KS3 Art At Chesterton 2 KS3 English At Chesterton 3 KS3 .

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KS3 Art at Chesterton2KS3 English at Chesterton3KS3 Geography curriculum overview4KS3 History curriculum overview5KS3 Latin and Class Civ at Chesterton6KS3 Maths at Chesterton8KS3 MFL curriculum overview11KS3 Music at Chesterton12KS3 PE Boys curriculum overview13KS3 PE Girls curriculum overview14KS3 RS curriculum overview15KS3 Science curriculum overview16

ARTstudentcurriculummapYear 7: artinspiredby Africa art inspiresartArtistic developmentI will learn how to respond to artwork through discussion, group andpractical activities. I will learn how to make a visual analysis. I will developexperimental skills and control using a range of media, materials,techniques and processes. I will be able to explore my own ideas, presentthem in a sketchbook and make and refine a personal response.DRAWINGI will learn about the formal elements: line, shape,composition, proportion, tone and pattern.I will develop observational drawing skills. I willunderstand the characteristics of a range ofdrawings and materials.Knotted fabric:Getting to know you7Observational drawing, pencil, line, shape,proportion, composition, tone, refine,Still life drawingGetting to know you8Observational drawing, pencil, line, shape,proportion, composition, tone, refine,Cubist portrait:Finding inspiration from an artmovementHazoumeContemporary artinspired bytraditional artDrawing: Milk bottle expressiondrawingSculpture: plastic manipulation.Pattern design, cutting, plasticmanipulation, paint control8Design andabstractionAlternative cubismCeramics: Art with function,Picasso platesSculpture: Card manipulationDrawing: distorted cubist face, watercolour, design drawingsVISUAL analysis of an artwork message and meaning and context.Mixed media :Collage. mixed media, colour theory, rubbings, waxresist, oil pastels.Developing ideas: Gathering resources, research, digital photography,ipad manipulation, sketchbook presentation, annotation.Experimental drawing, collage, abstract, ellipse,cubism, continuous line drawing, perspective,scale, distortionYear 9:More than aSelfie – Howcan art havevalue,message andmeaning?7Drawing: Wax resist, collageRealistic Lion drawingPrintmaking: Mono printing, Press printing, Collagraph printing,Printmaking process and vocabulary,Cultural context, design process, sketch book layout.VISUAL analysis of an artworkCeramics: Clay rolling, cutting and joiningDeveloping ideas: sketchbook layout, design drawings, annotation.Experimental drawing chalks, ink, charcoal,graphiteYear 8 :Breakingthe rules –what is artfor?African masks:Finding inspiration around the worldEXTENSION andEXPERMENTATION:I will explore a range ofalternative ways of workingYear 9 second main projectI will learn acrylic painting skillsYear 9 first main project: I will learn photography skillsManipulated self portraitdrawingGetting to know you9Message and meaning in art.Drawings: design and photoshoot planningVISUAL analysis of an artwork – Message and meaning – FridaKahlo.Photography: Composition, editing.Developing ideas: sketchbook presentation, annotation, personalresponse.Observational drawing, pencil, line, shape,proportion, composition, tone, refine,Experimental drawing, ipad manipulation,distortion, abstraction, continuous line, ink.ASSESSMENT OBJECTIVES THROUGHOUT:Manipulated portrait photographyDEVELOPREFINERECORDPRESENT9Chuck CloseWhat do you value inart?Drawing, Scaling up, using a grid as adrawing aidcollaborative drawing and paintingPainting: acrylic paint techniquesGroup work: : acrylic paint techniquesDeveloping ideas: sketchbookpresentation, annotation, personalresponse, context.TRANSFERABLESKILLSTHROUGHOUTSceneSOLVE: havedevelopedcriticalthinking skillssuch asproblemsolving andrisk takingCELEBRATE:haveexplored e,places andculturesEXPRESS:havedevelopedvisual literacy,communication skills,imaginationand personalexpressionNURTURE:have r personalwell beingENJOY: Havebuilt theirconfidence,resilience andself esteemthroughenjoymentandengagementin a broadandbalancedcurriculum

KS3 CURRICULUMREADING1. Summarising2. Comprehension3. Readingbetween thelines4. Evaluatingstructure5. Evaluatinglanguage andgrammarWRITING1. Content2. Communication withreader3. Structure4. Sentencetypes5. PunctuationYEAR 7Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2YEAR 8Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2YEAR 9Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2POETRY (HOW TO APPROACH A POEM)THE HUNGER GAMESNOVA FICTIONRHETORICAL COMMUNICATIONROMEO & JULIETCREATIVE WRITING - HORROR GENRETOTALTOTALREADINGWRITINGAUTOBIOGRAPHICAL WRITINGA MONSTER CALLSSHAKESPEARE'S MAGICPOETRYUNSEEN PHENOMENA!READING VISUAL LANGUAGETHE MERCHANT OF VENICE / HAMLETA CHRISTMAS CAROLTHE CURIOUS INCIDENT.SHORT STORY WRITINGDRAMA TEXT - BLOOD BROTHERSMODERN MEDIA - ANIMATION1211112222216. Use of textual 7. Making linksreferencesto context6. Vocabulary132128.Comparingtexts7. Spelling1121323121END OF YEAR EXAMS: ALL FOCI ASSESSEDNO FORMAL ASSESSMENT111132131112221112112211END OF YEAR EXAMS: ALL FOCI ASSESSEDNO FORMAL ASSESSMENT1113114132212109222222111133END OF YEAR EXAMS: ALL FOCI ASSESSEDNO FORMAL ASSESSMENTTotal number of times each foci is assessed across KS3:871110979101215125

Why do we study Geography?“Geography is the subject which holds the key to our future”Year 7ManagementstrategiesPhysical processesand featuresEffectsCausesTopicDistribution andlocationGeographical understandingAmazing PlacesRaging RiversFloodingSustainable LivingYear 8Restless EarthEarthquakesTropical RainforestsDeforestationMegacitiesYear 9Coastal EnvironmentClimate ChangeDevelopmentFood for ThoughtPlastic PlanetAt KS3, there are 5 key skills that you need to master to become an outstanding geographer.They all look at different elements of geographical understanding.Distribution & Location: Identify, describe & explain patterns of how geographical information isspread out over an area.Causes: Identify, categorise, describe & explain the causes of geographical events.Effects: Identify, categorise, describe & explain the effects of geographical events.Physical processes & features: Identify geographical features or processes. Describe & explainhow geographical features change over time or processes operate.Management Strategies: Identify, describe, explain & evaluate the strategies used to managegeographical issues.

At Chesterton, we learn about history through‘big questions’ - we call these ‘enquiries’.Each enquiry question will have aconceptual focus that helps you to frame your newknowledge, and think like anhistorian.Types of enquiry:We start year 7 history in theyear 1000, and finish year 9 in2010.The Medieval Worldc. 1000-1500The Early Modern Worldc. 1500-1900The Modern Worldc. 1900-2010Year 7Year 8Year 9What really happened at theBattle of Hastings?What can historians tellabout the Tudors from theirportraits?How have 20th centuryfreedom fights changedtoday’s world?Autumn 2How far did the Normanschange England?Why did civil war break outin 1642?Why did WWI break out in1914?Spring 1Why was blood spilt on thecathedral floor in 1170?Was the ‘Glorious Revolution’the biggest turning point inEarly Modern British history?Why was Europe a hotbed ofdictatorships by 1939?Spring 2When did the Magna Cartabecome significant?How dramatically did Britainchange in the 19th century?What were the key turningpoints in WWII?Summer 1What was so special aboutMedieval Baghdad?Why is the British Empirecontroversial?How should we rememberthe Holocaust?Why has Mansa Musa beendescribed as ‘the GreatestMansa in history?’Why was slavery abolishedin the British Empire?So by the end of KS3, you’ll havestudied 1000 years of world history!Autumn 1Use of Evidence:Your ability to use sources to infer and make judgements about the past.Your ability to assess the reliability and purpose of sources.Causation:Your understanding of how events in the past have worked together tocause other events or historical phenomena.Significance:Your understanding of what makes something in history significant andhow we might measure this significance.Change & Continuity:Your ability to discuss the nature, rate and extent of change throughouthistory (what changed, how fast, how much?).Summer 2Every lesson, ask yourself: howdoes what I’m learning about todayhelp me to answer this half term’senquiry question?In each and every enquiry,you’ll also be working onthese key areas of historicalthinking:Chronological Understanding:Your ability to link your historical learning together, and compare events from thepast to one another.Communicating about the past:Your ability to construct a strong historical argument, well supported by evidence.Interpretations:Your understanding of how historians have understood the past, and whyhistorians’ views differ from one another.

KS3 Latin at ChestertonExtraLatinLanguageCultureYear 7Roman SchoolRoman SlaveryRoman Gladiators andChariot RacingPerseus and MedusaNOUNS: nominative,accusative and dative cases.1st,2nd,3rd declensionVERBS: present, imperfect,perfect tense, esseStages 1-7Ovid MythologyCompetitionYear 8Roman godsRoman BathsHerculesBoudiccaNOUNS: genitive caseVERBS: irregular verbs,pluperfect tenseADJECTIVES: 1,2,3rddeclensionStages 8-17Make Your MythCompetitionYear 9Roman EgyptThe War with TroyOedipus at ColonusOvid’s MetamorphosesNOUNS: vocative case,neuter nounsPRONOUNS: hic and illeVERBS: Imperatives,present and perfectparticiples, imperfect andpluperfect subjunctiveStages 18-26Audio Visual Ancient WorldCompetitionBy the end ofYear 9 Latin youwill be able to: understandlots of Latin! recount awide range ofGreek andRoman myths understandthe impact ofand be criticalof the RomanEmpire use sources toconstruct yourown opinionsabout AncientRoman society

KS3 Classical Civilisation at ChestertonYear 7At the end of Year 8 you will beable to:.recognise what makes a goodmyth and use these techniquesto tell your own use your knowledge of ancientsociety to reflect on modernsocietyThe Creation StoryMetamorphosis MythsUnderworld MythsHeroes: HerculesTheseusPerseusYear 8The War with TroyThe OdysseyAncient Greek Civilisation(The Olympics, GreekTheatre, Greek Language).recognise and criticise theimpact of Greek and Romancivilisations as they came intocontact with other civilisations. use ancient sources asevidence to construct convincingarguments about ancienthistory.Ovid Mythology CompetitionMake Your Myth Competition

STUDENT FRIENDLY CHESTERTON MATHS CURRICULUM: KS3 HIGHERYear 7FOUNDATIONThe Maths content at KS3is split into 6 key themes:NumberAlgebraRatio and ProportionGeometry and ShapeProbabilityStatisticsStudents study each keytheme every year basedon a spiral curriculum thatis aimed at revisiting pasttopics, and consolidatingthem before buildingfurtherAssessment 1Assessment 2Assessment 3Whole numberArithmeticUsing algebraicnotation andformulaeHIGHERProperties ofnumbersYear 8FOUNDATIONStraight Line GraphsSimplifying and usingIntroduction to ratioalgebraic expressionsHIGHERHIGHERFraction Arithmeticand indicesSolving Morecomplex linearequationsIndices and StandardFormAlgebraicManipulationArithmetic SkillsCompound UnitsAngle facts and 2dshapesInequalities andequationsSequencesFraction ArithmeticProperties of 2dshapesProbabilitySquares and squarerootsTransformationsIndices and RootsAverages and datarepresentationRounding and ErrorIntervalsFractions decimalsand percentages Angles and Properties Area and Perimeterof ShapeYear 9FOUNDATIONPercentagesNUMBERALGEBRAConstructing shapes Sequences and ProofArithmetic SkillsCircles and SimilarityPercentages anddirect proportionProbabilityRATIO ANDPROPORTIONGeometric andQuadratic SequencesAssessment 4Sequences andGraphsWhole number anddecimal arithmeticStandard Form3d ShapesTransformationsDecimal MultipliersTypes of number factors, multiples,squares and primesArea and PerimeterProbabilityProbability3d ShapesData Collection andAnalysisDecimal ArithmeticFractions, Decimalsand Percentages,RatioMeasures and scaleMeasures and scaleLine Graphs and theirapplicationsLinear and Non lineargraphs and theirequationsInequalites andequationslinear equationsData analysis andrepresentationConstructions andTrigonometryAngles and ParallellinesData collection andanalysisOVERVIEW OF KS3OVERVIEW OF KS3Assessment 5Assessment 6The Key Maths Skills are taughtintrinsically within all themes and aredeveloped across the year groupsgeometric andSolving and plottingquadratic sequenceslinear equationsNumber SkillsData collection andanalysisFLUENCY AND RECALLREASONING AND PROOFAPPLICATION AND PROBLEM SOLVINGMATHEMATICAL COMMUNICATIONGEOMETRYAND SHAPEPROBABILITYSTATISTICSThe OverviewAssessment coversmaterial up to at leastGrade 4 at GCSE

STUDENT FRIENDLY CHESTERTON MATHS CURRICULUM: KS3 FOUNDATIONThe Maths content at KS3is split into 6 key themes:NumberAlgebraRatio and ProportionGeometry and ShapeProbabilityStatisticsStudents study each keytheme every year basedon a spiral curriculum thatis aimed at revisiting pasttopics, and consolidatingthem before buildingfurtherAssessment 1Assessment 2Assessment 3Year 7Year 8Year 9Whole number ArithmeticProperties of numbersSimplifying and using algebraic expressionsStraight Line GraphsSolving More complex linear equationsIntroduction to ratioArithmetic SkillsFraction ArithmeticAngle facts and 2d shapesSquares and square rootsConstructing shapesAverages and data representationArithmetic SkillsUsing algebraic notation and formulaeSequencesProbabilityFractions decimals and percentagesIndices and RootsAngles and Properties of ShapeArea and PerimeterSequences and GraphsStandard FormTransformationsTypes of number - factors, multiples,squares and primesProbability3d ShapesDecimal ArithmeticMeasures and scaleLine Graphs and their applicationsInequalites and equationsgeometric and quadratic sequencesData analysis and representationAngles and Parallel linesNumber SkillsPercentages and direct proportionAssessment 4NUMBERALGEBRARATIO ANDPROPORTIONGEOMETRYAND SHAPEPROBABILITYAssessment 5Assessment 6The Key Maths Skills are taughtintrinsically within all themes and aredeveloped across the year groupsOVERVIEW OF KS3FLUENCY AND RECALLREASONING AND PROOFAPPLICATION AND PROBLEM SOLVINGMATHEMATICAL COMMUNICATIONOVERVIEW OF KS3STATISTICSThe OverviewAssessment coversmaterial up to at leastGrade 4 at GCSE

STUDENT FRIENDLY CHESTERTON MATHS CURRICULUM: KS3 HIGHERThe Maths content at KS3is split into 6 key themes:NumberAlgebraRatio and ProportionGeometry and ShapeProbabilityStatisticsYear 7Year 8Year 9Properties of numbersFraction Arithmetic and indicesIndices and Standard FormSimplifying and using algebraicexpressionsAlgebraic ManipulationCompound UnitsSequencesProperties of 2d shapesInequalities and equationsProbabilityTransformationsSequences and ProofIndices and RootsRounding and Error IntervalsCircles and SimilarityAssessment 1Assessment 2Assessment 3Angles and Properties of ShapePercentagesProbabilityNUMBERALGEBRARATIO ANDPROPORTIONGeometric and Quadratic SequencesStudents study each keytheme every year basedon a spiral curriculum thatis aimed at revisiting pasttopics, and consolidatingthem before buildingfurtherWhole number and decimalarithmetic3d ShapesDecimal MultipliersArea and PerimeterProbabilityData Collection and AnalysisFractions, Decimals andPercentages, RatioMeasures and scaleLinear and Non linear graphs andtheir equationsAssessment 4Assessment 5linear equationsAssessment 6The Key Maths Skills are taughtintrinsically within all themes and aredeveloped across the year groupsData collection and analysisGEOMETRYAND SHAPEPROBABILITYSolving and plotting linear equations Constructions and TrigonometryData collection and analysisOVERVIEW OF KS3FLUENCY AND RECALLREASONING AND PROOFAPPLICATION AND PROBLEM SOLVINGMATHEMATICAL COMMUNICATIONSTATISTICSThe OverviewAssessment coversmaterial up to at leastGrade 4 at GCSE

At Chesterton we study all of the following themes on whichthe assessments are based.With languages, you are at home anywhere in the world!Theme 1: Identity and cultureTheme 2: Local, national, international and global areasof interestAutumn 1Theme 3: Current and future study and employmentListeningSpeakingAutumn 2Spring 1ReadingSpring 2WritingSummer 1 and 2Year 7Year 8Year 9Talk about likes and dislikes,describing yourself and others.Talk about my use of media. (presenttense)Talk about themselves and media(past tense)Talk about school subjects, timetable,school daily routine, schools inFrance.Talk about a past visit of Paris. (pasttense)Talk about fitness and health eating(future tense)Talk about computers, mobiles andinternet. Discuss which sports youplay. What you like doing. Describewhat other people do.Talk about my identity. (reflexiveverbs and adjective agreement)Talk about your city, where you goand what you can do in your city.Talk about where I live, cultural celebrations and food. (Using 3 tenses).Talk about holidays using the perfecttense.Talk about holidays, going out, buyingfood and drinks. Reflexive verbs andconditional tense for: where I wouldlike to go on holidays.Describing a talent show competition;music and arts (modal verbs /comparative and superlative forms/using a variety of structures andtenses)Talk about you, the world, your rightsand the environment using threetenses: present, past and future aswell as the gerund.ProgressAt Chesterton we can learn one, two and, insome cases, three languages.We are assessed every half-term on two skills:Listening and WritingorReading and SpeakingWhy do we learn a language?Talk about the future, ambitions andwhy it is important to learn a language(irregular verbs) You will appreciate cultural diversity You will be able to communicate with new people Employers love it It’s great for traveling Enhance communication skills It boosts your creativity It builds up your self-confidence Improves memory Improves performance in other academic areas Enhances the ability to multi-task

KS3MusicatChestertonYou will develop skills in performing, composing and listening and appraising.The knowledge you develop comes from studying different styles of music and understanding how they are created – giving you explicit knowledge – anddeveloping your abilities as a practical musician– tacit knowledge. This is outlined here: How do I play specific instruments?How can I use music theory to help me?How can I work well as a performer, both on my own and in an ensemble?How and why does music create a specific mood?Each unit builds upon your previous explicit and tacit knowledge, helping you to become a more experienced, thoughtful musician by the end of Year 9.Year 7Year 8Arriba The Blues British FolkMusicYear 9 WAD, Stompand CelebrationSinging Escape theVernacular Guitar andUkulele SkillsKeyboard SkillsSteel Pans 1Animal Music Samba 1Steel Pans 2Reggae Music andthe Media Cover SongsStravinsky 1Stravinsky 2Steel Pans 3Samba 2

Students at Chesterton Community College experience a broad,engaging and rigorous curriculum with Key Stage 3 Physical Education, which allows for deep engagement with a widerange of subject areas.Autumn 1— Team GamesCurriculum aims:Chesterton students are able to express themselves fullythrough use and development of skills. Students have the confidence to learn from others as well as make their own decisions.Chesterton students are engaged, curious, and well-informed.We ensure that they have the opportunity to refine skills and beable to deliver instructions to others whilst demonstrating keyvalues such as fair play and sportsmanship.RugbyChesterton students are part of a cohesive community and workwell in teams. Students are fully aware of the diversity of theirimmediate school community as well as wider society.Autumn 3 —Team GamesBasketballSpring 1—Individual activitiesSpring 2—Team GamesFootballSpring 3—Individual activitiesBadmintonSummer 1—Team

KS3 History curriculum overview 5 KS3 Latin and Class Civ at Chesterton 6 KS3 Maths at Chesterton 8 KS3 MFL curriculum overview 11 KS3 Music at Chesterton 12 KS3 PE Boys curriculum overview 13 KS3 PE Girls curriculum overview 14 KS3 RS curriculum overview 15 KS3 Science curriculum overview 16 .

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cowardice following a navel defeat in the Battle of Ushant to the French in 1 . Elsecar/Wentworth Circular Walk page 2 of 5 1778. Its entasis visibly bulges, due to a height adjustment caused by funding problems after the death of the Marquess 3. Take the right hand of two paths as it crosses a field and continues to climb. Cross the stile, then a further three fields (and stiles). The route .