CARDINAL WISEMAN CATHOLIC SCHOOL
& LANGUAGE COLLEGE
YEAR BOOK
YEAR 8 2014 ~ 2015
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MISSION STATEMENTS
Beyond “Omnia pro Christo” we are saying that the school mission is to live
out this message:
Just as a human body, though it is made up of many parts, is a single unit because
all these parts, though many, make one body, so it is with Christ… If one part is
given special honour, all parts enjoy it. Now you together are Christ’s body; but each
of you is a different part of it.
We express this by encouraging recognition of Wiseman values, particularly courage,
as expressed by the Archbishop of Westminster.
The virtue of courage ensures firmness and the readiness to stand by what we
believe, even in times of difficulty. It is the opposite of opportunism and of
evasiveness. Courage frees us from being enslaved by fear, even fear of death. It is
the practice of fortitude in the face of difficulty. It produces heroism in every field, in
battle and in social reform. It resists the pressure to conform to the destructive
expectations of others and helps us to challenge the assumptions of a culture.
Courage is an important element in artistic creativity and it helps those who battle
against sickness, injustice or depression. (Archbishop of Westminster)
We pray to achieve our mission every day using the words of Romero –
This is what we are about.
We plant the seeds that one day will grow.
We water seeds already planted, knowing that they hold future promise.
We lay foundations that will need further development.
We provide yeast that produces far beyond our capabilities.
We cannot do everything, and there is a sense of liberation in realizing that.
This enables us to do something, and to do it very well.
It may be incomplete, but it is a beginning, a step along the way,
an opportunity for the Lord’s grace to enter and do the rest.
We may never see the end results, but that is the difference between the
master builder and the worker.
We are workers, not master builders; ministers, not messiahs.
We are prophets of a future not our own.
From these three statements come a requirement to act in a particular way with our
colleagues, students and families.
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MESSAGE FROM THE HEAD TEACHER
Dear Parent/Guardian
Your child is now in Year 8 and will be accustomed to the routines at Cardinal Wiseman
Catholic School. This is the year when there are a lot of opportunities to develop the skills
needed to work independently as well as cultivating personal and social skills. Option
choices will be made in Year 8 ready for examination courses starting in Year 9. These
important choices will be guided by Mrs Pearce and your child’s tutor.
I expect young people to give of their best in all that they do. Relationships between pupils
and staff or pupil and pupil should be based on mutual respect and a belief that every
individual is made in the image of God. The rules are in place to give a framework so that
every individual can succeed in their learning. There is a lot of support available at Cardinal
Wiseman for young people who struggle in the classroom and there is no excuse for poor
behaviour. Success is recognised through the point system whether it is being punctual or
making a special effort in class or in service to the school community. Do not take your child
out of school in term time. It will not be authorised for any reason other than illness.
We are aiming to develop a community based on mutual respect and where the dignity of
everybody is recognised. Our School Values of hope, service, wisdom, faith, respect and
courage, support this ethos. We strive to work together in partnership to help prepare your
child to become a responsible citizen in the local community. The house system is now
embedded in school life and Gaudete house were the first cup winners because their
members collected the most positive points. In the end it is the daily routines which make
the difference and lead to success. Help us to help your child succeed by encouraging work
at home. All pupils will be sitting regular tests to monitor progress in preparation for the new
style exam system. Please take advantage of sessions we put on to help parents/guardians
support their child in learning.
You can access information about how well your child is doing in school via the school
website. If you have misplaced your log-in and password to access this information contact
Mrs Forsythe and she will send you a new one. You can see current assessment grades,
the behaviour log plus attendance information, including lateness to school and lessons. It is
the information recorded on the behaviour log which helps us to identify who needs to stay in
school on Wednesdays until 3.20pm and who will be held for an hour after school on a
Thursday. During these sessions pupils will complete work. You will also be able to check
on homework via the new homework app which is called ‘Show My Homework’
We also send out a fortnightly newsletter for parents by email. If we do not have your current
email address please send it in to school for the attention of Mrs Forsythe. You may read
items of news that are very positive about your child.
Mrs Helen Knight
Head Teacher
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THE GRAIL PRAYER
Lord Jesus,
I give you my hands to do your work.
I give you my feet to go your way.
I give you my eyes to see as you do.
I give you my tongue to speak your words.
I give you my mind that you may think in me.
I give you my spirit that you may pray in me.
Above all I give you my heart
that you may love in me,
your Father, and all mankind.
I give you my whole self that you may grow in me,
so that it is you, Lord Jesus,
who live and work and pray in me.
CARDINAL WISEMAN VALUES
As a community based on faith, hope and love we believe that in order to achieve excellence
at Cardinal Wiseman the following values or “habits of the heart” should be developed. By
practising these “habits of the heart” we come closer to God and to using the God given
talents we all possess.
Value
Evidenced through
Hope
We believe in ourselves and others
We aim for the stars
We take on challenges
We show determination in overcoming problems
Service
We help others
We participate in school events
We welcome new pupils and visitors
We do work for charity
We support our local and global community
Wisdom
We are good leaders
We learn from our mistakes
We show good judgement
We practise self control
Faith
Try our best and give our all
We do not give up
We forgive others for mistakes
We participate in the religious life of the school
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Respect
We behave well all the time
We recognise the worth of others
We value different cultures and opinions
We look after the environment
Courage
We dare to do what is right.
We pursue and share our dreams
We set ourselves high aspirations
We are prepared to change and help others do
the same
INTRODUCTION FOR STUDENTS: ACHIEVING YOUR BEST
Aim High
Whether you are in Year 7 or in Year 11, you should always want to achieve your best. You
can prepare to succeed by making sure that you organise yourself so that you are ready to
learn.
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Make sure you pack your school bag, including pens, pencils, ruler, etc. the night
before.
Check you bring the right books to school for the lessons for the day.
Get to your lessons on time.
Follow the Behaviour Policy so that you can succeed in class.
Write down homework in your diary with the date it is to be handed in.
Make sure that you know how you learn best, whether it is by reading, listening or doing
things.
Take pride in your presentation; it reflects your attitude to work. Try to show you and your
work at its best.
Use ICT effectively and safely to research different topics and to present your work well.
Do not give up when you find work difficult. The more you persevere and stick at it, the
easier work becomes.
When you work with other people, show them respect.
Make sure you celebrate what you do well and learn from your mistakes.
Always set yourself challenging targets. Do not be satisfied with less than the best you can
do, in all lessons.
Other personal achievements
The school also values very highly, achievements out of the classroom, whether these are
in drama, music, sport, charity fund-raising, Community Work or other similar activities in
school. We focus particularly on the Wiseman Values of hope, service, wisdom, faith,
respect and courage. Often these give you the chance to discover and develop skills and
abilities that classroom work cannot. Doing something different will often show you what
you are good at and may well give you an opportunity to achieve something you really can
be proud of. You can make a difference to the life of the school by contributing to the Pupil
Leadership Group and working to support your House.
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Working with others
It is everybody’s responsibility to make learning in the classroom successful and to avoid
interfering with the work of others. You are expected:
 to help your class by working hard yourself;
 to help others to work hard and achieve their best;
 to congratulate others on their achievements;
 to avoid showing any unkindness to anyone, with words or actions, which may affect their
work.
How you must use this diary
This diary contains very important information for you, your parents and the school. You
must have it in lessons every day. Do not forget it.
 Write your homework tasks in it every day.
 Ask your parents to read and sign all messages sent home from school.
 Ask your teacher to read and sign all messages sent to school.
 Ask your parents to look at your diary every week and sign it.
 KEEP IT SAFE, in school and at home.
If a diary is lost or damaged a replacement must be bought from the Library at a cost
of £2.00.
Please see the agreement below, which can be found
in your child’s Home Learning Diary.
HOME / SCHOOL AGREEMENT
As Parent(s)/Guardian(s), I/we agree to:
 support the Catholic values of the school;
 make sure that my child goes to school daily, on time and properly equipped;
 make use of the Home Learning Diary to communicate with school;
 support the school’s Behaviour Policy and dress code;
 let the school know of any issues that might affect my child’s work, behaviour or attendance;
 treat staff and pupils with courtesy and respect;
 support my child in successful learning.
I agree to co-operate and support the school.
Signature(s) _______________________________ Date ________
As a school we will:
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provide a balanced curriculum, including Modern Foreign Languages, meeting, wherever
possible, the individual needs of the child;
keep you informed on your child’s progress and attendance;
encourage success and recognise effort and achievement;
promote a safe, caring environment;
develop clear lines of communication between home and school;
treat parents and pupils with courtesy and respect.
On behalf of all staff in the school, as Form Tutor I have clearly explained and will reinforce
school standards and expectations with each pupil in my form.
Signature _________________________________ Date ________
As a pupil I will:
 come to school every day on time, unless I have a valid reason;
 bring the right books and equipment for each day;
 use my Home Learning Diary properly;
 follow the school Behaviour Policy and dress code;
 show consideration for all members of the school community and respect for their property;
 participate in the Catholic life of the school.
I will seek to achieve academic and personal excellence in meeting school standards and
expectations.
Signature _________________________________ Date ________
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COMMUNICATION WITH STAFF
The first point of contact with school is with your child’s tutor through the Home Learning
Diary. All students are given a Home Learning Diary at the beginning of the year. You
should check the Home Learning Diary on a weekly basis to make sure your child is doing
the homework set. You are expected to sign the Home Learning Diary to show that you have
checked it.
The tutor will check the Home Learning Diary on a weekly basis and note any messages you
may have written.
If you telephone school it is unlikely that you will be able to speak to one of your child’s
teachers or tutor or Head of Key Stage. All of them teach some lessons every day. You can
email via the school website or admin@cardinalwiseman.coventry.sch.uk. Staff will respond
as soon as possible.
The Head of Key Stage is assisted by an Attendance & Pastoral Care
Co-ordinator. You may contact them during the day if there are specific concerns or if there
is an emergency.
If the tutor or subject teacher is unable to deal with the issues you have raised they will ask
the Head of Key Stage or a Senior Manager to contact you.
Please do not come on to the school site without making an appointment.
It is unlikely that any teacher will be able to see you without notice being given. We need to
make sure that the school site is kept secure so that young people in school are always safe.
You can help us achieve this goal by always making an appointment to see the teachers or
support staff. Staff will want to sort out problems your child may have and value contact with
you.
MONITORING YOUR CHILD’S PROGRESS
In order that your child achieves as well as they can, it is important that we monitor their
progress on a regular basis. It is also important that you are aware of your child’s ability and
potential and that you support your child in achieving the targets which their teachers have
set for them.
You are now able to check on the progress of your child at any time by logging on to the
school website.
Below is a list of dates when you can expect some correspondence from school:
 Year 8 Learning Conversations 3-4 September 2014.
 Year 8 will be tracked in October 2014.
 Year 8 reports 22 October 2014.
 Year 8 progress tracking December 2014, February 2015 and June 2015.
 Year 8 reports March 2015.
 Year 8 Parents’ Evening and Options Evening 11 March 2015
 Year 8 review of the year July 2015. You will be invited to discuss your child’s progress
with their Form Tutor. It is important that you attend this meeting as it is an opportunity to
review the year and set targets for the next year.
HOMEWORK
Why Homework?
Homework enhances your learning and improves your achievement.
Homework is not an optional extra but an essential part of a good education.
Homework enables you to:
 Consolidate and extend work covered in class or prepare for new learning activities.
 Access resources not available in the classroom.
 Develop research skills.
 Have an opportunity for independent work.
 Show progress and understanding.
 Explore your own interests.
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What is homework?
Homework can be:
 Preparing for a lesson
 Practising a skill learned in a lesson
 Research
 Reading
How long should you spend on homework?
Years 7 & 8:
45 – 90 minutes a day
Year 9:
60 – 120 minutes a day
Years 10 & 11:
90 – 150 minutes a day
How will I know what homework I have been set?
Record your homework in your Home Learning Diary.
Use ‘Show My Homework’ to check what homework has been set and when it is due in.
This can be accessed through the school website by students and parents.
LEARNING CHALLENGES
During the course of the year your child will engage in a series of Learning Challenges which
will nurture their ability to develop a range of transferable skills such as independence and
working as part of a team. At the end of the academic year your child will have the
opportunity to present one of their Learning Challenges and review the year’s work with you
and their tutor.
CLASSROOM STANDARDS
This is displayed in every classroom and is part of our Behaviour Policy:
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Relationships between all members of the school community, whether staff or students, reflect the
worth of every person, because we are all in God’s image, in what is done and what is said.
Students who display the Wiseman Values of hope, service, wisdom, faith, respect and
courage will be rewarded with positive points. Students will know when they have received
positive points.
Staff meet and greet students at the door, ensuring standards (correct uniform, no electronic
devices out, etc.) are appropriate for learning in the classroom. Headphones should not be
visible. Handheld devices should be put away.
Students sit in the seating plan decided upon by the teacher.
No student leaves the classroom without a pass.
Teachers know students well enough to support their learning through positive enforcement of
rules about behaviour in the classroom and movement in and out of it. Therefore, students will not
be allowed to leave lessons without a very good reason.
Students will be given the opportunity to make the right choice about their behaviour. Negative
points are awarded appropriately and students know they have received them.
Where negative behaviour in the classroom continues, teachers will follow the school system and
a school detention (1 hour) could be issued. Teachers may also use referral to Faculty Support or
the Hot Spot system.
No adult will block the doorway/passage of a student determined to leave a room.
No student will be sent out of a classroom to reflect on their behaviour for more than
5 minutes.
IF YOUR BEHAVIOUR IS DISRUPTING THE LEARNING IN THE CLASSROOM:
C1 - Your teacher will give you a verbal warning - make the right choice. What can you do to
change your behaviour?
C2 - Your teacher will issue a negative point. You have been given a second chance to change
your behaviour. Choose now to correct your behaviour to avoid further punishments.
C3 - Your teacher will issue a school detention if you choose to continue with poor behaviour.
School detentions will last 1 hour.
YOUR BEHAVIOUR - YOUR CHOICE!
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ATTITUDE TO LEARNING
All pupils will receive scores that reflect their attitude to learning. Please encourage them to
aim for a score of 7+.
ATTITUDE TO LEARNING ~ MOTIVATIONAL SCORE
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Motivation is excellent.
Is always co-operative, enthusiastic and hardworking. Always does his/her best with
school work. Is self-disciplined. Attendance and punctuality are excellent.
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7
Motivation is between good and excellent.
Motivation is good.
Is usually co-operative, enthusiastic and hardworking. Does his/her best with school
work without undue pressure and attention from the teacher. Attendance and
punctuality are good.
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5
Motivation is between satisfactory and good.
Motivation is satisfactory.
Is usually co-operative, but generally doing little more than is required by the teacher.
Attendance and punctuality are satisfactory.
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3
Motivation is between poor and satisfactory.
Motivation is poor.
Needs constant pressure and attention from the teacher to ensure he/she does some
work. Attendance and punctuality are cause for concern.
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1
Motivation is between poor and very poor.
Motivation is very poor.
Is unco-operative and indifferent for most of the time in class. Makes very little effort
with his/her school work. Lacks self-discipline. Attendance and punctuality are very
poor.
ABSENCE FROM SCHOOL
Please read this in conjunction with the Attendance Policy which can be found on the
school website.
It is important that your child attends school every day and is on time.
Your child should be in school by 8.50am. Attendance of 100% at school is rewarded on a
termly and yearly basis. Each week your Form Tutor will award an attendance and
punctuality sticker to be put in your diary. There will be rewards each half term for pupils
who achieve a sticker for each week.
Registration starts at 8.55am every day except for Wednesdays when lessons start at
9.00am. Being punctual helps your child to develop good work habits for their future careers.
Failure to arrive on time will result in detention after school or during breaks. If your child
does not arrive in school you will be contacted by an automated system and you will receive
a message to tell you that your child has not arrived.
All absence from school must be covered by a phone call every day of the absence
and by a letter on return to school. The number to contact is
024 76617231. Failure to notify the school results in an unauthorised absence. If a pupil has
five days of unauthorised absence within a five week period, parents can be issued with a
Fixed Term Penalty Notice which will result in a £50 fine in the first instance.
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If attendance issues are identified you will be contacted by the Attendance & Pastoral Care
Co-ordinator or the Family Attendance Co-ordinator.
From the 1 September 2013, the new law gives no entitlement to parents to take their child
on holiday during term time. Any application for leave must only be in exceptional
circumstances and the Head Teacher must be satisfied that the circumstances are
exceptional and warrant the granting of leave. Head Teachers would not be expected to
class any term time holiday as exceptional. Request forms are available on the school
website or can be collected from the attendance office at school and completed and returned
to Mrs Knight (Head Teacher). Parents will receive a Penalty Notice from the Local Authority
for taking their child on holiday during term time without consent from the school. These
Notices now cost £60 per child per parent if paid within 21 days and £120 if paid between
22 and 28 days.
Children who are absent for more than 10 days following the expected date of return may be
removed from roll and there can be no guarantee of your preferred school place being
available on their return.
SCHOOL UNIFORM AND PE KIT
It is school policy that all pupils in Years 7 – 11 must wear full school uniform. They must
also wear the correct kit for Physical Education. Year 7, 8 & 9 will wear blazers as a
compulsory part of school uniform. This will be phased in for future year groups but, if they
wish to, older pupils may wear school blazers. All clothing and hairstyles must be
appropriate for the work place. Check the Year Book or the school website for an image of
the school uniform.
For all students:
 Cardinal Wiseman school blazer (compulsory for Years 7, 8 & 9)
 Cardinal Wiseman school jumper
 School tie with Cardinal Wiseman badge
 Knee length black school skirt or black school trousers (business dress)
 Plain black, grey or white socks or plain black or tan tights
 Plain black school shoes – to be worn all the time, including break & lunch
 Years 7 – 9: Plain white blouse or shirt (long or short sleeves)
 Years 10 – 11: Pale blue blouse or shirt (long or short sleeves)
 No piercings or jewellery may be worn other than a small stud where it is
necessary to guard a pierced ear
 No make may be worn at school in Yr 7 – 9. Yr 10 – 11 may wear very
discreet make up.
 Hoodies are not allowed.
Summer Term and up to October half term:
Pale blue polo shirt with school badge for Years 10 & 11 only
Cardinal Wiseman School Uniform
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P.E. KIT
 Rugby jersey in Cardinal Wiseman colours
 Rugby socks in Cardinal Wiseman colours
 Navy polo shirt for PE with Cardinal Wiseman badge
 Navy shorts with Cardinal Wiseman badge
 Navy tracksuit bottoms with Cardinal Wiseman badge
 Shin pads/gum shield/football boots for boys unless girls take part in
extracurricular football
 Multi-purpose/cross trainers
 Swimming trunks or shorts (boys), one piece swimsuit (girls)
 Towel
All items with the school badge are only available from:
Cat Ballou
1 – 3 The Burgess
Coventry
CV1 1HN
Tel: 024 7655 5499
YEAR 8 CURRICULUM
KEY STAGE 3 RELIGIOUS STUDIES
In Year 8 Religious Education students will receive three 75 minute lessons over a two week
period. Health and relationships education is integrated into the course throughout.
Autumn Term:
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Experiencing God through the Bible
Sacraments
Spring Term:
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Judaism
The Mass
Summer Term:
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Vocations
Morality
KEY STAGE 3 ENGLISH
The English curriculum in Year 8 includes a wide range of activities which may be
undertaken individually, in small groups or as a whole class.
Reading, writing, speaking and listening are considered equally important.
The English curriculum covers the following areas:
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the use and development of written and spoken language;
individual and shared reading to critique how authors convey meaning in contemporary
and pre-1900 texts, poetry and drama;
the use and influence of the media;
oral work, including prepared talks, discussion and performance;
writing fiction and non-fiction texts with a focus on using sophisticated vocabulary
together with accurate spelling and punctuation pertinent to the audience and purpose;
the study of how social and historical context affects meaning;
the study of Shakespeare.
It is expected that all pupils will complete wider reading at home in order to enhance their
learning. In order to facilitate this, a reading challenge will be set for pupils to complete.
Personalised homework projects will be set termly.
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KEY STAGE 3 MATHS
Course Outline
Pupils will follow the KS3 programmes of study based on the new KS3 curriculum. Through
the mathematics content, pupils would be taught to:
Develop fluency:
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Consolidate knowledge and skills at KS2
and extend understanding of place value
and number systems into decimals and
fraction arithmetic.
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Select and use appropriate strategies to
solve complex problems.
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Use appropriate language, terminology
and notation to describe and analyse
numbers, algebraic relationships, 2D and
3D shapes.
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Use algebra to generalise the structure
of arithmetic and formulate
mathematical relationships.
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Develop algebraic and graphical
efficiency, including understanding linear
and simple quadratic functions.
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Substitute values into expressions,
rearrange and simplify expressions &
solve equations.
Reason Mathematically:
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Extend their understanding of the number
system to exploring their connections
algebraic and graphical representations.
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Interpret when the structure of a
numerical problem requires additive,
multiplicative or proportional reasoning.
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Make and test conjectures about
patterns, relationships by looking for
proofs and counterproofs.
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Extend and formalise their knowledge of
ratio and proportion in working with
measures and geometry, and in
formulating proportional relations
algebraically
Begin to reason deductively in
geometry, number and algebra,
including using geometrical
constructions.
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Explore what can and cannot be inferred
in statistical and probabilistic settings,
and begin to express their arguments
formally.
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Begin to model situations
mathematically and express the results
using a range of formal mathematical
representations.
Solve problems:
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Develop their mathematical knowledge,
in part through solving problems and
evaluating the outcomes, including multistep problems.
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Develop their use of formal mathematical
knowledge to interpret and solve
problems, including financial
mathematics.
Subject Content
Subject content is broken down into the following broad areas:
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Number
Algebra
Ratio, proportion & rates of change
Geometry & measures
Probability
Statistics.
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Pupil Experience & Expectation
The Maths department will work closely with feeder primary schools in curriculum planning
and developing and learning strategies that will facilitate the transition into secondary
Mathematics.
On arrival primary school results together with baseline assessments will be used to place
pupils in ability groups. Setting will continually be used after every major assessment
(termly) to ensure that pupils are in the right ability groups that best support their progress
and achievement.
All pupils are expected to bring a school approved Casio scientific calculator, pen, pencil,
ruler and rubber to every maths lesson. Students are expected to mark their class work and
reflect on what they have learned and examine what they need to know further after each
lesson. There will be an increased element of functional maths and cross-curricula maths to
provide opportunities for pupils to apply their knowledge, skills and understanding in
mathematical and other contexts through problem-solving.
It is expected that sets 1 to 3 will progress to do the Higher GCSE Maths and set 4 shall
follow the foundation scheme of work.
KEY STAGE 3 SCIENCE
By the end of Year 8 pupils will have studied the following topics:
Diet
Benefit of Exercise
Healthy & Disease
Drugs
Adaption & Variation
Chemical Reactions
Explaining Chemical Reactions
Forces & Energy
Electricity and Electromagnets
Light
During the year students are required to carry out practical investigations. These help them
to develop skills in planning, observing, analysing and evaluating. Students will also study
various aspects of Citizenship during the course.
KEY STAGE 3 FRENCH
All students in Year 8 study French for three lessons per fortnight. Students are placed in
sets and will sometimes use Metro 2 Vert for sets 2 – 5 and Metro 2 Rouge for Set 1.
By the end of Year 8 students should be able to use longer sentences, to understand longer
pieces of French and be able to recognise the past and future tense. Some students should
be able to use the past and future tenses correctly. Students complete assessment tasks in
the skills of listening, speaking, reading and writing.
Autumn Term
 Introducing yourself and someone else.
 Talk about what you do after school and in the evening.
 Describe a special day out.
 Talk about what you do in the morning and your daily routine.
 Arrange to go out.
Spring Term
 Describe parts of the body.
 Say what is wrong with you and ask for help.
 Healthy Living (Médecins sans Frontières)
 Give a presentation about Médecins sans frontières (what it is, how they help etc.).
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Compare people’s health in Europe / UK and in developing countries; using a variety of
comparisons and say why.
Understand a campaign for Médecins sans frontiers.
Be able to understand job descriptions.
Apply for a job and write their own CV.
Understand application letters.
Ask people about their jobs and workplaces.
Have a job interview and understand job adverts.
Summer Term
 Combine different tenses.
 Compose a rap song in French.
 Produce a presentation about French artist/musician.
 Describe a piece of Art and give opinions.
 Compare works of Art/music.
 Talk about different types of films.
 To write a review of a film.
 To look at some successful French films.
 To discover common stereotypes among French people.
 To advise for / against watching a film.
 To learn about cultural differences between regions.
Useful Websites:
www.zut.org.uk
www.tv5.fr
www.momes.net
www.mflsunderland.com
www.ashcombe.surrey.sch.uk
www.yahoo.fr
www.french.about.com
www.linguascope.com
www.rgshw.org.uk – a good site to practise grammar in a fun way
Homework Activities
Homework is set once a week and this could take the form of learning or practical tasks.
Students need to spend enough time on learning homework and it is useful if they can be
tested at home.
KEY STAGE 3 GERMAN
Students are arranged into sets according to ability and will cover the following topics over
the year:
1. Holidays
3. Healthy Living
5. Exchange Visits
2.
4.
6.
Free Time
Going Out
Film Study: Netto
Each child will receive homework which will encourage them to be creative, work
independently and explore both the language and culture of the German speaking countries.
The homework will take the form of:
1.
2.
3.
4.
5.
6.
project work on the topic;
learning vocabulary;
complete exercises on a website;
complete listening exercise from CD;
produce a presentation on the topic;
independent research.
We run a trip to Germany every year and all pupils have the opportunity to go.
Useful websites:
www.linguascope.com
www.zut.org.uk
www.klar.co.uk
www.yahoo.de
www.milkmoon.de
www.blindekuh.de
www.wikipedia.de
14
KEY STAGE 3 SPANISH
In Year 8 students are put into sets according to their ability study Spanish for three lessons
per fortnight. By the end of Year 8 students should be able to recognise and use a range of
vocabulary on the topics studied. Many should be able to understand and give information
relating to past or future events. Students will complete assessment tasks in the skills of
listening, speaking, reading and writing.
The topics covered in Year 8 are as follows:
Autumn Term
 Recapping key grammatical and vocabulary items from year 7, such as present
tense, future tense, opinions and describing people and relationships.
 Learning to talk about media such as TV and Cinema.
 Carrying out conversations discussing opinions and making plans for free time.
Spring Term
 Describing a holiday that you have been on in the past.
 Learning about where Spanish is spoken in the world.
 Learning about endangered animals in Latin America.
 Talking about food in other countries.
 Learning to conduct conversations in order to order food in a restaurant or in a
market.
Summer Term
 Talking about clothes and Spanish fashion designers.
 Discussing the school uniform and proposing changes to it.
 Describing injuries and illnesses that you have.
 Learning about how to lead a healthy lifestyle and making resolutions for the future.
Homework is set once a week and this could take the form of learning or practical tasks. It is
very important that pupils spend time at home learning the vocabulary and grammar looked
at in lessons. It is helpful if they can be tested at home.
Examples of homework activities:
 Memorising words – put words into a song or rap.
 Learning spellings – use the cover, write, check method.
 Practising grammar points.
 Using the websites listed below to practise vocabulary and grammar points.
 Written exercises, such as gap-filling or completing sentences.
 Redrafting written pieces of work following teacher comments.
Useful websites:
www.linguascope.com
www.studyspanish.com
www.spanish-extra.co.uk
www.languagesonline.org.uk
MANDARIN CHINESE
Two Year 8 groups will learn Mandarin for using Jinbu 1 textbook.
By the end of Year 8, pupils should be able to:
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recognise and understand at least 100-150 Chinese characters and 40 Chinese radicals;
write and pronounce at least 50-100 Chinese characters;
understand information at the first attempt, including language spoken at near-normal
speed; sustain perseverance and concentration when listening to speech containing
familiar language used in new contexts;
explore how speakers use language for specific communicative functions;
identify and use specific language for a range of communicative functions;
plan and carry out unscripted conversations and discussions, taking into account the
views, preferences and ideas of each group member;
use some complex language in a prepared but unscripted talk or narrative;
15
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give a personal response to a text, in terms of enjoyment or interest, supported by
reference to the text itself; organise ideas and information into a sequence of
paragraphs;
use language researched independently to add originality to their writing;
explain the origin and purpose of a custom that does not exist in their own culture;
identify and explain an aspect of life that has changed over time.
During Year 8 the following topics will be covered:
School subjects; adjectives; questions words; measure words; time words; negative words;
past tense and future tense; food and drinks; 30 Chinese radicals; weather; countries and
transportation.
Year 8 Homework Activities
In Year 8, homework is set once a week and this could take the form of learning or practical
tasks. Pupils need to spend enough time on learning and completing homework. Homework
tasks could include the following:





memorising Chinese characters and vocabulary meanings off by heart; learn and practise
Chinese characters by making flashcards of Chinese characters and copying the Chinese
characters several times;
research: find out about life in China; Compare the differences between China and the
UK;
group/pair work: work with a partner or a group to produce a presentation, a poster or a
role play;
written exercises: worksheets, dialogues and short passage writing (50-80 Chinese
characters);
on-line learning: use VLE and Mandarin learning websites to practise vocabulary,
grammar and enhance their understanding of texts.
KEY STAGE 3 ART & DESIGN
Students will use this year to develop skills already learnt in Art exploring themes of
‘Architecture’, ‘Graffiti’ and ‘Psychedelic Art’. Students will be encouraged to work
independently in the development of their work using their ideas and creativity to create
different outcomes which may be either 2D or 3D. By spending more time on detail and the
development of work students will gain more of an understanding of the requirements of
GCSE Art in preparation for Year 9.
KEY STAGE 3 DRAMA
In Year 8, all students undertake fortnightly Drama lessons as part of a varied and exciting
curriculum. Performance skills learnt in Year 7 are developed further through the genres of
Comedy, Pantomime, Murder Mystery and Horror incorporating the conventions of Slapstick,
Narration and Multi-role.
KEY STAGE 3 GEOGRAPHY
1. The Geography Bucket List
In this unit, students learn about some of the world’s most amazing places and interesting
tribes and people. There is an opportunity for students to independently research places
they are interested in exploring and they will consider and debate what they believe to be the
most important aspects of our diverse world. This will also include the study of tourism.
2. Development and Globalisation
Through studying where their belongings come from and the journey they make, students will
develop an understanding of Globalisation and Development across the world. The unit will
focus on the winners and losers of the fashion industry as well as how and why we need to
make the fashion industry fair.
3. Ecosystems and Resources
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Students will first develop an understanding of the living world and then apply their
knowledge to study rainforests further. Students will also carry out an enquiry into whether
Antarctica should be developed or not and the importance of protecting fragile environments.
Students will also study oil mining in the Middle East.
4. Coasts
In this topic, students will learn about coastal processes and landforms. They will also
examine how coastlines are vulnerable to erosion and flooding and why there is a need for
them to be managed.
5. Climate Change
This topical issue will be the final unit to be studied in Year 8. Students will gain an
understanding of the causes and impacts of climate change and consider local and global
strategies to deal with the issue. This will include a case study on a region in Africa.
KEY STAGE 3 HISTORY
During Key Stage 3 pupils learn about significant individuals and events in the history of
Britain from the Middle Ages to the twentieth century. They also learn about key aspects of
European and world history. They show their understanding by making connections between
events and changes in the different periods and areas studied, and by comparing the
structure of societies and economic, cultural and political developments. They evaluate and
use sources of information, using their historical knowledge to analyse the past and explain
how it can be represented and interpreted in different ways.
MODULE 1:
The French Revolution
MODULE 2:
World War I
MODULE 3:
The Holocaust and the Rise of Hitler
MODULE 4:
The Civil Rights Movement
MODULE 5:
EPQ Project (Set 1)
KEY STAGE 3 ICT – Information and Computing Technology
During 8, we deliver a number of units of work in Computing and I.T.
Computing is concerned with how computers and computer systems work, how they are
designed and programmed, how to apply computational thinking and how to make best use
of Information Technology. It aims to give students a broad education that encourages
creativity and equips them with the knowledge and skills to understand and change the
world.
Information Technology includes developing the capability of students to communicate
effectively and to use the skills developed to enhance their learning in other subjects.
We aim to develop digitally literate students.
Student Guidelines:
 Students are expected to be equipped to learn and have at least one pen and one pencil.
 When using the Internet and network, it is essential that they are responsible for their
actions in accessing online services. All users should abide by the school guidelines.
 Respect the work of others and do not interfere with their work or their PC.
 All printed documents should contain a header or footer with the student’s name and tutor
set. Only essential resource material should be printed and the page count should
always be checked before printing.
Introduction
Introduction to the school network, saving work sensibly, file formats, folder structures and
the difference between data, and information.

Computing is the scientific and practical study of computation: what can be computed,
how to compute it and how computation may be applied to the solution of problems.
17

Information technology is concerned with how computers and telecommunications
equipment work and how they may be applied to the storage, retrieval, transmission and
manipulation of data.

Digital literacy is the ability to effectively, responsibly, safely and critically navigate,
evaluate and create digital systems and products using a range of digital technologies.
The creation of digital systems and products will be integral to much of the learning of
Computing and Information Technology. Digital systems and products can take many forms,
including digital images, computer programs, spreadsheets, 3D animations, podcasts, videos
and this booklet.
The curriculum will encompass elements from the following areas:
E-Safety: personal safety and data safety. The ability to safely use, navigate, communicate
and create digital systems and products using digital technologies. To learn be a responsible
digital citizen.
Computing
 Design, use and evaluate computational abstractions that model the state and behaviour
of real-world problems and physical systems.

Understand several key algorithms that reflect computational thinking [for example,
algorithms for sorting and searching]; use logical reasoning to compare the utility of
alternative algorithms for the same problem.

Use two or more programming languages, at least one of which is textual, to solve a
variety of computational problems; make appropriate use of data structures [for example,
lists, tables or arrays]; design and develop modular programs that use procedures or
functions

Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses
in circuits and programming; understand how numbers can be represented in binary and
be able to carry out simple operations on binary numbers [for example, binary addition
and conversion between binary and decimal]

Understand the hardware and software components that make up computer systems,
and how they communicate with one another and with other systems.

Understand how instructions are stored and executed within a computer system;
understand how data of various types (including text, sounds and pictures) can be
represented and manipulated digitally, in the form of binary digits.
Information Technology
 Undertake creative projects that involve selecting, using, and combining multiple
applications, preferably across a range of devices, to achieve challenging goals,
including collecting and analysing data and meeting the needs of known users.

Create, re-use, revise and re-purpose digital artefacts for a given audience, with
attention to trustworthiness, design and usability.
Digital Literacy
 Understand a range of ways to use technology safely, respectfully, responsibly and
securely, including protecting their online identity and privacy; recognise inappropriate
content, contact and conduct and know how to report concerns.
KEY STAGE 3 MUSIC
Throughout Key Stage 3 Music, students will be developing the four main skills of
Performing, Composing, Listening and Evaluating. Students will be levelled on each of these
skills in accordance with the National Curriculum. Year 8 students study a range of topics:





Minimalism
Blues Music
Music for Film
Remix (Music Tech)
Band Skills
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KEY STAGE 3 PHYSICAL EDUCATION
In Year 8 students will have 3 lessons per fortnight of P.E. They will build on the skills
learned in Year 7 in Gymnastic Activities, Dance, Athletics, Games and Swimming.
It is important that they have P.E. kit for every lesson. Please see the information on school
uniform. For swimming, pupils will need either trunks/shorts or a one piece swimming
costume, and a towel. If a pupil wishes to be excused from P.E. they should bring a note
from their parent/guardian. Please do not ask for your son/daughter to be excused for trivial
reasons. Generally, if they are fit to be in school then they are fit to take part in some or all of
the activity. If the medical condition is a prolonged one then we will require a doctor’s note.
If a pupil wishes to be excused from practical lessons they must still bring their kit to
lesson as they will be expected to take some role in the lesson e.g. officiating. If a pupil
forgets to bring their kit they will be expected to wear spare school kit. For health and safety
reasons no jewellery can be worn for P.E.
There are a variety of extra-curricular activities that Year 8 pupils can take part in as well as
inter-house and inter-school competitions. Please encourage your son/daughter to get
involved in these activities, and if they would like to join a sports club outside school we can
put them in contact with one.
KEY STAGE 3 TECHNOLOGY
Year 8 students continue to develop the skills and knowledge element of the National
Curriculum, but the emphasis this year is on the design and make process. Students will be
exploring how to analyse a problem, investigate and collect research to assist them with their
design ideas in preparation for making. They will complete a module of work in each of
Food, Resistant Materials and Textiles or Graphics. They will be expected to make
decisions and work as part of a team using a range of materials and equipment to develop
skills and evaluate their progress. As part of the Citizenship programme, students are taught
to consider the needs and views as part of the design and making process.
Students are expected to bring a pen and pencil to every lesson. In Food Technology
students are expected to bring in food ingredients as and when requested by their teacher.
PUPIL AND LEARNING SUPPORT SERVICE (PALSS)
PALSS offers a range of additional support programmes provided by Teachers, Learning
Mentors, Teaching Assistants and external agencies. Additional help may take place in the
classroom, within a small withdrawal group or one to one. The nature and level of support a
pupil receives is based on individual need.
The national arrangements for Special Educational Needs are changing and updates
regarding the changes and provision at Cardinal Wiseman will be available on the school
website.
19
LANGUAGE FOR LEARNING
READING
When you’re asked to find information from a text, try the following tips:
Skimming
Glancing quickly through the passage to get the gist of it e.g. first reading of a new passage;
looking at a text book and finding the diagram, table or other section.
Scanning
Searching for a particular piece of information e.g. using an index or a dictionary. Looking
for a key word or phrase in a paragraph.
WRITING
Remember to:
 start a sentence with a capital letter
 end a sentence with a full stop (! and ? count as full stops)
 use capital letters for names and places
 use a wide range of vocabulary (learn 5 new words a week)
 check you’ve used the correct homophone e.g. where/were; their/there/they’re; of/off;
to/too/two; are/our.
Super Sentences for Excellent Expression
Start sentences in different ways:
ed – Startled, the people ran out. Excited by the game, students cheered.
ing – Listening carefully, the young man took notes.
ly – Unexpectedly, the children laughed. Luckily, there were sweets left over.
Sentence Structures
Use a variety of short and long sentences (remember: simple, compound and complex).
Simple – subject and one verb.
The wind blew through the trees.
An entire army was decimated. (Vocabulary need not be “simple”)
Too many simple sentences can make work sound immature and not cohesive; a well
placed simple sentence can add impact.
Compound – two simple sentences joined with “and”, “but”, ”so”, ”or”.
The goalkeeper saved the penalty and the team won the match.
All the students worked very hard so they passed their exams.
Complex – a main clause plus a number of subordinate clauses.
After the team won the match, they celebrated for a long time.
The team celebrated for a long time, after they won the match.
Changing the subordinate clause around varies the sentence and changes the emphasis.
(Which is more important – winning or celebrating?)
PERFECT PARAGRAPHS
A paragraph should contain one main idea.
Begin a paragraph with a topic sentence which tells the reader what the rest of the paragraph is
about. Add reasons, explanations and examples to develop the idea (topic).
Start a new paragraph when you have a change in topic, time or new speaker. Remember: time,
place, topic, talk.
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Clever Connectives for Linking your Thinking
Use these connectives in any subject:
Adding
Cause and effect
Emphasising
Comparing
and
also
as well as
moreover
too
additionally
because
so
therefore
thus
consequently
as a result of
equally
in the same way
similarly
likewise
as with
like
Sequencing
Qualifying
above all
in particular
especially
significantly
indeed
notably
most importantly
Illustrating
next
then
first, second,
finally
meanwhile
after
however
although
unless
except
if
as long as
apart from
yet
for example
such as
for instance
as revealed by
in the case of
whereas
instead of
alternatively
otherwise
unlike
on the other hand
by contrast
Contrasting
Extend your writing
Use a Point Evidence Explain structure to help you to develop an idea.
STAYING SAFE AT SCHOOL

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



All adults who come onto the school site should have an ID badge. If you see someone
without this badge tell a teacher.
Do not bring valuable items to school; school cannot be held responsible if they are lost
or stolen.
Bikes should be dismounted once you come onto the school site and locked up in the
bike store.
Students are not allowed in ICT rooms unsupervised.
If you are out of a classroom during lessons you should have a teacher’s pass.
No student in Year 7 – 11 is allowed off site during normal school hours. Only sixth form
students may leave the site.
Social networking sites are blocked at school. If you do experience something while
online which makes you feel uncomfortable, report it using the CEOP button.
BULLYING
Please read this in conjunction with the Anti-Bullying Policy found which can be found
on the school website
We aim to prevent any form of bullying in school. Most of the time problems between
pupils can be resolved easily. Friends fall out and need help to sort out their
differences without other young people making matters worse. This is not an incident
of bullying, although it may become a problem.
What is bullying?
Bullying is a conscious aim to hurt, threaten or frighten someone. It can be physical, verbal
or mental and includes:
 Insults
 Physical violence
 Using cruel nicknames
 Isolating someone
21



Making threats
Taking or hiding of property
Being unfriendly




Writing lies about someone
Spreading rumours
Teasing
Making racist remarks
How can we stop bullying?
Tell on the bullies:
either tell someone you trust – a teacher, a parent, a friend. Do not
suffer in silence.
Ask for help:
don’t take the law into your own hands; you could make things worse
and could end up getting into trouble yourself.
Counselling:
good advice and support will be offered.
Listen to the
a victim needs to be given time and support.
victims:
Take it seriously:
all incidents will be investigated and appropriate measures taken.
Bullying incidents are kept on record.
Are you a bully?
if you bully someone you will be punished and your parents
informed.
CYBERBULLYING
Cyberbullying is the use of electronic devices, particularly mobile phones and the Internet, to
deliberately upset someone else.
What you can do about it:
 Save all evidence you have of the bullying. If you have nasty emails or things posted on
your profile save them to your machine so you can use it as proof. Save texts or
voicemails that say anything horrible. Learn how to block the bully on IM or delete
them from your contacts.
 Try not to reply or retaliate to things they say or do; it might make the situation worse. If
you don’t respond, they are more likely to get bored and move on.
 Tell someone you trust, either a friend, a teacher or your parents.
 You can contact the police.
Cyberbullying via text:
Contact your service provider. Each network has a special area for this sort of problem.
Check out their website or call them for advice or a free number change.
02: ncb@02.com or 08705214000.
Vodafone: 191 from a Vodafone phone or 08700700191 (pay monthly)
& 08700776655 (pay as you go).
3: call 333 from a 3 phone or 0870733033
Orange: call 450 from an Orange phone or 07973100450
T-Mobile: call 150 from a T-Mobile phone or 08454125000
Cyberbullying on:
Social Networking sites, Video Hosting sites and Instant Messenger – providers should have
help points to report cyberbullying.
If you are suspected of committing cyber bullying the school has the right to
confiscate and search your device and any evidence found could be sent to the police.
In UK law, there are criminal laws that can apply in terms of harassment or threatening and
menacing communications including:
The Protection from Harassment Act 1997
The Malicious Communications Act 1988
Section 127 of the Communications Act 2003
The Public Order Act 1986
Remember! You could be committing a criminal offence – do not take part in cyberbullying.
22
E SAFETY
Further information is available in the school E-Safety Policy which can be found on the
school web-site.
Students are expected to:
 be responsible for using the school ICT systems in accordance with the Student Acceptable
Use Policy, which they will be expected to sign;
 have a good understanding of research skills and the need to avoid plagiarism and uphold
copyright regulations;
 understand the importance of reporting abuse, misuse or access to inappropriate materials
and know how to do so;
 know and understand school policies on the use of mobile phones, digital cameras and
hand held devices. You should also know and understand school policies on the taking/use
of images and on cyber-bullying;
 understand the importance of adopting good e-safety practice when using digital
technologies out of school and realise that the school’s E-Safety Policy covers their actions
out of school, if related to their membership of the school;
 students must not take, use, share, publish or distribute images of others (including staff)
without their permission;
 students must not take, use, share, publish or distribute inappropriate or harmful images of
themselves or others. This may lead to sanctions imposed by school or possibly police
involvement.
Use of hand held electronic devices:
 students are not allowed to use electronic devices in lessons or between lessons;
 students are allowed to use electronic devices at break and lunchtimes; however the abuse
of this may lead to a ban on electronic devices;
 students will have their electronic devices confiscated if they do not comply with the
Classroom Standards and acceptable use of mobile phones.
STUDENT ACCEPTABLE USE POLICY
Users of the BYOD network must agree to the terms and conditions set forth
in this policy in order to be able to connect their devices to the school’s network.
I understand that I must use school ICT systems in a responsible way to ensure that there is
no risk to my safety or to the safety & security of the ICT systems and other users. Users
should consider that devices used on this network will be susceptible to filters and
surveillance appropriate to ensure safeguarding within a school environment.
I understand that the school will monitor my use of the ICT systems, email & other digital
communications.
I will not share my username or password. I will not try to use any other person's username,
or password.
I will not disclose or share personal information about myself, or others when online.
I will not arrange to meet people I have only ever communicated with online.
I will report anything I see online which I feel is unpleasant or inappropriate, including
messages & images, immediately to a member of staff.
I will not use my personal email address for school matters. I understand that school ICT
systems are for educational use and agree that I will not use them for personal or
recreational purposes unless given permission to do so.
I am aware that any information, statements and images I may post online are public and
permanent. I will carefully consider anything I post using school media or equipment. I am
aware that school can involve the police if they consider I have posted anything which is
harmful about me or others. This includes cyber bullying.
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I will consider the language I use online; I will act in a polite and responsible manner when
using online media and systems.
Images of pupils and/or staff will only be taken, stored and used for school purposes in line
with school policy and will not be distributed outside of the school network without
permission.
I will ensure that my online activity, both in school and outside school, will not damage the
reputation or cause distress to my school, the staff or pupils.
I am aware that school systems are not to be used for on-line gaming, gambling or shopping.
I will not use the school ICT systems for file sharing or video broadcasting (e.g. YouTube)
without permission from a member of staff.
I will respect the privacy and ownership of other's work online at all times.
I will not take or distribute images or video clips of anyone without permission.
I will only use my personal hand held/mobile phone in break & lunch time, or in lessons with
the permission of the class teacher.
I am aware that I am not allowed to charge my hand held device in school.
I understand that, if I do use my own devices in school, I will follow the rules set out in this
agreement, in the same way as if I were using the school's equipment. I am also aware that
should I choose to bring my own device to school it is my responsibility, not that of the
school, to ensure it is safe and remains undamaged.
I will immediately report any damage or faults involving equipment or software, however this
may have occurred.
I understand that these rules are intended to keep me safe and that if they are not followed
school sanctions will be applied and my parent/carer may be contacted. I am aware that my
actions could also involve the police.
Support
Connectivity issues are supported by IT Support. Users may be required to contact the
device manufacturer or their carrier for operating system or hardware-related issues. Users
should be aware that ICT Support may need to gain access to devices for proper job
provisioning and configuration of standard apps, such as browsers, office productivity
software and security tools, before users can access the network.
Reimbursement
Users must be aware that devices are bought into the school site at their own discretion.
Cardinal Wiseman School will not reimburse users for damage to, or theft of a device either
in travelling to/from, or whilst on school site. It is advisable the users investigate their own
insurances should they wish to be covered against such instances.
Cardinal Wiseman School will not reimburse users for roaming, plan overages, etc.. It is the
responsibility of the user to ensure that they are connected to the correct and required
network whilst on site.
Security
In order to prevent unauthorized access, devices must be password protected using the
features of the device and a strong password is required to access the school network.
Users must not attempt to overwrite the measures imposed by the school to protect students.
Rooted (Android) or jailbroken (iOS) devices are strictly forbidden from accessing the
network.
Users’ access to school data is limited based on user profiles, defined by IT Support and
automatically enforced.
Risks/Liabilities/Disclaimers
While IT Support will take every precaution to prevent the user’s data from being lost it is the
user’s responsibility to take additional precautions, such as backing up email, contacts, etc.
IT Support reserve the right to disconnect devices or disable services without notification.
24
The user is expected to use his/her device in an ethical manner at all times and adhere to the
school’s acceptable use policy.
The user is personally liable for all costs associated with his or her device.
Please sign in the E-Safety section of your child’s Home Learning Diary to agree to these
terms and conditions.
Please see the agreement below
which can be found in your child’s Home Learning Diary.
EQUIPMENT LIST
You must always bring to school:
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Pen
Pencil
Ruler
Eraser
Calculator

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Home Learning Diary
School bag (suitable to
carry books, kit, etc.)
Books for the day’s lessons

I accept responsibility for my child bringing a mobile phone into school. I am aware that this
phone must not be used without permission and should be switched off during lessons unless
being used as a learning tool. If my child’s phone goes off or is out at an inappropriate time, or is
being used inappropriately, I know it will be confiscated until I come to collect it from the school
reception.
Signed: _________________________________ Date: ____________
25
USEFUL SCHOOL DOCUMENTS
TERMS & HOLIDAY DATES 2014 ~ 2015
TERM
Autumn
2014
PUPIL DATES
Wednesday 3rd September to
Friday 19th December
TEACHER DAYS
Monday 1st September – INSET
Tuesday 2nd September – INSET
Wednesday 3rd September:
Years 7 in school
Years 8-11 Learning Conversations
Post 16 Enrolment
Thursday 4th September:
Years 7 in school
Years 8-11 Learning Conversations
Post 16 Enrolment
Friday 5th September:
All pupils in school
Thursday 18th September:
Open Evening
Friday 24th October: INSET DAY
Spring
2015
Half Term Break
Saturday 25th October to
Sunday 2nd November
Christmas Holiday
Saturday 20th December to
Sunday 4th January
Monday 5th January to
Thursday 2nd April
Half Term Break
Saturday 14th February to
Sunday 22nd February
Summer
2015
Easter Holiday
Friday 3rd April to
Sunday 19th April
Monday 20th April to
Tuesday 21st July
May Day Holiday
Monday 4th May
BANK HOLIDAY
Half Term Break
Saturday 23rd May
Sunday 31st May
Monday 20th July: INSET DAY
Tuesday 21st July: INSET DAY
Summer Holiday
Wednesday 22nd July
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USEFUL DATES
September 5
September 14
September 18
Mother Teresa of Calcutta
Triumph of the Cross
Open Evening for prospective pupils 6.00pm ~ 8.00pm
October 9
October 18
October 22
Parents Forum 6.30pm
St Luke
Reports sent out
November
November 1
November 2
November 30
Month of Remembrance
All Saints Day
All Souls Day
First Sunday of Advent
December 4
Parents’ Forum 6.30pm
January 6
January 27
January 28
Epiphany
Holocaust Memorial Day
St Thomas of Aquinas
February 2
February 11
February 12
February 17
February 18
Exams begin
Feast of Our Lady of Lourdes
Parents Forum 6.30pm
Shrove Tuesday
Ash Wednesday
March 2
March 4
March 4 ~ 6
March 11
March 17
March 19
Appointments our for Parents’/Option Evening
St Chad
Reports out
School Production
Parents’/Option Evening
St Patrick
Parents’ Forum 6.30pm
April 3
April 5
Good Friday
Easter Sunday
May
May 4
May 21
Month of Our Lady
Bank Holiday
Parents’ Forum 6.30pm
June 4
June 8
June 29
Corpus Christi
Core tests (2 weeks)
SS Peter & Paul
July 1
July 13
July 16
Appointments out for review of year
Presentation with parents to review the year
Wiseman Day – Whole School Mass
Parent Workshops
Workshops for parents to support able students will be held on the following dates:
Monday 15 September:
Wednesday 12 November:
Tuesday 20 January:
Tuesday 28 April:
Tuesday 9 June:
A workshop to outline how able students are identified
and why parent/school partnership is important
How to support your able child with study skills
How to support your able child in Mathematics
How to support your able child in English
How to support your able child in Science
27
SCHOOL DAY
Pupils in Year 7 & 8 will follow the timetable below on Monday, Tuesday, Thursday and
Friday (Years 9, 10 & 11 follow a slightly different timetable). Please make sure your child is
always in school by 8.50am. Lateness for lessons will result in time being made up after
school.
8.55 – 9.20
Registration or Assembly
9.20 – 10.35
PERIOD 1
10.35 – 10.55
Morning Break
10.55 – 12.10
PERIOD 2
12.10 – 12.50
LUNCH
12.50 – 2.05
PERIOD 3
2.05 – 3.20
PERIOD 4
Pupils in Year 7 & 8 will follow the timetable below on a Wednesday:
8.50
In school
9.00 – 10.15
PERIOD 1
10.15 – 10.30
Morning Break
10.30 – 11.40
PERIOD 2
11.40 – 12.10
LUNCH
12.10 – 1.20
PERIOD 3
1.20 – 2.25
PERIOD 4
2.25 – 2.35
Registration
2.35 – 3.20
Privilege Time
HOUSE SYSTEM
Our four houses are called Camino, Gaudete, Veritas and Caritas. Every student and
member of staff will be assigned to a House. There will be opportunities to work with other
students from different year groups.
The House system will enable us to celebrate achievements and success through
competitions and rewards which will involve all areas of the curriculum.
The house I am in is called: ___________________.
28
YEAR 8 STAFF
Transition Leader
Transition Support
Attendance & Pastoral Care Co-ordinator
Mrs Pearce
Miss Greenway
Mrs Osborne
(cosborne@cardinalwiseman.coventry.sch.uk)
8A
8B
8C
8D
8E
8F
8G
8H
Mrs Jackman
Mrs Ronan
Miss Nordone
Mr Megson
Miss Morgan
Miss Dunn
Ms Burtonwood
Ms Crowley / Miss Gough
LEADERSHIP GROUP
Head Teacher
Deputy Head Teacher
Deputy Head Teacher
Assistant Head Teacher
Assistant Head Teacher
Assistant Head Teacher
Assistant Head Teacher
Assistant Head Teacher
Bursar
Mrs H Knight
Mrs E Kenward
Mrs M Middleton
Mr C Billings
Mrs H Curtis
Mrs J Dhillon
Miss S Marshment
Mrs B Morris
Mr T Lloyd
EXTENDED LEADERSHIP TEAM
Mr Beesley
Miss Delaney
Mr Molloy
Mrs Pearce
HEAD OF HOUSE
Camino ~ Mr Beesley
Caritas ~Miss Gilleran
Gaudete ~Mrs Hirons
Veritas ~Mr Molloy
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FACULTY LISTING 2014/15
RELIGIOUS AND PERSONAL EDUCATION
Head of Faculty
Deputy Head of Faculty
Faculty Staff
Lay Chaplain
- Mr Beesley
- Miss Duffy
- Mrs Farrugia, Mrs Feeney, Miss Gilleran,
Miss Delaney-Molloy, Mr O’Brien
- Mr Hindmarsh
ENGLISH
Head of Faculty
Deputy Head of Faculty
Subject Leader Media Studies
Faculty Staff
-
Mrs Collett
Mr Stevenson
Mr Keane
Mrs Kenward, Mr Megson,
Mrs Montgomery, Mr Titmus, Miss Walton
Miss Kilcoyne, Mr Noel, Miss Simpson
-
Mr Hammond
Mr Kingshott
Miss Afolabi, Mr Wilson
Mr Afeitos, Miss Marshment, Mrs Morris,
Mrs Ronan, Ms Sigauke, Mr Wheat,
Miss J Patel
MATHEMATICS
Head of Faculty
Deputy Head of Faculty
Lead Practitioners
Faculty Staff
LANGUAGES
Head of Faculty
Deputy Head of Faculty /
Subject Leader German
Subject Leader Spanish
Faculty Staff
- Mrs Pearce
- Miss Seedhouse
- Miss J Walker
- Miss Dambowy, Miss Deudon,
Miss Elliott, Mrs Middleton, Miss Tipton,
Mrs Zienkiewicz-Williams, Mr Ilie, Mrs Zhang
PUPIL AND LEARNING SUPPORT SERVICES
SENCO
Assistant SENCO
Faculty Staff
- Mrs Everard
- Mrs Oliver
- Mr Nicholds
Mrs Foster (1:1 Ma/En), Mrs Nardiello
(1:1 En/Ma)
SCIENCE
Head of Faculty
Faculty Staff
- Miss Ocho
- Mr Elkins, Dr Gill, Mrs Ishchenko, Mrs Izod,
Mrs K Thomas, Mrs King, Mrs Lovejoy-Black,
Mrs Morgan, Mr Owen, Mr Reddan, Mr Sud,
Mrs C Thomas, Miss Gough
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SPORT & PERFORMING ARTS
Head of Faculty
Deputy Head of Faculty
Subject Leader Music
Drama
KS4 Performing Arts Leader
Faculty Staff
-
Mrs Edge
Mr Forinton
Mrs McDermott-Cole
Miss Nordone
Miss Greenway
Mr Alcott, Mr Billings, Mrs O’Gorman,
Mr Page, Mr Ross, Mr Savage
CREATIVE ARTS & TECHNOLOGY
Head of Faculty
Deputy Head of Faculty /
Subject Leader Art
Subject Leader ICT/Computer Science
Faculty Staff
- Mr Molloy
- Ms Crowley
- Mr Fletcher
- Mr Caldwell, Miss Dunn, Mrs Hepworth,
Mrs Jackman, Mr Marwaha, Mrs McCartney,
Miss McClelland, Mr Moreton, Mr Nagle,
Miss Powell, Mr Donaldson, Mr Cosby
HUMANITIES
Head of Faculty / Head of History
Subject Leader Geography
Subject Leader Business Studies
Economics
Faculty Staff
-
Ms Burtonwood
Miss T Patel
Miss Delaney
Ms Duffy
Mrs Campbell, Mrs Curtis, Mrs Dhillon,
Ms Flower, Miss Henbury, Mrs Hirons,
Mrs Knight, Mrs Le Poidevin, Ms Moore,
Miss Mulligan, Mrs Swales,
Mrs Westwood-Dickens, Mrs Whitwell,
Miss Taberner
Attendance & Behaviour Co-ordinator
Mrs Butler
Child Protection & LAC Co-ordinator
Mrs Middleton
EAL Co-ordinator
Mrs Zienkiewicz-Williams
Family Attendance Co-ordinator
Mrs Simmons
Gifted & Talented
Mrs Dhillon
Initial Teacher Training (Staff Induction)
Miss Powell
Literacy Leader
Mr Stevenson
Pupil Leadership Group
Miss Gilleran
Staff Development Co-ordinator
Mrs Kenward
TRAX / Inclusion
Mr Rutherford / Mrs Middleton / Mr Donaldson
University Access Co-ordinator
Ms Duffy
Vocational Guidance / Careers
Miss Delaney
Work Experience/WRL Co-ordinator
Ms McDonald
Year 7 Transition Co-ordinator
Mr Page
31
SCHOOL BEHAVIOUR
& DISCIPLINE POLICY
This policy was adopted at the meeting of the Governing Body of Cardinal Wiseman Catholic
School and Language College on 3 July 2014.
Aims
Governors and staff aim to create a positive learning environment in the school by:
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following a whole school approach to good behaviour and discipline with clear guidelines
on the use of rewards and sanctions, and reasons for sanctions being used;
building self-esteem, self-discipline and positive relationships based on mutual respect;
ensuring fairness of treatment for all by promoting the Equal Opportunities Policy on
gender, sexuality, ethnicity and disability;
supporting staff in their classroom management by ensuring a consistent approach to
positive and negative behaviour;
using behaviour tracking systems to identify concerns to enable early intervention;
using a variety of intervention strategies to overcome barriers to learning;
providing a safe environment free from disruption, violence, bullying and any form of
harassment;
encouraging a positive relationship with parents and carers to develop a shared
approach to involve them in the implementation of all aspects of the school’s policy.
Principles
In keeping with the school motto “Omnia pro Christo” (All For Christ) the governors and staff
believe that Cardinal Wiseman community will work to include everybody so that all learners
can succeed.
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All pupils are expected to work towards the Wiseman Values of faith, respect, wisdom,
reconciliation, courage and service.
We are all made in God’s image and therefore all members of the school community
should be treated with the same dignity.
All pupils have a right to learn in an environment in which they feel safe.
All pupils and staff have the right to be respected.
In order to support successful learning all members of the school community have a right
to know what level of responsibility and self discipline is expected of them. All pupils
have a right to learn from their mistakes.
Success will be recognised and celebrated.
Roles and Responsibilities
Governors have a responsibility to publish a school discipline policy which outlines
expectations of behaviour, the use of sanctions and rewards within Cardinal Wiseman
Catholic School.
The governing body has taken account of the DfE advice contained in Circular 10/99 and in
‘Improving Behaviour and Attendance - guidance on exclusion from schools and pupil referral
units’. The Governors have determined that pupil exclusion in appropriate circumstances is
a sanction that can be used in the school.
Governors will fulfil their legal obligation to monitor use of exclusions as a sanction within the
school.
The Head Teacher’s role is to agree the detail of the standard of behaviour acceptable to the
school. The Head Teacher will, with the support of the Senior Leadership Team, lead the
32
development of a system of rewards and sanctions in order to maintain discipline in the
school and to promote successful learning.
Parents and Carers
Parents and carers will:
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take responsibility for the behaviour of their child both inside and outside the school;
be encouraged to work in partnership with the school to assist the school in maintaining
high standards of behaviour;
access their child’s positive and negative points via the parent login on the school
website and discuss these with them;
take the opportunity of raising with the school any issues arising from the operation of the
policy.
Pupils
Pupils will be expected to:
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take responsibility for their own behaviour and will be made fully aware of the school
policy, procedures and expectations;
ensure that incidents of violence, vandalism, bullying and any form of harassment are
reported;
adhere to the Classroom Standards and work towards the Wiseman Values.
REWARDS
Positive behaviour is recorded on the SIMS behaviour log. Parents and carers can access
this via the parent login on the school website.
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Positive points awarded.
Rewards.
Privilege time earned.
Parental contact (letters, postcards).
Assemblies (certificates, vouchers).
Cardinal Wiseman Values (badges).
House events.
Reward trips.
Governors’ Awards.
Celebration Evening.
Hall of Fame.
CONSEQUENCES
Poor behaviour is recorded on the SIMS behaviour log. Parents and carers have access to
this log. The number of points is monitored on a weekly/daily basis and strategies will be put
in place to support a student to learn effectively and to show respect for others.
The following system will be used by staff:
C1 – A verbal warning will be issued and students will be asked to consider their choice of
behaviour.
C2 – If the student fails to adjust their behaviour staff will issue a negative point. The
students will be asked to make the right choice about their behaviour.
C3 – A school detention will be issued if a student continues to display poor behaviour and
has failed to make the right choice. Teachers can issue a break time or lunch time or
after school detention for 30 minutes at their discretion.
C4 – A student may be removed from the lesson for a more serious incident or continuous
disruption. Students may also be removed from a lesson or series of lessons where
they will work out of circulation with a member of the Senior Leadership Team or within
Faculty Support.
33
DETENTIONS
We have the statutory right (Education and Inspections Act 2006) to use detention as a
sanction both within the normal school day and after normal school hours. Under this Act,
parental consent is not required for detentions and inconvenient travel arrangements do not
affect our right to impose a detention.
School detentions will run on Tuesdays and Thursdays from 3.20 until 4.20. Parents will be
informed in advance and detentions will be logged on SIMS and can be seen by parents
accessing the system via the parent portal. A truanted detention can result in further and
more serious sanctions taking place.
Staff may also issue detentions at break and lunchtime but every effort will be made to
ensure that students have reasonable time to eat, drink and use the toilet.
SMOKING ON OR OFF THE SCHOOL SITE
Any student found smoking on site will be referred to the school nurse and will spend at least
a day in internal exclusion. This includes smoking outside the school grounds and applies if
a student is smoking any form of replacement cigarettes.
A school detention may be issued to any student fraternizing with a group of smokers, even
though the student himself or herself may not be smoking.
CONFISCATION OF AND SEARCH FOR INAPPROPRIATE ITEMS
Under Section 91 of the Education and Inspections Act 2006 and 2011 and The Schools
Regulations 2012, school has the right to confiscate, retain or dispose of a student’s property
and protects the school from liability of damage.
School reserves the right to search without consent for prohibited items. These include:
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cigarettes, tobacco, lighters, matches, e cigarettes, vapour cigarettes or any replacement
cigarettes;
 alcohol;
 high energy drinks;
 illegal drugs;
 stolen items;
 weapons or any other item we deem could be considered harmful to a student;
 fireworks;
 pornographic images.
This list does not indicate every item where a search would be carried out.
Searches will be carried out in the presence of a member of staff of the same sex as the
student.
School reserves the right to confiscate and search electronic devices if the member of staff
has good reason to do so. Data and files can be examined and the device and the
information passed onto the police if deemed necessary by the school. This includes
inappropriate images or instances of cyber bullying.
PRIVILEGE TIME
The school day ends at 3.20pm every day. On Wednesdays students who have followed the
Classroom Standards will have earned the privilege of leaving at 2.35pm. Those students
who have not complied with the Classroom Standards will remain in school working until the
end of the normal school day at 3.20pm and make their own way home. Parents will be
informed by text message before Wednesday.
INTERNAL EXCLUSION (ISOLATION UNIT)
This is used where students have committed breaches of discipline which, in the judgement
of the school, are in need of a greater sanction than a detention. The school reserves the
34
right to impose a fixed term in the Isolation Room. The number of days served in the
Isolation Room will depend on the judgement and the evidence available at the time.
Parents will be informed and will be expected to attend a reintegration meeting with a
member of the Senior Leadership Team.
INCLUSION
Analysis of behaviour reports will take place on a regular basis. There will be dialogue with
students and parents in those cases where personalised intervention plans are necessary.
External agencies will be involved where appropriate.
TEACHERS’ PANEL
The teachers’ panel will meet after school with pupils and their parents/carers who are not
responding to the normal school sanctions and whose behaviour is likely to lead to exclusion
or increased internal isolation. Parents/carers of these pupils will be expected to attend the
meetings to discuss intervention strategies. In more serious instances students and parents
will meet with a Governors’ Panel.
EXCLUSIONS
Fixed Term Exclusions which could include a fixed term in the Isolation Unit may be given
for:
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physical contact or threats made to a member of staff;
swearing directly at a member of staff;
hitting or assaulting another pupil;
possession of drugs or alcohol on site or on the journey to or from school;
stealing something significant;
bullying, harassment or abuse (including on the grounds of gender, race, religion or
sexual orientation);
 acts of deliberate vandalism;
 ongoing defiance of members of staff.
This list does not indicate every offence for which fixed term exclusion may be used. For
certain students a fixed term in the Isolation Unit will have more impact as a sanction than
issuing a fixed term exclusion.
Recommendation for permanent exclusion will be given by the Head Teacher following a
full investigation for:
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dealing in drugs;
possession of an offensive weapon;
persistent disruptive or violent conduct;
endangering others’ safety.
Evidence will be taken from the pupil so that their point of view is given.
Involvement of Parents
Parents will be involved in discipline cases as appropriate. There will be a parental interview
following a fixed term exclusion.
Involvement of Staff
The working of the school’s policies and procedures will be discussed regularly at staff
meetings and on specified training days.
35
Involvement of Pupils
The Pupil Leadership Group is regularly involved in reviewing procedures on rewards and
sanctions. Behaviour is a regular topic on Student Leadership Friday. Feedback from
students is collected via questionnaires and through pupil sampling.
APPENDIX 1
Information for parents. Please discuss this with your child.
The Head Teacher has the power to put pupils under 18 in detention without parental
consent. These powers are delegated to all teaching staff. Every effort will be made to
contact parents prior to the detention so that they can make alternative travel arrangements.
A pupil can be required to attend detention on non-teaching days except public holidays or
half term.
The Head Teacher now has the power to search pupils and their possessions. This power is
delegated to all staff, including the Senior Leadership Team and Head of Key Stages. The
power to search will be used if there is a concern about the safety of other pupils.
The legal provisions on school discipline also provide members of staff with the power to use
reasonable force to prevent pupils committing an offence, injuring themselves or others, or
damaging property, and to maintain good order and discipline in the classroom.
Under the Education Act (2011), school reserves the right to take disciplinary action against
any student that, in the view of the Head Teacher, based on the evidence before him or her,
has made a serious malicious allegation against a member of staff which is unproven.
36
COMPLAINTS PROCEDURE
1.
The first stage – informal discussion:
The first stage should be an informal discussion about the problem with your child’s
Form Tutor, Subject Teacher, Key Stage Leader or Head of Faculty. Most problems
can be solved by talking about them and making sure that there are no
misunderstandings.
2.
If you are not satisfied:
If, after discussion, you still think that the school is not dealing properly with your
complaint you can make a formal complaint to the Head Teacher or another member of
the Senior Leadership Team.
If, after discussion, you still think that the school is not dealing properly with your
complaint you can make a formal complaint to the Governing Body. As a voluntary
aided school, you should write to the Governing Body c/o Cardinal Wiseman School,
Potters Green Road, Coventry CV2 2AJ, addressed to the Chair of Governors and:
3.
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state clearly in your letter what your complaint is;
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state that you would like your complaint considered under the Complaints
Procedure.
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Your letter will be acknowledged and you will be asked whether you would like the
opportunity to meet some of the governors to discuss your complaint.
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If you decide to do this, you will meet either the Chair of Governors or a couple of
governors. You may bring a friend, a representative or an interpreter to the
meeting.
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The governors will investigate your complaint and you will receive a reply in writing.
This reply will state what they have decided and why. It will also confirm what
action will be taken.
If you are not satisfied with the governors’ investigation:
The governors’ letter to you will tell you how to make a formal complaint to the
Diocesan Schools’ Commission (DSC).
You should state clearly what your complaint is. Members of the DSC will consider
your complaint. The procedure will be similar to the one described above.
The DSC will then write to you, informing you of the panel’s decision. This final letter
will also tell you how to take your complaint to the Secretary of State for Education and
Employment, if you are still not satisfied.
37