Year 7 Curriculum 2018 - 19
Introduction to Key Stage 3
Art and Design
Design and Technology
PE and Games
Introduction to Key Stage 3 Key Stage 3 is an exciting time in your child’s school career; however, it also brings with it a number of challenges. At Key Stage 3 we aim to: • Introduce students to a wide range of subjects and studies • Lay the foundations for success at GCSE and beyond • Give them confidence to join in, ask questions, help others
• Encourage your child to check their Study Planner for homework every evening
• Make them more independent and self-aware
• Agree a routine for homework - it is best to start homework after a short rest when getting home, not later in the evening
• Give students the skills and knowledge they need for lifelong learning
• Try to ensure that the homework is completed on the night that it is set
• Show them how to think and learn for themselves
• Recognise how hard it is to work unsupervised. Your daughter or son will need to structure their time
• Prepare students for the adult world
Helping your child to prepare for school life Key Stage 3 represents a big change in the way your child will need to study and organise themselves. Here are some useful pointers to help ease that transition: • Make a copy of your child’s timetable and homework timetable and display them so that you can refer to them on a daily basis • Ensure that your child is aware of the two week timetable and whether it is Week 1, or Week 2 • Help your child to organise a quiet work place at home, with storage space for files, exercise and text books • Agree and establish a routine for ‘emptying the bag’ – removing and checking the Study Planner for details about homework and letters and comments from teaching staff or their Form Tutor •
• Check the timetable together for lessons such as Food Technology or PE, where your child may be required to bring special kit or equipment
• If there is a problem with the level of work, let your child’s Form Tutor or Subject Teacher know • Check homework on the portal and sign your child’s Study Planner at the end of every week • Ensure your child has an English dictionary and a French and bi-lingual dictionary
Achieving a balance for school and home study We all recognise that studying both at school, and at home can be challenging for students. In our experience parental support with homework is key to helping your child to fulfil their academic potential. Here at St Joseph’s, we are here to help you encourage your child with school work at home. So if you have any concerns about your child and their homework, their Form Tutor would welcome your feedback.
Learning Support The Learning Support department provides targeted and specific interventions for those students who have a special educational need. The level and type of intervention is dependent on the need of the individual student. The department aims to support teaching and learning across all curriculum areas through the development of literacy skills. Much emphasis is placed on building self-confidence and self-belief and the department liaises closely with the faculties to ensure an inclusive approach is maintained. Students are not withdrawn from other lessons for additional support as this can be disruptive to their learning in other subjects. Instead, students with the highest level of need are disapplied from Modern Foreign Languages and attend timetabled additional literacy lessons. All timetabled lessons are taught by the Special Educational Needs Co-ordinator, a teacher who specialises in dyslexia.
The department offers a secure and caring environment and operates an open-door policy which students can make use of at break and lunchtime to complete homework or discuss any concerns they may have. In addition, a Homework Support Club is offered to students who are placed on the Special Educational Needs Register. Essentially, the department aims to ensure that progress is made by all students, and that this progress, no matter how incremental, is acknowledged and celebrated within the context of a secure and caring environment. Crucially, communication between home and school is actively encouraged and welcomed.
Students with a lesser level of need attend sessions during registration. There is a broad range of interventions including the following: Literacy support including handwriting, homework support, pastoral support, touch-typing, 1:1 reading support, organisation and revision skills and mentoring. The small, but committed, team of Learning Support Assistants provide in-class support for students with the greatest needs. Monitoring of students who are placed on the Special Educational Needs Register is rigorous and ongoing and interventions are frequently reassessed to ensure the correct intervention is put in place.
English Course outline
Pupils in Year 7 will study units of learning that offer steady progression from Key Stage 2 by building on their existing knowledge. They will study fiction, non-fiction, Shakespeare and poetry, with opportunities to demonstrate their progress through regular reading, writing, speaking and listening tasks. Spelling, punctuation and grammar will be integrated into each unit of learning.
This will be set each week and will offer the opportunity for pupils to consolidate or extend an aspect of their learning in a meaningful way. Pupils are encouraged and expected to read for pleasure every day – this may be fiction or non-fiction, but should be challenging and enjoyable.
Wonder: This unit allows pupil to marvel at the magic of a 20th or 21st century novel or narrative text. They will have the opportunity to write creatively and explore meaning in depth. The Truth is Out There: Pupils will study a variety of non-fiction extracts on topics such as adventure, discovery or travel. They will practise writing to persuade and explore the structure and features of non-fiction texts. Wordsmiths Across Time: Pupils will be given an introduction to the world and works of Shakespeare by exploring a variety of extracts from his plays. They will explore his use of language, themes and characters. Fact or Fiction: This unit allows pupils to enjoy a range of myths and legends, both contemporary and historical. They will learn how to write informative newspaper articles inspired by such stories.
Essential information • Homework will be recorded on Go4Schools and pupils will be encouraged to record it in their diaries too. • Pupils should come to lessons equipped with their exercise book and pencil case. • Reading is a huge part of academic success, not just in English, so pupils should always carry a book with them to read when time allows.
What’s the Story?: Pupils will enjoy a selection of ballad and narrative poetry from across the ages, exploring language, form and structure in detail.
How can parents help? • Read to your child and have your child read to you as often as possible • Broaden their exposure to language and help them to develop their vocabulary and spelling • Encourage them to speak correctly; it aids spelling and builds confidence
Course outline The Mathematics programme of study for students is based on the new Key Stage 3 National Curriculum. It encourages students to develop the skills of the six attainment targets of Number, Algebra, Ratio & Proportion, Geometry & Measures, Probability and Statistics, with ICT being used when appropriate to facilitate students’ learning. We will build upon the excellent start Year 7 students have been given in Year 6 and will use similar teaching methods to introduce students to the diversity of the world of Mathematics. This structured programme will include whole class mental and oral sessions designed to sharpen and rehearse numeracy skills.
During the main part of the lesson students will work either as a whole class, in groups, in pairs or as individuals to cover the topics shown below.
Year 7 – Example Topics 1 Simplify fractions by cancelling all common factors; identify equivalent fractions 2 Recognise the equivalence of percentages, fractions and decimals 3 Extend mental methods of calculation to include decimals, fractions and percentages 4 Multiply and divide three-digit by two-digit whole numbers; extend to multiplying and dividing decimals with one or two places by single-digit whole numbers 5 Break a complex calculation into simpler steps, choosing and using appropriate and efficient operations and methods 6 Check a result by considering whether it is of the right order of magnitude 7 Algebra – using letter symbols to represent unknown numbers or variables 8 Know and use the order of operations and understand that algebraic operations follow the same conventions and order as arithmetic operations 9 Plot the graphs of simple linear functions 10 Identify parallel and perpendicular lines; know the sum of angles at a point, on a straight line and in a triangle 11 Convert one metric unit to another (e.g. grams to kilograms); read and interpret scales on a range of measuring instruments 12 Compare two simple distributions using the range and one of the mode, median or mean 13 Understand and use the probability scale from 0 to 1; find and justify probabilities based on equally likely outcomes in simple contexts
Essential information Setting The Mathematics Faculty intends to provide a course that stimulates, interests and stretches each individual student. To help us achieve this, we provide teaching materials that are tailored to the pace of learning of each set. Students are taught in sets according to ability from the beginning of Year 7. The setting arrangements are flexible, and there are several reviews during the course of the year where students may change sets.
Tools for learning All students are expected to be equipped with a pen, pencil, ruler, rubber, nonpermanent white board pen, compasses and an angle measurer/protractor. Every pupil must have a scientific calculator, which may be obtained from the Mathematics Faculty for a cost of approximately £7.00. Expectations The Mathematics Faculty encourages a positive and healthy attitude towards the subject and good working habits. Students are expected to pay high regard to the layout
and tidiness of their work, and to appreciate the importance of showing working out when answering a question. The establishing of these qualities improves their chances of success in an examination. Useful websites http://nrich.maths.org/primary-lower https://www.mathsisfun.com/ www.bbc.co/bitesize/maths www.mymaths.co.uk
How can parents help?
Homework tasks include consolidation of, or practising skills learnt in class, learning and revising for tests, research and problemsolving coursework. Each homework task should last approximately 25 minutes.
• Make sure your child has all the equipment they need • Practise mental arithmetic skills with your child • Highlight areas of everyday life where you use mathematical skills • Encourage your child to complete their homework in a quiet place • Ask your child what they have learnt in class – can they explain it to you?
Science Course outline Pupils follow a scheme of work called Activate. They study the three sciences with their class and are taught by two teachers. Throughout the course pupils develop planning, observational and analytical skills. This supports later Key Stage 4 and 5 studies involving higher level ‘working scientifically’ skills. Introduction Pupils begin the course by exploring issues of safety, risk assessment and the use of scientific equipment. The course introduction also covers various techniques pupils will need when recording their work. Chemistry Pupils will study ‘Chemical and Material Behaviour’. This includes the topics: ‘Particles and their Behaviour’, ‘Reactions’ and ‘Acids and Alkalis’. A range of practical tasks including using the Bunsen burner and test tube reactions will be used to develop students’ manipulative, observational and analytical skills. Biology In Biology pupils study ‘Organisms and their Structure’. This includes the topics: ‘Cells’, ‘Structure and Function of Body Systems’ and ‘Reproduction’. Pupils study the structure and functions of animal and plant cells and their specialist roles in tissues and organs. They explore and study sexual reproduction in plants and animals, as well as foetal development.
A range of practical tasks including slide preparation and microscope work will also be completed to develop students’ manipulative, observational and analytical skills. Physics Pupils complete the units: ‘Forces’, ‘Sound’ and ‘Light’. Pupils also learn about sound and light waves and how they are used in the world around us. The course covers forces (balanced and unbalanced) including friction, drag and streamlining. A range of practical tasks including force measurement will also be completed to develop students’ manipulative, observational and analytical skills. In addition to the stated curriculum, the Science Faculty, under the direction of the Head of Science, may include additional material to stretch, support and stimulate pupils’ learning.
Homework Homework may involve practical write-ups, online tasks, research and revision for tests for the reinforcement of knowledge and understanding.
How can parents help? It is an important life skill to be able and willing to be organised and to meet realistic deadlines. As pupils develop in confidence, they will feel able to use library facilities and IT software. Pupils should then become more able to assess for themselves alternative sources of material that might support their own learning. The students have access to online resources on a web based programme called Kerboodle. This includes an online textbook, homework, worksheets, PowerPoints and lesson content, in case the students miss any.
Religious Education Course outline
The Religious Education Department provides a broad and balanced curriculum, which aims to introduce and develop pupilsâ€™ knowledge and understanding of the major world faiths, including the spiritual, philosophical and ethical teachings expressed through these varied beliefs and practices.
Students will experience a variety of assessment strategies in year 7. We aim to provide opportunities to students with various skills and interests. The common themes across all assessment in RE are that students will be assessed according to their ability to explain, provide evidence, compare, evaluate and express a personal view.
In Year 7 we study the beliefs and practices of the Western faiths, with a focus on the founders of these religions: Abraham, Moses, Jesus and Muhammed.
A core textbook will be issued to each pupil which will need to be returned at the end of the academic year. Other textbooks will also be used, but these will not be taken home.
Homework details are often issued on a slip of paper and the task should take about 25 minutes to complete. Homework is always due in for the next lesson unless pupils are advised otherwise. If it is finished within the time allocated, any extension work that has been suggested should also be attempted; spelling corrections must also be done. If homework cannot be finished within 25 minutes, pupils should ask a parent to sign the exercise book to show that the allocated time has been spent on it. Pupils are most welcome to present work using their ICT skills. Tasks set include: planning; writing or redrafting a piece of written work; researching information for an individual or group project or discussion; starting or completing an exercise which is designed to reinforce or apply skills that have been taught; note-taking; reading; revision.
How can parents help? Parents can help their child to develop the skills of organisation and self-discipline by ensuring that work done at home is completed on time and that books are brought into school on the correct days. As Religious Education is relevant to so much of everyday life, whether in the news, on television programmes or in literature, it is really useful for pupils to have the opportunity to discuss religious and moral issues at home.
Art and Design Course outline
It is our intention that all students receive a broad and balanced Art and Design curriculum, through Years 7-9. This then gives them a solid grounding, which will provide them with a basic understanding of Art and Design by the end of Key Stage 3. The main curriculum develops on from the work they have studied at Key Stage 2, and revolves around the concept of Art History. The structure of Key Stage 3 is to develop a sequential view of the visual arts from Ancient History up to the present day. During Year 7, students will work within the ancient, classical and migration historical contexts.
Students will be assessed at the end of each project against the four Progress Objectives; generating ideas; making; evaluating and knowledge, using a coloured coded key. It should be remembered that tracking progress in subjects with substantial practical and experiential learning is rarely linear. What should be seen is a broadly ‘smooth’ upward progression line over the course of a year or several projects, tracking towards the key assessments points and interim targets. Students will also receive a summary code, which is the average of the four Progressive Objectives.
During the year students will cover the following topics:
Key A = Exceeding expectations (traffic light green) B = Meeting expectations (traffic light amber) C = Not yet meeting expectations (traffic light red) X = Where a project assessment is not relevant or suitable in a specific progress objective
Egyptian art and artefacts This project will look at the long and exciting history of Egyptian life; developing an understanding of Egyptian art and religion, sculpture, painting, tomb walls and hieroglyphics. This project will provide a grounding of key skills with drawing, painting, collage and markmaking. Roman ceramics and mosaics We begin by examining the Greek roots of Roman art. Then, focusing on three predominant forms of Roman art: sculpture, murals and mosaics, students will develop their design and cutting skills, whilst being introduced to colour theory. Students will also have the opportunity to experiment with clay, realising two dimensional designs into 3-dimensional pieces of artwork.
Year 7 pupils will have the opportunity to participate on the Arts study day at a gallery or museum. This trip supports the schemes of work in place for Key Stage 3 Year 7 Art and Design and will reinforce learning that takes place in the classroom. During lessons, there will be follow-up developmental work and discussions, which students will be required to respond to.
Celtic knot work and designs This project builds upon design skills by incorporating mathematics to refine relief work. Students will also explore printmaking.
Homework is set fortnightly and students will receive written feedback within their art sketchbook that includes either exceeding, meeting or not yet meeting expectations to correspond with the traffic light system above.
Aboriginal art This unit is a fascinating project that leads students from Year 7 through to Year 8. The project allows for further refinement of painting skills, developing an understanding of composition and investigating the formal elements within art.
Homework is set to support the teaching of Art and Design and to reinforce the learning that has taken place during the lessons. It is also set to challenge students and encourage independent thought, analysis and problem-solving. We advise 40 minutes should be spent on each homework.
How can parents help?
Every student is provided with a sketchbook at the beginning of each year and is issued with another once the first is full. This sketchbook is for students to complete homework in and needs to be brought to every lesson. Students also need to bring their own:
• Parents need to ensure their child has a quiet space in which to work creatively
Pencils (2B, B, HB), art apron or old shirt for wet media work, rubber, ruler, an assortment of colouring pencils, Pritt Stick, black or blue biro and black fine liner.
• Creativity flows best when a child is encouraged and motivated with positive and frequent praise
• It helps if students are stimulated by other artists’ works and visit galleries and museums as much as possible
Computing Course outline
The increasing use of technology in all aspects of society makes confident, creative and productive use of computing an essential skill for life. Computing capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. Computing capability is fundamental to participation and engagement in modern society. In Year 7, students develop an understanding of some key concepts in computing. They also develop their skills with a number of software packages and study some key processes. This is achieved by working on a number of small projects during the year.
Homework is set on a fortnightly basis but does not always involve the use of a computer. Homework can often be research-related, be a follow-on from the classwork or evaluation activity from the content of that day’s lesson. Pupils are encouraged to keep up to date with technology news so that it can be used in class discussions and update their electronic portfolio with opinions on current technological news as well as classwork and homework.
The computing scheme of work includes the following topics: • Under the hood of a computer: Understanding how computers process information. Understanding of codes and number systems • Thinking like a computer scientist: Decomposition and algorithms. Data and pattern identification • Modelling and presenting numeric data: Models and how we use them. Spreadsheets and their importance in modelling data • Drawing and manipulating shapes and writing simple programs to create artwork by drawing and positioning shapes • The foundations of computing from their origins to the present day • How the web works
How can parents help? Ask your child to show you the work they have done in class and explain it to you. Encourage your child to make use of some of the online programming tools available to them, for example: • Scratch http://scratch.mit.edu/
• Logo http://turtleacademy.com/
• App Inventor http://appinventor.mit.edu/
• Python https://www.python.org/
• Kodu http://www.kodugamelab.com/
• Java http://www.greenfoot.org/
Design and Technology Course outline In Design and Technology, students follow a curriculum which includes Product Design and Food. In each product area, the study of designing includes understanding of users’ needs and the challenges that arise from them. There is a focus on aesthetic, technical, constructional and relevant wider issues and how they influence the design process, material selection, making and product development. The Year 7 course at St Joseph’s is divided into two areas.
Materials (wood, metal, plastic), safe working practices, measuring and marking out, the use of hand and machine tools, drawing to scale, 2D & 3D representation, simple rendering techniques, basic marketing principles, electrical & electronic circuits, energy, sustainability, ICT and product analysis.
Food hygiene, weighing and measuring, basic nutrition and healthy eating guidelines, properties of different foods, food preparation skills and techniques, creation of meals for economic and family purposes, food preparation skills and techniques, understanding of special populations, design and make project - ‘Picnic Task’.
Will include all of the following methods: the school core assessments, project assessment tasks, end of topic assessments, homework and ongoing assessment within the normal classroom sessions.
Through the Year 7 pupils will be able to develop food preparation skills and techniques, understand the importance of food hygiene and preventing food borne illness, use sensory vocabulary to describe and analyse their work and develop their knowledge of cookery techniques.
Students will carry out both self and peer assessment activities. This will also include peer assessment of design and manufactured work.
Homework Homework will take a range of formats. It could be a short research piece or design activity needed for the next lesson or a longer research activity to develop the understanding of a particular topic; equally it could be an extended study requiring careful management of time or it could be planning/preparation for lessons or evaluations of practical lessons/products made.
Assessment Will include all of the following methods: written tests, assessed practicals, and an assessed Design and Make task.
Enrichment The Food department of the DT Faculty offers a Cookery club on a Thursday (cost applies) and competitions, such as the BSA Boarding Bake off.
Support & resources The Food department provides Dictionaries and Language mats, certain store cupboard ingredients and work booklets.
How can parents help?
How can parents help?
• Making sure they are fully equipped for the lessons
• Ensuring your child is provided with ingredients each week
• Sharing your everyday design decisions about products you buy (for example why you have that model of car or household appliance), colour co-ordination in the home and the importance of recycling
• Following the recipe books provided on the portal
Drama Course outline
Drama forms part of the Creative and Performing Arts Faculty. Students have one lesson per week and are introduced to the practical and social elements of drama. They study a range of topics and issues beginning with the importance of teamwork, support and trust, leading to projects based on short stories, novels, plays, films and photographs. Students learn to co-operate with others, communicate with confidence, participate in discussion, offer critical opinion and work creatively.
Verbal feedback will be given regularly to all pupils on many aspects of their work, from the level of their participation and confidence, to a critique of their performance skills in a formal assessment. Alongside their practical exploration of drama, pupils will be asked to record their personal reflections, self-assessments and evaluations of performances to go alongside teacher assessments of progress made. Drama is a practical subject and assessments will be made of the pupils’ performance skills as we move through the year. Frequent constructive verbal feedback will be given to pupils throughout lessons from the teacher and through peer assessment.
Students will also be required to participate in a special Creative and Performing Arts study day in London. During the trip students will see a leading show at one of London’s famous theatres. The show will provide first-hand experience of Performing Arts of the highest quality, which students will reflect on and use within their own practise during lessons. Students will explore a selection of topics and issues, including: An introduction to drama: Activities highlighting the essential elements required to create successful drama. The Seal Wife: This unit studies the use of folk tales and legends through the creation of original drama, including off-text work, physical interpretation and soundscapes. Pantomime: This scheme explores the dramatic genre of pantomime, a presentation of the text ‘The Trial of Goldilocks’ and a study of different types of staging. Improvisation: A study of this unique genre of live theatre in which the plot, characters and dialogue are made up spontaneously. The unit includes exploration of the use of props.
How can parents help? • Have your child read to you as often as possible • Encourage them to speak correctly to develop effective communication skills • Take your child to the theatre to develop an appreciation of live drama. This will broaden their knowledge of Performing Arts as well as inspire and motivate them • Talk to your child about their drama lessons • Make the teacher aware if your child is anxious about the performance element of the subject
French Course outline
“Allez” – a fully interactive language course – is used to teach French at Key Stage 3. The programme consists of nine units in book one which will be covered over the next two years. Each unit builds on prior learning and is completed with an end of unit assessment. Students will develop their skills in listening, speaking, reading and writing and two skills are assessed at the end of each unit.
Assignments can bring the home and school closer together by facilitating parental understanding of topics taught at the school. The objective of homework is to extend and consolidate learning gained in the classroom and to further develop skills. Homework is appropriate to the age and ability of students, meaningful and varied and is set every week. It may take a variety of forms including vocabulary learning, writing, reading, revision, research or ICT-based comprehension and grammar tasks.
Course content Students study a range of topics to help them develop their language skills, cultural awareness and knowledge of grammar: • Personal information • Personalities, family and friends • School and home • Food and drink • Local area • Lifestyle • Holidays • Sport and leisure • Daily life and francophone countries
Resources Students will have two exercise books including one used to record rules on grammar and vocabulary. The Modern Foreign Languages Department provides dictionaries to use in school and a subscription for each student to have access to the online learning tools via www.kerboodle. com that support the activities in the textbook.
These subject areas help students to get used to the sound of French and to develop their confidence in spoken and written French. Students will have the opportunity to go to France for the day to practise their newly developed speaking skills.
How can parents help? • Ask your child to explain what they have learned in their lesson • Support learning by regular testing of vocabulary and tenses • Encourage your child to watch French TV, listen to French radio, use French sub-titles • Support trips, visits and exchanges when possible • Provide a bi-lingual dictionary
• Encourage your child to use online French learning resources such as www.quizlet.com and www.languagesonline.org.uk
Geography Course outline
The Year 7 geography programme of work includes the following topics:
Homework is an extension of school work in order to check and consolidate understanding of material taught in class. Research is also set to prepare pupils for subsequent lessons. Comments are added to work; both praise and guidance and effort grades and levels may be given if appropriate.
• Exploring Britain • Mapping and making connections • Glaciers • Rivers
Students are invited to improve work which is below standard, in which case the mark can be amended, and asked to repeat or complete work that is seriously below standard after having received further explanation.
How can parents help? • Involve your child in route planning and the study and research of places visited • Give help with homework but do not do it for your child • Ensure that the correct equipment and books are brought to school daily • Look at work in exercise books and give praise for success • Encourage your child to ask for help, or write a comment in their Study Planner if a problem occurs
History Course outline
• Key historical skills, eg chronology, sources of evidence.
Students will complete core assessments to indicate progress. Core assessments will assess different skills, so students will not necessarily indicate consistent progress from assessment to assessment. Core assessments can test any combination of the following skills:
• The Norman Conquest; establishing of the Norman rule. • How did Medieval kings keep control? Castles, Becket and the Church, John and the Magna Carta. • Medieval life; farming, food, church, crime and punishment. • Crusades.
Homework Homework is an extension of classwork, to check understanding of material taught in class. Homework will usually take 25 minutes and may include research to prepare pupils for their next lesson.
• The ability to communicate effectively (written or oral) • The ability to use evidence from students’ own knowledge to support an argument • The ability to use evidence from a variety of sources to support an argument • The ability to assess the reliability and usefulness of evidence • The ability to come to a reasoned, well-supported judgement • The ability to empathise with the experiences of those in the past The sorts of tasks that will be assessed include; debates and essays, source investigations and diaries, letters and historical fiction. At the end of each core assessment, students will receive teacher feedback with which they are expected to engage. Students then establish what actions they should take to improve so that, when a similar task is set in the future, they can refer to their targets and improve their performance.
How can parents help? • Visits to historical sites of importance • Help with homework and project work • Encourage and enthuse students, to back up the praise and constructive advice they receive in school. • Encourage your child to watch TV programmes/read literature with historical relevance
Music Course outline
In lessons, students will learn and develop their skills, knowledge and understanding in performing, composing or improvising and listening and appraising through interrelated activities. Students will have opportunities to develop personal learning and thinking skills by working alone, collaboratively in pairs, as part of a group or as a whole class, preparing and rehearsing for a performance, refining musical ideas, extending and developing creative ideas and performing a finished piece. They will be involved in performing their own music or the music of others, creating and developing their own musical ideas, listening to and evaluating their own music and music by others to learn about different musical styles and conventions. The focus in lessons is on practical music-making aligned to the pedagogical ethos and methodology of Musical Futures. As a balance to this, fortnightly homework (assigned in Google Classroom) will develop students’ knowledge and understanding of music theory through short videos and online quizzes based on their content. By the end of the course students will have covered at least the content of the Grade 1 ABRSM Music Theory qualification.
Student assessment will be both formative and summative. Performances, whether individual or group, will be recorded at various stages of each project, with the files posted on Google Classroom with feedback for progress and improvement. At the end of each project a summative assessment will be made. Students will also engage in peer and self-assessment. Individualised feedback will be given to students on their homework in Google Classroom and an end of year examination will test the knowledge and understanding they have developed over the year.
Throughout the course, students will engage with a variety of musical traditions and genres in termly projects: • Salsa Whole Class Instrumental Work • Japanese Taiko Drumming • Kodály Singing Students are encouraged to bring in their own instruments where appropriate.
Essential information Students are able to access extra help and support with homework through messaging the teacher in Google Classroom and by attending support sessions in break on Mondays. Students are encouraged to bring to lessons any musical instruments that they play. Instrumental lessons with peripatetic tutors are also available in school time. Lesson request forms are available from the main school reception or directly from the Director of Music, Mr Guy Layton. Lesson fees are payable termly, directly to the instrumental or singing tutor.
How can parents help? • Encourage your child to take lessons on an instrument or in singing if they are not already doing so • Encourage your child to practise music at home; the music sheets used in class may be taken home • Take your child to a wide range of music concerts • Discuss and promote music at home
PE and Games Course outline All areas of Physical Education are taught to meet National Curriculum learning objectives. Between September and the end of the Lent term, students are taught the fundamentals of racquet sports, trampolining, swimming, health-related fitness and multi-skills. During the summer term the students are taught tennis and outdoor athletics where they learn techniques for running, throwing and jumping events. There is also an opportunity for students to work on striking and fielding through sports such as rounders, softball, long ball and variations of these sports. In games lessons students learn to play rugby, football, hockey, netball and cricket. As the course progresses, these basic skills are continually enhanced and extended. All students are taught the importance of warm-up and cool-down and are taken through a variety of activities, which they will be expected to perform themselves. There is constant referral to diet, general fitness and lifestyle, health and safety within Physical Education, Games and Recreation. Students are also introduced to skills that are integrated with drills, tactics and rules. These are then put into practise in small-sided games and full games that have a balance of enjoyment and competition.
How can parents help? • Check your child’s timetable to ensure they are properly equipped with a mouth guard and correct footwear and kit for each lesson • Support and encouragement at home of the importance of sport, recreation and a healthy life style is invaluable • Help with transportation and support of practices and matches • Communicate with teaching staff
PSHEE Course outline The National Curriculum for Citizenship at Key Stage 3 requires that knowledge and understanding about becoming informed citizens are acquired and applied when developing skills of enquiry and communication and through participation and responsible action. Topics are covered using the ‘Your Life’ series of textbooks; examples include ‘Rights and Responsibilities’ and ‘Our Diverse Society’, ‘Budgeting and Saving’ and ‘Healthy Eating’. Equally, the National Framework for PSHEE details the knowledge, skills and understanding that pupils should develop at Key Stage 3, focussing in particular on their self knowledge, a healthy lifestyle and good relationships, as outlined in the ‘Every Child Matters’ agenda. Pupils will have ‘stand-alone’ sessions built into the timetable, which will be based on developing students’ understanding of key areas of this programme.
How can parents help? Parents can help by discussing further issues raised in lessons and by being prepared to talk through sometimes uncomfortable, but nonetheless important concerns. Parents can help to raise awareness of social and political issues, familiarise their children with current events and develop emotional understanding.
www.stjos.co.uk St Josephâ€™s College, Belstead Road, Ipswich, IP2 9DR Tel: 01473 690281 Email: Admissions@stjos.co.uk
St Joseph's College Year 7 Curriculum Booklet