Co-op Academy Manchester Curriculum Overview

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Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

English

Knowledge

  • Tulip Touch by Anne Fine
  • A Christmas Carol by Charles Dickens
  • Around the World

(Non-fiction Travel Sources)

  • Poetry
  • Writing to Describe/Narrate
  • Short Stories
  • The Tempest by William Shakespeare

Understanding

  • How authors craft language to engage their audience
  • How authors structure their writing to interest their audience
  • The plot, characters, themes and context of A Christmas Carol
  • How to craft our own creative writing using the text as stimulus
  • How to compare two texts
  • How to provide our own opinions
  • Students gain an awareness of how texts relate to their style, purpose and audience.

  • Students will be taught the criteria for writing to describe and narrate

  • Students will develop reading stamina and apply a range of reading strategies to analyse how writers craft language in narratives
  • Students will be taught the 6 part story structure
  • The plot, characters, themes and context of The Tempest
  • Shakespearian language
  • Playwright’s intentions
  • Audience reactions

Skills

  • Read and understand texts
  • Selecting evidence
  • Comment on how writers use some language devices to present their ideas and characters
  • Analyse how writers structure their narratives
  • Write imaginatively using a range of language techniques, appropriate to task, purpose and form.
  • Improving language analysis of key extracts from A Christmas Carol
  • Developing descriptive and narrative writing skills

  • Summarising similarities and differences between texts
  • Evaluating the effectiveness of travel writing

  • Analysing poems for use of language and structure
  • Crafting writing for different audiences and purposes
  • Developing editing and re-drafting skills
  • Being able to adapt language and structure to fit style, purpose and audience
  • Developing editing and re-drafting skills

  • Analysing the language and structure of The Tempest
  • Decoding the text

Assessment

Writing to Describe

English Language Paper 2 (Reading Section)

Writing to Narrate


Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Maths

Knowledge

  • Analysing and displaying data
  • Number skills
  • Expressions, functions and formulae
  • Decimals and measures
  • STEM and finance
  • Fractions
  • Probability
  • Ratio and proportion
  • Finance
  • Lines and angles
  • Sequences and graphs
  • Transformations
  • STEM
  • Multicultural project

Understanding

  • Describe, interpret and compare observed distributions of a single variable through: appropriate measures of central tendency (mean, mode, median) and appropriate measures of spread (range, consideration of outliers)
  • Construct and interpret vertical line (or bar) charts for ungrouped and grouped data.
  • Use conventional notation for the priority of operations
  • Round numbers and measures to an appropriate degree of accuracy
  • Recognise and use relationships between operations including inverse operations
  • Use the four operations, including formal written methods, with positive and negative integers
  • Order positive and negative integers
  • Use the concepts and vocabulary of prime numbers, factors [or divisors] and prime numbers
  • Use integer powers and associated real roots (square, cube)
  • Use approximation through rounding to estimate answers
  • Substitute numerical values into formulae and expressions, including scientific formulae
  • Simplify and manipulate algebraic expressions to maintain equivalence: collecting like terms, multiplying a term over a bracket
  • Use and interpret algebraic notation: 3y in place of y + y + y and 3 × y
  • Model situations or procedures by translating them into algebraic expressions or formulae
  • Understand and use place value for decimals
  • Order decimals and fractions
  • Use the symbols =, ≠, <, >, ≤, ≥
  • Understand and use place value for measures
  • Work with coordinates in all four quadrants
  • Use the four operations, including formal written methods, with positive and negative decimals
  • Derive formulae to calculate and solve problems involving perimeter and area of parallelograms
  • How STEM and finance are used in the real world environment.
  • order decimals and fractions
  • use the symbols =, ≠, <, >, ≤, ≥
  • use the four operations, including formal written methods, with positive and negative fractions
  • define percentage as ‘number of parts per hundred’
  • interpret a percentage as a fraction or a decimal
  • interpret fractions and percentages as operators
  • use appropriate language of probability
  • use the 0-1 probability scale
  • understand that probabilities of all possible outcomes sum to 1
  • record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes
  • solve problems involving direct proportion
  • use ratio notation
  • reduce a ratio to simplest form
  • divide a given quantity into two parts in a given part: part ratio
  • use scale factors
  • understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction
  • express the division of a quantity into two parts as a ratio
  • Using probability to explore the effect on different finance matters.                                                                            E.g. calculating profit and raising money - link to fundraising and charities.
  • use the standard conventions for labelling the sides and angles of triangle ABC
  • draw and measure line segments and angles in geometric figures
  • apply the properties angles at a point and on a straight line
  • apply the properties vertically opposite angles
  • derive and use the sum of angles in a triangle
  • use the sum of angles in a triangle to deduce the angle sum in any polygon
  • use known results to obtain simple proofs
  • generate terms of a sequence from a term-to-term rule
  • generate terms of a sequence from a position-to-term
  • recognise arithmetic sequences
  • find the nth term
  • recognise geometric sequences and appreciate other sequences that arise
  • work with coordinates in all four quadrants
  • produce graphs of linear functions
  • interpret mathematical relationships both algebraically and graphically
  • derive properties of regular polygons
  • identify properties of, and describe the results of: translations
  • identify properties of, and describe the results of: rotations
  • identify properties of, and describe the results of: reflections
  • Investigating light. Reflection and refraction. Looking at designs of diamonds and how they are cut to reflect light in different directions.
  • Using TRANSFORMATIONS skills to create a piece of artwork that represents a multi-cultural link.

Skills

  • Find the mode, median, mean and range for a set of data
  • Compare sets of data using their ranges and averages
  • Read and draw tally charts, tables, charts and line graphs, including for grouped data
  • Use ICT to present data and construct charts
  • Know and use the priority of operations and laws of arithmetic
  • Round whole numbers and decimals
  • Round whole numbers and decimals
  • Check answers using various methods
  • Use written methods to add, subtract, multiply and divide whole numbers
  • Use positive and negative integers
  • Recognise and use factors, multiples and prime numbers
  • Know square numbers and their corresponding square roots
  • Use index notation for squares, cubes and positive integer powers of 10
  • Describe and find outputs of simple functions
  • Simplify expressions by collecting like terms
  • Write expressions
  • Substitute into formulae
  • Write formulae
  • Order and round decimals
  • Use measures and conversions
  • Read scales and plot coordinates
  • Calculate with decimals
  • Work out perimeter and area
  • FINANCE – organising time and money, budgeting.
  • STEM – converting units and writing and using formulae.
  • Compare fractions
  • Simplify fractions
  • Calculate with fractions (addition, subtraction and fractions of amounts)
  • Work with equivalent fractions, decimals and percentages
  • Find percentages of amounts
  • Use the vocabulary of probability
  • Understand and use the probability scale from 0 to 1
  • Calculate probability based on equally likely outcomes
  • Calculate the probability of an event not happening
  • Calculate experimental probability
  • Solve problems involving direct proportion
  • Understand and use ratios
  • Use fractions to compare proportions
  • Use percentages to compare proportions
  • Looking at different outcomes and probabilities to calculate profit and to design activities for fundraising.
  • Identify and label angles and lines
  • Use properties of 2D shapes
  • Estimate, measure and draw angles
  • Draw triangles accurately
  • Solve problems involving angles
  • Understand properties, angle facts and problems involving quadrilaterals
  • Generate and describe simple and more complex sequences including nth term
  • Identify and plot coordinates in all four quadrants
  • Recognise and plot straight line graphs
  • Make links between graphs, sequences and functions
  • Describe congruence.
  • Find enlargements and scale factors.
  • Identify line and rotational symmetry.
  • Describe reflections
  • Describe rotations
  • Describe translations
  • Combine transformations
  • Using TRANSFORMATIONS skills to create a piece of artwork that represents a multi-cultural link.
  • Investigating light. Reflection and refraction. Looking at designs of diamonds and how they are cut to reflect light in different directions.

Assessment

1 hour assessment - PearsonsEDEXCEL

1 hour assessment

PearsonsEDEXCEL

1 hour assessment

PearsonsEDEXCEL

1 hour assessment

PearsonsEDEXCEL

1 hour assessment

PearsonsEDEXCEL

1 hour assessment

PearsonsEDEXCEL


Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Science

Knowledge

  • Cells, tissues & organs
  • Mixtures and separation
  • Energy & changes
  • Sexual reproduction
  • Acids and bases
  • Electricity

  • Muscles and bones
  • Particles
  • Forces
  • Ecosystems
  • Atoms, elements and compounds
  • Sound

Understanding

  • Understand how the body is built from cells, tissues and organs, and how the different organ systems work together
  • Understand how we can use specialist equipment to separate mixtures

  • Understand how energy exists in different forms and can be transferred from one form into another
  • Understand the process of sexual reproduction in animals and how this leads to variation
  • Understand what is meant by the terms ‘acid’ and ‘base’. Understand the pH scale and the what makes a neutral solution
  • Understand that electricity is a form of energy and how it flows through circuits
  • Understand the role of muscles and bones in movement, support and protection of the Human body
  • Understand that all matter is made of particles and that these exist as either solids, liquids and gases
  • Understand the role of forces in everyday situation and that forces can be either balanced or unbalanced
  • Understand the structure of ecosystems and the relationships of animals and plants within different ecosystems
  • Understand the terms atom, element and compound and how they are different
  • Understand the physics of sound and how sound waves travel through the Human ear

Skills

  • Scientific enquiry skills;

Observation

Hypothesis

Method

Data Analysis

Conclusion

Evaluation

  • Thinking scientifically
  • Scientific application
  • Communication and collaboration
  • Using Scientific evidence
  • Thinking scientifically
  • Scientific application
  • Communication and collaboration
  • Using Scientific evidence
  • Thinking scientifically
  • Scientific application
  • Communication and collaboration
  • Using Scientific evidence
  • Thinking scientifically
  • Scientific application
  • Communication and collaboration
  • Using Scientific evidence
  • Thinking scientifically
  • Scientific application
  • Communication and collaboration
  • Using Scientific evidence
  • Thinking scientifically
  • Scientific application
  • Communication and collaboration
  • Using Scientific evidence

Assessment

End of unit questions.

Academy assessment cycle.

At the end of each topic they complete a practical investigation to develop their practical skills.

End of unit exam questions

Academy assessment cycle.

At the end of each topic they complete a practical investigation to develop their practical skills.

End of unit exam questions

Academy assessment cycle.

At the end of each topic they complete a practical investigation to develop their practical skills.

End of unit exam questions

Academy assessment cycle.

At the end of each topic they complete a practical investigation to develop their practical skills.

End of unit exam questions

Academy assessment cycle.

At the end of each topic they complete a practical investigation to develop their practical skills.

End of unit exam questions.

Academy assessment cycle.

At the end of each topic they complete a practical investigation to develop their practical skills.


Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Geography

Knowledge

Fantastic Places

Manchester and UK

Map Skills

Map Skills

Rivers

South America

Understanding

Students to be able to describe 3 fantastic places and explaining what can be done to protect them

To look at how Manchester and the local area has changed over time.

Landmarks

How to use a map

How can a map help us get around?

How to use a map

How can a map help us get around?

How to use a map

How can a map help us get around?

How to use a map

How can a map help us get around?

How rivers develop

Why do rivers flood? What can be done to prevent river flooding?

Brazil

Cities and Landmarks Weather Animals

Culture

Skills

Students will be able to compare different places and see what makes them special.

To be able to use the data to plot graphs and maps

To be able to pick out the differences between places.

Students to be able to use different maps to identify

Students introduced to key skills such as compass points, grid references, OS symbols and scale.

Students introduced to key skills such as compass points, grid references, OS symbols and scale.

Students introduced to key skills such as compass points, grid references, OS symbols and scale.

Students introduced to key skills such as compass points, grid references, OS symbols and scale.

To be able to identify key features of rivers, flooding and flood prevention.

To be able to compare Brazil with the UK and Manchester.

To look at differences and similarities.

Assessment

Baseline

Fantastic Places assessment

Map skills test

South America assessment


Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

History

Knowledge

How civilised were the Romans?

A study of the numerous of aspects within in the Roman Empire such as the invasion of Britain, Roman life and the Romans have ever done for us?

How Significant were the Invasions of the Anglo-Saxons and the Vikings?

Looking at various elements of the Anglo-Saxon and Viking invasion of Britain such as King Alfred the Great, Sutton Hoo, life under the Anglo-Saxons and Vikings.

How gory was medieval life?

Living conditions in Medieval towns, Medieval hospitals, leprosy, the Black Death, Medieval crime and punishment.

Did the Norman invasion benefit Britain?

Death of Edward the Confessor, Battle of Stamford Bridge, Battle of Hastings, castles, Doomsday Book, Changes brought to Britain by the Norman Invasion

How did England change as a result of the Protestant Reformation?

Role of the Medieval Church, The English Reformation, Henry VIII, How each Tudor Monarch affected religion, impact of changes to religion.

What was the significance of the Crusades and the consequences of the rise of Islam in Europe?

Why did people go on the Crusades? The Knights in the Crusades? What did the Crusades ever do for us and the impact of Islam.

Understanding

The use of historicism, chronology and significance throughout the module.

The use of chronology, cause and consequence, significance and using evidence throughout the module.

Will include Cause and Consequence, significance and the use of evidence consistently throughout this module.

Will include the significance and the use of evidence consistently throughout this module.

Chronology

Cause and Consequence

Significance

Using Evidence

Know and understand significant aspects of the impact of the Crusades through the use of historicism.

Skills

Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts,

Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Gain and deploy a historically grounded understanding of abstract terms throughout the module. Also, understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.

Understand the methods of historical enquiry.

how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Gain and deploy a historically grounded

understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Understand the methods of historical enquiry, including

how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Assessment

Differentiated ILT and formative in class assessment

Differentiated ILT and formative in class assessment

Differentiated ILT and formative in class assessment

Differentiated ILT and formative in class assessment

Differentiated ILT and formative in class assessment

Differentiated ILT and formative in class assessment


Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

RE

Knowledge

Why is community important?

Why do Christians call Jesus ‘Saviour’?

Is there life after death?

Why does the Qur’an have authority in Islam?

What do Jews understand by ‘freedom’?  

What does it mean to become enlightened?

Understanding

Focus on Christianity and Islam

Students compare their lifestyles to some different religions and practice empathy with others.

Students will focus on Christianity, but those who want a challenge may begin to compare different religious views about Jesus.

Students will analyse who Jesus was as a historical figure, rather than just a religious figure and assess the impacts on society then and now.

Students will focus on Hinduism, Judaism, Buddhism and non-religious views about life after death.

Opportunities to debate the possibilities of an afterlife and evaluate statements such as ‘You cannot be a scientist and believe in life after death’

Focus on Islam, but challenging activities will include comparing texts from other religions

Students will explore key Muslim beliefs and analyse how these impact lifestyles.

Comparisons between traditions and cultures, including a focus on British Islam and living as a young British Muslim

Focus on Judaism and Anti-Semitism

Students compare the holocaust to other points at which Jews have been persecuted in History and why this is.

Understanding of what is meant by ‘the chosen people’

Focus on Buddhism

Understanding of ultimate goal in life ,and an opportunity to reflect on this and relate to personal beliefs

Compare the value of symbolism between different religions

Skills

  • Lessons begin to build on writing to argue and explain skills as well as oracy skills.

  • Evaluation and analysis
  • Investigation skills
  • Written and verbal debates
  • Ability to explain, expand and justify own beliefs
  • Ability to analyse how beliefs influence individuals
  • Using textual studies to evidence written work
  • Students will need to use different types of writing; factual, argumentative and evaluative.
  • Students will practice empathy
  • Comparison between different religions and the impact of this on individuals and lifestyles
  • Written skills
  • Empathy

Assessment

10 key words plus 2 extended written responses

10 key words plus 2 extended written responses

10 key words plus 2 extended written responses

10 key words plus 2 extended written responses

10 key words plus 2 extended written responses

10 key words plus 2 extended written responses


Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

French and Spanish

Knowledge

Module Desert Island (Bear Gryls / Survisor / The Island)

Theme  Identity and Culture

Module Yum Yum

Theme 1 : Identity and Culture

Module My Family

Theme : Identity and Culture

Module School

Theme3 Current and future study and employment

Module Sports

Theme 1: Identity and Culture

Module Holidays

Theme 2 : Local, national, international and global areas of interest

Understanding

Question Do you like + noun?

Grammar: articles (def, indef), high frequency verbs, nouns and gender, negatives and ‘de’, simple opinions and reasons

Question Do you like + infinitive verb? And you?

Grammar

Adjective agreement

Adjective position

Instructions – modal verbs

Start regular present tense verbs

V1 + V2

Question Why / when ?

Grammar

Adjectives

Possessive adjective

Present tense

Question: changing statements into questions

Grammar

Modal verbs

Adverbs / frequency

Immediate future tense ‘I’

Question with who, where,

Grammar

  • Adverbs comparative and superlative)
  • Adjectives 
  • Superlatives
  • Future tense – all forms of ‘aller / ir’

Questions Revise all

Grammar

Subordinate clause

Si + present + future

When + present + future

Skills

Dictionary, learning vocab

Photo card speaking / role play

Picking out key words and using questions

Role play

Dictionary

Writing in more detail

Listening and reading for gist as well as detail

Assessment

Grammar & speaking

Speaking & grammar

Reading, listening and grammar

Writing & grammar

Writing & grammar

Reading, listening & grammar


Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Art

Knowledge

Amazing Animals

(7 weeks)

Actively participate in a discussion regarding the expectations of the Art Department.

Create a folder for the safe storage of their work and ensure that their sketchbooks are clearly named.

Engage in a range of experimental and creative mark making exercises.

To develop knowledge and understanding of effective collaging techniques.

To develop knowledge of blending and tonal skills, using the theme of animal drawing.

Develop knowledge of colour theory.

Natural Forms –

 Formal elements

(6 weeks)

Actively participate in a discussion about the theme of ‘Natural forms’ and record keywords relevant to the project.

Learn about the use of pencils as an Art media and also learn about the ‘Elements’ and ‘Principles’ of Art through a series of drawing exercises. 

Effectively collect information through an observational drawing using line, tone and texture in pen and ink from flowers, plants and two-dimensional images.

Natural Forms –

 Artist research

(6 weeks)

Actively participate in the discussion of the work of Georgia O’Keefe who has looked at the subject of natural forms – specifically flora and fauna, producing an artist research sheet.

Develop knowledge of foundation painting skills, particularly colour mixing, tone and blending techniques.

Select the key elements from the artist’s work to support the development of their own work.

Natural Forms – Development and Final Outcomes

(6 weeks)

Effectively collect information through observational line drawing in pencil and digital photography from flowers, plants and two-dimensional images of them.

Create a composition of a flower or plant in the style of Georgia O’Keefe using pencil.

Use oil pastel to add tone and solidity to the drawn image.

Evaluate their work at the end of the project.

World Cultures –

(Research and Design)

 Actively participate in a discussion about the theme of ‘World Cultures’ drawing parallels with the work of different countries, their similarities and differences.

Engage in active group research task, making use of job roles.

Produce a collaborative research portfolio, based on a key culture, effectively collecting, organising and presenting research.

Engage in presentation techniques.

Effectively collect information through drawings from secondary sources using line, tone and pattern.

African Art

(12 Lessons/12 Weeks)

Create a series of designs based on cultural mask imagery, from first and second hand sources.

Use papier mâche and card construction to create a 3D mask, inspired by a cultural mask.

Investigate painting skills for use on 3-Dimentional objects.

Use paint to add tone and pattern to their work.

Evaluate their work at the end of the project.

Understanding

Individual work:

Developing personalised drawing and media skills.

Gaining confidence in using new media techniques.

Self-Assessment opportunities throughout the project.

Collaborative work:

Group mark making exercises, using a variety of media and materials.

Learning through peer and class assessment tasks.

Individual work:

Creating a series of sketches for a visual portfolio.

Produce a handmade sketchbook

Develop understanding of different line drawing practices.

Self-Assessment opportunities throughout the project.

Collaborative work:

Learning through peer and class assessment tasks.

Individual work:

Develop understanding of how to analyse the work of artists.

Researching/developing understanding/discussing/evaluating the artwork of relevant artists.

Develop understanding of colour theory and painting skills.

Use of presentation and layout techniques

Self-Assessment opportunities throughout the project.

Collaborative work:

Learning through peer and class assessment tasks.

Individual work:

Creating a final outcome based on their assessed strengths from throughout the project.

Develop understanding of different oil pastel techniques.

Develop presentation and layout skills.

Self-Assessment opportunities throughout the project.

Collaborative work:

Take part in collaborative photography practices and understanding how to use digital media to produce art work, taking into account e-safety and safe working practices.

Learning through peer and class assessment tasks.

Individual work:

Creating a series of sketches for presentation.

Producing written research, selecting and presenting work visually.  

Develop understanding of different drawing practices.

Self-Assessment opportunities throughout the project.

Collaborative work:

Collaborative presentation and researching techniques.

Learning through peer and class assessment tasks.

Individual work:

Creating a series of design sketches for a visual portfolio.

Produce a final outcome, using different construction practices.

Self-Assessment opportunities throughout the project.

Collaborative work:

Collaborative construction and design building techniques.

Learning through peer and class assessment tasks.

Skills

Techniques explored:        

  • Drawing from second hand sources.
  • Drawing from imagination, drawing with expression.
  • Material exploration.

Artistic elements:        

  • Line,  Tone,  Texture, Blending, Colour,  Shape,  Form, Scale, composition  

Materials:

  • Pencil
  • Wax resist
  • Pen and ink
  • Mark making
  • Painting
  • Marbling
  • Frottage
  • Mixed media collage

Techniques explored:        

  • Drawing from observation,  2D, Digital Media

Artistic elements:        

  • Line,  Tone,  Texture, Blending, Colour,  Shape,  Form, Scale, composition  

Materials:

  • Pencil
  • Oil pastel

Photography

Techniques explored:        

  • Drawing from observation,  2D, Digital Media

Artistic elements:        

  • Line,  Tone,  Texture, Blending, Colour,  Shape,  Form, Scale, composition  

Materials:

  • Pencil
  • Oil pastel

Photography

Techniques explored:        

  • Drawing from observation,  2D, Digital Media

Artistic elements:        

  • Line,  Tone,  Texture, Blending, Colour,  Shape,  Form, Scale, composition  

Materials:

  • Pencil
  • Oil pastel

Photography

Techniques explored:        

  • Drawing from observation,  2D, Digital Media

Artistic elements:        

  • Line,  Tone,  Texture, Blending, Colour,  Shape,  Form, Scale, composition  

Materials:

  • Pencil
  • Oil pastel

Photography

Techniques explored:        

  • Drawing from secondary sources, Painting,  2D,  3D

Artistic elements:        

  • Line,  Tone, Texture, Blending, Colour, Pattern Shape, Form,  Sequence

Materials:

  • Pencil
  • Pencil crayon
  • Paint
  • Papier mâche
  • 3D Mixed media

Assessment

  • Research/ Colour theory
  • Collage construction
  • Animal portrait drawing.
  • Observational drawings
  • Sketchbook
  • Written analysis statements
  • Painted research sheet on Georgia O’Keeffe including written and practical elements

  • Oil pastel final outcome, based on photographic studies
  • Collaborative research presentation including drawing and written elements
  • Series of Design drawings
  • Final Outcome – 3D Mask

Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Drama

Knowledge

Roald Dahl Storytelling

Story telling

Positive approach to life – Charlie and the Chocolate Factory

Literacy

Empathy

SEAL

Storytelling – KneeHigh

Practitioner Exploration

Hansel and Gretel

The Story of Adolphus Tips Adventure

Life during World War 2

Body as Prop

Puppetry

Use of song to create meaning

Narration

Action Narration

Learning Lines

Basic Script

Play Review

Identifying key features

Semiotics

Set

Costume

Props

Staging

Lighting

World of Theatre

Greek Theatre and Commedia Dell’Arte

Citizenship

PSHE link to morals of Tragedy and social conscience.

Adventure

Fears and anxieties

Story telling

Tragedy

Comedy

World of Theatre  Commedia Dell’Arte and Shakespeare

The supernatural

Magic Fate/accidents

Trials of love

The changing nature of language

Power

Modernisation

Lazi

Mask works

Stock Characters

Comedy

Mime

Farcical comedy

Script Work

The Witches and TheTwits

SMSC  - Spritual, Moral

Social – Working with others

Responsibility to learn lines.

Key features of script – stage directions, … Italics

Foundations for director and actor to put their own interpretations on the story.

Plot

Exploring themes and issues of the play

Using stage directions to create setting and scenes

Script Work

The Witches and TheTwits

SMSC  - Spritual, Moral

Social – Working with others

Responsibility to learn lines.

Key features of script – stage directions, … Italics

Foundations for director and actor to put their own interpretations on the story.

Plot

Exploring themes and issues of the play

Using stage directions to create setting and scenes

Understanding

How can we show a character using?

  • Facial expression
  • Body language
  • Gesture
  • Tone of voice
  • Pitch
  • Pace

Still image/Freeze Frame

Mime

Mirrored Movement

Thought tracking

Narration

Hot Seating

Role on the Wall

Use of puppetry for storytelling

How to operate a puppet

Interaction between puppet and actor

Fairytales

Introduce drama as a written subject

Using narration as a vehicle to tell a story

Creating a character

Body language and facial expressions

Research skills

Creating a setting

How to analyse and evaluate a performance from a theoretical perspective.

Key non-naturalistic key skills such as: synchronisation in movement and voice.

Narration – through action and direct address.

What was an amphitheatre like?

Greek Myths

Greek community and environment.

Chorus – working as an ensemble.

Realism v symbolism in Theatre,

Using extracts from the text in a variety of practical ways,

Using ideas and themes for improvised role-play,

Comedy Vs. Tragedy

Genre.

Inference/deference

Given Circumstances

Characterisation

Social/Historical context.

Character relationships.

Staging

Proxemics and use of space

Props

Themes

Plotline

Given Circumstances

Characterisation

Social/Historical context.

Character relationships.

Staging

Proxemics and use of space

Props

Themes

Plotline

Skills

Still image/Freeze Frame

Mime

Mirrored Movement

Thought tracking

Narration

Hot Seating

Role on the Wall

Characterisation

SMSC

Introduce pupils to work based on a variety of stimuli,

Spoken thought,

Improvised role-play,

Storytelling,

Puppetry

Body as prop

Props

Semiotics

Group skills,

Writing in role

Introduce pupils to work based on a Greek mythology and tragedy,

Still images,

Spoken thought,

Improvised role-play,

Story telling,

Group skills,

Writing in role

Non-naturalistic techniques:

Synchronisation

Choral speech.

Cannon

Symbolism

Script work

Off Script

Character exploration

Thematic work

Crime Scene Investigation

Role-play

Improvisation

Designing Body as props

Still images

Discussion

TIR

Prediction

Performance

Off text work

-taking the characters away from the environment,

Annotate scripts

Highlight lines

Role on the wall

Facts about characters.

Props, Costume and lighting.

Off text work

-taking the characters away from the environment,

Annotate scripts

Highlight lines

Role on the wall

Facts about characters.

Props, Costume and lighting.

Assessment

Formative

Self assessment:

of performance

against learning outcomes

against targets and levels

Peer Assessment:

of finished work

of Independent Learning Tasks

of performance

Teacher Assessment:

Pupils assessed on their ability to work in a group

Their contribution to the lesson

Summative

Pupils use the three part assessment plan of: Making, performing and responding. Pupils are to be assessed on their ability to create a piece of performance based on one of Roald Dahl tales they have looked at. Pupils will have to show the characters they have studied in the future. Pupils should be marked on their ability to use the techniques they have learned over the half term.

Formative

Self-assessment: of performance against learning outcomes against targets and levels

Peer Assessment: of finished work of Independent Learning Tasks of performance

Teacher Assessment: Pupils assessed on their ability to work in a group Their contribution to the lesson.

Summative

Pupils use the three part assessment plan of: Making, performing and responding. Pupils are to be assessed on their ability to create a story of their evacuee in their new home. They may show their Evacuee’s response to the end of War and their return home.

Formative

Self assessment:

of performance

against learning outcomes

against targets and levels

Peer Assessment:

of finished work

of Independent Learning Tasks

of performance

Teacher Assessment:

Pupils assessed on their ability to work in a group

Their contribution to the lesson

Summative

Pupils use the three part assessment plan of: Making, performing and responding. Pupils are to be assessed on their ability to tell the story of a Greek myth using key techniques.

Formative

Self-assessment: of performance against learning outcomes against targets and levels

Peer Assessment: of finished work of Independent Learning Tasks of performance

Teacher Assessment: Pupils assessed on their ability to work in a group Their contribution to the lesson Interpretation of text.

Summative

Pupils use the three part assessment plan of: Making, performing and responding. Pupils are to be assessed on their ability to create a performance using the themes of the stories and the techniques they have used in the lessons prior to the assessment.

Formative

Self-assessment: of performance against learning outcomes against targets and levels

Peer Assessment: of finished work of Independent Learning Tasks of performance

Teacher Assessment: Pupils assessed on their ability to work in a group Their contribution to the lesson Interpretation of text.

Summative

Pupils use the three part assessment plan of: Making, performing and responding. Pupils are to be assessed on their ability to create a scene from the play selected.

Formative

Self-assessment: of performance against learning outcomes against targets and levels

Peer Assessment: of finished work of Independent Learning Tasks of performance

Teacher Assessment: Pupils assessed on their ability to work in a group Their contribution to the lesson Interpretation of text.

Summative

Pupils use the three part assessment plan of: Making, performing and responding. Pupils are to be assessed on their ability to create a scene from the play selected.


Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Music

Knowledge

  • Actively participate in discussion regarding the expectations of the Music department.
  • Actively participate in discussions about the elements of music and record key words relevant to the unit.
  • Learn about the elements of rhythm and pulse through group composition work.
  • Actively participate in group performance and composition tasks.
  • Effectively perform and evaluate their work at the end of the unit.
  • To be introduce to performance using rhythm.
  • To learn about the culture of samba music
  • To know how to perform on a variety of percussion instruments
  • To know stylistic features of samba music
  • Perform as a whole class and smaller ensemble groups.
  • Actively participate in group performance and composition tasks.
  • Effectively perform and evaluate their work at the end of the unit.
  • Continue to develop performance skills through melody and chords
  • Learn basic TAB notation
  • How to perform on ukulele
  • Know key words which are associated with ukuleles
  • Know a range of chords
  • Effectively perform and evaluate their work at the end of the unit.
  • Introduce students to the treble clef.
  • Develop performance skills through keyboard activities.
  • To know the notes on a keyboard
  • Learn what a chord is and incorporate into performances.
  • Actively participate in performance activities.
  • Effectively perform and evaluate their work at the end of the unit.
  • To be able to perform in a small ensemble.
  • To be able to write lyrics
  • To know the different parts which make up a song.
  • Actively participate in group performance and composition tasks.
  • Effectively perform and evaluate their work at the end of the unit.
  • How to create a song on GarageBand
  • How to input and edit material
  • How to apply effects to a song
  • Understand key terminology associated with music technology
  • Know the elements of music and recognise them in music
  • Effectively compose and evaluate their work at the end of the unit.

Understanding

Individual work:

  • How to sing with confidence as part of a group
  • How to warm up the voice correctly
  • Self-assessment opportunities throughout the unit of work.

Collaborative work.

  • Learning through peer assessment.
  • Gain confidence when working as part of a group.
  • Create a group composition.

Individual work:

  • Develop a sense of timing through the use of rhythm and pulse.
  • Self-assessment opportunities throughout the unit of work.

Collaborative work:

  • Learning through peer assessment.
  • Gain confidence when working as part of a group.
  • Create a group composition.

Individual work:

  • Understand how to perform pitch notation on tuned percussion
  • Development of listening skills through focused listening activities.
  • Self-assessment opportunities throughout the unit of work.

Collaborative work:

  • Learning through peer assessment.
  • Further development of performance and composition skills when working as part of a group.
  • Creating an ensemble performance and group composition.

Individual work:

  • Develop performance skills, including performing melodies on the keyboard.
  • Development of listening skills through focused listening activities.
  • Self-assessment opportunities throughout the unit of work.

Collaborative work:

  • Learning through peer assessment.
  • Continued development of performance skills through paired activities.
  • Preparing paired and group performances.

Individual work:

  • Develop performance skills.
  • Development of listening skills through focused listening activities.
  • Self-assessment opportunities throughout the unit of work.

Collaborative work:

  • Learning through peer assessment.
  • Working and performing as a group/ensemble.

Individual work:

  • Understand how to create music using technology
  • Develop composition skills including structure and texture
  • Self-assessment opportunities throughout the unit of work.

Collaborative work:

  • Learning through peer assessment.
  • Coaching a lead learners in lesson

Skills

  • Performing as part of a group.
  • Composing as part of a group.
  • Development of timing and awareness of other performers.
  • Performing as part of a group.
  • Composing as part of a group.
  • Development of timing and awareness of other performers.
  • Listening and analytical skills
  • Ensemble performance skills.
  • Development of listening skills.
  • Composing as part of a group.
  • Listening and analytical skills
  • Keyboard skills.
  • Paired and ensemble performance skills.
  • Development of listening skills.
  • Listening and analytical skills.
  • Performance skills using a variety of instruments.
  • Ensemble performance
  • Singing
  • Lyric writing
  • Listening and analytical skills.
  • Composition skills
  • Music Technology skills including recording, sequencing, editing and mixing sounds
  • Listening and analytical skills.

Assessment

Composition based on a song

Samba performance

Samba composition

Ukulele melody and chord performances

Performances on keyboard of 3 pieces

Ensemble performance

Music Technology composition

Listening Test


Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Computing & ICT

Knowledge

Introduction to ICT & Computing

To know how to navigate the school network and use the schools digital resources confid

Internet Safety

To know where to go, and what to do, if ever they have an issue in the online world

Control Systems & Flowcharts

To know key flowchart shapes & terminology

Spreadsheets

To know key spreadsheet terminology

Graphics Editing

To know how to navigate multimedia software

Scratch Programming

To know how to navigate the Scratch Interface

Understanding

  • To understand what is acceptable and unacceptable on a network in a digital world.
  • To understand how to use digital technology in a professional environment
  • To understand what is acceptable and unacceptable behaviour in the online world
  • To understand how to report unacceptable behaviour online
  • To understand that computers only follow given instructions
  • To understand that flowcharts can be used to plan specific procedures
  • To understand what spreadsheets are, where and why they are used.
  • To understand how a spreadsheet can be used as a model
  • To understand the different purposes of multimedia
  • To recognise different solutions exist for the same problem

Skills

  • To be able to competently log-on and navigate the school network
  • To be able to open, edit and save a range of file types
  • To be able to create a variety of different publications to different target audiences
  • To be able to create a variety of different publications to different target audiences
  • To effectively communicate to a range of different target audiences, how to stay safe online
  • To be able to build a variety of flowcharts for real life scenarios
  • to be able to explain how a flowchart works
  • To be able to create a simple spreadsheet which contains suitable formulas
  • To be able to format a spreadsheet
  • To be able to create and work on a spreadsheet with multiple linking worksheets
  • To be able to create a selection of multimedia products
  • To be able to select suitable software to create multimedia products
  • To be able to create a simple computer program which operates from a single initial input

Assessment

Baseline Assessment

Mid Term Assessment

End of Unit Assessment

ILTs

Mid Term Assessment

End of Unit Assessment - Traffic Lights Mimic

ILTs

Mid Term Assessment

End of Unit Assessment - A variety of published documents

ILTs

Mid Term Assessment

End of Unit Assessment -

School Disco Spreadsheet

ILTs

Mid Term Assessment

End of Unit Assessment - Multimedia Project

ILTs

Mid Term Assessment

End of Unit Assessment - Programmed Animation

ILTs



Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Technology

Knowledge

Product Design

  • name plate
  • pencil box

Food

  • develop a range of skills and processes

Textiles

  • phone holder
  • lantern

Graphics

  • rendering
  • machisms
  • nets

Product Design

  • name plate
  • pencil box

Food

  • develop a range of skills and processes

Textiles

  • phone holder
  • lantern

Graphics

  • rendering
  • mechanisms
  • nets

Product Design

  • name plate
  • pencil box

Food

  • develop a range of skills and processes

Textiles

  • phone holder
  • lantern

Graphics

  • rendering
  • mechanisms
  • nets

Product Design

  • name plate
  • pencil box

Food

  • develop a range of skills and processes

Textiles

  • phone holder
  • lantern

Graphics

  • rendering
  • mechanisms
  • nets

Product Design

  • name plate
  • pencil box

Food

  • develop a range of skills and processes

Textiles

  • phone holder
  • lantern

Graphics

  • rendering
  • mechanisms
  • nets

Product Design

  • name plate
  • pencil box

Food

  • develop a range of skills and processes

Textiles

  • phone holder
  • lantern

Graphics

  • rendering
  • mechanisms
  • nets

Understanding

  • to be able to cut wood using hand and machine tools
  • to be able to use 2D design
  • to be able to join various materials
  • to be able to produce a paper pattern and cut fabric
  • to be able to hand and machine stitch
  • to be able to use a variety of cooking methods
  • to be able to cook using the 4 C’s
  • to be able to use rendering skills
  • to be able to produce paper mechanisms and nets
  • to be able to cut wood using hand and machine tools
  • to be able to use 2D design
  • to be able to join various materials
  • to be able to produce a paper pattern and cut fabric
  • to be able to hand and machine stitch
  • to be able to use a variety of cooking methods
  • to be able to cook using the 4 C’s
  • to be able to use rendering skills
  • to be able to produce paper mechanisms and nets
  • to be able to cut wood using hand and machine tools
  • to be able to use 2D design
  • to be able to join various materials
  • to be able to produce a paper pattern and cut fabric
  • to be able to hand and machine stitch
  • to be able to use a variety of cooking methods
  • to be able to cook using the 4 C’s
  • to be able to use rendering skills
  • to be able to produce paper mechanisms and nets

  • Cto be able to cut wood using hand and machine tools
  • to be able to use 2D design
  • to be able to join various materials
  • to be able to produce a paper pattern and cut fabric
  • to be able to hand and machine stitch
  • to be able to use a variety of cooking methods
  • to be able to cook using the 4 C’s
  • to be able to use rendering skills
  • to be able to produce paper mechanisms and nets
  • to be able to cut wood using hand and machine tools
  • to be able to use 2D design
  • to be able to join various materials
  • to be able to produce a paper pattern and cut fabric
  • to be able to hand and machine stitch
  • to be able to use a variety of cooking methods
  • to be able to cook using the 4 C’s
  • to be able to use rendering skills
  • to be able to produce paper mechanisms and nets
  • to be able to cut wood using hand and machine tools
  • to be able to use 2D design
  • to be able to join various materials
  • to be able to produce a paper pattern and cut fabric
  • to be able to hand and machine stitch
  • to be able to use a variety of cooking methods
  • to be able to cook using the 4 C’s
  • to be able to use rendering skills
  • to be able to produce paper mechanisms and nets

Skills

Cutting, drilling and

finishing, applying a design to wood

Use of a hob and oven, chopping, binding, conducting an experiment

Using and threading up a  sewing machine, batik, soldering a circuit

Shade and tone, making a mechanism, producing a net, developing design skills

Cutting, drilling and

finishing, applying a design to wood

Use of a hob and oven, chopping, binding, conducting an experiment

Using and threading up a  sewing machine, batik, soldering a circuit

Shade and tone, making a mechanism, producing a net, developing design skills

 

Cutting, drilling and

finishing, applying a design to wood

Use of a hob and oven, chopping, binding, conducting an experiment

Using and threading up a  sewing machine, batik, soldering a circuit

Shade and tone, making a mechanism, producing a net, developing design skills

Cutting, drilling and

finishing, applying a design to wood

Use of a hob and oven, chopping, binding, conducting an experiment

Using and threading up a  sewing machine, batik, soldering a circuit

Shade and tone, making a mechanism, producing a net, developing design skills

Cutting, drilling and

finishing, applying a design to wood

Use of a hob and oven, chopping, binding, conducting an experiment

Using and threading up a  sewing machine, batik, soldering a circuit

Shade and tone, making a mechanism, producing a net, developing design skills

Cutting, drilling and

finishing, applying a design to wood

Use of a hob and oven, chopping, binding, conducting an experiment

Using and threading up a  sewing machine, batik, soldering a circuit

Shade and tone, making a mechanism, producing a net, developing design skills

Assessment

Teacher assessment

Written assessment  

ILT

Teacher assessment

Written assessment  

ILT

Teacher assessment

Written assessment  

ILT

Teacher assessment

Written assessment  

ILT

Teacher assessment

Written assessment  

ILT

Teacher assessment

Written assessment  

ILT


Year Group  7

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

PE

Knowledge

Cross-country: Students will understand the benefits of physical activity and appreciate the importance of improving their fitness in order to be able to maintain physical activity for a longer period of time.

Football: Students will learn and/or refine their skills in football, including passing, tackling and shooting. They will focus on small-sided games to allow for greater levels of skill acquisition.

Netball: Students will gain an understanding of the different positions in netball and develop and/or refine several skills including passing, dodging, intercepting and shooting

Badminton: Students will develop their skills of serving, overhead and underarm clears, the smash shot and net play. They will develop their understanding of singles play through modified games.

Rugby: Students will develop an understanding of the basic fundamentals of non-contact rugby. When in single-sex classes contact will be introduced.

Orienteering: Students will learn how to read and orientate a map, and how to identify features of the landscape on the map. Work will be mainly done in pairs for reinforcement of decision making skills.

Parkour: Students will develop the fundamental skills of agility, balance & coordination. This will be reinforced through the skills of application, creativity & personal challenge.

Trampolining: Students will develop their skills within trampolining. They will focus on correct techniques for basic moves and landings, as well as beginning to link moves through the use of twist and/or rotation.

Gymnastics: Students will develop their skills within basic gymnastic actions; including rolls stands & balances. They will utilise these skills to create and perform sequences.

Basketball: Students will develop their techniques in shooting, passing and dribbling. They will develop their understanding of rules & tactics through modified games.

Dance:

Fitness: Students will develop their knowledge & understanding of different components of fitness. They will focus on testing methods and how to improve; including use of methods such as circuits, interval, continuous & fartlek.

Athletics: Students will develop techniques for a variety of events in athletics. Focus will be on correct technique, as well as measurement of times and distances.

Striking & Fielding: Students will develop their understanding of the skills required in games such as rounders, softball & cricket; batting, bowling & fielding. They will study rules and game situations.

Athletics: Students will develop techniques for a variety of events in athletics. Focus will be on correct technique, as well as measurement of times and distances.

Tennis: Students will develop the basic forehand & backhand technique, underarm serving and volleying. They will use these skills in conditioned singles games.

Understanding

Skills

Assessment

Baseline testing & Teacher Assessed

Teacher Assessed

At the end of this term all students will complete the first knowledge assessment, in all activities covered to date

Teacher Assessed

Self/Peer Assessed

Teacher Assessed

At the end of this term all students will complete their second knowledge assessment, in all activities covered during Spring term

Teacher Assessed

Self Assessed

Teacher Assessed

Terminal Assessment

At the end of this term all students will complete their third knowledge assessment, in all activities covered during Summer term