Year 7 to 9 Curriculum. Friends School Saffron Walden.

Year 7 to 9 Curriculum 2015

Friends’ School Saffron Walden www.friends.org.uk

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Friends’ School Saffron Walden Year 7 to 9 Curriculum Handbook 2015 Contents Art

2

Computing

5

Design and Technology

6

Drama Department

8

English Department

10

Food Technology

12

French

14

Geography

16

German

18

History

20

Mathematics

22

Music

24

PSHE

27

Physical Education

29

Religious Studies

31

Science

33

 

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Art Department Key Stage 3 Curriculum

WHAT IS ART? Art deals with the sense of vision in a way that no other subject can, particularly with the processes of perception and its expression in a visible form. Art and Design are essential elements in a sound general education and are necessary tools for every other subject, from the aesthetic look of a piece of written work to a scientific diagram. It is the Art Department’s aim to ensure that your child has the necessary skills to help them in all areas of the curriculum. Art is also capable of giving shape and form to the ineffable and there are strong links here with the sensual, mental and emotional life of the individual. Our world is affected by our visual culture and your child will be exposed to both historical and contemporary links to further their social development. It is the Department’s aim to cover these areas across the age range. YEARS 7 AND 8 At this stage of your child’s development, image making is dominated by their need to use drawing, painting and 3-D modelling as the means to comprehend better how the world works, how it is put together, what it looks like, how different things compare. Through their work they can gain better understanding and control of complex factors that make up the natural and man-made world. The teacher’s role here is to support this need to make “real” images. The teacher will provide source materials and resources to help the student communicate their ideas and responses in a personal and imaginative way. The student will be taught the basic skills required to develop selfexpression. On the following page are typical examples of topics that we teach in Year 7. These will change or be added to by individual teachers, but the different skills will all be covered.

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Painted portraits of each other  Observational drawing skills  Mixing colours  Social co-operation  Learning how our art room functions Imaginative Composition – Rousseau Jungles  Drawing and painting skills  Control of paint  Colour mixing  Development of imagination Pottery Animals – developing 3-D skills  Craft skills  Learning to follow through a process Sculpture -

Figures in movement Atavar puppets

Outside observational drawing and painting. Collage making with found material. Learning about colour wheels  Studying artists such as Albers, Seurat, Kandinsky  Re-enforcing colour mixing and control  Imaginative work based on the above

YEAR 9 Students in Year 9 are encouraged to develop their own individual style. Drawing skills are reinforced and more complex processes are introduced. The students will continue working with a variety of different media, including 2 – dimensional and 3-dimensional work. An in depth artist study is required as part of their critical studies. Finally the year is rounded off with an independent study of the student’s own choice in their own preferred medium. Perspective-Landscape painting Atmospheric perspective Aerial perspective Colour mixing Drawing and painting skills Perspective – Theatre set Linear, vanishing point perspective Designing faux space Developing three dimensional design Pottery gargoyles Craft skills ________________________________________________________________________________ 3

Hollow build techniques Modelling Lino-printing Reductive three colour techniques Learning to follow through a proscriptive process Colour Artist study In depth research from books/internet/gallery visits Investigation of technique Evaluation/critical judgements Independent study Composition Drawing and painting skills Control of medium Power of the image

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Computing Key Stage 3 Curriculum The ICT / Computing curriculum is currently being reviewed in light of the newly published draft programmes of study. Whilst we aim to maintain our autonomy in creating a curriculum which best suites our pupils we are mindful of the widespread changes suggested and the impact of the re-introduction of computing into KS3. Our new KS3 ICT / Computing Curriculum will contain all elements represented in the draft proposals including programming in 2 languages. It will also take into account the revision of ICT provision in our own Junior School. The final version of the curriculum will be available on the school VLE and will be supplied to prospective parents as soon as it is possible to do so.

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Design and Technology: Product Design Key Stage 3 Curriculum

WHAT IS PRODUCT DESIGN? In Product Design lessons pupils learn how to design and make products using a wide range of compliant and resistant materials including graphic materials, electronic components, woods, metals and plastics. The subject we teach today is a distant relative of the old workshop subjects such as woodwork and metalwork. However whilst a considerable amount of lesson time is spent in the workshop, pupils are taught not only making skills, but also designing skills, taking into consideration the needs of the user. This can include product analysis, research and discussion as well as communication skills such as mind mapping, sketching and more formal drawing techniques. Sustainability and Responsibility In line with the Quaker ethos of the school we focus closely on the concept of sustainable design, investigating alternative power sources and innovative new ways to use and recycle materials. We also encourage pupils to think about the far reaching social, economic and environmental impact of the products they choose, use and design. Pupils are taught to understand the complete life cycle of a product and its packaging including sources, manufacturing methods, use and disposal. Programme of Study In Years 7 & 8 your child will have two Product Design lessons each week for half a year. The other half of the year will be spent studying Food Technology. Although working with completely different materials your child will notice many parallels between the two subjects which are both branches of Design and Technology. Whilst studying Product Design pupils complete two projects each year, the first a more focused practical task and the second a design and make exercise. In year seven pupils will first make a wooden marionette puppet using a wide range of hand and machine tools. They go on to design and make a clock from corrugated cardboard. This involves learning how to use our laser cutter. During both projects pupils will complete supporting design work in their folders. Emphasis will be placed on safety, accurate use of tools and quality of finish. In years eight and nine pupils will make products such as bird feeders, copper candle holders, solar powered fans and pewter jewellery. Product Design is a modern subject which aims to prepare children to understand the increasingly technological society they will inherit. Whilst we still value and teach basic skills such as measuring, marking, cutting and shaping materials with accuracy we also prepare children for the realities of modern manufacturing. Computer aided design and manufacture plays a vital role in industry and we are now able to reflect this in the classroom through the use of 2D and 3D software and machinery. All pupils will have the opportunity to create their designs using a computer and output them to a manufacturing device.

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Assessment Your child’s work is assessed regularly and pupils are encouraged to assess and evaluate their own work and that of others as part of the design process. Informal feedback and guidance are given throughout the project but work is also assessed regularly in line with the whole school assessment policy. Pupils of all abilities are welcomed, encouraged, supported and challenged. We offer opportunities for the most able pupils to really stretch and challenge themselves. We also work closely with the Learning Support department to ensure that every child achieves their full potential and leaves us with a sense of pride in their achievements.

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Drama Department Key Stage 3 Curriculum

Jude Kelly (theatre director and founder of Metal) ‘Like theatre, drama in schools can unlock the use of imagination, intellect, empathy and courage. Through it, ideas, responses and feelings can be expressed and communicated. It carries the potential to challenge, to question and to bring about change.’ From Drama in Schools, Arts Council Second Edition. WHAT IS DRAMA? Drama is taught as a discrete subject at Key Stage 3 and pupils receive one lesson a week delivered by a drama specialist. They are taught specific drama skills, including those advocated by the English National Curriculum and the British Arts Council, as well as essential interpersonal skills. Drama is an art form, a practical activity and an intellectual discipline. A drama education, which begins naturally with learning through dramatic play, will eventually include many elements of theatre. Like the other arts, it involves imagination and feelings and helps pupils to make sense of the world. It does this through the creation of imagined characters and situations, and the relationships and events that they encounter. What will your child study? Pupils work on improvisation, developing their ability to communicate through effective use of language and movement. They also explore a wide variety of play extracts to further their acting skills and their knowledge of drama in performance. Through engagement in drama, pupils will apply their imaginations and draw upon their own personal experiences. Their increasing knowledge and understanding of how the elements of drama work will enable them to effectively shape, express and share their ideas, feelings and responses, making use of language, space, symbol, allegory and metaphor. Pupils will use drama to communicate through the language and conventions of theatre. This will result in all pupils gaining access to one of the great forms of human expression. As pupils develop confidence and control of the medium of drama, they will be able to communicate shared understanding and tell stories using dramatic form. How will your child be assessed? Pupils will be continually assessed throughout the year using the level descriptors recommended by the Arts Council. The level descriptors will be displayed in the Drama Studio and pupils will be given termly targets aimed at improving their current level. What activities will they take part in? All pupils have the opportunity to be involved with the main drama production, which takes place once a year. Previous productions have included ‘The Wizard of Oz’, ‘Joseph’, ‘A Midsummer Nights Dream’, ‘Romeo and Juliet’, ‘The Comedy of Errors’, ‘Hairspray’ and ‘Daisy Pulls it Off’.

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Visiting Theatre groups are regularly booked, giving pupils further opportunities to develop their understanding and enjoyment of drama.

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English Department Key Stage 3 Curriculum WHAT IS ENGLISH? English is a vital way of communicating in school, in public life and internationally. Literature in English is rich and influential, reflecting the experiences of people from many countries and times. Our aim is to enthuse pupils about all aspects of speaking and listening, reading and writing whilst building up their skills and understanding. We broadly follow the National Curriculum for English. Each lesson begins with 10 minutes of silent reading. During this time, your child will be encouraged to develop his or her own interests in reading. The department is keen to encourage pupils’ use of ICT: the use of word processing and desk top publishing is planned into our schemes of work to ensure that all pupils can develop their skills whilst engaged on meaningful tasks. Homework is designed to reinforce or develop the work which has taken place in the lesson. Your child will learn  To speak clearly, fluently and appropriately in different contexts adapting their talk for a range of purposes and audiences  To listen, understand and respond to others in group discussions  To read with fluency, accuracy, understanding and enjoyment  To develop their understanding of fiction, poetry and drama  To become discriminating, responsive readers who understand layers of meaning  To develop confidence and skills in writing for a range of purposes and audiences What will your child study? YEAR 7 – your child will…  Read and write poetry, creating a class anthology  Study a 20th century novel e.g. Skellig by David Almond  Read and re-write myths and legends  Read and perform a play script  Analyse a variety of non-fiction texts YEAR 8 – your child will…  Read a variety of short stories and write their own  Look at ballads and narrative poems  Read and perform a Shakespearean play e.g. Twelfth Night  Read a 20th century novel e.g. The Boy in the Striped Pyjamas  Analyse a variety of non-fiction texts including newspapers  Explore the spy writing genre ________________________________________________________________________________ 10

YEAR 9 – your child will…  Read and watch a play by Shakespeare e.g. Macbeth  Read a pre 20th century short story or graphic novel  Study poetry, including the sonnet form  Read a 20th century novel e.g. ‘Animal Farm’  Analyse a range of non fiction texts including brochures and autobiographies  Prepare for the G.C.S.E. challenges by responding to extracts in timed conditions How will your child be assessed?  Your child’s class work and homework will be regularly assessed  Your child will be aware of the criteria against which assessments of their work are made  Your child will be praised with constructive comments from teachers used at every opportunity  Appropriate targets will be set Homework is used to support work done in class. Your child may be asked to:  Answer questions  Read independently  Complete worksheets  Learn a few lines of poetry or script  Do research What activities will your child take part in? Visiting authors regularly work with our students. We arrange theatre visits for each year groups when suitable productions are advertised. We encourage pupils to enter creative writing competitions. We participate in the Carnegie Shadowing and pupils review the short listed fiction.

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Food Technology Department Key Stage 3 Curriculum

WHAT IS FOOD TECHNOLOGY? Children love cooking and we at Friends’ School embrace their ambitions. This subject focuses on Cooking and Nutrition as part of Design Technology. What will your child study? Pupils will extend their knowledge and understanding of food, diet and health; Pupils will extend food preparation and cooking techniques; Pupils will extend their knowledge of consumer food and drink choice; Pupils will be able to apply their knowledge to make informed choices; Pupils will develop the creative, technical and practical expertise needed to perform everyday tasks confidently; Pupils will build an apply a repertoire of knowledge, understanding and skills in order to design and make high quality products for a wide range of users; Pupils will evaluate and test their ideas and products and the work of others. Through the Scheme of Work from Year 7 to Year 9 , pupils will: Apply the principles of The Eatwell plate and relate this to diet through life; List and explain the dietary needs throughout life stages; Investigate information and guidance available to the consumer regarding food labeling, availability, traceability, food assurance schemes and animal welfare; Explain the characteristics of ingredients and how they are used in cooking; Adapt and follow recipes to prepare and cook a range of predominately savoury dishes; Demonstrate a range of food preparation and cooking techniques and independently apply the principles of food safety and hygiene; ________________________________________________________________________________ 12

Investigate and discuss new trends and technologies used in food production, processing and cooking; Demonstrate the knowledge, understanding and skills needed to engage in an iterative process of designing and making; Be given regular opportunities to demonstrate and apply their knowledge and understanding of food science; Be given regular opportunities to consolidate their literacy and numeracy skills by using them purposefully in order to learn. Track their progress using the My Learning Journey Booklet. YEAR 7 During the 15 week course the students have the opportunity to prepare dishes such as herby vegetable crumble, ratatouille, fish goujons and tangy dip, breakfast muffins, spicy falafel, pizza toast, vegetable chilli and stir fry. YEAR 8 In Year 8 the students prepare dishes such as savoury bread sticks, spring rolls, chicken chow mein, mini carrot cakes, Spaghetti Bolognese. YEAR 9 How will your child be assessed? • Some children will find an encouraging word from the teacher most valuable in signalling that their performance is improving, but formal assessment is set out below • They will be assessed on their in practical work • The student records written work in a folder which is marked regularly. • Students record their progress in 'My learning journey' noting skills achieved. • For some pupils extra individual help is given to support their work in Food Technology and this is extremely valuable • Any area of special effort and improvement is recognised by awarding ' Chef of the week' What activities will your child take part in? • The most popular part of this course is the practical work. This can take the form of individual, group or class activities, with product analysis, focused practical tasks, sensory analysis or experimental sessions • Students may visit companies and retailers who are involved in the manufacture or marketing of products • Outside agencies will visit to supplement areas of the Food Technology curriculum

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French Department Key Stage 3 Curriculum At Friends’ School, we encourage all pupils to study French for two lessons a week in years 7, 8 and right up to the point when they make their options choices in year 9. Obviously, we would encourage all pupils to continue to study a language in Key Stage 4! Emphasis is on the spoken language and simple classroom commands are given in French. Pupils are encouraged to respond in French and to take part in communicative activities. Many language structures are taught through games, role plays and songs. Teacher presentations of the language are mostly done using the Interactive Whiteboard. We have access to the Internet in all of our classrooms. Pupils are allowed to use notebooks or other handheld devices to access learning resources on our VLE or online. Pupils are given an insight into the everyday life and culture of France and other French speaking countries with an aim to encouraging greater cultural understanding. Course of study Pupils follow the Studio 1 course in Year 7, Studio 2 course in Year 8 and the Studio 3 course in Year 9. Year 7 themes  Likes and dislikes and personal descriptions  School life, including the time and school food  Hobbies, new technology and extreme sports  Talking about your town, village, giving directions, going places  Talking about your holidays, getting ready to go, buying snacks and drinks, discussing holiday plans  Talking about animals, writing poetry and describing a painting. Year 8 themes  Talking about television, films, reading and the Internet  Going to Paris, saying what you did, understanding information about a tourist attraction and saying where you went and how  Talking about personality, relationships, music and clothes  Describing where you live, describing your home, talking about meals, pancake day and carnivals  Talking about talent and ambition, encouraging someone, rehearsing for a contest saying who is the best  World Geography and French speaking countries  How to plant a garden Year 9 themes  Talking about your social life.  Talking about sport and fitness.  Discussing jobs and future ambitions.  Talking about holidays.  Thinking about what is important to you.

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Assessment Pupils are assessed regularly in all four skills (speaking, listening, reading and writing) in lessons as well as through their homework. There are regular end-of-unit assessments, and there is also an end of year examination. Differentiation Because we are fortunate enough to have small numbers of pupils in each class, we are able to be aware of and respond to the needs of the individual. We do so in many ways:  By using a variety of teaching methods, taking into account different learning styles.  By the provision of differentiated tasks where appropriate.  By providing extension tasks and open-ended tasks when necessary.  Through homework which supports the work done in class. Your child will be set two homeworks a week, one of which will be a learning homework. Our French Exchange Your child will be encouraged to experience the language abroad. We run an exchange programme with a school in Nîmes, France.

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Geography Department Key Stage 3 Curriculum WHAT IS GEOGRAPHY? Geography is the study of the physical and human conditions of the Earth's surface. These conditions, their causal processes and their interactions form the content and process of Geography. Our aims are for your child to develop a keen interest in the environment around them and to understand the main processes, both human and physical, that affect our world. We aim for your child to acquire a well-developed sense of place through learning about a variety of different environments on local, national and global scales. Particularly, we aim for them to begin to understand the diverse range of cultural, physical and economic differences that exist in the world so that they can develop an empathy for different regions, and also to develop a greater understanding and appreciation of the physical world around them. Your child will acquire the necessary geographical skills and move from studying familiar to unfamiliar environments. We will encourage numeracy, literacy and ICT skills through the application of geographical information. Your child will:  Develop a sense of environmental responsibility especially with respect to the conservation of the world's resources and the idea of environmental sustainability  Develop a greater awareness of other cultures, viewpoints, economies, societies, thereby contributing to world citizenship, understanding and tolerance  Develop their competence in practical skills, using fieldwork to investigate the area outside the classroom and be encouraged to work with others in these tasks: to develop life skills for home and the workplace What will your child study? YEAR 7  An introduction to Physical, Human and Environmental Geography  The skills of map reading  An understanding of our place in the world at global, national and international scales  A topic of rivers, landscapes and human uses in the UK and abroad YEARS 8 AND 9  Aspects of Physical Geography, including the study of plate tectonics, coasts, volcanoes and earthquakes  Aspects of Environmental Geography including ecosystems, climate and global warming  Issues of development including population How will your child be assessed?  Your child's class work and homework will be regularly assessed  Your child will be aware of the criteria against which assessments of their work are made  Your child will be praised with constructive comments from teachers at every opportunity

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Work set for your child will be differentiated  By providing extension tasks where necessary  By using a variety of teaching methods and modifying our approach as and where appropriate  By setting open-ended tasks whereby the provision of basic material supports the less able, whilst enabling the more able to develop the material more fully  By being praised according to the effort put into their work Homework is used to support work done in class Your child may be asked to:  Answer questions  Complete worksheets on topics covered in class  Do research on an agreed topic  Learn locational details of places What fieldwork and activities will your child take part in? Your child's learning of Geography will be enriched by appropriate fieldwork and to this end it is incorporated, where practicable, into each year group. These studies are integrated into classroom work helping the pupils to relate to real places. In Year 7 we conduct a local study of Saffron Walden, focusing on land use, traffic counts, environmental quality surveys and asking questionnaires to find out local opinions about shopping activities. In Year 9, pupils undertake a small project on microclimate around the school site.

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German Department Key Stage 3 Curriculum WHAT IS GERMAN? German is the study of the German language in the cultural, political and social context of Germany, Switzerland and Austria. It is our aim that every child at Key Stage 3 should acquire knowledge and understanding of the German language so as to be able to communicate effectively in everyday situations. Your child will be able to develop language skills that are of use in giving basic information about himself/herself and in developing confidence in asking for information in the target language. We consider it important that students develop an awareness and appreciation of cultural difference and diversity through the study of a foreign language. Your child will:  Be taught for two lessons a week  Be introduced to the subject by emphasising the oral component through listening and speaking practice  Develop competence in all four areas of skill by accommodating different learning types and teaching styles in the lessons  Experience a variety of activities ranging from audio-visual methods (authentic listening material, videos, satellite TV, electronic white boards) to role plays, songs and mime  Be introduced gradually to reading and writing tasks based on oral work  Be given the opportunity in class to gain confidence in pronouncing words and phrases regularly  Acquire oral competence that will provide enjoyment and interest in learning What will your child study? YEAR 7  A brief introduction to Germany, Switzerland and Austria  Greetings and personal details  Details about home and family  School life including numbers and time  Talking about food – likes and dislikes – cooking a German dish  Buying things – talking about money (euro)  Interest and hobbies  Asking and giving directions  Talking about past events Your child will acquire basic phrases, ask questions, develop dictionary skills and be introduced to basic grammar. At the end of Year 7 students will be able to use verbs in the present and past tense.

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YEARS 8 AND 9  Talking about the weather and holiday activities  Daily routines  Friendships and resolving disputes  Accepting and declining, making excuses  Giving opinions  Talking about environmental problems  Talking about health and lifestyles  Making plans for the future Your child will expand on basic phrases, learn to use more complex sentence structures and develop vocabulary. All students at Key Stage 3 follow the Pearson Education Ltd 1, 2, 3 Course. Your child will use book 1 in Year 7 and progress to book 2 in Year 8. The course book is supplemented by a work booklet. In Year 9 students will be using a differentiated learning resource with the fast track set making a start on Echo 3 Higher German and progress swiftly to GCSE type work. How will your child be assessed?  Oral assessment in terms of class feedback  Written class work and homework will be regularly marked and assessed  Formal assessment will take place after every unit in the course book or approximately every half term  Your child will be advised about the criteria against which this assessment is made  Oral tests will take place in class during lessons  Listening, reading and writing skills are assessed through specifically designed tests linked to course book (Kontrolle 1-5). Kontrolle 6 will be taken as the summer exam Work set for your child will be differentiated:  By providing appropriate extension or revision tasks  By using a variety of teaching methods which take into account many different learning styles  By encouraging independent learning through open ended tasks  By praising and rewarding effort regardless of attainment level  By providing additional help or extra time in completing the tasks  By asking for support through classroom assistants who are familiar with German Homework is used to revise or extend work. In Year 7 your child will be set two homework assignments a week of approximately half an hour in length, one of which will be a learning homework, increasing to one hour in Year 8 and 9. What extra-curricular activities will be on offer? Your child’s acquisition of German would be enhanced by visits to Germany, Switzerland or Austria. In Year 9 students will be able to take part in the annual exchange with our German partner school in Bremerhaven. Your child will also be encouraged to establish contact with a pen friend through email, The Lloyd Gymnasium, blogs etc as part of our enrichment activities programme. ________________________________________________________________________________ 19

History Department Key Stage 3 Curriculum WHAT IS HISTORY? Like the Quaker faith, History may need explaining but not defending. Whenever there is a global or national event of any significance, news media rush to describe and account for the causes. That is History. Whenever one seeks to see beyond the visible, that is History. It is the sum of all experience made understandable to a current living generation. It is the memories of those who are dead but who still speak to their heirs. It is the wisdom of those who turn to look back in their journey forward. Your child will be encouraged and taught to:  Place events, people and changes within a chronological period  Have a range and depth of historical knowledge and understanding  Describe reasons for and the results of historical events and changes (causation)  Assess the significance of the events/people/changes studied  Explain how and why historical events/people/changes have been interpreted differently  Investigate independently the periods studied using sources  Ask and answer significant questions  Reach conclusions  Evaluate the usefulness of sources and their reliability  Organise and communicate knowledge and the understanding of history through extended narratives, using accurate terminology to describe and explain the topics and periods studied So many older generations grew up with school history being a succession of events, linked by dates, all of which inexorably tumbled one after another into a morass of information which could be presented orally or on paper. As someone once said, a knowledge of the past is an interesting thing: it distracts from more serious matters. Our object is partly to teach children about their and the world’s past. More importantly, it is to encourage them to become thinking, critical beings, able to assess and evaluate what they are told, to have a healthy scepticism of so-called truths and to reach their own opinions based on what they know to be truth because of the evidence. History is partly an interesting story about this country’s and other countries’ pasts, but it is and must be a great deal more. It is at one level a lesson about human behaviour, its successes and its mistakes. At another level it is about understanding people very different from ourselves, with alien values and motivations who happen to have lived in the same geographical space but in a different time sphere. At a higher level it is about creating the desire for finding a truth where such a truth can probably never be found for certain, and learning to live with an incomplete understanding. If these are our purposes, we are indeed aiming high but, as we say in the classroom, our choice is either to teach children difficult ideas or give up. At the very least we owe it to our generation that children are not ‘dumbed down’ by low expectations. On that basis, if God had intended us to climb mountains he would have created lifts. We still climb mountains and we don’t think God is unhappy about that as long as we don’t forget why we want to climb them.

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What will you child study? YEAR 7 We start with an introduction to the subject by a number of exercises designed to encourage pupils to see the similarities between the work of detectives and that of historians. We then begin to test those skills by looking at the Iron Age bogmen, the legend of Robin Hood, the Mary Rose and other examples chosen from differing periods of time and location. In the process of this introduction, we place a strong emphasis upon the importance of the written word as the primary, but not the only, means of communication. Each lesson begins with 10 minutes of quiet reading from history books, liaising with the Library and the English Department. We then proceed to study an Anglocentric version of British history, going back into the Dark Ages ensuring that the children realise where the English came from and how they colonised this island, marginalising the Britons. It remains an excellent context for the major topic of the year, namely the events of 1066 and the nature of the political system imposed on the English by the Normans. We then explore various questions concerning the main features of that system, particularly the power of the Christian Church in the lives of all classes of the people. We engage in a detailed study of castles, their architecture, their development and their demise. The Peasants’ Revolt of 1381 conforms a satisfactory climax to the year and the Black Death of 1348 to 1369 is a suitably appealing alternative. YEAR 8 As before, the topics are presented in the form of questions. We launch into a broad study of England in the 16th and 17th centuries. We look at the lives of the people, rich and poor, young and old, men and women, and draw comparisons with today. We return to and build on the development of the Church and the impact of the Protestant Reformation. This involves Henry VIII and his wives, Mary Queen of Scots, Elizabeth I and others. The 17th century, with its own cast of characters and villains follows, acting out the English Civil War and colonial expansion in the New World. YEAR 9 This is the last year of compulsory school history and we cover three topics: the first half examines the Industrial Revolution the abolition of the slave trade in the British Empire; the second half sees a study of Britain and the Second World War. All topics are presented as questions and there is an increased use of source material so that a greater awareness and a need for interpretation are achieved, addressing issues of relevance, reliability and utility. Students may opt to take the study of History to GCSE, and we hope they will.

How will your child be assessed? There are three principles which we follow:  We must be clear about what your child should learn  Your child should be able to express what s/he knows  Each child should be allowed to fulfil their potential Homework is set once a week for all classes as a 30-minute exercise. It is intended to support work in the classroom by providing extra time in which to complete tasks set; to undertake exemplar tasks; to perform work which saves time in the classroom and to practise research.

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Mathematics Department Key Stage 3 Curriculum WHAT IS MATHEMATICS? Mathematics is the study of patterns abstracted from the world around us. It involves a way of thinking and a truly global language. Our aim is for your child to develop a powerful set of tools that can be used to reason, problem solve and think in abstract ways. In Mathematics at Key Stage 3 there are four attainment targets:  Mathematical processes and application  Number and algebra  Geometry measures  Handling data Your child will be given opportunities to study each of these areas and assistance in making connections between each one. What will your child study? Your child will take increasing responsibility for planning and executing their own work. 

Mathematical processes and application Your child will develop problem solving, communication and reasoning skills by completing investigations on open ended tasks.

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Number and algebra This involves extending your child’s calculating skills to fractions, percentages and decimals, and beginning to understand the importance of proportional reasoning. They will start to use algebraic techniques and symbols with confidence. Simple equations will be generated and solved using algebraic and graphical skills.

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Geometry measures Your child will start to use definitions and reasoning to understand geometrical shapes. They will encounter algebraic and geometric proofs and begin to understand reasoned arguments.

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Handling data Practical activities are used to study handling data and they will be introduced to a quantitative approach to probability.

Although pupils enter from a range of schools and backgrounds, we set for mathematics in Year 7, using prior information. The three sets are flexible and movement between the upper and lower groups is possible at any stage in the year. Gifted and talented mathematicians are identified in year 7 and given extra material and resources to keep them stretched.

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How will your child be assessed?  Your child’s class work and homework will be regularly assessed  Half term tests are set on the work covered in that period  Nationally set examinations and mark schemes are used in our summer exams, although they are marked internally The work is differentiated through:  Setting by ability  Differentiated resources for each set  Differentiated exercises where some pupils will be moved on to the extension questions  Range of activities such as working in pairs, group work and investigations  High expectations to ensure all pupils feel they can contribute and are suitably challenged Homework is used to support the work done in class. Your child may be asked to:  Answer questions from the textbook or a worksheet  Complete an investigation or activity  Do research on an agreed topic  Practise mental arithmetic  Revise for a test What activities will your child take part in? Your child may be entered for the UK Junior Maths Challenge held in the Spring Term each year. This is an opportunity for pupils to attempt problems using logical and lateral thinking methods. A team of pupils are also selected to represent the school in the regional final of a maths competition, which is usually held at the University of Cambridge. Mental arithmetic is tested on a regular basis. Other challenges at the end of term and competitions are more opportunities for enrichment of the curriculum.

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Music Department Key Stage 3 Curriculum WHAT IS MUSIC? Music is essentially the study of organising sounds in time. Music is also a powerful image, a unique form of communication that can change the way people feel, think and act. It brings together intellect, feeling, personal expression, reflection and emotional development. The music department at Friends’ is committed to making music an accessible and enjoyable subject for pupils of all abilities. Pupils are taught the key skills of composing, performing, listening and appraising with the emphasis on keeping the approach as practical as possible. The end result is an ability not only to sing and play from different forms of notation, but also to understand how music is put together and how it is an important emotional and creative vehicle. What will your child study? The basic curriculum is organised into projects, each of which usually run for half a term. Students are taught to develop their vocal ability, explore a range of acoustic and electronic sound sources/instruments and develop their independent and group skills. Students are strongly encouraged to attend extra-curricular music groups (for current list see below) in addition to classroom music and bring their instruments to lessons. YEAR 7 Students investigate the elements of music where they explore the building blocks of any music. Students will also investigate the instruments of the orchestra via professional and peer demonstration. Composition work through percussion instruments, voice and keyboards will be used to consolidate key concepts concerning pitch, melody, rhythm, basic harmony and texture. A number of Year 7 students will also be involved in the Christmas Words and Music either singing or playing their instrument and given the opportunity to attend a Concert at a major venue in London. YEAR 8 Recapping the students’ previous work, we study Jazz/Blues and Theme and Variation form to introduce the concepts of scales (pentatonic and blues) and harmony. Looking at typical chord progressions used in such music to provide structure and also looking at appropriate instrumental combinations. Year 8 also develop their performance skills via the Christmas Words and Music Event and by taking part in a variety of concerts performing opportunities both inside and outside school. In addition, pupils develop their listening, aural and appraising skills through discrete discussion of audio and visual examples. We continue to work on vocal skills, in this year and base our repertoire around pentatonic spirituals, jazz, blues, popular and musical theatre. Pupils are introduced to technology via the iBook G4 Mac in term 3 and learn simple sequencing and producing skills in preparation for Year 9.

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YEAR 9 Students recap previous work and develop their skills in the main areas of composing, performing, listening and appraising. Topics include revision of the key areas of harmony, rhythm, melody, timbre and texture. In addition, pupils are encouraged to embrace technology through learning sequencing, producing and arranging skills on the department’s iMac computer and ozonic keyboards; utilising Sibelius, Garage Band and Logic Pro software. Pupils are encouraged to recognise and appreciate world film music creating their own film scene for a short movie they have produced and edited. In addition they develop their skills as performers in both solo and ensemble contexts. Pupils learn about composition technique and typical structural forms and conventions. Finally we will be focusing on Western Classical Music and preparing skills for potential GCSE study. How will your child be assessed?  Your child’s work will be regularly assessed and recorded via feedback given to class assessments, interim grades and reports  Your child will be made aware of the criteria for success against which such assessments will be made  Use of praise and constructive comment is at the heart of the music department’s assessment policy How do we achieve differentiation?  By providing extension work for the gifted and talented pupils (New policy for 2007/8)  By using a variety of teaching methods, reviewed as appropriate  Using LSA support where appropriate  Using open-ended and differentiated tasks to allow progression of individual students Extra-Curricular Music The Music Department has a very strong tradition in extra-curricular music provision. This ranges from an excellent number of visiting instrumental and vocal teachers covering most ensembles that meet each week to rehearse for a variety of “in-house” and outside musical engagements. Pupils who take instrumental/vocal lessons in school are expected to make a strong contribution to at least one ensemble offered during the course of the week. All pupils taking singing lessons are expected to sing in the Senior Choir. Recent highlights have included the Concert Band tour to Paris, the Senior Choir performing Verdi’s Requiem as part of the tri-annual Joint Quaker Choir Festival held at Great Hall Reading Vocal Workshop given by musician Tom Appleton and termly concerts which mixes elements of musical theatre, contemporary music, dance and drama involving up to 100 children in the Senior School. Extra-Curricular Opportunities Junior Choir Mixed Senior Choir Junior Band Jazz/Big Band Junior Rock Band Senior Saxophone Ensemble Junior Flute Group

Junior Percussion Ensemble Senior Percussion Ensemble Senior Chamber Ensemble Senior String Ensemble Junior Brass Group Senior Brass Group Folk Ensemble

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Friends’ School Concert Club As part of the Music Department Development plan a Concert Club has been set up to give opportunities to pupils, parents, old scholars and friends of the school to attend a variety of concerts in the major concert venues of London and local events in Cambridge. A recent event took place on the 20th November to see the “Classical Spectacular” at the Royal Albert Hall, London. Performing Arts Diary 2014/15 Open Day Music Lunchtime Music Year 11 Solo Performances Christmas Words and Music Catrine Basil Music Awards Year 11 Ensemble Performances AS/A2 Recitals Summer Soiree Spring Music Festival House Music Competition Music Tour to Paris Gifted and Talented Music Workshop

October 2014 November 2014 December 2014 December 2014 January 2015 Spring Term 2015 Spring 2015 Summer 2015 March 2015 April 2015 June 2015 Spring 2015

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Personal, Social, Health and Economic Education and Citizenship WHAT WILL YOUR CHILD LEARN? Between Year 7 and 11 your child will follow a ‘spiral curriculum’ in PSHE. This means that topics will be revisited annually, each year introducing new skills and understanding appropriate to the maturity of the pupil. Each year your child will cover a wide range of topics in PSHE. The aim of PSHE is to prepare your child for life and help them to make the right choices now and in the future. PSHE is divided into two main strands, Personal Wellbeing and Economic Wellbeing and Financial Capability. These key strands and sub-strands will be revisited and developed annually. Personal Wellbeing focuses upon developing skills, knowledge and understanding related to health, happiness and relationships. There are five sub-strands. Personal Identity These lessons are intended to help pupils think about the experiences that have shaped them so far and who they want to be in the future. During these lessons pupils will learn about the importance of self-esteem and self-confidence. Your child will have the opportunity to consider and discuss, in a safe, structured and supportive environment the challenges of adolescence including changes to the way they look, think and feel about themselves and other people. Healthy Lifestyles These lessons aim to help your child make the right choices, now and in the future. Topics covered include diet, exercise and personal organisation, including managing homework. Risk Assessing and evaluating risk is a key life skill. Risks can be good or bad and pupils are encouraged to think carefully about how things might turn out before making decisions. During PSHE lessons your child will have opportunities to think about keeping themselves and others safe by making the right choices. Your child will be encouraged to develop the confidence to take good risks by trying new ideas or facing challenges. Your child will learn how to recognise when somebody else is putting pressure on them and how to stand up for their own ideas, opinions and choices.

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Relationships In Year 7 your child will learn about the importance of friendship and how to be a good friend. They will build upon work done in their primary schools on issues related to bullying. They will also think about the different type of relationships that they have now and will have in the future including friendships, relationships with teachers, working relationships, family relationships and boyfriends or girlfriends. Diversity In Year 7 PSHE lessons pupils will consider the differences and similarities between individuals and groups. They will also learn about the importance of tolerance, understanding and respect for other people regardless of their age, gender, race, religion, appearance or ability. The second strand, Economic Wellbeing and Financial Capability is divided into four sub-sections and aims to develop your child’s skills, knowledge and understanding of spending, saving, borrowing and earning money including considering future career paths. Career In PSHE your child will begin to think about his or her future. They will also start to learn about skills that will be important in the future including communication, presentation, organisation, selfevaluation and realistic target setting. Capability Your child will learn how to spend and save money responsibly and also be encouraged to find enterprising ways to raise money for charity. Risk Your child will learn about risks related to spending, saving and investing money. Economic Understanding Your child will learn about the importance of money to individuals and groups, personally, locally, nationally and internationally. They will also be encouraged to become more considerate and discerning consumers, and to think about how money can be used sustainably to help others now and in the future. Citizenship At Friends’ School Citizenship education is embedded within the PSHE curriculum. Between Years 7 and 11 your child will learn about their rights and responsibilities and consider their place in the world, within their local community, nationally and globally. They will learn about systems of justice and government in the UK and internationally. They will think carefully about conflict and conflict resolution. They will explore the work of the UN, learn about Human Rights and think carefully about how conflicting values can be managed.

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Physical Education Department Key Stage 3 Curriculum WHAT IS PHYSICAL EDUCATION? The PE Department follows the National Curriculum. During Key Stage 3 pupils become more expert in their skills and techniques and in their application to different activities. They start to understand what makes a performance effective and how to apply these principles to their own and others’ work. They learn to take the initiative and make decisions for themselves about what to do to improve performance. They start to identify the types of activity they prefer to be involved with, and to take a variety of roles such as leader and official. What will your child study? Students will be taught through the medium of Games, Athletics, Gymnastics and Swimming. This will be in structured lessons with the reinforcement of skills in games and fixtures. Below is a detailed overview of what will be covered at Key Stage 3. Knowledge, skills and understanding The PE Department ensures that, when evaluating and improving performance, connections are made between developing, selecting and applying skills, tactics and compositional ideas, and fitness and health. Acquire and develop skills Your child will be taught to:  refine and adapt existing skills  develop them into specific techniques that suit different activities and perform those with consistent control Select and apply skills, tactics and compositional ideas Your child will be taught to:  use principles to plan and implement strategies and compositional ideas in individual, pair, group and team activities  modify and develop plans  apply rules and conventions for different activities

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Evaluate and improve performance Your child will be taught to:  be clear about what they want to achieve in their own work and what they have actually achieved  take the initiative to analyse their own and other’s work using this information, to improve its quality Acquire knowledge and understanding of fitness and health Your child will be taught:  how to prepare for and recover from specific activities  how different types of activity affect specific aspects of their fitness  the benefits of regular exercise and good hygiene  how to go about getting involved in all activities that are good for their personal and social health and well being How will your child be assessed?  Your child will be assessed against government guidelines  They will be observed and a professional judgement by PE teachers will be made about progress and ability  Your child will be praised with constructive comments from teachers at every opportunity Lessons will be differentiated by:  Using small groups for optimum teaching time  Appropriate groupings to ensure all students are stretched  Games sessions where all abilities can compete at an appropriate level  Making use of the expertise of GAP students and other teachers where possible What other opportunities are available for students?  Weekly fixtures against other schools  After school sports activities from 4.15 pm to 5.15 pm  Connections with local sports clubs to encourage students to play at a higher level  Opportunities for able students to attend county trials  Gifted and talented days to stretch more able students in particular sports and activities.

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Religious Studies Department Key Stage 3 Curriculum WHAT IS RELIGIOUS STUDIES? Religious Studies examines the history and the nature of belief. It helps pupils to consider questions of meaning and purpose in life, and to address questions about the nature of values in human society. Students are provided with the information and strategies to make informed judgements about moral and religious issues. By studying the way religion engenders a sense of identity, students begin to develop their own sense of identity and belonging, preparing them for life as citizens in a pluralistic society. Your child will:  Become familiar with a wide range of beliefs and practices, both in their own society and in the wider world  Gain confidence through expressing their own beliefs and feelings, and actively listening to those of others  Recognise that the familiar and known can allow us to understand the unfamiliar and unknown – seeing our own experiences as the foundation of understanding those of others  Be encouraged to respond creatively and imaginatively to religious ideas – seeing religion as a source of wonder and inspiration rather than a list of rules and rituals What will your child study? YEAR 7  Quaker Faith and Practice – what did George Fox and other prominent Quakers believe in? What does Quakerism stand for? Why is the peace testimony so important to Quakers?  Heroes of Faith – pupils learn about people of different religions who have been inspired by faith to make it a better world. Among those studied are Archbishop Oscar Romero (Roman Catholic), Mahatma Gandhi (Hindu), The Dalai Lama (Buddhist) and Martin Luther King (Baptist). YEARS 8 AND 9 The six major religions of the world are covered – one each term in the following order: 1. Hinduism 2. Buddhism 3. Sikhism

4. Judaism 5. Christianity 6. Islam

The approach to these faiths continues to be as enquiring, experience-based and practical as the first year’s programme. How Will Your Child Be Assessed?  Your child’s class work and homework will be regularly assessed  Your child will be told how their work can be improved, if necessary  Positive effort and involvement will be praised and rewarded with verbal praise and/or merits given

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Work set for your child will be differentiated:  By providing extension tasks where appropriate  By using a variety of teaching methods, concentrating on active involvement of pupils  By providing differentiated tasks where appropriate  By making use of LSA support in the classroom where it has been allocated Homework is set once every two weeks in order to:  Reinforce and extend tasks begun in class  Research topics in greater depth or detail What activities will your child take part in? Your child’s learning of Religious Studies will be enriched by visits to places of worship and speakers from different faith backgrounds. Creative work such as drama, role play, poetry, artwork, musical improvisation and craft projects are incorporated into lessons whenever possible, to encourage an active style of learning and to foster the ability to work as part of a team.

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Science Department Key Stage 3 Curriculum Throughout Years 7 and 8 the Science course focuses on the link between science and the wider world. Rather than just viewing science as a body of facts to learn and recall, the Key Stage 3 Science curriculum is based on the processes that bring about progression in our scientific knowledge and understanding. Topics your child will study in Year 7 include:  Tissues and transplants  Ecology  Acids and Alkalis  Bubbles, bangs and burning  Materials from the Earth  Energy and Sustainable living  Electrical circuits  The solar system and beyond Topics your child will study in Year 8 include:  Food and Diet  Energy and Respiration  Doctors and Diseases  Materials and Recycling  Explaining the Earth  Forces and Movement  Light  Sound and Hearing YEAR 9  Science is taught as three separate sciences Biology, Chemistry and Physics, by subject specialists  Pupils begin studying AQA IGCSE Science Your child will:  Develop practical skills and knowledge required for scientific investigation, including teamwork, planning and organisation  Understand how scientists work and develop key scientific skills, such as observation, predicting, analysis and evaluation  Learn about the place of science in everyday life and the history of some science inventions and ideas How will your child be assessed? Science homework is set weekly and provides a valuable opportunity to reinforce ideas covered in class. End of topic tests and teacher assessment of practical skills combined with more formal tests at the end of the year help to give an accurate indication of progress. ________________________________________________________________________________ 33

Being a practical subject, the students’ education involves an extensive amount of ‘hands on’ Science to help them understand that Science is not only a theoretical subject. Other activities These include:  Occasional visiting speakers from the world of science  Science ‘challenges’ both in and outside the school  Visits to science exhibitions such as “The Big Bang Fair” at the NEC in Birmingham

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