curriculum map year 7 english - wide horizons · 2018-12-03 · 2d shape in a 3d world fractions...

Curriculum Map – Year 7 English

v0.1 Aude Sapere | Dare to know 1

Students will need to bring the following equipment to lessons: Pens, pencils, ruler, eraser, dictionary, reading book

Contact email: [email protected]

Suggested weblinks/internet resources: https://www.bbc.com/education/subjects/z3kw2hv www.skillswise.co.uk http://www.carnegiegreenaway.org.uk/what-is-shadowing.php https://lovereading4kids.co.uk/

We recommend: CGP revision guide KS3 English

Unit Title Me, Myself and I Express yourself

Into the Unknown…

Introduction to Shakespeare

Where in the world…

Statement of Inquiry

Authors explore identity and relationships through character and self-expression

Authors are able to explore their own personal and cultural expression through the poetic form

In some genres, writers are able to use creativity to transgress the bounds of space and time through exploring familiar themes in unfamiliar settings.

Readers understand that writers’ can make connections within their texts in order to show character development

Often communication is key in allowing the reader to escape from everyday life

Main Assessment Task(s)

Formative Assessment Baseline test

End of term assessment

Formative Assessment

Summative Assessment

Formative Assessment

End of year assessment

Trips / Visits / Excellence Tasks where relevant

Spelling Bee Performance Poetry Workshops

Shadowing the Carnegie Awards

Visit to Globe Theatre

Creating travel writing blogs

Age related expectations

ARE – Reading Read and understand a text. Make relevant points and select quotes to support viewpoint. Identify word classes, and some basic literary techniques. Learn new vocabulary.

ARE - Reading Make inferences, learn new vocabulary, recognise a range of linguistic conventions and comment on how they have been used. .

ARE – Reading Recognises a range of poetic conventions and comment on how they have been used. .

ARE – Writing Identify and write clearly and accurately for audience and purpose. Plan writing, use a wide range of devices and techniques and challenging vocabulary.

ARE - Reading Make inferences, learn new vocabulary, recognise a range of dramatic conventions and comment on how they have been used. .

ARE Speaking and Listening Talk confidently, considering the audience and purpose, interest listeners and listening to others and asking relevant questions.

mailto:[email protected]

https://www.bbc.com/education/subjects/z3kw2hv

http://www.skillswise.co.uk/

http://www.carnegiegreenaway.org.uk/what-is-shadowing.php

https://lovereading4kids.co.uk/

Curriculum Map – Year 7 Mathematics


Students will need to bring the following equipment to lessons:

Scientific calculator, pens, pencils, ruler, eraser Maths set (pair of compasses, protractor)


Suggested web links/internet resources: www.hegartymaths.co.uk

Middle Years Programme (MYP) purpose: Build solid mathematical understanding and develop key conceptual connections. The inquiry-based approach holistically integrates the MYP key concepts, helping students shift to a concept-based approach and cement comprehension of mathematical principles.

Unit Title Place value, addition and subtraction

Place value, addition and subtraction

Geometry: 2D shape in a 3D world

Fractions Algebra Percentages

MYP Unit title

Civilizations and human interactions

Civilizations and human interactions

Artistry and creativity

Human connections

Patterns in nature

Inequality and difference

Related Concepts

Change, generalisation, justification, quantity, systems, equivalence

Change, generalisation, justification, quantity, systems, equivalence

Space, representations, models, change, measurement

Change, quantity, simplification, systems, equivalence, generalisation

Simplification, systems, patterns, generalisation

Quantity, systems, representations, change, justification


Formative Test Formative test Summative test

Formative tests

Formative test Summative test

Formative test

Formative test Summative test

Statement of enquiry

Making fair judgements is easier if we understand a variety of numeric systems and forms

Making fair judgements is easier if we understand a variety of numeric systems and forms

Measurement is expressed in various forms to communicate the space around or within an object

Mathematical logic helps us to find general rules in quantities and relationships and to make exciting, innovative discoveries

Identifying and using patterns and rules is the journey to simplifying relationships in life and in algebra

Representing data visually helps to identify relationships that can justify global decisions

http://www.hegartymaths.co.uk/

Curriculum Map – Year 7 Mathematics



1.Representnumbers2.Understandplace value,expanded formand scientificnotation3.Understandnumber systemswith differentbases4.Work withpowers, indicesand roots5.Undertandfactors,multiples andprime numbers6.Able to usegreatestcommon factorand lowestcommonmultiple7.Understandfactors anddivisibility8.Recognizeorder ofoperations9.Work withnumber systemsfrom differentcivilizations

1.Representnumbers2.Understandplace value,expandedform andscientificnotation3.Understandnumbersystems withdifferentbases4.Work withpowers,indices androots5.Undertandfactors,multiples andprimenumbers6.Able to usegreatestcommonfactor andlowestcommonmultiple7.Understandfactors anddivisibility8.Recognizeorder ofoperations9.Work withnumbersystems fromdifferentcivilizations

1.Understandhow to workwith rays,line segmentsand lines2.Know howto classify,measure andconstructangles3.Understandanglesformed byintersectinglines andparallel lineswith atransversal4.Knowclassificationof triangles5.Work withinterior andexteriorangles oftriangles

1.Understandfractions indifferentforms2.Able tocomparefractions3.Know howto multiplyand dividefractions4.Undertandhow toadding andsubtractfractions5.Able tocompletemultipleoperationswith fractions

1.Able torecognizepatterns indifferentforms -diagrams,sequences,tables andwords2.Knowhow tosimplifyalgebraicexpressions3.Understand how togeneralizemathematical patterns4.Workwithpatterns asfunctions5.Solvealgebraicequations6.Patternsin nature

1.Know howto workwithdifferentforms ofpercentages2.Able toconvertfractionsandpercentages3.Able toconvertdecimalsandpercentages4.Workwithapplicationsofpercentages5.Understandpercentageincreaseanddecrease

Curriculum Map – Year 7 Science

V2.0 Aude Sapere | Dare to Know 1

Students will need to bring the following equipment to lessons: Scientific calculator 300mm ruler Pencil, eraser, sharpener highlighters


Suggested weblinks/internet resources: https://sites.google.com/a/stantonbury.org.uk/science/ks3-science-1

We recommend: Collins KS3 Revision - KS3 Science All-in-One Revision and Practice ISBN: 978-0-00-756283-1

Unit Title Biology

Chemistry

Physics

Enquiry processes

Practical skills

Overarching or driving questions

What are the characteristics of living organisms? Cells, reproduction and Interdependence

What is everything made of? Particles, substances and matter

How does matter interact? Gravity, forces, electricity and energy

How do you work scientifically? The Scientific Method

How do you use scientific equipment accurately? Carrying out practical investigations


Literacy assessment Numeracy assessment Summative assessment



Summative assessment Graph drawing Data collection and analysis

‘How to be a scientist’ levelled task


Big Bang Fair (British Science Week, Early March) Chemistry at Work (June)


Understand key biological terms Recall biological facts Apply knowledge and understanding to new situations Use data to analyse practical investigations Apply analytical thinking to suggest arguments for and against ethical scenarios

Understand key chemistry terms Recall chemistry facts Apply knowledge and understanding to new situations Use data to analyse practical investigations Apply analytical thinking to suggest arguments for and against ethical scenarios

Understand key physics terms Recall physics facts Apply knowledge and understanding to new situations Use data to analyse practical investigations Apply analytical thinking to suggest arguments for and against ethical scenarios

Analyse patterns Communicate ideas Collect data Estimate risks Present data devise questions Examine consequences of scientific and technological advances Apply analytical thinking to suggest arguments for and against ethical scenarios

Select appropriate equipment Take accurate readings or measurements Record data


https://sites.google.com/a/stantonbury.org.uk/science/ks3-science-1

https://sites.google.com/a/stantonbury.org.uk/science/ks3-science-1

Curriculum Map – Year 7 Individuals and Societies


Students will need to bring the following equipment to lessons: Ruler, rubber, pen, pencil Colouring pencils Planner Homework book

Contact email: [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

Suggested web links/internet resources: There are many excellent websites and books available. Ask your teacher for more information.

We recommend: Watching relevant YouTube or BBC Bitesize videos. Books available in library on request

Unit Title

MK:UK Civilisations Medieval Life Industry and Going Global

Amazing Places

Indigenous Tribes


Where do we live? Where did we come from? Is MK a model development?

What contributions did the Romans and Greeks have on our society? Is it possible to ever know the past?

Do civilisations only develop and unify when there is a threat of conflict?

Can individuals change the world?

Can we ever know enough about the places and the systems that create them to make good decisions?

Where and why do tribes form and settle?


Presentation on ‘should MK be a model development?’

Written report identifying and explaining the factors that led to the emergence and achievement of different civilisations in the past

Design a plan for a government with short and long term goals to help the development of the country

Create a class project on ‘The Global Goals’

Design a Utopian island and have relevant information.

Written essay on a number of key debateable questions.


Research an area of MK which is relevant to the unit.

Residential trip to an ancient civilisation to be offered

Case studies of local sites relating to medieval life

Trip to an important Industrial Revolution site

Research your amazing place and have it displayed in the open area

Research a less well known tribe and be ready to present

Age related expectation

Students should be able to ; -Explain the choice of a research question

Students should be able to; -Communicate information and ideas with clarity

Students should be able to; -Identify the main points of ideas, events or arguments

Students should be able to; -Identify different views and their implications

Students should be able to; -Reflect on the process and results of the

Students should be able to; -organise information and ideas effectively










Curriculum Map – Year 7 Individuals and Societies


-Follow an action plan to explore a research question

-Organise information and ideas effectively for the task

- Use information to give an opinion

investigation

for the task

Curriculum Map – Year 7 French


Students will need to bring the following equipment to lessons: Bilingual French dictionary Coloured writing pens A highlighter pen


Suggested weblinks/internet resources: www.linguascope.com (current password = ) www.languagesonline.org.uk www.duolingo.com

We recommend: Oxford Learner's French Dictionary CGP revision guide KS3

Unit Title

Tout sur moi (All about me)

Ma région, mes vacances (My area, my holiday)

Mes études, mes loisirs (My studies, my leisure)

Les traditions et festivals francophones (Francophone traditions and festivals)


Effective communication needs a clear message in a set context to enable us to create meaningful relationships.

Discovering differences and similarities between places helps connect communities and provide cultural contexts.

Exploring ways of life in different environments helps us understand the cultural context and conventions.

The celebration of different customs helps us to understand different expressions of creativity.


Deliver a presentation about yourself to the mayor of a French town in the aim of getting a partnership with this town.

Speaking assessment- Role-play between a house buyer and an estate agent. Reading assessment Listening assessment

Writing assessment: write an article for an online blog about the school system in France compared to schools in England. Listening assessment

Deliver a presentation about a francophone festival of your choice (real or made up) Reading assessment


Brochure about your area for a tourist information office

Trip to France


Criterion C: Communication in response to spoken, written and visual text.

Criterion D: Using language in spoken and written form

Criterion A: Comprehending spoken and visual text

Criterion B: Comprehending written and visual text

Criterion C: Communication in





http://www.linguascope.com/

http://www.languagesonline.org.uk/

http://www.duolingo.com/

Curriculum Map – Year 7 French


response to spoken, written and visual text.


Curriculum Map – Year 7 German


Students will need to bring the following equipment to lessons: Bilingual German dictionary Coloured writing pens A highlighter pen


Suggested weblinks/internet resources: www.linguascope.com (current password = www.languagesonline.org.uk www.duolingo.com

We recommend: Oxford Learner's German Dictionary CGP revision guide KS3

Unit Title

Alles über mich (All about me)

Mein Gegend, meine Urlaub (My area, my holiday)

Mein Studium, Meine Freizeit (My studies, my leisure)

Traditionen und Festigkeiten in Deutschland (Francophone traditions and festivals)







Deliver a presentation about yourself to the mayor of a German town in the aim of getting a partnership with this town.


Writing assessment: write an article for an online blog about the school system in Germany compared to schools in England. Listening assessment

Deliver a presentation about a German festival of your choice (real or made up) Reading assessment



Trip to Germany














Curriculum Map – Year 7 German



Curriculum Map – Year 7 Mandarin Chinese


Students will need to bring the following equipment to lessons: Bilingual Mandarin Chinese dictionary Coloured writing pens A highlighter pen

Contact email: [email protected] [email protected]

Suggested weblinks/internet resources: www.linguascope.com (current password =) www.duolingo.com

We recommend: Bi-lingual dictionary

Unit Title

All about me Family and Home My hobbies Chinese traditions and festivals







Deliver a presentation about yourself to the mayor of a Chinese town in the aim of getting a partnership with this town.


Writing assessment: write an article for an online blog about the school system in France compared to schools in England. Listening assessment

Deliver a presentation about a Chinese festival of your choice Reading assessment



Mandarin Excellence Enhancement trips - TBC

Mandarin Excellence Enhancement trips - TBC






Criterion C: Communication in response to spoken,





Criterion D: Using language in





Curriculum Map – Year 7 Mandarin Chinese


written and visual text.

spoken and written form

Curriculum Map – Year 7 Spanish


Students will need to bring the following equipment to lessons: Bilingual Spanish dictionary Coloured writing pens A highlighter pen


Suggested weblinks/internet resources: www.linguascope.com (current password =) www.languagesonline.org.uk www.duolingo.com

We recommend: Oxford Learner's French Dictionary CGP revision guide KS3

Unit Title

Todo sobre mí (All about me)

Mi barrio, mis vacaciones

(My area, my holiday)

Mis estudios, mis ocios

(My studies, my leisure)

Fiestas, tradiciones en los paises de habla

españa. (Spanish speaking

countries traditions and festivals)







Deliver a presentation about yourself to the mayor of a Spanish town in the aim of getting a partnership with this town.


Writing assessment: write an article for an online blog about the school system in Spain compared to schools in England. Listening assessment

Deliver a presentation about a Spanish festival of your choice (real or made up) Reading assessment








Criterion C: Communication








Curriculum Map – Year 7 Spanish


in response to spoken, written and visual text.


Curriculum Map - Year 7 Art


Unit Title

Portfolio Project Formal elements Sweets and patterns (dry media)

Contemporary art and artists (wet media)

Cultural links textile/ mixed media and pattern


Can I develop ideas through artist and cultural research?

Can I refine work by exploring media?

Can I present a personal response to the theme?








Response to Artists and cultures

Work using a variety of media with control

Meaningful response to the theme








Autumn term students are encouraged to photograph

the world around them based on

the theme of “Sweets and

Patterns”.

Spring term visit to Tate Modern looking at contemporary art.

Summer term excellence tasks include collecting items to help in the presentation of their work i.e. tickets and leaflets from day trips to galleries. Postcards with the theme of culture etc.


Some ability to develop ideas through purposeful investigations. Some ability to demonstrate critical understanding of sources. Minimal ability to develop ideas through investigations. Minimal ability to demonstrate critical understanding of sources.

A consistent ability to effectively develop ideas through purposeful investigations. A consistent ability to demonstrate critical understanding of sources. A moderate ability to effectively develop ideas through purposeful investigations. A moderate ability to demonstrate critical

An exceptional ability to effectively develop ideas through creative and purposeful investigations. An exceptional ability to engage with and demonstrate critical understanding of sources. A highly developed ability to effectively develop ideas through creative and purposeful investigations.

Students will need to bring the following equipment to lessons: Graded pencils Quality colouring pencils Pencil sharpener and rubber

Contact email: [email protected] [email protected] [email protected]

Suggested weblinks/internet resources: http://www.smithsonianmag.com/arts-culture/wayne-thiebaud-is-not-a-pop-artist-57060/ https://www.nytimes.com/2017/05/24/t-magazine/art/wayne-thiebaud-tea-london-white-cube.html http://www.nancystandlee.com/collage-mixed-media.html http://www.damienhirst.com/texts1/series/spots

We recommend:

Going to a gallery

Looking at examples of artists work from the past and present

Talking about what you like and don’t like in art

Using art at home as a relaxing past-time





http://www.smithsonianmag.com/arts-culture/wayne-thiebaud-is-not-a-pop-artist-57060/

http://www.smithsonianmag.com/arts-culture/wayne-thiebaud-is-not-a-pop-artist-57060/

https://www.nytimes.com/2017/05/24/t-magazine/art/wayne-thiebaud-tea-london-white-cube.html

https://www.nytimes.com/2017/05/24/t-magazine/art/wayne-thiebaud-tea-london-white-cube.html

http://www.nancystandlee.com/collage-mixed-media.html

http://www.damienhirst.com/texts1/series/spots

Curriculum Map - Year 7 Art


understanding of sources. A highly developed ability to demonstrate critical understanding of sources.

Some ability to refine ideas. Some ability to select and experiment with appropriate media, materials, techniques and processes. Minimal ability to refine ideas. Minimal ability to select and experiment with appropriate media, materials, techniques and processes.

A consistent ability to thoughtfully refine ideas. A consistent ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. A moderate ability to thoughtfully refine ideas. A moderate ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes.

An exceptional ability to thoughtfully refine ideas with discrimination. An exceptional ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. A highly developed ability to thoughtfully refine ideas. A highly developed ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes.

Some ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. Minimal ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

A consistent ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A moderate ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

An exceptional ability to skilfully and rigorously record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A highly developed ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

Curriculum Map - Year 7 DT


Students will need to bring the following equipment to lessons: Graded pencils Quality colouring pencils Pencil sharpener and rubber

Contact email: [email protected] [email protected] [email protected]

Suggested weblinks/internet resources: www.technologystudent.com www.pgonline.com

We recommend:

Visiting Design Exhibitions

Looking at examples of designer’s work from the past and present

Talking about what you like and don’t like about in design

Using design to solve needs and opportunities

Unit Title Investigation & problem

solving

Design development through sketching &

modelling

Function & aesthetics

Creative innovation through an

iterative approach


How to I responding to different user’s needs & requirements reflecting both culture and society?

What skills do I need to develop to communication my design proposals effectively?

What is the relationship between form & function when developing a design solution?

How does experimentation & risk-taking lead to a successful outcome?


Identifying users’ needs and wants through product analysis. Design and development of egg cup based upon specified material's. Design and development for limited dexterity. Module test

2&3D drawing skills. Physical modelling. Computer Aided Design. Portfolio presentation. Module test

Development of structures inspired by nature. Module test

Identification of a need or opportunity. Designing without barriers. Module test


Formula 3D Northampton Schools STEM

challenge


DESIGN

use research and exploration, such as the study of different cultures, to identify and understand user needs

identify and solve their own design problems and understand how to reformulate problems given to them

develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations

use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses

develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools

MAKE

• select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture

• select from and use a wider, more complex range of materials, components and ingredients, considering their properties

EVALUATE • analyse the work of past and present professionals and others to develop and

broaden their understanding • investigate new and emerging technologies



http://www.technologystudent.com/

http://www.pgonline.com/

Curriculum Map - Year 7 DT


• test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups

• understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

KNOWLEDGE &

UNDERSTANDING

• understand and use the properties of materials and the performance of structural elements to achieve functioning solutions

• understand how more advanced mechanical systems used in their products enable changes in movement and force

• understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]

• apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers].

Curriculum Map – Year 7 Food


Students will need to bring the following equipment to lessons: Ingredients Take home container


Suggested weblinks/internet resources: Foodafactoflife.co.uk

We recommend: Watching current food programmes e.g. Masterchef/ Food Unwrapped/ Eat well for less

Unit Title

Hygiene, safety & fruit prep

What is meant by balanced plate?

Safe use of oven/ weighing & measuring

Seasonality/ providence & recipe adaptation

Multi- cultural cuisine & recipe adaptation

Safe handling of raw meat and investigating meat alternatives

Skills building- using a sauce as part of a recipe


Why is hygiene & safety important? What does 5-a-day mean? What is meant by good planning?

What is a balanced meal? Can I plan a balanced meal? Can I successfully adapt a healthy to make it well balanced and healthy?

Can I adapt a basic recipe to make it sweet or savoury? What are the principles of food science involved in making a scone?

Can I demonstrate an understanding of seasonality and show an understanding of where ingredients have come from? Can I adapt the fruit crumble recipe to make it healthier?

Can I follow the traditions of another country and to make a simple snack? Can I adapt a recipe to make it suitable for specific target market?

Can I safely handle, prepare and cook raw chicken? Can I choose a meat-free alternatives and create a similar product?

Can I make a ragu sauce independently? Can I reduce a sauce? Can I choose my ingredients in order to make a well balanced, healthy and cheap pizza?


Kitchen hazards Fruit salad practical

Wrap practical

Scone practical

Crumble practical Planning assessment

Quesadilla practical

Chicken bites practical

Pizza practical


n/a Garnish/ presentation

Explanation of role of raising agent

n/a n/a

Rich Task contribution where relevant

Understanding which part of a fruit you can eat

Nutrition for life

n/a Nutrition for life Food miles


ARE2: I can select and use a range of kitchen equipment ARE3: I understand the importance of food hygiene & safety ARE3: I can identify risks and prevent them

ARE1: I can make food choices based on current healthy eating guidelines. ARE1: I know food contains nutrients required for health

ARE2: I can name and prepare a range of ingredients ARE5: I can demonstrate and explain the science in food prep & cooking

ARE4: I can understand how seasonality, cost, intolerances and religion affect food choice

ARE2: I can select and use a range of kitchen equipment ARE3: I understand the importance of food hygiene & safety ARE3: I can identify risks and

ARE1: I can make food choices based on current healthy eating guidelines. ARE4: I can understand how seasonality, cost, intolerances and religion affect food choice

ARE5: I can demonstrate and explain the science in food prep & cooking ARE1: I can make food choices based on current healthy eating guidelines.



Curriculum Map – Year 7 Food


prevent them

Curriculum Map -Year 7 Computing


Students will need to bring the following equipment to lessons: Writing material, including pencils, pens, range of coloured pencils, and highlighters.


Suggested weblinks/internet resources: http://www.bbc.co.uk/education/subjects/zvc9q6f - Computing BBC Bitesize

We recommend: Access to either a Home computer or tablet

Unit Title

Accessing Stantonbury Online

Networking What is Data?

How to make a computer game

Create a website

Programming devices


Getting Access to Stantonbury- safe passwords, Email, WWW, E-safety - rules of our school, Hardware and Software (Operating System, file management),

Network basics (Cloud, WAN and LAN),

Representing Data (images, sound, text, binary)

Games Programming in Scratch

HTML and Javascript Programming

Programming Microbits


Draft and final (showing improvements) Poster. Short Written Exam on networks and e-safety

Baseline test for all year 7

Written Exam (1 hr)

Skills development booklet complete and marked. Project

NEA - Design, Build and Test and 3 page website on topic of student choice

Skills development booklet complete and marked. Project

Grade Criteria

Work will be marked following the marking criteria grid for each unit. In general terms, there are four mark bands which focus on if the student has produced work at either a limited, / simple / some application (emerging); sometimes, / getting more detailed / some application (developing); and effective / most / appropriate application (securing); or very effective / complex / also appropriate application (profound)


http://www.bbc.co.uk/education/subjects/zvc9q6f

Curriculum Map – Year 7 Dance


Students will need to bring the following equipment to lessons: PE Kit Coloured writing pens


Suggested weblinks/internet resources: http://new-adventures.net/

We recommend:

Unit Title

The Latin Hustle Nutcracker James Bond

Driving question for the unit

What is Social dance? How can I create contrasting ‘Sweetie’ characters through dance?

What is the difference between body actions and contact actions?

Main Assessment Task

Embody the ‘Latin Hustle’ social dance style in an assessed and evaluated performance.

Students will be assessed and evaluated on their characterisation in dance through their choice of body actions and dynamic quality

Students will perform and compose solo and contact motifs based on heroes and Villains within James Bond

Excellence Task

Research a Social dance style and present a 2 minute presentation to be given to your class

Watch Matthew Bourne’s ‘Nutcracker’ on You Tube. Write newspaper review on how well he conveys character through dance.

Compose a 24 count Hero and Villain motif to be performed to your peers.


ARE 1: A year 7 student will be able to perform all movement with control and some characterisation. ARE 2: A year 7 students will be able to give some individual input to the development of the motif such as; Level, direction, repetition and a change of order. ARE 3: A year 7 students will be able to describe key actions within ‘Latin Hustle’.

ARE 4: A year 7 student will be able to perform with control, accuracy and can co-ordinate all movements. ARE 5: Year 7 students will be able to confidently develop a motif using the choreographic device unison. Be able to demonstrate smooth transitions between actions. ARE 6: Year 7 students will be able to clearly describe dance movement and demonstrate an understanding of dynamic quality.

ARE 7: A year 7 student will perform confidently in front of peers. Beginning to incorporate some dynamic quality within my performance. ARE 8: A year 7 students will be able Respond imaginatively to a variety of stimuli. Create and develop longer movement motifs using; Canon, formation and relationship. ARE 9: Year 7 students will be able to clearly describe dance movements and can confidently comment on how to improve and modify own and peer’s performance work.

Curriculum Map – Year 7 Drama


Students will need to bring the following equipment to lessons: Different colour pens and pencils. Students will be asked to remove their shoes for lessons.


Unit Title Staying Alive Heroes and Villains Page to Stage


What do humans need to stay alive? How can I put my creative ideas into a piece of drama? How do I make a good contribution to group work?

What gestures and vocal skills will I need to develop to portray ‘stock’ characters? What skills do I need when learning and performing a script?

In what ways can I use voice and movement when developing a character? What are the advantages and disadvantages of different staging styles? How can I consider the audience when creating a piece of drama?


I will be assessed on writing and performing a monologue How effectively I contribute as a performer in building different characters and plot lines in a whole class role play.

I will be assessed on the acting styles I use and my understanding of the characters I perform. I will be assessed on the quality of my contribution to a scripted group performance

I will use my knowledge of the characters and my imagination to script the ‘missing scene’ of the play. I will be assessed on my devising and performing skills in a final group performance to an audience


To extend and develop monologue by adding annotation that describes how your monologue should be performed.

To take a lead in the directing of your group scene

To complete a 1000 word research document about the drama performance style of ‘melodrama’ with pictures and diagrams

Write a detailed character profile for each of the characters in the play To write your own peer feedback sheet for your audience to complete during your performance

Rich Task contribution where relevant

Links to the Staying Alive Rich Task by using students knowledge from other subjects to create dialogue and develop Role-Plays.

Links to the Heroes and Villains Rich Task by exploring how Heroes and Villains are portrayed in performance


ARE 1: I am clearly showing that my ‘staying alive’ character is different to myself by considering movement and vocal skills. ARE 2: I am confidently using and exploring drama techniques during individual and group tasks. I can contribute ideas during discussion work.

ARE 3: I can perform a character in a scripted extract that is clearly different to me. I can attempt to learn lines and perform using appropriate movement and voice, showing awareness of the Melodrama style. ARE 4: I can make statements about the intended effect of a piece of drama using basic drama specific vocabulary

ARE 5: I am able to perform as a chosen character from the script, demonstrating a clear difference from myself, considering gesture and body language and remain in role throughout the performance. ARE 6: Clearly describe Drama strategies and can confidently comment on how to improve and modify performance work. Comment on varying staging styles.


Curriculum Map – Year 7 Music


Students will need to bring the following equipment to lessons: Pencil and rubber. Headphones/earphones Writing pen Colouring pencils Sturdy headphones (with a 6mm jack adaptor, if possible)


Suggested weblinks/internet resources: https://www.bbc.com/education/topics/znck2hv BBC Bitesize https://www.bbc.com/education/topics/zykw6sg/resources/1 https://www.youtube.com/watch?v=PFzNNy44_M8 – Gamelan orchestra https://www.bbc.com/education/topics/z9xh34j Music from around the World https://www.bbc.com/education/topics/z3dqhyc/resources/1 Composing Music

We recommend: CYCLE 1 – Take a look at the Elements of Music clips and quizzes on KS3 BBC Bitesize. CYCLE 2 – Watch/listen to Gamelan and African Drumming and Samba. CYCLE 3 – Pop charts! What’s in a Song?

Unit Title

Beginning Our Music Journey

Rhythms and Melodies of the World

Pop Charts! What’s in a Song?


What skills do I need to develop my musical ability?

How does music from other countries use rhythm and melodic lines to create its unique sound?

What is structure in music? Can repetition be an effective tool for composition? What skills and attributes contribute to effective group performance?


Learn basic notation of the treble clef and use knowledge and skills to develop a simple melodic line in the keys of C, F, G major. Minor keys of A and D. Understand the key elements of music through DR SMITH Dynamics Rhythm Structure Melody Instrumentation Texture Harmony

Compose and rehearse a group performance incorporating A minimum 3 rhythmic or melodic ideas from world music you have studied.

Tempo

Rhythm

Ostinato

Polyrhythm

Call and response

Cyclic patterns

Ensemble performance of a song focussing on:

Developing collaborative skills and performing in a group

Playing in time with the group

Recognising song structure

Reflecting on effective use of rehearsal time and final performance.


What other ways could we write music? Try communicating your music using a graphic score. VISIT: A music and dance workshop from a school in Argentina.

Develop original ideas in group composition work and introduce more rhythmic variation. TRIP: Experience playing in a gamelan workshop.

Be a leader! Take on the role of guiding the group and suggesting improvements.


https://www.bbc.com/education/topics/znck2hv

https://www.bbc.com/education/topics/zykw6sg/resources/1

https://www.youtube.com/watch?v=PFzNNy44_M8

https://www.bbc.com/education/topics/z9xh34j

https://www.bbc.com/education/topics/z3dqhyc/resources/1

Curriculum Map – Year 7 Music



ARE: To understand what the Musical Elements are, To develop my keyboard and tuned percussion skills. To apply Musical Elements to a performance, To take part in creating imaginative work, To work creatively and collaboratively to devise a final performance

ARE: To develop understanding of RHYTHM and MELODY and place in context, Using simple Melodic and Rhythm patterns in performance based on music from Indonesia, Africa and South America. To take part in creating own melodies and rhythms, To work creatively and collaboratively to devise a final performance

ARE: To understand how to play an important role in an ensemble rehearsal, To develop my keyboard and vocal skills, To develop song writing skills

Curriculum Map - Year 7 PE (Indoor Activites)


Unit Title Swimming Gymnastics Basketball Badminton Fitness and

Cross Country


What do I do to stay safe in water? How do I move through the water effectively?

How can I use analysis to improve my performance and assist others to make good progress?

How can my performance affect a game for my team?

How can the correct badminton technique improve my performance?

Identify my level of fitness in various situations


Float in the deep end and tread water for 1 minute. Swim 25m unaided.

Use analysis to provide feedback to a group studying locomotion/pathways and a variety of balances.

Task in drill and games: Dribbling, control, shooting, accuracy, ability to affect a game. Rules of the game. (Basic skills/rules)

Multi-feed on each shot. Target zone games. Conditioned games.

Complete different fitness tests.


Swim for your house in the swimming gala.

Using the recommended feedback recreate your own routine, making changes where needed.

Conditioned games (3 v2) with HPA as point guard to try and change the game

Target zone practices. Sequencing & conditioned games. Create a booklet on the technique of the main badminton shots.

Create a short warm up for a group of students in preparation for a specific task


1, 2, 3, 5, 7, 8, 10, 11, 12, 13, 14, 16, 18, 19, 20.

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 14, 16, 17, 18, 19, 20.

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 15, 16, 17, 18, 19, 20.

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 15, 16, 17, 18, 19, 20.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 15, 16, 17, 18, 19, 20.

Students will need to bring the following equipment to lessons: PE Kit – Stantonbury branded t-shirt, Stantonbury branded leggings, shorts or tracksuit bottoms. Optional- Stantonbury branded outerwear. Trainers. Swimming Kit – Plain black shorts/swimsuit, towel


Suggested web links/internet resources: www.basketballengland.co.uk www.swimming.org/swimengland/ www.british-gymnastics.org www.badmintonengland.co.uk www.uka.org.uk

We recommend: Attend after school clubs to improve skills and understanding at an advanced level


http://www.basketballengland.co.uk/

http://www.swimming.org/swimengland/

http://www.british-gymnastics.org/

http://www.badmintonengland.co.uk/

http://www.uka.org.uk/

Curriculum Map – Year 7 PE (Outdoor)


Students will need to bring the following equipment to lessons: PE Kit – Stantonbury branded tshirt, Stantonbury branded leggings, shorts or tracksuit bottoms. Optional- Stantonbury branded outerwear. Trainers or football boots, football socks and shin pads.


Suggested web links/internet resources: www.thefa.com www.englandnetball.co.uk www.englandrugby.com

We recommend: Attend after school clubs to improve skills and understanding at an advanced level.

Unit Title

Netball Football Rugby


To what extent can I demonstrate a range of skills in netball in specific practices and drills?

To what extent can I demonstrate a range of skills in football specific practices?

Why is it important to keep the ball alive? How does this impact on the strategy employed during the game?


Skill drills Guided discovery tasks Conditioned games Questioning play (Basic netball skills) Provide peer and self assessment

Skill drills (In coaching grids 10x10) Basic passing/control/heading/shooting/ attacking/defending skills. All of these are to be conducted in isolation. Guided discovery tasks (In 10x10 grids) Conditioned game play (20x20 grids) 3v3, 4v4. Concentrating on the skill aspect of that lesson-for example passing, control etc. Questioning (Basic skills of football- reference above areas) During a small sided game situation (4v4/5v5). Students should be in control of the game and make decisions based upon the laws/rules of football.

Practice situations using back line positions to learn and replicate fast flowing set plays. Conditioned games using touch rugby (smaller and larger scale) (Flair and pace.)


I will have a basic knowledge of the footwork rules and contact. I can support others with position placement and areas of play

WSL FA Cup Final Girls in Football Week

Incorporating variations in set plays using a variety of interchange throughout the back line positions 9-15.


1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 15, 16, 17, 18, 19, 20.

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 15, 16, 17, 18, 19, 20.

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 15, 16, 17, 18, 19, 20.


http://www.thefa.com/

http://www.englandnetball.co.uk/

http://www.englandrugby.com/

Curriculum Map – Year 7 PE (Summer)


Unit Title

Athletics Rounders Cricket


How can I develop my technique in running events, jumping events and throwing events? How can I use the correct technique to improve performance?

What basic skills do I need in order to be effective and successful in a game of rounders?

Can you highlight which skills you have developed during this unit that will allow you to effectively play a game of cricket?


Practical task: performance of your best running event, jumping event and throwing event.

The ability to bat, bowl and field in an isolated practice condition. Groups of 5 – Bowler, Batter, Deep Fielder, Backstop and 1st base fielder in a practice situation in a full 9v9 game.

I will demonstrate my batting, bowling and fielding skills during 3 isolated practices.


Practical task: perform using advanced techniques for at least two areas - e.g. add a run up with javelin, the hang technique in long jump etc.

To lead a group of students in an appropriate warm up for rounders to include a cardiovascular warm up, different types of stretches and a skill specific drill.

To lead students in an appropriate cricket warm up.


1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 16, 17, 18, 19, 20.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 15, 16, 17, 18, 19, 20.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 15, 16, 17, 18, 19, 20.

Students will need to bring the following equipment to lessons: PE Kit – Stantonbury branded tshirt, Stantonbury branded leggings, shorts or tracksuit bottoms. Optional- Stantonbury branded outerwear. Trainers.


Suggested web links/internet resources: www.englandathletics.org www.roundersengland.co.uk www.ecb.co.uk

We recommend: Attend after school clubs to improve skills and understanding at an advanced level


http://www.englandathletics.org/

http://www.roundersengland.co.uk/

http://www.ecb.co.uk/

curriculum map year 7 english - wide horizons · 2018-12-03 · 2d shape in a 3d world fractions...

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