Foreword
It is a real pleasure to welcome all the new pupils to Haberdashers’. As well as being a chance to “get stuck in”, Year 7 is a wonderful opportunity to develop new knowledge, new skills, and new passions. The curriculum for the Year 7 pupils is one which is designed to stimulate and inspire the very best young minds. Every subject has a fascinating programme of study and I am always impressed by the topics they are learning and also how the pupils engage with their subjects.
The underlying principle of the Year 7 curriculum is breadth of education and the pupils will study every subject throughout the year. Year 7 is an opportunity for students to explore new interests and to develop their knowledge in subjects they have already enjoyed previously They will be completing all manner of projects ranging from Family History, making models in Science, to composing their own pieces in Music. There is a suggested further reading list at the bottom of each curriculum summary: these are provided as an indication of what pupils might like to read if they wish to extend their knowledge further still.
As the pupils progress through the School they will have to make choices about which subjects they wish to continue studying, allowing for a greater depth of education. The first choice the pupils will have to make is at the end of Year 7 when they choose to study two languages in Year 8. In order for pupils to develop all their languages this year and to sample each language before they make a choice, we have devised a carousel, within which each pupil will study two terms of French, German and Spanish
This is an exciting year and I am sure the pupils will enjoy all their subjects and apply themselves fully to their studies.
I wish them every success.
Mike Brennan Deputy Head (Academic) Habs Boys
Art & Design
Aims and Objectives
In Year 7 the aim of the Art & Design course is to introduce the pupils to the formal elements of Art & Design (Line, tone, colour, shape, texture, form and composition), while working with a variety of different media, materials and techniques. Critical and analytical contextual studies will be fully incorporated into the course, encouraging the pupils to make relevant links and connections to the works of artists and designers. They will explore key genres and movements as well as contemporary artists and designers.
Term Topic
Autumn
Hilm Af Klint & Animation
Description Pupils should be able to
Abstract Art
Painting
Pure abstraction
Colour mixing
Interpreting a non-visual source
Planning a composition
Brush skills
Designing
Balance, harmony, unity
Presentation
Understanding concepts
Drawing
Digital Design
Symbolism
Stylisation
Spring
Analytical observation
Summer Significant Form
Tone and Line
Viewpoints
Observational
Analytical
Measuring
Light and dark
Portraiture
Mythology
Fantastic and strange
Literature
Surrealism
Sculpture/Ceramics
3 Dimensions
Pupils develop, express and realise ideas with confidence. They exploit what has been learnt from taking creative risks and from their understanding of creative processes. Pupils can express reasoned judgements about their own work and that of others.
Pupils can confidently explore, select, and use a variety of materials to suit their ideas. They can experiment effectively with techniques to refine those ideas. They can confidently use knowledge gained from artists and designers to extend their ideas and practical techniques.
Pupils can confidently make comparisons between their work and the work of artists or designers presenting informed opinions on the formal elements, processes and mood. Pupils understand how techniques are used to express ideas. They can confidently record and present their observations and ideas through a range of drawings including tonal studies.
Pupils can confidently complete their outcomes showing assured manipulation of the formal elements to express ideas. They can make confident connections to artists or designers in their outcomes. They can confidently evaluate your own work in detail.
They will also focus on ceramics and manipulating a different media from what they have previously worked with.
Suggested further reading:
The Art Book by Phaidon
The 50 Artists You Should Know series published by Prestel
Biology
Aims and Objectives
The aim of the Year 7 scheme of work is to engage and enthuse pupils with the subject of Biology. Pupils will begin to learn the key skills needed for success at IGCSE and A level, including how to plot biological graphs, results tables and how to produce a biological drawing. The course also teaches key biological practical skills including microscopy and biological keys. Literacy is embedded in the Scheme of Work. The pupils will become familiar with self and peer assessment as part of the standardised homework tasks. The scheme of work is designed to teach skills rather than purely content as a foundation for later success.
Term Topic Description Pupils should be able to
Lab safety
Lab safety
Microscopes and cells
Microscopes and cells continued
Autumn
Animal cells
Plant cells
Plant cells continued
• Risk assessments –task making a cup of tea.
What is Biology?
Parts of a Binocular dissecting microscope and how to use it.
How to draw from a microscope and drawings from observation.
What is magnification and how to work out the total magnification of a microscope.
Parts of a light microscope and how to use a light microscope Looking at pre-made slide
Animal cells using cheek cell as example:
• e 4b.
• Cheek cell practical and write-up of method against their work
• Diagram of plant cell
• Onion skin cell experiment
Biological drawing of onion cells (label cytoplasm, nucleus, cell membrane + cell wall).
• Go over functions of chloroplast, vacuole and cell wall
• Plant Cells – looking at moss under light microscope.
• Comparing animal and plant cell.
Understanding what a risk assessment is and how to work safely.
1. Literacy via extended reading.
2. Understand how to draw Biological drawings.
3. Understand what magnification is and how to calculate total magnification
1. Develop manipulative skills
2. Learn the parts of a light microscope and how to use it to see large specimens.
1.Learning how to write a method
2. Learning how to draw and label a diagram
1.To recognise and label the structure of a plant cell
2.Reinforce safety in lab, manipulative skills, biological drawing skills and ability to write an experimental method.
1.To know the structure of plant cells and organelle functions
2. To compare plant and animal cells
3. Reinforce effective use of the light microscope
Precise description skills
Comparison of plant and animal cells
Tissues organs + systems
Each pupil eats a Malteser chocolate and writes down a description of the sweet
Relating structure to function –PowerPoint demonstrating examples of plant and animal cells.
Introduce idea of cells to tissues to organs to systems
Define the term tissue, organ and system and look at examples
Carry out research on human body organs using BBC website
Teacher carries out rat dissection
Mammalian organs
Alternative work for pupils who do not want to be involved in dissection work
And human/rat organ diagrams to label.
Learn how to create precise descriptions
To be able to link structure to function using specialised cells as examples.
Develop ICT skills
Be able to define the terms tissue, organ and system and give named examples
Understand the location and functions of human organs.
To be able to transfer knowledge of human organs to another mammal
To transfer diagrammatic images of organs and systems onto real 3D organism
To consolidate knowledge of organ functions in mammals
ICT
To recall named features of herbivore and carnivore skulls.
Skulls
Comparison of carnivore and herbivore skulls
How are they adapted for diet / lifestyle.
Teeth
Bones and the human skeleton
Human Teeth – structure and types of teeth and their roles
How does decay happen?
Pupils create slides of plaque/ bacteria stained with nigrosine and look at under light microscopes
Different types of skeleton
Functions of skeletons. What is a bone made of –osteocytes
Chicken bone in acid.
Look at x-rays of bones
Model human skeleton and labelling it.
Ability to compare and contrast herbivore and carnivore skulls
To know a named example of an omnivore and its skull’s features e.g. human, pig, monkey?
To improve Observation skills
To recall the structure of a human tooth
To know the names of different teeth types and their different roles in mastication
To understand how tooth decay occurs and how it can be prevented
Know the difference between an endoskeleton and an exoskeleton and the advantages of 2 types of skeleton.
Know the function of all skeletons
Understand what a bone is made of.
Know the names of key bones in human body.
Skin sensitivity
Introduce idea of pressure or touch receptors in skin linked to nervous system
Experiment to investigate how sensitive different areas of skin are to pressure (touch) when blind folded.
Sensitivity of maggots to light Maggot protractor experiment
Spring
Sensitivity of maggots to light and moisture
Experiment - Choice chambers woodlice– wet, dry/ light, dark
Revision skills.
Assessment of knowledge and understanding of weeks 7-11 topics
Understand that the skin contains receptors for pressure/ touch that are linked to the nervous system
Develop experimental planning skills
Understand what a FAIR TEST and RELIABILITY of data mean
Be able to collect data according to a planned method
Pupils should be able to gather a lot of numerical data which they can put into categories / ranges; design a results table; select and draw an appropriate graph
Pupils should know that maggots are the larvae of flies and sense light through receptors in the sides of their bodies
Pupils should know that maggots are photonegative in order to bury themselves in flesh/ meat.
To learn how to treat organisms with respect and care.
Pupils should be able to carry out experiment safely
To recall their knowledge of maggots from previous lesson.
To reinforce how to collect data, create a results table and a graph
To introduce the idea of creating a conclusion
To reinforce concept of treating organism with respect and care
The nervous system
Basic structure of human nervous system
Experiment
Coordination using nervous system (how fast can you react!)
Card sorting – experiment
Pupils should know basic details of the human nervous system including the terms CNS, brain, receptor sensory neurone, relay neurone and motor neurone. (do not teach reflex arc)
Pupils should know that messages are sent in the form of electrical impulses
Germination of seeds
How organisms are adapted to their habitats for survival
Sensitivity of plants to light during germination and initial growth.
Stages of germination
Experiment
Look at sensitivity of seeds to light
Cress boxes pre-prepared.
PowerPoint of different animals with group discussion.
Film on adaptation
Branched keys: Group work sorting inanimate objects into categories.
Developing into a group branched key on large A3 paper
To learn ability to make experimental predications
To reinforce the idea of reliable data
Numeracy tested through data handling and manipulation
To know the factors needed for successful germination
To recall the stages of germination and development of radicle and plumule.
To understand that seedlings are sensitive to light and exhibit photo-tropisms
To understand and describe how organisms are adapted to their habitats to improve survival.
To learn ability to edit relevant information from internet (avoid copy and paste!)
To understand why keys are used.
How to use and construct a branched key for morphological features.
Classification keys
Numbered keys
Completing numbered statement keys
Designing their own numbered keys
The 5 kingdoms of Biological Classification
Hierarchy of Classification system + Vertebrates/ invertebrates
The 5 kingdoms of Biological Classification.
Circus of organisms labelled A to Z.
Kingdom, Phylum, Class, Order, Family, Genus, Species
Vertebrates and invertebrates
Characteristic of vertebrate classes
Revision and Test
Revision and Test
To understand how to use and construct a numbered statement key (dichotomous key).
To develop observation skills
To know the very basic features of the 5 classification kingdoms.
To know the hierarchical groups of classification
To understand the definition of vertebrate and invertebrate
To recognise examples of vertebrates and invertebrates
To assess knowledge and understanding of topics in lessons 20-23 and ability to apply Science skills knowledge
Homework: improve literacy
Summer
Puberty
Puberty
Intro with raging teens DVD and question sheet
Male and female Reproductive systems
Male and female reproductive systems
Label diagrams of the parts and know the functions of key parts
Recall adaptations of sperm and egg cells
To understand when and why puberty occurs.
Understand the differences in body changes in boys and girls
Understand that oestrogen and testosterone are hormones that influence puberty
Recognise the male and female reproductive systems and be able to label the structures within them on a diagram
Know the functions of key parts of the male and female reproductive systems
Recognise and label sperm and ovum. Recall how these cells are adapted for their specialised function
To consolidate knowledge of the reproductive systems
Human reproduction
Overview of mechanics of sexual intercourse and conception
Development of the embryo in the womb
Birth of a baby
Human reproduction bingo.
To understand the basic biological processes involved in sexual intercourse and conception
To have an awareness of how the embryo and placenta develop during the gestation period
To be aware of how birth takes place
Know the names of the parts of a flower
Reproduction in flowering plants
Suggested further reading:
Flower reproduction PowerPoint and quiz
Demo of flower dissection alongside diagram of flower
Dissection of real flower. Sticking pieces of flower into their books and annotating.
Cut and stick flower model
All about Biology (Big Questions) by Robert Winston
What if? Randall Munroe
Understand how a flower is used in sexual reproduction of a plant
Know the functions of the stigma, petals, ovary, anther (stamens), nectary
Define the term pollination Know that pollen is the male sex cell.
Chemistry
Aims and Objectives
In Year 7 the aim of the Chemistry scheme of work is to introduce the pupils to working safely in the laboratory and to build their confidence with respect to practical skills. Methods of Separating Mixtures, an introduction to Substances and Particles, Acids and Alkalis, and Heating and Burning are the main areas investigated.
Term Topic Description
Laboratory procedures and safety
The Bunsen Burner
Preparation of Copper (II)
Sulphate crystals
Pure salt from rock salt
Distillation of ink
Autumn
Exploring separation methods
Pupils should be able to
Spring
Fractional distillation of red wine
Chromatography
Investigation of Filtration
The three states of matter
Elements, compounds and mixtures
Formulae, atoms & molecules
Acids and alkalis
Physical and Chemical change
Heating substances
Conservation of mass
Oxygen
Periodicity
Summer
Metals and non-metals
Junior Science Fair
Junior Science Fair
Junior Science Fair
Suggested further reading:
Atoms – Chemical in Action
Acids & Bases – Materials Matter
An introduction to Indicators and neutralisation
Answer questions on these topics using or applying their scientific knowledge and understanding.
Answer questions on these topics using or applying their scientific knowledge and understanding.
Preparation and properties of chemicals
Mixtures, Compounds & Solutions – Material Matters
Answer questions on these topics using or applying their scientific knowledge and understanding.
Computer Science
Aims and Objectives
Computers, continue to be an essential part of home appliances, automotive vehicles; smart phones; games consoles; weather predictions, among other uses. Since computers affect our daily lives, in computer science we emphasise and help our students understand how computers are used to solve problems and meet people’s needs. This understanding of how to solve problems and the ability to apply necessary skills in a variety of environments give our students much needed preparation for future engagements.
Technology is ubiquitous therefore, in addition to the knowledge and understanding of computers, our students will be challenged to use computers safely and carry out tasks with a variety of projects. These will include spreadsheet modelling to compare a range of possible outcomes and coding using a block-based coding platform. Ultimately, we want our students to use computers to make positive references of the world, providing opportunities to be creative and to innovate, giving them a good foundation as they decide how they engage in this environment in the coming years.
Term Topic Description Pupils should be able to
Using computer effectively, safely, and responsively
This unit covers the necessary basic knowledge to use computers safely, effectively, and responsibly. Pupils begin by looking at file management and security. The unit then moves on to e-safety (cyberbullying, phishing etc.), and online profiles to give pupils a better understanding and awareness of using social media. The functionality and operation of email and search engines and how to use them effectively are covered, and a final lesson includes a multiplechoice test on the contents of the unit and basic computer use.
• Use basic file management techniques to create folders, save, copy, move, rename and delete files and folders
• Recognise extensions for common file types such as .doc.jpg etc
• Explain what constitutes a “strong” password
• Describe a code of conduct
• List some of the dangers and drawbacks of social networking sites
• List some possible responses to cyberbullying
• Send and reply to emails, send attachments
• Use a search engine to find information
Understanding computers
This unit covers the basic principles of computer architecture and use of binary. Pupils will look at the InputProcess-Output sequence and the Fetch-Decode-Execute cycle through practical activities. Pupils will then look at some simple binary to decimal conversion and vice versa and learn how text characters are represented using the ASCII code. This will be followed by some simple binary addition. Pupils will learn more in depth how storage devices represent data using binary patterns and physically save these patterns. Finally, they will look at a brief history of communication devices, how new technologies and applications are emerging and the pace of change.
• Distinguish between hardware and software
• Give examples of computer hardware and software
• Draw a block diagram showing CPU, input, output and storage devices
• Name different types of permanent storage device
• Suggest appropriate input and output devices for a simple scenario
• Explain what RAM and ROM are used for
• Show how numbers and text can be represented in binary
Creating
spreadsheet
models to solve problems
The unit is centred around creating a financial model for a TV show. Pupils start by looking at different types of models and then use basic spreadsheet techniques to create and format a simple financial model to calculate the expected income from viewers’ voting. The model is then extended to include sales from merchandising, with the introduction of “what if” scenarios. Finally, the pupils create a seating plan, book seats and calculate income from seat sales. Spreadsheet features covered include SUM, MAX, IF and COUNTIF functions, cell naming for absolute referencing, conditional formatting, validation, charting and simple macros.
• Explain the impact of future technologies
Digital story telling
In this unit pupils will be introduced to the Scratch programming environment and begin by reverseengineering some existing games. They will then progress to planning and developing their digital story through Scratch animation. They will learn about and incorporate variables, procedures (using the Broadcast function), lists and operators. They should be able to create a fully working digital story that is engaging and demonstrates excellent thinking. It is an opportunity to develop their creativity as well as incorporate learning with wider subjects beyond Computer Science.
• Give examples of how computer models are used in the real world
• Format a simple spreadsheet model
• Use simple formulae and functions
• Name cells in a spreadsheet model
• Use a simple spreadsheet model to explore different “what if” scenarios
• Create a basic pie chart to display results
Summer Digital story telling
Continued from Spring term
• Relate computational abstractions and simple programming code to onscreen actions
• Design simple algorithms to solve problems
• Sequence instructions in order to make things happen
• Use variables in programming structures
• Assemble code in procedural blocks
• Use simple Boolean operators in programming code
• Identify and use screen objects in their own Scratch game
• Carry out simple tests to debug their project
• Write their own instructions to create and use a simple list (inventory)
• Use the broadcast function in Scratch at a simple level
• Make good use of operators
• Incorporate a range of sprites which can be controlled in different ways
• Improve their project based on peer feedback
• Systematically test their own projects to ensure that few errors remain
In this unit students will be given the opportunity to delve into the world of application development. Students will learn the basics that begins the journey into software development and the processes it entails. They will learn about structuring applications and providing high level instructions using Python programming language. They will develop basic applications but will be given the opportunity and encouragement to explore.
• Use the broadcast function in Scratch effectively
• Use a range of ‘event handlers’ effectively to create a complex project
• Effectively design, implement and refine their own algorithms.
• Compare the effectiveness of their algorithms with those of peers
• Critically analyse the limitations of their projects
Data types and algorithm development as stated below
Write selection instructions
Create while loops, using iteration to problem-solve
Introduction to binary search (complex ad challenging task)
Suggested further reading:
Compute-IT: Student's Book 1,2 and 3 - Computing for KS3 – by Mark Dorling
@BBCClick
BBC Bitesize KS3 - Computer Science http://teach-ict.com Doddle
Python basics
Design & Technology
Aims and Objectives
In Year 7 the aim is to provide the pupils with a range of technical and graphical experiences which will provide a foundation for their Design and Technology classes in Years 8 and 9.
The pupils will be taught once a week. The length of the fortnightly lesson is 60 minutes.
Term Topic Description
3D Sketching
• Crating and Isometric Sketching
• Exploded Drawing
3D sketching
Product Analysis/ Disassembly
Intro to CADCAM/
Introduction to gears, mechanisms and basic electronics
• Rendering skills
• Orthographic Projection
Wind up Torch is disassembled to gain understanding of disassembly as a tool to develop understanding of how products work.
Key investigation points:
- Gearing
- Motors - Energy Generation
- Sustainability
Pupils introduced to CAD: 2D Design and how it relates to laser cutting.
Pupils introduced to how speed can be increased through the use of gears. Pupils will understand the use of spur gears, gear trains and compound gears
Pupils should be able to
Express their ideas using threedimensional drawing techniques.
Be able to create and understand assembly drawings.
Enhance ideas with colour to help identify shape and form.
Understand manufacturing drawings and be able to produce drawings of their own ideas
Pupils can evaluate products through disassembly to determine how they are constructed and function.
Disassembly is approached in a systematic and logical way
Use of their drawing skills to document and analyse a product –
What product can be disassembled that has ‘discovery’ at its heart?
Pupils can apply 2D CAD design tools to generate simple laser cut products. Spring
Machine competency module
Introduction to use of machines and hand tools through the manufacture and construction of a crank torch. Skills developed: Hand tools – Hacksaw, files, use of split die and coping saw. Machine tools: Sander, fret saw, coping saw, cordless drill. Introduction to the use of jigs and formers.
Students should be able to do simple gear train calculations and recognise the direction of rotation from driver to driven gear.
Pupils are able to use multiple design and manufacturing techniques to produce a fully developed prototype.
Pupils are able to plan production timescales and approaches.
Stakeholder Analysis
Summer
Iterative Design
Suggested further reading:
Pupils given a context to unpack, identify who is affected by the task and to interview a relevant person.
2023-24 Context: A socially inclusive approach for an elderly population that is active outdoors
Using the context developed from the stakeholder analysis, pupils develop ideas and concepts to solve identified issues.
Automata and Mechanical Toys by Rodney Peppe Thing Explainer: Complicated Stuff in Simple Words The Lego Ideas Book: Unlock Your Imagination by Daniel Lipkowitz Design Museum Little Book of Design Classics
Pupils begin to develop their understanding of how people have different interpretations of problems and are able to ‘interview’ a relevant stakeholder.
Pupils are able to apply drawing skills and use their stakeholder analysis to generate useful designs.
Drama
Aims and Objectives
An appreciation of drama as “serious play”
An awareness of how to bring energy to and “be ready” in a space
An awareness of the rehearsal room as a space for experiment, exploration, risk-taking and mistake-making
Ensemble skills: awareness of others – how to connect with, listen to, affect and react to others.
Physical and spatial awareness and the importance of non-verbal communication
Storytelling and devising skills
Approaches to character (how to create authenticity and truth)
Approaches to text and the page to stage process
Tuning into their instincts as a performer and developing the ability to be in the moment
An ability to evaluate and reflect on their own work and that of others.
Pupils have one lesson each week in one of our Drama Studios.
Term Topic Description
Games and exercises to introduce the process and ethos of the rehearsal room, to create a culture and language with which to work and to develop basic ensemble and storytelling skills:
• how to play
• learning to take risks and fail,
Pupils should be able to demonstrate:
• they are “ready” to work and to play
Drama as“Serious Play” Ensemble Culture
• how to listen and become both more self aware and aware of those around you.
• taking responsibility for creativity – “The play is in the room”
• physical work/ non verbal communication,
• group/ ensemble awareness
• trust and listening skills
• Finding stories through play
Short physical devised pieces to music, using tableaux to scaffold storytelling
• group and social awareness (listening, observing, cooperating, negotiating, making decisions, taking risks, being flexible and “in the moment”; trusting others and the corporate endeavour, move around a space with confidence, generosity and control)
• concentration, confidence, control and creativity in the use of the body to communicate meaning and create effects for an audience
• awareness of the ways in which space and movement can communicate meaning and begin to evaluate their effects.
Spring
Improvisation, Storytelling and Devising
Games and exercises to Introduce improvisation, character building, storytelling and performance skills:
• Listening and reacting
• affecting the other,
• playing actions rather than emotions
• using thoughts.
• Clear understanding of scene building – need for conflict / story arcs / clear objectives and structure, subtext
Exercises using pictures, objects, myths, fairy tales as a starting point for devised work.
• an appreciation of the ethos of the rehearsal space and the importance of play and discovery.
In addition to the above:
• an appreciation of ways in which stories can be told on stage
• an appreciation of the ways in which credible characters and a sense of truth can be created.
• an awareness of and a commitment to the power of the collective imagination.
• an ability to appreciate and evaluate the work of others.
• an understanding that the process of creating drama has its own intrinsic value and that a final performance is not the most important aspect.
Summer Development of Ensemble and Physical Skills Approaches to a text
Suggested:
Exercises and games which consolidate and develop ensemble and physical work
Exploring a scripted play (for example Grimm Tales or A Monster Calls) and exploring ways of approaching text and making the words authentic.
Finding opportunities in the text to include physical and ensemble work in order to tell the story in a clear and engaging way.
In addition to the above:
• An awareness of the “page to stage” process
• an ability to use basic rehearsal techniques to explore the ways a performer can make clear choices to create meaning and a sense of truth for an audience.
Watching age appropriate live theatre at venues such as The Unicorn, The National Theatre, The Globe, The Bridge Theatre, The Young Vic and The Old Vic.
English
Aims and Objectives
In English, the starting point of learning is the pleasure of reading: it is the fundamental principle behind every pupil’s journey with us. The way each pupil reads, and the frequency reading, will be of great importance for understanding and responding to texts as well as for completing the tasks required by the teacher. Each pupil will be encouraged to reflect on what they read, discuss what they read, analyse what they read, interpret what they read and write about what they read. The continuum of skills we aim to develop will lead each pupil from reading to understanding to interpretation and finally to articulation that is, their own oral and written work.
The overarching aim in English is to equip pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. Across Key Stage Three, the texts studied are chosen by each teacher, not set. Pupils will experience a variety of form and genre, as well as time and place of origin.
Primary text types: at least one of these text types will form the backbone of your child's experience across this term. They may explore a longer text across the whole term, or a range of shorter texts. In this case not all texts need to be from the primary text type.
Primary writing focus: at least three pieces of writing your child completes across the course of the term will be analytical or creative. In addition, they will do a wide variety of speaking and listening activities, as well as other types of writing.
Term Primary text type
Autumn
Spring
Novel/short stories/other prose fiction, e.g.:
• Roald Dahl short stories
• Northern Lights –Philip Pullman
• A Monster Calls by Patrick Ness
Autobiography/ non-fiction, e.g.:
• Boy – Roald Dahl
• Maus – Art Spiegelman
Shakespeare/drama/ poetry, e.g.:
Summer
• Six Shakespeare Stories – Leon Garfield
• The Canterbury Tales – Oxford Playscript
Primary writing focus Pupils should be able to
PEA+: Analysing character, language and structure.
Creative: Writing to explore/imagine/describe and argue/persuade/review
Produce at least three clear pieces of analytical writing, using PEA(+) to explore the text(s) they are studying.
PEA+: Analysing character, language and structure.
Produce at least three highquality pieces of creative writing to suit a range of tasks and audiences.
Produce at least three clear and increasingly detailed pieces of analytical writing, using PEA+ to explore the text(s) they are studying.
Suggested further reading:
Wonder by R.J Palacio
Everybody Jam by Ali Lewis
Alice's Adventures in Wonderland and Through the Looking Glass by Lewis Carroll. Pinocchio by Carlo Collodi.
Emil and the Detectives by Erich Kastner.
Swallows and Amazons by Arthur Ransome.
Black Hearts in Battersea by Joan Aiken.
The Owl Service by Alan Garner
The Phantom Tollbooth by Norton Juster.
Moominsummer Madness by Tove Jansson
A Hundred Million Francs by Paul Berna
The Castafiore Emerald by Hergé
The Star of Kazan by Eva Ibbotson
A Christmas Carol by Charles Dickens
Just William books by Richmal Crompton
The Happy Prince by Oscar Wilde
‘The Elephant's Child’ from The Just So Stories by Rudyard Kipling
Treasure Island by R.L. Stevenson
The Old Man and the Sea by Ernest Hemingway
The Man Who Planted Trees by Jean Giono
The Singing Tree by Kate Seredy
The Secret Garden by Frances Hodgson-Burnett
Refugee Boy by Benjamin Zephaniah
I Capture the Castle by Dodie Smith.
The Hobbit and The Lord of the Rings by JRR Tolkein
The Tygrine Cat by Inbali Iserles
Carry On, Jeeves by PG Wodehouse
When Hitler Stole Pink Rabbit by Judith Kerr
Moving Pictures by Terry Pratchett
The Adventures of Sherlock Holmes by Sir Arthur Conan Doyle
The Curious Incident of the Dog in the Night-Time by Mark Haddon
Mistress Masham's Repose by TH White
How to be Topp by Geoffrey Willams and Ronald Searle
Stormbreaker by Anthony Horowitz
Private Peaceful by Michael Morpurgo
The Silver Sword by Ian Serraillier
Animal Farm by George Orwell
Skellig by David Almond
Red Cherry Red by Jackie Kay
Talkin Turkeys by Benjamin Zephaniah
Greek Myths by Geraldine McCaughrean
People Might Hear You by Robin Klein
Noughts and Crosses by Malorie Blackman
Einstein's Underpants and How They Saved the World by Anthony McGowan
After the First Death by Robert Cormier
The London Eye Mystery by Siobhan Dowd
French
Aims and Objectives
The Y7 French course provides an introduction to grammatical structures and vocabulary which will allow students to speak and write about themselves, their friends and their families. The students will also have some cultural exposure to France and the French-speaking world, particularly in Africa.
Lesson Topic Grammar Pupils should be able to
• Saying how you are
• Saying your name, other people's names, asking somebody else their name.
1-7
8-14
15-22
• Talking about age + birthdays (months, days of the week)
• School objects
• Alphabet and Numbers
• Saying where you live (country/town/property)
• What there is and isn't in your town
• Describing your house
• Family and pets
• Talking about free time
Suggested further reading:
www.languagesonline.org.uk www.linguascope.com
The principles behind verbs in French in the present tense
Genders of nouns in French, articles and plurals
An introduction to the construction il y a
Use the prepositions en, au, aux, à, dans
Using the verb habiter
Verbs avoir and être
Constructions il y a /il n’y a pas
Using Adjectives including colours and understanding adjective agreements
Using the possessives
Conjugating regular -er verbs and the verb faire
Introduce themselves and others orally and in writing,
Recognise and use the alphabet and numbers
Recognise various schoolrelated nouns and know their genders.
Give basic biographical information for a Frenchspeaking celebrity
Talk about their town or local area and their home
Understand how widely French is spoken in the world
Describe their family and pets
Talk about free time activities in the present tense
Listen to a French hip-hop artist of African descent
Recognise some of the major World Heritage sites in the French-speaking world.
Geography
Aims and Objectives
The Year 7 Geography course has the theme “Global Issues” and seeks to introduce the pupils to a range of contemporary geographical issues. These include water, food and environmental issues in the first half of the year followed by a “Hazards” theme which focuses on weather, water and tectonic hazards Pupils also have the opportunity to develop a core set of transferable skills such as persuasive writing, issue evaluation, OS map reading and data interpretation.
Term Topic
Global water issues
Description
Pupils should be able to Autumn
Water footprints, consumption patterns and security.
Global environmental issues Plastic pollution, e-waste, food waste and fast fashion.
Spring
Global trade – food issues
Food miles, the scramble for Africa, global patterns of food supply and demand, sustainable farming
Describe and explain the issues associated with water and evaluate the impacts on different people and places.
Understand the significance of these issues on a range of scales. Evaluate the impacts on a range of environments and different groups of people.
Make the connection between food miles and the legacy of colonialism. Describe and explain global patterns of food supply and demand Understand how we can farm more sustainably to meet the needs of the population.
Weather Hazards
Heatwaves and hurricanes.
Tectonic Hazards
Earthquakes and volcanoes
Understand the causes and impacts of weather hazards and how they affect people and places differently. Summer
Hydrological hazards
Flooding
Describe and explain the causes of earthquakes and volcanoes. Understand why the impacts of these hazards varies in different locations.
Describe and explain the causes of floods. Understand why the impacts of floods varies in different locations.
Aims and Objectives
Year 7 German provides an introduction to basic grammatical structures and vocabulary using the topics given in the grid, whilst also introducing German/Austrian/Swiss culture to the pupils.
Ich & du conjugations of heiβen
• Introduce themselves
Classroom language
Greetings
Introducing yourself
1-4
Phonetics
The Alphabet
Numbers 1-20 Age
Hometown and Germanspeaking countries
5-12
13-17
Numbers 21-100
Dates and months
Classroom objects
18-20
Siblings
Character
Colours & Appearance
Pets
Suggested further reading: www.vocabexpress.com www.languagesonline.org.uk www.linguascope.com
Introduce er and sie for receptive use
Verb endings
Introduction to gender and articles
Present tense of sein. Singular forms for active use, plural forms receptive
Verb awareness!
Present tense of wohnen (ref also kommen and finden) Singular forms for active use, plural forms receptive
Present tense of haben Singular forms for active use, plural forms receptive
Introduction to the indefinite article in the accusative case Introduction to kein
Use of the accusative case with haben
• Offer a range of responses when asked how they are using the appropriate intonation
• Recognise and sound out the alphabet in German
Have an understanding of German pronunciation
• Count to 20 Say how old they are
• Say where they live and come from
• Say how they find their town
Identify the 3 main German-speaking countries
• Count up to 100 Say when their birthday is
• Describe what is in their school bag
• Have an understanding of the indefinite article
Understand when to use the nominative and the accusative case
Say whether they have siblings or are an only child
Describe themselves and a friend/family member using a range of adjectives
Introduction to adjective endings
Further practice of ich habe & accusative
• Recognise and give the colours
Understand when an adjective uses an ending
• Use key vocab for pets
Say whether or not they have a pet
History
Aims and Objectives
This course explores key themes and events in medieval history between the eleventh and fifteenth centuries, from the Norman Conquest of England to the Crusades and the consequences of the Black Death. By the end of the year, pupils should not only have a good knowledge of these historical topics but should also have developed their abilities to respond to source material and to write analytically.
Term Topic Description
Is it fair to call the Early Modern Ages ‘the Dark Ages?’
Autumn
How did civilisation grow in the early Islamic world?
A unit of work that evaluates whether the time from when the Romans left England to 1066 should be seen as a positive or negative period of development.
A breath study that examines the development of the Islamic world with a focus on the city of Baghdad as well as advances in science, mathematics and medicine.
Pupils should be able to
Consider different evidence and historians’ interpretations of the past to arrive at their own answer to the enquiry question.
How and why did warfare change from Hastings to Towton?
Spring
Why did people go on Crusade?
How far did the Black Death change life in England?
Summer
How did England emerge as a Protestant country ?
During this topic, pupils will explore how warfare changed during the medieval period.
To understand the development of the early Islamic world and use this knowledge to develop their analytical skills.
This unit will give pupils the opportunity to learn what the crusades were and the different motivations for crusading.
A social study of how the Black Death changed society in England in the medieval times.
Identify a range of turning points in the development of weaponry and explain which they consider to be the most significant.
Use sources to explain why historians have different interpretations of the reasons for the crusades.
Understand the significance of the Black Death and how its consequences had a profound impact on medieval society.
A unit of work that examines the religious and political changes of the Tudor era.
Explain how England’s identify developed following the English Reformation.
Suggested further reading:
The Time Traveller’s Guide to Medieval England by Ian Mortimer
Medieval Lives by Terry Jones
Blood and Guts by Roy Porter
The Knight in History by Frances Gies
The Silk Roads by Peter Frankopan
Latin
Aims and Objectives
In Year 7 the aims of the Latin scheme of work are: to develop an insight into the structure of an inflected language; to discern derivations from Latin and improve command of English; to develop critical insight into the way language is used to express feelings and influence people; to learn about the past through primary sources in the form of written evidence and archaeological remains.
Term Topic Description Pupils should be able to
Introduction to Latin and the Classical world
Nominative and accusative singular
Olympian gods
Who were the Romans? How do we know about them? What did they leave behind?
Subject and object
Properties, characteristics, mythical context
Noun declensions 1, 2, 3
Roman government
Roman heroes
Three genders
Adjectives
The perfect tense
Irregular verbs
Roman gods
How the Romans governed themselves and the differences between ancient and modern conceptions of democracy
Aeneas travels to Italy. Horatius fights at the bridge. Cloelia swims to safety
Masculine, feminine, neuter
Number, gender, case
Stem change and addition of personal endings
Inquit and inquiunt
Vesta, Penates
Ablative case 1st, 2nd, 3rd declension
Prepositions with the ablative In, sub, pro, de, ex, ab
Prepositions and compound verbs Formation
Conjugations
Irregular verbs
Infinitive (second principal part) and its importance in locating a verb pattern
Sum, eo, possum
Understand more about why we study Latin
Identify the singular subject and object in a Latin sentence
Describe the ancient gods and become familiar some of the key source material through which the gods are interpreted and recognised.
Understand what noun declensions are and recognise basic endings
Understand more about the centre of ancient Pompeian life
Be familiar with some key stories from Roman history and mythology.
Understand the concept of gender in Latin and in derived languages, in contrast with English.
Understand the principle of agreement between nouns and adjectives
Begin to see the concept of principal parts in verb morphology
Recognise the distinction between regular and irregular
Understand the role of Roman mythology in the composition of Rome’s greatest literary epic
Understand the function of the ablative
Understand the function of prepositions in Latin and why they have to be followed by special cases.
Understand the meaning of a verbal compound (e.g advenio)
Understand why there is more than one infinitive in Latin and derived languages
Conjugate irregular verbs in three tenses
Suggested further reading:
The Thieves of Ostia by Caroline Lawrence (first in the ‘Roman Mysteries’ series) Pompeii by Robert Harris
Mathematics
Aims and Objectives
In Year 7 the aim of the work is to provide a foundation for all Mathematics that follows. We expect to develop the use of formal notation, systematic work habits and clarity of argument. This is all supported with material that contains basic review questions through to challenging problems.
Term Topic Description Pupils should be able to
Whole numbers
Negative numbers
Fractions
Decimals
Area & Perimeter
Angles
Introduction to Algebra
Averages and range
Coordinates
Percentages
• Powers and roots
• Reminder of long multiplication and division methods
• Multiples, factors, primes
• Divisibility tests
• Arithmetic rules using negatives
• BODMAS
• Arithmetic operations using fractions
• Application of fractions to problem solving
• Converting between fractions and decimals
• Recurring decimals
• Arithmetic using decimals
• Squares, rectangles, triangles
• Other quadrilaterals
• Compound shapes
• Application to problem solving
• Angles up to 360°
• Angle rules in basic shapes
• Construction
• Notation for multiplying and dividing
• Substituting values for letters
• Simplifying expressions
• Function machines
• Mean, median and mode
• Range
• Correct notation
• Drawing axes, correctly labelled
Manipulate whole numbers confidently using pencil & paper methods, and develop mental arithmetic techniques
Apply basic rules for both positive and negative numbers
Calculate using fractions, cancelling down where appropriate
Choose between using fractions or decimals as the context dictates
Recall basic formulae for basic shapes
Learn terminology relating to polygons and recall angle rules
Write algebraic expressions using standard conventions
Understand the difference between averages and decide which one is of most use
Draw accurately and understand the importance of precision Summer
• Conversion between percentages, decimals, fractions
Switch between percentages, fractions and decimals seamlessly
Probability
Equations
Suggested further reading:
Sequences
• Use in problem solving
• Interpret percentages visually
• Likelihood and numerical range
• Symmetric cases
• Complementary cases
• Venn diagrams
• Expected outcomes
• Rules of algebraic manipulation
• Unknown on one side only
• Unknows on both sides
• Use of negatives and fractions
• Finding missing terms
• Finding formulae from sequences
• Finding sequences from formulae
The Number Devil: A Mathematical Adventure by Hans Magnus Enzensberger
How many socks make a pair? by Rob Eastaway
How to Cut a Cake: And Other Mathematical Conundrums by Ian Stewart
The Moscow Puzzles by Boris Kordemsky
Alex's Adventures in Numberland by Alex Bellos
Understand that probability must lie between 0 and 1 inclusive
Solve simple equations setting out working correctly
Spot patterns and complete sequences of numbers
Music
Aims and Objectives
In Year 7 students explore what music means in different cultural and historical contexts, learning about key musical features and how they converge with musical elements. Students will develop their composition and performance skills both instrumental and vocal, as well as learning how to critically appraise music in order to deepen understanding and build on their own interests.
Term Topic Description Pupils should be able to
Year 7 start the year with a focus on group singing and technique. Traditional vocal music from southern and western Africa will be learned.
‘Find Your Voice’
African Vocal Music
West African Drumming
African Instrumental Music
Medieval Music
(400-1400)
Spring
Students will also prepare a mass year group vocal performance, to be showcased at the first school concert of the year.
In starting the year singing, the emphasis is on encouraging wide engagement with choirs in school and embedding concepts of ‘Mad T-Shirt' elements, particularly melody & pitch.
The focus will then move to instrumental music of western Africa, exploring the traditions of Ghanaian and Nigerian drumming.
Students will develop their ensemble skills further, with a focus on the meaning of rhythm in music and associated terms.
This unit explores the origins of Western Art music, focussing on basic notation and use of modes.
Beginning with early WCM allows for an introduction to notation and basic concepts of rhythm and pitch.
• Recognise rhythmic features, Call & Response patterns, and homophonic and polyphonic textures in listening and performance practise
• List the Mad T-Shirt elements
• Perform Shosholoza and Babethandaza in 3-part harmony
• Develop vocal and ensemble skills
Summer
Renaissance Music
(1400-1600)
The Blues Exploring Origins and Features
This unit explores the development of music in the Renaissance period, with greater emphasis on early tonality and using scales.
Chronological development (from Medieval music), allowing for understanding of tonality and basic rhythm notation.
Students will learn about the origins and context of blues music as well as the key stylistic features.
Concepts such as chord sequencing and lyric writing will be introduced, to illustrate the foundations of Western popular traditions.
• Identify the main features of Western African music
• Develop a group composition utilising musical features of West African music
• Explore polyrhythms through ensemble performances, whilst developing djembe drumming skills
• Identify instruments by sound
• Develop listening skills by studying the Capriol Suite, Dies Irae and Albertus of Paris
• Develop composition skills by creating a modal composition for a ‘medieval fayre’
• Identify typical features of the style
• Learn to play Tallis Hymn (theme for VW)
• Perform on own instrument; creating own Fantasia on theme of Tallis
• Understand the key features of blues music and how these interact structurally and texturally
• Create a piece of music modelled on the 12-bar blues and developing compositional technique.
Jazz
Exploring Development of Styles
Suggested further reading:
Students will learn about the development of different jazz styles and their key stylistic features.
Exploration of improvisation in jazz will be a focus, with students developing these skills when performing with others.
The Young Person’s Guide to the Orchestra (Benjamin Britten) You are the Music: How Music Reveals What it Means to be Human The Land Where Blues Began (Alan Lomax) Why is my Piano Black and White? (Nate Holder) The Grove Dictionary Online, Musictheory.net
• Understand how jazz music developed from the blues
• Identify different jazz styles
• Develop improvisation skills and perform within a jazz ensemble
Physical Education
Aims and Objectives
In Year 7 pupils are introduced to skills and fitness development. The programme is taught in mixed ability form groups on a rotating carousel. All pupils will be put through Fitmedia testing to establish individual fitness levels of the pupils. Carousel
Pupils should be able to
Understand how to W.up & use FS safely. 1
Squat & Hinge movements
1 Push & Pull movements
1 Brace & Rotate movements
1 Jumps & Landings
2
Identify and execute the correct techniques for these movements.
Identify and execute the correct techniques for these movements.
Identify and execute the correct techniques for these movements.
Identify and execute the correct techniques for these movements.
Measure
Improve
Improve
Measure time in all strokes over 25m
Improve skills in isolation and game play.
Understand how to warm-up, what the definition of power is and sporting examples
Develop bodyweight strength in static and dynamic movements. Understand importance of bracing / core strength
Learn the definitions of acceleration / deceleration. Execute the correct technique for both skills in isolation Agility / Change of Direction (COD)
Understand the subtle differences between agility and COD
Understanding the importance of coordination in sport / everyday life.
Recognise/ define the components of fitness during a game scenario
Develop
Understand
The Miracle of Castel De Sangro by Joe McGinniss
Legacy by James Kerr
Luck by Ed Smith
Physics
Aims and Objectives
In Year 7 the aims of the physics scheme of work are to introduce the language and excitement of physics. We offer pupils exciting and interesting, yet safe, experiences in physics covering basic experimental methods and an introduction to investigation techniques.
Term Topic Description
Pupils should be able to Classes taught the following topics in this order
• Demonstrate steps for improved accuracy when completing practicals
• Routinely take check readings
• Avoid parallax errors
5-6 weeks
Measurement principles
5-6 weeks Light
Speed and density –Observation, data collection and data recording
3-4 weeks
Introduction to forces
Introduction to light, Pinhole cameras
Reflection 1: Mirror symbol, use of a protractor
Reflection 2: Lateral inversion, formation of an image in a place mirror with two rays
Colour: Primary and Secondary
Basic effects of forces
• Use appropriate equations to find unknown quantities
• Record results accurately, and in an appropriate table
• Use the correct units for various quantities.
• The ability to draw ray diagrams that explain or predict the way light rays behave.
• Correctly use terminology
• The understanding that nonluminous objects are seen due to diffuse reflection
• The ability to draw accurate ray diagrams to show the position of a virtual image
• The correct use of terminology
• The ability to trace rays accurately
• Correct use of terminology
• Correct identification of the primary and secondary colours of light.
• Select the correct Newtonmeter and use it to measure a force.
• Identify simple forces used in everyday life (e.g. pulling open a drawer, stretching an elastic band)
• Give everyday examples of where friction acts, uses of friction, and problems caused by friction
• Suggest ways that friction may be reduced by streamlining or by lubrication.
5-6 weeks Electricity
4-5 weeks Forces acting at a distance
Suggested further reading:
Balanced and unbalanced forces
Introduction to Electric circuits
• Draw basic force diagrams,
• Calculate the resultant of two forces acting along a line and predict what effect this will have on the object.
• Draw neat circuit diagrams, using correct symbols, to represent a circuit.
• Build series circuits and parallel circuits from a circuit diagram
• Interpret circuit diagrams, and construct circuits containing ammeters.
Measuring current
Electrical Resistance
Effects and uses of diodes and LDRs
• Calculate the current in different parts of a circuit
• Predict the change in the current in a circuit when the resistance increases or decreases.
• Design circuits that effectively use switches and LDRs.
• Predict what will happen when conditions change in a circuit. Effects and uses of SPDT switches, reed relays
• State the mass and weight of an object on a different planet, given the relative gravitational fields.
Gravity
Electrostatic Forces
Magnetic forces
Magnetization
• Describe how objects fall, referring to the effects of air resistance.
• Give examples of every day electrostatic attraction/repulsion.
• Identify which objects are attracted to magnets
• Determine if a material is magnetic or magnetised.
• Describe the field due to two (or more) magnets.
• Explain some of the uses of magnets, given an unknown situation.
• Describe, using diagrams, the arrangement of the domains in magnetised and unmagnetized materials.
• Explain how magnetic materials can be magnetised and demagnetised, using the concept of domains.
What If?: Serious Scientific Answers to Absurd Hypothetical Questions by Randall Munroe An Astronaut's Guide to Life on Earth by Chris Hadfield
Spanish
Aims and Objectives
Spanish in Year 7 provides an interactive introduction to basic grammatical structures and vocabulary using the topics given in the grid. The focus is on stimulating interest in and enjoyment of the language as well as fostering grammatical understanding and authentic pronunciation.
Lessons Topic Grammar
Greetings and classroom instructions
Lessons 1-10
Lessons 10-20
Giving your name and asking others Llamarse Tener to express age
Days, months, dates, birthdays – numbers 1-50
Alphabet and spelling /basic pronunciation rules
Saying where you live
Family
Countries
Pets
Basic descriptions
Hobbies and opinions
Basic food vocabulary
Verb vivir - basic ir pattern
Pupils will be able to
Use basic greetings and understand instructions in the target language
Give their name, ask names and ages and give ages
Write the date and recognise and use numbers /give your birthday
Use the alphabet to spell their name + that of others
Say where they + others live and recognise Spanish speaking countries
Use of possessives my his her Introduce family members
Intro to Spanish speaking world
Definite and indefinite articles
Singular and plural
Basic adjective agreement Verb ser to be
Use of the ver gustar
Cultural project eg Day of the Dead/Christmas traditions
Reading project- La Oruga Hambrienta
Suggested further reading :
www.maryglasglowplus.com www.vocabexpress.com www.languagesonline.org.uk www.linguascope.com
Say what pets you have
To say what you like doing in your free time
Ask for basic food /drink
Theology & Philosophy
Aims and Objectives
In Year 7 the aim is to introduce pupils to Theological and Philosophical enquiry and dialogue into life's worldview questions and to develop critical, collaborative, creative and caring thinkers. Pupils will develop skills of enquiry-based learning, with particular reference to the theological and philosophical concepts in the Abrahamic traditions.
Term Topic Description Pupils should be able to
Foundations: Introduction to Theology and Philosophy:
Autumn
Key Biblical Characters
What is Theology and Philosophy? What is a Worldview? Why are there world views? Why is Theology and Philosophy important?
Study of Biblical narratives of key figures relevant to the Abrahamic faiths. Pupils to review these in relation to understanding the relationship between God and Humankind.
Judaism as a Worldview
Christianity as a Worldview
Spring
Islam as a Worldview
Theology and Art
Summer
Building a Society –Introduction to Political Philosophy
Suggested further reading: Luke’s Gospel
Genesis and Exodus from the Torah Surah 1 and 96 from the Qur’an
Exploration of key beliefs and practices within Judaism and how Jews respond to key worldview questions.
Exploration of key beliefs and practices within Christianity and how Christians respond to key worldview questions.
Exploration of key beliefs and practices within Islam and how Muslims respond to key worldview questions.
How do Judaism, Christianity and Islam capture ideas of the sacred through art?
Why is there government? What is justice? Is it ever acceptable to break the law? How much power should the government have? Pupils will explore these key questions in relation to the ideas of key philosophers and political thinkers such as Hobbes, Marx, Locke and Mill.
The Chronicles of Narnia by C.S. Lewis, A little History of Philosophy by N. Warburton Theology & Philosophy for Common Entrance 13+ by S. Grenfell and M. Wilcockson
• Understand the difference between Theology and Philosophy and the importance of studying these subjects today
• Understand details of key biblical narratives
• Understand what these stories suggest about the relationship between God and Humankind
• Understand how Jews respond to key worldview questions
• Understand key details of Jewish belief and practice.
• Understand how Christians respond to key worldview questions
• Understand key details of Christian belief and practice.
• Understand how Muslims respond to key worldview questions
• Understand key details of Muslim belief and practice.
• Understand and evaluate how the Abrahamic Faiths represent concepts and values through artistic expression
• Understand the theories and ideas of key political philosophers.
• Evaluate these ideas and apply them to a contemporary context.
PSHCEE
PSHEJigsaw Secondary Curriculum Units
Year 7 pupils will receive a weekly PSHElesson with their Form Tutors. This consists of combining Jigsaw Secondary modules and resources for themed weeks or special topics. In addition, workshops with specialist speakers are organised for all year groups at different times throughout the year. These focus on specific age-appropriate issues such as forming friendships, anxiety, e-safety, substances, physical and mental health and relationships. Workshops are also delivered to parents.
