Parent letter secondary topics term 4 2017

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  1. 1. Secondary Topics Term 4 2017 English S1/2 Private Peaceful by Michael Morpurgo - structured prose study covering all aspects of literacy work War poetry Skills revision: grammar, handwriting, dictionary work, comprehension S3 Orkney Folk Tales and folklore Creative writing Reading for Understanding, Analysis and Evaluation Basic skills revision S4 Under Milk Wood by Dylan Thomas Creative Writing The short story genre Media Studies Mathematics and Numeracy S1 Transition (June) Number Order of operations: I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions. S1 Money: I can budget effectively, making use of technology and other methods, to manage money and plan for future expenses. Coordinates: I can use my knowledge of the coordinate system to plot and describe the location of a point on a grid. Symmetry: I can illustrate the lines of symmetry for a range of 2D shapes and apply my understanding to create and complete symmetrical pictures and patterns.
  2. 2. Volume of 3D shapes: Having investigated different routes to a solution, I can find the area of compound 2D shapes and the volume of compound 3D objects, applying my knowledge to solve practical problems. S2 Probability: I can find the probability of a simple event happening and explain why the consequences of the event, as well as its probability, should be considered when making choices. Sequences and patterns: Having explored number sequences, I can establish the set of numbers generated by a given rule and determine a rule for a given sequence, expressing it using appropriate notation. Special numbers Multiples and common factors: I have investigated strategies for identifying common multiples and common factors, explaining my ideas to others, and can apply my understanding to solve related problems. o I can apply my understanding of factors to investigate and identify when a number is prime. Bearings: Having investigated navigation in the world, I can apply my understanding of bearings and scale to interpret maps and plans and create accurate plans, and scale drawings of routes and journeys. Scale: I can apply my understanding of scale when enlarging or reducing pictures and shapes, using different methods, including technology. Formula: I can create and evaluate a simple formula representing information contained in a diagram, problem or statement. End of term Holistic testing S3 N4 Unit 1-Expressions and Formulae: Calculating the circumference and area of a circle Calculating the area of a parallelogram, kite and trapezium Investigating the surface of a prism Calculating the volume of a prism N5 Unit 1 Expressions and Formulae- Applying algebraic skills to manipulate expressions: Working with algebraic expressions involving expansion of brackets Factorising an algebraic expression Completing the square in a quadratic expression with unitary x2 coefficient
  3. 3. S4 Numeracy Preparation for Added value unit Added value testing. Sciences S1 Transition (May) Where are the living things? o I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. S1/2 DNAzing o I have extracted DNA and understand its function. I can express an informed view of the risks and benefits of DNA profiling. Pure as Snow o I can differentiate between pure substances and mixtures in common use and can select appropriate physical methods for separating mixtures into their components. Light lenses, magnification and beyond o By exploring the refraction of light when passed through different materials, lenses and prisms, I can explain how light can be used in a variety of applications. o By exploring radiations beyond the visible, I can describe a selected application, discussing the advantages and limitations. S3 Biology Photosynthesis: Two staged process, Chemical energy and Limiting factors Respiration: The chemical energy, Energy release and respiration processes Assessments: End of unit one testing. National 4/5 where appropriate S3 Chemistry Acids and Alkalis: Disassociation on water into hydrogen and hydroxide ions, pH, Neutralisation and Titration Assessments: End of unit one testing. National 4/5 where appropriate S4 Biology: Completion of Unit 3 and testing S4 Chemistry: Course complete
  4. 4. Social Subjects: Geography S1 Population and Development. ( Weeks 1-6 ). Where does everybody live? Why are some parts of the World rich and others poor? How do we measure development? How can we use maps to show differences in levels of development? Case study of a developed and developing country. Geography Transitions Task. ( Week 7 ). Why do People Choose to live in Different Places ? ( Week 8-11). What is the Tundra Like? What would it be like to live in the Tundra? What is the desert like? What would it be like to live in the Desert? S2 Population and Development. ( Weeks 1-6 ). Where does everybody live? Why are some parts of the world rich and others poor? How do we measure development? How can we use maps to show differences in levels of development? Case study of a developed and developing country. Once transition into S3 has taken place, those students choosing to continue with Geography will be involved with the study of the following: Development and Health ( Weeks 8-11. ). Measuring Development ( Recap ). Health: o Diseases in ELDCs. o Diseases in EMDCs. o Malaria. o Heart Disease. o AIDS. S3 Weather.( Weeks 1-6 ). Elements of the Weather ( including recording, measuring, weather symbols ). Factors affecting Britains weather (Latitude, Distance from the sea, Relief, British weather patterns, Aspect ). Air Masses. Weather systems and weather maps (including Depressions, Anticyclones and Weather forecasting ).
  5. 5. Once transition into S4 has taken place, study will be focused on the following: National 4 Coursework: ( Week 7 ). Students will be involved in preparation work for National 4 Coursework. They will be required to choose an appropriate geographical topic that will allow research, including individual fieldwork, to be carried out. Collection of fieldwork will be required over the summer holiday. Development and Health ( Weeks 8-11. ). Measuring Development ( Recap ). Health: o Diseases in ELDCs. o Diseases in EMDCs. o Malaria. o Heart Disease. o AIDS. S4 Population.( Weeks 1-6 ). Recap the following topics: World Population distribution. Urban and Rural Population. Population Change. The effects of rapid population growth. The effects of slow population growth. The Demographic Transition Model. Weather.( Weeks 1-6 ). Elements of the Weather ( including recording, measuring, weather symbols ). Factors affecting Britains weather ( Latitude, Distance from the sea, Relief, British weather patterns, Aspect ). Air Masses. Weather systems and weather maps ( including Depressions, Anticyclones and Weather forecasting ). Social Subjects: History S1 The Industrial Revolution. ( Weeks 1-6). What caused the Industrial Revolution? Which new technologies transformed Industrial Britain? What was life like for children in Industrial Britain? Living conditions in towns and cities during the Industrial Revolution.
  6. 6. Transition Task ( Week 7). Once S1 have transferred into S2 they will be involved with the study of: The Assassination of JFK. ( Weeks 8-11 ). Fact File on JFK in form of CV. Who was JFK? What new ideas did President Kennedy talk about? Death of a President; Events of 22/11/1963 The Search for a Killer ( including the Murder of Officer Tippet ). The Case against Oswald. The Warren Report. Extension Work A Conspiracy ( including Magic Bullet Theory ). Can you find out more about the Assassination of JFK? Can you present a case against anyone? Court Case. What theory do you believe? S2 The Industrial Revolution. ( Weeks 1-6). What caused the Industrial Revolution? Which new technologies transformed Industrial Britain? What was life like for children in Industrial Britain? Living conditions in towns and cities during the Industrial Revolution. Once S2 have transferred into S3 and, if History has been chosen as an option, areas of study will focus on the following topic: The Atlantic Slave Trade 1770-1807. ( Weeks 8-11 ). What is a Slave? What was the Atlantic Slave Trade? The British Empire & the Slave Trade. What was Africa like before the Slave Trade? The start of the Slave Trade. What were the effects of the Slave Trade on Africa? Captured in the Africa & Slave Factories. The Middle Passage. S3 During this Term students will be involved in the study of the following topics: Germany 1918-1939. ( Weeks 1-6 ). Jews in Nazis Germany ( recap ). Hitler and the Youth of Germany. Nazi Propaganda Churches in Nazi Germany.
  7. 7. Germanys Economic Miracle: Was it for real? Review Week ( Week 7 ). Once S3 have transferred into S4 and, if History has been chosen as an option, topics covered will focus on: The Atlantic Slave Trade 1770-1807: ( Weeks 8-11). What is a Slave? What was the Atlantic Slave Trade? The British Empire & the Slave Trade. What was Africa like before the Slave Trade? The start of the Slave Trade. What were the effects of the Slave Trade on Africa? Captured in the Africa & Slave Factories. The Middle Passage. S4 Germany 1918-1939. ( Weeks 1-6 ). Jews in Nazis Germany ( recap ). Hitler and the Youth of Germany. Nazi Propaganda Churches in Nazi Germany. Germanys Economic Miracle: Was it for real? Health and Food Technology S1 and S2 HFT This term S1 and S2 will be moving on to the next unit of the Curriculum for Excellence course, which is called 'Food and the Consumer'. They will be learning about food miles and food sustainability, consumer food choice, culture and religion in food, packaging and labelling and food and health policy. They will also be doing practical tasks associated with these topics. S3 HFT This term S3 will be recapping areas of the Contemporary Food Issues Unit to make sure that all students are up to date. We shall then move on to look at the Food for Health unit, which considers the impact of diet in terms of health and looks at the dietary needs of different groups of people and diet-related conditions. Students will be asked to design and prepare meals to fit in with this unit.
  8. 8. Practical Cake Craft S3 CAKE CRAFT This term students will be working on their portfolios and investigating making ganache and royal icing for use in decoration. They will also be making a fruit cake and decorating it appropriately. French S1 French topics: Ma zone L o jhabite: o Talking about your town / village o Using Il y a , Il ny a pas de Perdu dans le parc dattractions! o Giving directions o Understanding when to use tu and vous. Le weekend o Talking about where you go o Using + the definite article Coucou o Asking someone to go somewhere o Using je veux / je peux + infinitive Quest-ce quon peut faire ..? o Saying what you can do in town o Using on peut + infinitive S2 French topics: Mon identit Mon caratre o Talking about personality o Adjectival agreement On se dit tout o Talking about relationships o Reflexive verbs (se lever / se rveiller / etc) Quelle musique coutes-tu? o Talking about music o Agreeing / disagreeing and giving reasons Mon style
  9. 9. o Talking about clothes o The near-future tense De quoi es-tu fan? o Talking about your passion o Past / Present and Future tenses S3 French topics: Bien dans sa peau Touch o Learning the parts of the body o Using + the definite article Le sport et le fitness o Talking about sport o Using Il faut Mes resolutions pour manger sain o Learning about healthy eating o Using the future tense Je serai en forme o Making plans to get fit o Practising the future tense S4 French Completion of Added Value Unit RME S1/2 Personal Search (The Natural World) The Creation of the World Stories & stewardship Protecting the planet Relying on resources Should animals have rights? S3/4 Christianity then & now God and the gods Around birth
  10. 10. Music S1/2 Vocal Music/Performing The S1/2 course this term will focus on Vocal Music and performing. Pupils will learn about the characteristics of Vocal Music including vocal groupings, voice types, operas and musicals. Pupils will also compose some vocal music in a Rap style. Pupils will continue to practice their instruments on level specific pieces. Teacher input will come in the form of short discussions with the pupil and help will be given both musically and in goal setting. Although there will be no formal assessment, pupils will be expected to show improvement over the duration of this term. S3 Music Literacy/Performing This term the S3 class will focus on music theory and N5 performing on the glockenspiel. They will learn National 3/4 musical concepts and be undertaking activities/exercises based on music theory from the curriculum. Pupils will also be continuing their studies in Performance. Pupils will regularly practise on two instruments, one of those will be glockenspiel. It is hoped by the end of the term pupils will be able to play 1 piece at National 5 level, with a view to learning two more pieces in S4. Art & Design Information to follow later, due to staff changes in this area. Technical Department S1/S2 Graphic Communication: The Class will be completing the Orthographic Drawing unit before an introduction to Computer Aided Drawing using Google Sketch Up. Craft: Designing and Manufacturing an Electronic device holder.
  11. 11. PE S1-S4 athletics and striking and fielding games Health and Wellbeing Now that we find ourselves in the final term of the year, our focus for learning in health and wellbeing will still be around the individuals mental, emotional, social and physical wellbeing. The programme this term will include work on: S1/2 Target setting Writing profiles of achievement Relationships Pupils will as always be encouraged to celebrate success and look to the future in planning their own next steps through the use of their logs and target setting S3/S4 Target setting Writing profiles of achievement Relationships Pupils will also continue to work on their portfolios of work for the Achieve programme. They will as always be encouraged to celebrate success and look to the future in planning their own next steps using their logs and target setting. A specific focus for S4 pupils will be dealing with pressure, stress and transitions.

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