Year 7 Curriculum 10-11

Willingdon Community School CONTENTS

English ............................................... 1 Drama................................................ 3 Mathematics ........................................ 4 Science .............................................. 6 Modern Languages ................................. 7 Information and Communication Technology.. 8 Design and Technology ............................ 9 Geography...........................................11 History ...............................................12 Ethics and Philosophy .............................13 Physical Education .................................14 Art ....................................................15 Music .................................................16 Citizenship ..........................................18 Enterprise……………………………………………………….19 Homework Policy...................................20

KEEPING YOU INFORMED As part of our aim to keep you informed we detail here, in outline, the content of the curriculum studied by students in Year 7. We hope this will help you keep track of what is being taught and assist you in understanding the school curriculum.

Year 7 Curriculum 2009-10 Page 1

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ENGLISH in Year 7

Term 1 in Year 7 begins with an introduction to Willingdon Community School unit that explores the move from primary to secondary school. Students study a variety of texts and complete their own imaginative responses about their experiences of starting secondary school.

In term 2 we read a novel as a class. Students study the writer’s use of language and development of characters, in addition to reflecting on the writer’s themes and ideas. Student also produce writing responses, which are thematically linked to the text.

In term 3 students are involved in a global issues project, in which we investigate a range of controversial issues. Consequently students are then able to engage in a formal discussion based upon the topic they have researched. Students study a variety of articles about a topical issue. They also use their persuasive skills to produce a biased leaflet.

During term 4 students study a range of poetry and explore themes and language used by writers to create effects. They produce a collection of their own poetry.

In term 5 we read a play as a class to allow us to explore issues of characterisation and theme. We analyse the author’s use of language and develop our ability to empathise with situations and characters using a range of drama techniques.

In term 6 students study a range of adverts. They explore how writers craft adverts to persuade and they create their own marketing package for a product.

One lesson per fortnight for the whole year is given over to private reading, library and research skills.

Throughout the year we target key skills in spelling, punctuation and grammar, differentiated to meet the needs of all students.



Assessment

Students’ work is assessed for APP in reading and writing throughout the year. All units of work will generate reading and writing responses, which target specific assessment focuses. Speaking and listening will be taught across all units and assessed at three points during the year.

Term 1 Reading and writing responses about life in secondary school

Term 2 Reading and writing responses related to the class novel

Term 3 Reading and writing responses about a topical issue. Speaking and listening group discussion.

Term 4 Reading responses to a range of poetry and students own poetic writing

Term 5 Reading and imaginative writing responses to character and themes in play. Speaking and listening drama role-play

Term 6 Analyses of adverts and students own persuasive writing. Speaking and listening presentation.

A National Curriculum level is awarded for each of these formal assessments.



DRAMA in Year 7

Students are taught Drama once a fortnight. We begin Year 7 by looking at team work skills. We

then use these skills in a cross curricular project, working with the Art and Music Departments,

focusing on creative thinking. For the rest of the year we focus on the key drama techniques

whilst building on team work, imagination planning and evaluation skills.



MATHEMATICS in Year 7

We set in mathematics, on entry to the school, according to achievement at Primary School in

the year six National Tests and Cognitive Ability Tests. In year 7 we focus on oral and mental

skills and we follow the 3 part lesson structure of the Numeracy Strategy. Students below level

4 at KS2 will follow the catch up course of the Numeracy Strategy.

We use the ‘Maths Link’ course in years 7 to 9. The textbook is available in three levels and

provides extension work for more able students. In all groups there is time set aside to develop

mental arithmetic skills. For the least able we like to focus on basic knowledge and encourage

the use of practical equipment. All students have access to computer packages and online

resources. The Maths Department subscribes to MyMaths, an interactive maths website.

MyMaths.co.uk allows students to select the level of work they are doing and thus choose their

own learning pathway through the material. Students can work on lessons at home which they

have been taught in class, and choose appropriate material for their level, thus encouraging

independent learning. This is further complimented by the addition of ‘Maths Watch’ to our

available resources; a CD ROM that students purchase can purchase or access via Willingdon.net.

Maths Watch provides a visual and audio access to all topics of mathematics.

Terms 1 and 2

Students cover work on all four attainment target areas. The topics are number, sequences,

angles, negative numbers, area, decimals, percentages and fractions.

Terms 3 and 4

This term we look at displaying data, algebraic expressions, accuracy, everyday measure,

probability, construction, coordinates, factors, primes, square and cube numbers.

Terms 5 and 6

During this term we extend the ideas of algebra to equations, graphs, measures, flow diagrams

and number patterns. We also look at transformations, ratio and proportion, interpreting data,

we revisit and extend work on fractions, decimals and percentages; there is also some work on

3-D solids.



Equipment

Students are required to be equipped with a scientific calculator and geometry set for every

maths lesson. These can be purchased via the maths department at a combined cost of £7.00.

Assessment

Each term there are 2 assessments, one of which assesses the cumulative topics covered

throughout the term. These are assessed in National Curriculum levels. Teaching sets are

reviewed at the end of each term.

Homework

Homework is set once a week for up to 30 minutes and will be taken from various sources

including online using www.MyMaths.co.uk.



SCIENCE in Year 7

During year 7, students will study an introductory topic followed by four key areas of study, each containing three science topics. Our schemes of work are based on “How Science Works” and have key skills embedded in each topic. All topics have learning and skills objectives for each lesson. During each topic, pupils will complete a formative assessment and an APP assessment. Summative assessments are completed after the teaching of all topics in a key area of study.

Pupils who are in set 1 will complete the KS3 course in two years and start their triple GCSE course in year 9. This gives them the opportunity to achieve three GCSEs in separate sciences.

The introductory topic

The introductory topic introduces how to work safely in the science lab, and teaches the skills needed to use equipment such as microscopes and Bunsen burners. At the end of the topic, students are awarded a science practical passport in acknowledgment of these skills.

Year 7 areas of study

Organisms, Behaviour & Health Cells & Tissues Reproduction Who Am I Chemical & Material Behaviour Dissolving Investigation Phlostigon Theory Making A Salt Energy, Electricity & Forces Design A Safe Circuit Friction Investigation Windmill Investigation The Environment, Earth & Universe Weathering The Earth, Sun & Moon Different Environments



MODERN LANGUAGES in Year 7 - FRENCH

In Year 7 students will use Expo 1 textbooks. We recommend that students have a French /

English dictionary for use in class and for homework.

During Year 7 studies include the following topic areas:

Term 1 and 2 – Introduce yourself

Understand cultural differences on celebrating Christmas

Term 3 and 4 – House and home

Increase knowledge of French speaking countries

Term 5 and 6 – Daily routine and school life

MVA presentation in groups

Homework

Homework will be set once a week. It may take the form of written tasks, language

comprehension tasks, vocabulary learning, oral work preparation or research projects.

Assessment

Assessment will be in the form of vocabulary tests where spelling will matter. Students will be

formatively and summatively assessed. They will learn to develop their understanding of self and

peer- assessment along the year. Assessments will be regular and consistent across the

department.

Term 2

• Self Identity.

Term 4

• House and Home.

Term 6

• School and Daily Routine.

A National Curriculum level will be awarded after each assessment task.



INFORMATION & COMMUNICATION TECHNOLOGY in

Year 7

In their lessons during the first year students are given a general introduction to the use of the

P.C. and the school network. This includes...

• An introduction to the safe use of Internet and the ‘Web’ - standard icons, menus and their

functions and a thorough course on E-safety.

• An understanding of the basic working concepts of computer hardware and software,

memory, files and file organisation.

• Gaining familiarity with the use of standard peripherals such as keyboard and mouse.

• Modelling numeric data in Microsoft Excel.

• An introduction to computer control.

• A superhero’s database!

• Designing own homepage for the VLE.

• A Flash animation project.

• Digital Video Editing.

Assessment

• Excel exercises in modelling a disco, a zoo and a biscuit factory.

• Computer model for an automatic greenhouse.

• Skills assessment in data handling.

DESIGN & TECHNOLOGY in Year 7



Design & Technology is taught to all Key Stage 3 students. Years 7, 8 and 9 experience three

main focus areas of, Resistant Materials, Product Design and Food Technology. ICT is used in all

of the modules.

In Year 7 we aim to give the students a broad range of projects across the focus areas. Whilst

the projects may appear to result in very different outcomes, the essential core element of

designing and making is evident, whatever the product. This enables students to realise that

behind every product lies a common ‘design process’. It teaches students to understand,

appreciate, make and evaluate products, and gives them an insight into methods of design and

production.

Students are taught in groups of maximum 20, (mixed gender and ability), for a period of 8

weeks in one focus area by one teacher. They then move on to the next teacher for a different

focus for a similar period until four modules have been completed across the year. Each module

will have homework set, once per week. Typical homework will include research and

investigation into existing products related to the topic, completion of worksheets and designing

tasks. Further assessment is made with an end-of-unit test taken in each unit. Design and

Technology capability will be built upon over the year to give a final National Curriculum Level.

This will be used to set groups for the following year.

For 2010/11 we offer the following range of modules and projects:

Module 1: Working with materials, tools, equipment and workshop processes. Designing and

making an acrylic clock with CAD/CAM numerals.

Module 2: Learning basic workshop practice and the working characteristics of metal,

through the use of a range of hand and machine tools, to make a candleholder of

their own design.

Module 3: Introduction to Product Design, modelling and ICT. Importance of computer aided

design and computer aided manufacture in ‘real’ world production. Designing and

making drink packaging and free gift using CAD/CAM.

Module 4: Understanding the properties and qualities o food, making food choices and

developing food products in our new food technology room.

Assessment

For each of the four modules, the final National Curriculum level will be based on:

• Quality of final product/s.

• Completed design work.



• Formally assessed homework tasks.

• End of Unit Test.



GEOGRAPHY in Year 7

Year 7 Geography starts the exciting new Key stage 3 course by looking at the dynamic topic of

tectonics which looks at volcanoes and earthquakes and their causes and effects on people that

live with them. We will then move onto looking at map skills including grid references and OS

maps. This will also involve practical activities and a walk around the local area. After this we

move onto weather and do some fieldwork using the school weather station and examine the

microclimate around the school. We follow this with the topic of rivers and look at their

formations and effects on people who live near them. We have also included a topic on

contemporary issues which we will teach at some point during the year when a significant

geographical event occurs in order that we can increase the students understanding of the

dynamic geographical world they live in and that they have for their future.

Students will be assessed through a variety of assessments; these will be given a National

Curriculum level. These will include:

• Term 1 - Volcano Assessment

• Term 2 - Kobe Earthquake Assessment - Unit Test on Volcanoes and Earthquakes

• Term 3 – Unit Test on Ordnance Survey Maps

• Term 4 – Flooding in Bangladesh Assessment

Flooding in Your Own Home Assessment

• Term 5 – Mid Year Exam

• Term 6 – Micro-Climate Assessment


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HISTORY in Year 7

In Term 1 students will look at Historical Skills and Concepts including ‘What is History’, ‘Skills in

History’, Chronology, Change and Cause & Consequence. This enables all students to begin Key

Stage 3 of the National Curriculum in History with similar skills whatever their experience of

History at primary school.

The major topic of year 7, 'Medieval Realms' runs for first five terms. Starting with The Battle of

Hastings 1066, students will study the social, political, religious and economic history of this

period on a local, regional and National level. In term six students will look at The European

Reformation and Tudor England.

During the year students will experience a variety of teaching and learning activities, from

'questions & answers' to extended writing and role-play. The Department encourages students to

carry out extended research to increase their depth of knowledge.

Homework is used to consolidate the work carried out in the lessons. Students are set a variety

of tasks, including project work, descriptive writing and posters.

Assessment

Students will be given a number of key assessments, which will each be awarded a National

Curriculum level.

• Term 1 How did Harold die?

• Term 3 & 4 Examination

• Term 5 The Peasants revolt.

• Term 6 Martin Luther and the Reformation



ETHICS & PHILOSOPHY in Year 7

In Ethics and Philosophy we explore themes that emphasise concepts across and between

religions (and other belief systems such as humanism) and that often relate directly to pupils’

own experiences. In year 7 these themes are identity and community, and creation.

We also undertake systematic study which emphasises the content of a particular religion and

leads to a coherent understanding of what it means to belong to that religion. In year 7 we study

Christianity and Islam.

We investigate contemporary ethical issues and fundamental questions of human existence,

relevant to the individual in his or her personal development. In year 7 such questions include-

What is truth? Is there a God? What do I believe?

Assessment

Students will be set key assessments which will be awarded a National Curriculum level. These

will include:

o Philosophy- Is there a God?

o Christianity

o Origins and Creation



PHYSICAL EDUCATION in Year 7 Students will be set in mixed-sex groups. All students will study the following areas of activity:

• Netball

• Gymnastics

• Football

• Dance

• Basketball

• Rugby

• Athletics

• Tennis

• Striking and fielding

• Fitness

• Cultural Games

• Gifted and Talented identification module.

• Outdoor and Adventurous Activities

Assessment

For each unit of work, students will be assessed on their ability to:

• Acquire and develop skills.

• Select and apply skills, tactics and compositional ideas.

• Demonstrate an understanding of fitness and health.

• Evaluate and improve performance.

• Developing skills in physical activity.

• Making and applying decisions.

• Developing physical and mental capacity.

• Evaluating informed choices about healthy, active lifestyles.



ART in Year 7

Students in year 7 will learn to develop the following skills, knowledge and understanding

through an investigation of different observational stimuli such as shoes, still-life and natural

forms.

• Term 1 – Learning to map and develop tonality in pencils.

• Term 2 – Creative thinking group project.

• Term 3 & 4 – Developing skills in mapping, tonality and mark – making demonstrating an

understanding of composition, proportion and scale.

Unit titles: ‘Matchbox Still-Life’

‘Japanese Colour Collages’ – developing observational drawing skills and

the skill of designing and creating a colour collage.

• Term 5 & 6 – Fantasy shoes: developing drawing & designing skills working with different

media towards a collaged final piece. William Morris and William De Morgan titles:

developing drawing, designing and print – making skills.

Assessment

• Term 1 Quality of mapping, tonality and observational skills.

• Term 2 Ability to work in a group and create a presentation based on a final piece.

• Term 3 & 4 Mark-making skills and understanding of the drawing criteria (composition,

proportion, scale & tonality).

• Term 5 & 6 Developed drawing skills, research & designing, completion of a final

piece.



MUSIC in KS3

Music is taught as a language, so in the early stages of Year 7 students are given basic vocabulary

such as the letter names and values of notes and the elements of music. They are then in a

position to use these in their performances and compositions.

For students to be involved in as many musical experiences as possible, students work in groups

on a termly rota of activities, with teacher input prior to this. Generally, there will be five

activities operating - individual work/ensembles on keyboards, composing/performing, general

musical knowledge and technology. This style of teaching enables us to give students work

suitable to their needs, with varying amount of teacher guidance. Groups are mixed ability to

enable all students to be part of a successful performance.

Keyboard work gives them the opportunity to work as an individual and as part of an ensemble.

The work is structured so that students gain the fundamental requirements of keyboard playing -

using correct fingers, learning 'handshapes' on the keyboard and chord progressions.

The composing activity involves small groups where a task is set to include several musical

techniques, or as a whole class activity involving improvisation. It is also used as a development

of social skills. These activities are set either as part of a main project such as Chinese music,

or for a specific musical reason such as design, tonality or a rhythm pattern and students use a

variety of instruments for this work including their voice.

The listening activity is designed to increase students' ability to listen accurately and develop

concentration skills and is a whole class activity.

Technology The work set is based upon the topic of each individual unit of work. We have a

music programme installed on a number of computers in the main school computer suite. “Print

Music” software has been installed to give students the opportunity to do an individual

composition and we also use Garageband and Logic software.

Vocal work is very important as a confidence builder and includes unison and part-singing, often

accompanied by instrumentalists in the group and sometimes using a backing track.

Assessment – work is assessed each lesson and NC levels are given for each completed topic.

Self-assessment is encouraged and students set their own targets.

Additional musical experiences may be gained through the extra-curricular activities offered to

students – school band, batucada band, keyboard club, string group, choir, as well as other



ensembles. The opportunity to learn to play an instrument is offered through the County

Instrumental Service and lessons are available on flute, clarinet, saxophone, any brass

instrument, guitar, electronic keyboard, violin, voice and percussion. Fees are payable for these

lessons and for the majority of lessons students are extracted from main school lessons on a rota

system. Any student learning an instrument through this system in the Primary School will

automatically be transferred on arrival at Willingdon Community School.

During Year 7, students learn through a variety of teaching styles including whole class activities

and small group work. Activities include keyboard ensembles, general musical knowledge and

technology. Groups are organised as mixed ability to give every student the opportunity to be

part of a performance, regardless of their ability.

Assessments

There are 6 main units of work throughout the school year, and these are assessed on a termly

basis. Each unit aims to develop a variety of Personal, Learning and Thinking Skills (PLTS), such

as Reflective Learning and working as a Team Member, and work is differentiated to suit

students of all abilities.

Term 1 – Bridging Unit – Music notation/Graphic Scores

Term 2 – Soundtracks – Music for Effect

Term 3 – Creative Thinkers (cross-curricular)

Term 4 – World Music – China and India

Term 5 – Gamelan Music

Term 6 – Minimalism

Citizenship in Year 7



Citizenship is taught in the DT carousel, students will have approximately 18 lessons of

citizenship as part of this carousel.

In Year 7 students look at their community in a variety of ways. They consider the diversity of

the community and the part they play in it. Students begin to appreciate how local government

works and what they can do to affect change in their local community.

Students take part in various citizenship activities including charity fund raising. Students will

experience a variety of learning activities from art work and role play to debate. There are

three national curriculum levelled assessments over the course.

As part of their work during the year, each student will be required to undertake a community

based project of their choice.

Assessment 1: Human Rights

Assessment 2: Democracy in Action

Assessment 3: Community Project



ENTERPRISE in Year 7

Enterprise is defined by the government as being all about the ability respond positively to change, to create and implement new ideas and ways of doing things, to make reasonable risk/reward assessments and act upon them in one’s personal and working life. It can be described as: innovation, risk-management, a ‘can-do’ attitude and the drive to make ideas happen.

Enterprise is not a taught subject at Key Stage 3. However, through the curriculum and enrichment activities students are given a range of opportunities to:

• Respond positively to change • Create and implement new ideas • Find new ways of doing things • Make acceptable risk/reward assessments • Act upon these assessments in their personal and school life • Handle uncertainty • Develop a ‘can-do’ attitude • Make ideas happen

In Year 7 there are a number of key enterprise opportunities:

• St Wilfred’s Hospice fundraising campaign • The Community Fair • Community-based independent learning project s run by Citizenship • The Hawassa Project Group – information is on the VLE

HOMEWORK POLICY in Year 7



At Willingdon we attach great importance to the

links that exist between home and school, since we

believe it is by working together that we can ensure

the best possible education for your child.

One important aspect of this joint effort is HOMEWORK.

The school believes that Homework is an essential part of learning. It can contribute very

effectively to raising achievement, for the following reasons:

• It gives students an opportunity to work independently, and to take responsibility for their

own learning;

• It helps students to recognise the link between good study habits and higher standards of

achievement;

• It helps teachers check that students have understood class work;

• It can be used to extend work covered in class;

• And it can strengthen liaison between home and school.

We believe that students can best benefit from the work they bring home if they have full

parental support, and it is for this reason that we have taken this opportunity to outline the

school’s policy on homework and the part you can play in ensuring that your child develops and

maintains good homework habits.

Timing and Quantity of Homework

Key Stage 3 - Years 7 - 9

Your child will receive homework weekly (half an hour), or fortnightly (one hour), in the subjects

listed below. Sometimes the homework will be in the form of an extended project spreading

over a number of weeks.

• English

• Mathematics

• Science

• French

• Design and Technology

• Geography

• History

• Religious Studies

• Art

• ICT

• Drama and Music will set

work when appropriate

• Citizenship

Students should therefore expect on average to have to do homework in two subjects each

evening.



A range of homework tasks will be set, as

appropriate to individual subject areas,

including written and reading tasks, learning,

collecting information and objects,

conducting simple experiments or making

models, sketching or designing, and carrying

out surveys and interviews. It is important to

note that homework does not always take a

written form.

It is difficult to draw up a formal homework

timetable with specific evenings allocated to

specific subjects, since students in any one

tutor group belong to a number of different

teaching groups being taught a particular

subject at different times of the week. We

need, therefore, as teachers and as parents,

to help students see the importance of

planning their time sensibly, so that work

does not accumulate, and deadlines are not

missed.

Adequate time will always be allowed for

completion of work. Staff will avoid

requiring homework to be done for the next

day as far as possible, realising that students

may have family or extra-curricular

commitments on certain nights.

Students in year 7 should be spending

approximately one hour per evening on

homework. We do not, of course, wish to

discourage students from spending more time

than this, if they are keen to do so, but we

would not expect your child to struggle on

throughout the evening with a piece of work

that he or she found too difficult. If your

child has worked conscientiously on the

assignment for a reasonable amount of time,

a note in the diary to that effect to the

subject teacher or tutor, would be very

useful.

To help students develop good study habits, and understand the importance of studying at home

as well as at school, part of the tutor programme during the autumn term is devoted to

homework and how students can best organise themselves to get the most benefit from it. We

encourage students to carry out their homework tasks in a quiet place away from distractions,

but recognise that this may not always be possible.

The Student Planner

Every student is issued with a ‘Record of Achievement Diary and Student Planner’ at the

beginning of the new academic year. This is an important means of communication between the

school and home.

Students are responsible for entering details of their homework in the planner.



Subject teachers will ensure that the task is explained clearly, both verbally and in writing on

the board, with a date for handing the work in. Assistance will be given to those students who

may have difficulty noting down the homework. Where a piece of homework is to extend over a

number of weeks, students should make sure that they enter it up appropriately each week.

Tutors will check planners regularly to ensure that homework is being noted down and

completed and that you are being asked to sign the diary weekly.

Please use the planner if you wish to communicate quickly with your child’s subject teachers or

with the tutor. Similarly, staff will use it to communicate with you. There is a section at the

front of the planner which explains how students themselves should best use it as a personal

planner, and a section on how you can help your child organise him/herself most effectively.

Sanctions

The diary will be used to inform you of any failure to complete or hand in homework. The new

deadline will be stated, and any sanction to be imposed if this is not met.

Students can be given a break-time detention or an after-school departmental detention. If the

problem continues, individual departments or your child’s Director of Student Progress will

inform you by letter of the situation, and may suggest a meeting to discuss the problem.

We hope that the above outline of our policy on homework will help you to support your child

and to monitor the work that he/she brings home. If you require clarification on any of the

points made above, or wish to discuss any aspect of the policy further, please do not hesitate to

contact the school.

J. Jordan - Deputy Headteacher

Year 7 Curriculum 10-11

Documents

Transcript of Year 7 Curriculum 10-11