year 9 curriculum booklet
TRANSCRIPT
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YEAR 9
CURRICULUM INFORMATION
2016/2017
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Dear Parent/Carer Welcome to Park High School and the continuing partnership between you as parents, your child and the teaching staff. This curriculum guide outlines the course content of each subject your child has chosen to study for KS4 (GCSE/BTEC). Progress is monitored during Year 9 by individual subject teachers and the Year Team. There will be 3 Review Days this year on 17 November 2016, 8 February 2017 and 13 July 2017, when your child will be able to discuss their progress with his/her tutor based on progress checks completed by all subject staff. There will also be end of year exams; the outcomes of which will help your child target set for the rest of the academic year. You will be able to access further progress checks throughout the year (see Key Dates for more details). Do feel free to contact your child’s tutor if you require further information about his/her progress or if problems arise. Please encourage your son/daughter to maintain good working habits and come fully equipped for lessons with the basic equipment needed (pen, pencil, ruler and rubber). It is also important that you provide suitable conditions for home learning. The contact book is an essential document which you should check and sign regularly. This will also be checked and signed on a regular basis by your son’s/daughter’s tutor. It is designed for students to record details of home learning and any other essential information. It also contains useful information on teaching and learning. If you have any concerns about homework or other matters please contact your son’s/daughter’s tutor. The school provides many opportunities for students to get involved in extra‐curricular activities and a wide range of school visits. We hope that your child will get fully involved in these, because we believe they make an invaluable contribution to students’ personal development. At Park High School we value hard work, take pride in academic and enrichment activities and good discipline. We expect all students to give of their best. We look forward to a rewarding and supportive partnership between your child and you as parents and the staff of this school. This booklet will be available on our school website: www.parkhighstanmore.org.uk Any feedback on the contents of this booklet will be gratefully received. Yours faithfully Mrs C O’Dwyer Deputy Headteacher
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Contents
1. Key Dates page 3
2. Term & Holiday Dates page 4
3. Protocols for Contacting the School pages 5‐6
4. Important Contacts page 7
5. Head of Department Contacts page 8
6. Year 9 Curriculum page 9‐11
7. Engaged Learner page 12
8. Home Learning Engagement Criteria page 13
9. Habits of Mind (HOM) page 14
10. Overview of Year 9 Curriculum pages 15‐34
11. The Purpose of Revision pages 35‐37
12. Exam Tips pages 38‐39
13. Useful Information pages 40‐47
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Key Dates
5 September 2016 Year 9 Curriculum Evening
17 November 2016 Student Review Day 1
14 December 2016 PC1 Data available on line
8 February 2017 Review Day 2
8 March 2017 PC2 Data available on line
22 March 2017 Year 9 Parents’ Consultation (a‐e)
30 March 2017 Year 9 Parents’ Consultation (f‐j)
20‐23 June 2017 Activity Days
5 July 2017 PC3 Data available on line
13 July 2017 Review Day 3
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Term & Holiday Dates 2016/17
AUTUMN TERM 2016
Thursday 1 September Staff Development Day*
Friday 2 September First day of term for New Y7, Y11 & 13 students only
Monday 5 September First day of term for Year 8 to 10 students
Friday 23 September Staff Development Day*
Monday 17 October Staff Development Day*
Tuesday 18 October Staff Development Day*
Monday 24 October‐Friday 28 October Half Term Holiday (dates inclusive)
Friday 25 November Staff Development Day*
Wednesday 21 December Last day of the Autumn Term
SPRING TERM 2017
Thursday 5 January First day of the Spring Term
Wednesday 1 February Staff Development Day* Monday 13 ‐ Friday 17 February Half Term Holiday (dates inclusive)
Friday 31 March Last day of the Spring Term
SUMMER TERM 2017
Tuesday 18 April First day of the Summer Term
Monday 1 May May Day Bank Holiday
Monday 29 May – Friday 2 June Half Term Holiday (dates inclusive)
Friday 21 July Last day of the Summer Term
*Students are not in school on these days
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Protocols for Contacting the School
What to do if you have concerns about a subject
If you have a concern about a lesson or, your child’s progress within a particular subject,
then you should contact the subject teacher. The next stop is to contact the curriculum
leader and then the Head of Department. You may also wish to involve the tutor in
discussions about issues regarding a particular subject as they will have a clear over view of
your child’s progress.
SUBJECT CONCERN
CONTACT SUBJECT TEACHER
CURRICULUM LEADER
HEAD OF DEPARTMENT
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Protocols for Contacting the School
What to do if you have concerns that relate to outside of the classroom:
If you have any concerns the tutor should be your first point of contact. They will deal with
all initial concerns.
CONTACT TUTOR
DEPUTY HEAD OF YEAR/HEAD OF YEAR
ASSISTANT HEAD LINKED TO THE YEAR GROUP
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Contact details
It is very important to us as a school that we always have on‐going contact between home and school whenever issues arise which might affect your child’s learning at school.
In the first instance, we ask you to contact your child’s tutor. Their details are shown below:
Year 9 - Head of Year: Mr Guiheen
Tutor Contact Details
9AC (a) 9MK (e) 9EK (i) 9BR (f) 9MI (b) 9VE (d) 9PK (c) 9SJ (h) 9TI (g)
Mr A Cox Ms M Kerai Miss Y Cinar (co-tutor) Miss E Kelly Mrs B Maddur Rajaram Mrs C Jeshani (co-tutor) Miss Mistry Mr V Emanuel Mrs G Steinhof (co-tutor) Mr P Katbamna Mr B Stelmaszczyk Mrs S Jones Ms M Tisson
[email protected] [email protected] [email protected] [email protected] [email protected]
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
Mr Guiheen, Head of Year 9 ([email protected]) may also be contacted at school to discuss wider issues across the year group.
School telephone number: 020 8952 2803
School email address: [email protected]
School website: www.parkhighstanmore.org.uk
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Heads of Department
Department Contact Contact Details English
Ms Hubbard
Maths Mrs. Bayar [email protected]
Science Mr Scott [email protected]
Expressive ARTS including Art Dance & Drama Music
Ms Emin Ms Leigh Ms Harris
[email protected] [email protected] [email protected]
Design & Technology
Ms Attfield [email protected]
Geography
Miss Lee [email protected]
History
Mr Boniface [email protected]
ICT & Computing Mrs S Kerai [email protected]
Learning Development Miss S Chamberlain [email protected]
Modern Foreign Languages
Miss Gorman [email protected]
Philosophy and Ethics Miss Shah [email protected]
Physical Education
Miss Tompsett [email protected]
PSHCEe Miss N Barker [email protected]
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Year 9 Curriculum Our Commitment
We believe that it is essential to build on the exciting and learning focused curriculum offered in Years 7 and 8. In this preparation year we believe our aim is to help students become confident skilled learners prepared to capitalise on every learning opportunity.
Park High School’s Year 9 curriculum is the first year of Key Stage 4 examination courses. We believe that a three year KS4 better prepares our students for the rigours of the revised GCSE examination.
In addition, the curriculum allows us to build on the foundation curriculum where the learning experiences were planned to:
foster a love of learning and positive learning habits
encourage students to make connections within their learning and transfer skills
enable deeper learning and understanding
develop the skills that students will need to ensure success at Park High and for the rest of their lives beyond the school and the 21st century.
Our Expectations
Over the course of the year we expect students to take increasing control of their learning, monitoring and evaluating their own learning experiences and working consistently towards challenging targets. We want them to strive to get the most out of every experience and to seek out new challenges and opportunities to make further progress.
Home Learning
Your child will receive two to three pieces of home learning per evening. It is important that students record dates that the work is due in their contact books and that they manage this work load efficiently. The quality of learning completed should reflect your child’s growth in a deeper understanding of the topics, skills and ideas they have been engaged in across the curriculum.
Our Achievements
We are very proud of our curriculum in Year 9 and we will be constantly striving to improve it year on year – after all, we are learning too! We will be talking to students about what they think has gone well and what they would improve.
Enrichment
There is a leaflet containing a list of clubs and activities on offer at the school.
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Year 9 Curriculum
These skills are at the core of what we aim to develop in our young people.
Effective Participators
Learners actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.
Independent Enquirer
Learners process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well‐reasoned decisions, recognising that others have different beliefs and attitudes.
Creative Thinker
Learners think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.
Reflective Learner
Learners evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.
Team Worker
Learners work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes.
Self Manager
Learners organise themselves showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self‐improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.
These skills are taught through content appropriate to the key stage and which builds on learning in KS2. Students are encouraged to see the links between subjects, and to look for different ways to answer questions. Solve problems and to think outside of subject boxes.
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This does not mean that we do not value subject specific skills and knowledge in Year 9 – we’re just coming at it from a different angle.
All of our learning is supported by the HoM (Habits of Mind) programme.
Habits of Mind (HOM)
Students are actively encouraged to discuss in Learning Log Session during morning tutor times about their learning using the muscle map (see page 13).
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HomeLearningEngagementCriteria
Working towards ….
…going above and beyond.
….expectation and ..
At Park High School we expect all students to engage with their learning outside of the classroom to develop as independent and well organised young people.
Document correct at time of going to print.
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Year 9 English Over the course of this year, students will tackle aspects of English Language and English Literature GCSE courses. We follow the AQA specification for English Literature and the Eduqas specification for English Language.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
An introduction to the modern novel: Students will study either ‘Of Mice and Men’ by John Steinbeck or ‘Animal Farm’ by George Orwell. Students will develop close language analysis skills, as well as their appreciation of the relationship between text and context. Key outcomes:
‐ Annotation and analysis of key extracts
‐ An essay on the novel as a whole
Narrative writing Students will prepare for the narrative writing of the English Language GCSE by exploring a range of short stories and personal narratives. Key outcomes: Students will plan and write their own narratives.
Shakespeare: ‘Macbeth’ or ‘Romeo and Juliet’ Students will study one of the Shakespeare texts on the AQA literature specification. Students will learn about key themes, concepts and contexts relevant to their text and will engage in close language analysis. Key outcomes:
‐ Students will respond to an exam‐style question, analysing an extract from the play and making links to the text as a whole.
Introduction to AQA Poetry Anthology Students will study a selection of poems from the ‘Love and Relationships’ or ‘Power and Conflict’ Cluster. Key outcomes:
‐ Annotation of poems‐ Comparative
paragraphs
Spoken language preparation:
‐ Analysing a range of persuasive speeches
‐ Writing and delivering own speech
Key outcomes:
‐ Detailed analysis of persuasive speeches.
‐ Writing and performing own persuasive speech.
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COURSE SUMMARY INFORMATION – Year 9
Mathematics
Mathematics
Week Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 1 Number : powers and
Roots ALGEBRA ‐ Equations 2
NUMBER ‐ Fractions, Decimals & Percentages
G & M ‐ Symmetry, Shapes & Angles
NUMBER ‐ Using Percentages (Compound Interest)
NUMBER/ALGEBRA – Indices (Standard Form)
2 NUMBER ‐ Using Percentages
G & M ‐ Constructions
NUMBER ‐ Ratio & Proportion
G & M ‐ 3D Solids NUMBER ‐ Using Ratio (Direct/ Inverse Proportion)
NUMBER ‐ Inequalities
3 S & P ‐ Probability
G & M ‐ Transformations
NUMBER ‐ Fractions G & M ‐ Navigation & Travel
ALGEBRA ‐ Sequences (Recognising Quadratic and Geometric Sequences)
S & P ‐ Interpreting Data (Averages & Time Series)
4 S & P ‐ Averages from a Table
ALGEBRA ‐ Straight Line Graphs
G & M ‐ Area G & M ‐ Metric & Imperial Units
G & M ‐ Pythagoras’ Theorem
ALGEBRA ‐ Linear Equations (9B‐ Simultaneous Equations)
5 ALGEBRA ‐ Algebraic Manipulation
Venn diagrams and probability
NUMBER ‐ Multiples, Factors & Primes
ALGEBRA ‐ Reading Scales
NUMBER ‐ Negative Numbers
G & M – Trigonometry, including exact values of 300, 600 etc.
G & M ‐ Circles & Related Shapes (in terms of Pi) Arcs/Sectors
6 ALGEBRA ‐ Expressions & Formulae 1 ALGEBRA ‐ Equations 1
S & P ‐ Scatter Graphs
S & P ‐ Collecting & Interpreting Data
REVIEWING LEARNING in SPRING 2
REVIEW LEARNING in SUMMER 1 – EOY Exam
ALGEBRA ‐ Straight Line Graphs and Gradients
7 REVIEW LEARNING in AUYUMN 1
ALGEBRA ‐ Sequences
REVIEW LEARNING in SPRING 1
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Course specification
Edexcel 1MA1 GCSE Mathematics A Linear
Weightings / deadlines
GCSE mathematics - 100% marks in terminal examination sat in June 2019
The new GCSE Mathematics specification cover broader and deeper mathematical content, delivered through a single extended GCSE which can be taken at higher level or foundation Level. Higher tier will include questions that will stretch the most able. Foundation tier will focus on core mathematical understanding and skills for all students to master.
The GCSE Mathematics specification will be examined by three written papers, each of 1½ hours. The first paper will be assessed without the use of a calculator; calculators will be expected for papers 2 and 3. There will be no difference in the content or assessment objectives assessed in each of the papers.
Three GCSE Mathematics Papers are
Paper 1 (33.3%) Paper 2 (33.3%) Paper 3 (33.3%)
Non‐ calculator Calculator Calculator
80 marks 80 marks 80 marks
90 min 90 min 90 min
Useful websites
www.edexcel.org.uk; www.mymaths.co.uk; www.emaths.co.uk; www.livemaths.co.uk Contact: Head of Mathematics: Mrs Bayar [email protected] Key Stage 4 Leader: Mrs Prakash [email protected]
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Year 9 Science Curriculum
Autumn Spring Summer
Working scientifically How do we investigate scientific questions? Working scientifically is a theme that underpins all our science courses and aspects of it will appear in all topics throughout the year. Students plan and carry out lines of enquiry to test predictions; they select appropriate techniques, apparatus and materials. Students develop skills in observations data handling and more sophistication in interpreting observations and data.
Working scientifically How do we investigate scientific questions? Students plan and carry out lines of enquiry to test predictions; they select appropriate techniques, apparatus and materials. Students develop skills in observations data handling and more sophistication in interpreting observations and data.
Working scientifically How do we investigate scientific questions? Students plan and carry out lines of enquiry to test predictions; they select appropriate techniques, apparatus and materials. Students develop skills in observations data handling and more sophistication in interpreting observations and data.
End of key stage three exam Students will sit an end of key stage exam after half term which will cover all aspects of their science learning from yr7 through 8 to the present. Students will be expected to hone their revision skills in preparation for this important stage in their science learning.
GCSE transition: Turning points Students will learn about antibiotics, vaccinations, crick and Watsons work on DNA, Darwin and other theories of evolution fossil evidence, Mendeleev and the periodic table, Changes in the theories in the structure of the atom and discovery of radiation. The solar system and forces as well as electromagnetic induction, electricity and magnetism.
GCSE Chemistry Unit C1 In this module on Atoms, Bonding and Moles, students will study atomic structure, the periodic table, structure and bonding and chemical calculations.
GCSE Transition: In the transition series students will be allowed to consolidate knowledge and skills gained in the key stage three course. The topics include some “Engage” class debates and discussions which provide opportunities for students to progress in their knowledge from simpler details to more complex ideas, encouraging students to achieve mastery of their science.
New technology Students will study about New technology covering variation and evolution, genetics, nanoparticles, fuels, catalysts, formulas and equations, the electromagnetic spectrum, electricity, light and the solar system. Detection Students will learn about the techniques for detecting suspects such as fingerprinting, DNA, Blood, rate of decomposition, separation techniques, properties of different substances. Microscopy. They will also learn about Detection in space using light, the electromagnetic spectrum and atomic structure.
GCSE Trilogy and Separate Sciences Students will complete 2-3 units of their GCSE courses GCSE Biology Unit B1 In this module on Cells and Organisation, students will study cell structure and transport, cell division, organisation and the digestive system and organisation in animals and plants.
GCSE Physics Unit P1 In this module on Energy and Energy Resources, students will study conservation and dissipation of energy, energy transfer by heating and energy resources.
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Art & Design: Fine Art Term Fine Art Graphics Photography
Autumn
Robots Observations in both 2D and 3D media: learning to use a wide range of tones sensitively to build up depth, leading to biomechanically inspired final piece(s).
Robots Observations in a number of different media: learning to both observe detail and stylise, leading to the design for a bag using robot-inspired imagery.
Robots Students are introduced to the basics of photography and the darkroom. Photos of mechanical forms are used to design and create collages robots.
Spring Surface Exploration of tactile textures and mark-making combined with still life to create a more traditional and painterly unit of work.
Illustration
Students work to meet a Book Jacket Design brief combining illustration & lettering.
Portraits
Students learn to photograph in studio conditions, controlling lighting and composition. A range of portrait photographers are used to inspire the work.
Summer
Movement
Abstracted responses are developed to this starting point of movement using mixed media, relief, 2D, small and large scale work.
Typography
An exploration into and personal development of text use as graphic design.
Surrealism
Digital imaging and learning to use Photoshop advanced skills.
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BTEC Business Term Title Theme Overview Assessment
Autumn Unit 3 Promoting a Brand
Learning Aim A of Unit 3 will be covered where we explore the
use of branding and the promotional mix in business.
Learning Aim A Assignment
Spring Unit 3 Promoting a Brand
.
Learning Aim B of Unit 3 will be covered where students
develop and promote a brand for a business.
Learning Aim B Assignment
Summer Enterprise and Finance
Project
During this term our focus is around developing entrepreneurial
skills building our knowledge around both Enterprise and
Finance.
Building skills for Finance exam students will take in year 10.
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Design
& Technology
Food Preparation
and Nutrition GCSE
Product Design GCSE Textiles GCSE Engineering (GCSE and
BTEC)
Electronics GCSE
Hygiene in food storage and handling.
Food preparation, combing and shaping skills.
Starch based sauces, reduction sauce, and emulsion sauces.
Making bread and pastry dough.
Steam, egg, chemical and biological raising agents.
Setting with eggs.
Building knowledge of healthy eating, nutrition and the consequences of a poor diet.
Master chef competition.
Using cultural influences to design and model a building to scale.
CAD CAM project – introduction to CAD and CAM to create a mould for mass production.
Design a product for the future – designing to meet the need of a target group. Model ideas and produce a prototype.
Garden wildlife project –
design and manufacture a wooden product to encourage wildlife into gardens.
Skills in construction techniques such as pleats, gathers, seams, fastenings, hems and pockets.
Use these skills to design and make a bag.
Textiles and sustainability including ethical fashion. Recycle a clothing product.
Pattern cutting – customising and developing garments.
Timed practical assessment from pattern (above)
Computer Aided Design (CAD) and Computer Aided Manufacture – acrylic egg cup and Xs and Os.
Problem solving team activity using electric motors ‐ Wacky racer.
Mechanisms and motion ‐ Grabber challenge.
Structures – perfect pylons.
Metal shaping – tie holder.
Technical drawing – 3rd angle orthographic projection, isometric, exploded and dimensioning.
Electronic egg timer – theory of electronic components and circuit building. CAD/CAM casing.
Electronics license.
Introduction to CAD.
Developing theory and application of knowledge for:
Capacitor circuit.
Transistor circuit.
Flip flop circuit.
Thyristor breadboard circuit.
555 Astable
Blinking light
Flashing decorations.
555 Monostable
Bag alarm
Clap switch
Advanced CAD unit.
Knowledge and understanding
The skills and knowledge developed in Year 9 are directly linked to those needed in the five different GCSEs and BTEC in Engineering
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Dan
ce
Performance Skills, Dance History and Technique
Students develop a clear and comprehensive knowledge of dance performance skills including: physical skills and attributes, technical skills, expressive skills, mental skills, safe working practices.
Students learn how to develop these skills through their dance practice.
The history of dance is introduced to students through workshop lessons, where they study a variety of techniques such as Jazz, Contemporary, Ballet and Cultural styles.
Students also learn about the health and fitness of a dancer – gaining insight to healthy lifestyles and injury prevention.
Dance History and Technique cont. Study of Set Work 1: Emancipation of Expressionism
Students continue to learn about dance history and styles, leading into a focus on Urban Dance.
Students are then introduced to Set Work 1: Emancipation of Expressionism. An urban piece, students explore this work both practically and theoretically which will inform their written examination.
Students develop their choreographic and performance skills throughout the unit, and will work with a visiting practitioner.
Showcase Performance Creation
Using the work explored last half term, students collaboratively with the class and their teacher, create a piece of dance performance which will be performed at the Dance and Drama Showcase in February 2017.
This gives the students the opportunity to work together as a company and give an outstanding performance.
Study of Set Work 2: Shadows
Key dance appreciation skills are learnt in this exciting scheme;
Students, through theoretical and practical tasks, begin to gain understanding and knowledge of the next professional work in preparation for their written examinations.
Students also develop their choreographic and performance skills as they learn key repertoire from the work.
Study of Set Work 3: Within Her Eyes
This exciting work allows students to develop their understanding of site‐specific dance and dance for the camera.
As the students study the theoretical aspects of the work, they will also create their own site‐specific performances, whilst exploring use of camera in dance.
Continuation of Set Work 3, plus revision for end of year examinations.
Students continue to create their final practical performances for assessment.
Students revise over all written work (including all three set works) in preparation for a final written paper at the end of term.
*Please note that this is a working do
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Geograp
hy
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
How, where and why is the world’s population
changing?
What is development? Can development be
measured? How has the
population of the UK changed over time and why?
What are the causes and consequences of migration?
What makes areas attractive to visitors?
Why do visitors choose to visit different places?
What are National Parks?
What are the different uses of National Parks?
What are the conflicts in National Parks and why?
How is Brazil developing?
Where is Brazil and
what is it like? Where do people in
Brazil live and why? What is Brazil’s place
in the world?
Practicing GCSE Geographical skills
(tbc)
Students to practice geographical skills such as using maps, graphs and interpreting data in various contexts as required by the new specifications.
Focus on mathematical techniques used at GCSE
What is the importance of rivers?
Why do rivers occur where they do?
What natural and human events can cause flooding?
What are the consequences of flooding?
Will water ever run out?
British or European? (tbc)
What is the
difference between Europe, the European Union and the Eurozone?
What are the implications of movement within Europe?
What is the current situation in Europe?
Skills
:
Single lessons will be used as skill acquisition and practice. Newspaper and GCSE Wider World (available in the school library) magazine articles will be analysed each week and students will be asked to lead this part of the lesson. Keywords will be used and practised regularly. Exam style questions will be introduced gradually and broken down to ensure understanding of their requirements.
Hom
e-lea
rnin
g ex
pect
atio
ns Home-learning will be set on a regular basis such as finding an article related to Geography for the single lessons and learning key terms. Other home-learning tasks
will be set as appropriate and may take up to an hour, as at GCSE. If home-learning is not completed students must expect an immediate sanction and subsequent monitoring.
Please note that this is all GCSE preparation and within each unit there will be some focus on GCSE skill acquisition. All of the topics in the Year 9 course support the WJEC/Eduqas GCSE (9-1) Geography B course that students will work towards over the coming year.
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History
YEAR 9 HISTORY In the History department, we have taken the opportunity to develop students understanding of their GCSE course further by beginning the course at Christmas, after having completed a ‘Preparation for GCSE’ course which is designed to get students ready for GCSE.
Autumn Spring Summer Preparation for GCSE
1. 1920s America- students look at a depth study and learn how to write an essay which covers the whole period.
2. Jack the Ripper- students learn how to look at detailed primary evidence and render judgement upon it.
3. Terrorism- students study Northern Ireland and the 9/11 attacks to combine the skills of looking at evidence and writing essays.
International Relations 1919-39
1. The League of Nations in the 1920s a. Considering how and why the
League was established 2. The League in the Thirties
a. Examining how Hitler took the world to War
3. Controversy- Appeasement a. Looking at how Historians
views of the Appeasement of Hitler have changed over the last 70 years.
International Relations 1945-2001
1. The start of the Cold War a. Considering the reasons for
growing tension between the USA and the USSR.
2. Proxy War a. Vietnam and the Cuban Missile
Crisis 3. Controversy- Blame for the Cold War 4. Aftermath of the Cold War
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Computer Science
Autumn 1 Autumn 2 Spring 1 Spring 2 & Summer 1 Summer 2
In Year 9, the students will learn some of the theory elements for their GCSE examination, which they will continue in Year 10.
Topic 1: Computer Systems Topic 2: Networks Topic 3: Issues related to the
use of computing technology Topic 4: Programming Topic 5: Data representation
Topics covered: � the purpose of the CPU � common CPU components and their function:
o ALU (Arithmetic Logic Unit) o CU (Control Unit) o Cache
� the function of the CPU as fetch and execute instructions stored in memory � how common characteristics of CPUs affect their performance:
o clock speed o cache size o number of cores
� embedded systems:
o purpose of embedded systems o examples of embedded systems
Topics covered: � star and mesh network topologies � Wifi: o frequency and channels o encryption
� ethernet � the uses of IP addressing, MAC addressing, and protocols including: o TCP/IP (Transmission Control Protocol/Internet Protocol) o HTTP (Hyper Text Transfer Protocol) o HTTPS (Hyper Text Transfer Protocol Secure) o FTP (File Transfer Protocol) o POP (Post Office Protocol) o IMAP (Internet Message Access Protocol) o SMTP (Simple Mail Transfer Protocol) � the concept of layers � packet switching
Topics covered: �forms of attack
� threats posed to networks: o malware o phishing o people as the ‘weak point’ in secure systems (social engineering) o brute force attacks o denial of service attacks o data interception and theft o the concept of SQL injection o poor network policy
� Identifying and preventing vulnerabilities:
o penetration testing o network forensics o network policies o anti-malware software o firewalls o user access levels o passwords o encryption
� how to investigate and discuss Computer Science technologies while considering:
o ethical issues o legal issues o cultural issues o environmental issues o privacy issues
Topics covered: �the use of variables, constants, operators, inputs, outputs and assignments � the use of the three basic programming constructs used to control the flow of a program �the use of basic string manipulation � the use of basic file handling operations � the use of records to store data � the use of SQL to search for data � the use of arrays (or equivalent) when solving problems, including both one and two dimensional arrays � how to use sub programs (functions and procedures) to produce structured code � the use of data types � the common arithmetic operators � the common Boolean operators. �Designing programs through algorithms and testing programs for suitability
Units: bit, nibble, byte, kilobyte, megabyte, gigabyte, terabyte, petabyte; how data needs to be converted into a binary format to be processed by a computer. Numbers: how to convert positive denary whole numbers (0‐255) into 8 bit binary numbers and vice versa; how to add two 8 bit binary integers and explain overflow errors which may occur Characters: the use of binary codes to represent characters; the term ‘character‐set’ Images: how an image is represented as a series of pixels represented in binary Sound: how sound can be sampled and stored in digital form Compression: need for compression: types of compression
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Year 9 ICT Students will undertake the Cambridge nationals in ICT. This is a vocationally-related qualification that takes an engaging, practical and inspiring approach to learning and assessment. The everyday use of ICT, from PCs to smartphones, now impacts all of our lives.
The students need to cover 4 units in total, and will start off learning about interactive products and multimedia elements (Unit R005: Creating an interactive product using multimedia components).
Autumn 1: skills lessons What is multimedia?
Types of interactivity
Evaluating existing interactive products
Designing an interactive product
Exploring suitable software for interactivity
Autumn 2: Start the unit R005: Creating an interactive product using multimedia components
Designing the interactive product: select and use the software features appropriate to the interactive products to aid in the design process, i.e. website, tablet/mobile phone apps,
gaming platforms, presentation software
identify success criteria, i.e. meeting the client brief, component quality, composition and the extent to which the product is interactive
select and use different forms of navigation site planning techniques, i.e. mood boards, spider diagrams, mind mapping, site plans, house-style, hand-drawn templates
source and store multimedia components for inclusion in products and how to make ready where applicable, i.e. source components images, video, sound, animation, scripting, sprites. Storage will necessitate the use of different file types, i.e. swf, html, sis, app, exe, xaml, xml, ppt
understand the implications of legislation on their sources, i.e. Copyright Law; Intellectual Property; photo permissions and releases; acknowledgement and referencing of sources
select the applications software dependent on purpose and audience, i.e. web authoring software, game making software, ‘App’ development software or presentation authoring software.
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Spring 1 & 2 Create the interactive product with multimedia elements
combine components using techniques (e.g. alternative pathway, user interaction and effects)
use templates, i.e. master slides, environments, cascading style sheets
create a navigation system, i.e. navigation bar, buttons, hyperlinks, mouse /keyboard controls, menus and drop down lists, graphical user interface
set up interaction, i.e. roll over, drag and drop, input form, behaviours (e.g. pop up messages, shake, fades, and sounds) triggers, collision, scripting, hot spots
use effects, i.e. transitions, html clock, fade in, fade out, custom animation.
Summer 1 Carry out usability testing
test the product during production and where appropriate review tools and techniques used in line with the success criteria
test the product post completion against the success criteria using a variety of feedback methods including client feedback.
Summer 2 Finalise the whole project. Skills building for the next unit.
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Med
ia S
tudies
Autumn Term Spring Term Summer Term The year 9 course prepare students by focusing on key knowledge and skills, theoretical and practical, they will need to successfully complete their GCSE Media Studies. Introduction to key media concepts:
‐ Genre ‐ Institutions ‐ Audience ‐ Representation (gender and
ethnicity) ‐ Media Language
Study around a film recently released. Deconstructing generic film posters and trailers. Written comparison of two Action Adventure film trailers. Production skills: ‐Basic photography / camerawork ‐Photoshop: creating a film poster Evaluation of production work
Video production and production workflow: Learning to effectively conduct and manage pre‐production (research and planning, script, shot list and storyboard), production (shooting footage applying techniques learnt including lighting and sound recording), post‐production (editing footage, soundtrack and titles). Focus on continuity editing using Premiere Pro. Class presentation. Evaluation
Music Industry, music videos and representation (Gender, ethnicity, age)
Covering: Record labels and the changing landscape of the music industry Artists and their ‘Star Text’ Analysing album covers and digipaks Andrew Goodwin’s theory with focus on conventions of music videos Analysing music videos’ meanings and representations Production: a detailed vlog entry (visuals / slides, and sound) to be recorded and edited, with focus on one artist’s evolution through their albums / music videos. Class presentation Evaluation
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MFL
AUTUMN SPRING SUMMER
AUTUMN 1 Theme 1 3.1.1 Identity and culture Family Relationships 2 weeks Include a poem and an extract from a story. Write an acrostic poem. Technology 3 weeks Focus on vocabulary and grammar. Speaking. Translation. Role Play 12 from new specimen material AUTUMN 2 Theme 1 3.1.1 Identity and culture Music 2 weeks Cultural element‐ research a TL singer Listening focus –gapfills, read lyrics, translation. Cinema and TV 3 weeks Grammar focus Watch film and TV clips Read TV guides Written focus‐ Film review
SPRING 1 Theme 1 3.1.1 Identity and culture Food and Eating Out 3 weeks Reading menus, recipes Restaurant reviews Focus on role‐plays‐ (examples on AQA website new material and legacy material) 3.1.2 Healthy and Unhealthy living 2‐3 weeks SPRING 2 Theme 2 3.1.2 The Environment/Global issues Transport Destinations Activities Environmental Issues Eco tourism/Study of A TL holiday destination
SUMMER 1 Theme 3 Current and Future study and Employment Future plans in education Future work plans Work Experience‐ past tense SUMMER 2 GCSE Exam Skills Past papers Role Play Translation
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MUSIC
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Art Award Taster Lessons
This is an introduction into the Arts Award Bronze qualification. Students will actively engage in taster sessions on each of the four areas of the Arts Award.
a. Taking part in an arts activity
b. Completing a research project on your arts hero/heroine
c. Sharing an arts skill d. Reviewing an arts
event This will help them to prepare and plan for their Arts Award portfolios. The Arts Award counts towards GCSE points at Bronze level. An introduction to Theory Basic music notation/ Rhythmic/ melody More advanced students Grade 5 theory.
The History of Music/ Performance studies
Students will develop their aural awareness through an understanding of Music history. Students will take a journey through time to explore the famous composers of each period of music and their famous works. They will become more familiar in recognising orchestral instruments, and learn how these instruments developed over the course of time.
Periods of Classical Music: Baroque, Classical, Romantic,20th Century
In addition, students will be involved in a number of performance master classes. To prepare for their solo performance exams.
An Introduction to Composition
As students become more confident with music theory they will develop their compositional skills through either:
Performing their own compositions for their own instrument
And/or
Using Logic Pro or Sibelius as a compositional tool
Students will be introduced to the GCSE composition assessment criteria and learn how to meet both the creative and practical standards required.
A celebration of their compositions will be performed/ heard in a lunchtime concert.
Arts Award Hero/Heroines
This is an ICT based project that uses the programme Logic Pro on the Apple Macs to create a radio podcast interview. Students research information about their favourite arts hero/heroine and write a radio‐style interview. Using a range of recording devices students record, edit and mix their interview with a variety of different audio clips, using a variety of functions to effect and manipulate the sound. Students have the option to submit this podcast as evidence of the Arts Award Arts Hero research.
World Music
Practical workshops exploring music from a variety of cultures around the world. This is a scheme of learning designed to develop listening and performance skills. It is aimed at improving knowledge and understanding of music from other cultures by visiting a different country each week. Students are provided with a number of learning experiences of a practical nature where they learn about instruments from around the world.
Examination Preparation
Students will be developing their examination skills to prepare for their end of term exams. They will be examined on their Performance ability, compositional creativity and history of music.
The exam elements will require students to have a sound knowledge of music theory and aural awareness.
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Physical Education
GCSE
Sports Science GCSE practical assessments (worth a total of 40%) are started in Year 9 and will continue to take place each half-term, with the majority completed by the end of the autumn term in Year 11. The final written examination (worth 60%) will be taken in May / June 2019.
Course specification
AQA 8582 GCSE Physical Education (Full course)
Useful websites
www.aqa.org.uk www.bbc.co.uk/schools/bitesize www.s-cool.co.uk Contact: Head of Physical Education department: Miss Tompsett [email protected]
BTEC First Award in Sport
Through a combination of practical experiences and written assignments BTEC First Award in Sport is made up of two units per academic year. Students study ‘Training for personal fitness’ and ‘Practical sports performance’ in their first year. In the second year students complete ‘The sports performer in action’ and an online examination unit ‘Fitness for sport and exercise’. The final year culminates in the last two units which are ‘The mind and sports performance’ and ‘Leading sports activities’. The course allows for the opportunity for students to complete the course at an extended certificate level as well as level 1 and 2. Course specification
Edexcel 600/4779/3
Useful websites
www.qualifications.pearson.com www.bbc.co.uk/schools/bitesize Contact: Deputy Head of Physical Education: Mr Whittaker [email protected]
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Philosophy and Ethics (Religious Studies) Full Course
WJEC Eduqas
Component 1: Religious, Philosophical and Ethical Studies in the Modern World Written examination: 2 hours 50% of qualification Candidates will study the following four themes. All questions are compulsory. Theme 1: Issues of Relationships Theme 2: Issues of Life and Death Theme 3: Issues of Good and Evil Theme 4: Issues of Human Rights This component will be assessed by compulsory questions focusing on knowledge, understanding and evaluation of the identified themes.
Component 2: Study of Religion Written examination: 2 hour 50% of qualification Candidates will study the beliefs, teachings and practices of Christianity and one other religion.
Below is an example of topics studied:
Beliefs and teachings Specific Content The nature of God Issues of omnipotence, a loving and omni-benevolent,
omnipresent, and righteous God and the existence of evil and suffering; the Trinity, beliefs and teachings about the oneness of God: Father, Son and Holy Spirit
Creation Beliefs and teachings on creation; the role of Word and Spirit (Genesis 1 – 3 and John 1)
Jesus Christ Beliefs and teachings about Jesus’ incarnation, crucifixion, resurrection and ascension
Salvation Beliefs and teachings about salvation including law, sin, grace and the Spirit, the role of Christ in salvation and the nature of atonement
The afterlife Beliefs and teachings about life after death, judgement, resurrection, heaven and hell
Practices Specific Content Forms of worship The nature and significance of liturgical, informal and individual
worship; the nature and importance of prayer; the Lord’s Prayer, set prayers, ex tempore (without preparation) and informal prayers
Sacraments The different attitudes to the importance of Sacraments; the role and meaning of Baptism and Eucharist
Pilgrimage The importance of pilgrimage such as to Walsingham, Taizé, Iona and the Holy Land
The Church in the local community
The role of the Church in the local community; a place of worship; social and community functions
The worldwide Church The importance of mission, evangelism and church growth; the work of Christian Aid; the challenges for the worldwide church; persecution; working for reconciliation
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Travel and Tourism Term Title Theme Overview Assessment
Autumn The UK Travel and Tourism Sector
This unit covers the main types of tourism
in the UK, the contribution that travel and
tourism makes to the UK economy and the
different component industries that make
up the travel and tourism sector.
This unit is assessed via an exam at the end
of Year 11.
Spring The UK Travel and Tourism
Destinations
This unit covers what the different types of
UK destinations have to offer, as well as
locating tourist UK destinations and routes.
This unit is assessed via coursework.
Summer The UK Travel and Tourism
Destinations
During this term we focus on finishing our
coursework and exam technique.
Coursework and Mock exams.
PSH
CE
Autumn 1 Autumn
2 Spring 1 Spring 2 Summer 1
Summer 2
Youth Crime
Democracy and
Justice
Staying safe –
bullying and
exploitation
Mental Health & Well Being
Risk education & Healthy Choices
(Covers Drugs, Alcohol, Smoking,
Gambling & the Law)
Sex and
relationships
Diversity, Prejudice &
Discrimination
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THE PURPOSE OF REVISION “We are or become those things which we repeatedly do. Therefore, excellence can become not just
an event, but a habit.”
Albert Einstein
Have you ever asked yourself why we need to revise? Is it to annoy you? Is it just to put you under enormous pressure? Does it have any purpose? Why do we have to sit exams at all? When sitting an examination the examiner knows that the work being assessed is entirely the student’s own work and that how well a student does in an exam is entirely up to them! In order to do yourself justice in an exam you have to undertake revision, understand revision techniques and examination strategies that you use.
Therefore revision means going over work in order to:
1. Check your understanding.
2. Make links between different topics to see how the whole subject fits together.
3. Remind yourself of material you have forgotten
4. Reinforce your learning.
5. Identify and fill gaps in your knowledge.
Revision Techniques
Where to study
Creating good conditions to study in can help you make the most of the time you spend revising. Here are some suggestions:
1. Find a quiet place to study and make sure you are sitting comfortably 2. Make sure your desk is well lit
3. Keep background noise to a minimum
4. Avoid studying in an area where there will be distractions (like television!)
5. Have everything you need to do your revision to hand before you start
How to study There is no ‘right way’ to revise, as long as the method you choose enables you to gain a solid grasp of key facts and consolidate your knowledge. Some students are happy to read their classroom notes
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from start to finish, others prefer to simplify the information as much as possible, turning everything into skeleton notes, diagrams or mnemonics. In practice, most students find that mixing techniques suits the varied nature of the subjects being revised, and provides essential variety when studying.
Turn your notes into revision tools;
1. Write ideas and facts on to cards to use as ‘prompts’
2. Create memory aids such as diagrams or mnemonics (e.g. initial letters to make a word you need to remember or SMART objectives: Specific; Measurable; Achievable; Realistic; Targets). These will help you remember key facts write key facts/notes out and display these around the house where you will see them
3. Record yourself reading notes to listen to
4. Study with a friend and test each other’s knowledge, but remember you are meeting to revise rather than to chat!
5. Work through past question papers – and use a watch to time them so that you can practise timing your answers.
6. Choose study and revision guides sensibly. It’s not hard to find help with revision – as well as established published revision guides, there are hundreds of websites offering help and advice. The problem is not how to find such help, but how to judge which is the best source for your needs. Save valuable time and get recommendations from your teachers
7. Remember course notes are also a valuable source of extra help
8. Keep yourself more alert by changing revision methods during a session. For instance, try switching from note taking to memorising; from reading to asking someone to test you
9. Attend any revision classes that your teachers may be running at school and get their advice on revision methods
10. Look after yourself – Sometimes revision can become a competition – who stayed up latest, who worked longest, who’s worrying the most. But the more tired you are the less efficiently you’ll work. You need to rest as well as study, eat well, drink lots of water and make sure you pace yourself. Don’t rush, and equally don’t over-revise by doing too much too soon
Six simple revision techniques Condense – fitting notes on one side of paper makes it easier to learn Highlight – target key areas using colour and symbols. Visuals stimulate the brain Record – put important points onto tape, listen to them and they will sink in Talk – read your notes out aloud Test – what can you remember without notes. Use spider diagrams to map out what you know
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Time – in a quiet place go through past papers
Revision techniques
There are countless ways of revising. The least effective ways are those that involve just reading through notes over and over. The most effective ways are those where you interact with the material, making it meaningful to yourself, for example:
1. Using your material to answer a question or address a problem you have not previously tackled.
2. Reworking the material into a chart or diagram.
3. Summarising material under headings onto index cards.
4. Discussing the material with other people.
5. Make links, comparisons and contrasts between different areas of your programme.
6. Evaluate different theories.
A good starting point is to summarise the notes you have on each topic. Reduce your notes to key words and phrases. This will form the basis of your revision notes. You can reduce your notes further so that information fits on one side of A4 Use diagrammatical notes if you memorise material more easily in a visual form. Use colours, highlighting or different coloured paper to make the notes distinctive. You can try to rebuild your notes from memory. You can save time writing by using a tape recorder or speak to someone. Use your original revision notes to check where there are gaps in your notes. Check your answers by using the original notes. Fill in forgotten facts with another colour pen. Repeat the process until all the gaps have disappeared. Another idea is to discuss the revision topic with other students on your course. Explaining concepts to others and checking their understanding helps to reinforce the knowledge in your mind. Once the knowledge begins to sink in try to answer questions on past papers. Practise writing essay plans for past exam questions (takes less time than writing full answers). Set yourself one or two mock exams to practise writing for a set time. You can examine past exam questions with other on your course.
Think positive!
Remember Preparation + Practise = Pass!!!
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SITTING THE EXAM
Exam tips – sitting the exam Be prepared; find out what is involved in each of the examinations that you are going to sit. Organise yourself the night before and get plenty of sleep.
Check you have the correct equipment with you before you leave the house (pens pencils, ruler, scientific calculator, etc)
Leave for the exam in plenty of time
Look through the paper first and mark difficult questions/initial thoughts
Select the questions that will best enable you to demonstrate your knowledge to the examiner
Look at the marks available and read the questions carefully, following instructions given in the paper (e.g. to show all workings, word limits etc)
Use the information provided on the paper (the answer’s often nearly all there)
Pace yourself and allow enough time to answer all the required questions
Write as neatly as possible to help the examiner to mark your work. Marking untidy writing is difficult
For longer answers, take a few minutes before you begin to produce a structured plan of what you are going to include in each section
Allow yourself ten minutes at the end to read through your answers and correct any mistakes
Cross out anything you do not want the examiner to read (e.g. an earlier answer to a question)
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Dealing with exam nerves
It is natural to feel nervous before an examination. The more prepared you feel, the easier it will be to conquer your fears.
Create a revision plan to help you feel in control of the process
Plan your work carefully around the topics you need to focus on.
Being aware of gaps in your knowledge can create nerves, but having a plan of how you will fill these will make you feel better.
Find out what is involved in the exam: ‐ where and when it will take place
‐ how much time is allowed
‐ how many questions you need to answer
Think positively
Keep the exam in context – even if you do badly, there will be other options open to you
Allow yourself some fun-time each day to relax
Eat sensibly – your brain cells need energy to function well.
Make sure you drink plenty of water to avoid becoming dehydrated. Dehydration makes you tired and reduces concentration
Useful Revision Websites
http://getrevising.co.uk/ http://www.bbc.co.uk/schools/gcsebitesize/ http://www.buzzin.net/revisiontips/revtips.htm http://revisionworld.co.uk/gcse http://www.need2know.co.uk/learning/revision http://s-cool.co.uk/gcse.html Document correct at time of going to print.
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Some Useful
Information
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THE SCHOOL DAY
08:30 School gate closes (all students should be on site)
08:40 Registration/Assembly
08:55 Period 1
09:45 Period 2
10:40 Break
11:00 Period 3
11:50 Period 4
12:45 Lunch
13:40 Registration
13:45 Period 5
14:35 Period 6
15:30 End of planned teaching day for all year groups, including Sixth Form.
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LATES FLOW CHART
WHAT HAPPENS WHEN YOU ARE LATE FOR SCHOOL?
LATE AT THE GATE (after 8.30)
BREAK TIME DETENTION (in L1)
MISS BREAK TIME DETENTION – GO TO S13 THAT DAY AT LUNCHTIME
MISS S13, GO NEXT DAY OR EXPECT A DETENTION AFTER SCHOOL OR INTERNAL
HAVE A POOR LATE RECORD (3 LATES IN TWO WEEKS) AND GET A DETENTION FROM YOUR
DHOY
CONTINUALLY POOR LATE RECORD AT THE GATE OR FOR REGISTRATION AND YOU WILL
RECEIVE A HOY DETENTION AND HOME WILL BE CONTACTED
NO IMPROVEMENT? NEGATIVE ATTITUDE? LATE DETENTION WITH MR HALDENBY AND MRS
KASSIR ON A FRIDAY AFTERNOON UNTIL 4PM
STILL NO IMPROVEMENT? PUNCTUALITY PANEL WITH YOUR CARER/PARENT
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REPORTING ABSENCES FROM SCHOOL
What you as Parent/Carer need to do
If your child is going to be absent from school, please call the office in the morning to inform us of the reason for the absence.
You need to call the school on every morning that your child is absent. Messages can also be left on the answer machine which is on when the office is closed. When your child returns to school, please enter a note in their contact book to cover the whole period
of absence. If your child has a pre‐booked hospital, medical or dental appointment please put an advance notice
into their contact book that they can show to their tutor. Please do not e‐mail tutors directly regarding absence. You can email the school office on
What we will do
If your child is absent from school and we have not received a phone call or been previously advised of the absence, we will call you on the contact numbers you have provided us with in priority order.
Please ensure that all of the contact numbers you provide are kept up to date.
Absence of more than 3 consecutive days, including days that go over a weekend will require confirmation of attendance at your GP surgery.
Should your child’s attendance drop below 90% we will require a medical note for 1 day of absence. We can provide you with a Medical Absence Confirmation Request form to present to your GP surgery, a copy of which is available to download from the parents’ tab on the school website.
If you feel that your child is trying to avoid coming into school, please let us know and we will offer you support and help to address any issues or concerns you or your child may have.
REQUESTS FOR EXCEPTIONAL LEAVE
Parents and carers are asked not to request absence in term time for their child as this will not be authorised except in exceptional circumstances or if this is due to illness.
In January 2011 the Governing Body of Park High School determined that the school should not authorise absence for students during term time except in genuine emergency situations. Should you take your child out of school during term time this will be recorded as an unauthorised absence unless it can be proved that this is a genuine emergency situation. As a school we are duty bound to report all such absences to the Local Authority.
From September 2013 the Department of Education have informed all schools that attendance will be closely monitored and any absence categorised as unauthorised is likely to result in Harrow Local Authority issuing a penalty notice – a minimum of £60 per parent per child. Persistent unauthorised absence could lead to further fines and eventual court action.
We know that there are clear links between high levels of attendance and academic success and we do all we can to ensure that parents and carers understand this and work with us to make certain that as little schooling is missed as possible.
Unauthorised absence will also have a detrimental effect upon any individual’s chances of obtaining the highest levels of rewards in our twice yearly celebration assemblies as well as, in the upper school, negatively affecting their opportunities to achieve their much prized Graduation status.
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AUTHORISED ABSENCE FOR RELIGIOUS FESTIVALS You can find on our website (www.parkhighstanmore.org.uk), under the Parents Section, a guide from the Harrow Standing Advisory Council for Religious Education (SACRE) with the dates on which it is recommended that authorised leave should be granted. These dates are set by representatives of local faith communities each year. REVIEW DAY INFORMATION
Last year’s Review Day focused upon how your child was settling into Park High School. This year there are 3 Review Days on 17 November 2016, 8 February 2017 and 13 July 2017 and will be more concerned with the learning and engagement in all curriculum areas. Your child’s success will be highlighted through Progress Check Data which will allow interventions to be put in place to meet individual’s needs, such as:
Learning Conversations
Parent Meetings
Home Learning Club
Differentiated Lessons
Tutor Support
Head of Year Interventions Parents/Carers are NOT EXPECTED to attend unless they have been invited by Tutor or Head of Year. All targets will be documented in your child’s contact book and will be reviewed at half term. We encourage all parents to play an active role in ensuring that their child meets their goals. REWARDS Recognising achievement and giving praise is an important part of our work. To do this Merit cards are awarded to individual students. Certificates and badges are awarded when a number of merits have been received. Students who achieve certain criteria in attendance, punctuality, uniform and behaviour are awarded Gold and Supergold certificates at the end of each term at the Celebration Assemblies. Parents are encouraged to attend these assemblies to celebrate our children’s achievements.
Merit Award
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LEADERSHIP This year Park High will continue on an extensive Leadership programme. Students will have many opportunities to develop their leadership skills. DISCIPLINE High standards of behaviour are expected. The school aims to be well organised, caring and disciplined. Where praise and reward do not manage to encourage good behaviour then sanctions are used. There are a variety of sanctions and the main one is the detention. Students can be detained for up to 15 minutes without prior notification. If a more serious sanction is required longer detentions are given and parents are notified in advance. We would appreciate your support with this. CLUBS AND ACTIVITIES There is a wide variety of enrichment on offer at Park High. Students can take part in any of the activities on offer each week. Students can join them in the knowledge that involvement in these activities provides an added dimension to their education. The number of clubs grows each year and if your child has a particular interest encourage them to tell us, many clubs have started this way!
Communication Reports and parental consultation During the year you will receive reports on your child’s progress. These will identify the achievements made and give targets for the future. There will also be a parents’ consultation event when you can meet key members of staff who will have an overview of your child’s progress. Each term, information will be available to you about the level of attainment, engagement and the standard of behaviour for your child in each subject area. The contact book At the beginning of the first term each student receives a contact book. We have found this book to be an extremely useful method of communication. There are pages in the book for your child to record home learning details and there are pages for notes and messages to be written on. These pages will have information on them relating to letters sent home and we ask you to sign that you have received them. There will also be comments from teachers about your child’s progress. Please feel free to write comments in the contact book and we ask you to use it to provide us with details of any absences. The contact book will be read by the tutor and by any subject staff to whom comments are addressed. It will be signed by the tutor each week and we ask parents to do the same. It is in your child’s interest that you check the contact book regularly; we appreciate your support with this.
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Please make sure you fill out the page in the contact book detailing the lunchtime arrangements for your child. Students who are allowed to go home for lunch will not be allowed to do so unless this page has been signed by a parent or carer. There are also other home school agreements that must be signed. Park Life Magazine This is the school magazine. The object is to keep you informed and through text and photographs, to celebrate the achievements of students, both inside and outside the classroom. We aim to make Park Life an entertaining read for anyone connected to Park High. PERSONAL SOCIAL HEALTH ECONOMIC EDUCATION AND CITIZENSHIP (PSHCE) – Year 9 At Park High School your child will have one lesson a week of PSHCE taught in tutor groups by their tutor. PSHCE brings together personal, social and health education, work related learning, careers, enterprise and financial capability. Personal Well Being includes sex and relationships education and drug education. Citizenship education aims to help young people become informed and responsible citizens with the skills and knowledge to make an effective contribution to society. Citizenship and PSHCE often consider the same issues but from different perspectives e.g. looking at personal finance in PSHCE in relation to daily lives and in citizenship the national and global implications of financial risk taking. The programmes of study for both PSHCE and citizenship are based on concepts such as risk, relationships, diversity, rights and responsibilities. YEAR 9 PROGRAMME
Youth Crime Democracy and Justice
Staying safe – bullying / Emotional health & well being
Study Skills, Mental Health & Well Being
Risk education & Healthy Choices (Covers Drugs, Alcohol, Smoking, Gambling & the Law)
Relationships & Sex Education
Diversity, Prejudice & Discrimination
The programme is always under review to keep up to date and meet the needs of the students and current issues and for this reason there may be some adaptations during the year. Sex and relationships education (SRE): Parents do not have the right to withdraw their child from SRE that is part of National Curriculum Science. Parents do have the right to withdraw their child from other aspects of the programme (that are not statutory) that may be taught in PSHCE. If a parent wishes their child to be withdrawn from SRE lessons they should discuss this with the Headteacher and make it clear which parts of the programme they do not wish their child to participate in.
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To be ready for learning students need to be well equipped so the following items are required:
English dictionary and thesaurus
Pencil case
Blue/black pens (fountain/roller)
Pencils
Eraser
Glue
Calculator
Compass
Rough book
Pencil sharpener
Membership of a local library
Pocket French dictionary
Pocket Spanish or German dictionary
Set square
Protractor/angle measure
Ruler
PE kit