faculty ks3 curriculum information · faculty ks3 curriculum information ... coraline or artemis...

KS3 Curriculum Information

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Faculty KS3 Curriculum Information

Creative Performing Arts (CPA)

CPA Curriculum 2015/16 In Years 7 and 8 learners experience the CPA subjects of Art, Drama and Music in six weeks blocks on a carousel basis. Each learner with have two six week blocks in each subject area throughout the school year. The current carousels are: Year 7 Art : Into the Woods and Bugs and Insects Music : Hooks and Riffs and Orchestral Music Drama : Twisted Tales and Cyberbullying Year 8 Art :Natural Forms and 3D Development Music: Cover Tunes and Film Music Drama: Melodrama and Dramatic Techniques Art In Art learners develop their knowledge, understanding and skills in the following areas: Investigating, Experimenting, Analysing and Responding. The Art curriculum allows learners to work in both 2D and 3D mediums and to use a wide range of materials


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such as oil pastels and inks .Techniques such as collage and mixed media are explored. Learners also explore other artists, art movements and different crafts and cultures. Drama Drama lessons are practical and exciting! Learners learn how to develop their knowledge, understanding and skills in the following areas: Contributing and Creating, Performing, Responding. In Drama we learn about how to collaborate well. The Drama Curriculum includes creating improvised, scripted and devised performances and develops learner’s skills in evaluation and analysis through critique and responding. Learners are also encouraged to take part in extra-curricular activities such as Drama Club and the School Production. Music In Music learners develop their knowledge, understanding and skills in the following areas: Creating, Performing and Responding alongside Listening, Theory and Musicology. The curriculum includes the growing use of Music technology and the use of iMacs and GarageBand. Learners also have the use of our Recording Studio. Music lessons offer learners the opportunity to develop their skills including performing and composing on keyboards, percussion, guitar and voice.


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Learners will learn how to read and write music, listen to and analyse music from varied times and places and learn how to perform in front of an audience without being nervous! There are many extra-curricular opportunities including the school production, Matthew Moss Singers and Battle of the Bands.

Information Technology

In Year 7 ICT is taught in one lesson a week which aims to give our new learners the skills needed to successfully navigate our systems and begin to use ICT effectively in other areas of their learning. We cover graphics manipulation, basic programming, sound creation and editing, complex functions, data validation and evidence presentation through the use of E-portfolios. In Year 8 ICT is also taught in one lesson a week. Learners build on their skills in effective research, video creation and editing, website creation and basic animation as well as revisiting many of the topics covered in Year 7. In Year 9 learners carry out an extended project in two taught lessons a week. The project aims to give them a chance to apply their ICT and learning skills in a much broader setting. They can then begin to make decisions about what software to use in a given context and how to effectively combine data from different sources in a way that is appropriate for a number of different audiences. It also gives them the skills needed to use ICT effectively in Key Stage 4.

Maths

We base the Key Stage 3 curriculum around topics that are suggested by the students to give our lessons a real life context, which is relevant and interesting.


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The Year 7 Ratio topic is taught within the context of food and recipes allowing the students to see links between Mathematics and Food Technology. In Year 8 Standard Index Form is taught within the topic Space allowing the students to see the links between Mathematics and Science. At Year 9 we study circles by investigating the mystery of crop circles.

English

KS3 Progression Maps in Reading, Writing and Spoken English show skills and knowledge that are used to assess learner progress for each learning outcome below.

Year Term Unit of work title Core knowledge

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Autumn

Term

Focus: Reading for Pleasure; Establishing habit of reading independently Contemporary Fiction (Post-1914)

Study text and author in depth after Balloon Debate to decide genre & discuss learners’ reading journey. Tasks should involve exploring linked extracts, creative writing, non-fiction writing, poetry and opportunities to debate and perform, with filmed periodic responses from learners – monitoring their engagement with reading for pleasure and learner feedback on the effectiveness of the topic in developing reading for pleasure.


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Theme of War: Boy in the Striped Pyjamas or Private Peaceful Theme of Fantasy: Coraline or Artemis Fowl or Northern Lights Theme of Teen Adventure: Holes or Storm Breaker Learning Outcome: Assessed Written Piece – creative or non-fiction piece, chosen by learner.

Spring Term

Introduction to Shakespeare

Study Author, whole play and extracts play.

-‐ Language Change -‐ Shakespeare’s Language, Works,

Life and Times -‐ Extracts & Shakespearean

Sonnets -‐ A Midsummer Night’s Dream

Learning Outcome: Write own script


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following specific writing conventions of scriptwriting and produce and present project on William Shakespeare.

Summer

Term

Focus: Reading for Pleasure; Establishing habit of reading independently Pre-1914 Text and Extracts

Study specific text and author in depth & cover range of extracts. Tasks should involve exploring linked extracts, creative writing, non-fiction writing, poetry and opportunities to debate and perform.

-‐ Peter Pan or Alice in Wonderland -‐ Gulliver’s Travels or Robinson

Crusoe or Treasure Island

Learning Outcome: Creative Writing Short Story Task based on themes of fantasy, adventure and growing up.

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Autumn

Term

Focus: Reading for Pleasure; Develop Writing Skills Gruesome Gothic Gore (Pre-1914 Text and Extracts)

Study specific text and author in depth & cover range of extracts, with Gothic Homework Booklet and use of 4D space to launch genre.

-‐ Frankenstein (abridged) -‐ A Christmas Carol (extracts) -‐ Dracula


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-‐ Link to Woman in Black (modern Gothic)

Additional Material: Short Gothic Stories to read independently for pleasure The Signalman or The Dream Woman or The Withered Arm or The Monkey’s Paw or The Black Veil Learning Outcome: Create own Gothic Tale, following Gothic Conventions & choose another Gothic tale to read independently, followed by presentation of learning.

Spring Term Focus: Reading for Pleasure; Develop Writing Skills Contemporary Fiction (Post-1914)

Study specific text and author in depth & cover range of extracts. Tasks should involve exploring linked extracts, creative writing, non-fiction writing, poetry and opportunities to debate and perform. Bad Alice or Hite Curious Incident or Face Point Blanc Learning Outcome: Assessed Written Piece – creative or non-fiction piece,


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chosen by learner.

Summer Term

Study Shakespeare Play & Performance:

Study Author and complete play.

-‐ Romeo and Juliet -‐ Much Ado about Nothing -‐ The Merchant of Venice -‐ The Tempest -‐ Macbeth

Learning Outcome: Write and Perform Shakespearean Monologue or Script or Poetry, following conventions of English Sonnet.


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Yr9 Term Unit of work Title & Focus:

Core Knowledge 1 lesson a week focuses on improving language skills. 1 lesson a week developing learners’ Reading for Pleasure.

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Autumn Term

Contemporary Fiction (Post-1914)

Study complete Contemporary Novel/Drama text and author in depth.

-‐ Of Mice and Men -‐ About a Boy -‐ Never Let Me Go -‐ Anita and Me -‐ Stone Cold -‐ To Kill a Mockingbird -‐ Our Day Out -‐ Lord of the Flies

Learning Outcome: Essay - GCSE based question, demonstrating understanding of writer’s craft; historical context; lexical choices; themes; and character analysis.

Spring Term

Shakespeare Text

Study whole text and author in depth - language analysis; performance by learners.

-‐ Othello


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& Poetry Analysis & Unseen Poetry Analysis and Comparison

-‐ Macbeth -‐ Romeo and Juliet -‐ Much Ado About Nothing

Learning Outcome: Essay – GCSE based question, demonstrating understanding of writer’s craft; historical context; lexical choices; themes; and character analysis. Poetry Anthology & Performance Poetry – study a cluster of poems and poetic devices. Learning Outcome: Develop analysis skills; and write and perform poetry. Study a range of unseen poems, demonstrating understanding of writer’s craft; historical context; deliberate lexical choices; themes; and making links. Learning Outcome: Create a meme to represent the themes and ideas presented in the poem.

Summer

Term

Pre-1914 Novels and Creative Writing

Study whole text and author in depth. -‐ The Yellow Wallpaper -‐ Wuthering Heights -‐ The Speckled Band -‐ D H Lawrence Short Stories -‐ Great Expectations

Learning Outcome: Research project and


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creative writing task. Study a range of non-fiction texts, both contemporary and pre-1914, demonstrating an awareness of how a writer conveys meaning and view point using language.

Humanities

The Humanities curriculum has been designed to fit with the context of our community and develop the skills and interests of the diverse cohort of learners. Any study of humanities should allow learners to improve their skill to find, organise and communicate their knowledge and understanding. The course of study will: 1. Be real & relevant to the lives of the learners. Making links to their world - 21st century 2. Develop curiosity and informed opinions. 3. Use Enquiry (EBL) and Project Based Learning (PBL) to ensure the learning is real and relevant to our learners 4. Develop subject specific exam skill through focused exam periods. 5. Increase learners autonomy and understanding of essential Humanities based research skills: Find it; Make Meaning; Communicate it 6. Help learners to develop their critical curiosity and empathy on a range of Humanities based themes Geography Curriculum:


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Year 7and year 8 will introduce learners to a Geographical education, which will inspire pupil with a curiosity and fascination about the world and its people. It will equip learners with skills and knowledge about diverse places, people and resources and natural and human environments and a understanding of the earth processes. Learners will develop:

• A contextual knowledge of their location and place within the global world • An understanding different physical and human processes which bring about spatial variation and

change over time • Essential geographical decision making skills: collecting, analyse, and communicating information

through a range of fieldwork experiences • Essential historical skills such as; source analysis, explanation of key concepts and construction of

own interpretations. • The skill of interpreting a range of sources of geographic information (maps; GIS; Photographs etc) • The skills of analysing chronological trends and changes. • The skill of communicating geographical information in a variety of ways, including through maps,

numerical and quantitative skills and writing at length. History Curriculum: In year 7 and 8 learners will gain an understanding of Britain's past, and that of the wider world. Learners will develop historical skills such as; analysing and evaluating source material, explaining key historical concepts such as change and continuity, and constructing their own interpretations about the past. It will inspire curiosity through the exploration of key questions and ideas of topics that are relevant to our learners' lives. Religious Education / Studies


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The Year 7 and 8 Religious Education / Studies curriculum uses the Rochdale Agreed Syllabus as a basis for planning. It is also designed to complement and prepare learners for GCSE Religious Studies. Through the curriculum learners will look at religious beliefs in context of the local and wider community. Learners will look at how beliefs turn into action in the real world and current events. They will also reflect on these events in light of their own experiences to develop a deeper understanding of what it means to be human.

Modern Foreign Languages (MFL)

All students at Matthew Moss learn French in Year 7 and 8, some learners then choose to pursue French and continue their studies in Year 9. We use the Michel Thomas method to teach the language and it is a very successful way of learning as it distils the language into its most commonly used structures. We actively seek to each these key phrases and questions so that learners understand the core of the language. In addition, we have developed language legend cards and extended modules, where students study some key themes in more depth in order to develop their vocabulary and use real language. The skills of listening and speaking are developed initially then reading and writing follow once the key concepts have been understood.

PE

At Matthew Moss, teachers are encouraged to allow learners to experience a wide range of activities that focus on the development of personal learning and thinking skills. Focusing the curriculum around pupils ability to develop different ways of thinking that underpin success in different activities provides greater flexibility and choice for teachers and pupils to select activities that engage them with the concepts and processes, thus meeting their needs, aspirations and preferences. These can include:

• Outwitting opponents e.g. Invasion games, net/wall games, • Accurate replication of actions, phrases and sequences e.g. Gymnastics, trampolining • Exploring and communicating ideas, concepts and emotions e.g. Dance


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• Performing at maximum levels e.g. Athletics • Identifying and solving problems e.g. Outdoor Activities • Exercising safely and effectively e.g. Health and fitness training

Learners cover each activity area over a half term period and are then rotated onto another activity area.

Science

In Year 7 learners develop their scientific enquiry skills through learning how to plan, carry out, present and evaluate their own investigations. The learners also take part in a cross-curricular project with the Humanities faculty based around the History of Medicine. Contemporary issues in Science are discussed thus raising learners’ awareness of potential careers in science and of science’s contribution to modern discoveries. Year 8 learners have the opportunity to study the Living Body, learning about body systems through carrying out a range of dissections. Our successful Inventor of the Year competition offers all students the opportunity for expression and creativity as they develop and practise high-order thinking skills in connection with local primary schools. Everyday life is besieged with chemicals; Chemistry Fundamentals introduces students to the basics of chemistry, the composition of matter and the properties of different types of matter and the changes that they can undergo. Our Superhero project offers the learners the opportunity to create a superhero and explain the Science behind their powers, using learning from contemporary scientific developments. Paying particular attention to Industrial Applications, Year 9 learners study Car Safety and Microbiology before embarking on their own Scientific Project. In the final term of Year 9 the learners start their GCSE courses.


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My World

Rationale:

• To align the My World curriculum with the CHANGE curriculum. • To bring together the most successful My World learning and projects. • To develop, learn and apply system, balanced across the continuum. • To introduce more public showcases of learning. • To develop effective learning habits and a love of learning. • To involve parents/ grandparents. • To introduce Academic Literacy.

Change and My World

• To develop self regulation and better learning relationships – C • To develop an understanding of critique and redrafting - H • To give learners the opportunity to engage with, take responsibility for and co-construct their own learning -A • To develop numeracy and literacy skills -N • To foster growth mindsets - G • To encourage empathy and develop youth social action -E

C Transactional Analysis Short active project.

Drama Based. TA - the play!

Learning conversations

H Critique and Drafting – Beautiful work - Berger Family Tree / Blueprint/ Composition.


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A ELLI / Thinking maps / 5 Cs. maps/ Mind maps / Humanities Research

Deliver a lesson on Elli to parents / grandparent/ carers. 5Cs in Project Expert. Research throughout all projects.

N Numeracy and Literacy opportunities highlighted throughout projects.

Academic Literacy lesson once a week

E.g. numeracy, averages and purposeful practice in Project Expert.

G Growth Mindset Purposeful practice and Project Expert.

Learning conversations.

E Empathy CoC Analysis

Community Project and Youth Social Action .

HT1 HT2

H T

3 AND 4 HT 5 AND 6

Growth Mindset Carol Dweck Purposeful practice Project Expert

ELLI

Delivering a lesson on ELLI to parents in a twilight session

T R A N S A

A N A L Y S

Critique Re drafting Ron Berger Family tree

Community project

Small Action Big Change


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Home learning – practise log Showcase or viva - tbc Possible digital capture of learning journey

2 weeks learn - liberal 4 weeks apply - progressive

Practical activities (using Kagan structures) 3 weeks 1 week learn 2 weeks apply

Individual research project Mind maps Thinking maps Humanities research skills 1 week learn 2 weeks apply

C T I O N A L

1 W e e k

I S

2 W e e k s

Blue print Composition Use of experts for critique Public exhibition – outside school Real audience

Youth Social Action Problem based learning – real world links Exhibition of Learning HTH - Project planning and protocols

Building on from this, pupils design a project, which can help them to further explore an aspect of their local community, with the aim of contributing to it. Pupils’ final outcomes for the Community Project have ranged from helping to design and produce a graffiti wall at Castleton Primary School, to weekly visits to a care home in Heywood to befriend some of the residents; to helping with a campaign to save Castleton Library. All pupils present their final outcomes during an Exhibition of Learning towards the end of the year when members of the local community are invited to see the pupils’ learning and offer feedback to pupils about their projects.

Technology The Design Technology curriculum we offer at KS3 is active, engaging and relevant to our learners. The faculty


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has recently benefited from significant investment and consequently our learners are taught to use state of the art technology. This includes laser cutters, 3D printers and vinyl cutters. The KS3 curriculum is based on a carousel system that ensures that all learners have the opportunity to participate in the three main areas of Technology offered at MMHS. These three areas are Resistant Materials, Food Technology and Graphic Products. Learners participate in high quality lessons designed by specialist staff. The learners are taught the necessary skills and then encouraged to demonstrate their new skills in designing and manufacturing high quality products.

faculty ks3 curriculum information · faculty ks3 curriculum information ... coraline or artemis...

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