Year 7

Further information can be requested from the relevant Faculties.

SUBJECT: CONTENT:
ENGLISH

Unit 1 – Drama

  • Develop an awareness of the dramatic form and how it differs from prose.
  • Develop an awareness of the extent to which society shapes the individual.
  • Explain themes and moral issues / choices faced by characters.
  • Integrate quotations to support points.
  • Enhance understanding through performance, developing oral skills and ability to work as part of a group.
  • Write creatively employing dramatic conventions.
  • Development of essay-writing skills.

Unit 2 – Pre-1914 Prose

  • Develop an awareness of text and context
  • Develop explanation of themes and moral issues
  • Develop critical comprehension skills, integrating quotations
  • Explore author’s technique including characterisation, themes and atmosphere
  • Understand and explain related non-fiction texts

Unit 3 – Poetry

  • Develop knowledge and understanding of a range of poetic forms.
  • Explain and begin to analyse language and technique in poetry. 
  • Develop ability to craft poetry using a variety of poetic techniques.

Unit 4 – Shakespeare

  • Develop knowledge and understanding of Shakespearean theatre.
  • Understand plot, sub-plot, aspects of language, characterisation and dramatic techniques.
  • Develop appreciation of technique and begin to write analytically about a scene.
  • Develop role-play and performance aspects of key scenes.

Unit 5 – Autobiography

  • Build on and further develop comprehension skills of non-fiction conventions.
  • Appreciate texts in context.
  • Extend explanation and analysis of author’s techniques.
  • Independent research project on related topic and non-fiction writing.

Unit 6 – Prose (Myths and Legends)

  • Develop knowledge and appreciation of a range of myths and legends.
  • Develop appreciation of plot structure, context and author’s craft.
  • Further develop analytical appreciation of characterisation.
  • Develop narrative craft, including planning, drafting and use of structure, language and style for effect.
MATHS
  • Properties of Number
  • 2D Shapes
  • Further Properties of Number
  • Manipulating Algebraic Expressions
  • Decimals
  • Angles
  • Fractions
  • Probability
  • Equations
  • Percentages
  • 3D Shapes
  • Collecting and Displaying Data
  • Conversions
  • Graphs
  • Constructions
SCIENCE
  • Introduction to safety
  • Combustion
  • Cells, tissues and organs
  • The particulate nature of matter
  • Energy
  • Diet, digestion, keeping healthy
  • Atoms, elements and compounds
  • Reproduction in animals
  • Chemical reactions
  • Electricity
  • Forces, speed and friction
  • Plants and photosynthesis
GEOGRAPHY
  • The Geography Programme: investigating the different types of Geography
  • Countryfile: Practice of a range of map skills including grid references, symbols, scale and relief
  • Home and Away: investigating site and settlement with a link to a fieldwork study outside of school
  • Waterloo Road: investigating the water cycle and how this links to flooding
  • Newsnight Special: investigating the causes, impacts and responses to flooding in a MEDC and LEDC
  • Extreme Living: investigating the impact of extreme living factors on the lives of people in different countries
  • Regional Weather: investigating the measurements and impacts of weather
HISTORY Causation & evidence
  • The Neolithic Revolution
  • Medieval outline & Hastings claimants
  • Battle of Hastings/Conquest and control
  • Castles
  • Life on the Manor
    Peasants’ Revolt
  • The medieval Christmas
    Church/Becket/Kingship
    Islam
  • End of the Middle Ages
    The Reformation
  • Tudor monarchs and religion
    Henry VIII and the Break with Rome
  • Henry and Religion
    Elizabeth I; challenges
    Elizabeth and Spain
  • Spanish Armada
    Hampton Court follow-up
  • The Stuarts: introduction, overview and the Gunpowder Plot
    Civil War - causes and War
  • Cromwell, the Glorious Revolution and the Jacobites; early America including Pocahontas
RELIGIOUS EDUCATION

Beyond Belief:

  • Introduction to studying RS.
  • Personal beliefs and differences between them

Sikhism Transition Unit:

  • Identity and the 5Ks.
  • Commitment and the Amrit Ceremony
  • Leadership and Guru Nanak
  • Respect and the Guru Granth Sahib
  • Equality and the Gurdwara

Christianity and Holy Week:

  • Who was Jesus?
  • Why did Judas betray Jesus?
  • What is sacrifice?
  • CSI Christianity – why was the tomb empty?

Hinduism:

  • One God or many?
  • The caste system
  • Ghandi
  • Caring for the environment
FRENCH

Unit 1: Greetings and descriptions
Unit 2: Family and pets
Unit 3: Daily Routine and School
Unit 4: Leisure
Unit 5: Town
Unit 6: House and Home

Skills covered:

  • Listening/Reading for gist
  • Listening/Reading for detail
  • Communicating in Speaking: Seeking and giving information
  • Communicating in Writing: from lists to longer paragraphs (approx.100 words)
  • Translation from and into French
SPANISH

Unit 1: Greetings and introducing myself
Unit 2: At school
Unit 3: Family, pets and descriptions
Unit 4: Home and family life
Unit 5: Free time activities
Unit 6: My town and my region

Skills covered:

  • Listening/Reading for gist
  • Listening/Reading for detail
  • Communicating in Speaking: Seeking and giving information
  • Communicating in Writing: from lists to longer paragraphs (approx.100 words)
  • Translation from and into Spanish
GERMAN

Topics covered are:

  • Classroom language: school items/requests/alphabet for spelling out words
  • Introducing yourself: name/age birthday/where you live
  • Family: members of the family and pets
  • Describing people: appearance and character
  • School: subjects / likes and dislikes with reasons/timetable/uniform
  • Telling the time
  • Food and drink (snacks)
  • Festivals (Christmas/Carnival/Easter)
  • Sport

Skills covered:

  • Listening/Reading for gist
  • Listening/Reading for detail
  • Communicating in Speaking: Seeking and giving information
  • Communicating in Writing: from lists to longer paragraphs (approx.100 words)
  • Translation from and into German
COMPUTER SCIENCE

Topic 1: E-Safety and Cyber Security
Topic 2: Game programming in  Scratch
Topic 3: Understanding how computers work and use of binary
Topic 4: First steps in a text based language – Using LOGO

To find out more about the tools we will use within these topics, information can be found from the sites below.

Topic 2:  https://scratch.mit.edu
Topic 4:  http://www.softronix.com

DESIGN & TECHNOLOGY (Food Technology)

In Year 7 students learn about food hygiene, how to cook use equipment to cook a range of products and to apply their knowledge of healthy eating.

Aims

  • Students will develop their knowledge and understanding of ingredients and healthy eating;
  • Students will develop food preparation and cooking techniques;
  • Name the main nutrients, sources and functions;
  • Students will be able to apply their knowledge to make informed choices;
  • Students will develop the creative, technical and practical expertise needed to perform everyday tasks confidently;
  • Students will build an apply a repertoire of knowledge, understanding and skills in order to design and make high quality products for a wide range of users;
  • Students will evaluate and test their ideas and products and the work of others.

Learning outcomes overview
Students will:

  • Recall and apply the principles of The Eatwell plate and the 8 tips for healthy eating, to their own diet;
  • Demonstrate a range of food preparation and cooking techniques;
  • Adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of dishes;
  • Recall and apply the principles of food safety and hygiene;
  • Demonstrate the knowledge, understanding and skills needed to engage in the process of designing and making;
  • Be given regular opportunities to consolidate their literacy and numeracy skills by using them purposefully in order to learn.
  • Track their progress using the My learning journey booklet (cooking, nutrition, ingredients and creativity).
DESIGN & TECHNOLOGY (Graphics & Resistant Materials)
  • Colour Theory - How to select a use a range of hand tools
  • Typography - How finish, mark out and shape Acrylic
  • Learn how card and paper are made - How to use research to inspire design ideas
  • How to write a product specification - How to evaluate your ideas and use opinions to develop designs
  • Nets and Developments - How to recognise and reduce the risks of hazards
  • Branding - How to operate machines safely Pillar drill, strip heater, polishing machine and band facer
ART

The Y7 Art and Design course is split into two courses: Textiles and Fine Art

  • Y7 Print Making
  • Introduction to a range of art based techniques to build a solid foundation of skills.
  • Students will develop ideas based on cultural and contemporary patterns.
  • They will learn practical print making and stitching techniques.
  • Through design work they will learn how to develop ideas/compositions to create a personal print that is embellished with hand stitching.
  • Y7 Landscapes
  • Students will build on observational skills and learn specific drawing and painting techniques.
  • Through drawing and painting students will study colour theory to learn how to capture the landscape in an imaginative way.
  • Key artists are used to inform the practical experimentation and teach students about the Modern Art Movement.
MUSIC

During Year 7 the students study the following topics:-

  • The Elements of Music
  • Rhythm and Pulse
  • Instruments of the Orchestra
  • The History of Music
  • Ladders (Scales)
  • Offbeat (Reggae)
  • Form & Structure.
DRAMA (taught on a termly rotation with Dance)

Unit 1 – Basic Skills and Baseline Assessment

  • To make students aware of the rules of the space and to learn the basic conventions of drama such as, still image, thought tracking, mime, spontaneous improvisation. Also to start to focus on performance skills; non-verbal communication e.g. facial expressions, body language, use of space, spatial relationships, levels.
  • To encourage students to consider the skills needed for successful group work.
  • To use a stimulus to create a piece of practical work which will form the baseline assessment.

Unit 2 – Evacuees

  • To build upon student’s historical knowledge learnt in primary school and to use a historical event as a stimulus for work focusing on the need for historical accuracy.
  • To use non-verbal communication, vocal skills, still image, role play, spontaneous improvisation and hot seating to help develop believable characters.
  • To understand the term empathy and understand the need for sensitivity when working with a historical stimulus.

Unit 3 – Greek Theatre, Myths and Legends

  • To gain a better understanding a myths and legends and their origins and purpose.
  • To use physical theatre to overcome problems with staging stories.
  • To use traditional Greek theatre conventions such as chorus and staging.
  • To take a text from the page to the stage through exploration and using directed conventions.
DANCE (taught on a termly rotation with Drama)

Unit 1: Basic Skills and Baseline Assessment
Objectives:

  • To understand and demonstrate knowledge of the 4 elements of Dance.
  • To develop the skills required to create, perform, lead and appreciate.
  • To understand the concept of motif and motif development.

Unit 2: Choreographic Skills: Parkour
Objectives:

  • To learn basic skills for contact work.
  • To start to understand and create Contemporary Dance.
  • To create movement based on a stimulus and improvise new movement.

Unit 3: Styles of Dance: Indian Dance
Objectives:

  • To develop knowledge of the history/origin of Bharatanatyam and Bollywood Dance.
  • To understand and be able to choreograph using features of Bharatanatyam.
  • To be able to perform in the style of Bollywood Dance.
PE
  • Assessment Unit
  • Swimming
  • Gymnastics
  • Netball
  • Basketball
  • Cross-Country
  • Health Related Fitness
  • Athletics
  • Rounders or Cricket
  • Tennis
PSHE
  • Approaches to Learning – types of learning, organisational skills and brain training activities.
  • Health and Hygiene – Factors of a healthy lifestyle and the importance of personal hygiene.
  • Work Related Learning – Importance of jobs and job satisfaction, different careers, importance of budgeting, work-life balance, equality in the work place and introduction to transferable skills.