The curriculum at Cowes Enterprise College extends from years 7 to 13 and includes both the formal timetabled curriculum and all the informal learning and development that occurs outside the timetable.
The purpose of the curriculum in all OAT schools is to
• Teach – the curriculum sets out the knowledge and skills students are entitled to
• Develop – the curriculum sets out how students will develop socially and emotionally
• Change – the curriculum is designed so that any student can excel, so that no one is disadvantaged
The most common question we are asked at parents’ evenings is “how can I support my child?”. This booklet aims to give you useful information that will help you support your child through their year 7 learning journey. If you require any further information, please email info@cowesec.org and your query will be forwarded to the appropriate person.
Assessment and reporting
In order to improve the relevance of the information that we are able to send home in reports, each subject set their own assessment and reporting schedule to fit in with the rhythm of their curriculum and they will report in a format that lends best to the information they are sharing.
Assessment is something that occurs in classrooms on a daily basis through questioning and observation and enables us to adapt our teaching instantly to meet the needs of our students. More formal assessments are used to measure whether long-term learning has been achieved.
Reports are sent home through the SIMS App. If you will need paper copies instead, please let us know through info@cowesec.org.
Curriculum information | Year 7 KS3
Subject information
Each subject has included their year 7 curriculum overview, details on how and when learning will be assessed, their reporting schedule and links for useful information, for example; websites, curriculum content/knowledge organisers and wider reading.
Timetabled lessons
There are 25 hour-long lessons on the timetable each week and a 20-minute tutor time every day, during which tutor groups take part in assemblies, activities relating to behaviour and culture, whole-class reading and charter activities. The lessons are distributed as follows:
Expectations of behaviour for learning – KS3
Students are expected to be respectful and meet the behaviour expectations of the academy. Students will need to attend every day, arrive on time, be resilient, responsible and respectful at all times. We expect that students will dress correctly for school, including on all visits, and bring the necessary equipment each day found here on the website.
We ask that students aim for the best possible standards in their studies and work to their full potential in all subjects.
We ensure that students in Key Stage 3 enrich their studies with curriculum related visits. These directly contribute to their learning and promote a love of learning and educate for life.
In order to facilitate the enrichment offer of the academy sometimes there might be a need for teacher absence, this will be covered mainly by our internal cover team. The expectation for work and student focus does not waiver during cover lessons.
As we move through Key Stage 3 there is a greater ownership and expectation of students for their own learning. As students grow older we expect students will act as role models for younger students.
Overview
In Art & Design students are introduced to a wide range of techniques, media and genres. There are four main components that run throughout the KS3 course: RECORDING and DEVELOPING ideas, USING ARTISTS AND DESIGNERS as an influence, REFINING of practical skills and CRITICAL AWARENESS. There are four projects in year Seven: Basic Skills, Colour & Pattern, Architecture and Maritime Heroes. These projects are designed to build students’ confidence in a wide range of techniques and form the foundations of the KS3 Art & Design Curriculum, which will then be built upon each year.
Students will have their own Art & Design Folder which acts as a ‘sketch book’, in which the majority of their work will be kept. They are expected to have their own HB pencil, rubber, and sharpener and bring these to every lesson.
Art KS3
Year 7 learning journey
Basic Skills Project
Drawing, painting, Artist research
What is Art & Design for?
Who makes Art & Design? And Why?
How can I use the knowledge organiser and what is the importance of self quizzing?
What is a Still Life?
How do I create a realistic image?
How can I use shading to draw 3D shapes?
How do I research an artist or designer?
Maritime Heroes Project Extended Drawing
Students produce artwork and research on a range of people who either work as environmental Scientists, Marine Biologists or inventors and Wildlife wardens etc.
How do I use a grid to scale up an image?
How can I create a range of tones using pencil and charcoal to create a sense of ‘form’?
What is World Ocean Day about?
What careers are there within the Maritime Industries? Who are our Maritime Heroes?
How can Art & Design influence the way we see the world or change the way we live?
What is World Ocean Day about?
Who are our Maritime Heroes?
Can Art & Design influence the way we see the world or change the way we live?
What careers are there within the Maritime / Environment / Eco-Industries?
Colour & Pattern Project
Painting/Drawing/Collage
How can you mix a range of secondary and tertiary colours?
How can I control my use of colour and brushwork when painting?
How can I recognise the key characteristics of an artist’s or designer’s style?
How can I use them as an influence my own artwork?
Architecture
Drawing/ 3D/Collage
How do people from other cultures live?
How does the place and environment affect the way a building is made?
How do I draw a 3D shape using one point perspective?
What is collage?
How can I use simple card construction skills to make a 3D tower?
Students look at a range of different buildings and styles of Artists/ Designers are also asked to design an ‘eco- house’ as one of their homework.
TOPICAL TALK
What are the issues of homelessness, the need for building more houses for a growing population and how can we make homes more eco- friendly and sustainable?
Y7 UNIT 3
Y7 UNIT 4
Art | Year 7 KS3
When and how assessment of learning will happen
The first half term will be a basic skills project where students will carry out several tasks which will be used as a baseline assessment for the start of KS3.
Students will also be assessed formally at the end of each project and in addition to this, students will be given continual informal assessment and feedback throughout each project.
You will receive a report home in November, January and June.
The first will reflect on the work and skills completed so far in the Basic Skills project and the Colour & Pattern Project, the second and third will give a more complete ‘overview’ of your child’s progress and attainment for the whole year. There will also be comments on how to improve further and useful information to extend your child’s knowledge and understanding of Art & Design.
Useful information
It is always a great idea to expand your child’s experiences as much as possible and one way is to visit a gallery. Being able to talk about and reflect upon artwork is a key part of our curriculum and so having opportunities to do this will help your child gain in confidence not just in Art & Design but other subjects too.
Here are some of the Key Artists and Designers that we will be featuring in Yr7 that you may wish to find out about in advance: Beatriz Milhazes, Henri Matisse, Antoni Gaudi, Ian Murphy, Kristone Capistrano, Alejandro Duran.
Local galleries:
Quay Arts - Newport, Creative Hub - Newport, City Art Gallery - Southampton, The John Hansard GallerySouthampton. Portsmouth Museum and Art Gallery, Aspex Gallery - Portsmouth.
Or why not take an online “virtual tour” at the national gallery Virtual tours | Visiting | National Gallery, London
Homework expectations
Homework is set each half term and students have a choice of tasks that are related to their current theme. They are expected to complete four tasks that should take between 30 - 45mins each. We are happy to supply any materials and equipment that students need for homework. We find students really enjoy the Art & Design tasks as it offers opportunities to show their independence and creativity.
| Year 7 KS3
Overview
The year 7 Drama schemes are designed to develop knowledge and understanding of Drama, introducing Drama skills and techniques through a range of themes and ideas across the year. Across KS3 we focus on building the 3 C’s confidence, communication, and creativity as these will enable students to take an active part in Drama but are also excellent life skills. As part of their learning the students work in different group sizes using both improvisation and scripts to create performances. They begin the year by reflecting on their own Drama work and later to evaluate both their work and that of others. The units for year 7 Drama are shown below
Year 7 learning journey
MUSIC KS3 Drama KS3
KEY Serious fun
Why are confidence, creativity and communication important in drama?
What makes an effective mime?
What is a freeze frame?
What Drama skills do we need for interpreting a playscript?
How can we use sound and movement to change the atmosphere of a scene?
Darkwood Manor
How can we create an atmosphere on stage?
How do we create tension in Drama?
How do we make sure that our improvisation communicates effectively with an audience?
Treasure Island and theatre spaces
How do I bring a scene from Treasure Island to life using Drama skills?
What is the effect on a play when we use different forms of staging?
What is improvisation?
What decisions do we need to make when creating a character?
How can we convey a character's feelings through our acting?
Storytelling and puppets
How do we retell a Myth using Drama skills? What storytelling skills do you need to engage an audience?
Can we work as a group to create our own myth explaining something about the world?
Who killed Albert Peach?
When and how assessment of learning will happen
What is a murder mystery?
How can we use improvisation to reconstruct events?
How can we change our voice to convey the personality of a character?
What is puppet theatre?
How are puppets used in theatre to tell stories?
How can I create an engaging shadow puppet performance for an audience?
What is Greek chorus?
How do I use my vocal and physical skills as part of a chorus?
How do I work with masks to create an effective performance as part of a chorus?
To assess learning in Drama, our year 7 students will complete an in-class assessment at the end of each topic. These will take place during or at the end of each unit of work. Within each in-class assessment, students will be assessed in four strands; Group work and planning skills, Creativity, Application of Drama skills, and Reflecting and Evaluating.
Reports will go home in December, March and July. These will give information on two half-terms’ work and will give the current attainment and information across the four strands on how to improve further. Melodrama
How do I know what
How can I describe
What is exaggeration and why is it an essential component of melodrama?
How can we use physical expression to create classic melodramatic poses?
How can we create melodramatic
How can we change our facial expressions to create recognisable characters?
What are the essential skills of a good storyteller?
Ernie’s Incredible Illucinations by Alan Aykebourn
Drama | Year 7 KS3
Useful information
The best way to understand Drama and theatre is to see it. There are now a wide range of online resources as well as local theatres that you can go to.
To really improve a student’s Drama skills, getting involved in our school plays is a great free way to do this. We are totally inclusive and everyone is welcome whether they want to be on stage or work backstage, all we ask is that they are present at rehearsals and performances and try their best.
Drama online is free and the school has an account that your child will be given access to via Show my homework:
KS 3 Drama BBC Bitesize: https://www.bbc.co.uk/bitesize/guides/zsf8wmn/revision/1
Homework expectations
Drama homework will be set to ensure that it is effective and supports the work taking place in class. It will be set every half term with students choosing from a range of tasks for that unit.
Design & Technology | Year 7 KS3
Food, Textiles, Resistant Materials
Overview
In Design Technology across KS3 we use a structure of a carousel of different specialisms to ensure students get a broad and balanced approach of the Design & Technology and Food curriculum areas. Each student completes a half term on rotation across the carousel within each specialism. We have 4 half terms for these specialisms and we share the timetable with Computing (Computing has 2 half terms).
Students access workshops, tools and materials to design and make working products to develop student knowledge and experience in specialist classrooms, kitchens and workshops. From day one we ensure students access and engage fully in safe use of our specialist areas. Our subject provides an active, out of your seat learning environment, utilising team challenges, paired work and individual activities to provide many opportunities to explore the subject across the key stage and develop a breadth of experience in each specialism. Across KS3 the activities and projects are scaled, to ensure students build year-on-year their experience in the specialisms.
We are a fundamental and integral element of the maritime thematic curriculum here at CEC. Our students learn about the maritime environment of our local area, setting in context the world of work, careers and the skills of the maritime world. All projects integrate maritime links within the specialisms’ curriculum.
Year 7 learning journey
Technology KS3
KEY
YR7
Welcome Aboard
How can I use the kitchen to prepare ingredients and cook safely?
What is the Eat Well Guide and how can I eat a balanced diet?
Maritime Futures: What careers are available in the maritime industry? What are current and historic maritime versions of the dishes?
Eco Futures: How are the foods we eat transported? Are there any local alternatives? What are the environmental issues with a diet including HBV sources of protein? Feeding the nation - Food waste and Food banks. Food provenance and local produce: IOW, England, Britain, UK
Model pond yacht
How can I safely use tools and machinery to manufacture a model pond yacht?
How can I use the Centre of Effort and Centre of Lateral Resistance to design a seaworthy model pond yacht?
Eco Futures: What are examples of sea going vessels that have been used in environmental campaigning? What is the Plastiki sailboat? What is the effect of changing weather patterns on sailing?
Drawstring bag
How can I use the sewing machine safely to produce neat seams?
What techniques can I use to embellish and personalise my fabric product?
Maritime Futures: How can I design and make a product for a maritime focused design brief?
Eco Futures: What other eco fabrics are there that we could use? Where do the fabrics we use come from? What are natural fabrics and where do they come from? How can we recycle fabrics? How can we use off-cuts within the community? What fabrics are made from waste? - sea-plastic – trainers; cups; plastic bottles
Plywood Secrets box
Which hand tools and machinery can I use safely to manufacture a quality product?
How could I use CAD/CAM within my finished product?
Maritime project: What is marine plywood?
Eco Futures: What are the timbers groups and where in the world are they forested? How are timbers transported around the world? What are alternatives?
Unlike other Learning Journeys, in DT students may cover the units in a different order but will complete all units during the course of the year.
‘Cooking in the galley’
How can I use the hob and oven safely to produce a range of cooked and baked food products?
How do I know when I have a well-made and nutritious food product? Y8 UNIT 1 Shorts
How can I use the sewing machine to make an open seam? How can I use a pattern to make a fabric product?
Y7 UNIT 2
Y7 UNIT 3
Design & Technology | Year 7 KS3
Food, Textiles,
Resistant Materials
Students will complete each of the following during a half term, across our timetabled four half terms:
• Textiles – Students will explore a design context and creatively design and make a high-quality machine sewn tote bag. Incorporation of manufacture using the sewing machine and practical skills alongside design and creativity.
• Food – Students learn about the importance of Food hygiene, safety and eating a healthy and well-balanced diet. They will also develop practical skills in our wonderful kitchen, making products to taste, evaluate and develop. Students continue to develop their skills in the kitchen exploring and using a host of equipment whilst combining ingredients. We call this ‘setting sail’.
• Resistant Materials – We focus developing our students’ experiences of the workshop across specific materials to construct a high-quality mechanical toy. We also look at the communication and design skills that help communicate ideas within the design cycle.
• Maritime – This is a groundbreaking project where students design and manufacture a powerboat. The STEM style project builds on the skills of Resistant Materials and students’ use of the workshop and tools and materials. Students test in teams their powerboats on our testing ponds. We integrally develop employability skills of cooperation, sharing, teamwork, leadership and meeting deadlines. We also include research into maritime careers.
When and how assessment of learning will happen
Assessment takes a variety of forms in our specialisms from verbal feedback in the workshop and kitchen during practicals, through multiple choice quizzes and related class and homework activities. Individual and peer reflection are integral as well as reading, sharing and expressing our thoughts and designs. Employability skills are also reviewed.
Each student will receive a detailed report each term (December, March and July), from the specialisms they have completed. This will include the attainment and progress they have made during the projects, provide some useful tips and links to activities that could be completed to develop and support progress.
As students complete different specialisms as part of the carousel, students will receive reports from these areas at different times to some of their peers.
OAT’s maritime careers - https://oatfutures.co.uk/sectors/maritime/ BBC Bitesize – Design Technology - https://www.bbc.co.uk/bitesize/subjects/zvg4d2p Design Council - https://www.designcouncil.org.uk/ British Nutrition Foundation - https://www.nutrition.org.uk/ Design Technology – careers website - https://www.bbc.co.uk/bitesize/tags/zn7h8xs/jobs-that-use-design-andtechnology/1
Homework expectations
Students are expected to access Show My Homework (SMHW), the CEC online hub for issuing homework. We use a variety of formats for homeworks. Homework tasks are set to build on the learning in class or check and reinforce and revisit topics, to support making further progress and checking and testing knowledge acquisition, retention and application.
It is usual that a homework task or activity sheet is carefully returned to school and submitted in class or if electronic to be completed online. It is expected that homework is completed to a high standard. All homework tasks can be printed if students have trouble accessing the online task. Deadlines for homeworks are expected to be met, and to support inclusivity we understand that this may not be possible on occasion and a note to the teacher can then support completion.
Computing | Year 7 KS3
Overview
This year will see new and interesting topics being introduced into the IT and Computer Science rotation. The lessons form part of the Design Technology rotation, and your child will be timetabled to a term in which they will have these lessons. There are 5 units in year 7.
Students will start a three-year journey learning a range of knowledge and practical skills allowing them to expand their confidence, application and creativity as well as giving them skills that they will be able to use throughout their lives. The diverse range of skills will also support them in their other subjects to be able to access, present and consolidate their IT skills. They will also gain a firm foundation for KS4 and KS5 options later in their school career.
Year 7 learning journey
Computing KS3
Getting Started
How do I demonstrate file management?
How do I explain safe practices when accessing the school network?
How do I ensure my internet research is reliable?
Internet Safety
Introducing Spreadsheets
What is a spreadsheet used for?
How does basic formulae manipulate data?
How do I demonstrate conditional formatting?
How do I create graphs and charts to represent different types of information?
Do I have an awareness of Internet safety and cyber security?
How do I demonstrate safe practices when using the Internet?
How do I regulate my own digital footprint?
How do I keep myself safe online?
When and how assessment of learning will happen
Advanced Spreadsheets
Am I confident to use spreadsheets to model data?
Computing: Past, Present & Future
Can I explain how computing has changed from the past to the present and the future?
What must I consider when I am presenting knowledge using word processing, desk top publishing and presentation software?
How can I demonstrate appropriate formatting in my documents?
How do I select proofreading software tools so that my spelling and grammar has been checked?
Programming in Python
Can I explain how to sequence using Python programming?
What must I identify when working in Python to solve specific problems?
How do I explain basic programming constructs in Python?
How do I demonstrate programming constructs to show efficiency?
Computing Components
What must I know about the main computer peripherals and their uses?
Students are assessed against their theory knowledge and practical application through a mix of in-class work and digital exam-style assessment. The students are continuously assessed on their recall and at the end of each topic their written work will be assessed against the criteria given to them at the beginning of the topic.
How do I demonstrate a range of advanced functions within spreadsheets?
How does the use of validation within spreadsheets minimize errors?
How do I develop and use macros to automate aspects of spreadsheets?
How do I explain how computer performance is measured?
How to I explain the difference between storage devices and storage media?
How do I explain what is meant by the ‘Internet of Things’?
Computing | Year 7 KS3
Reporting
You will receive a report home in February and July.
Curriculum topics
Getting Started File Management, The Internet, Vector Graphics, Bitmap Graphics
Computing: Past, Present & Future The History of Word-Processing, Designing a Leaflet, Moore’s Law, The History of Computing, Learning to Present, The Future of Computing Programming in Python Computer programmes, User data, Data types, Placeholders & lists, Working with lists, Working with strings
Internet Safety Cyber Security & Encryption Digital footprint, Passwords & phishing, malware
A short homework task is set every lesson, this is usually a short digital quiz to assess their recall from the previous lesson or a research task in preparation for the next lesson.
English | Year 7 KS3
Overview
Our Year 7 program of study introduces students to what we feel are the most influential and beautiful stories ever written. In English literature, we call these works ‘the literary canon.’ By the end of year 7, students will have read and studied:
Gods and Mortals: What does it mean to be a god? What is an epic story? Why are people so drawn to, and entertained by, myths of the past? We will read Homer’s The Odyssey translated by Simon Armitage, to answer some of these questions. We will also write our own myths and investigate mythological creatures using inspiration from some of the most influential gods and mortals from their original sources including Persephone and Hades, Gilgamesh and Humbaba and a range of other characters from around the world.
Heroes and Heritage: What does it mean to belong? Students will be drawn into the world of Skin of the Sea by Natasha Bowen, exploring West African mythology, folklore and historical realities like the transatlantic slave trade. Students will engage with powerful storytelling that reflects on freedom, community and self-discovery. Using this exciting text as a spring board, students will write a range of creative and non-fiction pieces inspired by the ocean.
Powerful Voices: How can we persuade people to think, feel and act differently? Why do some speeches become ‘timeless’? What are ethos, pathos and logos? We will read some of the greatest examples of rhetoric - past and present - including extracts from Julius Caesar by William Shakespeare and a range of important speeches such as ‘I have a Dream’ by Martin Luther King and ‘He for She’ by Emma Watson. Students will also be given ample opportunities to find their own voices and learn to express their opinions.
Mischief and Mayhem: In literature, forests are often places of mystery and magic, creating a safe space for changes or transformations to take place. What happens when a strict, brutal regime gets turned upside down by a series of mistakes and misunderstandings? We will read A Midsummer Night’s Dream by William Shakespeare and a range of Romantic poetry to explore these questions as well as be entertained by sprites, fairies, wandering women and men and magical encounters.
English KS3
Year 7 learning journey KEY
Ancient Origins
Men and monsters
Why is Homer’s Odyssey such an important text?
How did humans use myths and stories to makes sense of the world around them?
Is Odysseus a hero? Can a hero be flawed?
How are women presented in this ancient text? How have modern retellings told the story from women’s point of view?
Context: What was life like in ancient Greece? What is xenia? Who was Homer? Was life different for men and women? Was ancien Greece a patriarchal society?
African Tales
Heroes and Rebels
What makes someone heroic?
Are rebels bad people? What motivates people to break rules? What do European and African gods, myths and monsters have in common?
How does author Natasha Bowen present the character Simidele and the setting of the sea in The Skin of the Sea?
Shakespeare Mischief and Mayhem
Context: What was it like to live in West Africa in the 1500s? Why did slave ships exist and what was it like to be on one? What did England have to do with the slave trade? When and why did it end?
How does William Shakespeare present the complexity of relationships in his magical comedy ‘A Midsummer Night’s Dream’?
How is the harsh city of Athens juxtaposed with the magical freedom of the forest? How does Shakespeare use language to present character? What techniques are used to create humour? How is gender shown?
Context: Was Athens a strict, patriarchal society? What was family life like in Athenian and Elizabethan culture? How does Shakespeare subvert social expectations of the time?
Y7 UNIT 1
Y7 UNIT 2
Y7 UNIT
English | Year 7 KS3
When and how assessment of learning will happen
The final assessment for all units will be posted in advance on Show my Homework. This will reveal exactly what the children will need to know and what skills they will use to show their understanding. Ongoing checking for understanding will happen through quizzes in lessons and on Show my Homework whilst end of unit tests will be more synoptic longer essays.
You should be receiving a comprehensive report home at the end of each unit, approximately around:
• December - Gods and Mortals
• April – Heroes and Heritage
• July- Magic and Mischief
Useful information
What can be better than curling up with a great book? We expect children to read at home in evenings for at least ten minutes every evening.
Our fantastic library is well stocked and waiting for students to borrow books! Children are welcome to come and read any time after 8 am and up to 4 pm, including break times and lunch times. Books can be borrowed for three weeks and if, by some mysterious twist of fate, we do not have the book a student is after, they should be sure to fill in a ‘book request’ form, found next to Mrs Wootton’s desk. We’ll be sure to get it! English teachers will also bring you to the library and show you were everything is.
Be sure to check out our monthly library newsletter we will send home at the end of each month for reviews of the latest books, staff and student recommendations and tips for finding the perfect book.
Homework expectations
As well as the minimum ten minutes reading, homework tasks include quizzes, research, creative writing, spelling, watching and commenting on video clips and lots of exciting activities that will stretch and broaden students’ experience of the curriculum.
Useful Links
• BBC Radio 4: The Odyssey (podcast)
• BBC Radio 4: The Illiad
• BBC Radio 4: Julius Caesar
Show My Homework www.satchelone.com
Click below to find copies of the Texts available from Amazon (all are also available on audible)
Odyssey
Skin of the Sea
Julius Caesar
A Midsummer Night’s Dream
Who to email for questions/support
Director of Learning for English: Mrs Justine Doughty jdoughty@cowesec.org
Overview
The MFL Department aims to instil the love of languages that every young person should embrace through an understanding of the global world that they face and how to communicate in an international society. This will be achieved through developing students’ skills to talk about themselves and the issues that affect them directly such as school, family and their interests. They will also be taught the basic grammatical elements and structures that underpin language learning at this level such as present tense verbs, gender agreements, possessive pronouns, opinions and simple future tense. The five units for year 7 are shown below.
Year 7 learning journey
French KS3
La rentrée! – Back to school!
How are French words pronounced?
How do I spell French words from their sounds?
How do I respond to basic questions about myself?
En ville – In town
How do I talk about where I live?
How do I use “on peut” to say what you can do?
How do I use time phrases to develop my speaking and writing?
How do I talk about injury and illness? French | Year 7 KS3
En classe – In class
How do I talk about my studies?
How do I give my opinion about school subjects in French?
How do I conjugate regular -er verbs and ensure adjectives agree?
Ma vie de famille – Family life
Mon temps libre –
My free time
How do I talk about what I do in my free time using the verb “faire”?
How do I say what I like doing?
How do I use cognates to understand a text?
How do I talk about my family and someone else’s family?
How do I say that “we do” an activity?
How do I adapt a text to write my own piece of French?
When and how assessment of learning will happen
Topic Assessment Focus
Back to school
My school
Free time
J’adore les fêtes
Vive les vacances! –
Long live the holidays!
How do I talk about holidays in the past?
Listening / Speaking
Reading / Writing
How do I form regular and irregular verbs in the past tense?
My family and friends
In town
Can I recognise negative in the past tense?
Listening / Speaking
Reading / Writing
Listening / Speaking
Le monde est petit
How can I talk about where I live?
How do I talk about my routine?
À loisir
How do I talk about my favourite festival?
How do I buy food in a market?
How can I talk about future plans for special events?
End of half term 4
End of half term 6
UNIT 3
How do I talk about freetime activities?
How do I arrange to meet someone?
How do I form and answer questions?
How skills are assessed
Listening
Speaking
Reading
Writing
Students will show that they can understand the main points of short, spoken texts on each topic, including reference to future events in half term 6.
Students will demonstrate that they can accurately pronounce the majority of vocabulary from the Y7 curriculum. Students will have short conversations about the topics studied. They will also use the future tense in half term 6 to refer to future events.
Students will demonstrate their understanding of main points, opinions and details in short written texts, including reference to future events in half term 6.
Students will aim to write short texts using language from memory, giving opinions with simple reasons. Towards the end of the year, they will be expected to refer to future events.
You will receive a report in January and July.
Useful information
Vocabulary learning is vital for language acquisition. Please try some of these…
• Use “Look-cover-write-check” or “Look-cover-say-check” strategy for revision for speaking and writing tests
Play games with your child to learn the vocabulary – use the links for the online resource “blooket” given each week on SMHW
• Sticky notes: Ask your child to write new vocabulary on sticky notes and stick them where he/she will see them often. For example, he/she could stick them to the bathroom mirror to read through every time he/she washes their hands or brushes his/her teeth
• Make cards: Cut up some paper or card into small rectangles. Write one target language word on each card. Write out the English words too, one word per card. Mix them up and match the cards! You can play snap with them or turn them all upside down and try to find the pairs.
• Use languages online link below to help your child learn the present tense https://www.languagesonline.org.uk/French/Grammar/Present_Tense/index.htm
Homework expectations
Each Friday, a link to “quizlet” and “blooket” will be provided on Show My Homework (SMHW) for your child to start learning the key vocabulary for the unit to be taught the following week. Encourage your child to review the vocabulary on their preferred site (you will need to help them make an account using their school email). Ideally, your child should spend 10 minutes per day reviewing the vocabulary and at the end of the week, they should complete the vocabulary quiz on Show My Homework (SMHW) to show their teacher they have retained the vocabulary. This is due every Friday. If you require a paper copy of the key vocabulary, please email your child’s class teacher or info@cowesec.org. Thorough preparation is also expected for speaking and writing tests.
Geography
Overview
For year 7, we have put together a curriculum to inspire a sense of awe and wonder about our physical and human surroundings for our geographers. We also want to enable students to think about the world they live in and to be able to communicate that thinking to others and as such they will have the opportunity to take part in our Maritime Showcase as part of their Maritime Futures curriculum.
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts in geography.
Location for students to be able to locate places, features and people at a range of scales, from local to global. For example, we want year 7 geographers to be secure in their use of OS maps, grid references, distances and locating features.
Place Here we want our geographers to understand what activities and processes take place in various locations on our Island, in the UK or globally. We will explore the social networks that in turn create values, attitudes and behaviours. For example, in our continent study of Africa we look to explore the misconceptions surrounding Africa and develop our understanding of how places vary.
Human processes
Physical processes
Geographical skills
This is our study of the interrelationships between people, place, and environment, and how these vary spatially and over time, across and between locations. In year 7 we work to develop an appreciation for the diversity of our complex and varied world
This is our study of Earth’s climate, atmosphere, soil, streams, landforms, and oceans. We also examine how human culture interacts with the natural environment and the way that locations and places can have an impact on people. Year 7 geographers will go on a boat trip to investigate ‘How has Cowes become an important Maritime town?’ and use this to prepare for the showcase.
Geography KS3
These provide the necessary tools and techniques for us to think geographically. These include GIS (Digital mapping), photo and satellite image interpretations, interpreting data and fieldwork.
How to explore like a geographer?
How can we use maps to locate places?
How can we show features on a map?
Physical science: Using a compass for navigation
Maritime project: How has Cowes become an important Maritime town?
What happens along our coastline?
How do waves erode the coastline?
How do rivers change as they go downstream?
How are waterfalls, meanders and floodplains formed?
How can the risk of flooding be managed?
How do flood risks compare in different parts of the world?
Importance of rivers
Eco Futures: How can we manage flooding management sustainably?
How can transportation and deposition (including longshore drift) change the coastline?
How can we defend the coastline against erosion and flooding?
Maritime project: Is coastal management in Cowes effective?
Eco Futures: How can we manage coastal erosion and coastal flooding management sustainably?
Life science: What are causes of desertification?
What are the challenges and opportunities facing Africa?
How is wealth spread around the world?
Why do people live in poverty?
What are the challenges and opportunities of living in Lagos, a megacity in Nigeria?
Eco Futures: Is there a future for the Sahel?
Physical science: Flooding linked to climate change
Geography | Year 7 KS3
These concepts exist through our geography curriculum from year 7 to 13. Each topic is built around a big question with each lesson exploring a particular enquiry question. The four year 7 units are shown on the previous page
When and how assessment of learning will happen
To assess learning in Geography, our year 7 students will complete an in-class assessment. These will take place during the first, third and fifth half-terms. Within each in-class assessment, students will be assessed on four strands:
• Knowledge – This will assess knowledge of key terms, locations and facts. These will be multiple choice, definition or brief one sentence responses.
• Understanding – This will assess explanation of processes, for example to explain the formation of a V-shaped valley. These will be short answer questions requiring a few sentences to complete an explanation.
• Application – This will assess the ability to evaluate or assess based on a place studied in the topic, and will be a structured, extended answer.
• Geographical skills – This will assess map skills, data interpretation skills and image analysis. These will be multiple choice, definition or brief one sentence responses.
In addition, they will complete regular knowledge quizzes to help them develop and recall the key ‘must know knowledge’. These will be set in a combination of in-class and online quizzes. Lastly the Maritime Showcase will take place in the summer term and is an opportunity has an invited audience from the local community with representatives from Maritime related industries. They provide feedback to each group on their presentations.
You will receive a report in December and July. In our Geography subject report you will find:
• Useful information about the in-class assessment the students have completed
A numerical and percentage score from their in-class assessment
Information and feedback about why a particular score was awarded and an indication of how this could be improved
‘Next steps’ and sources of support to help students improve their performance in the future
An ‘ATL’ (Attitude to Learning) grade to indicate achievement and completion of online recall quizzes, including feedback about whether they were completed or not.
Useful information
Each Geography report will contain more specific sources of support relevant to each in-class assessment and Geography topic, such as links to relevant online revision tools and access to the knowledge organisers.
In addition to a paper copy in their exercise books, students will always be able to access the relevant knowledge organisers for each Geography topic online on Satchel One to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
• Volcanos - https://volcano.si.edu/
• Sustainable websites - https://en.ryte.com/magazine/examples-sustainable-website-designs/ Map skills/Ordinance Survey - https://www.ordnancesurvey.co.uk/ BBC Bitesize – KS3 and 4 Geography https://www.bbc.co.uk/bitesize/examspecs/zsytxsg
• Internet Geography: Home - Internet Geography https://www.internetgeography.net/edexcel-b-gcsegeography-revision/ Planet earth - https://www.bbc.co.uk/iplayer/episodes/b006mywy/planet-earth
Homework expectations
Students will be set a knowledge retrieval quiz on Satchel One each week, linked to the knowledge covered in those lessons. In addition, each topic has a fiction or non-fiction text linked to it and so some knowledge quizzes may be linked to a section of text from the particular topic. Year 7 Geographers this year will look at extracts from ‘Africa is not a country’ and ‘Prisoners of geography: Our World explained in 12 simple maps’
Overview
Our curriculum in year 7 aims to enable our students to gain a coherent knowledge and understanding of Britain’s past and that of the wider world and to inspire students’ curiosity to know more about the past. Across the Key Stage students will cover a broad history of Britain as a coherent, chronological narrative, from the earliest times to the present day, as well as how Britain has influenced and been influenced by the wider world. During our year 7 History lessons, students will have the opportunity to explore rich and diverse stories from the past. They will be taught key ‘must know’ knowledge essential to their deep understanding of the issues we explore. Alongside this factual knowledge, students will also be taught the key disciplinary concepts which make up History as a subject. The four year 7 units are shown below.
Year 7 learning journey
History KS3
How have migrants changed Britain?
Why did migrants come to Britain?
Who came to Britain?
What impacts have migrants had on Britain over time?
Did the Normans “annihilate Anglo-Saxon England”?
What can archaeological artefacts reveal about the Anglo-Saxons?
Why was 1066 a crisis in medieval England?
Was the Norman Conquest a significant moment in history?
What migrated along the Silk Road?
Y7 UNIT 3
How powerful were medieval kings & queens?
How was Britain connected to the world in the Middle Ages?
‘All the treasures of the world’: what was so special about medieval Baghdad? Was 1348 the end of the world? Y7 UNIT 4
Across KS3, students will develop their understanding of:
Why do historians disagree about King John?
What does the murder of the Archbishop of Canterbury tell us about the power of the church? How important were England’s medieval queens?
• Continuity and change. Why do some aspects of the past change, sometimes dramatically, whilst other aspects appear to change very little?
What does the Mary Rose tell us about Tudor society?
How was 17th century Britain turned upside down?
Cause and consequence. What causes lead to events happening in the past? What consequences do these lead to and with what impacts?
What can the artifacts from the Mary Rose tell us about life in Tudor England?
Why did people fight a civil war in the middle of the 17th century?
Why have historians disagreed about Oliver Cromwell?
YR8
Why was religion a mater of life & death in Tudor England?
• Significance. What makes events or moments in the past significant?
Did Elizabeth I solve the religious problems in England?
Why did Parliament become more powerful than the monarch? Y8 UNIT 2
• Similarity and difference. Within a time period, what similarities and differences can be drawn between people, groups or events? Why do these similarities or differences exist?
Maritime: Mary Rose case study to understand life in Tudor England, heritage and history/heritage careers
Through the Key Stage, students will have the opportunity to develop these disciplinary concepts to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Students will also be able to explore how evidence is used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed. The particular focus for each topic within our Year 7 curriculum is indicated on our curriculum journey shown above.
UNIT 4
What is the legacy of the slave trade and empire? Who was involved in the slave trade and why was it abolished?
Y8 UNIT 3
What can we learn from the kingdoms of Benin and Asante about African histories?
How did the kingdom of Benin rise and fall?
How did the kingdom of Asante rise and fall?
What was the relationship like between Europe and West African kingdoms?
History | Year 7 KS3
When and how assessment of learning will happen
To assess student progress in History, our year 7 students will complete two in-class assessments; one of these will be in half term 2 about the Normans and the second will be in half term 4 about medieval monarchs. Within each assessment students are assessed on two key components:
1. Subject knowledge – this part of the assessment will be about factual recall and short answer responses
2. Writing skills – this gives our students the opportunity to share their historical knowledge in more depth by writing in more detail. Sentence starters are provided to help students start their writing and to focus their argument, we have a success criteria checklist for students to tick off skills as they go and there is additional space is offered if students want to write in more detail. Students will hopefully develop their ability to think deeply and critically about historical topics through analytical writing.
Reporting
In year 7 you will receive a subject report in November and July after the in-class assessments have been completed.
In our History subject report you will find:
• Useful information about the in-class assessment the students have completed
A level descriptor – we report attainment by awarding our students a level of bronze, silver, gold or platinum
Information on how and why the score was awarded and an indication of how this can be improved
• Next steps and suggestions for how to support students
Useful information
Each History report will contain more specific sources of support relevant to each in-class assessment and History topic. For each topic of study students will be given a knowledge organiser. This is a useful resource which contains the core information students will need for their understanding of the topic. Further to this, to broaden understanding and enthuse student interest in History, BBC Bitesize is a great website to consult. The section on ‘Medieval England’ would be especially useful for our studies in year 7.
BBC Bitesize www.bbc.co.uk/bitesize/subjects/zk26n39.
Homework expectations
In a typical half term of six weeks, students would expect to complete three homework activities. These could include online knowledge quizzes, revision and enquiry-based learning. Homework will be set online via Satchel One.
Maths | Year 7 KS3
Overview
The mathematics curriculum at Cowes is well sequenced which enables all students at all levels of attainment to practise fluency, to reason, and to think mathematically at every possible opportunity.
The curriculum prioritises critical knowledge and gradually builds understanding over time across the three years. It is underpinned by the principles of cognitive science.
Maths KS3
Year 7 learning journey
– Addition and subtraction
How can I select the best strategies to addition and subtraction? What is a complement? What is a zero pair?
NP2 – Geometry (Addition and subtraction)
How do I find the perimeter of a shape?
How do I find a missing angle on a straight line or around a point?
NP6 – Directed Number
How do I add and subtract with directed numbers?
How do I multiply and divide with directed numbers?
Where do we use negative numbers outside the classroom?
A1 – Introduction to algebra
How do I simplify an expression?
How do I substitute numbers into an expression?
What is a variable?
What is an expression?
How
NP2 – Statistics (Mean)
How do I calculate the mean of a set of numbers?
Eco Futures: How can I use the mean to analyse data for cars of different power sources?
NP5 – Order of operations
How do I correctly do the order of operations with the four operators?
How do I correctly do the order of operations that include brackets and exponents?
NP7- Fractions
How do I find fraction of amounts?
What is a sneaky one?
How do I add and subtract fractions?
How do I multiply fractions?
What is the reciprocal and how does it relate to dividing by a fraction?
Eco Futures: What proportion of land is used for farming?
What proportion of food becomes waste in supermarkets and restaurants?
A2 - Manipulating and simplifying expressions
Can I set up an algebraic expression?
Can I simplify indices and coefficients when multiplying and dividing terms?
Can I tell the difference between an expression and an equation?
Eco
NP3 – Multiplication and division
How can I select the best strategies to multiply and divide?
What is a highest common factor?
What is a lowest common multiple?
What is meant by equality?
Can I use the application of multiplication and division in area and volume problems?
NP4 – Powers and roots
How do I write an integer as a product of its prime factors?
What are exponents and roots?
What are prime and composite numbers?
Why is index notation useful? Y7 UNIT 10
NP8 – FDP equivalence
Can I find a percentage using a decimal multiplier?
How can I convert a fraction to a decimal?
What does the word percentage mean?
What is a terminating decimal?
– Estimation and use
Can I convert between units of time using a calculator?
Can I calculate an upper or lower bound given a degree of accuracy?
Eco Futures: Can I round to significant figures?
Maths | Year 7 KS3
When and how assessment of learning will happen
There are two formal assessments in year 7, one at the beginning of November and the second towards the end of May. Reports, based on these assessments, will be sent home in December and March. A topic list for each assessment with associated Mathswatch clips to support with revision will be sent out in advance of each assessment through show my homework. Students starting in year 7 will be given a username and password for Mathswatch within the first two weeks of starting at CEC.
Videos can be found on the video tab and clip numbers typed in the search box. If the clip number is preceded by a letter, it is in the KS3 Qualification dropdown. If the clip number is not preceded by a letter, it will be in the GCSE option. Above the video, there are options such as interactive questions and a downloadable worksheet. The interactive question option is perfect for students’ independent work. The video will talk about various methods to solve mathematical calculations with opportunities to pause the video so students can answer questions on paper. The videos are helpful to students and parents alike on how to solve mathematical problems.
Homework expectations
A main homework will be set weekly by teachers either given in an electronic or paper based format. Homework will typically take 30 to 60 minutes to complete. It is an expectation that all homework is written in the back of exercise books.
As a daily homework students should be encouraged to read or correct their notes on the days immediately following their Maths lessons; they are more likely to remember what they have been taught using a “little and often” approach. The only way to remember what you learnt yesterday/last week/last month/last year is to try questions on those topics regularly. Daily homework should be typically 10 to 15 minutes on the day of a maths lesson or the day after.
Useful information
There are plenty of helpful and interesting mathematics websites. If you want help on improving your mathematics or just interested in mathematics for mathematics sake, the following websites could be of interest.
BBC Bitesize Gives explanations and opportunities for revision on all topics in the maths curriculum
Mr Bartons Revision; Podcast; Maths and Logic Puzzles
Numberphile Video posts about mathematics that explore various topics
Nrich A website with a variety of mathematics problems suitable for all abilities
Calculator expectations and benefits
Students ideally should own a scientific calculator to bring to their maths lessons. Calculators are now an integral part of maths examinations with two out three papers at GCSE being calculator papers.
Using calculators can be incredibly beneficial for students in many ways. Here are some of the key reasons why the use of calculators is important:
Error Reduction: Calculators reduce the likelihood of simple arithmetic errors, allowing students to concentrate on solving the problem correctly.
Time Management: They save time on lengthy calculations, enabling students to work through more problems and practics several types of questions.
Calculators can be particularly helpful for students who struggle with manual calculations, ensuring they can participate fully in mathematical learning.
Incorporating calculators into the learning process provides numerous educational benefits. They not only enhance the understanding of mathematical concepts but also improve accuracy, efficiency, and technological proficiency. The maths curriculum at Cowes integrates the use of calculators throughout the curriculum in addition to securing fluency with non-calculator methods.
Calculator recommendations - Casio FX- 83GTCW
Overview
We have developed a broad, captivating and fun curriculum journey, encompassing the transition into year 7 through to the end of year 9. It is structured in a manner that allows our students to gain a passion and curiosity for music, based on the constant re-visiting of the musical elements, opportunity for creativity (composition), understanding, application of skills (performance) and expression (singing). The six year 7 units are shown below.
Year 7 learning journey
MUSIC KS3 Music KS3
KEY Listening Composing Performing Charter opportunities
YR7
How can I explore music through the musical elements?
How do I describe what I’m hearing using the musical elements?
How is music notated and what is it telling me?
Why is form and structure important in music?
What are the different sections of a typical pop song?
What is call and response in music?
How do I develop my keyboard skills?
How do I correctly play a triad on the keyboard?
What does the bass clef and treble clef tell me?
How are hooks and riffs used in popular music?
What is a hook and why are they important in popular music?
What is meant by the ‘4 chords’ in popular music?
What gives folk music its distinctive style?
What is the instrumentation of Folk Music?
What is an Ostinato?
How has the classical orchestra influenced musical development?
How can music create a mood?
How many families are in the orchestra and what are they?
When and how assessment of learning will happen
YR8 Journey
How is music different across the world?
What is a polyrhythm?
Y8 UNIT 5
Songwriting
What is the typical structure of a pop song?
Where did the origins of Rhythm begin?
1. Technical control/accuracy.
Jazz and Blues
2. Expression and interpretation.
How has Jazz and Blues influenced musical development?
How is the walking bass used in Jazz? What instruments belong in the rhythm and horn section of a Jazz ensemble?
Social Message Composition
How can you portray your thoughts and opinions through music?
What are the 4 chords and how are they used in popular music? Y8 UNIT 2 Caribbean
What world issues are you passionate about?
Each unit of work will be accompanied by a Knowledge Organiser. This document contains all of the information we focus on during the unit and then forms part of the end of unit assessment. There will be a quiz set on Show My Homework (SMHW) which students will complete on the last lesson of each unit. As well as this, students will be assessed on their ‘application of skills’ i.e performance. This will be assessed on two strands.
Y8 UNIT 3
How can I create a project with the characteristics of current Rap music?
How can I program a beat
Y7 UNIT 6
Music | Year 7 KS3
Students complete a self-assessment radar (example below) which enables them to evaluate their own progress/ understanding and see where and how they can progress further. An example follows.
Students will receive a music report twice a year, in February and July, which will again refer to the assessment criteria and offer an overview of their current level of progress and areas for development.
Useful information
To allow our students to appreciate their musical journey with us to the fullest, we encourage them to broaden their musical listening tastes and explore the vast array of music out there. By doing this, students will develop their own taste in music, thus deepening their understanding of genres/styles. Each unit will have suggested listening, however, we do encourage our students to explore this independently.
To further support our student’s musical learning, this link will help to develop the aural/theory training. https://www.musicca.com/
We also recommend this free online Digital Audio Workstation (DAW) where students can explore music production, composition, mixing and editing.www.edu.bandlab.com
We actively encourage and advise our students to engage in extra curriculum music. As well as the ensemble opportunity here at Cowes Enterprise College, the IOW also has a wide array of ensembles and groups the students can become involved in. Peripatetic instrumental lessons are also offered. https://iwmt.org.uk/
Nothing encapsulates music better than live performance. Live, online music events can be accessed for free on many occasions. We also like to visit the Portsmouth Guildhall which offers a £1 ticket price for children under 18 for world class orchestral performances.https://portsmouthguildhall.org.uk/whats-on/
Homework expectations
Music homework will be set once every fortnight (3 per unit of work). Homework will be based on revision of the unit’s knowledge organiser and development of practical skills. Homework will not exceed an hour, however, we would like to encourage our student’s to broaden their listening and enjoy keeping a log of listening and practice. Our music staff will be sharing their current listening and we warmly encourage students (and staff) to do the same.
Overview
The aim of this programme is to provide students with the opportunity to develop the basic skills required to take part in sport/physical activity as part of a healthy active lifestyle.
The curriculum allows students to take part in a variety of different activities, these are divided into the following areas:
• Invasion games,
• Creative activities,
• Performance at maximal levels, Healthy Participation (personal health and fitness).
Year 7 Learning Journey
PE KS3
Multiskills:
What are the components of fitness?
How do I use and develop agility, balance and coordination in different activities?
Football:
How do I play a short pass, long pass, lofted pass with accuracy?
How do I stop the ball and dribble effectively?
How do I choose the appropriate position to hold on the pitch?
What are the different health-related fitness components?
Netball:
How do I perform a chest, bounce and shoulder pass with accuracy?
How do I make sure I don’t break the footwork rule?
How do I play different positions in netball?
How do I use different passes to my advantage?
How are the different health-related fitness components used?
Rugby:
How do I play accurate rugby passes in a range of situations?
How do we use passing to beat the opposition?
What are the names of the muscles?
Gymnastics:
How do I perform a forward roll, backwards roll and cartwheel with accuracy?
How do I choose the right types of travel to make a sequence?
How can I use flight, travel and balance to form aesthetically pleasing gymnastic routines?
How does flexibility help in gymnastics?
Basketball:
How do I dribble under control?
How do I choose the right type of shot?
How do I use different passes and types of dribbling to my advantage in basketball?
How does aerobic endurance help in basketball?
Healthy Participation/OAA:
How do I improve my verbal communication and active listening skills?
How do I work in a team, build trust and develop skills to solve problems?
What does it mean to be fit and healthy?
How do I define and test cardiovascular fitness?
What different activities can I do to improve my fitness?
Y7 TERM 5 and 6
Athletics:
How do I run, throw and jump with accurate technique?
How do I improve my skills in track events, including changing stride, for different distances?
How do I use pacing strategies in middle and long distance runs?
How do I improve my health-related fitness components?
How to I safely participate in field activities?
How do I train to be fit for Athletics events?
Y8 TERM 1 and 2
Rounders/Cricket:
How do I accurately use a short and long barrier?
How do I develop basic throwing and catching skills?
How do we manipulate the field depending on the batters’ strengths and weaknesses?
How do I retrieve the ball efficiently and why is this important?
How does strength affect my fielding skills?
Netball:
Rugby:
Within each area we aim to introduce students to the correct technique used to perform core skills, alongside knowledge and understanding of key language, allowing them to play small-sided games and perform skills in game realistic scenarios.
Throughout the year students also begin to develop their understanding of health-related components of fitness, with a focus on cardiovascular fitness and muscular endurance. This will be developed into an understanding of how their own fitness levels can affect their performance in different activities.
When and how assessment of learning will happen
Each year in PE students work towards Bronze, Silver and Gold levels in three main assessment areas. These levels are specific to their year group and the type of activity being undertaken. If students are able to perform beyond these level’s they are awarded the CEC Star grade.
The three main areas are in line with the aims and objectives of the curriculum and include:
1. Skills and Techniques
2. Tactics and Strategies
3. Healthy Participation
At the end of each activity module students are provided an overall Bronze, Silver, Gold or CEC Star level for each of the three assessment strands, based on their teachers assessment of the three different assessment areas across all activities. Whilst most modules will be completed with a lesson based on a ‘competitive’ situation, no levels are provided solely upon this.
The healthy participation assessment will also be based upon the termly homework which will be set in relation to the activities being covered.
You will receive reports in December, March and July.
Useful information
School clubs can be found here - Cowes Enterprise College, An Ormiston Academy - School Clubs (cowesec.org)
Visit the #ThisIsPE page on the AfPE website for ideas on how to get involved with simple exercises at home which can help develop your child’s skills/fitness.
Learn about why PE in school is important:
Learn about why PE in school is important on the following websites: How exercise affects the brain: https://www.youtube.com/watch?v=E0ARTVoI18U
How playing sports benefits your body and your brain: https://www.youtube.com/watch?v=hmFQqjMF_f0
Visit websites such as BBC Sport to read about different sports/fixtures/events.
Homework expectations
For Core PE, homework expectations will be for students to take part in an extracurricular club, event or inter-house event each term and to complete a multiple-choice assessment in relation to a relevant activity being studied each term. These will be based on healthy participation and/or rules, regulations and tactical strategies and completed through Show My Homework (SMHW).
Religious Studies |
Overview
Our curriculum in Year 7 Religious Studies aims to inspire our students, equipping them with the knowledge and skills to answer challenging questions. Our curriculum builds through overview and depth studies. Across the Key Stage, we cover a broad range of different theological, philosophical and social science approaches, enabling students to ask deep and often searching questions about their own faiths and beliefs, and the faiths and beliefs of others regarding pertinent contemporary moral issues.
Year 7 learning journey
Religious Studies KS3
YR7
Why do we see things differently?
What is my worldview?
Why is questioning important in religion?
What are the origins, role and importance of the Church?
What is the role of the Church in the community?
Why is the church building important to Christians?
How did creation happen?
How did we come to exist?
What can we learn, if anything, from myths?
Why are the patriarchs important in Judaism?
Who are the founders of Judaism? Was Laban wrong to trick Jacob?
How can we compare core concepts in religious faith?
What are the six major world religions?
Jesus: Who was he and
Was Jesus only a miracle
Why do some people see Jesus as the Son of God?
What are the key beliefs, teachings and practices of Islam?
What are the five pillars of Islam?
Why is the Qur’an important to Muslims?
3
During our year 7 Religious Studies lessons, students will have a big question that leads them into the topic of the lesson, seeking to encourage discussion and debate from the students. They will be taught key ‘must know’ knowledge essential to their deep understanding of the issues we explore.
What are the key beliefs, teachings and practices of Hindu Dharma?
What are the key beliefs, teachings and practices in Sikhi?
What are the 5Ks?
What relevance does religion have in the modern world?
In Religious Studies, we will cover three different types of knowledge:
What are the key beliefs about life after death?
What do Hindus believe about Brahman?
• Substantive knowledge – knowledge about various religious and non-religious traditions.
What do Sikhs believe about God?
• ‘Ways of knowing’ – where students will learn ‘how to know’ about religion and non-religion.
• Personal knowledge – allowing students to build an awareness of their own presuppositions and values about the religious and non-religious traditions they study.
What links God to the sea?
6
Why is social justice important in religion?
Why are spiritual journeys important?
4
Through the Key Stage, students will have the opportunity to develop these types of knowledge to make useful connections. The enquiry focus for each topic within our year 7 curriculum is indicated on our curriculum journey shown above.
How is the sea used as a tool by God?
What does the sea symbolize?
What is the difference between prejudice and discrimination?
Why should religions care for each other?
How does pilgrimage bring people closer to God?
Where do religious people go on pilgrimage?
Y7 UNIT 4
Y7 UNIT 1
Theological Philosophical Social Science
Y7 UNIT 3
Y7 UNIT 2 Y7
Religious Studies | Year 7 KS3
When and how assessment of learning will happen
To assess learning in Religious Studies, our Year 7 students will:
Complete an in-class assessment at the end of each topic. These will take place during or at the end of each unit of work. Within each in-class assessment, students will be assessed in two strands.
1. Part A: Requires the students to recall taught knowledge through multiple choice questions.
2. Part B: Requires the students to implement their taught knowledge through a range of different question types including some extended pieces of evaluative writing.
• Each question in the in-class assessment will be worth a set number of marks. The marks available for each question will be based on its complexity. For example, a multiple choice or definition question would be worth one mark, whilst more extended pieces of evaluative writing will be worth 15 marks.
• Complete regular knowledge quizzes to help them develop and recall the key ‘must know knowledge’. These will be set in a combination of in-class and online quizzes. In a 6 week half-term, we would expect students to complete at least 1 quiz in addition to their in-class assessment.
Reporting
You will receive a subject report at the end of each Religious Studies assessment in December and May/June. In our Religious Studies subject report you will find:
• Useful information about the in-class assessment the students have completed
• A numerical and percentage score from their in-class assessment.
• Information and feedback about why a particular score was awarded and an indication of how this could be improved.
• ‘Next steps’ and sources of support to help students improve their performance in the future
• A percentage score from the in-class or online recall quizzes, including feedback about whether they were completed or not
Useful information
Students will have access to a wide range of information and support to help them develop their skills as a theologian.
Each Religious Studies unit has a supporting booklet which the students complete during their lesson. This contains the essential information for each lesson and also tasks for the student to complete. At the start of each booklet, for each unit there is a knowledge organiser that contains key information, key vocabulary and key people for the unit. The relevant knowledge organisers will be able to be accessed through their Religious Studies Teams page. This can be accessed via this link tinyurl.com/2p83uwps or by logging into Office365 using their school login credentials, selecting Microsoft Teams and then searching for Year 7 Religious Studies in their individual Teams page.
Homework expectations
Students will be expected to regularly complete homework in Religious Studies. This will consist of knowledge recall tasks linked to their learning across the breadth of the topic or enquiry based activities and further research. Homework will be set once a fortnight via Show My Homework (SMHW).
Physical Science | Year 7 KS3
Overview
Our curriculum in year 7 aims to inspire our students to engage with the key scientific principles, and encounter the topics that go on to form the fundamental themes of the subject. This is achieved through our organisation of the curriculum into the overarching themes of matter, earth and beyond, reactions, energy, waves and forces. These cornerstones are revisited regularly throughout KS3 and KS4.
Physical Science KS3
Elements and compounds
Light
What is reflection?
How does the human eye work?
Acids and alkalis
What is the difference between an element and a compound?
How are all known elements displayed?
What is a difference between acids and alkalis?
How can you measure whether a substance is acidic or alkaline?
examples of
and
What are chemical reactions?
What is combustion and why is it useful?
Space
What objects are in our Solar System?
How does a Solar eclipse happen?
Circuits
What is the main difference between series and parallel circuits?
How does static electricity build up?
What happens when forces are unbalanced?
How is speed calculated?
Contact forces
What is friction?
How can you measure the stretching of a spring?
Chemistry
Physics
Earth structure
What is the structure of the Earth?
How do sedimentary rocks form?
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts which make up Science as a subject. Across year 7, students will develop their understanding of:
Separating mixtures
What is a mixture?
Metals and non-metals
What are properties of metals?
How does filtering separate solids from liquids?
What is an atom? How can the particle model show substances in difference states? What are chemical reactions? What is combustion and why is it useful? What objects are in our Solar System? How does a solar eclipse happen? What is the difference between an element and a compound? How are all known elements displayed? What is a difference between acids and alkalis? How can you measure whether a substance is acidic or alkaline?
Transferring energy
What is meant by conduction?
How can a house be insulated to prevent energy loss?
Climate
What gases are in the atmosphere?
How are humans contributing to global warming?
What are some examples of renewable and non-renewable energy sources? How does energy transfer? What happens when forces are unbalanced? How is speed calculated? What is reflection? How does the human eye work? What is the main difference between series and parallel circuits? How does static electricity build up?
How can you create a reactivity series?
Throughout the Key Stage, students will have the opportunity to develop these disciplinary concepts to make connections, analyse different examples of the material taught, carry out practical work having determined the variables, as well as carrying out mathematical processes such as graphing and calculation of values. Students will also be able to explore how scientific evidence is used and generate their own conclusions from experimental data. Students will become confident when using key scientific terminology in their writing.
Sound
What are the differences between transverse and longitudinal waves?
How does the human body detect sound?
The Periodic table
What is the periodic table?
How does the pattern of reactivity change in group 1?
Where do we get metal from?
When and how assessment of learning will happen
To assess student progress in Physical Science, our year 7 students will complete: an in-class, self-assessed learning quiz at the end of each topic followed up with improvement tasks completed in class to ensure students are developing their understanding.
• an extended writing task based on the mini-topic being delivered which will be marked in the student’s books, and will generate an improvement target for the students to be completed in their books.
• formal assessments in January and June. The January mid-year assessment covers the topics delivered in the first half of the academic year. The terminal year 7 assessment in June covers the second half of the year in addition to recall of the key content from the first half. These assessments will be marked by teachers and will lead to Physical Science reports being sent home.
In our Physical Science subject report you will find:
Information about the in-class assessment the students have completed
• A numerical and percentage score from their in-class assessment.
• A progress comment for each of the topics included in the assessment.
• ‘Next steps’ and sources of support to help students improve their performance in the future based on the assessment.
• Links to knowledge organisers to help develop the areas most in need.
Useful information
Students will have access to a wide range of information and support to help them develop their science skills.
Each Physical Science report will contain more specific sources of support relevant to each in-class assessment, such as links to relevant online revision tools and access to the knowledge organisers.
In addition to a paper copy in their exercise books, students will always be able to access the relevant knowledge organisers for each Science topic online through the school website. All students will also be given a copy of the relevant topic knowledge organiser on Show My Homework (SMHW) to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
Knowledge organisers are concise and precise overviews of the must know knowledge needed for each topic. They also contain the key subject specific vocabulary relevant for each topic.
A really useful general website providing good overviews of most of the topics we study in year 7 can be found at BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/zng4d2p
Homework expectations
Each topic will have the knowledge organiser set for home learning of the key content and the key terms, this will be accompanied by a spelling activity of key terms. Afterwards, the students will then have an online Show My Homework (SMHW) quiz for the topic. This will be repeated in each topic (approximately 2-3 weeks).
Life Science | Year 7 KS3
Overview
Our curriculum in year 7 aims to inspire our students to engage with key biological concepts, life skills and apply these concepts to the world around us. Life science has been designed to give students the tools they need to lead a healthy life and prepare them for life after school. Topics are organised into fundamental themes of the subject. This is achieved through our organisation of the curriculum into the overarching themes of organisms, ecosystems, genes, safe, respect, and health. These cornerstones are revisited regularly throughout KS3 life science, KS4 science and KS4 Everyone Matters.
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts which make up Science as a subject. Across year 7, students will develop their understanding of:
Life Science KS3
Personal safety
How do I stay safe in science?
How do I stay safe in the community?
How do I stay safe
How do I gain, earn, and show respect?
Eco-Futures – The environment
How do organisms interact in an ecosystem?
How do humans affect ecosystems?
What is photosynthesis?
How are leaves adapted for photosynthesis?
Levels of organisation
What are the components of plant and animal cells?
How are specialised cells adapted for their function?
How are multicellular organisms organised?
What is the structure and function of the skeleton?
How do muscles allow organisms to move?
Politics
What is Parliament?
What happens during a general election?
What is the role of the Cabinet?
Relationships, Health and Sex Education
Relationships and reproduction
What are healthy and unhealthy relationships?
What happens during adolescence?
What is meant by fertilisation?
What are the stages of the menstrual cycle?
The nervous system
What is the structure and function of the nervous system?
What factors affect the nervous system?
What is neurodiversity?
What is mental health?
What are some of the differences between animal and plant cells? How are sperm cells specialised for their job? What are the levels of organisation in the human body? How do muscle pairs work? What is an ecosystem?
Food Technology
Healthy Living
How is a food web laid out? What is the nervous system and how does the brain control the body? What is photosynthesis and how does light intensity affect the rate of photosynthesis?
How are diseases transmitted between people and how can we prevent the spread of disease?
What are vaccines and antibiotics?
What is the structure and function of the respiratory system?
What are healthy and unhealthy relationships? What are the main roles of the male and female reproductive systems? How does the menstrual cycle make getting pregnant possible? What is contraception? How can sleep and energy drinks affect my health? How can I maintain positive emotional and mental wellbeing?
How do lifestyle choices affect your health?
What is diffusion and what factors affect the rate of diffusion?
How does gas exchange occur in humans?
What is first aid and how can it be used to save a life?
Citizenship What are human rights? What is the UK political system? What are elections? How are laws made?
How does smoking, vaping, and air pollution affect your respiratory system?
Life Science | Year 7 KS3
Throughout the Key Stage, students will have the opportunity to develop these disciplinary concepts to make connections, analyse different examples of the material taught, carry out practical work having determined the variables, as well as carrying out mathematical processes such as graphing and calculation of values. Students will also be able to explore how scientific evidence is used and generate their own conclusions from experimental data. Students will become confident when using key scientific terminology in their writing.
When and how assessment of learning will happen
To assess student progress in Life Science, our year 7 students will complete:
• an in-class, self-assessed learning quiz at the end of each topic followed up with improvement tasks completed in class to ensure students are developing their understanding.
• an extended writing task based on the mini-topic being delivered which will be marked in the student’s books, and will generate an improvement target for the students to be completed in their books.
formal assessments in January and June. The January mid-year assessment covers the topics delivered in the first half of the academic year. The terminal year 7 assessment in June covers the second half of the year in addition to recall of the key content from the first half. These assessments will be marked by teachers and will lead to science reports being sent home.
In our Science subject report you will find:
Information about the in-class assessment the students have completed
A numerical and percentage score from their in-class assessment.
• A progress comment for each of the topics included in the assessment.
• ‘Next steps’ and sources of support to help students improve their performance in the future based on the assessment.
Links to knowledge organisers to help develop the areas most in need.
Useful information
Students will have access to a wide range of information and support to help them develop their science skills.
Each Life Science report will contain more specific sources of support relevant to each in-class assessment, such as links to relevant online revision tools and access to the knowledge organisers.
In addition to a paper copy in their exercise books, students will always be able to access the relevant knowledge organisers for each Science topic online through the school website. All students will also be given a copy of the relevant topic knowledge organiser on Show My Homework (SMHW) to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
Knowledge organisers are concise and precise overviews of the must know knowledge needed for each topic. They also contain the key subject specific vocabulary relevant for each topic.
A really useful general website providing good overviews of most of the topics we study in year 7 can be found at BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/zng4d2p
Homework expectations
Each topic will have the knowledge organiser set for home learning of the key content and the key terms, this will be accompanied by a spelling activity of key terms. Afterwards, the students will then have an online Show My Homework (SMHW) quiz for the topic. This will be repeated in each topic (approximately 2-3 weeks).
Overview
The MFL Department aims to instil the love of languages that every young person should embrace through an understanding of the global world that they face and how to communicate in an international society. This will be achieved through developing students’ skills to talk about themselves and the issues that affect them directly such as school, family and their interests. They will also be taught the basic grammatical elements and structures that underpin language learning at this level such as present tense verbs, gender agreements, possessive adjectives, opinions and the future tense.
Year 7 Learning Journey
When and how assessment of learning will happen
My life Listening / Speaking End of half term 1
My free time Reading / Writing End of half term 2
My school Listening / Speaking End of half term 3
My family and friends Reading / Writing End of half term 4
My city/my town Listening / Speaking End of half term 6
How skills are assessed
Listening
Speaking
Reading
Writing
Students will show that they can understand the main points of short, spoken texts on each topic, including reference to future events in half term 6.
Students will demonstrate that they can accurately pronounce the majority of vocabulary from the Y7 curriculum. Students will have short conversations about the topics studied. They will use the future tense in half term 6 to refer to future events.
Students will demonstrate their understanding of main points, opinions and details in short written texts, including reference to future events in half term 6.
Students will aim to write short texts using language from memory, giving opinions with simple reasons. Towards the end of the year, they will be expected to future events.
You will receive a report in January and July.
Useful information
Vocabulary learning is vital for language acquisition. Please try some of these…
• Use “Look-cover-write-check” or “Look-cover-say-check” strategy for revision for speaking and writing tests
• Play games with your child to learn the vocabulary – use the links for the online resource “blooket” given each week on SMHW or the links below
• Sticky notes: Ask your child to write new vocabulary on sticky notes and stick them where he/she will see them often. For example, he/she could stick them to the bathroom mirror to read through every time he/she washes their hands or brush his/her teeth
• Make cards: Cut up some paper or card into small rectangles. Write one target language word on each card. Write out the English words too, one word per card. Mix them up and match the cards! You can play snap with them or turn them all upside down and try to find the pairs.
Use languages online link below to help your child learn the present tense
Each Friday, a link to “quizlet” and “blooket” will be provided on Show My Homework (SMHW) for your child to start learning the key vocabulary for the unit to be taught the following week. Encourage your child to review the vocabulary on their preferred site (you will need to help them make an account using their school email). Encourage your child to spend 10 minutes per day reviewing the vocabulary and at the end of the week, they should complete the vocabulary quiz on Show My Homework (SMHW) to show their teacher they have retained the vocabulary. This is due every Friday. If you require a paper copy of the key vocabulary please email your child’s class teacher or info@ cowesec.org. Students are expected to prepare thoroughly for speaking and writing tests.
Maritime | Year 7 KS3
Overview
Every student in years 7, 8 and 9 studies and is exposed to our Maritime Futures Curriculum. The theme of maritime is not a discrete subject but is woven through traditional curriculum subjects to support students’ conceptual understanding using practical projects and experiences. This is also supported by local maritime experts who work with our students as mentors and advisors to bridge the gap between school and industry. Students have access to a careers portal that features video interviews from a range of maritime employers who discuss how different subjects studied can create pathways to a huge range of employment opportunities within the industry. Year 7 students also have access to an independent careers advisor for a bespoke careers guidance meeting. Please contact the careers team to book an appointment.
Year 7 learning journey
Maritime Futures KS3
What role does the moon have in changing tides? How were constellations used for maritime? How physical is maritime working? What muscle groups are used in sailing? How can rusting be prevented? Can hydrogen be used in maritime?
Geography
How has Cowes become an important Maritime town?
Maritime field trip: Students visit their local high street to embed their map skills and conduct an environmental quality survey and land use to help them understand and draw conclusions about how Cowes has become an important Maritime town.
did ships help people navigate to and from Great Britain in the past? Students study The Story of The Mayflower and Viking longboats How was Great Britain connected to the world during the middle ages?
Y7
Science
What is refraction and the impact at sea?
What are marine ecosystems?
What is ocean acidification?
How do scientists clean oil spills? How does the size of a sail affect speed?
Geography
Textiles
Design and Technology How can I apply the centre of effort and the centre of lateral resistance to design and build a sailboat? Students learn how to combine their previous learning of forces in science with their knowledge of careers from their geography maritime land use study to produce a boat that has been tested for efficiency and rigidity. They also learn about
How can I use different forms of stitches to create a mock maritime organism?
Technology in action visit to CECAMM: Rescue at sea
Maritime Electronics: Students visit CECAMM (Centre of Excellence for Composites, Advanced Manufacturing and Marine) and engage in a practical activity to explore the links between technology and the maritime industry. They will learn how to electronically construct a circuit that produced a morse code signal using a range of different components. They will also learn about careers linked to safety at sea.
Is coastal management in Cowes effective? Maritime field trip: This unique visit takes all students out on a boat to see the varied coastal features on the north coast of the Isle of Wight. The students hear from local experts about how the coastal management techniques were conceived, funded and received by the local people. Students judge how effective the coastal management techniques are and their potential impact on residents. The tour is led by the Cowes Harbour Master who brings his extensive knowledge of the workings of
Art and Design
Maritime Heroes and charcoal portraits: How does World Ocean Day influence decisions and support change?
Who are our Maritime Heroes? Can Maritime Art and Design influence the way we see the world or change the way we live?
Food, preparation and nutrition: ‘Welcome aboard!’: What skills and techniques in the kitchen can be used in a compact maritime setting? How can we prepare a balanced and nutritious diet on board a Merchant Navy vessel?
Y7 MARITIME
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Throughout the year, students in year 7 will study the influence of maritime in our local community which is linked to their Geography work of economical land use. As a whole year group, they will also sail along the coastline of Cowes by private ferry to record statistics to inform a project that investigates the effectiveness of coastal management. This is a unique opportunity to study the coastline from the perspective of the water.
Students will also study three separate maritime science projects which are carefully linked to design and technology in order that students can use the learning from both subjects to help them understand new concepts. Over the course of the year, students will design, test and creative a working model of a sailing boat using specialist workshop equipment. This is supported by a local maritime consultant who works with the students to advise and challenge their thinking.
Through art, students study local maritime heroes and engage in new techniques to explore how maritime can inspire creativity. They also contribute to a KS3 biosphere project with different themes in each year group.
Half way through year 7, the whole year group will have the opportunity to spend a day at CECAMM in East Cowes (Centre of Excellence for Composites, Advanced Manufacturing and Marine). They engage in a carousel of practical activities including building morse code electrical circuits and understanding how hydraulics work to explore the links between technology and maritime industries.
At the end the academic year, students present their maritime work in a showcase event as well as having the opportunity to test their sailboat designs on water.
When and how assessment of learning will happen
Students will be assessed on their application of skills within the maritime unit of a subject. A knowledge organiser will also be provided that provides explanations to key vocabulary as well as examples and ideas to support their projects. Assessment will also take the form of formative assessment with students being given opportunities to respond to questions to challenge their understanding.
Useful information
Discuss your child’s maritime studies with them and talk about how the maritime industry has a vast range of employment opportunities from Naval Architecture (designing boats) to robotic engineers.
Cowes Enterprise College also runs a weekly boat building club where students work alongside technicians to learn about design and restoration through practical application.
Our OAT Futures webpage gives you an opportunity to listen to employers and employees discussing their job role and how their studies took them to their position – some of whom are ex-students from CEC.
Please visit: https://oatfutures.co.uk
Overview
Having established our Maritime Futures Curriculum in KS3, we are now starting to develop Eco-Futures. We have made a conscious decision to include sustainability as part of Eco-Futures. We also want to keep it solution focused, so that our students feel that they can make a difference. We are very much at the beginning of this journey and the learning journey below is a snapshot of the work we are developing across the curriculum. We have consulted with local employers and universities and will continue to do so to ensure we are keeping up with latest developments.
Eco Futures KS3
What energy sources exist?
What is meant by renewable energy?
What
What are the advantages and disadvantages of renewable energy?
How does energy transfer?
Chemical Reactions
What are chemical reactions?
What is combustion and why is it useful?
What are meant by clean fuels?
Coastlines
What is the difference between an element and a compound?
Can hydrogen be used as a fuel?
Chemical Reactions
What are chemical reactions?
What is combustion and why is it useful? What are meant by clean fuels?
Earth structure
What is the structure of the Earth?
How do sedimentary rocks form?
Feeding the Nation
How are the foods we eat transported?
Are there any local alternatives?
How do we check the provenance of what we buy?
What are the environmental issues with a diet including HBV sources of protein?
How can we manage and reduce food waste in a sustainable way?
Rivers
How can we manage flooding from rivers sustainably?
How do waves erode the coastline?
How can transportation and deposition (including longshore drift) change the coastline?
How can we defend the coastline against erosion and flooding?
How can we manage coastal erosion and coastal flooding management sustainably?
Construct a Plywood Box
What are the timbers groups and where in the world are they forested?
How are timbers transported around the world?
What are the alternatives?
Maritime Heroes
What is World Ocean Day and how can I contribute?
What creative and design careers are available within environmental and eco industries?
How do flood risks compare in different parts of the world?
Acids and alkalis
What is a difference between acids and alkalis?
How can you measure whether a substance is acidic or alkaline?
What is acid rain, what causes acid rain and what are the problems associated with acid rain?
Architecture
How does the place and environment affect the way a building is made? What are the key features of green and sustainable housing?
What are examples of sea going vessels that have been used in environmental campaigning?
What is the Plastiki sailboat?
What is the effect of changing weather patterns on sailing?
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Y7 ART Yacht Design
Eco Futures | Year 7 KS3
Eco ‘Eco’ comes from the Latin root ‘oeco’, meaning ‘household’. It’s often used now to mean ‘habitat’, ‘home’, or ‘Earth’. And so, ‘eco-friendly’ simply means Earth-friendly. According to the Cambridge Dictionary, being ecofriendly means being ‘designed to have little or no damaging effect on the environment’.
Sustainable ‘Sustainable’ has a slightly more complex definition. Back in 1987, the UN’s Bruntland Commission defined ‘sustainable development’ as “meeting the needs of the present without compromising the ability of future generations to meet their own needs”. According to this definition, there are 3 pillars of sustainability:
Environmental: This pillar focuses on reducing carbon emissions and waste, to minimise impact on the planet.
Economic: This is about making sure people around the world can make a secure living financially, now and in the future.
Social: Finally, this pillar is all about making sure people have their needs met and human rights respected. If you’re a sustainable business, it’s about treating your employees fairly5.
The Cambridge Dictionary defines ‘sustainable’ as ‘causing little or no damage to the environment and therefore able to continue for a long time’.
Climate change Climate change refers to long-term shifts in temperatures and weather patterns. The world is now warming faster than at any point in recorded history, which disrupts the usual balance of nature.
Global warming Global warming is the long-term warming of the planet’s overall temperature. Though this warming trend has been going on for a long time, its pace has significantly increased in the last hundred years.
Greenhouse effect The greenhouse effect is when the sun’s rays penetrate the atmosphere but when that heat is reflected back off the surface it cannot escape back into space. Greenhouse gases include carbon dioxide, chlorofluorocarbons, water vapor, methane, and nitrous oxide. The greenhouse effect is required to maintain temperature on Earth required for life. Human activity including the combustion of fossil fuels, intensive farming, and the use of CFCs contribute to greenhouse gas emissions therefore increasing the greenhouse effect, this is known as the enhanced greenhouse effect. The excess heat in the atmosphere has caused the average global temperature to rise overtime, otherwise known as global warming.
Carbon neutral
Renewable energy
Clean energy and Green energy
A person, company or country is carbon neutral if they balance the carbon dioxide they release into the atmosphere through their everyday activities with the amount they absorb or remove from the atmosphere. This is also called net zero carbon emissions or net zero carbon, because overall no carbon dioxide is added to the atmosphere.
Renewable energy is energy derived from natural sources that are replenished at a higher rate than they are consumed. Sunlight and wind, for example, are such sources that are constantly being replenished. Renewable energy sources are plentiful and all around us. Renewables are now cheaper in most countries, and generate three times more jobs than fossil fuels.
Clean energy is energy gained from sources that do not release air pollutants, while green energy is energy derived from natural sources. There is a subtle difference between these two energy types even though they are often spoken of as being the same.
While most green energy sources are renewable, not all renewable energy sources are seen as being green. For example, hydropower is a renewable resource, but some would argue that it is not green, since the deforestation and industrialisation related to the building of hydro dams can damage the environment.
The perfect clean energy mix occurs where green energy meets renewable energy, such as with solar energy and wind energy.
An easy way to remember the differences between these different energy types is:
Clean energy = clean air
Green energy = natural sources
• Renewable energy = recyclable sources
Biodiversity
Circular design
Biodiversity — short for biological diversity — is the variety of all living things and their interactions. Biodiversity changes over time as extinction occurs and new species evolve. Scientists often speak of three levels of diversity: species, genetic, and ecosystem diversity. Biodiversity is a key indicator of the health of an ecosystem.
Circular design is the practice of creating durable, reusable, repairable and recyclable products that generate zero waste to support a circular economy.
Green credits Green Credits incentivise a wide range of environment-positive activities beyond carbon emissions reduction, including tree plantation, water conservation, and sustainable agriculture.
Charter | Year 7 KS3
Overview
Every child with us at Cowes benefits from our Cowes Enterprise College charter and our informal curriculum makes a measurable contribution to all aspects of our whole student: cultural capital, knowledge, skills and life skills, social and emotional development and breadth of experience.
Our Cowes charter delivers a universal offer for all students year 7-13 which encourages exceptional personal development and which includes high quality careers and wellbeing support for every year group. Enrichment at Cowes is not a bolt-on but the informal element of our wider curriculum.
Our charter totals over a hundred mapped enrichment experiences guaranteed for every child across their time at the academy:
at Key Stage 3 these include ensuring our students present in public, take part in social action, participating in Crew activities, discussing GCSE options with a sixth former and exploring a range of career opportunities.
When and how assessment of learning will happen?
In Year 7 to 9, Key Stage 3 students complete a range of activities working towards their Charter Graduation in the Summer term of Year 9. Throughout the key stage, students develop character attributes through completion of activities. Our Charter Graduation marks the transition between Key Stage 3 and Key Stage 4, as well as celebrating character development. Students are assessed via a number of areas to identify their graduation category of Gold, Silver or Bronze. This includes assessment of enrichment participation, Charter completion and reward points.
Useful information
Students complete Charter activities during a dedicated Charter tutor time each week. However there are opportunities each half term for them to catch up on any missed content to ensure full completion at the end of each year.
Charter | Year 7 KS3
Charter KS3
How can I embrace the wider life of the school and how do I take advantage of the enrichment opportunities on offer?
What clubs are available at CEC and how do I join them?
How do I participate in a Crew activity?
What maritime careers exist?
How do I make a contribution to society?
What local charities exist and how can I raise awareness of them?
What educational journey have our Sixth Formers had?
How do I show all round learning?
What am I passionate about reading?
How diverse is our CEC community?
Who was Shakespeare and what impact has he had on England?
How do I construct a model yacht that sails?
What can I learn about our local coastline on the coastal management trip?
What opportunities have I had in year 7 to present/perform in front of a variety of audiences and what have I learnt through doing this?
How can I embrace the wider life of the school and how do I take advantage of the enrichment opportunities on offer?
What skills can I gain from participating in a Crew sports activity?
What Eco careers exist?
How do I perform to a variety of audiences?
What can I learn from performing to an audience?
How do I show all round learning?
What are my goals for this year? How will I achieve them?
How can I memorise and recite a poem?
How can I embrace the wider life of the school and how do I take advantage of the enrichment opportunities on offer?
How do I write my first CV? What are my GCSE options?
What are the experiences of our Sixth Form students who have been through the GCSE options process?
What skills can I gain from leading a Crew activity?
How do I make a contribution to society?
What are my ambitions for the future?
How do I perform CPR?
How do I ensure that my voice is heard at CEC?
What is my viewpoint on current issues?
How do I embrace our international Cowes community?
How do I and others benefit from leading a social action project?
How do I make a contribution to society?
How do I benefit from contributing to a fundraising event?
What can I share about a social action project focused on the future of our climate?
What makes me a great CEC student?
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Reporting Schedule | Year 7
Parents’ Evening Dates
Parent - Tutor evening Tuesday 5th November 5 - 8pm
Parent – Teacher Thursday 15th May
Year 7 Reporting Schedule
The table below gives an overview of which subjects will be sending reports home during each half term of the school year. Reports will be sent home at different times during the half term, depending on when the assessment has taken place. Following a formal assessment, teachers will mark and moderate work before entering data to generate the reports. Once this has been checked, the reports will be sent home. Autumn
