YEAR 7 - Charlton School
15
1 A GUIDE TO THE CURRICULUM YEAR 7 CHARLTON SCHOOL
Transcript of YEAR 7 - Charlton School
1
A GUIDE TO THE
CURRICULUM
YEAR 7
CHARLTON
SCHOOL
2
English Year 7
Year 7s are set by ability. Students with specific learning needs are identified and
taught in a smaller group to provide support.
Year Seven Curriculum in Brief
Autumn Term
Exploring Nineteenth-Century fiction and creative writing.
Exploring literary non-fiction and creative writing.
Introduction to the Library and the Accelerated Reader programme.
Spring Term
The Gothic genre and creative writing.
Non-fiction reading and writing.
Summer Term
Shakespeare: A Midsummer Night’s Dream.
Whole text study: Trash by Andy Mulligan.
Providing an Environment in which All students can succeed,
with Learning at the Heart of all we do
3
Mathematics
Pupils are taught in ability sets and the topics are differentiated to
challenge all pupils and help them to make progress according to
their ability.
Year 7 – Autumn Term
• Whole numbers and decimals
• Measures, perimeter and area
• Expressions and formulae
• Fractions, decimals and percentages
• Angles and 2D shapes
• Graphs
• Case Study: Recycling and energy
Year 7 – Spring Term
• Whole number calculations
• Statistics
• Transformations and symmetry
• Equations
• Factors and multiples
• Case Study: Rangoli patterns
Year 7 – Summer Term
• Constructions and 3D shapes
• Sequences
• Decimal calculations
• Ratio and proportion
• Probability
• Case Study: Electricity in the home
4
Science When students join us in year 7, they are grouped into 5 broad ability groups in each year half based on
their primary scores.
Students in all groups, follow the same programme of study which begins with a short introduction to
Science. Students are introduced to pieces of scientific equipment, lab safety and problem-solving skills.
After this short introduction, students then go on to study aspects of Biology, Chemistry and Physics in a
series of short topics as follows:
Year 7
Biology
• Organisms: students will learn about the roles of the skeleton and muscles and how movement is
brought about at joints by muscles working in pairs. Different types of joints will be considered, as well as the consequences when things go wrong with the skeletal system. Students will also learn about the
structure and function of cells, including specialised plant and animal cells. They will learn about
organisation in multicellular organisms and in unicellular organisms. Students will describe different types
of unicellular organisms and explain adaptations of each.
• Ecosystems: students will learn about relationships in ecosystems. They will study the interdependence
of organisms, including food webs and insect-pollinated crops and their importance to human food
security. Students will learn how organisms affect, and are affected by, their environment, including the
accumulation of toxic materials in food chains and the effect of predation on organism populations. Students will develop what was learned at KS2 about plant structure to further understand how
flowering plants reproduce, including the role of the wind and insects in pollination. Methods of seed
dispersal will be investigated with a focus on adaptations of plants for each method.
• Genes: students will learn about the variation between and within species, and the causes and types of variation. They will learn about the importance of variation within a species to prevent extinction of the
species. Students will learn about human reproductive systems, including the menstrual cycle. They will
study how a foetus develops, supported by the mother, and will consider the effects of various substances on a developing foetus.
Chemistry
• Matter: students will develop what they learned about states of matter in Key Stage 2 to explain the properties of solids, liquids and gases using the particle model. They will learn to apply the standard
model to explain particular phenomena, such as changes of state, thermal expansion, diffusion, density,
concentration and pressure. Students develop use of scientific terminology to explain processes such as
changes of state and diffusion. Students will extend and further develop their ideas on separation from KS2, for example, revisiting the use of sieving and developing this to include filtration. New separation
techniques (chromatography and distillation) are introduced. Students investigate dissolving and there is
a focus on developing and extending the students’ use of technical language to describe processes, for example solvent, solute, solution. Students describe the uses of different separation techniques and
explain the differences between the substances that allow each method to be used successfully.
• Reactions: students will develop what they learned about the properties of materials at KS2 to explore
the physical and chemical properties of metals and non-metals. They will apply these properties to uses of specific metals and non-metals. Students will learn about the characteristics of chemical change. They
will explore some specific types of chemical reaction such as reactions of acids with some metals,
oxidation and displacement reactions, and will consider the products formed during each reaction. They
will practise describing and explaining these reactions using particle diagrams and word equations. Students will learn how reactions can be used to determine a reactivity series, for example by comparing
5
reactions of different metals with an acid, and by displacement reactions. The students study reactions in
the context of acids and alkalis, considering the reactions the two together as well as the reactions of acids with metals and carbonates. The relevance of acids and alkalis to our everyday lives is considered,
as are the applications of neutralisation reactions. The students learn about the pH scale and compare
the uses of different indicators.
• Earth: students study the science of ‘what’s beneath us’ and ‘what’s above us’. The first part of the unit offers a taxonomy of types of rocks and a process that links them, in the form of the rock cycle. It offers
a good opportunity to observe characteristics of rocks and reconcile them with the narrative of a
process that often (but not always) happens incredibly slowly. The second part of the unit is about the Earth in Space. Again, this relates to observations and making sense of them by using a model to develop
explanations. This also involves starting to appreciate extremely long timescales but also huge distances
as well. The unit finishes with a look at the way that models are used in science.
Physics
• Forces: students study three main ideas. The first of these is speed, and how it can be described
through calculation and graphically. This work builds on students’ prior learning in both of these areas.
Speed is then related to forces. This is a development of understanding from KS2 but extended to combining and balancing forces. Finally, ideas about gravity are explored. Again, students are likely to
have studied this previously but here it is related to the concept of fields, the relationship between mass
and weight, and the context of space travel.
• Electromagnets: students start by exploring static electricity, the concept of charge and the idea of a field. Although students are unlikely to have studied electrostatics before, they will have met other non-
contact forces (gravity and magnetism) and are, of course, very likely to have experienced the effects of
static electricity. Students then proceed to link the concepts of current, voltage and resistance with the observed behaviour of circuits. Students may well have built circuits previously and met ideas around
conductors and insulators, the need for a complete circuit and the effect of altering the number of
components in a circuit. This unit uses both current and voltage (or potential difference, the preferred
term at GCSE) as concepts that can be used to explain how circuits work. It also introduces the concept of resistance, both as a way of describing the effect of components in a circuit and as the ratio of voltage
to current. These ideas are related to both parallel and series circuits.
• Energy: students start by considering food as a personal energy store and then look at energy being
transferred, and at different rates. The concept of ‘stores and transfers’ is then explored. The idea of energy is then applied to the context of electricity supply. Electricity is useful for a number of reasons
but a principal one is the ease with which energy can be transferred in a variety of different ways. Later
in the unit the concepts of kinetic energy, elastic potential energy and gravitational potential energy are
introduced and used as ways of understanding transfers.
An important aspect of the new KS3 curriculum is the focus on the applications and implications of science in
everyday life. Throughout the Key Stage students are given opportunities to develop a greater understanding of
‘How Science Works’. For example, experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative thought. Students learn how knowledge and understanding in
science are rooted in evidence.
Students complete the KS3 programme of study in science over two years. There will be an opportunity for the
students to purchase a Science Key Stage 3 Revision Guide. This is an excellent supplement to their classroom
work and can be used when revising for end of unit tests during the year and also for their end of year exam.
Further information
If you require more information regarding KS3 Science please email Mrs Burrage (Head of Science): [email protected]
6
Modern Foreign Languages
During Year 7 we introduce pupils to either French or German. Pupils develop
the four skills of Listening, Speaking, Reading and Writing and an emphasis is
placed on phonics and pronunciation.
We aim to foster an interest in the language and culture of France or Germany
as well as other countries where French or German is spoken.
Grammar is introduced via a range of topics and at the end of Year 8, all
pupils are well-placed to begin a GCSE course.
French German
About me My world
School Family and pets
Free-time Free-time Where I live School
Holidays A trip abroad
Homework
In German, pupils work on phonics to aid pronunciation, introduce
themselves and encounter numbers and the alphabet. They talk about their
character, favourite things, pets, family and birthdays.
In French, pupils work on pronunciation, describing likes, dislikes, themselves
and others. They work on school subjects, giving opinions, as well as
describing their timetable, the school day and food preferences.
7
Humanities
At Key Stage 3 the Humanities department teaches History, Geography and Religious Education.
Students receive two lessons of History, two lessons of Geography and one lesson of Religious
Education each week. A different unit is delivered each half term.
Students begin their study of Religious Education by examining the characteristics of religion and
taking a snapshot of the 6 main world religions and others. They develop skills of describing,
explaining, evaluating and comparing religious beliefs and actions, whilst seeking to apply lessons
learned in new contexts.
At the beginning of each unit students write the aims of the unit on an assessment sheet which they
stick into their exercise books. Students complete one assessment each half term. Their work is
leveled using the Humanities Steps to Success. These Steps are skills based and combine the National
Curriculum subject skill criteria. The students’ assessment sheet is then completed. An assessment
grade is added along with a teacher comment with advice on how to improve their work. A target is
set for the next assessment. An Attitude to Learning mark is given which indicated the level of
overall interest, pace and effort demonstrated by the student (1=good. 2=satisfactory. 3=
unsatisfactory). Students have the opportunity to comment on their work in a student evaluation
section. Classes are ability based and students have the opportunity to progress through the classes
depending on progress.
History Geography Religious Education
Unit 1 Norman Conquest 1066 What is it like where I live? Introduction to religion
Unit 2 Medieval Life and The
War of the Roses Map skills World religions
Unit 3 Henry VIII Human features of Shropshire Holy books
Unit 4 Tudor and Stuart
Monarchs Development & Tourism Abraham
Unit 5 Industrial Revolution Fashion & Aid Pilgrimage
Unit 6 Crime and Punishment
1750-1900 Ecosystems - Amazon Moses
8
Art What are the elements of Expressive Arts?
Unit Learning objectives:
• To understand, recognise and apply the basic elements of Art. Line,
tone, form, texture, colour, form and pattern.
• Application of the elements of art in response of WW2 through the
work of Norman Wilkinson and Peter Blake.
• Identify the formal elements of art; Tone, Colour, Texture, Constructions, Form,
Shape; Pattern, Line.
• Use WWII as a stimulus for composing and creating.
How can we explore characters through genre?
Unit Learning Objectives:
• To explore the comic book genre of the superhero and villain.
• To improve drawing techniques by using tone and line, creating the
illusion of form.
• To understand how to recreate an image using a grid technique.
How can context influence the style of creative work?
Unit Learning Objectives:
• Explore how social, historical and cultural context influences art.
• To explore the style of the artist Keith Haring to create characters
and patterns that relate to genres todays.
• To create and develop printing techniques.
• To present, appraise and evaluate work.
Assessment: Continuous formative assessment as well as summative
assessments of practical and written work at the end of each half term.
9
Dance What are the elements of Expressive Arts (Basic Dance Actions)
Unit Learning objectives:
• Understand the importance of warming up the body before Dance.
• Identify the theory behind creating Dance, using the 5 Basic Dance Actions.
• Develop a themed piece (basketball, jungle, army) within a group.
• Use props to and other mediums to develop teacher phrases creatively.
• Use WWII as a stimulus
How can we explore characters through genre? Zoonation Into the
Hoods.
Unit Learning Objectives:
• Explore Street Dance styles through Dance company.
• Perform through the styles of Street Dance.
• Develop a feeling for and an awareness of characterisation, specifically linked to a
character from Into the Hoods.
• Use of character.
How can context influence the style of creative work? Gaming
World
Unit Learning Objectives:
• Explore how the gaming world has taken over Dance.
• Create your own choreography and develop the teacher phrase, taking key
movements from popular games such as Fortnite/Super Mario/Tik Tok. Musically.
• Use transitions to create a perform a group piece.
Assessment: Continuous formative assessment as well as summative assessments of
practical and written work at the end of each half term.
10
Drama What are the elements of Expressive Arts?
Unit Title: Rose Blanch WW2
• Understand and apply the basic Drama conventions; Freeze Frame, Thought in the
Head, Narration, Mime, Choral Speech and Choral Movement
• Application of drama conventions in response to the stimulus of WW2 through
the story of Rose Blanche.
• Develop personal rehearsal skills; confidence, creativity, teamwork and leadership.
How can we explore characters through genre?
Unit Title: Melodrama and Pantomime
• Explore the genre of melodrama through characterisation and study of stock
characters.
• Apply the key features of pantomime in performance
• Prepare a performance, as part of a small group, to share with an audience.
• Explore how Facial Expression, Body Language, Gesture and Vocal Expression
communicate emotion to an audience.
How can context influence the style of creative work?
Unit Title: Our day out
• Explore how social, historical and cultural contexts influence development of
character and plot.
• Apply the conventions of scripted work to performance through understanding of
stage directions
• Experiment with appropriate vocal and physical expression when creating a character to suit the given circumstances of the text.
• Appraisal and evaluation of dramatic work.
Assessment: Continuous formative assessment as well as summative assessments of
practical work at the end of each half term.
In addition to classroom drama lessons, there are a plethora of Extra-Curricular drama
activities on offer at Charlton. Students should speak to Mrs Vickers or Miss Tattersall if
interested.
11
Music What are the elements of Expressive Arts?
Unit Title: Exploring the Elements through WWII Music
• Understand and recognise the Elements of Music: Pitch, tempo, dynamics,
duration, texture, timbre, articulation, silence.
• Draw on the Elements of Music as a resource when composing, creating and
improvising.
• Use the Elements of Music effectively when performing and singing a piece of
WWII music.
How can we explore characters through genre?
Unit title: Composing Music for Film
• Learn how leitmotifs are used to represent certain characters and situations in
films.
• Understand the importance of cuesheets, concords and discords when composing
music for film.
• Plan, compose and perform a short soundtrack for a film to represent a character
and suitable sound effects to create an appropriate mood and atmosphere.
Summer Term- How can context influence the style of creative work?
Unit title: Computer and Video Game Music
• Understand the various ways in which music is used within a range of computer
and video games from different times and places.
• Understand, describe and use common compositional and performance features
used in computer and video games music.
• Know how computer and video game music is produced and how the orchestra
has been used in recent computer and video game music.
• Identify musical instruments, timbres sonorities and sounds when listening to a
range of computer and video game music from different times and from different
styles of games.
Assessment: Continuous formative assessment as well as summative assessments of practical and
written work at the end of each half term.
In addition to classroom music lessons, there are a plethora of Extra-Curricular music
activities on offer at Charlton. These are available to all students and completely free of
charge. Instrumental lessons are available to all Charlton students at a discounted rate and
we can loan instruments to those who do not wish to purchase their own, in the first
instance.
12
Physical Education
Skills Learnt in Physical Education
Key Stage 3
PE at Charlton aims to encourage all students to actively engage in lifelong physical activity. This is
not only as a participant but in roles such as leader, coach and official. We offer a wide and varied
curriculum that will encourage participation and inspire our students to lead a healthy, active
lifestyle.
Our Year 7 Physical Education curriculum is designed to provide students with a broad
experience across a range of sporting and fitness activities. Our curriculum intent for Year 7
students is to provide opportunities for students to: • Improve skill development within in each PE activity, providing time for students to improve
through performance and technical repetition • Enhance their key knowledge and understanding of the technical and tactical elements of each
sporting activity • Experience high activity levels in every lesson and develop understanding of how the body
works in relation to physical activity and exercise • Obtain accurate and detailed feedback for each sporting/fitness activity area for students to
reflect on and set specific targets for improvement
Areas of study include:
Athletics, Rugby, Football, Basketball, Badminton, Handball, Netball, Cricket,
Softball, Rounders, Danish Longball, Fitness and Adventure Activities.
13
Information and Communication
Technology Keystage 3 Year 7
Unit 1: Research Project
We build upon the work done at the primary schools, introducing them to the way our network operates
and the resources and facilities that are available for them to use. The focus of this unit changes to reflect
current issues. Students prepare a balanced presentation of the issues based upon internet and printed
sources. The issues of bias and reliability are explored. Students produce a number of outcomes which
form the basis of assessment.
Unit 2: Modelling Project
In this unit students learn how simple models are built by first investigating rules, then by seeing how rules
can govern the behaviour of simple models.
The unit concentrates on setting up a model of the operation of a successful music festival. Students discuss
the ways in which the model could be presented in a spreadsheet, identifying the inputs, the rules
(formulae) and the outputs. Students then work in groups to construct this model, revising cells, formulae
and cell references. They test the effectiveness of the model by using sample data representing a number of
scenarios. They create a report and recommend appropriate action based on their findings.
Unit 3: Web Design and Publishing
In this unit students learn how to design and build an interactive web page that can be published on the
worldwide web or school intranet. They learn how to control on-screen events and the flow of information
accessed through a web page. They learn that web pages are made up of objects, and that these objects can
be programmed to carry out actions, e.g. a hyperlink can automatically connect a user to a different website,
or an area of the screen can be programmed to change when a mouse pointer is passed over it. They
consider a range of audiences, and how one site can serve a range of needs, e.g. a site dedicated to a
historic town may contain a list of places of interest for the casual tourist, while also offering detailed
primary source material for the more serious historian.
Unit 4: Databases
In this unit students learn to develop, amend and search databases. They learn the fundamental elements of
databases, tables, fields, and records and the need to use a range of strategies to ensure the accuracy of
data. They explore the problems created through inaccurate data. They will develop a system that will
manage the membership of a school club.
A key aim of the unit is to develop a system (software package(s) set up to handle a specific task) that will
meet the potential audience’s needs. Students investigate these needs and then model the system using
presentation software, and multimedia presentations and prototypes created in MS Access.
14
Technology Technology at Charlton School is taught in an environment where students are given every opportunity to
develop their design thinking in a wide range of areas. We have an enthusiastic team able to deliver a curriculum appropriate to all students, with the objective of the department focussed on raising each individual’s level of achievement and personal aspirations. We aim to keep ahead with state of the art, cutting edge technology, giving opportunities to all, meeting the
technological demands of a high value design, manufacturing and production environment. In Year 7 groups are all mixed ability, with up to 6 classes in each half year to enable students to achieve their
full potential. All schemes introduce students to a range of different design and make activities, where they are able to develop their practical skills, and design thinking. ICT is used in many units of work for
presentation purposes, or through tasks incorporating CAD (Computer aided Design) software such as 2D
Design. It is hoped that at the end of Year 7 all students will benefit from experiencing the full range of technical areas identified below. FOOD : CLASSIC COOKERY An exciting introduction to the importance of food to maintain a healthy diet and lifestyle. Each of the projects
is designed to extend students’ knowledge and practical capabilities, commencing with knife skills through to the use of pastry and stir-frying. All students will have the opportunity to create a range of interesting dishes which can be adapted to suit personal taste and a diverse range of skill levels.
TEXTILES : UGGLIE DOLL An introduction to fabrics, a project that enhances students’ ability to manipulate materials and fabric to
produce quality items, demonstrating how these can be enhanced through a variety of techniques. This project
will also allow students to explore colour theory in its practice; looking at how colour effects a products desirability. RESISTANT MATERIALS/ELECTRONICS : GONK A focus on using metal as a resistant material and constructing a simple electronic circuit by soldering. Students learn to mark out, cut, drill and shape mild steel tube and rod. These are then joined together by brazing before being given a spray paint finish. Students will then create a simple circuit to run a flashing LED as a
feature of their Gonk. The key focus for this project is the students design creativity and the development of hand manufacture skills. PRODUCT DESIGN : STORE IN STYLE A focus on using wood as a resistant material and the types of timber used in manufacture. Students learn
how to cut, shape, drill and apply a finish to pine, the outcome being a storage box with their own creative
lid design.
15
