Quality of the Curriculum
Curriculum Intent
To enable students to:
- understand the world around them and the talents within them so that they can become fulfilled individuals and active compassionate citizens
- become economically responsible and independent
- understand and appreciate their own cultures and to respect the diversity of others
- engage with the world within them as well as the world around them
To create:
Engaged learners who enjoy learning, make good progress and successfully develop their ability to become (Learner Profile):
• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-minded
• Caring
• Risk-takers
• Balanced
• Reflective
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Year 7 (Term 1) September 2019 - 2020: |
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Curriculum Plan |
Language and Literature |
Mathematics |
Science |
Arts |
Physical and Health Education |
Design |
Language Acquisition |
Individuals and Society |
Interdisciplinary Learning |
PSHE and Enrichment |
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Knowledge /Skills
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Reading, writing and speaking and listening of the play.
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Decimals – all operations Standard form |
The Periodic Table, Group 1 elements, Group 7 elements, Group 0 elements
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Developing Performance Skills Developing drawing skills |
Football - Dribbling and control of the ball Netball – Footwork and passing Rugby – passing and catching
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PD- Producing a design brief and specification
FD- Weighing and measuring, lighting ovens and hobs |
Name, age, numbers in French/German |
Organise information chronologically and reach a reasoned judgement. |
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Teambuilding Opportunities Behaviour codes Self confidence |
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Inquirers |
Research Gang-Culture in preparation for context application
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NRich tasks as extended start to lesson at the end of the week |
Predict trends and patterns in the periodic table. |
Investigating ways to develop characters Investigating and experimenting with techniques and materials |
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Research task into past and present designers |
Use Ipads to access interactive MFL games |
Students use Ipads and QR code to investigate the four contenders following the death of Edward the Confessor.
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Inquire into new opportunities at secondary school |
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Students nurture their curiosity, developing skills for inquiry and research. Students know how to learn independently and with others. Students learn with enthusiasm and sustain their love of learning throughout life. |
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Knowledgeable |
Context of the time, social, historical and cultural – Violence, social, gang-culture. Reading of the play
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Using Primer Factorisation knowledge to solve HCF and LCM |
Develop conceptual understanding of how atoms, elements and compounds are linked. |
Performance skills; tableaux, split staging, characterisation Considering the work of other artists |
The importance of warming up |
FD- hygiene and safety in the kitchen |
Memorise accurate pronunciation and spelling of numbers 1 - 31 |
Sequencing activity of the events. Ability to read direction and scale from a variety of maps. |
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Gain knowledge of expectations at secondary school |
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Students develop and use conceptual understanding, exploring knowledge across a range of disciplines. Students engage with issues and ideas that have local and global significance. |
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Thinkers
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Mid-term assessment – extract and analysis question
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NRich tasks as extended start to lesson at the end of the week
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Predict trends and patterns in the groups of the periodic table. |
Devising own theatre pieces and their structure. Using knowledge and new skills to create own interpretations |
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E-safety – reporting abuse – analyse and take responsible actions on problems - CS |
Match written descriptions to images using creative thinking skills |
What makes a good King?
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Considering new challenges and opportunities at secondary school |
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Students use critical and creative thinking skills to analyse and take responsible action on complex problems. Students exercise initiative in making reasoned, ethical decisions. |
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Communicators
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Debate who is to blame
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Converting Fractions and Decimals into one format |
Working in groups to model principles of atoms, elements and compounds |
Group communication building of paired work Group and peer assessment |
Question and answer in feedback sessions |
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Email French students in a partner school |
Group activity to recreate the design of a Motte and Bailey castle. |
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Teambuilding opportunities |
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Students express themselves confidently and creatively in more than one language and in many ways. Students collaborate effectively, listening carefully to the perspectives of other individuals and groups. |
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Principled
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Why did they do what they did?
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Constructive criticism of each other’s work. Sharing resources and valuing materials. |
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Take responsibility for regular vocabulary learning at home to reinforce language learnt in class. |
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Understanding why behaviour codes are needed and self regulation
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Students act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. Students take responsibility for their actions and their consequences. |
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Open-minded
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Statement and discussions in writing a speech using persuasive techniques. |
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Practical group work evaluating different points of view |
Discuss art concepts and value different approaches. |
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Explore the differences between students’ family units |
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Open to others’ views |
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Students critically appreciate their own cultures and personal histories, as well as the values and traditions of others. Students seek and evaluate a range of points of view, and they are willing to grow from the experience. |
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Caring
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Watch a video / read account. Write a restorative justice letter.
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Peer-assessed, Independent mini tests to assess progress on each topic,
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Peer support in reviews + reflection Peer support when evaluating work. |
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Peer assessment and guidance
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Respect towards each other |
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Students show empathy, compassion and respect. Students have a commitment to service, and they act to make a positive difference in the lives of others and in the world around them. |
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Risk-takers
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Acting the play out
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Independent mini tests to assess progress on each topic |
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Performing Experimenting with techniques and materials. Making mistakes. |
Exploring various shooting and scoring techniques |
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Carry out a role play in the target language with a partner |
Writing an essay |
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Making informed decisions |
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Students approach uncertainty with forethought and determination; they work independently and cooperatively to explore new ideas and innovative strategies. Students are resourceful and resilient in the face of challenges and change. |
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Balanced
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Hot seating each character
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Teaching and learning techniques from each other each other |
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Group work tasks |
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Respecting the views of others. Listening to peers |
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Students understand the importance of balancing different aspects of their lives—intellectual, physical, and emotional—to achieve well-being for themselves and others. Students recognise their interdependence with other people and with the world in which they live. |
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Reflective
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Directed Individual Reflection Time. End of term assessment and DIRT
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Self assessment and reflection of process. Self, peer and group assessment. |
Self-assessment on skills covered |
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Self-assessment |
PEE paragraph to make a judgement on which they think is the best person for king. |
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Reflect on their behaviour and the impact on others |
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Students thoughtfully consider the world and their own ideas and experience. Students work to understand their strengths and weaknesses in order to support theirr learning and personal development. |
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