Year 7 Curriculum Booklet September 2021
Contents
Deputy Head Academic
Mr Sykes
Head of Junior School
Mr Hardman
Head of Academic Support Mrs McEwan-Cox
Page
Subject
Head of Department
3
Foreword
Mr Sykes
4
Art & Design
Mrs Weber
5
Biology
Mr Glanville
10
Chemistry
Dr Hobbs
11
CICT
Mr Ovia
14
Design and Technology
Mr Vincent
16
English
Mr Wheeler
18
French
Mr Bardou
19
Geography
Mrs Edwards
22
German
Mrs Hanlon
24
History
Mr Clark
26
Latin
Dr Joyce
28
Mathematics
Mr Ward
30
Music
Mr Osmond
34
Physical Education
Mr Kerry
36
Physics
Mr Kerr
38
Spanish
Ms Adams
39
Theology & Philosophy
Mr Davis
41
Key Skills
Mr Bass
Foreword It is a real pleasure to welcome all the new pupils to Haberdashers’. This is a tremendous year and a wonderful opportunity to develop new knowledge, new skills, and new passions. The curriculum for the Year 7 pupils is one which is designed to stimulate and inspire the very best young minds. Every subject has a fascinating programme of study and I am always impressed by the topics they are learning and also how the pupils engage with their subjects. The underlying principle of the Year 7 curriculum is breadth of education and the pupils will study every subject throughout the year. Year 7 is an opportunity for students to explore new interests and to develop their knowledge in subjects they have already enjoyed previously. They will be completing all manner of projects ranging from Family History, making models in Science, to composing their own pieces in Music. There is a suggested further reading list at the bottom of each curriculum summary: these are provided as an indication of what pupils might like to read if they wish to extend their knowledge further still. As the pupils progress through the School they will have to make choices about which subjects they wish to continue studying, allowing for a greater depth of education. The first choice the pupils will have to make is at the end of Year 7 when they choose to study two languages in Year 8. In order for pupils to develop all their languages this year and to sample each language before they make a choice, we have devised a carousel. Each pupil will study two of French, German, Spanish and Latin for half of the year before then studying the remaining two subjects. This is an exciting year and I am sure the pupils will enjoy all their subjects and apply themselves fully to their studies. I wish them every success.
Mr Robert Sykes Deputy Head Academic
2021 Page | 2
Art & Design Aims and Objectives In Year 7 the aim of the Art & Design course is to introduce the pupils to the formal elements of Art & Design (Line, tone, colour, shape, texture, form and composition), while working with a variety of different media, materials and techniques. Critical and analytical contextual studies will be fully incorporated into the course, encouraging the pupils to make relevant links and connections to the works of artists and designers. They will explore key genres and movements as well as contemporary artists and designers. Term
Autumn
Spring
Summer
Topic
Principles of Organization
Analytical observation
Significant Form
Description Abstract Art Painting Pure abstraction Colour mixing Interpreting a non-visual source Planning a composition Brush skills Designing Balance, harmony, unity Presentation Drawing Digital Design Symbolism Stylisation Tone and Line Viewpoints Observational Analytical Measuring Light and dark
Portraiture Mythology Fantastic and strange Literature Surrealism Sculpture/Ceramics 3 Dimensions
Pupils should be able to Pupils develop, express and realise ideas with confidence. They exploit what has been learnt from taking creative risks and from their understanding of creative processes. Pupils can express reasoned judgements about their own work and that of others. Pupils can confidently explore, select, and use a variety of materials to suit their ideas. They can experiment effectively with techniques to refine those ideas. They can confidently use knowledge gained from artists and designers to extend their ideas and practical techniques. Pupils can confidently make comparisons between their work and the work of artists or designers presenting informed opinions on the formal elements, processes and mood. Pupils understand how techniques are used to express ideas. They can confidently record and present their observations and ideas through a range of drawings including tonal studies. Pupils can confidently complete their outcomes showing assured manipulation of the formal elements to express ideas. They can make confident connections to artists or designers in their outcomes. They can confidently evaluate your own work in detail.
Suggested further reading: The Art Book by Phaidon The 50 Artists You Should Know series published by Prestel
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Biology Aims and Objectives The aim of the Year 7 scheme of work is to engage and enthuse pupils with the subject of Biology. Pupils will begin to learn the key skills needed for success at IGCSE and A level, including how to plot biological graphs, results tables and how to produce a biological drawing. The course also teaches key biological practical skills including microscopy and biological keys. Literacy is embedded in the Scheme of Work. The pupils will become familiar with self and peer assessment as part of the standardised homework tasks. The scheme of work is designed to teach skills rather than purely content as a foundation for later success. Term
Topic
Description
Pupils should be able to
Lab safety • Lab safety
Microscopes and cells
Risk assessments – task making a cup of tea.
Understanding what a risk assessment is and how to work safely.
What is Biology? Parts of a Binocular dissecting microscope and how to use it.
1. Literacy via extended reading.
How to draw from a microscope and drawings from observation.
2. Understand how to draw Biological drawings.
What is magnification and how to work out the total magnification of a microscope.
3. Understand what magnification is and how to calculate total magnification. 1. Develop manipulative skills.
Microscopes and cells continued
Autumn Animal cells
Parts of a light microscope and how to use a light microscope Looking at pre-made slide. Animal cells using cheek cell as example: • e 4b. • Cheek cell practical and write-up of method against their work • •
Plant cells
Diagram of plant cell Onion skin cell experiment Biological drawing of onion cells (label cytoplasm, nucleus, cell membrane + cell wall). •
Plant cells continued
• •
Go over functions of chloroplast, vacuole and cell wall. Plant Cells – looking at moss under light microscope. Comparing animal and plant cell.
2. Learn the parts of a light microscope and how to use it to see large specimens. 1.Learning how to write a method. 2. Learning how to draw and label a diagram. 1.To recognise and label the structure of a plant cell. 2.Reinforce safety in lab, manipulative skills, biological drawing skills and ability to write an experimental method. 1.To know the structure of plant cells and organelle functions. 2. To compare plant and animal cells. 3. Reinforce effective use of the light microscope.
2021 Page | 4
Precise description skills
Comparison of plant and animal cells
Tissues organs + systems
Each pupil eats a Malteser chocolate and writes down a description of the sweet. Relating structure to function – PowerPoint demonstrating examples of plant and animal cells. Introduce idea of cells to tissues to organs to systems. Define the term tissue, organ and system and look at examples. Carry out research on human body organs using BBC website.
Mammalian organs
Learn how to create precise descriptions.
To be able to link structure to function using specialised cells as examples. Develop ICT skills. Be able to define the terms tissue, organ and system and give named examples. Understand the location and functions of human organs.
Teacher carries out rat dissection.
To be able to transfer knowledge of human organs to another mammal
Alternative work for pupils who do not want to be involved in dissection work.
To transfer diagrammatic images of organs and systems onto real 3D organism
And human/rat organ diagrams to label.
To consolidate knowledge of organ functions in mammals. ICT To recall named features of herbivore and carnivore skulls.
Skulls
Comparison of carnivore and herbivore skulls.
Ability to compare and contrast herbivore and carnivore skulls.
How are they adapted for diet / lifestyle.
To know a named example of an omnivore and its skull’s features e.g. human, pig, monkey?
Human Teeth – structure and types of teeth and their roles. How does decay happen? Teeth
Pupils create slides of plaque/ bacteria stained with nigrosine and look at under light microscopes. Different types of skeleton.
Bones and the human skeleton
Functions of skeletons. What is a bone made of – osteocytes. Chicken bone in acid. Look at x-rays of bones. Model human skeleton and labelling it.
To improve Observation skills. To recall the structure of a human tooth. To know the names of different teeth types and their different roles in mastication. To understand how tooth decay occurs and how it can be prevented. Know the difference between an endoskeleton and an exoskeleton and the advantages of 2 types of skeleton. Know the function of all skeletons. Understand what a bone is made of. Know the names of key bones in human body. 2021 Page | 5
Introduce idea of pressure or touch receptors in skin linked to nervous system. Skin sensitivity
Experiment to investigate how sensitive different areas of skin are to pressure (touch) when blind folded.
Revision skills. Assessment of knowledge and understanding of weeks 7-11 topics. Understand that the skin contains receptors for pressure/ touch that are linked to the nervous system. Develop experimental planning skills. Understand what a FAIR TEST and RELIABILITY of data mean. Be able to collect data according to a planned method. Pupils should be able to gather a lot of numerical data which they can put into categories / ranges; design a results table; select and draw an appropriate graph.
Sensitivity of maggots to light
Maggot protractor experiment
Pupils should know that maggots are the larvae of flies and sense light through receptors in the sides of their bodies. Pupils should know that maggots are photonegative in order to bury themselves in flesh/ meat.
Spring
To learn how to treat organisms with respect and care. Pupils should be able to carry out experiment safely. To recall their knowledge of maggots from previous lesson. Sensitivity of maggots to light and moisture
Experiment - Choice chambers woodlice– wet, dry/ light, dark.
To reinforce how to collect data, create a results table and a graph. To introduce the idea of creating a conclusion. To reinforce concept of treating organism with respect and care.
Basic structure of human nervous system. The nervous system
Experiment. Coordination using nervous system (how fast can you react!) Card sorting – experiment.
Pupils should know basic details of the human nervous system including the terms CNS, brain, receptor sensory neurone, relay neurone and motor neurone. (do not teach reflex arc). Pupils should know that messages are sent in the form of electrical impulses. 2021 Page | 6
To learn ability to make experimental predications. To reinforce the idea of reliable data. Numeracy tested through data handling and manipulation. Sensitivity of plants to light during germination and initial growth. Stages of germination. Germination of seeds
Experiment. Look at sensitivity of seeds to light.
To know the factors needed for successful germination. To recall the stages of germination and development of radicle and plumule. To understand that seedlings are sensitive to light and exhibit photo-tropisms.
Cress boxes pre-prepared.
How organisms are adapted to their habitats for survival
PowerPoint of different animals with group discussion.
To understand and describe how organisms are adapted to their habitats to improve survival.
Film on adaptation.
To learn ability to edit relevant information from internet (avoid copy and paste!)
Branched keys: Group work sorting inanimate objects into categories.
To understand why keys are used.
Developing into a group branched key on large A3 paper.
How to use and construct a branched key for morphological features.
Classification keys Numbered keys Completing numbered statement keys. Designing their own numbered keys.
The 5 kingdoms of Biological Classification
Hierarchy of Classification system + Vertebrates/ invertebrates
The 5 kingdoms of Biological Classification. Circus of organisms labelled A to Z. Kingdom, Phylum, Class, Order, Family, Genus, Species. Vertebrates and invertebrates. Characteristic of vertebrate classes.
Revision and Test Revision and Test
To understand how to use and construct a numbered statement key (dichotomous key). To develop observation skills.
To know the very basic features of the 5 classification kingdoms.
To know the hierarchical groups of classification. To understand the definition of vertebrate and invertebrate. To recognise examples of vertebrates and invertebrates. To assess knowledge and understanding of topics in lessons 20-23 and ability to apply Science skills knowledge Homework: improve literacy 2021 Page | 7
Puberty Puberty
Intro with raging teens DVD and question sheet
Male and female reproductive systems Male and female Reproductive systems
Label diagrams of the parts and know the functions of key parts. Recall adaptations of sperm and egg cells.
Overview of mechanics of sexual intercourse and conception. Human reproduction
Development of the embryo in the womb. Birth of a baby. Human reproduction bingo.
Summer Flower reproduction PowerPoint and quiz.
Reproduction in flowering plants
Demo of flower dissection alongside diagram of flower. Dissection of real flower. Sticking pieces of flower into their books and annotating. Cut and stick flower model.
To understand when and why puberty occurs. Understand the differences in body changes in boys and girls. Understand that oestrogen and testosterone are hormones that influence puberty. Recognise the male and female reproductive systems and be able to label the structures within them on a diagram. Know the functions of key parts of the male and female reproductive systems. Recognise and label sperm and ovum. Recall how these cells are adapted for their specialised function. To consolidate knowledge of the reproductive systems. To understand the basic biological processes involved in sexual intercourse and conception. To have an awareness of how the embryo and placenta develop during the gestation period. To be aware of how birth takes place. Know the names of the parts of a flower. Understand how a flower is used in sexual reproduction of a plant. Know the functions of the stigma, petals, ovary, anther (stamens), nectary. Define the term pollination Know that pollen is the male sex cell.
Suggested further reading: All about Biology (Big Questions) by Robert Winston What if? Randall Munroe
2021 Page | 8
Chemistry Aims and Objectives In Year 7 the aim of the Chemistry scheme of work is to introduce the pupils to working safely in the laboratory and to build their confidence with respect to practical skills. Methods of Separating Mixtures, an introduction to Substances and Particles, Acids and Alkalis, and Heating and Burning are the main areas investigated. Term
Topic
Description
Pupils should be able to
Laboratory procedures and safety The Bunsen Burner Preparation of Copper (II) Sulphate crystals
Autumn
Pure salt from rock salt Distillation of ink Fractional distillation of red wine
Exploring separation methods
Answer questions on these topics using or applying their scientific knowledge and understanding.
An introduction to Indicators and neutralisation
Answer questions on these topics using or applying their scientific knowledge and understanding.
Preparation and properties of chemicals
Answer questions on these topics using or applying their scientific knowledge and understanding.
Chromatography Investigation of Filtration The three states of matter Elements, compounds and mixtures
Spring
Summer
Elements, compounds and mixtures Formulae, atoms & molecules Acids and alkalis Physical and Chemical change Heating substances Conservation of mass Oxygen Revision period Internal Exams Return of exam papers Project work
Suggested further reading: Atoms – Chemical in Action Acids & Bases – Materials Matter Mixtures, Compounds & Solutions – Material Matters
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CICT Aims and Objectives Computing and ICT is not just the study of computers or software, though this plays an essential part in what we do, but our emphasis is on understanding how they both can be used to solve problems for people. This understanding of how to solve problems and the ability to apply these skills informs our pupils in a way that sets them apart from those who are adrift on the sea of technology. Technology is ubiquitous, and its uses many and varied, so it's important to have end user skills. They will be challenged with a wide variety of projects including how to build challenging games, write programs to control physical devices like the BBC micro:bit; create spreadsheet models to compare a range of possible outcomes, make creative animations as well as developing all the essential office skills to underpin their current and future studies. Term
Topic Getting Started
Description Introduction to the system Produce content for poster
Favourite ICT
Autumn Party Planning
Produce poster about self Self and peer evaluation of poster Produce content for presentation Slide master Self and peer evaluation of presentation Differences between fixed and variable costs Use of formulas and conditional formatting in Excel Evaluation of spreadsheet.
Spring
Digital Story
Use the system safely and responsibly and understand what computational thinking is. Develop their understanding of computational thinking and demonstrate their ability to present using IT applications what they have done so far and what they are excited about doing; documenting all stages of the process. Develop the fundamentals for using Spreadsheets to create models to carry out what if analyses for planning a party; documenting all stages of the process. Ensure the documentation of all their work shows their computational thinking and includes all the stages of the development of their work; clearly articulating their technical understanding.
Update OneNote
Digital Story
Pupils should be able to
Intro to Flash animation. Finish learning Flash and animation skills. Design story for Flash animation. Implementation of Flash animation. Finish implementation of Flash animation. Peer review and improvements/ advanced features/sound.
Finish, evaluate and present.
Learn the fundamentals for using Flash to create an animation; designing and making a digital aquarium and documenting all stages in the process. Develop their understanding of computational thinking and understand how to create an animation to tell a story; documenting all stages in the process. 2021 Page | 10
Ensure the documentation of all their work shows their computational thinking and includes all the stages of the development of their work; clearly articulating their technical understanding.
Update OneNote
Game Development
Ascertain prior knowledge of Scratch Design game Game Implementation and incorporating camera and microphones to create sprites Game implementation Peer questionnaire to determine ways to improve game Improvements and finishing touches. Scratch peer and self-evaluation.
Game Development Competition submission and judging.
Understand the value of iteration especially in light of feedback from users of their games and how to survey users to get the best quality feedback. Ensure the documentation of all their work shows their computational thinking and includes all the stages of the development of their work; clearly articulating their technical understanding.
Update OneNote
Introduction. Advanced programming. Summer
Develop the fundamental understanding for game development to create interactive compelling games; assessing the value of their game against their specific success criteria and documenting all stages in their process.
TouchDevelop and the Micro:bit Creativity in programming.
What are you going to do for your summer project? Project planning. Project implementation. Support and stretch. Problem Based Learning (PBL)
Learn the fundamentals for computational thinking and coding, using the language TouchDevelop, to enable them to design and code simple games; documenting all stages in the process. Develop their understanding of computational thinking and demonstrate their ability to solve problems using the micro:bit and other technologies; documenting all stages in the process. Understand a summer project can be fun and make a difference for someone; being easily documented very simply but effectively.
Suggested further reading: Compute-IT: Student's Book 1,2 and 3 - Computing for KS3 – by Mark Dorling 2021 Page | 11
@BBCClick BBC Bitesize KS3 - Computer Science http://teach-ict.com Doddle HabsNet
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Design & Technology Aims and Objectives In Year 7 the aim is to provide the pupils with a range of technical and graphical experiences which will provide a foundation for their Design and Technology classes in Years 8 and 9. The pupils will be taught once a fortnight. The length of the fortnightly lesson is 90 minutes. Term
Topic
Description 3D Sketching •
3D sketching
• • •
Crating and Isometric Sketching Exploded Drawing Rendering skills Orthographic Projection
Pupils should be able to Express their ideas using threedimensional drawing techniques. Be able to create and understand assembly drawings. Enhance ideas with colour to help identify shape and form. Understand manufacturing drawings and be able to produce drawings of their own ideas
Wind up Torch is disassembled to gain understanding of disassembly as a tool to develop understanding of how products work.
Autumn
Product Analysis/ Disassembly
Key investigation points: - Gearing - Motors - Energy Generation - Sustainability
Pupils can evaluate products through disassembly to determine how they are constructed and function. Disassembly is approached in a systematic and logical way Use of their drawing skills to document and analyse a product – What product can be disassembled that has ‘discovery’ at its heart?
Intro to CADCAM/
Pupils introduced to CAD: 2D Design and how it relates to laser cutting.
Introduction to gears, mechanisms and basic electronics
Pupils introduced to how speed can be increased through the use of gears. Pupils will understand the use of spur gears, gear trains and compound gears
Machine competency module
Introduction to use of machines and hand tools through the manufacture and construction of a wind turbine. Skills developed: Hand tools – Hacksaw, files, use of split die and coping saw.
Spring
Pupils are able to apply 2D CAD design tools to generate simple laser cut products. Students should be able to do simple gear train calculations and recognise the direction of rotation from driver to driven gear. Pupils are able to use multiple design and manufacturing to produce a fully developed prototype. Pupils are able to plan production timescales and approaches. 2021 Page | 13
Stakeholder Analysis Summer
Summer
Iterative Design
Machine tools: Sander, fret saw, cordless drill. Introduction to the use of jigs and formers. Pupils given a context to unpack, identify who is affected by the task and to interview a relevant person. 2018/19 Context: A socially inclusive approach for an elderly population that is active outdoors Using the context developed from the stakeholder analysis, pupils develop ideas and concepts to solve identified issues.
Pupils begin to develop their understanding of how people have different interpretations of problems and are able to ‘interview’ a relevant stakeholder.
Pupils are able to apply drawing skills and use their stakeholder analysis to generate useful designs.
Suggested further reading: Automata and Mechanical Toys by Rodney Peppe Thing Explainer: Complicated Stuff in Simple Words The Lego Ideas Book: Unlock Your Imagination by Daniel Lipkowitz Design Museum Little Book of Design Classics
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English Aims and Objectives In English, the starting point of learning is the pleasure of reading: it is the fundamental principle behind every pupil’s journey with us. The way each boy reads, and the frequency of his reading, will be of great importance for understanding and responding to texts as well as for completing the tasks required by his teacher. Each boy will be encouraged to reflect on what he reads, discuss what he reads, analyse what he reads, interpret what he reads and write about what he reads. The continuum of skills we aim to develop will lead each boy from reading to understanding to interpretation and finally to articulation—that is, his own oral and written work. The overarching aim in English is to equip pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. Across Key Stage Three, the texts studied are chosen by each teacher, not set. Boys will experience a variety of form and genre, as well as time and place of origin. Primary text types: at least one of these text types will form the backbone of your son's experience across this term. He may explore a longer text across the whole term, or a range of shorter texts. In this case not all texts need to be from the primary text type. Primary writing focus: at least three pieces of writing your son completes across the course of the term will be analytical or creative. In addition, he will do a wide variety of speaking and listening activities, as well as other types of writing.
Term
Autumn
Spring
Summer
Primary text type Novel/short stories/other prose fiction, e.g.: • Roald Dahl short stories • Northern Lights – Philip Pullman • A Monster Calls by Patrick Ness Autobiography/ non-fiction, e.g.: • Boy – Roald Dahl • Maus – Art Spiegelman
Shakespeare/drama/ poetry, e.g.: • Six Shakespeare Stories – Leon Garfield • The Canterbury Tales – Oxford Playscript
Primary writing focus
PEA+: Analysing character, language and structure.
Pupils should be able to
Produce at least three clear pieces of analytical writing, using PEA(+) to explore the text(s) they are studying.
Creative: Writing to explore/imagine/describe and argue/persuade/review
Produce at least three highquality pieces of creative writing to suit a range of tasks and audiences.
PEA+: Analysing character, language and structure.
Produce at least three clear and increasingly detailed pieces of analytical writing, using PEA+ to explore the text(s) they are studying.
Suggested further reading: 2021 Page | 15
Wonder by R.J Palacio Everybody Jam by Ali Lewis Alice's Adventures in Wonderland and Through the Looking Glass by Lewis Carroll. Pinocchio by Carlo Collodi. Emil and the Detectives by Erich Kastner. Swallows and Amazons by Arthur Ransome. Black Hearts in Battersea by Joan Aiken. The Owl Service by Alan Garner The Phantom Tollbooth by Norton Juster. Moominsummer Madness by Tove Jansson A Hundred Million Francs by Paul Berna The Castafiore Emerald by Hergé The Star of Kazan by Eva Ibbotson A Christmas Carol by Charles Dickens Just William books by Richmal Crompton The Happy Prince by Oscar Wilde ‘The Elephant's Child’ from The Just So Stories by Rudyard Kipling Treasure Island by R.L. Stevenson The Old Man and the Sea by Ernest Hemingway The Man Who Planted Trees by Jean Giono The Singing Tree by Kate Seredy The Secret Garden by Frances Hodgson-Burnett Refugee Boy by Benjamin Zephaniah I Capture the Castle by Dodie Smith. The Hobbit and The Lord of the Rings by JRR Tolkein The Tygrine Cat by Inbali Iserles Carry On, Jeeves by PG Wodehouse When Hitler Stole Pink Rabbit by Judith Kerr Moving Pictures by Terry Pratchett The Adventures of Sherlock Holmes by Sir Arthur Conan Doyle The Curious Incident of the Dog in the Night-Time by Mark Haddon Mistress Masham's Repose by TH White How to be Topp by Geoffrey Willams and Ronald Searle Stormbreaker by Anthony Horowitz Private Peaceful by Michael Morpurgo The Silver Sword by Ian Serraillier Animal Farm by George Orwell Skellig by David Almond Red Cherry Red by Jackie Kay Talkin Turkeys by Benjamin Zephaniah Greek Myths by Geraldine McCaughrean People Might Hear You by Robin Klein Noughts and Crosses by Malorie Blackman Einstein's Underpants and How They Saved the World by Anthony McGowan After the First Death by Robert Cormier The London Eye Mystery by Siobhan Dowd
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French Aims and Objectives The half-year course in the Y7 languages carousel provides an introduction to basic grammatical structures and vocabulary using the topics given in the grid. Term
Topic Personal ID
Grammar Introduction to present tense
Phonetics, Alphabet, La France Classroom vocabulary
Nouns, articles, gender, plurals Il y a
Assessment 1 Autumn
Family Pets Weather Free time
Être and Avoir Adjective agreements and colours Possessive adjectives Faire (il fait) Present tense verbs and negatives
Assessment 2 Personal ID Spring
Phonics and alphabet - La France Classroom vocab
Introduction to present tense
Nouns, articles, gender, plurals Il y a
Assessment 1 Family Pets Summer
Weather Free time
Assessment 2
Être and Avoir Adjective agreements and colours Possessive adjectives Faire (il fait) Present tense verbs and negatives
Pupils should be able to Greet people, say their name, age and birthday. Count to 31 Spell their name and other words in French Say what is in their pencil case Respond to reading and writing tasks Talk about family members Describe their pets and other animals Talk about the weather Describe their free time activities in the present tense and give opinions on different activities Respond to reading and writing tasks Greet people, say their name, age and birthday. Count to 31 Spell their name and other words in French Say what is in their pencil case Respond to reading and writing tasks Talk about family members Describe their pets and other animals Talk about the weather Describe their free time activities in the present tense and give opinions on different activities Respond to reading and writing tasks
Suggested further reading: Bonjour Maryglasgowplus.com
2021 Page | 17
Geography Aims and Objectives The Year 7 Geography course seeks to introduce the pupils to a range of contemporary geographical issues. These include the issue of waste, for example ocean pollution and e-waste, and food and water security issues. Pupils also have the opportunity to develop a core set of transferable skills such as persuasive writing, issue evaluation, OS map reading and data interpretation. At the end of the year they have an opportunity to begin to develop geographical enquiry skills through a microclimate investigation in the school grounds. Term
Topic
Waste - Ocean pollution
Waste – Wooden Chopsticks
Description
Ocean currents and plastic pollution in the Great Pacific Garbage Patch.
The importance of chopsticks to the Chinese culture and economy. Deforestation and flooding in China.
Autumn
Waste – Fast Fashion
Waste - How disposable is ewaste?
You are what you eat
You are what you eat
Fast fashion, the impacts and solutions.
The causes, impacts and solutions to the issue of ewaste.
Where does our food come from?
The world in our kitchen.
Pupils should be able to Explain the links between ocean currents and plastic pollution in the Pacific Ocean. Describe the consequences for marine life and ecosystems. Understand that there are a variety of viewpoints on how the issue of ocean plastic pollution can be resolved. Understand the importance of chopsticks to the Chinese culture and economy. Understand the impact of government policy on the environment. Describe and explain the link between deforestation and flooding in China. Understand the terms fast fashion and throwaway society. Understand the impacts of the production and disposal of textiles. Express opinions about different ways of disposing of waste textiles. Understand what constitutes ewaste. Understand that e-waste causes more pollution and health risks than ordinary waste. Understand that despite international directives, waste is still moved around the globe illegally. Understand that farming can be viewed as a system. Understand the difference between different types of farming: arable, pastoral and mixed. Understand that our food comes from a range of global locations. Explain why different foods are grown and produced in different locations. Use latitude and longitude to help describe some of these locations. 2021 Page | 18
You are what you eat
Importing and exporting food – Kenyan green beans.
You are what you eat
Sustainable agriculture.
Global water issues
The importance of water.
Global water issues
Water scarcity.
Global water issues
Conflict – Should Ethiopia have built the Grand Renaissance Dam?
Map skills
Interpretation of Ordnance Survey maps.
Summer
Microclimate
An investigation into the microclimate of the school grounds.
Explain the link between colonialism and our global connections. Understand the terms colonialism and food miles. Evaluate the impact of food miles – social, economic and environmental. Write a persuasive essay on the issue of food miles. Understand the concept of permaculture /sustainable agriculture. Describe how urban farming, organic farming, seasonal food consumption, reducing food waste, and sustainable meat and fish contribute to more sustainable agriculture and lifestyles. Describe the ways in which we use water. Explain the importance of water. Estimate their personal water consumption. Identify the global patterns of water supply and demand. Describe the factors determining this pattern. Understand the difference between physical and economic water scarcity. Identify the water issues affecting Ethiopia, Egypt and neighbouring countries. Describe the issue, problems and benefits of the construction of the Grand Renaissance Dam in Ethiopia. Evaluate the issue using De Bono’s 6 Thinking Hats. Interpret 1:25000 and 1:50000 maps using scale, symbols, 4 and 6 figure grid references and compass points. Describe patterns of relief on maps. Describe the factors which influence the microclimate of different locations. Explain why climates vary on a local scale. Apply their knowledge to an investigation in the school grounds. Begin to understand the 6 stages of enquiry followed in a geographical investigation.
Suggested further reading: -
Trash (Andy Mulligan) Gold Dust (Geraldine McCaughrean) The Garbage King (Elizabeth Laird) 2021 Page | 19
-
Refugee Boy (Benjamin Zephaniah)
2021 Page | 20
German Aims and Objectives This year provides an introduction to basic grammatical structures and vocabulary using the topics given in the grid. Term
Topic
Grammar Ich & du conjugations of heiβen
Classroom language Greetings Introducing yourself
Pupils should be able to • •
Introduce themselves Offer a range of responses when asked how they are using the appropriate intonation
•
Introduce er and sie for receptive use Verb endings
Phonetics The Alphabet
Numbers 1-20 Age
Introduction to gender and articles
•
Recognise and sound out the alphabet in German Have an understanding of German pronunciation
Present tense of sein. Singular forms for active use, plural forms receptive
• •
Count to 20 Say how old they are
•
Say where they live and come from Say how they find their town Identify the 3 main German-speaking countries
Verb awareness! Hometown and Germanspeaking countries Autumn
Numbers 21-100 Dates and months
Classroom objects
Siblings
Present tense of wohnen (ref also kommen and finden). Singular forms for active use, plural forms receptive Present tense of haben. Singular forms for active use, plural forms receptive
Introduction to the indefinite article in the accusative case Introduction to kein
• •
• •
Count up to 100 Say when their birthday is
•
Describe what is in their school bag Have an understanding of the indefinite article Understand when to use the nominative and the accusative case
• •
•
Say whether they have siblings or are an only child
•
Describe themselves and a friend/family member using a range of adjectives
•
Recognise and give the colours Understand when an adjective uses an ending
Use of the accusative case with haben
Character
Spring
Colours & Appearance
Introduction to adjective endings
•
2021 Page | 21
Pets
Further practice of ich habe & accusative
• •
Use key vocab for pets Say whether or not they have a pet
A class change occurs in the Spring term and the above is repeated until the end of the Summer Term.
Suggested further reading: www.maryglasglowplus.com www.vocabexpress.com www.languagesonline.org.uk www.linguascope.com
2021 Page | 22
History Aims and Objectives This course explores key themes and events in medieval English history between the eleventh and fifteenth centuries, from the Norman Conquest of England to the Crusades and the consequences of the Black Death. The year will end with a comparison of English medieval society with that in medieval West Africa and China. By the end of the year, pupils should not only have a good knowledge of these historical topics but should also have developed their abilities to respond intelligently to source material and to write analytically. Term
Autumn
Topic
What is History?
Examination of the different types of History
Medieval England
A thematic approach
Pupils should be able to Understand that History is based on understanding the past through sources and artefacts. Understand the broad nature of History as a subject.
Theme 1:
‘Those who fight’:
Who was the knight?
Overview of the Knight
Understand the development of the Knight and warfare in medieval England. Improve skills of reading and writing. Reading skills
What was the nature of medieval warfare?
1066 and William the Conqueror
Essay on the Battle of Hastings
Magna Carta Edward III and Crecy; Henry V and Agincourt Reading and research about the History of Haberdashers’ Aske’s Boys’ School
Source Comprehension
King John and Magna Carta Changes in warfare: History of HABS
Local History
Setting up Family History Project
Theme 2: How was religion understood and represented?
Spring
Description
What impact did religion have on warfare? What impact did the encounters between Western and Islamic Civilisations have? What impact did religion have on politics? Family History
Students to give a brief presentation on the History of their area Students to evaluate projects from previous years and devise questions for interviews ‘Those who pray’: What role did religion play in medieval Europe? Why was the Church able to survive the Middle Ages? Medieval Monasteries. The Monastic code.
Essay writing on Agincourt Reading and comprehension. Continuity and change. Students to highlight some of the hidden histories of their own location. Understand that
History is all around them and impacts on the world in which they live Students to interview a family member. Understand the central importance of religion in medieval English lives. Improve skills of reading and writing. Knowledge and understanding. Change and continuity.
Crusades
Sources skills. Reliability and utility.
Islamic Civilisations
Sources skills. Comparison and contrast
Henry II and Becket
Essay writing.
Produce a Family History Project
Produce an attractive project based on an interview with a family member. 2021 Page | 23
Theme 3: What can the Domesday Book reveal about those who worked? What impact did the Black Death have on medieval society? How did ‘those who work’ influence and change government?
‘Those who work’: How was medieval society organised?
Understand the hierarchical nature of English medieval society. Improve skills of reading and writing
Domesday Book
Source comprehension and inference.
Use of Statistics to understand more about the Black Death
Source evaluation
The Peasants Revolt.
Assessment over time
Trader on the Silk Road Game
Computer-based roleplay
Revision and Internal Exams What trade happened on the medieval Silk Roads? How did working life in medieval West Africa and China compare to working life in medieval Europe?
West African Kingdoms: Ghana, Benin, Mali, Kongo. West African Art. Medieval China: Song, Liao, Jin, and Xia dynasties. Chinese Inventions
Comparison across cultures.
Suggested further reading: The Time Traveller’s Guide to Medieval England by Ian Mortimer Medieval Lives by Terry Jones Blood and Guts by Roy Porter The Knight in History by Frances Gies The Silk Roads by Peter Frankopan
2021 Page | 24
Latin Aims and Objectives In Year 7 the aims of the Latin scheme of work are: to develop an insight into the structure of an inflected language; to discern derivations from Latin and improve command of English; to develop critical insight into the way language is used to express feelings and influence people; to learn about the past through primary sources in the form of written evidence and archaeological remains. Term
Topic Introduction to Latin and the Classical world Nominative and accusative singular
Description Word order in Latin; Pompeii Pompeii daily life and food; basic sentence pattern
Life in Pompeii and business Noun declensions The forum at Pompeii
Autumn
Pupils should be able to Understand more about why we study Latin Identify the singular subject and object in a Latin sentence Understand more about life in ancient Pompeii. Understand what noun declensions are and recognise basic endings Understand more about the centre of ancient Pompeian life
1st and 2nd person singular present
Recognise present tense verb endings
‘sum’ and ‘es’; the theatre.
Recognise present tense forms of the verb ‘to be’ Understand more about Roman comedy Recognise the plural endings of verbs Find out more about ancient Roman slavery
Roman comedy; 3rd person plural present Slaves and freedmen Imperfect and perfect in 3rd person singular and plural ‘erat’ and ‘erant’ Roman beliefs about life after death Sentence pattern accusative and verb
Nominative plural
Recognise past tense endings Recognise past tense of verb ‘to be’ Find out more about Roman beliefs about life after death Translate basic Latin sentences
Understand perfect tense endings more fully. The amphitheatre; accusative To recognise accusative plural plural endings Understand more about Gladiatorial shows gladiatorial shows in the ancient world To recognise superlative Superlative adjectives Class change occurs here – Same curriculum as above (repeated with a different class) Introduction to Latin; Word order in Latin; Pompeii Same as above Nominative and accusative Pompeii daily life and food; Same as above singular; basic sentence pattern Perfect tense – stem changes
Spring
Spring
Life in Pompeii and business
Same as above 2021 Page | 25
Noun declensions
Same as above
The forum at Pompeii
Same as above
1st
2nd
and present
Summer
person singular
‘sum’ and ‘es’; the theatre Roman comedy; 3rd person plural present Slaves and freedmen Imperfect and perfect in 3rd person singular and plural ‘erat’ and ‘erant’ Roman beliefs about life after death Sentence pattern accusative and verb; perfect tense
Same as above
nominative plural
The amphitheatre and gladiatorial shows Accusative plural; the superlative
Same as above Same as above Same as above Same as above Same as above Same as above Same as above Same as above Same as above Same as above
Suggested further reading: The Thieves of Ostia by Caroline Lawrence (first in the ‘Roman Mysteries’ series) Pompeii by Robert Harris
2021 Page | 26
Mathematics Aims and Objectives In Year 7 the aim of the work is to provide a foundation for all Mathematics that follows. We expect to develop the use of formal notation, systematic work habits and clarity of argument. This is all supported with material that contains basic review questions through to challenging problems. Term Autumn
Topic Whole numbers
• • •
Negative numbers
• •
Fractions
• • •
Decimals
• • •
Area & Perimeter
• • • •
Spring
Angles
Introduction to Algebra
• • • • • •
Logic
Averages and range
• • • • • •
Description Powers and roots Reminder of long multiplication and division methods Multiples, factors, primes Divisibility tests Arithmetic rules using negatives BODMAS Arithmetic operations using fractions Application of fractions to problem solving Converting between fractions and decimals Recurring decimals Arithmetic using decimals Squares, rectangles, triangles Other quadrilaterals Compound shapes Application to problem solving Angles up to 360° Angle rules in basic shapes Construction Notation for multiplying and dividing Substituting values for letters Simplifying expressions Function machines Tick grids Using Venn diagrams Magic squares Mean, median and mode Range
Pupils should be able to Manipulate whole numbers confidently using pencil & paper methods, and develop mental arithmetic techniques
Apply basic rules for both positive and negative numbers Calculate using fractions, cancelling down where appropriate
Choose between using fractions or decimals as the context dictates
Recall basic formulae for basic shapes
Learn terminology relating to polygons and recall angle rules Write algebraic expressions using standard conventions
Use diagrams to assist with problem solving
Understand the difference between averages and 2021 Page | 27
Summer
Coordinates
• •
Time and Timetables
•
Percentages
• • •
• •
Probability
• • • • •
Equations
• • • •
Sequences
• • •
Volume
Special sequences
• • • • • • • •
Correct notation Drawing axes, correctly labelled 12 and 24 hour clock Time zones Timetables Conversion between percentages, decimals, fractions Use in problem solving Interpret percentages visually Likelihood and numerical range Symmetric cases Complementary cases Venn diagrams Expected outcomes Rules of algebraic manipulation Unknown on one side only Unknows on both sides Use of negatives and fractions Finding missing terms Finding formulae from sequences Finding sequences from formulae Cubes, cuboids and prisms Compound shapes Capacity Density Triangle numbers Fibonacci sequences Pascal’s triangle Periodic sequences
decide which one is of most use Draw accurately and understand the importance of precision Solve problems involving time differences and solve scheduling problems using timetables Switch between percentages, fractions and decimals seamlessly
Understand that probability must lie between 0 and 1 inclusive
Solve simple equations setting out working correctly
Spot patterns and complete sequences of numbers
Use volume and capacity in problem solving scenarios
Recognise disguised versions of special sequences to predict formulae
Suggested further reading: The Number Devil: A Mathematical Adventure by Hans Magnus Enzensberger How many socks make a pair? by Rob Eastaway How to Cut a Cake: And Other Mathematical Conundrums by Ian Stewart The Moscow Puzzles by Boris Kordemsky Alex's Adventures in Numberland by Alex Bellos
2021 Page | 28
Music Aims and Objectives In Year 7 all pupils will develop a good understanding of music theory. They will receive aural training through regular listening and class singing. Initial steps will be taken into composition and working with multiple parts. They will develop a good keyboard facility. The pupils will have an introduction into different eras of music through the listening and performing of core works. Term
Topic
Description
Pupils should be able to
Intro to Music - Bridging Unit • Baseline Test (in class)
•
Singing Assessment (with RTO) •
A listening and theory test to identify the current level at which the year 7 pupils are working A short singing assessment to identify the current level at which the year 7 pupils are singing, as a soloist and as part of an ensemble This includes being able to identify and sing intervals ✓
Autumn
Elements of Music (Mr D Tights) • Melody • Rhythm • Dynamics • Texture • Instrumentation • Genre • Harmony • Tempo • Structure
• • • • •
• Performance/Assessment of Ode to Joy/Joyful Joyful
• • •
Introduction to Sibelius (ICT) •
8-bar melodic dictation & composition 8-bar rhythmic dictation & composition Add Mr D Tights elements to 8-bar composition Extension: addition of LH harmony part Listening exercises to identify Mr D Tights elements
✓
Whole Class singing performance of Joyful Joyful Piano assessment and performance of Ode to Joy Learning how to use Sibelius to input notes and rhythms Pupils will input their own melodic/rhythmic ideas into Sibelius Some pupils will add Mr D Tights elements to their composition project on Sibelius
✓
✓ ✓ ✓ ✓ ✓ ✓
✓ ✓
✓ ✓ ✓ ✓
List Mr D Tights elements from listening Recognise & perform clapping rhythms from rhythmic notation Dictate rhythms from listening Compose and write out own 8-bar rhythm Dictate notation from listening Compose and write out own 8-bar melody Identify intervals Identify major and minor tonalities Identify the first 5 notes of C major scale (C – G) Sight-read & notate Joyful Joyful Perform (singing & play) Joyful Joyful Open a new project in Sibelius Input their 8-bar rhythm into the treble clef Create a catchy melody Add Mr D Tights details to their project to make it sound more musical
2021 Page | 29
•
Whole Year 7 Vocal Ensemble Performance
•
Perform rhythm squares as a class/small groups Revision of basic note and rest symbols Introduce time signatures & practice recognising aurally the metre of a piece Pupils will be given the opportunity to rehearse in lessons Assessment criteria shared with the class Teacher will monitor the progress of all pupils, with aural and practical learning aids Class discussion: what makes a good performance? (This should include Mr D Tights elements) Performance of solo piano piece (so far) Peer-assessment of solo piano performance (so far), with peer/teacher EBI feedback Class exercise to understand major and minor triads Homework based on major and minor triads Solo piano performance in Seldon Hall
Autumn Concert Performance
✓
Perform as part of a vocal ensemble – sensitive to their surroundings, the conductor and to their role in the performance
✓
Clap rhythms by looking at rhythm squares Identify rest symbols Identify and name notes in the treble clef Identify time signatures/metres in listening exercises
Keyboard Skills
Recap notation and rhythmic values
• •
• • Rehearsing •
•
Interim performance
• •
• Major & Minor triads • • Final Assessment
✓ ✓ ✓
✓
✓
✓
✓ ✓
✓ ✓
Make improvements to their performance piece, in response to teacher and peer feedback Implement Mr D Tights elements into their performance
Identify features of a good performance, to help make up the performance criteria Perform piano solo to class Peer-assess piano performances against criteria, offering WWW & EBI feedback Identify major and minor triads from listening Write out major and minor chords in the treble clef
✓
Perform a piano solo to the best of their ability
✓
Identify features of the Baroque style in listening exercises (ornaments, melodic devices, harmonic devices, rhythmic devices, instrumentation)
✓
Arrange Pachelbel's Canon in Sibelius for four parts
Introduction to Baroque Music
Spring
Exploring the characteristics of the Baroque style
Arrangement/Assessment of Pachelbel's Canon on Sibelius
Listening to a range of Baroque music and identifying features of the Baroque style: • Pachelbel: Canon in D • Bach: Toccata & Fugue • Scarlatti: Piano Sonata • Handel: Messiah • Purcell: Dido & Aeneas • Input Ground Bass and copy & paste throughout the piece • Build in other parts in canon
2021 Page | 30
Assessment
•
Performance of Pachelbel’s Canon
✓
In pairs, be able to play the ground bass part and the violin I melody
✓
Identify features of the Classical style in listening exercises (ornaments, melodic devices, harmonic devices, rhythmic devices, instrumentation and structure) Identify the notes in chords I, IV and V in C major Play and input alberti bass in the left hand Work out relative minor keys Compose a melody that fits the correct chord sequence Compose a piece in Ternary form (ABA) Respond effectively to peer and teacher feedback to improve their work Explore Mr D Tights elements in the composition work
Introduction to Classical Music
Exploring the characteristics of the Classical piano & orchestra
Listening to a range of Classical music and identifying features of the Classical style: • Mozart • Haydn • Beethoven • •
Mozart and Alberti Bass •
•
Assessment
• •
Identifying chords I, IV and V in C major (A section) Inputting alberti bass into Sibelius LH depending on the chord given Inputting RH melody depending on chord in the LH bass Alberti Bass/Mozart inspired composition (Sibelius) Using Ternary Form (ABA) with relative minor B section Extension: addition of Mr D Tights elements
✓ ✓ ✓ ✓
✓ ✓
✓
Introduction to Romantic Music
Study of early (Mendelssohn) & late (Debussy) Romantic styles of music
Listening Assessment
Listening to a range of Romantic music and identifying features of the Romantic style: • Mendelssohn • Brahms • Chopin • Debussy • Tchaikovsky: Ballet • Schubert: Lieder • Wagner: Opera •
Summer Study of Chopin's Piano Music
• • Assessment: Chopin inspired composition in Sibelius
• •
Study of Chopin's piano preludes to identify use of chromaticism, lyrical melodies, tempo rubato and extended harmonies Composition inspired by Chopin's prelude Completion of LH moving chromatic harmonies first Addition of RH lyrical melody Extension: add Mr D Tights elements
✓
Identify features of the Romantic style in listening exercises (ornaments, melodic, harmonic, rhythmic devices, structure, instrumentation)
✓
Identify features of the Romantic style in these different genres Identify and annotate Chopin's prelude Identify the use of chromatic movement in both the right and left hand parts Identify the extensive use of elements Compose a 16-bar piece inspired by Chopin's Piano preludes Respond effectively to peer and teacher feedback to improve their work Explore Mr D Tights elements in the composition work
✓ ✓
✓ ✓ ✓
✓
END OF YEAR EXAM 2021 Page | 31
HABS MUSIC FESTIVAL Introduction to Minimalism Study of Minimalist music by Reich, Glass and Terry Riley
Composition Task
Listening to a range of Minimalist music and identifying features of the style Being able to identify and use the following Minimalist techniques: • Note addition • Note Subtraction • Augmentation • Diminution • Ostinato • Layering • Static Harmony
✓
Identify features of Minimalist music in listening exercises
✓
Identify Minimalist composition techniques in listening examples Use Minimalist composition techniques in their own composition on Sibelius
✓
✓ • Assessment
Minimalist Composition in Sibelius
Compose a Minimalist inspired composition that demonstrates the use of at least four Minimalist techniques in an effective way
Suggested further reading: The Young Person’s Guide to the Orchestra (Benjamin Britten) Peter and the Wolf (Prokofiev) Grove Online, Musictheory.net, YouTube
2021 Page | 32
Physical Education Aims and Objectives In Year 7 pupils are introduced to skills and fitness development. The programme is taught in mixed ability form groups on a rotating carousel. All pupils will be put through Fitmedia testing to establish individual fitness levels of the pupils. Carousel
Topic
1 1
Description
Swim Test & distance swim Front Crawl Back Crawl Breaststroke
Understand how to W.up & use FS safely. Identify and execute the correct techniques for these movements. Identify and execute the correct techniques for these movements. Identify and execute the correct techniques for these movements. Identify and execute the correct techniques for these movements. Measure aquatic stamina Improve FC technique Improve BC technique Improve BS technique
2
Assessment Water-Polo
Measure time in all strokes over 25m Improve skills in isolation and game play.
3 3 3
Intro to 5 Gym shapes and rolls Forward rolls Backward rolls
Star/Straight/Tuck/Straddle/Pike/side rolls. Progressive technique development for FR Progressive technique development for BR
Intro to balancing Head/Hand/Shoulder stands and cartwheel/round-off Paired routine
1-4 point balances Progressive technique development for Head/Hand/Shoulder stands/ CW & ROFF Presentation of pre-planned floor routines.
1 1
RAMP warm up & FS intro
Pupils should be able to
Squat & Hinge movements Athletic Development
Brace & Rotate movements
1 2 2 2 2 2
3 3
Jumps & Landings
Swimming
Gymnastics
3 4 4 4 4 4 4
Gameplay
6 6 6 6 6 6
Catch & Throw Game/ Bench ball Scatter Ball/Dodge Ball Rugby-Netball/Ultimate Frisbee Hand Hockey/Danish Longball Indoor Football
Develop the understanding of the transferrable skills, communication and teamwork.
Game Design
5 5 5 5 5 5
Push & Pull movements
Racket and ball familiarisation Footwork and movement around the court Tennis
Athletics
Basic groundstrokes Serve and return Gameplay – tactics/strategy Assessment Middle Distance Shot Put Sprints Long Jump
Understand and perform the basic skills and tactics for singles and doubles Tennis.
Understand and perform techniques and tactics for both track and field events.
Discus High Jump 2021 Page | 33
Suggested further reading: The Miracle of Castel De Sangro by Joe McGinniss Legacy by James Kerr Luck by Ed Smith
2021 Page | 34
Physics Aims and Objectives In Year 7 the aims of the physics scheme of work are to introduce the language and excitement of physics. We offer pupils exciting and interesting, yet safe, experiences in physics covering basic experimental methods and an introduction to investigation techniques. Term
Topic
Description
Pupils should be able to
Classes taught the following topics in this order •
5-6 weeks
Measurement principles
Speed and density – Observation, data collection and data recording
• • • • •
• Introduction to light, Pinhole cameras
• •
Reflection 1: Mirror symbol, use of a protractor 5-6 weeks
•
Light Reflection 2: Lateral inversion, formation of an image in a place mirror with two rays
Colour: Primary and Secondary
• •
•
Select the correct Newtonmeter and use it to measure a force. Identify simple forces used in everyday life (e.g. pulling open a drawer, stretching an elastic band).
•
Friction
The understanding that nonluminous objects are seen due to diffuse reflection The ability to draw accurate ray diagrams to show the position of a virtual image The correct use of terminology The ability to trace rays accurately Correct use of terminology Correct identification of the primary and secondary colours of light.
•
Introduction to forces
The ability to draw ray diagrams that explain or predict the way light rays behave. Correctly use terminology.
• •
Basic effects of forces
3-4 weeks
Demonstrate steps for improved accuracy when completing practicals. Routinely take check readings Avoid parallax errors Use appropriate equations to find unknown quantities Record results accurately, and in an appropriate table. Use the correct units for various quantities.
•
Give everyday examples of where friction acts, uses of friction, and problems caused by friction Suggest ways that friction may be reduced by streamlining or by lubrication. 2021 Page | 35
• •
Draw basic force diagrams, Calculate the resultant of two forces acting along a line and predict what effect this will have on the object.
•
Draw neat circuit diagrams, using correct symbols, to represent a circuit. Build series circuits and parallel circuits from a circuit diagram
Balanced and unbalanced forces
Introduction to Electric circuits
•
• Measuring current 5-6 weeks
•
Electricity •
Predict the change in the current in a circuit when the resistance increases or decreases.
•
Design circuits that effectively use switches and LDRs. Predict what will happen when conditions change in a circuit.
Electrical Resistance Effects and uses of diodes and LDRs
•
Effects and uses of SPDT switches, reed relays •
Gravity
Electrostatic Forces
•
• • •
4-5 weeks
Forces acting at a distance
Magnetic forces
• • •
Magnetization
Interpret circuit diagrams, and construct circuits containing ammeters. Calculate the current in different parts of a circuit
•
State the mass and weight of an object on a different planet, given the relative gravitational fields. Describe how objects fall, referring to the effects of air resistance. Give examples of every day electrostatic attraction/repulsion. Identify which objects are attracted to magnets Determine if a material is magnetic or magnetised. Describe the field due to two (or more) magnets. Explain some of the uses of magnets, given an unknown situation. Describe, using diagrams, the arrangement of the domains in magnetised and unmagnetized materials. Explain how magnetic materials can be magnetised and demagnetised, using the concept of domains.
Suggested further reading: What If?: Serious Scientific Answers to Absurd Hypothetical Questions by Randall Munroe An Astronaut's Guide to Life on Earth by Chris Hadfield
2021 Page | 36
Spanish Aims and Objectives This year provides an interactive introduction to basic grammatical structures and vocabulary using the topics given in the grid. It is a 15 week Carousel with one main assessment as well as weekly vocabulary tests. The focus is on stimulating interest in and enjoyment of the language as well as fostering grammatical understanding and authentic pronunciation. Term
Topic
Grammar
Getting to know Spain Greetings and classroom instructions Saying name, age, where you live - numbers 1 - 20 First half of Carousel
Llamarse Tener to express age
Days, months, dates, birthdays – numbers 20-100 Classroom commands and classroom vocabulary
Use of definite and indefinite article
Alphabet and spelling Saying where you live
Verb vivir
Pronunciation module
Pupils will be able to Put the language in the country context and spark interest in Spanish speaking world Use basic greetings and understand instructions in the target language Give their name, ask names and ages and give ages Write the date and recognise and use numbers /give your birthday Recognise and use basic classroom vocabulary Use the alphabet to spell their name + that of others Say where they + others live and recognise Spanish speaking countries Get to grips with essentials of Spanish pronunciation
Learning school subjects Saying what you study on which day
Second half of Carousel
Expressing opinions on school subjects + some hobbiles Expressing opinions of teachers Grammar revision + ASSESSMENT
Present tense regular verb patters AR/ ER/IR Use of gusta/n and intro to negative Key linking words Adjective agreement
Begin to grasp present tense formation Give basic positive and negative comments Understand the rules behind adjective agreement
Basic food vocabulary
Ask for basic food /drink
Cultural project eg Day of the Dead/Christmas traditions
Develop cultural awareness
Suggested further reading : www.maryglasglowplus.com www.vocabexpress.com www.languagesonline.org.uk www.linguascope.com
2021 Page | 37
Theology & Philosophy Aims and Objectives In Year 7 the aim is to introduce pupils to Theological and Philosophical enquiry and dialogue into life's worldview questions and to develop critical, collaborative, creative and caring thinkers. Pupils will develop skills of enquiry-based learning, with particular reference to the theological and philosophical concepts in the Abrahamic traditions. Term
Autumn
Topic
Description
Y7 Foundations: Introduction to Theology and Philosophy:
What is Theology and Philosophy? What is a Worldview? Why are there world views? Why is Theology and Philosophy important?
Key Biblical characters
Study of biblical narratives of key figures relevant to the Abrahamic faiths. Pupils to review these in relation to understanding the relationship between God and Humankind.
Pupils should be able to •
• •
• Judaism as a Worldview
Exploration of key beliefs and practices within Judaism and how Jews respond to key worldview questions.
• •
Christianity as Worldview
Exploration of key beliefs and practices within Christianity and how Christians respond to key worldview questions.
Spring
• •
Islam as a Worldview
Exploration of key beliefs and practices within Islam and how Muslims respond to key worldview questions.
Y7: Building a Society – Introduction to Political Philosophy
Why is there government? What is justice? Is it ever acceptable to break the law? How much power should the government have? Pupils will explore these key questions in relation to the ideas of key philosophers and political thinkers such as Hobbes, Marx, Locke and Mill.
Summer
•
• •
Understand the difference between Theology and Philosophy and the importance of studying these subjects today. Understand details of key biblical narratives. Understand what these stories suggest about the relationship between God and Humankind Understand how Jews respond to key worldview questions Understand key details of Jewish belief and practice. Understand how Christians respond to key worldview questions Understand key details of Christian belief and practice. Understand how Muslims respond to key worldview questions Understand key details of Muslim belief and practice.
Understand the theories and ideas of key political philosophers. Evaluate these ideas and apply them to a contemporary context.
Revision and Internal Examinations
Y7: Jerusalem Project
Research based group project on the importance of Jerusalem to one of the key Abrahamic faiths studied.
•
Work collaboratively to research the importance of Jerusalem with regard to one of the Abrahamic Faiths 2021 Page | 38
Suggested further reading: Luke’s Gospel Genesis and Exodus from the Torah Surah 1 and 96 from the Qur’an The Chronicles of Narnia by C.S. Lewis, A little History of Philosophy by N. Warburton Theology & Philosophy for Common Entrance 13+ by S. Grenfell and M. Wilcockson
2021 Page | 39
Key Skills
Page
Subject
Head of Department/Lead Teacher
39
Foreword
Mr C R Bass
40
Critical Digital Media Literacy
Mr T Lunn
41
Communication, Confidence and Creativity
Miss L Hooker
42
Learning to Learn
Mrs McEwan-Cox
43
RSE (Relationships and Sex Education)
Mr T Handley
44
Careers
Ms K Nash
45
Values
Mrs D Bardou
Foreword The purpose of the Key Skills programme is to develop and nurture skills in our pupils that cut across curriculum areas and that support lifelong learning. These skills will enhance progress and attainment in education, employment, lifelong learning and personal development. The programme is a key ingredient in the education offered at Haberdashers. Along with our Academic curriculum and Pastoral care, the key skills programme ensures that we achieve our aims: 1. 2. 3.
To challenge bright pupils to achieve the highest standards To develop a sense of community and shared values To support parents in preparing their sons for a fulfilled life
These subjects are non-examined. In particular the programme will • • • •
Foster the development of non-subject specific skills The early introduction of key skills will ensure that pupils gain an excellent grounding in these skills. This will enhance their progress through later years in the school. Develop practical skills in communication, digital literacy and study skills which will form a foundation upon which academic subjects can build and through which pupils can attain higher levels of progress. Ensure that pupils understand the values of our community and apply them to achieve both personal and community success.
The programme covers the following key skills: 1. 2. 3. 4. 5. 6.
Critical Digital Media Literacy Communication, Confidence and Creativity Learning to Learn Relationships and Sex Education Careers Values
Pupils are on a 6 week/half termly rotation based on house groups.
2021 Page | 40
Critical Digital Media Literacy Aims and Objectives The main aim of this course is to focus upon the need to read intelligently in the fields of digital and print media communication. The content is designed to challenge the internet generation and their understanding as consumers of media. Lessons explore trust in sources, media as constructions, implicit and explicit meaning in presentations and how media can affect our understanding of identity, politics or product. Key literacy skills which pupils will have acquired in KS2 are applied to this topic, emphasising the importance of skilled reading for meaning. Each block of work covers a six-week period and will be taught within a half of term.
2021 Page | 41
Communication, Confidence & Creativity Aims and Objectives • • •
To develop social and interactive skills. To develop the “Three Cs'", Communication, Confidence and Creativity To develop resilience and problem-solving skills by working creatively and independently
6-week programme summary “Drama is Serious Fun” - 3 lessons • Games and exercises to build confidence and introduce: • Skills of Concentration, Cooperation and Control (3 Cs) • The neutral/centred position • Focus is on physical work/ non-verbal communication and group awareness. Mime / Making a Silent Film – 3 or 4 lessons • Introduction to basic mime skills. • Culminating in pupils in pairs or threes devising silent film in the style of Charlie Chaplin (underscored by a suitable piece of music) to further develop the 3 Cs and clarity and economy, control and precision in movement.
Pupils are expected to:
1.
Develop concentration, confidence, control and creativity in the use of the body (facial expressions, gestures, movement) to communicate meaning and create effects for an audience.
2.
Develop an awareness of the ways in which space and movement can communicate meaning and begin to evaluate their effects. Explore ways of devising and improvising credible characteristics and realities. Develop group and social skills (listening, observing, concentrating, cooperating, negotiating, making decisions).
3. 4.
5.
6.
7.
Outcomes By the end of the 6 week programme, pupils should have developed the following skills and be familiar with these terms: • The Three Cs: (Concentration, Cooperation, Control) • Neutral/centred position • Mime (Suspension and fixed point) • Body Language • Facial Expression • Eye Contact/ Clocking • Peripheral vision • Discipline/focus As above • • • • • •
Demonstrate an ability to appreciate and evaluate the work of others. • • Demonstrate an awareness of the importance of a • suspension of disbelief and a collective commitment • to the created reality. Demonstrate an understanding that the process of creating drama involves taking risks, not being afraid • of mistakes and not over valuing the outcome. As • long as there is commitment to the process, there is no mistake.
Instant Theatre Doing, not talking Tableau/freeze/whole group image Ensemble Synchronised movement The contract between performer and audience (complicity) The responsibility of an audience How theatre is different from film Suspension of disbelief The responsibility of the audience
The importance of the creative process The importance of taking risks and embracing mistakes
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Learning to Learn Aims and Objectives The fundamental objective of the Learning to Learn programme is to enhance independent learning skills and to encourage pupils to adopt a growth mindset, the belief that their most basic abilities can be developed through dedication and hard work.
Pupils will develop: • • • • • • •
• •
good motivation towards study; an understanding of their personal learning style; good study habits; the ability to prioritise and manage their time; the ability to set goals, make action plans and achieve their objectives; the ability to use a variety of learning tools; the ability to manage learning techniques eg: o reading o listening o note taking methods o memory training o revision and exam techniques; an understanding of their personal strengths and minimise weaknesses; and an understanding of how to achieve both their academic and personal potential.
Pupils will recognise their own personal learning style. They will learn to plan and organise their work and develop particular skills as shown by the points of the compass, as they progress. Skills will be introduced and applied in the context of their academic subjects. Topic The Brain and Learning Styles Getting down to work: Motivation & Procrastination Organisation and Time Management Good Study Habits
Active Learning
Revision and Exam Technique
Objectives: • To understand the role of the brain in learning. • To develop an understanding of their own learning style. • To understand learning strategies appropriate for their learning style. • To understand the concepts Motivation and Procrastination. • To recognise factors which motivate them. • To be able to understand the reasons for poor motivation and suggest practical solutions. • To assess their own time management. • To be able to plan their own weekly timetables. • To understand the features of good time management. • To be aware of their own study habits. • To be able to analyse their own strengths and weaknesses. • To be able to make plans to improve weak areas. • To understand the activities involved in learning and the skills required. • To practise the skills of listening/reading and recording in order to understand the concept of key words to assist remembering. • To understand active revision techniques appropriate to individual subjects and their own personal learning style. • To be able to plan revision effectively. • To understand techniques to achieve full potential in exams.
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Relationships and Sex Education (RSE) Aims and Objectives The purpose of the Key Skills lessons in RSE is for pupils to understand, at the appropriate age and level, how relationships can be healthy or unhealthy. This is a broad topic with opportunities for shared, confidential discussion in support of the RSE aims and form time PSHCEE. 1. 2. 3. 4. 5.
Families and different types of relationships; role of a parent or guardian. Healthy and unhealthy friendships; peer relationships; boundaries. Personal safety online and recognising abusive or dangerous approaches to person; e-safety. Self-worth; anti-bullying and prejudice; how to recognise and deal with issues of concern. Anti-racism focus: why we need to work together; what constitutes racist behaviour.
All pupils will participate in assemblies, form time PSHCEE lessons and awareness weeks like Anti-Bullying and School Diversity Week as part of the support for the key skills course. There will be a common goal with our Values course.
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Careers Education, Information Advice & Guidance Aims and Objectives The school places great value on an education which prepares pupils for the challenges of their future lives. It recognises that in a world of rapidly changing opportunities pupils need to be able to identify their unique abilities and personal qualities and should possess skills which enable them to access both high quality information and experience of the world of work in order to manage their aspirations with confidence. The aim of CEIAG is to provide pupils with an environment in which they are able to make confident and informed career and higher education choices based on realistically high aspirations and a growing awareness of themselves. CEIAG at Haberdashers’ seeks to be appropriate to the learning environment of the school by accentuating the positive side of a high level of personal attainment and ambition through the following objectives: • • • •
Foster self-evaluation to enable pupils to learn about themselves; their interests, abilities, personal qualities, and what influences their decisions. Encourage career exploration by providing quality and up to date information about, and experience of, the world of learning and the world of work, and thus confidence in decisions made. Promote career management by asking pupils to take responsibility for their own career decisions and encourage realistic and flexible individual higher education and career paths. Prepare pupils to manage change and transition in a fast-moving world through their own sense of initiative and enterprise, seizing new opportunities and managing unexpected change with success.
Lesson 1
Topic What are skills?
Learning outcomes - by the end of the session students should: Understand what skills and competencies are, and how to demonstrate these.
2
Recording activities
Understand how to record activities well and why this will be useful in the future.
3
What does success mean for you?
Have reflected on the different factors which may or may not motivate them in a career.
4
Understanding my organisation
Have considered the different roles within an organisation and gained a broader understanding of how the school operates.
5
Looking at job advertisements
Have an overview of LMI (labour market information) and a broad understanding of the sorts of skills employers look for.
6
Designing a job advertisement
Understand some of the different roles in an organisation and some of the different features of a job advertisement.
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Values Aims and Objectives Objectives: • To equip pupils with the necessary information they need to make choices which impact their personal and social development • To allow pupils the opportunity to think critically about their personal development, using thinking skills to evaluate information and make decisions • To provide pupils with a safe environment in which to practice their communication skills • To encourage pupils to develop values and attributes that allow them to contribute to the school and wider community • To provide pupils with an environment where they can critically evaluate their values and develop into morally responsible citizens Lesson
Topic
1
Wisdom
2
Humility in Learning
3
Truth and Tolerance
4
Integrity in Relationships
5
Justice and Forgiveness
6
Courage and compassion
Objectives - by the end of the session pupils should: • Be able to explain the meaning of the word ‘value’ • Have evaluated their own values and considered how they differ from others in their community • Be able to explain the difference between wisdom and intelligence • Have evaluated real-life examples of humility in learning • Be able to explain the benefits of humility in learning • Have evaluated the benefits of being truthful to themselves and those around them • Be able to give examples of tolerance, particularly within the school community •
Be able to explain what makes a good friend
• • •
Be able to give examples of historic miscarriages of justice Have considered justice within the school community Have considered the balance between justice and forgiveness: is it always morally right to forgive? Be able to give examples of courage and compassion, in others and themselves Have considered their own fears and how they overcome them.
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Stay connected to Habs www.habsboys.org.uk /habsboysschool @habsboysschool @habsboysschool Haberdashers’ Boys’ School