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Coombe Dean School Independent Learning

Curriculum Guide Year 7 – Term 1, 2017

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Contents

Independent Learning – introduction

Generic resources that support learning independently

Subject-specific materials

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Independent Learning at Coombe Dean

The information in this guide is intended to provide guidance for students in Year 7 to support their progress and learning in classrooms by continuing some structured activi-ties when not in school. The benefits of regularly reviewing learning and trying a variety of different activities is highlighted in the next two graphics:

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A Sample of online resources available for students to use www.doddlelearn.co.uk Students have an individual login and password which allows them access to thousands of resources that can support things they are learning in school.

www.bbc.co.uk/newsround Watch the news (CBBC newsround, or even better the BBC news) to keep up to date with current affairs.

www.memrise.com Memrise is a language learning platform with a website, iOS and Android apps. Memrise specialises in combining memory techniques and entertaining content in order to make language learning recreational.

Google Earth if you have internet access to help familiarize yourselves with the location of case studies you learn about in lessons.

https://geoguessr.com/ In addition, these websites: https://www.natgeokids.com http://www.geographypods.com

www.linguascope.com The World's Number 1 Interactive Language Learning Platform for Schools – Learn French, Spanish, German, Italian, Russian, Mandarin Chinese, English

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Tasks each week

Independent Learning In addition to the tasks that are set each week by teachers across a range of subjects, this guide contains tasks that can be completed to different timescales. Students are encouraged to share their independent learning work with their teachers. Reading All students in Key Stage 3 (years 7&8) read for at least 30 minutes each day at Coombe Dean. Learners benefit from developing their reading age as it enables them to access an increasingly wide range of texts and information and also supports the extent to which they can understand questions in exam papers. Any additional reading each week will support this benefit. Review your work in each subject Spending some time each day, every few days or each week reflecting upon the key things you have learnt each week will help you keep track of what you are learning and give you better chances of recalling key information, facts, strategies and techniques. Organise your work Take some time to organise and get some order to any materials you bring home from school, or any materials you find in your own time which can support what you are learning about in any subject. Online Learning Spend some time online using a learning package from the list of generic resources on the last page in this booklet. In addition to this, continuing to use online resources in maths in particular that were used in Primary School will be of help to practise basic number skills (times tables for example). Subject areas This guide contains information on curriculum content and independent learning tasks and guidance for the following subject areas: Art English French / German / Spanish Creative ICT Geography History Product Design Food Technology Maths Music PE Science

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Art

Curriculum content During the course of this year you will be exploring units of work that develop skills in: • Pattern - developing knowledge and understanding of repetition, reflection, rotation and half-drop. • Colour - developing knowledge and understanding of application and mixing in a range of media. Line, Shape and Form - developing knowledge and understanding of the building blocks of Art and Design through a range of media and materials. At the end of term 1 you will be assessed as follows: You will work in a variety of ways. You will complete aspects of work in a sketchbook - to reflect and show your development - but you will also be expected to produce work on larger and smaller formats to complete ideas or develop skills. You will produce work that we would like you to take home and be proud of. You will save all of your development work produced in school, as this will reflect your progress and achievements. Your teacher will mark the work and together, we will assess the grade you have achieved. Tasks you can do every week: · Log on to see the tasks that have been assigned for the unit of work that you are doing in Art each week. We will set a specific art homework about every third lesson. · Longer-term tasks. Choose from the list below. Practise skills in a range of media and materials. Explore new ideas and new concepts – look at the work of artists to support your responses. For example, you might look at how artists use different views and angles when exploring a theme or topic when drawing an object. This research could easily influence your own work and your own responses. One or two really well thought-out responses every half term would be acceptable. Your teacher will give feedback and respond to your work as you complete your tasks and bring them in. Draw your non-dominant hand Copy a small section from Van Gogh’s Sunflowers Draw a view from a window Draw a children’s toy Draw objects in your pocket Design a typeface Draw a crumpled piece of paper Research an artist from the 20th century Draw a bicycle Draw a hammer Draw any fruit (sliced open) Draw any vegetable (sliced open) Draw a cube, a sphere and a cone Draw your favourite insect Draw a feather Draw any detailed machine Make a robot Draw 3 pieces of popcorn Paint a design on a pebble Research an artist from the 19th century

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Creative ICT

Curriculum content During the course of this year you will cover the following units within the Technology Carousel: · Creative ICT – Designing an apron and a bag using Adobe Fireworks and Photoshop · Game Design – Creating games using Scratch · Program Design – Understanding coding using Go Software · Computers 101 – Understanding the computer using Serif Draw Plus x6 At the end of each unit of work you will be assessed as follows: You will complete a PowerPoint journal for each unit and this will be uploaded to Learncoombedean. Within this journal you will be saving the work that you have completed during your lessons. Your teacher will mark the work and assess the grade you have achieved. You will also have the chance to assess yourself and decide the level that you have achieved. Independent Learning Tasks you can do every week: · Log on to DoddleLearn to see the tasks that have been assigned for the unit of work that you are doing in ICT/Computing. Longer term tasks (i.e. a project): · Creative ICT – Investigate a designer who is well known for their product designs. Produce a presentation that includes a biography, examples of their best known designs and who may have influenced them. · Program Design – Research the history of computing. Produce a report that explains how computers have developed over the last 100 years. Include in the report one specific ICT development that has had the most impact on your life.

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English

Curriculum content During term 1 you will be looking at the following topics / themes: Literary Fiction. During this topic you will be looking at a fictional extract and learning the skills required to produce exam style responses. You will be learning how to analyse and comment on the writer’s use of language and structure in a text. You will also learn how to develop an extended response that demonstrates your ability to synthesise information and develop a viewpoint. Additionally you will work on your writing skills and learn how to produce a good piece of descriptive or narrative writing. At the end of term 1 you will be assessed as follows: Throughout the term you will be assessed using the AQA English Language Paper 1 test for YR7. Throughout the term your teacher will assess you question by question and give you targeted feedback. Once you have completed all of the five questions your teacher will be able to tell you the grade that you are working at. You will also have a chance to improve your work during dedicated improvement time (DIT). The key facts / words …… that you will need to know for assessment are: Q1 – List four things… Q2 – How does the writer use language to …? Q3 – How has the writer structured the text …? Q4 – To what extent do you agree…? Q5 – Write a description or narrative based on the picture or title below. Independent Learning Tasks you can do every week: Continue to read different types of fiction at home. Longer term tasks (i.e. a project): Over the term you will use a fictional text called Skellig to help you practise the style of question you will have been learning about in class. The following extract and questions will be allocated by your class teacher on a weekly basis.

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English Continued…

Extract from Skellig - David Almond (1998) This book is about a young boy called Michael and his family who have moved into a new house that is in bad repair. When Michael goes into the garage, amid all the boxes, debris and dead insects, he finds a strange human-like creature who seems to have almost wasted away but claims that human shoulder blades are a vestige of angel wings. This extract is the moment Michael and the strange creature meet. Something little and black scuttled across the floor. The door creaked and cracked for a moment before it was still. Dust poured through the torch beam. Something scratched and scratched in a corner. I tiptoed further in and felt spider webs breaking on my brow. Everything was packed in tight — ancient furniture, kitchen units, rolled up carpets, pipes and crates and planks. I kept ducking down under the hosepipes and ropes and kitbags that hung from the roof. More cobwebs snapped on my clothes and skin. The floor was broken and crumbly. I opened a cupboard an inch, shone the torch in and saw a million woodlice scattering away. I peered down into a great stone jar and saw the bones of some little animal that had died in there. Dead bluebottles were everywhere. There were ancient newspapers and magazines. I shone the torch on to one and saw that it came from nearly fifty years ago. I moved so carefully. I was scared every moment that the whole thing was going to collapse. There was dust clogging my throat and nose. I knew they’d be yelling for me soon and I knew I’d better get out. I leaned across a heap of tea chests and shone the torch into the space behind and that’s when I saw him. I thought he was dead. He was sitting with his legs stretched out, and his head tipped back against the wall. He was covered in dust and webs like everything else and his face was thin and pale. Dead bluebottles were scattered on his hair and shoulders. I shone the torch on his white face and his black suit. ‘What do you want?’ he said. He opened his eyes and looked up at me. His voice squeaked like he hadn’t used it in years. ‘What do you want?’ My heart thudded and thundered. ‘I said, what do you want?’ Then I hear Michael! Michael! Michael! I shuffled out again. I backed out through the door. It was Dad. He came down the path to me. ‘Didn’t we tell you — ’ he started. ‘Yes,’ I said. ‘Yes. Yes.’ I started to brush the dust off myself. A spider dropped away from my chin on a long string. He put his arm around me. ‘It’s for your own good,’ he said. He picked a dead bluebottle out of my hair. He thumped the side of the garage and the whole thing shuddered. ‘See?’ he said. ‘Imagine what might happen.’ I grabbed his arm to stop him thumping it again. ‘Don’t,’ I said. ‘It’s all right. I understand.’ He squeezed my shoulder and said everything would be better soon. He laughed. ‘Get all that dust off before your mother sees, eh?’

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Food Technology

Curriculum content During the Technology Carousel within a period of nine weeks, you will be introduced to the basics of food handling. This will involve learning the safety aspects of producing good quality and healthy food products. We will teach you how to safely create dishes with an understanding what can go wrong and how to prevent it happening. Food storage, temperature control, safe handling of knives and correct cooking procedures will all be covered. During the nine weeks, you will also be required to design a healthy dish incorporating the knowledge you have acquired to date, produce it and also to evaluate it. This will be assessed at each stage to give a clear measure of your progress throughout the year. Independent Learning A task to do every week: Complete any homework set to the best of your ability and hand it in within a timely manner. You will need to ensure that you understand what’s required and write it clearly into your planners. If no homework has been set, go over what has been taught within the previous week’s lessons to ensure that you understand all areas. Identify any areas which are challenging and obtain clarification when next in class. During project week, you will have the opportunity to practise your practical design to ensure you can reproduce a high quality product. Longer term task (Project) The healthy dish that you will be required to produce needs to be a suitable lunchtime dish for a busy year 7 student at school. It needs to be nutritionally balanced and must contribute to your five a day. Other things that must be taken into consideration include cost and packaging. Please try to make it interesting. Further guidance KS3 guides are available from the school shop on request.

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French

Curriculum content During term 1 you will be looking at the following: · French phonics and pronunciation · Connecting English and French grammar · Giving information about yourself in French (name, age, birthday, where you live) · Counting in French to 70 At the end of term 1 you will be assessed as follows: · Read aloud a short paragraph in French. · Recognise numbers when you hear them or see them written down. · Write a say a short presentation about yourself in French · Understand information about others The key facts / words that you will need to know for assessment are: · Word categories (nouns, pronouns, verbs, adjectives, etc..) and identify them in a French sentence. · Question words in French (who, where, when…) · Basic greetings in French · Numbers in French up to 70 · Months of the year in French · Phrases to give information about yourself. Independent Learning Tasks you can do every week: · Read through your book to embed what you have done during the previous lesson(s). By the end of the unit, you should have read through the first page of your book 20 times!! · Organise your worksheets to make revision easy. They should all be stuck in your book alongside the correct notes. · Log on to memrise to practise and learn the vocabulary and phrases you need to remember. · Log on to linguascope and edmodo. · Log on to DoddleLearn to see the tasks that have been assigned for the unit of work that you are doing in French. · Complete grammar, copying and writing exercises and correct the mistakes highlighted by your teacher. Practise writing words and phrases until you can’t get them wrong! Longer term task : Create your own character and a story book in French including all the elements of language you have learnt in the term. (ex: your character will introduce themselves, meet new friends, ask them questions, etc..)

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Geography

Curriculum content During term 1 you will be looking at the following topics / themes: Plate Tectonics in South America At the end of term 1 you will be assessed as follows: All end of unit Geography assessments base themselves around the geographical skills you have worked on during the unit. For the South America unit, the skills you will be tested on are drawing, labelling and annotating geographical diagrams, oblique photo interpretation, identifying cause and effect, and decision making. The key facts / words …… that you will need to know for assessment are: Plate Tectonics, magma, convection currents, social impacts, economic impacts, environmental impacts, hazard management. Independent Learning Tasks you can do every week: For the first module of the year, students will complete a project based homework, which will be set in the first week, and handed in at the end of the module. For the project, there will be an option of an academic, practical or creative piece of work, based on the student’s preference. Students are prompted to make a To-Do list, so they have individual tasks each week. For this module, these options are as follows: Practical: You need to produce a model of a volcano or the structure of the earth. You can make your model out of whatever you choose. It needs to be colourful and have labels to indicate the key features e.g. magma chamber. You could also include labels that show what comes out of a volcano e.g. ash. Creative: Write your own story about a journey through a volcano to the centre of the Earth. The story is aimed at students in years 4 and 5, so you need to keep it interesting but factual at the same time. Remember to use the 5 senses (see, feel, hear, smell and touch) in your writing Academic: Produce a cross word puzzle using as many key terms from the South America topic as possible. The crossword should have: 1. 15 horizontal clues 2. 15 vertical clues It needs to fit properly into a grid which you have design for yourself. So you need the key words and the clues. You also need to provide an answer sheet. Please be aware that people will be invited to try and complete your crossword so make them neat and tidy.

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German

Curriculum content During term 1 you will be looking at the following:

German phonics and pronunciation Connecting English and German grammar Giving information about yourself in German (name, age, birthday, where you live) Counting in German to 100

At the end of term 1 you will be assessed as follows:

Read aloud a short paragraph in German. Recognise numbers when you hear them or see them written down. Write a say a short presentation about yourself in German Understand information about others

The key facts / words that you will need to know for assessment are:

Word categories (nouns, pronouns, verbs, adjectives, etc..) and identify them in a German sentence.

Question words in German (who, where, when…) Basic greetings in German Numbers in German up to 100 Months of the year in German Phrases to give information about yourself.

Independent Learning Tasks you can do every week:

Read through you book to embed what you have done during the previous lesson(s). By the end of the unit, you should have read through the first page of your book 20 times!

Organise your worksheets to make revision easy. They should all be stuck in your book alongside the correct notes.

Log on to memrise to practise and learn the vocabulary and phrases you need to remember.

Log on to linguascope. Log on to DoddleLearn to see the tasks that have been assigned for the unit of work

that you are doing in German. Complete grammar, copying and writing exercises.

Longer term task : Create your own character and a story book in German including all the elements of language you have learnt in the term. (ex: your character will introduce themselves, meet new friends, ask them questions, etc..)

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History

Curriculum content During term 1 you will be looking at the following topics / themes: -The Middle Ages (Medieval England), including: - The Battle of Hastings - The Norman Conquest - Castles - Law and order - The Church in the Middle Ages At the end of term 1 you will be assessed as follows: GCSE-style assessments on at least one of the following topics: Battle of Hastings; medieval castles. These assessments will be based around sources of evidence provided by the teacher. e.g. How does source 1 differ from source 2 about why William won the battle of Hastings? e.g. Why might the authors of Source 1 and 2 have a different interpretation why William won the battle of Hastings? e.g. Which interpretation do you find more convincing about why William won the Battle of Hastings? The key facts / words …… that you will need to know for assessment are: - Why William won the Battle of Hastings (knowledge); interpretation; differ/differences; convincing; explain/explanation, describe. Independent Learning Tasks you can do every week: - Try to learn all the English monarchs since 1066. Also, try to learn a fact about each. • Read some books, both fact and fiction, about the Middle Ages. Longer term tasks (i.e. a project): - Design a castle in the style of a medieval castle. You should be able to explain why you have chosen your design and what makes it historically accurate. You can also make a model of your design if you choose. Do not hand this in until your teacher asks you to (this is likely to be some time after half term).

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Maths

Curriculum content During term 1 you will be looking at the following topics / themes: Using Numbers

Timetables, Charts and Money Negative Numbers ( adding, subtracting, multiplying and dividing)

Decimal Numbers Multiplying and Dividing by powers of 10 Ordering Decimals Estimation Adding and subtracting decimals Multiplying and dividing decimals

Working with Numbers Square numbers and square roots Rounding BODMAS Non Calculator multiplication and division Calculations with measurements

At the end of term 1 you will be assessed as follows: Number assessment prior to October half term – one 50 minute paper to be sat in class. The key facts / words that you will need to know for assessment are: Round Estimate Ascending Descending Square numbers/ Square roots up to 12 Independent Learning Tasks you can do every week: · Weekly homework task set by class teacher. This could be in the form of a written task or an online task set via my maths or doddle. Tasks you can do in addition: · KS3 revision guides will be available to purchase from the school shop, included will be a revision plan with suggested pages and exercises to support independent learning. · Tasks available on www.mymaths.com for topics listed above, students can use these and the tutorials to aid their understanding. · Booster tasks on my maths will support students’ knowledge of a range of topics.

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Music Curriculum content During the course of this term you will be studying Pop Music and the Elements of Music. At the end of each unit of work you will be assessed as follows: You will perform a pop song as part of a group, focusing on your ability to sing in tune, in time and with confidence and expression. You will also complete a written test on the definitions of the Elements of Music Independent Learning Tasks you can do every week: · Log onto Learn Coombe Dean and use the lyric powerpoint and pop backing track to practise your pop group performance. · Spend at least 15 minutes per days practising your musical instrument (if you play one – this includes vocals). · Learn your musical key words (on stickers in your planner). Pitch, Dynamics, Tempo, Rhythm, Texture, Structure, Timbre, Instrumentation and Melody. · Listen to a variety of styles of pop music and try to identify the differences. Suggested listening includes Rock, Soul, Dance, Disco, Britpop, Ballads, Punk, Hip Hop, Reggae and Heavy Metal. Longer term tasks (i.e. a project): · Learn to play a musical instrument. Tuition forms available from the music department. · Complete a powerpoint presentation on your favourite style of pop music or favourite pop musician. · Create an A3 size poster on an Element of Music of your choice

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Product Design

Year 7 independent learning Use “Access FM” to evaluate a product you consider to be a well-designed product. You should have pictures of your product and evaluate how well it would score when rated against each of the criteria in the acronym Access FM ACCESS FM Access FM is a way of remembering what you should investigate when you analyse a product

Aesthetics colour

shape

Surface texture,

Attractive

Customer Who would use the product and why might they choose this product?

Cost How much?

Is it good value for money?

Environment Environmentally friendly?

Made from recycled materials?

Can it be recycled?

Satety Is the product safe to use?

Size What size?

Would a different size be better?

Function What is it used for?

How could it be improved?

Where will it be used?

Any maintenance required?

Materials What is it made from?

And Would different materials be better?

Manufacture How was it made?

Why was it made this way?

If it has different parts how are they joined together?

Themes covered in Year 7 product design:

Product Evaluation – comparing products

CAD/ CAM (ID tag 2D design)

The Design Process – single material project to a given brief and specification

Understanding Industry -scales of production and production methods

Testing structures. Properties of materials.

3D CAD / Introduction to solidworks

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Science

During term 1 you will be looking at the following topics / themes: Science Investigations Particles and their behaviour Forces Space At the end of term 1 you will be assessed as follows: Complete an end of topic test, complete a level assessed task, complete at least one doddle mini quiz. The key facts / words: You can use these keywords to prepare, either learn how to spell them, learn to describe them, put them into sentences or explain them linking the ideas with the topic. Independent Learning Tasks you can do every week: Your teacher will set you homework, if they haven’t set a specific task they will have set doddle for you to complete. Visit doddlelearn.co.uk with your login details.

Science Investiga-tions

Forces Space Space

Observation Investigation Variable Prediction Accurate Precise Risk Assessment Particles and their behaviour Material Particle Mixture Substance Property Solid Liquid Gas States of matter Melting Freezing Conserve Boiling Evaporation Condensation Sublimation Diffusion Collide Pressure

Push Pull Contact Force Friction Air resistance Gravity Newton Compress Stretch Extension Tension Elastic limit Hooke’s Law Linear Water Resistance Drag Force Streamlined Magnetic force Electrostatic force Field Weight Mass Kilogram Gravitational Field Strength Equilibrium

Artificial Satellite Orbit Earth Moon Natural Satellite Planet Sun Solar System Comet Meteor Meteorite Star Galaxy Milky Way Universe Astronomer Ellipse Asteroid Mercury Venus Mars Terrestrial Gas Giant Dwarf Planet Gravity Exoplanet

Axis Day Night Year Season Constellation Umbra Penumbra Solar eclipse Lunar eclipse

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Spanish Curriculum content During term 1 you will be looking at the following:

Spanish phonics and pronunciation Connecting English and Spanish grammar Giving information about yourself in Spanish (name, age, birthday, where you live) Counting in Spanish to 100

At the end of term 1 you will be assessed as follows: Read aloud a short paragraph in Spanish. Recognise numbers when you hear them or see them written down. Write a say a short presentation about yourself in Spanish Understand information about others

The key facts / words that you will need to know for assessment are: Word categories (nouns, pronouns, verbs, adjectives, etc..) and identify them in a

Spanish sentence. Question words in Spanish (who, where, when…) Basic greetings in Spanish Numbers in Spanish up to 100 Months of the year in Spanish Phrases to give information about yourself.

Independent Learning Tasks you can do every week:

Read through your book to embed what you have done during the previous lesson(s). By the end of the unit, you should have read through the first page of your book 20 times!

Organise your worksheets to make revision easy. They should all be stuck in your book alongside the correct notes.

Log on to memrise to practise and learn the vocabulary and phrases you need to remember.

Log on to linguascope and edmodo. Log on to DoddleLearn to see the tasks that have been assigned for the unit of work

that you are doing in Spanish. Complete grammar, copying and writing exercises and correct mistakes highlighted by

your teacher. Practise writing words and phrases until you can’t get them wrong!

Longer term task : Create your own character and a story book in Spanish including all the elements of language you have learnt in the term. (ex: your character will introduce themselves, meet new friends, ask them questions, etc..).

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