Year 7 Curriculum Booklet Be happy, be ambitious, make a difference. Be happy, be ambitious, make a difference Page 1

Year 7 Curriculum Booklet 2016-17

Be happy, be ambitious, make a difference. Be happy, be ambitious, make a difference

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Year 7 Curriculum Booklet Introduction We have many parents and carers asking us what more can they do to support their child’s learning. In this booklet, you will find information about:  what your child will be learning in each subject this term  how you can support your child’s learning at home. Your child’s planner contains lots of useful information including: timing of the college day, term dates, uniform, policies on mobile phone and internet use; as well as a record of the homework and independent learning tasks your child is set. Please check and sign your child’s planner every week. There is also space in the planner for you to write comments and notes to the staff.

Contents p.2 – Introduction and contents p.3 – English and maths p.4 – Science and Computer Science and ICT p.5 – French and Spanish p.6 – History and Religious Studies p.7 – Geography and Personal and Social Enterprise p.8 – Drama and Music p.9 – Physical Education p.10 – Art and Product Design p.11 – Textiles and Food Technology p.12 – Supporting your child to become an independent learner

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English Our Year 7 curriculum is organised into themes for each half term. It provides students with a smooth transition from primary school while also including challenge through a wide range of texts: non-fiction, poetry, literature and plays, and topics which are new and exciting for them. As part of our ongoing work with the RSC, we teach Shakespeare in a very active way and in Y7 students work on A Midsummer Night’s Dream. In Poetry Slam, students will be analysing work from a range of poets to introduce them to the poetic techniques and structures that they will encounter in Key Stage 4. The Victorian Culture Writing focuses on life during the 19th Century through the eyes of the people that lived there. Students will read extracts from Dickens and other Victorian novelists as well as looking at nonfiction texts from the same era that document the wonderful world of the Victorians. Futurama is a science fiction based unit, where pupils engage with a range of poems and short stories, as well as creating their own pieces of futuristic travel writing. The Novel unit allows students to study a text in detail focusing on the way the writer uses language and the effects of this on the reader. This links well with the Creative Writing unit which gives students an opportunity to express themselves by creating their own fiction and non-fiction works.

All students are formally assessed each half term and throughout lessons; this highlights their strengths and targets. Students will receive a homework project related to each half term’s theme which they are expected to spend at least 1 hour on per week. Autumn 1 Transition Unit and Futurama Spring 1 Victorian Culture Writing Summer 1 The Novel

Autumn 2 Poetry Spring 2 A Midsummer Night’s Dream Summer 2 Creative Writing

Maths Mathematics at TCOLC is taught in a series of 12 small units of work, each lasting roughly 3 weeks. At the end of each unit students complete a short 20minute assessment to check their understanding, and each year these units build on prior learning. We believe in teaching students according to their stage of mathematical learning, not according to the year group they are in, so a high ability year 7 student will be covering similar content to many year 10 and 11 students. This approach means we are able to cater to the individual needs of each student, and in particular are able to stretch students no matter what their current ability is. We place year 7 students into ability groups at the beginning of the year, based on their KS2 data. This ability setting remains fairly flexible at first so that we can make our own professional judgements of students’ ability, not just relying on test scores. The units of work are as follows:

1 Calculations

7 Indices

2 Graphs and Sequences

8 Transformations

3 Angles

9 Number System

4 Equations and Formulae

10 Proportion

5 Constructions

11 Probability

6 Mensuration

12 Handling Data

Students also have access to online resources to help with their mathematics, including the schools VLE which contains a set of tutorial videos and practice worksheets, and the extremely useful websites MyMaths.

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Science Year 7 KS3 science is made of 4 main areas: Biology Physics

Chemistry Thinking scientifically

The Course: Autumn Term      

Cells Particles and their behaviour Energy Body systems Separation techniques Electricity and magnetism

 

Elements and compounds Forces

Spring and Summer Terms  Reproduction  Chemical reactions  Waves and sound

NB – if your child has more than one science teacher they may learn topics in a slightly different order .

Assessment: KS3 is teacher assessed through end of topic tests, and banded progress tasks which assess such skills as planning and carrying out a practical, recording results, drawing graphs, conclusions and evaluations. How parents can help:  Make sure you check that your child is revising for each topic test.  Make sure your child is working on and completing the homework activities given to them.  Talk to your child about their teacher feedback and how have they improved their own work.  Watch wildlife/science programmes on TV or YouTube.  Give your child access to the KS3 Bitesize website in order to revise.  Buy your child a KS3 revision guide.

Computer Science and ICT Course Overview During the year students will be following objectives specifically selected for them. The first year of ICT is broken up into five different units, from which students learn and develop a variety of skills using generic software packages, such as E-mail, ESafety and Spreadsheet to Programming in Scratch and Python.

How can you help? • Provide your child with resources at home such as books, Internet access and revision material. • Having a constant dialogue with your child about their learning will help them consolidate their understanding. • Check and help with homework where possible. • Encourage your child to attend computer club and enrichment sessions

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Languages We offer creative and stimulating lessons which cater for the various learning styles of our students through the use of games, worksheets, posters, languages websites, and authentic resources (e.g. magazines, films, CDs). Students are assessed in the four skills: Speaking, Listening, Reading and Writing at the end of each module and whenever teachers feel it suitable to assess learning or to do a recap of learning. Assessment: Our students are in control of their learning and use their Learning Ladders grids which they complete in lessons to enable them to see the progress they are making day by day. Homework: We believe that homework is a very important part of our students’ learning, therefore our teachers ensure that each year group is being given the right amount of homework. We have a wide range of homework activities e.g. research on a topic/ area of the country of the language your child is learning, presentation to be performed in the class, completion of tasks on languages websites. Community Languages: We offer the possibility for students to take GCSEs in a range of community languages including: Panjabi, Gujarati, Italian, Urdu, Polish, Turkish, Arabic, Dutch, Portuguese. Trips: We offer cultural/linguistic trips to France and Spain to support our students learning: recently we have taken some of the students to Paris, Boulogne and Costa Brava to enhance their cultural knowledge of the countries as well as developing their language skills. Year 7 French Autumn Term

Spring Term

Module 3

C’est parti Famille et copains Chez moi

Summer Term

Module 4 Module 5

En ville Ma journeée

Module 6

On s’amuse

Module 1

¡Vamos!

Module 2

En el instituto

Module 3

Mi familia

Module 4

En casa

Module 5

Mi tiempo libre

Module 6

En la ciudad

Year 7 Spanish Autumn term

Spring term

Summer term

Module 1 Module 2

Greetings / numbers / months / days / colours. Family members / pets / physical description. Description of your house and bedroom / time / evening routine. Places in town / directions / ordering drinks and snacks. Morning routine / school subjects and opinions / timetable / after school routine. Sports and games / musical instruments / what you like to do / holidays. Introducing yourself / numbers from 1 to 31/ learning the Spanish alphabet / talking about the classroom. Talking about school subjects / saying what you do in the lessons and introduction to present tense / talking about teachers / giving opinions and reasons / understanding all adjective agreements / talking about snacks. Talking about family and pets / counting up to 100/ talking about appearance and character, including colours, hair and eyes. Talking about where you live / describing where you live / talking about the rooms in the house / describing your bedroom / talking about activities you do in your bedroom. Saying what you do in you free time / telling the time/ talking about sports / saying what you like to do / saying what you are going to do – future tense. Saying what your town is like/ asking about places / making and responding to invitations / talking about the weather / using future tense and present tense together by saying what you do in your town.

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History These are the topics students will be learning about in their History lessons in Year 7:   

Autumn Term Skills in History. Investigation: The Tollund Man. The Norman Conquest of 1066.

  

Spring Term Norman England – the Feudal System and the development of castles. Life in Medieval England. Church and State: the murder of Thomas Becket.



Summer Term Investigation: Was Henry VIII a great English King?

Homework: Homework is an integral part of students’ learning and is seen as key to developing their independent learning skills. It could be:  To research a given or chosen topic.  To revise/prepare for spelling or knowledge tests.  To revise/prepare for end-of-unit assessments.  To produce leaflets/brochures/diaries/journals of given topics – often ICT linked. History websites: Find sites that students might browse, either as part of their homework or just for fun: www.activehistory.co.uk (students will have access details to this from their teacher) www.historyonthenet.com www.usborne-quicklinks.com www.collegehistory.co.uk

Religious Studies Leicester is a vibrant and unique city with much diversity of religion and beliefs; therefore the aim of Religious Studies in the classroom is to provide students with the stimulus to be open hearted and broadminded and so prepare attitudes that are for life in a plural city and a wider world of diversity. All students follow the Leicester Agreed Syllabus for Religious Education which allows students to share their experiences and to learn about the religions and beliefs of our community from one another. The syllabus aims to develop positive attitudes of respect towards people of all faiths and none but also leaves space for all pupils to explore their own beliefs, values and traditions. Festivals are studied when they occur; students are sometimes involved with whole school RS days, visits to places of worship and faith visitors into the class room. Students extend their knowledge of Christianity, Sikhism, Buddhism, Islam and Hinduism, deepen their understanding of religious and philosophical beliefs, explore the teachings and practices of a religion and discover answers to a range of ultimate questions and ethical issues. Autumn Term ‘What can we know? An introduction to some big philosophical questions and different religious responses. This module provides a look at the nature of religion and belief. It gives an overview of major world faiths and examines the importance of storytelling in religion.

Spring Term Alien View What would aliens think if they arrived on earth about;  war  how we look after our environment  how we treat each other  suffering We then examine ‘Big Questions’.

Summer Term Stay Connected / Hinduism What would it really mean to get in touch with each other, ourselves and God? A study of different forms of prayer, meditation and self-reflection.

Assessments: Take place once a term either at the end of a unit or after a 5 week module of study. Homework: Independent learning is an integral part of the course and is set regularly to encourage enterprise skills such as researching independently, creative thinking and literacy.

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Geography At The City of Leicester College we strive to make our students aware about the world they live in, the challenges facing it and the part that they can play in improving this space we call home. In Year 7, we encourage students to be inquisitive, to ask questions about what is going on around them and to interact with each other in our diverse community. The autumn term is all about GEOGRAPHY SKILLS: how do we find our way around without the satnav, how does a satnav work, how do we read those maps with all the confusing lines? They will then delve into the interesting world of SETTLEMENTS: students will study a variety of places from the megacity of Manila, the fantastic sustainable city of Curitiba in Brazil and the regeneration of our own city, Leicester. They will question their parents on what life was like many, many years ago in the settlement where they grew up. They will decide whether the regeneration of Leicester has been successful and what a future Leicester may look like. Then it is NATURAL DISASTERS! Students will discover what made the Haiti earthquake so devastating, how the Japanese tsunami happened, why people live in these danger zones, how the UK manages flooding and why Hurricane Katrina caused so many problems for the people of New Orleans. In the spring term, Year 7 students will be investigating BRAZIL. Brazil is a fascinating country from the favelas and the beautiful beaches to the troubled rainforests. They will learn about Biofuel and how this is making Brazil rich. They will learn about an important trend in the world around us: SUSTAINABLE DEVELOPMENT and how important this is, not only to Brazil, but also to us here in the UK. In the summer term the Year 7’s will then move on to study of one of the favourite topics of conversation in the UK: WEATHER! Why is it always raining in the UK? Why does it snow in winter? Why is Leicester’s weather so different from settlements in Wales? Independent learning opportunities: All these topics offer the perfect opportunity for students to do independent research e.g. recent Natural disasters; the history of Leicester and Curitiba, the most sustainable city in Brazil. It offers the perfect opportunity for parents to support and assist their children in their learning about these issues. Assessment: Students will complete their assessment on all topics at the end the study period. Parents can assist by ensuring that their child knows the key words and meanings and key information about the different topics. Homework projects:  Newspaper project on POMPEII  Sustainable development of the Rainforest.

Personal and Social Enterprise (PSEnt) Vision To inspire and motivate your child to become an enterprising young adult who is a successful, healthy, happy, critical consumer with a desire to make a positive contribution to local, national and global communities. The work we do also supports your child’s behaviour in school and relationships with peers and adults. Personal Wellbeing Citizenship Financial capability TERM 1.1 Me, Myself and I Personal Health and Well Being Mental and emotional health Black History Day

TERM 1.2 My Rights and Responsibilities Knife Crime UK law - My rights and responsibilities Student council elections

TERM 2.1 Personal Health and Wellbeing IT safety Bike safety Smoking / alcohol Hygiene and exercise

TERM 2.2 My Future Economics & Careers

Be happy, be ambitious, make a difference

TERM 3.1 SRE Sex and Relationship education FGM Grooming /Vulnerability

TERM 3.2 Connecting with the Community Charity Project

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Drama Drama aims to develop an appreciation of the subject as an art form in its own right but also as a subject which is crucial in developing a range of different skills. We encourage students to be independent learners, challenging them to solve problems and work together as an ensemble in a safe and supportive learning environment. We work with other departments in cross curricular projects in order to enhance students’ learning and understanding through active approaches. Over the two years at KS3, drama introduces students to a structured learning programme that is built upon each year. This in turn supports the KS4 curriculum so that students already have a firm base to attain strong grades in GCSE Drama. Assessment: Assessments are undertaken each half term and usually take the form of a performance of practical work supported by a written evaluation. Term 1.1 Term 1.2

An Introduction Drama Greek Theatre

Term 2.1

Dramatic Conventions

Term 2.2

Devising Theatre

Term 3.1

Performing from script / Theatre Technology Performing from script / Theatre Technology

Term 3.2

to

Introducing students to a range of dramatic skills and developing an ensemble approach to working. Understanding the development of drama and techniques such as working in unison and choral speaking. Learning a wider range of dramatic techniques through contemporary issues for young people. Learning how to create exciting new and original theatre from challenging stimulus material. Using all the skills they have learnt to explore dramatic text and learn how to use theatre technology to produce their own work. Using all the skills they have learnt to explore dramatic text and learn how to use theatre technology to produce their own work.

Homework: Students are regularly set homework which takes a variety of forms; research, learning lines, sourcing props or costume, locating appropriate music, undertaking written evaluations, writing speeches etc. Extra-curricular activities: Students are always welcome to use the drama studios to rehearse at lunchtimes and after school. Through our work with the Royal Shakespeare Company (RSC) all Year 7 students will have the opportunity to attend performances in college of King Lear (Y9) and A Midsummer Night’s Dream (Y8). They will have the opportunity to attend a pantomime trip in December which will further help them appreciate live theatre.

Music In the autumn term of Year 7, students will be looking into the elements of music and learning performing, listening and instrumental skills through the Introduction to the Music scheme of learning. Students will develop their instrumental skills through playing the keyboard, they will learn how to read notation and develop their listening skills by using musical vocabulary. In the spring and summer terms of Year 7, as well as developing performing, listening and instrumental skills, students will be learning composition. The two schemes of learning are School of Rock, where they learn an instrument independently and then perform as a band, and Composing Music through Technology. This year lays the foundations for the students’ instrumental skills to take them through the rest of KS3.They will get the opportunity to try drums, bass guitar, guitar and keyboard. Homework Students will be set one homework project each half term, linked to the scheme of learning they are studying at the time. This will involve research based activities. For example, the first homework project is ‘Music and Me’ giving all students the opportunity to reflect on their own musical influences. In the second half term the homework project is ‘Instruments of the Orchestra’: students will choose one family of instruments to research into and then present their findings.

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Assessment Music is assessed half termly. Students receive formative feedback regularly, verbally during lessons and written feedback in their booklets. Students are regularly set targets so that they know what they need to do to improve. Assessment is based on their booklets, homework and a performance at the end of each term. Extra-curricular There are many opportunities for students to do extra-curricular work in music. We have steel pans, a school band, a music technology club, a school choir and the department is open every lunchtime for students to rehearse. We also offer instrumental lessons on a range of instruments including drums, bass guitar, guitar, keyboard, vocals, saxophone, piano, violin, flute and clarinet.

Physical Education The PE department seeks to ensure all learners are given the opportunity to develop a range of skills and techniques, personal skills and attributes essential for an active and healthy lifestyle through a variety of sporting activities. Students are encouraged to take responsibility within PE lessons to lead, coach and officiate in activities, as well as perform as part of the Sport Education Programme. Students are given two hours a week of Core PE lessons, covering a wide range of activities that meet the requirements of the PE National Curriculum. These activities include: Athletics, Rounders, Cricket, Tennis, Football, Netball, Table Tennis, Dance, Gymnastics, Team building, Outdoor Education and Leadership, Health Related Fitness, Zumba, Exercise to Music, Dodge Ball and Badminton. In year 7 students will cover 6 sports, 1 over each half term, for example: Term 1.1

Football

Term 1.2

Tennis

Term 2.1

Swimming

Term 2.2

Rugby

Term 3.1

Athletics

Term 3.2

Cricket

With the reintroduction of GCSE P.E from September 2015 and the continued success of the BTEC Sport courses, theoretical and practical elements from both are now being integrated into PE lessons at KS3 Core PE. This will develop the skills needed to prepare students for KS4 and KS5 Sports courses offered later in their school careers. Assessment is carried out throughout the sporting activity blocks and culminates with an inter form competition at the end of each half term. Extra-curricular Students are encouraged to attend after school sport clubs through our extra-curricular sports programme, where students can refine existing sports skills learnt in PE lessons, have fun and develop their own fitness within their chosen sports.

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Art In Year 7, students have one lesson of art a week and follow two art projects through the year. The first project is based on the Pop Art movement with students learning about colour theory, developing their painting skills and learning about artists such as Andy Warhol and Claes Oldenburg. Students explore popular culture linking in with the Pop Art work and this culminates in designing their own Pop Art style shoe. This 2D design is taken into a 3D clay shoe piece which allows students to learn clay skills such as thumb and slab pot techniques. They will also learn about the kiln and the use of glazes. The second project develops students’ drawing skills and use of mark making and tone. They will develop their understanding of a variety of media including pencil, pen and ink and charcoal. Through looking at artists including Van Gogh, students will explore landscape and perspective. In both projects students are encouraged to peer assess, self-assess and evaluate the work of artists to encourage their analytical skills. Assessment: Students will be assessed on their practical skills, their generation and development of ideas and analysis and evaluation of ideas. Literacy is also very important & students will develop the ability to communicate ideas visually and verbally. Homework A variety of homework tasks are set throughout the year which encourage students to explore different areas of art and develop a variety of skills. Tasks will include use of pencil and drawing skills, use of colour, artist research, analysing their art work, and preparation for classwork. Students are expected to spend at least 30 minutes on their homework and put as much effort into it as they do their classwork. Parents are encouraged to support the students with their homework tasks through discussing their ideas. We also like to encourage students to visit local galleries and museums, which parents often enjoy just as much as the students.

Product Design The course is aimed at introducing and teaching pupils how products are manufactured through a range of focused practical tasks. Students will use a range of tools, machinery, materials and processes to design and make products using from initial idea to fully packaged product. Students will be making a Wooden Toy using various hand crafting skills and will be making a package using Computer Aided Design and Manufacture with the use of moulds and formers. Assessment: Students will be assessed on their practical skills, analysis and evaluation of the final outcome and the work of others. Literacy is also very important as designers need to communicate ideas visually and verbally using a range of skills. Homework: Students are required to complete twelve homework tasks which use a variety of skills. Each homework task should reflect at least 30 minutes of the students’ best work and should not include the time taken to gather information or research. Homework should be presented appropriately to the task, for example, on neat paper, well drawn/ coloured diagrams, spelling, grammar and punctuation checked and accurate. Parental support:  Please ensure that your child regularly completes their homework by the given deadlines and ensure that work and homework is transported to and from school in a folder to ensure it is kept neat. Work should not be folded.  Students benefit from regular practice at sketching so encouragement to sit and sketch from objects in front of them will enable their design communication skills to improve.  Many students also benefit from collecting images, articles, photographs and samples such as fabrics, postcards and leaflets. Encouraging your child to keep a folder or scrapbook of such items of interest enables the student to build up a folio, which is personal to their own inspiration, and is very useful when generating a personal response to design briefs.

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Textiles The aim of Year 7 Textiles is to introduce students to a range of practical skills designed to help develop their motor skills, particularly hand to eye co-ordination. This will be done by working on a practical project during lesson time. All students in Year 7 will have half a year in Textiles (1 lesson a week). Students will build up their practical skills through a design & make project where they will increase their knowledge and understanding of researching and textiles construction. Design and practical work will be marked on a regular basis and the combination of those marks will be used to judge progress. Assessment: Students will be assessed on their practical skills, their generation and development of ideas and analysis and evaluation of ideas. Literacy is also very important & students will develop the ability to communicate ideas visually and verbally. Homework: There will be three homework tasks set over the course and each will link into work done in the classroom 1. Researching their project. 2. Collecting materials & resources for their practical work. 3. Homework sheet based on their project. 4. Taking practical work home to finish particular sections. Parental support: Students are expected to either make a contribution of £1.00 towards the cost of materials used, or provide their own suitable fabrics & materials; this will be discussed with your child in lesson time. Parents can also help by encouraging their child to sew & cut things out at home, therefore practicing their skills.

Food Technology The aim of Year 7 Food Technology is to introduce students to healthy eating through a range of practical, theory and design lessons. All students in Year 7 will have half a year in Food Technology (1 lesson a week). Students will build up their practical skills through fortnightly cooking lessons with the theory lessons enabling them to increase their knowledge of food and design their own healthy products. Both theory and practical work will be marked on a regular basis and the combination of those marks will be used to judge progress.

Assessment: Students will be assessed on their practical skills, their generation and development of ideas and analysis and evaluation of ideas. Literacy is also very important & students will develop the ability to communicate ideas visually and verbally. Students will be given targets to help them make progress and build upon their skills. Homework There will be three homework tasks set over the course and each will link into work done in the classroom: 1. Healthy Eating Research. 2. A label for a product made by the student. 3. Ensuring ingredients are organised and brought in for each practical lesson. Parental support Students are expected to bring their own ingredients for practical lessons and to enable this to happen they will need the help of their parents. All students will be given a recipe book to bring home and keep in a safe place. All recipes are adaptable to meet individual dietary needs. Parents can help their child by ensuring they discuss recipes and that their child has the ingredients they need for each lesson. Parents can also help by encouraging their child to cook at home, therefore practicing preparation and cooking skills.

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Supporting your child to become an Independent Learner There are lots of ways in which you can help your child to become a self-motivated and independent learner which will help them now and in the future.             

Ask your child about their learning in college – get them to explain what they’ve learnt and how. If your child asks you a question about their work, support them in finding out the answer for themselves. Check your child’s planner every week to ensure they are writing down, and completing, their homework. Check your child has the right equipment with them every day. Encourage your child to revise for tests. Support your child to use the internet safely and responsibly. Draw your child’s attention to programmes on TV related to topics studied in college. Encourage your child to read or watch the news and discuss local, national and global issues. Allow your child to take part in trips organised by the College. Encourage your child to get involved in some of the many clubs and extra-curricular activities available at the College. Ensure your child is a member of a local library and encourage them to visit it regularly. Encourage your child to be creative and enterprising – to try new and different ways of doing things. Visit the many museums, theatres, galleries and festivals we are lucky to have in Leicester.

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