Year 7 Curriculum
April 8, 2016 | Author: Hortense Heath | Category: N/A
Short Description
1 Year 7 Curriculum2 English Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Family History/ Boy by Roald Dahl Nov...
Description
Year 7 Curriculum 2014-15
Year 7 Curriculum Overview 2014-15 English
Topic / Unit
Subject Content
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Family History/ ‘Boy’ by Roald Dahl
Novel‘Coraline’ by Neil Gaiman
Fantasy Heroes and Heroines
Narrative Poetry
Media- Newspapers
Introduction to Shakespeare
Understanding of one’s background and cultural roots. To carry out research and formal presentation
Reading contemporary fiction
Study how EXPLANATION TEXTS are written
Read interesting engaging texts- poems from different times.
Study the layout of newspaper front pages
Speaking and Listening: drama, perform plays.
study how newspaper stories are written
English Literary Heritage; reading challenging text of high quality;
Writing: explain information and ideas relevantly and clearly.
Analyse writers’ use of structure, layout and language (ie poetic forms)
Write your own newspaper story to show what has been learnt.
Speaking & Listening:
Reading
Writing
Reading
Writing
Speaking & Listening
AF1 Talking to others
AF6: To identify and comment on a writer’s purposes
AF1 Write imaginative, interesting and thoughtful texts
AF3 deduce, infer or interpret information, events or ideas from texts
AF2- Produce texts which are appropriate to task, reader and purpose
AF3- role play
Powerpoint
Character study of ‘Coraline’
Diary entry of Superhero
Write a response to a poem
Perform in a Shakespeare play
Assessment
Personal Writing
Comparing the movie and the novel/ Alice in Wonderland
Write a newspaper report using the conventions – topic sentence, the 5Ws, catchy headline- pun/alliteration; eye-witness account.
Cross Curricular Opportunities
ICT/Library- research; History
ICT: Theatre Poster/Media
ICT for superhero research - websites on superheroes
Drama
ICT – use of publisher
Art- making some of the props; drama
Homework
Regular weekly homework set on tasks related to the units being studied. Additionally, students may be required to complete work set in class that they have not completed.
Assessment Focus
Research Project on Shakespeare’s theatre and on his background
Year 7 Curriculum Overview 2014-15 Mathematics
Topic / Unit Subject Content
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Fractions, Decimals and Percentages
Geometry and Angles
Negatives and Algebra
Statistics
Geometry - Area
Understanding what a fraction is. Being able to work with fractions, decimals and percentages. Adding and subtracting fractions.
Knowing the different 2D shapes and their properties. Being able to find angles in 2D shapes. Transformations
Aims/ Assessment Objectives
All aims/objectives are closely linked to the subject content.
Assessment
Half termly ‘Can Do’ Assessment.
Cross Curricular Opportunities
Half termly ‘Can Do’ Assessment.
Half termly ‘Can Do’ Assessment.
English – students are encouraged to learn and understand new mathematical vocabulary.
Number lines Negatives and the four operations Place value Decimals Rounding
Business studies Negatives – Profit and Loss Geography – temperatures in different cities
Bar charts Frequency charts Grouped data Mean, mode, median, range (MMMR)
Half termly ‘Can Do’ Assessment.
PE – sporting tables Citizenship – HD statistics – using timetables- transport maps
Area and perimeter Converting between metric units Plans and elevations Volume
Half termly ‘Can Do’ Assessment.
Summer 2 Multiplication and Division
Factors Multiples Rounding Estimating Ratio
Half termly ‘Can Do’ Assessment.
Design and technology - Plans & Elevations
Social, Moral, Spiritual, Cultural
There is always a focus on group work to facilitate learning in maths. Lessons are designed to give students the opportunity to express their ideas and communicate with others.
Homework
Homework is set weekly on mymaths.co.uk to support students learning. A half termly rich task is set for students to encourage problem solving and deep thinking skills.
Year 7 Curriculum Overview 2014-15 Computing
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Topic / Unit
Unit 1 - Under the hood of a Computer
Unit 6 - How the web works
Unit 2 - Think like a computer Scientist
Unit 3 - Drawing and Manipulating Shapes
Unit 3 - Drawing and Manipulating Shapes
Subject Content
This unit covers a brief history of computing and a practical study to computer hardware
This unit gets the students to appreciate the power and complexity of interlinked content on the web and understand how navigation works
This unit introduces the students to computational thinking.
This unit enables students to create works of art and computer programs based on both artistic and mathematical concepts.
This unit enables students to create works of art and computer programs based on both artistic and mathematical concepts.
Assessment Objectives
Hardware & Processing
Communications and networks
Algorithms
Algorithms
Algorithms
Data and data representation
Programming & Development
Programming & Development
Create a new emergency evacuation plan and map.
Write a program that creates an artwork based on drawing and positioning shapes found in Celtic or Islamic art.
Write a program that creates an artwork based on drawing and positioning shapes found in Celtic or Islamic art.
(Graphic base language)
(Text base language)
PSHE/ECM: Conflict resolution and thinking philosophically
Maths: Binary, geometrical shapes, angles and coordinates
Maths: Binary, geometrical shapes, angles and coordinates
Geography: Map work
PSHE/ECM: The world around us
PSHE/ECM: The world around us
Science: Pathogenic microbes, cause and prevention of disease and epidemiology
Art: Shape, pattern and colour
Art: Shape, pattern and colour
Write an algorithm for a daily activity/routine
Drawing and manipulating shapes – Iteration
Computational thinking
Drawing and manipulating shapes – text based programming
Data & Representation
Assessment
Main components of a computer Create a function machine.
Cross Curricular Opportunities
Homework
Maths: Simple arithmetic and function machines
Research efficiently, using Boolean search terms and effectively find three programming languages named after famous people.
Maths: Binary, geometrical shapes, angles and coordinates PSHE/ECM: The world around us
Enigma and Lorenz cipher machines research Practice converting binary to decimal and back
Research a topic – produce authoritative text and images on the subject What can you do to avoid plagiarism
Summer 2
Year 7 Curriculum Overview 2014-15 Science Topic / Unit
Subject Content
Assessment Focus
Autumn 1 Becoming a scientist B1 Cells
B1 Body systems B1 Reproduction
Biology 1.1 Observing cells 1.2 Plant and animal cells 1.3 Specialised cells 1.4 Movement of substances 1.5 Unicellular organisms
Biology 2.1 Levels of organisation 2.2 Gas exchange 2.3 Breathing 2.4 Skeleton structure 2.5 Movement in joints and muscles. 3.1 Reproductive systems 3.2 Fertilisation and implantation 3.4 Development of a fetus 3.5 The menstrual cycle 3.6 Flowers and pollination 3.7 Fertilisation and germination 3.8 Seed dispersal
Spring 1 C1 Particles and their behavior C1 Elements and compounds Chemistry 1.1 The particle model 1.2 States of matter 1.3 Melting and freezing 1.4 Boiling 1.5 Further changes of state 1.6 Diffusion 1.7 Pressure in gases liquids and solids 2.1 2.2 2.3 2.4
Elements Atoms Compounds Chemical formulae
Spring 2
Summer 1
C1 Reactions C1 Acids and Alkalis
P1 Forces P1 Space
Chemistry 3.1 chemical reactions 3.2 word equations 3.3 burning fuels 3.4 thermal decomposition 3.5 conservation of mass 3.6 exothermic and endothermic reactions 4.1 acids and alkalis 4.2 indicators and pH 4.3 neutralisation 4.4 making salts
Physics 1.1. introduction to forces 1.2. squashing and stretching 1.3. drag forces and friction 1.4. forces at a distance 1.5. balanced and unbalanced 4.1 The night sky 4.2 The solar system 4.3 The earth 4.4 The moon
Jupiter’s moons
All assessment foci based upon the National Curriculum for the topics in the subject content Making a model cell
Assessment
Autumn 2
B1 Cells end of chapter assessment
What happens to our bodies when we exercise?
What happens when an ice cube melts?
What happens when a candle burns?
B1 Body systems end of chapter assessment B1 Reproduction end of chapter assessment
Practical: What factors affect the rate of diffusion
Practical: What metals combust?!
C1 Particles and their behaviour end of chapter assessment
Practical: Which indigestion tablet is best?
B1 End of topic test
C1 Elements and compounds end of chapter assessment
Cross Curricular Opportunities
Maths - magnification
PSHE – relationships and sexual health
Homework
Project- Science timeline Project : Tissue issue
Project : Baby booklet
Project : Atom antics
Project : Muscle madness
Project: Pocket particles
Practical: What factors affect friction? Practical: Using models to explain how and why we get different seasons.
C1 Reactions end of chapter assessment C1 Acids and alkali end of chapter assessment
P1 Forces end of chapter assessment
Project : Equations Project : Acid and alkali presentations
Project : Faces in forces Project : Studying satellites
P1 Space end of chapter assessment
Summer 2 Targetted intervention in response to topics not understood in end of year exam. Topics covered will be centered around the 4 of the 5 key principles Particles Interdependence Forces Cells
Year 7 Curriculum Overview 2014-15 French
Topic / Unit Subject Content
Module 1
Module 2
Module 3
C’est perso
Mon collège
Mes passetemps
Introducing yourself in details
Talking about schools in England and other Frenchspeaking countries
Talking about hobbies
Module 4 Ma zone Talking about your town
Module 5
Module 6
3 … 2 … 1 Partez! Talking about your holidays
All French topics have a focus on Speaking, Reading and Writing, increasing vocabulary and knowledge and application of grammar each unit. Assessment Focus
Assessment
Cross Curricular Opportunities
Homework
Grammar: avoir (present singular) qu’est-ce que …? adjective agreement (singular) être (present singular) adjective agreement (plural) possessive adjectives (mon/ma/mes, ton/ta/tes) the present tense (singular: aimer, s’appeler, être, avoir)
Grammar: forming questions (intonation/with Est-ce que …?) on form (–er verbs, avoir and être) the partitive article (du, de la, de l’, des) Qu’est-ce que …? and Estce que
Grammar: regular –er verbs (singular) jouer à + a sport faire de + a sport/activity aimer/adorer/détester + infinitive ils/elles verb forms (regular –er verbs + être, faire) possessive adjectives (son/sa/ses)
Grammar: il y a …/il n’y a pas de … tu and vous à + the definite article aller (present tense) vouloir + infinitive pouvoir + infinitive
Grammar: nous forms (regular –er verbs + aller, faire) reflexive verbs (singular) the near future tense je voudrais + infinitive ‘to’/’in’ a place or country
Pupils’ checklist and practice test. Formal listening and speaking assessment
Pupils’ checklist and practice test. Formal reading and writing assessment
Pupils’ checklist and practice test. Formal listening and speaking, assessment
Pupils’ checklist and practice test. Formal reading and writing assessment
Pupils’ checklist and practice test. Formal listening and speaking assessment
English: Alphabet, the definite article, dictionary skills, spelling, translations Maths Citizenship: culture and customs from other countries ICT Pupils prepare a presentation about themselves
English: Alphabet, dictionary skills, spelling, translations Maths Citizenship: culture and customs from other countries ICT
English: Alphabet, dictionary skills, spelling, translations Maths Citizenship: culture and customs from other countries ICT
English: Alphabet, dictionary skills, spelling, translations Maths Citizenship: culture and customs from other countries ICT
English: Alphabet, dictionary skills, spelling, translations Maths Citizenship: culture and customs from other countries ICT
Pupils write an essay about Bow School
Pupils write an essay about their hobbies
Pupils prepare a presentation about London
Pupils write an essay their dream holidays
Year 7 Curriculum Overview 2014-15
PE - Boys
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Topic/ Unit
(Double) Badminton (Single) Gymnastics
(Double) Hockey (Single) Futsal
(Double) Tag Rugby (Single) Volleyball
(Double) Handball (Single) Fitness
(Double) Athletics (Single) Basketball
(Double) Cricket (Single) Softball
Subject Content
(Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) develop their technique and improve their performance in other competitive sports
Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best
(Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best
(Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) develop their physical ability to improve their performance in other competitive sports
(Double) develop their technique and improve their performance in other competitive sports (Single) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games
(Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives Q & A, Formative and summative assessment
Classes will complete this cycle on a carousel
Aims/ Assessment Objectives
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives
Assessment
Q & A, Formative and summative assessment Initial fitness testing
Q & A, Formative and summative assessment
Q & A, Formative and summative assessment.
Cross Curricular Opportunities
Literacy (key words), Maths (measuring distances, collating data & comparing recordings against other bests)
Literacy (key words), Maths (scoring)
Q & A, Formative and summative assessment. Comparison of fitness tests to Autumn 1 Literacy (key words), Maths (scoring)
Q & A, Formative and summative assessment. Comparison of fitness tests to Spring 1 Literacy (key words), Maths (measuring distances, collating data & comparing recordings against other bests)
Homework
Literacy (key words), Maths (scoring)
Literacy (key words), Maths (scoring),
All students will have the opportunity to join a range of extra-curricular BowExtra! Clubs to enable them to practice the skills they learn in lessons. In addition, students will be given the opportunity to represent the school in a range of competitive sports fixtures.
Year 7 Curriculum Overview 2014-15 PE - Girls
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Topic/ Unit
(Double) Dance (Single) Fitness
(Double) Netball (Single) Gymnastics
(Double) Badminton (Single) Tag Rugby
(Double) Hockey (Single) Volleyball
(Double) Athletics (Single) Rounders
(Double) Cricket (Single) Basketball
Subject Content
(Double) perform dances using advanced dance techniques with a wide range of dance styles and forms (Single) develop their physical ability to improve their performance in other competitive sports
Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) develop their technique and improve their performance in other competitive sports
(Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best
(Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best
(Double) develop their technique and improve their performance in other competitive sports (Single) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games
Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best
Aims/ Assessment Objectives
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives
Assessment
Q & A, Formative and summative assessment Initial fitness testing
Q & A, Formative and summative assessment
Q & A, Formative and summative assessment. Comparison of fitness tests to Autumn 1
Q & A, Formative and summative assessment.
Q & A, Formative and summative assessment. Comparison of fitness tests to Spring 1
-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives Q & A, Formative and summative assessment
Cross Curricular Opportunities
Literacy (key words), Maths (measuring distances, collating data & comparing recordings against other bests)
Literacy (key words), Maths (scoring)
Literacy (key words), Maths (scoring)
Literacy (key words), Maths (scoring)
Literacy (key words), Maths (measuring distances, collating data & comparing recordings against other bests)
Homework
Literacy (key words), Maths (scoring),
All students will have the opportunity to join a range of extra-curricular BowExtra! Clubs to enable them to practice the skills they learn in lessons. In addition, students will be given the opportunity to represent the school in a range of competitive sports fixtures.
Year 7 Curriculum Overview 2014-15 Citizenship
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Human Rights
Human Rights- Active Citizenship
Environment
EnvironmentActive Citizenship
Financial Capability
Political Systems
Needs and wants, history of human rights, topical issue- Burkha Ban, legal rights, children’s rights, child labour
Human rights pressure groups research, active citizenship participationraising awareness for human rights
Global warming, reduce/recycle/reuse, rubbish disposal, green space
Plan and participate in school-based active citizenship promoting environmentally friendly behaviour
News Stories used as Sources Question practice – e.g. benefit claimants having smart cards, bankers facing prison sentences for mismanagement etc
Transition between anarchy, dictatorships and democracy, democratic features, ways to participate in democratic society
Speaking and listening, presenting different and opposing opinions, use of sources, draw conclusions,
Select and recall relevant information Use skills of advocacy and representation, Collaboration and negotiation within teams
Explore different kinds of rights and obligations and how these affect individuals and communities Investigate ways in which rights can compete and conflict and offer solutions to balance rights
Select and recall relevant information Explore creative approaches to taking action on problems to achieve intended outcome Collaboration and negotiation within teams
Explore different kinds of rights and obligations and how these affect individuals and communities Investigate ways in which rights can compete and conflict and offer solutions to balance rights
Describe and explain democratic features Making comparisons between different political systems Evaluating effectiveness of citizens in bringing change
AF: Citizenship issues ‘Should the burkha be banned?’ ‘Should child labour be banned?’- speaking and listening debate
AF: Taking Action Research, deliver and evaluate human rights campaign
AF: Balancing Rights Recycling vs ReusingIndividual essay based on case study provided from previous lesson
AF: Taking Action Research, deliver and evaluate human rights campaign
AF: Citizenship Issues Each lesson will involve source question assessment
AF: Democracy and Justice
History- WW2, historical human right violations Religion- religious practice and traditions Geography- demography and living standards of LEDCs English/Drama- speaking and listening for debate,
History- WW2, historical human right violations Religion- religious practice and traditions Geography- demography and living standards of LEDCs
Science- Global warming Geography- cause and effect of environmental changes
Geography- cause and effect of environmental changes Maths- collecting, collating and presenting data Arts- depending on chosen method for raising awareness
Maths- basic numeracy skills
History- reference to social activists and groups, historical dictators Geography- demography and living standards of LEDCs
Analysis of sources based on human rights issues
Selection of active citizenship task- students must complete 2 of 5 tasks
Take-away homework menustudents must complete 2 of 10 tasks
School-based Active Citizenship Campaign
Research each issue so that they are prepared for the assessment.
Create a leaflet on one area from the topic; Conflict materials, mobile phone recycling, trade
Topic / Unit Specified Content
Specified Skills/ Assessment Objectives
Assessment
Cross Curricular Opportunities
Homework
Year 7 Curriculum Overview 2014-15 History
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Topic / Unit
Medieval England
Medieval England
The Crusades
The Tudors
The English Civil War
Jack the Ripper
The development of Church, state and society in Medieval Britain 10661509
The development of Church, state and society in Medieval Britain 1066-1509
The development of Church, state and society in Britain 1509-1745
The development of Church, state and society in Britain 1509-1745
a local history study
Subject Content
The development of Church, state and society in Medieval Britain 10661509 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
Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
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 shortand long-term timescales
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- and long-term timescales
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
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
What was Life like for a Medieval Peasant? Essay, written alone, based using evidence from term’s work
Why did William Win the Battle of Hastings? Essay written alone using a source booklet provided at the time of the assessment
Create an individual travel brochure on Saladin/Damascus or Richard/Rouen. This will be supported by research throughout the term
Why did the Spanish Armada Fail? Essay, written alone based on a source booklet provided at the time of assessment
Was Cromwell a Hero or Villain? This is an individual interpretation essay using a range of sources on Cromwell
Create a newspaper account of Jack the Ripper
Geography – map work RE – Role of Religion English – Chaucer & extended writing skills Maths - chronology Citizenship – origins of English democracy
Citizenship – origins of English Democracy English - extended writing skills Art – Bayeux tapestry study
RE- Islam & Christianity Citizenship – tolerance & diversity Geography – travel & the Middle east Maths - chronology
RE – Role of Religion Art – analysis of portraits
Geography – map work RE – Role of Religion English – Chaucer & extended writing skills Maths - chronology Citizenship – origins of English democracy
Citizenship – Crime RE - morality
Research, plan and create a leaflet about the Black Death
Create a storyboard for the Norman Conquest
Research & create a travel brochure for Damascus or Rouen explaining how the significance of Richard I or Saladin justifies a visit to their tomb
Create your own portrait, in any media, taking into account what we’ve learned about the Tudors
Research and create a newspaper front page on death of Charles
Visit Whitechapel and take some photos of Whitechapel today and some buildings that you think have survived from 19C
Aims/ Assessment Objectives
Assessment
Cross Curricular Opportunities
Homework
Year 7 Curriculum Overview 2014-15
Geography
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Map Skills
Fantastic Places
Population and settlement
What is the physical geography of Africa like?
What is the human geography of Africa like?
Ice Age
Build on their knowledge of globes, maps and Atlases including OS maps, aerial and satellite photographs
Locational Knowledge, Place knowledge, human and physical geography
Population and urbanisation
Locational Knowledge, Place knowledge, human and physical geography ( Africa and its environmental regions, hot deserts)
Locational Knowledge, Place knowledge, human and physical geography (major cities, population and economic activity)
Locational Knowledge, Place knowledge, human and physical geography (Glaciation, climate in the ice age)
Develop contextual knowledge of the location of globally significant places
the actions of processes Understand the processes that give rise to key physical and human geographical features of the world
Develop contextual knowledge of the location of globally significant places
Develop contextual knowledge of the location of globally significant places
Understand the processes that give rise to key physical and human geographical features of the world
Understand the processes that give rise to key physical and human geographical features of the world Interpret a range of sources of geographical information Communicate geographical information through a variety of ways, including through maps, numerical and quantitative skills and writing at length
Topic / Unit
Subject Content
Aims/ Assessment Objectives
Understand the processes that give rise to key physical and human geographical features of the world
Interpret a range of sources of geographical information Communicate geographical information
Understand the processes that give rise to key physical and human geographical features of the world Interpret a range of sources of geographical information
Collect, analyse and communicate with a range of data
Assessment
Interpret a range of sources of geographical information
Interpret a range of sources of geographical information
Mapping festivals – Design a proposal for a festival including interpretation of a map
Where are our fantastic places? Students present posters
Extended writing
Students work in groups to create posters on one location in Africa
How does coltan mining in Africa affect people’s lives
‘What do we know about the Ice Age’ .
Art – producing maps
Art: Producing posters English- creative writing
English – creative/ extended writing Citizenship- movement of people
Science- physical characteristics ICT- computer research
English- extended writing
English-creative writing
Students create and informative leaflet on a country of their choice
Weekly research tasks to support poster assessment
Creation of a power point presentation about the factors that force migration
Design an animal that is specially adapted to the three biomes studied
Students create a factfile on football players in Africa
Students complete a series of weekly research tasks and final presentation
Cross Curricular Opportunities Homework
Understand the processes that give rise to key physical and human geographical features of the world
Year 7 Curriculum Overview 2014-15
Religious Education Topic / Unit Range and content
Key Concepts
Key processes Skills (Framework Obj.or Key Processes in PoS) Assessment opportunities (What and how will you assess?)
Literacy, Numeracy and ICT Opportunities Curriculum opportunities (cross-curricular links & real experiences)
Autumn 1
Autumn 2
Sikhism
Jesus
Guru Nanak 10 Gurus Gurdwara Guru Granth Sahib Khalsa Beliefs, teachings and sources Practices and ways of life Identity, diversity and belonging
Messiah Nativity Parables Miracles Crucifixion Beliefs, teachings and sources Practices and ways of life Values and commitment
Investigation Expression Empathy Discernment Write a magazine article from the point of view of a 12-year-old Sikh boy, describing the 5 Ks and explaining why he wears them.
Literacy: Think, pair, share, Writing in full sentences
Spring 1
Spring 2
Abraham and Moses
Places of Religious Worship
The Life of Muhammad
Religious Stories
Covenant Binding of Isaac Exodus Ten Commandments
Mosque Church Synagogue Mandir
Arabia Family life Call to prophethood Reactions
Muhammad Rama and Sita Joseph Parables
Beliefs, teachings and sources Identity, diversity and belonging Values and commitments
Expressing meaning Identity, diversity and belonging
Beliefs, teachings and sources Meaning, purpose and truth Values and commitments
Expressing meaning Meaning, purpose and truth Values and commitments
Interpretation Reflection Analysis Synthesis
Empathy Application Discernment Evaluation
Interpretation Reflection Analysis Synthesis
Put yourself in the shoes of a person living in Makkah. Write a letter to a friend. Explain what life is like in Makkah.
Retell a religious story. Explain its meaning, and how it affects a religious believers’ life.
Investigation Expression Interpretation Discernment Evaluation
Investigation Interpretation Application Analysis
Extended Writing: How does the life and message of Jesus inspire Christians today?
Extended Writing: Explain how a Muslim, Christian or Jew should live their lives based on the 10 commandments.
Compare two religious places of worship
Literacy, Close reading for key information, Independent reading, Writing in full sentences
ICT: PowerPoint Literacy: Close reading, Summarising, Note taking, Writing in full sentences
Literacy: Generating questions about the text, Summarising, Writing in full sentences
Educational visit: local place of worship
Summer 1
Literacy: Think, pair, share, Group discussions with assigned roles, Paragraph work, Plan, redraft and copy writing
Summer 2
Literacy: Close reading, Generating questions about the text, Note taking, Paragraph Work
English: Writing a story with a message/moral
Year 7 Curriculum Overview 2014-15 Philosophy
Topic / Unit
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
P4C
P4C
P4C
P4C
P4C
P4C
Identity, Self-esteem and Belonging
Human Rights
Environmental Issues
Prejudice and Discrimination
Medicine and Personal Responsibility
Democracy and Dictatorship
Key Concepts
Enquiry Philosophy Concepts Question Posing
Human rights pressure groups research, active citizenship participation- raising awareness for human rights
Global warming, reduce/recycle/reuse, rubbish disposal, green space
Key processes Skills (Framework Obj.or Key Processes in PoS)
Postulating Questioning Analysis Justifying Debating Evaluating Reflecting
Postulating Questioning Analysis Justifying Debating Evaluating Reflecting
Postulating Questioning Analysis Justifying Debating Evaluating Reflecting
Postulating Questioning Analysis Justifying Debating Evaluating Reflecting
Postulating Questioning Analysis Justifying Debating Evaluating Reflecting
Postulating Questioning Analysis Justifying Debating Evaluating Reflecting
Assessment opportunities (What and how will you assess?) Literacy, Numeracy and ICT Opportunities
Discussions Self-Evaluation in books Homework
Discussions Self-Evaluation in books Homework
Discussions Self-Evaluation in books Homework
Discussions Self-Evaluation in books Homework
Discussions Self-Evaluation in books Homework
Discussions Self-Evaluation in books Homework
Literacy: Summarising, Generating Questions, Justifying, Evaluating, Debate, Think/Pair/Share, Concept Lines
Literacy: Summarising, Generating Questions, Justifying, Evaluating, Debate, Think/Pair/Share, Concept Lines
Literacy: Summarising, Generating Questions, Justifying, Evaluating, Debate, Think/Pair/Share, Concept Lines
Literacy: Summarising, Generating Questions, Justifying, Evaluating, Debate, Think/Pair/Share, Concept Lines
History Citizenship PSHE English
Geography Citizenship PSHE English
History Citizenship PSHE English RS
History Citizenship PSHE English
Range and content
Curriculum opportunities (cross-curricular links & real experiences)
Literacy: Summarising, Generating Questions, Justifying, Evaluating, Debate, Think/Pair/Share, Concept Lines Citizenship PSHE English RS
Literacy: Summarising, Generating Questions, Justifying, Evaluating, Debate, Think/Pair/Share, Concept Lines History Citizenship PSHE English
Year 7 Curriculum Overview 2014-15
Art
Topic / Unit
Autumn 1 Elements of art- line, tone, texture, colour, shape, pattern, form, space
Autumn 2
Spring 1
Aboriginal art
Aboriginal art
The Environment-
Printmaking and collage
3D work
To create and make a design and using printmaking, collage and painting techniques
To develop 3d skills using a range of materials
Drawing and painting from primary sources
Artist analysis Abstract Painting
Artist analysis Drawing and designing
Aims/ Assessment Objectives
Baseline test To understand how to copy reality through observational drawing using line, tone, texture, contrast using different grade pencils
To understand how colour has emotional and symbolic qualities
To analyse the artwork of an ancient civilization
To learn about the work of Kandinsky and understand the meaning of Abstract art
To understand the meaning of aboriginal signs and symbols
To create a painting whilst listening to music
To develop own signs and symbols in story making
Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. Review of www + ebi from homework. NC Grade- assessment objectives simplified. Analysis worksheet on artists work, comparison and opinions.
Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. Review of www + ebi from homework. NC Grade- assessment objectives simplified. Analysis worksheet on artists work, comparison and opinions.
Assessment
Cross Curricular Opportunities Homework
Colour theory/colour wheel Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. Review of www + ebi from homework.
Summer 1
Abstract Art
Subject Content
To develop observational drawing skills using colour
Spring 2
To be able to critique the success of their own and others’ work
Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. Review of www + ebi from homework. NC Grade- assessment objectives simplified.
Summer 2
Bugs Observational drawing from secondary sources To develop observational drawing skills using pencil/fineliner, wax and watercolour Creating drawings that create emotion using expressive line
Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. Review of www + ebi from homework. NC Grade- assessment objectives simplified.
Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. Review of www + ebi from homework. NC Gradeassessment objectives simplified.
Geography – local environment English –extended writing skills
Mathsshapes/quantity/proportionEnglis h - extended writing skills History- Russia and the Revolution
RE- ancient religions Citizenship – tolerance & diversity Geography – Australia
RE – Role of Religion DT- designing
DT- structures/toy making
Geography – environmental habitats Science- food chains
A series of collecting, researching and drawing homework
A series of collecting, researching and drawing homework
A series of collecting, researching and drawing homework
A series of collecting, researching and drawing homework
A series of collecting, researching and drawing homework
A range of drawing, researching and collecting activities
Year 7 Curriculum Overview 2014-15
Design and Technology
Food Technology
Graphics
RM
Textiles
Systems
Students in Design and technology complete a carousel of subjects throughout the academic year These are outlined below Topic / Unit Subject Content
Aims/ Assessment Objectives
Assessment
Cross Curricular Opportunities
Introduction to Food Technology Nutritional knowledge Basic food preparation skills Designing food products Evaluating personal skills
Introduction to graphics
Fonts- multi material creativity project.
Basic graphics skills Hand drawing skills
Creativity development Design skills Wood preparation skills
Fun fruits
Core Technology concepts introduction
Hand sewing skills
Recap core skills that should have been introduced at Primary level.
Improve knowledge of food groups Build food preparation skills Introduce concept of designing/ making for others
Introduce concepts of Graphics Improve drawing skills
Introduce workshop tools and skills. Develop creativity
Introduction to Textiles Build knowledge of material groups
Introduce concept on Sustainability. Build/ improve Primary school knowledge of concepts of systemsPulleys/ mechanisms
Design Make Evaluate
Design Make Evaluate
Design Make Evaluate
Design Make Evaluate
Design Make Evaluate
Science
Maths
Art
Food Technology
Geography Moral: Knowledge of sustainability and impact of Technology on the planet
Designer/ maker research sheet
Moral: Improving knowledge of healthy eating Knowledge of Textiles place in the world- Social impact Designer/ maker research sheet
Social, Moral, Spiritual, Cultural
Social: Designing for others Spiritual/ cultural: Discussion of dietary requirements
Homework
Designer/ maker research sheet
Designer/ maker research sheet
Designer/ maker research sheet
Year 7 Curriculum Overview 2014-15 Music
Autumn 1
Autumn 2
Topic / Unit
The Elements of Music
Keyboard Skills
Subject Content
Aims/Assessment Objectives
Assessment
Cross Curricular Opportunities
Homework
Baseline Test Pitch Rhythm Dynamics Tempo Timbre Texture Structure Listening
Note positions RH & LH ascending & descending scales of C, F, G and Am (harmonic) One/two octaves, hands apart & together Basic melody shape reading - grids Accidentals (# & ♭)
Spring 1
Introduction to the Mac Suite/Composing Skills Mac suite rules Network saving Intro to Garageband & basic features Workstation troubleshooting Compose melody to click track
Spring 2
Summer 1
Summer 2
Notation
The Orchestra
Samba
Graphic scores & other notation Basic note values Rests Composing & performing rhythms Treble clef pitch Reading scores – time sig & bar lines
Instrument recognition Families and features Famous composers and their works Ensemble performing Other ensembles
Have a basic understanding of how music is put together, analyse it using simple observations and subject specific language
Develop dexterity in and interdependence between hands, aurally recognize patterns of notes used in major and harmonic minor scales, develop basic keyboard skills
Be familiar with the Mac suite, learn to use subject specific software, develop listening skills and keyboard skills, learn to compose a basic melody
Learn to recognize some musical symbols and their meanings, develop confidence when score reading and be able to follow a simple score and its instructions
Learn to recognize different timbres and combinations of sounds, recognize cultural traditions, learn to perform in an ensemble
Written – Listening test utilizing keywords
Performing – Individual keyboard performance of piece/scales
Composing – Melody composed to a click track in Garageband
Written and performing – Score analysis and score performance
Composing – Ensemble composition & Performance
Science – Frequency and amplitude Drama – Elements charades
PE – Skill development (physical, through practice) Maths – Pattern recognition
ICT – Using alternative platform
Art – Miro paintings and interpreting art musically Maths – Fractions (adding note values)
Science – Harmonics PE – Teamwork History – Composers Geography- Areas of prominence and development
1. Poster/leaflet of favourite element with keywords and description etc. 2. Revision of keywords for test
1. Practice scales/piece between lessons in preparation for assessment 2. Note positions worksheet
1. Worksheet to complete melody for theory element of unit 2.Rules of Mac Suite leaflet
1. Revise for score analysis test 2. Practice for practical element of assessment
1. Poster/information leaflet of favourite instrument 2. Practice as ensemble outside lesson time
History of tradition Instrument recognition, roles, & playing techniques Cultural significance - Rio Carnival Large group performance – grooves, breaks, following real-time instructions Develop knowledge of Samba and its history, ability to interpret, read and accurately perform rhythms from notation
Performance – large ensemble performances of a Samba groove with instrument specific roles Geography – identifying cultures of other countries History – studying development of tradition RE – impact of religion on the music
Year 7 Curriculum Overview 2014-15 Drama
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
How do we work creatively in drama? The Community
Play text: Charlie And The Chocolate Factory
Theatre Styles
Performance Poetry/Street Theatre
Devising
Topic / Unit
Start of the new academic year (Yr8) Melodrama
Main outcomes: To create and perform a character role using a ‘role on the wall’. To participate in individual, group and whole class role plays.
Main outcomes: To perform a polished improvisation on Charlie’s first day as owner of the factory. To apply the new drama forms to the polished improvisation. Theatre visit to see Charlie and the chocolate factory.
Main outcome: To explore three theatre practitioners, Stanislavski; Brecht and Beckett.
Main outcome: To explore lyrical performance skills readily used in performance poetry.
Main outcomes: To use the opportunity to develop a piece of theatre based on understanding of the different styles and forms studied during the year.
Main outcomes: A devised story in the style of a melodrama. Better understanding of how to apply mime skills to enhance characterisation. To demonstrate an ability to work as an ensemble.
Complete a role on the wall of a chosen character. Perform for ten minutes in a whole group improvisation with teacher in role. Citizenship: rules of a community. Geography: use of land and territories.
Polished improvisation on Charlie’s first day as owner of the chocolate family.
Evaluate two styles of theatre using external research material and practical class activities.
Perform a poem or a piece of street theatre to the whole class.
Perform a five minute selfdevised group play.
Group performance of a short piece of melodrama.
English: understanding how to interpret the key themes in a play text.
Media Studies: using multi-media to present research based on each style of theatre.
English: preparing and writing devised scripts. Social sciences: exploring thematic approaches to everyday topics.
English: exploring stock characters in literature. Film studies: studying the modern day hero.
Responsibility for managing self and others. Gain a sense of identity and self-image. Appreciate and celebrate unity through diversity.
Raise philosophical questions that enable the students to question the themes arising from the play.
Should theatre entertain or educate an audience? Encourage the discussion on this theatrical debate from social and cultural perspectives.
English: analysing the composition of a poem, including the physical structure and use of punctuation for maximum effect. Understand the roots of performance poetry and how street theatre connects with the audience (the community around us).
Encourage students to look beyond their cultural identities, to explore a stimulus that will challenge their social norms.
Bring in a photograph (can be from a newspaper) that features at least four people.
Create a new character for the story.
Research each style of theatre.
Write a diary account of Charlie’s first day as the owner of the chocolate factory.
Write an action plan detailing how you intend to explore one of the drama styles in your performance.
Analysing the performance techniques used by a performance poet.
Complete a plan on the group’s ideas, coupled with research responsibilities. Rehearse for the final performance.
Analysing what it means to be a modern day hero in different societies. Developing selfconfidence through the use of exaggerated movements. Research based on five stock characters used in melodramas.
Subject Content
Aims/ Assessment Objectives
Cross Curricular Opportunities
Social, Moral, Spiritual, Cultural
Homework
Verbally evaluate your participation in the community meeting.
Writing and rehearsing a poem to perform as a piece of street theatre.
Complete evaluation notes ready to set targets for the new academic year.
Preparing costume and props. for the final performance.
Year 7 Curriculum Overview 2014-15
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