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Year 7
Curriculum Information
ENGLISH
Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Areas of study
“Childhood”: Reading and Writing autobiographical and recount texts.
Reading and study of excerpts from a wide range of fiction, literary non-fiction and non-fiction texts, including: “I Am Malala” by Malala Yousafzai; “I Know Why The Caged Bird Sings” by Maya Angelou; “Jane Eyre” by Charlotte Bronte; “David Copperfield” and “Oliver Twist” by Charles Dickens; “Harry Potter” by J.K. Rowling, and selected extracts from Roald Dahl.
A study of the novel “Iqbal” by Francesco D’Adamo.
A study of autobiographical and recount writing text types.
“Memories & Family”: Reading poetry and letters and producing own letters with a reflective focus.
Reading and study of a collection of poems by Seamus Heaney, including: “Blackberry Picking”, “Follower”, “Death of a Naturalist”, “Digging” and “Mid-term Break”.
Students apply a Talk for Writing approach to the study of letters from a series posted in “The Guardian”, and apply the approach to produce their own written letters.
“Dystopian Worlds”: A study of short stories by Ray Bradbury.
Reading and study of the dystopian and science fiction genre through a selection of Bradbury short stories.
Students produce their own creative writing in the style of Bradbury.
Key assessments
Literature: How does D’Adamo use symbols of hope in the given extract, and elsewhere in the novel? Language: Explore the effects created through the writer’s choice of language and structure. Writing: Produce an autobiographical account
Literature: How does Heaney present memories of childhood…? Language: Students identify key points, summarise/synthesise, and compare ideas presented across two non-fiction texts. Writing: Produce a reflective letter capturing a childhood memory or attachment
Literature: How does Bradbury use foreshadowing, dangerous action, and pacing to create suspense? Language: Explore the effects created through the writer’s choice of language and structure. Writing: Produce an autobiographical account
Homework set
Homework set weekly
Other useful information
Wider reading and creative writing opportunities occur throughout the term Speaking & listening, spelling and literacy work are built into schemes of learning
In Year 7 we follow a skills led curriculum. Topics are used to teach the skills in context. Students are taught in mixed ability classes with two
teachers present at all times.
MATHS
Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Skills
Addition and Subtraction
Addition and Subtraction
Multiplication and Division
Multiplication and Division
Algebra and shape Handling Data
Areas of study
Order of Operations
Angle properties
Decimals
Metric units
Fractions
Time
Negative numbers
Perimeter
Timestable shortcuts
Divisibility rules
Written methods
Fractions
Area
Volume
Negative numbers
Angles and equations
Equations
Constructions
Bearings
Ratio
Proportional reasoning
Pie charts
Stem and Leaf diagrams
Collecting data
Codes
Presenting data
Key assessments
There are three formal assessments a year and teacher assessments will occur continuously throughout the year. Each formal assessment is analysed question by question and intervention is put in place where necessary. A copy of the analysis sheets will be stuck in student’s planners.
Homework set
Homework is set every week and will often be in the form of worksheets. We also use www.mymaths.co.uk a long standing homework resource, for which student has their own user name and password.
SCIENCE
Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Areas of study
A - Cells, tissues, organs and systems E - Mixtures and separation I - Energy
F - Acids and alkalis (continued) J - Current electricity B - Sexual reproduction in animals
K - Forces G - Particle model D - Ecosystems
Key assessments
Literacy activities
- Conventions in writing - Writing a method - Summarising
Working scientifically
- Microscopy - Safety when heating - Fair comparisons and ratios
7A assessment and feedback 7E assessment and feedback 7I assessment and feedback
Literacy activities
- Writing titles - Using tables - Making notes -
Working scientifically
- Controlling risks - Models in science - The scientific method
7A assessment and feedback 7E assessment and feedback 7B sexual reproduction in animals
Literacy activities
- Making notes - Making comparisons - Charts and graphs
Working scientifically
- SI units - Hypothesis and theories - Charts and graphs
7A assessment and feedback 7E assessment and feedback 7D Ecosystems
Homework set
Homework set weekly
Other useful information
There is an online platform called Active learn which is accessed through www.pearsonactivelearn.com Students can access the text book and complete online activities using the website
FRENCH New SOL Key Stage 3
1
2
3
4
5
6
Content Content Content Content Content Content
Introduction
Accès Studio Chap 1-8
Chapter 1
C’est perso
Chapter 2
Mon collège
Chapter 3
Mes passetemps
Chapter 4
Ma zone
Chapter 5
3 … 2 … 1
Partez!
Formative Assessment
Formative Assessment
Formative Assessment
Formative Assessment
Formative Assessment
Formative Assessment
Writing
peaking
Writing
Speaking
Writing
Listening Reading
Assessment Assessment Assessment Assessment Assessment Assessment
Listening Speaking Reading Writing
Listening Speaking
Reading Writing
Listening Speaking
Reading Writing
Listening Reading
Ongoing focus: Phonics, transcription, translation, spontaneous target language and conversation.
Culture: European Day, Cinderella, galette des rois, Saint Valentin, Mardi Gras, poisson d’avril, 14th July
GERMAN New SOL Key Stage 3
1 2 3 4 5 6
Content Content Content Content Content Content
Mein Welt und ich
Familie und Tiere
Freizeit – juhu!
Schule ist klasse!
Gute Reise!
Project
Chapter 2 Chapter 4 Chapter 5 Chapter 6
Formative
Assessment Formative
Assessment Formative
Assessment Formative
Assessment Formative
Assessment Formative
Assessment
Writing Writing Speaking Writing Speaking Listening Reading
Assessment Assessment Assessment Assessment Assessment Assessment
Listening Speaking
Listening Speaking
Reading Writing
Listening Speaking
Reading Writing
Listening Reading
Listening Reading
Ongoing focus: Phonics, transcription, translation, spontaneous target language and conversation.
Culture: European Day of Languages, Laterne, Weihnachtsbäckerei, Sankt Nikolaus, Rosen Montag, Karneval
COMPUTER SCIENCE
Computer Science Autumn Term 1
Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Areas of Study Introduction to the school network. E-safety, security & ethics —how to use computers responsibly and be safe when on-line.
Introduction to programing using Kodu. Conditional and unconditional programming, AND, OR and NOT statements.
Understanding Computers. In this topic we look at the internal components and how memory and processing works. Binary conversion is also included.
Block based programming using Scratch. Introduction to loops, while loop, AND OR & NOT with structured use of variables.
Introduction to Text based programming using Python. Covering the use of strings, integers, float, while loop, variable construction using INPUT command.
Key Assessments Teacher assessed poster or Mindmap.
Design a working game with advanced features.
Class test at the end of the unit.
Create a working program using advanced features.
Produce a working program to meet the needs of an end user.
Homework Set Homework is set to support class work, when appropriate. It is mainly done on-line.
Other useful information Access to an online computer at home is highly desirable, for homework, although it can be done on paper/ handouts if there is a problem. It may be appropriate to bring in own headphones to use in the multi-media work.
HISTORY
AUTUMN TERM 1
AUTUMN TERM 2
SPRING TERM 1
SPRING TERM 2
SUMMER TERM 1
SUMMER TERM 2
Areas of study
Britain before 1066
Britain
1066-1500
The Battle of Hastings
Britain
1066-1500
William takes control of
England and the murder of
Thomas Becket
Britain
1066-1500
The reign of King John
Medieval life for everyday people.
A world study before 1900
The achievements
of the Islamic Empire.
Key Assessments
Why did people migrate to
Britain?
Why did the Normans win the
Battle of Hastings?
(Causation)
Was King John a good or a bad
king?
(Source evaluation)
Homework
Will be set on a regular basis.
Other information
All assessments have success criteria that students are given before the assessment to help achieve their target grade.
TRIPS / EXTERNAL HELP
Dortmund – End of September
Xmas Market CBD comparison – December
GEOGRAPHY
OUTLINE PROGRAMME OF STUDY
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
YEAR 7
Geography-
The main event?
Geography of
shopping
India
Geography of
Food
Weather and
climate
Extreme
environments
Food & Nutrition Big Idea Focus Aims Learning Outcomes
Food
&
Cooking
This scheme of work has been
developed to enable pupils to
learn where food comes from,
how to cook a range of dishes
safely and hygienically and to
apply their knowledge of
healthy eating.
Pupils will have the opportunity
to work through the following
contexts:
Domestic and local (home
and health);
Industrial (food and
agriculture).
Pupils will develop their knowledge and
understanding of ingredients and healthy
eating;
Pupils will develop food preparation and cooking
techniques;
Pupils will develop their knowledge of consumer
food and drink choice;
Pupils will be able to apply their knowledge to
make informed choices;
Pupils will develop the creative, technical and
practical expertise needed to perform
everyday tasks confidently;
Pupils will build an apply a repertoire of
knowledge, understanding and skills in
order to make high quality products for a
wide range of users;
Pupils will evaluate and test their products and
the work of others.
Recall and apply the principles of The eatwell guide
and the 8 tips for healthy eating, to their own
diet;
Demonstrate a range of food preparation and
cooking techniques;
Adapt and follow recipes using appropriate
ingredients and equipment to prepare and cook
a range of dishes;
Recall and apply the principles of food safety and
hygiene;
Identify how and why people make different food
and drink choices;
Be given regular opportunities to demonstrate and
apply their knowledge and understanding of
food science;
Be given regular opportunities to consolidate their
literacy and numeracy skills by using them
purposefully in order to learn.
Students will have a double Food & Nutrition lesson once a fortnight. The focus of the lessons will always be practical work. All ingredients for the practical lessons are provided free of
charge. Students are expected to bring in a suitable dish and container to transport home the products made.
During year 7 the students make the following dishes:
Fruit salad, Flapjacks, Soup & Bread, Chicken Kebabs, Fruit Crumble, Pizza, Breakfast muffins, Quesadillas, Scones, Lentil Chili & Naan and Quorn Stir Fry. At the end of each term
students will also make a seasonal festive dish.
PSHE
YEAR 7 PSHE
AUTUMN TERM 1
AUTUMN TERM 2
SPRING TERM 1
SPRING TERM 2
SUMMER TERM 1
SUMMER TERM 2
Areas of study
SETTLING IN
How to be a good citizen at school.
Team work.
SRE & BEING
HEALTHY
How am I growing & changing?
Diet & smoking. First Aid.
E-SAFETY
Being safe on-line & thinking about own on-line behaviour.
HUMAN RIGHTS
Consider rights of adults and additional rights that children have.
ID & RELATIONSHIPS
Being a part of a diverse
society. Different types of
relationship, importance & dealing with.
Assessments
Assessments may take many forms such as teacher assessment, an extended piece of writing or a more formal test.
Homework
Set occasionally to support and develop class work.
Other information to support learning
Being aware of current affairs will help students develop an understanding of how every day issues can have an impact on society. News outlets designed for children, such as Newsround (http://www.bbc.co.uk/newsround), are a good place to start. Other programmes such as documentaries, and to some extent soap operas, will also raise issues that pupils can discuss, analyse and evaluate. The best things for pupils to do is discuss the topics they have studied and any issues raised whether in class or outside school through conversations with friends & family. We encourage debate so pupils can learn to understand, criticise and evaluate the views of others, as well as learning to justify their own opinions.
Extra
Please note that the Sex & Relationships Education (SRE), being healthy and first aid lessons are mostly presented by the school nurse and supported by the normal class teacher. A letter is sent out close to the time that SRE starts but further information is available on request.
DANCE
Yr7 Dance
Autumn Term 1
Autumn Term 2
Spring Term 1
Spring Term 2
Summer Term 1
Summer Term 2
Areas of Study
Exploring the main actions in Dance.
James Bond
Salsa
60’s/Austin Powers
Bhangra
Key Assessments
In each topic students will be involved in self, peer and teacher assessments in order to develop their work. Students will be assessed in six different skills in Dance. They are; Group work, Technical Skills, Expressive Skills, Choreography, Evaluating, and Communicating.
Homework
Dance log books to be completed weekly.
Other useful information
PE Kit to be worn to all lessons.
DRAMA
At King’s School we have embraced Life Without Levels and have rewritten the assessment system in Drama as a result. Students keep a log book each half term and are giving opportunity for peer assessment and self- assessment each half term. Students are also given a final assessment at the end of each half term.
Half Term Unit Focus Autumn 1
The Bully Asleep
Tableaux and Control
Autumn 2
Rabbit Shoots The Sun
Movement
Spring 1
Victorian Melodrama
Stock characters
Spring 2
Non- Realistic Theatre 1
Introducing genre
Summer 1
Non- Realistic Theatre 2
Brecht’s Street Scene
Summer 2
The Tempest
Shakespeare’s acting
MUSIC
At King’s School we have embraced Life Without Levels and have rewritten the assessment system in Music as a result. Through studying a curriculum which is rich in Listening & Appraising, Composing and Performing, students gain confidence in interpreting and using notation; they collaborate, create, imagine and succeed in conveying meaning and expression through music. Each half term students are given the opportunity to peer and self-assessment. Students are also given a final assessment at the end of each half term; the assessment relates to either a significant Composition or Performance task which demonstrates skills and knowledge developed over the Unit. Half Term Unit Focus
Autumn 1
Day and Night
Exploring the Sound and the Musical Elements
Autumn 2
Christmas Performance
Exploring and performing traditional Christmas Music
Spring 1
Rhythm and Pulse
Exploring Rhythm and Note Value
Spring 2
Instruments of the Orchestra
Exploring Timbre
Summer 1
Hammers and Gongs
Exploring Indonesian Gamelan, Motifs and Hetraphonic Texture
Summer 2
Folk Music
Exploring Musical Arrangements
ART Year 7 AUTUMN TERM SPRING TERM SUMMER TERM
Areas of study Self Portraits and the human figure Architecture Landscape
Key assessments
Near the end of each topic students are involved in self, peer and teacher assessment. The skills based assessments focus on the 5 strands below.
1. To use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas.
2. To use a range of techniques and media, including painting. 3. To increase their proficiency in the handling of different materials. 4. To analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work. 5. To learn about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times
up to the present day.
Homework One key homework per topic, focussing on the skill of drawing from direct observation is given. Other homeworks are given to support classwork when appropriate.
RELIGIOUS STUDIES
In religious studies, students have the opportunity to explore traditional religions and to apply teaching to contemporary religious issues. Students explore the
diverse and multi –cultural nature of British society, as well as having the opportunity to challenge ideas about God, belief, purpose and truth , We actively
encourage all earners to share their experiences and learn from each other to show understanding of religions and beliefs within in our community.
In Year 7, students can expect to follow:
Autumn Term 1
Autumn Term 2
Spring Term 1
Spring Term 2
Summer Term 1
Summer Term 2
Christianity Judaism Islam Hinduism Buddhism Sikhism
Students are assessed at strategic points throughout the year, and they are provided with a homework schedule.
For further information please contact Mrs. J. Kassai, subject leader.
