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JFS Year 7 CurriculumOverview

2019-20

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Contents PageIntroduction 2

Accelerated Reader 3

Art 5

Computing 6

Design and Technology 8

English 10

French 14

History 16

Ivrit (Including Yesh Va’Yesh) 19

Jewish Studies 23

Mathematics 34

Music 36

Physical Education 37

Science 39

Spanish 40

Dear Parent/Carer

This booklet provides you with details of the curriculum that your son / daughter will follow in Year 7 at JFS. It will allow you to help them plan their studies and revision, and gives you suggested examples of wider reading and extension activities to try at home. The equipment which your son / daughter will need is indicated, along with some ways in which parents can help students with their studies.

Please do not hesitate to contact me should you have any questions about the school’s curriculum as a whole and individual teachers or Heads of Subject/Faculty if your queries are subject specific. They can be contacted using the email addresses which are in the ‘Contacting Staff’ section of the school’s website.

I hope that you will find this information useful.

Kindest Regards

Anna Joseph

Assistant Headteacher – Teaching and Learning

Accelerated Reader

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What is Accelerated Reader?

AR is a programme that will first assess a student’s reading level (or ZPD) and then improve this level as they take quizzes on books they have read. It is designed to be a fun way for students to assess their own reading and will provide data on their reading patterns and improvement.

Reading Levels/ZPD

Reading Levels (sometimes called ZPD by the Accelerated Reader system) are not a reading age. Students will be given two numbers and they should be reading books that fall in between those two numbers which is where they will be most comfortable reading and answering quizzes. Students should begin by reading books from the bottom of their reading level as this will make it easier to answer quizzes and build up their confidence. Students have been given a card with their reading levels on and will be reissued this card at the beginning of every term as they improve.

Accelerated Reader Quizzes

AR currently have approximately 28,000 reading quizzes to take which students should do as close to finishing their book as possible. These quizzes comprise of between 5 and 20 questions (depending on the length of the book) and will be on events from the book (because of the questions that are asked, students will not be able to pass quizzes if they have only seen the film). Students must get 60% or more in order to pass the quiz, if they do not pass the quiz it will lock and cannot be taken again from that student’s account.

Quizzes can only be completed in school and not at home – this is to eliminate the possibility of parental help in completing quizzes; they should only ever be answered by the student who is logged into the system.

What happens when a student finishes a book?

Quizzes should be taken as close to finishing the book as possible. Alternatively, students can be sent down to the LRC with a note or told to take the quiz in their own time at break time or lunchtime.

Students click on the desktop icon called ‘Accelerated Reader’ and click ‘I am a student’. They will be prompted to enter their username and password

On the home page, they will click on the orange button that says ‘Accelerated Reader’ and type in the name of the book they are reading (if they are reading a book from the LRC, it will have a sticker inside the cover which alternatively has a quiz number that they can also type)

Students then indicate if they read the book on their own, read it with help or was read to and then they begin the quiz

The quiz must be done in one session, their progress will not be saved and if they do not complete it, the quiz will be locked (if a student genuinely was not able to complete the quiz due to time restraints, send them to the LRC and it can be unlocked in special circumstances).

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Students will be given a score at the end of the quiz and a list of the questions they got right and wrong. If they scored less than 60%, the quiz will not count towards their total points on the system. Students will also be given a TOPS report that they print to show parents and teachers how well they did on the quiz and also how they are progressing. (If students cannot print out the TOPS report immediately, they will be able to do this at a later date)

After a quiz has been completed – how do students choose their next book?

Once students have completed a quiz, they should be starting another book straight away. If they struggled with their previous book and quiz, they should choose something that has a lower Reading Level or if they found the process a little too easy, they should be choosing something more challenging.

To pick a book that has a suitable reading level, students should click on the desktop icon called ‘AR Book Finder’.

They should then insert the code ‘LE489386’ into the ‘Enter Key code’ box on the left hand side of the page (this code will be added to all of the AR posters in tutor bases and English departments as well as the LRC). This will give them a list of books that the LRC holds that have quizzes attached to them.

They should then click on ‘Advanced Search’ and type in the book level they are searching for (the same numbers as their reading level).

Students can also search under genre, topic and book title/author if they want to check the book level of specific titles

The catalogue will show students what the specific book level is (BL) and how many points they will get if they pass the quiz.

If students have found a book on the system but it says that it is not in the LRC, send them down and we are always happy to consider buying the book

Please continue to ask students what they are reading. If they are taking a long time to finish a book or seem to be struggling, they should choose a book within their reading level

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ARTCurriculum Content Assessment

Topic One (September – February)

IDENTITYStudents will develop a painting/mixed media work. This will be based on the theme of Identity. Students will-

Look at and discuss the portraits from different societies and cultures.

Understand the concept of identity. Understand how words can be used to describe the visual

qualities of a person. Learn about the different ways artists have revealed aspects

of their personality.Students will learn how to record and research their ideas. They will learn how to use materials effectively to develop ideas. This will include an introduction to colour and colour mixing. They will be given guidance in the key skills of recording. Students will learn how to develop ideas and to plan and evaluate their work. They will learnhow to use artwork to inform their ideas.

Assessment will focus on the development of care and control in the use of mediaStudents will be assessed against four criteria:

- Developing ideas- Experimenting

with materials- Recording- Final piece

Topic Two(March – July)

WHAT’S IN A BUILDING?Students will develop a three dimensional piece. This will be based on the theme- What’s in a building?

To recognise some of the differing purposes and functions of buildings.

To introduce some of the key movements in the history of architecture.

To recognise the key Features of buildings- doorways, arches, windows, porches and courtyard.

Student will explore the local environment, learning how to record and respond to the built environment. They will examine different architectural styles and their influence. They will experiment with different construction techniques in order to make a sculpture basedon their research into the structure and form of buildings.

Extra-curricular Activities: Key stage 3 Art Club

Show My Homework: Homework will be set regularly and will be directly related to developing the skills and understanding needed to make progress at each stage of the unit. Homework can include drawing tasks, collecting information, responding toart work, developing ideas through research, evaluations.

Equipment and Books Students need:

- Pencil including a 2 B pencil for drawing- Ruler- Pritt stick- Scissors

Useful websites: - Websites of major galleries - National Gallery, Victoria and Albert, TateModern and Tate Britain, National Portrait Gallery, Royal Academy.

Parents/Guardians can help their child by:

- Helping students to make sure that they have the correct materials for homework.

- Providing some brushes for homework tasks.Who can I contact? Subject Leader for Art and

DesignMr P Rogers

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Computing

Curriculum Content AssessmentTopic 1 The Internet

Introduction to the Internet and how it works. Develop the building blocks of how information

is stored on a computer. Develop the core understanding of Binary. Denary to Binary conversion. Binary to Denary conversion.

Review and self-evaluation. Evaluation of completed

activities. End of topic assessment.

Topic 2 E-Safety Developing the skills required to ensure

students are aware of the dangers of sharing information online.

Understanding of the term Cyberbullying.

Explanation of what is a Digital Footprint. How to Avoid Scams on the Internet.



Topic 3 Spreadsheets Developing the basic understanding of

Spreadsheets and how they can be useful to perform equations. Ideas and skills applied to a school project.

Introduction to the basics of Excel. Use of functions and modelling in Excel. Construction of a project in Excel.



Topic 4 Scratch Developing how code can be used to create

games. The games consist of levels of code allowing

students to see the effect of their code on the screen through an interactive game.

Use of variables and moving objects in Scratch.

Use of menus and levels.



Topic 5 Micro-bits Developing the basic building blocks

Coding within Computer Science. Developing key concepts of algorithms

and putting them in action with a physical object that they can code.

Use of inputs and outputs in coding. Use of variables and conditionals



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Show My Homework: Students will be set the following tasks on SMHfor each topic in Computing.

- Homework task for each activity.- Review of each unit.- Self-evaluation of each unit.


- Full pencil case – Blue/black pen, green pen, pencil, ruler, ruler, colour pencils, calculator.

Challenge and access sheet: - All lesson resources including access, challenge and enrichment resources are saved on the student documents.

Useful websites: - https://www.thinkyouknow.co.uk/parents - http://scratch.mit.edu - http://www.learnpython.org


- Support students in the research required for the extended homework tasks.

- All class and homework resources are saved on the student central resource library that can be checked at home. Please encourage them to finish complete all lesson tasks if they have been away.

- Please use Show My Homework to catch up on homework that has been set.

- Discuss computing related topics that occur in the news.Who can I contact? Subject Leader for Computing Mr West

Teachers of Year 7 Computing Mr West Mr MiguezMr Waring

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Unit Rotations

Design Technology is taught on a carousel system including unit rotations in our three focus areas of Product Design, Food Preparation & Nutrition and Fashion & Textiles.

Unit Content AssessmentProduct Design Independent Learning Challenges

Students will undertake a series of fun design challenges which will develop their independent learning and design and technology capability. Each challenge will also introduce them to a range of engineering and technological concepts, including; Paper Airplanes (the basic principles of flight). Air Rockets (aerodynamics, stability etc). Truss Bridges (frame structures, triangulation etc). Car Crash Test (crumple zones, passenger safety cells

etc).

Each challenge will be assessed using assessment for learning (AfL) strategies including teacher, peer and self- assessment.

All work will be graded using the DT marking criteria which rewards both achievement and a student’s mind set to learning.

Food Preparation and Nutrition

Young ChefStudents will learn about a wide range of topics and apply this knowledge to practical activities. Why do we eat food and the importance of the eat-

well guide? Using equipment, the kitchen layout, general

practical skills Where do bacteria come form- food hygiene and

safety. The importance of the macronutrients Food

preparation skills and sensory evaluation

Practical challenges will be assessed by the teacher.

Theory work will be peer and self- assessment.


Fashion and Textiles

Creative KippahIntroducing Fashion & Textiles as a focus area for the first time to year 7. The Kippah project has been designed in order to provide students with the skills needed to successfully answer a design brief. They will learn and develop their skills in the following areas; Designing, by designing a decorative printed

Kippah. Printing, by learning how to use the heat press to

create a fabric print inspired by nature. Sewing/Making, by taking a machine “driving test”

and leaning the basic sewing skills needed to confidently operate the sewing machine and make a Kippah, which they can keep.

Each design and make task will be assessed using assessment for learning (AfL) strategies including teacher, peer and self- assessment.


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Extra-curricular Activities The school workshops are open at break and lunchtimes for any student wishing tocomplete individual projects in consultation with the subject leader for DT.

Show My Homework: Each unit has an accompanying homework booklet consisting of a series of relatedhomework tasks and extension tasks. This booklet will be issued electronically for students to complete, print out and hand in when requested.


Whilst the department endeavours to provide all materials and ingredients for DT activities, occasionally it may be necessary for students to provide their own. DT staff will advise parents in advance of any such lesson.

DT units are completed in specialist A4 booklets. Students should have their full pencil case, including; Blue/black pen, green pen,

pencil, ruler, ruler, colour pencils, calculator.Challenge and access sheet:

Students work in booklets which provide a range of differentiated tasks. Score descriptors are on each booklet to enable students to know how to improve

their work. These descriptors are also used for peer / self-assessment and target setting

activities.Useful websites: Technology Student (www.technologystudent.com) and BBC Bite size

(www.bbc.co.uk/education) information on a wide range of DT topics. www.foodafactoflife.org.uk and www.nutrition.org.uk for Food related topics


Visiting design museums and exhibitions in London. Preparing and eating healthy food together as a family.

Who can I contact? Subject Leader for DTPost-16 Co-ordinator for FoodKS4 Co-ordinator for FoodTeacher of Fashion and Textiles

Mr Attwood Mrs MooreMs ConnollyMs Turville

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English

Curriculum Content AssessmentTopic 1 (September – December)

Study of the novella – Animal Farm

The study of a novella, including themes, characters, context, language and structure.

Opportunities for essay writing tasks linked to the themes of the novella.

Formative Assessment: AO1, AO2 and AO3 based

Summative Assessment:AO1, AO2, AO3Thematic/character driven essay

Topic 2 (January – March) Study of Shakespeare play – A Midsummer Night’s Dream

A study of the play, including context, language and structure.

A focus on the characters and themes of the play.

Opportunities for writing a soliloquy rich in figurative language.

Formative Assessment: AO2, AO5 and AO6 based

Summative Assessment:AO2, AO7, AO8Perform a soliloquy about love

Topic 3(April - July)

Study of the 19th century short story – The Speckled Band

The study of a short story, including themes, characters, context, language and structure.Opportunities for non -fiction writing tasks linked to the themes of the novella.

Formative Assessment: AO2, AO, AO5 and AO6 based

Summative Assessment:AO3, AO5, AO6Non-fiction crime story in a newspaper

http://www.bing.com/images/search?q=pics+of+george+orwell's+animal+farm&id=6B97C6C22EF1F70A35265BD6B9D978991C47DCD1&FORM=IQFRBA

http://www.bing.com/images/search?view=detailV2&ccid=lvJlEWG4&id=C719EB3D440B15B1E3368D686480B96F87C77859&thid=OIP.lvJlEWG4P2_gaHpAQtmXFwHaHn&mediaurl=http://www.playbillvip.com/static/productions/Colleyville_Heritage_High_School/2013/A_Midsummer_Night_s_Dream/images/A-Midsummer-Nights-Dream_859_.jpg&exph=1440&expw=1400&q=pics+of+a+midsummers+nights+dream&simid=608030556420178421&selectedIndex=0&adlt=strict

http://www.bing.com/images/search?view=detailV2&ccid=h4LP5uLW&id=C3B1F6209D728DCAF2C3896CC77785A47E2A7153&thid=OIP.h4LP5uLW8wzkwdPsc49FUgAAAA&mediaurl=https://birtherthinktank.files.wordpress.com/2012/02/speckled-band.png&exph=378&expw=260&q=pics+of+the+speckled+band+&simid=608040890139019312&selectedIndex=1&adlt=strict

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Show My Homework: Each unit of work will be accompanied by a reading homework as well as other tasks.These will include an assortment of tasks based on previous and current units of work.Additional homework tasks may be set by class teachersvia Show My Homework during the half terms.


- Class exercise book and English folder- Full pencil case – Blue/black pen, green pen, pencil, ruler, ruler, colour

pencils.- Reading book

Useful websites: - www.senecalearning.com


- Reading with their child regularly/ discussing books/ reading material

- Commenting in students reading log- Supporting them with completing homework project tasks

Who can I contact? Subject Leader for EnglishKS3 Co-ordinator for English

Ms N RajpersadMiss McCullagh

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FrenchCurriculum Content Assessment

Topic 1 (September – October)

La rentrée (Module 1)

Greetings and introducing oneself, saying how you are feeling.

-Numbers/ days/ months/ birthdays.

Using the verb avoir and talking about siblings

-Describing the classroom: instructions and equipment.

Talking about likes and dislikes and using the verb aimer.

Describing yourself and others; using adjectival agreement

Saying what you do; understanding infinitives and regular –ER verbs

Vocabulary tests

Topic 2 (November – December))

En classe (Module 2)

Colours Time School subjects and opinions School uniform – describing clothes

and using adjectives Talking about a school day. Learning about French schools. Describing your school – saying

what there is and isn’t in your school

Vocabulary tests

End of unit 1 and 2 assessments: Reading Translation Speaking

Topic 3 (January- Mid February)

Mon temps libre (Module 3)

Weather and seasons. Sports and the verb jouer à. Activities using the verb faire Typical sports in francophone

countries. Saying what you like – using the

verb aimer + infinitive. Forming and answering

questions.

Vocabulary tests

Topic 4(Mid-February- April)

Ma vie de famille (Module 4)

Animals. Higher numbers Describe your family – using mon,

Vocabulary tests

End of unit 3 and 4 assessments:

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ma, mes Describing where you live – ER

verbs What you eat at breakfast –

using the partitive article (du, de la, des, de l’).

Learn about Bastille Day.

Listening Writing

Topic 5(May-July)

En ville – (Module 5)

Places in town Where you go at the weekend – use

the verb aller Inviting someone out – using the

verb vouloir Ordering in a café/restaurant – using

tu and vous Saying what you are going to do –

using the near future tense Making plans for a weekend

Vocabulary tests Verb tests

Show My Homework: Students will be set a variety of tasks on SMHW for each topic in French:

- Regular revision of vocabulary on www.memrise.com (Pupils create their own account and accrue points)

- Regular vocabulary tests- Written accounts- Translations- Reading comprehension- Grammar exercises and revision of grammar


- Class exercise book- Text book- French dictionary (pocket-size is fine) is compulsory- Full pencil case – Blue/black pen, green pen, pencil, ruler,

rubber, coloured pencils, glue.

Useful websites: - www.memrise.com - www.languagesonline.org.uk - www.duolingo.com - www.quizlet.com - www.bbc.co.uk/languages


- Work out a weekly vocabulary revision timetable- Supervision of regular revision on www.memrise.com- Encourage students to make flashcards to revise

vocabulary- Ensure that students use useful websites- Check that students have read and responded to teacher

feedbackWho can I contact? Subject Leader for MFL Mr D Sonenfeld

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Geography

Curriculum Content AssessmentTopic 1 (September – November)

Fantastic Landscapes –Introducing geography:

Human geography issues such as tourism in the Grand Canyon.

Physical geography issues such as explaining Death Valley and the sliding rocks.

Environmental issues in studying the Deep Water Horizon Oil spill disaster.

Geography post card on favourite place

- Essay: How do the sliding rocks move?

- Skills: Bar chart analysis.

Topic 2 (December - February)

Earthquakes and volcanoes– Plate tectonics, the physical geography

causes of both earthquakes and volcanoes

Nepal earthquake – causes and effects.

- Place knowledge homework fact file on Nepal and development.

- Essay: Explain the causes of a volcano.

- Skills: Describing distribution and bar chart analysis

Topic 3(March - May)

Raging Rivers - Egypt – How are river flood plains formed? The human geography of subsistence

farmers lives along the River Nile and how they are changing.

- Place knowledge homework fact file on Egypt.

- Essay: Explain the formation of a flood plain

- Skills: Analysing distribution and climate graph analysis

Topic 4(June - July)

The Geography of Sport – The impact of sporting venues on urban

areas e.g. The Emirates Stadium and planned Tottenham Stadium regeneration.

How can this bring positives to local areas but also challenges?

- Place knowledge homework fact file on inner London areas.

- Essay: Explain how sports stadiums bring advantages and disadvantages to areas in London.

- Skills: Using an atlasand bar chart analysis

End of year topics: (July)

Climate Change Climate field work around JFS. Natural and Enhanced climate change.

Development Tourism in Thailand.

- Does JFS have different microclimates? Group data collection and presentation of fieldwork results.

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Show My Homework: Students will be set the following tasks on SMH foreach topic in geography.

Title page and initial topic research, surprise me! (Creative formative HW), place knowledge fact file, essay preparation, vocab and meaning quiz, spelling quiz, atlas quiz.


- Green class exercise book- Assessment book issued to each student (kept at school until the

end of the year)- Philip's Modern School Atlas (students can keep this at home).- Full pencil case – Blue/black pen, green pen, pencil, ruler,

rubber, coloured pencils, calculator.

Challenge and access sheet – all lesson resources including access, challenge and enrichment resources are saved on the student CRLwhich students can access from home.

- Geography lessons and assessment have ‘help’ ACCESS sheets to pro

- vide sentence starters and word bank.- Each lesson has a challenge reading and task to support students

move up to the grade 7.- Each topic has a list of enrichment resources designed to enthuse

and push your understanding beyond the curriculum!

Useful websites: - OS map skills website: http://digimapforschools.edina.ac.uk/ (username and password given out in lessons)

- GIS - https://www.arcgis.com/home/index.html- http://storymaps.arcgis.com/en/ - http://mapmaker.nationalgeographic.org/


- Read through class book and help student fill in self-assessment on student topic guides as part of weekly homework, helping students review their work and reflect on what they have understood.

- Practice learning words from each topic glossary- When students complete surprise me homework, ensure students

have read through class work. If work is missing, see geography ‘one drive’ for lesson resources (link on SMHW).

- Talking about geography issues in the news to engage students with real life geography topics.

- Please encourage students to really read teacher targets carefully and support them work on this for the next homework.

- Places to visit – ‘Wildlife Photographer of the Year’ annual exhibition at the Natural History Museum, National Maritime Museum at Greenwich.

- Try and actively use atlases and maps with them in every day conversations e.g. on holiday and around London to progress students sense of place e.g. researching on the OS website.

Who can I contact? Subject Leader for Geography

Mrs Williams

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History

Big Question:How did migration, individuals and beliefs shape Britain and linked it to the rest of the world from pre-history to the 15th century?

Curriculum Content AssessmentTopic 1(September)

What is history? How do historians count? (Chronology:

centuries, BC / AD, anachronisms) Historical evidence: Primary & secondary

sources, key questions historians ask of evidence

Skills of historical enquiry: solving a history mystery

- Skills test

Topic 2(October)

What was life like before the Norman invasion?

Romans, Anglo-Saxons, Vikings Qualities of a king

- Assessed homework task: medieval board-game or advice to a future king.

Topic 3(November - December)

Why did William win the Battle of Hastings? The contenders for the throne in 1066 Build up to the Battle of Hastings: Battle of

Stamford Bridge Advantages & disadvantages of the Norman

& Saxon armies Events of the battle & identification &

prioritisation of the reasons William won.

- Assessed homework: Speech to the Witan: Who should be king?

- Class essay: Why did William win the Battle of Hastings?

Topic 4(January - February)

What changed after 1066? Harrying of the North Feudal System Domesday Book Castles

- Castles project – creative option.

- Essay: How far did the Norman Conquest change life for people in England?

Topic 5(March)

Could a medieval King do whatever he liked?

Murder of Thomas Becket Was John really a greedy, nasty & terrible

king? Where did the power lie between kings &

barons? Why do we still remember the Magna Carta?

- Knowledge test: Medieval monarchs.

- Assessed homework: A script for a Newsround reporter explaining the history behind the celebrations of the 800th. anniversary of Magna Carta.

Topic 6(April)

What was life like in Medieval England? What can deaths in the period tell us about

medieval life? Was medieval life all muck & misery? Did medieval people really care about

religion? Was it really a dark age for medieval women?

- Source analysis in class assessment.

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Topic 7(May) Rats or rebels: What was more significant the Black Death of Peasants’ Revolt?

What was the Black death & what was its impact?

Why was there a revolt & how was it significant?

- Class essay: What was more significant the Black Death of Peasants’ Revolt?

Topic 8(June)

Exploring Africa: How advanced were African kingdoms?

Kingdom of Mali Kingdom of Benin The riddle of Great Zimbabwe Swahili Coast

- Project: Choice of options: An expedition report, create a mini museum exhibition, educational poster.

Topic 9(July)

When was it most dangerous to be Jewish in Medieval England?

What can a medieval doodle reveal about medieval attitudes towards Jews?

Under which kings were Jews safest? Charting the level of danger faced across the

medieval period

- Assessed homework: A speech to answer the question: When was it most dangerous to be Jewish in Medieval England?

End of year topic:

Dying for God: Crusaders or Invaders? Why would people risk their lives to defend

the Church? What was the relationship like between

Muslims & Christians? What were the benefits of the Crusades?

- Surprise me homework.

Show My Homework: Students will be set a range of homework on SMHW for each topic in history.

- The homework tasks will vary for each historical enquiry (topic).- Some homework will prepare directly for the assessment tasks.- Assessed homework tasks will be identified to students in advance.


- Purple exercise book – assessments & feedback sheets should be secured in these

- Full pencil case – Blue/black pen, green pen, pencil, ruler, ruler, colour pencils, scissors & glue, calculator.

- USB stickUseful websites http://spartacus-educational.com/ Good for factual information.

http://www.bbc.co.uk/education/subjects/zk26n39 Good for concise factual detail.

http://www.nationalarchives.gov.uk/education/focuson/film/film-archive/ A range of short video clips.

https://www.youtube.com/results?search_query=crash+course+history Short videos providing engaging introductions to a range of historical topics.

https://www.youtube.com/results?search_query=crash+course+history

http://www.nationalarchives.gov.uk/education/focuson/film/film-archive/

http://www.bbc.co.uk/education/subjects/zk26n39

http://spartacus-educational.com/

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Parents/Guardians can help their child by

History exercise books – Encourage them to read back through their lessons to identify anything they are still unclear of. They should look this up on the websites Spartacus Educational or BBC History, if they still do not understand encourage them to make a note in their exercise book to ask their teacher. Encourage them to go to the LCR or local library & select a book to read on the topic they are studying

Revision techniques – Encourage them to revise content Mind maps for the topic studying Learn key concepts/terms & spellings for each topic Create a timeline of the key events studied so far – it would be useful

to add in key figures/leaders – this will help their chronological understanding

Lesson resources for review and when students are away ill -If absence please remind them to seek out work missed from their teacher – teachers in the department usually provide material via Edmodo classrooms they have set up for the class. Please encourage them to work through tasks. Also please show My Homework to catch up on HW that has been set.

Discussing history topics that occur in the news. Visiting historical sites in local area or when on holiday for example:

Visiting a castle, visiting the middle ages & African Kingdoms rooms at the British Museum.

Who can I contact? Subject Leader for HistoryDeputy Subject Leader for History

Mrs AshcroftMs Toth

Teachers of Year 7 History Mrs FoxMr BarringerMr ButlerMs WolfsonMrs Jebreel

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Ivrit

Curriculum Content AssessmentTopic 1 (September – October)

Introducing myself – Greetings. Meeting people. Countries / cities in Israel. The verb גר/ה (live). Singular pronouns e.g. אני /אתה/ את Numbers (feminine) 1-10. Cultural awareness – different ethnic cultures living in

Israel.

- Skills: Writing (an open task assessing ability to write sentences in Ivrit)

- Listening

Topic 2 (November - December)

Family – Introducing family members and pets. ‘I have’ / I don’t have (singular) – / יש לי

...לי אין My / his /her (singular) / שלי / שלו

–שלה Masculine numbers to 10. Introduction of adjectives (m/f). present tense (singular and plural – ‘want’).

- Skills: writing & reading

Topic 3 (January - February)

My daily routine –- Talking about daily routine. (morning/lunch and

night time)- Telling the time / asking what is the time.- Meals: Food and drink.- Using previous understanding of verbs to conjugate

new verbs.- Consolidate plural forms of present tense.- Questions with ‘when’.- Vocabulary of frequency.

- Skill: speaking

Topic 4(March - April)

In school – School equipment. Everyday classroom interactions. School subjects. The verb ‘learn’ and ‘like’ in the present tense. Days of the week.

Differences between British and Israeli schools.

Skill: Speaking – students may prepare answers for some questions and some students will be required to answer questions spontaneously

Topic 5(May - June)

Shopping Numbers 1-100 (referring to money). the verbs ‘want’ and ‘buy’. How much does it cost? Present tense all forms (singular/plural in both

genders). Intercultural understanding – Israeli money, climate,

Israeli market. Learn how to refer to different shops/stalls in

market. Communicate in an authentic situation - an Israeli market.

Skills Assessment End of year test – listening and writing

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End of year topics:July

All topics included in end of year test Introducing myself. Shopping. School. Daily routine. Shopping.

- Skills: reading & listening

Show My Homework: Students will be set the following tasks on SMH for each topic in Ivrit.

- Choose 5 famous people of different nationalities. Stick your chosen celebrity pictures in your homework exercise book and write information about each celebrity. Include name, age, nationality, where they live, languages they speak etc.

- Create a school subject’s poster using ‘like’ and ‘dislike’ -...(אוהב לא / אוהב מאוד / *ללמוד אוהב אני(

- Write a few sentences / a short paragraph / a short text about your family using the Success Criteria

- Daily routine of Mr Lazy- Pack your bag for a holiday in Eilat – list items / explain why

Challenge:- Preparing a scene in a cafe- Draw a map of your neighbourhood giving directions from your

home to a point of interest- Create a power point of and your family in Ivrit


- Class exercise book.- Full pencil case – Blue/black pen, green pen, pencil, ruler,

ruler, colour pencils.Useful websites: - QuizletParents/Guardians can help their child by:

- Work out a weekly vocabulary revision timetable- Encourage students to make flashcards to revise vocabulary- Ensure that students use useful website/s

Who can I contact? Subject Leader for Ivrit Mrs MaurerTeachers of Year 7 Ivrit Mrs Epstein Miss Ashuri

Mrs V CohenMrs EilonMrs Shor- ElchananMiss Obadia (KS3 Co-ordinator)

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Ivrit (Yesh Va’Yesh)

Curriculum Content AssessmentTopic 1 (September – October)

Introducing myself – Introduce yourself Ask someone else their name Say how old you are Say where you live Say what languages you speak Ask others what languages they speak Talk about what you have and don't have Talk about family at home and abroad

- Skills: listening and writing

Topic 2 (November - December)

Music – Say if you and others in your family play a

musical instrument or sing Say if you like playing or would like to play an

instrument Identify and talk about different styles of Israeli

and other music Ask and answer questions about what music you

like and don’t like Talk about a musician that you like Give and justify opinions related to music

- Skills: reading and Writing

Topic 3 (January - February)

Travelling in Tel Aviv – Give information about your home town Compare where you live to Tel Aviv Say what you

enjoy doing or would like to do in Tel Aviv Ask for and understand directions Give directions to others Talk about different

methods of transport and how you travel Say where you like to shop or want to shop Say

that something is too expensive Express preferences about activities that you

enjoy

- Skills: speaking and listening

Topic 4(March - April)

Sport – Ask and answer questions about which sports you

and others do Talk about sports you enjoy and give reasons

why Compare popularity of different sports in the UK

and Israel Understand and explain information presented

as a graph in Hebrew Ask and answer questions about daily routine Compare your daily routine to that of others Describe the daily routine of a young

sportsperson Tell the time in Hebrew

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Topic 5(May - June)

Holidays Describe where you and others usually go on

holiday, including who you go with and for how long

Talk about what you usually do on holiday Express your opinions about holidays

Skills AssessmentEnd of year test – listening/ reading and writing

End of year topics:July

All topics included in end of year test Introducing myself Music Traveling in Tel Aviv Sport

- Skills: Listening & writing

Show My Homework: Students will be set the following tasks on SMH for each topic in Ivrit.

Produce a video to introduce yourself and your family Create a poster for a music show in Israel Plan, prepare and present a role play in a group,

arranging to go out in Tel Aviv

Challenge: Produce a written text introducing yourself and giving some

details (age, family, where you live, languages spoken, likes and dislikes and so on)


- Class exercise book.- Full pencil case – Blue/black pen, green pen, pencil, ruler,

ruler, colour pencils.Useful websites: - Quizlet / Mechina / Yesh Va’YeshParents/Guardians can help their child by:

- Work out a weekly vocabulary revision timetable- Encourage students to make flashcards to revise

vocabulary- Ensure that students use useful website/s

Who can I contact? Subject Leader for Ivrit Mrs MaurerTeachers of Year 7 Ivrit Mrs Epstein Miss

AshuriMrs V CohenMrs EilonMrs Shor- ElchananMiss Obadia (KS3 Co-ordinator)

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Jewish Studies Regular TrackTanach

Curriculum Content HomeworkUnit 1 (September – October)

Introduction – Introduction to the Torah Written law/Oral law Purpose, value and relevance of the

Torah

- Optical illusions homework

- Purpose of Torah poster

Unit 2 (October – November)

Kayin and Hevel The meaning of names Kayin and Hevel’s sacrifices The argument between Kayin and

Hevel and the murder of Hevel Dealing with rejection Kayin’s punishments Responsibility for others

- Kayin and Hevel play script- Rashi factsheet

Unit 3 (November- December)

Noach Corruption of the world / peer

pressure Hashem’s plans to flood the world Building the Ark Life on the Ark The rainbow

- Peer pressure essay

Unit 4 (January - February)

Migdal Bavel The building of the Tower Unity and disunity Power of words Punishment – measure for measure

- Punishment essay- Blog from a builder of the

Tower

Unit 5:(March- April)

Avraham Avraham’s upbringing and rejection of

idolatry Honesty Avraham’s test to leave his homeland The tenth test – Akeidat Yitzchak

- Avraham and Sarah’s visas- Honesty essay

Unit 6: (April – mid June)

Yaakov and Yosef The birth of the twins The selling of the birthright and the

blessing from Yitzchak Nature vs nurture The marriage of Yaakov and Leah and

Rachel The sale of Yosef Sibling rivalry

- Blessing of Yaakov essay- Nature nurture essay- Dream website

Unit 7: (mid-June – July)

Introduction to Nevi’im The appointment of Yehoshua as

leader The centrality of the land of Israel The conquest of Yericho

- What makes a good leader essay

- Guide to Israel

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Show My Homework: Students will be set the following taskson SMH for each topic in JS

Posters, evaluation essays, understanding essays, blogs, optical illusions, guides


- Tanach booklets – units 1-8- Blue exercise book- Jewish Studies folder

Useful websites: - aish.com - chabad.org - www.g-dcast.com - www.jewishvirtuallibrary.org


Jewish Studies exercise books – Please look at students’ exercise books; All homework should be completed on paper and glued in with the corresponding standardised sheet after the homework has been marked. After students have read feedback, they must show they understand what they could do to improve by rewriting their work in the spaces provided. Please encourage students to read the teacher targets carefully and double check they have acted on it in the next homework/assessment.When students are absent – It is the student’s responsibility to check if any work has been set on my homework and complete it.

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TalmudCurriculum Content Homework/Assessment

Unit 1(January)*

Introduction to Torah Sheb’al Peh (the Oral Law)

Torah SheBichtav and Torah SheBa’al Peh

Writing down /structure of the Mishnah

Development of the Gemara

Homework options:- Design a poster showing the purposes

and differences between the Written and Oral Law

- Design a poster explaining the 6 Sedarim of the Mishna.

- Design a flowchart showing the flow or Sea of Halacha

- Mini-essay – ‘The Oral Law is more important than the Written Law!’ Discuss.

- Mini-essay – Explain, with the use of sources and examples, how the Mitzvahof Shabbat has developed

Unit 2(February)

The Structure / Order of the Shema An overview of the Shema The big Shema fact find Accepting the Yoke of the

Kingship of Heaven Mitzvot within the Shema The Order of the Paragraphs of the

Shema Study of Mishna - Massechet Berachot

Perek 2 Mishna 2

Homework options:- Design a poster showing the 7

Mitzvot found in the first paragraph of the Shema

- Design a storyboard explaining how the Mishnahdevelops.

- Mini Essay – If a person has not ‘accepted the yoke of heaven’ into his/her life, should he/she still bother to keep the Mitzvot?

- Learn the vocabulary found in our Mishnah for a vocabulary test

- Complete the Shema Summary Sheet

Unit 3(March)

Kavannah What really is a Mitzvah? Concept of Kavannah Study of Mishnah regarding

Kavannah – Brachot 13a

Homework options:- Why do you think that the Mitzvah of

the Shema, in particular, needs Kavannah (Intention)? Are there other Mitzvot that also need Kavannah (Intention) in your view? Explain which Mitzvot (if any) and fully explain your answer with examples.

- Underline or highlight the key parts of the essay on pages 12-13 and write a paragraph to summarise it in your own words.

- Describe the problems one may have in trying to have (Kavannah) כוונה (Intention). Explain how one can overcome these issues to achieve proper כוונה (Kavannah) (Intention).

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Unit 4(April-May)

Reading the Shema Study of Masechet Brachot -

Perek 1 Mishnah 3 Bet Hillel v Bet Shamai –

understanding two schools of through

Studying the relevant section of Gemara on our Mishnah

Homework options:- Create a ְַמעׁש fact file using the

information you already know in addition to any research you do.

- Create a mock Facebook page for either Beit Hillel or Beit Shammai, including information on their lives and some of their famous teachings.

- Research and create a poster of the 6 times we hold like Beit Shammai.

- Research and explain in detail another famous dispute between Beit Hillel and Beit Shammai.

Unit 5:(June-July)

Unusual Brachot The 3 Categories of Brachot Format of Brachot Study of Masechet Brachot -

Perek 9 Mishnayot 1-2

Homework options:- Essay on the purpose and meaning of

the word, ‘Amen.’- Design a Brachot poster- Produce a pamphlet detailing

certain laws regarding Brachot

*The Talmud lessons will initially be utilised for running the Basic Jewish Knowledge Course (on the topics of Shabbat, Chagim, Kashrut and Tefillah - with Talmud starting for most sets in January

Assessment in Talmud: Will take place via 6 homework tasks selected from the above list together with three assessments which will take place during theschool year


- Jewish History booklets – units 1-5- Red exercise book- Jewish Studies folder

Useful Resources: - Mishnayot (Kehati, Artscroll) – located in school BetMidrash


Jewish Studies exercise books – Please look at students’ books; All homework should be completed on paper and glued in with the corresponding standardised sheet after the homework has been marked. After students have read feedback, they must show they understand what they could do to improve by rewriting their work in the spaces provided. Please encourage students to read the teacher targets carefully and double check they have acted on it in the next homework/assessment.

When students are absent – It is the student’s responsibility to check if any work has been set on myhomework and complete it.

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Jewish History for JS and Iyun Tracks

Curriculum Content AssessmentUnit 1(September)

Introduction – Jewish History Timeline Introduction to JH Why JH is relevant to Jewish people

- Key historical event summary task

today Timeline of key events

- Comprehension questions

Unit 2(October)

The Destruction of the Second Temple (70 CE) The various functions of the Beit

- Classwork essay question ‘The Beit HaMikdash was only a

HaMikdash The Destruction Did it really matter?

- building. Does it really matter- that it was destroyed.”

Unit 3(November)

The Move to Yavneh – Saving Judaism (70 CE+) Know who Rabbi Yochanan ben Zakai

was and how he wasperceived/respected

Analyse the three requests he made to VespasianConsider the importance of thinking before we speak (i.e. learning from history)

- Class test, assessing Units 1-3

Unit 4 (Brief break from the chronological course to look at historical aspects of Chanukah, timepermitting)

-

Unit 5 (December- January)

The Birth of Christianity (4CE+) Messianic yearning under Roman rule John the Baptist Life of Jesus Spread of Christianity Parting of the ways – Judaism and

Christianity


- Research task and completing of a table

Unit 6:(February)

The Bar Kochba Revolt (122-133 CE) Avraham’s upbringing and rejection of


- Character analysis task


Unit 7:(March)

Asara Harugei Malchut (The 10 Martyrs) (133 CE) Understand what happened to the

Asara Harugei Malchut Consider how their deaths impacted on

Jewish people at that time Explore how the deaths are remembered

by Jewish people today

- Pair work – preparing for class discussion


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Unit 8:(April)

Makers of the Mishnah (50-219 CE) Understand the process leading to the

writing down of the Mishnah Consider why it was necessary for Rabbi

Yehudah HaNasi to write the Mishnah down appointment of Yehoshua as leader

Discuss the impact that he creation of the Mishnah had on Jewish life

- Research task on the Six Sedarim (Orders) of the Mishnah

Unit 9:(May)

Decline of Jewish Life in Israel (219-455 CE) Impact of Constantine on the Jews of

Israel The First Council at Nicaea Fixing of the Jewish Calendar by Hillel 3rd

- Creating a mock Facebook page for Emperor Constantine

Unit 10:(June-July)

The Talmudic Era: Jerusalem Talmud (368 CE), Babylonian Talmud (500 CE)

The establishment of Jewish life in Bavel Discover how and why the Gemara

developed Consider how Jews adapted to life in

exile



Assessment in Jewish History Will exclusively take place through classwork tasks (as outlined above) and through three formal tests during the year. The other two JS disciplines (Talmud and Tenach) will in addition, be subjectto homework


- Jewish History booklets – units 1-10- Green exercise book- Jewish Studies folder



Jewish Studies exercise books – Please look at students’ text books and exercise books – and if you can, please discuss the topics with your children. One of the ideas behind introducing this course is to deepen the students’ understanding of who Jews are today based around the Jewish historical experience – discussion can really help to engender this idea – thank you for your support.

Please encourage students to revise and prepare thoroughly for the three formal assessments.

When students are absent – It is the student’s responsibility to catch up on missed classwork..

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BJK (Basic Jewish Knowledge)

Curriculum Content Concluding TasksUnit 1 (September – October)

The Jewish Year Introduction to the Jewish Year Rosh Hashana Yom Kippur Succot Shemini Atzeret & Simchat Torah Chanukah Purim Pesach

- Create your own Jewish Year quiz

- Essay questions- Festival research task


Kashrut Introduction to Kashrut What makes food kosher The Kosher Kitchen Non-Kosher food

- Kosher PowerPoint/prezi

Unit 3 (November - December)

Shabbat Introduction to Shabbat What keeping Shabbat involves The 39 Malachot How to celebrate Shabbat Havdala – The end of Shabbat

- Shabbat Script writing task

Unit 4( December - January)

Prayer Introduction to prayer Why Jews pray When Jews pray Prayer items

- Design your own prayer book cover


- BJK booklets – units 1-4- Red exercise book- Jewish Studies folder



Jewish Studies exercise books – Please look at students’ exercise books; All homework should be completed on paper and glued in with the corresponding standardised sheet after the homework has been marked. After students have read feedback, they must show they understand what they could do to improve by rewriting their work in the spaces provided. Please encourage students to read the teacher targets carefully and double check they have acted on it in the next homework/assessment.When students are absent – It is the student’s responsibility to check if any work has been set on my homework and complete it.

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Hebrew Reading

The CourseAgain, new to JFS, at the beginning of every JS lesson bar ‘ Tefillah’ lessons, students work through graduated cards which each student reads from as they enter the class as a starter activity. This is done independently by each student, together with the help of a crib sheet if needed. This also supports the current philosophy of focussing on retrieval in lessons. Students will progress from one card to the next as they improve their skills.

For students who are unable to read, we run a very successful separate reading support programme in addition to the time allocated during lessons. These basic Hebrew reading tutorials take place twice a week during tutor base and we are delighted that this is run with the help of sixth form students. This is a cross curricular initiative for which we work with the Ivrit department, part of the MFL faculty.

Hebrew reading is not run for students on the Iyun track as it is assumed that their reading skills are of the high level required for the track.

AssessmentStudents will be assessed on both their reading speed and accuracy over the course of the year in Jewish Studies using a bespoke online assessment tool.Equipment and BooksStudents need:

- Hebrew reading graduated cards pack- Hebrew reading crash course booklet where applicable

Useful websites: - twebrewschool.org- chabad.org - www.jewishvirtuallibrary.org


Practice makes perfect! Please practice reading with your child using any Hebrew books you may have at home including the siddur (prayer book) The ‘Twebrew school’ website mentioned above has a variety of useful resources to aid Hebrew reading practice. In addition, there are a variety of texts that can be accessed through the websites above.

Who can I contact? Deputy Head: Jewish Life & Learning

Head of Faculty for Jewish Education

Deputy Subject Leader

Mr D. Marcus

Mr S Rinkoff

Mrs A Keene/ Mrs C Kahn

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Jewish Studies Iyun Track * Please note: The topics covered in the Jewish Studies Iyun track are identical to the regular track only they are studied at a deeper level for Iyun. Students opting for this programme are expected to have a high level of reading and translation skills.

TanachCurriculum Content Homework

Unit 1 (September – October)

Introduction –- Introduction to the Torah- Written law/Oral law- Purpose, value and relevance of the Torah- The Creation Story

- D’var Torah


Kayin and Hevel The meaning of names Kayin and Hevel’s sacrifices The argument between Kayin and Hevel and

the murder of Hevel Dealing with rejection Kayin’s punishments Responsibility for others

- Kayin and Hevel play script

- Rashi factsheet

Unit 3 (November- December )

Noach Corruption of the world / peer pressure Hashem’s plans to flood the world Building the Ark Life on the Ark The rainbow

- Peer pressure essay

Unit 4 (January - February)

Migdal Bavel The building of the Tower Unity and disunity Power of words Punishment – measure for measure

- Punishment essay- Blog from a builder of

the Tower

Unit 5:(March- April)

Avraham Avraham’s upbringing and rejection of


- Honesty essay-

Unit 6: (April – mid June)

Yaakov and Yosef The birth of the twins The selling of the birthright and the blessing

from Yitzchak Nature vs nurture The marriage of Yaakov and Leah and Rachel The sale of Yosef Sibling rivalry

- Blessing of Yaakov essay- Nature nurture essay-

Unit 7:(mid-June – July)

Introduction to Nevi’im The appointment of Yehoshua as leader The centrality of the land of Israel The conquest of Yericho

- What makes a good leader essay

- Guide to Israel

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Talmud

Unit 1: (September – November)

Introduction to Oral Torah Understanding the origins of the Oral Torah The two parts to Torah The Mishnah and its structure

Introduction to Gemara What it is Its layout

- Mishna poster

Unit 2: (December – February)

Power of Words Humiliating others and yourself Dilemma Examining commentaries and sources to resolve it The source of the prohibition of humiliating

someone

- Power of Words guide

Unit 3:(March – May)

Returning Lost Property Key terms The details of the verse Studying the relevant Mishnah Giving up hope Dilemma Examining commentaries and sources to resolve it

- Lost property notices

Unit 4:(June – July)

Looking after other people’s property Key terms Examining the verses Different types of guardians Levels of responsibility Dilemma Examining commentaries and sources to resolve it

- Shomer Dilemmas

Show My Homework: Students will be set the following taskson SMH for each topic in JS

Posters, evaluation essays, understanding essays, blogs, optical illusions, guides

Equipment and Books Students need: - Tanach booklets – units 1-8- Talmud booklets – units 1-4- Blue & Red exercise books- Jewish Studies folder


34


Jewish Studies exercise books – Please look at students’ exercise books; All homework should be completed on paper and glued in with the corresponding standardised sheet after the homework has been marked. After students have read feedback, they must show they understand what they could do to improve by rewriting their work in the spaces provided. Please encourage students to read the teacher targets carefully and double check they have acted on it in the next homework/assessment.When students are absent – It is the student’s responsibility to check if any work has been set on my homework and complete it..

Who can I contact? Deputy Head: Jewish Life & Learning

Head of Faculty for Jewish Education

Deputy Subject Leader

Mr D. Marcus

Mr S Rinkoff

Mrs A Keene

35

Mathematics

Curriculum Content Assessment Points

Topics Autumn 1 N1 Add and subtract negatives and decimals

N2 Multiply and divide negatives and decimals

N3 Order of operations (Statistics)

Assessment 1: Tuesday 3rd December

Assessment 2: Tuesday 17th March

End of Year Test: Thursday 4th June

Topics Autumn 2 N4 Factors and multiples A1 Simplifying algebraic expressions A2 Substitution S1 Statistical diagrams S2 Averages Autumn project (Statistics)

Topics Spring 1 N5 Place value/Rounding N6 Estimation N7 Fractions N8 Fractions, Decimals, Percentages G1 Properties of 2D Shapes G2 Drawing and Measuring

Textbooks

Topics Spring 2 A3 Solving equations A4 Sequences G3 Angles Spring term project (Geometry)

CGP KS3 textbooks

Book 1 for Band 3Topics Summer 1 Geometry & measures

36

R1 Ratio and proportion G4 Area and perimeter

Book 2 for Band 2

Book 3 for Band 1

Topics Summer 2 Statistics & probability A5 Using formulae S3 Probability Summer term project (Algebra)

37

Show My Homework: 3 pieces of homework will be set per fortnight (30 minutes each).This could be a range of activities: book work, online homework, learning, revising, and research tasks.


- Class exercise book- Relevant textbook- Full pencil case – Blue/black pen, green pen, pencil, ruler, colour

pencils, scientific calculator, compass, protractorChallenge and access sheet – all lesson resources including access, challenge and enrichment resources

Junior Maths Challenge: Thursday 30th April 2020 UKMT past junior papers -

https://www.ukmt.org.uk/competitions/solo/junior-mathematical-challenge/archive

Problem solving and enrichment resources

www.nrich.maths.org/frontpage

Useful websites - www.mymaths.co.uk www.corbettmaths.com/5-a-day/gcse www.mrcartermaths.com

Parents/Guardians can help their child by

Maths exercise books – Please look at students’ Maths books to see how they are doing in their class work

Marking done in red pen will be valuable feedback from their class teacher. Students will complete a short class ‘quiz’ in their lessons after each topic which will be marked by their teacher. Using feedback, an opportunity to correct their work and reflect on how well they did will be given after each quiz.

Other class work will be marked by students in green pen.

Who can I contact? Subject Leader for MathematicsDSL & KS5 leader for MathematicsDSL & KS4 leader for Mathematics KS3 leader for Mathematics

Ms S ChhantbarMr S MistryMr J KingMr S Tamjidi

Mathematics Teachers

Mathematics Learning Support Assistants

Mr D AhmedMrs T BaskaralingamMr R BatraMr J BookatzMr D ChauhanMs S ChhantbarMiss S DesaiMiss A FernandesMr J KingMr J LadomatosMr R LewandowskiMs Z MirzaMr S MistryMrs N MistryMr W OnyumaMiss PotchMs N SolomonMr S TamjidiDr J Wakelin

Ms GrishinaMs Leasenco

http://www.corbettmaths.com/5-a-day/gcse

http://www.mymaths.co.uk/

http://www.nrich.maths.org/frontpage



38

MusicCurriculum Content Assessment

Topic 1 Musical elements Learning the names and meanings of the

Elements of Music. Identify the Elements of Music through listening

and appraising. Compose a piece of music using the Elements

of Music.

- Composition using the Elements of Music.

Topic 2 Keyboard Learn note values (rhythm). Learn notes names in treble clef (pitch). Learn Keyboard skills, using rhythm and pitch. Learn a Keyboard piece.

- Individual keyboard assessment (performance).

Topic 3 Baroque Learn the basic features of Baroque music. Learn to play Pachelbel’s “Canon in D” in an

ensemble.

- Group performance of “Canon in D”.

Extra-curricular Activities: There are lots of fun and interesting music clubs on offer at JFS. You don’t have to play an instrument to join them, just ask Mrs Bellinger (Subject Leader for Music) or your music teacher for any advice. All music activities run at lunchtime and include:

- JFS Singers- JFS Orchestra- Jazz Guitar Group- Steel Pans- African Drumming- Vocal Club- Tech Club- Guitarkestra- Klezmer Band- Ukulele Club

Show My Homework: Most Music homework will be set on “Show my homework”. Pleaseensure that you have downloaded the app and/or have a log-in.


- Music work pack (given to you by your teacher)- Pencil case- Own instrument (some lessons only)

CTAM lessons: - In Years 7 & 8, students have lessons in ‘CTAM’ classes (Computing, Technology, Art and Music). They are also a great opportunity to meet other students across the year group.

- Do ensure that you tell your Music teacher if you play aninstrument.

Useful websites: - https://www.musictheory.net/ - http://www.musictechteacher.com/index.htm

Parents/Guardians can helptheir child by:

- Assisting with HW.- Helping students with practice!

Who can I contact? Subject Leader for MusicDeputy Subject Leader for MusicTeachers of Year 7 Music

Mrs BellingerMs PaddaMr Appleman

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Physical Education

Curriculum Content AssessmentBaseline Testing All Year 7 students will undergo four

introduction and assessment lessons at the start of the year to help them begin their sporting learning and gain a better understanding of their strengths. Once this is completed, students will be allocated to an upper or lower band for the rest of the year.

Gymnastics – Routine creation Invasion Games – Generic gameLeadership / Teamwork – task completion under increasing difficulty.Anatomy and Warm Ups

Invasion Games Students develop basic passing skills, tactics and strategies in a generic Invasion Game. They will identify roles and strategies to improve their team’s performance.

Formative, lesson-by-lesson, assessment followed by an end of unit competition.

Net/Wall Games Students develop basic net game skills in badminton or short tennis. They will identify strategies to improve their own and others’ performance.

Formative, lesson-by-lesson, assessment followed by an end of unit competition.

Outdoor Adventurous Activities

Students learn and develop teamwork, communication and social skills in puzzle-based activities. Students will also develop map reading and navigation skills in outdoor orienteering lessons.

Assessment takes place after teamwork and orienteering tasks with the best score being recorded.

Fitness Students learn basic muscular anatomy and the immediate effects of exercise on the heart and lungs. Students study two main types of fitness in cardiovascular endurance and muscular endurance.

Written tasks in lessons as well as a final assessment involving planning a brief training regime.

Dance Students learn the five basic actions of Dance and how to keep to a beat. They then move on to creating a short dance phrase in small groups with boys studying ancient war dance and girls studying classic rock and roll.

Formative, lesson-by-lesson, assessment followed by an end of unit final performance.

Gymnastics Students learn the 11 basic skills of Gymnastics as well as intermediate to advanced skills where appropriate. They move on to creating short floorroutines using peer assessment.

Formative, lesson-by-lesson, assessment followed by an end of unit final performance.

Athletics Students learn the generic skills that allow them to take part in all Athletics events. After experiencing these skills, students will have the chance to attempt and compete in recognised Athletics events.

Formative, lesson-by-lesson, assessment judging all disciplines of Athletic events.

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Strike/Field Students learn basic bat and fieldskills in generic games. They move onto vary batting direction and use tactics and strategies to succeed incompetition.

Formative, lesson-by-lesson,assessment followed by anend of unit competition.

Extra-curricular Activities:

A wide range of extra-curricular clubs complement the PE curriculum throughout the year. Clubs take place at lunch times and are well attended. Students have the opportunity to represent the school in borough, county and national competitions.

Show My Homework: Students will be set the following tasks on SMHW foreach topic.

No specific homework will be set for PE lessons but students may be asked to perform research or complete tasks in their own time. These tasks will appear on SMHW.


PE Kit suitable for all weathers – polo shirt, shorts, blue socks, white socks, trainers, rugby top or fleece, waterproof jacket. Football boots and mouth guards may be required at certain times in the year. Students will be informedof when/if they will require them.


- Assisting with HW.- Ensuring that students participate in physical activity outside of school.- Ensure students have the correct equipment for lessons.

Useful websites: BBC Bitesize (www.bbc.co.uk/education)Who can Icontact?

Subject Leader for PE

Head of Arts Faculty

Mr Bartram

Miss Quarrell

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ScienceCurriculum Content

Term 1 X – Introduction to Science A – Cells D – States of Matter G – Energy and Fuels

There will be tests after each topic. All tests will be carefully worked through following the controlled conditions in class by teachers so that students have a clear under-standing of the explicit requirements for each test.

Term 2 B – Reproduction F – The Periodic Table H – Magnetism, Circuits & Particle

TheoryTerm 3 C – Ecosystem

E – Atoms, Elements and Compounds I – Space

End of Year Test

End of Y7 Exam –June

Extra-Curricular: - Y7 Science Club- Y7-11 Science Homework Support Club- March Science Week Y7-13

Show My Homework: Students will be set the following tasks onSMH for each topic in Science

Initial topic research, essays, designated questions, self-directed questions, projects, vocab and meaning quiz revision, examquestions, spellings revision.


- Exercise Book & Text Book & sturdy wallet- Full pencil case – Blue/black pen, green pen, pencil,

ruler, ruler, colour pencils, working calculator.- USB stick-

Useful websites: - BBC bite size for KS3Parents/Guardians can help their child by:

- Ensuring they learn their keyword definitions.- Reading through and discussing the pre-test and post- test

sheets.- Asking their child what their strengths and weaknesses are.- Lesson resources for review and when students are away ill- All class and homework resources are saved on the student

central resource library that can be checked at home. Please encourage them to finish complete all lesson tasks if they have been away. Also please use Show My Homework to catch up on homework that has been set.

- Discussing Science topics that occur in the news.

Who can I contact? Head of ScienceKS3 Co-ordinatorKS4 5 Co-ordinatorHead of BiologyHead of ChemistryHead of PhysicsChief Technician

Mr R DawMrs D MehtaMr A DaveyMr C BrighamMr L WhiteheadDr A HolmesMrs G Golding

42

SpanishCurriculum Content Assessment

Topic 1 (September – October)

Vamos (Module 1) Greetings and introducing

oneself, saying how you are feeling?

Numbers 0 to 15 and age. Numbers 16 to 31,

months/birthdays. Spanish-speaking countries. Spanish alphabet & using the

indefinite and definite articles with school bag objects.

In the classroom (instructions and equipment); gender and plurals.

- Vocabulary tests scores out of 10

Topic 2 (November – December))

Mi familia (Module 3) Talking about brothers and sisters

and other members of the family; using negatives.

Dictionary skills. Pets. Saying what you look like using

“ser” Saying what your hair and eye

colour are; using “tener”. Describing people using ‘tener’

and ‘ser’ in the he/she form.

-- Vocabulary tests scores out

of 10

- End of unit 1 and 3 assessments:

- Reading- Translation- Speaking

Topic 3 (January- Mid February)

En mi instituto (Module 2) Saying what you study and don’t

study; Using regular –ar verb estudiar.

Saying what you do in lessons, understanding regular –ar –er –ir verbs.

Talking about your teachers. Giving opinions and reasons and

understanding all adjectival agreements.

Talking about snacks. Learning numbers to 100.


Topic 4(Mid-February- April)

En casa (Module 4) Describing where you live (the

region). Talking about your home. Activities that you do in your

room. What is in your room, préposition. Daily routine.


- End of unit 2 and 4assessments:

- Listening- Writing- Translation

43

Topic 5(May- June)

Mi tiempo libre (Module 5) Saying what you do in your spare

time. Using “salir” and “hacer. Telling the time. Using the verb “ir”. Talking about sports. Practising pronunciation. Saying what you like to do. Using “me gusta” and the

infinitive. Saying what you are going to do. Using “ir” and the infinitive.

- Vocabulary tests scoresout of 10

- End of Year assessments for Modules 1, 2, 3, 4 and 5:

- Writing- Translation- Reading- Speaking

En la ciudad (Module 6)

Saying what your town is like. Using comparatives. Asking where something is in a

town. Giving directions. Making and responding to

invitations. Using “querer”. Talking about the weather. Using “cuando” to join bits of

information. Using two tenses together. Saying what you do in town.


- No assessments after end of year exams. End of year ‘writing homework’ project should be redrafted for display.

Show My Homework: Students will be set a variety of tasks on SMH for each topic in Spanish:

- Regular revision of vocabulary on www.memrise.com (Pupils create their own account and accrue points)

- Regular vocabulary tests- Written accounts- Translations- Reading comprehension- Grammar exercises and revision of grammar


- Class exercise book- Text book- Spanish dictionary (pocket-size is fine) is compulsory- Full pencil case – Blue/black pen, green pen, pencil, ruler,

rubber, coloured pencils, glue.Useful websites: - www.memrise.com

- www.languagesonline.org.uk - www.duolingo.com - www.quizlet.com - www.bbc.co.uk/languages


- Work out a weekly vocabulary revision timetable- Supervision of regular revision on www.memrise.com- Encourage students to make flashcards to revise

vocabulary- Ensure that students use useful websites- Check that students have read and responded to teacher

feedback

Who can I contact? Subject Leader for MFL Mr D Sonenfeld

Contents Page - jfs.brent.sch.uk€¦ · Web viewThey should then insert the code ‘LE489386’...

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Transcript of Contents Page - jfs.brent.sch.uk€¦ · Web viewThey should then insert the code ‘LE489386’...