Key Stage 3
Supporting Learning - A Guide
At George Mitchell School, we believe firmly in the
importance of home-school partnership. Students
who do best are those for whom home and school
work together to ensure the best possible learning
experience - at school AND at home.
www.georgemitchellschool.co.uk
1 MATHEMATICS
Everyday Tasks
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Cooking: A good cook plans so that all dishes are ready at the right time: it’s called Critical
Path Analysis. Getting the weight and volume measurements correct is all about Maths too.
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TV scheduling/recording: to watch and record an evening’s TV requires careful calculation
to avoid clashes and record programmes correctly.
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Shopping: estimates to the nearest pound, £5 etc. of the total bill can bring a competitive
fun element to shopping and improve mental arithmetic.
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Games: Chess aids logical processing, Sudoku sharpens short-term memory, Monopoly,
Darts, Scrabble and other games aid mental arithmetic.
Wiki and MyMaths
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Mathslounge: Members and non-members can visit the wiki, where they can view
homework and FLOs, access past GCSE papers, revise from useful educational website links
which
include
video
tutorials,
participate
in
fun
games/
puzzles/activities.
www.mathslounge.wikispaces.com
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MyMaths: This website is designed for all KS3 and KS4 students including those studying ALevel. All teachers set their classes homework for students to complete online at home.
Students can also use the extensive range of animated lessons to revise from or even extend
their learning in their spare time. www.mymaths.co.uk
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Alfie: This is used by the maths department to assess the progress of our students. The
software includes over 4,500 questions which have been used in previous examinations. This
is a cloud based website which students can access both in school and at home for revision.
www.alfiesoft.com
Maths Websites
These websites are very good for both KS3 and KS4 for revision, games and puzzles:
● www.bbc.co.uk/schools/bitesize
● www.lgfl.skoool.co.uk
● www.maths.schoolworkout.co.uk
● www.mathsrevision.net
● www.nrich.maths.org.uk
● www.MathsNet.net
● www.funBrain.com
●www.mymaths.co.uk
●www.mymaths.co.uk
● www.counton.org
● www.emaths.co.uk
● www.mathsangel.co.uk
● www.mathsguru.co.uk
● www.subtangent.com
● www.mathsisfun.com
● www.cimt.plymouth.ac.uk
●www.studymaths.co.uk
●www.alfiesoft.com
Out and About
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Maths Trails: The Islington Maths Trail encourages students to work out distances and
percentages using fire safety and fire fighting as the vehicle. St Paul’s Cathedral – this 2hr,
self-guided trail works on themes such as symmetry, tessellation and geometry. There are
many more trails around.
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British Museum: here you can view the personal notes/letters of famous mathematicians
such as Sir Isaac Newton and Charles Babbage in the Library. On level one you can see
2 Indian board games and Persian Astrolabes and on level three you can view the Rhind
Mathematical Papyrus and the Mathematical Leather Roll.
What are we learning about?
Year 7:
Number & number system; Percentages, ratio & proportion; Fractions, decimals & percentages; Place
value, ordering & rounding; Calculations (mental & written method); Multiplication & division; Using &
applying algebra; Equations & graphs; Expressions & formulae; Sequences & functions; Using &
applying shape, space & measure; Transformation; Angles & shapes; Triangles & quadrilaterals;
Handling data; Collecting data; Processing representing data; Probability.
Year 8:
Number & number system; Fractions, decimals & percentages; Multiplication & division; Numbers &
sequences; Calculations (mental & written method); Using & applying algebra; Expressions &
measures; Equations & formulae; Functions & graphs; Using & applying shape, space & measure;
Transformation & congruence; Angles & bisectors; Dimensions & scale; Handling data; Collecting
data; Processing & representing data; Interpreting & discussing results; Probability.
Year 9:
Number & number system; Equations & formulae; Sequences, functions & graphs; Transformation &
coordinates; Trigonometry & Pythagoras’ theorem; Geometrical reasoning; Probability; Applying
handling data; Processing & representing data; Interpreting & discussing data; Specifying the
problem, planning & collecting; Calculations (mental & written methods); Perimeter, area & volume;
Solving numerical problems; Standard form; Sets and Venn diagrams.
3 ENGLISH
Everyday tasks
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Reading: All students should be spending at least half an hour every evening reading to a
parent/carer or listening to parents/carers reading to them. This should be accompanied by
discussion about the book (or newspaper – preferably a broadsheet) that you have read
together. Research suggests that students who don’t read well and widely will not be able to
write well, therefore it is considered the foundation of good language skills.
Spelling and vocabulary: Select 10 new words every week with every member of the
family learning the spelling and definition. These words can be posted on fridge doors, in
the bathroom etc. Words can be selected from your child’s exercise books.
Other websites
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http://ww.lovereading4schools.co.uk/viewschool/1783 Register online and access reading lists we have generated. You can also buy online and download extracts for free www.bbc.co.uk/skillswise/words/hardspell/startspell_game.shtml Compete against your parents/carers and see who is the best speller! www.puzzlemaker.com Set each other word puzzles and see who comes out on top. www.thenewspaper.co.uk Read online, or annual subscriptions are £12 www.bbc.co.uk/bitesize •
Out and about • Why not go to the theatre with your family? For great children’s theatre, try the Unicorn Theatre (www.unicorntheatre.com) • Try the National Theatre and Globe Theatre • Visit your local library and find out about local events for you and your family What are we learning about? Year 7: • Writing skills • Shakespeare’s ‘Much Ado about Nothing’ • Speaking and Listening activities throughout the year • Drama: ‘Two Weeks with the Queen’ • Poetry: Pre, post 1914 and contemporary • Prose: ‘Skellig’ – novel by David Almond Year 8: • Writing skills in the Island Project • Writing from other cultures and traditions • Shakespeare’s ‘Macbeth’ • Speaking and Listening activities throughout the year • Drama: ‘Frankenstein’ – Phillip Pullman • Poetry: Pre, post 1914 and contemporary 4 Year 9: • Speaking and Listening activities throughout the year • Poetry: Pre, post 1914 and contemporary • Preparation for the GCSE English Literature and Language course 5 SCIENCE
Two year KS3 programme
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All students are introduced how to handle equipment safely within the first two weeks of
joining GM.
Year 7 and 8 students are taught in a rotation carousel by specialists in Biology, Chemistry
and Physics.
Rotation is at the end of each Term.
Each topic includes practical and theory sessions which are assessed by an examination at
the end of the topic.
What are we learning about?
Year 7 topics include:
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Chemistry:
Physics:
Biology:
Atoms, Compounds, Mixtures, Acids and Alkalis
Particles, Forces, Energy
Cells, Skeleton, Reproduction, Ecology and Inheritance
Year 8 topics include:
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Chemistry:
Physics:
Biology:
Earth Structure, Energy Resources and Metal Reactions
Electricity, Gravity, Space, Light, Sound
Photosynthesis, Respiration, Digestion, Microbes
Three year KS4 Programme
which starts in Year 9 - OCR Gateway Double award
Revision Guides valid for all KS4 material are available at £5 each. The book includes notes, a
workbook and an answer section for self assessment.
Year 9:
Students are taught GCSE application skills which are integrated with GCSE topics skills and include:
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Research:
Finding, reporting and referencing new relevant information
Planning:
Outlining a safe, accurate and fair procedure to prove theories
Risk Assessment:
Identifying potential risks in a procedure
Data collection:
Recording relevant reliable and accurate data
Data processing:
Using primary and secondary data to present patterns
Analysis and interpretation of data:
Describing and justifying patterns based on all data collected
Evaluation of procedure and data:
Critically assess a procedure and suggest improvements
Justification of final findings:
Draw a final conclusion that may or may not support a given theory with relevant scientific
information to support claims
6 PHYSICAL EDUCATION
It is imperative to explore ways to have a healthy, active lifestyle outside of school. There are many
sports and activities available in our local area and many can be found through the Waltham Forest
website:
https://www.walthamforest.gov.uk/Pages/Services/Sports-development.aspx
Many opportunities to participate in physical activity are also publicised through the George Mitchell
website:
www.georgemitchellschool.co.uk
and
the
PE
department’s
Twitter
page:
@GMPEDepartment.
Physical education is a valued component of academic life at George Mitchell School and offers
students an exceptional range of opportunities in which to participate in and learn about all aspects of
sport and physical education.
The school’s PE Department strives to create a fully inclusive environment in which all pupils have the
opportunity to become physically, socially and morally literate individuals. We aim to enrich the lives
of our students through sport and physical activity as well as all the lifelong benefits of leading a
healthy and active lifestyle; also to have an understanding of the different opportunities available
within sport and physical activity.
We teach a wide range of sports and activities each academic year. These include athletics,
badminton, climbing, dance, fitness, football, hockey, table tennis to name a few.
We want them to:
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develop competences to excel in a broad range of physical activities
be physically active for sustained periods of time
engage in competitive sports and activities
lead long, healthy and active lives
7 CITIZENSHIP AND RELIGIOUS STUDIES
Everyday tasks
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Reading the papers (local and/or national)
Watching the news
Discussing issues that interest/affect you or your community
Using websites to check developments in the news
Listening to the radio
Investigating the five main religions in the modern world using TV programmes, books,
people or local places of worship
Websites
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www.demgames.org
www.cyberschoolbus.org
www.exploreparliament.org
www.un.org
Out and about
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Visiting
Visiting
Visiting
Visiting
Visiting
parliament
your local town hall
your local recycling plant
local places of worship
the V & A Childhood museum (especially ‘multicultural London’)
What are we learning about?
Year 7:
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Rights and responsibilities
Communities
Human rights
Animal rights
Crime and antisocial behaviour
Religious books/places of worship
Year 8:
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Identity
Multiculturalism
British identity
The Commonwealth
The European Union
Central government, parliament and voting
Year 9
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The media
Gun/knife crime and gang culture
Active citizenship
Refugees
Conflict and resolution (terrorism)
Democracy
Festivals and ceremonies
8 HISTORY
Information and resources
Would you like to learn about a topic yourself out of interest or help your child? Visit the History blogs
to access resources and follow links to the best websites and video clips. They are regularly updated
but you will find all previous topics by clicking on past years and months.
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Year
Year
Year
Year
Year
7
8
9
10
11
www.gmhistory7.blogspot.co.uk
www.gmhistory8.blogspot.co.uk
www.gmhistory9.blogspot.co.uk
www.gmhistory10.blogspot.co.uk
www.gmhistory11.blogspot.co.uk
where you will also find past exam papers and revision guides
History around us
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Talk with your child about the past (using TV, films, books, family events, etc.) encouraging
them to ask probing questions: Why did this happen? What’s the evidence? How can we be
sure?
Visit some of London’s many free museums, galleries and other historical attractions.
A wonderful way to learn history together is to explore the history of your own family. Links
in the Year 7 blog take you to sites advising you how to start.
Another great investigation to do together is to find out about the history of this area and to
explore the streets looking at buildings and open spaces and what they tell us about the past.
What are we learning about?
We are revising our course for Years 7, 8 and 9 to fit the new National Curriculum but we shall cover
the following broad areas:
Year 7:
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the Norman conquest and its impact on England
power struggles in the Middle Ages: kings, barons and the people
the significance of the Black Death and the Great (‘Peasants’) Revolt
Medieval Islamic civilisations: the Crusades/Frankish invasions
Year 8:
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African kingdoms: Mali, Songhay, Benin, Great Zimbabwe
were the the English Civil Wars a turning point?
the abolition of the trade in enslaved Africans and emancipation
was the 17th century a period of scientific revolution?
what has the Industrial Revolution done for us?
migration and settlement over time
Year 9:
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the Indian uprising in 1857
19th century political change
the First World War and its effect on Britain: why did soldiers continue to fight?
contrasting representations of the Russian Revolution
the Second World War and its aftermath
the Holocaust, 20th century human rights abuses and human behaviour
9 We practise a ‘full colour’ approach to history and try to ensure that the rich cultural diversity of this
country and the world is reflected throughout what we teach. The voices and experiences of women
and men of African, Asian, European and American origin feature throughout all parts of the course.
10 GEOGRAPHY
Everyday tasks •
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Always take an active interest in where you are going and where it is in relation to where
you live. Make sure you read the route maps and tube maps on public transport, this will
help you learn about the city in which you live.
Make and maintain a family scrapbook about all the places the family visits each year. This
could have maps, photos and other information that helps you to gain an appreciation of the
importance of place in people’s lives.
Watch the news and locate the different places and issues in an atlas.
Other websites
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www.geography.org.uk
www.metoffice.gov.uk
www.nationalgeographic.com
www.bbc.co.uk/weather
www.factmonster.com/index.html
www.georesources.co.uk/indes.html
www.metcheck.com/V40/UK
www.thirteen.org/savageearth
www.geography.learnontheinternet.co.uk
Magazines and books
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Read as much as possible from a wide range of sources. It is good to have an atlas at home
and a World, European or UK map on the bedroom wall
Magazines such as National Geographic and Nature are wonderful inexpensive resources to
help foster an interest in geographical issues.
Out and about
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A trip to the Earth Galleries at the Natural History Museum or a visit to the main museum
itself is a wonderful way to spend a day or two in the holidays.
The Royal Greenwich Observatory is another great day out with a wonderful view of
Docklands
The Museum of Docklands is very good at explaining one of the major urban changes that
occurred in London in the last 50 years
The London Eye and The Shard also give you great views of London and beyond
A trip to the best map shop in the world is always worthwhile. Standfords on Long Acre
between Covent Garden and Leicester Square has a huge selection of maps and travel books
that suits all ages
What are we learning about?
Year 7:
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Plate tectonics: earthquakes and volcanoes
Waterworks
Map skills
11 Year 8:
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Rivers/flooding
Africa
Economic development
Year 9:
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Population
Tourism
Climate change
Geographical investigation
12 FRENCH
Everyday Tasks
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Vocabulary Log: Make a note of at least five new words after each lesson and attempt to
learn them. This will broaden your vocabulary and help with grammar and spelling.
“Un mot par jour”: Try to learn one NEW French word each day. Use a dictionary either at
home or in school. If you do this every school day, you could learn up to 195 new words
each year!
Log in to Rosetta Stone regularly to practise your French. If you don’t know your log in
details, see Mrs Tomkins.
Twitter:
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Follow the French department @FrenchGMS. This is updated regularly and gives you new
vocabulary, hints and tips and links to useful websites.
Other Websites:
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http://www.zut.org.uk/index.html
Interactive activities for KS3
http://www.ashcombe.surrey.sch.uk/07-langcoll/02-MFL-resources.shtml
Quizzes and videos – great for improving your listening skills
http://www.tf1.fr/
French TV Channel – Read news, watch video and music clips and much more
http://www.france24.com/fr/tv-en-direct-chaine-live
Watch French TV
www.duolingo.com
A language learning program – select your language and level and off you go!
www.tunein.com
Download the app on your Smartphone and listen to the radio in French
http://www.bbc.co.uk/schools/gcsebitesize/french/
Great for GCSE practice
http://www.aqa.org.uk/
All of the past papers are on this website – download them, complete them and then bring
them in to be marked or check yourself against the marking scheme
Out and About
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Le Cinéma – go and see a French film at the ‘Ciné Lumière’ – this is a cinema dedicated to
showing French and other European films. A cultural experience, but one that is also a
valuable language learning activity. See http://www.institut-francais.org.uk/cine-lumiere/ for
more details
Visit ‘L’institut Français’ in South Kensington. Take a look at their website to find out what is
on offer - http://www.institut-francais.org.uk/
Au Restaurant – Eat at ‘Le Bistrot’ at the French Institute for an authentic meal. Or visit ‘Café
Rouge’, a chain of restaurants which provide French food from all areas of France. Try a
Croque Madame or a Croissant au Fromage!
13 What are we learning about?
Year 7:
Unit
Unit
Unit
Unit
Unit
Unit
1
2
3
4
5
6
Hello
My family
My house
My daily routine
Hobbies and activities
Weather and clothes
Year 8:
Unit
Unit
Unit
Unit
Unit
Unit
7
8
9
10
11
12
Directions
What are we going to do?
Food and drink
Healthy lifestyle
Last weekend
A visit
Year 9:
Students follow an AQA Level One course called the FCSE. This stands for Foundation Certificate
in Secondary Education.
Students study three units:
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Introducing Myself
Food and Drink
Leisure
At the end of the programme of study, students are awarded either:
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Pass (level 4)
Merit (level 5)
Distinction (level 6)
14 URDU In the teaching and learning of the Urdu language information technology resources are deployed
extensively throughout KS3. Students are trained to use Urdu software to produce word processed
Urdu text from Y8 and the use of information technology is encouraged to enhance their learning
experience.
Everyday tasks
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Vocabulary Log: All students should make a note of at least five new key words after every
lesson and attempt to commit them to memory. This will broaden their vocabulary and help
with grammar and spelling.
“One word a day‟: Set yourself the challenge of finding out one NEW Urdu word every day!
Use a dictionary either at home or in school. Doing this every day for one school year, you
will learn approximately 195 extra words!!!
Websites
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http://www.bbc.co.uk/urdu/ http://www.ibtada.com/ http://www.nawaiwaqt.com.pk/ http://www.bbc.co.uk/languages/other/urdu/guide/
www.tunein.com
Download the app on your Smartphone and listen to the radio in Urdu
Out and About
Check out www.cineworld.co.uk for showings of Bollywood films
KS3
In Y8, students learn about the following topics:
Unit 1
Introduction to the Urdu language
Urdu Alphabet Family Friends Famous people Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
My house and home
Daily routine
Food and drink
Health
Hobbies and interests
Past tense
A visit to another country
Future plans
Professions
In Y9 students continue to develop their skills in listening, speaking, reading and writing. They are
encouraged to work on their own and with others in pairs and groups on activities such as role-play
and reading and listening comprehension.
In year 9 students learn the Urdu language though the following topics:
School; Food and Drinks; Special Occasions; Shopping; Hobbies; Weather and Seasons; House and
Home and my town.
15 ARTS Everyday Tasks • Students can keep a sketchbook documenting their ideas and any images that they find interesting. They could also stick in any designs which they like; this could be some food-­‐
packaging, advert etc. • Discuss performances of film/TV characters, encourage students to recognise good directing, plot and characterisation. • Students could keep a record of every genre of music heard in a day, they could analyse one piece of music, talking about pitch, duration, dynamics, tempo and structure. Websites • www.tate.org.uk You can check out what is going on at each of the four galleries, look at more than 65,000 pieces of work online, learn about art, listen to webcasts, read about research projects, buy tickets to exhibitions or visit the online shop. • www.saatchi-­‐gallery.co.uk The Saatchi Gallery website has an online gallery that is open to all artists. It is free to add your portfolio and allows you to display up to 8 works, your biographical details, your website address and exhibition announcements. • www.edexcel/gcse/drama.co.uk • www.royalopera.org • www.teoria.com and http// library.thinkquest.org/15413/theory/theory.htm Help with basic music note reading Out and about • Galleries: Central London has many good galleries that can be visited for free. Tate Britain (British art). Tate Modern (international modern art), The National Gallery (western European art) and The National Portrait Gallery (portraiture) all have excellent collections. • Theatres and Concert Halls: Central London has many good Theatres and Concert Halls that can be visited; some back stage tours are free. A list of all London Theatres can be found on www.londontheatre.co.uk/london theatre/westendvenues/arts.htm • Drama Classes: Why not enrol yourself or your son/daughter for drama classes during the weekend and evenings to enhance your skills. A good selection of these can be found at www.020.co.uk/d/drama-­‐schools/london.shtml What are we learning about? Year 7: Art Colour theory, tones and tints Drawing and shading – still life Perspective – one and two point Self Portraiture Drama Greek Theatre – drama skills and techniques Commedia Del Arte and melodrama – movement and mime Physical theatre – script work on ‘The Plague Village’, refining drama skills 16 Music Year 8: Art Drama Music Year 9: Art Drama Music Elements of music Structure of music – Ternary, Binary and Rondo forms Basic music notation – graphic score Ukulele scheme Drawing – mark making Graphic design – Photoshop: text and image Anatomy – Day of the Dead Identity – portraits and symbols Storytelling – mime and mask Devising – Theatre in Education, puppetry, process drama Shakespeare – Romeo and Juliet Reggae Chord progression – ground bass baroque, riff Use of chords I, IV and V in song writing African music, drumming and vocal Graphic design – Photoshop: digital collage Illustration (Comic book art) Tessellation – the work of M. C. Escher Cubism Script work – voice, skills and techniques Devising – Absurd Theatre Theatre practitioners Music and Media Blues Extended chords for keyboard Musical Futures Band project 17 ECONOMIC AWARENESS (Business Studies) Everyday Tasks
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Reading the newspapers: it is very important that young people are aware of what is happening in the world, from local, national and international events, but also understanding the business world, as this does affect them as consumers. Each daily newspaper has a business page and they should be encouraged to read this. Watching/listening to the news: the world does not stop at George Mitchell School and every adult and young person should keep up-­‐to-­‐date. Wikis and Blogs
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www.gmbusiness.wikispaces.com
Contains important exam notifications, exam preparation notes and powerpoints, keywords,
past papers and mark schemes
Other Websites
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www.aqa.org.uk
The awarding body for GCSE Economics – containing advice and past papers and mark
schemes
www.ocr.org.uk
The awarding body for GCSE Business Studies - containing advice and past papers and mark
schemes
www.bized.co.uk
For students of Business Studies
www.bbc.co.uk/gcsebitesize
Knowledge and revision, plus links to many good Business Studies websites
What are we learning about?
Year 8:
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Key business terms
What is money?
Global warming project and competition
Budgeting
Enterprise and Social Enterprise – what does it mean?
Consumerism and Consumer Protection
Banking and credit
European Union
Marketing and Advertising
Human Resources
Enterprise competition and Trade Fair
Year 9:
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Students prepare for Unit 11 of the AQA GCSE Economics course (worth half a GCSE). If
ready, students will be entered for this exam in May/June of Year 9 to gain this 0.5 GCSE
credit.
Topics include:
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Money, work, national and global economy
18 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Everyday tasks • Look at how computers/technology is used in “everyday life” (eg tills and bar code readers in shops, gas/electric boards recording meter readings on hand held devices, signing for packages and swiping cards near to the credit card machines for items less than £20. Websites • ICT-­‐at-­‐gmschool.wikispaces.com This site includes a guide to each lesson, including all the resources used • www.bbc.co.uk/click • www.reviseICT.co.uk • www.teach-­‐ICT.com • www.sciencemuseum.org.uk/onlinestuff/subjects/communications_and_computing.aspx • www.lgfl.net What are we learning about? Year 7: • Layouts of existing publications and evaluation of audience fitness • Presentation of information in a well laid-­‐out and well-­‐designed way • Computer modelling of situations • Searching the internet effectively • Interrogation and creation of databases • Drawing conclusions from findings • Reporting in a variety of formats including text, images and graphs Year 8: • Evaluating the layout and content of existing websites • Creation of a web based quiz with web authoring software • How to give constructive peer evaluation in small groups • Simulation of various situations with spreadsheet models • How ICT works in the wider world Year 9: • The systems life cycle and its practical applications • Planning, designing, implementing and testing a series of activities based around a given scenario • Web based applications • Investigating animations and computer-­‐generated graphics • Creating animations and presenting them in a report for assessment • Tasks that will develop confidence in using a range of ICT skills 19 TECHNOLOGY
Everyday tasks
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Cook something, there are many cookery programmes and our students love to cook. We
encourage them to go home and continue with the progress they make in Food Technology
lessons so why not offer to cook at home with them?
Fix your own bike (see website below) or get them to help assemble some furniture.
Students are growing up in a ‘disposable’ culture. Simple maintenance tasks like this are
increasingly outside their experience. We would like to encourage them to adopt a more
hands-on approach to learning by fixing/making things at home.
Pass on skills to your children. If you are great at sewing then help your child to complete a
project at home. Encourage them to make clothing or customise the clothing they have.
Websites
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http://www.foodinschools.org/curriculum/pdfs/FF_Students_Activities.pdf
http://www.heatherwick.com/index.php
look under the projects menu
http://www.lammgard.se/designmuseum/infoeng.htm
http://parktool.com/repair/bikemap.asp
http://okido.co.uk
http://www.cfsd.org.uk
sustainable design
http://openhouse.org.uk
architecture, sustainability, London
http://foodtech.org.uk
http://www.technologystudent.com
http://www.designmuseum.org
http://www.horniman.ac.uk
Out and about
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Preferably outside your postcode: We would like our students to take advantage of the
wealth of design and technology freely available in the urban environment and in London’s
world-class museums (see Time Out listings). Alternatively go and see some of the landmark
architecture close up: eg The London Eye, The Gherkin, The Shard, they are very different
when viewed close up and provide opportunities to think about materials, structures,
aesthetics, environmental impact etc. Places like the Horniman Museum or the Barbican have
gardens and spaces where you can spend the day.
If you are in the west end shopping, go and look at some well designed products at Arad,
Conran and Habitat. The students will see innovative use of materials, explorations of Form
and Function and design problem solving at its best. Their websites are listed above and are
themselves useful viewing particularly for GCSE students.
What are we learning about?
Year 7:
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Food Technology: The focus is on learning the key skills needed to work in the kitchen by
following a range of recipes. Dishes cooked include cupcakes; scones; omelettes; oaty
biscuits; planning a healthy pasta dish using the eatwell plate.
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Textiles: designing and making a Grusli Monster toy out of jersey fabric and felt.
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Resistant materials: pewter casting; designing and making a pull along wooden toy; acrylic
photo frames.
20 Year 8:
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Food Technology: The focus is on cooking a range of healthy alternatives to popular dishes.
Dishes cooked include healthy chicken; healthy pizza; Mexican fajitas; designing and making
healthy breakfasts.
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Textiles: making a denim drawstring bag.
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Resistant materials: designing and making a Gaudi inspired wooden box; Fabricating
boomerangs using batch production techniques; structural and innovation challenges.
Year 9:
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Food Technology: The focus is on cooking a range of international dishes. Dishes cooked
include Greek stuffed peppers; Zanzibar Chicken Curry; Jamaican Beef Patties; Japanese Yaki
Soba noodles and Sushi; planning and making an international dish of the students’ choice.
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Textiles: Designing and making a cushion, decorated using Japanese printing techniques.
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Resistant Materials: Designing and making metal candelabras; Designing and making
mechanical toys.
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