Year 7

Curriculum Booklet

2013/2014  

Introduction ________________________________________________________ This booklet has been produced to provide you with information about your child’s learning at Farnham Heath End School during this academic year. It provides information about each subject studied, how progress will be measured, key dates and a guide to national curriculum levels. Your child’s chances of a successful education will be greatest where an effective three-way partnership between student, parent and school is established. This booklet is an important tool for developing and maintaining this partnership along with attendance at our parents’ and information evenings. The more information you have about how your child is learning and what she/he is learning, the more you are able to support and enhance this learning. This may be through support with homework, discussion, identifying relevant books, websites and television programmes or through family outings. Since the Curriculum Booklet is designed solely as a resource for parents, we welcome feedback and suggestions for how it might be developed in future years. Our Year 7 Curriculum At Farnham Heath End School we believe that students should be given a broad and balanced curriculum which equips them for life beyond the school gates in the Twenty First Century. This sees the aims of education as being firstly to enlarge children's knowledge, skills, experience and imaginative understanding and thus their awareness of moral values and capacity for enjoyment. Secondly it enables them to enter the world after formal education as active participants in society and responsible contributors to it, capable of achieving as much independence as possible. We also ensure that the education we offer ensures progression to Sixth Form Colleges and into Higher Education and employment. In Key Stage 3 (Years 7 to 9) all students study the National Curriculum subjects which are: English, Maths, Science, Art and Design, Product Design, Drama, ICT, History, Geography, Modern Foreign Languages, Music, PE and REAL. In addition to this, we also value the contribution of our Opening Minds programme.

Year 7 Subjects Studied No. of periods a cycle

Teaching groups

English 7 Mixed ability Mathematics 6 Sets Science 5 Mixed ability Art and Design 2 Mixed ability Design Technology 3 Mixed ability Drama 2 Mixed ability ICT 2 Mixed ability History 3 Mixed ability Geography 2 Mixed ability Modern Foreign Languages 4 Mixed ability Music 2 Mixed ability PE 4 Mixed ability REAL 3 Mixed ability Opening Minds 5 Mixed ability

Student Behaviour and Achievements For effective teaching and learning to take place all students are expected to conform to the following:

• Arrive to class ready to learn • Always listen when the teacher is talking to the class • Follow directions • Treat others and their belongings with respect • Always have the necessary equipment to learn

Positive achievements are recorded and result in students being awarded Vivos. This is an on-line system which can be viewed by students at any time to see how they are progressing. Vivos can be used by students to donate to charity or can be exchanged for items from the Vivo catalogue. Where concerns arise we use a system of reports which involve parents and teachers checking daily the progress and attendance of students. Occasionally it is necessary for us to use sanctions and at all times we aim to be fair and consistent. We use detentions during lunch time and after school. We chose to give 24 hours notice of detentions taking place after school that have a duration of longer than 10 minutes. The failure of a student to attend a detention without good reason is regarded extremely seriously and may lead to the student working in isolation. Parents can expect to receive a telephone call, email or letter, if an issue arises which we judge to be serious. By working in partnership with each other the vast majority of problems can be resolved quickly. Ready to Learn It is very important that students arrive at school ready to learn. This can only take place if students arrive on time, in the correct uniform and with all the equipment they need for the day. Equipment for school:

• Suitable size school bag • Mobile phone or diary to record any homework • Pens, pencils, ruler, calculator, protractor, compasses • Books for that day’s lessons • Specialist equipment for that day’s lessons e.g. PE Kit

Mobile phones may be used in class for educational activities but only with the permission of the teacher. To further support our students teachers try to ensure that the following are seen in each lesson, they are known as the FHES Seven:

• Rapid progress • Student engagement in lessons • High expectations of students • Variety in lesson activities • Inclusive teaching for all

• Feedback – verbal and written • Consistency

Attendance Full attendance should be a realistic aim for all students. Periods of absence from school can be highly disruptive to education and have a negative impact on learning. Attendance and punctuality are recorded for all lessons. For any questions or concerns please contact our Attendance Officer, Mrs Deans.

Attainment at Key Stage Three ________________________________________________________ How is attainment measured? During Years 7, 8 and 9 we make use of the National Curriculum levels to measure the attainment of all students across the curriculum. At Key Stages 1, 2, and 3, the National Curriculum is accompanied by a series of eight levels. These are used to measure your child's attainment compared to students of the same age across the country. The National Curriculum Framework provides a set of level descriptors which teachers make use of in their assessment. Are these the same as the levels used at the primary school? Yes. There are eight National Curriculum levels, covering the ages 5-14 years. The lowest is Level 1, which describes the achievements of students at around the age of five. The highest is Level 8, which is attained by the most able students at the age of 14. There is also a description of exceptional performance above Level 8, which only a very few students are expected to reach. There are differences in the curriculum, however, and some subjects measured at Key Stage 3 might not have been measured at Key Stage 2 using National Curriculum levels. It is also worth remembering that students begin new subjects at Key Stage 3. On my child’s report there is a letter next to the level. What does this mean? Each level is quite broad so each one is divided into three sub levels, e.g. 4a, 4b and 4c. Essentially these can be defined as follows: 4c the student has started to work at the level 4b working well within the level 4a the student has reached the top of the level and is working towards the next level Should my child go up a level each time I get a report? Not all students progress at the same rate, nor do they progress evenly. You may find that your child remains at the same level between two sets of reports for some subjects or they might progress only one sub level. Expected progress across one key stage is 2 levels. Excellent progress would mean that a student makes two levels of progress from the start of Year 7 to the end of Year e.g. from 4b to 6b. If you have any concerns about your child’s progress please do not hesitate to contact us at any time. Will my child sit tests in Key Stage 3 similar to those in Year 6?

Students in Key Stage 3 are no longer required to sit SATs. At Farnham Heath End School students sit end of year exams in all subject each year. This allows us to offer standardised tests which we will use to report Key Stage 3 attainment to the Department for Education at the end of Year 9. This will also help to prepare them for their GCSE exams. How can I compare my child’s attainment with students across the country? Students are expected to attain the following: National Curriculum Level Yr7 Aged 11(Start) Yr 9 Aged 14(End) Exceptional attainment Exceptional attainment 8 Exceptional attainment 7 Above expected level 6 Exceptional attainment At expected level 5 Above expected level At expected level 4 At expected level Below expected level 3 Below expected level 2 1 Minimum Expected Grades (MEGs) are generally set as two levels of progress, based on Key Stage 2 (end of Year 6) prior attainment (in English and Maths). Some subjects might be new to students and we would expect their MEG and attainment levels to be lower at the start of Year 7. However, the progress that they make is more rapid and we would expect them to be at the same level in the majority of subjects by the end of Year 9. The MEG is a grade that students should be aiming to meet or exceed. Marking and Feedback Students’ books at Farnham Heath End School will be marked regularly and feedback about how to improve will be given via yellow stickers. A written comment to this should be added by the student in response to this advice and if the student is unsure of the exact meaning they must ask for clarification. In addition to this, formative assessment will also take place in lessons where teachers will give advice on how work can be improved. Students should act on this advice in order to improve their work. Homework This is work that should be completed outside the classroom and will contain an element of independent study that is not directly supervised by the teacher. It is important for raising achievement as it enhances your child’s learning. The homework timetable is available on our Virtual Learning Environment (VLE). The homework timetable gives an indication of when students are expected to complete homework. They might not have, for instance, a Geography lesson on the day that they have Geography on their homework timetable, this is the time that we have suggested that they use to complete the work. On the rare occasions that homework has not been set students should use the time to review their class notes for that subject and learn any subject specific vocabulary.

Heads of Department

____________________________________________________________

Department Name email Art & Design Ms J Overton joverton@fhes.org.uk Business Studies Mr S Clarke sclarke@fhes.org.uk Drama Mrs J Snedden jsnedden@fhes.org.uk English Mr A Easton aeaston@fhes.org.uk French(MFL) Ms E Hockey ehockey@fhes.org.uk Geography Mr J Marsh jmarsh@fhes.org.uk German(MFL) Ms E Hockey ehockey@fhes.org.uk History Miss A McCann amccann@fhes.org.uk Maths Miss C Dockar cdockar@fhes.org.uk Music Mrs J Snedden jsnedden@fhes.org.uk Opening Minds Mrs L Harms lharms@fhes.org.uk PE Miss C Slaney cslaney@fhes.org.uk Product Design Miss L Hookings lhookings@fhes.org.uk REAL Mrs A Rotherham arotherham@fhes.org.uk Science Dr D Mercone dmercone@fhes.org.uk

Heads of House

____________________________________________________________

House Head of House email Austen Mrs N Bailey nbailey@fhes.org.uk Brunel Mr M O’Donnell modonnell@fhes.org.uk Nightingale Mr D James djames@fhes.org.uk Owens Miss Y Jones yjones@fhes.org.uk Head of Transition Mrs L Norris lnorris@fhes.org.uk Attendance Officer Mrs D Deans ddeans@fhes.org.uk

Diary Dates _______________________________________________________

MidYis test

12 September 2013

Parents’/ Tutors Information Evening

19 September 2013

Photograph Day

10 October 2013

Open Evening

15 October 2013

PGL Residential 25 – 27 October 2013

Key Stage 3 Reports issued (Interim)

w/c 25 November 2013

Parents’ Consultation Evening (4-8 pm)

27 February 2014

Key Stage 3 Reports issued (Full) w/c 7 July 2014

Year 7 Exams

w/c 7 July 2014

Art and Design ____________________________________________________________ In Year 7 students will study the topics of Natural Environment, Creatures and Close up. Projects are inspired by the study of a range of traditional and contemporary art work and contexts. Students will use sketchbooks to record research, develop ideas and observational work. They will experiment with a range of media and techniques (2D / 3D: drawing, painting, collage, printmaking, digital imagery, sculpture construction). Students will refine their skills to become competent visual communicators, working independently towards a final outcome. Units of work studied Autumn Term Spring Term Summer Term Natural Environment

Creatures Close Up

Assessment Autumn Term Spring Term Summer Term Half Term: Observation drawing – practical skill level. End of Term: Final piece outcome – practical skill level.

Half Term: Presentation of contextual & critical research and analysis (homework and class work tasks) - Sketchbook Assessment. End of Term: Observation drawing / making – practical skill level.

Half Term: Observation drawing – practical skill level. End of Term: End-of-unit assessment.

Level Range: 2 - 4 Level Range: 2 - 5 Level Range: 3 - 5 Revision/support session days and dates Whole school Homework Club – Monday – Friday (LRC) Useful websites www.artcyclopedia.com www.ucreative.ac.uk (our art college) www.nationalgallery.org.uk www.tate.org.uk www.designmuseum.org Anticipated Educational Visits No visits are scheduled for Year 7 students at present.

Design Technology ____________________________________________________________ Design and Technology is taught to students during Year 7, enabling them to develop foundation skills in a variety of Technology specialisms. Students rotate through the specialisms on a carousel system and experience each area though Year 7 and 8 in order to develop an informed choice in Year 9 when choosing their options. Health and Safety is taught in detail so that students gain confidence in use of the equipment and can apply this knowledge to designing creative products. Academic progress is tracked through each specialist area and students are encouraged to meet their MEG. Their MEG is set based on a series of baseline tests at the start of Year 7, judging their D&T ability as well as their Key Stage 2 results. Units of work studied RM – Resistant Materials – Students learn in a workshop environment the skills to work in wood, metal and plastic in a safe manner. Textiles – Students learn basic hand sewing techniques, felt making and are introduced to machine stitching. Health and safety in a textiles room and the safe use of a sewing machine is taught. Food – Students learn food safety and hygiene. Cook a number of dishes focussing on accurately following a recipe, preparation and safe working practices within a kitchen.In Food technology your child will need to bring a Tupperware box/container in for their practical lessons in order to take home what they have made in the lesson. Control– Students complete a module based on Scratch and Desktop Publishing. For more information, please refer to ICT and Computing. Assessment Assessment will be carried out for both practical work and theory work and a final National Curriculum level will be awarded at the end of each specialist project. Students will also have a mini test at the end of each project to determine their level of understanding and key knowledge gained. At the end of the year students will be assessed in their chosen specialism. Useful websites www.technologystudent.com, www.bbcbitesize.co.uk, VLE & student common area Clubs/Extra Curricular activities The department runs a variety of clubs which are advertised through the school bulletin. Additional Information During the year your child will make a number of products that they may wish to take home, including food created in the lesson. Ingredients and materials are supplied, however a contribution towards the cost of materials would be gratefully received.

If you are able to donate materials to the department please contact Miss Hookings. Follow the department on Twitter: FHESDesignTech

Drama ____________________________________________________________

Units of work studied Autumn Term Spring Term Summer Term Introduction to Drama

Mime

Murder Mystery Oliver Twist

Roles in Theatre

Assessment Autumn Term Spring Term Summer Term Creating = What ideas are given to the group? How do the students create the character? Performing = How well do students perform to their audience? Do they sustain their character? Do they use performance skills correctly? Responding = Students will complete a written evaluation to show their understanding of the topic and explain what skills they have learned. Each topic will be assessed using the same criteria.

Each topic will be assessed using the same criteria. Expected levels for Year 7 are 3 – 4. Students can gain up to level 6 within these topics.

Each topic will be assessed using the same criteria. Expected levels for Year 7 are 3 – 4. Students can gain up to level 6 within these topics

Drama has an important role to play in the personal development of our students. The skills and qualities developed in Drama such as teamwork, empathy, leadership, risk-taking and creativity are assets in all study areas and areas of life. Drama stimulates the imagination and also allows students to explore issues and experiences - both global and personal - in a safe and supportive environment. Drama lessons are designed to cultivate an atmosphere of security, trust and concentration. Drama helps to promote self-esteem and provides students with confidence, leading to a sense of achievement, often regardless of academic ability. Drama enables students to prepare for the journey into adulthood and life beyond school.

Expected levels for Year 7 are 3 – 4. Students can gain up to level 6 within these topics. Revision/support session days and dates Whole school Homework Club – Monday – Friday (LRC) Useful websites www.youtube.com For sound effects and examples of studied genres. Anticipated Educational Visits No visits are scheduled for Year 7 students at present.

English ____________________________________________________________

The English course is constructed to enable students to benefit in three ways. Firstly, they develop their abilities in the key skills of English: speaking, listening, reading, writing and organisation. Secondly, they hone the skills needed for life through English lessons. For example, the ability to plan effectively, to handle several pieces of information at the same time, to understand instructions, to work under pressure, to make effective presentations, to listen and respond to others and to write in a range of forms. Finally, students develop as people during English classes .This includes learning to make informed choices, using their imaginations, experiencing a range of wonderful books and films, developing an awareness of issues that affect the world and acquiring the language needed to articulate their feelings. Year 7 English is taught in mixed ability classes but students who are working below level three may be withdrawn from lessons and given extra help with their basic literacy.

Units of work studied Literacy Focus & SPAG

Example assessment Focus

Autumn Term Different Modes of Writing A range of writing styles

*Apostrophes *Full Stops *Capital Letters *Question Marks *Paragraphs

*Writing letter to a primary school.

Writing

Novel Range of texts available

*Skimming *Scanning *Summary skills *Finding info *Spelling

*Questions on an extract from the novel. -Summarise -Find language and explain effects

Reading

Creative Poetry Creating an anthology

*Definitions and spelling of poetic vocabulary

*Discussion and peer assessment of anthologies.

Writing and Speaking and Listening

Spring Term Newspapers Conventions of the genre

*Topic sentences *Paragraphs *Spelling *Sentence structure *Commas

*Writing a newspaper article.

Writing

Media Analysis of moving image/film (Choice of films)

*Subject specific vocabulary *Connectives *Note making *Essay writing

*Analysis of the creation of tension in a film. *Analysis of character in film.

Reading

Speaking & Listening Island Project

*Paragraphs *Punctuation *Persuasive writing

*Group debate *Speech to the class

Writing and Speaking and Listening

Summer Term Creative Writing Introduction to storytelling – Mystery and suspense

Suffixes Adjectives Speech punctuation Commas Paragraphs

*Year 7 exam – Write an opening for a mystery story.

Writing

Play Range of texts available

*Role playing *Note making *Skimming *Scanning

*Short and long questions on an extract from the play – analysis of a scene.

Reading

Shakespeare Tempest

*Role playing *Note making *Skimming *Scanning

*Performance of a scene.

Writing and Speaking and Listening

Assessment There will be three assessments per term; one reading assessment; one writing assessment and one speaking and listening assessment.

Revision/support session days and dates These will be organised as and when needed. However, all of the staff in the English Department are always happy to help and support any student during lunch or after school if they feel they need it. Star Reader In Year 7 and 8 students also visit the LRC once a fortnight to take part in Star reader. Star Reader encourages substantial differentiated reading practice to create strong readers. Based on each student's independent reading level, Star Reader helps teachers set personalised goals for each student, and guide students to books difficult enough to keep them challenged, but not so difficult to cause frustration.

In addition, Star Reader helps teachers monitor students' vocabulary growth, literacy skills development, and other reading skills.

Students will be required to read their Star Reader book every day at home and also bring their book to every English lesson. Useful websites http://www.lovereading4schools.co.uk/parents http://www.bbc.co.uk/skillswise/english http://www.bbc.co.uk/bitesize/ks3/english

Anticipated Educational Visits No visits are scheduled for Year 7 students at present.

Geography ____________________________________________________________ Geography is taught as a separate subject at FHES and Year 7s have two Geography lessons over a fortnight. There are three Geography teachers at the school, Mr Marsh, Miss Brown and Miss Hedger. The aim is that throughout Year 7 students will gain a greater understanding of the World and the interactions between the natural World and humans. This understanding is improved through the use of enquiry, presentation and thinking skills along with the use of GIS (Geographical Information Systems). Units of work studied Autumn Term Spring Term Summer Term Extreme Climate

- Where are extreme climates?

- How do plants and animals survive in polar and arid climates?

- How have people adapted to live in these climates?

In this topic students will look at climate and cultures around the world in extreme climates. They will look at why climates are located where they are.

Crime

- What are the different types of crime?

- What spaces make you feel safe?

- Mapping Crime. This topic looks at patterns of crime. Students will work on map skills and be introduced to how GIS can be used to visualise patterns.

Rivers

- How do rivers shape the landscape?

- What are the effects of flooding for developed and developing countries?

- How can we manage flooding?

This topic introduces students to rivers which is a key part of the Geography curriculum. Students look at how erosion and deposition can create different landforms. They will look at case studies of flooding in developed and developing countries; comparing the effects and management.

Assessment Autumn Term Spring Term Summer Term Yellow Sticker marked work with an essay style question on*;

- ‘How have people adapted to live in extreme climates?’

*subject to change

Yellow Sticker marked work with an essay style question on*;

- ‘How can location have an impact on levels of crime?’

*subject to change

Yellow Sticker marked work with an essay style question on*;

- ‘Compare how developed and developing countries manage flooding.’

*subject to change

Revision/support session days and dates Whole school Homework Club – Monday – Friday (LRC) Useful websites Follow @FHESGeog on Twitter to keep up to date with all of the latest geographical news articles and also homework that is set. Google Earth Extreme Climate

• http://www.bbc.co.uk/bitesize/ks3/geography/physical_processes/weather_climate/revision/2/

• http://www.geography.learnontheinternet.co.uk/topics/climatezones.html

Crime • http://www.geographypages.co.uk/crime.htm • http://www.bbc.co.uk/bitesize/ks3/geography/spaces/crime/revision/2/ • http://www.mylocalcrime.com/ • https://www.crimereports.co.uk/

Rivers

• http://www.bbc.co.uk/bitesize/ks3/geography/physical_processes/rivers_flooding/revision/5/

• http://www.juicygeography.co.uk/interactivegames.htm

Anticipated Educational Visits Thames Barrier Trip - July

History ____________________________________________________________ History encourages students to take a lively interest in the past. Year 7 is focused on developing the essential historical skills and concepts to pin further knowledge on, including using evidence, communication, change and continuity, significance and interpretation. We examine these through studies of the Roman Empire and Medieval England 1066-1500. Units of work studied Autumn Term Spring Term Summer Term How do we study history? This develops crucial skills and ensures students understand key history terms. Did people like living in the Roman Empire? Examining the key features of the Roman Empire and then comparing interpretations and experiences for all levels of Roman society.

How did William the Conqueror change England? Analysis of what changed after 1066, including the Domesday Book and the Feudal System, and explaining the amount of change or continuity.

What was daily life like in Medieval England? Study of key events that impacted on the social history of Britain, focussing on the Black Death and the Peasants’ Revolt.

Assessment Autumn Term Spring Term Summer Term Did people like living in the Roman Empire? Creation of 3 diary entries to compare interpretations of the Roman Empire. Students can achieve between level 3 and 6, usually we see level 3 or 4 at this point.

How did William the Conqueror change England? Essay on the changes and continuities of Medieval England. Students can achieve between level 3 and 6, usually we see level 4 or 5 at this point.

Which event changed everyday life more – the Black Death or the Peasants’ Revolt? Source analysis based paper with 3 questions. Students can achieve between level 3 and 7, usually we see level 4 or 5 at this point, although it is not uncommon for some students to achieve a level 6.

Revision/support session days and dates We offer drop in sessions when assessments are planned where students can pop in if and when they need support. Useful Websites Horrible Histories TV programmes or books are a really useful starting point.

The following websites can also be useful: http://www.chiddingstone.kent.sch.uk/homework/history/index.html http://www.bbc.co.uk/history/forkids/

http://www.schoolhistory.co.uk/ http://www.historylearningsite.co.uk/ Clubs/Extra Curricular activities None currently offered. Anticipated Educational visits We have one Year 7 trip planned for the summer 2014 to explore the sites of the Black Death and the Peasants’ Revolt in London.

ICT & Computing ________________________________________________________ Following the recent announcement by Michael Gove that the National Curriculum for ICT was being suspended we have taken the opportunity to create an exciting new scheme of work. Students will still learn the traditional office skills such as spreadsheet modelling and database interrogation but they will also have the opportunity to use more engaging and relevant software. Units of work studied Unit Title Description Free Software to use at Home 1) Multi-media

and e-safety

Students will be introduced to the school system (logins, file structures, email, using the Virtual Learning Environment VLE etc.) and they will learn about the importance of e-safety. Students will use a range of software to create audio, stop-motion animation and video. They will use software such as PowerPoint and Prezi to collate their work and create powerful e-safety presentations.

http://prezi.com/ (funky alternative to PowerPoint) http://jellycam.co.uk/ (stop motion software – you will require a webcam to use this to its full potential) http://www.openoffice.org/ (a free alternative to Microsoft Office; includes a PowerPoint alternative) http://audacity.sourceforge.net/ (audio recording/editing)

2) Scratch and Desk Top Publishing (Taught as part of the technology carousel)

Students learn to use Scratch, a simple and fun programming language, to create computer games. They will use Microsoft Publisher to create a cover and instructions for their game. Students will also learn about the importance of the age rating system.

Scratch is free use at http://scratch.mit.edu/

3) Harry Plotter Spreadsheets

Students will learn how to create formulas, charts and explore what-if? Scenarios. Lessons will develop these skills, eventually leading students to set up a model and then using it to investigate various scenarios.

A free, compatible alternative to Excel is available from: http://www.openoffice.org/

4) Top Trumps Database

Students will learn to edit and interrogate a simple Access database.

Assessment Each unit of work will have two teacher assessment points: mid-unit and end of unit. The mid-unit assessment will give students formative feedback which they can then act upon to improve their overall level which will be assessed at the end of the unit. All feedback will be via Yellow stickers. Students will each have assessment sticker albums to record their feedback. In addition to the teacher assessments there will be a self assessment and peer assessment sticker to be completed for each unit of work. Revision/support session days and dates The ICT department runs two catch-up/homework support clubs on a Monday and Wednesday in room 044 from 15:15 -16:15. Useful websites Follow us on @fhesict The complete scheme of work will be available on the VLE (there will be a delay whilst we transfer resources to a new VLE) For helpful practical activities, software tutorials and revision resources: www.teach-ict.com Extra-curricular actitivies We will also be running a game making and programming club (days to be confirmed) where we hope to give students access to Raspberry Pis (http://www.raspberrypi.org/). The programming language we will be using is called Python and can be downloaded for free: http://www.python.org/.  

Mathematics ____________________________________________________________ Mathematics is important in everyday life and we all use Maths everyday. Your child will find that many jobs require an understanding of mathematical concepts and college places depend on good results. Most subjects use ideas encountered in Maths. It is a core subject and it is therefore compulsory and is studied up to school leaving age at 16. Studying Maths will allow your child to develop the following skills:

• Problem solving. • Logical reasoning. • The ability to think in abstract ways.

Students will learn how to understand:

• Number and algebra - this includes numbers and the number system, calculations, ways of problem solving and algebra.

• Shape and space - measure, shape and co-ordinates. • Handling data - working out which questions can be answered by collecting data,

processing it and working out what it tells us in answer to the original questions. • Using and applying mathematics - solving increasingly demanding problems, including

problems that call for them to think through several steps.

Units of work studied Autumn Term Spring Term Number 1 Shape 1

Adding/ subtracting and Place value

Multiplying/Dividing and BIDMAS

Rounding and Estimating

Factors/ Multiple HCF and LCM

Primes/ Square/ Triangle numbers

Negative Numbers

Names and Properties of 2D Shapes

nets and 3D shapes

Constructions and Dissecting

Perimeter and Area

Area and Volume

Number 2 Data 1

Fractions Decimals Percentage Converting between FDP

Ratio

Bar Charts/ Pictograms and Pie Charts

Questionnaires and analysis

Mean Median, Mode and Range4

Scatter Graphs and Pie Charts

Summer Term

Algebra 1 Shape 2

Sequences Simplifying Substitution Solving

Types of angles and measuring Angle rules

Angles in a triangle and proof

Converting Units

Assessment Autumn Term Spring Term Summer Term Assessments to test all topics covered in a half term take place in the penultimate week of the half term, leaving time to recap/consolidate following results. Students will also take mini-tests during the half term which will assess their overall knowledge to practise for the end of year tests. levels which can be achieved: 2c to 7a

Assessments to test all topics covered in a half term take place in the penultimate week of the half term, leaving time to recap/consolidate following results. Students will also take mini-tests during the half term which will assess their overall knowledge to practise for the end of year tests. levels which can be achieved: 2c to 7a

Assessments to test all topics covered in a half term take place in the penultimate week of the half term, leaving time to recap/consolidate following results. Students will also take mini-tests during the half term which will assess their overall knowledge to practise for the end of year tests. levels which can be achieved: 2c to 7a

Anticipated Educational Visits Two Year 7 students will be chosen for the UK Team Maths Challenge to compete at a regional venue and represent the school. Some Year 7s will have the opportunity to take part in the UK Maths Challenge in School Useful websites

• www.bbc.co.uk – bitesize revision and Maths games • www.coolmath.com. This fully interactive site and allows the user to sharpen basic

maths skills, play games and explore new math concepts. • http://www.s-cool.co.uk/gcse/Maths • http://revisionworld.co.uk/gcse-revision/Maths • http://nrich.maths.org/secondary-upper • www.eMaths.co.uk • www.myMaths.co.uk • SAM learning – login via school

Enrichment reading • “Innumeracy” by John Paulos, Farrar-Straus edition, 2001 • “Life by the Numbers” by Keith Devlin, John Wiley and sons. • “How Maths works” by Carol Vordeman, Dorling Kindersley Limited. • “How Puzzling” by Charles Snape and Heather Scott, Cambridge University Press. • “Maths Curse” by Jon Scieszka and Lane Smith, Puffin Books. • “Murderous Maths” series by KjartanPoskitt, Scholastic. • “How Long is a Piece of String?” by Rob Eastaway and “Why Do Buses Come in

Threes?”Robson Books. (any by him!) • “1089 and all that” by David Acheson, Oxford University Press. • “The Parrot's Theorem”: A Novel by Denis Gued

Any book by Ian Stewart, J.Haigh or Martin Gardner Places to visit Mathematics World UK –very good The London Mathematical Society

The Science Museum Activities to do at home:

• Encourage your child to practise mental arithmetic- working out change in shops, etc. • Encourage your child to play number, board and card games. Darts also gives good

arithmetic practice • Using timetables.

Don’t forget Make sure your child is properly equipped for Maths - they should have a ruler, protractor, pair of compasses, calculator, pen, pencil and their Maths books for every lesson! Equipment packs are available from school from the Maths Department at a discount price.

Modern Foreign Languages (MFL) ____________________________________________________________ Throughout Year 7, students will develop the ability to:

• Listen to and understand a short extract in the target language • Speak and converse in the target language • Read and understand texts in the target language • Write extended passages in the target language

Language learning develops a number of key skills such as listening, presenting, analysing, interpreting and communication skills. All Year 7 students will study two foreign languages. Units of work studied French Autumn Term Spring Term Summer Term Basics Alphabet Numbers Dates Colours Simple opinions Family descriptions Personality characteristics Pets

Where I live My house My bedroom My town Directions Activities in the town

La Francophonie / Cross-Curricular links taught in French French speaking countries Paris French artists and paintings French Revolution Storytelling

German Autumn Term Spring Term Summer Term Basics Alphabet Numbers Dates Colours My School Classroom objects and language School subjects and opinions Time and timetables Uniform

My School Places in the school Break time food and drink School in Germany My Family Animals Family members Descriptions Personality

Cultural portfolio of Germany Germany and its cities and regions German foods, companies and people Berlin German Festivals Grimm Fairytales

Assessment All four language skills will be assessed continually throughout the year, with formal assessments in all skills taking place at the end of each unit. This allows for progress to be monitored and checked as part of an ongoing process to inform learning rather than simply as a means of measuring it at the end. Autumn Term Spring Term Summer Term French: Module 1 Assessment (Basics) German: Basics speaking assessment

German: Module 2 assessment French: Module 2 assessment

French: end of Year 7 exams German: Module 3 assessment German: end of Year 7 exams

Revision/support sessions days and dates Mondays 3-4pm will be a drop-in session for those requiring additional support with learning and homework. It will also be open to those students who wish extend and further their learning. Useful websites French and German: www.linguascope.com (username: heathend, password: fhesmfl) www.languagesonline.co.uk www.bbc.co.uk/languages French only: www.wildfrench.co.uk www.atantot.com www.bonjour.org German only: www.klar.co.uk(password: fhesmfl) Clubs/Extra Curricular activities It is hoped that Year 7 will participate in the Linguatrivia competition. Please see http://www.linguatrivia.com/ for more information. Anticipated Educational Visits Trips to Paris, France and Rheinland, Germany are offered to students in Years 8 and 9.

Music ____________________________________________________________ We are surrounded by music in our everyday lives. Learning about different styles, cultures and traditions in music are all important elements of KS3 lessons as is looking into how pieces of music are composed. Throughout KS3 music we concentrate on the key skills needed for everyday life; communication, confidence, team work and presentation. In addition to these we add musical skills of note reading, performing, listening and appraising. Units of work studied Autumn Term Spring Term Summer Term Lets Perform – Class concert learning skills for performing. Pitch – Exploring high and low. Learning music notation. Song Performance – Using the notation to play and perform a popular song. Christmas Songs – Composing songs for Christmas.

The Orchestra. Programme music – Looking at music that tells a story. Experimental Music – John Cage.

Gamelan Music – The music from Indonesia. Cartoon Music – Composing and Performing a soundtrack for a cartoon clip.

Assessment Autumn Term Spring Term Summer Term Perform and evaluate the class concert. Levels 3 – 6 Perform a vocal piece that explores pitch. Evaluate. Levels 3 – 6. Perform the song using notation and keyboard skills. Levels 3 – 6. Compose and perform the Christmas Song. Levels 3 – 6.

Test on the instruments and families of the orchestra. Programme music composition and performance. Levels 3 – 6. Written assessment using literacy skills – newspaper report on John Cages performance. Levels 3- 6

Research project based on Indonesian Music. Compose/ Perform/ Evaluate. Levels 3-6. Cartoon Music. Compose/ Perform/ Evaluate. Levels 3-6.

Revision/support session days and dates We offer drop in sessions when assessments are planned where students can pop in if and when they need support. Useful websites www.youtube.com Examples of studied genres. www.dsokids.com The orchestra explained. Music Theory Online | Music Theory | Learn Music Theory Online | Music Theory Videos | Music Theory Guy Step by step Music theory guide. Extra-curricular actitivies Steel Pans Choir – Year 7 and main choirs Band School Production Anticipated Educational Visits No visits are scheduled for Year 7 students at present.

Opening Minds ____________________________________________________________ RSA Opening Minds is a curriculum framework for schools. It helps young people to learn practical life skills in a challenging world. The curriculum is the result of eight years of research and is based on teaching specific 'competences'. It is being used in over 180 schools across the country and it is being developed continuously. Children today face a wide range of environmental, technical, social and economic challenges which go far beyond the scope of the National Curriculum. They also have to cope with a rapidly increasing volume of information in a fast-changing world. We want our Year 7 students to experience a curriculum that does not focus only on subject content, but will provide students with the skills and abilities that they will need if they are to make a success of their future lives. The broad objectives of the RSA Opening Minds curriculum are to: • Improve transition for students from Key Stage 2 into Key Stage 3. • Help to develop transferable skills and competencessuch as literacy, numeracy and

broader ICT skills in the Key Stage 3curriculum. • Embed Learning to Learn and Emotional Intelligenceinto the curriculum. • Create engagement in independent learning through aninnovative and engaging

curriculum for students in the21st century. • Extend and challenge the most able and engage thosewith the potential to become

disaffected in Key Stage 3, creating a resilience in learning that will become habitual and transferable.

Units of work studied Autumn Term Spring Term Summer Term Create a Nation London’s Calling

Trash to Treaure Animal and Human Rights

Party Political Broadcasts Concert

Assessment Autumn Term Spring Term Summer Term Students are assessed on the five competencies throughout the year in a variety of different tasks.

Students are assessed on the five competencies throughout the year in a variety of different tasks.

Students are assessed on the five competencies throughout the year in a variety of different tasks.

Physical Education ____________________________________________________________ Physical Education is taught as part of the government’s directive that all secondary schools deliver two hours of physical activity a week; Farnham Heath End School meets this recommendation. Physical Education promotes a practical learning experience which is both stimulating and exciting, in addition to providing the opportunity to challenge all students. What skills will my child develop? Students will experience and develop a variety of skills, which can be translated through and benefit the whole school curriculum. Social skills which include co-operation, communication and learning to respect others and themselves, are part of all activities. Motor skills of specific sports will be developed. Students will gain an understanding of health and fitness and the importance of these in maintaining a healthy lifestyle and promoting fitness for life. Units of work studied The Physical Education curriculum is divided into Autumn/Spring/Summer activities and where ever possible we have a boy/girl split. Year 7 will be taught and assessed in the following sports; In addition to the curriculum above, students have the opportunity to extend their knowledge and understanding of activities through the extensive extra-curricular timetable, available at Farnham Heath End School. Activities available include Basketball, Dance, Hockey, Netball, Rugby, Football (girls and boys), Table-tennis, Cricket, Rounders, Athletics, Trampolining and Boxing. Local fixtures and tournaments are arranged for students to experience an element of competition.

BOYS GIRLS

AUTUMN RUGBY NETBALL GYM HOCKEY

SPRING BASKETBALL GYM HOCKEY DANCE

SUMMER ATHLETICS ATHLETICS STRIKING & FIELDING

STRIKING & FIELDING

Assessment Autumn Term Spring Term Summer Term Performance grades are carried out at the end of each half term using National Curriculum Level descriptors.

Performance grades are carried out at the end of each half term using National Curriculum Level descriptors.

Performance grades are carried out at the end of each half term using National Curriculum Level descriptors.

Useful websites Students should be encouraged to become familiar with the components of a healthy lifestyle and a balanced diet; this will increase their understanding of fitness for life. Why not visit:

• www.brianMac.co.uk • www.teachpe.com • www.bbc.co.uk/schools/gcsebitesize

Anticipated Educational Visits No visits are scheduled for Year 7 students at present.

REAL ____________________________________________________________ REAL stands for Religious Education and Life Issues, and delivers students a combination of religious and philosophical education, alongside topics in the spring term which cover the personal, social, health, economic and citizenship education elements of the national curriculum. REAL will continue to principally develop student’s appreciation and understanding of themselves and theworld around them, as well as many high level thinking skills and processes including analysing, empathy, investigation, interpretation, application and expression. Units of work studied Autumn Term Spring Term Summer Term Introduction to REAL- what is REAL and what will I study? Looking for God- an opportunity to develop an understanding of how the nature of God is understood by some, as well as a chance to reflect on student’s own beliefs. Sacred- a philosophical approach to the concept of sacred and how this can be applied to Aboriginal culture.

My Identity- aims to develop an understanding of personal identities amongst students in a local and global context, as well as an appreciation of what identity may mean to others. Healthy Living- students will develop an understanding of what constitutes a healthy lifestyle and why it is important to make healthy choices. Sex and Relationship Education- a series of age appropriate lessons which explore body image, self confidence and puberty.

Was Jesus who he said he was?-an exploration of Christian beliefs and historical evidence about Jesus. Students will also be encouraged to reflect on what they can learn from his teachings. Do our actions influence our future? (Hinduism)- Students will develop a sound understanding of Hindu beliefs and consider how they can be applied to their own lives.

Assessment Autumn Term Spring Term Summer Term Looking for God- national curriculum levels for RE 2-6. Sacred- national curriculum levels for RE 3-6.

My Identity- national curriculum levels Citizenship 3-6.

Was Jesus who he said he was?- national curriculum levels for RE 3-7. End of year exam- a formal summative assessment, based on key themes that students have studied throughout the year.

Note: Students are continually assessed on a formative level throughout the school year by their subject teacher, including in relation to their written work in their books and their participation in oral and group work. The above named assessments will be carried out at the end of the respective half terms in which they have been studied.

Useful websites http://www.bbc.co.uk/schools/religion/ http://www.bbc.co.uk/newsround/ http://www.nhs.uk/livewell/healthy-eating/Pages/Healthyeating.aspx http://kidshealth.org/teen/food_fitness/wellbeing/body_image.html BBC ‘Son of God’ documentary provides a very useful overview for the Jesus unit. Follow our department on Twitter- @fhesREALPCHE to keep up to date with the latest department news. Clubs/Extra Curricular activities An opportunity will arise during the year to take part in ‘REAL subject champions’; a chance for students to have a real say in their lessons and studies, and to work collaboratively with teachers in planning new and exciting teaching and learning activities. Anticipated Educational Visits Visit to the Shriswaminarayanmandir (Hindu temple), London, scheduled for the Summer term. More information on the mandir can be found at http://www.mandir.org/

Science ____________________________________________________________ Science in Year 7 focuses on developing safe techniques to use in the laboratory and an awareness of the risks associated with using apparatus and chemicals. Students are shown how to use scientific method to investigate how to collect and analyse data, draw conclusions and evaluate their methods. Units of work studied Autumn Term Spring Term Summer Term Introduction to Science Introduction to safe use of apparatus, chemicals and practical techniques in the science laboratory. Particles Looks at the particle theory (solids, liquids and gases)and evidence supporting the theory. Simple Chemical Reactions Looks at the difference in chemical and physical change as well as reactions with acids and testing gases. Forces Looks at types of forces and how they are measured. Life Processes Looks at cells, tissues, organs and organ systems.

Classification and Variation In classification the binomial system of identification is studied, looking at basic characteristics of plant and animal groups. Simple keys are used to help with identification. Variation looks at the differences in organisms and considers the genetic and environmental causes of these differences. Solutions Looks at solutes, solvents and solutions as well as looking at a range of separating techniques. Electricity Looks at modelling simple electrical circuits, circuit diagrams and measuring current in series and parallel circuits.

Ecology and Feeding Relationships. Looks at habitats, communities and populations and theirfeeding relationships. Acids and Alkalis Looks at common examples of acids and alkalis and how they can be identified using indicators. The neutralisation process is studied and its importance in every day life. Solar System and Space Looks at planets in the solar system and looks at the movement of the Earth and moon in detail. Energy Resources Looks at fuels, how fossil fuels are formed and how energy is released.

Assessment Autumn Term Spring Term Summer Term End of Unit Assessment Assessment based on unit of work to assess strengths and set targets for improvement. End of Term Test Test covering all work studied this term.

End of Unit Assessment Assessment based on unit of work to assess strengths and set targets for improvement. End of Term Test Test covering all work studied this term.

End of Unit Assessment Assessment based on unit of work to assess strengths and set targets for improvement. End of Term /Year Test Test covering all work studied this term.

Useful websites Boardworks – Slides covering the scientific content of all the topics, accessed in school. Websites: www.bbc.co.uk/bitesize (Science website with revision and tests) www.docbrown.info (Chemistry website) www.skibermonkey.org (Science website) Books: Students can benefit from using a KS3 Revision guide; we suggest the CGP series of guides. Class teachers are able to give more details. Anticipated Educational Visits The Science Department is dedicated to looking for opportunities for students to further their experience of Science. Previous trips have included: The Natural History Museum, The Science Museum, Science Fairs and University Visits. Details of trips will be available throughout the Year.