Year 7 Subject Information

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Please view all the Key Stage 3 (Year 7) subjects and their curriculum pathway below

English
English literature & language curriculum pathway

Term 1

Topic/Unit

Celebrating Difference

Key Concepts

Identity

Key Skills Developed

  • Analysing a variety of different texts (fiction, non-fiction, novel and poetry) and evaluation of how meanings are shaped.
  • Problem-solving real-life scenarios using the text as a guide.
  • Producing well-organised and coherent text that is fit for its intended audience and purpose.
  • Confidence in public speaking and debate. Working collaboratively with others.
  • Reflecting on feedback and learning to make improvements.

Term 2

Topic/Unit

Celebrating Difference

Key Concepts

Identity

Key Skills Developed

  • Analysing a variety of different texts (fiction, non-fiction, novel and poetry) and evaluation of how meanings are shaped.
  • Problem-solving real-life scenarios using the text as a guide.
  • Producing well-organised and coherent text that is fit for its intended audience and purpose.
  • Confidence in public speaking and debate.
  • Working collaboratively with others.
  • Reflecting on feedback and learning to make improvements.
  • Creating a personal response by evaluating evidence from the texts.

Term 3

Topic/Unit

Journey’s and Growth (The Boy In The Striped Pyjamas)

Key Concepts

Perspective

Key Skills Developed

  • Students are able to develop their creative skills by using this novel as a springboard and platform to guide and support their writing. The novel offers a variety of opportunities for open discussions and debates amongst students, fuelling their development of social skills within a classroom setting. The characters are relatable and somewhat likeable, which supports and encourages the joy of reading amongst the students. Students are given the opportunity to develop their thinking skills by using the text as a tool to evaluate and debate using relevant evidence from the text.
  • Additionally, students get the opportunity to research unseen texts, clips and the novel which develops their understanding from a wider perspective. They can see how the writer’s choices shaped a piece of writing or a theme within the novel. It gives students a variety of opportunities to explore the contextual side of how this novel was created and influenced which is necessary to grasp a true understanding. Not only do our students continually build on their writing skills, they are also exposed to showing ’empathy and understanding’ to the events that occured during this era. This supports our students to become ‘carers’ and use this knowledge to inform others and widen their understanding. It also allows our students to become more knowledgeable and question and queerie what caused these events to unravel and how we can prevent such issues to occur in their future.

Term 4

Topic/Unit

Journey’s and Growth (The Boy in The Striped Pyjamas)

Key Concepts

Perspective

Key Skills Developed

  • Students are able to develop their creative skills by using this novel as a springboard and platform to guide and support their writing. The novel offers a variety of opportunities for open discussions and debates amongst students, fuelling their development of social skills within a classroom setting. The characters are relatable and somewhat likeable, which supports and encourages the joy of reading amongst the students. Students are given the opportunity to develop their thinking skills by using the text as a tool to evaluate and debate using relevant evidence from the text.
  • Additionally, students get the opportunity to research unseen texts, clips and the novel which develops their understanding from a wider perspective. They can see how the writer’s choices shaped a piece of writing or a theme within the novel. It gives students a variety of opportunities to explore the contextual side of how this novel was created and influenced which is necessary to grasp a true understanding. Not only do our students continually build on their writing skills, they are also exposed to showing ’empathy and understanding’ to the events that occured during this era. This supports our students to become ‘carers’ and use this knowledge to inform others and widen their understanding. It also allows our students to become more knowledgeable and question and queerie what caused these events to unravel and how we can prevent such issues to occur in their future.

Term 5

Topic/Unit

The Tempest By William Shakespeare: How to Survive on an Island.

Key Concepts

Change

Key Skills Developed

  • Students will be introduced to a new form of a text and develop their critical thinking skills as they read and explore the text. To continue, students will be using their analysis skills learnt from term 1 to 4 to understand the effect of text and character’s relationships.
  • This term will have a particular focus on using the text and the examination of it to spring board into a close focus on producing varied texts using language features that create impact and meaning. A close focus on how to use language, specifically ambitious vocabulary and SPaG skills, will be continued through low stakes testing and regular testing through the use of knowledge organisers.

Term 6

Topic/Unit

The Tempest By William Shakespeare: How to Survive on an Island.

Key Concepts

Change

Key Skills Developed

  • Students will be introduced to a new form of a text and develop their critical thinking skills as they read and explore the text. To continue, students will be using their analysis skills learnt from term 1 to 4 to understand the effect of text and character’s relationships. This term will have a particular focus on the critical thinking skills built throughout term 5 to expand and develop this through critical analysis and evaluation of the characters and their ever changing relationships.
  • Alongside this, students will explore Shakespeare’s language features that create impact and meaning to underline this character analysis. A close focus on how to use language, specifically ambitious vocabulary and SPaG skills, will be continued through low stakes testing and regular testing through the use of knowledge organisers.
Maths
Maths & Statistics Curriculum Pathway

Term 1

Topic/Unit

Number system and arithmetic laws.

Key Concepts

Form

Key Skills Developed

  • Place value
  • Addition, subtraction, multiplication & division and rules associated
  • Factors multiples & primes, square and cube numbers
  • Rules of operations with calculations
  • Throughout topics there is a focus on making conjectures and generalisations

Term 2

Topic/Unit

Negative numbers and an introduction to algebra

Key Concepts

Form

Key Skills Developed

  • Negatives in real life
  • Calculations with negatives including addition, subtraction, multiplication and division
  • Also explore inequalities and negatives
  • Algebra topic will introduce algebraic notation; collecting like terms (distributive property); substitution; identify equivalent expressions; equality and inequality signs; using two equations to form another related equation and constructing expressions, equations and inequalities.

Term 3

Topic/Unit

2D Geometry: Exploring angles

Key Concepts

Relationships

Key Skills Developed

  • To draw and measure obtuse and acute angles
  • To recognise and use angles facts such as as angles around point, on a straight line, vertically opposite, corresponding, co-interior and alternate
  • To identify parallel and perpendicular lines.
  • To use this knowledge to find unknown angles.
  • To identify 2D shapes and recognise their properties such as symmetry and angles.
  • To use equations and apply to properties of triangles and quadrilaterals.
  • To use a rule, compass and protractor to construct triangles and quadrilaterals

Term 4

Topic/Unit

Geometry Classify 2D shapes & area

Key Concepts

Relationships

Key Skills Developed

  • To read and write co-ordinates in all 4 quadrants.
  • To use these with geometric problems involving missing co-ordinates.
  • To find midpoints of lines.
  • Use arrays to calculate area of shapes.
  • Find the area and perimeter of rectangles and triangles and be able to generalise.
  • To recognise and apply transformations including reflection, rotation, translations and simple enlargements with a positive scale factor.

Term 5

Topic/Unit

Fractions

Key Concepts

Logic

Key Skills Developed

  • To recognise number properties and use these to find highest common factors, lowest common multiples and prime factors.
  • To introduce fractions.
  • To find equivalent fractions, be able to simplify them and compare them.
  • To use fractions in calculations such as fraction of amount and with all four operators.
  • Convert between mixed and improper fractions and calculate with them

Term 6

Topic/Unit

Ratio, proportion and percentages

Key Concepts

Logic

Key Skills Developed

  • To use and recognise ratio.
  • To calculate ratio and proportion problems and understand relationship.
  • To find ratio of amounts.
  • To convert between fractions decimals and percentages.
  • To find percentage of amounts and percentage increase and decrease.
  • To be able to express quantities as a percentage of another.
  • To recognise percentages as a ratio of two quantities.
  • To connect ratio with percentages
Science
Science curriculum pathway

Term 1

Topic/Unit

HSW and Matter

Key Concepts

HSW (Relationships), Matter (Change)

Key Skills Developed

  • Drawing graphs, evaluating results, practical safety, understanding particles, matter and how they are arranged in different states.

Term 2

Topic/Unit

Earth and Organisms

Key Concepts

Organisms (Systems)

Earth (Change)

Key Skills Developed

  • Fact recall and retention and using evidence to make judgements or conclusions.

Term 3

Topic/Unit

Forces and Energy

Key Concepts

Relationships

Key Skills Developed

  • Plotting bar graphs, carrying out scientific calculations and describing everyday occurrences in terms of forces and energy.

Term 4

Topic/Unit

Chemical Reactions

Key Concepts

Change

Key Skills Developed

  • Writing word equations, describing acids and alkalis, the pH scale and how to use different types of indicator.

Term 5

Topic/Unit

Waves and Electromagnetism

Key Concepts

Relationships

Key Skills Developed

  • Plotting bar graphs, carrying out scientific calculations and describing everyday occurrence’s in terms of forces and energy.
  • Drawing circuits, using equipment to measure values from circuits and understanding how our bodies hear and see.

Term 6

Topic/Unit

Hereditary and Life Cycles

Key Concepts

Systems

Key Skills Developed

  • Writing word equations, describing acids and alkalis, the pH scale and how to use different types of indicator.
  • Identify how genetics are passed on and the lifecycles organisms take part in, parts of the reproductive system and how fertilisation and pregnancy lead to new life in a range of organisms. Creating life cycles, timelines, genetic diagrams.
History
History curriculum pathway

Term 1

Topic/Unit

What was life like in Anglo-Saxon England?

Key Concepts

Change

Key Skills Developed

  • Extended writing
  • Source analysis
  • Assessment
  • Judgements
  • Reasoning
  • Historical investigation
  • Chronology
  • Explanation
  • Content recall

Term 2

Topic/Unit

How did William’s conquest in 1066 change England? How did the Normans consolidate control over England from 1066?

Key Concepts

Change

Key Skills Developed

  • Analysis
  • Continuity and change
  • Understanding of local history
  • Significance

Term 3

Topic/Unit

How did medieval rulers around the world conquer and consolidate their power?

Key Concepts

Change

Key Skills Developed

  • Analysis
  • Similarity and difference
  • Understanding of global history
  • Significance

Term 4

Topic/Unit

How was the Tudor monarchy able to achieve unrivalled power despite many challenges?

Key Concepts

Systems

Key Skills Developed

  • Analysis
  • Continuity and change
  • Understanding of local history
  • Significance

Term 5

Topic/Unit

(Finish the Tudors for 4 lessons and then embark on the Stuarts) – Why were people able to challenge the divine right kings during the Stuart period?

Key Concepts

Systems

Key Skills Developed

  • Analysis
  • Continuity and change
  • Understanding of local history
  • Significance

Term 6

Topic/Unit

Has justice and punishment over time ever allowed fairness to be achieved?

Key Concepts

Systems

Key Skills Developed

  • Analysis
  • Continuity and change
  • Understanding of local history
  • Significance
Geography
Geography curriculum pathway

Term 1

Topic/Unit

Geographical Skills: What is geography and what are our basic skills?

Key Concepts

Time, place and space

Key Skills Developed

  • Reading graphs
  • Reading maps
  • Creating maps
  • Understanding key countries and challenging misconceptions e.g. EU vs Europe, Britain vs UK vs England
  • What different cities across the world are like

Term 2

Topic/Unit

Location study: How environmentally friendly is our school?

Key Concepts

Time, place and space

Key Skills Developed

  • Reading graphs
  • Reading maps
  • Creating maps
  • Understanding key countries and challenging misconceptions e.g. EU vs Europe, Britain vs UK vs England
  • What different cities across the world are like

Term 3

Topic/Unit

Tourism: Why should we travel around the world and what impact does it have?

Key Concepts

Our human environment

Key Skills Developed

  • Reading graphs
  • Reading maps
  • Creating maps
  • Understanding key countries and challenging misconceptions
  • Looking at similarities and differences
  • Social, political and economic successes and weaknesses
  • Sustainability

Term 4

Topic/Unit

Rainforest and Brazil: Why is it important to protect the Rainforest in Brazil?

Key Concepts

Global Interactions

Key Skills Developed

  • Analysis
  • Evaluation
  • Map reading
  • Climate graphs

Term 5

Topic/Unit

Population and Urbanisation in Brazil: How has Brazil been impacted by growing population and urbanisation?

Key Concepts

Global Interactions

Key Skills Developed

  • Analysis
  • Evaluation
  • Map reading
  • Climate graphs

Term 6

Topic/Unit

The Middle East: How has sustainable living been created in the Middle East?

Key Concepts

Systems

Key Skills Developed

  • Analysis
  • Evaluation
  • Map reading
  • Climate graphs
  • Similarities and differences between different climates and communities
Performing Arts
Performing arts curriculum pathway

Terms 1-2

Topic/Unit

Communicating Skills

Key Concepts

Communication

Key Skills Developed

  • Using the theme “local heroes” to explore the different types of communication skills that are used in Drama
  • Students develop communication skills as a form of personal expression and develop their own understanding and view of what ‘local hero’ means and how they can become ‘local heroes’
  • Unit culminates in a performance where learners communicate their interpretation of local heroes

Terms 3-4

Topic/Unit

Presenting Social Issues

Key Concepts

Communication

Key Skills Developed

  • Using the theme “anti-bullying” to explore the different types of identities and relationships and how we can judge and present morals to an audience in Drama
  • Students develop presentation skills and develop their own moral and ethical views on ‘bullying’’.
  • Key Skills: Communication, Collaboration, Research, Creative Thinking

Terms 5-6

Topic/Unit

Presenting Change

Key Concepts

Change

Key Skills Developed

  • Exploring the dramatic style of Physical Theatre, students are to develop their understanding of the presentation of change, alongside the text study of ‘The Play of Room 13’.
  • Students develop presentation skills and explore their understanding of change in the performing arts and how they can present their expression of change.
  • Key Skills: Communication, Collaboration, Reflection, Self Management.
Music
Music curriculum pathway

Terms 1-2

Topic/Unit

Elements of Music

Key Concepts

Change

Key Skills Developed

  • Using the musical elements to introduce how music can change and how learners can input their own interpretation of music into a performance.
  • Developing listening and performance skills, while introducing the written notation element of music using new digital technology.
  • Unit culminates in a performance where students are asked to develop a percussion performance using the elements of music to demonstrate a celebration.
  • Key Skills: Confidence, collaboration, control, timing

Terms 3-4

Topic/Unit

Rhythmic Africa

Key Concepts

Communication

Key Skills Developed

  • Using the theme of ‘African Music’, learners are introduced to rhythm notation, using their existing skills of rhythm performance and graphic notation.
  • Students will be using the composition of rhythm to explore west african music as a cultural identity exploring how composition can communicate this identity.
  • Key Skills: Listening, Voice, control, collaboration, syncopated rhythm performance, timing, beat

Terms 5-6

Topic/Unit

Musical Communication

Key Concepts

Communication

Key Skills Developed

  • Learners will spend this unit learning and developing skills for the piano, transferring existing knowledge and understanding from the elements of music into a practical presentation.
  • Learners will be exploring how music can communicate to others, enhancing previous exploration of this and how music can present identity.
  • The unit culminated in a performance where learners will be composing and creating their own piano performance that is a presentation of a communication of their identity.
  • Key Skills: Reading rhythmic notation, writing rhythmic notation, one handed piano, two handed piano, piano fingering, performance, communication.
Food Technology
Food Technology curriculum pathway

Terms 1-6

Topic/Unit

Key Skills

Key Concepts

Key Skills Developed

  • Knowledge of health and safety
  • Use of knives, oven, grill and basic equipment
PSHRE
PSHRE Curriculum pathway

Term 1

Topic/Unit

PENN Resilience Programme

Key Concepts

Key Skills Developed

  • Empathy
  • Putting situations into perspective
  • Managing adversity

Term 2

Topic/Unit

PENN Resilience Programme

Key Concepts

Key Skills Developed

  • Analysing a variety of different texts (fiction, non-fiction, novel and poetry) and evaluation of how meanings are shaped.
  • Problem-solving real-life scenarios using the text as a guide.
  • Producing well-organised and coherent text that is fit for its intended audience and purpose.
  • Confidence in public speaking and debate.
  • Working collaboratively with others.
  • Reflecting on feedback and learning to make improvements.
  • Creating a personal response by evaluating evidence from the texts.

Term 3

Topic/Unit

PENN Resilience Programme

Key Concepts

Key Skills Developed

  • Be able to make rational decisions rather than jumping to conclusions
  • Being able to effectively manage emotions to communicate appropriately

Term 4

Topic/Unit

Introduction to Religious Communities

Key Concepts

Global Interactions

Key Skills Developed

  • Ability to identify key religious beliefs and how they may affect behaviours of followers. Ability to look for evidence to support and compare opinions.

Term 5

Topic/Unit

Healthy Lifestyles

Key Concepts

Change

Key Skills Developed

  • Understanding of how choices around the topics above influence and impact our lives in positive and negative ways.

Term 6

Topic/Unit

Violence, War and Peace

Key Concepts

Global Interaction

Key Skills Developed

  • Develop understanding of the wider world and current global issues.
  • Through exploring this topic pupils will acquire personal safety knowledge in addition to an understanding of religious attitudes.
Art
Art, Photography & Graphics Curriculum pathway

Term 1

Topic/Unit

Formal Elements

Key Concepts

Aesthetics

Key Skills Developed

  • Water colour paint (colour mixing, tone)
  • Experimental mark making
  • Analysing artist work

Term 2

Topic/Unit

Formal Elements

Key Concepts

Aesthetics

Key Skills Developed

  • Experimentation with line and pattern.
  • Using pencil tone to give an object form by using shade and highlights.
  • Cross hatching, paper cut

Term 3

Topic/Unit

Sustainable Art

Key Concepts

Change

Key Skills Developed

  • Watercolour and pencil tone, blending with oil pastels, hatching, following either visual or written steps to produce a drawing.
  • Develop the ability to analyse artist work and talk about how it has been made and with what materials.

Term 4

Topic/Unit

Sustainable Art

Key Concepts

Change

Key Skills Developed

  • Development of the design process and how to create a design sheet.
  • Students will be using rubbish materials to create a sculptural response in order to raise awareness of plastic pollution in the sea.

Term 5

Topic/Unit

Surrealism

Key Concepts

Development

Key Skills Developed

  • Using Surrealist drawing methods- Surreal games, experimental drawing techniques, tonal and coloured pencil drawings, using watercolour paints to experiment with texture.

Term 6

Topic/Unit

Surrealism

Key Concepts

Development

Key Skills Developed

  • Pencil drawings
  • Designing process
  • Introduction to 3-D skills
  • The production of a final outcome
Design Technology
Design Technology curriculum pathway

Terms 1-2

Topic/Unit

Intro to Workshop

Key Concepts

Development

Key Skills Developed

  • Development and introduction to woodworking tools techniques and shaping processes.
  • How to handle coping/Tenon saws, using vises, files and sandpaper to prepare wood
  • Skills guidance in working with machinery: Scroll saw, belt sander.

Terms 3-4

Topic/Unit

IDU – Restaurant frontage

Key Concepts

Aesthetics

Key Skills Developed

  • Interdisciplinary Unit that links DT, IT and Food disciplines under one theme. In DT
  • Students introduced to industry standard modelling techniques to create a mexican themed restaurant frontage.
  • Utilising craft knives, cutting mats and safety rulers to produce a miniature scale model of the shop front.
  • 3D elements are created with basic nets and added, along with acetate plastic for window coverings.
  • Rendering drawing and design techniques are introduced in the hopes that students are able to realistically represent materials and textures on their prototype model.

Terms 5-6

Topic/Unit

Woodworking skills

Key Concepts

Completion of skills demonstration

Key Skills Developed

  • Students return to complete their woodworking skills demonstration piece.
  • Joints are included on both pieces of wood, (dovetail and box) and 4 tools are utilised in mini challenge sections to show that the student has become proficient with the equipment. (coping saw, Tenon saw, Pillar drill and Scroll saw.)
Textiles
Textiles curriculum pathway

Terms 1-3

Topic/Unit

Magazine Front Cover

Key Concepts

Development

Key Skills Developed

  • Designing, how to translate designs into practical techniques
  • How to thread a needle, sew (running stitch and back stitch) along pencil lines
  • How to create small templates for applique (drawing, cutting out fabric shapes and sewing them on)
  • Applying embellishments to fabric using thread
  • Sewing skills

Terms 4-6

Topic/Unit

Food Pincushion

Key Concepts

Aesthetics

Key Skills Developed

  • Designing
  • How to translate designs into practical techniques
  • How to thread a needle, sew (running stitch and back stitch) along pencil lines
  • How to create small templates for applique (drawing, cutting out fabric shapes and sewing them on)
  • Applying embellishments to fabric using thread and sewing skills.
  • Introduction to sewing machine, very brief understanding of flat templates/patterns
  • How sewing machines develop into products through sewing lines
IT
IT Curriculum pathway

Term 1

Topic/Unit

E-safety and Online Behaviours

Key Concepts

Systems

Key Skills Developed

  • The importance of respect to others online and offline
  • How to use electronic devices effectively
  • How this all will have an impact on them and global society when they are older, applying research skills to find information and present through google slides

Term 2

Topic/Unit

E-safety and Online Behaviours

Key Concepts

Systems

Key Skills Developed

  • Relationships education (all stages), relationships and sex education (secondary) and health education (all stages) – the law “Pupils should be made aware of the relevant legal provisions when relevant topics are being taught”
  • Computing curriculum (all key stages) – “use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content”

Terms 5-6

Topic/Unit

Computer Programming

Key Concepts

Communities

Key Skills Developed

  • Learning how simple functions all have the same cycle and how this can be adapted to every day life.
  • Understanding exactly how computers work, a skill they may need to know in the future
PHE
PHE Curriculum pathway

Terms 1-6

Topic/Unit

Core games

Key Concepts

Terms 1 & 2 – Change
Term 3 – Aesthetics
Term 4 – Relationships
Term 5 – Communication
Term 6 – Development

 

Key Skills Developed

  • Hard skills
  • Soft skills
  • Techniques and tactics
Modern Foreign Languages - Spanish, French and German

Terms 1-3

Topic/Unit

Introductory Unit – Languages Carousel

Key Concepts

Communication

Key Skills Developed

  • Using correct sentence structure
  • Using accurate verbs
  • Word order
  • Expressing opinions.

Terms 4

Topic/Unit

Family

Key Concepts

Culture

Key Skills Developed

  • Focus on speaking skill and producing accurate responses – correct word order and pronunciation.

Terms 5

Topic/Unit

School

Key Concepts

Culture

Key Skills Developed

  • Focus on speaking skill and producing accurate responses – correct word order and pronunciation.

Terms 6

Topic/Unit

Free time

 

Key Concepts

Connections

Key Skills Developed

  • Focus on listening & reading – inferring meaning, general comprehension, dictation and translations.