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Art

Curriculum Information Term 1

Assessment information Term 1

Guilsborough baseline drawing assessment: An exercise to draw from objects using line/tone/texture

The Portrait (Self Identity): A range of tasks looking at the self as inspiration and how others have viewed themselves.

Graded: Emerging/Developing/Mastering/
Excelling.

Continual assessment.
Specific dated assessment.

Curriculum Information Term 2

Assessment information Term 2

The Portrait (Self Identity) continued.

Continual assessment.

Computer Science

Curriculum Information Term 1

Assessment information Term 1

Network/systems introduction

Safety and security

Pupils will be introduced to the school network and other systems the school uses to support your child. 
Usernames and passwords will be distributed.
A safety unit will be followed to help your child learn about how to stay safe and protected on their computing devices

Baseline assessment

End of unit test on E safety.

Curriculum Information Term 2

Assessment information Term 2

Word processing

Word Processing is an essential task allowing you to write letters, create CV’s. You can create mail merges where you send the same letter to many people and it appears personalised.
You will be learning how to understand the potential of a word processor, understand the methods used to enhance the document, understand the importance of the target audience and understand how to be sustainable in the office.

Continuous assessment of progress using delivercomputing360.com as well as an end of unit test.

Design Technology

Curriculum Information Term 1

Assessment information Term 1

In DT students will rotate around 4 subject areas and IT during the year. Students spend approximately 7 weeks in each subject area and then move on. Whilst in each of the areas students will learn what a Design brief is and how it applies in different material areas, what user needs are and how to meet them with the design of their product.

Electronics:
Students will make a steady hand tester. This project introduces them to soldering, different types of components and circuit layout. Students customise a vacuum formed casing shape and use pliers to cut and shape copper wire.

Food & Nutrition:
We will be developing their basic cooking skills along with their awareness of Food Hygiene and Safety. We look at eating a healthy balanced diet and ways of incorporating more vegetables into our diet.
Students will complete a piece of research homework on The ‘5 a day’ campaign’ and during their practical lessons they will make a Pasta Salad, Quesadilla, Carrot cakes and a Healthier Pizza.
Please note that all recipes and cooking dates will be on Edulink, we have also introduced a recipe book which they will be given at the start of their rotation. Students need to bring a container with a locking lid to take their food home in.

Product Design:
Students will learn about materials and their properties through a combination of theoretical learning and practical testing. They will develop their designing skills including practising drawing techniques, as well as designing a keyring made of acrylic for a client which they will go on to make using a variety of shaping and finishing techniques

Textiles:
Students will be making a patchwork cushion using recycled fabric with a Pop Art panel. They will be introduced to key Artists in the Pop Art movement using them as inspiration to design their own unique panel using fabric crayon.

In each DT area students will be assessed on and receive a grade for their Design work – during the rotation and at the end as well as their Finished Practical outcome.

Curriculum Information Term 2

Assessment information Term 2

In DT students will rotate around 4 subject areas and IT during the year. Students spend approximately 7 weeks in each subject area and then move on. Whilst in each of the areas students will learn what a Design brief is and how it applies in different material areas, what user needs are and how to meet them with the design of their product.

Electronics:
Students will make a steady hand tester. This project introduces them to soldering, different types of components and circuit layout. Students customise a vacuum formed casing shape and use pliers to cut and shape copper wire.

Food & Nutrition:
We will be developing their basic cooking skills along with their awareness of Food Hygiene and Safety. We look at eating a healthy balanced diet and ways of incorporating more vegetables into our diet.
Students will complete a piece of research homework on The ‘5 a day’ campaign’ and during their practical lessons they will make a Pasta Salad, Quesadilla, Carrot cakes and a Healthier Pizza.
Please note that all recipes and cooking dates will be on Edulink, we have also introduced a recipe book which they will be given at the start of their rotation. Students need to bring a container with a locking lid to take their food home in.

Product Design:
Students will learn about materials and their properties through a combination of theoretical learning and practical testing. They will develop their designing skills including practising drawing techniques, as well as designing a keyring made of acrylic for a client which they will go on to make using a variety of shaping and finishing techniques

Textiles:
Students will be making a patchwork cushion using recycled fabric with a Pop Art panel. They will be introduced to key Artists in the Pop Art movement using them as inspiration to design their own unique panel using fabric crayon.

In each DT area students will be assessed on and receive a grade for their Design work – during the rotation and at the end as well as their Finished Practical outcome.

Drama

Curriculum Information Term 1

Assessment information Term 1

Spies

  • Improvisation unit focusing on various scenarios involving spies and agents.
     
  • Building key vocal and physical skills such as projection of voice, movement, facial expressions etc. to bring a range of characters to life.
     
  • Students will explore a range of Drama techniques such as narration and hot seating.
     
  • Building effective relationships, working on key speaking and listening skills

Mid Unit Assessment (baseline)

End of Unit Assessment

An improvised performance putting together a range of storylines that have been developed across the unit of work.

Each assessment will focus on a specific range of vocal skills, physical skills and performance techniques.

Curriculum Information Term 2

Assessment information Term 2

Gizmo

  • Scripted unit of work based around a short play
  • Exploring key scenes, focusing on character relationships
  • Building students’ ability to create effective characterisation through various vocal and physical skills.
  • Developing ability to understand and work from a script

Mid Unit Assessment
Performance of one short key scene from the play

End of Unit Assessment
Performance of longer key scene from the play

Each assessment will focus on a specific range of vocal skills, physical skills and performance techniques.

English Literature

Curriculum Information Term 1

Assessment information Term 1

Note: Students study two units concurrently, a main unit and a minor unit. Across Years 7 -8, students build skills for both English and Media. In Year 10, some students then take on Media as a separate additional subject.

Year 7 transition unit: Why do we tell stories? (Part 1)

This unit is design to support students transitioning from Year 6 into Year 7. It explores patterns in, and the intentions behind, storytelling, focussing on the theme of heroes & villains. 

Key skills: Adapting writing for a specific audience; structuring creative writing; paragraph accuracy; punctuation; presenting ideas verbally.

Note: Each assessment focusses on a specific range of reading (GRAF); writing (GWAF); and speaking and listening skills (SLAF). 

Year 7 transition unit: Why do we tell stories? 

Baseline assessment

Formative assessment: fiction writing 

Weekly homework tasks

Curriculum Information Term 2

Assessment information Term 2

English unit: Why do we tell stories? (Part 2)

Students continue to explore patterns in, and the intentions behind, storytelling, here focussing on the medieval text Sir Gawain and the Green Knight.  

Key skills: Adapting writing for a specific audience; structuring creative writing; paragraph accuracy; punctuation; presenting ideas verbally.

English unit: Why do we tell stories? Part 2 

Summative assessment: fiction writing

English Language & Media

Curriculum Information Term 1

Assessment information Term 1

Media unit: How do we tell stories? (Part 1) 

This unit introduces students to narrative methods, such as point-of-view, structure, representation and symbolism. 

Key skills: analysing visual codes; decoding symbols; understanding mise-en-scene; presenting ideas to an audience verbally.

Media unit: How do we tell stories? 

Formative assessment: spoken presentation

Curriculum Information Term 2

Assessment information Term 2

Media unit: How do we tell stories? (Part 2)

Students continue to explore narrative methods, such as structure, representation and symbolism. 

Key skills: analysing visual codes; decoding symbols; understanding mise-en-scene; presenting ideas to an audience verbally.

Media unit: How do we tell stories? Part 2 

Summative assessment: spoken presentation

Literacy

Curriculum Information Term 1

Assessment information Term 1

Library lessons: 

Take place once per fortnight and are lessons with a reading-focus to improve students’ literacy. 

Students follow the Accelerate Reader course, from which they select from a range of texts appropriate to their reading age, and their progress is tracked. 

Students are expected to always have an appropriate reading book in their bags as part of their school equipment. 

Key skills: reading comprehension; vocabulary range.

Library lessons:

Accelerated Reader online quizzes – every half term a sat during library lessons.

Curriculum Information Term 2

Assessment information Term 2

Library lessons: 

Please see above.

Library lessons:

Accelerated Reader online quizzes – every half term a sat during library lessons.

German

Curriculum Information Term 1

Assessment information Term 1

My world and I

  • Counting to 20
  • Introductions
  • Learning the alphabet and phonics
  • Using verbs to say where you live, how old you are and what your name is
  • Describing your character

Talking about your belongings using the verb ‘haben’ (to have)

  • Short translation into German
  • Listening test

 

Curriculum Information Term 2

Assessment information Term 2

Family and pets

  • Learning about pets
  • Talking about family members and age
  • Describing family members using colours and adjectives
Learning how to say when your birthday is
 

Geography

Curriculum Information Term 1

Assessment information Term 1

  • Fantastic Places
  • Introduction to geographical skills. Visiting countries across 7 continents. 
  • Human and physical geography through map skills.

Baseline assessment

  • World continent and oceans- names and location
  • Direction
  • Scale
  • Grid references (4 & 6 figures)
  • Relief- height of land

Curriculum Information Term 2

Assessment information Term 2

What earth resources are important? 
Rock types

  • Weathering
  • Earths spheres
  • Fossil fuels
  • Renewables

Weathering assessment

Humanities

Curriculum Information Term 1

Assessment information Term 1

The Making of the British Isles

  • Migration pre-1066
  • Contenders to the British throne in 1066
  • The Battle of Hastings
  • How did William I establish control of Britain?

Who had the strongest claim to the British throne in 1066?

Curriculum Information Term 2

Assessment information Term 2

Life in Medieval England
Living and working conditions for people in Medieval England

  • How did and why did castles change during the Medieval period?
  • How important was the Church in Medieval England (types of importance)?

How and why did castles develop?

LIFE SKILLS

Curriculum Information Term 1

Assessment information Term 1

tbc

 

Curriculum Information Term 2

Assessment information Term 2

tbc

 

Mathematics

Curriculum Information Term 1

Assessment information Term 1

Investigations – students to develop their mathematical problem solving skills through a series of in lesson investigations.

Sequences – recognising patterns and continuing diagrammatical sequences, linear sequences, geometric sequences and Fibonacci sequences. Finding missing terms in sequences.

Algebraic Notation – working forwards and backwards with one-step and two-step function machines, substituting values into one and two-step expressions

Equality and equivalence – fact families, solving one-step equations, collecting like terms and simplifying expressions

30 minute non-calculator assessment on sequences

Curriculum Information Term 2

Assessment information Term 2

Place value and ordering – reading, writing, comparing and ordering integers, finding the median and the range, rounding to powers of 10 and 1 significant figure, understanding place value for decimals, standard form (higher groups only)

Fractions, decimals and percentages – converting between fractions, decimals and percentages, use and interpret pie charts, understanding fractions below 1 including simplifying and equivalence, fractions above 1 (higher groups only)

 

MUSIC

Curriculum Information Term 1

Assessment information Term 1

Keyboard Skills 

  • Introduction to treble clef notation
  • Familiarity with keyboard functions
  • Introduction to effective keyboard performance technique (hand shape and position
  • Accidentals
  • Chords and triads
  • Major and minor chords

Baseline Assessment

Assessment to include music theory: treble clef notation, accidentals, recognising major and minor chords.

Performance assessment of piece of keyboard music.

Curriculum Information Term 2

Assessment information Term 2

Continuation of term 1 project for several weeks.

  • Exploring Families of the Orchestra
  • Exploring the String Family
  • Exploring the Woodwind Family
  • Exploring the Percussion Family
  • Exploring the Brass Family
  • Reinforcing keyboard skills learnt in Term 1
  • Learning about and performing fanfares
  • Composing a fanfare
  • Learning to recognise different instruments in a piece of music.

Recognising Instruments - Listening Test Assessment

Fanfare Composition

PE

Curriculum Information Term 1

Assessment information Term 1

tbc

tbc

Curriculum Information Term 2

Assessment information Term 2

tbc

tbc

science

Curriculum Information Term 1

Assessment information Term 1

Teacher 1
Introduction to Science

  • What science is
  • Health and safety
  • Practical equipment
  • Collecting results and calculating means
  • Planning investigations
  • Graphs
  • Investigations

Teacher 2
Forces 1 Part 1

  • Speed
  • Distance time graphs
  • Investigating speed
  • Relative motion

Teacher 3
Organisms 1 part 1

  • The skeleton
  • Joints and muscles
  • Problems with the skeletal system
  • Organisation of organisms

Weekly EDUCAKE homework throughout the year.
Always set on a Monday, Due in on Sunday

Baseline assessment based on KS2 Science.

Curriculum Information Term 2

Assessment information Term 2

Teacher 1
Matter 1

  • Particle model
  • Solids, liquids and gases
  • Diffusion
  • Changes of state
  • Separating mixtures

Teacher 2
Force 1 part 2

  • Forces
  • Gravitational forces
  • Mass and weight
  • Gravity
     

Teacher 3
Organisms 1 part 2

  • Plant and animal cells
  • Adaptations of cells
  • Microscopy
  • Unicellular organisms

Quick check – end of topic test

spanish

Curriculum Information Term 1

Assessment information Term 1

Me presento – Introducing yourself

Unit 1 – Students learn to introduce themselves in the target language and begin their Spanish journey!

Throughout the term students will also begin learning about Hispanic culture and have the chance to share their own experiences of visiting Hispanic countries or festivals.
 

Curriculum Information Term 2

Assessment information Term 2

Mi burbuja – my bubble!
Unit 2 - Students will learn to describe themselves and friends/family in more detail.

We will look at how to describe both physical and character descriptions.