Year 7 Curriculum Overview Autumn 2025

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Summer Term and Year Summary 2024/2025

Year 7 Curriculum Overview Autumn Term 2025

Teaching and Curriculum at Hampton Court House

At Hampton Court House Senior, we take pride in the breadth and depth of our curriculum. Our commitment to providing an exceptional educational experience for your child is at the heart of everything we do. We know that every child is unique, and so we tailor our approach to ensure that each individual thrives academically, socially, and personally. While our curriculum is carefully planned, we are also strong believers in adaptive teaching that responds to the needs and interests of our students. Therefore, whilst our core curriculum is outlined here for all students, the way in which it is delivered and the depth in each subject will vary to ensure your child gets the very best educational experience. Lessons are designed to be not only informative but also interesting, engaging, supportive, and challenging. Our teachers enable children to actively participate in lessons, learn, and demonstrate new knowledge, skills, and ideas. We believe in empowering our students to shape their own voices within our dynamic yet nurturing community.

Intent

The curriculum for Years 7 – 9 at Hampton Court House is designed to deepen children’s knowledge and understanding while developing approaches to critical thinking, creativity, and independence. We aim to provide a challenging and stimulating learning environment that encourages children to explore their interests and develop their strengths whilst creating a setting where mistakes are allowed, and questions are welcomed. Our intent is to prepare children for GCSE’s, A levels and beyond with a skillset that allows them to make the most of any opportunities afforded to them, taken with a global perspective.

Implementation

Our curriculum implementation for Years 7 – 9 involves a diverse range of teaching strategies and learning experiences. We emphasise subject-specific expertise and interdisciplinary connections through both lessons and a comprehensive programme of extra-curricular activities to ensure both breadth and depth that both enrich the curriculum and promote intellectual curiosity. Teachers use formative and summative assessments to guide instruction and provide constructive feedback on a half termly basis whilst additionally imbuing in them the techniques needed ultimately to respond to GCSE style questions. Where needed, we also offer open subject clinics to help address individual learning needs and foster academic excellence.

Impact

The impact of our curriculum for Years 7 – 9 is reflected in the high level of academic achievement and personal development of our students. Typically, at least one grade higher compared to matched peers nationally at GCSE. They demonstrate proficiency in advanced subject areas, strong analytical and research skills, and a readiness to tackle complex challenges whilst not being afraid to make mistakes. Our students show increased confidence, leadership abilities, and a sense of community responsibility. They immerse themselves in Drama and the Arts, performing, creating, and representing the school in many ways. Ultimately, they are confident to embark on their GCSE programmes with a sense of purpose and belief, safe in the knowledge they will be supported as they enter then next phase of their education.

In the first half of term Y7 will learn methods to create the illusion of 3D space on a 2D surface. From the use of scale and position to more complex constructed perspective methods, they will gain the skills to create space and drama in their own work. Then in the second half of term the students will be introduced to basic colour theory, subtractive mixing and glazing. They will use this knowledge to create vibrant lino prints.

How it is assessed

Student work is assessed during the lessons with practical help offered when necessary. Understanding is assessed gradually because students need to build on their previous knowledge, and quick challenges are introduced to check this. Students are also encouraged to self-assess through refining their own work and reflecting on each other's. Their memory and understanding of processes are assessed through write ups which they are asked to document in their sketchbooks at the end of each project.

Term

Autumn 1

Autumn 2

Spring 1

What are we studying?

One-point, two-point and three-point geometric perspective drawing.

Introduction to colour theory

Mixing glazes and direct mixtures. Using specific colour terms correctly Making lino prints as a vehicle to explore their understanding of the appearance of colours.

Two-layer lino print.

Block 1. creating a visually balanced black and white design

Block 2. creating a colour gradient block Combining the two accurately This project varies in length depending on the group.

Spring 2 Continuation

Term

Summer 1

Year 7 Curriculum Overview

What are we studying?

A 3D project.

Either:

a wire and Modroc insect project, based on French sculptor Edouard Martinet’s work or kinetic sculpture based on the wire mobiles of Alexander Calder.

The students learn to use tools and structural materials, and with the mobile project they employ basic principles of physics learning to manipulate mass and length to achieve a delicately balanced structure.

Sometimes the students get a chance to work as part of a team contributing to drama productions.

Summer 2 Continuation

Computer Science

The syllabus in Year 7 includes materials and concepts recommended by the National Centre for Computing Education for Key Stage 3, as well as topics and resources from other established and respected educational organisations. The activities alternate each half-term between predominantly theory topics and then more practical applications. This ensures the students have hands-on experience of early programming concepts, as well as building an understanding of the wide scope and complexity of the subject. In the theory periods, gamified learning will also be used to illustrate and embellish the topics to maintain student engagement, and in the more practical sessions, students will be required to maintain a log of their activities, which will form part of their assessment. The first term is intended to provide a smooth transition from prep; after Christmas, learning will become increasingly formal with more emphasis on recording and recalling taught content.

How it will be assessed

Throughout each term, low stakes testing will check on the student’s progress. Each half term there will be a mini test on the topics covered that half term. These will take place online during normal lessons. At the end of the year there will be an end of year exam covering all the topics from the whole year. This will be during the school’s assessment week. Throughout the year, each student’s written work - completed entirely in Teams/Class Notebook – will be considered in the assessment of their progress.

Term

Autumn 1

Autumn 2

Spring 1

What are we studying?

Using computers safely: After the set-up of students on the school systems, the first few weeks will cover passwords, MS applications, social networking, data safety, email use, online information searches, and interpreting search results and AI responses. Interspersed with these topics, we will be solving algorithmic puzzles online.

As half-term approaches and passes, classes will start looking more closely at algorithms using BBC Microbits, and examining the concepts of input – process - output, including sensors and devices.

In the new year students will be studying what a computer is: hardware and software, processing, CPU and other components, memory, binary, storage.

Spring 2 In the second half of the spring term, classes will be learning HTML and CSS, and creating a website. We will also look at internet search.

Summer 1 After Easter, students will study networks, the internet and the World Wide Web.

Summer 2

As half term approaches and passes, students will start programming using Edublocks with Python in the back-end.

Design & Technology

Year 7 Curriculum Overview

When you stop and think about it, virtually everything around us has been designed and engineered in some way. D&T opens the door to a wide range of careers in the creative, engineering and manufacturing industries. It is also excellent preparation for careers in many other fields e.g. medicine, law and computer science.

Taught as a project-based learning experience with focus on sustainable thinking, and with connections to real-life industry. In Year 7 students will acquire the knowledge and understanding of both designing and making and the skills required to undertake the iterative design process of continuously improving a concept via exploring, creating, evaluating and creating prototypes. Students will be learning and using CAD/ CAM technologies to aid in design, analysis, and manufacturing. The majority of the course will be delivered through the practical application of this knowledge and understanding.

Studying design and technology equips students with essential skills for innovation, problem-solving, and practical application of knowledge. With the integration of physics and maths, students gain a deeper understanding of the scientific principles that drive technological advancements. This interdisciplinary approach fosters a greater understanding of our natural world and appreciation for the interconnectedness of science and technology in shaping our world

are we studying?

Core technical principles:

Autumn 1

Spring 1

Core technical principles:

· New and emerging technologies

· Energy generation and storage

· Developments in new materials

Autumn 2

Summer 1

Specialist technical principles:

· Forces and stresses

· Ecological and social footprint

· Selection of materials and components

Designing and making principles:

· Investigation, primary and secondary data

· Environmental, social and economic challenges

· The work of others

· Design strategies

· Communication of design ideas

Spring 2

· Systems approach when designing

· Mechanical devices

· Materials and their working properties.

Specialist technical principles:

· Using and working with materials

· Surface treatments and finishes

· Specialist techniques and processes

Designing and making principles:

· Prototype development

· Material management

Summer 2

· Specialist tools and equipment

· Specialist techniques and processes

We will begin the year with an introduction to Drama. Students will learn about different theatrical spaces and start to learn keywords associated with their use of voice, physicality and stage space Towards Christmas they will work on a short pantomime to show younger students

How it will be assessed:

Rehearsal: Students are assessed on their creative ideas, which the teacher assesses through observations in class

Performance: Students are marked on performances and their ability to create and sustain a role

Autumn 1

Intro to Drama

Stage space

Physical skills

Vocal skills

Devising 1: Techniques

Movement motifs

Spring 1

Autumn 2

Spring 2

Cross cutting

Mime and narration

Performing a play: Exploration

Summer 1

Understanding the plot of the play

Exploring themes

Developing characters

Summer 2

Pantomime

Bold characters

Audience Pantomime

Bold characters

Audience interaction

Retelling of fairy tales interaction

Retelling of fairy tales

Devising 2: Creating a play

Writing monologues

Considering structure

Developing work for an inclass performance

Performing a play: Performing Learning lines and blocking

Performing to a live audience

Creating characters

English

Year 7 Curriculum Overview

We begin Year 7 with John Steinbeck’s classic novel, The Pearl, to deepen students’ familiarity with literary analysis and give them valuable experience with a more mature text This will lead into a unit of work based on the theme of ‘growing up ’ , using a range of fiction and non-fiction texts to inspire students’ own creative and imaginative writing Additionally, one lesson per week throughout the year will be set aside for free reading on our Library Bus with a class reader, and specific curriculum time dedicated to spelling, punctuation and grammar

How it will be assessed

Autumn 1 The Pearl: Students will write an analytical essay (minimum two paragraphs) in response to a question about a character To prepare for the assessment pupils will practise their analytical paragraph and essay writing skills throughout the term, in addition to a range of other broader skills in reading and writing

Autumn 2 Growing Up: Students will complete a comprehension task and then produce a piece of creative writing which will be marked on their content, organisation, and SPaG

Term

What are we studying?

Autumn 1 The Pearl by John Steinbeck

Autumn 2 Growing Up - fiction and non-fiction

English, continued

Term

Spring 1

Spring 2

Summer 1

Summer 2

What are we studying?

Freedom by Catherine Johnson

A creative writing unit that enables students to improve their own writing craft using figurative language

Students will read the novel in class, examining key description in detail

This novel also draws on key context of the transatlantic slave trade

Poetry from around the world

Students to study a range of poetry that exposes them to a myriad of different cultures including:

‘Blessing’ by Imtiaz Dharker

‘Night of the Scorpion’ by Nissim Ezekiel ‘Half-Caste’ by John Agard

‘Limbo’ by Edward Kamua Brathwaite ‘Nothing’s Changed’ by Tatamkhulu Afrika

Shakespeare’s London

Students to be introduced to Shakespeare; who he was; how he came to be the playwright he is today

Students will study a range of sources, practise their comprehension, as well as produce different types of transactional writing: articles, letters, etc

Shakespeare’s Heroes vs Villains

Students will study a range of heroes and villains across Shakespeare’s works including:

Hamlet, Hamlet

Lady Macbeth, Macbeth

Juliet, Romeo and Juliet

Iago, Othello

Students will analyse monologues/soliloquies by thinking critically about the deeper meaning of Shakespeare’s language

Students will practise writing and performing monologues/soliloquies, both from Shakespeare’s works and their own writing

Year 7 are going to start discovering their new textbook, Tricolore 1. The Tricolore method has proven to be very efficient in KS3 for GCSE preparation. The students will start the year by introducing themselves, present their classroom and learn about simple classroom instructions. They will then learn to talk about their family, home, pets have a little introduction to poetry in French.

How it will be assessed:

The four skills (reading, writing, listening and speaking) will be alternatively assessed There will be a test at the end of each unit for all the skills except speaking that will be carried out separately The speaking assessment usually takes place when the teacher feels the students confident enough Vocabulary tests will be done on a regular basis

Term

Autumn 1

Autumn 2

What are we studying?

In Unit 1, the pupils will learn to greet and say goodbye to a French speaking person, they will learn how to tell someone their name and age, they will learn to ask someone how they are and tell them how they are themselves, they will learn to talk about school items and things in the classroom, they will also work on simple classroom instructions

In Unit 2, we will focus on understanding people saying where they live, say where you live and ask someone where they live, the students will learn the days of the week and use the French alphabet In Unit 3, the pupils will learn to talk about their family and home, talk about other people’s homes and families, say who things belong to, describe where things are in a room, read a poem in French

continued

Term

Spring 1

Spring 2

Summer 1

Summer 2

What are we studying?

In unit 3, we will learn to talk about our family, say which things belong to us, discuss our family and friends, talk about our homes and describe where things are in a room

In unit 4, we will learn about pets, use adjectives to describe things, learn how to ask questions and express opinions, understand and practise descriptions and use some everyday phrases

In unit 5, we will learn how to ask for and give the date, learn about saints’ days and other festivals, find out about festivals and celebrations in France, learn about the correct greetings for special dates, talk about a fancy dress party, talk about birthday dates and presents, talk about clothes, describe ourselves and others and we will develop and practise our listening skills

In Unit 6, we will talk about the weather forecast, sports and leisure activities Students will learn how to present the weather forecast and talk about months and seasons We will discover the main leisure and sport activities with the verb “jouer”.

In unit 7, we will learn about a town in France, as well as some vocabulary about the town, understand and give information about a town, ask for and understand directions in town, discuss possible activities in town, talk about the area we live in, make plans and talk about where we are going and understand tourist information.

Geography

We start year 7 geography in autumn 1 with students honing their foundational map skills by giving them the opportunity to interact with a wide range of maps, practicing using scale bars to identify distances, using six figure grid references and using contour and spot heights to calculate elevation whilst understanding a wide range of map symbology This unit will culminate in an assessment where students have to use all the cartographic skills to interpret a series of maps and graphical information Moving into autumn 2, students will begin our second topic and be starting their ten week investigation into the UK’s weather and climate” Their first opportunity to explore physical geography, the students will start by finding out the difference between weather and climate, understand fundamental controls of the UK’s climate such as the Gulf Stream before moving to interpreting and analysing a range of climate graphs in order to make their own predictions They will also be able to conduct their own investigation into the weather of Hampton Court using a range of equipment

How it will be assessed:

Autumn 1: assessment for map skills will be a ‘halfway map skills check’ multiple choice test and a route planning task at the end of the unit of work

Autumn 2: assessment will be via a short, peer reviewed analysis of a climate graph interpreting patterns before a final assessment in the form of a piece of extended writing after the completion of their own investigation, and a final examination at the end of the unit of work

Geography,

continued

Term

Autumn 1

Autumn 2 and Spring 1

Spring 2

Geographical Map Skills

Summer

What are we studying?

Understanding and using OS maps, symbols, and grid references

Interpreting scale, distance, and direction

Using atlases and digital mapping tools

Developing skills in map drawing and annotation

Weather and Climate

Distinguishing between weather and climate

Measuring and recording weather using instruments

Understanding factors affecting the UK’s climate

Interpreting weather maps and forecasts

Tourism (Destination UK)

Exploring different types and impacts of tourism

Case study: Tourism in a UK or global destination

Investigating sustainable tourism practices

Examining the role of tourism in economic development

Local Enquiry Project

Local field study investigation on ‘impacts of tourism on the Hampton Court area’

A first look at geographical enquiry within the context of our surrounding area:

Studies will get to carry out data collection to help answer the overall enquiry question

Practice drawing conclusions based on data and link this to previous knowledge of both tourism from the spring 1 and 2 units of work

History

Students will be exploring British, European and world history, c 1000-c 1500 Within each of the broad topics listed below, students will investigate a series of enquiry questions, written to pique their interest in the past and provide them a problem to wrestle with, just as historians do

How it will be assessed

Students will complete in-class assessments, including essay writing, source analysis, knowledge tests, and creative challenges Essay writing will challenge students to communicate arguments about historical concepts, such as causes or change and continuity Source analysis will challenge students to critically evaluate materials from the past, explaining what we can learn from those materials and why they are valuable Knowledge tests are intended to teach students the important skill of revising content, so they are well prepared in techniques that will serve them through to A Level should they wish to pursue it! Creative challenges are designed to push students to represent their historical knowledge and understanding in a way that mimics the application of history in the world today Assessments will take place each half-term, giving students opportunities to learn, apply, reflect and then practise again at regular intervals

History,

continued

Term

Autumn 1

Autumn 2

What are we studying?

The Big Story of the Medieval Period, 1000-1500 Assessment: How can we improve Ian Mortimer’s Time Traveller’s Guide to the Middle Ages

Rulers in focus: The Normans Assessment: ‘Arrogant, warlike and very pleased with themselves’: What were the Normans really like? How far do you agree with Morris?

Spring 1

Medieval Beliefs & Power Assessment: Substantive knowledge test

Spring 2

Summer 1

Summer 2

Medieval Ordinary Lives Assessment: Substantive knowledge test

Diversity: ‘Medieval Outsiders’ Assessment: Create and explain a museum exhibition to commemorate outsiders in medieval Britain

World Study: Medieval Africa Assessment: Create and explain a textbook on the golden age in medieval Africa focusing on the Mali Empire

Iwe will cover the language and stories following the ISEB Latin KS2/3 syllabus from Nick Oulton’s Latin prep 1 with additional language material from Bob Bass’ Latin CE 1 Grammar Booklet The classes will have two lesson a week, with a focus on reading Latin and decoding the stories and mythology while building up a vocabulary knowledge to give them a foundation for English and other Romance languages they will go on to study There will also be lessons dedicated to exploring Roman culture through archaeological and sourcebased activities We also explore Greek and Roman Mythology looking at the Trojan War, The voyages of Odysseus and Theseus

How it will be assessed

There will be informal vocabulary quizzes as we reach a new chapter and to consolidate vocabulary at the end of a chapter

Term

Autumn 1

What are we studying?

So you really want to learn Latin 1 Chapter 1 and 2 Language Latin alphabet, punctuation and pronunciation word order and endings verbs: person endings present tense all conjugations nouns: declension, gender, case 1st and 2nd declensions

Culture and Mythology

The Labours of Hercules

The Trojan War

The Travels of Odysseus

The Vindolanda

tablets and roman writing

Autumn 2

Latin Prep 1 Chapter 3 -4

Prepositions with the accusative the infinitive expressions of time vocabulary

Odysseus returns home

The Story of Niobe

Roman Saturnalia

Mandarin

Year 7 Curriculum Overview

Autumn Term 2025

In the Autumn term, Year 7 students begin building a solid foundation in Mandarin Chinese, laying the groundwork for future GCSE study They will develop speaking, listening, reading, and writing skills in a balanced and integrated way, while learning basic pronunciation rules and the fundamental strokes used to write Chinese characters Students will begin working rigorously with the textbook Jinbu 1, starting with Chapter 1: ' 嗨 Hi,' where they will learn to count numbers, talk about age, and introduce themselves and others

The curriculum also includes cultural exploration, as students discover key facts about China and its traditions They will enjoy learning the legend of the Mid-Autumn Festival and create beautiful lanterns as part of this celebration In addition, students will be introduced to popular Chinese children's songs, making language learning both educational and enjoyable

How it will be assessed:

In addition to having a weekly vocabulary test, students will have an exam after each half term that will include listening, reading, translation, and writing exercises They will also have an oral exam to familiarize themselves with the format of the final exams

are we studying?

Autumn 1

Spring 1

JB1 Ch1 Hi

Investigating Chinese characters and Pinyin pronunciation

Counting up to 99 and learning simple characters

Talking about your age

Autumn 2

Learning some basic greetings

Introducing yourself to others

Discovering China

Summer 1

JB1 Ch2 Family and home

Talking about family using measure words

Talking about your pets

Learning to say dates and months

JB1 Ch3 Hobbies

Talking about what you do in your free time

Talking about what you like doing

Talking about sport

Spring 2

Finding out about Chinese homes and families

Learning more about Chinese characters

Preparing celebration of the Chinese New Year/Spring festival

Summer 2

Learning the days of the week

Learning about young people’s hobbies in China

Learning more about Chinese characters

Revision and Exam

Maths

Throughout Year 7, students broadly follow the Sparx Maths curriculum. This provides a strong foundation for secondary maths, while recognising that students may join us with varied prior experiences from different primary or prep schools.

The year begins with a focus on number fluency and proportional reasoning, before moving into core algebraic methods, geometry, and data topics. The sequence of learning is carefully designed to build mathematical confidence and deepen understanding across key strands.

In the Autumn Term, we focus on:

Number Sense, Fractions, Percentages, and Ratio: Developing fluency with the four operations, exploring equivalence, and understanding multiplicative relationships in real-life contexts.

Indices, Expressions, and Equations: Introducing algebra through simplifying expressions, evaluating powers, and solving linear equations.

As the year progresses:

In Spring, students study shape and space, and data, including area and perimeter of shapes, circles, coordinates, 3D shapes, and interpreting Venn diagrams.

In the Summer, the focus is on geometry and algebra, covering transformations, angles, linear graphs, algebraic fractions, and inequalities.

How it will be assessed:

Students will sit a 45-minute written assessment at the end of the term. They will also have continuous assessment through low-stakes mini-tests, so that they can track their progress and identify what areas of they might need to work on.

Autumn 1

Number Sense, Fractions, Percentages, and Ratios

Autumn 2

Spring 1 Area, Circles, and Coordinates Spring 2

Summer 1 Angles, Transformations, and Linear Graphs

Indices, Expressions, and Equations

Surface Area and Volume, Standard form and Venn Diagrams

Summer 2 Algebraic fractions and Inequalities.

Through a practical programme which includes listening, composing and performing music, pupils will be introduced to the language of the ‘elements of music’ which is the foundation of their academic music learning They will develop basic keyboard and notation skills

Following this, students will explore the orchestra through time. Pupils will explore the history of the orchestra and learn how to recognise different instruments aurally and visually. They will also further develop their keyboard skills by playing a short piece of music from the Classical repertoire

How it will be assessed:

Compositions based on the elements of music

Ode to Joy keyboard assessment

Short aural and written assessment on basic rhythms, note names and identifying instruments

Autumn 1

Spring 1

The Elements of Music:

Dynamics, tempo, pitch, duration, timbre, silence

Learning keyboard skills, using percussion and singing

World Music:

Introduction to Samba Rhythmic layers and ensemble skills

Samba performance and composition

Music for Cartoons:

How music enhances animation

Summer 1

Leitmotifs

Mickey mousing

Autumn 2

Spring 2

Instruments of the Orchestra:

Meet the orchestra, sound and timbre

Creation of an orchestral scene

Christmas music

The Blues:

Introduction to the blues and the12bar blues

Blues scale, improvisation & lyrics

Walking bass

Musicals: What is a musical?

Summer 2

Characters and storytelling

Acting and movement

IThe Year 7 students will focus on the core skills of two invasion games (football and netball) and a racquet sport of padel tennis. The lessons will be taught off-site at St Mary’s University so that they can utilise their indoor facilities/outdoor pitches and at Imber Court for their padel courts.

In football, the students will apply their passing, shooting and dribbling in small-sided games with an onus on attack vs defence. The students will be taught the correct technique to perform the skills and will learn through individual practice, partner work and group tasks, so the students can enhance their understanding of the sport.

In netball, the students will expand their knowledge of the fundamental skills needed to play the sport – throwing, catching and movement. Students will be taught the rules of the game, the basic positions, how to shoot and the different types of passes they can use in competitive game situations. They will learn through will learn through practicing with their partner and group tasks the students broaden their understanding of the sport.

How it will be assessed:

In football and netball, the students will be assessed on their replication of skills, ability to influence the game, to be able to make tactical changes in a game and the ability to analyse performances of their own and their opponents. The teacher will assess this through observations in Sports lessons and mark their performance in games.

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

What are we studying?

Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence. Netball: Passing, shooting, attack vs defence, positions & conditioned games.

Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence. Netball: Passing, shooting, attack vs defence, positions & conditioned games.

Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Indoor climbing: safety, tactics, body weight exercises, competitive climbing tasks. Golf: putting, driving, mini golf and house tournament.

Basketball: Passing, shooting, dribbling, tactics, attack vs defence.  Indoor climbing: safety, tactics, body weight exercises, competitive climbing tasks.

Golf: putting, driving, mini golf, house tournament.

Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.

Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.

PSHE

Year 7 Curriculum Overview

Our PSHE curriculum in the Senior School provides students with a broad and balanced programme that supports their personal growth, emotional wellbeing, and understanding of the wider world. It covers all areas of PSHE, including the statutory elements of Relationships and Sex Education (RSE) and Health Education.

The curriculum is structured into six key learning themes, delivered across the academic year: Careers & Aspirations, Finance & British Values, Healthy Relationships, Sex Education, Healthy Body, and Healthy Minds. These themes are revisited each year, allowing students to deepen and expand their understanding as they progress through the Senior School. This spiral approach ensures that each topic is explored with increasing maturity and relevance, helping students build confidence, empathy, and resilience throughout their time in the Senior School.

Parents have a right to request that their child be withdrawn from sex education delivered as part of RSE up to three terms before the child turns 16. At this point, if the student themselves wishes to receive sex education rather than be withdrawn, the school will make arrangements for this to occur in one of the three terms before their 16th birthday –the legal age of sexual consent. More information on this will be shared during the parent information evening in September.

How it will be assessed

PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application. At the end of each half term, the students will complete self-reflection sheets for teachers to monitor understanding and adapt future teaching.

Autumn 1

Spring 1

Living in the Wider World - Careers and Aspirations

Starting Secondary School

Goal Setting

Resilience

Self Esteem

Career Interests

Relationships - Healthy Relationships Friendships

Family Relationships

Falling in love

Positive relationships

Empathy in relationships

Healthy Body – Building blocks of a healthy body

Introduction to physical health

Autumn 2

Spring 2

Living in the Wider World –Finance & British Values

Money matters – spend or save

Plan a simple budget

Keep my money safe

Keeping Safe

County Lines

Relationships – Sex Education

Puberty

Having a baby

My changing feelings

Periods

Summer 1

Nutrition and hydration basics

Personal hygiene

Importance of sleep

Physical and Lifestyle

Summer 2

Healthy Mind Moods & Emotions

What makes me angry Extremism

Understanding FGM

Science

For the first term of the year, students will first do a project which covers lab safety and the use of basic lab equipment. Within the scope of the project students will make an historical ink recipe which they will then take to Art to use. After this, we will cover the foundations of each of the three sciences by learning about cells, particles and forces.

In the cell biology topic, we will cover lessons about animal and plant cells, how to observe cells through a microscope, specialised cells, how substances move in and out of cells, and unicellular organisms.

In the particle chemistry topic, students will learn about the particle model, states of matter, density, changes of state, and diffusion.

In the physics topic, forces, students will learn what forces are, how forces interact, squashing forces, stretching forces, drag forces, friction, and balanced and unbalanced forces.

The textbook we are using this year is an online textbook using the Kerboodle platform. Students will be shown how to log in and access this during their first few science lessons.

How it will be assessed:

Each half term there will be a mini test on the topics covered that half term or term. These will take place during normal lessons. At the end of the year there will be an end of year exam covering all the topics looked at over the whole year. This will be during the school’s assessment week and will be a longer exam.

Autumn 1 Lab Safety and Lab Equipment

Cells mini test

Spring 1

Summer

Spring 2

2

Cells, Particles and Forces test

Year 7 Curriculum Overview

During the first term of the academic year of 2024-35, Year 7 will get introduced to Spanish following the material from V 1 Units 1 and 2:

Unit 1 focuses on the theme of Spanish speaking countries, greetings, numbers and we will learn very basic expressions and grammar pillars such as the words gender and the adjectival agreement.

Unit 2 focuses on physical descriptions, personality, family, age and we will deepen on the conjugation of regular verbs as well as the irregular verbs tener (to have) and ser (to be) that are one of the most used in the language.

For 4 lessons per week: These students will deepen their knowledge of the Spanish language and develop their cultural awareness, buy will not expand the content of move on to more units

How it will be assessed:

Students will have regular vocabulary tests to guarantee appropriate knowledge and progress, and at the end of each half term they will have a written assessment that will cover reading, listening, grammar, translation and writing.

Term

Autumn 1

Autumn 2

What are we studying? Stream 1

Unit 1: “Me presento” (I introduce myself)

Introduction to the Spanish-speaking countries and understanding the word order and the masculine, feminine, singular and plural words.

Greeting and introducing yourself. And understanding the verb endings.

Learning numbers from 1-31 and learning how to say your age and birthday and other dates.

Introducing the verb tener

Using a variety of question words

Learning colours

Giving basic opinions.

Unit 2: “Mi burbuja” (my bubble).

Counting to 100.

Learn the vocab about the family and using possessive adjectives (my, your, our, etc).

Saying if you have any pets and using describing adjectives.

Describe physical features 9eyes, hair, glasses, etc)

Reinforcement of the verb tener

Introduction to the verbs ser

Describing personalities

What are we studying? Stream 2

Introduction to the Spanish-speaking countries and understanding the word order and the masculine, feminine, singular and plural words.

Greeting and introducing yourself.

Understanding the verb endings and the conjugation of regular verbs.

Learning numbers from 1-100 and learning how to say your age and birthday and other dates.

Introducing the verb tener

Introduction of the verb ser

Using a variety of question words

Learning colours

Giving basic opinions.

Reading and writing activities to expand the new knowledge learn.

Unit 2: “Mi burbuja” (my bubble).

Counting to 100.

Learn the vocab about the family and using possessive adjectives (my, your, our, etc).

Saying if you have any pets and using describing adjectives.

Describe physical features 9eyes, hair, glasses, etc)

Reinforcement of the verb tener

Reinforcement of to the verb ser

Describing personalities

Learning important adverbs of frequency.

Spanish,

Term

Spring 1

Spring 2

Summer 1

Summer 2

What are we studying? Stream 1

Unit 3: MIs pasatiempos (My hobbies):

Learn how to express what they do on their free time.

Talk about sports and hobbies

Talk about the weather

Learn the verbs jugar (to play) and hacer (to do).

Using comparatives

Talking about some Spanish celebrities and athletes.

Unit 6: En mi “insti” (at my high school)

For this term, we jump to the last unit on the book because it easier to get it related with what we have learn over the year. Therefore, during HT4 we will learn about

Talking about school subjects, describing teachers, and expression their opinions.

Learning about the different areas and classrooms in the school with the verb hay (there is/are).

Talking about their timetable.

Talking about plans after school and introducing them into the near future. (I am going to...)

Unit 4: Mi casa (My house)

Learning about different types of housing, places to live, rooms in the house and furniture in the bedroom.

Introduction to the verb estar (to be) and the difference with the verb ser (to be)

Prepositions of place

The conditional.

Unit 5: En mi ciudad (In my city)

Learning to describe what is the area they live in, what places can you find in a city.

Learning to give directions.

Comparing London with a Spanish city.

Comparing the city with the countryside Revision of all the grammar learnt.

Introduction to the past tense

What are we studying? Stream 2

nit 3: MIs pasatiempos (My hobbies):

Learn how to express what they do on their free time.

Talk about sports and hobbies

Talk about the weather

Learn the verbs jugar (to play) and hacer (to do).

Introduction to the comparatives

Talking about some Spanish celebrities and athletes.

Unit 6: En mi “insti” (at my high school)

For this term, we jump to the last unit on the book because it easier to get it related with what we have learn over the year. Therefore, during HT4 we will learn about

Talking about school subjects, describing teachers, and expression their opinions.

Learning about the different areas and classrooms in the school with the verb hay (there is/are).

Talking about their timetable.

Talking about plans after school and introducing them into the near future. (I am going to...)

Unit 4: Mi casa (My house)

Learning about different types of housing, places to live, rooms in the house and furniture in the bedroom.

Introduction to the verb estar (to be) and the difference with the verb ser (to be)

Prepositions of place

The conditional.

Unit 5: En mi ciudad (In my city)

Learning to describe what is the area they live in, what places can you find in a city.

Learning to give directions.

Comparing London with a Spanish city.

Comparing the city with the countryside Revision of all the grammar learnt.

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