almuñécar international school 7 long term plan term 1 term 2 term 3 1a horror & suspense...

Almuñécar International School Year7 Curriculum 2014-2015

Stage: 7 LONG TERM PLAN

Term 1 Term 2 Term 3

1A HORROR & SUSPENSE 04/09/14- 30/09/14

2A NON FICTION TYPES 07/01/15- 31/01/14

3A EXPLORING PRE- 20th CENTURY

FICTION 06/04/14- 30/04/14

1B POETRY- NARRATIVE & NON- NARRATIVE 01/10/14- 31/10/14

2B AN INTRODUCTION TO JOURNALISTIC WRITING 02/02/14- 27/02/14

3B EXPLORING PRE 20th CENTURY

DRAMA 04/05/14- 29/05/14

1C GETTING TO GRIPS WITH GENRE 01/11/14- 01/12/14

2C COMTEMPORARY FICTION: EXPRESSING THE SELF 02/03/14- 27/03/14

3C EXPLORING PRE- 20th CENTURY

POETRY 01/06/14- 22/06/14

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15

Subject: Science Year group:7 Teacher: A. Ellis

No. of lessons per week: 2 Date: September 2014 – June 2015

Time scale (approximate) Topics Curriculum concepts/ skills and competencies

Learning styles Assessment Criteria; tests/ projects etc.

Autumn term Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

September Plants and humans as organisms Unit 1

Identifying organs and organ systems in plants and humans. Understanding how bone structure determines strength. The structure of a synovial joint.

Examine plant and model torso V Examine bones and joints. V Test hollow and solid glass rods K Read and answer questions in textbook R/W

Weekly homeworks on each topic Observation of practical skills Contribution to class and group activities

September / October Cells and organisms Unit 2 Characteristics of living things. Types of microbes and their effects. Microbes in decay, food production and in disease. The structure of plant and animal cells. How to use a microscope.

Discuss how to recognize if an object is alive. A Read and answer questions in textbook R/W Growing microbes on agar plates V Researching the work of Louis Pasteur. R/W Making slides of cells and viewing them under the microscope. K, V

Weekly homeworks on each topic Observation of practical skills Contribution to class and group activities 20 MC test

November / December States of Matter Unit 5 Properties of solids, liquids and gases. Particle theory to explain properties.

Read and answer questions in textbook R/W Identify state of matter in a

Weekly homeworks on each topic Observation of practical

Changing state. Using data to make conclusions.

display of objects V Describe how to recognize a solid , liquid and a gas A Use of a number of models to explain states of matter V, K

skills Contribution to class and group activities 20 MC test

Spring term January

Material properties Unit 6 Properties of metals and nonmetals and their uses. The Periodic Table. Relating the properties of everyday materials to their uses.

Read and answer questions in textbook R/W Identifying useful properties in a range of objects. V Testing for electrical conductivity using a simple circuit.


February/ March Material changes Unit 7 Common acids and alkalis and their safe handling. Neutralisation of an acid with an akali

Read and answer questions in textbook R/W Testing common materials to find their pH. K Making an indicator using red cabbage. K Comparing the effectiveness of antacid stomach remedies, and discussing results K,A


April Forces and motion Unit 9 Types of forces and their effects. Representing forces. Gravity, mass and weight. Good and bad effects of friction. Air resistance.

Read and answer questions in textbook R/W Measuring forces. K Investigating friction K Writing about a world without friction W Designing a seed or helicopter K Discuss after tests, the factors affecting the speed at which objects fall. A

Weekly homeworks on each topic Observation of practical skills Contribution to class and group activities Each unit to be followed by a 20 MC test

May How Science Works Investigation into solubility

Carry out investigation K Analyse data, and complete assessment papers W

Investigative skills assessment

June Revision End of year examination

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: Science Year group: 7 Teacher: Nick Lavin




Termly Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

September Laboratory safety rules Develop understanding of how to behave sensibly during practical sessions. Understanding of a safe laboratory environment. Use signed class agreements related to safe practice.

Visual: Working from a

visual OHP Auditory: Verbal feedback

related to topic Read/Write: Produce a risk

assessment Kinaesthetic: Practice safely

in the laboratory environment.

Assessed on the science safety certificate.

Late September till November

Energy Transformations Build on previous knowledge of energy as something that makes things happen. Develop knowledge of different types of energy. Energy as something that cannot be created or destroyed. Energy transfers

Visual: Interactive media,

practicals Auditory: Verbal feedback

and listening to demos and media Read/Write: Produce assessed project and topic work Kinaesthetic: Practical tasks

and assessment.

Observation of written and practical tasks. Contribution to group activities. Assessment of investigative skills. End of unit test.

December till February Putting things into groups Classify animals and plants into major groups, using

Visual: Interactive media,

practicals Auditory: Verbal feedback

Observation of written and practical tasks. Contribution

some locally occurring examples. Understand what is meant by species. Investigate variation within a species. Link groups to habitat adaptations.

and listening to demos and media Read/Write: Produce

assessed project and topic work Kinaesthetic: Practical tasks and assessment.

to group activities. Assessment of investigative skills. End of unit test.

February till April Rocks and Rock formation Identify how rocks are studied and the knowledge gained from studying rocks. Weathering different types. Erosion, Deposition. Types of rocks identification.

Visual: Interactive media, practicals Auditory: Verbal feedback and listening to demos and media Read/Write: Produce

assessed project and topic work Kinaesthetic: Practical tasks and assessment. Physical research.

Practice testing, Checkpoint testing. Observation of group work and feedback.

April till June Earth and Space Checkpoint exam revision

Space travel The solar system Sources of light and energy Variations between light and distance. Life production and the relationship between the sun and planets. Day and night. Revision methods and practices.

Visual: Interactive media, practicals Auditory: Verbal feedback and listening to demos and media Read/Write: Produce

assessed project and topic work Kinaesthetic: Practical tasks and assessment. Physical research.

Practical assessment Written assessment. Revision techniques shared and assessed.


Subject: ENGLISH IGCSE Year group:7 Teacher: JOSEPH WILLIAMS


Time scale

(approximate)

Topics Curriculum concepts/ skills and competencies


Approx. 2 or 3 chapters per month

Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

There is no coursework for English IGCSE.

September 1A Horror and suspense

(Sentence structure & punctuation skills; structural/ narrative/genre/ literary and grammatical features of horror and suspense texts.

Unit 1A begins with a focus on learners’ writing skills – punctuation, sentence structure, type and length. There is then an investigation of the genre, narrative, literary and linguistic features of horror and suspense texts. Learners will then write their own horror/suspense extract, using a ‘tool box’ of techniques. As is the cases with all Units, a range of activities have been put forward, offering teachers a choice from which to select.

Visual: Reading of texts/ PowerPoint activities. Graphs. Auditory: Listening to

the reading of texts by others. Read/ Write: Exercises from Cambridge Checkpoint and stages textbooks. Kinaesthetic: Building and presenting Power Points.

Sentence structure and punctuation; stylistic, linguistic and rhetorical features of the horror/suspense genre across both reading and writing; narrative structure of horror/suspense texts; precise vocabulary use; speaking and listening skills of discussion, reflection and evaluation; strategies for correct spelling.

Learners to write horror/suspense extract, using conventions and features)

October 1B Poetry – narrative and non-narrative

(Straightforward structural/

Unit 1B begins with a focus on the poem, ‘The Highwayman’,

Visual: Reading of

exemplar stories/

thematic/stylistic/ literary features of narrative poems; drama and role play; character diary entries; structural/literary features of non-narrative poems; written responses to poems)

and its thematic/narrative/ballad features – and this is then followed by an in-depth exploration of linguistic and rhetorical devices. The differences between narrative and non-narrative poems are managed through a comparative task.

PowerPoint activities that peer assess. Pictures. Auditory: Listening to the recordings of texts from the Cambridge Texbooks for Stage 7. Read/ Write: Worksheets and self assessment target setting. Kinaesthetic: Presenting ideas in discussions, challenging others with intellectual intentions.

Features of narrative and non-narrative poems; analysis/comment on poets’ manipulation of literary, rhetorical and grammatical features; reading skills of inference and deduction, textual evidence; issues of plot, character and theme; linguistic, stylistic features of diary/blog writing; note-taking; speaking and listening skills of discussion, collaboration, presentation; key sentence structure and punctuation skills

November 1C Getting to grips with genre (Genre features of science fiction, fantasy, contemporary folk and fairy tales; narrative features of short stories; personal reading preferences/habits; book reviews; individual presentations)

Unit 1C takes learners through an exploration of genre and the ways in which it impacts on what writers write about and how. The genres of science fiction, fantasy, folk/fairy tales are explored through reading, writing, speaking and listening. Learners’ reading preferences are explored and targets suggested.

Visual: Flash Cards/ quiz games- duolingo and lingua.ly Auditory: Listening to the questions of tasks and games online. Read/ Write: creative

writing tasks. Worksheets and self assessment target setting. Kinaesthetic: Presenting ideas in discussions, challenging others with intellectual intentions.

Mixed exercise with exam type questions.

Genre features (including literary and linguistic techniques) across both reading and writing; inference and deduction; key sentence and punctuation skills; note taking; the speaking and listening skills of discussion, collaboration, explanation, persuasion, description

December 2A Non-fiction types

(Sentence structure & punctuation skills; structural/presentational/ linguistic features and conventions of a

Students first explore the features of information/advice texts, then apply the knowledge

Visual: Newspaper articles, physical and online material.

Across reading and writing, the presentational, organisational, linguistic

range of non-fiction text types – to inform, explain, argue, persuade, comment; note taking; write own non –fiction text type using conventions)

and understanding to the writing of their own advice text for new students to the school. The features of effective description and comment are then covered through a speaking and listening activity. Students also investigate the features of argue and persuade texts, and then incorporate these in the writing of their own non- fiction text, using ICT.

Auditory: Listening to the readings of non fiction texts. Responding to set questions that aren’t written on the board or typed already for students. Read/ Write:

Discursive writing. Responding to tasks of auditory setting. Creative writing tasks. Kinaesthetic: Group work, designing class-room.

and literary features of the non-fiction texts/purposes – to inform, explain, describe, argue, persuade, and comment ; inference and deduction; writers’ techniques and their impact on meaning; key presentational features of speaking and listening; collaboration, discussion, participation skills; key writing and punctuation skills.

January 2B An introduction to journalistic writing (Issues of bias and viewpoint in journalistic writing/ news websites; oral and written work covering features of journalistic commentary and interviews)

Visual: Newspaper articles, physical and online material. Auditory: Listening to journalists. Responding to direct questioning of key journalistic features. Responding to set questions that aren’t written on the board or typed already for students. Read/ Write:

Informative writing. Responding to tasks of auditory setting. Creative writing tasks. Kinaesthetic: Group work, designing class-room.

Structural features and linguistic features of newspaper reports; paragraphing; topic sentences; cohesive devices; key sentence and punctuation skills including the noun phrase in apposition and direct speech; literary features e.g. simile, metaphor, pun, hyperbole, alliteration, and their effect on meaning; presentational features of reports and web sites in relation to audience and purpose; key skills of discussion, collaboration

Unit 2B begins with an investigation of the structural and linguistic features of newspaper reports, and corresponding rationale for these, with students then able to incorporate these in a newspaper report of their own. An exploration of bias and viewpoint follows, with students writing a report from two different points of view.

February

2C Contemporary non–fiction: expressing the self (Straightforward thematic/structural/ linguistic features of biography, autobiography, letters and diaries; written and oral work)

Unit 2C begins with an investigation of the features of blogs and diaries with these then used by students to write their own diary entry in a particular style. Biography and autobiography are explored through research, speaking and listening.

Visual: researching online blogs and diaries, creating own. Auditory: Listening to recordings and to members of the class. Responding to direct questioning.. Read/ Write: Personal writing. Creative writing tasks. Kinaesthetic: Group work, designing class-room.

Key sentence structure and punctuation skills, included fronted and embedded clauses: paragraphing; topic sentences; cohesive devices; organisational, linguistic, literary features of blogs/diaries; features of oral recount; collaboration and discussion.

March 3A Exploring pre-20th century fiction (Narrative structure/themes/literary/rhetorical and grammatical features; social, cultural and historical contexts.

Unit 3A begins with an investigation of the features of blogs and diaries with these then used by students to write their own diary entry in a particular style. Biography and autobiography are explored through research, speaking and listening.

Visual: Reading

original material/ novels/ worksheets etcetera. Auditory: Listening to

recordings and to members of the class. Responding to direct questioning. Read/ Write: ]Responsive writing tasks. Kinaesthetic:

Group work, designing class-room.

Mixed exercises (for each chapter) Written response to a text extract, focusing on essential reading skills) Feb/ March: Topic test on year topics so far

Key sentence structure and punctuation skills, included fronted and embedded clauses: paragraphing; topic sentences; cohesive devices; organisational, linguistic, literary features of blogs/ diaries; features of oral recount; collaboration and discussion.

April 3B Exploring pre-20th century drama (Dramatic structure/themes/literary, rhetorical and grammatical features; social, cultural and historical contexts; basic performance/conventions of gesture, movement, delivery, pace.

Unit 3B begins with a focus on the conventions of drama, and consideration of key aspects of performance. Exploration of a play by Bernard Shaw provides students with opportunities to further consider how character, plot and theme can be presented and developed. There is coverage of Elizabethan theatre and the work of Shakespeare.

Visual: Reading original material/ plays/ worksheets etcetera. Auditory: Listening to recordings and to members of the class. Responding to direct questioning. Read/ Write: Creative

writing skills. Kinaesthetic: Group presentations. Role Play.

Conventions of drama; note taking ; features of fluent and engaging oral delivery; collaboration and discussion; reading skills – retrieval/location, inference, use of appropriate evidence, understanding character, theme and viewpoint; key sentence and punctuation skills

Writing – short drama script/extract)

May 3C Exploring pre-20th century poetry (Themes/poetic and linguistic devices; social, cultural and historical contexts; comparison of contemporary and pre -20th century poems; written comparative response done in groups)

Unit 3C begins with a focus on what students know on some key terms/ conventions. From this, teachers are then able to build a unit of work around students’ needs.

Visual: Reading original material/ poetry/ worksheets etcetera. Auditory: Listening to recordings and to members of the class. Responding to direct questioning. Read/ Write: Creative writing skills- poetry literary techniques. Kinaesthetic: Group presentations. Role Play.

Poetic and linguistic devices; poetic form; themes, ideas, viewpoints; socio cultural context; reading skills – retrieval/ location, inference, use of appropriate evidence; key sentence and punctuation skills; collaboration, discussion and presentation

June Check point assessments June: Final GCSE Exams

Year 7 Yearly Scheme of work and Assessment (Secondary) 2014-15

Subject: Mathematics Year group:7 Teacher: Fiona Jacobs

Gavin Jones


Initial assessment + assessment checkpoint Y6 to group to use bk 2 or bk 3 or bk 2 + support . Mymaths – to be used for lessons and follow up h/w. NRICH – to be used for

investigations and assessments

Time scale

(approximate)

Topics Curriculum concepts/ skills and competencies Learning styles Assessment Criteria;

tests/ projects etc.

September Initial revision activities to

assess

Number 1 (2)

Geometry and measures 1

(3)

Use a variety of mental strategies

Understand place value to make sense of calculations,

including decimals

Multiply and divide by 1,10,100,1000

Compare and order decimals in a variety of contexts

Understand negative numbers and begin to calculate

using them.

Make and justify estimates

Use efficient written methods to calculate using

decimals to 2 places

Identify and represent information/unknown numbers in

problems and correctly use symbols, numbers, words

etc

Visual: sliding place value

charts

Computer game activities

NRICH for negative numbers

Auditory: Explanation of

operations and concepts

Read/Write: Exercises/ use of

mini w/b

Kinaesthetic: explanations eg

place value using pupils as

digits and decimal point

Visual: drawing and handling

of shapes

Auditory: Explanation of

operations and concepts

Read/Write: Exercises/ use of

mini w/b

Kinaesthetic: practical

measuring

Exercises in class and

homework

Worksheet

NRICH – negative numbers

Myimaths lesson on

negative numbers + h/w

Assessment

http://www.bgfl.org/bgfl/cust

om/resources_ftp/client_ftp/

teacher/maths/yr_7_maths

_framework/teaching_units/

median_worksheets/Media

n%20Place%20Value.doc

Where’s the point?

http://www.learn.co.uk/defa

ult.asp?WCI=Unit&WCU=4

336



805 neg numbers



764 (ge & M)

Choose and use units of measurement to measure,

estimate, calculate, solve problems

Know and Use the formula for the area of a rectangle

Calculate perimeter and area of shapes composed of

rectangles

Use 2-D representations to visualise 3-D shapes/

deduce their properties

Draw accurate mathematical drawings/graphs,

constructions

Calculate surface area of cubes/cuboids

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/teacher/maths/yr_7_maths_framework/teaching_units/median_worksheets/Median%20Place%20Value.doc






http://www.kangaroomaths.com/free_resources/ks3/resources/MAP/times_dec_areas.doc

http://www.learn.co.uk/default.asp?WCI=Unit&WCU=4336









October Algebra 1(1)

• Generate and describe simple integer

sequences.

• Generate terms of a simple sequence, given a

rule (e.g. finding a term from the previous term, finding

a term given its position in the sequence).

• Generate sequences from practical contexts

and describe the general term in simple cases.

• Express simple functions in words, then using

symbols; represent them in mappings.

• Use letter symbols to represent unknown

numbers or variables.

• Suggest extensions to problems by asking

‘What if…?’; begin to generalise and to understand the

significance of a counter-example.

Visual: practical sequences eg

matchsticks/ game simulations

NRICH

Auditory: Explanation on the

whiteboard

Read/Write: Exercises from

chapters 1 and 5.

Kinaesthetic: practical

sequences

Visual: use of graphs/ scales

and visual egs.

Auditory: listening to

explanation/ pair work

explaining to each other

Read/Write: exercises/ vocab

charts/

Kinaesthetic: moving

collecting data


homework

Worksheet

Assessment



688#Special Sequences



62





doc/sparks_worksheets/spa

rks%2023.pdf (averages)

http://www.bbc.co.uk/educa

tion/mathsfile/gameswheel.

html

Statistics 1 ( 5 ) find the mode, median and range, and the

modal class ;

-calculate the mean, including from a simple

frequency table.

• Interpret diagrams and graphs (including pie

charts), and draw conclusions based on the shape of

graphs and simple statistics for a single distribution.

• Use vocabulary and ideas of probability,

drawing on experience.

• Understand and use the probability scale from

0 to 1; find and justify probabilities based on equally

likely outcomes in simple contexts; identify all the

possible mutually exclusive outcomes of a single

event.

• Collect data from a simple experiment and

record in a frequency table; estimate probabilities

based on this data.

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/teacher/maths/yr_7_maths_framework/teaching_units/doc/sparks_worksheets/sparks%2023.pdf






http://www.bbc.co.uk/education/mathsfile/gameswheel.html



October/

November

Number 2 (4)

• Use fractions to describe parts of shapes and

to express a smaller whole number as a fraction of a

larger one; simplify by cancelling all common factors

and identify equivalent fractions; convert terminating

decimals to fractions.

• Begin to add and subtract simple fractions and

those with common denominators; calculate simple

fractions of quantities (whole-number answers);

multiply a fraction by an integer.

• Understand percentage as the ‘number of

parts per 100’; recognise the equivalence of FD & P;

calculate simple percentages.

• Consolidate and extend mental methods of

calculation to include decimals, fractions and

percentages, accompanied where appropriate by

suitable jottings; solve simple word problems mentally.

• Check a result by considering whether it is of

the right order of magnitude and by working the

problem backwards.

• Break a complex calculation into simpler steps,

choosing and using appropriate and efficient

operations & methods.

• Present and interpret solutions in the context

of the original problem; explain and justify methods

and conclusions, orally and in writing.

Write fractions as decimals.

Operate with fractions

Work out percentages, increase and decrease

Visual:

Auditory: mymaths lesson/

games


chapter 4.


homework

Worksheet

Assessment

Statistics 2 (8) • Given a problem that can be addressed by

statistical methods, suggest possible answers.

• Decide which data would be relevant to an

enquiry and possible sources.

• Plan how to collect and organise small sets of

data; design a data collection sheet or questionnaire to

use in a simple survey; construct frequency tables for

discrete data, grouped where appropriate in equal

class intervals.

• Collect small sets of data from surveys and

experiments, as planned.

• Construct, on paper and using ICT, graphs and

diagrams to represent data, including: -bar-line graphs;

frequency diagrams for grouped discrete data; use ICT

to generate pie charts.


charts), and draw simple conclusions based on the

shape of graphs.

• Solve word problems in a range of contexts:

handling data.

Visual: construction of

diagrams

Auditory: reading problems

aloud- selecting key words


chapter 8.

Kinaesthetic: role play

problems/ outdoor work


homework

Worksheet

Assessment

November/

December

Algebra 2 (6)


numbers or variables; know the meanings of the words

term, expression and equation.

• Understand that algebraic operations follow

the same conventions and order as arithmetic

operations.

• Simplify linear algebraic expressions by

collecting like terms; begin to multiply a single term

over a bracket (integer coefficients).

• Use simple formulae from mathematics and

other subjects, substitute positive integers into simple

linear expressions and formulae and, in simple cases,

Visual: algebraic art work

Auditory: formulae rap


chapter 6.

Kinaesthetic: perform rap


homework

Worksheet

Assessment



932 angles straight line




derive a formula.

• Identify the necessary information to solve a

problem; represent problems mathematically, making

correct use of symbols, words, diagrams and tables.

algebra

December Geometry and Measures 2

(7)

• Use correctly the vocabulary, notation and

labelling conventions for lines, angles and shapes.

• Identify parallel and perpendicular lines; know

the sum of angles at a point, on a straight line and in a

triangle and recognise vertically opposite angles.

• Begin to identify and use angle, side and

symmetry properties of triangles and quadrilaterals.

• Use conventions and notation for 2-D

coordinates in all four quadrants; find coordinates of

points determined by geometric information.

• Use angle measure; distinguish between and

estimate the size of acute, obtuse and reflex angles.

Visual: connecting vocab to

shapes and vocab eg pairs

games

Auditory: record on TTS

talking book explanations to go

with digital photos

Read/Write: Exercise from

chapter 7

Kinaesthetic:as auditory


homework

Worksheet

assessments

January/

February

Number and Measures 3

(9)

Geometry and Measures 3

(11)

• Multiply and divide three-digit by two-digit

whole numbers; extend to multiplying and dividing

decimals with one or two places by single-digit whole

numbers.



problem backwards.

• Use names and abbreviations of units of

measurement to measure, estimate, calculate and

solve problems in everyday contexts involving length,

area, mass, capacity and time; convert one metric unit

to another; read and interpret scales on a range of

measuring instruments.

• Break a complex calculation into simpler steps,


operations, methods and resources, including ICT.

Present and interpret solutions in the context of the

original problem; explain and justify methods.

Visual:

Auditory: outdoor

measurement

Kinaesthetic:


chapters 9,10,11.


homework

Worksheet

assessments





doc/spring_worksheets/WS

%20SSM3-1.doc

• Use a ruler and protractor to:

- measure and draw lines to nearest millimetre

Algebra 3 (10)

and angles, including reflex angles, to the nearest

degree;

- construct a triangle given two sides and the

included angle (SAS) or two angles and the included

side (ASA);

- explore these constructions using ICT.

Identify and use angle, side & symmetry

propertiesof triangles and

quadrilaterals.Explore problems usisng step by

step deduction supported by diagrams.

• Recognise and use multiples, factors, common

factor and primes (less than 100); use simple tests of

divisibility.

• Recognise the first few triangular numbers,

squares of numbers to at least 12 12, and the

corresponding roots. Use square root key.

• Generate terms of a simple sequence, given a

rule (e.g. term to term, position to term sequences).

• Generate sequences from practical contexts;

describe the general term in simple cases.

• Express simple functions in words, using

symbols; & in mappings.

• Generate coordinate pairs that satisfy a simple

linear rule; plot the graphs of simple linear functions,

where y is given in terms of x, on paper and using ICT;

recognise straight-line graphs parallel to the x-axis or

y-axis.

• Solve word problems and investigate in a

range of contexts: number & algebra. Identify the

necessary information to solve a problem; represent

problems mathematically, making correct use of

symbols, words, diagrams, tables &graphs.

March Algebra (12)

• Recognise the equivalence of percentages,

fractions and decimals; calculate simple percentages

and use percentages to compare simple proportions.

Visual:

Auditory:



homework

Geometry and Measures 4

(14)

• Understand the relationship between ratio &

proportion; use direct proportion in simple contexts;

use ratio notation, reduce a ratio to its simplest form &

divide a quantity into 2 parts in a given ratio; solve

simple problems about ratio & proportion using

informal strategies.



problem backwards.

chapter 12, 14

Kinaesthetic: mixing bubbles

– glycerine/ washing up liquid/

water and recipes

Worksheet

Assessments





doc/spring_worksheets/OH

S%20%20N4-1.doc

(% dec fr) • Understand and use the language and notation

associated with reflections, translations and rotations.

• Recognise and visualise the transformation

and symmetry of a 2-D shape: reflection in given mirror

lines, and line symmetry; rotation about a given point,

and rotation symmetry; translation; explore these

transformations and symmetries using ICT.

• Solve word problems and investigate in a

range of contexts: shape and space.

• Suggest extensions to problems by asking

‘What if...?’; begin to generalise and to understand the

significance of a counter-example.

April/May Algebra 4 (13)

Statistics 3 (15)


numbers or variables; know the meanings of the words

term, expression and equation.

• Understand that algebraic operations follow

the same conventions and order as arithmetic

operations.

• Simplify linear algebraic expressions by

collecting like terms; begin to multiply a single term

over a bracket (integer coefficients).

• Construct and solve simple linear equations

with integer coefficients (unknown on one side only)

using an appropriate method (e.g. inverse operations).

Visual:

Auditory:


chapter 13, 15

Kinaesthetic: carrying out

data collection and

questionnaire


homework

Worksheets

Assessments





doc/spring_worksheets/OH

S%20A4-1.doc

(simplify collecting like

terms)

• Decide on relevant data for an enquiry and

possible sources.

• Plan how to collect and organise small sets of

data; design a data collection sheet or questionnaire to

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/teacher/maths/yr_7_maths_framework/teaching_units/doc/spring_worksheets/OHS%20%20N4-1.doc






http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/teacher/maths/yr_7_maths_framework/teaching_units/doc/spring_worksheets/OHS%20A4-1.doc






use in a simple survey; construct frequency tables for

discrete data, grouped where appropriate in equal

class intervals.

• Calculate for small sets of discrete data: the

mode, median and range, and the modal class; the

mean, including from a simple frequency table.

• Construct, on paper and using ICT: bar-line

graphs; frequency diagrams for grouped discrete data;

use ICT to generate pie charts.


charts); draw conclusions based on the shape of

graphs and simple statistics for a single distribution.

Write a short report of a statistical enquiry; justify the

choice of presentation.

• Compare two simple distributions using range

and one of the mode, median or mean.

• Understand and use the probability scale from

0 to 1; find and justify probabilities based on equally

likely outcomes in simple contexts; identify all the

possible mutually exclusive outcomes of a single

event.

• Collect data from a simple experiment and

record in a frequency table; estimate probabilities

based on this data.

• Compare experimental and theoretical

probabilities in simple contexts.





doc/summer_worksheets/O

HS%20HD3a-1.doc

http://www.censusatschool.

ntu.ac.uk/



80

May/June Number 5 (16)

• Recognise and use multiples, factors, common

factor and primes (less than 100); use simple tests of

divisibility.

• Consolidate the rapid recall of number facts,

including positive integer complements to 100 and

multiplication facts to 10 and quickly derive

associated division facts.

• Consolidate and extend mental methods to

include decimals, fractions and percentages,

accompanied where appropriate by suitable jottings;

solve simple word problems mentally.

• Make and justify estimates and approximations

Visual: seeing patterns for

tables etc/ primes in 100 sq etc

Coordinate game on the wall

Auditory: linking auditory with

mental images/ creating strong

associations between image

and sound/ word

Read/Write: ex ch 16/17/18

Kinaesthetic: huge written

form – moving digits adding in

all of the moves. Physically


homework

Worksheets

Final assessment –

Cambridge Progress test

Project

Eratosthenes' sieve in 6

columns

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/teacher/maths/yr_7_maths_framework/teaching_units/doc/summer_worksheets/OHS%20HD3a-1.doc






http://www.censusatschool.ntu.ac.uk/

http://www.censusatschool.ntu.ac.uk/




http://www.kangaroomaths.com/free_resources/ks3/resources/extended_tasks/eratosthenes_sieve_6.xls

http://www.kangaroomaths.com/free_resources/ks3/resources/extended_tasks/eratosthenes_sieve_6.xls

Algebra 5 (17)

of calculations.

• Use standard column procedures to add and

subtract whole numbers and decimals with up to two

places.

Multiply and divide three-digit by two-digit whole

numbers; extend to multiplying and dividing decimals

with one or two places by single-digit whole numbers.

Check a result by considering whether it is of the right

order of magnitude.

Carry out calculations using brackets and memory; use

the square root and sign change keys. Interpret the

calculator display in different contexts (decimals,

percentages).

Calculate simple fractions of quantities and

measurements (whole-number answers); multiply a

fraction by an integer.

Recognise the equivalence of percentages, fractions

and decimals; calculate simple percentages and use

percentages to compare simple proportions.

Break a complex calculation into simpler steps,


operations, methods and resources, including ICT.

Construct and solve simple linear equations with

integer coefficients (unknown on one side only), using

an appropriate method (e.g. inverse operations).

Use simple formulae from mathematics and other

subjects, substitute positive integers in simple linear

expressions and formulae and, in simple cases, derive

a formula.

Generate sequences from practical contexts and

describe the general term in simple cases.

Express simple functions in words, symbols; & in

mappings.

Generate coordinate pairs that satisfy a simple linear

rule; plot the graphs of simple linear functions, where y

is given in terms of x, on paper and using ICT;

putting in /taking out brackets

Geometry and Measure 5

(18)

recognise straight-line graphs parallel to the x-axis or

y-axis.

Begin to plot and interpret the graphs of simple linear

functions arising from real-life situations. Suggest

extensions: asking ‘What if…?’; begin to generalise.

Begin to identify and use angle, side and symmetry

properties of triangles and quadrilaterals; solve

geometrical problems involving these properties, using

step-by-step deduction and explaining reasoning with

diagrams and text.

Explore transformations and symmetries using ICT.

Use a ruler and protractor to: construct a triangle given

two sides and the included angle (SAS) or two angles

and the included side (ASA); explore these

constructions using ICT.

Use a ruler and protractor to construct simple nets of

3-D shapes, e.g. cuboid, regular tetrahedron, square-

based pyramid, triangular prism.

Visual:

Auditory:


chapter 18

Kinaesthetic: ITP¨s online

investigating symmetry

Playground transformations

etc

Two investigations

June

Use number and algebra to solve real life problems

Visual: Recognise information

in graphs of real situations

Auditory:

Read/Write:

Focus on using all of the

mathematics covered in

problem solving/

investigational activities

http://www.kangaroomaths.com/free_resources/ks3/resources/extended_tasks/transformations_1&2.doc

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: Opening Minds Year group: Y7 Teacher: Rosa Martin


Time scale (approximate)



Autumn term 1 Journeys 1

Who we are

Where we are in time and place

How we move around our world

Timelines

Timetables

Maps

Planning

Learning skills

Managing situations

Managing information

Teaching & Learning Styles (VARK):

Expressing ourselves

in a variety of ways

Creatively poetry

Drama

Reading for

information

Pair share

Planning

Life journeys

Planning a journey

Historical journeys

Autumn term 2

Stories to tell

How we express ourselves

Where we are in time

and place

Medieval times

Festivals

How we organise ourselves

Citizenship

Learning to learn

Creative story telling

Speaking and

listening

Pair and share

IT skills Blogging and

school web pages

Enquiry based

learning

Own story

Myths and legends

Time lines

Mid winter Festivals

around the world

Web pages

Medieval Europe

The growth of towns


Managing situations

Managing self

Using evidence

Explaining

Illustrating

information artistically

Using technology

responsibilities

Target setting

Co operation

Plague and black death

Research and make

traditional food for a

party

Spring term 1

Our natural

world

The physical world

Earth study

Mountains

Volcanoes and earthquakes

Natural disasters and human disasters

Now and through history

Citizen ship

Environmental awareness

Managing situations

Relating to people


Learning to learn


Sharing the planet

Learning to learn

Mind mapping

Learning from the

media

Model making

Introducing group

work

Jigsaw approach

within a group

putting it all together

Explaining using

models

Music and mood

Group cooperation

games

Volcanoes and

Earthquakes group

project

TV news presentation

Disasters

Group project

Spring term 2

Wet and Wild

Understanding our oceans

Waves and tides Coasts

Defence of the coast

The water cycle

Rivers and floods

Weather and climate


Managing self

Sharing the planet

Where we are in place and time

Mind mapping

TV documentaries

Wet and wild

Trip to sea life centre

Using charts and

diagrams

ICT games

Physical activity to

learn key words

Group roles and

responsibilities

Target setting

Cooperation

Ocean study power

point presentation

Artists study paintings of

the sea

Weather and climate

the

Water cycle poster

Naming quiz

Summer term 1

The world of

the child

History of child labour

responsibility of adults to the child

History of child Education


Managing self and situations

Citizenship Where we are in place and

time

Writing to inform

Speaking and listening

Internet research

Cyber safety

The big picture

Module maps and

flow charts

Learning to learn

How to remember

facts

Walking the thought

Active listening

Debating and public

Essay writing

Child labour past

present and future

Group debate on the

right to education

A learning diary

speaking

Using persuasive

language

Summer term 2

All creatures

great and

Small

Living creatures in our world Animal

environments geographical features of

a continent Extinction and bio diversity

How animals help us Where we are in

place and time

Managing self

Language development Relating to

people


Learning

How we organise

Sharing the planet ourselves

Extracting Information

from films

Drama and role play

Group jigsaw

Trip to Bio park

Problem

solving activities

Mind mapping

Thinking hats

Learning to learn

revision skills

An interview with David

Attenborough

Individual research

project

The great geography

quiz

End of year test

Year 7 – Long Term Plan ICT - 2014-15

Subject: ICT / Computing Year group: 7 Teacher: Matt Ives

No. of lessons per week: 1 (other sessions planned and taught by subject teachers)

Date: September 2014 – June 2015


Topics Using Cambridge On Track

and Hodder Compute IT programmes

Curriculum concepts/ skills and competencies

Learning styles Teaching & Learning

Styles (VARK): Visual / Auditory / Read and Write /

Kinaesthetic

Assessment Criteria; tests/ projects etc.

Sept 4th

– Oct 10

th (6 wks)

Health and Safety Online safety

Digital footprint Copyright and

plagarism Drawplus

Introduction to the year. Ensuring all pupils have access to school IT network and to Engage. Awareness of physical Health and Safety issues as well as awareness of digital safety in school and at home. Know about leaving a digital footprint and about copyright issues. Use internet safely to research and produce a poster related to H&S issues discussed in class.

All styles will be incorporated within

each topic. This is simply a result of the characteristics of the

subject.

Create poster using DRAW PLUS

Oct 20th

– Dec 19

th (9 wks)

Under the hood of a computer (Hodder)

combined with

Documents For A

Purpose (Cambridge)

What is Under The Hood of a modern computer ? Code Breakers – Enigma / Colossus. Decimal number system. Circuit semaphore. Binary. Bits and Bytes / Kilobytes and megabytes From binary to information. Create and format text which is suitable for a particular purpose. Adjust properties to allow graphics or other objects to fit well within the document. Insert a table into a document. Use advanced formatting features like bullets or lists. Use page formatting options like page orientation and placing items in the header or footer. Adjust page formatting for a specific audience.



subject.

Create document incorporating variety of formatting using

WORD

Jan 7th

– Feb 13th

(6 wks)

Think like a computer scientist. Control

Drawing and

manipulating shapes.

Creating an animation.

Foundations of

computing.

How the web works.

Decomposing a problem. Writing an algorithm. Data and pattern identification – problems and patterns. Design a control system / build a sequence of events to activate multiple devices concurrently / correct and improve procedures / evaluate systems / identify limitations Computer science, art and maths. Designing an algorithm. Refining an algorithm. Graphical programming. Making algorithms efficient. Paired programming. Text based programming. How important is an accurate algorithm. Sequences, iteration, procedures and functions. Using selection. Introducing IF and ELSE statements. Origins of modern digital computing. Computer pioneers , Computer generations. Machine instructions. Assembly languages. How the CPU works. What is the web ? Servers. HyperText Markup Language – What is a URL ? How do we know what to trust on the web ? Evaluating content on the web. How do we search the web ? Smart search terms.



subject.

At the time of writing this is not known.

Feb 23rd

– Mar 27

th (5 wks)

Web creation from the ground up.

Designing for HCI – Hand held device

Usable and accessible web pages. HTML Remixing a website for a given audience. Making a web page. Cascading style sheet. Automatic format checkers. Lists and tables. Embedding content from other websites. What is Human-Computer Interaction HCI Development of mobile phones. Designing with a specific user in mind. Researching future technologies. Designing a prototype. Testing, evaluation and iteration.



subject.

At the time of writing this is not known

Apr 6th

– May 8th

(5 wks)

Designing for HCI – Operating

System Interface

What is an operating system interface ? Designing an operating system interface. Producing a wireframe. Pixels and pixelated images. One bit image representation. Colour depth / Resolution. Image types – Bitmaps / Vectors. Introducing steganography.



subject.


May 11th

– June 23

rd (6 wks)

Programming a calculator.

Programming a quiz.

Programming variables. Analysing calculations. Programming operations. Making choices - Decision diamonds and selection. Commenting code. Using procedures and functions. Abstraction. Using abstraction to help. Decomposition and generalisation. Random number generators.



subject.


Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: PE Year group: 7 Teacher: Mr. Lavin


Time scale Each activity

takes approx. 3 weeks to complete (6 lessons)



September Fitness Testing/ OAA Rounders

Perform at maximum levels. Develop an understanding of different fitness concepts. How to test fitness. How to improve your different fitness types. Performing in teams, communication skills. Devloping throwing and striking skills

Visual: All PE subjects will

provide visual learners with practical demos. Auditory: Opportunities to listen to feed back Read/Write: Opportunities to provide written analysis of their own and others performances. Kinaesthetic: Performance of practicals. This breakdown of learner types applies to all activities across the year.

Endo of unit practical assessment. Peer evaluations

October/November Fitness test evaluations. Football Netball

Developing skills in understanding how to evaluate training and fitness development. Performing in team play, invasion games developing passing skills, team work, positioning, support play.

End of unit practical assessment. Peer evaluations

December Cross Country Performing at maximal levels. Develop an understanding of competition, pacing, running

Times recorded for set distances.

on different terrains, tactics of a race.

January Basketball Performing in teams, invasion games. Developing dribbling skills, different types of passing, using these skills in gameplay, positioning, rule knowledge. Building on previously learned skills.

End of unit practical assessment. Peer evaluations.

February Dance/ Gymnastics Developing a performance with an understanding of rhythm and phrasing. Movements that associate to the music. Introduction to choreography. Body awareness and developing movement skills.


March Hockey Cricket

Development of hockey skills related to stick management and control, dribbling and passing. Show these skills effectively in small sided gameplay. Development of strike and field skills and rule knowledge unique to cricket.


April Athletics Performing at maximal levels. Develop techniques and personal achievement in running, jumping and throwing.

Recorded timings and distances. Peer evaluations of technical performances.

May Volleyball Development of team skills required in volleyball, developing the volley and dig technique. Linking this to develop 3 touch gameplay.


June Tennis/Padel/Badminton Development of racket skills, different shot development,

End of unit practical assessment. Peer

positioning on the court, development of rule knowledge. Singles and doubles play and tactics.

evaluations. Ranked competition.

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: German Year group: 7 Teacher: K.Schubart




Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

September - November Echo 1: Chapter 4 : Leisure activities

Talking and writing about free time activities, likes and dislikes and how often you do things; Arranging to go out and when to meet (writing and performing a role play); Use of regular, irregular and modal verbs; Comprehension of different sorts of texts;

Listening, reading, speaking and writing exercises; Writing, learning and performing a role play; Surveys and dialogues in the class group; Writing about one’s own and other people’s preferences; Posters combining pictures and writing.

Mini-Tests and End of Unit Assessments; Exercise books; Role plays.

December-February Echo 1: Chapter 5: My home Talking and writing about where you live (area, house, room); Describing where and how you live with detail using the dative to indicate where things are; Free presentations of the plans of their houses;

Listening, reading, speaking and writing exercises; Drawing plans of houses and rooms and presenting them to the class; Describing in written and spoken form where and how you live;

Mini –Tests and End of Unit Assessments; Exercise books; Descriptions and presentations of their homes.

March- May Echo 1: Chapter 6: Travelling to German speaking countries

Basic knowledge of German geography; Describing where a town is, what there is in a town and how to find the way; Speaking skills: asking for and giving directions; ordering food and drinks at a snack stand.

Listening, reading, speaking and writing exercises; Dialogues asking for and giving directions and ordering food and drinks; Drawing posters with their imaginary towns, presenting them and playing “finding the way” on them; Board game; Singing.

Mini-Test; Drawing and imaginary town and presenting it to the class (group work); Role plays: At a snack stand; Exercise books.

June Chapter 6, Unit 6: Talking about your plans for the summer holidays; Revisions.

Talking about the future; Revising vocabulary and grammar structures when talking about plans for the summer

Listening, reading, speaking and writing exercises; Revision sheets and games.

End of Year Assessment


Subject: French Year group: 7 Teacher: Virginie Bernard




1 module a ½ term (6 weeks) Teaching & Learning Styles (VARK): In every lesson; Modern Foreign Languages teaching requires activities providing for these four learning styles. e.g Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessment Kinaesthetic:Acting up transitional language,miming for new words, thinking skills exercises

September

Module 1-Introducing yourself in French Unit 1-Talking about likes and dislikes

Understand likes and dislikes and opinions Ask and answer questions on likes and dislikes Include opinions when talking about likes and dislikes

Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: : Listening exercises from the chapter, drilling from teacher Read/Write: Exercises from this chapter Kinaesthetic: Opinion miming, drama on meeting people or

Punctual vocabulary tests and oral recordings End of Unit tests on the four main skills, i.e Listening, Reading, Writing and Speaking and grammar test.

October

Unit 2- Talking about your survival kit Unit 3- Describing yourself Unit 4- Talking about other people

Understand vocabulary for personal items and the relative importance of a selection of personal items Ask and answer questions about what you have in your bag Compare the relative importance of personal items Sort nouns by gender and singular/plural Understand a text about personal items Write a sentence about personal items suitable for a specific purpose, using a dictionary Understand adjectives used to describe character Understand a text in which someone describes his character and his likes/dislikes Understand a text in which someone describes a friend’s character and likes/dislikes Understand descriptions of what people look like Understand a song describing a person (character, physical appearance, likes/dislikes) Ask and answer questions to identify people using details of what they look like Understand a song describing a person (character, physical appearance, likes/dislikes)

famous people interview

Unit 5- Describing a musician

Understand a text about family members (character, physical appearance) Understand descriptions of people in the third person (physical appearance and likes/dislikes) Describe people in the third person (physical appearance and likes/dislikes) using prompts Read and complete a detailed description of someone (physical appearance and likes/dislikes) Understand a detailed description of a group of people (character, what they do, likes/dislikes) Check and correct a partner’s text

November

Module 2-My School Unit 1-Talking about school subjects Unit 2- Giving opinions and reasons about school Agreeing and disagreeing

Understand school subjects and opinions of school subjects Distinguish between assez and aussi Ask questions using learned phrases match words to pictures, order text check accuracy of familiar words and phrases Identify opinions from tone of voice as well as words used Understand opinions of school subjects and reasons for those opinions Discuss school subjects, giving

Visual: Memory game. Powerpoint presentation/flashcards for new vocabulary Auditory: : Listening exercises from the chapter, drilling from teacher Read/Write: Writing a blog. Exercises from this chapter Kinaesthetic: Memory game,performing a song.


December

Unit 3-Describing your timetable Unit 4-Describing your school day Unit 5-Talking about food

positive and negative opinions and agreeing or disagreeing Understand the time Understand a school timetable Identify a problem in a longer listening passage Make up dialogues saying the time and what school subject is then Play a memory game using time and school subjects Understand a text about school Listen and repeat for pronunciation practice Talk about own school share information about myself and others sound patterns in different languages Understand what pupils eat in the school canteen Listen and repeat for pronunciation practice Understand a song about food patterns and sounds in songs and rhymes

January

Module 3-My Leisure activities Unit 1- Talking about computers and mobiles

Understand what people use their computers/mobile phones for Understand computer/mobile phone activities and expressions of frequency Listen to check details of pronunciation Ask and answer questions

Visual:Matching game, Powerpoint presentation/flashcards for new vocabulary Auditory: : Listening exercises from the chapter, drilling from teacher Read/Write: Writing a newspaper article type text, Exercises from this chapter Kinaesthetic: Give a presentation, doing a class


February

Unit 2-Talking about sports you do Unit 3-Talking about activities Unit 4-Saying what you like doing

about what they use their computers/mobile phones for Read aloud to practise silent/pronounced terminal –s Talk about activities on your computer and mobile phone, including frequency Understand which sports people play Understand descriptions of famous sportspeople use resources to plan writing Check accuracy of familiar words and phrases Listen to check answers about sports Understand which activities people do in different seasons/types of weather Make up dialogues about activities in different seasons/types of weather Understand phrases using aimer + leisure activities Understand when people do activities Listen and repeat to practise pronunciation of en and in Ask and answer questions about what you do and don’t like to do in the evening and at the weekend Features of own language to make sense of new words

survey, ICT research

March

Unit 5-Describing what other people do

Understand a detailed description of someone’s

Visual. Mapping,Powerpoint presentation/flashcards for

April

Module 4 –My area Unit 1-Talking about your town or village Unit 2-Giving directions Unit3-Talking about where you go Unit 4-Asking someone to go somewhere

leisure activity Listen to check answers about people’s activities Describe the leisure activities of two people Understand places in tow and which amenities a town has and hasn’t got Understand people’s opinions about the town/village where they live Describe and identify a town using picture prompts Create conversations with different opinions of towns Understand theme park attractions and directions in order to locate theme park attractions Ask for and give directions to theme park attractions Make up conversations asking for and giving directions in the theme park, using tu and vous Translate a text giving directions into English Understand where people go at the weekend and who with Make up dialogues about where they go at the weekend and who with Understand the places mentioned in invitations Listen and repeat to practise

new vocabulary Auditory: : Listening exercises from the chapter, drilling from teacher Read/Write: Song writing Exercises from this chapter Kinaesthetic: Treasure hunt, board game (Jeu du Weekend),

Punctual vocabulary tests and oral recordings End of Unit tests on the four main skills, i.e Listening, Reading, Writing and Speaking and grammar test. Punctual vocabulary tests and oral recordings

Unit 5-Saying what you can do in your town

pronunciation of eux and fillers Make up a conversation, suggesting an outing and responding to the invitation; then comment on pronunciation and the language used Understand things you can do in a town in a detailed passage on a town (what you can do there, which things are/aren’t available, which activities the speaker does, opinion) Make up dialogues about what there is to do in different towns Use a bilingual dictionary with support

End of Unit tests on the four main skills, i.e Listening, Reading, Writing and Speaking and grammar test

May

Module 5-Holidays Unit 1-Holidays destinations Unit 2-Talking about getting ready to go out Unit 3-Buying snacks and drinks

Understand country names and holiday locations Understand holiday activities and detailed texts about where people go on holiday, what they do and where they went last year Understand reflexive verbs used to talk about getting ready Listen to a song about getting ready to go out and sing along Ask and answer questions about getting ready Identify French expressions in a text Listen to check numbers Understand amounts of money Understand which items of food and drink are ordered

Visual,Powerpoint presentation/flashcards for new vocabulary Auditory: : Bingo game,Listening exercises from the chapter, drilling from teacher Read/Write: Exercises from this chapter Kinaesthetic: Put sentences into the correct order to make a dialogue, acting up transactional language.

Punctual vocabulary tests and oral recordings Preparing to end of year tests.

Unit4-Talking about holiday plans Unit 5-Saying what you would like to do

Understand holiday activities in the near future tense Identify whether sentences use the present tense or the near future tense Ask and answer questions about holiday plans using picture prompts Understand what people would like to do in the future Ask and answer questions about what you would like to do in the future

June Module 6- Unit 1-Animals Unit 2-Poems Unit 3-Paintings

Understand what the speaker of a presentation has found out about an animal Discuss strategies for tackling texts Understand texts about animals Understand what the writer of a presentation has found out about an animal Identify perfect tense verbs in a text Understand a poem Identify the missing words in a gap-fill version of a poem Read a poem aloud and comment on partner’s pronunciation Understand a description of a painting Understand comments and opinions on a painting

Visual. Powerpoint presentation/flashcards for new vocabulary Auditory: : Match animals with their cries Listening exercises from the chapter, drilling from teacher Read/Write: Poem writing Exercises from this chapter Kinaesthetic: Painting and drawing to prompt vocabulary.


Describe a painting and give an opinion of it

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: Spanish as a Foreign Language-

ELE

Year group: Y7 Beginners Teacher: Rosa Martin





Autumn term 1

Nos Presentamos

1-Son muy famosos: Talking about yourself: Giving your name.

Saying how old you are. Giving your

nationality. Saying where you live.

Describing yourself.

Talking about other people: Asking them

what their name is. Asking how old they are.

Asking where they come from. Asking what

they look like.

2-Soy el más inteligente de la clase: Making comparisons.

3-Mucho gusto: Introducing yourself.

Introducing your family and friends.

4-Estás en tu casa: Asking for what you need.

Saying what you need.

5- Unos regalos: Buying gifts for someone.

Describing someone´s personality.

6-Muchas gracias por el regalo: Writing a thank you letter.

Choosing an introduction.

Giving your thanks.

Saying what you like/don´t like about the

Teaching & Learning

Styles (VARK):

Visual: PPP, pictures,

videos, posters and

flash cards.

Auditory: Dialogues,

interviews, songs and

descriptions.

Kinesthetic: Role-Plays

using different props.

End of the unit test: Speaking, reading,

listening, writing or

grammar.

Ongoing assessment: Teaching guide at the

end of each unit.

Classroom observations.

Homework marks.

Class work.

Spoken presentations.

Peer evaluation.

Teacher discussions.

Dispositions and

attitudes.

Projects and portfolios.

End of unit tests.

present.

Choosing an ending.

Autumn term 2

La Comida

1-¿Qué Comes?: Saying what you have to eat.

Talking about meal times in Spain and the

UK.

Talking about likes and dislikes.

2-¿Qué te gusta comer?: Saying what type of food you like.

Saying why you like it.

3- De compras: Buying fruits and vegetables.

Finding out how much things cost.

4-Cien gramos de jamón y una barra de pan: Buying food and drinks in a shop.

Numbers 31-100.

Quantities.

5-¡Qué Aproveche!: Saying that you are hungry and thirsty.

Ordering for a menu.

6-La comida sana: Talking about healthy eating.


videos, posters and

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Spring term 1

De Compras

1-¿Qué ropa llevan?: Talking about clothes.

Comparing prices.

2-Me gusta aquella camiseta roja: Talking about clothes you like.

Talking about clothes you dislike.

Colours.

3-¿Me lo puedo probar?: Shopping for clothes.

Asking if you can try them on.

Asking how much they cost.

4-¿Qué vas a llevar para ir a la fiesta?: Describing clothes.


videos, posters and

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Asking about clothes.

Saying what you are wearing.

5-¿Llevas uniforme?: Talking about your school uniform.

Colours.

6-En la calle principal: Talking about types of shops.

Saying where you can buy things.

Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Spring term 2

El Turismo

1-¿Qué hay de interés?: Asking what there is to see in a place.

Naming places of interest.

Talking about the weather.

2-Tus vacaciones: Saying where you go on holidays.

How you go.

Who you go with.

3-¿Qué haces?: Talking about where you go and what you do

on holidays.

Saying how you get there.

4-Fuimos al parque temático: Saying where you and your friends went.

Saying what day you went and time of day.

5-Mis vacaciones del año pasado: Saying what you did on holidays.


videos, posters and

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Summer term 1

¡Diviérte!

1-¿Quieres ir al cine?: Arranging to go out with a friend.

Arranging a type and a place.

Time of day.

2-¿Qué tipo de películas te gustan?: Saying what types of films you like/dislike.

Saying why you like them.


videos, posters and

flash cards.



descriptions.



grammar.

Ongoing assessment:

3.Dos entradas, por favor: Buying tickets at the cinema.

Asking about film times.

Discussing film categories.

4-¡Es genial!: Describing an event in the present tense.

5-¿Qué hiciste el sábado?: Using the preterite to describe an event in

the past.



Teaching guide at the

end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Summer term 2

La Salud

1-¿Qué te duele?: Saying what is wrong with you.

2-¿Qué te pasa? Saying what is wrong with you.

Asking others what is wrong with them.

3-En la farmacia: Asking for things at the chemist.

Understanding pharmacist´s

recommendations.

4-Hace dos años que estudio español: Talking about how long you have been doing

something.

5-No hay que comer chocolate todos los días: Talking about a healthy lifestyle.

Saying what you should, shouldn´t do.


videos, posters and

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

End of the year exam.

ALMUÑÉCAR INTERNATIONAL SCHOOL YEAR 7-SRTA. PERAL

PROGRAMACIÓN ANUAL 2014-2015

ASIGNATURA 1º TRIMESTRE 2º TRIMESTRE 3º TRIMESTRE

LENGUA

*El grupo nominal. Los demostrativos. Los posesivos. Numerales e indefinidos. El verbo: raíz y desinencia. Número, persona, tiempo y modo de las formas verbales. *Las mayúsculas. Principios de acentuación. La tilde en los diptongos y triptongos. La tilde en los hiatos. La tilde en los monosílabos. Otras palabras con tilde. *Principales sufijos. Principales prefijos. Homonimia. Paronimia. *La biografía. Empezar un texto. El cuento. Relacionar ideas. El artículo de opinión. Estilo directo e indirecto. *Los géneros literarios. La narrativa. Miguel de Cervantes. El teatro. William Shakespeare. La lírica. Rafael Alberti.

*Los tiempos verbales. Clases de verbos. El adverbio. Los enlaces. *Uso de la y. Uso de b. Uso de la v. Uso de la h. *Siglas. Abreviaturas. Préstamos. Extranjerismos. *La reseña. Organizar la información. El programa. Expresarse con precisión. *Principales recursos literarios: personificación, comparación, metáfora y paralelismo. Juan Ramón Jiménez. Otros recursos literarios: hipérbole, repetición, aliteración e hipérbaton. Gustavo Adolfo Bécquer.

*La oración: el sujeto. Las clases de predicados y la estructura del predicado nominal. El predicado verbal y los complementos del verbo. Clases de oraciones. El texto. *Uso de la j. Uso de la x. La coma y el punto y coma. Los puntos suspensivos. Otros signos ortográficos: la raya, las comillas y los paréntesis. *Palabras tabú y eufemismos. Sentido figurado y expresiones. Coloquialismos y vulgarismos. *El trabajo. Relacionar ideas. Las instrucciones. La posición del narrador. El cómic. *El análisis métrico. Carmen Conde. Clases de estrofas. Antonio Machado. Clases de poemas. Francisco de Quevedo.

ALMUÑÉCAR INTERNATIONAL SCHOOL YEAR 7-SRTA. PERAL

PROGRAMACIÓN ANUAL 2014-2015

ASIGNATURA 1º TRIMESTRE 2º TRIMESTRE 3º TRIMESTRE

CONOCIMIENTO DEL

MEDIO

*La función de relación. El sistema nervioso. El sistema nervioso y los movimientos. La coordinación interna. *Los caracteres sexuales. Las células sexuales y la fecundación. El embarazo y el parto. *La salud y la enfermedad. Riesgos para la salud. Las enfermedades infecciosas. El tratamiento de las enfermedades. *La Tierra y los mapas. El planisferio físico. El planisferio político.

*El relieve de Europa. Los climas y la vegetación de Europa. Los ríos y los lagos de Europa. Los paisajes de España. *La población de Europa. Las actividades económicas de Europa. La población y las actividades económicas de España. *La Unión Europea en la actualidad. Las instituciones europeas. Logros y retos de la Unión Europea.

*La Prehistoria. La Edad Antigua. La Edad Media. *El descubrimiento de América. El imperio hispánico. La crisis del imperio. La sociedad y la cultura. *El siglo XIX. De Primo de Rivera a Franco. La transición y la democracia. La vida en el siglo XIX.

TRIMESTRE TEMPORALIZACIÓN EVALUACIÓN

1º TRIMESTRE

LENGUA Unidades 1-3: septiembre/octubre. Unidades 4-6: noviembre/diciembre. CONOCIMIENTO DEL MEDIO Unidades 1-2: septiembre/octubre. Unidades 3-4: noviembre/diciembre.

*Pruebas orales y/o escritas. *Trabajo diario. *Nivel de lectura. *Faltas en los dictados. *Terminar las tareas a tiempo. *Orden, limpieza y presentación de los cuadernos. *Comprensión del trabajo. *Hacer los deberes en casa. *Trabajos extra propuestos o por iniciativa propia. *Esfuerzo. *Participación en clase. *Asistencia. *Traer el material adecuado para cada asignatura. *Comportamiento.

2º TRIMESTRE

LENGUA Unidades 7-8: enero/febrero. Unidades 9-10: febrero/marzo. CONOCIMIENTO DEL MEDIO Unidades 5-6: enero/febrero. Unidad 7: marzo.

3º TRIMESTRE

LENGUA Unidades 11-13: abril/mayo. Unidades 14-15: mayo/junio. CONOCIMIENTO DEL MEDIO Unidad 8-9: abril/mayo. Unidad 10: junio.

OBSERVACIONES: Esta programación podría sufrir leves variaciones en el transcurso del curso por necesidades del grupo o del centro.

PRIMER TRIMESTRE 2014-15 SRTA. PERAL

ASIGNATURA:

Conocimiento del medio

CURSO:

Year 7

TEMPORALIZACIÓN:

Unidades 1-2 (septiembre/octubre).

Unidades 3-4 (noviembre/diciembre).

CONOCIMIENTOS

PREVIOS:

Los estudiados en los cursos

anteriores relacionados con

los contenidos de los temas

que se van a trabajar

durante este año.

UNIDADES DIDÁCTICAS:

Unidad 1 (3): La función de relación.

Unidad 2 (4): La reproducción.

Unidad 3 (5): La salud.

Unidad 4 (9): La representación de la Tierra.

PROYECTO DE LECTO-ESCRITURA:

Taller de velocidad lectora.

Taller de ortografía.

RECURSOS:

Libro del alumno de Conocimiento del Medio 6.

Guía didáctica de Conocimiento del Medio 6.

Fichas de refuerzo de las unidades.

Fichas de ampliación de las unidades.

Recursos para la evaluación.

Láminas de aula.

CD de juegos interactivos “Viajeros” (3º ciclo de

Primaria).

EVALUACIÓN:

Observación del trabajo

diario.

Prueba de control escrita

correspondiente a cada

unidad.

Seguimiento de la evaluación

continua en el registro

(preguntas orales, libretas,

deberes, trabajo extra,

participación, material,

comportamiento...).

COMPETENCIAS:

Concienciar sobre la importancia de

conocer y respetar las normas de

tráfico.

Interpretar una gráfica lineal.

Hablar sobre el reciclaje de los

medicamentos caducados.

Localizar puntos en un mapa.

PRIMER TRIMESTRE 2014-15 SRTA. PERAL

ASIGNATURA:

Lengua

CURSO:

Year 7

TEMPORALIZACIÓN:

Unidades 1-3 (septiembre/octubre).

Unidades 4-6 (noviembre/diciembre).

CONOCIMIENTOS

PREVIOS:

Los trabajados en los cursos

anteriores relacionados con

los contenidos de éste, a nivel

de lectura, vocabulario,

gramática, ortografía,

escritura y literatura.

UNIDADES DIDÁCTICAS:

Unidad 1: Hoy, para comer...

Unidad 2: El mayor tesoro.

Unidad 3: Hipómenes y Atalanta.

Unidad 4: Agnódice.

Unidad 5: Nostálgia.

Unidad 6: Un nuevo astro.

PROYECTO DE LECTO-ESCRITURA:

Taller de velocidad lectora.

Taller de ortografía.

RECURSOS:

Libro del alumno de Lengua castellana 6.

Guía didáctica de Lengua castellana 6.

Fichas de refuerzo de las unidades.

Fichas de ampliación de las unidades.

Recursos para la evaluación.

Diccionario escolar.

CD de actividades y recursos digitales del

Libromedia de Lengua castellana 6.

EVALUACIÓN:

Observación del trabajo

diario.

Prueba de control escrita

correspondiente a cada

unidad.

Seguimiento de la evaluación

continua en el registro

(lectura, dictados, preguntas

orales, libretas, deberes,

trabajo extra, participación,

material, comportamiento...).

COMPETENCIAS:

Comprender y analizar un texto

informativo.

Comprender la organización y la

información de una página web.

CONTENIDOS OBJETIVOS/PREGUNTAS APOYOS DEBERES

Lectura: “Hoy, para comer…”, “El mayor

tesoro”, “Hipómenes y Atalanta”,

“Agnódice”, “Nostalgia”. “Un nuevo

astro”.

¿Puedes leer textos narrativos con fluidez?

¿Comprendes diferentes textos narrativos?

Biblioteca de

clase.

Lecturas

colectivas y

preguntas de

comprensión.

Vocabulario: Principales sufijos. Principales

prefijos. Homonimia. Paronimia.

¿Conoces los conceptos de sufijo, prefijo,

homonimia y paronimia?

Actividades de

vocabulario de

refuerzo.

Diferentes

ejercicios de

vocabulario.

Gramática: El grupo nominal. Los

demostrativos. Los posesivos.

Numerales e indefinidos. El verbo:

raíz y desinencia. Número, persona,

tiempo y modo de las formas

verbales.

¿Comprendes el concepto de grupo nominal y

conoces sus funciones?

¿Reconoces y analizas demostrativos en grupos

nominales, posesivos, numerales e indefinidos?

¿Repasas los conceptos de verbo, raíz y

desinencia y modelos de conjugación?

Actividades de

ampliación de

gramática.

Distintas

actividades sobre

los contenidos de

gramática de los

temas estudiados.

Ortografía: Las mayúsculas. Principios de

acentuación. La tilde en los

diptongos y triptongos. La tilde en

los hiatos. La tilde en los

monosílabos. Otras palabras con

tilde.

¿Conoces las reglas ortográficas de las

mayúsculas?

¿Conoces los principios generales de la

acentuación?

¿Acentúas correctamente palabras con

diptongo o triptongo, con hiato, monosílabos y

palabras interrogativas y exclamativas?

Dictados. Preguntas

variadas sobre la

ortografía

trabajada.

Escritura: La biografía. Empezar un texto. El

cuento. Relacionar ideas. El artículo

de opinión. Estilo directo e

indirecto.

¿Planificas y escribes una biografía?

¿Escribes un cuento?

¿Conoces y usas conectores para relacionar

ideas?

¿Reconoces y usas el estilo directo e

indirecto?

Murales de clase. Ejercicios de

escritura .

Literatura: Los géneros literarios. La narrativa.

Miguel de Cervantes. El teatro.

¿Comprendes el concepto de género literario y

conoces los elementos y formas de las obras

narrativas y teatrales?

Audiciones. Actividades para

trabajar lo

aprendido.

William Shakespeare. La lírica.

Rafael Alberti.

¿Aprendes las características de la lírica?