Year 7 Programmes of Study
Subject
Term 1
Term 2
Term 3
Term 4
Term 5
Term 6
Year End Points
Art -
ormal Elements F - Colour wheel theory. Colour mixing. Media application - oil pastel/ watercolour/ acrylic paint.
rt Timeline. A Formal Elements - Mark making. Tonal skills.
icasso P Portrait - Use of subject literacy to enhance
icasso Portrait P - Development of portrait based work into relief printing.
nimation - A History of animation. How to tell a story - background/ characters/ movement/ how long and quality of footage. Storyboards, sequencing & understanding of content.
nimation - A Development of animation based work into creating own animation.
tudents have had an S introduction to a broad range of formal elements, techniques, materials and artists, Setting the foundations for developing as an effective artist and creative thinker. Students will have worked through different practical tasks and homework projects. Together this is designed to have developed a balance of practical skills, knowledge, understanding and engagement.
odule: Crypt M Technology and Computer Use including google classroom
odule: M E-Safety and Cyber Bullying
odule: M Understanding Computers
nderstand fully the IT infrastructure of U the school and able to access all resources and services provided by the school. Is confident working between and across systems and can access work at school and at home seamlessly.
ew N Beginnings
omputer C Science
opics: IPADs, T Email, Schools Acceptable Use
understanding
nd a investigation.
opics: File T Management, Social Networking. Staying Safe
odule: M Introduction to Coding Through Kodu opics: My T First Kodu, Creating
odule: Python M M odule: Programming in Networks Repl.it Topics: The Topics: Internet, Introduction to Connectivity, Text Based Network Programming. Topologies, Programming Client-server
opics: T Elements of a Computer System. Hardware and
an use a standard keyboard fluently C and confidently including shortcuts. Be a
olicy, Google P Classroom, Google Drive and E-praise. Swift Playgrounds.
nline. Cyber O Bullying Consequences and Searching the Web.
ey Skills: K Induction into Google Classroom to access work and organising your Google Drive. IPad training and use within school. Familiarising yourself with the network including email and the schools network policy.
ey Skills: Use K basic file management techniques to create folders, save, copy, move, rename and delete files and folders and make backup copies of files. Recognise extensions for common file types such as .doc or .docx, .ppt, .jpg etc. Keep their files in well organised and appropriately named folders. Explain what constitutes a “strong” password for an online account. Describe a code of conduct with
P1: End of M Topic Assessment
andscapes, L Navigation and Pathing, Clones and Creatables, Pages and Selection, Game Depth and Complexity. ey Skills: K Identify what the terms program, navigate, object and world mean in computer games design. Explain that a computer program requires a precise series of instructions to operate. Create and alter basic landscape features in Kodu. Describe the possible ways in which a character can be made to
undamentals. F Code Structure, Sequence and Selection.
etworks, N Encryption.
ey Skills: K Explain the Key Skills: meaning and Understand the significance of concept of bandwidth, what variables, is meant by sequence, buffering and selection and why it is used. iteration. State the Understand the advantages and difference disadvantages between of different different data network types. topologies. Programming Design a simple math, including network layout. relational Identify some of operators. Logic the extra in hardware Programming. components used in a LAN MP1: and compare Programming the uses of Assessment peer-to-peer networks and client-server networks. P1: End of M Topic Assessment
s oftware, Internal components of a computer. Computer building
c onfident user of office applications, including email. Conversant with and conforming to Crypt I.T system usage policies and procedures. nderstands the need for and has U strategies to stay safe online. Understands and uses the binary number system and its use in digital systems.
ey Skills: K Distinguish between hardware and software. Give A ble to identify the core components of a examples of computer system and describe their computer function. hardware and software. Draw a block diagram showing CPU, input, output and storage devices. Name different types of permanent storage device. Suggest appropriate input and output devices for a simple scenario. Explain what RAM and ROM are used for. Show how numbers and text can be
Drama
Intro to Drama Skills verview: O -To gain understanding of fundamental skills used in drama.
r eference to the schools acceptable use policy. List some of the dangers and drawbacks of social networking sites. List some possible responses to cyberbullying. Send and reply to emails, send attachments. Use a search engine to find information efficiently.
ove within m Kodu, Describe a range of game techniques such as pathing, clones and creatables. Explain how behaviours can change for a character. Describe what is meant in programming by the term selection
P1: End of M Topic Assessment
P1: End of M Topic Assessment
Radio Drama
ime and M Mask
hysical P Theatre
verview: O -To develop knowledge of Greek Theatre history and explore the differences
verview: O -To develop awareness of physical theatre and how actors use their bodies in
verview: O -To gain an understanding of what is meant by the term radio drama, including the era radio
r epresented in binary. Explain the impact of future technologies. P1: Device M Assessment
Midsummer A Night’s Dream
harlie and C .For students to have a fundamental 1 the Chocolate understanding of how drama is rehearse, Factory shaped, devised and performed. Overview: Students should be equipped with the -To explore the Overview: skills to understand how a performance play and gain an -To explore is developed in rehearsal to performance understanding (read and and have a range of skills in which to do of the context of perform) and so. theatre in gain an Elizabethan understanding 2.All pupils should have a basic times. of the story of knowledge of conventions and
- Expectations and use of space. -Still-image and movement -Characterisatio n and use of space -Audience awareness -Students to self and peer assess
rama became d popular and the reasons for it. -To write/ devise an original radio drama. -To perform a live radio drama in front of an audience as part of a team. Assessment 1– -S tudents self Practical and peer assessment assess where students develop a piece Assessment 2 of drama utilising – key skills Practical/writte developed over n – live radio the term. Drama performance.
etween b Greek and contemporary theatre. -To devise and present unscripted pieces using improvisation, physical skills and masks. -Exploration of mask influences across different cultures (Noh theatre / Commedia Dell ‘Arte) -To reflect on and evaluate their work and the work of others. -Students to self and peer assess ssessment A 3– Practical – ability to perform theatre with masks (projection/ movement etc.)
pace to s create abstract Drama. -Students will use creativity and imagination in order to use their bodies in space to communicat e feelings and concepts, rather than character. - Examples of Physical Theatre companies seen and discussed. -Students to self and peer assess Assessment
-Practical 4 performance . Ensemble physical theatre work.
- To create scenes to show understanding of characters within the play (look at themes of control/parental control/cultures and expectations in Elizabethen times/ arranged marriages etc.) -To work together collaboratively as a group -Students to self and peer assess
harlie and C the Chocolate Factory by Roal Dahl. -To create scenes to show understanding of characters within the story (exploration of theme.) To work together collaboratively as a group -Students to self and peer assess
ssessment 5 A – Practical based on delivery of language and acting style.
ssessment 6 A – Practical based - acting and understanding of characters. KS3 Practical Exam
techniques and should be able to work collaboratively and be able to negotiate group work skills and challenges. .They should have a good knowledge 3 of performance style and contexts (physical theatre - Elizabethan theatre - radio drama - mask theatre)
easons R for SOW
English
Introduction to Drama and performance skills Basic understanding of conventions/ techniques.
adio culture/ R media Understanding live production Sound effects Scriptwriting
heatre T history Spatial awareness Focus on movement Ensemble work
lacement of P SOW – an introduction to Key Drama skills and students becoming familiar with working collaboratively.
lacement of P SOW -To introduce a new medium of radio and develop character
lacement of P SOW -To ensure mime and mask is explored before Physical Theatre to enhance progression of physical skill. Movement focus of characters in A Midsummer Night’s Dream sow will further expand these movement skills.
Myths
odern M Non-Fiction
im: To A introduce students to a wide range of
ovement M principles Non-naturali stic theatre Expression and the abstract. lacement P of SOW - to develop movement skills explore in mime and mask prior to exploring A Midsummer Night’s Dream next term. Developmen t of range of performance styles.
host Boys A G n – Jewell Introduction to Parker-Rhod Dickens Aim: To expose es students to a Aim: To expose range of Aim: To study students to 19th
eading R Shakespeare and how to approach language Character work – mechanicals Creating a successful performance lacement of P SOW - development of theatrical styles and range of interpretations of a Shakespearean text.
he Jungle T Book
iterature/ L storytelling Challenging character work Understanding adaptation – what makes a good adaptation. Drama terms/ conventions/te chniques. Placement of SOW - A well-known text where students will utilise physical and character skills developed throughout the year.
ove Through R L eading: the Ages -Know and identify a range of structure Aim: To develop Aim: To and language features and be able to students’ ability introduce comment on the desired effect on the to respond to students to reader. Be able to explain inferred
ignificant s literary myths and legends from a variety of cultures, countries and times. To allow students to explore Greek, Slavic, English, Scandinavian, Welsh and Polynesian myths. These texts will expose and challenge students to issues around morality, creation, monstrosity, good vs evil, family, relationships, bravery and gender. In addition, building in grammar skills to ensure prior learning at KS2 is continued and developed. Opportunities to break down gender stereotypes and see ancient and
on-fiction texts n that focus on different careers/areas of work such as Artificial Intelligence, media, journalism, advertising, PR, law, policing, coding, art, public speaking, politics. To have students engage with current affairs: challenging political/moral issues in society. Students will study extracts that focus on both empowering and intelligent men and women – some specifically deal with issues of gender stereotyping. Skill: To learn
the novel, develop an overview of the events and issues that inspired the writer (Emmet Till, Trayvon Martin, George Flloyd) instil empathy and understandin g of real people, from different backgrounds, cultures, countries and times. To have students empathise with those of a different ethnic/cultural background.
entury c literature and prepare them for studying a Dickens novel in Y8. To become familiar with 19th century prose. This will expose students to aspects of poverty, crime and issues of debt. These texts seek to instil empathy/unders tanding. In addition, study of Dickens’ work raises issues of gender, morality and class.
rom study of F the texts and context, Study of this students may work may be interested to encourage research students to careers such as consider the banking, prison possibilities of work, charity careers as work, creative creative writing and civil writers, servant work.
oth media and b visual texts using the skills required at GCSE. To understand the relevance of English to various modes of cultural, cinematic and literary production. kills: S Comparing texts/ analysing language/under stand the contexts in which texts are produced. Deploying media and film terminology in essay form. To analyse media texts in close detail and explain their effect on audience.
oetry and p how poets through the ages have written about the same topic: love. To introduce students to Shakespeare (in Sonnet form) and help them to feel comfortable and confident in reading and analysing Early Modern English language. To expose students to a range of love poetry from Petrarch to Duffy and how love songs are also, essentially, a form of modern poetry. o offer skills T which lend themselves to and inspire careers such as writing
eanings clearly, summarise and m compare different writers’ viewpoints and perspectives. - Further develop a reading habit, independently and in class, that includes more challenging texts. Show knowledge of genre and purpose when reading and exploring a text. Develop cultural capital and knowledge of how contextual factors influence writers. Writing: rite technically accurate responses W with a variety of vocabulary, sentence forms, grammatical constructions and mostly accurate spelling of ambitious vocabulary) for a wide range of purposes and audiences onsider characterisation, setting and C other narrative features when devising their own creative work, reflecting on feedback and re-drafting to improve. Oracy: upils should contribute to a variety of P formal and informal stimulus and start to show a discernment towards issues of a complex nature. listens to questions / feedback, responds appropriately and if appropriate contribute further ideas and information.
istoric h depictions of gender. Offering skills that lend themselves to and inspire a wide range of careers and future study: creative writing/ art/ classics/ anthropology/ archaeology. kills: S Descriptive and narrative writing/ reading for meaning/ close language analysis/ identifying and emulating literary conventions, style, and genre.
ow to make h inferences and deductions/sele ct quotations/ understand writers’ viewpoints. To form clear arguments and debate issues clearly and confidently.
journalists, historians, academics, politicians, policing, lawyers and activists.
kills: S Developing 19th century context: poverty/archais ms/ poor law and preparing them for texts Skills: later in both Reading for KS3 and KS4. meaning/ Close analysis introducing of descriptions aspects of and context /close identifying/apply language ing specific analysis/ subject different terminology/ writing forms/ exposing independent students to skills such as different types researching of genres. and use of ICT/ making links between fiction and non-fiction.
oetry, song p writing (producing/ performing). he texts T studied address a range of issues such as jealousy, revenge, true love, grief and loss, parting, lust and realism. The scheme also looks to explore how male and female perspectives on love are portrayed. kills: To learn S how to make inferences and deductions/sel ect quotations/ understand writers’ viewpoints. Developing 16th century context: patriarchy/arch
isms and a preparing them for texts later. Identifying/appl ying specific subject terminology/ exposing students to different poetic forms. Geography
artography: C How can maps be used to solve geographical problems?
hysical P Geography of the UK
egions and R relief of the UK. Global locations. Climate of Types of maps. Britain. escribing D Weather in routes. Britain. Explaining Impact of population weather on density. people. Fieldwork
andscapes L of Britain: Rivers eological G Timescales. Types of Rock Geomorpholo gical processes. River basin & long profile. River landforms
eography of G Gloucestershire ey locations. K OS map skills: directions, distances, grid references, symbols, contour lines.
conomic E Activities in Britain
lobal G Economic Activities
ypes of T economic activities. Farming and soils. Location of Industry. Growth of the Tertiary Sector. Employment differences in Britain
ow do places H vary (AC, LIDC, EDC). Variations in economic activities. Causes and impacts of globalisation in Britain, Bangladesh & China.
escribe and explain variations in D population density. nderstand how and why climate varies U in Britain at a national and local scale including the impact of air pressure on weather. nderstand how geomorphological U processes and geology can create a range of landscapes in the UK with a particular focus on river landforms. nderstand the factors affecting the U location of the four types of economic activities. nderstand economic growth in Asia. U Know how countries vary in terms of development. nderstand how countries are U interconnected and the consequences of economic connections.
Know major locations on the globe. now the physical features of the UK K including relief and weather patterns. now the key characteristics of Asia. K Complete a guided fieldwork investigation within the school grounds. se map skills to identify human and U physical features in the local area. escribe, analyse and/or present D geographical data using simple techniques. Identify reasons and begin to explain geographical features. pply geographical knowledge to begin A to make balanced judgements.
History
opics: T Consolidation of skills and the ‘Ancient World’ nquiry E question: How civilised was the Ancient World?
opics: Power T in Medieval Britain nquiry E question: How important were the two pillars of control in Medieval Britain?
ontent: C What is History, Using sources & C ontent: Battle interpretations to of Hastings
opics: Life in T the Medieval (emphasis on the vulnerable) nquiry E question: What was life like in the Middle Ages? ontent: C Daily life, key
opics: T Medieval Middle East & African Kingdoms nquiry E question: How different were societies throughout the world in the Middle Ages? Content: Middle
opics: T Thematic study on political power
Topics: Castles B asic understanding how aspects of Medieval societies functioned. Enquiry question: How Explain the nature and power of revolutionary medieval monarchy and the impact of Enquiry are medieval key events/developments/changes. Question: How castles? has power Assessing one level of significance for shifted from Content: Key historical people/events. monarchs to the features of people? castles, life in Able to write a PEE (point, evidence, castles, explanation) paragraph using basic Content: attacking & terminology & literacy. Medieval kings, defending
ake a m judgement, key features of Roman society ssessment: A Celtic sources task kills: Base-line S skills covered particularly sources/interpret ation ultural Capital C includes: Roman Britain, government & society, interpretative nature of history
ase study, c Conflict between church & state, Thomas Becket, History of warfare/medici ne project
features of medieval society, Black Death impacts ssessment: A Mid year exam
astern culture E /architecture /medicine, organisation & culture of African Kingdoms
ssessments: A How are the Assessment: Skills: Middle East & Battle of Consequence West Africa Hastings / impacts s similar in the causation Middle Ages? essay Cultural (TBC) Capital Skills: includes: Skills: Causation & Fragile nature Similarities & independent of human Comparisons research existence within Cultural Capital: Cultural Capital medieval Islamic culture, includes: society, Tolerance v Nature of Medieval Intolerance, orman N anti-Semitism Justification of Conquest, & patriarchy, Holy War, Temporal vs pandemics advances in spiritual power, medicine, West importance of African religion in civilisation medieval pre-European society intervention
agna Carta, M Civil War, 19th Century reform, Votes for women ssessments: A “Power has always been in the hands of the higher classes.” How far do you agree? as Britain H always had a global identity? kills: Thematic S nature of change over time ultural Capital: C Importance of Magna Carta & constitution, struggle between parliament & monarchy, evaluating effectiveness of protest tactics, British democracy today
c astles, Local study on Goodrich Castle ssessments: A Summer exams kills: S Significance ultural C Capital: Castles in the South West, Symbolic nature of castles, Medieval architecture
Infer and make basic judgements about key medieval events by studying both primary and secondary sources of evidence.
Maths
Number
Proportion
Shape
equences and S Graphs
inding the F Unknown
umbers & N Calculation Fractions Factors, Multiples & primes Decimals & Estimation
robability P Venn Diagrams Ratio, Decimal & % Percentage increase & Decrease Ratio and Proportion
ngles and A Parallel Lines Congruent Construction & Loci Area & Perimeter Circles Cuboids
implifying S expressions Singles Brackets Factorising Sequences Coordinates Plotting graphs
olving S Equations & Inequalities Pythagoras Problem Solving Investigation
aseline B Assessment
roblem P Solving Investigation Value for Money on-Calculator N Assessment
alculator C Assessment
nd of Year E Non- Calculator Assessment Calculator Assessment
tatistics & S Transformation s verages A Statistical diagrams Transformation s ote these N topics will be assessed in year 8
● U se positive integer powers and associated real roots ● Apply the four operations with decimal numbers ● Write a quantity as a fraction or percentage of another ● Use multiplicative reasoning to interpret percentage ● change ● Add, subtract, multiply and divide with fractions and ● mixed numbers ● Check calculations using approximation, estimation or ● inverse operations ● Know the set notation for union and intersect and fill in ● a basic Venn diagram ● Simplify and manipulate expressions by collecting like ● terms ● Simplify and manipulate expressions by multiplying a ● single term over a bracket ● Substitute numbers into formulae ● Solve linear equations with unknowns on both sides ● Find and use the nth term for a linear sequence ● Understand and use lines parallel to the axes, y = x and y ● = -x and plot and interpret graphs of linear functions ● Calculate surface area of cubes and cuboids ● Use ruler and compass methods to construct the
● p erpendicular bisector of a line segment and to bisect an ● angle ● Understand and use geometric notation for labelling ● angles, lengths, equal lengths and parallel lines ● Apply Pythagoras’ theorem in two dimensions ● Apply the formulae for circumference and area of a ● circle ● Calculate theoretical probabilities for single events ● Calculate averages from a list of data ● Draw a scatter graph and describe correlation ● Rotate, reflect, enlarge and translate a shape
FL M French
kills: Places in S a town and preferences with reasons. rammar: G Opinions, intensifiers, negatives. ssessment: A End of taster quiz
kills: S Introducing yourself, numbers and dates, describing your family and pets, colours. rammar: G Adjective agreement, avoir and être. ssessment: A Reading and
kills: Talking S about school and subjects and activities. Giving opinions and comparisons. Telling the time. rammar: G Preference verbs (aimer, préférer, detester,
kills: S Describing where you live and your town. Talking about your house in more detail. Giving and following directions.
kills: S Describing what you like to do in your free time (sport, music, TV)
rammar: G Using faire in full paradigm Grammar: il y a and regular -ir & & il n’y a pas -re verbs. 1st de, using aller + person infinitive à la/au, structures, prepositions of adverbs of
kills: Talking S about summer plans. Completing a video interview project. Designing a consolidation boardgame. rammar: G Consolidation of Year 7 Grammar. Assessment:
y the end of year 7, students will be B able to… …express their opinions and justify them on the topics of family, sport, free time and where they live. …understand the gender of nouns and adjective agreement rules. …understand what an infinitive is and conjugate verbs in the present and near future tenses.
translation assessment. Vocab Test x 2
dorer), a comparative adjectives, common -er verbs in full paradigm ssessment: A Mid-year exam (to be done at start of term 3).
German
asters: Sport T What is a cognate? kills: S Introducing yourself, sports and opinions, German sportspeople. rammar: G Opinions and reasons, verb pullers, intensifiers. ssessment: A Google Forms Quiz
amily F What is the difference between the nominative and accusative cases?
chool S What is the main word order rule in a German sentence?
kills: School S Skills: Numbers subjects, and dates, opinions with family reasons, members, pets, telling the physical time, days of description the week, including hair school and eyes. facilities, German Grammar: school Haben and system. sein, plural adjective Grammar: endings, Verb kickers, introduction to introduction the accusative to case. prepositions
location, use of the imperative. J’habite à/en. ssessment: A Listening and Writing. Vocab Test x 2
ree time F What is an infinitive and how can you tell? kills: Sports S and free time activities, preferences, adverbs of frequency. rammar: G Regular present tense verbs, gern/lieber/am liebsten, verb is the second idea. ssessment: A End of Unit Assessment (Listening and
frequency. Times of day.
peaking S assessment.
ssessment: A End of Year 7 Exam
here I live W How do you form the present tense? kills: Types of S house and locations, rooms and furniture, places in a town, town descriptions, future living plans. rammar: G Adjective endings in the accusative case, ein vs kein, prepositions with the dative case, future tense with
ummer S Project How do you form the future tense? ecapping all R year 7 skills and grammar and create video interview. ssessment: A Video interview
y the end of year 7, students will be B able to……express their opinions and justify them on the topics of family, sport, free time and where they live. …understand the difference between the nominative and accusative cases and apply that to their writing and translation. …understand what an infinitive is and conjugate verbs in the present and future tenses. …understand the key word order rules in German, including verb pullers and verb kickers.
ssessment: A End of Unit Assessment (Listening and Speaking)
Spanish
asters (food) T What is a cognate? kills: S Introducing yourself, foods, descriptions and opinions of food, Spanish cuisine. rammar: G Definite article, adjectival agreement, opinions, connectives ssessment: A Google Forms Quiz
chool S How and why do adjectives change? kills: S Introducing yourself, ages and birthdays, school subjects, opinions, adjectives, describing a Spanish school rammar: G Definite article, adjectival agreement, opinions + plurals, intensifiers, connectives, comparatives. Assessment:
ith dative w case.
Reading)
ssessment: A End of Year Exam (Reading, Listening, Writing and Translation)
ssessment: A Mid-year Exam (Reading, Writing and Translation) amily F How do I change opinions to make them plural? kills: Family S members, pets, describing appearance including hair and eyes, describing personality.
werden.
ree Time F What is an infinitive and how can you tell? kills: Sports, S free time activities, adverbs of frequency, opinions on activities.
rammar: G present tense verbs, both Grammar: ser regular and + tener in stem-changing, present near future tense, further tense. adjective agreement Assessment: and word End of Unit order. Assessment (Listening and Assessment: Reading)
here I live W How do you form the present tense? kills: Types of S house, house description, rooms, furniture, places in a town, where you would like to live
ummer S Project How do you form the near future tense? kills: S Recapping all year 7 skills and create video interview.
rammar: ser G ssessment: A vs estar, hay Video with indefinite interview article, prepositions, me gustaría + infinitive. ssessment: A End of Year Exam (Reading, Listening, Writing and
y the end of year 7, students will be B able to… …express their opinions and justify them on the topics of family, sport, free time and where they live. …understand the use of genders and adjectival agreement rules. …understand what an infinitive is and conjugate verbs in the present and near future tenses.
Music
hythm & R Pulse Skills: 1.1 How to keep time 1.2 Rhythmic notation 1.3 Awareness of tempi 1.4 Simple and complex rhythms 1.5 How to play in an ensemble 1.6 Recognising basic rhythms (Aural) 1.7 Listening and appraising opics: T 1.1 Samba 1.2 African drumming 1.3 Chair drumming 1.4 Rhythm grid reakdown of B 10-week term ractical (5 P weeks)
nd of Unit E Assessment (Listening and Speaking)
id-year M Exam (Reading, Writing and Translation)
hythm & R Pulse (for 2 weeks) followed by Melody
elody ( for M 3 weeks) followed by Harmony
armony(for 3 H weeks) followed by Texture
kills: S Continuing to develop and refine skills learnt in Term 1
kills: S Continuing to develop and refine skills learnt in Term 2
kills: S Continuing to develop and refine skills learnt in Term 3
After 2 weeks:
fter 3 A weeks:
After 3 weeks:
kills: S 1.1 Pitch awareness 1.2 Improvisation 1.3 Aural dictation (intervals) 1.4 How to understand graphic scores 1.5 How to create a melody 1.6 Improvement of
Translation)
Texture kills: S 1.1
kills: S Understanding 1.1 Recognise and playing and write about major and different minor chords instruments of 1.2 Mastering the orchestra a range of 1.2 Understand instruments the textural (Keyboard/ norms of other ukulele/guitar/ cultures drum kit) 1.3 Recognise 1.3 the various Understanding textures that are how to used in compose
exture(for 3 T weeks) Followed by Preparation and revision for the Y7 End of Year Exam kills: S Continuing to develop and refine skills learnt in Term 4 nd of term 5 E assessment OS/theory F tests exture skills T tests nd of Year E Exam omposition on c Musescore (Week 8)
Skills review
Endpoints:
ollowing the F results of Term 5 assessments/ End of Year exam:
Developed Rhythmic skills
kills: S Specific skills based Performance Composition Listening Theory tasks To ensure all skills are embedded and refined. nd of term 6 E assessment kills based S tests (as above)
Basic Notation skills Singing skills roup performances – Samba and G Djembe hythmic compositions – using R Musescore Music technology skills istening skills and understanding the L elements of music
bility to perform fluently on two or more A instruments, reading notation from the treble clef. Improved performance confidence bility to maintain own part within a class A ensemble Respond to a Graphic score
.1 Talking 1 drums performance 1.2 Polyrhythmic piece 1.3 Body percussion piece 1.4 Applying rhythmic skills using African Djembae drums and Samba drums to perform in ensembles. 1.5 Developing singing skills using the MMC advisory songs as well as other songs relevant to BV and the Crypt or seasonal celebration.
iano p technique
hord c progressions 1.4
rchestral o music 1.4
understanding
th chords 7 opics: T 1.1 Keyboard performance 1.2 Binary composition 1.3 Graphic scores reakdown of B 10-week term
opics: T 1.1 Just play – game of thrones 1.2 Twinkle twinkle little star composition 1.3 Early one morning (folk unit – MC) 1.4 Singing in harmony 1.5 Revisiting rhythm, melody, texture, structure, meter, pulse
opics: T 1.1 Sonority city 1.2 Folk music 1.3 Textural composition reakdown of B 9-week term
ractical (5 P Practical (5 weeks) weeks) 1.1 Folk music 1.1 Love me performance tender showcasing performance textural layers (AABA) and how to 1.2 Graphic build texture in score a piece of music 1.3 Performance of Developing a folk music instrumental Performance: Breakdown of piece as a class skills focusing African ensemble (eg on reading and 9-week term drumming – Wellerman perform own part applying song) Practical (5 within group task notation weeks) understanding based upon 1.1 Just play 1.2 (on the Perform r hythmic grid – game k eyboard/ukulel relevant (teacher of /guitar/drum e melodic or assessed) thrones kit) harmony notes on instruments
eveloped singing skills - reading from D notation. ecognising Melody and harmony parts R through deliberate listening ural dictation exercise completed with A confidence onfident understanding of how to C construct a triad chord ural ability to recognise major and A minor harmonies reative ability to utilise effective chord C progressions nderstanding the construction ad use U of 7th chords onfident performance of ‘Game of C Thrones’ within a Class ensemble onfident singing a melody and harmony C line ffective compositions using major and E minor chord notes ccurate recognition of instruments and A instrumental groups onfident understanding of the types of C instrumental ensembles ell informed understanding of various W textural types in compositions
omposition & C Aural (5 weeks) 1.1 Introduction to notation on a stave – using Focus on Sound in technology suite. .2 Composing 1 using notation- devising rhythm grids for Djembae or Samba ensembles.
.4 Developing 1 ensemble skills playing parts, understanding where Melody and harmony appear. .5 Developing 1 confident and critical performer
omposition C & Aural (5 weeks) 1.1 Binary composition Listening and 1.2 Focus on appraising sound – theory 1.3 Aural 1.1 Developing listening and dictation 1.4 Introduction appraising to Muse score skills by 1.5 Deliberate introducing listening the 1.6 ‘MADTSHIR Understanding T’ acronym the notes of as a Treble clef framework through for critical practise of analysis of Focus on music – Sound addressing (listening and all of the key theory) and application on
.2 1 addressing more complex chords, minor chords and 7th chords. Confident understanding
f how to o construct a triad chord inging S harmonies – recognising chord notes – 3rd apart. Confident singing a melody and harmony line 1.2 Singing from the MMC - omposition C & Aural (4 weeks) 1.1 Twinkle twinkle compositi on – major or minor
hich are w appropriate to the genre. 1.3 istinguish the D difference between families of instruments (String/Wind/Br ass/Percussion) omposition & C Aural (4 weeks) .1 Determine 1 whether a piece is Monophonic, Homophonic, Polyphonic or Heterophonic following explanation .2 Compose in 1 either a Homophonic or Polyphonic style (On Musescore) .3 Analyse 1 texture in varying styles of music - eg.
successful composition using a A defined texture Performance of a folk music piece
lements of e music. 1.2 Peer assessment of composition and performance s – describing and analysing peer performance s and composition s using specific musical terminology.
usescore M software. alk 4 T learning/Oracy :questioning/ peer assessing/ discussion etacognition M planning/ rganising o performances ollaboration: C Teamwork
eedback: F verbal/whole class/peer assessment/ski T alk 4 lls trackers learning/
iteracy: L alk 4 T musical learning/Oracy: questioning/peer keywords assessing/ discussion etacognition: M planning/ rganising o performances
ersion v with the chords chosen by students 1.2 recognisi ng major, minor and 7th chords. 1.3 looking at intervals and what combinati ons can be used for effect.
nd of term 2 E assessment:
racy: O questioning/ eer p assessing/ discussion
etacognition M Performing own :planning/
art in a class p performance (Love me
rchestral, O Folk, Words music through deliberate listening. alk 4 T learning/Oracy :questioning/ peer assessing/ discussion etacognition: M planning/organi sing performances ollaboration: C Teamwork eedback: F verbal/whole class/peer assessment/ skills trackers iteracy: L musical keywords usic M technology skills
ollaboration: C Teamwork
ender AABA T piece)
rganising o nd of term 4 E performances assessment
eedback: F verbal/whole class/peer assessment/
(Week 10)
Collaboration:
skills trackers iteracy: L musical keywords
omposing a C Binary melodic line on Musescore with given choice of harmony chords (week 10)
usic M technology skills nd of term 1 E assessment: erformance: P African drumming – erform own part p within group task ased upon b rhythmic grid (teacher assessed) (Week 10) otation test N (Focus on sound/theory
nswering a A deliberate listening question with specific focus on melody (Week 5)
Teamwork eedback: F whole class/peer assessment/
nsemble (eg e Wellerman song)
skills trackers (Week 8) iteracy: L musical keywords usic M technology skills nd of term 3 E assessment:
istening - L deliberate listening to Focus on Major and Minor sound Lessons/Tests - compositions, recognising Note values,
reble and T bass clef notation, time signatures,
erformance of P a folk music piece as a class
hords and 7 c the chords (Week 5) ocus on F Sound -
istening L exercises - Fanfares: Fanfare of the ommon Man C and Olympic fanfare (week 5)
oung Persons Y Guide to the Orchestra - listening test (week 8)
omposing - C Polyphonic or Homophonic
orksheets from w Musical contexts) (Week 5) omposing: C Rhythmic composition using usescore 3 or M Garageband using a r hythm grid (devised in performance lass) to c compose for Samba kit. (Peer ssessed) Week a 10 istening: L deliberate listening test focusing on rhythm and pulse primarily (Week 5)
ural dictation A test (week 5)
essons & L tests on
ECEMBER: D WRITTEN
armony, h chords, 7th chords (Week 5)
ID YEAR M TEST ~(THEORY/ LISTENING)
omposition C variation in Major and Minor eyboard k (Twinkle Twinkle) (week 10) roup G performance of ‘Game of Thrones (week 10)
omposition on c Musescore (Week 8)
D - 3 P lessons per fortnight
rganisation. O New school anxieties; peer pressure; dealing with change in friendships. Emotional management - mediation; Self Soothing; Empathy
uberty. P Healthy relationships, impact of negative experiences, consent, sexual orientation, transgender. Same sex relationships, marriage & civil partnerships.
areers - C Introduction to Unifrog - What are your Skills? What are your interests? Bullying. Dangers of the digital world, information generation, collecting, sharing and usage.
PR, Alcohol, C smoking, drugs - peer pressure, E cigarettes, 2nd hand smoke, cessation services. Dependence/ad diction/prescripti on drugs.
areers - C UniFrog. Community, Equality Act 2010.
areers - C UniFrog. Well being
tudents will have started to explore S ways to settle in a new secondary school; to talk about their emotions and understand that these may be connected to others. They will have a developing understanding of how to recognise the early signs of mental wellbeing concerns and the need to evaluate when something impacts on themselves/others. They will have explored the key facts about puberty, the changing adolescent body - in males and in females; menstrual wellbeing and about personal hygiene. They will have discussed why young people may use drugs/alcohol/cigarettes; how to avoid these pressures and understand the potential impact of substance misuse. Information will have been shared on there being different types of committed, stable relationships. That living together, marriage and civil partnerships are ways that people freely and without coercion, demonstrate their commitment to each other. Facts on stereotypes will be shared, in particular stereotypes based on sex, gender, race, religion,sexual orientation or disability, can cause damage and encourage prejudice. Tolerance and respect will have been explored with the understanding that in school and in wider society they can expect to be treated with respect by others, including people in positions of authority and due tolerance of other people’s beliefs, the different ways in which a citizen can contribute to the improvement of their community. They
ill have had an introduction exploring a w range of occupations and to set aspirations. They will have knowledge shared on how to administer CPR. Students to be more comfortable when talking about their feelings. To appreciate the physical and mental effects of a healthy lifestyle, eating habits, sleep patterns, meditation and self soothing. Students possess an understanding of how kindness among young people directly reduces bullying and disruptive behaviour and helps to increase social and emotional wellbeing. Students to be more comfortable when talking about their feelings, To appreciate the physical and mental effects of a healthy lifestyle, eating habits, sleep patterns, meditation and self- soothing. Students possess and understanding of how kindness among young people directly reduces bullying and disruptive behaviour and helps to increase social and emotional wellbeing.
RS
Monotheism
Hinduism
Buddhism
Humanism
he central T ideas of the Abrahamic and Sikh conceptions of God.
he oldest and T mopst populous polytheistic conception of God, and how it has affected the lives of Hindus.
non-theistic A religion, and the difference this brings.
worldview A that rejects theism, and the struggle to replace the values that it provides.
1,2,4,5 mark qs
Evaluation
Inspirational people Individuals who have led the advancement of human thought.
Spirited arts ow art can H express ultimate ideas in a way that language never could.
Evaluation Evaluation
Knowledge
tudents will have a grounding in the S variety of perspectives on religion, and be able to apply this to simpler GCSE style questions.
EEL P paragraphs
Science 1. Working
cientifically S 2. Particle [Key : Black; all 3 Theory – solids, liquids science trands or & ; s gases skills, Green; Key Skills: biology, Practical and Red; Chemistry, Investigative Purple;phy Skills (working safely, using sics. equipment, *Teaching collecting data, analysing data, order and assessme evaluating) Key words, nts may modelling change theories, during evaluating year] models MP1: Introductory Test MP2: Particle Theory test
. Energy 3 4. Cells, Tissues Organs and Organ Systems
. Waves 5 6. Mixtures & ; Separating techniques
. Atoms, 7 Elements, compounds & ; the periodic table
ey Skills: K Calculating, planning, analysing data, literacy, comparing, evaluating, ethics of energy resources, biological drawings
ey Skills: K Calculating, practical skills, evaluating techniques, analysing data, applying knowledge, key words,
ey Skills: K Planning, analysing data, literacy, evaluating, key words, analysing patterns, interpreting data, understanding the development of scientific thinking
P3: Energy M Test MP4: Cell, Tissues, Organs and Organ Systems Test
P5: Mid M year exam
P6: M Atoms, elements, compounds & ; PT test MP7: Waves or Separating Mixtures Test
. The Digestive 1 8 0. System Reproduction 9. Forces and Motion Key Skills: Interpreting Key Skills: and analysing Calculating, data, applying, dissection, describing, practical skills, explaining, comparing comparing, biological literacy structures and functions MP8: Digestive System Test MP10: End-of- MP9: Forces Year Exam and Motion Test
Use a range of laboratory apparatus ● safely, evaluating risk and suggesting control measures ● Plan an appropriate method to investigate a question ● Evaluate the accuracy, precision, repeatability and reproducibility of data and identify sources of error ● Present observations and data using appropriate tables and graphs and interpret data, including identifying patterns and drawing conclusions ● Use simple equations to make calculations ● Understand that energy is a quantity that can be calculated; describe the energy changes that take place for a variety of situations. ● Understand the effects of balanced and unbalanced forces on the motion of objects and draw and interpret force diagrams ● Understand the properties of light and sound waves and explain wave phenomena like reflection and refraction ● Identify solids, liquids and gases based on their properties. ● Understand that everything is made up of small particles, which are known as atoms.
Understand that these particles/atoms ● can remain separate as elements, join as elements or compounds. ● Use simple separation techniques to identify if a substance is an element, mixture or compound. ● Use of light microscope to identify and complete biological drawings of cells ● Understand structure and function of different cell types and exchange between the cell and its environment. ● Understand the importance of a healthy diet, testing techniques for different molecules and the structure and function of the digestive system. ● Understand processes occurring in reproduction in plants and animals, including germination, puberty and the menstrual cycle.
DT Rotation Project
Assessments
End Points
Reusable Chocolate mould
ssessment taken throughout rotation based on A communication techniques, investigation, development and manufacture as per the school policy.
The students will be able to: ● Use communication techniques to present a range of 2D and 3D drawing ● Critically reviewed own and work of others ● Use basic functions on 2D design ● Understand use of CAD and CAM ● Understand vacuum forming as a manufacturing process ● Understand the process of making paper ● Assemble a 2D net into a 3D package
ood Technology -1 lesson per week F Objectves
Practical Dishes
End Points
In approx. 12 hours students will focus on: Pre-prep system practise; Washing up system practise. The importance of Food Safety & HACCP risk assessment. The consequences of poor hygiene practices & vulnerable groups. Sources & prevention of food poisoning. The focus is on Carbohydrate - the value of Consistent Carbohydrate (CHO) in the diet. The role & value of starch & dietary fibre in the diet. The importance of breakfast & how cereals make breakfast cereal products. Different cereal crops & products made from them. Primary & secondary processing of wheat-flour-bread. Understanding the principles of bread-making &
reativity and aesthetic when designing, making C and presenting food items such as: A bread roll Petticoat Tails (shortbread) Scones Scone-based Pizza Flapjack Extensions: Fruit Muffins Or Apple Crumble
tudents have had an introduction to: S An understanding of the importance of the gathering and of the preliminary preparation of the ingredients and equipment to be used in cooking & of the clearing up at the end of practical food work. This includes basic food hygiene principles & a basic understanding of label analysis. An understanding of how to operate equipment safely (such as an electric oven) and how to keep themselves and others safe when working in a kitchen. An understanding of the Eatwell Guide with a
or the project the students with develop graphic F design skills to produce a reusable chocolate mould while studying Pixar as source of inspiration. They will discover how paper is made A ssessments taken during assessment windows and affects materials have on the environment. as per the school schedule. While using a range of different processes they will produce a high-quality product that links to the area from Pixar that they have investigated.
r ole of key ingredients to include wheat flours/raising agents. Practising weighing/measuring skills. The rubbing-in technique & the addition of liquid to make a dough. Practising the use of sharp knives & garnishing tools. Lining a sandwich tin with foil with uniform consistency in tin. Using the oven safely & the accurate use of control dials.
focus on starchy carbohydrates. Students will have worked through different practical tasks and theory tasks. Together this is designed to have introduced a balance of practical skills, knowledge, understanding and engagement.