Year 7 Curriculum 2014 - 15 · 2.3 Loudness and pitch 2.4 Detecting sound 2.5 Echoes and ultrasound...

$: Year 7 Curriculum 2014 - 15 · 2.3 Loudness and pitch 2.4 Detecting sound 2.5 Echoes and ultrasound 3.1 Light 3.2 Reflection 3.3 Refraction The eye and the camera 3.4 Colour 1.1 Nutrients$
Year 8 Curriculum 2014-15

Year 8 Curriculum Overview 2014-15

English Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit

Novel- ‘The Hunger Games’

Advertising Mobile Phones

Horror Genre

Drama- ‘The Garbage King’

Poetry- Culture and Identity

Introduction to Shakespeare

Subject Content

Study of Dystopian literature Non-fiction, non-literary texts: persuasive texts; multimodal texts Understand how different features are used to persuade readers .

To be able to understand the main features of the horror genre.

To understand the wider economic problems and difficult family relationships alluded to in the play.

Poetry study to Enable students to identify and understand poetic techniques: metaphor, simile, etc

Speaking and Listening: drama, perform plays.

English Literary Heritage; reading challenging text of high quality;

Assessment Focus

Reading AF2 – use quotation and reference to text use of quotations and detailed explanations; personal response to the novel

Speaking and Listening AF1 Talking to others Participating in formal debates and structured discussions

Writing AF2- Produce texts which are appropriate to task, reader and purpose -understand how a range of techniques can create tension.

Speaking and Listening: AF3 – Role Play Develop and sustain roles and characters through appropriate gestures and movement

Reading AF3/6- deduce/infer/ identify/comment Analysing how writers’ use of linguistic/ poetic features shapes and influences meaning.

Speaking & Listening AF3- role play

Assessment

Character study of Katniss:

Design your own new phone, computer or other technology device Persuasive presentation selling your product - Create a ‘

Produce your own horror story

Performance of a scene from the play .

Analysis of the poem ‘Black Bottom’

Perform in a Shakespeare play

Cross Curricular Opportunities

ICT/Library- research; History ICT: Theatre Poster/Media ICT for superhero research - websites on superheroes

Drama ICT – use of publisher Art- making some of the props; drama

Homework Regular weekly homework set on tasks related to the units being studied. Additionally, students may be required to complete work set in class that they have not completed.

Research Project on Shakespeare’s theatre and on his background


Mathematics Autumn 1

Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit

Fractions, Percentages and Ratio

Algebra – Patterns and variables

Geometry – angles, constructions and

measures Statistics Multiplication and Division Algebra - Equations

Subject Content Equivalent FDP

Ordering FDP

Fraction/Percentage of amount

Multiplying and Dividing with fractions

Writing ratios

Functions and formulae

Real life formulae

Forming algebraic expressions

Simplifying algebraic expressions

Identifying polygons

Finding missing angles

Interior angles in a polygon

Transformations

Plans and elevations

Nets

3D shapes

MMMR from a table

Understanding data from tables

Pie charts

HCF and LCM

Divisibility tests

Powers and roots

Multiplying and dividing with decimals

Estimating

Rounding

Ratio

Forming algebraic expressions

Solving equations

Expanding brackets

Substitution

Nth term

Factorisation

Aims/ Assessment Objectives

All aims/objectives are closely linked to the subject content.

Assessment

Half termly ‘Can Do’ Assessment.







Citizenship - FDP statistics used.

Design and technology - Plans & Elevations

Citizenship – Human Development statistics

Citizenship – reading travel timetables

PE – sporting events

Social, Moral, Spiritual, Cultural

There is always a focus on group work to facilitate learning in maths. Lessons are designed to give students the opportunity to express their ideas and communicate with others.

Homework Homework is set according to the ability of the class and related to the work completed in the lessons that week.


Computing Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit Unit 6 How the web works

Unit 2 Think like a computer Scientist

Unit 3 Drawing and Manipulating Shapes

Unit 3 Drawing and Manipulating Shapes

Unit 7 Web page creation from ground up

OCR Entry Level Computing – Trends in Computing

Subject Content

Getting students to appreciate the power and complexity of interlinked content on the web and understand how navigation works.

This unit introduces the students to computational thinking.

This unit enables students to create works of art and computer programs based on both artistic and mathematical concepts.

This unit enables students to create works of art and computer programs based on both artistic and mathematical concepts.

This unit will allow students to design and create their own web page(s).

This unit requires candidates to look at changes in computing technology,

Assessment Objectives

Communications and networks

Algorithms Data and data representation

Algorithms Programming & Development

Algorithms Programming & Development

Programming & Development Data and data representation Information technology Communications and networks

The pupils will have a knowledge and understanding of:

a computing technology and how it has developed

examples of that technology

technical terms relevant to their chosen technology

what is meant by ethical, social and legal considerations.

Assessment

Research efficiently, using Boolean search terms and effectively find three programming languages named after famous people.

Create a new emergency evacuation plan and map.

Write a program that creates an artwork based on drawing and positioning shapes found in Celtic or Islamic art. (Graphic base language)

Write a program that creates an artwork based on drawing and positioning shapes found in Celtic or Islamic art. (Graphic base language)

Unit Challenge: Code a web page and upload it to a server.


Maths: Binary, geometrical shapes, angles and coordinates PSHE/ECM: The world around us

PSHE/ECM: Conflict resolution History: Medicine and health and early epidemiology Geography: Map work Science: Pathogenic microbes, cause and prevention of disease and epidemiology

Maths: Binary, geometrical shapes, angles and coordinates PSHE/ECM: The world around us Art: Shape, pattern and colour

Maths: Binary, geometrical shapes, angles and coordinates PSHE/ECM: The world around us Art: Shape, pattern and colour

English: Understanding increasingly challenging texts, Art and design: Using a range of techniques and media, including painting Citizenship: Understanding liberties enjoyed by the citizens of the UK

English: Understanding increasingly challenging texts, writing for a wide range of purposes and audiences, speaking confidently and effectively. PSHE/ECM: The world around us

Homework Research a topic – produce authoritative text and images on the subject

Write an algorithm for a daily activity/routine Computational thinking Self-evaluation

Drawing and manipulating shapes – Iteration and text based programming

Drawing and manipulating shapes – Iteration and text based programming

Create a presentation on famous people in computing Design a web page(s)


Science Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit

P1 Sound P1 Light

B2 Health and lifestyle B2 Ecosystems

B2 Adaptation

C2 The periodic table C2 Separation techniques

C2 Metals and acids C2 Earth and the atmosphere

Targeted intervention in response to topics not understood in end of year exam.

Subject Content

2.1 Waves 2.2 Sound and energy

transferred 2.3 Loudness and pitch 2.4 Detecting sound 2.5 Echoes and

ultrasound 3.1 Light 3.2 Reflection 3.3 Refraction The eye

and the camera 3.4 Colour

1.1 Nutrients 1.2 Food tests 1.3 Unhealthy diet 1.4 Digestive system 1.5 Bacteria and enzymes in

digestion 1.6 Drugs 1.7 Alcohol 1.8 Smoking 2.1 Photosynthesis 2.2 Leaves 2.3 Plant minerals 2.4 Chemosynthesis 2.5 Aerobic respiration 2.6 Anaerobic respiration 2.7 Food chains and food webs 2.8 Disruption to food chains Ecosystems

3.1 Competition and adaptation 3.2 Adapting to change 3.3 Variation 3.4 Continuous and

discontinuous variation 3.5 Inheritance 3.6 Natural selection 3.7 Extinction

1.1 Metals and non-metals

1.2 Groups and periods 1.3 The elements of

group 1 1.4 The Elements of

group 7 1.5 The elements of

group 0 2.1 Mixtures 2.2 Solutions 2.3 Solubility 2.4 Filtration 2.5 Evaporation and

distillation 2.6 Chromatography

3.1 Acids and metals 3.2 Metals and oxygen 3.3 Metals and water 3.4 Metal displacement

reactions 3.5 Extracting metals 3.6 Ceramics 3.7 Polymers 3.8 Composites 4.1 The earth and the

atmosphere 4.2 Sedimentary rocks 4.3 Igneous and

metamorphic rocks 4.4 The rock cycle 4.5 The carbon and nitrogen

cycle 4.6 Climate change Recycling

Topics covered will center around the 5 principles Cells Particles Forces Energy Interdependence

Assessment Focus

All assessment foci based upon the National Curriculum for the topics in the subject content

Assessment

Making a pair of ear defenders Bow’s got Talent Practical: What happens when light hits and object?

Healthy Lifestyle. How does a plant grow? Practical: Which nutrient is the most common? Practical: What factors affect the rate of photosynthesis?

Why do predator prey relationships change?

Acid fizz ( describing a reaction) Distillation dilemma Practical: What factors affect solubility

Displacement disco Explaining the greenhouse effect. Practical: Power to the particles. (displacement)


Citizenship – drugs alcohol Food tech – balanced diet

Geography – weathering and erosion Citizenship – global warming

Homework Seeing through space(telescopes) We all live in a yellow submarine

Caring for cress investigation Views on vitamins

Fishing follies

Who made the periodic table? Extracting salt

Marketing metals Detecting disasters


French Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Topic / Unit T’es branché(e)?

Paris, je t’adore!

Mon identité

Chez moi, chez toi

Quel talent?!

Subject Content

Talking about television, films and internet

Talking about a trip to Paris

Talking about your personality

Talking about where you live

Talking about your talent and ambition

Assessment Focus

All French topics have a focus on Speaking, Reading and Writing, increasing vocabulary and knowledge and application of grammar each unit.

Grammar: The present tense of -er verbs The present tense of avoir and être -Ir and –re verbs Aller and faire The perfect tense

Grammar: the perfect tense: regular verbs the perfect tense: negative forms the perfect tense: irregular verbs c’était/j’ai trouvé ça + adjective the perfect tense with être

Grammar: adjective agreement reflexive verbs possessive adjectives the present tense: venir the near future tense

Grammar: irregular adjectives: beau, vieux, nouveau comparative adjectives prepositions the partitive article boire and prendre il faut + infinitive quantities with de

Grammar: using infinitives vouloir + infinitive pouvoir and devoir using a range of structures and tenses

Assessment

Pupils’ checklist and practice test. Formal listening and speaking assessment

Pupils’ checklist and practice test. Formal reading and writing assessment

Pupils’ checklist and practice test. Formal listening and speaking, assessment

Pupils’ checklist and practice test. Formal reading and writing assessment

Pupils’ checklist and practice test. Formal listening and speaking assessment


English: Alphabet, the definite article, dictionary skills, spelling, translations Maths Citizenship: culture and customs from other countries ICT

English: Alphabet, dictionary skills, spelling, translations Maths Citizenship: culture and customs from other countries ICT




Homework Pupils write an essay about their favourite television programme

Pupils prepare a presentation about Paris

Pupils write an essay about their personality and passion

Pupils prepare a presentation about their ideal house

Pupils write an essay about their talent


PE

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic/ Unit (Double) Fitness (Single) Futsal

(Double) Tag Rugby (Single) Futsal

(Double) Badminton (Single) Basketball

(Double) Handball (Single) Basketball

(Double) Athletics (Single) Table Tennis

(Double) Cricket (Single) Table Tennis

Subject Content (Double) develop their physical ability to improve their performance in other competitive sports (Single) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games

Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best

(Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best

(Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) develop their physical ability to improve their performance in other competitive sports

(Double) develop their technique and improve their performance in other competitive sports (Single) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games

Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best

Classes will complete this cycle on a carousel


-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives






Assessment Q & A, Formative and summative assessment Initial fitness testing

Q & A, Formative and summative assessment

Q & A, Formative and summative assessment. Comparison of fitness tests to Autumn 1

Q & A, Formative and summative assessment.

Q & A, Formative and summative assessment. Comparison of fitness tests to Spring 1

Q & A, Formative and summative assessment


Literacy (key words), Maths (measuring distances, collating data & comparing recordings against other bests)

Literacy (key words), Maths (scoring)



Literacy (key words), Maths (measuring distances, collating data & comparing recordings against other bests)

Literacy (key words), Maths (scoring),

Homework

All students will have the opportunity to join a range of extra-curricular BowExtra! Clubs to enable them to practice the skills they learn in lessons. In addition, students will be given the opportunity to represent the school in a range of competitive sports fixtures.


Citizenship Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit

Media Media Crime The Legal System Global Trade Financial Capability

Specified Content

What is the media, newspapers, reliability, politics and media, advertising and influence, press freedom

Social Sciences newsletter What is crime, anti-social behaviour, punishment, courts, knife crime, death penalty

Mock court What is coltan mining? Alternatives and solutions, debating the issue, trade Local vs international trade, fair trade

Investigating news stories around banking practices

Specified Skills/ Assessment Objectives

Use of sources to present different and opposing views Assessing for source reliability Exploring origins of opinions

Select and recall relevant information Explore creative approaches to taking action on problems to achieve intended outcome Collaboration and negotiation within teams

Explore different kinds of rights and obligations and how these affect individuals and communities Investigate ways in which rights can compete and conflict and offer solutions to balance rights Presenting different and opposing opinions, use of sources, draw conclusions

Explore different rights and obligations and how these affect individuals and communities and ways in which rights can compete and conflict and offer solutions to balance rights

Assessment

AF: Use of sources AF: Citizenship Issues “Are the press too intrusive – should they be more tightly controlled?”- Individual essay using evidence from previous lesson

AF: Use of sources Contribution to Social Sciences newsletter and peer assessment of the contribution of others, identifying features, distinguish fact from opinion and assessing reliability of information

AF: Citizenship Issues AF: Balancing Rights Speaking and listening Debate “Prison should be the last resort for all criminals” – Defend the case based on local/national examples of crime in recent news

AF: Citizenship Issues AF: Balancing Rights Speaking and listening Role Play based on case study

AF: Citizenship Issues AF: Balancing Rights Speaking and listening Debate “Coltan Mining should be banned”

AF: Citizenship Issues Each lesson will involve source question assessment


English- Media and language vices for persuasion ICT/Technology- modern technological development for information sharing Maths- collecting, collating and presenting data Arts- photography and images for presenting news ICT- depending on chosen method for raising awareness

History- historical context of crime and punishment and change over time Maths- analysing and interpreting statistics Religion-Forgiveness and punishment

Geography- demography and living standards of LEDCs, natural resources and environmental damage

Maths- basic numeracy skills

Homework Analysis of sources based on human rights issues

Selection of active citizenship task- students must complete 2 of 5 tasks

Take-away homework menu- students must complete 2 of 10 tasks

School-based Active Citizenship Campaign

Research each issue so that they are prepared for the assessment.

Interest in investigating, and offering reasoned views about, moral and ethical issues.


History Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit

Legacy of British Empire The Industrial Revolution Slavery Civil Rights in USA Crime Through Time The Impact of World War One

Subject Content

ideas, political power, industry and empire: Britain, 1745-1901



a significant society or issue in world history and its interconnections with other world developments

the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066

challenges for Britain, Europe and the wider world 1901 to the present day


gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

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

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

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

Assessment

Create an individual Empire ‘Souvenir’ Plate which reflects your interpretation of the legacy of British Empire

How Significant was the Industrial Revolution? Individual essay

Why was Slavery Abolished? Individual source assessment

Who had the best approach to fighting racism? Individual essay evaluating two accounts of ML King and Malcolm X

Create a timeline, in any media, of Crime & Punishment

Who was affected most by WW1? An individual source enquiry using all that we have learned this term


English – post colonial writers Geography – Africa 7 Asia

Science – technology English – English novels

English – 20C US writers Citizenship – tolerance & racism Geography – Africa

English – 20C US writers Citizenship – tolerance & racism Geography - USA

Citizenship – Crime RE - morality

English-war poetry RE – Conflict Art – propaganda posters

Homework Gather evidence from the internet, library or media to add to your souvenir plate assessment.

Create your own stand at the Great Exhibition, using any media, and by researching real stands.

Create an abolition poster taking into account at least 3 of the arguments used in lessons to explain the end of slavery

Research key Figures of Civil Rights and create a 5 slide PPT to present to class at end of topic

Gather evidence at tend of each lesson/era to add to Crime timeline final assessment

Research and Create your own recruitment poster


Geography Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit Changing our Planet

Volcanoes Earthquakes What is Brazil like? Rivers Coasts

Subject Content The change in climate from the Ice Age to the present, How human activities rely on the effective functioning of natural systems, weather and climate

Locational Knowledge, Place knowledge, human and physical geography (plate tectonics)

Locational Knowledge, Place knowledge, human and physical geography (plate tectonics)

Locational Knowledge, Place knowledge, human and physical geography (weather and climate, population, the use of natural resources)

Locational Knowledge, Place knowledge, human and physical geography (hydrology)

Human and physical geography


Understand the processes that give rise to key physical and human geographical features of the world Interpret a range of sources of geographical information Communicate geographical information through a variety of ways, including through maps, numerical and quantitative skills and writing at length



Develop contextual knowledge of the location of globally significant places Interpret a range of sources of geographical information Communicate geographical information through a variety of ways, including through maps, numerical and quantitative skills and writing at length

Understand the processes that give rise to key physical and human geographical features of the world Interpret a range of sources of geographical information

Understand the processes that give rise to key physical and human geographical features of the world Interpret a range of sources of geographical information Communicate geographical information through a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Assessment

‘Evaluate the impacts of climate change’ Essay writing

‘’There are no good reasons why people should live near volcanoes’ Discuss’ Essay question

‘Haiti- 3 years on’ Newspaper report

What are the problems with Brazil’s favelas and how can these be solved? Essay question

What do we know about rivers? Levelled questions including extended writing

Levelled questions to assess understanding of key terms and key issues


English- Extended writing DT- Sustainable building design

English- Creative writing English-Creative writing English- Creative writing Science- Processes of erosion and weathering

Science- processes of erosion English- Creative writing

Homework Pupils use the internet to calculate their carbon footprint. Pupils then use research to create a poster advising people how they can reduce their carbon footprint

Students create and label a 3D volcano model. To accompany this, pupils complete a piece of create writing from the point of view of a volcano, giving events of the eruption in chronological order.

Pupils complete research on how to be prepared for an earthquake, whilst completing a research log. Students then apply this to an informative leaflet or a television advert.

Students create a travel guide for Brazil using research on three areas

Students answer levelled questions on river processes

Students have a project consisting of weekly activities


Religious Education


Topic / Unit 4 lives, 1 community Suffering Forgiveness Power Does God exist? Buddhism

Range and content

Honesty Forgiveness Helping others

Problem of evil and suffering Responses to the problem

Jesus Atonement Muhammad

Power Sources of authority Peace

Arguments for/against the existence of God Religion and science

Four noble truths Eightfold path Karma Reincarnation

Key Concepts

Practices and ways of life Values and commitments

Beliefs, teachings and sources Meaning, purpose and truth

Beliefs, teachings and sources Values and commitments

Practices and ways of life Meaning, purpose and truth

Beliefs, teachings and sources Meaning, purpose and truth

Beliefs, teachings and sources Identity, diversity and belonging Values and commitments

Key processes Skills (Framework Obj.or Key Processes in PoS)

Empathy Application Discernment Synthesis Evaluation

Investigation Discernment Analysis Synthesis Evaluation

Application Discernment Analysis Synthesis Evaluation

Investigation Empathy Application Analysis Synthesis

Investigation Expression Reflection Analysis Evaluation

Investigation Expression Reflection Empathy Application Evaluation

Assessment opportunities (What and how will you assess?)

Write from the point of view of a religious believer. Explain how religious teachings affect your life

Compare Islamic and Buddhist responses to suffering

Extended Writing: Can religion help us to decide when it is right to forgive?

Write a letter from the point of view of a family member of someone killed by a violent protest

Speaking and listening assessment: Does God exist?

Creative writing: Write a story in which a Buddhist character makes a moral decision

Literacy, Numeracy and ICT Opportunities

Literacy: Paragraph work, Writing in full sentences, Plan redraft and copy writing.




Literacy: Group discussion with assigned roles, Formal debating

Literacy: Group discussion with assigned roles, Formal presentations with the use of standard English, Formal debating

Curriculum opportunities (cross-curricular links & real experiences)

Debating


Art


Topic / Unit

Bugs African Textiles African Textiles Portraiture Portraiture Force

Subject Content

Developing skills in making a collagraph using different recycled materials

Analysing the symbolism and colour found in the African tribal art and textiles

Developing skills in creating own piece of textiles using colour and symbolism Developing skills in dyeing fabric and sewing

The History of portraiture Observational and expressive drawing Drawings that create emotion

Developing a portrait using 3d skills in wire

Responding to a GCSE topic visually and written form


To know how to make a collagraph Selecting ‘appropriate ‘ materials that will make an effective textured print Developing literacy using keywords- texture- shape, pattern

To know and understand the spiritual significance of tribal art through research, drawing and evaluations To develop the use of a sketchbook with drawings, experiments using dyeing and stitching techniques

To develop a personal piece of work which expresses a moral and a meaning using symbolism, colour and practical techniques

To develop a knowledge of the history of portraiture from ancient civilizations to present day To understand how portraits can convey a message or a meaning

To make an expressive self portrait using wire and decorative techniques

To be able to respond to a theme in a number of ways using practical techniques and artists from past and present as an inspiration including Turner, Yves Klein,Cornelia Parker and Lucio Fontana.

Assessment

Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. Review of www + ebi from homework. NC Grade- assessment objectives simplified. Analysis worksheet on artists work, comparison and opinions.

Group and peer assessment. Self-evaluation. . Use of www + ebi sheets. Review of www + ebi from homework. NC Grade- assessment objectives simplified. Analysis worksheet on artists work, comparison and opinions.

Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. Review of www + ebi from homework. NC Grade- assessment objectives simplified. .

Group and peer assessment. Self-evaluation. Use of www + ebi sheets. Review of www + ebi from homework. NC Grade- assessment objectives simplified. Analysis worksheet on artists work, comparison and opinions.




Maths- pattern and shape English – writing to explain

Citizenship – tolerance & racism History- colonialism Science dyeing with colour

Geography – Africa English- fables and tales

History- portraits of kings and queens/ propaganda posters

DT- structures

Science- magnets- tension- pressure History- social change affecting ideas in art

Homework A series of collecting, researching and drawing homework

A series of collecting, researching and drawing homework






Design and Technology

Students will complete the topics below on a carousel throughout the first five terms of the academic year.

Year 8 Food Technology Graphics RM Textiles Systems

Topic / Unit

Introduction to Food Technology

Packaging Boat a float Hat Nightlight

Subject Content Nutritional knowledge Basic food preparation skills Designing food products Evaluating personal skills

Designing packaging for a small product Graphical computer skills Hand drawing skills

Making a small model of a boat Team building Working with multiple materials

Sewing machine skills

CAD skills Soldering skills Construction skills


Improve knowledge of food groups Build food preparation skills Introduce concept of designing/ making for others

Improve hand and CAD drawing skills Improve graphical terminology

Improve workshop tools and skills. Build knowledge of material groups

Introduce textiles Develop ability to construct 3D products

Develop knowledge of electronic circuits. Designing from research into cultural patterns.

Assessment

Design Make Evaluate






Science Maths Food: Adding nutritional information to packaging

Science/ Maths Science/ Maths

Science/ Maths


Social: Designing for others Spiritual/ cultural: Discussion of dietary requirements

Social: team building Social, Moral, Spiritual, Cultural: Research into the moral, social, spiritual, cultural significance of hats.

Spiritual/ cultural: research patterns in religion/ culture

Homework Designer/ maker research sheet

Designer/ maker research sheet





Music


Topic / Unit Gamelan Indian Music Reggae Nationalism and Folk

Music African Choral Singing and

Drumming Junk Orchestra

Subject Content

History of tradition

Instrument recognition, roles, & playing techniques

Cultural significance - Wayang Kulit

Small group performance



Raga and scales

Improvisation

Development of Bhangra

Solo composition



Cultural significance

Case Study: Bob Marley and the Wailers


Self-directed study of one chosen nationality from a list of Scotland, Ireland, Wales, Hungary, Germany and Russia: presentation to include nationality, features of style, instrumentation, famous artists, how the style represents the country and a case study of one piece or performance significant to the pupils’ chosen style



Improvisation

Cultural significance

Case Study: Ladysmith Black Mambazo OR Yiri


Developing rhythm reading and notation

Syncopation

Improvisation

Ostinati and Polyrhythm

Additive rhythm and phasing

Group composition

Aims/Assessment Objectives

Develop knowledge of Gamelan and its history, ability to interpret, read and accurately perform pitch from notation

Develop knowledge of Indian Classical music and its history, confidence when improvising and knowledge of Raga, ability to compose in the given style within guidelines and to a brief

Develop knowledge of Reggae and its history, small ensemble performance, ability to interpret, read and accurately perform from a simple score & work collaboratively

Develop knowledge of chosen folk culture and its history, research skills, presentation skills, listening and analysis of case study

Develop knowledge of African music and its history, confidence when improvising, ability to compose in a group to a brief and in the given style

Understanding of rhythmic processes and their application, developing composition skills, creatively combining rhythms to create texture & interest

Assessment

Performance – small ensemble performance of a Gamelan piece with instrument specific roles

Composition – solo computer based composition using Raga and Bhangra rhythms

Performance – small group performance of one Bob Marley song from a given list

Written – solo project on and presentation of chosen folk style to include specific elements demonstrating knowledge

Composition – small group incorporating features of African drumming or singing

Composition – group performance of polyrhythmic composition


Geography – identifying cultures of other countries History – studying development of tradition RE – impact of religion on the music



Geography – identifying cultures of other countries History – studying development of tradition English – quality of written communication and presentation skills


Maths – counting complex, irregular and syncopated rhythms, time signatures PE – incorporating movement/dance

Homework

Take Away homework menu: Homework of varying difficulties with different ratings (1, 2 or 3) pupils must have 6 credits by end of each project (different menu set every half term, one for each new musical culture studied)

Independent research for solo presentation project.

1. Revising note values worksheet 2. Composing rhythms worksheet


Drama Autumn 1 Autumn 2

Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit

Darkwood Manor (horror) Play text: Charlie And The Chocolate Factory

Theatre Styles Performance Poetry/Street Theatre

Devising

Start of the new academic year (Yr9) Physical Theatre

Subject Content

Main outcomes:

- To produce a group performance based on the last night inside Darkwood Manor.

- To have used a sound collage in the final performance.

- To demonstrate an ability to work as an ensemble.

Main outcomes: - To perform a

polished improvisation on Charlie’s first day as owner of the factory.

- To apply the new drama forms to the polished improvisation.

Theatre visit to see Charlie and the chocolate factory.

Main outcomes:

- To explore three theatre practitioners, Stanislavski; Brecht and Beckett.

Main outcomes: - To explore lyrical

performance skills readily used in performance poetry.

Main outcome:

- To use the opportunity to develop a piece of theatre based on understanding of the different styles and forms studied during the year.

Main outcomes:

A devised piece of drama that uses one or two group led sculptures.

Better understand of how to apply movement and gestures in physical theatre.

To demonstrate an ability to work as an ensemble.


Group performance on the last night spent inside Darkwood Manor.

Polished improvisation on Charlie’s first day as owner of the chocolate family.

Evaluate two styles of theatre using external research material and practical class activities.

Perform a poem or a piece of street theatre to the whole class.

Perform a five minute self-devised group play.

Devise an improvisation containing three objects physically created by the group.


History and English: reference to the Gothic period.

English: understanding how to interpret the key themes in a play text.

Media Studies: using multi-media to present research based on each style of theatre.

English: analysing the composition of a poem, including the physical structure and use of punctuation for maximum effect.

English: preparing and writing devised scripts. Social sciences: exploring thematic approaches to everyday topics.

Design and Technology: consider the spatial dimensions of objects depicted.


Exploring superstitions and cultural responses to the supernatural. Ensure that views are shared and not dictated.

Raise philosophical questions that enable the students to question the themes arising from the play.

Should theatre entertain or educate an audience? Encourage the discussion on this theatrical debate from social and cultural perspectives.

Understand the roots of performance poetry and how street theatre connects with the audience (the community around us).

Encourage students to look beyond their cultural identities, to explore a stimulus that will challenge their social norms.

Challenging students to take creative risks and see beyond their limitations. Refer to examples of athletes and performers, such as Candoco Dance Company, for inspiration and excellence.

Homework Complete a character study of your chosen character using a role on the wall technique. Complete notes on the final performance to inform target setting.

Create a new character for the story. Write a diary account of Charlie’s first day as the owner of the chocolate factory.

Research each style of theatre. Write an action plan detailing how you intend to explore one of the drama styles in your performance.

Analysing the performance techniques used by a performance poet. Writing and rehearsing a poem to perform as a piece of street theatre.

Complete a plan on the group’s ideas, coupled with research responsibilities. Rehearse for the final performance. Complete evaluation notes ready to set targets for the new academic year.

Write a summary of the different styles of physical theatre we have analysed. Annotate the still images taken of your work in progress.

Year 7 Curriculum 2014 - 15 · 2.3 Loudness and pitch 2.4 Detecting sound 2.5 Echoes and ultrasound...

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Transcript of Year 7 Curriculum 2014 - 15 · 2.3 Loudness and pitch 2.4 Detecting sound 2.5 Echoes and ultrasound...