Curriculum - Year 7 2017-2018

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Amy Turner

Head of Year 7 This booklet is designed to give parents information about the year 7 curriculum at Winstanley. In it you will find an outline of the work your child will be doing and the teaching and assessment methods for each subject. We have also included general information about the curriculum, home learning and reports. As your child goes into year 8 at Winstanley you will receive further specific information about curriculum content and assessments in that year.

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Attendance / Lateness Students at Winstanley are expected to have a good attendance record of 95% or above. Research has shown that students who miss school frequently fall behind with their work and do less well in exams. Similar research also suggests that those with good attendance can be at less risk of getting involved in antisocial behaviour and crime. Tutors and Heads of Year (HOY) monitor students’ attendance and play a key role in ensuring that they understand the importance of being at school through assemblies and discussions. Parents can also assist by asking about school work, encouraging involvement in activities, discussing any problems they may be having and not letting students take time off for minor ailments. Arranging appointments and outings after school hours, at weekends or during school holidays will also help to prevent disruption to your child’s education and may not be authorised. The Attendance team also keep a note of students who are regularly late and sanctions are issued should persistent lateness become a problem.

Student arrives after 8.40am - first level detention and a text home.

Student has 2 lates in a week – second level detention and a letter home.

Students lateness persists parents will be invited in for a meeting.

Curriculum Structure

Our year 7 curriculum is based around the core subjects of English, maths and science, as well as art, design and technology, drama, modern foreign languages, humanities, which includes geography, history and religious studies, ICT and computer science, music, physical education (PE) and RESPECT, which joins together PSHE, citizenship and RE. ICT is also used extensively within subject areas as well as during discrete computer science. Throughout the curriculum students will work as individuals, in pairs, small groups and larger teams. They will learn through a variety of processes including discussion, demonstration, practise, review, multi-media presentations and student presentations.

CATs tests All students sit a CATs test in the first term at Winstanley. The tests are designed to assess students’ vocabulary, non-verbal and maths skills. The results of these, alongside Key Stage 2 results, are to be used to predict where each student should be at the end of Key Stage 4. This in turn helps us to monitor progress.

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Parents’ role in their child’s learning Across the country it is clear that most success is seen where parents and school work together to support learning. Do check your child’s home learning timetable and ensure he or she is completing this. Inform the tutor of any issues. Reading is paramount to success. Listening to and reading with your child will support their development and achievements. If you are available and happy to work with the school in any way, do contact us. We have a number of reading schemes, for example, that you may like to support.

Reports to parents

Reports will be sent out four times a year. These will show student’s progress against national expectations. There will also be judgments regarding attitude to learning, behaviour for learning and home learning. You will also receive an attendance certificate and details of parents’ evenings as appropriate.

Year 7 Tutor Evening – Wednesday 11th October 2017 Year 7 Subject Evening – Thursday 19th April 2018

Rewarding Positive Behaviour The school uses rewards to motivate students, create a positive learning environment, raise student self-esteem, and provide systems which can be used by all staff to contribute to raising levels of achievement. Our behaviour system is based on the SHINE values and incorporates LORIC from the PiXL EDGE

programme. Students are rewarded positive behaviour points for:

Over 95% attendance

Good punctuality to school and to lessons

Good attitude to learning

Always equipped and ready to learn

Completion of homework

Contributing to class discussions

Producing exceptional pieces of work

Showing outstanding behaviour for learning

All SHINE Gold students should have no negative behaviour points during a reporting cycle. These students will qualify to be entered into a draw for an Ipad with medals also given to Gold Students 4 times a year. (Principals Award) Colours will be awarded termly to students from faculties at celebratory assembly. SHINE Silver students will have no more than 1 negative behaviour point issued during a reporting cycle and SHINE Bronze students should have no more than 2 negative behaviour points issued. Silver and Bronze students will receive a certificate. (SHINE Award)

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The Timetable The number of lessons allocated to each subject in a two week cycle is as follows:

Subject Number of Lessons

Art & Design 6

Computer Science 2

Drama 2

English 6

MFL 4

Humanities 8

Maths 8

Music 2

PE 4

Religious Studies 2

Science 6

Example Timetable Week1 1 2 3 4 5

Mon ADT Humanities Maths English MFL

Tue Science Humanities IT Maths English

Wed MFL Maths PE English Science

Thu Humanities Drama Music Science Humanities

Fri Religious Studies English PE ADT Maths

Home Learning It is valuable for students to develop the habit of working at home and organising their own studies. Home learning also helps to involve parents with the work being done in school. All students are given a home learning timetable each year to help them organise their time and plan ahead. The timetable shows the day that their home learning is usually set for each subject and we recommend that, whenever possible, students complete the task on the day they receive it. In addition to this, all students have a personal organiser where they are directed to write brief details of the home learning task and when it is to be handed in. We would like parents to sign the organiser at the end of the week to show that they have seen it and check that the home learning has been done. The organiser has many more sheets, all designed to support students in their learning and to keep parents informed. As a guide we recommend that approximately 30 minutes per subject should be spent in year 7. However, this is only an average as some students need to, or like to, work for longer.

Help with Home Learning The Learning Resources Centre has a study club after school until 4.15 p.m. An adult is around to offer help if it is needed. Students have access to computers to aid study at this time too.

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Art, Design and Technology (ADT) The Art, design and Technology department consists of Art, Ceramics, Food technology, Resistant materials and Graphic communication. These subjects are taught on a rotation system, enabling every student to experience all of the areas throughout the academic year. In KS3 students have 6 lessons per two weeks of ADT, and they are currently taught in mixed ability groups.

Outline of work

Whilst working on projects students will experience a wide range of activities with a focus on creativity; skills; self-motivation; enjoyment and personal achievement. Students will be expected to build on skills, knowledge and understanding developed each year in order to take more ownership of their projects and will be given more freedom each year to make their own decisions. Home learning tasks will be set every week and will be linked to classwork. The work will require students to research, to investigate, to analyse, to develop ideas, and to use a variety of media to create 2D and 3D work.

Ways of Working

Students develop their work in all areas, learning design skills as well as learning about sustainability and their role as designers and consumers. Whilst working through the various projects they will be taught about safety and risk assessment and how to use a great variety of materials, tools and machinery. At the end of each project students will be able to take home their artefact or artwork. Expectations are, of course, high and students are challenged throughout the three years of KS3 to be creative and imaginative. Students will work in a variety of ways including whole class, small groups and individually.

Assessment Assessment is on-going throughout all stages of each ADT area and will include self, peer and teacher assessment. Students are assessed on how well they work, as well as the quality of the work that they produce (folder work and practical work). Every student has a design mentor teacher who monitors progress made during each rotation. This means that if there are any issues they can be quickly addressed. During these mentor sessions, students record their progress and identify the type of progress they have made. They also set targets for improvement and evaluate their learning experience in each of the ADT areas.

Art and Ceramics Year 7 students cover a range of all basic elements in art 2D and 3D. Including monster pinch pots in clay and glazed. Colour theory work with the theme of Trees observational drawing, painting skills, collage work and mark making.

Food Technology The focus in year 7 is on developing practical skills and sensory analysis and also gaining an understanding of food safety and hygiene. Students learn how to use all equipment the food room. Once this knowledge is secure, they work in teams to prepare simple dishes using fresh

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ingredients, reinforcing knowledge of nutrition and how to eat and drink healthily.

Resistant Materials

Students complete two high quality products per year group. First they complete a practical project which improves their skills using hand tools and machines in the workshop. Then they complete a computer based project to produce a CAD/CAM product. Students learn about the design process and also develop their understanding of resistant materials theory throughout KS3.

Graphic Communication Magazine Covers and other small projects using 2d shapes. Students will be taught how to use technical drawing and colour theory. They will also learn to use photo shop and publisher.

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Computer Science

Computing is a new and exciting subject where students explore computer hardware, software and networks including games and mobile app development. Students will learn about digital literacy, E-Safety, new technologies and cloud based technologies.

Outline of Work Understanding the importance of vigilance while online and how to protect yourself and personal information stored online. Understanding the basic components of computer systems and their purpose. Learning the skills required to create animated and static images using specialist programs. Understanding the different ways that information can be stored, transformed and presented.

Autumn Term E-safety/scratch programming/KoDu programming

Spring Term Computer systems/websites

Summer Term Spreadsheets/computer graphics

Skills include:

presentation to different audiences using a variety of media, such as digital video, desktop publishing and slideshow presentations

research skills, such as internet searches, email and eSafety strategies

office skills, such as data capture, word processing and the use of spreadsheets

Each unit will present groups with a minimum skill level that they are expected to achieve. Students are encouraged to assess their own progress, alongside teachers feedback.

Assessment Students will be assessed at the end of each project using in lesson based assessment. This will be reported to parents at each tracking point. Teacher assessments are made through observing the way in which students approach tasks, the way in which they refine and develop their work and their final product. Other forms of assessing progress include self-assessment, peer assessment and online assessment.

Home Learning This will be set on a fortnightly basis. The majority of home learning will be paper-based or research based tasks. The main focus of this home learning will be to review topics covered within lessons and extend knowledge through practise and short quizzes.

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Drama Outline of work Drama is an imaginative and kinaesthetic lesson which allows students the physical and creative space to fully explore their ideas. It also helps build students confidence, teamwork, empathy and resilience.

It is used in conjunction with the texts being followed in English, so it allows students to empathise, explore and evaluate the characters, themes and ideas in the stories they are studying and bring their own ideas to the texts. For example, if students are studying “The Boy in the Stripped Pyjamas” they will be asked to create a drama which focuses on social inequality. This allows them a greater understanding of the book they are studying.

As well as working in connection with the English curriculum it also works independently to teach students specific drama skills such as: freeze frames, split staging and thought tracking. At the end of rehearsal time each student will be asked to perform in front of their peers and share their work. Performing publically on a regular basis helps students overcome the fear of public speaking, which helps them when they do presentations in other subjects.

Ways of working

Starter games

Analysing video clips of strong examples of drama

Improvising

Using a skills checklist which will fully explain skills required in different performances

Individually: monologues/soliloquies

Pairs

Small groups

Large groups

Whole class groups (where a class is challenged to create their own soap opera etc where each character in the class is linked)

Assessment

After at least five hours rehearsal time the students perform the given dramatic performance. They receive an individual score and a group score.

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English Outline of work

Autumn Term ‘It’s All About Me’ – Autobiography

Topic Study – ‘Corporal Punishment’

Spring Term Introduction to Non-Fiction and Media

Shakespeare Unit – Introduction to Shakespeare and Romeo and Juliet

Summer Term Poetry: Poetic Form and Poetic Techniques

Prose unit o Room 13 o The Boy in the Striped Pyjamas

‘Room 13’ Robert Swindells Somebody was in there. Somebody - or something...There is no room thirteen in the creepy Crow's Nest Hotel, where Fliss and her friends are staying on a school trip. Or is there? For at the stroke of midnight, something peculiar happens to the door of the linen cupboard next to room 12 and something is happening to Elli-May Sunderland too – something very sinister. This is a gripping page-turner from a master of spooky suspense, award winning Robert Swindells. Don’t read this under the covers at midnight!

‘The Boy in the Striped Pyjamas’ - John Boyn Nine-year-old Bruno knows nothing of the Final Solution and the Holocaust. He is oblivious to the appalling cruelties being inflicted on the people of Europe by his country. All he knows is that he has been moved from a comfortable home in Berlin to a house in a desolate area where there is nothing to do and no one to play with. Until he meets Samuel, a boy who lives a strange parallel existence on the other side of the adjoining wire fence and who, like the other people there, wears a uniform of striped pyjamas. Bruno's friendship with Samuel will take him from innocence to revelation. And in exploring what he is unwittingly a part of, he will inevitably become subsumed by the terrible process.

Ways of Working Each theme provides a range of activities in speaking and listening and reading and writing, including:

working co-operatively in pairs and in a group

discussing literature and non-fiction

writing stories, poems and plays

writing to inform and persuade

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Individualised learning is used to reinforce, where appropriate, such skills as spelling and punctuation. During the year, students will have opportunities to use ICT to develop and present their work and also to develop their research and literacy skills.

Assessment

Units of work reflect the changes to the National Curriculum and are all planned to incorporate all skills required at GCSE level. Topic Study encourages independent work and personal challenge and aspiration. Many assessments will be sat in exam conditions to prepare your child for their GCSE examinations. Students' achievements are assessed by a range of methods including teacher observation, course work, tests, peer and self-assessment. We welcome parents' involvement and, in particular, their encouragement of spelling and reading activities at home.

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Geography

Geography provides opportunities for students to develop an understanding and appreciation of the world around them. This is of increasing importance for all members of a modern and continually evolving society.

Outline of Work

Students will have opportunities to develop creativity, listening and perceptive skills both in and outside the classroom. Interaction between people will be one of the main themes, reflecting on cultural diversity, causes of change and sustainability.

Ways of Working

Geography involves many different ways of working. The emphasis is on active learning and the attainment of high standards. The students can be involved in watching film extracts, model making and the use of ICT.

Assessment

There is a wide variety of techniques used in the assessment of this block. Much is through observation, peer and self-assessment and marking. All students will know their targets and how to achieve them.

History Outline of Work

Year 7 History brings fun and challenge to classroom activities. Students begin to appreciate how history has shaped the identity of countries, communities and individuals, whilst also learning valuable life skills

The topics covered in year 7 are:

Anglo Saxon Golden Age Church Vs the King

The Norman Conquest Living in the country

Historical skills Living in the town

Role and function of castles Black Death

Parliament

Ways of Working

Students work in a variety of ways but often in small groups. Much of the work is active requiring them to discuss issues and debate their own ideas and views. Some examples of the way they work are problem solving, model making, display work, games, puzzles, role play, using computers for research and presentation.

Assessment

Students are given opportunities to use self and peer assessment to improve their skills and awareness. Assessment also includes teacher observations, written and practical tasks, student target setting, teacher marking of written work and role play.

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Inclusion & Learning Support

Outline of Work

We work to remove barriers to learning. The Learning Support department works with identified students in year 7 to develop their literacy and/or numeracy skills. The department works with teachers, exchanging information about particular students and suggesting ways to help their learning. Support is given to students in lessons or on a withdrawal basis in groups of about 8. Some students receive additional help with social and communication skills. At the beginning of year 7 all students are screened to assess their literacy skills. This, alongside information passed on from primary schools, makes us aware of particular needs so that any support required can be put in place. Further screening takes place in December and at the end of year 7, enabling us to assess progress and decide what, if any, further intervention is required. Teachers and teaching assistants support students during subject assessments wherever possible. Students identified as having additional needs, over and above learning difficulties, can be recommended for short term inclusion groups which cover areas such as self-esteem, social skills and behaviour for learning.

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Mathematics

In year 7 we group students according to their Key Stage 2 test results and teacher assessments. This is subject to review each half term.

Set 4 for those working towards expected progress at KS2

Sets 2 and 3 for those working at expected progress at KS2

Set 1 for those working beyond expected progress at KS2

Outline of Work There are four lessons of maths per week. The work covers all National Curriculum attainment targets:

Mathematical processes and applications

Number and algebra

Geometry and measurements

Handling data Students will also experience some independent investigative work (e.g. Outlines) as well as practise multiplication tables and the four rules of number. We welcome parents' involvement in this area of the work, as practicing at home certainly enhances students’ confidence and learning.

Ways of Working

A variety of teaching and learning styles is used including whole class work, discussions, small group work, investigations, games, puzzles, problem solving and use of ICT. Each topic allows students to progress with an activity, with teacher help, as far as their ability allows. This is closely in line with National Curriculum thinking and means that students challenge themselves and are challenged by their teachers to raise their own levels of achievement.

Assessment

Assessment is carried out from day to day, with fortnightly progress tests and formal assessment every half term. Home learning is set weekly using ‘MyMaths’ with instant feedback given. Assessment includes written and oral work.

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Modern Foreign Languages

Languages are part of the cultural richness of our society and the world in which we live and work. Languages offer all students opportunities to develop competencies in linguistics, communication and social skills. Students will explore the similarities and differences between English and other languages. They will learn how a language can be manipulated and applied in different ways. Through this, students will be better prepared to face an ever changing world where communication is paramount to appreciating, understanding and unifying different cultures.

Outline of Work

The topic areas are: Myself, My Family, My Hobbies and My Home. Students all cover the same vocabulary and grammar structures but in varying depth.

Hobbies what you do and where

Family what they are like, what they look like

Where you live your house, your bedroom

Festivals celebrations in other countries

Ways of Working

Students regularly take part in activities, which involve the 5 skills of listening, speaking, reading, writing and thinking. This may be through:

whole class presentations of new work

small group, paired or individual work

role plays

computer assisted learning

activities using DVDs and interactive whiteboards

individual research using books, dictionaries or the internet

games, puzzles and songs

written exercises

tablets

Assessment Students' progress is monitored continuously through appropriate classroom tasks. This is shared with students regularly.

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Music There are a number of key concepts that underpin the study of music. Students need to understand these concepts in order to deepen and broaden their knowledge skill and understanding. 1. Integration of practice: Developing knowledge, skills, and understanding through the

integration of performing, composing and listening. Participating, collaborating, and working with others as musicians, adapting to different musical roles and respecting the values and benefits others bring to musical learning.

2. Cultural understanding: Understanding musical traditions and the part music plays in a national and global culture in personal identity. Exploring how ideas, experiences, and emotions are conveyed in a range of music from different times and cultures.

3. Critical understanding: Engaging with and analysing music, developing views and justifying opinions. Drawing on experience of a wide range of musical contexts and styles to inform judgements.

4. Creativity: Using existing musical knowledge, skills, and understanding for new purposes and in new contexts. Exploring ways music can be combined with other art forms and other subject disciplines.

5. Communication: Exploring how thoughts, feelings, ideas, and emotions can be expressed through music.

Outline of Work Our aim is to provide students with opportunities to develop their creativity through a range of directed listening, performing, and composition activities. Topics in Year 7 are designed in a sequence to provide a solid foundation of knowledge and skill to support progress through key stage 3.

Autumn term Find your voice

All about the Bass (Line)

Spring term

Introduction to chords

Summer term

Scales and Melodies

Ways of Working The emphasis is on active learning and the attainment of high standards. Students are expected to take part in all lesson activities, which will include performing, composition/music creation, music technology, music analysis and appraisal. These activities will be organised as individual, paired, group, and whole class methods, as appropriate to the lesson. The department is well stocked with a variety of classroom instruments, and students are encouraged to bring in their own instruments for personal use in lessons (when appropriate), breaks and lunchtimes.

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Assessment A variety of techniques are used in the assessment of this subject. Much assessment is through on-going classroom observation, followed up with teacher-student tutorials at the end of a unit of study to ensure students understand their progress and develop further.

Instrumental/Vocal Lessons There are opportunities for students to receive extra-curricular instrumental and/or vocal tuition. Most lessons are in small groups of approximately three students to keep fees at a minimum. The music department has a small number of instruments which may be loaned to students taking these lessons for a small, fully refundable deposit. Instruments are loaned out on a first come first served basis. Alternatively, instruments may be hired from a number of local music shops for a small fee. Please contact the Head of Music for further information. .

Physical Education (PE)

PE helps students to make informed choices that impact positively upon their physical wellbeing. Students will be able to understand how to take responsibility for their own mental and physical health in a world which continues to offer more and more options. They will measure and manage risks and challenges associated with these options.

Outline of Work

Our aim is to provide the skills, knowledge and understanding for students to engage in healthy and active lifestyles. Although many of the SHINE competences are used, we place extra emphasis on developing leadership and teamwork skills through practical activities. Students learn about living a healthy and active lifestyle and how different exercises can improve their general wellbeing. PE activities include:

Handball Rugby Trampolining Netball Leadership Table Tennis Gymnastics Swimming Tennis Dance/movement Badminton Athletics Basketball Fitness Rounders

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Religious Studies The vision for the Religious Studies department is for all students enjoy the study of different religious and non-religious beliefs, and have an understanding society live in.

Outline of Work Lesson in Year 7 follow the outline suggested in the Leicestershire locally agreed syllabus. IN Year 7 students focus on learning about Christianity and Buddhism. Religious Studies provides a safe place in the curriculum to discuss controversial global issues, such as what does it mean to be good?

Autumn Term What is religion? How does it encourage people to be good?

What is so radical about Jesus?

Spring Term Should happiness be the purpose of life?

What do people celebrate and why?

Summer Term How can people express the spiritual through music and art?

Spirited arts

Skills include:

Debating issues

Presentation skills

Interpersonal skills, such as empathy

Thinking skills, such as extended writing and constructing arguments

Assessment Students will be assessed at the end of each topic. Assessments are through varied methods such as letter writing, leaflets and PowerPoint presentations. Assessment outcomes will be reported to parents at each tracking point.

Home Learning Students are expected to complete one piece of home learning a half term. The majority of tasks are research based, as the aim of home learning in Religious Studies is to extend the student experience beyond the classroom.

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RESPECT

Respect is taught by form tutors during a rolling programme scheduled across the year during timetabled weeks Students will develop their understanding of themselves and others in terms of a diverse society. They will develop an appreciation of how to learn in order to develop confidence and self-esteem. As a result, students will become secure in their values and beliefs. They will be able to recognise the difference between right and wrong and the importance of making positive choices. They will understand the impact of positive relationships in creating an environment where everyone can achieve.

Outline of Work

The work puts the students at the centre whilst taking into account moral, social, and environmental issues within the community and wider world. Personal histories, making progress and how life changes are key themes.

The programme is designed to help young people deal with the changes of adolescence and challenges they might meet as adults. It is designed to build supportive working relationships and establish ground rules. The topics covered in year 7 include:

Changes at puberty

Communication and social skills

Valuing - friendship, stereotyping, discrimination

Global responsibility

Caring for others

Rights and responsibilities

Enterprise

Keeping safe

Ways of Working

Students work in a variety of ways but often in small groups. Much of the work is active requiring them to discuss issues and debate their own ideas and views. Some examples of the way they work are problem solving, model making, display work, games, puzzles, role play, using computers for research and presentation.

Assessment

Students are given opportunities to use self and peer assessment to improve their skills and awareness. Assessment also includes teacher observations, written and practical tasks, target setting, teacher marking of written work and role play.

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Science Outline of Work

Year 7 students follow the National Curriculum, supported by the Activate Kerboodle Series. This provides a full and balanced coverage of the knowledge, skills and processes required by the National Curriculum. The year 7 topics are:

Cells

Structure and function of body systems

Reproduction

Particles and their behaviour

Elements, Atoms and Compounds

Reactions

Acids and Alkalis

Ways of Working

The big focus is on working scientifically. Practical work is usually carried out in small groups with students doing individual written work. There are also demonstrations, discussions, games, use of ICT to increase enjoyment and aid learning. Use of differentiated objectives allows students of different abilities to progress at their own rates.

Assessment

Student progress is assessed by a formal test at the end of each topic which informs students where they are in relation to their target. Students receive personalized feedback and personal targets to improve on their individual progress. Differentiated activities and quality marking shows students how they are expected to progress.

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Home Learning Timetable 2017-2018

Some weeks home learning tasks will be set in Year 7 – 9 in Religious Studies, Computer Studies & Music.