Year 7

Further information can be requested from the relevant Faculties.

SUBJECT: CONTENT:
ENGLISH

Term 1: ‘Frankenstein’ (play script version)

Term 2: ‘A Christmas Carol’ by Charles Dickens

Term 3: Poetry: Diverse Cultures and ‘Boy in the Tower’ by Polly Ho-Yen

Term 4: ‘Hamlet’ or ‘A Midsummer Night’s Dream’ by William Shakespeare

Term 5 & 6: World Literature: myths and legends by various writers and ‘Chinese Cinderella’ by Adeline Yen Mah

  • Understand the literary forms of drama, poetry, prose
  • Understand and analyse the impact of writers’ methods on the presentation of themes and characters in a variety of texts
  • Develop contextual awareness
  • Narrative writing: plan, structure and write a diary entry from a literary character’s perspective, accurately using a range of sentences, punctuation, language and literary techniques
  • Descriptive writing: plan, structure and write a descriptive piece in response to a visual image, accurately using a range of sentences, punctuation, language and literary techniques
  • Persuasive writing: plan and structure the presentation of a point of view, using the devices of persuasive writing effectively and employing a range of sentences, punctuation and vocabulary successfully
  • Know, understand and follow rules of grammar, punctuation and spelling, helped by fortnightly SPAG lessons
  • Use a range of speaking and listening skills to argue a point of view and take a role
  • Know, understand and follow rules of grammar, punctuation and spelling, helped by fortnightly SPAG lessons
MATHS
  • Properties of Number
  • Angles
  • Negative numbers
  • Rounding
  • Triangles (Perimeter and Area and Pythagoras Theorem)
  • Manipulating Algebraic Expressions
  • Fractions
  • Decimals
  • Order of Maths operations
  • Ratio and direct proportion
  • Percentages
  • Solving equations
  • Sequences and patterns
  • Collecting and Displaying Data
  • 2D and 3D Shapes
  • Constructions
  • Loci and basics bearings
  • Numbers in a standard form
  • Probability
  • Graphs
  • Coordinates: Midpoins, length of the line
  • Transformations of shapes

SCIENCE

Transition unit

  • Cells, tissues, organs and microscopes
  • Particles/ changes of state
  • Energy transfers
  • Diet & digestion
  • Atoms, elements & compounds
  • Electricity
  • Reproduction
  • Chemical reactions
  • Forces & motion
  • Space
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
  • Geography of fashion: investigating where our clothes come from, the impacts that this has all over the world including research into sweatshops
  • 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
  • Russia: investigating a contrasting country - the population, culture, geographical landscape and more
  • Regional Weather: investigating the measurements and impacts of weather
HISTORY

 Introduction to History and Skills

  • Neolithic Revolution
  • Battle of Hastings
  • Norman Conquest and Control
  • Medieval Life
  • The Black Death and Peasants Revolt
  • Islamic Empire and the Crusades
  • Tudor England and the Religious Reformation
  •  Stuart England and the English Civil War
  • Discovery of the New World
  • French Revolution and the aftermath
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?
  • Why was the tomb empty?

Hinduism:

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

Unit 1 - Some basics: key French sounds, numbers, greetings, self introduction, likes and dislikes, saying what I do, describing a classroom.

Unit 2 - School life: telling the time, opinions on school subjects, describing uniform, describing a typical school day, learning about a typical school day and describing a really cool school.

Unit 3 - Free time: weather and seasons, sports and activities, what I like doing, asking questions.

Unit 4 - My family life: pets, family members, where I live, what I eat for breakfast, learning about Bastille Day in France, higher numbers.

Unit 5 - Around town: places in town, ordering drinks and snacks in a cafe, understanding prices, where I go at the weekend, inviting someone out, saying what I am going to do.

Skills covered:

  • Phonics
  • Grammar
  • 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
  • Other leisure activities

Skills covered:

  • Phonics
  • 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
  • Grammar and syntax
COMPUTER SCIENCE

In Year 7 computer science, we follow the NCCE (National Centre for Computing Excellence) programme of study. This provides us with opportunities to teach a wide range of fundamental computing concepts, including how the computer works, to coding to make the computer do what we want.

Topics include:

  • Topic 1: Collaborating online, in which we learn about rafe and responsible use of technology to enable us to work together collaboratively on projects
  • Topic 2: Networks, in which we look at how communication has changed over the course of time, and how computers communicate over networks.
  • Topic 3: Using Media, in which the students will improve their digital literacy skills by creating a ‘blog’ post about a real world cause that they would like to gain support for.
  • Topic 4: Programming in Scratch, part 1, in which the students will learn about the fundamental building blocks of programming, using a graphical, block based programming environment.
  • Topic 5: Scratch Programming, part 2, in which students develop their understanding of coding in order to create programs that make use of subroutines and lists.
  • Topic 6: Modelling data with spreadsheets in which we learn about how to use spreadsheets and formulas to manipulate data and model real world scenarios
DESIGN & TECHNOLOGY (Food Technology)
  • Recall and apply the principles of The Eatwell Guide and the 8 tips for healthy eating, to their own dietary choices.
  • Function of nutrients in the diet. Follow recipes using appropriate ingredients
  • Use Hob, grill, oven and blender and other equipment to safely prepare and cook a range of dishes.
  • Develop understanding of heat transfer, reasons we cook food and understanding cooking times.
  • Recall and apply the principles of food safety and hygiene. Identify the conditions that food poisoning pathogens develop and the symptoms
  • Be given regular opportunities to demonstrate and apply their knowledge and understanding of food science principles though learning about browning of foods and to consolidate their literacy skills by writing and following instructions and numeracy skills through weighing, measuring and timing their recipes
  • Learnimg about sources of fruits and vegetables and locally produced, seasonal foods
DESIGN & TECHNOLOGY (Graphics & Resistant Materials)
  • Use hand tools and machines including pillar drill, band facer, and polishing machine
  • Select and use tools safely in the workshops.
  • Learn materials and their properties including Acrylic, MDF and Jelutong.
  • Processes including cross and draw filing, wet and dry, polishing, marking out and mitre joints.
  • Learn the 4’Rs and sustainability issues
  • Research designers and use designer’s work to provide inspiration for their own designs
  • Learn key terminology in the paper making process
  • Be able to identify plastic, learn about the difference between thermoplastics and thermosetting plastic, able to separate them using SPI codes and recognise recycling symbols.
  • Analyse existing logos using typography and colour theory and be able to apply knowledge to their own designs.
  • Learn how to write an accurate product specification including all relevant key features.
  • Understand and identify key mechanical and physical properties of materials and why we select them.
  • Learn how the vacuum forming machine works to be able to safely create blister packaging.
  • Develop modelling skills using Polymorph.
  • Use 2D design to create their blister packaging design.
  • Learn about the advantages and disadvantages of CAD/CAM
  • Learn about the types of motions, levers and simple mechanisms that change the type of motion or give a mechanical advantage.
ART

The Art & Design course is split into 2 courses: Fine Art and Textiles

Art: Landscape

  • Students will build on skills and learn specific drawing and painting techniques
  • Students will study composition and colour theory
  • Through drawing and painting, students will explore colour to capture the landscape in an imaginative way
  • Key artists are used to inform the practical experimentation and teach students about the Modernist art movement

Textiles: “Great Britain”

  • Introduction to a range of techniques to build a solid foundation of skills
  • Students will gather a range of images to explore their theme, responding to the work of contemporary artists
  • Students will build upon their knowledge of composition, design and colour
  • They will learn practical printmaking and hand stitching techniques
  • Through design work they will learn to develop ideas to design a personal final outcome using stitching and applique

 

MUSIC
  • Elements of Music
  • Instruments of the Orchestra
  • KABOOM project (Rhythm skills)
  • Programme Music (Music that tells a story)
  • The Beatles
  • World Music (Gamelan)
  • Sea Shanties

Students develop skills in:

  1. Performing (Piano, Vocals, Percussion)
  2. Composing (writing your own pieces)
  3. Appraising (analysing music using the elements)
DRAMA (taught on a termly rotation with Dance)

Students in Year 7 explore a wide range of dramatic techniques including:  Role- Play, Still image, Narration, Thought Tracking, Marking the Moment, Split Stage and Chorus.

Throughout Year 7 students will work individually and in small groups developing their performance skills and understanding of theatre and drama. 

Units covered include:

Unit 1.Matilda.

Unit 2. Greek Theatre

Unit 3. Macbeth.

At the end of each Unit, students take part in an assessment.  They are assessed on their creating, performing and written evaluation skills

DANCE (taught on a termly rotation with Drama)

Unit 1 – Parkour

  • Understand key aspects of Dance including actions, space, dynamics and relationships alongside how to show a theme.
  • Enhance understanding of creating duets and solos alongside ways to travel across the space.
  • Understand how to structure Dance using transitions alongside lifting and balancing safely.
  • Work effectively in a team.
  • Understand how centre of gravity informs counter-balance and counter-tension.

 

Unit 2 – Bollywood

  • Understand key characteristics of a contrasting Dance style.
  • Historical context alongside modern changes and development.
  • Understand key choreographic devices used within the style.
  • Wider cultural understanding of the world in which we live.
  • Understand motif and motif development.

Unit 3 – Contemporary

  • Understand how Dance and Science can link.
  • Understand the term ‘stimuli’ and how they can be used to inspire and initiate the creation of movement.
  • Develop skills to successfully show a stimulus, including complex motif development strategies

 

PE
  • Swimming
  • Gymnastics
  • Netball
  • Football
  • Cross-Country
  • Athletics
  • 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.