January 26, 2018 | Author: Jack Austin | Category: N/A
1 Lytchett Minster School Year 7 Curriculum Guide2 Curriculum Guide Dear Parent The aim of this booklet is to provide yo...
Lytchett Minster School
Year 7 Curriculum Guide 2016 – 2017
Curriculum Guide Dear Parent The aim of this booklet is to provide you with the information that you need to help your child achieve independence, whilst supporting him/her to make the progress of which s/he is capable. The booklet contains information on your child’s subjects as well as tips to help you guide your child through the forthcoming academic year. You will also find contact details for pastoral staff and subject leaders as well as important dates for Year 7. In addition to the timetabled curriculum, your child will have many opportunities to get involved in extracurricular activities, which we believe will enrich and broaden their overall learning experience. If you have any questions about the overall curriculum, or anything contained in this booklet, please contact: David Ruston, Deputy Headteacher (phone: 01202 622413, or e-mail:
[email protected]). At Lytchett Minster School we want your child to feel safe and be happy and we are totally committed to working with your child as s/he begins this new phase in his/her life. Yours sincerely
Deputy Headteacher
The Year 7 Pastoral Team Tutor Group 7VEN 7KEM 7GOM 7DAS 7Mar 7HOD 7MAA 7WAY 7HAC
House Agglestone Agglestone Gault Gault Kimmeridge Kimmeridge Portland Purbeck Wealden
Tutors Mrs M Ventham Mr J Kempf Ms M Gomez Miss A Da Silva Mrs T Markina Mr J Hodge Miss A Marsh Mrs P Way Miss C Harrison
Deputy Heads of House Agglestone Mrs O’Neill Gault Mr A Waters Kimmeridge Mr J Hampton Portland Mr B Thomas Purbeck Mrs C Piombini Wealden Mr T Barrett
Contact Details
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] Contact Details
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
School Terms and Holiday Dates Term Dates 2016-2017 Autumn Term Half Term
Thursday 1st September – Friday 16th December 2016 Monday 24th October – Friday 28th October 2016
Christmas Holidays
Monday 19th December 2016 – Monday 2nd January 2017
Spring Term Half Term
Tuesday 3rd January 2017 – Friday 7th April 2017 Monday 13th February – Friday 17th February 2017
Easter Holidays
Monday 10th April – Friday 21st April 2017
Summer Term May Day Half Term
Monday 24th April – Wednesday 21st July 2017 Monday 1st May 2017 Monday 29th May – Friday 2nd June 2017
Summer Holidays
Monday 24th July – Friday 1st September 2017
Training Days Thursday 1st September 2016 Friday 2nd September 2016 Friday 23rd September 2016 Tuesday 3rd January 2017 Friday 7th April 2017 Tu
Important Dates for Year 7 21st October 2016 2nd November 2016 2nd December 2016 10th March 2017 16th March 2017 22nd – 26th May 2017 5th – 16th June 2017 14th July 2016
Progress and Homework Report with targets New Parents’ Meeting Progress Report Progress Report Parent/Teacher Consultation Evening Revision Week Exams Full Progress Report
The new timetable, organising equipment and managing homework Your child was given a timetable on the first day of term. Every student should have written it into their student planner straight away. Below are some tips to help your child settle into the new routine:
Make a copy of your child’s timetable and keep it on display at home
Encourage your child to check the timetable each evening to prepare for the following day; it is also a good idea to check the timetable carefully at the weekend to plan for the following week
Ensure your child has a quiet place in which to do homework
Agree a routine for homework with your child; you might agree to start homework after a short break on return from school so that the evening is left free or you might agree the other activities that need to be planned around homework
Be available to help establish routines but don’t do it for them!
Try to ensure that homework is done on the night it is set to avoid build up
Look at your child’s planner each week to check homework and messages and to sign it
Art and Design The KS3 curriculum provides students with a unique opportunity to develop their practical Art and Design skills as well as their understanding and appreciation of the visual arts. The aim of the course is that students learn to think and create as artists, craftspeople and designers in their own right, but also value the role that the visual arts play in enriching their lives. Students are introduced to a broad range of different materials and techniques such as painting, printmaking, sculpture, textiles, ceramics and photography, which they will use with increasing confidence, creativity and imagination. Year 7 is divided into a series of exciting termly projects, each with a specific focus and offering a different way for students to creatively explore and to be engaged by this subject. All projects involve the study of the work of other artists or designers, but the main emphasis for each unit can range from practical skill such as printmaking or ceramics, through to the exploration of another culture or the presentation of an issue which impacts upon their own lives. Autumn Term ‘Me, Myself and I’ Self identity is the theme for this introductory project which involves a range of different techniques and approaches, including colour theory and painting. Spring Term ‘In Focus’ The focus of this project is detailed studies of natural forms in which students develop their observational drawing skills using a variety of media and investigate the formal elements of art. Summer Term ‘Voyages’ A narrative theme is the starting point for this term’s work leading to a final piece of work in a specialist media. Useful Art Websites:
www.tate.org.uk www.artyfactory.com www.artlex.com
Useful Equipment: You should always bring drawing pencils, a rubber, sharpener and colouring pencils to all your Art lessons. You will find that having a range of art materials at home including paints and glue will help you with your homework.
Computing
Autumn Term
Using computers safely, effectively and responsibly Introduction to programming through Kodu Useful Websites:
Spring Term
Control systems with Flowol
Summer Term
Games programming with Scratch BBC Microbit
http://www.teach-ict.com/ BBC Bitesize: http://tinyurl.com/mccb3wu https://scratch.mit.edu/ http://www.kodugamelab.com/ code.org
Students’ progress is assessed through the use of end of unit assessments.
Design & Technology We operate a carousel in KS3 where students spend half the year in Food Technology and the other half in Resistant Materials/Graphics
Resistant Materials
Design and Make a Mechanical toy o Health and safety in the workshop o Researching o Different types of wood and manufactured board o Understanding simple mechanisms o Designing and modelling o Developing practical skills by working with wood
Copper Pendant o Working with metal o Developing practical skills o Enamelling
Photo frame o Working with thermoplastics o Developing practical skills o Heat forming o CAD/CAM
Food Technology
Licence to Cook o Health and safety in the Food Technology room o Basic knife skills o Safe oven management o Food hygiene
The eat well plate and 8 steps for healthy eating o The five sections of the eat well guide o Developing practical skills by working with a range of ingredients for each of the sections of the eat well guide. o Seasonality and sourcing ingredients o Fruit salad, crumble, ragu sauce, pasta salad and cheesecake
English Autumn Term: Thematic Unit: Revision of top band punctuation (further embedding KS2 skills) Knowledge of text type, audience, purpose (TAP) Analyse language features in range of texts Improve spelling and ambitious vocabulary Creating imaginative texts Speaking and Listening: Presenting views and group discussion Novel: (Life of Pi/Boy/Skellig/Private Peaceful/Holes/Wolf Brother) Understanding texts Develop Skimming and scanning Retrieval of relevant information from texts Develop deduction, inference and interpretation Commenting on writers’ language choices Commenting on writers’ purpose Spring Term: Writing fictional texts (screen-plays): Explore range of features in several genres Conventions of play/script and novel Top band punctuation (further embedding KS2 skills) Using more ambitious and complex vocabulary Improve spelling Develop writing using several conventions Shakespeare:
Deepen knowledge and understanding of Shakespearean theatre (building on KS2) Understand plot, sub-plot, language, characterisation and dramatic techniques
Develop appreciation of technique and begin to write analytically about a scene
Speaking and listening: Role play Analysing another person’s spoken language choices
Summer term: Creative Writing Develop composition skills (imaginative, creative text) Use clearly demarcated paragraphs to organise meaning Vary sentence structure for interest, effect and subtleties of meaning Use planning, drafting, editing, proofreading and self-evaluation to shape and craft their writing for maximum effect 19th Century Poetry: Revision of key reading skills Read, understand and respond to a range of poetic forms Develop confidence in use of textual references, including quotations, to support and illustrate interpretations Analysing language, form and structure Deduction, inference and interpretation Develop use of subject terminology Relating poetry to the social/ historical/cultural contexts
Helpful notes Useful English Websites:
http://www.bbc.co.uk/education/subjects/z3kw2hv http://www.educationquizzes.com/ks3/english/ http://subscription.echalk.co.uk/ http://www.bbc.co.uk/bitesize/ks3/english/
(Access through school computers)
French Autumn Term: My world
General greetings Likes and dislikes - opinions Physical and character descriptions Grammar points covered: Etre/avoir adjectives agreements/verbs in the present/gender
Assessment: End of module test (C’est perso) – listening, reading, writing and speaking
School: talking about timetable; days, numbers, time School subjects Opinion about subject with justification
Assessment: End of module test (Mon collège) – listening, reading, writing and speaking
Spring Term: My free time and my town
What I do on my computer and mobile Sports Free-time activities Grammar: faire/jouer, aimer + infinitive
Assessment: End of module test (Mes passetemps) – listening, reading, writing and speaking
Describing my town or village Giving and asking for directions Saying what I can do in my town
Assessment: End of module test (Ma zone) – listening, reading, writing and speaking Summer Term: Holidays
Saying what I do on holiday Talk about getting ready to go out Buying drinks and snacks Talk about future holidays Talk about ideal holidays Grammar points covered: reflexive verbs, future tense, conditional tense
Assessment: End of module test (3-2-1 Partez!) – listening, reading, writing and speaking End of year test – listening, reading, writing and reading on all modules studied this year
Geography Map Skills Continents and countries Direction Symbols 4 and 6 figure grid references Measuring distance Measuring height Longitude and latitude Planning a festival Population Population change – factors affecting birth and death rate Population distribution Migration Rivers and Flooding The hydrological cycle Features of a river What causes flooding? Impact of flooding on MEDC’s (more economically developed countries) and LEDC’s (less economically developed countries) Flood protection methods Weather and Climate Weather patterns UK climate Why does it rain? Microclimates – school study Extreme weather Causes of climate change Impacts of climate change Reducing the impacts of climate change Africa is not a country! Location and physical features Climate Population and settlement Enquiry Useful Links: http://www.ordnancesurvey.co.uk/mapzone/ http://www.bbc.co.uk/education/subjects/zrw76sg
History History at Lytchett follows the National Curriculum. From September 2015, it will be taught for one hour per week in Year 7. Topics covered: ‘What is History?’ – This unit teaches students imperative History skills including chronology, using dating and centuries correctly, analysing evidence and identifying primary and secondary sources.
The Norman Conquest – including what England was like in 1066, the Battle of Stamford Bridge, the Battle of Hastings and how William the Conqueror controlled England through the Domesday Book, the feudal system and motte and bailey castles. Life in the Middle Ages – including the role of the church, the Black Death, the Crusades, the Peasants’ Revolt and the War of the Roses.
Castles’ Project – This unit will look at how castles have developed throughout the ages. Assessment will be through written assessments and general knowledge tests. There will be an opportunity for students to go on a trip to Corfe Castle in the Summer term.
Maths Autumn Term The world of number - place value - negative numbers - Venn diagrams - number systems - converting between and using fractions, decimals and percentages - special numbers (e.g. squares, multiples and primes) - the metric system The world of shape - properties of shapes - parallel and perpendicular - congruency - construction - reflection and rotation - area + perimeter - angles - tessellation
Spring Term Patterns and rules - sequences and the nth term - scatter diagrams - investigating patterns on coordinate graphs Using numbers - BIDMAS - number machines - substitution in a formula - ratio - finding fractions and percentages of amounts - calculate with decimals and negatives - mental methods for the four operations
Summer Term The mysterious x – an introduction to algebra - collecting like terms - expanding brackets - multiplying and dividing algebraic terms -solving linear equations - differentiating between an expression, an equation and a formula What is the average Year 7? - collecting data - constructing bar charts - pictograms - two-way tables - pie charts - comparing data representation - mean, mode, median and range of data 3D shapes - naming 3D shapes - faces, edges and vertices - plan and elevations - polyhedrons - volume of prisms - using isometric paper to draw 2D representation Here comes the summer! – using maths skills to plan a holiday - time (incl. 24hr clock) - tables of information - bearings - travel graphs and speed - conversion graphs - exchange rates
Music Music is a unique and powerful form of communication. It combines intellect and feeling, and develops pupils’ aesthetic sensitivity, creativity and self-discipline. At Lytchett Minster we aim to inculcate a passion for music in our students both through the formal curriculum and a wide range of extra-curricular provision. All students take Music for one hour a week at Key Stage 3. More than twice the national average then opt to take Music at Key Stage 4. Many pupils also take part in a wide range of extra-curricular activities. The Department runs two Wind Bands, three Choirs, an Orchestra, Jazz Band, Folk Group and Ukulele Troupe, and several Rock Bands, with some of these ensembles led by sixth form students. We also mount an annual Musical Production. Many students have additional instrumental lessons, and we host Associated Board Exams twice a year, with a strong record in the number of students reaching Grade 8 standard. Many of our students also perform in County and National Ensembles. In recent years our Chamber Choir has performed with Stile Antico, and also with the Gabrieli Consort on two occasions, while we have hosted workshops and performances by professional musicians such as the Baroque specialists Red Priest and the Oscar-Winning Film Composer Stephen Warbeck. We run regular trips, ranging from Bournemouth Symphony Orchestra concerts to West End musicals. Curriculum Content: Unit 1: Sea Shanty Pupils sing ‘The Drunken Sailor’ in parts. They then perform the tune on the keyboard with chords, either as a soloist or in a pair. They listen to sea shanties and identify key features of the style. They compose their own sea shanty lyrics and tune, based on the phrase and harmonic structure of ‘Drunken Sailor’, and arrange this for performance. Unit 2: The Romantic Period Pupils perform ‘Morning’ from Grieg’s ‘Peer Gynt’ in a pair, or as a soloist. They study the Romantic Period and Programme Music. They revise the musical elements, with a particular emphasis on timbre and the instruments of the orchestra. They produce an ensemble performance of ‘In the Hall of the Mountain King’ depicting the story. Unit 3: Gamelan Music Students take part in a class performance of a Gamelan piece from the island of Bali. They watch videos and listen to Gamelan music, placing it in its cultural context and identifying key features of the style. Unit 4: The Beatles Pupils perform the melody of ‘Yellow Submarine’ on the keyboard and then add chords to this, first aurally and then following music theory. To do this they will learn about primary triads, and about C, F and G major. They perform ‘Yellow Submarine’ with chords, ideally as a soloist. Pupils will sing and listen to a range of Beatles songs, identifying how they developed from relatively simple songs for live band performance, into complex studio arrangements, and other influences on their later style such as psychedelia, finishing with a link into next unit’s work on Indian music. They will arrange ‘Yellow Submarine’ in a group performance
PSHE and Citizenship is delivered each half-term in two-hourly sessions to the whole school. Here is our plan for 2016: Year 7 Autumn Term (2 sessions) Session 1: Financial understanding and Economic Wellbeing Money Sense Careers – qualifications and educational next steps Session 2: The Orange Trading Game Spring Term (2 sessions) Session 1: The Wider World – small scale MUN Session 2: Political Understanding Law Workshops
Summer Term (1 session) Roles and responsibilities day – our role in the community.
Physical Education In Years 7, 8 and 9 students will follow a programme of study which will include some of the following activities:
Gymnastics
Fitness
Invasion games (i.e. football/netball/hockey/rugby/basketball)
Net games (i.e. badminton/volleyball/tennis)
Problem solving (orienteering/team building)
Athletics
Striking/fielding games (i.e. rounders/cricket)
Assessment in Physical Education In each year students are assessed on their ability to develop their skills and to apply their skills in a competitive/performance context .
Religious Education
We start Year 7 by using a story called “Sacred Flame” to explore some of the similarities between faiths and the way that faiths can develop. Through the use of drama, imaginative story writing and empathy discussions, students are encouraged to gain a deeper understanding of what it means to have a faith.
We then examine Sikhism and its development and key ideas. Students look at initiation rites, the life of Guru Nanak, the founder of Sikhism, and how the religion developed after his death. We look at the use of clothing and what the different worn items mean, as well as thinking about what it means to be a Sikh in today’s world.
We finish the year by looking at Judaism. During the unit students think about what it means to be Jewish, their beliefs, festivals and the story of the Jews starting with Abraham and coming right up to modern day. Students are encouraged to reflect on the idea of being a chosen people loved by God and how that might impact the life of Jews today.
Science The main aim in Science is for pupils to think about and understand the world around them. At Key Stage 3 we Engage and enthuse pupils in the learning of Science Develop a range of skills to allow pupils to investigate scientific phenomena Establish a thorough foundation of knowledge and understanding of key scientific principles. The year 7 Science course aims to introduce pupils to safe methods of working in the laboratory, to develop the basic skills needed in Science, to instil an understanding of how science works and to carry out investigations in the context of work from the National Curriculum. Biology 1 Cells Body systems Animal/plant reproduction Chemistry 1 Particles and their behaviour Elements, atoms and compounds Reactions Acids and alkalis Physics 1 Forces Sound energy Light energy Space
Useful websites: http://www.bbc.co.uk/education/subjects/zng4d2p http://www.kerboodle.com/users/login (pupils will be given their own login details)
Student Support Centre for SEN Students with Special Educational Needs and Disabilities at Lytchett Minster School are supported through our Student Support Centre (SSC). We are committed to providing a broad and balanced education for all students including those who require special educational provision due to their individual learning need(s) and/or disabilities. Lytchett Minster School is an inclusive environment ensuring that all students can access the high quality educational provision to which they are entitled. Partnership with parents is highly valued and the SSC through the Special Educational Needs and Disabilities Co-ordinator (SENDCo) will liaise with parents to design the most appropriate programmes of intervention. Teachers are encouraged to set homework that takes individual student difficulties into account. As a department we acknowledge that some students, despite the help of parents at home, will occasionally require additional support to complete some of these tasks. To this end we run a Homework Hub every lunchtime in Room 310. The Hub has computer access and is supervised by teaching assistants who have spent time in class with the students and as such are familiar with the homework tasks set and the teaching behind them. Homework Hub is open to all students. For those students who require additional support there are a number of intervention opportunities across the department. Please contact the SSC to discuss any concerns you may have over your child’s progress. Clare Barrett SENDCo
[email protected]