Year 7 Curriculum and Assessment Guidance for Pupils and Parents
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Name :....................................................................................
Tutor Group :.......................................................................
Eden Boys’ School, Preston
Year 7 Curriculum and Assessment Guidance for Pupils and Parents
2017 - 2018
Nurturing today’s young people,
inspiring tomorrow’s leaders.Summary
Our aim at Eden Boys School is simple – we want to provide the best possible education for you in the most
secure Islamic environment.
We will help you to achieve your goals, dreams and As a result of these changes to GCSEs, last year we
ambitions. In return we want you to turn up every introduced a new grading system for all pupils –
day, on time and with the right attitude to aim for from Year 7 to Year 11. These new grades will have
the best possible standards in your studies; both Grade ‘9’ as the highest grade and Grade ‘1’ as the
at home and in school, as well as work to your full lowest grade. The new grades will be used to:
potential in all your subjects.
• Set targets in every subject.
This summer, the reformed GCSEs in the new 9-1 • Assess and grade your work in classwork,
grading were taken by pupils in English Language, homework and in regular tests.
English Literature and maths. Over the next few
• Report on your progress in the report cards
years, the Government will continue to introduce we send home every half-term.
new GCSE courses that all pupils will complete.
These GCSE courses will have much more content This booklet explains what the new grades mean
and longer, tougher exams. They will also no longer and how you will progress through the learning
be graded using the A*-G system. Instead, a new journey in each of your subjects.
system of grading with numbers will be used.
In addition, the Government is making it harder to
achieve a ‘strong pass’ – so you will need to get more
marks to achieve the new Grade ‘5’ – which replaces
the old Grade ‘C’.New GCSEs and New Grading What grade is expected at the end of each year?
The table below shows how the new 9 - 1 grades compare with the ‘old’ A* - G grades: Based on your primary school results, progress in the previous year and overall ability level, you will be set a
challenging target for each subject at the start of the year.
New GCSE grade Old GCSE grade Notes In Year 7, you will be set a target for the end of the year.
9 A* A grade 9 is a high A*.
The chart below shows how you should progress during Year 7 and Year 8 – to achieve success in your
8 A*/A A grade 8 is a low A* or high A. GCSEs.
7 A A grade 7 is a low or mid A.
6 B A grade 6 is a high B. End of KS2 Level (OLD) Y7 Starting Y7 Y8 ‘Old’ GCSE ‘New’ GCSE
Reading Maths R&M Grade Target Target Target Target (Y9+)
5 B/C A grade 5 is a low B ort high C. This is the minimum grade for a (NEW) Grade Grade
‘strong pass’. Ave
4 C A grade 4 is a low or mid C. 119 113 116 4c 4a 5b Secure A* 9
3 D/E A grade 3 is a D grade or high grade E. 115 111 113 3a 4b 5c A/A* 8
2 E/F A grade 2 is a low grade E or high grade F. 109 109 109 3b 4c 4a Mid A 7
1 F/G A grade 1 is a low F or G grade. 103 106 104.5 3c 3a 4b Low A 7
100 103 101.5 2a 3b 4c High B 6
97 100 98.5 2b 3c 3a Secure B 6
What grade do I need in the new How will the new grading system
GCSEs? affect each year group? 93 95 94 2c 2a 3b Low B 5
To match our country’s GCSEs with the best Last year, we are also introduced a new single 87 92 89.5 1a 2b 3c High C 5
education systems in the world, the Government grading system for all pupils. The information 86 88 87 1b 2c 2a Mid C 5
has raised expectations of what counts as a ‘strong below explains how the new single grading system
pass’. In the new GCSEs: applies in Year 7. 85 85 85 1c 1a 2b Low C 4
80 80 80 - 1b 2c D 3
• A grade ‘5’ is needed to achieve a ‘pass’. Pupils How the Grading System Works in
who previously achieved a low grade ‘C’ would Year 7
only receive a Grade ‘4’ in the new system, so How will my progress be reported during the year?
this means that it will be harder for pupils to • 9-1 grades are used – the highest possible grade During the year, you will complete regular tests in each of your subjects. These tests will help the teacher to
achieve a ‘pass’ in the new GCSEs. As a result, is a Grade ‘4’. predict the grade you will achieve at the end of the year.
the number of pupils nationally who achieve a
‘strong pass’ is expected to drop. At our school, • Sub-grades a, b, c are used, so the highest
At the start of each half-term, we will send a report card home. For each subject, the report card will show:
we will be working hard so that all pupils can possible grade in Year 7 is ‘4a’ and the lowest is
• The target grade - this is the grade you should aim to achieve in the subject by the end of the year.
aim to achieve at least a grade ‘5’ in their GCSEs. ‘1c’.
• The predicted grade – this is the grade your teacher thinks you will achieve in the subject at the end of
• At least a grade ‘6’ is needed if you wish to study • In each subject, a target is set for the end of the
the year (based on your current progress).
A Level courses after their GCSEs. For some A year.
Level courses, a grade ‘7’ is needed. • These grades will use the new 9-1 grading system.
• For each subject, the half-termly report card will
• Only the very, very brightest pupils will get a predict what the pupil will achieve at the end of
Grade ‘9’ in each subject. the year.
• At the end of Year 7, a pupil of average ability
should achieve Grade ‘2a’. A pupil achieving a
Grade ‘2a’ is on course for a Grade ‘5’ at the end
of their GCSE.
• At the end of Year 7, a pupil of high ability would
achieve Grade ‘4c’ or above.Year 7 Learning Journey in: English Mathematics Science Arabic French History Geography Computer Science Religious Education PSHE Art PE Drama *Please note the long term plans are subject to change.
English Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (6 wks) Summer One (6 wks) Summer Two (7 wks)
Key Skills Writing: AO5, AO6 Reading: AO1, AO2, AO3 Writing: AO5, AO6 Reading: AO1, AO2, AO3, AO4 Writing: AO5, AO6 Spoken Language: AO7,
AO5 – Content AO1 – Quotations AO5 – Content AO1 – selecting information AO5 – Content AO8, AO9
AO6 – Technical accuracy AO2 – writer’s use of AO6 – Technical accuracy AO2 – writer’s use of AO6 – Technical accuracy Presentation and Q&A
+ SPaG language & structure + SPaG language & structure + SPaG
AO3 – Context AO3 – Comparison of
writers’ ideas
AO4 – Critical analysis
Key Content Skilling Up(W) War & Conflict Poetry (R) The Boy in the Striped Exam Preparation: fiction Exam Preparation: fiction Shakespeare – Romeo and
Pyjamas (W) Q1-4 (R) Q5 (W) Juliet (SL)
Spiritual, Moral, Social and Democracy – war poetry Democracy – in war, through extracts Democracy – Prince and the laws of Verona, laws of the rich
Cultural Theme (SMSC) Freedom of religion – war poetry, key themes Freedom of religion – Judaism forbidden, in war, through Freedom of religion – through extracts
Fundamental British extracts
The rule of law – White British Christian Law, Warped sense The rule of the law – Prince
Values (FBV)
of ‘law’ in Holes, Law of God, WW1, WW2, class status The rule of law – White British Christian Law, through Freedom of choice – Romeo and Juliet choose to disobey
Freedom of choice – Choice to stay at ‘The Landlady’, war extracts their families and marry with tragic consequences, through
poetry – kamikaze pilot, propaganda Freedom of choice – Bruno, to participate in war, lack of extracts
Freedom of thought – soldier’s thoughts and emotions in choice – forced, through extracts Freedom of thought – Capulets Vs Montagues, through
war poetry Freedom of thought – Bruno and Shmuel, through extracts extracts
Freedom of association – war poetry, extracts in skilling up Freedom of association – Association to war, Bruno and Freedom of association - Romeo and Juliet choose to
Tolerance and respect – Narnia extract, war poetry, divide Shmuel, through extracts disobey their families and marry with tragic consequences,
Tolerance and respect – Lack of tolerance respect for through extracts
Social responsibility – become better individuals – Holes,
war poetry religion. Tolerance and respect found in children, in war, Tolerance and respect – lack of between the two families
through extracts and their friends, through extracts
Equality for all – not apparent in Holes, lack of in war
poetry Social responsibility – become educated, through extracts Social responsibility – Prince of Verona, through extracts
Fairness and liberty – not apparent, lack of due to the feud Equality for all – between religion, through extracts Equality for all – Prince of Verona, through extracts
Fairness and liberty – not apparent, lack of due to the feud Fairness and liberty – not apparent, lack of due to the feud,
through extracts
Key Assessment Homework MP1: Writing Homework MP1: Reading Homework MP1: Writing Homework MP1: Reading Homework MP1: Writing - Homework MP1: Spoken
Objectives and Suggested Task - Descriptive/Narrative Task - poetry (not graded) Task -Non-fiction (not -Language practice Language Practice question Language - Presentation
Assessments (not graded) MP1: Reading Task - poetry graded) question (not graded) (not graded) task (not graded)
MP1: Writing Task - (not graded) MP1: Writing Task -Non- MP1: Reading -Language MP1: Writing -Language MP1: Reading practice
Descriptive/Narrative (not MP2: Reading Task - poetry fiction (not graded) practice question (not practice question (not question (not graded)
graded) (not graded) MP2: Writing Task - Non- graded) graded) MP2: Reading practice
MP2: Writing Task - End Assessment: fiction (not graded) MP2: Reading -Language MP2: Writing -Language question (not graded)
Descriptive/Narrative (not End Assessment: practice question (not practice question (not End Assessment:
Reading - Poetry based
graded) graded) graded)
question: AO1, AO2, AO3, Writing - Non-fiction Spoken Language –
End Assessment: AO4 (graded) question: AO5, AO6 End Assessment: Reading End Assessment: Writing Presentation task: AO7,
Writing - Descriptive/ (graded) Paper: AO1,, AO2, AO3, AO4 Paper: AO5, AO6 (graded) AO8, AO9 (graded)
Narrative question: AO5, (graded)
AO6 (graded)English Long Term Plan | Year 7 | 2017-18
Suggested Assessment Descriptive or Narrative Poetry based question Writing to present a English Language, Paper 1, English Language, Paper 1, Paired presentations
Writing Task viewpoint writing task Reading Section Writing Section Critical analysis of play/
Drama
Feedback Suggested Feedback: Aut2 Wk2 Feedback: Spring 1 Wk2 Feedback: Spring 2 Wk2 Feedback: Summer 1 Wk2 Feedback: Summer 2 Wk2 Feedback: Summer 2 Wk2
Assessment
Websites to help my learning: Visits to places that can help my learning:
http://www.bbc.co.uk/schools/ks3bitesize/English/ Plays – theatre, sporting events, libraries
http://www.englishbiz.co.uk/
www.bbc.co.uk/news
http://www.channel4learning.com/support/websites/english.html
http://www.channel4learning.com/sites/waywithwords/index.htmlMathematics Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Confidence, Develop Fluency, Reason Mathematically & Problem Solving
S1 Handling Data A1 Algebra N3 Number R1 Ratio & Proportion G1 Geometry G2 Geometry
N1 Number N2 Number P1 Probability A2 Algebra
Key Content S1 Analysing & Displaying A1 Expressions, Functions & N3 Fractions R1 Ratio, Proportion& Scale G1 Lines and Angles G2 Transformations
Data Formulae P1 Calculating with A2 Sequences & Graphs
N1 Number Skills N2 Decimals & Measures Probability
Spiritual, Moral, Social and The Qur’aan and Mathematics Currencies of different countries & conversions Islamic Art and Culture
Cultural Theme (SMSC) Scholars e.g. Al-Khwarizmi, Diophantus Egyptian fractions Rangoli Designs & Mandalas
Fundamental British
Use of statistics in the media, census data Application of probability in risk and gambling Special sequences; Fibonacci & Pascal’s triangle
Values (FBV)
Use of different units of measurement in other cultures.
Key Assessment Half-term test End-of-term test Half-term test End-of-term test EOY exam Half-term test
Objectives and Suggested - S1 (Cumulative) (Cumulative) (Cumulative) (Cumulative)
Assessments
- S1, N1 & A1 - S1, N1, A1, N2 & N3 - S1, N1, A1, N2, N3 & P1 - S1, N1, A1, N2, N3, P1, R1,
G1, A2 & G2
Websites that can help my learning: Visits to places that can help my learning:
www.mymaths.co.uk Mosques
www.nrich.maths.org.uk Museum of Mathematics
www.mathsisfun.com Bletchley Park
www.vle.mathswatch.com/vle/ National Space Centre
www.youtube.co.uk (Khan Academy) Mathematics in citiesScience Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Scientific enquiry, Make judgements & draw Scientific enquiry, Develop & improve -Mathematical calculations Critical thinking
techniques & procedures conclusions techniques & procedures experimental procedures & data analysis
Key Content Introduction to science - Reactions - Chemical Body systems - Skeleton, Acids and Alkalis - pH, Forces - balanced/ Reproduction - fertilisation,
safety in the laboratory, use reactions, Equations, breathing, gas exchange, Indicators, Antacids, unbalanced forces, implantation, development
of laboratory equipment. Endothermic & exothermic Antagonistic muscles. Neutralisation, Making salts. Measuring forces, friction, of Foetus, birth
Cells - Microscopes, Plant reactions, combustion. Elements, atoms & Particles and their drag Sound - waves, loudness &
and animal cells, unicellular Light - reflection, refraction, compounds - Chemical behaviour - Particle model, Revision pitch, echoes, ultrasound.
organisms. eye & camera, colour, light formulae, elements, states of matter, melting, Reproduction – Changes
Space - Night sky, Solar effects. reactions, atoms, making boiling, diffusion, gas at puberty, Adolescence,
system, Earth & Moon, compounds. pressure. Male & female reproductive
Satellites. organs.
Spiritual, Moral, Social and SMSC – Spiritual development relating to creation. SMSC – SMSC themes surrounding puberty & physical SMSC – Social & Spiritual development relating to creation.
Cultural Theme (SMSC) FBV – Freedom of thought relating to theories surrounding development FBV – Freedom of thought relating to theories surrounding
Fundamental British the creation as well as the Big bang. FBV – Equality, tolerance, social responsibility surrounding the creation as well evolution, survival of the fittest.
Values (FBV) reproduction
Key Assessment End of unit summative test End of unit summative test End of unit summative test End of unit summative test EOY EXAM End of unit summative test
Objectives and Suggested on on on on A mixture of different on Reproduction, Sound
Assessments The Cells & Space topic. Cells, Space, Reactions as Body systems. Acids and Alkalis question styles, including as well as all other previous
well as Light. multiple-choice questions, topics.
Elements, atoms & Particles and their
compounds as well as all behaviour as well as all short answer.
other previous topics. other previous topics. questions, calculations and
extended open-response
questions on all the topics
covered.
There will be a mixture of different question styles, including multiple choice questions, short answer questions, calculations and open response questions.
Websites that can help my learning: Visits to places that can help my learning:
http://www.bbc.co.uk/education MOSI (Museum of Science and Industry)
www.s-cool.co.uk MAGNA Science Adventure Centre
http://www.docbrown.info/ks3science.htm Jodrell Bank Discovery CentreArabic Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation
Understanding of written Understanding of written Understanding of written Understanding of written Understanding of written Understanding of written
and spoken language from and spoken language from and spoken language from and spoken language from and spoken language from and spoken language from
different authentic sources. different authentic sources. different authentic sources. different authentic sources. different authentic sources. different authentic sources.
Production of basic Production of short Production of more Expressing complex Producing extend writing Developing oral skills in
sentences articulated in paragraph applying complex sentences using opinions using different using: order to communicate
short paragraphs. grammar and syntax. connectives to extend languages device and • Tenses content clearly and
them. structures. • Connectives accurately applying
• Sophisticated grammar and language
vocabulary structures.
Key Content Myself My family My Home My Daily Routine Clothes Transport & Places Around
Town
Spiritual, Moral, Social and Community life in and outside family Promoting healthy lifestyle Community cohesion, living together
Cultural Theme (SMSC) Values of solidarity Helping at home Comparing and contrasting key places in Arab and British
Fundamental British Routine of a pupil in the Arab world towns. Social skills- understanding directions and maps.
Values (FBV)
Key Assessment Listening and Writing Listening and Writing EOY exam Speaking
Objectives and Suggested understanding • A choice of questions understanding • A choice of questions Listening and • Pupils will be assessed
Assessments • Multiple-response and at both tiers that • Multiple-response and at both tiers that understanding through 3 tasks: a role
short answer open- encourage spontaneity short answer open- encourage spontaneity play, questions based on
The exam will follow the
response questions. and creativity. response questions. and creativity. a picture stimulus, and a
model of Autumn 1
• Questions set and • 3 open-response tasks • Questions set and • 3 open-response tasks conversation.
responded to in English. (includes 1 cross-over responded to in English. Reading and
(includes 1 cross-over • Mark schemes reward
Reading and task) and 1 translation. Reading and understanding
task) and 1 translation. candidates for their
understanding understanding The exam will follow the ability to produce
• Multiple-response and • Multiple-response and model of Autumn 1 unrehearsed and
short answer open- short answer open- Writing spontaneous answers.
response questions. response questions. The exam will follow the
• Three questions set in • Three questions set in model of Autumn 2
the target language*, the target language*,
requiring multiple- requiring multiple-
choice or one-word choice or one-word
responses. responses.
• A short translation. • A short translation.
• Engaging and age- • Engaging and age-
relevant texts set in the relevant texts set in the
culture of the target culture of the target
language country. language country.
Websites that can help my learning: Visits to places that can help my learning:
https://www.memrise.com/ Trip to MoroccoFrench Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation
Understanding of written Understanding of written Understanding of written Understanding of written Understanding of written Understanding of written
and spoken content. and spoken content. and spoken content. and spoken content. and spoken content. and spoken content.
Production of basic Production of short Production of more Expressing complex Producing extend writing Developing oral skills in
sentences articulated in paragraph applying complex sentences using opinions using different using: order to communicate
short paragraphs. grammar and syntax. connectives to extend languages device and • Tenses content clearly and
them. structures. • Connectives accurately applying
grammar and language
• Sophisticated
structures.
vocabulary
Key Content Me, My family and Friends My House My studies TV, Cinema and Music Sports Food and Drinks
Spiritual, Moral, Social and Community life in and outside family Freedom of speech and artistic expression Community cohesion, living together
Cultural Theme (SMSC) Values of solidarity Respect and tolerance Promoting healthy lifestyle and sports ethic
Fundamental British
Values (FBV)
Key Assessment Reading and Listening Writing Reading and Listening Writing EOY exam Speaking
Objectives and Suggested Reading: Question 1 – message Reading: Question 1 – message Reading and Listening / Role-play
Assessments (pupil produces four (pupil produces four Writing
Section A – Questions in Section A – Questions in Photo card
English, to be answered in sentences in response to a English, to be answered in sentences in response to a TBC General conversation
English or non-verbally photo) English or non-verbally photo)
It will be a combination of
Section B – Questions in Question 2 – short passage Section B – Questions in Question 2 – short passage a Reading / Listening paper
French, to be answered in (pupil writes a piece of French, to be answered in (pupil writes a piece of and a Writing paper.
French or non-verbally continuous text in response French or non-verbally continuous text in response
Reading and Listening
to four brief bullet points, to four brief bullet points,
Section C – Translation from Section C – Translation from paper to follow the same
approximately 40 words in approximately 40 words in
French into English (15 to French into English (15 to format as AUT 1 and SP 2.
total) total)
30 words for) 30 words for) Writing paper to follow the
Question 3 – translation Question 3 – translation
same format as AUT 1 and
from English into French from English into French
Listening: Listening SP 2.
(minimum 35 words) (minimum 35 words)
Section A – Questions in Question 4 – structured Section A – Questions in Question 4 – structured
English, to be answered in writing task (pupil responds English, to be answered in writing task (pupil responds
English or non-verbally to four compulsory detailed English or non-verbally to four compulsory detailed
Section B – Questions in bullet points, producing Section B – Questions in bullet points, producing
French, to be answered in approximately 90 words French, to be answered in approximately 90 words
French or non-verbally in total) – there is a choice French or non-verbally in total) – there is a choice
from two questions from two questions
Websites that can help my learning: Visits to places that can help my learning:
http://www.bbc.co.uk/schools/gcsebitesize/french/ Alliance Française at the French Embassy
http://www.linguascope.com Trip to France
https://www.memrise.com/History Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Use of Sources Second Order skills- Cause Key features of an event Cause and consequence Key features of an event Source analysis
Causation and consequence and Significance Change and continuity Using evidence Key Features of an event
change and continuity
Measuring significance Interpretations of an
Sources historical figure
Key Content Introduction to History Norman Invasion The Black Death The Reformation The Catholic Threat (The English Civil War
Spanish Armada and the
Gun Powder Plot)
Spiritual, Moral, Social and Understanding of the rule of law and how it changed Changes of freedom of religion will play a major role this Tolerance and respect will be explored here through the
Cultural Theme (SMSC) under Norman rule. term. acceptance of Catholics post reformation.
Fundamental British Understanding of early democracy and electoral process How changes to religion changed the law of England at Freedom of choice, speech and religion explored through
Values (FBV) through the Witan – (Anglo Saxon Council). this time. the attempted Spanish invasion.
The rule of law through the consequences of the English
Civil War.
Key Assessment Tollund Man – Why did Normans win? What were consequences Why did Henry break from EOY exam Was Cromwell and soldier
Objectives and Suggested Sources AO3- To analyse, AO2: explain and analyse for those who survived? Rome? AO1: demonstrate or Murderer?
Assessments evaluate and use historical events and AO1: demonstrate AO2: Explain and analyse knowledge and AO3: analyse, evaluate and
sources (contemporary periods studied using knowledge and historical events and understanding of the key use sources (contemporary
to the period) to make second-order historical understanding of the key periods studied using features and characteristics to the period) to make
substantiated judgements, concepts (Cause and features and characteristics second-order historical of the period studied. substantiated judgements,
in the context of historical Consequence) of the period studied. concepts (Cause and AO2: explain and analyse in the context of historical
events studied. AO2: explain and analyse Consequence) historical events and events studied.
historical events and periods studied using AO4: analyse, evaluate
periods studied using second-order historical and make substantiated
second-order historical concepts. Change, judgements about
concepts (Significance- continuity, causation, interpretations
consequence) consequence, similarity, (including how and why
difference and significance interpretations may differ)
AO3: analyse, evaluate and in the context of historical
use sources (contemporary events studied.
to the period) to make (Second order historical
substantiated judgements, concepts include
in the context of historical continuity, change, cause,
events studied. consequence, significance,
similarity and difference)
Websites that can help my learning: Visits to places that can help my learning:
BBC Bitesize History KS3 - http://www.bbc.co.uk/education/subjects/zk26n39 Hastings – East Sussex
School History- https://schoolhistory.co.uk/ The Harris Museum Preston
History Learning Site - http://www.historylearningsite.co.uk Stoneyhust College- Lancashire
Houghton Tower – LancashireGeography Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills 1.1 Place 1.1 Place 1.1 Place 1.1 Place 1.1 Place 1.1 Place
1.2 Space 1.2 Space 1.2 Space 1.2 Space 1.2 Space 1.2 Space
1.3 Scale 1.3 Scale 1.3 Scale 1.3 Scale 1.3 Scale 1.3 Scale
1.6 Environmental 1.4 Interdependence 1.4 Interdependence 1.4 Interdependence 1.4 Interdependence 1.4 Interdependence
interaction and sustainable 1.5 Physical and human 1.5 Physical and human 1.5 Physical and human 1.5 Physical and human 1.5 Physical and human
development processes processes processes processes processes
1.7 Cultural understanding 1.6 Environmental 1.6 Environmental 1.6 Environmental 1.6 Environmental 1.7 Cultural understanding
and diversity interaction and sustainable interaction and sustainable interaction and sustainable interaction and sustainable and diversity
development development development development
1.7 Cultural understanding 1.7 Cultural understanding 1.7 Cultural understanding 1.7 Cultural understanding
and diversity and diversity and diversity and diversity
Key Content Map Skills Ecosystems Urbanisation Rivers Water Management Africa
Spiritual, Moral, Social and Skill of Knowledge, interdependence. National Pride, The modern world around us. Study of culture.
Cultural Theme (SMSC)
Fundamental British
Values (FBV)
Key Assessment End of unit test End of unit test End of unit test End of unit test EOY exam Levelled project work.
Focuses and Suggested APP feedback APP feedback APP feedback APP feedback Enquiry skills
Assessments and APP feedback.
Feedback Week
Websites that can help my learning: Visits to places that can help my learning:
www.geography.learnontheinternet.co.uk/ks3/index.html The Local area (settlement)
www.georesources.co.uk Any sporting venue
www.bbc.co.uk/schools/bitesize/geography/Computer Science Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills • Making algorithms • Variables • Revision • Booleans • Radio • Revision of all skills
• Conditionals • Co-ordinates • Binary • Arrays
• Iteration
Key Content • e-safety • making a game-scorer • mini project • making a double coin • making a keyboard • pupil specific
• making a micro pet • making a board game • making a screensaver flipper • making a musical
• making a fidget cube • making an alarm • making a binary cash instrument
register
Spiritual, Moral, Social And By challenging the pupils to use their intelligence and Pupils work together collaboratively on projects and Pupils are encouraged to recognise their own creativity
Cultural Theme (SMSC) knowledge of Computing, pupils are given a variety of develop their social understanding. when finding innovative solutions to technical and
Fundamental British lessons that focus on breaking down problems and finding design problems; they gain respect for insight as well as
Values (FBV) solutions that focus on programming algorithms. knowledge and reason.
Key Assessment AO1, A02, A03 AO1, A02, A03 AO1, A02, A03 AO1, A02, A03 AO1, A02, A03 AO1, A02, A03
Objectives and Suggested
Assessments
Baseline assessment Variables/Conditionals/ Mini programming Project Boolean/Binary assessment Radio/Arrays assessment Programming Project
Making/Algorithm Iteration assessment Co-ordinates assessment
assessment
Websites that can help my learning: Visits to places that can help my learning:
http://microbit.org Bletchley Park (Milton Keynes)
https://www.khanacademy.org The National Museum of Computing (Milton Keynes)
https://www.codecademy.com Centre for Computing History (Cambridge)
https://codecombat.com Museum of Science and Industry (Manchester)Religious Studies Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Describe features of Describe and explain Describe and explain Analyse how different Give different views on how Give different views on how
religious belief and practice. features of religion and features of religion and beliefs, teachings and faith may play a vital part in faith may play a vital part in
belief. belief. sources are connected to people’s identity. people’s identity.
Compare and contrast Compare and contrast believers’ lives. Ask questions and suggest Ask questions and suggest
religious belief and practice. religious belief and practice. Analyse how scripture and answers which refer to answers which refer to
other important texts affect people who have inspired people who have inspired
a religious believer. and influenced myself and and influenced myself and
others. others.
Key Content Islam, Beliefs and Practices Christianity, Beliefs and Sikhism, Beliefs and Parables and Hadith Inspirational People Religious Stories
Practices Practices Revision & Gap Fill
Spiritual, Moral, Social and Freedom of Religion. Exploring Multicultural Britain. Freedom of Religion. Exploring Multicultural Britain. Freedom of thought and Speech. Diversity.
Cultural Theme (SMSC) Tolerance and Respect. Tolerance and Respect. Tolerance and Equality for all.
Fundamental British
Values (FBV)
Key Assessment AT 1 Learning about AT 1 Learning about AT 1 Learning about AT 1 Learning about EOY Exam AT 1 Learning about
Objectives and Suggested religion & AT 2 Learning religion & AT 2 Learning religion & AT 2 Learning religion & AT 2 Learning religion & AT 2 Learning
Assessments from religion. from religion. from religion. from religion. from religion. Living Islam
Interpreting teachings, Interpreting teachings, Interpreting teachings, Understanding how criteria linked to spiritual
sources, authorities and sources, authorities and sources, authorities and individuals develop a sense conduct in planners.
way of Muslim life in order way of Christian life in order way of Sikh life in order to of identity and belonging
Question and Answer
to understand key Muslim to understand key Christian understand key Christian through faith or belief.
Assessment on some of the
beliefs and practices. beliefs and practices. beliefs and practices. Exploring the variety, sources of wisdom found in
Exploring the impact of Exploring the impact of Exploring the impact of difference and relationships religions.
belief on how Muslims live belief on how Christians live belief on how Sikhs live that exist between
Modelled according to AQA
their lives. their lives. their lives. religions, values and beliefs.
GCSE RE
Question and Answer Question and Answer Question and Answer Question and Answer
Assessment on Assessment on Assessment on Assessment on some of the
fundamental Muslim beliefs fundamental Christian fundamental Christian sources of wisdom found in
and practices. beliefs and practices. beliefs and practices. religions.
Modelled according to AQA Modelled according to AQA Modelled according to AQA Modelled according to AQA
GCSE RE GCSE RE GCSE RE GCSE RE
Websites that can help my learning: Visits to places that can help my learning:
http://www.bbc.co.uk/education/subjects/zh3rkqt The Mosque
https://www.truetube.co.uk/ The Church
http://request.org.uk/ Art Gallery
https://goffsrs.com/ My community
http://www.tutor2u.net/religious-studies/blog/gcse-revision-quizzes-for-religious-studiesPSHE Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Managing Transition. Dealing with bullying. Maintaining health and Understanding the role and Developing economic Making informed choices
Developing and Understanding British well-being. influence of the media on awareness. about health and wellbeing
maintaining friendships. Values. Making informed choices lifestyle. matters.
Understanding rights and about health and well-
responsibilities. being.
Key Content Transition to secondary Anti-bullying. Healthy Eating. Advertising. Budgeting. Tobacco, drugs and alcohol.
school. British Values and being me.
School Council.
British Government and
Politics.
Spiritual, Moral, Social And Explore roles of citizens within the UK. Explain how the body reacts during different types of Exploring the extent to which addiction is a part of British
Cultural Theme (SMSC) Explore fairness, freedom, power and authority and physical activity. Society.
Fundamental British accountability from study of national and local voting Recognise why certain diets lead to health problem and Exploring the cultural and social impact of addiction.
Values (FBV) systems. recognise the impact the media has on influencing our Taking action to promote an organisation.
Study negotiation and persuasion in a democracy. health choices.
Tolerance & respect; The Rule of the Law; Liberty; Fairness,
Tolerance & respect; Liberty; Fairness, Freedom of Recognise the cultural impact of the role of the media. Freedom of Association; Democracy, Social Responsibility;
Association; Social Responsibility ; Rule of Law. Tolerance & respect; Freedom of speech; Liberty; Fairness; Rule of Law.
Social Responsibility; Fairness.
Key Assessment Short and extended Poem about identity. Leaflet: healthy lifestyle. Short and extended Advising on managing a Leaflet about the dangers
Objectives and Suggested answers on British. answers on advertising and budget. of addiction.
Assessments Government and Politics. its consequences.
Websites that can help my learning: Visits to places that can help my learning:
www.bbc.co.uk/news Outreach visit from Education Parliament
www.nhs.uk/ Local Community Link Centre
www.childline.org.uk
www.parliament.uk/educationArt Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills • Baseline assessment • 3D work • Natural shapes • Composition • Colour theory • Colour Theory
• Colour theory • Planning • Observational drawing • Block colours • Art history • Image simplification
• Precision • Measurements • Media/mixed media • Colour blending • 3D work • Abstract at
• Abstract art • Scale experimentation such • Media Experimentation • Following instructions • Understanding of simple
• Orphism as working over the top shape
of work with another
media, collage
Key Content • Colour theory • Sculpture • Natural form • Abstract art • How art inspires other • Van Doesburg
• Orphism • Scale • Media experimentation • Use of random shapes to art forms. • How to break down
• Bridget Riley • Landscape • Annotation create art • Piet Mondrian images into simpler
• Robert Delaunay • Barbara Hepworth • Sue Woodfine • Wassily Kandinsky • How art is inspired by shapes
• First hand sketches • Paul Klee the times (WW2) • Using simple colours to
• Annotation pick out shapes
• Henri Matisse
Spiritual, Moral, Social And Studying a British artist and gaining an understanding of Looking at natural beauty, Studying a British artist, pride in Pupils will learn about how WW2 inspired art and how the
Cultural Theme (SMSC) how their wok has influenced at movements and how their British countryside. relocation of artists from Europe to the US caused drastic
Fundamental British art was influenced by other artists. Completion of a Paul Klee style image using architecture changes in their work.
Values (FBV) Visiting a sculpture park and seeing how art can be from around Preston to inspire it.
displayed in a range of different ways.
Key Assessment Baseline assessment at the Homework to research Homework to draw a flower Homework research Paul EOY exam Homework to complete a
Objectives and Suggested start of term. Barbara Hepworth. close up. Klee and fine examples of Demonstration of skills collage in the style of Henri
Assessments Homework research Bridget Assessed final piece – 3D Annotation/researching his work. learnt and artists studied. Matisse.
Riley/Drawing exercise. sculpture. artists. Painting in the style of Paul Homework to complete a Annotation/researching
Ongoing sketchbook Annotation, what have they Ongoing sketchbook Klee. revision sheet. artists.
assessment and feedback. learnt? What materials have assessment and feedback. Pencil drawing in the style Assessed final piece of work Ongoing sketchbook
Assessed final piece of work they used etc. Assessed Final Piece – A3 of Wassily Kandinsky. - 3D sculpture. assessment and feedback.
– A3 image. image. Ongoing sketchbook Assessed Final Piece –
assessment and feedback. Mixed media A3 piece in
the style of Van Doesburg.
Websites that can help my learning: Visits to places that can help my learning:
http://www.tate.org.uk/art/artists/bridget-riley-1845 Yorkshire Sculpture Park
https://www.ysp.co.uk/
http://www.suewoodfine.co.uk/
https://www.youtube.com/watch?v=4b85UBqUy28
https://www.youtube.com/watch?v=uHmmid1pLi8PE Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Learn to Outwit – Learn to Outwit - Learn to be Healthy – Net/wall games Net/wall games Competence
Competence Competence Healthy, active lifestyles
Key Content Football Basketball Health Related Fitness Table Tennis Badminton Cricket
Competitive Team Sports Competitive Team Sports Exercise for Living An introduction to new Lifelong participation Striking & Fielding
(Invasion) (Invasion) activities.
Spiritual, Moral, Social And Developing a sense of enjoyment and fascination in The ability to recognise the difference between right and Understanding the consequences of your actions.
Cultural Theme (SMSC) learning about themselves, others and the world around wrong and your readiness to apply this understanding in
Fundamental British them. your own lives.
Values (FBV)
Key Assessment Assessment Focus: Keeping Assessment Focus: Assessment Focus: Assessment Focus: Assessment Focus: Assessment focus:
Objectives and Suggested possession Outwitting your opponent Plan a Health & Fitness Introduction to the basic Using a range of shots to Sending and receiving
Assessments programme for personal strokes in table tennis of outwit your opponent. skills using implements and
use. push and drive. without.
Websites that can help my learning: Visits to places that can help my learning:
www.bbc.co.uk/sportacademy Sports Stadiums
www.skysports.com Professional Sporting Events
www.sportengland.org Sports Museums
www.thefa.com
www.ecb.co.uk
www.london2012.comDrama Long Term Plan | Year 7 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Bringing a character to life. Bringing a character to life. Bringing a character to life. Bringing a character to life. Bringing a character to life. Bringing a character to life.
Characterisation skills AO2: characterisation skills Characterisation skills Characterisation skills Characterisation skills Characterisation skills
(verbal and non-verbal (verbal and non-verbal (verbal and non-verbal (verbal and non-verbal (verbal and non-verbal (verbal and non-verbal
gestures) gestures) gestures) gestures) gestures) gestures)
Key Content
The event of the Titanic Darkwood manor. Macbeth Macbeth Joyriding. Spontaneous Drama
Spiritual, Moral, Social And Social Class division, responsibility, status and power - Power of law and the consequences of the breakdown of Social responsibilities, peer pressure and the power of law
Cultural Theme (SMSC) explored through the event of The Titanic. this due to greed, power, social influence, the supernatural explored through the topic of joyriding.
Fundamental British Freedom of thought - investigated through choices made and ambition explored through key characters and themes
Values (FBV) in relation to Darkwood Manor. in ‘Macbeth’.
Tolerance and Respect - developed through empathy skills.
Key Assessment Performance: event of the Performance: to Performance: scene/s from Performance: scene/s from Performance: role play on Spontaneous performance
Objectives and Suggested Titanic. create a performance ‘Macbeth’. ‘Macbeth’. joyriding. based on allocated tasks.
Assessments demonstrating the skills
developed over the term.
Websites that can help my learning: Visits to places that can help my learning:
www.bbcbitesize.com Theatre trips
www.teachit.com Drama clubsEden Boys’ School, Preston Universal House, Adelaide Street, Preston,PR1 4BD Tel: 01772 926000 Email: info@edenboyspreston.tetrust.org www.edenboyspreston.com
You can also read
