Altrincham Grammar School for Boys Marlborough Road, Bowdon, Altrincham, Cheshire WA14 2RS

Tel: (0161) 928 0858 Fax: (0161) 924 3888

Email: agsbadmin@agsb.co.uk Website: www.agsb.co.uk

Head Master: Mr T J Gartside MA (Hons)

AGSB Curriculum Years 7-9

A brief guide for parents

We are often asked:

What will my son be learning this year?

How will he be assessed?

What can I do as a parent to help him?

Inside are some brief answers to these questions.

We hope that you find it useful.

2

CONTENTS INFORMATION REGARDING SUBJECTS:

SUBJECT PAGE NO

Art

3

Chinese 4

Classical Studies and Latin 5

English 6

French 7

Geography 8

German 9

History 10

C.I.C.T. 11 – 12

Library 13

Mathematics 14

Music 15

P.E. 16

P.S.E. 17

Religion and Philosophy 18

Science Year 7 and Year 8 19

Science Year 9 20

Spanish 21

Technology 22 – 23

GENERAL INFORMATION:

Exams, Reports, Progress Sheets, Assessment 24 - 25

GCSEs and Options 26

Rewards and Sanctions 27

Independent Learning Tasks 28

Referencing/Plagiarism and Proofreading Addendum

DEPARTMENT: ART

3

Year 7 8 9

We begin with a project based on

colour, drawing a

design using

natural forms.

We also do a

design project on

a multi-cultural

theme. Possible topics include

masks, rain

sticks, totem poles or card

frames. We then do work

around Portraits, and some work

on single-point perspective.

In year 8 we do more project

work building on

what we have

done in year 7.

It usually has a

three dimensional

element, based on an Art Movement, eg Surrealism or Pop Art, on an Artist, eg Warhol, de Chirico.

We work on 2 point perspective

in relation to

buildings and structures.

In this year we might do a mixed

medium project

that reflects each

pupil’s

autobiography in a visual way.

In the second

half of the year a

multicultural, non

Western, project

is chosen by the boys. This leads

to a designed

based project, which might be

graphic or three-

dimensional.

Please note: Pupils occasionally need an apron or overall of some sort to wear during their Art lessons, usually a technology apron is fine to use.

What can parents do to support their sons?

Our Art teachers Mr Shorten (Head of Department) and Mrs Hochland will

vary the topics/projects slightly from class to class whilst giving your son a

variety of experiences to help him develop his art.

They ask you to help your son develop the ability to concentrate for an

extended period of time on a drawing, etc, and to encourage him to have

the tenacity to modify and refine his work in order to improve it.

If possible, it would be helpful if you could visit a wide range of stimulating

places such as art galleries and museums.

DEPARTMENT: CHINESE

4

Year 7 8 9

You don’t

study Chinese,

but will have the

opportunity to

apply for a place to learn

Chinese in Y8.

Limited places.

Topics

Numbers,

greetings and personal

information

Family and pets

Hobbies

School life

Food and drink

Grammar

Measure words Word order

Question words

Commonly used structures

Writing Write key

characters

Understand radicals

Stroke order Write short

paragraphs

(80-100

characters)

Topics

Holidays:

countries, weather and

transport

Describe people and

objects

Talk about

places, directions and

jobs

Shopping Travel in China

Grammar Tense

Word order

Question words Commonly

used structures

Writing

Write key characters

Understand

radicals

Stroke order Write

paragraphs

(100-15 characters).

assessment Tests after

each chapter End of year

exam

Tests after

each chapter End of year

exam

Option to do GCSE in Y10

and 11

DEPARTMENT: CLASSICAL STUDIES AND LATIN

5

Year 7 8 9 Greek Mythology

Minoan Crete and

Mycenae, Trojan

War, Homer,

Ancient Olympics,

Sparta, Persian

War, Alexander, Historical

Linguistics, Rise

of the Romans

We follow the Imperium Course Book 1 and Cambridge Latin Course Book 1

We follow the Imperium Course Book 2 with some support from the

Cambridge Latin

Course Books 1

and 2

What can parents do to support their sons?

Mr Ellis writes:

Please encourage your son to talk about and take an interest in the

classical stories of Greek and Roman culture. There is much to learn from them.

If your son chooses to study Latin in year 8 and 9, encourage him to learn his grammar well and help him revise vocabulary, especially before a test.

DEPARTMENT: ENGLISH_

6

Reading and Understanding

Pupils will read a wide range of fiction and non-fiction texts from different genres, eras and cultures.

The five key skill areas are:

Retrieving information

Analysing language choices

Analysing structural choices Comparing texts

Evaluating the success of a text

Writing and Technical

Accuracy

Pupils will plan and produce a wide range of texts, with a

variety of purposes, to meet the needs of various

audiences.

The five key skill areas are: Planning interesting and appropriate content

Organising a text into logical and effective sections

Selecting increasingly mature vocabulary

Using a full range of punctuation effectively

Spelling correctly

Speaking and

Listening

Pupils will develop their confidence and fluency in speaking in a range of contexts including ‘real world’ scenarios.

The five key skill areas are:

Using Standard English confidently and accurately

Giving an individual presentation

Discussing and debating in groups Using language creatively in role-play situations

Listening actively and sensitively to others

What can parents do to support their sons? Encourage your son to read on a daily basis from a range of sources such as novels, magazines, websites, biographies and newspapers. Media texts such as

documentaries, podcasts, audio books and radio shows are also useful ways of

engaging with language and ideas.

Ask your son to read out loud from time to time and encourage him to be a

confident, clear reader. Encourage him to enjoy new texts and learn more adventurous vocabulary.

Encourage conversation and debate about current affairs by raising interesting

questions from the worlds of politics, society, sport, culture and the arts.

Encourage your son to write on a regular basis: diaries, on-line reviews, short

stories, poetry and lyrics are all useful ways of encouraging the habit of writing.

Share experiences of performance with your son. Theatre trips, cinema visits, and cultural events are all positive ways of broadening his cultural and creative

development.

A fuller list of recommended books and activities is available on the school website.

DEPARTMENT: FRENCH

7

Year 7 8 9 Studied for half the

year.

Topics Introducing

yourself Numbers

Alphabet Dates Colours Countries

Family Animals Descriptions

School subjects Sports Other hobbies Where you live

Short poems/songs

Grammar Nouns and Gender

Verbs in Present

Tense

Faire + de

Negation Adjectives

Topics Talking about films,

reading and the internet.

What you did yesterday and describing a visit to Paris.

Personality, relationships, music.

Describing where you

live,

Talking about food.

Talent contests and ambition

Short detective stories.

Film / literature Le petit prince

Grammar

The present, perfect

and future tense Adjective agreement Reflexive verbs

Comparisons prepositions vouloir + infinitive

Pupils begin GCSE

course.

Topics Relationships with

family and friends.

Marriage and

partnerships. Social media

Mobile

technology Music/ cinema /TV Food and eating out. Sport.

Grammar

Reflexive verbs

Direct/indirect

object

pronouns

The future

tenses

Present tense

revision

Perfect tense

revision

Verb+infinitive

Demonstrative

pronouns

The work is regularly assessed. Assessment is of reading, writing, listening and speaking.

What can parents do to support their sons? Mrs Brennan is Head of French.

She asks you to be aware of when your son has French independent learning tasks and ensure that he understands the task in hand. Encourage and ensure that your son can

recall the core vocabulary and grammar covered.

Mrs Brennan adds that, a most powerful source of motivation is seeing the language being used for real purposes in an authentic environment, any opportunity to be in a French

speaking country is always indispensable. Additionally, if you are able to practise

speaking French with your son, this could be a real confidence booster for him.

DEPARTMENT: GEOGRAPHY

8

Year 7 8 9

Unit 1 – This is

Geography! Pupils begin to explore the

UK and the rest of the world, learning

how it works. Key skills of geographers

are set.

Unit 2 – Shipwrecked

Island. Pupils develop new map

skills whilst learning how to survive on a

remote tropical island.

Unit 3 – Risky

World. Pupils learn why earth can be a

hazardous place to live. An in depth

study of volcanoes, earthquakes, tropical

cyclones and tsunamis.

Unit 4 –

Conquering China! You’ll explore this

world superpower and learn why this

country is so important to the rest

of the world.

Unit 1 - Brilliant Biomes! With a focus on Africa, pupils study the tropical rainforest, Savanna and desert. Includes weather and climate work and issue based geography – with a focus on Madagascar. Unit 2 – Incredible India. Pupils study the variety of physical and human geography across India. What relationship does India’s have with the rest of the world? Unit 3 – Coasts Pupils focus on Britain’s eroding coastlines and the management issues. A fieldtrip to Conwy, North Wales takes place in the summer term.

U n i t 1 –

P o p u l a t i o n E x p l o s i o n

Contemporary demographic issues are

studied, including causes

and impacts of migration.

Unit 2 – Regenerating

Places Manchester is studied as

a case example of a dynamic urban

environment. All students go on a fieldtrip

to Salford Quays.

Unit 3 – Cold Environments. Includes the study of cold environments including Himalayan glaciers and Antarctica. Work is related to climate change issues.

Unit 4 –Development Gap. Pupils study global inequalities and potential solutions to the global development gap, with a focus on Morocco. Unit 5 – Russia. A study of this fascinating country, linking together aspects of KS3 Geography.

What can parents do to support their sons? Mr Bromley, Head of Geography, suggests that you:

Encourage your son to take an interest in current affairs and discuss with him links to topics he is studying in Geography. Read a broadsheet newspaper at least once a week, with a particular focus

on environmental and geo-political issues;

Geographers should be inquisitive, so encourage him to research different places you visit as a family; and

Buy the following atlas Collins Cambridge IGCSE Student World Atlas for your son to use at home. (ISBN 978-0-00-744305-5). We use these in school and highly recommend them to students.

Your son will complete 2-3 assessments each year in Geography in addition to the end of year examination. The assessments will range in style and content. For example in Year 7 pupils choose a location for an emergency shelter to practice their map skills and demonstrate their decision making

skills. In Year 8 pupils decide how to best protect the Holderness coastline with a budget of £1m. In Year 9 pupils write an enquiry into regeneration of The Quays. Pupils receive peer and teacher feedback after each assessment so they know how to improve.

DEPARTMENT: GERMAN_

9

Year 7 8 9

Studied for half the year

Topics Numbers Alphabet

Talking about yourself

Birthdays and

presents

School Animals Family

Countries Hobbies Food

Grammar Verbs in Present

Tense

Likes and Dislikes Word order

Topics

Weather

Free time Travel Holidays Health

Food Shopping

Living with a host

family in Germany Television

Grammar

Present Tense Perfect Tense Future Tense Modal verbs

Word order: Inversion

Subordinate

clauses Adjectival

agreement

Comparison and

superlative

Likes and dislikes

Pupils begin their

GCSE course

Topics Media Self

School

Grammar

Present Tense

Perfect Tense Future Tense Future meaning

Imperfect Conditional Modal verbs Word order:

Inversion Subordination If

Infinitive clauses Relative clause

Adjectival agreement

Comparison and superlative

Cases (and prepositions)

Sophistication in written & spoken language

The work is regularly assessed. Assessment is of reading, writing, listening and

speaking.

What can parents do to support their sons?

Mrs Chapman, Head of German, says: Check that your son completes his independent learning tasks. Check he is working on his vocabulary – this should be done on a regular basis,

revisiting old vocab as well. All vocab lists are in your son’s text book. He should always revise vocab, event when tests are not set.

Check he is working on his grammar – this, again, should be done on a regular basis, consolidating old grammar as well. Grammar notes are in his exercise book and text book.

There are a number of websites that your son can visit to help him. Please ask him about them.

There are revision exercises and other materials available online. Ask your German teacher for more information.

Any opportunity for your son to experience practising speaking German would be a real confidence booster for him, for example, visiting the country with you.

DEPARTMENT: HISTORY

10

Year 7 8 9 Medieval Realms

1066 – 1500

Topics with this

period will

include: Introduction to

Historical Skills The Norman

Conquest

The Battle of Hastings

Castles The Power of

the Church

Henry II and Beckett The Crusades The Black Death

The Peasants

Revolt

Early Modern

British History

1500 – 1750

Topics with this

period will

include: The

Renaissance

Science and

Superstition

Voyages of

Exploration

The

Reformation

The English

Civil War

Industrial Britain and the World

Wars

Topics with this period will

include: The Industrial

Revolution

Slavery World War I

World War II

The Holocaust Cold War in

Asia (Korea & Vietnam) GCSE Course

What can parents do to support their sons? Please encourage your son to read as much as possible. He might read historical

fiction and non-fiction. He could try to keep an eye on current affairs which often

have historical links. There are lots of well-produced and interesting TV

programmes on history including Horrible Histories. If possible visit local historical sites like the Manchester Museum of Science and Industry or Dunham

Massey. When you go further afield, Hadrian’s Wall, the Welsh castles and the

Houses of Parliament are popular attractions. In Europe there are the First and

Second World War battlefield sites. The list is endless!

Encourage your son to go on our departmental trips in Years 7, 8 and 9.

DEPARTMENT: ICT and COMPUTING

11

Year 7 8 9 Becoming Digitally

literate This year builds on core

CICT skills from primary school and

introduces new topics areas. We begin by

investigate the school network and the

different tools used in ICT ensuring we are

ready to use them. The use of computers

within a safe environment and the

dangers of the internet is then considered. The

history of computing gives the pupils an

understanding of the development of digital

devices. This progresses to looking

at how the computer works from the number

system to processor, pupils will gain an

understanding of the fundamentals that

make a computer function. Finally, pupils

will learn how to problem solve, develop

their solutions using flowcharts and then

progress in writing their own programs. Software they will use includes: Microsoft Word, PowerPoint, Excel, Publisher, Office 365. Programming language of BBC Basic

Considered application

of ICT and Computing Work will consolidate skills learned in year 8

(specifically good design principles).

In addition specific skills

will be developed in areas; logic and logic

gates, truth tables, graph plotting, database

querying, 3D animation, modelling, combining

software (e.g. mail merge) and control

systems. The work seeks to extend

ICT skills in MS Office, but

also introduces new specialised software (e.g.

Kahootz and Flowol). Computing skills are

specifically developed through the control

systems and animation. The work is set as a series

of projects, each lasting half a term. With the

exception of the initial project on control

systems, there is a theme which runs throughout the rest of the year

concerning a fund raising charity of the pupils own choosing. Pupils will frequently be encouraged

to get feedback on work (including from home) to encourage their review/checking and

continual improvement of work.

ICT and Computing in

the Wider World Topics:

Computational Thinking Programming

Video Production

Image Editing (bitmap and vector graphics) Website Design

System Design and

Implementation

The Impact of ICT.

This year seeks to inform and extend pupil knowledge of computer studies and ICT, providing a platform for GCSE level in both subjects.

Pupils will learn about

computational thinking, before

moving onto learning how to program.

Video production and image editing provide

more in depth skills, whilst incorporating the

impact of ICT – both

modules revolve around an aspect of this.

Website design, through incorporating previous modules, not only teaches new skills, it gives pupils a chance to put the lessons learned beforehand to good use. Again, the module is based around an aspect of the impact of ICT.

System building gives

pupils the opportunity to create a

spreadsheet/database system tailored to the

requirements of other

12

users.

Software used will include, Adobe Photoshop, Adobe

Fireworks, Movie Maker, Sony Vegas, Audacity, Adobe Dreamweaver, Microsoft Office Suite

2013 and Python.

What can parents do to support their sons?

Mr Timmins, Head of Computing and ICT, asks you to encourage your son to use the

School’s ICT facilities. ICT suites S9 and S10 are open every day at lunchtime from

12:20 – 1.00pm and from after school from 3.30pm – 4.15pm.

However, when they do need to do school work at home, documents can be accessed

and uploaded via Office 365.

Please remember that RAM/memory sticks are not allowed in School.

DEPARTMENT: LIBRARY

13

Year 7 8 9

Year 7 Library lesson once a fortnight. These lessons are designed to encourage independent use of the Library by teaching pupils how to locate and use information effectively. Year 8 pupils spend one English lesson per fortnight, reading in the Library. These lessons are to expand and encourage pupil’s reading habits both for pleasure and to support their academic work

The Library generally aims to develop pupils’ independent

learning skills making them ‘learners for life’ and also endeavours to foster a love of reading for pleasure.

What can parents do to encourage their sons to use the Library effectively?

Mrs Clarke, our Librarian, says:

The Library is open over break and lunchtime every day, and also after school on

Monday, Tuesday and Wednesday until 4.30pm for boys to use freely.

Please encourage your son to use the full range of Library facilities.

Also, please encourage him to take part in all the other activities the Library offers

such as competitions, quizzes, talks by authors, etc, and develop a love of reading

books (or any other format) and benefit from all that that entails.

DEPARTMENT: MATHEMATICS

14

Topic 7 8 9

Number Decimals

Rounding & estimating negative

numbers Indices & laws

BODMAS Fractions

HCF & LCM Percentages

Fractions

Percentages Ratio & Proportion

Standard Form

Recurring decimals

Laws of indices Upper and lower bounds

Algebra Like terms

Index notation Simplifying

expressions

Expanding brackets Factorising

Substitution Linear equations

Functions Changing the

subject

Substitution

Inequalities Expanding & factorising

Trial &

improvement

Changing the

subject Sequences

Solving equations

Simultaneous equations

Equation of a straight line

Real life graphs

Sequences

Simultaneous equations

Completing the

square Quadratic formula

Solving quadratic

equations Quadratic graphs

Quadratic expansion

Quadratic factorising

Change the subject

Algebraic fractions Straight line graphs

Shape and

Space

Perimeter & Area Tessellations

Angles in polygons

Angles on line/ triangle etc.

Properties of 2D shapes

Tessellations Bearings

Similar triangles

Circles Pythagoras’ Theorem

Volume and surface area of cuboids

Coordinates Mid point of a line

Arc length

Sector area

Constructions Plan & Elevation Scale drawings

Transformations

Pythagoras Loci

Circle theorems

Congruent triangles

Similarity

Arc length Sector area

Volume and surface area of 3D shapes

Trigonometry

Handling

Data Mean

Mode Median Range

Statistical diagrams

Probability

Statistical diagrams

Averages

Probability

Scatter graphs

Cumulative frequency

DEPARTMENT: MATHEMATICS

15

What can parents do to support their sons?

Mr Heslop is the Head of Department. He and all the Maths teachers ask you to

encourage your son to complete his independent learning tasks efficiently always

showing his working out clearly and checking his answers before moving on to the

next question. Your son should also regularly revisit topics he has studied so that

the methods he is taught are securely learnt. Your son is welcome to see any

teacher in the department, not just their own Maths teacher, to ask for help. We

also have 6th form Maths Prefects available in M2 at lunchtimes to provide help

for any pupil. There are independent learning tasks exercises and revision sheets

available on the Maths page of the Engine. The department has access to the MyMaths.co.uk website and your son will be issued with a password to access the

online lessons and resources that are available.

DEPARTMENT: MUSIC_

16

Year 7 8 9 Performance on

Voice and

orchestral

instruments

(all year 7 take

Part in the

December and June

concert).

All pupils will have

the

opportunity to

perform on an

orchestral

instrument.

Listening and

Theory

Work to support

the above

Performance on

Percussion

Keyboard and

Voice

Composition

Using Logic software on Apple

Macs

Listening and

Theory

Work to support

the above

Skills training in

using the

sequencing

software

programme

“Logic”. The boys use this to create

backing tracks and

then programme

whole songs into

the computer.

This work is

based around the

area of study

Pop Music

(bringing guitar,

piano, drum and

vocal parts

together)

and Music and

Media, TV Themes

and Film Music

What can parents do to support their sons?

Ensure that independent learning tasks and practice are completed when set. Use

materials on The Engine to help with independent learning tasks, class music and

assessment.

Encourage your son to take part in the many and varied musical activities within

School, bands choirs etc and come to our concerts.

Ensure music for band or choir is downloaded for practice at home.

Also, private music lessons are available in a range of instruments with

Trafford Music Service. Contact Mr Myers for further details.

cmyers@agsb.co.uk

DEPARTMENT: PE

17

Year 7 8 9

Term 1: Rugby, Football &

“Baselining”*

Term 2: Hockey &

Badminton

Term 3: Athletics,

Cricket & Tennis

Term 1 and 2:

Boys continue

with the same

sports

that they

experienced in

year 7.

Table Tennis,

Squash, Basketball

and Orienteering

are added to the curriculum.

Term 3: Athletics,

Cricket & Tennis

Term 1 and 2:

Boys continue

with the same

sports

that they

experienced in

years 7 and 8.

Fitness and Rounders

are added to the

curriculum.

The ‘Top set’ (Set

1) begin the Fast

Track – GCSE PE qualification.

Term 3: Athletics,

Cricket & Tennis

What can parents do to support their sons?

Mr Soulsby, Head of Department, asks you to support your son by encouraging

him to take part in a range of sporting activities both through curricular and extra-

curricular school sport. This will develop sport specific skills and improve their

health and wellbeing. The PE department also actively encourages pupils to

participate in sport or physical recreation clubs outside school.

Pupils can be further engaged within this subject by parents questioning their son

about what he is doing in lessons and why he is doing it. There are also self-

assessment activities on the school Engine that can be completed.

Details of the extra-curricular sports activities and team training times are given to

the boys in September and are also made available on the school website.

“Baselining” allows the department to make an accurate, generic

assessment of a year 7 pupil in a diverse and inclusive variety of sports.

This information is then treated as entry-level data and is used to ensure

pupils make progress throughout KS3.

DEPARTMENT: PSHE (Personal, Social, Health & Economic Education)

18

Year 7 8 9 Introduction to

PSHE

Emotional and

physical well being

Drugs: focus on

smoking

Risk

Communities

Sex and

Relationship

education: facts

and feelings

Planning for the

future

Managing money

Reflecting and

target setting

Emotional and

physical well being

Drugs: focus on alcohol and

prescription drugs

The House of

Commons

Road safety

Sex and

Relationship

education: facts and feelings

Planning for the future

Identity

What do I value

and why?

Emotional and

physical well being

Drugs: focus on

legal highs

Young people and

the law

How to stay safe online

Sex and

Relationship

education: facts

and feelings

Planning for the

future

Communities: YPI

Project

PSHE aims to enable a pupil to develop into a healthy, well rounded and

responsible adult. In lessons every pupil is encouraged to participate fully, discuss, reflect on and form their own opinions and views.

What can parents do to support their sons?

Mr. Perkins, Head of PSHE, asks you to encourage your son to be open

minded, tolerant and ready to discuss and respect the views of others.

DEPARTMENT: RELIGION and PHILOSOPHY

19

Year 7 8 9

Introduction to

Philosophy of Religion

a) Religious and

philosophical literacy

b) Creation Ideas about the origin of

the universe: scientific, philosophical and religious approaches

The significance of myth in religion and

folk-culture

c) Introduction to classical

arguments for the existence of God

d) Death and the Afterlife The concept of ‘soul’

Afterlife beliefs in the world’s religions

Religious Idealism

Religious

morality and values

What it means to

embrace a spiritual perspective

Why religious

people choose to live their lives the way they do

We begin

the GCSE course in

year 9 OCR

Religious

Studies

Spec B

What can parents do to support their sons?

Mr Lowe, Head of Department writes:

To support your son’s progress please encourage him to keep an open

mind; to come to the lessons ready to think and discuss. No matter what his personal belief he should be encouraged to respect the views of others.

DEPARTMENT: SCIENCE YEARS 7 and 8 _

20

Year 7 8

Unit 1: Starting Science,

including learning experimental skills that will be

used throughout the school U n i t 2 : Living Things

U n i t 3 : Energy U n i t 4 : Building Blocks

U n i t 5 : Solutions

Unit 6: Cells/Reproduction Unit 7: Adaptations

CASE – Cognitive Acceleration through Scientific

Education. Throughout year 7 your son will study 1 lesson per

fortnight from the CASE program. These lessons help

him to develop logical thinking

skills and learn key scientific terminology and techniques.

Each unit varies in length. They

are typically taught in the order shown, however, this may vary

with classes who have more than one teacher.

Biology Unit B1: Environment

Unit B2: Muscles & Bones Unit B3: Food & Digestion

Chemistry & Geology

Unit C1: Elements & Compounds

Unit C2: Metals Unit C3: Rates of Reaction

Physics

Unit P1: Electricity Unit P2: Heat Transfer

Unit P3: Forces & Motion

Each unit varies in length. There

are approximately equal number

of lessons for Biology, Chemistry and Physics in Year 8. Unit 1s of

each subject are generally taught first, followed by Unit 2s and then

3s, however, this may vary with classes who have more than one

teacher.

What can parents do to support their sons?

Mrs Eastwell coordinates the work of the Science department in years 7 and 8. She asks

you to:

Help your son with the use of his Topic starter sheet as a guide to his current studies and help monitor his progress. There is a communication section for parents and

teachers in the topic starter sheet for each unit. Ensure independent study tasks are completed on time and done to the best of his

abilities. Review your son’s targets and progress with each report or grade sheet.

Ask school/teachers any questions you need to know about the course.

Help your son relate what he has learnt in his Science lessons into the world around him and how these issues affect decisions that society has to make, eg how we

produce energy, what foods we eat. Key pieces of work will need to be proof read. Please help your son by pointing out

any spellings he needs to correct and make suggestions about what can be added or changed to improve his work. If he uses sources to help him with his work, eg books,

articles or the internet, he should record these at the end of his work.

Dr Thomas, the Director of the Science Department, encourages your son to take up, when appropriate, the extra opportunities that are available in Science such as LSS

Science Club and Eco Club.

SEE SEPARATE PAGE FOR YEAR 9 SYLLABUS (Physics, Chemistry and Biology are taught as separate subjects from year 9.)

DEPARTMENT: SCIENCE YEAR 9

21

Subject BIOLOGY CHEMISTRY PHYSICS

Term 1:

Photosynthesis and Plant Growth

Respiration

2nd half of Autumn Term, start GCSE

Cells

Term 1:

Organisation with

biological systems

Term 2:

Infection and

response

Term 1:

Acids, alkalis, salts and precipitates

General chemical techniques, eg thermal

decomposition, exo/endo thermic reaction

In Jan of Year 9, start GCSE

Study of

foundation Chemistry

Start Physics GCSE

Term 1:

Waves

Term 2 + 3: Electricity

What can parents do to support their sons?

The GCSE courses are as follows:

Biology – AQA

Chemistry - AQA Physics – AQA Specification 8463 http://www.aqa.org.uk/subjects/science/gcse/physics-8463

Details about these can be found on the exam board websites.

In Biology pupils have access to the online text book through the AGSB Engine and parents should encourage their sons to use it regularly.

DEPARTMENT: SPANISH_

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Year 7 8 9 Studied for half

the year

Topics

Greetings

Personal details Alphabet

House & home Family

Physical

descriptions School subjects

Likes & dislikes at school

Daily routine Food & drink

Grammar

Nouns and Gender

Verbs in Present

Tene

Likes and

Dislikes/justification

Impersonal verbs

Negation

Adjectival

agreement

Connectives

Reinforcement of

KS3 Literacy in

the target language

Topics

Food & drink

Cooking

Spanish & South

American Cuisine

Shopping

Preferences in

fashion

Tourism & holidays

Going out &

hobbies

Free time

Grammar

The present tense Reflexive verbs

The preterite tense Indirect/direct

object pronouns The near future

tense

The real future tense

More adjectives Comparatives/

superlatives Negation

1st year of the GCSE Course

Topics include: me, my family and

friends Bullying

Family life marriage and partnerships

daily routine

chores past and present

relationships technology in everyday

life social media

social networking mobile technology

free time and sports

TV/films sports

pocket money going out and socialising

Grammar Present/

preterite/future/

conditional and

imperfect tenses Adjectival agreement

Articles / object pronouns

para+ infinitve

Modal verbs/structures

Comparative and superlative

Persuasive language

Gustar and similar impersonal verbs

Work is regularly assessed. Assessment is of reading, writing, listening, speaking.

What can parents do to support their sons?

Miss Mattison, Head of Spanish, says: Please check your son has completed his independent learning tasks and ensure he is using his

text book/vocabulary glossary to help. All vocabulary lists should be revisited regularly. All grammar notes in your son’s exercise book should be regularly revisited. There are excellent language websites on the Engine – click on “Language College” in

“Specialisms” and go to the “Spanish department” site. There are also links to

languages websites here. Any opportunity for your son to experience practising speaking Spanish would be a huge confidence booster for him eg: visiting the country or participating in the Spanish exchange and summer trip to Barcelona.

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DEPARTMENT: _TECHNOLOGY_________________________________

Ye

ar

7 8 9

Electronics

Pupils will

manufacture a basic

moisture sensor.

Mechanisms Pupils will manufacture a mechanical automaton.

Product Design Pupils will design and manufacture a free standing sculpture using Acrylic based on Reflection. Food Technology Pupils will learn the importance of Hygiene and Safety. Pupils will learn how to follow recipes accurately.

Graphic

Products Pupils

will design and manufacture the

packaging for a chocolate bar.

Structures Pupils will design, build and test a medieval

siege engine. Innovation

Pupils will

experience

an innovation challenge

Food Technology Pupils will learn about the importance of nutrition and balanced diets. Food products will be cooked to support the theory.

Electronic Products Pupils will work with microcontroller technology to design and build an electronic product. Product

Design Pupils

will complete a self directed

design project that is based on

calibration. This is

an applied Science and

Mathematics

project.

Food Technology Pupils will work on

a multicultural project. They will

also develop their

practical skills further and how to

use raising agents in food products.

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What can parents do to support their sons? Mr Baker, Head of Technology says:

There is a valuable web resource at www.technologystudent.com that

provides animations and explanations of the things that are covered in lessons. Updated and useful links can be found on the Design and

Technology section of the AGSB Engine accessed via the website. More

specifically in: Year 7: Use the website www.flying-pig.co.uk to help in the research of mechanisms for the

Automaton project. Assist in practising isometric sketching techniques. You can use www.printfreegraphpaper.com to generate isometric grid paper. Year 8: Visit http://andypsionfan.users.btopenworld.com/trebindex.html to assist in the research trebuchet designs. Year 9: Download the PICAXE editor from www.rev-ed.co.uk/picaxe/ as this will allow your son to work on his software design at home. Any code that is generated can be uploaded to the engine and tested in class.

Monitor the work of your son during the Product Design tasks to ensure that work is being completed. These projects are designed to run like GCSE courses

so that your son can make informed choices at options time. This means that

they will be responsible for many of the deadlines and target setting. Please

reinforce the importance of meeting deadlines. Food Technology in Years 7,8 and 9:

It is important that your son participates in the practical lessons in Food

Technology in order to develop basic skills. Each pupil will be given a recipe

booklet to take home so that you can help your son to be organised in ensuring

that they have the correct ingredients for their lessons. Pupils should bring a suitable apron and container for each practical lesson. www.nutrition.org for information on healthy eating and researching

independent learning tasks. www.bbcgoodfood.com for recipe ideas when designing products. www.deliciousmagazine.co.uk and www.bbc.co.uk/food for further research

and idea generation.

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EXAMS, REPORTS AND PROGRESS SHEETS Exams Class tests will be carried out throughout the year as appropriate to individual subjects. The formal school exams will take place in May for Year 7 and 8 and

June for Year 9.

Assessment at AGSB (Year 7 and 8)

How will your son be assessed? At the start of each unit of work pupils are

given topic descriptor sheets which are attached to their exercise books. The

sheets detail the skills and knowledge that pupils must demonstrate to

reach each category of achievement for that unit. The categories of

achievement are Secure (the highest category), Developing, Emerging and Foundation. These terms describe the pupil’s grasp of that unit of work. The

pupil should be aiming to demonstrate that he has acquired the knowledge

and developed the skills that are listed in the topic descriptor sheet. Teachers will give feedback to pupils throughout the unit and at the end of the unit of

work the teacher will give an overall category for that unit. These categories have been carefully defined by teachers to ensure that pupils are making the

progress we would expect for pupils at AGSB.

Categories of achievement Specific details for subjects can be found in exercise books, these descriptions are to be used as a general guideline only.

SECURE: Knowledge listed is secure. It can be applied appropriately and in detail. All skills demonstrated and applied accurately. DEVELOPING: Most of the knowledge is secure; some further learning is needed to secure all the knowledge. Most skills demonstrated, a few skills need further practise for secure and consistent application. EMERGING: Some knowledge acquired and applied appropriately but more learning is needed to develop a better grasp of the unit. Some skills evident but further practise needed to demonstrate they can be applied independently. FOUNDATION: Most of the knowledge and skills listed on the topic descriptor sheet have not been evident in this unit. More work is needed to revise the knowledge and skills so that they can be applied with consistency to demonstrate some grasp of the unit.

Reporting

School data is sent home three times per year in the form of two grade sheets

and a report. These documents will inform you of the average category of

achievement your son has been awarded for the units of work studied up until that point in the academic year.

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Progress

If your son receives a lower category than he would like in his units of work in Year 7 and 8, you can support him by encouraging him to review the topic

descriptor sheets, redo work he is not happy with, review knowledge that is

not secure and practise skills that he does not use consistently. Finally, you can reinforce our message that the only limit to his success is how hard he is

prepared to work.

What can you do to help your son?

If your son receives a lower category than he would like in his units of work in

Year 7 and 8, you can support him by encouraging him to review the topic descriptor sheets, redo work he is not happy with, review knowledge that is

not secure and practise skills that he does not use consistently. Finally, you

can reinforce our message that the only limit to his success is how hard he is prepared to work.

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GCSEs, OPTIONS and CAREERS GUIDANCE During year 9 your son will begin his GCSE course in several subjects

including Maths, Physics, Chemistry, Biology, PE, Religion and Philosophy and

MFL. He will not begin the GCSE courses in his other subjects, but he will be assessed using GCSE grades.

Every term teachers will report the grade your son is most likely to get at the end of the GCSE qualification, if he continues to work at the standard seen so

far. We call these projected grades. At this point your son will also be given a

target, this is the grade that he should be aiming for in his GCSEs. In Year 9, pupils have a series of Careers sessions in order prepare them initially to choose their GCSE options. They are introduced to decision- making, self-evaluation and information-gathering. They are encouraged to look ahead so that they can begin to consider their future options. Parents can support their sons by discussing careers and educational pathways so as to encourage aspirational thinking. In the Spring of year 9 your son will be asked to choose which subjects he

would like to continue at GCSE level in addition to the compulsory subjects.

You will be invited to a meeting, usually held in February each year, when the option system will be explained to you. For more DAY TO DAY INFORMATION see the notes for parents that you are given on the Induction Evening in July and also your son’s planner which

he is given at the start of each school year in September. In addition, please refer to the school website where copies of letters that have been sent home to whole school or whole year groups and other

information is regularly posted.

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REWARDS and SANCTIONS

Rewards

Commendations are given to award academic achievement and effort

shown. In addition, commendations may be awarded for service to the school. They are recorded on the appropriate page in your son’s planner and

when he has reached either, 20, 40, 60, 100, 150 and 200 commendations, a

Head Master’s certificates will be presented to him. If a teacher is particularly impressed with how much progress a pupil has

made or how much effort they have put into their work they might also be

awarded a postcard. This will be sent home in the post and five

commendations will be awarded. For truly exceptional work boys can also be awarded Head Master’s commendations. For these rare awards the pupils will

be given 10 commendations.

Sanctions We encourage boys to respect each other and their surroundings. Some boys find this more difficult than others and some of you might find that your son has work to repeat or a detention to attend. You will be informed if an

after school detention is to last more than 10 minutes. Teachers use a “yellow card” system for minor offences such as talking in lessons or failure to follow the dress code. Five or more “yellow card” offences during a half term triggers a Friday afternoon detention of one hour. There are other sanctions including Heads of Year detention after school on Friday and Saturday morning detention with the Head Master. Exclusion from

the school is considered for very serious offences including bullying, drugs related issues and theft. If boys are late for school in the morning or afternoon they will be marked in

the register as late. If 5 lates are accrued during a half term they will receive

a Friday afternoon detention lasting half an hour. For a further 5 lates this

will increase to 45 minutes and one hour for the next set of 5. Anything over this will lead to a Saturday morning Head Master’s detention.

28

INDEPENDENT LEARNING TASKS

Your son will be asked to complete Independent Learning Tasks outside of the classroom. The value of independent learning tasks is to set meaningful work

when appropriate rather than dictated by a timetable. We believe that the ‘one

size fits all’ model does not encourage independence and challenge and we have, therefore, introduced Independent Learning Tasks to foster self-reliance

and the love of learning.

Each department have designed its own independent learning policy. This will

reflect the specific demands of the subject and rely on the professional

judgement of those teachers within the department to achieve the end goals of greater pupil autonomy as well as, allowing for diversity and creativity in the design of the tasks to be set.

Pupils will sometimes be asked to use sources such as books and websites to

help them with their independent study tasks. It is very important that they reference these sources in their work. For further information on how to do this, please see the “Be Wise Don’t Plagiarise” document.

At AGSB we also promote the importance of proof reading work at all levels –

please see the proof reading guidelines on the final page of this booklet.

29

Be wise don’t plagiarise

Active Learning involves READING, THINKING and UNDERSTANDING

in order to CREATE your own work and opinions.

To avoid plagiarism: If you use someone else’s work you must reference them in a list at

the end. Use quotation marks when directly stating another person's words.

After the quotation write their surname in brackets. If you are not using their words exactly, but you are using some of

their ideas you must also include them in the reference list.

KS3/ KS4: Referencing Book: Author (year of publication) Name of Book e.g. Hunt (1999) The Joy of Learning Other source (magazine, journal or newspaper): Author (year of publication) Name of article. Name of Magazine/ newspaper article e.g. Davis (2005) Are Computers taking over the world? The Guardian. Website: Title of website. Web address and date of access e.g. BBC Bitesize. www.bbcbitesize.co.uk (12 August 2012)

Anyone can

30

Choose your websites carefully:

AS/A2 Referencing For a book: Author (last name, initial). Date of publication. Title (in italics). Place. Publisher. EXAMPLE: Crystal, D. (2006) Words Words Words. Oxford. Oxford University Press.

For a Journal/Magazine article: Author (last name, initial). Date of publication. Article title in quotation marks. Title of publication in italics. Issue. Page numbers. EXAMPLE: Rollins, F. Winter 1997. "Snowboard Madness." Sports Stuff. Number 15, p.15-19. For the World Wide Web: Author (last name, initial). Date of publication, Title of webpage in italics. Website address. Date you looked at website. EXAMPLE: Weart, S. 2005, The discovery of global warming. www.aip.org/history/climate/timeline.htm viewed on 24th February 2012.

For more information go to

www.ofqual.gov.uk/plagiarism-students or call in at the Library.

Website

worth

using?

.com = international company

.org = non-profit organization (often a charity) .gov = government .co = company (.uk registered in the UK or .fr registered in France or .cn registered in China) .edu = education .ac = academic(often a university) .lib = library .net = a network of websites

Who is the author of the site?

Is contact information provided?

When was the page last updated?

When was the website created?

Is the site professionally designed?

27

You can ask someone else to proofread your work if you prefer (e.g. Parent, sibling or friend).

If you cannot find any errors you should write ‘proofread’ and sign your piece of extended writing in the coloured pen.

Use a different coloured pen to show your teacher the changes you have made to improve your work.

Proofread: S Hill