Academic Curriculum Summaries - Year 7
Curriculum Summaries - Year 7
Year 7
English
Pupils work to the National Curriculum (NC) programmes of study as well as concepts of the Literacy Strategy at KS3. Pupils’ abilities continue to be developed within an integrated programme of speaking, listening, reading and writing. Part of the course pays particular attention to Media Studies and many aspects of Citizenship are included in lessons. English as an Additional Language (EAL) tuition is provided by a specialist EAL tutor for those pupils whose unfamiliarity with English prevents them from gaining complete access to the curriculum.
Grouping and work takes into account appropriate preparation for the end of Year 8 examinations. The groups; Scholarship, Continuous Curriculum Examination (CCE) and Adapted Continuous Curriculum Examination (ACCE), approach topics at a level suited to them. Pupils will also begin collecting work for their continuous work folder. This collection of their work will go with them to the senior school having been assessed by their English teacher.
Speaking and Listening (AT1) ‘Listen in order to understand before listening in order to reply.’
Pupils are given opportunities to talk and listen in a wide range of contexts and to take an active part in discussion. Particular emphasis is placed on the development of attentive listening skills and respect for alternative points of view. All pupils have timetabled lessons in Drama with a Drama specialist and, in addition, Year 7 produce their own annual production in the Spring Term.
Reading (AT 2) ‘To read without reflecting is like eating without digesting.‘
Pupils are given opportunities to read from a variety of plays, novels, short stories, poetry, and non-fiction texts, with some texts studied in detail. The main emphasis, as in earlier years, is on the encouragement of wider reading in order to develop independent, responsive and enthusiastic readers who read for enjoyment and who show a developing appreciation of the English literary heritage. Guidance on appropriate texts is given through a booklist, which has been compiled specially for Year 7 pupils. Close attention is paid to the development of a range of core reading skills and strategies, including skimming, scanning and close reading; inferential comprehension skills and the analysis of unfamiliar vocabulary; an appreciation of the main characteristics of literary language, including figures of speech; an understanding of how purposes, intentions, attitudes and values are communicated; the ability to identify bias and distinguish between fact and opinion; the analysis and evaluation of the use of language in a variety of media; the identification of different genres and their characteristics, and the selection of relevant information from factual material. Scholars are expected to develop a more detailed knowledge of stylistic devices and a more sophisticated critical response to a range of key literary texts, with special emphasis placed on the appreciation of poetry. In Years 7 and 8 pupils on the ACCE and CCE course will be introduced to a selection of ‘core’ poems – poems chosen by the senior school for MPS pupils to study.
Writing (AT 3) ‘What is written without effort is read without pleasure.’
Pupils are given opportunities to develop their skill and confidence in writing for different purposes and audiences, whether for aesthetic or imaginative purposes, or to inform others through instruction, explanation, argument, persuasion and paraphrase. Particular attention is paid to an extensive range of forms including diaries, personal and formal letters, reports, descriptions, essays, articles, reviews, stories and play scripts. Pupils are taught to improve and sustain their writing through planning, drafting, revising and proofreading and are encouraged to develop their own distinctive and original styles. Opportunities are given for the further development of word-processing and desktop publishing skills.
Mathematics
During Years 7 and 8 the course is based on the Continuous Curriculum Examination syllabus. In Year 7 the sets follow a common syllabus but the depth to which each topic is developed at this stage depends on the ability of the set. Our testing takes into account these differing rates of progression. In addition to common exam papers at the end of the Summer term, tests are set at three levels at each half term and end of term, thus enabling pupils and teachers to gauge progress in the work recently covered.
During Year 7 the main priority continues to be the development of the numerical skills that underpin all aspects of mathematics. The importance of pattern is stressed in all work on place value, decimals and fractions, as is the use of estimation as a means of checking calculations. Algebra becomes more formal as the skills of manipulating and solving equations are developed. The study of shape and space involves further work on area and volume and the ideas of transformation geometry are introduced, together with the angle properties of quadrilaterals and other polygons. In Data Handling, the collection and representation of data are extended to a wide range of more complicated data and construction of suitable tables and graphs. Statistical diagrams are studied and interpreted and measures of central tendency such as Median and Mode are introduced. A more formal study of probability is undertaken, building on the intuitive ideas of earlier years. The probability scale is introduced and experimental work carried out to verify the theoretical ideas developed. All aspects of the work are reinforced by the use of appropriate computer programmes. The correct use of calculators is developed, in conjunction with the senior school we recommend that from Year 7 pupils have the Casio fx-83 model as this is the one both schools are using.
Science
During Years 7 and 8 pupils follow the Continuous Curriculum Examination syllabus, which closely parallels the National Curriculum Key Stage 3 programme of study. In Year 7 specialist tutors in the disciplines of Biology, Chemistry and Physics deliver this programme. Pupils have a double period prep for each science discipline each week.
Biology (Sc2)
Pupils are given the opportunity to study:
Nutrition and digestion – the nutrients required in a balanced diet, digestion and absorption and the function and care of teeth; Nutrition in green plants – photosynthesis and water and mineral assimilation; Microscopes – safe use of this tool; Cell structure in animals and plants, organisation of specialised cells into tissues and organs; Living things in the environment including adaptations to diverse habitats, feeding relationships and biological sampling techniques.
Chemistry (Sc3)
Pupils are given the opportunity to study:
Use of the Bunsen burner – types of flame, determination of boiling points of both flammable and non-flammable liquids; Changes of state and particle theory; Practical techniques used in separating different types of mixtures to include evaporation, filtration, distillation and chromatography; The effect of heat on substances leading to the discussion of physical/chemical changes; Properties of elements and compounds and an introduction to the Periodic Table; The differences between compounds and mixtures and the techniques used to decompose some unstable compounds.
Physics (Sc4)
Pupils are given the opportunity to study:
Speed and its relevance to the world around them, The experimental determination of the density of solids, liquids and gases, The particle theory of matter, the three states of matter, diffusion, gas pressure, The three methods of heat transfer, convection, conduction and radiation and everyday applications including the vacuum flask. Forces – weight and its dependence on gravity, buoyancy and its applications with special research into the Titanic, friction and air resistance, elasticity in springs and bands, Moments and machines – ramps, levers, pulleys and gear wheels, The pressure exerted by solids, liquids and gases and their applications.
Pupils learn scientific models that enable them to become successful in solving problems. They also design experiments and describe how their results can be used to evaluate their design.
Pupils are encouraged to combine interest and curiosity with a responsible attitude towards health and safety, as well as respect for living organisms and their physical environment. They also develop an appreciation of the contribution science makes to society.
Throughout the year, pupils are encouraged to use Information Technology to record and analyse data.
Modern Languages (French, and Spanish)
In Year 7, the teaching and learning of modern languages reflects the following aims:
- to promote pupils’ oral confidence through a communicative teaching approach;
- to give pupils a ‘database’ of useful phrases in the target language;
- to give pupils a thorough grasp of the grammar and conventions of the target language, so as to enable them to form their own sentences;
- to cultivate good pronunciation through consistent, careful guidance;
- to create a stimulating teaching environment with engaging displays;
- to promote knowledge and understanding of the geography and culture of the countries where the target languages are spoken.
Language lessons include:
- listening activities involving native speakers, cassettes, videos and CD Rom;
- speaking activities in groups, pairs or individually, monitored by the teacher;
- written work guided by text books and realia;
- reading practice through text books, magazines, books, comics and realia.
Resources and methods include:
- videos, cassettes, CD and tape recording facilities;
- flashcards, OHP, mime, role play, acting;
- a range of literature;
- IT software, CD Rom;
- board and card games.
The following course books are used:
French – ‘Equipe 1 & 2’ Spanish – “Listos 1”
Standards are assessed through:
regular short tests; end of year assessments graded continuous assessment tests in all four skills; classwork and prep. The basis of the course is sixteen topics drawn from the National Curriculum areas as set out below:
The language of the classroom; house, home and daily routine and chores; life and work at school; time, dates, numbers and prices; personal description; family, friends and pets; meeting people; free-time activities; describing holiday activities; visiting a café or restaurant; simple health problems; description of a town or region; finding the way and using transport; understanding tourist information; shopping; weather.
Pupils are given opportunities to visit France and/or Spain as part of our foreign trips programme often with links to other curriculum areas such as Art.
Latin
Year 7 beginners cover Unit 1 of the Cambridge Latin Course, acquiring fluency in reading simple Latin using the present, imperfect, future and perfect tenses in all persons together with a firm grasp of the nominative, vocative, accusative, genitive, dative and ablative.
Year 7 pupils in their second year of Latin move on to the Cambridge Latin Course, mastering all active tenses and translation techniques. A lot of emphasis is put on the derivations and on the reinforcement of language patterns, grammar and vocabulary through frequent use.
The Cambridge Latin Course enables a rapid assimilation of skills for those who are new to Latin and very valuable consolidation for those in their second year. Grammatical points covered include al cases of the three groups of nouns, including neuter, plus all forms of the present, imperfect, future and perfect tenses.
The Cambridge Latin Course approaches the subject in a lively fashion, reinforcing language patterns, grammar and vocabulary through frequent use. The teacher supplements the material with his own input of structured grammar, so the pupils not only read Latin fluently but also are capable of analysing passages of particular difficulty. Considerable emphasis is placed on the appreciation of English derivations and linguistic connections with Romance languages. Much valuable background knowledge of social and historical interest is acquired; everyday life in Pompeii, Alexandria and Roman Britain is studied and is consolidated by a trip to Rome and Pompeii in the Spring Term.
History
Pupils follow the Continuous Curriculum Examination course, which falls in line with the NC KS3 syllabus, designed to develop their historical skills and knowledge. They will focus on The Early Middle Ages. Our aim is to prepare our pupils for the Millfield Scholarship, Continuous Curriculum Examination or Adapted Continuous Curriculum Examination.
Assessment of key skills takes place at the end of each major topic.
Introduction – why do history? A brief consideration of the value of historical study.
The Norman Conquest of England:
Why was 1066 a year of crisis? / Claimants to the throne/ the invasion of Harald Hardraada and the Battle of Stamford Bridge / the events leading up to the Battle of Hastings / The Battle of Hastings / England under William the Conqueror / The Feudal System / The Domesday Book / Rebellions faced by William I /Motte and Bailey castles.
There will be an evidence based assessment for all groups.
Life on a Medieval Manor Village life and the farming year/ feudal dues/ leisure / crime and punishment.
The Church in the Middle Ages: The power of the Church / the relationship between Church and people and the concepts of Heaven/Hell/ Purgatory / What the Church did to help people /the monasteries /the lives of monks and nuns /opposition to the church.
Henry II and Thomas Becket: The situation Henry II faced as King of England, following the civil war of Stephen and Matilda / The character of Henry II/ The quarrel between Henry II and Thomas Becket / The murder of Thomas Becket and the penance of Henry II.
This topic ends with an assessment based on a piece of extended writing.
The Crusades Why were the Crusades fought? / Who were they between? / Motivation for going on Crusade / Key figures in the Crusades / The Third Crusade – a special study including armies and armament.
The topic ends with an evidence based assessment on the reasons why people went on crusades.
Castles in the Middle Ages Developments in castle building /attack and defence /Edward I and the castles of Wales /a study of Chepstow castle / the decline of castles.
The topic ends with a guided piece of extended writing/project work on Chepstow Castle.
Pupils will do a Continuous Curriculum Examination paper as their end of year examination. They will be examined on their ability to answer evidence questions and write extended answers to specific questions based on their own knowledge.
Geography
The course for years 7 and 8 is based on the Continuous Curriculum Examination syllabus that is in line with the National Curriculum Key Stage 3.
Work on Ordnance Survey maps and locational knowledge form an important element in the course. The pupils also carry out field work where this is appropriate to the topic studied.
In the Autumn Term, pupils study two units of work: Locational Knowledge (general world features) and Living with Earthquakes and Volcanoes. The latter unit is accompanied by recent case studies of earthquakes and volcanic eruptions and pupils are encouraged to use the Internet to obtain up-to-date information on current earthquake and volcanic activity. It is appropriate to introduce the map of North America with this topic.
In the Spring Term, Ordnance Survey map work is studied. For some pupils, this builds on work covered in year 6, for others it is an introduction to new skills. This is greatly enhanced by the Free Maps for Schools Scheme, which has provided every year 7 pupil with a free map for the last four years! Locational knowledge work continues with a detailed look at the map of Europe. This introduces the next unit of study, Rivers and Floods. Following some introductory work on weathering and river processes, pupils study flooding, with particular references to the River Rhine and Bangladesh. Pupils are encouraged to investigate any recent examples of floods using the internet.
In the Summer Term, pupils look at the evolution of settlement, site factors, settlement types and hierarchy. Where possible, the use of O.S. maps are used to investigate settlement sites and function to further develop pupils’ map reading skills. In the second half of term, local fieldwork is carried out to study the relationship between settlement size and services and the computer is used to collate and display the results of the survey. If time permits, pupils are introduced to the European Union before planning a tour of some of its member countries. This is an opportunity for pupils to work independently on a project and will reinforce the map of Europe introduced in the Spring term.
Religious Studies
The RS syllabus aims to create an understanding of religious concepts at a level appropriate to the age of the children being taught. As a result, each year group will often cover similar concepts but at different levels. A revision and assessment programme is undertaken in conjunction with the set topics. Pupils are tested regularly and progress is assessed through both written and oral questioning.
In Years 7/8 pupils follow the Continuous Curriculum Examination syllabus.
The main areas of study are:
- Beliefs and Values
- Origins and Founders
- Sacred texts
- Worship and symbols
- Festivals and celebrations
- Mystery and meaning
- People of faith
In Year 7 we study Old and New Testament texts and contemporary issues. Pupils are taught a number of important texts and then the skills to evaluate the role of biblical material in relation to contemporary issues.
Students develop their skills knowledge and understanding aiming to:
- build a bridge between the pupils’ experience and the meaning of the story
- relate feelings of the character in the stories to the feelings which pupils would have in similar situations
- consider and discuss any moral issues in the story, how they might arise in the modern world and how the Bible has sometimes been used as a guide to decide issues of morality
- draw pupils’ attention to heroic/sacrificial/noble acts
Pupils will take an examination at the end of the year.
Art
During this year we begin the process of building a base from which pupils become increasingly confident about working with a wide range of investigative and making processes to explore and communicate their ideas. They continue to develop an understanding and appreciation of the work from different periods and cultures. Pupils are also encouraged to broaden and extend their use of subject-specific vocabulary during critical discussions.
Autumn Term
The Figure
The term’s work begins with observational self-portrait drawings, including hands and feet, leading into exploring the whole figure through life drawing. Pupils are encouraged to work in a variety of media and scale from two minute drawings to modelling from life in clay. We look at the work of figurative artists such as Freud and Picasso to inform their own often large-scale, drawings, paintings, and sculpture.
Spring Term
Another Culture
Pupils develop an understanding and appreciation of the art of another culture. In previous years we have studied African, Islamic, Indian, Australian Aboriginal, Indonesian, North American Indian Art, Mexico and Russia. The theme for 2006-2007 is based on another country’s culture.
Summer Term
Landscapes
Pupils gain an opportunity to work from first hand in a landscape setting. Work includes research into landscape artists, their paintings, installations and sculptures.
Design and Technology
In Year 7, the broad aims of the course are to introduce pupils to the need for investigation, research and modelling as part of the design process; to increase the range of equipment, tools and processes available to pupils; to improve the appearance and accuracy of finished projects and to encourage awareness of healthy food choices, nutrients and sensory evaluation of products.
The programme of study covers: designing and making a quartz clock; a look at man-made and natural structures, including the development of bridges through the ages; a soft textiles project (hats, bags or cushions); designing and making bird feeders; graphic communication (the development of freehand drawing and third angle projection) also an introduction to wood turning; a series of designing and making activities to increase awareness of food groups and healthy choices, including the need for fibre and carbohydrates; a design specification to plan a new food product using flow charts and product profiles.
Assessment is by short progress tests on technical vocabulary and tools and processes, safety and skills and evaluation of pupils’ written work in their design books or folders.
Information & Communication Technology
Autumn Term – 1st half term – Desktop Publishing
Through the task below pupils will be taught the following skills:
‘Design an advertising brochure for MPS’
« Adapting a wizard for desired effect « Changing colour scheme « Inserting images and text from different sources – scanners, digital camera etc. « Gleaning information from the web and inserting in your brochure « Saving & printing publication
Autumn Term – 2nd half term – Spreadsheets (Use of formula)
« Create a spreadsheet « Adding & amending data « Formatting spreadsheet to make it more presentable « Format numeric data on a spreadsheet – currency, time etc « Insert/delete columns or rows « Work out and enter formula « Name, save and print spreadsheet – showing answers & formula
Spring Term – 1st half term – Presentation Graphics
« Copy, move, & delete text/images/slides « Use graphics & Charts – Shapes/boxes/circles etc Rotate or flip graphic Create organisational chart/graphs « Transition « View slide show « Save and print presentation – Handouts notes
Spring Term – 2nd half term – Basic Corel Draw
« Loading Corel Draw « Corel Draw 10 Interface « Basic tools – draw, zoom, shapes, copy & paste « Formatting backgrounds « Importing text and images « Editing text and images « Saving & quitting Corel Draw
Summer Term – 1st half term – Animation with Macromedia Flash
« Simple Vector Graphics « Editing objects « Symbols and the library « Frame by Frame Animation « Bitmap images « Animation effects
Summer Term – 2nd half term – Word Processing
« Insert data « Copy, move & delete data « Search & replace data « The use of headers & footers « Check spelling & grammar « Use zoom tool « Modify toolbar display
Personal, Social and Health Education and Citizenship
In Year 7, the PSHE programme is delivered both by Group Tutors in Group Tutor sessions and by five specialist tutors in timetabled lessons.
Topics addressed by Group Tutors include School and Classroom (Co-operation, Code of Conduct, Discussion Skills, Listening Skills, Communication, Conflict, Courtesy, Goals); Work Skills (Prep, Exercise Books, Equipment, Routines); Morality (Right and Wrong, Justice, Stealing, Vandalism, Lying, Cheating, Telling Tales); Awareness of Others (Respect, Fairness, Role Models, Elderly, Disabled, Animals, Property); Prejudice (Stereotypes); Current Affairs (General Knowledge, Research, Media, Media Bias, Local Affairs); Change (Growing up, Taking Responsibility, Family Circumstances, Coping with Change).
Topics addressed by specialist tutors are on a rotation basis; each tutor covering their topic in timetabled lessons for approximately six weeks with each group. The specialist areas in Year 7 are: The Family (Relationships, Responsibilities, Resolving Conflict), Communication and Inter-Personal Skills, Health Education (Smoking and Alcohol), The Environment and Thinking Skills.
Music
In Years 7 and 8 pupils will develop the ability to perform and compose music with understanding. They will listen from a wide range of musical styles, and will develop the ability appraise what they hear.
The curriculum will closely follow guidelines laid down by The National Curriculum for Music (Key Stage 3) and examples of the four areas of study are set out below.
Performing and Composing
Pupils will develop the ability to perform and compose music based on an understanding of simple musical devices and structures, examples of which are:
Call and response, round, ostinato, repetition, binary, ternary and rondo form.
They will also be asked to compose music in response to a wide range of stimuli, for example:
Pictures, themes, a given rhythm or melody, poetry, mood, a graphic score.
Pupils will be encouraged to use sounds descriptively and rhythmically within their compositions.
In singing, unison and part songs will be taught, with attention to diction and phrasing but also with a strong emphasis on enjoyment. Pupils will be encouraged to work together in groups thus promoting social skills (eg: cooperation) and encouraging key skills (eg: communication) and thinking skills (eg: planning).
Listening and Appraising
Through listening to a wide range of musical extracts pupils will be encouraged to listen with discrimination and communicate to each other how they feel about the music, using appropriate musical vocabulary.
Musical repertoire will include extracts from:
Classical, folk, popular, jazz and music from different cultures.
Pupils will learn to identify the musical elements (rhythm, pitch, tempo, timbre, texture, dynamics and duration) and will be taught the effect of different tonalities on a piece (scales and modes).
They will also develop a greater understanding of how musical styles can be linked to various traditions and cultures – how time and place can influence the way music is created.
The overall aim in Years 7 and 8 is to provide suitable learning challenges for all pupils so that they may achieve as high a standard possible appropriate to their abilities.
Drama
The specialist Drama curriculum for Year 7 consolidates and extends the Drama skills learnt in Year 6 – this is currently under review (see Mr Simon Clarke for further details).
Physical Education
The aims of Physical Education at MPS are to promote physical development and confidence and the resultant rise in self-esteem; to provide individual programmes to help all pupils realise their full potential, including outstanding athletes and pupils with special needs; to ensure pupils understand the short and long-term effects of exercise on the body systems and to make pupils aware of the various methods of improving fitness, preparing for activities and recovering afterwards; to help pupils to value safety codes, minimise risk, avoid danger and respond appropriately, when necessary, to emergency situations; to teach pupils to know about and value the benefits of participation in physical activity and to develop in them a positive, committed, enthusiastic, hard-working approach which will help them derive maximum enjoyment and satisfaction from successful endeavour both at school and throughout life; to develop an appreciation of skilful and creative performances across the areas of activity; to develop problem-solving skills; to develop interpersonal skills and qualities such as integrity, fairness, self-discipline and a concern for quality as well as success, and to ensure pupils in teams treat opponents, fellow team members and officials with respect.
While MPS has earned a wide reputation for high standards in Physical Education, gained mainly through the success of our teams in County, Regional and National events and with outstanding individual performances, our competitive achievements are only part of the picture. The major part of our programme is concerned with teaching pupils a broad, balanced syllabus that is differentiated to meet the needs of individual pupils. We study all parts of the National Curriculum but go far beyond its basic requirements in terms of range of sports and activities offered, curriculum time allotted and standards expected.
Physical Education modules taught to Year 7 encompass Health-Related Fitness, Gymnastics, Swimming, Athletics, Tennis, Cricket/Rounders, Rugby/Netball, Hockey, Football (Boys), and Water-Polo.
There is a wide range of extra-curricular outdoor activities, including Orienteering, Climbing and Caving, Canoeing, Riding, Snorkelling, Sailing and Walking.
Language Development Centre
Information regarding the LDC (Special Needs) is available from Mary Mountstephen, Director of Learning Development, or from Sally Garland-Jones, Tutor for Admissions.
English as an Additional Language (EAL)
Information regarding EAL is available from Pippa Wynn, EAL co-ordinator or from Sally Garland-Jones, Tutor for Admissions.