Year 8 Curriculum Booklet

Unabridged

2

3

4 Introduction from Headteacher Anthony Wilson

5 Introduction to the Lister Curriculum

6 Table of Setting Policy

7 Group Models

8 Overview Grid

9 The Year 8 Curriculum

10 Overview

11-12 English

13 Reading Grid

14-16 Mathematics

17-19 Mathematics

20-22 Science

23 Computing

24 Creative Arts

25-27 Drama

28 Humanities – Geography

29-30 Humanities – History

31 Humanities – Religious Studies

32 Inclusion

33-34 Modern Foreign Languages

35-36 Music

37-41 PE & Dance

42 The Specialist Curriculum

43 Business Studies Specialist Curriculum

44 Computing Specialist Curriculum

45-46 Creative Arts Specialist Curriculum

47 Mandarin & Chinese Studies Specialist Curriculum

48 Media Specialist Curriculum

49 Music Specialist Curriculum

50-51 Theatre Specialist Curriculum

52 Home Learning Specialist Curriculum

53-54 Extra-curricular Enrichment

55-67 Tutoring & House System

Contents Page

4

Our school motto is Always Aiming for Excellence. We believe passionately that students in Newham have

the right to as good an education as at any other school in the country. We challenge our students to work

hard, and to excel in every area that they can. We seek to equip our students to go on to the very best sixth

forms and universities which they are able to enter. The effectiveness of this approach can be seen in the

results at Lister which have improved each year for the last four years. Alongside our focus on academic

excellence we are also completely committed to being an inclusive school which values every member of the

school community, and which gives everyone the chance to succeed. Our approach is to ensure that every

child gets individual support, tailored to their needs. Most important of all in our improvement has been the

creation of a calm, safe, orderly environment where everyone – staff and students – are encouraged to treat

others with Kindness, Respect and Consideration.

This booklet provides a detailed guide to learning at Lister.

We thank you for your support.

Introduction from Headteacher Anthony Wilson

5

Welcome to Lister. This is the guide for parents and carers to the Lister curriculum. We are a school that

prides itself on meeting the needs and challenging all students, whether highly attaining or in need of

nurture and support.

Throughout Lister, we put the highest value on supporting students to develop excellent skills in English

and Maths. We are also a Specialist School for Science and Music, which are additional areas of strength:

but we are proud of our ability to provide a broad and balanced curriculum with excellent teaching across

the subject range. Our highest attaining students will leave with twelve GCSEs, many at the top Grade 9:

for others, there will be a range of successes in different subjects and qualifications.

All students are expected to participate in all subjects in Years 7, 8 and 9. There is the right to disapply

from RS and PSHE, but this needs to be arranged through a formal application to the Head Teacher.

Our lessons are taught in periods of 50 minutes. On the next page you will see a table outlining how

subject learning develops over the five years:

Introduction to the Lister Curriculum

6

Overview grid showing number of 50 minute lessons per week for each subject over the five years.

Eng-lish

Maths

Scie-nce

PE Creati-ve Arts

Drama

French or Spanish

Hum-anities

Computing

Music Specialist curriculum

Independent Study

Yr 7

5 4 4 2 2 1 2 3: taught as integrated Humanities

1 1 4

1 per fortnight

Yr 8

5 4 4 2 2 1 2 2 of History

2 of Geography

1 of RS

1 1 2

Yr 9

5 4 5 2 Drama or Sociology or Computing: 1 per fortnight

3 2 of History

2 of Geography

2 of RS

0 1 2

Key Stage Four

Eng-lish

Maths

Scie-nce

PE RS Option A Option B

Option C Opt-ion D

Independent Study

Yr 10

5 4 5 1 2 3 3 3 3

1 per fortnight Yr

11 5 5 5 2 0 3 3 3 3

PSHE is taught on Super Learning Days.

Table of Setting Policy

7

At Lister we use a range of group models. For some subjects students are taught in mixed ability groups.

In others, they are taught in sets according to ability.

English Maths Science PE All other subjects

Specialist Curriculum

Year 7 Set according to mastery of skills

Set according to ability

Mixed ability Gender setting

Mixed ability One sample lesson for each subject, then a choice is made

Year 8 Set according to ability: frequently checked

Set according to ability: frequently checked

Mixed ability

Year 9 Set according to ability: frequently checked

Year 10 Set according to options chosen

Year 11

Group Models

8

Overview grid showing number of 50 minute lessons per week for each subject over the five years

English Maths Science PE Creative

Arts

Drama French

or

Spanish

Hum-

anities

IT Musi

c

Specialist

curriculum

Yr

7

5 4 4 2 2 1 2 3: taught

as

integrated

Humanities

1 1 4

Yr

8

5 4 4 2 2 1 2 2 of

History

2 of

Geography

1 of RS

1 1 2

Yr

9

5 4 5 2 Drama or

Sociology: 1

3 2 of

History

2 of

Geography

2 of RS

1 1 2

Key Stage Four

English Maths Science PE RS Option A Option B Option C Option D

Yr

10

5 4 5 1 2 3 3 3 3

Yr

11

5 5 5 2 0 3 3 3 3

PSHE is taught on Super Learning Days.

Overview Grid

9

The Year 8 curriculum

Year 8 is the year in which students start to specialise and make decisions about the options they will study

in Year 10 and beyond.

There are five lessons of English, in which students are taught to develop their reading, writing and

analysis skills. This includes one lesson a fortnight in the Library. Maths and Science keep four

lessons.

Students are taught two periods a week for both History and Geography, and one for Religious

Studies.

Students also study two periods of Creative Arts and one of Drama.

There are two PE lessons a week, ensuring that students are healthy.

Students study French or Spanish for two lessons a week.

They also have a lesson of each of Computing and Music weekly, and two lessons for their

chosen subject within the Specialist Curriculum. Music is taught as an instrumental model, and

students will learn to perform as soloists and as part of an ensemble, as well as developing the

responsibility of looking after their instrument for the three years.

The Year 8 Curriculum

10

Autumn Spring Summer

English Young Adult novel Noughts and Crosses

Spy Novels Tales from Ovid

Macbeth

Maths Number Algebra Data

Algebra Geometry Ratio

Geometry Number Algebra

Science

Waves Electricity and electromagnetism Chemical reactions/ acids and energetics

Photosynthesis and respiration Matter Earth and Atmosphere Space

Mechanisms of inheritance Reproduction

Languages Routines Hobbies

Holidays Body parts

School Careers

History: Power

to the People?

Does protest

make a

difference?

The Black Death/Peasants Revolt/English Civil War

Why did Slavery Exist/Why was Slavery abolished?

Gandhi and the Salt March/Indian Independance/Protest movements of the 1960’s

Geography Population Overview Weathering and Erosion China

RS Rites of Passage Religion and Food Introduction to world religions

Creative Arts Textiles Wood

Colour Light

Textiles DT

Music Solo Ensemble Improvisation

Drama

PE Basketball (Boys) and Netball (Girls) Dance Fitness Football Fitness

Cricket Rounders Athletics

Computing Databases Understanding Computers Python

Overview Table

11

Subject: English

Language &

Literature

Key staff:

Mr P Chandler (Faculty Leader), Mr C Hindes (2nd in Faculty), Ms A Sharp (3rd in Faculty), Mr C Snyman (Lead Practitioner)

Key skills The English curriculum model for Y8 English at Lister, runs on a Mastery model. During the year, students will be expected to master a bank of skills which will ensure they are Year 9 ready by the Summer. The reading skills are: (R8.1) Themes (R8.2) Character (R8.3) Author (R8.4) Structural Techniques The writing skills are: (W8.1) Y8 Academic Writing (W8.2) Text Types (W8.3) Upwriting (W8.4) Internal Punctuation (W8.5) Structure

Term

Unit 1 The Modern YA Novel Each of our English teachers has a different favourite Young Adult novel, these range from The Hunger Games to The Midnight Palace to The Knife of Never Letting Go. Each teacher has chosen their number 1 for their class to study, all whilst still developing the same skills as in every other class. From academic year 2016/17, we hope this to become our first pick your own unit for students. The new skills students will develop during this unit are:

(R8.1) Themes (R8.2) Character

(W8.1) Y8 Academic Writing

Unit 2 Noughts and Crosses The Royal Shakespeare Company’s adaptation of Malorie Blackman’s popular novel is described as ‘reminiscent of Shakespeare's Romeo and Juliet. It is a modern-day tale of star-crossed lovers set in a alternative world where you are either a 'Cross' with dark skin or a 'nought' (never with a capital N) with white skin, and violence ensues when the two try to mix. Noughts & Crosses aims to challenge our perceptions of race, power and truth.’ The new skills students will develop during this unit are:

(R8.3) Author

Unit 3 Spy Stories This creative writing unit uses some of the greatest short stories as a stimulus for students to write their own piece of fiction. Short stories allow us to study a wide range of authors, styles and topics and study them in depth to notice the structural and literary techniques that contribute to great literature. The new skills students will develop during this unit are:

(W8.2) Text Types

English

12

(W8.4) Internal Punctuation (W8.5) Structure

Unit 4 Tales From Ovid or Pink Mist The New York Times said Ted Hughes’ translation of Ovid brilliantly succeeds at bringing Ovid's passionate and disturbing stories to life. It begins “now I am ready to tell how bodies are changed/Into different bodies/I summon the supernatural beings/who first contrived/The transmogrifications/In the stuff of life.” The metamorphoses is an extraordinarily wide sweep through the teeming, changing world of Roman and Greek mythology The Guardian described Pink Mist as a huge, engulfing and devastating. It is about three Bristol soldiers: Arthur, Hads and Taff. Sheers interviewed several soldiers and their families as the basis for these stories. The three join the army and are sent to Afghanistan. The new skills students will develop during this unit are:

(R8.4) Structural Techniques

Unit 5 Macbeth Shakespeare's tragedy set in Scotland is described by great Shakespeare scholar Steven Greenblatt as full “of blood and gory battle scenes” with “a strong...charged relationship at its center” and “an intense interest in the costs of masculinity”. It is a play that can engage even the most anti-Shakespearean student.

Useful materials

and websites

We are currently working on a Parent’s guide to the skills being taught which will include activities and suggestions for what you can do at home, in addition to homework and reading, to help develop your child’s English skills.

Extra-Curricular

13

Subject: Reading

Key staff:

Ms S Connell (Librarian), Ms K McGuire, (Library Assistant), English teachers, Tutors

All Lister Community School students are expected to have a book with them at all times and to read for at least twenty minutes every day.

All Key Stage Three students take part in Accelerated Reader. Students’ reading ages are checked regularly, and targets relating to the difficulty of books and amount of reading are set for each student. When students have finished a book they complete an online quiz which tests their comprehension.

Useful materials and websites

Lister Community School Library: the library contains a wide selection of books on the Accelerated Reader scheme, including fiction and non-fiction.

Accelerated Reader

Home Connect

Parental involvement

Parents can help by encouraging students to read at home. Setting aside a regular time, e.g. just before bed-time, can often be helpful. Talking about the choice and content of a book is also very helpful. Parents can log onto Home Connect to see how students are doing on Accelerated Reader.

Reading Grid

14

Subject: Mathematics

Key Staff: Mr WH Chowdhury, Ms M Brown, Ms F Begum, Mr K Miah, Ms A Tulsie, Mr J York, Mr

K Vora, Ms A Morjaria

Key skills Mathematics is an interconnected subject in which pupils need to be able to move

fluently between representations of mathematical ideas. The programme of study for

key stage 3 is organised into distinct domains, but pupils should build on key stage 2

and connections across mathematical ideas to develop fluency, mathematical reasoning

and competence in solving increasingly sophisticated problems. They should also apply

their mathematical knowledge in science, geography, computing and other subjects.

Decisions about progression should be based on the security of pupils’ understanding

and their readiness to progress to the next stage. Pupils who grasp concepts rapidly

should be challenged through being offered rich and sophisticated problems before any

acceleration through new content in preparation for key stage 4. Those who are not

sufficiently fluent should consolidate their understanding, including through additional

practice, before moving on.

Working mathematically

Through the mathematics content, pupils should be taught to:

Develop fluency

consolidate their numerical and mathematical capability from key stage 2 and

extend their understanding of the number system and place value to include

decimals, fractions, powers and roots

select and use appropriate calculation strategies to solve increasingly complex

problems

use algebra to generalise the structure of arithmetic, including to formulate

mathematical relationships

substitute values in expressions, rearrange and simplify expressions, and solve

equations

move freely between different numerical, algebraic, graphical and diagrammatic

representations [for example, equivalent fractions, fractions and decimals, and

equations and graphs]

develop algebraic and graphical fluency, including understanding linear and

simple quadratic functions

use language and properties precisely to analyse numbers, algebraic

expressions, 2-D and 3-D shapes, probability and statistics

Reason mathematically

extend their understanding of the number system; make connections between

number relationships, and their algebraic and graphical representations

extend and formalise their knowledge of ratio and proportion in working with

measures and geometry, and in formulating proportional relations algebraically

identify variables and express relations between variables algebraically and

graphically

make and test conjectures about patterns and relationships; look for proofs or

counter-examples

Mathematics

15

begin to reason deductively in geometry, number and algebra, including using

geometrical constructions

interpret when the structure of a numerical problem requires additive,

multiplicative or proportional reasoning

explore what can and cannot be inferred in statistical and probabilistic settings,

and begin to express their arguments formally

Solve problems

develop their mathematical knowledge, in part through solving problems and

evaluating the outcomes, including multi-step problems

develop their use of formal mathematical knowledge to interpret and solve

problems, including in financial mathematics

begin to model situations mathematically and express the results using a range

of formal mathematical representations

select appropriate concepts, methods and techniques to apply to unfamiliar and

non-routine problems

Term

Setting In the Mathematics faculty students are set.

The students are not fixed into a group, their group is subject to change up to three

times a year based on tests completed over the academic period.. This will usually be at

the beginning of each term.

Autumn Term

Curriculum 1 Curriculum 2 Curriculum 3 Curriculum 4

Number

Structure

and Calculation

Algebra:

Notation and

Vocabulary

Algebra:

Equation and

Inequalities

Algebra:

Graphs

Data: Statistics

Data:

Probability

Structure

and Calculation

Notation and

Vocabulary

Equation and

Inequalities

Graphs

Probability

Structure

and Calculation

Equation and

Inequalities

:

Graphs

Structure

and Calculation

Spring Term

Algebra:

Sequences

Geometry:

Properties and

Construction

Number:

Measures and

Accuracy

Geometry:

Mensuration

and Calculation

Ratio and

Proportion

:

Sequences

Properties and

Construction

Measures and

Accuracy

Mensuration and

Calculation

Proportion

Construction

Mensuration and

Calculation

Proportion

Construction

Mensuration and

Calculation

16

Summer

Term

Algebra:

Notation and

Identities

Number

Percentages,

terminating

decimals and

Fractions

Geometry:

Vectors

Notation and

Identities

Percentages,

terminating

decimals and

Fractions

Vectors

Percentages,

terminating

decimals and

Fractions

Vectors

Percentages,

terminating

decimals and

Fractions

Vectors

17

Assessment Students are tested once every half term.

Autumn 1 test is a topic test on Number Structure and Calculation.

Students are set into groups for the first time at this point based on their key stage 2

entry results.

Autumn 2 test is a test for the entire term

Student groups are reset at this point based on their progress for the beginning of

Spring Term.

Spring 1 test is a topic test on “Algebra Solving Equations and Inequalities” and

“Geometry: Angles” for higher students. For foundation students, it is on “Geometry:

Angles”.

Spring 2 test is a test covering all the topics for both terms.

Students are set into groups for the final time to be implemented by the beginning of

the summer term.

Summer 1 test is a topic test on “Statistics” for foundation students and “Statistics and

Probability” for higher student.

Summer 2 test is an end of year exam based on all the topics covered for the entire

year.

What can be

done at home

to help?

There are websites/books as explained below that can help parents/carers; further their

child’s education;

Lister already pays a subscription to websites and the books are available from here as

well;

1. MyMaths www.MyMaths.co.uk

MyMaths provides a fully interactive online learning resource suitable for all ages and

abilities right up to A-level. It can be accessed from school, home, phones and even

when on holiday.

Students receive homework on a weekly basis in Mathematics. The homework should

take an hour.

In the mathematics faculty we use a website called “MyMaths”, this can be used as

a revision resource as well as a practice base and not just for homework. Each piece

of work set is accompanied by a lesson which students can do independently first or

they can be helped by an adult before attempting the homework.

MyMaths is full of interactive lessons, games and worksheets it allows students,

parents and carers to track and monitor their own progress effectively.

MyMaths is very versatile as it records and gives students all results in real time;

therefore allowing students to redo or practice more without the need for waiting for

Mathematics Assessment

18

results. MyMaths is unique as it generates different questions every time you attempt

any piece of work. Each student has been supplied with their own unique username

and password.

Below is the school login and password; this will take them to their own portal login

screen;

School Login: lister Password: Pentagon

2. Mathswatch www.mathswatchvle.com

Mathswatch is a resource available to students; it allows

Them to revise every topic as a teacher would at the board

Students can watch three very experienced teachers; teach… with the

convenience of pausing, forwarding and rewinding therefore allowing students to

learn at a pace convenient to their needs.

Every clip builds a topic up to exam standard questions for students to do –

because we all know that to be good at Mathematics, a student has to do it and

not just watch it.

Mathswatch can be accessed form school, home or even your phone.

Students have their own unique usernames for this website as well

Centre ID: lister (no capitals) Password: lister2015 (no

capitals)

(Please be aware the centre ID and password is case sensitive.)

3. Year 8 Maths Revision Guides & Workbooks

Revision Guides

This fantastic Study Guide explains everything students need to know for Key

Stage Three Maths — it’s all fully up-to-date for the new curriculum from

September 2014 onwards

There are two tiers available one for higher and foundation students. Every topic is

explained with clear, friendly notes and worked examples, and there’s a range of

practice questions to test the crucial skills. We’ve also included a digital Online

Edition of the whole book to read on a PC, Mac or tablet — just use the unique

code printed at the front of the book to access it.

Workbook

This workbook is packed with essential KS3 Maths practice questions – all fully up

to date with the new curriculum.

Both can be purchased from the school through your child’s Mathematics teacher.

A letter can be found on the Lister school website.

4. E-maths www.emaths.co.uk

E-maths is a good resource for exams. It is particularly useful for end of year exams

as opposed to Autumn and Spring Exams.

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Extra-

Curricular

UKMT

The UKMT organises national mathematics competitions and other mathematical

enrichment activities for 11-18 year old UK school pupils. They were established in 1996

and last academic year over 600,000 pupils from 4,000 schools took part in the three

individual challenges, the UK's biggest national maths competitions. Each challenge

leads into a follow-on Olympiad round and we run mentoring schemes and summer

schools for high performing students as well as training the team of six to represent the

UK in the International Mathematical Olympiad.

In year 7 we have 30 of our brightest mathematicians compete in the Junior UKMT

competition, which will take place in April 2015.

Key Projects Alongside the curriculum the mathematics department seeks to strengthen our

mathematician’s numeracy, reasoning and problem solving skills by running projects

every half term. The table below shows how we aim to complement the student’s

curriculum every half term.

Autumn Spring Summer

Investigation

Symmetry

Corner to corner

Fire Hydrant

AQA

Problems

3 per

term

2 per

term

3 per

term

2 per

term

2 per

term

3 per

term

Numeracy

Maths Box (Weekly)

A short quiz that utilises student’s mental math skills.

Useful

websites and

Resources

Websites to help students on difficult topics:

www.bbc.co.uk/schools/ks3bitesize/maths/

www.mrbartonmaths.com/pupils.htm

www.teach-maths.co.uk/page359a.html

www.kangaroomaths.com/kenny3.php?page=KassessKS3

www.suffolkmaths.co.uk/pages/1RevisionKS3.htm

www.waldomaths.com/

Please see the; “What can be done to help at home.” Section as well.

20

Understanding the laws of nature.

Subject:Biology, Chemistry, Physics

Key staff: Mr O Hawkins (Head of Faculty)

Key skills:

-Scientific attitudes -Experimental skills and investigations -Analysis and evaluation -Measurement

Term

Autumn Term Autumn I P3- Waves - Observed waves - Sound waves - Light waves Main focus on developing understanding through investigation of the following: Waves, Vibrations and energy transfer, Loudness and pitch, Detecting sound, Echoes and ultrasound P4- Electricity and electromagnetism - Current electricity - Static electricity - Magnetism Main focus on developing understanding through investigation of the following: Circuits and current, Potential difference, Series and parallel , Resistance, Magnets and magnetic fields, Electromagnets, Using electromagnets Autumn II C4/5- Chemical reactions/ acids and energetics -Representing chemical reactions - Investigating combustion, thermal decomposition, oxidation and displacement - Catalysts - Energetics - Acids and bases - Neutralisation reactions

Science

21

Main focus on developing understanding through investigation of the following: Acids and metals, Metals and oxygen, Metals and water, Metal displacement reactions, Extracting metals, Polymers, Acids and alkalis, Indicators and pH, Neutralisation, Making salts, Energy in reactions.

Spring Term Spring I B4- Photosynthesis and respiration -Diffusion - Photosynthesis - Respiration Main focus on developing understanding through investigation of the following:: Photosynthesis, Leaves, Plant minerals, Chemosynthesis, Aerobic respiration, Anaerobic respiration P5- Matter - Conservation of mass - Density of materials - Brownian motion - Diffusion Main focus on developing understanding through investigation of the following: Kinetic particle theory of solids, liquids and gases. Spring II C5- Earth and Atmosphere -Structure of the Earth -Rock cycle -Carbon cycle - The Earth’s atmosphere - Human impact Main focus on developing understanding through investigation of the following: The Earth and its atmosphere, Sedimentary rocks, Igneous and metamorphic rocks, The rock cycle, The carbon cycle, Climate change, Recycling. P6- Space - Gravity - Scale - The Earth’s orbit Main focus on developing understanding through investigation of the following: The night sky, The Solar System, The Earth, The Moon, gravitational forces.

Summer Term B5- Mechanisms of inheritance - Mechanism of inheritance

22

- Variation - Natural selection Main focus on developing understanding through investigation of the following: Competition and adaptation, Adapting to change, Variation, Continuous and discontinuous, Inheritance, Natural selection, Extinction B3- Reproduction - Reproduction in humans - Reproduction in plants Main focus on developing understanding through investigation of the following: Reproductive systems, Fertilisation and implantation, Development of a fetus, The menstrual cycle, Flowers and pollination, Fertilisation and germination, Seed dispersal

Useful materials and websites

http://www.bbc.co.uk/education/subjects/zng4d2p http://www.rsc.org/periodic-table http://www.iop.org/education/student/index.html http://www.rsb.org.uk/students

23

Subject:

Computing/ICT

Key staff: ICT staff

Key skills The curriculum in Year 8 will build on the students’ knowledge of databases and how

they work, database management is a key skill required in the modern

ICT/Computing industry as it builds on the understanding of fields and data

structures.

The curriculum will also cover the skills needed to understand how the modern day

computer works, building on computational thinking and problem solving through the

programming unit at the end of the year.

Term 1 Databases – here students will learn what a database is and why they are needed.

Students will then create their own databases understanding what the key features

are of the software package MS Access.

Students will create tables, queries, reports and macros.

Term 2

Understanding Computers - here students will be learning how computers work, the

key features to a computer system and what the processes are in order to design a

computer system. This unit will get students to think about the need of a computer

system and all the systems that they currently use knowingly or unknowingly.

Term 3 Python programming.

Python is a text based programming language where students will learn the syntax

required to write computer programs.

The course will cover areas such as Strings, Integers, Functions, Variable and Lists.

It is expected that at the end of the unit, students will possess the ability to program

simple programs with ease

Key projects

Useful materials

and websites

http://www.learnpython.org/

www.teach-ict.com

Extra-Curricular

Computing

24

Subject: Creative

Arts

Key staff: Ms R Jones (Faculty Leader), Ms M Mortimer (2nd in Faculty)

Key skills 3 min sketching, thinking hats analysis, research, colour paper collages,

simplification, design ideas, development, testing, making and evaluation

2d and 3d design and laser cutting, design brief, specification, product analysis,

design ideas, development, testing, make, evaluation

Term

Autumn Term Colour and pattern stencil design Textiles

Wooden box DT

Spring Term Colour and still life Art

Light project DT

Summer Term Phone case Textiles

2d design skills DT

Key projects

Useful materials

and websites

Powerpoints, graphics sheets, exemplar folders

Extra-Curricular N/A

Creative Arts

25

Subject:

Drama

Key staff: Amy Haynes (Faculty Leader for Music & Drama), Vanessa Naraine (Acting

Head of Drama)

Key skills Students will explore a range of texts such as newspaper articles, fictional prose and short

scripts. They will also utilise non-fictional photographs, famous landmarks and stage

directions in order to create sustainable, believable characterisation, plot, content and

forms of Drama.

They will develop their groupwork, creativity, self-esteem and leadership skills as they aim

to empathise with different characters and devise imaginative scenarios.

As this year is largely text based, students have the opportunity to develop their literacy

skills through theoretical approaches to drama such as writing in role, role on the wall and

analysing a script.

Characterisation, Morphing, Cliffhangers, Berkoff Wall, Narration, Creating Atmosphere,

Building Tension, Staging, Hotseating, Conscience Alley.

Autumn

Term

Exploring Text - The Fog - 7-8 weeks

The students develop stereotypical Year 10 characters which they must sustain

throughout the scheme. Based on a true story, students are guided through storytelling,

teacher-in-role and exploration of ‘real-life’ events, students follow the journeys of

students who set out on a walk and became lost in ‘The Fog’.

Transferrable Skills Taught - Analysing and annotating a script/poem, leadership skills,

responding quickly to stimulus, groupwork.

Drama Skills Taught - Developing & sustaining a character, triggers & transitions, creating

cliffhangers, hotseating.

Conflict Resolution - The Party - 7-8 weeks

This scheme is based on a short story which explores the isolation of a character by her

peers. Students will empathise with the isolated character and try to resolve the

dispute/differences in opinion between the child and her peers. They will also explore

reasons as to why the child may be left out and understand why it is wrong to judge a

person based on physical appearance alone.

Transferable Skills Taught - Empathy for others, caring within the community, using

proxemics to assess relationships, understanding the differences between a person’s

inner and outer beings.

Drama Skills Taught - Proxemics, Staging, Role on the wall, Hotseating, defining status

through performance.

Summer Term Victorian Melodrama - 6 weeks

Drama

26

Students are introduced to stock characters; wicked villains, high-minded heroes and pure-

hearted heroines and will explore lurid tales of ruined abbeys, dark dungeons and

mysterious temples. They will understand that from 1800-1900 people used the theatre to

escape the monotony of their working lives through gasping and weeping at themes that

touched ordinary people.

Students will learn a basic Melodrama inspired script in order to ‘WOW’ their audiences

through exaggerated acting.

Transferrable Skills Taught - Rehearsing and memorising a script, Historical context

(Victorian), Public Speaking (voice projection).

Drama Skills Taught - Escape from real life, Create Sensational Plots, Appeal to an

audience’s emotions, devise a happy ending, exaggeration of Body Language and Voice.

Responding to Stimulus - Pictures - 7-8 Weeks

Each lesson students are shown a picture, perhaps from a newspaper article or of a famous

monument and are asked to create dramatic responses to them. They must think about

viewing the pictures from different perspectives i.e. the photographer, the characters in the

photos or those not captured but still present. Scenes are created which aim to bring the

images to life using narration and dialogue.

Transferrable Skills Taught - Interpreting images, Critical thinking, Shifting perspective,

leadership, confidence, emotional expression.

Drama Skills Taught - Marking the moment, cross-cutting, creating an element of surprise.

Spring Term Responding to Stimulus - Kinaesthetically

A continuation from the topic explored last term, students are able to now learn to respond

to different forms of stumuli including props, video clips, stage directions, movie trailers

and themes.

Students will be expected to develop striking, visually pleasing pieces of drama using the

stimulus to inspire them and the learnt tools to devise them. More emphasis will be placed

on staging work and including more movement which is a requirement at GCSE level.

Transferrable Skills Taught: Expressing opinions, Sharing Ideas, Leadership, Creativity,

Understanding Stage Directions, Expression through Movement.

Drama Skills Learnt: Narration, Personification, Characterisation, Performance Skills,

Movement.

Comedy - Master and Servant - 7-8 Weeks

The main focus of this scheme is the attention to detail needed for successful mime.

Using the story of the ‘Pickled Walnuts, the tale is split up into sections and further broken

down to explore the levels of thought needed in planning a mimed story.

27

Students are taught comic acting by way of styles of walking, speaking ‘jibberish’ and

exagerrating movement and facial expressions.

Transferrable Skills Taught: ‘Chunking’ (Breaking down main objective into smaller,

achievable objectives, Interpreting Facial Expressions and Body Language, physical

communication.

Drama Skills Learnt: Comedy acting, Asides, Slow-motion/fast-forward for comic effect,

comic timing.

Key projects BRIT School Project

Newham Schools Festival - In conjunction with Theatre Royal Stratford East.

Useful

materials

and

websites

http://www.bbc.co.uk/schools/gcsebitesize/drama/

Extra-

Curricular

Drama Devising Workshop - Wednesday Lunchtime 12:30-1pm

Practical Exploration - Friday 3pm-4pm

28

Subject:

Geography

year 8

Key staff:

Gary Caswell, Amina Yasmin, Marilyn Legolie, Madeline Weeks, Rashed Sharif

Key skills

Locational Knowledge, Place Knowledge, Human Processes, Interpretation, Presenting

Data, Map Skills (Graphicacy)

Term Key topics: Population, Crime, China

Autumn

Term

Population

Pupils begin by exploring past and present global population trends; looking at population

change, distribution and density. They then move on to the more difficult task of

discovering reasons to explain the trends they find. Pupils will be able to explain how

economic development, technological change and education can affect natural

population change. The second half of the unit looks at introducing pupils to the concept

of state sponsored birth control with an in-depth study of China’s One Child Policy. The

final few lessons will focus on the different forms of migration, these lessons seek to

challenge pupils to form their own opinions on the positives and negatives impacts of

migration.

Spring Term Crime

A favourite amongst students, this unit explores the relationship between crime and

space. Students are challenged to identify the links between crime and the environment

i.e. how does the environment influence the type of crime and vice-versa. Pupils search

for answers surrounding the motives for crime and methods of reducing the rates of

crime. Pupils learn key graphicacy skills when mapping crime and begin to understand

how new technologies like GIS are beginning to play a key role in the fight against crime.

The final part of this unit gives pupils the opportunity to carry out a local crime

investigation which offers pupils a great chance for some learning outside the classroom.

Summer

Term

NEW: China

The contents for this unit are still to be confirmed.

Key projects Local Crime Investigation: Pupils visit the local area with a Police Support Officer to

investigate levels of physical ( e.g. vandalism) and social (e.g. homelessness) disorder.

Useful

materials

and websites

Geog.2 3rd Edition Texbook

http://www.bbc.co.uk/education/subjects/zrw76sg

http://www.geographyalltheway.com/ks3_geography.htm

Humanities - Geography

29

Power to the People: Does protest make a difference?

Subject: History

Key skills:

Significance

Causation

Consequence

Change/Continuit

y

This scheme looks at popular uprisings throughout History. Students are asked to

question whether these events managed to change History or if there were other

factors that led to change.

In Term One students look at the Peasant’s Revolt, one of the first major uprisings

in Britain. After the Peasant’s Revolt the institution of Serfdom began to slowly wane

as Peasants demanded more rights.

Students are asked whether it was the protest that led to the downfall of Sefdom or

whether greater structural forces such as the monumental impact of the Black Death

led to change

The Civil War

Students then look at the Civil War, the first, last and only popular uprising against

an English monarch that led to Britain's first, last and only republican Government

(and the only incidence of popular regicide to occur in English history). Although this

Government lasted only 11 years, students are asked to question how this may have

impacted the relationship between the monarch, Parliament and the people in the

decades and centuries to come

Transatlantic Slavery

Students begin with a challenging enquiry into the reasons why Slavery became the

dominant economic model of the 18th and 19th Century before looking at the efforts

to abolish it.

Students will have to consider whether it was popular protest in England and Slave

Rebellions in the Caribbean that led to change or was it simply that the

mechanisation experienced as part of the Industrial Revolution made forced labour

redundant as an economic model as machines replaced human labour

Gandhi and the Salt March

Gandhi's salt march was an act of Civil Disobedience on a scale not previously seen

in a British Colony. Through refusing to pay the Salt Tax, Indians of the British Raj

were saying that they were fed up with the yoke of British Imperialism.

It was a further 17 years before India finally gained its independence. Was the Salt

March the event that set the ball rolling on Indian Independence or did Britian’s

changing place in the world mean that an overseas empire became more of a

burden than a benefit?

Humanities - History

30

Protest Movements of the 1960’s

The 1960’s were a time of immense social and political upheaval. Old societal norms

were being broken down by the Hippy Movement: Drugs, casual sex and the ‘drop

out’ culture was seen as a national crisis in the US and other western democracies.

People around the world were disillusioned with the corruption of political leaders

and the demands of modern society.

Music, art and cinema cast a critical eye on the prevailing social and economic

orthodoxy of the time.

Did any of this have a lasting impact or did the Hippy’s all grow up and get jobs like

the rest of us? If they did, then how did this affect society 20 or 30 years later.

Term Key topics

Autumn Term Peasant’s Revolt

Civil War

Spring Term Slavery

Summer Term Gandhi

Protest in the 60’s

Key projects

Useful materials

and websites

The Peasant’s Revolt:

http://www.bbc.co.uk/bitesize/ks3/history/middle_ages/peasants_revolt/revision/1/

The Civil War:

http://www.bbc.co.uk/bitesize/ks3/history/tudors_stuarts/charles_i_civil_war/revision/

8/

The Campaign to Abolish Slavery: http://www.bbc.co.uk/education/topics/z2qj6sg

Gandhi

http://www.bbc.co.uk/education/clips/z7v2n39

The Hippy Movement:

http://all-that-is-interesting.com/a-brief-history-of-hippies (watch the video, look at the

pictures)

31

Subject: RS Key staff: Humanities Faculty

Key skills Independent thinking, Critical Analysis, Causation, Literacy, Maths, Debate, Argument

formulation, Textual Interpretation

Term Key topics: Rights of Passage, Religion and Food, Religions of India

Autumn

Term

Unit 1 - Rights of Passage

Students explore rites of passage for young people in the 6 main world faiths. Students

develop skills of comparison and textual analysis by inferring meaning hidden in core

religious texts.

Spring

Term

Unit 2 - Religion and Food

Students explore religious communities and traditions through the window of the food they

eat. We discuss how these rituals came about and what significance they hold for the

members of religious communities today.

Summer

Term

Unit 3 - Religions of India

Students study the history of religion in India from the origins of Zoroastrianism and it’s

similarities to Hinduism to the spread Buddhism onto the introduction of Islam and the rise

of Sikhism. Students will study how these religions spread throughout India and consider

key similarities and differences. Students will then consider how religious differences have

fueled conflicts within the region and how groups are working to avoid this today.

Useful

materials

and

websites

The Bhagavad-Gita For Children: and Beginners in Simple English - Dr.

Ramananda Prasad

http://www.bbc.co.uk/schools/religion/hinduism/

http://www.bbc.co.uk/schools/religion/buddhism/

http://www.bbc.co.uk/schools/religion/judaism/

http://www.bbc.co.uk/schools/religion/sikhism/

http://www.bbc.co.uk/schools/religion/islam/

http://www.bbc.co.uk/schools/religion/christianity/

https://www.truetube.co.uk/

Extra-

Curricular

Debate Club - Thursday after school .

Humanities – Religious Studies

32

Where a student has additional needs, an individualised timetable is devised. Below is an indication of some of the learning interventions that are on offer:

Subject: English, Maths, Science, Humanities

Key staff: Learning Support Team

English

Autumn Spring Summer

Fiction: Character Profiles

Poetry: Rhyme and use of humour

Fiction: Instructions

Media: Advertising, themes and persuasion.

Drama: Reading a play

Functional Literacy: Signs and symbols

Maths

Autumn Spring Summer

Number: counting, types, add, subtract and sequences

Shape: 2&3D, sorting, position and classify

Data Handling: Collect and display

Measures: comparing size, time

Number: Multiplying, dividing, money and fractions

Shape: area and perimeter

Science

Autumn Spring Summer

Human Anatomy Materials and their properties

Plant and animal habitats

Types of energy

The Earth Light Energy

Humanities

Autumn Spring Summer

Geography: making connections, planning a journey

Geography: Exploring England

History: The passage of time World war 2

Religious Education: Signs and symbols

Religious Education: Different people and living together

Useful materials and websites

www.Mymaths.co.uk , www.teachingideas.co.uk , www.primaryinteractive.co.uk , www.topmarks.co.uk , http://resources.woodlands-junior.kent.sch.uk

Extra-Curricular Lunchtime Homework Club - Supported

Inclusion

33

Subject: MFL Mrs Bongout, Miss Telfer, Mr Jean Marie Ruffe, Miss Gao, Miss Borges Da Silva, Miss

Serrec and Miss Baxendale

Key skills Students learn the subject through practising their reading, listening, speaking and

writing skills. The students will revise most of the topic they have learned in year 7

. They will consolidate their knowledge of the three tenses in TL.

Throughout the year the following key skills will be taught and extended from previous

years:

· Reading skills: they will look at authentical material and learn how to look for

cognates, keys words, recognise tenses and time frame.

· Listening skills: they will watch videos, listen to tapes, songs in TL and start taking

part in role plays

· Collaborative learning

· Speaking skills: They will revise keys questions and how to answer them. They will

also how to extend their answer in TL, use opinions. tenses and most of all use the

correct intonations when speaking in TL.

· Writing skills: They will start 4 to 6 sentences in TL from memory. so at the end of the

year they could write longer pieces of writing in TL. They will use writing frame to

extend their writing when needed.

· Assessments and learning objectives will incorporate the new GCSE specification so

they can familiarise themselves with the new GCSE.

Term Students in year 8 have 2 50 minute Language lesson during the week. Most of the

students keep a language in year 10 and 11 so they can apply to go to university.

The grades in MFL have been improving since 2013.

Setting The students are taught in a MFL classroom when possible but during a lesson the

students will either work in groups of 4, in pairs and by themselves. They co-teach and

access each other regularly throughout the lessons and the term. All lessons and

materials are planned to provide stretch and challenge to all students whilst keeping

lessons as inclusive as possible.

Autumn Term

1. 1

They are revising the daily routine and chores topic while working on their different

skills.

There are two assessment points:

1-progress review at half term

2- speaking and listening test

The students are being assessed on the quality of their progress and how well they are

developing their skills.

Autumn Term

1. 2

They will learn about hobbies and revising the three mains tenses in Tl.

There are two assessment points:

1-progress review at half term

2- writing and reading test

Modern Foreign Languages

34

Spring Term

2.1

They will learn about body parts and taking part in a role play in TL .

There are two assessment points:

1-progress review at half term

2- speaking and listening test

The students are being assessed on the quality of their progress.

Spring Term

2.1

Summer Term

3.1

Summer Term

3.2

Students will learn about holidays.

There are two assessment points:

1-progress review at half term

2- speaking and listening test

Students will learn about school and future plans.

There are two assessment points:

1-progress review at half term

2- writing and reading test

Students will learn about leisure, fashions and cultural aspects of France, Spain and

China.

There are two assessment points:

1-progress review at half term

2- speaking and listening test

What can be

done at home

to help?

Parents can help by ensuring that students are completing their homework on time and

to a good standard. They can also ensure that students are revising even when they

don’t any homework set.

At the end of each term students are having end of unit test, so parents can help by

making their child read aloud the vocabulary written in their book and doing dictation so

their child learn the spelling of keywords.

Moreover they could buy a dictionary in the TL and a revision guide which will be used

up to year 11.

Extra-

Curricular

We are planning on developing an link with school in Spain and in France.

We are hoping to have at least a day trip to France in 2016.

35

Subject: Music Ms Haynes, Ms Hendy, Ms Chapman, Mr Morgan

Key skills Students learn the subject through the learning and playing of instruments during the

lesson. The students have been learning these instruments from the previous year and

will be focusing on improving their skills.

Students will learn collaboratively in groups but the assessments will vary from solo

performance to group performances and compositions.

Throughout the year the following key skills will be taught and extended from previous

years:

· Instrumental technique-varying levels depending on the individual.

· Reading staff notation -pupils have previously been introduced to this skill and should

now be able to read music quickly in the appropriate clef for their instrument.

· Learning pieces and working towards solo performances. More advanced students

should be aiming to play music of Grade 1+ equivalent.

· Independent self-managing and study through their own practice.

· Participating in group rehearsals independent of the teacher.

· Collaborative learning.

· Playing by ear.

· Improvisation -starting to become aware of harmony and basic chord types.

· Assessing their own and others playing.

· Listening to and discussing music using relevant vocabulary.

· Develop aural awareness.

Term Students in year 8 have one 50 minute music lesson during the week.

Some students also continue with the specialist curriculum in year 8 which allows

students an extra two lessons of music per week. In these lessons students are

exposed to a larger variety of music and activities and are committed to achieving

excellence.

Setting The students are taught in a Music classroom but during a lesson the students will

break into smaller instrumental groups and work with a specialist instrumental teacher.

All lessons and materials are planned to provide stretch and challenge to all students

whilst keeping lessons as inclusive as possible.

Autumn Term Solo Performance - Performing a solo piece on the student's instrument.

There are three assessment points:

1-progress review at half term

2- solo performance exam at the end of term

3-aural analysis assessment at the end of term

The students are being assessed on their own individual performance. Marks allocated

for the practical are based on the level of demand, accuracy, interpretation and

technique of the music.

Music

36

Spring Term Ensemble Performance - Performing a piece of music with a small group of musicians

from the class.

There are three assessment points:

1-progress review at half term

2- ensemble performance exam at the end of term

3-aural analysis assessment at the end of term

The students are being assessed on how they play their individual part within the

ensemble and how they interact as a member of the group. Marks allocated for the

practical are based on the level of demand, accuracy, interpretation and technique of

the music.

Summer Term Improvisation - Students will perform a piece of music within a small group with a large

focus on improvisation. This is the skill of creating music in real time.

There are three assessment points:

1-progress review at half term

2- final performance with an improvisatory focus exam at the end of term

3-aural analysis assessment at the end of term

The students are being assessed on their delivery of the written music and their own

individual improvisation. Marks allocated for the practical are based on the level of

demand, accuracy, interpretation and technique of the music.

What can be

done at home

to help?

Parents can help by ensuring that students turn up to every music lesson with the

correct equipment. All students are supplied with an instrument and a music booklet

which is required every lesson.

Parents can also encourage students to practice at home and to join one of the many

music groups that run within the school. (see the extra-curricular section)

The department runs lots of trips for students to experience new music, watch world

class concerts and take part in events. We would encourage all students to take up

these fantastic opportunities and we would appreciate the support and encouragement

from the parents too.

Extra-

Curricular

All students can sign up for individual instrumental lessons given by one of our many

visiting tutors. Lister provide the following tuition: Piano, Saxophone, Clarinet, Flute,

Trumpet, Trombone, Violin, Viola, Cello, Double Bass, Drums, Guitar and Singing.

Lister also run a wide selection of music groups which are open to all students to join.

They encompass a range of musical styles and genres and are run before school, at

lunchtime and after school so that anyone can take part. Bands include Rock band,

Jazz band, Orchestra, Concert band, String quartets and Choir.

37

Subject: Physical Education and Dance

Key Staff: Mr Muscat, Ms Coke, Miss Lungu, Mr Hartop, Mr Rashid, Mr Gordon, Miss Moore

Key skills Students learn key skills in individual and team sports. In year 8 and 9 students at Lister

are encouraged to develop core practical skills for each subject area such as balance,

coordination and agility. They also are also expected to start making links with GCSE

components. This prepares students to respond to and have a better response when they

reach GCSE.

Similarly, to year 8 students acquire and develop new skills, in line with the National

Curriculum. Skills which include selecting and applying strategy into different game

situations and sports, understanding how to evaluate and improve performances and have

a knowledge and understanding of health and fitness. Coordination, social interaction and

equipment handling skills are also developed. At this stage student are expected to use

key PE and Terminology. They must also begin to demonstrate this in how they speak in

class and also through set homework.

Term In year 8 and 9 students complete one half term in each of the subject/sports

highlighted below.

Lessons are 1hr 40 mins.

Some students also have the opportunity to study additional PE and Dance in

specialist subject schools which allows students an extra 2 lessons of Physical

Education and or Dance on Theatre School Specialism. The aim being students

committing to continue in that subject at GCSE level in the future.

Setting Students are set in ability and taught in single sex. The faculty plan lessons to stretch

and challenge all students whilst keeping lessons as inclusive as possible.

PE & Dance

38

Autumn

Term

Basketball

(Boys)

1. Developing more advanced attacking/defending skills, and

using them in a game effectively.

2. Observing those skills and strategies and evaluating them

effectively using specific criteria provided.

3. Applying rules and demonstrating a keen regard for safety.

4. Working co-operatively in planning, performance and evaluative

work.

5. Understanding the principles of the game i.e. the scoring

system and roles of specific players.

6. Ability to referee a game and make decisions,

7. Use appropriate language from the curriculum

Dance

Year 8

1. Students learn about different dance genres,

2. Choreographing dances and developing motifs taught at GCSE.

3. Demonstrating and applying safe practice

4. Self and peer assessing,

5. Reviewing performances

6. Participating in a performance

7. The curriculum is based on Merce Cunningham’s theory of

‘Chance’ choreography for girls and boys the idea of using

‘stimulus’ were they create pieces inspired by sport.

8. Students begin to develop choreography vocabulary and also a

knowledge of dance pioneers.

Fitness 1. Students are taught the importance of fitness and aspects of

body conditioning. This unit aims to build on that knowledge so

that exercise will become an important part of the pupils’ lives

when they leave school. It also aims to give opportunities for

pupils to take responsibility for their own health and fitness.

2. Students participate and are assessed in leading warm ups,

planning and demonstrating various activities including cooper

test runs, circuits etc. In year 8 and 9 students are expected to

review and reflect on their performance in both written content

and also verbally using key terms.

Football 1)Students build on skills from the previous year. Skills including

passing, dribbling, control and turning, shooting, outwitting and

attacking in a game situation.

2)Students observe skills, strategies and evaluate them effectively

using GCSE criteria.

3) Applying rules and showing a keen regard for safety.

4) Applying and demonstrating principles of the game i.e. roles of

specific players.

5) Developing referring skills.

Netball

(Girls)

1) Students develop a range of passing, movement skills including

footwork & spacing, attacking & defending skills.

2) Adhering to rules of netball and developing within modified games.

39

3) Students apply complex strategies and demonstrate evaluating skills

effectively using GCSE criteria.

4) Applying rules and showing a keen regard for safety.

5) Applying and demonstrating principles of the game i.e. roles of

specific players.

6) Ability to take on the role of a referee.

Specialist

All above subjects/sports plus Cricket and Trampoline

On both PE Specialist and Theatre school year 8 students

introduced to more specific modules from GCSE PE and Dance.

Spring Term As above

Summer

Term

Cricket

1. Students are taught batting, bowling and fielding. In year 8 and 9

they are expected to develop their own style which demonstrates

all the technique learnt earlier.

2. They also work on strategy in a games for outwitting opponents,

striking the ball and score runs.

3. Students develop knowledge on accurately umpiring games and

demonstrate this.

4. Applying safe practice principles,

5. Understanding roles that make up a team,

6. Participating in a game.

Rounders

Athletics 1. Students accurately replicate running, jumping and throwing skills

and learn specific techniques for events in order to improve

performances. Students research and observe aspects of

technique and use the information to become more technically

proficient.

40

2. Students engaging in performing and improving their skills and

personal bests in relation to speed, height and distances.

Assessment In line with national curriculum and Lister policy

What can be

done at

home to

help?

can help by ensuring that students have the correct Lister PE kit and that they bring

this kit to every PE and Dance lesson.

in the instance that students are not able to take part in the practical aspect of PE

parents must give students a note to give to their PE teachers explaining reasons why.

The PE and Dance faculty prefer a doctor’s note in those situations. In those situations,

students should still bring in their kit in to change into.

encourage students to attend our extensive extra curriculum clubs and activities, at

lunch time and after school.

ensure that students complete all set homework.

promote physical activity at weekends and in the holidays- To maintain a basic

level of health, children and young people aged 5 to 18 need to do:

at least 60 minutes of physical activity every day – this should range from moderate

activity, such as cycling and playground activities, to vigorous activity, such as running

and tennis

on three days a week, these activities should involve exercises for strong muscles,

such as push-ups, and exercises for strong bones, such as jumping and running.

More information for parents can be found here:

http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-

people.aspx

http://www.webmd.boots.com/children/teen-health-directory

http://www.mentalhealth.org.uk/help-information/mental-health-a-z/e/exercise-

mental-health/

http://www.cdc.gov/physicalactivity/basics/children/index.htm

http://www.danceuk.org/healthier-dancer-programme/

Extra-

Curricular

Lister provides students with opportunities to many lunchtime and afterschool clubs

including:

Dance (contemporary, Street, Salsa, Tap and inclusion Cheer leading)

Trampoline,

Table Tennis

Basketball

Football

Cricket

Badminton

Wheelchair Basketball,

Netball,

Football

Rounders,

BMX and more

Lister competes to National Level in Football, Dance, Basketball and Cricket. Lister has

won many awards

Key Projects Please check the school website for PE and Dance fixtures and events

Every Child a Sports Person

41

Get Set (Olympics legacy)

Oriel Project (looking at the effects of the Olympics on children)

Royal Ballet School

Royal Opera House

Rock Challenge

Cheer and Dance

East London youth Dance company

Dare to dance

Let’s shine Mentorship

The Mayor’s Newham Carnival

The Mayor’s Holocaust Memorial event

Trinity Laban’s Blaze dance days

ReSTec

City Pitch

Arts Award

Duke of Edinburgh

Useful

websites and

Resources

http://www.brianmac.co.uk/index.htm

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

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/physical-

education-2009.html

http://qualifications.pearson.com/content/demo/en/qualifications/edexcel-

gcses/physical-education-2016.html

http://www.aqa.org.uk/subjects/dance/gcse/dance-4230

http://www.danceuk.org/

http://www.danceuk.org/resources/

http://www.thetimes.co.uk/tto/sport/

http://uk.reuters.com/news/sports

42

A special feature of the curriculum is the Specialist

Curriculum. Every week for four lessons Year 7s study

a range of additional subjects from the following:

Theatre, Art (including Pottery, Photography, Textiles

and Fine Arts), Mandarin, PE, Computing, Music,

Technology, Business Studies and Media. Having tried

each subject out once they make a decision about

where to specialise for the rest of the year. This is a

chance for students to take responsibility and model

the options process in Year 9.

The Specialist Curriculum

43

Year 7

Will do the year 9 SFL, plus they will work on promotion and product in more detail.

They will have a young apprentice theme throughout where they will have to come up with a

business plan and pitch their ideas in creative ways.

Students will visit the secret life of home exhibition to broaden their ideas about product

design and marketing.

Year 8

Will do the year 9 SFL, plus they will work on finance in more detail.

They will have a Dragons Dens theme throughout where they will have to come up with a

business plan and pitch their ideas in creative ways.

Students will visit the Bank of England to broaden their ideas about finance.

Year 9

Students in Business Studies will be looking at practical aspects of business.

There will be an enterprise theme running throughout, where they will design, market and sell

their own product.

They will also hold their own market stall exhibition and be visiting the brand museum and

other places to assist them along the way.

Business Studies Specialist Curriculum

44

Year 7

Will learn how to use various IT software to create a range of items needed for a company to run. Students will be given the opportunity to choose an industry that they wish to promote.

Students will create the following items to help promote their chosen industry:

A logo to represent their brand

A digital banner

A Poster

Conduct a survey

Transfer information to a database

Create a spreadsheet

Create a digital poster

Create a website with all the items created

All the items created are very important in business, by creating all these items students will have used software which is known as "industry standard". Year 8

Will be creating a board game, they will plan, design and create a board game and get it working on PC by programming it using software such as Scratch.

Students will have to think about all the board games that they have played. They will brain storm all the good and not so good features. This will allow ideas to be generated and character building. After creating a mock physical version and playing it, their game will then be transferred to an electronic version which they will have programmed.

Students will also be doing some programming in Python to create an encryption programme which will encrypt a message making it a secret.

Year 9

Will be planning, designing and creating a website. The website created can be of any kind and it is down to the student to decide. Students will have to create all the items that are placed on a website using industry standard software.

Websites created could be anything from a shopping style website to a football promoting website. The possibilities are limitless allowing each students to design something personal to them.

Computing Specialist Curriculum

45

We offer an exciting range of subjects in Creative Arts, and will visit a museum or art gallery as

part of the programme.

Art

Students will have opportunities to make graffito pictures, collages, paintings and 3d models and

work with clay to make fantastic tiles and coil pots. They will develop their drawing and painting

skills to a very high standard to prepare them for GCSE.

Textiles

Students learn printing with ink on fabric, they will learn to use batik techniques and tie dye to

make purses and cushions. They will use hand and machine embroidery techniques to embellish

their work and learn simple construction.

Design and Technology

Students use 2d and 3d software to create keyrings and products on the laser cutter, they use

hand and machine tools and the vacuum former to create wooden toys and products to a very

professional standard.

Food

Students will learn to cook simple savoury and sweet dishes using our modern, well equipped

kitchen.

Photography

In year 9 students can pick photography as an option. They learn to use both digital and darkroom

techniques and learn to roll film, take expert photographs in black and white and colour and

develop and print their own photographs using our darkroom.

Year 7

Term 1

The students are put into 5 groups. Each group has 4 consecutive lessons on one day.

We start the units with research and investigation of an artist. Then the students produce a range of outcomes based on the work of the artist, eg stencilled fabric cushions, hand and machine cut wooden puzzles, 3d construction.

Term 2 and 3

Creative Arts Specialist Curriculum

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Students rotate classes so each one has an experience of 3 different disciplines, in the last part of the summer term, students make products to sell at the school summer fair.

Year 8

The students remain in their chosen specialist group and rotate each term. They have a double lesson each week. This year the students are beginning to develop the skills and understanding that will prepare them for choosing an appropriate GCSE in year 10. Our projects are in line with GCSE format, and students rotate each term so they can choose an option at the end of the year.

Year 9

Students choose within the creative arts specialism. Students have a double lesson each week and the focus will be on embedding skills that are required for GCSE. The projects follow the GCSE format and the students remain in their chosen specialism all year.

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Lister offers you the most spoken language in the world!

Year 7

Understand the beauty of

Chinese characters;

Introduce your family members

in Mandarin.

Learn about Chinese culture

and food.

Learn how to talk about school

subjects in Mandarin (Chinese)

Year 8

Understand and celebrate

Chinese festivals.

Describe your “pet dragon”

Talk about your holidays

Introduce your house to your

Chinese friends

Year 9

Learn Chinese calligraphy

Talk about shopping in Chinese.

Describe your hometown

Chinese (Mandarin) is now offered for GCSE at Lister!

China is now the world’s second biggest economy

Learning Chinese is a huge benefit in the world of work. Companies love it!

Can be combined with business studies GCSE for a real head start.

Lets you communicate with 1/5th of all people on Earth

Mandarin & Chinese Studies Specialist Curriculum

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Year 7

Make it like Spielberg

You will study, and then go on to create a range of movies, using the unique style of Stephen

Spielberg.

Year 9

Watching the Detectives

You will study TV Detective programmes, and then go on to create a range of still and moving

image promotional materials inspired by your research

Year 8

Graphic Detail

You will use Adobe Photoshop and Flash CS6 to create a range of graphics, posters and

animations

Media Specialist School

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As part of the Music Specialist School, students get access

to free one-to-one lessons on their chosen instrument and

get to work with a range of specialist teachers and visiting

professional musicians. They work as chamber groups,

bands and orchestras to perform and compose music in a

range of styles. They get to learn keyboard and ICT skills

in our suite of Apple Macs and can write and produce their

own tracks. Students get access to a range of exciting

workshops, day and

residential trips. This year’s opportunities included:

workshops with the National Youth Orchestra; residential

trips to Ireland, Cambridge and Oxfordshire; participating in

the MiSST concert at the Barbican and numerous trips to

concerts at venues such as the Southbank Centre.

Topics covered during years 7-9 include:

Solo performance

Orchestral

performance –

pieces have

included: Clean

Bandit’s ‘Rather

Be’; Grieg’s ‘In the

Hall of

the Mountain King’ and ‘Pirates of the Caribbean’

Chamber music (small group playing)

Music theory; aural training; listening and

appreciation

ICT – using midi

keyboards, Logic Pro X,

microphones to perform, compose and

record - past tasks have

Music Specialist School

Year 7 Specialist School Students practising some chamber music

Years 7-9 Music Specialist School students at the West Cork Chamber Music Festival 2015

Years 7-9 Music Specialist School instrumentalists and singers performing at the Barbican Concert Hall

To see what the Music Department have been up to find us

on twitter @listermusicdept or our website

https://listercommunityschoolmusic.wordpress.com/

FOR MORE INFO. ON JOINING OUR MUSIC

DEPARTMENT FAMILY PLEASE SEE MISS HENDY

sarah.hendy@lister.newham.sch.uk

Topics covered during years 7-9 include:

Solo performance

Orchestral performance – pieces have included:

Clean Bandit’s ‘Rather Be’; Grieg’s ‘In the Hall of

the Mountain King’ and ‘Pirates of the Caribbean’

Chamber music (small group playing)

Music theory; aural training; listening and

appreciation

ICT – using midi keyboards, Logic Pro X,

microphones to perform, compose and record -

past tasks have included: realising a piece by

Avicii; composing a pop piece in A minor

Singing performance and songwriting

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Year 7

In Year 7 Theatre School Specialism students are taught a range of topics from Devising Ghost

Stories to Creating Masks and Performance. Students are given an in-depth, first-hand experience

of the Theatre World including working with directors, actors, make-up artists and professional

technical in lessons as well as performing on the stages of real, well established stages.

Key skills taught:

● Public Speaking

● Leadership Promotion

● Self-Esteem building

● Physical Theatre

● Mask work

● Creativity Inspiration

● Directing

● Acting

Opportunities/projects:

● Performance at BRIT School

● Working with Professional actors and directors from West End Theatres such as ‘The Old

Vic’

● Stage Make-up Master-class

● Several chances to see live West-End Theatre performances throughout the year e.g.

Charlie & the Chocolate Factory.

● Devising and producing a Musical Production

Year 8

In Year 8 Theatre School Specialism offers students the chance to experience the whole process

of staging their very own musical. Through studying all components of what it takes to make a

successful production. Students are not only taught how to sing, dance and act but also study

other aspects such as costume, set design, lighting and sound. The production is showcased in

the Spring Term.

Key Skills taught

● Singing

● Dancing

● Acting

● Costume design

● Set Design

● Audition Process

● Technical Aspects of Theatre

● The Professional Industry

Theatre Specialist School

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Opportunities/projects

● Arts Award Certificate

● Visiting and working in a real Theatre environment

● Being taught by Industry professionals

● Devising, Directing and Staging a Musical for an audience

● Watching West End Theatre

Having studied all 3 areas (Music/Drama/Dance/Tech) in our Year 9 our Theatre School

Specialism, students can begin to research a specific aspect of the subject in depth. They will

work on projects which lead to performance and be responsible for a particular aspect of it.

Students will have opportunities to work with professionals in their chosen aspect or all 3 if they

wish as well as visit theatres and participate in industry professional led workshops. This year

students can prepare for their GCSE option and become masters of the subject to ensure

success.

Year 9

Key Skills Taught

● Dance/Singing/Acting

● Market Research

● Time/cost management

● Technical Aspects

● Advertising/publicity

● Hair/Make-up/costume design

● In-depth study of a particular subject area

Opportunities/projects

● Perform in a production for paying customers

● Visiting and working in a real Theatre environment

● Being taught by Industry professionals

● Devising, Directing and Staging a Musical for an audience

● Watching West End Theatre

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Home Learning Expectations

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Monday Tuesday Wednesday Thursday Friday

PE: Outdoor Cricket Nets

Playground

PE: Outdoor Cricket Nets

Playground

PE: Outdoor Cricket Nets

Playground

PE: Outdoor Cricket Nets

Playground

PE: Outdoor Cricket Nets

Playground

Music: Feeling Music - Drunkworks (Deaf Support)

W101 (8-8.50am)

Music: Orchestra

W101 (8-8.50am) Music: Choir

W101 (8-8.50am)

Music: Concert Band

W101 (8-8.50am)

Music: Jazz Band (invite only)

W101 (8-8.50am)

AM

Table tennis

Playground Table tennis

Playground Table tennis

Playground Table tennis

Playground Table tennis

Playground

Dance: Year 9,10 & 11 GCSE

Dance Studio

Dance: Street Dance Boys (City Pitch)

Dance Studio

Dance: Years 7&8 (City Pitch)

Dance: Year 9 Mixed (City Pitch)

Dance Studio

Lunch

Music: Flute Choir

W101

Music: String Quartets

W101

English: Creative Writing Club

PE: Trampoline

Sports Hall

Music: Staff beginners

Music Dept.

PE: Boys Basketball (Y9-11)

Sports Hall

Music: Percussion Ensemble

Studio 2

PE: Girls Basketball

Sports Hall

Dance: Boys Only

Dance Studio

PE: Basketball Year 9/10&11

Sports Hall

Dance: INCLUSION Cheerleading

Dance Studio

PE: Basketball Club (Y7-8)

Sports Hall

Music: Theory

W101

Dance: Bhangra/Bollywood All Years

Dance Studio

Music: Girls Guitar Club

W102

Music: Homework Club

W102

Dance:KS3 Girls only

Dance Studio

Music: Music Tech Club

W102

Dance: KS4

Dance Studio

Dance: Rehearsals by Request

Dance Studio

PM

English: KS4 Homework Club (CY)

Music: E13 Winds

W101

Music: E13 Choir

W101

English: KS3 Homework Club

PE: Badminton (All Years)

Sports Hall

Extra-curricular Enrichment

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Music: E13 Strings

W101

Music: Big Bands

Studio 1 & 2

Music: E13 Guitars

W102

Debate Club: 3.15-4.15pm PE: GCSE Study

Gym or N008

PE: Basketball (Y7-8)

Sports Hall

PE: Girls Football (All Years) Astro

PE: Cricket Training

Sports Hall

Music: Rock Pop Bands

Studio 1 & 2

Dance: Intervention Year 11* H

Practice Room

PE: Boys Football (Y9-10)

Astro Humanities: Gardening Club

Dance: GIRLS STREET DANCE with Dare2dance

Dance Studio

Music: Folk Bands

W101

Dance: Street Dance

Dance Studio

Dance: Intervention Year 11

Dance Studio

PE: Boys Basketball

Sports Hall

Dance:Intervention Year 11

Dance Studio

PE: Basketball Training

Sports Hall

Dance: Lister Students Rehearsals

Dance Studio

PE: Boys Football (Y7-8) Astro

Dance: Primary School Club (City Pitch)

E13 Primaries

PE: Wheelchair Basketball Gym

PE: Girls Netball

Courts

Dance: Intervention Year 10*

Additional Non-timetabled Activities:

DofE Bronze Award

*Please ask your subject teacher for additional information about the timings and rooms of each session.

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The School Day Lister’s school day runs as follows: 8.30am: Tutor period 8.50am: Period 1 9.40am: Period 2 10.30am: Break 10.50am: Period 3 11.40: Period 4 12.30: Lunch 13.20: Period 5 14.10: Period 6 On Wednesday, there is a flexible period 6. Every fortnight there is a study skills period for all students. Every other week Year 7s have singing, and other year groups leave early. Updates to this information are shown on the website.

Tutoring & House System

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Tutoring and the House System Lister operates a “House” and vertical tutoring system, which we believe benefits your child in many ways. Your child is part of a tutor group which consists of children of all ages. The tutor groups are smaller than those in many schools and your child spends more time with their tutor who takes a very particular interest in your child’s educational progress. They are a strong link between home and school in supporting your child to achieve. Siblings are allocated to the same House but not to the same tutor group. Each of the houses is closely aligned with a curriculum area:

Galileo House

Science Faculty

Da Vinci House

Creative Arts and Modern Foreign Languages

King House

Humanities

Hawking House

Maths and Computing

Shelley House

English, Media and Drama

All students spend 20 minutes at the beginning of the day with their Tutor and the other students in their tutor groups. The following are some of the activities that students can expect to cover during their tutor times each morning:

House assemblies. Silent reading or paired reading ‘Thought for the Week’ where a current issue is discussed and debated prompting students to think

critically about the world around them and the social, moral, spiritual and cultural implications of different issues.

Reviewing issues and supporting students in terms of their learning, progress and behaviour at school.

Throughout the year students also spend time with their tutor time during their independent study period which takes fortnightly on a Wednesday afternoon.

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The House leadership team will be the main point of contact for you regarding your child and their time at Lister. Each member of the House leadership team has a particular role which is set out below:

Role House and Name Contact Details

Head of House: Will be focusing on your child’s achievement, developing their leadership ability and organising enrichment events for the House e.g. Inter-house debating competitions and Super Learning days.

Galileo Jo Lecky Joanne.lecky@lister.newham.sch.uk

Da Vinci Kate Naylor Kate.naylor@lister.newham.sch.uk

King Susan Skyers Susan.skyers@lister.newham.sch.uk

Hawking Laura Johnson

Laura.johnson@lister.newham.sch.uk

Shelley Tobi Adewale

Tobi.adewale@lister.newham.sch.uk

Pastoral Manager: Manages student behaviour and will be the first point of contact if you have concerns regarding issues like bullying or incidents that need to be followed up.

Galileo Tim Foley Tim.foley@lister.newham.sch.uk

Da Vinci Carla Colquhoun

Carla.colquhoun@lister.newham.sch.uk

King Albab Choudhury

Albab.choudhury@lister.newham.sch.uk

Hawking Mohammed Bolaji

Mohammed.bolaji@lister.newham.sch.uk

Shelley Segun Haughton

Segun.haughton@lister.newham.sch.uk

House Support Officer: First point of contact with attendance issues and student welfare. Can pass on messages to any member of staff for you.

Galileo Sharron Jackson

Sharron.jackson@lister.newham.sch.uk

Da Vinci Anaam Mirza

Anaam.mirza@lister.newham.sch.uk

King Tracey Bush Tracey.bush@lister.newham.sch.uk

Hawking Katie Salisbury

Katie.salisbury@lister.newham.sch.uk

Shelley Dawn Samuda

Dawn.samuda@lister.newham.sch.uk

House Direct Telephone Numbers

Galileo 020 8586 6094

Da Vinci 020 8586 6093

King 020 8586 6095

Hawking 020 8586 6097

Shelley 020 8586 6096

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