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Hall Mead School

Curriculum Yearbook Year 7 2013 / 2014

YEAR 7 – THE YEAR AHEAD You should be aware of the following important dates: Autumn Term:

Tuesday 3rd September to Friday 20th December 2013

Half Term Holiday Staff Training Days

Monday 28th October to Friday 1st November 2013 Tuesday 3rd September, Wednesday 4th September, Friday 4th October 2013

Monday 6th January to Friday 4th April 2014

Spring Term: Half Term Holiday Easter Holiday

Monday 17th February to Friday 21st February 2014 Monday 7th April to Monday 21st April 2014 Tuesday 22nd April to Wednesday 23rd July 2014

Summer Term: Half Term Holiday Staff Training Day Bank Holiday

Monday 26th May to Friday 30th May 2014 Friday 2nd May 2014, Wednesday 23rd July 2014 Monday 5th May 2014

Other Dates: Year 7 Reviews Monday 25th November to Friday 6th December 2013 Year 7 Transition Meeting with Form Tutors by Appointment Thursday 26th September 2013 Year 7 Parents Evening Thursday1st May 2014 Year 7 Exams

Monday12th May to Friday 16th May 2014

Year 7 Report

Monday 7th July 2014

Year 7 Homework Timetable 2013/2014

Year 7 E






























The above timetable represents those subjects most likely to set a weekly homework. Drama, PSHEE & Citizenship, RS and ICT will set homework when appropriate to the classwork. Homework may be set in the form of reading, research, revision and will not all be written.

Facing the future The start of every school year is always special but starting year 7 in a new school is particularly so. It has been quite a long process since last autumn and we hope the choice you made as parents, carers and children will turn out to be the right one. Although year 7 pupils will be feeling a little apprehensive about being the youngest in the school and the totally different structure of the timetable, they will no doubt be feeling excited about the many opportunities Hall Mead has to offer. Your son/daughter will be allocated a prefect mentor within their form group. The prefect mentors are fully trained and able to assist your child in the settling in process and adjusting to life at secondary school. This booklet is designed to help you, at home, get an overview of what the year ahead holds for year 7 pupils. We have tried to give you a flavour of each subject in terms of what is taught and how pupils will be assessed. As a school we have been working on assessment and have prioritised the quality rather than quantity of marking of pupils’ work. This means that every piece of work will not be marked but specific pieces will be, usually with targets to help pupils make improvements. Each department has its own assessment procedures which are outlined in this booklet but please contact the subject teacher or head of department for further details. Much work has been done at a national level to promote the importance of Key Stage 3 and to build on the achievements made at primary schools. Progress at Key Stage 3 is crucial to the life chances and choices of young people and the foundations laid in year 7 will reap rewards for success at GCSE and beyond. Each subject entry indicates what you can do as parents and carers to support your children at school. Undoubtedly young people want to be much more independent as they move into secondary school but support at home remains a crucial element. Many of the ways you helped at primary school still apply: x show interest – talk about the school day x read the pupil record book which is used to record homework and may have messages from staff to you x discuss homework tasks x help with basic organisation of books, kit and equipment for the next day x establish routines for homework x make sure attendance is regular and try to avoid holidays in term time x provide a quiet place for study at home x attend Parents’ Evenings x praise achievements The Department of Education has some useful websites for parents and carers. Homework - also has some useful pointers The Hall Mead website has a lot more information for your use but if there are any other questions or concerns you have please do not hesitate to contact the school.

CITIZENSHIPIN IN YEAR 7 8 CITIZENSHIP YEAR Citizenship is a core entitlement for all pupils in secondary schools, both in terms of the curriculum and in other facets of school life. The expectations across Key Stage 3 are outlined below. Pupils should have knowledge and understanding about becoming informed citizens which includes: legal and human rights; the criminal justice system; the diversity of identities in the UK and the need for mutual respect; different forms of government; the work of voluntary organisations; the role of the media in society; the world as a global community. They are encouraged to express their views, evaluate a range of arguments and reach supported conclusions. Pupils should also be taught skills such as how to justify personal opinions; how to analyse information and events using a range of sources; how to make a contribution to group discussions; how to use their imaginations to consider other people's experiences; how to take an active part in school and community based activities. Many aspects of Citizenship will be addressed in PSHEE & Citizenship lesson but it is expected that Citizenship will also be delivered across all subject areas. Below are some of the specific ways that subjects will address Citizenship in year 7. Art Pupils will look at how other artists have responded to their environments and how they have developed methods in which to design, paint and make in an environmentally friendly way. They will evaluate their own work and that of others, sharing and accepting each others opinions.

Design and Technology. Safety - working together in a responsible way to show a high understanding of safe working procedures. Evaluating projects – discussing each others final pieces of work. Materials – learning about materials and environmental issues. Drama Throughout this year we tackle role play, ‘putting yourself in someone else’s shoes’. This is achieved through ‘moral drama’; scripts with specific social/historical contexts; looking at social behaviour through themes such as identity. Performance is central to the work with small group, informal show back and more formal forums.

English Pupils will develop and promote citizenship through reading, viewing and discussing texts, which consider issues and relationships within the context of the local area and the wider world. Through talk, pupils should develop the ability to present their point of view, to question, argue and discuss.

ICT Multimedia presentations - looking at how the media is significant and the importance of style. Using email and the internet responsibly. The importance of team work and shared responsibility for a project. The validity and worth of websites.

Mathematics Collecting and displaying information. Using a database on a website. How to handle misleading diagrams. Comparing the cost of living in other countries.

Languages French -challenging national stereotypes. Learning about religious customs, Christmas and Easter. Food and eating customs. German – emphasis on multi-cultural diversity using names from different ethnic groups throughout. Easter and Christmas traditions.

Music Learn how music reflects how people feel, think and act. Appreciate and understand music from different times and places. Explore and reflect feelings and ideas through music. Take responsibility for their own decisions. Share music making with others while being sensitive to their views, strengths and needs. Develop a sense of achievement and set high levels of expectation. Take a leadership role and also follow other students’ directions.

PE Fair play is emphasised in all activities. Applying rules. The long term effects of exercise and the importance of health and hygiene. RS Pupils will learn to consider religion as a way of life for believers, not just a set of beliefs and rules. Using Christianity as a starting point, they will recognise the continued influence of religion on societies. Stereotypes will be challenged and awareness of cultural diversity increased. Pupils are encouraged to consider other people’s views and to justify their own.

Science Discussion around fertility treatment. Health and safety – hazard warning signs. Fire and electricity safety. Alternative energy resources and the advantages of fossil fuels.

Technology - Food/Textiles Working effectively within a team and ability to justify all decisions made, including choice of materials. Evaluate own and other pupils’ work.


As you will know, literacy and learning are intrinsically linked. Pupils need to be able to read, write, speak and listen confidently in order to achieve their full potential. This year we are having a whole school focus on improving pupils’ literacy levels and would like your support in this. We have bought an Oxford Mini Dictionary and Thesaurus for every pupil in Year 7. Your child’s English teacher has shown them how to use this useful tool. The dictionary will help them to improve their spelling skills and expand their vocabulary, not just in English lessons, but across the curriculum. The Library at Hall Mead is very well-stocked and is a popular place for pupils to go at break and lunchtimes. As part of Year 7 English lessons pupils will be visiting the Library fortnightly and taking part in a Guided Reading programme designed to improve their reading skills. You can support your child’s literacy progress by ensuring that they bring their dictionary and a reading book to school as part of their daily equipment. Maybe you could continue with some of the very good strategies you were familiar with when they were at Junior school, such as promoting an interest in reading by listening to them read aloud and talking to them about their book. Encouraging your child to use their dictionary to help learn key spellings will also be beneficial. Thanks you for your support in this very important venture.

Miss H. James Whole School Literacy Co-ordinator


Aims for the year x x x x x

to consolidate teaching from Key Stage 2 teach and raise deeper knowledge of the artistic elements of line, tone, texture, shape, form, space and colour explore how ideas and personalities are conveyed through portraits develop skills and knowledge of the design process in the making of art and craft develop pupils’ understanding of design and printing techniques

What we will do x x x x

investigate portraiture, using self image to allow pupils to explore their personal identity, creating images that reflect their ideas use observation of natural objects to explore the visual elements, including pattern, linking to the work of designers, artists and sculptors experience different art processes and techniques, including print design and manufacture explore colour, through investigating different approaches to landscape painting

Assessment This is continuous on: x a weekly basis where class work is monitored x a termly basis as projects are completed where work is evaluated by both pupils and staff x a yearly report where progress is recorded in the light of what students have produced and any targets set x homework is set and assessed at least every two weeks x an observational drawing test on entry to the school and during year 7 exams

Ways you can help x x x

provide a soft B pencil, coloured pencils and painting materials to assist with homework check to see that pupils spend sufficient time on homework and have completed it promptly ensure pupils are fully equipped for lessons with a pencil, rubber, sharpener and apron.

Key Words secondary tint expression primary pointillism colour Cubism landscape portrait tertiary shade atmosphere abstract form line medium collage proportion technique composition register repeat print register trace polystyrene roller mark-making transcription foreground background middle ground profile frontal impressionism architecture

Links to Next Year x x x x

having explored the colour wheel in year 7, pupils deepen their understanding of the visual elements in year 8 by producing a tonal wheel the research skills established in year 7 are utilized and built on throughout all subsequent years the drawing techniques learnt in year 7 form a basis for all future projects, including the Still Life project in year 8 our investigations into portraiture link with the African Mask project in year 8


Aims for the year x x x x x x x x x

instil workshop safety design for a specific target user taking their needs into account develop confidence in using practical skills to work in a more complex way with tools and machinery develop creative thinking skills build knowledge of materials to design and make products that are relevant and fit for purpose explore and experiment with ideas, materials, modern technologies and techniques work individually and in teams, taking on different roles and responsibilities develop an awareness that designing and making has an aesthetic, environmental, technical and ethical impact on the world learn how to use a range of workshop tools and machines

What we will do x x x x x

a full health and safety in the workshop programme a range of focused design and make tasks that allow pupils to work with a range of materials support and encourage creative thinking and problem solving improve presentation and design communication skills introduce computer aided design and computer aided manufacture (CAD/CAM)

Assessment x x

regular setting of homework and informal classroom observation of practical skills, marking to national curriculum levels year 7 exam

Ways you can help x x x x

support your son/daughter when research is set ensure they keep to deadlines ensure that they are properly equipped for each lesson: pupils need an apron, coloured pencils, pencil, rubber, sharpener and a pen. ensure homework is always done to the highest standards

Key Words pupil booklets contain a list of key words for each project

Links to next year Basic skills and workshop practice will be built on next year with projects that need greater creativity and practical ability.


Aims for the year x x x

introduce basic skills, concepts and working approaches necessary for drama to take place such as communication, concentration, co-operation and trust respond to a variety of stimuli look at different types of drama activities in a range of contexts

What we will do x x x

introduction to drama whole class and small group drama focus on topics such as the environment, social issues, dance, drama and script work

Assessment x

pupils are assessed on o ability to adopt and sustain a variety of roles o understanding of drama form o ability to work effectively with others o ability to develop ideas in a challenging and creative way

Ways you can help x x

provide opportunities to go to the theatre visit places where street theatre takes place e.g. Covent Garden

Key Words improvisation role play freeze frame teacher in role evaluation

body language thought tracking role on the wall mime hot seating

gesture facial expression non-verbal communication

Links to Next Year Basic skills in mime, role-play, physical theatre and staging are developed further in year 8.

ENGLISH Aims for the year x x x x

develop reading and understanding for pleasure and information develop speaking and listening skills develop writing skills, making drafting an essential part of the process develop literacy skills

What we will do x x x x x x x

literature: at least one novel, one play, and a selection of poems study of non-fiction texts one media text creative writing/autobiographical writing revision of key skills / knowledge about language speaking and listening tasks, including an individual presentation ICT

Assessment x x x x x x

continuous classroom assessment regular marking of homework self-assessment peer assessment examination on entry and in summer term specific texts set for formal assessment of reading and writing levels of attainment every half term

Ways you can help x x x x x x

ensure that the pupil has a dictionary and thesaurus revise spellings with pupils and play word games (eg Scrabble, crosswords) encourage daily reading for pleasure; any kinds of text are useful eg newspapers, nonfiction; the internet read and discuss the literature the pupil is studying take the pupil to the library, theatre, cinema ensure that homework is done and deadlines met

Key Words argue persuade discuss

inform explain describe

entertain imagine character

simile metaphor alliteration

onomatopoeia personification evaluation

quotation poetic devices structure

Links to Next Year The development of key literacy skills in preparation for a more ‘critical’ approach in year 8.


Aims for the year x x x x x

develop geographical skills use ICT to investigate and present work develop skills to encourage students to become more efficient learners to help develop literacy and numeracy across the curriculum develop skills of enquiry, investigation and presentation

What we will do x x x x x x

basic skills: - cartographic skills, map reading/interpretation. Photographic (aerial etc) interpretation. why is Britain’s weather so changeable? - what makes our weather so different from one day to the next? - how it varies between local places crime: - what is crime? Where and why do crimes happen in certain places including a survey of crime around the school. what about the UK? key physical human features of the UK. sustainable homes / communities : - sustainability – how we can be more sustainable in the home? water works – the use and abuse of water in the world. Who has the right to water?

Assessment x x x x x

classroom observation detailed marking of specific assessments with targets set tasks focussed on specific skills based on the National Curriculum peer marking and coaching self assessment

Ways you can help x x x x x x

read current news articles watch geographical programmes use a road atlas, cd rom textbook to develop knowledge of UK, Europe and World cities, rivers etc. support with homework encourage use of geographical vocabulary find out where places are, on maps etc, that you visit

Key words landscape situation

environment sustainable pattern hotspot

relief aquifer



Links to Next Year Geography – sustainability, migration management, resource use and exploitation


HISTORY Aims for the year x x x x

develop historical skills including explaining why an event took place, source selection and source analysis use ICT to investigate and present work develop skills to enable students to become more efficient learners to embed literacy and numeracy across the curriculum

What we will do x x x x

Unlocking the past – the teaching of the historical skills needed to thoroughly investigate our history. Crime and punishment through time – how has the nature of crime, punishment and justice changed from the middle ages to today? Movement and settlement – the impact on Britain of the Romans, Norman castles and 20th century immigrants. The making of the UK – the changing relationships through time of England, Ireland, Scotland and Wales. The reformation of the Church of England. Was Tudor England the start of modern Britain?

Assessment x x x x x

continuous classroom observation detailed marking of specific assessments with targets set tasks focussed on specific skills based on the National Curriculum peer marking and coaching self assessment

Ways you can help x x x x x x

visit museums e.g. Museum of London / Tower of London visit English Heritage sites e.g. Rochester Castle / Tilbury Fort/Dover Castle encourage pupils to watch history programmes such as those on the History Channel read history books and novels from the library give support with homework encourage pupils to use historical vocabulary

Key Words parliament monarch biased government source primary secondary

peasant evidence catholic chronology protestant

Links to Next Year History – who was the power in Tudor times and why?


develop pupils' use of I.C.T. and discuss its implication on our everyday lives introduce pupils to software programs and improve their confidence and skill in using them look at the suitability of documents for the particular audience they are aimed at learn about the Design Life Cycle discuss e-safety

What we will do A foundation course in ICT covering the National Secondary Strategy including: x basics of digital literacy x spreadsheet modelling using Microsoft Excel x stop frame animation x programming x use and management of email/VLE x graphics using Adobe Fireworks and x use of Internet for research and data gathering. Learning about its safe and appropriate use and how to check websites are trustworthy x provide access to ICT rooms after school until 5 pm and lunchtimes x more able pupils will be offered the opportunity to work on extension projects within ICT

Assessment x x x x

regular monitoring of the tasks set through VLE class activities and discussion projects marked with regular feedback self and peer assessment

Ways you can help x x x

encourage the use of ICT at home to complete schoolwork, when it is appropriate discuss whether the style of their documents are appropriate for the people they are designed for emphasise a responsible use of the Internet

Key Words testing folders search criteria refine modelling instruction

filter back-up web mail Print sequencing database

Internet e-mail audience animation evaluation query

loop field sprite collision record

Links to Next Year Though out the course of the year pupils are taught various skills in ICT concerning software and we look at concepts such as audience, finding information, developing ideas, communicating information and evaluating. These are further developed in year 8.


Aims for the year x x x

provide in-class support where appropriate encourage pupils to make full use of the Homework Club, available most lunch-times provide individual learning programmes at lunchtimes to address specific needs

What we will do x x x x

work with individuals / groups to facilitate and consolidate classroom learning provide resources to enable pupils to complete homework provide opportunities to discuss and resolve problems, aiming to foster independence provide in-class support for examinations

Assessment x

a variety of assessment methods is used in conjunction with subject teachers to identify strengths and weaknesses and inform teaching

Ways you can help x x x

check homework and offer help if required listen to your child read and test them on their spellings let us know if there are difficulties

Key Words pupils are encouraged to learn spellings using the following approach LOOK at the word SAY it COVER it up WRITE it down CHECK that it is correct


Aims for the year x

encourage learners to enjoy Mathematics


improve numeracy and mental arithmetic skills


acquire new problem solving skills and strategies


build upon their knowledge and skills of Number & Algebra, Handling Data, Geometry & Measure and Mathematical processes and applications.

What we will do x

pupils will follow one of three Essential Maths Books 7H – Set 1, 7C – Set 2, 7S – Set 3


give pupils the opportunity to carry out investigational work


provide opportunities to work as a part of a group and individually


encourage independent learning


apply their learning of Mathematics to real life situations


give learners the opportunity to develop learning and understanding with the use of ICT

How will your child learn Maths? Children learn Maths best through activities that encourage them to: x

explore and think about what they are exploring;


solve problems using information they have gathered;


explain how they reached their solutions.


Assessment Progress through the Essential Maths Book will be assessed through regular marking of class work and homework. In each term, every pupil will be assessed to a National Curriculum level. This is monitored for progress on a term by term basis. Each pupil will know what each level means, and know what they need to do to make greater progress.

Ways you can help x

constant revision of the multiplication tables and the corresponding division facts


encourage them to complete their homework to their best ability


when doing their homework ask them to explain their methods, understanding and any mathematical words to you


ensure that they have the correct equipment for each Mathematics lesson

Be positive about Mathematics!

Links to next year The topics which are assessed in each term are constantly being revisited and built upon. Pupils enhance their skills on a regular basis, and learn new pieces of information each term. This process continues right up to Year 11 when pupils take their GCSE. We recommend that students purchase a scientific calculator for use in all lessons. The Maths Faculty sell the CASIO FX-83GT Plus for ÂŁ7 and students receive a free ruler or protractor with this purchase.

MODERN LANGUAGES Aims for the year x x x x

to introduce pupils to a new language in an interactive and dynamic way to develop pupils’ language skills and their knowledge about how language works to encourage pupils to be creative and adventurous with language to develop pupils’ understanding of other cultures

Key Concepts x x x x x x x x x

pronunciation techniques singing and performing listening for gist and detail reading skills constructing and generating language both in writing and verbally presentation skills looking for patterns in language developing memory techniques using reference materials

What we will do These concepts will be explored using language from the following topics: French greetings personal details school hobbies home and town food and drink

German greetings personal details school hobbies home and town

Assessment x x

continuous assessment of class work and homework – pupils will complete exercises every half term to establish their NC levels in all four skills year 7 examination covering National Curriculum levels 1-4

Ways you can help x x

provide them with a bi-lingual dictionary help with vocabulary learning homework and encourage them to practise language they have learnt at home and even to teach it to you

Links to Next Year All key concepts will be explored in further depth in years 8 and 9. Some of the topic areas will be studied in more depth.

MUSIC Aims for the year

x x x x

to use music to express ideas and feelings to further develop and build on the skills of performing, composing, appraising and listening acquired at primary school to enjoy making and listening to music

What we will do x x x x x x x x x x x

sing on our own and in groups play and compose simple chords and melodies perform a solo on our chosen instrument/voice record our musical ideas using computers study how music communicates ideas, moods and emotions play in, compose, rehearse and direct small groups learn to read and write music learn to play the keyboard study Medieval, Baroque, Classical, Romantic and Modern music study from different parts of the world learn about different musical instruments

Assessment x x x x

assessment tasks during and at the end of each unit yearly examination continuous classroom observation regular marking of homework

Ways you can help x x x x x

support your son/daughter with homework programme, especially research support them with final presentation of project work encourage a variety of musical experiences at home encourage your child with regular instrumental practice encourage your child to enjoy music through visiting concerts

Key Words melody harmony strings

rhythm structure woodwind

pitch percussion instruments brass

Links to Next Year Students use their skills, knowledge and understanding developed in year 7 to compose and perform increasingly complex pieces in year 8.

PHYSICAL EDUCATION Aims for the year x x x x x x x x

offer every pupil, whatever his/her level of sporting ability, the opportunity to participate create enjoyment and fulfilment through sport both on the sports field or on the sideline encourage the social spirit in Physical Education develop the ability to work successfully as part of a team develop creative and aesthetic experience through movement develop the appreciation of the concepts of fair play, honest competition and good sportsmanship help each student to fulfil their sporting potential promote importance of exercise in maintaining a healthy life

What we will do Pupils will take part in base line assessment activities, fitness and multiskills competitions. Boys will also cover rugby, football cricket and tennis. Girls will cover hockey, netball, rounders and tennis. All pupils will also cover athletics and swimming over extended periods of time. Lessons will include aspects of health, hygiene, fitness and inter school teams and matches are also available.

Assessment x pupils’ attainment will be monitored in each sports module x the following areas are assessed: - developing skills - making and applying decisions - developing physical and mental capacity - evaluating and improving - healthy lifestyle choices x self assessment takes place throughout each sporting activity

Ways you can help x x x x x

please encourage your son/daughter to take part throughout the curriculum help them with their organisation as some may need up to 3 kits in one day label and name all kit send in a letter if they are unable to participate on the day of the lesson ensure your son/daughter wears appropriate safety equipment i.e. a gum shield for hockey and rugby, shin pads for hockey and football

Key words heart rate speed

hygiene flexibility

exercise endurance

physical fitness muscle

Links to Next Year In year 8 pupils will build on their skills and tactics in the various activity areas.

warm up skeleton


Aims for the year x x x x

to understand religion as both a body of beliefs and a way of life based on those beliefs to describe the use of symbol in religion to study core Christian beliefs and practices and appreciate the influence of Christianity to explore Buddhist beliefs and on the meaning and purpose of life and how these influence their actions

What we will study and related keywords:

Christianity symbol

Introduction to world religions and symbols Islam Judaism Hinduism Buddhist Sikhism theist atheist agnostic

Trinity Jesus denomination Protestant

Christianity crucifixion resurrection Orthodox Roman Catholic

Church Quaker


Buddhism The Four Noble Truths Enlightenment Eightfold Path Suffering Wheel of Life reincarnation Buddha

Assessment x x x x

continuous classroom assessment and teacher questioning regular marking of homework formal assessments and feedback activities self and peer assessment opportunities

Ways you can help Encourage the pupil to have an open mind and listen to views that are different from their own. Discuss issues raised in lessons and respond to questions they may ask. Encourage them to read the newspaper or watch the news. Look out for places of worship from all faiths, both locally and when you travel. Links to next year: Pupils continue to study individual world religions and the contribution and influence of those religions and their followers to society.


Aims for the year x x x

be able to work use scientific apparatus safely and accurately to build upon the investigative skills acquired in primary school to develop pupils’ ability to explain and apply scientific concepts

What we will do x x x x x

learn to work safely in a laboratory learn how to make detailed and accurate observations and measurements a study of living organisms to include cells, reproduction, the environment, variation and classification, sensitivity and behaviour a study of materials including acids and alkalis, solutions, chemical reactions and the particle theory a study of physical processes to include the solar system, energy, forces, heating and cooling

Assessment x x x x x x

the system of assessment used in year 7 is common to all five years during the course of each unit one scientific skill will be identified and assessed the assessment statements for each skill are included on level ladders provided to pupils for each activity assessed, pupils are awarded marks in line with the assessment criteria stated on the level ladder each unit provides an opportunity for pupils to reach their literacy target by completing a piece of extended writing at the end of each unit there is a short test designed to assess knowledge and understanding

Ways you can help x x

encourage the pupil to use their level ladders to help reach their target level encourage your child to write revision notes before the tests, there is a checklist at the back of each booklet detailing the work they must know x encourage your child to use Sam Learning ( as a tool to understanding and prepare for tests Pupils can access the Exploring Science Text book via the Hall Mead Science website. Also included on the website are each of the pupil booklets and the science handbook.

Key Words apparatus accuracy conclusion

method precision evaluation

fair test range

variable outlier

observation evidence

Links to Next Year Pupils will be introduced to five key scientific skills which are used throughout key stage three and four. Pupils will be encouraged to develop practical skills necessary for further study.


Aims for the year x x x x

develop a sound understanding and use of basic equipment and skills develop good and safe techniques in the handling of food and fabric handle food in a hygienic and safe manner learn how to develop food products that fit in a given criteria and are aimed at specific groups of people

What we will do Term 1 – Baseline Assessment – a short task to allow us to assess over 3 weeks each pupil’s Design and Technology capability – pupils design and make a fruit salad for a chosen user. Term 1 – Throughout Key Stage 3, all pupils will complete a three module initiative designed to increase basic skills and knowledge of cooking and healthy lifestyles. In Year 7, pupils will complete the first of the three modules, where they will be taught basic cooking skills, healthy eating and lifestyles, hygiene and safety, and wise food shopping. The emphasis will be on pupils developing confidence and knowledge to prepare basic recipes safely in the kitchen, so the majority of the work will be practical, with written work to support the practical task. Upon completion of the module, pupils will receive a certificate. Pupils will also complete the Bronze award for the Sainsbury’s Active Kids Get Cooking award scheme. Term 2 – ‘Feel the rub’ – pupils work individually and in teams to create a trio of products that use the skill of ‘rubbing in’. Each product is designed to be suitable to be sold in a restaurant and pupils build on their range of designing and making skills as they progress through the project. Products made include fruit crumble, scones and pizza pinwheels. Term 3- Pupils will learn basic skills to enable them to handle fabrics by hand and create a soft sculpture of a cartoon monster. Pupils will have the opportunity to use sewing machines and develop basic textiles skills.

Assessment x x x

Term 1 – Practical marks for skills and product outcomes will be recorded, as will progress with planning work. All marks are used to assess the completion of Module 1. Term 2 and 3 – a mark scheme will be given at the start of the work, which clearly sets out the work to be completed and the marks that can be achieved. Year 7 written examination on Food and Textiles An overall level for the work achieved in year 7.

Ways you can help x x x

provide ingredients when necessary – if there are problems with provision please let us know provide an adequate container and/or storage, that is clearly labelled for you child’s completed food products check homework is completed in booklets.

Key words equipment recipe safety

quality method flow-chart

ingredients sensory attributes hygiene testing evaluation template batch production

Links to Next Year Pupils are learning and developing basic skills in food preparation and how food can be used as a material within Design & Technology, all of which will be developed further in year 8.


help each student to find their place at Hall Mead School develop relationships and an understanding of how to work with people: citizenship; health; personal care; safety

What we will do x x x x x

introduce life at Hall Mead help students become aware of themselves as 21st Century Learners engage specialists to lead sessions e.g. police, theatre companies develop understanding of relationships with others – friendship and bullying look at risks and hazards in life e.g. road and rail safety, smoking

Assessment Tests will be used to determine how much knowledge students have acquired about the topic. Self and peer assessment tasks will be set to encourage students to reflect on the decisions they need to make or how far they have met the learning objectives of the lessons and units of work. At all times students are encouraged to assess how what they are learning may impact on their lives and personal development. Students work is assessed against lesson and unit objectives. Teachers will indicate if pupils have met, not met or exceeded their objectives.

Ways you can help x x x x x

look through books or ask your child about what they have learned encourage your child to watch the news or read newspapers – ask them what is going on in the world and use this as a basis for discussion use TV and films to raise issues e.g. an issue in a soap opera can be used to discuss what your child thinks and how this is the same or differs from your own encourage your child to be aware of other views help and encourage students to do further research at the library or on Internet sites such as

Key words Relationships Responsibility


Smoking Support

Health Learner

Links to Next Year Some themes taught in Year 7 prepare students for Year 8 courses. For example, work carried out on puberty in Year 7 will facilitate deeper discussion on Body Image in Year 8. Matters relating to healthy living covered in Year 7 will be referred to when students study alcohol in Year 8 and sex and relationships in Year 9. Students will also work on skills such as discussion, group work and co-operation which will help them engage more fully with issues and courses throughout their time at Hall Mead.

Year 7 Curriculum Yearbook  
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