Year 7 Curriculum Information

Overview

Year 7

Skills, Knowledge and Understanding

Learners are introduced to the formal elements of art, looking at colour, texture, line, tone, shape and pattern. They will experiment and use a range of medias such as paint and clay. Learners will look and analyse a range of artists work and Indian Culture, and this will inform their own work. Learners will be able to evaluate their own and others.

Ambition

Learners will be encouraged to continue to follow a creative subject and study at GCSE and A level. They will know the wide variety of careers that the subjects can take them. Learners will have the opportunity to join afterschool workshops, to become more independent and be able to make an informed choice of media to use in their work. This will lead to students being able to produce more sophisticated and personalised pieces of work. Learners will be encouraged to continue to follow a creative subject and study at GCSE and A level.

Term

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic 6

Topic title

Marvellous Monochrome (half term)

Colour (half term)

India (whole term)

India  (whole term)

Still life (whole term)

Still life (whole term)

Ambition

Learners will be investigating line, tone and form. This is the basis of all visual communication. This will support all types of visual communication from quick sketches to refined works of art. Learners will be able to communicate and talk about works of art and be able to evaluate their own and others work.

Learners will look at basic colour theory and address gaps in their KS2 knowledge. They will study colour theory, colour mixing and will learn how to respond to contemporary and historical sources/artists. Learners will be able to communicate and talk about works of art and be able to evaluate their own and others work.

Students will learn how to use cultural references to inspire their work. They will use researching skills and their own creativity to develop designs for a 3D clay diya (learning about the design process) and this will be based on Indian culture. During this project they will also develop skills using basic printing techniques and continue to build their skills in observational drawing. Learners will be able to communicate and talk about works of art and be able to evaluate their own and others work.

This project has a heavy focus on painting and drawing skills with plenty of practice to develop observational drawing ability. Learners will respond to the work of artists such as Morandi, Roy Lichtenstein and Todd Ford. Students will engage in hands-on activities on creating composition and use their knowledge to create a final piece of work demonstrating perspective. Learners will be confident in communicating and talking about works of art and be able to evaluate their own and others work.

Tier 3 vocabulary

Tone

primary colour

design

thumb pot

composition

blending

media

secondary colour

annotation

encising

rule of odds

ben-day dots

mark making

tertiary

sketch

poster paint

rule of thirds

flat colour

graphite

analogous

research

clay

layers

highlights

contrast

complementary

mehendi

tint

foreground

angle

formal elements

harmonious

intricate

shade

midground

cropping

expressive

abstract

henna

refine

background

ellipse

monochrome

warm/cool colours

rangoli

three dimensional

texture

collage

culture

still life

perspective

leading lines

mixed media

negative space

Success

Students should be able to recall key words (tier 3) and use them in the correct ways during conversation and writing. Students will build confidence drawing from observation and applying line, tone, and texture to their work. Students will be able to identify what the formal elements are and understand how to shade 3D shapes. Sketchbooks will be presented with care and be a showcase of progress in their creativity.

Students should be able to recall key words (tier 3) and use them in the correct ways during conversation and writing. Students will build confidence drawing from observation and applying line, tone, colour and texture to their work. Students will understand the basic principles of colour theory and be able to apply it to their work. Sketchbooks will be presented with care and be a showcase of progress in their creativity. Students will develop skills using a wider variety of different art materials this term – adding printing, painting and oil pastels to their skill base.

Students should be able to recall key words (tier 3) and use them in the correct ways during conversation and writing. Students will engage with artwork from a different culture and use it to inspire their designs while learning about the design process. They will learn about the significance of art in cultural celebration and religious holidays to build tolerance and in their developing British Values. Students will practice using a wider variety of art materials and processes including clay and printing techniques.

Students should be able to recall key words (tier 3) and use them in the correct ways during conversation and writing. Students will learn about perspective and composition and will have first-hand experience setting up a still life. They will continue to develop their observational drawing skills, learning how to apply tonal and blended colour pencils and tonal paint/painting techniques. Students will experiment with collage processes during this project.

Overview

Year 7

Skills, Knowledge and Understanding

Learners will understand the three assessment areas: making, performing and responding, they will understand that Drama teaches them the skills of communication, empathy and an awareness of the world around them. Each year group studies the key element at the same time: page to stage, devising drama, skills workshop and technical theatre.
Learners will be introduced to their first play; this will be studied in a practical manner with a focus on how it can be brought to life on stage through rehearsal and performance exploration. Learners will understand how a play is created and performed by using the drama 6s of vocal and physical skills and will be able to perform an extract of script demonstrating an understanding of characterisation. Students will be introduced to devising skills whilst exploring stories from different cultures and will create a performance by applying their knowledge of the skills they have learnt. To culminate their studies in year 7 learners will participate in a series of skills workshops learning about the use of masks in drama as well as an introduction to physical theatre as well as an introduction to technical theatre. Learners will learn different lantern types and how to create a lighting design. They will also learn the key terminology for set design and will be able to design a set for a play.

Ambition

Drama provides a link to any career in which there is a need for communication skills, teamwork and empathy. It not only provides training to be a performer, director or a technical theatre role such as set or lighting design, it also supports teaching, law, marketing.

Term

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic 6

Topic title

Harry Potter and the Cursed Child – Exploring Plays

Harry Potter and the Cursed Child Performing Plays

Dramatic Techniques and devising – Storytelling

Specialist skills – Mask work and introduction to physical theatre

Theatre Design – set and costume design

Ambition

You will explore the incredible play that is ‘Harry Potter and the Cursed Child’, during this scheme you will develop positive relationships with members of your class through working as a team towards a common goal, you will learn the 4Cs of Drama that make the Drama studio a safe space for you to explore and challenge yourself. You will also learn how a play is structured and the devices used to create meaning.  Each year that you study Drama we will study a new play in a practical way, this scheme of learning will introduce you to the fundamental elements of a script that you will return to and build upon through every year of study.

The skills that you will learn throughout this scheme of learning will be the foundations for all performance skills that you will need for all topics taught here at The Arnewood School; the ability to play characters different from yourself; being able to speak directly to an audience and adapting your vocal and physical skills to communicate meaning and demonstrate characters. You will be introduced to the ‘Drama 6s’ for physical and vocal skills to learn the steps to be successful performer.

You will learn and use a variety of devising strategies to perform on the stage. You will explore storytelling and the skills required for telling stories effectively. We will discover how our skills as actors help to develop characterisation and communicate meaning to an audience.  A crucial element in both GCSE and A Level coursework is devising. As a result, this scheme teaches you the foundations of these skills and give you an opportunity to practice using them in performance. As part of the theatre-making process, you will be able to understand and reflect on the links between theory and practice, and use theatrical methods and skills in live performances.

You will learn the specialist skills of mask work and physical theatre and you will apply these skills to a variety of performances. You will explore the history of masks, the rules of successful mask wearing using Trestle masks as well as crating exaggerated characters and counter masking. In physical theatre you will learn to use your body to create objects and to tell a story using physical theatre.

You will learn the technical skills of lighting design, including the function of different lanterns, how to create special effects and the effects of different angles. You will also learn the terminology for set design as well as having the opportunity to design a set suitable for the play Ruckus in the Garden.

Tier 3 vocabulary

Script

tone

narration

clocking

Fresnel

Character

pitch

flashback

exaggeration

profile

Plot

pace

scene

establishing character

parcan

Stage directions

volume

nano fiction

internal dialogue

floodlight

hot seating

emphasis

climax

exaggerated characterisation

gobo

pause

unison

physical theatre

intensity

Status

posture

echo

counter masking

flat

Characterisation

gesture

cannon

synchronisation

cyclorama

Improvisation

facial expressions

devising

revolve

Role on the wall

eye contact

stimulus

trucks

gait

flytower

Success

You will be assessed across each lesson to complete a baseline assessment; you will be introduced to the three areas of assessment for Drama.  For making you will demonstrate how you work as part of a group; your contribution of ideas, engagement with the task and support of others. For performing you will be assessed on your ability to stay in role, to face the audience and your ability to speak clearly. For respondingyou will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

You will be assessed across all lessons in the areas of making, performing, and responding.  For making you will demonstrate how you work as part of a group; your contribution of ideas, engagement with the task and support of others. For performing you will be assessed on your ability to stay in role, your use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For respondingyou will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

You will be assessed across all lessons in the areas of creating, performing, and responding.  For creating you will demonstrate how you work as part of a group; your contribution of ideas, engagement with the task and support of others. For performing you will be assessed on your ability to stay in role, your use of effective vocal and physical skills to create a character different from yourself and your ability to use the devising techniques in a creative way. For responding you will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

You will be assessed across all lessons in the areas of creating, performing, and responding.  For creating you will demonstrate how you work as part of a group;  your contribution of ideas, engagement with the task and support of others. For performing you will be assessed on your ability to use the skills required for mask work and physical theatre. For responding you will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

You will be assessed across all lessons in the areas of creating, performing, and responding.  For creating you will demonstrate how you work as part of a group;  your contribution of ideas, engagement with the task and support of others. For performing you will be assessed on your ability to use the skills required for lighting and set design. For responding you will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

Topic 7

Topic 8

Topic 9

Topic 10

Topic 11

Exploring Plays Sparkleshark

Performing Plays Sparkleshark

Social media – Devising

Specialist Skills – Physical theatre

Costume design and make up special effects

You will explore your set text Sparleshark, you will be introduced to the role of the director, how to be a successful director as well as how to explore director’s intentions. You will also learn how to develop your characterisation skills by learning about character objectives, character motivation and how you can build tension in a performance.

You will explore how to demonstrate your characterisation, how to perform successfully both vocally and physically to play a character different from yourself. You will consider how to build tension in a performance, sustain your characterisation to a high level and consider your reactions to other characters on stage. You will also learn how to use space in a performance and how the use of space can communicate meaning.

You will learn the and use a variety of devising strategies, drawing on from your work in Year 7. You will explore social media and the positive and negative affects this has on young people. We will continue to develop skills in characterisation and communicating meaning to an audience. We will focus on the use of stimuli as a trigger for ideas in theatre-making. A crucial element in both GCSE and A Level coursework is devising. As a result, this scheme theaches you the foundations of these skills to provide opportunities to practice using them in performance. As part of the theatre-making process, you will be able to understand and reflect on the links between theory and practice, using theatrical methods and skills in performance.

In this scheme you will explore the genre of physical theatre, you will learn how to communicate using only your body and movement. You will explore the techniques of theatre company Frantic Assembly learning how to complete lifts and physical theatre techniques safely. You will learn what a platform performance is and how to create it using mime, multi-role, scale and body props.

You will explore the role of a costume designer, how designers are inspired to create costumes and what the process of designing costumes entails. You will design two costumes for a play that we explore in class. You will also be introduced to stage make up and how we can create special effects including cuts and bruises.

director

emphasis

cross-cutting

scale

shape

proxemics

tone

direct address

multi-role

silhouette

movement

pitch

chorus

creating environments

period

director’s intentions

pace

thought-tracking

body props

style

pace

pause

precision

transitions

fabric

pause

volume

clarity

fluidity

colour

character objectives

body language

levels

scene painting

ornamentation

motivation

facial expression

contrasting characters

symbolism

status

gesture

soundscape

characterisation

gait

canon

tension level

posture

stimulus

You will be  assessed  across all lessons in the areas of making, performing, and responding.  For making you will demonstrate how you work as part of a  group;  your contribution of ideas, engagement with the task and support of others. For performingyou will be assessed on your ability to stay in role, your use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For respondingyou will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

You will be  assessed  across all lessons in the areas of making, performing, and responding.  For making you will demonstrate how you work as part of a  group; your contribution of ideas, engagement with the task and support of others. For performing you will be assessed on your ability to stay in role, your use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For responding you will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

You will be  assessed  across all lessons in the areas of making, performing, and responding.  For making you will demonstrate how you work as part of a  group;  your contribution of ideas, engagement with the task and support of others. For performing you will be assessed on your ability to stay in role, your use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For respondingyou will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

You will be  assessed  across all lessons in the areas of making, performing, and responding.  For making you will demonstrate how you work as part of a  group;  your contribution of ideas, engagement with the task and support of others. For performing you will be assessed on your ability to stay in role, your use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For responding you will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

You will be  assessed  across all lessons in the areas of making, performing, and responding.  For makingyou will demonstrate how you work as part of a  group;  your contribution of ideas, engagement with the task and support of others. For performing you will be assessed on your ability to stay in role, your use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For responding you will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

Overview

Year 7

Skills, Knowledge and Understanding

Reading – students will understand how to use evidence to support their ideas and be able to infer meanings of selected words/phrases in a range of texts.  Writing – students will understand how to vary sentences and punctuation for effect and be able to organise, draft and edit their work.  Spoken Language – students will understand how to build on each other’s verbal contributions and be able to engage in group and whole class discussion.

Ambition

Students are able to communicate clearly through discussion and writing

Term

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic 6

Topic 7

Topic 8

Topic 9

Topic title

Creative Writing

Class Reader – Trash

History of Language

Introduction to Shakespeare

Class and Injustice

Detectives

War and Conflict

Tales of Childhood

Exploration and Discovery

Ambition

After writing a letter to your teacher introducing yourself, you will study and revise descriptive writing skills focusing on using the senses and imagery to describe a setting and place. This will build on and revise skills you learnt in junior school such as using paragraphs and using a variety of different sentences and punctuation effectively. The best writing will build to a clear ending and may be able to create a shift in mood or atmosphere.

Students will study the novel ‘Trash’to explore themes of poverty, inequality, and social justice. Students will develop their skills of inference and understand how characters are portrayed.  Students will also engage with complex societal issues and develop critical thinking skills.

Students will be introduced to the history of language and read a translated extract from ‘Beowulf’. They will understand how the English language has evolved and developed over time and how it is constructed. This will link to their word consciousness, building upon ‘root of the fortnight’ knowledge and will give students confidence in approaching new, unfamiliar vocabulary. Students will continue to build on their creative writing skills, focusing on imagery, narrative voice and ensuring writing is clear and accurate.

Students will familiarise themselves with excerpts from Shakespeare texts, a key component of the GCSE English literature exam. Students will build understanding of Shakespeare’s language and build on their skills of inference. Students will also begin to develop their understanding of the dramatic form.

Students will read a variety of fiction and non-fiction writing from the Victorian times. Students will explore and understand the narrative voices from a different time period, using empathetic reading . This unit also allows students to investigate strategies for accessing unknown and older vocabulary in order to enhance understanding and inference.

Students will read a short story heritage text, building on language and contextual understanding of different literature texts throughout history. This topic links to the Victorian novel students will study at GCSE, the writing sections within the topic will build upon creative and accurate writing introduced as part of the benchmark unit at the beginning of year 7.

Students will study a range of WW1 poems and explain how writers use language to convey their opinion.  This builds on skills of inference from previous units and supports students in understanding the context of war poetry at GCSE.

You will be aiming to understand the conventions of non-fiction recount and autobiographical writing through reading parts of Roal Dahl’s ‘Boy’. You will then apply what you have learnt in producing your own piece of autobiographical writing in the style of a well-known author.

Students will imagine that they are applying for a place at an ‘Explorer School’ and learn to apply features of persuasive writing by writing about themselves, their qualities and their ambitions in the format of a letter. Students will understand  how to advocate for themselves and justify their opinions / ideas with evidence.

Tier 3 vocabulary

imagery

simile

metaphor

personification

main clause

subordinate clause

connective

poverty

inequality

developing country

society

hierarchy

corruption

perspective

contrast

recount

etymology

origins

era

ballad

prefix

root

suffix

sonnet

soliloquy

villain

sympathetic

syllable

rhyming couplet

hubris

patriarchal

rhetorical question

synopsis

Victorian

non-fiction

purpose

injustice

poverty

empathy

visualising

exploitative

convention

tension

deduction

resolution

suspense

solitary

direct address

imperative

extended metaphor

onomatopoeia

alliteration

stanza

propaganda

bias

patriotism

autobiography

biography

conventions

chronological order

anecdote

characterisation

Summarising

application

qualities

inspiration

perspective

expedition

extraordinary

sequence

candidate

justify

advocate

Success

Students will complete a benchmark writing assessment – writing to describe a setting based on a picture stimulus

Students will recount a key event from the novel from a character’s perspective, and the best examples of this will be able to explore how characters feel imaginatively.

Students will create a piece of descriptive writing, inspired by ‘Beowulf’, from the perspective of a character focusing on how to portray character.

Students will produce a critical response to an extract from ‘Julius Caesar’ analysing how the character is presented as a villain, using quotations and inferring meaning.

Students will read, empathise and use quotations to infer to demonstrate understanding of the 19th century non-fiction extract ‘The Watercress Girl’.

Students will read a short story heritage text, building on language and contextual understanding of different literature texts throughout history. This topic links to the Victorian novel students will study at GCSE, the writing sections within the topic

Students will produce a critical response to a poem by Wilfred Owen using quotations and inferring meaning.

Students will rewrite a non-fiction recount in the style of a well-known author.

Students will write a persuasive letter using linked paragraphs using persuasive techniques to advocate for themselves and their imagined abilities.

Overview

Year 7

Skills, Knowledge and Understanding

Writing – students will develop their vocabulary and skills in sentence construction through a discrete lesson each week.

Ambition

Students are able to communicate clearly and accurately in their writing using ambitious vocabulary.

Term

Topic 1

Topic 2

Topic title

Building Better Vocabulary

Fix It Writing

Ambition

Students will follow a programme of weekly lessons focusing building a brilliant vocabulary.  This will support their bank of words for English and other subjects across the curriculum.

Students will follow a programme of weekly lessons focusing on improving sentence construction, punctuation and paragraphing. This will revise and build on the expectations for KS2 writing enabling students to improve their technical accuracy and sentence construction.

Tier 3 vocabulary

femininity

dogmatic

masculinity

nostalgia

superficial

manipulation

deception

virtue

dilemma

persistence

malevolent

contradiction

patriarchy

zealous

hierarchy

juxtaposition

contrition

relentless

conscience

exploitation

adversity

taciturn

dissent

materialism

conjunction

relative clause

verb

adverb

topic sentence

compare

contrast

formality

atmosphere

Success

Formative assessment of understanding in class. There will be a short writing task to assess understanding at the end of each lesson. The benchmark will be their reading scores from Star Reader assessments three times a year.

Students will revise a key feature of punctuation or sentence construction and apply this in their own writing.

Overview

Year 7

Skills, Knowledge and Understanding

I will be able to introduce myself confidently in French and use vocabulary relating to the topics of family and hobbies and interests.  I will have a secure knowledge of key phonic sounds and how they relate to the written form.  I will begin to develop an understanding of key grammatical concepts to allow me to produce language independently.

Ambition

I will gain an insight into aspects of culture in the French speaking world and develop a desire to experience authentic use of the French language.  I will understand how French is used in everyday life and understand how French would be useful in the future, e.g. for travel and work.  I will have access to Year 7 specific enrichment resources, including film club and a variety of appropriate online resources.

Term

Topic 1 – Autumn Term

Topic 2 – Spring Term

Topic 3 – Summer Term

Topic title

Here I am!

Family and Pets

Sport and Technology

Ambition

Topic 1 – I will learn how to introduce myself. I will focus on key pronunciation skills and basic spelling rules. Additionally, I will learn skills to help me remember key vocabulary and structures.   

During the second half of the term, I will continue to develop vocabulary which allows me to talk about myself including physical description and personality.  I will begin to develop an understanding of key grammatical terminology e.g. gender and nouns and how adjectives fit into this with intensifiers/qualifiers.

Topic 2 – I will learn vocabulary useful for talking about other people including my family and friends.   I will begin to gain an understanding of key grammar items e.g. pronouns and verbs including third person verb conjugations.  I will learn the key verbs of avoir and être in the present tense.

During the second part of the term, I will continue to learn vocabulary useful for talking about pets and my favourite things using cognates.  I will further develop my understanding of key grammar items including adjectival agreements.  I will also learn how to express an opinion.

Topic 3 – I will develop vocabulary on the topic of sports and free time including adverbs of frequency.  I will learn to use the regular present tense and give and justify my opinion.

During the second part of the term, I will learn to talk about how I use technology and continue to develop my use of the present tense and opinions.  I will be able to produce longer passages of written and spoken language. I will begin to develop techniques to tackle more complex comprehension tasks.

Tier 3 vocabulary

grammar

verb

preposition

vocabulary

subject pronoun

regular verb

gender

possessive adjective

stem

noun

intensifier

conjugate

adjective

qualifier

ending

number (singular / plural)

negative

article

accent names

irregular

justify

article (definite/indefinite)

paradigm

positive

cognate

infinitive

negative

near cognate

present tense

connective

false friend

persons

Success

I will be assessed through:

A language aptitude test at start of term to help put me in the appropriate language class.

Ongoing in-class assessment style activities in listening, speaking, reading and writing to check my knowledge recall.

Regular vocabulary learning tests to consolidate my knowledge and allow me to apply my learning to varied situations.

End of ‘Here I am!’ topic assessment tests in listening, speaking, reading and writing skills.

I will be assessed through:

End of ‘Family and pets’ topic assessment tests in listening, speaking, reading and writing skills.

Ongoing in class assessment style activities in listening, speaking, reading and writing to check my knowledge recall.

Regular vocabulary learning tests to consolidate my knowledge and allow me to apply my learning to varied situations.

End of ‘Sports and technology!’ topic assessment tests in listening, speaking, reading and writing skills.

I will be assessed through:

End of ‘Sport and technology’ topic assessment tests in listening, speaking, reading and writing skills.

Ongoing in class assessment style activities in listening, speaking, reading and writing to check my knowledge recall.

Regular vocabulary learning tests to consolidate my knowledge and allow me to apply my learning to varied situations.

End of ‘Sports and technology!’ topic assessment tests in listening, speaking, reading and writing skills.

Overview

Year 7

Skills, Knowledge and Understanding

Students can explain the theory behind human and physical Geography and their ‘place’ in the world. Students have learnt a range of Geographical skills that reinforce learning in the classroom. Communication skills have been strengthened, and they can articulate themselves well.

Ambition

Students will be inspired to appreciate the world around them and to develop their skills and knowledge to help further their career opportunities within the Geographical field. Our students will become well-rounded, global citizens. [extracurricular and trips tbc; orienteering trip Moors Valley, Geography club, more opportunities needed for Geography trips for ALL year groups that link to curriculum, not just the compulsory trips – concerns over number of pupils and how to manage that]

Term

Topic 1

Topic 2

Topic 3

Topic 4

Topic title

What is Geography?

How is Australia impacted by physical and human processes?

Is Thailand a Paradise Lost?

Will the people of the Maldives and Tuvalu be the first climate refugees?

Ambition

Builds on and consolidates KS1&2 knowledge from national curriculum, to ensure all students are working from a level playing field. Opportunities to build in Geographical skills, specifically place and locational skills. Grid references introduced, map reading skills and an understanding of what Geography is. The skills taught in this topic are important life skills and help prepare students for skills required in GCSE & A Level courses. It will allow them to see where Geography can take them with regards to careers.

Building on national curriculum content. Students will be able to look at the water cycle, cyclones, extreme environments, human causes of climate change and wildfires. Content will introduce students to themes studied at KS4 & 5. Specific careers: climatologists, meteorologist, environmental scientists.

Build on national curriculum content. Teach students about the impacts of tourism on people and the environment. Focus on tourism in Thailand and how the Government has responded to tourism. Explain the impact of TNC’s on tourism levels, people and the environment. Specific careers: marine biologist, tourism industry, sustainable planning, local government.

Build on national curriculum content. Teach students about the causes of climate change.
Focus on island nations; UK & Maldives/Tuvalu to show differing impacts due to different levels of development. Explain the positive and negative impacts of climate change on island nations. Enlighten students on how climate change can be responded to. Links to GCSE and A Level content. Specific careers: aid worker, NGO, climate modelling, environmental scientist.

Tier 3 vocabulary

Physical Geography

Drought

TNC

NGO

Human Geography

Climate Change

Tourism

Climate change

Ordinance Survey Map

Tropical Cyclone (hurricane, typhoon)

Deforestation

Refugee

Latitude

Greenhouse Effect

Coral Bleaching

Sea level rise

Longitude

Ozone Layer

Environmental Degradation

Thermal expansion

Continent

Climate

Sustainability

Development

Country

Wildfires

Eco-tourism

Flooding

Grid References

Environmental Degradation

Culture

Effects

Scale

Water cycle terms

Responses

Direction

Success

Knowledge tests x 2 – knowledge & skills recall. Students to apply skills to a map extract.

Knowledge tests x 2 – knowledge recall. End of topic assessment with variety of questions and skills.

Knowledge tests x 2 – knowledge recall. End of topic assessment in style of oracy assessment (students to give a speech to answer the topic question)

Knowledge test x 2 – knowledge recall. End of topic assessment in style of DME. Students to apply skills to a scenario.

Overview

Year 7

Skills, Knowledge and Understanding

I will be able to introduce myself confidently in German and use vocabulary relating to the topics of family and hobbies and interests.  I will have a secure knowledge of key phonic sounds and how they relate to the written form.  I will begin to develop an understanding of key grammatical concepts needed for more independent production of the language.

Ambition

I will gain an insight into aspects of culture in the German speaking world and develop a desire to experience authentic use of the German language for myself.  I will understand how German is used in everyday life and how a knowledge of German would be useful in the future, e.g. for travel and work.  I will have access to Year 7 specific enrichment resources, including film club and a variety of appropriate online resources.

Term

Topic 1 – Autumn 1 & 2

Topic 2 – Spring 1 & 2

Topic 3 – Summer 1 & 2

Topic title

Here I am!

Family and pets

Sport and technology

Ambition

I will learn how to introduce myself. I will focus on key pronunciation skills and basic spelling rules. Additionally, I will learn numbers and patterns of how to remember them in German and be able to ask and say where I live.  

During the second half of the term, I will continue to develop vocabulary which enables me to talk about myself and to access a wider range of topics such as talking about physical descriptions and what I am like.  I will begin to develop an understanding of key grammatical terminology e.g. gender and nouns and how adjectives fit into this with intensifiers/qualifiers.

I will learn vocabulary useful for talking about myself and other people as well as colours.  I will begin to gain an understanding of key grammar items e.g. pronouns and verbs including third person verb conjugations. 

During the second part of the term, I will continue to learn vocabulary useful for talking about pets and my favourite things.  I will further develop my understanding of key grammar items, including the use of modal verbs and German word order rules.  Additionally, I will learn about different grammatical structures that I can use to express an opinion.

I will develop vocabulary on the topic of sports and free time linked with varied verb use, as well as learning how to express and justify my opinions.  I will begin to gain an understanding of basic word order rules after subordinating conjunctions as well as adverbs of frequency.

During the second part of the term, I will learn vocabulary to talk about my use of technology and continue to develop vocabulary linked with varied verb use enabling me to produce longer passages of written and spoken language. I will begin to develop techniques to tackle more complex comprehension tasks.

Tier 3 vocabulary

pronunciation

subject pronoun

connective

phoneme

verb

justify

vocabulary

conjugate

adverb

grammar

modal verb

clause

grammatical gender

word order

regular/irregular verb

noun

singular/plural

positive

adjective

infinitive

negative

intensifier

possessive adjective

stem

qualifier

present tense

clause

cognate

1st person

false friend

3rd person

Success

I will be assessed through:

A language aptitude test at start of term to help put me in the appropriate language class.

Ongoing in class assessment style activities in listening, speaking, reading and writing to check my knowledge recall.

Regular vocabulary learning tests to consolidate my knowledge and allow me to apply my learning to varied situations.

End of ‘Here I am!’ topic assessment tests in listening, speaking, reading and writing skills.

I will be assessed through:

Ongoing in class assessment style activities in listening, speaking, reading and writing to check my knowledge recall.

Regular vocabulary learning tests to consolidate my knowledge and allow me to apply my learning to varied situations.

I will be assessed through:

End of ‘Family and pets’ topic assessment tests in listening, speaking, reading and writing skills.

Ongoing in class assessment style activities in listening, speaking, reading and writing to check my knowledge recall.

Regular vocabulary learning tests to consolidate my knowledge and allow me to apply my learning to varied situations.

End of ‘Sports and technology!’ topic assessment tests in listening and reading skills.

Overview

Year 7

Skills, Knowledge and Understanding

Students will be able to develop key historical skills such as cause and consequence, change and continuity and significance. Students will be able to design lines of enquiry and support them using specific knowledge. They will be able to work with historical interpretations and will begin to deconstruct historical sources. Students will understand the origin of ‘Britons’ and the concept of chronology. Students will understand the impact of the Middle Ages on ordinary men and women as well as how the concept of Power was developed and transferred in this period. Students will understand different factors that have caused conflict in the medieval age through to the 17th century. Finally, students will understand what is meant by an Empire and a colony and how Queen Elizabeth impacted the British Empire. Students will understand the importance of evaluating the British Empire against the Spanish Empire.

Ambition

In the future, students will be inspired to learn more about the topics they have been introduced to. They will want to continue their learning outside the classroom by accessing books from our library and documentaries. Students will be inspired to think critically of the world around them and will feel empowered to ask questions. History will allow them to be analytical thinkers and will open access to skilled employment opportunities such as the Civil Service, Law, Politics and Business. Students will enjoy school trips such as the Bovington Tank Museum, Hampton Court, Historical Dockyard and the Old Serum. These trips will bring the History alive and will allow students to showcase their knowledge.

Term

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic title

Are we a nation of immigrants? (Britain and the world)

Were the Middle Ages really measly? (Ordinary people)

Where did power lie in the Middle Ages, the crown or the cross? (Power)

How far did religion cause conflict? (Conflict)

How far did Elizabethan lead the world? (Impact of Empire)

Ambition

This unit will begin our curriculum focus on understanding Britain and its place in the World.  You will explore where the Britons came from and how they have shaped the story of Britain and its impact on the wider world.  It will introduce you to the concept of migration which will promote tolerance, empathy and difference.  You will also start to learn how historians work through asking questions, developing lines of enquiry and challenging hypotheses. 

This unit will introduce the concept of history as a construct by allowing students to explore the lives of ordinary men and women in the Middle Ages to evaluate a historian’s interpretation.  They will examine how people worked, how their freedoms were restricted and impacted by significant local and national factors such as pandemic.  Being able to use evidence to evaluate a judgement is a skill that students need for GCSE and A level study and is transferable to a wide number of careers.

This unit will establish where power lay in the Middle Ages by focusing on the significant events when the monarchy’s power was challenged.  These include the murder of Thomas Becket, the Peasants’ Revolt and the Wars of the Roses.  You will focus on women who challenge the patriarchy such as Queen Matilda and Joan of Arc.  The transfer of power from the absolute rule of a monarch will be examined with the Magna Carta and its historical significance.  This will be built on in year 8 and year 9 to help you understand how Britain is governed today as a result of the development of democratic values.

This unit will help you understand the importance that religion has held historically in Britain and across the world and that it has caused conflict throughout history. You will explore the Crusades, the Tudor religious rollercoaster and the misogynistic attitudes towards women during the 17th century witch craze.  This will be built on in year 8 and 9 to see how women have challenged these attitudes in later time periods.  It will also be built upon in the A level unit on the Early Tudors when the impact of religious change will be explored in greater depth.

This unit will introduce the concept of Empire and the impact that Elizabethan England had on the development of Empire. Students will look for similarities with the Spanish Empire of the same era.  The focus on analysing historical sources will enable students to demonstrate their progress from year 7. This will be built on in in years 8 and 9, at GCSE and A level. Students will explore the impact of the British Empire in year 8 and its decline in year 9.

Tier 3 vocabulary

Migration

Immigration

Emigration

Persecution

Taxation

Miasma

Flagellation

Feudal

Villein

Holy Day

Monarch

Government

Parliament

Democracy

Patriarchy

Crusade

Indulgence

Protestant

Catholic

Misogyny

Empire

Massacre

Expedition

Colony

Culture

Success

Your understanding will be assessed through a blend of knowledge recall and testing of definitions and their understanding of chronology. You will also be given opportunities for deliberate practice of developing inferences from historical sources and challenging hypotheses.

Students will be assessed on their ability to recall the key features of the lives of ordinary people. They will also make inferences from the content of sources in order to plan and write a balanced argument in order to say whether or not they agree with Terry Deary’s interpretation that the Middle Ages were measly. At the top end, students will be able to substantiate their judgement with well-chosen evidence. 

You will be assessed through a blend of knowledge recall questions and applying their understanding to mini-explanations. You will also write an extended explanation of why the Magna Carta is historically significant.

You will apply your understanding in order to explain the causes of the Henry VIII’s decision to change England’s religion in 1534. You will be able to explain a number of reasons why Henry VIII decided to break with Rome. At the top end, you will be able to prioritise the importance of reasons and justify your judgement with well-chosen supporting evidence.

This assessment will focus on drawing supported inferences from sources in order to debate the impact of the Elizabethan empire.  At the top end students will be able to apply their knowledge in order to explain the usefulness and limitations of sources. 

Term

Topic 1

Topic 2

Topic 3

Topic 4

Topic title

E-Safety & File Management

Intro to Data Representation

Small Basic Coding

Spreadsheets

Ambition

It is always important to remember that we live in a digital world, and so we always need to reflect and remind ourselves of the dangers of using online technologies. We also need to think about improving our organisation. After all, we store so much data we need to be able to find it easily. As such, this unit will focus on the online risks of using technology and how to protect ourselves from these risks. We will also look at how we can organise our files by learning about computer file management.

The reality is that computers are not particularly clever. In fact, they can only understand two things: electricity being switched on and off. Imagine how long it takes a human to calculate a simple sum, say, 24-8. It might take the average adult 2 seconds to work that out. In the same amount of time, a computer can do that sum faster than we can imagine. In fact, an average computer could do close to 5 BILLIONS calculations in the two seconds it takes a human to do a single sum. Crazy!!! In this unit, we will start to explore the units computers use to record how much data is being stored, the number system that computers use, and the main differences between it and the number system we humans use! We will also look at being able to convert numbers between the computer number systems and human number systems.

Prior to starting secondary school, most of you will have only been familiar with block-based coding, like Scratch. That’s cool, as block-based coding is great for helping you visualise the logic of a program easily. However, text-based programming is a different form of programming and is the standard way all programs, including games, are written. In this unit, we will begin exploring text-based coding using a programming language called Small basic. During the unit you will learn how to use and type accurate instructions using the small basic language to control turtles, draw shapes, create a basic Chat Bot before attempting some challenges independently.

The world of work requires people to be familiar with a range of applications that allow us to receive useful information, whether that be in written form, using multimedia, or numerically. Numbers are incredibly important to businesses and organisations as we are all dependent on money and making sure we manage it. One of the most important tools individuals and organizations use to do this well is buy using spreadsheets. Spreadsheets are types of applications that are specifically designed to allow us to process numbers. In this unit, you will learn how to use a spreadsheet application called Excel to manipulate and process numerical data using formulas and functions.

Tier 3 vocabulary

Cyberbullying

Grooming

Password security

Folder structure

Organisation

File naming

Cloud storage

Units of memory

Bit

Byte

Kilobyte

Megabyte

Gigabyte

Place values

Binary

Denary

Conversions

Sequence

Selection

Iteration

Variables

Assignment

Input

Output

String

Number

Cell

Row

Column

Cell Reference

Sheet

Operators

Formula

Function

Calculate

Success

“End of unit exam covering all elements of theory and practical skills taught. -You can describe what cyberbullying means and how it happens -You can describe what grooming is and how it happens -You can describe why good password security is important and what makes a bad password -You can explain different ways to protect yourself from cyberbullying and grooming. -You can explain how to create a strong password using examples -You can set up an organised folder structure and begin saving work using it”

“End of unit exam covering all elements of theory and practical skills. – You can name the different units of memory -You can describe the differences in sizes between the units of memory -You can calculate the file size of different text files -You can explain the difference between binary and denary numbers -You can convert binary numbers into denary numbers -You can convert denary numbers into binary”

“Progress is monitored against the various practical challenges. In addition, there will be a short end of unit exam covering the theoretical principles of coding. -You can code a turtle to draw shapes -You can spot syntax errors in code -You can code a simple chatbot program -You can code a simple quiz program -You can independently code solutions to simple challenges using sequences and selection and iteration “

“End of unit exam covering knowledge of key terminology, spreadsheet structure and tools, and how to write simple formulas and functions. -You can identify cells using their cell reference -You can use simple operators to perform simple calculations -You can use IF statements -You can use COUNTIF statements -You can use COUNTA statements -You can create and interpret data using charts”

Overview

Year 7

Skills, Knowledge and Understanding

In Year 7 Students will be given the opportunity to perform, compose and listen to music from different parts of the world and different styles. By the end of the year students will be able to read rhythmic notation. Perform within whole class and smaller ensembles both in unison and performing individual rhythms. Students will compose and arrange patterns, loops and use musical devices such as phase shifting, repetition, melody and rhythm.

Ambition

Within their learning in Year 7, students will be introduced to composers such as Kerry Andrew (British composer of No Place Like featured in the BBC’s Ten Pieces project), Tom Thum (Australian Beatboxer) as well as some of the performances of Bob Marley and the Wailers. Experiencing the work of professional musicians is aimed to inspire them to want to achieve success within creative fields. Year 7 Music learning features villages, towns and cities of the UK, percussion ensembles of Indonesia and calypso and reggae music from the Caribbean. Giving students experience of different cultures opens their experiences beyond New Milton. Students will be given the extracurricular opportunities to take part in the school Production and school orchestra in the Autumn term as well as Arnewood Singers in the spring and summer terms. Orchestra and The Arnewood Singers will also look to enter the New Milton Music Festival in 2025 as well as having the opportunities to perform in the termly music concerts. We aim to give year & students the opportunity to develop confidence to open opportunities for the future.

Tier 2 vocabulary

Term

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic title

Here Comes Treble

Finding your voice

Rap

Minimalism

Reggae

Ambition

Rhythmic notation – semibreve, minim, crotchet, quaver. Basic 5 finger keyboard skills. Ensemble performance of rhythms. This will build on rhythmic awareness from KS2 and allow access to music making within Key Stage Three. The rhythmic notation learning will be extended in the Minimalism scheme of work and support the pitch notation learning that will happen in Year 8.

Understanding of the voice as a muscle and why and how we need to warm it up. Learning of vocal exercises, beatboxing skills, building up soundscapes will use the rhythmic knowledge from Here Comes Treble and ensemble performance skills will be built on. British Composer Kerry Andrew and Australian Beatboxer Tom Thum introduces the students to Creative careers.

Students will learn the context of the hip hop movement incorporating break dancing, graffiti art, Mcing and Djing and will build on their knowledge of rhythm to incorporate use of semiquavers and demisemiquavers. Beatboxing from Finding your voice topic will be built on within this topic. The context of the song Express Yourself will link to the Blues scheme of work which starts Year 8.

Students will learn about ostinatos, phase shifting and layering of rhythms to build on the work they have done in first two topics. This scheme of work gives the opportunity to compose their own rhythms and use new techniques such as phase shifting to achieve new effects. Use of Music technology is also introduced to show how computers and tablets can be used to aid creating music and can link to careers in music technology.

Students learn reggae music to understand the context of why music is written and to understand how different styles of music are created – what makes reggae reggae? It will build on context learned about rap and music from Indonesia and will focus on rhythmic syncopation to add to the rhythmic knowledge they have learned from Topics 1 and 3. Learning about Bob Marley and the Wailers and the influence of their touring on reggae taking it from Jamaica to the rest of the world will show the opportunities that creating and performing music can provide.

Tier 3 vocabulary

Stave

Conjunct

Rhythm

Ostinato

Reggae

Semibreve

Disjunct

Semiquavers

Phase-shifting

Calypso

Minim

Diaphragm

Demisemiquavers

Crotchet

Ska

Crotchet

Texture

Triplets

Quaver

Syncopation

Quaver

Articulation

Scratching

Rhythm

Bassline

Notation

Soundscapes

Texture

Metre

Texture

Pitch

Dynamics

Synthesiser

Minimalism

Structure

Rhythm

Loops

Composition

Riff

Metre

Sonority

Success

Individual Keyboard / Instrumental performance. Contribution to rhythmic ensemble performance. Understanding of semibreve, minim, crotchet and quaver rhythms and notation.

Contribution to, and originality of voicescape performance. Class performance of beatboxing rhythms.

Creation and layering of accompaniment tracks. Ensemble performance of a rap.

Contribution to rhythmic performance. Minimalist composition with layering, slow changes to rhythms, use of phase shifting.

Performance of Melodic ostinatos. Ensemble performance of a variety of textures. Understanding of music from Indonesia.

Overview

Year 7

Skills, xa

Knowledge and Understanding

I will be able to introduce myself confidently in German and use vocabulary relating to the topics of family and hobbies and interests.  I will have a secure knowledge of key phonic sounds and how they relate to the written form.  I will begin to develop an understanding of key grammatical concepts needed for more independent production of the language.

Ambition

I will gain an insight into aspects of culture in the German speaking world and develop a desire to experience authentic use of the German language for myself.  I will understand how German is used in everyday life and how a knowledge of German would be useful in the future, e.g. for travel and work.  I will have access to Year 7 specific enrichment resources, including film club and a variety of appropriate online resources.

Term

Topic 1 – Autumn 1 & 2

Topic 2 – Spring 1 & 2

Topic 3 – Summer 1 & 2

Topic title

Here I am!

Family and pets

Sport and technology

Ambition

I will learn how to introduce myself. I will focus on key pronunciation skills and basic spelling rules. Additionally, I will learn numbers and patterns of how to remember them in German and be able to ask and say where I live.  

During the second half of the term, I will continue to develop vocabulary which enables me to talk about myself and to access a wider range of topics such as talking about physical descriptions and what I am like.  I will begin to develop an understanding of key grammatical terminology e.g. gender and nouns and how adjectives fit into this with intensifiers/qualifiers.

I will learn vocabulary useful for talking about myself and other people as well as colours.  I will begin to gain an understanding of key grammar items e.g. pronouns and verbs including third person verb conjugations. 

During the second part of the term, I will continue to learn vocabulary useful for talking about pets and my favourite things.  I will further develop my understanding of key grammar items, including the use of modal verbs and German word order rules.  Additionally, I will learn about different grammatical structures that I can use to express an opinion.

I will develop vocabulary on the topic of sports and free time linked with varied verb use, as well as learning how to express and justify my opinions.  I will begin to gain an understanding of basic word order rules after subordinating conjunctions as well as adverbs of frequency.

During the second part of the term, I will learn vocabulary to talk about my use of technology and continue to develop vocabulary linked with varied verb use enabling me to produce longer passages of written and spoken language. I will begin to develop techniques to tackle more complex comprehension tasks.

Tier 3 vocabulary

pronunciation

subject pronoun

connective

phoneme

verb

justify

vocabulary

conjugate

adverb

grammar

modal verb

clause

grammatical gender

word order

regular/irregular verb

noun

singular/plural

positive

adjective

infinitive

negative

intensifier

possessive adjective

stem

qualifier

present tense

clause

cognate

1st person

false friend

3rd person

Success

I will be assessed through:

A language aptitude test at start of term to help put me in the appropriate language class.

Ongoing in class assessment style activities in listening, speaking, reading and writing to check my knowledge recall.

Regular vocabulary learning tests to consolidate my knowledge and allow me to apply my learning to varied situations.

End of ‘Here I am!’ topic assessment tests in listening, speaking, reading and writing skills.

I will be assessed through:

Ongoing in class assessment style activities in listening, speaking, reading and writing to check my knowledge recall.

Regular vocabulary learning tests to consolidate my knowledge and allow me to apply my learning to varied situations.

I will be assessed through:

End of ‘Family and pets’ topic assessment tests in listening, speaking, reading and writing skills.

Ongoing in class assessment style activities in listening, speaking, reading and writing to check my knowledge recall.

Regular vocabulary learning tests to consolidate my knowledge and allow me to apply my learning to varied situations.

End of ‘Sports and technology!’ topic assessment tests in listening and reading skills.

Overview

Year 7

Skills, Knowledge and Understanding

Students begin KS3 by building on core skills from KS2 such as consent, building relationships and understanding the link between mental and physical health. Within KS3, students learn how to be resilient, reflective and safe in the choices they make, and they understand the importance of being outward looking, tolerant and understanding of others. They become aware of their duties as citizens and the legal provisions that protect them. Students develop a critical understanding of the importance of inclusion and celebration of diversity.

Ambition

To be able to be a well-rounded and informed individual, with an outward looking and tolerant approach to life. Students will have an understanding of the world around them and be able to identify their strengths and weakness and have an ability to plan for the future in a positive and healthy way.  

Term

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic 6

Topic title

Transition to Secondary School and Personal Safety

Developing skills and aspirations

Celebrating Diversity

How to make safe financial decisions

Building relationships

Our health and puberty

Ambition

Within this topic, you will learn how to manage the challenges of moving to secondary school. You will look at topics such as establishing and managing friendships. You will begin work on emotional literacy and methods of keeping yourself safe, such as road and rail safety and will also have an introduction to first aid. 

Within this topic, you will learn how to use the school career platform, Unifrog.  This will include planning an oracy project on your chosen career path. You will develop an understanding of duties within the workplace such as equality of opportunity and the equality Act 2010. Your teacher will encourage you to explicitly challenge stereotypes linked to certain career paths.

Within this topic, you will learn about what a diverse society is and what your role is within in. You will explore different examples of identity, such as LGBTQ+ and the struggle for rights of certain minority groups. You will learn to understand what prejudice and discrimination is and why it needs to be challenged. Your teacher will also teach you the warning signs of bullying behaviours and be given appropriate safeguards/ signposting information.

Within this topic, you will learn the difference between safe and risky financial choices. You will also be made aware of how to budget, save and spend according to a salary and explore ethical and unethical business models such as sweatshops and zero hour contracts.

Within this topic, you will learn the difference between healthy and unhealthy relationships. You will learn what consent is, building on your understanding from KS2 and how to communicate this. You will also learn about different relationships such as those of LGBTQ+ individuals. From this, you will learn how to challenge and unpick stereotypes concerning ‘ideal’ relationships. Your teacher will inform you about the safe signposts for relationships ranging from familial, friend and romantic.

Within this topic, you will learn about the link between physical and mental health and how your choices on sleep and physical activity will impact your mental health. You will learn the impact of addictive substances such as caffeine, nicotine and alcohol on our mental and physical health. You will be provided with healthy coping strategies to manage the physical and emotional changes that puberty brings and the importance of personal hygiene.

Tier 3 vocabulary

empathy

aspirations

identity

loan

coercion

anxiety

worry tree

stereotype

stereotype

credit

gendered expectations

menstruation

stress

gender

transgender

debit

conflict

testicular health

trespass

equality act

immigrant

salary

consent

addiction

primary survey

equity

homosexual

wage

anxiety

attributes

prejudice

tax

extremism

Success

Baseline assessment activity

Quizzes

RAG against learning objectives

End of unit test- revisiting initial baseline assessment and activity

Baseline assessment activity

Oracy project

Quizzes

RAG against learning objectives

End of unit test- revisiting initial baseline assessment

Baseline assessment activity

Scenario based enquiry

Quizzes

RAG against learning objectives

End of unit test, re-visiting initial baseline assessment

Baseline assessment activity

Quizzes

Oracy project on a business example

RAG against learning objectives

End of unit test, revisiting initial baseline assessment

Baseline assessment activity

Scenario based enquiry

Quizzes

RAG against learning objectives

End of unit test- revisiting initial baseline.

Baseline assessment activity

Review of our SMART goals

Quizzes

RAG against learning objectives

End of unit test- revisiting initial baseline.

Overview

Year 7

Skills, Knowledge and Understanding

Students will reflect on their own beliefs, values and what is important to them.  They will find out what some religious and non-religious people believe and do. By the end of the year they will be able to give examples of specific religious beliefs and practices.  They should be able to express an opinion about different beliefs and understand different points of view about religious practices.

Ambition

Students will be inspired to consider different perspectives on life and think about ultimate questions of meaning and purpose.  They will begin to evaluate the world around them and reflect on their own values.

Term

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic 6

Topic title

Why does what we believe matter?

What does sacred mean to me?

How do we find true happiness?

Why is community important?

What deal did the Jews make with God?

Why do we remember the past?

Ambition

We want to consolidate learning from feeder schools, building on KS2.  We will engage all students to reflect on what they believe, and tie this into what different religious people believe.  This will allow us to revisit some of the ideas that they learnt in Primary School and clarify the focus of religious studies. We will introduce belief in God and that people have different beliefs about God.

Understanding why some objects are important to students.  Extend this to learning about why some objects have a deeper meaning for religious people, building on KS2.  Making a link between how I treat things that mean something to me and how religious people have objects that have a shared significance over time and across the world. Finding things like the Earth that are important to all people.

We want students to focus in on one religion in detail over 2 topics. By retelling the story of the Buddha, we ensure a foundational level of knowledge on Buddhism. We focus on the problem of suffering, revisiting this idea from Topic 1 but in a different context.  We lay the groundwork of what students would study at GCSE.

Religious communities are a key aspect of religious beliefs and practices, and feature in the GCSE syllabus. Understanding the difference between lay Buddhists and monks, and how the monastic community interacts with the lay community will support learning at KS4 and KS5 and help students understand the importance of community at Arnewood and in their own lives.

By learning about the covenant, we are laying the groundwork for later work in KS3 on Islam and Christianity. We introduce the idea of believing in one God who gives specific commandments that religious people feel obliged to follow.  Students will think back to the work on key beliefs and will consider how far they would go to support their beliefs.

Students are learning about how the events of the past impact the current world in the context of the Exodus, building on Topic 5’s focus on the covenant and the Promised Land and revisiting KS2 work with a deeper focus including refugees and the Holocaust.  Festivals are important at KS4 and 5, and students will need to appreciate how communities come together to remember the past and celebrate shared values.

Tier 3 vocabulary

theist

sacred

enlightenment

sangha

Judaism

Passover

atheist

shabbat

Buddhism

monk

covenant

festival

agnostic

havdalah

impermanence

nun

Promised Land

seder

omniscient

tradition

meditation

Therevada

Brit Milah

The Exodus

omnipotent

stewardship

Buddha

Mahayana

circumcision

mitzvah

omnibenevolent

dominion

dharma

Zen

monotheism

belief

Judaism

dukkha

alms

fact

spiritual

mandala

monastic

opinion

reincarnation

lay

tanha

karuna

four noble truths

Success

Multiple choice question testing knowledge tier 3 terminology.  Two understanding questions on why people do and don’t believe in God.  Evaluation question on whether belief in God is compatible with evil and suffering in the world. 

A series of multiple-choice questions to test recall of information and knowledge of key terms.  Understanding question to show they can explain why a specific object is sacred.  Evaluation question concerning how we should treat the Earth.

Students will explain each step of the eightfold path with their own examples.  This assesses an essential skill of exemplifying concepts as well as testing students’ understanding of the ideas.

An evaluation question allowing students to complete an extended piece of writing considering different points of view and reaching a justified conclusion, this is asked and answered in the style of a 12 mark question at GCSE, but with more scaffolding and preparation.

Students evaluate the concept of a covenant with God in the context of Brit Milah.  They build on their previous evaluation to write a structured and scaffolded extended piece of writing leading to a justified conclusion,

Students record their answer to an evaluative question in an oracy assessment.  They are being tested on their ability to argue convincingly about the meaning of Passover.  It allows students at the lowest level to say what items on the seder plate mean, but more able students will be able to talk about the importance of celebrating together, how Jews treat refugees, the Holocaust, the conflict in the middle east etc.

Topic

Ambition

Tier 3 vocabulary:

Topic 1 – Introduction

Building on knowledge of planning, taking and recording measurements at KS2, students will be introduced to science apparatus and the way scientists work. Students will learn the safe use of the apparatus to plan and carry out investigations that will enable them to collect valid data. They will then use these skills throughout their science learning in preparation for carrying out required Practical activities at GCSE and A level.

accurate

simile

metaphor

personification

main clause

subordinate clause

Topic 2

Organisms

In this topic you will look inside organisms to discover that cells are the building blocks of life, this will enable the detailed understanding of how organisms function. We will find out why we have a skeleton and how it works with your muscles to allow movement. This knowledge underpins key stage 4 and 5 biological topics and helps students begin to explain the complex workings of their own bodies, as well as linking to the PE curriculum.

cell

nucleus

mitochondria

ribosome

diffusion

concentration

unicellular

ligament

cartilage

tendon

Topic 3 – Energy

Students will understand the concept of energy in a range of different forms involved in daily life. Investigating and calculating energy in foods as fuels, a range of methods in creating electricity and the concept of dissipation. Students will have the ability to model how energy is transferred between stores. All this will be key building blocks as energy is revisited in greater detail throughout the student’s science journey towards GCSE’s and A levels.

dissipate

renewable

kinetic

gravitational

joules

conservation of energy

thermal energy store

chemical energy store

elastic energy store

fossil fuel

power

Topic 4 – Matter

Building on KS2 knowledge of properties and uses of materials, students will learn about the states of matter and their uses in their everyday lives and the world around them. This will support their future studies of KS4/5 Chemical Separation techniques.

chromatography

sublimation

evaporation

diffusion

solution

distillation

solvent

solute

saturated solution

solubility

residue

Topic 5 – Chromatography

Building on KS2 knowledge of particles and chemical reactions, students will learn about using chemical reactions and chemical energy to produce new substances such as medicine, fabrics and building materials. Leading onto studying Chemistry Advanced level with future potential careers in the fields of Chemical Engineering.

reversible

corrosive

irritant

reactant

product

ph scale

dilute

concentration

neutralisation

displacement

element

chromatography

Topic 6 – Electromagnetics

This topic introduces the phenomena of magnetism and electromagnetism. Students will learn to describe and predict how magnets interact from gaining an understanding of magnetic fields. Building on KS2 knowledge of electricity students will learn why electromagnets are so useful. This learning will be developed at GCSE level to explain electric motors and generators.

electromagnet

magnet

magnetic field

magnetic field lines

magnetic force

magnetic poles

permanent magnet

solenoid

attraction

repulsion

Topic 7 – Genes

The Genes topic builds on the topics of Reproduction and Life Cycles in yr5, introducing further details of Puberty, Pregnancy and Development. This will build towards the Organisation, Cell Biology and Hormonal Control topics in GCSE and A Level Biology, enhancing understanding of who we are and how we change through our lives.

variation

continuous

discontinuous

adaptation

puberty

fertilisation

implantation

foetus

menstrual cycle

hormone

Topic 8 – Waves

This topic builds on the key ideas of sound introduced in Y4 while extending them to include precise scientific language to describe the phenomena they are already familiar with. They will be able to make links between the physics of soundwaves and how the ear works in biology. As well as equipping them to explain the key properties of all waves, essential to visible light in Y8.

longitudinal

amplitude

frequency

wavelength

transverse

cochlea

ossicles

pinna

auditory canal

vacuum

Topic 9 – Ecosystems

Building on their knowledge of life cycles and reproduction at KS2, students will learn the importance of interdependence through food chains and webs. They will also learn about reproduction in plants and seed dispersal. This leads to the GCSE Biology topic 07 Ecology including the wider significance of food security. This could lead on to further study in Biology, Geography and Environmental Science.

bioaccumulation

community

competition

consumer

decomposer

ecosystem

fertilisation

germination

interdependence

pollination

producer

Topic 10 – Earth

The Earth topic builds on the Forces and Earth & Space topics from KS2, adding further detail to the understanding of gravity and how it affects the solar system. It links to the geography curriculum in KS2 with the extraction and properties of materials. The topic links to Materials and Resources in GCSE Chemistry, in addition to providing an understanding of how the world around us functions and behaves.

sedimentary

metamorphic

igneous

ceramic

resource

material

properties

orbit

satellite

rotation

axis

Topic 11 – Forces

Students will build upon prior knowledge of forces and magnets in KS2. They will develop the concept of how forces arise and how they can change the motion of an object. Students will develop their practical skills to measure speed and ability to interpret a journey on a graph. These skills will support pupils as they develop their forces knowledge looking at contact forces, pressure and work later in KS3

Newton

contact force

non-contact force

acceleration

air resistance

relative motion

balanced forces

resultant force

weight

Topic title

Ambition

Vocabulary

Success

Topic 1 – Money box Project

Students will develop creative design skills and safety awareness in the workshop. Students will learn to identify a variety of hand tools and their uses and practise the safe use of tools and workshop machinery to produce a quality product. 
Students will develop confidence and safety awareness in the workshop to support their learning in year 8 and develop skills to support pathways into 3D Design or Construction

Tenon saw

try square

plywood

bench hook

mallet

chisel

pillar drill

belt sander

counter sink

dowel

softwood

Students will complete a practical task that will be assessed through observations during making and when completed.    An end of rotation test (20 marks) will evaluate student’s theory understanding. Students will be assessed on their knowledge of health and safety and tools, machines and good working practices

Topic 2 – Shop Front

The students will learn about how to create a shop front in this real-world project; it will enable them to take creative license on designing their own brand and logo. Students will be supported on their learning journey by designing for a purpose, utilising digital skills like 2D design and typography. The project will lead to future pathways such as 3D Design at GCSE and A-Level and paves the way for a wide range of careers such as; market research; digital marketing; advertising; logo and brand creation; interior/exterior design and architecture.

aesthetics

cost

customer/consumer

environment

size

safety

demographic

brand

function

material

marketing

Students will create an end design which will adhere to a success criterion; this will be a live working project where students will work on both teacher and peer feedback. An end of rotation test (20 marks) will evaluate student’s theory

Topic 3 – Food And Nutrition

Students will learn across the rotation: – How to use kitchen equipment safely and confidently (Knifes, Ovens). – Understand nutrition and healthy eating. – Preparation of healthy snacks (created with the intention of students re-making these healthy snacks or lunches at home for weekend.)  They learn this to scaffold/build knowledge ready for year 8 rotation which focuses on family meals.

Eatwell Guide

Macronutrients

Micronutrients

Cross Contamination

Cooking Methods: Boiling

Cooking Methods: Simmering

Cooking Methods: Baking (+ more)

Bacteria: Salmonella & E-Coli

Bacteria: Campylobacter & Stapylococcus

Students will complete a practical assessment based on “muffins” the three areas of assessment will be : Creativity, Independence, Consistency .    An end of rotation test (20 marks) will evaluate student’s theory understanding.

Topic 4 – Textiles

Students will build upon prior knowledge of hand-sewing from KS1 and KS2 adding life skills such as sewing on a button, sewing hems and seams and basic construction methods. Students will be introduced to using the sewing machine which will stretch and challenge their textiles skills and prepare them for potential further study at GCSE, A-level and in textiles based careers. Students will take ownership and build pride in applying what they have learnt in textiles and create an iPad cover that will be theirs to keep. Extension Task –  Students will work in the style of the artist Jessica Grady, producing a piece of contemporary hand embroidery utilising sustainable materials, looking at recycling. Students will learn how to thread a needle, create different embroidery stitches and how to add sequins and buttons.

seams

hems

sewing machine

appliqué

Bondaweb

Fastening

Pockets

Specification

Staright/ zigzag stitch

seam allowance

Students should be able to recall key words (tier 3) and use them in the correct ways during conversation and writing. Students will build confidence to use sewing machines safely and correctly to build an item from scratch and that can be used in their daily school life. Students will be able to demonstrate competency in sewing on a button and sewing hems which will form basic life skills. During the extension task, students will be enhancing their hand sewing skills and learning how they can create their own decoration using sustainable sources.

Topic 5 – Lightbox

Students will learn about how to create a lightbox using both wood and acrylic building on prior knowledge from KS2 in this cross-circular based project. Students will be introduced to a soldering iron and the Health and Safety around using heat-based hand tools. Students will have the opportunity to design their own idea ready to engrave on the laser cutter. Students will be challenged so that their pathway to GCSE, A-Level and a range of vocational studies can be supported.

soldering

circuit

engrave

laser cutter

design

conduct

wire strippers

positive

negative

acrylic

net

Students will complete a range of practicals, using hand tools where their proficiency and health and safety with be assessment through knowledge recall and practical application. An end of rotation test (20 marks) will evaluate student’s theory understanding.