Year 7 Learning Journal

MDUnderline

YEAR 7 - Term 2: Abstract Colour By the end of this unit, I will know: Evidenced Refined Key Vocabulary Natural Forms

Form Shape Tone Texture Abstraction Composition Colour Theory Collage Painting Golden Section Rectangle Fibonacci Sequence Pattern Landscape Chalk Charcoal Pen Ink Oil pastel Mixed media

How to analyse artists’ styles to influence my own work.

Understand colour theory (primary, secondary, harmonious and contrasting colours).

Understand abstract art.

How to mix a wide range of colours when using paint.

How to explore using tints and shades when painting.

How to use a range of panting techniques

How to control paint well

Compositional skills

Collaging techniques

Target(s) Target…

YEAR 7 - Term 2: Computing Concrete, Pictorial, Abstract Learning By the end of this unit, I can:

Key Vocabulary Key Idea Pictorial learning – create Control Systems using Flowol, you will understand flow charts, IF statements and iteration.

Identify everyday situations where computer control is used.

Identify common types of sensors used by control systems.

Identify control flowchart symbols and understand how they are used to break down problems.

Produce flowchart-based solutions for control systems that include sequences and loops.

Explain why control systems might fail and how this might impact on safety .

Produce control solutions for problems that include subroutines.

Produce control solutions for problems that include variables.

Pictorial learning - Games programming in scratch – event driven programming through sequence, selection and iteration.

Ask the user for input into a variable.

Output to the screen.

Ask the user for input and store the result in a variable, then output to the screen.

Ask the user for 2 inputs and store the result in 2 variables, add the result then output to the screen.

Use an if statement display the larger of 2 variables.

Target(s)

YEAR 7 –Sports By the end of this unit, I will know:

Key Vocabulary Hockey I can demonstrate dribbling.

I can demonstrate push pass.

I can demonstrate basic tackling.

I can demonstrate basic attacking skills.

I know basic rules.

I can take part in small sided games.

Badminton and Tennis

I can demonstrate familiarisation and ball control.

I can demonstration service.

I know forehand control.

I know backhand control.

I know scoring.

I know basic rules.

Football

I can use both feet, different types of turns, keep close, head up and attack space.

I can control the ball using different body parts.

I can demonstrate passing.

I can demonstrate shooting. I can demonstrate basic defending and attacking. I know basic rules. Rugby I can demonstrate handling. I can run with the ball and pass. I know how to form a team attack. I know how to form a team defence. I can demonstrate scrummaging. I can demonstrate tackling. Cricket,Rounders and Softball I can demonstrate underarm & overarm. I can demonstrate good fielding, throwing and catching. I can demonstrate good basic battling stance and contact. I can demonstrate good basic catching techniques. I understand tactics and strategies. I know basic rules.

Target(s)

YEAR 7 – ATHLETICS By the end of this unit, I will know:

Key Vocabulary Sprints I know the warm up and cool down.

I know starting commands.

I know starting positions.

I can demonstrate the distance running form.

I know the landing technique and drive recovery.

Jumps

I know the warm up and cool down.

I know the take-off foot.

I can demonstrate flight and landing.

Throws

I know the warm up ad cool down.

I know the throwing arm stance, transfer of weight & release angle.

Target(s)

YEAR 7 – Gymnastics & Dance By the end of this unit, I will know:

Key Vocabulary Basic Skills I can demonstrate a handstand.

I can demonstrate a headstand.

I can demonstrate a forward.

I can demonstrate a backward roll.

I can demonstrate sideways rolling.

Balancing

I can demonstrate single and pair balancing.

I know points of contact

I know the centre of balance.

I can demonstrate individual and pair routines.

I can demonstrate mirror and match.

Travelling

I can demonstrate rotation.

I can use lo low level apparatus.

I can demonstrate jumping and leaping.

Dance I can explore a range of dance actions. I can explore a range of dance dynamics. I can explore the use of space in dance. I can explore a range of dance relationships. I can choreograph and perform as a solo, duet and ensemble.

Target(s)

YEAR 7 - Term 2: Design Technology By the end of this unit:

Key Vocabulary By the end of this year I will be able to: Provenance

Designing Measuring Soldering Components Circuits Sewing Structure Forces Mechanical

Complete a 2d design that is coloured and labelled

To weigh and measure ingredients/materials to achieve a successful result

To use a range of equipment safely

To work hygienically

Food

I am able to use my knife skills

I am able to use the cooker safely

I understand the eatwell guide

I understand food provenance/food miles

Textiles

I understand the safe use of textile equipment

I am able to use of the sewing machine

I understand the introduction to smart materials

I am able to design to a set brief

I am able to cut and shape fabrics

Engineering

I understand marking out and measuring

I understand drilling, cutting and shaping

I understand soldering/preparing electronic circuits

I can assemble fan components accurately

I have investigated materials: hard/soft woods

I understand types of motion

I understand structures and functions

I understand rotary mechanical systems

I can use problem solving skills

Target(s) Target…

YEAR 7 – Drama Term 2: Titanic / Pyramus and Thisbe By the end of this unit, I will know:

Key Vocabulary

Spring Term 1 - Titanic Theatrical Conventions Theatrical skills Still Image Montage Monologue Transitions Shakespeare Elizabethan Theatre

Understand some facts about a tragic historical event

Understand the impact of class and gender in that era

Improve your performance through independent research into the event

Develop your still image skills by developing a montage that supports a performance

Based on your research write a monologue

Perform your montage of still images and monologue

Spring Term 2 – Pyramus and Thisbe

Explore and play with Shakespeare’s language using insults

Understand some facts about Shakespeare’s Theatre and conventions

Understand the plot of a Midsummer Night’s Dream – focusing on The Mechanicals

Understand what a “Dumb” show is

Perform a section of Pyramus and Thisbe

Target(s) Target…

YEAR 7 - Term 2: Great Expectations By the end of this unit, I will understand:

Key Vocabulary Context Societal Expectations

Class during the Victorian Era

Dickens as a social commentator

Dickens’ childhood and the influence this had on the novel

Great Expectations as an autobiographical novel

Victorian London

Capitalism and inequality

Characters

The significance of Pip and his expectations

The role of Mr Joe as a fatherly figure

Estella as a victim/weapon

The characterisation of Miss Havisham and her role of revenge

Orlick as a symbol of evil

Biddy as a contrast to Pip and Estella

Magwitch as a redemptive character

Mrs Joe Gargery as a motherly figure

Themes

Societal Expectations

The dangers of ambition

Class, social status and poverty

The role of the family

Dreams

Redemption

Crime, guilt and innocence

Sophistication and appearance

Education

Target(s)

YEAR 7 - Term 2: Private Peaceful By the end of this unit, I will understand:

Key Vocabulary Context Class divides in 1900s Britain

Patriarchy in 1900s Britain

Hierarchy and control in the army

Experiencing a gas attack

Trench experiences

Life on the Front Line including ‘no man’s land’

Expectations of soldier duties during war

Characters

Tommo Peaceful as an innocent brother trying to do right in the world

Charlie Peaceful as a brotherly figure and sometimes rebellious

Big Joe as a character representing love and compassion

Mrs Peaceful: head of the household, working to keep the family supported

Molly as a friend to Charlie and Tommy and challenging ‘reputation’ at this time

The Colonel as a symbol of how class was divided

Sargeant Hanley as a representative of military rigour and injustice

Captain Wilkes as a symbol of comradeship and effective leadership

Themes

Family / reputation / acceptance / inclusion / bond

Grief / loss / nostalgia / guilt

Gender / expectations / stereotypes

Character relationships

War

Bravery / sacrifice

Cowardice

Injustice

Target(s)

YEAR 7 - Term 2: Judaism By the end of this unit,

Key Vocabulary

Describe the importance of key figures such as Abraham and Moses

Abraham Moses Covenant Shabbat Rosh Hashanah Passover Joseph David Synagogue Mitzvah Holocaust

Explain some of the things that happen during Shabbat, Rosh Hashanah, Passover

Explain the importance of the Torah

Retell the stories of Joseph and David & Goliath

Describe the role of the Synagogue in the Jewish community

Describe some of the Mitzvahs (food laws and clothing)

Describe some of the persecution of the Jews during the Holocaust

Target(s) To develop our understanding of some of the historical events that influenced Christianity To explore the key ideas and beliefs of some of the biggest religions in the world (Judaism)

YEAR 7 - Term 2: French By the end of this unit:

Key Vocabulary Ma famille et mes animaux (My family and pets) I can recognise subject pronouns I can recognise and form ER, IR and RE verbs in the present tense I can list members of my family and give information about them I can talk about my pets and other people’s pets I can use possessive adjectives I can remember adjectives to describe personality I can remember how to describe people’s physical appearance I can use the irregular present tense verbs of avoir and être to describe people

I can write at least 40 words about my family and pets I can translate sentences using topic vocabulary I am aware of similarities and differences in school life between the UK and France

I can list a range of school subjects and say what I study I can give opinions and reasons I can use intensifiers with my opinion phrases I can use some phrases in the past tense to say what I studied and give my opinion about the lessons

Mon collège (Life at Tretherras) I can tell the time I can describe my daily routine I can use reflexive verbs in the present tense I can describe the school facilities in my school using il y a/ il n’y a pas de

I can use my knowledge of descriptions and character adjectives to describe my teachers (revising avoir and être)

I can use present tense verbs to say what activities I do in school I can describe an ideal school using phrases in the conditional tense I can use clothes vocabulary to describe what I wear to school I can use colours to describe my uniform I can make adjectives agree with the noun they describe I can describe my ideal uniform using the conditional tense I can describe a photo about school I can write a longer text about school using 3 time frames I can translate sentences about school I can explain how Easter is celebrated in France and French speaking countries

Target(s)

YEAR 7 - Term 2: By the end of this unit, I will know:

Key Vocabulary 7.3 Where on Earth do people live?I can.....

Define the terms Population Density, Sparse, Dense, Rural, Urban, Megacity

Identify parts of the World/UK/My Local Area which are densely/sparsely populated.

Put settlement types in order on a settlement hierarchy

State the typical services and infrastructure found in villages (rural settlements) and towns/cities (urban settlements)

Give examples of economic activities: primary, secondary and tertiary industries

Explain what causes urbanisation (including rural-urban migration and natural increase)

Label an Urban Land Use Model

Describe the characteristics of different land use zones (CBD, Inner City, Suburbs)

Describe how Manchester’s population has changed over time

Explain changes in Manchester’s population

Describe the features of Brownfield and Greenfield sites

Define the terms HIC, LIC, GNI per Capita

Outline what an Informal Economy means and give examples

Describe the quality of life in Nairobi including Kibera’s informal housing (slums)

Describe solutions to improve the quality of life in slums.

Define the terms Population Density, Sparse, Dense, Rural, Urban, Megacity

7.4 Are our weather and climate getting more extreme? I can …

Define the terms Weather and Climate

Describe how climate affects the World’s population distribution

Explain why some parts of the World/UK have different temperatures and amounts of rainfall e.g. due to their latitude, altitude/relief or location (inland/coastal)

Explain why we have seasons

Outline different processes which cause rainfall: convectional, relief and frontal rainfall

Define the term microclimate

Describe the features of an urban microclimate

Describe how our climate has changed over different timescales

State examples of extreme weather events

Define the term magnitude and frequency

Complete, read and compare data on Climographs

Target(s) Target…

YEAR 7 - Term 2: By the end of this unit,

Key Vocabulary Why was there a crisis in 1066 and did we lose Britain forever?

Plague Pestilence Succession Crisis Poll Tax Black Death Monarchy Contender Invasion Battle Wat Tyler Peasants revolt

I will know why there was a crisis when Edward died.

I will know the names of the four contenders

I will understand why William won Hastings.

Would I find a cake shop in a medieval village?

I will know what a medieval village looks like.

I will understand what I could buy in the village.

Was the Black Death really black?

I know how the Black Death spread and its causes.

I will understand what people thought cured the plague.

I will know that there were consequences of 50% loss of people.

Why were the peasants revolting?

I will know why the people were angry and when they were.

I will know what happened at Smithfield with the king and Wat Tyler.

Target(s)

YEAR 7 - Term 2: Applications of Number and Fractional Thinking By the end of this unit, I can:

Key Vocabulary Solving Problems with Addition and Subtractions Mental and formal methods of addition and subtraction

Addition and subtraction in context

Add and subtract numbers given in standard form

Solving Problems with Multiplication and Division

Understand and use factors and multiples

Mental and formal methods of multiplication and division

Multiplication and division in content

Understand and use order of operations

Algebraic multiplication and division

Fractions and Percentages of Amounts

Find fractions of a given amount including the reverse

Find percentages of a given amount

Directed Number Use, represent and order directed numbers Addition and subtraction with directed numbers

Multiplication and division with directed numbers

Algebraic expressions & equations involving directed numbers

Fractional Thinking Use representations of fractions Addition and subtraction with fractions

Work with mixed and improper fractions

Use fractions in algebraic contexts

Target(s)

YEAR 7 – Term 2 Music Around The World 1 – African, Music Tech 1 - Space Rondo By the end of this term, I will know:

Key Vocabulary Around the World 1 – African Music

Tempo Pulse Structure Timbre Djembe Question and Answer Cross rhythm Polyrhythm Pitch Timbre Structure Ostinato Bass line Pedal Note Sequencing Edit Refine

I can identify/perform call and response rhythms/ melody using voice and percussion

I can perform a percussion part using correct technique on an authentic African instrument

I can perform/lead as part of a small group demonstrating ensemble technique (listening/counting in/pulse/timing)

I can compose call and response rhythms to create an authentic introduction to an African drumming piece.

I can arrange/perform given and composed vocal and rhythm parts to create an authentic African piece.

Music Tech 1 Space Rondo

I can accurately perform a given ostinato/bass line and melody in a class instrumental arrangement

I can record ostinato/bass line and melody parts using sequencing software

I can edit and refine my recordings using sequencing software tools

I can choose and combine appropriate timbres for my recordings and add production effects where appropriate

I can compose and record an ostinato, bass line and melody to create an arrangement using space as the stimulus and sequencing software to realise ideas.

Target(s) Target…

YEAR 7 - Term 2.1 By the end of this unit,

Key Vocabulary C1.2 Atoms, elements, compounds and mixtures I can state what an element is.

I can state what atoms are.

I can compare the properties of one atom of an element to the properties of many atoms.

I can state what a compound is.

I can write the chemical names for some simple compounds.

I can calculate the percentage of a given element within a compound.

P1.3 Light

I can describe some ways that light interacts with materials.

I can describe what happens when light interacts with materials.

I can explain how images are formed in a plane mirror.

I can explain the difference between specular reflection and diffuse scattering.

I can describe and explain what happens when light is refracted.

I can describe what happens when light travels through a lens.

I can describe how the eye works.

I can describe how a simple camera forms an image.

I can explain what happens when light passes through a prism.

I can describe how primary colours add to make secondary colours.

I can explain how filters and coloured materials subtract light.

P1.2 Sound

I can describe the different types of waves and their features.

I can describe what happens when water waves hit a barrier.

I can describe what happens when waves superpose.

I can describe how sound is produced and travels.

I can explain why the speed of sound is different in different media.

I can contrast the speed of sound and the speed of light.

I can describe the link between loudness and amplitude.

I can describe the link between pitch and frequency.

I can state the range of human hearing and describe how it differs from the range of hearing in animals.

I can describe how the ear works.

I can describe how your hearing can be damaged.

I can describe how a microphone detects sound. I can describe what ultrasound is. I can describe some uses of ultrasound.

Target(s)

YEAR 7 - Term 2 By the end of this unit, I will know:

Key Vocabulary • key facts about puberty, the changing adolescent body and wellbeing.

•the main changes which take place in males and females, and the implications for emotional and physical health.

•about menstrual wellbeing including the key facts about the menstrual cycle

•how people can actively communicate and recognise consent from others, and how and when consent can be withdrawn.

•how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might encourage prejudice).

Target(s)

YEAR 7 - Term 2 Spanish By the end of this unit:

Key Vocabulary Mi familia y mis mascotas (My family and pets)

I can list family members and give information about them I can talk about my pets and other people’s pets I can use possessive adjectives I can remember adjectives to describe personality I can remember how to describe people’s physical appearance

I can use the irregular present tense verbs of ser and tener to describe people

I can write at least 40 words about my family and pets I can translate sentences using the topic vocabulary I can describe a photo of my family Mi instituto ( Life at Tretherras) I am aware of similarities and differences in daily routines between UK and Spain

I can list a range of school subjects and say what I study I can give opinions and reasons I can use intensifiers with my opinion phrases I can use some phrases in the past tense to say what I studied and my opinion about the lessons

I can tell the time I can describe my daily routine I can use reflexive verbs in the present tense I can describe the school facilities in my school using hay/no hay

I can use my knowledge of descriptions and character adjectives to describe my teachers

I can use present tense verbs to say what activities I do in school

I can describe an ideal school using phrases in the conditional tense

I know clothes vocabulary to describe what I wear to school I can use colours to describe my uniform I can make adjectives agree with the noun they describe I can describe my ideal uniform using the conditional tense I can describe a photo about school I can write a longer text about school using 3 time frames I can translate sentences about school I am aware of how Easter is celebrated in Spain and Spanish speaking countries

Target(s)

Art Y7 Learning Journal T2Computing Y7 Learning Journal T2Core Sport 1 Y 7 Learning Journal T2Core Sport 2 Y7 Learning Journal T2Core Sport 3 Y7 Learning Journal T2Design Technology Y7 Learning Journal T2Drama Y7 Learning Journal T2English Y7 LJ Great Expectations T2English Y7 LJ Private Peaceful T2Ethics & Philosophy Y7 Learning Journal T2French Y7 Learning Journal T2Geography Y7 Learning Journal T2History Y7 Learning Journal T2Maths Y7 Learning Journal T2Music Y7 Learning Journal T2Science Part 1 Y7 Learning Journal T2SMSC Y7 Learning Journal T2Spanish Y7 Learning Journal T2