Year 7 Programme of Study

8/3/2019 Year 7 Programme of Study

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Programmes of Study New Cairo Academic Year 2011/2012 British International School

Art Curriculum OverviewYear 7The primary objective of the art curriculum is to provide the skills and opportunities necessary for all

students to develop aesthetic awareness and creative involvement.

Each year group will follow a theme which will last for the whole term. The objective is to encourage

all students to sustain and thoroughly investigate a topic, starting with a structured skills-based

foundation which equips them to make an individual and personal response to the theme. The long

period of time devoted to the project enables a number of ambitious and varied responses, hopefully

leading to further developments and larger scale work. Students are guided and encouraged to work

with a range of materials. The course is not prescriptive but rather, the intention is to provide

starting points.

Research, experimentation and modification are important aspects of the process of making art.References to the work of established artists and craft workers are an integral part of that process.

Topic Elements Direction / Outcomes Artists / Movements

Term 11. Me, myself

and I

Shape

Tone

Form

Proportion

Colour

Portraits, Self-

Portraits, Skin Colour,

Proportions, Personal

collections, Dreams,

Likes, Dislikes,

Personal perspectives,

Friends and Family,

Reflections, etc.

All students will

attempt at least one

large- scale self-

portrait during the

course.

Van Gogh

German

Expressionist

Prints

Picasso Modigliani

Toulouse-Lautrec

Gaugin

Matisse

Etc.

The topics for the second and third terms will depend largely upon the outcome from individual

classes at the end of term 1 and will hopefully be very much directed by the interests of the students.


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Drama Curriculum OverviewYear 7Term Topics Description1 Introduction to

Drama / Skills -

Wolves

Students will be given an introduction to the basic drama skills of

group work, performance and evaluation. They will learn a variety of

dramatic conventions including tableau, thought-tracking, action-

narration, teacher-in-role/pupil-in-role, soundscape and mime.

Character - The

Tempest

Students will develop their characterisation skills focusing on how

voice and movement can be changed in order to develop a character.

They will experience the rehearsal technique of hot-seating. They

will understand and be able to demonstrate puppet-control and

invisibility on stage.

2 Practitioner-Stanislavski

Students will learn about the theatre practitioner Stanislavski and histheories about acting. They will learn a variety of skills that will

enable them to effectively portray a variety of different characters.

Script Students will explore how a performance gets from stage to page.

They will look at a play from both a director and actors point of view.

They will learn how to learn lines. Students will present a scripted

performance to an audience.

3 World Theatre

Genre

Students will learn about theatre from different cultures and

different genres. They will focus on an understanding of traditional

styles of performance.

Extended Drama Darkwood Manor

Students will create an extended piece of theatre that uses a varietyof different dramatic conventions. They will learn about how to

develop the plot.


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English Curriculum OverviewLanguage and LiteratureYear 7

Topics Covered Description

Term 1 Narrative: Autobiography/

Short Stories

Fiction/Non-Fiction

The Writers Cauldron

Stories Then and Now

Poetry: Ballads/Newspaper

articles/Front page News

AT1- Discussion of character and character types,

narrative structure, settings, social and historical contexts,

genre and convention; reading aloud.

AT2- Reading for pleasure; tracing narrative structure;

identifying genre and convention; identifying character

types and stereotypes; research into the social and

historical context of texts and authors; linked media texts.

AT3- Character profiles; monologues based on inverted

stereotypes and conventions; producing own stories using

conventions of the genre.

AT1- Discussion and performance poetry- related

activities; discussion of form and convention.

AT2- Reading for pleasure; identifying form and

convention in literary and non literary ballads; identifying

the use of poetic devices; using quotation to support

ideas.

AT3- Empathetic writing; letter writing; prosecution

speeches; writing news stories.

Term 2 Literature: Holes

Media: Advertising

AT1- Discussion of character, plot, language, emotional

and moral issues; reading aloud; role-play of choice

episodes.

AT2 - Research of texts geographical and historical

background; interpretation of plot, events, character.

AT3 - Diaries; narrative and analytical writing; note

making, letters, and reviews.

AT1- Discussion and comparison of ideas; group

presentation of research.

AT2- Identifying language devices in slogans and brand

names; researching the etymological origins of product

names; identifying persuasive devices advertisements;

analysis of the written and visual language used in media

texts.

AT3- Creating an advertising campaign; writing to target a

particular audience; devising media schedules; using

specific media terminology; written evaluation.

Term 3 Drama: A Range of Plays AT1- Performing a play script; hot-seating, thought-tracking, soundscaping, tableaux.

AT2- Identifying form and convention in play scripts;


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Practice Tests reading for meaning; examining the development of

character through the use of dramatic devices;

comparison of prose and play texts.

AT3- Scriptwriting; persuasive writing; diary entries;

empathetic writing.


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French OverviewYear 7Term 1 Term 2 Term 3

Topics:- Alphabet- Classroom instructions- Classroom language + objects- Numbers 1 - 1000- Greetings- Family members + bros + sis.- Hair and eyes + personality- Personal ID: age, nationality,where you live.- Animals + descriptions.- Colours

- Months, days, birthdays,presents.

Grammar

- un/unele/la/les/l- verbs avoir / tre- personal pronouns (je, tu, il, elleetc)- possessive pronoun my

IT:

- Write a letter about yourself- ID card.

Topics:- School subjects + opinions- Clothes + opinions- Hobbies + frequency + opinions- Weather- Time (including 24hr clock)

Grammar:- Jaime + Infinitive-Verb aller, commencer, finir- negative ne . pas- possessive pronouns your and

his/her- Likes/dislikes + infinitive- Faire du/ de la + Jouer au/ la-er verbs present tense

IT:- Weather forecast

Other

- Weather presentation- Short project on a Francophone

country

Topics:- Area where one lives- Places in town- House + rooms- Bedroom furniture- Activities at home- Prepositions- Planning activities

Grammar

- Il y a / il ny a pas de

-On form of verbs-

IT:- Design your dream house


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Geography Curriculum OverviewYear 7Topics Covered Description

Term 1 Map skills and places

Exploring Egypt

The first part of the unit will focus on

developing pupils basic map skills. Skills

include grid references, direction, scale,

latitude and longitude, contours and

map symbols.

The second part of this unit aims to

further develop pupils' knowledge and

understanding of places gained from

KS2 whilst at the same time applying

some of the map skills learned in part

one. Pupils will look at continents,

countries and world geography.

In this unit pupils will explore the

physical geography of Egypt again

building on map skills used in the first

unit. Pupils will compare different

environments in Egypt (desert, cities,

Nile Delta) and how and why the

population is distributed in these areas.

The unit also looks at tourism in Egypt

and pupils will create a brochure aimed

at promoting Egypts tourist attractions

to foreign visitors. The formal

assessment involves writing a diary

which looks at the issues of rural to

urban migration within Egypt whilst

giving pupils an opportunity to express

their literacy skills.

Term 2 Exploring Egypt continued

Microclimates project

In this unit pupils learn the physical

geography behind microclimates by

conducting a geographical enquirywhere should Mr Pontich build his

greenhouse? in the school grounds.


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Pupils first learn the basics of measuring

the weather and what microclimates

are. They then use thermometers and

hand made anemometers to measure

the climate at a range of sites aroundthe school. (Pupils find these sights

using a school base map and the map

skills previously learned).

Pupils then write up this as an

experiment using graphing, describing

and explaining skills. The overall enquiry

is formally assessed.

Term 3 Rivers and how they work

Country Enquiry

In this unit pupils investigate rivercharacteristics, processes and features.

They look closely at processes of

erosion, transportation and deposition.

They then look at how these processes

shape the land by focusing on

waterfalls, meanders and ox bow lakes.

Pupils then look at how rivers change

along their course. The unit is formally

assessed with a key knowledge test.

This unit is a researched based unit.

Pupils will investigate various aspects of

their chosen country in groups. They will

then present their information in a

medium of their choice.


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German CurriculumYear 7


Term 1

1. Greetings & personaldetails

2. Classroom instructions3. Classroom objects4. Counting to 10005. Alphabet6. Talking about where you

live7. Family8. Pets

9. Describing your home

Students cover different topics areas and in doing so will cometo understand the main linguistic points of each area throughlistening, speaking, reading and writing tasks. These are thefour skill areas assessed on a regular basis. Topics arecovered using communicative activities, such as role- plays,group work, listening exercises and oral presentations.

Grammatical points (verbs, tenses, use of adjectives etc) willbe introduced through each topic area, where and when it isrelevant. Reinforcement work will involve grammar sheets,grammatical games and puzzles and regular tests to checkknowledge and understanding.

Term 2

10. Rooms and furniture11. Addresses and telephone

numbers12. Time13. Daily routine14. Dates and celebrations15. Food and meals16. Healthy eating

Term 3

17. School - subjects andopinions

18. Free time, sports and

hobbies19. Television20. Talking about preferences21. Musical instruments22. Pocket money23. Arranging to go out24. Weather and seasons25. Holidays


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Term 1

1. Holiday review2. In a town3. Asking for and giving

directions4. Methods of transport5. At the train station6. Shopping

Students cover different topics areas and in doing so willcome to understand the main linguistic points of each areathrough listening, speaking, reading and writing tasks.

These are the four skill areas assessed on a regular basis.Topics are covered using communicative activities, such as

role-plays, group work, listening exercises and oralpresentations.


Term 2

7. Shopping in a departmentstore

8. Personal descriptions9. Arranging to go out

Term 3

10. Parts of the body11. At the doctors12. Holidays13. Talking about the past


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Term 1

1. Personal ID2. Nationalities3. Hobbies4. Everyday expressions

or a visit5. Past holidays6. Souvenirs7. School - subjects,

likes, dislikes, rules,future plans

8. Weather9. Describing your area

Students cover different topics areas and in doing so will cometo understand the main linguistic points of each area throughlistening, speaking, reading and writing tasks. These are thefour skill areas assessed on a regular basis. Topics arecovered using communicative activities, such as role-plays,group work, listening exercises and oral presentations.


Term 2

10. Protection of theenvironment

11. Films and cinema12. Music13. Reading14. Television and IT15. Jobs and pocket money16. Numbers to 1 million

Term 3

17. Clothes18. Family19. Rules at home20. Teenage problems21. Revision for exams


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History Curriculum OverviewYear 7Core textbook: Life in Medieval Times Heinmann Book 1


Term 1 Introductory Unit

Medieval Monarchs

Emphasis on power

This unit will review work undertaken in KS2 and

look at ways historians investigate the past.

The textbook What is history? can be used for

this.

This unit explores the nature of medieval

monarchy and some of the challenges faced by

medieval monarchs, especially focusing on

William the Conqueror and the problems he had

to solve after taking over England. The Battle of

Hastings will be an in-depth topic with an

assessment to end.

A study of castles and their development will

form the next in-depth topic. This will overlap

into the second term.

This unit is an enquiry based unit.

Term 2 Continue with medieval

monarchs.

Medieval People and the

Church

This unit considers how people lived in towns

and the countryside during the Middle Ages. Italso looks at the Black Death and the murder of

Thomas O Beckett. Students will also learn about

the medieval church and its impact on everyday

life. This topic will also overlap into the second

term.

Term 3 Islamic Nations and Empires This unit involves the study of the political and

cultural achievements of Islamic states during

the early period. It will look at the main events

and the people who shaped this period.

Year 7 students will also study empires. This mayform part of a project where they research a

specific empire, preferably one which their

nationality or background reflects.


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ICT Curriculum OverviewYear 7

Topics Description

Term 1

1. Creating Presentations

2. Using Data & Information

Sources

3. Creating Brochures

Pupils learn about different directory structures,

how to organise, delete, re-name files and folders.

Pupils learn about the importance of considering

style and audience in their presentations.

Pupils learn how to select sources and find

information using ICT systems. They learn to

assess the reliability of these information sources.

Pupils learn how to use Desktop Publishing

software to create posters and leaflets.

The pupils learn how to create graphs, perform

calculations and present information in various

forms to different audiences.

The pupils are introduced to modelling and use

spreadsheets to test predictions and relationships.

The pupils create reports to display their results.

The pupils gather and analyse data, interrogate

databases, as well as planning, designing and

producing a database of their own.

In measurement and control, the pupils

understand how computers can be used to gather

data, and control devices according.

Term 25. Modelling & Presenting

Numeric Data

Term 3

6. Handling Data

7. Control & Monitoring


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Mathematics Curriculum OverviewYear 7Chapter Description

Term 1

1Statistics: about our school

2Symmetry

3Number patterns

4Arithmetic and the calculator

5 Shape and construction

6Decimals

Term 2

73-D work:

8Probability

9Algebra: writing letters

10Angles

11Extending the number line

12Units of length and scale drawing

Term 3

13Algebra

14Area and perimeter

15Fractions and percentages

16Statistics: what does it all mean?

Revision week and exam week at some stage in term

Key Maths Book 71/72


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Arabic OverviewYear 7Term 1 Term 2 Term 3

Topics:- Alphabet- Classroom instructions- Classroom language + objects- Numbers 1 - 20- Greetings- Family members + bros + sis.- Hair and eyes + personality,descriptions- Countries, nationalities, where youlive- Animals + descriptions.

- Colours

Grammar

- verb to have- m/f endings- personal pronouns- possessive pronoun my, your, his-adjective agreements

IT:- Write a letter about yourself

- ID card.

Topics:- School subjects + opinions, schoolday- Clothes + opinions, colouragreements- Hobbies + frequency + opinions- Time (including 24hr clock)-school uniform-days of the week

Grammar:- likes and dislikes+ Infinitive

- possessive pronouns your andhis/her- regular verbsIT:- Introduction to Arabic culture

Topics:- nos 1-20- 1st, 2nd, 3rd person- ages, months, birthdays- days of the week- I.D cards

Grammar

- verb to lveIT:- Design your dream house


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Music Curriculum OverviewYear 7Topics Description

Term 1

Rhythms of the Nile and The

Music of Latin America.

Listening/Performance

Assessment: 12/2011

Students will investigate the use of cyclic patterns as

used in Egyptian music and call and response

patterning/improvisation. Various music of South

America will be studied along with the evolution of

more recent Latin rhythms i.e. Tango etc as will the

music of Villa-Lobos. Impressionism and the music of

Claude Debussy will be studied along with a close look

at music of the Folk and Medieval traditions.Term 2

Impressionism

Composition Assessment:

03/2012

Term 3

The Folk tradition and

Medieval Music

Composition and Performance

Assessment: 06/2012


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PE Curriculum Overview

Year 7

Please note that students will carry out all the activities in the year however the order between form

groups may vary

Activity Description

BasketballBasic rules, ball handling, set shot and lay-up, passing, dribbling, man-to-man

marking

Football Ball skills, dribbling, passing and receiving, shooting, heading

Volleyball Basic rules, rotation on serve, volleying, digging, 1v1's, 2v2's, mini-volleyball

Health-

RelatedFitness

Warm-up/cool-down, basic circuits, effects of exercise on heart-rate, fitness

tests

Striking &

Fielding

games

Basic rules, throwing, catching, hitting skills

Kinesiology &

Team BuildingRuns, jumps and throws, sprint starts, relays, team challenges

Swimming

Backstroke, breaststroke butterfly and freestyle stroke development, water

safety skills,

competitive start award

Tag RugbyBasic rules, ball handling, concept of backward pass, chicken scratch scrums,

tag rugby.

Water Polo Dribbling and passing skills, basic rules and small sided games.


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Science Curriculum OverviewYear 7Topic Description

Introductory course

In this unit pupils:

Recognise hazards and take safety precautions.

Use the Bunsen burner and thermometers safely and effectively.

Make measurements of volume, mass, temperature and time.

Investigate the factors that determine the time it takes a pendulum to swing,

controlling relevant variables

Term 1

Particles


Learn how the particle model can be used to explain differences between

solids, liquids and gases.

Explore how experimental evidence relates to theories and models.

Extend their knowledge of dissolving and the separation of the components ofa solution and relate this to the particle theory.

Begin to distinguish between a pure substance and a mixture.

Apply the practical model of solids, liquids and gases in a range of contexts.

In scientific enquiry pupils:

Use the particle model to explore the interplay between scientific theories and

evidence.

Evaluate whether evidence supports or refutes explanations of phenomena.

Describe and interpret patterns in graphs and chromatograms.

Make predictions from graphs and data about solubility.

Investigate how a sample of pure salt can be obtained from a sample of rock salt,

evaluating the method in terms of salt obtained.

Variation,

classification and

the

environment


Explore variation within and between species.

Consider why classification is important and are introduced to scientific

classification of animals.

Investigate patterns of variation in living things and ways of representing and

explaining the occurrence of variations.

Be able to describe the ways living things are adapted to their habitat.

Describe how different organisms contribute to the community in which they

are found and relate food chains to energy transfer.


Frame questions to be answered using first-hand or secondary data.

Make qualitative observations and record these in a variety of ways.

Draw conclusions from observations and explain these using scientific

knowledge.

Investigate variation between individuals of the same species using an

appropriate sample size.

Be able to measure variables in a habitat


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Term 2

Energy

and

Electricity


Are introduced to the concept of energy in the context of fuels as convenient

and therefore valuable resources.

Consider the nature and origin of fossil fuels and renewable sources of energy

and how their use has implications for the environment.

Consolidate and extend their ideas about energy resources for living things: food

for people and sunlight for plants.

Link the energy resources to the role of the sun as the ultimate source of most

of the Earths energy resources.

Consolidate and extend their ideas about circuits.

Use concept of electric current and energy transfer to explain the working ofcircuits.

Explain patterns in the measurements of current and voltage.

Use the concept of resistance qualitatively.

Build circuits in which current flow is usually controlled.

Consider the hazards of electricity for humans.


Decide what variables are relevant and how to control these to make fair

comparisons.

Use the Bunsen burner and thermometers safely and effectively.

Make measurements of volume, mass and temperature.

Investigate the energy resources in foods, controlling relevant variables.Explore early ideas about electric current.

Plan safe procedures and recognise hazards.

Use ammeters to measure current.

Cells and

Reproduction


Learn that cells are the basic units of life and are organised into tissues from

which organs are made.

Explore cell structure and differences between plant and animal cells.

Learn about some functions of cells.

Extend their earlier ideas about human reproduction and consider how

offspring are protected and nurtured.

Consider and compare reproductive patterns in other animals with those in

humans. Relate what they know of the way their bodies change during adolescence to

knowledge about human reproduction, growth and the menstrual cycle.


Learn how observations made with a microscope helped ideas about the

structure of living things to develop.

Learn to use a microscope safely and effectively.

Make observations using a microscope and record these in drawings.

Compare and interpret information from microscopic observation.

Draw conclusions from observations and explain these using scientific

knowledge.

Are introduced to the importance of sampling in biological investigations.


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Term 3

Reactions


Learn about acids and alkalis as classes of chemicals with distinct properties and uses.

Use indicators to classify solutions as acidic, alkaline or neutral.

Use the pH scale to compare the acidity and alkalinity of different solutions.

Begin to explore neutralisation.

Are introduced to the idea that chemical change results in new substances that are

different from the ones from which they were made.

Explore some simple chemical reactions of acids in which a gas is made. Explore burning as a chemical reaction involving a gas, air or oxygen.

Identify hydrogen and carbon dioxide as substances made during some of these

reactions.

Work with gases to understand that gases are real materials. Begin to use word equations as shorthand descriptions of reactions.


Recognise hazards and use information sources to assess risks associated with acids and

alkalis.

Make and present qualitative observations.

Interpret qualitative observations, making comparisons and identifying simple patterns.

May investigate the effectiveness of different antacids, controlling appropriate

variables

Learn techniques for making and testing gases, using laboratory equipment effectively

and taking actions to control risks.

Present observations in ways which enable patterns to be seen.

Make generalisations from observations. Suggest and evaluate explanations and observations.

Investigate the role of air in the burning of a candle.

Forces and

Solar system

and beyond


Consolidate their ideas about the son and moon, and use models of these to explainphenomena such as eclipses and the seasons.

Learn that planets and satellites are seen by reflected light and that the sun, as a star,

emits light.

Compare the sun with other stars.

Consolidate and build on their concept of force and its measurement.

Identify the origin of friction, air resistance, up thrust and weight and describe

situations in which these forces act

Distinguish between mass and weight. Use the concept of speed.

Relate forces acting to changes in motion.


Consider how evidence about the solar system has been collected and interpreted.

Use models to explain phenomena.

Present data as a line graph and interpret this.

Evaluate the strength of evidence obtained.

Use data from secondary sources to answer questions about the solar system and the

stars.

Consider why it is important to repeat measurements.

Measure distance, time and force including weight.

Construct and interpret line graphs and use them to make predictions.

Investigate floating in water of varying salinity, ensuring relevant variables are

controlled.

Investigate friction between solids, ensuring relevant variables are controlled.


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Spanish OverviewYear 7Term 1 Term 2 Term 3

Topics: Topics: Topics:

Greetings Giving personal details (name

+ age) Classroom items Months + birthdays Classroom instructions +

objects

Alphabet Numbers 1 - 40 Countries + nationalities Saying where you live Talking about your family Phrases for using a computer

Physical descriptions Talking about pets School subjects + opinions Days of the week Colours Clock times

Saying how you get to school Describing your school

Grammar: verbs: lIamarse, tener, vivir,

ser eVlalloslJas hay / no hay personal pronouns (yo, tu,

el, ... ) - adjectives: gender and

number

Grammar. Verbs: ser, tener, gustar Adjective agreement: gender

and number un/unalunos/unas Hay/no hay

using the tuand ustedforms

Grammar: Verbs: llegar, ir, ser Interrogatives: que, como

ITWrite a letter about yourself

IT:

Write a letter about your familyIT:

Write a letter about your school


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Standard Arabic CurriculumYear 7


Term 1

1. Taking decisions2. The signs of the verb3. Feminine and masculine4. Verbal and nominal

sentences5. Adjectives and positioning6. The use of order form7. Object8. Place and time

9. The dual and positioning

Students will address a wide variety of grammaticalstructures and complete exercises and tasks that willincrease their knowledge and understanding of theseconcepts. Students will also complete reading and writing

comprehension exercises as well as be involved indiscussions about relevant and current issues in society.

As reading is a key skill, they will read texts from differentregisters e.g. journalistic, poetry, novels and will beencouraged to develop their independent reading skills.Students will also undertake exercises in dictation duringlessons.

Term 2

10.Plural of feminine11.Grammar rules12.Composition13.Dictation

Term 3

14.Plural of masculine15.General grammar revision16.Composition17.Dictation


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Term 1

1. Question words2. Nouns and pronouns3. The conditional4. Present tense5. Revision

Students will address a wide variety of grammaticalstructures and complete exercises and tasks that willincrease their knowledge and understanding of theseconcepts. Students will also complete reading and writingcomprehension exercises as well as be involved in

discussions about relevant and current issues in society.

As reading is a key skill, they will read texts fromdifferent registers e.g. journalistic, poetry, novels and willbe encouraged to develop their independent readingskills. Students will also undertake exercises in dictationduring lessons.

Term 2

6. The verb and it's position7. The semi subject8. Nouns

9. Verbs with one object10. Verbs with more than 1

object11.Verbs12.Revision

Term 3

13.Revision of grammar14.Composition writing15.Reading and dictation


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Term 1

1. Question words2. Nouns and pronouns3. The conditional4. Present tense5. Reading comprehension Students will address a wide variety ofgrammatical structures

and complete exercises and tasks that will increase theirknowledge and understanding of these concepts. Students willalso complete reading and writing comprehension exercises aswell as be involved in discussions about relevant and currentissues in society.

As reading is a key skill, they will read texts from differentregisters e.g. journalistic, poetry, novels and will beencouraged to develop their independent reading skills.Students will also undertake exercises in dictation duringlessons.

Term 2

6. The verb and its position7. The semi subject8. Nouns9. Verbs with 1 object10.Verbs with more than 1

object11.General verbs

Term 3

12.Conjugations13.Adjectives14.Confirmation forms15.Substitution forms16.Exception forms

Year 7 Programme of Study

Documents

Transcript of Year 7 Programme of Study