Year 7 Term 1 Curriculum

Year 7 Curriculum Term 1

Year 7 Curriculum

Term 1 2023-24

At E-ACT Royton & Crompton Academy we offer our students a wide range of subjects. Our curriculum is well planned, engaging, challenging and encourages a thirst for knowledge and learning. Our key values of Honesty, Excellence and Aspiration underpin and support everything that we do in every lesson and across the academy.

- A Curriculum for ALL (No child left behind)

- Knowledge-rich (sequence clearly articulated)

- Ambitious (with a focus on Teaching to the Top)

- Emphasis on long term memory and recall

The information in this curriculum booklet tells you everything that you need to know about what your child will be studying, from September to December and the key knowledge they will be developing in each subject area.

We have high expectations for every student in our academy and we focus on the principle of opening minds and opening doors through a world class education system.

If you require any further details about the progress that your child is making, please contact Mr L Topham, Head of Year 7, Lee.Topham@rca.e-act.org.uk.

If you require any further details about the curriculum, please contact Miss A Jacob, Deputy HeadteacherAmanda.Jacob@rca.e-act.org.uk

Alternatively, our SEND co-ordinator Mrs S McDermott, Stacey.McDermott@rca.e-act.org.uk, who will be happy to provide you with further information about how we can support the individual needs of your child.

Below are the heads of departments for each subject, if you have any specific questions around our subjects, please contact them via the email addresses given.

Miss M Graham Head of English maria.graham@rca.e-act.org.uk

Mr M Mulgrew Head of Maths michaem.mulgrew@rca.e-act.org.uk

Mr C Davies Head of Science carl.davies@rca.e-act.org.uk

Mrs C Asiaw-Lodge Head of Science claire.asiaw-lodge@rca.e-act.org.uk

Miss F Wrigley Head of Art fiona.wrigley@rca.e-act.org.uk

Mr A Hughes Head of DT andrew.hughes@rca.e-act.org.uk

Mrs S Bloor Head of PSHCE sarah.bloor@rca.e-act.org.uk

Mrs L Brock Head of Geography lauren.brock@rca.e-act.org.uk

Mrs J Hill Head of Food jennifer.hill@rca.e-act.org.uk

Mrs H Beveridge Head of History helen.beveridge@rca.e-act.org.uk

Mrs V Sayer Head of Spanish victoria.sayer@rca.e-act.org.uk

Mrs P Mulgrew Head of Music philippa.mulgrew@rca.e-act.org.uk

Miss E Stirling Head of Social Sciences emma.stirling@rca.e-act.org.uk

Mr L Maguire Head of ICT lee.maguire@rca.e-act.org.uk

Ms L Mulvana-Kinlin Head of RE louise.mulvana@rca.e-act.org.uk

Ms S Cavanagh Head of PE & Dance sarah.cavanagh@rca.e-act.org.uk

Mr L Topham

Miss A Jacob

Mrs S McDermott

Half Term 1

Composite Topic Components

How does Greek mythology teach morality lessons that are relevant today? Greek Myths and Legends

How is power presented in 'The Iliad'?

Learning from the past x

How does Homer use 'The Odyssey' to convey important social messages? Classics x

What is the message in the myth of 'The Phoenix'? Identity x x

How does the myth of Icarus teach us about the dangers of pride and ambition? Relationships x

How was Shakespeare influenced by Greek mythology Media and Culture x

What lessons can we learn from ancient mythology? Relationships x

Can I write a speech to convey a viewpoint? Politics and Protest x

How did the Elizabethan era serve as a backdrop for Shakespeare's writing? Learning from the past x

Half Term 2

Creative Writing: Chaos

Shakespeare: A Midsummer

Night's Dream

How does Shakespeare use the beginning of the play to establish the theme of order and discord?

Can I I track the theme of order and disorder in a performance of the play? Classics x

How does Shakespeare use the myth of Pyramus and Thisbe to deliver his criticism of the treatment of young people?

How does Shakespeare structure his comedy to interest the reader?

Can I use a range of features to write a piece of creative writing?

Relationships x

Media and Culture

Politics and Protest

Half Term 1

Composite Topic Components

Threads of Knowledge Fluency of mental calculatio

ns

Number Operations

Negative Number Manipulation

Half Term 2

Proportions in Play: Can I apply proportional reasoning to everyday contexts and problems?

Fluency of written calculatio

ns

Number Application x x

Number Application x

Apply key vocabular y

Investigat e patterns and make conclusio

ns

Apply algebra in order to interleave topics

Component 1 and 2 Assessment - Ordering negative numbers, operating with negative numbers, squaring positive and negative numbers.

Decimals

Fractions

Number Application x

Number Application x x x

Component 3 and 4 Assessment - Ordering decimals, comparing decimals and fractions (retrieval on negative numbers.)

Factors, Multiples and Primes

Number Application x x x x

Highest Common Factor and Lowest Common Multiple Number Application x x x

Component 5 and 6 Assessment - The difference between factors and multiples, calculate HCF and LCM of multiple numbers, recognise prime numbers (retrieval from negative numbers/decimals/fractions)

Proportions in play Multiplying/Dividing Fractions

Formal division methods to manipulate proportions

Number Application x x

Number Application x x

Component 1 and 2 Assessment - Multiplying and dividing proper fractions, use of formal division methods, recall basic fraction/decimal conversion (retrieval from half term 1)

Using correct notation to find unknown proportions

Ratio and Proportion x x x

Ratio: Dividing amount into ratios

Ratio and Proportion x

Component 3 and 4 Assessment - Find unitary amounts with ratio and proportions, divide an amount into a ratio (retrieval from multiplying and dividing fractions/division methods/half term 1)

Using ratio to convert, simplify and apply to scales and units

Compare parts with a whole

Ratio and Proportion x

Number Application x

Component 5 and 6 Assessment - Simplify ratios, apply ratio to use scales, convert ratio to fractions (retrieval from multiplying and dividing fractions/division methods/ratio/half term 1)

Composite Topic Components

Half Term 1

Organisms: Movement

The skeletal and muscular system

What is the function of our skeleton?

How do joints and muscles cause movement?

What problems are associated with the skeletal system?

What are some of the different organ systems in our body?

Careers Lesson - Personal Trainer

Big Idea 1: Organisms

Using evidence to develop explanations

Organisms: Cells

Animal and plant cells

Big Idea 1 Organisms - Movement Assessed Work Identifying different organ systems in the body. x

What are features of animal cells?

How are the features of plant cells different to animal cells?

How are cells specialised to carry out their function?

Big Idea 1: Organisms

x

How do we use a microscope to look at cells? x x

What are unicellular organisms?

Big Write - The Black Death (change to Robert Hooke?) x

Big Idea 1 Organisms Part 1 Assessment

Labelling animal and plant cells, describing specialised cells and identifying parts of a microscope.

Solids, liquids and

How is the particle model used to describe solids, liquids and gases?

x

What are the properties of different solids? x

What are the properties of liquids and gases? x

Big Idea 2: Matter

Why can the smell of food travel from downstairs to upstairs? x

What happens to the particles when ice melts or water freezes? x x

Big Idea 2 Matter - Particle Model Assessed Work

Filtration, distillation and chromatograph

How does filtration work?

x x

How does temperature affect the solubility of substances? x x

How can distillation be used to purify substances? x x

Big Write - Access to clean water

Big Idea 2: Matter

Using the particle model to identify the properties of solids, liquids and gases Matter: Separating

Careers Lesson - Forensic Scientist

How is chromatography used to identify unknown substances? x x x

Big Idea 2 Matter Part 1 Assessment

Identifying and describing the separation techniques of chromatograpy, filtraion and distillation.

Energy in homes

What is a fuel?

x

How can we compare rates of energy transfer? x

How is the cost of energy use at home calculated?

How do we use non-renewable fuels to get the electricity we need?

How do we use renewable fuels to get the electricity we need?

Careers Lesson - Electrical Engineer

Big Idea 3: Energy

Half Term 1

Composite Topic Components

Threads of Knowledge

Knowledge and understanding of the key features, chronology and characteristics of the period.

Explain and analyse historical events and periods studied using second-order historical concepts.

Change and Continuity

Cause and consequen ce

Significance Similarity and difference

Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied.

Analyse, evaluate and make substantiated judgements about interpretations in the context of historical events studied.

Baghdad

What was life like in Medieval Baghdad? Empire, trade, religion x x

Why were the years 800-1200 know as teh Golden Age? Empire, trade, religion x x x

Why was Baghdad the centre of the Islamic world? Empire, trade, religion x x x

Formative assesment point: Inference - make an inference from an historical source, demonstrate knowledge and understanding of of why Baghdad was viewed as the centre of the Medieval world.

How was Anglo-Saxon society organised? Social history, Democracy and power x x

Half Term 2

Anglo-Saxon life

What was life like for people in Anglo-Saxon England? Social History, democracy and power, religion and the church x

How did the Normans take control of England? Invasion and Conquest, Democracy and power x x

Formative assessment point: causation- pupils will show how causes inter relate to enable William to take control of England. Pupils will show knowledge and understanding of how William took control of England.

The Norman Conquest

How did the Normans change England? Inavasion and Conquest, religion, Democracy and Power, resistance x x x x

How significant were the changes the Normans made according to historians? Invasion and Conquest, Democracy and power x x x x x x

Why was Baghdad viewed as the centre of the Medieval World?

What was life like in AngloSaxon Egland?

How did the Normans change England?

Half Term 2 Global Biomes

Introduction to Geography

Baseline Assessment

What are the different types of geography? Human Geography, Physical Geography x x

How to use an atlas to locate places. Human Geography, Physical Geography, Location and place knowdedge x

How to use scale to work out distance. Geographical skills and fieldwork

How do we use an 8-point compass to give directions?

What are lines of latitude and longitude and how do we use them?

How to use 4 and 6 figure grid references and identify map symbols.

Location and place knowledge, Geographical skills and fieldwork x

Location and place knowledge, Geographical skills and fieldwork x x

Geographical skills and fieldwork

How do we classify where we live? Location and place knowledge x Map skills

How do we show relief on a map? Geographical skills and fieldwork, Physical Geography x

Assessment End Point focus: Pupils will know the 3 different types of Geography, the different classifications of land across different scales in the UK, the names of each point on a compass rose, the names of the major lines of latitude and longitude, know what an OS map is. They will understand how and why Geography is categorised into different types of Geography.

Pupil will be able to use an atlas, work out distances, give direction and use compass points to describe location, be able t o identify the longitude and latitude of various locations globally, interpret map symbols, write 4 and 6 figure grid references as well as being able to identify location using them, recognise the relief of land using contour lines.

What is GIS and how can we use it in Geography?

Geographical skills and fieldwork x x

Ecosystems and Biomes Whare are Ecosystems and Biomes? Using GIS to locate biomes.

Location, Characteristics and adaptations within the Taiga.

Physical Geography, Geographical Skills and fieldwork

Physical Geography, Geographical skills and fieldwork

Cold environments

Challenges and opportunities of a Cold Envrionment

Hot environments

Location, Characteristics and adaptations within the Desert

Human Geography, Physical Geography x x x

Assessment: Why is it difficult to live in cold environments? Explain question

Physical Geography, Geographical Skills and fieldwork x x x

Assessment End point focus: Various plant and animal adaptations of hot and cold environments, pupils will know the opportunities and challenges of a hot and cold environment. Describe the location of various biomes. Pupils will be able to complete a climate graph using data. How adaptations support survival, will be able to explain why the challenges in hot and cold environments are negative and be able to explain why the opportunities in hot and cold environments are positive s.

Composite Topic Components

Threads

1. Who am I? Baseline assessment

2. Am I unique?

Half Term 1 Who am I?

3. What are my qualities?

4. What is the Human spirit?

5. What is the meaning of life?

6. Why do we do RE?

1. How did the world come into existence?

dilemmas

Half Term 2

What are the Origins of the Universe and humanity?

2. Divergent Christian views about creation Beliefs and Practices X X X

Christian beliefs and scientific theories

4. What is the Teleological Argument?

5. What is the Cosmological Argument?

6. What is the theory of evolution?

Comparative religion / theories X X

Assessment End point: Scientific and religious (Christian) views about the origins of the universe and humanity

Half Term 1

Composite Topic Components

Can you introduce yourself?

Threads

Present Tense X X X X

Assessment End point: Pupils will be able to respond to set questions and say the following information: name and how to spell it, how they are feeling, where they live, birthday and age, using correct pronunciation.

Personal Information

Present tense X X X

X Nouns

Assessment End point: Pupils will be able to respond to set questions and say the following information: name and how to spell it, how they are feeling, where they live, birthday and age, using correct pronunciation.

What is there in your classroom? Nouns X X X X

Present Tense X X X X

Assessment End point/Christmas Assessment: Pupils will be able to:

Identify different nouns for what is in their schoolbag and classroom, as well as identify how many items they hear.

Recognise dates and write down when people's birthday are, to listen to the spellings of names and write them out correctly.

Identify different nouns for what is in their schoolbag and classroom, as well as identify how many items they can read. Match up different questions and answers to introduce themselves, and complete short comprehension questions about a text on greetings and what is in a classroom.

Half Term 1

Composite Topic Components

Threads of Knowledge

Can you develop your understanding of the formal elements through the exploration of artists and art techniques?

The Formal Elements 'Learn it then create it'knowledge organiser and artist studies

Life Skills (PSHCE)

What is an RCA student like?

What are our academy values?

What are British Values?

What is mental health?

Why is positive health and wellbeing important?

How can we keep ourselves healthy?

What does it mean to be an active citizen?

What makes a successful community?

What sort of country do we live in? Democracy (FBV)

How does our country work? Monarchy & Government

What are human rights?

What are our responsibilities as young people?

What should I do in an emergency?

Threads of Knowledge

Half Term 1 1

What is rhythm?

Performing rhythms of the world

1. What is rhythm? Rhythm x x

2. Rhythm notation Rhythm x x

3. Performing rhythms Rhythm, structure, texture, dynamics x x

4. Composing rhythms Rhythm, structure x x x

5. Samba rhythms Rhythm, structure, texture, dynamics x x

6. Rhythms of West Africa Rhythm, texture x x

Perform and compose 4/4 rhythms in time

Half Term 2 2

What is timbre?

Instrument families and how they work

1. How is sound made? Timbre, dynamics x

2. What are the different families of instruments Timbre x

3. Strings Timbre x

4. Brass Timbre x

5. Woodwind Timbre x

6. Percussion

Timbre

Half Term 1

Developing leadership and teamworking skills. Applying physical demands in game situations, aethestic sports and indiviual play.

Basketball Importance of a warm-up Leadership x x

Effective throwing and catching Tactics and Techniques x x x Fitness

Balance, Co-ordination, sequence, travel and repetition Interpratative x x

Cricket/Rounders Speed, Agility & Fitness Physical Skills x x

BASELINE

Badminton

Passing and recieving effectively Tactics and Techniques x x Gymnastics

Teamworking and sports personhip Leadership x x x

Hand/foot eye co-ordination Tactics and Techniques x x x

Half Term 2 INVASION GAMES Netball

Effective catching and throwing

and Techniques x

Attacking techniques Physical Skills x x x Football Defending techniques Physical Skills x x Rugby

Demonstrate teamwork and sports personship Leadership x x

Understanding of rules and regulations Interpratative x x x

Assessment End point Students are assessed in 2 key areas; LEADERSHIP SKILLS & PHYSICAL SKILLS. In Year 7 students need to be able to successfully warm up independently and take charge of a small group, using some terminology of key muscles. Students will be assessed on their ability to be able to demonstrate and apply the skills required in an invasion game.

Can I select and demonstrate the appropriate tools, equipment and methods when marking out, cutting, joining and finishing materials when using