King Edward VI
Five Ways School
Year Seven Curriculum
King Edward VI
Five Ways School
Curriculum
Year Seven
Contents
3. Art
4. Drama
5. English
7. French
8. Geography
10. German
11. History
12. Latin
13. Mathematics
15. Music
17. Physical Education
18. P.S.H.E
20. Religious Education
21. Spanish
22. Technology
2
King Edward VI
Five Ways School
Curriculum
Year Seven
Art & Design
In year 7 students learn how to handle the formal elements skilfully through a series of drawing and painting
exercises. They will progressively learn how to handle line, shape, tone, form, pattern, texture and colour in
their art work and learn how to use a sketchbook.
Students are also encouraged to develop their leadership skills in a range of art forms through participating in
the Arts Award (Bronze).
Key topics to be taught in this year:
Topic
Tone and form
The language of colour
Mark - Making
Activity
Shading exercises – tone bars, shading 3D
forms.
Studies of master drawings such as Seurat.
Study of the colour wheel and completion
of mixing exercises – mixing of secondary
& tertiary, tints & shades, colour families,
how colour relates to mood.
Hatching and mark-making exercises.
Outcome
Demonstrate an understanding of the use of shading to show
form.
Identify how to build up a full range of soft tone in a
drawing.
Understand how to render texture in a drawing by using
expressive mark making
Technical skill and control in use of paint.
Private Study [Homework]
Homework is set on a regular basis and tasks will include research, art work in the sketchbook or the collection of resources for
practical work. Pupils are also encouraged to develop their art work and ideas at lunchtime art club.
Major Assessments this year:
Type of Assessment
Assessment is on-going as students’ skills, knowledge and understanding develop, through evaluation, modification and target
setting.
Major Resources:
Recommended equipment
Selection of ‘B’ grade pencils, eraser, pencil crayons, paints.
Enrichment Opportunities:
Art club, Arts Award
3
King Edward VI
Five Ways School
Curriculum
Year Seven
Drama
Drama in this year aims to introduce students to key concepts of exploration and performance, giving ample
opportunity for practical work.
Key topics to be taught in this year:
Autumn Term
Further detail about the topic
Exploring key skills and concepts as tools for future exploration and performance
2
3
Topic
Basic Performance
Skills
It was Terrifying
Haunted and Hunted
1
2
Evacuation
The Tempest
Students explore the evacuation of children during WW2
Exploration of characters and plot from Shakespeare’s play
1
2
Jo/Vampires
Status
Students work to create characters and their experiences through improvised performance
Students develop improvisation skills and work towards understanding Status in Drama
1
Working from a stimulus, students explore presenting images
Students look at effective creation of atmosphere
Spring Term
Summer Term
Private Study [Homework]
Per fortnight
Type of work
Research, preparation and development
Major Assessments this year:
Spring Term
Topic
Basic Performance Skills
Haunted and Hunted
Evacuation
Summer Term
Jo/Vampires
Autumn Term
Type of Assessment
There is no formal assessment this term apart from general half term
effort grades, allowing students to develop skills.
Assessed performance – students produce a performance in response to
the work and topic covered. Assessment based upon outcome of
performance.
Assessed performance
Major Resources:
Recommended equipment
A well practised imagination!
Enrichment opportunities:
Drama club meets on Monday lunchtimes
4
King Edward VI
Five Ways School
Curriculum
Year Seven
English
The scheme is designed to orientate pupils within Key Stage Three English, following on from the Primary
School literacy strategy and developing their skills towards internal examinations at the end of Year 7. Pupils
will access a wide range of text and reading style and respond to literary and non-literary texts with a variety
of creative and analytical skills. Independent wider reading and learning will be implicit in the texts set on the
scheme. The scheme will be taught either at Speed or Security level depending on the children’s ability and
setting will take place after Christmas. There are seven APP style exercises as well as the assignment work.
Classwork will include work on vocabulary, spelling, terminology, punctuation and grammar and there will be
opportunities for peer and self-assessment.
Key topics to be taught in this year:
Autumn
Term
Topic
1
Me, Myself and I
2
Poetry – Parenting:
Then and Now
1
Myth
2
Fairy Tale and
Fantasy
Further details about the topic
Orientates pupils within Key Stage Three curriculum, familiarising them with different genres
and text types and asking them to produce their own anthology in different styles
Produce a sequence of posters on language use in William Blake and Louis Sachar; discuss the
treatment of parenting and nurturing in two writers’ works
Spring Term
Summer Term
1
2
The Inconceivable
Under Pressure
Consider the themes of monstrosity or godhood in four texts, three of which will be
Frankenstein and Dragonslayer and Men and Gods.
(Frankenstein is in a text of English Literary History)
After research and reading of Skellig and Grimm’s Tales, produce an adaptation of a
traditional story line; oral retelling of plot in their own words
After research and reading of The Boy in the Striped Pyjamas, Animal Farm and The Diary of
Anne Frank (or Zlata’s Diary), produce their own diary for a week paying particular attention
to genre; write a commentary on issues of cultural identity and/or prejudice and
discrimination
Write a playscript for the next meeting of Link and Gail based on Stone Cold; oral review of
The Diving Bell and the Butterly
Major Assessments this year:
Autumn Term
Topic
Me, Myself and I
Fairy Tale and
Fantasy
Spring Term
Myth
Poetry – Parenting:
Then and Now
Summer Term
The Inconceivable
Under Pressure
Type of Assessment
Anthology of personal writing in different styles; APP task on Writing and APP task on
Unseen Reading.
Production of own fairy tale following research, including a commentary relating to Skellig
and Grimm’s Tales. Oral assignment presenting own fairy tale. APP task on
Reading/Writing.
Comparative written piece on the subject of monstrosity or godhood in four texts; oral
assignment to recount a myth. APP task on Unseen Reading/Writing.
Production of posters documenting language use in Blake and Sachar; discursive written
piece on the subject of parenting and nurturing in two writers’ works; production of
newspaper reports. APP task on Prepared Reading
Production of their own diary for a week; critical, reflective commentary on the subject of
cultural identity and/or prejudice and discrimination. APP task on Prepared Reading.
Playscript continuing the plot of Stone Cold; review of the book or film of The Diving Bell
and the Butterfly. APP task on Writing.
5
King Edward VI
Five Ways School
Curriculum
Year Seven
Major Resources:
Text books to be used:
The Vile Victorians; Essential Non-Fiction;
Strictly Private; Cats and Whispers
Skellig; Grimm’s Fairy Tales
Frankenstein; Men and Gods
Selected Poetry by William Blake; Holes
The Boy in the Striped Pyjamas; Animal
Farm; The Diary of Anne Frank
Stone Cold; The Diving Bell and the
Butterfly
Recommended equipment
Recommended Reading:
More Terry Deary; wider reading of
poetry genres, especially Roger
McGough; Boy by Roald Dahl
Wolf
Beowulf: Dragonslayer
Flour Babies
Recommended Websites:
Zlata’s Diary
The Roses of Eyam
http://www.annefrank.org/
http://www.boyinthestripedpajamas.com/
http://www.sky1.co.uk/skellig/
Pens; pencils; paper; document wallets.
Access to a library (school/other) for research into writers and social/historical contexts.
Dictionary/thesaurus.
Enrichment opportunities:
Occasions for developing powers of oral expression and speech interaction: debating, assemblies, drama.
Student courses/conferences: Trip to German Market and a theatre performance (The Wind in the Willows) to challenge work on Fairy
Tale and Fantasy
6
King Edward VI
Five Ways School
Curriculum
Year Seven
French
First experience of learning a language at this school. The groups will be introduced to the sounds and
patterns of French and will learn about some aspects of everyday life in France. Students’ skills in listening,
reading, speaking and writing will be developed through a range of activities including contact with native
speakers and use of ICT facilities. Pupils will be able to reach levels 4-5 by the end of the year.
Key topics to be taught in this year:
Autumn
Term
Topic
1
2
Bonjour!
Hello!
La famille
Family
3
Noël
Christmas
4
Chez Moi
Life at
home
Further detail about the topic
In this topic students will learn a variety of greetings, some classroom objects, numbers, months and
colours.
In this topic pupils will start to refer to other people, describing who is in their family, what they look
like and describing their personalities. They will also learn a variety of pets nouns and how to form the
plurals of common nouns.
In this very short unit of 1 or 2 lessons pupils will look at Christmas in France and/or use a French
website to put together a letter to father Christmas.
Spring Term
5
Summer Term
6
In this unit pupils’ language is centred around describing an aspect of pupils’ everyday lives in the form
of where they live.
En ville
In town
In this topic pupils will be introduced to the rooms in the house, areas where people live such as town
and country and furniture commonly found in a bedroom.
In this unit pupils concentrate on improving their writing skills, working in the present tense and
consolidating their knowledge of regular verbs. Pupils will also learn to conjugate some of the most
common irregulars and be encouraged to note similarities between verbs. The language focus of this
topic is places in town and directions.
Aux
magasins
Shopping
In this unit pupils are introduced to the near future tense. They will also work on improving their
speaking skills and on working with others with a collaborative assessment piece at the end of the unit.
The language focus of this topic is shopping.
Major Assessments this year:
Topic
Autumn Term
Bonjour
La famille
Spring Term
Chez moi
En ville
Summer Term
Les magasins
Type of Assessment
End of topic reading & listening assessment
Writing assessment – Introductory poster
End of topic reading & listening assessment
Speaking assessment – Ma famille
End of topic reading & listening assessment
Speaking assessment – Chez moi
End of topic reading & listening assessment
Writing assessment – extended writing on topics 2, 4 & 5
End of topic reading & listening assessment
Speaking assessment – group sketches
Major Resources:
Text books to be used:
Encore Tricolore 1
Expo 1
Recommended equipment
Recommended Reading:
Recommended Websites:
www.languagesonline.org.uk
www.linguascope.com
Bilingual dictionary
Enrichment opportunities:
Speaking practice with FLA, use of internet based activates,
7
King Edward VI
Five Ways School
Curriculum
Year Seven
GEOGRAPHY
Geography helps us make sense of a complex, dynamic and changing world. It explains where places are, how
places and landscapes are formed, how people and the environment interact, and how a huge range of
economies, societies and environments are interconnected. Geography builds on pupils’ own experiences to
investigate places at all scales from personal to global. Geography encourages critical thinking. Pupils learn to
think spatially and use maps, images and new technologies. Through geography pupils explore their own
place in the world, their values and their responsibilities to others, the environment and to the sustainability
of the planet.
The Year 7 Geography curriculum at KEFW is designed to be dynamic and flexible, it gives pupils
opportunities to explore the geographical change that is happening around them and as such the order and
nature of the topics may change to reflect their changing world and keep their learning relevant.
Key topics to be taught in this year:
Autumn Term
Topic
Geography Matters –
an introduction to
Geography
Your World: Who Do
You Think You Are?
Hazardous World
Spring Term
Summer Term
These floating
units will be
completed at
appropriate times
in the year in
order to better
respond to current
world events
Urban World
Rivers
Geography of the
News
Extended
project/mock
controlled assessment
Geography Out of the
Bag
Review of the year
Further detail about the topic
Pupils find out about the meaning and importance of Geography through the use of
multimedia resources.
Pupils begin a geographical scrapbook and news map are begin to establish and develop
geographical literacy and are ongoing through the year.
A Personal Geography of Migration and Population. Pupils investigate current population
growth and migration. They link these changes to their own lives through research of
their own family’s experiences.
An investigation of the relationship between human and physical processes in creating
hazards and disasters, and the human response to hazards; current case studies
A study of cities and urban growth. Pupils investigate the characteristics of cities, reasons
for and impacts of growth, especially megacities, compare Birmingham and other cities
A study of river landforms and process, and the human use of river environments
Pupils use news sources to investigate current news stories through a geographical lens
Floating unit – time and content to be decided during year and will reflect topical
geographical issues
Pupils work together to plan and teach a lesson to their peers stimulated by an artefact
drawn from a bag of items related to the topics taught through the year
Pupil review of the course and their progress, pupils recommend course changes for next
year and write a personal improvement plan for Year 8
Major Assessments this year:
Autumn Term
Spring Term
Summer Term
These floating units will be
completed at appropriate
times in the year in order
to better respond to
current world events
Topic
Who Do You Think You Are?
Hazardous World
Urban World
Changing World - Rivers
Geography of the News
Extended project/mock
controlled assessment
Type of Assessment
Storyboard of a personal migration story
Written comparison of hazard events
Design and present a plan/map for a sustainable city
Field work activities
News article or broadcast on the geography of a current news story
Time and content to be decided during year and will reflect topical
geographical issues
‘Geography Out of the Bag’
ASSESSMENT – formal lesson observations by teacher and peers
8
King Edward VI
Five Ways School
Curriculum
Year Seven
Major Resources:
Text books to be used:
No set text book used
Recommended Reading:
Daily newspapers
Geographical journals in
school library
Recommended Websites:
http://www.ke5ways.bham.sch.uk/kegs/index.html
http://www.geographyinthenews.rgs.org/
http://www.unep.org/geo/yearbook/yb2006/
https://www.cia.gov/library/publications/the-world-factbook/index.html
http://www.worldwatch.org/node/3894
http://mapzone.ordnancesurvey.co.uk/mapzone/
http://www.bbc.co.uk/
http://www.independent.co.uk/
http://www.worldmapper.org/
www.gapminder.org
Recommended equipment
Fully equipped pencil case
Atlas at home
Internet access useful, but this facility also available outside lessons in school
Enrichment opportunities:
The King Edwards Geographical Society offers numerous opportunities throughout the year and pupils are encouraged to attend.
9
King Edward VI
Five Ways School
Curriculum
Year Seven
German
The groups will be introduced to the sounds and patterns of German and will learn about some aspects of
everyday life in German speaking countries. Students’ skills in listening, reading, speaking and writing will
be developed through a range of activities including contact with native speakers and use of ICT facilities.
Pupils will be able to reach levels 4-5 by the end of the year.
Key topics to be taught in this year:
Autumn
1
2
Topic
Hallo!!
Hello!
Die Schule
School
Further detail
Pupils will learn a variety of greetings, some classroom objects, numbers, months and European
countries.
A range of school subjects, opinions, foods, drinks and items of clothing and information about
school life in German speaking countries. Work on a brochure detailing life at their school.
Spring
1
2
Summer Term
1
Familie und
Freunde
Family and
Friends
Freizeit
Freetime
Pupils will learn to talk about other people and introduced to vocabulary for family members,
appearance, personal characteristics and pets. By the end of the topic they will be able to
introduce themselves to the FLA and give information about their family.
Pupils will learn a range of nouns and verbs for referring to free-time activities.
They will also talk about their favourite things and start to use compound nouns. By the end
of the topic pupils will be able to present a dialogue with a partner arranging to meet up.
Mein Zuhause
Home Life
In this topic pupils will be introduced to language for describing where they live including
location, types of houses, rooms in the house and furniture. The focus in this topic will be
writing accurately and pupils will produce a PowerPoint presentation with slides covering all
of the information above in relation to their own home.
Major Assessments this year:
Topic
Autumn Term
Hallo!
Die Schule
Spring Term
Familie und Freunde
Freizeit
Summer Term
Mein zu Hause
Type of Assessment
End of topic reading & listening assessment
Speaking assessment – dialogue in pairs
End of topic reading & listening assessment
Writing assessment – my ideal school
End of topic reading & listening assessment
Speaking assessment – presentation: meine Familie
End of topic reading & listening assessment
Writing assessment – letter on hobbies
End of topic reading & listening assessment
Writing assessment – extended writing covering all topics
Major Resources:
Text books to be used:
Echo Express 1
Recommended Reading:
Recommended equipment
Bilingual dictionary
Enrichment opportunities:
Time with the German FLA, use of Internet based activities.
10
Recommended Websites:
www.linguascope.com
www.languagesonline.org.uk
King Edward VI
Five Ways School
Curriculum
Year Seven
HISTORY
History fires pupils’ curiosity and imagination, moving and inspiring them with the dilemmas, choices and
beliefs of people in the past. Pupils find out about the history of the local community, Britain, Europe and the
world. They develop a chronological overview that enables them to make connections within and across
different periods and societies. They investigate Britain’s relationships with the wider world, and relate past
events to the present day. Assessment this year will take the form of graded assessment pieces which will be
marked using GCSE level descriptors written specifically for this year group.
Key topics to be taught in this year:
Autumn
Term
Topic
Further detail about the topic
1
What is History?
Pupils explore historical events, learning and developing key skills which will be required
throughout the year.
Pupils will examine why England was a target for invasion in 1066 and how William
established himself in control and how England attempted to control the diverse peoples of
Scotland and Wales.
Pupils will examine the period from 1066-1500, specifically how the country attempted to
bring monarchs under control and how people have fought for power and democracy.
2
Conflict and
diversity in Britain
3
Power, Democracy
and Human rights
1066-1500
1
Tudors and Stuarts,
1500-1750
Pupils will examine events from 1500-1750 to reach a conclusion about whether they would
have preferred to live in Tudor or Stuart times. They will also examine parallel events and be
able to explain the significance of the Renaissance
Why did the Slave
Trade develop and
why did it end?
Why did it take so
long for Black
Americans to gain
Civil Rights?
Pupils will study the triangular trade, plantation life, emancipation, the ending of the slave
trade. They will also explore the role played by Rosa Parks and Martin Luther King in gaining
equality for blacks in the USA.
Spring Term
Summer Term
1
Private Study [Homework]
Work set will be project style homework, which allows the pupils to develop their own lines of enquiry and independence.
Major Assessments this year:
Autumn Term
Spring Term
Summer Term
Topic
Why did William win the Battle of
Hastings?
What was the significance of 1066?
Why did a Civil War break out in
1642?
Slavery to Civil Rights – the Black
Peoples of the Americas
Type of Assessment
Interpretation exercise
Significance and analysis exercise
Knowledge
Slave autobiography
Major Resources:
Text books to be used:
‘Power and the People, 10661485’
‘Reformation and Rebellion,
1485-1750’
Recommended equipment
Recommended Reading:
‘The Year 1000’
Recommended Websites:
www.activehistory.co.uk
‘Year of Wonders’
www.fordham.edu/halsall/mod/modsbook.html
For all lessons pupils will need to be equipped with pens, pencils, colouring pencils and ruler.
Enrichment opportunities:
During the year pupils will be taken on guided walks of the local community and have the opportunity to take advantage of a Medieval
Realms Day and a Civil War Day during which the normal timetable will be collapsed for the day.
11
King Edward VI
Five Ways School
Curriculum
Year Seven
Latin
Students will have been introduced to the Cambridge Latin Course at induction in July, and will be ready to
make progress based on what they know already.
Key topics to be taught in this year:
Autumn Term
Topic
Pompeii: People, town, forum
Further detail about the topic
Cambridge Latin Course Book 1 Stages 1-4
1
Pompeii: theatre, beliefs,
gladiators.
CLC Book 1 Stages 5-7
1
Pompeii: baths, education,
elections, eruption of Mt
Vesuvius
CLC Book 1 Stages 8-11
1
Spring Term
Summer Term
Major Assessments this year:
Autumn Term
Spring Term
Summer Term
Type of Assessment
Regular assessment by homework tasks and vocabulary tests
Written practice tests to prepare for Summer assessment
Formal test in June: comprehension and translation
Major Resources:
Text books to be used:
Cambridge Latin Course: Book 1
Recommended equipment
Recommended Websites:
www.cambridgescp.com
the excellent website of the whole course
Internet connection at home
Enrichment opportunities:
Possible visit to a Roman site during enrichment week.
12
King Edward VI
Five Ways School
Curriculum
Year Seven
Mathematics
Introduction A new school and a fresh start. The Year 7 curriculum is aimed to build upon topics covered in Key Stage Two and extend
the students’ knowledge to include Level 6 and 7 mathematical techniques. This is an accelerated course with the intention of
completing Key Stage Three mathematics by the end of Year Eight.
Private study will normally be set on four occasions each fortnight and it is envisaged that each piece of work will take somewhere
between thirty and forty minutes to complete. It is departmental policy to mark private study out of ten with a grade conversion sticker
posted on the front of private study exercise books. Pupils are encouraged to reflect on their work and are expected to offer their own
written comment on the yellow assessment record sheets that should be attached to the inside front cover of private study books.
Parental questions or concerns should be addressed to subject teachers in the first instance and to the Head of Mathematics, Mr M R
Overton should further assistance be necessary (email : moverton@kefw.org).
Key topics taught in Year 7
Autumn
Week
1
2
3
Topic
QCA tests level 4-6
Fractions
Area and Perimeter
Maths History Project
4
5
6
7
8
Properties of Number
Negative Numbers
Fractions & Percentages
Estimating & Checking Calculations
Rules of Algebra
Sequences
9
10
11
12
13
14
Egyptian Fractions Project
Geometrical Reasoning
Circles
Construction and Locus
Written Calculations
Averages & Range
Spring
Week
15
16
17
18
19
20
21
22
23
24
25
26
Summer
Week
27
28
29
30
31
32
33
34
35
36
37
38
Topic
Using a Calculator
Transformations
Formula & Expressions
Picks Theorem Project
Real Life Graphs
Ffestiniog Railway Project
Brackets & Equations
Handling Data
“How Healthy are You?” Project
Fractions, Decimals & Percentages
Ratio & Proportion
th
Sequences – n term
Drawing Graphs
Topic
Congruence & Tessellation
Octagonal Loops Project
Pythagoras Theorem
Probability
Percentages
Guided Revision
EXAMS
Planning a Holiday Project
3D Objects
Bearings & Scale Drawings
Volume
ENRICHMENT WEEK
13
King Edward VI
Five Ways School
Curriculum
Year Seven
Major Assessments in Year 7
Autumn Term
Spring Term
Summer Term
Topic
QCA test level 4-6
Date
Mid September
Unit Test 7.1
Unit Test 7.2
Unit Test 7.3
Unit Test 7.4
Unit Test 7.5
QCA exam level 5-7
Mid November
Mid December
Mid January
Start March
Start April
Mid May
Key Resources
Text book issued by school
Type of Assessment
Internal – paper 1 (non-calc); paper 2 (calc) and mental
test
Internal – Part 1 in year 8 text book
Internal – Part 2 in year 8 text book
Internal – Part 3 in year 8 text book
Internal – Part 4 in year 8 text book
Internal – Part 5 in year 8 text book
Internal – paper 1 (non-calc); paper 2 (calc) and mental
test
Essential Mathematics Book 8
David Rayner
1 902 214 137
Equipment for lessons
Pen, pencil, eraser and scientific calculator (provided by pupil)
Protractor, pair of compasses and ruler (provided by pupil)
Exercise & text books (provided by school)
Recommended website
Mymaths.co.uk
Login : ke5ways
Password : Yet to be determined for 2012-13, see subject teacher and/or posters in
teaching rooms
It is hoped that pupils will use this site – our licence covers pupils from our school for use
at home.
Enrichment and support
Junior Mathematics Challenge
Mathematics Support Workshop
Enrichment week Activity
th
Thursday 25 April 2013
R4 every lunchtime except Monday
July 2013
The FROG VLE is now fully operational and provides valuable support for pupils and parents alike.
A range of problem solving type activities and other maths facts can be found in the following books - copies of which can be found in the
School Library.
Extension Mathematics Alpha
Extension Mathematics Beta
Extension Mathematics Gamma
Tony Gardiner
Tony Gardiner
Tony Gardiner
978-0-19-915150-9
978-0-19-915151-6
978-0-19-915152-3
Murderous maths
More murderous maths
The essential arithmetricks
The mean and the vulgar bits
Kjartan Poskitt
Kjartan Poskitt
Kjartan Poskitt
Kjartan Poskitt
0-590-13457-4
0-590-11260-0
0-439-01447-4
0-439-01770-8
14
King Edward VI
Five Ways School
Curriculum
Year Seven
MUSIC
In Music, pupils get the opportunity to develop their composing, performing & listening skills by completing a
range of interesting & challenging projects. Pupils are expected to:
- lean to use tradition forms of musical notation and other aspects of music theory
- Improve their cultural understanding of music by exploring world music
- Improve their critical understanding of music as they engage with & analyse music in popular, world &
classical styles
- Develop their creative skills
- Further their communication skills by exploring ways of expressing feelings & ideas through music
Key topics to be taught in this year:
Autumn
Topic
Musical Openings
World Music:
Brazilian Samba &
Indonesian
Gamelan Music
Performance
Project
Further detail about the topic
Exploring rhythm & pitch. Writing music using traditional staff notation, composing
melodies & learning to apply a wider understanding of the musical elements.
Learning about Samba & Gamelan music; context & purpose of this music; performing &
composing pieces as a class & in smaller groups. In some instances, pupils get to use
authentic instruments.
In the second half of the first term, pupils are expected to prepare, as a HIPP task, either a
solo or small group performance for their peers. Performances are to take place during the
last lesson of the term.
Spring Term
Program Music &
Computer Aided
Composition
Music & the Media:
Music in Adverts
Exploring music’s capacity to express emotions & describe events. Composing &
performing descriptive music based on a number of given stimuli. Composing an original
piece of descriptive music using Cubase, a computer software music programme.
Exploring the use of music in media advertising; TV & radio. Composing & performing a
piece of music to accompany an advert’s video. Considering the role of taglines, product &
the consumer. Learning to record & edit audio.
Minimalism –
Classical Chamber
Music
Reflections
Performance
Project
Learning about minimalism in music. Identifying how minimalist composers achieve
originality & sustain musical argument & development. Apply their understanding,
synthesising ideas & evaluating work as they compose & perform several minimalist pieces.
Reflecting on the key learning of the year with links to the Year 8 curriculum.
In the second half of the third term, pupils are expected to prepare, as a HIPP task, either a
solo or small group performance for their peers. Performances are to take place during the
last lesson of the term.
Summer Term
Major Assessments this year:
Autumn Term
Spring Term
Summer Term
Topic
Musical Openings
World Music: Brazilian Samba & Indonesian
Gamelan Music
Program Music & Computer Aided
Composition
Music & the Media: Music in Adverts
Minimalism – Classical Chamber Music
15
Type of Assessment
Individual notations & paired composing
Individual performing contributions & group composing
Individual listening & paired composing
Individual listening & paired composing
Individual listening, individual performing & paired composing
King Edward VI
Five Ways School
Curriculum
Year Seven
Major Resources:
•
•
•
•
•
•
•
•
•
Recommended Listening:
Any Brazialian Samba music; batucada etc.
Any Indonesian Gamelan; lancaran, bubaran
etc.
The Carnival of Animals by Saint Saëns.
Peer Gynt by Grieg.
Any music used in films, particularly works
by John Williams.
Any music used to accompany TV & radio
advertisments.
Six Pianos, Different Trains, Music for
Pieces of Wood & Music for Mallet
Instruments by Steve Reich.
Glassworks by Philip Glass.
In C by Terry Riley.
Recommended Equipment:
•
•
•
•
•
•
Recommended Reading:
The AB Guide Vol. 1 (ABRSM).
Music Theory in Practice –
grades 1-5 (ABRSM).
World Music: A Very Short
Introduction (OUP).
Four Musical Minimalists
(CUP).
The Cambridge Music Guide
(CUP).
The New Grove Dictionary of
Music & Musicians
(Macmillan).
Recommended Websites:
http://www.bbc.co.uk/schools/gcsebitesize
If you are a member of Birmingham Central
Library you can access their Naxos listening
catalogue by accessing the page below:
http://bcl.naxosmusiclibrary.com/page.librar
y_cardno.asp
Access to a keyboard & any other instrument.
Enrichment opportunities:
Clubs & ensembles: Music theory club, Senior orchestra, Training orchestra, Chamber choir, Young voices choir, Swing/Wind band, Jazz
band, Samba band, Brass band, Guitar Ensemble & Rock band.
Instrumental tuition: Upper strings (violin & viola), Lower strings (cello & bass), Upper brass (trumpet & cornet) Lower brass
(trombone, horn, euphonium & tuba), Woodwind (flute, oboe, clarinet, saxophone & bassoon), Percussion (orchestral & drum kit),
Guitar (electric, acoustic & bass) & Voice
16
King Edward VI
Five Ways School
Curriculum
Year Seven
Physical Education
Through the physical activities covered during the year and inline with the new National Curriculum for PE,
the department aims are:
• to facilitate the overriding aims of the dept. vision, focussing particularly on the ‘stay safe’ ‘enjoy and
achieve’ and ‘be healthy’ aspects.
• to provide an inclusive learning environment, in which individuals progress at their own rate with regular
and varied feedback from peers and subject specialists.
• to instil an intrinsic motivation for lifelong health and fitness through engaging in varied and challenging
physical activities.
• to provide learners the opportunity to reflect positively upon their own and others learning in a cooperative and empathetic environment.
• Our Year 7 Induction Programme allows students to experience the range of activities we offer throughout
the year.
Key topics to be taught in this year:
Autumn
Term
Topic
1
2
3
4
Further detail about the topic
Badminton
Rugby (boys)
Netball & Hockey (girls)
Swimming
Indoor activity 50 min. per week
Games Activity 100 min. per week
Games Activity 100 min. per week
Indoor activity 50 min. per week
Volleyball
Football & Basketball (boys)
Football & Basketball (girls)
Fitness
Indoor activity 50 min. per week
Games Activity 100 min. per week
Games Activity 100 min. per week
Indoor activity 50 min. per week
Dance
Cricket (boys)
Rounders & Tennis (girls &
boys)
Athletics
Indoor activity 50 min. per week
Games Activity 100 min. per week
Games Activity 100 min. per week
Spring Term
1
2
3
4
Summer Term
1
2
3
4
Indoor/Outdoor activity 50 min. per week
Major Assessments this year:
Autumn Term
Spring Term
Summer Term
Topic
Ongoing throughout all of
the activity areas.
Type of Assessment
Demonstration of skill
Verbal account of relevant strategies or tactics
Ability to devise effective practices/ sequences
Verbal reflection of their own and peer attainment
Subjective and summative teacher assessment.
Major Resources:
Text books to be used:
n/a
Recommended equipment
Recommended Reading:
Recommended Websites:
Current media articles e.g.
BBC Sports Academy
Newsround or a sports related
GCSE Bitesize
Television programme.
PE Kit as outlined in the Guidance Notes for parents, found on the school website and in PE
Handout (given out in Sept.)
Enrichment opportunities:
•
Various sporting lunchtime activities ranging from Climbing to Tennis, Rowing, Badminton Trampolining and Basketball.
•
Various enriching after school clubs including Circus Skills, Fencing and Football.
•
A large number of school sports teams including Rugby, Cricket, Rounders, Tennis, Netball and Hockey.
Details of all of these activities may be found in the school calendar and on the PE Extra Curricular Timetable.
Subject staff also support various educational visits such as an Able and Talented visit to Twickenham, Wimbledon and Edgbaston Cricket
Ground.
Students have also benefitted from various enrichment schemes including a route into Golf, Lacrosse and Fencing.
17
King Edward VI
Five Ways School
Curriculum
Year Seven
Finally, the department facilitates regular overseas sports tours for committed team members ranging from European destinations to
South Africa and the Caribbean.
P.S.H.E.
“New beginnings; Onward and Upward!...”.
The first year at KEFW introduces learners to citizenship and PSHE themes at Key Stage 3 level. It will encompass a variety of topics about
new beginnings and the challenges they can bring, school life and relationships with friends and family.
PSHE lessons are timetabled with their form tutor once per fortnight. Students use the “Your Life Book 1” textbook and all topics are
recorded in the pupils blue exercise books. The scheme of work is separated into six sections with three compulsory assessment
activities.
Private study will normally be set once per fortnight and it is envisaged that each piece of work will take somewhere between twenty and
thirty minutes to complete. Pupils are encouraged to reflect on their work and are expected to offer their own opinions in class discussion
or written assignments. Parental questions or concerns should be addressed to form teachers in the first instance and to the Head of
PSHE, Mr O L Parsons should further assistance be necessary (email: oparsons@kefw.org).
Key topics taught in Year 7
Topics
1
2
3
4
5
6
7
Spring
8
9
10
11
12
13
14
Summer
15
16
17
18
19
Description
TRANSITION
Settling Into School – “Moving on Up”
“Highs and Lows” of Secondary School
Effective use of the Pupil Planner
The Great Uniform Debate
SAFETY
Travelling by Public Transport – “Who’s responsible?”
Safety in the Home – Identification of Hazards
Personal Safety - Knife Crime 2
Topic
SAFETY (Continued...)
Drugs & Substance Abuse 1 - What is a drug?
Drugs & Substance Abuse 2 – Young people and Drugs?
FINANCE/CAREERS
What is Careers Education?
Which Job? – Money, Income, Budgets
RELATIONSHIPS
What is Bullying?
How to Deal with Bullying?
You and Your Body – Puberty
Topic
WORK & LIFE BALANCE
You & Your Feelings – Anxieties and Stress
Examination Preparation – How to Revise
CULTURE
You and Your Family – Who do you think you are?
Multiculturalism
Children and the Law – Human Rights
Key Resources
Text book issued by school
Your Life – Student Book 1
Foster
9780007312450
Equipment for lessons
Pen, pencil, eraser and ruler (provided by pupil)
Exercise books (provided by school)
Text book (provided by school)
Recommended websites
P.S.H.E. FROG Webpage (https://frog.kefw.bham.sch.uk/ )
Students will require their school username and password to access
the site. The webpage can be found in the following folder:
Subjects/Wellbeing/PSHE.
It is hoped that pupils will use this site to gain more
information/resources regarding the PSHE course – the webpage
18
King Edward VI
Five Ways School
Curriculum
Year Seven
can be accessed from our school or at home.
Enrichment and support
Enrichment Week Activity – Year 7 Residential
July 2013
A range of topics can be found in the following books – copies of which can be found in the school Library.
Sussing Out your Secondary
School Transition Guidebook
Kate Watson
Let’s Talk Relationships
Vanessa Rogers
978-0-86-155250-4
Drugs (Life Files)
Julian Cohen
978-0-23-752181-3
Rescue Mission, Planet Earth:
Children’s Edition of Agenda 21
David Woollcombe
978-1-85-697175-1
Secondary Citizenship & PSHE:
Citizenship and PSHE – Book 1
Stephanie Yates
978-1-84-163834-8
19
King Edward VI
Five Ways School
Curriculum
Year Seven
Religious Education
Key topics to be taught in this year
Autumn Term
1
2
Topic
Introduction to RE
The Old Testament
Further detail about the topic
Looking at the concept of Religion, what it means for individuals and communities.
Pupils will study some of the main concepts and characters found in the Old Testament.
This is important for the later study of Judaism, Christianity and Islam.
1
Judaism
2
Lent, Holy Week
and Easter
Pupils will look at Judaism as a living faith. They will study the historical origins of the faith
alongside modern practice.
Pupils will look at the start of Jesus’ ministry and how faith is put into practice. This topic
will lead into the work on Jesus as teacher and healer in Year 8.
1
Sikhism
2
Initiation Rites:
Becoming a
Christian
Spring Term
Summer Term
Looking at the historical origins of Sikhism through the Gurus. Understanding key beliefs
about reincarnation and looking at Sikh festivals, which will lead into Year 8.
Looking at what it means to become a member of a religious community. The symbolism
behind infant and believers baptism from the Bible.
Type of Assessment
Assessment will take place in a variety of forms throughout the year, such as presentations, debates, written assignments and creative
tasks. Pupils will be clearly told at the start of the topic which pieces of work will count towards an assessment grade. Notes made in
class will not be marked formally. Summative assessments will take place at the end of each term.
Major Resources
Text books to be used:
Recommended Reading:
Recommended Websites:
Steps 1, 2, and 3
Relevant books available in the library.
Judaism: www.shamash.org, www.us-israel.org, www.vjtorah.com
www.jewfaq.org; www.aish.com; www.jewish.co.uk
www.jewmusm.ort.org; www.yadvashem.org.il
Christianity: www.bible.gospelcom.net, www.churchuk.net,
www.cofe.anglican.org, www.baptist.org.uk, www.vatican.va, www.methodist.org.uk,
www.christian.net/boc/index
www.quaker.org.uk, www.catholic.org, www.salvationarmy.org.uk
www.wcc-coe.org
Sikhism: www.sikhs.org, www.gurbani.com, www.sikhism.org.uk,
www.sikhseek.com, www.sikhi.demon.co.uk, www.sikhnet.com
www.sikhs.org/english/frame, www.demon.co.uk/charities/sikh/
Enrichment opportunities:
Possibility of visiting speakers.
20
King Edward VI
Five Ways School
Curriculum
Year Seven
Spanish
First experience of learning a language at this school. The groups will be introduced to the sounds and
patterns of Spanish and will learn about some aspects of everyday life in Spain and Spanish speaking
countries. Students’ skills in listening, reading, speaking and writing will be developed through a range of
activities including contact with native speakers and use of ICT facilities. Pupils will be able to reach levels 4-5
by the end of the year.
Key topics to be taught in this year:
Autumn
1
Topic
Vamos
Off we go!
2
En el instituto
School
3
Navidad
Christmas
Further detail
In this topic students will learn a variety of greetings, some classroom objects, numbers, months and
colours.
They will also begin to think about which countries around the world speak Spanish.
In this topic pupils will learn how to describe their school, including a range of school subjects, opinions,
verbs to do with life at school and break time snacks.
They will also look at how to describe people.
In this very short unit of 1 or 2 lessons pupils will look at Christmas in Spain and/or use a Spanish
website to put together a letter to father Christmas.
1
Mi familia
My family
En casa
At home
In this topic pupils learn how to describe their family and pets, using the verbs tener and ser in new
contexts.
In this topic pupils begin to increase the length of their written work and work on improving the quality
of their writing.
Spring
2
This is carried out through the topic of ‘my home’ and key language is to do with describing the house
and daily routine.
Summer
1
El tiempo libre
Freetime
Activities
This topic area is always popular and encourages pupils to speak about their likes and dislikes with
reference to sports and activities. The future tense is also introduced which gives pupils the opportunity
to achieve a level 5.
Major Assessments this year:
Topic
Autumn Term
Vamos
En el instituto
Spring Term
Mi familia
La casa
Summer Term
El tiempo libre
Type of Assessment
End of topic reading & listening assessment
Speaking assessment – Introductory presentation
End of topic reading & listening assessment
Writing assessment – Leaflet about Five Ways for new Year 7s
End of topic reading & listening assessment
Writing assessment – Big Brother entry about yourself and your family
End of topic reading & listening assessment
Writing assessment – extended writing on topics 2, 3 & 4. Letter to a
penfriend.
End of topic reading & listening assessment
Speaking assessment – My freetime
Major Resources:
Text books to be used:
Mira 1
Caminos (book 1)
Recommended Reading:
Mary Glasgow publications ‘Hola’ and
‘¿Qué tál?’
Recommended Websites:
www.linguascope.com (username and
password from teacher)
www.languagesonline.org.uk
Recommended equipment
CDs and
Enrichment opportunities
Many and varied! Use of FLA; Internet to show students clips of certain parts of Spanish speaking countries; films in Target Language.
21
King Edward VI
Five Ways School
Curriculum
Year Seven
Technology
All students in year 7 will rotate around the Design and Technology department through 3 different disciplines
of Food Technology, Product Design and Systems and Control. The year is designed to develop their
understanding of Design and Technology as well as their skills in each subject area to be confident
independent students in a workshop environment. Students will be challenged with various focussed practical
tasks and design exercises as well as end of topic tests to determine their understanding of the subject.
Key topics to be taught in this year:
Food Technology
1
2
3
4
Topic
Basic Food Hygiene &
safety
Working with equipment
in the preparation of
foods.
Healthy Eating
Designing food products
Further detail about the topic
Students are introduced to the concept of keeping food safe and hygienic. They learn
about food storage, cooking methods, temperatures, personal hygiene and a clean
working environment.
Pupils start off using basic techniques to prepare and cook food products. They use a
range of equipment and progress their skills throughout the term.
.
Pupils use the Eat well Plate to become familiar with the concept of a balanced diet.
Pupils design for themselves using information gathered from research to develop
successful food products.
Product Design
1
2
3
Materials and Processing
Joining Methods
Design and Construction
of Key / mobile phone
holder
4 Drawing skills. 3Tone
shading & similar graphic
techniques.
Systems and Control
1 Systems and Control and
system design
2 Basic Electronics,
Components and Circuit
simulation.
3 Soldering and fabricating a
circuit board.
4 Forces and Structures.
5
Computer Aided Design.
Research and analysis of a variety of materials and their properties.
Analysis and evaluation of joining methods for a variety of materials.
Design and construction of Key / Mobile phone holder.
Introduction to use of workshop equipment and health and safety.
Simple free-hand sketching, tone work, rendering and isometric projection
Identify different types of systems, how they can be demonstrated in a system
diagram and the use of feedback.
Demonstrate how to use circuit symbols to draw circuits, how the components work
and their function. Simulate a circuit using computer aided design.
Demonstrate how to solder safely and correctly to join components together on a
printed circuit board.
Identify the different types of forces acting on structures and how they affect the
structure. Different types of structures and the use of triangulation.
Demonstrate how to use Computer Aided design to draw products effectively.
Major Assessments this year:
Food Technology
Topic
All topics listed above
Textiles
Systems and Control
All topics listed above
All topics listed above
Type of Assessment
End of module test
Presentations
Self-evaluation/ peer assessment.
End of Module test
End of Module test
Project assessment / Peer assessment
Major Resources:
Text books to be used:
Recommended equipment
Recommended Reading:
Recommended Websites:
www.technologystudent.com
www.flying-pig.com
www.dtapp.info
A4 folder, mathematical drawing equipment, colouring pencils and standard drawing
equipment, plastic wallets, graphics pencils.
Enrichment opportunities:
House competitions, workshops, cooking club, formula schools competition.
22