Year 7 Curriculum 2019-2020
September 2019
Contents Acting Deputy Head (Academic) Mr Bown Head of Junior School
Mrs Bardou
Head of Academic Support
Mrs McEwan-Cox
Page
Subject
Head of Department
3
Foreword
Mr Bown
4
Art & Design
Mrs Weber
5
Biology
Mr Glanville
10
Chemistry
Dr Hobbs
11
CICT
Mr Phillips
14
Design and Technology
Mr Vincent
16
English
Mr Wheeler
17
French
Mr Bardou
18
Geography
Mrs Edwards
21
German
Mrs Hanlon
22
History
Mr Clark
24
Latin
Dr Joyce
26
Mathematics
Mr Ward
28
Music
Mr Osmond
32
Physical Education
Mr Kerry
34
Physics
Mr Kerr
36
Spanish
Ms Adams
37
Theology & Philosophy
Mr Lawrence
39
Key Skills
Mr Bass
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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. It is an opportunity to explore new interests and also to specialise in subjects they have already enjoyed at a previous school. 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, this allows greater depth of education. The first choice the pupils will have to make is at the end of Year 7 where they choose to study two languages in Year 8. In order for the pupils to develop all of their languages this year and to sample the language before they make a choice we have devised a carousel system. Every 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 of their subjects and apply themselves fully to their studies. I wish them every success.
Mr James Bown Acting Deputy Head (Academic)
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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
Topic
Analytical observation
Autumn
Perception of Colour (Short Project)
Spring
Summer
Principles of Organization
Significant Form
Description Pencil tonal drawing Texture and surface The Renaissance Viewpoints Representational Observational Analytical Measuring Light and dark Landscape Oil pastel Fauves Complementary colours Foreground, mid ground, background Capturing the moment/mood Abstract Art Painting Pure abstraction Colour mixing Interpreting a non-visual source Planning a composition Brush skills Designing Balance, harmony, unity
Portraiture Mythology Fantastic and strange Literature Symbolism Surrealism Formalism 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
•
Risk assessments – task making a cup of tea.
What is Biology? Parts of a Binocular dissecting microscope and how to use it.
Microscopes and cells
How to draw from a microscope and drawings from observation. What is magnification and how to work out the total magnification of a microscope.
Understanding what a risk assessment is and how to work safely. 1. Literacy via extended reading. 2. Understand how to draw Biological drawings. 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.
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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.
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Know the names of key bones in human body.
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.
The nervous system
Basic structure of human nervous system. 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). 2019 Page | 7
Coordination using nervous system (how fast can you react!)
Pupils should know that messages are sent in the form of electrical impulses.
Card sorting – experiment. 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. Film on adaptation.
Branched keys: Group work sorting inanimate objects into categories.
Classification keys
The 5 kingdoms of Biological Classification
Hierarchy of Classification system + Vertebrates/ invertebrates
Developing into a group branched key on large A3 paper.
To understand and describe how organisms are adapted to their habitats to improve survival. To learn ability to edit relevant information from internet (avoid copy and paste!) To understand why keys are used. How to use and construct a branched key for morphological features.
Numbered keys Completing numbered statement keys.
To understand how to use and construct a numbered statement key (dichotomous key).
Designing their own numbered keys.
To develop observation skills.
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.
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. 2019 Page | 8
Revision and Test Revision and Test
Puberty Puberty
Male and female Reproductive systems
Intro with raging teens DVD and question sheet
Understand the differences in body changes in boys and girls.
Male and female reproductive systems Label diagrams of the parts and know the functions of key parts.
Know the functions of key parts of the male and female reproductive systems.
Recall adaptations of sperm and egg cells.
Recognise and label sperm and ovum. Recall how these cells are adapted for their specialised function. To consolidate knowledge of the reproductive systems.
Development of the embryo in the womb. Birth of a baby. Human reproduction bingo.
Summer Flower reproduction PowerPoint and quiz. Reproduction in flowering plants
Homework: improve literacy To understand when and why puberty occurs.
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.
Overview of mechanics of sexual intercourse and conception. Human reproduction
To assess knowledge and understanding of topics in lessons 20-23 and ability to apply Science skills knowledge
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 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
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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 Indicators and neutralisation
Answer questions on these topics using or applying their scientific knowledge and understanding.
Preparation and properties
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
Elements, compounds and mixtures Formulae, atoms & molecules Acids and alkalis Physical and Chemical change
Summer
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
Description
Getting Started
Introduction to the system
Favourite ICT
Produce content for poster Produce poster about self Self and peer evaluation of poster Produce content for presentation Slide master Self and peer evaluation of presentation
Autumn Party Planning
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;
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documenting all stages in 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
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.
Introduction. Advanced programming. 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)
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
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.
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. 2019 Page | 12
Suggested further reading: Compute-IT: Student's Book 1,2 and 3 - Computing for KS3 – by Mark Dorling @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
Autumn
Product Analysis/ Disassembly
Wind up Torch is disassembled to gain understanding of disassembly as a tool to develop understanding of how products work.
Pupils can evaluate products through disassembly to determine how they are constructed and function.
Key investigation points: - Gearing - Motors - Energy Generation - Sustainability
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.
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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 are able to plan production timescales and approaches. 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 Year 7, the aim is to introduce the pupils to a range of literary texts: Poetry, Prose and Drama. They will learn to read in close detail, using evidence from texts being studied to justify their ideas. They will develop their skills as a writer, producing pieces in a number of different styles, and begin to produce analytical writing, using the departmental structure of 'PEA+': a formula which your son will soon be able to explain to you! 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 of this type. 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 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.
Creative: Writing to explore/imagine/describe and argue/persuade/review
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.
Produce at least three highquality pieces of creative writing to suit a range of tasks and audiences.
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: Wonder by R.J Palacio Everybody Jam by Ali Lewis
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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
ĂŠtre 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
ĂŠtre 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
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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. 2019 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.
Use latitude and longitude to help describe some of these locations. 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.
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Suggested further reading: -
Trash (Andy Mulligan) Gold Dust (Geraldine McCaughrean) The Garbage King (Elizabeth Laird) Refugee Boy (Benjamin Zephaniah)
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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 Singular subject pronouns Singular key present tense verb conjugations
Hallo!
Introduction to kein Definite & indefinite articles Question words wie, wo, woher, wann, was
Autumn Conjunctions und and aber Introduction to word order/TMP am + day Die Schule um + time Revision of the indefinite article in the accusative
Die Schule (continued)
Spring
Familie und Freunde
Pupils should be able to - Introduce themselves and give key personal information - Elicit this key personal information from others - Use key verbs in the singular forms - Use the definite and indefinite article in the nominative and accusative - Use different question words - Develop good revision techniques for learning vocabulary - Give their opinion about school subjects - Use conjunctions to make their sentences longer - Talk about their school timetable - Telling the time - Talk about what they eat and drink at break - Describe and give opinions on their school uniform
as above
as above
mein and dein
- Give information about family members - Describe people’s appearance - Talk about people’s characteristics
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
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History Aims and Objectives This course explores key themes and events in medieval history between the eleventh and fifteenth centuries, from the Norman conquest of England to the crusades and the consequences of the Black Death. 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
Description
What is History?
Examination of the different types of History
Medieval England
A thematic approach
Theme 1:
‘Those who fight’: 1066 and William the Conqueror
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. Understand the development of the Knight and warfare in medieval England. Improve skills of reading and writing.
Who was the knight? What was the nature of medieval warfare? King John and Magna Carta Changes in warfare: Theme 1: Theme 2:
Spring
Edward III and Crecy; Henry V and Agincourt ‘Those who fight’: overview ‘Those who work’: How was medieval society organised?
Understand the hierarchical nature of English medieval society. Improve skills of reading and writing
‘Those who pray’: What role did religion play in medieval Europe? Why was the Church able to survive the Middle Ages?
Understand the central importance of religion in medieval English lives. Improve skills of reading and writing.
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? Theme 3: How was religion understood and represented?
Summer
What impact did religion have on warfare?
(Crusades)
What impact did religion have on politics?
(Henry II and Becket)
Family and Local History
Family History Project; History of HABS; History of London or History of SE Hertfordshire
Understand that History is all around them and impacts on the world in which they live. Produce an attractive project 2019 Page | 22
based on an interview with a family member. Internal Exams Exam feedback How did the medieval era end? Exploration; Renaissance; Reformation
Know about the major changes of the late 15th Century and early 16th Century.
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
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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 1st and 2nd person singular present Autumn
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
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 Recognise present tense verb endings
‘sum’ and ‘es’; the theatre. Roman comedy;
Pupils should be able to
Nominative plural
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 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 2019 Page | 24
Noun declensions
Same as above
The forum at Pompeii
Same as above
st
1 and 2 present
nd
person singular
‘sum’ and ‘es’; the theatre Roman comedy; 3rd person plural present
Summer
Same as above
nominative plural
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 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
2019 Page | 25
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
Topic
Description
Time and Timetables
Working with time and timetables
Angles
Working with angles up to 360° Angles in triangles Simple angle rules
Arithmetic and Place Value
Numbers in digital and written form Rounding to a given accuracy
Whole Numbers
Basic arithmetic using the standard four operations (+, -, ×, ÷)
Graphs
Working with coordinates
Test Revision & Unit test 1
Recap of units covered so far
Negative Numbers
Basic numerical operations using negative and positive numbers
Introduction to Algebra
Working with simple algebraic expressions and flow charts
Addition and Subtraction of Decimals
Basic calculations using decimals
Logic
Solving problems using diagrams
Areas & Perimeter
Areas and perimeters of basic polygons
Test Revision & Unit test 2
Recap of units covered so far
Number Patterns and Sequences
Recognising standard sequences and number patterns
Fractions
Fraction notation including vulgar fractions
Autumn
Spring
Solving Linear Equations Multiplication and Division of Decimals
Simple introduction to rules of algebra Working accurately using decimals
Pupils should be able to Navigate timetables Handle problems involving changes of time zone Use 12 and 24 hour notation Solve problems involving triangles and intersecting or parallel lines using basic rules Compare numbers and rank according to size Round numbers using significant figures or decimal places Understand and apply the rules of BODMAS Plot points Understand scatter graphs Work with direct proportionality conversion graphs Demonstrate understanding of work covered so far Calculate accurately whilst applying rules of BODMAS Write algebraic expressions using accepted notation Set out work methodically and legibly Calculate accurately using decimals Estimate answers Work with money problems Work with grids, set notation and Venn diagrams Calculate areas and perimeters Work with units Demonstrate understanding of work covered so far Generating rules to find the next term Generating rules to find the nth term of simple sequences Equivalent fractions Vulgar (top-heavy) fractions Fractions of quantities Set out solutions logically and legibly Use estimation to check answers 2019 Page | 26
Summer
Data Collection and Percentages
Introduction to Data and methods of representation
Test Revision & Unit test 3
Recap of units covered so far
Searching for Patterns
Extension of earlier sequence work
Decimals, Fractions and Percentages
Switching between equivalent forms in all three systems
Quantitative Data
Methods of comparing data sets
Scale Drawing
Map scales
Probability of One Event
An introduction to probability theory and notation
Fractions
Calculating using fractions
Revision
Recap of units covered so far
Use statistical terminology Use Pie charts and bar charts Demonstrate understanding of work covered so far Recognise Fibonacci numbers, Pascal’s triangle and triangle numbers Recognise the equivalent forms of simple fractions Understand mean, median, mode, range Work with scale factors Produce diagrams to solve problems Measure lengths and angles accurately Use standard notation Understand the limits of probability Deal with multiplication and division of fractions Demonstrate understanding of work covered so far
Internal Examinations Investigations
Dots and perimeters
Volume
Volume of standard polyhedra
Using a Calculator
An introduction to using a calculator when appropriate
Develop independent investigative skills Work with cuboids, prisms Use units of volume, capacity, density Understanding the basic functions on a calculator
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
2019 Page | 27
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 2019 Page | 28
Autumn Concert Performance
•
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
✓
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
2019 Page | 29
Assessment
•
Build in other parts in canon
•
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 Summer
Listening to a range of Romantic music and identifying features of the Romantic style: • Mendelssohn • Brahms • Chopin • Debussy • Tchaikovsky: Ballet • Schubert: Lieder • Wagner: Opera •
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
✓
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
✓ ✓
✓ ✓ ✓
2019 Page | 30
•
Extension: add Mr D Tights elements
✓
Explore Mr D Tights elements in the composition work
✓
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
END OF YEAR EXAM 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
✓
✓ 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
2019 Page | 31
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 1 1 1 1 2 2 2 2 2 2
Description Body Stats tests Standing Long & Vertical Jumps, Sit-Ups
Fitmedia Testing
Multi Stage Fitness test Mile Run 20m Sprint & Illinois Agility Run Catch-up
Swimming
Swim Test & 12 min swim Front Crawl Back Crawl Breaststroke Assessment Water-Polo
3
Intro to 5 Gym shapes and rolls
3
Forward rolls Backward rolls Intro to balancing Head/Hand/Shoulder stands and cartwheel/round-off
3 3 3
Gymnastics
3 4 4 4 4 4
Paired routine
Gameplay
Catch & Throw Game/ Bench ball Scatter Ball/Dodge Ball Rugby-Netball/Ultimate Frisbee Hand Hockey/Danish Longball Indoor Football
4
Game Design
5 5
Racket and ball familiarisation
5 5 5 5 6 6 6 6 6
Pupils should be able to Measure their flexibility, BMI & strength Measure their power and muscular endurance Measure their cardio-vascular endurance Measure their cardio-vascular endurance Measure their speed and agility Understand the importance of physical fitness and its effect on health. Measure aquatic stamina Improve FC technique Improve BC technique Improve BS technique Measure time in all strokes over 25m Improve skills in isolation and game play. Star/Straight/Tuck/Straddle/Pike/side rolls. Progressive technique development for FR Progressive technique development for BR 1-4 point balances Progressive technique development for Head/Hand/Shoulder stands/ CW & ROFF Presentation of pre-planned floor routines.
Develop the understanding of the transferrable skills, communication and teamwork.
Footwork and movement around the court Tennis
Basic groundstrokes Serve and return
Understand and perform the basic skills and tactics for singles and doubles Tennis.
Gameplay – tactics/strategy Assessment Middle Distance Shot Put Athletics
Sprints Long Jump Discus
Understand and perform techniques and tactics for both track and field events.
2019 Page | 32
6
High Jump
Suggested further reading: The Miracle of Castel De Sangro by Joe McGinniss Legacy by James Kerr Luck by Ed Smith
2019 Page | 33
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. 2019 Page | 34
• •
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
2019 Page | 35
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 two assessments. The focus is on stimulating interest in and enjoyment of the language as well as fostering grammatical understanding. 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
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 Recognise and use basic classroom vocabulary Use the alphabet
Alphabet and spelling Revision and consolidation
Get to grips with essentials of Spanish pronunciation
Pronunciation module End of Unit Assessment 1 Correction + consolidation Learning school subjects Saying what you study on which day Second half of Carousel
Expressing opinions on school subjects Expressing opinions of teachers Grammar revision + Consolidation
Basic present tense ar verb patterns Use of gusta/n and intro to negative Key linking words Adjective agreement
Begin and understanding of present tense formation Give basic positive and negative comments Understand the rules behind adjective agreement
Adjectives + verbs
End of Unit Assessment 2 Cultural project
Develop cultural awareness
2019 Page | 36
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 enquirybased learning, with particular reference to the theological and philosophical concepts in the Abrahamic traditions. Term
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 •
•
Autumn
•
• 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 2019 Page | 37
to one of the Abrahamic Faiths 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
2019 Page | 38
Key Skills
Page
Subject
Head of Department/Lead Teacher
39
Foreword
Mr C R Bass
40
Critical Digital Media Literacy
Mr W Brotherston
41
Communication, Confidence and Creativity
Miss L Hooker
42
Learning to Learn
Mrs McEwan-Cox
43
ICT and Online Safety
Mr I Phillips
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 ICT and Online Safety Careers Values
Pupils are on a 6 week/half termly rotation based on house groups.
2019 Page | 39
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.
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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.
Develop an awareness of the ways in which space and movement can communicate meaning and begin to evaluate their effects. 3. Explore ways of devising and improvising credible characteristics and realities. 4. Develop group and social skills (listening, observing, concentrating, cooperating, negotiating, making decisions).
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
2.
5. Demonstrate an ability to appreciate and evaluate the work of others. 6. Demonstrate an awareness of the importance of a suspension of disbelief and a collective commitment to the created reality. 7. 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.
As above • • • • • • • •
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
2019 Page | 41
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.
2019 Page | 42
ICT and online safety Aims and Objectives The purpose of the Key skills lessons in ICT is for pupils to understand when, why and how to use ICT appropriately. Lessons are project based and develop a wide range of digital, communication, data analysis and marketing skills. In Year 7 the pupils assess websites, examining the intended audience and the purpose of websites. They will then move on to the various eSafety topics within ICT and how to be safe and responsible digital citizens. Don’t let them pull the wool over your eyes. Topic Assessing Websites
Task
Description
Determining who intended audience is for websites
Pupils are given website to look at and have to determine who the intended audience is for it. They must reason their decisions based on presentation style and content.
Assessing Websites
Determining purpose of websites
eSafety
Keeping safe online
Pupils are given websites in which they must determine what the purpose of the website is, they must provide arguments about why they think the website is for that purpose, and on what information they based their decisions on. They will also be determining the voracity of the information on the sites or whether it is subject to bias for a particular reason. Ascertain previous knowledge of subject using a group discussion where pupils must present a risk and a possible solution to it. Discuss the online practices and behaviour, which will protect you from online dangers.
eSafety
Keeping safe online
Online practices and behaviour, which will protect you from online dangers.
eSafety
Keeping safe online
Videos and discussion about some more of the topics in staying safe online. Doddle test for summative assessment.
eSafety
Keeping safe online
Doddle Assessment
Pupils should be able to Make informed decisions about the target audience of websites and be able to explain their reasons. Be able to categorise websites based on the film rating system (PG, U, 12A, 15) Make informed decisions about the purpose of websites and be able to explain their reasons. Make judgements about the reliability and voracity or websites. Understand what to do if concerned about the eSafety of content online.
Understand a range of ways to use technology safely, respectfully, responsibly and securely. Understand how to protect their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns. Understand the principles of using ICT safely and responsibly and how to conduct themselves on the internet. Demonstrate knowledge of topics learnt in eSafety.
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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
2
3
4
5 6
Topic Enterprise and the community – Our Community Enterprise and the community – Making Changes 1, 2 and 3 Innovation – Identifying innovation Innovation – What is innovation? Making a difference Economic Ideas – Trade and money Economic Ideas – Import, Export and Tax
Objectives - by the end of the session pupils should: ● Understand that improving a community requires creative thinking, problem solving and working with others. ● Understand that all jobs should be highly regarded and are needed to sustain a small community as well as a global economy. ● Understand that to improve a community requires innovative thinking, enterprise qualities and action planning. ● Understand how to network within a community. ● Appreciate the need for ‘green careers’ in building a sustainable society. ● Be able to identify recent innovations and reasons for their success. ● Consider and identify the skills associated with innovative products and give pros and cons when assessing innovative ideas. ● Be able to identify the importance of a unique idea or concept. ● Understand basic concepts relating to economic wellbeing. ● Understand the functions and uses of money and the importance of trade. ● Understand the importance of taxation and how the economy and public services benefit.
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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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