Aspire . Achieve . Succeed

Ark William Parker Academy

Year 7

Curriculum Booklet

Aspire . Achieve . Succeed

Introduction At Ark William Parker Academy we believe in and promote the following key values: Bravery Responsibility Integrity Determination Grit Excellence These values capture the core of what all of us – staff, student, parents and carers – want for our school and wider community.

• By caring about our standards, our approaches and all our daily interactions, we know that we can make positive and lasting differences to the lives of our young people.

• We look to the values to inform our thinking, decisions and planning, and to ensure that everyone has the best opportunity to be happy and successful.

• The booklet provides you with the core information you need about the curriculum, the ways we assess, how we track your son’s progress and how we report this to you.

• We want to work in close partnership with you so that each boy has all the necessary support and challenge at home and at school to thrive and embark on exciting and fulfilling lives.

The Curriculum in Year 7 What are the aims of the curriculum?

• To be broad and balanced • To support and develop every individual’s interests • To develop every child’s core academic skills • To develop every child’s wider life skills (e.g. Social Moral Spiritual and

Cultural) to ensure rapid academic progression towards successful school-based and public qualifications.

What does a typical week look like?

• 50 one hour lessons( Fortnightly timetable) • Weekly Assemblies (Year Assembly, House Assembly or Senior Teacher

Assembly) • House activities and competitions.

Aspire . Achieve . Succeed What are the subjects and how much time is given to each?

Subject Hours

English 10

Maths 10

Science 7

How do we set targets?

English, Mathematics and History

This year English, Mathematics and History will be piloting the Ark Assessment Plus curriculum model as a response to the changes outline by the government regarding the new grading system. National curriculum levels will no longer apply and students will now be assessed on a number scale of 1-9. The government have indicated that a grade 5 will be recognised as a good GCSE pass.

End of KS2 level

New Equivalence End of KS4 Target

Old Equivalence

3c or below 1 4/5 C

3b and 3a 2 5 C/B

4c 3 5 B-

4b 4 5 B

4a 5 6 B+

5c 6 7 A

5b 7 8 A+

5a 8 9 A*

6c+ 9 9 A*

Aspire . Achieve . Succeed All other subjects

From September 2016 all subjects will move to the numbered grading system.

How does the school track student progress? 1. Assessments These are regular assessments within each subject designed to show the level of each child at the end of a key topic. 2. Classwork and Homework Subject teachers assess within lessons and after set homework tasks. Students will have experience of marking their own work, the work of their peers and receiving direct feedback from the teacher. 3. Examinations Examinations in all subjects will be held towards the end of Spring Term 1. Results of these are reported at the parents evening on 23rd March 2016. How do we report progress to Parents? 1. Reports a. Parents receive three reports over the year: two interim reports (Autumn and Spring Terms) and an End of Year Report (Summer Term).b. Core data within each report are: Current Working at Grade, Target Grade, Effort, and Attendance. There are written comments from each subject teacher in the End of Year Report.

End of KS2 level

End of Year 7 Target End of KS3 Target

3c or below 4c 3

3b and 3a 4b 4

4c 4a 4

4b 5c 5

4a 5b 6

5c 5a 7

5b 6c 8

5a 6b 9

6c+ 6a 9

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Home Learning Timetable 2015-2016

Week 1

Monday Maths

Geography 7L2/7L3 Science

Computer Science Tuesday History

Religious Education

Wednesday History

Art Religious Education

Thursday Design Technology

Spanish History 7L5

Friday English History

Week 2

Monday Maths

Science Geography

Religious Education

Tuesday Design Technology

Wednesday Computer Science

Geography 7L1 Religious Education

Thursday Design Technology

History 7L4 Art

Friday English Geography 7L/Gg5

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Art and Design Introduction The overriding aim of the Art curriculum is to develop an appreciation of Art and Design through discussion and responses to artists. We also develop student’s confidence by nurturing independent thinking especially when students are creating art work. We encourage students to try out new approaches and techniques this allows them to be much more creative and experimental. The Art department firmly believes in making links in the local and wider community, by having visiting artists, trips to galleries and public exhibitions. Key Concepts at Key Stage 3 The Art curriculum at Key Stage 3 gives students the opportunity to explore a range of Designers, artists and themes. During Key Stage 3 the main concepts that structure the curriculum include:

• to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas

• to increase their proficiency in the handling of different materials

• to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work

Writing

• Students will write about Artist and Art movements, putting the work into context. • Students will form their opinions about Art work and produce cohesive paragraphs analysing

the meaning of the work. • Students will write how Art works have been created and how this can influence the meaning

behind the work. Reading

• Students will research using Art books. • Students will use the internet to gather information to inform their ideas.

Speaking and Listening

• Students will explore ideas about art through discussion this will help form opinions and feelings about art work.

Aspire . Achieve . Succeed Key Processes - KS3 Programme of Study and Curriculum Content Year 7 Year 8 Year 9 Autumn Term

Natural Forms. Students will develop the importance of mark making, through experimenting with a range of 2d processes. They will be introduced to artist’s that are inspired by the Natural world and use mark making within their work. Students will also be introduced to tone and how best to use the equipment to demonstrate a range of tonal qualities. They will produce observational drawings of Natural forms and apply their understanding off mark making and tone.

Colour of life. Students will explore the use of colour creatively they will use a range of wet and dry materials and understand the use of blending and tinting. They will be introduced to colour theory and how to mix colours accurately. Students will produce observational drawings focusing on the accurate mixing and blending of colour.

Still Life Students will investigate artists that use objectives as their subject matter. Students will develop their observational drawing skills and produce a series of work experimenting with different 2d materials. They will research Cubism and explore Picasso and Braque’s influences and concepts behind this influential Art Movement.

Spring Term Art and Mathematics. Students are to investigate the theme of tessellation by researching non Western Cultures. They will have an understanding of the use of pattern work and its religious and spiritual significance. Students will produce a series of responses to Islamic art. Students will compare this to the western use of pattern and tessellation through the research of graphic designer M.C Escher. They will also make cross curricula links with Mathematics.

Pop Art Students will explore this art movement and learn about its concepts and significance in the 20th Century. Students will explore advertising, packaging and logos.

Objects in Space Students will explore the artists Michael Craig Martin, Claus Oldenburg and the surrealist artist Rene Magritte. They will investigate the way the artists use objects and explore with the idea of scale in their work. .

Summer Term

Disguise. Students will investigate masks from a variety of Western and Non Western cultures. They will develop and design original ideas informed by their research. Students will produce a response using a variety of 3d Materials.

African Pattern and textiles. Students are to gain knowledge and experience of the use and understanding of text and image. Students are to develop a range of outcomes in various media which depict Text and Image. From advertising, pop art, fine art.

The human Form. To explore the proportions of the figure. To research and investigate 2d and 3d responses to this theme. Students will also explore the figure in motion using photography. They will produce a series of drawing tasks using a variety of 2D media responding to their visual research.

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Design Technology Department Introduction The overriding aim of the Design and Technology curriculum is to teach students to use technology and to apply the principles to everyday life whether it is nutrition and healthy eating or practical skills for understanding how electronic components work. During key stage 3 pupils use a wide range of materials to design and make products. They work out their ideas with precision, taking into account how products will be used, who will use them, how much they cost and their appearance. They develop their understanding of designing and making by investigating products and finding out about the work of professional designers and manufacturing industry. They use computers, including computer-aided design and manufacture (CAD/CAM) and control software, as an integral part of designing and making. Key Concepts at Key Stage 3 The Design and Technology curriculum at Key Stage 3 gives students the opportunity to:

• Understand and apply the principles of nutrition and health • Understand the source, seasonality and characteristics of a broad range of ingredients. • Apply principles of food safety and hygiene. • Developing, planning and communicating ideas • Evaluating processes and products • Knowledge and understanding of materials and components • Working with tools, equipment, materials and components to produce quality products • Developing, planning and communicating ideas • Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and

others a healthy and varied diet • Become competent in a range of cooking techniques [for example, selecting and preparing ingredients;

using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]

Key Processes Through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

Technical knowledge To understand and use the properties of materials and the performance of structural elements to achieve functioning solutions To understand how more advanced mechanical systems used in their products enable changes in movement and force To understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs] Design Develop a specification to inform the design of innovative, functional and appealing products to respond to user needs. Select from and use specialist equipment. Select from and use a wider, more complex range of ingredients, taking into account their properties.

Aspire . Achieve . Succeed Make Select from and use specialist equipment. Select from and use a wider, more complex range of ingredients, taking into account their properties. Evaluate Compare and evaluate existing products. Evaluate design and product against specification, taking into account views of intended users and other interested groups.

Literacy Through activities will be able to understand, use and spell correctly words related to topic, processes and specialist equipment. Through activities students will have the opportunity to develop their speaking and listening skills and collaborate with others to share information about their ideas and products. Through activities students will be able to understand and follow recipes. Key Processes KS3 Programme of Study and Curriculum Content Year 7 Year 8 Year 9

Autumn Term Basic skills/exploring fruit and vegetables

Healthy eating/Eatwell plate.

Special diets/Food choices

Spring Term Logo Design and Pop Up Books

Travel Games Mini Speaker Project

Summer Term Lased Night Lights Merchandising and Promotional Material

Biomimicry – Design inspired by the evolution of nature.

Setting Arrangements and Curriculum Time Key Stage 3

• Students in Year 7, 8 and 9 are taught in rotation (Food/Product design/Graphics). Students have two 60 minute lessons a fortnight each term. Rotation takes place at the start of each new term.

Home Learning Homework is set fortnightly. Homework must always be completed to a high standard with care taken over spelling, punctuation, grammar and presentation of work.

Aspire . Achieve . Succeed Useful Websites http://www.technologystudent.com http://www.foodafactoflife.org.uk/index.aspx http://www.nutrition.org.uk/ http://www.instructables.com/ www.sda-uk.org www.stepin.org www.PaperToys.com www.robot.org.uk www.DesignandTech.com www.school-electronics.co.uk www.collect-online.com www.DesignandTechnologyOnline.com

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English Department Introduction The overriding aim of the English curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The English department firmly believes in planning high quality lessons that will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society.

Key Concepts at Key Stage 3 The English curriculum at Key Stage 3 gives students the opportunity to explore a range of texts both fiction and non-fiction, poetry and plays. During Key Stage 3 the main concepts that structure the curriculum include: Writing

• Students will write imaginative, interesting and thoughtful texts, ensuring that texts are appropriate to task, audience and purpose

• Students will construct cohesive paragraphs and vary sentences for clarity, purpose and effect

• Students will produce pieces of work that are accurately punctuated and contain correct spellings

Reading

• Students will comment on writers’ use of language and purpose • Students will relate texts to their social, cultural and historical traditions • Students will deduce, infer and interpret information, events or ideas from texts • Students will use quotations and be able to confidently refer to texts

Speaking and Listening

• Students will explore ideas and feelings, adapting language to suit audience and purpose • Students will create and sustain different roles using a range of drama techniques • Students will take part in discussions, shaping meaning through suggestions, comments and

questions

Aspire . Achieve . Succeed Key Processes KS3 Programme of Study and Curriculum Content Year 7 Year 8 Year 9

Autumn Term Autumn 1 - Grammar Immersion

Autumn 2 - Introduction to Shakespeare

Autumn 2 – Oliver Twist

Autumn 1 -Grammar Immersion

Autumn 1 -Prose Study – Stone Cold

Autumn 2 - Shakespeare – Othello

Autumn 1 -Grammar Immersion

Autumn 1 - Shakespeare – Romeo and Juliet

Autumn 2 - Poems from Different Cultures

Spring Term Spring 1 -Short Stories – Tales with a Twist

Spring 2 – Midsummer Night’s Dream

Spring 1 -Short Stories – Science Fiction

Spring 2 – Poetry – The poems of William Blake

Spring 1 Short Stories – Gothic Writing

Spring 2 - Writing Non-fiction texts - travel themed

Summer Term Summer 1 - Poetry

Summer 2 – Modern Classic:

• Foundation pathway: Danny the Champion of the World (Roald Dahl)

• Traditional pathway: The Daydreamer (Ian McEwan)

Summer 1 – Drama study - Billy Elliot

Summer 2 - Arctic Adventure

Summer 1 - Non- fiction reading. A selection of texts from the 19th century

Summer 2 - Literary Heritage – short Stories

Aspire . Achieve . Succeed Setting Arrangements and Curriculum Time Key Stage 3

• Students in Year 7,8 and 9 are taught in ability groups and over the two weeks of the school timetable will have ten 60 minute lessons

Home Learning Homework is set on a Friday in English. Homework must always be completed to a high standard with care taken over spelling, punctuation, grammar and presentation of work. Useful Websites BBC Bitesize English Biz Spark Notes Career Possibilities Most Level 3 courses require a C grade in English Language. A qualification in English Language is essential for all careers.

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Geography Department Introduction The overriding aim of the Geography curriculum is to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. The Geography department firmly believes that teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. We also believe that geographical skills should be taught as an integral part of the lessons. Key Concepts at Key Stage 3 The Geography curriculum at Key Stage 3 gives students the opportunity to explore the interaction between physical and human processes, and of the formation and use of landscapes and environments During Key Stage 3 the main concepts that structure the curriculum include:

Locational knowledge • extend their locational knowledge and deepen their spatial awareness of the world’s

countries using maps of the world.

Place Knowledge • understand geographical similarities, differences and links between places through the study of

human and physical geography of a region within Africa, and of a region within Asia.

Human and physical geography

• understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:

• physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts

• human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources

• understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.

Geographical skills and fieldwork

• build on their knowledge of globes, maps and atlases and apply and develop this knowledge

• interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs

Aspire . Achieve . Succeed KS3 Programme of Study and Curriculum Content Year 7 Year 8 Year 9

Autumn Term What is Geography

Fantastic places

Map Skills

China

Coast

Globalisation

Tectonics and Japan 2011

Spring Term Water

UK

Global threats

Africa

The Geography of Conflict

India

Summer Term Migration

Volcanoes and earthquakes

Population and development

Rivers and flooding

Glaciation

The Geography of Disease

Setting Arrangements and Curriculum Time Key Stage 3

• Students in Year 7,8 and 9 are taught in ability groups and over the two weeks of the school timetable will have ten 60 minute lessons

Home Learning Homework is set fortnightly at KS3. Homework must always be completed to a high standard with care taken over spelling, punctuation, grammar and presentation of work. Useful Websites WJEC Geography A website http://www.wjec.co.uk/qualifications/geography/geography-gcse/geography-a-gcse.html

S-Cool Geography http://www.s-cool.co.uk/gcse/geography

BBC Bitesize http://www.bbc.co.uk/education

http://www.bbc.co.uk/schools/websites/11_16/site/geography.shtml

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History Department Introduction

History programme of study Pupils should extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning. Pupils should identify significant events, make connections, draw contrasts and analyse trends within periods and over long periods of time. They should use historical terms and concepts in increasingly sophisticated ways. They should understand how different types of historical sources are tested to make historical claims and show how and why contrasting arguments and interpretations of the past have been constructed.

Key Concepts at Key Stage 3

• The history curriculum at Key Stage 3 gives students the opportunity to explore: • The development of the Church, state and society in Medieval Britain 1066-1509 • The development of Church state and society in Britain 1509-1745 • Ideas, political power, industry and empire in Britain, 1745-1901 • Challenges for Britain, Europe and the wider world 1901 to the present day including the

study of the holocaust. • A local history study • The study of an aspect or theme in British history that consolidates and extends pupils’

chronological knowledge from before 1066 • At least one study of significant society or issue in world history and its interconnections with

other world developments

Key Stage 3 the main concepts that structure the curriculum include: the progression described above through teaching British, local and world history outlined below, teachers will use depth studies to help support students understanding of various concepts such as power and religion.

Aspire . Achieve . Succeed Key Processes KS3 Programme of Study and Curriculum Content In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers will combine overview depth studies to help pupils understand both the long arc of development and complexity of specific aspects of the content.

Year 7 Year 8 Year 9

Autumn Term

What impact did the Norman Conquest have on Britain? Conquest Castles Who had the most power in the Middle Ages? The importance of the church.

What had revolutions achieved? English Civil War French Revolution Industrial Revolution Political changes

How has the development of warfare impacted on International Relations? Weapons of war Causes Life in the trenches Somme and Haig Reactions of Germany League of Nations Remembrance Different ways to rule a country Life in Nazi Germany Appeasement Key Turning Points in WW2

Spring Term

Who had the most power in the Middle Ages? Becket King John Peasants revolt Richard III and murder What was the impact of trade in the Middle Ages? Black Death Medicine

How did the British Empire change the world? America India Africa Slavery Australia New Zealand United Kingdom Impact on Britain How similar was the British Empire to the Roman Empire? Romans

The UN Cold War Conflict in the Middle East Can terrorism ever be justified? Historical examples Organisation Methods Ireland The Middle East Nelson Mandela Al-Qaeda Afghanistan

Summer Term

How intolerant were people in Medieval England? Crusades How were the poor treated How were criminals treated Role of women Treatment of Jews

How has immigration changed? Early immigration Jewish immigration Black immigration Asian immigration

Why do genocides happen? The Holocaust Rwanda How has British society changed since the 19th Century? The class system Suffragettes Home front of WW1 Liberal reforms 1950’s and 60’s Trade Unions Miners’ strike

Aspire . Achieve . Succeed Setting Arrangements and Curriculum Time Key Stage 3

• Students in Year 7,8 and 9 are taught in ability groups and over the two weeks of the school timetable will have four 60 minute lessons

Home Learning Homework is set every fortnight at KS 3. Homework must always be completed to a high standard with care taken over spelling, punctuation, grammar and presentation of work. Useful Websites

Bite size

www.nationalarchives.gov.uk/education/britain1906to1918 www.mrallspophistory.com/revision/revision

Career Possibilities

• Law • Journalism • Local government • Media • Film Studies • History of Art • Anthropologists • Archaeology • Conservation and environmental work • Social Sciences • Aid Work

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Mathematics Department Introduction The overriding aim of the mathematics curriculum is to contribute to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study particularly Science and Technology. It is also important in everyday living, in many forms of employment, and in public decision-making. As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered. The Mathematics department firmly believes in

• Setting challenging targets with high expectations for all pupils. • Offering a variety of approaches to teaching and learning to engage and motivate pupils and demand

their active participation. • Smoothing the transition for pupils between Key Stages and ensure progression in teaching and

learning throughout their time at School. • Exploring enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of

mathematics.

Objectives At the end of his mathematical education in this school, each pupil will be able:

• To perform basic numeracy skills • To perform the basic mathematical skills needed in his chosen career or for entry to higher or further

mathematical education • To understand mathematics likely to be encountered in daily adult life • To reason clearly and logically, and to set out a rational argument • To identify patterns encountered in diverse situations and to extrapolate from these • To approach problems systematically, choosing appropriate techniques for their solution • To follow logical instructions clearly expressed • To experience satisfaction in the enjoyment of his mathematical achievements • To obtain any formal mathematical qualifications needed for his chosen career • To obtain his/her best possible results at KS3 and KS4.

Key Concepts at Key Stage 3 Maths Mastery - Mathematics Mastery is a new programme developed by ARK that seeks to address educational disadvantage and under-attainment in Maths by developing, researching and supporting a mastery approach to Mathematics teaching. Drawing on international best practice, particularly from Singapore, it emphasises cumulative mastery of the essential knowledge and skills in Mathematics.

Deeper understanding is achieved through tackling fewer topics but with greater depth and problem solving. This is systematically incorporated into the essence of every lesson. Fewer topics, in greater depth: At the heart of the approach, it is believed that students must be given the time to understand topics through exploration and investigation before moving on to the next. A long time is spent deepening understanding, rather than accelerating through topics. Throughout all lessons, an emphasis is placed on the use of language, concrete manipulatives and pictorial representations. Once students feel comfortable with the concepts, they move to the abstract representations. Problem solving: Problem solving is both how and why mathematics is learned. Rather than being squeezed in at the end of a lesson, a stand-alone topic or extension task, problem-solving becomes the main focus of the lesson.

Aspire . Achieve . Succeed The majority of the tasks and activities have been developed through a problem-solving approach to mathematics. In particular, the approach recognises the use of diagrams and models to represent problems. Key Processes

KS3 Programme of Study and Curriculum Content

Year 7 Year 8 Year 9

Autumn Term

(New Teaching)

Number Module 1 Addition, subtraction, multiplication and division of integers and decimals. Rounding numbers. Finding Factors and Multiples. Shape and Space module 1 Finding the perimeter and area of rectangles and triangles Data Handling Module 1 Calculating the mean of a data set.

Number Module 1 Types of Numbers leading to finding the HCF and LCM of numbers. Algebra Module 1 Review of Algebra knowledge – leading to solving complex linear equations. Number Module 2 Addition and subtraction of fractions. Using negative numbers and inequality statements.

Number Module 1 Introduction to Number Skills Shape and Space Module 1 Angles and their facts Algebra Module 1 Basic Algebra knowledge – leading to solving complex linear equations. Shape and Space Module 2 Perimeter and area of 2D shapes

Spring Term

(New Teaching)

Shape and Space module 2 Angle properties and their facts Number Module 2 Compare and order fractions. The four rules of number for fractions. Algebra Module 1 Basic Algebra knowledge – leading to solving linear equations.

Shape and Space module 1 Construct 2D shapes Number Module 3 Review of percentages leading to percentage increase and decrease. Shape and Space module 2 Angle properties leading to finding angles in parallel lines Number Module 4 Ratio leading to finding speed, distance and time calculations. Shape and Space module 3 Area and perimeter leading to finding the area of 2D composite shapes

Data Handling Module 1 Averages and Range Shape and Space Module 3 Volume Finding the Surface area and Volume of specific 3D shapes Data Handling Module 2 Probability Shape and Space Module 4 (only for higher level students) Pythagoras leading to trigonometry

Summer Term

(New Teaching)

Number Module 3

Know the order of operations to complete a calculation.

Algebra Module 1

Basic Algebra knowledge – leading to finding the nth

Shape and Space module 4

Area and volume leading to finding the area and circumference of a circle. Visualising 3D shapes leading to finding the Volume Composite solids.

Data Handling Module 1

Algebra Module 2

Graphs and Equations

Shape and Space Module 3

Transformations

Data Handling Module 3 Representing data leading to

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term of a sequence.

Number Module 4 Percentages, fractions and decimals leading fining a percentage of an amount. Data Handling Module 2 Interpreting a pie chart.

Collecting and representing data leading to constructions of different types of graphs and charts. Finding the average of a set of numbers

scatter graphs

Setting Arrangements and Curriculum Time Key Stage 3

• Students in Year 7, 8 and 9 are taught in ability groups and over the two weeks of the school timetable will have nine 60 minute lessons

Homework must always be completed to a high standard with care taken over both the presentation of work and the explanation as to how final answers are arrived at. Students may be given My Maths homeworks through the internet; students will need their login and passwords to access their homework. The school login is WPSC and the password is seventh Useful Websites

www.mymaths.co.uk

www.mathsisfun.com

www.waldomaths.com

www.coolmath.com

www.counton.org/games

www.multiplication.com/interactive_games.htm

www.mathrevision.net

www.bbc.co.uk/schools/gcsebitesize/maths

www.bbc.co.uk/skillswise/ Career Possibilities Accounting Banking Financial Consultancy Surveying Medicine including Nursing Teaching Architecture Defence and the Military IT and Computing Engineering and Insurance Actuaries

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Music Department Introduction Our aim is to encourage as many students as possible to develop their musical skills. We encourage students to perform and compose, whilst also being able to analyse music and develop their work. Music is a practical subject which is intended to be fun and engaging for everyone. We endeavour to offer a broad range of musical experiences to students, building confidence in performing and hopefully giving them life-long musical memories. Whilst our lessons and enrichment programme are always inclusive, we also offer further opportunities for our gifted and talented students to extend their skills. Facilities In the Music department there are two brand new classrooms, equipped with keyboards, guitars, ukuleles and percussion. One of the classrooms has a full state of the art suite of iMacs running Logic X and Sibelius. Within the department we also have three rehearsal rooms, 3 drum kits, 2 electric drum kits and a fully equipped recording studio. The department also benefits from a 30-piece Samba kit and a class set of Djembes. Rehearsal rooms can be booked out at lunch and after school for students to practice and rehearse. Key Concepts at Key Stage 3 All students at Ark William Parker Academy have Music lessons as a regular part of their curriculum at Key Stage 3 during which time a variety of projects are studied from Western Classical, 20th Century and Film Music through to Reggae, Pop, and Dance music. Music lessons are practical and fun and students are encouraged to work independently and in groups to share experience and develop as musicians.

Enrichment clubs

Music Technology

Electric Orchestra

House Band

Aspire . Achieve . Succeed KS3 Programme of Study and Curriculum Content Year 7 Year 8 Year 9

Autumn Term Music of Africa

Popular Song

Music of South/Central America

Music of Central America

Funk, Soul & Hip Hop

Minimalism

Spring Term Music of Asia

The Orchestra

20th Century Music

Music for Film

Music for Media

Electronic & Dance Music

Summer Term Music for a visual brief

Band project

Pop / Rock

Band Project

Music for Stage

Band Project

Setting Arrangements and Curriculum Time Key Stage 3

• Over the two weeks of the school timetable, students in Year 7,8 and 9 will have two 60 minute lessons

Home Learning Homework is set fortnightly. Homework must always be completed to a high standard with care taken over spelling, punctuation, grammar and presentation of work. Useful Websites http://www.bbc.co.uk/schools/gcsebitesize/music/ http://www.musictheory.net/ AQA website Edexcel BTEC website Career Possibilities Session Musician Live Musician Composer Producer / Engineer Teacher of Music Performer Music journalist Technician Newspaper journalist Music marketing Teacher

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Physical Education Department

Introduction The overriding aim of the Physical Education curriculum is to educate students by providing a wide variety of different practical experiences. The Department seeks to develop the individual student’s opportunity to participate in range of different sports and activities, improve and develop their physical competency and skills, general fitness and understanding of how to lead a healthy and active lifestyle. By providing a broad and balanced curricular and extensive extra-curricular programme, we hope to encourage the students to become lifelong participants in sport and physical activity, whilst developing independent thinkers who are confident young people. Key Concepts at Key Stage 3 During Key Stage 3 the main concepts that structure the curriculum include: Roles of the active participant: The students will develop knowledge and understanding of the following roles that the active participant can adopt and what constitutes effective performance in these different roles. These should include activities that reflect local, national and international cultures and traditions and the full range of practical activities. Player/Performer: Students develop the ability to make effective plans to improve performance in a range of activities. Organiser: Bringing together all the main ingredients at the right time, in the right place, in order to maximise promotion, participation and high quality performance. Leader/Coach: An important influence on individuals or groups towards set goals, or on behaviour in sport a specialist in an activity, responsible for preparing a performer in skill acquisition, correct technique, correct physical state or correct mental state. Choreographer: The designer or arranger of a gymnastics performance. Official: Someone who controls the activity; interprets the rules, laws or regulations of the activity including checking the equipment.

Aspire . Achieve . Succeed Key Processes KS3 Programme of Study and Curriculum Content Year 7 Year 8 Year 9

Autumn Term Gymnastics Net Games – Badminton/Table Tennis

Invasion games – Rugby, Football Gymnastics

Invasion Games Health Related Exercise

Spring Term Invasion Games –Football/Rugby

Invasion Games- Basketball Net Games

Net Games Gymnastics

Summer Term Athletics Striking and Fielding Games – Rounders/Cricket

Athletics Striking and Fielding Games

Athletics Striking and Fielding Games

Setting Arrangements and Curriculum Time Key Stage 3

• Students in Year 7, 8 and 9 are taught in mixed ability groups and over the two weeks of the school timetable will have three 60 minute lessons.

Homework Homework is set once a week for the GCSE and BTEC students and it is collected in during the following lesson. Students are expected to work independently, researching where necessary, using the school library or, where appropriate, the Internet. Homework must always be completed to a high standard with care taken over spelling, punctuation, grammar and presentation of work. Useful Websites www.topendsports.com www.brianmac.com www.bbc/bitesize.co.uk www.edexcel.com www.ocr.org.uk

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• Exercise Physiologist — you can work in wellness, training, testing and research etc. • Sports Training— Personal Trainer, Strength and Conditioning Coach, fitness instructors. • Sports Medicine— medical practitioners, physiotherapists, physical therapists, sports trainer. • Sports Dietitian— a career mixing food and athletes. • Sports Coach — if you can't do it yourself, tell others how to do it. • Education— teaching our youngsters about sport, health and fitness. • Sports Official — there would be no sport without umpires and referees. • Sport Psychologist — get into the minds of athletes. • Biomechanist — jobs in biomechanics. • Sport Journalist — write about what you like to watch. • Administration — work with any sport as an assistant or facilities manager • Sports Photography— getting right next to the action to take photos sounds like a great job. • Sports Marketing — including the job as a Sports Agent.

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PHSE Department Introduction The overriding aim of the PSHEE curriculum is to develop young people in order to make informed choices about their personal health and well-being. The PSHEE department firmly believes Key Concepts at Key Stage 3 The PSHEE curriculum at Key Stage 3 gives students the opportunity to explore their values, attitudes, emotions, social, economic awareness. During Key Stage 3 the main concepts that structure the curriculum include: Personal identities Learners are able to:

• reflect on and evaluate their achievements and strengths in different areas of their lives • recognise strong emotions and identify ways of managing these positively • recognise that external factors, such as relationships, achievements and setbacks, can affect

emotional • wellbeing, and identify how they can take this into account.

Healthy lifestyles Learners are able to:

• identify characteristics of good health and how to stay physically, emotionally and mentally healthy

• make informed choices about their health and wellbeing and explain reasons for their choices

• demonstrate effective ways of resisting negative pressure, including peer pressure • describe the main effects of, and laws relating to, alcohol, tobacco and other legal and illegal

drugs

Relationships Learners are able to:

• identify the importance of having a variety of social and personal relationships and how these can impact on

• their lives and wellbeing • understand the nature and importance of marriage and stable relationships to parenthood

and family life • discuss ways that relationships might change over time and demonstrate how to negotiate

within relationships.

Diversity Learners are able to:

• describe differences and diversity and demonstrate respect and empathy towards others who live their lives

• differently from them • challenge prejudice and discrimination in an appropriate manner • demonstrate recognition of the achievements, strengths and worth of others.

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Economic wellbeing and financial capability Career

• challenge prejudice and discrimination in an appropriate manner • demonstrate recognition of the achievements, strengths and worth of others. • describe some of the qualities, attitudes and skills needed for employability.

Capability Learners are able to:

• l demonstrate a range of enterprise skills, attitudes and qualities • l explain a range of financial terms and products and describe different ways to manage their

money and • personal finances • l assess their needs, interests, skills, attitudes and aspirations in relation to options for

learning and work and • make creative and realistic plans for transition into key stage 4 • l use information sources to explore options and choices for learning and work • l demonstrate capability as critical consumers of goods and services.

Economic understanding Learners are able to:

• demonstrate an understanding of the economic and business environment, including how and why different

• businesses operate, and of different types of work, including employment, self-employment • and voluntary work • demonstrate and apply understanding of economic ideas • explain a range of basic economic and business terms.

Key Processes KS3 Programme of Study and Curriculum Content Year 7 Year 8 Year 9

Autumn Term SEAL - Induction Basic First Aid Option choices – target setting

Spring Term Relationship and Sex Education

Relationship and Sex Education

Living in the wider world – Economic and Financial awareness

Summer Term Living in the wider world – Economic and Financial awareness

Living in the wider world – Economic and Financial awareness

Relationship and Sex Education

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RE Department Introduction The overriding aim of the RE curriculum is to affirm the important contribution that RE makes to the education of all pupils growing up in contemporary British society. It seeks to promote the spiritual, moral, mental and physical development of pupils at the school and of society; and prepares pupils for the opportunities, responsibilities and experiences of adult life. The RE department firmly believes in ‘provoking challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances pupils’ awareness and understanding of religions and beliefs, teachings and practices and forms of expression, as well as the influence of religion on individuals, families, communities and cultures. Religious Education encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses. Religious Education encourages pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. Religious Education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.’ Key Concepts at Key Stage 3 - During Key Stage 3 students should be encouraged to: Learning about religion a. investigate and explain the differing impacts of religious beliefs and teachings on individuals, communities and societies; b. analyse and explain how religious beliefs and ideas are transmitted by people, texts and traditions; c. investigate and explain why people belong to faith communities and explain the reasons for diversity in religion; d. analyse and compare the evidence and arguments used when considering issues of truth in religion and philosophy; e. discuss and evaluate how religious beliefs and teachings inform answers to ultimate questions and ethical issues; f. apply a wide range of religious and philosophical vocabulary consistently and accurately recognising both the power and limitations of language in expressing religious ideas and beliefs; g. interpret and evaluate a range of sources, texts and authorities, from a variety of contexts h. interpret a variety of forms of religious and spiritual expression. Learning from religion a. reflect on the relationships between beliefs, teachings and ultimate questions, communicating their own ideas and using reasoned arguments; b. evaluate the challenges and tensions of belonging to a religion and the impact of religion in the contemporary world, expressing their own ideas;

Aspire . Achieve . Succeed c. express insights into the significance and value of religion and other world views on human relationships, personally, locally and globally; d. reflect and evaluate their own and others’ beliefs about world issues such as peace and conflict, wealth and poverty and the importance of the environment, communicating their own ideas e. express their own beliefs and ideas, using a variety of forms of expression. KS3 Programme of Study and Curriculum Content Year 7 Year 8 Year 9

Autumn Term Belonging and identity

Christian beliefs about God

Poverty and wealth

Religious rebels

Morality and ethics

Life after death

Spring Term Prayer and worship

Who was Jesus?

Hinduism

Easter – Resurrection of Jesus

Buddhism

The problem of Evil and suffering

Summer Term Feature of Christianity

Sikhism

Gandhi

Pilgrimage

What is it like to be a Muslim in the UK

Home Learning Homework is set fortnightly. Homework must always be completed to a high standard with care taken over spelling, punctuation, grammar and presentation of work. Useful Websites http://www.bbc.co.uk/learningzone/clips/ http://www.bbc.co.uk/religion/religions/ http://www.bbc.co.uk/schools/gcsebitesize/ http://www.bbc.co.uk/news/ https://www.truetube.co.uk/ Career Possibilities Advice worker

Broadcast journalist

Charity officer

Civil Service administrator

Social worker

Teacher

Youth worker

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Science Department Introduction The overriding aim of the Science curriculum is to bring Science to life through high quality learning experiences in both lessons and through various extracurricular activities that we run during the academic year. The Science department firmly believes in providing the skills necessary to relate scientific concepts to real life situations which they will encounter on a daily basis. Additionally, facilitating the ability to analyse and investigate scientific problems, solving and evaluating them for validity and accuracy. Key Concepts at Key Stage 3 A co-ordinated approach is employed in the teaching of Science in Years 7-9. The course is divided into teaching units of variable length. By the end of the Key Stage Three, each student will have studied, in rotation, units in each of the three sciences. . Key Processes KS3 Programme of Study and Curriculum Content Year 7 Year 8 Year 9

Autumn Term

(New Teaching)

Laboratory Safety

Acid Reactions

Particles

Cells

Reproduction

The Periodic Table

Life Support

Light

Inside Materials

Extremes

The Cost of Your Drink

Sport

Practice SAT exam and targeted revision

Spring Term

(New Teaching)

Electricity and Magnetism

Energy

Elements and Compounds

Chemical Reactions

Keeping Healthy

Sound

Heating and Cooling

Metal Reactions

Variation

Transport of the Future

Earth and Space

Summer Term

(New Teaching)

Differences

Classification

Forces

Space

People and the Environment

Moving Around

What’s in Rocks?

Shaping Life

SAT exam

The Carbon Cycle

Interdependence

Energy

Aspire . Achieve . Succeed Setting Arrangements and Curriculum Time Key Stage 3

• Students in Year 7, 8 and 9 are taught in ability groups and over the two weeks of the school timetable will have seven 60 minute lessons.

Career Possibilities Accounting Banking Financial Consultancy Surveying Medicine including Nursing Teaching Architecture Defence and the Military IT and Computing Engineering and Insurance Actuaries