Year 7 Programmes of Study

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1 Year 7 Programmes of Study ENGLISH In Year 7 students both consolidate core skills to build strong foundations for future success and to develop confidence and enthusiasm for reading, writing, speaking and listening. Autobiographical writing provides the focus for consolidating fundamental skills such as spelling punctuation and grammar. Throughout the year, a range of reading material is used as stimuli to provoke thoughtful and engaging responses from students. These are also used as models for students to produce writing in a range of genres. Students study a Shakespeare play, narrative poetry and a range of 19 th Century short texts linked to modern texts through the theme of Childhood and Family. Speaking and listening skills are developed through the use of regular discussion, debate, presentations and the reading of drama texts. Broad research skill are taught and wider reading central to students success is encouraged in a weekly lesson in the LRC. is conducted at regular intervals using formative assessment. Summative assessments are produced six times a year and are linked to the GCSE grading system scale from 1-9. MATHEMATICS Year 7 at NHGS is the first year of our 2-year Key Stage 3 course. Students are taught in mixed ability form groups. Targets for the end of Year 7 usually range from grade 3 to grade 5- measured against the 9-1 GCSE grades. Our course is based upon the Pearson, KS3 Progress in Mathematics Course. While there are Alpha, Beta and Delta courses, as a grammar school we only use the most challenging Delta course. The Delta course uses three student books. Year 7 students cover most of Delta 1 and some of Delta 2. Each module taught has three difficulty levels, mastery, strengthen and extension. Through direction and negotiation with the teacher students are encouraged to work at the level that challenges them. This means that a class may be studying the same topic but students may be working at different levels of challenge. The Delta 1 books are issued to Year 7 allowing students to complete work independently at levels relevant to them and for parents to monitor the level of challenge that their child is experiencing in school. There are also two further levels of extension available to all students when appropriate, a set of challenge questions and a set of problem solving questions. is generally a formal test after each module. Emphasis is placed upon teachers and students diagnosing strengths and areas for improvement. Identified weaknesses are reviewed before progressing to new work. In keeping with the school reporting process a grade on the GCSE 9-1 scale is reported at each monitoring period. Such grades however are based on a snapshot of a subset of skills and should not detract from students pitching themselves against their mastery of specific skills rather than a grade. Take care of the skills and the grades should follow! MUSIC All students receive one hour of music on KS3. Students explore the following topics through Appraising, Composition and Performance. Students understanding is measured throughout the course. Year 7 7a 7b 7c 7d 7e Instruments of the Orchestra Peter and the Wolf Rhythm as a starting point Ternary form how to write an effective melody Graphic Scores to the Blues

2 Science Autumn Term Spring Term Summer Term Students will develop scientific thinking and experimental skills during the course of the year. Students will cover eight units of work. An introductory unit developing practical techniques and understanding how to work safely. Elements, periodic table and particle theory. Energy types, simple transfer, resources. Cells, simple body systems, and health Space, Bradford telescope Electricity Acids and Alkalis, simple chemical reactions, word equations Forces Home work is set weekly, although occasional projects may cover several weeks. Exercises are marked as appropriate with an effort grade given and feedback on scientific content. Work is also PROUD marked for essential presentational content. There are regular assessment activities throughout units of work. These activities assess student s scientific thinking skills, experimental skills and understanding of concepts. These activities are awarded National Curriculum levels where appropriate. At the end of each unit student s progress is assessed and they are awarded a National Curriculum level. At the end of the year, students will sit an exam, which is also awarded a National Curriculum level. Work covers levels 4 to 7. DESIGN AND TECHNOLOGY Year 7 students follow a design-led course in which they develop their skills in creative problem solving. The year includes many of the generic skills which are built upon in subsequent years. Technology diaries or project work Diaries marked out of 10. Projects assessed by National Curriculum level and examinations carried out at the end of the year. DRAWING Drawing develops students observation, psychomotor and manual skills, with benefits in many areas of the curriculum. Autumn Term: Spring Term: Summer Term: basic shape copying, tonal range 3 dimensional observation, perspective complex shape observation, including intenors and extenors : in sketchbooks : marked out of 10 : percentage score for end of year exam

3 FRENCH Autumn Term Spring Term Summer Term French in Year 7 provides an induction into the language Introducing oneself (name and age), understanding simple classroom instructions, classroom objects, simple description of La Rochelle and own town, family and home, days of the week, introduction to the date, numbers up to 70. Animals and pets, colours, expressing likes, dislikes and preferences, using the date, birthdays and presents, describing clothes, weather and seasons, using verbs, introduction to sport and leisure activities, continue numbers up to 100. Talking about places in a town, obtaining information from a tourist office, asking for and giving directions, telling the time, introduction to food, drinks and meals. New grammatical concepts include: - introduction to masculine and feminine, singular and plural - introduction to definite (le, la, l, les) and indefinite (un, une, des) articles - possessive adjectives mon, ma, mes etc - regular present tense er verbs - irregular verbs avoir, être, aller, prendre, faire - adjectives (introduced through colours) - use of to and place (au, à la, à l, aux) - prepositions (dans, sur, sous, devant, derrière, entre) - partitive article (du, de la, de l, des) - negative (ne.pas) One homework a week usually one written homework and/or one learning of vocabulary/verbs. Out of 10 or a higher mark as appropriate. Where appropriate, progress will be assessed in relation to appropriate National Curriculum level descriptions of Modern Foreign Languages. Regular tests of homework or units of work. Progress test in November and February / March. End of year examination in May/June. Work covers National Curriculum levels GEOGRAPHY Autumn Term Spring Term Summer Term Geography in Year 7 will include work on geographical skills, places and themes. Globe, atlas and map skills Themes cover climate, weather and rivers Themes cover fashion and deserts Weekly (occasionally projects may cover several weeks) Exercises/tasks are marked out of 5 for content and A-E for effort Tests after each unit and on locational knowledge of the world and the British lsles. Work covers a variety of levels from 3-7, End of year examination on all work in June. HISTORY 1 Britain the Norman Conquest relations of the monarchy with the church, barons and people the structure of medieval society, including the role of the church medieval villages and the Black Death 2 Britain , the changing power of the monarch and relations of the crown; parliament and people; changes in town and countryside; religious changes and tensions in the sixteenth and seventeenth centuries. One per week Teacher comments, peer and self-assessment 1 hour examination at the end of the year with other levelled tasks through the year RELIGIOUS STUDIES At the beginning of Year 7, students will be introduced to key features of the six major world religions: Hinduism, Judaism, Buddhism, Christianity, Islam and Sikhism. This will be followed by a study of two important religions that originated on the Indian sub-continent: Sikhism and Hinduism. In the summer term, students will focus on rites of passage from religious and secular perspectives. These will include birth, coming-of-age, marriage and death ceremonies.

4 ART The Course & of attainment. The Year 7 Art and Design course encourages students to extend the range and depth of their existing skills as they develop an understanding of the basic elements of visual language. Greater experience and confidence in handling various media and processes for creative work is gained during a sequence of projects which introduce students to new approaches and methods of working; they could include: 1. Pattern in drawing mark making 2. Observed drawing tone and form 3. Fauvist Landscapes paintings 4. Ceramic Fish 5. Gallery visit this visit outlines the way students should address works of art. This lays down a process that is used throughout the school and encourages students to view artworks first hand. An illustrated booklet will be produced following the visit. Students are introduced to the work of artists and makers, which is linked to practical project work, and develops their understanding of the purpose and relevance of artwork from a range of sources, traditions and cultures; and encourages them to undertake independent research and analysis in preparation for their own creative work. is primarily for research, analysis, preparation, and planning purposes but also requires students to reflect upon their work and produce written evaluations explaining their aims, methods and reasons; it can also be used to reinforce or extend practical lesson tasks. Work is marked to a graded scale relating directly to National Curriculum levels Reviews and written comments on completed work identify achievement and suggest areas and methods for improvement, and new objectives for progress. End of project feedback reports summarise overall levels achieved, identify strengths and indicate areas for improvement and targets for new work. PHYSICAL EDUCATION Extra-curriculum Students are instructed in the skills, tactics and rules of each activity named below. Personal fitness is a continuing and important theme in all lessons. Students are taught the importance of warming up and cooling down and correct stretching technique for each activity. Students are encouraged to become familiar with basic anatomy and physiology. Students are encouraged to improve as individuals, become involved in extra curricular activities and enjoy a range of physical activities. Hockey, Football, Movement and Ball Handling Skills, Speed, Agility, and Quickness (SAQ) Drills and Continuous / Extended Running, Gymnastics and Netball, Rugby, Dance, Athletics, Striking and Fielding Skills, Orienteering Performance in all the above plus a written project for gymnastics. Cognitive, teamwork, leadership and creative skills are also developed. Students are taught in mixed and single set sex groups that are differentiated by ability in various points in KS3 and KS4. Teams and clubs operate at lunchtime and after school allowing students to participate in the following sports: Football*, Athletics*, Cross Country*, Rugby League*, Netball, Hockey* and Gymnastics*, Swimming*, Tennis*, Table Tennis* Fell Running* and Cricket. Practices are open to all students irrespective of ability and all students are encouraged to participate. * denotes male and female teams.

5 ICT and Computing Pupils will be taught through projects how to : Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal] Understand the hardware and software components that make up computer systems, and How they communicate with one another and with other systems Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns. Students will acquire the knowledge creating programs using Scratch, Android App Inventor and Python.

6 PERSONAL, SOCIAL, CITIZENSHIP, HEALTH and ECONOMIC EDUCATION (PSCHE) Citizenship is a statutory part of the National Curriculum for secondary schools, at both Key Stage 3 and Key Stage 4. As part of Citizenship, students will acquire knowledge about the democratic system in which we live, will be encouraged to think about topical issues, to form ideas and express opinions, and will develop the capacity to take responsibility while actively participating in society. At NHGS, Citizenship education at both key stages will take place within the timetabled programme of PSCHEE, as well as through other subjects of the school s curriculum, where appropriate, and through students involvement in a range of activities, including School Councils and assemblies. PSCHEE will be delivered on a rotating cycle in Year 7 and each form will cover the following over the course of the year. 1. Unit - our school - school procedures 2. Mindsets - Tenner Challenge - Target Setting 3. Health Education - smoking - drugs awareness - road safety 4. Economic Wellbeing - pocket money, budgeting and saving - the world of work - product development - you as a consumer 5. Emotional Wellbeing - exercise and rest - healthy eating - bullying - disability 6. Citizenship - the global community - charities - values 7. Sex and relationships education - relationships - negotiation and conflict - morals, valves and attitudes - changing relationships