Year 7 Learning Journal

YEAR 7 - Term 1: Natural Forms By the end of this unit, I will know: Evidenced Refined

Key Vocabulary Term 1 – Natural Forms PLC 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

I can analyse artists styles to influence my own work

I can proportion in drawing and sculpture

I am looking carefully at shape when drawing and sculpting

I am able to use a variety of tones when shading

I am able to develop mark making techniques to show texture and detail

I am able to draw from primary and secondary sources

I am able to design a 3D form

I am able to construct a 3D form with clay

I can refine the surface of clay model using detail and texture

Target(s) Target…

YEAR 7 - Term 1: Using Computers Safely, Effectively & Responsibly By the end of this unit, I will know:

Key Vocabulary Key Idea Using Computers Safely, Effectively & Responsibly I can use basic file management techniques to create folders, save, copy, move, rename and delete files and folders and make backup copies of files  Area

I can recognise extensions for common file types such as .doc or .docx, .ppt, .jpg etc 

I can keep my files in well organised and in appropriately named folders

I can explain what constitutes a “strong” password for an online account

I can describe a code of conduct 

I can list some of the dangers and drawbacks of social networking sites 

I can list some possible responses to cyberbullying  

I can send and reply to emails, and send attachments 

I can use a search engine to find information 

I can describe guidelines for keeping their identity secure on the Internet  

I can describe what is meant by identity theft and how to minimize the risks of this 

I can identify a probable phishing email and deal with it appropriately 

I can describe how to minimize the danger of having their computer infected by a virus 

I can resize images before attaching to emails  

I can explain the advantages and disadvantages of email as a method of communication 

I can manage a Contacts list efficiently for email 

I can use an email signature 

I can use the advanced features of a search engine 

I can describe why the information they find may not be accurate 

Introduction to Coding I can explain what creatable are and why they are useful

I can explain how to use scoring in my game

I can explain how to add sound and music to my game and how this adds interest

I can activate and use a character’s health bar

I can explain how pages work and how they relate to selection

Target(s)

YEAR 7 - Term 1: Design Technology – Food & Textiles By the end of this unit, I will know:

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 eat well 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

Target(s) Target…

YEAR 7 – Drama Term 1: The Forest Drama / Heroes and Villains The Forest Drama By the end of this unit, I will know:

Key Vocabulary The Forest Drama

Character Projection Collaboration Improvisation Still images Monologue… Slow Motion Exaggeration Tone Stereo-type Narration Freeze-Frame Positioning

I will be able to work collaboratively and perform in front of my peers.

I will be able to use still image and deliver a monologue.

I will be able to work together in small groups and perform a whole class performance.

I will create a character within our piece of Drama.

I will understand what makes a good still image.

I will write a monologue and know what one is.

I will question the decisions made as a group.

Heroes and Villains

I will know what a melodrama is and how one is performed.

I will gather facts on a ‘real hero’ in society, performing their story using a range of techniques.

I will have created a character with exaggerated body language and vocal skills.

I will understand stereotypes of three key characters.

I will research real heroes in society and perform their narrative in groups.

I will learn about Irena Sendler

I will question what makes someone a real hero.

Target(s) Target…

YEAR 7 - Term 1: Freedom Writers’ Project By the end of this unit, I will know:

Key Vocabulary Reading The way a writer has been inspired or affected by their surroundings (i.e. Anne Frank and WW2)

Why a writer would choose to write a story

How to investigate an intended message behind what I’m reading using my inference skills

A selection of methods a writer might use to make their writing effective (i.e. vocabulary and imagery)

How to infer information about the emotions of a character

How to infer an intended mood or atmosphere

How to infer information about a writer’s or narrator’s emotions

Why a writer might choose to build tension and suspense

Writing

The purpose of writing is to reflect yourself and your culture

There is freedom in writing and I can engage in a topic in any way I choose(my imagination is valuable)

Writing is a reflection of the identity of the writer

Methods to make my writing clear and effective

How to introduce and describe a character

How to explain the emotions of a character or narrator

How to introduce and describe a setting

How to build tension and suspense

Themes

Resilience/ Bravery

Youth / Innocence(Childhood / Adulthood)

Danger / Fear(Exploring the Unknown)

Relationship / Emotions

Gender / Power

Nature / Isolation

Target(s)

YEAR 7 - Term 1: Ninian Smart's Dimensions of Religion By the end of this unit,

Key Vocabulary I understand what is meant by Doctrinal (key beliefs) and Ethical (rules to follow)

I know about Myths (stories) and Experiential ( Mircales)

I know about the stories in Genesis 1 & 2

I know about 'Rituals '( special actions and events)

I understand what is meant by 'Social' ( gatherings and celebrations)

I understand what is meant by 'Material' ( important objects )

Target(s)

YEAR 7 - Term 1 By the end of this unit, I will be able to:

Key Vocabulary Ma Vie (My Life) use different greetings in French

write your name and age in French

Use numbers 1-31, months and birthdays

Name classroom items in French and use classroom language

Use numbers 31 -100

Use all the vocabulary in reading, listening, writing and speaking tasks

Learn vocabulary related to Halloween celebrations in France

Mes Opinions (My Opinions)

Use the 4 basic opinion phrases

Say what I like or dislike

Say why I like or dislike something

Use the definite articles le, la les and l’

Use the regular -er verbs in the present tense with je, tu, il and elle: aimer adorer detester jouer

Write sentences with connectives such as et, mais and aussi

Say what I like to do

Say which hobbies / sports I like /dislike

Describe myself and understand how to use adjectives

Describe other people

Learn vocabulary related to Christmas celebrations in France

Target(s)

YEAR 7 - Term 1: By the end of this unit, I will know:

Key Vocabulary 7.1 How on Earth did we get here? I can.....

Label a blank map of the world with the 7 continents and 5 oceans.

Describe the key stages of the rock cycle using keywords.

Outline the Big Bang theory.

State arguments for and against the Big Bang Theory

Outline the main changes in evolution during the different eras.

Describe the 3 types of geography that are studied.

Explain why it is important to study our planet in different ways.

Locate features accurately on a map

Calculate the length of different periods of geological time

Calculate the chronological order of key events in evolution

Justify my opinion relating to the Big Bang Theory

Describe the rock cycle using a flow chart/diagram

7.2 What happens when the land meets the sea? I can....

Identify human and physical features and locate them on a map

State the different physical features along Newquay’s coastline.

Describe how constructive and destructive waves affect the coast.

Explain how headlands and bays are formed using a range of keywords.

Describe the formation of a stump in chronological order.

Apply keywords and annotations to diagrams to show my understanding of longshore drift.

Explain how the action of the waves have changed Newquay’s coastline over time.

Outline features of hard and soft engineering.

Explain the advantages and disadvantages of hard and soft engineering.

Assess the effectiveness of different types of coastal engineering in different locations.

State reasons why the coastline of Newquay has such economic and environmental importance.

Locate features accurately on a map using Latitude and Longitude

Identify key human and physical characteristics on an OS Map using symbols and the key

Calculate the distance from one point to another on an OS Map

Create an accurate and annotated fieldsketch

Use photographs to compare physical features and their changes over time

Use satellite images of identify human and physical features

Use an atlas to record the longitude and latitude readings of physical features.

Justify a decision

Target(s)

YEAR 7 - Term 1: Enlightenment to Revolution (1600-1900) By the end of this unit,

Key Vocabulary Killigrew pirates & women in 1600 I will know about pirates.

I will know what jobs & life was like for women.

How enlightening was the Enlightenment?

I will know some of the important thinkers.

I will know how this period changed especially in France.

I will know why some things changed.

Reasons for slavery and outcomes.

I will understand why Europe needed slaves.

I will know how the slave trade triange works and why,

I will know what life during the middle passage was like.

How did slavery change the world?

I will know how slavery helped the industrial revolution.

Trevithick’s device for making the world smaller.

I will know about trains, canals and factories.

I will know how the Industriall Revolution changed the world.

Target(s)

YEAR 7 - Term 1: Algebraic Thinking & Place Value & Proportion By the end of this unit, I can:

Key Vocabulary Sequences I Describe and continue a diagrammatical sequence

Predict and check the next term(s) of a sequence

Represent sequences in a table or on a graph

Recognise the difference between linear and non-linear sequences

Continue numerical sequences

Explain the term-to-term rule of numerical sequences in words

Find the missing numbers within a sequence (H)

Algebraic Notation

Use single step function machines with numbers, diagrams and letters

Substitute values into single operation expressions

Use two step function machines with numbers diagrams and letters

Substitute values into two-step expressions

Generate sequences given an algebraic rule

Represent one- and two-step functions graphically

Equality & Equivalence

Understand and use fact families, numerically and algebraically

Solve one-step linear equations involving +/- /x/÷ using inverse operations

Understand the meaning of like and unlike terms

Understand the meaning of equivalence

Simplify algebraic expressions by collecting like terms, using the ≡ symbol

Place Value

Recognise the place value of any number in an integer up to one billion

Understand and write integers up to one billion in words and figures

Work out integers on a number line

Round integers to the nearest power of 10

Compare two numbers using =, ≠, <, >, ≤, ≥

Order a list of integers

Find the range and median of a set of numbers

Understand place value for decimals

Positions decimals on a number line

Round a number to 1 significant figure

Write 10, 100, 1000 etc. as powers of 10 (H)

Write positive integers in the form A x 10n (H)

Investigate negative powers of ten (H)

Write decimals in the form A x 10n (H)

Fractions, Decimals & Percentages

Represent tenths and hundredths as diagrams and on number lines

Convert between fractional and decimal number lines

Convert between fractions and decimals – tenths and hundredths

Understand the meaning of percentage using a hundred square

Convert fluently between simple fractions, decimals and percentages

Use and interpret pie charts

Represent any fraction as a diagram

Represent fractions on number lines

Identify and use simple equivalent fractions

Understand fractions as decimals

Convert fluently between fractions decimals and percentages

Explore fractions above one, decimals and percentages (H)

Target(s)

YEAR 7 - Term 1: Music; March Music and Folk Music

Target(s) Target…

By the end of this unit, I will know:

Keyword Keyword …

Key Vocabulary

March Music I can identify simple time signatures and typical March features

I am starting to develop a basic keyboard technique

I can perform simple bass lines and more complex melodic parts using appropriate keyboard technique

I can compose a simple March tune to a given bass line Folk Music I can identify/sing/play the following parts in isolation: Melody

I can identify/sing/play the following parts in isolation: Chords

I can identify/sing/play the following parts in isolation: Chord patterns

I can identify/sing/play the following parts in isolation: Harmony parts

I can compose a simple March tune to a given bass line

YEAR 7 - Term 1 By the end of this unit,

Key Vocabulary P1.1 Forces I can explain what forces do.

I can describe how forces deform objects.

I can describe the effect of drag forces and friction.

I can describe the effect of a field.

I can describe the difference between balanced and unbalanced forces.

C1.1 Particles and their behaviour

I can use the particle model to explain why different materials have different properties.

I can use ideas about particles to explain the properties of a substance in its three states.

I can explain changes of state using particle kinetics and temperature.

I can explain why different substances boil at different temperatures.

I can use a particle model to explain evaporating, condensing, and subliming.

I can use the particle model to explain diffusion.

I can use the particle model to explain gas pressure.

B1.1 Cells

I can describe what a cell is.

I can describe the functions of the components of a cell.

I can describe examples of specialised cells.

I can describe the process of diffusion.

I can describe what a unicellular organism is.

B1.3 Reproduction

I can describe the main changes which take place during puberty.

I can describe the function of the main structures in the male and female reproductive systems.

I can describe the process of fertilisation.

I can describe what happens during gestation.

I can describe the main stages of the menstrual cycle.

I can describe the process of pollination.

I can describe the process of fertilisation in plants.

I can describe how a seed is adapted to its method of dispersal.

C1.2 Atoms, Elements & Compounds

I can state what an element is.

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 and interpret formulae.

Target(s)

YEAR 7 - Term 1 By the end of this unit, I will know:

Key Vocabulary I can use SELF-AWARENESS to understand the things I like and dislike about being a Year 7 student at Newquay Tretherras, and to be able to focus on the positives.

I can use AMBITION to understand and design all the visual and informative elements to create an "About Me" project poster.

I can use COLLABORATION to evaluate my own "About Me" project poster, and the projects of other students.

I can use CURIOSITY to research and create an imaginative family coat of arms.

I can use RESILIENCE to stand against and challenge bullying.

I can use RESPONSIBILITY to understand the importance of friends and celebrate them.

I can use EMPATHY to explore the positives and negatives of my community.

Target(s)

YEAR 7 - Term 1: Units 1 and 2 By the end of this unit, I will be able to:

Key Vocabulary Mi Vida (My Life) use greetings in Spanish

say my name and ask others their name

say how I am feeling

say where I live

say the alphabet in Spanish

name classrooms items in Spanish and use classroom language

use numbers 1-31, and birthdays

say the months

say when my birthday is

describe my personality in Spanish using a variety of adjectives and understand adjectival agreement

use all of the vocabulary in reading, listening, writing and speaking tasks

prepare and perform a role play about myself

Mi Tiempo Libre (My Free Time)

use a variety of opinions in Spanish to say what I like to do

say what I do in my spare time

use a list of adjectives to explain my opinions

use the present tense

use a range of frecuency adverbs to say how often I do different activities

recognise and use weather phrases

use jugar/hacer to talk about different sports

Target(s)