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Holy Trinity

Curriculum Booklet

2013-2014

Year 7

Holy Trinity

Year 7 Curriculum Booklet

Holy Trinity


Dear Parent

I do hope this year group booklet will provide you with lots of useful and interesting

information about what your child will be studying at Holy Trinity this year.

We decided to create these booklets following feedback from last years parent

questionnaire where some parents said they felt unsure as to how they could support their

child at home. As a staff we thought about information that would be most useful for you,

such as when exams take place, what homework should be given out each day, when

parents evenings will be, when you can expect a progress report, when progress review days

will take place and what is learned in each subject area. This booklet is the outcome of that

work.

I hope this booklet is of use to you. We will also be publishing it on our website, www.holytrinitybarnsley.org so you can see it electronically if you wish. We are very interested in your feedback about them and will be asking specifically for your views in our next parent questionnaire.

I hope your child has a successful year and that you are able to support them as much as

possible. When parents show an interest in what their child is learning at school and work in

partnership with the school in enabling each student to reach their potential, academic

outcomes significantly improve. We are so lucky to have wonderful support from so many of

you, I hope this booklet targets that support even more.

Kind regards,

Simon Barber

Headteacher

http://www.holytrinitybarnsley.org/

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Dear Year 7

It is an honour and a privilege to be your head of year. I am very much looking forward to

being part of you growing up and guiding you though the next five years successfully.

Over the next five years you will face many challenged and be presented with some exciting

opportunities. I hope you can match up to those challenges well and take full advantage of

all the opportunities you are given.

You have amazing potential to do extremely well academically and to grow up into

outstanding young individuals who will represent the school with pride and enthusiasm.

I am excited to share that journey with you.

Mr Smith

Head of Y7

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Holy Trinity Mission Statement

Holy Trinity celebrates the uniqueness of every person

as a child of God.

We seek to create an inclusive and supportive learning

community, based on Gospel values, that nurtures

each individual in order that they reach their full

potential.

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Key Dates

INSET Days

Friday 25th October 2013 Monday 3rd March 2014 Friday 27th June 2014 Monday 21st July 2014

Year 7 Reports to Parents Friday 30th November Monday 25th February Tuesday 7th May Monday 15th July

Progress Review Day Wednesday 4th December 2013 Wednesday 19th February 2014 Thursday 15th May 2014

Parents' Review Evening

Year 7 - Thursday 22nd May 2014

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Timings of the School Day

09.00— 9.15 Registration 09.15—10.15 Period 1 10.15—11.15 Period 2 11.15—11.30 Break 11.30—12.30 Period 3 12.30—1.30 LUNCH 13.30—14.30 Period 4 14.30—15.30 Period 5

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Homework Timetable Homework Timetable 7x1

Monday Tuesday Wednesday Thursday Friday

English Maths Science French/Literacy RE (A)

Geog (A) RE (B)

History Geog(B)

Homework Timetable 7x2


RE Maths Science History Geog(A)

English Geog (B) French/Literacy

Homework Timetable 7x3


Science Maths RE (B) French/Literacy English

History (A) RE (A)

Geography History (B)

The amount of time spent on each subject homework should be 30 minutes. Music,

Citizenship &PSHE, Technology, Drama, ICT, L2L and Art will be set as appropriate.

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Homework Timetable 7y1


English Maths RE Science French/Literacy

History (B) History (A) Geog (A)

Geog (B)

Homework Timetable 7y2


Science Maths RE English French/Literacy

Geog (A) History (A) Geog (B)

Hist (B)

The amount of time spent on each subject homework should be 30 minutes. Music,

Technology, Drama, ICT, L2L and Art will be set as appropriate.

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Target Setting and Tracking of Progress

As your child moves through Holy Trinity, we will set targets in each subject. Your child will be supported and expected to meet these targets and will be rewarded for meeting them. If he / she falls behind and is in danger of not meeting targets, we will put additional support in place. We will provide information to you 4 times a year, so that you are aware of the progress he / she is making.

How targets are set As you are aware, at the end of Key Stages 2 all students take national tests in English and Maths and are given a Teacher Assessment in Science. The government’s minimum expectation is: From Key Stage 2 to the end of Key Stage 4: 3 levels progress We expect students to make progress in line with government expectations. We break this down into an expectation of 2 levels progress in Key Stage 3 and a further 1 level progress from Key Stage 3 to Key Stage 4. The table below shows the progress that students are expected to make:

Key Stage 2 Target 2 3 4 5

Key Stage 3 Target 4 5 6 7

Key Stage 4 (GCSE) Target E D+ C+ B+

To set targets for subjects other than English, Maths and Science, an average of the 3 levels is taken and students are then set a target which enables them to make 2 levels progress from this average over Key Stage 3.

Judging progress To help to ensure that your child is on track to achieve the end of key stage level, shorter term, yearly targets are set. This will help us, your child and yourselves to judge whether enough progress is being made towards targets. Although the end of Key Stage 3 targets may be the same for all or most subjects, the yearly targets may differ. This is because students may have had less experience of some subject than others. For example, students will start with a relatively low level in French or Music but will then be expected to make rapid progress so that eventually they meet the end of Key Stage 3 target.

The tracking process 4 times a year you will receive a report showing teachers’ assessments of your child’s progress and an Attitude to Learning Grade, showing how well they are working.

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Assessing Progress: Teachers are asked to assess the level at which your child is currently working. This will take into account recent assessments, classwork and homework. Sub-levels are used, so that we can track more closely: “a” is high, “b” is middle and “c” is the bottom of the level. 2c, 2b, 2a, 3c, 3b, 3a, 4c, 4b, 4a, 5c, 5b, 5a, 6c, 6b, 6a, 7c, 7b, 7a, 8c, 8b, 8a Low High

Assessing Attitude to Learning Teachers are also asked to enter a grade which shows your child’s effort and commitment. The grade descriptors are as follows:

1 Outstanding The student engages consistently well in all activities, always co-operates well with others and completes tasks to deadlines. Is able to work independently, is highly motivated and seeks challenge. Takes an active part in lessons and asks questions when appropriate. Homework is completed on time and to the best of the student’s ability

2 Good This is the expectation for all students. The student engages consistently well in activities, always co-operates well with others and completes tasks to deadlines. Is highly motivated and takes an active part in lessons. Homework is completed on time and all work is completed to a standard that will lead the student to achieve well

3 Requires improvement

There are some areas of concern with regard to the amount of effort being made. Issues may be that the student is not bringing equipment, following instructions or expectations, doing all homework on time, being punctual to lessons, cooperating with the teacher or the class or attending regularly. The student tends to take the easy option and avoid challenge and is likely to achieve below his/her potential unless these areas are addressed.

4 Inadequate The student is failing to make the required effort in a number of areas. E.g. homework, classwork, punctuality, behaviour, meeting deadlines. The student may not pay attention to the teacher’s advice and may reject help and advice. As a consequence, the student is not achieving his/her potential. Immediate action is needed.

What happens next? Before reports are sent home, we look carefully at each student to check whether they are on track to achieve targets and whether they are working well enough. A progress review day is then held. Students who are doing well receive certificates, commending them for their progress. Those who are on track to achieve their targets in all or almost all subjects are invited to a celebration at the end of the day. Those who are not on track to achieve targets over a number of subjects may be asked to attend a progress meeting with the Head of Standards and the Deputy Headteacher. Parents are also invited to attend this meeting so that we can work together to set targets and to support the student in achieving targets. We understand that parents are not always able to attend because of work commitments and we always send information home so that parents are aware of

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Year 7 Curriculum Booklet the discussion that has taken place and of targets set. Students who are asked to attend progress meetings will also be mentored by a member of staff until the next progress review day. Before you receive your report, students will have also had a Progress Week. During this week, subject teachers will have given them written feedback about their progress, how assessments were made and what your child needs to do to improve. This will be on an A5 sheet in your child’s book.

What you should do The rate at which different students progress in different subjects may vary slightly and sometimes a poor test result may adversely affect the Teacher Assessment level made at certain points. Students sometimes find some topics more challenging or personal reasons or a period of absence may have affected progress for a short time. If you are concerned about any of your child’s Teacher Assessments, talk to him / her. He / she may be able to explain. Have a look at the sheets completed during Progress Week. Do not be overly concerned if this is not characteristic of his / her performance over time. The certificate your child receives at the progress review day will also give an indication of how your child is doing overall. If you are still concerned at this point, you can contact your child’s Form Tutor or class teacher. Rest assured, we will also be aware and will be working with your child to help to get him / her back on track. You can help your child to stay on track to achieve his or her targets by encouraging excellent attendance, continuous hard work and by speaking to your child about the work he / she does in school, and how he / she is doing. Also, by supporting with homework, particularly when preparing for tests, as students often find revision very difficult.

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Subjects

Art

Drama

English

Food Technology

French

Geography

History

ICT

Learning to Learn

Mathematics

Music

Physical Education

Product Design

Religious Education

Resistant Materials

Science

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Art Art is taught 5 times over a two week cycle and is a part of the Technology rotations

with Food Technology, Product Design & Resistant Materials.

The Technology Department has one full time Art teacher.

Miss L Seagrave

Subject Content

The focus is on drawing, mark making and learning basic skills in Art whilst exploring

the work of Georgia O’Keeffe. Pupils will learn how to analyse images, draw to scale and

record images accurately. They will progress onto a range of creative outcomes learning

about the different ways of recording information in a range of media.

Introduction to Health and Safety in art & design Introduction to the idea of mark making in art Developing observational drawing skills. Using and developing skills in analysing other people’s art to inform and inspire

own images Learning how to use a variety of specialist media and processes such as foam

board printing, mono printing and using paint.

Assessment

Informal on-going throughout each unit

Formal at the end of each unit

Homework

Homework is set according to the school homework timetable.

How can I support my child in their learning?

Please ensure all homework is completed to the best of their ability.

Support students with research, e.g. finding images online. Use the internet to extend

pupils understanding of the artists given for homework.

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Drama Drama is taught twice over a two week cycle.

The Performing Arts Department has one full time drama teacher.

Ms J Hurst Head of drama Subject Content

Drama is enjoyable and beneficial for all students; it develops creativity, imagination, social and

personal skills. It provides cultural knowledge of theatre styles, history and genres, practitioners and

playwrights. Drama enhances the personal and social skills of students as working with others is an

essential part of the creative process, discussing, listening and co-operating, creating together,

problem solving, performing in groups and reviewing work through peer and self assessment.

Students find their confidence grows in communication and verbal skills as well as control over body

and movement and personal presentational skills. Every individual is encouraged to strive for the

highest achievement and to develop an aesthetic awareness of the social and cultural impact of

theatre through the ages and can safely explore issues important to their lives.

Autumn

Working as a Group

Improvisation

Spring

Creating Characters

Physical Theatre

Summer

Introducing Scripts

Devising Drama

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Assessment

Students are assessed on practical pieces during the year, but at least one per half term. Assessment

levels in drama are linked to The Arts Council levels and specific curriculum topics. Achievement at

the end of Year 7 will be 4a.

Homework

Homework is set when appropriate, usually fortnightly, for example research, imaginary writing,

evaluation of practical work or script writing. Students are assessed on practical pieces during the

year, but at least one per half term. Assessment levels in drama are linked to The Arts Council levels

and specific curriculum topics. Achievement at the end of Year 7 will be 4a.


Access to live theatre is tremendously beneficial for your child in terms of cultural and social

development

Help with homework, resources for research etc..

Support and encouragement for involvement in the subject, building confidence.

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English

English is taught 6 times over a two week period.

The English department has four full time English teachers.

Mrs M Passman – Head of English

Mr S Baddeley

Mrs V Towers

Mrs K Thomas

Subject Content

Autumn Term – First Half Term:

Smart Skills Reading – developing different reading skills.

Milestone Assessment: Essay analysing reading skills and a creative writing task.

Autumn Term – Second Half Term:

Novel – class reading of a novel, and accompanying tasks.


Spring Term – First Half Term:

Smart Skills Writing – developing different written skills .


Spring Term – Second Half Term:

Creative Writing – developing creative writing techniques.


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Summer Term – First Half Term:

Poetry – analysing different styles of poetry.

Final Exams – Please help your child to prepare for these by revising the work they did in their Smart

Skills reading and writing topics.

Summer Term – Second Half Term:

Play – class reading and drama activities relating to a play.

No milestone assessments this half term.

Homework:

Weekly tasks appropriate to the lessons.


Encourage parents to participate in wider reading outside the classroom, complete homework on a

regular basis and encourage students to take responsibility for their own progress and learning.

Regularly discuss your child’s work with them at home, and ask about what they are doing in lessons.

If you feel that the quality of your child’s written work is not good enough, please encourage them

to repeat the work to improve it.

Please ensure your child is in school for milestone assessments and exams.

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Food Technology Food Technology is taught 5 times over a two week cycle and is a part of the Technology

rotations with Art, Product Design & Resistant Materials.

The Technology Department has one full time Food Technology teacher.

Mrs C Wilson – Head of Technology

Subject Content

Introduction to Safety, Hygiene & the Food Room and Equipment Basic Nutrition Health Issues Basic food preparation skills Using ICT to enhance Food Technology Work Systems and control when preparing food Describing food and sensory characteristics Developing food products to make them healthier

At the end of the unit:-

Pupils will be familiar with the layout of the food room and equipment They will have developed basic cookery skills They will have gained knowledge of Nutrition They will have completed a Design and Make Project They will have used ICT to present work They will have gained knowledge of Health & Safety needs in the Food Room

Pupils will need ingredients for all practical sessions

Assessment

Informal ongoing throughout each unit

Formal at the end of each unit

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Homework

As & when required e.g. Research, completing class work


Please check all homework is completed to a high standard

Help with collecting Research e.g. using books, magazines, and internet

Provide ingredients for Food Technology

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French Students will follow the Expo 1 course during year 7. They will study 4 modules as follows:

Module 1: C’est Parti! ( Autumn term)

1. Meeting people

2. Counting to 20

3. Say when your birthday is

4. Describe a classroom

5. School objects

6. Colours

Module 2 Famille et copains (Autumn-Spring

term)

1. Talk about brothers or sisters

2. Introducing family members

3. Pets

4. Description of height and personality

5. Description of hair and eyes

6. talking about sports and games

Module 3: Chez moi (Spring-Summer Term)

1. Talk about where people live

2. Describe your home

3. Describe your bedroom

4. What I do in the evening

5. Telling the time

Module 4: On va en ville (Summer Term)

1. Places in town

2. Asking for directions

3. Say where you are and where you are going

4. Expressing opinions

5. Ordering drinks and snacks

Assessment

Pupils will be assessed on the 4 skills involved in learning a language- Listening speaking, reading and

writing. Assessments based on these skills take place in each module. At the end of each module

pupils will complete a milestone piece of work in addition to a module test. Assessments are

highlighted in the learning journeys which can be found in your child’s assessment for learning

booklet.

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Homework

Homework is set according to the school homework timetable. There is a variety of homework tasks

that consolidates and extends work covered in lessons. Learning homework’s are set on a regular

basis. Learning from memory is an essential part of the course. Pupils must learn from memory in

order to prepare for their speaking and writing assessments.


Encourage your child to spend time looking over vocabulary and grammar they have learned so far. This will help language stick in their memory and make revising for tests much easier, all of the vocabulary for each unit can be found in your child’s assessment for learning booklet. Test your child on key vocabulary.

Your child will need to prepare for their speaking and writing assessments by learning from memory. So check that they are doing the necessary learning: little and often is the key. Learn in bite size chunks.

Listen to your child and ask questions for speaking assessments.

Remind your child to use reference material to find/check words in a French dictionary and use the vocabulary pages in their assessment for learning booklets.

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Geography Geography is taught 3 times over a two week period.

The Geography department has two full time Geography specialists within the

department who also teach some History

Mr P Brackley – Head of Geography

Mr A Fox – Geography / History Teacher

Subject Content

Autumn 1 - Map skills and Connections

Baseline Assessment in September

What is the World and how are connected to it?

Grid References, Contours and Scale

Autumn 2 - Map skills and Connections (continued)

Barnsley Tour Peer-Assessment

Map skills Journey Teacher-Assessment

Spring 1 - Exploring UK

What is the difference between England, Great Britain, British Isles and the United Kingdom?

Population changes in the past present and future

Employment changes in the past present and future

Physical Britain

Spring 2 - Exploring UK(continued)

Why is Britain’s weather so bad?

Reason for British Weather being like it is Teacher-Assessment

Summer 1 - Weather & Climate

Why is weather different in different places?

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How is weather different to climate?

GeogIT9 Weather Forecast Self-Assessment

Climate differences between UK and Greece Teacher Assessment

Summer 2 – Ecosystems

What are the major Biomes / Ecosystems?

Why are they found in similar locations?


Help your child be organised, know their timetable and ask for their End of Unit assessment

results. Each class has a Revision Lesson before the End of Unit Assessment and a Review

Lesson after the Assessment. This is to ready them for GCSE where Revision and Review of

results is essential for each student to recognise where they can improve and how they can

progress to the next NC Level. In KS3 they are also given the chance to retake poor results,

so please encourage them to revise and explain their target NC levels throughout the term.

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History History is taught 3 times over a two week period.

The History department has three full time History specialists within the department.

Mrs C Turner – Head of History

Mr I Beasley – Deputy Headteacher

Mr A Fox

Subject Content

TERM THEMES AND TOPICS LEARNING OUTCOMES Autumn 1 Introduction:

Developing History Skills

What is History? How do we find out about the past? Primary & Secondary Sources Chronology Counting Years Bias Anachronisms The Mary Rose – Evidence study

Autumn 2 Spring 1

Medieval Realms: Normans control of England How powerful were Medieval Kings Case study on the Black Death The impact of the Fire of London

1066, Claimants to the throne, Battle of Hastings, Castles, The Feudal System, Domesday Book The role of the church in Medieval England and its relationships with the monarchy The causes of the black death, the cures offered and what they were expected to achieve, evaluate the success of the cures and the impact lack of scientific knowledge had on medieval people The environment of London in the 17th century, the destruction the fire caused and the changes which occurred as a result

Spring 2 The Making of the UK: The Tudors

Henry VIII and his quarrels with the Pope, Edward, Mary’s and Elizabeth’s problems and changes

Summer 1 Summer 2

The Making of the UK: The Stuarts

The Gunpowder Plot, the Pilgrim fathers, Charles I quarrels with Parliament and the English Civil War

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Assessment

Homework


Assessments to monitor progress are at least once every half term. The nature of

assessments are:

Open book – Pupils are allowed to use their books to write a detailed essay. Mark schemes are shared with pupils before the test date.

Closed book – Pupils are expected to revise from their books to answer questions or write an essay. This style of test is shared with pupils along with mark schemes before the test date.

Controlled assessments – Pupils are given the assessment before the test date. Pupils are allowed to use 1 page of notes during the assessment write up.

Source paper – A range of sources of evidence are presented to the pupils. Questions and a short essay are completed using the sources. Some knowledge is needed for the short essay so revision will be needed for preparation

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Information Communication Technology ICT is taught twice over a two week period.

The ICT department has two full time ICT specialists within the department.

Mr A Jones – Head of ICT

Mr C Smith

Subject Content

The key stage three ICT curriculum has been design to allow students to develop skills

that they can use across the curriculum and beyond. The department is in the process

of introducing a curriculum that has more emphasis on Computing, introducing the

concepts of programming and computer architecture.

As well as the range of ‘traditional’ office applications, such as Excel, Powerpoint and

Publisher, a range of more creative software, such as Flash, Scratch and Photoshop is

covered in the curriculum. The curriculum evolves to ensure that pupils cover

technologies that are relevant and up to date.

Emphasis is placed upon the safe use of ICT, understanding the use of ICT in the wider

world as well as the importance of the planning the outcome and evaluating the product

once it has been created.

The following topics will be covered over the year:

Term 1 – Introduction, Safe use of the Internet, Using email and Photoshop. Term 2 – Spreadsheets, and Games Design Term 3 – Databases and Web Design

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Assessment

Assessment is on-going. The work that a student produces during lessons will be put

together to create a portfolio that is assessed against National Curriculum levels.

Homework

Homework will be set fortnightly, where appropriate.


Parents can support pupils by encouraging them to practice skills that they learn in

lessons. Many of the pieces of software that we use are freely available to download, for

example Scratch and Audacity.

If your child is struggling with a topic, there are many online resources that could help

them. Videos that cover various skills can be found on www.teach-ict.com as well as

written notes on software. www.bbc.co.uk/bitesize can be used to explain concepts.

http://www.teach-ict.com/

http://www.bbc.co.uk/bitesize

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Learning to Learn Learning to Learn is taught twice over a two week period.

The Learning to Learn department has one full time specialist within the department.

Mrs A Krause

Subject Content

Learning to Learn helps students to develop their study skills so that they can make good

progress in subjects across the curriculum. Students develop the knowledge, attributes and

skills to help them to become successful, independent learners and to be able to work well

with others.

In Year 7, students study 2 modules:

Module 1 – I Learner

Module 2 – Team Learner

Content: How I learn best My Learning Brain The attributes of Successful People The attributes I need to develop to be successful

Content:

The attributes of Successful Learners

Effective Teams

Learning Together

Dealing with the unexpected

Assessment

There is no formal Assessment in Learning to Learn. Students are assessed on the skills they

develop. Students assess their skills as:

Independent enquirers Creative thinkers Team workers Self- managers Effective participators Reflective learners

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Homework

Homework is set as appropriate. Homework may be in the form of research or of a written

task. Occasionally, students may be set practical tasks to do.


You can support your child by helping with research when this is set for homework.

Students often copy and paste from websites and do not show an understanding of the

information they have found. Help your child to organise and make sense of the information

he or she finds during research

Ask your child what he or she has learned this week in Learning to Learn and how this can

be used in other subject areas to help him or her to make good progress.

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Mathematics Maths is taught 6 times over a two week period.

The Maths department has five full time Maths specialists within the department.

Mrs S Lunn – Head of Maths

Mr B Myers

Mr N Fletcher

Mr J Towers

Mr J Hunt

Subject Content

Mathematics provides a powerful framework to equip students with problem solving

skills and the means by which to communicate ideas effectively; it is the key which

opens the door to a vast range of careers and vocations. This is the starting point for the

five year mathematical journey that takes students from Key Stage Two SATs through to

GCSE Mathematics and beyond…

Year 7 follow the New Maths Frameworking Course published by Collins. This is a

differentiated series of textbooks and resources that cover mathematical content across

N.C. Levels 3 to 6; reinforcing and extending topics across Number, Algebra, Shape and

Data. There are three Pupil books that are graded by N.C. Levels. Teachers adapt and use

the books to best suit the needs of the group.

Year 7 Pupil Book 3 Level 5-6 Pupil Book 2 Level 4-5 Pupil Book 1 Level 3-4

http://www.amazon.co.uk/New-Maths-Frameworking-Practice-Levels/dp/0007267932/ref=sr_1_1?ie=UTF8&qid=1307564955&sr=8-1

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Students are set according to ability across the teaching groups in each half of the year

within the first half term of Year 7. Prior attainment and the results of an assessment

are taken into account by the Mathematics Team when allocating each child to an

appropriate group. Performance in tests, aligned with teacher assessment is used to

inform any changes that are made throughout the year to ensure that each student is

matched to the most appropriate teaching group.

Assessment

Unit tests on key topics are taken every half term, along with an End of Year assessment.

Homework

Homework is set on a weekly basis. Although the advent of the Internet does

mean that homeworks may differ in format to the “do the next 15 questions”

that earlier generations experienced. Students will be issued with a log-in and password

that will allow them access to the website mymaths.co.uk; which is a vast library of on-

line resources that supports the learning taking place in the classroom.


It is important that each student comes “tooled up” for success in mathematics. We hope

that you will ensure that your child has access to pens, pencils, a ruler, a rubber and a

calculator as this encourages your child to take responsibility and ownership for their

own mathematical learning. We also recommend that you introduce the word “YET”

into your repertoire. The positive impact of adding this small word on to the end of the

sentence every parent/carer must dread cannot be understated, “I can’t do this (yet)!”

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Music Music is taught twice over a two week period.

The Performing Arts department has one full time Music specialist within the

department.

Mrs J Dawson – Head of Performing Arts

Subject Content

Year 7 modules of study

An initial assessment will take place during the first ¾ weeks in September to ascertain what

level your child is working at. There will be a series of tasks to determine listening, practical,

accuracy, co-ordination and appraisal skills. Homework during the assessment phase will be to

prepare ideas for an essay titled ‘My musical talents and interests’. This is an opportunity for

pupils to inform staff of their previous musical experiences, what they like/dislike in the world

of music and any extra-curricular activities they would like to be given the opportunity to

become involved in.

7/1 – The Elements of Music.

Each element of music is explored in detail in lessons, both practically and theoretically.

Parents/carers can support learning at home by discussing issues raised in lessons and

encouraging pupils to research further by using the internet. The milestone work, completed

prior to Christmas, is to complete a class rap based on the Elements of Music. The homework

task for this will be to look at different ways ‘rap’ is delivered. Use ‘You tube’ to look at named

rap artists. Music dictionaries and lyrics can also be accessed to secure knowledge and

understanding.

7/2 – Pulsation

In this module pupils will study the importance of rhythm in music, exploring a range of note

values and different ways in which music can be notated. Following the work titled ‘Who and

what am I?’, pupils are to come up with names and jobs the people do, the ideas are to be linked

e.g. TE – RE – SA GREEN GAR – DEN - ER

Looking at the link between rhythms and syllable, pupils on another occasion will be asked to

consider items for a ‘Musical menu’ and ‘Musical football scores’. The milestone piece for this

module is the composition and performance of a rhythm grid in groups of no more than six.

Pupils will need to put together ideas which compliment those of others.

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7/3 – Instruments of the Orchestra/Keyboards

This module is split into two distinct sections. The first looks at Instruments of the Orchestra,

section by section. Homework tasks will be to look at instruments in more depth via the internet

or using library resources. It will be particularly useful to listen to individual instruments to

determine the tone/sounds produced. Learning can be supported at home by taking young

people to a classical concert to experience the ‘Orchestral seating plan’ and the chance to see

musicians in action. At this point there will be a milestone test to identify instruments by sight.

Revision for this will need to take place at home. The second section of the module is a

Keyboard study. Pupils are taken through a programme of lessons where progression occurs

quickly.

Assessment

This is carried out on a regular basis through classwork, practical and homework tasks. Two

forms of marking policy are in use – the National Curriculum levels, which cover Performance,

Composition, Listening and Appraising and Knowledge and Understanding. These are graded on

levels 1 to 8 and ‘Exceptional performance’. These levels are displayed in the Music classroom

and at the back of exercise books.

Each module will include a ‘milestone’ piece of work. This can be either a class activity or a piece

of homework which will be graded on the National Curriculum levels. Major assessments are

carried out at the end of each module of study and pupils are informed of their progress in

feedback sessions. You can plot progress at home by looking at the chart at the front of exercise

books.

Homework

This is set as/when appropriate in relation to a particular module of study or task. Pupils are

expected to log homework into their planners and submit work on/by a particular date. Parents

please check planners to see if work has been set and encourage your child to meet the

deadlines set.


Learning can be supported further by exposing youngsters to a live public performance,

either of a popular or classical nature.

Parents can support learning by identifying general household items and asking the

youngsters to say out loud and clap the rhythm of the item simultaneously.

Pupils are encouraged to use pianos, keyboards etc at home to practice what they have

studied in lesson, paying particular attention to eye, brain, hand co-ordination and

accuracy of hand position.

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Physical Education PE is taught 4 times over a two week period.

The PE department has four full time PE specialists within the department.

Mr G Kenworthy – Head of PE

Mrs V Burton

Mrs J Shaw

Mr T Smith

Subject content

In order to give students the maximum opportunity to succeed, and in keeping with the

requirements of the National Curriculum the study of PE at Holy Trinity will include

activities that cover at least four of the following areas:

outwitting opponents, as in games activities including football, netball, cricket, rounders, badminton, volleyball and rugby.

accurate replication of actions, phrases and sequences, as in gymnastic activities exploring and communicating ideas, concepts and emotions, as in dance activities performing at maximum levels in relation to speed, height, distance, strength or

accuracy, as in athletic activities identifying and solving problems to overcome challenges of an adventurous nature, as in

team building and orienteering. exercising safely and effectively to improve health and wellbeing, as in fitness and health

activities.

Within Years 7, 8 and 9 a selection from these will be combined within a Curriculum

Map with each activity lasting for 4 weeks, or 8 lessons. Students will always be

informed in advance of what activity they will be covering and a copy of the whole

scheme will be on display. This programme will intermittently include ‘activity weeks’

comprised of intra-school events to enhance learning and give all children the

opportunity to experience competition through inter-group, house or year situations.

There may be, on occasion, homework set or written tasks, this is to supplement

practical work and promote cross-curricular learning.

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Assessment

Every student will be assessed in each activity, and a National Curriculum level given.

This assessment will take place during the final week of the activity, usually the last

lesson. Most activities will be revisited each year so that students can achieve progress

throughout the key stage.

Extra-Curricular Opportunities

In order to give students the chance to further progress their learning, and to encourage

them to lead a healthy, active lifestyle, an extensive timetable of extra-curricular

opportunities is offered, this will change on a termly basis. Here is a sample of the

options available to students to become involved:

Lunchtime After School Monday Rounders No clubs due to staff

meetings Tuesday Basketball Athletics

Wednesday KS3 Cheerleading Volleyball Thursday KS4 Cheerleading Cricket

Friday Dance Staff Enrichment

Any programme will be extensively advertised throughout school and students are

actively encouraged to join clubs or teams. In addition to these clubs we also have teams

who play inter-school games in numerous sports throughout the school year.


Parents can assist their children to progress in PE in a variety of ways: Initially by

ensuring they always have the correct kit for lessons, but also by encouraging them to

sign-up to one of the clubs on offer. Additional ways would involve making sure that

they have a ‘sporty’ active use of their leisure time, by walking, swimming, cycling and

such like. Joining a local club or team will improve their performance in that sport and

also have social benefits by making new friends. Even watching more sport, either live

or on TV, can enhance learning and give motivation to take up a new pastime.

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Product Design Product Design is taught 5 times over a two week cycle and is a part of the Technology

rotations with Art, Food Technology & Resistant Materials.

The Technology Department has one full time Product Design teacher.

Mr B Mellor

Subject Content

Unit Two

Focus on using nature as an inspiration using groups of animals to shape their LED torches. Pupils will package the product to make a high quality saleable product

Establish the link between nature and animals and how this can be used to form their design work.

To use a range of 2D and 3D drawing techniques To develop an understanding of the use of plastic (Acrylic) in particular To develop their design work using a range of different colour combinations to

produce a high quality product. To develop their 2D CAD skills using 2D Design To develop their understanding of different types of packaging To develop an understanding of basic electrical / electronic circuits To develop their workshop skills using : Hegner scroll saw, Coping Saw, Hand

Files, Wet m Dry Paper, Polish.

Assessment

The unit is assessed based upon five criteria, each one having a key piece of work

assessed and marked to form the pupils’ final grade.

Homework




Support students with expanding their interest in the subject by using the website

www.technologystudent.com

http://www.technologystudent.com/

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Religious Education Religious Education is taught 5 times over a two week period.

The Religious Education department has 5 full time RE teachers.

Miss C Ainsworth – Head of RE

Mrs L Oldcorn

Mrs A Krause

Miss K Meehan

Mr P McCrory

Subject Content

Autumn

Questions of Identity – Who am I? Who are we?

Nurturing Human Wholeness – Love needs friendship!

Belonging – How do believers show they are committed to a religion?

Spring

Stewards of the world – What can we learn from the creation stories?

Old Testament Prophets – Who were they and what relevance do they have to

Christian beliefs today?

Passover & the Mass – What is the link between the Passover and The Mass? Why is

Mass so important for Christians?

Summer

Jesus – Who is Jesus? What does Jesus mean to Christians today?

Questions about God – Where can God be found?

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Assessment

Students will be formally assessed at the end of each half term.

Homework

Homework is set once a week according to the school homework timetable.


Visit places of worship

Visit the following websites for help and support http://www.theresite.org.uk/ Links to Religious Education organisations, religious groups and sites including reviews of current ICT resources. www.allre.org.uk This Religious Education site is still expanding and will eventually offer virtual visits to places of worship. Already it has a directory of helpful organisations, lists of audio-visual resources and links to TV and radio programmes. www.tere.org This site has basic information on syllabuses, assemblies, plus lots of links you can follow up. www.reonline.co.uk RE on line a portal site providing speedy access to resources. www.bbc.co.uk BBC religion and ethics www.theredirectory.org The religious education directory

Holy Trinity


Year 7 Resistant Materials

Resistant Materials is taught 5 times over a two week cycle and is a part of the Technology

rotations with Art, Food Technology & Product Design.

The Technology Department has one full time Resistant Materials teacher.

Mr J Hugill

Subject Content

Students will complete a design and make project using High Impact Polystyrene (HIPS) to produce a Desk Top Mobile Phone Holder. This will include:

Introduction to Health and Safety practices in the Workshop

Introduction to the Design Process

Development of practical skills in the use of tools, equipment and machinery

Use of ICT and 2D CAD / CAM to enhance and present Resistant Materials projects.

Introduction to Plastics, gaining a working knowledge of HIPS.

Shaping, forming, finishing and joining plastics.

Assessment

The unit is assessed based upon five criteria, each one having a key piece of work assessed

and marked to form the pupils’ final grade.

Homework




Support students with expanding their interest in the subject by using the website

www.technologystudent.com

http://www.technologystudent.com/

Holy Trinity


Science Science is taught 6 times over a two week period.

The Science department has 6 full time teachers.

Dr M Cullen – Head of Science

Mrs S Morris

Mr G Grosser

Mrs O Stainrod

Mr P Stainrod

Mrs M Woodward

Subject Content

You will cover the Key Stage 3 Science National Curriculum in years 7, 8 and 9.

Biology

This is a natural science that is concerned with the study of life and living organisms, In Year 7

you will study the following topics:

classification of organisms

microbes and disease

reproduction

responding to the environment

Chemistry

This is concerned with the composition, behavior, structure, and properties of matter, as well as

the changes it undergoes during chemical reactions. In year 7 you will also study:

acids and alkalis

chemical reactions

particles

http://en.wikipedia.org/wiki/Natural_science

http://en.wikipedia.org/wiki/Life

http://en.wikipedia.org/wiki/Organism

http://en.wikipedia.org/wiki/Matter

http://en.wikipedia.org/wiki/Chemical_reaction

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Physics

This is a natural science that involves the study of matter and its motion, along with related

concepts such as energy and force. You will study:

Electricity

energy and sustainable living

forces

Space and the solar system.

Assessment

In year 7 you will sit regular tests after covering units in biology, chemistry and physics

throughout the year.

Homework

Homework will be set once per week, as per the homework timetable, by your science

teacher.


Checking planners each evening Please ensure that your child does their science homework, once per week, in

accordance to the homework time table. Please ensure that your child brings a pen, pencil, eraser, calculator, and a ruler. http://web.mac.com/markacullen

Recommended places for family visits

National Coal Mining Museum Magna Science Adventure Centre Weston Park Museum Aero Venture Thackray Museum Eureka! The National Children’s Museum National Railway Museum Yorkshire Museum, Making it! Discovery Centre Yorkshire Air Museum Yorkshire Museum of Farming, Museum of Transport The Manchester Museum Museum of Science and Industry Jodrell Bank Discovery Centre Catalyst Science Discovery Centre Prescot Museum.

http://en.wikipedia.org/wiki/Natural_science

http://en.wikipedia.org/wiki/Motion_(physics)

http://en.wikipedia.org/wiki/Energy

http://en.wikipedia.org/wiki/Force

http://web.mac.com/markacullen

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Contact Us:

Holy Trinity Carlton Road

Barnsley S71 2LF

Tel: 01226 704550 Fax: 01226 286798

www.holytrinitybarnsley.org

Email: [email protected]

Follow us on twitter: @HolyTrinity316

Find us on Facebook

Holy Trinity, Barnsley

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