Year
Curriculum and Support Guide for Parents & Carers
Subject: Art & Design
What will we cover this year?
Term Topic Key Themes
Michaelmas How to be creative
Students examine what creativity is and learn how to develop the skills to think creatively. Building knowledge and experience of a wide range of Artistic techniques.
Christmas How to be creative, how to use inspiration and how to develop ideas using new media. Introduction to these key transferable skills builds a solid foundation for students to gain confidence and understanding of the subject. Students are introduced to Tonal shading, drawing skills, collage, relief, painting, colour, printmaking, hand stitching, applique, couching, and fabric dying to develop their practical skills whilst also enforcing the key transferable skills along with introducing them to a wide variety of Art and Design from other times and cultures.
Spring How to use inspiration
Students will examine how Artists use inspiration to develop their ideas. Students will focus on portraiture and learn how to draw an accurate portrait before being introduced to a wide range of Artists.
What is art
Skills are acquired or developed through practice and resilience
Easter
Trinity How to develop ideas
Students will learn how Artists develop and refine ideas to push their creativity further. Students will develop the use of new mate
The materials, techniques, and processes artists use are rooted in long traditions.
Art is curious, playful, and experimental
The history of art has mirrored human development, thought, culture, belief, environment, and civilisation
Artists use visual language to communicate their thoughts, feelings, emotions, and ideas
Summer Assessment
1 How
2 How to use
Subject: Computing
What will we cover this year?
Term Topic
Michaelmas Introduction to the school network
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. Learners will work between different applications to create a poster and slides on a given theme. The unit is designed so that learners can concentrate on applying skills they may have previously learnt and those learnt in the unit. Learners are given clear tasks for which they need to plan and implement a solution first.
Christmas Networks from semaphores to the internet
Imagine a world without computer networks, and how different your life would be. There would be no more YouTube, Google, instant messaging, online gaming, Netflix, and iTunes. There would be no online shopping, or quickly looking up directions to a location at the click of a button. There would be no more sharing of files or peripherals such as a printer, and no more central backups of information. As networks have evolved, society has become increasingly reliant on their services. They have changed the way we learn, work, play, and communicate. This unit begins by defining a network and addressing the benefits of networking, before covering how data is transmitted across networks using protocols.
Spring Programming essential in Scratch
This unit is the first programming unit. The aim of this unit is to build learners’ confidence and knowledge of the key programming constructs.
The main programming concepts covered in this unit are sequencing, variables, selection, and countcontrolled iteration.
Easter Modelling data using spreadsheets
The spreadsheet unit takes learners to being able to confidently model data with a spreadsheet. The unit uses engaging activities to progress learners from using basic formulas to writing their own COUNTIF statements.
Trinity Programming essential in Scratch II
Students will build on their understanding of the control structures’ sequence, selection, and iteration, and develop their problem-solving skills. Learners will learn how to create their own subroutines, develop their understanding of decomposition,
Key Themes
problem-solving design
Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
How can I help?
Encourage your son to log on to Teams, access their e-portfolios and classwork files from home using Office 365, to use the Office suite when completing homework, not just in Computing. Ask them to show you their presentation and how they are encouraging the audience.
Computational thinking
Boolean Logic
Ask your son to explain how a network works and what the \world Wide Web is.
Have them set up a peripheral device at home.
Analytic skills
Problem-solving
Computational thinking
Computational thinking
Boolean Logic
Encourage your son to show you the work they have created in scratch, and how their game is developing; to use Scratch at home to create other game sand applications using the skills they have learned at school; to look at BBC bitesize to strengthen their knowledge of decomposition, abstraction and algorithms.
Scratch can be downloaded from: Scratch - Imagine, Program, Share (mit.edu)
Ask your son how he could use spreadsheets in other contexts, beyond this computing lessons.
Ask him to show you some of his spreadsheets and to explain what they are doing.
Encourage your son to show you the work they have created in scratch, and how their game is developing; to use Scratch at home to create other game sand applications using the skills they have learned at school; to look at BBC bitesize to strengthen their knowledge
Term Topic Key Themes How can I help?
learn how to create and use lists, and build upon their problem-solving skills of decomposition, abstraction and algorithms.
Scratch can be downloaded from: Scratch - Imagine, Program, Share (mit.edu)
Summer Unis media – gaining support for a cause
Students develop their understanding of information technology and digital literacy skills. They will use the skills learnt across the unit to create a blog post about a real-world cause that they would like to gain support for. Learners will develop software formatting skills and explore concerns surrounding the use of other people’s work, including licensing and legal issues.
Design Usability
Ask your son about the cause he is working on and have him show you his presentation.
Help him to make choices that are best for the audience. Assessment
Subject: Design and Technology
What will we cover this year?
Design and Technology is taught on a rotation of key areas. In Year 7 students study Resistant Materials, Graphics and Food.
The order that each class follows will vary, however, the below is used as an example for illustrative purposes.
Term Topic Key Themes
Resistant Materials – The box Project
This unit is designed to build upon learners' experience in key stage 2 and introduce them to new materials and ways of working.
In this project students make a rectangular lidded box, learning about: timbers, graphical scale and hinging amongst the skills of working with timbers.
Michaelmas
Christmas
Spring
In the first half term students learn about the materials they will be using, the design process and the health and safety of using the workshop. Towards the end of the term the students start to make their project box.
Skills developed include:
• Marking cutting timber
• Marking mitres
• Using a mitre saw and a tools table
• Using a coping saw to cut shapes
• Pine hinge
• Surface finishes
In the second half term, students continue with the making process.
Throughout this time, they continue to learn key terminology and how materials are selected for use
They focus on form, function and design.
They then evaluate their project, analysing how improvements can be made.
Graphics - Basic Skills
Students are taught the basic ideas of 2D and 3D scaled drawings from observation.
During this term they will consider the design elements of William Morris, Henri Rousseau and Jupiter 10.
Students will apply their expanding knowledge of graphical design to designing the outside of a perspective box.
Easter
In this term the students will apply their design knowledge to constructing a perspective box.
They will then evaluate their design against the original brief.
Design
Technical Knowledge
Encourage your son to talk about his design ideas and homework.
Talk to him about different timbers and how they are split into two groups, hard and soft woods.
See if he can identify different hard and soft woods in the home.
You could also ask him about the composition of a tree trunk.
Make
Evaluate
Design
Technical Knowledge
Make
Evaluate
Talk to your son about deign ideas on how materials are selected for their use, both in terms of their material characteristics, for example glass is transparent, and their ergonomic use, for example plastics can be formed to make comfortable shapes and their aesthetic appeal, stainless steal is lustrous and is used in furniture.
Encourage your son to talk about his design ideas and homework.
Talk to him about different designers over time, especially William Morris and his influence on natural design and interior design, such as wallpaper.
Review your son's design ideas with him, especially with reference to the work of Morris, Rousseau and Jupiter 10.
Investigate and potentially visit the William Morris museum: William Morris Gallery Trinity Introduction
Have your son prepare some simple crudities showing how to use different chopping and cutting techniques.
Term Topic
and healthy eating.
Students start with simple dishes and explain the nature of the ingredients.
Techniques used in cooking are investigated
Students start with simple crudities.
Summer
Assessment
In this term, students will learn about the nature of ingredients, focusing initially on the sources and uses of sugars.
They will make apple pies, potato wedges and burgers.
Knowledge
Make Evaluate
Help your son to investigate the history of our eating habits.
In this unit students will investigate the history of the burger.
It would be interesting to discuss and research with him the history of now common foods like the pizza that was first mass introduced to the United Kingdom in the second half of the 20th Century due to the introduction of the freezer in the family home.
Cat Point What will be assessed Nature of the assessment
1 How to be creative Project (lasting 6 weeks)
2 How to use inspiration Project (lasting 6 weeks)
Subject: Drama
What will we cover this year?
Term Topic Key Themes How can I help?
Michaelmas Introducing Drama at King’s
Students will be introduced to the study of Drama at King’s and the key skills involved in the subject.
Christmas Spontaneous Improvisation
Students will be introduced to the role of improvisation in creating Drama.
Students will develop pair, group and whole-class improvised scenes through a range of stimuli linked around a thematic focus (such as evacuation).
Spring Darkwood Manor
Building on their knowledge of improvisation, students will participate in this interactive gothic horror unit, combining improvisation with devised work.
Teacher-in-role work will also be introduced to students.
Easter From Page to Stage: Playscript Study (1)
Students will apply their drama skills to the study of a chosen playscript and work on developing and refining practical performances. Explorative strategies – such as hot-seating, thought-tracking and still images – will be employed.
Playscripts studied include Oliver Twist, The Demon Headmaster, The Turbulent Term of Tyke Tiller and War Horse
Trinity From Page to Stage: Playscript Study (2)
Students will continue with their study of a playscript, with increased focus on the role of evaluation in improving performance skills.
Summer Responding to Theatre
Students will have the opportunity to experience theatre – either digitally or in person – and apply their evaluative skills to their theatre experience. Students will respond to their theatre experience through a range of practical explorative strategies.
Voice body language proxemics characterisation
Research the Cambridge Footlights and their influence on improvisation theatre in the UK Cambridge Footlights
Talk to your son about haunted houses as themes for gothic horror. You could explore some famous Gothic Horror paintings as stimulus for their devised work:
• Caspar David Friedrich’s The Abbey In The Oakwood
• Caravaggio’s medusa
• Henryk Weyssenhoff’s Premonition
• Vincent Van Gogh’s Skull Of A Skeleton With Burning Cigarette
• Ivan Albright’s The Picture Of Dorian Gray
Read extracts from the plays with your son helping him to play different characters.
Read extracts from the plays with your son helping him to play different characters.
Listen to your son rehearse the different characters he has created.
Subject: English
What will we cover this year?
Term Topic Key Themes How can I help?
Michaelmas
A
History of English Literature
Students will reflect on why we read and the importance of English, before engaging with a wide range of different literary texts from different periods to explore the development of English Literature over time.
Christmas Introduction to the Novel: Refugee Boy by Benjamin Zephaniah
Students will engage with a contemporary novel to promote our ‘love of reading’ culture at King’s. Whilst developing analytical skills to respond to challenging novels, students will also gain an understanding of context and why this is important when studying a text. In addition, students will have the opportunity to experience other diverse texts within the School Library.
Spring Introduction to Modern Drama: Journey’s End
Students will develop analytical skills to effectively respond to challenging modern drama.
Students will explore the significance of historical context and how this influences the study of a text.
Easter Introduction to Shakespeare: Romeo and Juliet
Students will engage with and respond to a Shakespearean tragedy, further developing their analytical skills.
Trinity Introduction to Non-Fiction Writing
Students will engage with and respond to a range of non-fiction texts, including speeches, brochures, biographies and reviews.
Students will apply their knowledge of non-fiction conventions in the creation of their own non-fiction texts.
Summer Poetry from Diverse Voices
Students will engage with a wide range of different poems. Poets studied include John Agard, Grace Nichols and Claude McKay.
Students will develop analytical skills to effectively respond to challenging poems.
Assessment
An understanding of grammar and knowledge of linguistic Conventions for reading, writing and spoken language
read easily, fluently and with good understanding
Encourage your child to read fiction books to expand their vocabulary and improve comprehension skills. If students cross a word they do not understand, encourage them to use a dictionary and thesaurus to look up the word. This will help them to broaden their vocabulary.
Encourage students to read different types of texts and practice PEEL at home.
appreciate our rich and varied literary heritage
appreciate our rich and varied literary heritage
acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
Talk to your son about what they are studying in English and ask them questions about what they are learning. Focus on how the voice of the character is used to create feelings of anger, resentment and hopelessness.
Watch a film version of Romeo and Juliet
Talk to your son about how brochures and adverse use langue to persuade the audience.
You could read the poems with your son and talk about the techniques sued by the poet.
In addition to an initial writing exercise to establish realistic writing levels, boys will be assessed during every central unit. Within fortnightly Reading and Writing Workshops, boys will also undertake regular progress checks to monitor the development of their literacy skills. Progress in reading is also monitored through the Accelerated Reader Programme.
Subject: French
What will we cover this year?
Term Topic Key Themes How can I help?
Michaelmas Introduction to basic topics in French
• Bonjour! - Meeting and greeting people; spelling in French
• Quel âge as-tu? - Counting to 21; saying how old you are
• Joyeux anniversaire! - Days and months; saying when your birthday is
• Dans mon sac - Contents of your bag /the indefinite article and plurals
• Ma salle de classe - Describing your classroom/the definite article
• J’adore le judo - Likes and dislikes ; talking about hobbies
Christmas Introduction to basic topics in French
• Les goûts et les couleurs - Colours ; adjectives
• Tu as un animal? - Talking about animals/using a dictionary
• Ma grand-mère est une hippie! - Talking about your family/using mon, ma and mes
• J’habite dans un château! - Saying where you live ; using petit and grand
• A table! - Saying what you eat and drink; ordering in a café
• Mon pays - Nationalities and countries; using être
• La météo - Talking about the weather; rhyming and syllables
Spring C’est perso!
• Likes and dislikes - gender and definite article le la l’ les
• -er verbs singular
• Possessions - indefinite articles un une (des)avoir singular
• Describing personal characteristics - être singular; adjectival agreement singular.
• Describing physical appearance - mon ma mes ton ta tes
Easter Mon collège
• School subjects - connectives, intensifiers
• Time and timetables - numbers 1 - 60
• School routine - sing. –er verbs
• School food - partitive article de la de l’ du des
• Culture: School in France/Christmas in France
Trinity Mes passetemps
• Use of computers and mobiles - complete paradigm –er verbs
Vocabulary
Grammatical Structure
Vocabulary Grammatical Structure
Encourage your son to use their vocabulary books to revise the words and phrases they have been given using the ‘look, cover, write, check’ method.
After this, ask them to tell you the meaning of specific phrases you read
If you also feel like a challenge, maybe even try having a conversation in French with them using the phrases they have been given.
At home, you could ask your son ‘What makes a good piece of writing in French?’ and encourage them to talk to you about examples of intensifiers, connectives, opening phrases, opinions and adjectives so that when they do their writing assessment, these critical pieces of vocabulary are at the forefront of their minds.
Gender and definite article
Encourage your son to play language games on the internet so that they can hear the language being spoken. They should also be revising their vocabulary regularly in the same method as highlighted above.
You could even all watch their favourite film in French together! The key to doing well in listening assessments is to try and listen to as much French as possible beforehand and to know your vocabulary.
Connectives Intensifiers
Conjugating verbs
Your son will need to focus on learning the spellings of their vocabulary. You can help by ensuring they are doing this at home. They could also go to the Library, pick up some of the French magazines, practise reading during break/lunch, and then talk to you about what they have read.
If you feel confident you could try and have simple conversations with your son asking them:
Term Topic
• Frequency - jouer + à la à l’ au aux
• Talking about playing sports - paradigm faire + de la de l’ du des
• Talking about other activities - opinions + infinitive
• Saying what you like doing - complete paradigm être
• Culture: Sport and leisure activities in France
Summer Ma zone
• Places in a town - il y a + il n’y a pas de, the negative, questions
• Expressing opinions - complete paradigm aller + à la à l’ au aux
• Places in a theme park, directions
• Invitations - use of vouloir
• Saying what one can do - pouvoir
• Culture: Geography of France
Assessment
Key Themes How can I help?
• ‘What is your favourite subject?’
• ‘What sports do you like?’
Negatives
Encourage your son to look through his books and previous assessments. It would be very helpful for him to create flashcards and mind maps on the topics/vocabulary that he has learned this year.
He could also label things around the house (if you let them!) with French vocabulary to help aid his memory!
Subject: Geography
What will we cover this year?
Term Topic Key Themes How can I help?
Michaelmas Geographical Skills
Skills Fieldwork (Rutland Water)
• Map Projections
• OS Grid References
• OS Symbols
• OS Distance
• OS Map Height and Topography
• OS Direction
• Walk Along a Northing
• Mapping Data
• Isoline and Choropleth
• Using an Atlas
Christmas The Geography of the Local Area
• What is a settlement?
• What do the terms site and situation mean?
• What is Grantham’s function?
• Where is our local area?
• How did it develop?
• Choosing a site for settlement.
• Settlement shape and change over time
• The development of Grantham town
• Local project work on Grantham’s land use
• Benefits and problems of settlement growth
• Land use in towns.
Spring The Geography of the UK
• UK (identity and diversity).
• What is the UK like?
• What gives it its identity? (1)
• How diverse is it? (2)
• Population distribution in the UK (local development and conservation issues)
Map test on British isles and Introduction to weather
• Local Weather
• Weather in the UK
• Measuring the weather
• Weather in the UK (2)
• Air masses
• Rain in the UK
• Types of rain and cloud types
• Using weather data
Economic activity in the UK
Easter Rivers and Rocks
Rivers and rocks
• Changing Earth
• Classification of rocks
• Weathering
• Shaping the landscape
• Rock Types and Scenery – Limestone and Granite
• Weathering Test
Geographical investigation
Carbon Cycle and Energy Security
Test your son on his map skills, fieldwork skills and his ability to identify places.
Testing countries and continents is always beneficial
Identifying places in the news will broaden the idea of where places are.
This unit is about local places. Any reading around towns and how they differ from cities would be helpful.
Encourage use of BBC Bitesize.
Regenerating Places The answers are all to do with the Physical and Human features of the UK that have been covered in class.
Help your son identify physical (natural) and human (man-made) attractions in places you have visited Encourage interest in places.
Watch a water forecast and relate it to the learning in lessons.
Water Cycle and Water Insecurity
Coastal Environments
Any reading around the subject of rock types would be very useful. The positives and negatives of taking products from the land e.g. Limestone, Iron Ore, Coal.
Reading on topical flooding and the role of rivers in the UK would benefit your son.
Term Topic
Rivers and river flooding
• Introduction to the water cycle
• Movement of water to a river
• The river’s journey
• The river in action
• The river in action2
Meanders and waterfalls
Trinity Plate tectonics
Earthquakes
• A slice through the earth
• Distribution of earthquakes and volcanoes
• Plate movement
• What is an earthquake?
• Limiting the damage of earthquakes
• Predicting earthquakes (Japan)
Volcanoes
• Types of volcanoes and why people live near volcanoes
Reducing the impact of volcanoes
Summer Africa
Africa's scale and diversity
Dealing with common misconceptions of Africa
Conflict in Sudan
• How should Sudan develop?
• How sustainable is Sudan?
Ghana, an economic success story
• Education in Ghana
Africa looking to the future
Assessment
Key Themes How can I help?
Plate Tectonics and Associated hazards
Read articles with your son on recent volcanic activity, for example, Mount Vesuvius.
Talk to your son about the impact, both physical and human of the impact of volcanoes.
Globalisation Global Superpowers Health, Human Rights, and Intervention
Talk your son throughout the year about what they are studying in geography and ask them questions about what they are learning.
Talk about the Sudan and research newspaper articles on how the conflict affects Human Geography.
Formal examination paper with differentiated questions covering the two topics covered in the first term. 2
Subject: History
What will we cover this year?
Term Topic Key Themes How can I help?
Michaelmas What stories can Pompeii tell us?
Students learn about the work of modern historians and are introduced to historical sources.
What was so remarkable about the Islamic Empire?
Students learn about the Islamic Empire and are introduced to its historical significance
Christmas Anglo-Saxon England
Students learn about life in England before the Norman Conquest to prepare them for the next topic.
How far did the Norman Conquest change England?
Students will learn about the Norman Conquest and causation and analyse the extent to which life changed and/or continued.
Evidence Significance
Spring What should everyone know about the Crusades?
Students will learn about the Crusades and analyse similarities and difference
Medieval kingship and queenship
Students will explore the power of monarchs and build on their understanding of causation and significance.
Easter What does the life of Mansa Musa reveal about Medieval Mali?
Students will study the Medieval Empire of Mali, building on their understanding of its historical significance
Trinity What really mattered to Medieval people?
Students will learn about the lives of ordinary people by analysing similarity and difference
Consequences of the Black Death
Students will be introduced to the concept of consequence whilst examining the impacts of the Black Death in Britain and globally.
Cause and consequence
Change and continuity
Talk to your son using a source, they should think about : What can they infer from it?- What does the source tell them if they read between the lines?
When explaining their opinion he need to use the connectives ‘because… this meant that...this led to…’ to show explanation.
When writing a good essay is to remember to use PEEL paragraphs:
Point– State your view -(One reason why)
Evidence– Use some evidence to support your point- (because)
Explanation– Explain how and why the evidence supports your point- (this meant that)
Link– refer back to the question at the end of every paragraph- (this led to)
Talk to your son about all the different ways William gained control of the country and what impact they had. Which do they think was the most important?
Similarity & difference
Cause and consequence
Significance
Significance
Remind your son when think about sources they should think: What can they infer? They also need too use PEEL paragraphs to explain their ideas
Mind map the First Crusade and how different groups can interpret it.
Talk to your son through the year about what they are studying in history and ask them questions about what they are learning
Similarity & difference
Cause and consequence
Ask your son to explain how and why the Plague transformed England.
Remind him to be confident in their choice and explain the significances of the evidence.
Ask him about the positive, negative, long term and short-term consequences of the Plague and how it helped to cause the Peasants Revolt.
Summer European Reformation: What was Luther trying Interpretations Create flashcards about the Reformation– How did Luther execute
to achieve?
Students will learn about the reforms of Martin Luther and build on their understanding of causation and consequence.
Cause and consequence his power?
Subject: Mathematics
What will we cover this year?
The department follows the White Rose Scheme of work
Term Topic
Michaelmas Sequences
Algebraic Notation
Equality and equivalence
Christmas Place Value & ordering integers & decimals
Fraction, decimal and percentage equivalence
Solving problems with addition and subtraction
Solving problems with multiplication and division
Spring Fractions and percentages of amounts
Operations & equations with directed number
Addition and subtraction of fractions
Easter Geometry – measuring
Geometry – reasoning
Trinity Sets and Probability
Prime numbers and proof
Summer Ratio and scale
Multiplicative change
Multiplying and dividing fractions
Assessment
Key Themes
Algebraic thinking
How can I help?
Encourage your son to talk about the maths they learnt at primary school.
Ask them basic arithmetic questions and quiz them (add, subtract, multiply, divide, square numbers)
Ask them to re-cap how to work out percentages and work with fractions and round numbers.
Place value & proportion
Applications of number
Fractional thinking
Directed number
Place value & proportion
Encourage your son to talk through what they have learnt so that they develop a deeper understanding focusing on sequences, algebraic notation, place value and fractions, decimals and proportional reasoning.
Encourage your son to talk through what they have learnt so that they develop a deeper understanding focusing on number operations, fractions and percentages
Lines & angles Please ask your son to discuss the mathematics they have covered during the Easter term and where it might be used in a real-life context, such as temperature, money, metres above sea level, etc. He should continue to practice multiplication tables, learn and be able to use keywords and be aware of factors, multiples, squares, cubes and prime numbers.
Reasoning with number
Proportional reasoning
Practising using a protractor would be useful. The language of probability is built around the concept of chance, so conversations about things such as the National Lottery, predictability of the weather and unusual outcomes of sporting events would be helpful.
Encourage your son to look through their mathematics books. Focus on what went well in their previous tests and how they think they can improve. It would be very helpful for students to create posters and mind maps on the topics they have found difficult.
2 GCSE grades 1 to 4
End of Year Exam1 hour non-calculator1 hour Calculator½ hour Speed Test
Subject: Music
What will we cover this year?
Term Topic
Michaelmas Life of a Musician
Vocal and instrumental performance.
Pupils learn about
• Pitch
• Dynamics
• Duration
• Tempo
• Texture
• Timbre or Sonority
• Articulation and Silence
It is hoped that this unit will develop pupil’s understanding of the Elements of Music and provide pupils with a foundation of musical vocabulary for use at Key Stage 3 which can be developed for GCSE Music.
Christmas Life of a Musician
Composing to create a mood
Theory and notation.
Understand and recognise the Elements of Music: PITCH, TEMPO, DYNAMICS, DURATION, TEXTURE, TIMBRE or SONORITY, ARTICULATION, SILENCE.
Recognise the Elements of Music when listening to and appraising music from different times and different places.
Spring Focus on Rhythm
Composing and Performing tasks from around the world.
Easter Focus on Pitch
Composing and Performing tasks from around the world.
Trinity Music for Celebrations
Major and minor scales. Performance work.
Summer Music for Celebrations
Performance Project. End of Year Listening test.
Key Themes How can I help?
Performing (Keyboard)
Listening
Performing (Keyboard) Composing
Test your son on his learning of the note names, note values, symbols and equivalent rest.
You could test him on his knowledge of:
Pitch, Tempo, Dynamics (pp, p, mp, mf, f, ff, cresc., dim., <, >), Duration, Texture, Timbre, Sonority, Articulation, Silence, Notation, Staff Notation, Stave.
Listen together to: Fanfare for the common man.
Performing Composing
Performing Composing
Performing Listening
Test your son on his learning of the note names, note values, symbols and equivalent rest
You could test him on his knowledge of:
Pitch, Tempo, Dynamics (pp, p, mp, mf, f, ff, cresc., dim., <, >), Duration, Texture, Timbre, Sonority, Articulation, Silence, Notation, Staff Notation, Stave
Listen together to: Carnival of the Animals.
Listen together to: Pachelbel’s Canon and Montagues & Capulets
Listen together to: E.T. and Star Wars
Test your son on his learning of the note names, note values, symbols and equivalent rest
You could test him on his knowledge of:
Pitch, Tempo, Dynamics (pp, p, mp, mf, f, ff, cresc., dim., <, >), Duration, Texture, Timbre, Sonority, Articulation, Silence,
Listen together to: Harvest Home and In The Mood
Performing Listening
Listen together to: Perfect Day and Back For Good
Subject: Physical Education
What will we cover this year?
Physical Education is taught for 3 hours per fortnight, items in italics are taught in Games for 2 hours per fortnight
Term Topic
Michaelmas Health Related Exercise
HRE: Fitness Testing and Physical Training
Rugby: Passing, Tackling, Ruck
Christmas PE: Badminton and Table Tennis
• Key Skill Development
Rugby: Phases of play
Spring PE: Gymnastics
• Key Skill Development
Football: Key Skill Development
Easter PE: Handball and Basketball
• Key Skill Development
Football: Key Skill Development, gameplay
Trinity PE: Athletics and Dance
• Track and Field Events; Key Dance Techniques
Cricket: Key Skill Development
Summer PE: Athletics
• Track and Field Events; Key Dance Techniques
• Key Skill Development, Team building and Orienteering
Cricket, Rounders, Softball, Outdoor and Adventurous Activities
Key Themes How can I help?
Healthy, active lifestyles
Competence Performance
Competence Performance
Competence Performance
Healthy, active lifestyles
Competence Anatomy of the Musculo-Skeletal System
Creativity
Talk to your son about the importance of exercise for both mental and physical well-being
Encourage and support your son in their personal development of participation in physical activity and sport.
Watch the Gymnastics from the Olympics and discuss the names of techniques
Watch the Handball and Basketball from the Olympics and discuss the tactics and rules
Talk to your son about the importance of exercise for both mental and physical well-being
Ask your son about the skill groups that he has learnt about this year in Physical Education.
Talk to your son about how fitness is related to general health and disease prevention.
Subject: Religious Education
What will we cover this year?
Term Topic Key Themes How can I help?
Michaelmas If a Christian God is Trinity, what does that mean for Christians?
• Christians believe in God as Trinity and that the different roles of the three persons in one God can be seen as exemplifying the relational nature of God and the importance of self-giving love in Christian practice
• Ideas of God have varied (and still do) within the Christian church, and different emphases lead to different ways of living
• Christians can use the Bible to describe God in different ways.
Christmas Creation
• Creation reveals something about the nature of God (for example, being powerful, involved in human life, and the source of all life on earth) and reminds humans of their place as dependent upon the Creator.
• Humans have a responsibility to creation as stewards.
Spring The FALL - Why are people good and bad?
• Genesis 1 and Genesis 2 present different pictures of God.
• Being made ‘in the image of God’ can be interpreted widely, but implies a significance for human beings, and an intimate connection between them and the Creator.
Easter Easter- A new covenant
• Good conquers Evil.
• Revenge or reconciliation?
• Exploring the Resurrection of Jesus.
Trinity World religions
Hindu- Visual thinking.
Sikh- symbolic thinking.
Islam - linguistic thinking.
Summer Early religions - myth and the search for meaning.
Physics and Biology - evolution and science, the meaning and purpose of life.
Assessment
Cat Point What will be assessed
Talk to your son about the different religions in the UK and how they might impact people’s everyday lives.
Talk to your son about the main creation views of different religions. What would it mean to be a “creation steward”?
Visit the BBC Bitesize on creation
Review with your son the BBC Bitesize 5 key facts about Christianity.
Visit BBC Bitesize and explore world religions: Belief, teachings and Practices.
Discussing these topics at home and supporting their opinion will enable them to develop their evaluation skills
Nature of the assessment
1 Design a post card for Trinity Sunday: Images on one side and description of the festival and how it is celebrated on the other. Self, Peer and Teacher Assessment
Subject: Science
What will we cover this year?
Science is taught on a rotation of key areas. In Year 7, students study Biology, Chemistry and Physics in rotation
The order that each class follows will vary, however, the below is used as an example for illustrative purposes.
Term Topic
Michaelmas Organisms
Living processes, cells in plants and animals, unicellular organisms and the role of the human skeleton, muscles & joints.
The particulate nature of matter
How all matter is made of particles, states of matter, solutions and several techniques for separating mixtures
Christmas Forces
How to describe the motion of objects using calculations and graphs, what a force is, different types of force and their effects on objects
Spring Ecosystems 1
Describing the factors and components of an ecosystem, feeding relationships within food chains and webs, competition and reproduction in flowering plants.
Reactions 1
Acids and alkalis, metals and non-metals and their oxides, metal reactivity series, displacement reactions and making salts.
Easter Electricity 1 & Energy 1
Types of energy, energy transfers, conservation of energy, voltage, current & electrical circuits, using electricity, efficiency.
Trinity Genes 1
Inherited variations and environmental variation, adolescence, human reproduction.
Earth 1
Earth’s layered structure, rock types, the solar system, phases of the moon.
Summer Waves 1
Transmission of light and sound, wave features, reflection, refraction, the ear, the eye.
Key Themes How can I help?
Cell biology
Coordination and control
Structure, bonding and the properties of matter
Forces
Ecosystems
Evolution, inheritance and variation
Chemical changes
Encourage students to top up their knowledge on BBC bitesize revision tasks.
Biology
Chemistry
Discuss their current learning on a regular basis and help test them when revising for topic assessments!
Encourage students to top up their knowledge on BBC bitesize revision tasks.
Physics
Discuss their current learning on a regular basis and help test them when revising for topic assessments!
Encourage students to top up their knowledge on BBC bitesize revision tasks.
Biology
Chemistry
Discuss their current learning on a regular basis and help test them when revising for topic assessments!
Electricity Wave motion
Evolution, inheritance and variation
Earth and atmospheric science
Encourage students to top up their knowledge on BBC bitesize revision tasks.
Physics
Discuss their current learning on a regular basis and help test them when revising for topic assessments!
Encourage students to top up their knowledge on BBC bitesize revision tasks.
Biology
Chemistry
Discuss their current learning on a regular basis and help test them when revising for topic assessments!
Encourage students to top up their knowledge on BBC bitesize revision tasks.
Physics
Discuss their current learning on a regular basis and help test them when revising for topic assessments!
Assessment
Organisms 1Matter 1Forces 1
Ecosystems 1Reactions 1Electricity 1 & Energy 1
One 48-mark assessment per topic used cumulatively to assign a CAT1 level based on a combined score.
One 48-mark assessment per topic used cumulatively to assign a CAT2 level based on a combined score.