YEAR 7 Academic Booklet 2026-27 by stmarys_gx

ACADEMIC CURRICULUM Year 7

INTRODUCTION This booklet provides an overview of the subjects your child is studying in Year 7 and the knowledge and skills they will develop throughout the year. As you read through each section, you will see our commitment to providing a rich and engaging curriculum that encourages curiosity and builds confidence. Alongside subjectspecific learning, we place a strong emphasis on developing essential literacy and numeracy skills across all areas, ensuring a solid foundation for future success. You will also see details of the Key Stage 3 assessment and grading system. This system is built to support every learner to make progress and achieve their best. It provides a clear and meaningful way to track mastery of skills and knowledge, encouraging a growth mindset by focusing on progress rather than distant end goals. By the end of the Michaelmas Term, all learners will receive an ‘Achievement Grade’ and an end-of-year ‘Target Grade’. Achievement grades are also given in the Lent and Trinity Term, helping your child, their teacher, and you to identify and monitor progress. We use a numerical grading scale with clear descriptors that you will find in this booklet, showing what success looks like in each subject and what learners need to develop. The highest grade for learners in Year 7 is ‘4+’. This is not to limit potential, but to recognise the increasing challenge of the curriculum as learners move through Key Stage 3 and prepare for GCSEs. Each grade is divided into subgrades, so on your child’s report you may see a minus or a plus next to a number: A minus (-) means achievement of some aspects but still working towards others A grade without a sign means work is secure at that level A plus (+) means work is secure and in greater depth in some areas In addition to the Achievement grades, your child receives an Attitude to Learning grade for each subject. This is a qualitative statement, and further details of what this means can be found on P4 of this booklet. We hope this booklet helps you feel informed about your child’s learning and progress. Please use this guide alongside the grade report when you are reviewing reporting data.

CONTENTS MATHEMATICS ENGLISH SCIENCE ART AND DESIGN COMPUTING DRAMA FOOD AND NUTRITION FRENCH GEOGRAPHY HISTORY MUSIC RELIGIOUS STUDIES

ATTITUDE TO LEARNING 1

Ambitious Attitude

Learner chooses to do the most challenging tasks whenever possible and shows high levels of resilience. Learner shows curiosity as a highly independent learner, and strives for excellence. Learner uses feedback given on a previous piece of work to improve subsequent pieces of work.

Enthusiastic and Resilient Approach to Learning

Learner is keen to do well and shows resilience when working on challenging tasks. Learner strives to complete tasks as independently as possible using strategies learnt to guide them. Learner acts effectively on feedback and makes good use of improvement and reflection time. Learner participates in lessons and is usually interested and enthusiastic about the work.

Developing Resilience

Learner works well on most tasks but needs to build confidence in trying challenging tasks. Learner can complete some tasks independently and is beginning to use learning strategies to help progress. Learner participates in some lessons, showing some curiosity.

More Ambition Required

Learner works well on some tasks but needs to build resilience and attempt all work set. Learner can be distracted and needs reminders to stay on task. Learner is reluctant to use learning strategies and needs to ask for help and guidance when struggling on an independent task. Learner rarely participates actively in lessons and demonstrates little curiosity.

Cause for Concern

Learner is persistently absent. Poor attendance is the greatest barrier to progress in this area. Behaviour is consistently poor which disrupts learning.

MATHEMATICS

The Year 7 Mathematics curriculum provides a strong foundation in Number, Algebra, Ratio and Proportion, Geometry and Measures, and Statistics and Probability. It develops fluency, reasoning, and problem-solving skills while building confidence in applying mathematics to real-world contexts. Learners are encouraged to be resilient, curious, and engaged, preparing them for success throughout Key Stage 3 and beyond. Teaching is structured around Pearson Maths Progress resources, offering a coherent, mastery-based approach. Lessons are interactive and learner-focused, incorporating problem-solving, discussion, and collaborative activities. Year 7 learners develop core skills including operations with whole numbers, fractions, and decimals, introductory algebra, basic ratio, geometry, and data handling. The focus is on securing fundamental knowledge before progressing to more complex concepts. The department promotes active learning and inclusive practice. Learners are expected to explain and justify their mathematical thinking, supporting deeper understanding and effective assessment. Technology, including Dr Frost, MathsPad, and Transum, enhances learning through practice, assessment, and feedback. Weekly homework reinforces classroom learning and encourages independent study. Progress is monitored through regular assessment, homework, and teacher feedback. Learners are supported to develop fluency, reasoning, and problem-solving skills, alongside resilience, independence, and confidence in mathematics.

MATHEMATICS

Grade

Number

Algebra

I can use mental & written methods, BIDMAS, inverse operations, prime multiples and factors. I can round whole numbers. I understand fractions, scales, and inequalities.

I can multiply, divide, add and subtract basic algebra e.g.: a + a, 2 × a, 3a – a I can write expressions using algebraic notation e.g. I think of a number, times it by 2 and add 5.

I can use negative integers & round decimals. I can multiply and divide any integer or decimal by powers of 10. I can multiply and divide decimals. I can use a calculator. I can convert between fractions, decimals and percentages.

I can identify expressions, terms, equations and formulae. I can simplify linear expressions I can multiply terms including single brackets by a positive integer. I can calculate a termto-term rule and continue a sequence. I can show inequalities on a number line.

Ratio & Proportion

Geometry & Measures

Statistics & Probability

I can convert fractions to a ratio, e.g. shown in the ratio 1:2. I can write ratios in their simplest form. I can solve simple problems involving direct proportion.

Definition of regular and irregular polygon. Definition of line symmetry and rotational symmetry. I can understand the definition of congruency and draw tessellations.

I can collect discrete data and record results using a frequency table. I can find probabilities based on equally likely outcomes in simple contexts.

I can construct a triangle given sides and angles. I can calculate missing angles in triangles and quadrilaterals. I can calculate area and perimeter of compound shapes involving rectangles.

I understand mode, median, mean and range from sets of data. I understand probabilities in words or fractions, decimals and percentages. I can list all outcomes using dice, spinners and coins. I can calculate the probability of an event happening using relative frequency.

I can calculate speed, distance and time given situations. I can solve ratio problems involving recipes. I can solve proportion problems using the unitary methods.

MATHEMATICS

Grade

Number

Algebra

I can round to a decimal place and understand significant figures I can use standard form, index notation, prime factor form.

I can expand, factorise and simplify a single bracket. I can substitute positive and negative integers into expressions and formulae. I can plot equations of a line in the form y = mx + c and identify the gradient.

I can use the laws of indices. I understand lowest common and highest common factor, recurring decimals. I can calculate simple interest.

I can expand and simplify brackets including with negatives. I can solve linear equations (unknowns on both sides) I can construct, use and rearrange simple formulae. I can plot and solve inequalities on a number line.

Ratio & Proportion

I can convert between miles and kilometers. I can convert between imperial units and currencies when conversions are given. I can express a number as a percentage of another.

I can calculate density, mass, volume, speed, time and distance. I can compare two ratios. I can calculate the percentage increase or decrease. I can calculate the linear scale factor of similar shapes.

Geometry & Measures

Statistics & Probability

I can calculate volume of a prism and cuboid. I can calculate the circumference and area of a circle. I can draw and find bearings I can describe rotations, translations and reflections.

I can draw and interpret scatter graphs including line of best fit. I can plan and construct twoway tables exclusive outcomes is 1.

I can construct triangles accurately given SSS, ASA, SAS. I can calculate missing lengths using Pythagoras’ Theorem . I can understand interior, exterior and sum of angles in polygons.

I can calculate averages from frequency tables. I can use 1 – p to calculate the probability of an event not occurring. I can use a numerical scale from 0 to 1 to express and compare probabilities.

ENGLISH

The Year 7 English curriculum is designed to foster a love of reading and writing while developing analytical, creative, and communication skills. Learners engage with a wide range of texts - classic and contemporary - building confidence in interpreting literature and articulating ideas effectively. The curriculum promotes curiosity, empathy, and critical thinking through exposure to diverse genres and contexts. Learning is structured, engaging, and ambitious. In the Michaelmas term, learners embark on the unit 'Epic Journeys', drawing inspiration from Greek myths to craft creative writing pieces. The Lent term introduces Gothic literature through a play adaptation of 'Frankenstein', encouraging analysis and role-play writing tasks, alongside a 'Poetry Playlist' where learners explore and compose poetry. In the Trinity term, learners step into the world of Shakespeare with 'Welcome to the Globe Theatre', developing persuasive writing and deepening their understanding of drama. Learners benefit from a dedicated literacy double lesson each week, designed to strengthen and consolidate essential reading and writing skills. We are committed to ensuring that every learner is supported to achieve their full potential. We adopt a “teach to the top” approach, delivering high-quality teaching that challenges and inspires all learners. Impact is monitored through ongoing assessment and feedback. Learners complete a baseline test followed by termly assessments, with exams in the Trinity term providing a comprehensive evaluation of reading and writing skills. Progress is tracked across key assessment objectives reading (AO1 - AO3: understanding, analysis, context) and writing (AO4 - AO7: ideas, structure, vocabulary & language, grammar) - ranging from basic comprehension to sophisticated analysis and crafted expression, ensuring measurable progress for all learners. Students are assessed in two core skill areas in English: reading and writing. Reading assessments evaluate students’ abilities in comprehension, inference, and critical analysis, including their capacity to identify writers’ methods and explain their intended effects. Writing assessments evaluate students’ control of language across two principal forms of writing: creative and transactional. Learners complete a 30-to-60-minute homework task each week designed to consolidate and extend their classroom learning. These assignments focus on developing core literacy skills through activities such as quizzes, vocabulary exploration, and reading comprehension exercises. In the English Department, we believe reading for pleasure cannot be taught but must be inspired. Everyone is encouraged to see themselves as a reader and to find enjoyment through the right book. Reading is embedded into daily life, beginning with dedicated reading time in every English lesson. Learners are free to choose their own books, with the focus on developing consistent and meaningful reading habits. Each unit includes a dedicated reading journey with texts suited to different abilities, alongside engaging initiatives such as our in-class Book Bingo challenge.

ENGLISH READING Grade

AO1: Ideas

I can retell what happens in the text and make simple inferences about it.

I can identify simple language and structural methods.

I can identify obvious themes and ideas the text.

I can select references from the text.

I can make a simple comment about what a method makes the reader think or feel.

I can make simple comments about the writer's purpose and the context of the text.

I can make straightforward comments that are mostly relevant to the question.

I can clearly explain the main ideas and themes in a text. I can make relevant comments that answer the question. I can select appropriate references and clearly explain how they support my ideas.

I can explore a range of ideas and themes in a text.

I can identify a simple idea in the text.

I can retell what happens in the text in my own words.

I can select references from the text and explain what they show.

AO3: Themes, Perspectives & Context

I can make a basic comment about what happens in the text, but I may not explain why the writer has made particular choices.

I can explain the main ideas in a text.

AO2: Analysis of writers’ methods

I can explain my ideas in greater detail and consider more than one interpretation. I can select a range of references and begin to explore them in greater detail.

I can identify language and structural methods, although I may sometimes make mistakes. I can explain how a method helps the writer create meaning or shape the reader's response.

I can correctly identify relevant language and structural methods. I can clearly explain how the writer's methods create meaning and shape the reader's response.

I can analyse how the writer uses language and structure to create meaning and shape the reader's response. I can explore specific words, images and structural choices in greater detail.

I can show some awareness that the writer may have had a particular purpose.

I can explain some deeper themes and ideas in the text. I can make relevant comments about the writer's purpose and the context of the text, although my explanations may lack detail.

I can explain relevant connections between themes, the writer's purpose and the context of the text. I can explain how these connections help me understand the text.

I can explain how themes, the writer's purpose and contextual factors influence the text. I can make clear and relevant connections between the text and its wider context.

ENGLISH WRITING Grade

AO4: Communication

I can communicate simple ideas, although my meaning may not always be clear.

I can show some awareness of why I am writing and who will read it.

AO5: Structure & Organisation

I can spell some common and familiar words accurately. I can organise some of my ideas, although my writing may lack a clear order, for example I do not use paragraphs.

I can make some choices about form, tone and register.

I can communicate simple ideas.

I can show a simple understanding of my purpose and intended reader. I can make simple choices about form, tone and register.

I can communicate ideas that are mostly relevant, although they lack detail.

I can show some understanding of my purpose and intended reader. I can make some appropriate choices about form, tone and register.

I can communicate clearly and develop relevant ideas.

I clearly understand my purpose and intended reader. I can use an appropriate form, tone and register for my purpose and audience.

I can develop my ideas with increasing detail and variety.

I have a secure understanding of my purpose and intended reader. I can use form, tone and register effectively to suit my purpose and audience.

AO6: Spelling, Punctuation, Grammar & Vocabulary

I can use some basic punctuation, although I may make frequent mistakes. I can write using simple sentence structures. I can use simple vocabulary, although I may repeat the same words.

I can organise my writing using a simple structure. I can use paragraphs to separate ideas, although I may not always use them correctly.

I can organise my writing using a broadly appropriate structure. I can use paragraphs to separate ideas, although the connections between them may sometimes be unclear.

I can organise my writing using a clear and logical structure. I can use paragraphs to organise and develop ideas logically.

I can spell familiar words accurately, although I may make some mistakes. I can use simple punctuation, although I may sometimes use it incorrectly or leave it out. I can use simple sentence structures with some grammatical accuracy. I can use familiar vocabulary and sometimes vary it.

I can spell most words accurately, although I may spell some less familiar vocabulary incorrectly. I can use appropriate punctuation, although I may sometimes make mistakes. I can use a simple and compound sentences with generally accurate grammar. I can use a growing range of appropriate vocabulary.

I can spell most words accurately, including less familiar vocabulary. I can use punctuation mostly accurately. I can use a range of sentence structures with generally accurate grammar. I can use a range of appropriate vocabulary.

I can use an effective structure to organise my writing. I can use paragraphs to develop and link ideas across my response.

I can spell accurately, including more complex vocabulary. I can use punctuation accurately and effectively. I can use a range of sentence structures with accurate grammatical control. I can use a range of vocabulary to engage my reader and develop my ideas.

SCIENCE The Year 7 Science curriculum aims to ignite curiosity and develop a strong foundation in scientific thinking. Learners are taught to work safely in a laboratory, to understand key scientific principles, and to apply them through practical investigations. The curriculum introduces core concepts in Biology, Chemistry, and Physics, fostering analytical skills, problem-solving, and an appreciation of science in everyday life. Teaching in Year 7 Science is organised into six core units, each designed to build key knowledge and practical skills: 1. Key Skills in Science: Safe laboratory practice, understanding hazards and risks, using scientific equipment accurately, planning and conducting investigations, recording observations, handling data, and drawing graphs 2.Particles: States of matter and particle arrangement, changes of state explained through particle theory, heating and cooling curves, diffusion and pressure, atomic structure basics (elements, compounds, mixtures), solutions and solubility, separation techniques (filtration, crystallisation, distillation, chromatography), and physical vs chemical changes 3.Energy: Types and sources of energy (renewable and non-renewable), energy vs temperature, energy transfer (conduction, convection, radiation), energy stores and conservation, dissipation and efficiency of energy transfers 4.Cells: Structure and function of plant and animal cells, use of light microscopes for observation, drawing and interpreting cell diagrams, specialised cells and cell differentiation, organisation of living organisms, cellular processes (basic respiration and photosynthesis), and genetic material 5.Reproduction: Human reproductive systems and their functions, menstrual cycle, fertilisation and pregnancy, development of a foetus and birth, plant reproduction (pollination and fertilisation) 6.History of science: Scientists who have shaped our understanding of science, including important Women in STEM. Learners will develop effective research skills and oracy through presenting their findings to their peers The department emphasises active learning and adapted instruction to meet diverse needs, ensuring inclusivity and challenge for all learners. Learners create a ‘Knowledge Book’ from their lessons, to use for consolidation out of the classroom. Weekly Homework Quizzes and learning of facts is set to consolidate classroom learning, reinforce key concepts, and develop independent study habits. Highly able learners are developed through stretching tasks, independent research for accolades, and access to enrichment resources. Strategies include higher-order questioning, problem-solving challenges, and opportunities to design investigations or interpret complex data. Beyond the classroom, learners can participate in STEM clubs such as KS3 Science, Robotics and Logic Puzzles. We encourage learners to take part in national competitions and challenges. Impact is measured through regular assessments, homework completion, and teacher feedback. Learners are assessed against rigorous benchmarks and progress is tracked regularly to identify mastery and where support is needed. By the end of Year 7, learners should confidently use scientific vocabulary to explain ideas, understand variables and validity in investigations, describe and interpret data.

SCIENCE Knowledge and Understanding

Scientific Investigation Skills

Numeracy and Data Presentation Skills

I show curiosity in the curriculum and join in with lessons. I use my notes to find keywords to use to help me answer questions. I can spell some scientific words correctly.

I can complete simple practical work with support. I can write a short description of what I did and why. I can recognise the concept of a fair test and sometimes identify factors to control. I can make a simple statement about my results with accuracy.

I can attempt number tasks with support and write numbers clearly. I can fill results in a table I can plot simple bar graphs and label axes correctly with help.

I have an understanding of the key ideas and models covered in lessons and can recall basic scientific facts. I can write basic descriptions using the most frequent scientific words. I can recall facts, such as names of key practical equipment, some units for measurements, and most frequent keywords within the topics and use them in sentences.

I have started to use practical techniques with less support, to investigate predictions and produce results. I can identify variables and make a statement about my results, identifying simple patterns in data using comparative words (e.g., bigger, smaller) and results that don’t fit the pattern.

I can complete simple graphs and tables with support, label headings, and start calculating averages with guidance. I understand how to fill in tables accurately to record results.

I understand many concepts I have learned in lessons and can describe them. I can usually remember and use scientific terminology accurately both orally and in writing. I have begun to use simple models to explain ideas and observations.

I can use a wider range of scientific techniques and sometimes select an appropriate technique to use. I can write a clear method, identify variables, patterns in data and possible errors in my method. I can explain observations using scientific ideas and make a judgement about whether data supports a conclusion.

I can complete straightforward graph and number tasks independently I can complete straightforward graphs and number tasks independently, label axes with units, and calculate averages. I can complete headings for tables and start interpreting trends. I can complete more complex graphs and number tasks with support.

I can explain and consistently apply most of the ideas I have learned in lessons. I can consistently recall and use scientific terminology appropriately. I can write structured answers using scientific terminology and models. I can explain observations in detail and justify ideas using evidence.

I can use a range of scientific techniques with more independence and can usually choose an appropriate technique to collect useful data. I can write methods that include controlled variables. I can describe results clearly and explain whether they support predictions using scientific reasoning, sometimes making judgements about the reliability of data, and consider anomalous results. I write detailed scientific reasoning to my explanations, and can suggest simple amendments to an investigative strategy

I can choose the correct method for number problems. I can draw accurate graphs independently, and interpret trends. I can devise tables with headings and include repeats for reliability.

Grade

ART AND DESIGN

The Year 7 Art and Design curriculum is designed to foster creativity, curiosity, and confidence through a broad range of practical and written experiences. Learners develop an understanding of the formal elements of art whilst building technical skills across drawing, painting, sculpture, and textiles. Colour Theory forms the overarching theme throughout the year, enabling learners to develop an understanding of colour relationships, harmony, contrast, and mood through a variety of creative projects. Written work is integral to the curriculum, with learners producing artist studies, annotations, and evaluations to support and extend their practical outcomes. In the Michaelmas Term, learners are introduced to the formal elements of art, including colour, line, shape, form, texture, pattern, and tone. They study the work of Wayne Thiebaud, exploring his distinctive use of colour and subject matter. Inspired by his paintings of cakes and confectionery, learners create their own sculptural cake models, developing observational skills alongside an introduction to three-dimensional making and construction techniques. During the Lent Term, learners explore landscape painting through the work of Henri Rousseau and contemporary artist Steph Aldwinkle. They investigate composition, atmosphere, and mood while developing painting, collage, and mixed-media techniques. Through experimentation with colour and layering, learners create imaginative landscape outcomes that demonstrate an understanding of visual storytelling and creative expression. In the Trinity Term, learners investigate the work of Niki de Saint Phalle, exploring her bold use of colour, pattern, and decorative forms. This project introduces learners to textiles processes and surface design techniques. Through practical experimentation, learners create textile-based outcomes that encourage personal responses and an understanding of how artists communicate ideas through materials. Skills develop progressively throughout the year, from observational drawing and colour mixing to increasingly independent experimentation and creative decision-making. Learners are encouraged to analyse artworks using appropriate artistic vocabulary, make connections between artists and their own work, and reflect critically on their progress. Co-curricular opportunities further enrich the curriculum. Learners can attend Art and Textiles clubs throughout the year, participate in competitions, and contribute to exhibitions and displays celebrating creativity across the school community. Progress is assessed through ongoing formative feedback, project reviews, and final outcomes. By the end of Year 7, learners will have developed confidence in applying the formal elements and using a range of materials and techniques to produce thoughtful and well-presented artwork.

ART AND DESIGN Grade

Sketchbook Quality

Drawing & Observation

Colour & Media Skills

Artist Research & Inspiration

Some of my work is incomplete and pages may be blank. My images are not always presented carefully.

My basic drawings show limited accuracy. My shapes and proportions need developing.

I experiment with materials when prompted. My colour application can be inconsistent.

I can identify artists but I make limited links to my own work.

I complete most of my tasks with some refinement evident. My sketchbook shows basic presentation and organisation.

My drawings are mostly accurate with some observation and detail included.

I can use a range of materials appropriately. I demonstrate basic colour mixing and control.

I show some understanding of artists and their techniques.

My work is completed consistently. My sketchbook pages are organised and well presented with annotations.

I have good observational skills. My shapes, forms and details are generally accurate.

I am confident with the use of media. Demostrating effective colour mixing and experimentation.

I can show clear links between artist research and practical work.

My sketchbook is highly organised, detailed and refined. It is creative, thorough and visually engaging.

I show highly accurate observational drawings with strong attention to detail and proportion.

I am highly confident and creative with the use of media.

I demonstrate an insightful use of artist inspiration to inform personal ideas.

Grade

Creativity & Textiles Skills

Written Work & Evaluation

Independent Learning

I follow instructions with support and experiment occasionally.

I use short comments with limited art vocabulary.

I require regular support to complete my work.

I develop my ideas with some independence.

I use simple annotations using some art vocabulary.

I usually stay on task and respond to feedback.

I explore and refine my ideas independently.

I use clear annotations with appropriate vocabulary.

I work independently and use feedback to improve.

I produce imaginative, personal outcomes.

I show detailed analysis and evaluation using a wide range of art vocabulary.

I am highly independent, reflective and proactive.

COMPUTING The Year 7 Computing curriculum builds strong foundations in digital literacy, computational thinking, and problem-solving, introducing learners to emerging technologies such as AI and physical computing. The aim is to equip learners with essential skills for navigating a digital world, fostering creativity, resilience, and critical thinking. Learners learn to manage devices responsibly, develop coding proficiency, and understand how technology impacts society, preparing them for future academic and real-world challenges. The course is structured under four themes. The Michaelmas term begins with Computing Systems and Networks, where learners develop an understanding of how computers work. They look at the hardware and software components of computers and compare the different devices. This establishes an awareness of organisational skills and a greater confidence with the software on their devices. After the half term, learners will progress to the first of our Creating Media units that looks at clear messaging in digital media. This unit is designed to build upon learners' experience in Key Stage 2. It requires learners to use a range of different skills across several pieces of software and work between different applications to create a poster and slides on a given theme. In the Lent term, learners will begin to develop their coding skills in the first of two Programming units. The aim of this unit is to build confidence and knowledge of the key programming constructs. Importantly, this unit does not assume any previous programming experience, and knowledge and skills build throughout the unit. The main programming concepts covered in this unit are sequencing, variables, selection, and count-controlled iteration. This will be done through Scratch; learners will be given a username and password linked with the teacher’s account and work done is closely monitored. During the second half of the term, learners will cover the Data and Information unit. This unit introduces the wonderful world of spreadsheets and the concept of cell referencing. Learners will be asked to collect, analyse, and manipulate data, before turning it into graphs and charts. The Trinity term concludes the second unit of Creating Media. In this unit, learners will start to apply their skills, developing a deeper understanding of information technology and digital literacy. Using their skills across the unit, they will create a blog post about a real world cause that they are passionate about and would like to gain support for. The second half of the term will see our second Programming unit. Learners will build on their understanding of the control structures’ sequence, selection, and iteration (the big three), and develop their problem-solving skills. Learners will learn how to create their own subroutines, develop their understanding of decomposition, learn how to create and use lists, and build upon their problem-solving skills by working through a larger project at the end of the unit. Each lesson is sequenced so that it builds on the learning from the previous lesson, and where appropriate, activities are scaffolded so that all pupils can succeed and thrive. Progress is assessed in each unit. Learners receive feedback on tasks, design projects, and collaborative work, with progress is tracked against grade descriptors. Homework is set only when needed; as homework is used selectively to consolidate learning or finish work for submission.

COMPUTING Grade

Networks and Computer Systems

Programming

I can identify common digital devices (computer, tablet, phone) and recognise that devices I can connect to each other. I use basic computing vocabulary with support.

I can create simple programs by following instructions. I can use basic commands to produce an output and I can identify what a program does.

I can describe simple ways devices communicate and identify basic hardware such as keyboards, monitors, routers, and servers. I understand that the internet connects computers worldwide.

I can create programs containing sequences of instructions. I can identify simple errors with support and make basic changes to improve a program.

I can explain the purpose of a network and distinguish between hardware and software. I can identify components of a network and describe how information is shared between devices.

I can use sequence and simple selection to control the behaviour of a program. I can predict the outcome of straightforward code and debug simple errors.

I can explain how data travels across networks using packets and describe the roles of switches, routers, and wireless access points. I can understand the difference between the internet and the World Wide Web.

I can design and create programs using sequence, selection, and repetition. I test programs systematically and correct errors independently.

Grade

Creating Media

Data and Information

I can create simple digital content by selecting and placing text, images, or sounds. I require support to use digital tools and save work.

I can collect simple data and record it in a table. I can understand that data can be used to answer questions.

I can produce basic media content using appropriate software. I make simple changes to improve appearance and I can explain the purpose of their work.

I can sort and organise data using digital tools. I can identify simple patterns in data and presents findings with support.

I can combine different media elements, such as text, images, audio, or shapes, to communicate an idea. I can use some design features appropriately.

I can enter and structure data accurately in a spreadsheet or database. I create simple charts and I can explain what the data shows.

I can create media products for a specific audience and purpose. I apply basic design principles including layout, colour, and consistency. I can review work and make improvements following feedback.

I can use formulae and functions to process data. I select appropriate ways to present information and I can identify trends or anomalies.

DRAMA The Drama department plays a vital role in the Key Stage 3 curriculum at St Mary’s. Through the varied and exciting programme of study offered to students, the department aims to develop selfconfidence and raise self-esteem as well as teach and develop performance skills. Through Drama, students are taught the necessary skills of negotiation and cooperation required for teamwork, which are so essential for the world of work they will enter. The Year 7 Drama curriculum aims to develop creativity, confidence, and collaboration through practical and theoretical exploration of theatre. Our intent is to nurture expressive skills, critical thinking, and cultural awareness by engaging students in performance, devising, and evaluation. Students will explore a range of topics and styles that build foundational drama techniques, such as maintaining role, using voice and movement, and creating simple improvisations. They begin to use drama terminology in evaluations and develop confidence in group performance. This prepares them for progression through KS3 and GCSE Drama. Lessons are interactive and practical, focusing on group work, improvisation, and script-based activities. Students learn through performing, devising, and evaluating, supported by written tasks that embed literacy. Homework is set fortnightly and includes research, script writing, and reflective evaluations. Adaptation ensures all pupils are challenged, with extension tasks for more highly students. Unit

Focus

Skills and Outcomes

Introduction to Drama and Status

Exploring basic drama conventions and status roles

Confidence building, use of voice and movement, teamwork

Darkwood Manor

Improvisation and characterisation in a spooky narrative

Creativity, collaboration, sustaining role

A Midsummer Night’s Dream

Introduction to Shakespearean language and themes

Text interpretation, staging, literacy through script work

Commedia Dell’Arte

Historical theatre style with stock characters and physical comedy

Expressive movement, exaggerated characterisation, comic timing

Devising (Theme: Bullying)

Creating original work from a stimulus

Empathy, collaboration, structuring performance, reflective evaluation

Literacy is embedded through script reading and writing, annotating stage directions, and producing structured evaluations using drama terminology. Homework tasks reinforce classroom learning and develop independent research and critical reflection. Theatre trips and co-curricular opportunities such as Drama Club and school productions enrich learning. Progress is measured through practical assessments, written evaluations, and participation in performances. By the end of the year, students demonstrate progress in performance skills, creativity, and analytical writing, ensuring readiness for the next stage of KS3 and GCSE Drama.

DRAMA Grade

Creating

Performing

Evaluating

I can demonstrate some engagement with the rehearsal process, with support I can recognise the differences between types of staging and can use basic staging techniques in exercises and rehearsals I can make choices about language and movement to match the person, place and time.

I can show some evidence of gesture and movement in keeping with the style of performance There is limited communication and awareness of the other performers.

I can discuss the performances with support I can suggest simple ways to improve I can understand some simple dramatic vocabulary and use them with support.

I can take part in the rehearsal process with growing independence I can recognise and begin to apply different types of staging to enhance performance I can make thoughtful choices about language, voice, and movement that reflect the person, place, and time.

I can use gesture, movement, and voice that are mostly consistent with the style of performance I can communicate with others on stage and show awareness of timing, space, and focus.

I can discuss performances using some drama vocabulary with increasing confidence I can identify strengths and weaknesses in my own work and others’ work I can correctly use basic Drama vocabulary.

I can work well with others in group work, listening to ideas and taking direction I can use a range of performance and staging techniques I can consider the effect of the drama on an audience and devise from a range of ideas I can make choices about language and movement to match the person, place and time.

I can stay in role throughout a performance I can experiment with vocal and physical skills to create a character or role I can use some improvisation and dialogue in-keeping with the performance or character.

I can give constructive criticism which has a positive impact on the development of the Drama I can assess strengths and weakness of their own work and that of others I can suggest clear and practical ways to improve a performance.

I can give and receive direction, working sensitively with others to create Drama I can explore and interpret ideas using appropriate explorative strategies which suit the style of performance I can experiment with different theatrical elements to create an interesting, well-crafted piece of Drama I can develop a character with a sophisticated response to a stimulus, refining throughout rehearsal.

I can perform with complete commitment and Imagination I can use the performance space in original ways in order to tell the audience the style/ message of the piece of drama I can use appropriate and imaginative vocal and physical skills to create a clear character or role.

I can clearly discuss the ways that ideas are presented and characters are portrayed I can identify staging and performance techniques and talk about why and how they may have been used I can use correct technical terms when reflecting on the creation and performance of Drama.

FOOD AND NUTRITION

The Year 7 Food and Nutrition curriculum aims to develop practical skills, nutritional understanding, and a lifelong appreciation of healthy eating. The focus is on equipping learners with the ability to prepare food safely and confidently, understand the principles of nutrition, and make informed choices about diet and sustainability. Lessons foster creativity, independence, and responsibility, while promoting hygiene and safety as essential habits. Learners consider the environmental impact of food production and the importance of Fairtrade, encouraging ethical awareness alongside practical competence. Teaching and learning combines theory and practical work in a structured, engaging way. With one double lesson per week throughout the year there is time for hands-on cooking and reflective evaluation. The curriculum introduces key topics such as the Eatwell Guide, food safety and hygiene, Fairtrade principles, and basic nutrition. Practical tasks include preparing simple dishes, using a range of equipment safely, and following recipes with increasing independence. Numeracy is embedded through weighing and measuring ingredients accurately, scaling recipes using ratios, and interpreting nutritional information. Literacy is developed through writing evaluations, using sensory vocabulary, and producing structured paragraphs that explain processes and outcomes. Lessons incorporate peer and self-assessment, encouraging students to reflect on their progress and set targets for improvement. Skills progress from basic hygiene routines and simple recipe following to confident use of equipment and accurate measurement. Learners categorise foods, explain the function of nutrients, and apply Eatwell Guide principles to meal planning. By the higher levels, they can adapt recipes, present dishes attractively, and evaluate their work using technical vocabulary such as caramelisation. More able learners are challenged through extension tasks, leadership opportunities in practical sessions, and independent research into nutrition and sustainability. Co-curricular opportunities enrich the curriculum. Year 7 can join the Cooking Club, which offers additional practical experience and fosters teamwork and creativity. Cultural awareness is promoted through discussions of food choice related to religion, ethics, and health. Progress is measured through regular assessment or practical work, alongside theory tasks on topics such as the Eatwell Guide and Fairtrade. Progress is tracked against baseline and target levels using grade descriptors that cover making, knowledge, and understanding. Learners are expected to respond to feedback by improving their practical techniques and written evaluations. By the end of Year 7, most learners demonstrate confidence in preparing food safely, understanding basic nutrition, and applying literacy and numeracy skills in a practical context.

FOOD AND NUTRITION

Grade

Making

Knowledge and Understanding

-1

With guidance, I can select and use appropriate tools and equipment safely and can identify a food processor. I need support to store ingredients when cooking. I get ready to cook when asked (tie back long hair, wash hands, wear a clean apron). I follow a recipe with 1:1 support and need help to clear up after a practical activity. I write very short notes with support and attempts correct spelling of key words. I begin to measure ingredients with help.

With support, I can name some hygiene and safety rules and understand why they are important. I can identify the Eatwell Guide and the Fairtrade logo and say why it was set up. I choose simple sensory words to describe a dish and know that ingredients have different purposes. I know food production affects the environment. I write very short notes with help and try to spell key words correctly. I begin to recognise numbers on packaging.

With occasional guidance, I can select and use appropriate tools and equipment safely and use a food processor with support. I understand that some foods need to be stored in the fridge. I get ready to cook and keep hands clean throughout practical work. I follow a recipe with some support and need reminders to clear up. I write short sentences with mostly correct spelling of key terms. I measure ingredients with help using cups or spoons.

With some guidance, I can explain most hygiene and safety rules and say why they matter. I can say what the Eatwell Guide is for and identify the Fairtrade logo and name some Fairtrade products. I use sensory words when evaluating food and explain what I like about a product. I understand the function of some ingredients like flavour or decoration. I write short sentences with mostly correct spelling and punctuation. I can read simple numbers on nutritional labels.

I can use a range of equipment with little direction including a food processor, and I can name parts of a food processor. I understand correct storage conditions for ingredients and follow hygiene routines with minimal prompts. I follow a recipe independently and clear up to a good standard. I write clear notes and short evaluations with correct spelling of key words. I measure ingredients accurately using scales.

I can explain hygiene and safety rules and give reasons why they are important. I can categorise foods into the Eatwell Guide sections and explain Fairtrade and how it supports sustainability. I can name the function and sources of a couple of nutrients. I use sensory words to evaluate products and suggest improvements. I write short paragraphs with mostly correct grammar and punctuation. I can interpret simple nutritional values in grams.

I can select and use ingredients and equipment safely and independently. I understand high/medium/low risk foods and where to store them. I follow hygiene routines confidently. I show confidence when following a recipe and finish recipes on time. I clear up independently and to a high standard I write evaluations clearly using full sentences and correct spelling of technical terms. I measure ingredients and portions accurately

I can explain hygiene and safety rules confidently and why they matter. I can name and categorise foods into Eatwell Guide sections and explain why we use it. I can explain Fairtrade and its advantages and disadvantages. I produce sensory analysis using descriptors and star profiles. I write structured paragraphs with accurate spelling and punctuation. I can compare nutritional values and interpret simple percentages.

I can use equipment safely and accurately and lead by example in hygiene routines. I can name all parts of the food processor and use it independently. I follow and adapt recipes confidently and present dishes well using appropriate finishing techniques. I can assist others in class. I write evaluations using the Skills Matrix, and make recommendations clearly with accurate spelling and grammar. I scale recipes up or down using ratios and adjust cooking times.

I can explain the consequences of poor hygiene and link it to contamination. I can apply Eatwell Guide principles to a diet and explain Fairtrade and sustainability in detail. I produce high-quality sensory analysis and use technical terms like caramelisation. I write extended answers with accurate spelling, grammar, and logical structure. I can interpret nutritional charts and calculate simple ratios.

FRENCH The Year 7 French curriculum is designed to develop confidence and enjoyment in learning a new language while laying strong foundations for future progress. The aim is to foster curiosity about French language and culture, build effective communication skills, and encourage independent learning. Learners learn to listen, speak, read, and write in French, developing awareness of grammatical structures and vocabulary. They also begin to understand how languages work, making links between French and English to enhance metacognition. The curriculum promotes creativity, resilience, and cultural appreciation, preparing learners for lifelong language learning. Teaching and learning follow the principles of Extensive Processing Instruction (EPI), which emphasises modelling, repetition, and gradual production of language. In the Michaelmas term, learners study Ma Famille, learning to describe themselves and others, including personal details, personality, and appearance. The Lent term introduces Mon Temps Libre, focusing on free-time activities, sports, opinions, and weather-related plans. In the Trinity term, learners explore Mon Collège, covering school subjects, timetables, uniforms, and facilities. Grammar is taught in context using sentence builders and an inductive approach, helping learners notice patterns and rules. Key grammar points include gender of nouns, adjectival agreement, verb forms (je, tu, il/elle, nous), and sentence structure. Phonics and pronunciation are reinforced throughout, and learners learn to express opinions and use time phrases accurately. Lessons combine whole-class teaching, pair work, and interactive activities, supported by ICT tools and authentic resources. Learners have four lessons per week and complete regular homework tasks to consolidate learning. Literacy is central to language learning. Learners develop reading skills by engaging with texts and listening activities, while writing tasks progress from single words to short sentences and structured paragraphs. Vocabulary building is prioritised, with attention to spelling, pronunciation, and grammatical accuracy. Speaking and listening are practised through dialogues, role play, and oral presentations, encouraging spontaneous use of the target language. Learners also learn strategies for decoding unfamiliar words and improving fluency. Highly able learners are supported through extension tasks, opportunities for independent research, and additional challenges such as using a wider range of structures and tenses. They are encouraged to take part in language clubs and competitions, and teachers provide targeted questioning and feedback to stretch their skills further. Co-curricular opportunities enrich the curriculum. Learners can join French club and participate in events such as European Languages Day. Cultural activities, including film events and penfriend schemes, help learners experience language in authentic contexts. Progress is measured through regular formative and summative assessments. Learners complete end-of-unit tests and termly exams covering listening, speaking, reading, and writing. Progress is tracked against baseline and target grades, and feedback is provided through marking codes and WWW/EBI comments. Learners are expected to respond to feedback by redrafting work or completing targeted tasks. Departmental tracking ensures that progress is monitored consistently, and strategies are put in place for those who need additional support. Homework is set on a weekly basis and should take students a maximum of thirty minutes to complete. This may include vocabulary learning using Quizlet or Memrise, or revising for an end of unit test. By the end of Year 7, learners demonstrate growing confidence in using French, improved accuracy in grammar and spelling, and the ability to communicate simple ideas with increasing fluency.

FRENCH

Grade

Speaking

Listening

Reading

Writing

I know a few words that I can use accurately. I can say single words or sounds when someone helps me. My pronunciation is often unclear.

I can understand some familiar words or sounds. I find it hard to pick out any information. I am learning basic grammar and vocabulary.

I can identify a few familiar words in simple texts. I sometimes do not understand the full meaning. Translating into English is very difficult for me.

I can write a few words. My spelling and grammar is often inaccurate. My writing contains limited detail and I use only one tense.

I know a small number of words and can say these with help. My pronunciation of words is unclear. I do not use many language terms yet.

I can pick out a few key words or simple opinions in short sentences. I find it hard to understand most of what I hear; I know a little grammar and vocabulary.

I can understand some simple words and short opinions in texts. I can try to translate short sentences into English, but this is not always accurate.

I can write a few words with spelling and grammar mistakes. I can sometimes use one tense correctly. I might include numbers up to five.

I can say short phrases or single words with help. My pronunciation is getting better, and I use very simple vocabulary. I am starting to use some language terms.

I can understand simple information and opinions in short spoken texts with familiar words. I am learning to recognise basic grammar and vocabulary.

I can understand short phrases and simple opinions in texts. I can translate short sentences into English, but I often miss words or make mistakes.

I can write short phrases or sentences using basic words. My grammar and spelling are sometimes wrong, but I can usually use one tense. I might include simple numbers.

I can say short phrases with improving pronunciation. I can answer questions with some help and use simple grammar and vocabulary.

I can understand key points and opinions in longer spoken texts. I can recognise some time frames and familiar vocabulary.

I can understand short sentences and opinions in texts. I can translate short texts, but I make some mistakes, especially with unfamiliar words.

I can write short sentences using basic words. I can sometimes use two tenses and include simple opinions with reasons and connectives.

GEOGRAPHY Geography embraces both the natural and human worlds. It develops knowledge of places, environments, global issues, and sustainable development. The study of geography enables learners to acquire an understanding of maps and geographical images, teaches thinking skills and challenges learners to extend their research skills and use of ICT. The curriculum aims to stimulate learners’ interest in their surroundings, develop knowledge of landscapes and processes, and support understanding of interrelationships between people and the natural world. Learners are encouraged to play a responsible role in society and develop empathy and values through geographical understanding. The focus is on developing knowledge (K), critical understanding (CU) and geographical skills (S). There is a focus on real places at local, national, and global scales.

Programme of Study: Michaelmas

Introduction to Geography – areas of physical/human geography (K), develop the ability to make connections/links between areas of Geography (CU) and to understand the geographies of scale (K). Written assessment on plastic pollution. Weather – components of weather, how weather is measured and recorded (K) and how to accurately record weather (S). Understanding of how different weather events affect different groups of people at a range of scales (CU). Understand why it rains (K/CU).

Lent Geography of the UK – human and physical geography of the British Isles (K) and making connections between them (CU). Introduction to atlas maps (S) and using the internet for research (S). Introduction to maps to include what features ‘good’ maps include (K), produce a sketch map of the local area (S). Ordnance Survey (OS) Map skills – how to read OS maps, developing their skills using direction, symbols and grid referencing (S).

Trinity

OS Map Skills – Girls will further develop their OS map skills in the use of scale and how height is shown on a map (S). Using OS maps to route plan (CU/S). Fieldwork opportunity: Microclimate investigation – how to plan, collect data accurately and write a report using scaffolding. (S)

Learners are supported through a range of regular homework activities and in their understanding of the assessment and success criteria, through the modelling of answers and regular self and peer assessment opportunities. These activities encourage them to identify one or two strengths and areas for improvement, set personal targets, and reflect on how effectively they approached each task. Feedback is given and learners identify their own ‘Next Steps’ targets using the departmental levelling criteria. Formal assessment opportunities occur throughout the year ensuring learners are familiar with marking schemes and expectations. Grade descriptors provide the pathway for progression and help learners take ownership of their own work. At the start of Year 7 the girls sit a baseline assessment from which their end of year target grade is calculated. By the end of Year 7, learners demonstrate confidence in basic map skills, structured writing, and understanding of physical and human geography.

GEOGRAPHY Grade

AO1: Processes and Concepts

I can show a little knowledge of places and processes in the human and physical world.

I can name simple examples.

I can use very simple geographical words and try to spell them correctly.

I can show some knowledge of places and processes in the human and physical world.

I can include basic facts linked to a named example.

I can start to use geographical words accurately and use capital letters for place names.

I can show basic knowledge of places and processes in the human and physical world.

I can research named examples and collect evidence, checking if information is correct.

I can use geographical words consistently and write short paragraphs with mostly correct spelling and punctuation.

I can show reasonable knowledge of places and processes in the human and physical world.

I can use evidence and named examples to support my work and select relevant information.

I can use a range of geographical words and start reading topical articles. I write structured paragraphs with accurate spelling and grammar.

AO2: Synopticity

AO3: Geographical Skills

Grade

AO2: Application and Evaluation

AO1: Evidence, Named Examples and Case Studies

AO1: Geographical Terminology and Literacy

I can give a simple reason why something happens.

I can make basic connections between physical and human geography. I can begin to understand scale.

I can find one piece of information on an atlas map.

I can suggest reasons why things happen.

I can make accurate connections between physical and human geography. I can begin to use scale to support my answers.

I can add and subtract numbers. I can use the 4 main compass points. I can draw a simple bar chart. I can find different pieces of information in an atlas.

I can suggest reasons why things happen and begin to explain how they link together. I can connect my response to the command word in the question.

I can make accurate connections between areas of geography. I can begin to use SEE principles. I can compare ideas using scale.

I can compare numbers, use correct units. I can use the 8 compass points. I can use 4figure grid references. I can draw a line graph. I can identify patterns on a choropleth map I can use an atlas contents page.

I can make accurate connections between areas of geography. I can begin to use SEE principles. I can compare ideas using scale.

I can calculate mean and mode. I can work out percentages. I can convert units (e.g., cm to km). I can use map scales. I can draw compound bar charts, compare choropleth maps. I can collect data from an atlas.

I can make factual statements and explain reasons clearly, using different points of view.

HISTORY The Year 7 History curriculum is designed to develop curiosity and enjoyment in the study of the past while helping learners understand its relevance to the present. Rather than moving through history in chronological order, learners will undertake a series of thematic “time travel” journeys. Each journey is built around a challenging historical question and develops secure knowledge alongside the key historical concepts of causation, change and continuity, significance, comparison, evidence and interpretation. The curriculum is organised into six thematic enquiries: How to win a war? How do powerful people use propaganda to shape the way that others see them? How did democracy develop? How did leaders establish their right to rule? Can ordinary people change society? What is freedom? Each theme lasts approximately five weeks and includes a variety of historical periods to help learners answer the thematic question. The study of William the Conqueror and 1066 remains an important part of Year 7, with learners examining the Battle of Hastings and considering how preparation, leadership, tactics and adaptation contributed to William's victory. This is placed within the wider thematic question of “How to win a war?”, alongside contrasting examples such as Genghis Khan and Oliver Cromwell. Lessons are deliberately varied. Key knowledge is broken into a small number of carefully selected core points and revisited through retrieval practice. A strong visual element helps learners infer meaning from historical scenes, maps, artefacts and images, while structured questioning and discussion provides frequent opportunities to explain ideas aloud. “Arrival” images and detailed discovery scenes create curiosity and make unfamiliar periods tangible before learners move into source analysis, debates, role play, structured discussion and note-taking. Visual material supports pupils who benefit from seeing ideas represented concretely, while verbal explanation and discussion allow learners to rehearse ideas before writing. More confident learners are encouraged to make connections across periods, weigh competing explanations, and develop increasingly independent judgements. Literacy is central to the Year 7 curriculum. Writing develops progressively throughout the year, as learners use a Historical Writing Toolkit to move towards constructing coherent paragraphs and supported arguments. They practise explaining causes and consequences, identifying similarities and differences, and beginning to make judgements about significance. Redrafting following feedback helps learners improve the clarity, accuracy, and structure of their work. Emphasis is placed on developing a secure vocabulary of historical and subject-specific terminology and on using vocabulary accurately in both speech and writing. LHomework consolidates both knowledge and historical writing. Digital OneNote pages revisit core knowledge and provide a short enquiry question requiring pupils to consider more than one side before reaching a judgement. Optional extension activities allow learners to explore visual evidence, historical objects and further resources in greater depth, with AI tools permitted for selected creative tasks in line with the school’s AI policy. This regular structure builds confidence through familiarity while introducing new content and increasingly demanding questions.

HISTORY

Knowledge and Understanding

Explanation and Analysis

Sources and Interpretations

(AO1) Emphasises depth, accuracy, and understanding of key features and characteristics of historical periods.

(AO2)Focuses on secondorder concepts (cause, consequence, change, continuity, similarity, difference, significance).

(AO3)Requires students to evaluate sources for usefulness, reliability, and context; make substantiated judgements.

I can remember a few simple facts about the past and say what happened, but I need help to understand what these facts mean. I try to spell key words correctly.

I can give a basic reason for why something happened in history, but I need help to explain it clearly. I write short sentences with some correct punctuation.

I can look at a picture or object and say something simple about it, but I need help to understand what it tells me about the past. I try to write clearly.

I can talk about people or events from the past using simple words and begin to understand how they are connected. I spell some historical words correctly.

I can give a simple reason why something happened and what happened next, using words like 'because' or 'then'. I write simple sentences with mostly correct punctuation. I can explain one interpretation of events.

I can look at a source and say what it shows or tells me, and begin to think about why it was made. I write ideas clearly in short sentences.

I can describe events and people from the past using some historical words and begin to explain why they are important, spelling key words correctly.

I can explain why something happened and what the result was, using simple cause and effect ideas. I write short paragraphs with mostly correct grammar and punctuation. I am starting to compare two sides on an argument.

I can spot differences between sources and say which one I trust more, giving a simple reason. I write clearly and use full sentences.

I can describe and explain events using historical terms and key facts, show how things changed over time, and spell key historical words correctly. I can compare two time periods with statements.

I can give more than one reason for why something happened and explain the impact using cause and consequence. I write clear paragraphs with correct punctuation and grammar. I can explain two sides of an argument.

I can compare sources and explain why they might be different, thinking about who made them and why. I write ideas clearly and in full sentences.

Grade

MUSIC

The Year 7 Music curriculum aims to inspire creativity, confidence, and cultural awareness through performing, composing, and appraising. Our intent is to develop musical skills alongside critical listening and an understanding of diverse genres. Lessons explore topics that build technical ability, creativity, and appreciation of music as an expressive art form. Learners focus on foundational skills such as reading notation, maintaining a steady pulse, and performing simple melodies. They begin composing short motifs and develop confidence in ensemble settings and group performance, laying the groundwork for more complex tasks in Year 8. Topics Covered Keyboard basics - learning right-hand melodiesInstrument families Music Theory - treble clef notation, note values, rest values, time signatures, accidentals Orchestra - instrument families, exploring Prokofiev's Peter and the Wolf and Saint-Saens' Carnival of the Animals Chords - creating chord sequences, adding melody, exploring major and minor The Beatles - impact on popular music, song analysis Singing - popular music of the 20th and 21st century, songs from musicals, Christmas carols A range of musical styles are introduced, beginning with classical repertoire such as Beethoven’s Ode to Joy to develop keyboard technique and notation reading. Learners explore orchestral timbres through Prokofiev’s Peter and the Wolf and engage in listening activities with Saint-Saëns’ Carnival of the Animals. Practical work includes performing Heart and Soul to understand chords and harmony, and ensemble performance of The Beatles’ With a Little Help from My Friends. Singing activities incorporate pop songs and Christmas carols, while composition tasks focus on creating leitmotifs inspired by Peter and the Wolf and simple chord progressions. Lessons are practical and interactive, focusing on performance, composition, and listening. Learners work individually and collaboratively, using instruments and music technology. Homework is set once per half term to reinforce learning and encourage independent research. Co-curricular opportunities include Orchestra, Junior Chamber Choir, Senior Choirs and theory clubs. Adapted teaching ensures all pupils are challenged, with extension tasks for highly able learners. Literacy is embedded through lyric writing, reading musical scores, and writing evaluations. Pupils use musical vocabulary accurately through the use of Nearpod and Wordwall. They complete structured appraisals of performances and compositions. Homework tasks include research-based projects, notation practice and individual keyboard assignments. Progress is measured through practical assessments, written evaluations and tests and participation in performances. By the end of the year, learners demonstrate progress in technical skills, creativity and critical listening, preparing them for the next stage of KS3 and GCSE Music.

MUSIC Grade

Composing

Performing

Listening, Appraising & Theory

I can improvise repeated patterns. I can combine several layers of sound with awareness of the combined effect. Sometimes I do not work well as part of a group. I struggle to play a musical part and sometimes fail to focus during the rehearsal process.

I can sing in tune with expression. I can perform simple parts that use a limited range of notes. I sometimes cannot concentrate when performing, and struggle to perform with others. I also struggle to face the audience or position myself correctly to be seen when performing.

I recognize how different musical elements are combined and used expressively. I make improvements to my own work; however, I do not openly discuss the music or performances, and I can struggle to write simple statements about my practical work. I am not familiar with music notation.

I can improvise melodic and rhythmic phrases on my own and as part of a group performance. I can compose by developing ideas within musical structures. I only create simple parts. I let others make decisions for me and remain quiet in rehearsal, rarely participating in decision making.

I can perform by ear and from simple notations. I can maintain my own part with awareness of how the different parts fit together and the need to achieve an overall effect. However, I sometimes perform with minimal effort applied, taking a small role which doesn’t offer many performance skills.

I can describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. I can suggest improvements to my own and others' work, commenting on how intentions have been achieved but I struggle to identify focused targets for improvement. I can recognize some notes and rhythms, but not yet secure.

I can work as part of a group and can co-operate with others. I can play a simple part and can focus for some of the time in rehearsal. I can improvise repeated musical patterns. I can combine several layers of sound with awareness of the combined effect.

I can play a simple part and cooperate with others on stage. I can sing in tune with expression. I can perform simple parts rhythmically, that use a limited range of notes.

I can write in simple statements about my practical work. I can recognize how the different musical elements are combined and used expressively. I can identify some targets for improvement and can comment on the intended effect. I can recognize notes, rhythms and rests.

I listen to and co-operate with others, suggesting some ideas to develop my own part. I can create a unique piece, and I can stay focused for most of the rehearsal. I can improvise melodic and rhythmic phrases on my own and as part of a group. I can compose by developing ideas within musical structures.

I perform most of my part correctly and stay in time for most of my performance. I can perform with others and am aware of how the different parts fit together and the need to achieve an overall effect. I can perform by ear and/or from simple notations.

I can identify features of good performance work. I can write in full sentences about my strengths and weaknesses. I can identify targets for improvement and can comment on how intentions have been achieved. I can describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. I can draw notes, rhythms, rests and triads.

RELIGIOUS STUDIES The Year 7 Religious Studies curriculum develops religious literacy, philosophical enquiry and an understanding of key religious beliefs and practices. Pupils begin with an Introduction to Religion and Philosophy, exploring religious and non-religious worldviews, questions about God and the nature of belief. They then study Judaism and Christianity in greater depth. Throughout the year, pupils are encouraged to approach different perspectives with respect, curiosity and critical thinking. They develop the skills to use accurate subject terminology, explain beliefs and practices, compare ideas and construct reasoned arguments. These foundations prepare pupils for increasingly analytical and evaluative work as they progress through KS3. Topics Covered Introduction to Religion and Philosophy: What is Religious Studies? Religious and non-religious worldviews, beliefs about God, arguments for God’s existence, the problem of evil and suffering, religious experiences and miracles, an introduction to world religions, and how to construct and evaluate philosophical arguments. Judaism: Introduction, Creation, Shabbat, Abraham, Moses, Pesach, the Tenakh, the Ten Commandments, the synagogue, Bar/Bat Mitzvah and kosher food laws. Christianity: Introduction, the Bible, the Trinity, Jesus’ life, teachings, death and Resurrection, sin and salvation, worship and Christian denominations. An assembly led by a guest speaker from Good News for Everyone enriches pupils’ study of Christianity, providing an opportunity to explore the importance of the Bible and its influence on Christian life today. Religious Studies is taught in two lessons per week and draws on a rich variety of pedagogical approaches. It employs phenomenological exploration of religion as lived experience, conceptcracking to challenge and understand core ideas, interpretive methods to explore how belief is experienced and expressed in real life, human/spiritual-development approaches that invite personal meaning-making and ethical reflection, and critical-realist methods which encourage scrutiny of belief claims. Technology such as FireFly and Microsoft Teams supports learning, research, and organisation. Students can extend their learning through stretch and challenge activities both in and beyond the classroom, as well as by completing tasks for the RS Accolade Award. Religious Studies is a literacy-based subject, and lessons include strategies to develop reading and writing skills. Students engage in extended writing tasks, regular spelling checks, and reading challenging texts, including sacred writings. Vocabulary development is explicitly taught, with a focus on subject-specific terminology to support understanding and precision in communication. Writing tasks are structured to develop clarity and coherence, while opportunities for oracy (e.g. debates, presentations, and group discussions) are embedded in lessons to build confidence and articulate thinking. These strategies ensure that students leave school as effective communicators, capable of expressing themselves fluently and accurately. Homework tasks are short and frequent, focusing on retrieval practice and reinforcing key concepts. All assessments are moderated within the department, and results are used strategically to plan interventions, support individual needs, and refine curriculum delivery to ensure that every student can succeed.

RELIGIOUS STUDIES Grade

AO1: Knowledge & Understanding

AO2: Analysis & Evaluation

Beliefs, Practices & Sources of Authority

Influence

Similarities & Differences

Analysis

Evaluation

I can show a little understanding of different views and practices.

I can describe why some parts of religion and belief are important.

can give my opinion about religion or belief using simple, everyday language. I can spell, punctuate and use grammar with limited accuracy.

I can show some knowledge of some influences.

I can show some understanding of some different views and practices.

I can describe why some parts of religion and belief are important and how they affect people.

I can give my opinion about religion or belief and recognise that other people might think differently. I can spell, punctuate and use grammar with some accuracy.

I can show some knowledge of some influences, with limited use of examples.

I can show some understanding of similar and different views and practices within and between religions.

I can describe clearly why some parts of religion and belief are important and how they affect people.

I can give my opinion about religion and belief with a simple reason and show I know others have different views. I can spell, punctuate and use grammar with moderate accuracy.

I can show some accurate knowledge of some influences, with some use of examples.

I can show some accurate understanding of similar and different views and practices within and between religions.

I can describe in good detail why some parts of religion and belief are important and how they affect people and society.

I can give my opinion about religion and belief with some reasons and try to use key terms. I can spell, punctuate and use grammar with reasonable accuracy.

I can show a little knowledge about some beliefs and practices with very limited reference to sources of authority.

I can show some understanding of a few beliefs and practices, with limited reference to sources of authority.

I can show some knowledge of a small range of beliefs and practices, with some use of sources of authority of authority.

I can show some accurate knowledge of a range of beliefs and practices, using some sources of authority.

I can show a little knowledge of some influence.