1. science
2. mathematics

Curriculum Guide
KS3
1
Key Stage Three Curriculum Guides
Dear Parent/Guardian
This following document contains the outline of work that your child will be studying this year. This
is also available on our school’s website in the designated ‘Curriculum Guide’ area.
Ms E Salsbury
Assistant Head
Contents
English ....................................................................................................................................... 3
Mathematics ............................................................................................................................... 6
Science .................................................................................................................................... 12
History ...................................................................................................................................... 15
Geography ............................................................................................................................... 17
Modern Foreign Languages ..................................................................................................... 21
Philosophy, Beliefs & Ethics ..................................................................................................... 27
Design Technology .................................................................................................................. 30
Performing Arts ........................................................................................................................ 32
Music .................................................................................................................................... 32
Drama ................................................................................................................................... 36
Dance ................................................................................................................................... 37
ICT & Computing Curriculum Guides ....................................................................................... 39
Physical Education ................................................................................................................... 41
Art ............................................................................................................................................ 43
Ethnic Minority Achievement and English as an Additional Language ..................................... 46
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English
Staffing
o Ms V. Stabler (HOD) [email protected]
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Ms J. Smith (2ic KS4/ KS5)
Mr M. Reilly (KS3)
Ms N. Verber (with Drama)
Ms H. Kessler
Ms H. Masters-Waage
Ms S. Peszkowski
Ms C. Robinson
Mr A. Sharpe
Ms L. Smith
Why study.....?
In a multi-cultural and diverse modern society, it is essential that our students gain an awareness
and appreciation of other people’s experiences and values. The study of English Literature and
Language encourages our students to think critically about the world in which they live and to
consider and empathise with the experiences of others.
Our lessons promote critical thinking and allow students to explore their role within an everchanging society. Through close analysis of a range of classic and modern texts, we encourage
our students to develop their own original responses and interpretations and to articulate these in a
variety of ways. Each lesson should encourage students to explore their own ideas and to
challenge and respond to other students’ opinions.
Additionally, students will develop excellent literacy and communication skills which will enable
them to thrive in an increasingly competitive job market.
KS3 curriculum
Unit
1
Description (3 sentences maximum)
 Year 7 - ‘Other Worlds’ Transition Unit / ‘Quarantine’: The main aim of
this unit is to familiarise students with the six non-fiction text types whilst
offering the opportunity to apply their learning by writing an example of
each non-fiction text type in the form of a creative project. Students will
be immersed in the dystopian world of a classroom quarantine, which is
the only safe haven in the world that has changed beyond recognition:
the country has been seized by a dictator and the basic human rights
have been cancelled.
 Year 8 – ‘The Edge’ : pupils will be taken on an exploratory reading
journey, having the opportunity to read and enjoy whole texts. Higher
order thinking skills and inference reading skills will be taught, whilst also
applying their understanding of character, plot, narrative structures and
themes in a creative way during writing tasks.
 Year 9 - ‘Lord of the Flies’ or ‘Of Mice and Men’: a range of activities
across whole class, group work and independent tasks will aid pupils in
developing their reading skills and prepare them to answer questions
across the assessment focus range – inferring and deducing the hidden
meaning within a writer’s use of language, understanding and being able
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to analyse a writer’s choice of words and much more.
Year 7 – Victorian London: students will explore the context of Dickens’
London through reading a range of Dickens’ extracts, followed by an in
depth exploration of ‘Oliver Twist’. They will also develop their creative
writing skills and language analysis skills, as well developing confidence
in historical context.
Year 8 – Autobiography: students will be encouraged to develop a range
of writing skills: each week’s class work will focus on a different
Assessment Focus – beginning with purpose and conventions, through
to sentence structures, vocabulary choices, imaginative detail and
structure.
Year 9 – An Introduction to the Gothic: Students will be introduced to a
range of texts from the Gothic genre including Dracula, Frankenstein and
Poe’s short stories. By improving their confidence in pre-1900 literature
and their ability to read unseen extracts, they will be preparing for their
GCSE exam as well as exploring a wide range of classic literature and
understanding the Gothic genre.
Year 7 – ‘Meet the Bard’: students will be introduced to the exciting world
of Shakespeare, including the Globe and a wider context of Elizabethan
epoch, through the study of the plays ‘A Midsummer Night’s Dream’ or
‘Twelfth Night’.
Year 8 – ‘Much Ado About Nothing’: students will develop their
knowledge and understanding of the Shakespearean play ‘Much Ado
About Nothing’ focusing on understanding of character, language,
performance and themes. The unit will reach its grand finale with
students performing a drama task based on the play.
Year 9 – An Introduction to Classics: students will explore a wide range
of classical mythology: ranging from Greek Tragedy, mythology and
modern adaptations of the myths themselves. Students will use these
texts to focus on their own creative writing skills and particularly
developing their vocabulary and written accuracy.
Year 7 – Speaking From the Soapbox: with the focus on developing
pupils’ speaking and listening skills, examples of successful and
memorable speeches will be taught to pupils and analytical skills will be
developed through identifying language, rhetorical devices,
presentational skills and then applying these skills to their own speech
writing.
Year 8 – Non-Fiction Study: An exciting voyage through modern India.
Students will have the opportunity to be immersed in, and create their
own travel writing. Work will focus on developing core literacy skills, but
also on crafting an entertaining and descriptive writing style.
Year 9 – ‘Clashes and Collisions’ – Poetry: Students will study a range of poems
based around the theme of ‘Clashes and Collisions’. These exciting works of
literature will allow the students to explore a wide range of historical and
cultural contexts whilst preparing them for the rigour of studying poetry at KS4.
Year 7 – Journey to a Poem: a multi-cultural journey through the medium
of poetry in which pupils will have the opportunity to learn poetic
techniques and language devices whilst tasting a mango, becoming a
butterfly, empathising with victims of war and journeying through
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childhood.
Year 8 – Poetry – A Language Journey: In this unit students are
encouraged to critically and thoughtfully consider language variation,
development and change and its interaction with time, place, culture, society
and technology. Students will work with a wide range of poems and texts in a
variety of situations, both analytically and creatively.
Year 9 - ‘The Crucible’ or ‘Blood Brothers’ (differentiated Modern Drama Unit)
/ Preparation for the End-of-Year Assessment: designed to aid transition to
KS4, this unit introduces 20th century drama to Year 9 students aiming to
broaden their knowledge of dramatic conventions, as well as give them a
flavour of the GCSE Literature course. The students will analyse stagecraft,
characterisation and use of language, whilst exploring the historical and
contemporary significance of the play.
Year 7 – ‘A Murder Mystery’: Working collaboratively in small groups,
students will have the chance to participate in an immersive murder
mystery. Encouraging them to develop skills of inference and deduction,
this entertaining unit should be a real ‘thriller’.
Year 8 – The Modern Novel: A chance to immerse themselves in the
world of contemporary literature. Students will read one of a selection of
novels, encouraging them to develop a love of reading and fiction. In
class there will be ample opportunity to discuss and debate the novels
studied.
Year 9 – An Introduction to GCSE English Literature: A short unit introducing
students to the core skills that are assessed in the new GCSE syllabus. Students
will also be introduced to one of the core texts studied in Year 10.
What can you do to support your child?
Students should be reading constantly to dramatically improve, not only reading skills but
writing skills as well. Any books by the following authors will support learning: Anthony
Horowitz, David Almond, Philip Pullman, J.K. Rowling and Benjamin Zephaniah. Reading lists
will be put up on school websites
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Mathematics
Staffing
o Ms K Stewart – Acting HOD - [email protected]
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Mrs B Frith (HOD and Lead Practitioner – maternity leave)
Ms V Tampin (HOD – maternity leave)
Mrs P Davies (Deputy Headteacher)
Mrs C Perrett (KS3 Coordinator)
Mrs A Jones
Ms A Bennin
Ms J Higgitt
Mr C Karingal
Mr M Proudfoot
Why study Mathematics?
Mathematics is a creative and highly inter-connected discipline that has been developed over
centuries, providing the solution to some of history’s most intriguing problems. It is essential to
everyday life, critical to science, technology and engineering, and necessary for financial literacy
and most forms of employment. A high-quality mathematics education therefore provides a
foundation for understanding the world, the ability to reason mathematically, an appreciation of the
beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The national curriculum for mathematics aims to ensure that all pupils:
 become fluent in the fundamentals of mathematics, including through varied and frequent
practice with increasingly complex problems over time, so that pupils develop conceptual
understanding and the ability to recall and apply knowledge rapidly and accurately.
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reason mathematically by following a line of enquiry, conjecturing relationships and
generalisations, and developing an argument, justification or proof using mathematical
language
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can solve problems by applying their mathematics to a variety of routine and non-routine
problems with increasing sophistication, including breaking down problems into a series of
simpler steps and persevering in seeking solutions.
The national curriculum for mathematics also reflects the importance of spoken language in pupils’
development across the whole curriculum – cognitively, socially and linguistically. The quality and
variety of language that pupils hear and speak are key factors in developing their mathematical
vocabulary and presenting a mathematical justification, argument or proof. They must be assisted
in making their thinking clear to themselves as well as others and teachers ensure that pupils build
secure foundations by using discussion to probe and remedy their misconceptions.
Students should build on their learning from each key stage to further develop fluency,
mathematical reasoning and competence in solving increasingly sophisticated problems.
They should also apply their mathematical knowledge wherever relevant in other
subjects and in financial contexts.
Through the mathematics content, pupils will be taught to:
Develop fluency
 consolidate and extend their numerical, algebraic, geometric and graphical understanding
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work fluently and accurately with fractions, surds, and symbolic expressions, simplifying
appropriately
apply appropriate reasoning strategies and degrees of accuracy to increasingly complex
problems
work with linear and quadratic expressions and graphs, applying appropriate reasoning
strategies, to solve increasingly complex problems
use the real number system, algebraic and graphical representations
use technology to represent and interpret functions
increasingly evaluate situations based on the underlying mathematical properties rather
than on surface features
increasingly understand the world of finance and apply arithmetical and graphical methods
in this and other contexts.
Reason mathematically
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identify and express variables and relations algebraically and graphically, and begin to use
a range of functions in their reasoning
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begin to develop and express deductive and inferential reasoning in appropriate
geometrical, algebraic and statistical contexts
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select and use other forms of reasoning as appropriate: algebraic, geometric, statistical,
probabilistic and logical, and know when to express their arguments informally or formally,
including working directly from definitions.
Solve problems
 use mathematical knowledge to solve problems within and outside mathematics, including
financial mathematics and mechanics; particularly problems that are unfamiliar in
presentation and context, and that embed mathematical ideas which have not yet been
formally taught
 model realistic situations mathematically within a given range of functions; express the
results of their investigations using a range of formal mathematical representations
 develop mathematical knowledge, in part through problem solving and evaluating the
outcomes
KS3 curriculum
At KS3
At Chestnut Grove Academy we try to cater for students’ individual needs.
On entry at Chestnut Grove School Year 7 will be taught in mixed ability classes for two weeks of
the first half term. We then give them a test covering the 4 main topics in the Maths curriculum and
analyse the students’ KS2 results from Year 6 to put them in groups according to their ability. This
helps us determine the best route for students and hence maximise learning and achievement in
Maths at KS3.
We are now running the new KS3 curriculum, which allows us to personalise learning for students
in Years 7, 8 and 9.
The different routes are as follows:
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Phase
PATHWAY
3 TO 5
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4 TO 6
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5 TO 7
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6 to 8
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For example, students in one class may follow the 3-5 pathway in Y7, the 4-6 in year 8 and the 5-7
in year 9 whereas students in a different class may follow the 4-6 in year 7, the 5-7 in year 8 and
the 6-8 in year 9.
A scientific calculator is also an invaluable resource for students to own and bring into school.
They will be required to use scientific calculators for several topics in KS3 through to KS4 when
they do their GCSEs.
We value your support and please do not hesitate to contact us if you have any queries.
Useful websites:
www.bbc.co.uk/schools (KS3 bitesize)
www.emaths.co.uk
www.fen.com (family education network)
www.mathsguru.co.uk
www.subtangent.com
Unit
1
Number
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understand and use place value for decimals, measures and integers of
any size
order positive and negative integers, decimals and fractions; use the
number line as a model for ordering of the real numbers; use the
symbols =, ≠, <, >, ≤, ≥
use the concepts and vocabulary of prime numbers, factors (or divisors),
multiples, common factors, common multiples, highest common factor,
lowest common multiple, prime factorisation, including using product
notation and the unique factorisation property
use the four operations, including formal written methods, applied to
integers, decimals, proper and improper fractions, and mixed numbers,
all both positive and negative
use conventional notation for the priority of operations, including
brackets, powers, roots and reciprocals
recognise and use relationships between operations including inverse
operations
use integer powers and associated real roots (square, cube and higher),
recognise powers of 2, 3, 4, 5 and distinguish between exact
representations of roots and their decimal approximations
interpret and compare numbers in standard form A x 10n 1≤A<10, where
n is a positive or negative integer or zero
work interchangeably with terminating decimals and their corresponding
fractions (such as 3.5 and or 0.375)
define percentage as ‘number of parts per hundred’, interpret
percentages and percentage changes as a fraction or a decimal,
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interpret these multiplicatively, express one quantity as a percentage of
another, compare two quantities using percentages, and work with
percentages greater than 100%
Unit
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Algebra
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Unit
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use and interpret algebraic notation, including:
ab in place of a × b
3y in place of y + y + y and 3 × y
a2 in place of a × a, a3 in place of a × a × a; a2b in place of a × a × b
coefficients written as fractions rather than as decimals
substitute numerical values into formulae and expressions, including
scientific formulae
understand and use the concepts and vocabulary of expressions,
equations, inequalities, terms and factors
simplify and manipulate algebraic expressions to maintain equivalence
by: collecting like terms, multiplying a single term over a bracket, taking
out common factors
understand and use standard mathematical formulae; rearrange
formulae to change the subject
expressions or formulae and by using graphs
use algebraic methods to solve linear equations in one variable
(including all forms that require rearrangement)
work with coordinates in all four quadrants
recognise, sketch and produce graphs of linear and quadratic functions
of one variable with appropriate scaling, using equations in x and y and
the Cartesian plane
interpret mathematical relationships both algebraically and graphically
reduce a given linear equation in two variables to the standard form y =
mx + c; calculate and interpret gradients and intercepts of graphs of such
linear equations numerically, graphically and algebraically
use linear and quadratic graphs to estimate values of y for given values
of x and vice versa and to find approximate solutions of simultaneous
linear equations
generate terms of a sequence from either a term-to-term or a position-toterm rule
recognise arithmetic sequences and find the nth term
Ratio, proportion and rates of change
volume/capacity, mass]
and greater than 1
e ratio notation, including reduction to simplest form
express the division of a quantity into two parts as a ratio
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en two quantities can be
expressed as a ratio or a fraction
fractions and to linear functions
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decrease and original value problems and simple interest in financial
mathematics
algebraic representations
to solve problems.
Unit
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Geometry and measures
and area of triangles, parallelograms, trapezia, volume of cuboids (including
cubes) and other prisms (including cylinders)
-D shapes (including
circles), areas of circles and composite shapes
interpreting scale drawings
andard ruler and compass constructions (perpendicular
bisector of a line segment, constructing a perpendicular to a given line from/at a
given point, bisecting a given angle); recognise and use the perpendicular
distance from a point to a line as the shortest distance to the line
parallel lines, perpendicular lines, right angles, regular polygons, and other
polygons that are reflectively and rotationally symmetric
standard conventions for labelling the sides and angles of triangle ABC,
and know and use the criteria for congruence of triangles
plane figures [for example, equal lengths and angles] using appropriate
language and technologies
reflections applied to given figures
t line,
vertically opposite angles
corresponding angles
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sum in any polygon, and to derive properties of regular polygons
to derive results about angles and sides, including Pythagoras’ Theorem, and
use known results to obtain simple proofs
em and trigonometric ratios in similar triangles to solve
problems involving right-angled triangles
prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D
Unit
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Probability
experiments involving randomness, fairness, equally and unequally likely
outcomes, using appropriate language and the 0-1 probability scale
at the probabilities of all possible outcomes sum to 1
grids and Venn diagrams
equally likely, mutually exclusive outcomes and use these to calculate
theoretical probabilities.
Unit
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Statistics
through: appropriate graphical representation involving discrete, continuous and
grouped data; and appropriate measures of central tendency (mean, mode,
median) and spread (range, consideration of outliers)
frequency tables, bar charts, pie charts, and pictograms for categorical data,
and vertical line (or bar) charts for ungrouped and grouped numerical data
data) in observational and experimental contexts and illustrate using scatter
graphs.
What can you do to support your child?
o Encourage your child to do his/her Maths homework: they are given a homework booklet each
half term and will need to complete the relevant section every week.
o Check my child at school.
o Encourage them to do a sudoku, logic or numeracy puzzle.
o Buy a revision guide for them to work from, so they are encouraged to do extra mathematics
outside school
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Science
Staffing
o Mrs C. Reeve – HOD [email protected]
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Ms N. Collister – 2iC
Ms D. Douglas – Physics teacher
Mr L. NgO – Physics teacher
Ms D. Barnett – Chemistry teacher
Ms S. Budd – Biology teacher
Mr E. Cooke – Biology teacher
Ms E. Beynon – Physics teacher
Ms S. Morris – technician
Mr P. Bull - technician
Why study Science?
Science literally explains everything around us that we come into contact with in our everyday
lives. As a society we are developing technology at a rate faster than ever, and not only is
science the driving force of this but an understanding of science enables all individuals to
understand these new developments. Even if science is not a subject that you wish to
continue to study post-16, it develops a wide range of skills that are particularly attractive to
employers, such as resilience and problem-solving. At Chestnut Grove we aim to make
Science engaging and deliver a sense of awe and wonder.
KS3 curriculum
The KS3 curriculum is condensed into a two year course at Chestnut Grove. In year 7
students will study units 1-5. In year 8 students will study unit 6-10.
KS3 curriculum
Description (3 sentences maximum)
Module 1 Staying alive.
Students will study all aspects that are needed to keep organisms alive.
Learning will begin with the cell and continue through to tissues, organs and
organ systems. Students will study how the heart and lungs work together
to allow the body to survive. They will also look at how the skeleton
functions alongside the muscles to allow all movements. The module will
finish with group work and discussions on how to live a healthy life in terms
of food and exercise.
Module 2
A world of tiny particles.
Students will study about the microscopic world of particles. They will learn
about solids, liquids and gases and how substances can move between
these states. This module will provide students with excellent practical skills
and they will spend time planning, carrying out and evaluating their
experiments. Students will also learn about heat and temperature and relate
this to many real life examples.
Module 3
Mission to Mars
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In this module students will be imaging that they have the opportunity to go
on a mission to the planet Mars. They will need to consider all aspects as to
how they could there and what they might need to do when they are there.
Particular emphasis will be on the energy resources required to move their
vehicle, use whilst on route and power devices once they have arrived.
Students will also learn skills on how investigate electricity and magnetism.
Throughout the module there will be clear links to some of the knowledge
that students gain in Maths and they will have the opportunity to apply this
to realistic examples.
Module 4
What is the matter?
This module will extend students knowledge that has been gained in
module 2. Students will get involved in the heart of Chemistry – learning
about the periodic table, reactions, metals and reactivity’s. Excellent
practical opportunities will arise throughout as well as student’s being able
to make sense of why certain reactions take place, why we have a periodic
table and the reasons behind our extensive use of metals.
Module 5
Blast off
This module will extend on the knowledge that students gained in module 3.
After their initial planning on their mission to Mars students will now be
studying about the Science behind their travel. They will learn about all
forces involved during their flight and relate this knowledge to other
examples of when forces are used. Students will then use this knowledge to
calculate their speed and motion. Once they have completed their journey
students will be gaining knowledge on the rest of the solar system and how
it effects our planet.
Module 6
The Chemical apprentice
Students will be taking on the role of a chemical apprentice throughout this
module. They will be learning knowledge and skills and trying to use this to
win a place as the next ‘chemical apprentice’. They will gain knowledge on
reactions, acids, alkalis, separation techniques, metals and metal reactions.
Alongside this they will be improving their skills in practical work, planning
experiments and concluding their data. At the end of the module they will be
trying to prove their knowledge and skills by way of a chemical CV.
Module 7
Life on Earth
Students will be taking part in an engaging module on all of the different
aspects of how life appears on Earth. They will begin by studying plants and
their importance in our world. They will then move onto looking at animals
and food chains. Students will finish by learning about how humans rely on
plants and animals for life. This module will provide a great opportunity for
students to ask some of life’s big questions and this will improve their skills
in discussion and working together.
Module 8
Waves
During this module students will be studying the invisible world of waves.
They will begin by learning about all aspects of light waves and how these
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Module 9
Module
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waves can be used for our advantage. They will then move onto the study
of sound. Throughout both parts students will be able to relate their learning
to many everyday examples and the module will also
Evolve
This module links clearly to the knowledge gained in module 7 and takes
ideas further into students learning about genetics and evolution. The
module will answers many of life’s big questions and provide students will
be broad knowledge on why we are the way that we are. Students will begin
by studying reproduction in animals and plants and end by studying the
evolution of animals and humans. Along the way there will be excellent
opportunities for ethical and moral debates.
A chemical future
Students will finish the key stage three curriculum with an excellent module
on the chemistry of their future. There will be opportunities for students to
study the composition of our Earth, global warming, ozone layer depletion
and pollution. They will be able to advise people on how to live a
sustainable life now and in the future. Alongside this, students will study
some complex Chemical reactions and use the knowledge that they have
gained throughout the whole of key stage three to tackle these challenging
tasks, setting them up for their GCSE’s.
What can you do to support your child?
o Ensure that your child has bought the relevant revision guides. These are available from the
Science department at a slight discount and can be paid for through ParentPay.
o Ensure that your child is completing the homework set each week. Homework will be set as
per the whole school homework timetable every week, without fail!
o Encourage your child to seek help from his or her teachers if needed. Ensure that they attend
all intervention provided that is relevant for them.
Wider reading and useful web-sites or activities to support learning
o http //www.bbc.co.uk/schools/gcsebitesize/
o SAM learning
o Letts and Lonsdale Essentials OCR Gateway GCSE Science Revision Guide, ISBN 978-1905896-28-8
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History
Staffing
o Mr J. Buchanan - HOD - [email protected]
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Ms A. Fisher - Head of Kahlo house/ Induction
Ms R. Butler - Assistant Headteacher
Mr J. Taylor - Assistant Headteacher / Head of Sixth Form
Ms J. Robertson
Mr S. Malik
Ms R.Esber
Why study.....?
History is a relevant subject, recognised by the Government as integral to the English
Baccalaureate and recognised by Chestnut Grove Academy as a means of stimulating,
engaging and intellectually-provoking our students. Our History curriculum strives to challenge
our students on social, moral, spiritual and cultural issues through our diverse and inclusive
teaching strategies and our excellent teachers.
Students use a variety of skills to investigate this range of topics, such as analysing different
source materials, using empathy to understand different societies and engaging with other
students by developing role-plays. Students develop literacy, knowledge and comprehension
skills by producing various written pieces throughout the key stages. They also have the
opportunity to express themselves in more visual and creative methods, such as producing
presentations and visual storyboards, for example documenting an argument between Saladin
and Richard the Lion-heart or producing David Low-style cartoons in order to investigate the
role of political cartoons. Students are always challenged and continually required to test their
ideas in a stimulating and safe environment.
KS3 curriculum
Year 7
Unit
Why is 1066 such an important year in British History? Students will analyse the
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events of the Battle of Hastings and the impact of William the Conqueror and
the Normans.
Unit
Challenging the Crown: Who held the most power in the Middle Ages? Students
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will investigate the murder of Thomas Becket, the impact of King John and the
Magna Carta and the formation of Parliament.
Unit
What is the significance of the Black Death? Students will investigate the Black
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Death and reach a judgement on how significant the event was, using Christine
Counsell’s 5 Rs (Revealing, Remarkable, Resonant, Remembered and
Resulted in change).
Unit
Why did people go on the Crusades? Students will investigate the causes,
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events and impacts of the religious Crusades.
Unit
What was the Reformation? Students will investigate King Henry VIII as a ruler
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and will consider the reasons for the break with Rome.
Unit
Who were the Stuarts? Students will investigate the Stuart Royal family and the
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impact of the English Civil War.
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Unit
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Unit
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Unit
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Unit
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Unit
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Unit
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Unit
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Unit
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Year 8
What impact did the Slave Trade have on Black peoples’ lives? Students will
investigate the reasons behind the slave trade, arguments for the abolition of
slavery and the short and long-term impacts of Slavery.
Was the British Empire a ‘force for good’? Students will investigate a number of
case studies on the British Empire and will then reach a judgement on whether
the British Empire was a ‘force for good’.
How did the Industrial Revolution change Britain? Students will plot the cause
and effect of the Industrial Revolution, investigating the social, moral and
political issues that it raises.
What can we learn from the First World War? Students will investigate the
causes of the First World War and will then analyse a range of sources on the
conditions of the trenches.
How did the Second World War change the world? Students will investigate the
causes of the Second World War, British military tactics and life in Germany
throughout the period.
What was the experience of Jews during the Holocaust? Students will focus on
the lives of normal Jews affected by the Holocaust in Europe.
Year 9
Who are the British? Students will investigate the changing social, moral and
political structure of Britain since 1945.
How did Apartheid separate South Africa? Students will investigate the impact
of Apartheid on South Africa. Students will investigate notable individuals such
as Nelson Mandela, Desmond Tutu and FW De Klerk and will reach a
judgement on the effect of Apartheid on South Africa.
What was the Rwandan genocide? Students will investigate the causes, events
and outcomes of the Rwandan genocide. Students will also evaluate ‘Hotel
Rwanda’ for its usefulness as a source of evidence.
What is Communism? Students will investigate the concept of Communism and
will analyse the advent of Bolshevism in Russia.
What is the changing face of London? Students will investigate the changing
face of London in an extended period of time. Students will address London as
a significant city and investigate how it has developed through time.
TBC
What can you do to support your child?
Encourage your child to do his/her homework. Check the Homework Timetable for when your child
will receive his/her homework. Encourage your child to read around the subject. Reading lists are
provided by the History Department so please get in contact for more information. Engage with
your child in discussion at home. He/she will have lots of questions! Encourage your child to keep
up-to-date with current news stories and national and international events. Encourage your child to
read through his/her work, check for mistakes and ensure that there is a high-standard of
presentation.
16
Geography
Staffing
o Ms D. Gostling – Acting HOD [email protected]
o
o
o
o
o
Mr B. McCarthy – 2ic
Mr K. Reeve
Ms R. Esber
Mrs R. Jackson – Senior Assistant Headteacher
Mr C. Kingsley – Headteacher
Why study Geography?
“Geography illuminates the past, explains the present and prepares us for the future. What could
be more important than that?”
Michael Palin, President Royal Geographical Society
Geography is the study of the relationship between people and their physical environment.
Crucially, the subject allows us to think about how the world will change in the future, how that will
affect us and what we can do to improve life on our planet. Pupils learn about natural disasters,
climate change, global economics, international relations and conflict, population change and
physical processes including plate tectonics, coasts, glaciation and rivers. The subject also covers
key countries and regions including the UK, Russia, Africa, India, China and the Middle East.
Geography also teaches pupils about the value of the natural environment and encourages them to
revel in awe at its beauty
Geography is the subject that enables pupils to begin exploring complex questions about the world
in which they live including:
1.
2.
3.
4.
5.
How are humans affecting our climate?
Can the planet support so many people?
What will the wars of the future be about?
Should I learn Mandarin?
Why does our world look so beautiful?
Fieldwork is of vital importance in Geography. In Year 10 pupils carry out a week-long field course
in Norfolk as part of their GCSE and in Year 12 pupils spend three days on a residential
investigating river processes as part of their A Level.
Universities highly value Geography, both at GCSE and A Level. The Russell Group universities
consider it a 'facilitating subject' at A Level which grants access to top academic degree courses. It
equips pupils with a range of transferable skills including:
1.
2.
3.
4.
5.
6.
7.
Debating and communication skills
Strong IT skills, including using Geographical Information Systems
Independent research skills
Working in teams
Time management
Combining information from a variety of sources using excellent writing skills
Analytical and decision making skills
17
Studying Geography up to A Level and beyond opens the doors to a wide range of careers
including:









Town and transport planning
Chartered surveying
Civil engineering
Economics, business and finance
International development
Tourism
Environmental conservation
Politics and the civil service
Teaching
Successful Geography students are:






Up to date with the world around them - they regularly watch the news and
documentaries about places, the environment and the natural world.
Questioning – they ask questions about why things are the way they are and seek to
explore answers from different perspectives
Numerate – they understand data, recognise when it could be telling lies and use it to
illustrate the points they are making
Literate – they can construct logical, concise and well argued essays
Caring – they care about the world around them and how we are changing it
Inspired – they want to make a difference in the world
Curriculum
Students receive two periods of Geography a week during Key Stages 3. It is an EBacc
subject and can be chosen as a GCSE option in Key Stage 4, where it is studied for three
hours per week. At A Level, pupils who study Geography have five hours a week of the
subject.
KS3 Curriculum
Year 7
Unit 1
Unit 2
Unit 3
Africa Continent Study The physical and human geography of
Africa, the diverse culture of Africa, the future of Africa. Case
Study: East Africa
Rivers and Hydrology: The hydrological cycle and drainage
basin processes, the formation of river landforms, floods and
flood management. Case Studies: UK Floods and Pakistan
Floods.
World Cities and Urbanisation: Different types of settlement,
18
Unit 4
Unit 5
Unit 6
megacities, urbanisation patterns around the world, urban
problems, sustainability in the city. Case Studies: Mexico City,
Detroit and London.
Changing Coasts: Tides and how to read timetables, the
impact of tides on London, coastal landforms, coastal erosion
and coastal protection. Case Study: Happisburgh, UK.
Using maps and GIS to learn about our world: Ordnance
Survey Map Skills (scale, 4/6 figure grid references, contours,
map symbols), using GIS applications to understand more about
our local area. Case Studies: Balham and Snowdonia
Rocks, weathering and soils: Different rock types and
formation, features of different rock and soil types, weathering,
impact of rock type on human and physical geographical
processes.
Year 8
Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
Unit
6
Population: Global population distribution, global population growth, the
demographic transition model, population structure, the problems of an
ageing population, China’s One Child Policy, the population theories of
Thomas Malthus and Esther Boserup. Case Studies: UK, Japan,
Uganda, China
The Environment and Us: Causes and consequences of climate
change, marine pollution, species extinction, ecological footprints, acid
rain, solutions to environmental problems
Understanding Asia: The physical and human geography of Asia,
economic growth in Asia, the cultural geography of Asia, urbanisation in
Asia, natural hazards in Asia. Case Studies: India (Mumbai) and China
(Shanghai)
Glaciation: Global distribution of glaciers, key features of a glacier, how
glaciers have changed our landscape, impact of climate change on
glaciers and those who depend on them. Case Studies: Lake District,
India/Himalayas.
The Geography of the Middle East: Students investigate what it means
to be a ‘humanist’ and consider atheist arguments; they then evaluate a
range of human rights and consider why it might be difficult to apply them
at all times.
Learning through fieldwork: Students construct a class fieldwork
project on Balham and analyse the data that they collect.
19
Year 9
Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
Unit
6
Economic Geography: The employment structure of countries and how
this changes as countries become more developed, the theory of the
Clark Fisher Model of economic change, deindustrialisation in Britain, the
impact of the textiles sector in Bangladesh, life as an LIC farmer, the UK
financial sector, the rise of the BRIC countries, solving economic
problems in the UK and Ethiopia. Case Studies: UK (South Wales and
the City of London), Bangladesh, Kenya, BRIC countries (Brazil,
Rusissia, India, China) and Ethiopia.
How do we use natural resources and energy: The global patterns of
supply and consumption of natural resources and energy, the use of
fossil fuels and their impact, fracking in the UK, global deforestation, the
impact of the mining industry in LICs, fuelwood in LICs, renewable
energy. Case Studies: UK, Madagascar, the Amazon, Germany.
Geological Timescales and Plate Tectonics: Geological timescales,
the theory of plate tectonics, different types of plate boundaries, causes
and impacts of volcanoes, earthquakes and tsunamis. Case Studies:
Montserrat eruption, Japanese and SE Asian tsunamis, Christchurch and
Haiti earthquakes.
Weather and Climate: Global and UK weather patterns, weather fronts,
different types of rainfall, understanding weather synoptic charts,
interpreting scientific evidence about climate change.
The Geography of Russia: The physical and human geography of
Russia, the cultural geography of Russia, the distribution of natural
resources in Russia, the Russian energy sector, the impact of economic
change on Russia, Russia’s ageing population problem, Russia and the
Ukraine.
GCSE Skills Synoptic Study: Students develop and embed their
Ordnance Survey, GIS and fieldwork skills with a particular focus on the
physical geography of the Lake District and the human geography of
South London.
What can you do to support your child?
o Check your child’s planner and encourage him/her to invest time in completing homework for
Geography.
o Encourage your child to watch the news and watch factual documentaries.
o Download geographical apps on your smart phone or tablet including:
o Outside (access to Ordnance Survey maps)
o Spotzi Atlas
o The World in Numbers (Economist)
o Encourage your child to develop a knowledge of where countries are in the world and the
names of prominent cities. These can be tested online through fun games and applications.
o Discuss topical world events with your child and try to encourage them to think about the
impacts that these will have on different groups of people and the environment.
o Encourage them to look at maps of local places, Ordnance Survey maps and atlas maps.
20
Modern Foreign Languages
French, Spanish and Italian
Staffing
o Mrs H. Holding - HOD [email protected]
o Ms K. Gerrard (2i/c),
o Mrs T. Ortuno
o Ms A Lamenada
Why study languages?
There are many benefits to learning a language, they:
 Teach you more about your own language
 Improve your confidence
 Give you more of an understanding of the world
 Widen your career/job options
 Make travelling easier and more enjoyable
 Connect the world and promotes peace
 Help you make friends in a new country
 Show that you are open minded and tolerant
 Boost brain power
KS3 Curriculum
Key Stage 3 language students at Chestnut Grove study from a grammar based scheme of
work on a range of topics. Over the three years, students will be introduced to the past,
present and future tense to enable them to achieve a level 6+ and to prepare them for studying
a language at GCSE.
French
Year 7
Unit 1
Unit 2
Unit 3
Bienvenue
Students learn how to greet and introduce themselves
Students learn the difference between masculine and feminine nouns and
how to describe them using a range of adjectives
Students learn how to talk about age and birthdays
Toi et moi
Students learn how to say where they and other people are from
Students learn how to talk about and describe their families
Students learn how to describe themselves and other people using avoir
and être
Au college
21
Unit 4
Unit 5
Unit 6
Students learn how to talk about their school and what they study
Students learn how to tell the time and talk about their routine
Students learn how to talk about what they wear
Mes loisirs
Students learn how to talk about their hobbies
Students learn the weather
Chez moi
Students learn how to talk about where they live and their local area
Students learn how to describe their houses
Students learn how to say what they do in the evening
Les vacances
Student learn how to say where they go on holiday and what they do
Students learn directions for around town
Students learn how to order food from a restaurant
Year 8
Unit 1
Salut
Students recap on how to describe and other themselves using the present
tense
Students learn how to talk about their hobbies using the past tense
Unit 2
Ma vie
Students learn the numbers 1-100 in order to tell the time
Students learn to use reflexive verbs to talk about their daily routine
Students make comparisons between their week and weekend
Famille et copains
Students are able to talk about and describe the people in their family
Students learn how to say what is wrong with them and take part in a short
role play at the doctors surgery
Unit 3
Unit 4
À table
Students learn how to say what they eat at different times
Students learn transactional vocabulary needed for shopping/ eating out
Unit 5-6
Une semaine à Paris
Students learn how to form the future tense to talk about their holidays
plans
Students learn how to ask and give directions
Students learn about Paris and plan a trip to the city
Year 9
Unit 1
Rester en forme
Students learn how to talk about what they eat and drink
Students learn how to say what is wrong and basic vocabulary for the
doctors
Students learn how to order food and drink from a restaurant
22
Unit 2
Unit 3-4
Unit 5-6
Programme de la visite
Students use the future tense to plan a weekend in France
Student learn directions around town
Students learn how to buy a train a ticket
En vacances
Students use the past, present and future tense to talk about travelling
Students use a range of higher level opinions to talk about their holidays
Le monde du travail
Students use high level opinions to talk about school
Students use the present tense to talk about where people work
Students use the future tense to say what they would like to do in the
future and why
Spanish
Year 7
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5-6
Introduccíon
Students learn how to greet one and other and ask basic questions for a
short conversation
Students learn how to say what is in their school bag
Students use numbers to say how old they are
Mi familia
Students learn how to say where they and other people are from
Students learn how to talk about their families
Students learn how to describe themselves and other people
En colegio
Students learn how to describe their school and what they study
Students learn how to tell the time
Mi vida
Students learn how to describe their local area and where they live
Students learn how talk about their routine
Students learn how to talk about what they do in their free time/ after
school
En ciudad
Students learn how to describe a town and different modes of transport
Students use the present tense to talk about sport and their free time
Students learn how to give a range of opinions
Year 8
Unit 1
Unit 2
Mi familia
Students learn how to make comparisons
Students learn how to describe the people in their families
Students learn how to buy gifts in town
La comida
Students learn how to say what they eat and drink at different meal times
Students learn how to give their opinion about certain foods
23
Students learn how to buy a range of food at a supermarket
Unit 3
La ropa
Students learn how to talk about what they wear at different times
Students learn the different shops in town
Unit 4
Las vacaciones
Students learn how to say what there is in a town
Students learn how to say where they go on holiday using the past and
present tense
Students use the past tense to talk about what they did on holiday
Unit 5-6
El cine
Students learn how to make a date
Students learn about cinema and different film types
Students learn how to say what they have done using the past tense
Year 9
Unit 1
Unit 2
Unit 3-4
Unit 5-6
Una vida sana
Students learn how to talk about what they eat and drink
Students learn how to say what is wrong and basic vocabulary for the
doctors
Students learn how to order food and drink from a restaurant
El cuerpo y los dolores
Students learn the body parts in Spanish
Students learn how to say what parts of their body hurt
Students learn how to write and perform a dialogue at a doctors surgery
Mis vacaciones
Students use the past, present and future tense to talk about travelling
Students use a range of higher level opinions to talk about their holidays
El trabajo
Students use high level opinions to talk about school
Students use the present tense to talk about where people work
Students use the future tense to say what they would like to do in the
future and why
Italian
Italian specialist students learn at an accelerated pace for one hour a week. The will be
learning from the text book and student book AMICI.
Year 7
Unit 1
Unit 2
Introduzione
Students learn how to greet and introduce themselves
Students learn how to spell and pronoun the Italian alphabet
Student learn different countries and nationalities
presentazioni
Students learn how to use the verbs AVERE and ESSERE to talk about
themselves and their families
Students learn how to say what
24
Unit 3
Unit 4
Unit 5-6
Year 8
Unit 1
Unit 2
Unit 3-4
Unit 5
Unit 6
Year 9
Unit 1
Unit 2
Students learn how to talk about what they like to do during their free time
Tempo libero
Students learn how to give opinions about a range of topics
Students learn how to describe themselves and other people using
adjectives and the verb ESSERE
Students learn how to talk about their hobbies
Dove abiti
Students learn how to talk about where they live using the present tense
Students describe where they live using prepositions
La vita quotidiana
Students learn how to tell the time in Italian
Students learn how to talk about their daily routine in Italian
Students are introduced to the past tense in Italian to talk about their
hobbies and free time
La mia scuola
Student use the present tense to talk about school and what they study
Students then prepare for a speaking presentation with follow up questions
In città
Student learn different directions to help them get around town
Students learn transactional language to help them order a train ticket
In vacanza
Students learn how to talk about their holidays using the past and future
tense
Students learn how to talk about the weather
Students learn how to book accommodation for a holiday
Students learn how to make a complaint about a holiday/ stay
Al ristorante
Students learn how to order a drink/ food from a bar
Student learn about different meals in Italy
Students learn how to organise a trip out
Nella mia città
Students learn how to describe a town
Students use practical language to learn how to buy basic items in town
Student learn how to plan a trip to the beach
La vita quotidiana
Students learn how to talk about a typical day using the time and the
routine
Students learn how to say how they help at home using the present tense
Students then prepare for a speaking presentation with follow up questions
Nel mio tempo libero
Student learn how to talk about what they like to do in their free time using
opinions
Students revise the past tense for regular and irregular verbs
Students finish with a writing assessment about themselves
25
Unit 3
Unit 4
Unit 5-6
Dal dottore
Students learn how to say what is hurting
Student learn the vocabulary needed for the doctors and hospital
Students finish by preparing a conversation at a doctors
Dieta e salute
Students learn to talk about what they eat and drink
Students learn how to form the future tense
Students learn how to plan an evening out
L’Italia
Students learn how to describe the geography of Italian
Students use the past, present and future tense to talk about a holiday in
Italy
Text books: Expo Rouge, (French) Mira, (Spanish) Amici, (Italian)
Exam board: EDEXCEL
Web-site: www.edexcel.com
Revision List
 Free Time & hobbies
 School & uniform
 Personal description and family
 Personality
 Food & drink
 House & home
 Holidays
 Healthy lifestyles
 The environment and social issues
Exam dates:
May 2015
Wider reading and useful web-sites or activities to support revision
o www.bbcbitesize.com
o www.linguascope.com (please contact the department for details)
26
Philosophy, Beliefs & Ethics
Staffing
o Ms J. Taylor – HOD [email protected]
o Mr S. Malik
o Ms J. Robertson
Why study Philosophy, Beliefs & Ethics (PBE)?
England is a multi-cultural and multi-faith society, a fact that brings great benefits, but can also lead
to misunderstandings and conflict. Prejudices are easily formed; if students are not to
misunderstand different beliefs and attitudes, they must be well-informed. Yet, under pressure from
testing and bombarded by the mixed messages of the media, students are often short of time to
reflect on life's larger questions.
Religious Education is now known as Philosophy, Beliefs & Ethics, a title which better describes
the breadth of the subject. Students no longer merely study religious texts: they examine religious
beliefs, moral, ethical and cultural issues and the interaction between them. There is, of course, no
shortage of topics for discussion: genetic engineering, war, the paranormal, illegal and legal drugs,
relationships and many more.
Students in English schools are required to study PBE. Unlike other schools, here at Chestnut
Grove Academy, we think it better that their years of study should lead to a qualification; all our
students sit the GCSE exam at the end of year 11
Successful PBE students are:







Knowledgeable about a wide range of current topics; not a week goes by when one of our
topics isn’t in the news;
Literate; our students learn to express ideas orally and in writing;
Good listeners; they learn to respect the opinions of others with whom they disagree;
Able to evaluate different perspectives using relevant evidence and reasoned argument;
Highly employable because they are aware of current affairs and of the different beliefs
and cultures they are likely to encounter in the workplace;
Self-aware because they have reflected on their own identity, the meaning of life and moral
issues;
Media savvy, because they have learnt to assess the information provided by the media.
Curriculum
Students receive one period of PBE a week during Key Stages 3 and 4; this enables them to begin
their GCSE in Year 9 and to complete the full-course by the end of Year 11. Students can then opt
to continue the subject for A-Level.
27
KS3 Curriculum
Year 7
Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
What is a religion? Students consider what makes something a religion,
the law relating to religion, what the difference is between a theist and an
atheist, what a sect and a cult is and why these cause concern as well as
why fundamentalism might be on the rise.
Sikhism: Students learn about the 5 Ks and other important Sikh beliefs
including the concept of equality and how it is shown; they evaluate
whether violence is ever acceptable and take part in a langar meal
together.
Judaism: Students learn about the patriarchs and why they are
important; they will consider what makes someone Jewish and why this is
different to other religions; students design their own Seder plate and
investigate the conflict in the Middle East.
Buddhism: Students study the philosophical ideas that underpin
Buddhism and consider what makes something a religion; they reflect on
their own identity and learn about the Dalai Lama and his struggle to free
Tibet.
Hinduism: Students consider the philosophical concept of karma and
Brahman as they study one of the world’s oldest religions; they learn
about Hindu deities and use board games to study Hindu concepts.
Year 8
Unit
1
Unit
2
Unit
3
Unit
4
Islam: Students consider what Islamophobia is and how it can be
prevented; they learn about the 5 Pillars of Islam as well as the life of
Malcolm X and evaluate the use of the Muslim veil before preparing a
media campaign.
On being human: Students consider a range of philosophical and ethical
debates relating to being human, including the philosophical problem of
personal identity (what makes us who we are even though we change?);
the mind-body problem (is there a separate mind?); the issue of free-will
(are we really free or genetically determined?) and whether or not
humans are special compared to other animals (what is our place in the
world?). The course is designed to help students develop critical thinking
skills and is extremely interesting!
Creation: Students evaluate a range of philosophical and scientific
arguments about the origins of the world; they consider the debates
surrounding creationism and God’s existence including the Problem of
Evil and Suffering and the Design Argument.
Christianity: Students investigate how Jesus has been portrayed around
the world and how these different pictures represent the Christian belief
28
Unit
5
in the Incarnation; they learn about the concept of the Trinity using a
Mars bar and investigate the different accounts of Jesus’ birth using
games and a film. Students investigate the Easter story and take part in a
mock trial; they consider why Jesus is important to Christians today and
research the lives of famous Christians such as Martin Luther King.
Humanism: Students investigate what it means to be a ‘humanist’ and
consider atheist arguments; they then evaluate a range of human rights
and consider why it might be difficult to apply them at all times. They
consider atheist arguments, such as whether religion really is the source
of all conflict, and investigate famous atheists including Karl Marx.
What can you do to support your child?
o Encourage your child to read a newspaper at least once a week; this develops their literacy
skills and keeps them informed of current ethical issues that they can discuss in their work.
o Encourage your child to complete additional research, either through using books and the
internet (under your supervision) or through discussing the issues with members of your
community.
o Help your child master the ability to reason and evaluate by debating issues with them. Make
sure they learn to use evidence and clear examples to support their points, whether arguing
about politics or about doing the washing up!
29
Design Technology
Staffing
o Mr J. Wildman - HOD, Head of Hepworth House [email protected]
o Mr T. Stokes – D&T Teacher
o Ms D. Lewin: D&T Technicia
Why Study D&T?
Design & Technology at Chestnut Grove Academy is taught in a way that nurtures young thinkers and
inspires them to be the designers for the next generation.
Students are challenged in ways that encourage them to work independently, designing, problem
solving and creating. We deliver strong and diverse projects that cater for students of all capabilities
and that encourage them to look at the world and investigate how they can use design to improve it.
Key Stage 3
Design & Technology at Key Stage 3 focuses on three key areas; designing, making and evaluating.
Designing



Identifying and designing for a target market.
Developing design proposals through detailed sketches and modelling making.
Drawing in Orthographic and Isometric projection.
Making


Manufacturing skills through practical tasks
Demonstrating tool and material knowledge.
Evaluating



Analysing existing products to aid the design process.
Evaluating final outcomes and products based on a design criteria.
Testing products on target market and using suggestions for further developments.
Year 7
Project 1
Project 2
Project 3
Healthy Eating Board Game: An introduction to graphic products which focuses on
promoting healthy eating and lifestyles through designing and making a board game.
Clocks: An introduction to product design which looks at designing and making a clock.
This project also looks at material properties of woods and plastics.
Pen Holder: An introduction to resistant materials which focuses on thermoplastics and
how to manipulate them using a variety of tools in the workshop. This project is also
designed to encourage students to be more organised and organise their equipment at
home.
Year 8
Project 1
Project 2
Cafe/Restaurant Promotion: A graphic products project focusing on logo design and
branding. Students produce a menu and takeaway bag to promote a cafe or restaurant
they design.
Jewellery: A product design project which looks at uses CAD and CAM to produce an
item of jewellery.
30
Project 3
Roller Ball: A resistant materials project which builds on prior knowledge of workshop
tools and equipment. This unit looks at the subject of homophobia and racism and
producing an item to educate people about these issues. The roller ball projects builds
knowledge of softwoods and manufactured woods.
Year 9
Project 1
Project 2
Project 3
Packaging: A graphic products project focusing on the production of commercial
packaging. Students look at how it is designed and produced in the design world.
Phone holder: A product design project which looks at designing and making a product
using CAD/CAM, specifically 2D Design, laser cutter and vinyl cutter. This unit looks at
the subject of mobile phones and the impact they have on society.
Jewellery box: A resistant materials project which focuses on producing different types
of wood joints. The box is a development of the year 8 Roller Ball project but requires
more robust knowledge of tools and materials. Students also explore the theme of
jewellery in different cultures.
What can you do to support your child?
o Visit exhibitions and galleries which would keep your child informed of current and past
design movements, designers, architects and illustrators.
o Encourage your child to complete additional research.
Websites such as
www.technologystudent.com and www.bbc.co.uk/schools/gcsebitesize/design/ are great for
building independent learning skills.
o Encourage your child to do his/her D&T homework. In Key Stage 3 students will receive
homework once every two weeks and once a week in Key Stage 4. These homeworks are
often theory based and backup the practical element of D&T we complete in lesson times.
o Encourage your child to attend D&T club (KS3) and intervention sessions (Ks4). D&T
enriches what is taught in lessons and runs every Friday 3.05pm-4pm. Intervention sessions
run at the same time for year 10 and 11 students in order for them to achieve the highest
possible grade for their GCSE in Product Design.
31
Performing Arts
Staffing
o Ms E. Salsbury - Head of Performing Arts – Teacher of drama & dance – Assistant
Headteacher
o Ms E. Durban - HOD Music
o Ms K. Striesow - Music Teacher (Head of Turner house, Teacher in charge of MAGTA)
o Mr C. Burstow - Music Teacher
o Ms N. Verber - HOD Drama (Head of Da Vinci house, teacher of English)
o Mr M. Reilly - Teacher of Drama & English
o Ms S. Crawford - HOD Dance
o Mr A. Kiley - Teacher Music Technology and Performing Arts Technician
Why study.....?
Creativity is the now considered the highest order skill and Performing Arts encourages students to
be creative and in class by composing, choreographing and devising. The Arts are a vital part of
the curriculum and skills learned and honed in performing arts lessons will support students in all
other areas of study, as well as being fun. Studying the Performing Arts develops transferable skills
in teamwork, problem solving, resilience & leadership. Music, Dance & Drama are available to
study at KS4 & 5 at Chestnut Grove.
We
are
very
proud
of
our
students,
please
visit
our
website
www.chestnutgroveperformingarts.co.uk or follow us on twitter @CGAPerformers to keep up with
our latest events or watch some videos on youtube.com/missdurbanmusic to see some of our
exemplar work.
Music
KS3 curriculum
Throughout KS3 students are taught Music for one hour each week in their tutor groups.
Lessons focus on three main strands of learning; listening, composing and performing.
Students learn about different styles of music and varying musical traditions from Beethoven to
Bob Marley with the opportunity to use a variety of instruments including percussion,
keyboards and ukulele in order to further their practical music skills. Music Technology skills
are further developed in year 9. Singing is an important part of the curriculum with all of year 7
taking part in the InterHouse Performing Arts Competition in October and a massed choir at
the Winter Concert. We also encourage all students to learn the basics of reading musical
notation and traditional aural skills. During KS3 our Music homework projects are designed to
support the practical school curriculum with research projects about the areas of music they
are studying in class. We believe that it is important for all students to learn to appreciate
32
music from different countries and genres and to give students the opportunity to enjoy and
develop their practical music making in class.
Unit
1
Description (3 sentences maximum) Year 7
NC Focus – performing, listening, composing
In the Autumn Term, students study two units in music: Song Writing which
includes Keyboard Skills and Vocal Techniques.
Unit
2
In Vocal Techniques students learn about the anatomy of the voice and what
makes a good performance. Students all take part in the Inter House singing
competition and the Winter Concert.
Song writing involves learning a keyboard riff (performance used to determine
music target) and writing lyrics to go with it. This develops understanding of
rhythm.
When playing the keyboard students learn to play pieces by reading music and
performing it. Students who receive instrumental lessons also gain extra
understanding of how to read music through their instrumental studies.
During the Autumn Term students will be singing in most of their lessons
this is working towards the Year 7 House Music Competition and the
Winter Concert where all Year 7 students will sing in a mass choir. The
concert is on Thursday 18th December at 7pm and all students are
expected to attend.
Unit
3
NC Focus – elements of music, listening, composing, performing
In Elements of Music unit, students learn about the building blocks of music and
how to recognise them. Keywords include; Pulse, Tempo, pitch, Timbre,
Rhythm, Duration, Ostinato, Polyrhythm, Texture, Dynamics and Silence.
Students will be using keyboards for this Unit and will explore the keywords
through listening, composing and performing.
Unit
4
NC Focus – History & evaluation, notation, performing, listening
As part of the Orchestra unit, students will study the layout and components of
a traditional orchestra. Students will then work towards a class performance of
Beethoven’s 5TH symphony using the keyboards as well as designing and
building their own instruments.
Unit
5
NC Focus – Notation, composition, performing
In the Soundscapes & Ostinati unit students develop an ostinato rhythm, learn
to notate this and then create a Soundscape composition, complete with
graphic score, which explores the elements of music. Keywords include Pulse,
Tempo, Pitch, Timbre, Rhythm, Duration, Ostinato, Polyrhythm, Texture,
Dynamics and Silence. Students gain and understanding of each of these
words through various activities including performing, composing, listening and
appraising.
Unit
6
NC Focus – Listening, performing, History, composition
During the Gamelan Music unit, students learn about and play music from
Indonesia. They create a piece of music for a shadow puppet play.
33
Students will then revise all of the music topics taught throughout the year and
have a listening exam based on these topics, they will also be assessed on
their Gamelan performance. Their end of year result is calculated from the
results of this listening exam, the extended homework task and the
performance and composition assessment during the year.
Any opportunity students have to hear, participate in and discuss live music will
improve their awareness and ability in this subject.
Unit
1
Description (3 sentences maximum) Year 8
In the Autumn Term, students study two units in Music: The Blues and Reggae
NC Focus – history, performance, composing, listening
In The Blues unit, students learn about the history of Blues music. They will
learn the blues chords and bass line on the keyboard, they will then learn to
improvise using the blues scale. Students will compose their own Blues
melodies and lyrics to fit with the chords and bass line.
Unit
2
NC Focus – history, performance, composing, listening
In the Reggae unit they learn the features of Reggae and its development,
including its importance in today’s music styles. Students learn about chords
and play the accompaniment to One Love by Bob Marley on the Keyboard, as
well as learning to sing it. Students then create their own Reggae song.
Unit
3
In the spring term, students will study two units in music: African Music and
Latin American.
NC Focus – notation, performance, history, composing, elements of
music
In the African Music unit students learn about the main features of African
Music with a particular focus on Drumming & Singing. Students create their own
percussion performance as well as developing notation skills. They will sing
traditional African songs.
NC Focus – notation, history, performing, composing
In the Latin American unit students discuss the main features of music from
Latin America. Students learn a Latin American Song, Sway and learn to
perform Samba percussion music in a group. Samba is often performed in
carnivals and many celebrations in the centre of London have Samba band
performances. The school has an excellent samba band which all students are
welcome to attend. There is a group called Kinetika which has an extremely
good Samba band which secondary school students are welcome to join. A
keyboard is also a useful resource and can be purchased cheaply for your child
to practice their music work at home.
Unit
4
Unit
5
Unit
6
NC Focus – elements, notation, performing, composing, history
During the summer term students learn about music from India. India has a rich
musical heritage and students will learn about instruments and musical devices
used in this part of the world. Students will then write their own Indian Music
composition.
NC Focus – elements, history, composition, performing, listening
Pop music – students will learn how to build a chord, the different parts of a pop
34
song and traditional pop song structure. They will then write their own pop song.
During the Summer Term in Year 7 and 8 students revise all of the music topics
taught throughout the year and have an hour long listening exam based on
these topics. Their end of year result is calculated from the results of this
listening exam and the performance and composition assessment during the
year.
Any opportunity students have to hear, participate in and discuss live music will
improve their awareness and ability in this subject.
Unit
1/2
Description (3 sentences maximum) Year 9
Students in year 9 rotate every half term – they spend half a term on practical
and half a term on music technology.
NC Focus – performing, elements of music
In The Ukulele unit, students have the opportunity to learn a new instrument.
They will learn how to play chords and understand how these are used in song
writing. Students will learn to perform a song and write their own if they are
feeling adventurous.
Unit
1/2
NC Focus – composing, history, listening
In Music Technology students will explore the world of computer generated
music using the program Garageband. Students will create their own
soundtrack to accompany an advert using the skills they have learnt.
Unit
3/4
NC Focus – listening, composing, performing
In the Film Music unit they learn the features of film music and its
development, including how much the music influences films and the
atmosphere. Students learn about different styles of film music and will
compose their own piece of music to accompany a horror film.
Unit
3/4
NC Focus – history, composing, listening, elements of music
In the second music technology unit students will complete a Classical Remix
– they will choose from 3 famous classical motifs and rearrange them in either a
Pop, Dubstep or Heavy Rock style. They will be using Garageband for this unit
in addition to listening and developing their understanding of Popular music
genres.
In the Summer Term, students study Recording skills and musicals.
NC Focus – listening, performing, elements of music
In the Recording skills unit students will learn about the history of recording and
will then record/mix a recording made in class. They will learn about
microphone technique, effects and sonic field.
NC Focus – listening, performing, history, composing
In Musicals students will learn about the history of Musical Theatre and will
learn a number to perform in class. Students will also be given the opportunity
to compose their own song for a musical.
Unit
5/6
Unit
5/6
35
Drama
Drama is taught on a carousel basis with Dance in years 7, 8 and 9. Students study units that
introduce them to skills and techniques which are then applied through practical class work.
Students study a wide range of texts and Drama genres. They use poems, photographs and
pieces of music as stimuli to devise their own dramatic pieces and explore topics and themes
through the use of a variety of drama strategies.
Unit
1
Unit
2
Unit
3
Unit
1
Unit
2
Unit
3
Description (3 sentences maximum) Year 7
Introduction to Drama (first two weeks) and Greek Theatre (5 weeks).
Students use stories and stereotypes and a wide range of drama techniques as
an introduction to the subject before looking at the way the Ancient Greeks
would have staged a play and used props, costume and the Greek chorus.
They also study ‘King Midas’ a (Greek-Roman Myth) and re-create scenes from
this Myth. Movement from chorus work also links to their performance at the
Inter-House competition in the first half term.
Physical Theatre
Students are introduced the genre of Physical Theatre and non-naturalistic
drama. Students work together using physical theatre to create inanimate
objects in a haunted house scene. Students create a non-naturalistic piece of
drama using poetry as the stimulus for a final performance.
Script work and Bullying. Students study a modern play ‘The Terrible Fate of
Humpty Dumpty’. Using this text as stimulus they explore the issue of bullying
and how it could make people feel (the bullies, the victims and others involved).
Students also use drama activities to explore how to prevent bullying from
happening and the choices young people make around peer pressure.
Description (3 sentences maximum) Year 8
Silent Movie
Students are introduced to the genre and style of Silent Movie and how it links
to Commedia Dell'arte. They consider 3 main elements of the Silent Movie style
and rehearse and perform stock characters in the genre.
Harriet Tubman and The Song
Students study the story of Harriet Tubman and the conditions in which she
lived in slavery. Students use a range of strategies including improvisation,
gesture, movement and song and work in role to explore the life of a slave and
the way in which Harriet Tubman led so many to escape. This unit links to Black
History month with its exploration of slavery and The Underground Railroad.
Soap Opera
Students study the conventions of Soap Opera directing and performing script
extracts from a range of well-known soaps. Students create characters in a
soap opera and write scripts for their own mini soap opera which they direct and
perform.
Description (3 sentences maximum) Year 9
36
Unit
1
Unit
2
Unit
3
Aliens
Students examine what it is to be human in this unit where they take on the
roles of Aliens researching the human species. Students respond to cues, clues
and prompts offered by the teacher working in role with the class to initiate and
deepen dramatic explorations of texts and other stimuli.
Blood Brothers
Students study Willy Russell’s successful West End production Blood Brothers.
Using the script and themes of the play students explore the ideas of Nature
and Nurture. Students work on their development of characters and perform
parts of the play.
Let Him Have It
Using the true story of Derek Bentley students use a wide range of techniques
and strategies to develop their understanding of the Drama medium. A range of
strategies and stimuli linked to the 1950s case are explored in the way they
would at GCSE level in preparation for those choosing Drama at GCSE.
Dance
Throughout KS3 students develop their skills in the three key areas of dance: performance,
choreography and evaluation. They explore a variety of dance styles at KS3 including African,
Bollywood, Breakdance, Contemporary dance and Streetdance. They also use a variety of
stimuli from sport through to spies to create their own dance pieces. Through each unit they
also develop teamwork and problem solving skills, creativity, physical fitness and confidence.
Unit
1
Unit
2
Unit
3
Unit
1
Unit
2
Unit
3
Description (3 sentences maximum) Year 7
After an introduction to basic performance and choreography skills students go
on to choreograph and perform a dance for the song they have chosen for the
inter-house Performing Arts competition on the 21st October.
Students develop their skills in the style of Jazz Dance. They learn a fastpaced, lively partner and develop teamwork skills by working in groups to
create and rehearse dance phrases. Students complete a homework project to
help them understand the history of Jazz Dance and how it links in with
important moments of history such as the slave trade and the first world war.
Students create a duet based on the stimulus of spies, developing their creative
thinking skills. They will also improve their performance skills, exploring how to
show a character through dance.
Description (3 sentences maximum) Year 8
Students learn an African dance sequence and create their own. They learn
about the key features of African dance and gain an understanding of where
various African dances come from.
Students explore the many exciting, energetic dance styles from North and
South America including Salsa, Breakdance, Capoeira and Lindy Hop
developing their performance skills.
Students learn about Bollywood dance, exploring the culture it was created in,
learning a high energy Bollywood dance and developing their choreography
37
Unit
1
Unit
2
Unit
3
skills by learning about group choreography devices. They complete a
homework project researching into the style of Bollywood and learning about
the country and culture it is from.
Description (3 sentences maximum) Year 9
Students study a topical issue through dance, learning sections of ‘Swansong’,
a professional dance about political prisoners. They develop contact skills
learning how to lift and support each other. Students complete a homework
project researching into the work of Amnesty International and completing some
creative writing.
Students study various styles of Street dance, understanding how the style has
developed and learning and choreographing a street dance sequence.
Students learn, help choreograph and perform dances from various well known
musicals such as Grease, West Side Story and Hairspray. They also gain an
understanding of costume, lighting and set design.
38
ICT & Computing Curriculum Guides
Staffing
o Mr P. Hepworth – HOD [email protected]
o
o
o
o
Mr V. Ting 2ic and KS3 computing coordinator
Mr D. Tinkorang
Mr N. Gulley
Mr D. Dobbs
Why Study Computing?
Our Computing programme helps open the doors to a rewarding profession that emphasizes
multiple skill sets, problem solving, logical thinking and allows the student to pursue various options
in traditional IT, traditional communications, or in new combined careers.
Computing professionals support the emerging goals and cultures of the people and organizations
they serve. The demand for ICT and computing skills is growing. As an emerging field, ICT and
computing jobs generally pay well and provide leadership challenges and opportunities that
contribute to a satisfying career. Computing can lead to technical jobs and technology consultation.
KS3 Computing curriculum (One lesson a week)
Description
Year 7
Students are introduced to Esafety and the basics of computing which
includes Health and Safety, Inputs and Outputs, basic networks and
computer components.
They move on to Kodu, an event driven graphical games development
environment where they can plan, design and create 3D games.
Spreadsheets are followed by essential programming elements using the
Scratch interface and the year ends with an introduction to databases and
the importance of information.
Both Kodu and scratch are free programs that can be downloaded at home,
if you need any help with this please contact the Computing Department.
Year 8
Our year 8 students will first look in detail at the different parts of a computer,
their function and importance. This is followed by Flowol which gives the
students a chance to appreciate program flow and programming instructions
to a machine. A small programming project is undertaken in Python and is
followed by online gaming creation using Stencyl.
Website design and structuring together with ICT skills round the year off.
Both Stencyl and Python are free programs that can be downloaded at
home, if you need any help with this please contact the Computing
Department.
Year 9
In year 9, the importance of Esafety is reiterated before 3D planning and
design using Sketchup. Before Christmas students turn their attention to
creating a theme park project combining planning, financial, design and DTP
advertising elements. Spreadsheets are covered in more detail using a
specific theme and the year is rounded off with a brief unit on databases.
Sketchup is a free programs that can be downloaded at home, if you need
any help with this please contact the Computing Department.
39
With Significant changes happening in the curriculum linked to Computing, we have taken the
opportunity to launch a new GCSE in computing, which is part of the English baccalaureates to
the year 10 students. This focus heavily on programing, hardware and software which supports
the functions of computing. This gives students an opportunity to develop a good foundation in
all areas of computing and learn and develop skills in programming languages. Setting them
up for both a levels and work.
In year 11 students are taking a BTEC first award in IT, this covers a range of areas including,
animation, image editing, web development and hardware and software of ICT systems. The
course is made up of 3 parts coursework and one part exam. The skills learned within this
course can be used across most subjects at both a-level and further into university or work.
What can you do to support your child?
Your child should keep up to date with the latest technological developments by using websites
such as www.bbc.co.uk/click and www.pocketlint.com.
To be updated with the latest
developments in Computer Science, visit http://www.computingatschool.org.uk/ and www.code.org.
In a number of cases the software we use with in the school is free to download, if you are unsure
how to do this or if it is freely available then please contact the Computing department for further
support.
Having the software at home will give students a great opportunity to practice and demonstrate the
topics they are learning in Computing, if however if this is not possible, the school library and ICT
rooms (pre booked through class teacher) can be made available.
40
Physical Education
Staffing
o Mr J. Tobin - HOD - [email protected]
o
o
o
o
Mr J. Hallsworth (2ic)
Ms K. Fletcher - Head of Kapoor House
Ms A. Ayris - ic girls’ P.E
Ms S. Longville - Technician
Why study.....?
This course will appeal to you if you have a keen interest in sport and recreation and always look
forward to your PE lessons, you take part in sport/recreation outside of class time, you want to
follow a course that develops knowledge and understanding through practical involvement, you
want to know more about the benefits of sport and exercise. The course builds on the knowledge,
understanding and skills established in your high school. It will give you exciting opportunities to be
involved in a number of different physical activities. You can perform in one or all of the following
roles: player/participant, leader or official. You will learn to: develop your knowledge and practical
skills in a range of physical activities, the effects of exercise and how training can improve
performance, ways to improve your own development in a variety of roles, identify ways to develop
and maintain a healthy and active lifestyle through participation in physical activity.
KS3 curriculum
Year 7
Description (3 sentences maximum)
Unit
All students follow and induction course to PE being introduced to the different
1
activities and being made aware of the facilities and Health & Safety
requirements of different activities.
Unit
Rotation of activities between, Handball, Netball & problem solving. Each group
2
to follow a unit on each activity learning basic skills and an introduction to
tactics and rules of the activity.
Unit
Continuation of activities in unit 2 followed by introduction of new activities.
3
Rotation of activities between, Hockey, Netball & Problem solving. Each group
to follow a unit on each activity learning basic skills and an introduction to
tactics and rules of the activity.
Unit
4
Unit
5
Unit
6
Continuation of the activities in unit 3 Problem solving, Hockey & Handball.
Rotation of activities between Netball, Handball & Hockey Each group to follow
a unit on each activity for learning basic skills and an introduction to tactics and
rules of the activity.
Rotation of activities between Athletics Rounders & Cricket. The whole school
sports day takes place in this term. Culminating in project week where students
are given the opportunity to take part in extended versions of the activities
studied this year.
41
Year 8
Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
Unit
6
Description (3 sentences maximum)
Rotation of activities between Hockey, Badminton, Netball developing and
refining skills tactics and beginning to develop leadership skills.
Continuation of activities in unit 1. Hockey, Badminton, Netball.
Continuation of activities in unit 1. Hockey, Badminton, Netball.
Rotation of activities between Football, Fitness Basketball developing and
refining skills tactics and beginning to develop leadership skills.
Rotation of activities between Football, Fitness Basketball & Handball
developing and refining skills tactics and beginning to develop leadership skills.
Rotation of activities between Athletics Rounders & Cricket The whole school
sports day takes place in this term. Culminating in project week where students
are given the opportunity to take part in extended versions of the activities
studied this year.
Year 9
In year 9 students opt into a chosen pathway of activity that they feel suits them best. They will
take part in arrange of activities, where they will develop and refine skills and develop
leadership skills.
Description (3 sentences maximum)
Unit
Choice of activities from Hockey, Volleyball, Netball developing and refining
1
skills tactics and beginning to develop leadership skills.
Unit
Choice of activities from Hockey, Badminton, Netball developing and refining
2
skills tactics and beginning to develop leadership skills.
Unit
Choice of activities from Football, Fitness and Badminton developing and
3
refining skills tactics and beginning to develop leadership skills.
Unit
Choice of activities from Basketball Handball Fitness developing and refining
4
skills tactics and beginning to develop leadership skills.
Unit
Choice of activities from Fitness, Hockey Trampling developing and refining
5
skills tactics and beginning to develop leadership skills.
Unit
Rotation of activities between Athletics Rounders & Cricket The whole school
6
sports day takes place in this term. Culminating in project week where students
are given the opportunity to take part in extended versions of the activities
studied this year.
What can you do to support your child?
Parents can help and support learning by:
o ensuring that PE kit is brought to every lesson and should be clearly marked with the student’s
name,
o encouraging physical activity as part of a healthy lifestyle,
o encouraging students to join in the many extra-curricular activities on offer; the Department
runs a number of sports teams.
The PE department welcomes the support of parents at extra-curricular fixtures and is always
pleased to deal with any queries. Initial contact should be made with your child’s PE teacher
42
Art
Staffing
o Mr A. Butcher – HOD (Visual Arts)
o Ms C. Keeble (2ic and Teacher in charge of specialism) (Digital Arts)
o Ms J. Egan (Visual Arts)
o Ms K. Robinson (Visual Arts)
o Ms S. Kench (Textile and surface pattern)
Why study Art and Design?
The Art Department aims to: "Improve the quality of students' learning, their ability to think,
perceive, make decisions, work through problems - heightening and improving their personal
perception of the world and their reactions and responses to it.“ We believe that pupils should be
enabled to:





express ideas and feelings
interpret visual images
transform material into images and objects
use skills of planning and visualisation
work with the intuitive as well as the logical process of designing
Our Arts Specialist Status enables us to provide pupils from year 7 to Degree level, with the
appropriate skills needed to follow a successful career pathway in the arts industry. Pupils, who
achieve their full potential in art and design and decide not to follow a career pathway in this area,
can be assured of leaving Chestnut Grove Academy with the skills needed to succeed as creative
leaders in this fast changing global community.
KS3 curriculum
Year 7
Description (3 sentences maximum)
Unit 1
In this unit, pupils explore their ideas and feelings about buildings and
What’s in a their experiences of walking through spaces. They record interesting
Building?
features, such as doorways, arches, windows, porches and courtyards.
They evolve designs for sculpture based on their studies and produce a
sculpture of a building in clay or paper. They
look at the work of architects, designers and sculptors.
Unit 2 Self
In this unit, pupils explore their personal identity as a starting point. They
Image
create images that reflect their ideas of themselves, working from
observation, memory and imagination. They develop skills using
traditional materials and processes and have the opportunity to combine
traditional and digital media. They learn about the ideas, methods and
approaches used by other artists who have made images of themselves
and/or portrayed others.
Unit 3
In this unit, pupils explore landscape as the starting point for two- and
Recreating three-dimensional work. They collect visual and other information by
landscapes visiting a landscape and by studying the methods, approaches and
intentions of artists and craftspeople who use the environment as
inspiration. They manipulate the visual and tactile qualities of materials to
convey mood and feeling about a landscape and construct textile-based
work.
43
Year 8
Unit 1
Objects
and
Viewpoints
Unit 2
Animating
Art
Unit 3
Shared
View
Description (3 sentences maximum)
In this unit, pupils explore familiar objects from different viewpoints as the
starting point for their work. They develop their ideas by selecting and
abstracting qualities of objects to use as the basis for a painting. They
learn about the ideas and approaches of the cubists and their influences
and make connections with other artists
who worked from still life.
In this unit, pupils explore the use of the moving image to communicate
ideas about particular genres or styles of art. They analyse paintings,
films, cartoons, illustrations, digital images, photographs and images from
contemporary visual culture. They learn how to represent ideas and
values using the moving image. They make connections between
abstract expressionism, expressionism and pop art of the 1960s and
contemporary
moving images.
In this unit, pupils explore and use natural and other materials to
construct a temporary, site-specific work, which represents a shared view
of their locality. They work in groups to make a collective response. They
analyse examples of work from different times and cultures where ideas,
beliefs and values are shared and communicated through art, craft and
design.
Year 9
Unit 1
Life
Events
Description (3 sentences maximum)
In this unit, pupils explore ideas and feelings about an event in their own life
as the starting point for image making. They analyse paintings, prints,
photographs and digital images, including examples of photojournalism, to
learn how visual qualities can be manipulated to evoke strong reactions and
to represent ideas, beliefs and values. They make connections between
eighteenth- and nineteenth-century paintings and contemporary visual
culture.
Unit 2
In this unit, pupils explore contemporary design and the ways in which
Change artists take ideas from the work of others and synthesise these into new
your
creative forms. They develop their own ideas and design and make woven
Style
textiles, a ceramic form, a three-dimensional construction or body
adornment. They investigate the influence of art from different cultures and
traditions on fashion and design.
Unit 3
In this unit, pupils explore examples of public art in their local area. They
Personal research the different ways in which ideas, beliefs and values are
Spaces, represented and shared in their local area and in different times and
Public
cultures, including contemporary modern practice. They explore ways of
Places
representing their own ideas and then collaborate with others to make a
mural or a three-dimensional form for a specific location.
44
What can you do to support your child?
Ensure your child is completing homework’s. Homework’s are recorded in dairies and students also
have homework checklists within their sketchbooks. Encourage your child to visit galleries and
exhibitions relevant to the theme of the project. Encourage your child to take their own
photographs, produce their own drawings, and research their own artists, which relate to the
project theme. Independent learning create more personalised and interesting projects.
Sketchbooks are regularly marked, the feedback within marking should be responded to, in order
for students to adapt and refine their work in order to meet their target grade.
45
Ethnic Minority Achievement and English as an Additional
Language
Staffing
o Ms R. Esber - HOD – [email protected]
o Ms S. Davies
Subject Curriculum
Bilingual students receive in-class support and team teaching, so that language is learned in the
context of curriculum subjects. As well, there are additional language and reading withdrawal
lessons.
All bilingual learners in Key Stage 3, 4 or 5 are welcome to come to Homework Club, where you
can use the computers and get help with your homework. Homework Club is after school on
Mondays in the Room 28, which is the Art computer room (CAD room).
We also have links with community groups in the area that can provide 1 to 1 mentoring in a
specific subject (e.g. Maths, Chemistry, History, etc.) and aiming at any target grade, from G to
A*. This is usually for students who are studying at GCSE and A-Level.
Bilingual students might also be able to take a GCSE or A-Level language exam in your home
language. Currently, the exam boards offer the following languages: Arabic, Bengali, Chinese,
Dutch, French, German, Gujurati, Greek, Hebrew, Italian, Japanese, Persian/Farsi, Polish,
Portuguese, Punjabi, Russian, Spanish, Turkish, and Urdu. These exams can be taken in Year 9,
10 or 11. If you want to improve your writing and vocabulary in your home language after school or
on the weekends, we may have information about supplementary schools. Talk to the EMA/EAL
department if you are interested.
At Key Stage 4, we are offering the iGCSE in ESL (International GCSE in English as a Second
Language) as a timetabled option to students who would like to improve their English writing and
vocabulary skills. The units in Year 10 are The Natural World and Human Achievements. In Year
11, the units are: Leisure and Entertainment; Work and Education; People and Relationships; and
Ideas and the Future. Students sit an exam at the end of Year 11 which includes a Speaking Test
(15%), a Listening Paper (15%) and a Reading and Writing Paper (70%).
In addition, all bilingual students at all levels of English should read regularly in English and in
their home languages. Read anything that you are interested in – comics, news, novels, science
information, websites about your favourite music, etc. This improves vocabulary, spelling, grammar
and general knowledge, and is very important for making progress and maintaining your skills in
your home language.
The department has a range of English language books that are for students who are new to
learning English. These can be borrowed through staff in the office.
Activities to Support Learning
o Ensure that your child reads for at least 20-30 minutes every day in English and/or in home
languages. You can read a novel, a science textbook, the newspaper, a comic book, a website,
46
or anything else you can find to read. Discuss what you are reading – in any language! – in
order to develop critical thinking skills.
o Encourage your child to explore topics they study in all subjects as much as possible, through
visits to the library, museums, galleries, parks etc. Watch the news – from any country, in any
language! – and discuss what is happening in the world.
o Practice spellings of key words from your subjects, or commonly misspelt words in general
English. Write the words down 5 times, and then challenge your child to spell them out loud.
Useful websites:
For students:
http://www.bbc.co.uk/bitesize/
www.channel4.com/homework
http://oup-bookworms.com/
http://www.bbc.co.uk/worldservice/learningenglish/
http://learnenglish.britishcouncil.org/en/
For families:
www.bbc.co.uk/schools/parents
www.bbc.co.uk/education/dynamo/parents
http://www.multilingualfamily.org.uk
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