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Parent letter secondary topics term 2 19 20


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Parent letter secondary topics term 2 19 20

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Parent letter secondary topics term 2 19 20

  1. 1. Secondary Topics Term 2 (2019–20) English In English this term S1 and S2 are completing their reading, analysis and evaluation of Stone Cold by Robert Swindells. This will be followed by a holistic assessment based on the book covering all the attainment areas in English: reading, writing, speaking and listening. Following the assessment, pupils will watch the film A Street Cat Named Bob. S1 will write a review of the film, whilst S2 will explore how the two texts deal with the issue of homelessness in a comparison essay. S3 is exploring Film and TV Drama in preparation for the National 5 critical reading paper. Fraser has chosen two media texts, Jurassic Park and Avengers Infinity War. He will be learning about camera angles and shots and applying film terminology such as mise en scene to describe what is happening on the screen. S4 are editing their writing portfolios and speeches so that they are at or above the standard expected for National 5 English. They will be completing their spoken language performances in the next week or so. I recommend that S4 begin to re- read Sailmaker in preparation for the Prelims in January. Mathematics and Numeracy S1  Measure: Perimeter and area of 2D shapes  Algebra 2: Equations  Information Handling  Number: Calculations – Dealing with Decimals S2  Number: Integers  Number: Fractions, decimals and percentages: Proportion and ratio  Number: Powers and Roots  Number: Time, distance and speed S3  Patterns and sequences  Algebra: Brackets and index law  Area and volume of 3D shapes  Coordinates  Symmetry
  2. 2. S4 N3 Applications of Mathematics - Shape, Space and Measure:  Time and timetables  Rules and formulae  Scale drawing  Gradients  Pythagoras N5 Algebraic skills:  Algebraic fraction  Applying the four operations to algebraic fractions  Determining the equation of a straight line  Working with linear equations and inequations  Working with simultaneous equations  Changing the subject of a formula  Determining the equation of a quadratic function from its graph  Sketching a quadratic function  Identifying features of a quadratic function Sciences S1/S2 Science  Friction and Air Resistance (continued)  Biological Systems and life choices S3 Biology: Life on Earth Photosynthesis:  Photosynthesis is a two-stage process: o Light reactions: the light energy from the sun is trapped by chlorophyll in the chloroplasts and is converted into chemical energy which is used to generate ATP. Water is split to produce hydrogen and oxygen. Oxygen diffuses from the cell. o Carbon fixation: a series of enzyme-controlled reactions, which use hydrogen and ATP (produced by the light reactions) with carbon dioxide to produce sugar.  The chemical energy in sugar is available for respiration or the sugar can be converted into other substances, such as starch (storage) and cellulose (structural).  Limiting factors: carbon dioxide concentration, light intensity and temperature and their impact on photosynthesis and plant growth. Analysis of limiting factors graphs.
  3. 3. Energy in ecosystems:  In transfers from one level to the next in a food chain, the majority of the energy is lost as heat, movement or undigested materials. Only a very small quantity is used for growth and is therefore available at the next level in a food chain.  Definitions and comparisons of pyramids of numbers and energy. Food production:  Increasing human population requires an increased food yield. This can involve the use of fertilisers and pesticides. Fertilisers provide chemicals such as nitrates which increase crop yield. Plants and animals which reduce crop yield can be killed by pesticides.  Nitrates dissolved in soil water are absorbed into plants. Nitrates are used to produce amino acids which are synthesised into plant proteins. Animals consume plants or other animals to obtain amino acids for protein synthesis. Fertilisers can be added to soil to increase the nitrate content of the soil.  Fertilisers can leach into fresh water, adding extra, unwanted nitrates. This will increase algal populations which can cause algal blooms. Algal blooms reduce light levels, killing aquatic plants. These dead plants, as well as dead algae, become food for bacteria which increase greatly in number. The bacteria use up large quantities of oxygen, reducing the oxygen availability for other organisms. Genetically modified (GM) crops can be used to reduce the use of fertilisers.  Pesticides sprayed onto crops can accumulate in the bodies of organisms over time. As they are passed along food chains, toxicity increases and can reach lethal levels. The use of biological control and genetically modified (GM) crops as alternatives to the use of pesticides. S4 Biology: Multicellular Producing new cells  Sequence of events of mitosis. Understanding of the terms chromatids, equator and spindle fibres.  Mitosis provides new cells for growth and repair of damaged cells and maintains the diploid chromosome complement.
  4. 4.  Stem cells in animals are unspecialised cells which can divide in order to self- renew. They have the potential to become different types of cell. Stem cells are involved in growth and repair.  Specialisation of cells leads to the formation of a variety of cells, tissues and organs. Groups of organs which work together form systems.  A hierarchy exists: cells tissues organs systems. Control and communication  Nervous control o The nervous system consists of central nervous system (CNS) and other nerves. CNS consists of brain and spinal cord. Structure and function of parts of the brain — cerebrum, cerebellum and medulla. Neurons are of three types: sensory, inter and motor. Receptors detect sensory input/stimuli. Electrical impulses carry messages along neurons. Chemicals transfer these messages between neurons, at synapses. o Structure and function of reflex arc.  Hormonal control o Endocrine glands release hormones into the bloodstream. Hormones are chemical messengers. A target tissue has cells with complementary receptor proteins for specific hormones, so only that tissue will be affected by these hormones. o Blood glucose regulation. The roles of insulin, glucagon, glycogen, pancreas and liver. Reproduction  Cells are diploid, except gametes, which are haploid.  The types of gametes, the organs that produce them and where these are located in plants and animals. The basic structure of sperm and egg cells.  Fertilisation is the fusion of the nuclei of the two haploid gametes to produce a diploid zygote, which divides to form an embryo.  National 5 in-class assessment  National 5 Assignment Research stage 1: Photosynthesis and light as a limiting factor (Component 2, 20 marks available)
  5. 5. S4 Chemistry: Chemistry in Society Plastics Addition polymerisation  Plastics are examples of materials known as polymers.  Polymers are long chain molecules formed by joining together a large number of small molecules called monomers.  Addition polymerisation is the name given to a chemical reaction in which unsaturated monomers are joined, forming a polymer.  The names of addition polymers are derived from the name of the monomer used. Note: brackets can be used in polymer names to aid identification of the monomer unit. Representation of the structure of monomers and polymers  A repeating unit is the shortest section of polymer chain which, if repeated, would yield the complete polymer chain (except for the end- groups).  The structure of a polymer can be drawn given either the structure of the monomer or the repeating unit.  From the structure of a polymer, the monomer or repeating unit can be drawn. Fertilisers Commercial production of fertilisers  Growing plants require nutrients, including compounds containing nitrogen, phosphorus or potassium.  Fertilisers are substances which restore elements, essential for healthy plant growth, to the soil.  Ammonia and nitric acid are important compounds used to produce soluble, nitrogen-containing salts that can be used as fertilisers.  Ammonia is a pungent, clear, colourless gas which dissolves in water to produce an alkaline solution.  Ammonia solutions react with acids to form soluble salts.  National 5 in-class assessment National 5 Assignment Research stage 1:Calcium content of bottled water S4 Physics  This term we shall be looking at electricity and considering voltage, current and resistance and how these relate to each other in Ohms Law. We shall also be looking at voltage divider circuits and series and parallel circuits as well as transistors and other circuit components using practical work as well as practice exam questions. Electricity generation and electrical power will also hopefully be covered.
  6. 6. Social Subjects: Geography S1/2 How Can We Protect and Use the Environment? (7 Weeks)  What are environmental issues?  Why should some areas be protected?  How do we use and protect the Cairngorms?  How is Orkney using renewable energy to help save the environment?  Why should we protect coral reefs?  Why is Mount Everest under threat? We will also continue to re-enforce knowledge and application of: Map Skills  4 & 6 Figure Grid References  Measuring Height on a Map  Scale  Latitude and Longitude S3 and S4 During this Term, students will be involved in the study of the following topics: Development and Health (Weeks 1-4).  Health: o Diseases in ELDCs o Diseases in EMDCs o Heart Disease (Distribution, Cause, Management, Impact) o AIDS (Distribution, Cause, Management, Impact) o End of Unit Assessment Population (Weeks 5-8).  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
  7. 7. S4 During this Term students will be involved in the study of the following topics: Human Environments: Urban Geography (6 Weeks)  Characteristics of land use zones in cities in the developed world  Recent developments in the CBD, inner city, rural/urban fringe in developed world cities: Case Study Glasgow  Recent developments in dealing with shanty towns in developing world cities Case Study of a Developing City Mumbai, India National 4 Value Added Unit (Weeks 1-7) S4 Only Individual write up using data collected over the summer holidays. Students will be involved with processing this data, then analysing it and finally writing their findings and conclusions as a report. This will be completed in class and during allocated homework slots. Social Subjects: History S1/2 During this Term students will be involved in the study of the following topics: Ancient Civilisations (6 weeks)  Explain what a civilisation is  Describe what ancient Mesopotamia was like  Who Were the People of the Indus Valley?  Personal Project choosing an ancient civilisation such as the Egyptians, People of Ancient China, the Romans, the Greeks. Personal Project, S2 only Will be involved in a personal project of their own choosing based on a local history topic. S3 During this term, students will be involved in the study of the following topics: Module 1: The Atlantic Slave Trade 1770-1807: (7 Weeks)  What were the effects of the Slave Trade on Africa?  Captured in the Africa & Slave Factories  The Middle Passage  Britain and the Caribbean  The Captive’s Experience and Slave Resistance
  8. 8. S4 During this term students will be involved in the study of the following topics: Migration & Empire 1830-1939 (7 Weeks) o Immigration to Scotland, 1830s–1939:  Reasons for immigration of different groups and patterns of settlement including Irish, Lithuanians, Jews and Italians. o Experience of immigrants to Scotland, 1880s–1939:  The experiences of the migrants - living conditions, employment. Scots and Irish: religious and cultural forces binding the Irish community in Scotland; relations between immigrants and Scots — stereotype and reality.  The economic, social and political impact of immigration. Art and Design  In Secondary, we are working on a Visual Elements drawing project where we are learning how to use different materials and techniques to create observational drawings. Fashion & Textiles - Item Development Students will identify design solutions for an item that takes into account  fashion/textile trends  work to a design brief  choose a trend or era to research & create a moodboard  create a design sheet for their item based on the trend researched  make their item using a variety of techniques to a specific standard  evaluate the item against a set criteria Practical Woodwork - flat frame construction Students will  develop skills in the construction of joints for a flat frame  develop a knowledge and understanding of tools and materials used  produce a small photo frame Health & Food Technology Students will  develop knowledge and understanding of food and personal hygiene in the kitchen  food spoilage and contamination  food storage and preservation  food energy and physical activity  food nutrients and requirements through life
  9. 9. French S1 French topics: Les matières à l’école:  Learn about school subjects. Say what your favourite subject is. What you like/don’t like/hate/find OK.  Give your opinion about school subjects and teachers. (e.g. I don’t like maths because the teacher is too strict, etc...)  The French school system Quelle heure est-il?  The 12h and 24h clocks – Speaking about your school timetable. Au collège:  Describing your school day  Using “on” to say “we” Miam-miam!:  Talking about food  Using the partitive article (du/de l’-de la/des) S2 French topics: Mon identité:  Talking about my personality  Adjective agreement On se dit tout:  Talking about relationships  Reflexive verbs Quelle musique écoutes-tu?  Talking about music  Agreeing, disagreeing, giving reasons Mon style  Talking about clothes  The near future (avoir + infinitive) De quoi tu es fan?  Talking about your passion  Past, present and future tenses L’identité régionale  Talking about different regions S3 French topics:
  10. 10. Culture (to be completed)  Technology (La technologie) L’école (School)  Subjects and teachers (Les matières et les professeurs)  School issues (Problèmes scolaires)  Education in France and Scotland (L’éducation en France et en Ecosse)  The ideal school (L’école idéale) S4 French topics: Citoyens du Monde (Nat 5) 1. Là où j’habite  Your local area  Things you can do in your town  Tourist information in your local area 2. La ville et la campagne  Advantages/disadvantages of living in a town  Advantages/disadvantages of living in the countryside  Comparisons between town and country life 3. Recycler, c’est bien  Environmental advice  How to be environmentally friendly at home  What you do to help the environment 4. Les citoyens du monde  To be able to discuss the engagement in global citizenship  Roles and responsibilities of being a global citizen  To talk about an example of Global citizenship in France (les Restos du coeur) 5. Les langues sont importantes  The importance of learning a language  How another language can be useful in a personal and professional context  Why speaking another language will give you new opportunities Work on Nat.4 Added Value Unit and Nat.5 preparation for Performance Talking and Writing assessment. RME S1/2 RME topics:  Hinduism project (gods & goddesses/ places of worship/ holy books, ect…  Christianity project
  11. 11. S3/4 RME topics:  Christianity then & now  The holy books Music  S1/2 – Computer Music Notation/Solo Performing The S1/2 music course this term focuses on solo performing and using technology to notate and create music. Pupils will use their laptops to create music, using a computer program called Musescore. They will learn the skills to use this program effectively, creating musical staves, dynamics and other musical text. They will develop their own compositions: in S1, an 8-bar piece, and in S2 a 16-bar piece. Pupils will be required to document their practice regime on both instruments, including target setting and goals. 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. A video recording of individual and group performances will be made for pupils to self-assess and peer assess with the aim to identify strengths and areas for improvement  S4 N3 Music This term focusses on Listening concepts at a National 3 level. There are approximately 60 musical terms/concepts that pupils must learn and be able to identify by ear, and recognise in given examples of printed music. There will be a Listening assessment at the end of this unit which could feature any of the N3 concepts, along with a series of exercises during the term which will also go towards the assessment and completion of the unit. P.E. All pupils are learning gymnastic skills this term.
  12. 12. Health and Wellbeing S1/S2 We are now into our second term of the academic year, and all secondary pupils will continue to have opportunities to access the health and wellbeing curriculum in a variety of contexts. As part of the School Health team, the school nurse will visit once a month and hold sessions with S1-4 on a variety of health topics. During PSE lessons, the learning is centred on the individual’s mental, emotional, social and physical wellbeing. The programme of study for this term will include work on:  #nowrongpath #StronsayDestinations This project has been designed to build aspirations and help to motivate pupils in identifying the relevance of their learning to their future choices.  S4 pupils will also have some time on exam preparation and dealing with exam stress. Pupils will be encouraged to celebrate success and look to their future in planning their own next steps through e-portfolios and target setting. S2 will continue to have time to build their portfolio of evidence for the Achieve programme. Achieve (S2) Students will focus on the Community Project Unit of the Course. This Unit is split into sections with focus area:  Understanding the needs of the wider community and how they can be met.  Being able to plan a suitable community project.  Being able to carry out a suitable community project.  Being able to review the project.  Understanding the wider community.