< PreviousChemistry In Form 1, pupils will be introduced to lab safety and get hands-on experience with various apparatus. Basic particle theory will be used to explain the three states of matter, and this will be linked to observations from practical work. The focus will shift towards chemical changes in the latter part of the year. Form 2 will see pupils investigating the various reactions of metals including their use in fireworks, batteries and alloys. There will also be opportunities to extract iron and copper from their ores. The year finishes with a study of oxygen and its spectacular role in combustion. Form 3 expands on previous ideas about particles to incorporate bonding interactions between atoms. Separation techniques such as distillation, filtration and chromatography will be used and rationalised through molecular properties. Geological process will be studied and the chemical make-up of various rock types and crystal make-up will beexplained. Atomic structure will be discussed in detail in preparation for GCSE Chemistry. Throughout KS3, pupils will have the chance to plan and carry out experiments, tabulate results, plot suitable graphs and decide whether meaning conclusions can bemade. Every effort is made to ensure the delivery is exciting and engaging - this is certainly a subject where "fun" and "education" come together! Computer Science Computer Science aims to encourage the exploration and acquisition of programming skills in a variety of contexts: home, community, business, industry, recreation and education. Pupils will have the opportunity to develop competence, understanding and critical skills through the implementation, use and evaluation of a range of computer systems and programming environments. Pupils can develop their interests in, enjoyment of and critical reflections on programming and hardware developments as an integral part of modern society. Pupils are encouraged to demonstrate their emerging skills by producing code that goes beyond the lesson narrative. Pupils will be taught about: Computer programming including High Level languages, Visual Programming, Assembly Language and Machine Code Computer Hardware and Software Systems Social and Moral implicationsof increased connectivity Use of some ICT Systemsto find and select Information, develop, present and communicate ideas. Computer Science enables pupils to: acquire and apply programming skills, knowledge and understanding in a range of contexts including robotics develop programming solutions to address challenges and solve problems including computational security develop an understanding of computer hardware systems and theirrelationship with its software develop an understanding and awareness of current and emerging technologies develop an awareness of the legal, social, ethical and environmental consequences arising from theuse of computer systems for individuals, organisations and society recognise potential risks when using ICT and develop safe, secure and responsible practice. EAL EAL - or ‘English as an Acquired Language’- is aimed at pupils whose first language is not English. It is unlike other subjects, as there is no direct link between year group and syllabus. What is taught in each year group depends on what level of English the pupils have already acquired when they first arrive at Ruthin School. Therefore, each pupil is tested upon arrival and placed into groups according to the appropriate level within their year group. Courses at all levels aim to develop the four key skills – reading, writing, listening and speaking as well as aspects of grammar, vocabulary and phonology through a communicative approach to language learning. The courses are driven by the specific needs of the individual pupils and lead to internationally recognised qualifications. English In Forms 1, 2 and 3 pupils will follow a structured programme of reading, writing,spelling and grammar. Skills acquired within these areas will then be put to use in topic lessons. Additionally, pupils will be expected to contribute to discussion and, towards the end of the year, give a formal speech to the class. End of term examinations are designed to prepare pupils for the types of tasks they will be confronted with at GCSE. EAL will be provided for overseas pupils who are not ready for mainstream English. Geography Pupils begin Form 1 by looking at theirlocal area, the UK and Europe, whilst learning and improvingessential map skills.Through the rest of their time in Forms 1, 2 and 3, they will study a range of physical, human and environmental topics including tectonics, rivers, coasts, development, settlements, population, economic activity and weather. They will also look at a number of real-life case studies. This will help to prepare them for the future GCSE course and provide them with a variety of geographical skills. There will also be opportunities each year to complete fieldwork, both around the School and in the wider local area.History At KS3 History is taught using a chronological approach. In Forms 1 and 2 pupils are introduced to key events in British history from 1066 -1700AD. Althoughthe focus is primarily on political history, we will also consider other ‘types’ of history, such as social and economic. In Form 3 the course concentrates on 20 th Century history with a greater international context. Throughout KS3, pupils will be encouraged to develop historical skills such as evaluating evidence and considering how the past can be interpreted in different ways. Pupils will be set one piece of prep each week and sometimes this may involve using the internet for research. Quality of written communication is particularly important for success in this subject, and pupils should aim to develop their ideas and extended writing skills when completing both prep and classwork. Languages In Forms 1 & 2 pupils take French, Latin & Welsh. Once they are in Form 3 pupils choose two languages, with Spanish as a new option. Equal emphasis is given to all four skills: listening, speaking, reading and writing. In Form 1 language patterns are observed, but by Form 3 pupils are introduced to learning thegrammar rules. Role-play, games and dialogues can all contribute to a fun learning environment, whilst regular vocabulary tests improve accuracy. Mathematics The curriculum for Forms 1, 2 and 3 is delivered in line with the DFES Framework for teaching Mathematics. Key concepts from Number, Algebra, Geometry, Measures and Statistics and key processes are taught and extended within lessons.Lessons are taught as 4-part lessons with an oral/mental starter, a main activity followed by development of that activity and finally a plenary. Each lesson is objective-led. A variety of resources are used to deliver lessons in an enjoyable, interactive and challenging manner. Regular assessment of progress is made. Homework is set twice a week. Music One of the original liberal arts, music offers pupils a prism through which to develop both creative and critical skills, thus enabling them to synthesize their subjective experiences with history, theory and culture. Using a variety of approaches, pupils develop communication and problem-solving skills, learning craftsmanship and teamwork through sustained effort. Above all, music prepares pupils to become thinking, articulate, sensitive and conscientious.PE & Activities In Forms 1 – 3, pupils take part in a balanced programme of athletics and team activities including football, rugby, netball, rounders and gymnastic activities. The emphasis is on participation and the promotion of physical competence in a variety of activities as well as a basic understanding of the benefits of physical exercise. Pupils are taught in mixed and single sex groups. Physics In Forms 1, 2 and 3 pupils will encounter a range of topics in the field of Physics with an aim to increase knowledge and understanding, improve practical skills and develop key concepts in Science. The programme of study comes from the Exploring Science course. Form 1 looks at basic practical skills as an introduction, followed by Energy, Electricity, Forces and Sound. In form 2 pupils study Fluids, Light, Energy Transfers and Earth and Space.In Form 3 pupils study Force and Motion, Electricity and Magnetism, and they develop an approach to How Science Works via further practical skills. The topics in Key Stage 3 introduce the key elements of the GCSE syllabus and allow pupils to recognise some of the demands which will be placed upon them once they begin their GCSE course. Additional Learning Needs If your child has any Additional Learning Needs, please contact Mrs Brown, the Additional Learning Needs Coordinator. Please also provide any information or history which will help us to support your child. Activities & Cultural Enrichment A wide range of opportunities to take part in activities isoffered throughout the week. On Wednesday afternoons Forms 1 and 2 have opportunities for woodland skills and/or swimming, whilst Form 3 can opt for swimming, cooking and creative crafts. Activities and trips will also take place for boarding pupils at the weekend. General Information You will be e-mailed ‘dates to note’ of the main school events including holidays. These dates are also included in the school planner and on the school website. The School Planner Each pupil is given a school planner for the year. The planner should be in the pupil’s possession throughout the school day as it is an essential part of their school life. The pupils should record their prep (homework) in this planner on a daily basis. The planner helps your child with his/her personal organisation. Parental Consultation • We shall inform you about your child’s progress by e-mail at the end of each term (3 reports in total each year). You will receive a full set of formal written reports for each subject your child studies in addition to a House and Tutor report. • We will also hold Parents’ Evenings to enable you to meet your child’s subject teachers. • Parents can access the gateway app which provides information about your child’s academic progress and details of any merits/demerits awarded. • The school website contains the events calendar and details of forthcoming events. • It is also possible to arrange a meeting with: Mrs Brown, Pastoral Leader: F1-F3 Miss Kate Tipton, Deputy Head Pastoral Miss Frencham, Head An e-mail to help@ruthinschool.co.ukwill enable the correct person to answer your query. Transition from KS3 to KS4 When pupils have completed the Key Stage 3 Programme of Study, Form 3 pupils move on to Key Stage 4 and GCSE/IGCSE courses. In order for informed decisions to be made, we hold a number of meetings at whichpupils and parents can discuss their child’s options during parents’ evening. The provisional schedule is as follows: End of February: options discussed in School and choicessent home giving details of the subjects offered. May: options decided by parents and pupils House System Your child will be allocated to one of 4 Houses: Arenig - Mr. Blandford Glyder - Mr. Wadon Siabod - Mr. Hannant Tryfan - Dr. Wilton Pupils will be encouraged to participate in House events, both sporting and non-sporting competitions including: the swimming gala, the Performing Arts competition, cross country and inter-house athletics, quiz, photography, football, netball, and cooking. Each House will be awarded points for their position in these competitions and these will result in the award of a House trophy at the end of each year. Social events are also organised by the Houses. The reward system will also work alongside the house system and your child will gain points by gaining merits, or lose points by getting demerits. Tutors Your child will be placed in a vertical tutoring system which means that they will be in a tutor group compromising only pupils of F1-3. This will help them either to learn from or to mentor their peers. This system has worked extremely well and allowed new pupils to settle and integrate very quickly. The tutors are especially selected for this year group. Praise and Rewards Rewarding pupils is essential to all facets of School life. It is an essential tool in motivating and engaging pupils and reinforcing positive behaviour. We reward pupils by teacher comments, both verbal and written, by a merit system and by sending letters home. Merits can be achieved in various ways, e.g. academic attainment and effort, contributing to the School community, for extra-curricular activities and to reward personal qualities, e.g. courtesy and smart appearance. Once a year there is a Prize-Giving ceremony where excellent work, behaviour and attendance are recognised. Discipline and Sanctions We always expect the highest standards of behaviour from all our pupils and if a pupil behaves in an inappropriate manner, a verbal warning is given by the teacher who determines an appropriate punishment in line with the school policy. Merit and Demerit slips are means of communication between teachers. Pupil behaviour is noted on them – both positive and negative – and they are then circulated to the pupil’s Form Tutor, Pastoral Head and Head of House. They are also recorded electronically so that parents can be kept informed. If a pupil receives 3 or more demerits in a week they are automatically placed on report. Mrs Brown will always inform you about this. School Golden Rules from September 2021 Be punctual. Registration, which is compulsory, will be in your Tutor group from 8.30 – 8.40 a.m. Respect other people’s property; do not damage their belongings, borrow items or hide them ‘for a laugh’. Respect other people’s personal space. Bullying is not tolerated in Ruthin School. Don’t be a bully or allow others to bully. Always report bullying in School, boarding and at home. Don’t be a bystander. Respect the environment: Use your own water bottle and do not waste water. Do not drop litter and don’t expect other people to clear up your mess. Engage with people not technology: make eye contact/ smile / say hello and thank you/ open doors for others. No mobile phones, ipads, headphones, tablets, laptops in corridors, classrooms (unless with specific permission) or the Dining Hall. If seen in any of these areas the equipment will be confiscated until 5pm and a letter or email will be sent home. All food and/or beverages must be consumed in the Dining Hall. No eating or drinking in corridors or classrooms. Food, cups, crockery or cutlery must NOT be taken out of the Dining Hall. Wear uniform correctly until 5.p.m. Wear Sports kit for Games and/or activities if instructed. Keep to the Left on corridors and inSingle File. Use your locker and make sure it can be locked. Don’t leave your books and bags lying around the School and blocking corridors. Forms 1-3 will always be on first sitting for lunch at 12.15 p.m. Essential School Equipment Required for Lessons 1.Scientific Calculator 2.Ruler 30cm 3.Pen (Black), Pencil, Eraser 4.Maths set including a protractor and compass 5.Translator (overseas pupils only) School Uniform Uniform is available from an online company called School Shop Direct. Parents can order items directly from this company and have items delivered to their home address (if in the UK) or c/o the Schoolfor boarding students. School Shop Direct offers a complete range of clothing, but parents are free to purchase items such as white shirts, socks and tights from another supplier if they wish. The company has stores in both Shrewsbury and Denbigh, whereitems can be fitted by their staff. To order uniform, please visit their stores or online on their website www.schoolshopdirect.co.uk – click on the link “Select your School” and you will see Ruthin School listed. Forms 1, 2 and 3 Items Required BOYSGIRLS Shoes Black lace-upBlack slip-on with flat heel Socks x 6 pairs BlackNavy blue knee length Tights x 6 pairs N/AOpaque dark blue Trousers x 3 Dark grey school trousersN/A Skirts x 2 N/AGrey inverted pleat (to the knee) * There are 2 styles to choose from. Shirts x 6 White –school not fashion shirtWhite –school not fashion shirt School Jumper Navy blue with School logo *Navy blue with School logo * School Ties Long tie available from School (£5 each) Short tie available from School (£5 each) Blazer Dark blue with School logo *Dark blue with School logo * Other items Black rucksack or similar for books. Please name all items Black rucksack or similar for books. Please name all itemsPE Kit (Forms 1 – 3) Trainer Style (not pumps or flat shoes) You may choose to have the child’s initials embroidered onto some of these items BOYSGIRLS Games polo shirt with School logo * Games polo shirt with School logo * Mid layer games top *Mid layer games top * Navy games shorts *Navy games shorts * Navy games socksNavy games socks White sports socks (ankle length) White sports socks (ankle length) Football bootsFootball boots Two pairs of trainers (one for indoor use and one for outdoor use) Two pairs of trainers (one for indoor use and one for outdoor use) School hoodie (optional) *School hoodie (optional) * Navy tracksuit bottoms (optional) Navy tracksuit bottoms (optional) Shin padsShin pads Gumshield (standard or dentist fitted) for hockey/rugby Gum shield (standard or dentist fitted) for hockey/rugby Activities Kit You may choose to have the child’s initials embroidered onto some of these items School Teams only: • Appropriate training kit for the sport. BOYSGIRLS Navy Rain Jacket with School logo * Navy Rain Jacket with School logo * Sports top with School logo *Sports top with School logo * Rugby Shorts (Ruthin School logo) Leggings (Ruthin School logo) * Navy games socksNavy games socks Sports bag (Ruthin School logo)Sports bag (Ruthin School logo)Next >