and aspirations so that appropriate advice can be given and targets agreed.

As a regular part of assembly the school celebrates publicly achievements from inside and outside school.

We encourage parents to take an active role in the ROA process. Each pupil also has a school ROA diary in which merit marks may be collected and where parents, pupils and staff may comment on achievement if they so wish. Targets agreed with Form Tutors will be written in the diary for parents to initial as well. We hope that successes and support can be shared by all parties.

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PERSONAL DEVELOPMENT

This encompasses the areas of

• Personal, Social and Health Education – Looking at our development and how we relate to others.
• Citizenship – Looking at our responsibilities within society.
• Careers – Looking at our skills and talents and how we might use them in the future.

Some aspects of these are covered in subjects such as Biology, Religious Education, Geography and History. In addition, pupils have a fortnightly timed tabled lesson with their form tutors. In these sessions, topics such as friendship, personal safety, study skills, careers and health issues are dealt with in a sensitive and balanced way. A variety of teaching methods are used and pupils are encouraged to think carefully through issues and learn to discuss them with their peers. Pupils are requested to note what has been covered in their homework diaries.

Year 7 pupils have an extra fortnightly lesson to develop skills they will need for their future studies. Half the lesson is spent encouraging pupils to read books and develop their literacy skills. The remainder is devoted to the teaching of thinking skills through various puzzles and tasks.

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HOMEWORK POLICY & PRACTICE

Homework will be set in order to:

• encourage all girls to develop independent work habits which will reinforce and supplement the learning taking place in lessons and prepare them for public examinations and future study in higher or further education institutions.
• enable teachers to monitor individual progress and understanding.
• raise standards

A homework timetable is issued at the beginning of the year to each girl and signed by parents. The recommended time for homework per night per year group is:

Y7/8 1 hour per night

Y9 1 hour 30 minutes per night

Each girl in Key Stage 3 has a homework diary which parents are requested to monitor and sign weekly.

Although each subject (except IT, Music & PE) is allocated specific time within the fortnightly cycle, homework will only be set when appropriate. However, it is expected that 80-90% minimum of homework slots will be used.

Homework may be:

• the practice and reinforcement of techniques.
• research and preparation.
• finishing work begun in class.
• learning.
• reading.

Teachers will set work which can be realistically completed by the average pupil in the time designated. They may ask for the work to be handed in the following day or allow a few days for the completion of longer pieces of work which may include research.

Written homework may be in rough or neat books and may be marked:

• by the teacher.
• by the girl herself.
• by a member of the peer group.

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ASSESSMENT FOR LEARNING

Current educational research shows that if pupils' work has a mark or grade on it, or a mark/grade and a comment, then the pupils focus only on the mark/grade and their work does not improve. However, if there is only a detailed comment, giving suggestions for how the work can be improved, then improvement does indeed occur. The research also shows that improvement in pupils’ work can be brought about by involving students more in assessing their own and fellow pupils’ work. In pilot schools, which have embraced ‘Assessment for Learning’, pupils’ results have shown to be significantly better than would have been expected at GCSE.

We have decided that we will implement the ' Assessment For Learning' strategies from September 2004 as we would like our students to take more responsibility for their own learning, for it is only if they wish to see improvement that real progress in understanding can be acquired.

What does it mean in practice?

Work produced in class and for homework - This is work that we set through the year to broaden the knowledge base or check understanding. Work of this type, which is marked by the teacher, will not be graded. Instead, there will be detailed suggestions for improvement, which may be written or oral. Routine tasks, even when done in best books, will often be checked in class by the pupil herself or a peer to a given mark scheme. Teachers will, of course, keep an eye on whether homework has been done and its standard, and there will be systems in place to monitor this.

Tests, some projects and end of year examinations - these will continue to be teacher marked and graded.

What part can parents play in this?

• You should actually have a good idea how she is doing if you check her homework daily and look back at the work previously assessed. Is she acting upon suggestions for improvement?
• During the year your daughter will have tests (the number of which will vary from subject to subject) and you should routinely ask her how she has done and see if she has performed to a high standard and shown improvement on her own previous best performance.
• We will send home to you a brief report in the Autumn term, which mainly concentrates on your daughter’s attitude to her work, as this is crucial to her success. Later in the year you will be sent a full report about your daughter's work. There will be also be a parents evening during the year during which you will meet your daughter's teachers.
• We are happy for you to share your thoughts on your daughter’s work with us using her School Diary and, where there are serious concerns, please do not hesitate to contact the Head of Key Stage.

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WHAT PARENTS CAN DO TO SUPPORT THEIR CHILD

The information in this section is taken from the DfES publication “An introduction to Key Stage 3 for Year 7 parents and carers”.

We hope you will find these suggestions about how you can be involved in your daughter’s learning at secondary school both useful and inspiring.

Simple things like showing an interest and being encouraging make a big difference to how young people feel about school. It gives them the confidence to try out new skills and ideas and learn from mistakes without feeling discouraged.

Please also refer to the “How parents can help” sections under each individual subject in this booklet. These give more detailed suggestions of how you can help your daughter in each of the subjects that they study

HOW TO GIVE YOUR CHILD A HEAD START….

• Show a daily interest in what your child has been doing and has learned at school:
• talk about what they have done each day;
• learn the names of the teachers;
• know your child’s timetable – put it up on the fridge door, for example.
• look through their books every now and then and discuss their progress in each subject.
• Know when homework is due and talk to your child about what they have been asked to do. Help - but don’t do it for them. You might search for information in books or on the internet, for example. If your child has forgotten what to do, encourage them to ring or email a friend in the same class who might help.
• Help them get organised so that they take the right equipment into school each day: pencil case, good fountain pen (for good handwriting), eraser, ruler, etc. Buy a dictionary that is clear to read and use. Encourage them to use their school diary/planner and keep a timetable of their deadlines. Praise them when they meet their deadlines.
• Keep in regular communication with the school; use your child’s diary/planner to follow up on any conversation you have had in a parents meeting. In particular, remember to communicate and celebrate any breakthroughs and achievements.
• Good attendance is vital for progress, as is a good breakfast and lunchbox which helps good concentration and better learning.
• Make sure there’s a place to do homework and study, e.g. a desk in the bedroom, a quiet tabletop.
• Know what topics they’re studying each term and take them out and about on visits related to the topic. Watch out for TV programmes, videos and books related to their studies, e.g. history and natural world programmes.

Talk through how you work things out

Next time your child asks for help with something, talk them through step by step. This could be assembling flatpack furniture, looking up reference material for homework or cooking. Talk about how you plan to do it, why you are doing it in a particular way, how you will know whether you’ve done it successfully or not and what mistakes you make and why.

“I don’t understand what I have to do!”

How to help if your child is not clear about what they have to do:

• If you know the subject – take a look yourself
• Offer help with searching for information in books or on the internet
• Encourage your child to ring a friend in the same class who might help
• If none of these work then either you or your child should let the teacher know about the difficulty

Look back

Keep some of your child’s old school work. Look back at it with your child to celebrate what they have learned and how they have improved over the last few years.

Homework

At secondary school your child will need to learn an important skill: organising their time so that they hand homework in on the right day. Your aim should be to enable them to become independent and well-organised. Doing the organising for them won’t help them progress. Encourage them to use their school diary/planner and keep a timetable of their deadlines. Praise them when they meet their deadlines. Stay calm and supportive if things go wrong. It is better for your child’s learning if they take responsibility for their own mistakes and accept the consequences that follow at school.

Check the timetable, check the diary

Your child’s year will have a routine for homework (for example, maths on Monday, etc.). Make sure you have the timetable, make a large copy and put it in a visible place, perhaps a notice board in the kitchen. This way you can talk to your child each day about their homework. Most schools use a homework diary or planner in which your child writes down what they have to do/remember to bring to school each day. This is an important and useful way of communicating with the school and them with you. Do check it regularly as you will probably be asked to sign it to say that your child has kept up with homework. You can also use the diary to tell the teacher if there have been any difficulties, e.g. with getting hold of a book for homework.

Try teaching me

Learning, and especially revision, is best if active. If your child just reads information they are unlikely to retain it all. They need to work, memorise and practise on their own and it can help if you offer to be the pupil – if they can teach you, they really know and can understand it! Explaining something to someone else is one of the best ways of consolidating learning.

Talking it over

We all learn through talking about what we think and what we are learning. The conversations you have with your child should be fun but can also be a chance to show you take them seriously, listen to their opinions, ask them to explain why they think a certain thing and push their thinking by asking them to consider an opposite view “What if …”

Keeping it all together

Some subjects in secondary school use a lot of A4 handouts. Your child will use a ring binder to keep these all together. You can help them decided on a sensible order for these and check they have the right paper, folders and equipment.

Useful Websites for parents and carers of Key Stage 3 pupils

DfES websites

The Parents’ Centre

http://www.parentcentre.gov.uk

Includes a section titled “Learning at home and outside school” which offers help and advice about revision techniques and homework, information on study support and advice about controlling your child’s Internet access. A guide to secondary curriculum for parents can be ordered from the website.

Homework

http://www.standards.dfes.gov.uk/homework

Parental support of homework – benefits of parental support and planning tips for teachers on how to effectively involve parents with the homework programme.

Popular Questions

http://www.dfes.gov.uk/popularquestions

Has a parent’s section, with the top 10 questions for parents answered.

Parents Online

http://www.parentsonline.gov.uk

Ideas for holiday activities and advice to parents.

LEA Website

http://www.bgfl.org/bgfl/index.cfm

Other useful websites

OFSTED

http://www.ofsted.gov.uk

The Office for Standards in Education holds the most recent inspection reports on all maintained schools and local education authorities in England.

Qualifications and Curriculum Authority (QCA)

http://www/qca.org.uk

Website of the authority that determines the national curriculum, the national tests and all examinations.

BBC Schools

http://www.bbc.co.uk/schools/

Pages for parents as well as KS3 Bitesize, useful revision and practice for the national Year 9 tests.

Advisory Centre for Education

http://www.ace-ed.org.uk/

An independent national advice centre for parents.

Learn.co.uk

http://www.learn.co.uk

A large resource to help with homework and revision.

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THE CORE SUBJECTS

ENGLISH & ENGLISH LITERATURE

Aims

• to enable pupils to develop to the full their abilities in speaking and listening, reading and writing, so that they are able to engage appropriately with language in a wide range of contexts for a variety of different purposes and audiences
• to develop pupils’ capacity to use language as a sensitive means of articulating and

communicating experience

• to encourage pupils to appreciate, respond to and enjoy literature
• to help pupils develop their powers of imagination
• to enable pupils to make their implicit knowledge about language explicit so that they are empowered to use it with more control and deliberation
• to encourage responsibility for independent learning

Subject content

Literacy Frameworking has now been introduced in Years 7, 8 and 9, following on from the Literacy Strategy of Key Stage 2 and units, such as Personal Non-Fiction (Autobiography) in Year 7, a Shakespeare text in Year 8 and War Poetry in Year 9 are covered.

Speaking and Listening (EN1): A wide range of methods is used to promote fluent and appropriate speaking, so that pupils adapt their talk for a range of purposes and audiences. They have opportunities to speak individually, in pairs, small groups or whole class situations. The Debating Society meets each week and KS3 pupils are encouraged to attend and participate.

Dramatic activities include improvisation and working in role, devising, scripting and performing in plays, as well as discussing their own and others’ performances. Most Drama lessons take place in the Drama Studio and there are opportunities for pupils to participate in Drama Clubs that take place in the lunch hour, or in school productions.

Reading (EN2): An understanding and appreciation of texts is developed in Key Stage 3. Pupils are taught to read for meaning, explicit and implicit, to understand the author’s craft and use of techniques, structure, form and style, by reading from our literary heritage, including verse, drama, and prose written before and after 1914, according to the guidelines in the National Curriculum. During Key Stage 3, at least one Shakespeare play will be studied, as well as the text studied for English SATs in Year 9.

The skills of reading, understanding and discussion of non-fiction texts, such as autobiographies, biographies and diaries, as well as print and ICT-based information, media and moving image texts from newspapers, magazines and television are also developed.

Writing (EN3): Pupils are taught to write for different purposes, such as to imagine, explore and entertain, to inform, explain and describe, as well as to persuade, argue and advise. Pupils are also taught to write appropriately for different audiences. Planning and drafting is encouraged and draft books are provided for this purpose, the final copy being written into best books or on paper which is kept safe in pupils’ individual folders in classroom filing cabinets.

Accurate spelling, punctuation and paragraphing is taught and pupils are encouraged to use the dictionaries which are in each English teaching room. Language structure, including parts of speech, and the principles of sentence grammar are taught and work commenced in the Literacy

Hour in Key Stage 2 is continued through the Literacy Strategy. Neat, legible handwriting and attractive presentation are encouraged.

Whenever possible, pupils see films of texts studied in the classroom on video, and visits to the theatre, where appropriate and possible, are arranged, especially in Year 9 for the Shakespeare play studied for SATs. The price of such visits depends on the cost of tickets and coach travel, but is usually less than £10.

Use of ICT

The ICT requirements of the English National Curriculum are largely handled by the ICT department, but pupils rapidly become competent and confident users of ICT and produce a formal letter, use a newspaper package and use the Internet to find information. Pupils have access to the corridor computers near the English teaching rooms and are encouraged to use them where appropriate.

Assessment

Assessment is made in the form of grades advice comments and targets, according to whole school guidelines. However, in Year 9, levels are given, particularly when pupils are working on tasks related to the SATs papers.

Pupils will usually be told what assessment criteria are being used, either for EN1, EN2 or EN3 skills, or sometimes a combination of these. Handwriting and presentation could also be assessed.

Homework

Homework is set regularly and could consist of reading, preparation work, rough drafting or work in best to be handed in for marking. Errors are pointed out and corrections should be completed by pupils before books are next handed in for marking. Strengths and weaknesses are usually pointed out and targets for improvement given. Homework times over the two week timetable vary according to year in Key Stage 3, with Years 7 and 8 having 80 minutes and Year 9 having 90 minutes.

How parents can help

You can help in many ways. The most useful is to encourage your daughter to read as much and as widely as possible. Please introduce your daughter to bookshops and libraries and encourage her to read at least one book a week; try to find a ‘challenging read’ for her at regular intervals. The school library is well stocked, and the Librarian is welcoming and helpful, often providing interesting challenges to stimulate further reading; encourage your daughter to pay regular visits. If your daughter is having problems with English, encouraging her to read aloud slowly and carefully will also help her written English improve. Being able to read and discuss books with your children also helps their progress, both in reading and discussion work for Speaking and Listening.

Also, encourage your daughter to come on outings to theatres and workshops that are available, as they are immensely useful, especially when a drama text is studied in school and pupils can see the play enacted on the stage. Taking your children to the theatre regularly is both helpful for their education and most entertaining for all the family.

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MATHEMATICS

Aims

• to develop a positive attitude to mathematics
• to consolidate basic skills and numeracy
• to apply mathematical skills, knowledge and understanding to solve real-world problems
• to think and communicate mathematically – precisely, logically and creatively
• to appreciate the place and use of mathematics in society
• to apply mathematical concepts to situations arising in the pupils’ lives
• to acquire a firm foundation for further study
• to work co-operatively, independently, practically and investigationally

Subject content

All pupils who enter the school in Year 7 are assumed to have a thorough understanding of National Curriculum Level 4 and to be competent in most of the National Curriculum at Level 5.

In Key Stage 3 we consolidate the work of National Curriculum Level 5 and complete the work of National Curriculum Levels 6 and 7 and most of National Curriculum Level 8. In Key Stage 4 we complete the National Curriculum work up to the level required for grade A* at GCSE.

In year 7 and year 8 we offer mentor sessions at lunchtime to selected pupils who find mathematics a little harder than most pupils. These operate on a voluntary basis and are supervised by sixth form mathematics students. The sessions are monitored closely by a member of staff.

In years 7 and 8 pupils are entered for the UK Junior Mathematics Challenge and in Years 9, 10 and 11 for the UK Intermediate Mathematics Challenge.

Use of ICT

We try to make use of ICT where appropriate to enhance the teaching of mathematics. Considerable use is made of ICT in the classroom as a teaching aid and by the pupils in the course of their work. Many mathematical topics can be introduced more effectively to the class using ICT facilities, and pupils will use the computer rooms on a number of occasions to enhance their understanding.

The school has many software packages available to supplement the teaching and learning of mathematics. We will continue to develop these resources and hope to implement the use of whiteboards as a teaching resource in the classroom in the near future.

Assessment

This is a key element in our monitoring of pupil progress and attainment. Pupils have regular tests throughout the year and an examination at the end of the year. All results are analysed fully on the computer using Microsoft Excel spreadsheets to see individual, class and year progress. The results for one year can be compared with those of other years to maintain and improve progress. These results are used as the basis for grouping the pupils into bands and sets from Year 8 onwards.

Homework

Homework is set regularly according to school policy and is an essential element whereby pupils can practise techniques and develop greater understanding of concepts introduced in the classroom. Homework is expected to be completed to a high standard.

How parents can help

We welcome your support and help to achieve maximum progress for your daughter, provided this is given to support her and not to do the work on her behalf. In many ways, it is the encouragement given by you that can be of the greatest help to your daughter.

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SCIENCE

Aims

to give pupils an overview of the wealth of scientific knowledge that exists about the world in which they live and about themselves as part of that world. In so doing, we hope to preserve a sense of awe and wonder in our pupils at the diversity and complexity which exists.

• to introduce pupils to the mental and physical disciplines needed to become successful scientists
• to produce pupils who have an informed and caring attitude towards their environment
• to follow the National Curriculum for this core subject in KS3

Subject content

National Curriculum for Key Stage 3.

We put special emphasis on practical work to give our pupils as much ‘hands on’ experience as possible.

In Years 7 and 8, pupils are taught as forms usually by one teacher. They have Biology, Chemistry and Physics modules of work delivered in an effective order based on the Key Stage 3 Science Strategy, using in-house work sheets, the Heinemann Science Scheme textbook and practical activities. In Year 9, pupils are split into six smaller groups of 21 or 22 and normally three specialist teachers teach them the three main sciences. Four of these groups are of mixed ability, the other two containing the most scientifically able. This enables staff to ‘stretch’ these pupils to aim at the highest levels possible in SATs.

The topics covered are as follows:

Year 7: Acids and alkalis; cells; energy resources; simple chemical reactions; electric circuits; variation and classification; the particle model of solids, liquids and gases; environmental and feeding relationships; forces and their effects; solutions; reproduction and the solar system and beyond.

Year 8: Atoms and elements; compounds and mixtures; ecological relationships; light and sound; food and digestion; heating and cooling; rocks and weathering; rock cycle; respiration; magnets and electromagnets; microbes and disease.

Year 9: Fit and healthy; inheritance and selection; plants and photosynthesis; plants for food; reactions of metals and metal compounds; patterns of reactivity; using chemistry; environmental chemistry; speeding up, pressure and movements; gravity and space and energy and electricity.

Use of ICT

As far as possible, we try to include use of ICT in all aspects of our pupils’ scientific studies. Computers are used in Year 9 for practical investigations in Physics, and several CD-ROMs are integral to the course. Pupils are encouraged to use the internet to find information; several topics are project based and require pupils to produce Microsoft Powerpoint presentations.

Assessments

Assessments consist of end-of-module tests and end of year tests, except in Year 9, where there is a presently a mock examination paper before the SATs. Good term work is rewarded by merit marks. Good examination grades earn House points.

Homework

We consider homework to be very important. It consists of written exercises, research or background reading and following up class work. Pupils in Years 7 and 8 have 80 minutes per fortnight, while those in Year 9 have 120 minutes. Late or missing homework is considered unacceptable.

How parents can help

The best way in which you can help with homework is by checking your daughter’s Record of Achievement diary on a regular basis so that any problems can be dealt with rapidly. Homework should not be a burden, nor should it be done too casually. If problems arise, please contact your daughter’s form teacher at school in the first instance.

There are other ways in which you can help. Generally take an active interest in Science, encouraging your daughter to do the same. Point out relevant newspaper articles and encourage her to read topical science magazines such as Focus. Many excellent Science television programmes are produced and cable/digital channels such as Discovery Kids are stimulating.

School runs a British Association for Young Scientists club (BAYS) in the lunch hour. Bronze, silver and gold awards can be gained through this. Ask you daughter if she is a member. Allotment Club provides opportunities for aspiring young botanists.

The City of Birmingham has a wealth of museums that the whole family might well enjoy visiting. Science activity days are sometimes organised for Key Stage 3 pupils.

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INFORMATION & COMMUNICATION TECHNOLOGY

Aims

• to enable pupils to develop ICT capability and acquire confidence in the use of ICT
• to give pupils experiences which enable them to develop the ability to use ICT to communicate and handle information, to design, develop, explore and evaluate models of real and imaginary situations and to measure physical quantities and control movement
• to promote pupils’ understanding of key ICT applications
• to encourage flexibility and the openness of mind necessary to enable pupils to adapt to the rapid pace of technological change
• to enable pupils to appreciate the impact of ICT on work and leisure
• to develop the ability to make informed judgements about the applications and importance of ICT and its effect on the quality of life
• to enable pupils to investigate and develop working ICT systems

Subject content

The Department is committed to providing an excellent education within the subject for all abilities and aptitudes. We aim to fulfil the demands of the National Curriculum in an interesting and varied way. Items taught will alter to match the abilities and skills of pupils each year: nothing is static!

ICT capability is concerned with the processes and means by which information is gathered, organised, stored, processed, presented, communicated and interpreted, and the ability to respond to and empathise with human needs for information in a variety of contexts.

ICT is concerned with the handling of information using electronic systems, such as computers, television, video teletext, mixed and multi-media systems and telecommunications, and non-electronic systems, such as books, libraries and filing systems.

We believe that all pupils should be able to use ICT to enhance and extend learning whenever possible. They should be familiar with the tools of ICT, such as word processors, databases (including CD-ROMs, etc.) spreadsheets, drawing/CAD/graphics packages, etc., and have the skill to use the appropriate tools effectively. They should be aware of all applications of ICT and have an understanding of new opportunities provided, as well as the impact of ICT on daily life, including environmental, ethical, moral and social issues. It is hoped that pupils will learn to use computers/ ICT confidently to communicate and handle information, to design, develop, explore and evaluate models of real or imaginary situations and to measure and control physical variables, using the variety of facilities available efficiently and being prepared for the challenges offered as the technology rapidly advances, even if ‘state of the art’ equipment is not actually available to them. Work done during Key Stage 3 will include:

• using word processing through to DTP, Art, Graphics and CAD packages for communicating and presenting information
• a variety of database handling packages as well as the use of CD-ROMs for information handling
• use of LOGO for control of a screen turtle, a control language package and computer interfaces with various models for accepting data from sensors to which the models respond for control
• use of spreadsheets, simulation packages and other subject specific programs for modelling and simulation
• use of videos and pupils’ experiences, with appropriate discussion, to consider applications and effects

How parents can help

It is obviously helpful if pupils have access to computers out of school. If you are considering purchasing a PC for home use, it will be helpful if it is compatible with those which your daughter will use at school. You should not feel, however, that it is essential for your daughter to have a computer at home: Birmingham Library offers free use of computers at most of its branches, including free access to the Internet and a selection of CD-ROMs.

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NON CORE SUBJECTS

ART & DESIGN

Aims

• to give pupils a rich diversity of art, craft and design activities by introducing them to the working methods of a wide range of materials and ideas from Western and Eastern traditions.
• to give them practical instruction in various ways of drawing and designing; in planning and researching; in modifying and adjusting their work; in assessing their work against that of other artists and craftspeople
• to teach pupils how to tap into their creativity; how to enlarge individual thinking capacity; how to perceive the world and record it in a variety of ways.
• to encourage pupils to become good communicators; to have a propensity for investigation and increased confidence in independent judgement; to have the ability to handle materials competently.

Subject Content

The core activities in all projects will be twofold. One to develop ‘perception’ and two to develop technical skills in recording and designing for painting, sculpture, other 3D work, and printing. Investigation and social / art historical research will play a supporting role to these activities.

Years 7 & 8 will be treated as a whole. By the end of this period each pupil will have had practice in using their sketch-books as a tool for recording ideas; using colour in several ways; drawing and painting from observation; activating their imaginations; printing and modelling. Pupils will have handled many different types of materials. They will have researched other artists’ work to help them improve their own work and to help them understand their own work in relationship to the work of other artists, designers, crafts people and art historians.

In Year 9 there will be an increased emphasis on accurate drawing and painting techniques. It will be a diagnostic year and their ability in this area will determine whether they can take the subject on to the next stage, GCSE Level.

Use of ICT

ICT work will be included regularly, in three basic ways:

• Scanning of drawings and other images and the manipulation of these images using different art specific software packages.
• Research on Internet websites for critical studies information.
• Word processing for writing up self-assessments and critical art studies.

Assessments

In each year, there will be a minimum of three projects, each lasting about term, or two long projects and two shorter projects. These will be set to a ‘theme’, so that associated ideas and technical skills can be bunched together to form a compact and discrete area of learning.These ‘thematic modules,’ will cover all the skills necessary to achieve a high level by the end of Key Stage 3.

There will be two forms of assessment, formal summative assessment based on a final piece at the end of each project, and continuous assessment throughout that will monitor the pupil’s progress.

The former will be an aggregate of all the interim grades for the various parts of a topic.

It will also incorporate such factors as effort, working to a deadline, research ability and literacy skills in addition to the subject specific skills. At the end of each project pupils will produce a self- assessment sheet, and the teacher will fill out an assessment sheet grading the whole project & pointing out areas for further improvement.

Towards the end of KS3 in Year 9 pupils will be graded to a level, the criteria for this will be set externally by the Department of Education.

In keeping with school policy reports will be sent to parents annually and parents will be able to discuss their daughter’s aptitude in Art with the subject teacher at an annual Parents’ Evening.

Homework

At each stage of a project, we will regularly set homeworks, sometimes weekly, sometimes fortnightly. These will be assessed independently of classwork. Homeworks are generally an extension of the project work, sometimes practical and at others times research and written work. Usually a pupil will have one week in which to complete each homework task.

How parents can help

You can help your daughter by assisting her in organising herself in simple ways, such as encouraging her to pack her bag the evening before the lesson to make sure she brings the right equipment to her lessons.

You can also encourage your daughter to do her homework at the beginning of the week rather than leaving it until the night before it is due to be handed in.

You can buy the pack of materials which is available through the department Art Shop at a special low price, so that your daughter has materials at home with which to practise.

You should be positive about your daughter’s learning capacity, and we suggest that an item such as an Encyclopaedia of the Arts would be useful to have at home. You could remind her to explore the school and the local libraries, not just for books, but also for videos, CD-ROMs, and to use the Internet. Finally, we hope that you will encourage your daughter by taking her to visit art galleries and to practise her own skills at home: like any new skill, it is only by practice and understanding that pupils gain an interest in a new topic and improve their skills.

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DANCE

Aims

• to introduce pupils to the theatre, in particular the ‘musicals’
• to introduce pupils to the different styles i.e. jazz, modern, etc.
• to look at the costumes, stage and set up of the theatre
• to improve choreographic skills
• to improve performance skills
• to build up confidence in dance

Subject Content

Pupils are given the opportunity to study different stage musicals for a twelve lesson course. In each year group we try to do two different ‘styled’ musicals.

Year 7 Grease; Oliver; Mary Poppins; Joseph & The Amazing Technicolor Dreamcoat.

Year 8 Lion King; Bugsy Malone; Cats; Swan Lake; Thoroughly Modern Millie; Saturday Night Fever.

Year 9 Cabaret; Chicago; Ghost Dance; West Side Story; Chitty Chitty Bang Bang.

During the lessons, the pupils are encouraged to choreograph their own group dance, they analyse

their own and others’ work and they watch and analyse the DVD/video of the show.

When we can, we take groups to watch professional musicals at the theatre. We also encourage

pupils to visit the theatre with family and friends.

ICT

ICT in dance is currently incorporated in lessons by the use of audio equipment, video is used to film their assessment piece and used as play back to analyse performance. Pupils are encouraged to explore the internet to find pictures and historical information.

Assessment

One end-of-topic practical assessment is choreographed and videoed.

Homework

Homework is given when pupils are required to find information on a certain aspect of the theatre.

How parents can help

In dance, parents can best help by being interested and encouraging your daughter to talk about the work she is currently engaged in. Interest can also be stimulated by leisure visits to theatres locally and in other cities during holidays.

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DRAMA

Aims

• to develop the ability to work with others
• to develop mime skills and speech skills
• to understand how important body language, gesture and eye contact are when performing 
• to use improvisation and role-play as well as experience scripted work
• to understand how to use dramatic techniques to communicate the ideas and mood of the original story
• to learn how to give and take constructive criticism on dramatic techniques
• to practise verbal reporting skills: clarity, expression, appropriate tone
• to develop script writing skills
• to develop an audience awareness

Subject Content

During Key Stage 3, pupils learn a variety of skills from improvisation, storytelling and scripted work. They look at some genres and experiment with the use of body and voice in performance as a communication tool and will be introduced to some theatrical genres. Groups will study some work from of the following areas:

Year 7: Role Play – looking at playing a role convincingly

From Text – using various types of text as a start point for drama

Improvisation – looking at simple techniques to deepen drama

The Voice – how to use the voice effectively in performance

Soap Opera – looking at the genre and creating their own scenes

Year 8: Guernica – using the Picasso painting as a way into stylised theatre

Masks – modern mask work in performance

Physical Theatre – performance through studying issues

Pantomime – oh no it isn’t… oh yes it is!

Year 9: Mime – developing physical control and detail in performance

Dialogue – how to deliver and devise imaginative dialogue

Characterisation – improving depth of charcaterisation

Comedy – looking at different styles and types of humour

21 st Century Shakespeare – modern presentations of classical text

‘Confusions’ by Alan Ayckbourn – scripted work

War – looking at powerful presentation in drama

Use of ICT

ICT in Drama is mainly used to word-process scripts, although Arts College money has been used to purchase digital camcorders for the purpose of filming students work and taking digital photographs. Students are also requested to use the Internet and computers to research topics for lessons, for example Soap Opera or Pantomime. The department has also recently purchased 5 PC’s so ICT in lessons will soon increase.

Assessments

These occur regularly during lesson time in the form of practical performances. There are formal assessments at the end of each topic and for reporting purposes, as well as informal continual assessment in each lesson. Written assessment is also used in terms of written scripts, evaluations of performance and so on.

Homework

Drama homework is not timetabled as such. Being an essentially practical subject, there is sometimes more of a need for homework after an assessment such as an evaluation, or writing scripts in preparation for an assessment. Often they will be practical tasks such as learning lines or creating costumes or properties for a performance. Therefore the frequency of homework is more on an ‘as it is required’ basis, although often there is about 30 minutes’ worth per lesson on average.

How parents can help

Parents can help by being interested and enthusiastic by encouraging your daughter to appreciate performance work. This could be from the point of view of observing a television or film performance, or visits to the theatre itself. An appreciation for the full theatrical experience is of obvious benefit as the girls can see how the whole mix of lighting, sound, setting, costume, properties and performance gel together. An interest in drama could be fuelled by membership of theatre groups, of which there are many in the area from Stagecoach to Aldridge Youth Theatre. In terms of directly assisting with the subject, parents can assist by helping your daughter to learn lines or to search for appropriate costume and props. They could also assist by watching any solo performance work as a rehearsal for performance in lesson, as performing to any audience is good experience and encourages good practice.

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FRENCH

Aims

• to enable pupils to become increasingly familiar with the sounds, written form and grammar of a modern foreign language
• to enable pupils to use their knowledge with growing confidence and competence to understand what they hear and read, and to express themselves in speech and writing
• to enable pupils to develop language skills and language-learning skills, including applying their knowledge of grammar and structures, so that they become increasingly independent learners and users of French
• to enable pupils to use French as the principal means of communication in the classroom, and beyond it, where opportunities exist
• to increase pupils’ cultural awareness by learning about French-speaking countries and their peoples and by working with materials from other sources
• to give a sound basis for further study at Key Stage 4 and beyond

Subject content

A girl learns one modern foreign language in Year 7, either French or German, depending on which form she is in. She begins her second modern foreign language in Year 8.

Year 7 First Foreign Language / Year 8 Second Foreign Language

If French is your daughter’s first language, in Year 7, using the textbook Métro 1, she will cover, among others, the topics of home, family, school, sports, hobbies, and holidays. The Present Tense of –er verbs and of some irregular verbs, and agreement of adjectives, will be introduced.

If French is your daughter’s second language, she will cover the above material in Year 8.

Year 8 First Foreign Language / Year 9 Second Foreign Language

The textbook used will be Métro 2. Topics covered will include daily routine, meals and food, travel. Grammar taught will include the Perfect Tense, direct object pronouns, comparison, Imperative.

Year 9 First Foreign Language

The textbook used will be Métro 3. Topics covered will include life in town and country, occupations, social events, clothes. Grammar taught will include the immediate Future, the Imperfect Tense and indirect object pronouns.

Use of ICT

Regular class time is spent in the multi-media Language Centre and pupils have access to the Centre at times outside lessons. Pupils are encouraged to word-process some of their work. When facilities permit, the Internet will be used as a learning resource.

Homework

Homework is set according to the provisions of the homework timetable. Years 7, 8 & 9 have four homeworks per fortnight. Homework tasks may include: learning, e.g. vocabulary, spellings, rules and exceptions; written work based on an example, to demonstrate understanding of a particular structure; revising, e.g. work from a previous unit to be applied in a new unit; preparing for the next lesson, e.g. part of a dialogue, a brief presentation; continuing a piece of classwork, e.g. a reading text or a piece of extended writing; making use of ICT. There is a considerable emphasis on learning work.

How parents can help

You can help with homework by checking that homework is entered in the ROA diary and ensuring that homework is done; by checking that written work is done carefully and neatly; by testing your daughter on vocabulary learning; by looking at marks and giving encouragement. In Key Stage 3, a mark below 75% would be regarded as cause for concern, and a mark below 50% indicates a problem. Access to a simple French/English dictionary would be an advantage.

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GEOGRAPHY

Aims

• to stimulate the interest of pupils in their surroundings and in the variety of human and physical conditions on the earth’s surface;
• to foster pupil’s sense of wonder at the beauty of the world around them;
• to help pupils to develop an informed concern about the quality of the environment and the future of the human habitat and thereby enhance pupils’ sense of responsibility for the care of the earth and its people.
• Subject content
• There will be opportunities for pupils to:
• investigate a wide range of people, places and environments at different scales around the world;
• study geographical patterns and processes and how political, economic, social and environmental factors affect contemporary geographical issues;
• investigate how places and environments are interdependent;
• carry out geographical enquiry, including identifying geographical questions and developing their own opinions;
• carry out geographical investigations inside and outside the classroom;
• use a range of investigative and problem-solving skills and resources, including different types of maps and atlases, satellite images, aerial photographs, texts and ICT.
• Pupils will acquire and apply knowledge and understanding of FOUR aspects of geography:

1 The ability to undertake geographical enquiry and use geographical skills

A one-day field trip is organised for each Year group:

Year 7 - Farm visit in the summer term - cost £8.00

Year 8 - River study in the autumn term - Cannock Chase - cost (transport only) £5.00

Year 9 -Cadbury World in the spring term - cost £7.00

Costsare estimates only - based on charges made in the past.

2 Knowledge and understanding of places

Although many places will be looked at, special study will be made of France in Year 7, India and Brazil in Year 8 and South Africa in Year 9. The British Isles will be referred to on numerous occasions throughout Key Stage 3.

3 Knowledge and understanding of geographical patterns and processes

To include the study of tectonic activity, rivers, coasts and weather and climate; population, settlement and resources and economic activity. These topics, or aspects of them, will be taught at increasingly advanced levels from Years 7 - 9.

4 Knowledge and understanding of environmental change and sustainable development

To include the study of soil erosion; organic farming versus agri-business; the use of chemicals and their disposal; pollution; development issues and tourism.

Issues of topical significance will be studied when appropriate.

There will be clear progression across the key stage.

Use of ICT

Key sections are built into the Scheme of Work for each year group. For example:

Year 7 - desktop publishing

Year 8 - database, spreadsheets, graphics packages

Year 9 - research on the internet, e-mail

CD-ROMs will also be used where appropriate.

Assessments

These will be made at the end of each unit of study - approximately 3 per year group. Assessments will

be variable in type and will include tests, a summative piece of work, extended writing, etc. Key assessments and the end of year examination will determine the formal grade achieved at the end of each year.

Homework

This is set on a regular basis and will include essay writing, comprehension exercises, graphing, data response, mapping, model construction, poster presentations, research, etc. Homework is assessed on the basis of content and presentation. We encourage you to involve yourselves as much as possible in your daughter’s work.

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GERMAN

Aims

• to introduce pupils to the basic patterns and grammar of the language to lay the foundations for studying German to GCSE level and beyond
• to teach pupils how to cope with practical everyday situations that they may find themselves in when spending a holiday in a German-speaking country or when staying with a family
• to introduce pupils to the customs and cultures of German-speaking countries which will increase their cultural awareness and lead to an appreciation of other ways of life and traditions
• to make pupils increasingly confident in understanding the written and spoken language and increasingly able to express themselves independently when speaking and writing German
• to give all pupils the opportunity to have a penfriend in our partner school in Germany and to take part in an exchange visit with a pupil from that school

Subject content

Pupils learn one modern foreign language in Year 7, either French or German, depending on which form they are in. They begin their second modern foreign language in Year 8.

If German is their first foreign language, in Year 7 pupils will use the coursebook Logo 1, which covers giving and asking for personal details and classroom instructions, school, family, leisure, home and in town. In Year 8, pupils will go on to Logo 2, which covers personal details, weather, saying what you did yesterday, holidays and travel, health and fitness, meals and shopping, planning a journey, staying with a family, directions, going out with friends and making arrangements. In Year 9, using Logo 3, pupils will cover a German exchange visit, giving opinions and making comparisons, information about Austria, the media, money, part-time jobs and problems.

If German is their second language, they will use, in Year 8, the coursebook Lernpunkt Deutsch 1, covering where you come from, numbers, age, school equipment, family and pets, the home, school, describing a town and giving directions, leisure and hobbies, the weather and festivals in German-speaking countries. In Year 9, pupils will continue with the same coursebook series, covering meals, buying food and eating healthily, shopping, giving opinions about clothes, daily routine, TV and music, talking about what you have done and where you have been, staying with a German family, describing your home town, describing people, talking about hobbies, transport and describing a day trip.

The school has a partner school in Kaufbeuren, Bavaria, and an exchange visit takes place on a two-yearly rota (the next visit will be in the school year 2002-3). This exchange is open to all pupils in Year 9 and above. There is a holiday open to Year 8 pupils on alternate years. The next visit will be in the year 2002-3.

Use of ICT

Pupils will spend lesson time in the multi-media Languages Centre on a fortnightly basis. In addition, pupils are encouraged to produce some written and display work using a word processor. It is hoped that we shall be able to use e-mail facilities to communicate with pupils in our German partner school and access the Internet.

Assessments

There are regular end-of-unit assessment tests in Year 7 & 8.

Homework

Homework is set according to the homework timetable. It will consist of vocabulary learning mainly and some written exercises in best books. Just before a unit test, revision will also be set.

How parents can help

You can help by checking in homework diaries that the set homework has been done; by testing that vocabulary has been learned and that written work has been done; by looking through best books to see what marks are being achieved and encouraging good performance, and by enabling, as far as possible, visits to German-speaking countries, and especially participation in the exchange programme.

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HISTORY

Aims

• to learn about the past in Britain and the wider world
• to consider how the past influences the present
• to find out about people in the past; how they organised themselves; what ideas influenced them
• to develop a chronological framework
• to understand the values of a society and think about their personal choices, attitudes and values
• to use evidence, weigh it up and reach their own conclusions
• to search for and consider evidence and argue a point of view

Subject content

During Key Stage 3, pupils learn about significant individuals and events in the history of Britain, from the Middle Ages to the 21 st Century and aspects of European and world history.

Year 7: Introduction to skills.

Mediaeval Realms with a depth focus on the Battle of Hastings and the Norman Conquest.

The Renaissance.

The Expansion of Islam.

Year 8: The Tudors and Stuarts with a focus on the Reformation in England and the Civil War.

The Black Peoples of the Americas.

Year 9: Britain 1750-1900 with a focus on the industrial changes and their impact.

The 20 th Century with focus on Experiences of war including the First World War Holocaust and the Cold War.

During this time, pupils are encouraged to makes connections between events and changes in different periods and areas studied; to evaluate and use sources of information; to use their knowledge to analyse and explain the past; to recognise that there are different interpretations of events and developments.

In recent years the department has also offered a number of curriculum-related trips abroad for example, to Normandy for Year 7 to support their study of the Norman invasion, and to Belgium and Northern France in support of Year 9 First World War study.

Use of ICT

ICT in History is currently incorporated on an informal basis with frequent use of word-processing and desk-top publishing, as appropriate, for individual pieces of work, and of the Internet for research. Laptops are now available for use in the History classroom and it is envisaged that more use will now be made of them for extended work and demonstration purposes.

Assessments

Assessment is in the form of regularly marked class and home work, using clearly explained criteria; one end-of-topic test in the course of each year; and an end-of-year examination.

Homework

There is one 20 minute homework each week. These homeworks are used to complete work begun in class – writing, drawing or ICT – to undertake research, to prepare for a task by reading and/or note-taking, or to write an individual response to a question discussed in class. Homework is seen as an important adjunct to lesson time in preparing pupils to work independently.

How parents can help

In History, you can best help by being interested and encouraging your daughter to talk about the work in which she is currently engaged. Interest can also be stimulated by leisure visits to historical sites, while on holiday, or locally at the weekend. Such visits do not have to be directly related to the topic or period under discussion, nor need they be expensive if advantage is taken of family concessions, English Heritage or National Trust membership, or free access to museums. The reading of historical literature, again of any period, could also be encouraged – the advice of librarians could be made use of here. In addition, parents could usefully direct attention to the many historically related television programmes which are regularly on offer. We do not particularly recommend the special purchase and indiscriminate use of commercial CD-ROMs, especially those of the encyclopedia kind, as these tend to be American-dominated in content and to discourage the questioning of material.

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MUSIC

From 2003-4, Performing Arts College status will allow the music department to radically change its scheme of work, in order to incorporate aspects of the art form previously inaccessible for lack of space and resources. The purchase of classroom percussion instruments and music software will allow more flexibility in practical work and more scope to develop the key skill of composition. Visiting professionals from the field of world music will be a prominent feature of Key Stage 3 work.

Aims

• Through practical engagement with music, we aim to develop the imaginative potential of every pupil.
• By challenging pupils’ decision-making skills, their critical faculties and their aesthetic sensibilities, we hope to both foster a love of music and develop the skills which prepare all girls for any walk of modern life.

Subject content

Throughout Key Stage 3, pupils have a music lesson every week. Year 7 work covers the simpler musical elements of pitch, pulse, rhythm, dynamics and timbre, along with the key skill of performing. Pupils will learn to manipulate the elements to produce performances by themselves, in pairs and in groups. Singing will be a prominent feature of the work, and there will also be tasks to perform on percussion and keyboard instruments.

In Year 8, we move to the more complex musical concepts of harmony, melody, tonality and more original structures, and the focus is on composition. Some composing will be modelled on successful techniques from the past and present, and others will have fewer “regulations”. The pieces will be composed for a range of occasions (for example to accompany dance or drama) and in a range of styles.

Year 9 work follows the development of popular music from the Blues to the present day. As well as singing/playing representative songs from the major styles, pupils will be encouraged to express informed opinions on the music of today. The aim is for pupils to gain an understanding of where the music they engage with every day through the media has “come from”.

Use of ICT

This aspect of the musical curriculum will develop significantly over the next few years. A professional standard recording studio and a suite of computers with a variety of music software is envisaged for the music department as soon as the refurbishment of Villa Road Church is completed.

Assessments

All practical work is assessed in class, and feedback will be given to each performer/composer. Work will also be recorded on a regular basis, both for appraisal by the pupils in the following lesson and to ensure consistency of marking by staff. End of year examinations will include both a practical element carried out in class and a listening paper.

Homework

As most of the work is practical and therefore completed in lesson time, formal homework is rarely set. Certain aspects such as notation, which require memorising, might be set, but only once – hopefully! Informally, pupils will be encouraged to listen to and think about music at home, and during project work involving performing and composing pupils may get together to practise their work.

How parents can help

You can help your daughter by encouraging her to listen critically to all types of music, and by discussing the music you both like and dislike. You may also like to consider taking your daughter to musical events such as the annual ArtsFest or concerts at the ICC.

Instrumental/Vocal lessons

While many girls are already experienced performers on instruments when they enter Year 7, we hope that the musical education we deliver will also inspire new pupils to consider taking up specialist lessons in singing or on an instrument. If parents support the pupil’s interest, they should contact Mr Parry who will work with the specialist teacher concerned.

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PHYSICAL EDUCATION

Aims

• to provide a broad programme of physical activities in which girls are taught to be physically active, develop coordination, control and body management.
• to involve pupils in acquiring problem-solving, communication and team-building skills.
• to encourage pupils to understand the importance of a healthy lifestyle through participation in and the enjoyment of a variety of activities and environments.

Subject content

Pupils in Key Stage 3 are taught hockey, netball, gymnastics and dance during the Autumn and Spring terms, and athletics, and tennis in the Summer term. During the course of the Key Stage, pupils move from acquiring basic individual skills in each activity to game tactics in the team sports, and more advanced skills and group work in gymnastics and dance. Swimming is taught to non-swimmers in Year 7. Inter-house competitions are held each year in these activities.

In addition, these activities are also available as extra-curricular activities, with the addition of rounders, basketball, football and cricket.

We also aim to supplement the curriculum programme with occasional workshops in specific activities taken by specialist coaches to help stretch individuals with particular talent; and also by theatre visits and visits to sporting events. These cost between £1 and £10.

In addition, pupils are offered a Ski Trip, costing approximately £600. The Year 9 Residential Course also includes a range of outdoor activities.

Use of ICT

Pupils will use ICT in the production of computer-designed posters and award certificates, and long-term non-participants will use ICT for the production of projects. Pupils will use digital cameras to film and evaluate performance.

Assessment

An annual written exam paper will be set as part of the summer examinations, and annual practical assessment routines in gymnastics and dance will take place each spring term. National Curriculum level assessment takes place at the end of Year 9.

Homework

No regular homework is set in this subject, although pupils will be asked to occasionally produce items of written work to support their practical sessions.

How parents can help

Matches against other schools take place after school and sometimes on Saturday mornings. It is important that team players honour their commitment to fixtures. We would welcome your support for our extra-curricular programme in providing transport to matches, encouragement from the side-lines and offers of help from qualified coaches and/or officials. We should also be grateful for information and contact names or telephone numbers of any sports clubs that welcome junior members, and for donations of any surplus or unwanted sports equipment.

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RELIGIOUS STUDIES

Aims

• to help pupils progress in learning about religions: knowledge and understanding of beliefs, practices and forms of religious expression.
• to help pupils progress in learning from religion: responding, evaluating and applying knowledge and understanding to pupils’ own experiences, sense of meaning and purpose, and values and commitments.

Subject content

Year 7: What is religion? Sociological / philospohical / psychological aspects of religion, mystery, religious experience, leaders of religion.

Year 8: Mystery, symbolism, places of worship (including a visit to places of worship in summer term costing £3.00), sacred writings, pilgrimage.

Year 9: Communication, religious experience, festivals, rites of passage.

We hope that it will be possible to create an awareness that spirituality is an important part of being human and that religions are a reflection of these deep, instinctive and intuitive thoughts and feelings. We further hope that the pupils will develop analytical and evaluative skills, an enquiring mind, a spiritual and moral awareness, an empathy with believers and a much deeper understanding of themselves as individuals in the search for truth as they journey through life. Alongside this we hope that the pupils will learn the importance of respect, understanding and tolerance for those who adhere to different faiths or none.

Use of ICT

Use is made of research tools and software, word processing, DTP and Excel.

Assessment

Regular tests of knowledge and understanding are given. A project is undertaken in each year. There is no end-of-year examination.

A variety of creative pieces – drama, art, poetry, prose, discussion, etc. – are undertaken, so that all excel in their strengths.

Homework

Homework is used to reinforce learning, for reflection and creativity and to prepare for new topics. We include a variety of tasks, e.g. interviews with religious and non-religious people, ICT, independent research, written work, quiet reflection, creative pieces, self-assessment units. Years 7 and 8 are set 40 minutes per fortnight and Year 9 are set 30 minutes per week.

How parents can help

You can help your daughter in Year 7 by encouraging a positive enquiry into religion and by discussing homework topics.

You can help in Year 8 by supporting your daughter in exploring a place of worship and by being a sounding board for new philosophical concepts.

You can help in Year 9 by continuing to encourage a positive enquiry into religion, by spending time talking and listening to your daughter’s ideas concerning spirituality and sharing her experiences of life with her.

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TECHNOLOGY

Aims

• to help pupils understand the complexities of the man-made world and enable them to feel comfortable and confident in it.
• to help pupils to enjoy being creative.
• to encourage pupils to build upon their experiences and skills through structured and open design.
• to provide activities which are both challenging and achievable.
• to encourage pupils to be responsible for their own learning, to use their time effectively and to take pride in their work.

Subject content

Pupils are taught in groups of 20 or 22 which in each year rotate through three material areas: food, resistant materials and textiles.

In Year 7, the first term consists of a basic induction course, rotating through each material area, making fruit bars and scones (food), wooden animals (resistant materials) and a bag (textiles). The remainder of the year is devoted to design and/or make activities – use your loaf (food), decorative mirror frame (resistant materials) and a stitch and flip patchwork cushion cover (textiles).

In Year 8, a further design and make activity is completed and the remainder of the first two terms are devoted to focused activities in each area: food safety, drawing and presentation skills, and machine skills, appliqué and fibre investigation. During the third term, novelty product design and manufacture in one material area is undertaken. This is based around a theme of their choice.

In Year 9, pupils rotate through all material areas throughout the year, but as far as possible, pupils are placed in their Key Stage 4 options for the final weeks of the summer term.

Use of ICT

ICT is used throughout to enable pupils to design and make more effectively, e.g. for spreadsheets/research, digital imaging, word processing, nutrient analysis, industrial simulation, etc.

Assessment

Assessment is continuous (formative) during the activity and summative at the end of each major activity. These marks are used as a basis for end-of-year grades for reporting to parents.

Homework

Homework is set at all stages on a regular basis according to the current activity. Everyday work is generally marked out of 10, whilst longer projects may use a higher score depending on the criteria. Pupils in Years 7, 8 & 9 have 30 minutes per week homework.

How parents can help

You can help by ensuring that your daughter is well organised for the lesson, especially for practical lessons so that she can take advantage of every opportunity for practical activities – a letter goes out to all Year 7 at the start of the year detailing the equipment/materials pupils will require for each material area; by letting staff know if there are any problems in providing materials; and by informing us of any useful contacts, e.g. for industrial visits, visiting speakers, donation of materials (fabric, for example).