Useful Links

Useful Links

The Saracens High School

Subject Areas

Art

 Curriculum Lead: Miss Frankham

CURRICULUM OVERVIEW

The Art and Design curriculum has been created to inspire and develop pupils’ individual creativity. The schemes of learning build a deeper understanding of the career prospects this subject can offer. In the UK, the creative industries are one of the leading industries and contribute a lot of money to the UK economy. Within the subject pupils will build a greater cultural awareness by looking at a variety of artists from all areas of life.

KS3

Pupils in Year 7 and in Year 8 have one lesson of Art a week. The schemes of learning covers a range of skills in order to support pupils and enable them to find their own creative style to take forward into GCSE. This can include fine art, graphic communication, photography and textiles. Pupils will have an opportunity to further develop their creative skills as part of our enrichment curriculum after school and on a Friday lunchtime.

  YEAR 7

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Icons

Inspirational people and artist research

Icons

Linking ideas observational drawings and development of ideas

Icons

Planning and produce a final outcome

Print Making

Different processes of printing

Print Making

Different processes of printing

Logo Design

Monogram design

  • Inspirational people
  • Shepard Fairey
  • Artist research
  • Mood
  • Technique/ processes
  • Collection of resources relevant to the icon

 

  •  Portraiture
  •  Grid method
  •  Tone
  •  Colour
  •  Mixed media
  •  Image manipulation

 

 

   

  • Planning of final outcome
  • Final outcome using paint and college
  •  Evaluation

  

 

 

 

  • Artists who use print making
  • Printing techniques
  • Screen printing
  • Block printing
  • Stencil printing
  • Monoprinting
  • Lino printing
  •  Development of ideas
  •  Printing onto fabric/ bag
  •  Final design
  •  Evaluation

 

 

 

 

  

  • What is a motif?
  •  Motif research
  • Typography
  • Motif development/ design
  • Personal response  

 

 

YEAR 8

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Icons

Inspirational people and artist research

 Icons

Linking ideas observational drawings and development of ideas

Icons

Planning and produce a final outcome

Print Making

Different processes of printing

Print Making

Different processes of printing

Logo Design

Monogram design

  • Inspirational people
  •  Shepard Fairey
  •  Artist research
  •  Mood
  •  Technique/ processes
  •  Collection of resources relevant to the icon  
  •  Portraiture
  •  Grid method
  •  Tone
  •  Colour
  •  Mixed media
  •  Image manipulation

 

 

 

 

  • Planning of final outcome
  •  Final outcome using paint and college
  •  Evaluation

 

 

   

 

 

  •  Artists who use print making
  • Printing techniques
  • Printing techniques
  • Screen printing
  • Block printing
  • Stencil printing
  • Monoprinting
  • Lino printing
  •  Development of ideas
  •  Printing onto fabric/ bag
  •  Final design
  •  Evaluation

 

 

  

 

 

  •  What is a motif?
  •  Motif research
  •  Typography
  •  Motif development/ design
  •  Personal response 

 

 

ENRICHMENT OPPORTUNITIES

  • The Fourth Plinth Schools Awards
  • After school Creative Club
  • Lunchtime Art Club

 LEARNING RESOURCES

Design and Technology

 Curriculum Lead: Miss Frankham

CURRICULUM OVERVIEW

The Design and Technology curriculum has been developed in a way which provides pupils with opportunities to develop their design and making skills alongside combining their knowledge and understanding in order to create innovative products.

KS3

Pupils in Year 7 and in Year 8 have one lesson of Design and Technology a week. The schemes of learning cover a range of skills in order to support and build on pupil’s knowledge.

 YEAR 7

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Learning objectives

Mexican Day of the Dead

Simple hand stitching techniques

Mexican Day of the Dead

Simple hand stitching techniques

Design Skills

Technical drawing techniques

Design Skills

Technical drawing techniques

Packaging

Design and brand a chocolate bar

Packaging

Design and brand a chocolate bar

  • What are textiles?
  • Health and safety
  • Equipment and their uses
  • Stitching techniques
  • Embroidery
  • Embellishment

 

 

  • Properties of materials
  • Initial design ideas
  • Template Design
  • Making of felt toy
  • Evaluation 

 

 

 

  • What are design skills?
  • One-point perspective
  • Oblique
  • Two-point perspective
  •  Isometric projection
  • Ellipses
  • What is a brand
  • Alessi kitchen and bathroom brand
  • Company image
  • Target market
  • Design brief
  • Specification
  • Designing of an Alessi product

 

 

 

  • What is packaging?
  • Uses of packaging
  • Sustainability
  • Product analysis
  • Nets

 

 

 

 

  • Iterative process
  •  Initial ideas
  •  Final idea
  •  Branding
  •  Evaluation

 

 

 

 

 

 

YEAR 8

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Tote Bag

Textiles stitching and printing techniques

Tote Bag

Textiles stitching and printing techniques

Tote Bag

Textiles stitching and printing techniques

Nutrition

Healthy eating

Design without Make

Wooden puppet design

Design without Make

Wooden puppet design

  • Health and safety
  •  Product disassembly
  • Inspiration
  • Pattern designs
  • Initial design ideas
  • Properties of materials

 

  • Final design idea
  • Stencil design
  • Creative review
  • Stencil printing
  • Embellishment 

 

  • Embroidery
  •  Making of bag
  •  Quality checks
  •  Evaluation
  •  Textiles quiz

 

  • What is nutrition
  • Vitamins and minerals
  • Balance diet
  • Eat well plate
  • Recipes
  • Dietary requirements

 

  • Design brief
  • Design specification
  • Annotation
  • Initial design ideas
  • Properties of materials 

 

  • Peer/self-assessment
  •  Final design – reasons for choosing this
  •  Equipment and their uses
  •  End of topic quiz

 

 

 

ENRICHMENT OPPORTUNITIES

  • Afterschool Textiles Club during textiles projects
  • Visit to RAF Museum  
  • STEM day at Watford Grammar for Boys

 LEARNING RESOURCES

English

Curriculum Lead: Miss Chilton

 CURRICULUM OVERVIEW

Through the English curriculum at Saracens High School, pupils are provided with the opportunity to study a variety of texts, genres as well as authors. From the Medieval Canterbury Tales, through to the modern day Gothic Fiction text, Twilight, our English curriculum will enable pupils to develop an appreciation of, not just many authors’ works, but also the historical context in which these authors were writing. At Saracens, we indeed study, analyse and examine texts which bring moral and social issues to light, such as The Boy in the Striped Pyjamas and Of Mice and Men, allowing for many mature, rich and thought-provoking classroom discussions. Grammar and punctuation is taught explicitly in Writing lessons and pupils will also learn crucial skills in these lessons, such as letter writing and crafting short pieces of fiction. In all of our English lessons, there are ample opportunities for pupils to practice their Speaking and Listening skills too, enabling Saracens’ pupils to not only became proficient writers and readers but also highly articulate young individuals.

KS3

Pupils in Year 7 and in Year 8 have five fifty minute lessons of English a week. The Key Stage 3 schemes of learning below outline the topics studied each year as well as the key skills taught in every unit, which pupils will then be assessed on at the end of these units.

YEAR 7 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Key Skills

Biographies and Autobiographies

Advertising

Poetry

The Boy in the Striped Pyjamas

AQA KS3 Language Paper 1 + Pop Test

Speech Writing

Reading

  • Inference
  • Retrieval of evidence
  •  

 

Reading

  • Inference for language  and presentation
  • Retrieval of evidence
  • Close language analysis
  • Effect on reader

Reading

  • Inference
  • Close language
  • analysis
  • Effect on reader
  • Author
      intentions
  •  

Reading

  • Inference
  • Retrieval of evidence
  • Close language
      analysis
  • Effect on reader
  • Extended analysis
  • Author      
      intentions

Reading

  • Inference
  • Retrieval of evidence
  • Subject Terminology
  • Close language analysis
  • Effect on reader

Writing Speeches

Language

(language  techniques,   vocabulary, formal register)

SPAG (commas)

 

Writing Autobiographies

  • Language (powerful vocabulary, exciting openings, chatty register)
  • Structure (paragraphs, time connectives, sentence structures)
  • Grammar (using consistent tense)
  • SPAG (using  
      commas)

Writing Adverts

  • Language (emotive, figurative, sentence types)
  • Structure (using headings and subheadings)
  • Grammar (different tenses)

 

Writing Soliloquies

  • Language
    (emotive, powerful vocabulary, figurative)
  • Structure (structuring a soliloquy)

 

Writing Diary Entries

  • Language (powerful vocabulary, anecdotes, chatty register)
  • Structure (varying sentences, paragraphs)
  • SPAG (commas)

 

Writing Pop Tests

  • Language (vocabulary, figurative, variety of tones/registers, sensory)
  • SPAG (commas, full stops,exclamation marks, speech marks)
  • Structure (cohesive devices, paragraphs)

YEAR 8 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Key Skills

Persuasive Writing

Journeys

The Gothic

Play + Film

Conflict Poetry

Poetry and Play Comparison

Writing SHS Leaflet

  • Language (techniques including DAFOREST,   different tenses, figurative,   vocabulary)
  • Structure paragraphing and
       subheadings)
  • SPAG (commas, full
       stops, exclamation
       marks, speech marks)

 

 

 

 

 

Chaucer Reading

  • Inference
  • Retrieval of evidence
  • Close language analysis
  • Effect on reader
  • Context
  • Extended analysis

Reading

  • - Inference
  • - Retrieval of
  •   evidence
  • - Close language
  •    analysis
  • - Effect on reader
  • -  Extended
  •    analysis

Gothic Film Review

  • - Language (register,
       tone, media language)
  • - Structure (structuring a
       review, sentence types)
  • - SPAG (semicolons,
       dashes and ellipsis)

Reading

  • - Inference
  • - Retrieval of evidence
  • - Analysis of techniques  
  •  (language and structure)
  • - Effect on reader
  • - Context
  • - Author Intentions
  • - Essay Writing

Reading

  • - Inference
  • - Retrieval of evidence
  • - Analysis of  
      techniques
  • - Effect on reader
  • - Context
  • - Essay Writing
  • - Comparison

Letter Writing

  • Language (formal register,

  vocabulary)

  • Structure  (paragraphing,

  features of a letter,

  sentence types)

Writing Gothic Opening

  • - Language

  (figurative
  language,  

  vocabulary,
  different tenses,

  sensory)

- Structure  

  (paragraphing,

  sentence types)

- SPAG
  (semicolons,
  dashes and

  ellipsis)

Face Reading

- Inference

- Retrieval of evidence

- Close language  

  analysis

- Analysing staging

- Effect on audience

- Context

- Essay Writing

 

 

ENRICHMENT OPPORTUNITIES

  • Film Club
  • Paired Reading with pupils at a local primary school
  • Theatre trips
  • Inter-house spelling competitions
  • Word of the Week
  • Workshop days with established authors
  • World Book Day activities (including the opportunity to acquire a free book)
  • Use of Saracens’ brand new school library, which hosts a varied selection of books

LEARNING RESOURCES

Geography

Curriculum Lead: Miss Morphitis

CURRICULUM OVERVIEW

"Geography is the subject that holds the key to our future." Sir Michael Palin, knighted for services to travel, culture and geography.

Geography is the gateway to the world. It allows students understand their world and the lives of other people both near and far. Our world is an exciting place - so the study of it should be too. It is a subject which has something for everyone, science, arts, people and politics, it’s all there! The curriculum will provide our pupils with a deep and rich understanding of the world in which they live. They will gain an understanding of the relationships between people and the environment, the diversity of cultures, and the constant changes in landscapes, economies and societies.

Geography informs us about:

  • The places and communities in which we live and work
  • Our natural environments and the pressures they face
  • The interconnectedness of the world and our communities within it
  • How and why the world is changing, both globally and locally
  • How our individual and societal actions contribute to those changes
  • The choices that exist in managing our world for the future
  • The importance of location in business and decision-making

KS3

Pupils in Year 7 and in Year 8 will study geography for 2 lesson per week. They will study a range of topics to develop their geographical skills and give them an understanding of the broad scope of the subject. Each half term they will be focusing on a different aspect of geography, which will include a range of local, national and global case studies.

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Learning objectives

Our World

  • Globes
  • Scale - Barnet, London, UK, EU
  • Maps
  • GIS

 

Spotlight on Africa

  • Countries
  • Animals/ conservation
  • Ecosystems
  • Climate
  • Conflict
  • Migration – Sudan
  • Development - Ghana

Frozen Planet

  • Antarctica
  • Exploration
  • Governance
  • Glaciers
  • Species/food chains
  • Research
  • Climate change
  • Tourism
  • Icebergs
  • Development/ future

Blue Planet

  • Oceans
  • Ocean currents
  • Tides
  • Coral reef
  • Plastic pollution
  • Acidification
  • Coral bleaching
  • Climate change
  • Law of the sea
  • Trade
  • Container ships
  • Piracy
  • Fishing

 

Tourism

  • Mass tourism
  • Ecotourism
  • Sustainable tourism
  • Conservation
  • World heritage sites
  • Ibiza
  • The Gambia
  • Galapagos Islands
  • Cruise ships
  • National parks

 

Spotlight on Brazil

  • Deforestation
  • Tourism - Iguassu
  • Rainforests – ecosystems

Weather and climate

  • Water cycle
  • Local weather
  • UK weather patterns
  • Clouds, rain
  • Pressure
  • Climate graphs/data
  • Air circulation
  • Climate change
  • Weather hazards
  • Hurricanes
  • Hurricane Katrina DME

Coastal Conflict

  • Erosion
  • Arch-stack-stump
  • Bay, headland
  • Longshore drift
  • Management
  • OS Map skills
  • Field trip
  • Coasts DME

 

YEAR 8

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Restless Earth

  • Plate tectonics
  • Earthquakes
  • Volcanoes
  • Tsunami
  • Monitoring
  • Mitigation
  • Management

 

Spotlight on Iceland

  • Geothermal
  • Glaciers
  • Volcanoes
  • Tourism

Fishing/ whales

Cities

  • Megacities
  • Redevelopment
  • Shopping
  • Crime
  • Traffic
  • Identity, place making, home

 

Spotlight on China

  • Cities
  • Recycling
  • Trade

 

Future cities

  • Sustainability
  • Electric cars

Resources/Food

  • Energy
  • Fossil fuels
  • Local /global
  • Food miles - Nutella
  • Fertilisers
  • Seasonality
  • Deforestation
  • Palm oil
  • Packaging
  • Coffee / chocolate

 

Population Pressures

  • Population change
  • Population pyramids
  • Migration
  • Ageing population
  • Syria
  • In this world

 

Spotlight on Brazil

  • Migration
  • Inequality
  • Cities
  • Favelas

 

Water World

  • Rivers
  • Cross sections
  • Long profiles
  • Waterfalls
  • Valleys
  • Meanders
  • Estuaries /deltas
  • Flooding
  • Unreliable water
  • Water management
  • HEP

Pollution

Globalisation

  • Clothing/ fast fashion
  • Transport
  • Geopolitics – Golan Heights
  • Football/ sport
  • Olympics DME

 

 ENRICHMENT OPPORTUNITIES

  • Global Club
  • Trip to the London Aquarium
  • University of Birmingham photography competition
  • Oceans are not rubbish competition
  • Send my friend to school
  • Missing Maps
  • Commonwealth Row
  • National competitions through the Geographical Association and Royal Geographical Society (who we are members of)
  • Doddle

 LEARNING RESOURCES

History

Curriculum Lead: Miss Morphitis

CURRICULUM OVERVIEW

Through the study of history pupils develop an understanding of the significance of the past and how historical events can both impact and be applied to the present. Through a balanced study of History, we also aim to touch on the full range of human experience and develop in pupils a sense of moral and civic awareness. Consideration of gender, ethnic, cultural and geographical diversity is critical to historical narrative, political debate, empathy and historical imagination. We also want to give our pupils a life long love of History by delivering engaging and interesting lessons that challenges them to look at the world from a number of different perspectives.

KS3

Pupils in Year 7 and in Year 8 have 2 lessons of history per week. They will gain a coherent knowledge and understanding of Britain’s past and that of the wider work. The lessons will equip the pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.

The National Curriculum at Key Stage 3 in England requires students to cover British history from 1066 to present, as well as a world study, a local study and a chronological unit of study that will reach back before 1066 to consolidate knowledge and understanding.

The Aims of studying history include:

  • Know and understand significant aspects of the history of the wider world; the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies;
  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short-term and long-term timescales.

YEAR 7 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Learning objectives

Roman Empire

Anglo-Saxons

Normans

Medieval England

Tudors

English Civil War

  • What is history?
  • Chronology
  • How civilised were the Romans?
  • Roman cities
  • Roman army
  • Gladiators
  • The republic
  • Empire collapse
  • Legacy of Roman Empire
  • Vikings
  • Godwin
  • Claimants to the throne
  • Defeating the Vikings
  • Battle of Stamford Bridge
  • Battle of Hastings (1066)
  • How did Harold die?
  • Bayeux Tapestry

 

 

  • William the Conquerer
  • Impact of the Normans on England
  • Feudal System
  • Castles
  • Domesday Book
  • Language
  • Women 
  • Life in medieval town
  • King or Pope
  • Excommunication
  • Thomas Becket
  • Black Death
  • Peasants revolt
  • King John and the Magna Carta
  • Women in power
  • Crime and punishment in the Middle Ages
  • Medieval Medicine 
  • 1485-1603
  • War of Roses
  • Princess in the Tower
  • Henry VIII
  • Break with Rome
  • Edward VI
  • Mary I
  • Elizabeth I
  • Spanish Armada
  • Golden Age
  • William Shakespeare
  • Witchcraft

Stuarts

  • 1603-1714
  • James I
  • Gunpowder plot (1605)
  • Charles I
  • Parliament
  • Causes
  • Who fought
  • Life during the civil war
  • Did Charles deserve to be executed?

Cromwell – Hero or Villain?

  • Oliver Cromwell
  • Puritanism
  • Great Plague (1665)
  • Fire of London (1666)
  • Samuel Pepys

YEAR 8 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Industrial Revolution

British Empire

Mughals
(same time as Islam in RE)

20th Century Britain

World War 1

20th Century USA

  • 1700-1900
  • Countryside to towns
  • Living conditions
  • Factories
  • Child workers
  • Mines
  • Transport changes
  • Medicine changes
  • Darwin
  • Good/Bad
  • Importance
  • Country case studies
  • Impact on UK
  • Impact on world
  • Link to slavery
  • Genghis
  • Akbar’s court
  • Sharia law
  • Dekkan war
  • Aurangzeb
  • Votes for women
  • Suffragist / Suffragettes
  • End of Empire
  • Division of Ireland
  • The Titanic
  • Alliance
  • Causes
  • Arch Duke Franz Ferdinand
  • Propaganda
  • Trenches
  • Battle of the Somme
  • Empire support
  • Armistice
  • Treaty of Versailles
  • Saracens players during WW1/ local impacts
  • Assassination of JFK
  • Jim Crow
  • KKK
  • Black Civil Rights
  • Malcom X
  • Martin Luther King

Black History

India

Local History

20th Century South Africa

  • Slavery
  • Africa before Slavery
  • Middle Passage
  • Slave auction
  • Plantations
  • Abolition of slavery UK/USA
  • British Empire in India
  • Black Hole of Calcutta
  • India Mutiny
  • 20th Century India
  • Amritsar
  • Gandhi
  • Indian revolution
  • Battle of Barnet
  • RAF Museum
  • Barnet Church / Well
  • Mandela
  • Apartheid
  • Robin Island
  • Segregation
  • Impact of sport/ commonwealth

ENRICHMENT OPPORTUNITIES

  • Trip to the RAF Museum to look at local history, as part of Our History month
  • Trip to the Egyptian Cultural Centre
  • Our History migration project
  • Castles project

LEARNING RESOURCES

Languages

Curriculum Lead: Mrs Bonilla

 CURRICULUM OVERVIEW

The ultimate aim of teaching foreign languages is to encourage and combine an enjoyment of learning, an interest in the wider world, and an enthusiasm for communicating in a foreign language. We strive to make our pupils aware that:languages lead to greater international and global understanding, to greater opportunities in the world of work, to greater leisure opportunities, to greater cultural awareness and appreciation and also that languages are of benefit to individuals and to the country as a trading nation. 

KS3

Pupils in Year 7 and in Year 8 have three hours of Spanish a week. Although we have access to the digital version of the book VIVA, it is not expected that teachers follow the textbook as a matter of course, the schemes of learning outline key teaching points each term and teachers adapt their own materials to these accordingly. Pupils will have an opportunity to study a second foreign language as part of our enrichment curriculum.

YEAR 7 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Learning objectives

COCO

VOY A MI BOLA 

MI COLE

MI CIUDAD

REVISION / ASSESSMENT AND PROJECT WORK

Mi vida (My life)

 

Mi familia y mis amigos

(My family and my friends)

Mi tiempo libre

(My free time)

Mi insti

(My school)

Mi ciudad

(My city)

 

Getting used to Spanish pronunciation.

 Introducing yourself

Talking about your personality.

 Using adjectives that end in -o/-a.

 Talking about age, brothers and sisters.

 Using the verb tener (to have).

Saying when your birthday is.

 Using numbers and the alphabet.

 

Talking about your pets.

 

Making adjectives agree with nouns.

 

Writing a text for a time capsule.

 

Adding variety to your writing.

Describing your family.

 Using possessive adjectives.

 Describing your hair and eye colour.

 Using verbs ser and tener.

 Saying what other people look like.

 Using verbs in the third person.

 

Describing where you live.

 

Using the verb estar (to be).

 

Reading about the carnival in Cadiz.

 

Looking up new Spanish words in a dictionary.

Saying what you like to do.

 

Giving opinions using me gusta + infinitive.

 Saying what you do in your spare time.

 Using -ar verbs in the present tense.

 

Talking about the weather.

 Using cuando (when).

 

Saying what sports you do.

 

Using hacer (to do) and jugar (to play).

 

Reading about someone’s favourite things.

 

Understanding more challenging texts.

 

Taking part in a longer conversation.

 

Using question words

Saying what subjects you study.

 

Using -ar verbs to say what ‘we’ do.

 

Giving opinions about school subjects.

 

Using me gusta(n) + el/la/los/las.

Describing your school.

 

Using the words for ‘a’, ‘some’ and ‘the’

Talking about break time.

 

Using -er and -ir verbs’.

 

Understanding details about schools.

 

Using prediction as a listening strategy.

Describing your town or village .

 

Using ‘a’, ‘some’ and ‘many’ in Spanish.

 

Telling the time

Using the verb ir (to go).

 

Ordering in a café

Using the verb querer (to want).

 

Saying what you are going to do at the weekend.

 

Using the near future tense.

 

Understanding people describing their town.

 

Listening for detail.

 

Revision and Assessment.

 

Project/cross-curricular work.

 

 

YEAR 8

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

DISFRUTANDO COMO ENANOS

ENGANCHADOS

A TAPEAR

LA PASCUA

DE COPAS

REVISION / ASSESSMENT / GCSE READY

Mis vacaciones (My holidays)

Todo sobre mi vida

(All about my life)

A comer

 (Let’s eat)

Chocolate (Chocolate)

Qué hacemos (What shall we do?)

 

  • Talking about a past holiday.
  • Using the preterite of ir.
  • Saying what you did on holiday.
  • Using the preterite of regular -ar verbs.
  • Describing the last day on holiday.
  • Using the preterite of -er and –ir verbs.
  • Saying what your holiday was like.
  • Using the preterite of ser.
  • Giving a presentation about your holiday.
  • Making your sentences interesting.
  • Using the present and the preterite together. 
  • Describing an amazing holiday.
  • Saying what you use your phone for.
  • Revising the present tense.
  • Saying what type of music you like.
  • Giving a range of opinions.
  • Talking about TV
  • Using the comparative.
  • Saying what you did yesterday.
  • Using the present and the preterite.
  • Understanding a TV guide.
  • Tackling an authentic text.
  • Learning about young peoples’ lives.
  • Using two tenses in the ‘he/she’ form.

 

  • Saying what food you like.
  • Using a wider range of opinions.
  • Describing mealtimes.
  • Using negatives. 
  • Ordering a meal.
  • Using usted / ustedes.
  • Discussing what to buy for a party.
  • Using the near future.
  • Giving an account of a party.
  • Using three tenses together
  • Learning how to form questions to find out someone’s opinion on chocolate. 
  • Learning how to use comparative and superlative phrases based on chocolate preferences.
  • Developing knowledge of key adjectives.
  • Expressing personal opinions. 
  • Learning about rainforests and the weather. To be able to describe the weather 
  • Learning how to form the Imperfect tense in Spanish.
  • Conjugating regular verbs with little support.
  • Learning about the history of chocolate. 
  • Fairtrade: Developing an awareness of life in Ghana.
  • Recognising the differences between the Present and Imperfect endings
  • Arranging to go out
  • Using me gustaría + infinitive.
  • Making excuses
  • Using querer and poder.
  • Saying what other people look like.
  • Using verbs in the third person.
  • Talking about clothes.
  • Saying ‘this/these’.
  • Talking about sporting events.
  • Using three tenses
  • Revision and Assessment.
  • Project/cross-curricular work.
  • GCSE ready

 

ENRICHMENT OPPORTUNITIES

  • Young Language Leaders club
  • Trip to the cinema to watch ‘Coco’
  • Celebration of the Chinese New Year
  • Spelling Bee
  • Inter-house foreign song competition
  • European Language Day in September
  • Pancake Day
  • Language Summer Festival

LEARNING RESOURCES

Maths

Curriculum Lead: Miss Style

CURRICULUM OVERVIEW

Our aim is that every pupil athematics can be enjoyed and appreciated more fully once a pupil has a deep sense of the number system. We prioritise depth over breadth, challenging our pupils to build on prior learning, make connections between concepts and apply what they have learnt to unfamiliar contexts.

KS3

Pupils in Year 7 and in Year 8 have five 50 minute lessons of Maths a week and are taught in mixed attainment classes. They follow a Mathematics Mastery, research-led, curriculum. This does not follow one specific textbook. Pupils are set 2 home-learnings for Maths each week.

Pupils develop their recall speeds of multiplication and division facts through the regular use of Times Table Rockstars in Year 7. We use visuals and concrete manipulatives in class to support pupils’ conceptual understanding.

YEAR 7

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Learning objectives

Solve word problems (Addition & Subtraction)

Explain & Investigate (Multiplication & Division)

Geometry

Fractions

Applications of Algebra

Percentages and Statistics

  • Number bonds
  • Convert units
  • Money +/−
  • Measurement
  • Mental strategies
  • Multiplication facts
  • Multiplication strategies
  • Solve number problems
  • Lengths and units
  • Parallel and perpendicular
  • Work with angles
  • Division and the mean
  • Equal parts
  • Factors and multiples
  • Tenths and hundredths
  • Word problems
  • Fractional areas
  • Areas of rectangles and triangles
  • Number patterns
  • Algebraic notation
  • Triangle and quadrilateral properties
  • Decimals and problem solving
  • Fractions of shapes
  • Equivalence
  • Order of operations

Link to KS3 content:

  • Place value (including decimals)
  • Add and subtract (including decimals)
  • Rounding
  • Perimeter
  • Mental strategies
  • Factors and multiples
  • Multiply and divide (including decimals)
  • Area of rectangle, triangle and parallelogram
  • Calculate the mean
  • Further mental strategies
  • Draw and measure angles
  • Find unknown angles (straight lines, at a point, vertically opposite)
  • Properties of triangles and quadrilaterals
  • Unit conversions (linear)
  • Symmetry and tessellation
  • Equivalent fractions
  • Compare and order fractions and decimals
  • Change mixed numbers to improper fractions and vice versa
  • Fraction of a quantity
  • Multiply and divide fractions
  • Order of operations
  • Substitution
  • Form and simplify algebraic expressions
  • Expand over a single bracket, and factorise
  • Sequences (term-to-term, not nth term)
  • Construct and interpret statistical diagrams including pie charts
  • Convert between percentages, vulgar fractions and decimals
  • Percentage of a quantity
  • Find the whole, given the part and the percentage

Stretch & Depth:

  • Different counting systems or bases
  • Generalisation
  • Upper and lower bounds
  • Shikaku puzzles
  • Different counting systems or bases
  • Alternative methods of multiplication
  • Generalisation
  • Tessellating triangles and quadrilaterals
  • Tangram investigations
  • Rigid shapes
  • Terminating and recurring decimals
  • Fractions of tangrams
  • Shape block challenges
  • Four fours
  • Patterns and generalising
  • Algebraic mean questions
  • Comparing and converting between representations
  • Applications of percentages

YEAR 8

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Learning objectives

Number

Algebraic Expressions

2D Geometry

Proportional Reasoning

3D Geometry

Statistics

  • Factors, multiples and primes
  • Multiplication and division
  • Fraction equivalence and calculations
  • Problem solving with fractions
  • Order of operations
  • Form algebraic expressions
  • Substitution
  • Angle types
  • Angle facts
  • Rectangle and triangle areas
  • ×/÷ by powers of 10
  • Problem solving with negative numbers
  • Rounding
  • Bar modelling with factions
  • Fraction ×/÷
  • Bar modelling with equations
  • FDP equivalence
  • Rectilinear areas
  • Fraction +/−
  • Problem solving with fractions
  • Percentage increase and decrease
  • Substitution with negatives
  • Statistical diagrams
  • Ratio and rate
  • The mean
  • Calculator skills and rounding

Link to KS3 content:

  • Primes and indices
  • Prime factorisation, squares and cubes
  • Use of Venn diagrams to find LCM and HCF
  • Add and subtract fractions
  • Order and calculate with negative numbers
  • Form and solve linear equations (unknowns on one side)
  • Use more complex algebraic expressions
  • Linear sequences: nth term
  • Construct triangles and quadrilaterals
  • Calculate unknown angles (including parallel lines)
  • Unit conversions (including area)
  • Area of a trapezium
  • Areas and perimeters of composite figures
  • Percentage increase and decrease, including multipliers
  • Reverse percentage problems
  • Ratio (equivalent, of a quantity) and rate
  • Scaling and multipliers
  • Speed, distance, time
  • Use of significant figures and estimation
  • Circumference and area of a circle
  • Visualise and identify 3-D shapes and their nets
  • ·Volume of cuboid, prism, cylinder, composite solids
  • Surface area
  • Collect and organise data, including surveys
  • Interpret and compare statistical representations
  • Mean, median and mode averages
  • The range and outliers

Stretch & Depth:

  • Egyptian fractions
  • Continued fractions
  • HCF and LCM generalisation
  • Explore non-linear sequences
  • T-totals
  • Similarity and ratio
  • Complex constructions
  • Simple angle proofs
  • Density
  • Area scale factors
  • Loan repayment
  • Platonic solids
  • Percentage errors
  • Plans and elevations
  • Misleading graphs
  • Equal width histograms
  • Sampling methods

 

ENRICHMENT OPPORTUNITIES

  • Mathletes
  • Inter-house University Challenge
  • Times Table Rockstars
  • Inter-house Rock Wrangles
  • UKMT Challenge
  • Pangea Maths UK Competition

 

LEARNING RESOURCES

Music

Curriculum Lead: Mr Guez

CURRICULUM OVERVIEW

 The love and appreciation of Music adds so much to the quality of our lives. As we deepen our engagement in Music, whether by performing, composing or listening attentively to it, we come to appreciate what a wonderful gift it is. At Saracens High School, we aim to give pupils of all musical backgrounds a very positive experience of the subject. We encourage them to pursue their interest beyond the classroom.

KS3

Pupils in Year 7 and in Year 8 have 1 Lesson a week of Music. They are welcome every-time Mr Guez is free in the Music room at Break and lunch time where they can try any instrument they want.

 YEAR 7

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Learning objectives

Pulse and Rhythm

 

Keyboard Line

Ukulele

 Chords and composition

Electronic Music

Band Project I

 Learning to play the Djembe drum

 

 Learning how to play the keyboard

Learning to play the Ukulele

 Learning how to create Triads.

 Making an instrumental using a music software

Forming a band and making a cover of a song of their choice

  • Pulse and rhythm
  • Polyrhythm
  • Ostinato
  • Playing in a group
  • Knowing the 3 sounds of the djembe.
  • Improvisation

 

  • Learning the name of the keys.
  • Composing short melodies
  • Playing with both hands.
  • Learning to play famous songs of different difficulty levels
  • Knowing how to read a Chord Tab.
  • Knowing how to read a fingerstyle tab.
  • Learning how to strum.
  • Learning to play C, G, Am and F.
  • Learning to play famous Ukulele songs in groups.
  • Learning the difference between Major and minor chords.
  • Knowing the technique to play any Major or minor triads on the keyboards.
  • Learning the different ways of playing triads Chord sequence
  • Composing a simple melody on top of a triad using the Notes of the triads and the passing notes.
  • Learning the notion of sampling.
  • Learning the specific skills of electronic music.
  • Using the knowledge of chord sequences and melody building to create a beat
  • Starting to learn modern Music structures.
  • Creating a collaborating beat. 
  • Remembering how to use a djembe, ukulele and keyboard.
  • Compiling all the skills learned over the year to choose a song and make a cover of it.
  • Bouncing back from failure
  • Trial and error
  • The student are given much more freedom so they learn independence and gain self confidence.
  • Best covers will perform in front of the school during assembly.

 

YEAR 8

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

 Program Music 

Blues

Film Music

Pop Music/Electronic Music II

What is GCSE Music?

Band Project II

Music that paints a picture or tells a story

Performing a blues song

Connection between Music and Cinema

Making a Pop Arrangement

Introduction to what will be in GCSE Music

Celebration of everything learned so far

  • Composition based unit.
  • Tempo
  • Dynamics
  • How to change the effect of your Music.
  • Tones and Semitones
  • Blues Scale
  • Improvisation
  • 12 Bar Blues
  • Walking Bass
  • Vamp
  • Listening
  • The importance of Music in Films.
  • What is the use?
  • Analysing famous Film Songs.
  • Creating their own film theme.
  • Students are learning about different musical devices used in popular songs including the use of hooks and riffs. Students will learn about how pop songs are arranged and how different artist and groups have created various arrangements of the same song
  • Learning notation.
  • Different ways to notate music.
  • What will have to be covered in GCSEss.

 

  • Same as in Year 7.
  • Students to see/realize the progress made over the two years. ENRICHMENT OPPORTUNITIES
    Guitar Club
    Drumming Club
    Orchestra/Learning specific instruments such as violin
    Yearly concert /performances
    Lunch time Piano

ENRICHMENT OPPORTUNITIES

  • Guitar Club
  • Drumming Club
  • Orchestra/Learning specific instruments such as violin
  • Yearly concert/performances
  • Lunch time Piano

LEARNING RESOURCES

Philosophy, Religion and Ethics (PRE)

Curriculum Lead: Miss Morphitis

CURRICULUM OVERVIEW

Philosophy, Religion and Ethics provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and issues of right and wrong. It develops pupils’ knowledge and understanding of the 6 main religions. It enhances pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures. They explore ethical issues from personal perspectives and develop an understanding of other people’s views.

Employers recognise the valuable and transferable skills that come with studying Religious Studies. Additionally, UCAS states that…

“Knowledge of other cultures and world religious beliefs can be useful in many jobs where you are working with the public or communities. These include counselling and social services, marketing, sales and advertising, catering and hospitality, leisure, sport and tourism, retail sales and customer services, education and training, medicine and nursing, and service sector roles.”

 KS3

Pupils in Year 7 and in Year 8 have one lesson of PRE per week. Pupils learn about the traditions, beliefs, teachings, practices and forms of expression of 6 key religions: Judaism and Buddhism (Year 7) Hinduism, Christianity, Islam and Sikhism (Year 8).

 We offer pupils the opportunity to develop spiritually, morally, socially and culturally through the study of these religions. Pupils are also encouraged to reflect on what they have learnt and apply this to their own lives, even if the beliefs are different to their own.  They develop their ability to apply their knowledge and understanding of how religion impacts the individual, communities and society. The PRE curriculum also focuses on ethical debates and issues ranging from animal rights to miracles.

 YEAR 7

Autumn

Spring

Summer

Unit title and Learning objectives

Buddhism

  • Introduction to RE and world religions
  • Life of Buddha
  • Three poisons
  • Wheel of life
  • Buddhism rules
  • Sangha
  • Noble truths
  • Eightfold Path
  • Diversity of Buddhism
  • Dalai Lama
  • Buddhism in the UK

Judaism

  • Origins – Joseph and Moses
  • 10 commandments
  • Synagogue
  • Sabbath/ Shabbat
  • Festivals
  • Yom Kippur
  • Passover
  • Bar and Bat Mitzvah
  • Kosher food
  • Judaism in UK and Barnet

Philosophy and Religion

  • Ancient philosophers
  • Moral dilemmas
  • Existence of God
  • How did the world begin?
  • Miracles
  • The soul
  • Animals and humans
  • Should we eat meat?

 

 

YEAR 8

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Hinduism

  • Dharma
  • Hindu life
  • Sacred texts
  • Caste
  • Gandhi
  • Gods
  • Mandir
  • Diwali

Christianity

  • Old testament
  • Jesus
  • Gospels
  • Miracles and Parables
  • Baptism
  • Prayer
  • Worship
  • Church

 

Islam

  • Origins
  • Holy book
  • Prophets
  • Mosque
  • Imams
  • Festivals
  • Angels
  • Akhirah

Pilgrimage

Sikhism

  • Origins
  • Worship
  • Pilgrimage
  • Marriage
  • Gurdwara
  • Sikhism in the UK

Conflict and Religion

  • Peace
  • Attitudes of each religion to war
  • Quakers
  • Christian crusades
  • Israel/ Palestine
  • Terrorism

Ethics

  • Life is sacred
  • Abortion
  • Fertility treatment
  • Genetic engineering
  • Organ transplants
  • Suicide
  • Euthanasia
  • Women’s rights
  • Animal rights
  • Discrimination

ENRICHMENT OPPORTUNITIES

  • Global Club
  • Our History Month
  • Them and Us Month
  • Send my friend to school campaign
  • PiXL Edge

LEARNING RESOURCES

PE

Curriculum Lead: Mr Mitman

CURRICULUM OVERVIEW

Physical Education has a broad role to play in the development of the individual at Saracens High School, after all, opportunities to compete in sport and other activities build character and help to embed our values such as Discipline, Hard work, Honesty and Humility. Self-confidence, self-esteem and self-discipline are all characteristics that improve readily in the environment that is created within lessons.  We offer a high-quality Physical Education curriculum that inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. All pupils have the opportunity to develop a variety of physical skills and we see each of them – regardless of talent or ability – as an individual with something to offer. We provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Pupils are taught to become more competent, confident and expert in their techniques, and apply them across different sports and physical activities, while developing the confidence and interest to get involved in exercise.

KS3

Pupils in Year 7 and in Year 8 have 3 hours’ curriculum time per week.  During this time, they are able to develop their skills through a range of team sports like; Rugby, Netball, Handball and Football. Individual skills are developed through activities such as; Gymnastics, Athletics and Dance.  We strive to develop our pupil’s abilities to use a range of tactics and strategies, to overcome opponents in direct competition (through team and individual games), and develop their techniques and improve their performance in other competitive sports. We fully encourage our pupils to take part in competitive sports and activities outside of school, through our Saracens community links and extra-curricular sports clubs.

 YEAR 7

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Learning objectives

Football 

Netball 

Rugby 

Basketball 

Athletics

Athletics

Handball

 

Gymnastics/

Dance

Table Tennis

Fitness

Rounders

Cricket

 YEAR 8

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Football

Netball

Rugby

Hockey

Athletics

Athletics

Handball 

Gymnastics

Table Tennis

Health Related Fitness

Rounders/

Softball

Cricket /

Lacrosse

ENRICHMENT OPPORTUNITIES/ EXTRA CURRICULAR CLUBS:

  • Rugby Training – Delivered by Saracens RFU coaches/ players
  • Table Tennis
  • Football
  • Fitness/ Cross country
  • Athletics
  • Netball
  • Rounders
  • Cricket

 LEARNING RESOURCES

 https://www.bbc.com/bitesize/subjects/zxf3cdm

Science

Curriculum Lead: Mrs Latif

CURRICULUM OVERVIEW

All individuals are naturally curious, which makes science an ideal subject for them to learn. Science at Saracens allows pupils to explore their world and discover new things. It is also an active subject, containing activities such as hands-on labs and experiments. It gives them an insight of the real life experiments and creations that goes on around them. Our lessons promote challenge, resilience and creative thinking. The aim is to use all the sciences Physics, Biology and Chemistry to help create a well rounded individual.

KS3

Pupils in Year 7 and in Year 8 follow a 2-year KS3 and a 3-year GCSE, leading up to the AQA GCSE Science Foundation / Higher.

The models below are based on the following principles:

  • A 14-week Autumn Term, followed by two 12-week terms per academic year.
  • A focussed revision period within each topic with a review lesson post topic test.
  • An average of 4 hours a week is used for science lessons

The core foci within the curriculum include:

Mathematical skills, numeracy makes up 10% of the GCSE exams including scaled graph drawing, percentage change, working out the mean, range and median. As well as working with ratios such as surface area to volume ratios.

Literacy skills: Students are expected to answer questions that require a level of analysis and evaluation of key science topics, such as whether embryonic screening should be allowed or whether euglena is an animal or plant cell. Within the GCSE Curriculum students have to be able to answer ‘6 mark’ long answer questions such as the comparison of adaptations between the camel and polar bear.

Practical skills, a sections of ‘core practical’s have been added to the curriculum. Core practical ‘must’ be carried out by the student within the laboratory and determine whether they pass the science course or not.  Attendance for practical’s in year 7 is therefore necessary as it helps to build the foundation needed for GCSE. The 2 year practical KS3 curriculum will include step by step demonstrations and whole class practical experience. Students are also required to carry out data analysis and write up methods with independent, dependant and control variables.

Overall the exams will measure how students have achieved the following assessment objectives

AO1: Demonstrate knowledge and understanding of: 40%
1) scientific ideas
2) scientific techniques and procedures.

AO2: Apply knowledge and understanding of: 40%
1) scientific ideas
2) scientific enquiry, techniques and procedures.

AO3: Analyse information and ideas to: 20%
1a) interpret 1b) evaluate 
2a) make judgements 2b) draw conclusions
3a) develop experimental procedures 3b) improve experimental procedures.

 

 YEAR 7

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title and Learning objectives

 Cells

Focus: literacy

 

 Matter

Focus: numeracy

 Acids and Alkalis

Focus: practical work

 Reactions

Focus: practical work

 Forces

Focus: numeracy

Combustion

Focus: practical work

 Introduction into action in Science

 Focus: practical work

 Animal reproduction

 Focus: Literacy

 Ecosystems

Focus: numeracy

 Energy

Focus: literacy

 Electricity

 Focus: practical work 

 Fluids

  Focus: numeracy

 

  

 

 

 

 

Food and nutrition

Focus: literacy

  YEAR 8

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Light and sound

Focus: numeracy

 

Rocks:

Focus: literacy

Earth

 Focus: numeracy

Electromagnets

Focus: numeracy

The periodic table and atomic structure

Focus: numeracy

Energy GCSE transition

Focus: practical’s

Genetics and evolution

 Focus: Literacy

 

Breathing and respiration

Focus: practical

Unicellular organisms

 Focus: literacy

Making salts

  Focus: practical

Cell structure and transport, GCSE transition:

 Focus: Literacy

Separating substances GCSE transition

 Focus: Practical

 

  

 

 

Plant growth

Focus: literacy

 

 

 ENRICHMENT OPPORTUNITIES

  • Explore and Learn Science Club
  • Science museum, discovering the Wonderlab trip
  • Science week

 LEARNING RESOURCES