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2020-21

Dear year 7 parents/guardians,

Welcome to the curriculum engagement booklet for 2020-21. Here you will find an overview of what your child(ren) will be studying in all subjects this year, both in terms of national curricula and potential areas for extension. I hope you will find many stimulating ideas for things to discuss, experiments to do and further reading and writing at home. An important part of year 7 is exploring new areas of all subjects without the pressure of upcoming public exams and we encourage all pupils to approach their lessons and homework with an open mind and a growth mindset. Itâ€™s most important for pupils to play an active role in all their lessons, querying things they donâ€™t understand with their teachers and taking every opportunity to discuss ideas and to look for academic challenges that require careful thought yet are within reach with the right amount of help. Below I outline the curriculum for this year and those that follow. The year 7 curriculum

Additional Year 7 Enrich and Extend Options

The Year 8 curriculum is as follows

The year 8 curriculum

If and when questions arise over the course of this year, please don’t hesitate to contact your child’s teachers for subject-specific matters. Alternatively I and your child’s tutor are always ready to answer more general questions.

With best wishes for a successful year’s studying,

Greg Davies, Assistant Head (Teaching & Learning)

Year 7 Art - Still Life   

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Still Life Formal Elements: Line, shape, colour, tone, composition. Contextual studies: A range of artists that look at still life, such as Graham Greenfield, Andy Warhol and Roy Lichtenstein. Materials and processes: within the theme of still life we will explore tone and perspective, developing key concepts through observational drawing. Outcome: A set of drawings that explore the key principles studied.

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Cubism MJW Formal Elements: Line, tone, form, colour, composition. Contextual studies: Cubist artists Braque, Picasso. Drawing techniques of Morandi. Materials and processes: Observational drawing exploring composition and multiple viewpoints. Painting skills mixing and blending tints and tones. Develop observations into a 3D outcome. Outcome: A Cubist style painting and an abstract sculpture.

Extend: Extension activities based around landscape drawing and independent research into emotive responses to music, in particular the use of colour to convey tempo and warmth of the ‘four seasons’.

Extend: Extension activities using ICT/Photoshop and image manipulation.

Michaelmas (GCH, MJW, JEG)

Lent and Summer (MJW)

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Shape and Form JEG Formal Elements: Line, shape, colour, composition and form. Contextual studies: Cubists Picasso and Braque. Plus a variety of other artists that work within the genre of still life, in many differing ways. Eduardo Chillida and Barbara Hepworth. Materials and processes: Observational drawings exploring shape and form. Painting inspired by the Cubists. Sculptural construction from a variety of card sources. Outcome: A small card sculpture and a small painted section.

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Cubism GCH Formal Elements: Line, shape, colour, tone, composition. Contextual studies: The works of Picasso, Braque and Cezanne will give a traditional introduction to Cubism. Materials and processes: Developing from the still life drawing, we will explore colour and texture through printmaking. The focus will be on developing composition. Outcome: A set of prints and a painting exploring the concepts learnt.

Extend: Extension activities based around drawing techniques, independent research in the form of a mini project or as smaller separate units.

Extend: Extension activities will further explore composition and painting and can form a collection of work that can build towards a Cubist poster.

Lent and Summer (JEG)

Lent and Summer (GCH)

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Outcome:

Year 7 Base Camp Cooking -

Hygiene, washing up and cooking equipment

Cutting Tools -

Cutting Tool Competency Scheme

Level 1 (Red band) training and assessment

Gas safety and cooking environment

Food preparation

Cutting tools for food preparation

Cooking basics (pasta/rice/sauce)

Carving and other basic techniques (battening, power stroke)

Teamwork and communication

Extend: Nutritional value of meals. Portion size for larger groups. Budgeting and purchasing for Camp. Can you use these skills to cook a similar meal at home? Michaelmas

Extend: Level 2 CTCS introduction in preparation for Y8. Can you research, read and complete the theory test for level 2? Michaelmas

First Aid

Fire Lighting

Dealing with bleeds and cuts

Fire Triangle

Approaching a casualty (DR ABC)

Fire materials and wood preparation

CPR and resuscitation

Fire lighting techniques

Fractures, breaks and bangs

PPE and safety

Scenarios discussion

Maintaining and cooking on fires

Extend:

Helping to deal with injuries on camp. Can you learn three different ways of using an arm sling?

Further fire lighting techniques (friction, spark etc).Can you help a responsible adult in preparing a fire (BBQ, wood burn or campfire)?

Lent Term

Navigation

Campcraft

Map reading, bearings and orientation

Packing and kit requirements

How to use a compass

Establishing camp (tent pitching, group areas, cooking area)

Taking a bearing -

Cooking for large groups

Team games and outdoor activities (bushcraft, archery, orienteering).

Measuring distance Leadership and decision making

Extend:

Can you go on a hike in a new location and navigate using the skills learnt?

Can you set up your own campsite in your garden?

Summer Term

YEAR 7 BIOLOGY Introduction to Biology MRS GREN Features of prokaryote cells Features of eukaryote (plant and animal) cells Features of microscopes and how to use them Biological drawing Calculation of magnification Extend: Build a model cell. Research a specialised cell in the human body. Research the history of the light microscope, produce an illustrated timeline to display your findings.

Microbiology Bacteria, protozoa, fungi, viruses Pathogens Bacterial streak plates Microbes and Disease Antibiotics Uses of micro-organisms Extend: Watch Horizon – ‘Defeating the superbugs’. Try growing your own organic mushrooms or baking your own bread – what kind of micro-organism are you working with and how does it help us produce so many different foods?

Usual half-term: Michaelmas 1

Usual half-term: Michaelmas 2

The Private life of Plants Features of plant phyla Structure and function of a flower Pollination Structure and function of a seed Seed dispersal Photosynthesis

Life without a Skeleton Invertebrate phyla Movement using the hydrostatic skeleton Anatomy of an earthworm Anatomy of a squid Parasites Tapeworms

Extend: Design your own flower to show how it is adapted to whichever pollinator you choose. Check out the SAPS website and try a project on seed dispersal. Create your own bottle garden.

Extend: Get involved with earthworm watch – https://www.earthworm.org. Find out about parasites and produce an A4 leaflet telling pet owners about it – http://www.jungleforpets.co.uk/parasite-guide/

Usual half-term: Lent 1

Usual half-term: Lent 2

Life with Armour Classification of arthropods Insect vision Insect behaviour and communication Locust breathing rates

Ecology Biodiversity Factors affecting populations Food chains and food webs Sampling techniques and use of keys Fieldwork Animal behaviour

Extend: Research how insects use pheromones to communicate, do humans use these as a method of communication? Get involved with the citizen science project on surveying the UK ladybird populations or identifying ants in urban settings.

Extend: Read a Buzz in the Meadow by Dave Goulson. Try some of the sampling techniques you have learnt in a habitat you are interested in (equipment can be loaned from the department). Try a citizen science project on climate change and caterpillars.

Usual half-term: Summer 1

Usual half-term: Summer 2

Year 7 Chemistry Introduction to chemistry Hazard symbols

Measurements in chemistry Recognise the importance of making accurate measurements during practical work

Using Bunsen burners Measurements in Chemistry (e.g. drawing and naming apparatus)

Use different apparatus to take measurements in science. Convert measurements between different units.

Particle theory of matter Extend: Hazard symbols are not just found in the lab. How many can you find on the back of lorries when you are in a car? Find out what these special symbols mean. Find out about more complex equipment used in a scientific laboratory.

Extend: If you had unlimited money and access to equipment, how (if at all) would you alter your experiments? In magazines such as chemistry world how are diagrams and pictures used to help readers understand what is going on?

Usual half-term: Michaelmas 1

Usual half-term: Michaelmas 2

Elements, compounds and mixtures Evidence for chemical reactions

Solvents, solutions and separation techniques 1 Terminology (solvent, solute, solution, soluble, insoluble, saturated, solubility)

Symbols of the first twenty elements Factors that affect dissolving Differences between metals and non-metals Properties of elements, compounds and mixtures

Solubility curves (plotting curves and describing relationships) Filtration Chromatography (drawing diagrams, describing methods, identifying most suitable method)

Extend: Some of the element symbols donâ€™t match up with the English name such as Iron, Fe. Can you find out where some of the symbols come from?

Extend: Research colloids and suspensions. What are the similarities, differences and uses? Do solutions exist in the solid state?

Usual half-term: Lent 1

Usual half-term: Lent 2

Acids, alkalis and salts Acids and alkalis

Separation techniques 2 Evaporation and crystallisation

pH scale

Decanting, centrifuging and separating funnels

Indicators eg. Red cabbage indicator, universal indicator and litmus

Distillation

Extend: We use acids and alkalis in cooking. What examples can you think of? Can you find out why we use all of these? Hint â€“ what is bicarbonate of soda used for? Usual half-term: Summer 1

Extend: What is fractional distillation and how is it used in industry? Usual half-term: Summer 2

Year 7 Computer Science Data Representation

Computational Thinking 1

Using binary to represent black-and-white bitmap images

Sequencing of an algorithm

Using binary to represent integers

Introduction to flow charts

Able to convert between bits, Bytes, kiloBytes and MegaBytes

Introduction to trace tables & a dry-run Python - printing constants and variables

Extend: Find out how negative numbers are represented in binary

Python - Inputting text Extend: Write a program to have a conversation with the Computer

Usual half-term: Michaelmas 1

Usual half-term: Michaelmas 2

Computational Thinking 2

Physical Computing

Looking at decisions in flow charts

An introduction to programming the micro:bit, including:

Using if, elif and else for selection

Connecting to the computer and downloading programs

Comparing flow charts to Python

Reading inputs from buttons and motion sensors Using LEDs as outputs

Extend: Write a program to tell you a personâ€™s name in your class with 5 questions.

Extend: Write a micro:bit program to make a game.

Usual half-term: Lent 1

Usual half-term: Lent 2

Computational Thinking 3

Web Technologies: HTML

Flow charts which include a loop

An introduction to HTML as the content and structure of a web page

Iteration: using while loops in Python

Using tags for HTML elements Performing a dry-run and using a trace table with iteration

Extend: Write and document a solution to project Euler problem #1 Usual half-term: Summer 1

Extend: Visit the w3schools web site to explore HTML tables and lists Usual half-term: Summer 2

Year 7 Design & Technology Soap Project

Bridge Project

Folio management

Evaluation

Soap manufacture

Folio management

Casting

Team working

Vacuum Forming

Introduction to structures

2D Design CAD

Forces, struts and ties

Laser cutting

Bridge types

Graphics

Cutting, drilling aluminium strip

Card modelling, nets and packaging design

Bridge design, make and resource management Estimation of failure mode Test and evaluation

Extend: How is soap mass produced? What ingredients are used, what information has to be shown on the packaging? What is the normal material used for style of packaging used and why? Practise using 2D design or Onshape (3D CAD) to gain skills in the tools and creativity.

Extend: When looking at scaffolding spot the diagonal braces which are vital for stability. Research pre-stressed concrete and its reason for use. Research the I beam and see why this shape is so strong for carrying loads. Practise using 2D design or Onshape (3D CAD) to gain skills in the tools and creativity.

Michaelmas and part of Lent term

Part of Lent term and Summer term

Year 7 Emotional Wellbeing Section 1 What is Emotional Wellbeing …and why think about it? You look after yourself physically, now learn to look after yourself emotionally as well. Self-Awareness Understanding how you function. What makes you happy? What makes you sad? How do you cope when criticised? When things aren’t going well We all need some help sometimes. Who can we go to, how can we help ourselves?

Section 2 Courage Be open to new ideas, put yourself out there, take risks, push yourself out of your comfort zone! Persistence and Resilience (1) Get knocked down but get back up again. How you can learn to keep your spirits up, coach yourself to be persistent. Empathy (1) The ability to put ourselves in another’s shoes is a crucial life skill. Can you see an argument from both points of view?

Extend: There is a lot of coverage in the media nowadays about emotional health issues in young people. Is life more challenging for young people now than it used to be? What are those challenges? Discuss with your immediate and extended family.

Extend: Try to do something you haven’t done before, perhaps something that makes you feel a little nervous. Consider how you overcame those nerves. If your chosen activity didn’t go well, what were the consequences? How did you feel about it?

Michaelmas 1

Michaelmas 2

Section 3

Section 4

Positive Mindset Your mindset affects your efforts and choice of goals. Learn how to change from a fixed to a flexible mindset. Doing things you enjoy …promotes self-belief and resilience. What have you enjoyed, what achievements do you feel proud of?

Empathy (2) When have you shown empathy? Are there times or situations when it seems easier than at others? Persistence and Resilience (2) Can you coach others to be persistent? In supporting others we both strengthen our relationships with others and strengthen ourselves.

Extend: (1) Concepts such as ‘growth mindset’ and ‘mindfulness’ are very much in vogue just now. Find out more about them and consider them critically. (2) Go out of your way to do things that you enjoy.

Extend: Next time you have a disagreement/argument with a friend or sibling try to take a step back afterwards and carefully consider their point of view. More challenging: can you put yourself in their shoes while the argument is still taking place?

Lent 1

Lent 2

Section 5 Failure, coping mechanisms Failure is an event not a person! Develop healthy strategies for coping with setbacks. Communication skills Develop active listening skills, learn to be assertive. Let’s go for a walk! Try to switch off as we take a stroll round the school grounds.

Section 6 Taking Responsibility Using the ideas that you have discussed, how can you learn to take control of your own life? Your emotional wellbeing is largely in your own hands. Review of the year A discussion of what you feel you have learnt. Do you think the course has been useful?

Extend: (1) Watch and listen as two friends or relatives have a conversation. Are they good active listeners? (2) Go out in the back garden, lie down and look at the clouds. Go for a walk, look at the trees, listen to the birds.

Extend: Consider the habits and attitudes that we have discussed this year, either by sitting quietly on your own or by discussing with a friend or relative.

Summer 1

Summer 2

Year 7 English Reading

Writing

Set texts could include a selection of the following:  Prose – Bill Bryson Selection, Susan Hill The Woman in Black, Susan Cooper – King of Shadows, Peter Ackroyd - Hawksmoor  Poetry – William Wordsworth and Samuel Taylor Coleridge, Rossetti, Marian Nelson  Drama – A Midsummer Night’s Dream (William Shakespeare)

Genres covered include:

Extension texts:  Prose – Bleak House (Dickens) or extracts from our London Literature pack  Poetry – William Blake or T.S Eliot  Drama – The Curious Incident of the Dog in the Night Time Throughout the year

Extend: Develop one of these pieces into eg. a short novel Enter writing competitions (internal and external) Contribution to the school’s Creative Writing anthologies

Character study; descriptive, imaginative and creative writing; newspaper articles; poetry; a letter to a former Headteacher; bridging project (autobiography); blogging.

Throughout the year

Speaking and Listening

Drama

Students develop: clarity and confidence to convey a point of view or information; use of talk to explore, create, question and revise ideas; the ability to work effectively with others in a range of roles; having a varied repertoire of styles. Activities include: learning a poem by heart; debates, speeches and questioning.

Activities of ‘making’, ‘performing’, ‘responding’ and ‘directing’ take place as part of English lessons throughout the course. Dramatic set texts are performed in class. Students write and perform their own scripts. Every class has a specialist drama lesson once per cycle.

Extend: Learn one of the ‘Poetry by Heart’ poems Develop one of these activities to enter a debating or public speaking competition (internal and external) Join The Forum (Junior Debating) Throughout the year

Extend: Join Junior Drama Club or audition for a School drama productions – including the Lower School Play and the Perse Players Write a short play for performance by peers Attend theatre productions in Cambridge / London Throughout the year

Literacy

Library, Research, Study and ICT

Specialist Literacy lessons take place once-percycle with the Head of Learning Support. Extensive material is covered at ‘word’ (including spelling and vocabulary), ‘sentence’ (including parts of speech and punctuation) and ‘text’ levels to ensure that basic aspects of literacy are in place to support learning in English and across the curriculum. These lessons also provide an opportunity for individuals’ particular needs to be identified and supported. Extend: Join Spelling club or enter a spelling competition Complete Literacy exercises available on SharePoint

Throughout the year

 Year 7 Library Scheme lessons take place once-per-cycle with the English teacher (supporter by the Librarian).  Students create an animation or a short film.  Examination technique, study skills, essay planning and written structure.  Creating a Microsoft Word document; checking spelling and grammar; text formatting.  The nature of plagiarism; referencing and bibliographies. Extend: Read extensively from the Lower School reading list Attend Library author visits Join a local library and keep in touch with their activities Throughout the year

Year 7 French       

Me, my friends and my family Greetings  Introduction to French phonics Introduce yourself (name, age, birthday)  Vocabulary learning skills Describe yourself physically  Possessive adjectives (mon/ma/mes) Talk about your personality  Present tense of s’appeler (to be called) Describe your family members  Present tense of être (to be) and avoir (to have) Write to a penfriend  Adjectival agreement Extension: talk about how you are feeling, your  Numbers and dates pets, how you get on with family members  Extension: idioms, être / avoir in other tenses, intensifiers, linking words

Extend: Try the extension levels on Memrise or Quizlet / research and write a description of a French celebrity Usual term: Michaelmas (weeks 1-11)

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Find out about school life in France Describe your school Talk about school buildings and facilities Describe the school day and activities Give opinions on school subjects Extension: describe teachers

School    

Present tense of –prendre verbs Present tense of –er, -ir and –re verbs Revision of adjectival agreement Extension: idioms, complex opinion phrases in different tenses, comparatives, direct object pronouns (le/la/les)

Extend: Compare school life in France and the UK / make a video about The Perse / design your ideal school Usual term: Michaelmas (weeks 12-14) and Lent (weeks 15-20)

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Hobbies and sports Talk about your free time activities  Revision of regular present tense Give opinions on different sports, musical instru-  Present tense of faire and aller ments and other hobbies  Using à and de with the definite article Talk about what you are going to do in your free  Near future tense time at the weekend or in the summer  Time and frequency phrases Extension: learn about traditional French sports,  Extension: idioms, jouer/faire/aller in different famous French teams and atheletes and welltenses known French sporting events

Extend: Research a French sport, team, athlete or event / play pétanque / enter the Oxford French flash fiction competition Usual term: Lent (weeks 21-28)

*After school exams, Year 7 students do a project in French, bringing together all of the language they have learned over the year. Past projects have included a French song competition and presentations on famous French people and events. This year’s project will be around the theme of clothing and fashion.

Year 7 Geography Introduction to Geography What is Geography? Human, Physical, Environmental Geography Locational knowledge, including countries and continents

Microclimates Project Understanding of weather and climate Map skills Fieldwork enquiry Process Fieldwork data collection skills and data presentation

Extend: Read a newspaper and work out which articles are human, physical or environmental geography. Why have you chosen these? Perfect your skills on our combatting geographical ignorance challenges.

Extend: create your own weather station by making a weather vane to measure wind direction and a rain gauge.

Usual half-term: Michaelmas 1

Usual half-term: Michaelmas 2

Tropical Rainforests Plant adaptations Animal adaptations Deforestation The Amazon

The Nuclear Debate Global energy mix Benefits of nuclear energy Negatives of nuclear energy Chernobyl, Fukushima and Hinkley Point C

Extend: Write an argument for deforestation on the part of a logging firm.

Extend: Explore the impacts of some of the worldâ€™s nuclear disasters: Chernobyl, Three Mile Island, Fukushima.

Usual half-term: Lent 1

Usual half-term: Lent 2

East Anglia Coastline Coastal processes Waves and tides Coastal landforms Issues arising from coastal erosion and its impact on people and places

Hunstanton Fieldtrip Fieldwork skills â€“ measuring cliff profiles, sediment size, wave frequency. Data presentation skills Evaluating fieldwork techniques

Extend: Use Google Earth and the series of historical aerial maps to look at coastal change overtime.

Extend: Use digimaps to look at different coastlines and plan your own virtual fieldwork

Usual half-term: Summer 1 &2

Usual term: Summer 2

Year 7 History – Power and Protest Seeing the World Differently Could medieval rulers always do whatever they wanted?

Could ordinary people challenge those in power? Rats and rebels? An overview of ordinary life in the period 1066-1509

An overview of the period 1066-1509 looking at the role of monarchy and power. What makes a good medieval ruler? Case studies: 1. Stephen versus Matilda 2. Henry II and Becket: Church and State in England, relationship and dispute between Henry and Becket leading to the infamous murder of Becket 3. King John, including the reasons for his struggles with the barons and the signing of the Magna Carta Extend: Consider the historical legacy of the Magna Carta and other constitutional documents https://www.whitehouse.gov/about-the-white-house/theconstitution/ and compare them and their significance to the Magna Cartahttps://www.bl.uk/magna-carta

Usual half-term: Michaelmas 1

History around us –Who was the Ipswich Man?

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What do the facts that we have gathered about the Ipswich Man tell us about England during the thirteenth century? Should his presence in England impact on our view of the ethnicity of medieval England? How so? If the Ipswich Man is one of the four Saracens mentioned in the Flores Historiarum what happened to the other three Saracens?

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Key features of a medieval manor Peasant Life Life in medieval towns The Black Death reasons and consequences The origins and key events of the Peasants’ Revoltdebate on its’ significance The consequences of the Peasants’ Revolt

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Extend: Using the Domesday Book Online https://www.opendomesday.org/ - research your own (or a nearby) village in the 11th century. Extend: Consider the debate behind the science of the Black Death: what actually caused it? The plague pits in Norwich are well worth a visit. Usual half-term: Michaelmas 2

Case study: The Crusades- Power hungry nobles or faith inspired knights?     

Why did the First Crusade happen? Was the First Crusade about the power of both the Islamic world and the papacy? Were the princes motivated by religious beliefs or by the chance of gaining power? What does the Peoples’ crusade tell us about the motives behind the crusade? Can the crusades teach us about power in the middle ages?

Extend: BBC documentary Ipswich Man

Extend: History extra YouTube channel has a number of excellent videos on the First Crusade

https://www.youtube.com/watch?v=DOUgpU8R2cc

https://www.youtube.com/watch?v=HIs5B2U7US0

Usual half-term: Michaelmas 2 and Lent 1

Can an individual change the course of history?

Usual half-term: Lent 2

Challenging authority project

Case studies: Henry V and Agincourt- power in an international context with a focus on warfare and the 100 years’ war Joan of Arc – maid of Orleans; how can one person influence events?

Some possible areas of study: French Revolution American War of Independence Individual challenging authority or established ideas e.g. Wilberforce

Extend: BBC iwonder has some excellent material on all matters history including Agincourt http://www.bbc.co.uk/guides/zsxr82p National archives on Agincourt http://www.nationalarchives.gov.uk/agincourt/

Extend: BBC on interpretations of Wilberforce https://www.bbc.com/bitesize/clips/zm2gd2p National archives French Revolution https://www.bbc.com/bitesize/clips/zm2gd2p American War of Independence https://www.bl.uk/the-american-revolution/articles/the-warof-independence

Usual half-term: Summer 1

Usual half-term: Summer 2

Year 7 Latin Language skills By the end of Year 7, pupils will have learned about tenses and persons of verbs and the number and cases of nouns. Quite apart from giving pupils rules about how Latin works, we hope to explore the way that all languages operate. We read Latin stories from Cambridge Latin Course Book 1 and begin to translate English sentences into Latin using a departmentally-produced workbook.

Life in Pompeii As well as introducing key aspects of the Latin language, we will be finding out a lot about life in the city of Pompeii.

Extend: Can you apply the grammatical knowledge you have gained about Latin to help you understand the way English works? Do nouns and verbs in English ever behave like Latin ones do?

Extend: Visit sites and museums: Colchester Castle, the Museum of London and Verulamium Museum (St Albans) will give a feel for daily life in Roman times.

Throughout the year

Vocabulary During Year 7 pupils learn 250 Latin words from the 12 end-of-stage checklists in Cambridge Latin Course Book 1.

Mythology Many children have become familiar with Greek and Roman mythology during their time at primary school, and we hope to extend that knowledge during the Year 7 course.

There are links to a wide range of additional information in the CLC Book 1 pages at www.cambridgescp.com

Many pupils and parents find it helpful to use the online vocabulary tester available at www.cambridgescp.com Extend: What English words are derived from the Latin words learned during Year 7? Are there similarities between Latin words and words in other modern languages?

Extend: Enjoy the re-told myths available to listen to online at http://classictales.educ.cam.ac.uk/stories/. Myths may also feature at our YEAR 7-9 Classics club “Acropolis” which we hope you will attend!

Throughout the year

Latin as a spoken language Latin is notoriously considered a “dead language” but we try to give it new life in lessons by reading it aloud. We discover that “v” was pronounced like a “w”, and that “c” was pronounced like a “k”!

The Classical Legacy Throughout the year we hope to make pupils aware of just how much of an impression the ancient world has made on the modern world – from architecture to philosophy, and from drama to languages themselves!

Extend: Take part in the local Classical Association Junior Reading Competition and join the cast for our entry to the annual Ludi Scaenici drama competition!

Extend: Explore the local Classical possibilities in Cambridge, including the collections at the Fitzwilliam Museum and Museum of Classical Archaeology, and by looking for neo-classical architecture (e.g. Downing College).

Usual half-term: competitions in Lent 2 and Summer 1

Throughout the year

Year 7 Maths Angles Angles in a triangle add up to 180ď‚° Vertically opposite angles are equal Alternate angles are equal Corresponding angles are equal Interior/supplementary angles add up to 180ď‚°

Algebraic Notation Simplifying expressions e.g. 3đ?‘Ľ Ă— 4 = 12đ?‘Ľ, 2đ?‘Ľ Ă— 3đ?‘Ľ â‰Ą 6đ?‘Ľ 2 , (3đ?‘š)2 â‰Ą 9đ?‘š2 e.g 2đ?‘Ľ + đ?‘Ľ = 3đ?‘Ľ, 5đ?‘? + 2đ?‘‘ + 3đ?‘? = 8đ?‘? + 2đ?‘‘

Extend: What can you find out about the history of angle measurement? Why and when was the circle graduated into 360 degrees? Are there other angle measurement systems?

Extend: Can you recognise which mathematical operations are implied by the words in questions? Try these problems to test yourself: http://nrich.maths.org/9327

Usual half-term: Michaelmas 1

6đ?‘&#x; 2

Simplifying simple algebraic fractions 2đ?‘&#x; = 3đ?‘&#x; Understanding and substituting into expressions e.g. Evaluate 5đ?‘? âˆ’ đ?‘? 2 if đ?‘? = 3

Fractions Simplifying fractions and putting them in order

Balancing Equations Be able to form an equation from a statement

Adding, subtracting, multiplying and dividing fractions including mixed numbers.

Be able to solve equations using the balancing method including where the unknown appears on both sides of the equation

Extend: When were fractions first used? Investigate their history. How does the equation 2đ?‘Ľ âˆ’ 3 = 0 â€˜showâ€™ that fractions are an extension of integers? Usual half-term: Michaelmas 1

Extend: Find out about the origins of the equals sign (and Robert Recorde). Why is it useful to have an â‰Ą sign for identically equal? What other symbols do we use in Maths? Usual half-term: Michaelmas 1

Decimals Converting between fractions and decimals Multiplication and Division by 10, 100, â€Ś Multiplication and division of two decimals Addition and subtraction of decimals

Number Bases Convert between base 10 and base 2/5/8

Extend: Investigate binary decimals. What would the base-10 decimal 0.25 be in binary? How about 0.1? What is an irrational number â€“ can you find one between 0 and 1? Usual half-term: Michaelmas 1

Extend: What base is hexadecimal and what symbols does it use?

Patterns Finding algebraic rules from picture sequences or from simple tables

Statistics Mean, mode, median and range Creating bar charts, and dot plots Making hypotheses Using bar charts, dot plots and pie charts to compare distributions

n Sequence

1 10

2 14

3 18

â€Ś â€Ś

Be able to add and subtract numbers in base 2/5/8/10

Usual half-term: Michaelmas 2

Rule for nth term = 4đ?‘› + 6 Extend: Investigate the fascinating Collatz conjecture. Take any whole number. If even then halve, if odd then triple and add one. Continue. What do you find? Usual half-term: Michaelmas 2

Extend: Find a set of data on a topic that interests you on the internet (e.g. formula one lap times) and see what analysis/graphing you can do using a spreadsheet. Usual half-term: Michaelmas 2

Percentages Non calculator methods for: Finding percentage of amounts Calculating percentage increase and decrease Conversion between decimals, percentages and fractions Reflection Rotational symmetry

Symmetry Axes Reading and plotting coordinates Negative coordinates Lines of Symmetry

Extend: Tabloids often use headlines designed to make the news seem dramatic and exciting- can percentages quoted be trusted? Visit https://nrich.maths.org/12172. of proportion and aesthetic beauty. Was it used in the design of the Greek Parthenon? Usual half-term: Michaelmas 2

Extend: The golden ratio is an important number that has often been connected with ideas

Negative Numbers Understanding & using number lines e.g. â€“4 â€“ 6 and 3 â€“ â€“4 Adding and subtracting negative numbers Multiplying and dividing with negatives BIDMAS order of operations e.g. 2 + 3 Ă— â€“4

Area and Perimeter Area/Perimeter of rectangles, triangles, parallelograms and compounds of these

Usual half-term: Michaelmas 2

Conversion of units e.g. đ?‘š2 ďƒ đ?‘?đ?‘š2 Finding a missing side given area or perimeter

Extend: Read the nrich article: http://nrich.maths.org/5961 In particular, consider Brahmaguptaâ€™s (India 598 - 670) statement that â€œA debt subtracted from zero is a fortune.â€? Usual half-term: Lent 1

Algebraic Manipulation Number machines / functions (inputs & outputs) Expanding and factorising a single bracket e.g. 2đ?‘š âˆ’ 6 = 2(đ?‘š âˆ’ 3)

Extend: Find out about the Sierpinski triangle. Find the area of the third pattern in the sequence? Also look at the Koch snowflake with a limit to its area but no limit to its perimeter. Usual half-term: Lent 1

Factors Prime Numbers Finding factors and making factor trees Highest Common Factors E.g. HCF(70, 28) = 14 Lowest Common Multiples E.g. LCM(8,6) = 24 Is 97 prime? What is the first prime after 1000?

Extend: In Maths, different shapes of brackets are used for different purposes. Can you find out what { }, [ ] and < > are used for? Usual half-term: Lent 1

Extend: Investigate the proof that there is an infinite number of primes. Try out Euclid's algorithm for finding highest common factors. Find out about perfect and happy numbers. Usual half-term: Lent 1

Ratio Understanding and simplifying ratios

Working Systematically - Permutations Solve a variety of problems using mathematical techniques in a systematic way

Sharing in a given ratio Practise enumerating all the possibilities Comparing two ratios E.g. which paint mixture is strongest? Extend: Metrodorus, 310 AD asked â€œIf Demochares has lived one-fourth of his life as a boy, one-fifth as a youth, one-third as a man, and has spent thirteen years in his dotage. How old Usual half-term: Lent 2

Extend: In how many ways can a pound (value 100 pence) be changed into some combination of 1, 2, 5, 10, 20 and 50 pence coins? Explore further at http://nrich.maths.org/754 Usual half-term: Lent 2

Solving Harder Equations Solving harder linear equations, such as those involving brackets and fractions

Estimation Rounding to 1 or 2 decimal places Rounding to 1 or 2 significant figures Estimation using rounded values

Extend: Find out about the Persian mathematician AlKhwarizmi, his work and the meaning of al-jabr. What is a quadratic or cubic equation? Can you solve any? (2sf). Usual half-term: Lent 2

Extend: Why in industry might you need to be very careful when calculating with rounded numbers? Investigate error bounds e.g. for the area of a rectangle 6.2 cm by 3.8 cm (2sf). Usual half-term: Lent 2

Quadrilaterals Properties of square, rectangle, parallelogram, trapezium, rhombus and kite

Construction Practise using a protractor, compasses and ruler accurately

Angle sum of a quadrilateral

Construct triangles and quadrilaterals accurately

Plotting quadrilaterals with coordinates. Extend: Can you use the properties of quadrilaterals to complete an unfinished quadrilateral? http://nrich.maths.org/11234

Extend: Construct a variety of mystic roses and investigate their properties by following the instructions here: http://nrich.maths.org/6703

Usual half-term: Summer 1

Surface Area and Volume Cuboids: finding surface area and volume

Drawing Plan, front and side elevations for 3D objects

Converting between volume units (e.g. 712400 cm3 = ? m3).

Oblique and isometric drawing techniques

Some simple compound 3D shapes. Extend: Humans are not always so good at estimating in 3D. For instance, if all the human blood in the world was contained in a single vat, what dimensions would the vat be? Usual half-term: Summer 1

Extend: We are used to the idea that objects which are further away appear smaller. Investigate linear perspective drawing which uses vanishing points to achieve this. Usual half-term: Summer 2

Functions and Graphs Using a table to plot an equation like đ?‘Ś = 2đ?‘Ľ + 1 on an x-y axes.

Number Bases

Being able to work out the equation from the graph. Extend: What relationship can you find between the equations of two perpendicular lines? Usual half-term: Summer 2

Year 7 Music African Music Create syncopated polyrhythms in the style of West African drumming Learn about performing techniques on the djembe

Keyboards and Triads Understand triads Learn a short piece of music to perform on the keyboard Compose a fanfare using notes of the triad

Extend: Explore the music of Steve Reich, investigating the influence of West African drumming.

Extend: Compose a march melody that modulates to another key. Explore different accompaniment styles.

Usual half-term: Michaelmas 1

Usual half-term: Michaelmas 2

Early Music: Pavan and Galliard Perform a Medieval song in canon Explore the instruments used in the Medieval and Renaissance periods Perform a Renaissance Pavan and Galliard

Instruments of the Orchestra Identify instruments of the orchestra Understand how sounds are produced and modified Orchestrate a simple melody for a family of the orchestra

Extend: Embellish melodies in a Renaissance style. Compose a Pavan and Galliard.

Extend: Explore how instruments have developed over time. Orchestrate a short piano piece for Classical orchestra.

Usual half-term: Lent 1

Scales, Textures and Timbres from around the World Identify instruments, textures and scales found in the music of Japan, India and Indonesia Compose a piece based on these features Extend: Explore how composers have been influenced by World Music. Usual half-term: Summer

Usual half-term: Lent 2

Year 7 Physical Education Basketball Establish a base of SAQ skills for athletic development including how to warm up and cool down

Gymnastics Building towards floor routines Floor movements including balances, sits and rolls Counter balance Combining movement and counter balance floor routines together

Gain an understanding of the basic skills and techniques in basketball Shooting Passing Dribbling Ball protection

Finishing with full performance

Extend: Lower school basketball club.

Extend: Gymnastics club and the opportunity to perform in a Lower School or extra-curricular assembly.

Usual half-term: Michaelmas 1

Usual half-term: Michaelmas 2

Badminton Understanding of singles/doubles court

Dance Learn the dance elements of body, space, and relationships

Building repertoire of shots Choreograph and perform a dance using a range of dance elements

Forehand drive Forehand over-head clear Forehand smash Short serve

Use the dance elements of body, space, and relationships within an â€˜Olympicsâ€™ theme.

Tournament style play Extend: Extra-curricular doubles tournament and the history of Badminton.

Extend: Dance club and a Y7 dance competition with the opportunity to perform in an extra-curricular assembly.

Usual half-term: Lent 1

Usual half-term: Lent 2

Athletics Gaining a technical understanding of a range of track and field events including: Endurance: 800m/1500m Throws: Discus Jumps: Long Jump Extend: Athletics club at lunchtimes and competing for the school as a member of the Y7 athletics team. Usual term: Summer

Year 7 PER Can you think and write like a philosopher?

How important are symbols?

The most effective way to talk

What is a sacred space?

What is morality?

Inspirational buildings

Absolute vs Relative morality

How is symbolism used in sacred spaces?

Deontology vs Consequentialism

What are relics?

Extend: Watch an episode of ‘The Big Questions’, BBC, available online. Think about whether the discussion you see on this programme is effective. Why? Use your checklist to help.

Extend: Visit the Fitzwilliam Museum in Cambridge to have a look at some of the wonderful Islamic pottery. Find out what the lack of perfect symmetry in Islamic art symbolises.

How religious is Christmas?

Buddhism – Can we solve suffering?

Materialism and Christmas

Who is Siddhartha Gautama?

The origins of Christmas

The Four Noble Truths and the Eight-Fold Path

The Christian meaning of Christmas

The Good Life and the Middle Way

How religious is Britain? How religious is the world?

Karma Meditation and Suffering

Extend: Have a look at the website below to find out more about the origins and meanings behind some of the wellknown Christmas carols. http://www.bbc.co.uk/religion/religions/christianity/christma s/carols_1.shtml

Extend: Visit the Buddhist centre in Cambridge to learn more about Buddhism. If you prefer, use this online resource to research a bit more on Buddhism https://thebuddhistcentre.com/frontpage

End of Year Research Project Students will choose from a range of philosophical and religious topics, including questions such as ‘Is war ever ‘just’?’ and ‘What can we use animals for?’ We will spend a number of lessons learning research skills and developing understanding of the chosen topics, including gathering case studies, and will present our research on these challenging questions in a range of creative or written tasks.

Year 7 Physics Measuring and Recording What is Physics? Why is measurement important? How to use equipment accurately and precisely How to record data clearly and correctly

Newtonâ€™s First Law What is a force? What do forces do? Examples of forces What happens when forces combine? Balanced and unbalanced forces Drawing force diagrams

Extend: Find out about a famous physicist. How do we define one metre? How has the definition of a metre changed? How do we measure time? Is time the same for everyone? What is the worldâ€™s roundest object and how might it help us define the kilogram?

Extend: Can you think of examples of objects which exert a force on each other without touching? How can this happen? Force is a vector quantity: what does this mean and why is it important? How important was Galileo to our understanding of forces? How important was Newton to our understanding of forces? What do Newtonâ€™s Second & Third Laws tell us? How did Einstein modify Newtonâ€™s Laws of Motion? Usual half-term: Michaelmas 2

Usual half-term: Michaelmas 1

Relationships How can we use graphs to present & analyse data? Proportionality Mass and weight Stretching springs Friction

Equations Equation â€“ Rearrange â€“ Substitute â€“ Answer â€“ Unit

Extend: Are astronauts in orbit really â€˜weightlessâ€™? How would plants be different on a planet with a smaller gravitational field strength? What do we mean by friction? How can you make the force of friction bigger or smaller? Why donâ€™t knots come undone? Why do shoelaces come undone?

Extend: Would Hookeâ€™s law work in compression as well as tension? Do rubber bands obey Hookeâ€™s Law? If there was a hole all the way from one side of the Earth to the other and you dropped an object in from one side, would it fall all the way through?

Usual half-term: Lent 1

Usual half-term: Lent 2

đ?‘¤đ?‘’đ?‘–đ?‘”â„Žđ?‘Ą = đ?‘šđ?‘Žđ?‘ đ?‘ Ă— đ?‘”đ?‘&#x;đ?‘Žđ?‘Łđ?‘–đ?‘Ąđ?‘Žđ?‘Ąđ?‘–đ?‘œđ?‘›đ?‘Žđ?‘™ đ?‘“đ?‘–đ?‘’đ?‘™đ?‘‘ đ?‘ đ?‘Ąđ?‘&#x;đ?‘’đ?‘›đ?‘”đ?‘Ąâ„Ž

Hookeâ€™s Law for springs đ?‘‘đ?‘’đ?‘›đ?‘ đ?‘–đ?‘Ąđ?‘Ś = đ?‘šđ?‘Žđ?‘ đ?‘ â „đ?‘Łđ?‘œđ?‘™đ?‘˘đ?‘šđ?‘’

Modelling Properties of solids, liquids and gases Linking macroscopic observation to microscopic explanations The importance of models in Physics How experimental evidence helps models develop

Investigations Independent, dependent & control variables The concept of a â€œfair testâ€? Methods and Diagrams Accuracy, Reliability, Precision and Validity Drawing conclusions from data

Extend: If you cut a material into two pieces how would this affect the density of each? What can you find out about different crystal structures? How do crystal structures affect the properties of materials? Why do ice cubes crack in your drink? Why does hot air rise? Why are bubbles spherical?

Extend: A darts player threw three darts which landed close together in the twenty segment of the board. This result was described as reliable but not accurate: how can this be? Can you float a paperclip on water? On other liquids? Google â€˜kitchen physics experimentsâ€™ to find the Naked Scientists Website and try a home experiment!

Usual half-term: Summer 1

Usual half-term: Summer 2

Year 7 PSHE education Living in the wider world -

Adapting to a new school environment

Building organisational skills and homework skills

Extend: Students can use the mentalhealth.org.uk website to help them think more about managing their transition and organisational skills https://www.mentalhealth.org.uk/sites/default/files/movingon-top-tips-for-pupils.pdf

Relationships -

Internet and mobile safety

Resolving conflict

Families

Extend: Read Daniel Shapiro’s “Negotiating the Nonnegotiable: How to Resolve Your Most Emotionally Charged Conflicts Paperback” 2017

Michaelmas 1

Michaelmas 2

My physical wellbeing

Relationships -

Managing peer pressure

building positive friendships

Building a community with zero tolerance of bullying

Extend: Read Matthew Walker’s “Why We Sleep: The New Science of Sleep and Dreams”

Building good sleep habits

Road and cycle safety

Fire safety

Water and Sun safety

Food, water and exercise

Extend: Create a weekly meal plan for a budget Create a water, food and exercise journal

Create a sleep diary Lent

Summer

Year 7 Spanish Talking About Yourself Greetings Imperatives The alphabet Forms of address Family members Articles Dates Gender of nouns Birthdays Regular verbs Pets Nationalities Tener Languages Ser Describing people Adjectives Classroom instructions Possessives The use of capital letters Quantifiers Conjunctions

School and Daily Routine Adjectival agreement School subjects Regular verbs Opinions Radical-changing verbs Telling the time Gustar School facilities Ir School uniform Comparison of schools in different countries Weather Free time Daily routine Weekend activities

Extend: Where is Spanish spoken in the world? Find out about its history and current status in the Philippines, Equatorial Guinea and Western Sahara.

Extend: Find out about traditional sports in Spanish-speaking countries, starting with Basque pelota and Mexican charrería.

Usual half-term: Michaelmas 1

Usual half-term: Michaelmas 2

Daily Routine and Free Time Telling the time Expressions of time Weather Reflexive verbs Free time Daily routine Weekend activities

Where You Live Saying where you live Ordinal numbers Giving and understanding Ser and estar directions Adverbs of frequency Rooms in the house Gender of new words Describing your bedroom Giving your opinion about where you live

Extend: Have a look at https://www.primelocation.com/overseas/property/spain/ and find out how Spanish homes are different from ours.

Usual half-term: Lent 1

Usual half-term: Lent 2

Saying what you eat at different mealtimes Food you like and dislike Saying what is healthy Asking for food icafés Talking on the phone

Food Comparative adjectives Tú and usted

Holidays Means of transport, Immediate future accommodation and fa- tense cilities Adverbs Making reservations Holiday activities Pen pal letters with Madrid exchange partners

Extend: Translate your parents’ next shopping list into Spanish and use the supermarket website www.alcampo.es to find out how much it would cost in Spain.

Extend: Which are the biggest tourist attractions in the Spanish-speaking world? In what ways do you think the local population benefits from them?

Usual half-term: Summer 1

Usual half-term: Summer 2

Lower School Research Research, Enquiry and Scholarship at The Perse A spirit of enquiry is at the heart of a Perse education and pupils are encouraged to develop their research and investigation skills through the core curriculum and an exciting programme of research opportunities beyond the classroom. Together, these enable pupils to develop confidence in information literacy (both digital and 'traditional'), written and verbal communication skills and project management. In engaging with these opportunities pupils will see their research skills and understanding of the research process progress towards full 'university-readiness' by the end of Year 13.

In Year 12 all pupils undertake either an internal Rouse Award Research project or instead choose to complete the demanding and fulfilling EPQ (Extended Project Qualification) which is equivalent to half an A Level. Either project will assist in supporting further education course applications. In Year 10 pupils can join the HPQ (Higher Project Qualification) programme, a more formalised, externally assessed research qualification which stretches them intellectually and personally as they work towards a more developed research assignment. In Year 9 pupils can enter the Perse Research essay competition, an internally assessed 1500 word essay competition which is organised by the Research Prefects. In Year 8 pupils can work towards the Perse Project Qualification (PPQ) where they have a go at an independent research project. They will work one-to-one with a supervisor to hone their skills and ideas as they produce a 1500 word project. In Year 7 pupils have an independent study homework slot. One of the options is the PRSQ (Perse Research Skills Qualification), which is an online module course introducing and teaching key research skills as a framework to build on as they move up the school.

The Perse Research Model At The Perse students learn about the process of conducting research through The Perse Research Model (left). The Perse Research model is a 5-stage model surrounded by the continual need to reflect on the process and communicate what they have found. They learn that research is a creative but also systematic process. As students engage with the research opportunities in the school they will progress they will develop their skills at each stage in the research model.

Year 7 Independent Study Homework After the homework induction period in the Michaelmas first half-term, Year 7 pupils will find one slot on their timetable each week devoted to 'independent study'. The purpose of this slot is to give pupils some space and time each week to pursue something for interest and intellectual challenge. Pupils have 4 main options to choose from in the way they use this slot. All have value, and which one a pupil opts for should be led by his or her sense of their own interests and capabilities informed by discussion with parents and the pupilâ€™s form tutor. It is an entirely free choice, as long as an active choice takes place. Independent Study Options: 1. To undertake the PRSQ (Perse Research Skills Qualification) â€“ an online 3-module course teaching key research skills, to aid all research further up the school (see below). 2. To undertake one or more subject-based extension activities, chosen from those outlined in this curriculum booklet, or upon individual initiative and discussion with a subject teacher. 3. To undertake wider reading - ideally getting some stretch by choosing a genre or reading level that is different to the books a student reads regularly for pleasure. 4. To undertake some targeted and planned consolidation activities to increase depth of understanding of a curricular subject. The independent study homework options will be launched and explained to pupils at an assembly, and they will then have an opportunity to discuss these with parents and form tutors before making a commitment. PRSQ (Perse Research Skills Qualification) The PRSQ gives students an introduction to key academic research skills. The aim is for students to learn and develop research skills, to prepare them for the PPQ in Year 8 and to improve studentsâ€™ ability to research effectively as they move up through the school in their curricular work. It is an online 3-module course. Each module involves watching a video, completing a couple of tasks and then passing the end of module quiz. Module 1 looks at the definition and process of research, and how to use the Rouse library effectively for research. Module 2 is on smart online research; how to use the internet effectively when searching for sources and knowing how to assess their reliability. Module 3 is on smart reading and note taking. Students will learn how to read a book or article to extract the key information, without having to read every word, and learn different effective note taking skills. Therefore the PRSQ has value not only to those pupils who may already display some confidence in these skills but also those who would benefit from developing them and for whom this might have knock-on benefits in their curricular work. In the summer term pupils' achievements are celebrated at a research garden party where, as well as having the chance to enjoy seasonal refreshments, pupils meet with expert members of staff and Year 8 pupils who completed a PPQ. The Year 8 pupils will reflect on their experience of undergoing a research project and share what they learnt.

The Lower School summer research garden party

Embedded ICT Skills Year 7 pupils join with different levels of ICT experience, depending largely on their previous school and their own interest. Digital skills are essential in secondary school, further study and the workplace and therefore we want to ensure all of our students have a solid, practical grounding in ICT. At The Perse, Computer Science is its own subject in the main curriculum but this is very different from ICT skills and covers the science behind computers, for example how data is stored/manipulated and how to design and test algorithms.

NOTE: Mastering touch typing and improving your typing speed (aim for 50+ wpm) is of benefit to all ages and we encourage students to make use of www.typingclub.com

ICT skills, however, are the practical ones regarding how to use a computer and its major software and applications. All Perse departments take responsibility for delivering ICT through their own subject-based content. A skills feedback exercise is then conducted during summer term internal exams week in which students complete a short series of tasks to gain feedback.

Word Processing

Spreadsheets

On Microsoft Word:  Create and save a simple document  Use automatic spelling/grammar tools  Use basic text formatting (font-size, font-style, super/sub-script)  Apply bullet points/numbering  Align paragraphs (left/right/justify)  Change portrait/landscape orientation  Cut, copy and paste (text/images)  Add images, crop and format  Add textboxes and set wrap-options for textboxes, shapes or images  Add headers and footers (inc. page numbers)  Create simple tables and configure table/column sizes and borders  Apply heading styles

On Microsoft Excel:  Enter text and numbers into cells  Format cells: bold, italic, underline  Align cell content to left, right or centre and also set vertical alignment  Use borders and fill colours in cells  Insert or delete rows and columns  Adjust the width of columns/height of rows  Sort data  Add and customise bar graphs or pie charts  Use simple formulae e.g. = 2*B3 + 3*A3  Cut/Copy/Paste formulae between cells  Use built in functions including sum & average

 Use subscript and superscript File and Folder Management In a File Explorer:  Create suitably nested folders with meaningful names to support organisation  Drag/drop and cut/copy/paste files with keyboard shortcuts to change location On OneDrive and/or Google Drive  Logon to office.com and drive.google.com and access their cloud files in a browser  Connect home computers to their OneDrive using the synch tool and sign-in options in Microsoft Office

Presentation software On Microsoft PowerPoint:

 Add and remove slides  Format slide layout  Enter and format text (font style and size + bold, italic, underline)  Add images to a presentation (inc. cut, copy, paste, rotate, crop)  Apply slide transitions and timings  Use slide ‘themes’ (backgrounds)  Run slideshows and use annotation tools  Adjust print settings to change print options e.g. notes or slides per page

OneNote & Learning environments  Use OneNotes provides by class teachers as digital textbooks and exercise books on the shared area of their http://onedrive.com  Access homework, assignments, quizzes and class updates on our virtual learning environment on https://perse.schoology.com  Use the schoology notifications options (top right) to immediately access recently added files and to control email notifications

Email applications  On Microsoft Outlook:  Create and send an email to a school teacher from the address book  Understand basic email etiquette  Add attachments to emails  Understanding Forward, Reply and Reply all  Create folders in their inbox and know to file emails into them

 If appropriate, download the OneNote, OneDrive and Schoology apps for use on a mobile device or tablet

Internet research skills  Use the Perse online research area at www.perse.co.uk/staff-pupil-area/ to access Britannica, OED and other research tools and image databases  Know what plagiarism is, why it is wrong and how to avoid it  Know how to reference a book or a website in their work  Have awareness of other search engines apart from Google e.g. DuckDuckGo, Wolfram Alpha  Consider the reliability of different sources of information found online including validity, accuracy and bias  Understand and show awareness of the importance of staying safe on the internet, protecting personal data/identity and reporting concerns



Additional tools (not assessed)

 On PhotoShop or Paint Shop Pro:  Complete a simple overview of the canvas, layers and toolbox as appropriate for Art/Design On online mapping:  Make practical use of digimaps for schools, streetview & google earth On Logic Pro / Sibelius:  Complete music specific learning

Where next? This scheme will continue into Years 8 and 9 but students are also able to pursue full ICT skills certification at a time that is right for them. The Perse is a Registered Certiport Centre which means that students can take Microsoft online certification exams on site. Training can be best accessed by students coming to Digital Literacy Club any Thursday lunchtime and telling Mr Baker (pdbaker@perse.co.uk) or Mr Gwilt (djgwilt@perse.co.uk) that they would like to start ICT certification training. The training materials can be accessed on site but can also be downloaded at home assuming the corresponding version of Microsoft Office is also installed at home. Following training, we recommend all students take the opportunity to complete Microsoft Office Specialist certification over their time at the school by completing at least the Word, Excel and PowerPoint modules. These are free to take whilst at the School due to our annual subscription programme.

Wider Reading Lists – Lower School Reading is not just a product of intellectual curiosity, but stimulates it, and all Perse pupils are encouraged to read as diverse a range of texts as possible during their time at the school. Reading can be one of life’s great pleasures, and it is important that pupils read books that they enjoy, but it is also a way of developing new interests, understanding and skills when books that may fall outside someone’s normal ‘comfort zone’ are tackled. As a general guide, pupils are encouraged to find some balance between fiction and non-fiction and to try new and different genres at some point over the course of a year.

There are numerous events and activities throughout the school year to involve pupils in celebrating their love of reading – visiting authors, competitions and book groups to name just a few. Many of these bring together pupils from multiple year groups (Covid measures permitting!), but there are also many age-specific opportunities ranging from those targeted at our newest school joiners to those applying to university. All pupils are encouraged to set aside some time each week to read – even half an hour provides valuable relaxation and intellectual interest.

The Rouse Library holds a wide and diverse range of books (in both traditional and now digital format) which go well beyond the subject reading lists and recommendations (although these can be a great place to start). Ms Alboni and Mrs Suman-Chauhan have a wealth of experience advising young readers and always welcome a conversation with pupils, whether seasoned library users or less confident readers. Subject teachers and departmental literacy coordinators can also make helpful recommendations of texts that would be at the right reading level for a particular pupil and will help them indulge their interests further. A reluctant reader is usually one who hasn’t found the right type of book yet!

The following tables highlight certain titles which may prove interesting or stimulating within a context of wider reading. These include a variety of types of text then including some fiction within each subject area. Whilst departments have made every effort to filter the texts listed here, please apply the usual parental judgement when selecting books for students to purchase or borrow – some books will have been included on the recommendation of others or third parties.

These books can be requested at The Rouse Library. Students will also be given details on our new Sora ebook service which contains a selection of these texts to borrow that will build up over time. Dedicated e-readers (such as the Kindle) also have certain advantages over tablet/mobile reading, particularly in that that they are not typically back-lit and so are easier on the eyes. Many of the following books can also be purchased at reduced rates on e-book stores.

Wider Reading Lists – Lower School Art        

Wendy Beckett: The Story of Painting Peter Dormer: The Art of the Maker Susie Hodge: 50 Art Ideas You Really Need to Know Anthony Janson: History of Art for Young People Stephen Little: Isms: Understanding Art Andy Tuohy: Great Modern Artists Phaidon: The Twentieth Century Book of Art Thames & Hudson: Van Gogh’s Letters

Biology         

Chemistry      

Simon Basher: The Periodic Table (Elements with Style!) Simon Basher: Chemistry – Getting a Big Reaction Jack Challoner: The Elements Roald Dahl: George’s Marvellous Medicine Theodore Gray: Molecules Simon Mayo: ITCH

Computer Science         

Design & Technology  

  

Sophie Collins: Things That Go Boom Or Float, Fly, and Zoom: 18 DIY Projects to Make Nick Dossis: Brilliant LED Projects: 20 Electronic Designs for Artists, Hobbyists, and Experimenters Donald Norman: The Design of Everyday Things, revised and expanded edition Elaine Stavert: Soaps (Cozy) Various: How Things Work Encyclopaedia (First Reference)

Malorie Blackman: Pig Heart Boy Michael Crichton: The Andromeda Strain Dave Goulson: A Buzz in the Meadow Richard Kerridge: Cold Blood Mark Lynas: Six Degrees Richard Preston: The Hot Zone Andreas Wagner: The Arrival of the Fittest Alan Weisman: The World Without Us Nathan Wolfe: The Viral Storm

Jeremy Kubica: Computational Fairy Tales Jeremy Kubica: Best Practices in Spell Design Matt Langley: Black Flag - a Coding Club mission Brian Selznick: The Invention of Hugo Cabret Simon Singh: The cracking code book - how to make it, break it, hack it, crack it Carol Vorderman: Computer Coding for Kids Various: Python Basics, Level 1 (Coding Club) and follow up books Level 2 and Level 3 Mike Wooldridge & Brianna Stuart: Creating Web Pages Simplified Karl Beecher: Brown dogs and barbers - what's computer science all about?

English          

Malcolm Bradbury: Fahrenheit 451 John Buchan: The Thirty-Nine Steps Susan Cooper: The Dark is Rising sequence Charles Dickens: A Christmas Carol Jostein Gaarder: Sophie’s World Susan Hill: I’m the King of the Castle Ted Hughes: The Iron Man Penelope Lively: The Ghost of Thomas Kempe John Steinbeck: Cannery Row Mildred Taylor: Roll of Thunder, Hear my Cry

Wider Reading Lists – Lower School French             

Young Reporters in France series – home, families, special occasions etc. Let’s read in French and English series Easy French storybook series – Boucle d’Or et les trois ours, Cendrillon etc. R. de Roussy de Sales: Easy French Reader Bernard Friot: Nouvelles Histoires Pressées Alexandre Dumas: Les trois mousquetaires Antoine de Saint Exupéry: Le Petit Prince Comtesse de Ségur: Les Malheurs de Sophie Astérix (comic) Tintin (comic) Boule et Bill (comic) Gaston Lagaffe (comic) Titeuf (comic)

Geography 

German   

Das große Wilhelm-Busch Album Golik/Uebe: Die Abenteuer des kleinen Piraten Kessler: Die kleine Maus auf dem Bauerhof

History     

Latin        

Peter Connolly: The Ancient Greece of Odysseus Peter Connolly: Pompeii Terry Deary: The Groovy Greeks Terry Deary: The Rotten Romans Robert Graves: The Greek Myths Caroline Lawrence: “Roman Mysteries” series Rosemary Sutcliff: The Eagle of the Ninth Robin and Kathryn Waterfield: The Greek Myths: Stories of the Greek Gods and Heroes Vividly Retold

Anita Ganeri: Horrible Geography series – o Bloomin’ Rainforests o Odious Oceans o Earth-Shattering Earthquakes o Freaky Peaks o Desperate Deserts o Wild Islands o Raging Rivers o Violent Volcanoes o Perishing Poles o Stormy Weather

Elizabeth Laird: Crusade Robert Lacey: Great Tales from English History Ian Mortimer: The Time-Traveller’s Guide to Medieval England C.J. Sampson: Dissolution Michael Wood: Conquistadors

Mathematics          

Michael Blastland: The Tiger that Isn’t Robert Eastaway: How Many Socks Make a Pair? Enzensberger & Berner: The Number Devil Ben Goldacre: Bad Science John Haigh: How to Take a Penalty Eli Maor: To Infinity and Beyond Simon Singh: The Simpsons and their Mathematical Secrets Ian Stewart: Letters to a Young Mathematician Daniel Tammet: Thinking in Numbers Jeremy Wyndham: How Long is a Piece of String?

Music    

Barber: Bach, Beethoven and the Boys Bennett: General Musicianship Fry: Incomplete and Utter History of Western Classical Music Lewis and Lee: History of Classic Music for Beginners

Physics         

Spanish         

Mafalda books 0,1,2 Lumen Richard Crompton: Guillermo el Travieso Richard Crompton: Guillermo el Travieso, ocho aventuras Walt Disney: El viaje de Arlo Michelle Phillips: Eva y Victoria: las Vacaciones del Verano Steven Rabley: El blog de Daniel Lucy Rosen: Los Minions: larga vida al rey Bob Alonso Santamarina: En busca del ámbar azul Alonso Santamarina: La isla del diablo

Jack Challoner: 1001 Inventions that Changed the World Paul Davies: How to Build a Time Machine Willam Guerstelle: Adventures from the Technology Underground Walter Isaacson: Einstein George Johnson: The Ten Most Beautiful Experiments Domenico Laurenza: Leonardo’s Machines Paul Milo: Your Flying Car Awaits Patrick Moore: Can You Play Cricket on Mars? Dava Sobel: Longitude Dava Sobel: The Planets

S le e p w e ll

BALANCE WELLBEING PEACE

B e c re a ti v e

SPIRIT

s o l E n j oy itud e

f Be kind t yourself &o others

Be abo pos ut itive you rse l

En oujoy t td im oo e rs

nt e ra e tol g iv Be & for

Build e positivps shi relation

Do s make y t a h w app you h

l he

thes r e o k f sitiv o Lo po

ND MI

E xe r re g u lcai s e rly

lau & i le Sm

Be c onfi den t

C yoa r e f urs or elf

n Si

Listen

ge llen C h au r s e l f yo

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yoBel ur iev se e lf

Perse Wellbeing Sun