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Lilian Baylis Technology School

Curriculum booklet for Year 7

Year 7 Art Why this subject is important You will explore visual, tactile and other sensory experiences to communicate your ideas and meanings,

developing confidence, competence, imagination and creativity. You will learn to appreciate and value images and artefacts across times and cultures and to understand

the contexts in which they were made. You will learn to think and act as artists, craftspeople and designers, working creatively and intelligently. You will develop an appreciation of art, craft and design and its role in the creative and cultural

industries that enrich our lives. What you will learn this year

Unit name

Knowledge

Skills and understanding

Attitudes and attributes

Still life To learn about how to construct, look at and draw a still life To know about still life artists, techniques and materials To be able to produce a still life drawing piece using ellipses, tone, shading and blending colour

To be able to use different materials to make artwork To understand how to use drawing to communicate ideas. To be able to discuss and analyse their own artwork and well as others To understand the importance of the quality of work for both art and homework

To be willing to learn about other artists work and to use what has been learnt to express themselves in new ways. Being confident to try new things and to take risks. Being able to work in pairs and groups

Colour To learn about colour, colour mixing and application To know about artists that use colour in their work To be able to understand the colour wheel, use colour, to mix and apply colour using paint To know how to layout work and understand what composition and pattern is.

To be able to paint on paper and mixing colours, using techniques to apply colour. To understand how to use drawing and painting to communicate ideas through the use of colour. To be able to produce personal design work. To understand the importance of decoration and finish in relation to final work.

To be willing to learn about how to use what has been learnt to express yourself in new ways. Being confident to try new things and to take risks. Being able to work independently

How you will be assessed At the end of each unit you will have an assessment task which will be a timed piece based on what we have covered in lessons.

Year 7 Art How parents/carers can help

1. Talk to your child about what they are learning in lessons, perhaps getting them to explain to you what they have been learning.

2. Check your child’s planner regularly for home learning and where possible, look through your child’s work to check that it is correct and complete.

3. Encourage your child to take an interest in the arts, visit any local galleries and museums and be aware of art in the news and any art programmes on TV.

Who to contact and how if you have a query regarding your child’s Art

NAME POSITION EMAIL ADDRESS TELEPHONE Fiona Williams Team Leader for

Creative Arts [email protected] 020 7091 9500

Year 7 Citizenship (LBTS5) Why this subject is important A high-quality citizenship education helps to provide students with knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, citizenship education should foster students’ keen awareness and understanding of democracy, government and how laws are made and upheld. Students will be taught the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. Citizenship will prepare students to take their place in society as responsible citizens, manage their money well and make sound financial decisions. The LBTS5 programme incorporates all of the above and is based on our core values of aspiration, achievement, resilience, respect and responsibility. What you will learn this year TERM VALUE WHAT IS TAUGHT LEADING ON TO WHY DO

WE TEACH

IT?

1 ASPIRATION MONEY MANAGEMENT Money and its functions / uses Budgeting / managing risk (including good

and bad debt) EXPLORING INDUSTRIES:

Banking The Cruise Industry Working in Football Human Resources

All students to register on www.startprofile.com to log all their careers experience

MONEY MANAGEMENT and PUBLIC FINANCE (YEAR 10)

credit and debt

insurance savings and

pensions financial

products and services

how public money is raised and spent

EXPLORING INDUSTRIES (YEAR 8)

Surveying IT

Management Product

Development Field

Engineering

Citizenship National Curriculum

LINK TO VALUE: Students must understand how to budget and manage their finances in order to achieve their aspirations and become successful

Year 7 Citizenship (LBTS5)

2 ACHIEVEMENT PHYSICAL HEALTH AND FITNESS

The positive impact physical health has on mental health

Healthy weight Cancer and

cardiovascular risks from an inactive lifestyle

Blood, organ and stem cell donation

HEALTHY EATING (YEAR 8)

Maintaining a healthy diet

Links between a poor diet and health risks, including tooth decay and cancer.

RSE/HE statutory guidance LINK TO VALUE: Students must have good physical health to achieve their academic potential. They will do badly academically if they are unwell or suffer from mental health issues. They should also understand the part they can play in helping someone else become healthy (in terms of blood donation, etc) to help them achieve.

3 RESILIENCE FAMILIES Types of

relationship/s Marriage and other partnerships

Parental responsibilities

HEALTH AND PREVENTION

Personal hygiene Antibiotics Immunisation The importance

of sleep CHANGING ADOLESCENT BODY

Puberty Menstruation Hormonal

changes

FAMILIES (YEAR 10) Who you can

trust and how you can determine this

Safe and unsafe relationships

Where to seek advice and guidance for any concerns over relationships

HEALTH AND PREVENTION (YEAR 10)

the benefits of regular self-examination and screening

RSE/HE statutory guidance LINK TO VALUE: Students understand how to deal with and overcome any physical or mental health issues / setbacks, including how they can use families and the value that families can have in this Students learn how to make choices about their health and relationships in order to give them the tools necessary to be a resilient adult


4 RESPECT RESPECTFUL RELATIONSHIPS, INCLUDING FRIENDSHIPS

Healthy / unhealthy relationships (including online)

Stereotypes and prejudice

How they should treat others and expect to be treated

Bullying

RESPECTFUL RELATIONSHIPS, INCLUDING FRIENDSHIPS (YEAR 9)

Criminal behaviours in relationships, including violence and coercive control

Sexual harassment The protected

characteristics as defined in the Equality Act 2010

RESPECTFUL RELATIONSHIPS, INCLUDING FRIENDSHIPS (YEAR 11)

focus on developing supportive friendship relationships and networks to help with exams and exam stress

RSE/HE statutory guidance LINK TO VALUE: students understand how to be respectful to themselves and to others in the relationships they have. They also understand the legal requirements and consequences in terms of being respectful and behaving respectfully

5 and 6

RESPONSIBILITY ONLINE and MEDIA Online risks Online

responsibilities Dangers of posting

/ sharing information online

what to do and where to get support to report material or manage issues online.

SOCIAL DEVELOPMENT

Working with different people from a range of backgrounds (religious, ethnic and socio-economic)

PARLIAMENT and POLITICS

Democracy and elections

Citizens’ rights and responsibilities

How Parliament works

Political parties

ONLINE and MEDIA (YEAR 9)

Students cover all topics again but with a deeper focus on online risks

PARLIAMENT and POLITICS (YEAR 8)

How laws are created in Parliament

The Judicial system - enforcing and expanding laws created in parliament


Public institutions and voluntary groups in society


UK electoral system (and others)

RSE/HE statutory guidance Fundamental British values: DEMOCRACY Citizenship National curriculum LINK TO VALUE: Students learn how to be responsible citizens who have the social skills to make a positive impact on society, including in their online behaviour. They will also understand their civic responsibilities in voting, as well as how they can influence and change society through political and social action.


Other systems and forms of government, and non-democratic, beyond the UK

Local government

How parents/carers can help ● Watch the daily news together and discuss local, national and global issues, perhaps finding where the

events take place on an atlas or globe ● Read a range of newspapers together and visit your local library ● Talk to your child about what they are learning in lessons, perhaps getting them to teach you what they

have been learning. ● Check your child’s planner regularly for homework and where possible, read through your child’s work to

check that it is accurate and complete. Who to contact if you have a query

NAME POSITION EMAIL ADDRESS TELEPHONE Jason McInnis Assistant Head for

KS3 [email protected] 020 7091 9500

Year 7 Computer Science Why this subject is important Confident, creative and productive use of ICT is an essential skill for life ICT skills are essential in order to gain employment in modern society ICT gives access to ideas and experiences from a wide range of people, communities and cultures, and

allows you to work together and share information across the world. What you will learn this year

Unit name

Knowledge

Skills and understanding Attitudes and attributes

Computer Systems

Develop knowledge and understanding of Computer Systems

Understand what a computer system is Be able to explain the difference between System Software and Applications Understand and explain why there are different types of Operating System Software

Access work online Work independently Complete work to agreed deadlines

App Development

Develop knowledge of creating Software Applications

Understand the different kinds of programming Be able to develop the skills to create applications that can be used on mobile devices Use App inventor and Python IDE to create mobile applications

Access work online Work independently Complete work to agreed deadlines

Game Development

Develop knowledge of programming using visual languages Kodu and Scratch

Develop skills in use of Microsoft Kodu to: Create a sequence of instructions to make things happen Use when and instructions to control Kodu characters Create engaging games for friends and family Understand the advantages and limitations of using visual programming like Kodu and Scratch

Access work online Being confident users of Microsoft Kodu Being able to create engaging games that can be played by friends and family

Web Development

Develop knowledge of when it is appropriate to use of software to create a Multimedia product

Develop skills in use of Web Design Software to Combine text and images and videos effectively Design effective Multimedia Products that engage the target audience Test and improve layout and content of work Understand the advantages and limitations of using Dreamweaver to create a multimedia website

Access work online Being confident users of Microsoft PowerPoint

Year 7 Computer Science How you will be assessed Each student’s work will be assessed at the end of each term via a written test. How parents/carers can help Wherever possible and appropriate allow your son/daughter to complete work on a computer Look at the work they are completing and act as reviewers, highlighting the good features of any work

produced and suggesting ways the work could be improved Talk about how technology has changed life during your life time Ensure home learning is completed Useful websites and details of coursebooks https://www.codecademy.com https://folders.lilianbaylis.com https://portalplus.lclp.net Who to contact and how if you have a query regarding your child’s Computer Science .

NAME POSITION EMAIL ADDRESS TELEPHONE Angela Adebayo Team Leader for

Work Related Learning

[email protected] 020 7091 9500

Myron Yearwood Subject leader for Computer Science


Year 7 Drama

Why this subject is important Drama will develop self-confidence, creativity, resourcefulness and imagination. These skills and attributes are used in a variety of settings so Drama is a valuable subject regardless of your child’s future ambitions. Due to the practical nature of Drama students will experience the situations, issues and lives of people both similar and very different from themselves. The study of drama helps students to safely explore their own ideas and opinions. Throughout the course students study a number of theatre practitioners and genres, identifying the links across the arts and deepening their understanding of how to create high quality drama.

What you will learn this year

How you will be assessed As part of each unit you will complete and be assessed on Written work and research Performances Planning of work Evaluation of work

Unit Knowledge Skills Attributes Introduction to Drama

Students complete a drama basics course designed to refresh and develop skills.

Facial expressions Physicality Vocal expressions Body language Still image

Working with others Confidence building Independent thinking Creativity

Non naturalistic vocal techniques (Fairy Tales)

Understanding the different techniques that can be used to create performance.

Soundscape Narration Direct address

Team work and co-operation. Imagination

Non naturalistic physical techniques (Myths)

Understanding the different techniques that can be used to create performance.

Body as prop Mime Slow motion

Time management Working independentlyCo-operation

Romeo and Juliet

Understanding Shakespeare and interpreting text and character.

Characterisation Interpreting text Understanding Shakespeare

Increased empathy Grasp of social issues Understanding of text Literacy

Year 7 Drama

How parents/carers can help Have a look at your child’s achievement booklet and make sure they are up to date with their

assignments. Talk to your child about their ideas for creative projects. Attend opportunities to engage in creative activities either as a spectator or a participant. Each

year the National Theatre hosts an outdoor festival. Companies from across the world perform plays, mime, puppetry, dance and music. The festival is cost free. Nearby at the Southbank Centre, there is an annual season of creative events, most of which are free.

The Young Vic Theatre has a close relationship with LBTS and tickets are often free once you sign up.

Oval House and Blue Elephant Theatre run Drama groups for those who are ready to engage at a deeper level.

The Unicorn Theatre produces plays specifically for a younger audience. Who to contact and how if you have a query regarding your child’s Drama

NAME POSITION EMAIL ADDRESS TELEPHONE

Fiona Williams Team Leader for Creative Arts


Year 7 Design and Technology Why this subject is important ● It helps you to solve problems as individuals and members of a team. ● It helps you to become creative learners. ● It helps you design and make a range of products. ● It helps you to combine and to explore a range of materials. ● It helps you to improve the quality of life. What you will learn this year

Unit name

Knowledge



Food Different methods of production. A range of evaluation techniques. Function of ingredients and how to use dairy products within recipes. A wide range of combining techniques.

How to have a healthy lifestyle. How to ensure good hygiene in a kitchen or home cooking environment. Understand how evaluation enables improvement.

Being able to work in pairs and groups. Being able to discuss and analyse problems. Being confident in using a range of equipment accurately and safely. Being able to use your own initiative. Being able to be creative when designing and making products.

Resistant Materials

Design process Research Initial ideas, feedback and development. Marking out and cutting. Finishing and assembly. Product packaging and promotion.

Understanding the importance of health and safety whilst working with a variety of materials. Understanding and working with properties of materials.

Being able to work in pairs and groups. Being able to discuss and analyse problems. Being confident in using a range of equipment accurately and safely. Being able to use your initiative. Being able to be creative when designing and making products.

Year 7 Design and Technology How you will be assessed Student work will be marked regularly by class teachers to assess progress. Students will also sit three assessments, at the end of half term 2, 4 and 6. How parents/carers can help 1. Talk to your child about what they are learning in lessons, perhaps getting them to teach you what they

have been learning. 2. Check your child’s planner regularly for home learning and where possible, read through your child’s

work to check that it is accurate and complete. 3. Encourage your child to use the internet if he or she has access to this to do research homework. 4. It would be useful if your child had a small set of colouring pencils at home to use when completing

their design work. 5. You may like to visit the Design Museum, Victoria and Albert or Science Museum to look at examples of

Design and Technology artefacts. 6. Encourage your child to take part in DT, which will enhance their skills, knowledge and understanding 7. Encourage your child to cook and make things using a range of materials at home

Useful websites and details of course books www.videojug.com www.licencetocook.com www.designandtech.com www.techitout.com Who to contact and how if you have a query regarding your child’s Design and Technology work

NAME POSITION EMAIL ADDRESS TELEPHONE Angela Adetoro Team Leader for Work

Related Learning [email protected] 020 7091 9500

Year 7 English Why this subject is important English is vital for communicating with others in school and in the wider world and is fundamental to learning in all curriculum subjects. In studying English students develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Students learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.

Literature in English is rich and influential. It reflects the experiences of people from many countries and times and contributes to our sense of cultural identity. Students learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the pleasure and world of knowledge that reading offers.

Looking at the patterns, structures, origins and conventions of English helps students understand how language works. Using this understanding, students can choose and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers.


Unit name Knowledge



19th century novel: ‘Oliver Twist’ by Charles Dickens

Life in Victorian London Victorian crime The plight of the poor Childhood during the Victorian era

How plots are constructed and how characters are developed Composing a topic sentence; the subject; subject/verb agreement; the past simple tense

Using discussion to explore ideas and social issues Empathy with others Careful consideration of concepts such as wealth, poverty, the death penalty and aspects of class conflict

‘A Midsummer Night’s Dream’ by William Shakespeare

Life in Elizabethan England Life in ancient Athens Shakespeare’s life and times Elizabethan family relationships

Analysis of Shakespearean language Using evidence; pronoun ambiguity; prepositional phrases; run-on sentences; punctuating speech

Expressing thoughts and feelings regarding the actions of others Thinking empathically and listening carefully to others

Poetry anthology

Exploration of British poets who have shaped the genre

Revising poetic techniques Understanding different forms of poetry Analysing and evaluating poetic language Writing about unseen texts; temporal clauses; paragraphing; avoiding fragments; extended narrative writing

Using discussion to explore social issues Listening to others during discussions and exploratory work

Year 7 English How you will be assessed Student work will be marked regularly by class teachers to assess progress. Students will also sit three assessments, at the end of half term 2, 4 and 6. How parents/carers can help

Check that your child is completing their English home learning. They are set a task every week and

details of it will be in their planner and online on Show My Homework. To develop your child’s literacy skills, it is useful for them to read for at least half an hour to an hour a

day [more if possible]. The best books to choose are fiction [stories] as they have a greater variety of vocabulary and writing styles. Fiction books are also easier to obtain at the right level for your child. If you require any help with this, ask your child’s English teacher, the school librarian or staff at your local public library.

Accelerated reader counts as 50% of their HL. Students are required to read every day and take a quiz when they finish their book. There are 2 deadlines per half term, 50% and 100% of target.

Useful websites and details of course-books IXL English Sparknotes BBC ‘Bitesize’ [KS3 section] www.arbookfind.co.uk Who to contact and how if you have a query regarding your child’s English lessons

NAME POSITION EMAIL ADDRESS TELEPHONE Camilla Bell Team Leader for

English [email protected] 020 7091 9500

Year 7 Geography Why this subject is important Geography is a subject that allows students to understand the world and stimulates an interest in places. It will inspire students to become global citizens by exploring their place in the world, their values and responsibilities to other people and to the environment. Students will be able to debate current issues such as climate change, globalisation, economic progress, urban regeneration and the management of world resources. The focus is on the understanding of physical processes and factors that produce diverse and dynamic landscapes that change over time. This includes the interdependence of physical environments and the interaction between people and the environment as well as an understanding of the need for sustainable management of both physical and human environments. While studying Geography students will have the opportunity to learn new skills such as: ● communication skills ● graphical and cartographical skills ● technological skills, including ICT and GIS ● interpersonal skills through debate and discussion ● literacy and numeracy ● problem solving skills In lessons students have the opportunity to study both human and physical Geography. Students will undertake a variety of learning activities, including fieldwork in the River Wandle. Students are taught for 2 periods across the two-week timetable. What you will learn this year

Unit name Knowledge


Geographical Bedrock

● Amazing places around the UK.

● Map skills ● Communicating ideas ● Decision making skills

● Appreciation for the wider world.

● Independent learners People of the

UK ● Population growth ● Reasons for migration

to the UK ● Ageing populations

● Interpretation of graphs ● Explaining causes and

effects. ● Making geographical links.

● Appreciation for the wider world.

● Independent learners

Rivers

● River processes ● River landforms ● Causes and effects of

flooding

● Explaining causes and effects.

● Making geographical links.

● Team working ● Time management ● Independent learners

Coasts ● Coastal processes ● Coastal landforms ● Coastal management

● Explaining costs and benefits.

● Making geographical links.

● Team working ● Time management ● Independent learners

River Fieldwork

● How river features change downstream

● Graph and Numerical Skills ● Fieldwork skills ● Describing and explaining.

● Team working ● Time management

How you will be assessed Student work will be marked regularly by class teachers to assess progress. Students will also sit three assessments, at the end of half term 2, 4 and 6.

Year 7 Geography How parents/carers can help ● Watch the daily news together and discuss local, national and global issues, perhaps finding where the

events take place on an atlas or globe ● Read a range of newspapers together and visit your local library ● Talk to your child about what they are learning in lessons, perhaps getting them to teach you what they

have been learning. ● Check your child’s planner regularly for homework and where possible, read through your child’s work to

check that it is accurate and complete. ● You may like to visit the Natural History Museum to look at the exhibitions relating to your child’s topic. Educational Visits The River Wandle Useful websites http://news.bbc.co.uk/cbbcnews/default.stm http://web-jpn.org/kidsweb/index.html http://www.saveenergy.co.uk http://www.wastewatch.org.uk http://www.lifebytes.gov.uk/index_flash.html Who to contact and how if you have a query regarding your child’s Geography

NAME POSITION EMAIL ADDRESS TELEPHONE Hugo Trace Team Leader for

Humanities [email protected] 020 7091 9500

Alice Noble Subject leader for

Geography [email protected] 020 7091 9500

Year 7 History Why this subject is important A high-quality History education will help students gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire students’ curiosity to know more about the past. Teaching should equip students to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. History helps students to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. We aim for our students to: know and understand the history of these islands as a coherent, chronological narrative, from the

earliest times to the present day; how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

know and understand significant aspects of the history of the wider world; the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed

gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history and between short- and long-term timescales.


Unit name Knowledge Skills and understanding

The Norman Invasion

Students will analyse a range of historical sources and interpretations to evaluate key aspects of WW1. This will include the causes, the key events and the consequences.

Slavery Students will analyse a range of historical sources and interpretations to evaluate key aspects of the slave trade. This will include the causes, the key events, resistance and the consequences.

Civil Rights Students will analyse a range of historical sources and interpretations to evaluate key aspects of Civil Rights in the USA and UK. This will include key individuals like the Black Panthers.

Positive History

Students will analyse a range of historical sources and interpretations to evaluate historical events that have been positive. This will include the creation of the internet, the impact of the Windrush generation and the role of Jesse Owens.

The Tudors Students will analyse a range of historical sources and interpretations to evaluate key aspects of the Tudors. This will include a study of each of the monarchs.

Revision Students will learn and practise revision activities that will aid them with their exams. For

example, recall activities using revision guides.

Year 7 History How you will be assessed During each project, you will be given an extended writing task in every lesson based on what you have learnt. You will be given a mark scheme by your teacher before you start planning your work. This will explain what you need to do. In addition, you will be assessed every term. How parents/carers can help Have a look at your child’s Humanities book/portfolio and ask them to tell you about the project s/he is

working on now. Watch the daily news together and discuss local, national and global issues, perhaps finding where the

events take place on an atlas or globe Read a range of newspapers together and visit your local library Useful websites www.bbc.co.uk/history http://spartacus-educational.com/ http://www.bl.uk/ Who to contact and how if you have a query regarding your child’s work

NAME POSITION EMAIL ADDRESS TELEPHONE Mr Hugo Trace Team Leader for

Humanities [email protected] 020 7091 9500

Year 7 Mathematics Why this subject is important A good level of numeracy is required for all jobs. A good qualification in Maths shows you are able to analyse and solve problems. A good qualification in Maths will often mean a higher salary when you start work.


Unit name Knowledge Skills and understanding Attitudes and

attributes Throughout Year 7

Develop fluency

Reason mathematically

Solve problems

Consolidate mathematical capability from KS2 and extend understanding of the number system and place value to include decimals, fractions, powers and roots

Make connections between number relationships, and their algebraic representations ; Make and test conjectures about patterns and relationships; look for proofs or counter-examples

Select and use appropriate calculation strategies to solve increasingly complex problems

Develop mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems

Begin to model situations mathematically and express the results using a range of formal mathematical representations

Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.

To be able to listen to the teacher and follow instructions.

To be able to listen to other students’ ideas. To have the confidence to ask and answer questions.

To have the confidence to discuss my own and others’ misconceptions.

To be able to work independently, in pairs and in a small group.

To persevere even if the work is difficult.

Year 7 Mathematics Autumn Term

Unit name Knowledge Skills and understanding Attitudes and attributes

Reasoning with Numbers

Commutative and Associative Laws Of Addition and Multiplication Distributive Law in the four operations Negative numbers

Recognise and use relationships between operations including inverse operations Order positive and negative integers and decimals; use the symbols =, ≠, <, >, ≤, ≥ Use addition and subtraction with Negative Numbers


To be able to listen to other students’ ideas. To have the confidence to ask and answer questions. To have the confidence to discuss my own and others’ misconceptions.



Algebraic Thinking

Sequences Algebraic expressions

Substitution

Equations

Use and interpret algebraic notation, including: ab in place of a × b 3y in place of y + y + y and 3 × y a2 in place of a × a, a3 in place of a × a × a; a2 b in place of a × a × b in place of a ÷ b coefficients written as fractions rather than as decimals substitute numerical values into formulae and expressions, including scientific formulae understand and use the concepts and vocabulary of expressions, equations, inequalities, terms and factors simplify and manipulate algebraic expressions to maintain equivalence by: collecting like terms multiplying a single term over a bracket model situations or procedures by translating them into algebraic expressions or formulae and by using graphs use algebraic methods to solve linear equations in one variable work with coordinates in all four quadrants recognise, sketch and produce graphs of linear and quadratic sequences with appropriate scaling on the Cartesian plane generate terms of a sequence from either a term-to-term or a position-to-term rule recognise arithmetic sequences and find the nth term

Year 7 Mathematics Spring Term


Place Value and

proportion

Integer and decimal place value

Understand and use place value for decimals, measures and integers of any size Order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, , ≤, ≥






Applications Of Numbers

Addition and Subtraction Perimeter Multiplication and Division Area of rectangles and compound shapes

Area of triangles, parallelograms and trapezia

Measures Word problems

Use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals Interpret and compare numbers in standard form a x 10n 1≤a Use the four operations, including formal written methods, applied to integers and decimals all both positive and negative; Recognise and use relationships between operations including inverse operations

Use standard units of mass, length, time, money and other measures, including with decimal quantities. Derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia

Calculate and solve problems involving areas and composite shapes

Year 7 Mathematics

Fraction, Decimal and Percentage equivalence

Fractions of a shape

Equivalence and simplifying

Add and subtract fractions

Fractions of an amount

Bar modelling

Express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1

Order fractions; use the symbols =, ≠, <, >, ≤, ≥

Use the four operations, including formal written methods, applied to proper and improper fractions, and mixed numbers

Work interchangeably with terminating decimals and their corresponding fractions

Define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express one quantity as a percentage of another, compare two quantities using percentages, and work with percentages greater than 100%

Interpret fractions and percentages as operators

Year 7 Mathematics Summer Term


Reasoning with Number

Number Sense Prime Numbers and Proof

Use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation property Use the four operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative Use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals Recognise and use relationships between operations including inverse operations






Proportional Reasoning

Ratio and Scale

Multiplicative change

Use scale factors, scale diagrams and maps Express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1 Use ratio notation, including reduction to simplest form Divide a given quantity into two parts in a given part:part or part:whole ratio; express the division of a quantity into two parts as a ratio Understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction Relate the language of ratios and the associated calculations to the arithmetic of fractions and to linear functions

Year 7 Mathematics

Lines and Angles

Angle properties Angle facts

Angle properties of triangles

Parallel lines

Draw and measure line segments and angles in geometric figures, Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles Derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies Derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons Understand and use the relationship between parallel lines and alternate and corresponding angles

Sets and Probability Set Notation

Enumerate sets and unions/intersections of sets systematically, using Venn diagrams

How you will be assessed You will be tested at the end of each term. Home learning Online homework will be set each week using the Hegarty Maths website – www.hegartymaths.com Each student should log-in with their First Name, Surname and Date of Birth to access their homework tasks. Students set their own password – a password reset request can be sent to their teacher. How parents/carers can help Parents/carers can ask their child what has been learned in maths lessons. They can make sure that home learning has been completed. Where students do not understand work, parents/carers may offer assistance, or contact the child’s teacher and ask that extra support be given. Useful websites and details of coursebooks www.hegartymaths.com (students log-in / password) Who to contact and how if you have a query regarding your child’s Maths. NAME POSITION EMAIL ADDRESS TELEPHONE Kakia Sfongali Team Leader Maths [email protected] 020 7091 9500

Year 7 Music Why this subject is important Music is a unique form of communication that can change the way you feel, think and act. It forms part

of your identity and can help develop your competence as a learner. Music increases your self-esteem and creates a sense of achievement and self-worth Music learning develops your critical skills, your ability to listen, to appreciate a wide variety of music

and to make judgments about musical quality. Music increases self-discipline and creativity. Music helps you understand yourself, relate to others and develop a deeper cultural understanding of

home, school and the wider world. Music education helps to develop a sense of group identity and togetherness and develops group work

skills. What you will learn this year Year 7 students will be introduced to the skills needed for the new GCSE syllabus through these key topics:

Unit name Knowledge



The Dimensions of Music

Students will be able to identify and describe a range of musical features.

Students will be able to explain the impact of musical features on the listener. Students will be able to compose their own music that matches their intentions.

Being able to perform as a class, in pairs and individually.

The Blues Students will be able to define analyse and apply the key features of blues music.

Students will learn about the history and significance of blues music. Students will be able to perform blues music as part of an ensemble

Being able to perform a simple piece as part of an ensemble. Being able to listen, appraise and discuss a wide range of music. Being able to work in small groups. Being confident to perform in front of an audience.

African Drumming

Students will be able to perform a piece of African drumming confidently. Students will study the history and significance of African drumming.

Students will be able to identify and describe the key features of African drumming.

Ability to compose short pieces of music using rhythm, melody and dynamics. Being confident to perform in front of an audience.

Year 7 Music How you will be assessed At the end of each unit, you will be assessed on your performance and/or composition, individually, in pairs, small groups or larger ensemble. At the end of the whole project in May, you will sit a written test based on what you have learned in all three units. You will receive revision materials in preparation of the test. How parents/carers can help 1. Talk to your child about what they are learning in lessons. 2. Test your child’s spelling on musical key words (these can be found in their planner). 3. Encourage your child to listen to music as much as possible at home. 4. If your child is learning a musical instrument inside or outside school, encourage them to attend

regularly and practise frequently in their spare time. Useful websites www.youtube.com http://www.teachingideas.co.uk/music/namethatnote.htm www.musictheory.net http://www.musicteachers.co.uk/namethatnote/ Who to contact and how if you have a query regarding your child’s Music

NAME POSITION EMAIL ADDRESS TELEPHONE Declan McWilliams Subject Leader:

Music [email protected] 020 7091 9500

Fiona Williams Team Leader for Creative Arts


Year 7 Sports Science Why this subject is important To be able to use a range of tactics and strategies to overcome opponents in direct competition

through team and individual games To develop your technique and improve performance in other competitive sports To perform dances using advanced dance techniques within a range of dance styles and forms To analyse your performances compared to previous ones and demonstrate improvement to achieve

your personal best To take part in competitive sports and activities outside school through community links or sports

clubs.


Unit name Knowledge



Invasion Games Basketball, football, rugby, netball

The basic principles of attacking and defending play The roles of different individuals within a game How the body changes during exercise Basic rules of the game

To understand basic skills and techniques of the game and perform them with control and some accuracy. Understand the differences between players, officials and captains as well as different tactical positions. How we warm up and prepare our body for exercise Court/pitch markings, contact/non-contact rules

To be able to work independently within pairs and small groups To be able to communicate within the team and make positive contributions towards team tactics in a game A positive attitude to physical activity To respond in a positive manner towards game officials To be able to take on the role of official and captain and demonstrate leadership with fairness and maturity

Athletic activities

Learn the difference between sprinting and long-distance running The various throwing actions Power= Speed x Strength What is stamina Jumping techniques

Understand basic of controlling pace Understand the differences between a push, pull and a sling technique How power and stamina are used in events to be a successful performer

Recording scores and evaluation of performances To be able to take on the role of official and captain and demonstrate leadership with fairness and maturity

Year 7 Sports Science

Gymnastic and Dance Activities, including trampolining and Parkour

To perform basic skills with control and some precision Understanding of what makes a skill or technique good or poor To understand good body tension

To link skills together into sequences Basic evaluation and analysis of own and others’ performance

To understand the role of an audience Ability to respond in a mature manner to other people’s comments Ability to make constructive comments about own and others’ abilities and achievements

Health and Fitness

Is my individual personal CV fitness good or bad? What is a healthy amount of exercise? What does it mean to be fit? Healthy living and how diet affects this To understand the importance of fitness testing

Fitness requirements for everyday general health and prolonged life How much we need to exercise in a week and what kind of exercise suits us best What is considered a healthy diet and what affect will this have on our body. What is a poor diet What are the 7 essential components of a healthy diet? To be able to interpret fitness test results

How to create a healthy lifestyle for yourself To be able to take ownership of your diet, CV fitness and improve targeted components of fitness. Reflect on the amount of exercise undertaken and act upon it.

Striking and Fielding. Cricket, rounders, softball

To know how to strike the ball effectively in a variety of games. To know different methods of striking the ball To know the basic rules that underpin each sport To know how to throw and catch and to stop the ball effectively

To understand when to use each striking technique To understand why the key elements allow you to strike the ball in an effective way To understand why you need to be able to strike the ball into certain areas of the field

To focus on areas of improvement determined from your progress reviews. To be able to select and apply certain skills and tactics To be able to spot opportunities to outwit your opponents

Year 7 Sports Science

Net Games Badminton, table tennis, volleyball

To know the basic rues associated with each type of net game To acquire skills relevant to each game To know how to perform successful backhands and forehands and serves to maintain a non-competitive rally To know when to use certain types of shots

To understand how to score each type of net game effectively To understand why the correct technique allows you to perform successful shots To understand basic match play to outwit your opponent

To be able to adapt your technique by imitating the perfect model To be able to watch a variety of net games in your own time to pick up on rules and techniques To be able to vary the direction of your shots to outwit your opponents

How you will be assessed At the end of each unit students are assessed in a practical environment. For all games students will be assessed on the performance of individual skills and their performance within a game situation. This will include assessment of the knowledge of rules, roles and responsibilities. For gymnastic activities students will be assessed on individual and combined skills and their ability to develop and perform sequences. They will also be tested on various components of fitness including stamina and strength and on how well you remember, understand, apply, analyse, evaluate and create in Sport Science. How parents/carers can help Ensure your child brings PE kit (including a mouth guard) to their PE lesson Encourage your child to attend extra curricular PE clubs after school and at lunch times Encourage your child to take up at least one physical activity outside of school in the evenings or at

weekends Encourage children to research rules of the sports/activities they are studying Ensure your child brings a note if they cannot participate for any reason

Useful websites www.bbc.co.uk/sportacademy www.brianmac.com Who to contact and how if you have a query regarding your child’s PE

NAME POSITION EMAIL ADDRESS TELEPHONE Gareth Jardine Subject Leader: PE [email protected] 020 7091 9554 Fiona Williams Team Leader for

Creative Arts [email protected] 020 7091 9554

Year 7 Religious Studies

Why this subject is important We aim to foster in our students a passion to learn about the culture, environment and heritage of social groups on a variety of scales that relate to them and the wider world. We hope to develop an awareness of the issues that affect different communities and peoples and a respect for difference and diversity, helping students to become active citizens and take a positive role in wider society. We are committed to developing students’ skills in critical thinking, research, decision making, literacy and communication, enabling them to become life-long learners. In these RS lessons, students will also undertake a variety of learning activities, such as ICT and book research, political campaigns and group discussion. Prominent guest speakers on the topics below will also attend school to facilitate discussion and learning. What you will learn this year in Religious Studies: World Religions

Unit name Knowledge



1) Personal identity

2) Buddhism 3) Hinduism 4) Judaism 5) Islam

In the personal identity unit, students will learn about their new school community and the people behind the name of their tutor

In each unit, students will learn about the ‘Beliefs’, ‘Practices’ and the ‘Religious sites’ of each religion studied in Year 7

To show knowledge and understanding in relation to the importance of the named tutor group person(s)

To understand the core beliefs that are central to each religion

To understand how people practise their religion and to understand the differences within the faith

To evaluate the relationships between Western and Eastern religions

To reflect on what aspects makes a strong community

To respect and empathise with others

To be confident enough to express my viewpoint

How you will be assessed During each project you will be given an extended written task in every lesson based on what you have learnt. You will be given a mark scheme by your teacher before you start planning your work. This will explain what you need to do. In addition, you will be assessed on every term. In class you will be assessed on substantive and disciplinary knowledge via recall activities. How parents/carers can help Help your child with revision Watch the daily news together and discuss local, national and global issues, perhaps finding where the

events take place Read a range of newspapers together and visit your local library Useful websites BBC Bitesize

Year 7 Religious Studies Who to contact and how if you have a query regarding your child’s work

NAME POSITION EMAIL ADDRESS TELEPHONE Hugo Trace Team Leader for

Humanities [email protected]

020 7091 9500

Year 7 Science

Why this subject is important The study of science fires students’ curiosity about the world and helps them to find explanations. It links practical experience with scientific ideas. Students learn that science enhances knowledge and that understanding in science is rooted in evidence. Students discover how science and technology affects industry, business and medicine and how science improves the quality of life. Students appreciate science worldwide and discover how it relates to their own culture. Students also gain confidence to question and discuss issues that may affect their own lives, their immediate community and the world. What you will learn this year

Unit name Knowledge


Particle Theory Solid, Liquid and Gas Particles Study of scientific ideas of the particles in solid, liquid or gases Changes of state Properties of solids liquids and gases Solutions Dissolving Separating mixtures by filtering, distillation, chromatography Analysing results and drawing conclusions from mini-crime scene

Investigate the properties of solids, liquids and gases. Investigate expansion in solids, liquids and gases Observe diffusion of bromine Carry out a simple experiment to show diffusion. Carry out a small-scale distillation of salt water. Plan and carry out their own experiment to extract pure salt from rock salt. Separating dissolved substances Use chromatography to separate dyes in felt-tip pens. Use evidence to work out who committed the crime.

Application of number Communication ICT Improving own learning Working with others Problem solving

Year 7 Science

Forces

Forces and their effects Weight and mass Gravity Friction Forces and Speed Balanced and unbalanced forces Testing scientific ideas

To understand the difference between weight and mass. To compare surfaces with respect to friction To understand how forces affect objects differently To know how to calculate speed To use ideas about particles to explain what drag is Explain the relationship between force, area and pressure Explain the relationship between balanced forces and movement


Cells & Transport

Cells Organs, cells and tissues of plants and animals Cells and growth Using a microscope to see cells Flower cells Transport Diffusion Investigating diffusion Osmosis Investigating osmosis Osmosis in cells

Investigate magnification Prepare and observe slides of onion cells and use microscopes to observe cells. Look at pre-prepared animal cell slides using a microscope. Practise calculating scale factors. Understanding what diffusion and osmosis are Investigating diffusion and osmosis Investigating factors that affect the rate of diffusion and osmosis


Year 7 Science

Organ Systems & Respiration

Organ Systems Respiratory system Circulatory system Musculoskeletal system Nervous system Digestive system Respiration Respiration Respiration & exercise Respiration in plants Respiration in unicellular organisms

Knowing the organs and their functions Understanding how problems can occur with each of the organ systems Knowing what happens during respiration Knowing the effect of exercise on respiration Understanding the role respiration plays in an ecosystem.


Space

Space The order and descriptions of planets in our solar system Days, nights and seasons Composition of the atmosphere Human impact on the environment

Investigate the link between planet orbit and length of year Explore in detail the difference between the planets Explain how days, years and seasons are caused Describe the composition of the atmosphere Explain how humans are impacting the atmosphere Explain how to reduce the human impact on the atmosphere


How you will be assessed There are formal assessments for each unit every term plus one end of year examination. Projects and how they contribute to this year’s curriculum. ● Students will be eligible to participate in the weekly STEM club ● Students will be eligible to participate in the Living Eggs project during the spring term. How parents/carers can help ● Check your child’s planner or Show My Homework regularly for homework

https://www.showmyhomework.co.uk ● All home learning is completed online on Seneca ● Communicate any concerns you have through your child’s planner ● Encourage them to use their revision guides to support their learning Useful websites and details of course books http://www.bbc.co.uk/education/subjects/zng4d2p www.skool.co.uk www.cgpbooks.co.uk/interactive_ks3_science Who to contact and how if you have a query regarding your child’s Science

NAME POSITION EMAIL ADDRESS TELEPHONE

Daiane Prochnow -Basco

Science Subject leader [email protected]

020 7091 9500

Shalika Lewis Team Leader for Science [email protected] 020 7091 9500

Year 7 Spanish Why this subject is important

It helps you to build on your literacy skills in English and improve your ability to communicate your thoughts and ideas

It stimulates your curiosity and develops enquiring minds as you reflect on your own culture and compare it with that of other countries.

It helps you to foster respect for others and have an appreciation of different cultures It helps you to express your opinions, listen to others and take account of different views It helps you prepare to become responsible, tolerant citizens in a multilingual world.


Unit name

Knowledge



Self Autumn 1

Saying your name and greeting someone Saying what you have or haven’t done. Naming classroom items Saying the alphabet and spelling words out. Numbers and talking about ages Talking about dates and birthday Talking about colours Using Spanish in the classroom

Memorise words and phrases Respond to classroom events Use knowledge of English Use Spanish for real purposes Initiate, develop simple conversations Ask and answer questions

Being able to work in pairs and groups Being confident to speak in Spanish in front of others Being confident to try new things and to take risks. Being able to take the initiative in discussion and conversations.

School Autumn 2

Talking about school subjects and opinions Talking about your timetable and teachers Talking about your day at school and what you do in class Saying what you wear at school Talking about what you eat at break

Use dictionary Skim and scan texts

Being able to work in pairs and groups Being confident to speak in Spanish in front of others Being confident to try new things and to take risks. Being able to take the initiative in discussion and conversations. Being creative with the language

Year 7 Spanish Family and friends Spring 1

Talking about where you live and nationality Talking about brothers and sisters Talking about pets Talking about what you look like Talking about what you are like

Memorise words and phrases Ask and answer questions about others List for gist and details


At home Spring 2

Knowing the different countries in Europe Describing your house and the rooms Describing your bedroom in details Talking about what you do at home

Pronunciation and intonation Respond to different type of spoken and written Spanish Communicate in pairs Express feeling and opinions Knowledge of Spanish speaking communities Compare home Spanish speaking culture


Freetime Summer 1

Talking about sports and opinions Talking about sports you do in your free time Talking about other free time activities Talking about what you do at the weekend Talking about the weather

Express feelings and opinions Initiate and develop conversation Produce and respond to different types of texts Vary language


Year 7 Spanish City Summer 2

Talking about different kinds of cities Being able to say what there is in your town

Talking about the weather Expressing plans for the Weekend Apply grammar and vary

Spanish for context/audience

Use Spanish for real purposes Express feeling and opinions Listen for gist and details Communicate in pairs Summarise main points of

text Ask and answer questions


How you will be assessed At the end of each unit there will be a listening, reading, speaking and writing test based on what you have learnt in that unit. You will be told in advance so that you are able to revise sufficiently for this. For your EOY exam you will sit a condensed version of a Foundation GCSE paper. How parents/carers can help

1. Talk to your child about what they are learning in lessons, perhaps getting them to teach you what they have been learning.

2. Check your child’s planner regularly for homework and where possible, read through your child’s work to check that it is correct and complete.

3. Encourage your child to use his/her Spanish dictionary when completing homework so that he/she extends his/her vocabulary.

4. If a learning homework has been set, we expect students to know what the new vocabulary means, how it is pronounced and how it is spelt. Even if parents/carers do not speak Spanish they can still help their child by testing him/her on any of these aspects and praising their child when he/she gets it right.

5. Create flashcards and revise for vocabulary tests in class. Useful websites and details of coursebooks www.linguascope.com (Passwords: lbts / lilian) www.zut.org.uk (Passwords: 2757 / baylis) Vocabexpress Coursebook: Mira 1 published by Heinemann Who to contact and how if you have a query regarding your child’s Spanish

NAME POSITION EMAIL ADDRESS TELEPHONE Emilie Marin Subject Leader for

Languages [email protected] 020 7091 9500

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