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Curriculum

Curriculum

We provide ‘thinking toolkits’ to enable our students to approach learning in different ways. They encourage flexibility, creativity and critical thinking. Each student will develop habits of perseverance, open mindedness and teamwork, which will carry them beyond their time at school.  Ofsted have reported on the links between being an outstanding school and a thinking school which you can read about here.

Our Academy offers a broad and balanced curriculum which is both challenging and stimulating, enabling students to enjoy, engage and achieve. All students in years 7 and 8 will follow the National Curriculum and in years 9, 10 and 11 they will have a range of GCSE, Applied BTEC and other subjects which they can choose to study. The curriculum has been designed to meet the needs of all learners. For students who show the aptitude and dedication to study at a higher level we offer a range of post-16 courses to study from AS level and their equivalent. In years 9, 10 and 11 our curriculum offers personalised pathways to success and future opportunities in training, Higher Education and ultimately in achieving fulfilling careers.

For any student who has additional and/or special educational needs we have an outstanding team to support them. Our experienced SENCo and their team of dedicated learning support assistants will ensure that no child is left behind and all make exceptional progress. Equally we will ensure any student who exhibits exceptional talents will be nurtured to excel.

Home learning is an integral part of learning and the school experience. It is designed to encourage and extend learning beyond the classroom. Students are expected to take responsibility for their own learning at home and complete all activities in time and to a high standard.

There are 30 x 100 minute long lessons across a 2 week timetable.  See learning day for info about how day is set out.


By Year

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Autumn Term

Year 7 will spend the first term learning about Gothic horror. Gothic horror is an important genre to study – there is vast exploration of the human condition which allows for rich characterisation. It will encourage pupils to look inwardly, reflect and consider morality, empathy and compassion. Gothic horror also provides opportunities for language analysis for all ability ranges because of the emphasis it places on setting and world-building. Because of this. Dracula has been chosen as a core text for year 7, however there is a tremendous range of texts that can be deconstructed which will faciliate the process of reconstruction in the form of the creative writing. Historically, pupils have left year 6 as enthusiastic creative writers – something that will continue to be developed in their first term at TPA. Finally, our pupils have always shown a certain fascination for horror stories, the supernatural and Halloween – another reason why Gothic is a good entry point for them.The substantive knowledge that pupils acquire at KS2 will evolve into disciplinary knowledge throughout this term as they learn there is more to words and language than simply what they are or what they mean. Instead, they are influenced by context and intent and this is something year 7 pupils will begin to consider when analysing and crafting.

Spring Term

Year 7 will spend the second term learning about exploration and discovery. They will read Twenty Thousand Leagues Under the Sea which will create opportunities to learn about lots of places around the world and also covers a multitude of moral quandries such as freedom, revenge and difficult choices. Their understanding of these topics can be supplemented by a range of non-fiction articles, poetry and other fiction texts. This term, pupils will also focus on developing their rhetoric skills by deconstructing how rhetoric is used and then reconstructing this knowledge in their own writing to demonstrate their understanding.

Summer Term

Autumn Term

Students will spend the first term completing 5 units of study; 3 before half term and 2 after.

Sequences: rather than rushing to find rules for the nth term, time is spent exploring sequences in detail, using both diagrams and lists of numbers. Technology is used to produce graphs so students can appreciate and the words ‘linear’ and ‘non-linear’ linking to the patterns they have spotted. Calculators are used throughout so number skills are not a barrier to finding the changes between terms or subsequent terms.

Using Algebraic Notation: the focus is on developing a deeper understanding of the basic algebraic forms, with more complex expressions being dealt with later. Function machines are used alongside bar models and letter notation, with time invested in single function machines and the links to inverse operations before moving onto series of two function machines and substitution into short abstract expressions.

Equality and equivalence: students are introduced to forming and solving one-step equations, building on their study of inverse operations. The equations will require the use of a calculator, in order to develop their skills and to ensure understanding of how to solve equations, rather than spotting solutions. The unit finishes with consideration of equivalence and the difference between this and equality, illustrated through collecting like terms.

Place Value and Ordering: students explore integers up to one billion and decimals to hundredths. Using and understanding number lines is a key strategy explored in depth, and links well to later work on scales for axes. Rounding to the nearest given positive power of ten is developed, alongside rounding to one significant figure.

Fraction, Decimal and Percentage Equivalence: students will gain a deep understanding of the links between fractions, decimals and percentages so that they can convert fluently between those most commonly seen in real life.

Spring Term

Students will spend the second term completing 5 units of study; 3 before half term and 2 after.

Solving Problems with Addition and Subtraction: the focus is to build on the formal methods of addition and subtraction students have developed at Key Stage 2. Students will look at this in the context of interpreting and solving problems, including perimeter, money, interpreting bar charts and tables and looking at frequency trees.

Solving Problems with Multiplication and Division: unit conversions will be the main focus as multiplication by 10, 100 and 1000 are explored. As well as distinguishing between multiples and factors, substitution and simplification are also revised. The emphasis is on solving problems, involving areas of common shapes and finding the mean. Choosing the correct operation to solve a problem will be explored, as will order of operations.

Fractions and Percentages of Amounts: this short topic focuses on the key concept of working out fractions and percentages of quantities and the links between the two.

Operations and Equations with Directed Number: this unit is designed to extend and deepen students understanding of directed number, which they would have covered briefly at Key Stage 2. Representations will be used to enable students to appreciate the meaning behind operations with negative integers rather than relying on a series of potentially confusing ‘rules’. Substitution and the solution of equations will be revisited; in particular students will be introduces to two-step equations during this unit.

Addition and Subtraction of Fractions: this unit builds on the earlier Fractions, Decimals and Percentage Equivalence unit, and introduces the addition and subtraction of fractions through bar models and concrete representations. Adding fractions with the same denominators leads to further exploration of fractions greater than one, and students will be pushed to add and subtract fractions with different denominators.

Summer Term

Students will spend the third term completing 5 units of study; 2 before half term and 3 after.

Constructing, Measuring and using Geometric Notation: students build on their skills using rulers, protractors and other measuring equipment to construct and measure increasingly complex diagrams using correct mathematical notation. This will include three letter notation for angles, the use of hatch marks to indicate equality and the use of arrows to indicate parallel lines. Pie charts are studied to gain further practise at drawing and measuring angles.

Developing Geometric Reasoning: this unit covers basic geometric language, names and properties of types of triangles and quadrilaterals, and the names of other polygons. Angle rules will be introduced and to form short chains of reasoning.

Developing Number Sense: students will review and extend their mental strategies with a focus on using a known fact to find another. Strategies for simplifying complex calculations will also be explored. The skills gained in working with number facts will be extended to known algebraic facts.

Sets and Probability: FDP equivalence will be revisited in the study of probability, where students will also learn about sets, set notation and systematic listing strategies.

Prime Numbers and Proof: factors and multiples will be revisited to introduce the concept of prime numbers, and some students will use Venn Diagrams to solve more complex HCF and LCM problems. Odd, even, square and triangular numbers will be used as the basis of forming and testing conjectures. The use of counterexamples will also be addressed.

Autumn Term

This term in Science the students will be given the opportunity to discover more about themselves and the world around them. It will enable them to demonstrate and build on their knowledge from KS2. They will study science in two paths – biology and phys/chem.

In BIOLOGY they will move look at what the body is made of giving them an understanding of their own body and how it works. They will be studying cells, tissues, organs and organ systems. This will be directly related to how they can stay healthy. Following half term they will study the cardiovascular system with a focus on anatomy and physiology. They will be given the opportunity to dissect a heart to identify the different parts. Again a major focus will be health and how to maintain a healthy cardiovascular system.

In PHYS/CHEM they will be also looking at what things are made of and how things are classified in science. This will build on their knowledge from KS2 and introduce them to more scientific terminology for everyday phenomena around them. They will be able to identify a state of matter, describe how it changes and the differences between pure substances and mixtures. As well as this they will gain experience in identifying risks, hazards and control methods in practical work and also develop a clear understanding of common equipment used and how to gather accurate measurements.

Spring Term

This term in Science the students will be given the opportunity to discover more about themselves and the world around them. It will enable them to demonstrate and build on their knowledge from KS2 and build on what they have learnt in the Autumn Term. They will investigate other systems in the body including the digestive system and reproductive system. They will look at the anatomy and physiology of these systems and how this related to them, including why eating healthily is important and the changes that happen at puberty.

In PHYS/CHEM they will be focusing on Physics.This will build on their knowledge from KS2 and what they have learnt in the Autumn Term. They will be able to build on their knowledge of forces and how they affect motion. Explain why things sink or float and why forces are essential. To be able to describe light and sound in more detail including the type of wave.

Summer Term

This term in Science the students will be given the opportunity to discover more about themselves and the world around them. It will enable them to demonstrate and build on their knowledge from KS2 and build on what they have learnt in the previous Term. They will investigate cells in more detail having looked the main organ systems in their body. What are they made up of? They will learn how to prepare microscope slides and use a microscope to see the small structures that build to make them.

In PHYS/CHEM they will be focusing on Chemistry. They will look at what acids and alkalies are and how they can be useful and harmful. They will learn about how alkalies can be used to treat acid indigestion, by investigating neutralisation. The final half of this term will be used to consolidate their learning. It will allow them to apply their knowledge of living things (Biology) and how to investigate and answer a larger question. The project will enable them to learn new things about Space. An asteroid has been spotted hurtling towards Earth. Why is this a problem (research)? What solutions do we have (Hypothesis)? If we find a new planet to move to how do we know it has what we need to survive (MRSGREN)? How do we test it? How do we get there? and many other questions will be explored.

Head of Year

  • Head of year 7 – Mr Davies
  • Deputy head of year 7 –

Tutors

Key Dates 2019/20

Y7 Parents’ Evening
Tue 29th April / Wed 30th April 2020
3:45-6:45

Autumn Term

In year 7 students will be introduced to a broad range of new techniques, materials, artists and themes. These experiences will set the foundations for developing as an effective artist and creative thinker. Drawing is seen as a fundamental art skill and in term 1 they will begin to develop a more realistic style of drawing and are taught the importance of keen observation, accurate line and use of tone. Students will be taught how to use a variety of visual language techniques in order to express specific ideas and emotions successfully. They will be encouraged to take responsible risks and become creative thinkers. Techniques will support the development of motor skills, language skills, social skills, decision-making, risk-taking, and creativity.They will explore these skills through a project about monsters. They will draw through imagination and observation as they look at artist like Tim Burton and Stefan Bucher.

Spring Term

From the world of monsters we will continue our journey to a world of insects and bugs while we explore pattern and texture. Students will look at symmetry and tessellation as they experiment with new techniques and materials. They will be encouraged to observe tiny details in the world around them as they record what they see. Through a range of printing and textile techniques, students will create work that they can be proud of and be part of a bigger community through collaborative displays of their work.

Summer Term

As we move into summer students will focus on bees and continue to develop their drawing and painting skills. They will learn how they can help to raise awareness about the plight of bees through powerful art displays. They will explore ceramics and create 3D pieces of work using a range of new skills. They will be encouraged to use photography as a resource to record the world around them. They will also look at the global issue of plastic pollution and how it damages the natural world around them. They will learn how they can support this global challenge by raising awareness through art and being reflective about their own behaviour

Autumn Term

In Key Stage 3 students will have the opportunity to experience the exciting and varied curriculum in Design and Technology. They will learn how to use equipment safely and apply this in a range of situations and processes. Students will be introduced to the broad curriculum, materials, products, designers and processes through a project which centres around music festivals. This is based on their local experience of Cultural and music festivals in Portsmouth, like Victorious. Initially they will learn how to develop ideas through bubble diagrams and researching into required knowledge. They will then cover branding, the work of designers and design communication, leading in to developing ideas that will require presentation and manufacturing skills including (but not exclusively) 3D printing, laser cutting, vinyl cutting, CAD/CAM, traditional hand tool use and machinery such as fret saws and drills. Throughout the keystage, students will learn how to evaluate and develop their own work, learning to work iteratively and to continually improve their own work.

Spring Term

Students will begin to unpick the work of famous designers in Year 7 during the spring term. They will respond to a Designers Challenge, of which the brief is to create packaging for a designed outcome to sell at the Aspex Gallery in Gunwharf. Students will study work influenced by Robert Sabuda/ Julian Opie / Harry Beck before proposing designs to develop. Student will learning about nets, surface developments, packaging, 3D card outcomes and packaging design and logos. Working with their teachers students will be able to investigate a range of D&T specialisms to include:

Resistant Materials – Bubble packed/Euro slot (Vacuum Form)
Graphic Products – Nets/Surface development
Digital Media – CAD designed, CAM manufactured

Summer Term

In the summer term, Year 7 students will focus on designing a manufacturing a Sustainably Designed Clock Students will follow an iterative design process to model their own concepts and plan for manufacture. Utilising a range of reclaimed/reused materials and the use a generic clock mechanism they will produce a sustainable outcome. This product develops understanding of analogue time keeping, the key areas of sustainability such as the 6R’s and encourages them to make careful decisions about reusing and reclaiming materials from home. There will be a D&T specialism rich approach, with different Graphical outcomes in paper/board/CAM CAM, plastic approaches in Resistant Materials and Electronics could utilise solar energy harvesting

Autumn Term

An introduction to Drama skills including a baseline performance. In this unit, pupils will take part in practical exercises, which will enable them to rehearse and perform drama in groups. They will develop their imagination, creative ideas and performance confidence skills. They will be introduced to key terminology through a Spies and Secret Agents story. They will also take part in practical physical exercises based on physical theatre to create environments and characters reacting to environments. They will work together to develop their use of imagination to create Drama for an audience.

Spring Term

Pupils will learn how to create a piece of devised drama from storytelling. They will break the story down into sections in rehearsal, look at the role of a narrator and will work in groups to tell / interpret story through Drama with characterisation using children’s fairy tales and nursery rhymes. This term will also introduce pupils to how to rehearse and perform a script including the use of stage instructions. Pupils will work in groups to rehearse and perform a specific script focusing on physical and vocal choices.

Summer Term

In this term, pupils will develop their physical and non-verbal communication skills. They will learn about clowning and the different Commedia dell’arte masks using physical characterisation whilst developing control, timing and imagination. They will work in groups to create and perform lazzi (routines) for their “clowns/masks”. Pupils will also learn about different Television Genres and will look at how different acting styles need to be applied to different genres and specific audiences. They will work in groups to rehearse and use performance skills to perform different television genres.

 

Autumn Term

In year 7 students will be introduced to the basis of safe cooking and use of a food room, safe preparation of food and healthy eating. They will have the opportunity to learn a range of basic food preparation skills, including using the hob, knife skills and combining ingredients.

The introduction to healthy eating is linked to current issues across Portsmouth and with the understanding that Portsmouth has a high rate of obesity. We explore the risks associated with the consumption of excess sugar and of energy drinks. Students will build on this knowledge and skills, adapting recipes applying their understanding of food science and how recipes work and the function of ingredients. They will begin to explore different diets and be exposed to the moral and cultural decisions surrounding food choice.

We teach French and Spanish at TPA.

Autumn Term

In the first term in year 7 at TPA, we will assess what the students have already learnt in French in Primary schools. Time allocation varied a lot between the schools, which needs to be taken into account in our Curriculum development. Also there is a disparity of perception (lack of shared and agreed understanding of pupil progress) between what primary schools believe they are achieving and what secondary schools judge the feeders have achieved. Therefore, we know that it is essential to go back to basics a little without frustrated some students with a “déjà-vu” feeling. At the end of the first half-term we will make sure that all the students are comfortable with the alphabet, numbers, calendar, birthday, greetings, nationalities (this will support links with the Geography curriculum where they will be looking at countries in the EU. This will introduce the first topic which is “About Me”. In Spanish classes, the students will start straightaway with the basic vocabulary mentioned above. After half-term, we will continue with the same topic and we will encourage the students to use simple but complete sentences in order to talk about family, pets, physical description and personality. This topic is relevant as this is usually the first topic of conversation when children meet next friends (such as penpals).

Spring Term

We will continue to learn about to talk about ourselves. Therefore, the Year 7 will start the topic “Au collège” in January and we will talk about their school subjects, their timetable and the students will start expressing simple opinions about their lessons. This is an important aspect in the curriculum as Opinion is essential to achieve a good GCSE level. After February half-term, we will continue to talk about their school life and the students will study activities done in class and after school. Saying the time is also included in this topic. We will look at a range of verbs and they will learn how to conjugate regular verbs in the present tense.

Summer Term

The last topic is again related to the students and we will talk about hobbies. This is properly one of the most common conversation young people have between friends. The students will learn more verbs in order to enable them to explain what they like doing (or not) in their free-time. Therefore, we will develop their knowledge about opinion and they will learn more complex opinion phrases. Finally, the students will learn how to use the progressive future, which is used to say what you are going to do in the near future.

 

 

Autumn Term

Students are introduced to Spanish for the first time, they have the previous knowledge from French, which might help most of them understand things faster due to similarities across these languages. At the end of the first half-term we will make sure that all the students are comfortable with the alphabet, numbers, calendar, birthday, greetings, nationalities (this will support links with the Geography curriculum where they will be looking at countries in the EU. This will introduce the first topic which is “About Me”. After half-term, we will continue with the same topic and we will encourage the students to use simple but complete sentences in order to talk about family, pets, physical description and personality. This topic is relevant as this is usually the first topic of conversation when children meet next friends (such as penpals).

Spring Term

We will continue to learn about to talk about ourselves. Therefore, the Year 7 will start the topic “Mi colegio” in January and we will talk about their school subjects, their timetable and the students will start expressing simple opinions about their lessons. This is an important aspect in the curriculum as Opinion is essential to achieve a good GCSE level. After February half-term, we will continue to talk about their school life and the students will study activities done in class and after school. Saying the time is also included in this topic. We will look at a range of verbs and they will learn how to conjugate regular verbs in the present tense.

Summer Term

The last topic is again related to the students and we will talk about hobbies. This is properly one of the most common conversation young people have between friends. The students will learn more verbs in order to enable them to explain what they like doing (or not) in their free-time. Therefore, we will develop their knowledge about opinions and they will learn more complex opinion phrases. Finally, the students will learn how to use the progressive future, which is used to say what you are going to do in the near future.

Autumn Term

Joining TPA, students will be fully introduced to Geography as a multi-disciplinary subject. Starting with our baseline test to understand the students prior experiences and knowledge of Geography. Students will then go on to investigate the key themes of scale, place and interconnections. They will look at the context of the UK, nationally and globally; from population across the UK in order that they might be able to articulate why Portsmouth is so densely populated, to current affairs as we look at the UK’s place in the EU. Coupled with essential map skills to help them understand their place and their surroundings.

Following on from this introduction, we will embrace the excitement of our raging planet. Students will learn about the inner workings of the Earth, understanding why natural hazards occur, who they affect and what type of long term planning and development are required to protect our growing population. Students will all study aspects of volcanoes, earthquakes and tsunamis, taking on real life examples and imagining what would happen if they lived in a place affected by them.

Spring Term

The winter chill paves the way for ‘The Big Freeze‘, an opportunity to look at the opportunities and challenges of cold environments. How states like Alaska can develop their economy in such challenging conditions, how modern engineering is needed to beat nature. Students will also look at events closer to home, including the Beast from the East in 2017, how extreme weather and hazards can affect people around the world.

From extreme weather, to extreme misconceptions. Already challenging student ideas about what the weather is really like or what life abroad is ‘really like’, time to turn our attentions to the misconceptions they hold about some of the world’s poorer continents. Africa being a prime example where wealth often goes unnoticed, modern day colonialism is sneaking change across the continent but how many continue to live far below the poverty line. A continent full of extremes and full of misconceptions!

Summer Term

Previous learning about diversity in Africa, the issue of food is global. From food security and obesity, to insecurity and hunger. Students will map the variations of the world, introduced to proportional mapping and continuing to challenge misconceptions on a global, national and local scale. Ultimately asking the question – which is worse, hunger or obesity?

The finale to year 7 moves from food to packaging, plastic in the oceans has been a known issue for years and took David Attenborough one 10 minute slot to raise the profile to news worthy in 2017. Students will explore the issue of single use plastics, their journey to recycling or the oceans and the impacts on ocean and coastal ecosystems. During this term, students will take an active role in managing plastics at school and in their communities, investigating plastic waste and completing a beach clean as part of their journey.

Autumn Term

In the first term in year 7 at TPA, we will assess what the students already know from the previous History teaching. We will look for misconceptions they may have learnt, and introduce them to the topic of History through looking at the skills they will be using throughout their Historical career. We will begin by looking at the different skills it takes to be a Historian as well as a deepening knowledge of History as a discipline.

We will develop all these skills through a local study of the Mary Rose. The study of this will bring our local History to life, and enable them to see Portsmouth differently, and how Portsmouth is relevant to History. We will look at the different skills of Evidence, Significance, Cause and Consequence, Change and Continuity, Interpretation and Chronology.

We will then begin our first enquiry into ‘What did the Romans do for us?‘ Looking at what evidence we have to answer this question, giving the students a base of knowledge about Britain, and a further focus on the specific Historical Skills.

We will end the first term by looking at ‘History Mysteries‘ pieces of History that have never been solved or answered, such as the princes in the tower, or the disappearance of Amelia Earhart,

Spring Term

Year 7 will be continuing their thematic study of Monarchy and Leadership, with a depth study of how the power changed during the rule of the Tudor Family. We will be looking at the significant rulers throughout British History, and using the skills of change and continuity to track power, and how the rule of Britain has changed and adapted.

From February Half Term we will be studying the History of World Religion, we will look at The Crusades and why they were fought, we will look at the changed in Religion in the UK, and how these affected the people living here, including a depth study on Guy Fawkes and the Gunpowder Plot. We will also begin to look at the British Empire and missionaries, the work they did around the world during the reign of Queen Victoria.

Summer Term

We will then move onto a depth study on the British Empire, we will be looking at how the British Empire was created, and why it was created. We will study the different countries within the Empire, and what they brought to Britain, as well as the lives of the people living under British rule in their own countries. We will be using evidence and interpretation skills to make a judgement if the British Empire was a force for good or evil, and if the Empire benefitted everyone who lived under it’s rule. We will look at a study of several countries, including China, India and Australia, and will look at the the causes of the collapse of the Empire, and the wider consequences for today.

We will end the year studying looking at Crime and Punishment within the UK. Tracking the different punishments used throughout History, and how they have developed. How the policing system in Britain has developed. Students will gain an understanding of the legal system in the country, and how it has developed into our modern system. They will look at a case depth study of Jack the Ripper to understand Victorian Britain, and develop empathy for the Victorian women and the science behind the investigation. Students will build on their skills of using Historical evidence, and their judgements when it comes to specific pieces of evidence along with the utility of that evidence. We will finish with the last person in the UK to be sentenced to death. Our End point will be tracking the changing ways that crime and punishment has developed from 1066 to the present day.

 

Autumn Term

An introduction to Music. To help teachers understand the students prior experiences and knowledge in Music, students will start with some baseline testing on the three main areas of music; Listening, Composing and Performing.

For the performance element students will learn the basic skills of playing the keyboard and will have an opportunity to perform to their peers on their chosen instrument.

For the listening aspect, students will learn the basics of music theory and start to build a musical vocabulary to use when listening to all styles of music. For the composition element students will be introduced to a music software programme called Mixcraft and will compose their own piece of Science Fiction music.

Following on from this introduction, students will then learn the basics of how to play the Guitar and the Drum Kit. Students will learn how to read the music for the instruments and then have a go at playing both instruments. They will then be put into small groups and will learn to play a song as a band using their new skills. They will develop their performance confidence as well as ensemble and group skills.

Spring Term

Students will be looking at ‘Rhythm in Music‘ and will be studying various styles and topics of music to understand more about Rhythm.

Firstly, students will study Samba music and they will find out where the music comes from, the tradition, the instruments and the culture. They will also learn to play a piece of Samba music and perform it as a class.

Next students will study Notation and will understand more about how rhythms are written, including how many beats in a bar and how long each note lasts for. Students will compose and write down their own rhythms.

Finally students will study Stomp the musical and will find out how rhythms are used to create the music. Students will compose and perform their own Stomp composition in groups.

Following on from that students will look at Timbres in Music and will be studying The Orchestra. They will learn about the four families of the Orchestra and the main instruments within each family. They will listen to a range of music and be able to identify the different instruments by ear. Students will also learn about the Conductor and their job role within the orchestra. Students will complete an Orchestra project.

Summer Term

Students will be studying different styles and genres of Music to learn about different structures within music.

Firstly students will look at Blues music. They will study the history of blues, the musical features, the famous artists and then will use their knowledge to compose their own piece of blues music based on the 12 bar blues. Students will work in pairs to do this on the keyboards and will use improvisation as a key element.

Secondly, students will look at Rap music, again they will look at the history of rap, the musical features and the famous artists. They will then use their knowledge to compose their own piece of Rap music in groups. Students will write their own rap lyrics, compose their own rap backing track using a music computer programme called Mixcraft and finally perform their rap composition to the class.

Following on from that students will continue their knowledge of Expression in Music by looking at how music can be used to portray emotions and moods. Students will firstly compose a piece of Music to match a piece of Art and will then work in groups to compose music to match the story of Cinderella. They will need to compose music that matches the emotion of the scene and perform the final compositions to the class.

 

Autumn Term

Upon joining TPA pupils will complete 4 modules in their first term.

In their Fitness module pupils will understand how their bodies work in a practical setting. They will be introduced to several components of fitness and tested on their current performance levels. Pupils will understand how each component of fitness can relate specifically to different sports as well as the positive impact fitness has on both short and long term physical, mental and social wellbeing.

Running alongside this will be the Football / Netball module. Pupils will initially explore isolated skills necessary for all positions. Throughout the module pupils will be expected to implement these substantive skills into increasingly more challenging game scenarios to build their disciplinary knowledge into a full game situation.

Finally, they will study Badminton. In Badminton pupils will understand court dimensions, grip, overhead shots as well as the more advanced skills such as shot selection and both attacking and defensive strategy.

These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games, net/wall games and performing at maximum levels pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Spring Term

In their second term pupils will complete 4 different modules.

In their Handball module pupils will further develop the discplinary knowledge learnt in team sports from term 1. They will then apply the teamwork, leadership and spatial awareness skills necessary to be successful.

Running alongside this will be the Girls Football / Boys Rugby module. Pupils will initially explore isolated skills necessary for all positions. Throughout the module pupils will be expected to implement these substantive skills into increasingly more challenging game scenarios to build their disciplinary knowledge into a full game situation.

Finally, they will study Basketball. In Basketball pupils will understand how to dribble, pass, shoot as well as the more advanced skills such as 3 point shooting and both attacking and defensive strategy.

These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Summer Term

 

Head of Year

  • Head of year 7 – Mr Davies
  • Deputy head of year 7 –

Tutors

Autumn Term

Students are introduced to the concept of joining secondary school, and how this is completely different to what they know in primary. Students will explore the different subjects on offer to them at The Portsmouth Academy, what they will study and when, and where they can go for support. Students are also introduced to their tutors, informed of their expectations and begin to build a positive and meaningful relationship with them. Pupils will begin to discover what PSHE is, and why is it is a vital part of their growth and development whilst at secondary school. Students will also form social skills based on topics such as creating and maintaining positive friendships, who they are as a person and being able to work as part of a team. We will come together as a year group to celebrate the differences of others with a morning away from the scheduled school curriculum to on the theme of ‘Wonder’. This will enable students to develop and strengthen their inclusivity skills, and to discuss a wide range of topics ranging from religion to disability. Students will continue to shape their social abilities by understanding when to use manners, and discovering how to behave in a wide range of social situations. Students will learn what bullying is, and how to stop it. They will be shown how to report it, and where to go for support if it is required.

Spring Term

Students will be introduced to the topic of safety, and how they can extend their knowledge to the changing world around them. From safety in the home, to being streetwise, students will be able to use their knowledge to make informed decisions during their everyday lives. Being safe online will also make an appearance in this topic, showing students how to navigate the World Wide Web securely.

After Easter, students will be delving into British Values, and Democracy in the United Kingdom. Students will be discovering about Human Rights, and how these impact upon their own lives. Pupils will also look into how laws are made, and why the voting system is so important.

 

Autumn Term

Students are encouraged to express who they are and be proud of it. We start with our baseline test to understand the students prior experiences and knowledge of Religious Education. Students are able to show their skills of enquiry and research about a religion that is not their own and compose a letter to their teacher about their findings. Students will discuss what makes someone a ‘hero’ before going on to find out about a number of inspirational people from different faiths. Students learn about inspirational figures such as Nelson Mandela, Malala Yousafzai, Mahatma Gandhi modelling inspirational behaviour to show how they positively contributed to society despite the immense barriers that were put in their way.

We address misconceptions whilst developing a secure culture of mutual respect and empathy. We want the students to know that there is life beyond Portsmouth and it is something they can aspire to. We also want the students to have pride in their own faiths and cultures and feel that they can express themselves in a safe environment. We draw on personal experiences to show that what they ‘might hear or see’ at home or in the media is far beyond what a multicultural society is all about. We instill in our pupils the British values which are in line with our school values of aspire and respect.

Spring Term

Pupils continue their work on Inspirational figures by looking in depth into the life of Martin Luther King and the Civil Rights Movement and analyse the impact of his faith on the work that he did. Pupils put all their substantive knowledge together to produce a newspaper report showing disciplinary knowledge by using skills of enquiry, evidence, cause and consequence.

Pupils move on to study a major world religion- Buddhism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Buddhist monk. Pupils also take part in some experiential learning when they have a lesson on meditation.

Autumn Term

Pupils are introduced to another major world religion- Hinduism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Hindu. Pupils have an opportunity to visit a Hindu temple for some experiential learning and the opportunity to ask questions regarding worship, heritage and the transformative journey that the religion has been on. They will also have the opportunity to discover what Hindu worship is like through experiential learning. They will complete a homework project task planning a Hindu pilgrimage. This task will test their geography and maths skills as well as their learning of the religion and will directly link into the next topic of pilgrimage. Pupils are then able to see life itself as a journey and the importance of pilgrimage for religious believers. Pupils can distinguish between a pilgrim and tourist but still be able to explain the importance of both. They have a taster of different pilgrimage sites around the world and finally look into the rituals of Hajj and the historical significance of certain events.

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Autumn Term

Year 8 will begin by studying the First World War through the play Journey’s End and the wealth of contemporary war poetry at out disposal. The personal nature of these texts will provide students with a greater understanding of the human condition.

Spring Term

Year 8 will spend the second term learning about different fictional dystopias and the dark futures that could be in store for humanity. They will read extracts from a range of texts, including Mortal Engines, The Hunger Games, 1984 and War of the Worlds to get a thorough understanding of where humanity could end up if it keeps making the wrong decisions. This knowledge can be supplemented by a range of non-fiction texts and poetry that deal with topics like nuclear power. This term, pupils will also focus on developing their rhetoric skills by deconstructing how rhetoric is used and then reconstructing this knowledge in their own writing to demonstrate their understanding.

Summer Term

 

 

Autumn Term

Students will spend the first term completing 6 units of study; 3 before half term and 3 after.

Ratio and Scale: the unit focuses initially on the meaning of ratio and the various models that can be used to represent ratios. It then moves onto sharing in a given ratio, given the whole or one of the parts, through bar modelling. Students then look at simplifying ratios, using previous answers to deepen the understanding of equivalent ratio rather than ‘cancelling’ purely as a procedure. Students also explore the links between ratio and fractions and understand and use pi as the ratio of the circumference of a circle to its diameter.

Multiplicative Change: students work with the link between ratio and scaling, including the idea of direct proportion, linking various forms including graphs such as conversion graphs, and using context such as conversion of currencies. Links are made with maps and scales, and with the use of scale factors to find missing lengths in pairs of similar shapes.

Multiplying and Dividing Fractions: students deepen their understanding of this topic by looking at multiple representations to see what underpins the maths behind the procedures. Multiplication and division by both integers and fractions are covered, with an emphasis on the understanding of the reciprocal and its uses. Some students will cover multiplying and dividing with mixed numbers and improper fractions.

Working in the Cartesian Plane: students will look at algebraic rules for straight lines, staring with lines parallel to the axes and moving onto the more general form. They will begin to explore the notions of gradient and intercepts. Similarities and differences between sequences, lists of co-ordinates and lines is explored. Some students will look at non-linear graphs and mid-points of line segments.

Representing Data: students are introduced to bivariate data and the idea of linear correlation. They will extend their knowledge of graphs and charts from Key Stage 2 to deal with both discrete and continuous data.

Tables and Probability: this short unit reminds students of the ideas of probability, in particular looking at sample spaces and the use of tables to represent these.

Spring Term

Students will spend the second term completing 6 units of study; 3 before half term and 3 after.

Brackets, Equations and Inequalities: students will explore expanding over a single bracket and factorising by taking out common factors. Some students will extend this to expanding two binomials. Knowledge of solving equations is extended to include brackets and unknowns on both sides. Students will also learn how to solve formal inequalities, learn the meaning of a solution set and explore the similarities and differences compared to solving equations.

Sequences: this unit reinforces students learning from Year 7, extending this to look at sequences with more complex algebraic rules now students are more familiar with a wider range of notation. Some students will find rules for the nth term of a linear sequence, using object and images to understand the meaning of the rule.

Indices: students will work with expressions involving powers and how to simplify these. Some students will look at finding powers of powers.

Fractions and Percentages: this unit focuses on the relationships between fractions and percentages, including decimal equivalents, and using these to work out percentage increase and decrease. Students also explore one number as a percentage of another. Both calculator and non-calculator methods are developed throughout to support students to choose efficient methods. Financial maths is developed through the contexts of profit, loss and interest.

Standard Index Form: students are introduced to standard index form, looking at how to convert between ordinary numbers and standard form and vice versa.

Number Sense: this unit provides the opportunity to revisit lots of basic skills in a wide variety of contexts. Estimation is a key focus and the use of mental strategies will be embedded throughout. The conversion of metric units are used to revisit multiplying by 10, 100 and 1000. Some students will extend this to look at the conversion of area and volume units, as well the use of error notation. Students will also look at solving problems using the time and calendar.

Summer Term

Students will spend the third term completing 5 units of study; 3 before half term and 2 after.

Angles in Parallel Lines and Polygons: Students will build on their knowledge of angle notation and relationships to explore angles in parallel lines, solving increasingly complex missing angle problems. Students then make links t the closely connected properties of polygons and quadrilaterals. They will start to explore constructions with rulers and pairs of compasses.

Area of Trapezia and Circles: students learn the formulas for the area of a trapezium and the area of a circle, looking at compound shapes and deciding which formula to use.

Line Symmetry and Reflection: students revisit and enhance their knowledge of special triangles and quadrilaterals, and focus on key vocabulary such as object, image, congruent etc.

The Data Handling Cycle: students will focus on using charts to compare different distributions. They will explore when graphs may be misleading, and work at collecting data, including the designing and criticising of questionnaires.

Measure of Location: students are introduced to the mode and look at when and why each average should be used. Some students will look at the mean from grouped and ungrouped frequency tables, and consider outliers and what effect these have on all the measures studied.

Autumn Term

his term in Science the students will be given the opportunity to discover more about the wider world around them. It will enable them to demonstrate and build on their knowledge from Year 7. They will study science in two paths – biology and phys/chem.

In BIOLOGY they will move from looking inward, at themselves, and start to consider the wider world. They will look at how living things are classified and after half term will look at plants and their structure/ design.

In PHYS/CHEM they will consider where the energy we use comes from and what happens to it in a system. This will give them an opportunity to study the impact of energy use on the wider environment.

Spring Term

This term in Science the students will be given the opportunity to continue to discover more about the wider world around them. It will enable them to demonstrate and build on their knowledge from Year 7. They will study science in two paths – biology and phys/chem.

In BIOLOGY they will move from looking inward, at themselves, and continue to consider the wider world. They have a clearer understanding of classification and now will consider how living things interact (Interdependence). What can affect the population of one type of living thing and how might that impact on others? Following half term they will start to look at the micro-world – micro-organisms. What are they? Are they dangerous? are they useful?

In PHYS/CHEM they will start to look at the periodic table, they know things are made of atoms and elements but what are they? Why do we write them in the periodic table? Why is water not on the periodic table? They will continue to develop a deeper understanding of reactions and why they happen, on a particle level. They will start to explore their inner Chemist.

Summer Term

This term in Science the students will be given the opportunity to continue to discover more about the wider world around them. It will enable them to demonstrate and build on their knowledge from Year 7 and 8.

In BIOLOGY they will move from looking inward, at themselves, and continue to consider the wider world. Haning looked at the micro-organisms. They will start to look inward again focusing on health and disease. What is the difference between being fit and being healthy. How do you prevent illness? They will look at how scientists have helped develop things to reduce ill health e.g. vaccines and why they are so important.

In PHYS/CHEM they will look back at the autumn term to explain how magnets are used to make the energy we use at home. They will review their knowledge of magnets and consider how they can be used to make electricity and how electricity can be used to make magnets. In the final half term they will complete a project which brings together the science they have been learning over the year. It will look at the larger problem of how the human population has grown and the problems that this can cause. Climate change and a larger population means food shortages. They will apply their scientific knowledge to investigate ways of solving these problems..

Head of Year

Tutors

Key Dates 2019/20

Y8 Parents’ Evening
Tue 4th March / Wed 5th March 2020
3:45-6:45

Options

Please see Options Page for more information.

Autumn Term

In year 8 students will continue to develop their artistic practise, creative thinking and cultural understanding.

In term 1 we will look art for a reason and explore the world of propaganda. They will look at current affairs and address issues that they feel passionate about. Students will develop an awareness of how art is used to raise awareness and how they can use it themselves to influence people for good. They will also develop an understanding of peaceful protest and inclusivity through art. To build on their prior knowledge, students will be encouraged to draw from observation and develop their accuracy and use a variety of visual language techniques in order to express specific ideas and emotions successfully. We will then move into the world of Pop Art and look at the links between propaganda and advertising, They will look at the work of artists and be taught how to evaluate their own work and that of others through the use of thinking tools.

Spring Term

This term we will explore the world of Wonderland. We will look at illustration by looking at a range of artistic styles through the years. Students will be encouraged to draw from their imaginations by looking at different artist and the wonderful characters of Wonderland. They will develop both their printing and ceramic skills as we prepare to set the table for the Mad Hatters tea party. Students will working both independently and collaboratively to develop different pieces of art within the theme.

Summer Term

This term we will explore the artistic world of one of the most renowned artists of all time- Van Gogh. We will learn to analyse artists work and students will be encouraged to explore their own feelings and emotions as they try to understand Van Gogh’s artistic expression. We will use a range of painting, drawing and textile techniques. Students will be taught how to plan, experiment and evaluate ideas and techniques before preparing a final piece for this unit. This will prepare them for a process expected at GCSE.

Autumn Term

In Year 8 students will have the opportunity to experience the exciting and varied curriculum in Design and Technology. They will learn how to use equipment safely and apply this in a range of situations and processes. Students will be introduced to the broad curriculum, materials, products, designers and processes through a project which centres an Art/Design Movement manifesting in Product in a Tin. This will be a small product outcome that fits in a reclaimed tin. Suggested project explores varied outcomes that could be tailored to any outcome specialism. Iterative project with varied outcomes based on student approach. Initially they will learn how to develop ideas through bubble diagrams and researching into required knowledge. They will then cover branding, the work of designers and design communication, leading in to developing ideas that will require presentation and manufacturing skills including (but not exclusively) 3D printing, laser cutting, vinyl cutting, CAD/CAM, traditional hand tool use and machinery such as coping saws and drills. Throughout the keystage, students will learn how to evaluate and develop their own work, learning to work iteratively and to continually improve their own work.

Spring Term

In the Spring term, Year 8 students start to think about their local environment, and how problems linked to these might be solved. Students will respond to a brief that asks students to observe the localised environment and develop a design solution to help protect/support that local environment. Examples for multi specialism areas: RM: Bird boxes, bee hotel, hedgehog home, ‘wormary’, ant farms. GP: Packaged plants that grow within design, card based homes, bird feeders etc. Elec: Plant sensors, watering devices, feeding devices, habitat systems This project gets student to reflect on environmental issues in their local area, and then to propose and realise a solution that is sustainable and supports the local environment on a micro level.

Summer Term

The spring term in Year 8 requires students to respond to a Biomimicry Project, exploring how nature has had an impact on a number of design challenges of the past. The project brief will be based on an IKEA contextual challenge to design a product that would be added to an in store range, themed by nature. Students explore biomimicry and design and manufacture a product to be sold in the shopping chain. Opportunities for all specialism to explore the context and students can lead on this based on research and design exploration. This challenge is student orientated and provides scope to be creative and demonstrate an understanding of the environment impacting modern design in localised contexts.

Spring Term

In this term, pupils will be introduced to physical characterisation using stock characters from Melodrama and Silent Movies. They will learn to communicate exaggerated and clear characters non-verbally to an audience ending with a recording of their Silent Movie performance using the skills they have learnt.

They will also learn how to create tension and atmosphere for an audience in a devised piece of Drama based on a Haunted House story. They will take part in physical exercises based on physical theatre and imagination to create environments and characters reacting to environments.

Spring Term

Pupils will explore how to rehearse and perform script looking at stage instructions, given circumstances, characterisation and creative choices. Pupils will research the period, location and characters from the musical Bugsy Malone by Alan Parker and will work in groups to rehearse and perform scenes from it focusing on physical choices, vocal choices and the playwright’s intention.

Summer Term

In this term, pupils will be exploring Shakespeare to further their understanding of how a playwright’s intention, setting, themes and genre can be used to inform the understanding of text, characterisation and acting choices. In a cross curricular Unit with English, pupils will take part in physical practical exercises based on physical theatre, themes, imagery, the plot and characters from William Shakespeare’s Macbeth. Pupils will also learn about different Television Genres and will look at how different acting styles need to be applied to different genres and specific audiences. They will work in groups to rehearse and use performance skills to perform different television genres.

Autumn Term

In year 8 students will be introduced to the basis of safety cooking and use of a food room, safe preparation of food and healthy eating. They will have the opportunity to learn a range of basic food preparation skills, including using the hob, knife skills and combining ingredients.

The introduction to healthy eating is linked to current issues across Portsmouth and with the understanding that Portsmouth has a high rate of obesity. We explore the risks associated with the consumption of excess sugar and of energy drinks. In year 8, students will build on this knowledge and skills, adapting recipes applying their understanding of food science and how recipes work and the function of ingredients. They will begin to explore different diets and be exposed to the moral and cultural decisions surrounding food choice.

We teach French and Spanish at TPA.

Autumn Term

The main theme introduced in Year 8 is about where they live, which we believe is the next topic of conversation children have with new friends. We have organised this term into topics. The first topic is about their home, which will be covered in the first half-term. We will help the students to talk about different types of accommodation, description of their house, their daily routine what they usually do and/or intend to do at home. This topic will also help the students to revise and consolidate their knowledge about opinion phrases, the present tense and the future tense and other basic grammatical features.

Spring Term

We will spend the second term talking about where the students live and about Portsmouth. We will look at the pros and the cons about living in Portsmouth. We will also explain what can be done in town. This topic is a useful one as we hope to present our city to a twinned French school. We will also compare our city with other cities from Francophone countries. After February, we will continue the topic Portsmouth and we will discuss what the students usually do in town, what they intend to do soon in town (revision of the near future). Finally you learn how to conjugate verbs in the perfect tense, which will enable them to explain what they have recently done in town. This is the first topic that include the 3 tenses which are essential for a GCSE level 4.

Summer Term

The last topic about about small conversations you have during a transaction. Therefore the Year 8 will manipulate their language knowledge and imagine conversations they may have in a shop, a restaurant, a train station, etc… The students will learn about shopping items, qualities, transaction phrases, ordering food and drinks. This topic will increase their confidence when talking in French. This is a usefl topic especially before the summer holidays.

Autumn Term

The main theme introduced in Year 8 is about where they live, which we believe is the next topic of conversation children have with new friends. We have organised this term into topics. The first topic is about their home, which will be covered in the first half-term. We will help the students to talk about different types of accommodation, description of their house, their daily routine what they usually do and/or intend to do at home. This topic will also help the students to revise and consolidate their knowledge about opinion phrases, the present tense and the future tense and other basic grammatical features.

Spring Term

We will spend the second term talking about where the students live and about Portsmouth. We will look at the pros and the cons about living in Portsmouth. We will also explain what can be done in town. We will also compare our city with other cities from Spanish-speaking countries. After February, we will continue the topic Portsmouth and we will discuss what the students usually do in town, what they intend to do soon in town (revision of the near future). Finally you learn how to conjugate verbs in the perfect tense, which will enable them to explain what they have recently done in town. This is the first topic that include the 3 tenses which are essential for a GCSE level 4.

Summer Term

The last topic about about small conversations you have during a transaction. Therefore the Year 8 will manipulate their language knowledge and imagine conversations they may have in a shop, a restaurant, a train station, etc… The students will learn about shopping items, qualities, transaction phrases, ordering food and drinks. This topic will increase their confidence when talking in Spanish. This is a useful topic especially before the summer holidays.

Autumn Term

Tropical rainforests represents one of the largest most influential ecosystems on earth. Students will gain knowledge of its location, purpose, usefulness and relevance in their every day lives. Incorporating graphical skills through climate graphing, persuasive writing with regards to political decision making as well as their own decision making for sustainable futures of locations like the Amazon and Madagascar.

After half term, students will explore our future world to explore how we are adapting for the future. They will explore the challenges facing the natural world in the future including TRF future and sustainability, whilst also exploring the growth of deserts, increase in drought, shrinking ice gaps and rising oceans.

Spring Term

Our changing island home. Many of our students miss the fact the Portsmouth (Portsea) is actually an island. Its change over time has been dramatic and swift and as it moves forward through the 21st Century those changes have to consider so much more. From changes in the natural environment of the previous unit, we will link to the future of Portsmouth by exploring its past. From fortifications and canal networks to modern aircraft carriers and booming economy and growing student population. The future of Portsmouth’s population is crucial as housing developments are needed, green space is needed and the competition for space continues. Students will be able to look at the current issues facing our city, through our local MP and planners and complete fieldwork investigations to create critical thinkers and decision makers of the future.

From our economic power house of the south, to the economic powerhouse of the east – Made in China will following exploring rapid global development, technological changes and an increasing demand for the overseas workforce. Students will look at China as an NEE and rapidly growing economy, investigate why everything seems to be ‘made in China’ and questioning the ethics of cheap labour, working conditions and supply vs demand of a global market.

Summer Term

With the change of the clocks comes the change in the weather and students will explore how the UK weather develops and is affected by the areas around us. GCSE taster lessons are included here where we will look at Tropical Storms, what ingredients they need, how they affect people and what can be done to manage the risks posed by them. Coming back closer to home, students will complete an enquiry to explore how microclimates develop and affect our island home. The impacts of man made structures, green space and developments on our city and how they affect temperature, weather and lifestyle. Asking the question why is the weather so different in Southsea compared to North End? Followed by where on the school site would be the best locations for solar panels/ wind turbines?

Our summer term ends with a chance to explore ‘Geography in the News‘, a look at current affairs and the news. The ability to pick fact from fiction, to understand the way photographs can be used to portray inaccurate news but ultimately learning how our knowledge of Geography can help us to unpick news stories and understand them more fully. From conflict in war zones to the divided opinions of local people of local, national and global issues such as climate change, business and globalisation. Students will be able to select elements of the news to investigate showing how Geography is a cross-curricular subject providing a wealth of transferable skills to take all students forward in their preferred options.

Autumn Term

Year 8 will begin their study of War and Conflict in the 20th Century. They will be focusing in on the different causes of War and conflict, using the Historical skill of Significance. We will focus on the impact of war, on a local and global scale, with a depth study of WW1, and WW1 poetry and the home front. We will look at the changing technology of war, and how different wars have been fought. We will focus on the major wars throughout History, looking at the differences between Hot and Cold Wars, alliance systems, the causes and consequences of different wars, including a study into the Cold war and Korea and Vietnam. Students will develop their Historical chronology skills, as well as building on their evidence and Historical knowledge throughout the course.

Spring Term

The year 8 spring term will focus on power and the people. We will look at a number of different groups in society who have been repressed, and how they begin to change their fortune. We will look at several groups throughout History, including women, the Suffragists and the Suffragettes, the Civil Rights movement in America, with a focus on Martin Luther King and Malcolm X, we will look at the LGBT+ community, as well as the development of feminism in 1960s America and the legislation that begins to change the law for women. We will be using skills of interpretation here, as the students begin to build their empathy towards repressed people and how they have fought for power, and fought to change their circumstances.

We will undergo a short module looking at Genocide. We will continue to theme of repression to look at the Jewish repression during the Holocaust, the Armenian Genocide, Rwandan and Cambodian Genocides, looking at how dangerous people can get into power and how the attrocities were allowed to happen. Teaching the students to be upstanders, rather than bystanders, to stand up for injustice and fight for what is right in society.

Summer Term

We will finish year 8 with a breadth study, looking at Black British History. We will begin looking at the Black Romans that existed in Britain, through to Medieval views of Africa, Black Tudors, the slave trade and the impact of the Slave trade on Britain, how Britain benefited from the Slave trade. We will then move on to more modern History, including WW1 and WW2 and how Black British people helped during these conflicts, finishing with a study of Windrush, why it was needed and what the impact was. We are hoping to help to re-write the impact that Black people have had on our culture, and emphasis their contributions to our society.

Autumn Term

Students in Year 8 will be building on their Guitar and Drum skills this term and will be learning more about how to play these two instruments and how to perform more complex music. They will be put into small groups and will learn to play a song as a band using their new skills. They will be rehearsing the song during lessons and then performing to their peers. Students will develop their performance confidence as well as ensemble and group performance skills.

Following on from that students will be studying Expression in Music and will be understanding how you can create different emotions and moods through music. Students will learn how to compose good and evil music and will then compose their own music on the keyboards to match some good and evil characters. Students will use these skills further by composing music to a short Tom and Jerry animation clip on a computer software programme called Mixcraft.

Spring Term

Students in Year 8 will be building even further on their Guitar and Drum skills this term and will be learning more about how to play these two instruments and how to perform more complex music. They will be put into small groups and will learn to play a song of their choice as a band. They will be rehearsing the song during lessons and then performing to their peers. Students will develop their performance confidence as well as ensemble and group performance skills.

Following on from that students will be studying the ‘History of Pop‘ music. They will be learning about how music has evolved and changed from 1950s to current day, including the musical features of different styles, important events or albums of that time and also the imagery and fashion associated with the genres. Students will look at iconic artists and bands from each decade and perform some of their most famous songs. Students will create a project on the History of Pop.

Summer Term

Students will be studying Electronic Dance Music (EDM). They will be looking at the history of EDM, the famous and most iconic artists / producers, the key elements and features of EDM and how EDM is created. They will then use this knowledge to compose a piece of EDM music on a computer software programme called Mixcraft. Students will work in pairs to recreate key features such as drum fill, build up, breakdown sections and bass drops. They will then put all of these elements together to compose their EDM track. Students will be assessed on their final performance.

Following this students will study world music and will learn about different styles of music from around the world including African, Gamelan and Calypso. Students will find out where the music comes from, the tradition, the instruments and the culture of each style. They will then perform an African drumming piece as a class, learn to play a Gamelan piece as a class and then compose a piece of Calypso music on Mixcraft.

Autumn Term

In Year 8 pupils will recap and progress the 3 areas they studied at the beginning of year 7.

During Fitness pupils will re-test and compare their test results from year 7. Pupils will critically evaluate their scores and provided reasoning for their improved performances. This may include natural physical maturation, better understanding of diet and improved exercise habits.

In Football / Netball pupils will be expected to perform skills in ever increasingly pressurized situations. Skills will be expected to become autonomous with schemas being developed to apply to different situations in competitive games. Pupils will be expected to critically analysis their own and others performances.

In Badminton pupils will continue to work through the same serving and overhead shots as in year 7 but will be introduced to the more advanced net shots. There will be a great focus on competition and much of the learning will take place through modified / conditioned games.

These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games, net/wall games and performing at maximum levels pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Spring Term

In their second term pupils will complete 4 different modules.

In their Handball module pupils will further develop the disciplinary knowledge learnt in team sports from term 1. They will then apply the teamwork, leadership and spatial awareness skills necessary to be successful.

In Girls Football / Boys Rugby pupils will be expected to perform skills in ever increasingly pressurized situations. Skills will be expected to become autonomous with schemas being developed to apply to different situations in competitive games. Pupils will be expected to critically analysis their own and others performances.

In Basketball pupils will continue to work through the same shooting, passing and dribbling skills as in year 7 but will be introduced to the more advanced patterns of play. There will be a great focus on competition and much of the learning will take place through modified / conditioned games.

These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Summer Term

Head of Year

Tutors

Autumn Term

Students start Year 8 by looking at ‘Relationships‘ and all of the sub-topics that this entails. The scheme of work starts with team-work in an effort to strengthen and build this aspect within tutor groups. The scheme then explores friendships and families before examining peer-conflict and resolution. Fortnightly Year group assemblies will examine the PSHE topics in an effort to provide a direct link.

Autumn Term

Students learn about ultimate questions and how these link with myths that they may have heard of leading onto the idea of religious beliefs which try to answer some ultimate questions, such as ’ how was the world created?’ this allows pupils to engage in meaningful and respectful dialogue. Students are introduced to the idea of using stories to help provide education and moral messages leading them to understand about parables. and the work of Jesus. We get students to explore their own beliefs about God and try to verbalise how/why they may have these views which follows onto developing a deeper understanding of suffering and its cause as well as why suffering makes it hard to believe in God. We address misconceptions whilst developing a secure culture of mutual respect and empathy throughout all our lessons.

Spring Term

Pupils are introduced to a major world religion- Judaism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Jew. Pupils get a taster of what a Shabbat meal is as part of an experiential learning element.

We move on to look at the persecution of Jews during the Holocaust, pupils develop their skills of metacognition, empathy and understanding of the injustices faced by ordinary Jews due to extreme racism. Pupils have an opportunity to empathise with someone their age when we look into the story of Anne Frank and imagine how they may have coped in such horrific circumstances.

Summer Term

Students learn about the religion of Sikhism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Sikh. Students learn about the 10 Gurus and their significance and how to behave in a Gurdwara. They also look at how the daily life of a Sikh is impacted upon when they have to wear the 5 Ks and the difficulties faced by Sikhs in British society.

Students learn about the Haitian Hunger Cloth whilst using disciplinary skill s of analysis try to interpret what the hunger cloth shows and make some religious links, pupils then have an opportunity to produce their own versions of the hunger cloth reflecting British values and explain their choices. We also visit St Mary’s Church for some experiential learning looking at the importance of the church in society today.

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Head of Year

Tutors

Y9 Parents’ Evening
Wednesday 22nd January 2020
3:45-6:45

Autumn Term

Spring Term

Summer Term

Autumn Term

Students will spend the first term completing 5 units of study; 3 before half term and 2 after.

Straight Line Graphs: students study y = mx + c as the general form of the equation of a straight line and interpret m and c in abstract and real-life contexts. Some students will look at inverse relationships and perpendicular lines.

Equations and Inequalities: students extend their knowledge of forming and solving equations and inequalities. They explore rearranging formulae, seeing how this links to solving equations and reinforce their understanding of the difference between equations, formulae, identities and expressions.

Testing Conjectures: students revisit primes, factors and multiples to make and test conjectures. Students are encouraged to create and make their own conjectures as well as testing given conjectures. Students develop their algebraic skills through developing chains of reasoning and learn how to expand a pair of binomials.

Three-Dimensional Shapes: students learn the language of faces, edges and vertices and look at common prisms and non-prisms. Students revisit 2-D and 3-D shapes and learn how to work out the volume and surface area of cuboids and cylinders, as well as the volume if any prism. Some students will explore the volume of cones, spheres and complex shapes, and work out the surface area of any prism.

Constructions and Congruency: students will construct 3-D shapes from nets and construct the net of any given 3-D shape. As well as shapes students will learn how to construct perpendiculars and bisectors. Congruency will be explored via constructions. Some students will explore the locus of a path.

Spring Term

Students will spend the second term completing 6 units of study; 3 before half term and 3 after.

Numbers: students will spend time revisiting types of numbers, including rational and real numbers. They will extend their knowledge of HCF and LCM through Venn diagrams and will look more at numbers written in standard form.

Using Percentages: students revisit percentage increase and decrease before going on to use percentages over 100%. They will find percentage changes and use multipliers in various contexts. ‘Reverse percentage’ problems will be explored. Some students will look at repeated percentage change.

Mathematics and Money: in this unit students explore financial mathematics including bills and bank statements, interest and unit pricing – how to find the best buy.

Deduction: students revisit angle rules, including within special quadrilaterals. They then move on to finding angles using algebraic methods, and use chains of reasoning to evaluate angles. Some students will develop more complex geometrical proofs.

Rotation and Translation: students will identify the order of rotational symmetry of a shape and find the result of rotatiing a shape. They will explore translating points and shapes by a given vector and learn about variance and invariance in the context of transformations. Some students will find the result of a series of transformations.

Pythagoras Theorem: students will identify the hypotenuse of a right-angled triangle and determine whether a triangle is right-angled. They will learn how to calculate missing sides in right-angled triangles through the use of Pythaoras Theorem. Some students will extend this into 3-D shapes.

Summer Term

Students will spend the third term completing 4 units of study; 3 before half term and 1 after.

Enlargement and Similarity: students will enlarge shapes by a positive scale factor, including from a given point. Some students will learn how to enlarge a shape given a negative scale factor. They will calculate the lengths of missing sides in similar shapes, with some students exploring similar triangles.

Solving Ratio and Proportion Problems: students explore direct proportion problems and graphs/conversion graphs. They learn how to solve ratio problems given the whole or a part. Simple inverse proportion is introduced, with some students extending to inverse proportion graphs.

Rates: students learn to work with speed, distance and time, and how to find one given the other two. Problems involving density are explored and students work with compound units, with some students converting compound measures.

Solving Problems using Graphs, Tables and Algebra: students spend time revisiting topics such as data measures, charts and graphs including bivariate data, frequency trees, tables and timetables, inequalities and probability.

In science pupils will start to learn the sciences separately. They will study Biology, Chemistry and Physics.

Autumn Term

This term in Biology they will study cell structure, cell division and how things are transported in and out of cells.

In Chemistry they will study atoms, elements, compounds, mixtures and the periodic table. They will also learn about how compounds are formed (Bonding).

In Physics they will study energy transfers and how we generate the energy we need, renewable and non-renewable energy resources.

Spring term

In Biology this term the Year 9’s will review cell organisation and how this relates to the circulatory and digestive systems. They will study health and disease including how the body natural defends against disease, and how we can boost this response (immunisation and vaccinations).

In Chemistry they will be investigating chemical changes, including acids and alkalies, and how we can calculate key factors in chemistry (Quantitative Chemistry).

In Physics they will move on from generating electricity in the Autumn term to how it gets to our home and how circuits make the electricity useful to us.

Summer Term

In Biology this term the Year 9’s will review cell organisation and how this relates to the circulatory and digestive systems. They will study health and disease inclusing how the body natural defends against diseas, and how we can boost this response (immunisation and vaccinations).

In Chemistry they will be investigating chemical changes, including acids and alkalis, and how we can calculate key factors in chemistry (Quantitative Chemistry).

In Physics they will move on from generating electicity in the Autumn term to how it gets to our home and how circuits make the electricity useful to us.

Autumn Term

The main focus of this year will be to look at the creative industries and explore a vast range of career options. Students will explore specialist areas in Photography, Ceramics, Textiles, Art and Design, and Digital Art. This will give students a purposeful journey before deciding on which option choice they would be most suited to. Every student will complete terms 1-3 on a rotation basis and then all will complete terms 4-6 in order. We believe this will enable students to fully immerse into the different areas of Art and provide them to make informed choices about their options and future careers. We hope to be able to offer an insight into local creative industries through workshops and collaborations with local artists.

In ceramics we will explore a range of techniques to create ceramic outcome. We will explore the world of sculpture and ceramic design by the looking at the work of artists like Kate Malone, Jamie Fine and Sandra Davolio. In our brand new art department with a new kiln, students will design, create, fire and glaze their work inspired by natural forms and the work of artist.

We will understand how photography fits into the creative industry. Students will gain a basic knowledge of using a DSLR, composition, lighting and photo manipulation. We will look at the work of photographers and artists such as Rankin and Hattie Stewart. Students will produce a mini portfolio including developments and a final piece.

In textiles we will explore the wide range of career options before completing the process of design and product creation using a wide range of textile techniques. We will look at designers who influence the surf and skate industries such as Jim Phillips (Santa Cruz), Zachary Bennett-Brook and Lev Tanju. Using techniques such as batik, shibori, stencils and applique, students will design and create a PE bag.

Spring Term

In art and design students will follow the process required for any creative GCSE. They will choose a theme from an exam paper and enter into a design process. They will design, experiment and evaluate their work as they go along in the same format as they would in year 10 and 11. They will be able to choose their medium so can revisit one of the techniques they have previously tried. They will draw and paint their designs and with full evaluation, will be able to identify where their personal creative strengths are.

Summer Term

Students will look at graphic design and digital art. By using their own photography, collage and editing techniques they will create digital posters. We will look at local artists such as Chris Gibson and Russell Hardman and use techniques to promote inclusivity and find their creative voice. We will also look at the work of Nick Park to create a stop motion animation.

Autumn Term

In Year 9 students will continue to explore the iterative design process, and this term focus on the various approaches to solving modern lighting issues. They will develop their own problem to solve, select a suitable client and explore a range of lighting solutions that currently exist. Student will be expected to design and make a prototype for a low voltage internal light for a specific user. Utilise a simple lamp circuit for non-specialist electronic outcomes (can be USB powered). There will be a broad range of material outcomes anticipated. Card, acrylic, metal, wood all suitable. Electronic outcomes can explore a range of outcomes that include LED lighting and flashing/dimming lights, potential for programming. Students will rapid prototype their concepts and develop working models to respond to their own brief before reflecting on their work and progress.

Spring Term

In the spring term, Year 9 students will explore modern technology investigating how electronics and design combine to make contemporary idea like MP3 amplifiers. Students will study a range of modern and smart materials, electronics components and systems such as amplifiers to begin to explore a range of design contexts open, beyond that of the MP3 input. Groups will approach a range of practical task to realise their outcomes, some groups will design/make packaging/enclosure first (knowing component sizes in advance). Students will experience soldering a range of discreet components and modify them in light of their users needs. Opportunities to utilise sustainability in materials through the discussion of the 6R’s and reclaiming materials to develop their own ideas. Outcomes for enclosures could include card, fabric, acrylic, wood, and solutions can be extended to utilise CAD/CAM, smart materials, 3D Printing.

Summer Term

In the summer term, Year 9 students will look to develop teamwork in the workplace and study production scales, specifically working in small terms to develop a number of outcomes produced in batch. This project will test their entrepreneurial skills as that compete to make a product to sell. This task pushes Year 9 students in their final KS3 term. We unpack key areas of the curriculum here such as business, entrepreneurial skills and group work. Students need to receive a budget and make a small batch production of a product to be sold to an audience of their choice. Group work essential to realise the production element of the task. Teachers to choose mixed gender/ability groups to develop the group approach (preparing for workplace/working with colleagues). Students will be expected to distill their learning from KS3 to make an original and economically viable outcome for their team.

Autumn Term

Spring Term

Summer Term

 

Autumn Term

The first term in Year 9 is talking about identities and the topic is “Who am I?“. This is linked to what that have learnt in year 7 but we will develop their languages skills but talking more in depth about their family, friends, about relationships. The students will explain what make a good friend, who is their role model and why. They will also develop their tenses knowledge when describing the person they used to be when younger. We will equally work on the 4 essential skills (listening & speaking, reading & writing) using GCSE resources. More grammatical features will introduced and consolidated in the first term. This topic is very relevant for teenagers and a common topic of conversation between them. We will develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy.

Spring Term

From January, the new theme is “Daily life and Cultural life“. The students will talk about hobbies, entertainment, media and new technology. We will discuss the impact that hobbies and new technology have on their well-being. We will also discuss how new technology should properly be used. After February half-term, we will spend more time talking about their cultural life and we will discuss their preferences in music, literature and films. Retrieval practice will constantly be included in the lesson to ensure consolidated knowledge with tenses and opinions. The students will learn how to express and develop thoughts and ideas spontaneously and fluently.

Summer Term

The students will continue with the theme “Daily life and Cultural life“. They will describe their daily routine and we will discuss healthy life-style. Finally, we will talk about cultural event, traditions and festivals. Topics of conversation will be about the importance of social or family events, always discussing the pros and the cons. The students will develop awareness and understanding of the culture and identity of the countries and communities where French is spoken.


Autumn Term

 

Spring Term

 

Summer Term

 

Autumn Term

 

Spring Term

 

Summer Term

Autumn Term

 

Spring Term

 

Summer Term

Students study ‘The Arts’ and how they combine into productions – recognising the individual talents of students and providing appropriate stretch and challenge for them to grow. The Performing Arts team work together to combine their disciplines in order for all students to still gain an appreciation of the work within the three subject areas. These subjects will work towards widening participation and access to these subjects through clubs, trips etc.

Autumn Term

In this unit, students will be introduced on how to be safe when dancing through the use of warming up, the correct dance kit and being safe when rehearsing and performing. They will also learn the importance of feedback and how this can support the dancer. Alongside this students will also have an introduction to contemporary dance in workshop style lessons based on key choreographers. They will be looking at what the differences are between the style of choreographers and an introduction to key words related to contemporary dance.

Spring Term

In this term, students will be introduced to the basic choreographic skills needed to choreograph a dance with the use of dance terminology and how it is used to create motifs and develop them. Along side this students will also be continuing the development of performing skills learnt over the last 3 terms and enhancing this with a group performance based on a professional work.

Summer Term

In the summer term students will continue using the choreographic skills learnt in term 3 and will learn how to create a dance based on a stimulus. They will analyse different stimulus in relation to basic motif development and transitions. Working as a group to develop understanding of how to use a stimulus when choreographing a dance. Alongside this students will recap what basic principles of dance are.They will continue to develop their performance skills over the year for a final performance. The students will be working with their teacher to produce a final work enhancing both their choreography and performance skills.

Autumn Term

Pupils will study film trailers and will storyboard and film their own whilst creating short scenes that are instantly clear to the viewer with clear vocal and visual intention. Pupils will study how to rehearse and perform script. Pupils will research the period, location and characters from the play Sparkleshark by Philip Ridley and will work in small groups to rehearse and perform scenes from it focusing on characterisation (including physical and vocal choices) and the playwright’s intention.

Spring Term

Pupils will research Performance venues including an off site theatre venue visit. They will also develop their knowledge of the different types of stage configuration. Pupils will also research Theatre Companies and the different types of Theatre Companies. They will also develop their knowledge of technical theatre including lights, set design and health and safety.

Summer Term

Pupils will study how to create, rehearse and perform Devised work. Pupils will learn how Devised work can be developed and will work in groups from a stimulus to create a performance. Pupils will analyse professional works to see what makes a good performance and to further their knowledge of performance skills.

Autumn Term

This term students will have an introduction to Film Music and how Music is used in films. Students will study the history of film music and will learn about the different techniques associated with film composing. They will listen to a wide variety of film composers and analyse the music using musical vocabulary. Students will sit a listening test at the end of the unit to test their knowledge of the compositional techniques. Students will then use this knowledge of film composition techniques to compose their own music to a film clip. They will be using a music software programme called Mixcraft and will be learning how to use loops, sound effects, mixing and playing in their own parts. Students will be assessed on their final composition.

Alongside this listening and composing unit, students will also be performing songs from films, as a soloist and as an ensemble. Students will be building their rehearsal and performance skills as well as their confidence. They will also learn the importance of feedback and how this can support future performances.

Spring Term

This term students will study the basic Music theory skills needed to understand music. They will understand how to write chord progressions, melody lines and rhythms and will use these skills to compose and write down a small piece of their own music. They will also study the Music Industry and what jobs and career opportunities are available within the Music industry. Students will look at a wide range of jobs, how those jobs are related and then they will research and present on a particular job role.

Alongside the theory and industry understanding, students will also continue to build their performance and rehearsal skills by learning to play two songs as a band. The first song will be the students choice and the second song will be in the Reggae style. Student’s will learn how to work in groups, how to perform in time as a band and will also improve their skills on their chosen instrument. Students to be assessed on their final performances as a band. As well as performance students will also study the history of Reggae music, and gain a better understanding of the key musical elements within the style.

Summer Term

Continuing the compositional skills learnt in previous terms students will learn how to compose a completed ‘pop’ song using a computer software programme called Mixcraft. Students will analyse professional pop songs to establish ‘what makes a pop song good’ and will then work in pairs / small groups to compose and develop a pop song. Students will look at structure, melody, accompaniment, instrumentation and post production techniques and will be assessed on their final composition.

Alongside this students will continue to develop their performance skills by preparing for a final performance (both solo and ensemble). Students will identify their strengths and weaknesses and will then set themselves SMART targets. They will develop their ability to perform with expression and emotion and will be building their confidence and rehearsal techniques. They will also learn the importance of feedback and self-evaluation and how this can support future performances. Students will be assessed on their final performances.

Head of Year

Tutors

Autumn Term

In the Autumn term, students will spend some time adjusting to life following lockdown and the various issues that it has raised. In particular, time will be spent examining physical, mental and emotional wellbeing. Within these topics, students will be given time to discuss their own state of health and the various ‘triggers’ that exist for them. Crucially, students will be given tips and strategies for managing their own self and ensuring that they are happy, well-rounded learners.

Spring Term

In the Spring term, students will begin their ‘Relationships and Sex’ unit. As students reach the mid-point of Year 9 we will look to broaden their knowledge and understanding of a very relevant subject for them. They will investigate issues such as ‘consent’, the Law and Sex, Relationships and Sexuality. Units and topics will be delivered in consultation with internal and external ‘experts’ and students will be able to discuss relevant issues in a ‘safe space’.

Summer Term

In the Summer term, students will explore the idea of ‘Keeping Safe’ – both ‘online’ and in the ‘real world’. Issues such as exploitation, the good and bad side of social media, identity theft will be covered as well as some basic first aid training. Students will then end the year by looking at the political spectrum within the UK and the idea of democracy. This theme will then be revisited in more detail during Year 10.

Autumn Term

This unit explores the nature of good and evil and how both are related to suffering. Students look at religious and non-religious teachings, beliefs and attitudes to suffering, crime, punishment and forgiveness. Students examine the role that free will and conscience play in moral decision-making, and the different types of morality that exist. Students study the concepts of justice and reformation, the ethics of the death penalty will be explored in detail and enable students to apply religious, non-religious, ethical and social arguments to the debate.

Spring Term

Through examining modern, historical and religious examples students will reflect upon the moral question of whether forgiveness is really possible. Philosophical ideas about the origin and nature of evil will be investigated whilst examining whether the existence of evil and suffering can challenge a belief in God.
Students move on to the theme of Relationships and have the opportunity to consider attitudes towards and teachings about relationships in Islam and Christianity, they also investigate the attitudes of non-religious people such as Humanists. Students are taught to understand the diverse nature of religious belief in 21st Century Britain and looking at it pluralistic and secular approaches.

Summer Term

Students look at the changing role of family life in Britain and the attitudes towards marriage and divorce from different perspectives. Students study the importance of ceremonies and the relevance of particular rituals which are carried out. Students study the changing attitudes to topics such as adultery, separation, divorce and remarriage. We also study different attitudes to sexual relationships and the teachings behind the nature and purpose of sex and the significant changes in attitudes to same-sex relationships in Britain and religion. We finish off the year looking at issues of gender equality, how things have changed already but what also needs to happen to ensure a fairer society.

Autumn Term

The first term in Year 9 focus on the GCSE Module 1 in which students learn about Holidays. They will discuss holiday activities and weather revising the present tense of regular verbs. They will learn how to talk about holiday preferences in the present tense of regular and irregular verbs and will use opinions to talk about their and other people’s holidays. They will also work with the past tense to talk about a past holiday, which is useful after the Summer. They will learn how to give opinions in the past. Furthermore, they will be introduced to the subjunctive “Quisiera” (I would like) in order to learn how to book accommodation and deal with problems in that situation.We will equally work on the 4 essential skills (listening & speaking, reading & writing) using GCSE resources. More grammatical features will introduced and consolidated in the first term. This topic is very relevant for teenagers and a common topic of conversation between them. We will develop their ability to communicate confidently and coherently with native speakers in
speech and writing, conveying what they want to say with increasing accuracy.

Spring Term

From January, students focus on their GCSE Module 2 “Mi vida en el insti” (My life at school), which recalls the school topic they studied in Y7. They will learn how to give more complex opinions about school subjects, as well as describe them and their teachers. They will also learn adjectives to describe school uniform and the school day, which they can use to describe their school while they work with the present and imperfect tense that they learnt during the first Term. They will have the opportunity to talk about school rules and problems using modal verbs (can, should, must…) and they will tackle harder listening exercises. They will be introduced to school clubs and activities and the near future tense, when they then will work with 3 tenses together. They will talk about plans for a school exchange, asking and answering questions, which with the previous module opens the door to the opportunity of a school trip to Spain or an exchange. Cultural knowledge about schools and education in Spanish-speaking countries will be included in this Term.

Summer Term

This term in Spanish is about “Mi gente” (My people) and is part of the Identity and Culture theme in their GCSE. They will be talking about socialising and family using the present tense, and they will recall how to describe people using adjective agreements. They will have the opportunity to learn about social networks and they will learn how to talk about themselves and others. They will be introduced to the Present Continuous to say what they are doing and make arrangements. Furthermore, they will be able to express their reading preferences, using a range of connectives, and they will be introduced to famous Spanish-speaking writers and novels. They will also learn how to describe relationships and understand more detailed descriptions. Ultimately, they will learn the differences between “Ser” and “Estar” (To be), which is an important part of the language and crucial for their success in their GCSE.

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Head of Year

Tutors

Y10 Mock Exams Monday 27th April – Friday 1st May 2020
Y10 Parents’ Evening Wednesday 5th February 2020 3:45-6:45
Y10 Work Experience Monday 29th June – Friday 10th July 2020

Core Subjects

Syllabuses

Subject Board Qualification Link Split
English Language AQA GCSE AQA English Literature [8710] Written Exam: 60%
Coursework: 40%
English Literature AQA GCSE AQA English Language [4705] External Exam: 60%
Controlled Assessment: 40%

Syllabuses

Trilogy will give one result worth 2 GCSEs.  This will be in the form of two numbered grades, e.g. 54 showing a 5 for one part and a 4 for the other.
Only the following grades are available: 99, 98, 88, 87, 77, 76, 66, 65, 55, 54, 44, 43, 33, 32, 22, 21, 11.

Triple will give 3 individual GCSEs, biology, chemistry and physics, which are graded 9 (highest) to 1 (lowest)

The subject areas overlap so that that students can be moved between Triple and Trilogy.

Subject Board Qualification Link
Combined Science: Trilogy AQA GCSE (Double Award) AQA Combined Science: Trilogy (8464)
Triple Science AQA GCSE Biology
GCSE Chemistry
GCSE Physics
AQA Biology (8461)
AQA Chemistry (8462)
AQA Physics (8463)

 

Trilogy Exam Papers x 6 Triple  Exam Papers x 6
Written exam: 1 hour 15 minutes
Foundation and Higher Tier
70 marks
16.7% of GCSE
Written exam: 1 hour 45 minutes
• Foundation and Higher Tier
• 100 marks
• 50% of GCSE

 

Biology 1
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Biology 2
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology

 

Chemistry 1
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
Chemistry 2
1. The rate and extent of chemical change
2. Organic chemistry
3. Chemical analysis
4. Chemistry of the atmosphere
5. Using resources

 

Physics 1
1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
Physics 2
6. Forces
7. Waves
8. Magnetism and electromagnetism
8. Space Physics [Triple only]

Options

Syllabus

Subject Board Qualification Link Split
Art EDEXCEL GCSE Edexcel GCSE [2AD01] Personal Portfolio in Art and Design: 60%

Externally Set Assignment in Art and Design: 40%

Syllabus

Subject Board Qualification Link Split
Food and Nutrition WJEC GCSE WJEC Hospitality and Catering – Catering (single award) [4730] Catering skills related to food preparation and service (Controlled Assessment): 60%Catering, food and the customer (Exam): 40%

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%

Syllabus

Subject Board Qualification Link Split
Geography AQA GCSE AQA Specification A [9030] Human Geography: 37.5%
Physical Geography: 37.5%
Fieldwork Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
History WJEC GCSE WJEC [4270] USA 1910-1929: 25%
Russia 1905-1926: 25%
Germany 1919-1991: 25%
Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
Music EDEXCEL GCSE AQA Music [4270] Listening to & Appraising Music: 20%
Composing & Appraising Music: 20%
Performing Music: 40%
Composing Music: 20%

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Core Subjects

Syllabuses

Subject Board Qualification Link Split
English Language AQA GCSE AQA English Literature [8710] Written Exam: 60%
Coursework: 40%
English Literature AQA GCSE AQA English Language [4705] External Exam: 60%
Controlled Assessment: 40%

Syllabuses

Trilogy will give one result worth 2 GCSEs.  This will be in the form of two numbered grades, e.g. 54 showing a 5 for one part and a 4 for the other.
Only the following grades are available: 99, 98, 88, 87, 77, 76, 66, 65, 55, 54, 44, 43, 33, 32, 22, 21, 11.

Triple will give 3 individual GCSEs, biology, chemistry and physics, which are graded 9 (highest) to 1 (lowest)

The subject areas overlap so that that students can be moved between Triple and Trilogy.

Subject Board Qualification Link
Combined Science: Trilogy AQA GCSE (Double Award) AQA Combined Science: Trilogy (8464)
Triple Science AQA GCSE Biology
GCSE Chemistry
GCSE Physics
AQA Biology (8461)
AQA Chemistry (8462)
AQA Physics (8463)

 

Trilogy Exam Papers x 6 Triple  Exam Papers x 6
Written exam: 1 hour 15 minutes
Foundation and Higher Tier
70 marks
16.7% of GCSE
Written exam: 1 hour 45 minutes
• Foundation and Higher Tier
• 100 marks
• 50% of GCSE

 

Biology 1
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Biology 2
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology

 

Chemistry 1
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
Chemistry 2
1. The rate and extent of chemical change
2. Organic chemistry
3. Chemical analysis
4. Chemistry of the atmosphere
5. Using resources

 

Physics 1
1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
Physics 2
6. Forces
7. Waves
8. Magnetism and electromagnetism
8. Space Physics [Triple only]

Options

Head of Year

Tutors

 

Key Dates 2019/20

Y11 Parents’ Evening 1 Wednesday 20th November 2019 3:45-6:45
Y11 Mock Exams Monday 13th – Friday 24th January 2020
Y11 Parents’ Evening 2 Wednesday 18th March 2020 3:45-6:45
GCSE Results Day Thursday 20th August 2020

Syllabus

Subject Board Qualification Link Split
Art EDEXCEL GCSE Edexcel GCSE [2AD01] Personal Portfolio in Art and Design: 60%Externally Set Assignment in Art and Design: 40%

Syllabus

Subject Board Qualification Link Split
Food and Nutrition WJEC GCSE WJEC Hospitality and Catering – Catering (single award) [4730] Catering skills related to food preparation and service (Controlled Assessment): 60%Catering, food and the customer (Exam): 40%

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%

Syllabus

Subject Board Qualification Link Split
Geography AQA GCSE AQA Specification A [9030] Human Geography: 37.5%
Physical Geography: 37.5%
Fieldwork Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
History WJEC GCSE WJEC [4270] USA 1910-1929: 25%
Russia 1905-1926: 25%
Germany 1919-1991: 25%
Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
Music EDEXCEL GCSE AQA Music [4270] Listening to & Appraising Music: 20%
Composing & Appraising Music: 20%
Performing Music: 40%
Composing Music: 20%

By Subject

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The English team at The Portsmouth Academy aspire to create a curriculum that ensures good progress for all and embodies the passion, beliefs and values appertaining to our subject.

For us, English is the key to successful learning in all subjects. A good command of the English language enables achievement in every aspect of learning, work and life. This belief is at the heart of our decision to underpin all of our schemes of learning with an overarching text. Our students will read at least three novels in each year of KS3, stretching across a range of themes, cultures and eras. Each class will enjoy a text that is pitched to both support and extend their abilities, yet all grouped thematically. In this way, we ensure that every student in the year group experiences a wealth of different genres during the academic year.

Our curriculum allows students to compare their core texts to poetry, non-fiction articles and comparative fiction. We encourage opportunities for independent and interdependent work, allowing students to engage with literature on a personal level. Being literate in reading, writing and communication is at the heart of our creative thinking; the technical aspect of literacy is the lynch-pin in all of our creative pursuits. Strong literacy skills and creativity widens our horizons and opens up a lifetime of opportunity.

Studying and reading literature for pleasure is like falling in love with words.

Autumn Term

Year 7 will spend the first term learning about Gothic horror. Gothic horror is an important genre to study – there is vast exploration of the human condition which allows for rich characterisation. It will encourage pupils to look inwardly, reflect and consider morality, empathy and compassion. Gothic horror also provides opportunities for language analysis for all ability ranges because of the emphasis it places on setting and world-building. Because of this. Dracula has been chosen as a core text for year 7, however there is a tremendous range of texts that can be deconstructed which will faciliate the process of reconstruction in the form of the creative writing. Historically, pupils have left year 6 as enthusiastic creative writers – something that will continue to be developed in their first term at TPA. Finally, our pupils have always shown a certain fascination for horror stories, the supernatural and Halloween – another reason why Gothic is a good entry point for them.The substantive knowledge that pupils acquire at KS2 will evolve into disciplinary knowledge throughout this term as they learn there is more to words and language than simply what they are or what they mean. Instead, they are influenced by context and intent and this is something year 7 pupils will begin to consider when analysing and crafting.

Spring Term

Year 7 will spend the second term learning about exploration and discovery. They will read Twenty Thousand Leagues Under the Sea which will create opportunities to learn about lots of places around the world and also covers a multitude of moral quandries such as freedom, revenge and difficult choices. Their understanding of these topics can be supplemented by a range of non-fiction articles, poetry and other fiction texts. This term, pupils will also focus on developing their rhetoric skills by deconstructing how rhetoric is used and then reconstructing this knowledge in their own writing to demonstrate their understanding.

Summer Term

Autumn Term

Year 8 will begin by studying the First World War through the play Journey’s End and the wealth of contemporary war poetry at out disposal. The personal nature of these texts will provide students with a greater understanding of the human condition.

Spring Term

Year 8 will spend the second term learning about different fictional dystopias and the dark futures that could be in store for humanity. They will read extracts from a range of texts, including Mortal Engines, The Hunger Games, 1984 and War of the Worlds to get a thorough understanding of where humanity could end up if it keeps making the wrong decisions. This knowledge can be supplemented by a range of non-fiction texts and poetry that deal with topics like nuclear power. This term, pupils will also focus on developing their rhetoric skills by deconstructing how rhetoric is used and then reconstructing this knowledge in their own writing to demonstrate their understanding.

Summer Term

 

 

Autumn Term

Spring Term

Summer Term

Syllabuses

Subject Board Qualification Link Split
English Language AQA GCSE AQA English Literature [8710] Written Exam: 60%
Coursework: 40%
English Literature AQA GCSE AQA English Language [4705] External Exam: 60%
Controlled Assessment: 40%

Syllabuses

Subject Board Qualification Link Split
English Language AQA GCSE AQA English Literature [8710] Written Exam: 60%
Coursework: 40%
English Literature AQA GCSE AQA English Language [4705] External Exam: 60%
Controlled Assessment: 40%

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In Mathematics we aim to provide pupils with the skills and opportunities which will equip them to meet the challenges of the modern world. Mathematics is widely acknowledged to be an essential building block for the 21st Century and we rightly expect that all of our pupils will become masters of this crucial discipline.

The Mathematics department is a modern and well equipped facility.

Autumn Term

Students will spend the first term completing 5 units of study; 3 before half term and 2 after.

Sequences: rather than rushing to find rules for the nth term, time is spent exploring sequences in detail, using both diagrams and lists of numbers. Technology is used to produce graphs so students can appreciate and the words ‘linear’ and ‘non-linear’ linking to the patterns they have spotted. Calculators are used throughout so number skills are not a barrier to finding the changes between terms or subsequent terms.

Using Algebraic Notation: the focus is on developing a deeper understanding of the basic algebraic forms, with more complex expressions being dealt with later. Function machines are used alongside bar models and letter notation, with time invested in single function machines and the links to inverse operations before moving onto series of two function machines and substitution into short abstract expressions.

Equality and equivalence: students are introduced to forming and solving one-step equations, building on their study of inverse operations. The equations will require the use of a calculator, in order to develop their skills and to ensure understanding of how to solve equations, rather than spotting solutions. The unit finishes with consideration of equivalence and the difference between this and equality, illustrated through collecting like terms.

Place Value and Ordering: students explore integers up to one billion and decimals to hundredths. Using and understanding number lines is a key strategy explored in depth, and links well to later work on scales for axes. Rounding to the nearest given positive power of ten is developed, alongside rounding to one significant figure.

Fraction, Decimal and Percentage Equivalence: students will gain a deep understanding of the links between fractions, decimals and percentages so that they can convert fluently between those most commonly seen in real life.

Spring Term

Students will spend the second term completing 5 units of study; 3 before half term and 2 after.

Solving Problems with Addition and Subtraction: the focus is to build on the formal methods of addition and subtraction students have developed at Key Stage 2. Students will look at this in the context of interpreting and solving problems, including perimeter, money, interpreting bar charts and tables and looking at frequency trees.

Solving Problems with Multiplication and Division: unit conversions will be the main focus as multiplication by 10, 100 and 1000 are explored. As well as distinguishing between multiples and factors, substitution and simplification are also revised. The emphasis is on solving problems, involving areas of common shapes and finding the mean. Choosing the correct operation to solve a problem will be explored, as will order of operations.

Fractions and Percentages of Amounts: this short topic focuses on the key concept of working out fractions and percentages of quantities and the links between the two.

Operations and Equations with Directed Number: this unit is designed to extend and deepen students understanding of directed number, which they would have covered briefly at Key Stage 2. Representations will be used to enable students to appreciate the meaning behind operations with negative integers rather than relying on a series of potentially confusing ‘rules’. Substitution and the solution of equations will be revisited; in particular students will be introduces to two-step equations during this unit.

Addition and Subtraction of Fractions: this unit builds on the earlier Fractions, Decimals and Percentage Equivalence unit, and introduces the addition and subtraction of fractions through bar models and concrete representations. Adding fractions with the same denominators leads to further exploration of fractions greater than one, and students will be pushed to add and subtract fractions with different denominators.

Summer Term

Students will spend the third term completing 5 units of study; 2 before half term and 3 after.

Constructing, Measuring and using Geometric Notation: students build on their skills using rulers, protractors and other measuring equipment to construct and measure increasingly complex diagrams using correct mathematical notation. This will include three letter notation for angles, the use of hatch marks to indicate equality and the use of arrows to indicate parallel lines. Pie charts are studied to gain further practise at drawing and measuring angles.

Developing Geometric Reasoning: this unit covers basic geometric language, names and properties of types of triangles and quadrilaterals, and the names of other polygons. Angle rules will be introduced and to form short chains of reasoning.

Developing Number Sense: students will review and extend their mental strategies with a focus on using a known fact to find another. Strategies for simplifying complex calculations will also be explored. The skills gained in working with number facts will be extended to known algebraic facts.

Sets and Probability: FDP equivalence will be revisited in the study of probability, where students will also learn about sets, set notation and systematic listing strategies.

Prime Numbers and Proof: factors and multiples will be revisited to introduce the concept of prime numbers, and some students will use Venn Diagrams to solve more complex HCF and LCM problems. Odd, even, square and triangular numbers will be used as the basis of forming and testing conjectures. The use of counterexamples will also be addressed.

Autumn Term

Students will spend the first term completing 6 units of study; 3 before half term and 3 after.

Ratio and Scale: the unit focuses initially on the meaning of ratio and the various models that can be used to represent ratios. It then moves onto sharing in a given ratio, given the whole or one of the parts, through bar modelling. Students then look at simplifying ratios, using previous answers to deepen the understanding of equivalent ratio rather than ‘cancelling’ purely as a procedure. Students also explore the links between ratio and fractions and understand and use pi as the ratio of the circumference of a circle to its diameter.

Multiplicative Change: students work with the link between ratio and scaling, including the idea of direct proportion, linking various forms including graphs such as conversion graphs, and using context such as conversion of currencies. Links are made with maps and scales, and with the use of scale factors to find missing lengths in pairs of similar shapes.

Multiplying and Dividing Fractions: students deepen their understanding of this topic by looking at multiple representations to see what underpins the maths behind the procedures. Multiplication and division by both integers and fractions are covered, with an emphasis on the understanding of the reciprocal and its uses. Some students will cover multiplying and dividing with mixed numbers and improper fractions.

Working in the Cartesian Plane: students will look at algebraic rules for straight lines, staring with lines parallel to the axes and moving onto the more general form. They will begin to explore the notions of gradient and intercepts. Similarities and differences between sequences, lists of co-ordinates and lines is explored. Some students will look at non-linear graphs and mid-points of line segments.

Representing Data: students are introduced to bivariate data and the idea of linear correlation. They will extend their knowledge of graphs and charts from Key Stage 2 to deal with both discrete and continuous data.

Tables and Probability: this short unit reminds students of the ideas of probability, in particular looking at sample spaces and the use of tables to represent these.

Spring Term

Students will spend the second term completing 6 units of study; 3 before half term and 3 after.

Brackets, Equations and Inequalities: students will explore expanding over a single bracket and factorising by taking out common factors. Some students will extend this to expanding two binomials. Knowledge of solving equations is extended to include brackets and unknowns on both sides. Students will also learn how to solve formal inequalities, learn the meaning of a solution set and explore the similarities and differences compared to solving equations.

Sequences: this unit reinforces students learning from Year 7, extending this to look at sequences with more complex algebraic rules now students are more familiar with a wider range of notation. Some students will find rules for the nth term of a linear sequence, using object and images to understand the meaning of the rule.

Indices: students will work with expressions involving powers and how to simplify these. Some students will look at finding powers of powers.

Fractions and Percentages: this unit focuses on the relationships between fractions and percentages, including decimal equivalents, and using these to work out percentage increase and decrease. Students also explore one number as a percentage of another. Both calculator and non-calculator methods are developed throughout to support students to choose efficient methods. Financial maths is developed through the contexts of profit, loss and interest.

Standard Index Form: students are introduced to standard index form, looking at how to convert between ordinary numbers and standard form and vice versa.

Number Sense: this unit provides the opportunity to revisit lots of basic skills in a wide variety of contexts. Estimation is a key focus and the use of mental strategies will be embedded throughout. The conversion of metric units are used to revisit multiplying by 10, 100 and 1000. Some students will extend this to look at the conversion of area and volume units, as well the use of error notation. Students will also look at solving problems using the time and calendar.

Summer Term

Students will spend the third term completing 5 units of study; 3 before half term and 2 after.

Angles in Parallel Lines and Polygons: Students will build on their knowledge of angle notation and relationships to explore angles in parallel lines, solving increasingly complex missing angle problems. Students then make links t the closely connected properties of polygons and quadrilaterals. They will start to explore constructions with rulers and pairs of compasses.

Area of Trapezia and Circles: students learn the formulas for the area of a trapezium and the area of a circle, looking at compound shapes and deciding which formula to use.

Line Symmetry and Reflection: students revisit and enhance their knowledge of special triangles and quadrilaterals, and focus on key vocabulary such as object, image, congruent etc.

The Data Handling Cycle: students will focus on using charts to compare different distributions. They will explore when graphs may be misleading, and work at collecting data, including the designing and criticising of questionnaires.

Measure of Location: students are introduced to the mode and look at when and why each average should be used. Some students will look at the mean from grouped and ungrouped frequency tables, and consider outliers and what effect these have on all the measures studied.

Autumn Term

Students will spend the first term completing 5 units of study; 3 before half term and 2 after.

Straight Line Graphs: students study y = mx + c as the general form of the equation of a straight line and interpret m and c in abstract and real-life contexts. Some students will look at inverse relationships and perpendicular lines.

Equations and Inequalities: students extend their knowledge of forming and solving equations and inequalities. They explore rearranging formulae, seeing how this links to solving equations and reinforce their understanding of the difference between equations, formulae, identities and expressions.

Testing Conjectures: students revisit primes, factors and multiples to make and test conjectures. Students are encouraged to create and make their own conjectures as well as testing given conjectures. Students develop their algebraic skills through developing chains of reasoning and learn how to expand a pair of binomials.

Three-Dimensional Shapes: students learn the language of faces, edges and vertices and look at common prisms and non-prisms. Students revisit 2-D and 3-D shapes and learn how to work out the volume and surface area of cuboids and cylinders, as well as the volume if any prism. Some students will explore the volume of cones, spheres and complex shapes, and work out the surface area of any prism.

Constructions and Congruency: students will construct 3-D shapes from nets and construct the net of any given 3-D shape. As well as shapes students will learn how to construct perpendiculars and bisectors. Congruency will be explored via constructions. Some students will explore the locus of a path.

Spring Term

Students will spend the second term completing 6 units of study; 3 before half term and 3 after.

Numbers: students will spend time revisiting types of numbers, including rational and real numbers. They will extend their knowledge of HCF and LCM through Venn diagrams and will look more at numbers written in standard form.

Using Percentages: students revisit percentage increase and decrease before going on to use percentages over 100%. They will find percentage changes and use multipliers in various contexts. ‘Reverse percentage’ problems will be explored. Some students will look at repeated percentage change.

Mathematics and Money: in this unit students explore financial mathematics including bills and bank statements, interest and unit pricing – how to find the best buy.

Deduction: students revisit angle rules, including within special quadrilaterals. They then move on to finding angles using algebraic methods, and use chains of reasoning to evaluate angles. Some students will develop more complex geometrical proofs.

Rotation and Translation: students will identify the order of rotational symmetry of a shape and find the result of rotatiing a shape. They will explore translating points and shapes by a given vector and learn about variance and invariance in the context of transformations. Some students will find the result of a series of transformations.

Pythagoras Theorem: students will identify the hypotenuse of a right-angled triangle and determine whether a triangle is right-angled. They will learn how to calculate missing sides in right-angled triangles through the use of Pythaoras Theorem. Some students will extend this into 3-D shapes.

Summer Term

Students will spend the third term completing 4 units of study; 3 before half term and 1 after.

Enlargement and Similarity: students will enlarge shapes by a positive scale factor, including from a given point. Some students will learn how to enlarge a shape given a negative scale factor. They will calculate the lengths of missing sides in similar shapes, with some students exploring similar triangles.

Solving Ratio and Proportion Problems: students explore direct proportion problems and graphs/conversion graphs. They learn how to solve ratio problems given the whole or a part. Simple inverse proportion is introduced, with some students extending to inverse proportion graphs.

Rates: students learn to work with speed, distance and time, and how to find one given the other two. Problems involving density are explored and students work with compound units, with some students converting compound measures.

Solving Problems using Graphs, Tables and Algebra: students spend time revisiting topics such as data measures, charts and graphs including bivariate data, frequency trees, tables and timetables, inequalities and probability.

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Science Team

Autumn Term

This term in Science the students will be given the opportunity to discover more about themselves and the world around them. It will enable them to demonstrate and build on their knowledge from KS2. They will study science in two paths – biology and phys/chem.

In BIOLOGY they will move look at what the body is made of giving them an understanding of their own body and how it works. They will be studying cells, tissues, organs and organ systems. This will be directly related to how they can stay healthy. Following half term they will study the cardiovascular system with a focus on anatomy and physiology. They will be given the opportunity to dissect a heart to identify the different parts. Again a major focus will be health and how to maintain a healthy cardiovascular system.

In PHYS/CHEM they will be also looking at what things are made of and how things are classified in science. This will build on their knowledge from KS2 and introduce them to more scientific terminology for everyday phenomena around them. They will be able to identify a state of matter, describe how it changes and the differences between pure substances and mixtures. As well as this they will gain experience in identifying risks, hazards and control methods in practical work and also develop a clear understanding of common equipment used and how to gather accurate measurements.

Spring Term

This term in Science the students will be given the opportunity to discover more about themselves and the world around them. It will enable them to demonstrate and build on their knowledge from KS2 and build on what they have learnt in the Autumn Term. They will investigate other systems in the body including the digestive system and reproductive system. They will look at the anatomy and physiology of these systems and how this related to them, including why eating healthily is important and the changes that happen at puberty.

In PHYS/CHEM they will be focusing on Physics.This will build on their knowledge from KS2 and what they have learnt in the Autumn Term. They will be able to build on their knowledge of forces and how they affect motion. Explain why things sink or float and why forces are essential. To be able to describe light and sound in more detail including the type of wave.

Summer Term

This term in Science the students will be given the opportunity to discover more about themselves and the world around them. It will enable them to demonstrate and build on their knowledge from KS2 and build on what they have learnt in the previous Term. They will investigate cells in more detail having looked the main organ systems in their body. What are they made up of? They will learn how to prepare microscope slides and use a microscope to see the small structures that build to make them.

In PHYS/CHEM they will be focusing on Chemistry. They will look at what acids and alkalies are and how they can be useful and harmful. They will learn about how alkalies can be used to treat acid indigestion, by investigating neutralisation. The final half of this term will be used to consolidate their learning. It will allow them to apply their knowledge of living things (Biology) and how to investigate and answer a larger question. The project will enable them to learn new things about Space. An asteroid has been spotted hurtling towards Earth. Why is this a problem (research)? What solutions do we have (Hypothesis)? If we find a new planet to move to how do we know it has what we need to survive (MRSGREN)? How do we test it? How do we get there? and many other questions will be explored.

Autumn Term

his term in Science the students will be given the opportunity to discover more about the wider world around them. It will enable them to demonstrate and build on their knowledge from Year 7. They will study science in two paths – biology and phys/chem.

In BIOLOGY they will move from looking inward, at themselves, and start to consider the wider world. They will look at how living things are classified and after half term will look at plants and their structure/ design.

In PHYS/CHEM they will consider where the energy we use comes from and what happens to it in a system. This will give them an opportunity to study the impact of energy use on the wider environment.

Spring Term

This term in Science the students will be given the opportunity to continue to discover more about the wider world around them. It will enable them to demonstrate and build on their knowledge from Year 7. They will study science in two paths – biology and phys/chem.

In BIOLOGY they will move from looking inward, at themselves, and continue to consider the wider world. They have a clearer understanding of classification and now will consider how living things interact (Interdependence). What can affect the population of one type of living thing and how might that impact on others? Following half term they will start to look at the micro-world – micro-organisms. What are they? Are they dangerous? are they useful?

In PHYS/CHEM they will start to look at the periodic table, they know things are made of atoms and elements but what are they? Why do we write them in the periodic table? Why is water not on the periodic table? They will continue to develop a deeper understanding of reactions and why they happen, on a particle level. They will start to explore their inner Chemist.

Summer Term

This term in Science the students will be given the opportunity to continue to discover more about the wider world around them. It will enable them to demonstrate and build on their knowledge from Year 7 and 8.

In BIOLOGY they will move from looking inward, at themselves, and continue to consider the wider world. Haning looked at the micro-organisms. They will start to look inward again focusing on health and disease. What is the difference between being fit and being healthy. How do you prevent illness? They will look at how scientists have helped develop things to reduce ill health e.g. vaccines and why they are so important.

In PHYS/CHEM they will look back at the autumn term to explain how magnets are used to make the energy we use at home. They will review their knowledge of magnets and consider how they can be used to make electricity and how electricity can be used to make magnets. In the final half term they will complete a project which brings together the science they have been learning over the year. It will look at the larger problem of how the human population has grown and the problems that this can cause. Climate change and a larger population means food shortages. They will apply their scientific knowledge to investigate ways of solving these problems..

In science pupils will start to learn the sciences separately. They will study Biology, Chemistry and Physics.

Autumn Term

This term in Biology they will study cell structure, cell division and how things are transported in and out of cells.

In Chemistry they will study atoms, elements, compounds, mixtures and the periodic table. They will also learn about how compounds are formed (Bonding).

In Physics they will study energy transfers and how we generate the energy we need, renewable and non-renewable energy resources.

Spring term

In Biology this term the Year 9’s will review cell organisation and how this relates to the circulatory and digestive systems. They will study health and disease including how the body natural defends against disease, and how we can boost this response (immunisation and vaccinations).

In Chemistry they will be investigating chemical changes, including acids and alkalies, and how we can calculate key factors in chemistry (Quantitative Chemistry).

In Physics they will move on from generating electricity in the Autumn term to how it gets to our home and how circuits make the electricity useful to us.

Summer Term

In Biology this term the Year 9’s will review cell organisation and how this relates to the circulatory and digestive systems. They will study health and disease inclusing how the body natural defends against diseas, and how we can boost this response (immunisation and vaccinations).

In Chemistry they will be investigating chemical changes, including acids and alkalis, and how we can calculate key factors in chemistry (Quantitative Chemistry).

In Physics they will move on from generating electicity in the Autumn term to how it gets to our home and how circuits make the electricity useful to us.

Syllabuses

Trilogy will give one result worth 2 GCSEs.  This will be in the form of two numbered grades, e.g. 54 showing a 5 for one part and a 4 for the other.
Only the following grades are available: 99, 98, 88, 87, 77, 76, 66, 65, 55, 54, 44, 43, 33, 32, 22, 21, 11.

Triple will give 3 individual GCSEs, biology, chemistry and physics, which are graded 9 (highest) to 1 (lowest)

The subject areas overlap so that that students can be moved between Triple and Trilogy.

Subject Board Qualification Link
Combined Science: Trilogy AQA GCSE (Double Award) AQA Combined Science: Trilogy (8464)
Triple Science AQA GCSE Biology
GCSE Chemistry
GCSE Physics
AQA Biology (8461)
AQA Chemistry (8462)
AQA Physics (8463)

 

Trilogy Exam Papers x 6 Triple  Exam Papers x 6
Written exam: 1 hour 15 minutes
Foundation and Higher Tier
70 marks
16.7% of GCSE
Written exam: 1 hour 45 minutes
• Foundation and Higher Tier
• 100 marks
• 50% of GCSE

 

Biology 1
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Biology 2
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology

 

Chemistry 1
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
Chemistry 2
1. The rate and extent of chemical change
2. Organic chemistry
3. Chemical analysis
4. Chemistry of the atmosphere
5. Using resources

 

Physics 1
1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
Physics 2
6. Forces
7. Waves
8. Magnetism and electromagnetism
8. Space Physics [Triple only]

Syllabuses

Trilogy will give one result worth 2 GCSEs.  This will be in the form of two numbered grades, e.g. 54 showing a 5 for one part and a 4 for the other.
Only the following grades are available: 99, 98, 88, 87, 77, 76, 66, 65, 55, 54, 44, 43, 33, 32, 22, 21, 11.

Triple will give 3 individual GCSEs, biology, chemistry and physics, which are graded 9 (highest) to 1 (lowest)

The subject areas overlap so that that students can be moved between Triple and Trilogy.

Subject Board Qualification Link
Combined Science: Trilogy AQA GCSE (Double Award) AQA Combined Science: Trilogy (8464)
Triple Science AQA GCSE Biology
GCSE Chemistry
GCSE Physics
AQA Biology (8461)
AQA Chemistry (8462)
AQA Physics (8463)

 

Trilogy Exam Papers x 6 Triple  Exam Papers x 6
Written exam: 1 hour 15 minutes
Foundation and Higher Tier
70 marks
16.7% of GCSE
Written exam: 1 hour 45 minutes
• Foundation and Higher Tier
• 100 marks
• 50% of GCSE

 

Biology 1
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Biology 2
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology

 

Chemistry 1
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
Chemistry 2
1. The rate and extent of chemical change
2. Organic chemistry
3. Chemical analysis
4. Chemistry of the atmosphere
5. Using resources

 

Physics 1
1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
Physics 2
6. Forces
7. Waves
8. Magnetism and electromagnetism
8. Space Physics [Triple only]

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Art and design embodies human creativity and expression.  The department has developed a curriculum that will engage, inspire and challenge students, equipping them with the knowledge and skills to experiment invent and create their own works of art and design.

As the students progress, they are taught to develop their thinking to allow a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Students develop and reinforce their understanding and practical skills using a variety of materials, techniques and artists. Through experimentation pupils explore a selection of topics that allow them to think and develop creative ideas.

Autumn Term

In year 7 students will be introduced to a broad range of new techniques, materials, artists and themes. These experiences will set the foundations for developing as an effective artist and creative thinker. Drawing is seen as a fundamental art skill and in term 1 they will begin to develop a more realistic style of drawing and are taught the importance of keen observation, accurate line and use of tone. Students will be taught how to use a variety of visual language techniques in order to express specific ideas and emotions successfully. They will be encouraged to take responsible risks and become creative thinkers. Techniques will support the development of motor skills, language skills, social skills, decision-making, risk-taking, and creativity.They will explore these skills through a project about monsters. They will draw through imagination and observation as they look at artist like Tim Burton and Stefan Bucher.

Spring Term

From the world of monsters we will continue our journey to a world of insects and bugs while we explore pattern and texture. Students will look at symmetry and tessellation as they experiment with new techniques and materials. They will be encouraged to observe tiny details in the world around them as they record what they see. Through a range of printing and textile techniques, students will create work that they can be proud of and be part of a bigger community through collaborative displays of their work.

Summer Term

As we move into summer students will focus on bees and continue to develop their drawing and painting skills. They will learn how they can help to raise awareness about the plight of bees through powerful art displays. They will explore ceramics and create 3D pieces of work using a range of new skills. They will be encouraged to use photography as a resource to record the world around them. They will also look at the global issue of plastic pollution and how it damages the natural world around them. They will learn how they can support this global challenge by raising awareness through art and being reflective about their own behaviour

Autumn Term

In year 8 students will continue to develop their artistic practise, creative thinking and cultural understanding.

In term 1 we will look art for a reason and explore the world of propaganda. They will look at current affairs and address issues that they feel passionate about. Students will develop an awareness of how art is used to raise awareness and how they can use it themselves to influence people for good. They will also develop an understanding of peaceful protest and inclusivity through art. To build on their prior knowledge, students will be encouraged to draw from observation and develop their accuracy and use a variety of visual language techniques in order to express specific ideas and emotions successfully. We will then move into the world of Pop Art and look at the links between propaganda and advertising, They will look at the work of artists and be taught how to evaluate their own work and that of others through the use of thinking tools.

Spring Term

This term we will explore the world of Wonderland. We will look at illustration by looking at a range of artistic styles through the years. Students will be encouraged to draw from their imaginations by looking at different artist and the wonderful characters of Wonderland. They will develop both their printing and ceramic skills as we prepare to set the table for the Mad Hatters tea party. Students will working both independently and collaboratively to develop different pieces of art within the theme.

Summer Term

This term we will explore the artistic world of one of the most renowned artists of all time- Van Gogh. We will learn to analyse artists work and students will be encouraged to explore their own feelings and emotions as they try to understand Van Gogh’s artistic expression. We will use a range of painting, drawing and textile techniques. Students will be taught how to plan, experiment and evaluate ideas and techniques before preparing a final piece for this unit. This will prepare them for a process expected at GCSE.

Autumn Term

The main focus of this year will be to look at the creative industries and explore a vast range of career options. Students will explore specialist areas in Photography, Ceramics, Textiles, Art and Design, and Digital Art. This will give students a purposeful journey before deciding on which option choice they would be most suited to. Every student will complete terms 1-3 on a rotation basis and then all will complete terms 4-6 in order. We believe this will enable students to fully immerse into the different areas of Art and provide them to make informed choices about their options and future careers. We hope to be able to offer an insight into local creative industries through workshops and collaborations with local artists.

In ceramics we will explore a range of techniques to create ceramic outcome. We will explore the world of sculpture and ceramic design by the looking at the work of artists like Kate Malone, Jamie Fine and Sandra Davolio. In our brand new art department with a new kiln, students will design, create, fire and glaze their work inspired by natural forms and the work of artist.

We will understand how photography fits into the creative industry. Students will gain a basic knowledge of using a DSLR, composition, lighting and photo manipulation. We will look at the work of photographers and artists such as Rankin and Hattie Stewart. Students will produce a mini portfolio including developments and a final piece.

In textiles we will explore the wide range of career options before completing the process of design and product creation using a wide range of textile techniques. We will look at designers who influence the surf and skate industries such as Jim Phillips (Santa Cruz), Zachary Bennett-Brook and Lev Tanju. Using techniques such as batik, shibori, stencils and applique, students will design and create a PE bag.

Spring Term

In art and design students will follow the process required for any creative GCSE. They will choose a theme from an exam paper and enter into a design process. They will design, experiment and evaluate their work as they go along in the same format as they would in year 10 and 11. They will be able to choose their medium so can revisit one of the techniques they have previously tried. They will draw and paint their designs and with full evaluation, will be able to identify where their personal creative strengths are.

Summer Term

Students will look at graphic design and digital art. By using their own photography, collage and editing techniques they will create digital posters. We will look at local artists such as Chris Gibson and Russell Hardman and use techniques to promote inclusivity and find their creative voice. We will also look at the work of Nick Park to create a stop motion animation.

Syllabus

Subject Board Qualification Link Split
Art EDEXCEL GCSE Edexcel GCSE [2AD01] Personal Portfolio in Art and Design: 60%

Externally Set Assignment in Art and Design: 40%

Syllabus

Subject Board Qualification Link Split
Art EDEXCEL GCSE Edexcel GCSE [2AD01] Personal Portfolio in Art and Design: 60%Externally Set Assignment in Art and Design: 40%

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Autumn Term

An introduction to dance for year 8. They will be looking at basic actions and relationships within the topic of urban dance. They will be learning to rehearse, choreograph and perform work in groups of varying sizes. Within the topic they will be assessed within a baseline performance and towards the end of the topic to see what they have learnt.

Autumn Term

In this unit, students will be introduced on how to be safe when dancing through the use of warming up, the correct dance kit and being safe when rehearsing and performing. They will also learn the importance of feedback and how this can support the dancer. Alongside this students will also have an introduction to contemporary dance in workshop style lessons based on key choreographers. They will be looking at what the differences are between the style of choreographers and an introduction to key words related to contemporary dance.

Spring Term

In this term, students will be introduced to the basic choreographic skills needed to choreograph a dance with the use of dance terminology and how it is used to create motifs and develop them. Along side this students will also be continuing the development of performing skills learnt over the last 3 terms and enhancing this with a group performance based on a professional work.

Summer Term

In the summer term students will continue using the choreographic skills learnt in term 3 and will learn how to create a dance based on a stimulus. They will analyse different stimulus in relation to basic motif development and transitions. Working as a group to develop understanding of how to use a stimulus when choreographing a dance. Alongside this students will recap what basic principles of dance are.They will continue to develop their performance skills over the year for a final performance. The students will be working with their teacher to produce a final work enhancing both their choreography and performance skills.

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Autumn Term

In Key Stage 3 students will have the opportunity to experience the exciting and varied curriculum in Design and Technology. They will learn how to use equipment safely and apply this in a range of situations and processes. Students will be introduced to the broad curriculum, materials, products, designers and processes through a project which centres around music festivals. This is based on their local experience of Cultural and music festivals in Portsmouth, like Victorious. Initially they will learn how to develop ideas through bubble diagrams and researching into required knowledge. They will then cover branding, the work of designers and design communication, leading in to developing ideas that will require presentation and manufacturing skills including (but not exclusively) 3D printing, laser cutting, vinyl cutting, CAD/CAM, traditional hand tool use and machinery such as fret saws and drills. Throughout the keystage, students will learn how to evaluate and develop their own work, learning to work iteratively and to continually improve their own work.

Spring Term

Students will begin to unpick the work of famous designers in Year 7 during the spring term. They will respond to a Designers Challenge, of which the brief is to create packaging for a designed outcome to sell at the Aspex Gallery in Gunwharf. Students will study work influenced by Robert Sabuda/ Julian Opie / Harry Beck before proposing designs to develop. Student will learning about nets, surface developments, packaging, 3D card outcomes and packaging design and logos. Working with their teachers students will be able to investigate a range of D&T specialisms to include:

Resistant Materials – Bubble packed/Euro slot (Vacuum Form)
Graphic Products – Nets/Surface development
Digital Media – CAD designed, CAM manufactured

Summer Term

In the summer term, Year 7 students will focus on designing a manufacturing a Sustainably Designed Clock Students will follow an iterative design process to model their own concepts and plan for manufacture. Utilising a range of reclaimed/reused materials and the use a generic clock mechanism they will produce a sustainable outcome. This product develops understanding of analogue time keeping, the key areas of sustainability such as the 6R’s and encourages them to make careful decisions about reusing and reclaiming materials from home. There will be a D&T specialism rich approach, with different Graphical outcomes in paper/board/CAM CAM, plastic approaches in Resistant Materials and Electronics could utilise solar energy harvesting

Autumn Term

In Year 8 students will have the opportunity to experience the exciting and varied curriculum in Design and Technology. They will learn how to use equipment safely and apply this in a range of situations and processes. Students will be introduced to the broad curriculum, materials, products, designers and processes through a project which centres an Art/Design Movement manifesting in Product in a Tin. This will be a small product outcome that fits in a reclaimed tin. Suggested project explores varied outcomes that could be tailored to any outcome specialism. Iterative project with varied outcomes based on student approach. Initially they will learn how to develop ideas through bubble diagrams and researching into required knowledge. They will then cover branding, the work of designers and design communication, leading in to developing ideas that will require presentation and manufacturing skills including (but not exclusively) 3D printing, laser cutting, vinyl cutting, CAD/CAM, traditional hand tool use and machinery such as coping saws and drills. Throughout the keystage, students will learn how to evaluate and develop their own work, learning to work iteratively and to continually improve their own work.

Spring Term

In the Spring term, Year 8 students start to think about their local environment, and how problems linked to these might be solved. Students will respond to a brief that asks students to observe the localised environment and develop a design solution to help protect/support that local environment. Examples for multi specialism areas: RM: Bird boxes, bee hotel, hedgehog home, ‘wormary’, ant farms. GP: Packaged plants that grow within design, card based homes, bird feeders etc. Elec: Plant sensors, watering devices, feeding devices, habitat systems This project gets student to reflect on environmental issues in their local area, and then to propose and realise a solution that is sustainable and supports the local environment on a micro level.

Summer Term

The spring term in Year 8 requires students to respond to a Biomimicry Project, exploring how nature has had an impact on a number of design challenges of the past. The project brief will be based on an IKEA contextual challenge to design a product that would be added to an in store range, themed by nature. Students explore biomimicry and design and manufacture a product to be sold in the shopping chain. Opportunities for all specialism to explore the context and students can lead on this based on research and design exploration. This challenge is student orientated and provides scope to be creative and demonstrate an understanding of the environment impacting modern design in localised contexts.

Autumn Term

In Year 9 students will continue to explore the iterative design process, and this term focus on the various approaches to solving modern lighting issues. They will develop their own problem to solve, select a suitable client and explore a range of lighting solutions that currently exist. Student will be expected to design and make a prototype for a low voltage internal light for a specific user. Utilise a simple lamp circuit for non-specialist electronic outcomes (can be USB powered). There will be a broad range of material outcomes anticipated. Card, acrylic, metal, wood all suitable. Electronic outcomes can explore a range of outcomes that include LED lighting and flashing/dimming lights, potential for programming. Students will rapid prototype their concepts and develop working models to respond to their own brief before reflecting on their work and progress.

Spring Term

In the spring term, Year 9 students will explore modern technology investigating how electronics and design combine to make contemporary idea like MP3 amplifiers. Students will study a range of modern and smart materials, electronics components and systems such as amplifiers to begin to explore a range of design contexts open, beyond that of the MP3 input. Groups will approach a range of practical task to realise their outcomes, some groups will design/make packaging/enclosure first (knowing component sizes in advance). Students will experience soldering a range of discreet components and modify them in light of their users needs. Opportunities to utilise sustainability in materials through the discussion of the 6R’s and reclaiming materials to develop their own ideas. Outcomes for enclosures could include card, fabric, acrylic, wood, and solutions can be extended to utilise CAD/CAM, smart materials, 3D Printing.

Summer Term

In the summer term, Year 9 students will look to develop teamwork in the workplace and study production scales, specifically working in small terms to develop a number of outcomes produced in batch. This project will test their entrepreneurial skills as that compete to make a product to sell. This task pushes Year 9 students in their final KS3 term. We unpack key areas of the curriculum here such as business, entrepreneurial skills and group work. Students need to receive a budget and make a small batch production of a product to be sold to an audience of their choice. Group work essential to realise the production element of the task. Teachers to choose mixed gender/ability groups to develop the group approach (preparing for workplace/working with colleagues). Students will be expected to distill their learning from KS3 to make an original and economically viable outcome for their team.

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Autumn Term

An introduction to Drama skills including a baseline performance. In this unit, pupils will take part in practical exercises, which will enable them to rehearse and perform drama in groups. They will develop their imagination, creative ideas and performance confidence skills. They will be introduced to key terminology through a Spies and Secret Agents story. They will also take part in practical physical exercises based on physical theatre to create environments and characters reacting to environments. They will work together to develop their use of imagination to create Drama for an audience.

Spring Term

Pupils will learn how to create a piece of devised drama from storytelling. They will break the story down into sections in rehearsal, look at the role of a narrator and will work in groups to tell / interpret story through Drama with characterisation using children’s fairy tales and nursery rhymes. This term will also introduce pupils to how to rehearse and perform a script including the use of stage instructions. Pupils will work in groups to rehearse and perform a specific script focusing on physical and vocal choices.

Summer Term

In this term, pupils will develop their physical and non-verbal communication skills. They will learn about clowning and the different Commedia dell’arte masks using physical characterisation whilst developing control, timing and imagination. They will work in groups to create and perform lazzi (routines) for their “clowns/masks”. Pupils will also learn about different Television Genres and will look at how different acting styles need to be applied to different genres and specific audiences. They will work in groups to rehearse and use performance skills to perform different television genres.

 

Spring Term

In this term, pupils will be introduced to physical characterisation using stock characters from Melodrama and Silent Movies. They will learn to communicate exaggerated and clear characters non-verbally to an audience ending with a recording of their Silent Movie performance using the skills they have learnt.

They will also learn how to create tension and atmosphere for an audience in a devised piece of Drama based on a Haunted House story. They will take part in physical exercises based on physical theatre and imagination to create environments and characters reacting to environments.

Spring Term

Pupils will explore how to rehearse and perform script looking at stage instructions, given circumstances, characterisation and creative choices. Pupils will research the period, location and characters from the musical Bugsy Malone by Alan Parker and will work in groups to rehearse and perform scenes from it focusing on physical choices, vocal choices and the playwright’s intention.

Summer Term

In this term, pupils will be exploring Shakespeare to further their understanding of how a playwright’s intention, setting, themes and genre can be used to inform the understanding of text, characterisation and acting choices. In a cross curricular Unit with English, pupils will take part in physical practical exercises based on physical theatre, themes, imagery, the plot and characters from William Shakespeare’s Macbeth. Pupils will also learn about different Television Genres and will look at how different acting styles need to be applied to different genres and specific audiences. They will work in groups to rehearse and use performance skills to perform different television genres.

Autumn Term

Pupils will study film trailers and will storyboard and film their own whilst creating short scenes that are instantly clear to the viewer with clear vocal and visual intention. Pupils will study how to rehearse and perform script. Pupils will research the period, location and characters from the play Sparkleshark by Philip Ridley and will work in small groups to rehearse and perform scenes from it focusing on characterisation (including physical and vocal choices) and the playwright’s intention.

Spring Term

Pupils will research Performance venues including an off site theatre venue visit. They will also develop their knowledge of the different types of stage configuration. Pupils will also research Theatre Companies and the different types of Theatre Companies. They will also develop their knowledge of technical theatre including lights, set design and health and safety.

Summer Term

Pupils will study how to create, rehearse and perform Devised work. Pupils will learn how Devised work can be developed and will work in groups from a stimulus to create a performance. Pupils will analyse professional works to see what makes a good performance and to further their knowledge of performance skills.

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Autumn Term

In year 7 students will be introduced to the basis of safe cooking and use of a food room, safe preparation of food and healthy eating. They will have the opportunity to learn a range of basic food preparation skills, including using the hob, knife skills and combining ingredients.

The introduction to healthy eating is linked to current issues across Portsmouth and with the understanding that Portsmouth has a high rate of obesity. We explore the risks associated with the consumption of excess sugar and of energy drinks. Students will build on this knowledge and skills, adapting recipes applying their understanding of food science and how recipes work and the function of ingredients. They will begin to explore different diets and be exposed to the moral and cultural decisions surrounding food choice.

Autumn Term

In year 8 students will be introduced to the basis of safety cooking and use of a food room, safe preparation of food and healthy eating. They will have the opportunity to learn a range of basic food preparation skills, including using the hob, knife skills and combining ingredients.

The introduction to healthy eating is linked to current issues across Portsmouth and with the understanding that Portsmouth has a high rate of obesity. We explore the risks associated with the consumption of excess sugar and of energy drinks. In year 8, students will build on this knowledge and skills, adapting recipes applying their understanding of food science and how recipes work and the function of ingredients. They will begin to explore different diets and be exposed to the moral and cultural decisions surrounding food choice.

Autumn Term

Spring Term

Summer Term

 

Syllabus

Subject Board Qualification Link Split
Food and Nutrition WJEC GCSE WJEC Hospitality and Catering – Catering (single award) [4730] Catering skills related to food preparation and service (Controlled Assessment): 60%Catering, food and the customer (Exam): 40%

Syllabus

Subject Board Qualification Link Split
Food and Nutrition WJEC GCSE WJEC Hospitality and Catering – Catering (single award) [4730] Catering skills related to food preparation and service (Controlled Assessment): 60%Catering, food and the customer (Exam): 40%

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The French department is a dynamic, enthusiastic department, which endeavours to make learning languages fun and meaningful. Our aim is to develop a life-long love of language learning in our students, to build their cultural awareness and to ensure that every student is able to reach his/her full potential. We will achieve this by delivering outstanding French lessons, which are well-structured, engaging and relevant to learners.

Students receive regular, effective feedback and are then allocated time within lessons and homework tasks to make any correction required, or develop their work further. We consistently emphasise that it is okay to make mistakes, believing where students really learn is in deciding how they move on from these errors. We provide the students with many opportunities for collaboration and independent work in each lesson.

Our department aims to encourage students to use the target language with each other in pair and group work. We ensure that students hear authentic language each time they are in French lessons. This open environment allows students to grow in confidence and not feel intimidated in speaking out in front of the class.

Autumn Term

In the first term in year 7 at TPA, we will assess what the students have already learnt in French in Primary schools. Time allocation varied a lot between the schools, which needs to be taken into account in our Curriculum development. Also there is a disparity of perception (lack of shared and agreed understanding of pupil progress) between what primary schools believe they are achieving and what secondary schools judge the feeders have achieved. Therefore, we know that it is essential to go back to basics a little without frustrated some students with a “déjà-vu” feeling. At the end of the first half-term we will make sure that all the students are comfortable with the alphabet, numbers, calendar, birthday, greetings, nationalities (this will support links with the Geography curriculum where they will be looking at countries in the EU. This will introduce the first topic which is “About Me”. In Spanish classes, the students will start straightaway with the basic vocabulary mentioned above. After half-term, we will continue with the same topic and we will encourage the students to use simple but complete sentences in order to talk about family, pets, physical description and personality. This topic is relevant as this is usually the first topic of conversation when children meet next friends (such as penpals).

Spring Term

We will continue to learn about to talk about ourselves. Therefore, the Year 7 will start the topic “Au collège” in January and we will talk about their school subjects, their timetable and the students will start expressing simple opinions about their lessons. This is an important aspect in the curriculum as Opinion is essential to achieve a good GCSE level. After February half-term, we will continue to talk about their school life and the students will study activities done in class and after school. Saying the time is also included in this topic. We will look at a range of verbs and they will learn how to conjugate regular verbs in the present tense.

Summer Term

The last topic is again related to the students and we will talk about hobbies. This is properly one of the most common conversation young people have between friends. The students will learn more verbs in order to enable them to explain what they like doing (or not) in their free-time. Therefore, we will develop their knowledge about opinion and they will learn more complex opinion phrases. Finally, the students will learn how to use the progressive future, which is used to say what you are going to do in the near future.

 

 

Autumn Term

The main theme introduced in Year 8 is about where they live, which we believe is the next topic of conversation children have with new friends. We have organised this term into topics. The first topic is about their home, which will be covered in the first half-term. We will help the students to talk about different types of accommodation, description of their house, their daily routine what they usually do and/or intend to do at home. This topic will also help the students to revise and consolidate their knowledge about opinion phrases, the present tense and the future tense and other basic grammatical features.

Spring Term

We will spend the second term talking about where the students live and about Portsmouth. We will look at the pros and the cons about living in Portsmouth. We will also explain what can be done in town. This topic is a useful one as we hope to present our city to a twinned French school. We will also compare our city with other cities from Francophone countries. After February, we will continue the topic Portsmouth and we will discuss what the students usually do in town, what they intend to do soon in town (revision of the near future). Finally you learn how to conjugate verbs in the perfect tense, which will enable them to explain what they have recently done in town. This is the first topic that include the 3 tenses which are essential for a GCSE level 4.

Summer Term

The last topic about about small conversations you have during a transaction. Therefore the Year 8 will manipulate their language knowledge and imagine conversations they may have in a shop, a restaurant, a train station, etc… The students will learn about shopping items, qualities, transaction phrases, ordering food and drinks. This topic will increase their confidence when talking in French. This is a usefl topic especially before the summer holidays.

Autumn Term

The first term in Year 9 is talking about identities and the topic is “Who am I?“. This is linked to what that have learnt in year 7 but we will develop their languages skills but talking more in depth about their family, friends, about relationships. The students will explain what make a good friend, who is their role model and why. They will also develop their tenses knowledge when describing the person they used to be when younger. We will equally work on the 4 essential skills (listening & speaking, reading & writing) using GCSE resources. More grammatical features will introduced and consolidated in the first term. This topic is very relevant for teenagers and a common topic of conversation between them. We will develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy.

Spring Term

From January, the new theme is “Daily life and Cultural life“. The students will talk about hobbies, entertainment, media and new technology. We will discuss the impact that hobbies and new technology have on their well-being. We will also discuss how new technology should properly be used. After February half-term, we will spend more time talking about their cultural life and we will discuss their preferences in music, literature and films. Retrieval practice will constantly be included in the lesson to ensure consolidated knowledge with tenses and opinions. The students will learn how to express and develop thoughts and ideas spontaneously and fluently.

Summer Term

The students will continue with the theme “Daily life and Cultural life“. They will describe their daily routine and we will discuss healthy life-style. Finally, we will talk about cultural event, traditions and festivals. Topics of conversation will be about the importance of social or family events, always discussing the pros and the cons. The students will develop awareness and understanding of the culture and identity of the countries and communities where French is spoken.

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%

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The Geography department at The Portsmouth Academy aspires to stimulate a sense of wonder and interest in our complex and dynamically changing world.  Harnessing the Thinking Schools philosophy, geography inspires pupils to become global citizens by exploring their own personal geography and their responsibilities to other people, to the environment and to the sustainability of the planet.  By developing an understanding of the processes – both human and physical – that shape the world, our aim is to develop independent learners well equipped to tackle the global challenges that face the Earth of their future.

Autumn Term

Joining TPA, students will be fully introduced to Geography as a multi-disciplinary subject. Starting with our baseline test to understand the students prior experiences and knowledge of Geography. Students will then go on to investigate the key themes of scale, place and interconnections. They will look at the context of the UK, nationally and globally; from population across the UK in order that they might be able to articulate why Portsmouth is so densely populated, to current affairs as we look at the UK’s place in the EU. Coupled with essential map skills to help them understand their place and their surroundings.

Following on from this introduction, we will embrace the excitement of our raging planet. Students will learn about the inner workings of the Earth, understanding why natural hazards occur, who they affect and what type of long term planning and development are required to protect our growing population. Students will all study aspects of volcanoes, earthquakes and tsunamis, taking on real life examples and imagining what would happen if they lived in a place affected by them.

Spring Term

The winter chill paves the way for ‘The Big Freeze‘, an opportunity to look at the opportunities and challenges of cold environments. How states like Alaska can develop their economy in such challenging conditions, how modern engineering is needed to beat nature. Students will also look at events closer to home, including the Beast from the East in 2017, how extreme weather and hazards can affect people around the world.

From extreme weather, to extreme misconceptions. Already challenging student ideas about what the weather is really like or what life abroad is ‘really like’, time to turn our attentions to the misconceptions they hold about some of the world’s poorer continents. Africa being a prime example where wealth often goes unnoticed, modern day colonialism is sneaking change across the continent but how many continue to live far below the poverty line. A continent full of extremes and full of misconceptions!

Summer Term

Previous learning about diversity in Africa, the issue of food is global. From food security and obesity, to insecurity and hunger. Students will map the variations of the world, introduced to proportional mapping and continuing to challenge misconceptions on a global, national and local scale. Ultimately asking the question – which is worse, hunger or obesity?

The finale to year 7 moves from food to packaging, plastic in the oceans has been a known issue for years and took David Attenborough one 10 minute slot to raise the profile to news worthy in 2017. Students will explore the issue of single use plastics, their journey to recycling or the oceans and the impacts on ocean and coastal ecosystems. During this term, students will take an active role in managing plastics at school and in their communities, investigating plastic waste and completing a beach clean as part of their journey.

Autumn Term

Tropical rainforests represents one of the largest most influential ecosystems on earth. Students will gain knowledge of its location, purpose, usefulness and relevance in their every day lives. Incorporating graphical skills through climate graphing, persuasive writing with regards to political decision making as well as their own decision making for sustainable futures of locations like the Amazon and Madagascar.

After half term, students will explore our future world to explore how we are adapting for the future. They will explore the challenges facing the natural world in the future including TRF future and sustainability, whilst also exploring the growth of deserts, increase in drought, shrinking ice gaps and rising oceans.

Spring Term

Our changing island home. Many of our students miss the fact the Portsmouth (Portsea) is actually an island. Its change over time has been dramatic and swift and as it moves forward through the 21st Century those changes have to consider so much more. From changes in the natural environment of the previous unit, we will link to the future of Portsmouth by exploring its past. From fortifications and canal networks to modern aircraft carriers and booming economy and growing student population. The future of Portsmouth’s population is crucial as housing developments are needed, green space is needed and the competition for space continues. Students will be able to look at the current issues facing our city, through our local MP and planners and complete fieldwork investigations to create critical thinkers and decision makers of the future.

From our economic power house of the south, to the economic powerhouse of the east – Made in China will following exploring rapid global development, technological changes and an increasing demand for the overseas workforce. Students will look at China as an NEE and rapidly growing economy, investigate why everything seems to be ‘made in China’ and questioning the ethics of cheap labour, working conditions and supply vs demand of a global market.

Summer Term

With the change of the clocks comes the change in the weather and students will explore how the UK weather develops and is affected by the areas around us. GCSE taster lessons are included here where we will look at Tropical Storms, what ingredients they need, how they affect people and what can be done to manage the risks posed by them. Coming back closer to home, students will complete an enquiry to explore how microclimates develop and affect our island home. The impacts of man made structures, green space and developments on our city and how they affect temperature, weather and lifestyle. Asking the question why is the weather so different in Southsea compared to North End? Followed by where on the school site would be the best locations for solar panels/ wind turbines?

Our summer term ends with a chance to explore ‘Geography in the News‘, a look at current affairs and the news. The ability to pick fact from fiction, to understand the way photographs can be used to portray inaccurate news but ultimately learning how our knowledge of Geography can help us to unpick news stories and understand them more fully. From conflict in war zones to the divided opinions of local people of local, national and global issues such as climate change, business and globalisation. Students will be able to select elements of the news to investigate showing how Geography is a cross-curricular subject providing a wealth of transferable skills to take all students forward in their preferred options.


Autumn Term

 

Spring Term

 

Summer Term

 

Syllabus

Subject Board Qualification Link Split
Geography AQA GCSE AQA Specification A [9030] Human Geography: 37.5%
Physical Geography: 37.5%
Fieldwork Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
Geography AQA GCSE AQA Specification A [9030] Human Geography: 37.5%
Physical Geography: 37.5%
Fieldwork Controlled Assessment: 25%

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The History department at The Portsmouth Academy aspires to encourage a passion for the past amongst our pupils using dynamic and inspirational teaching, underpinned by the Thinking Schools philosophy. Our aim is to develop independent learners with enquiring minds, capable of analysing and evaluating evidence to form reasoned interpretations of historical events. Ultimately, pupils will achieve a greater understanding of the world in which we live and their place within it.

Autumn Term

In the first term in year 7 at TPA, we will assess what the students already know from the previous History teaching. We will look for misconceptions they may have learnt, and introduce them to the topic of History through looking at the skills they will be using throughout their Historical career. We will begin by looking at the different skills it takes to be a Historian as well as a deepening knowledge of History as a discipline.

We will develop all these skills through a local study of the Mary Rose. The study of this will bring our local History to life, and enable them to see Portsmouth differently, and how Portsmouth is relevant to History. We will look at the different skills of Evidence, Significance, Cause and Consequence, Change and Continuity, Interpretation and Chronology.

We will then begin our first enquiry into ‘What did the Romans do for us?‘ Looking at what evidence we have to answer this question, giving the students a base of knowledge about Britain, and a further focus on the specific Historical Skills.

We will end the first term by looking at ‘History Mysteries‘ pieces of History that have never been solved or answered, such as the princes in the tower, or the disappearance of Amelia Earhart,

Spring Term

Year 7 will be continuing their thematic study of Monarchy and Leadership, with a depth study of how the power changed during the rule of the Tudor Family. We will be looking at the significant rulers throughout British History, and using the skills of change and continuity to track power, and how the rule of Britain has changed and adapted.

From February Half Term we will be studying the History of World Religion, we will look at The Crusades and why they were fought, we will look at the changed in Religion in the UK, and how these affected the people living here, including a depth study on Guy Fawkes and the Gunpowder Plot. We will also begin to look at the British Empire and missionaries, the work they did around the world during the reign of Queen Victoria.

Summer Term

We will then move onto a depth study on the British Empire, we will be looking at how the British Empire was created, and why it was created. We will study the different countries within the Empire, and what they brought to Britain, as well as the lives of the people living under British rule in their own countries. We will be using evidence and interpretation skills to make a judgement if the British Empire was a force for good or evil, and if the Empire benefitted everyone who lived under it’s rule. We will look at a study of several countries, including China, India and Australia, and will look at the the causes of the collapse of the Empire, and the wider consequences for today.

We will end the year studying looking at Crime and Punishment within the UK. Tracking the different punishments used throughout History, and how they have developed. How the policing system in Britain has developed. Students will gain an understanding of the legal system in the country, and how it has developed into our modern system. They will look at a case depth study of Jack the Ripper to understand Victorian Britain, and develop empathy for the Victorian women and the science behind the investigation. Students will build on their skills of using Historical evidence, and their judgements when it comes to specific pieces of evidence along with the utility of that evidence. We will finish with the last person in the UK to be sentenced to death. Our End point will be tracking the changing ways that crime and punishment has developed from 1066 to the present day.

 

Autumn Term

Year 8 will begin their study of War and Conflict in the 20th Century. They will be focusing in on the different causes of War and conflict, using the Historical skill of Significance. We will focus on the impact of war, on a local and global scale, with a depth study of WW1, and WW1 poetry and the home front. We will look at the changing technology of war, and how different wars have been fought. We will focus on the major wars throughout History, looking at the differences between Hot and Cold Wars, alliance systems, the causes and consequences of different wars, including a study into the Cold war and Korea and Vietnam. Students will develop their Historical chronology skills, as well as building on their evidence and Historical knowledge throughout the course.

Spring Term

The year 8 spring term will focus on power and the people. We will look at a number of different groups in society who have been repressed, and how they begin to change their fortune. We will look at several groups throughout History, including women, the Suffragists and the Suffragettes, the Civil Rights movement in America, with a focus on Martin Luther King and Malcolm X, we will look at the LGBT+ community, as well as the development of feminism in 1960s America and the legislation that begins to change the law for women. We will be using skills of interpretation here, as the students begin to build their empathy towards repressed people and how they have fought for power, and fought to change their circumstances.

We will undergo a short module looking at Genocide. We will continue to theme of repression to look at the Jewish repression during the Holocaust, the Armenian Genocide, Rwandan and Cambodian Genocides, looking at how dangerous people can get into power and how the attrocities were allowed to happen. Teaching the students to be upstanders, rather than bystanders, to stand up for injustice and fight for what is right in society.

Summer Term

We will finish year 8 with a breadth study, looking at Black British History. We will begin looking at the Black Romans that existed in Britain, through to Medieval views of Africa, Black Tudors, the slave trade and the impact of the Slave trade on Britain, how Britain benefited from the Slave trade. We will then move on to more modern History, including WW1 and WW2 and how Black British people helped during these conflicts, finishing with a study of Windrush, why it was needed and what the impact was. We are hoping to help to re-write the impact that Black people have had on our culture, and emphasis their contributions to our society.

Autumn Term

 

Spring Term

 

Summer Term

Syllabus

Subject Board Qualification Link Split
History WJEC GCSE WJEC [4270] USA 1910-1929: 25%
Russia 1905-1926: 25%
Germany 1919-1991: 25%
Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
History WJEC GCSE WJEC [4270] USA 1910-1929: 25%
Russia 1905-1926: 25%
Germany 1919-1991: 25%
Controlled Assessment: 25%

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Music is both a focus for study and a means of communal expression. Students at The Portsmouth Academy are given the opportunity to develop musical understanding and skill (in perception, as composers and as performers) in classes, individually and in school ensembles. There are many opportunities for pupils to share their musical expertise with the academy as well as with the wider community, for instance, the Carol Service and Sound Bites, and our annual school production.

In Key Stage 3 students develop and reinforce their understanding and practical skills using their voices, instruments and music technology. Through listening, composing and performing activities they strengthen their creative ability, self-confidence and self-expression.

Participation, performance and personalised progression extend beyond the classroom. Vocal and instrumental tuition are available to students in all years, and a wide range of extra-curricular musical activities (choirs and instrumental groups) take place each week at lunchtime and after school.

Autumn Term

An introduction to Music. To help teachers understand the students prior experiences and knowledge in Music, students will start with some baseline testing on the three main areas of music; Listening, Composing and Performing.

For the performance element students will learn the basic skills of playing the keyboard and will have an opportunity to perform to their peers on their chosen instrument.

For the listening aspect, students will learn the basics of music theory and start to build a musical vocabulary to use when listening to all styles of music. For the composition element students will be introduced to a music software programme called Mixcraft and will compose their own piece of Science Fiction music.

Following on from this introduction, students will then learn the basics of how to play the Guitar and the Drum Kit. Students will learn how to read the music for the instruments and then have a go at playing both instruments. They will then be put into small groups and will learn to play a song as a band using their new skills. They will develop their performance confidence as well as ensemble and group skills.

Spring Term

Students will be looking at ‘Rhythm in Music‘ and will be studying various styles and topics of music to understand more about Rhythm.

Firstly, students will study Samba music and they will find out where the music comes from, the tradition, the instruments and the culture. They will also learn to play a piece of Samba music and perform it as a class.

Next students will study Notation and will understand more about how rhythms are written, including how many beats in a bar and how long each note lasts for. Students will compose and write down their own rhythms.

Finally students will study Stomp the musical and will find out how rhythms are used to create the music. Students will compose and perform their own Stomp composition in groups.

Following on from that students will look at Timbres in Music and will be studying The Orchestra. They will learn about the four families of the Orchestra and the main instruments within each family. They will listen to a range of music and be able to identify the different instruments by ear. Students will also learn about the Conductor and their job role within the orchestra. Students will complete an Orchestra project.

Summer Term

Students will be studying different styles and genres of Music to learn about different structures within music.

Firstly students will look at Blues music. They will study the history of blues, the musical features, the famous artists and then will use their knowledge to compose their own piece of blues music based on the 12 bar blues. Students will work in pairs to do this on the keyboards and will use improvisation as a key element.

Secondly, students will look at Rap music, again they will look at the history of rap, the musical features and the famous artists. They will then use their knowledge to compose their own piece of Rap music in groups. Students will write their own rap lyrics, compose their own rap backing track using a music computer programme called Mixcraft and finally perform their rap composition to the class.

Following on from that students will continue their knowledge of Expression in Music by looking at how music can be used to portray emotions and moods. Students will firstly compose a piece of Music to match a piece of Art and will then work in groups to compose music to match the story of Cinderella. They will need to compose music that matches the emotion of the scene and perform the final compositions to the class.

 

Autumn Term

Students in Year 8 will be building on their Guitar and Drum skills this term and will be learning more about how to play these two instruments and how to perform more complex music. They will be put into small groups and will learn to play a song as a band using their new skills. They will be rehearsing the song during lessons and then performing to their peers. Students will develop their performance confidence as well as ensemble and group performance skills.

Following on from that students will be studying Expression in Music and will be understanding how you can create different emotions and moods through music. Students will learn how to compose good and evil music and will then compose their own music on the keyboards to match some good and evil characters. Students will use these skills further by composing music to a short Tom and Jerry animation clip on a computer software programme called Mixcraft.

Spring Term

Students in Year 8 will be building even further on their Guitar and Drum skills this term and will be learning more about how to play these two instruments and how to perform more complex music. They will be put into small groups and will learn to play a song of their choice as a band. They will be rehearsing the song during lessons and then performing to their peers. Students will develop their performance confidence as well as ensemble and group performance skills.

Following on from that students will be studying the ‘History of Pop‘ music. They will be learning about how music has evolved and changed from 1950s to current day, including the musical features of different styles, important events or albums of that time and also the imagery and fashion associated with the genres. Students will look at iconic artists and bands from each decade and perform some of their most famous songs. Students will create a project on the History of Pop.

Summer Term

Students will be studying Electronic Dance Music (EDM). They will be looking at the history of EDM, the famous and most iconic artists / producers, the key elements and features of EDM and how EDM is created. They will then use this knowledge to compose a piece of EDM music on a computer software programme called Mixcraft. Students will work in pairs to recreate key features such as drum fill, build up, breakdown sections and bass drops. They will then put all of these elements together to compose their EDM track. Students will be assessed on their final performance.

Following this students will study world music and will learn about different styles of music from around the world including African, Gamelan and Calypso. Students will find out where the music comes from, the tradition, the instruments and the culture of each style. They will then perform an African drumming piece as a class, learn to play a Gamelan piece as a class and then compose a piece of Calypso music on Mixcraft.

Autumn Term

This term students will have an introduction to Film Music and how Music is used in films. Students will study the history of film music and will learn about the different techniques associated with film composing. They will listen to a wide variety of film composers and analyse the music using musical vocabulary. Students will sit a listening test at the end of the unit to test their knowledge of the compositional techniques. Students will then use this knowledge of film composition techniques to compose their own music to a film clip. They will be using a music software programme called Mixcraft and will be learning how to use loops, sound effects, mixing and playing in their own parts. Students will be assessed on their final composition.

Alongside this listening and composing unit, students will also be performing songs from films, as a soloist and as an ensemble. Students will be building their rehearsal and performance skills as well as their confidence. They will also learn the importance of feedback and how this can support future performances.

Spring Term

This term students will study the basic Music theory skills needed to understand music. They will understand how to write chord progressions, melody lines and rhythms and will use these skills to compose and write down a small piece of their own music. They will also study the Music Industry and what jobs and career opportunities are available within the Music industry. Students will look at a wide range of jobs, how those jobs are related and then they will research and present on a particular job role.

Alongside the theory and industry understanding, students will also continue to build their performance and rehearsal skills by learning to play two songs as a band. The first song will be the students choice and the second song will be in the Reggae style. Student’s will learn how to work in groups, how to perform in time as a band and will also improve their skills on their chosen instrument. Students to be assessed on their final performances as a band. As well as performance students will also study the history of Reggae music, and gain a better understanding of the key musical elements within the style.

Summer Term

Continuing the compositional skills learnt in previous terms students will learn how to compose a completed ‘pop’ song using a computer software programme called Mixcraft. Students will analyse professional pop songs to establish ‘what makes a pop song good’ and will then work in pairs / small groups to compose and develop a pop song. Students will look at structure, melody, accompaniment, instrumentation and post production techniques and will be assessed on their final composition.

Alongside this students will continue to develop their performance skills by preparing for a final performance (both solo and ensemble). Students will identify their strengths and weaknesses and will then set themselves SMART targets. They will develop their ability to perform with expression and emotion and will be building their confidence and rehearsal techniques. They will also learn the importance of feedback and self-evaluation and how this can support future performances. Students will be assessed on their final performances.

Syllabus

Subject Board Qualification Link Split
Music EDEXCEL GCSE AQA Music [4270] Listening to & Appraising Music: 20%
Composing & Appraising Music: 20%
Performing Music: 40%
Composing Music: 20%

Syllabus

Subject Board Qualification Link Split
Music EDEXCEL GCSE AQA Music [4270] Listening to & Appraising Music: 20%
Composing & Appraising Music: 20%
Performing Music: 40%
Composing Music: 20%

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PSHE is an invaluable part of The Portsmouth Academy curriculum. It is taught as a discrete lesson each week to develop the well being and life skills of our students. It is divided into categories of study: Relationships; Personal Identity & Healthy Living; Safety; Education & Finances; and Citizenship & Charity. The PSHE programme is designed to cover a range of age-appropriate topics, which will prepare students for their future. Our aim is to provide students with the knowledge and skills required to make the best of the opportunities available to them and live an independent and healthy life after leaving The Portsmouth Academy.

Personal, Social and Health Education (PSHE) is taught in tutor groups by tutors and managed by year leads.

Head of Year

  • Head of year 7 – Mr Davies
  • Deputy head of year 7 –

Tutors

Autumn Term

Students are introduced to the concept of joining secondary school, and how this is completely different to what they know in primary. Students will explore the different subjects on offer to them at The Portsmouth Academy, what they will study and when, and where they can go for support. Students are also introduced to their tutors, informed of their expectations and begin to build a positive and meaningful relationship with them. Pupils will begin to discover what PSHE is, and why is it is a vital part of their growth and development whilst at secondary school. Students will also form social skills based on topics such as creating and maintaining positive friendships, who they are as a person and being able to work as part of a team. We will come together as a year group to celebrate the differences of others with a morning away from the scheduled school curriculum to on the theme of ‘Wonder’. This will enable students to develop and strengthen their inclusivity skills, and to discuss a wide range of topics ranging from religion to disability. Students will continue to shape their social abilities by understanding when to use manners, and discovering how to behave in a wide range of social situations. Students will learn what bullying is, and how to stop it. They will be shown how to report it, and where to go for support if it is required.

Spring Term

Students will be introduced to the topic of safety, and how they can extend their knowledge to the changing world around them. From safety in the home, to being streetwise, students will be able to use their knowledge to make informed decisions during their everyday lives. Being safe online will also make an appearance in this topic, showing students how to navigate the World Wide Web securely.

After Easter, students will be delving into British Values, and Democracy in the United Kingdom. Students will be discovering about Human Rights, and how these impact upon their own lives. Pupils will also look into how laws are made, and why the voting system is so important.

 

Head of Year

Tutors

Autumn Term

Students start Year 8 by looking at ‘Relationships‘ and all of the sub-topics that this entails. The scheme of work starts with team-work in an effort to strengthen and build this aspect within tutor groups. The scheme then explores friendships and families before examining peer-conflict and resolution. Fortnightly Year group assemblies will examine the PSHE topics in an effort to provide a direct link.

Head of Year

Tutors

Autumn Term

In the Autumn term, students will spend some time adjusting to life following lockdown and the various issues that it has raised. In particular, time will be spent examining physical, mental and emotional wellbeing. Within these topics, students will be given time to discuss their own state of health and the various ‘triggers’ that exist for them. Crucially, students will be given tips and strategies for managing their own self and ensuring that they are happy, well-rounded learners.

Spring Term

In the Spring term, students will begin their ‘Relationships and Sex’ unit. As students reach the mid-point of Year 9 we will look to broaden their knowledge and understanding of a very relevant subject for them. They will investigate issues such as ‘consent’, the Law and Sex, Relationships and Sexuality. Units and topics will be delivered in consultation with internal and external ‘experts’ and students will be able to discuss relevant issues in a ‘safe space’.

Summer Term

In the Summer term, students will explore the idea of ‘Keeping Safe’ – both ‘online’ and in the ‘real world’. Issues such as exploitation, the good and bad side of social media, identity theft will be covered as well as some basic first aid training. Students will then end the year by looking at the political spectrum within the UK and the idea of democracy. This theme will then be revisited in more detail during Year 10.

Head of Year

Tutors

Autumn Term

Head of Year

Tutors

 

Autumn Term

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Here at The Portsmouth Academy, Key Stage 3 students do three hours of PE per fortnight. Activities involve individual (e.g. athletics), net (e.g. tennis), invasive (e.g. football) and artistic (e.g. dance).

We offer plenty of extra curricular opportunities which are wide and varied – please see this year’s timetable for full details. We are also active members of the Portsmouth School Sport Partnership which encourages inter-school competition. This year we are proud to be hosting all games for school teams involved in the netball tournament.

Autumn Term

Upon joining TPA pupils will complete 4 modules in their first term.

In their Fitness module pupils will understand how their bodies work in a practical setting. They will be introduced to several components of fitness and tested on their current performance levels. Pupils will understand how each component of fitness can relate specifically to different sports as well as the positive impact fitness has on both short and long term physical, mental and social wellbeing.

Running alongside this will be the Football / Netball module. Pupils will initially explore isolated skills necessary for all positions. Throughout the module pupils will be expected to implement these substantive skills into increasingly more challenging game scenarios to build their disciplinary knowledge into a full game situation.

Finally, they will study Badminton. In Badminton pupils will understand court dimensions, grip, overhead shots as well as the more advanced skills such as shot selection and both attacking and defensive strategy.

These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games, net/wall games and performing at maximum levels pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Spring Term

In their second term pupils will complete 4 different modules.

In their Handball module pupils will further develop the discplinary knowledge learnt in team sports from term 1. They will then apply the teamwork, leadership and spatial awareness skills necessary to be successful.

Running alongside this will be the Girls Football / Boys Rugby module. Pupils will initially explore isolated skills necessary for all positions. Throughout the module pupils will be expected to implement these substantive skills into increasingly more challenging game scenarios to build their disciplinary knowledge into a full game situation.

Finally, they will study Basketball. In Basketball pupils will understand how to dribble, pass, shoot as well as the more advanced skills such as 3 point shooting and both attacking and defensive strategy.

These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Summer Term

 

Autumn Term

In Year 8 pupils will recap and progress the 3 areas they studied at the beginning of year 7.

During Fitness pupils will re-test and compare their test results from year 7. Pupils will critically evaluate their scores and provided reasoning for their improved performances. This may include natural physical maturation, better understanding of diet and improved exercise habits.

In Football / Netball pupils will be expected to perform skills in ever increasingly pressurized situations. Skills will be expected to become autonomous with schemas being developed to apply to different situations in competitive games. Pupils will be expected to critically analysis their own and others performances.

In Badminton pupils will continue to work through the same serving and overhead shots as in year 7 but will be introduced to the more advanced net shots. There will be a great focus on competition and much of the learning will take place through modified / conditioned games.

These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games, net/wall games and performing at maximum levels pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Spring Term

In their second term pupils will complete 4 different modules.

In their Handball module pupils will further develop the disciplinary knowledge learnt in team sports from term 1. They will then apply the teamwork, leadership and spatial awareness skills necessary to be successful.

In Girls Football / Boys Rugby pupils will be expected to perform skills in ever increasingly pressurized situations. Skills will be expected to become autonomous with schemas being developed to apply to different situations in competitive games. Pupils will be expected to critically analysis their own and others performances.

In Basketball pupils will continue to work through the same shooting, passing and dribbling skills as in year 7 but will be introduced to the more advanced patterns of play. There will be a great focus on competition and much of the learning will take place through modified / conditioned games.

These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Summer Term

Autumn Term

 

Spring Term

 

Summer Term

 

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Religious Education focuses on human behaviour and human experiences.

Students are encouraged to develop habits of empathy and understanding, and are encouraged to become individuals who ask questions and who have inquiring minds.

Autumn Term

Students are encouraged to express who they are and be proud of it. We start with our baseline test to understand the students prior experiences and knowledge of Religious Education. Students are able to show their skills of enquiry and research about a religion that is not their own and compose a letter to their teacher about their findings. Students will discuss what makes someone a ‘hero’ before going on to find out about a number of inspirational people from different faiths. Students learn about inspirational figures such as Nelson Mandela, Malala Yousafzai, Mahatma Gandhi modelling inspirational behaviour to show how they positively contributed to society despite the immense barriers that were put in their way.

We address misconceptions whilst developing a secure culture of mutual respect and empathy. We want the students to know that there is life beyond Portsmouth and it is something they can aspire to. We also want the students to have pride in their own faiths and cultures and feel that they can express themselves in a safe environment. We draw on personal experiences to show that what they ‘might hear or see’ at home or in the media is far beyond what a multicultural society is all about. We instill in our pupils the British values which are in line with our school values of aspire and respect.

Spring Term

Pupils continue their work on Inspirational figures by looking in depth into the life of Martin Luther King and the Civil Rights Movement and analyse the impact of his faith on the work that he did. Pupils put all their substantive knowledge together to produce a newspaper report showing disciplinary knowledge by using skills of enquiry, evidence, cause and consequence.

Pupils move on to study a major world religion- Buddhism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Buddhist monk. Pupils also take part in some experiential learning when they have a lesson on meditation.

Autumn Term

Pupils are introduced to another major world religion- Hinduism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Hindu. Pupils have an opportunity to visit a Hindu temple for some experiential learning and the opportunity to ask questions regarding worship, heritage and the transformative journey that the religion has been on. They will also have the opportunity to discover what Hindu worship is like through experiential learning. They will complete a homework project task planning a Hindu pilgrimage. This task will test their geography and maths skills as well as their learning of the religion and will directly link into the next topic of pilgrimage. Pupils are then able to see life itself as a journey and the importance of pilgrimage for religious believers. Pupils can distinguish between a pilgrim and tourist but still be able to explain the importance of both. They have a taster of different pilgrimage sites around the world and finally look into the rituals of Hajj and the historical significance of certain events.

Autumn Term

Students learn about ultimate questions and how these link with myths that they may have heard of leading onto the idea of religious beliefs which try to answer some ultimate questions, such as ’ how was the world created?’ this allows pupils to engage in meaningful and respectful dialogue. Students are introduced to the idea of using stories to help provide education and moral messages leading them to understand about parables. and the work of Jesus. We get students to explore their own beliefs about God and try to verbalise how/why they may have these views which follows onto developing a deeper understanding of suffering and its cause as well as why suffering makes it hard to believe in God. We address misconceptions whilst developing a secure culture of mutual respect and empathy throughout all our lessons.

Spring Term

Pupils are introduced to a major world religion- Judaism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Jew. Pupils get a taster of what a Shabbat meal is as part of an experiential learning element.

We move on to look at the persecution of Jews during the Holocaust, pupils develop their skills of metacognition, empathy and understanding of the injustices faced by ordinary Jews due to extreme racism. Pupils have an opportunity to empathise with someone their age when we look into the story of Anne Frank and imagine how they may have coped in such horrific circumstances.

Summer Term

Students learn about the religion of Sikhism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Sikh. Students learn about the 10 Gurus and their significance and how to behave in a Gurdwara. They also look at how the daily life of a Sikh is impacted upon when they have to wear the 5 Ks and the difficulties faced by Sikhs in British society.

Students learn about the Haitian Hunger Cloth whilst using disciplinary skill s of analysis try to interpret what the hunger cloth shows and make some religious links, pupils then have an opportunity to produce their own versions of the hunger cloth reflecting British values and explain their choices. We also visit St Mary’s Church for some experiential learning looking at the importance of the church in society today.

Autumn Term

This unit explores the nature of good and evil and how both are related to suffering. Students look at religious and non-religious teachings, beliefs and attitudes to suffering, crime, punishment and forgiveness. Students examine the role that free will and conscience play in moral decision-making, and the different types of morality that exist. Students study the concepts of justice and reformation, the ethics of the death penalty will be explored in detail and enable students to apply religious, non-religious, ethical and social arguments to the debate.

Spring Term

Through examining modern, historical and religious examples students will reflect upon the moral question of whether forgiveness is really possible. Philosophical ideas about the origin and nature of evil will be investigated whilst examining whether the existence of evil and suffering can challenge a belief in God.
Students move on to the theme of Relationships and have the opportunity to consider attitudes towards and teachings about relationships in Islam and Christianity, they also investigate the attitudes of non-religious people such as Humanists. Students are taught to understand the diverse nature of religious belief in 21st Century Britain and looking at it pluralistic and secular approaches.

Summer Term

Students look at the changing role of family life in Britain and the attitudes towards marriage and divorce from different perspectives. Students study the importance of ceremonies and the relevance of particular rituals which are carried out. Students study the changing attitudes to topics such as adultery, separation, divorce and remarriage. We also study different attitudes to sexual relationships and the teachings behind the nature and purpose of sex and the significant changes in attitudes to same-sex relationships in Britain and religion. We finish off the year looking at issues of gender equality, how things have changed already but what also needs to happen to ensure a fairer society.

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Autumn Term

Students are introduced to Spanish for the first time, they have the previous knowledge from French, which might help most of them understand things faster due to similarities across these languages. At the end of the first half-term we will make sure that all the students are comfortable with the alphabet, numbers, calendar, birthday, greetings, nationalities (this will support links with the Geography curriculum where they will be looking at countries in the EU. This will introduce the first topic which is “About Me”. After half-term, we will continue with the same topic and we will encourage the students to use simple but complete sentences in order to talk about family, pets, physical description and personality. This topic is relevant as this is usually the first topic of conversation when children meet next friends (such as penpals).

Spring Term

We will continue to learn about to talk about ourselves. Therefore, the Year 7 will start the topic “Mi colegio” in January and we will talk about their school subjects, their timetable and the students will start expressing simple opinions about their lessons. This is an important aspect in the curriculum as Opinion is essential to achieve a good GCSE level. After February half-term, we will continue to talk about their school life and the students will study activities done in class and after school. Saying the time is also included in this topic. We will look at a range of verbs and they will learn how to conjugate regular verbs in the present tense.

Summer Term

The last topic is again related to the students and we will talk about hobbies. This is properly one of the most common conversation young people have between friends. The students will learn more verbs in order to enable them to explain what they like doing (or not) in their free-time. Therefore, we will develop their knowledge about opinions and they will learn more complex opinion phrases. Finally, the students will learn how to use the progressive future, which is used to say what you are going to do in the near future.

Autumn Term

The main theme introduced in Year 8 is about where they live, which we believe is the next topic of conversation children have with new friends. We have organised this term into topics. The first topic is about their home, which will be covered in the first half-term. We will help the students to talk about different types of accommodation, description of their house, their daily routine what they usually do and/or intend to do at home. This topic will also help the students to revise and consolidate their knowledge about opinion phrases, the present tense and the future tense and other basic grammatical features.

Spring Term

We will spend the second term talking about where the students live and about Portsmouth. We will look at the pros and the cons about living in Portsmouth. We will also explain what can be done in town. We will also compare our city with other cities from Spanish-speaking countries. After February, we will continue the topic Portsmouth and we will discuss what the students usually do in town, what they intend to do soon in town (revision of the near future). Finally you learn how to conjugate verbs in the perfect tense, which will enable them to explain what they have recently done in town. This is the first topic that include the 3 tenses which are essential for a GCSE level 4.

Summer Term

The last topic about about small conversations you have during a transaction. Therefore the Year 8 will manipulate their language knowledge and imagine conversations they may have in a shop, a restaurant, a train station, etc… The students will learn about shopping items, qualities, transaction phrases, ordering food and drinks. This topic will increase their confidence when talking in Spanish. This is a useful topic especially before the summer holidays.

Autumn Term

The first term in Year 9 focus on the GCSE Module 1 in which students learn about Holidays. They will discuss holiday activities and weather revising the present tense of regular verbs. They will learn how to talk about holiday preferences in the present tense of regular and irregular verbs and will use opinions to talk about their and other people’s holidays. They will also work with the past tense to talk about a past holiday, which is useful after the Summer. They will learn how to give opinions in the past. Furthermore, they will be introduced to the subjunctive “Quisiera” (I would like) in order to learn how to book accommodation and deal with problems in that situation.We will equally work on the 4 essential skills (listening & speaking, reading & writing) using GCSE resources. More grammatical features will introduced and consolidated in the first term. This topic is very relevant for teenagers and a common topic of conversation between them. We will develop their ability to communicate confidently and coherently with native speakers in
speech and writing, conveying what they want to say with increasing accuracy.

Spring Term

From January, students focus on their GCSE Module 2 “Mi vida en el insti” (My life at school), which recalls the school topic they studied in Y7. They will learn how to give more complex opinions about school subjects, as well as describe them and their teachers. They will also learn adjectives to describe school uniform and the school day, which they can use to describe their school while they work with the present and imperfect tense that they learnt during the first Term. They will have the opportunity to talk about school rules and problems using modal verbs (can, should, must…) and they will tackle harder listening exercises. They will be introduced to school clubs and activities and the near future tense, when they then will work with 3 tenses together. They will talk about plans for a school exchange, asking and answering questions, which with the previous module opens the door to the opportunity of a school trip to Spain or an exchange. Cultural knowledge about schools and education in Spanish-speaking countries will be included in this Term.

Summer Term

This term in Spanish is about “Mi gente” (My people) and is part of the Identity and Culture theme in their GCSE. They will be talking about socialising and family using the present tense, and they will recall how to describe people using adjective agreements. They will have the opportunity to learn about social networks and they will learn how to talk about themselves and others. They will be introduced to the Present Continuous to say what they are doing and make arrangements. Furthermore, they will be able to express their reading preferences, using a range of connectives, and they will be introduced to famous Spanish-speaking writers and novels. They will also learn how to describe relationships and understand more detailed descriptions. Ultimately, they will learn the differences between “Ser” and “Estar” (To be), which is an important part of the language and crucial for their success in their GCSE.

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