YEAR 7 PARENT S’ CURRICULUM BOOK 7/Y7 Info Eve Booklet colour.pdf · Help with writing about...

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Contents

Subject

Art

Citizenship

Dance

Drama

English

French

Geography

German

History

ICT

Mathematics

Music

PE

Product Design

Religious Studies

Science

Spanish

Year 7 Parents Information Evening 2013

1

Contents

Mathematics

Product Design

Religious Studies


Page

2

3

3

4

5

6

7

8

9

10

11

11

12

13

14

14

15


2

Subject:

Art

Y7 Subject Content In Year 7 students learn about the formal elements and build and develop upon these skills through their study of Art. Once these foundation skills have been learnt, students then move onto projects based on ‘Image and Text’ and ‘Landscapes’; each one exploring a range of media, artists and techniques.

• Formal elements include: • Shape and form • Texture and tone • Colour and pattern • A variety of drawing and painting • Work in 2D and 3D • Research a range of artists

We recommend that students spend up to an hour on a drawing task set for homework, filling a page with their drawing and paying attention to the formal elements as noted above. When students are asked to research for a homework task, this information should not be lifted directly from the internet and submitted. The work should be the students own. Students will be given a list of useful questions that will help with their research. Students in Year 7 have the opportunity to work independently and collaboratively and students are given opportunities to exhibit work both in the department, around school and in community exhibitions to celebrate their achievement.

Equipment needed

Students must remember their sketch pad and planner for every lesson. Students must be equipped with a pen, pencil, coloured pencils, ruler, and eraser for every lesson.

How parents can support their daughter in Year 7

By helping students learn the formal elements and definitions of each so that they know and understand how to apply them in their work. “A fresh eye” approach to helping students with the formal elements in their drawings. Help with writing about artists in the student’s own words – their thoughts and opinions rather than facts about the artist. Ensuring that the necessary time is spent on drawing tasks. Taking students to Art exhibitions and seeing practising artists. By informing students about how much Art is around us in our everyday lives – Packaging/ Advertising/ Multimedia/ Photography/ Popular Culture etc.


3

Subject:

Citizenship

Y7 Subject Content

Citizenship is about helping our children learn how to become active, informed and responsible citizens. It gives students a voice : in the life of their schools, in their communities and in society at large. In Year 7 students start off with a story book titled ‘Grange-Enders’. This story follows the ups and downs of life in Year 7 from the point of view of four very different students. It provides rich opportunities to explore the issues that really matter to Year 7 students – changing friendship patterns, fitting in, tricky choices and bullying. Other topics covered in Year 7 Citizenship are: Conflict, Global Organisations, Community and the E nvironment, and Rights & Responsibilities.

Equipment needed

Pen, pencil, ruler, rubber & highlighter pens.


Parents can support their daughter by assisting with homework tasks and providing them with opportunities to engage with current affairs.

Subject:

Dance

Y7 Subject Content

Students will learn and explore the basic movement skills required for dance so they have a secure foundation of knowledge to develop. Students will learn set dances and create their own sequences based on a variety of topics. Students will participate in dances based on the Olympics and chance choreography amongst others. Students will also analyse David Bintley’s Still Life At the Penguin Café and use this as a starting point for their own choreography.. Students will be expected to perform their dances for assessment and evaluate their choreography and performance. Students will develop their analysis skills by watching their peers and giving appropriate feedback

Equipment needed

Correct dance kit, pencil case, To assist with homework students will need colouring pencils and access to the internet and a printer.


By encouraging their daughter to participate in extracurricular dance clubs provided by the department. Ensuring that homework is completed on time and encouraging them to rehearse the dance they are working on for assessments.

Subject:

Drama

Y7 Subject Content

In Year 7 students learn about how to: • Use drama techniques• Perform characters• Sustain a role onstage• Work within a group• Respond to ideas and performances• Conduct written evaluation of work, and• Use theatrical terminology The introductory topic iincludes a range of theatrical techniques beyond the scope of these two styles. The first text they will explore is ‘Hansel and Gretel’ from Collected Grimm Tales by Carol Ann Duffy. The students will bEdexcel –cross-cutting, forum theatre, marking the moment. Homework tasks can take a variety of forms including reading, research, observation, and evaluation. We recommend that students spend up to half an hour on homework and refer to their homework brief so that they know what is expected to be handed in. Some classes will be recorded as a means of evaluation and will provide students with the ability to watch their own performance work as an audience member. Class work will include both scripted and nonwork and the students will have the opportunity to devise their own performances. Please note that resources and unitsteaching groups to allow for topical elements to personalis

Equipment needed

A pen. Students will be provided with a Drama exercise book.


Take on trips to experience live theatre Encourage participation in the School Production Ask to see Drama exercise book and encourage creative and accurate work.


4

7 students learn about how to:

Use drama techniques Perform characters Sustain a role onstage Work within a group Respond to ideas and performances Conduct written evaluation of work, and Use theatrical terminology

The introductory topic is “naturalism and melodrama” although this subject includes a range of theatrical techniques beyond the scope of these two

The first text they will explore is ‘Hansel and Gretel’ from Collected Grimm Tales by Carol Ann Duffy.

The students will be introduced to the Explorative Strategies as defined by – still image, thought-tracking, narrating, hot

cutting, forum theatre, marking the moment.

Homework tasks can take a variety of forms including reading, research, observation, and evaluation. We recommend that students spend up to half an hour on homework and refer to their homework brief so that they know what is expected to be handed in.

Some classes will be recorded as a means of evaluation and will provide dents with the ability to watch their own performance work as an

audience member. Class work will include both scripted and nonwork and the students will have the opportunity to devise their own performances.

Please note that resources and units of work may differ for individual teaching groups to allow for topical elements to personalisation for individual classes.


Take on trips to experience live theatre.

Encourage participation in the School Production.

Ask to see Drama exercise book and encourage creative and accurate


s “naturalism and melodrama” although this subject includes a range of theatrical techniques beyond the scope of these two

The first text they will explore is ‘Hansel and Gretel’ from Collected Grimm

e introduced to the Explorative Strategies as defined by tracking, narrating, hot-seating, role play,

Homework tasks can take a variety of forms including reading, research, observation, and evaluation. We recommend that students spend up to half an hour on homework and refer to their homework brief so that they

Some classes will be recorded as a means of evaluation and will provide dents with the ability to watch their own performance work as an

audience member. Class work will include both scripted and non-scripted work and the students will have the opportunity to devise their own

of work may differ for individual teaching groups to allow for topical elements to be introduced and for


Ask to see Drama exercise book and encourage creative and accurate


5

Subject:

English

Y7 Subject Content

The units of work covered in Year 7 English are: Autobiographical writing A novel (e.g. Mrs Frisby & the Rats of Nimh, The Monster Garden, Tom’s Midnight Garden, Boy, Freaky Friday, Flour Babies) A play (e.g. The Demon Headmaster, Hot Cakes) Poetry Pre 1900 literature (e.g. The Canterbury Tales, The Lady of Shalott) Study of the fairytale genre (e.g. Changing Stories, The Princess Bride) Aspects of the media (e.g. advertising) A variety of writing purposes (e.g. to inform, explain, instruct) Skills The skills learnt in English are linked to the Assessment Focuses that students are tested on at the end of the Key Stage. For reading they will develop skills to do with information retrieval, inference and deduction, analysis of language, structural and presentational features of texts. For writing they will develop skills to do with writing a range of different text types, organising texts effectively, varying sentence structures for effect, technical accuracy, spelling and vocabulary.

Equipment needed

Exercise book, best work folder, A4 paper (provided by the school), writing materials, a small dictionary that can stay in their school bag. A copy of “Pocket Posters for KS3” (£1 from their English teacher).


Read with your daughter on a regular basis and encourage them to experience a range of genres and authors. Allow them to make use of library facilities in their area and to use the internet to develop research and reading skills. Encourage them to read a range of non-fiction material, including a newspaper. Help your daughter with spellings by keeping a log of difficult words and then test them at the end of the week. Encourage them to use a thesaurus when doing written work in order to expand their vocabulary. Above all else we ask that you continue to encourage and motivate your daughter in her study of English.

Subject:

French

Y7 Subject Content The course caters for the fact that some of our students are complete beginners but that most have received some languprimary schools. The Faculty follows the Secondary Strategy’sFramework, which promotes confidence in all students through an ownership of learning skills. Students work with the textbook “Studio 1” and receive an exercise book. Skills The languageare developed. Grammar is met through the topic areas, building upon students’ primary school Literacy work. Class workLessons are interactive and tailored according to the gLanguage skills are practised using a variety of activities: listening to native speakers, tapes and CD’s, DVDs, ICT,games, songs, projects and reading. HomeworkThis reinforces class work. It is important to recognize that preparation for a speaking task or learning for a vocabulary test is given as much time as a writing or reading homework. AssessmentThere are normally assessments in the Autumn, Spring and Summer terms, covering all four language skills of listening, reading, speaking andwriting. www.uni.edu/becker/www.languagesonline.org.uk/www.ashcombe.surrey.scwww.bbc.co.uk/languages/french/www.linguascope.com

Equipment needed

Extra resource letter given out inopportunity to purchase a dictionary and vocabulary builder.)


Ensure students are prepared for assessments. A Language is an ongoing learning process, your daughter wcontinually learning vocabulary and this will be tested regularly.


6

The course caters for the fact that some of our students are complete beginners but that most have received some languprimary schools. The Faculty follows the Secondary Strategy’sFramework, which promotes confidence in all students through an ownership of learning skills. Students work with the textbook “Studio 1” and receive an exercise book.

The language-learning skills of Listening, Speaking, Reading and Writing are developed. Grammar is met through the topic areas, building upon students’ primary school Literacy work.

Class work Lessons are interactive and tailored according to the gLanguage skills are practised using a variety of activities: listening to native speakers, tapes and CD’s, DVDs, ICT,games, songs, projects and

Homework This reinforces class work. It is important to recognize that preparation for

speaking task or learning for a vocabulary test is given as much time as a writing or reading homework.

Assessment There are normally assessments in the Autumn, Spring and Summer terms, covering all four language skills of listening, reading, speaking and

www.uni.edu/becker/ www.languagesonline.org.uk/ www.ashcombe.surrey.sch.uk/Curriculum/modlang/index_students.htmwww.bbc.co.uk/languages/french/ www.linguascope.com – beginner

Extra resource letter given out in the Autumn Term. (Here there is the opportunity to purchase a dictionary and vocabulary builder.)

Ensure students are prepared for assessments.

A Language is an ongoing learning process, your daughter wcontinually learning vocabulary and this will be tested regularly.


The course caters for the fact that some of our students are complete beginners but that most have received some language teaching in their primary schools. The Faculty follows the Secondary Strategy’s MFL Framework, which promotes confidence in all students through an ownership of learning skills. Students work with the textbook “Studio 1”

learning skills of Listening, Speaking, Reading and Writing are developed. Grammar is met through the topic areas, building upon

Lessons are interactive and tailored according to the groups needs. Language skills are practised using a variety of activities: listening to native speakers, tapes and CD’s, DVDs, ICT,games, songs, projects and

This reinforces class work. It is important to recognize that preparation for speaking task or learning for a vocabulary test is given as much time as

There are normally assessments in the Autumn, Spring and Summer terms, covering all four language skills of listening, reading, speaking and

h.uk/Curriculum/modlang/index_students.htm

the Autumn Term. (Here there is the opportunity to purchase a dictionary and vocabulary builder.)

A Language is an ongoing learning process, your daughter will need to be continually learning vocabulary and this will be tested regularly.


7

Subject:

Geography

Y7 Subject Content The Geography Key Stage 3 course explores a wide variety of themes that include physical, human and environmental aspects of the world around us. Students are encouraged to learn about processes and the links between cause and effect. These skills not only help our students develop in this subject area but also that of other subject areas. Geography has much scope for cross-curricular opportunities in learning. Students study the following topics: What is Geography? Explore what the study of Geography entails. Examine the topics that the discipline deals with and investigates. My World How do we fit into the world around us form a local to an international scale? In this unit we study continents and oceans, the EU, the British Isles and Carshalton. Settlement and Shopping We examine the features, functions and processes of settlements. The unit culminates in a fieldtrip to Carshalton High Street in order to carry out a local investigation. Findings are presented graphically in Maths lessons and students write up their findings in a group presenting them in poster form. These posters are peer assessed. Weather How is the weather measured? How is it changing? How does weather impact on everyday life? How do hurricanes form? What is the difference between a tornado and a hurricane? These are just a few of the many questions asked in this unit. Kenya In this unit we explore the contrast in cultures between Britain (MEDC) and Kenya (LEDC).

Equipment needed

Pen, pencil, eraser ruler, colouring pencils, scissors and glue.


Geography is all around us and making your daughter aware of that will help her to connect the theory she learns with real life examples. Having an atlas in your home and ‘exploring’ it on a regular basis will help to develop place skills. Encourage your daughter to read newspapers/watch the news and keep up with current affairs. Read over her homework. A huge help is to test her on her keyword spellings, continents and oceans, capital cities/countries and class work.


8

Subject:

German

Y7 Subject Content

The course caters for the fact that some of our students are complete beginners but that most have received some language teaching in their primary schools. The Faculty follows the Secondary Strategy’s MFL Framework, which promotes confidence in all students through an ownership of learning skills. Students work with the textbook “Klasse 1”/ Echo 1 and receive an exercise book. What is studied: Herzlichen Willkommen : Greetings. Hallo : Pets and colours. Meine Schule : School. Zu Hause : Describing a home. Guten Appetit : Talking about eating and drinking. Meine Interessen : Sports and Hobbies. Skills: The language-learning skills of Listening, Speaking, Reading and Writing are developed. Grammar is met through the topic areas, building upon students’ primary school Literacy work. Class work: Lessons are interactive and tailored according to the groups needs. Language skills are practised using a variety of activities: listening to native speakers, tapes and CD’s, DVDs, ICT, games, songs, projects and reading. Homework: This reinforces class work. It is important to recognize that preparation for a speaking task or learning for a vocabulary test is given as much time as a writing or reading homework. Assessment: There are normally assessments in the Autumn, Spring and Summer terms, covering all four language skills of listening, reading, speaking and writing. www.uni.edu/becker/ www.languagesonline.org.uk/ www.ashcombe.surrey.sch.uk/Curriculum/modlang/index_students.htm www.bbc.co.uk/languages/german/ www.linguascope.com - beginner

Equipment needed



It is really not necessary to know any German at all. Please test your child on vocabulary, encourage her to speak any German words or speaking presentations aloud to you or allow your child to teach you or a younger member of the family a few phrases. Look through and discuss topics/ comments in your child’s exercise book.

Subject:

History

Y7 Subject Content

Students study two periods of history in Year 7. The first unit of work is the Roman Empire. Students study the origins of the Roman Empire and the reasons why it grew. They investigate the reasons why Julius Caesar and Emperor Claudius both invaded Britain. They also look at life for ordinary people in the Roman empire, including themes such as Roman entertainment, slavery and religion. The second unit of work is the Middle Ages. Students investireasons for William of Normandy’s victory at the Battle of Hastings in 1066. They then look at life in medieval England; including the feudal system, peasant farming practices, the growing influence and power of the Christian church and the arriv

Equipment needed



Read the information provided in your daughter’s exercise book, which outlines the Year 7 course in greamarked. Monitor your daughter’s classwork and ask her to explain to you what she has learnt in her History lessons. Discuss your daughter’s feedback with her. Ask her what she needs to do to improve and help her t Encourage your daughter to watch quality historical documentaries on television. Encourage your daughter to read historical materials outside class. These might include both fiction and nonrelated to the periods of history which she is studying in class.


9

Students study two periods of history in Year 7.

The first unit of work is the Roman Empire. Students study the origins of the Roman Empire and the reasons why it grew. They investigate the

why Julius Caesar and Emperor Claudius both invaded Britain. They also look at life for ordinary people in the Roman empire, including themes such as Roman entertainment, slavery and religion.

The second unit of work is the Middle Ages. Students investireasons for William of Normandy’s victory at the Battle of Hastings in 1066. They then look at life in medieval England; including the feudal system, peasant farming practices, the growing influence and power of the Christian church and the arrival and impact of the Black Death.


Read the information provided in your daughter’s exercise book, which outlines the Year 7 course in greater depth and explains how her work is

Monitor your daughter’s classwork and ask her to explain to you what she has learnt in her History lessons.

Discuss your daughter’s feedback with her. Ask her what she needs to do to improve and help her to make corrections to her work where necessary.

Encourage your daughter to watch quality historical documentaries on television.

Encourage your daughter to read historical materials outside class. These might include both fiction and non-fiction books wrelated to the periods of history which she is studying in class.


The first unit of work is the Roman Empire. Students study the origins of the Roman Empire and the reasons why it grew. They investigate the

why Julius Caesar and Emperor Claudius both invaded Britain. They also look at life for ordinary people in the Roman empire, including themes such as Roman entertainment, slavery and religion.

The second unit of work is the Middle Ages. Students investigate the reasons for William of Normandy’s victory at the Battle of Hastings in 1066. They then look at life in medieval England; including the feudal system, peasant farming practices, the growing influence and power of the

al and impact of the Black Death.

Read the information provided in your daughter’s exercise book, which ter depth and explains how her work is

Monitor your daughter’s classwork and ask her to explain to you what she

Discuss your daughter’s feedback with her. Ask her what she needs to do o make corrections to her work where necessary.

Encourage your daughter to watch quality historical documentaries on

Encourage your daughter to read historical materials outside class. These fiction books which interest her or are

related to the periods of history which she is studying in class.


10

Subject:

ICT & Computer Science

Y7 Subject Content In view of the changing curriculum in ICT at GCSE, more computer science content has been introduced in Year 7 to prepare students for the GCSE ICT and Computer Science qualifications in Key Stage 4. The Year 7 curriculum offers students the opportunity to acquire both digital literacy and computer science knowledge and skills. Digital literacy : use the school network and Virtual Learning Environment [Frog] protect themselves and others when using the internet and online communication systems collaborate with others to plan, research and test an interactive multimedia quiz quest that will include hyperlinks, animations and sound create spreadsheets that analyse the results of a survey, model different financial scenarios at the blink of an eye, test predictions and present results in a range of charts manipulate, edit and produce graphics for a professional-looking desktop publishing publication Computer Science : delve inside a computer to learn how it works and think like a computer by decoding binary introduce the principles of computer programming and game making in Scratch Throughout the year, students use a wide range of software applications and learn how to create, edit and prepare digital products for a purpose and audience. Students are encouraged to test and evaluate their work and the software they use as well as keeping their own log of skills that they learn.

Equipment needed

Students must come to every lesson equipped with a pen and pencil. Students would benefit from having their own personal headphones and a USB storage pen [2GB]


Encourage your daughter to adopt a responsible and safe approach to using the internet to learn, make friends and have fun. Encourage your daughter to learn more about new technology and its uses in the world of work, entertainment and learning. This can be done by using information technology to learn together and discuss its benefits and drawbacks. Also, discuss familiar computerised tasks which are used in shops or banks for example, and compare the process to that when you were a child. Motivate your daughter to develop her practical skills using a range of software applications by accessing the video tutorials and interactive quizzes in this excellent student friendly learning resource: http://www.teach-ict.com/.


11

Subject:

Mathematics

Y7 Subject Content

16 lesson introductory unit of work ‘Numeracy for High School’ to integrate students which is done in classes that are set by ability. Following this, students begin the scheme of work at an appropriate stage to their ability, which covers the four areas of Number, Algebra, Geometry and Statistics

Equipment needed

In addition to the standard school equipment, students must have a calculator with a square root button, or a scientific calculator. We recommend Casio fx-83 or Casio fx-85.


Practising the multiplication tables. Asking your daughter to show you her homework. Being positive about Maths in conversations with your daughter.

Subject:

Music

Y7 Subject Content Three areas of assessment are Listening, Performing and Composing. Students learn basic keyboard skills which are transferred to ideas for small group composition work. Listening tests are linked to the work completed in class. The elements of music. Musical form. Foreign scales with reference to Gamelan music. Major and minor scales in western music. Using chords. Ragtime music.

Equipment needed

Pen, Pencil, ruler. Book and hw when appropriate.


Try asking your daughter to demonstrate what they have been learning on the keyboard, either on their own home keyboard, or by showing you the correct fingers on a table top if you have no keyboard.

Subject:

PE

Y7 Subject Content

Physical Education encourages students to learn about themselves, their capabilities, their potential and their limitations. It is the foundation of all sport participation because it goes further than the individual and their understanding of themselves respect others. Above all, it should be a source of fun and enjoyment that introduces students to the different roles in sport. Carshalton High School for Girls PE Department pride themselves in catering forchild to fulfil their own potential within their own level of all sports. What is studiedMulti Skills Activities, Health Related Exercise, Gymnastics Activities, Games Activities, Athletics aincludes: Rounders and Stoolball) Assessment and reportingStudents are assessed using Physical Education National Curriculum levels during and at the end of each lesson block. Students therefore receive a develop the ability to assess themselves and others in line with NC levels.

Equipment needed

School PE Kit (shin pads and boots are optional but valuable with regard to preventing injury)


Parents can help by ensuring that students have the correct Carshalton High School for Girls PE kit and that they bring this kit to every PE lesson. In the instance that students are not able to take part iaspect of PE parents must give students a note to give to their PE teachers explaining reasons for non Students are still expected to bring kit with them to change into as they can still be used in the lesson, unless an injuso. Encourage students to attend a wide range of extracurricular sporting clubs at lunch time and after school.


12

al Education encourages students to learn about themselves, their capabilities, their potential and their limitations. It is the foundation of all sport participation because it goes further than the individual and their understanding of themselves - it also teaches how to work with and respect others. Above all, it should be a source of fun and enjoyment that introduces students to the different roles in sport. Carshalton High School for Girls PE Department pride themselves in catering for all levels and abilities in all sports. We aim to enable each child to fulfil their own potential within their own level of all sports.

What is studied Multi Skills Activities, Health Related Exercise, Gymnastics Activities, Games Activities, Athletics and Striking and Fielding. (Striking and Fielding includes: Rounders and Stoolball)

Assessment and reporting Students are assessed using Physical Education National Curriculum levels during and at the end of each lesson block. Students therefore receive a NC level at the end of each activity they study. Students will develop the ability to assess themselves and others in line with NC levels.

School PE Kit (shin pads and boots are optional but valuable with regard to preventing injury)

Parents can help by ensuring that students have the correct Carshalton High School for Girls PE kit and that they bring this kit to every PE lesson. In the instance that students are not able to take part iaspect of PE parents must give students a note to give to their PE teachers explaining reasons for non-participation.

Students are still expected to bring kit with them to change into as they can still be used in the lesson, unless an injury prevents them from doing so. Encourage students to attend a wide range of extracurricular sporting clubs at lunch time and after school.


al Education encourages students to learn about themselves, their capabilities, their potential and their limitations. It is the foundation of all sport participation because it goes further than the individual and their

so teaches how to work with and respect others. Above all, it should be a source of fun and enjoyment that introduces students to the different roles in sport. The teachers of Carshalton High School for Girls PE Department pride themselves in

all levels and abilities in all sports. We aim to enable each child to fulfil their own potential within their own level of all sports.

Multi Skills Activities, Health Related Exercise, Gymnastics Activities, nd Striking and Fielding. (Striking and Fielding

Students are assessed using Physical Education National Curriculum levels during and at the end of each lesson block. Students therefore

NC level at the end of each activity they study. Students will develop the ability to assess themselves and others in line with NC levels.

School PE Kit (shin pads and boots are optional but valuable with regard

Parents can help by ensuring that students have the correct Carshalton High School for Girls PE kit and that they bring this kit to every PE lesson. In the instance that students are not able to take part in the practical aspect of PE parents must give students a note to give to their PE

Students are still expected to bring kit with them to change into as they ry prevents them from doing

so. Encourage students to attend a wide range of extracurricular sporting


13

Subject:

Product Design

Y7 Subject Content

Health and Safety in the workshop. Machinery and tool testing: Construct a bookend/storage system to help organise teenage work area. Introduction to materials. Systems and control/ inputs and outputs. Design and make task: Mechanical toy Plastics: Keyfob and packaging

Equipment needed

HB or 2H pencil Pencil sharpener Ruler Coloured pencils Hairband and grips. Hair must be tied back to reduce risk of entrapment in machinery No acrylic nails at any time due to the glues and tools used Mufti days: ensure students are appropriately dressed for lessons. Shoes must protect the feet. Jewellery must not be worn during lesson.


Ensuring homework tasks are completed on time.

Subject:

Religious Studies

Y7 Subject Content

In Year 7 we explore the ways world views use symbols and stories to express their ideas about life and existence.

Equipment needed

Pen, pencil, ruler, colouring pencils and felt tip pens


Be willing to support students with their homework and to discuss the ideas covered in class with their daughters, when appropriate.

Subject:

Science

Y7 Subject Content

Biology, Chemistry and Physics modules covered throughout the year. End of term Regular assessment through APP (Assessing Pupil Progress)

Equipment needed

Hair band to tie up long hair, glue stick, calculator, ruler, pencil.


Support with research ta


14

Religious Studies

In Year 7 we explore the ways in which religions and other nonworld views use symbols and stories to express their ideas about life and

.

Pen, pencil, ruler, colouring pencils and felt tip pens


Science

Biology, Chemistry and Physics modules covered throughout the year. End of term test in December and June.

Regular assessment through APP (Assessing Pupil Progress)


Support with research tasks.


in which religions and other non- religious world views use symbols and stories to express their ideas about life and

Pen, pencil, ruler, colouring pencils and felt tip pens.


Biology, Chemistry and Physics modules covered throughout the year.

Regular assessment through APP (Assessing Pupil Progress)



15

Subject:

Spanish

Y7 Subject Content

Bienvenidos : Greetings, names, ages, birthdays, nos – 31,classroom objects, days of the week, alphabet. Tú y yo : Countries, nationalities, where you live, languages, family, pets, physical description. Vamos al instituto : School Subjects, opinions, telling the time, timetable, mealtimes, describing school, how you get to school. En casa : Talking about your home and saying where it is, describing your house/rooms, daily routine, after school activities. Mi pueblo : Say where you are going, directions, location of places, describing town, weather. El tiempo libre ; Sports and hobbies, arranging to go out, future activities, household tasks. Skills The language-learning skills of Listening, Speaking, Reading and Writing are developed. Grammar is met through the topic areas, building upon students’ primary school Literacy work. Setting Arrangements Students are taught in mixed ability groups, according to their tutor group. Class work Lessons are interactive and tailored according to the groups needs. Language skills are practised using a variety of activities: listening to native speakers, tapes and CD’s, DVDs, ICT, games, songs, projects and reading. Homework This reinforces class work. It is important to recognize that preparation for a speaking task or learning for a vocabulary test is given as much time as a writing or reading homework. Assessment There are normally assessments in the Autumn, Spring and Summer terms, covering all four language skills of listening, reading, speaking and writing.

Equipment needed



It is really not necessary to know any Spanish at all. Please test your daughter on vocabulary, encourage her to speak any Spanish words or speaking presentations aloud to you or allow your daughter to teach you or a younger member of the family a few phrases. Look through and discuss topics/ comments in your daughter’s exercise book. Research the following websites for suitable exercises: www.uni.edu/becker/ www.languagesonline.org.uk/ www.ashcombe.surrey.sch.uk/Curriculum/modlang/index_students.htm www.bbc.co.uk/languages/spanish/ www.linguascope.com - beginner

Keeping your child eSafe

TOP TIPS FOR PARENTS 1. Set up an account for each user on your PC at home and only give yourself administrator access. This will allow you to keep control of user account can be password protected. You can do this in the ‘Control Panel’. 2. Add a screen saver protected by a password to your account so that if you leave the PC for 5 minutes you will have to enter your password. You can do this in the ‘Control Panel’. 3. Encourage your family to use technology in a public part of the house, and where it’s easier to monitor what your children are doing. This applies not just to PCs but alsolaptops and games consoles. If a predator sees a living room/kitchen in the background on the webcam rather than a child’s bedroom, they will be less likely to embark on attempting to groom your child. 4. Remember that many games consoles come with fdisable or limit ‘Xbox Live’ on the Xbox 360 you can do so by going to ‘Settings, Parental controls’. There is also the option to add a mask to voices so that a youngster’s voice sounds like that of an adult or even a robot. See the ‘Online Gaming and Games Consoles’ section for further information. 5. Encourage your child not to open emails from unfamiliar email addresses and to avoid opening suspicious attachments. As far as possible you should encourage your cemail system and Learning Platform as this provides a safer environment. 6. Set your favourite search engine to do ‘safe searches’. This will make sure that a search returns content suitable for all ages. For example, to set Googsettings on the homepage and then ensure that moderate or strict filtering is enabled. 7. Tell children not to give out their personal details whilst online. If they want to subscribe to any online services or websites make up a family email address to receive the mail. 8. The internet is a great resource for homework, but remember to use more than one site in research to get broad, balanced information and always reference your research sources. 9. Involve your children in writing your own family code of ‘Acceptable Computer & Internet Use’. Remember that what’s acceptable for a teenager isn’t necessarily okay for a primary schoolchild, so get their input. See the ‘Activities for use at home’ section. 10. Surf together and engage in their world. Go online with your child and become part of their online life – add them as friend on a social networking site (once they’re old enough), text them and discover what their game consoles can do. Keep up...today’s tantique! For more information visit http://www.knowthenet.org.uk/


16

Keeping your child eSafe

TOP TIPS FOR PARENTS

1. Set up an account for each user on your PC at home and only give yourself administrator access. This will allow you to keep control of the settings and the installation of software. Each user account can be password protected. You can do this in the ‘Control Panel’.

2. Add a screen saver protected by a password to your account so that if you leave the PC for 5 nter your password. You can do this in the ‘Control Panel’.

3. Encourage your family to use technology in a public part of the house, and where it’s easier to monitor what your children are doing. This applies not just to PCs but alsolaptops and games consoles. If a predator sees a living room/kitchen in the background on the webcam rather than a child’s bedroom, they will be less likely to embark on attempting to groom

4. Remember that many games consoles come with family settings. For example if you want to disable or limit ‘Xbox Live’ on the Xbox 360 you can do so by going to ‘Settings, Parental controls’. There is also the option to add a mask to voices so that a youngster’s voice sounds like that of an

en a robot. See the ‘Online Gaming and Games Consoles’ section for further

5. Encourage your child not to open emails from unfamiliar email addresses and to avoid opening suspicious attachments. As far as possible you should encourage your cemail system and Learning Platform as this provides a safer environment.

6. Set your favourite search engine to do ‘safe searches’. This will make sure that a search returns content suitable for all ages. For example, to set Google to do safe searches click on search settings on the homepage and then ensure that moderate or strict filtering is enabled.

7. Tell children not to give out their personal details whilst online. If they want to subscribe to any tes make up a family email address to receive the mail.

8. The internet is a great resource for homework, but remember to use more than one site in research to get broad, balanced information and always reference your research sources.

children in writing your own family code of ‘Acceptable Computer & Internet Use’. Remember that what’s acceptable for a teenager isn’t necessarily okay for a primary schoolchild, so get their input. See the ‘Activities for use at home’ section.

Surf together and engage in their world. Go online with your child and become part of their add them as friend on a social networking site (once they’re old enough), text them

and discover what their game consoles can do. Keep up...today’s technology is tomorrow’s

http://www.knowthenet.org.uk/ or www.thinkuknow.co.uk


1. Set up an account for each user on your PC at home and only give yourself administrator the settings and the installation of software. Each

user account can be password protected. You can do this in the ‘Control Panel’.

2. Add a screen saver protected by a password to your account so that if you leave the PC for 5 nter your password. You can do this in the ‘Control Panel’.

3. Encourage your family to use technology in a public part of the house, and not in the bedroom, where it’s easier to monitor what your children are doing. This applies not just to PCs but also to laptops and games consoles. If a predator sees a living room/kitchen in the background on the webcam rather than a child’s bedroom, they will be less likely to embark on attempting to groom

amily settings. For example if you want to disable or limit ‘Xbox Live’ on the Xbox 360 you can do so by going to ‘Settings, Parental controls’. There is also the option to add a mask to voices so that a youngster’s voice sounds like that of an

en a robot. See the ‘Online Gaming and Games Consoles’ section for further

5. Encourage your child not to open emails from unfamiliar email addresses and to avoid opening suspicious attachments. As far as possible you should encourage your child to use the school’s

6. Set your favourite search engine to do ‘safe searches’. This will make sure that a search returns le to do safe searches click on search

settings on the homepage and then ensure that moderate or strict filtering is enabled.

7. Tell children not to give out their personal details whilst online. If they want to subscribe to any tes make up a family email address to receive the mail.

8. The internet is a great resource for homework, but remember to use more than one site in research to get broad, balanced information and always reference your research sources.

children in writing your own family code of ‘Acceptable Computer & Internet Use’. Remember that what’s acceptable for a teenager isn’t necessarily okay for a primary school-aged

Surf together and engage in their world. Go online with your child and become part of their add them as friend on a social networking site (once they’re old enough), text them

echnology is tomorrow’s

www.thinkuknow.co.uk

YEAR 7 PARENT S’ CURRICULUM BOOK 7/Y7 Info Eve Booklet colour.pdf · Help with writing about...

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