key stage 3 years 7 - 9 - howell's school, llandaff · greek theatre, melodrama, dramatic...

Howell’s School

Key Stage 3

Years 7 - 9

Curriculum Booklet

ART & DESIGN

DEPARTMENT STAFF MR J TAYLOR HEAD OF DEPARTMENT

MRS S EDDY

ABOUT THE SUBJECT For ease, this subject is often referred to as Art, but it’s full name is Art, Craft and Design. Art reveals the everyday visual world not to be ordinary, but extraordinary, and gives form to contemporary culture and its values, beliefs, and ideals.

AIMS At its heart, Art is a VISUAL language, and, like any other language, needs to be learned. We aim to teach a degree of visual literacy which will form a basis for further growth, and teach the basic dynamics and fun-damentals that will equip students, in a visual world, to analyse and interpret visual information prior to judgment, whatever the aspect of Art, Craft or Design. To this end, we have COMMON AIMS which run through Years. 7,8,9.

understand the visual elements of Line, Tone, Shape, Colour, Pattern, Texture, Form and Space, and

their value in making, analysing and appreciating art, craft and Design; acquire the necessary skills to realise project work and to build on these progressively as required,

and to see their work through to completion; impart the essentials of Observation Drawing, and to maintain its exercise, to record, analyse and

connect; research, gather and utilise visual information from a range of sources to develop ideas or respons-

es to themes; offer a range of experiences in two and three dimensions which, by the end of Key Stage 3, give

some idea of the breadth of the subject; develop an appreciation of the contextual aspects of the subject; to analyse their work and that of

other artists, craft workers and designers; to enrich and inform their own work. To look at work from a range of cultural backgrounds;

explore and experiment with a range of materials to realise ideas, express feelings and communi-cate meaning;

develop a vocabulary to analyse, appraise, compare and contrast their work and the work of oth-ers.

SKETCHBOOKS/HOMEWORK Girls will be given homework to be worked on for 30 minutes each session. It is vital that girls work as they would on other subjects, with quiet concentration, and NOT in front of the television or wearing an i-pod! Observation drawing forms the basis of most work, but a range of tasks are set to encourage a range of responses to themes, subject matter and materials.

All work will be produced in A4 sketchbooks , which must be kept organised and maintained in good con-dition. Attainment and effort grades plus comments will be entered on printed sheets which must be se-curely attached in the books and replaced as necessary. If girls exceed their expected level of attainment they will receive a merit. Outstanding work can earn a Certificate of Excellence.

ASSESSMENT OF WORK Girls work is assessed according to the Star Award system. A Star Award is the stage a girl is working at. In years 7, 8 and 9, the Star Awards range from 4 Star Award to Exceptional Performance Star Award. In year 7, Art teachers will decide on individual Star Awards at the end of the Autumn term. When art work is assessed it will be marked against the criteria for that Star Award. The work girls are expected to achieve is listed on their individual Star Award sheet which should be stuck into the sketchbook. To fur-ther help each girl to visualise the standard they should achieve, there are posters on the walls of the Art rooms which give examples of work for each of the Star Awards. Work is marked using a traffic light system. The individual Star Award sheet will give girls targets. Once they have met these in agreement with their Art teacher, students will move up to the next Star Award.

STUDIO PROCEDURES Overalls must be worn at all times by girls and cleaned regularly, particularly if clay has been used in les-sons, to meet Health and Safety requirements.

TEACHING STRUCTURE The framework for our teaching and learning is structured around themes which last for one year. Within each theme a range of activities, exercises, workshops and contextual work will be experienced. All work grows from a basis of drawing, either in class or at home. We give girls both 3D and 2D projects each year, and all girls will have experienced a large, group project by the end of Year 9. The main themes which run through the Art curriculum are Investigating, Understanding and Making.

YEAR 7– Art in other cultures Introduction to the subject and the theme of Japan. Collecting information related to art in other cultures. Two Dimensional work- Exploring motifs and patterns common in other cultures. The visual elements are introduced through exploring materials and techniques (subject matter varies). This work then culminates in Lino printing. Contextual work-explore and show understanding of art in other cultures through comparison. ICT- From the work on pattern, use appropriate software to produce a repeat pattern for a fabric design. Three dimensional work- Design and make a clay vessel inspired by art in other cultures, embellishing this with pattern from the last project.

YEAR 8- Natural Forms Two Dimensional work- Creating study pages in the sketchbook through exploring different media and observed subject matter. This will lead to larger pieces of 2D work (including batik) exploring different as-pects of the theme including birds and fish. Contextual work-explore and show understanding of relevant art works and cultures. Three dimensional work- Explore the theme of insects creating a three dimensional group piece using wire and other mixed media techniques. YEAR 9- Me, myself Two Dimensional work- exploring expression and feeling through the visual language including colour. Contextual work-explore and show understanding of relevant art works and cultures. ICT- Explore photography and animation with different lighting techniques (group work).

Green merit Exceeding the expected Star Award level (merit)

Green Achieving the expected Star Award level

Amber Nearly achieving the expected Star Award level

Red Underachieving the expected Star Award level

DEPARTMENT STAFF

MRS S JENKINS- HEAD OF LATIN,

CLASSICAL CIVILISATION & GREEK

MRS M-E OIKONOMOU - TEACHER OF LATIN,

CLASSICAL CIVILISATION & GREEK

AIMS OF THE LATIN DEPARTMENT

To familiarise girls with the translation and comprehension of passages of Latin via units I

and II of the Cambridge Latin Course.

To develop the girls’ understanding of diverse linguistic features eg word derivation,

spelling, grammar and sentence structure by reading material which is of intrinsic quality.

To foster the girls’ awareness of the cultural and linguistic roots of their own society and

enhance their appreciationof the achievements of Roman civilisation at a crucial period of

world history, the first century AD.

To develop from the outset the ability to analyse and evaluate the rich source material

provided by the course.

To offer girls the opportunity to enjoy and respond to the material in a variety of ways, e.g.

oral and written translation and comment, creative writing and art work, visiting sites, IT

and drama.

To enable girls to study an ancient civilisation as a means of identifying similarities and

differences between the past and the present and as a touch stone for examining and

evaluating our current beliefs, customs, behaviour and modes of communication.

Year 7 Three hours per fortnight for half the academic year.

Topics to be covered:

1. Basic grammar and elementary syntax of the Latin language, e.g. case endings of nouns, sin-

gular and plural, verb endings of the present tense, simple sentences and continuous reading

passages.

2. Roman religion, gods and mythology.

3. The city of Pompeii; archaeological and literary evidence.

4. Daily life of Romans in the first century AD; houses, meals, theatre, slaves.

CLASSICS DEPARTMENT

YEAR 8 Three hours per fortnight


1. Basic grammar and elementary syntax of the Latin language, e.g.case endings of nouns,

singular and plural, verb endings, present and past tenses, simple sentences and continuous

reading passages.

2. The city of Pompeii; archaeological and literary evidence.

3. Daily life of Romans in the first century AD: houses, theatre, gladiators, slaves, education.

4. The causes and effects of the eruption of Vesuvius.

YEAR 9

Three hours per fortnight


1. Additional linguistic structures e.g. genitive case, infinitive, relative clauses, pluperfect

tense and longer reading passages.

2. The Romans in Britain; causes and consequences. Life and relationships between Romans

and Britons, rich, poor and slaves. Domestic, political and religious affairs.

3. The Roman occupation of Egypt and the city of Alexandria.

4. Roman contact with, influence on and response to Egyptian ways of life, especially religion

(e.g. cult of Isis), art and architecture, town planning, science and medicine.

Homework Typically this may be translation into rough or neat books, grammar exercises,

vocabulary learning, research into background topics, creative writing, preparation of class

presentations or art work.

Merits are awarded for work showing a consistently high standard of effort and/or for attainment.

Exceptional pieces of work are awarded a commendation certificate.

SKILLS DEVELOPED

Analysis of features of the Latin language and, by comparison,

modern foreign languages and English.

* Comprehension of Latin and translation into fluent and accurate

English.

* Understanding vocabulary and spelling and the meanings and

derivations of English words.

* Studying primary source materials and evaluating their significance.

* Honing critical faculties, literary, cultural and historical.

* Chronological awareness of ancient and modern civilisations.

* Knowledge of geographical location of countries in the Roman

Empire.

* Written and oral presentation, debating, reading Latin aloud, Art and Design, Drama.

* Participation in pair and group work in addition to individual research.

AIMS

The aims of the Drama Department are:

to help each girl develop an awareness of self and others;

to allow her to explore a variety of human emotions;

to develop her awareness of group work, sharing ideas and discussing with others;

to develop her speaking and listening skills in a variety of situations;

to extend her knowledge and understanding of the theatre.

DRAMA at KEY STAGE 3

In Years 7-9 girls will participate in a wide range of improvised and scripted drama. They

will work individually, in pairs, small groups and sometimes as a whole class in a variety of

activities. There are three main areas of activity:

MAKING - exploring drama texts, developing improvisations, researching, making props

and settings, finding appropriate costumes.

PERFORMING - creating and sustaining a character using movement, gesture, facial ex-

pression and voice.

RESPONDING - evaluating through oral and written work her own dramatic experiences

and the performances of other girls.

YEAR 7

Girls work at developing a range of movement and vocal skills and learn how to combine these to

develop characterisation. These skills are used to explore the following themes during the year:

Evacuees, Soundscapes, Introduction to Shakespeare,

Mime and Masks

Girls will perform one scripted assessment in groups during the year. This will involve making

props, devising costumes and providing any appropriate sound effects.

Drama games will also be used to promote concentration and spontaneous responses to dramatic

situations.

DRAMA DEPARTMENT

MRS A REES - HEAD OF DEPARTMENT

MRS S COOKSEY

YEAR 8

In Year 8 girls continue to develop characterisation skills and use drama techniques introduced in

Year 7. Areas explored include:

Narrative Drama, Theatre History, and Awareness of Staging Techniques, and Improvisation

Skills

Girls will also perform a more demanding scripted assessment following the same process as in

Year 7.

YEAR 9

In Year 9 girls continue to develop their skills of characterisation and to experiment with a wider

range of drama techniques. Areas explored include:

Greek Theatre, Melodrama, Dramatic Tension, and Set and Costume Design

HOMEWORK

(Years 7—9)

Set occasionally. This will include providing costume and props, learning lines, written

evaluation of dramatic experiences.

Assessment: Continual assessment through a range of Common

Tasks and through a series of self assessments.

Merit certificates will be awarded for excellent work.

Extra - Curricular Drama in Years 7, 8 and 9

Years 7, 8 & 9 will be involved in performing in a House Drama competition which is held every

year and produced by College students.

There will also be the opportunity to take part in a whole school play. This event will be held eve-

ry two years.

DEPARTMENT STAFF

Mr M Allen - Head of Department

Mrs J Allen, Mr G Hughes

‘DT is about creativity and problem solving and should be seen as an activity that enriches

the human experience.’

Design and Technology is a fun and interesting way of learning, helping students to develop

all the key skills in a practical and relevant way.

The DT Department aims - to stimulate students’ interest, enjoyment, curiosity and concern about technological

aspects of their environment.

to enable students to become confident in designing and producing a range of

products 'of good quality'.

to encourage students to evaluate and improve upon their own products and those

designed by others.

to enable students to perceive Design and Technology as part of a wider body of

knowledge and skills.

to enable students to work both independently and co-operatively.

YEAR 7

DESIGN AND MAKE A BEDROOM DOOR BUZZER

For many students it will be the first time that they use the ‘Design Process’ to design and

manufacture a product using workshop tools and equipment.

The bedroom door buzzer is an electronic circuit housed in a plywood container featuring a

graphic image and an LED.

TOPICS TO BE COVERED:

Health and Safety at Work

Graphic Presentation

Materials and Components

Electronic Systems (Input/Process/Output)

Electronic Components (Resistor, LED, Buzzer)

Practical Skills

Circuit Manufacture

Packaging and Corporate Identity

YEAR 8

DESIGN AND MAKE A DESK TIDY/CLOCK

Resistant Materials - Working with acrylic

Computer Aided Design and Manufacture (CAD/CAM)

In Year 8 students design and make a Desk Tidy/Clock in acrylic. The clock face is made

using a computer controlled engraver. The desk tidy is manufactured by drilling and folding

acrylic.

FURTHER TOPICS TO BE COVERED:

Properties of Thermoplastics

Designing and Manufacturing in Plastics

Computer Aided Design and Manufacture

YEAR 9

DESIGN AND MAKE A DECORATIVE MIRROR

Resistant Materials - Working with pine

Using wood joints, wood finishes applying decoration in the form of pyrography, engraving,

other materials

In Year 9 students design and make a product using pine. The finish should predominantly

natural.

FURTHER TOPICS TO BE COVERED:

Properties of wood – Natural Hardwood/Softwood and manmade boards

Constructing wood joints

Designing and Manufacturing in Pine

Manufacture of a decorative item of furniture

SKILLS

Skills that are developed include:

Designing

Problem Solving

Planning Skills

Communication

Team Working Skills

Interpersonal Skills

Presentation Skills

Language and Literacy

Numeracy

Aesthetic Appreciation

Critical Analysis

Independent Learning

ICT

DEPARTMENT STAFF:

HEAD OF DEPARTMENT: MRS S RICHARDS

MRS J GUY

MRS N CHYBA

MRS K JONES

DR R KNOWLES

MISS H WILCOX

Mrs N Chyba

AIMS OF THE ENGLISH DEPARTMENT

To enable each girl to express effectively her ideas, feelings, thoughts, opinions and respons-es in appropriate spoken and written English.

To allow her to experience the rich variety of her literary heritage whilst encouraging her to develop taste and discrimination in her own reading.

To introduce her to major issues of the past and present and to encourage her to reflect on important matters that arise through her study of a range of texts in a variety of media.

To foster her creativity and to nurture in her a sensitivity to, and an awareness of, the power of words.

Introduction to English at Key Stage 3

In Years 7, 8 and 9 the English Department offers a varied and interesting course that covers all areas of the subject. Writing skills are taught in a structured way and interesting literary texts are studied and enjoyed in a sequence that takes account of increasing maturity and sophistication. As well as writing and reading tasks, there are opportunities for speaking and listening through-out the course. A range of typical tasks is given below, alongside a range of skills the girls devel-op and employ over the three years.

Activities students experience

Skills students learn

To write for a range of audiences in a variety of ways.

To discriminate between fact and opinion.

To use the rules of spelling and punctuation.

To argue a point of view clearly and effectively.

To undertake personal research using a variety of sources and methods.

To analyse a range of literary texts and comment on method technique and form.

To appreciate quality in thought and expression.

To work co-operatively and successfully with others

Writing letters and diaries

Reviewing books

Role play

Dramatising sections of novels

Writing character sketches

Debating

Writing scripts and stories

Investigating newspapers

Talking on a prepared topic

Writing and analysing poetry

Revising first drafts

Writing formal essays

Comprehension

Analysing the media

Researching authors

Making personal anthologies

Using desk top publishing programmes

Mindmapping

Year 7

Students work at gaining a firm grasp of punctuation, spelling and grammar throughout the year. Class

readers, both drama and prose, are studied, examples of which are shown below. There is a ‘Myths and

Legends’ module can be studied at some point in the year and Shakespeare is always introduced. Poetry is

studied throughout the year and wider reading is encouraged in all genres, including Anglo-Welsh texts.

Each girl keeps an exercise book, a range of other more formally assessed work and a reading log. Non-

fiction and media are introduced.

Year 8

Year 8 continues the pattern set in Year 7 with more advanced language skills developed through more so-

phisticated tasks. Students are introduced to new areas of writing and more challenging literary texts are

studied.

Literary texts studied may include:

Homework is set in accordance with the homework timetable allocation and usually involves a writing,

reading or preparation task.

Formal Assessment is by common task and examination. Students will sit one common task a term and

one examination at the end of the year. Self-assessment and target setting also take place regularly.

Year 9

Year 9 is an important transition year in English where a challenging programme hones the skills required

for GCSE to ensure a smooth transition from Key Stage 3 to Key Stage 4. Students begin an introduction to

Key Stage 4 in the Summer Term.

A range of texts is studied, including: Shakespeare plays, poems from different periods and cultures, mod-

ern drama, twentieth century and pre-twentieth century prose and a variety of non-literary pieces. The skills

of persuasion are explored through analysing media texts and exploring appropriate writing skills.

There is more of an emphasis on extended writing this year and students complete a number of assignments

per term, several of which are common to the whole year.

Year 7

Prose

Boy

A Christmas Carol

The Blue Man (stories)

Goodnight Mr Tom

The Shadow of the Minotaur

Myths & Legends

Holes

Drama

The Flood

The Thwarting of Baron Bolligrew

Bugsy Malone

A Midsummer Night’s Dream

Year 8

Prose

Coram Boy

The Tulip Touch

Dickens extracts

Drama

Dracula

The Granny Project

Black Harvest

The Ratz

Much Ado About Nothing

Prose

Private Peaceful

Lord of the Flies

Northern Lights

Animal Farm

Witch Child

The Outsiders

Drama

Our Day Out

Twelfth Night

Macbeth

Pygmalion

Poetry—a variety

AIMS OF GEOGRAPHY DEPARTMENT

Geography is about people and places. The Geography Department aims: 1. To further the students’ understanding of their environment and create an interest in and understanding of places in all parts of the world. 2. To help students gain an insight into local, regional, national, international and global problems and from this informed basis to make their own value judgements. 3. To teach an understanding of physical geography and the processes that change our landscape and the earth’s surface. 4. To help students appreciate the interactions between humans and their environment. 5. To help students gain a fuller understanding of cultural and ethnic diversity and in doing so develop the values to question stereotyping, cultural prejudice and racism. 6. To develop in students a complement of skills and competencies. Merits are awarded for outstanding work or for sustained effort. Geography on our doorstep - Year 7 will look at the local area and focus on Wales as a region. Knowledge of the maps of Wales and the UK, basic OS map reading skills and the function of settlements will be introduced. TOPICS TO BE COVERED:

My Place – Map Work (using atlas, OS maps and computer mapping -GIS) Settlement – How and why settlements develop and impact of changes Weather and Climate – Understanding how and why extreme weather

events happen FIELDWORK: Investigating settlement change in Cardiff Bay

DEPARTMENT STAFF MR T BIEBRACH - HEAD OF DEPARTMENT

MRS J HOUSE

MRS A TUDOR MRS M GOSNEY

Year 8 will look at important local and global processes and issues. TOPICS TO BE COVERED:

Physical Processes - Volcanoes and Earthquakes

Globalisation of the fashion industry

Coastal processes and tourism Examples are taken from UK and Europe

FIELDWORK: Coastal study along the Glamorgan Heritage Coast

Year 9 explores a range of regional and global issues. Students in Year 9 will be introduced to GCSE topics on:

Rivers and flooding

Intro Africa – investigating development issues from a range of perspectives (involving video link with a Zambian school)

Eco systems and climate change

FIELDWORK: Coastal study at a local beach

SKILLS

Girls are given the opportunity to develop their knowledge, understanding and skills through geographical enquiries. These may be classbased or fieldwork based. Enquiries focus on geographical questions, eg: What/where is it? What is it like? How did it get like this? How and why is it changing?

Skills that are developed include:

Map Reading (OS Maps), Geographical Information Systems (GIS) written, atlas work,

Analysing, Research, Field-Sketching Note-Taking, Annotation, Information Communication Technology

Presentation of Written Work, Oral Team Work, Presentations

HISTORY

“Understanding the past enlightens

the present and future.”

AIMS

To stimulate interest in and enthusiasm for the study of History.

To promote an awareness of Britain’s heritage and the wider world.

To develop qualities of citizenship and enhance the students’ awareness of political systems.

To develop skills and interests of benefit for further study and for life.

LESSONS AND HOMEWORK Three lessons of History per two-week cycle in Years 7 and 9, and two in Year 8.

Short homework exercises are set, in line with school policy, to develop independent study

and research skills.

MERITS ARE AWARDED:

For individual pieces of work of exceptional quality, e.g., project work or a creative role play

or presentation.

For three pieces of very good work, or work demonstrating individual effort.

YEAR 7 TOPICS INCLUDE: The Norman Conquest 1066.

Castles in the Middle Ages.

The Feudal System.

The Medieval Village.

The Church in the Middle Ages; the Crusades.

Medieval Kingship – Henry II and Becket; John and the Magna Carta;

Edward I and the Conquest of Wales; Llwelyn and Glyndŵr.

The mystery of the Princes in the Tower.

The end of the Middle Ages– the Battle of Bosworth.

YEAR 7 VISIT TO COSMESTON MEDIEVAL VILLAGE AND A LOCAL CASTLE.

YEAR 8 TOPICS INCLUDE:

The Stuarts.

The Civil Wars.

The Slave Trade.

The Industrial Revolution.

YEAR 8 VISIT TO THE BLACK COUNTRY LIVING MUSEUM

DEPARTMENT STAFF

Mrs H Davies: Head of Department

Mr S Elmes

Mrs C M George

Miss H Wilcox

YEAR 9 TOPICS INCLUDE:

Political and social change in the early 20th Century – suffragettes.

World War One.

20th Century Political Systems and Personalities –

Dictatorships - USSR and Italy

Democracy - Britain & USA

World War Two.

Developments after World War Two - the Cold War; the retreat of

empire.

YEAR 9 VISIT TO THE IMPERIAL WAR MUSEUM AND THE

CHURCHILL MUSEUM: THE CABINET WAR ROOMS.

SKILLS

The study of History encourages a wide range of skills, including:

Sense of chronology – placing people, events and changes in their wider chronological

framework.

Developing range and depth of historical knowledge and understanding – analysing the

characteristic features of particular periods, explaining causes and consequences, making

comparisons and connections.

Evaluating interpretations – considering why people, events and changes have been inter-

preted differently and assessing these interpretations.

Making historical enquiries – investigating topics independently using a

range of sources, collecting and recording information.

Organisation and communication – selecting, recalling and organising

historical information and communicating in a variety of ways.

DEPARTMENT STAFF

Mrs C Darnton: ICT Development Manager

Mr E Scott: ICT Support Manager

Mr D Harkin Brown: Technician

ICT is using technology to effectively Find, analyse, communicate, present and share information

AIMS OF THE ICT DEPARTMENT - Students should be able;

To develop a growing awareness of the relevance and plausibility of information

To identify and question bias in sources

To be independent in their use of safe and suitable information sources

To be aware of the need to check the accuracy of their work

To consider the advantages and limitations of using ICT in their activities

To be aware of social, ethical, moral and economic effects of ICT in the wider society

SOFTWARE USED

Microsoft Windows XP and Microsoft Office 2007 are the teaching software used,

supported where possible by a Keyboarding specific software application and other

relevant programs. Filtered access to the Internet is available and print allowances are

allocated to each year group based on subject requirements

HOMEWORK POLICY

Relevant homework involving extra machine contact is given once a week for up to 30

minutes. We are aware that some students may not have machines at home, so they are

encouraged to use the school facilities which are made available over the lunch hour and to

17.00hrs after school finishes.

MARKING AND ASSESSMENT

Work will be marked mostly on screen, according to the WJEC Specification and

submitted electronically. At a suitable time each term/end of cycle an assessment of the

skills learnt will take place in order to ensure all students have achieved the level

expected. From this, students will set individual targets for the term ahead. Students will

be responsible for ensuring all homework deadlines are met and coursework printed for

assessment as required.

YEAR 7

Girls come to the school having had a vastly differing range of

experiences. In order to cater for all experiences each student will b e

given ICT Training where they will be introduced to the following ;

Logging on to the network and organising files

Logging on from home and staying safe online

Using email for collaborative work

Using Word

Using PowerPoint

Using Excel for presenting numbers and creating charts/graphs

In addition to these formal ICT training sessions girls will use ICT extensively in all subject

areas.

YEAR 8

Building on the development of basic ICT skills from above girls will begin the WJEC GCSE

Short Course in ICT, honing the skills and expertise required for the Controlled

Assessment. Skills will include;

Organisation of folders and files

Communicating information using Microsoft Word, Publisher and

PowerPoint

Modelling data using Microsoft Excel

Information Handling using Microsoft Access and Webmail

Portfolio evidence will be submitted and assessed electronically.

YEAR 9

This year will allow students time to

complete the Controlled Assessment,

including evaluation of their work. Following

this they will prepare for the written

examination which will focus on the

following areas and will be examined at the end of this year;

Further Curriculum Information on the

WJEC GCSE Short Course in ICT

can be found at

www.WJEC.co.uk

http://www.wjec.co.uk/

DEPARTMENT STAFF

Mrs D Sadler Languages Coordinator & Head of German/Spanish

Mrs C Gorno Head of French

Mrs N Reed Head of Welsh Mrs J Evans

Mrs M Lewis

Mrs G Prys-Davies Mrs M Oikonomou

AIMS OF THE LANGUAGES DEPARTMENT

Learning other languages is about more than just learning vocabulary!

The Languages Department aims:

1. to promote the students’ interest and enjoyment in learning other languages;

2. to enable the students to use their languages effectively for practical communication;

3. to give insights into the culture of Wales and of French-, German– and Spanish- speaking

countries and to encourage positive attitudes to other languages and cultures;

4. to develop the students’ awareness of the structure of languages and how we learn them;

5. to develop the students’ skills of analysis, memorising, drawing inferences,and the logical

application of grammatical structures;

6. to encourage the students’ creativity and independent work as well the ability to work with

others.

YEAR 7 - TOPICS TO BE COVERED:

You will listen, speak, read and write about the following topics:

FRENCH: introductions (name, age etc); school; telling the time; family; descriptions;

hobbies; pets; where you live; numbers; dates; birthdays; countries; clothes.

GERMAN: greetings and introducing yourself; numbers; dates; countries; family and pets;

celebrating birthdays; where you live; the town; like and dislikes; house and home; clothing; likes and

dislikes.

WELSH: greetings and introducing yourself; numbers; dates and birthdays; age;

weather; your house and where you live; school life; leisure time and the weekend; favourite things;

time; television programmes.

SPANISH: greetings and introducing yourself; numbers; dates; school; countries; family;

descriptions; house and home; free time and hobbies.

LANGUAGES


FRENCH: where you live; places in the town; describing your house; what you do at home;

future plans; holidays; directions; shopping; at the café.

GERMAN: opinions; hobbies, activities and free time; daily routine; helping round the house;

school; the past tense; holidays; festivals.

WELSH: daily life; technology; my area; the community; languages; friends; pets; discuss-

ing events in the past; the weekend.

SPANISH: food and drink; restaurants; daily routine; telling the time; health; school; at the

tourist office; clothing; money; jobs.


FRENCH: more on descriptions; the past tense; last weekend; parts of the body; nationali-

ties; daily routine; arranging to go out; 24 hour clock; talking about films; likes and dislikes.

GERMAN: leisure activities; film; ICT; books and magazines; the local area; likes, dislikes

and opinions; travel; the environment; healthy eating and fitness; illness; holidays.

WELSH: discussing the weekend, hobbies, the environment and my area; eating healthily

and keeping fit; illness; holidays and travel; introducing the news.

SPANISH: holidays and travel; illness and healthy lifestyle; school and future plans; media

and festivals.

MERITS: May be awarded for good work in Years 7, 8 and 9.

SKILLS

Learning other languages helps us develop many skills:-

speaking (including role plays and oral presentations)

memorising

analysing

interpretation of written material

(reading comprehension)

interpretation of spoken material

(listening comprehension)

drawing inferences

pair work and group work

grammatical understanding

ability to manipulate language structures

ICT

team work

Learning Resources Centre

Head of Learning Resources Mrs Jane Wilks

Aims of the Learning Resources Centre

The Learning Resource Centre supports the aims of Howell’s School by:

Supporting students in the development of information handling skills so that they can become independent learners.

Giving access to a relevant, balanced, challenging and stimulating collection of materials to support and extend learning and literacy.

Promoting a love of books, reading and nurturing a desire for knowledge and for information.

Providing resources which will contribute to and enhance the educational, personal, spiritual and moral development of staff and students.

Catering for all students at all points of their development including educational, social and personal.

The LRC supports the curriculum in Howell’s School by:

Creating and offering access to an environment conducive to group and independent learning.

Contributing to and supporting teaching.

Offering students the opportunity to explore the world of literature and develop a lifelong love of reading for pleasure.

The LRC supports the development of literacy and information skills and encourages reading for pleasure throughout the academic year by:

Promoting and encouraging effective use of LRC by all Departments for group and independent research

Offering the support of a professional librarian available at all times

Hosting a Reading and Reviewing Club for Years 7 through to 11 in which students can explore and share their love of reading

Distributing Book Club leaflets for students to build up their very own library

Running the Reading Ladder Eisteddfod Competition

‘Shadowing’ the annual Carnegie Medal Awards

Organising a whole school Book Week with visiting authors

Participating in World Book Day activities

Promoting national reading and writing competitions

Participating in the annual national Kids’ Lit Quiz

Participating in annual national The Times Spelling Bee

Year 7 Autumn Term: students have the opportunity to:

Start the Reading Quest programme with the Bronze Award

Join the weekly Reading & Reviewing Club

Join in with Book Week activities and author talks

Take on the Reading Ladder challenge!

Try out and participate in the Kids’ Lit Quiz Spring Term: students have the opportunity to:

Continue the Reading Quest programme with the Silver Award

Get to grips with the Dewey Decimal Classification system

Develop effective internet searching skills

Try out for The Times Spelling Bee Championship team Summer Term: students have the opportunity to:

Complete their Reading Quest programme with the Gold Award

As a member of the Reading & Reviewing Club, try out for the Carnegie Shadowing Award team Year 8 & 9 Throughout the year students have the opportunity to:

Develop their information literacy

Enhance their research skills

Use the LRC to support a love of reading for pleasure

Use the LRC collections to support their studies and academic interests Year 8 attend the LRC for fortnightly ‘Library Lessons’ to continue to develop their wider reading and appreciation of a range of fiction, non-fiction and poetry, as well as broadening their own writing and presentation skills.

Information & Library Skills

Students are given the opportunity to develop skills to enable them to locate, retrieve , handle and critically evaluate information from a variety of sources. Students will be given the chance to develop skills that will enable them to make the most effective use of library and online resources to support their academic goals and achievements.

Where do I find information?

How do I use that information?

Skills developed include:

- planning research - locating information

- selecting and evaluating information - organising and recording information

- communicating information

DEPARTMENT STAFF

HEAD OF DEPARTMENT: MISS D COOK

MRS J KING

MRS C ELMES

MRS W MOYLE

MRS H SMITH

MRS A CHRIST

AIMS OF THE DEPARTMENT

All girls should: develop confidence in their approach to mathematics experience satisfaction and enjoyment with the subject know that they can always approach their teacher for extra help or explanations acquire logical abilities and be able to set out a logical argument approach problems systematically, choosing appropriate techniques become numerate in (a) mental arithmetic (b) written problems (c) using a calculator sensibly develop the means to pursue independent lines of enquiry

YEAR 7

Number and Algebra 4 Rules applied to Whole Numbers Fractions, Decimals, Percentages

Directed Numbers, Solving Equations, Formulae

Fractions and Multiples Expanding Brackets

Coordinates

Shape, Space and Measure Angle properties of Triangles, Quadrilaterals

and Parallel Lines Area and Perimeter of Rectangle and Com-

pound Shapes Volume of Cuboid, Metric Units Line and Rotational Symmetry

Handling Data

Collecting and Displaying Data Grouping data

Probability

Using and Applying Mathematics Investigative Tasks including CAME and nrich

Use of computer package: My Maths

YEAR 8

Number and Algebra Indices, Standard Form, Estimation

Ratio Sequences

Fractions, Percentages Equations and Formulae

Coordinates and the Straight Line Squares and Square Roots

Travel Graphs and Practical Applications of Graphs

Shape, Space and Measure

Area of Triangle and Parallelogram Bearings and Angles of Elevation and

Depression Volume of Prisms (including cylinder) Circumference and Area of a Circle

Pythagoras’ Theorem Reflections, Translations, Rotations and

Enlargements Polygons

Handling Data

Statistics, Probability (scatter graphs, continuous data)

Grouped Frequency Diagram

Using and Applying Mathematics Investigative Tasks including CAME and nrich

Use of computer Package: My Maths

YEAR 9

Number and Algebra Percentage

Ratio and Proportion Estimation Significant Figures

Indices, Standard Form Inequalities

Change of Subject of a Formula Algebraic Products

Simultaneous Equations Factorisation of Quadratics & Solving Quadratic Equations

Trial and Improvement Straight Line Graphs and Inequalities

Gradients Range of values

Shape and Measure

Volume, Area of a Trapezium Locus, Trigonometry

Dimensions

Handling Data Grouped Frequency Distribution and Diagram

Cumulative Frequency Polygon Mean, Median and Mode of Grouped Data

Probability Trees Relative Frequency

Using and Applying Mathematics

Investigative Tasks Use of Computer Package:

My Maths

Ethos of the Department

All girls are encouraged to answer and ask questions and to put forward their own ideas as a topic progresses. They are trained to listen to both their teacher and their peers and respond accordingly. The use of correct mathematical language is promoted at all times.

MUSIC DEPARTMENT

Howell’s School has a very strong tradition for music which plays a vital part in the girls’ education.

Twenty instrumental tutors visit the school each week offering tuition in the full range of orchestral

instruments, plus piano, guitar, voice and saxophone. Several of these tutors belong to the BBC

National Orchestra of Wales, Welsh National Opera Orchestra or are soloists in their own right.

Examinations for the Royal Associated Board of Music are held three times a year in school.

The Music Department encourages all girls to learn an instrument and to participate in the many and

various ensembles which are being offered. These include:

Two orchestras (Senior Orchestra available for students of grade V standard, and Repertoire

Orchestra open to any student who has been studying their instrument for a year);

four flourishing choirs (Middle School Choir for girls in years 7 - 9; Senior Choir for girls in years 10-

13, a Mixed College Choir and a Mixed Chamber Choir which is auditioned); Chamber ensembles -

(including rock, jazz and classical music) rehearse 4-5pm on Wednesdays.

A hectic schedule of concerts and competitions is organised annually with one of the highlights of the

year being the annual Carol Service at Llandaff Cathedral. The Music Department enjoys close links

with the community and the Cardiff County and Vale of Glamorgan Music Service; many of the

students represent the school at both a County and National level.

AIMS OF THE MUSIC DEPARTMENT

YEARS 7 - 9

1. To foster girl’s sensitivity to, and their understanding and enjoyment of music, through an

active involvement in appraising, composing and performing.

2. To provide for the progressive development of: a) awareness and appreciation of organised

sound patterns; b) skills in movement, such as motor co-ordination and dexterity, vocal skills

and skills in aural imagery.

3. To foster sensitive, analytical and critical responses to music.

4. To develop the capacity to express ideas, thought and feelings through music.

5. To foster an awareness and understanding of traditions, idioms and musical styles from a

variety of cultures, times and places.

6. To provide opportunities to experience fulfilment.

7. To provide equal opportunities for all girls to participate in musical activities and to acquire

musical skills to the best of their ability.

8. To raise girl’s awareness that the transferable skills developed in classroom music are the very

skills sought by employers in the world of work.

9. To follow the Programme of Study (Key Stage 3) as stated in the National Curriculum for Music

(Wales).

Throughout Years 7 - 9 Music is taught using a variety of resources including: tuned/untuned

percussion instruments, electronic keyboards, traditional instruments, computers and recording

equipment.

DEPARTMENT STAFF

MRS E A PHILLIPS - DIRECTOR OF MUSIC

MR D G THOMAS

MUSIC IN YEARS 7-9 IS TAUGHT THROUGH THE SKILLS OF PERFORMING, COMPOSING AND AP-

PRAISING.

YEAR 7

Lesson length - 1 double lesson a week

AREAS TO BE COVERED:

Notation-pitch/rhythm

Graphic notation/Abstract music

Non Western Music

Welsh Music

Improvisation through Jazz

Baroque Period

Programme Music

Forms of Music—Binary/Ternary

YEAR 9

Lesson length -1 double lesson a week


Notation: chords, major and minor

Music and Art

Forms of Music - Variation, ostinato, ground bass

Music and Nature

Modal Music

Creating a Pop Song

Own project - Compose/Perform

MERITS: These are awarded to students in Year’s 7 - 9 who gain three A grades in their work.

WHAT MUSIC CAN GIVE YOU

WHAT EMPLOYERS ARE LOOKING FOR?

PEOPLE WHO CAN:

1. SHOW A GOOD BASIC EDUCATION - Essential for any job. Music contains elements of Mathematics,

Physics, History, Modern Languages, English Literature, Art, Drama and Movement.

2. FOLLOW INSTRUCTIONS - Employers need people who can carry out instructions. Music trains you to

follow directions ie learning an instrument or learning to compose.

3. ANALYSE SITUATIONS AND SOLVE PROBLEMS. Is your mind trained to think and overcome

difficulties? Music, like Mathematics involves learning rules then applying them (Music scales were

‘invented’ by the mathematician Pythagoras.)

4. BE ACCURATE -Employers will not put up with mistakes and shoddy workmanship. Music has to be clear

and precise, whether written or played.

5. MAKE DECISIONS - Are you able to make up your own mind? Music gives many opportunities for making

decisions, both in performing and composing.

6. BE ON TIME - Time is money. Your job will not last if you are continually late. With music you have to be

‘on time’ as well as ‘in time’.

7. BE PROUD OF YOUR WORK AND SHOW LOYALTY TO FELLOW WORKERS. Regular attendance at

rehearsals helps to develope reliabilty and loyalty.

8. COMMUNICATE - Can you work well with other people? Being a team member helps you to work with

others in a constructive and sensitive way.

9. Music stretches the imagination and develops confidence

10. Music develops an awareness of sounds and language

11. Playing an instrument makes you think and react quickly

12. Music provides training in the use of leisure time (consider the growth of ‘pop’ groups, youth bands and

orchestras).

YEAR 8

Lesson length - 1 double lesson a week


Continuation of notation, including harmony (scales, keys

and chords)

Classical Music - Form/Compound Time

Non Western Music

Intervals

Improvisation through the Blues

Vocal layers/word setting

British Composers of the 20th Century

DEPARTMENT STAFF MRS C JONES Head of Department

MRS F SHORNEY MRS J BAKER (JUNIOR SCHOOL)

AIMS OF THE PHYSICAL EDUCATION DEPARTMENT

To provide a broad and balanced programme of physical activities which will enable

the potential and capabilities of all students to be achieved.

To encourage positive attitudes towards physical activity in order to promote and

maintain a healthy life style.

To extend and develop skills, principles and tactics applicable to a variety of team and

individual games.

To develop body management and body awareness through the development of bodily

skills in gymnastics and dance activities.

To provide the opportunity for creativity and composition through dance and

gymnastic activities.

To provide the opportunity for the achievement of sporting excellence at school,

County and National level.

To ensure safe practice.

To ensure that all students develop an understanding and appreciation of the principles

of fitness.

To provide the opportunity to develop a sense of fair play in sport.

PHYSICAL EDUCATION

PLANNING : PERFORMING : EVALUATING

THE GREATEST EMPHASIS IS ON PERFORMING

NATIONAL CURRICULUM - AREAS OF ACTIVITY GAMES Students are taught a variety of competitive team and individual games, working

from small sided and modified versions to the recognised form. They are taught to understand principles of play and tactics in HOCKEY, TENNIS, GYMNASTICS, DANCE, LACROSSE, BADMINTON, NETBALL, BASKETBALL, ROUNDERS, FOOT-BALL.

GYMNASTICS Students are taught to refine and increase their range of gymnastic actions such as

travelling, twisting and turning, balance and flight ,working on floor and apparatus. DANCE Through a variety of abstract themes and contemporary styles students are taught to

compose, perform and appreciate short dances using simple and complex movements, while working alone, in pairs and in groups.

SWIMMING Students are taught to appreciate that swimming is a life long fitness activity. They

are taught the techniques of front crawl, breast stroke , backstroke and butterfly, along with a variety of water based activities, personal security and life saving skills.

ATHLETICS Students are taught to apply the techniques, skills and competition rules specific to

running, jumping and throwing events. They are encouraged to take part in competition.

PHYSICAL EDUCATION AT HOWELL’S PROMOTES FITNESS FOR LIFE

Performance Health related fitness Yourself and others Skills Initiative Creativity Achievement Loyalty Enjoyment Discipline Understanding Challenge Action Tolerance Independence Opportunities New horizons

Extra curricular Opportunities

HOCKEY NETBALL LACROSSE TENNIS ROUNDERS ATHLETICS SWIMMING DANCE CROSS COUNTRY CRICKET BADMINTON FOOTBALL

Religious Studies

DEPARTMENT STAFF

MISS COOPER —HEAD OF DEPARTMENT MISS BROOKS

In Years 7, 8 and 9 Religious Studies offers a varied and interesting course that covers a wide

range of topics. The focus is on developing knowledge, understanding and evaluation

through the following skills:

Engaging with fundamental questions

Pupils are given opportunities to:

• ask, discuss and respond to fundamental questions.

gather evidence and develop appropriate arguments

use problem-solving techniques, critical, creative and intuitive thinking to explore preconcep-

tions, possibilities/explanations

• formulate arguments and justify points of view

Exploring religious beliefs, teachings and practice(s)


• recall, describe, and explain the religious beliefs, teachings and practices

• make and investigate the links between religious beliefs, teachings and practices to

• explain how religion impacts on the lives of individuals, local communities and wider society.

• analyse and interpret the layers of meaning/ symbolism within religious stories, rituals, art, dance

and music.

Expressing personal responses


• communicate religious ideas and concepts using reasoned argument, personal opinions and ideas

in a variety of creative ways, e.g. orally, in writing, and through creative arts

• explain how what they have learned about religious/spiritual experience and moral

decision-making might relate to their own and other people’s lives

• appreciate, respect, empathise with and evaluate the viewpoints of others, acknowledging where

they are similar to and different from their own

• recognise, explore and reflect on the spiritual side of life

• use a range of religious language appropriately

• use ICT and other means to gain access to information and to communicate religious concepts.

Christianity is the prominent religion studied, together with aspects of Judaism, Hinduism Bud-

dhism, Islam and Sikhism

Year 7

Time allocation 3 hours per fortnight.

Topics will include:

General introduction to the six major world faiths.

What is faith?

What leads people to faith?

What faith brings to a believers life.

Homework is set in line with the timetable allocation and occurs as required. It involves writing,

reading, drafting and researching.

Assessment is by common tasks, tests and examination. Self and peer assessment and target setting

take place regularly.

Year 8



The importance of forgiveness.

The importance of celebration.

Engaging in fundamental questions including what makes us human.





Year 9



Issues of Peace and Conflict.

Engaging in fundamental questions including;

What is truth?

Does God exist?





Mrs P M Churchman (Head of Science)

Head of Physics Head of Biology Head of Chemistry

Dr A Ford Miss S Jenkins Dr C Tamplin

AIMS OF THE SCIENCE DEPARTMENT

The Science Department aims: To foster a curiosity and enjoyment in Science. To foster an interest in and care for the enviroment. To develop abilities and skills that are relevant to the study, practice and application of

Science and are useful in everyday life. To become confident citizens in a technological world and be able to take or develop an

informed interest in scientific issues. To recognise the usefulness and limitations of scientific methods and appreciate their

application in other subjects and in everyday life. To be encouraged to pursue further studies in Science. To be encouraged to develop knowledge and understanding of health and safety when

working with living things and materials.

SKILLS THAT ARE DEVELOPED INCLUDE:

Language and literacy

Numeracy

Communication

Interpersonal skills

An ability to work independently

ICT

Problem solving

How science works skills:

Planning experimental procedures

Obtaining evidence

Analysing evidence

Evaluating evidence

Year 7 & 8 Science

The Science course in Years 7 & 8 is based upon the “Exploring Science: How Science Works” scheme which is published by Pearson. We also give the girls plenty of opportunities to carry out practical investiga-

tions.

TOPICS COVERED in Year 7:

Beginning to be a Scientist

Looking at living things

Energy

Particles, Elements and Compounds

Acid reactions

Reproduction

Electricity

TOPICS COVERED in Year 8:

Chemical reactions

Solvents and solutions

Sound

Forces

Keeping the body working

Electromagnetism

Ecology

During Years 7&8 the girls will be having lessons which use CASE materials. These lessons are part of the

Cognitive Acceleration through Science Education project and are designed to enhance the thinking skills re-

quired in science and beyond.

Year 9

The girls begin their study of Triple Award Science in Year 9 in all three science subjects. We follow the GCSE AQA Science specifications.

Understanding the key concepts is achieved through practical work, mind mapping, discussions, presentations etc. All the laboratories are fitted with an interactive white board to further enhance understanding with the

wide range of software available.Progress is monitored by regular tests throughout the course.

Topics covered in Year 9:-

Biology Chemistry Physics

Response Building materials Heat transfer

Keeping our bodies healthy Metals and their uses Efficiency

Drugs Crude oil Electrical devices

Defence against infection Polymers and oil Resources and generating

electricity

Distribution and adaptation Changes in the Earth and its

atmosphere Electromagnetic spectrum

key stage 3 years 7 - 9 - howell's school, llandaff · greek theatre, melodrama, dramatic...

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