A guide for YEAR 7 PARENTS - Bishop Fox's School, …€¦ · · 2014-10-13A guide for YEAR 7 PARENTS B Fox’ S, B Fo Dive, Ta, ... Year 7 Homework...to Bishop Fox’s. ... the

A guidefor YEAR 7

PARENTS

Bishop Fox’s School, Bishop Fox Drive, Taunton, Somerset. TA1 3HQ

Tel: 01823 289211 Fax: 01823 334582Office email: [email protected]

Attendance email: [email protected]

www.bishopfoxs.co.uk

How can Ihelp my childlearn?

PAGE 1Welcome

PAGE 2Day to Day Matters

PAGE 3Curriculum

Information for Year 7

PAGE 4Subject Guides

PAGE 19Useful Websites

CONTENTS

NOTES

WELCOME

120

Year 7 Homework...to Bishop Fox’s. The change from Primary to

Secondary school can seem daunting, even frightening to an 11year old.

We are here to help. I hope this guide goes some way toproviding some useful information about what your child canexpect next year.

If you have any questions or any concerns at any time please donot hesitate to contact your child’s form tutor or myself.

In the meantime, we are looking forward to making a good startto Year 7 and pursuing good progress for all at Bishop Fox’sSchool.

Miss K Clarke, Head of Year 7

Regular homework requiring up to 30 minutes per week:-

English – weekly literacy homework: reading homework, plus vocabulary andspelling Languages – vocabulary and ‘topic of class study’History GeographyPRE (Philosophy, Religion and Ethics)Mathematics ScienceDT Product DesignDT Food & Fashion TextilesComputing, Music, Art, Dance, Drama and PE will set occasional tasks

‘Learning Skills’ Project Homework

In addition to regular subject homework there will be two ‘learning skills’project homeworks managed by the English department. One project will be inthe Autumn Term and one in the Summer Term.

The aim of these is to encourage students to apply various skills towards aproject outcome.

These projects will last 8 weeks including a half-term ‘holiday’ week. They willbe monitored and marked by English staff, who will guide students on how tomanage their time.

Total Homework Time for Year 7 for those weeks with both subjecthomework and ‘Learning Skills Project’ homework = 4 hrs 45 mins a week, plusindividual reading time.

2

• Please encourage your child to pack their bag the night before, using theirtimetable as a guide to what they need. To start with, you might need to dothis with your child to help establish a routine.

• Please ensure that your child has the correct equipment each school day,particularly for DT Food, P.E. and Dance lessons. The planner has acomprehensive list of equipment required for general lessons. We expectpens and pencils etc to be kept in a suitable pencil case.

• Check the planner regularly to monitor homework and please signonce a week.

• Provide your child with a regular and safe place to do their homework. Ideallythis should be somewhere with a desk/table and in a quiet environment.Encourage a regular time each evening for homework. Remember thatthe CLC is available for study until 4.05pm (3.35pm on Friday).

• Homework in Year 7 should be approx 1 hour a night plus personal readingtime.

• It would be very useful for your child to have a homework folder forexercise books and worksheets.

• Supporting the school by ensuring that the correct school uniform is worn.This will help ensure that learning is the focus for the day.

• If you have a problem, your first point of contact should be your child’s formtutor.

• It is important for all children to have a healthy breakfast each morning andto be encouraged to eat healthily during the day. There is a link betweenhealthy eating and academic progress.

• Tired children can’t concentrate! Please ensure that your child has a decentnight’s sleep before school.

day to dayMATTERS

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USEFULWEBSITES

www.ncaction.org.uk

www.schoolhistory.co.uk

www.linguascope.comusername:bishopfox

password: langs

www.bbc.co.uk/schools

www.bbc.co.uk/ks3bitesize

www.artchive.com (Art)

www.npg.org.uk (Art)

www.channel4learning.com

3

Year 7

The following pages will give you a brief guide to the topics your child willbe studying in each subject in Year 7. This will give you the opportunity tobe involved in your child’s learning, providing possibilities for discussion,visits, sharing of knowledge and experience.

In 2014/2015 subject teachers will continue to assess students using KS3NC Levels although this is subject to review following recent DfE changes.

Students are taught in ability groups and are assessed throughout the year.

PE:

• Badminton

• Orienteering

• Gymnastics

• Fitness

Games:

• Rugby / Hockey

• Football / Netball

• Athletics

• Cricket / Rounders

• Tennis

There are extra-curricular activities in rugby, hockey, netball, football,athletics, cross-country, cricket, rounders, tennis, basketball,volleyball with the opportunity to play fixtures and tournaments.

You can help your child to succeed by:

• Ensuring your child has the correct and named kit.• Encouraging your child to participate in extra-curricular activities.• Encouraging your child to improve their fitness levels.

Physical Education

18

CurriculumADVICE

YEAR 7 Subject GuidesEnglish

4

Dance at Bishop Fox’s is a lively, energetic and creative experience in whichstudents learn to become choreographers, performers and dance critics.Lessons take place once a week throughout the year. Students workindependently and in groups, allowing for self-expression and thedevelopment of team skills. Students are assessed each term.

In the Autumn Term, students develop their rhythmic skills andunderstanding of the basic components of choreography and performance.

During the Spring Term, students watch and analyse a professional danceperformance and recreate the themes and ideas in their own way. Studentsalso have the opportunity to showcase their work in our annual ‘Eveningof Dance.’

Finally, in the Summer Term, students study different starting points fordances, including poems, pictures and props. For their final assessmentproject, students take full responsibility for the creation of a dance piecefrom beginning to end and work as a team, managing everything from theselection of a starting point to the final performance.

Students have the opportunity to join Dance clubs and take part in schoolshows.


• Encouraging your child to practice their dance routines.• Visiting the theatre.• Encouraging your child to take note of dance styles on television.

Dance

17

The Year 7 curriculum is split into six units. Each unit spans one half term andwill focus on one of the key areas of study in English. These units include:

Autumn Term - Animal Poetry - this is where students will explore differentforms of poetry before selecting poems they enjoy to include in their ownanthology. After the War - Students will read a novel, watch an animation andlisten to the lyrics of a song and focus on the key theme of resilience andsurvival.

Spring Term - What Text? Students will study a series of non fiction textsbefore exploring how well one particular text fits a brief.Frankenstein - students will read the play that has been adapted from the novel.They will then think about writing their own script.

Summer Term - Travel Writing focuses on journalistic writing and asksstudents to imagine a journey to a different planet. Youth Speaks is a speaking competition and will involve students persuadingothers on an environmental issue.

English and Science Project-based LearningDuring Year 7 the English and Science curriculums overlap and students willbe asked to make connections between what is being taught in the twosubjects. One lesson a week will be devoted to students working in groups toapply what they have learnt in English and Science. They will be asked to fulfila brief they will be given at the beginning of a half term. We hope you will beable to see some of these projects at some point towards the end of the year.


• Tracking your child's reading for pleasure and completing their planner

• Help develop your child's vocabulary and spelling by helping them tolearn their word list each week

• Talk to your child about texts that you have read, whether it is a novelor a newspaper article.

Topics covered in Year 7• Simplify fractions by cancelling all common factors; identify equivalent

fractions • Recognise the equivalence of percentages, fractions and decimals • Extend mental methods of calculation to include decimals, fractions and

percentages • Multiply and divide three-digit by two-digit whole numbers; extend to

multiplying and dividing decimals with one or two places by single-digitwhole numbers

• Break a complex calculation into simpler steps, choosing and usingappropriate and efficient operations and methods

• Check a result by considering whether it is of the right order of magnitude • Use letter symbols to represent unknown numbers or variables • Know and use the order of operations and understand that algebraic

operations follow the same conventions and order as arithmetic operations • Plot the graphs of simple linear functions • Identify parallel and perpendicular lines; know the sum of angles at a point,

on a straight line and in a triangle • Convert one metric unit to another (e.g. grams to kilograms); read and

interpret scales on a range of measuring instruments • Compare two simple distributions using the range and one of the mode,

median or mean • Understand and use the probability scale from 0 to 1; find and justify

probabilities based on equally likely outcomes in simple contexts • Solve word problems and investigate in a range of contexts, explaining and

justifying methods and conclusions


• Checking their homework.• Practising mental maths.• Whenever possible, involve your child in any numerical activity

e.g weighing ingredients, working out the change when shopping, measuring height etc.

Maths

5

Students are assessed at the end of each project.

Foundation ProjectIn this project, students will be introduced to the art room practices. Theywill learn about the expectations for the quality of their work andhomework. They will be aware of how to conduct themselves in an artroom.They will study and learn the names and uses of the formal elements ofline, tone, shape, space, form and texture.Starting with use of line, tone and texture, students will go on to learnabout colour mixing and control of paint.To complete the project students will paint a magical potions bottle.

Funky FishStudents will research the shapes and patterns of tropical fish. They willthink about using words to create visual images. Then they will create theirown three dimensional Funky Fish.

Self-portraitsIn this project, students will learn how to recognise the proportions of theface. Students will look at ‘The Scream’, where colour and pattern have beenused to express a strong emotion.Taking this theme, students will make their own self-portrait as if they areon a fairground ride.


• Visiting art galleries• Helping your child to appreciate the design of objects and piecesof art around the home.

Art

16

Science in Year 7 is split into 12 modules; these modules reflect the NationalCurriculum and are designed to:• Help students develop their understanding of scientific ideas • Work out scientific ideas themselves using results from investigations• See how science is used in everyday life• Think about how we can best use science

Modules studied are:

Students’ work is continually assessed during their modules, with formaltests at the end of each term.


• Encouraging them to explain things using scientific terms.• Looking through their exercise book regularly.• Discussing issues raised in class and encouraging your child to

reason things out using evidence.• Encouraging the use of examples to develop depth of thought. • Keeping up with topical Science issues.

Science

6

Autumn Term Spring Term Summer Term

Introductory Skills Classification Reproduction

Cells Particles Differences

Acid Reactions Elements & Compounds Chemical Reactions

Space Energy Electricity & Magnetism

Forces

Students begin their Textiles Technology experience by learning about thespecialist equipment that is used. Safety is very important and studentsquickly learn about safe practice.

The main focus of Year 7 is learning how to use a sewing machine correctly,along with pinning, tacking and other basic textile skills. Creative techniquessuch as tie and dye are also used to put colour and pattern onto fabric andstudents work to create their own cushion cover using this technique.

All students will work towards their ‘Sewing machine licence’.


• Encouraging creativity and supporting the work your child makesin school.

• Ensuring homework is completed well. Good presentation and organisation is very important in Textiles work.

• Ensuring your child has the necessary materials to complete theproject. This could be new or recycled. It is very important that they have this when the teacher specifies. In some projects, the materials are provided and students are charged a small amountfor them.

Fashion Textiles

15

In Key Stage 3 all students study French. Assessments are carried out atthe end of each module in Writing & Speaking. There will also be an end ofyear final exam in Listening & Reading.The following topics are covered in Year 7:

FRENCH

• Moi: Giving personal information, talking about family and pets, sayingwhere you live, and saying how you get on with people

• Chez moi: Talking about your house and bedroom; describing yourtown and local area, explaining about the local environment.

• Temps Libres: Talking about what you do in your free time – sports,hobbies, household chores and giving opinions, describing the weatherand the different times you do these activities and where you do them.

• Au college: Talking about your school subjects and teachers, givingopinions, describing your school and the facilities, telling the time andtalking about your timetable and daily routine.

You can help your child to succeed by:• Supporting them to learn all new French vocabulary including

spelling and pronunciation.• Encouraging them to demonstrate their French speaking skills.• Encouraging research into the country and it’s culture• Ensuring that they complete the Year 6 preparation booklet to revise basic vocabulary and phrases ready for Year 7

• Encouraging attendance to French Club: 1.20 – 1.50 every Monday• Encouraging attendance to Spanish Club: 1.20 – 1.50 in L3 everyMonday

Modern ForeignLanguages

Students in Year 7 begin their Food Technology course by learning abouthygiene and safety. They quickly learn about ways to act in a kitchen andthe equipment they will be using. Throughout the year, students will complete2 projects and be taught about healthy eating and how to make the bestchoices.

Project 1The first project focuses on developing basic skills needed in FoodTechnology. The project is designed to provide awareness, knowledge andunderstanding of health, safety and equipment and aims to instill confidencewith correct practical skills and techniques. Practicals mostly have a link withthe theme of '5-a-day' to encourage cooking with fruits and vegetables. Theever-popular Yule Log is decorated for Christmas.

Project 2The second project is based on 'Bread'. It builds on knowledge and skillslearnt previously in the year whilst introducing progression towards moredesign work and understanding functions of ingredients. Students get tomake a range of both sweet and savoury bread products.

Both projects are designed to allow students to reach their full potential.All groups are mixed ability and students are taught how to stretch theirown skills fully. This then forms the basis for all other Food projects.


• Ensuring that your child comes to their practical lessons fully prepared with the correct ingredients. These should be weighed

out by themselves and is given as homework (the buying of a set of kitchen scales is recommended).

• Encouraging your child to learn the method before the lesson, forhomework. This aids a smooth practical session and better results.

• Give ideas where possible on how to perfect their designs, perhapslooking at using slightly unusual ingredients.

• Give an honest yet constructive response to the dishes they produce. This will be part of their evaluations and help them in further dishes.

Food

14 7

Students’ work is assessed regularly. Their two study ‘areas’ are as follows:

Britain Before 1066• Migration and invasion• Key history skills and vocabulary• British society by 1066

Medieval Britain 1066-1509• The Norman Conquest• Life in Medieval villages and towns• Christendom and the Medieval Church• Castles• Medieval monarchs e.g. King Henry II, King John etc.• The Crusades• The Black Death and the Peasants’ Revolt*England and her neighbours

You can help your child to succeed by: • Visiting museums and places of historical interest• Reading through homework instructions/resources as appropriate• Looking through your child’s exercise book and discussing their work

with them.

History

During the year the students study five topic areas.People, places and connections: What is Geography? How can we locateand describe places? What links are there between students and places?Map skills: The uses of maps. Direction, distance, grid references and describingroutes on a map.Weather and climate: The study of the causes of differing weather andclimatic conditions. The study of why weather conditions vary over shortdistances. Microclimate enquiry. Comparing British and Desert climates. Studyof the causes and effects of severe weather events.Italy: A study of the physical and human features in Italy. Comparing regions.

You can help your child to succeed by: • Looking through his/her book regularly to see what is being done.• Reading through worksheets/materials/homework instructions as

necessary.8

Geography

The structure of the Computing / IT course during Year 7 will broadlyengage with the following themes and units although aspects will alter inline with Department of Education changes during the year.

File Management and Networks – Theory and PracticeUsing IT - Presentations combining images, content and sound for differentaudiences.

Information resources - using IT tools to be selective and deal withinformation overload.

Making a business leaflet - create and design a corporate image fitfor purpose to become an eight page A5 booklet.

Data handling - interrogating a relational database, hypothesisproduction, survey design and construction, entering data into a databaseframework and report production, incorporating graphs.

Hardware and software – basic theory.

E-Safety – Using Movie Maker to produce an advert.

Object based programming – basic concepts of non-textprogramming within a game context


• Refining skills using major software packages to promote capability• Review and revise computing concepts so broadening theoretical

knowledge• Put e-safety in to action with their everyday use of IT and portable

devices in and out of school

Computing

13

In Year 7 there is an overall theme for each term’s work. Students are given aKey Stage Guide, which outlines the requirements for moving from one level tothe next. Throughout each term, students will be encouraged to reflect using the“Philosophy for Children” methodology, or P4C as it is commonly known. Thisprogramme challenges students to think more deeply and develop their own ideas.

Autumn Term: Experience and Belief.We begin by exploring what “Philosophy, Religion and Ethics” is. We consider themeaning of spirituality, how different people search for it and how meditation andprayer is meaningful to so many people across the world. What makes us “us”?We consider what we mean by truth and ideas of relative and absolute truth. Weconsider different ways in which stories may be true and how stories that aremade up may contain truth. We look at religious texts and discuss how theyprovide answers to some of the fundamental questions of life. We end by lookingat the three monotheistic religions in a Passport to World Religions project.

Spring Term: Human Beings and the Environment.This involves a study of some of the main challenges facing humanity, looking atreligious and secular views towards the environment and animal rights. We study different Creation stories and how they help our understanding ofreligion, religious attitudes towards the world around us and ethical issues.

Summer Term: Religion and ScienceCan someone be religious and a scientist? Does science answer all the questions?Are there holes in the Big Bang Theory? Are there different ways of looking atthe creation story? These are just some of the questions that students willexamine in this module, as they consider the interaction and exchange betweenthe issues of faith and reason.


• Discuss the issues raised in class and allow your child to raise questionsand give possible answers and opinions;

• Encourage the use of examples and explanations to develop deeper thinking;

• Together, watch the news and read newspapers. As with so many subjects, religious and ethical issues frequently appear in the news.

• Take the time to discuss these issues with your child.

Philosophy, Religion & Ethics (PRE)

9

Units of work

• Drama Skills - machines• Time / Outer space - Teacher in role • Performance / Character - Macbeth• Evacuees - Role-play• Fairy Tales - Use of narrator• Performance - Rainbow ending

All students have the opportunity to join Drama clubs and take part in regularschool productions. Recent successes have included The Lion the Witchand the Wardrobe, Bugsy and Charlie and the ChocolateFactory.


• Going to the theatre.• Enjoying a variety of serious drama roles on TV.• Discussing stories / storylines / ‘plots’.

Drama

DT Product Design

12

Students are assessed regularly throughout the year on project work plus anexam. They are graded on design skills and making skills according to NationalCurriculum Levels.

Students will enhance their drawing skills through the study of shape, formand colour. They design and make a clock inspired by investigatons into theMemphis Design movement and later in the year they design a plant careproduct which includes an electronic circuit for moisture sensing. A strongemphasis is placed on practical work using handtools, machine tools andmanufacturing processes in a safe workshop environment.

You can help your child to succeed by: • Making sure a full set of equipment is in the schoolbag• Talking about the project and share opinions about product design:

how well made or beautiful, finished products can be.

Throughout their time at Bishop Fox’s we believe it is important for students toparticipate in a range of Business & Enterprise activities. Students will have theopportunity to participate in:

• Young Enterprise - A ‘B&E’ extra-curricular club• Fair Trade group - promoting a range of Bishop Fox’s fair trade products• Tutor Tycoon - Inter-tutor ‘B&E’ competition.• Tenner Tycoon - A ‘B&E’ enterprise activity• ‘B&E’ Masterclass - in conjunction with Young Enterprise.• Dragons’ Den - club to develop and pitch an idea to get funding and

support.

Business & Enterprise

Extended Opportunities

10

Students are taught music for one hour per week. They are assessed andcomplete self- evaluations at the end of each unit of work.The units of work are:

• Graphic Scores:‘Dawn Interlude’ by Benjamin BrittenComposing a series of sounds based on the haunted house and producing a graphic score to accompany.

• Theory, notation and conducting:Treble and bass clefs.Ledger lines – reading music.Simple notation and note values/rhythm .Basic conducting.

• Keyboard Skills:Identifying notes on a keyboard and reading music.Performing a musical piece on the keyboard - Pavane.

• World Music:Brief history of world music.The music of Indonesia – Gamelan compositions.

• Using the Apple Macs:Basic introduction to the softwareComposition tasks

All students will be encouraged to sing in class. All students are also encouragedto join extra-curricular ensembles which include a choir, orchestra, show choir,Chamber choir, song writing club and other smaller ensembles. The MusicDepartment present performances throughout the academic year, the highlightbeing the Christmas and Summer Concerts. Music, Drama and Dancecollaborate in school musicals.


• Listening to a wide variety of music styles.• Researching the topics in advance.• Encouraging them to join in the extra-curricular

activities available.

Music

11

We believe it is important for our students to have a range of extra-curricularopportunities. However, all students will be given the opportunity to have a rangeof experiences built into the curriculum.

In Year 7 all students will take part in:• Okehampton Induction camp (30th September - 4th October)• Trip to Buckfast Abbey• Trip to @Bristol• Participate in a language day

Furthermore Year 7 students will be given the opprtunity toparticipate in:

• Reward trips• Trip to see The Lion King• A range of curriculum trips linked to subjects• Year 7 students will also be able to sign up for foreign trips such as

Watersports (France), Skiing (USA / Canada), Cultural Visit (India /Poland) and languages (France)

Documents

A guide for YEAR 7 PARENTS - Bishop Fox's School, …€¦ · · 2014-10-13A guide for YEAR 7 PARENTS B Fox’ S, B Fo Dive, Ta, ... Year 7 Homework...to Bishop Fox’s. ... the