Habs Girls Year 7 Curriculum Overview 2026 by Habs Elstree Schools

Year 7 Curriculum Overview

Habs Girls | Curriculum Booklet

Contents Introduction

Habits

Welcome message

The Year 7 Oracy Programme

Subjects Art

Biology

Chemistry

Computing

Design and Technology

Drama

English

French

Geography

German

History

Latin

Mathematics

Music

PSHE

Physical Education

Physics

Religion and Philosophy

Spanish

Habs Girls | Curriculum Booklet

Introduction In the pages that follow, each subject outlines the core content of its curriculum, what students should aim to achieve, and how this links to our Habits framework. In each section of the booklet, you will find the following elements: Curriculum Aims: While every subject supports students in developing Habits, each also has broader, subject-specific objectives, outlined on the subject page. A Signature Project: An area of the curriculum that the department is especially proud of, offering opportunities for more extensive discussion and reflection on Habits. Other areas where Habits are developed: In some subjects, this takes the form of specific projects designed with Habits in mind; in others, Habits are woven more consistently throughout the year. Opportunities for Scholarship: This section highlights opportunities for students to stretch their thinking in subjects they feel particularly passionate about. Subject Outline: A brief overview of the topics covered during the year. This is intended as a guide; more precise details may be provided ahead of key assessments.

Habs Girls | Curriculum Booklet

Habits defines what we stand for and provides the foundation for everything our students achieve. They enhance academic performance, shape character and enrich life beyond the classroom. By grounding our four core values in 12 practical Habits, we ensure that our students develop the mindset and skills to flourish in all areas of school life and far beyond.

Habs Girls | Curriculum Booklet

Welcome to Year 7 Dear parents, guardians and all our new Year 7 students We are very pleased to share this summary of our Year 7 curriculum. We hope that your daughter will enjoy the range of subjects on offer and seize the opportunities available to her at Habs.

As we consider a changing world, especially given the rapid development of artificial intelligence, teachers at Habs are thinking deeply about the curriculum we offer and how we teach. There is still much that is enormously valuable about a traditional academic curriculum, but also a need for students to articulate the skills and dispositions they have developed throughout their school experience.

This pressing need has underpinned our work on our Habits framework. Although it is very difficult to predict what knowledge and skills jobs in the 2030s or 2040s might require, we believe that there are dispositions that will continue to be valuable throughout the 21st century. We have framed these as ‘Habits’, which have been woven into every subject across the curriculum and will inform the conversations we have with students about their learning, whether in the classroom, in tutorials or in the co-curricular provision. Our Habits framework underpins everything we stand for as a community. We aim to inspire curiosity and scholarship and foster a lasting desire to learn through our extensive curriculum and fantastic co-curricular provision. In everything they do, we encourage students to set their sights high on what they want to achieve, whether that be academically, on the stage or on the sports field. By embedding these Habits into our pastoral care and daily school life, we aim to empower them to develop the character and mindset required to have a profound impact in the world around them.

DR HAZEL BAGWORTH-MANN HEADMISTRESS

Habs Girls | Curriculum Booklet

The Year 7 Oracy Programme Finding Your Voice Every girl in Year 7 takes part in a dedicated programme of 6 timetabled oracy lessons taught by our Headmistress, Dr Bagworth-Mann. Oracy, the art of speaking well, listening closely and thinking clearly out loud, is one of the most valuable capabilities a young person can develop, at school and far beyond it. These lessons give every student a shared language for talk and, just as importantly, the confidence to use it. The programme is built on the internationally recognised Voice 21 Oracy Skills Framework, ensuring that what your daughter learns here is grounded in the best current research on how speaking skills develop.

What the programme covers The unit is structured around the four strands of the Voice 21 framework — Physical, Linguistic, Cognitive and Social & Emotional, each introduced and then brought together in a final performance lesson: 1. This is my voice (Physical) — projection, pace, tone, gesture and eye contact. Students give a short "Introducing Me" talk that they will return to at the very end of the unit. 2. Saying it right (Linguistic) — choosing vocabulary and register deliberately, and matching language to audience and purpose. 3. Think before you speak (Cognitive) — organising ideas, reasoning clearly, and supporting a point of view with evidence.

4. Think on your feet (Cognitive) — responding spontaneously, thinking aloud, and handling the unexpected with composure. 5. We're better together (Social & Emotional) — active listening, turn-taking, and building on the ideas of others in collaborative talk. 6. Putting it all together (Integrated) — students plan and deliver a short talk drawing on all four strands, give and receive structured feedback, and revisit their first talk to measure how far they have travelled.

The lessons move gently from low-stakes paired talk towards small-group and whole-class speaking, underpinned by shared "talk rules" agreed in the first lesson and a culture of supportive peer feedback rather than judgement. The aim is that every girl, not only the naturally confident speaker finds her voice.

Habs Girls | Curriculum Booklet

The Year 7 Oracy Programme Finding Your Voice What students will be able to do By the end of the programme, your daughter will be able to:

• Speak with greater clarity, control and presence • Choose vocabulary and register to suit her audience and purpose • Structure her ideas and defend a point of view with reasons and evidence • Think and respond confidently on her feet • Listen actively, take turns, and build on what others have said • Give and act on specific, constructive feedback using a shared language for talk • Reflect honestly on her own progress as a speaker and set her own next steps

Habits Spotlight Oracy is the medium through which our Habs Habits become audible. Talk makes thinking visible, and through it our habits come to life in the room. Each strand of the framework develops a particular habit in a concrete way: • Physical → Risk-taking. In the very first lesson, This is my voice, every girl stands to give a short "Introducing Me" talk — for many, the first time they have spoken alone in front of new classmates. Choosing to do it anyway, steady voice or not, is risk-taking made real. • Linguistic → Continuous Learning. In Saying it right, students reach for new vocabulary and adjust their register for different audiences, deliberately stretching the language they can command rather than settling for their everyday words.

• Cognitive → Critical Thinking. In Think before you speak and Think on your feet, girls build a case, weigh evidence and respond to challenge in the moment — critical thinking exercised aloud, not only on paper. • Social & Emotional → Collaboration. In We're better together, students learn to listen in order to build on one another's ideas, rather than simply waiting for their turn.

Habs Girls | Curriculum Booklet

Art Curriculum Aims

Throughout Art, students develop core observational and practical skills within a supportive environment, working in half-form groups to allow for focused guidance. Students learn to observe closely through drawing, painting, and printmaking, exploring key visual elements such as line, shape, form, colour, tone, and pattern. An important highlight is the visit to the National Gallery in the Summer Term, where students experience artworks first-hand and deepen their understanding of artistic practice.

The curriculum also introduces safe and responsible use of the art studio, including materials, equipment and shared spaces. Students build confidence in discussing their work through group critiques, individual reflection and presentations, supporting strong communication skills.

Sketchbooks are established as a vital tool for developing and recording ideas, while students are also introduced to Art History, encouraging them to draw inspiration from a range of artists and cultures. Overall, the course aims to build strong foundations in practical skills, creativity and cultural understanding.

Habs Girls | Curriculum Booklet

Art Signature Project: A Lasting Impression (Summer Term) Content

Outcome

Habits Spotlight

Students investigate the Impressionist Art movement. Through research, analysis, drawing and painting, students aim to find out how the Impressionists changed art forever!

Students will create written research and visual artist studies from their chosen Impressionist artist. A photoshoot of skies or landscapes in response to their chosen artist. A watercolour painting, or oil pastel piece from one of their photos. Lastly a 3minute speech on their chosen artist, and presentation of their artwork to the class.

This project develops critical thinking, risk-taking, and openmindedness by encouraging students to research and analyse the work of Impressionist artists and create their own artistic responses. Students will be experimenting with new techniques, taking creative risks, and consider different perspectives on art, while reflecting on and communicating the ideas behind their work.

Other areas where Habits are developed Across the Year 7 Art curriculum, resilience is a key focus, with students developing a growth mindset through experimentation, reflection, and refinement. Emphasis is placed on process-led learning, encouraging students to explore unfamiliar media and techniques with curiosity and independence. The curriculum also promotes community awareness and social responsibility by introducing students to artists from diverse global contexts. Through this, learners engage with a range of cultural, political, and social perspectives, fostering respect, empathy, and a broader understanding of the world.

Opportunities for Scholarship beyond lessons Students are encouraged to enter Habs House Art competitions and the Royal Academy’s Young Artists’ Summer Show. Those who demonstrate exceptional passion and achievement may be nominated by their teacher to attend the weekly Scholars & Stars club.

Habs Girls | Curriculum Booklet

Art Subject Outline

Autumn Term

Spring Term

Summer Term

• Develop understanding of line, shape, form, colour and pattern through a range of drawing, painting and printmaking.

• Experiment with a range of media including mixed media, collage, paint, inks, drawing materials and printing processes such as mono printing.

Students prepare and respond to a whole year group trip to the National Gallery.

• Build observational drawing skills with a focus on tone, light, shadow and form. • Explore colour by mixing hues and investigating primary, secondary, tertiary, complementary and harmonious colour schemes. • Experience printmaking and pattern design, applying knowledge of shape, repetition and composition. • Learn and apply key artistic vocabulary.

• Develop independence by making creative decisions and using sketchbooks to explore ideas and refine outcomes.

• Explore contemporary craft makers alongside historical artists and designers, including work from a range of cultural traditions. • Investigate real-world visual effects such as reflection, refraction and the use of materials like mirrors, glass and water in artwork.

• Develop understanding of Impressionist techniques and visual language. • Refine observational drawing and colour skills. • Conduct research into the Impressionist movement, recording findings through structured written responses to key questions. • Complete a photoshoot of skies or landscapes, responding creatively to the style and subject matter of the Impressionist. • Develop a final artwork using watercolour or oil pastel, based on personal photographic imagery. • Prepare and deliver a three-minute presentation on a chosen artist, including a “nuance window” that explores an alternative perspective on Impressionism.

Habs Girls | Curriculum Booklet

Biology Curriculum Aims

Across Year 7 Biology, students build core scientific understanding through practical investigation and evidence-based enquiry. They develop their understanding of cells and microscopy by learning how scientists observe and interpret structures beyond the limits of the naked eye. Through the study of specialised cells and sexual reproduction, students explore how living organisms grow, develop and reproduce, while gaining an appreciation of the complexity and organisation of biological systems.

Students also examine how the body functions as an integrated system. Through studying joints and muscles, they investigate movement and coordination, while work on the lungs and gas exchange develops their understanding of how organisms obtain the resources needed for respiration and survival. Practical work encourages students to analyse data, identify patterns and draw conclusions from evidence. Critical thinking is embedded throughout the course, particularly in the study of evolution and ecology.

Students evaluate evidence for evolutionary change, consider how organisms adapt to their environments and examine the relationships between living things and their surroundings. They learn to question claims, interpret scientific evidence and communicate explanations using precise scientific language.

Habs Girls | Curriculum Booklet

Biology Signature Project: Zoo Habitat Project (Summer Term) Content

Outcome

Habits Spotlight

Students will be given a different endangered species. Students will need to design a Zoo Enclosure. It needs to meet the aim of being humane but also in educating the public.

Students learn about endangered species and their threats. They will engage with concepts relating to humane treatment of animals, educating the public about conservation work and financial issues.

This project focuses on continuous learning, openmindedness and social responsibility as students

Other areas where Habits are developed The Biology curriculum develops key learning habits through practical and investigative learning. Students build curiosity through hands-on exploration, critical thinking through data analysis and evidence-based reasoning, collaboration through group investigations, resilience by refining methods and overcoming challenges, and initiative through independent research and presentations. A strong focus on ecology, conservation, and human impact also promotes social responsibility, encouraging students to apply scientific understanding to real-world issues.

develop research skills and are encouraged to consider ethical, environmental, and community responsibilities in wildlife conservation.

Opportunities for Scholarship beyond lessons Students are warmly invited to Biology Club and Zoology club where they explore dissections, butterfly metamorphosis and tardigrade hunting amongst many other activities. These activities are supported by our wonderful Sixth Form students.

Habs Girls | Curriculum Booklet

Biology Subject Outline Autumn Term

Spring Term

Summer Term

• Microscopes: Students will learn about microscopes, magnification and resolution.

• Movement of Substances: Students will explore how substances move across cell membranes, including diffusion and osmosis.

• Competition between Species: Students will learn how different species compete for resources, leading to specific adaptations.

• Sizes: Students will understand scale and measurement of cells and organisms. • Cells: Students will explore cell structure, plant vs. animal cells and cell organelles. • Specialised Cells: Students will study differentiated cells like red blood cells, nerve cells and muscle cells. • Characteristics of Life: Students will learn the seven characteristics of life: movement, respiration, sensitivity, growth, reproduction, excretion and nutrition. • Unicellular Organisms: Students will study single-celled organisms and their survival, growth and reproduction. • Organisation: Students will learn about cells forming tissues, tissues forming organs and organs forming systems. • The Skeleton: Students will be introduced to the human skeleton, its support, protection and movement functions. • Joints and Muscles: Students will understand the musculoskeletal system, joint movement and muscle function.

• Gas Exchange: Students will examine the process of gas exchange in humans and other organisms, focusing on oxygen and carbon dioxide exchange in the lungs and at a cellular level. • Reproduction: Students will delve into the reproduction of both plants and animals, learning about reproductive structures and roles. • Adolescence, Puberty and the Menstrual Cycle: Students will discuss the changes during adolescence, puberty, and details of the menstrual cycle. • Gametes and Fertilization: Students will learn about gamete formation (sperm and egg cells) }and the process of fertilization.

• Adaptations to Environments: Students will study adaptations organisms develop to survive in their environments and how species adapt to changes over time.

• Variation in Species: Students will explore variation within species, distinguishing between environmental factors and inherited traits. • Development of the DNA Model: Students will learn about the collaborative efforts in developing the DNA model by scientists like Watson, Crick and Franklin. • Process of Natural Selection: Students will explore how natural selection operates on variations within populations, leading to species evolution. • Causes of Extinction: Students will study factors causing species extinction, including habitat loss and climate change.

• Conservation Techniques: Students will discuss conservation techniques like captive breeding and habitat restoration. • Food Chains and Webs: Students will understand the interdependence of organisms in ecosystems through food chains and webs. • Keys and Random Sampling: Students will learn to identify species using keys and estimate population sizes through random sampling.

Habs Girls | Curriculum Booklet

Chemistry Curriculum Aims

During their studies, we expect students to develop key practical skills, so that their experiments have validity. They will learn a range of key scientific language in order to begin writing technical explanations which are precise and concise. Emphasis is placed on using new terminology and concepts such as particle theory to explain a range of phenomena both in the lab and the world around them.

Students will explore a range of separation techniques and their application to everyday life. By the end of Year 7, students should have developed a firm basis of the particle nature of matter and be able to build on this as they move forward in their studies.

Habs Girls | Curriculum Booklet

Chemistry Signature Project: Chemical and Physical Changes Investigation (Autumn Term) Content

Outcome

Habits Spotlight

Students will plan and carry out a series of experiments at home to investigate chemical and physical changes on different foods.

Students will present their findings visually, usually on a poster to include observations and explanations of the changes.

Continuous learning and open-mindedness are especially prominent in this project as students are encouraged to make choices in their investigation and improve their observation skills which are a key aspect of Chemistry.

Other areas where Habits are developed Across the Year 7 Chemistry curriculum, students consistently develop key learning habits through experimental investigation and critical thinking of the results. Students practice applying theoretical concepts across a wide range of contexts, giving them the opportunity, through continuous learning to embed novel ideas. Students will need open-mindedness to imagine a world that cannot be seen, and this is explored through key concepts such as atoms and molecules. They will link this to the macro-world of creation of new substances via the rearrangement of atoms. Students will recognise the importance of Chemistry in all aspects of their lives.

Opportunities for Scholarship beyond lessons We encourage pupils in the summer term (once they have developed strong and safe experimental skills) to attend Chemistry Investigation Club, to experience Chemistry beyond the curriculum to feed their curiosity.

Habs Girls | Curriculum Booklet

Chemistry Subject Outline

Autumn Term

Spring Term

Summer Term

During the first term students focus on a strong introduction to practical Chemistry and begin to learn about particle states of matter.

We continue our study of particles and move into separation techniques of mixtures.

We continue the year by looking at further separation techniques. We end on an introduction to the Periodic Table and acids, alkalis and indicators.

Students will study: • How to work safely in a lab • Making accurate measurements

• Representation of data in tables and in graphical form • Representation of the states of matter and changes of state using particle theory • Signs of a chemical reaction and how they differ from physical changes

Students will study: • Atoms and molecules • Elements and compounds • Pure substances and mixtures in terms of particle diagrams and chemical reactions • Explaining diffusion and density using particle theory • The concept of solubility and the related terminology associated with this and its use in separating mixtures

Students will study: • Separation of immiscible liquids • Separation of coloured substances using chromatography • Information that can be gleaned from the Periodic Table • Investigation the properties of metals and non-metals via an investigation • Acids, alkalis and using a variety of indicators to distinguish between them • The concept of neutralisation and its application to real life scenarios

Habs Girls | Curriculum Booklet

Computing Curriculum Aims

During Year 7 Computing, students will build confidence in using technology independently while developing safe and responsible online habits. They will learn how to communicate effectively using digital platforms and understand the importance of managing their online presence.

Students will explore creativity through digital design, producing their own logos and posters, and develop problem-solving skills through spreadsheet tasks using formulas and data. They will also gain an understanding of how websites are created using HTML and CSS, before moving on to programming in Python to develop logical thinking.

By the end of the year, students should be able to use technology confidently, think logically to solve problems, and create high-quality digital work. This curriculum aims to inspire students, particularly young women, to engage with the field of technology. It provides a strong foundation of knowledge and skills, empowering them to become future innovators and leaders in the field.

Habs Girls | Curriculum Booklet

Computing Signature Project: Habs Enterprise Project (Autumn/Spring Term) Content

Outcome

Habits Spotlight

Students spend two terms using platforms such as Canva Education, Microsoft Excel, and VS Code to develop a business of their choice. They will design logos and products using digital tools, then use Microsoft Excel to create a sales and financial tracking spreadsheet and finally develop a 3-page website in HTML/CSS to promote their business.

Students will visually present their company, using their website as the central showcase, to their class in the Spring Term.

Creativity and initiative are especially prominent in this project, as students are encouraged to generate original ideas and take ownership of developing their own enterprise. Through designing products, building their brand and creating a website, students demonstrate creativity in their approach while showing initiative in making decisions, solving problems and bringing their venture to life.

Other areas where Habits are developed Across the Year 7 enterprise project, students consistently develop key learning habits through practical, project-based learning. Leadership emerges as pupils take ownership of their venture, making decisions about branding, product development, and overall direction. They are encouraged to think creatively and independently as they bring their ideas to life. Open-mindedness is developed through ongoing feedback, as students refine and improve their ideas over time in response to peer and teacher input, rather than expecting immediate success. Critical thinking is also embedded throughout, particularly in the Summer Term when students are introduced to Python programming, requiring logical reasoning and problem-solving. These habits support students in becoming thoughtful, adaptable learners as they grow throughout their time in Year 7.

Opportunities for Scholarship beyond lessons All students are given the opportunity to take part in the Bebras Computational Thinking Challenge, delivered by the Raspberry Pi Foundation, which runs twice each year. We also run a Minecraft Education Club, which includes occasional collaboration with the Boys’ School on shared projects. In addition to this, we have an afterschool Digital Media Club which provides students with opportunities to develop skills in video production, and photo editing.

Habs Girls | Curriculum Booklet

Computing Subject Outline Autumn Term During the first term, students are introduced to core digital skills, online safety, and creative computing:

Spring Term

Summer Term

During the Spring Term, students focus on developing and refining their own websites:

During the Summer Term, students are introduced to programming in the language, Python, and begin developing their computational thinking skills:

•

How do we access and use key school platforms such as SharePoint, Teams and OneNote effectively?

•

What is a digital footprint and what is safe to share online?

What are the basic building blocks of HTML and how are web pages structured?

•

How can CSS be used to change colours, fonts and spacing to improve the appearance of a webpage?

•

What are the risks of communicating with others online, and how can we stay safe in public and private spaces?

•

What is the Online Safety Act and how can we manage our platform settings responsibly?

•

What is Generative AI and what are the dangers that it can impose? How does AI spread misinformation?

After half term, students begin developing their creativity and technical skills: •

How can we use Canva to design effective posters and logos?

•

What makes a strong design and how can we plan a digital product?

•

How can we apply creativity to develop a simple business idea?

•

How can we use spreadsheets to organise and calculate data using formulas such as SUM, MIN, MAX, and AVERAGE?

•

How do functions like COUNT and COUNTIF help us analyse data effectively?

•

How can charts and conditional formatting be used in Excel to present data clearly and highlight key information?

•

How do we add navigation bars, images and layout features to make a website more user-friendly?

• How can we apply programming skills to solve problems logically and efficiently? • How can we develop a program to store a user’s input and perform calculations? • How do IF statements allow programs to make decisions?

•

How can we ensure text and images are aligned clearly and effectively on a page?

• How can we use logical operators such as AND and OR to create more complex conditions?

•

How can design choices such as colour, layout and font improve user experience?

• What are nested IF statements, and how can they be used to create more advanced programs?

•

How can we test, evaluate, and improve our website based on feedback from others?

•

How can we present our work clearly and confidently to an audience?

• How can we design and build interactive programs, such as quiz games or escape room challenges?

Habs Girls | Curriculum Booklet

Design and Technology Curriculum Aims

The Year 7 Design and Technology curriculum aims to introduce the subject to all students and the Explore, Create and Evaluate process for designing , modelling and making. Training students to design, draw, model and make is at the centre of lessons. The safe use of tools, machines and materials is a major factor in the practical skills they will learn.

They will balance the practical work with a portfolio of research, theory, designs, analysis and evaluation to show their progress through mini make tasks and a design and make project.

Habs Girls | Curriculum Booklet

Design and Technology Signature Project: Hardwood and Softwoods Research Project (Summer Term) Content

Habits Spotlight

Students have experienced working with these materials and now it is time to research their uses and properties and present them in an imaginative way.

This project promotes continuous learning, creativity and social responsibility. Students build on their practical experience with materials by researching properties and uses of materials, demonstrating continuous learning by investigating and applying new knowledge, while creativity is encouraged through the production of an informative leaflet or an eye-catching 3D presentation.

Outcome The students will produce a ‘leaflet about hardwoods and softwoods or a more eye-catching 3D presentation of their research.

Other areas where Habits are developed The Design and Technology curriculum provides students with opportunities to develop a range of learning habits through creative and practical experiences. Ambition is encouraged as students develop their own design briefs and take ownership of projects, demonstrating initiative, resilience and continuous learning as they refine and manufacture their prototypes. Curiosity sits at the heart, with students exploring different contexts, materials and user needs while applying critical thinking and creativity to solve design problems. Courage is developed through experimentation and risk-taking, as students test ideas, learn from mistakes and show integrity in creating original and innovative solutions. Community is fostered through collaboration in the workshop and consideration of the wider impact of design decisions. By evaluating the sustainability of materials and manufacturing processes, students develop social responsibility and an awareness of how their designs can affect people, communities and the environment.

Social responsibility is developed as students consider the sustainable use of natural resources and the importance of making informed choices about materials in the wider world.

Opportunities for Scholarship beyond lessons DT clubs run when projects require the extra time for extension. We encourage students to explore the world around them and how it is designed and made.

Habs Girls | Curriculum Booklet

Design and Technology Subject Outline

Autumn Term

Spring Term

Summer Term

Graphic drawing skills and an introduction to safety in the workshop and hand tools.

Designing, modelling and iteration.

Design and make project.

Students will learn:

Students will learn: • Research of existing products

• Iteration and problem solving

• 2D and 3D drawing techniques • Shading and rendering

• Design drawing and presentation • Safety in the workshop • Basic hand tools • Sequence of processes

• Cutting, sanding and finishing hardwood and softwood

• Generation of design ideas

Students will learn: • Project planning

• Designing techniques

• Manufacture of their prototype

• Modelling

• Testing and evaluation

Habs Girls | Curriculum Booklet

Drama Curriculum Aims

Year 7 Drama builds practical skills and theatrical understanding through a clear, sequenced programme. Lessons move from short improvisations to ensemble devising and scripted work, with focused units on Greek theatre (chorus technique and mask work), musical theatre and character study, and physical theatre. Students practise voice, movement and ensemble listening in class tasks that feed directly into assessed performance cycles - short formative performances, targeted teacher feedback and end-of-unit checks make progress visible and measurable for parents. The curriculum is deliberately linked to wider school opportunities, so classroom learning has clear next steps. Year 7 students are encouraged to take on leadership and technical roles in lessons to prepare for the Middle School play, student-directed projects, Year 7 Drama and Musical Theatre clubs and backstage responsibilities on larger productions.

These pathways give students practical experience, performance confidence and routes to further study.

Habs Girls | Curriculum Booklet

Drama Signature Project: Greek Theatre Performance (Autumn Term) Content

Outcome

Habits Spotlight

Students explore the key conventions of Ancient Greek theatre; stage space, chorus techniques (unison, canon, levels, rhythm), mask work, and the structures of tragedy and comedy and use Greek myth or Antigone as a stimulus to devise an ensemble piece.

The project culminates in a polished group performance demonstrating chorus technique, mask-based physical characterisation and clear storytelling rooted in Greek theatrical tradition.

Community (collaboration and care) is especially prominent in this project, as students must work as an ensemble in chorus and devised performance, listen attentively, and support one another through rehearsal and feedback.

Other areas where Habits are developed Across Year 7 habits are developed through specific curriculum activities. Resilience is built in the Improvisation and Forum Theatre unit where students rehearse, refine and perform devised scenes and respond to structured feedback; community is practised in Greek chorus work where pupils learn unison, canon and levels and give peer feedback during ensemble rehearsals; ambition is encouraged in the Matilda unit through performing monologues and duologues and rehearsing choreography to a performance standard. Curiosity and creativity are fostered in mask and myth projects such as Theseus and the Minotaur and Medusa where students experiment with physical characterisation and mask work; critical thinking and confidence are strengthened through Performance Techniques lessons, live theatre analysis of Peter Pan and short written and verbal reviews that require use of key drama vocabulary; routine formative performance tasks and end-of-term ensemble assessments ensure habit development is visible and consistent.

Opportunities for Scholarship beyond lessons We actively encourage students to extend their learning through the Middle School play and frequent student-directed projects. We expect high levels of participation in Year 7 Drama and Musical Theatre clubs. Year 7 also have the opportunity to take on backstage and technical roles on school productions.

Habs Girls | Curriculum Booklet

Drama Subject Outline Autumn Term Drama Foundations and Greek Theatre • Finding confidence in the routines of the drama classroom - establishing expectations, rehearsal etiquette and regular warm-ups to build security and participation

• Improvisation - short spontaneous tasks that develop quick thinking, status, objective and relationship work • Forum Theatre - rehearsed improvisation and techniques for using Forum Theatre to explore choices and direct action in performance • Key vocabulary - explicit teaching of subject language so pupils can analyse and evaluate their own work and that of others • Performance techniques practical work on voice, breath, posture and physicalisation to deepen characterisation • Open/closed scripts practical comparison of open (devised) and closed (scripted) approaches and their classroom application

Spring Term • Greek theatre overview study of the Greek stage, its features and its influence on western theatre practice.

• Role of the Greek chorus practical exploration of chorus function and effect • Myth: Theseus and the Minotaur and Medusa - using mythic stimulus to devise Grecian-style pieces • Masks and emotions on the Greek stage - mask exercises to convey emotion and shape non-verbal characterisation • Tragedy: Antigone - plot and character study to understand the importance of tragedy in Greek tradition • Comedy - investigation of Greek comic features and devising a modern comic response

Matilda: Plot and Characters, Voice, Characterisation; Choreography

• Matilda: Plot and characters using still image and narrative techniques to map story and relationships • Matilda: Using voice in performance - work on pace, pitch, pause, tone, volume and accent to support character and text • Matilda: Heightened characterisation exaggeration of physical and vocal skills for comic effect, with focus on Mr and Mrs Wormwood • Matilda: Performing monologues - storytelling through sustained solo performance and audience focus • Matilda: Exploring duologues - developing interaction, status and relationship in paired scenes

• Matilda: Exploring choreography understanding the function of choreography in musical theatre and rehearsing dance sequences

Habs Girls | Curriculum Booklet

Drama Subject Outline Summer Term Physical Theatre and Live Theatre Analysis • Physical theatre: Non-naturalism - exploring movement styles that depart from naturalistic acting • Physical theatre: Physical storytelling - using movement as the primary narrative device • Physical theatre: Essence machines - distilling emotion and using rhythm to shape performance • Physical theatre: Physical language - building a consistent movement vocabulary suited to specific pieces • Physical theatre: Practitioner approaches - applying techniques drawn from named practitioners to inform ensemble work • Live theatre analysis: Peter Pan - developing skills as a critical observer through guided theatre visits

• Live theatre analysis: Practical review - translating observations from live theatre into classroom practice and devised work • Live theatre analysis: Written review - practising written analysis and evaluation of drama using key terminology

Habs Girls | Curriculum Booklet

English Curriculum Aims

Students are encouraged to think critically in every lesson: analysing how writers use language, structure and form, evaluating how meaning is conveyed, and developing informed, independent arguments. They learn to recognise both explicit and implicit meanings across a variety of contexts, while also experimenting with language and form in their own writing. This includes analytical essays, as well as personal and creative work such as letters and articles, through which students develop their voice and expressive range. Responding to feedback is central to their development as readers and writers, helping students refine their ideas and improve their technical accuracy.

Oracy is an essential part of the curriculum. Through pair and group work, whole-class discussion, presentations, performance, interviewing and debating, students develop confidence in expressing and justifying their ideas. Active listening, respectful dialogue and constructive feedback underpin a supportive learning environment in which students collaborate effectively and share responsibility for outcomes. Each text, task and discussion builds on prior knowledge, encouraging students to make connections and deepen their understanding over time.

As they progress, they are increasingly encouraged to work independently, contribute their own interpretations and take ownership of their learning. Engagement with both literary and non-fiction texts also fosters awareness of wider social issues, prompting students to reflect on their role in the world. Academic honesty is emphasised throughout, with a focus on responsible research, accurate referencing and the authentic expression of ideas.

Habs Girls | Curriculum Booklet

English Signature Project: Magazine Project (Summer Term) Content

Habits Spotlight

Students will work in groups to produce and present the launch edition of a specialist magazine.

Through this collaborative project, students can refine their habits of: resilience through responding constructively to feedback and compromising effectively; initiative through taking ownership of roles and tasks, selecting responsibilities aligned with personal strengths, and engaging with optional challenges; openmindedness through valuing diverse perspectives and working productively towards shared goals; critical thinking in making informed decisions about audience, content, presentation, and marketing, including preparing and delivering a persuasive pitch; creativity in producing original written and design work across print and digital formats, incorporating multimedia elements; integrity through using research and AI

Outcome Students will produce a hard copy of the launch edition of the magazine and online content, as well as pitching their finished magazine in a launch event.

Other areas where Habits are developed English lessons cultivate thoughtful, articulate and socially aware individuals who can engage critically and creatively with the world around them . Through reading, writing, discussion and analysis, students develop the skills needed to respond confidently and insightfully to a wide and challenging range of literature. As they explore diverse texts, viewpoints and interpretations, they build empathy and a readiness to consider perspectives beyond their own. As part of the Edna Judd poetry competition, students will memorise and recite a poem in front of their class, with some going through to House rounds and the Grand Final. This develops students’ critical thinking skills, in understanding the poem they choose, as well as risk -taking, both in the choices they make and in how they choose to perform.

tools responsibly and transparently, with clear acknowledgement of sources and processes; leadership by developing organisational and communication skills through the role of the weekly editor, setting targets and liaising with staff; risk-taking in stepping beyond com fort zones to develop new skills in writing, design, or presentation; collaboration, care and respect through working effectively as a team through negotiation, comprom ise, and shared responsibility; social responsibility by demonstrating awareness of wider issues through purposeful content, including articles with real-world or ethical focus.

Opportunities for Scholarship beyond lessons We encourage students to broaden their reading horizons through independently completing the Critical Reader programme. There are also numerous opportunities for students to flex their creative muscles in The Edit and The Cornflower.

Habs Girls | Curriculum Booklet

English Subject Outline

Autumn Term

Spring Term

Summer Term

Biography/Autobiography Students will identify and analyse key features of writing, such as narrative viewpoint and the distinction between fact and opinion. They will explore the similarities and differences between biography, autobiography, memoir and fiction, and examine how writers present events and character. Students will also apply their understanding by experimenting with writing in these forms.

History of Language Students will explore the origins of the English language and the influences that have shaped it over time. They will study extracts ranging from Old English to later texts, developing an understanding of how language has evolved.

Poetry Students will read a range of poems centred on the theme of Family and Relationships, while learning and revising key poetic techniques and terminology. They will explore how poets create meaning and develop their ability to express personal responses to poetry, supporting their ideas with relevant evidence. Students will also practise annotating poems effectively to identify significant language, structural features and ideas.

Prose text Students will develop their understanding of key elements such as structure, plot, theme and character. They will analyse how texts are constructed, with a focus on plot development and structural choices, and explore how writers present character and theme. Students will also begin to select and use relevant quotations to support and develop their ideas with confidence.

Shakespeare Students will explore themes and issues across a range of plays. They will begin to examine how Shakespeare presents characters and relationships, while also considering how his life and historical context may have influenced his work. Students will learn to identify and analyse key moments in the text to support their ideas and will develop their ability to express thoughtful personal responses to characters and events.

Magazine Project See previous page.

Habs Girls | Curriculum Booklet

French Curriculum Aims

In Year 7, students are expected to develop habits and dispositions that will sustain them as language learners throughout their time at the school. They will build confidence in speaking French aloud - in class, in structured tasks, and eventually on camera - understanding that communicating in another language requires a willingness to take risks and accept imperfection as part of progress. Students will begin to take responsibility for their own vocabulary learning, approaching tests and assessments with the discipline and selfawareness that continuous improvement demands.

They will produce written and spoken work of increasing length and accuracy, moving from single sentences to short, connected paragraphs. Alongside language skills, students will develop genuine curiosity about French-speaking cultures - exploring how people live, what they value, and how their world compares to their own.

By the end of Year 7, students should approach French with confidence and openness, take pride in the accuracy and expressiveness of their language and understand that learning a language is not just a skill but an act of engagement with the wider world.

Habs Girls | Curriculum Booklet

French Signature Project: The End-of-Year Speaking Project (Summer 2) Content

Outcome

Habits Spotlight

Working in pairs, students create and perform an original short skit in French, drawing on language from any of the four modules studied during the year.

Five lessons are allocated to plan, script, rehearse, and perform. Performances take place in class, followed by structured peer assessment.

This project develops habits of risk-taking, creativity and collaboration as students draw on their language knowledge to make imaginative choices, experiment with new ways of expressing ideas beyond rehearsed phrases and perform in French in front of their peers.

Other areas where Habits are developed Resilience runs through the year - every new grammar structure (adjective agreement, partitive articles, -er verb patterns) asks students to persist through difficulty. Regular vocabulary and translation tests build the discipline of continuous learning, and both the video interview and end -of-year skit demand initiative and personal ownership. Learning French is itself an act of open-mindedness from lesson one. Studying sport in French-speaking countries (Module 3) and exploring café culture and daily life in France (M odule 4) develops critical thinking about other ways of living. The skit project invites genuine creativity in language use. Courage sits at the heart of spoken tasks. Speaking French in class, on camera for the M odule 1 video, and in performance at the end of the year all require real risk-taking. The café experience lesson (Module 4) adds spontaneity; peer assessment develops leadership and the confidence to give and receive honest feedback. Pair and group work punctuates the year. The end-of-year skit requires genuine collaboration, care and shared social responsibility. More broadly, learning a language is an act of community: a commitment to communicating across difference and valuing other people's cultures.

Opportunities for Scholarship beyond lessons We strongly encourage all students to take part in the many opportunities offered by the MFL department throughout their time in the Middle School. Each connects directly to our habits including the Anthea Bell Translations Competition where students tackle complex literary texts with creativity and precision, or running or attending a language club which sees students working in collaboration and taking on leadership.

Habs Girls | Curriculum Booklet

French Subject Outline Students follow four modules of Dynamo 1 across the year, building secure foundations in French grammar and communication. Ambition, Curiosity, Courage and Community are woven throughout, and the year culminates in an end-of-year speaking project.

Module 1 - Identity, family and school life (Autumn 1)

Module 3 - Sport, leisure and activities (Spring)

Students learn to talk about siblings and age, describe a classroom, express likes and dislikes, and say what they do. Grammar foundations include avoir, -er verbs, adjective agreement, and aimer + definite article. The module concludes with Mon interview par vidéo - a filmed speaking task that calls on ambition (independent preparation) and courage (performing in French on camera).

Students talk about sports using jouer à and faire de, discuss activities they enjoy using aimer + infinitive and discover sport in French-speaking countries. They also practise forming and answering questions (est-ce que, qu'est-ce que). The francophone sport study develops curiosity and open-mindedness about other cultures and ways of life.

Module 2 - School, appearance and clothes (Autumn 2)

Module 4 - Family, home and food (Spring/Summer 1)

Students discuss school subjects, uniform, and their school day, and begin describing their school. Grammar deepens through new -er verb patterns, adjective placement, and combien + de. The written assessment at the end of term develops resilience under assessment conditions and commitment to continuous learning.

Students describe family members and appearance using possessive adjectives, talk about where they live, name rooms of the house, and discuss breakfast using partitive articles, boire, and prendre. The café experience lesson asks students to use language spontaneously in an unfamiliar context - an exercise in courage and real communicative risk-taking.

Habs Girls | Curriculum Booklet

Geography Curriculum Aims

The Year 7 Geography curriculum aims to develop students’ understanding of their place in the world by integrating human and physical perspectives on the UK as our ‘island home’. Students begin by exploring the human geography of the UK, developing a sense of place through the study of cities, population patterns, migration and national identity, while recognising the connections between local, national and global processes.

This is complemented by a study of the UK’s physical landscape, where students investigate how geological processes, the rock cycle, and glaciation have shaped the environments in which people live. Across both strands, the curriculum prioritises the development of core geographical skills, including map interpretation, data analysis, fieldwork, and the use of precise terminology, alongside critical thinking, debate and extended writing.

Ultimately, the curriculum seeks to foster informed, reflective and curious geographers who can understand the dynamic interactions between people, places and environments, and apply this understanding to both contemporary issues and future challenges.

Habs Girls | Curriculum Booklet

Geography Y7 Signature Project: Carbon Fieldwork (Summer Term) Content

Outcome

Habits Spotlight

Students conduct fieldwork on-site to investigate how carbon is stored across the school grounds by collecting and analysing data on vegetation and soils, applying a range of geographical fieldwork methods.

The project culminates in students producing evidence-based evaluations and recommendations for how the site could be managed more sustainably to enhance carbon sequestration.

The carbon fieldwork project is designed to develop key learning habits, including risk-taking, social responsibility and critical thinking. Students are encouraged to take intellectual risks by testing ideas and engaging in unfamiliar fieldwork methods, while also considering their role as responsible global citizens by exploring how local actions can contribute to addressing climate change. Throughout the enquiry, students apply critical thinking to analyse data, evaluate evidence and form well-reasoned conclusions and recommendations.

Other areas where Habits are developed

Across the Year 7 Geography curriculum, students develop key learning habits through enquiry-led study of people and environments. Ambition is fostered as students build resilience through tackling complex geographical questions and take initiative in their fieldwork and written responses. Curiosity is developed as students engage with new perspectives, apply critical thinking and use creativity to explore patterns in human and physical geography. Courage is encouraged through risk-taking in enquiry and leadership within collaborative tasks, while a strong sense of community is built as students work together, show care for others and consider their social responsibility in creating more sustainable futures.

Opportunities for Scholarship beyond lessons Students are encouraged to deepen their geographical understanding through a range of enrichment opportunities beyond the classroom. Fieldwork visits, such as trips to the London M useum Docklands and the Natural History Museum in London, allow students to engage directly with the human and physical processes studied in class, bringing their learning to life through real-world contexts. In addition, wider reading, including texts such as Stolen History by Sathnam Sanghera, supports students in developing a more critical and reflective understanding of themes such as migration, empire and identity, encouraging independent enquiry and a broader global perspective.

Habs Girls | Curriculum Booklet

Geography Subject Outline Autumn Term

Spring Term

Summer Term

Students begin by exploring Our Island Home through a human geography lens, developing an understanding of the UK as a place to live, work and study. They build foundational geographical knowledge of population, settlement, migration and identity, while beginning to use key skills such as map reading, data interpretation and geographical writing.

The focus shifts fully to Our Physical Landscape, where students investigate how the UK has been shaped by geological processes, including the rock cycle and glaciation. They deepen their understanding of landscape formation and further develop key skills such as OS map interpretation and analysing physical processes and their impacts on people.

Students will apply their geographical knowledge and skills through an extended fieldwork enquiry on carbon sequestration across the school grounds. This investigation will encourage students to explore how different environments, such as grassed areas, tree cover and managed spaces, store carbon, and to assess the role of local landscapes in responding to climate change. Through data collection, sampling and analysis, students will develop their ability to plan and conduct fieldwork, interpret results and draw reasoned conclusions. The enquiry will emphasise sustainability, enabling students to consider how the school site could be managed more effectively to increase carbon storage, while reinforcing key geographical concepts of human–environment interaction and the importance of evidence-based decision making.

•

What is our geographical place in the world?

•

What are the human and physical features of the UK?

•

Where are all our people?

•

What is an ageing population?

•

What is the impact of migration on the UK?

•

What was the British Empire and how has it impacted colonised countries as well as the UK?

•

What is geological time?

•

What is the rock cycle?

•

How are weathering and erosion shaping our landscape?

•

What do limestone landscapes look like and how are they formed?

•

How do we use OS maps?

•

How has the UK’s climate changed over time?

•

What is climate change and how might it affect the UK in the future?

•

What is the Commonwealth?

•

How is the UK connected to the wider world today?

•

What are the UK’s global links today?

•

How does globalisation affect the UK?

How can landscapes be managed sustainably?

•

What are the challenges of managing UK landscapes?

• •

How is the UK changing in the future?

•

How can we design a geographical enquiry into carbon storage?

•

How can we measure and compare carbon sinks across the school site?

•

How can we collect and present fieldwork data effectively?

•

What patterns can we identify in carbon sequestration?

•

How do human activities influence carbon storage?

•

How can the school site be managed more sustainably to increase carbon storage?

Habs Girls | Curriculum Booklet

German Curriculum Aims

Our Year 7 German curriculum provides a positive and fun introduction to language learning, where students feel confident to take risks, make mistakes, and learn from them. The course is academically ambitious, introducing key sounds, essential vocabulary, and ambitious grammar points in a supportive and accessible way.

Alongside this, we focus on building confidence, curiosity and strong communication skills: students are encouraged to ask questions, explore the language actively and develop an understanding of how German works. Through developing their oracy skills, they learn to explain their thinking, recognise patterns, and articulate why the language behaves as it does.

We aim to nurture confident, enthusiastic learners who feel both challenged and supported, and who enjoy learning a new language.

Habs Girls | Curriculum Booklet

German Signature Project: Creating a German Board Game (Summer Term) Content

Outcome

Habits Spotlight

Students will bring together their learning from across the year, focusing on the key questions, answers and grammar points that they have seen to talk about themselves and their families.

Students will create and present their board games and the rationale for their choice of game and included questions before a series of lessons where students play each other’s games to help consolidate their learning through the year.

Creativity, collaboration and innovation will be fostered during this project as students form teams to use the language and grammar learned over the year in an inventive, purposeful way as well as encouraging efficient team-work.

Other areas where Habits are developed We appreciate that learning languages requires resilience and so from the Autumn Term of Year 7, we establish a low-threat classroom environment where students feel comfortable and confident to take risks and learn from one another - developing their collaboration and care for each other’s learning. Our curriculum is academically ambitious within this space: students will engage with complex grammatical concepts such as using relative pronouns, adjective agreements and strong present tense verbs (Spring Term). Students are encouraged to appreciate and remain open-minded to how language can differ from their native tongue, demonstrating a ‘can do’ attitude and embracing the challenge.

Opportunities for Scholarship beyond lessons Students will have the opportunity to take part in the Anthea Bell Translation Prize run by Queen’s College Oxford as well as engaging in activities during our Languages Week.

Habs Girls | Curriculum Booklet

German Subject Outline

Autumn Term

Spring Term

Summer Term

During the first term, students are introduced to the German language and German-speaking countries. The focus is on talking about key details about themselves, being able to answer the following questions:

In the Spring term, students build on their language skills, focusing on describing their family and talking about freetime activities:

During the Summer term, students develop their ability to talk about school life and their local area:

• How do you greet people and say how you are?

• How do you describe appearance?

• How do you introduce yourself and ask someone’s name? • How do you say numbers up to 20 and beyond? • How old are you and when is your birthday? • Where do you live and where are you from? • How do you describe your personality? • What are your favourite things? • How do you give opinions? • Who is in your family?

• Do you have pets?

• What abilities do you and your family have?

• What sports do you do? • What else do you do in your free-time? • How do you use technology? • How often do you do activities?

• What subjects do you study at school? • When do you study different subjects? • How do you describe your teachers? • What is in the classroom? • What are you allowed to do at school? • What is there in your town? • What do you like about your local area? • What would you like to change about where you live?

Habs Girls | Curriculum Booklet

History Curriculum Aims

During the course of their studies, we expect students to develop curiosity about the past and a secure understanding of key historical concepts such as causation and change. They will gain confidence in oracy, expressing ideas clearly in discussion and debate. Students will produce well-structured written work, including persuasive arguments supported by evidence.

They will learn to research effectively, ask perceptive questions, and evaluate sources. By the end of Year 7, students should think critically, communicate clearly, and take pride in their historical work.

Habs Girls | Curriculum Booklet

History Signature Project: The Family History Project (Autumn Term) Content

Outcome

Habits Spotlight

Students will study an aspect of their own family’s history, either researching a member of their family in more depth or looking more broadly at their family tree.

Students will present their findings visually, usually on a large display poster, which they will present to parents during a special family history evening in the Autumn Term.

Care and social responsibility are especially prominent in this project as students are encouraged to consider their wider community and heritage, as well as being interested and respectful of the stories shared about other students’ families.

Other areas where Habits are developed Across the Year 7 History curriculum, students consistently develop key learning habits through enquiry-based study. Resilience is built as pupils tackle complex questions through extended writing, in essays explaining the Norman Conquest (Autumn Term) and evaluating the changing nature of religion in Tudor England (Summer Term). Students learn to refine and improve their ideas over time, rather than provide instant answers. Critical thinking is also central, especially as students analyse sources and weigh interpretations. This is a particular focus through our study of the Black Death (Spring Term), where critical evaluation of sources is both taught and assessed explicitly.

Opportunities for Scholarship beyond lessons We actively encourage students to take part in the Historical Association’s Young and to take part in the school’s own Anna Komnena Research competition.

Habs Girls | Curriculum Booklet

History Subject Outline Autumn Term

Spring Term

Summer Term

During the first term, students focus their studies on Anglo-Saxon and early Medieval England:

We continue our study of medieval England in the Spring Term, focusing on:

• What was the reformation?

• Who were the Anglo-Saxons? • How did the arrival of the Anglo-Saxons in England occur and what were the consequences?

• In what ways did gender impact on Matilda’s ambitions? • Why was John forced to sign Magna Carta?

• What can we learn about the Anglo-Saxons from their cultural life?

• What were the consequences of Magna Carta for the English people in the short and long term?

• Was Alfred the Great successful against the Vikings?

• Should Magna Carta be considered the corner stone of modern British rights?

• Aethelflaed What does the story of Aethelflaed tell us about the lives of Anglo-Saxon women?

• What was the impact of the Black Death on England?

• Who were the claimants to the English throne in 1066? • Why did William win the Battle of Hastings? • How did William impose Norman rule on England? • What led to the calling of the First Crusade and why did people respond so positively to it?

• What were the consequences of the Black Death in both the short and long term? • What factors led to the outbreak of the Peasants' Revolt?

• What did Luther think were the problems with the Catholic Church? • What was the King’s Great Matter? • What can we learn about Henry from his relationships with his wives? • Why were the monasteries dissolved and what were the consequences? • Why did Edward face two rebellions in 1549? • What were the key features of the Marian Reformation? • What were the key features of the Elizabethan Settlement? • In what ways did Tudor England interact with the world beyond Europe? • What would Tudor society have looked like to a visitor?

• What was the nature of Kongo's society before the arrival of the Portuguese?

Habs Girls | Curriculum Booklet

Latin Curriculum Aims

We follow the Suburani course, which has been developed to provide a fresh perspective on the ancient world. Encountering a diverse cast of characters representing all parts of Roman society across the Empire, students enhance their understanding and challenge preconceptions about the ancient world while recognising its impact on modern civilisations.

Students will acquire a strong foundation of grammatical knowledge which will enable them to approach the language with confidence in translation and comprehension. In building a secure knowledge of vocabulary, students not only enhance their approach to language work but also deepen their understanding of the influence of Latin on English and other languages.

Through discussion of ancient sources and timeless questions, they develop skills of oracy, critical thinking and open-mindedness.

Habs Girls | Curriculum Booklet

Latin Signature Project: Classical Association Mythology Competition (Spring Term) Content

Outcome

Habits Spotlight

Students will study a given myth and will produce a creative response to it, for example an artwork, an extended piece of writing, or an animation.

Students’ entries will be judged internally to establish a ‘top 10’ which will be submitted to the global competition. Winning entries will receive prizes from the Classical Association.

This project will focus on the habit of creativity. The most successful students will be those who use their creative instincts to produce work which is eye catching and responds inventively to the myth. This could be by viewing by the myth from a different perspective, focusing intently on one specific element of the myth, or creating an entirely new version of it.

Other areas where Habits are developed In the Year 7 Latin curriculum, students are encouraged to approach their studies with initiative and integrity, understanding appropriate use of resources and striving for challenge not perfection. They build the key habits of resilience and continuous learning as they encounter increasingly complex linguistic structures and strengthen their knowledge and recall of vocabulary. Inextricably linked to the language is the examination of the culture and civilisation of the ancient world. Students develop open mindedness, critical thinking and social responsibility when analysing sources and considering classical and modern interpretations and perspectives. Students will demonstrate collaboration and care in their work with peers and their contribution to an intellectually curious classroom environment.

Opportunities for Scholarship beyond lessons Students are encouraged to attend department-run clubs on mythology, Classical Greek and linguistics. Students visit Verulamium Museum and take part in an object handling session.

Habs Girls | Curriculum Booklet

Latin Subject Outline

Autumn Term

Spring Term

Summer Term

Students will embark on their study of the Latin language. They will also investigate what it was like to live in Rome and who the Romans' gods were:

Students will continue their study of the Latin language whilst exploring the different forms of religious worship. Students will also gain an insight into Roman baths:

Students will strengthen their knowledge of the Latin language, looking at a new case and tense. Students will also explore the topics of slavery and the Roman town of Londinium.

• Present tense, including the irregular verb ‘to be’

Latin grammar:

• Neuter nouns

• The ablative case

• The nominative and accusative cases

• The present infinitive

• Prepositions

• The irregular verbs ‘volo’, ‘nolo’ and ‘possum’

• Expressions of time • The imperfect tense

Classical Civilisation:

• How did the Romans worship publicly?

• How did a person become enslaved?

Latin grammar:

• The 1st, 2nd and 3rd declension of nouns • Nouns and their genders Classical Civilisation: • What was life like in the Subura? • What housing was available in ancient Rome? • How important was a Roman forum? • Who were the Olympian gods?

• Why did the Romans enjoy chariot racing so much?

• How did the Romans worship privately?

• How and why were the baths constructed?

• What was life like for a slave in Roman times? • How important was the town of Londinium?

Habs Girls | Curriculum Booklet

Mathematics Curriculum Aims

During the course of their studies, we expect students to develop curiosity about Mathematics and a secure understanding of key mathematical concepts such as number, algebraic reasoning, proportionality and problem solving. They will gain confidence in mathematical oracy, explaining their reasoning clearly and engaging in discussion to justify methods and solutions.

Students will produce accurate and well-structured written work, including logical reasoning and solutions supported by appropriate working. They will learn to select and apply efficient strategies, ask insightful questions, and check the validity of their results.

By the end of Year 7, students should think logically, communicate mathematically with clarity, and take pride in the accuracy and presentation of their work.

Habs Girls | Curriculum Booklet

Mathematics Signature Project: Crunching the Numbers (Summer Term) Content

Outcome

Habits Spotlight

Students will research and analyse nutritional and statistical data relating to their favourite foods, comparing different brands to determine which are the healthiest. They will also explore cost, value for money, and other relevant statistical factors.

Students will present their findings visually, typically through a PowerPoint presentation, delivered to their peers and teachers.

Critical thinking, creativity, leadership and collaboration are especially prominent in this project, as students are encouraged to consider the reliability of data, make informed comparisons, present their ideas in engaging and original ways, and work effectively in teams to plan, discuss, and communicate their conclusions clearly.

Other areas where Habits are developed Across the Year 7 Mathematics curriculum, students regularly develop important learning habits through problem-solving activities. Resilience is built as pupils work through multi-step questions and more challenging topics, such as fractions and calculations with percentages (Spring Term), where careful thinking and persistence are needed. Students are encouraged to revisit their work and improve their methods, understanding that learning Maths takes time and practice. Critical thinking is also a key focus, especially when students explain their answers and compare different ways of solving problems. This is particularly important in topics like ratio and proportion (Autumn Term) and probability (Summer Term), where students need to make sensible decisions and clearly explain their reasoning. In sequences and graphs (Spring Term), students develop their ability to spot patterns, make predictions and check if their ideas are correct.

Opportunities for Scholarship beyond lessons We encourage all Year 7 students to take part in the Junior Maths Challenge in the Spring Term - giving students an opportunity to qualify for the Kangaroo Maths Challenge round.

Habs Girls | Curriculum Booklet

Mathematics Subject Outline

Autumn Term

Spring Term

Summer Term

• Order of Operations (BIDMAS), Negative Numbers

• Calculations with Fractions

• Probability Handling Data

• Factors, Multiples, Primes

• Calculations with Percentages

• Area and Perimeter

• Constructions

• Properties of Quadrilaterals and Rotational Symmetry

• Prime Factor Decomposition, HCF, LCM • Collecting Like Terms, Simplifying Expressions • Ratio and Proportion • Expanding Brackets and Simplifying, • Solving Simple Equations • Multiplying and dividing decimal • Fractions and Mixed Numbers – Adding, Subtraction, Multiplying and Dividing. • Substitution and Solving Equations (including with unknowns on both sides and brackets)

• Using a calculator • Angles in parallel lines • Sequences • Coordinates and Graphs

• Averages and Range

Habs Girls | Curriculum Booklet

Music Curriculum Aims

Throughout Music, students develop curiosity about the history and evolution of diverse musical styles, recognising how music reflects and shapes the world around us. They build connections between theoretical understanding and practical application, transforming knowledge into creative expression.

Students develop technical control and confidence in singing and on a range of instruments, enabling them to perform with accuracy, fluency and expression. They create and refine compositional ideas, working collaboratively to share and present their work. Students also develop critical thinking when listening and appraising, allowing them to engage with a wide range of musical traditions.

Through music-making, they gain an understanding of music as a powerful form of communication that expresses identity, emotion and culture, and enriches both their individual lives and the wider community.

Habs Girls | Curriculum Booklet

Music Year 7 Signature Project: Festival Concert Performance (Autumn Term) Content

Outcome

Habits Spotlight

Students will develop their singing technique, general musicianship and aural skills through learning songs from a range of popular repertoire. They will apply these skills in rehearsal, building an understanding of what is required to perform successfully as part of a large ensemble.

Students will perform as part of the Habs Elstree massed Year 7 choir in the Autumn Term Festival Concert. This live performance will give students the opportunity to sing on stage to an audience of parents, families and friends.

Open-mindedness and risktaking are especially prominent in this project as students are encouraged to step outside of their comfort zone, overcome their inhibitions and develop the confidence to perform with conviction in a public setting.

Other areas where Habits are developed Across the Year 7 Music curriculum, students consistently develop key musical skills through performing, composing and listening. Resilience is built as students strengthen their theoretical understanding and practical capabilities, learning how to engage with the process of consistent musical practice rather than instant results. Collaboration is also central to their musical experience in Year 7, especially as students work together to create group compositions and performances. This is a particular focus in our Djembe Drumming project (Autumn Term) and Ukulele project (Summer Term) where students explore different roles within ensemble settings and contribute to a team effort.

Opportunities for Scholarship beyond lessons Students are actively encouraged to take part in the wide range of co-curricular music ensembles at Habs, to widen and extend their musical experience. Students are also encouraged to enter the joint schools’ Composition Competition in the Summer Term.

Habs Girls | Curriculum Booklet

Music Subject Outline

Autumn Term I : Find Your Voice / Elements of Music

Autumn Term II : Music of the African Continent

Spring Term I : Scales and Chords

Pupils develop singing and general musicianship skills through performing and listening activities:

Pupils explore the musical traditions of the African continent, responding to different performing and composing tasks:

Pupils gain experience of working with musical notation and develop and understanding of scales and chords through:

• Singing a range of songs in unison and harmony. • Performing as part of a massed Yr 7 choir in Habs Elstree Festival Concert.

• Exploring and describing the elements of music using specific vocabulary.

• Singing a range of traditional songs. • Exploring the concepts of texture, rhythm and structure.

• Learning the musical techniques of Djembe drumming. • Performing as part of a whole class Djembe ensemble. • Composing a group djembe piece for performance. • Developing an understanding of the social context of music and its cultural significance.

• Exploring semitones and tones in major, minor and chromatic scales. • The effect created in music through use of different tonalities. • Understanding how to build primary and secondary chords from scales. • Performing pieces of music which use a variety of scales and chord progressions. • Performing as part of a whole class ensemble.

Habs Girls | Curriculum Booklet

Music Subject Outline

Spring Term II and Summer Term I : Japanese Music

Summer Term II : Ukulele / Songwriting

Pupils explore the musical traditions of Japan, responding to a range of performing, composing and listening tasks:

Pupils strengthen aural and musicianship skills through:

• Singing and playing traditional Japanese melodies. • Identifying and recognising the musical features and instruments of traditional Japanese music. • Composing a traditional-style melody using the pentatonic scale. • Exploring the musical concepts of texture and accompaniment. • Developing an understanding of the social context of Japanese music and its cultural significance.

• Learning songs and instrumental melodies by ear. • Mastering technical aspects of ukulele playing. • Consolidating and extending knowledge of chords.

• Engaging with the creative process of songwriting using chords and lyrics. • Working with the musical concepts of chords, melody and harmony.

Habs Girls | Curriculum Booklet

PSHE Curriculum Aims

During Year 7, the PSHE curriculum establishes strong foundations for personal development, equipping students with the knowledge and confidence to manage their physical health, understand respectful relationships and navigate the pressures of modern life. Students are encouraged to think critically about media and societal influences, communicate their ideas clearly, and contribute positively to their community.

By the end of the year, they are beginning to see themselves as responsible, reflective individuals who can make informed choices and support both their own wellbeing and that of others.

Habs Girls | Curriculum Booklet

PSHE Signature Project: The Body Confidence Champion Campaign Content Building on prior learning about appearance ideals, gender stereotyping, and advertising techniques, students critically analyse how media constructs unrealistic standards and how these can negatively affect wellbeing. Drawing on case studies, video stimuli (e.g. Dove Evolution, Like a Girl), and advert analysis tasks, students evaluate both the creation of self-esteem pressures and the strategies used to “sell” solutions. As the project progresses, students transition from critique to action. They explore how to challenge “body talk,” promote positive peer cultures, and act as advocates for healthier, more inclusive representations.

Students design their own Body Confidence Campaign, choosing a medium such as a short film, poster series, social media mock-up, assembly, or awareness initiative aimed at their peer group.

Outcome Students present their Body Confidence Campaign to their form group or year cohort, articulating the problem, their key message, and their intended impact. Presentations are assessed against agreed criteria, with a particular focus on clarity of communication, critical thinking, and authenticity of message.

Other areas where Habits are developed Relationships (Consent and Safety): Students build habits of respect, moral courage, and clear communication as they explore consent, boundaries, and healthy relationships. Through scenario-based learning, they learn to recognise unsafe situations, understand the law in age-appropriate ways, and practise how to report concerns confidently and appropriately.

Habits Spotlight This project explicitly develops habits of critical thinking, care and social responsibility. Students move beyond passive consumption of media to actively interrogate and reshape it. They are encouraged to take ownership of their own self-talk while contributing to a more supportive and inclusive school culture.

Opportunities for Scholarship beyond lessons Extension reading on media literacy, identity, and wellbeing Development of campaign work for assemblies or cross-year mentoring

Habs Girls | Curriculum Booklet

PSHE Subject Outline

The curriculum is delivered via two distinct pathways:

Topics delivered by specialist teachers:

Topics delivered in form:

Specialist-led classroom units that tackle complex health, safety and societal frameworks, and tutor-led units designed for community-building and reflective discussion within form time.

Health, Hygiene and Puberty: Understanding what it means to be healthy, developing good personal hygiene habits, and learning about physical changes during puberty, including reproductive health and preventative care (e.g. vaccinations and sun safety).

Community and Responsibility: Encouraging students to reflect on their own characteristics, how they can support others, and how to contribute positively to their form and wider school community.

Relationships (Consent and Safety): Introducing the concept of consent, exploring personal boundaries, recognising healthy and unhealthy behaviours, and understanding how to seek help and report concerns. Emotional Wellbeing: Building awareness of emotions, exploring factors that affect mood, and developing strategies to support resilience and manage challenges. Self-Esteem and Body Image: Examining influences on self-worth, including media and societal pressures, challenging unrealistic appearance ideals, and promoting positive self-image and respectful peer interactions.

Digital Awareness and Safety: Introducing responsible use of technology, including understanding the risks of cyberbullying and developing practical strategies for safe and respectful online behaviour.

Diversity and Inclusion: Developing an understanding of key concepts such as diversity, equality, and inclusion, including an introduction to the Equality Act and how to foster a welcoming and respectful school environment. Students will also hear from visiting speakers on the topics of puberty and the risks around drug use, focused on vaping.

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Physical Education Curriculum Aims

The Year 7 PE curriculum aims to develop students' physical competence, confidence and enjoyment of physical activity through a broad and balanced programme of study. Through Health-Related Fitness (HRF), dance, gymnastics, swimming, tennis, athletics, netball, lacrosse and cricket, students are introduced to a wide range of individual and team activities, many of which will be new experiences, helping to broaden their sporting horizons and encourage engagement in lifelong physical activity.

The curriculum builds fundamental movement skills, tactical awareness and physical literacy, while also supporting students to explore different sporting pathways and discover personal strengths and interests.

Habs Girls | Curriculum Booklet

Physical Education Signature Project: Representing Habs in a Sporting Festival (Autumn and Summer Term) Content

Outcome

Habits Spotlight

Students will represent the school in a sporting festival throughout the year. There will be two opportunities: Netball and Lacrosse Festival in the Autumn Term and a Cricket Festival in the Summer Term.

Students will develop teamwork, resilience, and sport specific skills while positively representing the school in inclusive sporting festivals across netball, lacrosse, and cricket.

Students will focus on collaboration and integrity throughout this project. Through teamwork, students will communicate effectively, support one another, and contribute towards a shared goal. At the same time, they will demonstrate integrity by playing fairly, respecting rules, and showing consideration for opponents and officials.

Other areas where Habits are developed Across the Year 7 PE curriculum, students consistently develop key learning habits through participation in a broad range of physical activities. Creativity is encouraged through aesthetic activities such as dance and gymnastics, where students are required to compose sequences, refine performances and express ideas through movement. Resilience is developed as students engage with new and challenging activities, including HRF, swimming, cricket and athletics, where perseverance and a willingness to step outside of their comfort zone are important. Collaboration is a key feature throughout the curriculum, as students regularly work with partners and teams in netball and lacrosse, support one another and achieve shared goals. Through these experiences, students learn the importance of communication, cooperation and respect, while developing the confidence to participate positively in physical activity.

Opportunities for Scholarship beyond lessons We are actively encouraging students to participate in co-curricular sporting clubs because they offer a valuable pathway for students to continue developing their talents beyond the festival and engage more deeply with sport.

Habs Girls | Curriculum Booklet

Physical Education Subject Outline Autumn Term

Spring Term

Summer Term

During the first term, students engage in a rotating programme of activities designed to develop fundamental movement skills, teamwork and confidence across a range of activities.

In the Spring Term, students continue a rotation, building on prior learning and applying skills.

In the Summer Term, students apply their skills in competitive and outdoor activities, focusing on performance, tactics and teamwork:

Health-Related Fitness (HRF):

• How can we improve our fitness levels and understand the fundamentals of fitness? • What does a good warm-up include and why?

Lacrosse (Autumn and Spring): • How can we develop hand-eye coordination, passing and catching?

• How do you hold and control the stick?

• How can we develop speed, endurance, strength and technique in running, jumping and throwing events?

• How do you defend during in a game?

Tennis:

• Which components of fitness are you improving?

Gymnastics:

Swimming:

• How do we make a balance controlled and stable?

• How can we develop water confidence and stroke technique?

• How do you stay safe in and around water? • What helps you maintain breathing control while swimming?

Netball (Autumn and Spring): • How do we develop passing, movement, attacking and defensive skills in game situations? • What are the basic rules of netball? • How do you defend effectively?

Athletics:

• How do you perform a safe landing? • What does extension and control look like in gymnastics? Dance: • How can we use movement, timing and space to create and perform routines with creativity? • How can you show expression through movement? • How do you improve the flow of a sequence?

• How can we ensure consistency in shot technique and tactical play in both singles and doubles formats? Cricket: • How do we apply batting, bowling and fielding skills effectively within a game?

Habs Girls | Curriculum Booklet

Physics Curriculum Aims

During the course of their studies, students will develop curiosity about the physical world and a secure understanding of key scientific concepts such as forces, space, energy, and matter. They will gain confidence in practical work, learning to carry out investigations safely and accurately.

Students will develop their ability to analyse results, interpret graphs, and draw reasoned conclusions from evidence. They will learn to communicate scientific ideas clearly, both verbally and in structured written reports. By the end of Year 7, students should be able to think logically and approach problems methodically.

Habs Girls | Curriculum Booklet

Physics Signature Project: Extended Practical Investigating Springs (Autumn Term) Content

Outcome

Habits Spotlight

Students will set up and carry out an investigation into how the total extension of a spring system depends on how springs are connected to each other when loaded with a range of weights

Students will submit a report on their investigation, including a results table, a graph, conclusion and brief evaluation. This will be the first stage in them exploring and developing these skills

Collaboration is especially prominent in this project. Students will ensure shared responsibility for accurate measurements and collective interpretation of results.

Other areas where Habits are developed Across the Year 7 Physics curriculum, students consistently develop key learning habits through practical enquiry and analytical thinking. Resilience is strengthened as pupils engage with extended investigations, such as work on forces and energy, where they must refine experimental methods and improve the accuracy of their results over time.

Collaboration is a central feature of many lessons, especially during extended practical tasks, where students work in groups to collect data, ensure the reliability of measurements, and interpret findings together. They take shared responsibility for outcomes and learn to communicate scientific ideas clearly within a team. Critical thinking is developed as students interpret graphs, analyse patterns, and apply scientific models to explain real-world phenomena.

Opportunities for Scholarship beyond lessons We actively encourage students to take part in British Physics Olympiad KS3 Challenge, the Science week Experimental Fair and the Science Research tasks and loyalty programme.

Habs Girls | Curriculum Booklet

Physics Subject Outline

Autumn Term

Spring Term

Summer Term

During the first term, students focus on building foundational knowledge and practical skills in physics:

In the Spring Term, students deepen their understanding of motion and begin exploring space physics:

In the final term, students study matter and energy:

• Introduction to lab safety and scientific equipment

• Speed and motion graphs

• Forces and their effects, including squashing and stretching

• Density and pressure in solids, liquids, and gases

• The solar system and the night sky

• Investigating springs through extended practical work • Forces at a distance and balanced vs unbalanced forces • Turning forces and moments • Speed and simple calculations linked to motion Students begin to develop their practical and analytical skills through structured investigations and written reports.

• Spacecraft and satellites

• Meteorites and extended investigative work • Introduction to the Big Bang theory Students build confidence in interpreting data, constructing graphs, and applying scientific ideas to explain astronomical phenomena.

• States of matter and changes of state

• Heating and cooling through extended practical investigation • Energy resources and energy transfers • Energy and power, including particle and radiation transfer Students consolidate their understanding through revision and prepare for the end-of-year examination, applying knowledge across a range of topics.

Habs Girls | Curriculum Booklet

Religion and Philosophy Curriculum Aims

In Year 7, we introduce our students to the key elements of our curriculum: Philosophy and Religion. Students encounter challenging material and start to develop their ability to discuss ideas, taking risks with their thinking and developing curiosity about the world.

They begin to develop the written skills required of them such as developing their ideas and producing a written argument for their own point of view which includes reasons supported by clear subject knowledge.

They should end the year with a deeper understanding of religion and with the confidence to express themselves verbally and in writing.

Habs Girls | Curriculum Booklet

Religion and Philosophy Signature Project: Philosophy for Children: Community of Enquiry (Autumn Term) Content

Outcome

Habits Spotlight

Students will take part in a Philosophy for Children (P4C) community of enquiry session early in the Autumn Term. This involves them choosing, as a class, a philosophical question to discuss and taking part in a half hour enquiry about the question.

Students will write up the enquiry, detailing how their viewpoint, whether it changed and the role that they played in the enquiry.

This project and approach to discussion develops resilience when sticking to a point or encountering a difficult idea, as well as open-mindedness to the views of others. Critical thinking is key when considering new ideas, creativity and initiative when developing points, and risk-taking when trying something new. Care, collaboration and social responsibility feature when contributing to the discussion.

Other areas where Habits are developed Habits are integral to our Year 7 curriculum. Right from the start, we expose our students to challenging material which encourages resilience, risk-taking, open-mindedness and critical thinking. When studying the world religions of Hinduism, Judaism and Buddhism, students are encouraged to focus on these, as well as care and social responsibility.

Habs Girls | Curriculum Booklet

Religion and Philosophy Subject Outline Autumn Term

Spring Term

Summer Term

We start the year with an introduction to our two main departmental areas of study:

We continue with our study of the key ideas of Hinduism:

We continue with our study of Judaism:

• What does Hinduism teach about life after death: atman, karma, reincarnation, moksha

• What do Jews believe about the Messiah?

Philosophy and Religion: • What is philosophy? What questions do philosophers ask? P4C/Community of Enquiry • How should religion be defined? • Types of religion: polytheism, pantheism, animism, theism and monotheism • What are the features of religion? • Are all religions true? Religious pluralism Next, we look at the earliest of the six major world religions, Hinduism: • What does Hinduism teach about God: One: Brahman, Many: including Shiva, Vishnu, Ganesha, Parvati, Saraswati • The concept of avatar: Krishna, Rama • What are the key Hindu scriptures? Vedas, Upanishads, Bhagavad Gita

• Practice and rituals: worship, yoga and festivals (Navaratri, Diwali, Raksha Bandhan • What does Hinduism teach about ethics: Dhamma, attitudes to animals

• How do Jews worship in the synagogue? • What do Jews believe about ethics: Pikuach Nefesh and Tikkun Olam • How do Jews practice their faith? Kashrut, Festivals: Shabbat and Pesach

Next, we move onto a study of Judaism:

Finally, we look at Buddhism:

• What does Judaism teach about the concept of God

• How did Buddhism begin? The Life of the Buddha

• What is a covenant? Abraham and Moses

• What are the key Buddhist Teachings? The Three Marks of Existence, the Four Noble Truths, the Eightfold Path • What do Buddhists believe about life after death? • How do Buddhists practice their faith?: Meditation, worship

Habs Girls | Curriculum Booklet

Spanish Curriculum Aims

Throughout their study of Spanish, students develop an understanding of how language works, including key grammatical structures and sound-spelling relationships. They build confidence in speaking and listening, communicating clearly through structured dialogue and paired interaction. Students learn to construct accurate sentences, express opinions and respond to familiar questions with increasing independence.

Alongside this, they develop key learning habits: refining their work, collaborating effectively and risk-taking in communication. By the end of Year 7, students can communicate simple ideas clearly, demonstrate accurate pronunciation, and engage in short interactions in Spanish with growing confidence.

Habs Girls | Curriculum Booklet

Spanish Signature Project: Interview with a friend (Autumn Term) Content:

Outcome

Habits Spotlight

Students build a strong foundation in Spanish through Modules 1 (Mi vida) and 2 (Mi tiempo libre), learning to introduce themselves, describe personality, and talk about family, hobbies and opinions. Phonics, key grammar and core vocabulary are explicitly taught, enabling students to move from structured sentence-building to short conversational exchanges.

Students complete a paired, filmed interview as a cumulative assessment, asking and answering familiar questions with increasing confidence. They demonstrate accurate pronunciation, use of full sentences with opinions, and the ability to sustain a brief interaction, moving beyond rehearsed responses towards more independent communication.

This project focuses on collaboration and risk-taking. Students work closely with a partner, listening carefully, responding appropriately, and supporting one another to achieve a shared outcome. At the same time, they develop confidence by taking risks with unfamiliar language and speaking aloud, embracing mistakes as a natural part of the learning process.

Other areas where Habits are developed Across the curriculum, students develop ambition and resilience by revisiting and refining language, improving accuracy and extending responses over time. Curiosity is promoted through exploration of linguistic patterns, helping students understand how Spanish works. Oracy is central: through repetition, paired dialogue and structured practice, students progress from simple responses to increasingly confident and fluent communication.

Opportunities for Scholarship beyond lessons Students are encouraged to deepen their learning through independent vocabulary practice and experimenting with more complex structures. Exploring authentic materials such as television, film, radio, etc will also enable students to explore their interests in the context of the Spanish-speaking world. We also encourage students to engage with opportunities such as the Anthea Bell Prize for Young Translators to foster further scholarship.

Habs Girls | Curriculum Booklet

Spanish Subject Outline

Autumn Term

Spring Term

Summer Term

Viva 1 Module 1 – Mi vida:

Viva 1 Module 3 – Mi insti:

• Introducing ourselves in Spanish

• What subjects I study and what I think about them

Viva 1 Module 4 – Mi familia y mis amigos:

• Saying what type of person I am and describing others

• Describing my school and what there is at school

• Describing physical appearance and personality

• Describing siblings and family members

• What I do during break time and talking about routines

• Describing my house/flat

• Saying when my birthday is and giving give key personal information

• How my school life compares to others’

We finish the year by consolidating and extending knowledge across key topics:

• Describing pets Viva 1 Module 2 – ¿Cantas karaoke?: • Saying what I like to do in my free time

• Saying what I do when the weather changes, for example when it rains

• Speaking in more detail about familiar topics

• Introduction of the near future tense

• Describing family

• Describing my family and relationships in more detail • What people look like and describing appearance • Describing my home and where I live

• Saying what sports I do

• Recalling and reusing language across different topics

• Combining these topics to take part in a short interview (Signature Project)

• Building longer responses and speaking with greater confidence