Teaching and Curriculum at Hampton Court House
At Hampton Court House Senior, we take pride in the breadth and depth of our curriculum. Our commitment to providing an exceptional educational experience for your child is at the heart of everything we do. We know that every child is unique, and so we tailor our approach to ensure that each individual thrives academically, socially, and personally. While our curriculum is carefully planned, we are also strong believers in adaptive teaching that responds to the needs and interests of our students. Therefore, whilst our core curriculum is outlined here for all students, the way in which it is delivered and the depth in each subject will vary to ensure your child gets the very best educational experience. Lessons are designed to be not only informative but also interesting, engaging, supportive, and challenging. Our teachers enable children to actively participate in lessons, learn, and demonstrate new knowledge, skills, and ideas. We believe in empowering our students to shape their own voices within our dynamic yet nurturing community.
Intent
The curriculum for Years 7 – 9 at Hampton Court House is designed to deepen children’s knowledge and understanding while developing approaches to critical thinking, creativity, and independence. We aim to provide a challenging and stimulating learning environment that encourages children to explore their interests and develop their strengths whilst creating a setting where mistakes are allowed, and questions are welcomed. Our intent is to prepare children for GCSE’s, A levels and beyond with a skillset that allows them to make the most of any opportunities afforded to them, taken with a global perspective.
Implementation
Our curriculum implementation for Years 7 – 9 involves a diverse range of teaching strategies and learning experiences. We emphasise subject-specific expertise and interdisciplinary connections through both lessons and a comprehensive programme of extra-curricular activities to ensure both breadth and depth that both enrich the curriculum and promote intellectual curiosity. Teachers use formative and summative assessments to guide instruction and provide constructive feedback on a half termly basis whilst additionally imbuing in them the techniques needed ultimately to respond to GCSE style questions. Where needed, we also offer open subject clinics to help address individual learning needs and foster academic excellence.
Impact
The impact of our curriculum for Years 7 – 9 is reflected in the high level of academic achievement and personal development of our students. Typically, at least one grade higher compared to matched peers nationally at GCSE. They demonstrate proficiency in advanced subject areas, strong analytical and research skills, and a readiness to tackle complex challenges whilst not being afraid to make mistakes. Our students show increased confidence, leadership abilities, and a sense of community responsibility. They immerse themselves in Drama and the Arts, performing, creating, and representing the school in many ways. Ultimately, they are confident to embark on their GCSE programmes with a sense of purpose and belief, safe in the knowledge they will be supported as they enter then next phase of their education.
Katy Deacon Head of Senior kde@hchnet.co.uk
Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk
Nick Edwards Assistant Principal | Data & Assessment ned@hchnet.co.uk
Paul Pearce
Deputy Head | Operations & Academic pgp@hchnet.co.uk
Year 7 Curriculum Overview Autumn Term 2024
In the first half of term Y7 will learn methods to create the illusion of 3D space on a 2D surface. From the use of scale and position to more complex constructed perspective methods, they will gain the skills to create space and drama in their own work. Then in the second half of term the students will be introduced to basic colour theory, subtractive mixing and glazing. They will use this knowledge to create vibrant lino prints.
How it is assessed
Student work is assessed during the lessons with practical help offered when necessary. Understanding is assessed gradually because students need to build on their previous knowledge, and quick challenges are introduced to check this. Students are also encouraged to self-assess through refining their own work and reflecting on each other's. Their memory and understanding of processes are assessed through write ups which they are asked to document in their sketchbooks at the end of each project.
Year overview
Term
Autumn
Spring
What are we studying?
1.One-point, two-point and three-point geometric perspective drawing 2.Introduction to colour theory
Mixing glazes and direct mixtures. Using specific colour terms correctly Making lino prints as a vehicle to explore their understanding of the appearance of colours
Two-layer lino print
Block 1. creating a visually balanced black and white design
Block 2. creating a colour gradient block
Combining the two accurately
This project varies in length depending on the group.
Summer A 3D project
Either
1) A wire and Modroc insect project, based on French sculptor Edouard Martinet’s work
2) A kinetic sculpture based on the wire mobiles of Alexander Calder.
The students learn to use tools and structural materials, and with the mobile project they employ basic principles of physics learning to manipulate mass and length to achieve a delicately balanced structure.
Sometimes the students get a chance to work as part of a team contributing to drama productions.
Computer Science
The syllabus in Year 7 includes materials and concepts recommended by the National Centre for Computing Education for Key Stage 3, as well as topics and resources from other established and respected educational organisations. The activities alternate each half-term between predominantly theory topics and then more practical applications. This ensures the students have hands-on experience of early programming concepts, as well as building an understanding of the wide scope and complexity of the subject. In the theory periods, gamified learning will also be used to illustrate and embellish the topics to maintain student engagement, and in the more practical sessions, students will be required to maintain a log of their activities, which will form part of their assessment.
How it is assessed
Each half term there will be a mini test on the topics covered that half term. These will take place online during normal lessons. At the end of the year there will be an end of year exam covering all the topics from the whole year. This will be during the school’s assessment week. Throughout the year, each student’s written work - completed entirely in Teams/Class Notebook – will be considered in the assessment of their progress.
Year overview
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
What are we studying?
Using computers safely: After the set-up of students on the school systems, the first few weeks will cover passwords, social networking, data safety, email use, web searches and interpreting search results. Interspersed with these topics, we will be solving algorithmic puzzles online.
As half-term approaches and passes, classes will start looking more closely at algorithms using BBC Microbits, and examining the concepts of input – process - output, including sensors and devices.
In the new year students will be studying what a computer is: hardware and software, processing, CPU and other components, memory, binary, storage.
In the second half of the spring term, classes will be learning HTML and CSS, and creating a website. We will also look at internet search.
Summer 1 After Easter, students will study networks, the internet and the World Wide Web.
Summer 2
As half term approaches and passes, students will start programming using Edublocks with Python in the back-end.
Design & Technology
When you stop and think about it, virtually everything around us has been designed and engineered in some way. D&T opens the door to a wide range of careers in the creative, engineering and manufacturing industries. It is also excellent preparation for careers in many other fields e.g. medicine, law and computer science.
Taught as a project-based learning experience with focus on sustainable thinking, and with connections to real-life industry. In Year 7 students will acquire the knowledge and understanding of both designing and making and the skills required to undertake the iterative design process of continuously improving a concept via exploring, creating, evaluating and creating prototypes. Students will be learning and using CAD/ CAM technologies to aid in design, analysis, and manufacturing. The majority of the course will be delivered through the practical application of this knowledge and understanding.
Studying design and technology equips students with essential skills for innovation, problem-solving, and practical application of knowledge. With the integration of physics and maths, students gain a deeper understanding of the scientific principles that drive technological advancements. This interdisciplinary approach fosters a greater understanding of our natural world and appreciation for the interconnectedness of science and technology in shaping our world.
Autumn 1
Spring 1
Core technical principles
New and emerging technologies
Energy generation and storage
Developments in new materials
Specialist technical principles
Forces and stresses
Ecological and social footprint
Selection of materials and components
Designing and making principles
Investigation, primary and secondary data
Summer 1
Environmental, social and economic challenges
The work of others
Design strategies
Communication of design ideas
Autumn 2
Spring 2
Core technical principles
Systems approach when designing
Mechanical devices
Materials and their working properties.
Specialist technical principles
Using and working with materials
Surface treatments and finishes
Specialist techniques and processes
Designing and making principles
Prototype development
Material management
Summer 2
Specialist tools and equipment
Specialist techniques and processes
Drama
Year 7 Curriculum Overview Autumn Term 2024
We will begin the year with an introduction to theatrical styles through history Students will learn about different theatrical spaces and start to learn keywords associated with their use of voice, physicality and stage space. Towards Christmas they will work on a short pantomime to show younger students. After Christmas they will explore devising their own pieces of theatre through the theme of refugees, and they will finish the year by working towards a performance in the Shakespeare Festival
How it will be assessed
Practical work: Students are assessed on their creative ideas, which the teacher assesses through observations in class They are also marked on their performances
Written work: Students will be tested on their knowledge and understanding of keywords and their ability to analyse what their creative choices show
Year overview
Autumn 1
What are we studying?
Theatre History
African storytelling
Greek theatre
Commedia dell’arte
Autumn 2
Spring 1
Summer 1
Devising 1: Techniques
Movement motifs
Cross cutting
Mime and narration
Shakespeare 1: Exploration
Understanding the plot of the play
Exploring themes
Developing characters
Spring 2
Summer 2
What are we studying?
Pantomime
Bold characters
Audience interaction
Retelling of fairy tales
Devising 2: Creating a play
Writing monologues
Considering structure
Developing work for an inclass performance
Shakespeare 2: Performing
Learning lines and blocking
Performing to a live audience
Creating characters
English
Year 7 Curriculum Overview Autumn Term 2024
We begin Year 7 with John Steinbeck’s classic novel, The Pearl, to deepen students’ familiarity with literary analysis and give them valuable experience with a more mature text.
This will lead into a unit of work based on the theme of ‘growing up ’ , using a range of fiction and non-fiction texts to inspire students’ own creative and imaginative writing Additionally, one lesson per week throughout the year will be set aside for free reading on our Library Bus with a class reader, and specific curriculum time dedicated to spelling, punctuation and grammar
How it will be assessed
Autumn 1 The Pearl
Students will write an analytical essay (minimum two paragraphs) in response to a question about a character To prepare for the assessment pupils will practise their analytical paragraph and essay writing skills throughout the term, in addition to a range of other broader skills in reading and writing
Autumn 2 Growing Up
Students will complete a comprehension task and then produce a piece of creative writing which will be marked on their content, organisation, and SPaG
Term
What are we studying?
Autumn 1 The Pearl by John Steinbeck
Autumn 2 Growing Up - fiction and non-fiction
English, continued
Year overview
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Freedom by Catherine Johnson
A creative writing unit that enables students to improve their own writing craft using figurative language
Students will read the novel in class, examining key description in detail
This novel also draws on key context of the transatlantic slave trade
Poetry from around the world
Students to study a range of poetry that exposes them to a myriad of different cultures including:
‘Blessing’ by Imtiaz Dharker
‘Night of the Scorpion’ by Nissim Ezekiel
‘Half-Caste’ by John Agard
‘Limbo’ by Edward Kamua Brathwaite
‘Nothing’s Changed’ by Tatamkhulu Afrika
Shakespeare’s London
Students to be introduced to Shakespeare; who he was; how he came to be the playwright he is today Students will study a range of sources, practise their comprehension, as well as produce different types of transactional writing: articles, letters, etc
Shakespeare’s Heroes vs Villains
Students will study a range of heroes and villains across Shakespeare’s works including:
Hamlet, Hamlet
Lady Macbeth, Macbeth
Juliet, Romeo and Juliet
Iago, Othello
Students will analyse monologues/soliloquies by thinking critically about the deeper meaning of Shakespeare’s language
Students will practise writing and performing monologues/soliloquies, both from Shakespeare’s works and their own writing
French
Year 7 are going to start discovering their new textbook, Tricolore 1. The Tricolore method has proven to be very thorough for use in KS3 for GCSE preparation.
The students will start the year by introducing themselves, present their classroom and learn about simple classroom instructions They will then learn to talk about their family, home, pets have a little introduction to poetry in French
How it will be assessed:
The four skills (reading, writing, listening and speaking) will be alternatively assessed There will be a test at the end of each unit for all the skills except speaking that will be carried out separately The speaking assessment usually takes place when the teacher feels the students confident enough Vocabulary tests will be done on a regular basis
Term
Autumn 1
Autumn 2
What are we studying?
In unit 1, the pupils will learn to greet and say goodbye to a French speaking person, they will learn how to tell someone their name and age, they will learn to ask someone how they are and tell them how they are themselves, they will learn to talk about school items and things in the classroom, they will also work on simple classroom instructions
In unit 2, we will focus on understanding people saying where they live, say where you live and ask someone where they live, the students will learn the days of the week and use the French alphabet In Unit 3, the pupils will learn to talk about their family and home, talk about other people’s homes and families, say who things belong to, describe where things are in a room, read a poem in French
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
In unit 3, we will learn to talk about our family, say which things belong to us, discuss our family and friends, talk about our homes and describe where things are in a room
In unit 4, we will learn about pets, use adjectives to describe things, learn how to ask questions and express opinions, understand and practise descriptions and use some everyday phrases
In unit 5, we will learn how to ask for and give the date, learn about saints’ days and other festivals, find out about festivals and celebrations in France, learn about the correct greetings for special dates, talk about a fancy dress party, talk about birthday dates and presents, talk about clothes, describe ourselves and others and we will develop and practise our listening skills
In Unit 6, we will talk about the weather forecast, sports and leisure activities Students will learn how to present the weather forecast and talk about months and seasons We will discover the main leisure and sport activities with the verb “jouer”
In unit 7, we will learn about a town in France, as well as some vocabulary about the town, understand and give information about a town, ask for and understand directions in town, discuss possible activities in town, talk about the area we live in, make plans and talk about where we are going and understand tourist information
Geography
We start year 7 geography in autumn 1 with students honing their foundational map skills by giving them the opportunity to interact with a wide range of maps, practicing using scale bars to identify distances, using six figure grid references and using contour and spot heights to calculate elevation whilst understanding a wide range of map symbology. This unit will culminate in an assessment where students have to use all the cartographic skills they have learned to ‘help Harry Potter return to Hogwarts’ in an applied assessment.
Moving into autumn 2, students will begin our second topic and answering the question ‘Will it be a white Christmas?” Their first opportunity to explore physical geography, the students will start by finding out the difference between weather and climate, understand fundamental controls of the UK’s climate such as the Gulf Stream before moving to interpreting and analysing a range of climate graphs in order to make their own predictions
How it will be assessed
Autumn 1: assessment for map skills will be a ‘halfway map skills check’ multiple choice test and a route planning task at the end of the unit of work
Autumn 2: assessment for ‘Will it be a white Christmas’ will be via a short, peer reviewed analysis of a climate graph interpreting patterns before a final assessment in the form of a piece of extended writing using a variety of graphs to predict and justify the weather over the Christmas holidays
Geography
Year overview
Term
Autumn 1 Map Skills – foundational concepts
What are we studying?
Autumn 2 ‘Will it be a white Christmas?’ investigation – UK Weather and Climate
Focus: ‘To what extent does tourism protect habitats?’
Spring 1
Spring 2
Summer 1
Exploring the definition of tourism and characterising the nature of tourism in the UK: Examples of UK tourism and its significance to people and the environment Examining how UK law has resulted in the changing of tourism destinations. Explaining how tourism brings a variety of economic opportunities, but with environmental and economic challenges.
Comparison with an abroad example, Ko Phi Phi: Identifying the nature of tourism and the differences with UK examples. Understanding specific human impacts on coral reef systems as a result of tourism overreliance with a focus on ecosystems and food chains.
Focus: ‘Why do people live where they do?’
An introduction to human geography exploring rural and urban areas and why people live in certain areas:
Understanding settlement types and patterns between different cities Exploring characteristics of urban infrastructure and why these are important for people. Start to investigate the challenges facing governments and citizens in urban areas.
Local field study investigation on ‘impacts of tourism on the Hampton Court area’.
A first look at geographical enquiry within the context of our surrounding area: Studies will get to carry out data collection to help answer the overall enquiry question. Practice drawing conclusions based on data and link this to previous knowledge of both tourism from the spring 1 and 2 units of work.
Focus: ‘Should whale be on the menu in Japan?’
Summer 2
Students will explore the characteristics of Japan’s physical and human geography: Introduction to Japanese culture Exploring modern day Japan’s reliance on resource imports Describing Japanese fishing industry and explore the questions surrounding acceptance of whaling.
History
The Year 6 History Curriculum Students will be exploring British, European and world history, c.1000-c.1600. The focus of their Year 7 History programme is on ‘connected worlds’, so they will examine the connections and relationships between places, such as the Norman and Byzantine Empires, between events, such as the Renaissance and Reformation, and between people, such as Inkas, Africans, and Tudors.
Looking at connections does not only mean finding similarities – students will consider complexity, such as why some empires were stable, while others collapsed, or why some revolutions led to bloodshed while others did not
How it will be assessed
Students will complete in-class assessments, including essay writing and source analysis Essay writing will challenge students to communicate arguments about historical concepts, such as causes or change and continuity. Source analysis will challenge students to critically evaluate materials from the past, explaining what we can learn from those materials and why they are valuable Assessments will take place throughout both half-terms, giving students opportunities to learn, apply, reflect and then practise again at regular intervals
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Constantinople in 1050: the bridge between east and west
Life in the east: what drove Baghdad’s thirst for knowledge before 1000?
Life in the west: what can we learn from Saint Foy about medieval Christianity?
A conquered England: how disruptive were the Normans from 1066?
Back to Constantinople: why did Alexios’s empire survive, 1081-1102?
Why did the Normans struggle for control in England after 1087?
What does the life of Eleanor of Aquitaine reveal about the medieval world?
The world of ideas: why was the Renaissance significant?
The near east: the story of the Third Crusade
Why did barons keep rebelling against their English rulers?
How did the Mongols end up destroying Baghdad?
What does the story of Mansa Musa reveal about medieval west Africa?
What were the effects of English expansion on Wales and Scotland in the 1200s?
How did one village respond to the Black Death?
The story of the Hundred Years War
Challengers and defenders of the late medieval crown: the Wars of the Roses
A strong monarchy returns? Henry VII’s court and crown
The Reformation: how did Luther’s protest become so big?
Why did Henry VIII break with Rome?
Meanwhile elsewhere: Copernicus and the heavens, and Sofonisba and the earth
Reformation and rebellion in an English village: Morebath, 1520-1574
How do historians study the Inkas?
The Elizabethans and the wider world
We will be continuing with Latin Prep 1 and Bob Bass Latin CE Level 1 looking at the foundation of Rome and consolidating student’s syntactical and vocabulary knowledge the translation and comprehension activities of historical and mythological stories.
We will have two lessons per week and one homework focused on vocabulary and grammar consolidation
How it will be assessed
Students will be assessed on vocabulary knowledge 15 words per week There will be half termly comprehension and translation tasks to assess their vocabulary and syntactical knowledge
Year overview
Autumn 1
Spring 1
Latin Prep 1 Chapter 7
Revision of the three tenses
Highly irregular perfect tense verbs
Chapter 8
Mixed conjugation verbs and irregular imperatives.
Women and childrens’ lives in the
Roman Empire
Latin for Common Entrance Book 2
3rd conjugation nouns and third declension adjectives
Food and meals.
Future tense
Julius Caesar
Future tense of sum
Slavery in Ancient Rome
Latin for Common Entrance Book 2
Comparison of adjectives
Summer 1
Demonstrative pronouns
Posse and ire
Baths and clothing
Autumn 2
Spring 2
Chapter 7
Tenses of adesse and abesse
Chapter 9
Subordinate clauses
Chapter 10
Theseus and the minotaur
Alcestes and Admetus
Hippomenes
Latin for Common Entrance Book 2
Direct questions
Nemo and nihil
The Roman Army
Pluperfect tense
Numbers 11-20
Personal pronouns
Roman Theatre
3rd person pronouns
Roman houses
Latin for Common Entrance Book 2
The Circus Maximus
Summer 2
Prohibitions
Revision and exam practice
Mandarin
During Autumn term, Year 7 will learn to talk more details about what they do in their free time, sports and days of the week, and learn construct sentences based on the sentence structure.
The pupils will investigate Chinese characters by learning radicals and stories Students will learn about the topic of school Students will be able to talk about the school subjects, telling the time and talking about school timetables At the end of the topic, we will talk about schools in China Students will explore the schools in China based on their own research and present their findings
How it will be assessed
In addition to having a weekly vocabulary test, students will have an exam after each half term that will include listening, reading, translation, and writing exercises They will also have an oral exam to familiarize themselves with the format of the final exams
Year overview
Autumn 1
Spring 1
JB1 Ch3 Hobbies
Describe what you do in your free time
Talk about what you like doing Talk about sports
JB1 Ch4 School
Talking about school subjects
Telling the time
Talking about your school timetable
JB1 Ch5 Food and drink
Talking about what you like to eat and drink
Summer 1
Talking about different kinds of food and drink
Talking about mealtimes
Autumn 2
Spring 2
JB1 Ch3 Hobbies
Learn the days of the week
Explore young people’s hobbies in China
Practice Ch1 Greetings and Ch2
Family topics
JB1 Ch4 School
Talking about school in China
Discovering schools in China
Learning more about Chinese characters
JB1 Ch5 Food and drink
Ordering in a restaurant
Regional food
Summer 2
Learning more about Chinese characters
Revision and Exam
Maths
Year 7 Curriculum Overview Autumn Term 2024
Throughout Year 7, students will broadly be following the Sparx Maths curriculum This is a good starting off point for a secondary curriculum as it allows for the fact that children may have learned slightly different things from one prep or primary school to another.
The autumn curriculum ensures a deep understanding the basics of numeracy and the number system, whilst introducing the fundamentals of algebra and equation solving Finally, we move on to measures in time and length
Number sense and calculations: this includes the four operations and the rules of arithmetic, working with both positive and negative numbers
Expressions and Equations: this recaps the basic principles of algebra, including solving some linear equations
Measures: understanding measuring including time, length, mass and capacity and conversion between units
How it will be assessed
Students will sit a 45 minute written assessment at the end of the term They will also have continuous assessment through low-stakes mini-tests, so that they can track their progress and what areas of development they might need to work on
Autumn 1 Number Sense and Calculations
Autumn 2
Spring 1
Summer 1
2D Shapes Perimeter and Area Coordinates
Angles Handling Data and Statistical Diagrams Proportion
Spring 2
Summer 2
Expressions and Equations Measures
Factors, Multiples and Primes
Fractions Brackets
Fractions, Decimals and Percentages
Probability
Year 7 Curriculum Overview Autumn Term 2024
At the start of the year students will be learning about the elements of music through keyboards Pupils are introduced to the language of the ‘elements of music’, which is the foundation of their academic music learning. They will develop basic keyboard and notation skills.
Following this, students will explore the orchestra through time Pupils will explore the history of the orchestra and learn how to recognise different instruments aurally and visually They will also further develop their keyboard skills by playing a short piece of music from the Classical repertoire
How it will be assessed
-Ode to Joy keyboard assessment
-The Nutcracker Dances keyboard assessment
Short aural and written assessment on basic rhythms, note names and identifying instruments
Year
overview
Term
Autumn 1
What are we studying?
The Elements of Music
Clapping basic rhythms
Learning basic keyboard skills
Autumn 2
Spring 1
Summer 1
World Music
Call and response rhythms
Rhythmic improvisation
The pentatonic scale
Performing interlocking melodies of gamelan ensembles
Hooks and Riffs
Listening and playing well known rock riffs from the 60s and 70’s
Listening and playing well known synth riffs from the 80’s
Listening and playing modern rock and pop riffs
Spring 2
What are we studying?
Instruments of the Orchestra
Identifying the families of the orchestra
Identifying and naming different instruments
Building on keyboard skills through the story of the Nutcracker
Pentatonic Music
Creating pentatonic music compositions
Using music software to write out and record compositions
Performing pentatonic compositions
Summer 2
Performance keyboard assessment of rock, pop and modern riffs
Year 7 Curriculum Overview Autumn Term 2024
The Year 7 students will focus on the core skills of two invasion games (football and netball) and a racquet sport of padel tennis. The lessons will be taught off-site at St Mary’s University so that they can utilise their indoor facilities/outdoor pitches and at Imber Court for their padel courts.
In football, the students will apply their passing, shooting and dribbling in small-sided games with an onus on attack vs defence. The students will be taught the correct technique to perform the skills and will learn through individual practice, partner work and group tasks, so the students can enhance their understanding of the sport.
In netball, the students will expand their knowledge of the fundamental skills needed to play the sport – throwing, catching and movement. Students will be taught the rules of the game, the basic positions, how to shoot and the different types of passes they can use in competitive game situations. They will learn through will learn through practicing with their partner and group tasks the students broaden their understanding of the sport.
In padel tennis, the students will learn the basics rules, how to serve correctly, how to the play different shots (drop shots and volleys) and compete in class tournaments. They will learn through one to on coaching, partner rallies and competitive game situations.
How it will be assessed
In football and netball, the students will be assessed on their replication of skills, ability to influence the game, to be able to make tactical changes in a game and the ability to analyse performances of their own and their opponents. The teacher will assess this through observations in Sports lessons and mark their performance in games. In padel tennis, the students will be assessed on their replicates of shots, tactical awareness and ability to evaluate performance, skill and tactics within a competitive game situation. The teacher will assess this through observations in the Sports lessons and mark their performance in games.
Year overview
Term
Autumn
Spring
Summer
What are we studying?
Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence. Netball: Passing, shooting, attack vs defence, positions & conditioned games. Padel tennis: Rules, service, shots, tactics and tournaments.
Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Indoor climbing: safety, tactics, body weight exercises, competitive climbing tasks. Golf: putting, driving, mini golf and house tournament.
Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.
PSHE
Year 7 Curriculum Overview Autumn Term 2024
We begin PSHE across the senior school by exploring the topic ‘Living in the Wider World’
We will begin by looking at the transition into the senior school, thinking about our goals, tips for success and self-esteem We then look at careers and money management and finish the term by exploring global issues such as diversity and discrimination
We aim to make all PSHE sessions as relevant to the students and their current needs and concerns, therefore out content is changeable, and suggestions and feedback are welcome at any time from students and parents
How it will be assessed
PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application At the end of each half term, the students will complete self-reflection sheets for teachers to monitor understanding and adapt future teaching
Year overview
Autumn 1
Spring 1
Summer 1
What are we studying?
Starting secondary school
Setting and achieving goals
Self esteem
Positive relationships
Friendships
Family relationships
Falling in love
Positive relationships
The dangers of smoking and vaping
What are drugs?
Healthy eating/energy drinks
Autumn 2
Spring 2
What are we studying?
An introduction to careers and aspirations
Money management
Diversity, discrimination, kindness and tolerance
Shopping ethically
Puberty
Having a baby
My changing feelings
Periods
Managing anger
Summer 2
Radicalisation and extremism
What is FGM?
Science
For the first term of the year, students will first do a project which covers lab safety and the use of basic lab equipment. Within the scope of the project students will make an historical ink recipe which they will then take to Art to use. After this, we will cover the foundations of each of the three sciences by learning about cells, particles and forces.
In the cell biology topic, we will cover lessons about animal and plant cells, how to observe cells through a microscope, specialised cells, how substances move in and out of cells, and unicellular organisms.
In the particle chemistry topic, students will learn about the particle model, states of matter, density, changes of state, and diffusion.
In the physics topic, forces, students will learn what forces are, how forces interact, squashing forces, stretching forces, drag forces, friction, and balanced and unbalanced forces.
The textbook we are using this year is an online textbook using the Kerboodle platform. Students will be shown how to log in and access this during their first few science lessons.
How it will be assessed
Each half term there will be a mini test on the topics covered that half term or term. These will take place during normal lessons. At the end of the year there will be an end of year exam covering all the topics looked at over the whole year. This will be during the school’s assessment week and will be a longer exam.
Autumn 1
Spring 1
Lab Safety and Lab Equipment Cells
Cells mini test Autumn 2 Particles
Cells, Particles and Forces test
Spanish
During the first term, Year 7 will get introduced to Spanish following the material from ¡Claro! Units 1 and 2
Unit 1 focuses on the theme of Spanish speaking countries, greetings, numbers and we will learn very basic expressions and grammar pillars such as the words gender and the adjectival agreement.
Unit 2 focuses on physical descriptions, personality, family, age and we will deepen on the conjugation of regular verbs as well as the irregular verbs tener (to have) and ser (to be) that are one of the most used in the language.
For those studying 4 lessons per week: These students will deepen their knowledge of the Spanish language and develop their cultural awareness, but will not expand the content or move on to further units.
How it will be assessed:
Students will have regular vocabulary tests to guarantee appropriate knowledge and progress, and at the end of each half term they will have a written assessment that will cover reading, listening, grammar, translation and writing.
Term
Autumn 1
Autumn 2
What are we studying? Stream 1
Unit 1: “Me presento” (I introduce myself)
Introduction to the Spanish-speaking countries and understanding the word order and the masculine, feminine, singular and plural words.
Greeting and introducing yourself. And understanding the verb endings.
Learning numbers from 1-31 and learning how to say your age and birthday and other dates.
Introducing the verb tener
Using a variety of question words
Learning colours
Giving basic opinions.
Unit 2: “Mi burbuja” (my bubble)
Counting to 100.
Learn the vocab about the family and using possessive adjectives (my, your, our, etc).
Saying if you have any pets and using describing adjectives.
Describe physical features 9eyes, hair, glasses, etc)
Reinforcement of the verb tener
Introduction to the verbs ser
Describing personalities
What are we studying? Stream 2
Unit 1: “Me presento” (I introduce myself)
Introduction to the Spanish-speaking countries and understanding the word order and the masculine, feminine, singular and plural words.
Greeting and introducing yourself.
Understanding the verb endings and the conjugation of regular verbs.
Learning numbers from 1-100 and learning how to say your age and birthday and other dates.
Introducing the verb tener
Introduction of the verb ser
Using a variety of question words
Learning colours
Giving basic opinions.
Reading and writing activities to expand the new knowledge learnt.
Unit 2: “Mi burbuja” (my bubble)
Counting to 100.
Learn the vocab about the family and using possessive adjectives (my, your, our, etc).
Saying if you have any pets and using describing adjectives.
Describe physical features 9eyes, hair, glasses, etc)
Reinforcement of the verb tener
Reinforcement of to the verb ser
Describing personalities
Learning important adverbs of frequency.
Spanish
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying? Stream 1
Unit 3: MIs pasatiempos (My hobbies)
Learn how to express what they do on their free time.
Talk about sports and hobbies
Talk about the weather
Learn the verbs jugar (to play) and hacer (to do).
Using comparatives
Talking about some Spanish celebrities and athletes.
Unit 6: En mi “insti” (at my high school)
For this term, we jump to the last unit on the book because it easier to get it related with what we have learnt over the year. Therefore, during HT4 we will learn about
Talking about school subjects, describing teachers, and expression their opinions.
Learning about the different areas and classrooms in the school with the verb hay (there is/are).
Talking about their timetable.
Talking about plans after school and introducing them into the near future. (I am going to...)
Unit 4: Mi casa (My house)
Learning about different types of housing, places to live, rooms in the house and furniture in the bedroom.
Introduction to the verb estar (to be) and the difference with the verb ser (to be)
Prepositions of place
The conditional.
Unit 5: En mi ciudad (In my city)
Learning to describe what is the area they live in, what places can you find in a city.
Learning to give directions.
Comparing London with a Spanish city. Comparing the city with the countryside
Revision of all the grammar learnt.
Introduction to the past tense
What are we studying? Stream 2
Unit 3: MIs pasatiempos (My hobbies)
Learn how to express what they do on their free time.
Talk about sports and hobbies
Talk about the weather
Learn the verbs jugar (to play) and hacer (to do).
Introduction to the comparatives
Talking about some Spanish celebrities and athletes.
Unit 6: En mi “insti” (at my high school)
For this term, we jump to the last unit on the book because it easier to get it related with what we have learnt over the year. Therefore, during HT4 we will learn about
Talking about school subjects, describing teachers, and expression their opinions.
Learning about the different areas and classrooms in the school with the verb hay (there is/are).
Talking about their timetable.
Talking about plans after school and introducing them into the near future. (I am going to...)
Unit 4: Mi casa (My house)
Learning about different types of housing, places to live, rooms in the house and furniture in the bedroom.
Introduction to the verb estar (to be) and the difference with the verb ser (to be)
Prepositions of place
The conditional.
Unit 5: En mi ciudad (In my city)
Learning to describe what is the area they live in, what places can you find in a city.
Learning to give directions.
Comparing London with a Spanish city.
Comparing the city with the countryside
Revision of all the grammar learnt.