Year 7. Curriculum Guide Key Stage

Year 7 Curriculum Guide Key Stage 3 2012-2013

“In the undiscovered country of the future, your best opportunities for success lie in realising your full potential…anything else will leave you always wondering about what might have been…”

Anon.

Year 7 Curriculum Booklet

September 2012

September 2012

Dear Parent/Carer Year 7 Curriculum Guide Welcome to Year 7, the first year of Key Stage 3 at Uckfield Community Technology College. The beginning of Secondary School marks a significant transition in your child‟s learning journey. As the excitement of early September gives way to the sustained engagement of the KS3 Curriculum, your children begin to mature and develop and explore the world in a deeper and more profound way. Working with you we want to help them discover their strengths and their areas for development, we want to support them in becoming excellent learners, so they will be ready to learn throughout their lives. During KS3 their progress is measured through National Curriculum levels, but many aspects of the behaviours and skills which will serve them most effectively in their adult lives are not so easily measured. Working with you we want to develop thoughtful, happy, engaged and enthusiastic learners who understand their talents and uniqueness and work to develop themselves to the full. We have put together this document to help you to support your son or daughter through this year. Please take your time to read the information. Should you have any comments or feedback about this information please let one of the KS3 team know. We have a large team who work in Key Stage 3 and should you require any more detailed information we would be happy to be contacted at the college. We are happy to receive enquiries by emailing [email protected], or telephone contact Liz Penfold. As you are already aware, the Together to Success evenings at the beginning of the new academic year form an introduction to UCTC. At each of these evenings one or more of the KS3 team will be available to answer questions. This Curriculum document contains information about each of the subject areas your son or daughter will be studying in Key Stage 3. Each area has included details on a termly basis as well as assessment patterns and advice about activities at home relating to the subject. We have also included information about the developments and processes at the College. Your son or daughter will have a student planner containing useful information to support them through their studies. This is an invaluable source of communication within College and between College and home. We would ask you to check and sign this on a weekly basis and add any feedback you feel necessary. Your son's or daughter's tutor will also be checking the planner every week. Educating our students is very much a partnership between College and home. We look forward to working with you to make this year a successful one for your son or daughter. Yours sincerely

Geoff Evans Deputy Principal Curriculum

Year 7 Curriculum Booklet

Adam Livings Director of Year 7

Liz Penfold Assistant Director of Year 7

September 2012

Key Stage 3 Contact List

Adam Livings [email protected]

Director of Year 7

Liz Penfold [email protected]

Assistant Director of Year 7

Sarah Shipley [email protected]

Director of Year 8

Diane Ricketts [email protected]

Assistant Director of Year 8

James Gietzen [email protected]

Director of Year 9

Christine Latter [email protected]

Assistant Director of Year 9

Zena Hall [email protected]

Curriculum Manager for Flexible Learning and College Special Educational Needs Coordinator

Merrin Rose [email protected]

Student Support Assistant

College details: Uckfield Community Technology College Downsview Crescent Uckfield East Sussex TN22 3DJ

Year 7 Curriculum Booklet

E: [email protected] W:www.uctc.org.uk T: 01825 764844 F: 01825 744950

September 2012

Year 7 Key Dates 2012-13 Autumn Term 2012 13th September 17th – 21st September 20th September 14th September 4th October 27thSeptember 11th October 18th October 24th October 26th October 5th November 20th November 24th November 18th December 21st December

Together to Success – Science Team Building Week Together to Success – Maths and the National Numeracy Strategy Yr 7 Team Camp Together to Success – ICT in the Curriculum INSET – College closed to students Together to Success – English - Improving Writing Together to Success – Meet the Tutors Evening Year 7 Halloween Party College closes for Autumn Break College re-opens Acoustic Night Concert Christmas Indulgence Annual Carol Service College closes for Christmas Break

Spring Term 2013 7th January 18th January 15th February 25th February 12th March 28th March

College re-opens INSET – College closed to students College closes for Spring Break College re-opens Rock Night College closes for Easter Break

Summer Term 2013 15th April 30th April 2nd May 6th May 24th May 3rd June 1st July – 5th July 17th July 24th July

Year 7 Curriculum Booklet

College re-opens Spring Concert Parents Evening May Day Holiday College closes for Mid Summer Break College re-opens Enrichment Week Year 7 Celebration Evening College closes for Summer Break

September 2012

Information to Support Achievement: Year 7 “Whatever you think or dream you can do, begin it now.”

Goethe

Introduction We are very proud of the achievement of our students both within subject areas, and as individuals representing the College in the many activities students are involved in.

Personalising Learning “We should try to turn out people who love learning so much and learn so well they will be able to learn whatever needs to be learned.” John Holt 1964

As well as supporting achievement across national curriculum subjects, we are also interested in promoting the growth of well-rounded, self-aware and confident young people ready to lead successful lives in this fast-paced 21st century world. We want every student to be the best that they can be, to enjoy and engage fully in their learning so much so that they continue to want to learn throughout their adult lives. In order to do this they need to know their strengths, understand which areas of their performance need developing and how to manage their learning independently. To achieve this we will need to get to know your son or daughter well, set individual targets with them and personalise their learning experience so that they are interested, engaged and involved in every aspect of their learning. Your role in supporting this process cannot be understated, you are the greatest influence on your son or daughter and you are the greatest source of support for us in working with them.

Flexible learning Programme Students with specific learning needs are given extra support by specialised staff. This is either support within class or in small withdrawal groups. You will be personally informed if it is felt that your child would benefit from this intensive programme.

Year 7 Curriculum Booklet

September 2012

Assessment for Learning We consider feedback and marking to be one of the cornerstones of how we support students to make excellent progress at UCTC. International research has shown that when students are clear about what they need to do to improve they make excellent progress. Because of this, students are encouraged to read any comments and consider all grades that have been put on work and profiles in order to set targets for future improvement. We endeavour to mark work where possible and appropriate, in a positive manner, identifying both strengths and weaknesses. These more detailed comments or verbal feedback in the classroom are key guides to students in how to improve and develop their skills. The aim is to provide students with a picture of how they are performing across the range of subjects they are studying and to give them a chance to see how their grades are expected to develop over the years. We also encourage students to assess their own learning, and to be aware of achievement targets and Improvement Strategies which will enable them to make steady progress. In general, we expect students to progress by two National Curriculum sub-levels each academic year (Expected progress in pathways overleaf). As well as receiving a grade for attainment, students will also be assessed in terms of their motivation and independence in learning. Our aim has been to develop a system that provides students and parents with the information they need to realise their potential. We encourage all students to become interested and actively involved in their own learning and we would urge students to ask teachers and tutors if there is any aspect of their work that causes them concern. All teachers will add comments to enable your son or daughter to improve their spelling, punctuation and grammar. Of course, the emphasis is through English lessons but teachers of other subject areas will mark for key words. Your son or daughter will be provided with these key words at the start of each new scheme of work and lesson. Over the page is information about national criteria for progression.

Year 7 Curriculum Booklet

September 2012

Framework for Progress- Expected Progression Pathways Attainment

Below National Average

National Average

Above National Average

Year 7*

1 2 3c 3b 3a including all sub levels

4C 4B 4A 5C

5B/5A/ 6C 6B>

Year 8

1 2 3 4

5C 5B 5A

6C 6B 6A>

Year 9

1 2 3 4 5c 5b

5A 6C 6B

6A 7C 7B 7A>

Key Stage 4

U G F

E D C

B A A*

Key Stage 5

U N E

D C

B A

Incomplete

Pass/Merit

Distinction

Vocational Courses

*Modern Foreign Language grades at KS3 are on a different scale.

Year 7 Curriculum Booklet

September 2012

Framework for progress The framework is intended to give a guide on progress. Progress for some individuals will be different and not fit this linear pattern. The table below gives an indication of typical progress from Key Stage 2 to Key Stage 3. Typical progress should be interpreted as the minimum expected progress from year to year across the key stage. The table makes use of differentiated levels, so that level 4, for example, is broken down into a low level 4 (4C or 25 points), secure level 4 (4B or 27 points) and a high level 4 (4A or 29 points). Year 6 3C (19 points) 3B (21 points) 3A (23 points) 4C (25 points) 4B (27 points) 4A (29 points) 5C (31 points) 5B (33 points) 5A (35 points)

Year 7 3B/3A 3A/4C 4C/4B 4B/4A 4A/5C 5C/5B 5B/5A 5A/6C 6C/6B

Year 8 4C 4B 4A 5C 5B 5A 6C 6B 6A

Year 9 4 4/5 5 5 5/6 6 6 6/7 7

For example, if a student, on average, achieved 4C (25 points) at the end of Key Stage 2 typical progress over Key Stage 3 might be: In year 7 working within levels 4B and 4A In year 8 within level 5C In year 9 within level 5B and 5A To summarise key points from the table A pupil achieving level 4C at KS2 should achieve at least level 5 at the end of KS3 A pupil achieving level 5C at KS2 should achieve at least level 6 at the end of KS3 The National Strategy seeks to ensure this progress from KS2 and KS3

So students should expect to move on average around two sub levels per academic year towards their target.

Year 7 Curriculum Booklet

September 2012

Support Progress through Feedback and Communication The relationship between home and the college is the key to the success of your child, but you do not need us to tell you that. The support of parents and carers is fundamental in terms of ensuring our students realise their potential. Communication and ongoing feedback is crucial if we are to ensure you know what is going well for your child in school and which areas they need to work on. Reports will come home twice during the year and as well as national curriculum information we will be looking for the following traits and characteristics in our learners.

Valuing the Active Learner: Engagement

Grade

Attitude to teacher and peers is outstanding Actively engaged in the lesson e.g. frequently asks and answers questions Very strong thirst for knowledge, skills or understanding Takes risks with new work or activities Always co-operates with staff and/or other students and follows instructions immediately Always on task when taking part in peer group activities/class discussions Behaviour is excellent and no personal reminders needed Keen to volunteer and to demonstrate their understanding in a variety of ways.

1 - Excellent

Attitude to teacher and peers is good Sometimes asks and answers questions in class Keen to discover knowledge and understanding or learn new skills Sometimes takes risks with new work or activities Usually on task during peer group activities/class discussions Behaviour checks not often needed. Sometimes needs to be encouraged to demonstrate their understanding in ways other than in writing.

2 - Good

Attitude to staff and peers varies Would like to do well but not always able to turn good intentions to work Rarely volunteers to ask or answer questions Passive learner Attitude to learning means that they are not making as much progress as they should Can distract others if unchecked, particularly in group work Can be distracted by others Often needs to be reminded of expectations and to stay on task Sometimes wastes time settling down to work Sometimes displays reluctance to work or take part in activities Behaviour checks only have an effect for a short period of time.

3 – Some Improvement Needed

Very poor attitude to learning; sees no point in coming to lessons. No interest or engagement in any aspect of the work Lack of commitment Is rude or abusive to peers and/or staff in the class Learning of others is significantly disturbed Behaviour checks frequently required Sometimes has to be removed from the class

4 - Unacceptable

Year 7 Curriculum Booklet

September 2012

Valuing the Independent Learner: Readiness for Learning (R4L)

Grade

Student is well motivated and is able to work independently in a wide variety of situations with a minimum of direction Arrives on time and settles immediately Motivated self-starter who is organised and equipped to achieve their potential at all times Homework is always submitted on time and completed to the highest standard Demonstrates a range of wider skills which have been developed outside the classroom such as research, leadership, independent learning, problem solving, evaluation etc.

1 - Excellent

Student is well motivated and is able to work effectively with support and guidance in a variety of situations Student is organised and equipped to achieve their potential the vast majority of the time Homework is usually submitted on time and completed to a good standard Demonstrates some wider skills which have been developed outside the classroom such as communication, research, teamwork etc.

2 - Good

Student can be motivated but needs considerable direction in order to be ready to learn Needs reminders to complete work Starting to show signs underachievement as they can be disorganised and ill equipped to achieve during lessons Homework is sometimes submitted late and/or is often of a lower than expected standard Does not always work independently

3 – Some Improvement Needed

Student has little or no motivation Even with considerable teacher input and support will not always co-operate Underachieving because they find it difficult to come to lessons with the basic equipment or arrive on time Limited development in basic skills is evidenced by their poor organisation and lack of appreciation of the consequences of their actions Homework is rarely submitted or is of a poor standard in relation to the student‟s ability Does not work independently

4 - Unacceptable

Year 7 Curriculum Booklet

September 2012

Subject: ART

Curriculum Leader: Mrs Emma Goodier

Main Skills developed in the course: Students will develop the ability to use a wide variety of art, craft and design processes, associated materials and safe working practice. They will learn to work both as an individual and cooperatively as part of a group. Students will develop the ability to produce imaginative images and artefacts, exploring and expressing their own original ideas, whilst learning to take risks and learn from their mistakes. Key to the development of skill is the ability to work from observation, experience and imagination. This will include detailed understanding of the formal elements.

Key Areas of Study Autumn Cultural and critical understanding, using chosen artists and genres. Introduction to formal elements and drawing skills. Building observational drawing skills line/tone What is Art? Trip to gallery

Spring Creative exploration, developing understanding of formal elements in relation to art and design. Looking at form, Emphasis on observational drawing.

Summer Extending skills using the formal elements. Develop and refine ability to control and manipulate colour in a range of media. Expressing perception and invention in order to create original work. Reflecting on own learning, using evaluative and analytical skills. Looking at other outlets and their art.

Assessment Tasks: Work is continually assessed, with dialogue between students and teacher. The projects are graded as a whole. Targets will be discussed for future development. Initial drawing assessment and end of year assessment.

Home resources that will support and help college work: A good quality sketchbook. This can be purchased from the College. Access to information on Art and Artists. Drawin Drawing materials 3B pencils, colour pencils, crayons, art materials, paint, glue, scissors, watercolours, or other water based paints. Art packs are available and expected at every lesson.

Home activities that will support and help college work: Visual activities. Interest in TV programmes/magazines/books on Art. Visits to exhibitions and galleries. Discussion Helpful for parents to read homework record sheets and to look at sketchbooks

Year 7 Curriculum Booklet

September 2012

Subject: DESIGN & TECHNOLOGY

Curriculum Leader: Mrs Tori Bramly

Main Skills developed in the course: Students are given the opportunity to develop their capability through assignments in which they design and make products, focusing on different contexts using resistant materials, graphic media, food and textiles. They will also develop their independence, problem solving, communication and presentation skills. Key Areas of Study Projects run on rotation according to room availability and resources. Pewter casting Fab food for Healthy Bodies Passport to Food Technology Design and make a souvenir for Sea Life Centres Fuse Tester Eco bag Citrus Peeler Fibres to fabrics

Assessment Tasks Students will be assessed for sketch book and practical work. A National Curriculum level will be awarded for designing and making assignments during the year.

Home resources that will support and help college work Access to reference books, magazines, newspapers, recipe books, catalogues existing products similar to those investigated in school. Use of the internet to access on-line materials on Moodle.

Home activities that will support and help college work Helping students to organise materials/ingredients for practical work. Encouraging students to collect information on existing products from shops and mail order companies. Encouraging students to gather reflect and respond to feedback. Encourage students to use the resources on Moodle.

Year 7 Curriculum Booklet

September 2012

Subject: DANCE

Head of Subject: Mrs Giselle Grieve

Main Skills developed in the course: Dance consists of three strands, namely; Performance, Composition and Appreciation. These skills will be developed in each lesson.

Key Areas of Study Performance Movement vocabulary Dance Styles Responsive to different stimulus Musicality Alignment Canon Unison Self evaluation

Creative Use of repetition in composition Relationships Appreciation of work Five basic body actions Pathways Peer evaluation

Performance/Creative Mirroring/Matching Symmetry/Asymmetry Duo, and small group work Narrative form Co-ordination Focus Balance Peer/Self-assessment

Assessment Tasks Students are continually assessed in all three areas. Successful performance and composition can be observed and students are questioned about their movement selection and performance. Students act as audiences and are video recorded regularly to develop appreciation skills.

Home resources that will support and help college work It would be helpful if parents assist in organising students' kit.

Home activities that will support and help college work Parents could encourage students to take part in extra-curricular clubs and performances. It would benefit students if they were given opportunities to see professional dance live or on video.

Year 7 Curriculum Booklet

September 2012

Subject: DRAMA

Head of Subject: Miss Karen Boniface

Main Skills developed in the course: The students are expected to create, perform and respond to drama. This will involve students developing effective group work strategies, as well as control over body movement, facial expression and voice. Students use a range of increasingly complex theatrical styles and conventions, and are encouraged to edit and refine work in response to constructive criticism. Group work and speaking and listening skills are refined through which students become adept at team collaboration.

Key Areas of Study Unit 1 Unit 2 Introducing Drama Manor House Creating Dramatic Group dynamics Tension The Three C‟s – Use of Silence and Control, Co-operation Stillness and Concentration Mime and Physical Improvisation Skills Theatre. Confidence and trust Performance to music building

Unit 3 Runaway Problem solving through Drama Creating visual narratives Performance skills using pictures and poetry Forum Theatre Creating and devising Theatre

Assessment Tasks Students are assessed in the three areas of creating, performing and responding. Each module contains at least one opportunity for formal assessment. They are expected to work in various groups, according to friendship, ability, gender, etc. Students are taught for half a year (3 half terms) Some assessments will be filmed which will allow for self assessment and peer assessment in addition to formal assessment

Home activities that will support and help college work Discussions about themes, styles, performance skills in TV Drama/Theatre Visits to theatrical performances (Professional or Amateur) Access to Drama clubs/Societies. Some homework or additional tasks will be accessible through the VLE

Home resources that will support and help college work. Access to clothing/objects that can be used for costumes/props.

Year 7 Curriculum Booklet

September 2012

Subject: ENGLISH

Curriculum Leader: Mr Ben McLachlan Teacher responsible for KS3: Mrs Lisa Quarton

Main Skills developed in the course: a) Speaking and Listening: exchanging ideas with others and adapting speech for different audiences including paired, group and whole class. b) Reading: developing an interest and understanding of poetry, fiction and non-fiction texts. c) Writing: promoting the skills necessary to structure and organise writing, both narrative and non-narrative. Key Areas of Study (resourcing dictates that not all students will be studying these units in this order) Autumn Telling Tales Students will read a selection of short stories and develop key writing skills. They will become Reflective Learners who take responsibility for self and peer assessment, understand how to proofread their work and set their own goals for success. The Novel Students will read a novel as a class and develop key reading skills. They will also learn how to write a letter and punctuate speech. As Independent Enquirers, they will make and support points with relevant evidence and reasoned explanation.

Spring Change our School Students will learn how to write and deliver a speech; write a formal letter and a magazine article. They will become Effective Participators who try to negotiate and balance diverse views in order to present a persuasive case. Theme Park Students will learn how to write an information booklet and an advert, improve their use of complex sentences and use presentational devices. As Self-Managers, they will plan and organise their time and resources in order to achieve their goals.

Summer Monsters and Mayhem Students will be introduced to key poetic terms and develop the reading skills required to analyse and compare poetry. They will write their own poetry and also develop essay writing skills. They will become Creative Thinkers who generate ideas and explore creative ways to express themselves. Drama texts Students will read extracts from a range of plays by Shakespeare before studying a modern play. They will develop skills for literary analysis and will have the opportunity to write scripts and perform in front of class. As Team Workers, they will collaborate with others to achieve a common goal.

Assessment Tasks Presenting a speech to the class; taking part in a group discussion Expressing opinions about fiction, non-fiction, poetry and drama texts studied Writing poems, reviews, stories, letters, essays, play scripts and other kinds of writing.

Home resources that will support and help college work Reference books, thesaurus, dictionary and a selection of books for wider reading are all essential A quiet study area

Home activities that will support and help college work Throughout Year 7, students will complete “The Great Year 7 Reading Adventure”, an independent homework project. Students will be expected to read at least one book every term and to undertake two Reading Tasks per term. Details of the tasks and the help-sheets can be found on the UCTC VLE under Year 7 Independent Study. Parents and Carers can support students in the Independent Study by: Encouraging the student to read as much as possible, Encouraging proof-reading skills and the use of a dictionary. Establishing a routine and set time for homework.

Year 7 Curriculum Booklet

September 2012

Subject: FRENCH

Curriculum Leader: Ms Chantal Habouzit Contact for this subject: MsChantal Habouzit

Main Skills developed in the course: The ability to understand and respond to spoken language. The ability to communicate in speech. The ability to read and respond to written language. The ability to communicate in writing. Use of dictionaries. Techniques for learning and retaining vocabulary. Key Areas of Study Autumn Meeting people School objects and the alphabet Counting up to 20 Saying when your birthday is. Giving the date Talking about the classroom Saying what colour things are Talking about brothers and sisters Talking about your family Talking about your pets Describing yourself and others Talking about hair and eyes French comic books

Spring Talking about where you live Describing your home Describing your bedroom Talking about what you do in the evening Telling the time Asking about places in a town Asking for directions Expressing opinions Ordering drinks and snacks Practising numbers The French language across the world Learning about Paris A board game using town vocabulary

Summer Daily routine School subjects Giving opinions and reasons Timetable What you do after school Learning about a French school Sports and games Musical instruments Saying what you like to do At the leisure centre Going on holiday

Assessment Tasks Students are continuously assessed according to National Curriculum criteria in the four skill areas of Listening, Speaking, Reading and Writing. Vocabulary is tested on a regular basis. Independent Study tasks are taking the form of mini-projects and are helping students to develop life-long skills.

Home resources that will support and help college work A French dictionary. “Aide-mémoire” booklet. The internet: „Linguascope‟ (students will be given a username and password). The UCTC Online Learning Community (OLC).

Home activities that will support and help college work Testing of vocabulary. Willingness to be a “student”. Fostering a positive attitude towards languages and language learning.  Reading for pleasure in the Target Language (Mary Glasgow magazines).

Year 7 Curriculum Booklet

September 2012

Subject: SPANISH

Curriculum Leader: Ms Chantal Habouzit Contact for this subject: Ms C Habouzit and Mrs J Wallace

Main Skills developed in the course: The ability to understand and respond to spoken language. The ability to communicate in speech. The ability to read and respond to written language. The ability to communicate in writing. Use of dictionaries. Techniques for learning and retaining vocabulary.

Key Areas Autumn Introducing yourself Counting up to 15 Counting up to 31 Learning about the Spanish alphabet Talking about the classroom Talking about your school subjects Saying what you do in lessons Talking about your teachers Giving opinions and reasons Talking about snacks

Spring Talking about your brothers and sisters Counting up to 100 Talking about your pets Talking about your appearance and character Talking about eyes and hair Talking about where you live Describing where you live Talking about the rooms in your home Describing your bedroom Talking about activities you do in your bedroom

Summer Saying what you do in your free time Telling the time Talking about sports Saying what you like to do Saying what you are going to do Saying what your town is like Asking about places in town Making and responding to invitations Talking about the weather Saying what you do in town

Assessment Tasks Students are continuously assessed according to National Curriculum criteria in the four skill areas of Listening, Speaking, Reading and Writing. Vocabulary is tested on a regular basis. Independent Study tasks are taking the form of mini-projects and are helping students to develop life-long skills.

Home resources that will support and help college work A Spanish dictionary “Socorro booklet” The Internet: „Linguascope Website‟ (students will be given a username and password). The UCTC Online Learning Community (OLC).

Home activities that will support and help college work Testing of vocabulary Willingness to be a “student” Fostering a positive attitude towards languages and language learning Reading for Pleasure in the Target Language (Mary Glasgow magazines).

Year 7 Curriculum Booklet

September 2012

Subject: GEOGRAPHY

Curriculum Leader: Mr John Whilde

Main Skills developed in the course: This course focuses initially on developing students‟ sense of the local area. This is combined with learning vital map skills. The rest of the year expands our knowledge from the local area to Britain, then Europe and eventually the World. At the same time, general skills of enquiry, research and data handling and interpretation are developed along with IT skills. Good communication through writing and debating skills is emphasised. We aim to use the „outdoor classroom‟ when appropriate.

Key Areas of Study Autumn Uckfield and Beyond Settlements of Britain

Spring Exploring Europe Cracking Coasts

Summer Happy Holidays “Rocks Rock!” (including local field study)

Assessment Tasks A range of tasks are used to assess students‟ progress including debates, essays, tests and presentations. We use the Independent Study model for homework. Three Geography Independent Studies will be set in the year in Terms 2, 4 and 6. The homework instructions are given to students at a relevant point in the term, but can be seen in advance by looking at the Online Learning Community (accessible from home through the school website). Each unit of work will be formally assessed.

Home resources that will support and help college work An atlas, a dictionary, reference books, geographical magazines, pencil, crayons and newspaper articles relating to geographical issues would all be extremely useful. Access to the internet if possible.

Home activities that will support and help college work It would be helpful if parents could encourage students to take an interest in the local news/newspaper and discuss any issues they feel are relevant to what they study in Geography. As the homework will be set over a long period of time some students will need help organising their time so it is not left until the last minute. Students will be given instruction sheets for their Independent Studies. It would be useful if parents could go through these with them to ensure they have done all they were asked to do. The instructions are also available on the Online Learning Community.

Year 7 Curriculum Booklet

September 2012

Subject: HISTORY

Curriculum Leader: Ms Sarah Pilling

Main Skills developed in the course: Knowledge and understanding of the past is developed as are the skills of explaining and analysing, using and evaluating evidence and looking at interpretations of history

Autumn The History Detectives What are Sources? Learning use sources to investigate Investigating my local area Significant people and Events in History

Spring Summer Romans: Civilised or Medieval Life Savage? Towns, Crafts and Cross curricular project Guilds. with ICT department. Everyday life, fashion and food. What life was like for the Romans? Black Death. How Rome was ruled. Castle and Crusades Why did William Win? Development of ● The contenders to the The Roman Army Castles. throne in 1066 Development of the Attacking and ● What happened at the Roman Empire defending Castles. Battle of Hastings? What a soldier‟s life Crusades and ● How did William keep was like? Medieval Warfare Control in England? Cr Hannibal and Boudicca – fighting Romans.

Assessment Tasks Effort grades are awarded frequently. Attainment is assessed through a variety of tasks including factual tests, essays, research questions, projects and evidence evaluation work.

Home resources that will support and help college work It would be helpful if reference books such as an encyclopaedia and a dictionary were available Drawing materials are also invaluable. Internet access is also very useful.

Home activities that will support and help college work Visits to historical sites and watching historical films, dramas or documentaries on TV can encourage a wider interest and deeper knowledge of the subject. Discussing family history with relatives is also particularly informative and inspiring for students. Checking students have completed the work that has been set and have supported their points with precise historical evidence would be of great help.

Year 7 Curriculum Booklet

September 2012

Subject: ICT

Curriculum Leader: Mr Dan Tweed Teacher Responsible for KS3: Mrs J O’Connor

Main Skills developed in the course: During Year 7 students develop the awareness and skills they need to become safe, self-moderating users of the College network, Google Apps for education and the World Wide Web. Students expand their ICT Capabilities across a wide range of desktop and internet-based applications and begin to develop an awareness of some of the main moral and ethical issues associated with their personal use of ICT. Computer Programming is introduced (or extended further) and students create an Online e-portfolio to record, present and comment upon their achievements across the whole curriculum and beyond.

Key Activities Autumn

Spring

Summer

Using ICT: School Network, File Management, Google Apps and Personal ESafety. Understanding images: Creating and manipulation Bitmap and Vector Graphics images.

Information: Reliability, validity and bias – Using the internet for finding information. Web-Authoring: Different kinds of websites, Features of effective websites, Design process, authoring tolls, personal eportfolio design and creation. An introduction to HTML.

Computer Programming and Gaming. Game play, design, single player, multi-player and massively multi-player, games platforms, marketing and distribution and Computer games design and Creation. Exploring trends, ethics, morals and laws in ICT: Throughout the year.

Assessment Students will be formally assessed against NC standards once for every unit of work using success criteria that are shared with the students.

Home resources that will support and help college work Home computer and a broadband connection.

Home activities that will support and help college work Using a web-enabled computer to complete a range of extended learning activities. When using the internet for research, it is essential that students avoid plagiarism and copyright infringement by referring clearly to the sources they have used.

Year 7 Curriculum Booklet

September 2012

Subject: MATHEMATICS

Curriculum Leader: Mrs Angela Wright Teacher responsible for KS3: Miss Sarah King

Main Skills developed in the course: Making and monitoring decisions to solve problems Communicating mathematically Developing mathematical reasoning Estimation and general mental mathematics NB: The course follows the guidelines in the National Framework for Mathematics

Key Areas of Study Autumn How our numbers work Position Basic Number Angles Displaying data Decimals Co-ordinates Fractions Solid Shapes

Spring Number patterns Everyday measures Flat shapes Multiplying and dividing decimals Number machines Flow diagrams and number patterns Formulae Negative numbers Graphs

Summer Equations Measuring Accuracy Probability Transformations Operations in algebra Investigations Averages Symmetry Scale

Assessment Tasks Informal formative assessments 12 Assessment lessons throughout the year End of year exam in Summer Term.

Home resources that will support and help college work Calculator and geometry instruments. Computer – Spreadsheets, e.g. EXCEL and web site MyMaths.co.uk

Home activities that will support and help college work Encourage students to talk about tasks in their own words. Revise from key examples worked through in class. Many investigative tasks can be extended. Mental Arithmetic in real life situations Independent Studies (homework tasks) each one 6 weeks duration. 1 per term.

Year 7 Curriculum Booklet

September 2012

Subject: MUSIC

Curriculum Leader: Mr Rob Wakeling

Main Skills developed in the course: Throughout Key Stage 3 all students will have the opportunity to develop their knowledge and understanding of key skills applied to music. They will engage in their learning within three major areas: performing, composing, and listening and appraising. They will develop a repertoire of musical examples, keyboard and other instrumental skills, an understanding of singing with good technique, knowledge of staff notation, self confidence and use of technical musical vocabulary, as they discover music from a wide variety of cultures. This level of breadth will create a suitable platform for students to develop a life long love of learning music.

Key Areas of Study Autumn

Spring

Summer

Topic Unit 1: „Music Inspired by Nature’ Students will explore music, images and texts that have been inspired by themes found in nature. They will produce compositions that convey these themes and tell a story. Students will also develop an understanding of the musical elements and common instruments. This topic links with the Wilderness Woods team building day and a project that students will explore in Art lessons.

Topic Unit 3: „The Chromatic Approach’ Students will learn about the construction of the chromatic scale, be able to identifying chromatic movements and consider how it relates to scales explored previously. Composition skills will be extended through a commissioned task. Students will work on behalf of a Theme Park to compose suitable music for ghost train rollercoaster, using chromatic melody and harmony. The group performance will be presented alongside a front seat view of the ride.

Topic Unit 4: (Continued) „Music for stage and Screen’ – Students will how to compose a short film score, with an awareness of key stylistic features. They will plan their ideas using storyboarding techniques and film score clichés. A brief study will also be made into the origins of film music and how music was introduced into early cinema.

Unit 2: „Tonality’ – Students will develop their understanding of contrasting tonality and how melody, harmony and accompaniment can be organised. They will consider the impact of these features on the listener and how they can be used to change the mood or character of a piece. Performances will be prepared using staff notation and compositions will begin to introduce the concept of contrasting ideas.

Year 7 Curriculum Booklet

Unit 4: „Music for Stage and Screen’ – Students will explore different forms of music for film and music designed for the theatre. Broadway, in New York, and the West End, in London, are the main focus areas for study into the musical theatre tradition.

Unit 6: „Musical traditions from other Islands’ Students will explore the traditional music of the British Isles, followed by Gamelan music from Java and Bali, Gakaku music from Japan. They will be able to perform and compose with an awareness of these styles and will choose one to become a special focus to explore further.

September 2012

Subject: MUSIC continued Assessment Tasks Students will be assessed during each unit through performance, composition and listening and appraising tasks. There will be a mixture of group, paired and individual activities for students to complete. Marks will be awarded for work in the student‟s file. Assessments will be made using National Curriculum levels. Assessments made in accordance with the College and departments marking policy.

Home activities that will support and help college work Please also encourage your son or daughter to listen to as wide a variety of music as possible. The BBC Bitesize website has some valuable resources available online in their music section. There are numerous orchestra websites that offer interactive experiences for young people. These include some musical examples as well as useful information about the instruments found in an orchestra. Encourage regular practice and performance in the home. All students that are receiving instrumental tuition are expected to practice for an appropriate amount of time in between lessons. Please request guidance from the particular instrumental teacher if you are unsure of what is an appropriate amount of time. Typically, there should be some practice taking each day.

Year 7 Curriculum Booklet

September 2012

Subject: Personal Social Health and Citizenship Education Curriculum Leader: Miss Tracy Smith Main Skills developed in the course: Init Initial PHSCE lessons are used to help students settle in at Uckfield Community Technology College. Through Circle Time sessions they are supported in discussing how they can best support each other and be supported as they make the transition to secondary school. The PSHCE programme starts in term 2, and aims to support development of: Communication, debating and thinking skills Decision making and personal development Risk assessment and conflict resolution skills Key Areas of Study Autumn

Circle Time, teambuilding „One Small Step‟ – supporting the transition into Secondary school What is citizenship? – Introduction to the need for democracy. Human Rights, Bullying

Spring

Summer

Business and Enterprise Education Sex and Relationships Education. Focus Puberty

Healthy Living Drugs and alcohol Education. Focus – smoking/the effects of alcohol. Social and Emotional Aspects of Learning. Review of the Year

Rev

Assessment Tasks Citizenship unit include end of unit assessment – a combination of written and speaking and listening tasks.

Home activities that will support and help college work Discussion of how students are feeling as they settle in at UCTC. Help with organisation and time management Discussion of topical issues as they arise in national and international news Open discussion to support healthy lifestyle choices Encourage active participation as a young citizen in the community

Year 7 Curriculum Booklet

September 2012

Subject: Physical Education

Curriculum Aims

Curriculum Leader: Miss Sarah Hanham

Successful

Key concepts in PE

Confident

Competence

Key processes in PE

Developing skills in physical activity

Range and content in PE

Outwitting opponents e.g. games

Responsible

Performance

Making and applying decisions

Accurate replication e.g. gym/dance

Creativity

Developing physical and mental capacity

Exploring and communicating ideas, concepts and emotions All areas

Healthy active lifestyles

Evaluating and improving

Performing at maximum levels e.g. athletics/swimming

Making informed choices about healthy active lifestyles

Identifying and solving problems e.g. swimming

Exercising safely and effectively All areas

Key areas of Study Lesson 1 Single Sex

Football or Netball

Rugby or Hockey

Cricket or Striking and Fielding

High Ability Lesson 2 Mixed Sex

Gymnastics

Lesson 1 Single Sex

Middle Ability

Lesson 2 Mixed Sex

Football or Netball Gymnastics

Lesson 1 Single Sex

Lower ability

Lesson 2 Single Sex

Swimming Rugby or Hockey Swimming

Badminton

Swimming

Athletics or top up swimming Cricket or Striking and Fielding

Rugby or Hockey

Football or Netball

Gymnastics

Badminton

Athletics or top up swimming Cricket or Striking and Fielding

Badminton

Athletics/Health Related Exercise/top up swimming

In Year 7 students experience a wide range of activities with a view to increasing skills across a variety of sports. Assessment tasks  

Students are assessed in all activities on their ability to carry out the key processes. Assessment is continuous through the school year and students are graded according to the college assessment system. Level 1 – 8.

Home resources that will support and help college work  

Supporting students to bring complete kit to every PE lesson including necessary equipment, the department strongly recommends students have additional equipment such as gum shields, shin pads and moulded football boots Blades and metal studs are prohibited. The removal of all jewellery is paramount for the health and safety for your child and other students in the group.

Home activities that will support and help college work   

Parental support and encouragement to take part in extra-curricular activities both in and out of school supplements the improvements made in PE lessons Use of the internet to research and improve knowledge of skills and tactics for current activities. Read books, watch matches and programmes to see activities played at advanced levels.

Year 7 Curriculum Booklet

September 2012

Subject: RELIGIOUS STUDIES

Curriculum Leader: Mr Neil O’Halloran

Main Skills developed in the course: In Religious Studies at Uckfield Community Technology College we aim for our students to become: Reflective thinkers And… To be able to analyse To be able to evaluate To enjoy learning about themselves and others W While developing these skills, the Year 7 Course is designed to enable learners to understand Religious Studies is simply about how people try to make sense of the world. We also aim for the learners to have a knowledge base of the 6 largest World Religions and to have learned that what people believe can shape the world around them. Key Areas of Study Autumn Spring Summer Symbolism – Hidden 6 Major World Religions Exploring Christianity Meanings Team research and and Jesus We are surrounded by presentation about The life of Jesus symbols.In this unit one of the major world Pupils will investigate students will religions. the life and times of investigate the Humanism Jesus. symbols around them Exploration of non Belief into Action They will also religious beliefs.  Christianity. represent their “self” Reflection upon how  The teachings of through Symbolism. students and others Jesus. The Island view the world.  Pupils will analyse the Individual project relevance of Jesus‟ wherein students have teachings in the to create their own modern world. community on a desert island. Students have to create rules, ceremonies, festival and special book.

Assessment Tasks Students are assessed throughout the year in line with College policy and the requirements of the East Sussex Agreed Syllabus. Assessments are usually, but not always, in the form of a piece of written work.

Home resources that will support and help college work Books, videos, CDs, TV programmes on the above areas of knowledge. Souvenirs/information booklets/guide or travel booklets. Computer applications, internet.

Year 7 Curriculum Booklet

September 2012

Subject: SCIENCE

Acting Curriculum Leader: Teacher responsible for KS3:

Mr Mike Ball Mr Evan Jones

Main Skills developed in the course: KS3 Science is an introduction to the essentials of science and our aim is to engage students in exciting activities whist sharing our own enthusiasm. Students are equipped with key scientific ideas and challenged strongly with academic concepts to provide a strong base for future development. Emphasis is placed on acquisition of the skills needed in successful practical scientific investigation and also on the ability to reflect on progress and develop strategies for future success.

Key Areas of Study Autumn Science Passport Variety of Life Solids, Liquids, Gases Energy

Spring Solutions Cells Forces

Summer Food Webs Magnetism and Static Electricity Elements

Assessment Tasks Substantial written tests take place at the end of the autumn and summer cycles. Assessment for learning practice involving both teachers and students in reflection on progress and development of strategies for success is firmly built into the science curriculum.

Home resources that will support and help college work The BBC KS3 Bitesize website is useful.

Home activities that will support and help college work Developing interest in the natural world, technology and the way things work. Discussion of science in the news. Watching science based programmes on television can be useful. Radio 4 also has science based programmes. Involvement in hobbies that use scientific knowledge. Using IT creatively to acquire and develop skills. Reading books (of any sort!) regularly to develop literacy.

Year 7 Curriculum Booklet

September 2012