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Year 7 Curriculum Overview Spring Term and Year Summary 2025/2026

Year 7 Curriculum Overview Spring Term 2026

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Contents Introduction

Art

Computer Science

Design & Technology

Drama

English

French

FLAM

Geography

History

Latin

Mandarin

Maths

Music

Philosophy

Physical Education

PSHE

Science

Spanish

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Year 7 Curriculum Overview Spring Term 2026

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.

Curriculum Intent, Implementation and Impact 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

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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.

Year 7 Curriculum Overview

Spring Term 2026

Key Contacts Katy Deacon Vice Principal Academic skde@hchnet.co.uk Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk Rob Armiger Assistant Principal | Director of Studies rwa@hchnet.co.uk

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Paul Pearce Deputy Head | Operations & Academic pgp@hchnet.co.uk

Year 7 Curriculum Overview Spring Term 2026

Art Students will complete a complex two-layer lino print. The process will involve; design elements (use of

Spring content

pattern, balance, and counter change), learning to use the lino cutting tools and materials, and continued practical colour theory. Students will develop independence through their design work and learn to work as a group in the printing processes. 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.

Year summary

Term Autumn 1

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

Autumn 2

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.

Spring 1

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 of Spring 1

Summer 1

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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 of Summer 1

Year 7 Curriculum Overview Spring Term 2026

Computer Science Spring content

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

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Year summary

– will be considered in the assessment of their progress.

Term

What are we studying?

Autumn 1

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

Autumn 2

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.

Spring 1

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.

Year 7 Curriculum Overview Spring Term 2026

Design & Technology IWhen you stop and think about it, almost everything around us has been designed or engineered in some way.

Spring content

Design and Technology opens pathways into the creative, engineering and manufacturing industries, while also supporting a broad range of future careers such as medicine, law and computer science. In Year 7, students study Design and Technology for one term in rotation with Art. During this term, they are introduced to the core technical principles, specialist technical principles, and the essential designing and making principles that prepare them for more advanced learning in Years 8 and 9, and potentially GCSE. The Year 7 project focuses on designing a biomimicry-inspired pavilion, giving students a rounded introduction to the subject. They learn to work through the design cycle, researching, exploring ideas, developing concepts, modelling outcomes and evaluating their work while understanding how designers iterate and refine solutions. The course is delivered through practical, project-based learning with a strong emphasis on sustainable thinking and real-world industry links. Students are introduced to CAD/CAM technologies to support digital design, analysis and manufacturing, building early confidence in modern design tools. Studying Design and Technology helps students develop creativity, problem-solving abilities and practical application of knowledge. With the integration of physics and maths, they gain insight into the scientific principles that underpin technological development and a deeper appreciation of the interconnectedness of science, design and the natural world.

Term

Year summary

Core technical principles New and emerging technologies Materials and their working properties. Energy generation and storage

Termly rotation Autumn Spring Summer

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What are we studying?

Specialist technical principles: Ecological and social footprint Using and working with materials Surface treatments and finishes Specialist techniques and processes Designing and making principles: Investigation, primary and secondary data Environmental, social and economic challenges The work of others Design strategies Communication of design ideas Prototype development Material management Specialist tools and equipment Specialist techniques and processes

Year 7 Curriculum Overview Spring Term 2026

Drama We will begin the year with an introduction to Drama. Students will learn about different theatrical Spring content

spaces and start to learn keywords associated with their use of voice, physicality and stage space. 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. Individual feedback will be provided on MS Teams during the half-term to provide students with a progress focus.

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Year summary

Term

What are we studying?

Autumn 1

Time Travel Stage space Physical skills Vocal skills

Spring 1

Exploring Wonderland Getting to know the characters Understanding the plot of the story Creating imaginative characters

Summer 1

Performing a play: ‘Alice in Wonderland’ Learning lines and blocking Performing to a live audience Creating believable and wellrounded characters

Term

What are we studying?

Autumn 2

Time Travel Improvisation Mime

Spring 2

Exploring Wonderland Devising scenes Ensemble work Script work

Summer 2

‘Stones’ Applying drama to social context Using drama to debate and educate

Year 7 Curriculum Overview Spring Term 2026

English Spring content

The Spring term begins with the study of another novel: Freedom by Catherine Johnson. This novel explores the journey of a boy who is a victim of the transatlantic slave trade. We see Nathaniel’s journey from America to Britain, and how he navigates this very difficult circumstance. This unit really promotes awareness and discussion around the Slavery Abolition Act, and other significant events of the slave trade. Through the study of Freedom, students will develop their own creative writing by examining how Johnson is able to convey meanings and intense emotions through her own descriptive language. Spring 2 switches to a more analytical focus where students will be examining poetry from around the world. This purpose of this unit is to introduce the study of poetry at a more advanced level; students will be taught to analyse poetic techniques, as well as compare poetry. This unit also offers the scope to educate students about different cultures from across the globe. How it will be assessed Spring 1 : Freedom Students will produce a creative writing story based on a theme that has arisen in their study of Freedom. Students will be tested on their use of figurative language, sensory language, their use of paragraphs, and their vocabulary (such as using ambitious adjectives). Spring 2 : Poetry from around the world Students will write a short analytical essay comparing two poems from the unit of work. They will have to compare the ways poets present a similar theme, whilst analysing poetic techniques to support the argument they make.

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Year summary

Term

What are we studying?

Autumn 1

The Pearl by John Steinbeck

Autumn 2

Growing Up - fiction and non-fiction

Spring 1

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

Year 7 Curriculum Overview Spring Term 2026

English

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Year summary

Term

What are we studying?

Spring 2

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

Summer 1

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.

Summer 2

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 Curriculum Overview Spring Term 2026

French Spring content

Year 7 are going to carry on using Tricolore 1. The Tricolore method has proven to be very efficient in KS3 for GCSE preparation. During Spring Term, students will talk about school as well as eating out. They will describe their daily routine and the reflexive verbs will be introduced. They will learn to order in restaurants politely and learn to read menus. Students will also prepare for the DELF A1/A2 exam and practise all four exam skills: listening, reading, writing and speaking. They will build confidence through past papers, role-play speaking activities and targeted strategies to meet the A1/A2 assessment criteria. 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.

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Term

What are we studying?

Autumn 1

We will spend a while introducing ourselves and doing ice-breaker activities 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.

Autumn 2

We have skipped a few units due to the fact the students were learning fast. 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. Students will also start preparing the DELF exam, mainly reading, writing and listening.

Spring 1

In Unit 8, students will learn how to talk about life at school and their daily routines using key verbs and time expressions. They will practise describing what they do before and after school and how often they complete certain activities. Students will build confidence using simple present-tense structures in spoken and written French. They will also develop listening skills through short dialogues about typical daily schedules.

Spring 2

In Unit 9, students will explore vocabulary linked to food, drinks and eating out. They will learn how to order items politely in cafés and shops, using set phrases and numbers. Students will practise reading menus, asking for prices and expressing likes and dislikes. Role-play activities will help them apply their new language in realistic, everyday scenarios.

Summer

CLG’s set will primarily focus on preparing for the DELF exam. PBU’s set will continue with Tricolore

Year 7 Curriculum Overview Spring Term 2026

Spring content

FLAM This term, the pupils will be working on Unité 3: Se déguiser pour résister au plus fort (Disguising yourself to stand up to the powerful). They will study Médecin volant (The Flying Doctor), a short play attributed to Molière (edited one century after his death), in which trickery and disguise allow weaker characters to resist those in positions of power. The pupils will learn to recognise the key features of theatre (acts, scenes, lines, stage directions), to analyse how a plot is constructed, and to understand the central role of valets in Molière’s comedies. They will also explore different types of comic effects and work on language skills, including the use of pronouns, sentence structures, emotional expression, and circumstantial complements, as well as practising short written tasks. How it will be assessed At the end of the unit, students will be assessed on their reading comprehension, grammar skills and writing abilities.

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Year summary

Term

What are we studying?

Autumn

UNITÉ 1 LE FRANÇAIS EST TON PAYS. APPRENDS-LE, INVENTE-LE ! Objective of the unit: To understand how grammar and imagination can help us to familiarise ourselves with words? Compulsory reading: La Grammaire est une chanson douce, Erik Orsenna Grammaire : Comprendre le sens des mots - Étudier le rôle des mots dans la phrase Comprendre l’accord dans le groupe nominal - Construire des phrases - Situer dans le temps Savoir conjuguer le présent de l’indicatif des verbes du premier groupe

Spring 1

UNITÉ 2 A LA RENCONTRE DES MONSTRES Objective of the unit: To understand how a type of character is built and evolves across different literary genres. Compulsory reading: La Barbe Bleue. Grammaire : Identifier et utiliser les reprises nominales et pronominales - Comprendre le rôle, les fonctions et l’accord de l’adjectif qualificatif - Utiliser un champ lexical – L'imparfait et le passé simple

Spring 2

UNITÉ 3 SE DÉGUISER POUR RÉSISTER AU PLUS FORT Objective of the unit: To explore how weaker or lower-status characters use ruse, disguise, humour, and clever language to challenge authority in a Molière’s play. Guided reading: Le Médecin volant, Molière Grammaire: Les pronoms personnels, possessifs, démonstratifs, « se » et « ce ». Les types de phrases : verbales, non verbales, nominales, affirmatives et négatives. La construction de phrases claires : éviter les répétitions et améliorer la cohérence. Les compléments circonstanciels de temps et de manière, et leurs formes grammaticales (groupes nominaux, adverbes, gérondifs, subordonnées). Les figures de style : en particulier l’apostrophe

Summer 1 and Summer 2

UNITÉ 4 LES POÈTES CHANTENT LE MONDE ! Objectives of the unit: To introduce students to the world of poetry. The unit aims to develop literary understanding by teaching students to define the role of the poet, identify various poetic forms (like the sonnet, calligramme, and haïku), and recognize essential poetic elements such as stanzas, rhymes, assonances, and alliterations. Furthermore, students will study fundamental figures of style like the comparison, metaphor, and personification, which are key tools for poetic expression. Grammaire : - La phrase interrogative : reconnaître les différentes constructions. - Le Complément d'Objet Direct (COD) et l'attribut du sujet. - Orthographe : maîtriser l'écriture des mots avec é/è. - Conjugaison : le futur simple de l'indicatif

Year 7 Curriculum Overview Spring Term 2026

Geography Spring content

During the spring term, Year 7 students will continue their learning on weather and climate, beginning with a recap of key ideas and an exploration of global weather patterns. They will investigate anticyclones and depressions, learning how these systems influence the weather we experience in the UK and around the world. Students will also work on a guided project to apply their understanding, before moving on to study global climates and major biomes, examining how climate shapes different environments. The unit will finish with an introduction to extreme weather, helping students understand the causes, impacts, and responses to events such as hurricanes, heatwaves, and storms. In the second part of the Spring term, students will increase knowledge and understanding of tourism as an economic activity. We will consider what tourism entails and its impacts, whilst mining the experience that students have had as tourists in the UK and overseas. We will expand location knowledge by mapping tourist locations. Students will be presented with a range of definitions and data, to gain a historical perspective and understand tourism trends. Students will learn about changes to travel and technology and the idea of place marketing/branding, By the end of the course students should be able to discuss whether the impact of tourism can be deemed to be positive, with a specific focus on the UK. How it will be assessed Spring 1: Climate graph assessment, and extended writing task. Spring 2: A resource-based assessment, ranging from short-answer data and knowledge questions to a lengthier evaluation (explaining and justifying a view.

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Year summary

Term

What are we studying?

Autumn 2 and Spring 1

Weather and Climate Distinguishing between ‘weather’ and ‘climate’. Measuring and recording weather using instruments. The impact of weather on a range of activities. Interpreting weather maps and forecasts. Understanding factors affecting the UK’s climate: air masses and climate graphs. Cold weather from the East and the hazards associated with it. Wind: which places experience most wind; air pressure; wind as a resource; recording wind. Understanding global climate. Anticyclones and depressions. Microclimate: an investigation. Global climates and major biomes, examining how climate shapes different environments. Examples of extreme weather: causes, impacts, and responses to events such as hurricanes, heatwaves, and storms.

Spring 2

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

Summer

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.

Year 7 Curriculum Overview Spring Term 2026

History Students will be exploring British, European and world history, c.1000-c.1500. Within each of the broad Spring content

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

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Year summary

regular intervals. Term

What are we studying?

Autumn 1

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

Autumn 2

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

Medieval Ordinary Lives Assessment: Substantive knowledge test

Summer 1

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

Summer 2

World Study: Medieval Africa Assessment: Create and explain a textbook on the golden age in medieval Africa focusing on the Mali Empire 18

Year 7 Curriculum Overview Spring Term 2026

Latin In the spring term year 7 will continue to expand there comprehension and translation skills as we will be exploring

Spring content

the imperfect tense of regular verbs and the ‘esse – to be’ , neuter nouns, prepositions with ablative and accusative case nouns. We will also be exploring adjective and noun agreement as well as Roman numerals through a series of stories from Roman mythology and stories of life in the Roman army. How it will be assessed: Students will be assessed on vocabulary knowledge 15 words per week. There will be half termly comprehension and translation tasks to assess their vocabulary and syntactical knowledge.

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. Half termly translation assessments will be used to assess students’ grammar and translation knowledge and skills.

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Year summary

Term

What are we studying?

Autumn 1

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 declension nouns

Autumn 2

Latin Prep 1 Chapter 3 -4 -Translation technique and comprehension reading for gist · the infinitive · expressions of time · vocabulary derivation Adjective ending –us/a/um

Spring 1

So you really want to learn Latin Chapter ch 4 · prepositions with the accusative Neuter nouns Prepositions with ablative Adjectives Agreement of adjectives Imperfect tense Imperfect of ‘sum’

Culture and Mythology

The Labours of Hercules The Trojan War The Travels of Odysseus The Vindolanda tablets and roman writing

Odysseus returns home Roman Childhood Roman Saturnalia

Romulus and Remus Life in the Roman Army

Year 7 Curriculum Overview Spring Term 2026

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Year summary

Latin Term

What are we studying?

Culture and Mythology

Spring 2

Chapter 5 – Perfect tense -er adjectives Perfect tense of sum Supines

Romulus and Remus Clodia Cloelia

Summer 1

Latin Prep 1 Ch 6 2nd conjugation perfects Personal pronouns Direct questions (who? Why? What? Where?) 3rd conjugation perfect tense

Romulus becomes king and early Rome

Summer 2

Latin Prep Chapter 7: -Ordinal numbers -4th conjugation -Irregular perfects

Atalanta and the Golden Apple

Year 7 Curriculum Overview Spring Term 2026

Mandarin During the Spring term, Year 7 Mandarin will broaden their understanding of both Mandarin and Chinese culture

Spring content

through two engaging units. In Spring 1, pupils will explore Chinese homes and families, gaining insights into daily life and traditions. They will also continue developing their literacy by learning more about Chinese characters, building confidence in recognising and writing them. This half-term will conclude with preparations for the Chinese New Year/Spring Festival, where students will take part in cultural activities and celebrations. In Spring 2, the focus shifts to Hobbies, where pupils will learn to talk about what they do in their free time, express what they like doing, and discuss different sports. By the end of the term, students will be able to communicate more fluently about their interests while deepening their cultural understanding. 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.

Term

What are we studying?

Autumn 2

JB1 Ch2 Family and home Talking about family using measure words Talking about your pets Learning to say dates and months

Spring 1

Finding out about Chinese homes and families Learning more about Chinese characters Preparing celebration of the Chinese New Year/Spring festival

Spring 2

JB1 Ch3 Hobbies Talking about what you do in your free time Talking about what you like doing Talking about sport

Summer 1

Learning the days of the week Learning about young people’s hobbies in China Learning more about Chinese characters

Summer 2

Revision and Exam

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Year summary

Autumn 1

What are we studying? JB1 Ch1 Hi Investigating Chinese characters and Pinyin pronunciation Counting up to 99 and learning simple characters Talking about your age Learning some basic greetings Introducing yourself to others Discovering China

Year 7 Curriculum Overview Spring Term 2026

Maths Spring content

During Spring 1, the scheme begins in Week 1 with a focus on rounding and estimation, revisiting place value for integers and decimals, rounding to decimal places and significant figures, and applying estimation to calculations including addition, multiplication, division, and money problems, with extension to indices and square roots where appropriate. Week 2 moves on to areas, covering the properties of common 2D shapes, calculating the area of basic shapes, parallelograms and trapezia, compound shapes, and converting units of length. In Week 3, pupils study coordinates, including plotting points and lines, calculating midpoints, finding missing vertices, and using coordinates to calculate areas of shapes on a grid, followed by consolidation. Week 4 focuses on circles, exploring circumference, area, and parts of circles, alongside work on factors, multiples, primes, HCF and LCM. Week 5 is dedicated to revision, assessment, and review of Spring 1 content. In Spring 2, Week 1 introduces standard form, exploring its real-world importance, converting large and small numbers, solving worded problems, ordering numbers, and consolidating understanding. Weeks 2 and 3 develop Venn diagrams and probability, starting with interpreting diagrams and probability basics, progressing to mutually exclusive events, relative frequency, sample space diagrams, three-way Venn diagrams, mixed practice, and consolidation. Week 4 introduces 3D shapes and volume, alongside negative indices and mixed index law questions. Week 5 focuses on surface area and further work with standard form, including addition, subtraction, multiplication, and division. The term concludes in Week 6 with revision, assessment, and review.

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Year summary

Term

What are we studying?

Autumn 1

Number Sense, Fractions, Percentages, and Ratios

Autumn 2

Indices, Expressions, and Equations

Spring 1

Rounding, area, coordinates and circles.

Spring 2

Standard form, probability and 3D geometry

Summer 1

Angles, Transformations, and Linear Graphs

Summer 2

Algebraic fractions and Inequalities.

Year 7 Curriculum Overview Spring Term 2026

Spring content

Music Pupils begin the term studying Samba Batucada, exploring the vibrant carnival tradition of Brazil through listening, composing and ensemble performance. They will learn the key samba instruments, perform layered patterns featuring syncopated rhythms, and develop ensemble confidence while being introduced to the core elements of music, particularly rhythm, texture and structure. Students then move on to the Blues, discovering its cultural and historical roots while learning features such as the 12-bar blues, walking basslines and the blues scale. They will develop instrumental fluency on keyboard or guitar through improvisation and blues melodies. How it will be assessed Assessment includes a samba ensemble performance, a Blues composition and performance, and a short aural/written task on the features of the music, rhythms, note names and instrument recognition.

Year summary

Term

Autumn 1

Spring 1

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Summer 1

What are we studying? 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 Leitmotifs Mickey mousing

Term

Autumn 2

Spring 2

Summer 2

What are we studying?

Instruments of the Orchestra: Meet the orchestra, sound and timbre Creation of an orchestral scene Christmas music

The Blues Introduction to the blues and the 12-bar blues Blues scale, improvisation & lyrics Walking bass

Musicals What is a musical? Characters and storytelling Acting and movement

Year 7 Curriculum Overview Spring Term 2026

Philosophy Spring content

We will begin the term by examining a number of creation myths from numerous cultures to consider, why despite arguments from science and evolution, these continue to play an important cultural, social and spiritual role for many people. In the second half of the term, we will be moving into looking at Aesthetics and the philosophical concept of the beautiful. How it will be assessed Students will complete in-class assessments, including essay writing, knowledge tests, and creative challenges. Essay writing will challenge students to communicate arguments on philosophical concepts. Knowledge tests are intended to teach students the important skill of revising content, which is relevant to other areas of philosophy they may cover. Creative challenges are designed to push students to demonstrate their philosophical knowledge and understanding how these philosophical concepts adhere to issues of everyday life.

Year summary

Term

Autumn 1 and 2

What are we studying? We begin the year by asking a fundamental question: What is philosophy? Students will explore its origins in the ancient Greek world and learn how thinkers like Socrates, Plato, and Aristotle shaped the discipline. We will study the Socratic method as a way of questioning assumptions, examine Plato’s allegory of the cave to understand ideas about reality and perception, and look at Aristotle’s triad of logic, ethics, and metaphysics as a foundation for philosophical thought Introduction to Ethics In the next unit, we turn to ethics and consider its role as a guide for human behavior, including its relationship with religion. Students will reflect on what it means for something to be right or wrong, good or bad, and why “good” is not always the same as “useful.” We will discuss intentions, altruism, and responsibility, asking whether motives matter as much as outcomes. . Creation Myths We will explore different creation stories and their interpretations. This includes the Judeo-Christian account from Genesis, the scientific explanations offered by the Big Bang Theory and evolution, and creation stories from Chinese and Inuit traditions. Students will consider whether science and faith can be compatible and how these narratives shape our understanding of the world and humanity.

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Spring 1 and 2

Aesthetics We will study aesthetics—the philosophy of beauty and art. Students will ask what beauty is and whether it is subjective or objective, drawing on ideas from Hume and Aristotle. We will also question the purpose of art: should it serve a function, or can it exist simply for its own sake? Toward the end of the term, we will explore emotions and their philosophical significance. Topics include anger, happiness, and the tension between failure and success. We will also examine friendship, considering Plato’s ideas and Nietzsche’s reflections on its deeper meaning

Year 7 Curriculum Overview Spring Term 2026

Philosophy Year summary

Term

What are we studying? Emotions We will explore emotions and their philosophical significance. Topics include anger, happiness, and the tension between failure and success. We will also examine friendship, considering Plato’s ideas and Nietzsche’s reflections on its deeper meaning. End of Year Assessments

Achievement with heart.

Summer 1 and 2

Environmental Ethics As the year concludes, we turn to environmental ethics and the question of moral responsibility. Who do our actions impact—friends, neighbors, or people in distant countries? Do we have an obligation to live sustainably, and where should we begin? Students will study Aldo Leopold’s Land Ethic and J. Baird Callicott’s ecocentric perspective, contrasting these with anthropocentrism. We will also consider ecofeminism and ask who suffers most from climate change, linking environmental issues to questions of justice and equality

Year 7 Curriculum Overview Spring Term 2026

Physical Education IIn the spring term, and depending on the availability of external venues, Year 7 students will take part in

Spring content

basketball and either badminton or golf. In basketball, they will develop key skills such as passing, dribbling, and shooting through paired activities and small-group drills. In badminton, students will work on grip techniques and a range of shots, including clears, drop shots, and smashes, while also exploring court positioning and tactical choices in competitive situations. In golf, students will be introduced to correct stance and swing mechanics and will develop their understanding of chipping, pitching, club selection, and strategies for navigating a mini-golf course. How it will be assessed In basketball, students will be assessed on their ability to replicate core skills, influence gameplay, make tactical adjustments during matches, and analyse both their own performance and that of their opponents. In badminton, assessment will focus on grip and shot execution, as well as agility, speed, tactical awareness, and overall understanding of the game. In golf, students will be evaluated on grip, stance, and posture, along with their accuracy, distance

Achievement with heart.

Year summary

control, and consistency when putting, chipping, and pitching.

Term

What are we studying?

Autumn 1

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

Autumn 2

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

Spring 1

Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Badminton: Serving, rallying, shot selection, in game tactics and gameplay. Golf: putting, driving, wedging and mini golf.

Spring 2

Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Badminton: Serving, rallying, shot selection, in game tactics and gameplay. Golf: putting, driving, wedging and mini golf.

Summer 1

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

Summer 2

Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shotput throw, javelin throw, discus throw, long jump, triple jump and high jump. 31

Year 7 Curriculum Overview Spring Term 2026

PSHE Spring content

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. 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

Achievement with heart.

Year summary

understanding and adapt future teaching.

Term

What are we studying?

Autumn 1

Living in the Wider World - Careers and Aspirations 1. Starting Secondary School 2. Goal Setting 3. Resilience 4. Self Esteem 5. Career Interests

Spring 1

Relationships - Healthy Relationships Friendships 1.Family Relationships 2.Falling in love 3.Positive relationships 4.Empathy in relationships

Summer 1

Healthy Body – Building blocks of a healthy body 1.Introduction to physical health 2.Nutrition and hydration basics 3.Personal hygiene 4.Importance of sleep 5.Physical and Lifestyle

Term

What are we studying?

Autumn 2

Living in the Wider World – Finance & British Values 1.Money matters – spend or save 2.Plan a simple budget 3.Keep my money safe 4.Keeping Safe 5.County Lines

Spring 2

Relationships – Sex Education 1.Puberty 2.Having a baby 3.My changing feelings 4.Periods

Summer 2

Healthy Mind 1.Moods & Emotions 2.What makes me angry 3.Extremism 4.Understanding FGM

Year 7 Curriculum Overview Spring Term 2026

Science Spring content

This term students will complete the forces topic before embarking on chemistry topics. Elements, compounds, and mixtures Using chemical formulae Acids and alkalis The pH Scale and indicators The reactions of acids 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

Year summary

exam.

Term

What are we studying?

Term

Autumn 1

Lab Safety and Lab Equipment Cells

Autumn 2

Particles Forces

Spring 1

Elements Acids

Spring 2

Body Systems

Waves Summer 1

Summer 2

What are we studying?

Reproduction Space

Achievement with heart.

End of Year Exam

Year 7 Curriculum Overview Spring Term 2026

Spanish In Unit 2, “Mi burbuja” (My bubble), pupils develop their ability to talk about themselves and others in greater detail. They learn to count confidently to 100 and build core vocabulary related to family, using possessive adjectives such as my, your

Spring content

and our. Pupils practise saying whether they have any pets and describing them using appropriate adjectives, before moving on to describing physical features, including eyes, hair and glasses. The unit reinforces the verb tener and introduces and consolidates the verb ser, enabling pupils to describe both physical characteristics and personality traits. Pupils also learn key adverbs of frequency, supporting more accurate and developed spoken and written responses. For 4 lessons per week: These students will deepen their knowledge of the Spanish language and develop their cultural awareness, but will not expand the content or 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

Achievement with heart.

Year summary

term they will have a written assessment that will cover reading, listening, grammar, translation and writing.

Term

What are we studying? Stream 1

Autumn 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.

Autumn 2

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 learnt.

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.

Year 7 Curriculum Overview Spring Term 2026

Achievement with heart.

Year summary

Spanish What are we studying? Stream 1

What are we studying? Stream 2

Spring 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 3: MIs pasatiempos (My hobbies) Learn how to express what they do in 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.

Spring 2

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 learnt 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...)

Summer 1

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.

Summer 2

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

Term