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2012 - 2013

CURRICULUM BOOKLET

FOR PARENTS

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Contents What is expected in Year 7 ..................................................................................................................... 3

The Year 7 Curriculum ............................................................................................................................. 3

Assessment ......................................................................................................................................... 3

Moodle .................................................................................................................................................... 4

E-safety ................................................................................................................................................... 4

What is Opening Minds? ......................................................................................................................... 5

Opening Minds: I Am Unique Overview ................................................................................................. 7

Opening Minds: Going Global Overview ................................................................................................. 8

Opening Minds: The Play’s The Thing Overview ..................................................................................... 9

Opening Minds: Faith, Hope & Charity ................................................................................................. 10

Opening Minds: Now and Then ............................................................................................................ 11

Opening Minds: A Sporting role ............................................................................................................ 12

Mathematics ......................................................................................................................................... 13

Physical Education ................................................................................................................................ 14

Science .................................................................................................................................................. 15

Art & Design .......................................................................................................................................... 16

Music ..................................................................................................................................................... 18

MFL........................................................................................................................................................ 19

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What is expected in Year 7

In Year 7 our priority is to ensure that pupils are settling into secondary school life, have made friends, are happy coming to school and are happy with their learning. We are conscious that a lot may have been done for them in primary school and part of our job is to make Year 7 pupils become independent learners who are organised and can use their initiative. This may take some time but the curriculum and pastoral time will aid this process. By October half term Year 7 pupils will have found their feet and will know how the school systems operate.

After this time pupils start to make great strides in academic and social settings. They will have found a new set of friends from the ones they came from primary school with and should feel confident in their learning. Well motivated learners who always take advantage of

The Year 7 Curriculum

Year7 have 5 1 hour lessons per day. Their curriculum is designed differently from other years in order to aid transition and to lay the competences foundation for their learning in secondary school.

Subjects which are taught ‘alone’ in Year 7 include Maths, Science, Art, Music, PE and MFL (modern foreign languages)

Subjects which are taught in the integrated competence based curriculum called OPENING MINDS are Literacy, RE, Geography, History, ICT, Technology, PSHE and the CLIL programme for pupils in 7Bf and 7Hd.

In OPENING MINDS links between subjects are made by pupils being taught in thematic modules which are delivered in half termly slots, each one lasting approximately six weeks. Six modules are taught between September and July and each one begins with a Big Picture and ends with a Celebration.

The Big Picture lasts one hour and enables the pupils to understand and to ‘see’ what will happen in the six weeks which follow. The Celebration will allow each of the 10 Opening Minds groups to celebrate their learning in front of their peer group. Towards the end of the module, several days are set aside as ‘Reflection and Review’ days. These days will allow subject teachers to discuss progress and targets with each pupil in their set.

Assessment PROCESS pieces of work will be completed in exercise books and will be marked with the school’s

common mark scheme BUILD and should include her targets for improvement.

PRODUCT pieces of work will be completed on file paper and will be kept in each pupil’s ring binder in class. These will be awarded with a National Curriculum level.

ASSESSMENT in MATHS, MUSIC, ART, MFL, SCIENCE & PE

Information regarding assessment in these subjects can be found on the following pages.

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Moodle

Moodle is our Virtual Learning Environment (VLE) it allows resources, instructions and assessments

to be shown on line. It is accessible from any computer with an internet connection. This is useful is

many ways, during absence it is possible to get access to all learning materials, so time can be spent

productively.

Each pupil has an email address and password to gain access to the VLE, they can then use all of the

material provided, parents can see what their daughters are doing in class and blogs can be shared

with the school community (no exterior access is permitted) or kept private to the author.

A range of media is used by subjects to engage learners: video, podcasts, quizzes and surveys, more

are being introduced as we improve our system.

E-safety As a school we take e-safety very seriously. We have a CEOP Ambassador who builds the e-safe

message into every Opening Minds module. Assemblies on the subject are regular events and we

always observe Internet Safety Week.

We make every effort to warn your daughter about the possible dangers of the internet and

electronic communication. Making each pupil a sensible, mature and knowledgeable user of

Information Technology is one of the main objectives of our curriculum.

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What is Opening Minds?

A competence based curriculum

The 5 competences which Year 7 will be introduced to this year are:

1. Citizenship 2. Learning 3. Managing Information 4. Relating to people 5. Managing situations

A competence based approach enables pupils not just to acquire subject knowledge but to understand, use and apply it within the context of their wider learning and life. It also offers pupils a more holistic and coherent way of learning which allows them to make connections and apply knowledge across different subject areas.

The competences listed above will underpin the content and knowledge that is included in the 6 modules. These modules are:

1. I am Unique (September to October half term) 2. Going Global (October half term to Christmas) 3. The Play’s the Thing (January to February half term) 4. Faith Hope & Charity ( February half term to Easter) 5. Then & Now (Easter to Whit half term) 6. A Sporting Role (Whit half term to July end of year)

These modules will be studied using a wide variety of skills which can be found on the following page. The content of these modules will be explored through the skills which can be found on the next page. These skills become part of the PROCESS (home works and class works) and will contribute to the completion of the PRODUCT (Milestone piece)

RSA Opening Minds

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Opening Minds: I Am Unique Overview

Literacy

You will develop your writing skills. You will learn

about the features of autobiographical writing

(Inform/Explain/Describe)and use these to create a piece

of writing. You will also read the novel 'Skellig' by David

Almond.

RE

You will learn about how God created you as special and unique, and what it means to belong to the

Christian community.

History

You will produce a timeline of the eleven years of your life so far. The timeline will be to scale, fully

illustrated, and contain information from your life and national and world events. You will colour-

code you timeline to categorize the various important moments in your life

Geography.

You need to develop skills to make the connections. The skills are: Understanding Scale,

Understanding Grid References, Understanding Direction, interpreting an O S map of Liverpool.

Technology

You will use a simple design process to analyse, research and design a coat of arms that represents

who you are and what makes you unique

Information Technology

I.T. has revolutionised education and research, whatever we need to know we can always "Google

it" to find an answer. It seems, however, that everything good has a bad side, keeping yourself safe

is a difficult and complex task. You have to be aware of the danger of using the internet and be

proactive in staying safe online.

PSHE

You will learn about your personal safety and how to avoid difficult or dangerous situations.

CLiL is where a Spanish native teacher will delivers lessons in Spanish. Some pupils will be taught

exactly the same content as all the other students only some of the lessons will be delivered in

Spanish.

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Opening Minds: Going Global Overview

Literacy

In this unit you will explore poetry from other cultures

and traditions. You will perform a poem and learn to

analyse language and imagery. You can use this to write

some poetry of your own.

R.E.

You will be able to explain that Hinduism is another world religion apart from Christianity, and write

about the Hindu story of Rama and Sita in relation to the Hindu festival of Diwali. All will also be able

to describe some of the Hindu Gods

Geography

Geographical concepts and skills, such as map skills, places, describing and explaining and

photographic analysis.

ICT

Globalisation is the process by which the world is becoming increasingly interconnected as a result

of massively increased trade and cultural exchange. It is the result of technological changes that

enable people, goods, money and above all information and ideas to travel the world much faster

than ever before. We will explore the spread of Global Communications and look at what is known

as 'The Digital Divide'. You will also learn about global communications.

Technology

In this section you will explore popular foods from around the globe. You will also investigate how

what we buy is produced and the conditions of the workers who produce our food.

History

In this unit you are going to research What an Empire is, how big The British Empire was in 1900 and

which countries it covered at that time. As an Interactive Whiteboard task research the British

Empire. Then, using atlases, try to find the new countries that once formed the Empire.

PSHE

Will be linked to ICT here and will be the comparison of your life with one of a pupil in another

country.

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Opening Minds: The Play’s The Thing

Overview

Literacy

For this unit you will be studying a play by William

Shakespeare. You will explore the plot of the play,

write about one of the key scenes and perform one of

the scenes. You will write an analytical essay exploring

Shakespeare's use of language

R.E.

From studying this unit you will know and understand what the Bible is. Know that the Bible is made

up of the New and Old Testament, and the significance of each.

You will also know about some of the characters of the Old Testament (Abraham, Moses, Joseph and

David).

History

For the Historical element of this unit you will conduct research into Shakespeare, his life and works,

and research what life was like in Elizabethan times

ICT

Publicity is a very important part of any theatrical production, your task is to publicise the

contribution that your group is making to the play.

A section about e-safety will be included, in this section you will be asked to prepare a Socail media

profile for one of the characters from the play.

P.S.H.E

This section of personal wellbeing concentrates on health matters including: healthy eating,

understanding the risks of drug/alcohol abuse. You will think about the choices you make & how

they will affect your family & friends.

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Opening Minds: Faith, Hope & Charity

Literacy

For this unit you will read the novel

'Millions'. You will develop your inference skills

by exploring the presentation of characters and

themes within the novel.

R.E.

From studying this unit you will know and understand

the importance of the Christian festival of Easter and how this affects the faith, hope and charity of

Christians today.

History

In this module you will learn about the medieval church and its impact on people’s everyday lives, n

about the role of monasteries and nunneries in medieval life and understand the importance of the

church to life in the Middle Ages.

ICT

Has true meaning of Easter been lost? Many children think that Easter is all about chocolate,

chicks and little bunnies. Your task is to use a combination of Paint and MovieMaker on your laptops

to create a video story about the true meaning of Easter.

Geography

You will explore the different parts of the world and how they celebrate Easter.

P.S.H.E

This section of personal wellbeing concentrates your faith and how it can help you in different

situations in your life.

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Opening Minds: Now and Then

Literacy

In this module you will prepare and present a

speaking and listening assignment. For this you will

give a persuasive speech outlining what you believe to

be the top three inventions of modern times.

R.E.

In this module you will learn about the historical Jesus, and what life was like in Palestine over 2000

years ago.

History

At the end of this module you will have: a greater understanding of the function of Castles, and

appreciate why their design and purpose changed over time, have visited Conway Castle, have

learned how to analyse historical sources and use appropriate vocabulary .

ICT

You will compile a one page document of bullet point facts about Conwy. To do this you will use at

least three different sources and referenced them. You will then turn the information collected into

an attractive leaflet aimed at primary school pupils. Throughout this section you will avoid

plagiarism. You will be introduced to databases and use one to answer questions.

Geography

You will learn that settlements are not just built in places at random but there are a number of

LOCATION FACTORS involved. You will be able to identify reasons for location of Conwy Castle and

present findings on one landmark in Liverpool.

P.S.H.E

You will complete a SEAL task. You need a relaxed atmosphere, a quite environment and the ability

to simply listen.

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Opening Minds: A Sporting role This is an Opening Minds, P.E. collaboration which will see pupils from each O.M. group represent an

sporting country. Pupils and teachers will prepare themselves to take part in a competition that

will allow them to meet personal goals and celebrate A Sporting Role model, each of us will seek "to

be the best that they can be."

Literacy

You will complete a piece of writing that explores a sporting role model.

R.E.

You will learn the importance of a special place; you will explore the design and purpose of a church

building. The importance of worship in a church will be explain and the importance of the Sabbath

for Christians will be discussed with reference to sporting participation.

History

An Olympic and sporting milestones timeline will be completed as part of a group.

Geography

Sporting barriers and boundaries, global travel and sustainability will be investigated.

ICT

During this part of the Olympic module you will be recording your fitness and showing whether it

changed during the 6 weeks of this module. You will be recording data during our own Olympics,

recording some of the events, all of the results and then reporting on them using multimedia

Technology

Your design technology project will be to research, design and make Olympic inspired products.

You will be researching and designing, what keep athletes healthy, a logo to represent the games, an

original Olympic medal and bunting to celebrate the event. During this project you will be spending a

day in the Design Technology workshops making some of the products you have designed.

PSHE

You will analyse Social Media and its impact on society. You will then be asked to create a mock-up

of a social media page that advertises your event. This can be done on computer or on paper.

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Mathematics

EQUIPMENT

Pen (Black ink), Pencil

Ruler, Protractor and

Compass

Calculator (Casio fx-

85GT PLUS- Black, Blue

or Pink)

Coloured pencils.

Electronic Homework

1. www.mymaths.co.uk

Login yew

Password yellow (for September

2012, this will change yearly and pupils will be

advised).

Each pupils will have their own individual login

via their ‘Portal’. So that individual homework

and be set and assessed.

2. MOODLE

http://www.broughtonhall.com/moodle/file.php

/669/student/html/materials.html

Main assessment times and examinations

All pupils will assessed using National curriculum

levels and sub levels a,b,c within those.

Examination times will be December and May.

Paper 1 non-calculator. Paper 2 calculator.

Homework

Homework be set each week and will be

appropriate for the ability group, it may be

written, electronic , research or nearer

examination times consolidation and revision.

Assessment will be accordance with the school marking policy of the BUILD system.

AUTUMN TERM

Multilpes, factors, primes, LCM,HCF

Directed numbers

Sequences and number patterns

Angles and parallel lines. Angles properties

Probability

Ratio and proportion

Algebra

Measures and mensuration; area and perimeter

Learning Review Exams DECEMBER

SPRING TERM

Co-ordinates and graphs

Four rules of number

Fractions (1) and decimals (1)

Transformations

Places value and approximations. Use of a

calculator

Statistics

SUMMER TERM

Fractions (2), decimals (2) and percentages

Measure, mensuration and 3D shapes

Calculations and checking, order of operations

Geometrical reasoning and mensuration

Statistical enquiry, types of data

Volume and surface area

Review of angles

Learning Review Optional Tests May/June

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Physical Education

During year 7 pupils will be introduced to a wide variety of sports and activities. They will begin to learn the necessary skills and techniques, and will learn how to apply them in each of the different activities. They will start to understand what makes an effective performance and how to apply these principles to their own and others' work. They will learn to take the initiative and make decisions for themselves about what to do to improve performance. They will be introduced to the role of ‘performer’ and other roles such as ‘leader’ and ‘official’.

The programme of study identifies four areas of activity:

dance activities; games activities; gymnastic activities; athletic activities;

Pupils at Broughton Hall will cover the following 12 areas of activity in curriculum time each year at KS3.

dance activities games activities

1. invasion games 2. striking and fielding games 3. net/wall games

gymnastic activities

1. educational gymnastics 2. cheerleading

athletic activities

Pupils will be assessed on their ability to apply skills in isolation, and also on their ability to

apply those skills in competitive and compositional situations. Pupils will be assessed on

knowledge and understanding of basic rules and tactics to outwit an opponent.

Year 7 pupils will receive 2 PE lessons each week throughout the year, and will have

opportunities to attend a wide range of clubs in extra-curricular time including: netball,

hockey, dance, football, rounders, athletics, handball, trampolining, etc.

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Science In Key Stage 3 all students who study Science will learn the key skills of completing practical work

safely whilst studying a broad range of topics covering biology, chemistry and physics. Students are

set both individual and group tasks on which they are assessed. The tasks vary from giving

presentations to the class, to analysing results collected from investigations.

Targets for science are set using the teacher assessment levels from their primary schools. Students

are formally assessed at the end of every topic (i.e. every 6 weeks). Whilst studying each module

students are also asked to complete a Milestone task. Each student can track her progress using a

Record of Achievement that is completed at the end of every module. This allows the pupil how

much progress they have made during that topic, as well as how much progress they have made so

far over the academic year. All assessments are evidenced using the Records of Achievement as well

as written feedback on their milestone tasks. Students can expect to receive individual verbal

feedback during lessons as well as comments on areas to improve at the end of every topic.

Homework is set twice a week.

We are currently revising our extra curricular activities for KS3 students

Science Year 7 Curriculum and Assessment Information

Year 7 Curriculum consists of 5 themed Schemes of work entitled

I am Unique

Going Global

Fizz, Bang, Pop

Now and Then

The Play’s the Thing

All Schemes of work are taken from the National KS3 Programme of Study and are assessed by both

End of Unit tests and longer Milestone pieces of work. There will also be an End of year Exam which

will also be part of the overall Teacher Assessment level on completion of year 7.

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Art & Design

Delivery:

Pupils study Art one lesson per week. Pupils are taught in form groups.

Homework:

Homework will be given for each task. It will be 1 per week or 1 every 2nd week depending on the length of the task the student is completing. Pupils who hand in work late will receive detention by the subject teacher.

Equipment:

It is essential that all pupils bring the correct equipment to lessons. Over the year this list will include the following: Pen, pencil, ruler, a rubber & colouring pencils.

Attendance:

Excellent attendance and punctuality are vital for progress in Art and design.

Who to contact:

You can communicate with the Director of Learning for Art and Design technology in writing, email or by phone.

Curriculum overview:

Term 1

Theme – Line, Tone and Form. Pupils will study the basic elements of art and design. They will explore this theme by using pencil only, concentrating on the use of line gained by using a pencil, how tone can be achieved by using a pencil as well as drawing forms and applying tone to gain a 3D look and feel to their drawings. Pupils’ final outcome will be a 3D carved soap sculpture. The artist studied will be Barbara Hepworth.

Term 2

Theme - Colour Theory Pupils will explore Colour Theory by developing and exploring both primary and secondary colours. The media used will be coloured pencils (skill gained – blending) and paint (skill gained – mixing of colours/wet process). Pupils will also learn about hot and cold colours. Pupils’ final outcome will be a 2D robot. The artist studied is Eduardo Paolozzi.

Term 3

Theme - Culture Pupils will explore a Culture project, culture studied – Aboriginal Art. Pupils will research into the background of this ancient culture, by concentrating on its origins. Pupils will explore paint techniques used by the aborigines and experiment by creating their own designs in the style of Aboriginal art. Pupils final outcome will be a handprint design with symbolism that they link to their own personal life in school such as subjects studied, extracurricular activities, lunch etc. Artists’ studied are contemporary and ancient aboriginal artists’.

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Assessment:

Pupils will be given a target grade at the beginning of year 7 Pupils will complete a base line assessment at the start of each term. Pupils will be assessed for each task by the teacher. This will be in the form of ‘BUILD’ grades. The final outcome will be levelled. Pupils will carry out peer and self-assessment. Pupils will receive a project level each term. These levels will then generate an overall level at the end of year 7.

What makes a successful learner in Art & Design:

Being organised Good attendance and being punctual to all lessons Bringing the right equipment to lessons Following the teachers instructions Acting on teachers feedback Having a positive attitude Being a good listener Not being afraid to get things wrong Always trying your best Doing your homework on time Being able to share ideas and knowledge Good concentration Asking for help when you need it Perseverance Acting on both verbal and written feedback given Experimenting Problem solving

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Music In Key Stage 3 all students who study Music will learn the key skills of listening, performing and composing and will do so with academic rigour. They will learn to read music, play instruments (keyboard and tuned percussion) and use Logic software on iMacs to explore and develop their skills. Students can expect to be formally assessed every 4-8 lessons. Music teaching varies across primary schools and so students’ Music levels are often lower than their English/Maths levels throughout Key Stage 3. Targets for Music are set in December of Year 7 to allow staff time to assess students’ current knowledge, skills and co-ordination. Each student can track her progress using her Music Progress Booklet where she can find information about what she is learning and record her targets and achieved levels. All assessments are evidenced in recordings (video and audio) and the Progress Booklet. Students can expect to receive individual verbal feedback plus a written target at least once every 6 lessons. Homework is set when appropriate.

Extra-curricular opportunities for KS3 students include:

Choir (for everyone) 1-2 Lunchtimes per week Miss Hayes

Concert Band (for students who already play an instrument)

1 after school per week Miss Ellison

Guitar Group (for beginners)

1 Lunchtime per week Mr Carey

Woodwind Group (for students who already play woodwind)

1 Lunchtime per week Mr Jones

Guitar Ensemble 1 after school per week Mr Carey

Instrumental lessons (parental contribution required; please ask for further details)

1 half hour per week Various tutors in Strings, Woodwind, Brass, Guitar, Drum Kit, Piano and Voice. Contact Ms Kelly in the School Office for details.

MUSIC: Our Core Values

These are the values we are expected to keep as musicians in Broughton Hall.

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MFL In Year 7 most students will follow the Listos 1 course.

CLIL students will follow a fast-track course called Mira 1 Express. All will study a module per half-term and will be given an assessment, or 'Prueba' at the end.

Assessments cover the four skill areas of Speaking (AT1), Listening (AT2), Reading (AT3) and Writing

(AT4). Teachers will also assess pupils in these areas in lessons. The majority of students will come to Spanish as a brand new subject, or with a little basic

knowledge. As MFL is a new core subject at Key Stage 3 please be aware that Target Levels in this subject are often lower than in other subjects.

General Learning Objectives

Developing capability and confidence in listening

Sustain perseverance and concentration when listening to speech containing familiar

language used in new contexts

Talking together

Initiate and participate in unrehearsed pupil-teacher and pupil-pupil exchanges

Develop and improve sentences by adding, rearranging or replacing elements

A selection of the modules that we cover:

Module 1: Greeting people in Spanish

Saying & spelling your name

Naming things in your bag

Saying what you have / have not

Numbers

Saying how old you are

Saying the date

Saying when your birthday is

Learning the Spanish alphabet

Module 2: Saying where you are from

Saying what nationality you are

Saying where you live

Forming present tense verbs

Talking about your family

Talking about pets

Describing pets

Describing hair and eyes

Describing size and colouring

Module 3 Talking about school subjects

Expressing likes & dislikes

Giving opinions

Telling the time

Talking about your school timetable

Talking about mealtimes

Saying what you eat and drink

Describing school

Saying how you get school