year 7 parent handbook

2010—2011

Year 7

Parent/Carer Handbook

Suppor ng Your Child’s Learning

The Minster School

GENERAL INFORMATION PAGE Our School Aims .................................... 3 Welcome to the Minster School ................ 3 Welcome from Heads of House ................ 3 Care for Students .................................. 4 Christian Ethos & Worship ....................... 4 Status .................................................. 4 Ethos Statement .................................... 5 Teaching Staff List ............................. 6—9 School Comms ..................................... 10 Minster School Website ......................... 10 ICT Agreement .................................... 11 E-Safety ............................................. 11 ParentPay ........................................... 12 Beyond the School Day ......................... 12 The School Day ................................... 12 Emergency Planning ............................. 12 Home-School Agreement ...................... 12 Code of Conduct .................................. 12 Reporting Student Absence ................... 13 Holiday/Out of School Applications .......... 13 Rewards & Sanctions ............................ 13 Uniform .......................................... 14-15 School Equipment ................................. 15 Buses ................................................. 16 Key Stage 3 Homework Policy ............... 16 Instrumental Music Tuition .................... 16 School Library ..................................... 17 Recycling ............................................ 18 The National Healthy School Standard .... 18 MSPTA ............................................... 18 School Holidays 2010/2011 ................... 19 Year 7 Calendar ............................. 20—23 Reporting to Parents/Carers .................. 24 Subject Target Grades .......................... 24 Attainment—All Subjects ...................... 24 Effort—All Subjects .............................. 24 Progress ............................................. 24 Additional Information .......................... 25 Cognitive Ability Tests .......................... 25 Subject Reports ................................... 25 Supporting Student Learning ................. 26

YEAR 7 CURRICULUM PAGE Art & Design ........................................ 28 Design & Technology ............................ 29 Drama ................................................ 30 English ............................................... 31 Geography .......................................... 32 History ............................................... 33 ICT .................................................... 34 Languages—French .............................. 35 Maths ................................................. 36 Music .................................................. 37 PE ..................................................... 38 Religious Studies .................................. 39 Science ............................................... 40 Enterprise ........................................... 41 Learning Support ................................. 42

CONTENTS

Parent/Carer Handbook 2010—2011 The Minster School 2

OUR SCHOOL AIMS 1. To create an atmosphere of caring and

purpose derived from commitment to moral and religious principles.

2. To engender a lifelong love of learning.

3. To encourage each child to strive for his or her best in intellectual, physical and spiritual growth.

4. To help each child to develop relationships with others which are founded on mutual respect and the pursuit of lasting happiness.

5. To encourage and develop leadership and active citizenship within the school and wider community which fosters a sense of dignity, vocation and purpose for every individual.

6. To develop and maintain excellence in teaching and learning.

WELCOME TO THE MINSTER SCHOOL This handbook is part of our commitment to work in close partnership with parents/carers. We want to ensure that you have a good sense of the things that your child will be doing this year at school. We encourage you to read this booklet, to discuss its contents with your child and to ask any questions regarding the booklet’s contents. We want parents and carers to feel that there is an ever-open opportunity for you to tell us what is going well, to suggest what we might do differently to improve things further and to feel involved in the decisions we make in school. Elsewhere in this booklet you will find a section on communication with the school. This details a range of ways to get in touch and who to make contact with. We’re proud of the achievements of our past and present students and ambitious for the future. We hope you will feel a close part of our continuing journey as a school. Phil Blinston Barbara White Executive Head Head of School

WELCOME FROM HEADS OF HOUSE Welcome to the Minster School Pastoral system. The school aims and ethos stress the importance of caring for our students and for each other within the context of a Christian community. We strive to ensure that each and every student in school is as well supported as we can manage. The House based vertical tutor system is devised to ensure that all students have a sense of belonging to the school as well as to their House and to their tutor group. Each student is a member of a small group of students led by a tutor who is the adult in school who knows them best and is able to support them in their work and their wider life in school. The school is divided into four Houses, Clumber, Rufford, Thoresby and Welbeck. All members of staff and all students are in one of these Houses and House identity is very important in school. This identity is shown through the colour of a student's tie and is a feature of many of the events and competitions we have in school. The tutor is the first point of contact for parents/carers and as siblings are always in the same House, the Head of House is able to build relationships with whole families over the years they are connected with the school. We value these relationships and look forward to working with you to support your son or daughter in school.

GENERAL INFORMATION


CARE FOR STUDENTS Students in years 7-11 are organised into vertical tutor groups with around 4/5 students from each year in each group. Each tutor group is led by a tutor who is the personal and academic tutor for the students in his/her care. This personal tutor will meet with the group on a daily basis to support those students and to come together for assemblies and Acts of Worship. In addition, a number of sixth form students are attached to each tutor group to provide extra support and guidance. CHRISTIAN ETHOS AND WORSHIP As a Church of England School, gospel values are very important to us. The Christian message has had a presence in our school for hundreds of years and its essential message of love for neighbour remains a guiding principle in our academic studies and our relationships with one another. The school’s heart-space is both the meeting point of our academic endeavours, as the school’s subject areas all end in it and it is the main gathering point for staff and students. The chapel, situated in the Hall, in which we meet for acts of worship, provides the spiritual compass for all of our work and play.

Students and staff meet twice weekly for an act of worship in our modern, well-equipped hall. These are presided over by members of the school’s chaplaincy team, members of the senior leadership group, Heads of House, teachers and visitors who speak on a variety of issues. In addition we have a yearly Foundation Service in the Autumn Term which celebrates the school’s origins as a Christian school and its links with Southwell Minster. Students can also attend communion once every half term and we have a strong and growing Christian Union in the school, which meets weekly and plans acts of worship and other events. We also have a whole-school service at the conclusion of every term. STATUS The school is a DCSF designated centre of excellence in Music and Humanities, holding Specialist School Status in these aspects of the curriculum. We also hold the ICT Mark; the British Council International Schools Award and the ECO Schools Green Flag Award. Recently, the school has also enjoyed being the winner of the ICT Becta excellence award for learning experiences and has also gained the Geography ‘centre of excellence’ quality mark from the Geographical Association.

GENERAL INFORMATION


ETHOS STATEMENT Recognising its historic position within the Foundation of Southwell Minster, the school will preserve and develop its religious character in accordance with the principles of the Church of England and in partnership with the Church at Cathedral, Parish and Diocesan level. The school aims to serve its community by providing an education of the highest quality within the context of Christian belief and practice. It encourages an understanding of the meaning and significance of faith and promotes Christian values through the experience it offers to its students and all other members of the school. THE SCHOOL WILL: • Value and respect each student as an

individual. • Encourage high expectations and pride in

achievement. • Provide a safe, caring environment with a

Christian ethos, recognising cultural and religious differences.

• Keep parents/carers informed about school activities through letters, newsletters and Schoolcomms.

• Listen to parents’/carers’ reasonable views and concerns.

• Help students develop relationships with others based on mutual respect.

• Inform parents/carers about any concerns or problems which affect their child’s work or behaviour.

• Set, mark and monitor each student’s classwork and homework.

• Provide parents/carers with an annual report and arrange parents’ evenings where a student’s progress can be discussed.

• Recognise and praise progress and achievement.

THE PARENTS/CARERS WILL:

• Support the school in its aims and values. • Ensure that their child attends school

regularly, is punctual, wears school uniform and is properly equipped.

• Attend parents’ evenings and take up other opportunities to discuss progress.

• Follow their child’s progress by looking through work, checking the personal organiser and reading reports.

• Support the school’s Code of Conduct and the school’s rewards and sanctions.

• Ensure that homework set is completed and support their child in any opportunities for home learning.

• Tell the school of any concerns or problems which may affect their child.

• Avoid taking holidays in term time, except under exceptional circumstances.

• Notify the school, on the first day, of reasons for absence.

THE STUDENT WILL: • Follow the school’s Code of Conduct. • Care for others and treat them with respect. • Respect other people’s belongings. • Attend school regularly, be ready to learn

and respect other students’ rights to learn. • Be polite and behave sensibly at all times. • Wear the school uniform and bring the

correct equipment. • Be punctual for school and lessons. • Be truthful and honest. • Do his/her best to complete all work set;

classwork and homework. • Look after the school, its equipment and its

surroundings. • Try his/her best and work hard. TOGETHER WE WILL: • Solve any differences with others through

discussion. • Support all students’ learning and help them

achieve their best. • Encourage all students to follow the Code of

Conduct.

GENERAL INFORMATION


GENERAL INFORMATION—TEACHING STAFF

Name Role Department Tutor Group Email address

Mr M Arnold Assistant Curriculum Team Leader Science W9 [email protected] s.sch.uk

Miss S Atkins Advanced Skills Teacher Maths

Mrs M Atkinson Assistant Head Languages [email protected] s.sch.uk

Mrs K Auld Maths T5

Mrs E Baguley English C11

Miss L Ball TAD C16

Mr P Benne Maths T11

Mr R Berry English T6

Mr P Birks Progress Manager History [email protected] s.sch.uk

Mr R Blackmore Maths W3

Mrs A Blackwell Social Studies C2

Miss M Blanco Music

Mr P Blinston Execu ve Head [email protected] s.sch.uk

Mr D Boothroyd Curriculum Team Leader History W5 [email protected] s.sch.uk

Mr P Bowes Curriculum Team Leader Social Studies R18 [email protected] s.sch.uk

Mr C Bowie Assistant Director Post 16 English C17 [email protected] s.sch.uk

Miss L Brailsford Advanced Skills Teacher PE W6

Mrs S Bri en Head of Junior Dept Junior Dept s.bri [email protected] s.sch.uk

Mr A Brooks Languages W1

Mr J Brookes ICT

Mr N Brown Advanced Skills Teacher Geography R7

Mr J Brownlow Science C9

Mrs G Burles Head of House (Rufford) PE [email protected] s.sch.uk

Mrs J Burrows Social Studies

Mr N Campbell Assistant Curriculum Team Leader Science W16 [email protected] s.sch.uk

Mrs H Charnley Maths

Mrs J Chessell Maths R15

Mr G Davison Head of House (Clumber) PE [email protected] s.sch.uk

Mr R Dawson Music

Mrs P Durance TAD

Mrs K Edginton Junior Dept

Miss J Evans Curriculum Team Leader Geography C12 [email protected] s.sch.uk

Mrs H Feehily RE R11

Mrs S Forrest English C11

Miss G Forster English




Ms J Foster Curriculum Team Leader PE [email protected] s.sch.uk

Miss R Foy History W13

Mrs C Frost Assistant Head Social Studies [email protected] s.sch.uk

Mrs C Fu er Languages

Miss A Gillo TAD R3

Ms S Gorham Curriculum Team Leader Languages T10 [email protected] s.sch.uk

Mrs A Guest English

Mrs L Hall Assistant Curriculum Team Leader English [email protected] s.sch.uk

Mrs S Halls‐Dally RE C8

Miss N Herreros Temporary Assistant Curriculum Team Leader Languages W7 [email protected] s.sch.uk

Miss S Hill Assistant Curriculum Team Leader PE T3 [email protected] s.sch.uk

Miss I Hurst Science R5

Mrs J Ireland Maths C14

Miss A Ironmonger Drama W18

Mr D Jones Science

Mr J Jordan RE C7

Mrs R Kirkpatrick English R14

Mr S Lang ICT C18

Mrs H Lawson English W2

Mr A Lewis TAD T8

Mr D Lloyd Director of Music Music [email protected] s.sch.uk

Mr A Lopes Languages R12

Mrs N Lyons Curriculum Team Leader—Wider Learning Geography W12 [email protected] s.sch.uk

Ms S Masheder Sports Co‐ordinator PE

Miss H McGregor Curriculum Team Leader Maths W10 [email protected] s.sch.uk

Miss C McKeever Deputy Head TAD [email protected] s.sch.uk

Mr A Mellor Assistant Curriculum Team Leader TAD T16 [email protected] s.sch.uk

Mrs J Mitchell Science R1

Mr D Monteith Curriculum Team Leader Science T15 [email protected] s.sch.uk

Miss M Mosley Languages T17

Miss J Murray Science R4

Mr M Musson PE R6

Mr C Owen Social Studies R8




Mr M Oxley Curriculum Team Leader English C6 [email protected] s.sch.uk

Mr C Parsons English C13

Mr J Partridge Curriculum Team Leader ICT R10 [email protected] s.sch.uk

Miss N Paz Languages C10

Miss L Po s English T18

Mrs J Powis Assistant Curriculum Team Leader English T7 [email protected] s.sch.uk

Mr R Price Deputy Head Social Studies/ Maths [email protected] s.sch.uk

Mrs J Rawcliffe Learning Support C15

Mrs F Ridgwell Maths

Dr K Robins Science R17

Mrs S Sampson Head of Learning Support Learning Support [email protected] s.sch.uk

Mr J Samuels Director of Post 16 Studies TAD [email protected] s.sch.uk

Miss L Sanford Assistant Curriculum Team Leader English T14 [email protected] s.sch.uk

Miss M Shaw Social Studies W17

Miss B Shelton TAD T9

Mr R Shield Deputy Head Science [email protected] s.sch.uk

Mrs P Skoyles Science R16

Mr K Smith Science

Mrs J Sprawson Assistant Curriculum Team Leader TAD T2 [email protected] s.sch.uk

Mrs J Stafford TAD C5

Mrs C Stanley Head of House (Welbeck) PE [email protected] s.sch.uk

Mr C Stevens Deputy Head Geography [email protected] s.sch.uk

Mr P Stevens Assistant Head ICT [email protected] s.sch.uk

Miss L Stolworthy Drama C1

Miss F Terry Geography R13

Mrs V Texier‐Salter Languages

Miss J Thompstone Languages T17

Mr P Tipple Assistant Curriculum Team Leader Maths T13 p. [email protected] s.sch.uk

Mr M Towndrow Maths R2

Mrs H Townsend Languages R9

Mr K Troughton Curriculum Team Leader Drama C4 [email protected] s.sch.uk


LEADERSHIP GROUP Execu ve Head: Mr P Blinston Head of School: Mrs B White Deputy Head Pastoral Care: Mr R Price Deputy Head School Effec veness: Miss C McKeever Deputy Head Workforce Development: Mr R Shield Deputy Head Curriculum Teaching and Learning: Mr C Stevens School Business Manager: Mrs L Bryan Assistant Head Teacher for Specialism: Mrs M Atkinson Assistant Head Teacher for E‐learning: Mr P Stevens Assistant Head Teacher for Communica on and School Organisa on: Mrs C Frost



Mr R Turner Science T12

Mr A Vaughan Geography T1

Mr A Vickers Curriculum Team Leader—Worship RE [email protected] s.sch.uk

Mr M Walker Head of House (Thoresby) PE [email protected] s.sch.uk

Mr A Wall Curriculum Team Leader RE W15 [email protected] s.sch.uk

Mrs A Whiles Music W14

Mrs B White Head of School English [email protected] s.sch.uk

Mrs J Whitham Advanced Skills Teacher Science T4

Mrs H Williamson Assistant Curriculum Team Leader Languages C3 [email protected] s.sch.uk

Mr M Woodford Advanced Skills Teacher Maths W4

Mrs J Woodhouse RE/English

Mrs A Zannetou Curriculum Team Leader TAD W8 [email protected] s.sch.uk


LEARNING SUPPORT Head of Learning Support: Mrs S Sampson SENCO: Mrs L Green Teaching Assistant: Mrs S Beacock Teaching Assistant: Mrs A Cadman Teaching Assistant: Miss S Davies Teaching Assistant: Ms K Iremonger Teaching Assistant: Mrs H Hunn Teaching Assistant: Mrs F Plume Teaching Assistant: Mr D Robinson If unsure who to approach please email [email protected] s.sch.uk and your message will be forwarded to the relevant member of staff.

SCHOOLCOMMS Schoolcomms is a reliable way of improving communication between parents/carers, staff and students using text messaging and email. It was implemented at the Minster school to improve the quality and regularity of contact with parents/carers for issues such as school events, student absence, late bus information, details of school trips and the sending out of important letters and newsletters. Emails or SMS text messages can be sent out to parents/carers all in one go for students in different year groups or for all students. The Schoolcomms system provides an added benefit of reducing the amount of paper and printing required, and as an eco school this is very important to us. Parents/carers must be registered with the Schoolcomms system, which is a straight forward process. For more information on how to register and how to get help if you have registered but are not receiving information, please contact: Lorraine Bailey Tel: 01636 817303 or email [email protected] Information about Schoolcomms is available on the school website by following the eMinster weblink. MINSTER SCHOOL WEBSITE www.minster.notts.sch.uk The Minster school website was redesigned at the beginning of the 2008-09 academic year in response to parents’/carers’ views regarding the ease of finding important information. The website has two distinct sections. The main school website provides the Southwell community with information about:

• The School – message from the Head, examination results, Ofsted report.

• School events – the website links with the school calendar to make the finding of important events easier.

• The curriculum – what students will be able to study during key stage 3, 4 and 5.

• Post 16 and JD education.

• Student Life – information about the respective Houses and school activities.

• Community links for example the ‘Old Southwellians’.

• eMinster – provides access to students’ email accounts, school files and the learning platform. Guidance can also be found here to assist you with technical difficulties and eSafety.

The Specialism section of the website is used to promote the great work and activities being done by the specialism subjects of Music, Geography, History and RE also including Modern Foreign Languages, ICT and Christian Distinctiveness. It can also be used by other schools to find examples of best practice.

GENERAL INFORMATION


SCHOOL/PARENT/CARER ICT AGREEMENT The school computer system provides Internet and e-mail access to students and staff. This Responsible Network and Internet Use statement will help protect students, staff and the school by clearly stating what is acceptable and what is not. • Access must only be made via the user's

authorised account and password, which must not be given to any other person.

• School computer and Internet use must be appropriate to the student's education or to staff professional activity.

• Copyright and intellectual property rights must be respected.

• Users are responsible for e-mail they send and for contacts made.

• E-mail should be written carefully and politely. As messages may be forwarded, e-mail is best regarded as public property. The use of any threatening, sexist, racist or obscene language is banned.

• Unauthorised downloads to the system are not permitted. Users seeking to download any material must seek permission from the Head of ICT before undertaking any such activity.

• The sending of ring tones, and other data, to mobile phones is strictly prohibited - this includes text messaging.

• Anonymous messages and chain letters must not be sent.

• The use of public chat rooms is not allowed unless they are of an educational theme and staff supervision is given at all times.

• The school ICT systems may not be used for private purposes, unless the Head has given permission for that use.

• Use for personal financial gain, gambling, political purposes or advertising is forbidden.

• The security of ICT systems must not be compromised, whether owned by the school or by other organisations or individuals.

• Irresponsible use may result in the loss of access rights to the system or any part of it for up to one month.

The school may exercise its right by electronic means to monitor the use of the school's computer systems, including the monitoring of web-sites, the interception of e-mails and the deletion of inappropriate materials in circumstances where it believes unauthorised use of the school's computer system is or may be taking place, or the system is or may be being used for criminal purposes or for storing text or imagery which is unauthorised or unlawful. All students using the ICT network will have these rules explained in full, and with clear examples, within two weeks of starting to use the network. Access to the Internet, e-mail and supervised extra-curricular access to equipment, will not be available until that time. Any questions or queries relating to this policy should be addressed to Mr P Stevens (Assistant Head) or to the Head directly. E-SAFETY The Minster School has in place technologies that will protect our students from inappropriate material that can be found when using the Internet. Social networking websites such as Facebook are blocked as well as sites such as Youtube. Email is also monitored and emails containing inappropriate language, for example, are directed to the systems manager and Assistant Head of eLearning who then will take appropriate action. Students cannot download software from the internet or install software brought into school using a memory stick. eSafety guidance material is available on the school website by following the eMinster link. Guidance will also be available to parents/carers to help protect their children from the dangers of the Internet at home.

GENERAL INFORMATION


PARENTPAY A new method of payment ‘ParentPay’ was introduced in 2009. ParentPay creates a cashless environment for the school. The system allows parents/carers to pay for school meals via the Internet with a debit card (not credit card) with a minimum payment of £25.00. A ParentPay link is available via the school web site or visit www.parentpay.com and enter your username and password today. Some of the benefits this system brings are that it: • Removes the risks of students carrying

money

• Eliminates money related bullying

• Releases students from the responsibility of taking payments into school

• Anytime, anywhere payments can be made with high security

Should you require any more information about Parentpay please ask the School Business Manager, Mrs Lynda Bryan. BEYOND THE SCHOOL DAY At the Minster School we work in partnership with our feeder primary schools and other agencies in helping children and young people to achieve their full potential. Through these partnerships, we provide a range of services, often beyond the school day, to help meet the needs of students, their families and the wider community. Up to date information about after-school activities can be found via the school website in the ‘Student Life’ section.

THE SCHOOL DAY The school operates within a 5-period day with lessons timetabled over a two-week cycle. The morning session begins at 8.50am and the afternoon session finishes at 3.30pm. On Wednesdays we operate a 4 period day and students finish at 2.30pm. Year 13 students are not required to be on site outside of timetabled activities. EMERGENCY PLANNING If an emergency happens at school or the school is closed for any reason (for example, severe weather) methods of informing parents/carers will include: • Notice on the school website

• SchoolComms text messaging

• Notice on the school entrance door

• Local radio Reminder: Please inform the school if you change your contact details so that the communication link can be maintained. HOME-SCHOOL AGREEMENT All parents/carers and students are required to sign our Home-School Agreement in the Student Organiser, which is designed to promote and support high achievement. CODE OF CONDUCT The school has an active Code of Conduct which all students are expected to follow. It is based on the ideas of care, respect and responsibility. A copy of this is to be found in the student personal organiser.

GENERAL INFORMATION


REPORTING STUDENT ABSENCE If students are absent we ask that parents/carers contact school to let us know and provide a reason for the absence. Contact can be made in several different ways: • Telephone the Attendance Officer on 01636

817366. If the line is busy please leave a message on the voice mail. This is the method to use if students are likely to be away for a week or more.

• E-mail to [email protected]

• Complete one of the absence slips out of the student’s personal organiser.

• Provide a letter explaining the absence, which should be handed in at Student Reception.

HOLIDAY/STUDENT OUT OF SCHOOL APPLICATION DETAILS The law states that parents/carers do not have the right to take a student out of school for holidays during term time. Holidays will not be authorised by school for the following reasons: • Availability of cheap holidays

• Availability of desired accommodation

• Poor weather experienced in the school holiday period

• Overlap with the beginning or end of term

• Holidays booked before checking with school

• Day trips The reason for this is that at certain times of the year students may experience extra problems because of missing school. These include examination periods, starting a new school term or completion of core activities such as work experience. Holidays will not be authorised except in exceptional circumstances. If you still wish to apply for a leave of absence then an application form can be obtained from Student Services.

REWARDS AND SANCTIONS Students work best in a disciplined, flexible and rewarding environment. Students are rewarded for: • Improvement in work.

• Showing responsibility or respect.

• Sustained effort or achievement.

• Outstanding achievement.

• Caring and responsible acts.

• Contribution to the school and wider community.

• Participation in extracurricular activities.

• Wearing the correct uniform smartly. The school has a prizegiving ceremony each year to celebrate students’ achievement in all aspects of school life. Sanctions are also used when necessary; including lunchtime and after-school detentions, on report, internal exclusions from lessons, and external exclusions from school. Most sanctions are, of course, NOT needed for the vast majority of our students who match, and often exceed, our expectations. We do, however, have a hierarchy of sanctions setting out the conditions under which we would expect to need to use more serious sanctions. The school has an anti-bullying policy and high expectations of students’ behaviour. Most of our students need few strict rules but respond well to our expectation that they take responsibility for their own behaviour. We expect students to be in school every day and to behave responsibly at all times. This is summed up in our code of conduct.

GENERAL INFORMATION


UNIFORM The school has a uniform and all students and parents/carers are expected to fully support it. Parents/carers are responsible for ensuring that students arrive at school properly dressed in full school uniform. Students are greeted on arrival at school each morning by staff on duty and if they are not in the correct uniform will be educated separately and supervised by members of staff until full uniform is worn. From September 2010 the school will be enforcing its uniform policy with rigour and supporting the majority of students who always adhere to the uniform code by acknowledging their high standard of dress through the school’s reward system. Listed below are details of the uniform: • Blazer - Black with badge embroidered on

directly. Sold only by John Lewis. Blazers will be worn at all times around the school site.

• Skirt – Black, chosen from one of the designs

below. Skirts must be just above or just below the knee.

John Lewis Code Black Pencil Skirt 543 753 Black Invert Pleat Skirt 543 758 Just-School Wear Ziggys Straight Skirt S125VL Ziggys Designer Pleat Skirt Marks & Spencer Black Traditional Pleated Skirt T760112R • Trousers - Black chosen from the two designs

sold as school trousers by John Lewis. Girls may wear either skirts or trousers at any time of the year.

• Shirt – Plain white school shirt or blouse, with

buttons which fasten to the neck. Long or short sleeves. Capped sleeves or sleeveless shirts/blouses are not permitted. The shirt/blouse must be able to be fully tucked in to the waistband of the skirt/trousers.

• School tie (House colour). Should be worn with the wider part of the tie covering all of the shirt buttons.

• Jumper – Black embroidered with “The

Minster School Southwell” available in different materials from:

John Lewis—100 Acrylic Just-School Wear—50% cotton/50% acrylic • Cardigan (new for 2010) - Black embroidered

with “The Minster School Southwell”. Sold only by Just-School Wear Ltd.

• Plain black or white socks—Plain black or

neutral tights. Footless tights or leggings are not permitted.

• Shoes—Black sensible school shoes. Flat or

with low heels only. Boots, trainers, sandals or similar are not acceptable.

• Coat—Outdoor coat and scarf (if desired) –

plain black or other plain dark colour. Coats must fit over the blazer and are not an alternative to it. Coats/scarves must not be worn indoors.

• The only jewellery which is permitted is one

small stud in each ear. Uniform Stockists John Lewis, Victoria Centre, Nottingham www.johnlewis.com Just-School Wear Ltd www.just-schoolwear.co.uk Marks & Spencer www.marksandspencer.com

GENERAL INFORMATION


PE KIT Swimming (Year 7 & 8 Students) • Costume—one piece or trunks/mid length

swim shorts

• Towel

(NCC recommends that goggles should not be worn)

Other activities (All Years) • Plain white polo shirt or T-shirt

• Black sports shorts

• Black long socks for winter, short white socks for summer

• EITHER a Maroon rugby shirt with reversible white hoop or a plain black sweat shirt (school jumpers/cardigans should not be worn during P.E. lessons)

• Plain black tracksuit/jogging bottoms

• Training shoes with cushion sole (boot-type shoes are inappropriate)

In the case of the following items, students will be told when these are required. These can then be purchased at the time required in order to reduce the chance of students growing out of items. • Black football socks

• Football boots

• Shin pads—all students will play contact games such as football and hockey, and shin pads must be worn.

• It is recommended that a gum shield is worn for rugby and hockey.

• During the summer months students are permitted to wear a peaked cap for sun protection. Sunglasses should not be worn.

Sportswear Stockist K & H Sports of Newark and Retford.

Notes: • Students will be asked at certain times to

remove their stud earrings e.g. whilst swimming. All other jewellery must be removed unless it is a medic alert bracelet.

• Longer hair must be tied up and laces on

shoes fastened at all times. • Only non-marking soles will be allowed in

the indoor facilities. • Teachers will only take in, for safe keeping,

those personal affects allowed in school All items of Uniform and PE Kit should be

clearly labelled with name tags or permanent marker

Queries regarding uniform please contact: John Lewis Mandy Knott-Simey, telephone 0115 9418282 www.johnlewis.com Just-School Wear Ltd Telephone 01159 260990 www.just-schoolwear.co.uk email [email protected] Please note that Just-School Wear items will be delivered to school and can be collected by parents/carers or students. SCHOOL EQUIPMENT Maths Pen, Pencil, Ruler, Compass, Protractor, Scientific calculator (Casio) Science Pen, Pencil, Eraser, Ruler, Simple calculator Modern Foreign Languages Bi-lingual dictionary—French-English, German-English or Spanish-English.

GENERAL INFORMATION


BUSES Students who travel on the school buses should be aware that they represent the school as they travel on the buses to and from school. They should behave in a way which brings credit to the school. All students should read the Nottinghamshire County Council guidelines and should behave sensibly at all times. Nottinghamshire County Transport are responsible for the behaviour and safety of students when they are on the buses. The school works closely with them when there are incidents of poor behaviour and in extreme or repeated cases students can be banned from travelling on the buses. The school has also arranged for late buses on some evenings to enable students to participate in after-school activities. Any student who misbehaves on this bus may be banned from the bus and may therefore miss out on after-school activities. Our late bus arrangements operate on Mondays, Tuesdays and Thursdays. Buses depart at 4.45pm. The timetable for this is given below: Monday Route A Morton, Fiskerton, Rolleston, Newark Route B Halam, Edingley, Kirklington, Bilsthorpe, Farnsfield, Hockerton, Calverton, Burton Joyce, Lowdham, Hoveringham Tuesday Route A Morton, Fiskerton, Bleasby, Thurgaton, Hoveringham, Lowdham, Burton Joyce, Calverton Route B Halam, Edingley, Farnsfield, Kirklington, Hockerton, Caunton, Newark, Balderton

Thursday Route A Normanton, Upton, Fiskerton, Morton, Rolleston, Newark Route B Halam, Edingley, Farnsfield, Bilsthorpe, Kirklington, Hockerton Travel is with Travel Wright of Newark. The number is 01636 703813. KEY STAGE 3 HOMEWORK POLICY Students record homework in their organiser so there is clear documentation of work set. In Years 7, 8 and 9, between 20-30 minutes is expected to be spent on each subject when it is issued. Homework can be a variety of tasks, including written work, research, review of work done, revision and thinking and planning of new projects. There may be occasions when the setting of homework is not appropriate to the tasks undertaken in class. Homework time may also be accumulated so teachers can set one large task which will be formally assessed and a level mark given. Your child may require some support in managing their time to complete these extended tasks. Students who persistently fail to complete homework, or do not hand it in on time, will be issued with a detention. INSTRUMENTAL MUSIC TUITION All lessons are of 20 minutes duration and the majority of students will receive a shared lesson, in a group of 2. We are fortunate to receive the services of 18 instruments teachers covering voice, upper and lower stringed instruments, brass, woodwind, guitar, keyboard and percussion. Shared at £75.00 per term Individual at £110.00 per term Maintenance Cost at £7.00 per term If your child is interested in receiving music tuition then please call at student services or the music department and collect an application form.

GENERAL INFORMATION


THE SCHOOL LIBRARY All students are automatically members of the School Library. This is the long glass-fronted area on the first floor above the lower Breakout Area. The Library has over 11,000 stock, 160 audio books and a range of newspapers and magazines. It is arranged in much the same way as a public library with study tables and soft seating for quiet reading. The stock reflects both personal interests and curriculum reading and students are able to borrow 4 books for a month. All students in Years 7 and 8 regularly visit for reading lessons but they may also visit with a class teacher for research purposes. Sixth form students also use the area for working when it is not booked for class research.

The Library is open daily from 8.30am and for an hour after school (½ hour on Fridays) and each lunchtime for students to use in their own time. We encourage students to use the area quietly so that others can work. Sometimes it is an area where students new to the school feel happy until they feel more confident and make friends. Our Library is a busy area. We see about 1200 students/staff a week (or 36,000 a year!). There are three Library staff; 2 qualified Librarians and a clerical assistant who are happy to help students find resources or suggest personal reading.

GENERAL INFORMATION


RECYCLING As part of the Eco Schools programme, the school has been engaging students and the local community in a number of recycling initiatives which we hope you will continue to support us with. Paper – whilst we would encourage students to reduce their paper use, especially with printing, the school collects paper for recycling every Friday. This is known as ‘Green Friday’. Each classroom has a blue recycling bin for this purpose. In 2007, this programme allowed the school to save well over 1 tonne of otherwise paper waste. Printer Ink – Ink cartridges are recycled through the ‘Recycool’ programme. The school has two red ‘Recycool’ collection boxes and the main one for students is in the ICT department. For each box of cartridges the school returns for recycling we receive a small amount of money for learning resources. Textiles and Shoes – The school has a new and permanent clothing, textiles and shoes recycling bank in the main car park area of the school grounds (just outside the main hall). Here we are collecting materials that could be used by people in less developed countries in Africa. At times, we collect old games, toys and videos that people no longer want or use. This scheme has been developed with the Nottinghamshire Police Aid Convoys – look for the big blue metal bin. In the future the school hopes to explore the possibilities of recycling plastic.

THE NATIONAL HEALTHY SCHOOL STANDARD The National Healthy School Standard is a national guidance framework for local education and health partnerships. Local partnerships develop healthy schools programmes which provide support to schools in the process of becoming healthier. The Minster School is part of the scheme. MSPTA Southwell Minster School has an active Parent Teacher Association – the Minster School PTA (or MSPTA) - run by an enthusiastic voluntary group of parents/carers, elected as committee members. All parents/carers of children at the school are automatically members, as are teaching staff. Day-to-day business is conducted by the PTA Committee, who meet on a monthly basis. During these meetings, the Committee plans and organises a programme of social and fundraising activities throughout the year. The meetings generally last about two hours, in a friendly atmosphere. Parents/carers are welcome to attend any of these monthly meetings should they wish to introduce fresh ideas or suggestions. Further information can be found on the Minster School website.

GENERAL INFORMATION


GENERAL INFORMATION

Inset Days 2010—2011

Monday, 6th September 2010 ● Friday, 22nd October 2010 Wednesday, 22nd December 2010 ● Friday, 18th February 2011

Friday, 25th March 2011


GENERAL INFORMATION

Please note: Some of these dates may be subject to change. Term dates and inset days will remain the same. An up to date school calendar is available on the school website.


September 2010

Week beginning Monday Tuesday Wednesday Thursday Friday

6 INSET

13 Y7

Enterprise Day

20

Y7 Reading Tests this

week Y7 CAT Tests

this week

27 Y7 Reading Tests this

week Y7 Photos

October 2010



week


week

18

Tutor & Parent/Carer Contact this

week

INSET

25 HALF TERM HALF TERM HALF TERM HALF TERM HALF TERM

November 2010


1

8

15

22

29 Y7 Science visits this

week Y7 AP1 home

today

GENERAL INFORMATION



December 2010


6

13

20 INSET END OF TERM

Christmas Holiday

27 Christmas Holiday

Christmas Holiday

Christmas Holiday

Christmas Holiday

Christmas Holiday

January 2011


3 Christmas Holiday

Christmas Holiday

START OF TERM

10

17

24

31

February 2011


7

14 INSET


28

GENERAL INFORMATION



April 2011


4

11

18 Easter Holiday

Easter Holiday

Easter Holiday

Easter Holiday

Easter Holiday

25 Easter Holiday

Easter Holiday

Easter Holiday

Easter Holiday

Easter Holiday

May 2011


2 May Day Holiday Junior Maths

Challenge

9

Y7 Swimming Gala this

week

16

23 Y7 AP3 Home Today


March 2011


7

14

21 INSET

28 Y7 Reports & AP2 Issued

GENERAL INFORMATION



July 2011


4

7CR Lincoln Gainsborough

Visit 7TW

Dovedale Visit

7TW Lincoln Gainsborough

Visit 7CR

Dovedale Visit

11

18

25 Summer Holidays

Begin

June 2011


6 7CR Parents’ Evening

13 7TW Parents’ Evening

20

27

REPORTING TO PARENTS/CARERS The Minster School is committed to improving the quality of information we provide on the progress of our students. At the present time we have three main routes of communicating student progress to parents/carers; these being assessment points, subject reports and Parent Evenings. Please refer to the calendar contained in this booklet to see the publication dates for each of these. Assessment Points will contain a range of information. SUBJECT TARGET GRADES This is the minimum level or grade we believe a student should be aiming to achieve by the end of the course. The targets are set on the basis of nationally expected levels of progress from Key Stage 2 to 4 and Key stage 3 to 4, Fischer Family Trust Value Added student targets and the professional judgement and experience of subject teachers. The targets are not predicted grades. Regular attendance, completion of all coursework and other tasks will be needed to achieve the target. Subject targets are reviewed on an annual basis to ensure an appropriate level of challenge for each student. ATTAINMENT—ALL SUBJECTS This shows a student’s Key Stage 3 level, GCSE grade or BTEC level of attainment in each subject using National Curriculum levels or GCSE or BTEC grading. In completing attainment levels or grades, teachers use their knowledge of a student's work over time, including written, practical and oral work in the classroom, homework and results of other school examinations or tests. EFFORT—ALL SUBJECTS A school-wide effort scale has been introduced to help indicate how hard a student is working. This is an overall judgment. Some students may be working hard at one aspect of the course but working less well elsewhere.

A - excellent = you have consistently worked very hard, tried your very best and given maximum effort

B - good = you have worked well and usually shown good effort

C - satisfactory = you have made a reasonable effort which is just adequate

D - unsatisfactory = you have made a limited effort and more effort is needed. You are under performing.

E - very poor = you have made minimal, if any, effort. This is a serious concern.

PROGRESS It is also important to show whether a student is likely to achieve their target by the end of the course. At an early stage in a course it may be that a student’s current attainment appears below the target. However, by the end of the course, this target should still be achieved because progress would be expected through the course. Some students will already be achieving above their target or will be expected to exceed it by the end. Other students may not be achieving the target and there is already a concern that they will not do so by the end of the course. This indicates that more work may be necessary. The following codes are used to show Progress towards the target. B - means the student is working below the

t a r g e t i n d i c a t e d . K n o w l e d g e , understanding and skills will need to develop to achieve this target.

O - means the student is on target for achieving the target indicated. The target should be achieved with consistent effort and successful preparation.

A - means the student is working above the target indicated. A higher level should be achieved with consistent effort and successful preparation.

GENERAL INFORMATION


ADDITIONAL INFORMATION The assessment point will also contain details of student attendance, behaviour and additional achievements and participation. Assessment Points are published to parents/carers and sent through the postal system. Parents/carers are encouraged to contact their child’s tutor in the first instance if they have any concerns regarding the assessments received. Developmental work is underway in school to enable this data to be available on line to parents/carers, with on-line reporting being formally introduced in September 2010. CATS – COGNITIVE ABILITY TESTS Since September 1997 the School has conducted what are known as Cognitive Ability Tests or CATs. They are taken at the start of Year 7 and are nationally recognised. They are conducted in most County schools as part of a commitment to measure a student’s ability and the progress of all students during their school life. What are they used for? The results are given to every subject teacher and tutor so they are aware of the strengths, weaknesses, and learning needs of each student they teach. • The information helps teachers to set

appropriate and challenging work for students using appropriate teaching and learning styles.

• They help show where additional help and

support for students would be useful. • They provide an indicator of student ability

and potential. This is used to see how a student is progressing and if he/she is achieving as much as possible.

The Cognitive Ability Tests have 3 separate tests. Each test measures a different aspect of a student’s ability.

The results of these ability tests are never used as the only determinant of a student’s ability. They are always looked at alongside all the other evidence we have on each student. They only give an idea of a student’s ability. Future effort and attitude will play an equally important role. SUBJECT REPORTS Once a year you will receive an annual report covering all subject areas. It illustrates how your son or daughter is progressing in each subject. The report will show where your child deserves recognition for the hard work and success achieved, which areas need developing and where support and help should be focused if potential is to be achieved. Students also complete an evaluation of their own achievements in each subject area and through discussion with their subject teachers develop their own targets. You will find a separate sheet enclosed with the report, which includes the end of Key Stage teacher-assessment on attainment, progress and an effort grade for each subject.

GENERAL INFORMATION


Test What The Test Measures

Verbal Test The ability to understand and use words and verbal concepts.

Quantitative Test The ability to use numbers and solve quantitative problems.

Non-Verbal Test

The ability to use cognitive skills to solve problems that a student has not been directly taught. It is judged by looking at the relationships between shapes and patterns. This gives an idea of “potential”.

SUPPORTING STUDENT LEARNING Parents/carers can support learning in a number of ways – with homework, lesson work and revision. The information suggests ways in which you can help your child to realise his/her potential. Don’t forget that if you have any concerns about your child in school, then their tutor is the first point of contact. ORGANISATION • Encouraging students to check that they

have all the equipment they need in their school bag for each day.

• Regularly checking and signing student personal homework diaries and helping to make sure that tasks are not being left ‘until the night before’.

• Looking at completed work.

• Talking with students to remind them of important dates for various school trips and activities.

• Asking if any letters have been received that require parent/carer action.

SPECIFIC LEARNING • Encouraging students to plan ideas for longer

writing tasks.

• Helping students to solve problems or answer queries that arise from independent research such as using the internet or library sources or encouraging students to ask his/her teacher for extra help.

• Showing an interest in the work students are completing and talking to them about it. This helps to consolidate ideas. Conversations help to reinforce learning.

REVISION • Encouraging active revision using past papers

and mark schemes, designing posters of key information, talking through ideas that students find difficult with them.

• Encouraging students to collaborate with their revision and work with others to share information and ideas.

• Encouraging students to use revision methods that are not solely based on reading class notes as these may quickly be forgotten.

GENERAL INFORMATION


Year 7

Curriculum

ART & DESIGN Unit 1 The Visual Elements: This introductory unit has an emphasis on Colour Theory and the acquisition of basic skills in drawing and painting. Unit 2 The Environment: A thematic approach in which students work from both direct observation and imagination to create artwork in a wide range of mixed media and collage. Unit 3 Animals in Art: exploring 3D materials to create sculptures. Students are inspired by the work of other artists from a diverse range of historical periods and cultures.

Skills: • Technical competency – handling and

shaping materials. • Study skills – research, planning and

organising visual information, use of a sketchbook.

• Creative skills – thinking, reflecting, responding, problem solving, risk taking.

Use of ICT: Research and presentations Literacy: Use of key words, annotation Learning Opportunities: Personal development of themes and ideas, independent research Assessment Opportunities: Assessment of key tasks within each unit.

CURRICULUM—YEAR 7


DESIGN AND TECHNOLOGY The curriculum at Key Stage 3 within Design and Technology is taught on a rotational system and is progressive in the skills, knowledge and understanding gained through the modules taught. Each module within key stage 3 has key assessment focus areas, where students are assessed at the end of each module. Each key assessment focus is linked to AFL activities and forms the basis for all assessed tasks throughout key stage 3. The first and last modules are taught simultaneously across the year group. The following five modules work on a rotational basis across the material specialist areas. During the fourth module the theme of the products is changed and all students base their design work around a Brazilian theme. The first and last modules focus on the assessment of the design work and the other five modules are all assessed for manufacturing and one other key assessment focus, which is outlined in the module description below. The first module, ‘Transition’ module is a five week module all about designing. Students study bad design and identify why it is bad and then move through a designing activity which is the key assessment focus for this module. The material specialist modules, which are six weeks long, include: • Computer Aided Design and

Manufacture (CAD/CAM) – Mechanisms. Students are taught how to use 2D design CAD program and manufacture a pull toy which is cut using a laser cutter. The key assessment focus is manufacture.

• Food – Students prepare five dishes that are progressive in knowledge and skill base. Planning is the key assessment focus for this module.

• Resistant Material Plastic - Students design and manufacture a luggage tag or key fob from plastic materials. They produce two items, one which is cut using laser cutting and one which they have manufactured using hand tools and machinery. Planning is the key assessment focus for this module.

• Resistant Material Wood - Students learn to prepare, mark out and join wood to create a memory frame. Planning is the Key assessment focus for this module.

• Textiles - Students learn to prepare, cut, join materials by temporary and permanent methods, manufacturing a calico bag, with a block printed design. The key assessment focus is evaluating.

The last module of the year is four weeks in duration, looking at the six ‘R’ words, (refuse, reuse, reduce, recycle, rethink, repair) and ‘Designing for sustainability.’ This culminates in a Dragon’s Den style activity. The designing activity is then assessed as the key assessment focus for this module. Skills: Creative thinking, practical skills, communication, problem solving, and personal skills. Use of ICT: Use of 2D design, Internet for web based research, Computer Aided Design/ Computer Aided Manufacture (CAD/CAM). Literacy: Annotation, description, written instruction in flow charts. Numeracy: Measuring, weighing, addition and subtraction. Learning Opportunities: Research activity, designing and manufactured product outcome. Assessment Opportunities: Through all key assessments foci within each module.

CURRICULUM—YEAR 7


DRAMA There is one period of Drama per fortnight for all students, in mixed ability classes. Students are given opportunities to experience and practise the various Drama conventions, through their use in practical situations. It is assumed that the students have no previous experience of these conventions. In addition, the most basic elements of successful performance are introduced, along with the skills required for effective communication of character and plot to an audience. Unit 1: Group Work This introductory Unit involves games, ice-breakers, improvisation activities and trust exercises, to get students working together positively, and to encourage the development of group work skills. Unit 2: In Trouble A series of one-off lessons exploring, through Drama, some situations which could be relevant to students of this age, including bullying, shop-lifting and running away from home. Drama skills will be introduced gradually in these lessons, as a way of exploring the issues involved.

Skills: Students are assessed on their ability to create Drama, their performance skills and their interpersonal/group work skills. All Units also encourage the development and use of thinking skills and problem-solving methodologies. This is integral to the Drama and Performing Arts working process. Literacy: Is a key area of focus. Students are given opportunities throughout the year to develop skills, particularly in speaking and listening, but also in reading and understanding text. Assessment Opportunities: Are embedded into all the Units of work, through regular review, evaluation and feedback, given by teachers and peers.

CURRICULUM—YEAR 7


ENGLISH

CURRICULUM—YEAR 7

Units of Study Skills Assessment Opportunities

ICT/Personalised Learning/Numeracy etc

The Novel

Interpreting texts Narrative writing

All units are assessed for specific skills as laid down in the Revised Curriculum 2008. Assessment is at the heart of the Revised Curriculum and we practise self-assessment and peer assessment routinely. We look at models of students’ work in order to illustrate achievement on a regular basis.

Students have many opportunities across all units to research independently and use ICT. All tasks are differentiated in order that they stretch the more able students and yet are accessible to all. Literacy is at the centre of our teaching whilst numeracy plays no significant part.

Poetry

Exploring poetic devices

Drama

Exploring dramatic devices Taking on a dramatic role

Media - Film

Analysing a media text Presenting skills

Language Study

Examining language variety

Autobiography

Imaginative writing

Myths & Legends

Literary traditions Writing for purpose and audience

Skills Bank

Spelling, punctuation and Grammar


GEOGRAPHY Regional Geography Group work to look at the different areas around the UK and their geographical characteristics. The Geography of Food Students look at recent changes in farming, the change to more Organic farming and arguments against battery farming. The idea of food miles is discussed with students. Map Skills Students are taught key map skills using the Ordnance Survey free maps for schools. Students are also introduced to ICT based maps such as Google maps and GIS. Pole to Pole A cross curricular project with RE, Music and ICT. In groups students study a line of longitude and the countries that it passes through. Weathering and Rivers Factors that affect the weathering of rocks. River processes and landforms. This includes a field visit to Dovedale. Olympics 2012 How sustainable is the development of the London 2012 site in London? Skills: • Practical skills – Fieldwork skills- collection of

data, map skills ( including latitude and longitude, 4 and 6 figure grid references, map symbols, direction, distance, scale, contour lines), time management, personal organisation.

• Presentational skills – addressing audiences using a variety of media and forms.

• Personal skills – showing evidence of progression.

• Interpersonal skills – communication and group work.

• Cognitive skills – reflection and review of own and others’ performances.

Use of ICT: Research and presentations. GIS used through the map skills unit. Literacy: Reading/understanding text; spelling and grammar; use of key words; extended writing Numeracy: Graph work during food unit, 4 figure and 6 figure grid references, working out distances using scales on maps. Climate graph data when working on pole to pole. Learning Opportunities: Independent research during the regional geography work and the pole to pole presentations. Assessment Opportunities: Students all have a Geography portfolio to keep their key assessments and a progress card to keep track of their current level. Three key assessments throughout the year. Regional Geography is awarded an effort grade only. Geography of food and map skills tests are also awarded a National Curriculum level. Students are given the levels criteria beforehand and this is discussed in lessons with students.

CURRICULUM—YEAR 7


HISTORY Course content: Students will study three main topics. The first few weeks will be spent studying an Introduction to History which introduces key skills and concepts and also looks at the history of the school and the local area. The rest of the Autumn term is spent studying the Roman Empire. During the Spring and Summer terms students study the Middle Ages and the Tudors, 1066-1603. Skills: • Chronology • Research • Using sources for information • Source analysis • Presentational skills – addressing audiences

using a variety of media and forms • Interpersonal skills – communication and

group work

Use of ICT: Students are encouraged to use ICT to help complete homework. In lessons students use ICT to assist in research and presentation of work. Literacy: Students will learn how to write good explanations and judgements in extended writing, how to support and develop arguments, and note-taking and research skills. Numeracy: Students use statistics and data in the form of sources used in lessons. Learning Opportunities: Independent research and project work gives students the chance to develop their work. Assessment Opportunities: Students’ mark-schemes and sample answers are used with assessments. Students are given feedback after assessments and set targets for future work.

CURRICULUM—YEAR 7


Skills: Learning fitness for purpose and designing for an audience; creating an automated presentation; using a spreadsheet to control finances; working as a group using ICT, collecting; sorting and querying data. Use of ICT: Various software and packages used. Literacy: Writing frames to support documentation of projects; reporting on e-safety issues; discussion of media and ICT; spelling of key words. Numeracy: Sizes – dimensions and file size, handling data, space, proportion and sizing, finances for a business model, graphing.

Learning Opportunities: Skills videos; tutorials on software use; assessment sheet and mark grids with individual comments and marks. Assessment Opportunities: • Unit assessment sheets • Assessment spreadsheet containing target

level and marks • Assessment criteria for each unit • Example levelled work

ICT Major Areas of Study 1st Autumn half term 7.1 E-Safety - Students are introduced to the school system and learn about e-safety. This focuses around the internet and how information posted on it can be viewed by anyone. 2nd Autumn half term 7.2 DTP - Students choose a range of DVDs to review and present them in an attractive publication. Before and after Christmas break 7.3 Modelling - Students are introduced to the concept of using spreadsheets to model financial issues. They also learn about some of the tools of spreadsheet packages that can aid usability of a model. 1st Spring half term 7.4 Control - Students learn how to sequence commands to control a system using ICT. 2nd Spring half term Brazil Theme - A cross-curricular project. In ICT this is supported by creating a ‘Wiki’ – which is an online collection of information – about the project and life in Southwell. 1st Summer half term Pole to Pole - A cross-curricular project. In ICT this is supported by producing a fully animated presentation about the countries their group is covering. 2nd Summer half term 7.5 Data Handling - Students learn about collecting and sorting data, and how to find specific information from large groups of data using ICT.

CURRICULUM—YEAR 7


Unit 5: Les vacances • Talking about your holiday plans • Buying drinks and snacks • Saying what you would like to do in the

future Literacy: Grammatical terms, tenses, adjective agreements, punctuation, word order, the sound/spelling link, reading and dictionary skills and extended writing. Numeracy: Numbers, ages, dates, prices, additions, subtractions, equations, graphs, percentages, time, populations. Use of ICT: Microsoft Word, PowerPoint and Publisher to produce leaflets, presentations, extended writing. Students will use the Language Lab facilities, interactive games, Quizdom, video cameras and MP3 recorders. Learning Opportunities: Access to websites, authentic materials (magazines, films, music), use of revision guides and workbooks. Assessment Opportunities: Use of mark schemes, model answers, peer and self assessment. End of unit assessments for each topic and target setting.

LANGUAGES—FRENCH 1 week introduction to language learning Introducing self (basic) Alphabet and numbers Generic skills, sound-spelling link, consolidation of KS2 knowledge Unit 1: Je me présente • Talking about self, family and relationships • Use of adjectives; imperative; linking words

j’avais; using the present tense with confidence

• Cultural awareness of Celebration of Christmas in France

Unit 2: Mon collège • Talking about school subjects, including

opinions and justifications • Describing a school day and comparing it

with a day at a school in France Unit 3: Mes passetemps • Talking about computers, mobile phones,

sports and hobbies • Expressing opinions and using basic

conditional phrases Unit 4: Ma zone • Talking about your town or village • Giving directions

CURRICULUM—YEAR 7


Numeracy: The course aims at enabling students not to just solve abstract problems but to apply their understanding in to a real world context. Literacy: Reading and understanding text; interpreting questions, use of key words; writing to explain or justify. Learning Opportunities: Students may log on to the MyMaths website in order to personalise their learning at home. www.mymaths.co.uk. Assessment Opportunities: Assessments throughout the year at the end of each unit, Homework Tasks, Starters/Plenaries.

MATHS Areas of study Students follow the Scheme of Work as dictated by the Framework for Teaching Mathematics Year 7 Objectives which are differentiated according to ability group and target levels for KS3. This covers aspects of Number, Algebra, Shape Space and Measures, and Handling Data. Skills: • Problem Solving • Thinking Skills • Group Work • Independent Learning • Functional Maths • Proof ICT: • Use of Autograph, • Excel • Internet (research/ MyMaths) • PowerPoint • Geometers Sketchpad to explore and

present findings

CURRICULUM—YEAR 7


Use of ICT: Various software and packages used: Sibelius and Cubase. Literacy: Names of untuned and tuned percussion instruments; musical terms; the elements of music; ICT. Numeracy: Number patterns; sequencing; duration. Learning Opportunities: Use of Naxos Music Library; identified websites for research; student resources. Assessment Opportunities: • Assessment criteria for each unit • Example levelled work • Peer assessment – live and recorded pieces

Note: All students are asked to provide their own headphones.

MUSIC Units of study Autumn Term Unit 1 Musical Techniques 1 – exploring musical processes Unit 2 Musical Techniques 2 – exploring musical processes Spring Term Unit 3 Grid Notation – exploring notation systems Unit 4 American Indian Music – exploring American Indian Musical genres Summer Term Unit 5 Chords in context – exploring chords and chord sequences Unit 6 Caribbean Music – exploring Caribbean Music genres Skills: Working in groups, as a class and individually; researching and evaluating work done; performing and composing; critical listening.

CURRICULUM—YEAR 7


ICT: Used at certain times to record and review performance. Literacy: Physical literacy such as the fundamental skills of throwing and catching. The use of language is crucial in evaluation and improving performance as seen in peer assessment but also in different roles as seen in officiating. Teachers provide opportunities for students to express themselves with clarity showing increasing use of technical language. Good practice dictates that teachers will elicit responses that are fluent and concise. Numeracy: Opportunities to develop this key skill depend on the activity but would include things such as the estimation of times and distances and the understanding of speed and angle of release for optimum distance in athletics. In gymnastics the use and understanding of shape, particularly symmetry and asymmetry. Learning Opportunities: Through peer and self assessment, students evaluate their own and others work. In doing so, they identify the strengths and weakness in their performance and set targets to improve. Teachers are adept at inclusion using a range of teaching styles, resources and a variety of task demands and outcomes. Students exercise choice in the role they might play such as performer, official or coach. Assessment Opportunities: Peer and self assessment, teacher assessment identifying strengths and weaknesses in performance.

PHYSICAL EDUCATION These are the essential skills and processes in PE that students need to learn to make progress. As students progress through the Key stage teachers will build upon previously acquired skills and learning to increase difficulty, such as moving from the fundamental skills of throwing in Y7 to throwing in a variety of ways in Y8 to throwing with precision and accuracy in Y9. Developing Physical Skills—such as how to strike a ball with a rounder’s bat. Making and applying decisions -such as the use of tactics in games or composition in gymnastics activities. Developing physical and mental capacity— such as developing strength to cope with the demands of a particular activity and the confidence to have a go. Evaluating and improving – such as identifying strengths and weakness in performance. Making choices about healthy and active lifestyles - such as identifying the types of role they would like to take on. The curriculum provides a wide range of opportunities to develop these skills through a variety of activities. These might include a range of traditional sports such as rugby, badminton and netball but other games such as ultimate Frisbee.

CURRICULUM—YEAR 7


Persecution: A look at how religious believers have suffered and responded to the issue of persecution. Skills: • Debating skills – students engage in class

and small group discussion / debates. • Evaluation skills – students must analyse

their own views in comparison with those of different religious / social groups.

• Independent Thinking skills – students are encouraged to think independently and form their own beliefs and values on a range of ethical and moral issues.

• Empathy skills – students are asked to consider issues from a range of perspectives.

• Group Work Skills – Students are encouraged to work together and develop team work and co-operative skills.

Use of ICT: Class laptops used for research & investigation. Use of online and multimedia resources. Literacy: Key terms and meanings are required for assessment. Assessment technique and extended writing skills are taught. Learning Opportunities: Homework tasks are set to extend learning and on line resources are available to accompany course via the VLE. Assessment Opportunities: Use of mark schemes, model answers, peer and self assessment. End of unit assessments for each topic.

RELIGIOUS STUDIES, PSHE & CITIZENSHIP Churches: a study of the importance of the church as a place of worship and the role it has within the community. Focus on churches in and around Southwell. Jesus: a study of the life of Jesus considering different beliefs about who he was and what he did. Particular focus on Jesus’ miracles, parables and teachings Healthy Lifestyles: a look at the issues of healthy living, healthy eating and how to have a healthy lifestyle. Relationships: a look at the issues of bullying and friendship. A study of how these issues might affect people and how to be supportive to friends / family. Judaism: an introduction to the religion considering the historical background, the importance of the Synagogue, Symbols, Worship and the Torah. Islam: an introduction to the religion considering the importance of the Qur’an, 5 Pillars, the Mosque and Worship. Smoking: a look at the health risks and social pressures associated with cigarette smoking. Environment: a look at some of the major issues affecting the world today and our responsibility for them. A consideration of how to tackle these problems with particular focus on local issues. World Religions: a brief study of three world religions, Buddhism, Sikhism and Hinduism, focussing on the main beliefs and practices. Pole to Pole: a cross curricular project with Geography, Music and ICT in which students take a independent learning approach through a group study of a line of longitude. Students study the culture, religion, music, landscape and statistics of countries before presenting to their peers.

CURRICULUM—YEAR 7


ICT: • Research • Handling data • Making presentations • Data logging Literacy: • Key word lists with each unit of work • Extended writing assessed in each unit Numeracy: • Simple calculations • Data handling in investigations Learning Opportunities: BBC Bitesize; websites, own research. Assessment Opportunities: Self and peer-assessment of end of unit tasks using Assessment for Learning framework.

SCIENCE Follows the new (2008) National Curriculum using the following units of work: • Cells • Reproduction • Environment and Feeding Relationships • Variation and Classification • Acids and Alkalis • Simple Chemical Reactions • Particle model of solids, liquids and gases • Solutions • Energy • Electrical Circuits • Forces • Sound and Hearing Themes and skills: • Thinking scientifically • Understanding the applications and

implications of Science • Communicating and collaborating in Science • Using investigative approaches • Working critically with evidence

CURRICULUM—YEAR 7


ENTERPRISE Throughout the year, students will develop enterprise skills across the curriculum during lessons, and in extra-curricular activities, with a particular focus on team-building and group work. Year 7 Enterprise Day During the first term Year 7 students will take part in a ‘Trashion Show’ enterprise day, where they will work with recycled materials to design, market, and construct an item of clothing, culminating in a fashion show and competition at the end of the day. Throughout the day the students will take part in several tasks, which aim to develop key enterprise skills and to give the new intake an opportunity to get to know each other. Students will reflect upon their enterprise skills after this event, which will link with students’ work in Design and Technology lessons in Year 7.

Skills: • Design • Creativity • Team building • Entrepreneurial skills • Group work • Marketing • Self-confidence • Inter-personal skills

CURRICULUM—YEAR 7


LEARNING SUPPORT AT THE MINSTER SCHOOL Learning Support is the title given to our many different approaches to supporting students’ learning. The Learning Support Department is structured so that the Curriculum Team Leader: • Takes overall responsibility for provision for

all students who need support, with the SENCO taking specific responsibility for the management and coordination of students with a Statement of Educational Needs and at School Action Plus.

• Has particular responsibility for students at School Action and Monitor.

• Assists departments with differentiating the curriculum to help meet the needs of SEN students.

• Works in partnership to coordinate the whole school approach to literacy.

• Works in partnership to coordinate a strategic and inclusive approach to small group literacy interventions.

• Works in partnership to coordinate the school’s approach to personalised learning.

It can be best described graphically.

For a more detailed account, please see the SEN policy, in the Portal. Mrs S Sampson, Curriculum Team Leader, Learning Support.

CURRICULUM—YEAR 7

The Learning Support Department

The SENCO Coordinates provision for

students with a Statement and at

School Action Plus

The specialist teacher is

responsible for exam access

arrangements

Specific interventions – KS3

Year Intervention Objectives

Y7 Literacy support

linked with Humanities

To improve reading scores

Y8

Literacy lessons in place of MFL

where appropriate

Improve literacy

especially reading and

writing

Y9

Small group work to support the

English schemes of work

To improve literacy and

exam technique


The Minster School Nottingham Road, Southwell, Notts NG25 0LG

Tel: 01636 814 000 Fax: 01636 817 358 Email: [email protected]

Web: www.minster.notts.sch.uk

year 7 parent handbook

Documents

school day

school aims

school comms

school equipment

school library

school holidays

minster school website

student learning