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YEAR 7 CURRICULUM BOOKLET 2021-22


WELCOME TO YEAR 7 Our Shared Values ‘Excellence for All’ Our aim is to deliver the best possible education for all students, to enable them to maximise their achievements, academically, socially and emotionally, so that they are ready to take their place in society as positive and successful adults. We achieve ‘Excellent for All’ by having: •High expectations •High achievement •Outstanding leadership •First class personal development •Care and support •Consistency •Maximising opportunities •Positive relationships •Positive behaviour •A culture of celebrating success

Curriculum Statement The curriculum we offer at The Compton School: • is balanced and broad and ambitious for all • reflects our commitment to students achieving their best • regards learning as an active partnership between school and home • provides opportunities for regular monitoring and reporting home on student progress • reflects the needs of our culturally diverse, multi-ethnic community • provides clear progression from Key Stage 2 and between Key Stages 3, 4 and 5 • enables students to develop their talents and aspirations • prepares students for a changing technological society • promotes their spiritual, moral, social and cultural development • prepares them for the opportunities, responsibilities and experiences of adult life • includes religious education, citizenship, sex & drugs education and extra-curricular activities • promotes a learning ethos where students develop life-long learning skills and a range of personal learning and thinking skills • develop students’ ability to work effectively both independently and in co-operation with others


WELCOME TO YEAR 7 Reporting on Progress There are regular opportunities throughout the year for parents to be informed of their child’s progress, which is closely monitored by Subject Teachers, Form Tutors, Year Managers, Pastoral Leaders and Key Stage Leaders. Parents will receive four reports each year, three Academic Reports and one Form Tutor Report. Each report contains information about student attainment, effort and progress. There will be an opportunity for parents to discuss the reports in detail with their child’s teachers at Parents’ Evening. Parents will also receive a detailed report from their child’s form tutor at the end of each year.

Student Leadership The aim of the student leadership programme is to offer a range of roles and responsibilities to our whole student population. It also aims to strengthen student engagement and to promote active citizenship by establishing democratic bodies with real influence. We offer a range of opportunities for students to contribute to their development throughout their school career, including, Headteacher’s Consultation Groups, Digital Leaders, Peer Mentors, Charity Leaders, Sixth Form Leaders, Transition Leaders, Sports Prefects and Prefects. All roles on student leadership will be advertised and students will be allowed to apply for positions of responsibility at various stages in the academic year.

Pastoral Care The system of Pastoral Care, coordinated by the Support and Intervention Team, works closely with parents in providing students with the support and guidance required to help them achieve their full potential. A Pastoral Curriculum is delivered through daily Personal Development Time by their Form Tutors, as well as Assemblies and Enrichment Opportunities. This curriculum is designed to support the development of the whole child; it covers a wide range of different aspects of personal, social, moral and cultural understanding and emotional health and well-being. The Support & Intervention Team consists of Key Stage Leaders, Year Managers Pastoral Leaders and Form Tutors. The Form Tutor monitors the progress of the students in their tutor group offering a first point of contact to parents. The Year Manager co-ordinates the year group and offers personalised support and guidance to each child as appropriate. The Key Stage Leaders have overall responsibility for Key Stages 3, 4 and 5.


CURRICULUM SUPPORT Our Intention… The Curriculum Support Department works alongside all teachers in the school to provide access to the curriculum for those individuals with Special Educational Needs and Disabilities (SEND).

“I like coming to Curriculum Support as it makes me feel safe and special and there is always a teacher there to help you. I really like coming to this school and so will anyone new that comes here.” Amy Flemming (7H)

Aims for the year The educational aims for pupils with SEND are the same as those for all students. We aim to break down the barriers to learning, in order to help them develop into confident, successful and ambitious young adults. This is achieved through high quality teaching and provision that is adapted and personalised to meet the needs of the individual student.

Occasionally pupils may be withdrawn into small groups for Literacy, Maths, speech and language interventions or Social Skills. Other professionals such as speech and language therapists, physiotherapists and specialist teachers may also be involved in supporting students with specific needs by offering advice or intervention. The Curriculum Support Department has two teaching rooms, one equipped with computers. The department has a SENDCo, Deputy SENDCo, two Senior Teaching Assistants and a team of experienced Teaching Assistants. This enables effective and targeted support to be offered to students from Year 7 to Year 11 and ensures that students with a variety of different needs receive individualised support.

Our mission is to enable all young people with SEND to achieve the best possible outcomes at The Compton School. This is done through assessing the individual needs of these pupils and putting support in place to enable them to take a full and active part in the curriculum. To support the overall development of our pupils, we have a range of interventions that we run. These include homework club, careers support, zones of regulation, fine motor skills, social skills, CBT, reading club and much more. During the summer term, all primary schools with students transferring to The Compton School the following September are visited and note is taken of any additional need a student may have. This enables us to plan support for the coming year and ensures a smooth transition to secondary school for the most vulnerable students. In September, all Year 7 students are assessed for reading and spelling. The results of these, together with information from primary schools, inform any strategies which are put into place to support or monitor the students throughout their time in school. The Department works closely with subject teachers, Year Managers and Key Stage Leaders to ensure that all staff are kept fully informed and student need is met as effectively as possible.


CURRICULUM SUPPORT “The Compton School might be scary at the start, but once you get used to it it’s pretty fun. Don’t worry as Curriculum Support help you all the way and are the best teachers. I like my lessons in Curriculum Support as I don’t have to rush and it helps me understand the work better. Also, make sure you bring a watch as you have different lessons at different times and you don’t want to miss a minute of any lesson!” Christopher Banks (7C)

FAQs: What does the school do to help children/ young people with special educational needs? We can audit the needs of children based on previous data i.e. KS2 levels and on the detailed SEN lists which we have created. We ensure that interventions are personalised to what the child needs at that time. This could be Teaching Assistant (TA) support in class, nurture groups i.e. smaller classes to support struggling learners, small group interventions, 1:1 intervention. These may be during the school day, where children are withdrawn from PDT and after school and during breaks. We have TAs working at different levels in the school; Level 1, 2 and Higher Level Teaching Assistants. We encourage all our staff to continue with their training and professional development and have a number of TAs who have gone on to become excellent teachers here at the school, with a firm foundation and grounding in Special Educational Needs. All of our Interventions are measured using baseline and exit data. We aim to run an intervention for about 8-12 weeks. Students should have made accelerated progress during this this time and if this has not happened we will explore another more suitable intervention. How do teachers match the curriculum to the child’s individual needs? We teach the National Curriculum. We prefer not to take children out of lessons where possible and want to make sure that the most trained and professional members of staff work with the lowest ability pupils in school. Our staff are monitored regularly to ensure that their lessons are good or outstanding. Class teachers are responsible for adapting their lessons and supporting all the pupils in their class. We encourage staff to send their planning and resources to their TAs so that writing frames, vocabulary lists, knowledge organisers and visual resources etc. can be created before the lesson. Children may need texts enlarged and other resources to help them. Each class teacher has the details of all the needs of the class which is used to ensure teachers get to know each individual child.

What specialist services and expertise are available at or accessed by the school? The school offers a counselling service. We work closely with outside agencies including Speech and Language, Education Psychologists, Mental Health Services, Family Support, Social Care, Physiotherapists, Occupational Therapists. When necessary we buy into these services to fulfil the needs of the pupils. We have two Higher Level Teaching Assistants and one further support staff who are taking their HLTA assessment this year. Our SENCO holds the National Training Award for SENCOs


ART

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Our Intention… Art develops a vast range of practical skills, knowledge and understanding and introduces children to an exciting world of illuminating experiences with opportunities to explore new ways of thinking and achieving success. In Key Stage 3, students will explore, reflect and celebrate their ideas and imagination. This will increase every pupil’s ability to approach challenges with a positive and confident outlook. All pupils can find meaningful success in this subject. This can raise their self-esteem and help them become more confident learners elsewhere. The art department strives to enthuse students about art and the impact it has on their everyday lives. All students will develop their independent learning skills and engage and appreciate the arts through a sense of enjoyment.

As well as exciting schemes of work, the Art Department run extracurricular activities throughout the year which allow students to develop their skills and experience new media and materials such as stop gap animation. As a department, we encourage all students to experiment with materials and to be inspired by a range of artists. The curriculum we offer is designed to allow students to work both independently and collaboratively. Many realistic college and career opportunities follow on from art. The skills developed in this subject allow them to be creative thinkers, problem solvers and have clear applications in many industries. Students always achieve well in Art at The Compton School and their work is celebrated through display and online. We are very proud of what students achieve and our schemes of work are accessible for all levels of ability. Sara Krasniqi 9C: “Art is a lesson that allows you to express yourself and your feelings. The art teachers are always supportive and helpful. The art rooms are really inspiring with all the artwork up and the lessons have a lovely calm atmosphere.”

Aims for the year In year 7 students have the opportunity to work with a range of media, from drawing and painting to sculptural materials such as Mod-Roc. Our schemes of work include Pop Art and Public Sculpture and Identity and Portraiture and Illustration and design. Each is a mix of formal elements, artist research, links to society and a final piece. Schemes of work are exciting and students thoroughly enjoy them. We cover many areas such as proportions of the face right through to colour theory and 3D work. We aim for students to • To develop confidence in and enjoyment of art, craft and design. • To increase visual awareness of the world around us and develop an understanding • of the basic formal elements of art. • To develop new skills, and work with a range of media on a variety of scales • To strengthen imaginative and creative skills • To recognise that artists come from a variety of cultures and backgrounds and use a • variety of techniques and processes.


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ART

Assessment Workbooks will be regularly checked and feedback given. Students will be given feedback every few weeks, with targets given for improvement. Students’ work will be assessed and reported to parents using the School’s Threshold Assessment bands.

“I am enjoying learning about self-portraits and the lessons are always fun and interesting.” Roberta Bucpapaj 7P:

Modules and units covered Mini Pop Art Sculptures (Craft) Students will complete observational drawings of items. They will look at the work of the sculptor Claes Oldenburg and will then translate their 2D drawings into a mini 3D sculpture using a range of materials and techniques.

Students will review their own work to help them identify their own strengths and weaknesses. Regular class discussion and small group evaluation will also take place. Students will be aware of their current progress and targets for improvement. Students will be assessed on their ability to explore and develop ideas and manipulate materials, and on their understanding of Artists and Art language. Their attainment will be reviewed six times a year by teachers, module test, and each project will be finally assessed using a contextualised mark scheme. There will be opportunities for students to act on feedback and to raise achievement throughout their projects

Identity and Belonging (Art) Students will work from observation producing a range of drawing based on the theme of identity and culture. Looking at the artwork of Frida Kahlo. Monsters (Design) Students will look at the illustration work of John Burgerman. They will design illustrations for a book based on monsters and experiment with printmaking techniques.

FAQs What were the GCSE results last year? We achieved 94% 4-9 and we are consistently above the national average. Are they in streams for Art and how many lessons do year 7 have? No, students are taught in their form groups. We have 3 lessons every 2 weeks. (one double and 1 single)

What extracurricular clubs do you run? We run one KS3 club a week. A programme of enrichment is diverse and changes regularly along with local opportunities in the area. This year we are running a stop gap animation project and a stencil and spray paint project.


DESIGN & TECHNOLOGY Our Intention… Design and Technology has made a massive impact our daily lives from small man-made products such as a paper clip or a pencil sharper to larger products such as automobiles and aircrafts. D&T is about inventing and re-designing products for a stress-free and convenient lifestyle. Take mobile phones, for example, there was a time when you can only make a phone call from a wired phone situated within a building, but now developments in technology have allowed these calls to be made wirelessly anywhere. D&T students are encouraged to think creatively outside the box to problem solve and come up with workable solutions through designing and making of a product which meet human needs and wants. D&T is also about designing for a sustainable future, which considers the reduction of environmental damage. Aims for the year In Design and Technology, students combine design, practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively, solving problems as individuals and members of a team.

“I like Design and Technology because, you can let your mind run freely to be creative and design what you want. It is amazing how technology and products have changed over time to make our lives easier. There are a range of options and areas available within the subject, which allow you to be creative.” Josiah Johnson, 9H

Modules and Units covered: Year 7 Students will begin the first term by studying and learning key skills needed for Design and Technology, such as isometric drawing, colour rendering, perspective drawing, orthographic drawing, British standards for measuring, structures, mechanisms and computer aided design. Once year 7 students have completed the key skills unit, they will move onto studying each of the 5 disciplines covered in Design and Technology (Graphics, Food preparation & Nutrition, Product Design, Textiles and Systems & Control). Within the 2 years of years 7 & 8, students rotate in carousels to explore and learn about each of the 5 subject disciplines mentioned above. They spend 12 weeks at a time on one discipline, before moving on to the next area. As a result, all areas of the National Curriculum are covered through these rotations at TCS. At the end of year 8, students have to pick two disciplines to study at year 9 in more detail leading to a further GCSE option at year 10.


DESIGN & TECHNOLOGY Ria Vara, 10H What do you enjoy about Design and technology? I enjoy making things, being imaginative and expressing my creativity. Within school, I like Food Technology the most because you can experiment with different recipes from around the world. At home, during lockdown and as a hobby, I use a computer app to design buildings and houses, as well as designing their interiors. What do you enjoy most about the subject? I mostly enjoy the practical side of the subject because you get to see your drawn ideas become 3D models and you are also problem solving through making a working and usable product.

Would you consider taking the subject at GCSE level? Yes, definitely, because I have gained more experience both at home and now back at school. I also would like to pursue a career within architecture or something similar. When did you start taking an interest in the subject? I first became interested in the subject, when I was in year 5 and we made carnival head dresses. Then, in year 6 we designed and made pencil cases.

Assessment: Students’ work will be assessed and reported to parents using the School’s Threshold Assessment bands. Students will be encouraged to assess their own progress and to set targets for progression. Students will be expected to complete homework each week.

How long are lesson on a rotation with each material area? Students spend 12 weeks at a time studying each subject discipline, before moving onto the next rotation. Is Design and Technology offered as a GCSE option? Yes, students can pick Design and Technology as a GCSE option subject, where the final summer examination and the written coursework are both worth 50% each of the overall final grade. Do you run extra-curricular clubs? Yes, the Design and Technology department do run after-school extra-curricular clubs. Does your subject teach environmental affects and sustainability? Yes, sustainability is an important topic, which is also covered within the national curriculum at KS3 and the GCSE specification. Students are taught about renewable energy versus non-renewable energy, as well as the 6 R’s of sustainability (Recycle, Reuse, Rethink, Refuse, Repair and Reduce).


DRAMA

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Our Intention… Our intention is to enrich students’ lives through the fun and creativity of Drama, by supporting them to connect and therefore thrive. What this means is whether you have had any experience of Drama in Primary school or outside of school, we aim to get you to love Drama from the moment you start in year 7, and we want you to feel supported to gain confidence and to find the actor within you! In every lesson we want you to thrive and of course have lots of fun! Why study Drama? Drama helps to develop the vital life skills of communication: developing your social, debating and presentation skills. Drama also develops confidence, which will be transferable to the world of work, as you will communicate with people on a daily basis, either face to face or online. Every year, our students develop their performance skills, team work skills and analytical skills. You will learn the important 3 C’s of Drama: Communication, Cooperation and Concentration through a range of games and activities. We are proud that students develop a love for Drama and then go on to be successful advocates for the school, many winning the Jack Petchey Award or becoming Head boy or girl of the school! Additionally, the school have gained Arts Mark Gold, and also run the Bronze and Gold Arts Award. Aims for the year Students will be developing skills in speaking, listening, presenting, reflecting, discussing and evaluating. They will develop their imaginations, attitudes and social skills. They will develop knowledge about drama from different cultures.

“The reason I love Drama is because I am able to express myself. Also, it is really fun to recreate funny scenarios” Youssouf Maaouane 9T

They will be exploring the use of dramatic form through improvisation and presentation.


DRAMA Modules and Units covered: Darkwood Manor: Learning the fundamental drama skills through Improvisation and Teacher in Role. Students will be creating characters, settings and using music and lighting to create atmosphere. Physical Theatre : Exploring different extracts from The Curious Incident of the Dog in the Night-time, learning lines and performing focusing on characterisation. Students will also be learning and embedding physical theatre techniques in to their work. Commedia Dell’ Arte: This unit focuses on comedy using costume and exaggeration to improve student’s physicality and characterisation. “I love Drama as I get to develop my knowledge and understanding of the subject” Emily Warburton 9T

Radio Plays: An exploration of radio drama focusing on vocal skills and script writing skills.

Introduction to Shakespeare: An introduction to a Assessment: variety of Shakespeare’s plays including Romeo Formal assessments will take place at the end of each topic and Juliet, Macbeth and The Tempest. This unit where students are given the opportunity to improve by explores both the language and the themes of the completing a ‘Take One’ and then ‘Take Two’ performances. plays. In year 9, students complete a live theatre written assessment too. FAQs: How often are students taught Drama at KS3? Drama is taught in purpose-built studios, all fitted with LED lighting and surround sound. Students are taught once a week throughout the whole of year 7, 8 and 9, before they choose their options in year 10. This amounts to 2.5 hours over the 2-week timetable. What extra-curricular opportunities are there? We have always run a Drama club for all year groups throughout the year. We always perform Drama showcase’s where parents are invited to come in and watch the plays and performances their children have been working on over the term. Last year, we put on a performance of ‘In Search of Alice’ – a modern twist on the classic tale. The show was a rousing success, despite us rehearsing during the pandemic! Every other year we put on a whole school musical: in the past, we have put on Bugsy Malone, Oliver, Grease and School of Rock. We offer at least one theatre trip per year group at KS3, 2 trips at KS4 and 6 trips at KS5. We also bring in a theatre company to school to perform for our year 9 and 10 students, as well as theatre practitioners who work with our exam classes. Is Drama a popular subject and what are your results like? Drama continues to be popular at The Compton and this is reflected in the GCSE and A Level uptake. Our A Level results have always been outstanding; most recently, they were 100% A*-C, GCSE 92% 9-4 2021.


ENGLISH Our Intention… Our intention is to create lessons which challenge, provoke thought and inspire our students. All of our teachers are deeply passionate about English, have excellent subject knowledge and a wealth of experience in education. Our team is a collaborative one meaning we plan and teach the same lessons; this ensures consistency for all students and that all of our lessons are well researched and resourced. Our curriculum is a diverse one covering a broad range of topics and skills. Our vision is that when students graduate from The Compton School every single one of them will have made excellent progress in English and be equipped with the critical skills they need for their futures. Aims for the year Our curriculum at year 7 is designed to build on all of the skills students will have been taught in Key Stage 2 as well as to teach them new and exciting areas of English. We want every student to love all the different aspects of English and to be confident in their reading, writing and speaking. In order to accomplish this, we cover a broad range of topics throughout the year with each focusing on developing a certain set of skills. This not only maintains students’ engagement as we rotate between the key skills in topics but also ensures that the knowledge is embedded and committed to their long term memory as we revisit the key skills throughout the year.

“In year 7 I really enjoyed Ghost Stories because it was really creative. It allowed me to write freely and all the tips I was given allowed me to improve my confidence.” Martina Hyde – 8T

Assessment: In English, students will be assessed in a variety of ways. In every lesson the teacher will use the “no hands rule” to ensure every student is questioned to assess their understanding, address any misconceptions and identify any gaps in their understanding. This then informs our planning of future lessons. Weekly homework will also be set and this will be marked and assessed alongside their classwork and assessments. Students will also be assessed in more formal ways through the midterm and final assessment for each unit. The midterm assessment gives teachers a clear picture of how students are progressing and what areas need to be focused on before the final assessment. After marking the midterm assessment each teacher will create a bespoke lesson to address the class and individual targets to ensure all students make maximum progress and achieve their very best in the final assessment. The final assessment is then marked using our threshold system which focuses on student progress.


ENGLISH Skills and Areas Year 7 Will Develop: Reading a broad range of non-fiction and fiction texts critically Studying two authors in depth Comprehension of unseen and seen texts Inferring meaning from unseen and seen texts Analysing language, structure and form Understanding and analysing plot, setting, staging and characterisation Comparing texts Writing a broad range of non-fiction and fiction texts Planning, drafting and editing their work Summarising key information Learning new vocabulary and using vocabulary in context Spelling, punctuation and grammar Understanding the difference between spoken and written language Discussions, debates, presentations and confidence in speaking

Modules and Units covered: Units Year 7 Will Study: Spoken Language – predominantly a Speaking and Listening unit Darkside by Tom Becker – Reading unit London Writing – Writing unit A Midsummer Night’s Dream by William Shakespeare – Reading unit Ghost Stories – Writing unit Advertising – Speaking and Listening unit

“I liked that we explored lots of different things in year 7 and did non-fiction and fiction because it showed me that English wasn’t just about stories but could also relate to real life.” Saffron Conway Brand – 8P

FAQs: How are students grouped in English? In English, students are taught in mixed ability classes throughout their time here. Our fundamental aim is to maximise pupil achievement across the ability range and, as a result, we do not have sets in English. Setting students in English can be very limiting; instead, we like to encourage all of our students to engage and participate equally and to learn from one another. Furthermore, all Key Stage 4 students sit the same papers for their English GCSEs and so will all need the same skillset. All of our students make excellent progress – they are never inhibited by being in mixed ability classes and students will always receive the necessary support and challenge they need from their teacher. My child is very able – how will you stretch them? Our aim is to stretch and challenge all of our students and the class performance is raised when students see what the most able can achieve. In and outside of lesson time we will always provide challenge tasks for the more able students to complete to ensure they reach their full potential. They will also be given more responsibility in the lesson, such as being a group expert or teacher, in order to develop their confidence and leadership skills.


FRENCH Our Intention… Our intention is to inspire and motivate students to learn a new language. We aim to spark students’ interest by imparting cultural knowledge as well as new language skills. In the Modern Foreign Languages Department, we are all committed to making lessons fun and interesting. We are proud of our collaborative and creative approach which ensures the most up to date learning that is accessible to all students. We believe that languages are important both academically and as a life skill and that ultimately they will be a great asset to students in their future lives and careers. Aims for the year: We aim to lay the foundations of language learning whilst developing the skills of listening, reading, speaking and writing. We build on literacy skills acquired at primary level as well as an awareness of Modern Foreign Languages.

By the end of Year 7, students will feel proud to have developed their knowledge so they are able to communicate in the target language.

“I like learning French because it’s a priority to speak multiple languages and it’s something new to discover.” Annabelle Hearn (7N)

Modules and Units covered: In Year 7 we will study: • Module 1 – Greetings, alphabet, numbers, days of the week, months of the year, schoolbag items • Module 2 – My free time: likes & dislikes, colours, animals, family, where I live • Module 3 – Food and drink, eating out, countries, nationalities, weather • Module 4 – Physical descriptions, music I like, school subjects, my school day


FRENCH Visit to an artisan bakery on a French trip

Assessment: Students will be assessed on the four language skills in line with the school ‘threshold’ system: Foundation; Developing; Secure, Excellent and Exceptional. The assessments will take the form of listening, speaking exercises, reading comprehension, written and translation tasks, which may be set during or at the end of a unit. Students will also be given regular self-assessment exercises to work on with their peers and with the teacher.

“I enjoy learning new languages as it allows me to speak with a wider amount of people and learn more about their culture.” Shay Dean (8N)

FAQs: Can students study two languages? No, students can only study one language, which they can continue to study at GCSE and A Level if they choose to. Can they choose what language to study? At The Compton School we offer French and Spanish. Students will be allocated a language depending on their form group. Half of the forms will do French and the other half will do Spanish. Can I request what language my son/daughter learns if I have a preference? If you have a strong preference for either language you would need to request this in a letter to the Head teacher outlining your reasons for this. This will be taken into account when allocating students to form groups.

If students speak another language at home, can they take a GCSE in it at school? Yes, they need to see the Exam Officer and they will need to fill in a form to be able to sit the exam in that particular language. If students are French/Spanish speakers, are they able to take the GCSE exam earlier? Yes, they will be assessed by a French/Spanish teacher and if ready, can sit the GCSE in year 9. This allows students to opt for a different GCSE subject in KS4.


GEOGRAPHY The Compton School’s Geography Department's mission is to deliver a Geography education that allows all young people to understand their place within the world and to explore their interactions with both the physical and human realms, now and in the future. We inspire our pupils to become global citizens by exploring their values and responsibilities to other people, the environment and to the sustainability of the planet. Geography is a broad academic subject which will open up options for your child in their future. Employers and universities see Geography as a robust academic subject rich in skills, knowledge and understanding. As a subject linking the Arts and the Sciences, it is highly flexible in terms of what pupils can combine it with during their time at The Compton School, both at GCSE and A Level. Aims for the year In Key Stage 3 Geography, learning deepens and children continue to investigate a wide range of people, places and environments. They start to learn about the geographical patterns and processes and the political, economic, social and environmental factors affecting people and places. They also learn about the interdependence between places and environments and carry out geographical enquiry inside and outside the classroom. They may ask geographical questions such as, “How and why is this landscape changing?”, “What is the impact of the changes?” and “How do different people feel about this?”

Your child will collect and analyse statistical evidence to answer such questions and be encouraged to develop a personal opinion. They will also use a wide range of geographical skills and resources, such as maps, satellite images and ICT to answer questions. “Geography gives us a chance to expand our knowledge of the world right now. There is a varied curriculum so it cover the interests of everyone – both physical and human Geography.” - Tarlan Mohammadi, 9S

Your child’s geographical vocabulary will also be extended (using terms such as ‘drainage basin’ and ‘urban regeneration’) and they will have a greater awareness of the location of places and environments studied and in the news.


GEOGRAPHY Modules and units covered Pupils develop their spatial awareness of countries using maps of the world. They study Africa, Russia, Asia and the Middle East, focusing on their environmental regions, including deserts, countries and major cities.

Year 8 Field Trip: Walton-on-the-Naze

Pupils study the geographical similarities, differences and links between a regions in Africa and Asia. Pupils study physical geography, including plate tectonics, rocks, climate change and coasts; and human geography, including population, urbanisation, international development and natural resources. They’ll also learn how physical and human processes affect landscapes, environments and the climate, and how human activity relies on natural systems

Assessment: Our KS3 Geography course puts progression and assessment at the heart of the curriculum, laying firm foundations for the GCSE specifications. At KS3 students are assessed with half termly end of unit assessments in a variety of different forms, including written assessments, group projects and presentations. FAQs: How much time do students spend studying Geography? At KS3 students have 5 periods of geography over the course of the two week timetable.

Do you go on field trips in Geography? In previous years the Geography department aims to take most year groups on an annual field work day trip to support our geographical units of study. We have also organised international trips to the Azores, Croatia and Sicily. What units of work do students study in Year 7 Geography? • An introduction to Geography • What are ecosystems? • Map skills • How does food arrive on our plate? • Can we live with the threat of natural hazards? • What is weather and climate?

“Geography GCSE is brilliant. You learn about a wide variety of aspects of geography e.g. physical Geography like rivers and coasts and human Geography like problems and challenges in Rio de Janeiro” Sadie Levy-Wade, Year 12


HISTORY & RE Our Intention… The History and Religion Education Department aims for students to develop a meaningful interest in and understanding of the past and an appreciation of the diversity and value of human experiences. Studying History enables us to develop better understanding of the world we live in. Building knowledge and understanding of historical events and trends, especially over the past century, enables us to develop a much greater appreciation for current events today. Studying religion gives students valuable insights into the diverse beliefs and opinions held by people in the past and today. It also helps students to develop an understanding of the spiritual, moral, social and cultural questions that surface throughout life. Aims for the year: Throughout the year, students will develop their ability to conduct historical investigations by deploying key historical skills such as source analysis, comparison and contrast, narrative description and evaluation. Students will also develop an understanding of key historical concepts: evidential understanding, causation and significance. In addition, students will build on their knowledge and of religion beliefs, and learn to evaluate similarities, differences, significance and influence.

Assessment: Students are assessed in History using a variety of targeted methods. At the end of each enquiry, students are asked to produce a summative piece of work that is assessed in relation to the school’s progression framework. Students are supported in their preparation for assessments by knowledge organisers that are provided by the department for each student and contain the key people, places, actions and events that underpin each topic.

“History is a very important subject, it teaches us about the past so that we can learn from mistakes people have made, but also helps us to benefit from positive past experiences, like inventions and discoveries. I really enjoy learning about the way people lived in the past and comparing it with the present day. Shannon Osei 8O

Formative assessment also takes place throughout the course by way of verbal questioning and whole-class discussion, regular written feedback on students’ work from teachers and student-to-student review.


HISTORY & RE Modules and units covered: Classical Enquiries: What significant changes occurred after the Romans left Britain? Using evidence from the period, students work both as individuals and in groups to solve this enquiry. As the story of Ancient Rome unfolds, students develop and extend specific historical skills – such as chronological understanding – creating a great foundation for future enquiries to come. Medieval Enquiries: What was the impact of the Norman Conquest on Britain? What made the Middle Ages the Golden Age of Arabic Science? This enquiry investigate life in the Middle Ages through events such as the Battle of Hastings 1066, the devastating Black Death of 1348, and The Peasants’ Revolt of 1348. Students will also study the development of science in the Arab world, with a focus on the growth of the Abbasid Empire from the 9th Century. Students will learn about a range of new inventions and discoveries that occurred within the realm of Arabic Science between the 9th and 13th centuries, and how this knowledge indirectly led to the development of Renaissance ideas in Europe. Students will engage with written and visual evidence as well as the work of eminent scholars in the field to support their studies. Early Modern Enquiries: Which Muslim Empire influenced the European world the most? Why did Henry VIII break with Rome? Again, students will use evidence from the period in order to compare and contrast the significance and impact of Gunpowder Empires on the early modern period. Students will then investigate the factors contributing to the English Reformation and consolidate their ability to make a sustained judgement based on evidence and research.

Religious Enquiry: Are monotheistic religions more similar than they are different? Throughout the year, students will study the three major religions that were born after the key figure Abraham prophesised that there was only one god. Judaism, Christianity and Islam are explored as chronological breadth study that will enable students to gain insight into each religion and draw similarities and differences before concluding the enquiry.

“I have loved studying History at The Compton School! Throughout my studies I’ve found that it’s never boring and taught in an interactive and engaging way. That’s what led me to choose it as a GCSE option, one of my favourite memories is when the History Department took us to Berlin. It was such a great trip and really brought our study of Germany to life. I’m currently studying my second year of A Level History and I hope to continue my study of History next year at degree level.” – Jack Crosby, 13P

FAQs: Is History taught in different sets or streams? No, History is taught in mixed ability classes throughout all three key stages. Do you offer any extra-curricular provision? Yes, in previous years we have organised a number of overseas enrichment trips including: Poland, Germany, France and Belgium. We have also enjoyed visiting many of the places of historical interest that London has to offer such and Hampton Court and The Tower of London. In addition, we provide a number of different history clubs that take place in school, where activities range from watching films featuring historical events, conducting research into family histories, and debating the significance of key historical figures.


LITERACY Our Intention… Accelerated Reader lessons give students an opportunity to choose their own books and read for pleasure during quiet independent reading time. Students will develop the ability to select books appropriately and improve their skills through regular reading with close monitoring of what they read, how much they read and how much of what they read they understand. We want students to be strong readers because we know that the ability to read well impacts directly on academic performance in all subjects.

The values we want to instil are self-discipline and an understanding of the importance of regular practice and we encourage this through a wide range of rewards. We are very proud of our students’ achievements and progress in reading and the strong reading ethos in the school. Developing your reading skills will give you the best possible chance of being successful in school and beyond and allow you to broaden your horizons in whatever way you choose. “There are loads of books you can quiz on and it’s rewarding and fun, especially when you get prizes.” Year 9 student

Aims for the year In Year 7 we assess all students’ reading at the start of the school year and feed back reading levels to enable all students to choose books at the appropriate level of challenge. We have high expectations and we expect all students to read for 30 minutes a day. Some students may be familiar with Accelerated Reader from primary school but we give a clear introduction so that everyone understands how it works. We want all students to love reading and to make progress.

Assessment Students are assessed by an online reading test called Star Reader which happens at the start of each term and at the end of the year. Students also take a quiz on completion of a book and students are aiming for an 85% average on their quizzes. Teachers will regularly set reading homework and quiz deadlines.


LITERACY FAQs: Can students read books from home? Yes, they can read books from home as long as they are at the correct level. How do students know what level the book is? Books in the Learning Resource Centre are all colour coded and have a sticker in the front cover with information about the book. Books from elsewhere can be checked using the website www.arbookfind.co.uk which enables users to search books by genre, author or level and gives students a synopsis of the book as well as quiz details. What kinds of rewards are there for reading?

We have a wide range of rewards including Achievement Points, certificates, book tokens, stationery items, a class trophy and we have had raffle prizes. We also appoint Reader Leaders in Year 8 who help out in the LRC.

“If you get to be a Reading Millionaire you get a reward and other treats, which is nice.” Year 9 student


MATHEMATICS Our Intention… As a department, we are dedicated to helping develop confident and competent mathematicians ensuring that mastery and problem solving are at the core of our curriculum. We love helping students improve and find their voice in a maths classroom and want to be part of shaping the next generation of brilliant mathematicians as well as ensuring that all students have the confidence and skills to grapple with maths throughout their life. Whatever your starting point when you join us we are completely committed to making sure all our students make excellent progress. Our core values as a department are collaboration and care. This applies to both how we plan and deliver our lessons and how we engage with our students in class. We believe it is imperative for students to have their voices heard in a maths classroom and our focus on mathematical language means that students feel comfortable articulating their thoughts. This focus on subject specific vocabulary also prepares all our classes for their assessments. At its core studying maths is about building your creativity and problem solving skills whilst learning about some of humanities most useful and far reaching tools. It is not only a fundamental part of a large variety of subjects but it is also all around us in society. Having confidence in mathematics will help with many areas of later life – from helping understand your taxes to being able to critically understand the statistics you might see on the media. It is also fun! Solving puzzles, both individually and as a team whilst adding to your problem solving tool-kit helps build resilience and will help prepare you for being part of any workplace where this resilience and hard work is vital.

“At the Compton School, maths is a valuable and enjoyable subject. Our lessons are always interesting and meaningful. We learn something different and useful every day. Not only are we taught how to answer a question but also why calculate things using a certain method. The maths department is a reliable and positive place. Whenever, we need help there is always someone to ask or a place to go to such as maths drop in where you can ask any questions you have. “Shambavi Nadarajah – 11P

Aims for the year At The Compton, we focus on a range of topics in Maths in Number, Shape, Algebra, Probability, Statistics and Ratio & Proportion. By the end of Year 7, we expect to hear students speak of their Maths lessons with a buzz. Our students speak of an atmosphere of learning and creativity in their Maths lesson and find their lessons fun and engaging. Our aim at The Compton is create a love of learning for Maths for ALL students.


MATHEMATICS Assessment: Students are tested every half term on what they have learned to ensure that all students are making progress. They are guided on how to prepare for these tests and are provided with resources to support independent revision. We also make sure to use targeted questioning throughout all our lessons to gauge student understanding and to guide our planning.

Modules and units covered All students will build on their knowledge in Number, Shape, Algebra, Probability, Statistics and Ratio & Proportion throughout the year and the topics covered will be slightly different for each set and tailored to their needs. We use the SMP Scheme of work and all students will have access to a textbook in lessons and an online textbook which will allow them access to learning at home as well as at school. There will be a focus on developing numeracy with all Year 7 students with close monitoring of progress in this area.

Our curriculum has been refreshed over the last few years to take on board the newest research and findings with the teaching of mathematics. We are pioneering the use of diagnostic questioning within the school to assess students understanding in our lessons. We also use variation theory in our intelligent practise to ensure our students are forming proper mathematical behaviours and becoming well rounded and independent problem solvers – a skill that will serve them across the whole school. Our curriculum is also completely collaborative. Staff have specific time set aside for joint planning where we are able to share best practice as subject specialists to create varied and thorough schemes of work. During lockdown, we had live lessons online where we continued to have our usual lessons so that they we did not miss anything. We had access to all resources such as Firefly, Mathswatch, Mangahigh and Mymaths.” Shambavi Nadarajah – 11P

FAQs: Are students taught in ability sets in maths? Yes. Year 7 is taught in 9 ability groups. Within each group, regular attention will be paid to the level of attainment achieved by each student. This is to ensure that the learning is targeted at exactly the right level for each student to make the most amount of progress possible building on previous knowledge. The membership of each group is reviewed at the end of each term to enable all students to make the most progress possible. Which textbooks do you use and what exam board will they be doing for GCSE? At GCSE our exam board is Edexcel. Throughout the school we use SMP Maths textbooks which are all available for the students in pdf form via Office 365.

What support and Extension is available? All our teachers are committed to providing support and extension so that all students are making appropriate progress in all our lessons. The online resources also mean that students can improve independently guided by the teachers and can always come to their subject teachers for support. There are also extra-curricular clubs within the department to help further stretch the students and explore other areas of mathematics.


MUSIC Our Intention… The Compton School Music Department ensures that Music is for all. All students will have the opportunity to learn how to perform, compose and appraise. Lessons are mostly practical. You will have an opportunity to explore and develop your creativity. We have our own YouTube channel where resources are uploaded and students’ work from lessons and performances is celebrated and shared In our department students work collectively and independently. Lessons are fun & engaging. There is a high level of respect for one another and relationships between peers and staff and students is always supportive and encouraging. Music is an incredibly valuable subject to study as it provides an outlet to express yourself, develops creative thinking, selfesteem and confidence.

Aims for the year Throughout KS3 you will follow a skill based curriculum. Students will learn how to: • • • •

“In lockdown my Music Teacher showed me how to play using the Keyboard on my ipad. Now I have my own Keyboard. I don’t have piano lessons but I can now play lots. Music makes me feel good.” Leticia Magenda Preece 8M

Play the keyboard with correct technique, using both hands Keep a beat and explore rhythm using the drum kit and unpitched/pitched percussion Use their voice to sing and internalise sound Read pitch & rhythm notation

It does not matter if students can play an instrument or have never had the opportunity. At The Compton School, all students will have the opportunity to develop as musicians. Music is a lifelong learning journey.


MUSIC Assessment Every lesson students are informally assessed by their teacher. In every half term students will be assessed on their work. This will take the form of a performance(s). Students will receive regular feedback in order to make further progress. Performances are videoed ((hands only) and uploaded to our YouTube channel.

Modules and units covered You will follow a skill based Curriculum based on: Performing, Composing & Appraising. As part of this you will also be introduced to a wide variety of musical styles and genres.

“The Music department teaches us very well. They make it simple to understand. Also the clubs are very fun.” Auron Gashi 9M

FAQs: How often will my child have Music? We have a 2-week timetable. In one week students have a double lesson (1.5 hours) and 45 minutes in the 2nd week. This is a generous quota. What if my child already plays an Instrument. How will they make further progress? All lessons are differentiated to ensure that the needs of all students are met. Your child will be supported to ensure that they make further progress. This may for example be furthering their understanding of notation, expression, improvisation and interpretation. What extra-Curricular/performances are offered at The Compton? We have regular weekly Instrumental Ensemble and Vocal Group rehearsals. We have open door practise and GCSE Music tutorials. There are many opportunities throughout the year to perform: Christmas Concert, Summer Serenade, Lunchtime Concerts and our Concert Series @ 6 performances. Every other year we perform a Musical. Previous musicals include: Grease, School of Rock, Bugsy Malone and Oliver.


PHYSICAL EDUCATION Our Intention… Our intention as a PE Department is to provide a platform for all students to experience enjoyment, success and challenge through the medium of sport and physical activity. Within the subject, students will have the opportunity to investigate and challenge perceptions of their own personal physical and mental capabilities through the acquisition, development and implementation of new and previously learned skills and techniques. The PE Department prides itself on creating a positive learning environment for all students, where engagement, enjoyment and inclusiveness underpin the learning experience within all lessons. Our extensive extra -curricular programme and diverse curriculum provides students with an opportunity to try a wide range of activities and sports, with the sole aim on promoting a life-long love of PE. The importance of remaining physically active can be seen in all aspects of life and society. Throughout the Year 7 curriculum, students will develop a deep appreciation for the importance of health and fitness both as part of everyday life and as a prerequisite for successful sports performance. The skills, experiences and values developed through sport and physical activity are vital for leading a successful life beyond academic study. Within PE, students will develop their ability to effectively communicate their own ideas and understanding through group discussion and leadership opportunities. Students will also learn about the importance of resilience and determination in overcoming personal challenges, a quality which extends beyond the platform of sports performance. As a department, we are extremely proud of our students’ love for PE and school sport, as demonstrated by our success in both boy’s and girl’s Borough sporting competitions.

Aims for the year In Year 7, students will investigate their own physical capabilities across a range of different sporting disciplines. Students will continue to develop upon their primary understanding of physical literacy through undertaking activities which focus on aspects such as: • Developing techniques and skills for performance; • Investigating tactics and strategies for successful participation; • Analysis and evaluation of sporting performance.

“Before year 7 I didn’t know anything about netball and now it is one of the sports I am the most passionate about and I wouldn’t have got there without my PE teachers at The Compton School.” Eva Chalisey 9T

Students will learn through engagement and activity the importance of living a healthy, active lifestyle and appreciate the benefits that sport and physical activity provide. By the end of Year 7, we intend that all students have had the opportunity to experience different sporting environments, both within the curriculum and as part of our extensive extra-curricular programme.


PHYSICAL EDUCATION “I love that PE is always so fun but informative no matter what topic we are covering as the teachers here are very passionate and knowledgeable .” Jules Robel 9H

Assessment Students are assessed within the subject on their ability to acquire and develop both core and advanced performance skills across the content of study.

Students will be formally assessed during each unit of work, with teacher assessments shared and discussed with the learners.

Modules and units covered As part of the year 7 curriculum, students will be taught in singe sex classes and follow a tailored curriculum, designed to provide a wide and varied learning experience across a range of different sporting disciplines. • Boys’ Curriculum: Football, Rugby Union, Gymnastics, Table Tennis, Fitness, Handball, Athletics & Striking / fielding. • Girls’ Curriculum: Netball, Gymnastics, Dance, Rugby Union, Athletics, Striking & Fielding & Fitness. Within each unit of work, students will develop a physical and cognitive appreciation of the core performance skills and techniques, have the opportunity to refine learned techniques through both isolated and conditioned practices, whilst further consolidate their understanding of basic rules and regulations of play.

Students will be actively encouraged to consider the effectiveness of their own learning through completing a self-assessment within each unit. Students in year 7 will receive home learning tasks linked to each specific activity which serve to develop their understanding of basic principles of fitness and its importance to successful performance. FAQs: Is swimming delivered as part of the curriculum? At present due to persistent issues surrounding the pandemic and access to local facilities, swimming will not be included on the curriculum for the 21-22 academic year. However, as with previous years, we are hopeful to once again return to compulsory swimming lessons for all KS3 students in September 2022. Why do boys and girls follow a different curriculum pathway? Student consultation meetings are held at the end of each academic year to review the content of the curriculum and determine trends in student engagement. We listen to student voice groups when creating the curriculum and look to offer as broad a pathway as possible, directly linked to student interest and enjoyment. There are common threads across both the boys and girls curriculums, with a range of invasion game, athletic movement and striking and fielding options. Do you run an extensive extra-curricular programme? Yes. A revised extra-curricular timetable is issued at the start of each term to reflect the demands for different sporting activities. Clubs are typically divided into different year groups so as to ensure the appropriate level of challenge for all participants. Alongside our internal programme, we also run an extensive inter-school programme, providing students with ample opportunities to represent the school in competitive fixtures. .


SCIENCE Our Intention… The mission of the Science Department is for all students to understand the basics of how science works in the real world. We also want all students to know their worth – science as a whole only exists because of the variety of contributions from a diverse range of people, so our students respect all people, regardless of gender, race, religion and background. We encourage people to express opinions, but all students should know after studying science with us that facts, data and evidence are what really matters. We value curiosity by asking “why?” Why study science? Because we get to know the world around us. We apply theories to our everyday experiences. It’s versatile and vital, helps us think critically about the world around us. We have a range of specialist teachers in all areas of science, and make sure that lessons are full of interesting practical experiments which allow students to apply all that they learn in an engaging and inspiring way. Aims for the year In primary school you learn to ask questions about the world around you. At The Compton School, we encourage your independent enquiry skills – you will analyse data, plot graphs, calculate averages and communicate your findings in teams both verbally and in writing. Students at The Compton School learn that science doesn’t just happen in a laboratory. They know about key figures in science and why their learning matters. “I enjoy science because in lessons we do fun practicals and learn about interesting things. Also what we learn helps us to understand things in everyday life like colours and sound. When you do an assessment you learn about things you didn’t think you need to and then they become really useful like drawing graphs and writing conclusions.” Eva Charles 8T


SCIENCE Modules and units covered: The 10 big ideas covered in Year 7 are shown in this diagram.

FAQs: Do you set in Science? Students are taught in mixed ability groups in Years 7, 8 and the first half of Year 9. Students are streamed in the second half of Year 9 and set in Years 10 and 11. Do students study all sciences? Students study a mixture of biology, chemistry, physics, geology and environmental science from Year 7 through to Year 11.

“I love science because it’s really interesting and fun. You learn so much about everything around you e.g. particles, matter etc. The practicals you do are amazing, fun and really benefit you. All the written work is also great. It’s wonderful how much you can learn in just one lesson.” Matan Ben-Yehuda 7N

Do you do practical experiments? We incorporate practical learning into our lessons regularly where it supports the teaching of theory. Students will have plenty of opportunities to carry out investigations throughout Key Stages 3 and 4.


SPANISH Our Intention… KS4 Trip to Malaga Our intention is to inspire and motivate students to learn a new language. We aim to spark students’ interest by imparting cultural knowledge as well as new language skills. In the Modern Foreign Languages Department, we are all committed to making lessons fun and interesting. We are proud of our collaborative and creative approach which ensures the most up to date learning that is accessible to all students. We believe that languages are important both academically and as a life skill and ultimately they will be a great asset to students in their future lives and careers.

“What I really admire about learning a language is that you can communicate with a million other people, become their friend and get to know them” Marwar Wakily (8H)

Aims for the year: We aim to lay the foundations of language learning whilst developing the skills of listening, reading, speaking and writing. We build on literacy skills acquired at primary level as well as an awareness of Modern Foreign Languages. By the end of Year 7 students will feel proud to have developed their knowledge so they are able to communicate in the target language.


SPANISH Assessment Students will be assessed on the four language skills in line with the school ‘threshold’ system: Foundation; Developing; Secure, Excellent and Exceptional. The assessments will take the form of listening, speaking exercises, reading comprehension, written and translation tasks, which may be set during or at the end of a unit. Students will also be given regular self-assessment exercises to work on with their peers and with the teacher. Modules and units covered In Year 7 we will study: Module 1 – My life: name, personality, birthday, family and pets. Module 2 – My free time: likes & dislikes, weather, sports. Module 3 – School: school subjects and facilities, break time activities. Module 4 – Family and friends: physical and personality descriptions, house descriptions.

“I really enjoy learning Spanish because there are so many speakers in the world and you are bound to meet them, whether it’s as a partner, employer or friend. It’s also a great way I can speak to my brother without my parents knowing what’s going on” Jacob Simon (8H)

FAQs: Can students study two languages? No, students can only study one language, which they can continue to study at GCSE and A Level if they choose to. Can they choose what language to study? At The Compton School we offer French and Spanish. Students will be allocated a language depending on their form group. Half of the forms will do French and the other half will do Spanish Can I request what language my son/daughter learns if I have a preference? If you have a strong preference for either language you would need to request this in a letter to the Head teacher outlining your reasons for this. This will be taken into account when allocating students to form groups

If students speak another language at home, can they take a GCSE in it at school? Yes, they need to see the Exam Officer and they will need to fill in a form to be able to sit the exam in that particular language If students are French/Spanish speakers, are they able to take the GCSE exam earlier? Yes, they will be assessed by a French/Spanish teacher and if ready, can sit the GCSE in year 9. This allows students to opt for a different GCSE subject in KS4.


The Compton School, Summers Lane, London N12 0QG Telephone: 020 8368 1783

A Mixed Comprehensive Academy Age Range: 11–18

Email: office@thecompton.org.uk www.thecompton.org.uk

Headteacher: Ann Marie Mulkerins Chair of Governors: Howard Davies

Follow Us @thecomptonschool

@thecompton

Profile for The Compton School

Year 7 Curriculum Course Guide Booklet 2021-22  

Year 7 Curriculum Course Guide Booklet 2021-22  

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