Key Stage 3
2014
Key Stage 3 Curriculum for Years 7, 8 & 9
HITCHIN BOYS’ SCHOOL, GRAMMAR SCHOOL WALK, HITCHIN, HERTFORDSHIRE. SG5 1JB ART AND DESIGN
Name of Head of Department: Mrs D Aldin-Burnett (from whom further information may be obtained)
Teachers: Mrs O Konanec Mrs H Scripps Mrs G Anderson Miss K Rainbow
Art Technician Mrs D Ward
Number of teaching periods per week: Year 7 2 (One hour periods) Year 8 1 Year 9 1
Homework:
Homework is set in line with the whole-school policy. It may involve such tasks as internet research about particular artists, collecting source material or working in sketch books.
Method of assessment:
Year 7: Assessment at the end of each unit of work (3 units per year) + examination in June. Year 8: Assessment at the end of each unit of work (3 units per year) + examination in June. Year 9: Assessment at the end of each unit of work (3 units per year) + examination in June.
Details of field trips or visits:
Visits will be arranged to local galleries and museum. All visits form part of the syllabus. Visits will relate to topics undertaken in class.
Details of special equipment or clothing needed with approximate costs:
Pupils are advised to wear some form of protective clothing. An overall, apron or old shirt will be adequate. Staff and other pupils cannot be held responsible for clothing accidentally damaged. An A4 book and portfolio will be issued at the beginning of each KS3 year. Pupils taking GCSE will be asked to purchase an A3 book for the 4 units throughout the 2 years. A portfolio will be issued in Year 10.
Art and Design
For years 7, 8 and 9 all pupils are encouraged to, within the first term, look at visual language in which pupils concentrate on the formal elements of art. The work undertaken is designed to address the Attainment Targets laid down in the National Curriculum Art legislation, concentrating on four main areas which are: Explore and Create, Understand and Evaluate.
Year 7
Pupils work on the theme of Relationships. This theme will be developed through various units of work throughout the year. We hope this will encourage an enthusiasm for Art, the development of skills, an awareness of techniques and the understanding of other artists and cultures. Activities will include, at various times, drawing, painting, printmaking, art history, collage, sculpture, ceramics and computer art.
Year 8
Pupils at this level are currently working on the theme of Contrasts. They communicate a need to make their imagery far more spatially convincing at this stage of their development. Having initially explored Relationships in Year 7 to communicate the main formal elements of art, further investigation will take place to allow these learned skills to develop. Pupils will go on to explore spatial and atmospheric colour contrasts as well as other contrast which exist in their perceptions of optical illusions and impressions.
Year 9
Pupils work more independently at this stage, focusing on the theme of Movement. Pupils learn how to develop final pieces after refining and modifying ideas started earlier in the course. As the year progresses, pupils will use these drawings to develop further into the media of photography, ceramics, graphic design, painting, screen printing and sculpture, as separate modules later in the course. The emphasis for this year group is the design process – development of ideas, investigation, technical competence, use of materials and evaluation of their work. Pupils are encouraged to employ and develop further the basic visual elements alongside further exploration of design principles, using more advanced methods and techniques.
It is hoped that the variety of activities explored in Year 9 will encourage pupils to opt for Art in Year 10.
Year Theme Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Recording Understand Unit 7A Unit 7A Unit 8A Unit 8A observations and use Self-image Self-image Objects and Objects and Year Relationship focusing on materials to 2-D/3-D Viewpoints. Viewpoints. 7 s the formal develop outcome Cubism 2-D/3-D elements. work and showing outcome Linking to produce a links to Self- showing theme 2-D/3-D image links to relationships outcome Cubism Recording 2-D/3-D Unit 7B Unit 7B Unit 7C Unit 7C observations outcome What’s in a What’s in a Recreating Recreating Year Contrasts focusing on showing building? building? Landscapes Landscapes 8 the formal links with Explore 2-D/3-D 2-D/3-D elements. own work using key outcome outcome Linking to and that of processes showing showing links theme other artists and links to Unit to Unit 7C contrasts concepts 7B Recording 2-D/3-D Unit 8B Unit 8B Unit 9C Unit 9C observations outcome Animating Animating Personal Personal Year Movement focusing on showing art. art. places, public places, public 9 the formal links with Explore 2-D/3-D spaces spaces elements. own work using key outcome ‘Rhythms of Linking to the and that of processes showing the World’. theme other artists and links to Unit Outcome to movement concepts 8B be agreed with festival organisers
DESIGN & TECHNOLOGY
Head of Department : Mr S Sherman (from whom further information may be obtained)
Second in Department : Mr S Heap
Teachers : Mr I Edwards Mrs A Kavanagh Mr J Shergold
Technician : Mr M Harriss
Homework : Homework will be set on a weekly basis according to the whole-school policy and will involve some project work from time to time.
Method of assessment: Years 7, 8 and 9 Continuous teacher assessment plus end of module NC Level (four per year).
Details of field trips or visits, and whether compulsory or optional : Optional
Details of special equipment or clothing needed with approximate costs: Parents are asked to donate towards the cost of the materials used in their son's projects, although exceptions will, of course, be made for those experiencing financial difficulties. In the current year, we asked parents of Year 7, 8 and 9 boys to contribute £10.
We also expect boys to be suitably protected during practical lessons and an apron is provided by the department. It is not necessary to provide eye protection either as suitable safety goggles are provided within the workshops.
Details of how the first three years in this subject continue in Years 10 and 11: Design & Technology is a compulsory element of the School’s National Curriculum Course to GCSE level where there are currently three options: Resistant Materials, Graphic Products and Food Technology.
Details of work covered year by year, and of main textbooks or other teaching materials: Years 7, 8 and 9 The children study Design and Technology for two periods each week. They follow a planned course which meets National Curriculum requirements. The course covers the areas of : Resistant materials (wood, metal and plastics) Graphic Products Product Design / Electronics Food Technology
All lessons are taught in fully equipped specialist workshops and classrooms.
Breakdown of courses:
Year 7 Resistant materials; Push along cam toy Graphic products; Paper mechanisms Product design; Mini racing car Food technology; Basic cooking skills
Year 8 Resistant materials; Personal organiser Graphic products; Souvenir card Electronic products; Steady hand game Food technology; Foods of the world
Year 9 Resistant materials; Abstract clock Graphic products; Pop-up book Product design; Model kit and packaging Food technology; Healthy alternatives
All boys will require a plastic wallet to store and protect their design work. ENGLISH
Head of Department: Mrs H C Tanner (from whom further information may be obtained)
Teachers: Ms J Waller (Second in Department) Mr S Pinhorn Mrs C Maddocks Mr J McDonough Mrs S Nunnerley Mrs C Gale (Head of Drama) Miss Z Brenham Miss H Anderson
Number of teaching periods per week Year 7 4 Year 8 3 (One-hour periods) Year 9 3
THE NATIONAL CURRICULUM IN ENGLISH
Teaching and assessment are focused on the National Curriculum and the National Literacy Strategy. In the Year 7 English course, pupils undertake six half termly units of work which address the objectives from the National Framework for Teaching English.
The units are extremely varied and focus on the many different aspects and skills connected with reading, writing, speaking and listening. In each year, boys will study fiction and non- fiction texts and develop an understanding of the different ways in which writers create and communicate meaning. In speaking and listening activities, we give pupils the opportunity to work in co-operation with others and to develop personal confidence in self-expression. Pupils also have access to a suite of wireless laptop computers, which enables them to explore the uses of communication technology through the medium of the English Curriculum.
Producing their own work in forms ranging from essays to poetry and dramatic role-play, is an important way in which pupils can learn to handle language responsibly and sensitively. We encourage and require pupils to take responsibility for their work and to take pride in it. Any more substantial pieces will be drafted and rewritten in the light of comments from the teacher and pupils’ own further ideas. At the end of each unit, each boy’s work is assessed and awarded a National Curriculum fine level.
Pupils are taught in mixed ability groups in Year 7. Pupils are set in Years 8 and 9. In Years 10 and 11 pupils are also set according to ability. Higher ability groups are entered for both English Language and English Literature GCSE examinations. All other groups are entered for GCSE English. We also have one Drama GCSE group in Year 10 and one in Year 11.
Units of work are planned with individual as well as group requirements in mind and boys are given extra support as necessary.
HOMEWORK
Homework will be set on a weekly basis according to the whole-school policy. Homework may involve reading, writing, preparation, or research. It gives pupils the chance to practise or extend skills covered in class, and is therefore a very important part of the experience of school. We encourage parents to take an interest in their sons' homework, especially in reading, but the work itself should be done by boys themselves. Teachers can learn a good deal about pupils' strengths and learning needs from the way in which they tackle their homework.
EQUIPMENT
Boys need a portable English dictionary, but preferably, also, access to a bigger dictionary at home, which gives fuller information about the formation and origins of words. A fountain pen is needed to foster good habits in handwriting.
RECOMMENDED READING FOR YEAR 7 STUDENTS
In Year 7 the boys study either The Boy in the Striped Pyjamas by John Boyne, Skellig by David Almond or a series of short stories from The Illustrated Man by Ray Bradbury. Although we do not want to discourage boys from reading these books before they undertake English at Hitchin Boys’ School, the reading experience is heightened in Year 7 if the majority of the class have little or no reading experience of the story being studied.
However, we would like to recommend the reading of novels by the same author, recommended authors or novels centred around a similar theme or setting, as suggested below:
David Almond: http://www.davidalmond.com/
Morris Gleitzman: Once and Then
Michael Morpurgo: http://www.michaelmorpurgo.com/
Malorie Blackman: http://www.malorieblackman.co.uk/
Alternatively, if you visit the Pearson Education website, you will find a long list of recommended authors for 11-14 year-olds. Links to these websites will be available on the school website.
GEOGRAPHY
Head of Department: Mr P Dawson (from whom further information may be obtained)
Teachers: Mrs E Christou Mr D Streets Miss K Whale Mr D Kelly Miss P Urey
Number of teaching periods per week: Year 7 1 Year 8 2 Year 9 2
Homework: Homework will be set on a weekly basis according to the whole-school policy and will involve reading, writing and research tasks.
Method of assessment: Year 7 : Continuous Assessment with levelled pieces of work once a term. Examinations in June.
Years 8: Continuous Assessment with levelled pieces of work once a term. Examinations in October and June National Parks Project in Spring Term.
Year 9: Continuous Assessment with levelled pieces of work once a term. Examinations in June. Rain Forests Project in Summer Term.
Details of field trips or visits: Year 7: Spring Term: Hitchin town centre fieldwork during lessons. Year 8: Autumn Term: Half-day visit to Barton Hills National Nature Reserve. Year 9: Summer Term: Day trip to London Eye and Science Museum.
Details of special equipment needed: 1. Atlas eg Philip's Modern School Atlas published by Heinemann. 2. Writing equipment and geometrical instruments as required in Mathematics. 3. GCSE 'Wideworld' magazines may be ordered through Mr Streets.
Details of how the first three years in this subject continue in years 10 and 11: Geography is taught to mixed-ability tutor groups in Years 7 – 9. GCSE classes are grouped by ability, based on Year 9 KS3 levels.
Many of the place, space and environment themes explored in the KS3 Course are revisited in Years 10 and 11. Topics are covered in greater depth and a wider range of examples is chosen at local, national and international scales.
Fieldwork continues to be regarded as an important aspect of Geography. GCSE Controlled Assessment will vary from 11 topics every year. Some local or regional field work may need to be undertaken. An optional residential trip to Dorset is organised for Year 10. In April 2012 we organised a trip to China for 62 students and a return trip is planned for 2014.
Further techniques and skills are developed, with emphasis on geographical enquiry to promote a knowledge and understanding of the physical and human environment.
Most KS3 lessons are taught in Rooms 18, 19 and 4 - each room being equipped with facilities including a visualiser, data projector, video/DVD player and an interactive whiteboard. The department also has access to 120 laptops as part of the specialist technology status.
Year 7
Using Ordnance Survey Maps Learning to use Ordnance Survey maps with a focus on the local area.
Europe – Continent Enquiry Atlas and Map work, use of satellite images. The E.U. with a focus on either tourism or UEFA football
Settlement Enquiry Contrasting Hitchin and Sao Paulo in Brazil. Local settlement studies
Year 8
Physical Environment Physical processes and features including a trip to Barton Hills
The U.K. & National Parks Conservation and management issues
Weather and climate British Isles and World climate extremes
Contrasts and Atmospheric Hazards
Population and World Contrasts Development processes and changing populations
Year 9
Natural Hazards Processes and Impacts of Earthquakes & Volcanoes
Antarctica Issues -Impact of climate & climate change
Japan - Industry and Trade Globalisation and industrial development
Ecosystems Tropical Rainforest study
Because of its breadth and content, Geography has many links with other subjects in the curriculum, notably Science, Maths and English. The subject contributes strongly to cross- curricular themes and skills.
Details of work covered year by year, and of main textbooks or other teaching materials:
Resources available are wide and varied due to the contemporary nature of the subject. These range from newspaper and journal articles, television programmes, DVDs, internet research as well as specialised worksheets. All are used throughout years 7-9, supplemented by the following textbooks:
Oxford Geography, Books 1 and 3 Understanding Developing Places The Developing World Foundations and Interactions Access to Geography
A large selection of maps, satellite images and video/DVD programmes are available. Photograph sets are also used. Pupils are encouraged to make use of Information Technology - especially the Internet for keeping abreast of the news, and in the classroom, using laptops. HISTORY
Head of Department: Mr M Philippou (from whom further information may be obtained)
Teachers: Mr J Newham Mr S Howie Mr D Kelly
Number of teaching periods per week: Year 7 1 (One hour periods) Year 8 2 Year 9 2 Homework: Homework is set according to the whole-school policy. It may involve research, reading or writing tasks or revising to consolidate learning.
Method of assessment: Years 7, 8 and 9: Formative assessment of lesson contributions and homework with National Curriculum Attainment Target Testing once a term (testing pupils subject knowledge and history skills: source evaluation, interpretation, causation, change and continuity)
Details of field trips Day trip to Castle Rising and Castle Acre in Norfolk for year 7 Trip to World War One Battlefields (November) – offered to year 9 pupils. Day trip to the science museum and old operating theatre in London for year 10 pupils Trip to Berlin, Krakow and Wroclaw (October) - offered to pupils in years 10 and above Day trip to the Victorian workhouse in Southwell for year 12 Conferences for year 13 historians / Government & Politics students
Details of special equipment needed: None
Current programme in National Curriculum Key Stage 3
Year 7: . Medieval England – the Norman Conquest, religion in the Middle Ages, the Black Death, the Peasants Revolt and the Crusades
Year 8: . Great Britain 1500-1750 – the Tudor and Stuart reigns, the English Civil War and Glorious Revolution . Great Britain 1750-1900 – developments in transport, industry, agriculture, political participation and the British Empire. . Black peoples of the Americas – focussing on the slave trade in the United States from the early 1500’s through the Civil Rights movements of the 1950’s and 1960’s.
Year 9: . The Twentieth Century World – the First World War, Britain between the wars, the rise of Fascist dictators, the Second World War and post war Britain. This is currently under review by the department.
Details of how the first three years in this subject continue in years 10 and 11 (GCSE): History is taught in mixed ability tutor groups in year 7-9. We work chronologically through the years in order to give boys the necessary background for GCSE. We also do a lot of source/skills work with years 8 and 9 such as message of sources etc. We also work hard to ensure they can structure arguments and explanation as would be expected for GCSE essays. History is optional in Years 10 and 11. Our GCSE course is OCR Syllabus J417 (Modern World History). In year 10 pupils are offered a choice to study American history of the 1920s and 30s, the Cold War including case studies on the Cuban Missile Crisis and Vietnam War. The alternative option in year 10 for students is to study the history of medicine and surgery through time, examining how the role of medicine has changed from the Ancient civilizations through to the modern day. In year 11 pupils study British society from either 1906-1918 or 1939 to 1975. This is a historical evidence based paper which tests pupils’ source evaluation skills along and subject knowledge. The controlled assessment (coursework) on Nazi Germany takes place at the end of year 10.
Resources include textbooks, worksheets, videos and DVDs and web resources. All history rooms are equipped with interactive white boards, visualisers, and 32 wireless laptops. HITCHIN BOYS’ SCHOOL LIBRARY (The Mattocke Library)
Librarian: Mr T Pitchford (from whom further information may be obtained)
From 8.30am – 4.30pm, Monday to Friday, your son will have over 12,000 resources in the Hitchin Boys’ School Library from which he may select recreational reading and research assistance.
The Library provides academic accommodation for a class of thirty-two students as well as additional study areas for twelve, six Internet-accessible computers and several individual quiet reading spots.
Year 7 – 9 boys may borrow two books at a time, keeping a book for three weeks. Special arrangements may be made for pupils in Years 10 and above to circulate more titles as needed.
The collection provides a great variety of fiction and non-fiction books meeting the needs of all age ranges, interest areas and ability levels. There is also a dedicated reference section as well as magazines, some audio and video selections and a section for investigating career and further education options. The library houses some archive materials highlighting the School’s history.
Classes and special inductions are provided throughout Key Stage 3 to teach proper usage of the library, research skills and literary subjects. These educational sessions are augmented by periodic author visits, book sales and other occasional literature-based activities and projects.
Mr T. Pitchford is the school librarian. He has over 18 years’ experience as a teacher and librarian. He has reviewed children’s books for the School Library Journal, contributed articles to the new Oxford Encyclopedia of Children’s Literature and delivered several seminars including the most recent “On England’s Pleasant Pastures Seen: Portrayal of the British Countryside in the Fiction of BB”.
During a typical school year, the HBS Library:
acquires nearly 500 new resources
hosts 395 classes
is visited over 3600 times during the lunch period
has over 1000 additional individual visits
records 2150 uses of computers
circulates over 3000 books MATHEMATICS Twitter: @HBSMathematics
Name of Head of Department: Mr J Rayner
Teachers: Miss C Francis Mrs E Freeman (Second in Department) Mrs J Lansdown (Assistant Head) Mr R Moore (Head of Careers) Mr P B Offler Mrs R Uppal Mr W Wong Mr E Wyncoll
Key Stage 3:
Number of teaching periods per week: Year 7 3 (One hour periods) Year 8 2 + Numeracy Year 9 3
Initially boys are taught in their mixed ability tutor groups until the autumn half term. During this time they will do 2 assessments. From these results and other information they will be put into sets from the start of the second term. The setting is reviewed termly and there is always the opportunity to move upwards on improvement and success. Sadly, the converse is also true.
Each pupil is expected to have a ruler, protractor, compass and calculator. The school bulk buys scientific calculators and these are usually available for around £6.00 from the stationery office.
Maths staff make use of the 60 department laptops where boys use SMILE, MyMaths, autograph, Sam Learning and spreadsheets. We run a workshop after school every Thursday. At this pupils can get help with their homework or work on specific topics.
Over 80% achieve Level 6 every year at the end of year 9.
The school takes part in the Mathematical Association’s Maths Challenge and runs a number of clubs including chess, programming and code breaking. We send students to the University of Hertfordshire Ri Master classes in year 9 and the University of Cambridge Maths Circle in year 10. High performance students are given a Maths passport with extra-curricular challenges to complete.
Homework will be set on a weekly basis in line with the whole-school policy.
Key Stage 4:
We currently do the Double Mathematics GCSE OCR Pilot. The GCSE’s are changing from 2015.
We have achieved around 90% A*-C for the last 3 years.
Years 12-13
A Level AQA
There are four A Level groups in each year, some of which also do Further Maths. This year we have around 60 students doing AS Mathematics
All students must do the Core Pure and may either do Mechanics or Statistics.
We certainly enjoy frequent success with boys going on to University to read either Mathematics, or the many other maths related subjects.
MODERN LANGUAGES (FRENCH, SPANISH AND GERMAN)
Head of Department : Mr S Simms (from whom further information may be obtained)
Teachers : Ms R Oliva Mrs C Cavill Mrs C Johnson Mrs A Del Rio-Burns Mr M Wilson
Number of teaching periods per week : Yr 7 3 (One-hour periods) Yr 8 2 (2FL-3 periods) Yr 9 3 (2FL-2 periods)
Homework:
Homework is set in line with the whole-school policy. It will involve a range of tasks, including reading, writing and vocabulary learning.
Structure of Teaching Groups
All Year 7 classes will study French in their Tutor Groups until Christmas, after which they will be taught in sets based on ability.
a) In Year 8 all boys will continue with their study of French. The majority will also start a second language (German or Spanish). Our most gifted linguists will be taught in small groups at an accelerated pace to prepare them to take two languages to GCSE. Boys who would benefit from support in English will not be offered a second language. They will instead do some extra literacy lessons.
a) In Year 9 all boys continue with their study of French and German/Spanish. The boys who are not doing a second language will continue to have extra literacy lessons.
Curriculum
The areas of experience covered during Key Stage 3 (Years 7–9) will comprise:
Everyday Activities (e.g. home life, school life, leisure) Personal and Social life (e.g. family relationships, health) The World Around Us (e.g. home town, climate) The World of Work (e.g. occupations, money, tourism) The World of Communications (e.g. phoning, newspapers) The International World (e.g. travelling, exchanges) The World of Imagination (e.g. hobbies, songs, drawing)
There will be high emphasis on speaking and listening skills with the gradual introduction of reading and writing skills. To meet these objectives, audio/visual aids will be employed as well as interactive whiteboard and computer-related activities. The department is equipped with smart boards, data projectors and a set of laptop computers.
Grammatical structures are practised in context and the acquisition of vocabulary is constant.
The promotion of, understanding of and respect for other cultures is a major feature of the courses and is coupled with opportunities to explore cross-curricular themes.
Main Course Books
French: Studio & Expo Spanish: Mira Express German: Echo Express
These textbooks form the basis of the courses on offer but are supplemented wherever deemed necessary and appropriate.
Method of Assessment :
Year 7: Continuous assessment with formal assessment in December. End of year examination in June. Year 8: Continuous assessment with formal assessment in November and March. End of year examination in June. Year 9: Continuous assessment with formal assessment in November and March. End of year examination in June.
Details of Special Equipment:
No special equipment is necessary. A French dictionary (Oxford early Learners) would be useful but is not essential.
Facilities:
Most lessons are taught in the languages area (Rooms 5-10). Each room is equipped with a set of dictionaries, an interactive whiteboard, a data projector, a visualiser and excellent listening facilities. The department also has its own set of 30 laptops.
Details of how the first three years in this subject continue in Years 10 and 11.
As part of the School’s policy, all boys will study a modern foreign language at Key Stage 4. We also hope that our most gifted linguists, identified in Year 8, will choose to study two languages at Key Stage 4. Classes are grouped by ability. The topic areas covered in Key Stage 4 are: 1. Home & Local Area 2. Health & Sport 3. Leisure & Entertainment 4. Travel & the Wider World 5. Education & Work.
Special Points:
We give our students the opportunity to participate in a range of extra-curricular language-based activities; these include the annual French Boule tournament, the chance to see a French or Spanish play, to make a foreign language film, to try various foods and drinks from abroad, to attend a language conference and design and cook a French or Spanish meal. There is also an annual trip to either France or Spain for Year 8/9 boys.
MUSIC
Head of Department: Ms A-M Hetherington (from whom further information may be obtained)
Assistant Director of Music: Mrs H Strachan plus 14 visiting instrumental staff
Number of teaching periods per week: Year 7 2 (One hour periods) Year 8 1 Year 9 1
Homework time allocation per week: In Years 7, 8 and 9 Music homework is not set for music.
Method of assessment: Years 7, 8 and 9: Continuous assessment, with regular practical assessments and written examination at the end of the year.
Details of field trips or visits, and whether compulsory or optional: The Junior Choir and junior ensembles regularly visit our feeder schools.
Details of special equipment or clothing needed with approximate costs: For composition-based projects, all instrumentalists are encouraged to bring in their instruments for specified lessons.
Details of how the first three years in this subject continue in Years 10 and 11: A two-year GCSE course based on the three elements of Listening, Composing and Performing. Boys should be having instrumental or vocal music lessons and display some proficiency. This is taught at lunchtimes and outside normal school hours.
Details of work covered year by year, and of main textbooks or other teaching materials: Visiting instrumental groups give regular lectures/recitals.
Year 7 This is an introduction to music through singing and simple instrumental work. There is a demonstration of all orchestral instruments with opportunity to 'have-a-go'. Basic notation to facilitate composing is taught in Year 7, as well as fostering the ability to recognise instruments, play by ear and produce answering phrases. Pupils listen to a wide variety of music from folk music to pop, as well as music from other countries. Singing, composing and performing lie at the heart of the course, as well as learning music theory as a basis for practical work.
Year 8 This year develops the skills, both aural and practical, acquired in Year 7. Pupils develop more complex compositions, with an emphasis on form and texture, based on ideas used by selected composers. Performance is seen as an integral part of the composition process, with boys listening to one another's work and developing constructive criticism. Triads, musical grammar and awareness of musical style are included in studies.
Year 9 This year sees a variety of music projects designed to encourage and challenge boys with all levels of musical experience and ability. Further listening is encouraged, with a wide variety of music in different forms. Simple score reading is introduced. Compositions need not always be written down, but a reasonable knowledge of notation is required to enable boys to progress to GCSE if desired.
Extra Curricular Activities
Below is a list of the many extra-curricular activities. Your son is encouraged to get involved in as many of these rehearsals/concerts as time will allow.
School Orchestra Saxophone Group Rock Group Mini-Sax Group Clarinet Group Classical Guitar Group String Quartets Big Band String Orchestra Big Band Woodwind Group Junior Choir Jazz Band Full Choir Chamber Choir Brass Band Junior Classical Guitar Percussion Group Barbershop Group
The rehearsals take place before school and at lunchtimes. The boys give at least one concert each term and three Carol Services in St. Mary’s Church in December and a recent introduction is the inclusion of two soloists’ recitals each year. An annual Music Competition is held in the Spring Term.
NB The school choir makes concert tours as part of its performance schedule. Our next trip is scheduled for Easter 2015 and there are a few spaces still available. If your son is interested, please let us know as early as possible.
New students are welcome to take part in the annual school show, which takes place just before the February half term. Anyone interested in joining in, whether on stage or behind the scenes, should let Ms Hetherington know.
N.B. A note for all instrumental students: Any student who wishes to discontinue his instrumental lessons must give a full clear half-term's notice in writing (or fee in lieu) to the Music Secretary or Ms Hetherington.
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PHYSICAL EDUCATION
Name of Head of Department: Mr C Pugh (from whom further information may be obtained)
Teachers: Mr D Smith Mr A McPherson Mr C Bajak Mr D Mason
Nb. A number of other staff give up their free time to coach and run school teams.
Number of teaching periods per week:
(One hour periods) Year 7 2 Year 8 2 Year 9 2
Homework time allocation per week: Year 7) Year 8) None Year 9)
Details of special equipment or clothing needed with approximate costs
For P.E. lessons: School Navy Blue T-Shirt School Navy Blue Shorts White socks and non marking trainers
For Games lessons: School rugby jersey School Navy Blue Shorts Navy blue socks Football boots Hockey stick Gum Shields (highly recommended) School tracksuit (highly recommended) and ordered direct from Tylers Sportswear
Details of how the first three years in this subject continue in years 10 and 11:
One period in Year 10, two periods in Year 11. There is also a two-year course in Physical Education leading to a GCSE examination for a group of some 40 boys. This has a timetable allocation of three periods per week. All other boys will be entered for GCSE Physical Education Short Course.
Details of school teams: Rugby, Hockey, Cricket, Cross/Country, Athletics, Swimming, Badminton, Table Tennis, Tennis and Basketball.
Boys are expected to represent the School in teams if they are selected
Details of work covered year by year, and of main textbooks or other teaching materials:
Year 7: Games lessons: Autumn Term Rugby/Hockey Spring Term Hockey/Rugby Summer Term Cricket/Athletics
P.E. lessons: Gymnastics, Basketball, Health Related Exercise, Badminton and Tennis.
Year 8: Games lessons: Autumn Term Rugby/Hockey Spring Term Hockey/Rugby Summer Term Cricket/Athletics
P.E. lessons: Gymnastics, Basketball, Health Related Exercise, Badminton and Tennis
Year 9: Games lessons: Autumn Term Rugby/Hockey Spring Term Hockey/Rugby Summer Term Cricket /Athletics
P.E. lessons: Gymnastics, Basketball, Health Related Exercise, Badminton and Tennis. RELIGIOUS EDUCATION
Head of Department: Miss S Barnard (from whom further information may be obtained)
Teachers: Mr J Terry Miss P Urey
Number of teaching periods per week: Year 7 2 (One hour periods) Year 8 1 Year 9 1
Homework: Homework for Yr 7 and 8 is set as and when appropriate. Yr 9 will be set according to the whole- school policy and may involve reading, research and writing tasks.
Method of assessment:
Years 7, 8 and 9: Continuous assessment with one assessed piece of work each term plus a summer exam.
Details of field trips or visits, and whether compulsory or optional:
Year 7: Visits to local places of worship during lesson time. Year 8: Spring Term: Half day visit to meet a survivor from the Holocaust.
Details of how the first two years in this subject continue in Years 9, 10 and 11:
From 2012 all Year 9 students started a full GCSE course in Philosophy and Ethics. This will be studied over a three year period and at the end of Year 11 boys will have the opportunity to take the GCSE exam. It is taught in groups by ability according to Science sets and builds upon the work covered in Year 7 and 8. The issues now studied become more topical: War and Peace, Medical Ethics, Animal Rights, Crime and Punishment etc. and are looked at from the perspective of all six major religions. The skills of knowledge, understanding and analysis are developed with an emphasis on the students own evaluative opinions on the issue.
Details of work covered year by year, and of main textbooks or other teaching materials:
Religious Education at KS3 looks at the six major world religions from the perspective of key questions. It is taught in mixed ability form groups.
Year 7: We look especially at how religions are formed, whether God exists and the basics of religions. We examine the skills necessary to develop the boys’ understanding of the world’s major religions and themselves and do so by focusing on two Attainment Targets: learning about religion and learning from religion.
In Year 7 we study the following units from the perspective of Christianity, Islam and Sikhism:
7a & b The Island. How religions are formed. 7c Does God exist? Arguments for and against the existence of God 7d Where do people meet God? Where and how do people worship 7e By what authority? Founders /Holy Books/codes of conduct 7f What are religious symbols and rituals? How food, water, light and clothes are used
In Year 8 we look at the questions below from a Christian, Jewish and Hindu perspective: 8a Why are some people prejudice? 8b How have the Jews been treated? 8c Why should we remember the Holocaust? 8d A World without forgiveness? 8e What happens when we die? 8f What is a pilgrimage?
In Year 9 the units are looked at from the point of view of the six major world religions. Term 1 – Religious Attitudes to Crime and Punishment Term 2 – Religion, War and Peace Term 3 – Religion and Animal Rights
The main teaching rooms are J5 and J6 which are both equipped with visualisers, data projectors, interactive whiteboards, video/DVD players and laptop computers. We have a wide range of text books, artefacts, photographs, art work, videos/DVD’s, CD ROM’s, newspaper articles and worksheets. Pupils are encouraged to use these as well as access to the Internet to aid learning and research.
RE /Philosophy and Ethics is a diverse subject that links with many other areas of the curriculum for example: Geography, History, English, Science and Music. It relates to both other people and ourselves and how we interact with each other.
SCIENCE
Head of Science: Dr D Paterson (from whom further information may be obtained)
Teachers: Mr S Cook (Lead Teacher: Biology) Mr A Hanahoe (Biology; PSHCE Co-ordinator) Mr A Honess (Physics) Mr A G Porter (Physics) Mr R Tanner (Lead Teacher: Chemistry) Mr R Thorp (Biology) Mrs L Murphy (Physics) Mr J Wallwork (Chemistry) Ms B Merison (Chemistry) Mr T Warman (Chemistry)
Technicians: Mrs C Laythorpe Mrs M Coombes Mrs S Rainbow
Number of teaching periods per week: Year 7: 2 (One hour periods) Year 8: 3 Year 9: 3
Homework: Homeworks are set every week in line with the whole-school policy. Tasks will include research, reading, learning/revising and writing answers.
Method of assessment: Years 7, 8 and 9: Continuous assessment of scientific knowledge and enquiry skills. Tests at the end of each term.
Details of special equipment needed: No special equipment is required however, a pencil and ruler for drawing diagrams and graphs are essential and calculator would be beneficial.
Details of how the first three years in this subject continue in years 10 and 11: The knowledge, understanding and practical skills developed at KS3 form the basis for the study of KS4 Science Courses in Years 10 and 11. Science is a core element in the National Curriculum leading to GCSE at KS4.
Details of work covered year by year, and of main textbooks or other teaching materials:
Year 7: MODULES: Human body; Psychology and behaviour; Variation; Ecosystems and environment; Solids, liquids and gases; Mixtures; Chemical reactions; Light and sound; Forces and motions; Electricity and magnetism; Energy resources and transfer; Earth and solar system.
Year 8: MODULES: Human Body, Health, Cells, Plants as Organisms, Ecosystems and Environment, Solids, Liquids and gases, Elements, Compounds and Mixtures, Chemical Reactions, Materials, Earth Science, Light and Sound, Forces and Motion, Electricity and Magnetism, Energy Transfer and Energy Resources.
Year 9: MODULES: Psychology and Behaviour, Health, Variation, Inheritance and Genes, Plants as Organisms, Ecosystems and Environment, Solids, Liquids and Gases, Elements, Compounds and Mixtures, Chemical Reactions, Forces and Motion, Electricity and Magnetism, Energy Transfer and Energy Resources, Earth, Solar System and Universe. A start is made to GCSE Science in the Summer term.
A variety of textbooks, including the Connecting Science scheme, are used in the Lower School. LEARNING SUPPORT DEPARTMENT
SENCo Mr I Murdoch (From whom further information may be obtained) Learning Support Assistants: Mrs A Parsons Mrs M Craig Ms C Smith Ms G Fitzgerald Mr B Offler Mrs L Mullings Mr C Mussino Ms H Payne
AIMS The aim of the Learning Support Department is to provide support for students who, as defined in the SEN Code of Practice ‘have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age.’ These will include students with:
Cognition and Learning; Social, mental and emotional health; Communication and interaction difficulties; Sensory and/or physical difficulties.
The methodology of the Learning Support Department relies on three processes: Identification Provision Monitoring
IDENTIFICATION Information from primary schools and parents is used as a basis to draw up a register of students with special educational needs, and those who may need planned intervention. We also assess all students during their first year and work closely with subject teachers and pastoral staff to any individual needs.
PROVISION Learning Support at Hitchin Boys’ School aims to offer maximum impact on pupils’ learning whilst maintaining a firm focus on inclusion within the classroom. We aim to achieve this in the following ways:
By using teaching approaches of a pace and style which are appropriate to the full ability range, taking into account the emotional needs, the learning needs and any physical needs, hearing or visual impairment of individual students.
By using classroom organisation to accommodate the needs of students, with a mixture of class, group and individual work to take place.
By providing a language-rich environment to facilitate the enrichment of pupils’ English and the transfer of oral to written skills.
By ensuring maximum access to the curriculum for all students, adapting the curriculum to reflect the variety of social and racial backgrounds from which they come and widen the opportunities for those with learning difficulties.
By offering, where possible, small group or one-to-one additional assistance both with literacy and numeracy, and social skills
The SENCo is involved in planning interventions, in discussion with colleagues, for the student identified as having any ‘special needs’. From 2014 the School will comply with the new SEND Code of Practice which comes into effect in September.
In addition to this a number of students are listed as ‘monitored’ with a view to possible future intervention.
MONITORING All students on the SEN Code of Practice and monitoring are issued with a Provision Plan, detailing barriers to learning, strategies for overcoming these barriers, and provisions offered to assist with learning. These provision maps are reviewed annually and take into account the views of teaching and support staff, students and parents.
Lexia booster sessions The Department offers early-morning booster sessions in reading using the Lexia software package for students identified with difficulties in this area.
Social Awareness Nurture Group Once a week, a small number of identified students with a variety of ‘social skills’, are invited attend this group. This takes place in a relaxed atmosphere in J9, and its aim is to improve the confidence of boys in a number of social situations.
Subject Specific Spelling Booklet The Learning Support Department encourages all subject areas to create a bank of high-frequency subject-specific vocabulary to assist with spelling.
Box Cleva We have recently secured the services of Box Cleva, a charitable organisation who come into school during two lunchtimes per week using boxing skills to improve boys’ self-esteem and social skills.
Homework Club Help with homework is available four lunchtimes each week in J9 between 12.30 and 1.20pm; this is a voluntary club which any student may attend. Other help can be given by prior arrangement. The Learning Support Department holds a number of resources for students’ use and support is offered by members of the department and volunteers from the 6th form.
Hitchin Boys’ School welcomes the opportunity to talk with parents regarding support for their child’s learning In the case of Year 7 and pre-Year 7 pupils, initial discussions should be held with Mr Streets (Assistant Head), Miss Oliva (Head of Year 7) and/or Mr Murdoch (SENCo). The school can also put parents in contact with outside agencies if such further assistance is deemed necessary. Please feel free to contact the SENCo if you wish to discuss any matters regarding support for your child’s learning. [email protected]