foreword: mission statement€¦ · foreword: mission statement shaping stars of today for tomorrow...

3

Foreword: Mission Statement Shaping Stars of Today for Tomorrow

Mission We aspire to create outstanding organisations that promote educational

excellence, character development and service to communities.

Vision Nurturing Today’s Young People, Inspiring Tomorrow’s Leaders

Our vision is wide-ranging. It encompasses aspiration, educational excellence,

system leadership, social mobility and cohesion.

We aim to:

Transform the educational achievement of the nation’s young people,

schools and academies

Elevate the life chances of young people in areas of social and economic

deprivation – from all backgrounds – to help them succeed at the highest

levels of education, employment and the professions

Lead a national drive based on rigour and high expectations designed to

improve school standards

Provide more choice for parents by offering them the chance to send their

children to an inspirational school

Ensure ambition and high aspirations are rewarded through all our schools

Make a demonstrable impact on social mobility and equality in communities

that have called out for change for so long

Create a diverse network of faith and non-faith schools, ensuring every child

has access to a first-rate education that embodies opportunity for all

In doing so we will nurture today’s young people and inspire tomorrow’s

leaders.

Values SSSService – Being a responsible citizen in our community.

TTTTeamwork – Working together for excellence.

AAAAmbition – Aspiring to be our best.

RRRRespect – Treating others as we wish to be treated.

Priorities All our work is structured under three overarching priorities:

Educational excellence.

Operational excellence.

A strong Star community.

4

Expectations for School Uniform

Starbank promotes excellence in everything its pupils undertake. The uniform and appearance of our pupils

will support the ethos of our academy; providing the pupils with pride to be part of the academy and

enabling them to act as ambassadors for the academy.

5

Our approved retailer for any unform marked ‘Academy’ is Stevensons.

The Stevensons online shop ( ( ( ( www.stevensons.co.ukwww.stevensons.co.ukwww.stevensons.co.ukwww.stevensons.co.uk )))) offers a user-friendly and

straightforward method of purchase for parents to use year-round.

For full information and links to the uniform policy please vist For full information and links to the uniform policy please vist For full information and links to the uniform policy please vist For full information and links to the uniform policy please vist

https://www.starbankschohttps://www.starbankschohttps://www.starbankschohttps://www.starbankschool.co.uk/information/schoolol.co.uk/information/schoolol.co.uk/information/schoolol.co.uk/information/school----uniform/uniform/uniform/uniform/

6

Timings for our school day at Secondary School

Monday to Thursday

08:30 Registration & Assembly

08:45 – 09:40 Lesson One

09:40 - 10:35 Lesson Two

10:35 – 10:55 Break-time

10:55 – 11:50 Lesson Three

11:50 – 12:45 Lesson Four

12:45 – 14:15

KS

3

(Yr

7 &

Yr

8)

12:45 – 13:20 Lunch Time

KS

4

(Yr

9 t

o Y

r 11

)

12:45 – 13:40 Lesson Five

13:20 – 14:15 Lesson Five

13:40 – 14:15 Lunch Time

14:15 – 15:10 Lesson Six

15:10 Home Time

Friday

08:30 Registration & Assembly

08:45 – 09:40 Lesson One

09:40 – 11:05

KS

3

(Yr

7 &

Yr

8) 09:40 – 10:10

Break & Brunch

KS

4

(Yr

9 t

o Y

r 11

) 09:40 – 10:35 Lesson Two

10:10 – 11:05 Lesson Two

10:35 – 11:05 Break & Brunch

11:05 – 12:00 Lesson Three

12:00 End of School

7

Expectations for Starting Learning

All Pupils are expected to:

Respect the mission and ethos of the school.

Demonstrate at all times the Star values of Service,

Teamwork, Ambition and Respect.

Promote fundamental British values (including

democracy, the rule of law, freedom of speech,

freedom of thought and freedom of association) and

reject all forms of discrimination and extremism.

Aim for the best possible standards in my studies, both

at home and in school.

Attend school every day, and arrive on time.

Attend all intervention or revision classes identified for

me punctually.

Dress correctly for school, including on all trips, and

bring the necessary equipment each day.

Care for the school environment and the environment

around the school.

Ensure that I use the internet safely and sensibly so

that it does not bring harm to me or others.

Work to my full potential in all subjects.

Participate fully in leadership programmes.

Complete homework on time, to the best of my ability.

Expectations for between Learning (in corridors and at changeovers)

All Pupils are expected to:

Follow the one way system around the school,

Bottles in bags, pens in pencil cases (not top pockets)

Absolutely no food or drink in the corridors,

Walk calmly around the building – no running,

Follow staff instructions at first time of asking,

Help one another should opportunity arise.Help one another should opportunity arise.Help one another should opportunity arise.Help one another should opportunity arise.

8

Pupil Code of Conduct

We expect all pupils to take responsibility for their own behaviour in line with

our STAR values:

For each of these values, we have established a set of school rules which set out

both our positive expectations of pupils’ behaviour and also the kinds of actions

which we view as unacceptable.

This Code of Conduct and the rules which support it are intended to ensure that

all pupils:

can work to the best of their ability and achieve their full potential;

are safe, happy and well;

develop good character and are prepared for adult life and work.

9

ValueValueValueValue Service Service Service Service –––– Being a responsible citizen in our communityBeing a responsible citizen in our communityBeing a responsible citizen in our communityBeing a responsible citizen in our community

BehavioursBehavioursBehavioursBehaviours School School School School RulesRulesRulesRules

We are passionate We are passionate We are passionate We are passionate

about helping othersabout helping othersabout helping othersabout helping others

We think about We think about We think about We think about

others in every others in every others in every others in every

decision we takedecision we takedecision we takedecision we take

We strive to go the We strive to go the We strive to go the We strive to go the

extra mile in extra mile in extra mile in extra mile in

everything we doeverything we doeverything we doeverything we do

We look to make We look to make We look to make We look to make

things easier for things easier for things easier for things easier for

people we have people we have people we have people we have

responsibility forresponsibility forresponsibility forresponsibility for

We work hard to We work hard to We work hard to We work hard to

serve and improve serve and improve serve and improve serve and improve

our our our our communitycommunitycommunitycommunity

All pupils should::::

S1 Consider the effect of their decisions and behaviour on others before

acting

S2 Be excellent ambassadors for the school

S3 Be respectful to all members of the public and the community at all

times

S4 Smile and greet all visitors to the school

S5 Have an awareness of, and empathy for, those less fortunate than

themselves, and always be considerate of other people’s circumstances

S6 Get involved in the wider life of the school, including charitable and

community events

S7 Look after the school environment and take pride in its appearance

S8 Go straight home after school and refrain from lingering outside the

school

All pupils must not:

S9 Do anything which will damage the reputation of the school, its staff, or

other pupils

S10 Show disrespect to members of the public and the community

S11 Damage the school building or school property

S12 Waste school resources

S13 Drop litter in and around school

S14 Become involved in anti-social behaviour outside school

10

ValueValueValueValue Teamwork Teamwork Teamwork Teamwork ---- Working together for excellenceWorking together for excellenceWorking together for excellenceWorking together for excellence

BehavioursBehavioursBehavioursBehaviours School RulesSchool RulesSchool RulesSchool Rules

We learn from, with We learn from, with We learn from, with We learn from, with

and aboutand aboutand aboutand about

othersothersothersothers

We listen to We listen to We listen to We listen to

different pointsdifferent pointsdifferent pointsdifferent points

of viewof viewof viewof view

We work well withWe work well withWe work well withWe work well with

others toothers toothers toothers to

achieve collective achieve collective achieve collective achieve collective

goalsgoalsgoalsgoals

We take We take We take We take

responsibility when responsibility when responsibility when responsibility when

things go wrong things go wrong things go wrong things go wrong

and learn from and learn from and learn from and learn from

every mistakeevery mistakeevery mistakeevery mistake

We share We share We share We share

responsibilities andresponsibilities andresponsibilities andresponsibilities and

tasks to achieve tasks to achieve tasks to achieve tasks to achieve

even bettereven bettereven bettereven better

outcomesoutcomesoutcomesoutcomes

All pupils should:

T1 Work well and co-operate with others, listen to them and respect their

opinions

T2 Listen actively while others are talking

T3 Welcome the ideas and experiences of other pupils

T4 Try to understand other people’s point of view, even when they differ

from their own

T5 Appreciate any feedback which staff give in order to improve their work

T6 Ensure all information is passed quickly between home and school

T7 Follow the rules, expectations and instructions of staff immediately

T8 Accept when they are wrong, learn from their mistakes and apologise for

their actions and for any disruption or harm they may have caused

T9 Agree to any sanctions they may be given without protesting or

complaining

T10 Listen to and learn from constructive feedback


T11 Stop others from working

T12 Undermine our collective efforts to learn and achieve

T13 Fail to follow instructions from teachers and other school staff

immediately

T14 Engage in conversations with each other which are inappropriate or

offensive

11

ValueValueValueValue Ambition Ambition Ambition Ambition ---- Aspiring to be our bestAspiring to be our bestAspiring to be our bestAspiring to be our best


We set high We set high We set high We set high

expectations of expectations of expectations of expectations of

ourselves and ourselves and ourselves and ourselves and


We have the We have the We have the We have the

highest standardshighest standardshighest standardshighest standards

of attendance and of attendance and of attendance and of attendance and

punctualitypunctualitypunctualitypunctuality

We take pride in We take pride in We take pride in We take pride in

our workour workour workour work

We relish tough We relish tough We relish tough We relish tough

challengeschallengeschallengeschallenges

We strive to We strive to We strive to We strive to

improveimproveimproveimprove

continuously in continuously in continuously in continuously in

every areaevery areaevery areaevery area

All pupils should:

A1 Remain positive at all times

A2 Arrive to lessons on time and with the correct equipment, ready to learn

A3 Sit as required by the seating plan and remove their coats upon entering

the classroom

A4 Work to the best of their ability during lessons

A5

Ensure that their behaviour allows all other pupils to make good

progress in their learning and does not undermine the teacher’s

authority

A6 Ensure their work is presentable

A7 Complete classwork and homework on time and to the best of their

ability

A8 Tidy everything away at the end of each lesson and wait to be dismissed

A9 Attend all intervention sessions

A10 Wear the school uniform with pride

A11 Relish challenging targets, be able to describe their progress towards

meeting them and how they plan to improve

A12 Make the most of all the leadership opportunities on offer


A13 Allow themselves to become negative or apathetic about their work and

progress

A14 Be late to lessons

A15 Be unprepared for lessons or bring the wrong equipment with them

A16 Ignore constructive feedback from staff and other pupils

A17 Eat or drink during lessons

A18 Copy work from other pupils or sources

A19 Leave classrooms without permission

A20 Leave classrooms untidy

A21 Submit homework late

A22 Deviate from the uniform code or wear make-up or jewellery in school

12

ValueValueValueValue Respect Respect Respect Respect ---- Treating others as we wish to be treatedTreating others as we wish to be treatedTreating others as we wish to be treatedTreating others as we wish to be treated


We are honestWe are honestWe are honestWe are honest

and sincere inand sincere inand sincere inand sincere in

everything we doeverything we doeverything we doeverything we do

We are We are We are We are

approachable, approachable, approachable, approachable,

caringcaringcaringcaring

and inclusiveand inclusiveand inclusiveand inclusive

We make the right We make the right We make the right We make the right

choiceschoiceschoiceschoices

even when things even when things even when things even when things

are hardare hardare hardare hard

We are We are We are We are

considerate, considerate, considerate, considerate,

attentiveattentiveattentiveattentive

and appreciate and appreciate and appreciate and appreciate


We valueWe valueWe valueWe value

different beliefs, different beliefs, different beliefs, different beliefs,

cultures andcultures andcultures andcultures and

approachesapproachesapproachesapproaches

All pupils should:

R1 Be respectful to other members of the class, school and

community and show a caring and polite attitude at all times

R2 Consider other people’s feelings and never make hurtful remarks

R3 Treat each other with kindness and love, always be polite and

greet each other with a smile

R4 Look out for others at all times

R5 Report bullying and speak up when someone is in need of help or

there is injustice

R6 Uphold fundamental British values and reject all forms of

discrimination and extremism

R7 Respect each other’s space, both within the school and in the

school’s outdoor environment

R8 Enter and leave the school by the designated pupil entrance and

exit

R10 Always keep to the designated paths when moving around outside

R10 Always keep to the designated paths when moving around outside

R11 Knock on classroom doors before entering

R12 Hold doors open and let adults/visitors pass through

R13 Play safely and calmly when outdoors

R14

In the dining hall: have quiet conversations at the table, show

good table manners, be clean and tidy and take time to enjoy the

meal

R15 Stop playing when breaks end, pay attention and listen


R16 Show disrespect to staff and other pupils

R17 Bring mobile phones, iPods or other electrical items to the school

R18 Swear, shout or call other people names

R19 Smoke in or near the school site

R20 Leave the school premises during the school day without written

permission

R21 Eat food whilst walking around the school

R22 Chew gum at any time

R23 Run along the corridors or stairways

13

R24 Lean out of windows

R25

Take photographs, videos or other recordings of members of the

school community without their permission or post them on

websites or social media without their consent

At the heart of our RESPECT value is treating others as we wish to be At the heart of our RESPECT value is treating others as we wish to be At the heart of our RESPECT value is treating others as we wish to be At the heart of our RESPECT value is treating others as we wish to be

treated. In keeping with this, the following behaviours are strictly treated. In keeping with this, the following behaviours are strictly treated. In keeping with this, the following behaviours are strictly treated. In keeping with this, the following behaviours are strictly

forbiddenforbiddenforbiddenforbidden under the School Rules and will result in severe sanctions:under the School Rules and will result in severe sanctions:under the School Rules and will result in severe sanctions:under the School Rules and will result in severe sanctions:

R26 Violence to others

R27 Bullying or intimidation: physical, verbal or otherwise

R28 Stealing or bringing stolen goods into school

R29 Starting or attempting to start fires

R30

Bringing items into school which are harmful to themselves or

others, including: tobacco products (including e-cigarettes);

alcohol; illegal drugs and substances; pornographic images of any

kind; fireworks; knives and other weapons; matches and lighters;

items that can be used to cause injury or commit an offence

R31

Bring or access material in school that is inappropriate or

offensive in nature, including material which contains

inappropriate, offensive or illegal images

R32 Drug-taking or drug-dealing

R33 Engage in discriminatory or extremist activity which is contrary to

fundamental British values

14

English

Why do we teach English?

English is an all-encompassing subject where you are given the opportunity to form your own thoughts,

feelings and ideas in an ever changing society. We give you the tools to equip you for life, how to debate,

advise, inform, argue, review and even challenge world views critically all whilst learning from great

literary authors, poets and playwrights!

What will I learn in English?

Year 7 Curriculum Year 8 Curriculum

Origins of English - Myths and Legends My Birmingham

Gothic Tales/Narrative and descriptive

writing Poetry Through The Ages

Introduction to Shakespeare Dystopian and Science Fiction

Diverse Voices Poetry Powerful Speeches Through Time

Island Adventures Project Noughts and Crosses

Class Reader Class Reader

How would I learn in English?

Here at the English Department in Starbank School, we do not just stick to traditional pens and paper, we

incorporate drama techniques, debates, classroom court trials, 3D homework projects, spelling bees,

competitions, guest speakers and trips to give you a truly immersive and memorable experience.

We believe English is very much living and breathing around us so we take pride in keeping the curriculum

relevant. Our entire curriculum is built around the theme of ‘conflict’ and the carefully chosen texts

present this from varying perspectives and viewpoints so you learn the importance of peace, acceptance

and respect for others around you. A large part of this is reading from a wide variety of texts from as early

as the 14th century to present day YA fiction. You will understand how language has evolved over time to

include other cultures and traditions from the

Magna Carta, Shakespeare’s sonnets,

Renaissance poetry, Orwell’s novel 1984 and

even the Hunger Games.

Literature is a reflection of the society we exist in

and whilst reading these texts provides an insight

into ground breaking social and historical events,

we will also interpret them through other formats

such as clips from films, TV programmes or

adaptations, music, theatre productions and even

analysing tweets!

15

Mathematics

Why do we teach Mathematics?

Maths, like its good friend English, is a core subject at

school, which we must all study. All universities and All universities and All universities and All universities and

employers will want you to have at least a grade 4 in employers will want you to have at least a grade 4 in employers will want you to have at least a grade 4 in employers will want you to have at least a grade 4 in

maths at GCSE.maths at GCSE.maths at GCSE.maths at GCSE.

Studying maths helps us find patterns and structure in

our lives. Practically, maths helps us put a price on

things, create graphics, build websites, build skyscrapers

and generally understand how things work or predict

how they might change over time and under different

conditions.

Maths will help you for pretty much any career and gives you bags of skills. You could become an accountant,

doctor, engineer, teacher, games developer, architecture to name a few…

What would I learn in Mathematics?

Year 7 CurriculumYear 7 CurriculumYear 7 CurriculumYear 7 Curriculum Year 8 CurriculumYear 8 CurriculumYear 8 CurriculumYear 8 Curriculum

Building number skills Number

Multiplication and division Algebra

Geometry Geometry

Fractions Applications of number

Algebra 3D Geometry

Applications Statistics

How would I learn in Mathematics?

Maths is one of the best subjects to develop your analytical, research and problem-solving skills. Not only

will studying maths help give you the knowledge to tackle scientific, mechanical, coding and abstract

problems, it will also help you develop logic to tackle everyday issues like planning projects, managing

budgets and even debating effectively. We will make sure in lessons to develop these skills by talking about

practical applications and through investigations.

If you want to get ahead in maths why not get a revision guide and workbook and start studying this

summer?

16

Science at Key Stage 3

Why do we teach Science?

The study of Science offers individuals the ability to access a

wealth of knowledge and understanding of how and why things

work the way they do. It is able to explain the mechanics and

reasons behind the things that happen around us, from the

complex systems within our bodies to the unknown and unseen

complexities in the universe. Science is a subject, which is relevant to all aspects

of our lives and allows us to make well informed decisions in our lives and

pursue new interests.

What would I learn in Science?


ChemistryChemistryChemistryChemistry

Particles and their behaviour Combustion

Mixtures and separation Metals and their uses

Acids and Alkalis Making materials

Elements, Atoms and Compounds Reactivity

Periodic table Rocks

BiologyBiologyBiologyBiology

Cells, tissues and organs Plants and reproduction

Reproduction Breathing and respiration

Muscle and bone Plant growth

Ecosystems Unicellular organisms

Genetics and evolution

PhysicsPhysicsPhysicsPhysics

Energy Fluids

Current and electricity Light

Forces Energy transfers

Sound Earth and space

Forces and motion

Force fields and electromagnets

How would I learn in Science?

The schemes of work have been planned in accordance with the KS3

Science National Curriculum, building Pupils scientific knowledge and

skills. Some of the scientific skills include: developing curiosity and

questioning, planning and carrying out investigations in order to

collect accurate and reliable data, being able to draw scientific

conclusions from data and analysing results as well as using skills

from other subjects such as English, Mathematics and Design

Technology.

17

History

Why do we teach History?

A study of History allows Pupils to learn about their

community, Britain, Europe and the world. It allows Pupils

develop a chronological overview that enables them to make

connections within and across different periods and societies.

You will investigate Britain's relationships with the wider

world, and relate past events to the present day.

History prepares Pupils for the future, equipping them with

knowledge and skills that are prized in adult life, enhancing

employability and developing an ability to take part in a

democratic society

What would I learn in History?


Local History and Key Skills The Victorians

Medieval England (Normans & Crusades) Slavery & Empire

Medieval England (Magna Carta & Black

Death) World War One

The Tudors Interwar Years & WWII

Stuarts & Civil War Revolutions

Reformation & India What’s left in History?

Where will History take you at the end of Y8?

Key stage 3 History gives Pupils a strong foundation for a range of subjects at GCSE not just History, but

also, Sociology, English and RE. Post 16 many Pupils will go on to study History at A-level and beyond.

How would I learn in History?

History lessons are built around a particular historical

enquiry which aims to foster a genuine enthusiasm for the

subject. History at Starbank is both dynamic and engaging.

Through a study of history, Pupils are encouraged to think

and reflect on a range of interpretations, periods, people

and their behaviour. History involves critical and analytical

thinking and the ability to make independent

judgements. will present work through extended writing

and debate.

18

Geography in KS3

Why do we teach Geography?

The Earth is likely to change more in the next 50 years than it has ever done before.

Geography explains why, and helps to prepare you for those changes.

Geography stimulates an interest in and sense of wonder about places, people and the

environment. It helps us make sense of a complex and dynamically changing world and

how society, economies and environment combine to bring about change. Through

Geography we learn where places are, how places and landscapes are formed, how people and their

environment interact and how a diverse range of economies, societies and environments are

interconnected.

What would I learn in Geography?

Below is a breakdown of the units studied at Key Stage 3 in Geography:


Physical and Human Landscapes of the UK Our unequal world

Africa – a diverse continent Tectonic hazards

Is the Geography of Russia a benefit or a

curse? Population and Urbanisation

Urgan change in the UK River processes

UK coastlines Weather and climate and climate change

Geographical enquiry Is the Earth running out of resources?

What does Geography lead on to at the end of Year 8?

There is a diverse content on offer at Geography GCSE. Geography

provides a platform for distinguished career paths into town planning,

architecture, environmental management, nature conservation,

management, travel and tourism and many other key areas.

How would I learn in Geography?

You will explore issues on a local, national and global scale. You

will undertake fieldwork investigations to gain an idea of

geography in practice. ICT is used throughout our scheme of

work to help you embed your learning. GIS is used in learning

such as Google Earth and Digimaps. You will present you learning

through a variety of methods such as extended writing and

debate, where you will be encouraged to justify your own

opinions on the issues we will learn.

19

Art and Design

Why do we teach Art and Design?

As a department our aim is to provide every

student with a creative experience that will develop

key artistic skills during their two years in KS3.

Pupils will develop technical skills such as: drawing,

painting and printing where they will use a wide

range of materials. Pupils will experience working in

2D and 3D both individually and collaboratively,

studying artists from the past to the present to

inspire and develop their work. Our aim is to enable

all Pupils to develop their confidence,

communication skills and their imagination.

What would I learn in Art and Design?


Autumn: Visual Elements/Key SkillsAutumn: Visual Elements/Key SkillsAutumn: Visual Elements/Key SkillsAutumn: Visual Elements/Key Skills

Perfecting the art of drawing through a

variety of mediums including: charcoal, water

colour and ink bleeding. To focus on: line,

tone, colour, shape, pattern, texture and

composition

Autumn: Day of the Dead/3D sculptureAutumn: Day of the Dead/3D sculptureAutumn: Day of the Dead/3D sculptureAutumn: Day of the Dead/3D sculpture

Extending knowledge on different cultures by

looking more closely into the Mexican festival

of “The Day of the Dead”.

Spring: Sarah BeetsonSpring: Sarah BeetsonSpring: Sarah BeetsonSpring: Sarah Beetson/Contemporary art/Contemporary art/Contemporary art/Contemporary art

Focus on observational drawing with an

emphasis on drawing with perspective

Spring: Pop Art/DesignSpring: Pop Art/DesignSpring: Pop Art/DesignSpring: Pop Art/Design

Studying the work of Andy Warhol and Roy

Lichtenstein to create an explosion in the Pop

Art Style.

Summer: Job Burgerman/3D SculptureSummer: Job Burgerman/3D SculptureSummer: Job Burgerman/3D SculptureSummer: Job Burgerman/3D Sculpture

A project based upon the work of illustrator

and contemporary artist Jon Burgerman

Summer: Japanese/Experimental ArtSummer: Japanese/Experimental ArtSummer: Japanese/Experimental ArtSummer: Japanese/Experimental Art

Developing knowledge of art and artistic

expression through different cultures.

How would I learn in Art and Design?

Pupils will complete three projects during the academic year. Each term

they will develop a variety of new skills as well as building upon prior

skills and techniques where they will be provided with the opportunity to

develop work in both 2D and 3D. Pupils will research and learn about a

range of artists from the past to contemporary as well as working on a

project that focuses on different cultures. Pupils will produce a

sketchbook full of drawings, ideas and experiments as well as producing a

large final outcome for each project. The project themes are extensive

but each will aim to inspire, motivate and challenge all pupils, preparing

them for future option choices in Art.

20

Design Technology and Food

Why do we teach Design Technology and Food?

Design Technology and Food are crucial subjects that allows Pupils the

opportunity to understand the world around them. From the clothes

they wear, the house the live in, to the food they eat, it is all made

through the same design, develop and making process. Designing,

engineering, food production and textile manufacture are just some of

the multi-billion pound industries that make up the UK commerce

today and in Birmingham we have a proud history of these industries.

Here at Starbank, Design Technology is a key part of the KS3

curriculum and gives Pupils an opportunity to experience x3 key areas,

Food, Product Design and Textiles. Giving Pupils a broad overview of

the subject, then allows for informed choices for their KS4 options and

with a wide range of materials, skills and machinery available, it makes

for many varied and exciting pupil learning opportunities.

What would I learn in Design Technology and Food?

The Design Technology and Food curriculum is run over a carousel timetable throughout the year which

enables Pupils to experience all areas of the subject.


Food:Food:Food:Food: Healthy Eating, Diet and health, Safety

in the kitchen, Bacteria, Basic practical

cooking skills.

Food:Food:Food:Food: Food provenance, Where our food

comes from, case studies on key ingredients,

needs of others, developing practical cooking

skills

Product Design:Product Design:Product Design:Product Design: Researching, designing to a

brief, materials- mainly timber based, basic

3D Making skills, timber prototype making.

Product Design:Product Design:Product Design:Product Design: Researching, designing to a

brief, materials- variety including timber,

plastic and metal, basic 3D Making skills,

timber prototype making. Some elements of

CADCAM/Electronics.

Textiles Design:Textiles Design:Textiles Design:Textiles Design: Researching, designing to a

brief, materials- mainly felt based, basic 3D

textiles Making skills, textiles prototype

making.

Textiles Design:Textiles Design:Textiles Design:Textiles Design: Researching, designing to a

brief, structural materials and surface

materials, 3D textiles Making skills, textiles

prototype making. Some elements of

CADCAM/Electronics.

How would I learn in Design Technology and Food?

The curriculum is split into two main ways of learning, the first through

theoretical studies eg researching problems, designing possible solutions,

finding out about materials, studying specific and relevant themes and topics

etc. The second way is through making and exploring materials, component

parts and ingredients.

Both ways of learning are crucial for the development of skills needed in Design

Technology and Food at KS4 in the new specification GCSE courses.

Design Technology and Food are also subjects that complement and support the teaching of Maths,

English and Science core subjects, throughout the curriculum.

21

Religious Studies

Why study Religions?

The world we live in is changing rapidly. Technology and

transport advances have allowed humans to move all over

the globe, creating a rich diversity of beliefs and behaviours,

of different ways to make sense of the world around us and

live as ethical human beings.

Religious Studies encourages Pupils to look at the world

around them and to make sense of how people think and

act, through the development of key skills such as empathy,

critical thinking and social analysis. It is critical for any future It is critical for any future It is critical for any future It is critical for any future

career that will involve workicareer that will involve workicareer that will involve workicareer that will involve working with other people.ng with other people.ng with other people.ng with other people.

What would I learn in Religious Studies?

Pupils of Religious Studies will explore key themes through comparison between the ‘Big Six’ religions:


The Humanities ToolkitThe Humanities ToolkitThe Humanities ToolkitThe Humanities Toolkit

Applying the tools of Social Science

Beliefs and Values 1 Beliefs and Values 1 Beliefs and Values 1 Beliefs and Values 1

Monotheism, Polytheism, Agnosticism,

Atheism

Big Story in the Bible Big Story in the Bible Big Story in the Bible Big Story in the Bible ---- NarrativesNarrativesNarrativesNarratives

The roots of the Abrahamic faiths

Beliefs and Values 2 Beliefs and Values 2 Beliefs and Values 2 Beliefs and Values 2

Signs, symbols and religious experiences

Exploring Judaic Belief Exploring Judaic Belief Exploring Judaic Belief Exploring Judaic Belief ---- MosesMosesMosesMoses

Key figures that changed the world

Justice and the Problem of EvilJustice and the Problem of EvilJustice and the Problem of EvilJustice and the Problem of Evil

Challenging belief through human experience

Big Story in the Bible 2 Big Story in the Bible 2 Big Story in the Bible 2 Big Story in the Bible 2 ---- JesusJesusJesusJesus

Key events that shaped Christian belief

Being Muslim in BritainBeing Muslim in BritainBeing Muslim in BritainBeing Muslim in Britain

How and why belief is expressed

Places of Worship Places of Worship Places of Worship Places of Worship ---- GurdwaraGurdwaraGurdwaraGurdwara

Their function and purpose within a

community

Ultimate Questions within BuddhismUltimate Questions within BuddhismUltimate Questions within BuddhismUltimate Questions within Buddhism

The philosophy of Buddha applied to modern

life

Ultimate Questions within HinduismUltimate Questions within HinduismUltimate Questions within HinduismUltimate Questions within Hinduism

Introducing existential thinking

Making moral choices Making moral choices Making moral choices Making moral choices –––– Applied ethicsApplied ethicsApplied ethicsApplied ethics

Absolute & Relative morality, Ethical

decisions

How would I learn in Religious Studies?

A great deal of Religious Studies content is taught through

discussion and exploration of your views in comparison to those

of others – be prepared to talk, and sometimes to argue!

Religious Studies is an academic subject, and as such involves a

good degree of writing. You will start your GCSE in Religious

Studies at the beginning of Y9 and sit your exam in the Summer

you turn Y10, so you will be taught the shape and expectations

of GCSE quality thinking and writing from the moment you

begin. Religious Studies Religious Studies Religious Studies Religious Studies –––– the only subject where your opinion the only subject where your opinion the only subject where your opinion the only subject where your opinion

counts!counts!counts!counts!

22

Physical Education (PE)

Why do we teach Physical Education (PE)?

The Physical Education Department is a highly dedicated and

enthusiastic team. We strive to provide a supportive, stimulating and

enjoyable environment for all of our Pupils to excel and we offer a wide

range of experiences that promote their character. We are committed

to the delivery of high quality lessons and aim to ensure our Pupils are

aspirational about what they can achieve. We aim to encourage a

lifelong interest in sport and exercise, providing moments of inspiration

and enjoyment that will remain with them beyond their time at

Starbank School.

Challenges thinking in a fun environment

Develops teamwork, leadership and intrapersonal skills

Builds movement competences and confidence

Triggers thinking and action to create change

Explores and develops decision-making and risk

What would I learn in Physical Education?


Base line testing Performing at maximum levels

Accurate replication Accurate replication

Outwitting the opponent Outwitting the opponent

Striking and Fielding Striking and Fielding

Health related fitness Health related fitness

Net and Wall Net and Wall

What does Physical Education lead on to at the end of Year 8?

How would I learn in Physical Education?

• Watching your role models

• Striving to be like the peple you like,

• Learning by you mistakes

• Evaluating what went wrong and why.

• Watching Videos of elite performers

• People at School

• The Teacher

• On your own

• With Others

Practice Copying

Role Models

Trail and

Error

With in School/Further Education

• GCSE

• BTECLevel 2 /OCR Nationals

• 'A' Levels

• BTEC Level 3

University

• Sport Science

• Coaching Science

• Physiotherapy

• Sports Managment studies

Careers

• Physiothrapy

• Medical Doctor

• Sports Coach

• Exercise Physiologist

• Nurse

• Physical therapist

• Nutritionist/Dietician

• PE Teacher

23

Computing

Why do we teach Computing?

Technology is everywhere within our modern society creating a

connected world. Everything from mobile phones, smart TVs, games

consoles, traffic lights, theme parks to sport depend on technology. It

is essential within this connected world that we provide the most up

to date Computing curriculum meeting both National Curriculum and

Industry wide needs to enable our learners’ key transferable skills to

be proficient users and creators of Digital technologies. This means

learning Computer Science (CS) concepts such as what happens

behind the scenes at the hardware, binary and digitisation levels

concluding with algorithms and programming. The ICT strand shifts

away from solely teaching basic Office skills and has moved fully

towards up skilling pupils with innovative transferrable skills. Digital

Literacy (DL) is clearly centred upon safe use of Digital technologies

both within and outside school.

What would I learn in Computing?

The following units are taught across KS3:


E-Safety is about learning to use technology

safely and responsibly through best practices

at home and school.

E-Safety is extended to real life scenarios

involving multiple technologies used within

and outside school.

Computer Architecture gives a thorough

understanding of digitisation and binary, at

the heart of every CPU.

Computer Networks covers local & wide area

networks, hardware devices, functions and

performance factors.

Computational Thinking involves

decomposition, pattern recognition,

abstraction and algorithmic thinking.

Advanced Computational Thinking covers

breaking down problems into Pseudocode,

ready for Python.

Scratch is about visual block programming

games independently created, debugged and

documented.

Advanced Python Programming is about

extending both CT / Python skills for real

world problems and solutions.

Learn Python teaches a whole term of how to

run and write simple programs, input

functions, with project documentation.

Web Design is a whole term about HTML and

CSS, to create an interactive website using

both HTML and Dreamweaver.

How would I learn in Computing?

We provide a variety of cutting edge and exciting units across Key Stage 3 that

empower our learners with key knowledge, skills and understanding across the

three strands of Computing: Computer Science (CS), Information Communication

Technology (ICT) & Digital Literacy (DL). All unit outlines have been described

above and each unit is fully digital meaning learners can continue school based

learning through the One Drive cloud. We strongly believe that learning happens

within and outside the classroom

24

Music

Why do we teach Music?

The Department for Education says 'quality

music education helps improve

concentration, behaviour, numeracy and

language.' It is a universal language

understood by people of every culture. We

believe that every Pupil should experience

the joy of musical discovery.

At Starbank School, pupils receive one hour

of music education each fortnight. Schemes

of work are planned to enable pupils to

explore their creativity through composing,

appraising and performing.

Pupils are encouraged to build their self-confidence through sharing their work during lessons and through

wider opportunities such

as assemblies.

What would I learn in Music?


Instruments of the Orchestra Form and Structure

The Elements of Music

and the Symphonic Suite of Harry Potter Horror Music

Samba Music Reggae

Notation and Keyboard Orchestra Theme and Variation

(a study of Pachelbel’s Canon in D)

Film Music Song-writing

At the end of year 8, pupils can choose to opt for GCSE Music. This is an excellent course relating to the

work pupils have completed in KS3. Many more chances for pupils to perform and showcase compositions

will arise over KS4. The GCSE course has 3 components: composing; performing and appraising (listening).

How would I learn in Music?

Pupils have the opportunity to learn many new things in

music. Year 7 and 8 will be able to learn different techniques

on how to perform on a piano and how to compose with

them.

We have a top of the range iMac suite with programs that

allow pupils to compose and record their own music.

To get ahead in music, there are many extra-curricular clubs

for pupils to join and many private music lessons to engage

with. Pupils can learn: Singing, Violin, Woodwind, Brass,

Guitar, DJing, Piano, Drums and Dhol.

25

Spanish

Why do we teach Spanish?

Spanish which is the second most widely spoken language in the

world and has emerged as the most important language for the most important language for the most important language for the most important language for the

UKUKUKUK in an analysis made by the British Council. The course we

study uses contexts familiar to pupils in their everyday lives and

teaches them the vocabulary that they need to communicate.

They are given insight into the everyday life and culture of Spain

and other Spanish-speaking countries, encouraging intercultural

understanding.

Acquiring another language has been proven to help improve

confidence, analytical, memory and cognitive skills and the MFL

team are supportive in helping pupils to gain additional

qualifications in other languages.

What would I learn in Spanish?


Unit 1 – Introductions and greetings Unit 1 – Likes and dislikes

Unit 2 – Holidays Unit 2 – Education

Unit 3 – My family and my free time Unit 3 – Healthy lifestyle

Unit 4 – School Unit 4 – Around the world

Unit 5 – Town and hobbies Unit 5 – Trips and events

In Year 7 pupils will acquire basic skills in Spanish and a good foundation in grammar and

vocabulary within a wide range of topics. In Year 8 they will develop further

grammatical skills and become competent with using different tenses. They will

study a wider range of subtopics within the main themes in preparation for the

start of their GCSE course. Year 9 will see the beginning of the 3 year course which

leads to a GCSE in Spanish.

How would I learn in Spanish?

Pupils are immersed in authentic materials, songs, film, games and engaging

activities in order to help develop across the four skills of listening, reading, writing

and speaking. Pupils will learn about the culture and everyday life. They will

be expected to respond to spontaneous questioning and gain

confidence in using the language in and around school.

Pupils will learn to express themselves in the target language

across the following key skills: Listening, Reading, Writing,

Speaking and Translation. Questions across all of the

language skills are set in common contexts, addressing

a range of relevant contemporary and cultural

themes.

26

Personal Social and Health Education

Why do we teach PSHE?

At Starbank we provide a PSHE curriculum that is broadly based and

balanced, meeting the needs of all pupils. We aim to promote the

spiritual, moral, cultural, mental and physical development of all of

our Pupils in order to prepare them for the opportunities,

responsibilities and experiences of later life.

PSHE motivates our pupils to acquire the knowledge, understanding and skills they need to manage their

lives now and in the future. As part of a whole school approach, it cultivates the abilities and

characteristics pupils need to flourish as: individuals, family members and members of their community.

What would I learn in PSHE?

Some of the areas covered over the KS3 course are outlined below

Year 7 CurriculumYear 7 CurriculumYear 7 CurriculumYear 7 Curriculum Year 8 CYear 8 CYear 8 CYear 8 Curriculumurriculumurriculumurriculum

Emotional Wellbeing – a healthy you part 1 Self and other – identity and difference

Forming successful relationships Physical Wellbeing – a healthy you part 2

Human Rights and Diversity Careers and shaping your future

How will PSHE help me later?

PSHE education will help pupils develop the skills, knowledge and attributed needed to manage many of

the critical challenges, opportunities and responsibilities they will face as they grow up.

Our effective PSHE programme will build self – esteem, resilience and empathy as well as breaking down

barriers and raising aspirations.

How would I learn in PSHE?

PSHE will be taught by form tutors one

hour a week as well as during form time.

PSHCE is also a lesson where discussion

and debate take priority over written

work: this is your opportunity to speak

your mind on key issues and compare

your views to those of others – broaden

your horizons and embrace social

literacy!

foreword: mission statement€¦ · foreword: mission statement shaping stars of today for tomorrow...

Documents