Year 9 Curriculum Information
| Art | Design & Technology | Drama |
| English | Food | French |
| Geography | History | I.C.T |
| Maths | Music | P.E |
| R.E | Science | Learning Support |
| Personal, Social and Health Education | ||
At Lavington School we believe that all students should have access to a broad and balanced curriculum. We believe equally that not everybody thrives on an identical diet.
Consequently, at Key Stage Three (years 7, 8 and 9), we offer our students the same subject framework. The detail of what is taught, at what levels and the approach used differs according to the ability and achievement levels of the individual students.
Whatever the subject, the work presented to and demanded of our students is planned so that all can be challenged and supported as required.
What can parents do to help?
The most important thing you can do as a parent is simply to take an interest in your child’s work. With this thought in mind this booklet has been produced to give you, as parents, a broad outline of the programmes of study your child will follow in the current school year.
Additionally, in each subject profile you will find a section headed ‘parental contribution’. The purpose of this is to provide positive suggestions of the ways in which you can become more actively involved in your child’s learning.
Sex and Relationship Education is an important part of the Skills for Life programme and the Science curriculum. Parents should inform their child’s tutor if they do not wish them to take part in the Skills for Life element of the programme.
If you have any queries concerning the information provided here, do not hesitate to contact the appropriate Head of Department.
The importance of homework
Homework is an important part of schoolwork. This is an area of your child’s learning you can help with. Apart from trying to provide the correct environment; somewhere warm, a flat surface in a well-lit area and away from distractions, you could:
1. Ask what homework has to be done.
2. Check and sign the Homework Diary weekly.
3. Offer encouragement at all times.
4. Contact the school as soon as problems arise.
This Key Stage Three Curriculum Booklet is an initiative aimed at improving the quality of education at Lavington School by emphasising the link between school and home. Comments are invited.
Head of Subject: Mrs. Craddock
Outline of Course:
Content:
Painting, drawing, ceramics, 3D work
Looking in depth at the work of a chosen artist
Activities:
Project based practical activities leading to the sort of work experienced during GCSE work
Skills:
Continuation of drawing, painting and collage skills. 3D sculptural work in clay and/or plaster
Homework Activities:
Students will be working on two main projects throughout the year. The first will be entitled ‘Cubism’ and students will look at the work of Picasso and Braque. They will be expected to produce a short research project on this artist for homework, reviewing his painting style and content within the context of 20th Century painting. There will also be some homework tasks based on observation drawing from still life objects and people.
The second project will be based on Pop Art and consumerism and we will be looking at work by Roy Lichtenstein and Andy Warhol. Students will produce a short research project for homework reviewing these artists’ painting style and evaluating their work from a personal viewpoint. Students’ homework tasks will also involve producing a set of drawings from comic book images and consumer items, with the aim of creating paintings of their own in the Pop Art style.
Assessment:
In accordance with school policy. End of KS3 test to determine level of progress
Parental contributions:
Provide opportunity for art work at home. Visit galleries, encourage research into relevant artists.
Provide A3 sketch book for homework activities
Useful resources and equipment:
Sketching pencils in range B - 3B. Good rubber, metal sharpener, pritt stick, coloured pencils and felts
Other relevant information:
There will be a small charge to cover cost of materials for any 3D project which student wishes to take home
Head of Department: Mrs. Thompson
Outline of work:
Content:
Genre
Silent Movies
Somme Theatre
Famous for Fifteen Minutes
Performance
Content:
- Using TV and movie form
- Silent Movies
- Responsibility
- ‘Our Day Out’
- Improvisation topic
Activities:
All practical work which gives students the opportunity to make, perform and respond
Skills:
- To create and perform a variety of characters using movement skills and language appropriate to that role
- To communicate a short script, using drama skills
- To organise and present performances to an audience in a range of styles
- To give and accept suggestions and ideas in group work
- To use correct terminology to describe their own and others’ work
- To devise dramas in various forms, based on a range of challenging issues and themes
Homework activities:
No more than two homework tasks will be set in a half-term. These are likely to include evaluations, research, in-role writing, storyboards or posters
Assessment:
Students’ knowledge, skills and understanding of drama is assessed by curriculum levels
Parental contributions:
To support students in homework activities.
Useful resources and equipment:
Trainers or soft shoes for all Drama lessons
Other relevant information:
Students who show ability/interest in this subject, are encouraged to take part in extra-curricular activities eg school productions or join the Lavington Youth Theatre group, which meets every Wednesday, after school.
Head of Department: Mrs. Hutchings
Outline of Course:
Content:
Designing and making
Understanding materials, structures, mechanical devices, products and applications
All work to be carried out with regard to quality and health and safety
Activities:
Projects:
Decorative Box
Systems and control Product design
Pewter jewellery
Skills:
Graphical skills to aid planning. Select and use appropriate methods of shading and forming materials accurately. Classification of materials. Explore and develop ideas by modelling. To analyse the performance of systems. Implement improvements through testing against original specification.
Homework activities:
Develop design skills.
Record and evaluate practical activities.
Students will have a week to complete homework assignments when they are set. These will take the form of researching existing products in terms of function, suitability for the target market, aesthetics and economic factors. In addition students will be expected to develop their design skills by using a variety of drawing techniques and recording and evaluating practical activities in the form of Storyboards, flow charts and questionnaires.
Assessment:
Homework marked according to school marking policy
Decorative box project. Assessed against National Curriculum levels
Parental Contributions:
Supporting art, design and technology exhibitions
Useful resources and equipment
Good colouring pencils, Pritt stick, Drawing board, Text book ‘Design and Technology’ - Pub. Nelson, authors Colin Caborn/Ian Mould/John Cave
Other relevant information:
There will be a charge for ‘3D’ work
Head of Department: Mrs. Wells
Outline of course:
Content:
The Year 9 curriculum is organised into six units covering the requirements of the English National Curriculum and drawing on the advised learning objectives included within the National Literacy Framework.
All Year 9 students will study the following three units during terms one and two (Sept-Dec).
- Learning to persuade, argue, advise
- The short story
- Media
In January, students will start preparing for the SAT tests, which take place in May. Following the tests, students will start the GCSE course, studying four poems from Different Cultures and Traditions.
Activities:
We aim to offer a wide variety of teaching and learning activities in order to engage all learners. Just a few examples of activities your child may learn through are: close reading of texts, cloze exercises, role play, group discussion, oral presentations, hot seating etc.
Skills:
Each core unit will offer a wide variety of activities to develop and improve students’ speaking and listening, reading and writing skills, understanding and knowledge.
Homework activities:
Each unit of work lasts approximately six weeks and, typically, students will be set one thirty minute homework task per week.
Typical tasks will include researching a topic, learning spellings and/or the meaning of words, independent reading, teacher-directed reading, focused writing tasks, proofreading, completion of class work and learning evaluations.
Your help is very much appreciated and here are a few ideas about how you can support your child with English homework:
- Talk to your child about how to approach the task set
- Discuss what they are reading with them
- Proofread work with them (please advise us of the help you have given)
- Test them on their spellings
- Encourage the meeting of deadlines
Assessment:
- During a unit of work, assessment is in line with school policy. One formal assessment will be conducted per unit of work. National Curriculum levels will be awarded for each formally assessed task.
- Mock SATs will take place during February.
- End of year assessment is by National Curriculum levels of attainment.
Parental contribution:
Parents are encouraged to monitor students’ homework and offer guidance wherever possible. Please do not hesitate to make contact with your son’s/daughter’s teacher, in the event of problems or queries.
Useful resources and equipment:
A good dictionary or spellchecker at home. Access to a word-processor, if possible. A tape recorder can also be useful.
Other relevant information:
Setting in year ten will be determined by pupil performance through Year 9 and end of Key Stage Three English examination results.
Head of Subject: Miss Jeanes
Outline of course:
Content:
Develop knowledge of nutrients, in particular protein and the importance of lifestyle in leading a healthy life. Be equipped to make a range of main course products.
Activities:
Be able to apply nutritional knowledge when designing food
Preparation and production of various dishes, including a range of main course products
Skills:
Create realistic and achievable design of product
To develop an awareness of nutritional needs of specific population groups
Pastry making, sauce making
Homework activities:
Research relating to design and make tasks. Preparation for practical work. Work sheets, poster designing, evaluation of practicals
Assessment:
Marking to school policy
NC levels
Parental contribution:
Provision of food for practicals
Encouraging an interest in food and healthy eating
Useful resources and equipment:
Recipe books
Colouring pencils
Computer is useful for presentation, but not essential
Head of Department: Mrs. Coates
Outline of Course:
Content:
Students follow the course called “Expo” (part 3).
Activities:
They will develop their understanding and skills through a range of activities such as games, role play, surveys and other investigations.
Skills:
Students will be working in all the skill areas to convey information about and understand events which happen in the present, future or past.
Homework activities:
These are an extension of classroom activities and learning vocabulary and grammar form an important part of the programme. On average there will be one piece of writing and some vocabulary or grammar to learn each week.
Assessment:
There is a teacher assessment at the end of the key stage. Students complete various tasks in each skill. so that the teacher has an accurate indication of their NC levels.
Parental Contribution:
We hope parents will continue to encourage and support students by testing vocabulary and showing that they feel learning a foreign language is valuable.
Useful resources and equipment:
A larger dictionary would be an asset for this year and certainly for the GCSE course in years 10 and 11.
Head of Department: Miss Alford
Outline of course: There are three topics, one planned for each of our school terms.
Content:
Autumn term – Hot and Cold Deserts – This unit explores the factors that affect climate on a global scale. Students examine how climate affects the living and non-living environment and what, if anything, are we doing in order to protect fragile ecosystems.
Spring Term – Development and Trade
- Contrasts in the level of development between MEDCs and LEDCs are examined by looking at social and economic factors
- Students are made aware of world trade and how the pattern of world trade favours MEDC. They also look at Fair Trade as an example of an initiative to address this imbalance
Summer Term – The Environment and a Hazard – This unit looks at how the environment can be a hazard, which has negative effects on people’s lives.
Activities:
Build upon geographical skill, knowledge and understanding from Year 8.
Learn the factors which determine world climate types.
Drawing, describing and explaining misconceptions about the main world climates.
Make a model of a volcano .
Construct a series of case studies, locating real places, events and consequences of natural hazards, e.g. Montserrat, Bam earthquake in Iran.
To understand how we need to respond to hazards and look at development with sustainability in mind.
Use decision making exercises to gain an understanding of other cultures and to compare and contrast with our own.
To foster citizenship.
Undertake extended self-supported enquiries on both a more economically developed country and a less economically developed country.
Skills:
- To develop a range of geographical skills.
- To be able to interpret maps at various scales.
- To develop an enquiring mind.
- To foster citizenship with an understanding and awareness of other people across the world.
- To communicate with other students.
Homework activities:
- The pupil will undertake activities at home that will complement and extend the work done in class.
- Learn key geographical vocabulary.
- Creative writing
- Model making
- Investigation
Assessment:
- Questioning students during class activities to check knowledge, understanding and skills.
- Students will be assessed continually in their learning.
- Homework tasks.
- Six Key Tasks.
Parental contribution:
- Parental support is encouraged at all times and would typically include:
- Checking their child’s exercise book.
- Watching geographical programmes with their child.
- Encourage their child to read newspaper articles relevant to the area of study.
- Helping their child prepare for tests.
Useful resources and equipment:
- Key text books include Key Geography and the Geog.series.
- Maps, atlas and photographs.
- ICT and audio-visual equipment.
- Digital Camera.
Your child is expected to provide a pencil case containing coloured pencils (not felt tips), a ruler, pencils, eraser, blue or black biros or an ink pen and a basic calculator.
Other relevant information:
Good Geographers do not necessarily have encyclopaedic knowledge and recall but know how to find out the answers to queries. They are well organised and keen to make sense of and to recognise patterns, sequences and consequences of natural processes and human activities.
Head of Department: Mrs. Coates
Outline of Course:
Content:
Students will use book 3 of the Echo course (either foundation or higher)
Activities:
They will develop their understanding and skills through a range of activities such as games, role play, surveys and other investigations.
Skills:
Students will be working in all the skill areas to convey information about and understand events which happen in the present, future or past.
Homework activities:
These are an extension of classroom activities and learning vocabulary and grammar form an important part of the programme. On average there will be one piece of writing and a learning element each week.
Assessment:
There is a teacher assessment at the end of the key stage. Students complete various tasks in each skill so that the teacher has an accurate indication of their NC levels.
Parental Contribution:
We hope parents will continue to encourage and support students by testing vocabulary and showing that they feel learning a foreign language is valuable.
Useful resources and equipment:
A larger dictionary would be an asset for this year and certainly for the GCSE course in years 10 and 11.
Head of Subject: Mr. South
Outline of Course:
Content:
Students will investigate the Industrial Revolution, World War 1, the Rise of Hitler, the end of the Second World War as well as life in the post-war period.
Activities:
Students visit the Black Country Museum in Dudley to support their work on the Industrial Revolution.
There is also a visit to the Ypres Salient in Belgium for one day, particularly for those considering GCSE History as an option.
Skills:
Preparing for GCSE is very important in Year 9. Skills of evaluation, interpretation and investigation are fine-tuned.
Homework Activities:
Homework will be set when appropriate to support learning. Tasks may include individual research, analysis and evaluation of documents, drawing maps and diagrams etc.
Assessment:
Students will investigate six key questions relating to the above topics. At the end of each question they will complete an assessment task which will be marked against national curriculum levels.
Parental contribution:
Parents can support us by encouraging a regular routine in the evening for homework. Sometimes parents help us on visits. Students are encouraged to catch up quickly when they have been absent. Students should be encouraged to watch relevant TV documentary programmes and should be encouraged to watch the news and read newspapers to keep them in touch with world events.
Useful resources and equipment:
Pens, pencils, rulers, coloured pencils etc. are required. A small pocket dictionary is useful. Otherwise, no specific equipment is necessary.
Other relevant information:
The Ypres Salient visit is limited to about 50 students and fills up very quickly, often within 24 - 36 hours of letters going home. GCSE historians are given another opportunity to visit the Battlefields of the First World War for coursework. Payments start at the end of Year 9 and are spread across Year 10 with the visit running in May of Year 10. This spreads the cost and allows wider participation.
MATHEMATICS
Head of Department: Mr. Ford
Outline of Course:
Content:
All students follow the ‘Key Maths’ course. The course is specifically designed to be appropriate for a wide range of abilities at all levels and provides full coverage of the revised National Curriculum and the latest Framework for Teaching Mathematics and Numeracy Strategy. Students either work from the 91, 92, or 93 book in which the basic content of material is covered but where differentiation is achieved by varying the difficulty of exercises. An Extra Resource book provides materials that stretch the more able students and a Special Resource book provides materials to support the less able. Each book is split into sections that cover the Attainment Targets for Maths, namely Number and Algebra, Shape, Space and Measure and Handling Data. Using and Applying Mathematics is covered throughout the book and in specific separate Units of Work. The teacher presents and adapts the content of the books to meet the needs of the students in each set with a balance of learning and teaching styles. The students are supported as independent learners and they use maths to complete tasks and investigations.
Activities:
Increasing emphasis is given in extended open-ended tasks to the structured approach required for the formal assessment at KS3 of Attainment Target 1,Using and Applying Maths. Timed mental tests are an integral part of the course.
Skills:
Attainment Target 1 requires students to develop the skills of reasoning and communicating mathematically and of making and monitoring decisions to solve problems. With all the work the emphasis is on understanding the concepts underlying techniques and processes. This includes understanding and using: (i) the number system and methods of computation to solve problems; (ii) measures; (iii) patterns and properties of shape, position and movement; and (iv) information statistically.
Students need to develop in both speed and accuracy their competence in computation, (e.g. long multiplication) and their facility with a personal calculator when mental or ‘pen and paper’ arithmetic is inappropriate. IT skills are very useful and can facilitate learning and understanding.
Homework Activities:
Homeworks will include continuation of classwork, tasks arising out of current classroom work or tasks as preparation for future work, revision exercises, investigations and research. Homeworks are usually set twice a week and students should work for about 40 minutes on each occasion. Significant variation from this should be communicated to the teacher in the first instance.
Assessment:
At the end of each Unit of Work (chapter) there is a short test to assess their understanding of that section. The students will receive feedback on their performance and an indication of National Curriculum Level. Their performance is tracked by these levels throughout the year and compared with their target levels, which they are given in September and used to highlight under- or over-achieving. There is a formal ‘mock’ SATs exam towards the end of the spring term. Performance on this test and evidence gathered throughout the year will determine the tier of entry used for each pupil in the Key Stage 3 exams in May. The tiers are National Curriculum Levels 3 to 5, 4 to 6, 5 to 7 or 6 to 8.
Parental Contribution:
General encouragement and support should be given as a matter of course. Involvement of parents in helping with homeworks, when difficulties arise, is often beneficial. In particular students may need help and guidance in accessing information (e.g. from reference books) or revising or learning new mathematics (e.g. from study guides). If your child becomes anxious or worried about maths or you have any concern please do not hesitate to contact the teacher straight away.
Useful resources and equipment:
A range of study guides is beneficial. Well-written books aimed at self -study should enable students to learn mathematics from the ‘written page’. This is a very useful skill to develop. Copies of: KS3 Revision Guides (Co-ordinators Group Publications) KS3 Workbooks (Co-ordinators Group Publications) and GCSE Maths Coursework Students’ Guide are available from the school.
A ‘scientific’ calculator is essential for all students. All students without their own calculator are at a serious disadvantage. One of the two SATs papers presumes the use of a calculator. It is essential that all students bring a ruler and a 180o protractor to all their maths lessons and also bring pair of compasses when asked to do so.
Head of Subject: Mrs. Love
Outline of Course: Practically based course with the emphasis on composing, listening and performing (in half-termly modules)
Content:
Term 1:
Reggae: an exploration of the Reggae style and its development, leading to a performance task.
Blues: an exploration of the Blues style and its development, leading to a composition and performance task.
Term 2:
Ragtime: a study of Ragtime music and its characteristics through practical tasks.
Programme Music: a study of the interpretation of art and 20th Century Music into music through listening and composing.
Term 3:
Gamelan Music: a study of music from Indonesia using a range of percussion instruments.
Popular Music: Powerpoint presentation on a genre or artist of their choice. Developing presentation skills, that will be transferrable to other subjects.
Activities:
1. Group activities using and developing vocal and instrumental skills.
2. Group and individual activities developing performance and composing through given stimuli.
3. Improvisational work.
4. Listening activities which provide stimuli for composing and development of musical understanding.
Skills:
Term 1:
To identify the features of Reggae and Blues music through listening tasks.
To compose and perform in the style of Reggae and Blues.
Term 2:
To develop improvisation skills.
To take part in a group performance and show awareness of style and sense of ensemble.
To develop keyboard/instrumental skills.
Term 3:
To select and combine resources and develop musical ideas.
To express and justify opinions and preferences using musical knowledge and vocabulary.
To perform showing an awareness of audience.
Homework activities:
Students will be expected to complete at least 1 hour of Aural Skills per half term. They can do this using the computers within school. The software will develop their aural ability and musical theory knowledge. As students complete levels awards/certificates will be awarded.
Homework will only be set for appropriate activities eg write up of material listened to in class. Appraisal of composition work. Students are expected to develop their composition work if they have an instrument at home.
Assessment:
The majority of assessment is done on an informal basis through their practical activities and homework assignments.
At the end of year there will be an assessment task focusing on skills developed throughout the year.
Parental contribution:
Parental encouragement is important in the development of the students instrumental skills.
The encouragement to listen to a wide variety of musical styles will develop students’ musical understanding.
All instrumentalists should be encouraged to participate within a band/group or orchestra, within school.
Head of Department: Mrs Adams
Outline of the course:
Content:
Athletic Activities; Indoor Games: Outdoor Games and Gymnastic activities.
Activities:
Modules:
Health Related Fitness
Athletics, Cross Country, Football (girls and boys), Hockey (girls and boys), Rugby (girls and boys), Netball (girls), Rounders, Tennis, Volleyball, Gymnastics, Circuit Training, Basketball, Badminton
Skills:
To promote all-round physical development and fitness.
To develop competence and confidence in physical skills.
To develop cognitive skills.
To develop aesthetic and artistic understanding.
To develop the individual to meet their physical potential, as far as possible.
To teach appreciation of own and others’ strengths and weaknesses, and to guide as to appropriate responses.
To foster the appreciation of the importance of fair play and rule abiding, honest competition and good sporting behaviour as team members, individual participants, and spectators.
To teach students to learn to cope with success and failure.
To develop relevant skills, knowledge and understanding for activities beyond school.
To develop knowledge and understanding of fitness and health.
To have opportunities to measure performance and to encounter and interact with ICT opportunities.
Homework Activities:
None
Assessment:
Students will be assessed in all modules.
The interim and end of year reports reflect a consensus of the grading for Achievement and Effort across all the modules undertaken.
All students will be assessed for their attainment at the end of KS3 (Summer Term Y9) against the National Curriculum attainment targets for Physical Education.
Parental Contribution:
Ensuring that all students are provided with the correct kit, and that they bring it to every lesson.
It would also be helpful if parents are not too ‘soft’ on their children, in providing notes when they might otherwise take part in lessons with some adaptation of activity or time involvement. Naturally, the Department is sympathetic to the effects of illness or injury but are anxious to involve students where possible (for example, a minor hand injury might preclude Netball or Rugby, but running or some other skills remain possible).
Useful resources and equipment:
Please see the published list of PE and Games kit.
Other relevant information:
Every pupil receives 150 minutes of PE and Games per week; delivered in one 50-minute period and a double 100-minute session.
There will be opportunities to undertake extra-curricular sport and to take part in various competitive championships, as individuals or in a team.
Head of Department: Mrs. Hinder
Outline of Course:
The aim of the course in Year 9 is to enable students to develop and deepen their existing skills and knowledge in preparation for starting the Religious Studies GCSE Short Course towards the end of the year.
Content:
Exploring the nature of Deity, Belief and Worship
Religion and Poverty and Wealth
Good and Evil
Activities:
Discussion
Role-play
Investigation
Analysis and evaluation
Application and communication (written and oral)
Homework Activities:
Will be set as appropriate for the learning needs of the students.
Assessment:
Formative – throughout the course
Summative – at the end of each topic when the student will receive a GCSE based grade (A* - U)
Parental Contribution:
Help and support student as much as possible and encourage an enthusiastic response to the subject. Help in developing an open mind towards people of different cultures and religions.
Useful resources and equipment:
Usual equipment for any lesson. A copy of the Bible might be useful. Access to the news (TV) and national newspapers.
Subject leader: Mr. Minns
Outline of Course:
Content;
The course is divided up into 12 modules, each of which covers a particular area of Science. The titles of the Modules are: Inheritance and Selection, Fit and healthy, Plants and Photosynthesis, Plants for food, Reactions of metals and metal compounds, Patterns of reactivity, Environmental chemistry, Using chemistry, Energy and electricity, Gravity and space, Speeding up, Pressure and Moments.
Activities:
Note taking, carrying out and watching experiments (with the emphasis heavily on the side of the students carrying out their own experiments wherever possible). The teaching of Science theory. Use of relevant videotapes. Investigations.
Skills:
Drawing diagrams; making and recording observations and measurements; using equipment accurately and safely; drawing conclusions from their results and observations; carrying out simple mathematical calculations; drawing charts and graphs carefully and accurately
Homework Activities:
Writing up experiments
Answering questions
Researching topics
Reading the textbook in preparation for lessons
Revising the work for tests etc
Assessment:
By end of module tests (these are short answer tests of about 40 ‑ 45 minutes duration)
Practical assessment, to look at their ability to make predictions, plan experiments, carry them out, record data end draw conclusions
Level assessed Tasks
End of year SAT tests
Homework tasks
Parental Contribution:
Provide support and encouragement particularly in the area of Homework tasks
Provide resources over and above that which the school can afford (*see below) to supply by way of textbooks etc. e.g. Science encyclopaedias for Christmas/birthday etc.
Avoiding taking family holidays between Easter and the end of the Summer term will be of great benefit to the students.
Useful resources and equipment:
Good pen, pencil, ruler, rubber, coloured pencils, pencil sharpener (and a pencil case to keep them in). A calculator is a fairly cheap but very useful extra (but only if the pupil con do the Maths without it first!) Books as above. In particular we recommend that the students purchase a revision guide which is aimed exclusively at the material and content which will be examined in the SATs. The guide can be ordered through school.
Other relevant information.
This is an important year particularly because of the SATs in May. After the SATs have been completed the whole year is then taught the first Year 10 Module to provide a clear learning focus for the summer term and to relieve pressure on time in years 10 and 11.
*A textbook is provided
Pastoral Leader: Mr A Jones
In Year 9 all students follow a programme of Personal, Social and Health Education (PSHE) and Citizenship. The programme comprises the following elements:
- Relationships and sex education, including gender and relationship issues, sexual health, the law and sex, and sexually transmitted infections and contraception.
- Drugs, alcohol and smoking
- Citizenship issues, including crime and legal awareness, and government and democracy
- Careers and work-related learning, which is taught through links with Ruth White, CONNEXIONS Personal Adviser, Ms. Block, Work Related Learning Co-ordinator, Enterprise Day and sessions run by Mrs. Fanshawe, School Librarian, which includes an introduction to the Careers Library.
The programme is taught by form tutors with the support of outside agencies such as the school nurse, the police, Alcoholics Anonymous, The Samaritans, Connexions and the Citizens Advice Bureau. It also prepares students to be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being.
The progress of students is closely monitored by the Pastoral Leader, the Deputy Pastoral Leader and tutors. Students who are under-achieving will receive mentoring support from the Middle School Pastoral Team. The Student Planner is an important tool for monitoring progress and in cementing the link between home and school.
Year 9 students can make a positive contribution to the pastoral programme and general life of the school through the tutor group representative system. Each tutor group nominates two members to act as ‘form representatives’. Their role is to ask their fellow students if they have any ideas and/or concerns which they would like to be raised at the form reps’ meetings. These meetings are run by the Deputy Pastoral Leader. Two of the form reps are also nominated to sit on the Student Council. Year 9 students can also volunteer to serve as members of the Assembly Committee, which is run by the Pastoral Leader to provide students with an opportunity to plan and lead assemblies. Students can make a further contribution by acting as Paired Readers and serving as prefects during the week of the Year 10 Work Experience.