Year 7
Art
Curriculum Information Term 3 |
Assessment information Term 3 |
The Portrait (Self Identity): A range of tasks looking at the self as inspiration and how others have viewed themselves. A Particular focus on the portrait. |
Graded: Emerging/Developing/Mastering/ Excelling.
Continual assessment. Specific dated assessment. |
Curriculum Information Term 4 |
Assessment information Term 4 |
The Portrait (Self Identity) continued.
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Continual assessment. |
BELIEFS AND ETHICS
Curriculum Information Term 3 |
Assessment information Term 3 |
Message of Jesus:
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From end of Term 2 – Aliens
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Curriculum Information Term 4 |
Assessment information Term 4 |
Message of Jesus:
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Why do Christians believe Jesus was the son of God?
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Computer Science
Curriculum Information Term 3 |
Assessment information Term 3 |
Logo Logo is a basic programming language that has allowed many people to get access and learn programming. It's drawing capabilities are really good for producing precise designs. Games can also be developed using Logo. It is a great starting point for programmers. You will be learning how to understand the potential of logo programming with sub programs / routines, understand the use of directional instructions, understand the difference between running a program and calling a program and understand how to create code that can work together to produce an end product. |
Continuous assessment of progress using delivercomputing360.com.
Complete the house project. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Control Systems In this unit we will be looking at how design systems with flowcharts. flowchart is a graphical way of depicting the outcomes of a program. For example, if I do this, what will happen. It is a way of showing the rules, if you do this, this happens, if you do this, this happens. Our lives are governed by rules. Even though some people say they don’t like rules and don’t follow them, that is wrong, they do. As humans we always follow rules. Rules control our lives. For example, you unlock the door before you push it open, why? Because if you did not do that, the door would not open. These basic rules can be applied to almost very situation, after all you can’t write with a pen unless you pick it up first, that’s the rule. |
Continuous assessment of progress using delivercomputing360.com.
End of unit test. |
Design Technology
Curriculum Information Term 3 |
Assessment information Term 3 |
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. |
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 4 |
Assessment information Term 4 |
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. |
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 3 |
Assessment information Term 3 |
Slapstick Comedy
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Students will be assessed in the following ways:
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Curriculum Information Term 4 |
Assessment information Term 4 |
Stanislavski
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Students will be assessed in the following ways:
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English Literature
Curriculum Information Term 3 |
Assessment information Term 3 |
Sherlock Holmes: analysis of how Conan Doyle creates characters, setting and mood in his famous detective stories
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Analytical paragraphs discussing the creation of character and won writer’s methods building tension. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Sherlock Holmes: analysis of how Conan Doyle creates characters, setting and mood in his famous detective stories |
Analytical paragraphs discussing the creation of character and won writer’s methods building tension. |
English Language & Media
Curriculum Information Term 3 |
Assessment information Term 3 |
A Midsummer Night’s Dream: study of Shakespeare’s play and the craft of creative writing.
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Creative writing inspired by Shakespeare’s play, A Midsummer Night’s Dream Analysis of character and the creation of tension |
Curriculum Information Term 4 |
Assessment information Term 4 |
A Midsummer Night’s Dream: study of Shakespeare’s play and the craft of creative writing.
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Creative writing inspired by Shakespeare’s play, A Midsummer Night’s Dream
Analysis of character and the creation of tension |
Literacy
Curriculum Information Term 3 |
Assessment information Term 3 |
Library lessons: |
Library lessons: |
Curriculum Information Term 4 |
Assessment information Term 4 |
Library lessons: |
Library lessons: |
German
Curriculum Information Term 3 |
Assessment information Term 3 |
Freetime |
Writing assessment Listening assessment Freetime |
Curriculum Information Term 4 |
Assessment information Term 4 |
School |
Reading PA TA speaking ( 5 questions) |
Geography
Curriculum Information Term 3 |
Assessment information Term 3 |
Resources
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Weathering assessment End of unit resources assessment |
Curriculum Information Term 4 |
Assessment information Term 4 |
Africa
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Mid-unit assessment- People and environment knowledge-based assessment |
Humanities
Curriculum Information Term 3 |
Assessment information Term 3 |
Henry II and Thomas Beckett King John & Magna Carta Black Death- causes and consequences Islamic World inventions in the Medieval Period |
Was King John a Cruel King? |
Curriculum Information Term 4 |
Assessment information Term 4 |
Peasants Revolt + Death at Smithfield Robin hood- Fact or Fiction Law & Order in medieval times Life in a Medieval town |
Robin Hood- was he real source analysis? |
LIFE SKILLS
Curriculum Information Term 3 |
Assessment information Term 3 |
Financial Literacy and Money – Banks, Savings, Debt and Budgeting, Aspiration and self-esteem. Personal Identity, Gender and Sexuality. Diversity. |
There is no formal Assessment in Life Skills.
Work in Life Skills Booklets is monitored and checked for progress. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Healthy Lifestyles – Nutrition and Exercise, Healthy Living. Anger Management, Balance. Positive Relationships. Radicalisation and Extremism. Staying safe Online. |
There is no formal Assessment in Life Skills.
Work in Life Skills Booklets is monitored and checked for progress. |
Mathematics
Curriculum Information Term 3 |
Assessment information Term 3 |
Addition and subtraction – understanding the relationship between addition and subtraction; column method for addition and subtraction; solving problems involving addition and subtraction; adding and subtracting in standard form Multiplication and division – understanding the relationship between multiplication and division; multiplying with powers of 10; short and long multiplication and division; calculating the mean; order of operations Fractions and percentages of amounts – working with fractions and percentages of amounts; percentages over 100% |
One hour assessment covering all topics covered during terms 1 and 2 |
Curriculum Information Term 4 |
Assessment information Term 4 |
Directed number – four operations with negative numbers; substitution with directed numbers; solving two-step equations; order of operations; powers and roots Fractional thinking – converting between mixed numbers and improper fractions; adding and subtracting fractions, integers and mixed numbers, starting with the same denominators and moving on to different denominators; work with algebraic fractions |
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MUSIC
Curriculum Information Term 3 |
Assessment information Term 3 |
Instruments of the Orchestra. Band Skills, Reading Tab, and Basic Rhythm Notation |
Listening Test Fanfare Composition assessment Ensemble Performance Assessment |
Curriculum Information Term 4 |
Assessment information Term 4 |
Band Skills – The Blues. 12 bar blues, basslines, vocal work |
Ensemble Performance Assessment |
PE
Curriculum Information Term 1 |
Assessment information Term 1 |
Click on this link to view full details of the PE curriculum and assessment information |
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science
Curriculum Information Term 3 |
Assessment information Term 3 |
Teacher 1 Electromagnets 1
Teacher 2 Reactions 1 part 1
Teacher 3 Ecosystems 1 part 1
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Assessment on first 4 topics form terms 1 and 2
Quick check – end of topic test |
Curriculum Information Term 4 |
Assessment information Term 4 |
Teacher 1 Energy 1
Teacher 2 Reactions 1 part 2
Teacher 3 Ecosystems 1 part 2
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Quick check – end of topic test
Quick check – end of topic test
Quick check – end of topic test |
spanish
Curriculum Information Term 3 |
Assessment information Term 3 |
Mis pasatiempos – My hobbies Unit 3 – Students will learn to talk about their hobbies and give opinions on different activities. This term more language will be learnt to be able to extend sentences and express opinions in more detail. |
Assessment 1 – Speaking test – 4 questions about yourself. This will be prepared in class, homework to learn it. Assessment 2 – End of unit assessment focussing on listening and reading skills. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Donde vivo yo – This term we will be discussing home and local area. It gives the students a chance to discuss where they live as well as dream up their perfect lottery winning home! Within this term we look at cities around the hispanic world and compare the way others live. This is a chance to widen understanding of the world. |
Assessment 1 – 40 word writing task |