CRAMLINGTON LEARNING VILLAGEWHERE THE ART OF TEACHING MEETS THE SCIENCE OF LEARNING

YEAR 7 CURRICULUM

INFORMATIONFOR TERM 1

WHAT IS A KNOWLEDGE ORGANISER?

A knowledge organiser sets out the most important facts and ideas that teachers believe pupils need to study in their subject during each term or topic. Pupils will use it to support their learning, memorise information and revise the key ideas for each of their topics before key assessments. For parents they are a simple way to know what is being taught and a handy way to test your child’s understanding too!

HOW ARE KNOWLEDGE ORGANISERS USED?

They are used inside and outside of lessons to structure the knowledge that we expect pupils to develop and retain over time.They are designed to help pupils make sense of what they learn in lessons, allowing them to complete more challenging tasks.They should give pupils the opportunity to feel more expert or specialist in a subject, and learn more for themselves.They help to make homework more meaningful and to link it directly to what is learned in lessons.They help to develop the techniques needed to memorise information, ready for GCSEs.Knowledge organisers are useful for memorisation techniques and teachers will help pupils to understand ways to use these for revision.

HOW DOES OUR MEMORY WORK?

Your brain stores information in both our long term and short term memories. Our short term memory is our ‘working memory’-we use it for day to day thinking and problem solving and only store memories in here for a short amount of time. Our long term memory contains information that we know really well, and our short term memory ‘calls it up’ when we feel we need to use it. If we don’t memorise information, our short term memory soon forgets it. Also, if we try to remember too much information in too short a period we overload our short term memory- this can affect our ability to think clearly and lead us to make mistakes.

If you have any questions about the content of these knowledge organisers then please direct your enquiries to Mr Clark.

Grades of pencil

Pencils come in different grades, the softer

the pencil, the darker the tone.

H=Hard B=Black

In art the most useful pencils for shading are

2B and 4B. If your pencil has no grade, it is

most likely HB(hard black) in the middle of

the scale.

Colour Vocabulary

Primary colours are the 3 main

colours. They cannot be made,

but are used to make all other

colours.

Secondary colours are made by

mixing 2 primary colours.

Tertiary colours are made by

mixing a primary and secondary

colour together.

Complementary colours are

opposite on the colour wheel.

Harmonious colours are next to

each other on the colour wheel.

Tint - when you add white to a

colour to make it lighter

Shade - when you add black to a

colour to make it darker

Art Technique Key Words

Media/Medium

The materials and tools used by an artist to create a piece of art

Technique

The way an artist uses tools and materials to create a piece of art

Composition

Where you place objects on the page

Highlight

The bright or reflective area on an object or piece of art

Shadow/shade

The darker areas within a piece of art or object

Proportion

The size relationship between different parts - eg height compared to width

Year 7 Art

Making objects look 3D

To prevent your drawings from looking flat, you

should use a range of tones and marks. Pressing

harder and lighter and layering with your pencil

creates different tones. Use the direction of

your pencil to help enhance the 2D surface,and

you can also include shadows which will also

help objects appear 3D.

Markmaking

To make your drawings

look more realistic, you

should try to use

different marks to show

textures and surfaces.

You can do this by

changing the direction,

pressure or length of

your marks.

These are the skills and facts

that you need to know and use in

your insect project

Artists

Insect Project Key Words

Insect

Any group of small animals having no backbone and

three parts to their body.

ExoskeletonThe hard covering on the outside of the insect that

protects or supports the body.

Thorax

The thorax is one of the three main body parts of an

insect. The thorax is the middle segment, behind the

head and before the abdomen. The six legs and two

pairs of wings (if present) are attached to the

thorax.

Arthropod

The scientific name for insects and arachnids(spiders)

Abdomen

This is the last of the three parts of an insect and

other arthropods body.

Antennae

The antennae are a pair of sense organs located near

the front of an insect's head.

Swarm

A large group of insects all moving together.

Compound

Eye

A type of eye that some arthropods have that is made

up of many parts.

Wings

Insect wings enable them to fly and are usually

attached to the thorax. The two pairs are often

referred to as the forewings and hindwings.

Segmented

Insects have a segmented body which means that is is

divided. The three segments are the head, thorax and

abdomen. They also have segmented legs.

Mandible

Insect mandibles are a pair of appendages near the

insect's mouth. Their function is typically to grasp,

crush, or cut the insect's food, or to defend against

predators or rivals.

Proboscis

The most well known example of a proboscis in insects

is the feeding tube used by adult butterflies and

moths.

Colony

Some insects, such as bees, ants, and termites, live

together in groups called colonies. Millions of

insects may live in a single colony, building a giant

nest.

Cocoon

The silky enclosure spun by caterpillars that they

live in while they're turning into adult insects.

Chrysalis

The stage of caterpillars, moths, and other insects

that is between the larva and the adult stage.

Hive

A structure where bees live, especially a beehive or

the group of bees living there.

Brief overview of topic

In this project you will explore

the theme of insects. You will

work in a small handmade zine

sketchbook and learn how to draw

and print insects using a range

of 2D techniques. You will use

the work of other artists to

inspire your own final painting

composition applying your

knowledge of colour theory.

Great books about insects

Eyewitness Insect - DK

Ultimate Bugopedia - National

Geographic

Drawing and Painting Insects -

Andrew Tyzack

Websites

http://www.insects.org

http://www.britishbugs.org.uk

http://www.nationalinsectweek.co.uk

http://www.buglife.org.uk

http://www.ukbutterflies.co.uk

Damien Hirst

Christopher Marley

Abby Diamond

Cornelia Hesse

Honegger

Esra Rosie

Lucy Arnold

Places to visit

Great North Museum - Hancock

Kirkley Hall Zoological Gardens

Northumberland Wildlife Trust

The Alnwick Garden - bees

Year 7 - Insects

Project specific information

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IMA

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RES

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TIO

N

Engl

ishYe

ar 7

- Th

e Unf

orgo

tten

Coat

and

Adve

ntur

e writ

ing

Key

The

mes

The

Unf

orgo

tten

Coa

t:K

ey T

hem

esA

dven

ture

Writ

ing:

Cul

ture

Fr

iend

ship

Folk

tale

sFa

mily

New

exp

erie

nces

Mem

orie

s

Cul

ture

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ndsh

ipD

ange

rTr

avel

New

exp

erie

nces

Ris

k

Key

Ter

ms

Mea

ning

Tens

ion

Mak

ing

the

read

er fe

el n

ervo

us a

nd a

nxio

us.

Nar

rativ

e st

ruct

ure

The

orde

r of e

vent

s in

a s

tory

.

Nar

rato

rTh

e pe

rson

who

tells

us

the

stor

y.

Key

Cha

ract

ers

The

Unf

orgo

tten

Coa

t:C

hing

isN

ergu

iJu

lieM

imi

Mrs

Spe

ndlo

veD

unca

nS

hock

yJu

lie’s

mum

Adv

entu

re W

ritin

g:B

ear G

rylls

Joe

Sim

pson

(Tou

chin

g th

e Vo

id)

Jess

ica

Enn

isU

sain

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tC

apta

in S

cott

Bas

elin

e: w

rite

a st

ory

abou

t an

adve

ntur

e in

Mon

golia

.

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d se

nten

ce o

pene

rs:

●A

dver

bial

-ly

open

er●

Con

nect

ive

open

er●

Tim

e ph

rase

ope

ner

Am

bitio

us L

angu

age:

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djec

tives

●A

dver

bs●

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iles

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llite

ratio

n

Pun

ctua

tion

Acc

urac

y:

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apita

l let

ters

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ll S

tops

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omm

as in

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st●

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mas

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ate

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ente

nces

)●

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mas

afte

r adv

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ener

●S

emi C

olon

s

Key

Quo

tatio

ns: T

he U

nfor

gotte

n C

oat

I saw

that

coa

t tod

ay fo

r the

firs

t tim

e si

nce

we

all l

eft.

And

that

’s h

ow I

foun

d th

ese

pict

ures

.

I rea

lly d

id w

ant t

o be

a g

ood

guid

e.

In M

ongo

lia w

e ar

e no

mad

s

Don

’t ta

lk a

bout

dem

ons.

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’t ev

en

men

tion

them

.

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coa

ts- l

ong,

like

dre

ssin

g go

wns

, w

ith fu

r ins

ide.

Engl

ishYe

ar 7

- P

oetr

y

Key

The

mes

Chi

ldre

nG

row

ing

upFa

mili

esTr

ust

Birt

hLo

ssD

eath

Love

Circ

le o

f life

Nat

ure

Key

Wor

ds

Sim

ileM

etap

hor

Alli

tera

tion

Per

soni

ficat

ion

Sta

nza

Quo

tatio

nA

naly

sis

Exp

licit

Impl

icit

Enj

ambe

men

tTh

eme

Key

Poe

ms

Tay

Mos

esN

ettle

sM

essy

FIn

gers

Pra

yer B

efor

e B

irth

Chi

ldho

od T

rack

s

Key

Ter

ms

Mea

ning

Sta

nza

A se

ctio

n or

par

agra

ph in

a p

oem

.

Quo

tatio

nW

ords

take

n fro

m th

e po

em o

r tex

t.

Them

eA

n im

porta

nt id

ea th

at ru

ns th

roug

hout

the

poem

or t

ext.

Key

Quo

tatio

ns

Tay

Mos

es-

‘You

’ll d

rift t

o th

e up

land

s’N

ettle

s-‘B

ed s

eem

ed a

cur

ious

nam

e fo

r th

ose

gree

n sp

ears

’M

essy

Fin

gers

-‘S

ticky

fing

ers,

tang

led

hair

’P

raye

r Bef

ore

Birt

h-‘I’

m a

frai

d th

e hu

man

race

with

tall

wal

ls w

ill w

all m

e’C

hild

hood

Tra

cks-

‘Sla

nts

of e

veni

ng s

unlig

ht s

low

ly

disa

ppea

r’

Net

tles-

Ver

non

Sca

nnel

My

son

aged

thr

ee f

ell i

n th

e ne

ttle

bed

.

'Bed

' see

med

a c

urio

us n

ame

for

thos

e gr

een

spea

rs,

That

reg

imen

t of

spi

te b

ehin

d th

e sh

ed:

It w

as n

o pl

ace

for

rest

. Wit

h so

bs a

nd t

ears

The

boy

cam

e se

ekin

g co

mfo

rt a

nd I

saw

Whi

te b

liste

rs b

eade

d on

his

ten

der

skin

.

We

soot

hed

him

till

his

pai

n wa

s no

t so

raw

.

At

last

he

offe

red

us a

wat

ery

grin

,

And

the

n I

took

my

billh

ook,

hon

ed t

he b

lade

And

wen

t ou

tsid

e an

d sl

ashe

d in

fur

y wi

th it

Till

not

a ne

ttle

in t

hat

fier

ce p

arad

e

Stoo

d up

righ

t an

y m

ore.

And

the

n I

lit

A f

uner

al p

yre

to b

urn

the

falle

n de

ad,

But

in t

wo w

eeks

the

bus

y su

n an

d ra

in

Had

cal

led

up t

all r

ecru

its

behi

nd t

he s

hed:

My

son

woul

d of

ten

feel

sha

rp w

ound

s ag

ain.

Year

7 M

odul

e 1.

1 Re

cogn

ise, u

nder

sta

nd a

nd u

se th

ree

ess

entia

l Fre

nch

verb

s: ÊT

RE, A

VOIR

and

FA

IRE

Reco

gnise

, und

erst

and

and

use

the

follo

win

g p

honi

c so

und

s: ’a

’, ‘i’

and

‘eu’

, ‘e’

and

‘au(

eau/

o)’,

‘u’ a

nd ‘o

u’, ‘

é (-

er, -

et)’,

‘en’

, ‘a

n’, ‘

on’,

'-ain

’ / ‘-

in’,

, ‘è’

/ ’ê

’, a

nd si

lent

fin

al l

ette

rs

Und

erst

and

and

exp

lain

ad

ject

iva

l agr

eem

ent

Des

crib

e p

eop

le a

nd th

ings

I can

…

Les v

erbe

s ess

entie

lles

Être

- to

be

(bei

ng)

A

voir

- to

have

(h

avin

g)

Faire

- to

do

(doi

ng)

Je su

is J’

ai

Je fa

is

Tu e

s Tu

as

Tu fa

is

Il/el

le e

st

Il/El

le a

Il/

elle

fait

Adj

ectiv

al A

gree

men

t

Whe

n a

n a

dje

ctiv

e d

escr

ibes

a fe

min

ine

noun

, the

ad

ject

ive’

s sp

ellin

g a

nd

som

etim

es it

s sou

nd c

hang

e. T

he m

ost c

omm

on c

hang

e is

to a

dd

an

‘e’ t

o th

e en

d o

f the

ad

ject

ive.

(Th

is is

for a

dje

ctiv

es n

ot a

lrea

dy

end

ing

in ‘e

’.)

Mas

culin

e C

’est

- it

is /

Il es

t - H

e is

Fe

min

ine

C’e

st -

it is

/ El

le e

st -

she

is

En

glish

mea

ning

gra

nd

gra

nde

big

pet

it p

etite

sm

all

ang

lais

ang

laise

En

glish

franç

ais

franç

aise

Fr

ench

inte

lligen

t in

tellig

ente

in

tellig

ent

am

usa

nt

am

usa

nte

funn

y

Inde

finite

arti

cles

Mas

culin

e Fe

min

ine

Vow

el

Plur

al

Un

Une

- De

s

One

/a/a

n O

ne/a

/an

- So

me

Les d

evoi

rs: w

ww

.qui

zlet.c

om o

r w

ww

.lang

uage

nut.c

om

Gen

ders

in F

renc

h

All n

ouns

in F

renc

h ha

ve a

gen

der.

They

are

eith

er

mas

culin

e or

fem

inin

e. Th

is do

es n

ot m

ean

they

are

m

ale

or fe

mal

e. F

or e

xam

ple,

a d

og, ‘

un c

hien

’ is

alw

ays m

ascu

line,

rega

rdle

ss o

f its

act

ual g

ende

r

Defin

ite a

rticl

es

Mas

culin

e Fe

min

ine

Vow

el

Plur

al

Le

La

L’

Les

The

The

The

The

Key

Soun

ds

VOC

ABU

LARY

•

lea

rnin

g w

hat i

t mea

ns to

kn

ow a

wor

d fr

om re

cogn

ition

, to

pro

nunc

iatio

n, sp

ellin

g a

nd

usin

g th

e w

ord

in se

nten

ce

•hi

gh-f r

eque

ncy

wor

ds r

elev

ant

to

con

text

•

mix

ed w

ord

cla

ss v

oca

bul

ary

se

ts (1

0 w

ord

s per

wee

k) h

ere

WRI

TING

●p

rod

ucin

g sh

ort

sent

ence

s with

fa

milia

r la

ngua

ge

esse

ntia

l ver

bs:

ÊTRE

, A

VOIR

and

FA

IRE

in

the

1st ,

2nd a

nd 3

rd

per

son

singu

lar

●Us

ing

ad

ject

ival

a

g ree

men

t

LIST

ENIN

G

●un

der

sta

ndin

g sp

ecifi

c p

honi

c so

und

s

●un

der

sta

ndin

g q

uest

ions

thro

ugh

raise

d in

tona

tion

REA

DIN

G

●un

der

sta

ndin

g sh

ort

sent

ence

s with

fam

iliar

lang

uage

and

ess

entia

l ve

rbs:

ÊTRE

, AVO

IR a

nd

FAIR

E

●D

istin

guish

bet

wee

n ‘h

avi

ng’ a

nd ‘b

eing

’

SPEA

KIN

G

•d

escr

ibin

g p

eop

le a

nd

thin

gs

•Ta

lk a

bou

t doi

ng a

nd

ma

king

thin

gs

•us

e sp

ecifi

c p

honi

c so

und

s: ’a

’, ‘i’

and

‘eu’

, ‘e’

a

nd ‘a

u(ea

u/o)

’, ‘u

’ and

‘o

u’, ‘

é (-

er, -

et)’,

‘en’

, ‘a

n’, ‘

on’,

'-ain

’ / ‘-

in’,

, ‘è’

/

’ê’,

and

sile

nt fi

nal l

ette

rs

GRA

MM

AR

•to

be,

bei

ng: Ê

TRE

•to

ha

ve/h

avi

ng- A

VOIR

(1st, 2

nd, 3

rd p

erso

n sin

gula

r) •

ind

efin

ite a

rticl

es, s

ingu

lar a

nd p

lura

l nou

ns

•a

dje

ctiv

es- g

end

er a

nd a

gree

men

t •

yes/

no q

uest

ions

with

raise

d in

tona

tion

PHO

NIC

S (S

SC- S

ound

-sym

bol

corre

spon

denc

e)

Reco

gnise

, und

erst

and

and

use

the

follo

win

g p

honi

c so

und

s: ’a

’, ‘i’

and

‘e

u’, ‘

e’ a

nd ‘a

u(ea

u/o)

’, ‘u

’ and

‘o

u’, ‘

é (-

er, -

et)’,

‘en’

, ‘a

n’, ‘

on’,

'-ai

n’ /

‘-in

’, , ‘

è’ /

’ê’,

and

sile

nt fi

nal

lett

ers

HOM

E LE

ARN

ING

●

Lear

ning

: key

voc

ab

ula

ry 1

/cyc

le (q

uizle

t ba

sed

) ●

Act

iviti

es: l

ang

uage

nut

Year

7 F

renc

h 1.

1

Hum

anit

ies

Year

7 -

Expl

orin

g th

e U

nite

d Ki

ngdo

mKe

y Id

ea 1

: Wha

t is

Geo

grap

hy?

Ther

e ar

e th

ree

diff

eren

t br

anch

es o

f Ge

ogra

phy:

Hum

an:

Hum

an la

ndsc

ape

Phys

ical:

Nat

ural

Lan

dsca

pe.

Enviro

nmen

tal:

The

impa

ct o

n ou

r su

rrou

ndin

g.

How

ever

, all

thre

e br

anch

es o

verl

ap.

Key

Idea

2: W

hat

are

the

phys

ical

ch

arac

teri

stic

s of

the

UK?

The

UK

land

scap

e is

ext

rem

ely

dive

rse

with

th

e Gr

ampi

an M

ount

ains

in S

cotl

and

and

lowl

and

area

s in

the

Sou

th E

ast

of E

ngla

nd.

The

relie

f of

the

land

scap

e ha

s be

en s

hape

d by

mill

ions

of

year

s of

phy

sica

l pro

cess

es

such

as

eros

ion.

Riv

ers

have

car

ved

thei

r wa

y th

roug

h th

e la

ndsc

ape

with

long

est

bein

g th

e Se

vern

.

Key

Idea

4: W

here

do

peop

le li

ve in

th

e U

K?

The

UK’

s po

pula

tion

is c

onti

nuou

sly

grow

ing

an

d cu

rren

tly

stan

ds a

t 66

.6m

illio

n.

The

maj

orit

y of

the

pop

ulat

ion

live

in u

rban

ar

eas

rath

er t

han

rura

l. Th

e gr

owth

of

urba

n ar

eas

is k

nown

as

urba

nisa

tion

. Thi

s ha

s cr

eate

d bo

th p

robl

ems

and

bene

fits

fo

r U

K ci

ties

.

Key

Idea

5: W

hy d

o pe

ople

mig

rate

and

wh

at im

pact

doe

s it

hav

e on

the

UK?

Mig

rati

on h

as a

lway

s pl

ayed

a p

art

in t

he s

tory

of

the

Uni

ted

King

dom

but

in r

ecen

t ye

ars

imm

igra

tion

has

see

n to

be

port

raye

d as

neg

ativ

e by

the

med

ia. I

t is

impo

rtan

t to

und

erst

and

that

th

is is

a m

isco

ncep

tion

.

Key

Ide

a 3:

Wha

t is

flo

odin

g an

d ho

w ca

n we

re

duce

our

ris

k?

Nat

ural

haz

ards

can

not

be h

elpe

d, t

hey’d

occ

ur

with

or

with

out

us.

How

ever

Hum

ans

have

oft

en e

xace

rbat

ed t

hem

an

d m

ade

them

bec

ome

mor

e fr

eque

nt, e

spec

ially

as

the

pop

ulat

ion

has

grow

n.

Rive

r fl

oodi

ng is

an

incr

easi

ng c

once

rn f

or t

he

UK

with

bot

h ph

ysic

al a

nd h

uman

cau

ses.

Key

word

sCo

ntinen

t: A

ver

y la

rge

area

of

land

, tha

t us

ually

con

sist

s of

sev

eral

cou

ntri

es. T

here

are

sev

en

cont

inen

ts: A

fric

a, A

ntar

ctic

a, A

sia,

Eur

ope,

Oce

ania

, Nor

th A

mer

ica

and

Sout

h A

mer

ica.

Enviro

nmen

tal Ge

ogra

phy:

Ref

erri

ng t

o th

e na

tura

l lan

dsca

pe a

nd is

sues

tha

t ca

n be

pla

ced

upon

it.

Eros

ion:

The

wea

ring

awa

y or

rem

oval

of

land

by

the

acti

on o

f ph

ysic

al f

eatu

res

(sea

/riv

ers/

ice)

. Hum

an G

eogr

aphy

: Th

e st

udy

of t

he h

uman

land

scap

e an

d po

pula

tion

. Ph

ysical G

eogr

aphy

: The

stu

dy o

f th

e na

tura

l lan

dsca

pe a

nd it

s fe

atur

es.

Rel

igio

us S

tudi

es Ye

ar 7

- S

houl

d w

e ca

ncel

Chr

istm

as?

Key

Idea

1 -

The

Nat

ure

of G

od

Chr

istia

ns h

ave

clea

r bel

iefs

abo

ut

wha

t God

is li

ke. T

hey

cons

ider

G

od to

be

part

of th

e H

oly

Trin

ity.

Chr

istia

ns s

ee G

od a

s om

nipo

tent

, om

nipr

esen

t and

ben

evol

ent.

Chr

istia

ns b

elie

ve G

od is

O

MN

IPO

TEN

T w

hich

mea

ns

all p

ower

ful;

OM

NIP

RES

ENT

whi

ch m

eans

He

is

ever

ywhe

re; O

MN

ISC

IEN

T w

hich

mea

ns a

ll kn

owin

g an

d B

ENEV

OLE

NT

whi

ch

mea

ns lo

ving

.

Chr

istia

ns b

elie

ve th

at, i

n or

der t

o be

all

of th

ese

thin

gs, G

od h

as to

be

mor

e th

an a

phy

sica

l thi

ng.

Chr

istia

ns b

elie

ve G

od is

m

ade

up o

f thr

ee d

iffer

ent

parts

:

1.Th

e Fa

ther

i s th

e G

od

who

is s

aid

to h

ave

crea

ted

man

.

2.Th

e S

on is

God

in

hum

an fl

esh,

who

we

know

as

Jesu

s.

3.Th

e H

oly

Spi

rit i s

wha

t w

as le

ft on

ear

th w

hen

Jesu

s w

ent t

o he

aven

af

ter h

is c

ruci

fixio

n.

Key

Idea

2 -

The

Life

of J

esus

sha

pes

Chr

istia

n B

elie

f Je

sus

was

a p

erso

n w

ho li

ved

and

died

ove

r 200

0 ye

ars

ago.

Chr

istia

ns te

ll th

e st

ory

of h

is li

fe in

the

New

Tes

tam

ent o

f the

Bib

le th

roug

h pa

rabl

es a

nd s

torie

s. H

is li

fe in

spire

s th

e m

ain

Chr

istia

n te

achi

ngs

and

belie

fs.

The

wor

ship

of J

esus

is c

entra

l to

the

Chr

istia

n be

liefs

ab

out t

he im

porta

nce

of C

hris

tmas

.

Chr

istia

ns th

ink

God

cam

e to

ear

th a

s a

hum

an in

the

form

of J

esus

. The

y be

lieve

that

God

thou

ght t

his

was

nec

essa

ry b

ecau

se p

eopl

e w

ere

forg

ettin

g ab

out G

od. C

hris

tians

thin

k Je

sus

cam

e to

rem

ind

peop

le a

bout

how

to b

ehav

e an

d th

e im

porta

nce

of b

elie

ving

in G

od

so th

at p

eopl

e co

uld

achi

eve

salv

atio

n fro

m s

in.

TEA

CH

ING

S: th

ere

is h

isto

rical

evi

denc

e w

hich

sho

ws

that

th

ere

was

a m

an o

ver 2

000

year

s ag

o in

Jer

usal

em c

laim

ing

that

he

was

God

in h

uman

form

. Whe

ther

he

actu

ally

was

G

od in

hum

an fo

rm is

deb

ated

bec

ause

peo

ple

argu

e th

e B

ible

is a

bia

s so

urce

. Jes

us ta

ught

usi

ng s

impl

e st

orie

s ca

lled

PA

RA

BLE

S.

For e

xam

ple:

•Th

e Lo

st S

heep

- th

e le

sson

of t

his

para

ble

is th

at

God

car

es fo

r eve

ry p

erso

n as

an

indi

vidu

al, s

o w

e sh

ould

do

the

sam

e.

•Th

e G

ood

Sam

arita

n - t

he le

sson

of t

his

para

ble

is

that

God

is p

leas

ed w

hen

peop

le s

how

kin

dnes

s to

ot

hers

, esp

ecia

lly p

eopl

e th

ey d

on’t

muc

h lik

e.

AC

TIO

NS:

The

peo

ple

who

wro

te th

e B

ible

in

clud

ed m

any

exam

ples

of m

iracl

es w

hich

are

us

ed b

y th

em a

s ev

iden

ce th

at J

esus

is G

od

inca

rnat

e.

Exa

mpl

es o

f the

mira

cles

Jes

us d

id in

clud

e hi

m

heal

ing

a pa

raly

sed

man

and

brin

ging

Jai

rus’

da

ught

er b

ack

from

the

dead

. S

ome

peop

le a

gree

Jes

us d

id th

ese

mira

culo

us

thin

gs b

ecau

se th

ey b

elie

ve h

e w

as G

od s

o ha

d th

e po

wer

to b

e om

nipo

tent

whe

n he

wan

ted

to

be. T

hey

also

use

exa

mpl

es fr

om m

oder

n tim

es

to a

rgue

mira

cles

are

pos

sibl

e. O

ther

s di

sagr

ee

and

argu

e th

at th

e B

ible

writ

ers

mad

e th

e st

orie

s up

.

EAST

ER: S

ome

of th

ese

thin

gs J

esus

did

re

ceiv

ed n

egat

ive

atte

ntio

n fro

m th

e Je

wis

h an

d R

oman

aut

horit

ies.

Thi

s ev

entu

ally

led

to J

esus

’ arre

st a

nd d

eath

. H

oly

Wee

k is

wha

t Chr

istia

ns c

all t

he la

st

wee

k of

Jes

us’ l

ife a

nd th

ere

are

man

y ke

y ev

ents

that

hap

pene

d in

this

wee

k:

•Pa

lm S

unda

y –

J esu

s re

turn

s to

Je

rusa

lem

•

Mau

ndy

Thur

sday

– J

esus

hos

ts th

e La

st S

uppe

r and

is b

etra

yed

and

arre

sted

•

Goo

d Fr

iday

– J

esus

is c

ruci

fied

•Ea

ster

Sun

day

- Jes

us ri

ses

from

the

dead

Key

Idea

3 -

Has

Chr

istm

as lo

st it

s tr

ue m

eani

ng?

Chr

istm

as tr

aditi

ons

have

bee

n sh

aped

by

cultu

re, r

elig

ion

and

peop

le o

ver c

entu

ries.

For

exa

mpl

e, th

e pa

gan

fest

ival

of l

ight

to

ok p

lace

on

25th

Dec

embe

r. In

mod

ern

Brita

in s

ome

peop

le

argu

e th

at C

hris

tmas

has

lost

its

true

mea

ning

.

Chr

istm

as S

HO

ULD

be

canc

elle

d fo

r non

-Chr

istia

ns

Chr

istm

as S

HO

ULD

NO

T be

ca

ncel

led

for n

on-C

hris

tians

Chr

istm

as h

as b

ecom

e to

o co

mm

erci

alis

ed a

nd th

e re

al

mea

ning

of t

he fe

stiv

al h

as b

een

forg

otte

n.

Fo

llow

ers

of o

ther

relig

ions

feel

le

ft ou

t as

they

do

not g

et a

pu

blic

hol

iday

for t

heir

spec

ial

fest

ival

s.

Chr

istm

as is

a ti

me

whe

n pe

ople

ar

e en

cour

aged

to b

e ch

arita

ble

and

to th

ink

of o

ther

s.

A

thei

sts

coul

d ar

gue

that

bu

sine

sses

and

the

Gov

ernm

ent

mak

e a

lot o

f mon

ey a

t C

hris

tmas

whi

ch c

an b

e pu

t ba

ck in

to th

e co

untry

.

Key

Idea

4 C

hris

tmas

in M

oder

n B

ritai

n C

hris

tmas

can

be

a tim

e in

mod

ern

Brita

in w

here

we

focu

s on

so

cial

issu

es li

ke lo

nelin

ess,

hom

eles

snes

s an

d po

verty

. D

iffer

ent g

roup

s in

soc

iety

val

ue C

hris

tmas

for l

ots

of d

iffer

ent

reas

ons.

Know the value of place value columns

in base 10

Maths Autumn 1

Multiply by 10, 100, 1000

Divide by10, 100, 1000

Explore other bases

Write large numbers in words

Read the time from a digital or

analogue clock

Identify time differences

Compare 12 and 24 hour clockCompare and

calculatewith decimal time

Use inequality notations

Add and Subtract in

otherbases

Use an arrayto represent

multiplication

Solve division and multiplication problems

Explore commutativity and associativity

Calculate effectively using distribution

Use partitioning for multiplication

Algebraic notation for multiplying

Multiply and Divide in other bases

Find multiples

Findfactor pairs

Findcommon factors and multiples

Identify prime, squareand cube numbers

Write an integeras the productof its prime factors

Find algebraic factors

Calculate in the correct order

Form calculations using brackets

Understanding the equal priority of operations

Calculate the area of a rectangle

Calculate the area of compound shapes

Form expressions

Place value

Telling the time

Multiplication

Division

Factors and Multiples

Squares, Primes and Cubes

Linking Back

Finding the HCF and LCM

Simplifying expressions

Calculating Surface Area

Linking ForwardNEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

Understand and use

place value

Axioms and Arrays

Factors and Multiples

Order of Operations

Absolute value

Year 7 Autumn 2

Use real life negative numbers

Comparing negative numbers

Additive numbers

Adding or subtracting from a negative

Dividing negative numbers

Using scale factors

Using a reciprocal

Adding andsubtracting negative numbers

Multiplying negative numbers

Multiply expressions

by an integer

Algebraic notation for multiplying

Substitute a value into an expression

Inverse operations

Represent expressionsand equations with bar models

Simplify expressions with brackets

Factorising linear expressions

Collect like terms

Form simple equations

Forming expressions for perimeter

Using algebra to represent repeating

patternsForm Inequalities

Balancing equations

Factors and multiples

Inequality symbols

Calculate di�erences between negative numbers

Order of Operations

Form expressions

Axioms

Linking Back

Factorising Quadratic Expressions

Iterations

Enlargement

Changing the Subject

Linking ForwardNEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

Positive & Negative Numbers

Equations Expressions & Inequalities

Year 7 Spring 1

Measuring Angles

Describe angles

Complex Angle Reasoning

Angle Reasoning

Naming Angles

Rotational Symmetry

Parallel and Perpendicular

Lines

Reflection Symmetry

Angles on a Straight Line

Form and solve equations with angles

Classifying Triangles

Forming expressions

with angles

Using Scales

Vertically Opposite

Angles

Interior and Exterior Angles

Angles in Triangles

Impossible Triangles

Estimating Angles

Angles at a Point

Corresponding Angles

Alternate Angles

TransversalsAllied Angles

CyclicQuadrilaterals

Tesselation

Arcs

Angles in quadrilaterals

Classifying Quadrilaterals

Parts of a circle

Using a pair of compasses

SAS triangles

S�S triangles

ASA trianglesintersections

Congruency

Similarity

Construct quadrilaterals

Measuring Angles

Naming 2D shapes

Naming angles

Parallel and perpendicular lines

Form expressions

Linking Back

Angle and line bisectors

LOCI

Interior and Exterior angles of polygons

Circle Theorems

Linking ForwardNEW

NEW

NEW

NEW

NEWNEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

Drawing Angles

Angles

Classifying 2D Shapes

Constructions

Year 7 Spring 2

Plotcoordinates in

four quadrants

Directional coding

Convert metric distance units

Rotation

Area of rectilinear shapes

Circular arguments

Equations of horizontal and vertical lines

Finding Midpoints

Translation

Describing transformations

Enlargement

Centre of rotation

Calculate Perimeter

Comparing Areas and Perimeters

Area Factor

End points

Plot non-integer coordinates

Line segments

Use compass directions

Combining transformations

Geometric Problem SolvingUsing Midpoints

to find co-ordinates

Length of Segments

Deriving Formulae

Equidistance

Compound Areas

Area of triangles

Isometry

Scale Drawings

Expressions for Perimeter

Area by counting

Reflection in a mirror line

Scale Factor

Area of parallelograms

Negative Numbers

Plotting coordinates

Congruency

Area

Rotation

Reflection

Linking Back

Vectors

Negative enlargement

Area of trapezia

Equations of linear graphs (y=mx+c)

Linking ForwardNEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

Coordinates

Area & Perimeter

Transforming 2D Shapes

Key: Prior content NEW New content Challenge content Opportunity to develop calculator skills

Know the value of place value columns

in base 10

Year 7 Autumn 1

Multiply by 10, 100, 1000

Divide by10, 100, 1000

Explore other bases

Write large numbers in words

Read the time from a digital or

analogue clock

Identify time differences

Compare 12 and 24 hour clockCompare and

calculatewith decimal time

Use inequality notations

Add and Subtract in

otherbases

Use an arrayto represent

multiplication

Solve division and multiplication problems

Explore commutativity and associativity

Calculate effectively using distribution

Use partitioning for multiplication

Algebraic notation for multiplying

Multiply and Divide in other bases

Find multiples

Findfactor pairs

Findcommon factors and multiples

Identify prime, squareand cube numbers

Write an integeras the productof its prime factors

Find algebraic factors

Calculate in the correct order

Form calculations using brackets

Understanding the equal priority of operations

Calculate the area of a rectangle

Calculate the area of compound shapes

Form expressions

Place value

Telling the time

Multiplication

Division

Factors and Multiples

Squares, Primes and Cubes

Linking Back

Finding the HCF and LCM

Simplifying expressions

Calculating Surface Area

Linking ForwardNEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

Understand and use

place value

Axioms and Arrays

Factors and Multiples

Order of Operations

Absolute value

Year 7 Autumn 2

Use real life negative numbers

Comparing negative numbers

Additive numbers

Adding or subtracting from a negative

Dividing negative numbers

Using scale factors

Using a reciprocal

Adding andsubtracting negative numbers

Multiplying negative numbers

Multiply expressions

by an integer

Algebraic notation for multiplying

Substitute a value into an expression

Inverse operations

Represent expressionsand equations with bar models

Simplify expressions with brackets

Factorising linear expressions

Collect like terms

Form simple equations

Forming expressions for perimeter

Using algebra to represent repeating

patternsForm Inequalities

Balancing equations

Factors and multiples

Inequality symbols

Calculate di�erences between negative numbers

Order of Operations

Form expressions

Axioms

Linking Back

Factorising Quadratic Expressions

Iterations

Enlargement

Changing the Subject

Linking ForwardNEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

Positive & Negative Numbers

Equations Expressions & Inequalities

Year 7 Spring 1

Measuring Angles

Describe angles

Complex Angle Reasoning

Angle Reasoning

Naming Angles

Rotational Symmetry

Parallel and Perpendicular

Lines

Reflection Symmetry

Angles on a Straight Line

Form and solve equations with angles

Classifying Triangles

Forming expressions

with angles

Using Scales

Vertically Opposite

Angles

Interior and Exterior Angles

Angles in Triangles

Impossible Triangles

Estimating Angles

Angles at a Point

Corresponding Angles

Alternate Angles

TransversalsAllied Angles

CyclicQuadrilaterals

Tesselation

Arcs

Angles in quadrilaterals

Classifying Quadrilaterals

Parts of a circle

Using a pair of compasses

SAS triangles

S�S triangles

ASA trianglesintersections

Congruency

Similarity

Construct quadrilaterals

Measuring Angles

Naming 2D shapes

Naming angles

Parallel and perpendicular lines

Form expressions

Linking Back

Angle and line bisectors

LOCI

Interior and Exterior angles of polygons

Circle Theorems

Linking ForwardNEW

NEW

NEW

NEW

NEWNEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

Drawing Angles

Angles

Classifying 2D Shapes

Constructions

Year 7 Spring 2

Plotcoordinates in

four quadrants

Directional coding

Convert metric distance units

Rotation

Area of rectilinear shapes

Circular arguments

Equations of horizontal and vertical lines

Finding Midpoints

Translation

Describing transformations

Enlargement

Centre of rotation

Calculate Perimeter

Comparing Areas and Perimeters

Area Factor

End points

Plot non-integer coordinates

Line segments

Use compass directions

Combining transformations

Geometric Problem SolvingUsing Midpoints

to find co-ordinates

Length of Segments

Deriving Formulae

Equidistance

Compound Areas

Area of triangles

Isometry

Scale Drawings

Expressions for Perimeter

Area by counting

Reflection in a mirror line

Scale Factor

Area of parallelograms

Negative Numbers

Plotting coordinates

Congruency

Area

Rotation

Reflection

Linking Back

Vectors

Negative enlargement

Area of trapezia

Equations of linear graphs (y=mx+c)

Linking ForwardNEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

NEW

Coordinates

Area & Perimeter

Transforming 2D Shapes

Key: Prior content NEW New content Challenge content Opportunity to develop calculator skills

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