The Angmering School - KS3 Guide

GUIDE KEY STAGE 3

2024-2027

OUR CURRICULUM

The Angmering School follows the National Curriculum. In Years 7 - 9 students study:

WELCOME

This is an exciting time for your child and for you

The move to secondary school marks an important period in any student’s learning. It is vital to get the transition from Year 6 right so that every student can continue to make progress and flourish. The Angmering curriculum experience in Years 7 - 9 is designed to be exciting, challenging and engaging. The aim is that all students are ready for their GCSEs and continue to develop their skills and appetite for learning.

We believe that these goals are achieved through the partnership between parents, carers, school and students. This guide is designed to give you the information you need to support your child’s learning in Key Stage 3.

You will find plenty of information in this guide about what the students will learn, how we expect them to learn, what we aim for them to achieve year by year and also how you can provide practical help and support from home.

Please visit our website, which contains more information, which will help you.

We are proud of our induction programme for new students. We aim to make sure every student looks forward to joining us in September, settles quickly and experiences success early.

Many thanks in advance for your support and encouragement.

Simon Liley

Headteacher

MatthewWhatford Deputy Headteacher (Key Stage 3)

INDUCTION TIMETABLE

April - June

Parents and carers will be sent a pupil questionnaire to help us get to know your child. This will form a key part of our transition process and help us to build positive relationships.

May

Years 7 - 9 Guide is emailed to all parents.

Wednesday 8th May & Thursday 6th June

Enrichment evenings take place.

Wednesday 3rd July

All students visit the Angmering School for an Induction Day. Parents arrange for children to arrive at the Angmering School for 8.30am. Children will need to be collected at 3pm.

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Students will eat their lunch in school and they can either buy food in our canteen (which operates as a self-service cafeteria selling a wide range of food) or bring a packed lunch to eat there. If your son or daughter wishes to eat from our canteen then they should bring approximately £3 on the day to pay for this.

6pm on 3rd July: New Parents’ Evening to be held in the Hall (this is an evening for parents and carers only).

Following a short introductory welcome from Ms Pegden, Head of Year 7, and Mr Liley, Headteacher, you will have the opportunity to spend time with your child’s Group Tutor, meet members of the Headship Team and talk with the uniform suppliers. Staff will be on hand to explain our teaching strategies and objectives, and to address any concerns you may have about your child.

Tuesday 3rd September

First day of term - Year 7 only

The normal buses from Findon and Ferring will be running from the first day of term. At 8.30am students arrive and assemble in the Hall.

Students will spend part of the day working in their Tutor Groups and will attend two normal timetabled lessons, followed by an assembly in the afternoon.

Reports for students at key stage three and four are sent home twice per academic year with judgements given of your child’s progress in relation to their skills and subject knowledge so far, taking account of where we would expect them to be at this point on their learning journey. At key stage four this also includes current GCSE grades.

This tracks back from their final projected outcomes in year 11. Each of these measures takes account of the collective quality of their classwork and homework, as well as their performance in assessments to date. These projected outcomes for the end of year 11 have been set for each student using their SATs results as a guide and are as such individual to each student.

Reports will show the following statements to explain your child’s progress:

Excellent

Meets expectations

Students who are deemed excellent are working above and beyond what we would expect of them in that subject and are likely to achieve higher grades in the long term if they can sustain this.

Meets expectations. Students who are meeting our expectations are working exactly at the level we would expect them to. This means that they are likely to meet their potential in the long term if they sustain this.

Improving

Concern

Students who are improving are working towards, but not yet meeting our expectations. This means that they are less likely to achieve their potential in the long term if they remain at this level.

Students whose progress is deemed a concern are not yet working at a level that meets their potential and will be in need of encouragement to help them to meet it in the long term.

Each Curriculum Area uses two main methods of assessment of students’ learning:

(a) Summative Assessment (Assessment of Learning - AoL)

This takes the form of short tests, end of topic tests, homework, project work, practical skills, coursework, mock exams and end of year exams.

(b) Formative Assessment (Assessment for Learning – AfL)

Teachers use this assessment to evaluate students’ learning in every lesson. This takes the form of questioning, discussions, self-assessment, peer-assessment, verbal feedback and quality written feedback on students’ work.

The purpose of formative assessment is to let students know where they are in their learning, and to enable them to understand how to improve their skills and knowledge. Teachers will be clear about the knowledge and skills being used, making clear links back to prior learning and giving the big picture of the direction of the curriculum so that students can challenge themselves to progress further. It does not involve grades, percentage levels or raw marks – it involves a dialogue between teacher-student or student-student specific to their learning at that time.

SUPPORT FOR LEARNING

The Angmering School is well resourced to support students in their learning. Learning Support staff are led by our SENDCO (Special Educational Needs and Disability Coordinator), working with teaching colleagues to identify and respond to students’ needs and evaluate student progress. In addition, we have more specialist staff who support students with EHCPs for physical, and sensory (Hearing Impaired/Visually Impaired) needs via the Lavinia Norfolk Centre.

The Student Services Team (see Help and Guidance) also offers support and guidance to students throughout the day. Student Services Officers liaise with teachers and the Learning Support Team with any relevant information that could impact on a student’s learning and progress.

IDENTIFICATION, ASSESSMENT, MONITORING AND REVIEW

All teachers work to ensure learning for each student with SEND is personalised. They are aware of each student’s needs, monitor their progress and inform the Learning Support Team if additional assessment and/or support is required.

Parents and carers may also request information about their child’s progress at any time, and ask for a meeting with members of the Support Teams or their child’s tutor if they are concerned about their child’s progress.

Annual Reviews are conducted for all students who have an EHCP. These reviews provide parents, carers and staff with an additional opportunity to share information. Students are fully involved in all stages of this process of reviewing their progress. There is a clear programme of formal assessment and reporting to parents and carers, for the year. Students with special educational needs without an EHCP are monitored closely by class teachers and the Assistant SENDCO.

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We support a range of students with clear plans and interventions. This could be in response to difficulties with learning, emotions and behaviour. Interventions range from adjustment of learning activities by classroom teachers and learning support assistants, withdrawal from lessons for small groups or 1:1 literacy or numeracy.

Students also have access to a variety of additional support including counselling, careers and health support workers. Year Team Leaders and the schools Safeguarding Team ensure those students with more complex needs receive specialist support within the school and from external agencies.

PUPIL PREMIUM

The school has, at its disposal, funding to provide additional support for disadvantaged students. This funding in large part pays for additional staff and curriculum resources but can be used to help specific individuals who may need additional help. To find out more about Pupil Premium and whether your child is eligible for additional support please read the school website or contact the Year Team Leader.

PARTNERSHIP WITH PARENTS, CARERS AND STUDENTS

Parents and carers are invited to share their unique knowledge of their children in regular meetings and to work with the school in supporting and encouraging them in their learning. All students are encouraged and expected to play a full and active role in determining what provision is made to support their learning. As recognised by Ofsted ‘Pupils understand the securely embedded rules and routines of the school. Teachers and support staff successfully help those pupils who find it difficult to manage their behaviour’.

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HOME LEARNING

INTRODUCTION

Our approach to Home learning is evidence-informed as we know that it plays an essential part in students’ education Parents and carers play a key role in encouraging and supporting their child to complete Home Learning. At KS3 home learning will be set weekly in English, Maths and Science and less frequently for other subjects. This increases at Key Stage 4 and 5. For Year 7 students homework will be phased in over the first term to allow students to get used to their timetable and the home learning requirements.

Home Learning tasks will focus on quizzing, testing understanding, building vocabulary or practising skills. In Key Stage 4 some activities may link directly to coursework and in Key Stage 5 many activities will be 'flipped learning' (reading about the next topic in the course before the lesson). The full policy can be found on the school website.

WHAT IS THE VALUE OF HOME LEARNING?

To revise, consolidate and check classroom learning by reviewing knowledge and skills taught in class in order to improve future progress.

To build up independent study skills and reflection in preparation for an increased expectation of this the further they go in their education.

HOW BEST TO SUPPORT YOUR CHILD WITH HOME LEARNING

A committed home/school relationship is essential to support, and influence, your child. This can be done in the following ways:

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checking Class Charts for the work set and to access resources. A PIN at the start of the year will be issued that allows you to access your child’s home learning set by their teacher All home learning is recorded here. Class Charts also allows you to see the behaviour record of your child in real time.

Ensuring that they read their emails and notices on Google Classroom. Google Classroom is often used to give guidance on tasks and provide resources Some homework tasks will be set to be completed on Google Classroom, but also logged on Class Charts.

Encouraging your child to complete homework on the day it is set where possible. The Library is open every lunchtime and Homework Club is run in the school library after school for an hour. Many students find it helpful to work in the library, rather than at home

Help your child to adapt their home environment to suit their ways of working, and avoid distraction. Distractions such as social media and music are proven to reduce the progress made and increase the time taken to complete a task.

HOW MUCH TIME SHOULD BE SPENT ON HOME LEARNING?

Teachers will give minimum and maximum times expected. Typically, it is approximately 30 minutes per task in each subject in Years 7 - 9. This can be found on Class Charts

Thetransitionfromprimaryschooltosecondaryschoolisanexcitingandchallengingtime forchildren Theyneedtheirparents’supporttohelpthemprepareforthechangesthey face Thefirststepistogatherallthethingstheywillneed,andnameeverythingclearly!

Theuniformpolicyandlistofappropriateandprohibiteditemsareontheschoolwebsite. Pleasereadthiscarefully

TheSchoolwillexpectouruniformcodetobefollowedandallnon-uniformitemswillneed tobechanged.

IMPORTANT:Ifyourchildisoutofschooluniform,foranyreason,theywillneedanotefrom you. TheycangotoStudentServicesfirstthinginthemorningtogetapermissioncardfor themissinguniform.GenuinemedicalorSENDreasonsrequireacardsignedbyamemberof thepastoralteam.

Personalorganisationisoneofthegreatestchallengestonewstudents.Herearesometips: Getusedtoyourtwo-weektimetablebycheckingiteverynighttogetreadyforthenext day.

LogontoyourschoolGmailandClassChartsatleastonceadaytocheckformessages, emails,andtimetable.Getyourparentorcarertodothiswithyouforthefirstweekor so.

Getasturdyschoolbag,whichisbigenoughtocarryallyourbooks,andother equipment–arucksackistheoptionformanystudents

Applyforalocker.Todothisyoumustprovideapadlock,whichforsecurityreasons musthaveashacklediameterof7mm(min)and9mm(max).Bodywidthshouldbe approximately40mm.Overallheightofthepadlockshouldbenomorethan70mm.This isessentialtofitourlockers OnlyYear7and8areallowedlockersduetoalimiton space

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Lastlyandmostimportantly,youneedthefollowingequipmentforlessons:

Thisiscompulsorysothatstudentsarewellpreparedfortasksinclassthatrequireallof thisequipment Anymissingitemswillresultinasignatureformissingequipmentonthe student'sstandardscards.

Aerosoldeodorants,hairspraysetc.arenotallowedinschool,includingwaterbased aerosols.Wedoinsistthatthesearenotbroughtontotheschoolsiteaswehavehadacute asthmaticreactionsandstudents/staffwithotherrespiratoryneeds,whichhaverequired hospitalisation.

Everyone who studies or works at the Angmering School is automatically a member of the school library. There is plenty of space for students to come and complete homework or choose something appropriate to read. All students in KS3 follow our Accelerated Reader programme. Prizes and certificates are awarded for books read and quizzes completed online. The scheme involves reading fiction (stories) and the Library is full of books to choose for DEAR time and reading at home. Students also take a Star Reading Test online once a term, which helps the school to monitor reading progress and identify students who might need extra help. The test also helps library staff make personalised reading recommendations for each child, although we do encourage children to enjoy making their own choices.

The Library staff run interesting lunchtime clubs, including educational games and 3D puzzles and seasonal crafting projects, or students can join one of our reading clubs Homework Club runs after school on certain days, with staff on hand to help. Further details will be announced in September via the school website.

Students can borrow up to three resources at once from the library, but these must be returned on time and kept clean and dry. We recommend a plastic bag or wallet to line your school bag. Parents, please note that bills are issued and sent home for all lost or damaged items, in line with the school's charging policy. Students at our school range in age from 11 to 18+ and we do our best to ensure that students borrow material which is age appropriate. For instance, we seek parental permission before children in years 7 or 8 borrow books from our “Young Adult” section. Please do contact the library if you have any concerns.

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HOW TO GET TO SCHOOL

Many students will be facing a longer journey to school than previously, perhaps on their own for the first time, and we realise this can be a worry for new parents. To alleviate any anxiety it is an idea to accompany your child on a practice journey to school and possibly for your child to try an unaccompanied journey.

If you do bring your child to school by car at the front entrance of the school, please be aware that parent and carer cars are not allowed on site, so all students will need to be dropped off before they reach the school drive. This is for the safety of students and ease of access to the Lavinia Norfolk Centre. Parents and carers of students who access the Lavinia Norfolk Centre may apply for a permit to access the school site.

Cycling to school is an attractive option for many students. We strongly urge students to wear cycle helmets if they cycle to school. Cycles can be locked up in the special area at the front of the school or near the northeast gate. However, cycles are brought into school at the owner’s risk and students are advised to use a lock of a good quality.

The entrances to the school are often congested at the start and end of the school day. We can reduce this problem and promote general fitness for students by encouraging them to walk or cycle wherever possible, rather than be brought by car.

Students should cross the A259 using the footbridge near the Station Road roundabout or by using the toucan crossing linking to the cycle path/footpath at the south-eastern corner of the school or the footbridge. Anyone who uses the Sainsbury’s crossing to come to school must follow the public footpath and cross Station Road using the new crossing. Students are not permitted to walk through East Drive, Ham Manor as this is a private road.

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If you must drive your child to school, you will find it beneficial to avoid the front entrance roads and drop off to the south of the A259 and for the student to use the footbridge to walk into school Alternatively you may wish to drop your child off on the Bramley Green Estate, but please use the turning point at the junction of Rowan Way and Parsons Close and do not drive into the Walkway, Wayside Road or Willow Wood.

HELPING AND SUPPORTING STUDENTS

We have high expectations of students’ achievement and behaviour. We know that in order for students to achieve well they need to feel positive and be solution focused in everything they do. We work hard to provide a happy and supportive environment in which every student feels valued and where everyone is treated as an individual. We ensure that all students have opportunities to experience and celebrate success.

Our Year Team Leaders and teachers visit the primary schools and meet the Year 6 teachers. These meetings help us decide how to put the students into the most effective learning groups. We also work with primary school teachers on activities that will prepare the students for life at Angmering and to settle in quickly.

Each tutor group is led and supported by a tutor who oversees the students’ welfare and learning development. We do our best to arrange that a tutor group has the same tutor for several years. The tutor will get to know the group well and this will promote a relationship in which the student will feel confident and able to communicate easily. Parents and carers are an essential part of this partnership and the tutor will be the first point of contact at school.

Each Year Team is led by a Year Team Leader and supported by Student Support Officers and a member of Year Team Admin. This team works to ensure maximum student progress. In the absence of the Group Tutor, the Year Team Leader or Student Support Officer is the next point of contact.

For Student Support the Year 7 contact number will be 01903 772351 (ext. 260). They are your first point of call for you while your child is at the Angmering School. For absence reporting via text messaging please use 07860054571 or call 01903 778331 to leave a voicemail.

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This team works closely with, and is supported by, the Student Services Team who deal with the welfare concerns of the students. They are available to students throughout the day and offer support and guidance on a range of issues.

Occasionally students may need support from agencies outside the school and the school will facilitate this where necessary, keeping you informed and involved in the process.

CLASS CHARTS

Class Charts is the platform we use to communicate with students and parents about home learning and behaviour. Through an easy to use app you can get instant information about what home learning has been set or look at the achievements your child has made during the day. It also will give you information about their general behaviour as it allows teachers to give rewards, set detentions and give negative behaviour points. Students will also have the opportunity to buy into rewards at set points throughout the year. To facilitate this you will be given login information on this in September.

STANDARDS CARDS

To maintain good conduct and promote our school values, students will carry standards cards during the day. These allow teachers to reward positive community behaviour such as acts of kindness and also sign off inappropriate behaviours such as dropping litter. As a parent, you can help your child ensure that they have it with them each day and periodically check it.

WORKING TOGETHER

We are an open school where your contributions and opinions are always welcome. We believe that to ensure excellent progress for your child we need to work closely together.

To that end, we encourage regular contact with your child’s tutor or subject teacher. This can be by phone, email or a pre-arranged visit. If a tutor or subject teacher cannot be contacted immediately then messages can be left with the Year Team Administrator who will arrange for contact to be made with you.

We hold parent/carer meet events during the year where you can gain skills, knowledge and ideas, which will help you to support your child’s learning. At these events, we also have members of the headship team available to answer your questions on any issue you wish to raise.

A list of important dates for the next academic year will be provided at the beginning of the new school year. These will be posted on our website. Please also view our calendar on the school website, which will keep you up to date on school events.

To ensure the safety and wellbeing of students, we use a texting system for the first day of a student’s absence. We do urge parents and carers to call early in the day on any occasion their child/children will be absent and not wait for the automated system to contact them.

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KEY POINTS IN THE SCHOOL DAY

We expect all students to be punctual.

The school site is open from 8.00 a.m.

Formal supervision of students by staff commences at 8.30 a.m.

Students are called to registration (START) at 8.45am. and stay with their tutor until 9.00am.

Year 7 students will have one assembly each week in this period.

There is a 25 minute break at 10.55 a.m. Many students eat part of their lunch at this time to enable them to take part in the large variety of lunchtime clubs and activities There are picnic tables and areas for play around the school and students have access to some classrooms where they may sit quietly and eat their lunch.

The dining room is open at break and lunchtime. Students can purchase anything on offer or for £2.50 there are two meal deal options:

a hot meal deal which consists of a main meal and pudding (no drink). a sandwich meal deal which is a sandwich, water (or milk for a free school meal student) and a piece of fruit or jelly.

Menus of what is on offer are on the school website.

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The Angmering School uses a totally cashless system for our catering service called ParentPay. We accept ParentPay payments not only for school meals but also for school trips and other items which can be paid for in school

If your child receives free school meals then this is placed as a credit on the system for students to receive automatically. If you think your child may be eligible for free meals, please follow this link https://www.westsussex.gov.uk/education-children-andfamilies/schools-and-colleges/free-school-meals/ to apply online, paperwork copies are no longer available and will not be accepted by County. If you are eligible, we would like you to do this even if you do not want to take up the free meals, as it brings extra funding to the school in the form of a Pupil Premium grant.

Students may bring packed lunches The only drinks on sale in the canteen are bottled water and milk and students are asked to only bring water into school in a clear drinks bottle. Other drinks will be confiscated and returned at the end of the day.

Students are not allowed to leave the site at break or lunchtime. Parents who wish to have alternative lunch arrangements for their child should contact the school

As you will have seen from the prospectus, there are a large number of clubs and activities on offer These will be advertised via the Student Bulletin, which is displayed on the interactive whiteboard in the classroom for the Tutor Group to read each morning at registration, and is emailed to students each day. There are also notices displayed in the curriculum areas. Evening activities are also advertised in the bulletin. A full clubs list is also included on the school website

Many students have lessons on a musical instrument If you would like your child to have lessons please contact the Music Department as soon as possible for further details. Further information on this will follow early on in the school year.

At the Angmering School, we believe that reading is the key that unlocks the curriculum. Students who read fiction regularly gain higher results across all of their subjects and research has shown that reading improves the life chances of students A strong reading ability and fluency enables students to absorb and understand new information, and improves their vocabulary. We offer an environment where reading can flourish.

To support our students with regular reading for pleasure, we have DEAR time – Drop Everything And Read, on Monday through to Thursday, for 20 minutes. All students read using a ruler as a guide. At a time when demands on literacy skills in all subjects are increasing, DEAR is giving our students a real opportunity to improve their chances of success. We focus on oracy skills every Friday which concentrates on the ability to articulate ideas, encourage fluent expression, and effective communication We encourage all students to use our library, which is very well stocked with many excellent books to borrow. Our KS3 students use the Accelerated Reader programme to count the amount of words read Students read fiction only during DEAR, and will either read as a class or will need to read a book they can quiz on. We also seek to improve students’ speaking and listening skills through our oracy work every Friday where students talk about their reading, explore current affairs and learn how to be confident, effective communicators. In Y11, DEAR is used for our bespoke revision sessions

ICT rooms are available at lunchtimes and after school on request Clubs take place several times a week after school and at lunchtimes Computers with internet access are available in the library before school, at break, lunch, and after school. The Library is open from Monday to Thursday 8:00am until 4:30pm and Friday 8:00am until 3:15pm.

School day timings are below and our exam period timings are on the school website.

Registration

8.45am - 9.00am

Period 1

9am - 10.00am

Period 2 10.00am - 10.55am

Break 10.55am - 11.20am

DEAR 11.20am - 11.40am

Period 3 11.40am - 12.40pm

Period 4 12.40pm - 1.35pm

Lunch 1.35pm - 2.15pm

Period 5 2.15pm - 3.15pm

PARENTPAY

The ParentPay system uses an image of each student’s finger. This is not a fingerprint.

ParentPay offers you the freedom to make payments online using your credit or debit card whenever and wherever you like, safe in the knowledge that the technology uses the highest internet security available.

You will have a secure online account, which can be accessed with a unique user ID and password. You can change these to something you will easily remember.

ParentPay enables you to view all items available to each child along with relevant costs and details. Making a payment is easy as you simply select the item to pay for, and follow the instructions to complete your payment.

ParentPay holds an electronic record of your payments; to view later should you wish. There is a daily ‘spend limit’ programmed into the system of £5 and a minimum top up value of £5. On request, an individual daily limit of your choice can be set, to include a school dinner and break time snacks. Please note that credit will not be available.

ParentPay system is used as an option to pay for ingredients for Cookery lessons for Food Technology lessons. It is a one off payment amount for the whole term.

ART

What are the key features of the programmes of study?

We aim to provide all of our students with the richest variety of opportunities within the field of Art, Craft and Design Art is a National Curriculum subject and students work through a range of units in line with national guidelines. Students spend 2 hours per week in the department studying Art. The programme of study at Angmering has been carefully structured to encourage progression and promote diversity across Years 7, 8 and 9, preparing students to successfully continue their studies in Years 10 and 11 if they choose to do so

What will my child study in Year 7?

We begin the course by studying The Formal Elements Students explore drawing, painting, collage, printmaking and sculpture in workshop-style lessons They develop presentation skills and are encouraged to talk and write about art. Local Environment is the second unit, and students practise skills in drawing, painting leading to a textiles outcome. The third unit, Make Create, provides the opportunity for students to work collaboratively, using found materials to create sculptural outcomes

What will my child study in Year 8?

The first unit, Identity, gives students the opportunity to explore what it means to be them. They learn about portraiture across different times and places, and develop skills in drawing and painting The second unit, Stories of the Sea encourages students to investigate their own community and local culture through storytelling and printmaking. The third unit, Art goes POP! develop their drawing, painting and 3D skills taking inspiration from the Pop Art movement.

What will my child study in Year 9?

The first project takes the theme of Animals as a starting point for students to draw, paint and make a clay animal head of their choice. Art on Walls is the second unit and students look at the history of drawing and writing on walls They study cave art leading onto various different contemporary artists that they engage with creativity, analytically and through verbal exploration and discussion. A third Personal Project gives students the experience of working like a GSCE student pursuing their own interests and ideas responding to a set brief.

What homework and enrichment opportunities will my child have?

Homework is generally set every other lesson for Art. In some instances students are set extended homework projects that run alongside a whole project.

There are enrichment opportunities such as Art clubs, information is sent out on student bulletins. There are often opportunities to take part in special projects within the school and the wider community such as art competitions and national projects.

What equipment is needed?

Students are expected to bring a 2B pencil, a sharpener and an eraser to every lesson. We encourage students to take pride in their work. Sketchbooks must be cared for when taken home, and should be brought to every art lesson

COMPUTING

What are the key features of the programmes of study?

Units of study for Computing is split across three stands, ICT, Computer Science and Digital Literacy. ICT units are concerned with enabling students to be confident users of digital tools, whereas, computer science based units aim to teach students how the digital technologies actually work, which includes programming. Digital literacy is concerned with making sure students understand how to conduct themselves safely in a digital world.

What will my child study in Year 7?

Students start off being taught how to confidently use the suite of google apps and go on to learn about how to safely go online. They also learn about essential concepts, such as algorithms (instructions), and have the chance to implement their own algorithms using programming, including the use of hardware such as BBC Micro Bits. In addition, students explore the concept of binary and hexadecimal numbers, and are introduced to programming languages such as HTML.

What will my child study in Year 8?

Students build on the skills and software knowledge they developed in Year 7. Students develop their programming skills more deeply by completing projects in Python and Scratch programming languages. They also develop their knowledge further for example learning about networks.

What will my child study in Year 9?

Students continue to build on the skills and software knowledge they developed in Years 7 and 8. Students are encouraged to consider and explain decisions they make when completing projects, as well as advancing their abilities on the computer. Students will learn some more advanced programming techniques and concepts, for example using the turtle package in python.

What

homework and enrichment opportunities will my child have?

Students enjoy access to computer rooms at lunchtime and after school every day in the library. There is also the opportunity to do further Computer Programming at lunch-time. Homework is a mixture of computer and non-computer based tasks, which aim to reinforce learning and extend students’ understanding of ideas covered in lessons.

How is my child assessed?

Students are assessed against the new criteria for the Computing curriculum with an end of unit assessment where feedback and time for reflection and improvement is given.

DANCE

What are the key features of the programmes of study?

The Dance course allows students to work collaboratively and creatively to develop the key dance skills of choreography, performance and appreciation. Students will be encouraged to reflect on their own performance and evaluate the work of their peers.

What will my child study in Dance lessons?

Students will begin to explore the principles of choreography and performance, developing their technical and performance skills and laying a strong foundation for the GCSE Dance course. Students will begin to develop analytical skills through the study of professional works and key dance practitioners. They will be able to engage in dance from different cultures and genres and develop the physical skills of balance, coordination and control as well as improving their overall fitness. In Year 9, students will have the opportunity to work on more challenging choreography and study a variety of dance styles including Capoeira, Hip Hop and Contemporary.

What homework and enrichment opportunities will my child have?

Homework is set to enhance learning and students will be encouraged to fuel their own interest in dance through independent research, viewings of professional works and independent rehearsal time. Students will be encouraged to attend extra-curricular dance clubs and attend a number of dance performances throughout the year. They will also have the opportunity to perform in the Christmas and Summer Concerts, as well as performances in professional venues. Our main dance event of the year is now Dance Live, which provides the opportunity for over 100 students to get involved in a wider community team event.

How is my child assessed?

Assessment is carried out regularly using assessment criteria linked to the GCSE Dance specification. Assessment will occur in both choreographic and performance tasks.

How are the groups organised?

Dance will be taught in mixed ability groups.

What equipment is needed?

Students must wear their PE kit for every lesson even if they are not actively participating as per the Uniform Guidelines (leggings preferable to skorts). Handwritten notes will not be accepted, email correspondence prior to the lesson from the parental unit is required if necessary. Students must remove socks and jewellery for health and safety reasons and long hair must be tied back.

DESIGN & TECHNOLOGY

What are the key features of the programmes of study?

Students learn about all aspects of the design process from generating and modelling innovative ideas, to making and evaluating products and considering the work of professional designers. At Key Stage 3, they develop their knowledge, skills and understanding through a range of design & make projects. In food technology students look at healthy eating and developing a range of cooking skills. By the end of Key Stage 3 (Year 9), all students will have developed a range of skills in each of the Design & Technology areas, Food Technology, Engineering, Textiles, Graphics; Architecture & Interior Design & Product Design.

What will my child study in Year 7 & 8?

Students are taught modules in a range of technology areas: Engineering, Textiles, Graphic Products and Product Design. In Year 7 Food Technology is taught weekly and students have lessons through-out the school year. They will learn foundation skills to build on in later years.

What will my child study in Year 9?

Students will choose three of the DT areas and study each one for a term in preparation for GCSE options. They will develop their design skills and work with a wide range of materials and processes.

What homework and enrichment opportunities will my child have?

We set an average of one homework in each area every two weeks within the carousel. We often have extra input sessions from professionals for example, Engineers, Architects and chefs.

Students can participate in a variety of clubs including a cookery club in year 8 and 9.

How is my child assessed?

Students are assessed against a series of standards related to potential GCSE grades. This happens at the end of each Technology module. They are awarded an effort grade and given a written target to encourage smooth transition and progress between Technology areas. Interim reports are produced twice a year. Home learning is also graded.

How are the groups organised?

Groups are all mixed ability.

What equipment is needed?

We do ask for a contribution towards the cost of Design and Technology materials in KS3 other than in Food Technology where students may choose to pay for ingredients for practical lessons via Parent Pay. In return, students can keep any practical work that they make. Students are required to bring in a range of basic drawing materials for their lessons for example ruler, pencil, rubber, HB pencil and colouring pencils. For practical lessons students need a hair band and must wear suitable leather shoes for workshop/cookery lessons. The Angmering school aprons are available to purchase at the start of year 7 for Food Technology lessons.

DRAMA

What are the key features of the programmes of study?

In Years 7, 8 and 9, Drama allows students to work imaginatively, creatively and collaboratively. Students become involved in role-play and learn through practical engagement. Lessons follow a variety of themes and issues, which in turn assists students’ learning across the whole curriculum and allows for the improvement of self-esteem, communication skills and teamwork. Students will also confidently become aware of how to effectively evaluate work and progress. Developing quality speaking, listening and reflective skills are a focus of all Drama lessons. Lessons will focus on either Devising (creating your own performance), Script work (performing the work of others) or Live Theatre Analysis.

What will my child learn?

During the creation of either scripted or devised practice, genres of physical theatre, musical theatre, realism, abstract theatre and the study of the history of theatre allows for engaging and exciting work. Students will work extensively on acting skills; voice, movement, emotion, meaning, and message Within this, students will develop refined performance skills and understand what is required to be a successful performer and ensemble.

Devised Theatre is the initial focus in year 9. Students will study company work, form, structure and audience impact. When moving onto scripted pieces students will look at Musical Theatre, Physical Theatre and practitioners such as Brecht, Stanislavski and Artaud.

What homework and enrichment opportunities will my child have?

Homework is set towards the end of each unit and will generally be a reflection on class work and/or rehearsals. All homework will be uploaded to Google Classroom and/or Class Charts. Parents and carers can support students by checking the website and talking with their son or daughter about the work. Students are encouraged to take part in productions and Performing Arts clubs.

How is my child assessed?

The Drama Department uses three main areas for assessing student progress: Creating, Performing and Evaluating. The teacher will assess progress and understanding and award an overall progress grade in reports.

What equipment is needed?

No equipment is specifically required, students are, however, recommended to wear school trousers or bring leggings/jogging bottoms to move freely. Students may be asked to take shoes off for drama lessons.

Comp3TextsinPractice Performanceoftwo extractsfromchallenging publishedplaysusing naturalisticandnon naturalisticstylesofacting anddesign

stimuli and practitionerinfluences

Introductionto Component3Textsin Practice Baselineperformanceof oneextractfromTWOby JimCartwright

Explorationofmodernsettext BloodBrothersbyWillyRussell. Communicatingcharactersand themesinanaturalisticstyle

Consoldatingactngskilsand

Assessment5-MovieTrailer

Component1 RevisionofsettextBlood BrothersbyWillyRussell, LiveTheatreproduction andtheotretical understandingofthework oftheatremakers

Widenngourunderstandingof

TextsinPractice Explorationofarangeof scriptsandplaywrights Performanceoftwo extractsfromthesame play

Introductionto Component2Devising Theatre Learnhowtocreateand performdevisedtheatre usingmultiplestimuli

BaselinePracticalAssessment

PractitionerWorkshops Anexplorationofthework ofcontemporaryand historicalpractitioners, includingBrecht Stanislavski,Paperbirds andFranticAssembly

SetTextandLiveTheatre Analysisandevaluationof livetheatremakers Practicalexplorationof BloodBrothersbyWilly Russell,withafocuson theinfluencesofcontext

BaselineTheoryAssessment

Masteringtheartoftextin performance.Explorationof abstractskillssuchasphysical theatre,ensemble movement,choralspeech, directaddress,multi-role.

Creatinganoriginalpiece ofDrama Learnhowtowriteand performanoriginalscript withtheinputofdesign elements

Assessment4-SetText

Interpretingscript, communicatinggenre,useof space,physicalmovement andmime

Assessment1-Scriptedcomedy

Assessment3-Devising

Respondingwithsensitivity andinsighttocurrentaffairs. Buildingonskillsofresearch, narration,transitions,direct addressandthought tracking.

Devisingfromatruestory Learnhowtotakeatrue storyandturnitinto theatre

Assessment2-Devising

Buildingconfidence,stage presence naturalistic characterand choreographyskills

Assessment2-Script

Assessment2-Writtenresponse

Verbalandwrittenevaluation ofOneManTwoGuvnors NationalTheatre. Developmentofkey vocabulary.Opportunitiesfor practicalexploration.

RespondingtoLive Theatre

RespondingtoLive Theatre Analysisandevaluationof BillyElliottheMusical,in preparationfortheGCSE livetheatrereview BaselineAssessment

Knowledgeand understandingoftheatre history Stillimage,chorus, narration,physicaltheatre

ContemporaryScript ExploringtheworkofGCSE playwrightDavey Anderson,throughthe abstractscript Blackout Analysisandperformance ofkeyscenes

Assessment1-TextinPractice

Communicatingcharacterand

What are the key features of the programmes of study?

English is one of the three core subjects within the National Curriculum, along with Science and Mathematics Our aim is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment

What will my child study in Year 7?

Students will have 7 hours of English a fortnight: 4 hours of Literary Heritage and 3 hours of Writing Mastery per week, along with 20 minutes of reading for pleasure per day

Autumn term: ‘Oliver Twist’ - character study and nineteenth century knowledge

Spring Term: ‘A Midsummer Night’s Dream’ - setting, moral dilemmas and Ancient Greece

Summer term: Poetry - metaphor

Please click here for further information on Writing Mastery, and information on text read during DEAR

What will my child study in Year 8?

Students will have 7 hours of English a fortnight: 4 hours of Literary Heritage and 3 hours of Writing Mastery per week, along with 20 minutes of reading for pleasure per day

Autumn Term: Slam Sonnets - reading and creating poems

Spring Term: Animal Farm - allegory, satire, corruption and how to analyse the structure of a novel Summer Term: Rhetoric and writing

Please click here for further information on Writing Mastery, and information on text read during DEAR

What will my child study in Year 9?

Students will have 7 hours of English a fortnight: 4 hours of Literary Heritage and 3 hours of Writing Mastery per week, along with 20 minutes of reading for pleasure per day

Autumn Term: Romeo and Juliet - conventions of a tragedy, Shakespearean sonnet, conventions of a play. Spring Term: Poetry

Summer Term: Jane Eyre

Please click here for further information on Writing Mastery, and information on text read during DEAR

What homework and enrichment opportunities will my child have?

Homework is set once a week and linked to what students are learning in class Students will be learning the knowledge required to write confidently about texts, both fiction and non-fiction Throughout KS3, there are a number of opportunities for students to engage with the texts studied with visiting theatre groups, workshops and author visits

How is my child assessed?

Each unit the students study includes assessment. These have a combination of written, spoken and reading foci and have been created to check knowledge, skills and understanding as students progress, in order to support and to challenge all learners throughout KS3.

How are the groups organised?

English is taught in mixed ability groups from Year 7.

What equipment is needed?

It is vital that all students come to their English lessons prepared with the following equipment: pens (blue/black), a purple pen to respond to teacher feedback, pencil, rubber, ruler, highlighters, glue.

Duality Morality Multiplicity

ROMEO AND JULIET

Shakespeare’s greatest tragedy of young love Students learn: how to comment on literary theory; Llterary conventions in the structure of a text; how to analyse the structure of a play; how to evaluate the language characters use

POETRY (COMPARISON)

Journeys; Extended metaphors & comparison; ‘Paradise Lost’, ‘The Road Not Taken’, ‘Night Mail’, The Canterbury Tales’; Poets include John Milton, Geoffrey Chaucer, Patience Agbabi, WH Auden, Grace Nichols, Jackie Kay

JANE EYRE

Victorian attitudes to children and childhood; rural isolation; Christianity; Victorian sickness; juxtaposition in Jane Eyre

READING FOR STUDY

Reading nineteenth, twentieth and twenty-first century non-fiction; using models to plan, structure and write letters, articles, speeches and essays Transitional language unit into KS4

YEAR

POETRY (METAPHOR)

Structure and use of metaphor; poetic forms; how to approach an unseen poem Poets studied include Blake and Tennyson Phoebe Hesketh, Langston Hughes, Richard Kell, Carl Sandberg

ANCIENT TALES

What Ancient Tales are; the oral story tradition; what the morals of stories are; short story structures(s) Tales include ‘The Cheetah’s Whisker’; ‘Hansel and Gretel’; ‘Two Dinners’; ‘The Giant’s Causeway’; ‘The Wicked King’; ‘1001 Nights’

Aristotle; ethos, logos, pathos; links between Greek & Roman discourse of rhetoric and Renaissance/ Shakespearean texts; how to write for performance and impact

YEAR

A MIDSUMMER NIGHT’S DREAM

Life in Elizabethan England; life in ancient Athens; Shakespeare’s life; the four lovers; the love potion; Elizabethan family relationships; the form of the play

RHETORIC OLIVER TWIST

ANIMAL FARM

Allegory; Orwell’s life and times; the Russian Revolution; recurring imagery; irony and corruption

THE TEMPEST

The Elizabethan age of exploration; colonialism; nature/nurture; the form of a comedy; subplots; soliloquy and monologue; Italian city states

YEAR

Life in Victorian London; Victorian Crime; the form of a novel; Bill Sikes, Fagin, the Artful Dodger; morality

GEOGRAPHY

What are the key features of the programmes of study?

Geography covers a variety of topics that are regularly updated to keep up with recent events. We aim to build on their knowledge of the world around them so that they can make connections between the human and natural worlds. We aim to inspire our students to develop a deep interest in the world in which they live through a range of activities.

Our students will focus on a range of topics, which cover both human and physical geography, with field work trip opportunities in each year. All lessons have been designed to teach the necessary skills and content needed at GCSE and beyond.

What will my child study in Year 7? Fantastic Places and Map Skills, Climate Change, and Resource Reliance.

What will my child study in Year 8? Distinctive Landscapes (Glaciated, Fluvial and Coastal), Urban Futures, Weather, Climate and Ecosystems.

What will my child study in Year 9? Global Hazards (Geology, and Natural Hazards), the Development of countries, and the UK in the 21st Century.

What homework will my child have? Students receive a piece of homework every two weeks in Key Stage 3. This homework is usually a number of quiz questions (set on the online platform, EduCake). Students are asked to recall facts that they have learnt in class. It should take approximately 30 to 45 minutes.

What enrichment opportunities will my child have? We offer a range of enrichment activities throughout the year to support the learning of your child. These include a lunchtime club every Wednesday, in house fieldwork around the school site and local area, as well as a number of trips further afield.

Year 7 - Arundel Castle and the Wetlands centre

Year 8 - Kew Gardens

Year 9 - London Embankment including the Sealife Centre and London Dungeons.

How is my child assessed? At Key Stage 3 all students conduct one assessment per unit of work, or one assessment per half term. Again, these are varied and assess a range of different skills. Students will conduct these assessments in lessons through different formats (exam and fieldwork assessment).

How are the groups organised? All students are taught in mixed ability groups.

What equipment is needed? Exercise book (provided by department), pen (blue or black), purple pen, pencil, scissors and glue

HISTORY

What are the key features of the programmes of study?

Whilst studying history we want to provide students with the knowledge and skills to understand events, ideas and different time periods, to make connections between these, and to understand how the past links to the present.

We do this by carefully selecting topics in which students revisit to some extent throughout their studies and to allow them to layer their knowledge and skills to make connections between old and new as evidenced through the curriculum and learning journey.

What will my child study in Year 7?

Power and People: Medieval Realms: 1066 onwards, The Tudors & Stuarts, Ancient African Civilisations.

What will my child study in Year 8?

Empire, Industry and People: the Transatlantic Slave Trade and the Fight for Freedom, the American Civil Rights Movement, the Industrial Revolution, World War I, The impact of World War 2 around the World.

What will my child study in Year 9?

Oppression, Freedom and People: Nazi Germany, The Holocaust, the Troubles in Northern Ireland, the Development of Women’s Rights, An environment study on Whitechapel in the 1800s

What home learning and enrichment opportunities will my child have?

Home learning is regularly set and is linked to the assessments that students will complete in class. Homework will consist of the 3Rs: Research a topic linked to their module, Revise knowledge learned in class in preparation for an assessment and Reflection on what students have learned within that module.

Enrichment opportunities

We run a weekly lunchtime History club for students in year 7-9 where students can explore aspects of History outside the curriculum.

Students will also have the opportunity to partake in extra-curricular trips. We currently offer: Year 7- A joint History/Geography trip to Arundel Castle and the Wetlands centre Year 8- Worthing Museum

Year 9- A visit to London Dungeons and an online talk every Holocaust Day led by the Holocaust Educational Trust

How is my child assessed?

Students are assessed once every half term. Their assessment is based on what they have been learning that half term but also some interleaving knowledge questions to assess what they have learned during the academic year. Assessments incorporate a variety of historical skills.

How are the groups organised?

Students are taught in mixed ability groups.

What equipment is needed?

Exercise book (provided), pen (blue or black), purple pen, pencil, scissors and glue stick.

MATHS

What are the key features of the programmes of study?

Mathematics is about understanding how and why numbers work and underpinning this is the use of numeracy skills such as arithmetic. In order for students to be numerate and demonstrate understanding of key mathematical concepts, a cyclic mastery scheme of work is taught through Years 7 - 9 The mastery scheme is divided up into pathways, which are linked to the ability level of each student’s Maths class. Alongside the mastery scheme of work, a range of starters is used to help improve numeracy including mental strategies and recap and reinforce prior learning.

What will my child study in Year 7?

In Year 7, each half term has a topic focus: Number 1, Algebra 1, Geometry 1, Number/Algebra 2, Geometry 2 and Statistics. (please see the learning journey for more information)

What will my child study in Year 8?

In Year 8, each half term has a topic focus: Number 1, Algebra 1, Geometry 1, Number/Algebra 2, Geometry 2 and Statistics. The same cycle of topics are taught in Year 8, but with increasing complexity and depth of understanding in line with the ability level of the Maths set (please see the learning journey for more information)

What will my child study in Year 9?

In Year 9, each half term has a topic focus: Number 1, Algebra 1, Geometry 1, Number/Algebra 2, Geometry 2 and Statistics The same cycle of topics are taught in Year 9, but with increasing complexity and depth of understanding in line with the ability of the Maths set. (please see the learning journey for more information)

What homework and enrichment opportunities will my child have?

Homework is set on a weekly basis on the online platform Mathswatch and should take around 20 to 30 minutes to complete. Teachers will upload the homework to the “Classcharts” website as well as setting it on Mathswatch. Parents and carers can support their children by checking and talking with them about the homework and watching the videos together to support when students get stuck All students are expected to complete all home learning completely and promptly. If parents and carers wish to provide additional support they are welcome to approach the relevant class teacher for advice. We enter students for various maths competitions, including the UK Maths Challenge and West Sussex competitions.

How is my child assessed?

Students are assessed each half term through the homework set and through holistic 20 min assessments and they have an end of year assessment covering material that has been learnt. Personal Learning Checklists (PLC) are issued in advance of the assessments, which detail the topics students should revise in preparation and are linked to the mathswatch videos Some assessments will be undertaken as an open book assessment, whereby students will be able to use their books to support.

How are the teaching groups organised?

Students are taught in like-minded classes from the start of Year 7. We formally assess Year 7 students early in the Autumn Term to ensure that students have been appropriately placed

into classes based on their skill set and potential.

What equipment is needed?

It is vital that students always come to their Mathematics lessons prepared with the following equipment: pens, pencils, ruler, eraser, scientific calculator, protractor, compasses. These items are on sale daily from the Maths office throughout the school year, before 8.45 am and after 3.15 pm.

MODERN FOREIGN LANGUAGES

What are the key features of the programmes of study?

Modern Foreign Languages are part of the National Curriculum range of subjects. There are four Attainment Targets: listening and responding, speaking, reading and responding, and writing. Students will study either French or Spanish during Key Stage 3, which they will carry on studying at GCSE.

What will my child study in Year 7?

In Year 7, students will study either French or Spanish. They are taught in mixed ability groups and lessons cover topics such as describing people and places, asking questions and using tenses to talk about what you do and what you are going to do.

What will my child study in Year 8?

In Year 8, students continue to study one language, the same as in Year 7. Lessons will build on the knowledge from year 7 and further expand on the grammar and vocabulary.

What will my child study in Year 9?

In Year 9, students will continue to study the one language they studied in Year 7 and 8.

As MFL is now a core subject, students continue with this language to GCSE level. A range of topics and key grammar points are covered in preparation for starting the GCSE course.

What homework and enrichment opportunities will my child have?

Homework is set regularly and it will generally be a continuation of, or preparation for, class work. The type of work set may comprise: learning vocabulary, the completion of a piece of written work, a reading exercise, some online activities or preparation for a speaking task in class. We hope to offer trips and opportunities to explore language outside of the classroom.

How is my child assessed?

The Modern Languages Curriculum Area uses a range of procedures for assessing student progress. Students are formally assessed at the end of each unit or topic in one or more of the attainment target areas. However, in addition, we encourage students to use peer and self-assessment as a regular part of lessons to assess their own progress and identify their own targets.

How are the groups organised?

Students are taught in mixed ability groups throughout Years 7, 8 and 9.

What equipment is needed?

Exercise book, pen, pencil, ruler, colours, highlighters, glue stick and eraser.

MUSIC

What are the key features of the programmes of study?

Music is one of the ten National Curriculum subjects that secondary schools are required to teach according to nationally set requirements. These are referred to as Programmes of Study. The attainment targets are:

1. Controlling sounds through singing and playing – performing skills

2. Creating and developing musical ideas – composing skills

3. Responding and reviewing – appraising skills, listening, and applying knowledge and understanding

What will my child study in Year 7?

Students will study six projects to include a wide range of topics such as reading and playing music, keyboard skills, composing melodies, creating mood music and learning to use music technology.

What will my child study in Year 8?

Students will study six projects to include understanding the structure of music: Reggae Music, The Blues, Ground Bass Variations, and Understanding Pop Song Performance.

What will my child study in Year 9?

Students will study six projects to include: World Music, Convention of Popular Music, Individual/Group Performance, Understanding Film & Video Game Music, Songwriting and Samba.

What homework and enrichment opportunities will my child have?

One piece of evaluation homework for every topic covered.

The following extra-curricular activities are currently available at lunchtime: Vocalise, Blue Monkeys (Jazz band), theory & workshops for KS4, Band Shack (for bands to rehearse restrictions permitting). Lessons are available on a wide range of instruments, including drum kit, electric guitar, woodwind, string instruments, keyboard, DJing, piano, brass and voice. Details can be obtained from the Music Department. Concerts are regular features of the extra-curricular range of activities and a high standard of commitment and involvement is encouraged.

How is my child assessed?

All students keep an assessment and progress log using Google Classroom, which is completed periodically through a term. Listening, composing and performing are peer and self-assessed, although it is the teacher’s mark that is entered in the Teacher Record File.

How are the groups organised?

Students are taught in mixed-ability groups in Year 7, 8 and 9.

PREP

Informal

ExporingthePSA assessmentbrief How toapproachthe plannngand performance/compos tionrequirements Provisionalresearch projectand information

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Formal supervisionProducean initial response usingthe templatefrom Pearson

OurMusic LearningJourney

Formal supervisionindividual commentaryon thecreative process-images andscreenshots andfinal video/bounced downaudio

Startworkingonyour performanceand rehearsingthematerial youwanttoperform withothers

RockSchoolProject

Youwillworkwithmusicians fromRockschoolMusiconan originalcompositionovera periodoffourvisitstoschool Experiencebeingpartofa band,learninganew instrument/developingtheir skillsontheirinstrumentand buildingconfidenceto performinfrontofothers

Soundtracks

Youwillexperience being“film soundtrack composers”and explorethe challengesand musicdevicesused infilmsoundtrack composition

Whatmakesagoodsong?

PupilsexploreHooks/Riffs, Structure,MelodyandLyrics throughlisteningandanalysisand performingpartsofeachsongas shortmusicalarrangements

Indie/Punk

HooksandRiffsexplores musicbasedonrepeated musicalpatternsthrough thegenresofPopular Music(HooksandRiffs) andMusicfromthe WesternClassical Tradition(Ostinatos)

9

Form&Structure

Thisunitbeginsby estabishngwhat s Form andStructure inmusicand whyFormandStructureis important Through performng composing mprovsingandlistening

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PSA1EXPLORINGMUSICPRODUCTS ANDSTYLES SPRINGTERM

10

Usingtheskillsandknowledgeyou haveacquiredsofar,putthemtouse incomposingandperformingyour ownsongsorinstrumentalmusic

SongArranging SongWriting

The2ndbandand ensembeprojectin KS3 Expandyourgroup andindividualskills arrangingmusic choosingfromvarious genres

Reggae&Ska

Developanunderstanding ofbasslinesandchords asaharmonicfoundation uponwhichameodycan beconstructeduponand asafoundationfor improvsation 12barblues developng keyboardskills melody andchords,improvisation

Discoverhowthegreat composerusedvarious techniquestoconvey emotionandusemusic topaintmusicalpictures ofevents

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8

DevelopyourknowledgeoftheKeyboard Learninghowtonavigatetheirwayaround thekeyboardandunderstandingthe functions

7

Thisbridgesthegap betweenKS3andKS4 linkingintherelevant musictheorywiththe requiredperformances skillsatKS4

Thisunitexploresthemain rhythmicmusicalfeatures anddevicesusedinAfrican music particularlythe Africandrummingtradition ofWestAfrica

Thisunitbeginsbyexploringthe originsofReggaemusicfrom Mento,SkaandRockSteadyand looksatthefamousReggae musician BobMarley andhis influenceonaworldwide audience

BuildingBricks

Youwillbegintodevelop yourownfeelingforand awarenessofaregular pulse Youwillbeableto makeacleardistinction betweenpulseand rhythm Youwilldevelop awarenessofTimbre, DynamicsandTempo

Knowledgeofkeyboardplaying, solo/pairedperformanceskills

Thisunitintroducesorreintroducestheconceptof pulsethroughavarietyofexperienceswhich includepulsegamesandotherrhythmicactivities thecreationofpatterns includingostinati and repettiverhythmictextures–cyclicand poyrhythms,listeningactivtiesandthe compositonandperformanceofclassandgroup rhythmpieces

Minimalism

Using your elements knowledge and skillsyouwillexplorehowcomposers use them in existing music and how youcanusethemtomakeyourown Explorebasicchordsontheukulele

PSA2 Instrumenta Study And Extended Cmpositon

What are the key features of the programmes of study?

The course is designed to develop students’ thinking and points of view on the world's big issues. It blends the National Curriculum themes of Religious Studies, Citizenship, Health, Careers and Enterprise education.

Perspectives is designed to open minds, explore ideas and develop transferable skills. The key purpose throughout the course is for students to be able to reflect on their own existence and contribution to society, as well as on a global scale in order to help them become compassionate, interesting, informed and opinionated citizens of our world.

What will my child study in Year 7? There are three fundamental strands to the Perspectives course: namely the exploration of the perspectives, cultures, religions and governments from around the world; the application of skills; and personal development around careers, health and enterprise. For example, whilst planning a community event, students will be expected to explore the impact of poverty in the UK and around the world and to think about their own personal qualities that could impact society.

What will my child study in Year 8? As we continue to build skills for learning, we develop connections with other subjects. For example we explore speaking and listening skills in preparation for the “Live Debate: Should eating meat be outlawed?” Students will have the opportunity to research the moral, ethical, religious and political perspectives of various topics, culminating in the final debate. The skills focus supports work explored in History, Geography and English. They will also develop their presentation and research skills throughout the year.

What will my child study in Year 9? Students will have the opportunity to explore their subject choices for Year 10 in a range of activities to support careers education. Students will develop a Personal Statement, refine their interview techniques and explore the career paths available to them. Additional projects will further develop their understanding of wider social issues including relationships, the law and political systems.

What homework and enrichment opportunities will my child have? Homework is set once every three weeks and may include a focus on student organisation and preparation for class work. On some occasions, students will set their own home learning objectives. Students will access the details for the homework via “Classcharts”.

How is my child assessed? The students are assessed half-termly. We will use a range of strategies for assessing student progress. In addition, we encourage students to use peer and self-assessment as a regular part of lessons to assess their own progress and identify their own targets

How are the groups organised? Perspectives is taught in mixed ability groups.

What equipment is needed? No special equipment is required.

SPORT & PHYSICAL EDUCATION

What are the key features of the programmes of study?

Students will get two hours of Physical Education lessons per week, along with an offer of a large extra-curricular sports and activities programme. Our aim is to ensure they receive an empowering, and innovative experience that widens pathways into lifelong engagement into sport and activity, as well as preparing for potential further study of the subject. Students will get the opportunity to experience a range of different sports to develop both your skills and application in a competitive environment, as well as developing personal skills that can be transferred into other subjects and areas of life.

How are the groups organised?

Students are mainly taught within single gender groups. They are assessed at the start of Year 7 and are arranged in accordance with their practical ability and academic potential. This ensures students are taught in appropriate groups to allow them to gain the most out of Physical Education lessons, as well as to aid the transition of all students through Key Stage 3 and onto Key Stage 4 qualifications in Sport Studies and GCSE PE.

What Activities/Sports are taught?

We cover a wide range of activities, aimed at broadening our student’s experiences and encouraging them to take ownership of their own development outside of the school setting. We have strong links with various community organisations that we feed directly into.

What enrichment opportunities will my child have?

Students will get the chance to play and compete in a wide range of sports in our extra curricular programme. Activity clubs are available for students before school (7.45 - 8.35am), at lunch times and after school (3.15 - 4:15pm). These are available to all students. Students who attend extra-curricular activities can do so for recreational purposes or to put themselves in a position to be selected to represent the school against local, regional and national secondary schools in a range of sports throughout the year. Other opportunities to develop within a sporting environment is through our Elite Performance Programme. This is designed to support and develop high achieving sports performers. As well as our Sports Leadership Academy where you have the opportunity to develop leadership skills by helping to support at both primary & secondary locality sports events.

What equipment is needed?

Correct PE kit is expected for all students, even if they have a note requesting that they be

Football Hockey Rounders

OAA/TYeam Building Basketball Netball Handball

Rugby Athletics Stoolball Table Tennis Badminton Tennis Softball

excused due to illness or injury. They will be directed towards officiating, performance analysis or coaching so they still engage with the learning of the lesson. Activities such rugby/ football and hockey do require specialist equipment such as studded boots, gum shields and shin pads (students will be informed within plenty of time when these will be required). The School PE uniform is only available from Ricara.

SCIENCE

What are the key features of the programmes of study?

The National Curriculum for Science aims to ensure that all pupils develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics. Through scientific enquiry, Science aims to develop students’ ability to question and explain the changing world around them, providing them with an understanding of the nature, processes and methods of science. The course aims to provide students with the foundation needed to excel at GCSE.

What will my child study in Year 7, 8 & 9?

The table below shows a breakdown of different topics that will be taught in Science. Health Topics are also delivered through Science in Year 7 and 8 and include a range of topics from the Personal, Social, Health and Citizenship Education (PSHCE) Curriculum. For Year 7 this includes Personal Hygiene, Year 8 includes Internet Safety and Year 9 includes contraception and Alcohol Awareness.

Biology

Year 7

Cells

Body Systems

Reproduction

Year 8

Year 9

Health and

Lifestyle

Inheritance

Ecosystems

Microscopy

Body Systems

Respiration

Ecology

Chemistry

Particles

Chemical Reactions

Acids an Alkalis

Elements, Atoms and Compounds

Separating Techniques

Periodic Table

Metals and Acids

Earth

Atomic Structure

Bonding

Periodic Table

Earth's Resources

What homework and enrichment opportunities will my child have?

Forces

Sound

Light

Electricity and Magnetism

Motion and Pressure

Energy

Waves

Electricity Forces

Energy

Homework is set every Tuesday on Educake, an online quizzing platform. The homework will have a ‘Working Scientifically, Literacy or Numeracy’ focus, and will always link to the topics being studied in class to ensure their significance. Homework reminders are also placed on ClassCharts. Parents and carers can support their children by talking with their son or daughter about the homework. Students’ work will be assessed against the skills required at GCSE.

Wide varieties of extra-curricular activities are available for students to take part in all year round, including a number of trips including Legoland, Goodwood Festival of Speed, Winchester Science Museum and Planetarium school visits to name a few. In the summer term, we hold our STEAM Festival as part of Angmering Calling for our Year 7 students. Students investigate a project of their choice, and display and discuss their work once it is completed. This is an opportunity for families to come into the school, celebrate the work that has been produced by students, and share in their successes.

How is my child assessed?

Students’ progress will be formally assessed at different points in the year in the style of an exam paper. They will also be assed each half term on different science skills (Planning, Results, Graph skills and Concluding/Evaluating) with teachers providing feedback on strengths and areas that may need addressing. Students will also be assessed on their extended writing as part of GCSE preparation. This is in the form of 6 mark questions. In Year 9, tests will include questions that have been taken from past GCSE papers, and students will be assessed using GCSE criteria. This makes up 75% of the students’ formal assessment, with the remaining 25% allocated to science skills based on planning experiments, writing a method, carrying out practical work and evaluating. Class teachers will give feedback on results and focus effort on areas of weakness for individual students. The data provided by these assessments will enable us to track the progress of every child and provide support where necessary to ensure all students achieve their potential.

What equipment is needed?

It is vital that students always come to their Science lessons prepared with the following equipment: pen, pencil, purple pen, ruler, eraser, calculator and a hair tie for hair to be tied back in practical sessions.