English

^Myself

^{A Christmas Carol}

^{Roald Dahl Project}

^{The Pied Piper of Hamelin}

^{Treasure Island}

^{Developing an understanding of themselves- expressing some likes and dislikes, taking an interest in others and the need to respect each other’s differences and develop their understanding of people in their lives.} 

^{The opportunity to reflect on their experiences at their previous school and build an understanding of their new school environment, classmates, and adults they will be working with.}

^{Developing an understanding of the main characters, listening and following the text as it is read, participating in shared reading tasks, building an understanding of others, realising the way we treat other people can affect them and we must respect each other’s differences.}

^{The opportunity to respond to questions after listening and reading. Remembering the story is set in Victorian times. Recalling some important events in the story and the names of some of the key characters e.g. Bob Cratchit and Scrooge.}  

^{Developing an understanding of characters expressing their opinion as well as being able to use the text to retrieve simple facts and information.}

^{The opportunity to sequence parts of the story and participate in role play. Students will look at descriptions of the main characters in the story, specifically looking at their personality and appearance. Higher level learners will begin to acknowledge the writer’s style looking specifically at adjectives and alliteration. Students will develop their speaking and listening skills through kinesthetic learning.}

^{Developing an understanding of language and comprehension skills through drama and role play activities related to the poem; specifically using kinaesthetic resources to help tell the story. Focusing on the plot character and simple language techniques the writer uses in the story.}

^{Developing an appreciation of the use of rhyme and how it is used within the poem. Understanding the story’s sequence and being able to recall key facts and information about the plot and charaters.} 

^{To explore fictional writing and develop descriptive and comprehension skills. Students should be encouraged to engage with the character Jim Hawkins and from his point of view explore the adventure of Treasure Island.}

^{Students have the opportunity to work with non-fiction texts completing a short research project on ‘Pirates.’}

English
Cover
Sheets

^{ENG P2 KS3
Yr 7 SoW FCS Myself}

^{ENG P2+ KS3
Yr 7 SoW FCS Myself}

^{ENG P3 KS3
Yr 7 SoW FCS
Myself}

<sup>ENG P2 KS3
Yr 7 SoW FCS
A Christmas Carol


ENG P2+ KS3
Yr 7 SoW FCS
A Christmas Carol.docx</sup>

 

^{ENG P3 KS3
Yr 7 SoW FCS
A Christmas Carol}

<sup>ENG P2 KS3
Yr 7 SoW FCS Georges Marvellous Medicine

ENG P2+ KS3
Yr 7 SoW FCS Georges Marvellous Medicine

ENG P3 KS3
Yr 7 SoW FCS Georges Marvellous Medicine</sup>

<sup>ENG P2 KS3
Yr 7 SoW FCS Pied Piper



ENG P2+ KS3
Yr 7 SoW FCS Pied Piper



ENG P3 KS3
Yr 7 SoW FC
Pied Piper</sup>

^{ENG P2 KS3
Yr 7 SoW FCS
Treasure Island}

^{ENG P2+ KS3
Yr 7 SoW FCS
Treasure Island}

^{ENG P3 KS3
Yr 7 SoW FCS
Treasure Island}

Reading Intervention

^{Reading Intervention occurs each morning and entails a combination of group, pair and individual reading as well as focusing on writing, communication and comprehension. Pupils learn in different ways and this is reflected in how we offer Reading Intervention.  We run class based phonics programs and reading schemes (Rapid Readers). Please contact the pupils form tutor for more personalised information.}

Signing and Communication

^{Learn Core Signing Skills}

^{All About Me}

^{At Home}

^{At School}

^Colours

^{Colours and Everyday Objects}

^{Signing & Communication lessons aim to enhance students' communication skills, broaden their vocabulary as well as build and embed their ability to use language in a socially meaningful way. The 'Communication' element focuses on individual PLIM targets: 'Signing' refers to Signalong, the modern language we study, which supports students to have the skills to communicate effectively with others both in school and the wider community.  All students work to gain accreditation for these skills in Key Stage 4, taking this learning journey further in Key Stage 5 as one of the options offered.} 

^{To support students to develop their Speaking, Listening and Social Communication skills through a variety of tasks and activities designed to enhance their communication skills, broaden their vocabulary, build and embed the student’s ability to use language in a socially meaningful way. The key aim is to support students to gain confidence, relevant skills and a desire to communicate with others and provide language for life and learning.}

KS3 Year 7 PoS + SoW.docx

Maths

^Number

^Measure

^Number

^Geometry

^Number

^{Statistics/ Measure}

^{Place Value and Fractions}

^{Money and Time}

^{Addition and Subtraction}

^{Shape, Position and Direction}

^{Multiplication and Division} 

^{Data and Information}

^{Length, Height, Weight, Capacity and Temperature}

Maths Cover
Sheets

Maths Curriculum Matrix

Maths KS3 PoS SOW Cover Page

Religious Education

^{People and Religion}

^Christianity

^Buddhism

^{Students are given an overview and introduction to world faiths, the places of worship, festivals and celebrations in and consider where they belong in and around their community. Students will be given the opportunity to compare their own beliefs, experiences and knowledge. Students are encouraged to explore where they fit in with multiple communities be it school, home, religious and social.}

^{Students are given an overview of the ideas of the Christian beliefs in God, the Christian teachings, festivals and celebrations and their place of worship. Students will be given the opportunity to compare their studies of Christianity alongside their own beliefs, experiences and knowledge. Students are encouraged to explore where Christianity fits within our shared cultures, countries of origin and communities.}

^{Students are given an overview of the ideas of the Buddhist beliefs in God, the Buddhist teachings, festivals and celebrations and their place of worship. Students will be given the opportunity to compare their studies of Buddhism alongside their own beliefs, experiences and knowledge. Students are encouraged to explore where Buddhism fits within our shared cultures, countries of origin and communities.}

History

^{Personal History}

^{Battle of Hastings}

^?

^Castles

^{Medicine through the ages}

^{Open their eyes to the wonder that is each and every one of them with this fantastic 'Personal History' topic. The pupils will learn their histories, and so much more, all through a variety of fun and creative activities. Perfect as a get-to-know-you topic for the start of a new school year.}

^{In this unit students will be developing the key concepts and processes through learning about the Battle of Hastings. Children will begin by looking at the three contenders for the throne in 1066, and the battles that were fought between these men before William, Duke of Normandy, was crowned King of England. Children will learn why castles were built, and how to become a Norman knight. They will move onto learning about how England changed under William the Conqueror’s rule.}

^{A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 (Curriculum objective)} 

^{Pupils will learn about the history of mediaeval castles and the Normans, where castles are built, who lived in castles, the structure of castles.} 

^{Travel through time discovering how medicine has changed from the days of prehistoric civilisations and witch doctors, to the NHS and modern medical discoveries. Pupils will have the chance to see how we have advanced over thousands of years. Pupils will also have the opportunity to analyse primary and secondary sources and judge whether they are reliable or not. Pupils will learn to ask questions about what they are analysing. Learning to ask good questions is a valuable skill to acquire, and our pupils will become good at questioning if we build in opportunities for them to ask their own questions.}

History
Cover
Sheets

^Geography

^{Personal Geography}

^{Exploring Britain}

^{Weather and Extreme Weather}

^Mapping

^{Open their eyes to the wonder that is each and every one of them with this fantastic 'Personal Geography' topic. The pupils will learn their place in the world, and so much more, all through a variety of fun and creative activities. Perfect as a get-to-know-you topic for the start of a new school year.}

^{This United Kingdom topic will teach our pupils about the fascinating country they live in. Our pupils will learn all about how the UK is organised into countries, counties and cities, as well as learning about the human and physical features of Great Britain, such as population, life expectancy, tallest mountains, longest rivers, coastlines and much more.}

^{Students are given an overview of weather and climate and how these differ. Students will study different types of weather and their symbols, precipitation, instruments used to measure weather, rainfall, clouds, and air pressure.}

^{Students will also look at extreme weather conditions such as heatwaves and storms and how these affect human lives.} 

^{Students will have the opportunity to visit the science museum in London as part of this scheme of work.}

^{Learning about maps gives our pupils the opportunity to learn all about the geography of their surrounding area. Your pupils will find out why we use maps and how to read them, as well as having the opportunity to draw their own maps and plan perspectives.}

^{PSHCE and British Values}

^{RSE to be taught by the Form Tutor and Interventions appropriate to the pupils needs.}

^{Active Citizen}

^{Health and Lifestyle}

^{Roles and Responsibilities}

^{Health and Lifestyle}

^{Active Citizen}

^{Wider Community}

^{Roles and Responsibilities}

^{Health and Lifestyle}

• ^{What charities are and some examples of the work they do.}

• ^{How to feel good about yourself.}

• ^{What identity means and understand what makes us individuals.} 

• ^{What makes a healthy lunch and what are food groups?}

• ^{Different scenarios about problems and dilemmas.}

• ^{What makes a family and learn about different families in the media.}

• ^{What to do when things do not go quite right.}

• ^{Who the emergency services are and when to call them.}

Science

^Chemistry

^{Health and Safety in the Lab}

^{Materials and their Behaviour}

^Physics

^{The Environment
Earth and Universe}

^Biology

^{Organisms, Behaviour and Health}

^Biology

^{Organisms, Behaviour and Health}

^Physics

^{Energy, Forces and Electricity}

^Physics

^{Scientific enquiry
STEM Projects}

^{Students will have the opportunity to learn and extend their understanding of the health and safety in the Laboratory. This unit develops an understanding of the different properties of solids, liquids and gases, the water cycle and compounds and mixtures.  By using this knowledge they will go on to identify hazards in the laboratory, this also provides opportunities to introduce the methods of working in a science lab, which will differ from the science learning experience that most students will have had previously.}

^{Students will have the opportunity to learn and extend their understanding  that natural causes and  mankind can affect climate change. This includes the impact of human activity and the importance of biodiversity. With a general theme about explorers, this unit looks at ecosystems and the factors that affect them. This includes the impact of human activity and the importance of biodiversity.This unit builds on work from KS2 on the Solar System and looks at the Earth, including the seasons and the Earth’s magnetic field and gravity. It also looks at the Solar System and what is beyond the Solar System. The theme is exploring the Solar System – in terms of observations and the use of models as well as via astronauts.}

^{Students will have the opportunity to learn and extend their understanding of the characteristics of living things.That cells are the fundamental building blocks of living things.The skeleton and the different  food groups and their importance in our diets. By using this knowledge they will go on to design a model of a human skeleton and design a healthy pack lunch.}

^{Students will have the opportunity to learn and understand what is meant by species and that there is variation within the same species. To extend their understanding about predator/prey  relationship and their adaptations.To recap and further our understanding on food chains and to understand how energy moves in food chains.}

^{Students will have the opportunity to learn and extend their understanding of the different forms of energy and the different types of forces acting on objects . By using this knowledge they will go on to investigate and find out which foods have the most energy, design electrical circuits and investigate how the size of a parachute can affect the rate of fall.}

^{Students will have the opportunity to learn and extend their understanding of ‘How Science works’. By using this knowledge they will go on to carry out STEM investigative work.}

Computing

^{Online Safety}

^{Spreadsheets and Modelling}

^{Harry Potter viruses, passwords, security and digital footprints} 

^{Presentations and Data Handling}

^{Animals and Superheroes}

^{DTP Presentations}

^{Loch Ness Monster Leaflets} 

^{During this unit, students are introduced to a range of ways to use creative software effectively. Students will consider different techniques for customising and improving images.  They will use graphics editing software to learn some of the more commonly used techniques in order to ‘improve’ the appearance of various images. Use creative solutions to design their own album cover. Be exposed to Electronic waste, which is becoming a world-wide problem as many gadgets, computers and mobile phones are discarded simply because they are not the latest model.}   

^{It is important that students have an awareness of ICT and technology in the real world. This project provides students with the opportunity to find out about such issues. They undertake their own research and then have to determine which of the information they find is relevant and accurate.}  

^{During this unit, students are introduced to a range of ways to use creative software effectively. Students will consider different techniques for customising and improving images.  They will use graphics editing software to learn some of the more commonly used techniques in order to ‘improve’ the appearance of various images. Use creative solutions to design their own album cover. Be exposed to Electronic waste, which is becoming a world-wide problem as many gadgets, computers and mobile phones are discarded simply because they are not the latest model.}  

^{During this unit, students are introduced to a range of ways to use creative software effectively. Students will consider different techniques for customising and improving images.  They will use graphics editing software to learn some of the more commonly used techniques in order to ‘improve’ the appearance of various images. Use creative solutions to design their own album cover. Be exposed to Electronic waste, which is becoming a world-wide problem as many gadgets, computers and mobile phones are discarded simply because they are not the latest model.}  

Resistant Materials

^{6 weeks taught on alternative carousel with Food Technology}

^{Introduction to Workshop Health and Safety and JitterBug project}

^{Recap to Workshop Health and Safety and JitterBug project}

^{To Design and make a linkage toy and Mechanical picker using linkages and levers}

^{This Unit will introduce students to  the workshop and run through the basic health and safety requirements in the workshop as well as using basic tools. The second half of the project is to make a small electronic bug that vibrates to move. So this will be an introduction to electronic components and soldering.}

^{This Unit will re introduce students to  the workshop and run through the basic health and safety. The main project is to make a small electronic bug that vibrates to move. So this will be an introduction to electronic components and soldering depending on the group and further use of coping saw.}

^{This Unit will re introduce students to  the workshop and run through the basic health and safety requirements in the workshop as well as using basic tools. The main  project is to make a linkage toy and a mechanical picker using linkages’. With the introduction to the 3 types of levers and how pivots work to make linkages}

Food Technology

^{6 weeks taught on alternative carousels with Resistant Materials}

^{Health and Safety in the Kitchen}

^{Cooking Skills}

^{Design and Make a Healthy Packed Lunch}

^{Students are introduced to the kitchen and will learn about health and safety whilst cooking. Students will be learning about the importance  of hygiene in a kitchen environment and the effects that this may have if the guidelines are not followed. They will have a combination of theory and practical where they will be focusing on building their culinary skills and confidence in the kitchen whilst being safe and hygienic.}

^{Students will be building on their culinary skills such as chopping, grating, spreading, baking as well as much more whilst following the healthy and safety rules.} 

^{Students will have the opportunity to learn and extend their understanding of the different food groups and their importance in our diets. By using this knowledge they will go on to designing and make a healthy packed lunch where they will explore the different healthy options, as well gain understanding of how to build their own balanced meal.}

Food Technology Curriculum Cover
Pages

Year 7 (Autumn) - FT SOW Cover Sheet

Year 7 (Spring) - FT SOW Cover Sheet

Year 7 (Summer) - FT SOW Cover Sheet

Physical Education 

^Gymnastics

^{Ball Skills}

^{Swimming (on carousel)}

^Football

^Basketball

^Panathlon

^{Outdoor Walking/ Cross Country}

^Gymnastics

^{Ball Skills}

^{Swimming (on carousel)}

^Fitness

^Panathlon

^Rounders

^{Swimming (on carousel)}

^Athletics

^Cricket

^{Outdoor Walking/ Cross Country}

^{The activities suggested vary in difficulty and teachers will select the appropriate ones for their group and differentiate accordingly. Learning within PE utilises spiral learning, so key concepts and skills are retaught each time to counter regression and then to increase difficulty.}

PE - Basketball 7-14 Autumn

PE - Football 7-11 Autumn

PE - Ball Skills 7-14 Autumn_ Spring 

PE - Panathlon Sports 7-14 Autumn_ Spring

PE - Gymnastics 7-11 Autumn_ Spring

PE - Handball 7 - 11 Spring

PE - Fitness 7-14 Spring 

PE - Uni-Hoc 7 -11

PE - Cross Country 7-13 Autumn_ Summer

PE - Athletics 7-11

PE - Cricket 7-11 Summer

PE - Rounders 7-11 Summer

PE -Swimming 7-8 Sep-Feb_ Feb-Jul

Art

^{One term taught on alternative carousels with Dance and Art/Drama} 

^{Getting to know each other}

^{The purpose of this project is to develop pupil’s knowledge of and ability to express themselves with a range of 2D and 3D materials and equipment. Pupils improve their knowledge of how to read  physical appearance and expression or moods. They are encouraged to develop their knowledge of expressive artist’s to inspire their own work based on their Friends and family, likes and dislikes. They are introduced to basic art materials and tool application skills  and are encouraged to use the new keyword terminology both when making and explaining their work.}

Year 7 Art Cover Sheet

Dance

^{One term taught on alternative carousels with Art and Art/Drama} 

^{Character dance}

^{A foundation of Dance etiquette and Health and Safety. Pupils  learn how  to develop flexibility, strength, technique, control and balance, through exploration of movement. This project focuses on the different movement qualities of a range of cartoon characters. Students are encouraged to mimic movement patterns  and develop on the routines by making their own within small groups.}

Year 7 Dance SOW cover sheet 

Art/Drama

^{One term taught on alternative carousels with Dance and Art} 

^{Tell me a wild story}

^{The purpose of this SoW is to develop a passion for stories and  develop confidence in reading visual images, exploring creative processes, use of imagination and excitement for making and interacting with each other.  Pupils cover a broad range of introductory Art and Drama skills and develop knowledge of basic art and drama terminology. They develop their imagination by reading, selecting their own stories, researching and exploring characters in stories and developing  skills needed for: Drawing, Painting, Model Making,  Miming, Roleplay and Drama Games. The project encourages pupils to develop their own interest in characters and story telling facilitated through analysing, describing, interpreting and sharing key aspects of characters  and scenes from the Gruffalo and ‘Tinga Tinga’ art from Tanzania. Developing cultural interest in story settings. Pupils are encouraged to  work together, discuss, play and develop a love of learning,  peer respect and communic}

Art/Drama Curriculum Cover Sheet

Year 7 Art and Drama Cover Sheet

Music

^{Getting to know music}

^{Film music}

^{The purpose is for pupils to get to know  each other, learn about each other’s music tastes and have an introduction to music. That includes a variety of instruments, instrument families and music styles. They learn to spot music styles by listening to them and learn key words and instruments. The start to develop their interest in music and learn signing when completing some singing tasks.(until further notice pupils will not be singing in lessons)}

^{This unit explores music in films and TV. It will allow students to develop their knowledge and appreciation for music heard in some of their favourite / classic films. It allows them to develop understanding of how music is used in different contexts and for different purposes. It encourages students' engagement in music even if they are not so yet confident in their ability as they can associate with music in films.}

Enrichment

^{Enrichment runs Friday lesson 5 and 6. During this time it allows students the opportunity to experience activities that are not usually available to them. It allows them to develop their own interests and hobbies that they can continue to access at home, in the community or as they move on to other settings. Our students will be mixing with peers outside of their tutor class and year groups so that they can make new friends and mix with a variety of students and different staff which will promote social skills, communication skills and coping with change.} 

^{Most importantly, we are offering students a safe and secure environment to take on new opportunities with supportive staff relationships, so that they have the confidence to attempt new things.}