1

A GUIDE TO THE CURRICULUM

YEAR 7

CHARLTON SCHOOL

2

English Year 7

Year 7s are set by ability. Students with specific learning needs are identified and taught in a smaller group to provide support.

Year Seven Curriculum in Brief

Autumn Term Exploring Nineteenth-Century fiction and creative writing. Exploring literary non-fiction and creative writing. Introduction to the Library and the Accelerated Reader programme.

Spring Term The Gothic genre and creative writing. Non-fiction reading and writing.

Summer Term Shakespeare: A Midsummer Night’s Dream. Whole text study: Trash by Andy Mulligan.

Providing an Environment in which All students can succeed, with Learning at the Heart of all we do

3

Mathematics Pupils are taught in ability sets and the topics are differentiated to challenge all pupils and help them to make progress according to their ability. Year 7 – Autumn Term • Whole numbers and decimals • Measures, perimeter and area • Expressions and formulae • Fractions, decimals and percentages • Angles and 2D shapes • Graphs • Case Study: Recycling and energy

Year 7 – Spring Term • Whole number calculations • Statistics • Transformations and symmetry • Equations • Factors and multiples • Case Study: Rangoli patterns

Year 7 – Summer Term • Constructions and 3D shapes • Sequences • Decimal calculations • Ratio and proportion • Probability • Case Study: Electricity in the home

4

Science After a short introduction to Science, students are set in ten ability groups. They go on to study aspects of Biology, Chemistry and Physics in a series of short topics throughout the Key Stage, these are summarised below.

Biology:

Cells: observing plant and animal cells under the microscope, which leads to specialised cells for certain jobs, and the difference between unicellular and multicellular organisms. Structure and function of body systems: a quick look at how different parts of the body work, including the gas exchange system, muscles, skeleton and joints. Reproduction: including an introduction to genetics, variation, genetic engineering and selective breeding.

Chemistry:

Elements and compounds: the organisation of elements in the Periodic Table and properties of elements, mixtures and compounds. Reactions: the reactions of metals and non-metals, acids, alkalis and bases. Particles and their behaviour: a short introduction to particles, how they are arranged and how they behave as solids, liquids and gases. This unit also includes how particles can move through different materials and gas pressure.

Physics: Light: the properties and behaviour of light, how the eye and camera work, and where colour comes from. Sound: the properties and behaviour of sound, including pitch, loudness andhow applications of sound. Forces: the importance of forces such as friction, drag and gravity in everyday life, as well as understanding the difference between balanced and unbalanced forces and how this effects movement.

An important aspect of the new KS3 curriculum is the focus on the applications and implications of science in everyday life. Throughout the Key Stage students are given opportunities to develop a greater understanding of ‘How Science Works’. For example, experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative thought. Pupils learn how knowledge and understanding in science are rooted in evidence. Students are assessed and given a step grade as per the school assessment policy for each unit they are taught and their progress is monitored against the expected progress for their ability. Most students complete the KS3 programme of study in science over two years. There will be an opportunity for the students to purchase a Science Key Stage 3 Revision Guide. This is an excellent supplement to their classroom work and can be used when revising for end of unit tests during the year and also for their end of year exam. Further information If you require more information regarding KS3 Science please email Mrs Burrage (Head of Science): hannah.burrage@taw.org.uk or Miss Dowden (Head of KS3): harriet.dowden1@charlton.uk.com

5

Modern Foreign Languages During Year 7 we introduce students to the four skills of Listening, Speaking, Reading and Writing via an electronic curriculum, supported by textbooks. We aim to foster an interest in both the language and the culture of France/Germany and of other French/German speaking countries. At the end of the key stage, all students are well placed to begin a GCSE course or one of the alternative pathways on offer. Grammar is introduced via a range of topics which are the precursors to those studied at key stage 4.

Self, family and friends Free time

Pets House and home

School life Directions

Daily routine Places in a town

Sport Time

Enjoyment is the order of the day!

6

Humanities At Key Stage 3 the Humanities department teaches History, Geography and Religious Education. Students receive two lessons of History, two lessons of Geography and one lesson of Religious Education each week. A different unit is delivered each half term. Students begin their study of Religious Education by examining the characteristics of religion and taking a snapshot of the 6 main world religions and others. They develop skills of describing, explaining, evaluating and comparing religious beliefs and actions, whilst seeking to apply lessons learned in new contexts. At the beginning of each unit students write the aims of the unit on an assessment sheet which they stick into their exercise books. Students complete one assessment each half term. Their work is leveled using the Humanities Steps to Success. These Steps are skills based and combine the National Curriculum subject skill criteria. The students’ assessment sheet is then completed. An assessment grade is added along with a teacher comment with advice on how to improve their work. A target is set for the next assessment. An Attitude to Learning mark is given which indicated the level of overall interest, pace and effort demonstrated by the student (1=good. 2=satisfactory. 3= unsatisfactory). Students have the opportunity to comment on their work in a student evaluation section. Classes are ability based and students have the opportunity to progress through the classes depending on progress.

History Geography Religious Education

Unit 1 Norman Conquest 1066 What is it like where I live? Introduction to religion

Unit 2 Medieval Life and The War of the Roses

Map skills World religions

Unit 3 Henry VIII Human features of Shropshire Holy books

Unit 4 Tudor and Stuart Monarchs

Development & Tourism Abraham

Unit 5 Industrial Revolution Fashion & Aid Pilgrimage

Unit 6 Crime and Punishment 1750-1900

Ecosystems - Amazon Moses

7

Art Colour families including exploring primary, secondary and tertiary, hot and cold colours through painting. Printmaking techniques using a variety of materials to make block, screen and mono prints. Drawing techniques exploring light, tone and shading based on observation. General themes adhered to throughout Key Stage 3 are:-

Natural Forms, Environments, Cultures, Events, Emotions, Flora and Fauna, Fantastic and Strange, the Abstract, Still-Life and Portraiture

Within this framework the following formal elements are covered:-

Tone, Colour, Texture, Constructions, Form, Shape, Pattern, Line ICT is used wherever possible. Extra Curricular Activities include:- • An artist working with Key Stage 4 students • Animation Club for Lower School • Scenery painted by art students for school productions • Costumes created for a Fashion Show • Extra evening sessions for GCSE students Homework – Set on a fortnightly basis it covers a range of topics that reiterates work done in class.

8

Dance Aims:

• For all Year 7 students to participate in Dance lessons

• For Dance lessons to be accessible

• To promote healthy lifestyle and well-being through exercise and being active

• To instil creativity through independent tasks

• To encourage performance opportunities

• To build confidence in performance and practical activities

• To develop knowledge on different styles

• To open up a vast array of opportunities and interests to students

• To appreciate different cultures through dance

• To develop physical, technical and expressive skills Modules: Basic Dance Actions- introduction to dance. Importance of warming up body before Dance. Theory behind creating Dance using the 5 Basic Dance Actions. Themed dances (basketball, jungle, army)- working with themed pieces in group. Creativity and developing teacher phrases. Use of props. Madhatters Tea Party- exploration of Street Dance styles through Dance company ‘Zoonation’- performance through styles of street dance and linking to a character from Alice in Wonderland. Gaming world- exploration of how the gaming world has taken over dance. Mix of own choreography and teacher phrase. Taking key movements from popular games such as Fortnite and using transitions to create and perform a group piece. Hairspray- Musical theatre group performance. Assessments take place on the 5th lesson of their Dance rotation. They are graded on their Physical, Technical, Expressive and Creative skills. They all perform in groups and are filmed to be watched back and graded by the teacher.

9

Drama Aims, Objectives and Targets Year 7

AIMS Students will learn the basic techniques of improvisation and of script-work, laying the groundwork for their drama practice in subsequent years. Teaching the personal skills of concentration, control, communication and co-operation.

Personal skills. Develop concentration. Focus on task. Exercise self-control. Follow instructions.

Interpersonal Skills. Form positive working relationships with others. Work effectively in pairs and in groups. Make creative personal contributions to lessons.

Linguistic and oral skills. Develop basic improvisational skills. Speak clearly, audibly and expressively. Physical skills. Learn to use face, hands and whole body expressively Characterization skills. Learn to create simple characters and sustain them. Begin to think and respond in role.

Theatrical skills. Develop audience awareness and learn to see the dramatic potential of ideas.

MODULE TOPICS An Introduction to Devising Drama Scripted Plays (Our Day Out) Drama Conventions and Techniques (Rose Blanche) Melodrama

TARGETS Each lesson will have its own targets. Skills sessions will be targeted at specific skill acquisition. ASSESSMENT All Year 7 students will be formally assessed at the end of each term. The teacher will make informal assessments throughout the year.

10

Music Year 7 Units of Work

Elements of Sound – In this unit Students will learn about:

The elements of music and how these are used in the creation of music

The basics of beat and rhythm

How to play and care for instruments.

This will be taught through a whole class approach using African Drum

Rhythm and Pulse – In this unit Students will learn about:

Beat and its relationship to rhythm

Rhythm names and value

Reading and performing a rhythm piece in 4 parts

How to read, write and perform from rhythm notation

Simple time signatures and patterns

Students will use a range of unpitched percussion instruments to explore this unit.

Music Technology – In this unit Students will learn:

Basic keyboard operations

Functions of automatic accompaniment

How to use Memory and Record functions

Composing a piece of music incorporating all the above functions

Keyboard skills and Ensemble performance– In this unit Students will learn:

How to find and name the notes on the keyboard

How to read the notes on the stave

How to play some well known tunes

How to play a melody with chords

How to play in an ensemble

In addition to the above units, students will explore the world of music through listening to and responding music taken from a variety of cultures and styles.

Students will be offered whole or half term taster sessions in guitar, singing and playing Brass instruments, taught in class groups.

All students will be expected to participate fully and make a positive contribution.

11

Physical Education Skills Learnt in Physical Education Key Stage 3 Students are taught to refine and adapt their existing skills developing them into specific techniques that suit different activities and perform these with consistent control. In Year 7 students learn about the importance of preparing for and recovering from exercise, teamwork and the need for physical fitness. They are taught to analyse and improve their own skills and there is a strong emphasis put on special awareness. Areas of study include: Athletics, Rugby, Football, Basketball, Badminton, Handball, Netball, Cricket, Softball, Rounders, Danish Longball, Fitness and Adventure Activities.

12

Information and Communication Technology

Keystage 3 Year 7 Unit 1: Research Project We build upon the work done at the primary schools, introducing them to the way our network operates and the resources and facilities that are available for them to use. The focus of this unit changes to reflect current issues. Students prepare a balanced presentation of the issues based upon internet and printed sources. The issues of bias and reliability are explored. Students produce a number of outcomes which form the basis of assessment. Unit 2: Modelling Project In this unit students learn how simple models are built by first investigating rules, then by seeing how rules can govern the behaviour of simple models. The unit concentrates on setting up a model of the operation of a successful music festival. Students discuss the ways in which the model could be presented in a spreadsheet, identifying the inputs, the rules (formulae) and the outputs. Students then work in groups to construct this model, revising cells, formulae and cell references. They test the effectiveness of the model by using sample data representing a number of scenarios. They create a report and recommend appropriate action based on their findings. Unit 3: Web Design and Publishing In this unit students learn how to design and build an interactive web page that can be published on the worldwide web or school intranet. They learn how to control on-screen events and the flow of information accessed through a web page. They learn that web pages are made up of objects, and that these objects can be programmed to carry out actions, e.g. a hyperlink can automatically connect a user to a different website, or an area of the screen can be programmed to change when a mouse pointer is passed over it. They consider a range of audiences, and how one site can serve a range of needs, e.g. a site dedicated to a historic town may contain a list of places of interest for the casual tourist, while also offering detailed primary source material for the more serious historian. Unit 4: Databases In this unit students learn to develop, amend and search databases. They learn the fundamental elements of databases, tables, fields, and records and the need to use a range of strategies to ensure the accuracy of data. They explore the problems created through inaccurate data. They will develop a system that will manage the membership of a school club. A key aim of the unit is to develop a system (software package(s) set up to handle a specific task) that will meet the potential audience’s needs. Students investigate these needs and then model the system using presentation software, and multimedia presentations and prototypes created in MS Access.

13

Technology Technology at Charlton School is taught in an environment where students are given every opportunity to develop their design thinking in a wide range of areas. We have an enthusiastic team able to deliver a curriculum appropriate to all students, with the objective of the department focussed on raising each individual’s level of achievement and personal aspirations. We aim to keep ahead with state of the art, cutting edge technology, giving opportunities to all, meeting the technological demands of a high value design, manufacturing and production environment. In Year 7 groups are all mixed ability, with 6 classes in each half year to enable students to achieve their full potential. All schemes introduce students to a range of different design and make activities, where they are able to develop their practical skills, and design thinking. ICT is used in many units of work for presentation purposes, or through tasks incorporating CAD (Computer aided Design) software such as 2D Design. It is hoped that at the end of Year 7 all students will benefit from experiencing the full range of technical areas identified below. 7.1 FOOD : CREATIVE KICTHEN An interesting unit that develops students’ awareness of the importance of healthy eating whilst enhancing their skills and experience. Projects develop an understanding of Health and Safety in a food production environment and students will develop a range of knife and food preparation skills. 7.2 TEXTILES : UGGLIE DOLL An introduction to fabrics, a project that enhances students’ ability to manipulate materials and fabric to produce quality items, demonstrating how these can be enhanced through a variety of techniques. 7.3 RESISTANT MATERIALS : GONK A focus on using metal as a resistant material. Students learn to mark out, cut, drill and shape mild steel tube and sheet. These are then joined together by brazing before being given a spray paint finish. The key focus for this project is the students design creativity and the development of hand manufacture skills. 7.4 ELECTRONICS : GARDEN GADGET Students develop knowledge and understanding of basic electronics and the use of components in circuits. Soldering components onto a PCB to make a working product. A suitable casing is developed using CAD/CAM and sublimation as a decorative technique. Students learn how to assemble a completed product from component parts. 7.5 PRODUCT DESIGN : STORE IN STYLE A focus on using wood as a resistant material and the types of timber used in manufacture. Students learn how to cut, shape, drill and apply a finish to pine, the outcome being a storage box with their own creative lid design. 7.6 GRAPHICS : GREETING CARDS Students learn how to use equipment such as dies, presses, embossing tools and stamps to create a seasonal greetings card. Students gain an understanding of the commercial world by looking at existing products through product analysis.

14