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Ysgol Gyfun PENYRHEOL Comprehensive School PARENTAL GUIDE Gwybodaeth i Rieni YEAR 9 BLWYDDYN 9 2014 Information about all the subjects studied this year and how you can help your child succeed.

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Page 1: PENYRHEOLpenyrheol-comp.net/wp-content/uploads/2014/10/Y9-Parental-Guide-… · Task: Persuasive Leaflet Group discussions on various topics. Task: Group Discussion (Essential Skills)

Ysgol Gyfun

PENYRHEOL

Comprehensive School

PARENTAL GUIDE

Gwybodaeth i Rieni

YEAR 9

BLWYDDYN 9

2014

Information about all the subjects studied this year and how you can help your child succeed.

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Option Programme Begins 5th January 2015 Year 9 Options Evening 22nd January 2015 Year 9 Examinations 23rd – 27th February 2015

Whole School Review Day 18th March 2015 Year 9 Full Report Issued 20th March 2015

Year 9 Parents’ Evening 23rd March 2015 Year 9 Options Deadline 25th March 2015 Summative Report Issued 12th June 2015

If you have any queries, please do not hesitate to contact the school. Telephone: 01792 533066 Head of Year: Ms S. A. Ensell-Lewis Pastoral Assistant: Mr. R. Howells

SCHOOL TERMS AND HOLIDAYS 2014/2015

Mid Term Holidays

Term Term Begins

Terms Ends

Begins Ends Term Begins

Term Ends

Autumn 2014

Monday 1st

September

Friday 24th

October

Monday 27th

October

Friday 31st

October

Monday 3rd

November

Friday 19th

December

Spring 2015

Monday 5th

January

Friday 13th

February

Monday 16th

February

Friday 20th

February

Monday 23rd

February

Friday 27th

March

Summer 2015

Monday 13th April

Friday 22nd May

Monday 25th May

Friday 29th May

Monday 1st

June

Monday 20th July

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1. Work must be presented neatly at all times. 2. Always write in blue or black pen.

3. Drawings or diagrams must be done in pencil but labelled in pen.

4. Always write in your neatest handwriting.

5. Lay out your work like this:

Classwork/Homework Date Title of Work

6. Put numbers or letters of questions in the margin.

7. Write on the top line of every page and start near the margin.

8. Write on every page. Don’t leave big gaps.

9. No Tipp-Ex. Cross out with one straight line. Don’t use brackets instead of crossing out.

10. No graffiti.

It is your responsibility to copy up work missed due to absence and ensure your work is complete.

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English

The following table is an outline of the work undertaken by pupils in Year 9

Term Reading Writing Speaking and Listening

Autumn

1st half

term

A study of film and

narrative. How directors

achieve effects and

maintain the interest of

an audience

Task: analysis of a film

clip

Narrative / descriptive

Task: Own original story

How to engage an audience and maintain

interest; effective beginnings and endings,

conveying emotions

Task: Communication: oral story-telling

Autumn

2nd half

term

Non-fiction informative

and entertaining texts.

Task: Reading different

kinds of media texts

Writing to inform and

persuade using ICT.

Task: Persuasive Leaflet

Group discussions on various topics.

Task: Group Discussion (Essential Skills)

Spring

1st half

term

Non-fiction texts –

discussion, writing and

analysis

Task: Research and

synthesis of information

Writing to discuss, argue

and persuade

Task: Persuasive/formal

letter

Communication skills

Task: Individual Presentation to the class

based on a topic of individual choice.

Spring (2nd

half term)

Class novel.

Authorial voice,

characterisation, plot.

Task: Empathy piece

based on characters

Writing To explore,

imagine and describe

Task: Planning and

drafting essays

Communication Skills

Task: Discussion of issues / characters /

themes arising from novel

Summer (1st

half term)

Poetry of two or more

writers

Task: Reading and

understanding fiction

Written analysis of

themes, effects of

language and content.

Task: Critical

appreciation

Personal and Social Education / Problem

solving.

Task: Discussion of themes, issues, cultural

and social context. Discussion of alternative

interpretations; tackling language

connotations

Summer

(2nd half

term)

Play written by

Shakespeare

Task: Study of play

Writing to explore and

analyse

Task: Analytical study

Communication Skills. Problem Solving Skills.

Task: Discussion of themes, issues,

characterisation. Language study

A rigorous programme of ‘Assessment and Evaluation’ will run throughout the three terms. Language skills will

also be evaluated meticulously.

Pupils will have the chance to complete a portfolio to achieve the Essential Skills qualification in

Communication, level 1 or level 2.

You can help your child by:

Making sure that all homework (written in diaries) is completed

Reading with your child several times a week and talking about what you have read

Making sure that your child has a book ‘on the go’ at all times

Having plenty of reading material at home such as books, newspapers and magazines

Going through the spelling of words and testing your child on difficult words

Having a dictionary and thesaurus available for use at home

Discussing work that is being done and offering ideas and suggestions

Checking through written work and helping your child with punctuation, spelling and grammar

Helping your child use the internet for research purposes

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Mathematics

Classwork in Maths Year 9 Maths is a subject that builds on the work done in previous years. As your child starts Year 9 it is important to realise that they will be expected to remember and use work and skills studied in Years 7 and 8. This may require some revision if your child has not retained the work. It is VERY important that the booklets and books from Years 7 and 8 are kept safe as they will be needed to revise from during the year, at the end of the year and also in the years to come. Everything done in maths can be in the GCSE exam in Year 11 and pupils will need to look back on all of the work to prepare for those exams.

Make sure your child has a safe place to keep all booklets and books

and if one is lost it is a good idea to photocopy another pupil’s book so

you have the work.

If your child is away from school, ensure that work is copied up straight

away by borrowing another pupil’s book or booklet. After the work is

copied up your child can ask the teacher for help if it is needed.

Classwork will not be marked by the teacher as it will be marked in

lessons as part of self and peer assessment. If your child is away when

a piece of work is marked then make sure that they borrow a book or

booklet to mark it, asking the teacher if there is a problem.

Your child's book can be asked for at any time to check that it is up to

date and organised and marking will be monitored in this way.

Homework in Maths It is very important that homework is attempted to the best of your child’s ability. The type of homework set varies and may be:

A MyMaths task – If you do not have internet access at home then your

son/ daughter can use the ICT facilities in the library before and after

school and at break time and lunchtime each day.

Revision for a test– Many pupils think revising in maths is simply a

matter of looking through their book. Facts need to be learnt but also

questions must be done to revise properly. This could be redoing

questions already done in the booklets/books or using MyMaths to

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revise and so on. When revising, particular attention should be given to

the questions that your son/daughter got wrong the when they did that

exercise in class.

Revision of work previously covered that is needed for a current topic.

Completing class work – This could be set to the whole class or

individual pupils who need a bit of extra time.

A worksheet

A challenge or problem

You will be informed if there is a persistent problem with homework completion. A “Z” for homework on any interim reports sent home indicates either a problem with completion or the standard of homework.

Assessment in Maths Year 9 At the end of key topics pupils will sit a short test to see how well the topic has been understood. This test will often be done the next lesson after finishing a topic so it is important that pupils make sure you they understand their work as they go along, keeping everything up to date as there may be only one night to revise.

Teachers will mark these tests and give them back to pupils to stick in

their exercise books. Pupils will fill in a self-assessment sheet for each

test and these will be glued into exercise books in order to target their

revision.

During the school exam period in February/March pupils will sit an

exam with all the work covered before Christmas in it. Pupils will need

to revise for a considerable length of time for this test even if they have

done well in all topic tests as they may forget work. A revision

homework will be set in January to help pupils to prepare.

Mid June, pupils will sit their end of year exam with ALL the work

covered during the year in it. A revision list of topics will be provided to

ensure thorough revision. This exam will be in two parts: a calculator

paper and a non-calculator paper. This exam is extremely important to

the setting process for GCSE so please bear this in mind before

planning to take your child out of school for any reason.

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After the end of year exam, pupils will be placed in a Maths set for

GCSE by looking at all results for the year. However, the end of year

exam gives us a far better indicator of the best place for your child to

be for Years 10 and 11.

In order to help your child progress in Mathematics you could:

Practice multiplication tables and mental arithmetic

Encourage your child to explain how they are completing a set task

Play games which help practice numerical skills with your child or

encourage them to play these with their friends. Games where scores

have to be calculated such as Scrabble are good examples.

Topics covered at Foundation Level Number, Decimals, Measurement, Perimeter and Area, Volume, Mode and Median, Mean and Range, Place Value, Fractions and Percentages, Formulae, Brackets, Co-Ordinates, Bar Charts, Line Graphs, 2-D Shapes, 3-D Shapes, Area/Perimeter/Volume, Probability, Angles, Fractions/Percentages, Symmetry, Basic Number Work, Topics covered at Intermediate Level Measures, Measurement, 3-D Shape, Formulae, Number Patterns, Probability, Decimals, Fractions, Decimals and Percentages, Angles and Parallel Lines, Transformations, Enlargement, Linear Equations, Mappings, Scatter Diagrams and Correlation, Frequency Diagrams, Ratio, Prime Factorisation, Volume, Circles, 3-D Drawing, Revision Topics, GCSE Topics Topics covered at Higher Level Pythagoras Theorem, Angles, Angles and Bearings, Sequences, Drawing Graphs, Properties of Number, Ratio and Proportion, Graphs, Scatter Diagrams/ Correlation, Enlargement, Reflection and Rotation, Translation, Solving Equations, Expansion and Factorising, Changing Subject, Inequalities, Fractions, Percentage Change, Rounding and Estimating, Trial and Improvement, Averages, Frequency Polygons, Interpreting Graphs, Probability, Similarity, Loci, Area and Volume, Equation of A Straight Line, Graphs and Functions, Simultaneous Equations, Indices, Standard Form, Compound Measures, Trigonometry, Polygons

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Year 9 Science

We aim for all pupils to enjoy their scientific experiences and achieve an

excellent understanding of our subject. We are passionate about science

and aim for all pupils to achieve their potential by the end of Key Stage 3.

In Year 9, your son/daughter will be studying:

(Chemistry) (Physics) (Biology)

Chemical Patterns Balanced Forces Being Healthy

Displacement Reactions Moving Energy Inheritance

Elements and Compounds Work Done Respiratory System

The Periodic Table Insulators Drugs

Your son/daughter will improve his/her thinking skills by:

Conducting a series of enquiries within the above topics which will

develop his/her as an investigative scientist.

Developing his/her thinking tools and learning strategies

All of our laboratories are equipped with interactive whiteboards and an

excellent range of resources to promote essential literacy, numeracy and

ICT skills.

All Year 9 pupils are taught in set classes. Pupils progress in is monitored

closely. Pupils are set again at the end of Year 9 using enquiry levels (and

the Year 9 summer examination result).

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How Can You Help?

1. Look through your son/daughters’ exercise book with him/her.

Encourage your child to complete any unfinished work, improve

the presentation of their work, and to discuss the concepts

he/she has studied. This will help with exam revision.

2. Emphasise the importance of completing good quality

homework on time. Feel free to help your son/daughter, or

contact our department if he/she is experiencing difficulty.

3. Please ensure that your son/daughter copies up work

missed if he/she is absent from school.

4. Help your child to develop study skills when revising for tests

and examinations. Buying a Key Stage 3 revision guide can help –

these can often contain glossy diagrams and questions to help

your son/daughter to test their understanding.

5. Encourage your son/daughter to understand the world of

science beyond school. There are many books and internet

sites available to fuel your childs’ imagination. In

particular, the ‘Bitesize’ site (www.bbc.co.uk/revision) is a

useful tool.

6. Get involved with your son/daughter’s options decisions with

regard to the sciences. Consider whether your son/daughter

should opt for the triple science course next year!

We wish your child a successful year with the Department of Sciences

and hope you will enjoy the topics as much as your child will!

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How you can help • Encourage your child to read regularly. • Practise word lists that are sent home with your child. • Encourage your child to use the SUMDOG internet subscription. • Encourage your child to attend study club for homework

support.

• Encourage your child to use extra Maths support during Monday morning Registration periods.

Literacy in Year 7 and Year 8 is timetabled once every fortnight.

Homework is set regularly.

To support the broader curriculum, extra booster sessions of Literacy

and Numeracy are held throughout the school year. Pupils are

identified and selected through a range of assessments. They begin

an intensive programme of study with clearly identified short-term

targets. After the targets are met, pupils will continue to be monitored

and assessed in order to ensure their progress.

Literacy - the aim is to improve reading, writing and spelling.

Numeracy- the aim is to improve and consolidate key mathematical

concepts.

Additionally, there is an opportunity for pupils who struggle with

reading to work 1-1 with fully trained Teaching Assistants during

registration periods and for a short time after school.

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Art Department / Adran Gelf

All pupils in Year 9 have the opportunity to study Art for 3 hour lessons in the two week timetable. Pupils in Year 9 continue to develop their artistic skills by experimenting with a range of media, techniques & processes. Pupils will focus on symmetry within their drawings and applying detail and tone to their work. Pupils learn to Express and communicate ideas and feelings where their Performance is continually assessed. Pupils are involved in evaluating their own and each other’s performance, and in setting targets for their own development. The Course Autumn Term - (Sept - December) The Greenman ceramic project. Pupils are given the opportunity to develop specific skills where they will produce various leaf drawings, draw insects from direct observation and learn how to draw the proportions of the face correctly. Pupils will research the myths, legends and folk stories of the Greenman. They will focus their studies in 2D and 3D form where they will develop ideas and intentions by working from first-hand observations, experience, inspiration and imagination. The final outcome for this project is to produce a ceramic Greenman which is to be decorated with various natural forms based on sketchbook research. All progress made will be recorded and reviewed regularly. Spring Term - (Jan - April) Celtic Art project Through this unit of study pupils will be given the opportunity to explore different forms of graphic design, investigating the meaning of communication and how this is linked to artworks. Pupils will research the historical background of Celtic Art, illuminated manuscripts of the book of kells and the influences of Celtic Welsh Art. They will create artwork based on Celtic writing, Celtic animals and Celtic knot work. The final design will be to produce a detailed painting based on their studies. Summer Term - (April – July) Sweets painting project Within this unit pupils are given the opportunity to explore various materials and techniques related to the theme sweets. Pupils will draw from direct observation focusing on 3 dimensional shapes looking at cylinders and cubes whilst learning about perspective drawing using forth shortening within their work. They will apply detail to their work and will develop painting skills focusing on blending and application of paint. Students Sketchbooks will be used to develop ideas where they will draw various logos of famous brands and learn how to draw various shapes of different sweets. The final outcome is to produce a detailed painting of sweets focusing on form, tone and pattern. Additional support from Parents: Provide Art materials for use at home. Visit Art Galleries & Museums to increase their knowledge of Art. Watch Art documentaries to increase knowledge of artists. Ensure your child is spending quality time on their homework. Encourage internet research of various artists and cultures.

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At Key Stage 3, pupils should be given the opportunities to build on the knowledge, understanding and skills acquired at Key Stage 2. They should be taught to design and make products by combining their designing and making skills with knowledge and understanding in contexts that allow them to make decisions based on the values that underpin society, helping them to become active and informed citizens. They should be made aware of human achievements and the big ideas that have shaped the world. They should be encouraged to be enterprising and innovative in their designing and making while having regard for sustainability and environmental issues in the 21st century. The Course Pupils will experience the broad nature of Design and Technology. Pupils will deal with several factors in their experiences; Health and Safety, CADCAM (computer aided design, computer aided manufacture) Resistant Materials, Compliant Materials and Food. Pupils will follow rotational courses and visit each teacher who delivers their specialism within the subject. All pupils will follow the same format in each aspect of the subject, to aid the learning experience. It is vital pupils are equipped with the basic equipment during lessons and any homework set is completed on time. Parents can assist their children by;

Showing an interest in the work they are doing in Design and Technology – the subject has changed massively since you were in school!

Speaking about items in the news of a technological nature – this helps to develop an interest. Follow us on Twitter @penyrheoldt

Help with homework and stress the importance of producing the best work of your child’s ability.

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Drama Key Stage Three

Key Stage Three Drama focuses on developing skills that will allow

each pupil to gain confidence in their abilities as an individual, work

effectively as a team and gain a deeper understanding of the world

using performance skills, dramatic forms and theatre skills and

techniques. Parents/guardians can assist the development of their

child’s work by discussing the content of each lesson and debating

topical issues and current affairs in order to build confidence, improve

communication skills and form opinions.

Pupils will be involved in schemes of work that will explore and develop

the following skills:

Making

Pupils will be continually assessed throughout each lesson on the

contribution of ideas that lead to finished presentations and the ability

to work well with others.

Performing

In assessed tasks marks are awarded for ability to perform characters

using voice, movement and facial expressions. Marks are also awarded

for using dramatic techniques and theatre styles, good use of space

and for effective communication with other actors and with the

audience.

Evaluating

This takes place when work is presented in lessons. This involves the

ability to reflect and comment on own and other’s work. This may be

done verbally or in writing. Performances are evaluated by pupils by

commenting on what was effective and why, and what could be

improved and how.

Work is marked in levels for each area of assessment e.g.

Making Level 4- Performing Level 4+ Evaluating Level 3+

An overall level is then awarded at the end of each assessment which

would consider all three areas. For the above it would be Level 4.

Formal assessment takes place every term and targets are given for

areas of improvement.

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Français

The Year 9 course involves oracy (speaking and listening), reading and writing through purposeful and entertaining activities, which build up language learning gradually. Pupils will be tested throughout the year in each skill area.

En voyage Talk about travel plans

Understand signs at a station

Buy a train ticket

Say what must or should not be done

Understand travel information

Travel by air, coach and boat

Describe a recent day out

Ça va? Discuss clothes and what to wear

Describe people’s appearance

Talk about parts of the body

Say how you feel and describe what hurts

Rendez-vous Find out about what’s on

Discuss what’s to do

Ask someone to go out

Accept or refuse invitations

Arrange to meet and buy tickets etc.

Discuss leisure activities

Talk about some things you have done

Pupils in the Intermediate Sets follow the Salut! Course. Topics studied include:

Talk about yourself and family

Talk about hobbies

Discuss daily routine

Make social arrangements

Talk about parts of the face and the body

Say what’s wrong with you

Say what you eat

Learn about shops and buy food

You can help by: 1. Testing vocabulary

2. Assisting your son/daughter in using the dictionary

3. using www.languagesonline.org.uk

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Equipment Required

Pens, pencils, ruler, protractor, compass calculator Topics Covered:

Atlas skills, day-night and seasons

Natural Regions – deserts, rainforests, artic and savannah

Sustainability

Around the World

Development Visits

Pupils have the opportunity to visit Big Pit, Blaenafon/Cardiff Bay

An overnight stay to Dartmoor National Park and the Eden Project has also been organised in recent years.

Pupils also meet local environmentalist Phil Williams Parental Help:

Encourage your child to be more sustainable. Walk rather than drive or use public transport. Recycle glass, paper, aluminum cans and other household items. Start a compost heap or join an environmental organisation.

Watch geography programmes on the Discovery Channel or mainstream television especially those on deserts, rainforests, artic or savannah.

Use an atlas to find the exact location of holidays and how you got there.

When travelling by car use an atlas and ask them to follow your route.

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YEAR 9 HISTORY

IN YEAR 9 PUPILS WILL STUDY ASPECTS OF: -

WALES AND BRITAIN

IN THE INDUSTRIAL AGE

c.1750-1918

THE AREA OF STUDY INCLUDES SOME OF THESE TOPICS:

THE AGRICULTURAL REVOLUTION

THE CAUSES AND CONSEQUENCES OF THE

INDUSTRIAL REVOLUTION

WORKING CONDITIONS IN FACTORIES AND

MINES

DEVELOPMENTS IN THE FIELD OF TRANSPORT

POPULAR PROTEST AND THE FIGHT FOR

PARLIAMENTARY REFORM

THE BRITISH EMPIRE

THE CAUSES OF THE FIRST WORLD WAR

THE FIRST WORLD WAR including –

RECRUITMENT; TRENCH WARFARE; THE BATTLE

OF THE SOMME; THE HOME FRONT; THE END OF

THE WAR

THE CIVIL RIGHTS MOVEMENT IN AMERICA IN

THE 1950’S AND 1960’S

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During the year your child will undertake 4 ASSESSMENT TASKS designed

to test and further improve their historical skills: -

1) October – The Agricultural Revolution 1700-1900

2) December – How Britain changed from 1700-1900

3) February – Interpretation work on the Peterloo Massacre 1819

4) April – A research project on Life in the Trenches

AS A RESULT OF STUDYING HISTORY, PUPILS WILL DEVELOP

THE ABILITY TO: -

- Explain the causes and consequences of events

- Examine and evaluate historical evidence

- Be aware of different points of view in History

- Conduct independent research

- Communicate ideas in a variety of ways

HOW YOU CAN HELP!!

CHECK THROUGH YOUR CHILD’S WRITTEN

WORK AND HELP WITH SPELLING,

PUNCTUATION AND GRAMMAR

STRESS THE NEED TO WRITE FULL, DETAILED

ANSWERS

PROVIDE PLENTY OF READING MATERIALS

SUCH AS “ALL QUIET ON THE WESTERN FRONT”

ENCOURAGE YOUR CHILD TO USE THE

INTERNET FOR RESEARCH PURPOSES

ENCOURAGE YOUR CHILD TO DEVELOP AN

INQUISITIVE NATURE AND A DESIRE TO SEEK

ANSWERS!

For the latest updates on homework, department news etc, follow us on twitter@penyrheolhanes

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Information and Communication Technology (ICT)

Introduction

At Key Stage 3, learners are given opportunities to build on the skills, knowledge and understanding they have acquired at Key Stage 2. They are taught to become increasingly independent when making use of safe and suitable information sources, both ICT and non-ICT. They will have the chance to develop a range of ICT skills and become familiar with a selection of resources to find, analyse, communicate, present and share information. They will become more aware of the need to check the accuracy of their work and consider the advantages and limitations of using ICT in the other subjects they study. This will enable them to become increasingly aware of the social, ethical, moral and economic effects of ICT in the wider society. The focus for pupils is preparation for the new GCSE specification in Year 10. Pupils will take time to familiarise themselves with higher level skills and utilise these when producing a large scale business project. They will also start to work more electronically with less paper handouts and more computer based templates. Task 1 Pupils are asked to create and interrogate a Travel Agents holiday

database from a basic text data file. They will learn field naming conventions, data types and complex queries.

Task 2 Pupils will spend time reviewing a range of business documents and

create their own ‘House Style’ for their Travel Agents. They will achieve this by initially creating a logo and business card.

Task 3 Pupils will create an animated web banner utilising their travel agent

logo. This will be converted into a GIF. Task 5 Pupils will then create a mood board to assist with their website

design. The mood board will feature image and text research and hexadecimal colour references to be used on their website.

Task 6 Pupils will create a PhotoStory video using their research, to promote

the travel agency. They will record voice-overs, layer background music and learn some basic video editing skills in preparation for using this video on their website.

Task 7 Finally, pupils will bring together the multimedia skills they have

learned throughout the topic to create a website for their travel agency. This will make use of professional web-editing software. Whilst doing this, they will learn some basic HTML coding, how to use hexadecimal colours and make a website accessible to all users.

Important skills in this year’s scheme of work are to learn new multimedia techniques, to respond effectively to peer assessment and to gain an understanding of the basic concepts of a programming language. These skills will give pupils an experience of integral parts of the GCSE ICT and Computing specifications.

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Music Department The Year 9 course involves:

1. Learning to perform vocally and on a variety of instruments including

keyboard, ukulele, guitar and percussion instruments

2. Learning to compose for a variety of instruments including the voice

3. Learning to listen critically to a wide range of music from various styles,

eras and backgrounds. This includes classical, rock, pop, blues and various

world music

4. Learning to develop ICT skills using various software packages.

Topics covered in Year 9 include:

Film Music Theme and Variations Christmas Music Cerddoriaeth o Gymru / Music of Wales Textures in Pop Music Britpop Pop Song Composition

You can help your child by:

Encouraging them to learn an instrument through the in school

peripatetic service (Strings, Woodwind, Brass)

Encouraging them to participate in one of the many extra curricular

ensembles (Junior Choir, Whole School Choir, Orchestra, School

Production)

Enabling them to practice on a musical instrument at home

Listening to your child singing and make helpful comments

Attending concerts that your child is performing in

Encouraging them to listen to a broad range of music

Taking them to performances of live music (Musicals, Rock Concerts,

Classical Concerts, Festivals etc.)

For updates on homework & department related news,

follow us on twitter@penyrheolmusic

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For the latest updates, follow us on

@penyrheolpe

Participation and Effort results in Success in P.E.

Participation Encourage your child to

participate in every lesson with the correct

kit. Send a letter in an envelope if they are too ill

to participate. Usually if they are fit enough to be

in school they can take part in PE Lessons.

Effort – Whatever your child’s ability it is

important that they participate with the

maximum effort in all lessons. It doesn’t

matter if you can’t do a forward roll as long as

you try.

KS3 Programme of study and assessment.

Pupils are taught a range of activities in each of

the National Curriculum areas:

Competitive activities Creative activities

Outdoor and adventurous Health and Wellbeing

Assessment – pupils are awarded a level based on

their performance and knowledge in every area.

Safety

Accidents in PE can be avoided by the

following rules:-

All trainers must be tied up properly

No jewellery to be worn. Please provide

tape for earrings which cannot be removed.

All instructions given by PE teachers are

concerned with safety.

Encourage your child to listen and carry out

the appropriate instructions.

P.E. Uniform/Kit

Specially designed – Available only from P. E. Department or Picton Sports

P. E. T-shirt, shorts/skorts, sports socks. Rugby shirt – optional.

Trainers Boys – football boots

Extra Curricular Activities

The P.E. Department organises numerous school teams and activities lunch time and after school.

For competitive matches arranged with other schools, we expect squad members to be committed

and reliable.

Please encourage your child to play an active part in school life and make the most of their

abilities.

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Year 9 Key Stage 3 Human Experience

Relationships and responsibility – Persecution and Prejudice:- Holocaust – Anne Frank Martin Luther King – Racism

Belonging – Celebration

Meaning and purpose of life – Good/Evil, Questions about God and Suffering

The journey of life – pilgrimage e.g. Yad Vashem, Lourdes Human Identity – the nature of God/ the Soul, Good and evil Search for Meaning

Knowledge and experience of the non-material/spiritual Assessment Key Stage 3 Pupils will be given opportunities to develop their skills and their knowledge of Christianity and other principal religions. Through the course pupils will be: Engaging with fundamental questions, exploring religious beliefs, teachings and practices, expressing personal responses. Specific level assessments throughout the year may include: The Holocaust – Where was God? Martin Luther King – Civil Rights, Human Identity, Suffering moral/natural.

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You can help by:

Encouraging your child to use the Library for reading material and for research.

Encouraging your child to use the internet for research purposes.

Encouraging your child to write full detailed responses, particularly with evaluation answers and level assessments

Testing your child on the spelling and meaning of key words e.g. Anti-Semitism, Holocaust, Civil Rights, Discrimination

Checking through written work and helping your child to be accurate with punctuation and grammar.

Ensuring that set homework is completed on time and revision is carried out for set tests/examinations.

Ensuring there are no pieces of unfinished work in your child’s book.

Helping your child to read any written material they find difficult

Encouraging your child to undertake novel reading on certain topics to enhance literacy skills for example Anne Frank, Martin Luther King

Discussing work that is being done and offering ideas and suggestions e.g. ‘Never Again’ – Holocaust Day 27th January in Britain, a warning in History; Civil Rights.

Encouraging discussion of other beliefs and a tolerance of a different world religion.

Checking your child’s book to note presentation and progress

Encouraging your child to be organised by bringing correct books and equipment to school – pens, pencils and rulers are used every day.

Being supportive, encouraging self belief and helping them to seize the opportunity to secure future success.

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