West Buckland School

Years 7 to 9

CONTENTS

Introduction ...................................................................................... page 1 Art and Design .................................................................................. page 2 Design and Technology ................................................................... page 2 English ............................................................................................... page 3 Drama ................................................................................................. page 3 Food and Nutrition .......................................................................... page 4 Geography ......................................................................................... page 5 History ................................................................................................ page 7 Information Technology ................................................................. page 8 Mathematics ...................................................................................... page 9 Modern Foreign Languages ............................................................ page 10 Music .................................................................................................. page 11 Physical Education and Sport ......................................................... page 12 Religious Studies ............................................................................... page 13 The Sciences ...................................................................................... page 14 Learning Support .............................................................................. page 16

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INTRODUCTION We aim to provide a broad and balanced programme for all our pupils, which builds upon the National Curriculum and provides the basis for subsequent study at GCSE and Advanced Level. In Year 7 all pupils study the following subjects:

• Mathematics • English • French and Spanish • Biology, Chemistry and Physics studied as ‘separate sciences’. • Geography, History and Religious Studies • Art, Design and Technology, Drama, Food and Nutrition,

Information Technology, Music • Physical Education and Games

On entering the school pupils join one of four houses – Brereton, Courtenay, Fortescue and Grenville. The remainder of this booklet gives further information about the subjects a pupil will study formally during this phase of their education. Beyond that we also encourage them to participate in a wide range of activities, such as music, drama and sport.

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ART AND DESIGN Pupils are introduced to a more formal approach to Art and Design than they may have experienced previously. The terms are divided into periods where time is spent considering the elements of line, mass, colour, tone, texture and form. The Department works hard in developing new schemes of work: creating projects that we feel excited about and transferring that energy to the pupils. New techniques and approaches to Art are catered for allowing pupils of all abilities to experience different disciplines and achieve results that they will feel proud of. Exhibiting pupils' work is a key factor in recognising and sharing achievement with the whole school and its partners. In each year, pupils will complete three projects with at least one working in three dimensions. There is a strong emphasis on recording from life and working from imagination is also highly encouraged. There will be ample opportunity to express individuality! Pupils discover aspects of Art Appreciation across many boundaries, reflecting upon Art from diverse sources, other cultures, contemporary artists and traditional approaches. Pupils are urged to think about preparation and research as they investigate specific subject matter, as this is considered to be an important aspect of study for future consideration at GCSE. Each pupil has a 'class book' wherein these recordings are presented and can be used in the creation of their final outcomes. It is our objective to present and deliver a challenging, inspiring and enjoyable curriculum for years 7-9. Mr C Main Head of Art and Design

DESIGN AND TECHNOLOGY

Design and Technology for Years 7, 8 and 9 brings students into contact with specialist teachers for possibly the first time in their school careers. They have access to a wider range of equipment and are shown how to structure their designing by recording ideas in a design folio. The design folio shows evidence of the student’s exploration of ideas, concepts and thoughts. Throughout the projects, pupils are taught techniques for exploring and developing ideas including sketching and rendering, annotated drawings and computer simulation. Sometimes the pupils work on their own, sometimes in pairs and on occasions as a member of a team. As they progress through the projects they continue to develop their skills by combining designing and making skills with knowledge and understanding. Typical projects include key rings, electrical games, bridge building, traditional toys and clocks. In Year 9 pupils are able to opt for Design and Technology as part of the craft ‘circus’ whilst others who do not take a second MFL will automatically study the subject for half the year. Mr W D Minns Head of Design and Technology

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ENGLISH In Years 7 and 8 pupils will build upon the knowledge and experience learned in the Preparatory School; revising and expanding their understanding of parts of speech, grammar, punctuation and spelling rules. They are also introduced to a range of literary terminology and begin to learn the art of literary analysis. Pupils are encouraged to write creatively from their own experience and through engagement with texts: poetry, prose and drama, whilst independent reading and effective use of the library and its resources are promoted. Discussion is integral to all aspects of the work and pupils develop a range of speaking skills. In Year 9 pupils will lay foundations upon which to build at GCSE including controlled assessment work and a study of literary context. They will read a Shakespeare play as well as continuing to explore a range of prose and poetry texts. There will also be more emphasis placed on non-fiction and media analysis. Pupils are not entered for the Key Stage 3 examination. Speaking and listening skills continue to be an important part of the work throughout. Mrs Y Helicon Head of English DRAMA Every pupil in Year 7 and 8 has a dedicated Drama Lesson each week, and pupils in Year 9 may opt for drama as part of our creative “circus”. All members of Years 7, 8 and 9 are encouraged to be involved with the drama opportunities open to them. Mrs J F Bunclark Head of Drama

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FOOD AND NUTRITION Pupils look at factors affecting food choice and how to make sensible choices. The eight Healthy Eating Guidelines are studied which then enables pupils to take a much closer look at meal planning. Pupils are introduced to the computerised nutrition analysis programme and are able to analyse their ‘Perfect Day’ with the help of speedy technology! Topics such as cereals, milk, fruit and vegetables are also investigated and the role they play in the modern diet. Practical work takes place roughly every two to three lessons and is initially aimed at familiarising pupils with the room, equipment and practising basic skills and techniques. Knowledge of kitchen hygiene and safety precedes this work. As confidence improves, pupils move on to more demanding tasks. Subsequently we consider food spoilage and techniques used in preservation; whilst a close study of staple foods enables pupils to investigate (and make) pasta as well as bread and pizzas. Practical work enables pupils to investigate food components from an experimental angle as well as developing and practising new techniques involved in the preparation of food. Sensory evaluation techniques are introduced which allow pupils to compare and contrast different foods. In Year 9 pupils are able to opt for Food and Nutrition as part of the craft ‘circus’ whilst others who do not take a second MFL will automatically study the subject for half the year. Pupils are now expected to show increasing levels of confidence and competence when handling food. During the first part of the work in this year, the ‘Big Burger Debate’ allows pupils to investigate the nutritional value of fast foods, compare a variety of commercially prepared burgers as well as going on to design and make their own. The second half of the course involves a study of foods from other communities and around the world. Miss D J Sharman Head of Food and Nutrition

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GEOGRAPHY Year 7 Pupils begin the year with an extended study of the United Kingdom in which basic geographical knowledge is learnt. There is consideration of regional differences within the UK. Atlas skills are integral to this unit of work. Pupils then investigate global population distribution and change before developing their OS map skills. The final topic of the year is the climate. The pupils describe and explain the variations in climate between different regions of the UK before investigating the variations in temperature around the school site. They test their hypotheses through the collection, presentation and analysis of primary data. Year 8 Having developed basic skills and knowledge in Year 7, the pupils begin to take a more global view. After developing some basic knowledge of Europe and its climate, they investigate the various landscapes which have been created and modified by tectonic activity, erosion and weathering. They study these physical processes through the examples of Iceland, The Alps and Mount Vesuvius. Pupils then embark on a study of Africa. They learn where many of the countries are located and then investigate globalisation with particular reference to the supply chain of mobile phones. They then consider why many people migrate from rural to urban areas. This is in the context of our partner school near Lake Victoria, Agoro Oyombe Secondary School. A study of river and coastal processes and landforms precedes a day’s fieldwork at Woody Bay and Heddon’s Mouth on the North Devon coast. The familiar enquiry process is again followed as pupils investigate the behaviour of the River Heddon along its course to the sea.

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Year 9 In Year 9, pupils learn some of the key human and physical processes in order to understand the modern world. Indeed, there is time set aside during the year to analyse the geography that is appearing in the news at any particular time. Pupils start off the year with a detailed study of the geography of conflict. The focus is the Middle East and the issues include the Arab Spring, oil, ethnic diversity, drought and climate change. The pupils use Google Earth to construct their own virtual tour of the region. In the Spring Term, the pupils learn about the weather, something they will probably discuss most days for the rest of their lives! Having learnt about air masses, depressions and high pressure systems, the pupils investigate the data recorded by the school’s automated weather station. Pupils complete their own enquiry and interrogate an extensive set of data to aid their investigation. Some of the pupils will be given the opportunity to visit the Met Office in Exeter. After Easter, the pupils will begin to study material that will be required for their GCSE exams in Year 11. The Summer Term is devoted to the causes and likely effects of global warming as well as the possible strategies to respond to the resultant problems. The local issues surrounding wind turbines in North Devon are analysed and in a GCSE style decision making exercise. M T Brimson Head of Geography

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HISTORY Pupils in Year 7 focus on Medieval Britain 1066-1400. They consider the impact of the Norman Conquest, significant events such as the Crusades and the Black Death, as well as aspects of everyday life including life in towns and villages. There is a visit to Dunster in the Summer Term which provides a local context to their studies. Following this, in Year 8, pupils look closely at British history during the Tudor and Stuart periods (1485-circa 1700). They look at important events during the monarchs’ reigns, including the Spanish Armada, the English Civil War and the Great Fire of London. The personalities of some monarchs are explored, including Henry VIII and Charles I. Aspects of everyday life are studied, including belief in witchcraft. As part of the study of the English Civil War, pupils also visit the Civil War Museum in Torrington (Torrington 1646). In Year 9, pupils start looking at important developments in Britain between 1750 and 1900, including industrial change and slavery. The in-depth study of slavery includes an opportunity to handle and work with artefacts. This is followed by a study of the causes of the First World War and fighting on the Western Front. Finally, in the Summer Term, pupils investigate the causes of the Second World War and key events during the Second World War including Pearl Harbor and D-Day. Mr C J Allin Head of History

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INFORMATION TECHNOLOGY During the course of Years 7, 8 and 9, pupils undertake a variety of projects which introduce them to the major applications they are likely to need to use in support of their learning. In Year 7 pupils are introduced to the rules and regulations regarding the use of computers at West Buckland School, as well as learning how to organise their files and folders. Pupils then create a PowerPoint Presentation before using Desktop Publishing software to enhance and develop work that they started in their Geography lessons. Part of the Spring Term is spent creating web pages using HTML, where pupils learn the importance of accuracy when entering commands. Finally in the Summer Term pupils use Excel to explore and design spreadsheet models and they also perform some fundamental programming using WinLogo. Year 8 builds upon what was learnt in Year 7, as pupils look at the reliability of data available on the Internet before using Publisher to create a Newsletter. Next during the spring term pupils investigate the features of a spreadsheet and how they can be used to create a variety of graphs. They learn and experiment with a variety of different Photo Editing techniques using Photoshop. The Summer Term sees pupils looking at what makes a “good” website before using Dreamweaver to create a website of their own. In Year 9 pupils learn about the advanced word processing features of Microsoft Word, produce a podcast and learn about the use and potential threats involved when using ICT in modern society. The features of a database are covered using Microsoft Access and the use of Control Systems is also explored. Mr P H Davies Head of Information Technology

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MATHEMATICS During the three years pupils cover the four areas specified in the National Curriculum – using and applying mathematics, number and algebra, shape, space and measures, and handling data. The school uses the “MEP”, the Mathematics Enhancement Program of textbooks. This is a series of textbooks and resources developed by the Centre for Innovation in Mathematics Teaching, based at Plymouth University. Core material is introduced and practised along with review sections on material met earlier and extension questions for able pupils to expand their knowledge. Pupils can expect to practise their mental arithmetic as well as their skills of working without a calculator. However, they can also expect to be taught how to use a calculator accurately and efficiently. Pupils are not entered for the Key Stage 3 examination. Pupils will learn how to apply what they have learned and develop for themselves an investigation into a given problem. The emphasis, at times, is very much in using mathematics, either in a fun or more formal situation. Pupils will be regularly tested across the whole of each year. In each year the abler pupils have the opportunity to participate in the national UK Mathematical Challenge competitions.

Mrs S G Fowles Head of Mathematics

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MODERN FOREIGN LANGUAGES Year 7 From September 2012 most Year 7 pupils will study French and Spanish for three periods a week and be set one prep for each. Pupils who have studied French before will continue with Tricolore Total 1, while those who have not will start from the beginning of the course. Any of these pupils who make sufficient progress will have the opportunity to move into a more advanced class. In Spanish the sets will be mixed ability and will use Zoom 1. Some pupils may be invited to study only one language of their choice. The three periods thus freed up will be used to consolidate literacy skills. Years 8 and 9 The situation described below will gradually be phased out as the 2012-13 Year 7 cohort move through the school. This means the Year 8 arrangements here will apply to 2012-13 only, while those for Year 9 will apply in both 2012-13 and 2013-14. In Year 8, pupils will be able to take up Spanish in addition to French. They will be placed in one of three sets, depending, initially, on how they have progressed with French. There are three second language periods in Year 8. A very small number of pupils may be advised to devote these periods to learning support. From Year 8 onwards pupils are placed in sets. Setting decisions are based partly on examination results and partly on their teacher’s evaluation of their progress over the whole year. In French, they continue with the Tricolore Total course. Pupils in Year 9 may also have the opportunity to participate in the biennial French trip alongside Year 10. (The next trip should take place in April 2014.) Zoom is the coursebook used for Spanish. Pupils begin by learning to talk about themselves and everyday experiences. The Spanish trip, which, in recent years, has visited places as varied as Santander, Cordoba and Murcia, is open to pupils from Year 9 and above. At the end of Year 8, a few pupils who are clearly not making progress with their second language may be advised to replace it with an extra option in the ‘Craft Circus’. There are four second language periods in Year 9. We strongly encourage other pupils to seriously consider continuing their study of two languages to GCSE and, indeed, A-level.

Mr T Lutley Head of Modern Languages

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MUSIC Pupils follow the new ‘OPUS’ music series which offers a practical approach to music teaching. Pupils investigate a number of topics through performance, composition and listening tasks. Much of the work is undertaken in small groups with regular peer and self-assessment tasks which encourages independent thinking and learning. Topics currently studied include: • What makes a good song? • Latin beat – the music of Latin America • The elements of music • Folk music • Medieval Music • Impressionism – the music of Debussy • Reggae • Jazz • Night music – nocturnes and lullabies • Film music All projects involve a good deal of practical work and pupils are encouraged to bring in their instruments from home, even if they have only had a couple of lessons! Mrs E M Kent Director of Music

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PHYSICAL EDUCATION AND SPORT We aim to stimulate and maintain pupil interest and enjoyment in Physical Education and Sport, and to promote health and fitness for current and future lifestyles. Pupils are encouraged to work independently and as part of a team in varied activities, with the aim that they develop a range of personal qualities such as initiative, independence, perseverance and sense of fair play. School teams are produced in the following sports: Boys – Rugby, Cricket, Athletics, Basketball (Years 8 and 9) Hockey, Cross Country, Running and Swimming Girls – Netball, Hockey, Tennis (Year 8 and 9), Athletics, Rounders, Cross Country, Running and Swimming

While these teams are created, all pupils receive the same expertise of teaching. Moreover, squads are very fluid, allowing plenty of opportunity for those who develop later to win squad places. In addition to inter-school fixtures, pupils may also represent their Houses in our intra-school competitions.

The Physical Education and Sport Schedule

PE

Autumn Term Spring Term Summer Term Y 7 Y 8 Y 9 Y 7 Y 8 Y 9 Y 7 Y 8 Y 9

Swimming Basketball

Swimming Basketball

Swimming Basketball

Swimming Badminton

Badminton Swimming

Badminton Swimming

Athletics Volleyball

Volleyball Athletics

Athletics Volleyball

Boys Games

Rugby Rugby Rugby Hockey Hockey Hockey

Cricket

Cricket

Cricket

Girls’ Games

Netball Hockey Hockey Hockey Netball

Hockey Netball Netball Rounders Tennis

Rounders Tennis

Rounders

Tennis

Opportunities exist within the extra-curricular provision for pupils to engage in other sports, such as athletics, cross country, squash, table-tennis and golf.

Mr A N Calder Director of Physical Education and Sport

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RELIGIOUS STUDIES We study religions both to learn about them: what they teach and celebrate in their writings and their rituals; and to learn from them: how they influence people’s lives today, and what we make of that influence. In Year 7, we plunge straight into religion, philosophy and ethics to deal with the most difficult and important questions we can ask: Who am I? What is life about? Is there life after death? Are there different ways of seeing the Truth? What is religion? Are terms like "good" and "evil" just matters of opinion? Why are religions growing world-wide? What does it mean to talk of God? Are science and religion really in conflict? What does it mean to be "spiritual"? What are the main arguments for God's existence? Is there any evidence for atheism? The approach is rigorous and academic, getting to grips with the varied interpretations and analysis of scriptures, rituals, beliefs and moralities that increasingly make up our multicultural society. In Year 8, we learn about Judaism, the vibrant global religious tradition to which both Christianity and Islam can trace their origins. We see how Jews use the Torah, and compare how Christians use the Bible and how Muslims use the Koran. We consider the religious foundations of morality, politics and law in the 10 commandments. We find out about different ways worshippers approach their way of life, and about the effect this may have on their lives in terms of their diet, dress and behaviour. We study the tales of the Jewish Fathers: Abraham, Isaac and Jacob; and the Christian festivals of Advent, Epiphany, Lent, Easter and Pentecost as they are celebrated through the Christian Year. We compare some celebrations too; for instance, a Christian Christmas with a Jewish Hanukah and a Hindu Divali. We think about how people respond to God and love their neighbours through prayer and service. We end year 8 with a textual analysis of some of Mark’s Gospel, as background information about Jesus for those students unfamiliar with the facts of his life, and as an introduction to GCSE level study; to see how his teachings have been evaluated and applied to create the modern world. In Year 9, we launch out on the full AQA GCSE Religious Studies course (specification B). We study issues of Religion and Life – warfare and pacifism; early life - genetic engineering and abortion; prejudice - racism and discrimination; and environmentalism - caring for our planet. We study these in relation to approaches from a variety of religions. The course then continues into Years 10 and 11 with investigation into religious expressions in society today. Mr A Watkinson-Trim Head of Relig ious Studies

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THE SCIENCES The sciences are taught throughout Years 7 to 9 as three separate subjects by specialist teachers in specialist laboratories.

BIOLOGY

Pupils begin by studying a basic skills module ranging from practical write-ups to biological drawing skills. After this we study: the diversity of life, cell structure, breathing and reproduction. This is followed in Year 8 by a look at topics that will be encountered later at GCSE, including: microbiology, diet and digestion, respiration and photosynthesis.

Mr N T Shawcross Head of Biology

CHEMISTRY

The Years 7 and 8 course is designed to allow the pupils to meet and build upon the foundation skills of practical chemistry. Initially in Year 7, pupils will have an introduction to many elementary practical techniques. They will have a chance to investigate different methods of separation of substances. They will meet the concepts of acids, alkalis and neutralisation, and will consider the chemical properties of crude oil. Pupils also investigate how materials behave under heat, and learn how to prepare pure oxygen gas and will investigate the combustion of elements therein. Wherever possible every lesson will involve the pupils in some form of hands-on practical work. The new skills acquired allow pupils in Year 8 to carry out investigations into the reactivity series of elements. They will begin to cover the basics of symbols and formulae, and will go on to investigate the hardness of water and will learn how to prepare pure carbon dioxide. In addition, they will look at the action of heat on carbonates, and learn how to extract pure metals from their ores. Knowledge of simple formulae and basic equations will have been built upon by the end of the year. Once again, wherever suitable, every lesson will involve the pupils in some form of hands-on practical work. Mr R D Clarke Head of Chemistry

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PHYSICS Pupils follow an introductory syllabus in Years 7 and 8 modelled on the KS3 programme of study and start the GCSE course at the beginning of Year 9. Throughout the course pupils are encouraged to think about the ways in which scientists work today and how they worked in the past, including the roles of experimentation, evidence and creative thought in the development of scientific ideas. They are introduced to calculations and develop the use of equations in Physics. In Years 7 and 8 pupils are introduced to measurement and experimentation including the use of tables and graphs to present experimental results. Pupils continue with introductory topics on electricity, energy and astronomy. In Year 8 pupils study topics on force and motion, light and sound. Mr S J Prior Head of Physics THE SCIENCES IN YEAR 9 In Year 9 pupils start the GCSE course in all sciences following the AQA Science A specification. Pupils study the Core Science component within each individual subject. All of the material is taught with an emphasis upon practical science, improvement of laboratory skills, informed discussion and discovery. The pupils will also learn the skills of data analysis and interpretation. Mr R D Clarke Head of Science

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LEARNING SUPPORT Throughout the initial years in the school, assessments of the needs of individual pupils take place as described in the school’s Learning Support Policy. In Year 7, pupils are supported in class by arrangement between teachers and the Learning Support Department. As a result of their performance in the entrance exam, some pupils will be offered the option of attending “Language for Life” lessons to revise and consolidate basic skills instead of a second modern foreign language. In Years 8 and 9, small groups of pupils are timetabled for Learning Support in place of studying a second MFL after consultation between staff, parents, the Director of Studies and the Head of Learning Support. This is normally to address individual needs as a result of Specific Learning Difficulties. There is a weekly reading lesson, with an associated Prep, and a range of basic literacy, numeracy and ICT skills are reinforced. Advice about study skills and revision is given to enable pupils to make the best use of their time and prepare effectively for formal exams at GCSE. Each pupil has an IEP which is reviewed every 6 months.

Mrs A J Willmott Head of Learning Support

Headmaster

Mr J F Vick School: 01598 760281

E-mail: headmaster@westbuckland.devon.sch.uk

Director of Studies

Mr C J Burrows School: 01598 760165

E-mail: cjb@westbuckland.devon.sch.uk

Sept 2012