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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.
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
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.
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
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
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.
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
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).
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!
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.
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.
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.
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.
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
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.
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
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
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.
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
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.
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.
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.